[pic] VCE Chemistry Study Design – Units 1 and 2 Sample Assessment Tasks 2007–2014 Introduction This support material has been developed to assist teachers in the implementation of Units 1 and 2 of the VCE Chemistry Study Design accredited for the period 2007–2014. It is to be used in conjunction with the study design. The material provides examples of the extended experimental investigation, the response to stimulus material in written, oral, visual, or multimedia format and the summary report including annotations of three practical activities. The following examples have been prepared by teachers of VCE Chemistry. The examples are illustrative and offer one approach to assessment tasks for VCE Chemistry
|Content coverage |Learning outcomes Students will be assessed on their ability to: |Exemplar resources | |Section 1: Forces and motion |1.1 use the following units: kilogram (kg), metre (m), metre/second (m/s), |Edexcel International GCSE Physics Student Book Pages 1–3, 10 and 57 | |a) Units |metre/second2 (m/s2), newton (N), second (s), newton per kilogram (N/kg), kilogram metre/second (kg |Distance–time graphs: ActiveBook Page 3, animation | |b) Movement and position |m/s).
HSI-154 HOMELAND WMD/HAZARDOUS MATERIALS DOT ERG EXERCISE EMMANUEL BONSO ABBAN NAME: ___________________________ Activity: Download: DOT Emergency Response Guidebook (ERG) http://phmsa.dot.gov/staticfiles/PHMSA/Downloa dableFiles/Files/erg2008_eng.pdf Objective: Demonstrate the use of the DOT ERG. Given an ID number, material name or container type find the ERG guide number for that material. Given a scenario for a hazmat incident use the ERG to find recommendations for response actions. Rationale Instructions: This activity will allow class participants to practice using the DOT ERG. Look up the information requested in the DOT ERG.
Section 2 – Understand how to manage electronic and paper-based information 1. Explain the purpose of agreeing objectives and deadlines when researching information. If possible, refer to specific examples from research tasks you have worked on to support your answer. If objectives and deadlines are not agreed before a task is completed the researcher and person requiring the information may have totally different ideas of what actual information is required and how much detail is required, also the format in which the results are to be presented. In the school where
SPECIMEN GENERAL CERTIFICATE OF SECONDARY EDUCATION B753 GATEWAY SCIENCE PHYSICS B Unit B753: Physics controlled assessment Controlled assessment Teacher guidance INSTRUCTIONS TO TEACHERS This document contains: Teacher guidance on task preparation, task taking and task marking. The marking criteria with exemplification. This document consists of 16 pages. Any blank pages are indicated. © OCR 2011 [QN 600/1149/X] OCR is an exempt Charity Turn over 2 Teacher guidance – Speaker wires Introduction Controlled assessment tasks for GCSE Physics require candidates to: develop hypotheses and plan practical ways to test them including risk assessment manage risks when carrying out practical work collect, process, analyse
3516967381 GCE Physics B (Advancing Physics) OCR Advanced Subsidiary GCE H159 Unit G493(b) Physics in Use Coursework Assessment Form Examination session Centre name Centre number Candidate name Candidate number June Year 2 0 A copy of this sheet must be attached to each candidate’s work as a record of the assessment. The full criteria on which the assessment should be based can be found in the Teacher Support: Coursework Guidance. INSTRUCTIONS FOR COMPLETION 1 2 3 4 5 Each of these forms should be completed for each candidate for each of parts (a) and (b) of this unit. Please ensure that the appropriate boxes at the top of the forms are completed. Enter the mark awarded for each coursework task in the appropriate box.
COURSE CALENDAR TOP Unit # and Topic | Learning Activities | Assessments | Unit 1: Scientific Questions: Inquiry and Methods | Introduce Yourself ReadingDiscussionSeminar Quiz | DiscussionSeminarQuiz | Unit 2: The Importance of Measurements: Tools and Challenges | Reading Discussion Seminar AssignmentQuiz | DiscussionSeminarAssignmentQuizSC200-1: Explain basic scientific principles and their limitations. | Unit 3: Waves: Dynamic Interactions | Reading Discussion Seminar Quiz | DiscussionSeminarQuiz | Unit 4: Energy: How Work Gets Done | Reading Discussion Seminar AssignmentQuiz | DiscussionSeminarAssignmentQuizSC200-2: Compare and contrast discipline-specific scientific concepts.SC200-3: Evaluate how technology has driven scientific progress throughout history. | Unit 5: Equilibrium: Everything Changes | Reading Discussion Seminar Quiz | DiscussionSeminarQuiz | Unit 6: The Human Practice of Science | Reading Discussion Seminar AssignmentQuiz | DiscussionSeminarAssignmentQuizGEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English.PC-4.1: Assess the value of multiculturalism and diversity in a global environment.
Choose a topic that is relevant to the material provided in Chapter One. In class, display the types of resources available on that topic. While in the Cybrary, collect information on the criminal justice system’s response to terrorism after the attacks at the World Trade Center and the Pentagon. Find at least one article that highlights individual-order concerns and one that highlights public-order concerns. In class, display (or duplicate) the article and have students compare and contrast the findings from the different articles.
The study indicated labelling goes on and that the labels are used to pre-judge pupils potential. P177 Problems with this approach- Ethical-can be problems with deception. Practical getting hold of teachers and pupils, gaining access. Artificiality- tells us little about real interaction in the classroom. Field experiments- located in real settings- Rosenthal and Jacobsen- Pygmalion in the classroom focuses on labelling,
Here again is a series of invitations to use the classroom to model the assessment of change, applying materials from the historians' treatments but adding some definite highlights. Dealing with continuity and change over time in world history often invites students to make active use of more general periodization, to contribute a framework for more specific changes in, say, trade patterns or cultural contacts. Reminding students to test the general factors involved in periodization to the question at hand is already a step forward, providing global context for key developments over time. This same relationship will help students