A Level Physics Practical Exemplars

K. Dalby
A Level Physics Practical Exemplars

Author: K. Dalby

Publisher:

ISBN: 1521521247

Category:

Page: 95

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The perfect accompaniment for A Level Physics students and teachers. This document contains exemplars of laboratory reports for all 12 AQA required practical activities. All of the data in this document is real. Each report includes a statement about the variables involved, photographs of the practical apparatus set up, a statement about associated risks, the experimental procedures, results including graphs, analyses and discussions of the results, conclusions, evaluations and relevant references.Use this document for revision, to prepare before a required practical activity or to check your own laboratory reports.

A Level Physics Practical Exemplars

K. Dalby
A Level Physics Practical Exemplars

Author: K. Dalby

Publisher:

ISBN: 1521458634

Category:

Page: 95

View: 263

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All twelve AQA A Level Physics Required Practical Activities, written up!The twelve practical tasks presented here are the tasks specified by AQA as Required Practical Activities in the A Level specification for course code 7408 (for A Level exams in May/June 2017 onwards). They have been chosen to satisfy the Common Practical Assessment Criteria (CPAC) as agreed by all exam boards so that students experience similar practical work. The specific investigations conducted and presented here may not be the same as the Required/Core Practical tasks for other exam boards.For students to be awarded the Practical Endorsement with their A Level certificate, they must demonstrate that they are competent in five key skills: following instructions; applying investigative approaches and methods when using instruments and equipment; safely using a range of practical equipment and materials; making and recording observations; and researching, referencing and reporting. For the endorsement to be awarded, these skills can be demonstrated by any twelve practical tasks as long as they cover the specified range of techniques and apparatus. Exam boards also specify the twelve required practical tasks so that students are adequately and properly prepared to answer questions about them in the written examinations.This document can be used to help students appreciate the required level of competency that needs to be attained in each of the five key skills, but does not necessarily present examples of the best way to present their work, nor are they necessarily examples of the best possible results attainable from the practical tasks. Presentation of laboratory work and acceptable accuracy of results is up to the school's discretion.

Exemplar-Based Knowledge Acquisition

Ray BareissComputers
Exemplar-Based Knowledge Acquisition

Author: Ray Bareiss

Publisher: Academic Press

ISBN: 9781483216379

Category: Computers

Page: 184

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Exemplar-Based Knowledge Acquisition: A Unified Approach to Concept Representation, Classification, and Learning covers the fundamental issues in cognitive science and the technology for solving real problems. This text contains six chapters and begins with a description of the rationale for the design of Protos Approach, its construction and performance. The succeeding chapters discuss how the Protos approach meets the requirements of representing concepts, using them for classification, and acquiring them from available training. These chapters also deal with the design and implementation of Protos. These topics are followed by a presentation of examples of the application of Protos to audiology and evaluate its performance. The final chapters survey related work in the areas of case-based reasoning and automated knowledge acquisition and the contributions of Protos approach. This book will be of great value to psychologists, psychiatrists, and researchers in the field of artificial intelligence.

Practical English Writing in Technical Communication

Tsze Sun LiBusiness & Economics
Practical English Writing in Technical Communication

Author: Tsze Sun Li

Publisher: Universal-Publishers

ISBN: 9781612332826

Category: Business & Economics

Page: 404

View: 706

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This book is the second in a series of two about developing proficiency in English business and technical communication. University students and teachers in courses such as Technical Communication, Advanced Business Communication, and Practical English Writing will find this book instrumental to improving their understanding of or instruction in written English communication skills. The book comprises six units: (1) Employment-Related Communication; (2) Summaries, (3) Definitions, Descriptions, Instructions, Guides, and Manuals; (4) Proposals; (5) Reports; (6) Tenders/ Advertisements, Brochures, Questionnaires, and Web Pages. Each unit is organized with three components: (A) Introduction (of text type), (B) Exemplars (with notes), and (C) Practice Tasks. The Practice Tasks are designed in three forms: (1) Fill-in-the-Blank, (2) Proofreading & Editing, and (3) Writing. Suggested answers/guides are appended, in addition to text type feedback forms. The total number of writing examples is 154.

On the Epistemology of Data Science

Wolfgang PietschPhilosophy
On the Epistemology of Data Science

Author: Wolfgang Pietsch

Publisher: Springer Nature

ISBN: 9783030864422

Category: Philosophy

Page: 295

View: 825

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This book addresses controversies concerning the epistemological foundations of data science: Is it a genuine science? Or is data science merely some inferior practice that can at best contribute to the scientific enterprise, but cannot stand on its own? The author proposes a coherent conceptual framework with which these questions can be rigorously addressed. Readers will discover a defense of inductivism and consideration of the arguments against it: an epistemology of data science more or less by definition has to be inductivist, given that data science starts with the data. As an alternative to enumerative approaches, the author endorses Federica Russo’s recent call for a variational rationale in inductive methodology. Chapters then address some of the key concepts of an inductivist methodology including causation, probability and analogy, before outlining an inductivist framework. The inductivist framework is shown to be adequate and useful for an analysis of the epistemological foundations of data science. The author points out that many aspects of the variational rationale are present in algorithms commonly used in data science. Introductions to algorithms and brief case studies of successful data science such as machine translation are included. Data science is located with reference to several crucial distinctions regarding different kinds of scientific practices, including between exploratory and theory-driven experimentation, and between phenomenological and theoretical science. Computer scientists, philosophers and data scientists of various disciplines will find this philosophical perspective and conceptual framework of great interest, especially as a starting point for further in-depth analysis of algorithms used in data science.

AQA A-level Religious Studies Year 1: Including AS

John FryeStudy Aids
AQA A-level Religious Studies Year 1: Including AS

Author: John Frye

Publisher: Hachette UK

ISBN: 9781471873966

Category: Study Aids

Page: 400

View: 922

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Exam Board: AQA Level: AS/A-level Subject: Religious Studies First Teaching: September 2016 First Exam: June 2017 AQA Approved Engage students with accessible content that draws out the key theories, ensuring students have a thorough understanding of Christianity and the philosophical and ethical issues; developed by subject specialist John Frye and the leading Religious Studies publisher*. - Confidently teach 'Philosophy and religion' and 'Ethics, religion and society' with comprehensive coverage of the key philosophers, concepts and theories along with sources of theological authority - Supports learning and revision with a range of contemporary activities, discussion points and unit summaries - Prepares students for assessment with revision questions at the end of each chapter and practice questions tailored to the assessment objectives. Content covered: Philosophy and religion Sections A and B (Section A is covered through Christianity) Ethics, religion and society Sections A and B (Section A is covered through Christianity) Free support - Sample material for Book 2 - Summer term 2017 All of the above will be available online at www.hoddereducation.co.uk/alevelrs/aqa *Taken from Educational Publishers Council statistics

A Narrative Inquiry Into Teaching Physics as Inquiry

Paige K. EvansCurriculum planning
A Narrative Inquiry Into Teaching Physics as Inquiry

Author: Paige K. Evans

Publisher:

ISBN: OCLC:795395817

Category: Curriculum planning

Page: 344

View: 241

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Evans, Paige K. "A Narrative Inquiry into Teaching Physics as Inquiry: An Examination of In-Service Exemplars." Unpublished Doctor of Education Doctoral Thesis, University of Houston, May, 2011. Abstract: studies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira, 2005; Windschitl, 2002). This study explores changes in science teachers' personal practical knowledge (Clandinin, 1986) after participating in a graduate level physics inquiry course and subsequent professional development throughout the school year. In addition, teacher participants were studied to determine the roadblocks they encountered when altering curriculum mandates in ways that would enable them to work with the inquiry method. The results of this course and subsequent professional development sessions were analyzed for the benefits of using the inquiry method to teacher learning and to ascertain whether the teacher participants would be more apt to employ the inquiry method in their own classrooms. Moreover, the results of this study were analyzed to inform my personal practice as a leader preparing undergraduate science teachers in the teachHOUSTON program as well as in my continuing work with in-service teachers. An inquiry course may be added to the teachHOUSTON course sequence, based on the discoveries unearthed by this thesis study. This research study is conducted as a narrative inquiry (Clandinin & Connelly, 1992, 2000; Craig, 2011; Polkinghorne, 1995) where story works as both a research method and a form of representation (Connelly & Clandinin, 1990). Narrative inquiry is strongly influenced by John Dewey (1938) who believed that one must rely on past experiences and knowledge to solve current and future problems and that life experience is in fact education. This study inquires into the narratives of two teachers who are teaching secondary science in public schools. These stories illuminate the teachers' lived experiences as they co-constructed curriculum with their students. The images of teacher as a curriculum maker vs. teacher as a curriculum implementer (Craig & Ross, 2008; Craig, 2010) demonstrate what needs to be taken into account when teachers live physics curriculum alongside their students in physics classroom settings. The exemplars featured in this thesis illuminate teachers' developing knowledge as they expand their understandings of inquiry in a physics inquiry course undertaken for professional development purposes and their subsequent enactment of science curriculum in their own classrooms with their students as they, too, inquire into physics.

Psychiatry in Crisis

Vincenzo Di NicolaMedical
Psychiatry in Crisis

Author: Vincenzo Di Nicola

Publisher: Springer Nature

ISBN: 9783030551407

Category: Medical

Page: 174

View: 741

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The field of academic psychiatry is in crisis, everywhere. It is not merely a health crisis of resource scarcity or distribution, competing claims and practice models, or level of development from one country to another, but a deeper, more fundamental crisis about the very definition and the theoretical basis of psychiatry. The kinds of questions that represent this crisis include whether psychiatry is a social science (like psychology or anthropology), whether it is better understood as part of the humanities (like philosophy, history, and literature), or if the future of psychiatry is best assured as a branch of medicine (based on genetics and neuroscience)? In fact, the question often debated since the beginning of modern psychiatry concerns the biomedical model so that part of psychiatry’s perpetual self-questioning is to what extent it is or is not a branch of medicine. This unique and bold volume offers a representative and critical survey of the history of modern psychiatry with deeply informed transdisciplinary readings of the literature and practices of the field by two professors of psychiatry who are active in practice and engaged in research and have dual training in scientific psychiatry and philosophy. In alternating chapters presenting contrasting arguments for the future of psychiatry, the two authors conclude with a dialogue between them to flesh out the theoretical, research, and practical implications of psychiatry’s current crisis, outlining areas of divergence, consensus, and fruitful collaborations to revision psychiatry today. The volume is scrupulously documented but written in accessible language with capsule summaries of key areas of theory, research, and practice for the student and practitioner alike in the social and human sciences and in medicine, psychiatry, and the neurosciences.

Test-Enhanced Learning

Kristian StillEducation
Test-Enhanced Learning

Author: Kristian Still

Publisher: Crown House Publishing Ltd

ISBN: 9781785836602

Category: Education

Page: 165

View: 823

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Written by Kristian Still,Test-Enhanced Learning: A practical guide to improving academic outcomes for all studentsis an informative guidebook that explores the wealth of evidence behind and the benefits of test-enhanced learning, spaced retrieval practice and personalisation. Detailing the most up to date research into improving learning and retention, it takes us on a journey into test-enhanced learning, spaced retrieval practice, motivation, metacognition and personalisation. In so doing, the book provides a blueprint for all teachers and schools to improve the academic outcomes of their students and to achieve this in ways that improve the motivation of learners and reduces the workload for teachers. Kristian Still has been developing these ideas with his classes for many years and has achieved considerable success in terms of thedirect learning gains, and improved assessment grades of his pupils and the indirect gains instudentsgrowing confidence in lessons, with a wider group of pupils contributing to class and improved classroom behaviour. Consequently, students are finding greater comfort in class and experiencing less pressure or underpreparedness when a question is asked. The book is supported by the freeRemembermoreapp which uses digital flashcards as an aid to deliver the learning gains of personalised, spaced retrieval practice, providing teachers with insights into the effectiveness of their own teaching. It also contains a number of practical case studies from teachers using these techniques and the app to produce great results in their schools. Spaced retrieval practice is a highly effective but counter intuitive revision technique in that it involves forgetting and relearning knowledge.Test-Enhanced Learningprovides a blueprint for motivating students to adopt this technique in favour of seemingly easier but less effective techniques such as re-reading. Moreover, theRemembermoreapp does most of the convincing for you. It is a tool, not only to provide the flashcards for retrieval practice, but also to demonstrate the power of the technique to pupils. The book goes a step beyond mere retrieval practice, offering a fresh approach to test-enhanced learning, both pretesting and post testing, supported by real, classroom-based routines that have been tried and tested by both Primary and Secondary teachers across a range of subjects. Exploring the research behind test-enhanced learning, it reveals that both pretesting and post testing (retrieval practice) offers improved memorisation and secures long-term learning. Suitable for all teachers in all settings.

Thinking Physics for Teaching

C. BernardiniPsychology
Thinking Physics for Teaching

Author: C. Bernardini

Publisher: Springer Science & Business Media

ISBN: 9781461519218

Category: Psychology

Page: 454

View: 418

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The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic knowledge in education and comunication (for what concerns teaching skills and strategies). Looking back at the historical development of the research one may recognize that the complexity of the endeavour was not clear at first but became clear in its development, which shifted the focus of the research in the course of time from physics to learning to teaching. We may say that the research started, more than 30 years ago, with a focus on disciplinary knowledge. Physicists in different parts of the western world, after research work in some field of physics, decided to concentrate on the didactical comunication of physical knowledge.