2,188
edits
Hypothesis and Variables/Lesson Document: Difference between revisions
From OER in Education
Hypothesis and Variables/Lesson Document (view source)
Revision as of 13:08, 26 September 2012
, 13 years agono edit summary
JanetBlair (talk | contribs) No edit summary |
JanetBlair (talk | contribs) No edit summary |
||
| Line 6: | Line 6: | ||
* opportunity to use scientific terminology before the GCSE ISA exams | * opportunity to use scientific terminology before the GCSE ISA exams | ||
For the teachers | For the teachers: | ||
* a fun way to cover scientific terminology (a topic that is not as exiting as most science topics) | * a fun way to cover scientific terminology (a topic that is not as exiting as most science topics) | ||
* preparation of students for their GCSE ISA exam | * preparation of students for their GCSE ISA exam | ||
| Line 31: | Line 31: | ||
A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on. | A few terms are complex for students to understand. Good use of the AQA Glossary of terms pages can move the lesson (or a few struggling students) on. | ||
More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use. | More able students can finish the task earlier – they can assist their colleagues or use the spare time to write free text using the terms. Comic writing can ease their use. | ||
. | |||
Care must be taken when discussing the terms continuous and categoric variables. Bearing in mind that continuous variables are quantitative whilst categoric variables are qualitative, pupils may initially choose to think of shoe size as a discrete/quantitative variable before thinking about it in the following terms - Shoe size is best defined as a categoric variable by considering the 'numerical value' i.e. size 6 etc as a 'label' rather than a meaningful measurement. | |||
