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RCDDv14 exam Questions - BICSI Registered Communications Distribution Designer Updated: 2024

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Exam Code: RCDDv14 BICSI Registered Communications Distribution Designer exam Questions January 2024 by Killexams.com team

RCDDv14 BICSI Registered Communications Distribution Designer

Exam Specification: RCDDv14 BICSI Registered Communications Distribution Designer

Exam Name: RCDDv14 BICSI Registered Communications Distribution Designer
Exam Code: RCDDv14
Exam Duration: 4 hours
Passing Score: 70%
Exam Format: Multiple-choice
Exam Delivery: In-person proctored exam

Course Outline:

1. Introduction to Registered Communications Distribution Designer (RCDD)
- Overview of the RCDD certification
- Understanding the role and responsibilities of an RCDD
- Exploring industry standards and best practices

2. Project Management and Design Fundamentals
- Project management principles for network infrastructure design
- Understanding customer requirements and needs
- Budgeting and resource allocation for design projects

3. Telecommunications Cabling Systems
- Types and characteristics of copper and fiber cabling systems
- Cable transmission principles and standards
- Design considerations for horizontal and backbone cabling systems

4. Network Infrastructure Design
- Designing structured cabling systems for different environments
- Pathway and space planning for cable distribution
- Firestopping and grounding requirements

5. Telecommunications Spaces and Equipment Rooms
- Designing telecommunications spaces and equipment rooms
- HVAC and electrical requirements for equipment rooms
- Rack and cabinet layout and organization

6. Outside Plant (OSP) Cabling Design
- Designing OSP cabling systems for campus and remote sites
- Underground and aerial cabling considerations
- OSP bonding and grounding requirements

7. Wireless Infrastructure Design
- Designing wireless network infrastructure
- Antenna selection and placement considerations
- Radio frequency (RF) coverage planning

Exam Objectives:

1. Understand the role and responsibilities of a Registered Communications Distribution Designer (RCDD).
2. Apply project management principles and design fundamentals in telecommunications projects.
3. Design and specify telecommunications cabling systems, including copper and fiber cabling.
4. Plan and design network infrastructure for different environments.
5. Design telecommunications spaces and equipment rooms.
6. Design outside plant (OSP) cabling systems for campus and remote sites.
7. Design wireless infrastructure for optimal coverage and performance.

Exam Syllabus:

Section 1: Introduction to RCDD (5%)
- Overview of RCDD certification and its importance
- Role and responsibilities of an RCDD
- Industry standards and best practices

Section 2: Project Management and Design Fundamentals (10%)
- Project management principles for network infrastructure design
- Understanding customer requirements and needs
- Budgeting and resource allocation

Section 3: Telecommunications Cabling Systems (20%)
- Copper and fiber cabling types and characteristics
- Cable transmission principles and standards
- Design considerations for horizontal and backbone cabling systems

Section 4: Network Infrastructure Design (20%)
- Designing structured cabling systems for different environments
- Pathway and space planning for cable distribution
- Firestopping and grounding requirements

Section 5: Telecommunications Spaces and Equipment Rooms (15%)
- Designing telecommunications spaces and equipment rooms
- HVAC and electrical requirements for equipment rooms
- Rack and cabinet layout and organization

Section 6: Outside Plant (OSP) Cabling Design (15%)
- Designing OSP cabling systems for campus and remote sites
- Underground and aerial cabling considerations
- OSP bonding and grounding requirements

Section 7: Wireless Infrastructure Design (15%)
- Designing wireless network infrastructure
- Antenna selection and placement considerations
- RF coverage planning
BICSI Registered Communications Distribution Designer
BICSI Communications exam Questions

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RCDDv14 BICSI Registered Communications Distribution Designer

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Question: 87
Before working on equipment, what is the FINAL step in the lockout/tagout (LOTO) procedure?
A. Verify the equipment controls are in the proper operating position.
B. Train workers to perform the LOTO process.
C. Apply appropriate tags both locally and remotely.
D. Confirm the device is de-energized by proving it will not run when started.
E. Confirm all unnecessary items have been removed from the area.
Answer: C
Question: 88
Which two of the following are means in which radiated interference primarily enters electronic devices? (Select two
options.)
A. Proximity to interfering sources
B. Missing or inadequate optical connections
C. Missing or inadequate device or cable shielding
D. Interface designs
E. Input signal lines
Answer: A, C
Question: 89
For the MAXIMUM flexibility of a cabling system in a hierarchical star topology, ALL backbone cables and links to
FR’s should be terminated at the
A. HC (FD).
B. IC (BD).
C. TR
D. MC (CD)
Answer: D
Question: 90
$13$10
Which of the following statements Is CORRECT concerning best practice for horizontal cable management panels?
A. One RU of management panel for each RU of cable patch panel plus one additional RU of cable management
B. Two RU of cable management panel for each RU of patch panel
C. Three RU of cable management panel for each RU of patch panel
D. Two RUs of management panel for each RU of cable patch panel plus two additional RUs of cable management
Answer: A
Question: 91
Close out documentation is initially discussed in which of the following meetings?
A. Prime Contractor and Subcontractor Meetings
B. Kickoff Meeting
C. Weekly Progress Meetings
D. Vendor Meeting
Answer: A
Question: 92
Which two of the following are ADVANTAGES of underground conduit systems? (Select two options.)
A. Provide additional physical cable protection
B. Not adaptable for future facility placement or removal without disturbing the property
C. Economical over a long life
D. Require more installation time than aerial or direct-buried installations
E. Route planning is not as critical as aerial or direct-burial
Answer: A, C
Question: 93
What is the MAXIMUM recommended length for A in the image below?
$13$10
A. 70 m (230 ft)
B. 90 m (295 ft)
C. 100 m (320 ft)
D. 150 m (495 ft)
E. 300 m (985 ft)
Answer: B
Question: 94
Which of the following is TRUE about convenience receptacles?
A. They are duplex or quad receptacles mounted on perimeter walls.
B. They must be powered by emergency power to prevent loss of service.
C. They shall be connected to occupancy sensors to ensure user safety.
D. They increase the count of outlets needed on the equipment racks.
E. They are those into which equipment, such as switches, shall be plugged
Answer: A
Question: 95
When designing a video communications network, which type of video communication link is two-person
videoconferencing?
A. Point-to-multipoint bidirectional
B. Point-to-multipoint unidirectional
C. Unidirectional
D. PTP unidirectional
E. PTP bidirectional
Answer: D
$13$10
Question: 96
The type of apparatus housed in TRs varies greatly in size, purpose and function.
Which two of the following active equipment is included? (Select two options.)
A. Cross-connect facilities
B. Telecommunication’s equipment
C. Environmental controls
D. Lighting controls
E. Building system equipment
Answer: B, E
Question: 97
What is the MINIMUM fire rating for telecommunications spaces walls and wall linings, if not specified otherwise by
local Authority Having Jurisdiction (AHJ)?
A. One hour
B. Two hours
C. Three hours
D. No minimum requirement
Answer: B
Question: 98
For optical fiber cabling, which of the following test instruments is used to locate and identify any anomalies?
A. OTDR
B. Optical power meter
C. OLTS
D. Spectrum analyzer
Answer: A
Question: 99
What is the OPTIMAL lime in the construction process for ICT submittals to be reviewed by the ICT distribution
designer?
A. After the contract is awarded and before project close out
B. As part of the contract bid process to prevent project delays
C. Before the contract is awarded
D. At the beginning of the close out process
Answer: A
Question: 100
$13$10
For a cost estimate, an ICT distribution designer should produce a document listing each task with a cost placed beside
them. The type of document used is a
A. So
C. spare ad sheet
D. worksheet
E. database
Answer: A
$13$10

BICSI Communications exam Questions - BingNews https://killexams.com/pass4sure/exam-detail/RCDDv14 Search results BICSI Communications exam Questions - BingNews https://killexams.com/pass4sure/exam-detail/RCDDv14 https://killexams.com/exam_list/BICSI Interpersonal Communications Skills Test

Communicating with others is an essential skill in business dealings, family affairs, and romantic relationships. Do you often find yourself misunderstanding others? Do you have difficulty getting your point across clearly? When it comes to communication, what you say and what you don't say are equally important. Being a good listener is quite crucial. Find out how your interpersonal skills rate by taking this Communication Skills Test.

Examine the following statements and indicate the degree to which they apply to you. In order to receive the most accurate results, please answer each question as honestly as possible.

After finishing this test you will receive a FREE snapshot report with a summary evaluation and graph. You will then have the option to purchase the full results for $4.95

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here.

Sun, 18 Jun 2023 14:01:00 -0500 en-US text/html https://www.psychologytoday.com/us/tests/relationships/interpersonal-communications-skills-test
Prepare for the CAP Exam

ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAPÂŽ) exam.

Primary Textbook

A Guide to the Automation Body of Knowledge is the primary text resource for the CAP exam and provides a complete overview of all technical topics. Order the Guide to the Automation Body of Knowledge.

Study Guide

The CAP Study Guide is a comprehensive self-study resource that contains a list of the CAP domains and tasks, 75 review Questions and Answers complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains. Order the CAP Study Guide.

Review Courses

A CAP review course is available in several formats as preparation for taking the certification exam. This course is offered by ISA and can also be offered at your location.

ISA also has a variety of training courses that would be helpful in preparing for CAP. NOTE: The CAP exam fee is not included with the CAP review courses (EC00, EC00V, EC00E, and EC00M). Visit the Automation Professional Training page for a complete list.

Additional Resources

Exam Topics

  1. Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment
  2. Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements, Discrete and Sequencing Control, Motor and Drive Control, Motion Control
  3. Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes, Environmental, Environmental Monitoring, Building Automation
  4. Reliability, Safety, and Electrical: Alarm Management, Reliability, Process Safety and Safety Instrumented Systems, Electrical Installations, Safe Use and Application of Electrical Apparatus
  5. Integration and Software: Digital Communications, Industrial Networks, Manufacturing Execution Systems and Business Integration, System and Network Security, Operator Interface, Data Management, Software, Custom Software
  6. Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting, Maintenance, Long-Term Support and System Management
  7. Work Structure: Automation Benefits and Project Justifications, Project Management and Execution, Interpersonal Skills

CAP demo Questions

Questions on the exam were derived from the real practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop exam specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.

The following six questions were taken from the CAP exam question item bank and serve as examples of the question type and question content found on the CAP exam.

  1. The method by which the tasks and hazards associated with a machine or process are analyzed is known as:
    • A. Risk assessment.
    • B. Machine assessment.
    • C. Risk reduction.
    • D. Risk abatement.
  2. To test controller tuning or prototype new control strategies offline, the model should be a(an):
    • A. Tie-back (loopback) simulation.
    • B. Artificial neural network.
    • C. Dynamic process simulation.
    • D. Steady state process simulation.
  3. The temperature measurement with the BEST repeatability and resolution is the:
    • A. Thermocouple.
    • B. Resistance temperature detector (RTD).
    • C. Dial thermometer.
    • D. Capillary system.
  4. Which of the following is NOT a variable speed drive setup parameter?
    • A. Acceleration rate.
    • B. Motor winding type.
    • C. Output frequency.
    • D. Maximum speed.
  5. A complete test plan for system integration testing MUST include:
    • A. Comments for the application programmer.
    • B. Multiple test cases for each mode of operation.
    • C. At least five test cases for each test.
    • D. Expected results for each test case.
  6. Frequency of maintenance should be determined by:
    • A. Failure rates of components.
    • B. Availability of personnel and parts.
    • C. Management targets for efficiency and productivity.
    • D. Effectiveness of maintenance personnel.

Sample Questions Answer Key

Question Number Correct Answer Exam Content Outline
1 A Domain 1, Task 4
2 C Domain 2, Task 2
3 B Domain 3, Task 3
4 B Domain 4, Task 7
5 C Domain 5, Task 5
6 A Domain 6, Task 2
Wed, 14 Jul 2021 04:33:00 -0500 en text/html https://www.isa.org/certification/cap/prepare-for-the-cap-exam
Exam Information

An exam proctor will begin studying exam instructions approximately 15 minutes before the exam start time. Students must be in the exam room with their exam at this time. If taking the exam on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an exam room, unless otherwise allowed according to the professor’s instructions. A student entering the exam room after the proctor begins studying instructions will not receive additional time for booting up their laptop, passing the security check, and/or studying exam instructions.

When instructed by the proctor, write your exam number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten exam answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an exam past the instructions page until the proctor instructs them to do so.

When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the exam room or in the front or sides of the exam room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.

Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the exam and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each exam room will be the official timekeeper for the exam.

Non-alcoholic beverages are permitted in exam rooms; however, the container must have a lid.

After the exam instructions have been read and the exam begins, the proctor will remain in the room. Any student who has a question or problem during an exam should see the proctor.

Students may use the restroom or take a break during an exam. However, all exam materials must be left in the exam room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.

Thu, 15 Jun 2023 00:20:00 -0500 en text/html https://www.slu.edu/law/academics/registrar/exam-information/index.php
Sample exam questions - chemicals of the natural environment

You will sit two exam papers at the end of your GCSE Chemistry course. Paper 1 is called Breadth in Chemistry, and paper 2 is called Depth in Chemistry.

The Breadth paper will contain questions worth 1, 2 and 3 marks. The Depth paper will contain questions worth 1 to 5 marks, plus two 6-mark extended writing questions.

1. Each exam paper will contain questions that require you to recall what you've learnt.

You will need to remember, select and clearly communicate facts and explanations that you have learnt from studying.

2. Each exam paper will contain questions that require you to apply what you’ve learnt to an unfamiliar context.

These questions may, at first, appear to be about things you haven’t learnt. But the question will supply you all the information you need to answer it when combined with your own knowledge and understanding.

When you see an unfamiliar situation in a question:

3. Each exam paper will contain questions that require you to analyse evidence or data and then make your own decision or conclusion

To get full marks on this type of question, you will usually have to do more than just processing data (eg doing calculations or plotting a graph) or describing it (eg describing the pattern in the results or the shape of the graph) - you will have to come up with your own conclusion or decision based on the evidence you have been given.

Sometimes, you may be asked whether you agree with a statement or a conclusion. You may not get any marks for simply stating that you agree or disagree - most or all of the marks will be given for explaining and justifying your decision. Your answer must make it clear that your decision is based on the evidence you have been given in the question and your own knowledge and understanding of chemistry.

Tue, 14 Mar 2023 15:31:00 -0500 en-GB text/html https://www.bbc.co.uk/bitesize/guides/z8c7rwx/revision/1
Frequently Asked Questions

16 What are the differences among the MSc programmes?

All of our programmes offer a multi-disciplinary and theoretically-oriented approach to media as well as a broad social science foundation in research skills, while allowing students to take a specialist degree according to their interests.

All programmes include the compulsory courses, Theories and Concepts in Media and Communications (either as a full or as a half unit) and Methods of Research in Media and Communications. Additionally, each programme offers a distinctive range of optional and compulsory courses to allow for a greater specialisation in either globalisation, new media, politics, development or regulation. For the course lists for each programme check the individual programme pages from the Graduate Prospectus. They are distinguished as follows:

MSc Media, Communication and Development: The main aim of this programme is to offer an advanced interdisciplinary education and training in contemporary theory and research in the field of media and its application in low income country contexts and provides an opportunity to critically examine the intersection of the fields of media and communications and development research.

MSc Media and Communications: A broad-based understanding of the development and forms of media systems in relation to political economy and power, production and organisation, processes of mediation and influence, communication content and audience response. This programme offers the greatest flexibility of course choices in and outside the department.

MSc Global Media and Communications: Two year Dual Degree with University of Southern California or Fudan University. This programme offers a critical exploration of mediation in the global context, examining processes of globalisation in relation to organisation, production, consumption and representation in media and communications. It is a preparation for high level employment in media and communications related professions anywhere in the world. It offers the opportunity for internships in Los Angeles or Shanghai.

MSc Politics and Communication: This programme offers an intensive, year long exploration of the relations between politics, media and communications. It provides an advanced understanding of the theoretical and applied knowledge in the intersecting fields of politics and communication research as well as an ideal preparation for research work and employment in these fields.

MSc Strategic Communications. The main aim of this programme is to offer an advanced theoretical and applied understanding of the ways in which communication by organisations and institutions shapes our understandings of the world and our place within it. The programme provides an opportunity to critically examine the ways in which organisations use all kinds of communication as strategic tools to engage with audiences in a globalised and digitised landscape. The impact of strategic communication on society and culture is a key focus, as is the effect it has on different dimensions of inclusion and exclusion at a local, national and global level.

For the specific core and optional courses available on each programme, check our Study pages. 

17 What is the difference between an MSc and its research track?

The Research Track provides students with advanced research training, enhancing their methodological and statistical skills. These programmes are particularly recommended for those who may wish to continue to PhD study or a research-oriented career.

18 Can I study a programme part-time?

All programmes, except the MSc Global Media and Communications, can be studied part-time. Full-time programmes run for 12 months, part-time programmes for 24 months. Please note, however, that part-time students must attend courses timetabled during the day and that evening classes are not available.

19 Are your Handbooks available online?

Yes, you can read the MSc Student Handbooks online.

20 Are there any preliminary readings I am expected to do before the beginning of my programme?

Although not required, it may be a good idea to undertake some studying to prepare for the MSc programmes, although none are compulsory. 

Please visit our Master’s programmes, and check the ‘Preliminary reading’ section on the individual programme page. 

21 Why are statistics and methodology courses compulsory for all programmes?

It is the aim of all our programmes to provide students with a robust social science background in research methodologies which includes quantitative as well as qualitative approaches. We consider this to be an essential requirement for overcoming the gap between theory and social research and a prerequisite for the conduct of the students' dissertations. Furthermore, it provides our students with the necessary critical and analytical skills that are highly rated by the media industries and research groups in both public and private sectors. 

22 How is the academic year structured?

The academic year at LSE is made up of three terms, Michaelmas (October - December), Lent (January - March) and Summer (April - June). All classroom teaching takes place in the Michaelmas and Lent terms.

Examinations take place in Janaury and in May/June. Dissertations are supervised intensively during the Summer Term and are written up over the summer vacation in time for submission in mid/late August. 

Students are required to be in London during term-time, but not during vacations, and many students return home to write up their dissertations. Please note that it is your responsibility to ensure that hard copies of your dissertation arrive at LSE on or before the submission deadline.

23 Will I be assigned an Academic Mentor?

At the start of the term all students will be assigned an Academic Mentor who is a member of the staff of the department. Academic Mentors take a personal interest in the student's welfare as well as in their academic studies and progress. The onus is on you to make arrangements to see your Academic Mentor and you should aim to do so at least twice each term, or more frequently if you are having particular difficulties. Students should regard their Academic Mentor as the first port of call in relation to both academic and welfare matters.

Early in the Lent Term, after submission of the first dissertation plan, each student will be allocated a Dissertation Supervisor. From that point onwards, your Dissertation Supervisor will take over the role of Academic Mentor.

24 When will my examinations take place?

Examinations take place in January and in May/June.  The timetable is published to departments and on the LSE website at the end of the Lent term in each year. Please note that the Examinations Office, which timetables each department's exams, is not able to start work on the exam timetable until after students' final course choices are established in January of each year. Timetabling examinations for the whole School is a complex undertaking and you will therefore appreciate that it is impossible to produce final dates any earlier. Students should therefore avoid booking any flights at all during the examination period.

25 What are the links with the University of Southern California, Fudan University and the University of Cape Town, as far as the MSc in Global Media and Communications is concerned?

The MSc Global Media and Communications is a two-year programme. The first year of studies takes place in London, LSE, whereas for their second year applicants can choose to continue their studies in either The Annenberg School for Communication in Los Angeles, Fudan Journalism School in Shanghai or The Centre for Film and Media Studies in Cape Town.  On completion of their studies, students will have obtained both an MSc from LSE and an MA from either the Annenberg School of Communication Fudan University or the University of Cape Town. For more information on the programme and the schools, please check MSc/MA Global Media and Communications.

Sun, 03 Dec 2017 00:35:00 -0600 en-GB text/html https://www.lse.ac.uk/media-and-communications/study/frequently-asked-questions
Final exam Schedule

Spring 2024

For Fall semesters, there will be one studying day on Monday of the first exam week and one studying day on Friday of the first exam week. For Spring semesters, there will be two studying days at the beginning of the first exam week.

Final exams are scheduled by the Registrar's Office based on the meeting pattern of the class with the exception of certain basic course sequences that enroll large numbers of first-year students listed below. This schedule avoids direct conflicts for students and minimizes the number of students with more than two exams on a single day.

Any change to assigned final exam dates and time requires additional approvals. Undergraduate students who have exam questions should contact their four-year advisor. Faculty and staff who have questions should contact courses@case.edu.

Class Meeting Exam Day Exam Time Grades Due
MWF 8:25-9:15 am May 6 7:30-10:30 pm May 8
MW/MF/WF 8:00-9:15 am May 6 7:30-10:30 pm May 8
MWF 9:30-10:20 am May 3 12:00-3:00 pm May 5
MWF 10:35-11:25 am May 3 8:00-11:00 am May 5
MWF 11:40 am-12:30 pm May 6 8:00-11:00 am May 8
MW 12:45-2:00 pm May 8 8:00-11:00 am May 10
MWF 2:15-3:05 pm May 6 12:00-3:00 pm May 8
MWF 3:20-4:10 pm May 8 12:00-3:00 pm May 10
MW 3:20-4:35 pm May 8 12:00-3:00 pm May 10
MWF 4:25-5:15 pm May 2 7:30-10:30 pm May 4
MW 4:50-6:05 pm May 2 7:30-10:30 pm May 4
MW 5:30-6:45 pm May 8 7:30-10:30 pm May 10
MW 7:00-8:15 pm May 6 3:30-6:30 pm May 8
M 7:00-9:30 pm May 6 3:30-6:30 pm May 8
W 7:00-9:30 pm May 6 3:30-6:30 pm May 8
TR 8:30-9:45 am May 7 12:00-3:00 pm May 9
TR 10:00-11:15 am May 9 8:00-11:00 am May 11 11:00 am
TR 11:30 am-12:45 pm May 2 12:00-3:00 pm May 4
TR 1:00-2:15 pm May 2 8:00-11:00 am May 4
TR 2:30-3:45 pm May 7 8:00-11:00 am May 9
TR 4:00-5:15 pm May 9 12:00-3:00 pm May 11 11:00 am
TR 5:30-6:45 pm May 9 3:30-6:30 pm May 11 11:00 am
TR 7:00-8:15 pm May 7 7:30-10:30 pm May 9
T 7:00-9:30 pm May 7 7:30-10:30 pm May 9
R 7:00-9:30 pm May 7 7:30-10:30 pm May 9

The course sequences listed below are scheduled outside of the normal exam grid because portions of the sequences enroll large numbers of first-year students. The special scheduling of these exams helps spread out final exams for these students.

Course Exam Day Exam Time Grades Due

MATH 120/121/122/123/124/125/126
/223/224/227/228

May 2 3:30-6:30 pm May 4
CHEM 105/106/111; ENGR 145 May 3 3:30-6:30 pm May 5
BIOL 214/215/216 May 6 3:30-6:30 pm May 8
PHYS 115/116/121/122/123/124/221 May 7 3:30-6:30 pm May 9
CSDS 132/ECSE 132/ENGR 130/ENGR 131 May 8 3:30-6:30 pm May 10
Mon, 01 Jan 2024 22:28:00 -0600 en text/html https://case.edu/registrar/dates-deadlines/final-exam-schedule
How To Ask More Powerful Questions

“I got this.”

This was my go-to line when I knew what I was doing and wanted to get my boss off my back. What I couldn’t see was how it highlighted a major mistake. I wasn’t evaluating the situation, I wasn’t asking questions. I assumed I knew all the answers, and I was usually wrong.

I didn’t realize the error in my ways until a major client rollout flopped and I had no one to blame but myself — my own stubborn belief that “I got this,” even though I clearly didn’t.

In a debrief with my boss, he said, “Aaron, when you say 'I got this' and have no concerns about a situation, that is when I get concerned.”

What he meant was that as soon as I stop asking compelling questions, I assume I know what’s going to work and stop evaluating potential outcomes and solutions. It’s a tendency we all have when we want to take the quick route. It’s what holds us back from being powerful leaders.

Why is asking powerful questions an essential leadership habit?

It provides leaders with a means to mitigate their confirmation biases and dive deep into the evaluation of a situation, a person or their team as a whole.

I had biases for how the rollout was going to play out. I’d done this before; I knew what was going to happen, so why should I look further into it? I wish I could say this was unique to me, but we all do this. Our brains are wired to jump to outcomes, to look for shortcuts.

Not sure if this relates to you? Watch this quick video to test yourself.

Daniel Kahneman, Nobel Prize-winning behavioral economist who was the first to highlight these biases, states, “Confirmation bias comes from when you have an interpretation, and you adopt it, and then, top down, you force everything to fit that interpretation.”

This bias can be disastrous for leaders; it can hinder their decision making ability and blindside them completely. Asking powerful questions is our way around it. It can help us avoid this common miscalculation.

What does a powerful question look like?

I’m going to share a definition of and the criteria for a powerful question, but I also want to be clear there is no script for asking a powerful question. Powerful questions evoke clarity, create greater possibility, reveal new learning and generate action. Here are a few ways to determine if a question is powerful or not.

A powerful question …

• Is open-ended: Ask what, when or how instead of asking a yes or no question.

• Comes from a beginner’s mindset: Start by telling yourself, “I don’t know the answer.”

• Is clear and succinct: Keep it simple, don’t use too many words.

• Is impactful: It’s important to remember that not every question in a conversation should be powerful. In a 30-minute conversation, aim for 2-3 powerful questions.

• Happens in the moment: Here is probably the most crucial point to remember about powerful questioning. You can’t plan it! Formulaic questions outlined before the conversation won’t work. You have to be in the moment.

There is no script for asking powerful questions. There is, however, an often-overlooked trait that will set you up to ask powerful questions in any situation.

What’s the trait?

Curiosity. Want to discover a master of curiosity? Find any 3-year old and watch them for an hour. They ask what, why and how to nearly everything they see in the world around them. They want to know more and do not limit themselves to the societal expectations of what’s right or wrong. They just ask.

As we get older, we are trained to lose our curiosity when it becomes clear it’s not acceptable to ask all the questions that come to mind. Instead, we go about our days having surface-level conversations, rarely digging more in-depth with a co-worker, client or even a friend.

The secret to asking more powerful questions is digging deeper. It’s triggering our 3-year old selves and reconnecting with our curiosity.

I found it hard to come up with a way to share this concept with you. I realized it’s so hard to explain because, as adults, there are very few situations where we are curious. Then I remembered riddles. They are a great way to bring the curiosity right back. Try this one out.

“What has a head, a tail, is brown and has no legs?”

As you are studying this, trying to figure out the answer, your mind is swirling with questions and possibilities.

What kind of animal has no legs?

Is it an animal?

What else could it be?

What sorts of things have tails?

The series of questions running through your head is your curiosity showing up. It’s the little kid inside of you wanting to understand, to know. Curiosity is the genuine desire to learn more -- to explore.

To be able to evaluate people, teams or situations with greater fidelity, go back to the curious part of you that wants to explore. Instead of restricting yourself, open yourself up and allow your mind to ask any question.

Allow yourself to ask the powerful questions. You already have them in you.

Sometimes it may take priming yourself with a riddle to get you there.

“What has a head, a tail, is brown and has no legs?”

A penny.

Mon, 18 Dec 2017 23:00:00 -0600 Aaron Levy en text/html https://www.forbes.com/sites/forbescoachescouncil/2017/12/19/how-to-ask-more-powerful-questions/
'Unsolvable' exam question meant for 11-year-old leaves adults defeated

A baffling exam question meant to test 11-year-old students has been leaving adults defeated - and the 'unsolvable puzzle will make you glad you're no longer in school

The question has left people baffed (stock photo)

A mind-bending maths question designed for school children has left adults stumped - with some saying the puzzle is completely 'unsolvable'.

Do you remember sitting your maths exams at school and scratching your head at the strange real-life quiz questions you'd be presented with? The questions are designed to encourage students to use logic to pick out the important parts of the often long-winded story and then figure out which maths discipline they need to use to find the correct answer.

They're not always easy and for many of us, they will have been the least favourite part of any exam. And it's no different for kids today either, as one maths question designed for 11-year-old students has been leaving children and adults alike baffled as they struggle to find the answer.

The question came from a Chinese exam paper that was designed for schoolchildren aged 11 in 2018. According to the BBC, a translation of the question asks: "If a ship had 26 sheep and 10 goats onboard, how old is the ship's captain?"

That's it. That's all the information you're given for this question - so try and answer it. Surely there must be some way to work it out, even though it certainly feels like you haven't been given enough details about the imaginary ship and its captain to truly reach a solution.

Other people who tried to work out the correct answer thought the same, and thanks to the South China Morning Post, we can even see some of the answers that clever students gave. One pupil argued: "The captain is 36 years old. He is quite narcissistic, so the number of animals corresponds to his age."

Another defied the question writers and refused to answer, as they said: "The number of the sheep and goats is irrelevant to the captain's age," and a third dejected student simply wrote: "The captain's age is ... I don't know. I can't solve this."

One answer from an adult on social media also tried to work the puzzle out using very sound logic, as they said: "In China, if you're driving a ship that cargo you need to have possessed a boat license for five years. The minimum age for getting a boat's license is 23, so he's at least 28."

But what is the correct answer? Well, there isn't one. Yep, that's right. Unfortunately, when we said this puzzle was "unsolvable", we meant it. As infuriating as it is, apparently the whole point of the question is that there's no way to work out the answer, and students will get the question right on their exam if they explain they don't have enough information to supply a solution.

In a statement, Shunqing Education Department confirmed there was no answer, as they said: "The role of education is not to produce standardised spare parts ... Each answer can reflect a different personality. A question that can have different answers is a good question."

Do you have a story to sell? Get in touch with us at yourmirror@trinitymirror.com.

Sat, 18 Nov 2023 01:32:00 -0600 en text/html https://www.mirror.co.uk/news/weird-news/unsolvable-exam-question-meant-11-31449550?int_source=nba
Sample exam questions - energy - OCR Gateway

At the end of your GCSE Physics course, you will sit two exam papers. You will be entered for both papers at the same tier (either Foundation tier or Higher tier). Each paper:

This paper will cover the following topics:

Each paper is split into two parts, Section A and Section B.

This section is worth 15 marks, and only has multiple choice questions, each worth 1 mark.

You should spend no more than 30 minutes on this section.

This section is worth 75 marks, and has short answer questions. Each question is worth 1 to 5 marks, and include:

This section also has a six-mark extended Level of Response question.

This paper will cover the following topics:

Your knowledge of the syllabus covered in Paper 1 is also assumed for this paper, so these syllabus may also be assessed.

This section is worth 15 marks, and only has multiple choice questions, each worth 1 mark.

You should spend no more than 30 minutes on this section.

This section is worth 75 marks, and has short answer questions. Each question is worth 1 to 5 marks, and include:

This section also has a six-mark extended Level of Response question.

Thu, 01 Jun 2023 21:38:00 -0500 en-GB text/html https://www.bbc.co.uk/bitesize/guides/zy83h39/revision/1




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