Dynamic Instructional Design (DID) Model

Table of Contents Step 1: Know the Learners Step 2: State Learning Outcomes Step 3: Establish the Learning Environment Step 4: Identify Teaching and Learning Strategies Step 5: Identifies and Select Technologies Step 6: Plan a Summative Evaluation References The dynamic instructional design model, abbreviated as DID, is the study that is predominantly based on matters based on improved technology that moves around in designing and focusing on the establishment of an appropriate and effective studying environment for all the students.Advertising We will write a custom research paper sample on Dynamic Instructional Design (DID) Model specifically for you for only $16.05 $11/page Learn More The model is mainly centered among learners; it consists of special procedures like identification of learning styles among students by creating a welcoming learning environment. In each stage of this study there is a stage that regards Dynamic Instructional Design ( DID). This will for sure improve the rapidity and intensity of the lessons so that it can reach learners effectively. Unlike other methods of teaching, the use of technology has become the most essential and fastest way of taking lessons in the class (Puckett, 2004). The Dynamic Instructional Design model can be carried out effectively when the below steps are put into consideration (Cox, 2000). Step 1: Know the Learners As a matter of fact, the very fast step in teaching involves knowing the various characteristics among the students. If this is done then it shall become easy for the students to learn and benefit having been taught from class. The following are the characteristics that should be put into consideration; the students’ development period, language and cultural backgrounds, the information pertaining the knowledge and skills they already have, personal characters among learners, for example, intelligence, styles on how to study and lastly cognitive styles, knowi ng also the similarities and differences in regard to the students’ view on the design of instruction. When all these are put into consideration, it becomes very easy to know all that is required when it comes to matters pertaining the designing of your instruction. This step is important and is worth being given a great priority (Cox, 2000). Step 2: State Learning Outcomes Outcomes are the students’ opinions that come as a result of instruction, for example, the ability of what the students are able to do at the end of scheduled lessons. For example, the students should be capable to distinguish what a verb and a subject is in a particular sentence. The students are required to obtain the necessary knowledge, they should be able to understand and apply what has been learnt in the class. In addition, they should be able to analyze, synthesize, and evaluate a number of things taught in class (Edmundson, 2006).Advertising Looking for research paper on education? Let 's see if we can help you! Get your first paper with 15% OFF Learn More Step 3: Establish the Learning Environment Every learning institution should have a conducive environment, for example, the physical and educational part of teaching. This involves the seating order or arrangement, welcoming competition, appropriate physical environment, all these involve an environment where people can learn without hardship. In the classroom, there should be a mutual cooperation among the learners. Students on a similar note should be able to take some risks willingly without being forced by either the teacher or the concerned parent (Edmundson, 2006). Step 4: Identify Teaching and Learning Strategies Learning and teaching strategies are the appropriate methods a teacher will use in order to help the learners achieve an outcome that suits their learning process. A teacher should be capable to carry out a number of methods and activities to obtain an appropriate outcome from the studen ts (Cox, 2000). Step 5: Identifies and Select Technologies Instructional technologies are the specific instruments that are used to maintain the learning strategies put up by the teacher. In this particular footstep, one needs to select the necessary technological tool that is effective when it comes to learning strategies. In deed, one must decide on how and when to use the available technologies. Some of these technological improvements and tools include; the use of multimedia CD, radio, videos and so on (Puckett, 2004). Step 6: Plan a Summative Evaluation Summative evaluation is the last step that is effective when it comes to designing and evaluating measures related to learning. There should be chances to allow room for revision in order to improve the design. In fact, this can be achieved through self-evaluation on the effectiveness of your lesson; this on the same note can be achieved by giving the students a questionnaire to fill up so that the teacher can know the views of the students. However, if the students have not performed well, then it means that the teacher must start again the earlier steps used in designing. In summation, the results obtained from students can be used to know whether the students have understood what is required of them during the lessons or not (Cox, 2000). References Cox, C. B. (2000). Empowering grandparents raising grandchildren: A training manual  for group leaders. New York: Springer Pub. Edmundson, A. (2006). Globalized e-learning, cultural challenges. Hershey, PA [u.a.]: Information Science Publ.Advertising We will write a custom research paper sample on Dynamic Instructional Design (DID) Model specifically for you for only $16.05 $11/page Learn More Puckett, R. P., Byers, B. A. (2004). Food service manual for health care institutions. San Francisco: Jossey-Bass. This research paper on Dynamic Instructional Design (DID) Model was written and submitted by user Logan Chan to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Beers Law Definition and Equation

Beer's Law Definition and Equation Beers Law is an equation that relates the attenuation of light to properties of a material. The law states the concentration of a chemical is directly proportional to the absorbance of a solution. The relation may be used to determine the concentration of a chemical species in a solution using a colorimeter or spectrophotometer. The relation is most often used in UV-visible absorption spectroscopy. Note that Beers Law is not valid at high solution concentrations. Other Names for Beers Law Beers Law is also known as the Beer-Lambert Law, the Lambert-Beer Law, and the  Beer–Lambert–Bouguer law. The reason there are so many names is because more than one law is involved. Basically, Pierre Bouger discovered the law in 1729 and published it in Essai doptique sur la gradation de la lumià ¨re. Lambert quoted Bougers discovery in his Photometria in 1760, saying absorbance of a sample is directly proportional to the path length of light. Even though Lambert didnt claim discovery, he was often credited with it. August Beer discovered a related law in 1852. Beers law stated the absorbance is proportional to the concentration of the sample. Technically, Beers law relates to only to concentration, while the Beer-Lambert law relates absorbance to both concentration and sample thickness. Key Takeaways: Beer's Law Beers law states that the concentration of a chemical solution is directly proportional to its absorption of light.The premise is that a beam of light becomes weaker as it passes through a chemical solution. The attenuation of light occurs either as a result of distance through solution or increasing concentration.Beers law goes by many names, including the Beer-Lambert law, Lambert-Beer law, and Beer-Lambert-Bouguer law. Equation for Beers Law Beers Law may be written simply as: A ÃŽ µbc where  A is absorbance (no units)ÃŽ µ is the molar absorptivity with units of L mol-1  cm-1 (formerly called the extinction coefficient)b is the path length of the sample, usually expressed in cmc is the concentration of the compound in solution, expressed in mol L-1 Calculating the absorbance of a sample using the equation depends on two assumptions: The absorbance is directly proportional to the path length of the sample (the width of the cuvette).The absorbance is directly proportional to the concentration of the sample. In this example of the Beer-Lambert law, a green laser is attenuated as it passes through a solution of Rhodamine 6G. Amirber How to Use Beers Law While many modern instruments perform Beers law calculations by simply comparing a blank cuvette with a sample, its easy to prepare a graph using standard solutions to determine the concentration of a specimen. The graphing method assumes a straight-line relationship between absorbance and concentration, which is valid for dilute solutions.   Beers Law Example Calculation A sample is known to have a maximum absorbance value of 275 nm. Its molar absorptivity is 8400 M-1cm-1. The width of the cuvette is 1 cm. A spectrophotometer finds A 0.70. What is the concentration of the sample? To solve the problem, use Beers law: A ÃŽ µbc 0.70 (8400 M-1cm-1)(1 cm)(c) Divide both sides of the equation by [(8400 M-1 cm-1)(1 cm)] c 8.33 x 10-5 mol/L Importance of Beers Law Beers law is especially important in the fields of chemistry, physics, and meteorology. Beers law is used in chemistry to measure the concentration of chemical solutions, to analyze oxidation, and to measure polymer degradation. The law also describes the attenuation of radiation through the Earths atmosphere. While normally applied to light, the law also helps scientists understand the attenuation of particle beams, such as neutrons. In theoretical physics, the Beer-Lambert law is a solution to the Bhatnagar-Gross-Krook (BKG) operator, which is used in the Boltzmann equation for computational fluid dynamics. Sources Beer, August (1852). Bestimmung der Absorption des rothen Lichts in farbigen Flà ¼ssigkeiten (Determination of the absorption of red light in colored liquids). Annalen der Physik und Chemie. 86: 78–88.Bouguer, Pierre (1729). Essai doptique sur la gradation de la lumià ¨re. Paris, France: Claude Jombert. pp. 16–22.Ingle, J. D. J.; Crouch, S. R. (1988). Spectrochemical Analysis. New Jersey: Prentice Hall.Lambert, J. H. (1760). Photometria sive de mensura et gradibus luminis, colorum et umbrae [Photometry, or, On the measure and gradations of light, colors, and shade]. Augsburg (Augusta Vindelicorum), Germany: Eberhardt Klett.Mayerhà ¶fer, Thomas Gà ¼nter; Popp, Jà ¼rgen (2018). Beers law - why absorbance depends (almost) linearly on concentration. Chemphyschem. doi:10.1002/cphc.201801073