Tuesday 29 January 2013

Diet Coke and Mentos Experiment

The reason why this occurs is because the Mentos has little "dimples" in it that make it's surface, well, sort of like the Moon, all craters and everything. Yep. Anyway, these littles dimples allow CO2 from the mentos to rise up. This causes the Diet Coke to spray everywhere. Normally one would make a medium sized explosion. Now we aren't normal publishers. The reason I say that is maybe because of the fact  that we used 7 mentos, and 1.25L of Diet Coke. The result? It spurted about 4 metres in to the air, and went on for about 15 seconds long. Now that is an explosion! Cups, anybody?

Monday 28 January 2013

Science Command Terms


OBJECTIVE 1

Define
Give the precise meaning of a word, phrase or physical quantity
Draw
Represent by means of pencil lines
Label
Add labels to a diagram
List
Give a sequence of names of other brief answers with no explanation
Measure
Find a value for a quantity
State
Give a specific name, value or other brief answer without explanation or calculation
OBJECTIVE 2

Annotate
Add brief notes to a diagram or graph
Apply
Use an idea, equation, principle, theory or law in a new situation
Calculate
Find a numerical answer showing the relevant stages in the working (unless instructed not to do so)
Describe
Give a detailed account
Distinguish
Give the differences between two or more different items
Estimate
Find an approximate value for an unknown quantity
Identify
Find an answer from a given number of possibilities
Outline
Give a brief account or summary
OBJECTIVE 3

Analyse
Interpret data to reach conclusions
Comment
Give a judgment based on a given statement or result of a calculation
Compare
Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout
Construct
Represent or develop in graphical form
Deduce
Reach a conclusion from the information given
Derive
Manipulate a mathematical relationship(s) to give a new equation or relationship
Design
Produce a plan, object, simulation or model
Determine
Find the only possible answer
Discuss
Give an account including, where possible, a range of arguments, for and against the relative importance of various factors, comparisons of alternative hypotheses
Evaluate
Assess the implications and limitations
Explain
Give a detailed account of causes, reasons or mechanisms
Predict
Give an expected result
Show
Give the steps in a calculation or derivation
Sketch
Represent by means of a graph showing a line and labelled but unscaled axes but with important features (for example, intercept) clearly indicated
Solve
Obtain an answer using algebraic and/or numerical methods
Suggest
Propose a hypothesis or other possible answer

Division of the CCEs into the Five Criteria of QCS tests


a Comprehend and Collect

Recognising letters, words and other symbols
Finding material in an indexed collection
Recalling/remembering
Interpreting the meaning of words or other symbols
Interpreting the meaning of pictures / illustrations
Interpreting the meaning of tables or diagrams or maps or graphs
Translating from one form to another
Compiling lists / statistics
Recording / noting data
Emphathising
Identifying shapes in two and three dimensions
Searching and locating items / information
Observing systematically
Gesturing
Manipulating/operating/using equipment

b Structure and Sequence

Structuring / organising extended written text
Structuring / organising a mathematical argument
Comparing, contrasting
Classifying
Interrelating ideas / themes / issues
Applying strategies to trial and test ideas and procedures
Generalising from information
Perceiving patterns
Visualising

q Analyse, Assess and Conclude

Reaching a conclusion which is necessarily true provided a given set of assumptions is true (deducing)
Reaching a conclusion which is consistent with a given set of assumptions (inferring)
Inserting an intermediate between members of a series (interpolating)
Extrapolating
Hypothesising
Criticising
Analysing
Synthesising
Judging / evaluating
Justifying

p Create and Present

Using correct spelling, punctuation, grammar
Using vocabulary appropriate to a context
Summarising / condensing written text
Compiling results in a tabular form
Graphing
Setting out / presenting / arranging / displaying
Explaining to others
Expounding a viewpoint
Creating / composing / devising
Sketching / drawing

f Applying Techniques and Procedures

Calculating with or without calculators
Estimating numerical magnitude
Approximating a numerical value
Substituting in formulae
Applying a progression of steps to achieve the required answer