Analyse - Mighty Mindsmightyminds.com.au/assets/...Lesson-Analyse-SAMPLE.pdf · MIGHTY MINDS Student’s work has ... When you analyse, you are to: Break down and identify all the

Analyse

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SAMPLE

MIGHTYMINDS

Student’s work has demonstrated their knowledge and understanding of analysing. Each level has the following characteristics:

• Limited elements are identified• A similarity and difference identified • Basic elements are discussed

LEVEL 1• Most elements are identified• Most similarities and differences are

identified• Most meanings, patterns or

relationships are identified• Insightful elements and basic

relationships are discussed

LEVEL 3• Most elements are clearly and

concisely identified• Almost all similarities and differences

are identified• Almost all meanings, patterns or

relationships are identified• Insightful elements and relationships

are discussed

LEVEL 4• Some elements are identified• Some similarities and differences are

identified• Some meanings, patterns or

relationships are identified• Basic elements and relationships are

discussed

LEVEL 2

Analyseanalyse

STEPSUnderstand why you are analysing the source. Read the source and underline the information related to the question. Summarise key facts and features from the source by writing it in dot pointsor using a graphic organiser (for example a table).Use your notes to structure your response, making sure you have addressed the question fully. Check your draft and finalise your response so that it is well-structured and concise.

1.2.3.

4.5.

Student-Friendly VersionBreak down into key parts to understand how each part contributes to the whole

When you analyse, you are to:

Break down and identify all the elementsExamine the elements

a)b)

Find meaning and recognise relationshipsIdentify patterns, similarities and differences

c)d)

QCAA DEFINITIONDissect to ascertain and examine constituent parts and/or their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information; examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences

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Learning intention: The purpose of this lesson is to understand the action of analysing.

Success criterion: Students will be able to apply the action of analysing in order to examine elements or parts for the purpose of finding meaning or relationships and identifying patterns, similarities and differences.

Lesson importance: Why are we learning this?

The action of analysing is important to master. We analyse texts in English class, analyse the results of an experiment in science class and analyse sources in history class.

Prior knowledge:

• Where have you seen the word analyse used in your school work before?

• Have you seen the word analyse used in the media? If so, where and forwhat purpose?

WHY ANALYSE?

SAMPLE

CONTENT NOTES

Analyse: Break down into key parts to understand how each part contributes to the whole.

When you analyse you are to:

a) Break down and identify all the elements

b) Examine the elements

c) Find meaning and recognise relationships

d) Identify patterns, similarities and differences

The act of analysing can be broken down into steps.

1. Understand why you are analysing the source.

2. Read the source and highlight the information related to the question.

3. Summarise key facts and features from the source by writing it in dot points or using a graphic organiser (for example a table).

4. Use your notes to structure your response, making sure you have addressed the question fully.

5. Check your draft and finalise your response so that it is well-structured and concise.

3

By analysing a source, you are demonstrating your ability to think critically. For example, to analyse the relationship between two characters in a text, you are required to think critically about the language, techniques and dialogue used by the author.SA

MPLE

MARKING SCHEME

4

This marking scheme outlines what needs to be included in a response to reach each level of achievement for this cognitive verb.

Level 4 Description Level 3 Description Level 2 Description Level 1 Description

Student’s work has demonstrated their knowledge and understanding of analysing. Each

level has the following characteristics:

• Most elements

are clearly and

concisely

identified

• Almost all

similarities and

differences are

identified

• Almost all

meanings,

patterns or

relationships are

identified

• Insightful

elements and

relationships are

discussed

• Most elements

are identified

• Most

similarities and

differences are

identified

• Most meanings,

patterns or

relationships

are identified

• Insightful

elements and

basic

relationships

are discussed

• Some

elements are

identified

• Some

similarities

and

differences

are identified

• Some

meanings,

patterns or

relationships

are identified

• Basic

elements and

relationships

are discussed

• Limited

elements are

identified

• A similarity and

difference are

identified

• A meaning,

pattern or

relationship is

identified

• Basic elements

are discussed

SAMPLE

DefinitionBreak down into key parts to understand how each part contributes to the

whole

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QUESTION 1

ANALYSE

The excerpt below is from Banjo Patterson’s The Man from Snowy River published in 1890.

So Clancy rode to wheel them – he was racing on the wing

Where the best and boldest riders take their place,

And he raced his stockhorse past them, and he made the ranges ring

With the stockwhip, as he met them face to face.

Then they halted for a moment, while he swung the dreaded lash,

But they saw their well-loved mountain full in view,

And they charged beneath the stockwhip with a sharp and sudden dash,

And off into the mountain scrub they flew.

…

When they reached the mountain's summit, even Clancy took a pull,

It well might make the boldest hold their breath,

The wild hop scrub grew thickly, and the hidden ground was full

Of wombat holes, and any slip was death.

But the man from Snowy River let the pony have his head,

And he swung his stockwhip round and gave a cheer,

And he raced him down the mountain like a torrent down its bed,

While the others stood, and watched in very fear.

LITERACY QUESTION

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QUESTION 1

ANALYSE

He sent the flint stones flying, but the pony kept his feet,

He cleared the fallen timber in his stride,

And the man from Snowy River never shifted in his seat –

It was grand to see that mountain horseman ride.

Through the stringy barks and saplings, on the rough and broken ground,

Down the hillside at a racing pace he went;

And he never drew the bridle till he landed safe and sound,

At the bottom of that terrible descent.

Analyse the text above and discuss how Banjo Patterson has constructed the man from Snowy River as a hero.

LITERACY QUESTION

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Step 1: Understand why you are analysing the source.

You are analysing the source to determine which elements of the text assisted in the heroic characterisation of the man from Snowy River.

Step 2: Read the source and underline the information related to the question.

So Clancy rode to wheel them – he was racing on the wing

Where the best and boldest riders take their place,

And he raced his stockhorse past them, and he made the ranges ring

With the stockwhip, as he met them face to face.

Then they halted for a moment, while he swung the dreaded lash,

But they saw their well-loved mountain full in view,

And they charged beneath the stockwhip with a sharp and sudden dash,

And off into the mountain scrub they flew.…

When they reached the mountain's summit, even Clancy took a pull,

It well might make the boldest hold their breath,

The wild hop scrub grew thickly, and the hidden ground was full

Of wombat holes, and any slip was death.

But the man from Snowy River let the pony have his head,

And he swung his stockwhip round and gave a cheer,

And he raced him down the mountain like a torrent down its bed,

While the others stood, and watched in very fear.

QUESTION 1

ANALYSE

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He sent the flint stones flying, but the pony kept his feet,

He cleared the fallen timber in his stride,

And the man from Snowy River never shifted in his seat –

It was grand to see that mountain horseman ride.

Through the stringy barks and saplings, on the rough and broken ground,

Down the hillside at a racing pace he went;

And he never drew the bridle till he landed safe and sound,

At the bottom of that terrible descent.

QUESTION 1

ANALYSE

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QUESTION 1

Step 3: Summarise key facts and features from the source by writing it in dot points or using a graphic organiser (for example a table).

ANALYSE

FEATURE EVIDENCE

The best and boldest riders were frightened

of riding down the mountainside, but the

man from Snowy River was not.

• “It well might make the boldest hold their

breath”

• “But the man from Snowy River let the pony

have his head”

• “While the others stood, and watched in very

fear.”

The ride down the mountainside was

treacherous.

• “The wild hop scrub grew thickly, and the

hidden ground was full Of wombat holes, and

any slip was death.”

• “Through the stringy barks and saplings, on

the rough and broken ground,”

• “…that terrible descent.”

The man from Snowy River seemingly

enjoyed the dangerous ride on the

mountainside.

• “he swung his stockwhip round and gave a

cheer, And he raced him down the mountain

like a torrent down its bed”

The man from Snowy River showed great

courage and skill in the descent down the

mountainside.

• “He sent the flint stones flying, but the pony

kept his feet,”

• “He cleared the fallen timber in his stride,”

• “And the man from Snowy River never

shifted in his seat”

• “Down the hillside at a racing pace he went”

The other riders were very impressed by the

man from Snowy River.

• “It was grand to see that mountain horseman

ride.”

The man from Snowy River got the job done.

• “And he never drew the bridle till he landed

safe and sound, At the bottom of that

terrible descent.”

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Step 4: Use your notes to structure your response, making sure you have addressed the question fully.

Topic Sentence: The portrayal of the man from Snowy River as a hero has been constructed through many different components of Banjo Patterson’s iconic Australian poem.

Body of text: Use the evidence from the text (noted in step 3) to elaborate on the meaning of the poem and characterisation of the man from Snowy River. For example: The poem notes that the other riders thought it to be “grand to watch [the man from Snowy River] ride”; this shows that even the boldest horsemen were impressed by the man from Snowy River.

Link: Ensure that every point is linked back to the main question. This “hero-worship” from the horsemen assists in building the man from Snowy River’s valiant character.

Step 5: Check your draft and finalise your response so that it is well-structured and concise.

The portrayal of the man from Snowy River as a hero has been constructed through many different components of Banjo Patterson’s iconic Australian poem. The daring and masterful race down the “terrible descent” of the mountain is unmatchable by the other horsemen who only “watched in very fear.” By juxtaposing the man from Snowy River’s unhesitating courage with this fear, Patterson has elevated the man from Snowy River to a higher status than the other riders. The poem also notes that the others thought it to be “grand to watch [the man from Snowy River] ride”; this shows that even the boldest horsemen were impressed by the man from Snowy River. This “hero-worship” from the horsemen adds to the man from Snowy River’s valiant character. The man from Snowy River never stopped his skilled charge down the mountain “till he landed safe and sound,” and finished his job; this symbolises Australian determination and further builds his character. These components all contribute to the overall portrayal of the man from Snowy River as better than the best – a hero.

QUESTION 1

ANALYSE

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LEVEL 4 RESPONSE

ANALYSE

Level 4 Description:

• Most elements are clearly and concisely identified

• Almost all similarities and differences are identified

• Almost all meanings, patterns or relationships are identified

• Insightful elements and relationships are discussed

A level 4 response would look like this:

The portrayal of the man from Snowy River as a hero has been constructed through many different components of Banjo Patterson’s iconic Australian poem. The daring and masterful race down the “terrible descent” of the mountain is unmatchable by the other horsemen who only “watched in very fear.” By juxtaposing the man from Snowy River’s unhesitating courage with this fear, Patterson has elevated the man from Snowy River to a higher status than the other riders. The poem also notes that the others thought it to be “grand to watch [the man from Snowy River] ride”; this shows that even the boldest horsemen were impressed by the man from Snowy River. This “hero-worship” from the horsemen adds to the man from Snowy River’s valiant character. The man from Snowy River never stopped his skilled charge down the mountain “till he landed safe and sound,” and finished his job; this symbolises Australian determination and further builds his character. These components all contribute to the overall portrayal of the man from Snowy River as better than the best – a hero. SA

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LEVEL 3 RESPONSE

ANALYSE


• Most elements are identified

• Most similarities and differences are identified

• Most meanings, patterns or relationships are identified

• Insightful elements and basic relationships are discussed


The portrayal of the man from Snowy River as a hero has been constructed through many different components of Banjo Patterson’s iconic Australian poem. His daring and masterful race down the “terrible descent” of the mountain is unmatchable by the other horsemen who only watched. The poem notes that the other riders thought it to be “grand to watch [the man from Snowy River] ride”; this shows that even the boldest horsemen were impressed by the man from Snowy River. The man from Snowy River’s enthusiastic charge down the mountain, never stopping “till he landed safe and sound,” and got the job done symbolises the Australian determination and further builds his heroic character. These components all contribute to the overall portrayal of the man from Snowy River as a hero.

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LEVEL 2 RESPONSE

ANALYSE



• Some elements are identified

• Some similarities and differences are identified

• Some meanings, patterns or relationships are identified

• Basic elements and relationships are discussed


The man from Snowy River has been portrayed as hero in Banjo Patterson’s iconic Australian poem. This is because he is able to race down the “terrible descent” of the mountain when the other riders couldn’t, which impressed the other horsemen. Banjo Patterson constructed the heroic character of the man from Snowy River by displaying this brave act.

LEVEL 1 RESPONSE


• Limited elements are identified

• A similarity and difference are identified

• A meaning, pattern or relationship is identified

• Basic elements are discussed


In the extract, the man from snowy river is represented as a hero. This portrayal was achieved by showing that the man could race down the mountainside with lots of skill.

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QUESTION 2

ANALYSE

Training programs are a vital part of attempting to improve in sport, and touch football is no exception. Kurt has just come back from school holidays and realised that the annual schools touch football competition is only six weeks away. To prepare for the event, Kurt went to two HPE teachers at school and asked them to prepare a training program for him.

HPE QUESTION

Mr Jacob’s

ProgramMonday Tuesday Wednesday Thursday Friday

Week 1 Sprints:(6x40m reps)Plyometric:(Box jumps, diagonal leg jumps)

Flexibility:(Stretching upper and lower body for range of motion).Ball work:Partner up and work on passing accuracy and technique.

Game:20-minute game of touch football with teammates.

Tactics:Spend time researching and practising plays and defensive tactics with a partner.

Visualisation:Visualise winning the upcoming tournament.Relaxation:Calm the mind and try to relax nerves.

Weeks 2-6

Repeat Repeat Play against the younger grade teams for game practice.

Learn the coach’s tactics and also recommend some you’ve learnt.

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QUESTION 2

ANALYSE

Analyse the training programs created by Mr Jacob and Ms Smith. Which training program do you think will allow Kurt to perform to the best of his ability after the full six weeks?

HPE QUESTION

Ms Smith’s

ProgramMonday Wednesday Friday

Week 1-2

Sprints:(4x80m reps and repeat for 3 sets)Interval:100m, 200m, 100m sprints all with walk back recovery(all with 100% intensity)

Plyometric:(Box jumps, diagonal leg jumps etc) Lower Body Strength:(Squats, lunges etc)

Circuit training:Stations with burpees, squat jumps, lying start sprints, etc)

Weeks 3-4

(6x80m reps and repeat for 3 sets)100m, 200m, 100m sprints all with walk back recovery

Add in higher jumps and also standing long jump.

Add in stations with agility poles and evasion exercises.

Weeks 5-6

100m, 200m, 300m, 200m, 100m sprints all with walk back recovery

Same for week 5 but tone down in week 6 to avoid fatigue.

Same for week 5 but rest for week 6.SA

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Step 1: Understand why you are analysing the source

You are analysing the source to determine which training program will best help Kurt reach his full potential in six weeks.


QUESTION 2

ANALYSE

Mr Jacob’s

ProgramMonday Tuesday Wednesday Thursday Friday

Week 1 Sprints:(6x40m reps)Plyometric:(Box jumps, diagonal leg jumps)

Flexibility:(Stretching upper and lower body) for range of motion).Ball work:Partner up and work on passing accuracy and technique.

Game:20-minute game of touch football with team mates.

Tactics:Spend time researching and practising plays and defensive tactics with a partner.

Visualisation:Visualise winning the upcoming tournament.Relaxation:Calm the mind and try to relax nerves.

Weeks 2-6

Repeat Repeat Play against the younger grade teams for game practice.

Learn the coach’s tactics and also recommend some you’ve learnt.

Repeat

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Step 2 (continued): Read the source and underline the information related to the question.

QUESTION 2

ANALYSE

Ms Smith’s

ProgramMonday Wednesday Friday

Week 1-2

Sprints:(4x80m reps and repeat for 3 sets)Interval:100m, 200m, 100m sprints all with walk back recovery(all with 100% intensity)

Plyometric:(Box jumps, diagonal leg jumps etc) Lower Body Strength:(Squats, lunges etc)

Circuit training:Stations with burpees, squat jumps, lying start sprints, etc)

Weeks 3-4

(6x80m reps and repeat for 3 sets)100m, 200m, 100m sprints all with walk back recovery

Add in higher jumps and also standing long jump.

Add in stations with agility poles and evasion exercises.

Weeks 5-6

100m, 200m, 300m, 200m, 100m sprints all with walk back recovery

Same for week 5 but tone down in week 6 to avoid fatigue.

Same for week 5 but rest for week 6.SA

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QUESTION 2

ANALYSE

Mr Jacob’s program Ms Smith’s program

• is very specific for touch football

(that is, ball work and passing drills

as well as games against other

teams)

• practices visualisation and

minimising nervousness with

relaxation

• training intensity is generally low

and he is required to stretch (albeit

once a week), which will lower the

risk of injury

• frequency of one fitness session a

week is too low for any significant

improvement

• no progressive overload in the

program so Kurt will not keep

improving over the whole six weeks

• no agility training is included

• extremely fitness based – this is

important for touch football as it is

a very fast and intense sport

• the short sprints and interval

training are ideal to develop

fitness for touch due to the short

bursts of speed required in the

game

• agility training and strengthening

are also included which is an

improvement on Mr Jacob’s

program

• progressive overload will allow

Kurt to keep improving and not

reach a steady-state of

performance

• program also tapers off towards

the end of week six to ensure he

isn’t too fatigued for the

tournament

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Examine the elements

Looking at the above table, it appears that Mr Jacob’s program focuses on specific touch football skills and encourages the same drills to be repeated week after week, while Ms Smith’s program is aimed at students who already have basic skills and need to work on their stamina, fitness and game tactics.

Find meaning and recognise relationships

Mr Jacob’s program is very specific to touch football, but it focuses more on skills such as ball work and passing drills than improving overall fitness. The training intensity is low, stretching and recovery is limited, and there is no progressive overload. Ms Smith’s program is better because it focuses on improving Kurt’s fitness, agility and performance over the six weeks to prepare for a tournament.


Ms Smith’s program will allow Kurt to perform to the best of his ability after the full six weeks. Kurt is a member of the school touch football team. Therefore, it is fair to assume he knows how to play the game and doesn’t need to focus on the basic skills present in Mr Jacob’s program. It would be more beneficial for Kurt to spend the six weeks improving his fitness and agility in Ms Smith’s program. The frequency of sprints, gym work and agility/strength training in Ms Smith’s program is appropriate for his purpose (with a day’s rest in between to allow for the body to recuperate). The frequency of sprints in running session each week is high enough to simulate a full game of touch football. The intensity of all the sessions is also extremely high for short periods with rest intervals in between. This training is very specific to touch football. Ms Smith’s program will allow Kurt to continue to improve fitness by utilising the progressive overload aspect. Therefore, Ms Smith’s training program will allow Kurt to perform to the best of his ability after the full six weeks.

QUESTION 2

ANALYSE

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LEVEL 4 RESPONSE

ANALYSE







Ms Smith’s program will allow Kurt to perform to the best of his ability after the full six weeks. Kurt is a member of the school touch football team. Therefore, it is fair to assume he knows how to play the game and doesn’t need to focus on the basic skills present in Mr Jacob’s program. It would be more beneficial for Kurt to spend the six weeks improving his fitness and agility in Ms Smith’s program. The frequency of sprints, gym work and agility/strength training in Ms Smith’s program is appropriate for his purpose (with a day’s rest in between to allow for the body to recuperate). The frequency of sprints in running session each week is high enough to simulate a full game of touch football. The intensity of all the sessions is also extremely high for short periods with rest intervals in between. This training is very specific to touch football. Ms Smith’s program will allow Kurt to continue to improve fitness by utilising the progressive overload aspect. Therefore, Ms Smith’s training program will allow Kurt to perform to the best of his ability after the full six weeks.SA

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LEVEL 3 RESPONSE

ANALYSE







Ms Smith’s program will allow Kurt to perform to the best of his ability after the full six

weeks. The frequency of sprints, gym work and agility/strength training in Ms Smith’s

program is appropriate. The frequency of sprints in running session each week is high

enough to simulate a full game of touch football. This training is very specific to touch

football. Ms Smith’s program will allow Kurt to continue becoming fitter by utilising the

progressive overload aspect. Therefore, Ms Smith’s training program will allow Kurt to

perform to the best of his ability after the full six weeks.

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LEVEL 2 RESPONSE

ANALYSE








It would be good for Kurt to spend his six weeks using Ms Smith’s program. Mr Jacob’s program isn’t going to help Kurt improve. Ms Smith’s program is better because it focuses on improving Kurt’s fitness, agility and performance over the six weeks. Ms Smith’s program will allow Kurt to get fitter. Ms Smith’s training program will help Kurt the most.

LEVEL 1 RESPONSE







Ms Smith’s program is better for Kurt. Her training sessions are good and will help Kurt improve. Mr Jacob’s program isn’t as effective.

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QUESTION 3

ANALYSE

Nancy has started a food produce business and is having trouble deciding what shape her fruit drink packaging should be. She has narrowed her choices down to two shapes, a cube with an unknown side length or a cylinder with a radius of 3 cm. She wants the package design to hold 100 mL (100 cm3) of fruit drink.

Analyse the key properties of these shapes which make them suitable for production and storage.

NUMERACY QUESTION

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You are analysing the source to determine which properties of each of the shapes contribute to the suitability for such shapes to be used as fruit drink packages.


Nancy has started a food produce business and is having trouble deciding what shape her fruit drink packaging should be. She has narrowed her choices down to two shapes, a cube with an unknown side length or a cylinder with a radius of 3 cm. She wants the package design to hold 100 mL (100 cm3) of fruit drink.

QUESTION 3

ANALYSE

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QUESTION 3

ANALYSE

Cube Cylinder

Volume V = s3 V = π × r2 × h

Surface Area SA = 6 × s2 SA = 2 × π × r2 + 2 × π × r × h

Other Properties

• All faces are flat so

multiple cubes can fit

together without

having space between

them

• Can stand still on all

sides without moving

around

• Simple shapes to cut

out of material,

without wastage

• Space is left between multiple

cans because of the rounded

side

• Would roll if it were on its

rounded side

• Wasted material when cutting

circular ends

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Rearrange the volume equations to can find the value of the side of the cube, and find the height for the cylinder, and then you can put these values into the surface area equation and analyse.

V = s3

s =3V =

3100 cm3 = 4.64 cm

SA = 6 × s2 = 6 × (4.64 cm)2= 129.18cm2

V = π × r2 × h

100 cm3 = π × (3 cm)2 × h

h =100 cm3

π × 9 cm2= 3.54 cm

SA = 2 × π × r2 + 2 × π × r × h

SA = 2 × π × (3 cm)2+2 × π × (3 cm) × (3.54 cm)

SA = 123.28 cm2

• Cylinder has a smaller surface area than the cube. The cylinder would allow Nancy to package her fruit drink with a lower material cost.

• Circular ends of the cylinder would mean that material is wasted in production as circles cannot share a whole edge when adjacent; the square sides of the cube do allow for cutting material without wasting material.

• The 90 degree angles of the corners and edges of the cube allow multiple cubes to be arranged so there is no space between them, whereas the curvature of the cylinder design means there would be space when multiple packages are packed together.

• The cube shape can stand steadily on all sides as they are all flat. The cylinder can roll on its rounded face but stand steadily on its end.

QUESTION 3

ANALYSE

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The key properties that need to be considered in regards to the juice container’s suitability for production and storage include cost, size and container shape.

Cube Equations:

V = s3

s =3V =

3100 cm3 = 4.64 cm

SA = 6 × s2 = 6 × (4.64 cm)2= 129.18cm2

Cylinder Equations:

V = π × r2 × h

100 cm3 = π × (3 cm)2 × h

h =100 cm3

π × 9 cm2= 3.54 cm

SA = 2 × π × r2 + 2 × π × r × h

SA = 2 × π × (3 cm)2+2 × π × (3 cm) × (3.54 cm)

SA = 123.28 cm2

These results show that the cylinder has a smaller surface area than the cube of the same volume and thus the cylinder would allow Nancy to package her fruit drink with a lower material cost.

However, the circular ends of the cylinder would mean that material is wasted in production as circles cannot share a whole edge when adjacent; whereas the square sides of the cube do allow for cutting material without wasting material.

The 90 degree angles of the corners and edges of the cube allow multiple cubes to be arranged so there is no space between them; while the curvature of the cylinder design means there would be space when multiple packages are packed together and thus they take up a larger volume when together.

In addition, the cube shape can stand steadily on all sides as they are all flat. The cylinder can roll on its rounded face but stand steadily on its end.

QUESTION 3

ANALYSE

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LEVEL 4 RESPONSE

ANALYSE







The key properties that need to be considered in regards to the juice container’s suitability for production and storage include cost, size and container shape.

Cube Equations:

V = s3

s =3V =

3100 cm3 = 4.64 cm

SA = 6 × s2 = 6 × (4.64 cm)2= 129.18cm2

Cylinder Equations:

V = π × r2 × h

100 cm3 = π × (3 cm)2 × h

h =100 cm3

π × 9 cm2= 3.54 cm

SA = 2 × π × r2 + 2 × π × r × h

SA = 2 × π × (3 cm)2+2 × π × (3 cm) × (3.54 cm)

SA = 123.28 cm2

These results show that the cylinder has a smaller surface area than the cube of the same volume and thus the cylinder would allow Nancy to package her fruit drink with a lower material cost. However, the circular ends of the cylinder would mean that material is wasted in production as circles cannot share a whole edge when adjacent; whereas the square sides of the cube do allow for cutting material without wasting material. The 90 degree angles of the corners and edges of the cube allow multiple cubes to be arranged so there is no space between them; while the curvature of the cylinder design means there would be space when multiple packages are packed together and thus they take up a larger volume when together. In addition, the cube shape can stand steadily on all sides as they are all flat. The cylinder can roll on its rounded face but stand steadily on its end.

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LEVEL 3 RESPONSE

ANALYSE







Cube Equations:

V = s3

s =3V =

3100 cm3 = 4.64 cm

SA = 6 × s2 = 6 × (4.64 cm)2= 129.18cm2

Cylinder Equations:

V = π × r2 × h

100 cm3 = π × (3 cm)2 × h

h =100 cm3

π × 9 cm2= 3.54 cm

SA = 2 × π × r2 + 2 × π × r × h

SA = 2 × π × (3 cm)2+2 × π × (3 cm) × (3.54 cm)

SA = 123.28 cm2


The 90 degree angles of the corners and edges of the cube allow multiple cubes to be arranged so there is no space between them; while the curvature of the cylinder design means there would be space when multiple packages are packed together and thus they take up a larger volume when together.

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LEVEL 2 RESPONSE

ANALYSE








Cube Equations:

V = s3

s =3V =

3100 mL = 4.64

SA = 6 × s2 = 6 × (4.64)2= 129.18

Cylinder Equations:

V = π × r2 × h

100 mL = π × (3)2 × h

h =100

π × 9= 3.54

SA = 2 × π × r2 + 2 × π × r × h

SA = 2 × π × (3)2+2 × π × (3) × (3.54)

SA = 123.28


The 90 degree angles of the corners and edges of the cube allow multiple cubes to be arranged; while the curvature of the cylinder design means there would be space when multiple packages are packed together.

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LEVEL 1 RESPONSE

ANALYSE







Depending on which package has a lower surface area, they would need less material to make, so it would cost less to make.

The straight edges of the cube allow multiple cubes to be arranged next to each other; the curved side of the cylinder means there would be space when multiple packages are packed together.

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QUESTION 4

ANALYSE

Analyse the text and graph below and answer the given questions.

Diabetes is a condition where the body has a reduced ability to absorb sugar from the blood. There are two main types: Type I and Type II. Type I is a genetic condition (it is passed on to a person from their parents) and accounts for around 5% of cases. It usually becomes apparent in childhood or young adulthood. Type II is mainly influenced by lifestyle choices and accounts for 95% of cases. It usually becomes apparent in adulthood, although it can become apparent during childhood.

The graph below displays the relationship between Type II diabetes and body mass index.

What are the key differences between Type I and Type II diabetes?

What is the relationship between BMI and the risk of getting Type II diabetes?

SCIENCE QUESTION

BMI (Body Mass Index)

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You are analysing the source to determine the key differences between Type I and Type II diabetes and identify the relationship between BMI and the risk of getting type II diabetes.


Diabetes is a condition where the body has a reduced ability to absorb sugar from the blood. There are two main types: Type I and Type II. Type I is a genetic condition (it is passed on to a person from their parents) and accounts for around 5% of cases. It usually becomes apparent in childhood or young adulthood. Type II is mainly influenced by lifestyle choices and accounts for 95% of cases. It usually becomes apparent in adulthood, although it can become apparent during childhood.

The graph below displays the relationship between Type II diabetes and body mass index (BMI).

QUESTION 4

ANALYSE

BMI (Body Mass Index)

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Key differences:

• Type I is genetic, Type II is influenced by lifestyle choices

• Type I accounts for 5% of cases, Type II accounts for 95% of cases

• Type I becomes apparent in childhood or young adulthood, Type II most often becomes apparent in adulthood

Relationship between BMI and Type II diabetes risk:

• As BMI increases, risk of type II diabetes increases

QUESTION 4

ANALYSE

Type I Diabetes Type II diabetes Common to both

• Genetic condition

• Accounts for 5% of cases

• Becomes apparent in

childhood or young

adulthood

• Influenced by lifestyle

choices

• Accounts for 95% of

cases

• Most often becomes

apparent in adulthood

• Risk increases with

increasing BMI

• Body has a

reduced ability to

absorb sugar from

the blood

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The key differences between the two types of diabetes are their causes, the prevalence of each type and the age that they usually become apparent. Type I diabetes is inherited, but Type II is purely influenced by lifestyle choices. This indicates that Type I is unable to be avoided by modifying a person’s lifestyle, whereas the risk of acquiring Type II can be minimised by eating healthier and living a more active lifestyle. Type I is much less common, only accounting for 5% of cases, whereas Type II is much more common, accounting for 95% of cases. Furthermore, Type I diabetes most often becomes apparent in childhood or young adulthood, whereas Type II most often becomes apparent in adulthood. This is most likely linked to the cause of each type; an inherited condition is more likely to display its symptoms at an earlier period in life, whereas a condition that is influenced by lifestyle choices is more likely to display its symptoms later, after the body has been exposed to such lifestyle choices for a longer time period – in adulthood.

What is the relationship between BMI and the risk of getting type II diabetes?

As BMI increases, the risk of getting type II diabetes increases. This indicates that the lifestyle choices that cause BMI to increase, such as a poor diet and lack of physical activity, are the same lifestyle choices that are responsible for increasing a person’s risk of getting Type II diabetes.

QUESTION 4

ANALYSE

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LEVEL 4 RESPONSE

ANALYSE








The key differences between the two types of diabetes are their causes, the prevalence of each type and the age that they usually become apparent. Type I diabetes is inherited, but Type II is purely influenced by lifestyle choices. This indicates that Type I is unable to be avoided by modifying a person’s lifestyle, whereas the risk of acquiring Type II can be minimised by eating healthier and living a more active lifestyle. Type I is much less common, only accounting for 5% of cases, whereas Type II is much more common, accounting for 95% of cases. Furthermore, Type I diabetes most often becomes apparent in childhood or young adulthood, whereas Type II most often becomes apparent in adulthood. This is most likely linked to the cause of each type; an inherited condition is more likely to display its symptoms at an earlier period in life, whereas a condition that is influenced by lifestyle choices is more likely to display its symptoms later, after the body has been exposed to such lifestyle choices for a longer time period – in adulthood.


As BMI increases, the risk of getting type II diabetes increases. This indicates that the lifestyle choices that cause BMI to increase, such as a poor diet and lack of physical activity, are the same lifestyle choices that are responsible for increasing a person’s risk of getting Type II diabetes.

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LEVEL 3 RESPONSE

ANALYSE








The key differences between the two types of diabetes are their causes, the prevalence of each type and the age that they usually become apparent. Type I diabetes is inherited, but Type II is purely influenced by lifestyle choices. This indicates that Type I is unable to be avoided by modifying a person’s lifestyle. Type I is much less common, only accounting for 5% of cases, whereas Type II is much more common, accounting for 95% of cases. Furthermore, Type I diabetes most often becomes apparent in childhood or young adulthood, whereas Type II most often becomes apparent in adulthood. This is most likely linked to the cause of each type.


As BMI increases, the risk of getting Type II diabetes increases. This indicates that the lifestyle choices that cause BMI to increase are the same lifestyle choices that are responsible for increasing a person’s risk of getting Type II diabetes.SA

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LEVEL 2 RESPONSE

ANALYSE









The key differences between the two types of diabetes are their causes and how often each one occurs. Type I diabetes is inherited, but Type II is purely influenced by lifestyle choices. Type I is much less common, only accounting for 5% of cases, whereas Type II is much more common, accounting for 95% of cases.


As BMI increases, the risk of getting Type II diabetes increases. This indicates that the lifestyle choices that cause BMI to increase are the same lifestyle choices that are responsible for increasing a person’s risk of getting Type II diabetes.SA

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LEVEL 1 RESPONSE

ANALYSE








Type I diabetes is less common than Type II diabetes.


As BMI increases, the risk of getting Type II diabetes increases. This means that people should live healthier lifestyles to reduce the likelihood of getting Type II diabetes.

SAMPLE

LESSON REVIEW

Cognitive verb: Analyse

Break down into key parts to understand how each part contributes to the whole.

Learning intention: The purpose of this lesson is to understand the action of analysing.

Success criterion: Students will be able to apply the action of analysing in required situations both in the classroom and in real life.

Review question: When I see a question with analyse, I know I must be able to…

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TEACHING NOTES

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• You will need to photocopy or have available for students electronically four copies of the student response pages each. These are the final two pages in this document.

• You will note that most questions begin with the cognitive verb. Discuss this with students so they can learn to recognise when a cognitive verb is being used.

• Remind students that sometimes questions will include unnecessary information. Underlining key words will help students to eliminate this irrelevant information.

• In all of the questions, students should underline key information and key words. Depending on the group, you can ask students to write in their books the key words or you can work through it, sharing as a group.

• Ensure that you go through the answers and highlighted comments with students.

• Make sure you talk through the Why Analyse? slide to reinforce the learning intention and success criterion.

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TEACHING NOTES

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• For each question, you should work though them with students and prompt them to attempt each step individually. They may want to write their work down or you could question them with prompts such as “What should we do next?” or “What is the next step?”

• When working through questions, point out to students how the elements of the marking scheme are relevant to the question so they can see the link between the marking scheme and how it is used.

• Make sure you talk through the Lesson Review slide to reinforce the learning intention and success criterion. Use some formative assessment (for example, thumbs-up, thumbs-down) to make a judgment on whether this cognitive verb needs to be revisited.

• Extension: Students could make their own questions and answers and then think-pair-share to confirm they understand the concept. Students could then think about all the time they have seen the term analyse used in questions before. Does this new explanation change how they would have answered questions before? If so, how?

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1. Understand why you are analysing the source.

2. Read the source and highlight the information related to the question.

3. Summarise key facts and features from the source by writing it in dot points or using a graphic organiser (for example a table).

4. Use your notes to structure your response, making sure you have addressed the question fully.

ANALYSE

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5. Check your draft and finalise your response so that it is well-structured and concise.

ANALYSE

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Documents

Analyse - Mighty Mindsmightyminds.com.au/assets/...Lesson-Analyse-SAMPLE.pdf · MIGHTY MINDS Student’s work has ... When you analyse, you are to: Break down and identify all the