The Effect Of Content Based Instruction

The Effect Of Content Based Instruction Content-Based Instruction (CBI) as an approach has been defined as an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus (Richard and Rodgers, 2001, p. 204). In this case, learners learn about some skills instead of learning about language. This teaching approach combines language and content, so it is considered as an effective teaching method by many researchers. CBI can be used in various ways for different skills and includes not only traditional teaching methods such as grammar-based instruction but also functional method such as Communicative Language Teaching. CBI is also supported by Krashens Monitor Model. According to this model, when learners receive comprehensible input, it is less difficult to learn the target language. And as a result, they can acquire it. And CBI has some features, including learning a language through academic skills and engaging in activities, that lead to meaningful and comprehensible input. II. Background Communicative Language Teaching (CLT) indicates a major change in language teaching in twentieth century. The origins of CLT can be found in the changes in the British language teaching tradition. Until then, Situational Language Teaching was the major British approach to the teaching English as a foreign language. CLT centers on giving students opportunities to practice using communicative function. In these activities, students use English to learn it rather than learning to use English. Among the practices of communicative-based methods, CBI is one of the approaches that its popularity and applicability have been increased since the 1990s. Saint Augustine made some recommendations regarding focus on meaningful content in language teaching. This can be the reason that some researchers, including Brinton, Snow and Wesche, suggest that Saint Augustine was an early proponent of Content-Based Language Teaching. In the 1970s, other educational plans had been designed. They all emphasize the principle of acquiring content through language rather than the study of language. Although there are slight differences in their aims, all the models agree with the role of language as a means of learning content. CBI took some of its theory and design from these plans. I will briefly take into account the role of content in these plans. Language across the Curriculum is a suggestion for native language education. It was recommended by a British governmental commission in the 1970s. It emphasizes a focus on reading and writing in different subjects. It also had an effect on American education, and the slogan every teacher, an English teacher became well-known to every instructor. However, this suggestion didnt have an influential effect on classrooms. Immersion Education had an effect on the theory of CBI as well. In this plan, the ordinary school syllabus is taught through the foreign language. The foreign language is not the subject of instruction. In fact, its a means for achieving content instruction. For example, a Spanish speaking child may enter an elementary school where the language of instruction for the entire content subject is French. Since the 1970s, immersion programs have been used in many parts of North America, and new forms of immersion have been planned. In the United States, immersion program can be considered in a number of languages, including French, German, Spanish, Japanese, and Chinese. Immigrant On-Arrival Program usually gives attention on the language of those immigrants who are recently arrived. Immigrants need to know the language of the country they live in. Australia was the first country that designed such a course. For a particular situation, notional, functional and grammatical instructions are integrated. And its usual course covers those parts of language that are needed to deal with government organization, shopping, finding a job, and so on. Australia uses Direct Method as the methodology of recently arrived immigrants. Programs for Students with Limited English Proficiency are used for two groups of children. First, these programs are used for those children whose language competence is not adequately developed in order to participate in normal classrooms. Second, they are used for those children who have immigrated to another country, and their parents participate in immigrant on-arrival program. These programs try to make children ready in order to be able to enter the normal classrooms. Language for Specific Purposes (LSP) is an attempt in order to perform particular roles (e.g. student, nurse, teacher, businessman, engineer, and technician) according to the needs of learners. LSP has paid special attention on English for Science and Technology (EST). In EST courses, learners learn to read technical articles or to write academic papers in different fields of science. III. Definition, Theories Ideas CBI involves the integration of content learning with language teaching. It refers to the concurrent study of language and subject matter. In other words, students are learning content (e.g. math, science, social studies, business, etc) at the same time they are developing their target language skills. There is also a variety of definitions of content. Some researchers believe that content is clearly an academic subject matter while others believe that it can be any topic, theme or issue of interest. It is indicated that language learning is more motivating when learners focus on something other than language. It can also be stated as people learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal (Richard Rodgers, 2001, p. 204). Usually, language is used for some purposes. And the purpose may refer to peoples jobs and education. So, its obvious that when peoples purposes are achieved through language learning, it will make gaining language knowledge a lot easier. Also, CBI classrooms can produce an increase in intrinsic motivation, since students are focus on subject matter that is important to their lives. And, students are beyond temporary extrinsic factors, like grades and tests. It can also be declared as when language becomes the medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters of intrinsic concern (Brown, 2001, p. 49). CBI shares the same basic principles with CLT and can be regarded as a logical development of some of the principles of CLT, particularly those rules that relate to the role of meaning in language learning. Because CBI provides an approach that is especially suited prepare ESL students to enter elementary or secondary education, it is widely used in English-speaking countries around the world. A difference between CBI and other kinds of language syllabus is how the elements for language study are selected. For example, in a grammatical syllabus, the items that are supposed to be learned are grammar points. They are selected in advance either by second language researcher or by teachers judgments about what grammar points should be presented first, second, third, and so on. The syllabus can even be determined by the course textbook. However, in CBI classrooms, the form and sequence of language syllabus are determined by content material. Instead of having a pre-selected grammar syllabus or list of vocabulary items, the grammar and vocabulary that are supposed to be learned come from the content material. So, it can be stated that since CBI refers to an approach rather than a method, no particular techniques or activities are related with it. IV. Assessment in CBI Classes Assessment in CBI classes can be problematic, but it is essential that teachers should evaluate learners learning. Usually in EFL classes, a learners performance is evaluated by assessment tasks such as discrete, de-contextualized tasks. And their central focus is on linguistic structure or vocabulary. However, students in CBI classes cannot be evaluated in the traditional way because they are exposed to more input and content through the class. Instead, CBI assessment must be simultaneously authentic and interactive. Students are required to interact with academic materials according to meaningful and contextualized text in order to analyze their knowledge. Also, assessment of CBI should not be simple and isolated. Students must integrate information in order to form their own opinions about subject matter. V. Models of CBI In the 1980s, four models are made according to the principles of CBI. These models can only be applied at the university levels. The examples of the most common models of CBI are theme-based language instruction, and sheltered content instruction. Theme-based language instruction refers to a kind of class that is based on a particular theme or topic such human rights or discrimination. Sheltered content instruction refers to a kind of class that learning of content material with only incidental language learning is considered as the goal. VI. Conclusion Today, Content-based courses are frequent in different countries since the 1980s, and this method is often used in ESP (English for Specific Purposes) classes where the content of input plays a significant role. It has been indicated that vocabulary is easier to acquire when there are contextual clues in order to make a connection between vocabulary and meaning. Moreover, when learners become aware of the relation between language learning and their favored goals, they become even more motivated to learn. Learners feel that learning is a kind of impressive thing because they know that they are studying authentic content material (not material that are made for all the foreign learners) in the target language. They know that it is a means to an end rather than an end in itself. It has also been proved to be a valid approach for language teaching at all stages of instruction, from elementary school to university levels, both in second or foreign language teaching settings. Generally CBI advocates claim that this approach leads to more successful results in comparison with other language teaching approaches. Because it provides a number of opportunities for teachers in order to match learners interests and needs with interesting, meaningful and contextualized content.

Suburbia

Suburbia Paper A â€Å"staple† of a quality liberal arts education would be theater that truly presses the boundaries of conventional society. CU’s recent rendition of Eric Bogosian’s Suburbia revealed how great Boulder is at pushing the limits of what is considered politically correct, and challenging taboos. The story takes place in front of a 7-11 in a small, suburban New Jersey town, and follows a tragic two day span in the life of a few early 20 something youths, who are circling the proverbial drain. The youths spend the majority of their time drinking and complaining about the world instead of working to improve themselves.The main character, Jeff Gallagher, is a troubled alcoholic who is in love with the idea of his girlfriend Sooze Beckwith. To say that their relationship is complicated would be putting it lightly, with Jeff’s â€Å"Rebel Without a Cause† mindset and Sooze’s dream of moving to New York and becoming a successful artis t. They were doomed from the start, but with the introduction of Neil â€Å"Pony† Moynihan, the play’s antagonist, their fate is sealed. Easily considered the most complex character in the play, Tim Mitchum’s character appealed to me the most as the playwrite dared to spotlight an American hero, the soldier, in a way considered most taboo.Propaganda films since the 1920’s have done a fantastic job at glorifying the soldier as an American hero, so Bogosian’s decision to depict the honorably discharged Irag veteran as an unfulfilled alcoholic with performance anxiety is extremely progressive and daring. The interaction between Tim and the Pakistani store owners was an excellent depiction of modern day racism and prejudice. The action of the play begins with the reunion of the gang’s aforementioned high school companion turned successful musician, Pony. His presence is unwelcomed by Jeff, who feels his relationship with Sooze is threatened by t he successes experienced by Pony.The conflict only gets worse as Sooze starts to fancy the idea of moving to New York with Pony. The action climaxes with the death of Bee-Bee Douglass from alcohol poisoning and drug overdose. This death was symbolic of the realization experienced, by each of the characters, that life is real and there are consequences to each of your actions or lack-there-of. I would strongly recommend seeing a performance of Suburbia, especially to a member of my own generation, as it has a deeply profound message, disguised with the language often spoken by today’s youth. There is more to a successful performance than an edgy plot.CU’s utilization of a Black Box stage really aided in the effect by adding to the realism of the show. It gave the audience a chance to get immersed into the story. In the first act, as the lights go on, the audience is overwhelmed by actors dressed in plain clothes, behaving much as the troubled youth behave in the real wo rld today. This coupled with being on level ground as the audience allows the audience to feel as if they are watching the events happen not being performed. This causes the viewers to be dragged in and become fully invested in the play from being so close and in the action.Another design element that really stood out to me was the attention to detail in everything ranging from the stocked shelves on the interior of the store, where no action takes place, to the simplicity of the costumes worn throughout the course of the action. In the second act, Pony, the famous rockstar walks on stage with only a guitar case to distinguish himself from the regular people of his hometown. This symbolism added to the theme that you are in control of your life by showing that even the ones idolized by the masses are still just regular people with small distinguishing features.Within the first few minutes of the show the audience is overwhelmed with F-bombs and politically incorrect slurs. Suburbiaà ¢â‚¬â„¢s abrasive dialogue might be concerning to some, and the director’s decision to keep all of it certainly speaks on the intended message. The aspect that won me over the most was in the first act when the character most responsible for comedic relief, Buff Macleod, was constantly making a mess by throwing food and beer all over the stage. The utilization of authentic props greatly added to the play’s realism.Buff’s character is written to be zany and comical, but the way the actor became Buff was by chewing his pizza with his mouth open and fully investing in each step of his blocking, forcing him to act like a complete buffoon. The second act was won over by a spectacular performance by the actress playing Bee-Bee. The directing and acting styles used to portray the emotional turmoil suffered really allowed to audience to feel how Bee-Bee felt immediately prior to her suicide. Her wavering voice as she spoke her final words on the phone forced the room to tears as the crowd watched the life being drawn from a vibrant youth.As a typically emotionless male stereotype, I regret to admit that even my eyes came in contact with the occasional twinkle of sadness. Strictly for the emotional experience alone, I would recommend this show be frequented. The production did an amazing job at projecting the message of how life can pass you by, if you don’t take full advantage of the privileges given. This life lesson is strongest during the several conflicts between the alcoholic veteran Tim and the muslim store owner Nazeer.Tim represents the loss of drive to have a happy life whereas Nazeer being the foreigner with American dream aspirations represents optimism and hope. This message could be easily translated into a contemporary dance number with minimal subtractions from the original piece. The reason this is possible is due to the fact that, like the characters themselves, the plot is rather stagnant without clear direction. The main themes of the play were not ones that were so abstract that dialogue is a necessity, so the removal of that would not detract from the message.The strong character development would translate very well, giving the dancers room to be expressive with the roles. As with most things in life, this translation would have both its advantages as well as its disadvantages. The strongest benefit would be that the translation would be less aggressive without its foul language, allowing a broader audience to be impacted by the message. The disadvantage would be that in translating the piece you would forfeit the shocking power that much of the dialogue had.The complete disrespect that Tim shows to Nazeer would be difficult to translate into dance without the impact of taboo language used in the original. In summation, Suburbia was an edgy, progressive play about the dwindling youth of suburban America. I would strongly recommend going to see it not only for entertainment purposes, but also for the opportunity to see a play that is destined to pioneer modern theater. Bogosian’s complete disregard for political correctness is a welcomed innovation to the arts that I hope to see in more up and coming theater.

Examiner Tips for Igcse Biology 0610

EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†. Examiner Tips for Igcse Biology 0610 EXAMINER TIPS for IGCSE Biology 0610 How to use these tips These tips are based on some common mistakes made by students. They are collected under various subheadings to help you when you prepare for your examinations. †¢ †¢ †¢ †¢ †¢ Make sure you read all the general tips. These can be important in any of the papers you do. Make sure you know which examination papers you are taking before you look at the tips for the different papers All of you will take paper 1, which is all multiple choice questions. You may be taking paper 2, which is Foundation OR you may be taking paper 3, which is Extended.You may be taking paper 5, which is a practical examination in a laboratory OR you may be taking paper 6 which is a written paper about practical work. General Advice †¢ Answering questions. The questions are meant to let you show the biology you know. There are no trick questions. When you are writing your answers remember that another person has to be able to read it. o o o o o o o o Do not waste time by writing out the question before you start to answer. Keep your handwriting clear and legible. Keep you answer in the lines on the question paper.If you write in the margin, at the bottom of a page, or on blank pages, part of your answer might be missed. If you have to cross out something, put a line through, but do not scribble all over it. If you have to use a different space to write another answer to one you have crossed out, then put a note to say where it is, e. g. answer on page 5 Written papers are now marked on computer screen so your written paper will be scanned. If you write on the margin the scanner may not be able to copy this. Try to be precise, in other word be accurate in what you say. Read also Lab 2 BiologyUsing biological terms correctly can help. Do not use word like â€Å"it†, â€Å"they†, â€Å"effect†, â€Å"affect† without any more explanation. A sentence like â€Å"It has an effect on the body† or â€Å"They affect the process† does not say anything. – If you use the word â€Å"it† or â€Å"they â€Å"– think WHAT? – If you use the word â€Å"affect† or â€Å"effect† – think HOW? – e. g. State why magnesium ions are important for healthy plant development. [1] – â€Å"it are needed by the plant† is true but too vague. – â€Å"They are needed by the leaves† is still too vague – Ask yourself: What is it or they? What is the â€Å"need†? â€Å"Magnesium is needed to make chlorophyll† is a better answer – â€Å"Magnesium is part of a chlorophyll molecule. † Good answer! †¢ Terms. These are the n ames used in biology. These will be used in questions. You will get more marks if you can use them correctly in you examination. Ask your teacher if you are unsure of the different meanings between biological terms. o o Try to use the correct spelling. The person marking your answer will try to recognise what word you mean, but if the spelling is too wrong, then they cannot allow you a mark. Some biological terms have very similar spelling.One example is â€Å"ureter†, urethra† and â€Å"uterus†. If your mis-spelling is â€Å"uretus†, it could be â€Å"ureters† or â€Å"uterus†. Other common examples are ovum, ova, ovary and ovule, testes and testa; sucrose and sucrase. Do not try to mix the spellings of two words when you are not sure which of them is the correct answer, e. g. meitosis, when you are not sure whether the answer is mitosis or meiosis, or urether, when you are not sure if the answer is ureter or urethra. You need to check caref ully that you have used the right word when similar terms are used in the same topic , e. g. urea and urine, ureter and urethra. semen and sperm o o †¢ Writing in you own words. You sometimes have to write two or more sentences to answer a question. o o Use short sentences. If you write long sentences you can get mixed up. It is hard to find correct statements in a muddled answer. You are often asked to write down something you have learned. Make sure you have learnt the meanings of the common terms used in biology, e. g. photosynthesis, osmosis, fermentation. In the revision checklist there is a list of the terms which you should be able to â€Å"define†. You also need be able to write down the meaning of more complicated ideas, e. g. evel of organisation, natural selection, global warming, eutrophication. o What you should look for in a question 1) †¢ †¢ †¢ †¢ †¢ The number of marks. In multiple choice questions there is only one mark for a cor rect answer. Other sorts of question show how many marks at the end of each part like this [2]. The number of marks helps you decide how much to write. The number of marks is a guide to how long to spend on each question or parts of a question. If you allow about 1 minute per mark then you should finish in time to check your answers. Do not waste time and write long answer for a question which has [1].You will only get one mark even if the rest of the answer has correct statements. If there are two or more marks do not write the same thing in two different ways, e. g. The leaf is very large. The leaf has a large surface area. The instructions. These are called command words and tell you what to do. If a question says â€Å"Show your working† when you have to do a calculation, then write down the stages of your calculation to show how you got your answer. Even if you get the final answer wrong, you may be given a mark for knowing what to do. If a question asks you to â€Å"Na me† or â€Å"State† two things only the first two will be marked.Use the numbered lines for your answers if they on the question paper. If you write more than two and the first is correct but the second one is wrong, you will only get the mark for the first one. Even if the third answer is correct, it will not be marked. Some questions have two commands in the question, for example â€Å"Predict† AND â€Å"Explain† †¦. † This means you have to say what you think will happen AND then say why you think it will happen. The Revision Checklist has a list of terms used in biology papers to tell you what to do in an answer (section 4. 3 Command words and phrases).General Biology Ii Study Guide (Online Class)Make sure you know what these terms mean. e. g. â€Å"Name the process by which green plants make sugars†, all you need to write for your answer is â€Å"Photosynthesis†. A question which asks you to â€Å"Define photosynthesis† , would expect you to write one sentence such as â€Å"The process by which green plants use light energy to make sugars†. What the question is about. Make sure you know which part of your biology is being tested Read the whole of a question carefully before you begin to answer it. Some of the parts have similar answers so you need to work out the difference between them.If you write exactly the same thing in different parts of the same question, then only one of them might be a correct answer. It helps to highlight the main features of a question. e. g. â€Å"Name the tissue that transports the sugars made by photosynthesis to other parts of the plant†. This tells you that you want a one word answer, about plant transport of sugars. Do not be put off the question is about something you have not studied. There will be enough information in the question for you to work out an answer. 2) †¢ †¢ †¢ †¢ †¢ 3) †¢ †¢ †¢ †¢ †¢ à ¢â‚¬ ¢ †¢ †¢ †¢ †¢Look carefully at any diagrams, graphs or tables and make sure you understand what they are about. You may have to use information from them to answer the questions. Answer each question as far as you can. Do not spend a long time staring at a question If you have forgotten something, go on to the next question or part of a question. Come back to the ones you found difficult when you have finished all of the paper. Try not to leave blanks. When you come back to a question you often remember an answer you left out. Do not waste time by writing about things unrelated to the question. Paper 1 Tips †¢ Each question tests just one thing.You have about 1 minute to read and answer each question. o Some questions test what you know and understand. For example â€Å"What part of the eye detects light? † o Some questions test if you can use what you have learned to understand new data. These questions will often have a diagram, graph or table to use. Try to decide what the question is testing as you are reading it. o To answer a question that asks â€Å"What is a characteristic feature of all living things? o You need to know the characteristic features of living things. If you know a quick way of remembering all seven then you can jot it down on the question paper. . g. MRS GREN for Movement, Respiration, Sensitivity, Growth, Reproduction, Excretion and Nutrition, or the first letters of Real Elephants Grow Massive Red Feet Slowly, o To answer a question that has a diagram of the circulatory system and asks â€Å"In which vessel will absorbed alcohol first be found? â€Å". You need to think about what the question is asking you. – Is it about digestion? – Is it about excretion (of alcohol)? – Is it about the circulation? The question is asking about something absorbed from the gut to be transported, so it is about circulation. – Which vessel carries substances absorbed by the gut? Answer â€Å"The Hepatic Portal Vein†. So you have to choose the letter which labels the hepatic portal vein. Do not try to find a pattern in the letter order of correct answers. o The same letter could be the correct for several answers in a row. o Letter A might be the correct answers for more questions than are B, C or D. Or there could be fewer correct answers shown by letter D than any of the others. o Do not let what you have chosen for the previous questions influence what letter you choose. †¢ †¢ Written Paper Tips †¢ You should read all of a question before you begin to answer it.Different questions will ask you to do different tasks to test how well you know and understand biology. o The topic is usually the same for all different parts of the question. Remember that underlining important words will help you to be clear about what you are being asked to do. o Look for clues in the words of the question. If you see â€Å"mammal† you know that the anima ls are warm blooded and have biological systems like ours. o If you are only given a Latin name or a name you do not recognise, e. g. â€Å"dik-dik†, look to see if you are told anything about it. If you are told it is a herbivore, then you know it eats plants.The main sort of tasks you might be asked to do are: †¢ Identify features of cells, tissues organs. For example, â€Å"label on Fig. 5. 1 using labelling lines, a petal, a sepal and a stamen. To answer this question o You have to know the structure of a flower. o You also have to be able to find the structures on a diagram of a flower you may never have studied. o You then have to draw a label line to the structure and write the name next to the labelling line. If you do not draw a label line, or use and arrow, you may not get any marks even if you have found the correct structures.Use information given in the question. For example if a question asks you to â€Å"Use examples from† or â€Å"Use only this i nformation† or â€Å"With reference to Fig. 6. 2† . . . STOP and THINK! Find out what you are expected to use as examples or get information from. You will not get any marks if you use examples from somewhere else. The information can be given to you in different ways: o Diagram like a food web, a set of apparatus or biological structure. o A graph, which could be a line graph, a bar chart or a histogram. Check the headings and units carefully o A table.Check the headings and units carefully o You may have to give examples to show that you understand an idea in Biology. – After a diagram of a food web you might be asked to â€Å"Name an organism from this food web that is a primary consumer, a tertiary consumers and a producer†. – To answer this question you have to know definitions of producers, primary consumers, tertiary consumers. Then you have to show that you understand how these terms apply to the food web shown in the diagram. If you put exa mples from other food webs you have learned, you will not get any marks.After a diagram of leaf structure you may be asked to â€Å"Describe and explain the advantage of the distribution of chloroplasts shown in Fig. 8. 1† – To answer this question you have to observe the diagram and describe which cells have the most chloroplasts. Then you have to work out why this arrangement might help photosynthesis. If you write answer about what chloroplasts do you will not get any marks. Draw or interpret graphs. If you are asked to draw a graph: †¢ †¢ †¢ †¢ †¢ Choose a scale which uses most of the grid. Choose a simple scale, e. g. one small square is equal to 1 or 2 or 10 units in the data.Do not give make it hard for by having to multiply each item in the data by 2/3! o Write the name of the axes and their units, e. g. rate of water loss/ g per h , temperature/ o C, time/ s o Plot the points exactly using a sharp pencil. Draw the points lightly so tha t you can rub them out if you need to. Make them more definite when you are sure they are right. o Use a cross (x) or a dot in a circle ( ) for your plot points. o Join the points with a â€Å"line of best fit or a zig -zag line. o Remember that all curves do not have to pass through the point where the two axes meet. Do not extend you graph beyond the plotted points. If you are asked to read figures from a graph: o Make sure you work out the scale. o Make sure you read from the correct axis and put in the units. o If you are asked for a trend or pattern, describe the overall change, e. g. the line increases and then levels. off. Do not describe each point of the graph. Draw or interpret tables If you are asked to draw a table o Use a ruler and a pencil to draw the table. o Write headings for each column or row of the table. 3 o Write in units if they are needed, e. g. volume of water/cm , mass of seed/g. Do not put units in the table spaces where you write numbers. Do calculations . If you are asked to do a calculation: o You may have to find the figures from a table or graph. o Make sure that you show the units in the calculation. o Show you working. o If you use a calculator, round up the figures to the same as in the question – do not copy all the figures after the decimal point, e. g. If the question figures are 5. 6, 4. 6, then your answer should only have one number after the decimal point. Show or complete equations. You do not have to know chemical symbols for equations of the processes in biology.But it will help you to understand them if you do. o If you are asked to give either a word or a symbol equation, do not combine symbols and words in the same answer – If you have to give the word equation for anaerobic respiration by yeast, write: o o Glucose > carbon dioxide +ethanol + energy If you have to give the chemical equation for anaerobic respiration by yeast, write C6H12O6 > 2C2 H5 OH + 2CO2+ energy Do not write something like gluco se > CO2 + ethanol and energy †¢ Make comparisons. If you are asked to compare two things make sure you make it clear which you are talking about. A question may give to table of data and then ask you about it. Make sure you only use information from the table. e. g. in a table of the composition of normal breast milk and colostrum, you can see which milk contains more fat, protein and sugar. Your answers should start with â€Å"colostrum has more †¦Ã¢â‚¬ ¦.. than breast milk† or â€Å"breast milk has more †¦Ã¢â‚¬ ¦ than colostrum†. Do not put â€Å"it has more protein. † The person marking cannot guess which you thought had more protein. o The question may ask you to make a comparison about biology you have learned. e. g. the differences between arteries and veins.The clearest way of answering is to make your own table. Make sure the headings are clear. Keep the comparisons of the same feature together. Artery has thick wall thick muscle layer ve in has thin wall very thin muscle A table like the one below will not get any marks as there are no comparisons of the same features. Artery thick wall no valves †¢ veins elastic layer small amount of muscle Extended writing. This means writing several sentences together. e. g. Suggest what happens if excess nitrogen fertiliser is washed into a stream or pond [4] o The mark scheme used for a question like this will have a list of oints that the person marking your answer will use. o There will be more points than there are marks, so you do not need to put them all in your answer. The points for this question could be: – Algae and aquatic plants grow faster using the fertiliser. – Algae cover the water surface. Light cannot pass to aquatic plants lower down. – These plants die. Bacteria of decay feed on the dead plants. – Bacteria increase in numbers. – These bacteria are aerobic. – They use up more oxygen. – There is not enough o xygen for other organisms which live in the water. – These organisms die. The process is called eutrophication. If your answer is something like â€Å"The fertiliser causes low oxygen and it affects animals in the water. † you will not get any marks. The answer is much too vague, in other words it is not precise. I your answer is something like â€Å"The animals do not have enough oxygen for their respiration and they die. † you will get some marks. Paper 2 tips †¢ †¢ †¢ †¢ †¢ †¢ Most of the questions are short answers. This means that you writing mainly one word or one sentence answers worth one mark. [1]. Longer answers will need two or three sentences. Check the number of marks.Check the number of command words, do you have to do one or two things. Use the lines given. Do not write too much. Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There will be a few parts of questions that need extended writing. These will have four [4] or [5] marks. The question will often be related to some information you are given. You will need to write four or five sentences in an order that makes sense. You can think of it like â€Å"telling a story†. Remember to refer to any information you are given.Paper 3 tips †¢ †¢ †¢ †¢ †¢ There is more to read in this paper. Many questions will be one, two or three sentence answers. Check the number of marks. Check the number of command word – do you have to do one or two things Check if you are asked for an actual number of answers. Only give that number. Use the numbered lines and give one answer per number. There are questions that may start in one part of the syllabus and link to another, e. g. the information could be about the animals in a particular habitat and what they eat. The first parts of the question might be about the food chains or food webs whic h include these animals.Another part of the question could be about the structure of one of the animals or about factors in its environment. You are likely to have questions about events and situations that are new to you. Do not be put off. The question will tell you all you need to know. What you need to do, is show that you can connect the biology you have learned with the new facts. e. g. you may not have learned anything about how cats inherit the length of their fur. o The question tells you that the alleles for fur length are co-dominant. o The question tells you the fur length of pure bred parents are long and short. You know that the offspring of cross breeding are heterozygous for fur length. o You know from your genetics lessons that for features controlled by co-dominant alleles, both alleles are expressed in the offspring. o You know enough to work out that the fur length of the offspring will be medium length. You are likely to be asked to interpret unfamiliar data, e. g. result from an experiment you may not have carried out or could not be carried out in a school. Do not be put off. Follow the same rules as before. There will always be enough information in the question for you to answer it. †¢ †¢General Tips for Practical Papers †¢ †¢ †¢ †¢ Look to see how many marks are given for each question. Divide the time of your examination in proportion to the marks given. Whichever paper you do the same rules for recording observations. Use the same rules as in the tips for written papers for tables, graphs, calculations and comparisons. Recording your observations †¢ You can record as: o statements in writing o as tables o drawings †¢ Neat work helps to keep you calm and feeling in control. †¢ Use all the space available on the paper for your observations. †¢ Do not write an explanation until the question asks for one. †¢ Use a sharp HB or B pencil.It can be rubbed out easily if you need to corre ct a mistake. †¢ Don’t forget headings for the columns and the rows or tables or graph axes. Don't forget the units! †¢ Make drawings as big as the space allows. †¢ Use a ruler for labelling lines. †¢ Label in pencil. Planning investigations Some times you are asked to suggest a way of carrying out an investigation or to improve the method that is in the question paper. †¢ When you read through an investigation try to work out three main things: 1. What is being changed – this is called the independent variable, e. g. light 2. What is being measured – this is called the dependent variable, e. . oxygen given off by plant 3. What is being kept the same – these are called the standard or control variables, e. g. type of plant, number of leaves on the plant, environment of plant ,the apparatus used, time for collecting oxygen. †¢ Some investigation needs to have two parts: o the experimental- which is the apparatus used to measur e the process being studied and contains the living organism being tested. o The control. –which will be exactly the same as the experiment except the living organism will be missing or replaced by something non-living. e. g. there would be no plant in one set of apparatus. The control shows that the results are due to the activity of the living organism and is not due to the apparatus or an environmental factor. Tips for paper 5 In paper 5 you are following instructions, using laboratory equipment, making observations, recording results and drawing conclusions. †¢ Start by reading the entire first question. †¢ Think about the apparatus needed for each step and imagine using it in your mind. †¢ Check the time to be allowed and imagine following the instructions. †¢ Do the same when you are ready to begin the next question. Following the instructions †¢ Follow the instructions for practical methods exactly.If you make a change in the method you can alt er the results. †¢ Do not take short cuts. †¢ Always label test tubes and other containers to help you remember which is which. †¢ If you are told to â€Å"Wash the apparatus thoroughly after each use† make sure you do. If there is anything left in the apparatus the next stage may not work. †¢ If you have to measure a specimen make sure you draw a line on your drawing to show where you made our measurement. †¢ You will get marks for following instructions accurately. Recording your observations †¢ Do not forget that observations can be seen, heard, felt and smelled. †¢ e. g. olour, fizzing, warming, smell of a flower, texture (feel) of a fruit. †¢ You can always something to observe, so make sure you record something for each observation. †¢ Write down exactly what you observe. †¢ e. g. if you add a drop of iodine to a drop of starch solution on a white tile, the colour changes. o You should write â€Å"the colour changed fro m yellow to black. † o If you write â€Å"it turned black† you have not given all the information. o If you add iodine to a drop of water on a white tile. o You should write down ‘the colour stayed yellow. ’ o If you write ‘the colour stayed the same’, or ‘no change’, you have left information out.Conclusions †¢ Use your own results for your conclusions. †¢ Do not write the conclusion you have learned from a class experiment or from theory. E. g. in an investigation you test drops of a mixture of sodium chloride, amylase and starch solution with iodine once a minute for eight minutes. Then you repeat this with a mixture of water, amylase and starch solutions. o The blue/black colour might disappear sooner in one test tube than the other. o Even if you know that sodium chloride usually makes amylase work faster, you must write down the results from YOUR investigation. You must draw conclusions from YOUR results. o If the c olour in both tubes changes at the same time, the conclusion has to be that the sodium chloride made no difference. That is the correct conclusion drawn from your observations. Tips for paper 6 In this paper you are making observations from information given in the paper, recording results and drawing conclusions. Try to imagine doing the practical which has produced the results in the questions. Recording observations †¢ All of your observations are either measurements that you make or diagrams on the paper. †¢ Write down exactly what you see.Making measurements †¢ Make your measurements as accurate as you can. Measure to the nearest unit e. g. mm. Do not try and â€Å"guess† 0. 5mm. †¢ Make sure you put units! †¢ If you have to make calculations use the blank pages within the paper. Do not write in the margin. †¢ Write neatly and show your working. The person marking your paper might be able to give you marks for knowing what to do if you make a mistake or do not finish the calculation. Conclusions †¢ Use your measurements or observations or on the results given in the question for your conclusions. †¢ Do not rely on something you have learned as â€Å"the right answer†.

Coach Case Study Coachs Sales - 1355 Words

Introduction An article published in online Wall Street Journal on January 2014 assessed the factors behind Coach Inc s decline in North American sales. It attempts to dig inside the management dilemma that Coach. Inc is facing with its current statistics. Coach s sales in North America declined by 13.6% last year (Kapner Mason, 2014). This paper focuses on the current business strategies followed by Coach Inc. via a critical perspective and in accordance statistical information on the company s operations included in the aforementioned article. Summary The article titled, Coach Earnings Fall on Weak North American Sales by Suzanne Kapner and Everdeen Mason was published in online Wall Street Journal, sponsored by the Dow Jones Company on January 22, 2014. The article summarizes decline in Coach s sales in the last and initial period of 2013 and 2014 respectively (Kapner Mason, 2014). It stresses on the fact that the cause of decline behind Coach s profit was due to its decision of launching a series of factory outlets that might overtake the number of its retail outlets present in North America. The firm was founded in 1941, in a New York City loft as a family-run workshop called the Gail Manufacturing Company. The company is a leading American designer brand, which excels in a vast production of luxury handbags; it’s a marketer of fine accessories and gifts for women and men (Coach, Inc. 2014). Victor Luis, the newly appointed CEO of Coach Inc. claimed thatShow MoreRelatedBusiness: Luxury Good and Competitive Advantage1562 Words   |  7 PagesMaloree Johnson Business Strategy September 22, 2014 Coach Case Study 5. What is Coach’s strategy to compete in the ladies handbag and leather accessories industry? Has the company’s competitive strategy yielded a sustainable competitive advantage? 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