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Version 2.0 Copyright © AQA and its licensors. All rights reserved. C1.5.2 Polymers
Using Exam pro items to support successful outcomes Version 2.0 Copyright © AQA and its licensors. All rights reserved. Learners will be able to test their progress against learning outcomes using questions from past AQA GCSE examinations
Assessing the quality of written communication Version 2.0 Copyright © AQA and its licensors. All rights reserved.
Assessing your answer Version 2.0 Copyright © AQA and its licensors. All rights reserved. Marks awarded for this answer will be determined by the Quality of Written Communication (QWC) as well as the standard of the scientific response. 0 marks No relevant content. Level 1 (1–2 marks) There is a brief description of a positive and a negative environmental impact involved with one or more methods used to reduce the amount of plastic bags sent to landfill. Level 2 (3–4 marks) There is some description of both positive and negative environmental impacts involved with at least 2 methods used to reduce the amount of plastic bags sent to landfill. Level 3 (5–6 marks) There is a clear, balanced and detailed description of both a positive and a negative environmental impact of using each of the 3 methods used to reduce the amount of plastic bags sent to landfill.
Examples of the chemistry points made in the response Version 2.0 Copyright © AQA and its licensors. All rights reserved. reuse: reuse means less bags used so positive environmental impact saves raw materials / crude oil saves energy cuts down on CO 2 emissions less global warming negative environmental impact could cause litter could still be sent to landfill recycle:bags bought can be recycled so: positive environmental impact used to make new plastic bags / objects saves raw materials / crude oil saves energy compared to producing plastic bags from crude oil
B1.5 Energy and biomass in food chains GCSE items that can be used to define successful outcomes for peer and self assessment activities.
Version 2.0 Copyright © AQA and its licensors. All rights reserved. C (ii) Quantitative Chemistry.
P1.1.3 Energy transfer by heating GCSE items that can be used to define successful outcomes for peer and self assessment activities.
MADE TO BE MADE AGAIN CHEMISTRY FOR A CIRCULAR ECONOMY Metals in a circular economy, Part 2 Lesson objectives: Review the importance of materials recovery.
Breakdown of presentation x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved. Slides 1-4 – Background of the Hub project and structure.
The. of and a to in is you that it he was.
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Of. and a to the in is you that it at be.
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Ed-D 420 Inclusion of Exceptional Learners. CAT time Learner-Centered - Learner-centered techniques focus on strategies and approaches to improve learning.
Here is how close you are to the knowledge or skills you are trying to develop, and heres what you need to do next.
Extended Response Higher Biology. Types of Questions There are two types of ER questions, structured and unstructured. On your exam you will be asked.
HND Global Trade and Business Graded Units 1 and 2 Purpose, alignment, changes, good practice.
E waste Reuse (cartridges remanufacturing ). Contents Definition of e-waste Introduction Problems Challenges solution goals.
JULY, 2010 Feedback for Student Growth. Learning Targets I can use specific, meaningful feedback with students so that they can understand where they.
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Interacting & Responding: Gang Culture Learning Objectives: To work collaboratively to discuss the question What is a gang? To use stimulus material and.
Assessing Student Performance OK. Performance Objective Given a unit of instruction, develop a valid, reliable, criterion referenced student assessment.
Module 9. Constructed Response Items A constructed response item is an assessment item that asks students to apply knowledge, skills, and/or critical.
QTS Numeracy Tests: Questions for Turning Somersaults? Clare Trott and Hilary Maddocks.
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