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Assignment Four

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14 views

Assignment Four

Uploaded by

whitneylr
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Logan Whitney 1

PSY 215
11/09/2024

Assignment Four

Part One

Dear Son,

I want to take a moment to talk to you about something that’s going to be a big part of your life
in the next few years: puberty. It’s a natural part of growing up, and I want you to know that it’s
okay to have all kinds of feelings about it—some good, some confusing, and maybe even a little
scary. Everyone goes through it, and there’s no need to rush or worry about what comes next.

You’re probably going to notice a lot of changes happening in your body soon. Your voice will
start to change and get deeper. You might see more hair growing on your face, under your arms,
and other places. Your muscles might get stronger, and you might grow taller. These changes are
all a sign that your body is growing into an adult body, and it’s perfectly normal. It might feel a
little weird at first, but that’s just part of the process. It doesn’t mean you have to figure
everything out all at once—your body is just doing what it’s supposed to do, and it will take time
to adjust.

Along with the physical changes, you might notice your emotions feeling stronger too. You
might feel excited, frustrated, or even confused sometimes, and that’s okay. Puberty can be a
rollercoaster, but remember that it’s all part of the process of growing into the person you’re
meant to be. What’s important is that you don’t bottle up your feelings. It’s good to talk about
what’s going on in your mind, whether with me or someone else you trust.

I want you to know that these changes don’t define who you are. You’re still the same person
you’ve always been, and I’m proud of you, no matter what. The changes you’re going through
are part of growing up, but they don’t change the things that make you *you*—your kindness,
your humor, your creativity, and your dreams.
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You don’t have to be in a hurry to grow up, and it’s okay to feel unsure about things. I’ll always
be here to talk, answer questions, or just listen. You’re not alone in this journey.

I’m excited to see you grow and discover even more about yourself in the years to come. You’ve
got this!

With love,
Pops

Part Two

→ To solve this problem of producing a yellow color systematically, I would approach it using
the methods of experimentation and hypothesis testing, which align with Piaget's formal
operational thinking. Formal operational thinkers are able to reason abstractly, plan experiments,
and think logically about variables and outcomes.

Here’s how I would approach the task:

1. Form a Hypothesis:
- I would first hypothesize that a combination of some or all of the four chemicals (labeled 1, 2,
3, and 4) with the activating solution (labeled X) will produce a yellow color. My goal is to
determine which combinations of the four chemicals, when mixed with X, produce yellow.

2. Initial Experiment:
- Start by testing the simplest combinations. I would begin by mixing **one chemical with
X**.
- Test 1:** Mix Chemical 1 with X.
- Test 2:** Mix Chemical 2 with X.
- Test 3:** Mix Chemical 3 with X.
- Test 4:** Mix Chemical 4 with X.
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- Record the outcome of each test. If any test produces yellow, that combination is a potential
solution.

3. Combined Testing:
- If none of the single chemicals (from Tests 1-4) produce yellow, I would try combining two
chemicals at a time with X.
- Test 5:** Mix Chemical 1 and Chemical 2 with X.
- Test 6:** Mix Chemical 1 and Chemical 3 with X.
- Test 7:** Mix Chemical 1 and Chemical 4 with X.
- Test 8:** Mix Chemical 2 and Chemical 3 with X.
- Test 9:** Mix Chemical 2 and Chemical 4 with X.
- Test 10:** Mix Chemical 3 and Chemical 4 with X.
- Record the outcomes for each test. If the yellow color appears in any of these tests, I would
have narrowed down the correct pair or group of chemicals.

4. Triple-Chemical Testing
- If none of the pairwise combinations produce a yellow color, I would next test combinations
of three chemicals.
- Test 11:** Mix Chemical 1, Chemical 2, and Chemical 3 with X.
- Test 12:** Mix Chemical 1, Chemical 2, and Chemical 4 with X.
- Test 13:** Mix Chemical 1, Chemical 3, and Chemical 4 with X.
- Test 14:** Mix Chemical 2, Chemical 3, and Chemical 4 with X.
- Record the outcomes. If a yellow color appears, I now know that the yellow reaction occurs
with this specific combination.

5. Testing All Four Chemicals:


- If none of the three-chemical combinations produce yellow, I would then test all four
chemicals together.
- Test 15:** Mix all four chemicals (1, 2, 3, 4) with X.
- Record the outcome. If yellow is produced, this is the correct combination.
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6. Analysis and Conclusion:


- If I observe a yellow color from any of these tests, I would conclude that the combination
tested is the correct solution.
- If none of the tests produce a yellow color, I would reconsider my hypothesis or experiment
further, such as by testing different proportions of the chemicals or repeating the tests to confirm
consistency.

Key Elements:
- I would be careful to perform each test separately and clean any testing containers to avoid
cross-contamination of the chemicals.
- I would also record the amount of each chemical used to see if the volume plays a role in
producing the yellow color.

Formal Operational Thinking:


In formal operational thinking, I’m able to reason logically through all possible combinations,
plan a series of tests, and think ahead about the various outcomes, adjusting my hypothesis based
on the evidence I get. This kind of systematic, hypothesis-driven experiment reflects the formal
operational stage Piaget talks about, where people can deal with abstract ideas and systematically
test them.

Part Three

Adolescence is commonly viewed as an age of chaos and risk-taking, yet it is also a time
of incredible cognitive and socioemotional development. Despite the hurdles, teenagers achieve
significant positive outcomes in a variety of areas, laying the foundation for their future growth
into adulthood.

Cognitive development:

One of the most notable aspects of adolescent development is the maturing of cognitive
abilities, particularly related to abstract thinking. Adolescents grow to think critically, reason
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logically, and consider possibilities outside their immediate circumstances. This is when they
learn to think hypothetically, solve complex problems, and understand a variety of perspectives.
(Lally & Valentine-French, 2019) Adolescents are also capable of more complex moral
reasoning, frequently debating issues of justice, fairness, and ethics. These cognitive
breakthroughs enable young people to question the accepted status quo and form their own views
on the world, creating a strong sense of personal identity.
Additionally, adolescents' brains endure major changes in areas such as the prefrontal
cortex, which is in charge of decision-making, planning, and self-control. Though this area
evolves more slowly, the capacity to plan ahead, analyze consequences, and consider long-term
goals is critical during this time. Their ability to engage in metacognition (thinking about
thinking) also improves, allowing kids to develop self-awareness and become more self-aware of
their thoughts and behaviors.

Socioemotional Development:

Adolescence is also a time of complex emotional development and a deeper awareness


of relationships with others. Teenagers gain greater empathy and social awareness as a result of
becoming more sensitive to both their own and other people's emotions. Teenagers spend more
time with other teens, but this can have a positive effect because peer interactions act as a source
of shared learning, support, and validation. They gain important social skills like cooperation,
communication, and dispute resolution. They can improve their sense of self by experimenting
with different roles and identities through these peer interactions (Lally & Valentine-French,
2019).
Adolescents also usually demonstrate a stronger sense of idealism and a desire to
improve the world. During this time frame, a lot of young people show a rising sense of purpose
and a desire for social change by becoming actively involved in social and political causes. Their
ability to think abstractly and morally often motivates individuals to question commonly held
beliefs and stand up for what they think is right, which can result in important contributions to
society.
This part of development is a time of outstanding cognitive and socioemotional growth,
to wrap everything up. Even though they might face obstacles in the journey, their growth in
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critical thinking, emotional intelligence, and social interaction benefits their overall development
and enables them to make the transition to adulthood with greater confidence and capability.

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