PeerReviewWeek4-20161215exportAssignmentsassignment_i

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e Subject Level Topic text

150843 Priscilla Tang Yee Ling Biology

1. Which of the following is an example of the excretion process?

A Removal of carbon dioxide from the lungs

B Release of saliva from salivary glands

C Release of insulin from the pancreatic cells

D Formation of glycogen from excess glucose in the liver

151537 Elena GalinaEnglish A-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

153204 Cassandra Portelli MATHEMATICS year 7 area of a

parallelogram

The question would be multiple choice with the solutions representing the perimeter, base times slant height, base plus perpendicular height and the correct answer of base times height.

From this the teacher could see if students use the correct variables appropriately.

155343 #N/A MATHEMATICS

What is the degree of the polynomial P(x) = x^3 - 3*(x^2) + 6 ? Select the correct answer:

a) 2

b) 3

c) 1

155474 #N/A ENGLISH ESL 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?

‘The red cars ____________ the blue cars.’

‘The first singer ____________ the second singer.’

Brad Pitt ____________ Ryan Gosling.’

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.

155481 #N/A PRIMARY PRIMARY 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.

155481 #N/A

155670 #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.

155854 #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.

155854 #N/A

155871 #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)

156043 #N/A Primary

Social Studies

Topic: Lakes

Lakes can be found all over the planet. They are a body of fresh water completely surrounded by land. Some Lakes are small and some are big.

How do you think lakes are formed?

156043 #N/A

156054 Bev Fiddler Grade 4. Ages 8-9- Mathematics- mental math adding multi digit numbers

Our school choir is singing the Star Spangled Banner at an upcoming hockey game in our city. We have sold 285 tickets to students. Our twinned school hass sold 239. Has both schools combined sold about

a) 495

b) 525

c) 510

d) 500

Evidence I am looking for is the following

- students who identify place value for digits when adding ( expanded form)

- students who recognize that tens place value requires a carry over to hundreds

-students who recognize that hundreds columns total 400 and tens columns carried over will increase the product in hundreds to 500

- students who will estimate as close as possible to the correct product

Students who respond correctly

- continue with lessons which gauge their ability to respond to word problems and show their work using Inquiry Model - developed by Marian Small

Students who are not successful

- review base ten and place value

- deconstruct multi digit numbers into expanded form and add each grouping

- use number line on iPad to facilitate identifying concept of 10, 100, 1000 in estimation strategies

(Our School is in fact singing... we are twinning with another school who is singing Canadian national

156054 Bev Fiddler

anthem) 156065 #N/A After explains what is monopoly market students and different types of goods, I would ask a HPQ like

"If a monopolist firm charges higher price, people go to another firm"

True or false question.

If the students have to answer this question, they should know what is monopoly first and they should also be knowing substitute goods and other type of goods.

As the monopolist is the single firm even if he raises the price, people will still buy from him as there are no substitutes for the products he sell. 

156065 #N/A

156183MARTIN OLANDO WESONGA

CHRISTIAN  RELIGIOUS EDUCATION

I  teach  Ages  19-35

TOPIC: SALVATION  FROM A CHRISTIAN PERSPECTIVE,

Is  salvation only found  in Christianity?

I would  expect the Hinge  question  bring  out  the  students understanding  of Salvation   in Christian  perspective.

156183MARTIN OLANDO WESONGA

156192 Lamin Jobe COMPUTING

Q1. Which of the following languages is more suited to a structured program?

A. PL/1

B. FORTRAN

C. BASIC

D. PASCAL

E. None of the above

Q2. A computer assisted method for the recording and analysing of existing or hypothetical systems is

A. Data transmission

B. Data flow

C. Data capture

D. Data processing

E. None of the above

 

156195 #N/A Primary Year 3 English - Identifying adverbs

https://padlet.com/afl_support/hpqsweek4/wish/139060365

156195 #N/A

156198 Philip Russell PHYSICS

Electromagnetic Induction GCSE physics Year 11. Used lesson after induction.

When a magnet is put into a coil electricity is made.

Which of the following statements are true.

a) As the magnet is put in and pulled out of the coil direct current is made.

b) The magnet makes alternating current in the wire as is moves in

c) The movement of the magnet induces a magnetic field that is inversely proportional to the speed

d) A moving magnet induces an electric field which has a magnetic field opposite to the magnet

e) A stronger stationary magnet induces a larger electric field in the coil

A, D are correct.

Hopefully to elicit that, although most generators can make AC electricity it happens because of the set up, not by just moving the magnet in one way. That a better generator is made by having more coils, a faster movement of the magnet or a stronger moving magnet.

This tells whether to go on or do more experiments on induction. In group work I collect a group that doesn’t understand and they do more experiments on induction before moving on, whilst the rest of the groups do other experiments on around robin of experiments playing with bells, speakers, phones etc.

156198 Philip Russell

156302 #N/A PRIMARY

Context: Y6 Class working on how we see things. The class have grasped the initial concept that we see a light source when light from the source travels to, and enters they eye. Work has been done to show that, when we see objects which do not emit light themselves, light from a source reflects from the object and into our eyes, 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 can’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.

156302 #N/A

156304 #N/A PRIMARY (Nursery)

Context:

After looking at the changes in weather and finding ice outside.  We managed to find something unusual in the nursery.  We found trapped ice men waiting to escape.  We had to ask the children how they would get the ice men out.

Question: What ways can you get the ice men out and have the ice turn into liquid (water state)?

A. Pour hot water on it

B. Pour cold water on it

C. Throw it on the floor.

D. Heat it up.

This will hopefully get them thinking about melting - solids, liquids, gas.

156304 #N/A

156310 #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

156310 #N/A

156384 #N/A MATHEMATICS Year 8 Box & Whisker Plots

https://padlet.com/afl_support/hpqsweek4/wish/139219268

Answer A:  is incorrect but its purpose is to check if students can correctly interpret the median and Q3 (upper quartile)

Answer B:  is correct, but asks students to interpret the range not the interquartile range and checks their reading of the scale

Answer C:  is also correct, and would be correctly answered by students who fully understand the concept of box and whisker plots.

Answer D: completely incorrect and would be an answer given by a student who is guessing.

The URL looks too long, so if you can't read the diagram, please let me know.

156386 Richard Everatt

PHYSICS KS3 Light (just finished this with my Year 8)

Can pupils explain why an object appears a certain colour....

You see a red folder on the desk. Why doe you see it as red?

a) It reflects all light in the visible spectrum

b)It aborbs all light in the visible spectrum

c) It absorbs only red light

d) It reflect only red light

Respsonse action

d) Yay!

c) Use https://phet.colorado.edu/en/simulation/color-vision to show colour vision

a) and b) Practical about colours and absorbing through different filters 

156419 #N/A PRIMARY

Context: Learning fractions in a Primary 2 class

The lesson follows a whole school approach i.e. following an introduction by the teacher the topic begins with a discussion where the children agree what the learning outcome should be and what steps they will need to take to be successful.

Learning Intention: At the end of a series of activities and discussion children will

1: understand and identify half of a shape

2: understand what "equal" and "identical" mean

3: be able to find a half of a number

Steps to Success: (how we will work out what fractions are)

A: talk and share with a partner or in a group

B: take part in the activities

C: listen to the teacher

D: think about what we are doing

At the appropriate stage the HPQ is

What sentence describes a half of a shape?

Red answer: A  shape cut into two parts makes halves

Blue answer: The halves of a shape can be different sizes

Green answer: The two parts of a shape have to be identical if they are halves

The children would be given coloured cards, the teacher would read out the sentences then ask them to talk with their partner for 1 minute. The teacher repeats the statements and asks the children to hold up the colour they think is correct.

From assessment of the results, the next steps would be to introduce further activities to focus on what the children had not understood. The challenge and next steps for the children who identified the correct statement would be to introduce the second part of the learning intention which is to use their understanding of half to apply to halving numbers.

156437 Keshia Ferguson MATHEMATICS YEAR 7 FRACTIONS Question

In which of the following diagrams is one-fourth of the total area shaded?

https://padlet.com/afl_support/hpqsweek4/wish/139240863

Answer

A, B, D

Using this question as a HPQ would provide a quick way for the teacher to ascertain the depth of students' understanding of fractions.

It would not be easy to guess the three correct responses (A, B and D), and different combinations of answers would point to students having different kinds of misconceptions about fractions, for example that if one out of four regions in a diagram is shaded, the four regions have to have the same area for the shaded area to represent one fourth.

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

156437 Keshia Ferguson

156437 Keshia Ferguson

156441 #N/A PHYSICS KS4 electromagnetism

Which one of the following state is the odd one out?

https://padlet.com/afl_support/hpqsweek4https://padlet.com/afl_support/hpqsweek4/wish/139247735 ?

The strength of an electromagnet can be increased by

A. Increasing the number of coils around the core

B. Wrap the coils around a soft iron core

C. Using a thinner wire to wrap around the core

D. Increasing the voltage 

156448 Sarah Thompson

PHYSICS

Year 7, middle of the lesson. We will have learned about series and parallel circuits, constructed both and taken measurements of current before,after components.

Ahrya makes a series circuit with a bulb and a switch. He then measures the current. Which statement is correct about his circuit?

a.The current will be different at the switch and bulb

b.The current will decrease once it passes the bulb

c.The current will flow in more than one direction

I would expect most students to choose b, some to choose a, and few to choose c. Students choosing b are confusing current and voltage so require a review. Students choosing c can be directed back to what is electricity, how does it flow. Students choosing b can then be asked to construct a series circuit and confirm their answer.

156448 Sarah Thompson

156477 #N/A

MATHEMATICS

Grade 4 (UK)

Estimation

If I estimate the answer to (456  x 34)/0.156

What would be your estimate for 0.156?

A      0,       B      0.2         C 0.1        D   0.16

The evidence I would expect this hinge-point question to elicit is that some students would choose answer A and a good majority would choose option C.

From this I would discus briefly how we can never divide by zero and then tackle the problem of dividing by the 0.2.  

156490 #N/A

PHYSICS

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

156533 #N/A

Which fraction represents 25% ? select all that apply.

   A 1    B 25    C 1   D 2   E 1

2 100 4 5 25

This is intended for Maths age 12 doing Fractions and Percentages. I am looking to see if they recognise percentages as a fraction of 100 and memorable fractions or simplifying.

For those who find this easy finding percentages of amounts and writing as decimals could be next steps, for those struggling going back to visual representations of fractions and percentages may help.

156553 #N/A Year 2 Literacy Lesson

The children have been learning about adverbs as part of a SPAG session. They have been playing a charades style game in small groups - picking an adverb and acting out a skit for their peers to guess the word. At a mid way point, two sentences are projected on IWB.

The boy was running quickly across the playground.

Slowly the giant, blue whale swam to the bottom of the deep sea.

The children are asked to write the adverb from each sentence on their mini white-boards.  After a short set time, children show their boards in the air for the teacher to see. 

156553 #N/A

156581 #N/A

MATHEMATICS.

which of the following shapes have an order of symmetry that is greater than 2:

square

rectangle

isosceles triangle

octagon

parallelogram

equilateral triangle

hexagon.

The context would be during the lesson on symmetry, after teaching the concept of rotational symmetry to a foundation tier GCSE maths class in an FE college, posed to decide whether the topic has been understood by the group, i.e can the group determine the RS of various shapes and decide which have RS > 2.

If the evidence suggests that the level of understanding is below where it should be, I would use peer teaching to develop the subject in this particular case.

156678 #N/A Design       Some reciprocating engines have a piston that is slightly oblong in shape, this is called cam ground. What is the reason they are designed this way?

a. they allow for a better fit in the cylinder

b. because of the coefficient of expansion of the metal

c. they will be come round when at operating temperatures.

156678 #N/A

156686 #N/A PRIMARY (9-10YEARS)

Which of these is a force that acts on a falling parachute?

a) Push

b) Gravity

c) Air resistance

1. I would use this after an investigation into parachutes.  It will then inform if pupils are ready to move to the next part of learning about forces.

2. Evidence

a) I would expect most pupils to know the definition of any force is

'a push or pull to change the direction or speed of an object'.  So push would not be a force acting on the parachute.

b) Gravity is pulling the parachute down.

c) Depending on the surface area of the parachute the speed at which the force affects the parachute may change.  I would look for pupils to make connections between the air resistance pushing up on the parachute and the increased surface of a parachute will decrease the speed at which a parachute will fall.

3. I would ensure pupils know the direction of the force acting, reinforce the understanding of what the definition of a force is (pictorially, using a kinaesthetic approach or orally).  To extend the pupils I would ask them to estimate the force in Newtons acting on the parachute (the digits used is not significant but the idea of forces acting together and giving an element of balance is significant).  I would then pose the question: 'would the same parachute fall at the same speed in space? Explain'.

156686 #N/A

156695 #N/A MATHEMATICS KS3 Trigonometry- knowing Angles

2. HPQ.

Which is an obtuse angle?

https://padlet.com/afl_support/hpqsweek4/wish/139474732

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

The skill to differentiate between obtuse angle and any other (acute angle and right angle)

156698 #N/A MATHEMATICS - KS2

156698 #N/A

The relationship between km and m is:

a. x 1000

b. divide by 1000

c. x 100

156698 #N/A

156741 #N/A MATHEMATICS 12th functions

The first part is the discusion about restrictions in the domain of different functions.

The HPQ is: https://padlet.com/afl_support/hpqsweek4/wish/139499924

This question let me know if students can identify that a squared number is always possitive thus is not possible that in the denominator there is a zero. So the domain of the function is B.

The HPQ can response in 30 seconds or less.

156757 #N/A Interconversion of energy for 10 year olds. A teacher asks the students to match the activity with the

respective conversion of energy.  For example,a.Switching on the fan b.Light bulb c.Speakers.Teacher asked for the response by matching the choices with_1.Electrical to mechanical

2.Electrical to heat and light

3.Electrical to sound

Teacher found that concept of different forms of energy was not clear to the class.What next has to be done is to teach them about various forms of energy with examples.

Q.A boy kicks a ball?

What out of the 2 is gaining energy?

Ans.Ball

Yes,ball was at rest in potential energy in rest and is converted to kinetic energy.

With giving more such examples the concept is clarified.                                                                                         

156757 #N/A

156781 #N/A

PRIMARY (maths)

A recent group I spent time with were working out angles between 180 and 360

They had questions regarding opposite angles

They were struggling to understand the concept opposite angles of 2 insecting lines

I demonstrated with 12" (300mm) rules crossed over and asked:

Watch the angles between the rules and tell me what happens?

156785 #N/A

MATHEMATICS (SECONDARY)

Choose two methods from the list below which will enable you to find the length of a side of a right-angled triangle.;

A) Add the lengths of the two given sides, square the answer, then find the square root.

B) Square the two given sides, add the answers, then find the square root.

C) Divide the given side by the opposite angle and then find the square root.

D) Multiply the given side by the angle adjacent to it and the find the square root.

E) Square the given sides, subtract the the smaller from the larger, then find the square root.    

156799 Mehmana Heydarova

What does human body exist: hemoglobin,  cells, bones or ant other things?

156799 Mehmana Heydarova

156800 #N/A General Science - The Water Cycle

To gauge students' understanding of condensation and ensure they are able to distinguish it from evaporation and precipitation.

Choose the best answer

Condensation is the process by which

A.  solid particles change to liquid

B.  liquid particles change to gas

C.  gas particles change to liquid

156800 #N/A

156806 #N/A MATHEMATICS - Secondary

We've been looking at converting fractions into decimals. Which of these is equivalent to 3/5?

a. 0.3

b. 0.35

c. 0.6

d. 35

e. 30

f. 3.0

g. 3.5

h. 0.66

156806 #N/A

156808 #N/A What is a habitat? Year 2

a. A place where animals live

b. A place where plants live

c. My home

d. A place where animals and plants live dependent on each other and the environment

e. A shop on Tottenham Court Road

My thinking is if they pick either a. or b. I know they may not understand that people are animals. Or that plants, animals and the environment are interdependent; part of a community. We can go on to identify the characteristics of some habitats etc.

156808 #N/A

156878 Cliff Coates Chemical engineering Control Loop Operation

Look at the diagram of heat exchanger E-212. Which component in the control loop changes the signal from Digital to Pneumatic

https://padlet.com/cb_coates/9y48228eitk4

A) TIC-003

B) TY-003A - Answer

C) TT-003

D) TE-003

156878 Cliff Coates

156888 #N/A CHEMISTRY AS-Level chemical thermodynamics

This HPQ is set for a Cambridge AS-Level (year 1 of sixth form) chemistry class. The topic is a subtopic of chemical thermodynamics and the question posed after a guided step by step demonstration of solving an enthalpy change of reaction problem using average bond energy data. This is after being introduced to relevant enthalpy change definitions, laws and problem solving using Hess' law cycles and other enthalpy change data. The use of bond energies would be a relatively newer concept.

 

The evidence I am seeking to elicit from this relatively accessible HPQ is the ability by the learners to:

- retrieve relevant data from the directed source

- the formulation and use of the data to formulate and solve a linear mathematical problem

- identify the significance of the unit that the solution should be presented and the sign (+/-) of the solution

I have a set of differentiated worksheet questions on the calculations and the group is relatively small to set up think pairs for follow up dialogue on the responses and the how and why they are correct or wrong to further probe the extent of any misconceptions. The url for my HPQ is given below:

https://padlet.com/kudavjm/f2w9a3cah1w9

156920 #N/A

MATHEMATICS

 

TOPIC : MATHEMATICS OF FINANCES GRADE 12

 I used different questions to test the knowledge of learners in this topic to find about the numbers of years it will take an investment to double or triple , the initial amount or the rate interest in compound  or simple interest , sometimes with different rate interest . I have found that the hinge point question should be based on the following : nominal interest rate, hire purchase agreement and when the monthly regular repayment amount have been broken for example 12 months in a 60 months agreement , students tend to be confused or just apply the two formula instead of considering the gap that has been created and the hire purchase stand for the use of simple interest rate though it may not be stated in the question, the HPQ  should focus on these points to clarify the lesson in order to move on.

156927 #N/A PRIMARY Age 7-9 years Number line HPQ: How far is it from point A to point B?

https://padlet.com/afl_support/hpqsweek4/wish/139636721

1.  5 cm

2.  7 cm

3.  4 cm

4.  3 cm

I want to know if students have grasped the number line.

Those who have not grasped the number line need more training in small groups.

156927 #N/A

156966 Rachael Robson PHYSICS KS3 Circuits

In which of the diagrams will the bulb light up?

https://padlet.com/afl_support/hpqsweek4/wish/139665173

Correct answer are B and D

I would use this question to check students understanding that the bulb will only light in an unbroken circuit. So it will NOT light up in A and C.

Image D allows the teacher to check students understand the difference between a series and parallel circuit, since the bulb will light up in image D but not in A even though the switch is open in both cases.

156966 Rachael Robson

156976 #N/A PRIMARY

The year 6 students have been studying the heart and circulation for 2 weeks. They have made a model of the heart and acted out the figure of 8 circulation. I want to find out if the students have understood which vessels carry which type of blood?

HPQ

Which main vessels carry oxygenated blood from the lungs via the heart to  the body?

A. Veins

B. Capillaries

C. Arteries

D. Windpipe

If the students were unclear of the different vessels I would repeat the figure of 8 drama with an emphasis on what type of blood is being carried. The my body app is also good for showing different vessels so review this.

156976 #N/A

156988 #N/A PRIMARY

Year 5/6 class

Learning about discussions and what parts make up a good discussion text.

The best description of the purpose of a discussion is

A - a talk on what you like and don't like on a subject.

B - telling the reader your opinion on a subject

C - looks at different points of view or opinions

D - an argument that explains your right

Misconceptions - They may think it is a persuasive (exposition) text, they think it is a conversation, they think you just argue your point.

Looking forward - those who choose C - work on creating a good argument from both sides

Others - Look at distinct differences between Exposition and Discussion

156988 #N/A

156993 Barry Medwell

MATHEMATICS

Yr 8/9 Simple Interest

HPQ:

Calculate 5.8% of $385...

   A)   385 divide by 5.8

   B)   385 divide by 100, then multiply by 5.8

   C)   0.058 multiply by 385

   D)   0.58 multiply by 385

Points to discuss:

#1 – In the lead up to doing problems involving simple interest, I would want to know that all of my students are firstly comfortable with percentage calculations.

#2 - I'd expect the HPQ to identify those who:

- do not know how to calculate a percentage of an amount (answer A),

- have trouble converting a percent to a decimal (answer B)

- know how to calculate in one way only (answered B or C only)

- know how to calculate in a number of ways (answered B and C)

#3 – Firstly, I’d have a class discussion, beginning with a talk about how to mentally approximate the answer –i.e. $385 is approximately $400, 10% is $40, so 5% is half of this, $20.  Then I’d ask students to calculate each of the options (A, B, C, D).  Students who answered incorrectly would see that they had the wrong answer.  Then I’d ask a student who correctly answered B to explain their reasoning.  I’d finish the class discussion with an explanation of C.

Secondly, I’d pose another problem on the board (e.g. Calculate 3.7% of $248) and ask students to talk to the person next to them about how to answer it.  After a minute or two, I’d have a class discussion (i.e. ask students to share their thinking with the class).

Finally, I’d ask another HPQ to check progress.

HPQ #2:

Calculate 4.1% of $5100

   A)   5100 divide by 100, then multiply by 4.8

   B)   5100 divide by 100, then divide by 5.8

   C)   0.41 multiplied by 5100

   D)   0.041 multiplied by 5100

156996 #N/A MATH ELEMENTARY 2 grade Students need to use A, B, C and D cards for answering.

https://padlet.com/afl_support/hpqsweek4/wish/139686398 ?https://padlet.com/afl_support/hpqsweek4

156996 #N/A

156999 Rebecca Thompson

Hinge point question - Which of the following has a simile?

a.) It's raining cats and dogs

b.) Light as a feather

c.) BANG BANG

The intended audience is a primary school year 2 level. The Subject being English and literacy skills, the point would be during the course/lesson to ensure understanding in the students.

The hinge point question would elicit whether the students understood the teaching of similes, or merely choose an answer at random. If the amount of students who got the question wrong was small, then I would gather those smaller group of children for a further explanation. 

156999 Rebecca Thompson

157038 #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.

What does a dog do?

Meow

Bark

Moo

Oink

Baa

157038 #N/A

157043 #N/A PRIMARY SCIENCE

Year 2-3

What is physical force?

a) Physical force is when you are strong.

b) Physical force is when you push something away from you.

c) Physical force is when you pull something towards you.

d) Physical force is when you can push or pull on an object.

157043 #N/A

157087 #N/A

CHEMISTRY

How could you increase the temperature of boiling water?

A)Add more heat

B)Stir it constantly

C)You cant increase

D)add more water

Although this question is fairly easy it will help me identify the 1st year understanding of the boiling water topic. This could be asked as they are doing the experiment, or just before then we move onto the experiment to see what they thought. I would hope i would be able to interpret the students responses fairly quickly. Could be done via a cahoot or little boards and have a show of hands.

157192 #N/A Year 7 Chemistry

The subject is learning about the periodic table and how it is organised as a preparatory step for Year 8. I would give this as after initial teaching and before moving on to the next part of the topic.  I would write it on the w/b and get students to hold up an 'A, B, C or D card to show their understanding.  Simple, informative and very quick!

HPQ   On the periodic table the elements are organised by:

A   Atomic symbol.

B   Atomic mass.

C   Atomic number.

D   All of the above.

157192 #N/A

157204 #N/A

MATHEMATICS

YEAR 5

Choose the right options to 2/8 + 2/8

(A) 2/16

(B) 4/8

(C) 1/2

(D) 4/16

Correct answer : (B) 4/8 and (C) 1/2

This question is a hinge question as students are likely to add both numerator and denominator and opt for (D) but if they do answer right, it will inform the teacher that not only students know how to add fractions with common denominator, they also know how to simplify the fractions.

If students don't choose the right options, teacher would know that she needs to spend more time on adding fractions with the same denominator or on simplifying fractions depending on the student's need.

157231 Jane Winter 

The picture for my question can be found here (although it is more decorative than necessary to be able to answer the question).

https://padlet.com/afl_support/hpqsweek4/wish/139857368

The question is:

What will happen if we put a coat on a snowman (on a day when the temperature is above freezing and the snow is starting to melt).

a. He will get hot and melt more quickly.

b.He will keep cold and melt more slowly.

c. Nothing will happen to him it won't make any difference.

157231 Jane Winter 

157269 Kate Howe BIOLOGY

Yr 11 Higher tier. Completed work on proteins and started to look at rates of reactions in enzymes.

What happens to enzyme catalysed reactions at low temperatures? For example the breakdown of starch by amylase in a fridge.

A. The enzymes stop working

B. The enzymes are denatured

C. The reaction slows but does not stop

Answer is C but many get confused and think it will stop all together. A few seem to think that extremes of temperature denature enzymes in the same way that extremes of pH do. This identifies these misconceptions and may lead into a discussion on the impact of temperature on rates of reaction, particle theory etc.

157269 Kate Howe

157280 #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 students’ responses in 30 seconds and, ideally, in half that time?

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?

Would students giving 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?

157280 #N/A

157305 #N/A OTHER

Since last week I have learned that HPQs need to have a demonstrably 'wrong' answer that can be used as evidence that I need to go back and reteach key point(s).  Also, follow-up activities should be more obviously related to the question so that learners can appreciate the value of the HPQ.

This is for a class of 12, grade 5, EAL students (10&11 yo) of extremely mixed ability. It is about a survivalist (Bear Grylls) who decides to build a makeshift shelter out of leaves, branches and vines, just as black storm clouds start to gather in Northern Australia.  The question would be posed just the following day after watching the episode straight through.

157305 #N/A

1. Of the following selection, choose the WORST option for Bear Grylls' shelter.

a)  A cave

b)  A tent

c)  A hotel

d)  A makeshift shelter of leaves and branches

2. The above choice is the WORST option, ONLY because...

a)  ...viewers would accuse him of cheating.

b)  ...he did not bring one with him.

c)  ...he does not have enough time to build it.

d)  ...it would be too dangerous.

All respondents who answer a&d, b&b, c&a, or d&c, will have earned the right to start the 'freer', creative activity, whereby they have 10 minutes to work quietly on creating a labelled map of the jungle, with one secret 'safe' location that their peers may be challenged to guess.

Anyone who answers some other combination will use their dictionaries to translate the options word by word, and may use their L1 to try and justify their answers to each other.  While that is going on, I will ask pairs of students in the advanced group to swap maps with a friend, and note down whose maps are most legible and thoughtful.  These are students who can help suggest future games.

As a group, the L1 group will by then have come up with the BEST option for Bear Grylls' shelter, which they are to write down and justify using TWO sentences.  An early finisher from the advanced group may join the discussion and help to translate.  This would then be allowed to escalate into a class-wide debate for the last 5 minutes that would provide lots of information about student interaction and opportunities for eliciting key vocab and pronunciation aspects to work on. 

There are more Socratic-type questions https://www.neisd.net/et/robotics/socratic_question_stems.doc that I would prepare to stimulate further debate, if necessary.

As I've progressed with this course, I've become more relaxed about letting go of 'control' (while still having contingency plans) in the classroom to leave space for listening and watching my students. Is this necessarily a

157332William Anthony Branney

YEAR 10 OTHER GCSE BUSINESS STUDIES

The responses to the question would shape student production of finance documents booklet.

What is the purpose of a credit note?

a) To confirm how much is owed by the customer

b) To confirm the value of goods returned by the customer

c) to confirm credit limit available to the customer

d) to confirm level of credit available to the customer

157339 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.

157339 Ayshea Dar

157343 #N/A

Would students giving particular answer 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

students.What improvements would yuo suggest for the hinge-point question?

157438 #N/A

ENGLISH - Middle School.

These questions were devised to go with a text that is not included here.

Comprehension Questions

1. What does Jake mean by telling the driver to turn into the ‘package store’?

2. Why is Jesse and Ellie’s dad on disability?

3. What happens to the three friends on the bus?

Discussion Questions

Why do you think bullies do what they do?

What do you think should be done about bullying?

Writing Prompt

Tell about a time you or someone you know was bullied. 

157456 #N/A

PRIMARY Y6 maths

Which of the following have a difference of 2?

A -1.2 and 0.8

B -0.6 and -1.4

C -0.3 and 1.3

D -0.5 and 0.5

Students would use A/B/C or D cards to answer. I would expect evidence for which students can add negative and positive numbers.

Those whose answer is A would move onto independent work. Others would work with me to look at why the later answers are wrong, probably supported by number lines in tenths.

Answer B may highlight a common error, which is to add the integers while ignoring their signs.

157457 #N/A PRIMARY SCIENCE

Question: Which material will muffle sound most effectively?

https://padlet.com/afl_support/hpqsweek4/wish/139967452

Answers: 1 and 4

Using this question would give quick feedback on students knowledge of materials and concept on sound travelling through materials. It might be easy to guess the two correct answers and an intentional dialogue after would be needed so students feedback there concepts and understanding of how sound travels and why it would not travel through some materials.

157485 #N/A

PRIMARY

Mathematics: age 10-12

Which of the following are all prime numbers?

A. 2,3,6

B. 2,3,7

C. 3,7,9

D. 7,11,13

I would use this question to gauge my students' understanding of prime numbers after some learning activities had taken place with the whole group.  I would consider those who got both correct answers to have a good understanding of the concept of prime numbers and would plan for them accordingly.  The rest would need further work on prime numbers and they could be subdivided into those who chose one correct answer and those who picked one or more incorrect answer.  I would provide a basic activity for those who had not understood the concept and had therefore chosen at least one incorrect answer and a more challenging activity on prime numbers for those who showed some understanding by choosing one correct answer.

157510 #N/A

PRIMARY Y5

The topic is mixing materials and the HPQ is aimed at assessing pupil's understanding of solutions.

Which of the following is correct? (there may be more than one answer)

A A solution is formed when a solid is mixed in a liquid.

B When a solid dissolves, it disappears.

C Not all solids dissolve.

D In a solution, the solid and liquid are evenly mixed.

157522 #N/A

ANATOMY & PHYSIOLOGY

1.  Subject : Nervous System / Special Senses - The Eye

Aged Care Students - adult learners of varying ages

I would envisage using the HPQs after studying the anatomy and physiology of the eye and prior to the students researching given topics relating to common vision disorders affecting the aged

2 & 3.   The evidence shown by using the HPQs would enable me to analyse whether or not the students have achieved satisfactory basic knowledge of the eye in order to proceed to more indepth study of related issues and care.  If not, extra support would be given to those who need it in order for them to reach the required level of knowledge

In this exercise I would use two HPQs with one following immediately after the other

HPQs:  There are 2 questions consisting of multiple choice options.  You will be given 2 minutes and on completion of the time will be asked to hold up a particular coloured card for each option

Photoreceptors cells in the retina send information via this nerve to the brain

a.  Optic

b.  Auditory

c.  Ophthalmic

d.  Facial

The area in the brain where the information is processed is the:

a.  Temporal lobe

b.  Parietal lobe

c.  Frontal lobe

d.  Occipital lobe

157523 #N/A

MATHEMATICS

Indices and Logarithms

Early secondary level

I would like to find out if learners understand the relationship between indices and logarithms so that they can switch from one to the other depending which is more appropriate.

The response would allow me to see which learners were able to convert from index notation to log notation and to decide which students needed more understanding.

Convert from index notation to log notation

2^4= 16

Which of the following is correct:

log(base2) 4 = 16

log(base4) 2 = 16

log(base2) 16 = 4

log(base4) 16 = 2

157529 #N/A

What is the unit of power?

Select your answer from the options below.

(A) joules

(B) newton                              

(C) watt ( 1 joule/second)

(D) kilogram.

The question is intended to be used in a key stage 4 physics lesson with the intended purpose of  eliciting  any misconceptions regarding the concept of power. Based on the students' responses to this question,  students will be asked to measure work done and the time taken or students will view examples of  simple household devices. They will be asked  to determine the energy consumed by each device and the time taken, this  will achieve this by using the power rating for each device.

157570 #N/A Mathematics Number

Karen Roberts

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157577 #N/A Primary Age 10 Science

Following a lesson and discussion on physical and chemical changes and the differences between them.

https://padlet.com/afl_support/hpqsweek4/wish/140000892

I would expect the children to be able to pick the correct answer as being the only one where the end substance is completely different from how it started.  Following the question I would ask someone who answered incorrectly to explain their thinking to see where the misunderstanding is, then ask someone who answered correctly to explain their reasoning to them. If needed I would pull students aside for a quick review with extra examples.

157596 #N/A

Spanish

In trying to give a final explanation for the use of ESTAR rather than SER, the taecher had asked one of their female students to wear makeup and all the girly stuff. She was very transformed and much more beautiful than normal. So the ask the class to tell the girl you are beautiful today in Spanish.

Choose the correct response.

a) Eres bonita hoy.

b) Estás bonita hoy.

C) All the above.

157616 #N/A Maths  Year 2

Hinge Point Questions

What is the difference between the numbers 14 and 6?

1. 20

2. 8

3. 10

4. 84

Finding out which children understand the term “difference between†�

Those that do will move onto other concepts or if the number elicits too few correct answers then whole class lesson on the uses of the term “difference†�

157616 #N/A

157621 #N/A

MATHEMATICS

Fully factorise the following expression:

   4x^2 + 16x

A     4(x^2 + 4x)

B     4x(x + 4x)

C    4x(x + 4)

D    2x(2x + 8x)

E    2(2x^2 + 8x)

F    x(4x + 16)

157632 #N/A Year 1 Maths

HPQ: (Teacher would read out the question for the childern. They would be sat on the carpet and have mini whiteboards)

HPQ: On your mini whiteboards, can you draw me just one of any kind of quadrilateral we have been learning about this week in Maths.

Children to draw a square, rectangle or an irregular 4 sided shape on their mini w/b's.

Teacher would then gain a quick understanding of which child understood the term 'quadrilateral' as a 4 sided shape and which children still needed support. 

157632 #N/A

157654 #N/A

BIOLOGY

Leaving cert year 1.

Topic: Nervous system

Question asked to the class;

1. Is the function of the medulla oblongate;

A. To respond to all actions

B. To respond to involuntary actions

C. To resond to voluntary actions.

As a teacher I can use this type of question to see how many understand the types of resonates there are and whether they understand one of the parts of the brain.

157670 #N/A

After learning about "Typical flower structure" I give my students a hinge question about classification of flowers according to sex by drawing the 3 types then ask them the reason of his choice.

Also, another hinge question in the form of scientific  term by giving them the function and they answer by the name of the part..

157680 #N/A

OTHER - ENGLISH

Which one of these examples uses correct SPAG?

a) i would've expected you to get that right? Its the papers easiest question.

b) I would of expected you to get that right. It's the papers' easiest question.

c) I would've expected you to get that right; it's the paper's easiest question.

This question (or a slight variation on the exact wording) can, unfortunately, be used at any Key Stage and any level as it seems that the vast majority of students struggle with correct use of many forms of punctuation.

Answers can be shown by holding up a letter card. I would expect to find out whether students had taken on board the focus on apostrophes we have been covering. I can also find out if there are students who are still confused by have/of.

Any students who get this wrong can, on production of card A or B, be set a short, pre-prepared worksheet of punctuation exercises to complete at home.

  

 

157694 #N/A Physics

https://padlet.com/afl_support/hpqsweek4/wish/140032073

Answer D

157708 #N/A

Design and Technology

Year 7 , KS3, 11 - 12 yrs of age.

Topic; Computer Aided Manufacture (CAM).

Having watched a demonstration of how the CAM machine manufactures the ' part' drawn on the CAD package decide which of the next four benefits best describes the reason for using the CAM machine;

A. it cuts the shape out quicker

B. it makes the work more accurate

C. it saves materials

D. it produces a repeatable, quality product, with a high degree of finish.

Whilst all the responses are a reason to use a CAM machine, the most accurate answer is D. D shows a deeper level of understanding and incorporates all the other responses A-C.

Therefore, pupils responding any of A-C do not fully appreciate the need for using the machine and there learning needs reinforcing, whilst pupils responding with D have a clear grasp of the power of the machine and all its potential benefits to their designing and manufacture.

157718 #N/A PHYSICS

157718 #N/A

KS3 Space

After studying about the phases of the moon students may be offered a following HPQ:

At which phase of the moon you can see half of it lit by the sun

A. Full moon

B. Three quarters

157718 #N/A

157722 #N/A

PRIMARY P2 Mathematics. Which of the following is true about the sum 7 x 2?

a) It can mean 7 + 7

b) It can mean 7 groups of 2 things

c) It can mean 2 groups of 7 things

d) It can mean 2 + 2 + 2 + 2 + 2 + 2 + 2

If they picked two opposing statements such as a and d or a and b then I know they are guessing the answer and don't yet understand what multiplication means or looks like. If they picked a and c then this could be addressed as they understand the concept but have it the wrong way round. 

157750 #N/A

MATHEMATICS

Primary 11 and 12 year olds

Ordering fractions

Which of these has the fractions ordered from smallest to largest?

A 5/6 3/4 2/3

B 3/4 2/3 5/6

C 2/3 3/4 5/6

I would use this in an equivalent fractions unit at a spot where I wanted to find out if the students could tell which is the smallest to largest.

Students who couldn't answer correctly would need more hands on time with manipulatives to consolidate understanding. Those who could answer could be moved onto adding and subtracting with different denominators.

157760 Natalie Macur

BIOLOGY, PRIMARY

1. In Y4 (age 8-9) learning about circuits after constructing and investigating circuits with one component (bulb). To be used before moving children on to using more than one component in circuits to achieve certain effects.

2. I would expect to be able to identify which children knew what components were used in a circuit and what a broken circuit would look like.

3. In response I would ask key children to give a reason for their answer and then split the group so that those who had answered correctly moved on to investigation multiple components and those that didn't stayed to discuss and investigate the answers.

Q. In which circuits would the bulb not light?

You must use all the components listed in each set.

A. 1 battery, 2 wires, 2 bulbs

B. 2 batteries, 2 wires, 1 bulb

C. 1 batteries, 3 wires, 1 bulb

D. 2 batteries, 3 wires, 1 bulb

157761 Nicholas Myint BIOLOGY enzymes

The question is intended to illicit if students can understand that shape is important in enzyme-substrate complexes and identify if students can identify the allosteric site as the site of non-competitive inhibition.

With those who incorrectly answer (Answer B+C) use modelling to demonstrate the answer with lego.

https://padlet.com/afl_support/hpqsweek4/wish/140060051

157783 #N/A

science HPQ

What drives the water cycle?

a. sun

b. clouds

c. oceans

d. moon

I'd use this question after showing models, videos of the water cycle and getting students to label blank water cycle diagrams.

 

tricky question - answer is d because the sun causes the evaporation from the oceans

Some students will guess oceans (partly correct because the ocean is where evaporation occurs.

if many choose c then a re-teach about causes might be required

157793 #N/A

Students are full day high school seniors (12th grade) in my mechanical drafting class.  Students must be able to hand sketch a drawing, as well as be fluent in using AutoCAD software.  Basic principles of engineering design are taught along with the software.

Students have already been instructed and tested on the basics of the AutoCAD software. We have just completed a chapter on why a template drawing is used in industry (efficiency and consistency of standards) and how to make and save a template (DWT) drawing for this purpose. I want to be certain that students understand how to access, begin, and save their work using a template (DWT) drawing.

HPQ #1

To use a template file (DWT) to begin your drawing, always:

1. open the template (DWT) file and edit it

2. use either the NEW or Qnew command to load the DWT file and save it with a new name

3. use the new icon from quick access toolbar to load the DWT file and save it with a new name

The correct answer is #2.  #1: Opening the template (DWT) file, the user will be working in the template (DWT) file and will change and mix up the file for others trying to use it.  #3: The template file cannot be opened using this icon.  Students respond by holding up a tablet size whiteboard with an answer marked.  Peer review, small group review, and additional problems are offered to help students not certain of the answer.

157805 #N/A

OTHER

Topic : Forming Comparative Adjectives

Level : Intermediate

This HPQ can be asked to check the understanding of the students in rightly framing the comparative form for adjectives with more than one syllable.

Choose the right comparative form of the adjective “comfortable†�

A. More Comforatabler than

B. Comfortablier than

C. More comfortable than

D. Comfortabller than

The right answer will be checked by asking the students to hold A,B,C,D card. If the students come up with the wrong option, the right answer can be elicited from the other students by posing intentional questions and the teacher can finally explain it again. A similar question can be given to check the understanding of the students. This helps the teacher to decide if she/he can proceed to the next level or if the concept needs more clarification.

157812 #N/A

BIOLOGY

Students were taught the principles of gas exchange in the lungs. This introduced new key terms and also a new process to understand. The students were then asked a series of MCQs (including the one below) to check what they had learnt. Students who answered correctly would continue with another task. Students who got it wrong would spend a bit longer with the teacher to ensure they understood the work covered.

What is the difference between gas exchange and breathing?

A. Breathing is needed for respiration, gas exchange is not.

B. Breathing is the movement of air into and out of our lungs. Gas exchange occurs in the alveoli.

C. Breathing is also called inhaling and exhaling where as gas exchange is also called respiration.

D. Gas exchange is when oxygen moves in and out of your bodies cells, breathing is where it moves in and out of the lungs.

157826 #N/A

Psychology: When the simple things become difficult

Wondering the limitation of our brain when working on simple but complex issues.

- Sit on a chair and stretch your right leg.

- draw cycles in air with your leg in a clockwise direction.

- while doing that use your right hand to write the Arabic numeral number 6.

- the aha moment comes in: your leg changes direction of circle.

- come up with other cases where we have a mental illusion. 

157837 #N/A

PRIMARY

Which word describe a noun? Underline the answer ADJECTIVE/VERB.

Underline the adjectives in the sentences.

This is a very small tiny dress.

The wooly fat cat sat on the mat.

Write your own sentence putting in an adjective describing a noun.

157849 Niamh Lally Biology

One of the seven characteristics of living things is nutrition. Which of the following statements best describes nutrition?

(a) The ability to react to the surrounding environment.

(b) Being able to change location.

(c) Taking in and using the chemicals in food substances that will be used for other chemical processes.

(d) The process whereby cells divide and increase.

157849 Niamh Lally

157944 #N/A SCIENCE Grade 7Elements, Compounds and Mixtures

Q. Which of the following diagrams represent a mixture of gases ?

https://padlet.com/afl_support/hpqsweek4/wish/140233001

157948 #N/A Biology

 

One of the following is NOT an external factor necessary for seed germination

A.  Water

B.  Warmth

C.  Oxygen

D.   Air

E.  Light

 

Answer=D, The aim is to find out if the students can use the right term,  and differentiate between air and oxygen.

157948 #N/A

157977 #N/A

BIOLOGY

Subject: Respiration / 14-year-olds

At the end of the cellular respiration.

"Mark has been running a 300 m sprint and he has a pain in his leg. Choose the best answer".

A. He has done some aerobic respiration and now he has a cramp due to citric acid. He has to keep running to get rid of the pain.

B. He has done some anaerobic respiration and now he has a cramp due to citric acid. He has to stretch and breathe deeply to get rid of the pain.

C. He has done some anaerobic respiration and now he has a cramp due to lactic acid. He has to stretch and breathe deeply to get rid of the pain.

I would expect for the student to differentiate between aerobic and anaerobic respiration. Also, recognise that lactic acid is a mild poison for us that causes cramps, which is painful) and point out the oxygen debt.

If they choose A, then I know they do not know what is the difference between aerobic and anaerobic respiration. They do not have the concepts clear. I would repeat the lesson being more specific and asking more questions in between.

If they choose B, then they know some concepts (differentiate between aerobic and anaerobic) but they confuse some terms. I would clarify as a class discussion.

If the choose C, they have all concepts clear and I will move on.

157992 #N/A PRIMARY OTHER

Which of these is a simile?

A. My homework pile is as high as Everest.

B. The blanketing snow covered the slumbering town.

C. The thunder roared like an angry lion.

D. Both A and C

E. All of the Above

157992 #N/A

158020 #N/A

MATHEMATICS

If a line has the equation y=7-3x, what does this tell you about the line? Select all correct answers.

A It crosses the y axis at -3.

B It has a gradient of 3.

C It has a y intercept of 7.

D It has a has a gradient of 7.

E It has a gradient of -3.

Used with KS3 or 4.  If students correctly said C and E they understand the link to the form y=mx + c and that the x-coefficient is the gradient not just the first value 7 and also that it is -3 not just 3.  If the majority were incorrect, I might ask students to draw the line to find the gradient and intercept and then to see the link with its equation again.

158028 #N/A

CHEMISTRY

Sodium chloride solution contains two types of positive ions, hydrogen ions (H+) and sodium ions (Na+).

Why is hydrogen gas produced at the negative electrode and not sodium?

A: Hydrogen is a gas.

B: Hydrogen is less reactive than sodium.

C: Hydrogen ions move faster than sodium ions.

158056 #N/A

Science Year 4

How has the African Elephant adapted to its natural habitat, to help it stay cool?

a. It stays in a big heard.

b. Ears have gotten bigger.

c. It roams more during the day.

d. It roams more in the morning and in the evening.

e. It uses its trunk.

f. They have moved to the zoo.

Correct answers are B,D and E. 

158062 #N/A Math Second grade

Second graders who have not mastered learning of the different basic coin value will not be able to choose the correct answer in less than two minutes. There will be information available for the teacher to clarify misconceptions and be able to plan some remediation,

https://padlet.com/afl_support/hpqsweek4/wish/140401208

158092 Nicole Dowd Literacy:

In kindergarten (5-6 year olds) we are focusing on adding adjectives to our writing to make their sentences more interesting. I have edited my previous question with feedback I received.

HPQ -

What are the two describing words in the following sentence?

The brown dog dug a huge hole in the back yard.

           A      B     C       D       E

1. A and B

2. A and C

3. A and D

4. D and E

158092 Nicole Dowd

158121 #N/A

PRIMARY

Which of these foods cannot be found in the grain food group from the healthy eating pyramid?

-banana

-rice

-oats

-quinoa

Which of these food groups cannot be found on the healthy eating pyramid?

-fruit

-vegetables &legumes

-healthy fats

-processed foods

158148 Melanie Pearce

Sunrise and Sunset

     Sunrise Sunset

January 1st 8:00         16:00

February 1st 7:30         16:30

March1st         6:30         17:30

April 1st         6:00         19:30

May 1st         5:30          20:30

June 1st     5:00           21:00

July 1st        4:30          21:30

August 1st 5:00  20:30

September 1st 6:00 19:30

October 1st 7:00  18:30

November 1st 7:00  16:30

December 1st 7:30  16:00

Why do the times change as the months change?

1- Because the Earth is rotating more slowly at different times of the year as the gravity changes when the Earth gets further from the Sun.

2- Because the Earth is tilted so half of it stays in the light or shadow for longer.

3- The times do not change but in winter, the clouds hide the Sun for longer.

4- Because we put our clocks forward once a year and back once a year.

https://padlet.com/afl_support/hpqsweek4/wish/140484119

158201 #N/A

PRIMARIA

age 9

Subject: Geographiy

In the middle of the lesson after I have already told that is important to identify a place on the Earth, what is latitude, longitude and how the clime change in our planet I will ask:

The clime change on the Earth following:

- only latitude

- only longitude

- both of them (lat/long)

-  longitude, altitude, and other factor like nearest to the sea

This hpq let me how pupils have understood about this topic and their ability to link  ideas.

158230 #N/A Biology Adult education Nutrition

https://padlet.com/afl_support/hpqsweek4/wish/140639221

Use your colour cards to show the right combination of Sucrose:

Yellow: Lactose

Green: Fructose

Red: Cellulose

Pink: Glucose

We have been discussing different types of diabetics. "Sugar" is often a misconception to avoid completely, such as: "don't eat fruit, it contains sugar" The point is to learn which sugars are acceptable. To know this they need to learn which sugar is what. Sucrose, white sugar is one of the most common used products, in the bakery.

From this question we can continue to separate the good from the bad, when it comes to diabetics by looking deeper into the carbohydrate chains.

158262 #N/A

I teach Maths and this is from the Statistics section:

Please choose which statistical measure applies to the statement 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

I would use the SmartBoard app to get student submissions via mobile app.  The app also interprets the data, showing exactly how many students have chosen each answer (even those who abstained). 

With this data, I can ask more detailed questions, where necessary, to ensure that their understanding of the measures is correct.

158275 #N/A

ENGINEERING

We need to consider the constraints of an engineering problem when looking for a solution. Which of the below could be a design constraint.

A. We don't know what solutions other people have tried.

B. We have a limited amount of time.

C. The desired features are not well specified.

D. The materials we need to make the solution may cost too much.

NGSS 3-5-ETS1-1 Engineering Design

158282 #N/A

PRIMARY

Year 1: Mathematics

focus: time- O'clock and Half Past

3 times displayed on the board A, B and C

Get students to identify which clock represents 7 O'clock.

Do it again but ask the children to identify the clock that represents Half Past 7.

This will allow me to see which children know how to identify each time. 

158340 #N/A

There’s a broad range of subjects represented amongst our learners and so it may be that you, say as a chemist, won’t be that comfortable reviewing a question from, say a mathematician. Don’t worry - look for the SHUFFLE link on the next step (the review step) - this will allow you to pass on one or more questions until you find one you feel more able to review.

158363 #N/A

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

 Use electrical equipment's near waters sources.

 Put safety caps over electrical plugs.

 Use electrical equipment's with frayed power cords.

 Watch for overhead power lines while flying a kite.

 Stay inside when there is a storm and lightning.

 Put too many plugs in one socket.

158373 #N/A

MATHEMATICS

HPQ:

Which of the following are factor pairs of 20?  You can choose one or more answers.

A.  1 and 20; 2 and 40; 3 and 60

B.  1 and 20; 2 and 10; 4 and 5

C.  1 and 19; 2 and 18; 3 and 17

D.  1 and 21; 2 and 22; 3 and 23

To be used with Year 4 as a review, either after teaching earlier in the session or the day following initial teaching.  Could also be used as an introductory question for Year 5 classes revisiting the subject.

The aim of the HPQ is to assess whether the children have a clear understanding of what factors are.  Multiples and factors are often confused, so A would probably be the most common 'wrong' answer and would reveal a confusion between these terms.  The answer C may reveal a confusion between 'number pairs' and factor pairs, and D gives an option of 'making' 20 another way, this time using subtraction.  Giving the option of more than one choice should eliminate children choosing the correct answer randomly.

I would move on from this by agreeing on definitions of factors and multiples with the class before setting children who were secure onto independent work finding factor pairs and going over the concept again, with plenty of examples and whiteboard work, for those who had not found the correct answer.

158387 #N/A MATHEMATICS KS3 or 4 Trigonometry

https://padlet.com/afl_support/hpqsweek4/wish/140853601

Key pieces of information in diagram to aid response (what are they looking at?)

What do they know about a right angled triangle?

Do they know what the keywords mean?

Use as a starter/settler/do now/entry task to get the students focused.  Lead into work on specific styles of question to calculate missing sides and angles.  Systematic approach at first to build skills.  Eventually work on a range of mixed questions.

158389 #N/A

White blood cells are part of the body’s immune system, they help to destroy microorganisms by:

a.) Producing antigens and getting rid of the microorganism

b.) Engulfing and digesting microorganisms

c.) Producing antibodies, engulfing and digesting microorganisms

158408 #N/A

Biology

The synthesis of ATP takes place in:

A Ribosomes

B Mitochondria

C Nucleus

D Cytoplasm

158428 Gayle Spinks

CHEMISTRY

Higher, Rates topic Unit 1, temperature

I would be looking to check the pupils understanding of what temperature means in reference to particles.

Which of the following best describes the meaning of temperature?

A A measure of the average kinetic energy of the moving particles

B A measure of the average kinetic energy of all the particles

C A measure of the maximum kinetic energy of all the particles

D A measure of the minimum kinetic energy of all the particles 

158529 #N/A

PHYSICS

I would use the following HPQ and discussion with KS3 Science pupils.

Ball and Hoop Experiment.

The ball fits through the hoop when cool (show the ball going through the hoop). What will happen when the ball is heated strongly on the Bunsen Burner?

A Contracts in size

B Expands in size, but can still fit through the hoop

C Expands in size and will not fit through the hoop

D None of the above

Discussion in groups:

What happens to the particles in metal when they are heated?

A The particles increase in size

B The particles decrease in size

C The space between the particles increases.

D The heat causes the particles to breakdown.

This could prompt pupils to remember about energy gained when heated so the space between the particles increases as the metal atoms gain for heat energy. 

158531 #N/A

During our Year 7 Maths lessons we have been developing students' knowledge and skills in geometric reasoning, in particular the different types and properties of triangles and how this can be used to solve problems.

The question I have devised plans to elicit students' knowledge of properties of triangles: in particular their understanding of the sum of angles of a triangle, characteristics of different types of triangles and the limitations on length of sides.

Using the evidence obtained from the question I could quickly see which students are confident in their knowledge of properties and which need further work.

Which of these would be impossible?

A. a triangle with angles 36 degrees, 64 degrees, and 80 degrees

B. a triangle where AB = 4cm, BC=2cm, and AC=6 cm

C. an isosceles triangle with a right angle

D. a triangle with angles of 65 degrees, 55 degrees and 65 degrees.

Once students have chosen their answer/s I would challenge them to justify their reasoning, firstly to a partner and then to the group. This would allow students to practise their reasoning, and it would also allow students to hear the reasoning of others.

158535 #N/A

PRIMARY

Year 6

Dividing fractions

* have students complete a week into the unit; time for explicit instruction and practice

2/5 ./. 7/3=                      (./. meaning divide)

a. 15/14  - shows that std is inverting both numbers

b. 6/35   - correct answer

c. 35/6   - inverting the incorrect fraction

d. 9/15   - not on track at all, simply adding numerator and denominator

Work stations would be set depending on responses:

 b. move to higher level- application of knowledge to word problems; and peer tutoring

d. would have them watch a tutorial video, then do further structured practice

a. & c.- revise the rule; small practice; engage in peer tutoring with b group as more knowledgeable other

158540 Kellie Molloy Primary

Concept:  year one science.  Students have been learning about push and pull and how objects are moved.

Previous Activity:  in groups, students were given a tub of water, a rubber duck and different objects were next to the tub. Students had to work out how to get the duck across the tub of water without touching it.

Question after activity:  How did you push or pull to get the duck across the tub of water?  

158540 Kellie Molloy

158619 #N/A

The greenhouse effect

What/which statements are correct?

A. The heat rising from the earth bounce back to earth when it hits the greenhouse gases in the

atmosphere.

B. Holes in the ozone layer leads to global warming

C. Greenhouse gases protects us from the sun's harmful radiation.

D. Methane from cows contribute to global warming

158680 #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.

158689 #N/A

BIOLOGY

KS4

Predicting inheritance

Question

Having dimples (D) is dominant to not having dimples (d). What is the probability of a child having dimples if one parent is a homozygous recessive and the other is heterozygous?

A - 100%

B - 75%

C - 50%

D - 25%

E - 0%

Students use mini whiteboards to practise drawing a Punnett square, calculate a percentage and determine the genotype of each parent.

The options cover all possible options given by a monohybrid cross.

C - go on to task 2b (more practise with Punnett square past exam questions)

B/D - join into one group and compare Punnett squares - can you find areas of strength and weakness? Then move on to task 2a - gap fill Punnett square questions which gradually get more difficult.

A/E - join into one group and sit with teacher to examine Punnett squares and find areas of strength and weakness? Then move on to task 2a - gap fill Punnett square questions which gradually get more difficult, but still with teacher support.

158698 #N/A

Science

Topic : cell as a unit of living things

Level : form 1 (age 13)

Breathing is part of a system involve in human body. What are the organs that involves in human breathing system ?

A. Nose

B. Skin

C. Lungs

D. Eyes

Answer : A, C 

158785 #N/A Which chemical compounds are ionically bonded:

A. NaCl

B. HCl

C. CO

D. HI

158785 #N/A

158823 #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.

158830 #N/A HISTORY

Where does the word 'picture' come from?

a., From the first picture taken by a photograph

b., From the United States of America

c., From Hungary

d., From ancient peoples called 'Picti'

Which general passed the Alps with elephants?

a., Napoleon

b., Admiral Nelson

c., George Washington

d., Hannibal

Which 2 ancient cities were the capital cities of Britannia?

a., Eboracum and Camulodunum

b., Eboracum and Londinium

c., Vindolanda and Camulodunum

d., Londinium and Vindolanda

158831 #N/A

Sue has saved $18 to spend on Christmas gifts for her friends. She sees some chocolate bars that cost $2.50. How many chocolate bars can she buy?

A 6 (may have rounded to $3 then forgotten to adjust)

B 7 ( correct)

C 8 (may have just guessed)

D 9 ( may have rounded down to $2 and forgotten to adjust)

158837 #N/A

BIOLOGY  Ages 14-16 years

In an osmosis experiment, four live potato strips with the peel removed, each having an average length of 5 cm, were left in salt solutions of different concentrations or water potential  labeled A, B,C and  D for 30 minutes.

The table below shows the average final lengths of the strips after the experiment.

Which salt solution had the least water potential?

SALT SOLUTION AVERAGE LENGTH OF POTATO STRIPS AFTER   30 min   

A                                            4.4

B                                            4.7

C                                            5.0

D                                            5.5

This HPQ will be used during the Biology lesson on the topic of osmosis to gauge and assess students understanding of the subject matter at the end of the lesson. Pupils would have already covered the theory and terminology of osmosis including concentrations, water potential and differentially permeable membranes.

Besides, a potato osmoscope demonstration would have already been set up to illustrate the concept of osmosis and the net flow of water molecules based on the relative concentrations of the salt solutions and water potentials  in and outside the potato cup of the potato osmoscope.

The students should be able to relate the HPQ with their theory and the practical demonstration on osmosis. Based on the evidence from students answers, the teacher needs to ask the students questions as to why they reached at  a particular answer, be it A, B, C or D so that they could all get the concept of osmosis right ultimately, bearing in mind that we are always teaching a mixed ability group of pupils.

158849 #N/A DESIGN AND TECHNOLOGY

Year 7 class in Engineering.

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

158849 #N/A

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

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

Also assessing if they know the three lever systems.

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

Hinge Point Question 2

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

Hinge Point Question 3

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

158915 #N/A

MATHS PRIMARY

A year 6 class, learning Rounding of 5 or more digit numbers. The students are asked to write their answers on mini white boards, and keep their answer to themselves till they are asked to show it.

This exercise should elicit the understanding that when rounding numbers, it is the previous number value that needs to be considered in order to round up or down, and in order to round up, that previous value (the Thousand in this case) needs to be 5 or more.

Students who understand the concept could carry on and solve some word problems involving rounding and estimating. The students who are still finding the concept quite tricky need to sit with the teacher, where the concept is discussed and taught in a different way.

Which number would you say rounds 756 893 to the nearest Ten Thousand?

a) 800 000

b) 760 000

c)  760 893

d) 750 000

158954 #N/A

MATHEMATICS

which number is the largest?

6.33 or 6.3215?

a. 6.33

b. 6.3215

c. Equal

d. None

Pupils have a misconception that the longer number is, the larger number.

Through this question, we can evaluate of they still have the misconception or not.

158965 #N/A

MATHEMATICS

Grade 8 Indices unit, prior to teaching with algebraic notation. 

To what is 4^3 equivalent?

a. 4 x 3

b. 8^2

c. 64

        d. 12

e. 4 x 4 x 4

Question would highlight common misconception that any number raised to a power is equivalent to the two numbers being multiplied together.  It will also ascertain if students are fluent representing numbers flexibly. 

If misconceptions are present I would revise topic by using patterning process to allow students to spot trends and redefine their understanding.  If question was correct I would follow with a question on square roots, before moving onto algebraic notation questions. 

158970 #N/A

PRIMARY-SCIENCE/INQUIRY

In the 3/4 classroom (9-10 year olds) we have been looking at Natural Disasters. The most recent one we have looked at is tsunamis.

To check their understanding I would ask them the following question.

What can cause tsunamis?

a) tectonic plates becoming stuck and building up pressure

b) underwater earthquakes, volcanic eruptions, meteor strikes and landslides

c) large objects becoming stuck on the ocean floor

B is the correct answer. I'd expect students would be able to distinguish almost immediately that c is incorrect (although some of the lower students may pick this answer). I would not be surprised if students chose a, but that is linked to earthquakes.

Students who would not get this correct would need to revisit and revise tsunamis.

159135 #N/A PRIMARY Maths Fractions

https://padlet-uploads.s3.amazonaws.com/prod/153616675/fc1385bb580dab79e9e865393861c4f3/fraction.png

I've planned to use this HPQ after I've introduced and we have investigated fractions.

I hope this HPQ will show me that the students understand that a half doesn't always mean one of two pieces.

My plan is to follow the HPQ up with a classroom discussion based on TPS. Depending on how that goes we might have to investigate some more, cutting the pictures and compare the pieces.

159139 #N/A BIOLOGY

Photosynthesis is a process used by plants and other living things to convert light energy into chemical energy to fuel the living things' activities.

These activities are also called __________.

a) energy information

b) energy transformation

c) energy generation

Answer: B

159139 #N/A

159143 #N/A

PHYSICS KS5

AS level question on Momentum which checks their knowledge and understanding of basic principles in a lesson relating Momentum to Newton's laws of Motion.

Which of the following is a statement of the principle of conservation of momentum?

A Momentum is the product of mass and velocity.

B In an elastic collision, momentum is constant.

C The momentum of an isolated system is constant.

D The force acting on a body is proportional to its rate of change of momentum.

Correct answer is C.

This is a basic recall question; however, as the rest of the given choices are almost correct {B/D are wrong} in given situations it checks for slight understanding. I have used a variation of this question in lessons and over the years it never fails to surprise how many students are misled by this perceived ambiguity, even though for us as experienced teachers this appears to be a straightforward question. For EAL learners (I'm in an international school in Indonesia) this is mainly used to check how students are reading and processing questions rather than HOT. Follow up discussions - should >30% get this wrong - is usually very useful for discussing scientific vocabulary [laws, theories, principles, e.t.c] and keywords in questioning.

In the case of students that will get this correct I would either ask them to sit in groups and briefly explain their reasoning {that I check on}, or, I provide them with Momentum in 2D questions that they can follow up on as I go through some activities with students that got the question wrong. This is dependent on factors like the ability of the group and class size etc.

159144 #N/A

BIOLOGY

Year 11

Cell Division

Before a cell divides is the amount of DNA

A. doubled

B. halved

C. stay the same

This would be done after cell division has been covered, to determine if students understand that DNA needs to doubled before cell division. This would lead into a more open question of why is it doubled.

159147 #N/A

DESIGN AND TECHNOLOGY

Yr 10 welding and fabricating course

HP question to determine if students understand the process of mig welding and the basic adjustments

Which of the following is TRUE about mig welding

A  The heat is produced electrically

B  The voltage needs to be increased for thin materials

C  Can be used for welding dissimilar metals

D  Requires an inert gas to shield the weld pool

Students should answer True to A and D in a short amount of time to provide evidence of their understanding otherwise further clarification needs to take place.

159235 #N/A

this said it is optional, however it is not allowing me to move on without typing in this box

this said it is optional, however it is not allowing me to move on without typing in this box

this said it is optional, however it is not allowing me to move on without typing in this box

159281 #N/A

Will the mass of the products of a chemical reaction be more than, less than or equal to the mass of the reactants?

1. More than - new products are made so there is more 'stuff'.

2. Less than - the reactants have been used up to make the products.

3. Equal to - there is the same amount of 'stuff', it just looks different.

4. Less than - particles get broken up to make new products so the products will mass will be less.

    I would use this in Chemistry modules. Conservation of mass comes up across KS3 and KS4 so I think it would be appropriate across the year groups. I would use it directly after studying conservation of mass and then again as a recap when talking about balancing equations.

    I would hope to identify students who do not understand the process that takes place in a chemical reaction. I have added a description to each to encourage students to think about their answer rather than just guessing 'more', 'less' or 'equal' when I think it would be more likely they could get to the correct answer by accident.

    My response would depend on the proportion of students getting the correct answer. Either way, I would want to check the understanding of those that got the answer correct to ensure it wasn't a lucky guess. I would probably do this by getting them to write an explanation of what happens in a chemical reaction in their own words or using diagrams.

159287 #N/A

PHYSICS

KS3

Secondary Special School

Subject: Solids

All of you, you've got two photos showing two items on each photo. Look at the photos, find the solid 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. chair or milk

b. ice or water

c. table or orange juice

d. coffee or computer

159315 #N/A

Question to check the understanding of molecular formulae before moving onto to working out relative formula mass.

Which of the below shows the number of different atoms in (NH4)3PO4?

A. 1 N atom, 4 H atoms, 1 P atom and 4 O atoms.

B. 3 N atoms, 12 H atoms, 4 P atoms and 4 O atoms.

C. 1 N atom, 4 H atoms, 4 P atoms and 4 O atoms.

D. 3 N atoms, 12 H atoms, 1 P atom and 4 O atoms.

159359 #N/A Design and Technology is an amazing subject and I don't apologise for getting very excited about it. It makes a massive impact on students' learning as they need to take information they learn from other subjects, especially maths and science, and apply it using logic, the power of analysis, creativity and a big dollop of common sense. It's a real cross-curricular subject. Children learn what a radius and diameter are in maths and then use that knowledge practically in DT – and sometimes they don't understand these concepts properly until they apply them practically. I'm that sort of learner myself, unless I'm actively doing, information can just disappear from my brain.

When we do student polls, DT is always one of the most popular subjects at school. I think kids get really passionate about it because they can use all their skills to produce their work independently.

What I'm really fearful of in the future is DT being downgraded and seen as a soft subject, this is a real threat after Michael Gove left it out of the English baccalaureate EBacc.

There are 50% too few skilled engineers in this country, and I just don't understand why DT isn't higher profile – it's the natural subject to study at GCSE and A level before going on to an engineering or design degree. These are the areas that will power our economy. I can only think that people making decisions don't really know what DT is and think it's just about making wooden bookends. It's a real worry. Parents will encourage their children to do the EBacc subjects and as that's what a school will be measured by heads may feel pressured make less investment in DT as well. If that happens we are going to miss out on so many talented kids not taking the subject. That would be a tragedy for them and the country.

I'm a huge fan of James Dyson. Without the weight of his campaigning and the #includesign campaign we'd be probably teaching horticulture and bicycle maintenance with a bit of knitting thrown in from 2014 – the

first draft of the curriculum was not promising.

But I'm happy that now the new curriculum is really forward thinking, including robotics and computer-aided design/computer-aided manufacturing (CAD CAM).

I'm very active on Twitter as I learn so much. If you're a DT teacher you really need to keep up with new developments and technologies – and there are so many new developments to keep up with. I'm really into Pinterest where I can share so many new products, ideas and designs. My students have their own Pinterest accounts and are collating their own boards, it's such a great way to gain and share inspiration. You just have to go into YouTube and type in 'new technologies' and you'll be bowled over by all the new stuff that's happening all the time. I think it's vital that teachers are always learning, how can we teach unless we are doing that? My passion for the subject really drives me as a teacher, without it I wouldn't be in the job.

I'm always looking for new ideas, in half term I went to Edinburgh zoo and came away with all these potato starch knives and forks to show my students – as my husband says, I am never off duty!

159360 #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 “count†�

Evaluate the discussion

Physical factors:

Creating a setting conducive for discussion

159395 #N/A

PRIMARY

SCIENCE

Year 3

I would use this question after students have learned about heat and heat sources. After they have learnt about metal being a conductor.

HPQ - Which spoon will feel hotter after being submerged in hot water for 2 minutes?

a. Plastic spoon

b. Wooden spoon

c. Metal spoon

2. I expect the answers to show me whether students understand that metal would be hotter after being left in hot water for 2 minutes

3. I would ask students who answered any answer to tell me why they chose that answer. I would then ask students who chose metal spoon to move onto a more advanced activity while I revised conductivity with the remaining students.

159396 #N/A

Primary mathematics:

Which is the correct answer to -5-6?

A. -1

B. 11

C. 1

D. -11

159477 #N/A

CHEMISTRY

Introducing the use of melting points to assess the purity of synthesised products at Level 3.

Are the students aware of how impurities affect the melting point of a substance?  Flashcards could be sed to assess the initial response and individual students can then be targeted with support/activities to stretch or establish baselines.

Adding salt to ice causes the ice to melt because:

A. A chemical reaction occurs

B. The freezing point of the mixture is lower than pure water

C. The freezing point of the mixture is higher than pure water

D. A change of state occurs

159490 #N/A

MATHEMATICS

Given: Triangle ABC is congruent to Triangle MNO

1. What angle is congruent to angle B in triangle MNO?

A. Angle A

B. Angle C

C. Angle M

D. Angle N

2. What are the 6 pairs of corresponding congruent parts of the 2 triangles above?

159552 #N/A Science Kindergarten Food Groups

https://padlet.com/afl_support/hpqsweek4/wish/142199750

Which foods belong to the plant based food group?

1. I would use my question on Day 2 to introduce what makes each food group different/ unique.

2.  The HPQ will help the teacher know which students have an idea about which foods are plants, which foods are not; and/or where foods come from.

3. Students at this young age don't always have background information on where food comes from, so some may not realize which foods are from plants and which are not.

159626 #N/A

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

This question would be

 â€˜ write down the name of the place where the red blood cell would first enter the heart after leaving your right foot.’

(avoiding being too specific because I don’t to prompt too much – do they know it’s via a blood vessel? Do they know it’s a vein? Or a large vein? Do they know the relevant chamber?) 

159676 Yeasmin Mortuza

PHYSICS KS3 ForcesHere is the HPQ: https://padlet.com/afl_support/hpqsweek4/wish/142413721

Here is my plan in responding to students' responses to the question: https://padlet.com/afl_support/hpqsweek4/wish/142414008

159734 #N/A COMPUTING year 6 internet vs. web

So I've been trying to think of a way of wording this HPQ and every time I do I'm not happy with it, so I'll just submit it anyway and hopefully it can be refined later.

I want to use the HPQ to determine whether or not year 6 students have grasped the difference between the internet and the web. A common misconception amongst children around this age is that they are one and the same thing.

I know this is backwards but I want the responses to be something like...

A) Facebook

B) E-mail

C) Youtube

D) Skype

And the question to be...

Which of the following activities DO NOT require access to the World Wide Web?

159751 Lester Willer

Hinge point question on enzymes

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!

159757 Olga Brinsdon

This is a question on forces - Friction

Question:  Which situation does not involve Friction being useful?

A)  Car tyres grip the road.

B)  A rubber mat in the bath stops slipping.

C)  The soles of your shoes grip the floor.

D)  Brake pads on your bicycle wear 

159763 Fatima Farooq

Give pupils playdoh to make models of atoms, molecules, elements with different number of atoms, molecules of elements and compounds.

Based on models ask pupils how many atoms, how many types of atoms etc.

examples: C, H2O, N2, H2SO4

160022 #N/A

DESIGN AND TECHNOLOGY

•The subject : Robot

•Level : 6 - 8 years old

•Topic : what is the meaning of robot ? it's a machine that sense, plan and act

•Hinge-point question  : Which of the following machine is robot

            a) Our Normal car

            b) Automated floor cleaner machine

            c) Airplane

            d) bicycle

•Answer : B

•Using this question will quickly elicit if the student understanding that the robot must be sense, plan and act

•That is meaning a can move to the next step which will be the direction of running .

160071 #N/A

Primary Y4/5 Question

When we did the cloud in a bottle experiment who can remember why the cloud formed?

A. The cold air makes the warm air go foggy.

B. The warm air rises and as it hits the ice cubes the air cools and the water vapour in the air condenses into water droplets creating a cloud.

C. The cold air from the ice descends into the jar and as it hits the water it makes the air above the water condense into water droplets creating a cloud.

160125 #N/A

MATHEMATICS

Which multiplier represents a decrease of 2.5% ?

a) 0.25

b) 0.025

c) 0.975

d) 0.9975

1.  KS4 percentages (or late KS3). Using multipliers.

2) I have designed the incorrect answers to reflect common misconceptions in finding multipliers.

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.

160136 #N/A ORGANISATIONAL BEHAVIOUR

The topic discussed was situational leadership. There is a question given in the link which is about different type of leadership styles. The situations are given (as a table) and the suitable leadership style is asked.

https://padlet.com/nk_nihan/ud6a6kyfft53

160154 #N/A

Enzymes can be defined as......

A:-   Biological catalysts which can be involved

in digestion

B:-   Proteins unaffected by temperature and pH

C:-   Sugars which add flavour

D:-   Proteins which are broken down in every reaction

160178 #N/A

Grade 6 Science

Classification of animals.

Question:

Dolphin is not classified as fish but mammal. Why?

160293 #N/A

A 32 year old woman is admitted to the maternity ward at 32 weeks pregnancy with 'leaking if liquor'. Her baby's movements are normal and she does not have a fever.

1. What is the probable diagnosis?

2. What other diagnosis would you consider.

3. How would you confirm the diagnosis?

Clinical Reasoning ( for question 1):

The student is expected to analyse the clinical situation and consider that the patient has had premature rupture of membranes at 32 weeks pregnancy ( 6 weeks too early).

The information given indicates that she has no infection ( no fever and babu's movements are normal).

2. The student would attempt to answer question 3 to exclude the differential diagnosis he would state for question 2 ( urinary leakage) by performing a vaginal examination and confirming leakage of liquor.

160294 #N/A

Should be alert while answering the question to give the correct answer in short time

Students should have critucal thinking &good observation

The answer should be related to the question

The student has to be able to improve her self

The hinge point question is helping to understand well

160326 #N/A

PRIMARY SCIENCE (The Environment) Year 2

Planet Earth is surrounded by a layer of air. We call it the sky. Scientists call it:

A) Gas

B) Atmosphere

C) Earth

D) Environment

I have used words that we have been using in this topic so they would have heard of them. This question enables me to check their understanding straight away. They show an A, B, C or D card to tell me the answer. Those that don't answer B I can take into a small group to recover and those that do get the right answer can move on.

 

160433 #N/A

In a DESIGN AND TECHNOLOGY class students were asked, What are the two most common types of conductors used to transport electricity in a domestic wiring project? Students were asked to select from the list below:

a) gold   b) silver  c) copper   d) bronze   e) aluminium  f)lead   g) steel

Students were then asked to give reasons with valid examples for their answers.

160435 #N/A

HPQ: Preposition (in/on)

Level: Beginner

English Language

Instructions: Fill in the following sentences with "in" or "on".

My best friend lives ........... Boretz Road.

This painting is mostly ........... blue.

A new game will start ........ March.

He kissed me ............... my cheek.

The building is ............... fire.

The basic use of both the preposition were taught in the previous lessons. The sentences are all very different from each other and there is no scope any difficulty in choosing the right answer. This will let the teacher elicit the information about the basic understanding of the students so that he can move further with other typical usages of these prepositions.

160480 #N/A

SCIENCE

Scientists believe that a major cause of global warming is:

(A) decreasing average distance of the Earth from the Sun due to a slowing down of the

Earth in its revolution around the Sun

(B) decreasing concentration of stratospheric ozone due to so many CFCs being emitted

into the air

(C) increasing concentration of atmospheric CO2 due to all the emissions from

automobiles and factories

(D) increasing concentration of atmospheric water vapour due to all the water being

evaporated from the oceans, rivers, and lakes. 

160504 #N/A

PHYSICS

Context: Students have been studying electric circuits and the role of voltmeters and ammeters.

Question: Students asked to build a simple circuit to enable them to study the current-voltage characteristics of a light bulb. Asked to draw on a mini-white board the circuit they would use.....components and equipment to include - power supply, light bulb, voltmeter, ammeter and switch. After 2 minutes all hold up answer together.