Question :
57. At what stage of cognitive development does the child : 1200646
57. At what stage of cognitive development does the child tend to have a scheme for tree but not for electricity?
a.Sensorimotor
b.Preoperational
c.Concrete operational
d.Formal operational
58.The child is able to arrange three objects in decreasing length. Piaget calls this concept:
a.accommodation.
b.centration.
c.classification.
d.seriation.
59.Jerry sorts all the nuts into one pile, the bolts into another, and the washers into a third. Piaget found this operation to be characteristic of what stage of development?
a.Sensorimotor
b.Preoperational
c.Concrete operational
d.Formal operational
60. A student was asked to conjecture as to what conditions would result in more girls choosing to take advanced science and mathematics courses. According to Piaget, students are able to handle this type of question at what stage of development?
a.Sensorimotor
b.Preoperational
c.Concrete operational
d.Formal operational
61. Carrie’s mother gave her three cookies as a snack. “I have only three cookies,” Carrie protested. “I want more cookies.” Her mother then broke the three in half, they counted the six pieces together, and Carrie stopped protesting. Which stage of development is best illustrated by the fact that Carrie stopped protesting?
a.Sensorimotor
b.Preoperational
c.Concrete operational
d.Formal operational
62. A student is able to simplify mathematical expressions that include negative numbers. Which stage of development is best illustrated by the student’s ability?
a.Sensorimotor
b.Preoperational
c.Concrete operational
d.Formal operational
63. Mr. Smith is discussing the question, “What would life be like for us if we were living 100 years from now?” His students deal with the question effectively. Which stage of development is best illustrated by the students’ ability to deal with the question effectively?
a.Sensorimotor
b.Preoperational
c.Concrete operational
d.Formal operational
64. You’re teaching the concept arthropod (insects, spiders, lobsters, crabs, shrimp, etc.) to your fifth graders. Using Piaget’s work as a basis for your decision, which of the following would be the best example for teaching the concept?
a.A lobster from a fish store
b.A movie showing a “crabber” catching crabs in a crab pot
c.A color picture of a shrimp swimming in the water
d.A picture showing insects and their body parts
65. Mrs. Wells is teaching her fifth graders to find the volume of rectangular solids using the formula V = l x w x h (length times width times height). They had difficulty with the problems, and they couldn’t seem to visualize the boxes when shown pictures of them in their textbooks. According to Piaget, which of the following would be the best solution to this dilemma?
a.Wait until they are developmentally ready to deal with the abstraction in finding volume. (Wait and teach it in the sixth grade.)
b.Show them an empty box, and put cubes in it until it is full to illustrate volume and the cubic dimension.
c.”Walk them through” several problems taken from their textbooks, being certain that they are successful at each step in the calculation.
d.Give them pictures of boxes to help them better visualize the problem.
66. Mr. Garvey is working on finding the volume of pyramids with his seventh-grade math class. His students have trouble distinguishing between the altitude of a face of the pyramid and the altitude of the pyramid itself. He then makes a pyramid out of cardboard, sticks a toothpick down the middle, and says, “Now this is the altitude of the pyramid itself.” They then deal effectively with the problem. Based on this information, the best description of the stage of thinking Mr. Garvey’s students are using is:
a.preoperational, since they cannot correctly perceive the difference between the two altitudes.
b.concrete operational, since they can solve the problem with concrete materials.
c.formal operational, since they are in the seventh grade, which typically makes them 12 years old.
d.formal operational, since finding volumes requires the use of symbols, which is abstract.
Use the following information for items 67 and 68.
Mrs. Green teaches an eighth-grade physical science class with students of average to above-average ability. The students are having a difficult time understanding the idea that ice melts at 32 degrees Fahrenheit and water freezes at the same temperature. They can’t understand how a solid and a liquid can be at the same temperature when the material is the same.
Mrs. Green explains, “Heat is required to change ice from the solid state to the liquid state. The energy is needed to break down the orderly arrangement of the molecules in the ice, even though the molecules don’t move any faster.”
Her students still don’t get it.
