The role of icts in addressing challenges in higher education

The job of icts in tending to difficulties in advanced education Dynamic One of the most widely recognized issues of utilizing Information and Communication Technologies (ICTs) in instruction is to put together decisions with respect to innovative prospects instead of instructive needs. In creating nations where advanced education is laden with genuine difficulties at numerous levels, there is expanding strain to guarantee that mechanical prospects are seen with regards to instructive requirements. This paper contends that a focal job of instructive innovation is to give extra systems that can be utilized to address the genuine natural and instructive difficulties looked by teachers and understudies in advanced education. The instructive needs show in Indian colleges incorporate tending to general absence of scholarly readiness, multilingual needs in English medium settings, enormous class sizes and insufficient educational plan structure. Utilizing contextual investigations from one higher instructive foundation, this paper shows how explicit and deliber ately considered mediations utilizing ICTs can be utilized to address these educating and learning concerns. These models serve to show a few manners by which instructing and learning might be improved when employments of instructive innovation are driven by instructive requirements. The paper infers that plan of instructive innovation mediations ought to be driven by instructive needs inside the setting of a more extensive instructing and learning methodology which requires purchase in of the two teachers and students. Presentation It has been recommended that data and correspondence advances (ICTs) can and do assume various jobs in instruction. These incorporate giving an impetus to reexamining showing practice (Flecknoe, 2002; McCormick Scrimshaw, 2001); building up the sort of graduates and residents required in a data society (Department of Education, 2001); improving instructive results (particularly pass rates) and upgrading and improving the nature of educating and learning (Wagner, 2001; Garrison Anderson, 2003). While these propose the possible effect of ICTs in training all in all and India specifically, it is as yet hard to exhibit the capability of innovations in tending to explicit instructing and learning issues looked by Indian advanced education establishments. The postulation of this paper is that the capability of ICTs is sandwiched between expanding pressure on advanced education establishments from government to meet the social change and aptitudes needs of India, and the shifting understudy scholarly readiness, enormous class sizes and multilingualism as of now experienced in these instructing and learning settings. Our speculation lines up with others, (for example, Kirkup Kirkwood, 2005; Wagner, 2001) who contend that it is the contextualized instructing and realizing needs that should drive the ICT mediation, as opposed to the innovation itself. In India, contextualization of instructing and learning requires a tightrope stroll between advanced education objectives and social-social setting of the instructive scene. This paper shows by methods for models drawn from one advanced education foundation how instructive needs can drive structure of learning conditions and innovative use. The inquiry driving this paper is: How may instructive innovation intercessions address theteaching and learning difficulties looked by Indian advanced education foundations? We talk about the general and explicit instructive difficulties. These difficulties at that point give a setting to an ICT mediation system which is portrayed and instances of the utilization of this structure in educational plan ventures are talked about. Difficulties FACING HIGHER EDUCATION IN INDIA General difficulties Right now, advanced education in India is feeling the squeeze to meet the social change and abilities needs of the new India (Kistan, 2002). Simultaneously it is under massive outside and interior strain to enhance its arrangement and conveyance execution (De Clercq, 2002). One of the markers of social change in training is expanding the segment portrayal among graduates and diminishing the segment distinction between understudy admission and graduate throughput. The National Higher Education Plan (2001) plots the job of advanced education establishments in the new India: The key difficulties confronting the Indian advanced education framework stay as delineated inthe White Paper: ‘to review past imbalances and to change the advanced education systemto serve another social request, to meet squeezing national needs, and to react to newrealities and openings (White Paper: 1.1). (Division of Education India,2001.) Besides, late government strategy has included weight advanced education establishments by connecting financing to throughput. As it were, dissimilar to in the past when organizations were financed on the quantity of enrolled first year understudies, subsidizing is currently connected to graduate throughput. Improving proficiency and tending to the value needs of the nation raises clashing difficulties for advanced education foundations (Scott, 2004: 1). These difficulties are exacerbated by the way that most understudies enter college under-arranged and accordingly require more help to connect the holes in the necessary information and abilities (Paras, 2001). Moreover, in 2005 quality confirmation audits1 concentrating on the institutional administration of center elements of instructing and learning, exploration and network commitment were directed at Indian advanced education establishments. The test for advanced education establishments is along these lines not just about expand ing throughput regarding numbers and the decent variety of its understudy populace yet in addition includes guaranteeing quality instructive arrangement. The Indian government has distinguished the utilization of ICTs for educating and learning as a significant need. For instance, the e-Education strategy expresses: Every Indian director, instructor and student in the general and further training andtraining groups will be ICT able (that is, use ICTs certainly and imaginatively to helpdevelop the abilities and information they need as long lasting students to accomplish individual goalsand to be full members in the worldwide network) by 2013. (Branch of EducationIndia, 2004: 17) In this manner, a definitive objective of the strategy is the acknowledgment of ICT-fit directors, instructors and students by 2013. Peruse along with the National Higher Education Plan, these two approaches have consequences for instructional fashioners, instructors, understudies and specialists. The fundamental contention of this paper is that the acknowledgment of the policys objectives to a great extent relies upon the degree to which current instructive difficulties are re-conceptualized with regards to the job that ICT can play in educating and learning. The current spotlight on instructing and learning combined with development in instructive innovation in Indian advanced education establishments (Czerniewicz et al., 2005: The job of ICTs in advanced education in India61) necessitates that we start to pose inquiries about the manners by which instructive innovation adds to tending to the instructive difficulties in the new India. Just like the case in advanced education all in clusive, Indian advanced education is feeling the squeeze to expand investment from various gatherings of understudies and to create the aptitudes required for a quickly evolving society. In the UK, for instance, interest in advanced education has expanded since the 1940s however cooperation of higher financial gatherings despite everything surpasses that of lower financial gatherings (DFES report, 2004). While comparable, these difficulties take specific structures given Indias remarkable history. For instance, worldwide incongruities are characterized as far as class; in India the instructive abberations are showed along racial lines due to the political, monetary and social arrangements of the pre-1994 period. Change of underestimated gatherings and social change is subsequently vital to the arrangements of post-1994. The Indian government has clarified that one of its points is to accomplish impartial access to advanced education for recently hindered students, with differing in structive foundations (Hardman Ngambi, 2003). Training is seen as one of the key instruments of accomplishing social change. It is in this instructive setting that new open doors for instructive innovation have emerged. Despite the fact that we know that instructive difficulties request multi-pronged methodologies, which may incorporate both customary showing draws near and inventive non-advanced instructional structures, it is the job of instructive innovation that is the focal point of this paper. Explicit instructing and learning difficulties The significant instructing and learning difficulties confronting advanced education spin around understudy decent variety, which incorporates, among others, assorted variety in understudies scholarly readiness, language and tutoring foundation. Instructing and learning in advanced education by and large can to a great extent be described as follows: [] guidance that is excessively instructive, an absence of individual contact between educators andstudents and among understudies, appraisal strategies that are deficient to measuresophisticated learning objectives and too little open door for understudies to coordinate knowledgefrom various fields and apply what they figure out how to the arrangement of genuine world problems.(Knapper, 2001: 94) Instructing and learning in Indian advanced education fits the above depiction however likewise it needs to fight with profound established complex issues and issues stemming basically from a formerly racially partitioned and inconsistent training framework. Likewise, enormous classes are an endemic component of most college courses representing an extra test in the educating of an assorted understudy populace. Indian advanced education foundations are confronted with a heap instructing and learning difficulties. In this paper we center around a couple of these: scholarly readiness, multilingulism in a first language setting, huge classes and deficient educational plan desig

Digital natives Essay Example | Topics and Well Written Essays - 1500 words

Computerized locals - Essay Example It is very disturbing that cutting edge individuals appear to overlook that computerized relationship is virtual and that it is very not the same as the genuine relationship that exists outside the virtual world. The correspondence on the Internet can just stay at the phase of word trade and there is no inclination and feeling joined to this sort of correspondence. Be that as it may, in eye to eye correspondence, one can hear each word that is explained by the other individual associated with the discussion. Maybe, a few people would contend that we could have video visit on the Internet to see the outward appearance and hear the tone of the individual. In any case, video despite everything causes individuals to feel far away from others. The motivation behind why two individuals have video talk is that there is an inaccessible separation among them and they would like to feel the closeness of eye to eye correspondence by means of video visiting. In this way, we can say that video is an impersonation of up close and personal correspondence, a â€Å"unreal† in plain terms. As of late, I discovered a sort of marvel that happens as often as possible with me just as my companions. I for the most part add a few people who go to a similar school as me and befriend them on the informal organizations, as Facebook and Wechat. I can visit with â€Å"net friend†, who is known for informal community, great, so I think this individual has become my companion as of now. In any case, when I meet the person in question nearby, the main thing that I feel is being bizarre and clumsy as opposed to having incredible discussion similarly as with ordinary companions.

What to Do if Youre Married to a Jerk

What to Do if Youre Married to a Jerk Relationships Spouses & Partners Marital Problems Print Are You Married to a Jerk? Do you love yet dislike your spouse at the same time? By Sheri Stritof Sheri Stritof has written about marriage and relationships for 20 years. Shes the co-author of The Everything Great Marriage Book. Learn about our editorial policy Sheri Stritof Updated on February 05, 2020 Tetra Images / Getty Images More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse It happens to a lot of people. You fall in love, and the romantic phase can blind you to your partners imperfections. Unfortunately, later you may realize that your spouse is really a jerk. You think your mate will change. Or that you can help bring out the best in them. You hope that in time, the difficult aspects of your spouses personality will go away. But in the vast majority of cases, it simply does not happen. The result is that you may find yourself married to a person you dont like. Comments from others, such as You should have known better, or Didnt you see it while dating wont help. Maybe you did miss some red flags or ignore some warnings, but that doesnt change the current situation. Types of Difficult Spouses Know-it-allNegative thinkerCriticWishy-washy typeSilent clamBullySickeningly sweet typeProcrastinatorSelf-centered and selfish personDemanding mateJokerEmbarrassing spouseBehavior or personality traits that you dont like or dont agree with are not the same as abusive behavior. If you are facing abuse, ask for help from a doctor, therapist, shelter or hotline. Coping Strategies Personality compatibility is an important characteristic of happy relationships. The irritating habits and activities of a spouse can drive you up the wall just like the drip, drip, drip of a leaky faucet. If ignored, it only gets worse. As soon as you start to realize you are in this predicament, take action right away.?? Dont let the resentment build until you explode.   There is hope for this situation. However, it does take honest and caring communication. Remember that you also have behaviors and traits that annoy your partner. Recognize that you cant change your spouse. You can only change your reactions and responses. The upside: If you change your behavior, your spouse may want to change theirs. Or you may see a different reaction than you are used to (with luck, a better one).  Try to focus on the positive. Looking only at the negative behaviors in your spouse can be self-fulfilling. If you find yourself in this trap, spend one evening, one meal, or one hour looking for the positive in your mate. Then do it again. The next time, see if you can focus on the positive for twice as long.??Reinforce positive behavior. When your spouse does something you like, say so! Say it in a sincere, positive fashion. Speak to your spouse the way you would want to be spoken to, not with sarcasm or veiled criticism.??Maintain eye contact when stating your opinions and feelings. If you are going to make a statement or request, prepare it ahead of time and look your spouse in the eye while speaking. This demonstrates your h onesty and openness.Be straightforward and clear in your communications. Avoid hints, veiled comments and passive-aggressive statements. Dont make your spouse guess what you need. Ask for it directly.??Make time to be alone together. Walking together is one way to  prompt a pleasant, natural conversation. Walking, especially in a natural setting, can also help both of you relieve stress.Dont place blame. It only creates defensiveness. Use I statements. Instead of, You should, begin your statement with, I need, I want, I feel. Focus on the behavior you would like to see changed and how it makes you feel. You are allowed to complain to your spouse.  Just do so effectively to minimize the likelihood of the conversation escalating into an argument (or shutting down completely).  Be honest with yourself.  If you make a mistake, admit it. You can even ask your partner what changes you should make as well.Its okay to set boundaries. If your spouses jerky behavior becomes abusive in any way , firmly state that this is unacceptable. Have a plan for what you will do if it doesnt stop.??   Marriage is hard. People tend to bring their best self to dating and then relax, sometimes into rude or mean behaviors, once married. But with effort, you can turn in a more positive directionâ€"together.?? The Best Online Marriage Counseling Programs

Tim O Brien s The Man I Killed - 897 Words

In the twenty years following the Vietnam War, Tim O’Brien failed to share any stories from his experiences in Vietnam. Finally he decided to write a book that he titled, The Things They Carried, in 1990 where he details all of the struggles he experienced after being drafted into the Vietnam War. In chapter twelve, â€Å"The Man I Killed,† O’Brien details Tim’s uncertainty after killing his first Viet Cong soldier. As the soldier lay on the ground physically destroyed by a grenade that once resided in Tim’s hand, Tim could not look away from him. He felt that this soldier could have been his friend if it was not for the war, for which the reasons were ambiguous. As he knelt beside the body, he mentally eulogized the man for his life accomplishments. Even though Tim had never met this man prior to that moment, he was able to take his own life experiences and project them into the life of the deceased. Tim says of the man, â€Å"He imagined covering his head and lying in a deep hole and closing his eyes and not moving until the war was over. He had no stomach for violence. He loved mathematics† (â€Å"Killed† 801) which paralleled Tim’s feelings after being drafted into the war. O’Brien did not understand the political reasons that the United States had entered the Vietnam War, and he did not want to come home in a body bag from a war that he did not believe in. In chapter four, â€Å"On the Rainy River,† of his novel he shares this ambiguity by writing, â€Å"certain blood was being shed forShow MoreRelatedThe Man I Killed By Tim O Brien992 Words   |  4 PagesThe Man I Killed taken from Tim O Brien s war novel The Things They Carried. Set during the Vietnam war, American Soldier Tim O Brien is strongly affected by an unpredictable event. In The Man I Killed we consider how O Brien was heavily affected and shocked after killing a young Vietnamese soldier and the randomness of killing in w ar. We also take a look at how the author plays with truth and non-fiction in his story telling. When passing on foot through the village of My Khe, soldier O BrienRead MoreThe War Is Wrong, By Tim O Brien1075 Words   |  5 Pagesâ€Å"If I truly believe the war is wrong, is it then also wrong to go off and kill people? If I do that, what will happen to my soul?† (pg 60). Tim O Brien is an American man who was drafted into the Vietnam War. O Brien is not a violent man and struggles because he believes that the war is wrong. He debates whether or not he should go to war or move to Canada to avoid the draft. Tim O Brien decides to join the army. O Brien uses his personal experiences as a foot soldier in the Vietnam War to conveyRead MoreAnalysis Of Tim O Brien s Love 768 Words   |  4 Pagesfor Tim O Brien, he had some very interesting things that happened to him. Tim O Brien gained many friendships serving in the Vietnam war. He first became good friends with Lieutenant Jimmy Cross. In Love Tim goes to met Jimmy at his home in Massachusetts. They had talked about the events that took place during the war, and Jimmy s guilt over Ted Lavender s death. Another friendship that is important to Tim was Kiowa, in The Man I Killed Kiowa is constantly trying to get Tim to talkRead MoreAnalysis Of Tim O Brien s Love 768 Words   |  4 Pagesfor Tim O Brien, he had some very interesting things that happened to him. Tim O Brien gained many friendships serving in the Vietnam war. He first became good friends with Lieutenant Jimmy Cross. In Love Tim goes to met Jimmy at his home in Massachusetts. They had talked about the events that took place during the war, and Jimmy s guilt over Ted Lavender s death. Another friendship that is important to Tim was Kiowa, in The Man I Killed Kiowa is constantly trying to get Tim to talkRead More OBrien and Fossie in The Things They Carried Essay862 Words   |  4 Pagesis an exemplary Bildungsroman as it carries the reader through the lives and problems of every soldier within its pages. Each man is witnessed as he goes through his own maturation and personal times of struggle and hardships. Some are focused on more than others, but each man has a story to tell, each a moral to teach. Throughout The Things They Carried, both Tim O?Brien and Mark Fossie experience a significant amount of personal maturation by gaining new knowledge about themselves, the VietnamRead MoreReaction to The Things They Carried by Tim OBrien1706 Words   |  7 PagesThe Things They Carried, Tim O Brien uses a variety of stories to explain the life experiences that he and many of his fellow soldiers endured during a single year in Vietnam. He tells these stories in a way that we can connect to these experiences. We never spent time in Vietnam, but O Brien wants us to feel like we were there. O Brien uses what he calls story-truth to write these stories. The outcome or the people may be different but the feeling is real; that s the truth in the story, theRead MoreAnalysis Of The Movie The Things They Carried 1734 Words   |  7 Pageswar stories.( New York Times, Book of the Century). Tim O Brien, the author of the book is both the narrator and the protagonist of the book. As, he himself is present in the war and also tells different stories told by the member of the alpha company. O Brien use of storytelling along with theme is the part of the book which makes it more realistic and effective, which is the ultimate point and purpose of the author. O Brien believes that stories have immense power, they gain theRead MoreThe Things They Carried : Writing Task1107 Words   |  5 PagesThe Things They Carried - Writing Task By Charlie Evans – Word Count: 1099 Storytelling is the interactive art of using words and actions to reveal the elements and images of a story while encouraging the reader’s imagination. Tim O’Brien the author of the novel The Things They Carried demonstrates storytelling to maximise the significance of story truth versus happening truth and the focus on emotion and feeling, not the events. These main ideas O’Brien displays is reinforced through the choicesRead MoreThe Things They Carried By Tim O Brien Essay832 Words   |  4 PagesSummary: â€Å"By and large they carried these things inside, maintaining the masks of composure† (21). In Tim O’brien’s The Things They Carried, the American soldiers of the Vietnam War carry much more than the weight of their equipment, much more than souvenirs or good-luck charms or letters from home. They carried within themselves the intransitive burdens—of fear, of cowardice, of love, of loneliness, of anger, of confusion. Most of all, they carry the truth of what happened to them in the war—aRead MoreThe Things They Carried By Tim O Brien1981 Words   |  8 PagesIn The Things They Carried by Tim O’Brien seems to be a simple story about the items a platoon of soldiers carried while they were in the Vietnam war. But the story actually centers around the conflict, guilt, escape, acceptance, and responsibility of all the platoon soldiers throughout their journey in the Vietnam war. After reading the first story the reader becomes aware of the si gnificance of the title of the book. O’Brien throughout the story uses symbolism by listing all the items that each

Questions On Dealing With Conflict - 953 Words

Gregory Long February 23, 2016 MG 5017 (Program Management) Dr. Dave Clapp Dealing with Conflict Introduction Conflict in the workplace can and will happen. Dealing with different people that come from different backgrounds with different ideas and thoughts, it’s inevitable that conflict will occur. Conflicts, however, if handled in the early stages can be resolved. Conflicts exist in almost every organization and to a certain degree can be viewed as a healthy exchange of creativity and ideas. But if not handled appropriately can become negative for an organization. According to Hrcouncil.ca (2016), â€Å"Counter-productive conflict can result in employee dissatisfaction, reduced productivity, poor services to clients, absenteeism and increased employee turnover, increased work related stress, or worst case scenario, litigation based on claims of harassment or a hostile work environment.† Conflict Types and Descriptions There are several types of common sources of conflict. Values conflict, power conflict, economic conflict, interpersonal conflict, organizational conflict, and environmental conflict just to name a few. Below is each conflict and a brief description. Definitions from Hrcouncil.ca (2016), Conflict Type Description Values Conflict Involves incompatibility of preferences, principles and practices that people believe in such as religion, ethics or politics. Power Conflict Occurs when each party wishes to maintain or maximize the amount ofShow MoreRelatedIndividual Conflict Assessment Worksheet1257 Words   |  6 PagesMaterial †¢ †¢ Individual Conflict Assessment Worksheet In at least 150 to 300 words, respond and include details to the following statements and questions: 1. Take a moment to think about how you generally describe conflict. Complete the following sentences and expand each response to at least one paragraph: a. Conflict is like†¦. a necessary evil; without it we are not able to grow or see those imperfections within ourselves that can be upsetting to others. Conflict, while at times ugly orRead More managing conflicts and negotiation Essay544 Words   |  3 Pages Managing Conflict and Negotiations In week one, the class read and discussed topics related to problem-based learning and managing conflict and negotiation. Also, the Learning Team handbook and tools were introduced and teams were assigned. The required readings, class discussions and sharing of experiences were valuable in learning more about these topics. The 9-step problem-solving model is a valuable, systematic tool used to identify the real problem and make an intelligent decision. This processRead MoreMister1049 Words   |  5 PagesTackling Conflict and Poor Teamwork - Prevention Ultimately there is no guarantee that we will be able to prevent conflict. The point was made in the section entitled, What causes conflict? that the complex dynamics between people in social interaction will inevitably lead to conflict sooner or later. However, there are steps that we can take to try to keep conflict to a minimum - not to prevent it altogether (as that would clearly be unrealistic), but rather to prevent certain occurrences atRead MoreMy Best Management Skills Is Communication1209 Words   |  5 Pageschaired, the leader, a Fortune 100 corporate vice president, never spoke in declarative sentences. He spoke only in questions, which he broadcast to the group while looking at an overhead display. Who can tell me why I shouldn t be worried about our plant in Mexico? When someone volunteered an answer, the executive listened keenly and then asked more laser-focused probing questions, always seeking information for the team, never attacking the individual. Being collabo rative leaders does not requireRead MoreTheories Of Conflict Management And Describe How Christian Leaders Can Manage Their Advantage812 Words   |  4 PagesConflicts Conflict is something that is constant in all relationships as well as in the work environment. People will always have different ideas, personalities, cultures and behaviors that will cause a conflict to arise. As a Christian leader in a management position it is very important to realize the different types of conflicts as well as how to ensure they are properly handled. If they are handled correctly, then a positive learning experience will occur. However, if the conflict is mishandledRead MoreThe Importance Of Effective Communication Skills For Leaders1574 Words   |  7 PagesCommunication 4.2 External Communication 4.0 Audience Analysis and Strategy 4.0 Cultural Communication Competence 3.8 Group and Team Communication and Dynamics 3.4 Social Media and Other Written Communication 3.4 Dealing with Own Feelings 3.3 Ethos/Image 3.3 Oral Communication 1.6 Dealing with Others Note: Adapted from Barrett (2014, p. 411) Appendix A From the self-evaluation, it is apparent that I have strong written and visual communication skills but also have a large deficiency in the area ofRead MoreConflicts Within The Workplace Are Inevitable1428 Words   |  6 PagesBUS 3021 Theme 1 Conflicts in Organisations Conflicts within the workplace are inevitable. Conflict is ever present for organisations and how these conflicts are dealt with defies the difference between how they operate. In this essay I will be considering organisational conflicts and discuss whether conflict is something organisations can resolve. I will be discussing the nature of work and how this impacts on individual’s in their everyday organisational life. Due to the current climate the governmentRead MoreThe Process Of A Mediator For Mediation1246 Words   |  5 Pages1.Check in questions specifically ask the parties involved to make a decision and feel in control to move forward. Questions that can be asked that are not check-ins include questions that are likely to lead into other conversations. Examples of questions that are not check-ins are: - What conversations have led you both to reaching out for mediation? - Would you like to go back and reflect on the options to move forward? These questions are not empowering anyone and may just lead to ineffectiveRead MoreAtlanta Community Food Bank ( Acfb )993 Words   |  4 Pages Conflicts Some of the conflicts that are occurring frequently in this organization are lack of proper communication and coordination. Conflict can occur in many areas such as there could be a conflict within an organization, personal conflict involving the personal identity, moral context, Intrapersonal conflict, goal conflict, value conflict, relational conflict and community conflict. When considering conflict within an organization there are many factors that attribute to such conflicts. ThereRead MoreThe Russian Revolution Of 20131488 Words   |  6 Pagesdiffering – especially the ones coming from the Western media between the Russian media. This case study will examine how four different news websites – two western ones and two Russians - framed Ukraine’s Revolution of 2013, by researching the question ‘How Western and how Russian media were covering the events of the 2013 Ukrainian Revolution’. The research will be based on a content analysis of 449 stories related to the Ukrainian Revolution that appeared in the first phase of the revolution

The Clast Essay Topics Stories

The Clast Essay Topics Stories Clast Essay Topics Secrets Unfortunately, stumbling in the TMI zone of essay topics is more prevalent than you believe. Thinking positively to motivate one is only the proper action to do when you are requested to compose an analytical essay. Whether it is a poem, a random stream of thoughts, sarcasm, or some other sort of writing so as to feel more creative, it is not always the ideal idea. Make certain you connect the significance of the activity to a particular experience or story to provide the essay direction. Individual schools sometimes need supplemental essays. Students often discover that almost all of their work on those essays is done before they even begin writing. Therefore, many students and employees decide to get low-cost essay rather than writing it themselves. Your response shouldn't be a book report. The main reason is these topics are not that broad or narrow. Make sure you're in a position to cover the complete topic. Choosing good informative essay topics is simple if you understand how to go about doing it. Write a list of three or more key ideas you will contain in your thesis and body paragraphs. The same as the name of the book or a movie says a good deal about it, the topic that you choose will serve to draw the reader. This list of topics may supply a notion you may get excited about. Structural suggestions and transitional clues can help you to learn the components of very good writing. Colleges want a feeling of maturity and introspectionpinpoint the transformation and demonstrate your private growth. They are more likely to admit students who can articulate specific reasons why the school is a good fit for them beyond its reputation or ranking on any list. Students know the way to be creative. They lead busy lives and often forget about an upcoming deadline. There are lots of ways to interpret this type of prompt. This prompt gives you the chance to speak about your passions and display your extracurricular pursuits. Some terrible topics show admissions officers you don't have a very good awareness of judgment or maturity, which is a problem as they are building a category of college students who have in order to manage independent life on campus. In accordance with your impression and comprehension of the text, give the portrait of the very best king. Attempt to conclude with an illustration of the way the failure improved the direction you deal with similar situations now. On the flip side, in case you made a very good choice, focus on what influenced you to make that decision and the way it has changed you. You should have your reasons, and our principal concern is that you find yourself getting an excellent grade. Selecting a major is a significant step for a college student. However, you can be certain that you're getting a fine work for the price tag you're paying. Finish the drills in every single section to practice what you've learned. By applying the reviews together with the practice tests, you will have the ability to sharpen your abilities and pass the CLAST. By studying just a little bit every day, you can get accustomed to the test format and time limits, which will permit you to be confident and calm so you can pass the CLAST. There's, obviously, a limit on the variety of pages even our finest writers can produce with a pressing deadline, but generally, we figure out how to satisfy all the clients seeking urgent assistance. You are going to be notified of the fee when you get your registration material. Simply take the diagnostic tests located in the reviews to learn which sections of the CLAST will offer you the most difficulty. Observing each test, you will discover an answer key with detailed explanations designed to assist you master the test material. Gun ownership ought to be tightly controlled. Topics like death and divorce are cautionary since they can be exceedingly hard to write about. Well, for several of explanations.

Chem Eei Hints free essay sample

How to do a Deadly EEI in Chemistry Students: These are some hints about the requirements of a high quality Extended Experimental Investigation for the Queensland Senior Chemistry Syllabus. Guidelines given to you by your teacher should take precedence if there is any doubt. They are addressing a Year 12 EEI but will still guide you for Year 11. They refer to a hypothesis-testing EEI. What’s the purpose of an EEI? You? ll do an EEI to research a question you have about some chemistry-related phenomena you have come across. In the process you gain a better understanding of the concepts. It does not matter that your experiment has been done a thousand times before or that your teacher already knows the results. What matters is that you dont know the results and that you can work independently to find a verifiable answer. Should I work in a group or by myself? The decision about working individually or in a group should be given careful consideration. In the real world, scientists work collaboratively across the full range of activities associated with a research task. Not all aspects of an EEI lend themselves to group work and while it is appropriate for you to work in a team to develop ideas and collect data your final report must show clear evidence of individual research, planning and analysis that uniquely reflects your understanding of and conclusions related to the research question. Conducting an EEI as an individual avoids some of the issues mentioned above but you still have the opportunity to discuss aspects of your EEI with other students who are working on a similar research question and collaborate in the collection of data. What are some tips for successful group work? Here are the best nine: ? Work in a team, be inclusive ? Establish each person? s role by negotiation and make use of other people? s strengths ? Monitor and redefine timelines to suit progress ? Participate in activities: be active and show consistent behaviour in group activities ? Show interest when others are speaking and be an attentive listener ? Participate in discussions: be active and maintain focus when group decision making is occuring ? Welcome different justified opinions as valid and incorporate these views; be inclusive ? Encourage participation of all and be sensitive to others? needs ? Show leadership in developing consensus and resolving conflicts. How do I find a research focus (topic) for my EEI? If you are in Year 11, you are most likely to be given an EEI topic by your teacher or are told to choose from a list of maybe half-a-dozen. This helps your teacher concentrate on experimental design, measurement and management skills. In Year 12 however, you are more likely to be given a freer choice of the topic either within a specific context you may be currently studying, or outside of this. If you do have a free choice then wise choice of a topic can make or break your EEI. There are several ways to decide: 1. As you progress through your course of study identify concepts/ideas/applications that might be useful as a research focus for an EEI. That is, you should keep in mind some investigation you liked or wanted to know more about. 1 2. You could select from a list of ideas: have a look at seniorphysics. com/chem Or Google â€Å"chemistry science fair projects† and you? ll see a lot. Most are not suitable for an EEI as they are just standard experiments, but they may give you ideas. 3. It might be possible to introduce a degree of complexity to a simple investigation that you have encountered in class time. For example, you may have measured the heat of combustion of ethanol and then turn this into an EEI by aiming to investigate the ? Hs of ethanol-water blends. 4. Lastly, you could have a „brainstorming session?. Get together with a group of other students and think up as many ideas as you can. Think creatively. Don? t comment on each of the ideas that come up. Do not criticise the ideas of others. Some ideas may seem silly or impractical but they can often act as a stimulus and trigger other ideas. The more ideas that are generated, the more likely it is that some of the ideas will prove useful. One member of the group needs to write down the ideas as they are generated. All students need to be involved in listening and thinking. When you have finished brainstorming take a look at the list that has been generated. Select from the list just four or five ideas which you think you might be interested in and able to investigate. As a group try to identify how you would carry out an investigation into these topics. How do I decide on a Research Question? Once you have decided the research topic you need to formulate a Research Question. It is often a broad question and identifies a query about the world out there. For example, you may ask: What effect will pH have on stability of ascorbic acid in solution under various environmental conditions? It must be a question so it should start with: How or What (forget about who, when, where and why; this is Chemistry not History or Geography). This is where many students first get into trouble; that is, proposing a research topic without formulating a good Research Question to guide their investigation. For example (this is what not to do): say your research topic is electrochemical cells (which is fine) but your Research Question is How to make and test a Daniell Cell. A research question of this nature will limit your ability to access the criteria at the upper end of the achievement continuum. If you do something like this you are doomed from the start as it is not specific enough. You need to establish a research topic that will allow you to demonstrate engagement with the investigative process. The other things students do is to propose Research Questions that are little more than laboratory analysis, e. g. â€Å"what is the latent heat of fusion of water? † This will not lead to a good EEI; it is just laboratory analysis without any design and critical thinking. If it â€Å"was what is the best method for measuring the latent heat of fusion of a liquid†, you would be off to a better start. What’s the difference in wording between an Aim and a Research Question? You will need to develop a properly worded â€Å"Aim† for your investigation but leave the exact wording until later. The Aim is a refinement of the broad Research Question; it narrows and describes the parameters actually used within the experiment. It should be in the form of an explicit statement relating to your variables, eg: â€Å"To investigate the effect of (independent variable) on (dependent variable) when (controlled variables) are kept constant†. Here? s an example: â€Å"To investigate the effect of pH on the stability of ascorbic acid in a solution when concentration, temperature and exposure to light are kept constant†. A „Deadly EEI? could have an even more explicit Aim: â€Å"To investigate the effect of pH on the stability of 40 mg/L ascorbic acid in a solution at constant temperature and in darkness. † This aim allows us to set the boundaries within which the investigation will proceed. It is critically important as it makes sure your investigation will not be too big or too small. Do I need a hypothesis? 2 Not all scientific research involves testing hypotheses but for a Senior Chemistry EEI, most schools will require it. There is no mention in the syllabus of necessarily proposing a hypothesis but most teachers make it a requirement of the task. These guidelines are written with that in mind. The formulation of a hypothesis forces you to state clearly what you intend to measure and change. This is crucial as a lead in to your experimental design. How do I write a hypothesis? In real experiments, real hypotheses should be written before the actual experiment begins. A hypothesis should not be confused with a theory. Theories are general explanations based on a large amount of data. For example, Henrys Law (about the solubility of a gas being directly proportional to the pressure applied to the gas) applies to all matter and is confirmed by a wide range of observations. However, there are many things about gas solubility that are not fully understood (as climate change scientists are finding) so chemists are forever proposing and testing hypotheses about it. Usually, a hypothesis is based on some previous observation. For example: noticing that the pressure of gas in a soft drink bottle is higher when it is hot. Are these two events connected and, if so, in what way? Terminology reminder: Formalized hypotheses contain two variables. One is â€Å"independent† or sometimes called â€Å"manipulated†; and the other is â€Å"dependent†. The independent variable is the one you, the â€Å"student chemist†, manipulates (changes) and the dependent variable is the one that you observe and/or measure the results of. Factors that you control are called the â€Å"controlled† variables. In the example above, the manipulated variable is [H+], the dependent variable is ascorbic acid concentration, and the controlled variables are the concentration, temperature, light intensity and duration of the testing. Writing a hypothesis is the tricky part and probably the most important part of an EEI. All EEIs have a Research Question followed by a more specific Aim, generally followed by a „testable? hypothesis. This hypothesis gives a tentative explanation for an observation, phenomenon, scientific problem (posed in the Research Question) that can be tested by investigation. Most of the time a hypothesis begins like this: â€Å"As ____(this is done) _____, then _____(this will happen) †. For example, a hypothesis for the ascorbic acid question above might be: As the [H+] is increased then the stability of ascorbic acid in solution will increase. In general: As __________ increases _______ will increase/decrease/ stay the same. A „Deadly? hypothesis goes further. It will present: (a) this general statement; (b) identify the expected form of the relationship between the variables; and (c) the controlled parameters identified. For example: It was hypothesised that the stability of ascorbic cid in solution will increase with [H+] in the form of Cascorbic acid is proportional to [H+]. OR It was hypothesised that the relationship between the concentration of ascorbic acid in solution after a measured time and the [H+] of the solution is proportional where the initial Cascorbic acid is 40. 0 mg/L, the temperature is 25? C and the solutions are kept in darkness for one week. It was hypothesized that†¦ if †¦(the independent variable is changed in this way) †¦, then †¦(the dependent variable will respond in this way )†¦ when †¦(the controlled variables are kept this way). For all hypotheses you must decide on the three types of variables and state them in your report. How can I state a hypothesis if I don’t know what will happen when I make a change? 3 The ultimate value of a formalized hypothesis is it forces you to think about what results you should look for in an experiment and should inform (be the basis for) the experimental design. If you are not sure what will happen to the dependent variable when you make the changes to the independent variable then you could use the word â€Å"may†. For example: if the acidity of seawater is changed then the amount of corrosion may change.. This is still a hypothesis because it uses the tentative word â€Å"may† but it lacks complexity and thus limits your capacity to demonstrate the higher order thinking skills required to access the criteria at the higher achievement levels. You? d be better off reading up on the chemistry theory and making the statement definite: if the acidity of seawater is increased then the amount of corrosion will increase. So what if your hypothesis is not confirmed? So long as you can base it on well-argued chemistry theory then it won? t matter. Nobel laureate and Brisbane-based scientist Peter Doherty said that he often writes his hypotheses after the experiments are finished to make the report easier to understand. How many variables should I investigate? So that you have sufficient time for the experiment you may chose to investigate only one dependent and one independent variable. However, depending on the complexity of the task, you may find it necessary to investigate more than one variable so as to allow a depth of analysis. To ensure that the task allows for a sufficient degree of complexity it may be necessary to include two independent variables. This will depend upon the nature of the research focus. For the ascorbic acid experiment a second independent variable could be temperature of the solution. Or you could compare the rate of change of concentration and see if their concentration/time curves are similar. The concern with selecting too many dependent variables is that the experimental design will become increasingly more complex and you risk taking on more than can be achieved in the time available. So be warned and take the time to discuss you planning with your teacher. What makes a good Hypothesis? Your hypothesis should be something that you can actually test whats called a testable hypothesis. In other words, you need to be able to measure both â€Å"what you do† (change the [H+] and â€Å"what will happen† (concentration will change). It also forms the basis of your later analysis of the data. The requirements for a good hypothesis includes the magnificent seven: 1. It has to define the variables. That is, state the dependent and independent variables (and mention the controlled variables). . It has to link the variables. That is, it must make a statement about a change in the independent variable (IV) and its effect on the dependent variable (DV) in the form: if†¦then†¦. 3. It has to be testable. That is, you can actually carry out the investigation and get some results which will clearly either support or refute (contradict) the hypothesis. Some examples are: ? if the oxygen concentration (IV) is increased then the corrosion of iron (DV) will also increase; ? if the temperature of a Daniell Cell (IV) is increased then its EMF (DV) will decrease. Note: If your investigation is more trial and error then you may choose a more general statement (a â€Å"prediction† rather than a formalized hypothesis). These are common in industrial chemistry but probably not so good for an EEI. Be warned. ? if the temperature, pH, concentration and electrode separation distance of a Daniell Cell are changed then the EMF will change; ? if the composition of a lead-tin alloy is changed then its melting point will change. A hypothesis that would not be testable is: as the Earth warms then the amount of carbon dioxide in the oceans decreases. 4. It has to be significant. That is, it has to be worth knowing and not too trivial. An important question to ask is: are my results of practical or scientific importance (eg design of insulation in clothing, sporting gear, electronic equipment, adding to scientific knowledge etc). A hypothesis is also not significant if it is just about proving what is already well known (eg Dalton? s Law of Partial P ressures) or something that is too dumb: eg that if water is heated then its temperature rises. Don? t just state the bleeding obvious!! 5. It has to be valid. That is, it has to be based on some chemistry concept, idea, law or principle. The hypotheses given in Point 3 above are all valid. Hypotheses that are not valid would include: ? that chocolate ice-cream tastes better than vanilla (this is Chemistry not Playschool); ? that the specific heat of a metal varies with the time of day (it may be testable but what are the chemistry principles? ). 6. It has to be manageable. That is, it has to be able to be conducted over a period of a few weeks. It would be of no use to begin an experiment on the annual variation of silica in the air and expect useful results over two weeks. As well, you should consider if you can manage with the usual laboratory or home equipment. It is no good expecting the school to order equipment or chemicals as they may take weeks to arrive; and you should also find out if your school will be paying for it. You could assume that technical advice about using equipment (e. g. pH meters, data loggers, video capture cameras, computer interfaces, voltmeters etc will be given by your teacher or the laboratory technicians – but this may not always be the case. 7. It has to be safe. You shouldn? formulate an EEI that requires adult supervision (plating out bacteria, using radioactive samples, scuba diving, heat of combustion of petrol) when no supervision will be available or the hazards cannot be minimized or controlled. You will be expected to complete a Risk Assessment form anyway so it might be best to quickly decide if your project is safe from the outset and not waste time. Do I need a logbook or journal? If so, what do I keep in it; is it assessed? A logbook or journal is notebook in which you can record your research question, aim, hypothesis, the list of equipment that you need, your method, all results and all other work. Practicing scientists use this technique all the time. Essentially, it is a no-frills, on-the-spot recording of the essentials of your work in one place and can be later used for your report writing. If you make changes to the method or if you have problems which need to be overcome, this information should be recorded. You might like to include diagrams of the equipment that you used, especially if it is a very special arrangement of unusual equipment. If you have difficulty with drawing, a photograph could be useful. It need only be intelligible to you but it may be used to verify he authenticity of your work. Start writing in your journal from the start. Make a note of the date of each entry. Glue in sheets you have run off or have photocopied. Your journal may not be directly assessable but it can be used to verify that you have engaged in the research process. But teachers and review panels may choose to refer to your journal as a way of authenticating your work. You may prefer to keep your journal electronically as you go, so obviously it is okay for these to be typed. You may have to submit a printed copy with your report. How much background research do I need to do? You may be given class time to develop your research question, write a hypothesis and find supporting information. There are two areas that you need to collect information for. Both require reference to chemistry principles, facts and concepts. They are your: 5 (a) (b) Research focus (topic): what is the background theory Hypothesis: how can it be justified You may spend some time on (a) before you can move on to (b). References: Keep detailed record of references as you collect information, not later. Have you used a variety of sources (not just Wikipedia)? How reliable are the sources? (a) What is needed for the background theory for my research topic? When you come to write your Introduction you will need to demonstrate to the reader your awareness of how youre building on other scientists work. As this stage you should be locating, identifying and collecting relevant data and information. You will need to develop an understanding of the principles of your chosen topic. By use of the library, internet, textbooks or other source of information (parent, expert, others in your group) you should clarify some or all of the following: ? Why your research topic has been chosen by you (is it personally relevant, e. g. your sport, hobby, career interest, personal needs, home life; is it important to industry, the environment or commerce; is it important for increasing an understanding the world about you, and so on). Even if your EEI topic has been given to you by the teacher (often in Year 11) you can still make a case for relevance. ? What do we know already about this issue (up-to-date facts about the chemistry principles behind my research question). ? Were there earlier ideas that have been overturned (perhaps a little bit about the history of the idea). How is it measured (what measurement techniques might I use, and what others would be good but I have no access to them). The information must continually refer to your research question. Irrelevant content will be easily noticed and it will detract from your work. (b) What is needed for justification of my hypothesis? The second theoretical part of an EEI is abou t justifying your hypothesis, again by referring to chemistry principles. You will be given hints about writing your report later but you must be aware of what you are looking for otherwise you will waste time just scrolling through pages of irrelevant chemistry information. The key phrase is justifying your hypothesis. You have to show the reader that your hypothesis makes sense and is backed up by chemistry theory. So at this stage of the research process just gather information specifically related to your hypothesis. 1. Facts: Gather facts and information: they must be relevant to the hypothesis. Don? t just copy chunks of information unless it is relevant or helps you understand the concepts. This probably will include formulae so keep a note of the quantities (eg pH, temperature), symbols (E? , T) and units (concentration, mol L-1; pressure, kPa). You can select the useful information later. . Linking: Gather information to link the information together so that it tentatively supports your hypothesis. Eg: the nature of resistance and how temperature affects a metal? The key word is linking: don? t try to pretend you have linked the ideas. It will be so obvious to the teacher if you haven? t. 3. Measurement: Gather information about how the variable s are to be measured. Ask: what instrument is used, how does it work, how is it connected up, and what are the techniques for using it and reading it accurately? It is important at this stage that you take note of the uncertainties involved in the measuring process. Later, you will take all of these measurement uncertainties into account and calculate both your absolute and residual errors involved in your investigation and make some sensible analysis of your results and measurements in the light of these errors. For instance, it is commonly assumed that any 6 reading can be made to within a half-scale division of the measuring instrument. For a ruler graduated in millimetres this would mean an uncertainty of  ± 0. 5 mm and you would record this in your journal. How do I design my investigation? In your journal: ? Define your variables. What is your: ? ndependent (manipulated) variable/s (what you will change) ? dependent variable/s (the result) ? controlled variables (what you will keep constant). ? Plan your approach: ? Draw a diagram of your setup; ? Make some rough estimates of the quantities you will be measuring (volume, time, temperature, mass, length, voltage, angle†¦); ? Decide on how many trials to do. Three trials (i. e. three different values for the independent variable) may give enough data if the relationship is linear, but be warned, errors in measurement could cause an illusion of a linear relationship where none really exists. Four or five trials (i. e. with different values for the IV each time) are far better and should be considered a minimum; 7-9 data points would be better still if you really want a justifiable equation for your proposed relationships. For each trial you would be wise to collect data in duplicate (2), or even better, in triplicate (3). This is also useful for calculating your residual errors and helping with justification. ? State the method briefly; propose a data table with columns labelled. Allow space for triplicate trials and an average if that? s what you are doing. ? Decide what equipment will be necessary. Ensure the design of the experiment is both effective (will test the hypothesis) and efficient (not a lot of wasted time). For example, you don? t want to have to reassemble the equipment for each trial. ? Ensure that you assess the risk and make a selection or adaptation of equipment with safety in mind. ? Ensure you use appropriate technology to gather, record and process the data. What happens if there are concerns about the viability of my EEI proposal? By this stage you will probably have reached the first Checkpoint (or Monitoring) and will have to complete some forms for your teacher. If you can state your Research Question, Hypothesis and overview of the plan you should get a quick go-ahead. Often various forms are to be submitted to your teacher for review and approval. They may include: ? Research Proposal Sheet. ? Risk Assessment Sheet ? Materials Requisition Sheet (be as specific as you can to speed things up). How will I know what size to make the variables? EITHER – Use formulae and calculations to establish a range of workable values; OR Do some preliminary trials (sometimes called a Pilot Study) – and you should record all observations, measurements, problems, changes in approach and odifications to your initial plans and procedure in your journal. If it doesn? t work and looks like it will never work then talk to your teacher and perhaps abandon it quickly. How long should I spend on the laboratory work itself? You would be wise to restrict the time spent on the experimental work to between one-quarter and onehalf of the total time. You sh ould record all observations, measurements, problems in your journal. Once you start analysing your data you? ll probably find some anomalies that you? ll want to go back and check. Be prepared for this. You may think you have plenty of time but students always find they have to rush the report writing to meet the deadline. 7 What is expected in a good EEI Report? A EEI Report is all about communicating ideas clearly and concisely. Remember you are not graded on the amount of forest cleared to make the paper used in your report. The syllabus makes it quite clear: for an â€Å"A† there should be discriminating selection, use and presentation of scientific data and ideas to make meaning accessible to intended audiences. Your intended audience may be specified in the criteria sheet but if it isn? assume that it is one of your peers (Senior Chemistry students). Your goal should be for the information that you present to flow effortlessly from the page into the readers mind without the readers head ever snapping back in shock or drooping forwards as they doze. It takes a lot of practice to become a good writer, and you arent going to master the art overnight. But here are a few tip s for you to focus on that will help you find your voice and keep your audience. Firstly, always, always, always write in clear, declarative sentences. Declarative means that the sentence simply states an idea or piece of information; it is not a command, request or question. This article you are reading has short and clear sentences. The topic sentence grabs your attention, just as any good topic sentence should. Each idea thereafter flows naturally into the next. This is how you should strive to write every paragraph of your EEI Report. Whatever you do, dont overwork your sentences! Each sentence should contain just one complete idea. Too many run-on sentences read like the writer let him/herself be swept away in their own stream of consciousness. Was the writer too lazy to think about what he or she was trying to say? Should I use passive voice? Virtually every science paper is written in passive voice. However, prize-winning writers who know how to write hate passive voice, they struggle against passive voice at every opportunity. Why? Because passive voice seems boring as it makes the object of an action (the brass weights, the inclined plane) the subject of the sentence, rather than relating that a person (I, we) carried out the action. Active voice using personal pronouns is not recommended: Examples are: â€Å"We adjusted the temperature to . or â€Å"We took the data †. But the Passive voice is recommended for scientific reports. Examples are: â€Å"This temperature was adjusted to † or â€Å"The data was/were taken † It is customary to use passive voice in scientific work but you should check the task criteria sheet because your teacher might want you to try something different by presenting your EEI in a different format. Many prestigious scientific journals now accept active voice. Remember, the key point is to make meaning accessible. How technical should I get? Scientists often use technical terms when communicating with each other in the same field but you must judge which technical terms need explaining. You should reserve technical jargon that is not familiar to fellow students only for those instances when jargon is actually appropriate. Students sometimes believe they can hide their ignorance or poor technique behind a smoke-screen of obtuse language. Being difficult to understand doesnt make your writing sound more knowledgeable. It does more harm than good. Pretend you are explaining it to a classmate who has been away. Frequency and molar heat of combustion are okay, but anisotropy, isochoric and nanoarchitectonic need explaining. In summary: ? short, clear, declarative sentences; consistent tense ? familiar language ? no unnecessary words ? limit technical jargon and explain unfamiliar terms 8 ? grammar and spelling are free of error* ? technical terms have been used appropriately. *Note – you must proof-read your report. Too many students simply trust the spell and grammar check on MSWord to do the editing work for them and miss some critical literacy issues. What are the main parts of the report? You will need to write an individual report but you can work on the design and data collection in collaboration with others in your group although it must be noted that design of investigation and management of the investigation are individually assessed criteria. Report writing involves collating all you? ve done into a report of your investigation. It should be like a story that unfolds as you go, making the reader wonder how well the hypothesis was confirmed. But it should also be persuasive, in the sense that you are persuading the reader that you were honest and accurate, and manipulated the variables carefully and it is undeniable that your conclusion follows logically. Other people? s ideas, statements, diagrams, photos and so on should be correctly referenced. Your work must not contain plagiarised material – this also includes copying large sections of the report from other members in your group. Consult one of the „what is plagiarism? websites if you don? t have it on your school? s intranet. How much feedback should I expect from my draft report? The amount and format of feedback provided to students is usually determined at the school level but in general, you are more likely to get more feedback in Year 11 than in Year 12. Remember that ongoing discussion with your teacher as the EEI progresses is a form of feedback and probably more valuable, in many respects, that feedback on your draft report. You may be required to submit a draft of your report to your teacher for comment (usually once only) but remember that the amount and type of feedback given will be in general rather than specific terms to ensure that the final report reflects your understanding rather than your teacher? understanding. MAIN PARTS OF A REPORT The words of the great scientist Schrodinger are worth quoting here: â€Å"if you cannot – in the long run – tell everyone what you have been doing, your doing has been worthless†. This is just as true for EEIs. When writing an EEI report your evidence and arguments should be provided in a very logical order that makes it easy and interesting to follow your train of thought. The headings given below are typical of an EEI report and will help you achieve this logical flow. 1. Title Page: subject, assessment task type, title, your name, date, teacher? s name. You may have to make a statement that this is your own work, and it may have to be countersigned by your parents. The task sheet will tell you this. 2. Table of Contents: include the page numbers for the beginning of each section. 3. Abstract (or Executive Summary) – not all schools require this. Note: write this after you have written the rest of your report. An abstract is a paragraph, that if read by itself, summarises the project in the least possible words (usually 100 – 200). It should include the aim, principles/techniques employed and a very brief statement of your results and conclusions. The criteria used will be: The abstract is clear, concise, accurate representation of the project, linking the main ideas together well without added interpretation or criticism, misunderstandings or unnecessary details. 1. 2. 2. 3. Begin with a topic sentence that is the major thesis (the Aim). Purpose: state the research question and hypotheses Method: the design Results: co ncisely 9 4. 5. ? ? ? ? Conclusions: implications of results. Can be recommendations, evaluations, applications, suggestions, new relationships, and hypotheses accepted or rejected. Other information incidental findings to the main purpose of the document but must not distract attention from main theme. Write one paragraph. Write in complete sentences. Use transition words to make the sentences flow (besides, furthermore, in addition, for example, for instance, in particular, finally, consequently, hence, although, however, in comparison, subsequently). No equations or images and no references. What Are The Criteria For Judging A Good Abstract? The usual criteria by which the quality of an abstract is judged include: exhaustivity, accuracy, readability and coherence. Exhaustivity deals with how extensively the abstract represents the original document in terms of the ideas, conclusions and so on in the original and yet maintains its brevity. Ask yourself the questions: Is there enough important information included in the abstract; and are unnecessary details included? Are the major â€Å"points† of the document brought out in the abstract? Accuracy refers to the extent to which the abstract correctly represents the original text. Ask the question: could there be any misunderstandings in reading the abstract? Readability is how clearly, concisely, and precisely you have written the abstract. Ask the questions: How well is it worded? Are the points described accurately, succinctly, and unambiguously? Cohesion/coherence is focused on how well the ideas presented in the abstract are linked together. Ask the question: does it read well? 4. The Introduction ? Research Question and Aim: begin with your RQ and Aim, and why you think the work is interesting or relevant to the real world (with examples). Also include what you hoped to achieve when you started the project. ? Theory Review: This will be used to tell a story that generates interest in the reader for the field of your research and link to the practical investigation to follow. It will draw on your library or internet research and will be referenced. You should be aiming to reproduce, interpret, explain and compare Chemistry concepts, theories and principles that directly relate to your project and contain no irrelevant or unnecessary details. In other words – don? t waffle on; every irrelevant sentence is a step backwards. Your aim is to show understanding of the chemistry involved and how it directly relates to and supports your project? s research question and aim. In the earlier notes it was suggested you consider: ? Why your research topic has been chosen by you ? What do we know already about this issue (chemistry theory in detail) ? Were there earlier ideas that have been overturned ? How is it measured Note: if, at your school, you have done this section as an Extended Response Task (ERT), a brief summary of your findings would be appropriate here. ? Hypothesis: state your clearly formulated and testable hypothesis, as well as explanation of your idea: â€Å"It was hypothesised that the†¦. †. 10 ? ? Justification: you will need to justify your hypothesis by referring to relevant chemistry principles from your research so far. This is where students first get into real trouble. While much of your report needs to seem impartial, you really need to write this more in a persuasive style. You should be trying to persuade the reader that your hypothesis is logically supported by chemistry theory with links made between underlying concepts and you should aim at convincing the reader of your point of view. Planning Preliminary trials: ? Introduction: What values you chose to try for your manipulated variable/s (eg masses of 0. 1 kg to 0. 8 kg) ? Method: What you did; and diagrams or photos as necessary. ? Results: Presented in appropriate form (tables, graph etc). ? Discussion: Could measurable results be obtained? Could you collect sufficient data? You are not expected to make a conclusion about the relationships between variables as outlined in the Aim, Research Question and Hypothesis. This is a discussion about the experimental design. ? Conclusion: How the original plan is to be modified in light of the pilot study. 5. Method. Describe in detail the method you used to collect your data and organize your observations. Your report should be detailed enough for anyone to be able to repeat your experiment by just reading the paper, so keep this fact in mind when you write it. In other words, it has to be „Replicable? meaning that someone else could repeat the experiment by following your method. Its always a good idea to include detailed photographs or clearly-labelled drawings of any device you made to carry out your research. You can also include how raw data is to be treated, that is, what formulae are applied. 6. Results and Analysis Results: The collected results should be displayed in forms that are appropriate to your data; eg tables, graphs, photos. No doubt you have learnt how to present graphs and tables so they won? t be dealt with again here. The key is that the results presented should be chosen with discrimination; that is, don? include mistakes or data unrelated to your hypothesis (eg air pressure, colour of the wires, brand of meter†¦). Deciding between tables and graphs. The strength of a table lies in its ability to show large amounts of exact data, whereas the strength of a graph is its clear illustration of important trends between the variables. If you feel that the full impact of the results aren? t shown in a table then use a graph and put the table in an appendix (but it is essential to refer to each appendix within the main body of the report; for example, „For the full data set, see Appendix B? ). All tables, graphs, pictures and diagrams should be numbered and given a comprehensive title. Reference any you have copied from other sources. Analysis: Start by talking about what you did to the data (average, graph, correlations, †¦), why you did it and what you obtained by doing it. It must be in a logical order. This is an opportunity to identify any trends or patterns in your data, or examine any mathematical relationships in your data. Calculations such as averages, substitution into equations, gradients, intercepts and so on may be shown as necessary. If a large number of repetitive calculations (e. . rate of change, solution concentrations, density etc) need to be performed, put one sample calculation in your report and then the rest can be performed and then placed in a table. Where numerous graphs or tables are used to extract main results (eg slope of concentration/time graph), these graphs or tables should go in an appendix. Error analysis: You will need to undert ake an error analysis. This could be as simple as a qualitative description or as complex as a full numerical error calculation. However, it is the logic that is important and some quantification of accuracy should be evident. Consult a text to find out the way to do it. 11 7. Discussion In simple terms, the Discussion is where you explain what you make of the Results you obtained. If you have done the Results Analysis part well, your readers should already recognize the trends in the data and have a fairly clear idea of whether your hypothesis was supported. So – they know what to expect and you have to deliver it. The syllabus makes it clear that for Year 11, the discussion/conclusions/evaluation/recommendations of the EEI report should be between 1500 and 2000 words, and for Year 12, between 2000 and 2500 words. The Discussion is one of the key sections of the EEI. It is where you need to show evidence of critical thinking in interpreting your data in relation to your hypothesis and theory presented in your introduction. This is an opportunity to evaluate any trends or patterns in your data, evaluate any mathematical relationships in your data, to critically discuss various aspects of the experiment, such as: what generalisations can be made to support or refute your hypothesis, how the results relate to the chemistry theory, the limitations of the result, the method used and possible improvements. A good way to handle the writing of the Discussion is to tell readers what you are about to say, say it, and then tell them what you? ve said. It should flow logically so that the reader can easily follow your train of thought. The following paragraph topics should give you a nice flow. There is no need for any subheadings. Introduction – state your Research Question. Make a clear statement about what it was you were trying to find out by restating the Research Question. For example, â€Å"This investigation was aimed at answering the †¦Ã¢â‚¬  Explain whether the data support your hypothesis This statement is usually a good way to begin the main part of the Discussion. You might begin by explicitly stating the relationships your data indicate between the independent and dependent variables. Then you can show more clearly why you believe your hypothesis was or was not supported. For example, â€Å"The hypothesis that an increase in temperature would †¦. was (was not) supported by the data. Include three or more pieces of experimental evidence that support your statement about the hypothesis. All of the evidence and examples must be specific, relevant and explanations given that show how each piece of evidence supports and convinces the reader of your hypothesis. Acknowledge any anomalous data or deviations from what you expected Recognize that saying whether the data supported your hypothesis or not involves making a claim to be justified . As such, you need to show the readers that this claim is warranted by the evidence but that you may need to qualify your conclusions sufficiently. For obvious reasons, your readers will doubt your authority if you (deliberately or inadvertently) overlook a key piece of data that doesnt agree with your claim that the hypothesis was or was not supported. For example, you may need to point out â€Å"However, at higher temperatures the relationship no longer seems to hold †¦. † Then identify data that is anomalous or that you are discounting (and why). If you don? t point it out and the reader notices it then „critical evaluation? is lacking. Limitations caused by errors and uncertainties. You will need to review your error analysis. Begin by summarising the error analysis done in the previous „Analysis? section of your report and then discuss which measured quantities limited the accuracy of the result, and why, and what could be done about it in the future. Caution: mistakes are not „errors? in the scientific sense. If you made a mistake, you should repeat the trials. If there is no time then make time. 12 Don? t blame mistakes for not getting useful results. Mistakes are just stuff-ups and sloppy work; they are nothing else and shouldn? t be written up. Derive conclusions, based on your findings, about the process youre studying Discussions must relate the experimental issues to chemistry theory. If, for example, your hypothesis dealt with the changes in resistance with temperature, then try to make some generalizations about it applying to other materials. Relate your findings to earlier work in the same area (if you can) Is there something about your project that adds to further understanding in Chemistry? Perhaps you could point to a similar experiment or study and contrast your results and conclusions. Perhaps you have purposely chosen to investigate an issue (maybe even a controversial one) that is somewhat less „resolved? and you can use your own work to add to the debate. Explore the theoretical and/or practical implications of your findings You could end by reflecting on if your work tells the reader something new about the chemistry concepts under consideration. Alternatively, you could speculate on the medical, industrial, entertainment, scientific or commercial implications of your findings in other words, what could your discoveries help people to do? In either case, the aim is to make your audience think it was worthwhile reading your work. Future possibilities and recommendations The syllabus talks of „exploration of scenarios and possible outcomes with justification of †¦recommendations?. For this you should note further related investigations that this experiment could lead to. Don? t just say wishy-washy things like „try other variables? , „be more accurate? , „use a digital multimeter? and so on. These recommendations would only be valid if you can justify them. This is a good chance to show some more critical thinking. 8. Conclusion. In persuasive writing – which is what this report is – you want to use your closing words to convey the main point of your writing. The conclusion has to be very strong and leave the reader solidly understanding your position. A good way to start is by summarizing your results. Make sure not to introduce anything that wasnt already mentioned in the previous parts of your paper. You should state very briefly the essential conclusion or conclusions you have drawn from the experiment. It should satisfy the statement set out in the Aim at the beginning and must clearly address the stated hypothesis. Be sure to include any conditions that apply to your result (eg „at constant temperature? ). It is important not to overstate what you can rightly claim as a result of the experiment. Statements like „the results supported†¦? are more justifiable than „the results proved†¦?. 9. Appendices This is where you place information that is not essential to explain your findings, but that supports your analysis (especially repetitive or lengthy information), validates your conclusions or pursues a related point. Sometimes excerpts from this supporting information (i. e. part of the data set) will be placed in the body of the report but the complete set of information ( i. e. all of the data set) will be included in the appendix. Examples of information that could be included in an appendix include figures/tables/charts/graphs of results, statistics, pictures, lengthy derivations of equations, data sheets, or computer program information. There is no limit to what can be placed in the appendix providing it is relevant and reference is made to it in the report. The appendix is not a place for all the semi-interesting or related information you have gathered through your research for your report. That can go in your journal or logbook. The information 13 included in the appendix must be directly relate to the research problem or the reports purpose. It must be a useful tool for the reader. Each separate appendix should be lettered (Appendix A, Appendix B, etc). 10. Bibliography or References This list should include any documentation that is not your own, such as books or articles that you used. Guidelines for a bibliography and referencing can be found on the internet but just check which style (APA, Harvard†¦) your teacher expects. It should be on the task sheet or there may be a wholeschool approach available on your intranet. Material is placed in the body of your report should be acknowledged and referenced appropriately. 11. Acknowledgments In this section you should give credit to everyone who assisted you. This may include individuals, businesses and educational or research institutions. Identify any financial support or material donations you may have received. 14