ASSIGNMENT ( SPN 1022 )

MOHD IZAR SHAZERY BIN SAHBUDIN

SX081132PTJ04

SPT SEMESTER 1 2008/2009

The Difference Between Learning Outcomes and Learning Objectives.

Learning Objectives:

tend to describe specific, discrete units of knowledge and skill

were useful during the 1970's and 1980's when attempts were made to describe workplace activities
as specific tasks to be completed
can be accomplished within a short time frame - still may be relevant for a class period
tend to be statements of intent; do not necessarily suggest that the behaviour has been demonstrated

Learning Outcomes:

describe broad aspects of behaviour which incorporate a wide range of knowledge and skill
increased use in the 1990's when workplace requirements involve broader skillsets which are
transferable to a wide range of work settings
accomplished over time in several learning experiences
refer to demonstrations of performance

More about the difference between Learning Outcomes and Course Objectives

Learning Objective:

At the end of this class, the learner will be able to:

Define affirmative action;

Describe three factors which promote affirmative action in the workplace.

Learning Outcome:

At the end of this course the learner will have reliably demonstrated the ability to develop affirmative action
programs within a workplace environment.

Differences

L.O. is a much broader performance statement

L.O. represents an end stage of performance

Learning outcomes are not written at the class level since they represent broad, statements which
incorporate many areas of inter-related knowledge and skill that may be developed over time through a wide
range of experiences. Class room or short learning sessions would address course learning outcomes, but
not be considered sufficient opportunity for the student to achieve the outcome in a single episode of
learning.
What are Mnemonics

Mnemonic is a very general word. It is defined simply as some device which aids the memorisation of
something. The word comes from the Greek mnemoniks, which refers to the mind.

These devices come in a variety of forms. One common sort is rhyme. The following reminds people of the
number of days in each month of the year:

Thirty days hath September,

April, June, and November;
All the rest have thirty-one
Excepting February alone:
Which hath but twenty-eight, in fine,
Till leap year gives it twenty-nine.

Many mnemonics also take the form of acronyms. To recall the spelling of the word mnemonic, say, you
could memorise the following phrase:

Monkey Nut Eating Means Old Nutshells In Carpet.

Taking the initial letters of each word spells out MNEMONIC. Of course, if you find it harder to memorise
the sentence than the spelling of the word directly then the mnemonic serves no useful purpose. However
such sentences are often easier to learn, especially for words with tricky spellings.

There is a closely related mnemonic technique that also uses the initial letters of a phrase. This time they
do not spell out a word, but each initial corresponds to a word beginning with the same letter. Such
mnemonics are generally used to memorise the order of a list of items. For example, most people with even
a passing interest in astronomy are familiar with the names of the planets in the Solar System: Earth, Jupiter,
Mars, Mercury, Neptune, Pluto, Saturn, Uranus, and Venus. Far fewer though could confidently tell you the
order of these planets (in average distance from the Sun). However, with a simple mnemonic such as the one
below, recalling this can be very simple indeed:

My Very Easy Method: Just Set Up Nine Planets.

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.

This kind of mnemonic breaks down somewhat when a letter is repeated. In the example above Mars and
Mercury share an initial M and without being aware that Mercury was closer to the Sun than Mars the
mnemonic alone would not help to distinguish.

As an example we return to the months of the year mentioned in the opening paragraph. There is a visual
method of recalling the number of days in each month, which, being a technique to aid the memory, also
falls under the heading mnemonic. The method involves placing your two fists together with the thumbs
tucked in and counting across the knuckles and spaces in between (but not counting the space between the
hands). If each month is assigned to a knuckle or space in turn, each knuckle month has 31 days, whilst all
of the space months have just 30 days; except of course for the anomalous February!

Example of Mnemonik Mathematics

Arithmetic
PEMDAS - Order of operations Parenthesis, Exponents, Mutiplication & Division, Addition &
Subtraction
Trigonometry
SOHCAHTOA - Sine (of an angle) = Opposite / Hypotenuse, Cosine = Adjacent / Hypotenuse,
Tangent = Opposite / Adjacent

Calculus
For remembering the order of taking the derivative of a quotient in calculus, the phrase "ho-di-hi, hi-
di-ho, ho-ho" can be useful, where ho means the bottom, hi means the top, and di means the
derivative. So,

Another phrase that one may use is: "Bottom d Top, Top d bottom", where "d" stands for derivative (note
that this mnemonic does not include the crucial dividing by the bottom squared). Another phrase memorable
for sounding like a square dance is "low d high less high d low, draw the line and square below."

MIXED OPERATION.

Summary

1. The correct procedure to solve mixed operations without bracket.

Solve for x and ,fromlefttoright

Thensolvefor+and,fromlefttoright

2. Thecorrectproceduretosolvemixedoperationswithbracket

Firstsolvetheoperationinthebracket

If there are some other brackets in the bracket, start with the innest bracket.

Thensolveforxand,fromlefttoright
Lastly,solvefor+and,fromlefttoright

3. ThefollowingMnemonikcanbeusedtorecallontheoperationprocedure

BODMAS(BracketOfDivisionMultiplicationAdditionSubtraction)

4. The bracket can be in the form of () or [ ] or { }