Diet Coke and Mentos Experiment

The reason why this occurs is because the Mentos has little "dimples" in it that make it's surface, well, sort of like the Moon, all craters and everything. Yep. Anyway, these littles dimples allow CO2 from the mentos to rise up. This causes the Diet Coke to spray everywhere. Normally one would make a medium sized explosion. Now we aren't normal publishers. The reason I say that is maybe because of the fact  that we used 7 mentos, and 1.25L of Diet Coke. The result? It spurted about 4 metres in to the air, and went on for about 15 seconds long. Now that is an explosion! Cups, anybody?

Science Command Terms

OBJECTIVE 1
Define	Give the precise meaning of a word, phrase or physical quantity
Draw	Represent by means of pencil lines
Label	Add labels to a diagram
List	Give a sequence of names of other brief answers with no explanation
Measure	Find a value for a quantity
State	Give a specific name, value or other brief answer without explanation or calculation
OBJECTIVE 2
Annotate	Add brief notes to a diagram or graph
Apply	Use an idea, equation, principle, theory or law in a new situation
Calculate	Find a numerical answer showing the relevant stages in the working (unless instructed not to do so)
Describe	Give a detailed account
Distinguish	Give the differences between two or more different items
Estimate	Find an approximate value for an unknown quantity
Identify	Find an answer from a given number of possibilities
Outline	Give a brief account or summary
OBJECTIVE 3
Analyse	Interpret data to reach conclusions
Comment	Give a judgment based on a given statement or result of a calculation
Compare	Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout
Construct	Represent or develop in graphical form
Deduce	Reach a conclusion from the information given
Derive	Manipulate a mathematical relationship(s) to give a new equation or relationship
Design	Produce a plan, object, simulation or model
Determine	Find the only possible answer
Discuss	Give an account including, where possible, a range of arguments, for and against the relative importance of various factors, comparisons of alternative hypotheses
Evaluate	Assess the implications and limitations
Explain	Give a detailed account of causes, reasons or mechanisms
Predict	Give an expected result
Show	Give the steps in a calculation or derivation
Sketch	Represent by means of a graph showing a line and labelled but unscaled axes but with important features (for example, intercept) clearly indicated
Solve	Obtain an answer using algebraic and/or numerical methods
Suggest	Propose a hypothesis or other possible answer

Division of the CCEs into the Five Criteria of QCS tests

a Comprehend and Collect

Recognising letters, words and other symbols

Finding material in an indexed collection

Recalling/remembering

Interpreting the meaning of words or other symbols

Interpreting the meaning of pictures / illustrations

Interpreting the meaning of tables or diagrams or maps or graphs

Translating from one form to another

Compiling lists / statistics

Recording / noting data

Emphathising

Identifying shapes in two and three dimensions

Searching and locating items / information

Observing systematically

Gesturing

Manipulating/operating/using equipment

b Structure and Sequence

Structuring / organising extended written text

Structuring / organising a mathematical argument

Comparing, contrasting

Classifying

Interrelating ideas / themes / issues

Applying strategies to trial and test ideas and procedures

Generalising from information

Perceiving patterns

Visualising

q Analyse, Assess and Conclude

Reaching a conclusion which is necessarily true provided a given set of assumptions is true (deducing)

Reaching a conclusion which is consistent with a given set of assumptions (inferring)

Inserting an intermediate between members of a series (interpolating)

Extrapolating

Hypothesising

Criticising

Analysing

Synthesising

Judging / evaluating

Justifying

p Create and Present

Using correct spelling, punctuation, grammar

Using vocabulary appropriate to a context

Summarising / condensing written text

Compiling results in a tabular form

Graphing

Setting out / presenting / arranging / displaying

Explaining to others

Expounding a viewpoint

Creating / composing / devising

Sketching / drawing

f Applying Techniques and Procedures

Calculating with or without calculators

Estimating numerical magnitude

Approximating a numerical value

Substituting in formulae

Applying a progression of steps to achieve the required answer