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Are these sort of questions useful? If so, what should be a couple of ways we pilot them to gauge what should be tweaked in the wording or age-domain boundaries? Are labels and a different type of question better for collecting and curating this type of knowledge from teachers implementing and creating various curricula?

Related to: Adding education level tags?

Examples I posted to test the waters:

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I don't see anything wrong with interdisciplinary questions; in fact, I rather like them. However, I'm not too much of a fan of near-identical questions that just change the age range, unless there's a specific reason to separate the age ranges.

A more specific topic to link with a different discipline (e.g. modelling cell growth with computing) would probably solve this problem—instead of asking for a list of ideas and picking the ones you want out of the 'big list', try to ask about solving a specific problem you've encountered. Presumably, the curriculum for 11- to 14-year-olds will then dictate the sort of topics you could link to CS, giving you better questions that are less similar.

What I think would work well:

Title: How can I connect the topic of cell growth to CS lessons for ages 16-17?

Body: [include specific details about what the students know about the topic, and their CS proficiency; explain the problem you're having so far]

I can't really see how your current questions would involve substantially different answers, so it might be wise to either edit those, or consider asking for them to be merged.

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    $\begingroup$ Exactly so! The type of question is fine, but should be really specific. "What are ways to tie computer science into a unit on population growth and population pressures?" $\endgroup$ – Ben I. Jun 30 '17 at 17:59

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