Evaluating Water Bottles

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

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

Abstract: This experiment introduced the student to lab techniques and measurements. It started with measuring length. An example of this would be the length of a nickel, which is 2cm. The next part of the experiment was measuring temperature. I found that water boils around 95ºC at 6600ft. Ice also has a significant effect on the temperature of water from the tap. Ice dropped the temperature about 15ºC. Volumetric measurements were the basis of the 3rd part of the experiment. It was displayed during this experiment that a pipet holds about 4mL and that there are approximately 27 drops/mL from a short stem pipet. Part 4 introduced the student to measuring

We placed 50 mL of vinegar, tap water, seawater into three respective beakers. 50 mL of seltzer water was placed into a jar with a lid

Corresponding to the previous experiment, this week’s experiment measures the participants’ ability to conduct basic, fundamental laboratory procedures. These procedures revolve around scientific measurements of volume, mass, and density. Unlike last week’s activity, this week’s experiment had a few modifications. In addition to distilled water, saltwater and an unknown substance were added. There was a total of five substances to choose from; Hexane, Methanol, Ethyl acetate, Ethylene glycol, and Dichloromethane. Part C, the unknown liquid number was four, which the average density was 0.789 gmL-1, and from looking at the chart the unknown identity was methanol. Part A, the temperature of the water was 20 oC, which was in front of the class,

1. (15pts) What could have been the students’ hypothesis? (Include specifics on what we discussed in class regarding a scientific hypothesis.)

Trial 1: A dish was filled with approximately 2 cm water and a candle mounted on clay was place in it. The candle was lit and a jar was placed over top of the candle so that it was resting on the dish. When the flame went out the water level inside the jar was measured. This process was repeated three times.

Test 1: Water from one standard beaker is poured into the taller and narrower beaker and the child is asked to determine if the beakers have the same amount of water.

According to the Australian Curriculum (ACARA, 2015), it mentions that the different materials can be combined for a particular purpose (ACSSU031) which just suit in this activity because this experiment will combine the liquids together to show the student the changes of the water’s density. In Australian Curriculum (ACARA, 2015), science involves observing, asking questions about, and describing changes in, objects and events (ACSHE034) also expressed in this experiment which the student will be asked questions and observed the changes of water. Pose and respond to questions, and make predictions about familiar objects and events (ACSIS037) (ACARA, 2015) were including in this inquiry activity that the student have made a prediction about the experiment and also respond questions that related to the activity and her understandings of this activity. Early Years Learning Framework is a theory for early childhood educators and the goal of this document is to extend and enhance children’s learning from birth to five years and through the transition of school (EYLF, 2009, P. 5). According to EYLF (2009, p. 33), it states that children can develop their understandings of themselves and their world through active, hands-on investigation. While doing the activity, Jenny is active for engage in the experiment and she show the understandings after the activity by respond

This news article is describing how or if drinking bottles that contain BPA effect your urinary levels. In a current study of college students they monitored the exposure or BPA. At first they could only drink cold beverages from stainless steel bottles. Then for a week they could only drink cold drinks only from two new research-provided polycarbonate bottles (McGovern, A 406). They took urine samples of the participants to compare it to the urine samples in the NHANES study. To McGovern, who wrote this article does say that not all polycarbonate plastics contain BPA (McGovern, A

1. In class, we discussed environmental issues. Water bottles are an environmental issue. Water bottles take 1,000 years to bio-degrade. U.S. landfills are overflowing with mass amounts of water bottles. Prior to discussing this environmental issue in class, I was unaware of how bad water bottles were for the environment. I have always assumed water bottles are recyclable. According to The Water Project, only "PET" water bottles are recyclable. To help reduce the problem, we should be encouraged strongly to bring reusable bottles around with us. If we bring reusable water bottles around with us, there won't be an overflow of water bottles in landfills, and we won't be contributing to the Earth's pollution. After finding out this environmental issue, I have taken my reusable water bottle around with me. If we all use a reusable water bottle, we will also be cutting on costs for water bottle packages. Saving us money, and helping the environment. This issue effects everyone, and we should ban water bottles.

For my project, I tested which ratio of baking soda and Vinegar would result in the greatest reaction. I also wanted to see if the having more baking soda or vinegar would result in the greatest reaction. My experiments original design was to use a film canister and put baking soda on the lid and the vinegar in the actual canister. Then I would put the vinegar in the canister and clasp it on the lid with the baking soda. Then the canister would launch up because of the reaction. This did not happen as it was supposed to because the vinegar spilled everywhere when I tried to secure it to the lid with the baking soda. I also had trouble because the canister kept falling over and the vinegar and baking soda would spill on the ground. Then I tried using a test tube

They are given several minutes to explore. Students must find a desirable question to research and conduct the experiment based on their observations.

Inquiry based learning or IBL has long been used as a teaching strategy in science, however, this strategy has been either misunderstood or misused by the implementers. First of all, it is often thought of that all laboratory activities and experiments are inquiry based. McComas (1997) defined science pedagogical strategies in an attempt to provide a new foundation for laboratory learning. He made distinctions in the terms; activity (exercise), cookbook activity, deductive laboratory, discovery, discretion, experiment, hands-on, inductive laboratory, laboratory, practical work, openness, simulation and verification activity. These terms do not only provide a basis for discussion among science teachers but as an analytical tool to determine the usefulness and appropriateness of the laboratory activity.