5.4.6 Adapt your strategy to overcome difficulties Often plans run into difficulties because of unforeseen problems or changing circumstances. For example you may be running over your deadlines, the resources or support available to you may have changed, or your personal circumstances may have changed. Plans are only a means to an end, however. If you run into difficulties, take some time to think about what effect these difficulties are having on your plans, and what changes you may need to make to your overall strategy to achieve the outcom
1.2.1 Try some yourself A friend is painting the inside walls of a garage. So far she has used a 2 litre tin of emulsion paint and covered an area of 9 m2. She needs some more paint. How much more would you advise her to 10.1 Introduction For a variety of reasons, not least the very wide dynamic range of human hearing, the decibel (symbol dB) is often used as a unit for the amplitude of sound waves. The decibel is also used in other contexts, such as specifying the amplification of amplifiers or the degree to which a signal is affected by noise. In the context of sound, the use of the decibel as a unit captures something of the subjective impression of the way loudness changes with amplitude. The decibel unit has Pakistan mob kills woman and girls, over "blasphemous" Facebook post 1.10 Summary Rocks are classified into three types according to how they were formed. Igneous rocks are formed by crystallisation from the molten state; sedimentary rocks are deposited at the Earth's surface from water, air or ice; and metamorphic rocks are rocks of any origin that have been subsequently transformed (metamorphosed) by heat and/or pressure, often several kilometres below the Earth's surface. Rocks are generally either crystalline, i.e. formed of interlocking mineral crystals, or frag 1.8.1 Moving around the rock cycle One way of illustrating the possible ways of moving material around the rock cycle is to draw a diagram that places the processes into their geological contexts. Since the rock cycle involves processes occurring on the Earth's surface and also within its interior, we use a cross-section through the Earth's crust and uppermost mantle to do this, as shown in Figure 19. In this diagram we have concentrated on the most common processes within the rock cycle. 1.3.1 Igneous rocks in the landscape The rocks that erupt from volcanoes are called extrusive igneous rocks, simply because they are formed by the extrusion of magma on to the Earth's surface. Igneous rocks can also form deep underground, and these are called intrusive igneous rocks, because the magmas were intruded into pre-existing rocks and then slowly cooled. The reason that intrusive igneous rocks are now visible at the surface is that over many millions of years erosion has stripped away the overlying rocks. 1.2.1 Minerals A mineral is a solid material, formed by natural processes and with a chemical composition that falls within certain narrow limits. Its constituent atoms are arranged in a regular three-dimensional array or pattern and because of this, minerals form crystals with characteristic shapes. Although several thousand different kinds of mineral have been discovered, only a few are very common; for example, the mineral quartz, which forms many of the sand grains on a beach or in a desert. Becau 3.1.3 (C) Scientific methods and critical testing Pupils should be taught that science uses the experimental method to test ideas, and, in particular, about certain basic techniques such as the use of controls. It should be made clear that the outcome of a single experiment is rarely sufficient to establish a knowledge claim. 3.1.2 (B) Observation and measurement Pupils should be taught that observation and measurement are core activities of scientists; most measurements are subject to some uncertainty but there may be ways of increasing our confidence in a measurement. 3.1.1 (A) Science and certainty Pupils should appreciate why much scientific knowledge, particularly that taught in school science, is well established and beyond reasonable doubt, and why other scientific knowledge is more open to legitimate doubt. It should also be explained that current scientific knowledge is the best that we have but may be subject to change in the future, given new evidence or new interpretation of old evidence. 3.1 Introduction In reality, most mainstream science curricula relegate explicit teaching about the nature of science to the margins – a situation almost universally condemned by science educators. Donnelly (2001) describes recent history in one particular example of curriculum design, where Nature of Science (NoS) issues still remain a peripheral element within the National Curriculum for England and Wales. Donnelly describes the policy confusions that reflect tensions about some fundamental issues about s 2 What is science? In all subjects – and science no less so than others – definitions are problematic. At one level, science is a body of knowledge about the natural world. But this begs the question: what is peculiar about scientific knowledge as opposed to, taking just one example, an explanation of the origin of the Universe rooted in folklore and superstition? Others might argue that the scientific approach is unique – that the processes involved in doing science are distinct. That might 1 Course overview In this course we'll be concerned with what type of science forms the basis of science education, and for what purpose. You'll explore these issues by reading the text that follows and by tackling the activities that are included; there are also a number of readings. In the latter part of this course (Sections 10–14) we'll consider some of the practical problems involved in delivering an effective curriculum in science and look at key questions relevant to all three educational tiers Learning outcomes After studying this course, you should be able to: demonstrate an understanding of problems associated with defining the Nature of Science write in an informed way about the purposes of compulsory science education be aware of the educational complications and implications associated with the phrase ‘the public understanding of science’ show an ability to comment critically on curriculum proposals that aim to promote science citiz Changes in Science Education Acknowledgements SPECIAL RESTRICTIONS – THIS COURSE MAY NOT BE ALTERED. SEE CREATIVE COMMONS LICENCE. The materials for this course (W223) Company law in context have been made available by The College of Law for use in OpenLearn under a Creative Commons Attribution-non-commercial-No-Derivative Works 2.0 licence. This means that the materials may be used with acknowledgement to The College of Law for non-commercial purposes only and may not be altered or adapted in any way without prior permiss Keep on learning   There are more than 800 courses on OpenLearn for you to Conclusion This free course provided an introduction to studying Law. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. 4 Reflection on this course To review and consolidate the learning which you have gained from studying this course, you might like to consider the following questions: Has studying the course changed your ideas in any way about what a ‘business’ is? Why do you think that different ways of running a business have developed under English law (e.g. sole trader, partnership, company)? What do you think are the advantages and disadvantages of running
Activity 1
A seven year old girl, her baby sister and her grandmother are killed by an angry mob in Pakistan over a "blasphemous" Facebook posting, Deborah Lutterbeck reports.
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Providing an overview of current issues in UK science education, Changes in Science Education is a free course that examines what type of science the curriculum should cover and for what purpose. It will introduce you to the practical problems of delivering an effective science curriculum, touching upon particular questions at all three educational tiers - primary, secondary and tertiary.
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