Professional Documents
Culture Documents
tend to describe specific, discrete units of knowledge and skill were useful during the 1970's and 19 0's when atte!pts were !ade to describe workplace activities as specific tasks to be co!pleted can be acco!plished within a short ti!e fra!e " still !a# be relevant for a class period tend to be state!ents of intent$ do not necessaril# suggest that the behaviour has been de!onstrated
Learning Outco!es:
describe broad aspects of behaviour which incorporate a wide range of knowledge and skill increased use in the 1990's when workplace re%uire!ents involve broader skillsets which are transferable to a wide range of work settings acco!plished over ti!e in several learning e&periences refer to de!onstrations of perfor!ance
M,# )0,+& &h /!"" # $% 0 &' $ ( )#$!$* O+&%,- . )$/ 4,+#. O01 %&!2 . Learning Objective:
't the end of this class, the learner will be able to:
(efine affir!ative action$ (escribe three factors which pro!ote affir!ative action in the workplace)
Learning Outco!e:
't the end of this course the learner will have reliabl# de!onstrated the abilit# to develop affir!ative action progra!s within a workplace environ!ent) (ifferences L)O) is a !uch broader perfor!ance state!ent L)O) represents an end stage of perfor!ance Learning outco!es are not written at the class level since the# represent broad, state!ents which incorporate !an# areas of inter"related knowledge and skill that !a# be developed over ti!e through a wide range of e&periences) *lass roo! or short learning sessions would address course learning outco!es, but not be considered sufficient opportunit# for the student to achieve the outco!e in a single episode of learning)
52.('0 " Order of operations 5arenthesis, 2&ponents, .utiplication < (ivision, 'ddition < 0ubtraction
Trigonometry
0O/*'/,O' " 0ine 8of an angle9 = Opposite > /#potenuse, *osine = 'djacent > /#potenuse, ,angent = Opposite > 'djacent
Calculus
1or re!e!bering the order of taking the derivative of a %uotient in calculus, the phrase ?ho"di"hi, hi" di"ho, ho"ho? can be useful, where ho !eans the botto!, hi !eans the top, and di !eans the derivative) 0o,
'nother phrase that one !a# use is: ?@otto! d ,op, ,op d botto!?, where ?d? stands for derivative 8note that this !ne!onic does not include the crucial dividing b# the botto! s%uared9) 'nother phrase !e!orable for sounding like a s%uare dance is ?low d high less high d low, draw the line and s%uare below)? MIXED OPERATION. 0u!!ar# 1) ,he correct procedure to solve !i&ed operations without bracket) 0olve for A&B and , from left to right
Then solve for + and , from left to right 2. The correct procedure to solve mixed operations with bracket First solve the operation in the bracket
+f there are so!e other brackets in the bracket, start with the innest bracket)
Then solve for x and , from left to right Lastly,solve for + and , from left to right 3. The following Mnemonik can be used to recall on the operation procedure BODMAS (Bracket Of Division Multiplication Addition Subtraction)
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