(2018) World Pandemic Plan – Year 8

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8C 8B 8A 8A+
  • Map completed with 10 points of interest.
  • Map completed with 15 points of interest
  • Map completed with 15 points of interest.
  • Map completed with 15 points of interest.
  • Longitude and Latitude Co-ordinates for 10 points of interest.
  • Longitude and Latitude Co-ordinates for 15 points of interest.
  • Longitude and Latitude Co-ordinates for 15 points of interest.
  • Longitude and Latitude Co-ordinates for 15 points of interest.
  • Bearing references (true or compass) to determine the direction of travel path.
  • Bearing references (true or compass) to determine the direction of travel path.
  • Bearing references (true or compass) to determine the direction of travel path.
  • Bearing references (true or compass) to determine the direction of travel path.
  • Calculate total distance of travel plan.
  • Calculate total distance of travel plan.
  • Calculate total distance of travel plan.
  • Calculate total distance of travel plan.
  • BOLTSS elements included in the map.
  • BOLTSS elements included in the map.
  • BOLTSS elements included in the map.
  • BOLTSS elements included in the map.
  • Identify possible congruent triangles on the map.
  • Identify possible congruent triangles on the map.
  • Identify possible congruent triangles on the map.
  • Identify possible congruent triangles on the map.
  • Reflection of learning from the task.
  • Identify possible congruent quadrilaterals on the map.
  • Identify possible congruent quadrilaterals on the map.
  • Identify possible congruent quadrilaterals on the map.
  • Evidence of Pythagoras’ Theorem used in 3 examples. (Could be point of interest to point of interest or diagram example)
  • Evidence of Pythagoras’ Theorem and Trigonometry used in 3 examples. (Could be point of interest to point of interest or diagram example)
  • Evidence of Trigonometry used in 3 examples. (Could be point of interest to point of interest or diagram example)
  • Evidence of 3 non-right angled distance calculations. (Could be point of interest to point of interest or diagram example)
  • Reflection of learning from the task.
  • Reflection of learning from the task.

[/fusion_text][title size=”1″ content_align=”left” style_type=”default” sep_color=”” margin_top=”” margin_bottom=”” class=”” id=””]Bearings Video[/title][youtube id=”https://www.youtube.com/watch?v=tsGIMln59Wc” width=”600″ height=”350″ autoplay=”no” api_params=”” class=””][/youtube][title size=”1″ content_align=”left” style_type=”default” sep_color=”” margin_top=”” margin_bottom=”” class=”” id=””]Previous Student Samples – Exemplars[/title][fusion_text]rsz_31082015172655-0001 (1)

In this assessment task you are utilizing the knowledge gained from the angles unit to calculate the bearings within your travel plan around the world.[/fusion_text][imageframe lightbox=”no” lightbox_image=”” style_type=”none” hover_type=”none” bordercolor=”” bordersize=”0px” borderradius=”0″ stylecolor=”” align=”none” link=”” linktarget=”_self” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ hide_on_mobile=”no” class=”” id=””] [/imageframe][imageframe lightbox=”no” lightbox_image=”” style_type=”none” hover_type=”none” bordercolor=”” bordersize=”0px” borderradius=”0″ stylecolor=”” align=”none” link=”” linktarget=”_self” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ hide_on_mobile=”no” class=”” id=””] [/imageframe][imageframe lightbox=”no” lightbox_image=”” style_type=”none” hover_type=”none” bordercolor=”” bordersize=”0px” borderradius=”0″ stylecolor=”” align=”none” link=”” linktarget=”_self” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ hide_on_mobile=”no” class=”” id=””] [/imageframe][imageframe lightbox=”no” lightbox_image=”” style_type=”none” hover_type=”none” bordercolor=”” bordersize=”0px” borderradius=”0″ stylecolor=”” align=”none” link=”” linktarget=”_self” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ hide_on_mobile=”no” class=”” id=””] [/imageframe]

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