Archives

Stumbling Blocks: function | logic | vertical demand

As crianças têm problemas de identificar qual o papel que não se deve aplicar reconhecer se a função existir ou não.

A função é algo pré-determinado que os alunos podem usar. A dificuldade do aluno está em saber qual a função de aplicar em uma determinada situação concreta.

Ao aplicar a função 'SE' os alunos têm dificuldades em termos de nível de raciocínio lógico. Ao ter dificuldade em aplicar a função "se", o aluno também terá dificuldade em implementar as funções relacionadas, como 'COUNTIF' ou 'FIND + SE', entre outros.

A demanda vertical é também uma função onde os alunos têm normalmente dificuldade ao iniciar um mini banco de dados tem que procurar por dados.

Post Type: Student_problem | Education Level: School 16-18 | Country: Portugal

Stumbling Blocks: Interpreting differences

When applying styles to practical rehearsals and performances, students can mix the features from different genres which causes marks to be lost in the practical exam.

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Stumbling Blocks: Terminology

Understanding the appropriate terminology used to discuss different styles and genres and applying them within exam questions and answers

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Stumbling Blocks: Practical Application

Students struggle with applying the appropriate techniques and features of particular styles or genres to their devised and/or scripted performances.

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Application of moles = (concentration x Volume)/1000.

The idea of having a known concentration and using it to find an unknown concentration from a set volume.

Pre-knowledge of acids and alkalis.

Jumping different languages; maths, real world etc...

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

Recognising is in exam questions the type of mole equation to use. For example

Moles=mass/Molar Mass (in solids)

Moles = Volume/24000  OR  Moles =Volume/24 (when dealing with gases)

Moles = (Concentration x Volume)/1000 (when dealing with solutions)....idea of understanding the difference between solute and solution

Moles can also be called amount of substance.

Confusion about the ideas of concentration and molarity of a solution.

Ideas of gases filling specific volumes is counterintuitive...setting artificial barriers to theories.

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom

To use plasticine to model the number of atoms in different masses of made up elements to get across the idea that atoms all have different sizes.

Post Type: Teaching_activity | Education Level: School 16-18 | Country: United Kingdom

Stumbling Blocks: Amount of substance

Scale in terms of the number of atoms causes problems. Cannot visualise it. Students cannot grasp the idea that specific masses of elements will have the same number of Moles.

 

Post Type: Student_problem | Education Level: School 16-18 | Country: United Kingdom