Core Skills
Problem Solving
Flexible Learning Pack
Text Version
[INTERMEDIATE 1]

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© Learning and Teaching Scotland 2004
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PROBLEM SOLVING (INTERMEDIATE 1)/TEXT VERSION
© Learning and Teaching Scotland 2004
CONTENTS
Part 1:
What is involved?
1
Part 2:
Problems, problems
3
Part 3:
People with problems
10
Part 4:
Making and handling complaints
17
Part 5:
Juggling problems
25
Part 6:
Planning a holiday
32
Part 7:
Inventor’s challenge
37
Part 8:
Choosing a project
42
Part 9:
Planning
45
Part 10:
Finding information
51
Part 11:
Interviews
55
Part 12:
Keeping records
57
Part 13:
Tracking time
66
Part 14:
Measuring success
74
Part 15:
Logbook
79
Part 16:
Sports performance webquest
82
Part 17:
Local history webquest
86
Part 18:
Growing plants webquest
90
Logbook
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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© Learning and Teaching Scotland 2004
WHAT IS INVOLVED?
PART 1
‘Problem Solving’ – what is involved?
If you haven’t studied a unit with this name before, you might have a few
questions. Hopefully we can provide some of the answers:
Q.
What do you mean by ‘Problem Solving’?
A.
Problem Solving means dealing with anything that isn’t routine. Imagine
you are having a bad day. You go to have breakfast and your favourite
cereal is finished, so you think about what else you can eat. You put on
your shoes and find that the lace in one shoe has broken. You have to
think about other shoes, or perhaps a whole different outfit. You go to
get the train, but it’s cancelled – so you have to think about a bus or
maybe trying to get a lift. You are having a very bad day and you have
only been out of bed for an hour. You could also think of it as a problem
solving day as you have already solved three problems – you decided
what the problem was, you thought about possible solutions and you
chose the best one. You are already a problem solver!
Q.
What sort of things will I be doing on this course?
A.
You’ll be doing a lot of small tasks leading up to a big project that you
will plan and complete on your own – with a bit of advice from your tutor.
If you have a look at the contents for the course you will get an idea of
the sort of things the course covers:

You start off with quizzes and introductory exercises about problem
solving.

You then try solving problem in four areas – handling complaints,
planning a holiday, inventions and juggling problems.

You find out a bit more about planning and carrying out projects.

You choose a project of your own, carry out your project and
complete your paperwork (called a logbook).
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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© Learning and Teaching Scotland 2004
WHAT IS INVOLVED?
Q.
I have started on printed handouts. Does that mean I will be
working with them all of the time?
A.
No. There is also an online version for this course. Your tutor might
choose to go between the online course and the text version.
You will also need to use a computer with the text version whenever you
see this symbol:
but for a lot of the time you will be away from the computer working on
your project or talking to your tutor and other students.
Most students will be doing this course in a school or college. It is also
possible for individual students to do the course in a community centre,
learning base or in their employer’s premises. You can keep in touch
with your tutor by e-mail.
Q.
What will I have to do to pass the course?
A.
Two things:

Choose a project, plan your tasks and carry them out.

Keep notes in a logbook about how you planned the project, how
you carried it out and how you feel about the results.
There are plenty of practice exercises in the course to help you with both
of these, and your tutor will be around to answer questions.
Q.
What is the difference between Intermediate 1 and Access 3?
A.
For Intermediate 1 Problem Solving you will be expected to be a bit
more independent, although your tutor will be there to help if you get
stuck. You will discuss three possible plans for your project with your
tutor and then you will choose the most suitable one.
Good luck and enjoy yourself!
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© Learning and Teaching Scotland 2004
PROBLEMS, PROBLEMS
PART 2
Problems, problems
When you were born, you cried to let your parents know you were hungry and
they fed you. You realised that you would be lifted from your cot if you cried,
so you tried it out when you were bored and it worked! They picked you up
and played with you.
This was your first problem-solving strategy.
You have been solving problems since the day you were born, so you are
probably quite good at it already.
Try this multiple-choice quiz with 8 everyday problems to see how good you
are.
Problem 1
You visit an elderly relative you haven’t seen for some time. It becomes
obvious that they are not eating properly and not coping with washing,
housework, etc.
What do you do?
A.
Decide that you are going to visit for 3-4 hours every week to help out.
B.
Phone round other family members to get some advice and work out a
plan to look after your relative.
C.
Feel good about visiting once but leave it at that – someone else can get
involved.
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PROBLEMS, PROBLEMS
Problem 2
One of your friends is gossiping about another friend all the time. At first it
was fairly mild stuff and most of it was true, but now it’s turning nasty and
definitely not true. The friend who is being gossiped about doesn’t know.
What do you do?
A.
Tell your friend he/she is the subject of gossip and give her all the
details.
B.
Ask the friend who is telling tales to stop immediately – and try to find out
why he/she has turned nasty.
C.
Get the two of them in a room together and sort out the whole situation.
Problem 3
You sleep in on a morning when you should have been sitting an assessment
at school or college.
What do you do?
A.
Just turn up for the afternoon classes – you are bound to get another
chance to sit the assessment.
B.
Phone up to explain what has happened then go in as soon as you are
dressed.
C.
Take the whole day off and say you had to take your brother to the
dentist.
Problem 4
You have been working hard on a project for school/college but you seem to
be getting nowhere – you can’t find the information you need.
What will you do?
A.
Hand in what you have done – the teacher/tutor will just have to like it.
B.
Ask your teacher or tutor if it is possible to change the topic for your
project – even if it means a lot more work.
C.
Just change your topic without asking.
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© Learning and Teaching Scotland 2004
PROBLEMS, PROBLEMS
Problem 5
You are babysitting two children aged 4 and 6 while their parents go out for a
meal. The children start arguing and one smacks the other across the face.
The one who has been smacked is crying and they are still squabbling.
What do you do?
A.
Put them in separate rooms until their parents come home.
B.
Put on a video or ask them to play a game to distract them.
C.
Phone their parents and tell them to come home – you have had
enough.
Problem 6
You go out to a club with friends. You become separated from them and you
realise you have missed the last bus home.
What do you do?
A.
Start walking with a view to hitching a ride.
B.
Phone your family to come and get you even thought it is really late.
C.
Hang around the club and look for someone you know – there must be
someone who lives near you who could give you a lift.
Problem 7
Your friend at school/college asks to see what you have written for an
assessment you both have to do. You hand him your floppy disk with the work
on it. He starts copying and pasting paragraphs from your work into his.
What do you do?
A.
Tell your tutor or teacher immediately.
B.
Ask him to take those paragraphs out – and threaten to tell your tutor.
C.
Let him copy your work – he is your friend.
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PROBLEMS, PROBLEMS
Problem 8
Six weeks ago you talked to a friend about going to a weekend music festival
but no firm arrangements were made. She has now turned up with the tickets
and wants the money for yours. You don’t want to go because you can’t
afford it.
What do you do?
A.
Borrow the money and go even though you can’t afford it.
B.
Tell her to get lost – you didn’t promise to go.
C.
Explain that you can’t afford it and offer to find someone else to take the
ticket.
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© Learning and Teaching Scotland 2004
PROBLEMS, PROBLEMS
Problem 1 scores:
B.
Phone round other relatives. Good idea to spread out the work – you
can visit on different days and give your elderly relative some company.
You can also decide together if you need to get help from a doctor or
social worker. – Score 3
A.
Visit every week for 3-4 hours yourself. Nice idea but a big commitment.
And what if your relative needs even more help? – Score 2
C.
Visit once and leave it at that. What if no-one else visits? You will be old
yourself one day! – Score 1
Problem 2 scores:
B. Ask the gossip to stop. Good idea – have a talk with him/her and find out
what is making them do it. – Score 3
C. Speak to them together. A bit clumsy and likely to cause a bit of an
argument but it would clear the air. – Score 2
A. Give your friend all the details of the gossip about them. This is cruel –
they will feel really hurt and angry. – Score 1
Problem 3 scores:
B. Phone and explain. This shows good manners and you are more likely to
be given a second chance. – Score 3
A. Turn up for the afternoon. Well, at least you went in, but it is up to you to
make arrangements for another assessment – it’s not up to the staff to
chase after you. – Score 2
C. Take the day off. Taking time off and making up stories are bad habits –
try not to acquire them. – Score 1
Problem 4 scores:
B.
Ask your tutor – he or she might be able to help you find more
information – and they will be able to tell you if it’s possible to change
topics at this stage. – Score 3
A.
Hand in what you have done. If you explain what happened they might
give you some extra time to find more information. – Score 2
C.
Change your topic without asking. Not a good idea – only the tutor
knows what is acceptable to pass the assessment. You might waste
even more time. – Score 1
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PROBLEMS, PROBLEMS
Problem 5 scores:
B. Distract them with a video or game. Young children fight quite often and
usually forget just as quickly. – Score 3
A. Put them in separate rooms. That is a bit drastic unless it is just for a few
minutes. The children may get lonely and frightened and you won’t be
able to see what they are doing. – Score 2
C. Phone the parents and ask them to come home. No need to do that
unless things get worse. Score 1
Problem 6 scores:
B. Phone your family. They might be annoyed but they will also be relieved.
– Score 3
C. Hang around looking for someone you know. What will you do if there is
no-one – phone your family at an even later time? – Score 2
A. Walk and hitch! Don’t you read the newspapers? This is asking for
trouble. – Score 1
Problem 7 scores:
B. Ask him to change it back. You are giving him a chance to put things
right. – Score 3
A. Tell your tutor. If you do this immediately you won’t get into trouble but
your friend probably won’t speak to you again. – Score 2
C. Let him copy. Bad idea. Your teacher may think you copied him. You will
both get into trouble. And he is not much of a friend if he copies without
asking. – Score 1
Problem 8 scores:
C. Explain that you can’t afford it and offer to find someone else – that
sounds like a fair compromise. – Score 3
A. Borrow the money and go – you will probably enjoy it and you will keep
your friend, but remember to pay back the loan. – Score 2
B. Tell her to get lost. Not very nice – you will probably not see her again. –
Score 1
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© Learning and Teaching Scotland 2004
PROBLEMS, PROBLEMS
Results
Count up your scores, and out of a possible 24 you have scored:
Check to see what this means:
Score
Meaning
24
Champion problem solver!
19 – 23
Very good. You are a handy person to have around in a crisis.
13 – 18
Good. You have the right idea a lot of the time.
9 – 12
You try, but you need a bit more practice with problems.
8
You definitely need to do this course!
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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PEOPLE WITH PROBLEMS
PART 3
People with Problems
Some problems are quite complicated and the people who have these
problems find it hard to think of an answer.
When people have difficult problems, they can write to newspapers and
magazines to get some advice from ‘agony aunts’. Agony aunts read the
letters and think of answers to the problems. The newspaper or magazine
prints the problem letters and the answers.
This is your chance to be an agony aunt for today – see if you can solve some
quite difficult problems.
Read the following letters from three students – Michael, Jane and Paula - and
try to come up with some answers.
If your teacher or tutor agrees, you could work with a partner or in a small
group.
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© Learning and Teaching Scotland 2004
PEOPLE WITH PROBLEMS
Read Michael’s problem.
Dear Emily
I am in fourth year at high school and I go around with three friends I have
known since primary school – Billy, Scott and Ian. This year a new boy started
at the school – Gerry. We liked him straight away and he has been spending
a lot of time with us at school, in our homes and just hanging about.
What we have noticed in the last few weeks is that things have started to go
missing. I have lost two CDs from my rucksack, Billy had £4 taken from his
jacket and worst of all Ian’s mobile phone went missing last week.
We are pretty sure it is not any of us ‘old friends’ as nothing like this has ever
happened before. Various other people were around when these things
happened but Gerry was always there, too. We don’t know if it is Gerry taking
our stuff or if it is just an unlucky coincidence – there could be three different
thieves.
We can’t understand why he would want to steal as his family seems to be
quite well off. Ian says he wants to set a trap to see if it is Gerry but I don’t
think this is a good idea.
We want to find out if Gerry’s the thief but we don’t want to hurt his feelings if
he’s not.
Please help us – what can you suggest?
Michael
Can you help Michael and his friends? What should they do to find out
who is taking their stuff?
Write your answer in your jotter. You can either make a few notes or write a
full letter to Michael.
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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© Learning and Teaching Scotland 2004
PEOPLE WITH PROBLEMS
Tutor’s answer to Michael’s problem
Remember – your ideas might be different. They might be better.
Dear Michael
This is a very tricky one as you have no evidence that Gerry has done
anything wrong. You must all be angry about losing your stuff, but have coped
very well in the way you have handled things so far.
You are right to think that setting a trap would be a bad idea. This works in
films and on TV but is best left to people who know what they are doing such
as the police. If you leave money lying around for example, you may ‘catch’
someone who just picked it up to hand it in for safe keeping.
Make sure you let everyone know that things have been going missing – but
without hinting that anyone in particular is to blame.
If any of the thefts happened at school, make sure you let a teacher know –
the school can then decide if something should go out to all pupils asking
them to be careful with their belongings.
Continue to treat Gerry in a friendly way and wait to see if anything else goes
missing. Look after your own belongings carefully, wherever you are.
I hope for the sake of your friendship that it turns out not to be him.
Sincerely
Emily
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© Learning and Teaching Scotland 2004
PEOPLE WITH PROBLEMS
Read Jane’s problem.
Dear Emily
I am really worried about my sister, Mandy. She is two years older than me
and we used to be really close but now I feel as if I hardly know her.
Three months ago she left school to start college and she took a Saturday job
at a big music store in town for some pocket money. Since then she has really
changed. She stays out really late at the weekend to go to clubs with people
from the music shop and then sleeps all day. I’ve heard from one of her
college friends that she is way behind with her college work and is about to be
chucked out – although Mum and Dad don’t know this. If they speak to her
about staying out late she just answers back – basically tells them to mind
their own business.
We share a bedroom and last week I found an envelope with a few pills in it on
her bedside table. When I asked her what they were she just grabbed them
off me and swore at me – she was really angry. I am pretty sure they are not
prescription pills from the doctor – I think she would have told me.
I am really worried about her and really sad as we used to be good friends.
Should I tell Mum and Dad about the pills? Or about her college work? I just
don’t know what to do.
Please help
Jane
Can you help Jane? What should she do to help her sister Mandy?
Should she tell her Mum and Dad what Mandy is doing?
Write your answer in your jotter. You can either make a few notes or write a
full letter to Jane.
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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© Learning and Teaching Scotland 2004
PEOPLE WITH PROBLEMS
Tutor’s answer to Jane’s problem.
Remember – your ideas might be different. They might be better.
Dear Jane
You are right to be very worried about Mandy and it must be upsetting for you
to have your relationship ruined in this way.
I think you should try to speak to her and find out exactly what is going on.
Tell her you want to fix a time for a long talk and that you are not going to be
fobbed off. Let her know how worried you are about her, her college work and
what you suspect about the tablets. Ask her to let you know exactly what is
happening.
If she won’t speak to you or can’t give a reasonable explanation, talk to your
Mum and Dad. I think they will have to become more involved, anyway. She
can’t just tell them to mind their own business if she is living in their house –
they are still responsible for her.
It could be that she just isn’t thinking straight at the moment – it might just give
her the jolt she needs if she realises that other people know exactly what she
is doing.
But don’t delay – have a talk with her soon and then speak to your Mum and
Dad.
Good luck
Emily
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© Learning and Teaching Scotland 2004
PEOPLE WITH PROBLEMS
Read Paula’s problem.
Dear Emily
I am having real problems with my son Steven who is 17 – I hope you can
help. He asked if he could go on a caravan holiday for a week with his friends
this year instead of coming on holiday with me and his sister Angie (13).
I wasn’t very keen as I expect they will get up to all sorts of mischief, but I said
‘yes’ and thought I would book a holiday at the same time with for me and
Angie with my sister and my niece. My sister made the booking – and she
could only manage to get the following week.
This means that as well as having a week away with his friends, Steven will be
‘home alone’ for a week. I’m really worried about him throwing parties and
making a big mess. I asked him to move his holiday to be at the same time as
mine, but he says it’s too late as they have already paid their deposit for the
caravan and no-one else wants to change.
I think he should pull out of his holiday with his friends and come with me and
Angie. He is refusing and says I am making him look like a fool in front of his
friends. His Gran says I should let him go his own holiday and has offered to
keep an eye on him while I am away. The neighbours have also said they
would listen for any parties.
What should I do – make him come with me or let him have his own way? I
am at my wit’s end.
Can you help?
Yours hopefully,
Paula
Can you help Paula? What should she do about Steven and the
holidays?
Write your answer in your jotter. . You can either make a few notes or write a
full letter to Paula.
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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PEOPLE WITH PROBLEMS
Tutor’s answer to Paula’s problem
Dear Paula
Whatever you eventually decide to do about the second week, I think you
should let Steven have the first week’s holiday with his friends. Unless you
have some new information that makes you think he shouldn’t go, it would be
unfair to stop him now.
I think you should also let him stay at home for the second week, as he
probably wouldn’t enjoy himself if he was forced to go. This would make it a
miserable holiday for everyone else, too.
Give him strict guidelines about what you expect to happen at home while you
are away – how many friends he can have in, whether you are prepared to
allow any overnight stays, etc.
If your neighbours and your mother are willing to keep an eye on him – let
them. If you are not willing to leave him for a whole week, you could suggest
a compromise and ask him to stay with a relative for part of the week – this
should cut your worrying time in half.
Have a good holiday and try not to phone home too often.
Sincerely,
Emily
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© Learning and Teaching Scotland 2004
MAKING AND HANDLING COMPLAINTS
PART 4
Making and handling complaints
Very few people really enjoy dealing with complaints. It’s not a very pleasant
task to make a complaint and you can feel upset if someone complains about
something you have done.
But if everyone is calm and reasonable, complaints can be resolved without
hurt feelings.
Are you good at dealing with complaints? Try the quiz to find out.
Question 1
You order food in a restaurant and when it comes it is almost cold.
What do you do?
A.
Eat it anyway – you don’t like to cause a fuss.
B.
Call the waiter over and send it back to be reheated.
C.
Get up and go through to the kitchen to complain.
Question 2
You have a part-time job and you are late three days in a row. You just can’t
seem to get in on time. Your boss calls you in to complain about your timekeeping and gives you a warning.
What do you do?
A.
Apologise and promise to try to be on time in future.
B.
Hand in your notice – tell him to keep his job.
C.
Say nothing to him but swear when you get out and moan about him to
all of your friends.
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MAKING AND HANDLING COMPLAINTS
Question 3
You buy a CD from a music shop in town and when you get home you find
that it has a big scratch across it. It ‘skips’ when you try to play it.
What do you do?
A.
Keep it – the people in the shop will probably think you scratched it (after
making a copy).
B.
Take it back to the shop and politely ask for another one.
C.
Get someone else to take it back for you.
Question 4
Your next-door neighbour comes to your door complaining about the volume
of the music you are playing. You know it’s loud but that’s the way you like it.
What do you do?
A.
Say sorry and turn it down a bit.
B.
Say sorry but only turn it down for a few minutes to get rid of them.
C.
Tell them it’s none of their business how loud you play your music.
Question 5
You buy a pair of trainers and the sole of one falls off after five weeks.
What do you do?
A.
Take them back to the shop and ask for a new pair.
B.
Put them in the bin – trainers don’t last for ever.
C.
Buy some glue and fix the trainer.
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© Learning and Teaching Scotland 2004
MAKING AND HANDLING COMPLAINTS
Question 1 scores
B. Send it back. Yes, be polite but firm – you are entitled to have hot food. –
Score 3
C. Go through to the kitchen. No, this isn’t the usual thing to do. Only do
this if the waiter seems to be avoiding you. – Score 2
A. Eat it anyway. No, you don’t have to put up with this. Restaurants expect
to get complaints if the food isn’t good. They should welcome the chance
to put things right. – Score 1
Question 2 scores
A. Apologise and promise better time-keeping. Difficult to do but it shows a
mature attitude. – Score 3
B. Swear and moan to your friends. It’s human nature to take complaints
badly, even when you are in the wrong – but don’t keep this up too long.
And don’t let the boss catch you! – Score 2
C. Hand in your notice. You have taken this too hard. No-one is perfect and
it’s not a crime to be late but he is entitled to tell you off. – Score 1
Question 3 scores
B. Take it back and get another one. Good. You have paid for a CD that
works. – Score 3
C. Get someone else to take it back. You are being lazy – you should fight
your own battles. – Score 2
A. Keep it? No! You might as well have thrown the money down a drain. –
Score 1
Question 4 scores
A. Say sorry and turn it down. Yes, that’s fair. Not everyone likes loud
music – and they are more likely to co-operate with you when you have a
complaint. – Score 3
B. Say sorry then turn it back up. This doesn’t solve anything. They won’t
complain to you the next time – they might contact the police. – Score 2
C. Tell them to mind their own business. Bad idea. This is how family feuds
start. – Score 1
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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© Learning and Teaching Scotland 2004
MAKING AND HANDLING COMPLAINTS
Question 5 scores
A. Take them back to the shop. Shoes should be fit for their purpose and
unless you have been mountaineering in them every day you should get a
new pair. – Score 3
C. Buy some glue. OK, it shows some initiative but you should really take
them back. – Score 2
B. Put them in the bin? You must be made of money! – Score 1
Results
Add up your scores for the ‘complaints’ quiz and write your total in
the box.
Check to see what this means:
Score
Meaning
15
Excellent. You can handle complaints of any kind. You could
get a job on a customer helpline.
9 – 14
Pretty good. Just a few areas to work on – you probably know
what they are.
5–8
You find complaints difficult – both making them and listening
to them. But you will have to learn to handle them.
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© Learning and Teaching Scotland 2004
MAKING AND HANDLING COMPLAINTS
How did you do with the Complaints Quiz?
Not many people enjoy making and receiving complaints but there are things
you can do to make the whole business less stressful.
Here are a few tips about making complaints.
Time – if you have a complaint, act quickly. There may be a time limit for
action to be taken.
Tone – be polite, but firm. Don’t get angry or start shouting – it won’t help.
Level – start with the person who sold you the product or service. Give them
a chance to correct things. If that doesn’t work, take it to a supervisor or
manager.
Notes – if you complain by phone, make a note of the date and the name of
the person you spoke to. If a phone call doesn’t work, follow it quickly with a
letter.
Persist – if you think your complaint is reasonable, don’t give up. Speak to
your local Citizens Advice Bureau or Trading Standards Office.
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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MAKING AND HANDLING COMPLAINTS
Handling Complaints
It isn’t pleasant to listen to someone complaining about your work or your
behaviour. If you are in a job you sometimes have to listen to complaints on
behalf of the company – you can be shouted at by angry people about
something that isn’t your fault!
Here are a few tips about handling complaints.
Listen – let the person making the complaint get it ‘off their chest’ without
interrupting.
Be pleasant – this is very hard when you are listening to a complaint, but it
will help to smooth things in the long run
Be realistic – don’t make promises you know you can’t keep just to shut
someone up.
Don’t get upset – if you are listening to someone who is angry and shouting,
you may start to feel emotional yourself. Take a few deep breaths and then
ask the person to speak more quietly.
Call for help – if a complaint at work is very complex and you are not sure
what should be done – get a second opinion.
If you would like to know how other people handle complaints, try the
Complaints Webquest.
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MAKING AND HANDLING COMPLAINTS
Making Complaints – Webquest
Introduction
British people have not been renowned for making complaints. In the past we
have tended to just to put up with things. However, some holidays companies
have stated that the volume of complaints received from customers has
greatly increased and that some people take a video camera on holiday so
that they are ready to film anything that might bring them compensation. Are
we turning into a nation of complainers?
Task
You will question a range of people to find out about how and when they make
complaints.
Process
Step 1
Make at least 6 copies of the Complaints Questionnaire on the next page.
Step 2
Ask people from a range of ages and both genders to complete it.
Step 3
Collate the answers – try to make some statistics in the form of fractions or
percentages, e.g. 80% had made 2 complaints within the last five years.
Step 4
Show your results to your tutor and discuss.
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MAKING AND HANDLING COMPLAINTS
Making Complaints Questionnaire
Please help with a school/college project by completing this short
questionnaire about making complaints. You do not have to give your name
and your replies will not be divulged to anyone else. Please circle your
answers or write in the space provided.
1.
Are you?
Male
2.
What is your age group?
14-18
3.
Female
18-25
26-35
36-55
over 56
Have you made a complaint about any product or service within the
last five years?
Yes
No
4.
If yes, what product or service did you complain about?
5.
What was the problem?
6.
How did you complain?
in person
telephone
letter
e-mail
other:
7.
What was the result?
refund
replacement
complaint ignored
discount
voucher/credit
other
Thank you for completing this questionnaire. Your help with this project
is very much appreciated.
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JUGGLING PROBLEMS
PART 5
Juggling Problems
Quiz – Juggling Problems
There are some perfect days when you find that you have enough time to do
everything you want to do and you also have enough money. At other times,
however, there just aren’t enough hours in the day – or enough money, either.
On those tricky days you have to make tough decisions. Some people are
naturally good at deciding priorities and for others it’s a struggle.
Try the short quiz to find out if you are good managing time, money and other
resources to solve your problems.
Question 1
It’s Monday evening and you have three choices.
What do you do?
A.
Visit your grannie who has been in hospital for a week.
B.
Visit a friend – you fell out with her two days ago and it’s time to make
up.
C.
Go to see a film – you’ve been given a free ticket and you don’t want to
waste it.
Question 2
You are running late to catch the bus to school or college. You can only grab
one thing on the way out of the door.
What do you take?
A.
Your minidisc player.
B.
The folder with all of your work.
C.
The sandwiches you made last night.
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Question 3
You are first person on the scene after a serious road crash.
What do you do first?
A.
Take pictures to record the scene – might be useful for the police.
B.
Dial 999 to call out the emergency services.
C.
Drag everyone out of the vehicles in case they catch fire.
Question 4
You have £15.
What do you spend it on?
A.
Repaying £15 you borrowed from your brother 2 weeks ago.
B.
Your Mum’s birthday present.
C.
A present for your new boyfriend/girlfriend.
Question 5
You are stranded on a desert island.
What would you take with you?

A fishing rod

Insect repellent

A magnifying glass
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Question 1 scores
A. Visit your grannie. Yes, if you were in hospital she would have been in to
see you by now. – Score 3
B. Visit a friend. You should make up if you’ve fallen out but it could have
waited until after you’ve seen your gran. – Score 2
C. Go to see a film. No – even if you are offered a free ticket your gran is
more important. – Score 1
Question 2 scores
B. The folder with all of your work. You won’t do much without it. – Score 3
C. Your sandwiches. Well, at least you will save money. – Score 2
A. Your minidisk player. Leave it at home. Too tempting to listen to music
all day. – Score 1
Question 3 scores
B.
Ring 999. You will bring the people who can really help. – Score 3
C.
Drag everyone out – not usually. Don’t attempt to move anyone unless
you can smell petrol or see smoke. They may have damaged necks or
backs. – Score 2
A.
Take pictures. No – the police will do this (and mark the road) if they
think it’s necessary. – Score 1
Question 4 scores
B. Your Mum’s birthday present. Yes, you don’t want to miss that. – Score 3
A. Repay the £15 you owe. Good idea, but you’ll just have to borrow it back
for Mum’s birthday present. – Score 2
C. Present for boyfriend/girlfriend. Well, if you are still going out with them in
a few weeks buy something then. It can wait. – Score 1
Question 5 scores
A. A fishing rod. Too bad if you don’t like fish because you are going to be
eating a lot of it. – Score 3
C. A magnifying glass. You can use it to catch the sun and start a fire. –
Score 2
B. Insect repellent. You would soon run out. The insects will be all around,
all day, every day. – Score 1
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JUGGLING PROBLEMS
Results
Add up your scores for the ‘juggling problems’ quiz an d write your
total in the box.
Check to see what this means:
Score
Meaning
15
Excellent. You are really good at deciding what’s important.
9 – 14
Pretty good. Just a few little weaknesses when deciding on
priorities– you probably know what they are.
5–8
You find it difficult to make choices. You will benefit from
trying the Juggling Problems Webquest.
How did you do with the Juggling Problems quiz?
If you got a high score, well done! Employers love people who can cope with
many tasks at one time.
But don’t worry if you didn’t do well – you can improve with practice.
It can be difficult to know where to start when you have a lot to do and not
much time.
It can also be very tempting to spend time on the things you enjoy the most,
even if they are not the most important.
If you would like to learn more about making the best use of your time and
deciding on priorities, try the Juggling Problems webquest.
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JUGGLING PROBLEMS
Juggling Problems – Webquest
Introduction
There is a saying ‘if you want something done, ask a busy person’. There is
some truth in that – some people can always manage to squeeze in
something extra even though they are really busy. Others, however, just can’t
seem to manage their time or their work. This is your chance to look at the
way you spend your time.
Task
In this webquest you will record exactly how you spend your time for several
days – including a day at the weekend. You will then draw up a ‘to do’ list with
priorities to help you manage your time better.
Process
Step 1
Get a copy of the Activity Log.
Step 2
Fill it in for three days, including a day at the weekend. Start the log as soon
as you get out of bed. Write down every activity and the time you start it – but
don’t go into too much detail or you will spend too much time writing the log.
Be honest about the amount of time you spend on things like watching TV and
talking on the phone.
Step 3
Check your log to see where you are wasting time.
Step 4
Make a list of everything you plan to do on the day after you complete your
activity log. You can include a few things you have been meaning to do for a
long time.
Step 5
Study the list and put it in order with the most important things at the top –
decide on your priorities. Think which tasks are more important for you – and
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JUGGLING PROBLEMS
which will cause problems for you if you don’t do them. If some of the tasks
are too big, break them down into smaller tasks.
Step 6
Work through your list of things to do and see how much you achieve.
Step 7
Discuss your Activity Log and your ‘To Do’ list with your tutor
Resources
Activity Log
Mindtools Website – for information on Activity Logs and ‘To
Do’ Lists
http://www.mindtools.com/pages/article/newHTE_03.htm
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JUGGLING PROBLEMS
Juggling Problems – Activity Log
Student’s Name________________________________
Record everything you do throughout the day
Date
Activity
Time
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PLANNING A HOLIDAY
PART 6
Planning a holiday
Planning a holiday – Quiz
Have you ever been involved in planning a holiday? The exciting part is
deciding where to go and choosing your accommodation.
However, there are a few other things you need to plan before you go,
especially if you are going abroad.
Do you know what they are? Try the short holiday planning quiz to find out.
Tick the correct answers.
Question 1
Do you need medical insurance when you go abroad?

Only if you go outside the EC (European Community).

Only if you are not going to an English-speaking country.

You should always have medical insurance.
Question 2
When do you need a visa?

If you have a British passport you will never need one.

There is a list of countries where you need one – you should check before
you go.

You should always have one.
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PLANNING A HOLIDAY
Question 3
What vaccinations do you need to go abroad?

None – you’ll have had them all as a child.

You only need them for Africa and India.

You need different ones for different countries – you have to check.
Question 4
What are the luggage restrictions for a holiday (charter) flight?

Usually about 20 kilos per person.

As much as you like as long as it is clearly labelled as yours.

Your suitcase can’t be longer than 30 inches.
Question 5
Which one of the following can the British Consulate not do for you when you
are in a foreign country?

Visit you in hospital and keep in touch with your family.

Put you in touch with a lawyer if you get into trouble.

Get you a work permit if you want a job.
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PLANNING A HOLIDAY
Answers
1. Medical insurance – you should always have it
2. Visa – certain countries – you need to check
3. Vaccinations – certain countries – you need to check
4. Luggage – around 20 kilos per person
5. British Consulate – cannot get you a work permit
Score 3 for a correct answer and 0 for a wrong answer
Add up your scores for the ‘planning a holiday’ quiz and write your
total in the box.
Check to see what this means:
Score
Meaning
15
Excellent. You could get a job in a travel agency.
12
Very good – you don’t have much to learn about planning holidays.
9
Good general knowledge.
6
Not bad at all – two correct,
3
You knew one answer – or was it a lucky guess? Perhaps you
haven’t been abroad on holiday yet.
0
Never mind!
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PLANNING A HOLIDAY
Holiday Puzzle
Planning a holiday doesn’t sound like a problem – it’s too much fun. But you
can view planning a holiday as a series of little puzzles to be solved – and
they all come together to make one big jigsaw.
Your holiday puzzle questions
In advance
Where to go?
What kind of accommodation?
Who to go with?
When to go?
How much to spend?
How to book?
Nearer the date
Do I need a passport?
Do I need a visa?
Do I need injections?
Who will look after my home and my pets?
How do I get to the airport or train station?
Have I got enough money?
Will my mobile phone work abroad?
What should I take in my luggage?
On holiday
What can I safely eat and drink?
Where can I go?
How can I make my money last?
What are the customs and manners here?
Do I know the travel arrangements for getting home?
Would you like to try planning a holiday? Try the webquest.
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PLANNING A HOLIDAY
Planning a holiday – webquest
Introduction
Planning a holiday can be a lot of fun. Imagine that you are going abroad this
summer and plan a holiday for you and a friend.
Task
You and a friend would like to go away for two weeks in June this year. You
have a budget of £500 each for flights and accommodation – you will need to
take more money for food, going out, etc. You will be staying on a selfcatering or bed and breakfast basis. You would quite like to go to Majorca, but
are willing to consider other places. Can you find a good holiday?
Process
Step 1
Decide what you would like to do on holiday, e.g. go out clubbing at night or
go sight-seeing during the day (or both). This will help you to choose
accommodation.
Step 2
Use the websites below to look for a holiday. Make a note of five possibilities
then narrow it down to two. Try to get the best grade of accommodation for
your money – pay attention to the ‘star ratings’.
Step 3
Try to make a list of things to take with you and things you would have to do in
advance – the quiz should give you some ideas.
Step 4
Show your results to your tutor and discuss them.
Resources – Travel Companies
http://www.uk.mytravel.com
http://www.thomson.co.uk/
http://www.expedia.co.uk
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INVENTOR’S CHALLENGE
PART 7
Inventor’s Challenge
Inventor’s Challenge – Quiz
Do you like finding out about inventions and gadgets?
Many of the things you use every day were once new inventions.
Try this short quiz to find out how much you know about inventions of the 20th
century. Tick the correct answers.
Question 1
The World Wide Web (WWW) was invented by:

Tim Berners-Lee from 1989-91

George Bush-Gore in 1988

Gerald Springer in 1986
Question 2
The mobile phone was invented by:

Dr Michael Turner of Nokia in 1975

Dr Martin Cooper of Motorola in 1973

Dr John Thomson of Sony in 1978
Question 3
The first car to be put on the road was made by:

George Ford of the USA in 1902

Jeremy Austin of Great Britain in 1889

Karl Benz of Germany in 1886
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Question 4
The first television to transmit programmes was made by:

Victor Borodin of Russia in 1926

Gustav Fromage of France in 1923

John Logie Baird of Scotland in 1924-5
Question 5
The first microwave oven was made by:

Percy L. Spencer in 1946

Mitsubishi in 1972

Kenwood in 1980
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INVENTOR’S CHALLENGE
Answers
1. WWW – Tim Berners-Lee in 1989-91
2. Mobile phone – Dr. Martin Cooper in 1973 (although there wasn’t a
network until 1983)
3. Car – Karl Benz in 1886 (a partner in Mercedes Benz)
4. Television – John Logie Baird in 1924-5
5. Microwave oven – Percy L. Spencer in 1946 – the first one was 5ft 6ins
tall.
Score 3 for a correct answer and 0 for a wrong answer
Add up your scores for the ‘inventor’s challenge’ quiz and write your
total in the box.
Check to see what this means:
Score
Meaning
15
You certainly know a lot about inventions – excellent score!
12
Pretty good – you’ll be kicking yourself at getting one wrong.
9
Good general knowledge.
6
Not bad at all.
3
You knew one answer – or was it a lucky guess? Perhaps you like
using inventions more than reading about them.
0
Never mind!
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INVENTOR’S CHALLENGE
Inventor’s Challenge
How did you do with the Inventor’s Challenge quiz? Has it kindled an interest
in inventions?
Think how many things there are in your home that have been invented in the
last 100 years:
Kitchen: cooker, washing machine, fridge/freezer, microwave, blender.
Living room: TV, video, DVD, cell phone, etc. etc.
Of course, not all inventions are electrical. One of the richest families in
Europe is the Rausing family of Sweden who invented Tetra Paks (cardboard
containers for milk, juice, etc.) in 1951.
Do you have a good idea that could be worth developing? Try the Inventor’s
Challenge webquest.
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INVENTOR’S CHALLENGE
Webquest – Inventor’s Challenge
Introduction
Sometimes inventors set out to develop a particular gadget, but other times
they stumble on a good idea by accident. For example, Percy Spencer, who
invented the microwave oven, was working on a project involving radar. He
noticed that a chocolate bar in his pocket melted as he passed one of the
experimental machines. He then used the machine to make popcorn. A good
idea was discovered!
Task
Your task is to come up with a new gadget that can make life easier or more
enjoyable for people. It doesn’t have to be electrical – it could be made out of
wood or cardboard.
Process
Step 1
Look at some of the websites below in ‘resources’ to get some ideas.
Step 2
Write down ideas for at least three inventions. Don’t worry if they seem quite
far-fetched.
Step 3
Choose the one you think will be most likely to work and describe it in more
detail – how it will look, what it will be made of, how it will work, etc.
Make drawings if you can.
Step 4
Show your designs to your tutor and discuss them.
Resources
http://www.enchantedlearning.com/inventors/indexh.shtml
http://www.totallyabsurd.com/
http://inventors.about.com/library/bl/bl12.htm
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CHOOSING A PROJECT
PART 8
Choosing a Project
To achieve this unit, you will have to complete and keep a logbook recording
your progress. Your tutor may already have helped you to decide on a
project, especially if you are taking another unit that overlaps with Problem
Solving.
If you haven’t chosen a project yet, it’s now time to decide. Choosing can
sometimes be hard. There are many things you will have to consider.
Sometimes, you think you have found a good idea for a project, but you hit
some snags when you start work.
Here are some hints to help you to choose a suitable project and avoid the
snags.
Interests
Think about your studies, your job (if you work) and your hobbies. Look in
today’s newspapers and see what is happening in the world. Make a list of
your interests. This should give you some ideas for a suitable project.
Talents and Skills
What are you good at? You might be good at telling jokes, fixing things,
making things, cleaning cars, housework or keeping children amused.
Make a list of your talents.
Now make a list of the talents and skills needed for your project. Could you
manage it?
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CHOOSING A PROJECT
Time
How much time do you have to spend on your project in college or school.
Will you manage to complete your project in the time you have? If not, could it
be scaled down a bit?
Equipment
What pieces of equipment will you need to carry out this project? For
example, if you were going to make a video, you would need a video camera.
Will you be able to get one?
Materials
What supplies will you need to carry out your project? You will need stationery
(paper, pens, etc.) to keep records for whatever project you choose. Think
about other things you might need. Will you be able to find them or borrow
them?
Travel
Will you need to travel to carry out this project? Will you have the time and
permission to travel?
Cost
Will your project be expensive? Will you be able to get any money from your
school or college? If not, you might be better to think of something else?
Help
Will you need help and advice from anyone to carry out this project? If so, will
you be able to find these people and persuade them to help?
Premises
Do you have a suitable room or rooms for your project? Will you be able to
get in when you need to?
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CHOOSING A PROJECT
Choosing your project – checklist
Project suggestion ______________________________________________
If you can answer yes to all or nearly all of the questions below, your project
idea is probably a good one.
1. Am I interested in this project?
YES/NO
2. Do I have the skills to carry it out?
YES/NO
3. Will I be able to finish it in time?
YES/NO
4. Will I be able to get the equipment I need?
YES/NO
5. Will I be able to get the materials I need?
YES/NO
6. If I need to travel, do I have time/permission?
YES/NO
7. Do I have the money to meet any costs?
YES/NO
8. Do I have the room I need for my project?
YES/NO
9. Can I get help and advice if I need it?
YES/NO
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PLANNING
PART 9
Planning
Once you have decided on a project, you will need to make a plan of what to
do. You can think of your project as a story that hasn’t happened yet, and you
can write your plan like a story.
When journalists are writing articles for the newspapers, they use the following
six words as reminders to make sure they don’t miss anything out:
WHO
WHAT
WHEN
WHERE
WHY
HOW
Look at the following short story as an example.
Stuart’s Weekend in Blackpool
Stuart went for a weekend trip to Blackpool with 3 friends in June. They
travelled by car. They wanted to celebrate the end of their exams.
You can separate it out as follows:
Who – Stuart and 3 friends
What – weekend trip
When – in June
Where – Blackpool
Why – to celebrate end of exams
How – by car
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PLANNING
Read the following short story about Gemma, then separate out the story
using the six reminder words.
Gemma’s Bungee Jump
Gemma Forsyth from Edinburgh did a bungee jump from a crane last week.
She wanted to raise money for a cancer charity because her brother had
recently been treated for cancer.
Who
What
When
Where
Why
How
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PLANNING
Gemma’s Bungee Jump
Answers:
Who – Gemma Forsyth
What – did a bungee jump
When – last week
Where – Edinburgh
Why – to raise money for a cancer charity
How – from a crane
When you start to plan your own project, you will need to think about:
Who?
Who is going to carry out the project?
Obviously it is going to be you. But you should also think about:

Who else are you going to need? You might need to speak to some other
people about help, information or permission. Make a list of those people.

If you are hoping to raise some money with your project, who will be your
customers?
What?
If you have already chosen your project, you will know what you want as an
end result. What you will need to do is break it down into smaller tasks. Think
about:

What you can manage in the time you have.

What is essential and what can be left out.

Go through your story from start to finish – imagine your project
happening. That way you won’t miss anything out.
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PLANNING
When?

If your project involves an event of some kind (like a performance or a sale
of goods), you will need to fix a suitable date. Make sure it’s a date when
people can come. It will be no good if it clashes with exams or a public
holiday.

Give yourself enough time – work out how long it will take you to get ready.

Even if there isn’t an event to get ready for, you will still have a deadline
when everything will have to be completed – speak to your tutor about this.

See the section on ‘Tracking Your Time’ – it gives good information about
keeping a diary.
Where?
You need to think about:

Where you are going to work – in the classroom or somewhere else.

If there are different stages to your project (e.g. making things and selling
them) you may need different locations.

If you are looking for customers, you need to think about where to find
them.

If you are looking for people to give help or information, you need to find
them.

If you are travelling outside of your college or school, you need to think
about where you are going and how you are going to get there.
Why?
The answers to this question should be very easy. You have chosen this
project because:

You want to pass the unit.

You are interested in the subject you have chosen.

You want to make money for a good cause (if you are fundraising).
When you break your project down into smaller tasks, you should consider
why you are doing each one of them. Are they really relevant to what you
want to achieve?
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PLANNING
How?
You need to think about:

Equipment – will you need a computer, a cooker, a video camera, a tape
recorder, etc.

Supplies – stationery (pens, paper, computer disks), ingredients.

Ways to communicate with people outside the group: e-mail, telephone, in
person, letters, etc.
By now you should have the hang of ‘who, what, where, when, why and how’.
Imagine that you are carrying out one of the following 3 projects. Print off the
exercise sheet on the next page and fill it in for that project. When you have
finished, discuss it with your tutor.
1. You are painting mirrors to sell for charity. You will be taking orders in
advance.
2. You are learning to play the drums to take part in a concert in October.
3. You are making a calendar with photographs of pets owned by students
and staff at your school or college. You will need to take the photographs,
make copies of the calendar and sell them for charity.
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PLANNING
Planning Exercise Sheet
Students’ Name_________________________________________________
Project________________________________________________________
Who?
What?
When?
Where?
Why?
How?
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FINDING INFORMATION
PART 10
Finding Information
Where can I go to find information?
This course is online and in some sections you are given links to the Internet.
This might make you think that the writer is promoting the Internet as the best
source of information.
This is not true! The Internet is very convenient, but there are many other
sources of information. Which sources you use will depend on what you are
trying to find out.
Here is a list of sources – you can probably think of some others:
Print: books, leaflets, worksheets, handouts, newspapers, and magazines
People: tutors, other students, family, friends, experts
Audio-visual: TV, videos, DVDs
Visual: photographs, pictures, posters
Organisations: libraries, museums, local council, voluntary groups and
charities
Computer: apart from the Internet you can use CD-ROMs and databases
Which source you use depends on what information you are looking for. You
will become better at finding information quickly if you give yourself lots of
practice.
You should also keep in mind the following:

Speed – how quickly will you be able to get the information? If you write a
letter to an organisation in London and wait for a reply, you may have to
wait a week or more. Could you find the information more quickly by
another means?
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FINDING INFORMATION

Cost – don’t spend money on bus fares to find out information that you
could just as easily get by telephoning.

Quality – you want information that is correct and up-to-date. If you are
taking information from a book, look at the front to see when it was
published. Depending on the subject, the information could now be out of
date if the book was published several years ago.
Try the exercise on the following page to check how good you are at finding
information.
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FINDING INFORMATION
Finding Information – Multiple choice quiz
Are you good at finding information? Try the quiz below to find out.
What would be the best source for the following pieces of information?
1. The dates and times of exams in your school or college

The public library

Your tutor

The Internet
2. Telephone number of your local swimming pool

Local telephone book

Your Mum

Teletext
3. Details of the dance halls and clubs in your town 20-30 years ago

Yellow Pages

Your parents

The local council offices
4. Details of chemist shops open for emergency prescriptions

The local paper

The Radio Times

Teletext
5. Details of local support groups for people with drug and alcohol problems

Your school or college librarian

Yellow Pages

Your doctor’s waiting room
6. Details of books about sailing

The Internet

Your local library

Social work department
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FINDING INFORMATION
Finding Information – Answers to the Quiz
1. Your tutor
2. Local telephone book
3. Your parents
4. Your local paper
5. Your doctor’s surgery
6. Your local library
If you had difficulty with this exercise, speak to your tutor about it. They will be
on hand throughout the course to point you in the right direction when you
can’t find information.
But remember – they can only tell you where to look or give you a clue.
They can’t and won’t do the work for you!
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INTERVIEWS
PART 11
Interviews
If your project for Problem Solving requires some research, you might think
about carrying out some personal interviews. For example, if you want to
know what it was like to work in a factory in your town in the 1960s, who better
to ask than someone who worked there?
Before you start your interview, however, you need to do a bit of preparation.
Follow these simple rules and you won’t go far wrong.
1. Make arrangements for the interview – don’t just turn up and expect
someone to co-operate. Phone, e-mail or write to confirm a date and time.
A sample letter asking for help with a project is on the next page.
2. Write a list of questions you would like to ask. You don’t have to stick to
them rigidly in the interview, but they will help to get you started.
3. Consider taking a tape recorder with you – and don’t forget a blank tape. If
the person you are interviewing talks quickly this should ensure you don’t
miss anything. But remember to ask permission before you start taping.
4. Remember to send a letter, card or e-mail to say ‘thank you’ for the
interview. You could also telephone – that would give you a chance to ask
any questions you might have missed.
5. Write up your interview notes quickly while they still make sense and
include them in your project.
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INTERVIEWS
Sample letter
35 Tomato Drive
Ketchupton
KU23 1QT
29 January 2004
Mr R. Burns
63 Spam Valley
Ketchupton
KU5 9PY
Dear Mr. Burns,
As part of a college project I am gathering information about working
conditions in the Wizard Bicycle Factory during the 1960s. Mrs. Jean
Thomson, my next-door neighbour, remembers working there with you in
1968.
I would be grateful if you could give me half an hour of your time to talk about
the time you spent in the Wizard factory. I could visit your home or we could
meet at the local community centre – whichever is more convenient for you. I
am free on Tuesday and Thursday afternoons.
Please let me know if you are interested in helping with this project. You can
telephone me on 01234 556677.
I look forward to hearing from you.
Yours sincerely
Walter Scott
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KEEPING RECORDS
PART 12
Keeping Records
For most people, the ‘fun’ part of a project is the active part: making plans and
getting on with what you have decided to do.
It is important, though, to keep a note of what you are doing right from the
start. Can you think why?
Write your ideas in the box below.
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KEEPING RECORDS
Tutor’s answers
It is important to keep records because:

You might forget what you have already done if you don’t write it down.

If you know what you have done, you know what you still have to do.

Your tutor will want to know what you have done. And you will be keeping
a logbook – more about this later.

Employers like people who are organised and can keep track of things. It
is a good habit to develop.
You can see it makes sense to keep good records for any project you are
involved in.
To help you keep records, a collection of forms has been made for you to fill
in, or complete on the computer.
You might not need to use them all – which ones you choose will depend on
how you decide to contact the people you need to help you.
Mostly they follow the same format – you fill in the details about your project,
then record details about contact. For example, if you wrote a letter to the
manager of the local sports centre, you would use the letter logsheet to record
his or her name, the date you wrote and briefly what you said in the letter.
The forms can be found overleaf. You can also access them
online.
Included are the diary and flowchart sheets that you learned about in ‘Tracking
your time’.
Happy record-keeping!
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KEEPING RECORDS
Diary Sheet
Student’s Name _______________________________________
Project _______________________________________________
Diary Sheet - use this sheet to plan what you want to do
Date
Key Event
Tasks
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KEEPING RECORDS
Flowchart sheet
Student’s Name ____________________________________________
Project ___________________________________________________
Use this flowchart to make a plan for your project.
Dates
Tasks
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KEEPING RECORDS
Letter Logsheet
Student’s Name ______________________________________
Project ______________________________________________
Use this sheet to record any letters you send or receive for your project.
Date
To/From
About
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KEEPING RECORDS
Meeting Record Sheet
Student’s Name ______________________________________
Project _____________________________________________
Use this sheet to record any meetings you have for your project.
Date
62
Present at meeting
Discussed/decided
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KEEPING RECORDS
Telephone Call Logsheet
Student’s Name ______________________________________
Project _____________________________________________
Use this sheet to record telephone calls you make or receive for your project.
Date
To/From
About
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KEEPING RECORDS
Visit Logsheet
Student’s Name ______________________________________
Project _____________________________________________
Use this sheet to make notes about visits you make for your project.
Date
64
Places/people visited
Notes
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KEEPING RECORDS
E-mail Logsheet
Student’s Name _______________________________________
Project ______________________________________________
Use this sheet to record any e-mails you send or receive for your project.
Date
To/From
About
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TRACKING TIME
PART 13
Tracking Time
Sometimes, when people are preparing for a big event, they make a time plan.
This is really just a list of dates with details about things to be done.
Have you ever been involved in anything where there was a time plan, or
where a time plan might have been useful?
(Hint – getting ready for a holiday, moving house, studying for an exam at
school or college.)
Write in a few words in the box below about what happened – did everything
go to plan? Was the event a success?
Talk about your answer with the students around you if you are working in
class. How did their events go?
Can you say why it is worth making a time plan?
Write your answers in the box below.
Compare your answers with the tutor’s (over the page).
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TRACKING TIME
Tutor’s answers – Time Plan
If you make a time plan it can help you to:

work steadily towards a deadline – doing things gradually

make the best use of your time

make sure nothing gets missed out

allow extra time for unexpected things happening.
So you can see that it’s always helpful to make a time plan.
There are many ways of doing it. Time plans can be made in the following
ways.

Like a diary, with all of the dates down the left side and the tasks to the
right

Like a flow chart, with the tasks go down the left side and the dates across
the top – crosses or shading mark the dates for action
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TRACKING TIME
Yvonne’s Karate Club Yearbook
Yvonne was making a yearbook for her karate club to sell for funds and she
was also giving a short talk about it to a group of 10 year olds. She made both
a diary of events and a flow chart to help her plan.
Diary of Events
Date
Key Events
Tasks
2 April
Plan project
Speak to karate club
chairperson. Write plan.
10 April
Contact club members
about the year’s activities.
Send e-mails, phone, write
letters.
17 April
Collect more information.
Read e-mails and letters.
Interview people, make
notes.
24 April
Arrange for yearbook to
be printed.
Take orders. Speak to the
company who will do
photocopying.
1 May - 4 May
Write final copy of
yearbook.
Type up final copy. Check
for mistakes. Put in
photographs.
10 May - 11 May
Print book. Write talk.
Take book to printers. Make
notes for talk.
12 May
Give talk.
Speak in front of 12 ten year
olds. Promote karate as a
sport.
20 May
Sell book.
Collect book from printers.
Sell to people who placed
orders.
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TRACKING TIME
Yvonne’s Karate Club Yearbook
Flowchart (The dates are for the weeks beginning with that day)
Tasks
Plan project. Speak to karate club
chairperson.
Contact club members
Collect more information
2 April
9 April
16 April
23 April
14 May
X
X
X
Write final copy of yearbook
X
Give talk
7 May
X
Arrange for yearbook to be printed
Print yearbook. Write talk
30 April
X
X
Collect yearbook from printers
X
Sell yearbook
X
Diaries and flowcharts are both good ways of making a plan for your time. Which one you choose to use is up to you.
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TRACKING TIME
Your Time Plan
Imagine that you are planning a small surprise birthday party for an elderly
relative. You will be inviting 8 of his/her friends.
Decide what would have to be done. If you can’t think of everything that might
have to be done, you will find hints on the next page. You have four weeks to
get ready.
Make both a diary of events (page 72) and a flowchart (page 73).
Once you have completed both the diary and the flowchart, show them to your
tutor.
Which would have helped you to get organised best if you were really having
the birthday party?
There is no correct answer here – everyone will have their own opinion.
Keep the diary and the flowchart in a safe place – you will be writing more like
this later.
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TRACKING TIME
Hints
If you were holding a surprise birthday party for an elderly relative you would
have to:

Find somewhere to hold it

Decide on a date and time

Arrange for invitations to be sent

Arrange for a birthday cake

Arrange for food – sweet and savoury

Arrange for drinks

Collect money from other relatives for a present

Organise music – his/her favourite type

Decorate the room – balloons, banners

Arrange for other people to help on the day

Make sure all of the guests have transport
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TRACKING TIME
Surprise Birthday Party for Elderly Relative
Diary
Student’s Name _______________________________________
Date
72
Key Events
Tasks
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TRACKING TIME
Surprise Birthday Party for Elderly Relative
Flowchart
Student’s Name _______________________________________
Dates
Tasks
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MEASURING SUCCESS
PART 14
Measuring success – how did I do?
Was my project a success?
Once you have completed your project, you will be looking back over it to see
if it matched your plans. Hopefully, everything will have gone well and you will
have managed everything you set out to do. Even if things haven’t gone
exactly to plan you should still have some positive things to say about your
work.
You will also be filling in the third part of your logbook. The information in this
section will help you to do that.
Here are five things you can look at to measure how well you did in your
project.
Resources
Think about all of the materials and equipment you used in your
project. This can include the computers and the stationery you used to
keep records. It can also include materials and equipment you used to
make things or do things, e.g. sports equipment, cameras, tape
recorders, craft materials, etc.

Were you able to work out what you needed and did you find a way to get
it?

Did you manage to use things without wasting, losing or breaking them?
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MEASURING SUCCESS
People

Did you ask for help when necessary?

Did you manage to find the right people to help?

Did you manage to keep in touch with them?
Information

Did you manage to find out the information you needed for your project?
(From other people, the Internet, books, etc.)

Did you manage to record that information and store it carefully?
Time

Did you manage to make good use of your time during the project?
(Not too much time spent day-dreaming with little being done?)

Did you keep to the deadlines you set for yourself in the diary or flowchart?
Results
You can look back at the plan you made for your project and what you said
you were trying to do.
For example, you could have said that you were:

Trying to produce a school or college joke book

Trying to improve your performance in a sport or playing a musical
instrument
Did you manage to do everything you set out to do? If not, how much did you
manage?
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MEASURING SUCCESS
Gary’s Athletics Project – Improving his long jump
Read the following case study about Gary’s project. He had been taking part
in athletics for two years and mostly he ran sprint races. He decided that he
would like to try the long jump.
Case Study – Gary’s Athletics Project
Gary was pleased that he managed to jump 5 metres at his first attempt. His
coach told him that he could probably do better with extra training. His Gran
offered to give him 50 pence for every centimetre he jumped over 5 metres as
an extra incentive. His target was to jump 5.25 metres by the end of the
summer season.
Gary discussed the best way to improve his performance with his coach,
Dave. Dave said that Gary had quite a few options. Apart from practising the
actual long jump itself, he should practice running, do jumping drills and build
up his strength using weights. He said that Gary could also go through to
Edinburgh every week to train with other long jumpers, if possible.
After talking it over with his parents, Gary decided that he didn’t have time to
go to Edinburgh, but he would try to do everything else. Gary decided he
would train three times a week at the local stadium – that would fit in with his
studies. He also ordered a video tape about long jump technique over the
internet – he wanted to study it to copy the exercises. With Dave’s help, Gary
made a training diary with a schedule for every week.
Gary found some of Dave’s jumping drills quite boring to do and he missed his
pals from the sprint group, because he didn’t see so much of them at training.
But he enjoyed watching the video and found some of the exercises more fun
than what Dave was asking him to do. Also, he liked the idea that he was
doing something to improve his own performance. Disaster struck two weeks
before the start of the competition season when Gary suffered an injury. He
nearly gave up. However, he phoned one of the Edinburgh long-jumpers who
gave him some advice on caring for his injury. Luckily, he healed quite quickly
and he only missed one competition.
Throughout the season Gary improved steadily until he could jump 5.30
metres – and he was pleased to received £15 from his Gran. He did well in
the district championships and he decided that all of his efforts were worth it.
Dave was very proud of him.
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MEASURING SUCCESS
Case Study – Gary’s Athletics Project
Once you have read the case study about Gary, fill in the answers in the box
below.
How well did he use his resources?
Did he find the information he needed?
Did he ask for help from other people when necessary?
Did he manage his time well?
Did he manage to complete his project?
Compare your answers with the tutor’s (over the page).
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MEASURING SUCCESS
Tutor’s Answers
How well did he use his resources?
He did well – he made good use of the local athletics stadium and all of the
equipment there. He also made good use of his video tape and the internet.
He made a schedule and used it.
Did he find the information he needed?
Yes – he used the Internet, the video tape, his coach Dave – and he also
made contact with more experienced athletes.
Did he ask for help from other people when necessary?
Yes, he made good use of Dave, his parents, other athletes and his Gran.
Did he manage his time well?
Yes, he knew what he had to do and worked towards it even though he didn’t
enjoy some of the training. The only setback was the injury which was not his
fault. He was sensible and didn’t try to jump again too soon.
Did he manage to complete his project?
Yes, he exceeded his target. He also learned a lot about athletics – and about
self-discipline. Gary will be able to apply that experience to many other
projects.
Not all projects run smoothly, but you can often learn the most from those that
go a little bit wrong sometimes, so don’t worry.
When you start your own project, remember to keep looking for ways to
measure your success – even if you don’t achieve absolutely everything you
set out to do.
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FILLING IN THE LOGBOOK
PART 15
Filling in the Logbook
It is very important that you take your time to fill your logbook in properly as
your tutor will be looking at it to decide whether or not you have passed the
unit. Completing the logbook is part of each of the outcomes.
If you have been filling in the ‘selfcheck’ sheets throughout the course, you will
have had some practice in writing the kind of comments that are needed for
your logbook.
The logbook can be found at the end of this pack or you can complete it
online. The online version comes in four parts for you to print off, as follows:

Logbook Frontsheet

Logbook Outcome 1

Logbook Outcome 2

Logbook Outcome 3
Filling in your logbook
Outcome 1 – Analysing a simple situation or issue
In this part of the logbook you show your tutor that you know exactly what is
going to be involved in carrying out your project. You will have decided what
it’s going to be about, and you should have a rough idea of what it’s going to
cover. Answer the questions on the Outcome 1 logbook sheet.
Make sure you have worked through the section ‘Choosing a project’ – that
should tell you what you need to consider in advance when choosing your
project – equipment, supplies, time, help from others, etc.
If you have any questions about filling in this part of the logbook, ask your
tutor.
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LOGBOOK
Outcome 2 – Making a plan and carrying it out
Once you have decided on a project, you have to make a more detailed plan
and record it in the Outcome 2 part of your logbook.
There are two pages to Outcome 2:
Page 1
Note the steps of your plan – what you are actually going to do.
Note what you are going to need in terms of equipment, machinery, supplies,
information, etc.
Page 2
This is the easiest part of the logbook. You simply record day by day what
you planned to do that day and what actually happened. Be honest if things
didn’t go to plan and you had to make changes.
Every time you do something, write it down or you might forget.
Remember that there is a range of forms in the toolkit to help you keep track of
meetings, telephone calls, e-mails, etc. Fill them in if you think they will help.
The following sections of the course will help you with this part of your
logbook:

Planning

Finding Information

Keeping records

Tracking your time
Outcome 3 – Review
You fill this part in once your project is finished. If your term at school or
college finishes before you manage to complete your project, then you will
have to write your review on what you actually got done.
Look back at your logbook for Outcome 1 and remind yourself about how you
decided to measure success for your project. Usually, you will be thinking
about how you:
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FILLING IN THE LOGBOOK

Managed materials and equipment – found what you needed and didn’t
break, lose or waste it.

Asked for help from other people.

Found the information you needed – without asking your tutor all the time.

Didn’t waste time and kept to deadlines.

Met any other targets you set for yourself.
When you answer the last three questions, you can give your personal opinion
about the project. Think about how happy you were with the way things went.
Think about improvements for future projects.
Take a look at ‘Measuring Success’ if you have not already done so. It will
help you fill in this part of the logbook.
Filling in your logbook
One final tip!
When you are writing comments in your logbook, don’t just repeat the
questions as that won’t be enough.
For example, when you are asked about resources, don’t just write:
‘I think I used resources and materials well’
You will have to give more information. A good answer would be:
‘I think I made good use of materials when I sewed puppets for the
playgroup. I learned to use the sewing machine quite quickly and I
didn’t waste any of the cotton or stuffing. But I did have to put one
puppet in the bin when I didn’t like the face I had drawn.’
Good luck with completing your logbook!
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SPORTS PERFORMANCE – WEBQUEST
PART 16
Sports Performance – Webquest
Introduction
Whether you are really competitive or just doing it to keep fit and meet up with
your friends, sport and exercise can be good fun. Take this chance to improve
your performance – in football, swimming, athletics, judo or whatever takes
your fancy.
Task
In this webquest you will make a plan to improve your performance in a sport
of your choice. Your will then carry out your plan and measure how much you
have improved.
Process:
Step 1
Chose a sport. If you already take part in a sport, that should be easy for you.
If you would like to try something new – this is your chance.
Step 2
Take some advice. Find out what you need to do to improve. Ask about
training, workouts, exercises or drills.

If you are already part of a team or club, speak to your manager or coach.

If you are not already taking part in the sport, you could go to your local
sports centre to get some advice.

If the first two suggestions are not possible for you, go to the BBC Sports
Academy website (see resources below) – it gives advice on training for
quite a few sports.
Step 3
Work out a plan. Think about 3 different ways to tackle your training. Discuss
them with your tutor and decide on the best one for you.
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SPORTS PERFORMANCE – WEBQUEST
You can think about:

Who – Who can help you? Who can you train with?

What – What should you do to improve in your sport? What equipment
will you need?

Why – Why should you do certain exercises or moves? Do you
understand what has been recommended for you?

Where – Where will you do your training?

When – When will you train – how often, for how long each session and
for how many weeks?

How – How will you judge your improvement – speed, strength, style?
Step 4
Make a timeplan – give yourself dates to practice and train and targets to aim
for. If you would like to print a timeplan, see ‘resources’ below
Step 5
Go away and do it! Work hard to be faster, fitter, stronger and more skilful.
If you are doing this webquest as your project to achieve your SQA Access 3
unit in Problem Solving, remember to keep a logbook recording what you did.
Step 6
Look back at what you did and measure your success. Fill in the selfcheck
sheet (see ‘resources’ below) and discuss it with your tutor.
If you managed to achieve most or all of your targets, be proud of yourself.
Resources
BBC Sports Academy website:
http://news.bbc.co.uk/sportacademy/default.stm
Timeplan sheet
Selfcheck sheet
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SPORTS PERFORMANCE – WEBQUEST
Sport Webquest – Training Timeplan
Student’s Name ____________________________________
Sport _________________________________________
Date
84
Training Target
Achieved?
Yes/no
Notes
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
© Learning and Teaching Scotland 2004
SPORTS PERFORMANCE – WEBQUEST
Sport Webquest – Selfcheck Sheet – discuss with your tutor
Student’s Name _____________________________________
Sport _________________________________________

What ideas did you come up with to improve your sporting performance?

How easy did you find it to make a plan to improve your sporting
performance? Give details.

Where did you go for advice? Give details.

Did you find it easy to stick to your plan? Give details.

Were you happy with what you managed to achieve? Give details.

If you were going to try this sports performance project again, is there
anything you would change? Give details.
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© Learning and Teaching Scotland 2004
LOCAL HISTORY
PART 17
Local History Webquest
Introduction
Books have always been written about the big events in history such as wars,
but there is now more interest in the small details of the lives of ordinary
people. You can contribute by recording a slice of life in your neighbourhood.
Task
In this webquest you will decide on an aspect of local history, carry out
research and record your results in the form of a book or a report.
Process
Step 1
Decide on an aspect of local history to investigate. It could be:

connected with a local building such as a workplace, a stately home, a
school or a hospital.

you could also investigate a period in history for your town or village, e.g.
the 1950s or the World War II.

you could look at a particular aspect of life in a certain decade, e.g. leisure
activities in the 1960s.
Step 2
Take some advice. Ask local people a few simple questions about the period
you would like to study. If they find it easy to answer your questions and
respond freely and willingly, you will know that you have chosen a good topic.
Look at the BBC Local History website (see resources) to get some ideas.
Step 3
Work out a plan. Think about 3 different ways to tackle your research.
Discuss them with your tutor and decide on the best one for you.
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LOCAL HISTORY
You can think about:

Who – Who can help you? Who will you have to interview?

What – What exactly will your research cover?

When – When will you meet the people who are helping you? Can you
meet them outside school/college hours?

Where – Where will you carry out your investigations? Where will you go
to interview people?

Why – Why do you want to investigate this part of local history? (Apart
from passing your problem solving unit.)

How – How will you carry out your research? Will in include interviews,
information from the internet, books, newspaper cuttings, etc.?
Step 4
Make a timeplan – give yourself dates when you expect to have the research
completed, 1st draft written, etc.
Step 5
Go away and do it!
If you are doing this webquest as your project to achieve your SQA
Intermediate 1 unit in Problem Solving, remember to keep a logbook
recording what you did.
Step 6
Look back at what you did and measure your success. You can fill in the
selfcheck sheet (see ‘resources’ below) and discuss it with your tutor.
If you managed to achieve most or all of your targets, be proud of yourself.
Resources
BBC Local History Website
http://www.bbc.co.uk/history/lj/locallj/preview.shtml
Timeplan sheet
Selfcheck sheet
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LOCAL HISTORY
Local History Webquest – Timeplan
Student’s Name ___________________________________
Research Topic ___________________________________
Date
88
Activity planned
Achieved?
Yes/no
Notes
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
© Learning and Teaching Scotland 2004
LOCAL HISTORY
Local History Webquest – Selfcheck Sheet
Complete and discuss with your tutor.
Student’s Name ________________________________________
Research Topic ________________________________________

What period or aspect of local history did you decide to research and why?

Which methods of research did you use?

Did you receive any help with your research? Give details?

How easy/difficult did you find it to gather good information?

Did you find it easy to stick to your plan? Give details.

Were you happy with what you managed to achieve? Give details.

If you were going to tackle a similar project, what would you do differently?
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
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© Learning and Teaching Scotland 2004
GROWING PLANTS
PART 18
Growing Plants Webquest
Introduction
Planting seeds and watching the tiny plants grow can be great fun. You can
experiment with different growing methods to see which gives the best results.
Task
In this webquest you will plant seeds under several different conditions as an
experiment to find out which gives the best plant growth. This can be done
purely as a science experiment or as part of a fundraising project.
Process
Step 1
Do some research. Find out what affects the way plants grow. Look at the
websites listed on the next page in ‘resources’. Please note that two of them
are aimed at children but still carry very good information.
Step 2
Work out a plan. Think about 3 different ways to tackle your experiment.
Discuss them with your tutor and decide on the best plan for you.
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GROWING PLANTS
You can think about:

Who – Who can help you? If you decide to sell your plants for charity,
who is likely to buy them?

What – What kind of seeds will you try? What equipment will you need?

Why – Why are you growing them? Simply as an experiment or to raise
cash for a good cause?

Where – Where will you grow your plants? At home or at school/college?
Indoors, outdoors or in a greenhouse?

When – When should you plant them? When will they be ready to
transplant to bigger pots? When will they be ready to sell?

How – How will you take care of you plants? Think about light, heat,
water, plant food and soil. How will you vary these conditions as part of
your experiment? How will you measure success for your experiment?
Think about targets to set for yourself – number of surviving plants, size of
plants, number of blooms, etc.
Step 3
Make a timeplan – you should have dates for watering, feeding, transplanting,
measuring, etc. and a date for selling your plants if that is part of the plan.
Step 4
Go away and plant your seeds – and remember to look after them well. If you
are doing this webquest as your project to achieve your SQA Intermediate 1
unit in Problem Solving, remember to keep a logbook recording what you did.
Step 5
Look back at what you did and measure your success. If you managed to
achieve most or all of your targets, be proud of yourself.
Resources
Websites
http://www.ext.colostate.edu/PUBS/GARDEN/07409.html
http://www.urbanext.uiuc.edu/gpe/case1/c1facts3a.html
http://www.hdra.org.uk/schools_organic_network/leaflets.htm
http://www.bbc.co.uk/gardening/children/plantstotry/plantstotry_eas
ytogrow.shtml
Timeplan sheet
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GROWING PLANTS
Growing Plants Webquest – Timeplan
Student’s Name_____________________________________
Types of Seeds_____________________________________
Date
92
Activity planned
Achieved?
Yes/no
Notes
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
© Learning and Teaching Scotland 2004
LOGBOOK
Intermediate 1
Problem Solving
Logbook
Student’s Name _____________________________________________
Project ____________________________________________________
Date Completed ________________
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION LOGBOOK 1
© Learning and Teaching Scotland 2004
LOGBOOK
Outcome 1 – Analyse a straightforward situation or issue
Student’s Name ________________________________________
I decided that my project would be about:
I decided that the following three things were going to be important:
(Hint – could be connected to time, materials, help from others, information
needed, places to visit)
I considered the following plans:
(Give brief details of 3 possible plans)
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LOGBOOK
I decided on the following plan:
My reasons for choosing it were:
I decided that my project would be a success if the following things happened:
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION LOGBOOK 3
© Learning and Teaching Scotland 2004
LOGBOOK
Outcome 2 – Plan, organise and carry out a straightforward task
Student’s Name _______________________________________
I decided that my plan would have the following steps:
1.
2.
3.
4.
I decided that I would need the following (give details):
Equipment/machines
Supplies
Help from others
Information
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PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION
© Learning and Teaching Scotland 2004
LOGBOOK
Outcome 2 – Plan, organise and carry out a straightforward task
Student’s Name ____________________________________
Date
What was planned
What I actually did
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION LOGBOOK 5
© Learning and Teaching Scotland 2004
LOGBOOK
Outcome 3 – Review
Student’s Name ___________________________________
Look back at what you put in your Outcome 1 log for how you decided to
measure success.
Comment on how well you managed with each of the following:

Using materials and resources

Finding information

Making good use of your time

Getting help from other people
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LOGBOOK

Did you achieve any other targets that you had set yourself?

Can you think of anything you were particularly happy about or proud of?

Was there anything you were unhappy about?

Can you think of any changes you would make if you did this project
again?
PROBLEM SOLVING (INTERMEDIATE 1) /TEXT VERSION LOGBOOK 7
© Learning and Teaching Scotland 2004