Gummy Bear Lab Essay Example for Free

Gummy Bear Lab Essay Question- If the percent of the concentration of a solution varies, will the amount of water gained or lost vary in a linear fashion? Hypothesis- If the concentration of a solution varies, then the amount of water lost or gain will not vary in a linear fashion Prediction- I think that the amount of water lost will not vary in a linear fashion. I think the water will vary like one gummy bear would lose 4 grams while another would lose 6 grams while another would lose 3. 56 grams. Just numbers all over the place. Experiment- 1. Materials needed: a. 5 gummy bears b. 5 beakers c. A scale d. Distilled water e. Salt f. A cover for each beaker g. A paper to put on the scale h. Tweezers The independent variable is the salt in the water. The dependent variable is whether the amount of water lost or gained in the gummy bears varies in a linear fashion. The constants are the type of gummy bear used in this experiment, the type of salt, the type of beaker, the type of scale, the cover, amount of water, and the amount of time the gummy bears have. The control is the beaker without the salt in it; Beaker A. Safety procedures  include washing your hands before and after the experiment. Day 1: Get 5 beakers and 5 gummy bears. Put a paper on the scale and find the weight of the gummy bears. Then put the gummy bears in each beaker and label the beakers A-E. Put 100 ml of water in each beaker. Pick a solution you want each beaker to have. For this experiment the solutions were: Beaker A- 0%; Beaker B- 5%; Beaker C- 10%; Beaker D- 15%, and Beaker E- 20%. So to put the solutions into the beaker, first take salt and find the weight of it. It you want a 5% solution; the salt’s weight has to be 5 grams or close to 5 grams. Do the same for the other beakers. Of course, Beaker A will have no salt in it because it doesn’t have a solution with salt. Cover each beaker with the same kind of cover and wait for 24 hours to see what happens. Day 2: Take the beakers out of the place they were in. Spill all the liquid out of all the beakers. Make sure to identify which gummy bear is which. It is best to do this one at a time. Take the gummy bear out of the beaker with tweezers. Put a paper on the scale and weigh each gummy bear. Record the weight. When you are done weighing each, throw the gummy bears and all waste away and wash your hands. Analysis: Observations were that all the gummy bears lost their pale yellow color and turned into a clear color. Some gummy bears had salt sticking to it. Another gummy bear lost its shape completely and it looked like glob. Some gummy bears looked like it gained weight and some looked like it lost weight. Errors were that a little bit of salt was added into the control group; Beaker A. Results from Alexis’s group were that all the gummy bears gained weight and Justin told me that all his gummy bear’s also gained weight although I don’t know what their solution were for each beaker or the difference from the final weight to the initial weight. Their results didn’t vary in a linear fashion. Mathematical calculations were to subtract the final weight of the gummy bear with the initial weight of the gummy bear. Conclusion The results of the experiment were that the water lost or gained didn’t vary in a linear fashion. It went from one number to another. Even though the amount of solute varied in a linear fashion, the differences did not. They vary at a nonlinear rate. These results matched the hypothesis and proved it correct. Errors that happened in this experiment were that some salt was added to the control group; Beaker A. This could have affected the dependent variable by gummy bear losing a little bit of weight because of the salt. The results from the other groups were that their results didn’t vary in a linear fashion. This is consistent with my results because the difference in grams also didn’t vary in a linear fashion. This means that my lab was done correctly. Other experiments that can be done are by taking a jar and filling it with water. Then secure the paper towel on the jar with a rubber band. Make a water filled chamber to put food coloring drops it in and see what happens. The paper towel is the cell membrane and the food coloring is the water molecules crossing the cell membrane. Another experiment is by filling two beakers of water, making them  ¾ full and labeling them. Then add salt to one beaker and mix it into the water until no more salt can dissolve. Put a carrot, celery, and 3 raisins in each beaker and see what happens in 24 hours.

Philosophy of Education :: Philosophy of Education Teaching Essays

Philosophy of Education Educating children profoundly affects their lives and influences the life of anyone who comes into contact with those children. Education provides a foundation for a child to base the rest of his or her life on. Without a solid education, it becomes impossible for an individual to provide for themselves and their family. Also, well-educated people can make decisions that benefit both their own interests and the interests of society as a whole. In this paper, I will address my personal opinions and philosophy about education. First, I will address the nature of the student. Next, I will examine the nature of knowledge, followed by the purpose of public education, and method. Finally, my paper will conclude with a discussion of the curriculum areas that are most important in elementary school. Additionally, I will relate my views to pragmatism and progressivism, and to Plato?s teaching, three valuable theories regarding education. No two students are exactly alike. Nevertheless, they do share one fundamental characteristic -- every student has the ability to learn. The ancient Greek philosopher Plato believed that a student?s learning ability is determined entirely by genetics. According to Plato, people are either golds, silvers, or bronzes. The golds are the smartest and the bronzes are the slower learners. I don?t really agree with this philosophy. Yes, some children are naturally intelligent and others are not. But natural ability is not the only factor to consider. Students differ on their level of motivation regarding learning. Some students will settle for a ?C? while others push themselves to get an ?A.? Others are perfectly happy with failing grades. Motivation, or lack of it, can be blamed on one of two causes: environment and genetics. Some feel that a child?s desire to learn is most influenced by their home environment. Genes have also been blamed for a child?s longing to l earn. I feel that both factors play a role in how a child approaches education. In a home where education is strongly emphasized, a child is probably going to want to learn. However, this is not always true.

Outline and comment on the two schools Essay

â€Å"Outline and comment on the two schools of thought involved in the study of the nature-nurture debate in development. Explain, using examples, why this debate gives rise to so much controversy†.  The debate concerning the two schools of thought involved in the study of the â€Å"nature versus nurture† is one of the most controversial and long-lasting debates in psychology. Psychologists disagree whether a particular part of behaviour had taken place through genetic and heredity factors or through experience in their environment and learning. Psychologists are trying to answer, â€Å"What makes us who we are?† and consider two main influences. Firstly nature which is involved in genes and heredity, and their influences on our development, and secondly nurture which is involved in external influences on our development such as the environment and nurturing. Psychologists were divided into two schools of thought, firstly the nativists, who are concerned with the nature side of the debate. In 1943 Gesell argued that genes and chromosomes that are inherited are the main influence in child development (Hayes and Orrell 1996, pg 2). For example: Gesell found that the development of physical coordination in a baby seemed to follow an orderly sequence, beginning with its head, and gradually moved down the body. Gesell regarded these sequences of development as being fixed and genetically determined (Hayes N 1993, pg 31). See more: what is essay format Genes are lengths of DNA, which carry instructions that control everything that happens inside a cell. They are passed onto the next generation in order to avoid extinction. Each body cell contains two sets of 23 chromosomes and each chromosome contains up to 4000 genes. (Barber M et al 2000, pg 480). Every newborn baby has around 60,000 genes; they have two copies of each gene and inherit one set from the mother and one set from the father. (Barber M et al 2000,pg 504). We portray some of these genes in our similarities in appearance to our parents or other members of our immediate family, or when generations have been skipped. For example our eye and hair colour is similar or our height, build and weight is similar to our parents. Genes can be recessive or dominant. For example: The gene that gives the colour in brown eyes is a dominant gene and the blue gene that results in blue eyes is a recessive gene. A child will have brown eyes if one of its parents had brown eyes even if the other parent had blue eyes. That child will still have the blue-eyed gene and may pass it on to the next generation (Hayes and Orrell 1996, pg 5). Some diseases are inherited mainly because of faulty genes. For example: Huntingdon disease is caused by a faulty gene and causes premature degeneration of the brain (Barber M et al 2000,pg 504). Down’s syndrome is another example of a genetic disorder, which has resulted from the presence of an extra chromosome and causes physical and mental handicaps to different degrees of severity (Hayes and Orrell 1996, pg 4).  As well as inherited characteristics and features there is also evidence of inherited behaviour. This was shown in 1938 in Lorenz and Tinbergens 4 characteristics in animal behaviour: Stereotyped – this behaviour happens the same way every time.  Species specific – this behaviour is specific to a certain type of animal.  Isolation – this behaviour is the same as others of their species, even if they have been isolated.  No practice – this behaviour appears as a complete unit even if the animal has had no chance to practice it. (Hayes and Orrell 1996 pg 9 & Class notes)  Imprinting is a type of behaviour that can form rapid attachments and is also believed to be genetically influenced. For example: Ducklings had become imprinted on a human being. Lorenz found that ducklings would adopt him if he were the first moving thing they saw. He believed this would only take place in the critical period, up to 25 hours after hatching. This was questioned by, (W Slucking in 1964.) After his own study of the same experiment, he found the period was extended if the ducklings were isolated from one another, and hadn’t been able to imprint on each other (Hayes N 1993, pg 39). Behaviours we inherit don’t show up all at once. Certain forms of behaviour emerge when the individual is mature enough. This is known as maturation, for example, the physiological changes that take place in puberty (Hayes & Orrell 1996 pg 7). There are disagreements between the nativists and behaviourists about whether or not maturation is purely genetic. (Hayes N 1993, pg 32).  This brings the debate to the other side of the disagreement and behaviourists also known, as empiricists, believe nurture is the main influence in development. In 1913, J.B. Watson attempted to make psychology `Scientific`. Previously psychology had concentrated on the study of the mind, Watson argued that the mind was not suitable for valid scientific research, so instead he studied behaviour (Hayes N 1995, pg 3). Watson was a total empiricist believing the environment was the only important factor in an individual’s development. He considered that a child was born as tabula rasa – a blank slate, which experience would write upon to produce the person (Hayes & Orrell 1996, pg 2.

Hitlers Foreign Policy - 2683 Words

History – Hitler’s Foreign Policy The Revival of Germany January 1933 – Hitler becomes Chancellor Hitler’s Foreign Policy Aims 1. Destroy Treaty of Versailles (Versailles had limited Germany’s armed forces, taken away her colonies, forced Germany to give land to her neighbours which meant there were Germans under foreign rule) and impose German control in Europe. This involved rearmament the destruction of French alliance system. 2. Union of German-Speaking people → Hitler was an Austrian, he longed for Union 3. Getting â€Å"living Space† from â€Å"sub-human† Slavs USSR (according to Mein Kampf Hitler’s real enemy not the West) Poland. He argued Germans were the master race who needed living space as Germany was†¦show more content†¦Agreement: German limited to 35% of the tonnage of British fleet 100% submarines. Results: o British approval of Germany’s right to rearm (disapproval of Versailles) → France and Italy were angered o Stresa front broken Reoccupation of Rhineland 1936 While the League was busy dealing with the Ethiopian affair, German troops reoccupied Rhineland defying Locarno treaties treaty of Versailles Hitler tried to reassure France Belgium with offers to sign peace pacts Gamble: German army was still weak → Enemies could have easily defeated them Generals were nervous ready to withdraw at first sign of trouble Humiliating for Hitler and generals → coup d’etat Reaction: Britain France distracted by Ethiopia Britain: sympathetic (believed Germans were only moving back to their own back garden → appeasement, they were impressed by Hitler’s 25-year peace offer. France: Didn’t mobilise. France wasn’t willing to take action without British support. France was divided, there had been riots. The French as the British were ready to see how Hitler would behave in the future. Results: Hitler was encouraged to take further gambles → he underestimated allies Hitler was popular → almost impossible to move against him Secure strategic position in any future war against France→ Germany started building â€Å"Siegfried line†Show MoreRelatedEssay on Hitlers Foreign Policy3193 Words   |  13 Pages_THE PATH TO DESTRUCTION: HITLER S FOREIGN POLICY_ _ï ¿ ½_ _It is not truth that matters, but victory._ Adolf Hitler No one was aware at the time of the impending tragedy with an international system busy recovering from the previous war. A League of Nations established at the Treaty of Versailles was halfheartedly trying to keep international peace in tact. However, it failed to do so. 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These factors include; the allied policy of appeasement, the failure the Leag ue of Nations and Collective Security and the aggressive nature of Nazi and Italian foreign policy. The signing of the 1939 Nazi-Soviet Non-Aggression Pact was extremely significant in regards to the outbreak of war in Europe. Both Germany and Russia possessed considerable motivesRead MoreWorld War Two Was the Result of the Aggression and Ambition of Adolf Hitler and the Nazi Party991 Words   |  4 Pagesseizure of Power, Hitler gave his first speech on foreign policy. He admitted that Germany had reason to be dissatisfied with the Versailles Peace Treaty, but did not mention the Possibility of war. Hitler claimed that his government stood for stability and peace in Europe and he denied any territorial ambitions. As we all know this did not happen. It is essential in Nazi foreign policy not to lose sight in the key elements of Hitlers ideas, which were based on his belief ofRead MoreHitlers Domestic Policies and Their Popularity Essay953 Words   |  4 PagesHitlers Domestic Policies and Their Popularity Hitlers domestic policies enjoyed differing levels of support. Policies such as the economy and anti-semitism may have been popular and increased Nazi support. Alteratively, they may have been unpopular and repressive. When Hitler first came to power in 1933, the Nazi Party did not have majority support. Hitler aimed to strengthen their position further and increase support. When The Reichstag erupted into flames in