sentence-transformers How to use Osam-2025/quantosimo-curriculum-embeddings-v1 with sentence-transformers:
from sentence_transformers import SentenceTransformer
model = SentenceTransformer("Osam-2025/quantosimo-curriculum-embeddings-v1")
sentences = [
"any potential request for further visits take place throughout the period of the qualification, there is no post-results service provided. Any breach of the regulations for the conduct of examinations and non-examination assessment work may constitute malpractice (which includes maladministration) and must be reported to OCR as soon as it is detected. Detailed information on malpractice can be found in the Suspected Malpractice in Examinations and Assessments: Policies and Procedures published 5a. Overlap with other qualifications There is a small degree of overlap between the content of this specification and those for A Level Chemistry, Physics, Science, Geography and Geology courses. The links between the specifications may allow for some co-teaching, particularly in the areas of biochemistry, environmental science and microbiology. 5b. Avoidance of bias The A level qualification and subject criteria have been reviewed in order to identify any feature which could disadvantage learners who share a protected characteristic as defined by the Equality Act 2010. All reasonable steps have been taken to minimise any 5c. How Science Works (HSW) How Science Works (HSW) was conceived as being a wider view of science in context, rather than just straightforward scientific enquiry. It was intended to develop learners as critical and creative thinkers, able to solve problems in a variety of contexts. Developing ideas and theories to explain the operation of living systems, from the molecular to the ecosystem level, is at the heart of Biology. Learners should be aware of the importance that peer review and repeatability have in giving confidence to this Learners are expected to understand the variety of sources of data available for critical analysis to provide evidence and the uncertainty involved in its measurement. They should also be able to link that evidence to contexts influenced by culture, politics and Understanding How Science Works requires an understanding of how scientific evidence can influence ideas and decisions for individuals and society, which is linked to the necessary skills of communication for audience and for purpose with appropriate scientific The examples and guidance within the specification are not exhaustive but give a flavour of opportunities for integrating HSW within the course. These references, written in the form HSW1, link to the statements as HSW1 Use theories, models and ideas to develop scientific explanations HSW2 Use knowledge and understanding to pose scientific questions, define scientific problems, present scientific arguments and HSW3 Use appropriate methodology, including information and communication technology (ICT), to answer scientific questions and solve HSW4 Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts HSW5 Analyse and interpret data to provide evidence, recognising correlations and causal HSW6 Evaluate methodology, evidence and data, and resolve conflicting evidence HSW7 Know that scientific knowledge and understanding develops over time HSW8 Communicate information and ideas in appropriate ways using appropriate terminology HSW9 Consider applications and implications of science and evaluate their associated benefits HSW10 Consider ethical issues in the treatment of humans, other organisms and the HSW11 Evaluate the role of the scientific community",
"technology (ICT), to answer scientific questions and solve HSW4 Carry out experimental and investigative activities, including appropriate risk management, in a range of contexts HSW5 Analyse and interpret data to provide evidence, recognising correlations and causal HSW6 Evaluate methodology, evidence and data, and resolve conflicting evidence HSW7 Know that scientific knowledge and understanding develops over time HSW8 Communicate information and ideas in appropriate ways using appropriate terminology HSW9 Consider applications and implications of science and evaluate their associated benefits HSW10 Consider ethical issues in the treatment of humans, other organisms and the HSW11 Evaluate the role of the scientific community in validating new knowledge and HSW12 Evaluate the ways in which society uses science to inform decision making. 5d. Mathematical requirements In order to develop their skills, knowledge and understanding in A Level Biology, learners need to have been taught, and to have acquired competence in, the appropriate areas of mathematics relevant to the subject as indicated in the M0 – M4 table of The assessment of quantitative skills will include at least 10% Level 2 (or above) mathematical skills for biology (see later for a definition of ‘Level 2’ These skills will be applied in the context of the All mathematical content will be assessed within the lifetime of the specification. Skills shown in bold type in the M0 – M4 coverage table below will only be tested in the full A Level course, not the standalone The list of examples given in the M0 – M4 coverage table is not exhaustive and is not limited to Level 2 examples. These skills could be developed in other areas of the specification content from those indicated. Formulae used in A Level Biology To address biology questions using mathematical skills, learners will need to be able to use and, in some cases, recall formulae and equations. Some of these will seem like pure mathematics, but will be deployed in biological contexts, while others are clearly biological equations, albeit manipulated using standard mathematical, algebraic Genetic biodiversity All of GCSE (9–1) Maths recall including (but not limited to): circumference and area of surface area and volume of percentage (to include %change, %yield and %error) Simpson’s index of diversity Surface area and volume of cylinder GCSE (9–1) Mathematical formulae to recall At AS and A Level Biology we assume knowledge of higher tier GCSE (9–1) Maths content. This includes (but is not limited to) the following list of formulae which learners will need to be able to recall: Note that students should be familiar with the convention of using r for radius, h for height, b for base and Circumference of circle area of circle = πr 2 Surface area of cuboid surface area of cuboid = 2(bh + bl + hl ) volume of cuboid = hbl Percentage (which can be used to calculate percentage change, percentage yield and percentage error) percentage change = new quantity − original quantity % error (uncertainty) = 2 × absolute uncertainty Biological formulae to recall The following",
"Pearson Edexcel Level 3 Advanced GCE in Chemistry (9CH0) First teaching from September 2015 First certification from 2017 We are the world’s leading learning company operating in countries all around the world. We provide content, assessment and digital services to learners, educational institutions, employers, governments and other partners globally. We are committed to helping equip learners with the skills they need to enhance their employability prospects and to succeed in the changing world of work. We believe that wherever learning flourishes so do people. References to third party materials made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Materials may include textbooks, journals, magazines and other publications and All information in this specification is correct at time of publication. Original origami artwork: Mark Bolitho Origami photography: Pearson Education Ltd/Naki Kouyioumtzis ISBN 978 1 446 92953 7 All the material in this publication is copyright © Pearson Education Limited 2024 Summary of Pearson Edexcel Level 3 Advanced GCE in Chemistry (9CH0) specification Summary of changes made between previous issue and this current Adjusted font so that symbols for Aluminum, Chlorine and Thallium are more Removal of ‘Relation in electronegativity difference’ table If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html From Pearson’s Expert Panel for World Class Qualifications The reform of the qualifications system in England is a profoundly important change to the education system. Teachers need to know that the new qualifications will assist them in helping their learners make progress in their lives. When these changes were first proposed we were approached by Pearson to join an ‘Expert Panel’ that would advise them on the development of the new qualifications. We were chosen, either because of our expertise in the UK education system, or because of our experience in reforming qualifications in other systems around the world as diverse as Singapore, Hong Kong, Australia and a number of countries We have guided Pearson through what we judge to be a rigorous qualification development process that has included: Extensive international comparability of subject content against the highestperforming jurisdictions in the world Benchmarking assessments against UK and overseas providers to ensure that they are at the right level of demand Establishing External Subject Advisory Groups, drawing on independent subjectspecific expertise to challenge and validate our qualifications Subjecting the final qualifications to scrutiny against the DfE content and Ofqual accreditation criteria in advance of submission. Importantly, we have worked to ensure that the content and learning is future oriented. The design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes have been at the heart of this development throughout. We understand that ultimately it is excellent teaching that is the key factor to a learner’s success in education. As a result of our work as a panel we are confident that we have supported",
"GCSE Mathematics (Edexcel 1MA1) — Number. Foundation tier students should be able to order positive and negative integers, decimals and fractions, apply the four operations to integers, decimals and fractions, and use the concepts of factors, multiples, primes, HCF and LCM."
]
embeddings = model.encode(sentences)
similarities = model.similarity(embeddings, embeddings)
print(similarities.shape)
# [4, 4] 
