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150810 Priscilla Tang Yee Ling Biology Cells

2. Below is a list of cell structures.

1 Cell membrane 3 Cytoplasm

2 Cell wall 4 Sap vacuole (tonoplast) membrane

What two structures are found only in plant cells?

A 2 and 4 C 2 and 3

B 1 and 3 D 1 and 2

151534 Elena Galina EnglishA-level Figurative

language

Aim: to identify stylistic devices

HPQ

Which of this is alliteration?

A - she was as beautiful as a rose

B - she sells sea-shells

C - she drowned in a sea of grief

D -she was busy doing nothing

152919Cassandra Portelli

MATHEMATICS

box and whisker plots This is designed for after an explanation of box and whisker plots and a look at finding the interquartile

range. Have a picture of a box and whisker plot and the multiple choice question "Which of these is the interquartile range?". Offer the range, the upper quartile, the median as well as the correct answer. Be prepared to address misconceptions from the other answers.

153293 #N/A Geography Year 7 WHAT IS THE WATER CYCLE

First part of the lesson: terms and explanation of water cycle activities have been given to students.

In the middle of the lesson there is a brief recap called: Quick quizâ€¦whiteboards ready!

Each student writes an answer on the whiteboard.

Question:

A. When rain, sleet or hail falls from the sky this is calledâ€¦â€¦â€¦â€¦â€¦..

B. When water from the sea is heated up by the sun this is calledâ€¦...

C. When water moves into the ground this is calledâ€¦â€¦â€¦â€¦â€¦â€¦

D. When water moves under the groundâ€¦â€¦â€¦â€¦â€¦â€¦â€¦â€¦â€¦â€¦

E. When water is evaporated from plantsâ€¦â€¦â€¦â€¦â€¦â€¦â€¦â€¦â€¦â€¦

Students exchange their whiteboards. I read the correct answers. Students mark their work.

I ask how many students got correct answers.

154102 #N/A MATHEMATICS functions

The function f(x) = 1/x has:

a) one vertical asymptote

b) one horizontal asymptote

c) one vertical and one horizontal asymptote

d) no asymptotes at all

154417 Rebecca Thompson

MATHEMATICS

Highschool grade 11 - 12 maths class

scientific notation

What is the value of (4.7 x 10 to the power of minus 3) x (9.1 x 10 to the power of 7), when written in scientific notation?

A) 42.77 x 10 to the power of 4

B) 4.277 x 10 to the power of 2

C) 427 700

D) 4.277 x 10 to the power of 5

Evidence of learning - An understanding of scientific notation within the students, and also multiplication with scientific or expanded notation.

What you would do in response to the evidence - Depending on the results, divide the class up. Those who displayed a solid understanding can work on more questions relating to this concept individually. And those who didn't understand it I would bring them together to explain the concept in a different way, and figure out how they got to the answer they did.

154429#N/A

Economics demand curves

After explaining about reasons for negative slope of demand curve, I would ask following HPQ because this concept has many misconceptions among students. Students sometimes find it difficult to get the real concept.

The reasons for negative slope of demand curve is:

1. Price and demand always has positive relationship

2. Mariginal utlity deminishes as the additional units of same commodity is consumed at the same time

3. If the price of a commodity increases people would not replace it with substitutes.

https://padlet.com/afl_support/hpqsweek3/wish/137268024

154528 #N/A Primary reading

This is a way to get a small group of excitable primary readers to engage with the next story. There are no 'wrong' answers. Perhaps it's not strictly a HPQ in the sense that it's not designed to identify misunderstandings and target them with follow-up teaching, but the approach to planning and logistics might be comparable.

After recalling the gist of last week's story about Bud the dog that ran away from home, (but was found chasing birds in the pet store), offer a decision tree like this:

Bud never runs away again and a) stays naughty, b) becomes good.

Bud often runs away and he's c) happy d) sad

If the majority chooses a) or b) read a story about Bud digging holes in the garden. Then the objective is to explain how Bud should be taught to behave.

If the majority chooses c) or d) read a story about a Bud in a different family. Then the objective is to come up with a story for how that dog has the same name (is it the same Bud?), but the family is different.


154532 S GComputing

Adult Learners Stage 2

Understanding what a computer is

Which of these images is a computer?

Purpose of hinge question: to elicit a basic understanding of hardware.

Question asked after the introduction of hardware.

Padlet wall: https://padlet.com/afl_support/hpqsweek3/wish/137313837

154553#N/A Physics Optics

Which of these explains how we see an object in a mirror?

A. Light travels from the eye to the object and into the mirror.

B. Light bounces off an object into the eye.

C. Light bounces off the object into the mirror and back into the eye.


154601 #N/A MATHEMATICS KS4 Manipulation of

negative numbers

Question

Does a minus and a minus makes a plus?

A. Both -3 x -3 and -3 + -3 have a positive answer

B. -4 x -3 has a positive answer

C. -2 + -6 has a positive answer

D. -2 â€“ (-7) has a positive answer

This would be used when both number lines and the concept of adding and subtracting negative numbers have been introduced along with multiplication of negative numbers.

The hinge point should show that students who understand the concept will understand that the phrase is only applicable to multiplication. They will give B and D as correct answers.

If groups of students do not get the correct answers, then further work using the number lines will be carried out to show that if e.g. two negative numbers are added together, then they will make a negative number and a positive number if they are multiplied together.

154652 #N/A Physical chemistry Gases

At constant temperature, if the volume of an ideal gas is decreased by half, the pressure of the gas will:

a) will double

b) will stay the same

c) will halve

d) none of the above

154657 Richard Everatt

SCIENCE KS3 magnets

lesson on magnets...allows understanding of which materials are attracted by magnets. All correct move on. Some correct - move to a practical for those who did not get it correct to find out more. Those who got it would then move on to another part of magnetism (such as plotting a magnetic field)

Which object can be picked up by a magnet?

a) iron nail

b) copper wire

c) piece of glass

d) piece of plastic

154662 #N/A Physics magnetism

The lesson is about magnetic forces with students learning to recognise the

characteristics of objects attracted by magnets. Responses are collected using ABCD

cards. The lesson will continue either with most students working in small groups to design

an experiment to classify objects attracted to magnets or with those students who

understand the characteristics of magnetic objects paired up with those who do not.

Which object can be picked up with a magnet?

(A) An iron nail.

(B) A copper wire.

(C) A piece of wood.

(D) A piece of glass

154664 #N/A Physical chemistry alloys

Which of the following is/are true about alloys? Choose all the ones that you think are correct.

A. They are stronger than pure metals because they contain a mixture of metals and one of the metals is stronger than the pure metal.

B. They are stronger than pure metals because they have atoms of different sizes.

C. They are stronger than pure metals because the ions are not arranged in a regular pattern and so the layers cannot slide over one another.

D. They have bigger atoms in them which are stronger than the smaller atoms and make the alloy stronger.

154680 #N/A PHYSICS magnetism The lesson is about magnetic forces with students learning to recognise the characteristics of objects attracted by magnets. Responses are collected using ABCD cards. The lesson will continue either with most students working in small groups to design an experiment to classify objects attracted to magnets or with those students who understand the characteristics of magnetic objects paired up with those who do not.


(A) An iron nail.

(B) A copper wire.


(D) A piece of glass.

154680 #N/A

154722 Bev Fiddler PRIMARYGRADE 4. {age group- 8-9 year olds}

Adding multi-digit numbers

Kerry has 272 hockey cards. She buys 189 more cards at the hockey fair. What estimate is the most accurate number of cards Kerry now has?

a} 350

b} 400

c} 425

d} 450

154724 Keshia Ferguson

MATHEMATICS

Year 7 Age Range (10-12)

Line of Symmetry Question

Which shapes has two lines of symmetry?


Answer

C and D

Using this question as a hinge-point question would provide a quick way to ascertain the depth of students' understanding on lines of symmetry.

It would not be easy to guess both of the two correct responses (C and D), and different combinations of answers would point to students having different kinds of misconceptions about lines of symmetry.

It would thus be possible to pre-plan differentiated follow up work which students could do depending on their responses to the question.

154724 Keshia Ferguson

154728 anila zaidi Geography Age :12-13 earth

1.Do you think that we are living on a restless earth?if yes why and if no why154728 anila zaidi

154728 anila zaidi


154738 Barry Medwell

MATHEMATICS Yr 8/9 Linear Equations A 2 minute phone call costs $1.00, which includes a call-connection fee of 40 cents. The cost, C, in cents

of a call lasting m minutes can be modelled as...

A) C = 50m

B) C = 50m + 40

C) C = 2m + 100

D) C = 30m + 40

Points to discuss:

#1 - I'd use this earlier on in a linear equations topic for Yr 8/9. This HPQ would be used to see which students are ready for the next type of question where they need to deduce the call-connection fee (or y-intercept) given 2 points (e.g. A 2 minute call costs $1.00 and a 5 minute call costs $2.20, deduce the call connection fee).

#2 - I'd expect the HPQ to identify those who are ready to move on, those that have no idea, and those who would find the rate by dividing the total cost by the number of minutes (and not take into account the call-connection fee).

#3 - I'd choose to do one of two things:

A) Keep the whole class together and have a discussion. I'd firstly ask students to think about the thinking behind answer (A). Then I'd ask students to think about the possible reasoning behind answer (B) and ask a student who answered the question correctly to explain what this reasoning may have been and what is wrong with it, and hence why answer (D) is correct. OR...

B) Split the class into those who answered it correctly and those who didn't. Those who did could start a small worksheet with questions such as "A line passes through the point (-2, 3) and hits the y-axis at 13. Find the equation of the line." I would discuss the answer to the HPQ with those who got it wrong and then give them some consolidating questions before asking another HPQ with a different context (e.g. A 10 km taxi fare costs $20 with a pick-up fee of $5).

154738 Barry Medwell

154759 #N/A OTHER Actually I think the best way for learning assessment is to ask non direct questions and following students

response like this question

which of the following diseases caused by deficiency of vitamin E in poultry?

Ascites

Fatty liver Hemorrhagic Syndrome

Encephalomalacia

154759 #N/A

154761 Lamin Jobe Science What is a Plant?

Are Plants photosynthesis?

What is an anatomy?

What is a cell?

What do cell composed of?

What is a verb?

What is a noun?

Brass gets discoloured in air because of the presence of which of the following gases in air?

A. Oxygen

B. Hydrogen sulphide

C. Carbon dioxide

D. Nitrogen

Which of the following is a non metal that remains liquid at room temperature?

A. Phosphorous

B. Bromine

C. Chlorine

D. Helium

154761 Lamin Jobe

154779 #N/A PRIMARY Year 2 Measure If I put these weights in order from lightest to heaviest, which sequence is correct?

A - 5g 7kg 10g 12kg

B - 5g 10g 7kg 12kg

C - 7kg 12kg 5g 10g

I would use this question during a lesson on weight, after teaching what the abbreviations mean and showing the children something that weighs 1g and 1kg so they can feel that a kilogram is a bigger unit than a gram.

This question would show me who has understood the difference between a gram and a kilogram and how to order weights using mixed units. Answer A would show me that the child hasn't understood this concept at all so I would keep those children in a group to spend more time showing them the different weights and letting them put them in order by feeling them. Answer B would show me that the child has understood it and I would give them some independent work to do around weights. Answer C would show me that the child has confused grams and kilograms - I would recap the difference and show them the two weights again to make it clearer. If I had a TA I might ask them to go over this with the C children before allowing them to work independently but checking on them more regularly than the B group.

154779 #N/A

154779 #N/A

154805 #N/A PRIMARY 4-11 age rangeWhich of the following statements is true about the sun?

The sun orbits the earth.

The sun is a planet.

The sun moves the ocean tides.

The sun provides vitamin D.

154805 #N/A

154856 #N/A Maths Level 3Adding and Subtracting fractions

Match the correct answer with the correct question:

A) 1/3 + 1/3 E) 1/3

B) 1/2 - 1/6 F) 5/12

C) 1/4 + 1/2 G) 2/3

D) 2/3 - 1/4 H) 3/4

This shows if pupils know that the denominators need to be the same to add. (A) is basic level.

(B + C ) Require simple equivalent fraction tuning 1/2 into 3/6 and 1/2 into 2/4

(D) requires lowest common multiple for both fractions.

I would expect all students to match A to G.

I would hope most students would match B to E and C to H.

I would hope the majority of good students would get D to F either by knowledge or by default.

If all are secure we can move onto adding mixed numbers or more tricky examples. Those struggling can go over the basic addition and subtraction of fractions while others progress.

I would get them to complete on individual whiteboards which they keep and show me their answers. I would allow them to choose whether they move on or consolidate learning depending on their answers but come round and check each board and record result. Or they could write name and answers on a post-it note for teacher records.

154871 #N/A SCIENCE SECONDARY

154871 #N/A

A=Increases as you go along the chain

B=Decreases as you go along the chain

C=Stays the same


Pathogens areâ€¦â€¦.

A-Creatures with no backbone

B-An Infectious agent such as bacteria, viruses or fungi

C-All living cells

D-A tribe of people who walk on roads


154918 #N/A PRIMARY ArithmeticWhat is 3.05 x 10?

A). 3.050

B) 30.5

C) 35.0

D) 305.0

In KS2 children often make the mistake of 'adding a zero' when multiplying by 10, which 'works' when you are using whole numbers, but not with decimals, which is why I have used option A as an answer. They need to understand place value fully before moving on to multiplying by other multiples of 10, then onto dividing. Children also think of zero as 'nothing' and therefore can be ignored, which is shown if option C is chosen. Option D shows good intention but is multiplying by 100 instead of 10.

154918 #N/A

154918 #N/A

154937 #N/A Physics ElectricityConductors & Non Conductors ( Insulators)

The lesson is about conductors with learners learning to recognise the nature of substances that will conduct electricity. Learners set up simple circuits in small groups.

Which object will conduct electricity?

a. a stainless steel fork

b. a plastic spoon

c. a piece of glass

d. aluminium foil

154937 #N/A

154950 #N/A PRIMARY End of KS1 measurement

Robin has to go home to collect her PE kit. The journey is a quarter of an hour each way. What time will she be back at school if she leaves at 9:45?

A. 10 oâ€™clock

B. 9:75

C. Quarter past ten

D. 10:15

Learner would need to know that a quarter of an hour is 15 minutes and there are 60 minutes in an hour

154950 #N/A

154991 Sarah Thompson

CHEMISTRY

Year 8 - Elements, compounds, mixtures

As a review once students have covered definitions, categorised examples and gone over sim/diff between each.

I would be expecting most students to choose answer b, some answer c, and 1-2 answer a.

I would then move answer b students on to further questions

Answer c students should review definitions and then discuss why the product is a compound, not a mixture.

Answer a students I would work with directly to help them review how we identify elements, why the answer is a compound. Then give them some categorising questions to review.

Question: Quim is watching a reaction of sodium and chlorine, he wants to know what the product, sodium chloride is. What is the product?

a) An element

b) A compound

c) A mixture

155009 #N/A

Step Tutorial

. To practice knowledge from various sources.

2. Training to work with others as an umbrella group process skills can be put to practical use in life.

3. To train the students. Such a responsibility to work

4. To practice speaking, thinking, writing reports, analysis concluded.

5. For the brave of expression.

155018 #N/A Context: Y6 Class working on how we see things. Work has been done to show that light from a source reflects from an object and into our eyes in order to see the object, and that with no light source we cannot see the object.

The teacher wants to check that children have grasped this concept.

HPQ:

When we see an object it is because:

A Light from the object travels to, and enters, our eye

B Light from the source travels to our eye and reflects onto the object

C Light from our eye travels to the object

D Light travels from the source to the object and reflects into our eye

Depending on the outcomes, the teacher can either move on to (revisit) the idea of light travelling in straight lines and why we canâ€™t see objects that are round corners etc, or they can carry out further work to reinforce the concept of light travel from a source, to the object and then to the eye.

155018 #N/A

155052 Philip Russell

BIOLOGY

In which cells in the human body does respiration not take place. More than one response may be correct.

A) Resting Nerve cells

B) Resting Muscle cells

C) Red blood cells

D) Live skin epithelial cells

E) Dead skin epithelial cells

Students have misconceptions about respiration and breathing. Resting cells respire but red blood cells although full of oxygen donâ€™t do much else other than carry the oxygen. Dead cells donâ€™t respire because they are dead

C/E are the correct answers

A/B These cells possible do the most respiration â€“ but when not being used the students believe that they donâ€™t respire.

D are just ordinary cells and throw extra confusion with the dead epithelial cells

If correct we look at where respiration takes place in cells and compare human cells to bacteria which donâ€™t have mitochondria.

A/B/E we look at what processes go on in resting cells and cells that appear at first glance not to be doing anything

155059 #N/A Primary Mathematics Fractions

Question

Which fraction is greater than a half?


155103 #N/A CHEMISTRY

1- Used in 1st year course in the What is Chemistry topic. Particularly interesting when they are conducting the boiling water experiment.

2- I would expect this would reinforce the the concept of boiling points and the use of water.

3- This would be done in small groups as walking about the classroom while they are conducting the experiment. If they answered incorrectly I would ask them more questions for them to come up with the ideas themselves, but if the discussion is going down the wrong path I will guide them back to the original question with more straight to the point question. Although the question should be fairly easy to answer after we have done some of the preparation work before the experiment and during the experiment.

How could you increase the temperature of boiling water?

A. Add more heat

B. Stir it constantly

C. You cant increase the temperature of boiling water

D. Add more water

155103 #N/A


155105 #N/A

MATHEMATICS

Which TWO of the following quantities are equivalent to 1235 m?

1.235 km

0.1235 km

123.5 km

0.01235 km

1235000 cm

12350 cm

123500 cm

12350000 cm

This could be used during any mathematics length conversion class as it crops up a few times over KS2 and KS3. I would expect it to show me quickly who understands the connections between cm, m and km. If there are any incorrect answers, I would draw a diagram to remind them of the relations of the units to each other and ask them all to rethink their answers. If there are still a few floundering, I would speak to them separately.

155121 #N/A MATHEMATICS

Question 1.

Expand (x + 4)^2 and the given answers were,

a) x^2 + 16,

b) x^2 + 16x

c) x^2 + 8x +16

d) x^2 + 16x + 16

Question 2.

Which of these steps would you do to find the mean of a set of numbers?

A) Add them all up and divide by 10

B) Put them in order and find the middle number

C) Find the highest and the lowest numbers and subtract.

D) Add them up and divide by the number of numbers

E) Add them up and divide by the number of digits.

Question 3

Which of these steps would you do to find the median of a set of numbers?





E) Add them up and divide by the number of digits

Question 4.

Which of these steps can be used to find an average? Choose at least two fro A, B, C, D, or E.





E) Add them up and divide by the number of digits

155126 #N/A

MATHEMATICS

Scuola secondaria di primo grado: 1 media (age 11-12)

Segments

Recognize the consecutive segments


Consecutive and adjacent segments are treated in the first year of middle school. They are fundamental to the comprnsione with segments of operations and the formation of plane figures

Two segments are consecutive if they have an extreme point in common. A and C are correct

155137 #N/A SCIENCE BIOLOGY ENZYMES


The optimum temperature of an enzyme is:

A. The highest temperature for the enzyme to denature, achieving the highest rate of reaction.

B. The highest temperature for the enzyme to work best, achieving the highest rate of reaction.

C. The temperature which the enzyme denature.

D. The temperature which the enzymes die.


155137 #N/A


155147 #N/A

CHEMISTRY

Context: Year 8 lesson on learning about chemical reactions as a rearrangement of atoms. Common misconceptions are that the reaction is bubbling or a colour change (the observation) rather than the formation of a new product.

Evidence: Do they understand that atoms cannot be created/destroyed, but are rearranged into new compounds (or compounds are broken down) in a chemical reaction?

What to do: I would give the students who get the correct answer a worksheet introducing chemical equations, and would do further work to help those who got it wrong (either as a small group or as the majority of the class, depending)

Question:

In all chemical reactions

A The solution changes colour

B Some atoms change into a different type of atom

C Atoms get joined (bonded) to different atoms than before

D New atoms are made

155174 #N/A

What is the median of the following list of numbers.

1, 7, 9, 3, 4, 5, 7, 6, 8, 2, 7

A:7 B:6. C:5. D:5.4

155182 Jane Winter PHYSICS SCIENCE

Which picture correctly shows the forces which are acting upon the volley ball after it leaves the manâ€™s hand?

A.

B.

C.

D.

The question is designed to find out if learners understand that once the object has left the mans hand the only forces acting upon it are gravity and air resistance even though the ball continues to travel in the direction that he has sent it. There is a common misconception that a force is acting on the ball in the direction of travel. Others may not realise that air resistance is acting on the ball because the force is so small. A few learners may think that gravity does not start to act until the ball starts falling.

155182 Jane Winter

155190 #N/A

DESIGN and TECHNOLOGY

- How do deicer boots help remove ice accumulations from the wings of an aircraft?

A- By preventing the formation of ice on the leading edges of the wings.

B- By breaking up ice formations that have been allowed to form on the leading edges of the wings.

C- By allowing only a thin layer of ice to build up on the leading edges of the wings.

155213 Jane Betteley

MATHEMATICS

PRIMARY (Year 3)


I'm not even sure this has worked (but I gave it a red hot go!!)

I would envisage using this question part way through a lesson on fractions. I would use this question to uncover some common misconceptions around fractions.

A) Would tell me that the student lacks understanding about the denominator and numerator. They see this fraction as 1 white part out of 2 green parts.

B) Would tell me that the student lacks understanding of the denominator and numerator and sees this fraction as 2 green parts and 1 white part.

C) Would tell me that the student has correctly identified the white part but not the shaded part.

D) Correct answer.

I would use this evidence to pull out groups of children straight away and address the area that is causing confusion. After guided practise I would have students practise independently and I would plan to use another similar question at the end of the session to check for understanding.


155218 #N/A

Water is...

A. Element

B. Compound

C. Mixture

D. Don't know

CuO is...

A. Element

B. Compound

C. Mixture

D. Don't know

Air is...

A. Element

B. Compound

C. Mixture

D. Don't know

Sulphuric acid is...

A. Element

B. Compound

C. Mixture

D. Don't know

155260 Yeasmin Mortuza

CHEMISTRY KS3 Particle movement in chemical

Context:

Question may be asked immediately after a practical session in which students burn magnesium, then

reactions. record their findings, and then talk about what their observations might mean.

HPQ:

Why does the product from burning magnesium have more mass than the magnesium at the start?


Evidence:

Students must point to one of four walls to indicate their choice (only one answer is correct). The teacher will be able to see what proportion of the class is correct.

Response to evidence:


155262 #N/A

OTHER

Anthropology - community college (freshman level) Physical Anthropology

About week 3 we study the basic concepts of evolution.

This question is meant to find out if students still harbor misconceptions about evolution- particularly that it is "goal oriented".

Not sure how I will move forward if students don't get it, but I need to know.

Q.

"Survival of the Fittest" means: (more than one may apply)

A) the healthiest members of a species will survive and procreate.

B) the greediest members of the species survive because they eat best.

C) a species that works together survives best.

D) a species that fits its eco-niche survives best.

155274 #N/A ESL ENGLISH (GRAMMAR)

I would use this hinge point question to check the understanding of the grammar of comparative sentences before moving on to superlatives. The class is of 12 to 13 year-olds of beginner/intermediate English abilities.

HPQ:

What are the missing words in these three sentences?

â€˜The red cars ____________ the blue cars.â€™

â€˜The first singer ____________ the second singer.â€™

Brad Pitt ____________ Ryan Gosling.â€™

A) are more faster than / was worse than / is more handsome than

B) are faster than / was worse than / is more handsome than

C) are faster than / was worse than / is handsome than

D) are faster than / was badder than / is more handsome than

The students would hold up their whiteboards, having written the letter of their choice on it. As a rule of thumb, for every incorrect answer I would spend one minute readdressing the grammar points (8 incorrect answers = 8 minutes) leading up to the question, eliciting examples from the students and discussing them (mainly targeting those that answered incorrectly). After this, I would ask the class if anyone would like to change their answers. If there is not satisfactory improvement, then more time and varied activities will be necessary before progressing to the next point.

155274 #N/A

155344 Niamh Lally BIOLOGY

The three major factors necessary for germination of a seed are:

(a) water, light and nitrogen

(b) water, correct temperature and oxygen

(c) water, correct temperature and light

(d) water, nitrogen and light

155344 Niamh Lally

155349 #N/A

General Science

Students have learnt about the parts of a flower. This is to check if they remember the names of the various parts

Which of the following is TRUE about flowers?

A The stigma is found on top of the filament

B. The stigma is the male part of the flower

C. The stamen produces pollen


1. (HP Question posed in the middle of an A-Level organic chemistry lesson on the bonding in and shape of a molecule of benzene. Students to write their responses on mini white boards and show to teacher after a momentary thinking pause)

Which statement/s about the shape and bonding in a molecule of benzene (C6H6) are correct?

A - the molecule of benzene molecule is cyclic and has six sp2-sp2 sigma bonds between carbon atoms

B - the molecule is planar with a C - C - C bond angle of 120 degrees

C - the molecule has high electron density above and below the atomic plane

D - the molecule has a delocalised pi - system resulting from lateral (sideways) overlap of unhybridised p orbitals on adjacent carbon atoms

E - the molecule has a delocalised pi - system resulting from lateral (sideways) overlap of sp2 hybrid orbitals on adjacent carbon atoms

CHEMISTRY

2. (Two HP Questions posed in the middle of an IGCSE stoichiometry and the mole concept lesson. Students to write their responses on mini white boards and show to the teacher after a momentary thinking pause)

Consider the following reaction for the thermal decomposition of anhydrous calcium nitrate:

wCa(NO3)2 â†’ xCaO + yNO2 + zO2

Which of the following are possible values for the coefficients w, x, y and z in a balanced chemical equation for the thermal decomposition of Ca(NO3)2

w x y z

A 1 1 2 0.5

B 1 2 2 1

C 2 2 4 1

D 4 4 8 2

What amount of solid residue will be obtained from the decomposition if 4.10g of the nitrate was completely decomposed.

A â€“ 0.025 mols

B â€“ 2.70 g

C â€“ 0.048 mols

D â€“ 1.40 g

155393 #N/A

MATHEMATICS

Simplify 5a âˆ’ (2a + 6)

Is the answer:

a) 3a + 6

b) 9a

c) âˆ’3a

d) 3a âˆ’ 6


year 10 - (Students are usually 14-15 years old.)

geometry - prisms 2. HPQ.

Which are prisms and which aren't?


3. The evidence you would expect the hinge-point question to elicit;

The skill to differentiate prisms from other Three-dimensional figures

4. What you would do in response to the evidence, either with the whole class or with particular groups of students.

Review, depending if is need for the whole class (quite amount of errors) or with particular groups of students (low amount of errors), with extra explanation, detail, & questions as following examples.

Prisms

A prism is a solid object with:https://padlet.com/afl_support/hpqsweek3/wish/138494678A cross section is the shape made by cutting straight across an object.



https://padlet.com/afl_support/hpqsweek3/wish/138495119Try drawing a shape on a piece of paper https://padlet.com/afl_support/hpqsweek3/wish/138495411 No Curves!https://padlet.com/afl_support/hpqsweek3/wish/138504229More About The Side Faceshttps://padlet.com/afl_support/hpqsweek3/wish/138504565

155431 #N/A PRIMARY

How are shadows formed?

a) By light passing through an object

b) By light reflecting from a shiny object

c) By an object blocking the path of light

I would use this question in science with my primary composite class (age 8 to 11). I would hope to ascertain which students understand how shadows are formed and which ones need more work to understand this. I would arrange a practical activity involving making shadows for those who did not understand how shadows are formed.

155431 #N/A





155434 #N/A

MATHEMATICS

Understanding Place Value

Question: 123.456 x 100

Please select the correct option from below;

a) 12300.456

b) 123.45600

c) 12345.6

d) 1.23456

155451 #N/A Hinge Point Questions: Assessment for purpose

Decide where you are going to take the lesson? Decisions? Decisions?

As the name of the hinge point question indicates, it is a question with answers which can take the lesson in at least two different directions. The directions of the lesson are therefore dependent upon the teachersâ€™ assessment of the studentsâ€™ understanding.

For a direction to be determined, a hinge point question must be based on a concept in a lesson that is important for students to understand before the teacher moves on in the lesson.

By assessing for this purpose, a teacher can make a striking impact on learning by delivering tailored teaching to each individual student.

In the â€œOutstanding Lesson Frameworkâ€ the question is after the teaching episode and meant to assess �the skills which are to be practiced in the differentiated tasks.

This allows the teacher to give out differentiated activities/roles as well as help students who donâ€™t clearly understand the learning in the lesson.

155451 #N/A

The characteristics of a good Hinge Point question are:

There can be more than one question

A hinge point question falls at the very latest half way through a lesson, depending on the independent nature of your lesson it may come earlier

It should takes no longer than a minute to ask

It takes no longer than two minutes for students to respond

The answers must be easily interpreted by the teacher within 30 seconds

All students can respond to it simultaneously

Questions are designed so it is very difficult to guess, this means the students get the answer right for the right reason


8th grade linear functions1. The answer is A, C, D

2. I expect the hinge-point question shows me if the students recognize positive or negative gradient and if they can associate with increasing or decreasing in the function.

3. The students will have 1 minute or less for answer the question. They need identify the sign (+/-) of the gradient.

4. If students answer B, I know that they donÂ´t recognize the gradientÂ´s importance in order to indicate a decreasing or increasing function.


Olga Botero

155469 #N/A


155475 #N/A

BIOLOGY Year 12 SACE Stage 2

Context: Work with mitosis and meiosis

HPQ What is the significance of meiosis?

A genetic variability.

B Conservation of specific chromosome number of each species.

C Both A and B

Evidence that students have understood the concepts of the specialised form of cell division in meiosis.

If groups of students have not understood then I would ask more HPQ's until understanding was demonstrated then re cover the explicit teaching until understanding reached.

155480 #N/A

PRIMARY (Science)

This is an HPQ that I would use teaching the 'forces and motion' topic. The students see the question, discuss it in pairs for 30 seconds then hold up a coloured card to represent their choice. After viewing their responses, I would choose one pair (who answered correctly) to act out a scenario representing inertia. I then ask the class if anyone would like to change their answers.

HPQ:

What is inertia?

Yellow: How fast an object is going divided by the distance.

Blue: The tendency of an object to resist change in motion.

Red: A force that makes an object move in a different direction.

Green: Mass of an object divided by its volume.

155494 #N/A PRIMARY

The context of the lesson is a primary class of 20 eight years olds of mixed ability learning about place value and appropriate maths vocabulary. There are two stated learning intentions(or outcomes).

At the end of a series of lessons/activities the children will

1: Understand the relational value of digits within a number

2: Use and understand appropriate vocabulary

The class agreed that their success criteria would be

a: get the answers right (because that would demonstrate their understanding)

b: use words such as place value and digit (many children get confused because they use the word number when they mean digit)

The children are asked to write their name on a post it note and place it on one of the 4 A3 answer posters around the room. The children were given a minute to write their names before seeing the question on the Smartboard, then given 1 minute to decide on which poster shows the correct answer.

QUESTION

In which of the following statements is the value of the digit 600?

A: In the number 5360 the value of the digit 6 is 600

B: In the number 678 the value of the digit 6 is 600

C: in the number 3698 the value of the digit 6 is 600

D: In the number 36532 the value of the digit 6 is 600

The results are very quickly collected, as well as the teacher being able to observe who goes where, and the assessment used to direct feedback questioning.

Children who didn't get the answer correct have an opportunity to explain their answer which gives the teacher further information with regard to their understanding.

Next steps would be prepared activities/direct teaching with the group of children who didn't understand and the children who were secure in their understanding would progress to the next level of work place value.

155516 #N/A

OTHER

BEARING

How would you measure the bearing or angle between two points on a map?

What errors are likely to result in back bearing figures?

How can you use Cardinal points of direction to guide your bearing answers?

Why is it necessary to use a sharp pencil for joining two bearing points than a blunt one?

Suggest why bearing is important in industry and our traveling lives.

155538 Kate Howe BIOLOGY

Yr 11 Additional Science, already covered the main processes of the carbon cycle

What role do plants play in the carbon cycle?

a. The don't play any role

b. They only ever take carbon out of the atmosphere

c. They only ever add carbon to the atmosphere

d. They can both add and take carbon out of the atmosphere

Answer is d and should show those that have struggled with the idea that plants respire, decay etc as well as photosynthesise. Would expect no students to say a but many will have the misconception and answer b which will help me identify those that need a bit more support.

155538 Kate Howe

155542 #N/A

Could students realistically respond to the question in less than two minutes and ideally in less than one minute? Could the teacher realistically view and interpret studentsâ€™ responses in 30 seconds and, ideally, in half that time?

yes, they can do it but it's usually. If you are a great teacher and you have a great knowledge of your students then you can do it.

Would it be difficult for a student to get the correct answer(s) using wrong reasoning? Would it be difficult for students to spot the right or wrong answers from the way the question is structured?

It's impossible to give the right answer using wrong reasoning

Would students giving a particular answer(s) to the question help the teacher understand the problems that these students may have in their understanding and help the teacher decide on next steps for these students? What improvements would you suggest for the hinge-point question?

155562 #N/A PRIMARY Year 4/5 Maths

equivalent fractions and decimals

I would use this during and after children have studied equivalent decimals and fractions.

Question:

Which fractions are equivalent to 0.5?


Answers: A and C

Using this question would allow me to assess the depth of children's understanding of decimals and what they represent compared to fractions.

This question would allow me to see the children who are confident with the concept of decimals and understand how they can be represented as fractions.

With those children unable to choose either answer C (5/10) I would recap on decimals representing tenths. With those who are unable to answer A, I would recap on value of 1/2 in a number and it's equivalent to 5/10. This could be achieved through teaching separate groups or asking those who answered correctly to explain.

155563 Rachael Robson

BIOLOGY

KS3

Respiration

Which of the following is true about aerobic respiration?

A. It is the same as breathing

B. It only happens in animals

C. It produces energy

D. It happens in cells

It would not be easy for students to guess both of the correct answers (C and D). Students often think that breathing and respiration are the same process, so if students answered A this would need addressing. Another common misconception is that animals respire and plants photosynthesise (B). Students could conduct a practical to investigate if plants do respire for example measuring heat released from respiring seeds compared to dead ones.



155581 #N/A

ENGLISH

Language Arts, primary, reading comprehension.

Fairly simple example that goes with a text. Even without having the text at your disposal you can see how the questions would be used.

Comprehension Questions

1. What does Jesse think the device does?

2. There is one very important thing the kids must NOT

do when using the device. What is it?

Discussion Questions

Where would you go if you could time travel?

Writing Prompt/Activity

Draw a map of all the places and times that you would like to

visit if you were planning a time travel trip

155599 #N/A I have decided to base mine on project management as I hope to take more of a role in helping with this

training there's lots of steps and acronyms and different documents that are all used as part of a project managers toolkit or shelf if you will when starting to organise what steps are required to achieve the deadline.

Which out of the following is a project management tool used to plan the deadlines and milestones in a project?

1.Project brief

2.GANNT chart

3.Lean Workshop

4.Business Case

Answer 2.

I would anticipate that there will be misconception as not all project managers use the same tools so it will be a good starting point for discussion about the project lifecycle itself whilst also then getting them to think about using what is most appropriate as not all projects are the same.

i would then follow this up with a group exercise based on a case study to help the students identify what the role of the project manager is in the planning process, and let them have a go at creating a GANNT chart which will include milestones, and the key gateways or phases of the project lifecycle.

155599 #N/A

155637 #N/A Physics year 8 Energy

I found that some of my year 8 SCIENCE students had the misconception that energy would be the greatest before the end of a slope rather than at the end. It is important that they know that the energy in the system is conserved so if energy is being converted from potential energy (PE) to (KE) kinetic energy, height matters. If the height decreases the PE also decreases, therefore this energy must convert to KE. Less height = more KE.

This is a fundamental concept. Students that have not understood this will need to investigate this further. I would try a practical where speed could be measured at different places on a slope and use the formula for KE to show change.

My Padlet question can be found at



155638 #N/A

BIOLOGY

Here is an attempt at a question on cell cycle / mitosis. Students have a misconception that mitosis involves DNA replication and get meiosis and mitosis confused. Thought this might help to move towards ironing out. All constructive comments welcome as am not confident re writing these as yet.

What happens in the process of mitosis?

A. Process by which chromosomes in the nucleus replicate and cells divide

B. Process by which cells divide twice to form 4 daughter cells

C. Process by which the cell nucleus divides

D . Process by which cell grows and carries out biochemical processes in preparation for division

155639 #N/A

SCIENCE

primary grade 4.

Students are learning about the climate change: causes, how it affect to our lives animals and our environment.

Read carefully to those sentences and chose that one that is not accurate. Use the cards with the letter A, B, C and D to answer.


155641 #N/A BIOLOGY age 15-16. Background: The main focus of the instruction is on the processes embodied in

â€œthe central dogmaâ€ of molecular biology. Students have worked with tasks dealing with how to �â€˜â€˜interpretâ€™â€™ the genetic code, and had sample experience translating this code into amino acids and proteins. In addition students have produced an animation simulating the processes of the central dogma.

The three questions are designed to assess if students recognize (1) the connection between DNA and genes and (2) genes holds the information specifying the amino acid sequence of proteins.

1. Genes are made of:

a) Proteins

b) DNA

c) Amino acids

2. A mutation occurs at the midpoint of a gene, altering all amino acids encoded after the point of the mutation.

Which mutation could have produced this change?

a) Deletion of three nucleotides

b) Deletion of two nucleotides

c) Deletion of six nucleotides

3. A mutation at the midpoint of a gene causes a substitution of three nucleotides. The mutation would likely:

a) Raise the number of amino acids produced by three

b) Reduce the number of amino acids produced three

c) Change the amino acid sequence of a protein

155661 Cliff Coates Chemical engineering

Post-16 Gas/Oil/Water Separation

Gas/Oil/Water Separation

Question:

Which valve will control the pressure inside the vessel?

https://padlet.com/cb_coates/bad9of0tgdsj

Answer: B

During the delivery of the material a number of different vessel are shown and the same style questions asked.

The trainees go through a three step process for each vessel, input/process/output. The process part is the most important as they need to understand what is going on inside and what is controlling the pressure and

https://padlet.com/cb_coates/bad9of0tgdsj

level.

The Pressure is controlled by Valve B, but is attached to Valve A through a Split-range control loop. This can confuse as Valve B will open to reduce the pressure but when it is open fully to 100%, Valve A is there as a built in safety precaution for process upsets and will only open when Valve B is 100% and the pressure still increases.

This is very important knowledge for process and plant safety and is part of trouble shooting on the plant.

155662 #N/A 4.7 4.09 4.22 4.314

Which of the lists below has ordered these four numbers from smallest to largest?

A: 4.7 4.09 4.22 4.314 The student thinks the smallest number of digits is the smallest, and more digits is larger.

B: 4.314 4.22 4.09 4.7 The student thinks that the more decimal places the smaller the number is.

C: 4.09 4.7 4.22 4.314 The student thinks more decimal places makes the number smaller

D: 4.09 4.22 4.314 4.7 The correct answer

I would use this with Year 4 students in the middle of teaching and learning about decimal places

Sue Lemmer

155662 #N/A

155662 #N/A

155664 #N/A

BIOLOGY

I could use this HPQ when teaching types of respiration in secondary level biology.

Which two of the following statements are incorrect? Hold up two cards for your answer.

(a) Anaerobic respiration uses oxygen to release energy from food.

(b) Aerobic respiration releases oxygen from food during oxidation.

(c) Aerobic respiration converts food to carbon dioxide and water.

(d) Anaerobic respiration releases energy from food without using oxygen.

The students should be able to answer this in under a minute, and as they are looking for two incorrect answers, there are 6 possible responses which makes it a bit more challenging, and therefore more chances to make revealing mistakes about what has not been understood. If there are many mistakes then it may be necessary to have a brief review of aerobic respiration and comparing it with anaerobic.


Year 7

Measurement - converting metric units of measurement


Using the steps in the diagram to help you, identify which of these is the correct calculation for converting 5 000 000mm to kilometres:

A. 5 000 000 x 10^4

B. 5 000 000 / 10^5

C. 5 000 000 x 10^6

D. 5 000 000 / 10^6

(This question is a HPQ to determine if students have understood the 'King Henry's Daughter' method of converting metric units of measurement)

155676 #N/A

PRIMARY

This HPQ is to be used in year 4 and is week 2 of their topic on electricity. We have looked at mains and battery power, the need for a circuit to be complete and built circuits with lamps, buzzers, motors and switches. I would use this question at the end of the lesson to see if the students are ready to move on.

The HPQ would elicit whether the students recognise that a circuit needs a power source and whether they recognise the circuit has a component in it which shows evidence the electricity is flowing around the circuit - the bulb will light. They need to recognise the circuit needs 2 wires to connect the components together.

To test my circuit is.complete and will work I will need;

1. 1 battery (cell) and 1 wire

2. 1 battery(cell) 2 wires and 1 switch

3. 1 battery (cell) 1 bulb and 2 wires

4 1 bulb , 2 wires and 1 switch

On finding out the results I would work with the group of children who did not understand, to question where their ideas and then get the equipment out for them to build the HPQ circuits to see which work/ don't work and why.

I think the question could be answered within 2 minutes.

The question could be presented as diagrams but I believe my own students would cope with it in this form.

155683 #N/A DESIGN TECHNOLOGY

KS2

MECHANISMS

Using ABCD cards on a key ring

In order to make your model of Chitty Chitty Bang Bang travel cross the classroom without touching the floor you will be given a selection of different sized grooved wheels and string. Which type of mechanism will you be able to construct?

A Lever

B Gear

C pneumatic

D Combined Pulley

The question would be introduced part way through the block of work teaching Levers, Pulleys and Gears. Differences in mechanisms would have been taught and the children given a construction task to complete with limited equipment. The question would allow me to make a quick formative assessment as to what my students understand or what they donâ€™t understand about the construction and possible use of different mechanisms.

Once understanding has been established, those who are secure can continue with the set task, other children who are unsure will become part of a focus group revisiting previous learning, comparing and constructing the different mechanisms and discussing possible uses in real life.

155683 #N/A

155688 #N/A

1. PRIMARY MATHEMATICS

KS2-GRADE 5

Simplifying Fractions

2. We have been simplifying fractions for a couple of weeks as part of the daily spiral math review, so the majority should be able to identify the simplest form of a fraction. This will allow me to identify those who are struggling with the concept

3. students who are struggling will join me for a quick teacher time conference while the rest will go straight to the assignment.

HPQ Question:

Which of the following fractions, shows the simplest form of 28/56?

A. 4/8 B. 1/2 C. 14/28 D. 7/14

155720 #N/A

What unit of weight?

Select your answer from the list below. Write the letter that corresponds with your answer on your white board and show it to the class when asked by your teacher.

(A) joule

(B) kilogram

(C) newton

(D) kilometre

This question is intended to be used in a key stage 4 physics lesson.

The objective of the lesson would be to show that weight is a force, which due to the work done by gravity.

The objective of this question would be to clarify any misconceptions regarding the unit of weight in Science. Some students might be of the opinion that weight is measured in kilograms.

155733 #N/A

PRIMARY

Mathematic for 8-9-year olds. Mathematical concepts in subtraction. I want to see evidence of wether students understand the concepts of difference. I plan to work with more concrete materials in small groups of students who do not understand.

How would you calculate the difference between 10 and 20?

10 + 10 =

10 - 20 =

20 - 10 =

20 + 10 =

155755 #N/A

MATHEMATICS

Expand and simplify.

(x-5)^2

Which of the following is correct.

A x^2-25

B x^2-10x+25

C x^2 -10x-25

D x^2-10x-10

I have tried to include a lot of the common misconceptions within this HPQ. I think is is quick for students to answer and gives me immediate feedback as to the understanding of the students in my class.

155762 #N/A

For now, I honestly had some difficulties of using hinge-point to my class. I need more practise of using HP that matches to my students level of learning.

So far I am on the verge of challenging myself on how to execute HP carefully to my learners.

I look forward to learn more and more along this course.

Advise would be, *questions must be clear to avoid confusion to learners.

155770 #N/A

PHYSICS

KS3

Secondary Special School

Subject: Liquids

All of you, you've got two photos showing two items on each photo. Look at the photos, find the liquid and come and put it in the box on the table.

Question: Which of the two photos shows a liquid? (4 pair of photos)

a. milk or computer

b. orange juice or chair

c. water or table

d. pillow or coffee

155785 #N/A

Biology

Choose the correct answer for the correct order for the control of heart rate?

A. Sinoatrial node, Atrioventricular node, bundle of His, Purkinje fibres

B Atrioventricular node, bundle of His, Purkinje fibres, Sinoatrial node

C Purkinje fibres, bundle of His, Atrioventricular node, Sinoatrial node

D bundle of His, Atrioventricular node, Sinoatrial node, Purkinje fibres

155792 #N/A

PHYSICS

HPQ: Will a force be required for a body to move?

Yes or no?

1. This question is about Newtonâ€™s Laws â€“ 1st and 2nd Laws. I intent to use it for 15/16 years old students.

2. This question will show me if students are aware that one body can be moving with uniform movement with null resultant force.

3. In response to evidence with the whole class I would do an experiment: a body A slides over a table under the action of another body B. Both bodies are connected by an inextensible thread. As the body B reaches the ground the body A stills movingâ€¦

155796 #N/A

DESIGN AND TECHNOLOGY

KS3 11 - 14 yrs

The piece of Pine wood you were working with today can be classified into one of three possible groups of wood;

A Hardwood.

B Softwood.

C Man made timber.

Knowing that our piece of wood had

i) Straight grain

ii) many small knots

iii) evenly spaced growth rings

iv) come from a tree that did not lose its leaves over winter.

CLASSIFY THE PIECE OF PINE WOOD INTO A, B, C, categories


Early secondary level

Problems into maths

How would you write the following information mathematically:

Nine less than the sum of a number and five. Let x be â€œa numberâ€ �

a) 9 â€“ x + 5

b) 5x -9

c) (9 â€“ 5) +x

d) (x + 5) -9

I would expect this question to find out of the students understood order of operations and how to use it.

I would substitute in a value for x. This usually makes it easier for the student to see what is going on.

155810 #N/A

155833 #N/A

PRIMARY- Year 6

BIMDAS (Order of operations)

HPQ- 100./. (38-3+15)x10= {Please note ./. means divide}

a. 0.5

b. 20

c. can't do it

d. 0.2

If std answer a- it will show me they are doing the brackets first but not using the rule of left to right for addition and subtraction.

If std answer b- correct answer using all aspects of order of operations

If std answer c- not using the any aspects of order of operations as would be stumped on 100 ./. 38

If std answer d- it will show me they are doing the brackets first but not using the rule of left to right for multiplication and divide.

155852 #N/A

PRIMARY

I think that this would be a good HPQ to use when teaching fractions to a primary class. It is focused on equivalent fractions, which is something that must be understood before deciding whether to move on to adding and subtracting fractions yet.

HPQ:

Which of these pairs of fractions is not equivalent?

A) 3/9 and 1/3

B) 6/8 and 3/4

C) 4/6 and 8/12

D) 1/10 and 2/5

The question is simple enough for the students to understand, but I will emphasize the 'not' when reading the question. When I have the responses from the students, I will ask somebody that got it correct to try and explain why A, C and D show equivalent fractions. I will then write some more pairs of fractions on the board, and randomly choose students to state whether they are equivalent or not. I will then do the same for students that got the HPQ wrong, to check if there has been improvement.

155869 #N/A ESL (Intermediate)

This question is for the point in the lesson between learning the grammar rules for the third conditional before moving on to a role-play activity. The answers that the students give will show me where they are confused and so what to focus on before the role play.

Hinge point question:

Which of these sentences is in the third conditional and grammatically correct?

A - If he went to bed early, he wouldn't have been late. (confused about past perfect)

B - If he went to bed early, he would be late. (confusion with second conditional)

C - If he had gone to bed early, he wouldn't have been late. (correct)

D - If he had gone to bed early, he wouldn't have be late. (confusion about past participle)

155869 #N/A

155873 #N/A

Year 2 (7/8 year olds)

Biological Science towards the beginning of the topic

Which of these is true?

All offspring begin life as miniature versions of their parents

All offspring begin life looking different to their parents but change over time to become similar

Some offspring begin their lives looking completely different to their parents but over time change to become similar

Most offspring do not look like their parents at any stage in their development

The group who were unable to choose the correct answer could look into life cycles of frogs, caterpillars and/or the differences between themselves and their parents

The group that chose the correct answer could begin to explore the concept that all animals have offspring, usually with two parents

155879 #N/A

ANATOMY & PHYSIOLOGY

Subject : Respiratory System (including associated pathological conditions)

1. The students are adult learners (18 - 50+ years) who are intending to become aged care workers. They are studying at Certificate 3 level with Recognise Healthy Body Systems being one of the core units. It is envisaged that the hinge point question relating to the respiratory system will be asked after the subject has been delivered and prior to a practical session where the students will perform personal care skills after reading a given case study where, amongst other issues, the client will be suffering from emphysema

2. The expectation from asking the HPQ will be for the students to be able to distinguish between the common forms of Chronic Obstructive Pulmonary Disease (COPD) with links to the respiratory system at a basic level

3. Analysis of the responses will provide evidence for the amount and type of remedial work that would need to be done to assist students to meet essential knowledge of the subject

Hinge Point Question

Which of the following statements describes emphysema?

a. The bronchi are inflamed with excessive production of sputum

b. There is spasm with narrowing of the lower airways, often triggered by allergies. Wheezing is a common feature

c. A progressive disorder where the alveoli become distended and burst causing impairment with gaseous exchange. Shortness of breath is a feature

155892 #N/A

In my SEN group to help the students with Phonics i use Hinge questions. Like when I do Rhyming words: mat cat fat sat.

Who can give me more Rhyming words?

Students: rain train gain pain.

Good so give words that sounds the same but have different meaning:

write/right sun/son dear/deer bored/board.

Excellent we can now move to more difficult ones.

Who can give me difficult ones?

And that is how we do it in SEN when our students struggle with their phonics or English words if it is an Additional language.

155906 #N/A Nkiru Ekechukwu

Biology

Identify the primary excretory organs in the human body. Tick all that applies.

A Kidney

B Liver

C Anus

155906 #N/A

D Skin

E Gall bladder

155939 #N/A

PRIMARY:

Fossils are the preserved remains of plants and animals. A plant or animal can become fossilized through a cast or mold process.

1) How do we know that something is a fossil?

2) In your own words explain the importance of fossils.

155953 Nicholas Myint

BIOLOGY

I would intend on using this question with A-level students it would formatively assess the first learning episode of protein synthesis- sequencing the involvement of the organelles. The question is as follows.

Put the following steps of protein synthesis in order:

A- The mRNA is translated at the ribosome

B- A copy of the DNA is made from mRNA

C- The tRNA molecules carrying amino acids are paired with complimentary codons

D- The completed protein is contained in a vesicle produced at the Golgi apparatus

E- The completed Protein leaves the cell by exocytosis

F- The polypeptide is modified at the endoplasmic reticulum

G- The ribosome joins amino acids in sequence

H- The mRNA copy migrates through the nuclear pore

Were students to be unable to correctly order the steps I would have a card sort activity which uses pictures to match to the steps and order them.

155953 Nicholas Myint

155957 #N/A

PRIMARY Our topic is Dark and Light, with Science as the main focus, this is being taught to a P2 class (First Level - Scotland) with about 70% EAL children (many are at Early Level in Language.)

I would like to find out if the children understand why we planned the experiment as we did. They found it really hard to come up with the idea of leaving out one thing (the light) to prove thatâ€™s what the plants need to grow and also to have a control experiment. They have all seen from the evidence that plants need light to grow. The ones in the dark cupboard did not grow and the ones on the windowsill did. I could quickly ascertain this, with true or false cards responding to the question: Do plants need light to grow? Then I would like to devise a HPQ to show understanding of how to plan an experiment to prove something and the importance of a control. I would apply the question to a new but familiar situation.

A plant needs water to grow, how can you prove this? Select one or more from the following statements:

a) Plant a seed in soil with light and donâ€™t water.

b) Do two experiments, one with a seed and soil, water and light. The other gets a seed, soil and light but no water.

c) Do two experiments, one gets a seed, soil and water and is put in the dark and the other one gets a seed, soil, water and is in the light.

d) Plant a seed in the soil, give light and water.

This is quite wordy and has lots of information so I think I would illustrate the options along with the text to be more visual.

If they select b) then I would ask them to devise an experiment proving plants need soil to grow (or not!) independently in a group.

c) ask children to find the difference, in pairs, between two experiments (dark and light) so does not prove anything about water. Then get c children to join in with a and d children to discuss importance of control â€“ why important. Another quick experiment to show this?

I feel this is maybe too complicated. Maybe you help me simplify the HPQ and statements for P2?

155961 #N/A

MATHEMATICS

Used for grade 7 students who are working through a unit on integers. I would use the following HPQ in the middle of the first lesson on subtraction of integers, to identify those students to whom I would need to explain a little more, whilst other students who answered correctly would be able to work through the exercises on integers by themselves.

What is the value of (-17)-(-30)?

A -47

B -13

C +13

D +47

155999 #N/A MATHEMATICS GRADE 12 02 MARCH 2016

ASSIGNMENT 1 FIRST TERM FINANCIAL MATHEMATICS

SUBJECT TEACHER: MUKADI KATAMBAYI

Question one

A car is now valued at R350000 if the rate of depreciation is 8.5% per annum what was the price of the car seven years ago.

Question two

The bird population of a park is estimated at 50000 , the percentage of decreasing of the park due to a chemical gas emitted by a factory located nearby, how long it will take the bird population to decrease to half if the rate of death of birds is is 4% per year.

155999 #N/A

156031 #N/A SPANISH

You are required to give basic information in Spanish about a girlfriend that you are taking on a date but you do not know which verb you are suppose to use. Ser or Estar. To see if you remember the usage of the verbs, Choose the correct answer form the list below.

When is the verb SER is used?

a) When talking about your nationality.

b) When talking about your profession.

c) When talking about the time.

d) When describing a person.

e) All the above.

156031 #N/A

156032 #N/A Chemistry

Trends within groups

Move from trends in chemical reactivity of alkali metals to chemical reactivity of halogens

Which of the following are correct of group 1 elements

React with oxygen to form metal oxides

React with water to form a metal hydroxide and hydrogen gas

Have one electron in its outermost energy level

Decreasing reactivity down a group

156032 #N/A

156046 #N/A PRIMARY (if you teach the 4-11 age range)

The intended context in which youâ€™d use it including the subject, level, topic and point in a particular course that you would envisage using it;

The evidence you would expect the hinge-point question to elicit;

What you would do in response to the evidence, either with the whole class or with particular groups of students.

This strategy guide explains how you can employ peer review in your classroom, guiding students as they offer each other constructive feedback to improve their writing and communication skills.

156046 #N/A

156053 #N/A PHYSICS KS3 Machines

Question:

Label the following diagram;


Grey box - Load

Red box - Effort

Green box - Fulcrum/ Pivot

Summary:

This question is for the year 8, science students. This would be the lesson on identifying the parts of a lever. Students will write the answers on the mini white board and hold it up for the teacher to see. This is ti make sure that the students understood the parts of lever. If part of the group didn't answer correctly, they will be given the activity of different levers for them use it and then identify the parts. The students who has understood will move on the different levers with the load, effort and the pivot located in different order to understand the classes of levers. This can be improved for low ability students by having the words on the wall to help them with spelling.


156059 #N/A

PRIMARY SCIENCE

1. I would use my hinge-point question for grade 5 students' science subject. The topic is on 'The Use of Technology in Artificial Animal Breeding. I would apply the question especially in the area relating to embryo transfer which is one of the techniques that technology uses to improve artificial animal breeding. I would instruct my students to write the answers they have chosen on a cardboard paper and raise it up simultaneously. I would pick some of them to ask their reasons for the choice.

The Hinge-Point Question:

The fetus from the embryo transfer technique will inherit ..................................... genes

(a). the donor's

(b). the recipient's

(c). the doctor's

(d). the surrogate mother's

2. I would expect the HPQ to give me a lead into how much of the lesson the students have understood so far.

3. When I have got the feedback from the students' responses, I would have a better chance at deciding how to forge on with the remaining lesson time and to plan for my subsequent lessons in the area to enhance an expansive understanding.

156064 #N/A

DESIGN AND TECHNOLOGY

The class is Mechanical Drafting/Computer-aided Drafting. High School seniors (12th grade) are learning to describe an objectâ€™s size and shape in orthographic views. Previously students covered and were tested on orthographic projection. We are finishing a chapter on basic dimensioning. I want to be certain that students understand standard dimensioning rules for placement of location and size dimensions. Students who understand these practices will work on more involved assignments. Some will review in small group practice with myself monitoring or peer to peer help. I have a resource area with physical parts that students can handle and measure and online tutorials for review.

Which one (1) of the following dimensioning rules is incorrect?

1. Select a front view that best describes the part

2. Remove hidden lines always, unless absolutely necessary

3. Do not duplicate dimensions

4. Do not dimension to hidden lines

5. Place dimensions on the body of part

6. Place all dims for feature in one view if possible

7. Dim lines cannot cross dim lines

8. Centerlines in view(s) where feature is dimensioned

The correct answer is #5. Never place dimensions on the body of part. Always offset .38â€inch from �object outline.

156175 #N/A PRIMARY COMPUTING

I would envisage using an HPQ such as this during my Year 6 Intro to HTML unit. I would expect the evidence gathered would show which students were ready to progress onto attribute names and values within elements and who needed further consolidation with basic tag structure and/or debugging practice.

I would allow students who answered correctly to move onto tasks using more complex tags such as <img>, <link>, <a> and attributes such as "src", "width", "href". Remaining students would spend time reviewing more simple tags and their effect on text as seen in a browser.

I would also analyse the data gathered across the whole yeargroup to try and find more effective ways to deliver the basic concepts of HTML, either by increasing the difficulty if the vast majority are "getting it" or looking for new ways to introduce markup language as a whole.

Hinge Point Question - HTML Introduction

An HTML element is made up of a start tag, an end tag and some text in the middle.

Which of the following are correct examples of HTML elements?

(Remember... some end tags are optional!)

1. <h1>My Main Heading</h1>

2. <p>My first paragraph...

3. <h2>My subheading

4. <titel>My Webpage Title</title>

5. <img src="photo.png">

156181 #N/A

Mathematics (Writing Fractions): Primary - Year 2

Paula has cut her cake into 4 equal parts. She has already eaten 1 part. How much has Paula eaten?

1/0

1/2

1/4

1/1

The answer is 1/4

This HPO can be used with young students in their study of writing fractions ie quarters. This exercise will enable the teacher to gauge whether the concept has been grasped. Once the responses have been recorded eg in writing, the teacher may select to move onto the study of other fractions eg thirds, fifths, sixths etc or stay on this area of quarters to provide further consolidation for given students.

156295 #N/A PRIMARY (Nursery)

As a part of our light/dark topic we have been looking at light sources and shadows. We have also started to look at reflections and Space. Therefore, I would ask a multiple choice questions to see if they can find the light source. I would also give them the opportunity to discuss and see if they can recognise or think or any other light sources.

Which of these produce light?

A. Torches

B. Shadows

C. Sun

Are there any other light sources?

156295 #N/A

156316 #N/A

PRIMARY OTHER

Based on our understanding of verbs so far, identify the verbs in the following sentences.

1. Mohammed ran to the finish line.

(A) (B) (C) (D)

2. Alice fell down the rabbit hole.

(A) (B) (C) (D)

3. The angry bees chased the big brown bear down the tree.

(A) (B) (C) (D)

**In all questions the correct answer is B.

156337 #N/A OTHER

2 main purposes of the FairTrade organisation are to:

a) Make life for everyone in LEDCs better

b) Make sure all workers are paid a fair wage for the work that they do

c) Enhance the rights of workers who produce FairTrade goods

d) Put in prison anyone who doesn't pay a fair wage to their employees

Please show your TWO answers on your mini whiteboard

156337 #N/A

156345 #N/A BIOLOGY

GCSE - respiration - I would use this question after two lessons discussing what and why in terms of respiration before moving on to content about what can effect respiration.

Choose the option that best describes respiration:

1. breathing

2. chemical reaction

3. making energy

4. sweating

The common misconception is confusion between the mechanical process of breathing and the chemical reaction that is respiration. I would mark number 2 as the most appropriate answer and would question any students that answered with question 3 as they might have the right idea but not quite understand the process.

156345 #N/A

156346 #N/A

Biology:

Digestion is

(A) Breaking down of food

(B)Breaking of large soluble molecules into small soluble molecules

(C) Breaking of large insoluble molecules into small soluble molecules.

(D) Absorbing food in the stomach

156348 #N/A

MATHEMATICS

What type of data is your height?

A) Quantitative

B) Qualitative

C) Discrete

D) Continuous

Correct answers would be A and D so difficult to guess both correctly. I would use as a mini-plenary after a discussion about the definitions and a few examples. I would move onto the next part of the lesson if students secure. If not have a further class dicussion followed by a second question or examples from a paired discussion.

156355 #N/A PRIMARY: SCIENCE YEAR 3

Hinge Point Question:

Which of these best describes how a plant gets the energy it needs to grow?

A. Bees are attracted to the flower. They bring pollen, which feeds the plant.

B. The plantâ€™s roots take in nutrients from the soil, which gives the plant energy.

C. The plant makes its own energy from water, carbon dioxide and sunlight, in its leaves.

D. Fertilizer gives a plant the energy to grow.

I would use this question during a unit of work on plants addressing the National Curriculum objective: â€œIdentify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers

ï‚§explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plantâ€ �

I would use this question after the children had been introduced to the different parts of the plant and their functions, to explore the misconception that the roots gather â€˜foodâ€™ from the ground, and to check that the children understood that plants make their own energy. A and D are other misconceptions that I have come across.

Depending on the response, I would recap the functions of the different parts of the plant, particularly the leaves, with all or some of the students, or move on the next part of the lesson, which would build upon this understanding.

156355 #N/A

156376 #N/A

MATHEMATICS

HPQ to be used after teaching calculation of circumference and area of a circle.

Evidence to be elicited: knowing which formula to use for area; knowing the meanings of and relationship between radius and circumference; knowing the difference between squaring and doubling the radius.

Question.

A straight line is drawn through the centre of a circle, cutting the circle exactly in half. The length of the line is measured and noted.

To calculate the area of the circle, we must

A. multiply the length of the straight line by pi

B. square the length of the straight line then multiply by pi

C. halve the length of the straight line; square this number then multiply by pi

D. double the length of the straight line; square this number then multiply by pi

E. halve the length of the straight line then multiply by pi

Next steps: for incorrect responses (A, B, D or E) revisit the relevant teaching points, providing practice questions that cover the area(s) of misunderstanding.

156466 #N/A MATHS

Year 5/6

FRACTION, DECIMAL AND PERCENTAGE (NUMBER)

Question

Which of the following option is odd one out?

(A) 0.9

(B) 9/100

(C) 9/10

(D) 90%

Answer : B

Using this question as a hinge-point question would provide me a quick way to ascertain the depth of students' understanding of relationship between fractions, decimals and percentages.

It would not be easy to guess the correct answer and different combinations of answers would point to the students' misconceptions. For example: Students might answer option B and D as their answer and not realise that A, C and D are same.

It would thus be possible for me to plan differentiated tasks depending upon their understanding about the concept.

156466 #N/A

156616 #N/A

Following on from the topic of digestion students were taught the respiration equation and its importance in the human body. The following question was used as a quick check to make sure the students had understood the key terminology. Answers were given on mini-whiteboards. I asked another question after this which related to the equation more specifically. Students that had not remembered or misunderstood the information were took to one side and re-taught it.

The release of energy from food is calledâ€¦

A. Respiration

B. Perspiration

C. Renewing

D. Oxidation

156643 #N/A Mathematics 6-7 years old Geometry



156672 #N/A PRIMARY MATHEMATICS

1. The HPQ would be can you prove it or disprove it? A form of enabling the pupils to reason and draw on prior learning or new learning to answer the questions or statements provided.

Prove it task for a Year 5 Maths class, mixed ability. Using knowledge of possible misconceptions about symmetry and reflection.


2. Section one should elicit that the majority of pupils understand that the size of a shape does not change if reflected. The illusion of a mirror can make the observer believe the shape has changed but this is to do with perspective and angle of holding the mirror. Fundamentally the size of the shape does not change.

Section two should show an understanding of types of shape (regular and irregular polygons). Summarising that not all shapes have a line of symmetry but some shapes have more than one line of symmetry. Pupils should demonstrate pictorially the 2D shapes that they know to have symmetry with the lines drawn, pupils may extend it further by naming shapes.

Section three of the task is another demonstration task, to show they know the square has multiple lines of symmetry. A kinaesthetic learner may get a piece of paper to fold the square to prove the lines of symmetry.

3. From the response to the prove it task, I would gauge which pupils need correctional teaching in an adult led group and which pupils need enrichment task. These can be done in the form of 'mild', 'spicy' or 'extra spicy' tasks that enable the pupils to choose their own entry point of learning but also be directed towards a type of activity depending on their understanding of the prove it task.



When multiplying two numbers together would the answer be

A larger than the two numbers

B smaller than the two numbers

C the same as one of the numbers

D zero

Show examples of why you chose your answer.

156688 #N/A

156689 #N/A BIOLOGY - KS2 (Evolution and inheritance)

Which of the following is an adaptive trait?

A. A hedgehog's spines

B. Eye colour of offspring

C. hair length

D. A broken bone

This would hopefully show an understanding or misconceptions around adaption, this is a key theme in gaining a greater undertsanding of the topic of evolution as a whole.

If there were misconceptions, then I would need to cover this again with examples and activities to embed the understanding of the basic facts. Depending on the answers, I may possibly have to address other misconeptions and discuss inheritance and genes etc.

If the answers are correct then I could move deeper into Darwin's theory of evolution and 'suvival of the fittest'.

156689 #N/A

156721 #N/A This is a level 3 biology question used to identify understanding and misconceptions in the process of glycolysis. It would be used after the process has been gone through but before moving on to the citric acid cycle or anaerobic respiration.

The aim of the question would be to assess understanding of where glycolysis takes place within the cell and the use/production of ATP in the early stages of respiration.

In small groups of on the board with the whole class outline a cell and mitochondrion and discuss where the processes take place. Also discuss, preferably peer discussion within a group, the role of ATP in glycolysis.

Which of these is true about gylcolysis?

a) Glucose is converted into pyruvate

b) Glycolysis takes place in the mitochondrion

c) ATP is used in the early steps

d) There is a net gain of ATP

156721 #N/A


To check understanding as to whether KS3 students understand fraction equivalents, I set the following multi choice question during the lesson:

1/4 equals ?

A) 0.25

B) 3/16

C) 0.025

D) 2/8

Answers A) and D) are correct. As more than one answer is correct, it is unlikely you could get this right by guessing. A common misconception held is that there is no connection between fractions and decimals.

156730 #N/A

156744 #N/A

PRIMARY - Maths Year 4

What is the definition of perimeter and what is the formula?

A. The distance around any shape.

B. The space inside a shape.

C. The distance around a 2 dimensional shape.

D. L+L+W+W

E. LxW

F. (L+W)x2

G. LxWxH

156803 #N/A

MATHEMATICS

When converting fractions into percentages we need to change the denominator and numerator. So how would you change 3/5 to get to a percentage? Therefore which of these is equivalent to 3/5?

a. 30%

b. 3%

c. 35%

d. 60%

156836 #N/A

A right angled triangle could be:

A a scalene triangle

B an Isosceles triangle

C an equilateral triangle

D none of the above

156914 Kellie Molloy

PRIMARY - 6year olds

Which of these, does a seed contain?

A seed coat

B seed coat, embryo and a food cell

C food cell and roots

D roots

Activities

Students would be look at living things, in this case plants. They would be using magnifying glasses to compare the outside of seeds and opening a seed and looking at the inside. They would be labelling the different parts of a seed. Students would then be placing a seed in a zip lock bag with wet paper towel, on a window to watch and observe how the seed changes.

156917 #N/A

PRIMARY SCIENCE

Grade 6 ( Age group - 11 )

What are the three most essential factors necessary for the process of photosynthesis to take place in plants ?

a) Sunlight, Oxygen, Water

b) Sunlight, Carbon Dioxide, Water

c) Sunlight, Nitrogen, Water

Please choose the correct option.

156972 Gayle Spinks CHEMISTRY

National 5

Atomic Structure and Bonding

On completion of covalent bonding but before introducing ionic bonding

I want to make sure pupils understand the concept of a covalent bond and what is happening to the outer electrons

Which of the following statements together fully explains the concept of a covalent bond?

A Outer electrons are shared between two non-metal atoms

B The outer electrons of an atom are attracted to the nucleus of other atom involved

C The shared pair of negative electrons are attracted to the positive nuclei

D The outer electrons are transferred from one non-metal atom to another non-metal atom

Depending on the answers I would either move on to ionic bonding or get groups together with mixed abilities (i.e. pupils who got it right mixed with those who got it wrong) to discuss their answers (without me telling them if they are correct or not) and then following group discussions, give them an opportunity to change their answers.

156972 Gayle Spinks

156984 #N/A PRIMARY

Year 5/6

Students would be learning about punctuation with speech when writing narratives and perhaps be looking at examples in a variety of appropriately leveled texts.

Which is the correct use of punctuation when writing a conversation?

A - How are you today?!

B - "How are you today?"

C - How are you today?

D - "How are you today"?

Misconceptions - Direct and indirect speech, use of question marks and exclamation marks, SMS overuse of punctuation, order of punctuation or rules.

I would be looking for students who could understand that B is the answer and move them forward to continued speech in text between characters. The others who had misconceptions would work on punctuation rules in simple terms.

156984 #N/A

156986 #N/A

Design and Technology

students have been working with and learning about the properties of mild steel

Which of the following is true about mild steel?

A It conducts heat.

B It is an element

C It is malleable

D It is non corrosive

156991 #N/A Biology Grade 5 Major human body systems. Question: Can you identify the major systems in the human body? Label the pictures as corresponds.


156991 #N/A


Answers: e, a, f, c

During learning about the structure and function of the major organs of various human body systems, we are moving on to the

interactions within and between systems.

I am using this hinge-point question in order to learn about the level of learning my students are at this point.

157015 #N/A PRIMARY Lower KS2 MATHEMATICS

This question is taken from the document pitch and expectations but makes a good HPQ. Here is the link to the padlet as it has diagrams included:


I think this makes for a good HPQ in the middle of a shape unit as it highlights some of the misconceptions which pop up at this stage about the differences between prisms and pyramids. It would have helped gauge children's understanding of the key concepts and properties of 3D shapes and helped identify the type of practical experiences needed to move their understanding forward.

Possible next steps:

For children comfortable in identifying the square based pyramid and the tetrahedron then discussions may have developed further on the special properties of the tetrahedron and perhaps explore the pattern of the number of sides needed as the bases changed - moving to other based pyramids etc. For children who may have identified the prism because it has triangles in the net, then activities to explore the differences when you cut open prisms and pyramids might help - using plasticine built models and slicing them to see the shapes inside.

For any children who may have chosen A then the use of clixi type materials to fold and unfold cubes and


cuboids may be the next step - particularly developing an understanding of the different ways the net can be arranged.

157035 Nicole Dowd MATHEMATICS

We are focusing on adding adjectives in writing in Kindergarten to make their writing more interesting. We have been doing peer assessment on writing samples as they become detectives in assessing writing. So this would be a great time to trial this question.

What is the adjective (describing word - kindy language) in this sentence?

The dog barked ferociously at me.

A Dog

B Barked

C Ferociously

D Me

157035 Nicole Dowd

157036 #N/A PRIMARY

30 seconds is too long of a time for waiting for a response and an answer when dealing with 4-11 year old children. The best way, I believe is to involve all the children in a team environment, so that they feel more comfortable sharing what they think the answer is. At this age the teacher should never tell their students they are wrong just challenge them and ask other children what they think to see if they agree with the answer that has been given. Children often get questions wrong when they are under pressure, so multiple choice questions may help the child to differentiate between the right and wrong answer. If the children keep making mistakes, the teacher should change the hinge point question to an open question, where children are able to use their own knowledge.

157036 #N/A

157039 #N/A PRIMARY SCIENCE:

(Reception - Year 2)

What is photosynthesis?

a.) Is the process where plants eat food

b.) Is the process where plants need food and water

c.) Is the process by which plants make their own food

d.) Is the process where plants need soil, water and food.

157039 #N/A

157064 #N/A Primary - Year 4 Digestion

The HPQ is aimed at knowing whether the pupils have understood the purpose of different teeth. If majority of class had the correct answer I would set them off on an different independent task while working with those who still had misunderstandings. If a significant number of pupils had the incorrect answer, I would revisit the topic with all.

Which of the following is true about teeth? (You may choose more than one answer)

A Carnivores have large canines.

B Incisors are used for chewing food.

C Molars are sharp, pointed teeth.

D An omnivore has a combination of sharp and flat teeth.

157064 #N/A

157123William Anthony Branney

HPQ GCSE BUSINESS STUDIES Yr 10

An item is advertised for sale at Â£100 and a Black Friday discount of 50%. How much would you have to pay?

A. Â£25.00 B. 75.00 C. Â£50.00 D. Â£45.00

I would hope that students had understood the concept of discounting and how it affects the price we pay for goods. I would invite student teams to agree their answer and share with whole class talking through key links and learning.

157168 #N/A

BIOLOGY

Which of the following are true of cells:

A. All living organisms are made up of cells.

B. The organelles in the cell are little cells.

C. All living organisms have genetic material in their cells.

D. All living organisms have a nucleus containing genetic material in their cells.

I would hope that this would show if the students fully understand cell theory. If they do not then I would have to revisit the concept with a more detailed explanation and examples and perhaps a more practical demonstration.


157211 #N/A

Primary 11 and 12 year olds Arithmetic Laws

Which is these demonstrates the commutative property of addition?

A 2(3+4) = 2x3+2x4

B a+b=b+a

C (ab)c=a(bc)

157211 #N/A

157217 #N/A Science KS4 (Y10) iGCSE

Effect of temperature on enzyme reactions

Question

Which of the following is the best conclusion for this graph? (Graph shows effect of temperature on rate of enzyme activity)

157226 #N/A PRIMARY Y4 maths.

This question seeks evidence of which students can recognise factors. Having introduced the method and some examples, such as recognising factors of 16, 24, 30 or 42, I would use a new number in a HPQ:

"Which of these is not a factor of 32?

A 4, B 6, C 2, D 8.

Students choosing B (letters on cards) would move to independent work. A, C and Ds would stay with me for further explanation.

157226 #N/A

157279 #N/A PRIMARY

Mathemantics - KS2 - YEAR 3

MEASUREMENTS - LENGTHS - CM /M

After spending a lesson understand centimetres and metres, I would interject this question half way through as ask the whole class to vote for the right answer to: How many centimetres make up 1 Metre?

Putting: A = 10 B = 20 C = 100 D = 500

Using whiteboards or hands up for (whiteboards can make it more about singular pupils so teacher can really know who actually understands and not who is just copy their friends/partner ect.)

A common misconception is 10 centimetres make a metre and 1000 centimetres make a metre (similar lines to 1000 grams make 1KG) so this would be a good way to check who knows that fundamental fact.

I would then see the children who are struggling (and plan accordingly). For the ones who do understand, I would then ask so if I had 2 metres, how many centimetres do I have?

A: 2 B:20 C:200 D:1000

This question is to see if they could then apply their knowledge, furthering their understand at a greater depth.

I think an important issue here is that they might be able to recall a fact you have taught them but unless you test their application, they don't have that deep understanding. It then is this tug of war between knowing facts like 100 centimetres making 1 metre but also being able to apply that to know 2 metres is 200 centimetres. Similarly like knowing the sounds of letters but not being able to blend them to make the word. The teacher needs to be aware that we need to be able to blend our skills for our world to make sense as well as knowing important singular facts.

157279 #N/A

157293 #N/A

CHEMISTRY

Which of the following are common methods of extracting metals from their ores?

a) Electrolysis

b) Smelting

c) Fractional Distillation

d) Bioleaching

e) Fracking

To be used after having discussed extraction of various materials (stone, metal, oil, etc.), before practical session on extraction methods, and before discussing economics of extraction/industrial uses of materials.

This question should establish whether students understand the methods used to extract different substances to be used as raw materials. Being able to distinguish between rocks, metals and oil.

157330 #N/A

BIOLOGY

Brushing your teeth after eating food is a good idea. Why?

A Bacteria grow in acidic conditions in your mouth

B Acids destroy the enamel of your teeth

C Bacteria grow in alkaline conditions in your mouth

D Alkalis destroy the enamel of your teeth

157336 Ayshea Dar OTHER

The lesson is about alliteration. The students are being asked to identify examples of alliteration. The students choose make a choice using ABCD cards. The lesson continues with students writing examples of alliterative sentences in groups while the teacher works with students who answered incorrectly.

Which of these is alliteration?

A. The sun shone down.

B. The children played quietly.

C. Peter Piper picked a pack of pickled peppers.

D. Night fell quickly.

157336 Ayshea Dar

157385Angel Omar Martínez Huerta

English B2 level past experienceswho should I take with?


This exercise is in order to promote constructive questions among the learners and I think it is good for hinge point questions of course after we checked the topic is not difficult to interact with the students and motivate them to speak in English in an ESL classroom.

157385Angel Omar Martínez Huerta


157402 #N/A PRIMARY Maths

Which are quadrilaterals?

A: Square

B: Triangle

C: Circle

D: Rhombus

E: Pentagon

Here is a padlet with picture of the shapes

https://padlet.com/wall/z6vwexdu7y7w

157408 #N/A PRIMARY SCIENCE - GRADE 3 - MAGNETS AND FIELD FORCES

https://padlet.com/wall/z6vwexdu7y7w

When students have been introduced to magnets in grade 3 and they can identify which materials are attracted or repelled to magnets, then the next level is exposing them to how like poles repel and unlike poles attract.

At this point, we briefly introduce the concept of magnetic fields as students experiment with bar magnets to identify which pole is north and which one is south.

This HPQ is intended to check if pupils can apply this knowledge and quickly apply it to an experiment.

https://padlet.com/mabakershw/bt3olse0oqo2

Students who do not pick answer d) have obviously not registered that every little grain of iron filing is a mini-magnet and will automatically be attracted to either pole, where the force of attraction is strongest.

https://padlet.com/mabakershw/bt3olse0oqo2

This explains the clustering of iron filings (each a tiny magnet) to each end of the bar magnet.

Then I would work with the pupils who picked other answers to ask them to explain their choice. I would have all students perform the experiment and let them observe the reaction.

157494 #N/A

For ensure that students get how to locate the element in modern periodic table and to know some of its properties according to its location.

Locate the following elements in MPT then mention 2 of its properties according to this location

12Mg, 17Cl, 18Ar

157565 #N/A

BIOLOGY MY HPQ

Which of the following are true for ecosystems?

They include plants/producers

They include animals/consumers which eat producers

They include things like air and rocks

13-14 yo, trying to find out if they know what's in an ecosystem. All of the above

157566 #N/A Mathematics Level 2 TIME

Karen Roberts



157571 #N/A

MATHEMATICS

Which of these pairs would not make a whole number?

2.01 + 0.9

1.74 + 4.26

3.21 + 1.79

5.97 + 3.03

Year 6 Place Value/Addition of decimals.

I would use this question after the initial introduction to the subject, prior to allocating the students their main activity. The question would allow me to see which students still have issues with place value of decimals. Those who answered correctly would be giving some consolidation work. Those who made a mistake would work in a small group, recapping the place value of different decimal numbers, particularly paying attention to the importance of place holding numbers/place value of decimals.

157594 #N/A COMPUTING

What will be displayed on the screen after this code is run:

if True:

print('It is true')

else:

print ('It is false')

A. It is true

B. Nothing, it is a syntax error

C. First It is true and then It is False

D. It depends what has happened previously to this piece of code

157628 #N/A

Year 1 Science HPQ:

(Teacher reads out HPQ- children sat on the carpet have been given out ABCD Colour coded card sets each)

The answers A,B,C,D would all be colour coded.

HPQ: What sense do I use my hair for?

A: Hearing

B: Smelling

C: None of these senses

D: Tasting

Have a think about the answers and when you feel confident in an answer show me letter on your card- which matches the answer you have chosen.

157629 #N/A Explain why carbon dioxide is a gas at room temperature.

A. It is a simple molecule with weak intermolecular forces beween the molecules.

B. It is ionically bonded which means that there are strong electrostatic forces between the ions.

C. It is a giant covalent lattice structure with strong bonds between the molecules.

157629 #N/A


Which does not increase the rate of reaction by affecting the number or nature of collisions?

A Increasing pressure

B Increasing surface area

C Increasing temperature

D Adding a catalyst

I would use this hinge point question to establish what the pupils have learnt after a practical investigation and half way through the lesson to discover whether they have any misunderstanding.

I would use whiteboards and give them a minute thinking time and then show their boards all together.

From the answers, if there was any confusion I would use diagrams to help with the misconceptions as a whole class. With hinge point questions, you are unsure at how many pupils just guess at a multiple choice answer so it will benefit all pupils to revisit the information.

157636 #N/A

157639 Jane H PRIMARY

157639 Jane H

Year 3 - Rocks and Soil Science topic

When magma from the earth's core cools down it becomes...

a) metamorphic rock

b) sedimentary rock

c) igneous rock

Which type of rock is made when layers of mud and dead creatures sink to the bottom of the sea and build up over millions of years?

a) metamorphic rock

157639 Jane H

157643 #N/A

The weight of a body on the Earth may have the following properties.

A: It is the gravitational force acting on a body at the Earth's surface.

B: It is independent of the mass of the body.

C: The body is weightless in freefall.

D: It is different at different places on the Earth's surface.

Which combination is correct:

(1) A,C (2) A,C,D (3) A,B,C (4) A,B,C,D

157645 #N/A

BIOLOGY

Junior Certificate science year 2.

Topic: Food

Subtopic: Food labelling & analysis of

I will focus on using the HPQs as a means to see if the students understand the previous part of the course 'food groups, & examples of food sources for the groups.

The Evidence will be any misconceptions presented by the students & whether they understand which foods fall under which group..

In response to any evidence found I will reinforce the learning while analysing the food labels, then the information is passed on again but with a different focus.

1. The food label states that carbohydrates are present and 'of which is sugars'. What is this part telling us the consumer?

2. Why does the food label use the term 'energy' in the table?

3. Look at the ingredients and try to match them to the food label table.

4. Create a table with your food groups as your headings & place as many of the ingredients as you can underneath them.

5. Explain to your partner what you think the difference between the 'per 100g & ' per portion' means.

157696 #N/A Physics


Answer D

157698 #N/A SCIENCE (11-12 YEAR OLDS)

1. Which of the following statements if FALSE when describing adaptations of flowers that are pollinated by insects?

A. The flowers have heavy, sticky pollen.

157698 #N/A


B. The petals are brightly colored and strong scented.

C. The flower has sweet nectar.

D. The flowers have large amounts of light dry pollen.

2. Why do wind pollinated plants produce large amounts of pollen?

A. They have overactive anthers that produce lots of pollen.

B. Hot temperatures cause the flowers to produce more pollen.

C. Most of the pollen will be lost because it will land on another plant species.

D. Wind pollinated plants do not produce lots of pollen, but form heavy, sticky pollen.

157706 #N/A

PHYSICS

KS3 Yr7 Particle behaviour

After teaching about brownian motion

Question:

Why dye disappears faster in hot water?

A. Hot water particles brakes the dye particles and they diffuse

B. Hot water particles push dye particles faster and they diffuse

Responses should reveal the understanding that brownian motion happens when bigger particles (of ink) are pushed by smaller particles (of water) in their chaotic movement. The hotter the solvent, the faster it would push solute's particles.

Group of students choosing answer A would get support, either by discussing the question with their peers who've chosen answer B or with the teacher.

157711 #N/A PRIMARY (science looking at healthy eating and teeth)

Which teeth are especially shaped for using teeth?

A) Incisors

B) Canines

C) Fangs

D) Molars

This question would enable me to check whether the children know the function of the different teeth. By showing me ABC or D I willbe able to see which children if any need further support or recap over the function of teeth before moving them on.

157711 #N/A

157712 #N/A

PRIMARY

Which object will be picked up by the nail?

A: An Iron Nail

B: A pencil

C: A plastic lid

D: A copper coin

157723 #N/A

OTHER

The right way to frame a comparative form for an adjective with CVC pattern is by

a. By doubling the last consonant and adding â€˜erâ€™ to it.

b. By adding â€˜erâ€™ at the end of the word

c. By adding â€œierâ€ at the end of the word�

157736 #N/A

MATHS

level: primary school 2nd class

topic: problem solving

During a lesson about addition, in the middle, after doing a lot of example about how solve it or doing a market game..I could ask and share on whiteboard: "How many fruits in total?(16+7)

And I give them 4 option and 30 second to answer.

I can create my options using ambiguity like:

24

9

23

33

When a pupil answer I can verify how he/she have used his/her mind.

157747 Natalie Macur

PRIMARY, MATHMATICS

1. In Y3 we have been looking at the relationship between multiplication and division with the use of arrays. It has been written to address some of the misconceptions children were showing. I would use this before moving children onto use and apply questions where they would need to use the inverse to solve problems.

2. I would expect them to identify the correct numbers sentences particularly the division sentence it is related to.

3. In response I would ask for a reason from at least one child from each group of answers to ascertain why some children were getting it wrong and to check understanding of those who got it correct. For those that got it correct I would move them onto use and apply questions with the inverse and for those that did not I would work through discussion to check where the misunderstanding is coming from and how they can be moved forward in their learning.

Q. Which of the number sentences could match this array?

- - - -

- - - -

- - - -

A. 3 x 4 = 12

B. 4 / 12 = 3

C. 3 x 3 = 12

D. 12 / 3 = 4

157792 #N/A Question

Which of the following is a similarity between upthrust and contact force?

A. Both of the forces are resultant forces

B. Both of them are a reaction to the gravitational force of attraction of an object on the surface

C. Both of them occur at the interface between the 2 bodies that are touching and exerting a force on each other

D. Upthrust is a contact force for an object floating on water

C is the correct answer whereas ABD are there to diagnose previous common misconceptions.

157792 #N/A

157815 #N/A

PRIMARY- MATHS

We have been learning about fractions, decimals and percentages in our grade 3/4 classroom. At the end of the unit I'd ask the following question.

How do we represent the concept of 'half' in fraction, decimal and percentage form?

a) 30/60, 0.5, 30%

b) 50/100, 0.5, 50%

c) 50/50, 0.55, 55%

d) 50/100, 0.05, 50%

The aim would be to have all students choose b but d could be a popular choice due to place value misunderstandings.

For students choosing d, they would need extra reinforcement of place value and working with decimals.

157997 #N/A

Certificate cookery (adult) students

Identify pulses (5 minutes)

â€¢ Per group of 6 students: 6 samples of pulses, and a colour print of all the pulses and names

â€¢ Identify which pulse belongs to what name and describe what the features of the pulse that you believe matches.

â€¢ Discuss the outcome in the group and place your findings with the sample

Rotate the samples to the next group (6 minutes)

â€¢ Look at the pulses and descriptions and do you agree with the findings? If yes why and if not what should it be and why?

â€¢ Discuss the outcome in the group and place your findings with the sample

Rotate the samples to the next group (6 minutes)

â€¢ Select a sample per person and find the country where this ingredient is most likely to be consumed and why

â€¢ Find a recipe for your sample where the sample is the dominating ingredient, use the name and a menu description of the dish

Share your findings (depending on the cue)

â€¢ Go to the computer and type your findings in the excel sheet (this is projected on the wall for everyone to see)

Class discussion: are there specific similarities in the findings of the descriptions and recipes? (10 minutes)

158032 Melanie Pearce

PHYSICS (KS3)

Which of these statements best explain why we have seasons on Earth:

1- The Earth orbits around the Sun is not a circle. This is what causes earthâ€™s distance from the sun to vary enough to cause the seasons.

2- The Sun is not in the center of earthâ€™s orbit, so the Earth is closer or farther away from the sun at different times.

3- The Earth's axis is titled at 23degrees and this causes the Earth to be much closer to the Sun at different times of the year.

4- The Earth's tilt means that there is less intense sunlight in different part of the world at different times of the year.

158032 Melanie Pearce

158059 #N/A PHYSICS

Stage 6

Age 15-17

At the end of lesson, students should be able to:

1. relate gravitational field as a field of force and describe gravitational field strength as force per unit mass.

2. recall and employ Newtonâ€™s law of gravitation as .

3. obtain, from Newtonâ€™s law of gravitation and the definition of gravitational field strength, the equation for the gravitational field strength of a point mass.

4. use to solve problems for the gravitational field strength of a point mass.

5. recognize g is almost constant near Earthâ€™s surface, and is known as acceleration of free fall.

Prior Knowledge:

1) Knowledge of force, .

2) Universal gravitational law and Newton 2nd law.

2) Concept of gravitational acceleration, .

3) Basic knowledge of how gravity works.

I will be using the question after the induction of the gravitational field strength concepts.

Response to the evidence, either I can move directly to practical to find the gravitational field strength and to solve problems for the gravitational field strength of a point mass. Or go back to do more work on

Newtonâ€™s universal law and 2nd law.

If two planets have the same mass and one has a greater radius than the other, then compared to

the smaller planet the larger planet will have

(A) a greater surface gravitational field strength .

(B) the same surface gravitational field strength.

(C) less surface gravitational field strength.

(D) more information on the details of the planets are needed to answer this questions.

158063 #N/A

PRIMARY

We are currently working with weather and have spend some lessons investigating the phases of water.

My HPQ will be

If I spill a small amount of water on a table.

If you were a scientist you would say that, tomorrow the water....

A will be gone.

B has evaporated

C has dried.

D is still there.

I hope this will show me their understanding of the word evaporate and that things, in this case water can't just disappear. It takes time teaching students how to use the language of science and the benefits with doping so.

The response to this would be a classroom discussion, TPC, with the meaning of the words and a new investigation, actually spilling some water in the classroom.

158064 #N/AI do like technology and can see good possibilities of using padlets for distance learners. However, as this is new to me I will need some time to sit down and 'have a play'. Developed multi-choice questions on PowerPoint a few years ago - might be time to resurrect them (edited)


middle to lower ability 14-16 year old (GCSE) students

Trigonometry

Know the students who understand the word adjacent and can identify the correct solution from a given image (see link below)


Follow up:

Mini test (5 Q's) with more diagrams to double check understanding.

Extension work for more able whilst work with those struggling.

Peer teaching to aid identification


158179 #N/A

MATHEMATICS

1. The converse of the statement: â€œIf you are in love then you are inspiredâ€, is? �

A. If you are not in love, then you are not inspired.

B. If you are inspired, then you are in love.

C. If you are not inspired, then you are not in love.

D. if you are in love, you are not inspired.

2. This form of conditional statement is formed by interchanging its hypothesis and conclusion and negating both.

A. Converse B. Contrapositive

C. Inverse D. Contranegative

158183 #N/A

PRIMARY

Grade : 1

Age Level: 5-6 years

Subject: Science

Topic: Safety with Electricity

Read the following statements and complete the checklist:

Statements yes No Not sure

ïƒ˜ Use electrical equipment near waters

sources.

ïƒ˜ Put safety caps over electrical plugs.

ïƒ˜ Use electrical equipment with frayed

power cords.

ïƒ˜ Watch for overhead power lines while

flying a kite.

ïƒ˜ Stay inside when there is a storm

and lightning.

ïƒ˜ Put too many plugs in one socket.

158185 #N/A

KS4 - bonding question. Which sentence describing different types of bonding is correct?

Covalent bonding occurs when positive ions are held together by delocalised outer electrons.

When two ions are attracted to one another they form a covalent bond.

An ionic bond is formed when two atoms share a pair of electrons.

When an atom gains one or more electrons it forms a negative ion.

students will have had to have understood the fundamental key words (ionic, covalent, electrons, ions, shared pair, delocalised etc). these are questions that take a moment to think about but definitely could be answered in 1-2 mins. to be able to answer this question students will have had to recall facts, interpret dot/cross diagrams and describe and explain the types of bonding. students couldn't use incorrect science to get the correct answer (although - they could, of course guess the correct answer).

from initial answers (show cards/whiteboard etc) I should be able to verbally question students to look at their understanding of the the concepts and if necessary differentiate for further work on bonding (or move forward onto linking properties to structure and bonding)

158253 #N/A

MATHEMATICS

Choose the right answer the comments given

1)The only average we can use when the data is not numerical

a: Mean

b: Median

c: Mode

2) Very large or very small numbers can distort the answer

a: Mean

b: Median

c: Mode

158281 #N/A

PRIMARY

Year 1, Mathematics Class

Focus: Half is one of two equal parts of a whole.

Question:

(Pictures on board of shapes that do not represent half)

Show me your green card if you think these shape show half or your red card if you think these shapes do not?

I will give you a minute to think about why you think they do show half or why they do not show half.

After minute is up. Select children to explain their answer.

What I will do with the information: find out if the children do have misconceptions and alter the lesson to suit or move on to the step step if an understanding has been made.

158296 #N/A OTHER

location: Grammar school Germany

Age: year 7 - 9

Subject: German

Topic: punctuation

HPQ

Where do you have to put a/the comma(s)?

A) ZusÃ¤tzlich, zum neuen Fahrrad, das er sich so sehr gewÃ¼nscht hatte, lag unter'm Weihnachtsbaum noch der neue Harry Potter.

(In addition to the new bike he had wished for so strongly, there was the new Harry Potter book underneath the Christas tree.)

B) ZusÃ¤tzlich zum neuen Fahrrad, das er sich so sehr gewÃ¼nscht hatte, lag unter'm Weihnachtsbaum noch der neue Harry Potter.

C) ZusÃ¤tzlich zum neuen Fahrrad das er sich so sehr gewÃ¼nscht hatte, lag unter'm Weihnachtsbaum noch der neue Harry Potter.

D) ZusÃ¤tzlich zum neuen Fahrrad, das er sich so sehr gewÃ¼nscht hatte lag unter'm Weihnachtsbaum noch der neue Harry Potter.

Correct answer: B

What I will learn from the answers and where to go from there:

- students who pick B show an understanding of the embedded relative clause and the difference between adverbial comma rules in English and German. To make sure, you could give them two more HPQs and then set them to the next comma rules challenge... if they are firm in their commas, they can continue with an "improve your style" station.

- students who pick A show that they are unsure about the difference in comma setting rules in German and English (the use of commas with adverbials) and need an exercise and training that shows them the difference. Their station would include some English exercises besides the German ones which would make it an inter-subject station. After comleting it, obviously, you would have to use another HPQ checking whether the correct commas in the embedded relative clause were just happenstance or stem from actual knowledge.

- students who pick C and D are unsure about the borders of a relative clause; they might not even know what a relative clause is. So, they will obviously work on the relative clause station.

All in all, we are currently working on "Black Boxes", which have a filing system and can be carried around school. They have diagnostic tests in different areas (different ones for different age groups) that send the kids off to certain training pages (if you have picked A, go to the next diagnostic question, if you have picked b - d, go to page 18-22). It's a nice start, but doing the diagnostics with actual HPQs would probably make the process much more differentiated.

158323 #N/A

PRIMARY MATHEMATICS

1. Year 1/2

Addition and subtraction

I would use this question about we have talked about the relationship between addition and subtraction, after showing examples of fact families to students and explaining, after the students have had a go at creating their own fact families

HPQ -

Which group of three numbers are a fact family?

a) 9, 5, 4

b) 8, 7, 6

c) 2, 4, 8

d) 3, 4, 5

2. Evidence I expect it to elicit - understanding of the relationship between addition and subtraction. Ability to add and subtract.

3. Where to next?

I would give students 30 seconds to think about why they chose that answer.

Students who could identify that a was correct,I would have them explain why.

Students who chose a) could move onto fact families with double digits

Students who chose b,c,d could continue learning about fact families.

158382 #N/A

Copperâ€™s atomic structure can be written as:

64

Cu

29

Which of these answers are correct.

Hold up youâ€™re A, B, C, D, E cards to answer which of these choices are true.

We will discuss your answers afterwards.

Which is true? A copper atom has;

A. 29 neutrons

B. 29 protons

C. 35 neutrons

D. 29 electrons

E. 35 electrons

158413 #N/A

HPQ for changing state of water

Weâ€™ve been talking about different states of materials and how they change states. In particular we have been looking at water and how it changes from solid to liquid to gas. We done a few different experiments that illustrate the change from solid to liquid and have talked about how this occurs. Weâ€™ve thought about the particles and how their state reflects the state of the water.

Iâ€™m thinking that a quick multiple choice question may be the way forward to gage the level of understanding so far. (We've not finished the unit...)

Why does ice change to water? (Why being the important part of the question.)

a. The ice heats up and it melts.

b. The air which is warmer than the ice excites the particles in the ice which results in looser bonds and leads to the ice losing itâ€™s solid structure.

c. The ice cannot keep itâ€™s solid structure once it is out of the cold because it needs the cold to stay solid.

d. Liquid is the natural state for water and it would always rather be in this state (liquid) than a solid or a gas.

We have the added challenge of our students being ESL (albeit strong ESL students) and so it's sometimes difficult to know whether it's the concept they don't understand or the language used to explain the concept.

158426 #N/A

Biology

KS4

Inheritance

Question:

A black poodle and a white poodle have 10 puppies together. All the puppies are black. When older one of the black puppies and a white poodle have puppies together.

What colour puppies will they have?

A. All black.

B. All white.

C. Mostly black and some white.

D. Black and white in equal proportions.

I would use this after having look at some other examples of dominant and recessive alleles.

From the evidence collected I might set those selecting D some extension work looking codominance, and take some time with the other students to look again at inheritance.

If everyone selects D we could all move on to look at codominance.


Year 11 GCSE class - calculating protons, electrons and neutrons.

Qu: How many protons, electrons and neutrons would be contained in sodium atoms (I would give them the symbol and number notation as part of the question, showing the mass and atomic number)?

a) 23 protons, 23 electrons, 34 neutrons

b) 34 protons, 23 electrons, 23 neutrons

c) 11 protons, 11 electrons, 12 neutrons

d) 11 protons, 12 electrons, 12 neutrons

Evidence that could be collected:

Answer A is wrong - it shows understanding of proton = electron, but incorrect use of mass and atomic numbers.

Answer B shows not real understanding of how the number should be used.

Answer D shows some understanding of atomic number and neutron calculation, but this student does not understand how the protons and electrons balance in number.

My response:

Student who gained the correct answer would work out p, e and n using the level 3 sheet (this would use the correct symbol notation showing mass and atomic numbers).

Students who answer A - would be given sheet 2. This sheet would be more supported with the mass and atomic number given in a table (with the written symbol notation). This would give students further information and an example on calculating neutrons.

Students who answer D - would be given sheet 1. This sheet would be more supported with the mass and atomic number given in a table (with the written symbol notation). This would give students further information and an example on the balance between proton and electron numbers.

Student who answer B - would be take to the intervention table and work with the teacher on specific examples. The correct sheet can then be completed based on the students need at this point.

158439 #N/A MATHEMATICS KS3

expanding a single term over a bracket, and simplifying

1. I've used it after a quick review of expanding single brackets with y9, before tackling expanding double brackets.

2. Question is designed to allow me to quickly see pupils confidence and understanding of directed number. It also considers their consistent use of multiplication, rather than addition.

3. After they have answered the question, I would be able to see which pupils needed additional help with directed numbers before increasing the difficultly of the algebra.



158600 #N/A Mathematics

Questeon

The perimeter of a rektangular pencilbox is 50 centimeter (cm). It is 20 cm long. How wide is the box?



158679 #N/A

PRIMARY MATHEMATICS (ESL)

I would use this hinge point question when teaching factors and multiples to ensure that there was no confusion between the previous work on multiples and the current work on factors. The multiple-choice question has answers which will illustrate any difficulties that the students are having in understanding the difference between the two.

Which of the following is the Highest Common Factor of 18, 24 and 36?

a) 6

b) 18

c) 36

d) 72

The students answer using lettered cards. If there are any students who answer incorrectly, then I will choose a student that got it correct to explain how they arrived at their answer. I will draw attention to the vocabulary that they use and encourage elaboration if necessary. I will then ask students who answered incorrectly why answers b, c and d are incorrect.

158691 #N/A

SCIENCE

Topic : cell as unit of living organisms

Level : form 1 (age 13 yrs old)

Question :

Ali has just learnt about the types of cells in school. But, he was so curious about the cells in the stomach. Help Ali to find does a human stomach consists of :

A. Epithelial cells

B. Muscle cells

C. Cardiac cells

D. Reproductive cells

Answer : A,B

158737 #N/A

Depending on the school setting students may be able to respond within the 2 min time frame. However in my setting where processing time is a difficulty, students may not be able to effectively answer questions.

In a mainstream setting and with practice, a teacher could assess dynamically within the 30 second/less time frame, however in the behavioural needs/special education setting, students who lack effective communication skills may not demonstrate their full understanding and therefore not access the lesson in the same way. With this in mind more time should be allocated as well as additional means of assessments.

Students in any setting use the wrong reasoning to achieve the correct answer, however if this is spotted early enough, teachers/deliverers can correct without offence. By restructuring the question asked, so that it is still the same question just worded differently, then it can be understood better.

Hinge-point questioning would allow for teachers to fully appreciate when students are struggling and assess whether they can be progressed to the next step independently.

158796 #N/A

sorry its not allowing me to move on without typing into this box





158829 #N/A

HISTORY

Which is NOT an ancient name for modern day York?

a., Eboracum

b., Eoforwic

c., Vindolanda

d., JÃ³rvik

Which modern day British city was the capital city of Britannia Inferior?

A., York

B., Colchester

C., London

D., Nottingham

Which of the following ancient people lived in modern day Scotland?

a., Iceni

b., Trigovanti

c., Briganti

d., Picti

158835 #N/A Year 7 class in Engineering.

Levers- 1st class levers, 2nd class levers, 3rd class levers.

Students have been using models, pictures, text and videos, in 3 prior lessons.

Each choice is a colour R=red, W=white, O=orange, Y=yellow, B=black

R,O,Y are grouped and W & B are grouped, this way I can see quickly if the class on target.

Hinge Point Question 1

A fulcrum is:

R) hinge point

W) load point

O) axis point

Y) swivel point

B) flat point

Answers- 1,3,4


You are to describe how a first class lever works, which ones of the following will you choose to use for your explanation:

R) wheel barrow

W) scissors

O) tweezers

Y) car door

B) see saw

answers- W & B


A stapler and a fishing rod are best to describe what type of lever?

R) second class

W) fulcrum and load are at opposite ends, effort is in middle.

O) first class

Y) fulcrum class

B) third class

Answers- W & B

I am assessing the student's understanding of a fulcrum point and where it is located in a lever system.

158847 #N/A In a seven grade DESIGN AND TECHNOLOGY class students were given the following assignment: List the major differences between hardwood and softwood.

158888 #N/A

Science, Primary

The questions will be used during a science lesson on Material Changes in a Year 6 class.

We have been investigating reversible and irreversible changes in different substances, how these occur and the what evidence is present when the change is irreversible.

We have carried out various experiments to show reversible changes - mixed salt and water and leaving the water out to evaporate - and irreversible changes - investigating the weight of a candle after burning, mixing bicarbonate of soda and yeast.

The following questions should assess how confident the studentsâ€™ understanding of this concept is. The students who choose a) and c) carry on with the experiment of mixing bicarbonate of soda with various liquids to investigate which liquid reacts with the soda and what the effects of this are. The then describe the experiment to the rest of the class. The students who are struggling sit with their teacher and refer to their jotters to review previous experiments and deepen understanding of the concept.

Which if these are an irreversible changes:

wood burning

freezing water to make ice

baking bread

mixing salt and water

158938 #N/A

Mathematics hinge question on fractions for the whole class, allow time for responses to see how many of the class are able to give an answer.

Which fraction is the largest?

A. 2/6

B. 5/8

C. 1/2

D. 4/12

With the evidence and the amount of hands raised, it would show how well this topic on fractions are being understood.

Depending on the academic level of the individuals, the class age can vary.

158955 #N/A

MATHEMATICS

To what is âˆ›27 equivalent?

a. 9

b. âˆ›(3 x 3 x 3)

c. 3

d. 81

e. 3âˆš27

1. Grade 7 Mathematics; Indices/Algebra. After learning of square numbers/square roots and cube roots/cube numbers.

2. The evidence I would expect to elicit is whether students are fluent between the different representations of numbers and are able to recognise the subtle use of mathematical nomenclature, such as 3âˆš is not the same as a cubed root . It would also show if students have a misconception of the root of a number being the same as dividing but that number.

3. If misconceptions were present I would work with students more around patterning, index form and mathematical representations BEFORE moving onto algebra and equation rearrangement.

158962 #N/A

In clinical medicine we a pattern to make a diagnosis.

This is a 36 year old woman who is infertile and presents with painful menstrual bleeding for the past 4 years. The menstrual cycles are heavy and the menstrual pain worsens over the length of her menstruation.

You want to state the common gynecological conditions you would be considering.so as move to the next manegement plan.

158981 #N/A BIOLOGY

This HPQ would be used in Y13 Biology, during the teaching of orientation responses of animals eg taxes and kineses. This topic is taught at the start of the year, so this would be the students' first HPQ in Biology

The movements of a slater were observed and recorded. (Image of a slater making random turns until it reaches the underside of a leaf, when it stops turning)

Link to image here http://bio1152.nicerweb.com/Locked/media/ch51/kinesis.html

(Previous screen has instructions - eg choose all you think are correct, no talking, write answers in mini whiteboard, hold up when instructed)

A. The name of this response is a positive hydrotaxis

B. This response is innate

C. The slater will reach the underside of the leaf by chance

D. This response is non-directional

Expected correct responses are B, C, D

Following the HPQ, those who got it correct have an extension activity to do comparing and contrasting different types of kineses and taxes using a graphic as stimulus

Those who were incorrect - I would reteach main ideas, supported by a fill-in-the-gaps/cloze activity.

The next day, the whole class would complete a past exam question on taxes and kineses after a think-pair-share activity where the main ideas to answer the question would be brainstormed in class and the actual writing of the answers would be done either in class under exam conditions (depending on time available) or for home learning

158981 #N/A

http://bio1152.nicerweb.com/Locked/media/ch51/kinesis.html

159024 #N/A

RESEARCH METHODS

Which sources should be included in literature review?

1. Academic journals

2. Conference proceedings

3. Theses and dissertations

4. Books

5. Internet

https://padlet.com/nk_nihan/rr57swubridi

This question is for the students who are preparing their project and who will start working on their literature review chapter.

The answer includes all the options given, but the students should be further reminded that all sources used should be relevant to their topic/research area.

https://padlet.com/nk_nihan/rr57swubridi

159046 #N/A

CHEMISTRY

GCSE level, Rates of reaction and the Haber process

Nitrogen + hydrogen ï„� ammonia Î”H=-92 kJ mol -1

N2 + 3H2 ï„� 2NH3

In the above reaction the temperature used in industry is 400-450oC. This is because:

A: The reaction is faster because the particles are closer together.

B: The rate of reaction is increased because more particles have sufficient activation energy.

C: More ammonia is formed overall because nitrogen and hydrogen molecules collide more frequently.

D: The equilibrium will be further to the right because the forward reaction is endothermic.

I would use this question as part of studying the Haber process to discover the ability of the pupils to apply their previous knowledge of rates of reaction and exo/endothermic reactions. I would expect pupils who are unclear of the different effects of pressure and temperature to be incorrect as well as those who are not clear on the energy levels in reactions.

To move on from this would be work on:

A: Particle diagrams showing different pressures and temperatures.

B: Some other complex examples showing Le Chatelierâ€™s principle.

C: Particle diagrams showing different pressures and temperatures.

D: Summary on the difference between exo and endothermic reactions.

159101 #N/A CHEMISTRY 15/16 years old

Introduction to organic chemistry Question

A colorless gas named butane is represented as a condensed formula:

https://padlet.com/pkkita/788qzk4x6vhf/wish/141627054

How many and what kind of covalent bonds the underlined carbon atom are forming in this representation?

A) five C â€“ H bonds

B) two Câ€“ C bonds and two C â€“ H bonds

C) two Câ€“ C bonds and five C â€“ H bonds

Raise your hands for A answer.

Raise your hands for B answer.

Raise your hands for C answer.

Evidence expected: I want to verify if students can understand the representation of a condensed formula. B is the correct answer.

If student choose A, he/she is just taking into account the previous and the posterior atoms of hydrogen in the representation. He/she is not visualizing the carbon atom in the main chain.

If student choose C, he/she is visualizing carbon atoms in the main chain but is getting confused with the previous and the posterior atoms of hydrogen.

In both case, A and C answers, students are not thinking about a tetravalent carbon and the hydrogen monovalent.

Response to the evidence:

I would ask them: 1) to check the number of a covalent could be formed by a carbon atom since it is at the 14 group in the periodic table. Also for hydrogen; 2) to write a carbon chain in a structural formula formed by four atoms; 3) to complete carbon chain with hydrogen; 4) to compare structural formula and the condensed formula.

159101 #N/A

https://padlet.com/pkkita/788qzk4x6vhf/wish/141627054

159136 #N/A

BIOLOGY

Year 11

Enzymes -Induced Fit Binding.

Is the substrate complementary or similar in shape to the active site of the enzyme?

Does an enzyme increase or decrease the activation energy of a reaction?

When a substrate binds to the active site of an enzyme what happens to the shape of the active site? What is the name of this process?

159270 #N/A

PRIMARY SCIENCE - Space/Planets

4-5th grade

9-11 years old

How many planets are in our galaxy? Pluto was once considered a planet, but is now considered a "dwarf planet." What is the smallest and largest planet? Mercury and Jupiter

Why is 1 year 365 days? It takes about 365 days for Earth to make 1 revolution or orbit around the Sun. How long is the orbit of Mars? About 687 days

Saturn is a ringed planet. The ring is made up of gas, dust, ice, rocks and moons. How many moons does Saturn have?

Number of planets and size of planets is the information I would like the students to learn. Also introducing the concepts of orbit and time.


The electrons do not fly away from an atom because

a) They are attached to the neucleus through a bond

b) They are attracted to the postively charged protons

c) There is a force surrounding the electrons which stops them from coming off.

159353 #N/A

159354 #N/A Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.

While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information. Fortunately, careful planning can help us ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit the productive exchange of ideas.

Cognitive factors:

Determine and communicate learning objectives

Plan a strategy

Ask good questions

Provide direction and maintain focus

Bring closure

Social/emotional factors:

Demonstrate relevance

Encourage participation

Make high-quality participation â€œcountâ€ �

Evaluate the discussion

Physical factors:

Creating a setting conducive for discussion

Cognitive Factors


For discussions to accomplish something valuable, they must have a purpose. Consider your goals for each discussion. How do the ideas and information to be discussed fit into the course as a whole? What skills, knowledge, perspectives, or sensibilities do you want students to walk away from the discussion with? Your goals for a particular discussion should be consistent with your course objectives and values as an instructor. You might, for example, want students to be able to:

Articulate the arguments made by the authors of two assigned readings and assess the evidence used to support them. Evaluate the arguments alone and in comparison with one another and discuss their contemporary policy implications. Orâ€¦

Formulate arguments and counter-arguments for a legal position. Orâ€¦

Imagine a particular approach to the design of cities and discuss the impact such a design would have on the lives of people in different socioeconomic categories. Suggest and justify design changes to optimize the benefits for the most number of people.

When you can clearly envision the purpose of the discussion, it is easier to formulate stimulating questions and an appropriate strategy for facilitating the discussion. Communicating your objectives to your students, moreover, helps to focus their thinking and motivate participation.

Plan a strategy

After determining the objectives for your discussion, ask yourself: How will I make sure that students meet these objectives? Plan the discussion out, even if you end up deviating from your plan. Some of the questions to consider when formulating a plan include:

How do I want students to prepare: read a case study? (if so, in class or as homework?) do a team exercise? watch a documentary? reflect on a set of questions?

What questions will I pose to spark or guide discussion? to encourage deeper analysis?

Will I open the discussion to the entire class or ask students to discuss the issue in pairs, small groups, or some combination of the above?

What will I do if students simply arenâ€™t participating? If certain students dominate the discussion?

How will I allocate and manage the time I have?

How will I deal with digressions or unanticipated shifts in topic?

How will I correct studentsâ€™ misconceptions or inaccuracies without stifling participation?

How will I (or my students) synthesize the ideas at the end of the class period?

Your answers to these questions will depend on your goals. For example, correcting factual inaccuracies might be critical in some circumstances, less so in others. Digressions may be productive if your primary purpose is to explore connections, and undesirable if the goal of your discussion is more focused.

One of the most important things to consider when formulating a strategy is how to get the discussion jump-started. Davis (1993) and Frederick (1981) provide a number of excellent suggestions.

159355 #N/A Discussions can be an excellent strategy for enhancing student motivation, fostering intellectual agility, and encouraging democratic habits. They create opportunities for students to practice and sharpen a number of skills, including the ability to articulate and defend positions, consider different points of view, and enlist and evaluate evidence.

While discussions provide avenues for exploration and discovery, leading a discussion can be anxiety-producing: discussions are, by their nature, unpredictable, and require us as instructors to surrender a certain degree of control over the flow of information. Fortunately, careful planning can help us ensure that discussions are lively without being chaotic and exploratory without losing focus. When planning a discussion, it is helpful to consider not only cognitive, but also social/emotional, and physical factors that can either foster or inhibit the productive exchange of ideas.

Cognitive factors:


Plan a strategy

Ask good questions

Provide direction and maintain focus

Bring closure

Social/emotional factors:

Demonstrate relevance

Encourage participation

Make high-quality participation â€œcountâ€ �

Evaluate the discussion

Physical factors:

Creating a setting conducive for discussion

Cognitive Factors

159355 #N/A


For discussions to accomplish something valuable, they must have a purpose. Consider your goals for each discussion. How do the ideas and information to be discussed fit into the course as a whole? What skills, knowledge, perspectives, or sensibilities do you want students to walk away from the discussion with? Your goals for a particular discussion should be consistent with your course objectives and values as an instructor. You might, for example, want students to be able to:

Articulate the arguments made by the authors of two assigned readings and assess the evidence used to support them. Evaluate the arguments alone and in comparison with one another and discuss their contemporary policy implications. Orâ€¦

Formulate arguments and counter-arguments for a legal position. Orâ€¦

Imagine a particular approach to the design of cities and discuss the impact such a design would have on the lives of people in different socioeconomic categories. Suggest and justify design changes to optimize the benefits for the most number of people.

When you can clearly envision the purpose of the discussion, it is easier to formulate stimulating questions and an appropriate strategy for facilitating the discussion. Communicating your objectives to your students, moreover, helps to focus their thinking and motivate participation.

Plan a strategy

After determining the objectives for your discussion, ask yourself: How will I make sure that students meet these objectives? Plan the discussion out, even if you end up deviating from your plan. Some of the questions to consider when formulating a plan include:

How do I want students to prepare: read a case study? (if so, in class or as homework?) do a team exercise? watch a documentary? reflect on a set of questions?

What questions will I pose to spark or guide discussion? to encourage deeper analysis?

Will I open the discussion to the entire class or ask students to discuss the issue in pairs, small groups, or some combination of the above?

What will I do if students simply arenâ€™t participating? If certain students dominate the discussion?

How will I allocate and manage the time I have?

How will I deal with digressions or unanticipated shifts in topic?

How will I correct studentsâ€™ misconceptions or inaccuracies without stifling participation?

How will I (or my students) synthesize the ideas at the end of the class period?

Your answers to these questions will depend on your goals. For example, correcting factual inaccuracies might be critical in some circumstances, less so in others. Digressions may be productive if your primary

purpose is to explore connections, and undesirable if the goal of your discussion is more focused.

159361 #N/A MATH

Which picture does not represent a double?

https://padlet.com/triciamalovey/f2g5vwprryd6

159391 #N/A

This is a language lesson which is about identifying adverbs. Responses are collected with ABCD cards. The previous lessons included underlining the adverbs in simple sentences, using them in sentences.

Identify the adverbs in these sentences:

1. The boy ran across the street quickly.

(A) (B) (C) (D)

2. Basim usually walked across the street slowly.

(A) (B) (C) (D)

3. Sarmad ran the race well but unsuccessfully.

(A) (B) (C) (D)

https://padlet.com/triciamalovey/f2g5vwprryd6

159393 #N/A

PRIMARY mathematics:

HPQ:

Which of these is the correct answer to -5 - 6?

A. 11

B. 1

C. -1

D. 1

The answer the students choose will identify common misconceptions quickly, which can then direct further teaching. The particular answer the students chooses indicates what error they are making, which can then be corrected through further teaching.

159419 #N/A Maths Kindergarten

https://padlet.com/alicja_knedl/3yez1lipv0bq

159533 #N/A

Which line represents a valid line of code?

A. < p>This is a valid line of code.</p>

B. < P>This is a valid line of code.<P>

C. <p id=â€2itemOneâ€>This line represents a valid line of code.<p>� �

D. <p id=â€™ItemOneâ€>This line represents a valid line of code.</p>�

https://padlet.com/alicja_knedl/3yez1lipv0bq

159576 Lester Willer (W)

Enzymes Hinge Point Question

Point-to-wall Question: What are the characteristics of an enzyme?

Answer A: They are carbohydrates and biological catalysts.

Answer B: They are carbohydrates and chemical messengers.

Answer C: They are proteins and biological catalysts.

Answer D: They are proteins and chemical messengers.

Choose now!

159597 #N/A

Which of these are true?

Electrons are able to move through conductors to form a circuit.

If there is a break in the circuit the bulbs go out because the electrons canâ€™t move across the gap.

If there is a break in the circuit the electrons will move the opposite way around the circuit.

The bulb lights up due to electricity not electrons.

159623 #N/A

Biology level two (FE pre access)

The lesson focus is the heart and direction of movement of blood. The lesson starts with revision of gross structure and associated terminology, including left and right side, blood vessels and chambers as covered in the previous lesson.

Large two dimensional diagram of the heart projected on smart board. Unlabelled at this point (to assess accurate use of structural terminology).

Students will also have individual mini white boards and marker pens.

Pose a question as overall lesson objective â€“ can I track the movement of a red blood cell from my right foot, to my left foot, via my heart?

First hinge to assess understanding and readiness to move on. Can the students correctly identify one point of entry into the heart. This then leads to the following hinge point question.

â€¢ Ask students to write the answer to a hinge point question on their boards then hold up the board.

â€¢ This question would be â€˜ write down the name of the structure (avoiding being too specific because I donâ€™t to prompt too much â€“ do they know itâ€™s a blood vessel? Do they know itâ€™s a vein? Do they know the relevant chamber?) where the red blood cell would first enter the heart after leaving your right foot.â€™

â€¢ Answer should be the inferior vena cava, with scope to extend to mentioning the right atrium.

By asking the students to hold up their boards I can quickly scan around to assess accuracy of response, any difficulties, who has extended their answer, as well as spelling.

This would then direct me onto the next step. This would include inviting a student to illustrate their answer by coming up to the smart board and drawing direction arrows onto the diagram. Then ask selected students to state whether they agree or disagree depending on their original answers.

159665 #N/A

PHYSICS.

Context: Students have studied Conduction, Convection and Radiation.

HPQ: 2 snowmen are made. One is then wrapped in a blanket.....what happens:

A) They both melt at the same rate

B) The one wrapped in a blanket melts first

C) The unwrapped one melts first

Follow up question is to justify the choice of response.

159752 Adil Ahmed (W) Take a look at Cows A,B,C and D. You are a farmer. You want to sell your milk to Tesco BUT your cows

donâ€™t all produce enough milk. Which cows would you selectively breed to produce a cow that makes the most milk. Give a reason for your answer.159752 Adil Ahmed

(W)

159755 Fatima Farooq (W)

Give pupils open ended questions to discuss e.g from cartoon concepts.

Pupils discuss their answers. Teacher facilitates and allows pupils to plan an experiment to test their answers.

Lesson will incorporate group work, independent enquiry and investigative skills.

cartoon concept on heat transfer:

Don't put the coat on the snowman, it will melt him

It will keep him cold and stop melting

I don't think the coat will make any difference

Discuss and plan an experiment to test your ideas.

Include prediction, equipment, safety, variables and a detailed plan.

159770 #N/A

Chemistry - topic is fuels and alternative sources of energy

A = Biodiesel

B = Coal

C = Oil

D = Gas

E = Wood

F = Windmill

Which source of energy has the best carbon foot print and why?

Be ready to explain your answer.

The idea is to for students to be able to understand the terms carbon neutral and carbon footprint.

The misconception is that the windmill will be given as the answer without thinking of the manufacturing process which uses a lot of electricity. Whereas burning wood is carbon neutral.

159821 #N/A

K-1 K-2 Science: Wind

We placed on a table two light objects and two heavy objects, in this case a bird feather and a plastic cup. The heavy objects are a wooden cart and a shape. Then we put all the objects on the table and ask them: What is light? What is heavy? Which of the four objects will move or run faster when the fan gives them? What is the heaviest object? heavy?

159864 #N/A DESIGN AND TECHNOLOGY 6 - 8 years old Gears

â€¢Hinge-point question : Which of the following diagrams below the gear #3 will running while #1 is running .

â€¢Padlet URL: https://padlet.com/afl_support/hpqsweek3/wish/142716800

â€¢Answer : A and C

â€¢Using this question will quickly elicit if the student understanding that the gears must interlocking for running or not .

â€¢That is meaning a can move to the next step which will be the direction of running .

159932 #N/A

This is a science HPQ on magnetism. The intended audience is grade 4.


(A) An iron nail.

(B) A copper wire.


(D) A piece of glass.


159958 #N/A

Mathematics -Division with remainders

Age 6-8yrs

Hinge point questions- calculate a)10 divided by 3

9 divided by 3

which total has a remainder?

Based on the lesson the calculation if done correctly would show that the first is the answer, if the whole class got it correct then the lesson is understood thus the next lesson would be division with double digits.

If not then the lesson would need to be revisited.

160119 #N/A

MATHEMATICS

Solve:

(x+4)/4 = 8

A = -2

B = 7

C = 8

D = 28

1) KS3 algebra, during work on solving equations.

2) I have designed the incorrect answers to reflect common misconceptions in balancing equations, eg dividing by 4 instead of multiplying in the first step to get a final answer of -2.

3) This question divides the students into four groups, three of which I can work with and address the exact point at which the mistake was made in the balancing. The group answering correctly would move onto extension work.

160174 #N/A

some time i gave too east questions and they all know the answers. Sometime, i just try to give too difficult questions that no one can answer.

It is not easy for teacher to give hinge point questions in suitable time.

160354 #N/A

SCIENCE

Grade: Four

Topic: Air resistance

Question: Which kite is easiest to fly?

X- The one with greater surface area and streamlined shape

Y- The kite with any shape but greater surface area

Z- The kite with streamlined shape and smaller surface area

160367 #N/A

Yes, my students realistically can respond to questions in less than two minutes and ideally in less than one minute and I can interpret where my students are standing.

Yes, it can be because it will show that how imaginative and innovative they can be in giving responses. The students who are above average will spot the sentence structure and the way question is constructed immediately.Yes, the teacher them comes to know how the class have understood the topic. hinge point questions can be asked before starting the topics as well in my opinion.

160431 #N/A

ENGLISH LANGUAGE LEARNING

Hinge Point Question: Verbs

The lesson is about the characteristics of verbs with students learning to identify the

verb in a sentence. Responses are collected with ABCD(E) cards. The previous was about verb identification.

Identify the verbs in these sentences:

The boy ran across the street.

(A) (B) (C) (D) (E)

Fred is a good boy.

(A) (B) (C) (D)

I have a pen

(A) (B) (C) (D)

He walks on a rope.

(A) (B) (C) (D)

This HPQ will try to elicit the students who understand the nature of a verb. Verb and auxiliary forms have been taught in various contexts using sentences. They are expected now to identify the verbs in the given sentences.

The HPQ will be asked for various groups of students so that they can discuss and give the correct answer. This is how the students can be identified for further elaboration, if needed.

160467 #N/A

PRIMARY

Y6 science unit - Animals including humans

After a lesson talking about the heart, what it is made of and what it does. The different parts and the journey the blood makes.

If you were a blood cell describe the journey you would make.

The children should be able from the discussion on the what the heart does and the different parts of the circulatory system be able to describe the process.

160478 #N/A

BIOLOGY - Condensation

Try to eliminate misconceptions, possible use with YRs 7-11

Jill put a glass of ice water outside on a warm day. Droplets formed on the outside of the

glass. What happened?

(A) Air molecules around the cold glass condensed to form droplets of liquid.

(B) Water vapour in the air near the cold glass condensed to form droplets

of liquid water.

(C) Water soaked through tiny holes in the glass to form droplets of water

outside the glass.

(D) The cold glass causes oxygen in the air to become water.

peerreviewweek3-20161215exportassignments web viewthey are stronger than pure metals because the...

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