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BIDMAS/BODMAS (PEMDAS) and negative numbers.
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* IGCSE Practice Revision Exercise which covers all the related concepts required for students to unravel any IGCSE Exam Style Transformation Questions
* Learner will be able to say authoritatively that:
I can solve any given question on Position Vectors
I can solve any given question on Column Vectors
I can solve any given question on Component Form of Vectors
I can solve any given question on Collinear and Equal Vectors
Vector quantities have two characteristics, a magnitude and a direction. Scalar quantities have only a magnitude. When comparing two vector quantities of the same type, you have to compare both the magnitude and the direction.
Presenation originally wrtten to support the teaching of OCR GCSE Mathematics Module 6, chapter 1: Using a calculator effectively.
BIDMAS/BODMAS (PEMDAS) and negative numbers.
Terminating non terminating class 10 groupAashu singh
it is maths presentation of class 10th on terminating or non-terminating. It contains attractive animations and good amount of information related to topic. The purpose of this presentation is to increase your knowledge
* Presentation – Complete video for teachers and learners on Vectors
* IGCSE Practice Revision Exercise which covers all the related concepts required for students to unravel any IGCSE Exam Style Transformation Questions
* Learner will be able to say authoritatively that:
I can solve any given question on Position Vectors
I can solve any given question on Column Vectors
I can solve any given question on Component Form of Vectors
I can solve any given question on Collinear and Equal Vectors
Vector quantities have two characteristics, a magnitude and a direction. Scalar quantities have only a magnitude. When comparing two vector quantities of the same type, you have to compare both the magnitude and the direction.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Here is table of time spent by a student on homework one evening
Represent the data with a pie chart
Subject Maths English Physics Art French History
Time
(mins)
50 20 30 20 30 30
Subject Time
Fraction of total
time
Angle
Maths 50
English 20
Physics 30
Art 20
French 30
History 30
TOTAL 180
3. Here is a table of time spent by a student on homework one evening
Subject Maths English Physics Art French History
Time
(mins)
50 20 30 20 30 30
Angle 100◦
40◦
60◦
40◦
60◦
60◦
MathsMaths
EnglishEnglish
PhysicsPhysics
ArtArt
FrenchFrench
HistoryHistory
5. Samuel recorded the temperature in his greenhouse at 6am each day
for a week. His records are shown on this line graph.
a)What was the temperature on Wednesday?
b)What was the lowest temperature recorded?
c)What was the highest temperature recorded?
25o
c25o
c
19o
c19o
c
30o
c30o
c
7. A group of students measured the reaction times of 50 other students.
The times are given below correct to the nearest hundredth of a
second.
Collect data into groups, using a tally chart.
0.44 0.32 0.31 0.47 0.27 0.31 0.40 0.28 0.16 0.26
0.33 0.46 0.41 0.33 0.31 0.28 0.38 0.29 0.17 0.26
0.29 0.40 0.29 0.24 0.41 0.22 0.25 0.47 0.31 0.36
0.49 0.21 0.42 0.43 0.28 0.36 0.24 0.37 0.43 0.27
0.49 0.16 0.29 0.30 0.41 0.27 0.29 0.28 0.40 0.42
Reaction Time (s) Tally Frequency
0.15 ≤ t < 0.20
0.20 ≤ t < 0.25
0.25 ≤ t < 0.30
0.30 ≤ t < 0.35
0.35 ≤ t < 0.40
0.40 ≤ t < 0.45
0.45 ≤ t < 0.50
8. Collect data into groups, using a tally chart.
Reaction Time (s) Tally Frequency
0.15 ≤ t < 0.20
0.20 ≤ t < 0.25
0.25 ≤ t < 0.30
0.30 ≤ t < 0.35
0.35 ≤ t < 0.40
0.40 ≤ t < 0.45
0.45 ≤ t < 0.50
10. You can not draw histograms with equal intervals as the data is not
given in this way. So for each of the intervals, you need to give:
Weight (grams) Frequency
0 ≤ w < 40 5
40 ≤ w < 50 6
50 ≤ w < 60 8
60 ≤ w < 70 4
70 ≤ w < 100 2
Weight (grams) Frequency Frequency Density
0 ≤ w < 40 5
40 ≤ w < 50 6
50 ≤ w < 60 8
60 ≤ w < 70 4
70 ≤ w < 100 2
Now you can draw the histogram
11. Weight (grams) Frequency Frequency Density
0 ≤ w < 40 5
40 ≤ w < 50 6
50 ≤ w < 60 8
60 ≤ w < 70 4
70 ≤ w < 100 2