GCE Engineering Science (Advanced) 1972 Joint Matriculation Board,Manchester

GCE Engineering Science (Advanced) 1972 Joint Matriculation Board,Manchester

Matriculation School

The more important general aims associated with coursework are marked with an asterisk. It is not the intention that the preparation for the written papers and coursework activities should be entirely complementary since it is possible to measure some of the abilities developed by coursework through the written examination as well as by the use of moderated assessment of coursework.A developed statement of these abilities together with the procedure for the assessment of coursework is detailed in Notes for the Guidance of Schools(ES/N2, July 1972) on Engineering Science. http://www.karthividhyalaya.com/ The Engineering Science Course Work Assessment booklet (ES/CWA) also gives details of the procedure for assessment. Both these publications are obtainable from the Secretary on request.

KNOWLEDGE, UNDERSTANDING AND ABILITIES TO BE TESTED (i)Knowledge and understanding of(a) terms, conventions and units commonly used in engineering science;(b) particular principles (or laws) and generalizations of engineering science and their effects and interrelationships;(c) specialist apparatus and techniques used for the demonstration of the principles referred to in Best School in Kumbakonam (b); the limitations of such apparatus and techniques;(d) the use of different types of apparatus and techniques in the solution of engineering problems.(ii)Abilities1.Comprehension The ability to(a) understand and interpret scientific and other information presented verbally,mathematically, graphically or by drawing;(b) appreciate the amount of information required to solve a particular problem or the fact that sufficient information may not exist;(c) understand how the main facts, generalizations and theories of engineering science can provide explanations of familiar phenomena;(d) recognize the scope, specification and requirements of a problem;(e) understand the operation and use of scientific apparatus and equipment;(f) recognize the analogue of a problem in other related fields of engineering science and practice.2.Communication The ability to(a) explain principles, phenomena, problems and applications adequately in simple English;(b) formulate relationships in verbal, mathematical, graphical or diagrammatic terms;

Analysis The ability to(a) break down a problem into its separate parts;(b) recognize unstated assumptions;(c) acquire, select and apply known information, laws and principles to routine problems and problems that are unfamiliar or presented in a novel manner.4.Synthesis and design The ability to(a) design the manner in which an optimum solution may be obtained efficiently and to propose alternative solutions taking into account the restraints imposed by material, economic and social considerations;(b) make a formal specification, having decided on the design or scheme;(c) make a plan for the execution or manufacture of the design or scheme;(d) use observations to make generalizations or formulate hypotheses;(e) suggest the new questions and predictions which arise from the hypotheses formulated;(f) suggest methods of testing these questions and predictions;(g) find the optimum solution to an engineering design or other problem and give valid reasons for the rejection of alternatives.

Evaluation and judgment The ability to(a) check that hypotheses are consistent with given information, to recon-nise the significance of unstated assumptions and to discriminate between hypotheses;(b) assess the validity and accuracy of data, observations, statements and conclusions;(c) assess the design of apparatus or equipment in terms of the results obtained and the effects upon the environment and suggest means of improvement;(d) judge the relative importance of all the factors that comprise an engineering situation;(e) appreciate the significance of social, economic or design considerations inn engineering situation.The form of the examination Paper I.Objective test: to determine the candidate’s knowledge of the subject matter of the syllabus and to test his depth of understanding.

https://www.facebook.com/karthividhyalaya/

https://goo.gl/maps/9dzMED8xBN9xQb5r9

The post GCE Engineering Science (Advanced) 1972 Joint Matriculation Board,Manchester appeared first on Aashee Info Tech.



from WordPress https://ift.tt/2ugDZpO

Comments

Post a Comment

Popular posts from this blog

Learning and forecasting fashion style

Image
Learning and forecasting fashion style We propose an approach to predict the future of fashion styles based on images and consumers’ purchase data. Our approach 1) learns a representation of fashion images that captures the garments’ visual attributes; then 2) discovers a set of fine-grained styles that are shared across images in an unsupervised manner; finally, 3) based on statistics of past consumer purchases, constructs the styles’ temporal trajectories and predicts their future trends. Elements of fashion In some fashion-related tasks, one might rely solely on meta information provided by product vendors, e.g., to analyze customer preferences. Aleesha Institute Fashion Designing Meta data such as tags and textual descriptions are often easy to obtain and interpret. However, they are usually noisy and incomplete. For example, some vendors may provide inaccurate tags or descriptions in order to improve the retrieval rank of their products, and even extensive textual descriptions...
Read more

integral to Matriculation school Subjects education

Image
integral to Matriculation school Subjects education It has never been the most popular subject in A-level mathematics, the public examination for 16^18-year olds, either with students, teachers or educators. The attempts to popularize mechanics have failed and it is conceivable that the subject will be dropped from the A-level syllabus in the foreseeable future.This article argues the importance of mechanics and why it should be integral to secondary school mathematics: Mechanics is the exemplar of mathematical model-ling, is the logical point of entry for the enculturation into scientific thinking and provides the means to develop an understanding of the relationship between mathe-matics, the theoretical objects of science and the way science and mathematics speak of the world. It enables learners across the ‘ability range’ to think in the abstract and as such should be taught prior to the 6th form, that is, prior to the post-compulsory level of education. Matriculation School in Kum...
Read more

Fashion Learning adapts to Attributes’ Data

Image
Fashion Learning adapts to Attributes’ Data The ancient Greek philosopher said that it is much easier to recognize the attributes of the concept than to understand it directly. Nowadays, his descendants employ this philosophy to improve objects understanding in each image at fine-grained level. This research direction is developed widely. These finegrained details are often called attributes. While local features are supposed to be better than global features, many handcrafted features like as SIFT, HOG, … are used to extracted visual features. However, the features are not appropriate to all attributes. In addition, to narrow semantic gap in fashion recognition and retrieval, local features are replaced by attribute vectors for each fashion image. Hence, attribute learning become a hot topic in many researches. http://www.aleeshainstitute.com/ In Computer Vision, attributes are used in face retrieval [3], fashion retrieval [2], violent’s attributes detection [17], crowd attributes ...
Read more