1. probleme identifiseer en oplos, en ook besluite neem deur kritiese en kreatiewe denke;
2. doeltreffend saam met ander lede van ‘n span, groep, organisasie en gemeenskap werk;
3. hulself en hul aktiwiteite verantwoordelik en doeltreffend bestuur;
4. inligting versamel, ontleed, organiseer en krities evalueer;
5. doeltreffend kommunikeer deur middel van visuele, simboliese en/of taalvaardighede in verskillende vorme;
6. wetenskap en tegnologie doeltreffend en krities gebruik deur verantwoordelikheid teenoor die omgewing en die gesondheid van ander te toon;
7. begryp dat die wêreld ‘n stel verwante stelsels is waarin probleme nie in isolasie opgelos word nie;
8. na te dink oor en ondersoek te doen na ‘n verskeidenheid strategieë om doeltreffender te leer;
9. as verantwoordelike burgers aan die lewe van die plaaslike, nasionale en wêreldgemeenskap deel te neem;
10. in verskeie sosiale kontekste kultureel en esteties sensitief te wees;
11. opvoedings- en lberoepsmoontlikhede ondersoek; en
12. entrepreneursgeleenthede te ontwikkel.
Integrasie van Temas: Herfs.
‘n Gesonde Omgewing: Tekens van Herfs.
Die module begin met ‘n grafiek van die verjaarsdae van hulle vriende.
Getalbegrip en telaktiwiteite word uitgebrei tot 120, met klem op telpatrone.
Halvering en verdubbeling in die getalgebied 1 tot 50.
Inkopie-aktiwiteite sluit in woordsomme, rigtingaanwysings na winkels en die selektering van die korrekte muntstukke.
Leerders voltooi ‘n inkopie-grafiek.
Samestellings van 10, 11, 12, 13, 14 en 15 word bekend gestel en met ‘n wye verskeidenheid aktiwiteite vasgelê.
Meetaktiwiteite versterk die woordeskat van ‘n “klein massa” en ‘n “groot massa”, gram en kilogram.
‘n Resep vir muffins word ingesluit en die leerders kry praktiese ervaring van meting (Tegnologie).
Deur gebruik te maak van patrone op hutte, ontwerp die leerders hulle eie patrone om sodoende hulle sensitiwiteit vir ander kulture te bevorder.
‘n Geheue-speletjie is ingesluit om leerders te help om getalsinne te bemeester.
Leerders afdeling
Inhoud
Aktiwiteit: getalbegrip [lu 1.3, lu 1.4, lu 1.6, lu 1.8, lu 1.10, lu 2.2, lu 3.8, lu 5.4]
Getalpatrone
Die aantal dae in Januarie is in ‘n patroon geskryf sodat jy dit kan tel. Gaan voort met die telpatroon deur die getalle met ‘n streep te verbind. Begin by 1.
Hulle is almal _______________________________ (ewe of onewe) getalle.
Voltooi die telpatroon vir die dae in Maart. Begin by 1.
Dae in Januarie en Maart: _________________________________
Totaal:
LU 2.2
Getalpatrone
Gaan voort met die telpatroon vir Mei. Begin by 2.
Ek het ________________________________ getalle gebruik. Ewe/onewe
Gaan voort met die telpatroon vir Julie. Begin by 1.
Ek het hierdie ewe getalle gebruik: _________________________________
Ek het hierdie onewe getalle gebruik: _______________________________
Voltooi hierdie telpatrone:
Questions & Answers
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
