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This document outlines different levels of understanding for an energy resources module, including levels 3 through 7. It lists the key concepts and skills expected at each level, such as naming fuels used in homes and industry, giving examples of fuel conservation, and explaining energy transfers. The student's target level and areas to work on are not specified.
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The document outlines different levels of understanding of simple chemical reactions, including knowing that oxygen is needed for burning, that new materials are formed in chemical reactions but not physical reactions, and being able to predict and represent reactions in which materials burn or acids react. It indicates the learner's target level is level 6, which involves using word equations to represent burning reactions and predicting the products of hydrocarbon burning. The document is assessing the learner's understanding of simple chemical reactions.
Research writing
1. The document provides guidance on writing various sections of a research paper, including the title, introduction, literature review, methodology, results, and conclusion.
2. Key recommendations include writing a clear and concise title that includes the main concepts and variables, establishing the background and importance of the study in the introduction, and thoroughly reviewing related literature and previous studies.
3. The methodology section should describe the research design and procedures in sufficient detail to allow replication. Results should be presented alongside interpretations and related to previous findings. Conclusions summarize key outcomes and may provide recommendations.
Template #1 Designing the Assessment-22JAN14
This document provides a template and instructions for creating a test to measure student performance on targeted content standards. It involves 3 steps: 1) Creating a purpose statement that describes what the test will measure, how it will measure it, and why. 2) Identifying the targeted content standards. 3) Developing a test blueprint that maps the content standards and cognitive levels of test items. Checklists are provided to ensure the purpose statement is clear and the test design samples standards appropriately and coherently measures the intended concepts.
A2 media exam revision
This document provides revision materials for the A2 Media exam. It outlines the format and requirements of the exam, including:
- Spending 30 minutes each on questions 1(a) and 1(b) in Section A, which address skills progression and applying media theory.
- Spending 1 hour on the essay question in Section B on the topic of Media and Collective Identity, discussing historical, contemporary and future representations across different media forms.
- The need to apply relevant media theories and use specific examples from media texts in the answers.
Flowcharts, blank templates and example responses are provided to help structure answers and practice applying theories to examples. Key theorists and media texts relevant to the topic are also identified.
Writing instructional objectives
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Instructions for LearnersUse this template only if you have a
Instructions for Learners
Use this template only if you have a Quantitative topic.
This is a working document. You will start this document in RSD-851 and update it through RSD-881, RES-880, and potentially your first two dissertation classes.
Review the instructions prior to each main section (RSD-851 & RSD-881), as well as the last slide with RES-880, x885, and x955 instructions.
Requirements, hints, and alignment notes are found in the Notes section.
To view notes, click the “View” tab at the top of the application and select “notes.”
Hint: You may need to expand the notes section in order to see all of the notes contained for each slide.
To view bubble comments from faculty, click the “review” tab at the top of the application and select “Show Comments.”
Instructions for Faculty
Written feedback is to be provided via bubble comments. Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.
To access the Comment pane, click the “review” tab and select “Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the slide requirements.
See the supplementary faculty job aid materials for grading and other resources.
RSD-851 Slides - Instructions
Complete the slides under the RSD-851 section header:
Literature Review:
Background to the Problem
Problem Space
Theoretical Foundation
Review of Literature Themes
Problem Statement
Research Questions/Hypotheses & Variables
Methodology
Feasibility
Next steps
Use the supplementary slide deck for additional information and resources for completion of these slides.
Proposed Dissertation Topic Title
Learner Name
Course Instructor
Submission Date
v.4.16.21
4
Literature Review: Background to the Problem
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Describe what is already understood about the problem.
Present findings from prior research related to the history of the problem space.
Focus on:
When the problem started
What has been discovered about the problem
The current state of the problem
Support information with empirical citations
5
Literature Review: Problem Space
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/ ...
Assessment 1 (Blooms Taxonomy)
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
Template #1-Designing the Assessment-June 2014-FINAL
This document provides a template for designing an assessment with three steps:
1. Create a purpose statement describing what, how, and why the assessment measures targeted content standards.
2. Select the targeted content standards to evaluate based on their endurance, leverage, and representation of an enduring understanding.
3. Develop a test blueprint matching items/tasks to content standards and cognitive levels, ensuring sufficient sampling and balance.
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ScienceShare.co.uk Shared Resource
The document outlines different levels of understanding of simple chemical reactions, including knowing that oxygen is needed for burning, that new materials are formed in chemical reactions but not physical reactions, and being able to predict and represent reactions in which materials burn or acids react. It indicates the learner's target level is level 6, which involves using word equations to represent burning reactions and predicting the products of hydrocarbon burning. The document is assessing the learner's understanding of simple chemical reactions.
Research writing
1. The document provides guidance on writing various sections of a research paper, including the title, introduction, literature review, methodology, results, and conclusion.
2. Key recommendations include writing a clear and concise title that includes the main concepts and variables, establishing the background and importance of the study in the introduction, and thoroughly reviewing related literature and previous studies.
3. The methodology section should describe the research design and procedures in sufficient detail to allow replication. Results should be presented alongside interpretations and related to previous findings. Conclusions summarize key outcomes and may provide recommendations.
Template #1 Designing the Assessment-22JAN14
This document provides a template and instructions for creating a test to measure student performance on targeted content standards. It involves 3 steps: 1) Creating a purpose statement that describes what the test will measure, how it will measure it, and why. 2) Identifying the targeted content standards. 3) Developing a test blueprint that maps the content standards and cognitive levels of test items. Checklists are provided to ensure the purpose statement is clear and the test design samples standards appropriately and coherently measures the intended concepts.
A2 media exam revision
This document provides revision materials for the A2 Media exam. It outlines the format and requirements of the exam, including:
- Spending 30 minutes each on questions 1(a) and 1(b) in Section A, which address skills progression and applying media theory.
- Spending 1 hour on the essay question in Section B on the topic of Media and Collective Identity, discussing historical, contemporary and future representations across different media forms.
- The need to apply relevant media theories and use specific examples from media texts in the answers.
Flowcharts, blank templates and example responses are provided to help structure answers and practice applying theories to examples. Key theorists and media texts relevant to the topic are also identified.
Writing instructional objectives
This presentation discusses the rationale for using objectives in lesson planning, the approaches to writing objectives and classifying objectives once they have been written.
Instructions for LearnersUse this template only if you have a
Instructions for Learners
Use this template only if you have a Quantitative topic.
This is a working document. You will start this document in RSD-851 and update it through RSD-881, RES-880, and potentially your first two dissertation classes.
Review the instructions prior to each main section (RSD-851 & RSD-881), as well as the last slide with RES-880, x885, and x955 instructions.
Requirements, hints, and alignment notes are found in the Notes section.
To view notes, click the “View” tab at the top of the application and select “notes.”
Hint: You may need to expand the notes section in order to see all of the notes contained for each slide.
To view bubble comments from faculty, click the “review” tab at the top of the application and select “Show Comments.”
Instructions for Faculty
Written feedback is to be provided via bubble comments. Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.
To access the Comment pane, click the “review” tab and select “Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the slide requirements.
See the supplementary faculty job aid materials for grading and other resources.
RSD-851 Slides - Instructions
Complete the slides under the RSD-851 section header:
Literature Review:
Background to the Problem
Problem Space
Theoretical Foundation
Review of Literature Themes
Problem Statement
Research Questions/Hypotheses & Variables
Methodology
Feasibility
Next steps
Use the supplementary slide deck for additional information and resources for completion of these slides.
Proposed Dissertation Topic Title
Learner Name
Course Instructor
Submission Date
v.4.16.21
4
Literature Review: Background to the Problem
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Describe what is already understood about the problem.
Present findings from prior research related to the history of the problem space.
Focus on:
When the problem started
What has been discovered about the problem
The current state of the problem
Support information with empirical citations
5
Literature Review: Problem Space
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/ ...
Assessment 1 (Blooms Taxonomy)
The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which categorizes learning objectives according to their cognitive complexity and provides examples. It outlines three domains - the cognitive, affective, and psychomotor domains. For the cognitive domain, it details Bloom's six levels of complexity from simplest to most complex: knowledge, comprehension, application, analysis, synthesis, and evaluation. It also discusses taxonomies for the affective and psychomotor domains and provides guidelines for writing clear and measurable instructional objectives and matching test items to objectives.
Template #1-Designing the Assessment-June 2014-FINAL
This document provides a template for designing an assessment with three steps:
1. Create a purpose statement describing what, how, and why the assessment measures targeted content standards.
2. Select the targeted content standards to evaluate based on their endurance, leverage, and representation of an enduring understanding.
3. Develop a test blueprint matching items/tasks to content standards and cognitive levels, ensuring sufficient sampling and balance.
ScienceShare.co.uk Shared Resource
This document outlines an individual's levels of understanding for an electrical circuits module. It provides descriptions of the key concepts and skills associated with levels 3 through 7. The individual's target is to work on level 5 concepts, specifically using a flow model to describe resistance and explain the difference between electric current and energy transfer in a circuit. They also need to identify target areas to work on from the unit.
ScienceShare.co.uk Shared Resource
This document outlines different levels of understanding of concepts related to the solar system and beyond. It includes 7 levels describing increasing complexity of explanations about topics like how the Earth orbits the sun and moon, phases of the moon, eclipses, and comparisons of conditions on Earth and other planets. The target for the student is to determine which level they are working at and identify up to 3 areas from the unit to focus on improving their understanding.
Jan 8 sci6 page 14 17
This document provides a lesson plan on radiant energy. The objective is to describe radiant energy and how it is used. Students will perform an activity where they experience changes in body temperature and wetness of a handkerchief from exposure to sunlight. They will then report their observations and conclusions. The main points are:
1) Radiant energy comes from the sun. Students will feel changes in their body from exposure to sunlight.
2) A wet handkerchief will dry from exposure to sunlight, demonstrating how radiant energy is used.
3) Through discussion and data analysis, students will generalize that radiant energy comes from the sun and is used for heating, drying, and potentially damaging skin
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Texonomical levels of cognitive domain
Revision Lesson: Making crude oil useful (Fractional Distillation and Crackin...
Revision Lesson: Making crude oil useful (Fractional Distillation and Crackin...Sciencetutors E-learning Media
Crude oil is separated into fractions using fractional distillation. Fractional distillation works by using a fractionating column to separate different hydrocarbon molecules based on their varying boiling points, which are determined by the intermolecular forces between the molecules. Larger hydrocarbon molecules have stronger intermolecular forces and higher boiling points, so they remain lower in the fractionating column, while smaller molecules have weaker intermolecular forces and lower boiling points, so they travel higher in the column. Cracking breaks down larger hydrocarbon molecules into smaller, more useful molecules to meet demand for fuels since crude oil contains too many large molecules.ScienceShare.co.uk Shared Resource
This student is working on a module about cells. Their target level is level 5, which involves identifying and describing all cell parts and their functions, comparing animal and plant cells, and explaining how new cells are formed and how growth occurs through cell division and expansion. The areas they need to focus on to reach level 5 are left blank for the student to fill in based on their specific needs in understanding cells at this level.
Bloom
Bloom's Taxonomy is a framework that categorizes educational goals into levels of complexity, from basic recall to evaluation and synthesis. It includes knowledge, skills, and affective domains. The levels help instructors align course goals, teaching methods, and assessments. Assessments should match the complexity of goals - for example, multiple choice tests may assess basic knowledge but not higher-order thinking. Overall, Bloom's Taxonomy provides a common language to define, communicate, and measure intended learning outcomes.
EDU 602 help A Guide to career/Snaptutorial
For more classes visit
www.snaptutorial.com
Learning Outcomes. This writing assignment provides you with a practical application for designing learning outcomes. Learning outcomes become the foundation from which instruction, activities, and assessments will be built. As a result, it is important that they are clear and measurable.
Perform the following tasks:
Step 1: Describe a lesson. Using the lesson you have started to develop in the previous two courses (EDU600 and EDU601) or another lesson of your choice in the event you have not taken the previous two courses, identify the following items:
The course title and description.
Edu 602 Massive Success / snaptutorial.com
Learning Outcomes. This writing assignment provides you with a practical application for designing learning outcomes. Learning outcomes become the foundation from which instruction, activities, and assessments will be built. As a result, it is important that they are clear and measurable.
Perform the following tasks:
Step 1: Describe a lesson. Using the lesson you have started to develop in the previous two courses (EDU600
EDU 602 Enthusiastic Study / snaptutorial.com
Learning Outcomes. This writing assignment provides you with a practical application for designing learning outcomes. Learning outcomes become the foundation from which instruction, activities, and assessments will be built. As a result, it is important that they are clear and measurable.
Appendix 1 teaching note for project based learning
This document provides instructions and templates for students in a S.1 Liberal Studies class to plan a project on the topic of "My Ideal School". It includes examples of using mind mapping to generate ideas for project titles, criteria for evaluating potential titles, templates for setting the direction of study using 5W1H and drafting a work plan. The templates guide students to list the project theme, title, group members, workflow, budget, and get approval from their teacher.
CPBT Theory Part 1 & 2 Assessment
This document contains a theory and practical assessment for a Certified Pelleres Base Training course. The theory assessment includes multiple choice and short answer questions testing knowledge of Pelleres equipment, core muscles, and Pelleres Base Training (PBT). The practical assessment evaluates an instructor's ability to verbally explain, visually demonstrate, and ensure client execution of core activation and vertical and horizontal exercises using Pelleres equipment.
ScienceShare.co.uk Shared Resource
This student is working on a science module about environment and feeding relationships. Their target level is level 5. They have identified 3 areas they need to work on from this unit: 1) relating differences between habitats to the organisms found in them; 2) describing ways organisms are adapted to daily/seasonal changes and feeding; and 3) describing food chains within an environment and combining them into food webs.
ScienceShare.co.uk Shared Resource
This document outlines a lesson on forces. It aims to teach students to:
1) Identify different types of forces and how they affect objects.
2) Explain how forces can affect an object's motion.
3) Compare the sizes of opposing forces and how unbalanced forces affect motion.
The lesson investigates friction by having students measure the force needed to drag a shoe on different surfaces. It also explains how balanced and unbalanced forces impact whether an object is stationary, accelerates, or decelerates.
ScienceShare.co.uk Shared Resource
This document contains information about an assignment for a BTEC Level 2 chemistry unit. It includes:
- The learner and assessor names
- Details of the three tasks and the assessment criteria they address
- A scenario providing context for the assignment
- Sources of information for learners to complete the tasks
- Templates for submitting work, assessor feedback, and internal verification.
ScienceShare.co.uk Shared Resource
This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure of these groups and draws diagrams. Task 4 explains why these elements are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to show how reactivity relates to electronic configuration.
ScienceShare.co.uk Shared Resource
This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of the chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure and draws diagrams of elements. Task 4 explains why groups 1 and 7 are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to help students appreciate how reactivity relates to electronic configuration.
ScienceShare.co.uk Shared Resource
This document contains information for an assignment on controlling industrial reactions for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 3 tasks to provide evidence for criteria on investigating how reaction rates are affected, explaining how factors affect industrial reaction rates, and analyzing how factors affect yields. The document provides learner and assessor details, assignment objectives and scenario, task descriptions aligned to criteria, sources for research, sign-off sections, and templates for recording observations and witness statements.
ScienceShare.co.uk Shared Resource
This document outlines an assignment on chemistry and the Earth for a grade. It lists 14 tasks for students to complete involving classifying chemicals as elements, mixtures, or compounds; analyzing physical properties of chemicals; drawing atomic structures of elements; describing chemical reactions of groups 1 and 7; illustrating molecules in elements, compounds, and mixtures; explaining uses of chemicals like brick, copper wire, and glass; and proving characteristics of mixtures and chemical changes. Students are asked to draw atomic structures, define isotopes, describe reactivity trends in the periodic table, and explain why compounds are more commonly used than pure elements.
ScienceShare.co.uk Shared Resource
The document describes a table showing the growth of a baby's length in millimeters at various weeks of pregnancy. It asks the reader to create a line graph displaying this data with weeks of pregnancy on the x-axis and length on the y-axis. It also asks when during pregnancy the baby is growing the fastest.
ScienceShare.co.uk Shared Resource
The document describes the development of a baby in the womb. It shows diagrams of a baby inside the mother's uterus and placenta, connected by the umbilical cord. The placenta and umbilical cord should be colored orange, while the uterus wall should be colored brown. The placenta allows nutrients and oxygen to move from the mother's blood to the baby's blood, while wastes and carbon dioxide move in the opposite direction, without the two blood supplies mixing. However, some harmful substances like alcohol, chemicals from cigarettes, and viruses can pass through the placenta and affect the developing fetus.
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This document outlines an individual's levels of understanding for an electrical circuits module. It provides descriptions of the key concepts and skills associated with levels 3 through 7. The individual's target is to work on level 5 concepts, specifically using a flow model to describe resistance and explain the difference between electric current and energy transfer in a circuit. They also need to identify target areas to work on from the unit.
ScienceShare.co.uk Shared Resource
This document outlines different levels of understanding of concepts related to the solar system and beyond. It includes 7 levels describing increasing complexity of explanations about topics like how the Earth orbits the sun and moon, phases of the moon, eclipses, and comparisons of conditions on Earth and other planets. The target for the student is to determine which level they are working at and identify up to 3 areas from the unit to focus on improving their understanding.
Jan 8 sci6 page 14 17
This document provides a lesson plan on radiant energy. The objective is to describe radiant energy and how it is used. Students will perform an activity where they experience changes in body temperature and wetness of a handkerchief from exposure to sunlight. They will then report their observations and conclusions. The main points are:
1) Radiant energy comes from the sun. Students will feel changes in their body from exposure to sunlight.
2) A wet handkerchief will dry from exposure to sunlight, demonstrating how radiant energy is used.
3) Through discussion and data analysis, students will generalize that radiant energy comes from the sun and is used for heating, drying, and potentially damaging skin
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Texonomical levels of cognitive domain
Revision Lesson: Making crude oil useful (Fractional Distillation and Crackin...
Revision Lesson: Making crude oil useful (Fractional Distillation and Crackin...Sciencetutors E-learning Media
Crude oil is separated into fractions using fractional distillation. Fractional distillation works by using a fractionating column to separate different hydrocarbon molecules based on their varying boiling points, which are determined by the intermolecular forces between the molecules. Larger hydrocarbon molecules have stronger intermolecular forces and higher boiling points, so they remain lower in the fractionating column, while smaller molecules have weaker intermolecular forces and lower boiling points, so they travel higher in the column. Cracking breaks down larger hydrocarbon molecules into smaller, more useful molecules to meet demand for fuels since crude oil contains too many large molecules.ScienceShare.co.uk Shared Resource
This student is working on a module about cells. Their target level is level 5, which involves identifying and describing all cell parts and their functions, comparing animal and plant cells, and explaining how new cells are formed and how growth occurs through cell division and expansion. The areas they need to focus on to reach level 5 are left blank for the student to fill in based on their specific needs in understanding cells at this level.
Bloom
Bloom's Taxonomy is a framework that categorizes educational goals into levels of complexity, from basic recall to evaluation and synthesis. It includes knowledge, skills, and affective domains. The levels help instructors align course goals, teaching methods, and assessments. Assessments should match the complexity of goals - for example, multiple choice tests may assess basic knowledge but not higher-order thinking. Overall, Bloom's Taxonomy provides a common language to define, communicate, and measure intended learning outcomes.
EDU 602 help A Guide to career/Snaptutorial
For more classes visit
www.snaptutorial.com
Learning Outcomes. This writing assignment provides you with a practical application for designing learning outcomes. Learning outcomes become the foundation from which instruction, activities, and assessments will be built. As a result, it is important that they are clear and measurable.
Perform the following tasks:
Step 1: Describe a lesson. Using the lesson you have started to develop in the previous two courses (EDU600 and EDU601) or another lesson of your choice in the event you have not taken the previous two courses, identify the following items:
The course title and description.
Edu 602 Massive Success / snaptutorial.com
Learning Outcomes. This writing assignment provides you with a practical application for designing learning outcomes. Learning outcomes become the foundation from which instruction, activities, and assessments will be built. As a result, it is important that they are clear and measurable.
Perform the following tasks:
Step 1: Describe a lesson. Using the lesson you have started to develop in the previous two courses (EDU600
EDU 602 Enthusiastic Study / snaptutorial.com
Learning Outcomes. This writing assignment provides you with a practical application for designing learning outcomes. Learning outcomes become the foundation from which instruction, activities, and assessments will be built. As a result, it is important that they are clear and measurable.
Appendix 1 teaching note for project based learning
This document provides instructions and templates for students in a S.1 Liberal Studies class to plan a project on the topic of "My Ideal School". It includes examples of using mind mapping to generate ideas for project titles, criteria for evaluating potential titles, templates for setting the direction of study using 5W1H and drafting a work plan. The templates guide students to list the project theme, title, group members, workflow, budget, and get approval from their teacher.
CPBT Theory Part 1 & 2 Assessment
This document contains a theory and practical assessment for a Certified Pelleres Base Training course. The theory assessment includes multiple choice and short answer questions testing knowledge of Pelleres equipment, core muscles, and Pelleres Base Training (PBT). The practical assessment evaluates an instructor's ability to verbally explain, visually demonstrate, and ensure client execution of core activation and vertical and horizontal exercises using Pelleres equipment.
ScienceShare.co.uk Shared Resource
This student is working on a science module about environment and feeding relationships. Their target level is level 5. They have identified 3 areas they need to work on from this unit: 1) relating differences between habitats to the organisms found in them; 2) describing ways organisms are adapted to daily/seasonal changes and feeding; and 3) describing food chains within an environment and combining them into food webs.
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Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Bloom’s Taxonomy: Texonomical Levels of Learning Objectives.pptx
Revision Lesson: Making crude oil useful (Fractional Distillation and Crackin...
Revision Lesson: Making crude oil useful (Fractional Distillation and Crackin...
Appendix 1 teaching note for project based learning
Appendix 1 teaching note for project based learning
More from ScienceShare.co.uk
ScienceShare.co.uk Shared Resource
This document outlines a lesson on forces. It aims to teach students to:
1) Identify different types of forces and how they affect objects.
2) Explain how forces can affect an object's motion.
3) Compare the sizes of opposing forces and how unbalanced forces affect motion.
The lesson investigates friction by having students measure the force needed to drag a shoe on different surfaces. It also explains how balanced and unbalanced forces impact whether an object is stationary, accelerates, or decelerates.
ScienceShare.co.uk Shared Resource
This document contains information about an assignment for a BTEC Level 2 chemistry unit. It includes:
- The learner and assessor names
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- Sources of information for learners to complete the tasks
- Templates for submitting work, assessor feedback, and internal verification.
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This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure of these groups and draws diagrams. Task 4 explains why these elements are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to show how reactivity relates to electronic configuration.
ScienceShare.co.uk Shared Resource
This document provides information for an assignment on the periodic table and electronic structure for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 5 tasks to provide evidence for 5 assessment criteria. Task 1 involves describing atomic structures of elements 1-20. Task 2 is an investigation of the chemical properties of groups 1 and 7. Task 3 describes trends in atomic structure and draws diagrams of elements. Task 4 explains why groups 1 and 7 are used as compounds. Task 5 explains trends in chemical behavior in relation to electronic structure. The assignment aims to help students appreciate how reactivity relates to electronic configuration.
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This document contains information for an assignment on controlling industrial reactions for a Level 2 BTEC First Certificate in Applied Science. The assignment includes 3 tasks to provide evidence for criteria on investigating how reaction rates are affected, explaining how factors affect industrial reaction rates, and analyzing how factors affect yields. The document provides learner and assessor details, assignment objectives and scenario, task descriptions aligned to criteria, sources for research, sign-off sections, and templates for recording observations and witness statements.
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The document describes the development of a baby in the womb. It shows diagrams of a baby inside the mother's uterus and placenta, connected by the umbilical cord. The placenta and umbilical cord should be colored orange, while the uterus wall should be colored brown. The placenta allows nutrients and oxygen to move from the mother's blood to the baby's blood, while wastes and carbon dioxide move in the opposite direction, without the two blood supplies mixing. However, some harmful substances like alcohol, chemicals from cigarettes, and viruses can pass through the placenta and affect the developing fetus.
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This document contains 20 statements about puberty and reproduction and asks the reader to identify each one as true, partly true, or false. It covers changes during puberty like hair growth and periods, sex cells, hormones, wet dreams, feelings, and menstrual cycles in females in preparation for potential pregnancy. Maintaining cleanliness during puberty is also mentioned.
ScienceShare.co.uk Shared Resource
The male reproductive system consists of internal and external organs that work together for reproduction. The external organs are the penis and scrotum, which contains the testes where sperm are produced. The internal organs include the vas deferens, seminal vesicles, prostate gland, and urethra, which all play a role in ejaculation and the delivery of sperm.
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This document discusses two main types of bonding: ionic bonding and covalent bonding. Ionic bonding involves the transfer of electrons from metal atoms to non-metal atoms, resulting in positively charged metal ions and negatively charged non-metal ions that are attracted to each other. Covalent bonding involves the sharing of electron pairs between non-metal atoms to form stable molecular structures. Examples of ionic compounds include sodium chloride and magnesium chloride, while examples of covalent compounds discussed are hydrogen gas, ammonia, and water.
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The document provides an example key that can be used to identify plants based on their reproductive structures and physical characteristics. The key shows that plants can be identified as flowering plants, conifers, mosses or ferns depending on whether they reproduce from seeds or spores and the size of their leaves. It also prompts the reader to use the key to identify 4 example plants and create a similar key that could be used to identify animals based on attributes like color, habitat and number of legs.
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The document provides a key for scientists to identify different types of plastics based on their properties when heated or burned. The key involves a series of yes/no questions to determine if the plastic melts with heat, burns, drips when burned, smells fishy or cracks when heated, and whether it continues burning after the flame is removed. Plastic A is identified as rigid PVC as it smells fishy when heated but does not crack or drip. Plastic B is identified as polystyrene as it melts with heat and continues burning after the flame is removed. The key helps determine the type of plastic through a process of elimination based on its observable properties when exposed to heat or fire.
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The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change.
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The document provides instructions for an assignment to evaluate how human and natural activities affect the earth's environment. Learners are asked to create tables describing various human and natural activities that change the environment and their effects. They also must explain how the atmosphere has changed from early earth to today due to natural and human processes, and discuss potential solutions to reduce CO2 emissions and climate change impacts.
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- 1. My levels for this module are…… My target is: WHAT LEVEL AM I WORKING AT? Module Classwork Sc.1 Investigation Test Assessments Assessments UNIT 7I Energy Resources Level Level 3 Start Check Name some fuels that are used in the home Name some fuels that are used in industry Name some renewable energy resources Level 4 Give some examples of how to save fuels Describe where most of the energy goes when you burn fuels Know two things that are released when fuels are burnt List the eight forms of energy Level 5 Identify which sort of energy an object has, or is using Know four things that are released when fuels are burnt Describe how renewable energy resources can be used to make electricity Describe how renewable energy resources can be used to make heat Explain why conservation of fuels is important Describe some energy transfers including some which involve living things Level 6/7 Explain the advantages and limitations of different Target areas I need to work on from this unit: energy resources Give examples of how to use fuel economically 1. _____________________ Describe how energy is transferred between the Sun and energy resources (e.g. how the energy got 2. _____________________ into coal) Describe how energy is transferred into me from 3. _____________________ the sun or from energy resources