Can you think of any common ""real-life"" situations in which an understanding of conservation would allow a concrete operational child to react differently than a preoperational child? Provide several examples in the space below.

A23 kg log of wood begins from rest, 300 m up a sluice (a water track used to transport logs, think of it as an inclined plane with negligible friction) inclined at 20° to the horizontal. after it reaches the flat waterway at the bottom it collides elastically with a 100 kg block of wood initially at rest near the base of the incline. (a) how long does it take the 23 kg log to travel down the incline? (b) what is the speed of the 23 kg log at the bottom of the incline? (c) what are the velocities of both blocks of wood after the collision? (d) what is the total kinetic energy before the collision? (e) what is the kinetic energy of the 23 kg log after the collision? (f) what is the kinetic energy of the 100 kg block of wood after the collision? (g) what is the total kinetic energy after the collision? (h) compare the total initial and total final kinetic energies. is this consistent with what you would expect for elastic collisions? explain!

Science and technology are interdependent. advances in one lead to advances in the other. give an example of this phenomenon.

Asystematic approach to problem solving is called a (an)