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Opening the door to open learning Rebecca Reid describes the background to the Society's open-learning package and invites you to see how you would fare with this new programme Today's workplace is changing rapidly. Market forces and new technology now determine what people do and how they do it, and it is becoming They allow the individual student to decide when and how much to study and make it easier to combine studying with work or home commitments. In addition, some people may prefer to study on their own rather than face a competitive classroom environment, particularly if their previous experiences of education have not been pleasant. The Society's course is text-based and comprises three modules, pre- senting the mathematics, physics and organic chemistry that underpin color- - without necessarily going on to follow the ASDC course. The preparatory course incorporates mathematicsand organic chemistry units from the University of Sunderland's open learning courses and was produced with considerable help from open-learning specialists from the Nottingham Trent University and Bradford and llkley Community College, as well as Society members. To allow prospective candidates to evaluate their knowledge and under- standing of each area and decide increasingly important for those operating in a technical ca- pacity to have a thorough understanding of the scien- tific and mathematical principles that underlie their work. Self-development and vo- cational training are also becoming more and more important in a competitive job market. Unfortunately fewer and fewer people are able to spare the time from their jobs for study, and fewer and fewer insti- tutions are able to offer industry-specific courses such as the Society's a Associateship (ASDC). The Society's answer - to this problem is the - development of a distance learning programme [l]. Because of its specialised nature, and the consequent lack of off-the-shelf materials, most of the ation technology. The modules come with distance learning format ASDC course self-assessment tests, and tutorial has had to be originated from scratch, support - either face-to-face or by cor- and this is taking time. However, the first respondence -can be made available. stage of the programme, a preparatory Completion of a module will equip the course in science and mathematics for student with sufficient understanding of coloration students, is now available. that area to study for the ASDC. The Distance and open learning courses material will also be of value to those are becoming increasingly popular as a who want to revise or fill the gaps in their means of professional development. knowledge of these basic principles, which, if any, of the modules they should purchase, the Society has produced a Course Guide. As well as a full description of the curric- ulum, this includes self- assessed diagnostic tests that allow the prospective candidate to build up a picture of their current knowledge and any shortfalls. To give you an idea of what will be required, some of the diagnostic questions are repro- duced in the box. Have a go ... and see how well your colleagues do. Reference 1. TBaldwinson, J.S.D.C., 112 (1996) 1. I The Open Learning Course Guide costs f5 and is available from Mike Roberts, education and qualific- ations officer, Society of Dyers and Colourists, PO Box 244, Perkin House, 82 Grattan Road, Bradford BDI 2JB. JSDC VOLUME 112 JULY/AUGUST 1996 187

Opening the door to open learning

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Page 1: Opening the door to open learning

Opening the door to open learning

Rebecca Reid describes the background to the Society's open-learning package and invites you to see how you

would fare with this new programme

Today's workplace is changing rapidly. Market forces and new technology now determine what people do and how they do it, and it is becoming

They allow the individual student to decide when and how much to study and make it easier to combine studying with work or home commitments. In addition, some people may prefer to study on their own rather than face a competitive classroom environment, particularly if their previous experiences of education have not been pleasant.

The Society's course is text-based and comprises three modules, pre- senting the mathematics, physics and organic chemistry that underpin color-

-

without necessarily going on to follow the ASDC course.

The preparatory course incorporates mathematics and organic chemistry units from the University of Sunderland's open learning courses and was produced with considerable help from open-learning specialists from the Nottingham Trent University and Bradford and llkley Community College, as well as Society members.

To allow prospective candidates to evaluate their knowledge and under-

standing of each area and decide

increasingly important for those operating in a technical ca- pacity to have a thorough understanding of the scien- tific and mathematical principles that underlie their work.

Self-development and vo- cational training are also becoming more and more important in a competitive job market. Unfortunately fewer and fewer people are able to spare the time from their jobs for study, and fewer and fewer insti- tutions are able to offer industry-specific courses such as the Society's a Associateship (ASDC).

The Society's answer - to this problem is the

-

development of a distance learning programme [l]. Because of its specialised nature, and the consequent lack of off-the-shelf materials, most of the ation technology. The modules come with distance learning format ASDC course self-assessment tests, and tutorial has had to be originated from scratch, support - either face-to-face or by cor- and this is taking time. However, the first respondence -can be made available. stage of the programme, a preparatory Completion of a module will equip the course in science and mathematics for student with sufficient understanding of coloration students, is now available. that area to study for the ASDC. The

Distance and open learning courses material will also be of value to those are becoming increasingly popular as a who want to revise or fill the gaps in their means of professional development. knowledge of these basic principles,

which, if any, of the modules they should purchase, the Society has produced a Course Guide. As well as a full description of the curric- ulum, this includes self- assessed diagnostic tests that allow the prospective candidate to build up a picture of their current knowledge and any shortfalls.

To give you an idea of what will be required, some of the diagnostic questions are repro- duced in the box. Have a go ... and see how well your colleagues do.

Reference 1. TBaldwinson, J.S.D.C., 112 (1996) 1.

I The Open Learning Course Guide costs f 5 and is available from Mike Roberts, education and qualific- ations officer, Society of Dyers and Colourists, PO Box 244, Perkin House, 82 Grattan Road, Bradford BDI 2JB.

JSDC VOLUME 112 JULY/AUGUST 1996 187

Page 2: Opening the door to open learning

Preparatory mathematics and science: some diagnostic tests from the Course Guide

Mathematics

Arithmetic (do not use a calculator) Simplify the following numbers 15/3, 54 i 9, 8 x 3 and calculate their lowest common multiple.

Simplify

0.5 x 0.038 0.065

giving your answer as a percentage correct to 1 s.f.

If x = 3 and y = -3, find the value of

5x - 3y

2Y

Calculus If y= 2x2 + 3x, write down the rate of change in terms of 6y/

(a)Find the area under the curve y = 2 + 2x and the x-axis

(b)Separate the variables in the differential equation (u -

6x and calculate the gradient when x = -3.

between the ordinates x = 0 and x = 5.

2)dU/dv= V - 2

The mathematics unit also includes sections on algebra and coordinate geometry.

Physics

Light Describe the essential difference between specular (regular) and diffuse reflection.

Draw and label converging and diverging mirrors and state the relationship between the focal length and radius of curvature.

A ray of light passes through a prism to produce a spectrum. If the green component has a shorter wavelength than the yellow component, select the true statements from the following: 1. Green has the greater deviation because of its lower

2. Green has the greater deviation because of its higher

3. Green has a smaller deviation because of its lower

4. Green has a smaller deviation because of its higher

5. Yellow has a greater deviation because of its lower

6. Yellow has a greater deviation because of its higher

7. Yellow has a smaller deviation because of its lower

refractive index.

refractive index.

refractive index.

refractive index.

refractive index.

refractive index.

refractive index.

8. Yellow has a smaller deviation because of its higher refractive index.

The physics unit also covers mechanics and gases and heat.

Organic chemistry

Molecular structurehonding in carbon compounds Name the alkanes A-D, whose structures are given, and draw the structures for the named alkanes E-G.

H H MeH H MeH H I l l 1 I I I I

H-7-7-7-7-H H-C-C-C-7-H I l l

H H H H H H H H

A B

H H Me H H MeH CH2CH3 I l l I I I I I

H-7-7-7-H H-C-C-C-C-7-H I l l 1 H H MeH H H H Me

C D Me = CHs

(E) 2,3-dimethylhexane (F) 2,2-dimethyl-4-ethyloctane (G) 4-ethyl-2,3,5-trimethylheptane.

Draw condensed structural formulae for the nine isomers of

Draw structural formulae for all the isomers, including stereoisomers, of pentene C5H10. Use the terms cis and trans to distinguish geometric isomers.

C7Hls.

The two organic chemistry units also cover hybridisation of atomic orbitals of carbon, bond cleavage and bond formation, reaction types, electronic effects, isomerism, organic compounds, stereochemistv, organic reaction mechanisms and aromatic compounds.

How to assess your performance The first question in each section is fundamental to the type of work in the unit. If you have difficulties with this question then it is likely that you have little understanding of the type of work in the unit. You are strongly advised to study the unit in detail, working through all the activities and self-assessment questions thoroughly.

If you have difficulty with the other questions it is likely that your understanding of the type of work in the unit is incomplete. You should work through the unit from the beginning, paying particular attention to the sections about which you feel less confident.

Answers next month (or in the Course Guide)

88 JSDC VOLUME 112 JULY/AUGUST 1996