18.2.1 Relative advantage
This unit is for designers, engineers, technologists and anyone interested in designing and inventing. It is also for managers and consumers interested in innovation and technical change. The unit will show you how design and innovation can create a more sustainable future. It will also help you understand how innovation comes about and will encourage thinking about environmental and social challenges for the future.
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4.2 Parts of speech
Latin is the basis for many languages in the world. This unit will provide you with a general introduction to learning Latin allowing you to assess whether you would like to learn more. You will look at the links that exist between Latin and English, examine the structure of sentences and gain an awareness of the fundamentals of pronunciation in Latin.
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3 Hero and author
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
Author(s): The Open University

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2.3 Acts 3 and 4: What does Faustus achieve?
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
Author(s): The Open University

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1.1 Marlowe: the man
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
Author(s): The Open University

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Activity 26

Mainstream photographers, as we have seen, identified with traditions in the fine arts and aspirations of refinement and moral improvement. However, fairground and seaside operators exploited photography as a form of cheap popular entertainment. This and the fact that itinerants usually worked on spec rather than to commission ensured that they were generally viewed with contempt by the photographic establishment.

Contempt pervades the article entitled ‘Five minutes in a photogra
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2.3 Wales

In 1282, Edward I conquered Wales and the Statute of Rhuddlan (or Statute of Wales, 1284) established English rule. Rather than involve the assimilation of the Welsh by the English the conquest saw ‘a colonial system … established in those parts of Llywelyn's Principality which were by 1284 in the hands of the king’ (Davies, 1991, p. 166). In 1400, Owain Glyndwr led the most outstanding and successful rising in Wales against the new order and the tyranny of the English border
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2.1 England

England played a dominant role in the medieval history of Britain, and the history of the UK is undoubtedly the history of the political and cultural domination of the English nation over those of Scotland, Wales and Ireland. In the making of the UK, each component nation played a different role: the English and Scottish kingdoms, the incorporation of Wales into the English Crown, and the subjugation of Ireland. The making of the UK was complex and fraught with violent confrontations, particu
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9 Notes to help you complete your assessment

To complete your portfolio you must include a contents page indicating how your reflective commentary in Part A and your evidence in Part B are related. An example of a suitable format for the contents page is shown in Figure 1 below.

Figure 1 (PDF, 1 page, 0.1MB)

Although the requirements of Part A and B are listed separately,
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7.1 Evidence required

This Part is about showing you can develop a strategy for using and improving your number skills, monitor your progress, and evaluate your overall performance and strategy. The evidence you present must show what you have done as you worked through the processes of planning strategically, monitoring, evaluating and presenting your work. Part A must relate directly to the work you have selected for Part B.

You must present evidence to show you can:

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3.1 Using diagrams from course materials or other sources
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
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2.2.4 Reading graphs and charts: extracting information
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
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2.2.3 Reading graphs and charts: getting started
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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2.2.2 Reading graphs and charts: manipulating numbers
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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2.2.1 Reading diagrams: questioning what they say
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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2.2 Reading diagrams
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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2.1.1 Rewriting text as relationship diagrams
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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2.1 Analysing text
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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1.2 Types of diagrams
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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1.1 Communicating information
Working with diagrams is essential for students of science, technology, engineering and mathematics. This unit is packed with practical activities and tips which make learning from and with diagrams more enjoyable and rewarding. One part of this unit deals with the reading of diagrams and the other part with the drawing of diagrams.
Author(s): The Open University

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