Does This Glass Contain More Water

In my experiment, I compared if the side of a penny affected how many drops of water it can hold. I took 2 pennies, one on the head and one on the tails. I took a dropper and filled it with water. I then dropped the water onto the penny and counted how many drops of water it could hold until the water went on the paper towel. My hypothesis was that the tail side of the penny could hold more water, and it did. According to my data, the tail side average was about 1 whole drop away from the head average. This means that the tail side could hold more water. The exact average of the head side on the penny was 23 drops. The average of the tail side of the penny is 24.72727273 drops. That was super close. Although I made sure my hand was the same

In this experiment the main focus was a four-year-old girl, named Carolyn Weis, though they did have many other children complete the experiment with their own guilty pleasure. All the children were invited to take part in the experiment on the campus of Stanford University in the Bing Nursery School. This experiment that took place that day was giving little four-year-old Carolyn Weis a marshmallow, and all the other kids what they desired, either one or two of their treats. It all depended on how they responded to being left alone with a the treat of their choice when they were told not to eat it while the man conducting the experiment left the room for some

Fisher doesn't believe that all of the cups should be the same because he states that it is "impossible" to make every cup the same. Fisher says that each cup changes and has its differences from the next one. He says, "It is possible that the cup will differ perceptibly in the thickness or smoothness of the material." Fisher also says that during the experiment we don't really need to pay attention to the cups every detail. He says to pay attention too the important things like the amout of coffee and milk

The experiment started by gathering all the necessary materials (Bubble Gums, a ruler, a timer, papers, a pencil, a picture camera and a cardboard poster). Then, with the help of my partner (my mom), the experiment got started. I chew a piece of each gum for 2 minutes, each at the time, started by Hubba Bubba, then Bubble Yum and last Bazooka. I blow a big bubble, my partner measured, and the result was recorded. The same steps were repeated 3 times for each brand of gums, and the average size was calculated by adding the size of each bubble and divided by 3. Lastly, results were compared. The average size of the bubble made by Hubba Bubba Gum was 3.8 cm, Bubble Yum was 3.5 cm and Bazooka Gum was 3.3 cm.

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

During this experiment, one penny stayed almost the same, while the other one turned green and completely changed. The experiments started with two cups. One was labeled water, while the other one was labeled vinegar. In each cup, paper towels were placed at the bottom. In the cup labeled vinegar, vinegar was added and in the cup labeled water, water was added. Then, one penny was placed in each cup and observed on a span of four days. On the first day, penny A (cup with water) looked the same. Penny B (cup with vinegar) had a strong smell and the penny looked shinier. Later on in the week, penny A looked a little brown but mainly stayed the same. Penny B had some bubbles, rusting, and started to become darker. Toward the end of the experiment,

I ran an experiment with Alex and Kyriece, both having to do with their level of understanding conservation of mass. Conservation of mass is a test that helps to see if a child is in a preoperational phase, or in concrete phase of developing. The most famous test is placing two lines of an equal number coins in front of a child. The lines need to be made of the same size coins and must be arranged to be the same length. Then ask the child if one line has more coins in the line, or if they had the same amount. Then stretch the second line of coins to make the line longer, but without adding any more coins. Then ask which line has more coins, the first line, that has the original length, or the second line, that has been stretched out to be longer. I ran this coin conservation test with my mentees, and the results were astounding. I placed the two lines of Connect Four

I show both boys a colorful bowl of marbles, then I ask Jon to count out 20 marbles and place them in a short, chubby cup as Josh watches. I then have Jon count out 20 more marbles and put them in a second short, chubby cup. Now, both boys can see the 20 marbles in the cup. I ask Josh to put them side by side. I ask, “Josh do they look like they have the same amount in each cup?” He replies, “yes”.

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 first experiment started by bringing a group of children, about the age of four, and presenting them with a simple option, they can either take the marshmallow at anytime or wait fifteen minutes and get two marshmallows. Needless to say most kids took the first Marshmallow instead of waiting. The average wait time was just a measly two minutes. It wasn’t until their High school years that they would check up on the kids they experimented with. The results showed that kids did

Isaac was able to agree on each task that initially all the quantities were the same, but was easily influenced once the pennies were moved, the water was placed into a different size glass and the clay was rolled into a different size shape. He thought the row of pennies that was spread out had more pennies, the glass that was taller had more water and the clay that was rolled out had more clay. When asked why he thought there was more, he used concrete physical descriptions about what he saw such as the glass was "taller" or of a different "size" and that the clay was "longer". This demonstrated Isaac's inability to conserve and that he is indeed in the preoperational stage, as Piaget suggests. When presented with the last task, Isaac first said he "didn't know" and then once the experimenter encouraged him

Introduction- As the students entered the math lab and took their seats, they noticed the three different vases at the front of the room with colored water. The students automatically new something scientific was about to take place and they were immediately excited. The students were instructed to examine the glasses and make a prediction as to whether the vases contained an equal amount or different amounts of water. As soon as I told them, they could head to the front to examine the vases, they rushed up and were eager to look. After a few minutes of observation, they students were instructed to write how they knew if there were equal or unequal amounts of water within the vase. This was to prepare us to a discussion. We then took a vote

The name of the experiment I paid attention to is called the weirdness of the boxes. Experimenter selected two blue boxes, both differing in size. One box was considered to be the larger box while the other was considered to be the smaller box. Within each box, the experimenters place a certain amount of weight inside. The volunteers were then asked to do a couple of things; 1. By just looking at each box state which box of the two looks heavier; 2. Without looking inside, lift each box and state again which box feels the heaviest; 3.Volunteers, where then asked to take each box and place them on the scale provided and read out aloud the weight of each.

Next, I pour water from one of the glasses into the smaller wider glass. I presented both different glasses to her, and ask if she thinks the same amount of water are in both glasses. First, she respond no, than she quickly responded yes. Then I asked her why she thinks both glasses

The aim of the first experiment will be to observe whether children are able to count objects with varying degree of manipulation and mode of input, to assert the numerosity of the count. These entail counting objects than can and cannot be separated from those that have been counted, as well as the counting of sounds. The second experiment is designed to confirm the findings of experiment one; hence, children who understood the cardinal principle will be able to detect error made by others in counting. A further aim of the study will be to investigate whether smaller number words are acquired before larger ones, as it is the case in typically developing children. The researcher hypothesised that blind children’s development will be slightly delayed in the younger age group, but will not show significant differences in the older age group when compared to typically