Skills Audit, Academic Misconduct, And Assessment Requirements

Academic Misconduct

You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must: 

• Complete your assessment work alone except where required or allowed by the assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person.
• Make sure all sentences or passages quoted from other people’s work in this assignment are in quotation marks, and are specifically acknowledged by reference to the author, work and page.
• Failure to provide references may constitute plagiarism which is a serious academic offence.
• Should you submit work that is similar or identical in content to that of another classmate, you could be guilty of collusion.  This is also a serious academic offence.
• Plagiarism, collusion, buying assessments and all other forms of cheating will not be tolerated.  Serious academic misconduct can result in your withdrawal from the programme and being required to leave the college.

Also note that proven academic misconduct is usually required to be reported to relevant professional bodies and in some cases prospective employers which may prevent even a successful student from being admitted into their desired profession.

If you are unsure about how to complete your assessment, you should seek advice from your Module tutor and/or Module Leader.

For support and/or clarification regarding referencing and using sources in your work, ask your tutors for guidance and/or the Library team.

This portfolio consists of four sections:

Sections 1, 2 and 3 are assessed in ‘pass/fail’ criteria. Sections 1, 2 and 3 combined are worth 39% of the final mark.

Sections 1, 2 and 3 each consist of 3 tasks:

Task 1 – Skills Audit

Task 2 – In class Activity

Task 3 – Online Activity – students are expected to complete and pass (40%) relevant online activity/quiz. The results page will need to be saved (screenshot) and inserted under a relevant area of the portfolio. 

Section 4 is worth 61% of the final mark and consists of 13 questions.

		Task 1	Task  2	Task 3	Total
Part 1	Section 1	Pass/Fail (Skills Audit) 3%	Pass/Fail (In class activity) 5%	Pass/Fail (Online Activity) 5%	39 %
Section 2	Pass/Fail (Skills Audit) 3%	Pass/Fail (In class activity) 5%	Pass/Fail (Online Activity) 5%
Section 3	Pass/Fail (Skills Audit) 3%	Pass/Fail (In class activity) 5%	Pass/Fail (Online Activity) 5%
Part 2	Section 4	61% (13 questions)	N/A	N/A	61%
					100%

SECTION 1

This section will focus on order of operations (BODMAS); operations on positive and negative numbers; fractions and ratios.

 Task 1: Skills Audit

Tick the appropriate column for each skill in the list below.

Please note that there is no right or wrong answer. Your answers should show good reflection and awareness of your strengths and areas for improvement.

I know how to….	I can do well	I need practice	I’m not sure	I can’t do
1. I know what BODMAS stands for.	Yes	?	?	?
2. I can apply BODMAS to a variety of calculations.	Yes	?	?	?
3. I can define a fraction, numerator and denominator.	Yes	?	?	?
4. I can define proper fraction, improper fraction and a mixed number.	Yes	?	?	?
5. I can convert a mixed number to an improper fraction.	Yes	?	?	?
6. I can convert improper fraction to a mixed number.	Yes	?	?	?
7. I can add, subtract, multiply and divide fractions.	Yes	?	?	?
8. I can explain the meaning of a ratio.	Yes	?	?	?
9. I can work with simple ratios.	Yes	?	?	?

Task 2:  In class Activity

QUESTION 1

Write a short reflection (approximately 100-150 words) about your personal learning experience of the topics covered in this section.  

You can use the Skills Audit above to facilitate your answer. You may also consider the following points:

• Reflect on your learning
• How did you contribute in the class?
• What went well?
• Are there any areas for improvement?

The learning was very compact from my end. I have enjoyed the class. I was so attentive in the class. It was very interesting. I successfully solved the assignment without help of anyone. The experience was good. It is seen that the concept of BODMAS is very necessary in daily life. More times are required to solve a problem using the BODMAS rule. I need some times to be familiar with the function of different types of brackets. I improved in the section of use of fractions and ratios significantly. I would like to apply this concept in real-life in future.

QUESTION 2

Assessment Requirements

Give one example of a ‘real-life’ problem or situation that involves one (or more) of the following topics:

• Order of operations
• Operations on positive and negative numbers
• Fractions
• Ratios

The addition, subtraction, multiplication and division are carried out when we buy any commodity from a shopping mall. The base price is printed on the product say a Cadbury. The offer is applied with the Cadbury of a certain percentage. We calculate the subsidy amount by multiplying printed price and rate of offer. Then, we subtract that subsidy amount from the costMendenhall, W.M. and Sincich, T.L., 2016. Statistics for Engineering and the Sciences. Chapman and Hall/CRC. price. The price of the Cadbury gets decreased. This way, we calculate the final selling price of the commodity (Jansen, Spink and Saracevic 2000). The seller can calculate his/her profit or loss by multiplying 100 by profit amount or loss and dividing total cost price. The problem of calculation of every component of buying and selling method is calculated with the help of order of mathematical operations. Without, the use of order of operations the task would be very difficult to execute.

It is assumed that total sale for 2011 in a company was £140 billion and it was £ 145.5 billion in 2016. Then, the relative index for 2016 with respect to 2011 is (145.5-140)*100/140 = 3.93. It can be converted in fraction  as 393/100.

While we are interested to find the comparison of mixture quantities, speed of two cars, weights of two persons or income of two families, then representation of fraction method becomes difficult to understand (Samuels, Witmer and Schaffner 2012). Then, ratio method is very useful.

Task 3:  Online Activity

Evidence (screenshot) of completing and passing relevant online quiz/activity.

1. Complete your online quiz/activity, (GSM Learn).
2. Take a screenshot.
3. Copy and paste the screenshot here..

This section will focus on decimals, percentages and index numbers.

Task 1: Skills Audit

Tick the appropriate column for each skill in the list below.

Please note that there is no right or wrong answer. Your answers should show good reflection and awareness of your strengths and areas for improvement.

I know how to….	I can do well	I need practice	I’m not sure	I can’t do
10. I can describe the relationship between fractions, decimals and percentages.	Yes	?	?	?
11. I can identify the decimal equivalent of a percent.	Yes	?	?	?
12. I can identify the fractional equivalent of a percent.	Yes	?	?	?
13. I can determine which concepts and procedures are needed to complete each practice exercise.	Yes	?	?	?
14. I can compute answers by applying appropriate formulas and procedures.	Yes	?	?	?
15. I can construct a simple index.	Yes	?	?	?
16. I can interpret indexes to identify trends in a data set.	Yes	?	?	?

Task 2:  In class Activity

QUESTION 1

Write a short reflection (approximately 100-150 words) about your personal learning experience of the topics covered in this section.  

You can use the Skills Audit above to facilitate your answer. You may also consider the following points:

• Reflect on your learning
• How did you contribute in the class?
• What went well?
• Are there any areas for improvement?

The learning has gone good enough. I understood the topic very nicely. I responded vibrantly to my professors. The assessments and tests went well. Some of my dearest friends requested me to make them understand the topic. I was able to help them a lot. I was very thankful to my teacher. His way of teaching was very influential.  I can improve in the chapter more, if I get to solve more real-life scenarios. The in-depth learning on these topics would enrich me more. There is no such area to be improved. I have to involve in solving such problems. This will help to increase our concept.

Skills Audit

QUESTION 2

Give one example of a ‘real-life’ problem or situation that involves one (or more) of the following topics:

• Decimals
• Percentages
• Index numbers

Also, please find a solution to the problem you described.

The decimals are appeared at the time of calculation with sharing aspects and dividing phenomenon. When we divide any odd number by 2, then the question of decimal numbers arise. The decimal numbers are used in majorly in marketing and calculation where whole number fails.

The index numbers are mainly used in marketing analysis (Van Den Heuvel-Panhuizen 2003). The percentage and index technique is used in calculation of various sectors especially in profit analysis (Rosen 2009). We find the year wise data of profit of any UK company from internet. From base year to next year, first we calculate the profit or loss by multiplying percentages and rate of income. After that, we should add or deduct that amount from its base year profit of the company. Percentages and decimals are applied promptly in this scenario. The growth of profit could be calculated by index prices according to the base year.

Task 3:  Online Activity

Evidence (screenshot) of completing and passing relevant online quiz/activity

Instruction:

1. Complete your online quiz/activity, (GSM Learn).
2. Take a screenshot.
3. Copy and paste the screenshot here.

This section will focus on introduction to statistics (mean, median, mode and range) and graphical representation of data.

Task 1: Skills Audit

Tick the appropriate column for each skill in the list below.

Please note that there is no right or wrong answer. Your answers should show good reflection and awareness of your strengths and areas for improvement.

I know how to….	I can do well	I need practice	I’m not sure	I can’t do
17. I know how to calculate a mean.	Yes	?	?	?
18. I know how to calculate a median.	Yes	?	?	?
19. I know how to calculate a mode.	Yes	?	?	?
20. I know how to calculate range.	Yes	?	?	?
21. I understand the statistical implications of mean, median, mode and range.	Yes	?	?	?
22. I can define a line graph, bar chart and a pie chart.	Yes	?	?	?
23. I can interpret and analyse graphs presented to determine what information is given.	Yes	?	?	?
24. I can construct a simple line graph and bar chart.	Yes	?	?	?

Task 2:  In class Activity

QUESTION 1

Write a short reflection (approximately 100-150 words) about your personal learning experience of the topics covered in this section. 

It was one of the remarkable classes. While completing the assignment, I learned many lessons. Besides, the interpretation from charts and tables is apprehended in this assignment. I actually comprehended different aspects of fractions and decimals. I achieved a vast knowledge of calculation on statistics after completion of the assignment. We had discussed with a small number of observations in the data set. Hence, it was essential to handle the big data set to recognize our understanding. It has great implication in real life. Thus, we should be able to understand the topic very well. I believe that there is no such area for improvement. I will be able to understand the topic very well if we work with the real life data.

Section 1 – Order of Operations, Fractions, and Ratios

QUESTION 2

Give one example of a ‘real-life’ problem or situation that involves one (or more) of the following topics:

• Introduction to statistics (mean, median, mode and range)
• Graphical representation of data

Also, please find a solution to the problem you described.

The total fertility rates of some cities of England and Wales are provided as follow.

Cities	TFR
City of London	1.76
Islington	1.41
Tower Hamlets	1.58
Barnet	1.88
Baxley	2.09
Kingston upon Thames	1.74

This problem can be shown graphically as follows.

Figure: Total fertility rate for different cities

Source: Created by author.

Mean = (1.76+1.41+1.58+1.88+2.09+1.74)/6 = 1.74333

The data can be arranged as 1.41, 1.58, 1.74, 1.76, 1.88 and 2.09.

The median = (1.74+1.76)/2 = 1.75

Every observation has frequency 1. Hence, it is a multi-modal distribution.

Range= (2.09-1.41) = 0.68

Task 3:  Online Activity

Evidence (screenshot) of completing and passing relevant online quiz/activity.

Instruction:

1. Complete your online quiz/activity, (GSM Learn).
2. Take a screenshot.
3. Copy and paste the screenshot here. .

QUESTION 1

A mobile phone outlet has a selection of different brands for sale.  of the mobiles are Samsung, 0.4 are iPhone, and the rest are HTC.

1. What fraction of the mobiles is HTC?
2. If there are 180 mobiles altogether, how many of each brand is in the outlet?

Answer (type your answer and calculations here):  

1. a) The calculated decimal fraction of “Samsung” mobile phone =

    The decimal fraction of iPhone = 0.4.

    The total decimal fraction of both “Samsung” mobile and “iPhone” = (0.333+0.4) =      0.733

    Total fraction of all the “Samsung”, “iPhone” and “HTC” mobile = 1.

     Therefore, the calculated fraction of HTC mobile = (1-0.733) = 0.277.

1. b) The total number of mobiles all together = 180.

     The number of “Samsung” mobiles = (180*

     The number of “iPhone” = (180*0.4) = 72.

     The number of HTC mobile = (180-(60+72)) = (180-132) = 48

E-commerce sales by businesses in the UK non-financial sector were £511 billion in 2016, up from £503 billion in 2015.

Calculate the percentage change in E-commerce sales between 2015 and 2016.

Answer (type your answer and calculations here):  

In 2015, the amount of E-commercial sales by businesses in the financial sector of UK = £503.

In 2016, the amount of E-commercial sales by businesses in the financial sector of UK = £511.

The amount of E-commercial sales has increased by (£511-£503) = £8 in a year.

The percentage change in E-commerce sales due to business in UK between 2015 and 2016 = .

QUESTION 3 [3 marks]

E-commerce sales in 2017 were made up of £236 billion website sales which is an increase of 98.76 % from the previous year.

Calculate the E-commerce sales for the year 2016?

Answer (type your answer and calculations here): 

The amount of E-commerce sales in 2017 = £236 billion.

The E-commerce sales have increased from 2016 to 2017 by 98.76%.

Therefore, the percentage of sales in 2017 has become = (100%+98.76%) = 198.76% of 2016.

The calculated amount of E-commerce sales = £236*(billion = £118.736 billion

In class Activity – Personal Learning Experience and ‘Real-Life’ Problem

In 2012, a total of £467 billion worth of website sales were generated by UK businesses. The data gathered was then used to construct the pie chart:  

Answer (type your answer and calculations here):

The contribution of Retail industry = (Total% – (Wholesale%+Information & Communication% + Transport%+Manufacturing%+Other%)) = (100% – (23%+6%+10%+16%+31%)) = (100%-86%) = 14%.

1. a) The third highest amount of contribution is observed in the sector of “Information and communication industry” (16%) preceding “Wholesale” industry (31%) and “Other” industries (23%).
2. b) Manufacturing industry has provided the least amount of website sales in 2012 only by 6%.
3. c) In 2012, the “Retail” industry in UK has contributed 14% in website sales.
4. d) UK businesses has generated a total of £467 billion by UK businesses in 2012.

     The “Manufacturing” industry in that year had contributed 6% amount of the website sales.

     Hence, the calculated amount of profit contributed by “Manufacturing” industry = (£467*6%) billion = £28.02 billion.

1. e) The percentage of profit provided by “Retail” industry greater than “Manufacturing” industry = (14%-6%) = 8%.

     Therefore, the amount of profit provided by “Retail” industry greater than “Manufacturing” industry = (£467 * 8%) billion = £ 37.36 billion.

1. 1. Data source: Labour Force Survey, ONS.

The chart above shows the proportions of workers who are low paid by qualification level comparing 2011 with 2016. Using the chart, write a statement outlining at least three changes, that have taken place.

Answer (type your answer and calculations here):  

The three outlining changes are as following:

1) For the sectors according to the educational qualifications of higher percentages alike “Other qualification”, “GCSE grades” or “No qualification or don’t know” the change of proportion of low paid workers has increased significantly.

2) There does not exist any proportion for any educational shares more than 50% in the season 2010/2011. However, the proportion of low paid workers for the educational qualification “No qualification or don’t know” have grown more than 70% in the season 2015/2016.

3) The percentage change of proportion of low paid worker is highest for next season in the education qualification “No qualification or don’t know” and lowest for next season in the educational qualification “Degree or equivalent” from 2010/2011 to 2015/2016.

The chart below lists the E-commerce sales of businesses in the UK non-financial sector from 2009 to 2016. Calculate the index to show the relative positions over the eight years.

The base year is 2008, sales for 2008 were 334.6, (334.6 = 100).

	2009	2010	2011	2012	2013	2014	2015	2016
£ billion	375.1	418.9	494.1	473.6	544.7	513.5	502.8	510.5
Index	112.104	125.194	147.669	141.542	162.791	153.467	150.269	152.57

Answer (type your answer and calculations here and in the chart above):

1. i) The value of indexes for all the years after 2008 are greater than 100.
2. ii) The value of index is minimum (112.104) in the year 2009.

iii) The value of index is maximum (162.791) in the year 2013.

1. iv) The value of index has grown significantly from the year 2009 to 2011. The index is lowered in the year 2012 and then again increased in the year 2013. Finally, a deficit is observed in the year 2014.  

Please answer questions 8 – 12 using data provided below:

What percentage of people living in London, live in Wandsworth?

Answer (type your answer and calculations here):  

The calculated percentage of people living in London, live in Wandsworth =

In Havering, how many people are aged 65 and over?

Answer (type your answer and calculations here):  

The total number of people living in “Havering” is 237200.

Online Activity – Decimals, Percentages, and Index Numbers

The percentage of people over the age 65 is 17.8% in “Havering”.

Hence, the number of people whose age is 65 and over in “Havering” = (237200*17.8%) = 42222.

How many more people are aged between 20 and 64 in the City of London than Kingston upon Thames?

Answer (type your answer and calculations here):  

The population of “City of London” = 7400.

The number of people whose ages are between 20 years and 64 years in the City of   London = (7400*75.7%) = 5602 (approximately).

The population of “Kington upon Thames” = 160100.

 The number of people whose ages are between 20 years and 64 years in “Kington upon Thames” = (160100*63.4%) = 101503.

 The difference between the number of people whose ages are in between 20 to 64 for the “City of London” and “Kington upon Thames” = (101503-5602) = 95902.

Therefore, the number of people who are more aged in “Kington upon Thames” than “City of London” in the range 20 to 64 years is 95902.

If one third of the people live in the City of London, one fifth of the population live in Inner London and the rest in Outer London.

What is the ratio of City of London to Outer London?  

Answer (type your answer and calculations here):  

As per question, the fraction of population in the “City of London” =

The fraction of population in the “Inner London” =

The fraction of population who live in “Outer London” = (1-  

The ratio of population in “City of London” with respect to “Outer London” = (.

Taking into account individual aged 5-19, in Barnet, Islington, Tower Hamlets, City of London, Hackney, Sutton, and Greenwich, please calculate the following:

1. Mean
2. Median
3. Range

Answer (type your answer and calculations here):  

	Population	Percentage of population in the age range 5-19 years	Population of 5 to 19 years
Barnet	356400	18%	64152
City of London	7400	8.10%	599
Greenwich	254600	18.60%	47356
Hackney	246300	17.30%	42610
Islington	206100	14.30%	29472
Sutton	190100	18%	34218
Tower Hamlets	254100	17%	43197

Mean	37372
Median	42610
Maximum	64152
Minimum	599
Range	63553

The mean of the population of the considered cities off UK in the age range 5 to 19 years = 37372. The median of the population of the considered cities off UK in the age range 5 to 19 years = 42610. The range of the population of the considered cities off UK in the age range 5 to 19 = (Maximum population – Minimum population) = (64152-599) = 63553 (Larson and Farber, 2006).

Household work status and the income distribution

Data source: Households Below Average Income, DWP. 2016

Using the data presented in the bar chart above, answer the following questions:

The lowest percentage of all the adults in the lowest percentile in work all full time is approximately 14%.

1. What percentage of people in the richest 20% has at least one adult that is in work?

The percentage of people in the richest 20% has at least one adult that is in work = 20%.

1. What percentage of people in the middle have pensioner households?

The percentage of people in the “Middle” have pensioner households = 10%.

Think about your modules and amount of time you spend studying per week, create a table and answer following questions

Module/Weeks	Week1	Week 2	Week3	Week4	Week5	Week6	Week7	Week8
Numeracy1	2	2	2	2	3	3	3	4
EAP1	2	1	2	1	2	2	3	3
EBWO3001	1	1	2	2	3	2	3	3
ICSK3005	1	1	3	2	2	3	3	4
	6	5	9	7	10	10	12	14

1. Create a bar chart based on your entries above.

1. What does your data tell you, comment on the pattern (if any)?

1. What is the average time you spend studying throughout 8 weeks for all of your modules? Show your calculations.

1. Create a table to show individually the total number of hours spent studying for each one of the four modules over the 8 weeks .

Answer (type your answer and calculations here):

The grouped bar chart of number of study hours for different modules for different weeks indicate that as the time passed, the total number of study hours increased.

For Numeracy and ICSK3005, most of the study hours are allotted in last or 8th week (4 hours). For EAP1, most of the study hours are allotted in 7th and 8th week (3 hours). For EBWO3001 module, most of the study hours are allotted in 5th, 7th and 8th week (3 hours).

Note that, total number of study hours in all eight weeks is maximum for Numeracy1 module (21 hours) followed by ICSK3005 (19 hours). The minimum total study hours is minimum for EAP1 (16 hours).  

In the second bar chart, as the weeks proceed, the average study hours of all the modules increase. Maximum of the study hours (14) is observed in 8th week whereas minimum of the study hours (5) is seen in 2nd week. Week 10 afterwards, the total number of study hours in all modules is greater than 10.

Table: The table of average number of hours to solve the various types of modules throughout 8 weeks

Module/Weeks	Average
Week1	1.5
Week 2	1.25
Week3	2.25
Week4	1.75
Week5	2.5
Week6	2.5
Week7	3
Week8	3.5

Table: The table of frequency distribution showing total number of hours spend for various modules per week.

Module/Weeks	Numeracy1	EAP1	EBWO3001	ICSK3005	Total
Week1	2	2	1	1	6
Week 2	2	1	1	1	5
Week3	2	2	2	3	9
Week4	2	1	2	2	7
Week5	3	2	3	2	10
Week6	3	2	2	3	10
Week7	3	3	3	3	12
Week8	4	3	3	4	14
Total	21	16	17	19	73

References:

Jansen, B.J., Spink, A. and Saracevic, T., 2000. Real life, real users, and real needs: a study and analysis of user queries on the web. Information processing & management, 36(2), pp.207-227.

Larson, R. and Farber, B., 2006. Elementary statistics. Pearson Custom Pub..

Rosen, E., 2009. The anatomy of buzz revisited: Real-life lessons in word-of-mouth marketing. Crown Business.

Samuels, M.L., Witmer, J.A. and Schaffner, A.A., 2012. Statistics for the life sciences. London: Pearson education.

Van Den Heuvel-Panhuizen, M., 2003. The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational studies in Mathematics, 54(1), pp.9-35.