Results

Curriculum documents now identify skills and knowledge sets that are in addition to the specific confines of particular subjects or learning areas. One of these skills is ICT literacy but there are numerous others too. It's time to take a deeper look at how ICT can support the curriculum and the delivery of skills necessary to function in the 21st century.

On completion of this unit participants will be able to:

1. Investigate and source digital versions of curriculum documents from the national education authority's website
2. Determine what role for ICT has been envisaged by the national education authority as expressed within the official curriculum
3. Identify sixteen 21st century skills as defined by the World Economic Forum
4. Integrate at least two 21st century skills into their teaching and learning.

eerplandocumenten identificeren nu vaardigheden en kennispakketten die een aanvulling vormen op de specifieke grenzen van bepaalde vakken of leergebieden. Een van deze vaardigheden is ICT-geletterdheid, maar er zijn er nog veel meer. Het is tijd om dieper in te gaan op hoe ICT het leerplan kan ondersteunen en de vaardigheden kan aanleren die nodig zijn om te functioneren in de 21e eeuw.

Na afronding van dit onderdeel kunnen de deelnemers:

1. Digitale versies van curriculumdocumenten van de website van de nationale onderwijsautoriteit te onderzoeken en als bron te gebruiken.
2. Bepalen welke rol ICT volgens de nationale onderwijsautoriteit speelt in het officiële curriculum.
3. Zestien21st century skills identificeren zoals gedefinieerd door het World Economic Forum.
4. Ten minste twee21e eeuwse vaardigheden integreren in hun onderwijs en leren.

Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. 

Learn how you can calculate the maximum height of a launched object by using the total energy of a system. Energy that is conserved can be transferred within a system from one object to another changing the characteristics of each object, like position. 

Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behaviour.

Learn how you can calculate the launch velocity of an object by using the total energy of a system. Energy that is conserved can be transferred within a system from one object to another changing the characteristics of each object, like velocity.

Introduction to cell theory--the idea that 1) all living things are made of one or more cells, 2) cells are the basic unit of life and 3) all cells come from other cells. Explore the roles that Hooke, Leeuwenhoek and others played in developing cell theory.

Hooke and Leeuwenhoek were two of the first scientists to use microscopes to study the microscopic world of cells. Hooke coined the term "cell" after observing the tiny compartments in cork, while Leeuwenhoek discovered a variety of living creatures in pond water, blood, and other samples. They contributed to the cell theory by suggesting that cells are the fundamental units of life and structure, and that all living things consist of one or more cells that originate from other cells by division. 

All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).

Plant cells have a cell wall in addition to a cell membrane, whereas animal cells have only a cell membrane. Plants use cell walls to provide structure to the plant. Plant cells contain organelles called chloroplasts, while animal cells do not. Chloroplasts allow plants to make the food they need to live using photosynthesis.