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7.6.3 Explain results in relation to your work

You should be able to explain the results of your work, drawing attention to any patterns, trends or relationships you have identified. What are the consequences of your work? Does it support the hypotheses or assumptions you started with? How did you carry out your work? What lines of enquiry did you follow to reach your conclusions? Were there any dead-ends where you felt you could not make further progress, or particular insights that you felt helped you to understand your work better? You
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7.6.2 Present information effectively

Organise your data so that you can use it to illustrate and support your arguments or point of view. To do this successfully you must be clear about what you want to say, who is your intended audience, and what points you want your audience to understand. Think about the most appropriate way to present your findings, and whether particular types of charts, graphs or diagrams will bring out the relationships you want to demonstrate. Choosing graph axes carefully (for example using non-linear s
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1.1.1 When do we use key skills?

Key skills underpin almost everything we do. In the following table, there are some examples of when we use key skills as part of our studies or in other areas of our lives. As you read through the list, think about how confident you are in each of the key skills.

Click on 'View document' below for a printable version of Table 1 that you can fill in.

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7.6.1 Interpret results and identify your main findings

In stating your conclusions and interpreting the results of your work, you should refer back to what you set out to investigate or demonstrate. Have you achieved your goals? What evidence have you got to support your conclusions? If you are making general statements based on your work (for example a statistical analysis of data), then you should be able to explain clearly the reasoning that has led to your conclusions. In quoting mathematical results you should be able to say whether the resu
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Learning outcomes

Having studied this unit you should be able to set skills targets and provide evidence that you have met these in the following areas:

  • own learning and performance;

  • communication;

  • information technology;

  • information literacy;

  • application of number;

  • problem solving;

  • working with others.

Introduction

This unit focuses on higher level skills. Skills development is complementary to other learning – it cannot be done in isolation. The higher level skills in this material aim to raise your awareness of the processes of learning and development – other subject-based material must supply the context and motivation for this. Key skills underpin the ability to carry out successfully, and improve on, a wide range of tasks in higher education, employment and wherever there is a continua
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5.1 Introduction
www……..gov.uk You can now access government directly through the web. E-government in action. While studying this unit you look at the scope of e-government, the databases that are necessary, the use of biometrics in identification and verification of identity and assess the usability and accessibility of websites.
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BASF CEO Bock: Asia lull is big surprise
July 26 - Chief Executive Kurt Bock predicts a flat performance for BASF in the second half on softening in Asia and continued weakness in Europe.
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El Dia de los Muertos en Mexico - vídeo en español
Explora la celebración del Día de los Muertos en México. Este corto video es perfecto para un viaje de fantasía en tú clase de español. Se incluye una narración sencilla en español y un poco de texto para los alumnos que están aprendiendo español. 4:16
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MRI Scanner leaves The University of Nottingham for CERN
One of the original MRI scanners, which was at the heart of pioneering research into neurosicence and physiology at The University of Nottingham, is heading for a new life at CERN. Having been superseded by the super fast 7T MR scanner it is bound for a new life with physicists from York University who are working on a particle physics experiment at the Large Hadron Collider (LHC) at CERN. The retired scanner will help them investigate the effects of magnetic fields on the radio-active decay of
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2012 Orientation Slideshow Session 6
Slideshow of pictures taken during the Orientation and Registration session on July 26th, 2012.
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Concordia Open House 2011: Residence Video
Concordia University's Office of Student Recruitment would like to invite you to our Open House on Saturday October 22, 2011, from 10:00 AM to 4:00 PM. Here is a sneak peek, courtesy of Brian and Matthew, of an aspect of Concordia that you can learn more about on this day. Visit openhouse.concordia.ca to learn more! twitter.com/CUFutureStudent facebook.com/CUFutureStudents
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330 GG The Rules of Story
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2.1 Key themes and learning outcomes

The key themes of Part A are:

  • company;

  • business;

  • capital.

After studying Part A, you should be able to:

  • describe in general terms what a business is;

  • demonstrate an appreciation of the concept of capital.

 

Visit the College of Law website
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3.3 Scattering from a finite square step
Scattering is fundamental to almost everything we know about the world, such as why the sky is blue. Tunnelling is entirely quantum-mechanical and gives rise to such phenomena as nuclear fusion in stars. Examples and applications of both these fascinating concepts are investigated in this unit.
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3.1 Overview
Scattering is fundamental to almost everything we know about the world, such as why the sky is blue. Tunnelling is entirely quantum-mechanical and gives rise to such phenomena as nuclear fusion in stars. Examples and applications of both these fascinating concepts are investigated in this unit.
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2.2 Wave packets and scattering in one dimension
Scattering is fundamental to almost everything we know about the world, such as why the sky is blue. Tunnelling is entirely quantum-mechanical and gives rise to such phenomena as nuclear fusion in stars. Examples and applications of both these fascinating concepts are investigated in this unit.
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2.1 Overview
Scattering is fundamental to almost everything we know about the world, such as why the sky is blue. Tunnelling is entirely quantum-mechanical and gives rise to such phenomena as nuclear fusion in stars. Examples and applications of both these fascinating concepts are investigated in this unit.
Author(s): The Open University

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1 What are scattering and tunnelling?
Scattering is fundamental to almost everything we know about the world, such as why the sky is blue. Tunnelling is entirely quantum-mechanical and gives rise to such phenomena as nuclear fusion in stars. Examples and applications of both these fascinating concepts are investigated in this unit.
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Next Steps
This unit is intended to develop your understanding of Newtonian mechanics in relation to oscillating systems. In addition to a basic grounding in calculus, this unit assumes that you have some understanding of how to solve second-order linear constant-coefficient differential equations; how to take the dot product of two vectors; of solving statics problems; and of applying Newton's second law to mechanical problems.
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