How Do Students Become If Cornstarch And Water Were Mixed?

What is the appearance of reactant, Evidence of chemical reaction, and properties of a product?

During the water drops on a penny, we had an opportunity to make predictions and participate in several trials. Although participating in experiments is important, one way the classroom teacher could enhance the experience would you to have the students come up with a list of testable questions. Once the students have made their list of questions, allow the students to make a prediction, and then test their hypothesis. There were four groups of students each doing their own independent trails and asking their own questions, however, the results were very similar. Although, different techniques were used, the outcomes still allowed each student to have an experience observing surface tension. (See Question 1)

Bloom’s Taxonomy is a classification of learning objectives in education that was developed by a committee of educators in the late 1940s to early 1950s. It shows us that lower level knowledge must be mastered

In this experiment you will observe some physical and some chemical changes. You will observe that energy must be used to start some chemical reactions, and that it is produced in others.

Introduction :You will be exploring three scenarios and conducting observations on the physical and chemical changes in matter: The Iced Tea Debate, Salty Soup, and Fire Bug.

There was an assortment of different changes indicating that chemical changes were taking place such as change in color or chemicals bubbling when combined with another chemical.

In conclusion what makes Oobleck act like both a liquid and a solid? In your mind think that you can see the individual molecules of corn flour and water then think about how they might act when being pushed and pulled. The corn flour and water mixture will act like a solid and a liquid this type of mixture is an example of suspension. The particles stay undissolved in a liquid and corn flour molecules are dispersed into the water. If the cornstarch mixture is pinched, it causes the molecules to go closer together. The effect of the force traps the water between the flour molecules to form a solid shape. When you let go the pressure of your fingers the corn flour will be able to flow like liquid. Viscosity is the resistance for a liquid to

4. The following examples do not always indicate chemical change. For example, change in color will always indicate chemical change because the color changes but it does not change the substance’s physical properties. The apparent loss in mass is a phase change; therefore the entire substance goes through a physical change. The apparent disappearance of a substance is a chemical change and will always be a chemical change because it might result of a soluble substance dissolving in a liquid and changes the entire substance in a chemical phase.

1. What type of macroscopic evidence for chemical change did you observe during this experiment? Give at least three different examples.

“What any person in the world can learn almost all persons can learn if provided with appropriate prior and current conditions of learning” (Bloom, 2017). This belief was held by Dr. Bloom in 1956 when he and his team created Bloom’s Taxonomy. Since then educators have been utilizing these “goals of the learning process” (Clark, 2015) and making assumptions of its usage and implications. I too did have assumptions but have not thought about how I developed them or how they would affect my use of the taxonomy. When starting this reflection I held three assumptions true about Bloom’s Taxonomy. The first is if the educator uses Bloom’s Taxonomy for planning through assessment, then the student will develop higher order thinking skills. Secondly, a student can move on to a higher order thinking level only if they first mastered a lower order thinking level. Thirdly, if educations use different levels of Bloom’s Taxonomy in lessons students will retain more information. Interestingly, I uncovered two additional assumptions that I did not know I had. The first of which is that the focus on cognitive development of Bloom’s devalues importance of other domains. The other is that Bloom’s Taxonomy is used only by educators in K-12 and college. Here are some things I understand about this subject that informed or changed

This hypothesis relates to the experiment by saying how when different liquids were used, there were many different reactions. Proving the hypothesis is supported. The experiment could be done differently by using other powders, liquids, etc. This could cause many changes. One thing is the expansion of options. It would have many substances to compare to the unknown. Thus creating a lot more options for the unknown powder to be. It could also increase the probability of error, from having so many different resources. Sources of error could include adding too much powder and not enough liquid. Doing this could cause the balance to be off. For example, not adding enough liquid could cause the powder to not react. When in reality, the substance usually fizzes or changed color. Doing this experiment made learning about different reactions to different substances

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

Pablo S. - Pablo’s developing skills in english can cause confusion when discussing and learning thermodynamic principles. The complex vocabulary can confuse Pablo. In order to ensure that Pablo learns from this experiment, I will provide Pablo a procedure and have a meeting with him to discuss any terms or phrases within the procedure that cause some confusion. During this meeting, Pablo will record the discussion points in his lab notebook. This will ensure that when Pablo is completing the lab he will have access to the information from our conversation on the confusing terms associated with the experiment. This information will hopefully aid Pablo during the experiment. If not, Pablo can ask me questions during the experiment.

In The Physics Aristotle deduces that there must be two main principles of change. These principles are 1) matter and 2) form. Matter stays the same in general composition throughout change much as a rock would stay the same even after being broken into several small pieces. Form, however, is what changes through various processes.

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