Cognitive Development of a 5 Year Old Essay

How many cups did you say the model would taste? How many cups did Fisher say that the "tea lady" in the story should taste? Please describe fully Fisher's answer to this question, including any mathematical considerations. Was your answer the same as Fisher's answer? If not, how is it different?

A pattern that was found is that the water data is more consistent than the data for the juice and the seltzer. We know this because the data for the juice has a 16 second difference. The data for the seltzer came to a difference of 27 seconds. Finally the waters difference is 12 seconds, the most

tube was placed inside, then another test tube with an equal amount of substance would be placed

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

For the conservation of liquid task both Jacqueline Tyler had very similar answers. They both agreed that the cups of water are the exact same however, Jacqueline said they looked to be the same height while Tyler said they just look alike. Jacqueline did use her higher operational thinking to be able to recognize that they are the same height. Tyler used his guessing skills to be able to notice that they are most likely the same. On the second portion of the problem they both stated that the water amount does not change because you change the cup

However, the results are completely different. The results shown in the table, the water and cornstarch solution is most suitable liquid to use in the snow globes due to its thick viscosity compared to other solutions. Hence, the marble traveled slower as it created more drag onto the marble. Nevertheless, the water itself had low viscosity compared to other solutions because the marble reached the base faster of the measuring cylinder. As a result, it created less drag onto the marble compared to water and cornstarch solution. Therefore, the thicker the solution, the longer it takes for the marble to reach the base of the measuring cylinder. However, if the solution has low viscosity (such as water itself), the faster it the time it takes for the marble to reach the

He tried different methods to pick up the bottles. He was able to sort the bottle by volume of liquid. He showed an understanding of sorting and classifying to help him learn to sort. This requires logical thinking and to organize

This experiment is used to see if a child understands that the amount of a substance remains the same even when the shape is changed. The experiment will show if size influences them in their decisions. This experiment will also show if they have the ability yet to think backwards from one shape back to the other.

Our group started to look at the creative constraints before designing the container which included 12 popsicle sticks, 5-10 index cards, 1 meter of duct tape, and 1 plastic bag, and the container had to fit the base of a pie plate. Since we had to prove if 1 cubic cm is equal to 1 ml of water, we had to fit 1 liter of water in our container. Our group started discussing what shape we wanted to do and soon we decided making a cube because it would be easy to build and it makes sense. Before building the container had to made a plan, our plan was to start building from bottom to top. So we started off with the base, but before we did that we had to make the dimensions which were 10 cm for the length, 10 cm for the width, and 10 cm for the height and it equals out to 1,000 cm. We planned to use all of the materials, but we had to cut or bend them. We cut the popsicle sticks to 10 cm and bent the index cards at the 10 cm mark that we made with a ruler. We placed the popsicle sticks in an X formation and connected the sides with more popsicle sticks, so in total we used 6 popsicle sticks. We duct taped the sides of the base and started working on the sides of the container. We taped the 4 bent index cards to the base and taped popsicle sticks in the inside of the container vertically. We place the bag inside and called it a day. Soon we tested it and the results didn’t end up equalling to 1,000 ml of water, it was 1,063 ml. Our

The author uses the analogy of the cup to represent the different kinds of students by showing separate ways the cup is being used and if it is useful. The first cup the author talks about says that the cup is upside down. That the student is there to learn but pays no attention. In this way using the analogy of the cup shows that the cup is there but it is upside down therefore it cannot be used or filled up because for example if its upside down on a table it is shut out and closed but it’s there. Like a student would be there but it would be no help to the teacher or themselves and they are shut everything out and no information can be spilled in.

Jesica was the first student to have the opportunity to answer the question her answer was very simple and straightforward. She stated because it was inside the glass. After she answered the question the teacher continued to push her to think more critically. In the video you can see that she is getting visibly upset and the teacher leaves her alone after this. However, once Samtha was called on she had a much ore complex answer. Her answer was different because she had already experienced this experiment with her dad. Samtha was able to give this answer because of her past experience and perhaps her dad explained why the towel would not get wet. Where as Jessica had just experienced this experiment and was solely answering the question based

The second step involves taking the measuring cup and pouring two cups of water into both glasses. When you have finished filling the glasses take a marker and mark where the water line falls on both glasses. Before you put the glasses in their respective places you should cover both of with the foil. Making sure the foil is wrapped tightly around both of the glasses place one in the freezer and the other one on a counter, so that it is room temperature. Leave both glasses in their set places for twenty-four hours. When the twenty-four period is over using a ruler compare the initial line we drew to the line of the water now too see if the water height has increased, decreased, or stayed the

Boyer, Levine, and Huttenlocher (2008), proposed children experience cognitive barriers during their development of proportional reasoning when tasks involve liquids and are represented as discrete quantities. Ideally, children generally have difficulties with contextual conventional fractions, as often, children between ages eight and nine scientifically misinterpret fractions that are notated traditionally. Boyer, Levine, and Huttenlocher (2008) demonstrated the barriers to children’s ability to reason proportionally utilizing quantities of liquids is resultant of overextension of absolute numerical equivalence. Participants had no difficulties matching equal quantities; however, encountered problems when items were presented in discrete

the length is doubled the numbers of atoms will also double resulting in twice the number of

"Thanks" I took the cup from him in looked inside it was a weird color. "What is it"