Solutions to Hartshorne's Algebraic Geometry

Temp1 La

Description

• exposé

1 Chapter I Solutions 1.1 Section 1 (TODO) 1

• pj
• ramified point pj over q.
• distinct elements
• triples of distinct elements
• stalk functor
• flasque resolution of o.
• degree
• points
• section
• field

Sujets

• Exposé
• Section
• Distinct
• Jumeau
• Degree
• Flasque
• Functor

Informations

• Publié par: urmi
• Nombre de lectures: 42
• Langue: English

Extrait

MATHEMATICS
Access 2


















Fifth edition – published November 2003








NOTE OF CHANGES TO ACCESS 2 ARRANGEMENTS
FIFTH EDITION - PUBLISHED NOVEMBER 2003

CLUSTER TITLE: Mathematics (Access 2)

CLUSTER NUMBER: C056 08




National Cluster Specification

Cluster Details No changes




National Unit Specification:

D556 08 Using Mathematics in Minor change (Guidance On
Everyday Situations 1 Approaches To Assessment).






Mathematics: Access 2 1





National Cluster of Units

MATHEMATICS (ACCESS 2)

CLUSTER NUMBER C056 08


STRUCTURE

The cluster of units comprises:

D556 08 Using Mathematics in Everyday Situations 1 (Acc 2) 1 credit (40 hours)
D557 08 Using Mathematics in Everyday Situations 2 (Acc 2)
D558 08 Using Mathematics in Everyday Situations 3 (Acc 2)

The cluster can be taught successfully in the sequence indicated above and the content also allows for
integration across units. Planning should take account of the skills of the candidate together with the
facilities and resources available. Candidates progressing from Access 1, after suitable bridging
work, should start with Using Mathematics in Everyday Situations 1 which focuses on the
development and application of basic numeracy skills.

In common with all courses, this programme of study includes a further 40 hours over and above the
120 hours of the component units. This is for induction, extending the range of learning and teaching
approaches, support, consolidation and integration of learning. This time is an important element of
the programme of study and advice on its use is included in the cluster details.


RECOMMENDED ENTRY

Entry is at the discretion of the centre.




Administrative Information


Publication date: November 2003

Source: Scottish Qualifications Authority

Version: 05

© Scottish Qualifications Authority 2003

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from
reproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this specification (including unit specifications) can be purchased from the Scottish Qualifications
Authority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).
2
National Cluster of Units: general information (cont)

COURSE Mathematics (Access 2)


CORE SKILLS

This cluster gives automatic certification of the following:

Complete core skills for the cluster Numeracy Acc 2

Additional core skills components for the cluster Critical Thinking Acc 2

For information about the automatic certification of core skills for any individual unit in this cluster,
please refer to the General Information section at the beginning of the unit.

Additional information about core skills is published in the Catalogue of Core Skills in National
Qualifications (SQA, 2001).


Mathematics: Access 2 3
National Cluster: details

COURSE Mathematics (Access 2)


RATIONALE

It is anticipated that the programme will suit a wide range of potential candidates, but particularly
candidates who wish to gain and apply basic mathematical skills. It has been designed to offer
candidates opportunities to use a range of mathematical skills in everyday situations at an appropriate
level.

The aims of this cluster are to provide experiences of the following aspects of mathematics in
everyday situations:

• identify aspects of time in everyday living
• tell the time and calculate time intervals
• use money to meet everyday expenses
• use money and budget
• carry out weighing and measuring of everyday items
• use common units of length, weight and volume
• interpret quantifiable information in tables, charts, maps, plans and shapes
• convey information using tables, charts, maps, plans and shapes


CONTENT

The cluster comprises the three units:

Using Mathematics in Everyday Situations 1 (Acc 2) aons 2 (Acc 2)
Using Maons 3 (Acc 2)

which aim to:

• develop and apply basic numeracy skills
• develop skills in the handling of time, money and measurement
• develop understanding of shapes and graphical representation

All skills are developed in the context of daily living.

Undertaking the group of units as a coherent whole offers a number of benefits:

• together, the three component units offer opportunities to deliver an integrated, holistic learning
experience
• balance and breadth of the candidate’s experiences and learning will be promoted
• practical activity may be integrated
• skills and abilities developed through practical activity support learning as a whole


Mathematics: Access 2 4
National Cluster: details (cont)

CLUSTER Mathematics (Access 2)


Using Mathematics in Everyday Situations 1 (Acc 2)

This unit focuses on:

• identifying aspects of time in everyday living and developing understanding of recurring events
• using money to plan everyday expenses
• carrying out weighing and measuring of everyday items


Using Mathematics in Everyday Situations 2 (Acc 2)

This unit further develops areas covered in Unit 1 by providing opportunities for:

• telling the time and calculating time intervals
• using money and budgeting
• using common units of length, weight and volume


Using Mathematics in Everyday Situations 3 (Acc 2)

This unit develops mathematical skills in practical contexts involving shapes and diagrams.
Candidates will interpret graphical information, convey information graphically and construct shapes.


ASSESSMENT

Access differs from other levels in that there is no external assessment. However a cluster provides
opportunities for sustained and progressive learning and for more broadly-based integration of
knowledge and skills than is possible in discrete units.

Candidates should be aware of assessment criteria and instruments. It is anticipated that ongoing
assessment will take place, informing and supporting candidates. Holistic approaches to assessment
should be adopted. A variety of approaches to assessment may be appropriate. Details of assessment
are provided in the unit specification. Candidates will prepare for the outcomes of each unit, which
will evolve through learning and teaching activities across the units.

A number of assessment instruments can be used across the component units, and these offer
opportunities for a more integrated and holistic approach. Whenever possible, evidence for
assessment is gathered as part of the integrated coursework.

The instruments of assessment which might be used in this way include:

• practical demonstration of mathematical skills
• candidate log/diary for record keeping
• personal interview
• short answer questions

Further detail of specific assessments is given in the unit specifications.

Mathematics: Access 2 5
National Cluster: details (cont)

CLUSTER Mathematics (Access 2)


APPROACHES TO LEARNING AND TEACHING

All three units can be taught as free-standing units. It is recommended that the candidate assembles a
personal folder of information and work done. The teacher/lecturer should use opportunities from a
variety of contexts and settings in the candidate’s daily learning experiences in order to provide
practical experiences, and an informal and flexible approach should be adopted.

Materials/equipment
Candidates will experience working with a wide range of resources. Examples include actual money,
copy money used for learning purposes, clocks, calendars, worksheets, computer programs, models,
measuring instruments.

The programme allows 40 hours of additional time. Appropriate activities which could be undertaken
might include:

• diagnostic assessment
• opportunities for learning with support
• consolidation of learning
• integration of learning
• target setting and review
• personal performance improvement


SPECIAL NEEDS

This specification is intended to ensure that there are no artificial barriers to learning or assessment.
Special needs of individual candidates should be taken into account when planning learning
experiences, selecting assessment instruments or considering alternative outcomes for units. For
information on these, please refer to the SQA document Guidance on Special Assessment
Arrangements (SQA, 20