STAGE 1 PHYSICS ASSESSMENT TYPE 1: INVESTIGATIONS FOLIO PRACTICAL INVESTIGATION 2: SPECIFIC HEAT PURPOSE This assessment provides the student with the opportunity to demonstrate their ability to: formulate hypotheses and identify variables conduct an investigation collect‚ analyse and interpret data‚ and form conclusions evaluate results communicate your understanding of the physics concepts relating to the speed of sound in air DESCRIPTION OF ASSESSMENT Students will measure the
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ENG 4C SUMMATIVE PROJECT part 1 - Rationale I am choosing adduction as the topic for this summative project because I have done research on this issue and how it can lead to people being homeless. I already have some knowledge on alcoholism from a previous project that I did in ENG3C for the novel shattered. Shattered is a story about a Sergeant named Jack who has a drinking problem and is homeless. Jack reminds me a lot of Rex Walls from the novel The Glass Castle that I recently read in ENG4C.
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usually centre around what is appropriate clothing‚ practicing in barefoot on a suitable mat‚ not eating a heavy meal before class‚ turning off mobile phones and discussion around working within their own physical capabilities. Before undertaking this PTLLS course I did not understanding this information exchange to be ground rules. However I can now clearly see that these are indeed ground rules. They serve as a means of guiding the student through what is expected of them and making the class a safe
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John O’Brien PTLLS Level 4 Section 1: Theory assessment 1 As a trainer‚ teacher and assessor my roles are many and varied. As part of my day to day work I may not only deliver lessons but also carry out theory assessments‚ practical assessments and sometimes interviews. I may have to motivate and liaise as well as guide and assess. I will have to keep records and be a subject specialist as well as liaise internally and impart information and advice sometimes on a personal level.
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PTLLS Assignments Reflection 2 Strategies for effective teaching Within my role of teaching on the level one incident command course‚ I use a variety of teaching strategies to hopefully cover as many learners’ needs as possible. Even though the course is assessable‚ the emphasis is very much on gaining an understanding of the command principles‚ rather than just knowing the right answers. There are a number of reasons for the need of variety: * We have no knowledge of the student’s prior
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formative and summative. Observation is an excellent way of judging exactly how well your learners have absorbed the learning‚ by seeing how well they can put theory into practice. If mistakes are made‚ you can question them afterwards to ascertain whether or not they were aware of the error. If they are working in a group‚ you can also utilise other members of the group to give peer feedback. This is also a form of informal assessment. Generally formative‚ but can also be summative. Examinations
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Term 1 - Summative Assessment Science (Theory) Question Paper Set - 1 Time: 3 to 3 ½ hours Max. Marks: 80 Instructions: 1. The question paper consists of two sections‚ A and B. You are to attempt both the sections. 2. All questions are compulsory. 3. There is no overall choice. However‚ internal choice has been provided in all the three questions of five marks each. You have to attempt only one option in each question. 4. All questions in Section A and all questions in Section B are to
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Roles & Responsibilities Hello Deborah and fellow PTLLS students... Just thought I’d introduce myself to you all prior taking part in the discussion forums. My name is Britt. I’m looking forward to this journey of self development and discovery and meeting you all albeit electronically. And hopefully in person next weekend. I’d like to wish you all luck and success. Now to the question‚ What do you believe your role to be as a teacher? I see the role of a teacher as someone who wears
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PTLLS Task 2-Managing the Learning Process Introduction Throughout this essay I will be relating teaching theory and my learning‚ to my potential teaching practice‚ which will be in a Further Education setting‚ where I may be teaching people Disability Awareness (DA)‚ and preparing people with disabilities back to work. In order to ‘Manage the Learning Process’‚ a teacher must know what that process involves. For example: how does a learner learn‚ what influences the learner’s motivation
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References: Handout Notes Session 2 - 1/10/10/ Health and Safety at Work Act 1974 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 2005 Data Protection Act 1988 Equal Opportunities Act 2006 Debra Clarke PTLLS Assignment 2
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