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Positives of mind mapping as a revision task

8.F.1-2 Identify Mapping as a Function

What is Electric Force? Electric force is just one of many types of forces in the world of physics. Forces are how and why things move, and can be explained by Newton's Laws of Motion. On the smallest scale, electric force is the resulting interaction between two charged particles. These charges can be either positive or negative. Larger objects can be charged by having an abundance of either of these particles, and therefore can create an electric force on a larger scale. Electric force is the reason why hair will sometimes stand up on its own and is also why we have electricity, allowing us to live in the modern world with lights and technology. Even out in nature electric force is present, as electric force causes lightning to strike. Electric force is fundamental to our everyday way of living. Reviewing Newton's Laws of Motion Newton's Laws of motion are the basic principles or ground rules that are applied all across physics. They describe how objects move and can be used to describe the interaction of charges. They are the following: An object in motion will stay in motion unless an external force is applied The force exerted on an object is equal to the mass times the acceleration of the object. ( ) Every force has an equal and opposite force Newton's laws explain how and why charged particles move. Since there is a force involved (e.g. electric force), particles will move around, which is explained by the first law. The second law describes how acceleration of charges can be calculated once the electric force is known. The third law explains how attractive and repulsive forces between charged objects are equal and opposite. Electric Force Examples and Types of Charge As previously mentioned, there are only two types of charges; positive and negative. Two like charges will repel (or move away from) each other, and two opposite charges will attract (or move towards) each other. In other words, two positive or two negative charges will repel, while a positive and a negative charge will attract. Opposite charges will attract while like charges will repel. Attraction versus Repelling Forces Notice how the forces acting upon each other are equal and opposite, as Newton's third law states. Both charges are exerting forces onto each other. Charges in Atoms An atom is made up of three types of particles; protons, neutrons, and electrons. Protons have a positive charge, neutrons have no charge, and electrons have a negative charge. There are no positive or negative charges smaller than protons and electrons. Objects on a larger scale result in an overall positive or negative charged due to an uneven distribution of protons to electrons. An atom consisting of more protons than electrons would be considered positive, and an atom with more electrons than protons would be considered negative. Protons are held close to the nucleus and are tightly bound to an atom, so it's difficult for protons to escape an atom. Electrons, on the other hand, are much further away from the nucleus of an atom. This makes it much easier for them to be removed from an atom. Electrons can leave or join atoms, making them positive or negative depending on the amount of protons. Similarly, for the bigger picture, overall materials and objects with more electrons than protons would be considered negative, and vice versa. Electric Force Examples Hair standing up: When hair is brushed, the hairbrush can strip electrons from hair strands, resulting in the hair being positively charged. This addition of electrons to the hairbrush in turn makes the hairbrush negatively charged. Since the hair is now positively charged, and like forces repel, hair strands will move away from each other, resulting in the hair standing up. Current electricity: All of our everyday technology is powered through current electricity, which is the consistent flow of electrons through conductive materials. This flow is caused by the electric force, as the electrons flow from a negative source to a positive source. Lightning: During a storm, it is common for an abundance of electrons to build up on the bottom of a cloud, making that part of the cloud negatively charged. Positive charges in the ground start to gather on the surface or even on tall objects such as trees as they are attracted towards the negatively charged undersides of clouds. Lightning strikes as a result of these charges becoming extremely built up. Lightning is caused by electric force Lightning Electric Force Equation: Coulomb's Law The magnitude of the electric force, or the amount of force in which objects repel or attract, depends on the distance between the two charged objects and the amount of charge each object carries. The electric force is stronger the closer together the two charges are, and weaker as the two charges move apart. Electric force is also stronger with more charge, and weaker with less charge. This effect on electric force is predictable, and is known as Coulomb's Law. It can be calculated using a mathematical equation, and the resulting magnitude of electric force is measured in Newtons. Coulomb's Law Electric force can be calculated using the following equation known as Coulomb's Law: In this equation, F is the electric force measured in newtons, K is a constant known as the electrostatic constant, and are charges one and two measured in coulombs, and is the radial distance in meters between the two charges. Since the distance is squared and on the denominator, the electric force drops off exponentially as charges move away from each other. This means that the Electric force is inversely proportional to distance. As charges move away from each other, the electric force between them gets smaller and smaller, until the force is negligible. The amount of charges are in the numerator of this equation, making the magnitude of the force larger with more charge. This means that the force is directly proportional to the amount of charge. When the charges are smaller, the amount of force will be smaller. When there is a lot of charge, the force will be much greater. When calculating the electric force using Coulomb's law, the resulting answer only gives the magnitude of the force and not the direction. In order to know the direction, you must know the types of charges. Once again, like forces repel, and unlike forces attract. It helps to draw a visual representation, or a free-body diagram, of the charges and forces acting upon them in order to understand the resulting force direction. Electric Field versus Electric Force An electric field is a direct result of an electric force. Its pure definition is electric force per unit charge, and can be thought of as a mapping of the force vectors. An electric field is present anytime there is an electric force. Therefore, when there are two or more charged particles, there is a surrounding electric field. The direction of the electric field is the direction a positive charge would flow if it were placed within the field. The electric field moves out from a positive charge and goes into a negative charge. Particles with unlike charges move towards each other, and their corresponding electric field lines move out from the positive charge and into the negative charge. The strength of the force at any given point can be seen through the spacing of the electric field lines. The electric force is strongest where the electric field lines are closest together, and weaker as these lines move apart. Like Coulomb's law expresses, electric field lines show how the electric force is strongest with a minimum distance between the two charges. Unlike charges will result in a repelling force, and the resulting electric field is a visual representation of this effect. Electric fields of two positive charges have the electric field moving out away from both of them. As with two negative charges, the field lines move in towards each negative. Lesson Summary An electric force is created when there are two or more charged particles or objects. These charges can be either positive or negative. Like charges will attract (move towards each other) while unlike charges will repel (move away from each other). As Newton's third law suggests, the forces acting upon each other are both equal and opposite. Electrons and protons within an atom are the two smallest types of charges there are. Electrons carry a negative charge while protons carry a positive charge. Electrons can be easily removed or added to atoms, making the overall charge positive or negative. Objects with more electrons than protons are negatively charged. Electric force is strengthened with increased charge and a shorter distance between the charges. This effect is known as Coulomb's law and can be calculated with the Coulomb's law equation. The magnitude of the force is measured in Newtons, and the direction can be determined by knowing whether the charges are attracting or repelling each other. An electric field is present wherever there is an electric force. The direction of this electric field is the direction a positive charge would flow if it where to be dropped in the field, which is from the positive to the negative.

Mitigation and Adaptation. The Philippines is situated in a disaster risk area where hazards will always be present. The government's response to mitigate and adapt to these hazards is through the creation of hazard maps. Hazard maps are developed to indicate the places where most natural hazards occur or will most likely occur. Identifying these places can aid in informed land-use and the persons-in-charge can create emergency response plans. With the proper knowledge of hazards and the actions to be taken if ever they occur will help in the reduction and mitigation of the dangers of these natural hazards to life and property. In the Philippines, the Department of Environment and Natural Resources (DENR) created a Geohazard Mapping and Assessment Program implemented by the Mines and Geosciences Bureau, which identifies areas vulnerable to geologic hazards or geohazard. They are also responsible for developing the hazard maps. High susceptibility to landslide. • Areas with high susceptibility rating have active/recent landslides and tension cracks that would directly affect the community. Those with steep slopes and drainages that are prone to landslide damming are also highly susceptible to landslides. Moderate susceptibility to landslide. • Areas with moderate landslide susceptibility rating have inactive/old landslide and tension cracks which are located away from the community. These areas usually have moderate slopes. Low susceptibility to landslide . • Areas with low to gentle slopes and lacking tension cracks have low landslide susceptibility rating. High susceptibility to flooding . • Areas with greater than 1-meter flood height. These areas are usually flooded for several hours during heavy rains include landforms of topographic lows such as active river channels, abandoned river channels and areas along river banks; also prone to flashfloods. Low to moderate susceptibility to flooding. • Areas with less than 10-meter flood height. These are usually inundated during prolonged and extensive heavy rainfall or extreme condition. Aside from the development of hazard maps, action plans should be conceptualized to identify the priorities for action and plan for the possible impacts affecting the country. Local programs should be established to help the people who are most affected by natural disasters to recover from their losses. Such programs can include training the people to innovate and think out of the box to come up with ideas or solutions that will be more effective for their livelihood. Education is also a means for people to mitigate and adapt to natural hazards. It can increase mass awareness regarding natural hazards; thus, increasing their chances of survival. It is also a means of promoting access to information and resources that will help individuals be better prepared for natural hazards. Lastly, formal education can empower individuals to be more adaptive with their responses to and recovery from natural hazards. In preparation for natural hazards, information regarding what to do before during, and after a natural hazard is disseminated all over the country. The following are the things to do to be prepared for each natural hazard..

Question 1: What is the primary purpose of using rubrics in assessment? A. To reduce the number of assignments teachers must grade B. To give students random feedback C. To assess learner performance using specific criteria and levels D. To make grading faster and easier for instructors Question 2: Which of the following is a characteristic of analytic rubrics? A. Assess the entire task as a whole B. Provide a single descriptive paragraph for all criteria C. Use multiple criteria with individual performance descriptors D. Do not include any scoring scale Question 3: What is one benefit of using rubrics in education? A. They eliminate the need for grading B. They confuse learners about expectations C. They help provide informative and constructive feedback D. They discourage students from revising their work Question 4: When choosing between an analytic and a holistic rubric, which is true? A. Holistic rubrics provide detailed feedback for each component B. Analytic rubrics assess the task as a whole C. Holistic rubrics are used to give a general judgment of overall performance D. Analytic rubrics are used when no feedback is needed Question 5: Which of the following is not a step in developing a rubric? A. Define the purpose of the learning task B. Choose rubric type C. Design final exam questions D. Write performance descriptors Question 6 What does “content validity” refer to in assessment instruments? A. The extent to which the test predicts future performance B. The extent to which test items cover the intended content C. How consistent the results of the test are over time D. The judgment of whether a test looks valid on the surface Question 7 Which type of reliability involves the consistency of scores given by two or more raters? A. Intra-rater reliability B. Test-retest reliability C. Inter-rater reliability D. Internal consistency Question 8 Which statistical method is used to confirm that all items measure the intended construct? A. Content mapping B. Guessing analysis C. Construct charting D. Confirmatory Factor Analysis (CFA) Question 9 According to the PDF, what is one way to increase the validity of an assessment instrument? A. Shorten the test to reduce variability B. Apply penalties for guessing C. Conduct a vetting session with experts D. Use the same rater for all responses Question 10 In the affective domain construct map, what is the highest level of affective behavior? A. Responding B. Valuing C. Characterisation D. Organisation

1 What is the Australian Qualifications Framework (AQF)? 2 Describe three nationally accredited training products. 3 Define CBA. How is CBA different from other types of assessment? Briefly describe how the four (4) principles of assessment impact the CBA process. 4 Briefly describe how the rules of evidence impact the collection of evidence. 5 Describe different methods of gathering evidence for CBA . Describe the three main assessment methods. Describe the two different assessment pathways. What is recognition of prior learning (RPL), and what are the benefits? 6 What are the three endorsed components of training packages? 7 Briefly describe the components of a unit of competency (UofC). 8 What is the ACSF? Identify the five core skills. 9 How do the dimensions of competency guide assessment practices? 10 What is the purpose and context of assessment? How can you contextualise an assessment while maintaining the integrity of the Unit of Competency? 11 What is the difference between assessment tools and assessment instruments? What are the essential parts of an assessment tool? 13 What is the purpose of mapping against units of competency? 14 Describe reasonable adjustment in competency-based assessment. What are the limitations? 15 What would you do if a candidate provided you with evidence that was not authentic? 16 How does the marker’s guide support you in objective assessment judgement? 17 Give an example of inclusive language when giving assessment instructions. 18 What are the key WHS instructions that are required prior to commencing assessment? 19 What do you look for when clustering units of competency for an assessment tool? 20 What are the key characteristics of a cohort of learners that need to be considered in the planning an assessment tool?

Families Work! Ellen Yung had a busy day at work! She put a cast on a broken arm, used a bandage to cover a deep cut, and helped twenty patients. Ellen is a doctor for children. Customers can get sick at any time, so pediatricians work long hours. They have hard jobs. Ellen's husband works long hours, too. Steve is a firefighter. At the fire house, he makes sure the tools work properly. He checks the hoses and fire trucks. At the fire, Steve rescues people from hot flames and smoke. The firefighters all work together to put out the fire. At home, the Yung family works together too. Hanna sets the table for dinner. She also helps wash the dishes. Everyone has weekly chores. Mom and Hanna do the dusting and mopping. Dad and her brother, Zac, do the laundry. They wash, dry, and fold the clothes. Mom makes a shopping list each week. She lists items they need and things they want. A short time ago, Zac wanted a new laptop. The family needed a new washing machine. They could only spend money on one item. Both cost the same. They had to choose. Clean clothes are needed for school and work. A new laptop is nice, but did Zac need it? Ellen and Steve thought about their family's needs. They decided to buy the washing machine. Zac knows that his parents have busy jobs. They bring home money to pay for their needs and wants. They needed that washing machine. Zac still wants a laptop. The family has decided to save some money each week so they can buy it in the future.

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