Scientific Investigation On Social And Intellectual Characteristics Essay

Subsequently, I choose this experiment because the thought of using Dry Ice in a experiment was very intriguing to me due to the properties of Dry Ice. This experiment made me think a lot about the uses of Dry Ice and how they are used in everyday life. Initially I believed that Dry Ice did not have that many purposes in life, but in the process of experimenting I learned the purpose of Dry Ice and the temperature changes that come with Dry Ice.

I have always been interested in science, but the hands on experiments have helped me understand and grasp concepts much easier. I recall my first experiment in first grade when the class was given the lima bean sprout experiment, which required students to plant a bean in a paper cup. The purpose of this experiment was to teach us about photosynthesis and practice our observation skills. I recall how others were fascinated about why their sprout grew. I, on the other hand, was more captivated by why the other sprouts did not grow and the factors, which contributed to that outcome. This basic experiment taught me to look at things through different lenses and not always to the most obvious path.

Taking ice cream outside on a warm day and then on a cold to see if warm weather affects the melting of ice cream would be the experimental approach.

The objective of this experiment is to test the melting point of ice against different variables. I will use a control of ice against air and test this next to ice in water, sugar on ice, salt on ice and Baking Soda on ice. By measuring the melting time of each element on an ice cube I will be able to tell which element affects ice’s melting properties at what rate.

This essay examines the advantages and disadvantages of using a method primarily for gathering research on human subjects that can be examined for later use. It will give a basic outline of the methods of investigation, their uses and their suitability. I will also look at the scientific method as a whole and examine the criticisms of this method using the writings of Hume and Popper.

science -inquiry concepts. In the video clip from lesson 4,minute Students will work together to form hypothesis, observe ,follow procedure ,collect and analyze data, write a conclusion. This lab has four stations, with each stations student were dealing with situation involving phenomenon that they see outside of the classroom, likely on daily basis. so, with each station the Students can be seen using data and their observations as evidence to explain why they were seeing this real-world phenomenon. then students need to answer the lab analysis questions that also connect them with real world. video 2. Furthermore, to help students construct their explanations, I asked questions that push students to make connections to the real world. For example, in video 2, minute , I ask students why organic compounds dose not conduct electricity ? and how about if we try using water and salt ?

The results from the study supported their hypothesis, which they called diffusion of responsibility. According to Darley and Latane (1968), “ As subjects believed

and formulas, but conducting a scientific investigation gives a student the practice in time management and the use of variables, research, observation and analytical skills that a student needs if interested in a career in a demanding field.

We wanted to know where we could find the cleanest snow. We tested this hypothesis by testing the snow pH and making visual observation. We decided to do a science place-based lesson since they were in the mist of their science fair preparations. This lesson allowed us to go out to the local community to collect the samples. We were able to visit the ocean, and several areas around the village. Before we started the experiment, we ask the kids did their families collect snow for drinking water. Many of the students did indicate that they did. We ask them where did they collect the snow, but many couldn’t give me a definite answer. This experiment would help explain why certain areas were better collecting place for drinking water. We did this experiment over several days, so the students were quite invested into what we would find. We did find that the water near some buildings and further out in the ocean had the cleanest snow. We hypothesized this may be so, since these areas are rarely touched by vehicles, such as, snow-machines and 4-wheelers. It was a good way for the students to see where some of their drinking water was coming from and why so many residents chose a particular place. We were happy to hear that this experiment would be featured in the Shaktoolik’s science

Conversely, it was not going well at the start of the activity because Jenny tried to create mixture colours then the mixture colours became dark coulours which could not see whether the second layer was sits on the bottom layer. This mistake would not happen in the future as I will show the children the way to do this activity and they can practice by themselves. At last, it is important to find an experiment that children feel interesting so they would engage within the experiment. In contrast, students will fail to learn if they feel disinterested, tired and scared in a science inquiry

Kritika fulfilled this student learning objective when Kritika designed and conducted an experiment in a classroom to make the students understand the insulation properties of several materials and the heat transfer concept. To perform the experiment, Kritika divided the class into four groups and circulated a sheet to form a hypothesis based on the students’ opinion about the best insulator among the Styrofoam, the cotton balls, the aluminum foil, or none. The students hypothesized that aluminum foil will be the best insulator. Afterward, Kritika gave a plastic cup to each team and three groups received different insulating material to place at the bottom of the cup while the last group performed it without any insulating material keeping the plastic cup as a control.

James was referred to the counselling service for chronic low mood in terms of demonstrating depressed mood, worthless and hopeless feeling, and marked diminished interests or pleasure in university activities and social relationship activities. Based on his background information, it seems that James’ early life experiences and his developed core beliefs of self, world and future have huge impacts on his chronic low mood symptoms.

There are many explanations for the origins of modern social psychology. It is therefore important to consider that social psychology cannot be traced back to one single source of origin (Burr, 2003). Hence, this is the reason why there are debates of what social psychology is. Allport (1985) described social psychology as the study an individual’s thoughts, feelings, and behaviours which are influenced by the actual, imagines, or implied presence of others. As seen from this definition there is a direct link between social science and the individual psychology (Sewell, 1989). Social psychology cannot be seen as a linear phenomenon. This is because social psychology has been derived from a combination of influences. The development of

The National Curriculum for Science (2013), anticipates to advance all pupils’ scientific knowledge and conceptualise understanding through the segmented scientific approaches; biology, chemistry and physics. In addition, pupils should have an awareness of the nature, processes and approaches used within science, through the various scientific enquires that enable pupils to answer questions related to the world and life. Finally, the aims of the science curriculum also consider that children must have the resources to fund the knowledge that is necessary to use science in the, present and future tense states the Department of Education (2013).

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