Shield volcanoes form at constructive plate boundaries where plates move apart. Magma rises from the mantle and flows through gaps in the earth's crust, building up the volcano over repeated eruptions. Shield volcanoes have wide bases compared to their height due to the runny, quick-moving lava that can travel long distances before solidifying. Higher quality exam answers will link ideas, use examples, and employ key terms and connectives to fully explain concepts at a detailed level.
Applied Psych Test Design: Part E--Cacluate norms and derived scoresKevin McGrew
The Art and Science of Applied Test Development. This is the fifth in a series of PPT modules explicating the development of psychological tests in the domain of cognitive ability using contemporary methods (e.g., theory-driven test specification; IRT-Rasch scaling; etc.). The presentations are intended to be conceptual and not statistical in nature. Feedback is appreciated.
OCR GCSE Modern World History Paper 2 Study GuideDave Wallbanks
The document provides background information on changes in British society from 1906-1918. It discusses how the Liberal government introduced reforms to help children, the elderly, and unemployed workers. It also examines the campaign for women's suffrage and the roles of suffragists and suffragettes. Finally, it analyzes how British civilians were impacted during World War 1 through conscription, government control of industries, and food rationing.
How to answer OCR's GCSE Modern World History paper 1 questionsDave Wallbanks
This document provides revision guidance for a History GCSE exam, focusing on Paper 1. It outlines the structure of the exam, including compulsory and choice questions. For question 1, it recommends choosing questions wisely and provides tips on how to structure paragraph answers with an introduction, evidence on both sides of an issue, and a conclusion. It also provides guidance on a compulsory sources question asking students to analyze a quote about New Deal agencies providing work and stimulating the economy. Finally, it previews depth study questions that will require 4 points, explanations, and 10 mark answers.
This document provides guidance on answering A Level questions, including:
- Read the instructions to understand what is being asked
- Underline the instruction verb(s) to determine what type of answer is required
- Analyze how many marks are allocated to gauge how comprehensive the answer needs to be
- Common instruction verbs include: describe, discuss, explain, identify, justify, and state
- The document then provides examples for answering questions using these different instruction verbs
Guide to answering history exam questions (autosaved)MrDaviesRSA
This document provides guidance on answering different types of history exam questions:
1. Source questions involve analyzing a cartoon or source using the 3Cs - describing the content, context, and commenting on the message.
2. 7 mark questions ask about a related historical event or development in more detail, requiring 3-4 explained points without referring to the source.
3. 4 mark questions involve listing 5 factual points in full sentences.
4. 6 mark questions require explaining the causes and consequences of an event with 3-4 developed points.
5. 10 mark questions assess how far you agree with a statement, exploring multiple arguments for and against and concluding with the strongest supported position.
A PowerPoint written for a lesson designed to help pupils answer extended writing questions found in GCSE Science Post 2011 specs.
Resources can be found here:
This document provides guidance on how to structure an answer to an "explain why" question for a GCSE Modern World History exam. It advises students to cite multiple reasons for the result and explain how each reason produced the result. An example is given of explaining why the Bolsheviks grew in popularity between March and November 1917. Students are told to suggest at least two reasons, back each with a fact, and thoroughly explain how each reason increased the Bolsheviks' popularity using causal links. Finally, students are instructed to write two more paragraphs following this structure and then peer-assess each other's essays.
This document provides guidance on answering inference questions for the AQA GCSE Modern World History exam. It explains that inference questions will ask about what a source suggests about a particular topic. Students should look for explicit statements on the surface of the source and inferences that can be drawn from it. For full marks, answers must include two surface statements and two inferences specifically related to the topic mentioned in the question. The document provides an example question and walks through identifying surface statements and inferences to practice this skill.
Applied Psych Test Design: Part E--Cacluate norms and derived scoresKevin McGrew
The Art and Science of Applied Test Development. This is the fifth in a series of PPT modules explicating the development of psychological tests in the domain of cognitive ability using contemporary methods (e.g., theory-driven test specification; IRT-Rasch scaling; etc.). The presentations are intended to be conceptual and not statistical in nature. Feedback is appreciated.
OCR GCSE Modern World History Paper 2 Study GuideDave Wallbanks
The document provides background information on changes in British society from 1906-1918. It discusses how the Liberal government introduced reforms to help children, the elderly, and unemployed workers. It also examines the campaign for women's suffrage and the roles of suffragists and suffragettes. Finally, it analyzes how British civilians were impacted during World War 1 through conscription, government control of industries, and food rationing.
How to answer OCR's GCSE Modern World History paper 1 questionsDave Wallbanks
This document provides revision guidance for a History GCSE exam, focusing on Paper 1. It outlines the structure of the exam, including compulsory and choice questions. For question 1, it recommends choosing questions wisely and provides tips on how to structure paragraph answers with an introduction, evidence on both sides of an issue, and a conclusion. It also provides guidance on a compulsory sources question asking students to analyze a quote about New Deal agencies providing work and stimulating the economy. Finally, it previews depth study questions that will require 4 points, explanations, and 10 mark answers.
This document provides guidance on answering A Level questions, including:
- Read the instructions to understand what is being asked
- Underline the instruction verb(s) to determine what type of answer is required
- Analyze how many marks are allocated to gauge how comprehensive the answer needs to be
- Common instruction verbs include: describe, discuss, explain, identify, justify, and state
- The document then provides examples for answering questions using these different instruction verbs
Guide to answering history exam questions (autosaved)MrDaviesRSA
This document provides guidance on answering different types of history exam questions:
1. Source questions involve analyzing a cartoon or source using the 3Cs - describing the content, context, and commenting on the message.
2. 7 mark questions ask about a related historical event or development in more detail, requiring 3-4 explained points without referring to the source.
3. 4 mark questions involve listing 5 factual points in full sentences.
4. 6 mark questions require explaining the causes and consequences of an event with 3-4 developed points.
5. 10 mark questions assess how far you agree with a statement, exploring multiple arguments for and against and concluding with the strongest supported position.
A PowerPoint written for a lesson designed to help pupils answer extended writing questions found in GCSE Science Post 2011 specs.
Resources can be found here:
This document provides guidance on how to structure an answer to an "explain why" question for a GCSE Modern World History exam. It advises students to cite multiple reasons for the result and explain how each reason produced the result. An example is given of explaining why the Bolsheviks grew in popularity between March and November 1917. Students are told to suggest at least two reasons, back each with a fact, and thoroughly explain how each reason increased the Bolsheviks' popularity using causal links. Finally, students are instructed to write two more paragraphs following this structure and then peer-assess each other's essays.
This document provides guidance on answering inference questions for the AQA GCSE Modern World History exam. It explains that inference questions will ask about what a source suggests about a particular topic. Students should look for explicit statements on the surface of the source and inferences that can be drawn from it. For full marks, answers must include two surface statements and two inferences specifically related to the topic mentioned in the question. The document provides an example question and walks through identifying surface statements and inferences to practice this skill.
This document provides an overview of an integrated science course covering matter, its properties, and changes. The course is divided into four quarters, with the first quarter focusing on the scientific method and matter. This specific module covers topics related to matter, its properties, and changes. It includes two lessons - one on the properties, changes, and classification of matter, and another on the beneficial effects of physical and chemical changes on health and the environment. The module introduces students to the basic concepts of matter and its three main states (solid, liquid, gas), as well as mixtures and pure substances. It includes several hands-on activities for students to explore these concepts through observation and experimentation.
The document discusses ways that EAL and mainstream teachers can work together to support EAL students in mainstream classes. It provides examples of how EAL teachers can help scaffold lessons, tasks, and assessments to make the content more accessible for EAL students. Mainstream teachers are advised to provide materials and guidance to the EAL teacher. Both teachers working together can help EAL students to fully understand lessons while developing their English language skills.
Here are the answers to your questions:
1. An igneous rock is formed when magma or lava cools and solidifies.
2. You do not need to melt existing rocks to form magma. Magma is formed by melting of rocks, usually deep within the earth, due to high temperatures and pressures.
3. Temperature increase alone is not solely responsible for melting rocks. Other factors like presence of volatiles (water, carbon dioxide etc.) also aid in lowering the melting point of rocks.
4. Magma is formed in three main tectonic settings:
- At divergent plate boundaries like mid-ocean ridges due to upwelling of hot mantle material.
- Above
This document provides information about classifying rocks into three main categories:
1) Igneous rocks form from the cooling and solidification of magma or lava.
2) Sedimentary rocks form from the compaction and cementation of sediments.
3) Metamorphic rocks form from other pre-existing rocks that are exposed to extreme heat and pressure, undergoing metamorphism.
Rocks can change categories through the rock cycle as they are transformed by geological processes.
Inquiry on Weather process handouts and notesGhaundar
This document provides guidance for making scientific predictions and hypotheses about weather-related topics. It contains examples of predictions with identified independent and dependent variables, as well as hypotheses statements. The examples relate the amount of sunlight or heat to water evaporation rates, air temperature to distance from the Earth's core, and thickness of the ozone layer to exposure to UV rays. The document also provides exercises for learners to identify variables in predictions and reword simple predictions into proper scientific predictions with potential hypotheses.
Folding occurs when converging tectonic plates apply compressive stress to the crust, causing it to buckle and form folds and faults. Faulting involves cracking and displacement of rock layers due to movement along fracture planes. Both folding and faulting shape the Earth's surface and are important in understanding mountain building, oil and gas reservoirs, and earthquake activity.
GEOG102 Week 9 1
Lab week 9: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Week 9 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
requi ...
The document discusses catalysts and how they affect the rate of chemical reactions by lowering the activation energy needed for reactions to occur. It defines key terms like activation energy, catalysis, and transition state. Examples are given of common catalyzed reactions and the catalysts involved, such as the use of manganese(IV) oxide to catalyze the decomposition of hydrogen peroxide.
1. Friction is a force that opposes the motion of objects that are either sliding or rolling against each other. It causes moving objects to slow down and eventually stop.
2. An activity was described where a ball was rolled on the floor. The ball slowed down and stopped due to friction between the surface of the ball and the floor.
3. Friction occurs due to the rubbing of surfaces between two objects in contact. It always acts in the opposite direction of an object's motion.
The document provides an introduction and overview for a science class. It includes definitions and examples of key science concepts like observation, inference, prediction, classification, measurement, mass, temperature, states of matter, and scientific notation. The summary also notes vocabulary terms that will be covered. Overall, the document outlines foundational science concepts and vocabulary to prepare students for the upcoming class.
Cpl workshop 4 feedback - corrections and misconceptions 2Mark Enser
The document discusses feedback and misconceptions in teaching. It notes that feedback has become an unhelpful burden for teachers when it does not positively impact student progress. It also discusses identifying common misconceptions in lessons by asking targeted questions to draw them out and replace them with accurate understandings. The document provides examples of misconceptions in different subjects and techniques for addressing them through questioning and responsive teaching approaches.
This document is a lesson plan on interpreting division of whole numbers by fractions using visual models. The lesson introduces dividing fractions into equal groups through examples like sharing trail mix among friends. Students are asked to rewrite division questions as multiplication and model the answers using visual representations of fractions. The goal is for students to understand division of fractions through concrete models.
The document discusses microteaching skills. It focuses on seven core teaching skills: probing questions, explaining, illustrating with examples, reinforcement, stimulus variation, classroom management, and using the blackboard. For each skill, the document covers components, a sample micro-lesson plan, and an observation schedule to practice and evaluate the skill. The goal is for student teachers to understand and integrate the skills to become better teachers.
This document outlines a chapter on solving equations and inequalities. It begins with an introduction to solutions and solution sets, defining a solution as a number that satisfies the equation or inequality. It then covers various topics related to solving equations and inequalities, including: linear equations and their applications; equations with more than one variable; quadratic equations solved by factoring, completing the square, and the quadratic formula; applications of quadratic equations; equations reducible to quadratic form; equations with radicals; and various types of inequalities such as linear, polynomial, rational, absolute value, and their applications.
pedagogical plan-changes in the states of matterArr Vergara
This pedagogical plan outlines the learning activities for a Science 8 class on the topic of changes in the state of matter over a one week period from November 3-7, 2014. The plan was created by teachers Richard Bon and Richard Magbatoc. It includes the content standards, learning outcomes, assessments, and learning activities for students. The learning outcomes focus on students' knowledge, skills, and affective domain regarding the states of matter. Assessment includes charts, diagrams, role-playing, interviews and a test. Learning activities engage students in simulations, discussions, poster-making and media presentations to explore the states of matter and their importance.
This document describes an educational lab activity where students learn about the different layers of the Earth. In the activity, students observe and compare samples that represent each layer. They then use this information to label a diagram of the layers and answer questions about each layer's composition, temperature, and properties. The limitations of using models and samples to represent the large-scale structure of the Earth are also discussed.
This document provides instructions for using a Gizmo simulation called the Collision Theory Gizmo to explore factors that affect the rate of chemical reactions. The factors explored include temperature, surface area, concentration, and catalysts. Through a series of activities, students make predictions, collect data from the simulation at varying conditions, analyze their results, and draw conclusions about how changing each factor impacts the reaction rate. They apply their learning to explain real-world examples like why paper must be heated to start burning.
1. Running water
2. Transport sediments by means of overland flow and stream flow.
3. Sea waves
4. Transport sediments with water by currents and waves.
5. Glaciers
6. A big block of ice that moves downside or outward form the area of accumulation.
7. Wind
8. Ground Water
9. Gravity
Science8 Unit C Lightand Optics Section2 Lesson4 Mirrors Lensesand Refraction...Shorin
The document summarizes key concepts about light and optics from sections 2.3-2.5 of a textbook. It explains that curved mirrors can form real, inverted images by refracting light rays. Concave mirrors converge light to a focal point, while convex mirrors diverge light rays. It also discusses how the refraction of light through different materials like water and lenses can bend and focus light to form images. Hands-on activities and sample questions are provided to help students understand and demonstrate these optical phenomena.
The document provides notes on key concepts in science including observations, inferences, predictions, classification, measurements, the metric system, area, volume, density, states of matter, temperature, graphs, percent deviation, and change. It includes definitions, examples, and practice problems for students to work through the concepts.
The document provides information for parents on supporting their child's application to university from a sixth form college. It outlines the college's tutorial program and important application dates. The application process through UCAS is explained, including choosing courses and writing a personal statement. Parents are advised to support their child's research but allow the child to make the final decision. The summary emphasizes researching options early, having alternative plans, and using university offers as motivation to complete the application process.
This document provides guidance on answering exam questions about tectonic processes and includes:
1) A list of key terms related to tectonics that could be used in exam answers, such as volcano, shield volcano, seismic, and plate tectonics.
2) Sample exam questions about volcanoes and earthquakes requiring explanation.
3) Criteria for a high quality exam response, including use of key terms, explaining stages clearly with details, and thoroughly answering the question.
This document provides an overview of an integrated science course covering matter, its properties, and changes. The course is divided into four quarters, with the first quarter focusing on the scientific method and matter. This specific module covers topics related to matter, its properties, and changes. It includes two lessons - one on the properties, changes, and classification of matter, and another on the beneficial effects of physical and chemical changes on health and the environment. The module introduces students to the basic concepts of matter and its three main states (solid, liquid, gas), as well as mixtures and pure substances. It includes several hands-on activities for students to explore these concepts through observation and experimentation.
The document discusses ways that EAL and mainstream teachers can work together to support EAL students in mainstream classes. It provides examples of how EAL teachers can help scaffold lessons, tasks, and assessments to make the content more accessible for EAL students. Mainstream teachers are advised to provide materials and guidance to the EAL teacher. Both teachers working together can help EAL students to fully understand lessons while developing their English language skills.
Here are the answers to your questions:
1. An igneous rock is formed when magma or lava cools and solidifies.
2. You do not need to melt existing rocks to form magma. Magma is formed by melting of rocks, usually deep within the earth, due to high temperatures and pressures.
3. Temperature increase alone is not solely responsible for melting rocks. Other factors like presence of volatiles (water, carbon dioxide etc.) also aid in lowering the melting point of rocks.
4. Magma is formed in three main tectonic settings:
- At divergent plate boundaries like mid-ocean ridges due to upwelling of hot mantle material.
- Above
This document provides information about classifying rocks into three main categories:
1) Igneous rocks form from the cooling and solidification of magma or lava.
2) Sedimentary rocks form from the compaction and cementation of sediments.
3) Metamorphic rocks form from other pre-existing rocks that are exposed to extreme heat and pressure, undergoing metamorphism.
Rocks can change categories through the rock cycle as they are transformed by geological processes.
Inquiry on Weather process handouts and notesGhaundar
This document provides guidance for making scientific predictions and hypotheses about weather-related topics. It contains examples of predictions with identified independent and dependent variables, as well as hypotheses statements. The examples relate the amount of sunlight or heat to water evaporation rates, air temperature to distance from the Earth's core, and thickness of the ozone layer to exposure to UV rays. The document also provides exercises for learners to identify variables in predictions and reword simple predictions into proper scientific predictions with potential hypotheses.
Folding occurs when converging tectonic plates apply compressive stress to the crust, causing it to buckle and form folds and faults. Faulting involves cracking and displacement of rock layers due to movement along fracture planes. Both folding and faulting shape the Earth's surface and are important in understanding mountain building, oil and gas reservoirs, and earthquake activity.
GEOG102 Week 9 1
Lab week 9: A Pacific Northwest Geologic Mystery
Lab Purpose and learning objectives
1. Report, describe, and interpret your observations of several features found in the Pacific
NW.
2. Formulate a hypothesis explaining how several landform features relate to each other and
explain what took place to create them (Your story).
3. Use the scientific method to structure your exploration and explanations.
Instructions and Overview
Step 1. a. You are going to investigate and solve a mystery about a geological phenomenon in
our “backyard”. You will be given several pieces of evidence and multiple clues and
hints containing geologic information for you to observe, formulate hypotheses about,
and interpret.
b. Using the eight pieces of evidence provided, and the large map of the Northwest with
their locations, make observations and interpretations and record these in the table
provided (see page 6). You will type these up and upload these to Canvas.
c. Hints are provided along with the evidence to help guide your group and should be
used for discussion when making your observations and interpretations. You do not need
answer these questions in your report. However, discuss each question as a group to
learn about each piece of evidence so that you can come up with plausible interpretations
and observations.
Step 2. Once you have investigated all eight pieces of geological evidence and have recorded
your observations and thoughts, sit down with your group and develop a narrative of
what you think happened based on the evidence. Include the ways each piece of evidence
supports your description, i.e., what does your clue indicate about the larger picture. For
example, the presence of a sesame seed on my shirt might mean that I recently ate a Big
Mac, but it could also mean I ate a sesame bagel.
Step 3. Using the scientific method (see page 5) write, independently of the group, a clear 500-
600 word lab report compiling this information into a narrative explaining, or solving, the
Pacific Northwest Geologic Mystery. Note the typed tables of should be attached as
Name: _____________________________________________________
Lab Day:_________________________ Lab Time:____________________
GEOG102 Week 9 2
appendices and can be referred to in the report, but do not count towards the 500-600
words.
Grading:
10% Neatness, spelling, and grammar
30% Your observations and interpretation must be typed following the attached sheet
(page 6)
60% The 500-600 typed summary connecting the hints into a cohesive explanation of the
Pacific Northwest Geologic Mystery
What to hand in at Wednesday lecture during the last week of class
□ Typed observations and interpretations on attached sheet.
□ 500-600 word typed lab report
Lab Report Requirements
1. Lab reports must be typed. Standard one inch margins, double spaced, size 12 fonts are
requi ...
The document discusses catalysts and how they affect the rate of chemical reactions by lowering the activation energy needed for reactions to occur. It defines key terms like activation energy, catalysis, and transition state. Examples are given of common catalyzed reactions and the catalysts involved, such as the use of manganese(IV) oxide to catalyze the decomposition of hydrogen peroxide.
1. Friction is a force that opposes the motion of objects that are either sliding or rolling against each other. It causes moving objects to slow down and eventually stop.
2. An activity was described where a ball was rolled on the floor. The ball slowed down and stopped due to friction between the surface of the ball and the floor.
3. Friction occurs due to the rubbing of surfaces between two objects in contact. It always acts in the opposite direction of an object's motion.
The document provides an introduction and overview for a science class. It includes definitions and examples of key science concepts like observation, inference, prediction, classification, measurement, mass, temperature, states of matter, and scientific notation. The summary also notes vocabulary terms that will be covered. Overall, the document outlines foundational science concepts and vocabulary to prepare students for the upcoming class.
Cpl workshop 4 feedback - corrections and misconceptions 2Mark Enser
The document discusses feedback and misconceptions in teaching. It notes that feedback has become an unhelpful burden for teachers when it does not positively impact student progress. It also discusses identifying common misconceptions in lessons by asking targeted questions to draw them out and replace them with accurate understandings. The document provides examples of misconceptions in different subjects and techniques for addressing them through questioning and responsive teaching approaches.
This document is a lesson plan on interpreting division of whole numbers by fractions using visual models. The lesson introduces dividing fractions into equal groups through examples like sharing trail mix among friends. Students are asked to rewrite division questions as multiplication and model the answers using visual representations of fractions. The goal is for students to understand division of fractions through concrete models.
The document discusses microteaching skills. It focuses on seven core teaching skills: probing questions, explaining, illustrating with examples, reinforcement, stimulus variation, classroom management, and using the blackboard. For each skill, the document covers components, a sample micro-lesson plan, and an observation schedule to practice and evaluate the skill. The goal is for student teachers to understand and integrate the skills to become better teachers.
This document outlines a chapter on solving equations and inequalities. It begins with an introduction to solutions and solution sets, defining a solution as a number that satisfies the equation or inequality. It then covers various topics related to solving equations and inequalities, including: linear equations and their applications; equations with more than one variable; quadratic equations solved by factoring, completing the square, and the quadratic formula; applications of quadratic equations; equations reducible to quadratic form; equations with radicals; and various types of inequalities such as linear, polynomial, rational, absolute value, and their applications.
pedagogical plan-changes in the states of matterArr Vergara
This pedagogical plan outlines the learning activities for a Science 8 class on the topic of changes in the state of matter over a one week period from November 3-7, 2014. The plan was created by teachers Richard Bon and Richard Magbatoc. It includes the content standards, learning outcomes, assessments, and learning activities for students. The learning outcomes focus on students' knowledge, skills, and affective domain regarding the states of matter. Assessment includes charts, diagrams, role-playing, interviews and a test. Learning activities engage students in simulations, discussions, poster-making and media presentations to explore the states of matter and their importance.
This document describes an educational lab activity where students learn about the different layers of the Earth. In the activity, students observe and compare samples that represent each layer. They then use this information to label a diagram of the layers and answer questions about each layer's composition, temperature, and properties. The limitations of using models and samples to represent the large-scale structure of the Earth are also discussed.
This document provides instructions for using a Gizmo simulation called the Collision Theory Gizmo to explore factors that affect the rate of chemical reactions. The factors explored include temperature, surface area, concentration, and catalysts. Through a series of activities, students make predictions, collect data from the simulation at varying conditions, analyze their results, and draw conclusions about how changing each factor impacts the reaction rate. They apply their learning to explain real-world examples like why paper must be heated to start burning.
1. Running water
2. Transport sediments by means of overland flow and stream flow.
3. Sea waves
4. Transport sediments with water by currents and waves.
5. Glaciers
6. A big block of ice that moves downside or outward form the area of accumulation.
7. Wind
8. Ground Water
9. Gravity
Science8 Unit C Lightand Optics Section2 Lesson4 Mirrors Lensesand Refraction...Shorin
The document summarizes key concepts about light and optics from sections 2.3-2.5 of a textbook. It explains that curved mirrors can form real, inverted images by refracting light rays. Concave mirrors converge light to a focal point, while convex mirrors diverge light rays. It also discusses how the refraction of light through different materials like water and lenses can bend and focus light to form images. Hands-on activities and sample questions are provided to help students understand and demonstrate these optical phenomena.
The document provides notes on key concepts in science including observations, inferences, predictions, classification, measurements, the metric system, area, volume, density, states of matter, temperature, graphs, percent deviation, and change. It includes definitions, examples, and practice problems for students to work through the concepts.
Similar to The Key To Answering Exam Questions (20)
The document provides information for parents on supporting their child's application to university from a sixth form college. It outlines the college's tutorial program and important application dates. The application process through UCAS is explained, including choosing courses and writing a personal statement. Parents are advised to support their child's research but allow the child to make the final decision. The summary emphasizes researching options early, having alternative plans, and using university offers as motivation to complete the application process.
This document provides guidance on answering exam questions about tectonic processes and includes:
1) A list of key terms related to tectonics that could be used in exam answers, such as volcano, shield volcano, seismic, and plate tectonics.
2) Sample exam questions about volcanoes and earthquakes requiring explanation.
3) Criteria for a high quality exam response, including use of key terms, explaining stages clearly with details, and thoroughly answering the question.
Many LEDCs are developing tourism industries to generate income and jobs for their citizens. Spits form when sediment such as sand builds up over time at river mouths due to currents. Waterfalls form as water flows over land that is higher than the land below, eroding the rock and carrying sediment downstream. Heavy industry can pollute the land and water, harming the environment. Footloose industries locate based on factors like access to markets, resources, and infrastructure. Countries with aging populations face challenges providing pensions, healthcare, and jobs for youth as the workforce shrinks and ages. Earthquakes and volcanic eruptions are distributed unevenly worldwide along plate boundaries and hotspots in the Earth's crust. Coastal erosion can damage homes and
The document contains sample responses from GCSE Geography exams that attempt to answer questions based on the content of the responses, without seeing the actual questions. The inferred questions ask about:
1) The advantages and disadvantages of a country receiving immigrants.
2) The physical factors that lead to a place having a high population density.
3) The differences in population growth rates between MEDCs and LEDCs.
4) The characteristics of Cambridge Science Park based on a figure.
5) Comparing the relief of land between two grid squares.
The document discusses improving exam technique by practicing exam questions and developing exam answers. It provides an example answer about the effects of flooding on an area shown in a figure. The example answer earns 1-2 marks but could be improved to earn the full 4 marks by linking points together and providing more detail, such as stating how a flood plain, bridges, and buildings would be affected under normal and severe floods.
This document provides an overview of case studies needed for different topics in geography including tectonics, population, industry, coasts, managing resources, and rivers. It lists specific examples of case studies for issues related to fold mountains, volcanic eruptions, earthquakes, economic migrants, refugees, industrial areas, eroding coastlines, coastal landforms, coastal management techniques, renewable energy sources, national parks, tourist areas, flooding, and flood management.
The document contains summaries for various case studies across different topics:
- It includes case studies on human geography topics like Mexican immigration to the USA, Cambridge Science Park, wind farms in the UK, tourism in the English Lake District, industrial areas in Port Talbot, and volcanic eruptions in Montserrat.
- It also includes summaries on physical geography topics such as coastal erosion in Happisburgh and West Runton in the UK, and earthquake damage in Kobe, Japan.
- Additionally, it covers summaries on population and development issues like China's one-child policy, controlling population growth in Kerala, Bangladesh floods, and refugees from Darfur living in Chad.
People often move illegally from Mexico to the United States for economic reasons. Life is difficult for many in Mexico, where wages are low and access to opportunities and resources are limited. In Mexico, 18% of people live on less than $1 per day, the average wage is $3.49 per hour, and 5% of the population is undernourished. In contrast, opportunities and wages are greater in the United States, where the average wage is $6.75 per hour and access to safe drinking water and a higher standard of living are more widely available. While illegal immigration creates challenges for both countries, it also provides economic benefits as migrant workers fill important jobs.
This document outlines the coursework requirements for a GCSE Geography course. It explains that coursework makes up 25% of the final grade and develops important skills. Students are encouraged because good coursework results in good final grades. The specific coursework topic is coastal erosion on the North Norfolk coast of England. Students are instructed to complete an introduction and background research before visiting the site. They will evaluate reasons for erosion such as cliff composition, wave fetch, longshore drift, and aging sea defenses. Potential strategies for managing erosion are also discussed.
1. The key to answering exam questions
Basic rules
1. Read the question.
2. Check the command word/s.
3. Re-read the question.
4. Write your answer.
5. Quickly check you have answered the question.
Longer answers are marked using levels. There are three levels of marks. Each level has
different characteristics.
Level 1
A basic answer showing brief knowledge.
Simple understanding shown.
Does not link ideas together.
Poorly organised.
No key terms used.
Level 2
A clear answer showing accurate knowledge.
Clear understanding shown.
Some ideas linked together – likely to contain connectives.
Organised.
Uses some key terms.
Begins to use examples.
Level 3
Detailed understanding showing very accurate knowledge.
Detailed understanding shown through examples.
Well organised.
Clear links between ideas – connectives used regularly.
Good range of key terms.
Go through the examples in this booklet and decide the level of answer you think the
student has written. These are real examples from Northgate students.
Highlight and label examples of good and bad exam practice. Use the levels guide above as
a checklist to help you decide on the quality of the answer. Then use what you have
learned in writing future exam answers.
Your teacher should go through the first example with you to guide you on what to
look for.
2. Mauna Loa is a shield volcano. Explain the characteristics of shield volcanoes and how
they are formed. (6 marks)
Answer 1
Shield volcanoes are found on constructive plate boundaries where the plates move apart.
When the plates move apart, magma quickly releases from the mantle and quickly
solidifies, creating more land. Basic lava is the magma released from shield volcanoes
which is a thin liquid and moves quicker.
Answer 2
Shield volcanoes are formed at tensional boundaries when two plates are moved apart
because of convection current in the magma underneath. The magma then flows though
the gap in the earth’s crust. This happens repeatedly, forming a volcano. Shield volcanoes
contain basic lava which is not viscous, as it has low silica content. Because the magma
can travel long distances before cooling and solidifying, this means shield volcanoes have
wide bases in comparison to their height. The eruptions of shield volcanoes are not as
violent as the eruptions of composite volcanoes.
Answer 3 (annotate this answer to show how it can be moved to the next level)
Shield volcanoes have a wide base and a not particularly tall. They are found where plates
move apart. The lava is runny and quick moving. Lots of eruptions will gradually build up
the volcano.
3. Using a volcanic eruption or an earthquake you have studied, describe the short-term
responses to the disaster. (4 marks)
Answer 1
In Montserrat when the volcano was going to erupt the citizens of the island were
evacuated to the west of the island as a short-term response, leaving the area around the
volcano empty. Short-term responses are often to evacuate the area surrounding the
volcano.
Answer 2
The short-term responses to an earthquake will be to evacuate the area and get help to all
the people affected. Unlike the long-term responses the short-term responses are quick
and take place immediately after the earthquake and depending on whether the country is
a LEDC or MEDC depends on how effective and quick the responses will be. For example in
the Kuwait earthquakes responses were not as good as they would have been if the country
were an MEDC.
Answer 3 (write your answer here and then highlight the examples of good exam practice)
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4. Chesil Beach has been formed partly as a result of longshore drift. With the help of a
diagram, explain how longshore drift works. (6 marks)
Diagrams not included……
Answer 1
Longshore drift is dependent on the fetch of the wind and the direction of the wind. The
longer the fetch of wind then the stronger the wave energy is. He stronger the energy then
the more shingle the waves will carry on to the beach. The swash of the wave depends on
the type of wave it is.
Answer 2
When constructive waves (with a strong swash and weaker backwash) approach a beach at
an angle they will pick up material and move it along the beach. Repeated waves breaking
will continue this process to move material in an overall direction along the beach in a zig-
zag style motion (as seen in the diagram).
5. Now turn the following level 1 answers in to level 2 or 3 answers. Consider how adding
connectives might make the answer better.
Describe the problems of a country with an ageing population. (4 marks)
Student’s answer
They have to spend more money on old people. More old people’s home have to be built.
People might have to work longer. Less people are paying tax.
Your answer
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6. Describe the factors that have influenced the location of a footloose industry.
(6 marks)
Student’s answer
Close to a source of workers. Near to transport like roads. Near to a university.
Your answer
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7. Describe the disadvantages of using renewable energy. (4 marks)
Student’s answer
They are expensive. They don’t make a lot of energy. They are not guaranteed to work as
it’s not always sunny or windy etc.
Your answer
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