Once the three bags were purchased, I separated and counted each color per bag. Other class mates did as well. These results from my sampling and the other class members were compiled into an excel spreadsheet that has been used throughout this project. The average bag of M and M candy (plain) from our class samples has 53-58 pieces of
M & m Project report Latonya croker Shauna Hewitt Mat300117va012 Dec 15, 2012 The purpose of this paper is to give you a written report of the five part M&M project. Part one was sampling. We had to purchase 3 bags of plan M&M with the same ounces and from 3 different stores. After during so we had to count the number of M&M for each color that come within that pack. Now when doing this to my amusement each 1.69oz was different in the number of each color.
| The Play Years: Piagetian Tasks | Morganne Ausmus | North West Arkansas Community College | In this paper I replicated the four experiments done by Piaget to reveal a variety of deficiencies in the Preoperational thinking of preschoolers. The four experiments consisted of changing the spacing between one row of pennies even though the number of pennies in each row never changed, pouring one cup of water into a different sized container even though the amount of water in each cup never changed, changing the physical shape of a piece of play dough when the amount of play dough doesn’t change, and changing the physical shape of a piece of play dough when the weight of each piece of play dough is equal and does not change. | The Play Years: Piagetian Tasks Piaget’s famous conservation tasks reveal a variety of deficiencies in Preoperational thinking. According to Piaget the Preoperational stage occurs between the ages of two and seven years old and is a time when the thinking of a preschooler lacks the logic of the two remaining stages of development (Berk). Conservation refers to the idea that certain physical characteristics of objects remain the same even when their outward appearance changes (Berk).
Many other experiments have been conducted to conclude which people believe to be better. In one experiment the researcher randomly picked 43 psycholgy students to participate in his experiemnt. He then separated them into two separate groups and gave each of them a questionnaire, one group had a picture of a brand name cereal at the top, and the other group had a picture of generic cereal at the top of their questionnaire. There were ten questions on each questionnaire that the participants were to answer after tasting the cereal. Five questions were behavioral based questions, and the other five were to rate the taste and perception.
. Number, Operations, and Measurement The Very Hungry Caterpillar By: Eric Carle Alisha Baughn January 27, 2014 Educ 301 When teaching preschool, I would use The Very Hungry Caterpillar to teach the math concept number counting and comparing. The standard of learning that would be taught is number sense. The students will learn to identify whether the number of objects in one group is greater than, less than or equal to the number of objects in another group up to 10. The students will also demonstrate one-to-one correspondence when counting objects up to 10.
Variables Independent variables Value A- Song Value B- Memory Value C- Pattern Dependent Variables Value 1- Whether the students could remember or not Constant Time allowed = 10 minutes Number of students per group Materials Paper Pencil Isolated area Slip with pie printed on it Procedures/Methods 1. Count off students 2. Split them into 3 groups 3. Give them all slips of paper with pie on it 4. Assign each group a way to memorize pie 5.
The first question we asked was “what grade are you in,” which helped us figure out how much learning they have had. The second question was “what is your cumulative GPA,” which helped us know how well they do in school and what kind of grades they get. The third question was “how many school days a week do you eat breakfast,” is a well needed question to know if they regularly eat breakfast in the morning before school. The final question was “what gender are you,” which helped split up the subjects and create more data. Results We surveyed 53 students.
3. Before putting each cube into a 400 mL Beaker of water guess if it will float or sink. Then test this hypothesis by putting the density cube in the water. Record your results. Remember to dry off the cubes once you get them out.
The red bean represents a Y chromosome. 4)Close your eyes and pick one bean from each cup to represent how each parent contributes to a sex chromosome and a fertilized egg. 5)In your table, record the color of each bean and the sex of an individual who would carry this pair of sex chromosomes.Also record how many X-linked alleles he individual has. Put the beans back in the cups they come from. 6) Determine whether the individual would have colorblindness.
Lab Report for Experiment # 5 Separation of a Mixture Student's Name: Brian Scully Date of Experiment: April 28, 2009 Date Report Submitted: May 2, 2009 Title: Separation of a Mixture of Solids Purpose: To become familiar with the techniques for separation of a mixture of solids. Before you read the experimental procedures, think about the experiment. You have a mixture of pure substances. How can you separate these components? If you have a mixture of tennis balls and marbles (not pure substances by the way), it would be easy to separate the mixture.