Water Drops On A Penny

The purpose of this experiment was to see if a penny could hold more drops of salt water or tap water. It was found that a penny could hold an average of 22.3 drops of tap water and only 20.8 drops of salt water. These results are consistent with the hypothesis: If the salt concentration of water impacts the amount of water a penny holds, then the penny will hold less drops with salt water. While dropping the water onto the penny, it was observed that the water formed into a dome-like shape on the penny. It looked like the individual drops of water turned into one large drop of water. This was observed for both the tap and salt water. This happened due to the cohesion and surface tension of water. Cohesion simply means that water molecules are attracted to each other and want to cling together. Surface tension is the special term that is applied to the cohesion of water molecules.

The process skills approach to teaching is defined as the educator helping children develop science skills and processes to confidently undertake their own investigations (Campbell, 2012). These skills are developed through: communicating, science language, asking questions, making sense of phenomena, predicting, modelling, conducting investigations, planning, testing, observing, reasoning, and drawing conclusions of science concepts (Campbell, 2012). When the educator assist children’s learning, it is important to put the emphasis on the nature of science and scientific concepts. Guided discovery approach to teaching requires the educator to ask effective questions that encourage children to explore and extend their investigations throughout science learning (Campbell, 2012). This can be developed through play experiences as children explore their world around them. An interactive approach to teaching children is based on questions that lead explorations and the educators to provide essential resources to guide these explorations (Campbell, 2012). It is the educators’ responsibility to support children’s development, ideas, questions, ways of thinking, and develop scientific thinking. Furthermore, an inquiry approach to teaching relates to children investigating the answers to their own

EX: Using 3 students to see if the new “finger pointer” is effective to increase reading fluency.

The procedure was that the participant was paired with another person and they drew straws to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was part of the experiment, pretending to be a real participant. Volunteers were recruited for a false

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.

Perhaps something that intrigued me was how easily materials can change just by how you touch it or grasp it. Just like how water and cornstarch can have a different feeling or strength. If you press a strong force against it, it creates surface tension that can let people run through it by running, however if you softly put someone were to put their hand slowly into the liquid it would spread and let the hand go through.

On 9/1 there were a few water droplets of clear water in the bottom of the water collecting bottle. The sides of the compost bottle had a lot of condensation. By 9/14 the water at the bottom had evaporated, but condensation still remained on the sides of the bottle. The water dramatically increased between 9/21 and 9/28, and also started turning a yellowish color. The water also had a few tiny white floating specks. By 10/17 the water collection had a little bit of dirt most likely from the cloth filter wearing out after 9 weeks.

One of issues that learning scientists, who are devoted to design and development of various educational innovations, have to address is whether the observed finding or result as part of experiments is a good indicator of the phenomenon in the real world. In this line of thinking, learning scientists have highlighted the importance of establishing ecological validity of the design work (Collins, 1993; Young, 1995; Young, Kulikowich, & Barab, 1997). What lies at the heart of this thought is that results from the experimental setting can truly be observed from the natural setting in the real world. Such idea of ecological validity has a long history in psychological science, though there is no clear consensus on the definition of this concept

Accordingly to Bell’s article for levels of inquiry, “The National Science Education Stamdards characterize inquiry instruction as involving students in a form of active learning that emphasizes questioning, data analysis, and critical thinking.” The level of inquiry that was planned in this 5E lesson is a guided inquiry. In this lesson plan, the students are investigating teacher-presented questions using student designed and selected procedures. As we may know, the less information that is given to a learner, the higher the level of inquiry will be.

Pose the question, “If we measure both bottles using the water displacement method, which bottle will displace the most water?” Direct students to write their predictions in their science journal, and share their answers. Expect most students to

One of the experiment is comparing the weight of a balloon filled with air to a deflated balloon. By hanging both on a hanger that is balanced on a pencil, you see the balloon filled with air weights a little bit more than the other balloon. Another experiment is filling an empty grocery bag with air and tying it shut. This experiment allows you to feel the air and maneuver it, not see it.

Then that morning we worked on trying to replicate the Mystery Mixture and trying to replicate that. Then as that class went on then a few more people got confident with their mixtures that they had. Then than we also had a dissection that day to find out what all of the class think that they can do net to find out then they said what about putting water or some other substance to it. Then Mrs.Riorsion said I’ve got some water that the class can use so that is what we can use to see what that can

The year three students at Brown Coal Primary School have been discussing a range of fire scenarios with their teacher and the damage they can cause, since returning to school after the disaster. Edelson, Gordin, and Pea (1999), state that when students generate their own inquiry based discussions it aids in their development of understanding Science concepts and principles, along with achieving specific investigation skills as they analyse and collaborate with cohorts. The teacher creates an internal partnership by conveying this information to the principal at the staff meeting. The principal suggests that it would be a good idea to explore the student’s inquiries with a science project to help the students work through some of the emotions

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

The topics that the class had discussed for the past month was about environmental changes because of how industrial human beings had become, and how human beings were affecting the earth and its oceans. During the experiment me and my group had to figure out the independent and dependent variables to see what was, and was not going to change during the experiment. Me and my group had concluded that the Independent variable was the concentration of acid in each beaker, Every beaker had a different concentration of acid for different results. My whole group also came to the conclusion that the dependent variables was the shells. Every shell had to be the same size, same type of shell, and at least the same mass. Our class did this lab to teach us how as carbon dioxide and carbon monoxide