Course Profile Science,
Grade 11, University/College Preparation, Public
Unit 1: Technologies In Everyday Life
Time: 18 hours
Activity 1.1 | Activity
1.2 | Activity 1.3 | Activity 1.4 | Activity
1.5
Technology and its many influences on society provide the connecting thread throughout the Grade 11 Science course. As such, the course begins with Expectations from the “Technologies in Everyday Life” strand. This first unit introduces the students to technology, its link to science, and its inherent benefits and risks. Students review inquiry skills from previous Science courses by designing and carrying out an experiment to determine factors which affect the frequency of a pendulum. They also research the evolution of a certain technology through time and present their findings in a time line, or similar format, as the culminating task of this unit. Students are also introduced to the design process as it applies to technology by inventing and refining a time keeping device. The Final Assessment Task of the course (part of the final 30%) is introduced during this unit.
The remaining four units focus on chemistry, nutrition, space and waste management. Activities in these units stress links to technology and Expectations from the “Technologies in Everyday Life” strand not included in the first unit are completed. Expectation TE2.04 is found in Unit 3 and expectation 2.05 is in Unit 2.
|
Activity |
Time |
Expectations |
Assessment |
Task Focus |
|
1.1 Technology Past and Present |
150 min |
TEV.01, TEV.03, TE1.01, TE3.01, TE3.02, TE3.04 |
K, MC |
Students brainstorm in small groups and report to the class; teacher presentation on End-of-Unit and course Final Assessment tasks |
|
1.2 Scientific Method and the Pendulum |
270 min |
TEV.01, TEV.02, TEV.03, TE1.01, TE1.02, TE1.03, TE2.03, TE3.03 |
K, I, C, MC |
Students design and perform a controlled experimental inquiry; teacher-led discussion |
|
1.3 Designing a Timekeeping Device |
270 min |
TEV.01, TEV.02, TE1.01, TE1.02, TE1.03, TE1.04, TE2.02, TE2.03 |
K, I, C, MC |
Students design, construct and test a device and report to the class; students work in cooperative groups to research timekeeping technology |
|
1.4 Cost-Benefit Analysis |
120 min |
TEV.01, TEV.02, TEV.03, TE1.01, TE2.01, TE3.04 |
K, C, MC |
Teacher directed lesson on cost-benefit analysis; students write responses |
|
1.5 Timelines of Technology |
270 min |
TEV.01, TEV.02, TEV.03, TE1.02, TE1.03, TE1.04, TE2.01, TE3.01, TE3.02, TE3.04 |
K, I, C, MC |
Students select, research, report and present findings on a technology. |
·
The
Library/Resource Centre or a computer room with Internet access is needed for completion
of Activity 1.5 and useful for parts of Activity 1.2 and Activity 1.3.
·
The
End-of-Unit Task can be started early in the unit.
·
Activities
1.2 and Activity 1.3 require laboratory equipment.
How Stuff Works –
http://www.howstuffworks.com
– a site that explains the structure and operation of most devices
Postman, Neil. Technopoly: The Surrender of Culture to Technology. Vintage Books. New York. 1993. ISBN 0-679-74540-8 – the author chronicles our transformation from a society that uses technology to one that is shaped by it.
Routledge, Robert. Discoveries and Inventions of the 19th Century. Bracken Books. London, England. 1989. ISBN 1 85170 2679 – important developments in technology that occurred in the 19th century
Ronan, Colin. Science: Its History and Development Among the World’s Cultures. Facts On File Publications. New York, 1982. ISBN 0-87196-745-6 – a detailed history of science and technology.
Derry, T. K and Trevor I. Williams. A Short History of Technology. Oxford University Press. Great Britain. 1960 – a descriptive historical survey of technology from the earliest times until 1900.
Readers Digest. “How In The World.” 1990. ISBN 0-89577-353-8 – simple explanations to many technological marvels.
Macaulay, David. The Way Things
Work. Houghton Mifflin Company. Boston 1988.
ISBN 0-395-42857-2 – a visual guide to the world of machines
Popular Science magazine – http://www.popularscience.com
Scientific American – http://www.scientificamerican.com
Popular Mechanics – http://www.popularmechanics.com
the online and print versions of these magazines provide detailed descriptions
of a variety cutting edge technologies
Sloane, Eric. A Museum of
Early American Tools. 7th Printing,. Funk & Wagnals. 1964.
ISBN 0-34532-611-3
Sloane, Eric. Diary of an Early American Boy: Noah Blake: 1805. ISBN 0-34532-100-6
Time: 150 minutes
This activity introduces students to the many technologies that they experience in their daily lives. By brainstorming ideas on past and present technologies, students are able to share their knowledge with members of the class. The teacher can assess the prior knowledge that students bring to the class on a wide range of topics. Because this activity occurs at the start of the course, it can also serve as an “ice breaker” activity, allowing students to become more familiar with one another.
TE1.01 - formulate definitions of such terms as the following: science, technology, information technology, reverse engineering, system, testing, feedback, control, human interface, cost-benefit analysis;
TE3.01 - describe changes in lifestyle created by assumed labour saving technologies in the home;
TE3.02 - identify and describe the effect of technologies on the development of specific recreational and cultural activities;
TE3.04 - assess the costs and benefits to society of recent technologies.
·
No
specific background knowledge is needed.
·
Students
draw on a wide range of personal experiences and interests.
·
Organize
recording sheets or chart paper and markers for brainstorming session.
·
Provide
prompts to increase student participation in the brain storming session by
providing pictures of life in the early 1900’s (fiction, non-fiction, or
reality TV), actual technology from an earlier era (apple peeler, ice tongs,
butter churn, candle mould, etc.).
·
A
brief and cogent discussion of the distinction between science and technology
is on pp. 3, 4 of The Ontario Curriculum, Grades 1-8: Science and Technology
available in print at all secondary schools and on the website –
http://www.edu.gov.on.ca
1.1.1 Student Activity: Students work in small groups, brainstorming as complete a list as possible to answer the following question: “What does technology allow you to do today that someone your age could not have done 100 years ago?” Groups record answers on chart paper, with one student acting as recorder, and a second as reporter. Groups report their findings.
Teacher Facilitation: Briefly describe the expectations of the brainstorming process and then present the question to the class. Ensure that students consider all aspects of their lives (school, work, entertainment, etc.), clarify any concerns that may arise, and encourage students to develop as complete a list as possible. Monitor student involvement in the activity by walking around the classroom or by using a checklist, and introduce and moderate the reporting session at an appropriate time. Follow up by asking students why they can do so much more now as compared to the past. This should lead to a discussion of the benefits of technology. As well, ask students if technology only provides people with benefits. Use this to lead into the second brainstorming question. This could be assigned as homework to allow students to prepare for the next session.
1.1.2 Student Activity: Students will work in different small groups and brainstorm examples to answer the following question: “What could someone your age do 100 years ago that you cannot do today?”. Students should take different roles than they did during the first brainstorming session. Groups again report their findings. Students describe benefits and risks of technology in their notes and suggest a definition of technology.
Teacher Facilitation: Again ensure that students consider all aspects of their lives, clarify any concerns that may arise, and encourage students to develop as complete a list as possible. Monitor student involvement in the activity and introduce and moderate the reporting session at an appropriate time. Follow up with a discussion of some of the negative aspects of technology. Focus the discussion on our dependence on machines to do work and the requirement of specialists to keep machinery operational, and whether machinery should be repaired or disposed of. The ice storm of 1998 can be considered. Have students summarize the benefits and risks associated with technology and an increased dependency on technology. Develop, through a class discussion, a definition of technology.
1.1.3 Student Activity: Students are introduced to the End-of-Unit Task, the development of a timeline of technology, and the Final Assessment Task of the course, an in depth examination of a cutting edge technology. Students begin a list of possible topics for both these tasks. Topics may be extensions of brainstorming ideas.
Teacher Facilitation: Describe the End-of-Unit Task and the Final Assessment Task and provide the necessary evaluation rubrics. Encourage students to record possible ideas for both assignments. A log book or journal may be established. Initiate ongoing informal conferences with students in preparation for the Final Assessment Task.
No formal assessment is required during this activity but teachers may wish to assess Knowledge and Making Connections. The teacher should use the brainstorming and follow-up sessions as an opportunity to develop a fuller picture of student background and student interests outside of school time. Learning Skills (teamwork, organization, initiative, and work habits) can be assessed and evaluated using checklists.
·
Assign
groups to ensure that ESL students and students with communication and language
disabilities are supported by their peers.
·
As
an extension, have students bring in antique items from home for a show and
tell activity.
·
Extend
student knowledge by predicting 100 years into the future, using the same two
focus questions.
http://www.gov.on.ca/mczcr/english/culdiv/heritage/muinfo/htm
- this site links to many Ontario museums, organized by regions
Time: 270 minutes
Students will design and carry out a controlled experiment (fair test) to determine what variables affect the frequency of a pendulum. This reviews aspects of the scientific method and allows students to identify differences between science and technology. Student misconceptions concerning science and technology are addressed.
TE1.01 - formulate definitions of such terms as the following: science, technology, information technology, reverse engineering, system, testing, feedback, control, human interface, cost-benefit analysis;
TE1.02 - describe the historical development of specific examples of everyday technology;
TE1.03 - explain fundamental scientific principles related to an example of everyday technology;
TE1.04 - demonstrate an understanding of the historical relationship between science and technology by tracing the evolution of a common technology over time in relation to developments in science;
TE2.03 - analyse a principle of physics through laboratory investigation, and explain how it can be applied to an everyday technology;
TE3.03 - describe the importance of contributions of Canadian scientists to the development of modern everyday technologies.
Ability to design a controlled experiment, to organize data into tables, and to draw valid conclusions from the analysis of data
·
A
review of scientific method and laboratory report expectations might be
necessary. A diagnostic quiz could be given to determine extent of review
needed.
·
Gather
the required equipment: several different masses for use as bobs, string,
pendulum supports such as retort stands and clamps, stop watches or clock. Potential
safety concern: The heavy bobs attached to long strings mounted on
unanchored retort stands may result in tips.
·
The
lesson on frequency, period and amplitude should be brief.
·
Photogates
and interfaces can be used to replace stopwatches or a clock.
·
The
concept of gravity can be introduced at this point and a value for the
acceleration due to gravity calculated. (The mathematics necessary for this
calculation is beyond the scope of this course but this extension, combined
with Expectations from the Space Unit, could lead to a Final Assessment Task
for some students.)
·
The
Library/Resource Centre or access to Internet may be needed to complete the
research question on Canadian scientists.
1.2.1 Student Activity: Working in pairs, students brainstorm a list of possible variables that might affect the frequency of a pendulum. Hypotheses are made concerning three of these factors and controlled experiments are designed to test the effect of each one. Data is collected and organized into tables; the data is analysed and conclusions are drawn. Students also examine their experimental design and actual performance and produce an analysis of experimental error as part of the follow-up report. Each pair of students will submit a report that includes problem, hypotheses, material list and procedure, observations, data analysis, error analysis, and conclusion.
Teacher Facilitation: Set the stage for the activity by describing how Galileo’s curiosity prompted him to investigate properties of the pendulum. (Galileo was sitting in a church, observing the swinging of a candelabrum suspended from the ceiling, when he noticed its predictable behaviour.) Provide brief direct instruction of amplitude, frequency and period but do not provide a set of instructions for completion of the experiment. Review the scientific method and experimental design and then instruct students to brainstorm a list of possible variables that affect the frequency of a pendulum and to select three from their list to test experimentally. The most common selections would be the amplitude, the length of the pendulum, and the mass of the bob, although others are possible. Students should design their own procedures. Students may need a lesson on the use of the timing devices. Review the report format to be followed and provide expectations for the error analysis section, as this will be new for most students. Percentage error calculations can be introduced at this time or left until Unit 4, Science and Space.
1.2.2 Student Activity: Students participate in a class discussion designed to differentiate between science and technology. Students suggest examples of how science is applied to technological development, as well as technology being developed without understanding the scientific principles. Situations of technological development furthering scientific discoveries should also be considered. Students summarize their learning in their notes, through completion of a homework assignment.
Teacher Facilitation: Lead the class discussion and assist students in defining, differentiating between, and connecting science and technology. Take this opportunity to address student misconceptions. Use the pendulum as an example of scientific curiosity leading to the technology of timekeeping. The following questions can be used as discussion lead-ins, prompts for note making, or homework. The final question will require some research time and should be collected later as a separate assignment.
·
How
is science similar to technology? How is it different?
·
How
are science and technology connected? Provide examples.
·
Provide
examples of:
· science being applied to create a technology (cell phones, genetically modified foods);
· technology being developed without an understanding of the science (eye glasses, steam engine, various tools that function because they are simple machines - nail puller, shovel, pliers and scissors, sewing needles, etc.);
· scientific developments being made as the direct result of improvements in technology (cell theory, astronomy, atomic structure);
·
List
and briefly describe potential careers in different fields of technology.
·
How
do you think Galileo performed experiments on the pendulum, since he had no
stopwatch or mechanical clock? (This question leads to Activity 3.)
·
Describe
the contributions of a Canadian scientist to the development of a technology
and include a description of any underlying scientific principles.
The student report should be assessed using the Developing Skills and Strategies For Inquiry rubric from the ASAP project (see Resources) or some variation of this. Students require feedback on their Inquiry and Communication (report writing) skills early in the course so that they can improve their performance in subsequent activities, especially the concept of error analysis. The question related to Canadian scientists can be assessed and evaluated for Communication and/or research Inquiry skills. All Learning Skills can be assessed and evaluated during this activity.
·
Assign
pairs to ensure that ESL students and students with communication and learning
disabilities are supported by their peers
·
Allow
for oral reports or reports to be submitted on video or audio tapes
Assessment of Science and
Technology Achievement Project (ASAP) - Science Education Group, York
University – http://www.edu.yorku.ca/asap/
Rubrics, including one for Inquiry, are available in PDF format for downloading
at –
http://www.edu.yorku.ca/asap/resource.html
Scales of Scientific Inquiry
and Technological Design.
Great Canadian Scientists – http://www.science.ca/reference.html – brief biographies of over 100 Canadian scientists and inventors, a great starting point for the research question in this activity
Drucker, Peter. “The
Technological Revolution” from Byron E. Wall, ed. Science in Society:
Classical and Contemporary
Time: 270 minutes
In this activity, students work through the process of technological design by constructing and calibrating a time-keeping instrument. Students are introduced to more terminology related to technology, which should enhance their understanding of technological innovation and development.
TE1.01 - formulate definitions of such terms as the following: science, technology, information technology, reverse engineering, system, testing, feedback, control, human interface, cost-benefit analysis;
TE1.02 - describe the historical development of specific examples of everyday technology;
TE1.03 - explain fundamental scientific principles related to an example of everyday technology;
TE1.04 - demonstrate an understanding of the historical relationship between science and technology by tracing the evolution of a common technology over time in relation to developments in science;
TE2.02 - evaluate the design and function of an everyday technology using identified criteria;
TE2.03 - analyse a principle of physics through laboratory investigation, and explain how it can be applied to an everyday technology.
Students should have experience with jigsaw activities, as a means of gaining and sharing knowledge.
·
It
may be necessary to provide a lesson on the design process (needs assessment,
design and construction of prototypes, testing and evaluation of prototypes,
refinement to final product) Members of the technology department can assist in
developing an overview/brief lesson that is consistent with their expectations.
·
Students
who have completed the Grade 9 Integrated Technologies course will be familiar
with the design process.
·
Students
need some advance notification for this activity in order to think about
potential designs and to bring necessary material from home.
·
Space
maybe needed in the classroom to store partially finished devices.
·
Portfolios
should remain in the classroom so that they are always available to group members.
·
Some
standard tools (hammers, saws, hand drills, etc.) maybe required; Teachers must
follow board and school policies on safety and use of tools. Safe use of tools
needs to be reviewed.
·
Students
should be able to use standard laboratory equipment and have access to
stopwatches in order to calibrate their time keeping devices.
·
As
a number of potential time keeping designs may involve open flames, safety
issues surrounding this should be reviewed. Follow board and school policy
about open flames in the classroom.
·
Some
research may be required to trigger ideas; access to the Internet and/or print
material would be helpful.
·
Prepare
material on more modern timekeeping methods for use by the expert groups or
bookmark useful Internet sites; the library staff could provide assistance.
·
The
Library/Resource Centre or computer lab could be booked for Activity 1.3.3.
·
The
End-of-Unit Task was introduced in the first activity. Students should be
encouraged to make use of any spare library time to research information for
completion of this task.
1.3.1 Student Activity: Students working in pairs or small groups, design and construct a timekeeping device that accurately measures intervals of either 0.5 h, 1 min, or 10 s. Students need to demonstrate the design process (problem, framework, development, production, evaluation) by keeping a portfolio of designs, planning notes, and testing protocols. The time-keeping instrument must be calibrated and must be used successfully to measure a given amount of time. At the end of the activity, students present their constructions on the same day, describe and demonstrate their knowledge of how the device works, and complete a test of the accuracy of calibration. The follow-up report should include the limitations of their time-keeping method and further refinements that they might wish to make to the design if more time was available.
Teacher Facilitation: Introduce the design process to the class: understanding the need and making a plan (problem and framework), carrying out the plan (development and production), testing, modifying the design as required, and ensuring that the final product meets the original need (evaluation). Alternative methods of technological development, such as reverse engineering (e.g., taking apart a mechanical clock), should be presented and students should be able to use these methods in the completion of this activity. Provide a description of the design requirements along with the evaluation criteria/rubrics for both the actual device and the follow-up report.
1.3.2. Student Activity: Students demonstrate their time keeping devices. The demonstration includes a description of how the technology works and a test of accuracy of calibration. In the follow-up report, students reflect on how they employed the design process in developing their technology, the role of science in their design, the limitations of their devices, and further refinements that might be considered.
Teacher Facilitation: Organize the presentation of student devices and the calibration tests. The table below might be useful in developing these tests:
|
Example Timing Device |
Level of Accuracy Expected |
Calibration Test |
|
Sun Dial |
To the nearest half hour |
Measure a 1 h time interval to +/- 10% or measure a 30 min time interval to +/- 10%. |
|
Candle, Water Clock |
To the nearest minute |
Measure time intervals between 1 and 10 min in whole minute increments to +/- 10% |
|
Burning String, Water Clock |
To the nearest ten seconds |
Measure time intervals between 10 and 60 s in 10 s increments to +/- 10% |
The time intervals are written on slips of paper and placed in one of three labelled envelopes; students draw a slip of paper from the appropriate envelope and then demonstrate the accurate operation of their time-keeping device by measuring the selected time interval.
1.3.3 Student Activity: Students participate in a home-expert group activity (jigsaw) examining other time-keeping technologies. Topics covered in the expert groups could include: different historical calendars, gear driven timers, digital timers, quartz crystal mechanisms, and atomic clocks. Students reflect on the importance of accurate timekeeping in furthering scientific knowledge.
Teacher Facilitation: Provide a brief historical overview of timekeeping: agricultural and church calendars, and problems associated with long distance navigation. Indicate where the student designs fit into this loose timeline. Supply information detailing the operation of more modern clocks, and arrange students in home-expert groups. If Internet access is readily available, pertinent sites could be book marked. Articles could be collated from a number of sources and kept in duotangs for each of the expert topics. The information should be reviewed periodically to ensure its continued relevance.
The design of the time keeping device and the follow-up report should be assessed using the Developing Skills and Strategies For Design rubric from the ASAP project or some variation of this. Aspects of the activity can be assessed/evaluated using checklists. Students require feedback on their design and communication (report writing) skills early in the course so that they can improve their performance in subsequent activities. All Learning Skills can be assessed and evaluated during this activity.
·
Assign
pairs to ensure that students who are physically challenged (motor skills) are
supported by their peers.
·
Assign
pairs or groups to ensure that ESL students and students with communication and
learning disabilities are supported by their peers.
·
Allow
for oral reports or reports to be submitted on audio tapes.
·
Students
could extend their knowledge of time and relativity; this is beyond the scope
of this course but is a possible topic for the Final Assessment Task.
Assessment of Science and Technology Achievement Project (ASAP) – Rubrics, including one for Design, are available in PDF format for downloading at – http://www.edu.yorku.ca/asap/resource.html.
Scales of Scientific Inquiry and
Technological Design, Peel District School Board, 1998.
http://library.scar.utoronto.ca/ClassicsC42/Gomes/wat.html
http://physics.nist.gov/GenInt/Time/time.html
http://www.britannica.com/clockworks/main.html
these sites provide examples of ancient timekeeping devices
Strauss, Stephen. The Sizesaurus. New York: Avon Books. 1995, 1997 printing. ISBN 0380728494 pbk.
Time: 120 minutes
Students will complete a model cost-benefit analysis for a familiar technology: the automobile. The car provides an excellent introduction for this type of analysis because most students in this course will be eligible to become licensed and are becoming aware that “having a set of wheels at their disposal” provides a feeling of freedom. At the same time, students become much more knowledgeable of the costs associated with car operation and ownership. The telephone, computer or television could be used in place of the automobile for the analysis.
TE1.01 - formulate definitions of such terms as the following: science, technology, information technology, reverse engineering, system, testing, feedback, control, human interface, cost-benefit analysis;
TE2.01 - demonstrate through their own research, and its presentation, an understanding of ethical, environmental, and economic issues that involve various viewpoints on the use of technologies in everyday life;
TE3.04 - assess the costs and benefits to society of recent technologies.
·
Knowledge
of the chemistry of pollution, and environmental concerns, such as global
warming and acid rain, from Grade 10 Science.
·
Students
should be able to distinguish between wants and needs
·
Prepare
a set of questions ahead of time to focus discussion towards some of the
obvious costs of car ownership, such as fuel and insurance, as well as those
that are less obvious, such as pollution, the time away from school
activities/sports/hobbies required for a part-time job to pay various car
expenses.
·
Collect
brochures from various car dealerships to allow students to compare different
automobiles and their fuel efficiencies, safety features, etc.
1.4.1 Student Activity: Students participate in a class discussion that leads to the development of a cost-benefit-risk chart for the automobile. Based on the discussion, each student completes a written reflection response on the role and importance of the automobile in modern society.
Teacher Facilitation: Lead the class discussion and model the development of the cost-risk-benefit chart with class input. Consideration should be given to the automobile itself as well as the technology of production. The following questions can be used to initiate discussion and debate:
·
How
has the car evolved over the past century?
·
What
are some future innovations and technological developments you expect in
cars/trucks?
·
How
are assembly lines changing?
·
How
are jobs changing?
·
What
are the economic benefits of manufacturing cars in Ontario?
·
Can
we get along without cars?
·
What
are the alternatives to the use of cars/trucks for transportation?
·
What
costs are involved in operating a car?
·
What
are the hidden costs of operating a car?
·
What
costs are paid for with our taxes?
·
What
are the environmental costs of operating a car?
·
Are
fuel costs too high?
·
How
do Ontario fuel costs compare to other provinces? to other countries?
·
Should
fuel costs reflect environmental costs?
·
What
alternate fuels should be considered for use in Ontario?
·
Should
alternative methods of powering cars be required by legislation?
·
How
fuel efficient are cars? How is this measured?
·
What
other methods of transportation are more efficient?
·
How
is driving a car linked to health care costs?
·
How
does the want/need for a car differ in rural/urban Ontario?
Assign the response to each student.
Sample
Cost-Benefit Analysis
Introduction: A cost-benefit analysis is a way of comparing the negative social consequences of a planned project with the positive social consequences, usually in economic terms. At the Grade 11 level however, it may prove both difficult and discouraging to become too embroiled in quantifying the dollar value of the costs, rather than just recognizing the existence of monetary restraints.
Example: The mandated use of safety helmets when riding bicycles.
|
Cost (negative aspects) |
Benefit (positive aspects) |
|
Good helmets are expensive. |
Protects rider from injury. |
|
Helmets vary in quality. |
Saves provincial health bills |
|
Helmets do not look “cool”. |
Reduces possibility of family distress |
|
A family will tend to “hand down” helmets to younger members, without having them fitted. |
Increases safety awareness and may promote responsible cycling. |
Assess and evaluate the reflection response for Communication Skills and Making Connections. Learning Skills (work habits, works independently, organization, teamwork) can be assessed and evaluated during this activity.
·
Allow
for a variety of formats for the reflection response: poetry, audio or video
tape, a series of sketches, skit, pamphlet, TV commercial or webpage could also
be used
Ministry of the Environment site – http://www.ene.gov.on.ca/
Links to Ontario Drive Clean, air quality, and smog alerts, etc.
Auto Smart: Teaching Fuel
Efficiency, ISBN 0-662-25111-3 - available from
Natural Resources Canada
1-800-387-2000
Technology’s Price - National Geographic Video 1-800-368-2728 - Approx 25 min
Time: 270 minutes
The development of a present day technology is traced by the completion of a timeline. The timeline should include six to eight entries. The first entry describes the earliest example(s) of the technology and the last entry, the current state and future direction of that technology. The other entries focus on descriptions of key developments to the technology and the science behind these developments, instead of just listing a chronology of changes. Each entry could include dates and people (either individuals or groups) responsible for the development (if available), along with illustrations. An examination of the costs, risks, and benefits associated with the technology is also to be completed. The impact of the technology on society is also to be considered. A variety of formats can be used to present the final products: Bristol board timelines, museum-type displays, webpages, oral presentations to this or other classes, etc. Each student studies a different technology. Students should not research clocks or cars as they have been covered in previous activities.
TE1.02 - describe the historical development of specific examples of everyday technology;
TE1.03 - explain fundamental scientific principles related to an example of everyday technology;
TE1.04 - demonstrate an understanding of the historical relationship between science and technology by tracing the evolution of a common technology over time in relation to developments in science;
TE2.01 - demonstrate through their own research and its presentation, an understanding of ethical, environmental, and economic issues that involve various viewpoints on the use of technologies in everyday life;
TE3.01 - describe the changes in lifestyle created by assumed labour-saving technologies in the home;
TE3.02 - identify and describe the effect of technologies on the development of specific recreational or cultural activities;
TE3.04 - assess the costs and benefits to society of recent technologies.
·
The
ability to access and record information from a variety of print and electronic
resources.
·
How
to complete a cost-risk-benefit analysis.
·
An
understanding of the connections between science and technology.
·
Book
research time in the Library/Resource Centre or in computer lab with Internet
access
·
Prepare
evaluation rubrics for the timeline and cost-risk-benefit analysis
·
Decide
on presentation format (Do all students do the same or do students have a
choice?)
·
Prepare
a topic list and determine how topics are chosen
·
Allow
students to use interviews as a means of research
1.5.1 Student Activity: Students working individually, select, research, prepare and present a timeline of development and a cost-risk-benefit analysis for an everyday technology. Students share their final products with other students.
Teacher Facilitation: Describe the requirements and evaluation of the End-of-Unit Task to the class. The following is a potential list of topics, grouped according to broad categories:
Agriculture:
pesticides, fertilizers, farm equipment, animal breeding, plant breeding
Transportation:
airplanes, rockets, boats, recreation vehicles, trains, bicycles, and road
construction, bulk freight
Medicine:
surgery techniques, surgical instruments, diagnostic tools, painkillers,
antibiotics, corrective lenses, and microscope
Communication:
printing, telephone, computers, Internet, satellites, paper and writing tools,
calculators
Entertainment:
movies, music, radio, television, sports equipment, and photography
Food:
preservation methods, cooking methods, food services (restaurants)
Military:
guns, tanks, bombs, fortifications, military strategies, and radar
Financial
and Other Services: money, banking, postal service, sewage treatment, and water
purification
Household:
home construction, lighting, heating and cooling, textiles, batteries
Weather:
forecasting methods, thermometer, barometer
This list
should not be considered exhaustive and students should be encouraged to
develop their own topics, with teacher approval.
Evaluate the final product using the rubric provided. Various aspects of the process can be used to evaluate Learning Skills (work habits, works independently, organization, initiative).
·
Allowing
students to negotiate their own presentation format gives them the opportunity
to work with their strengths.
See the Resources described in the Unit Description
http://durpdg.dur.ac.uk/lbl/cpep/history/main.html – examples of timelines for the development of particle physics
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ |
- demonstrates limited understanding of the scientific concepts related to the technology - gives limited explanations related to the development of the technology |
- demonstrates some understanding of the scientific concepts related to the technology - sometimes gives complete explanations related to the development of the technology |
- demonstrates considerable understanding of the scientific concepts related to the technology - usually gives complete explanations related to the development of the technology |
- demonstrates a high degree of understanding of the scientific concepts related to the technology - always gives complete explanations related to the development of the technology |
|
Communication Written |
- communicates with limited clarity and precision - uses science and technology terminology with limited appropriateness |
- communicates with some clarity and precision - uses science and technology terminology with some appropriateness |
- communicates with clarity and precision - uses science and technology terminology with considerable appropriateness |
- communicates with a high degree of clarity and precision - consistently uses science and technology terminology with appropriateness |
|
Communication Graphic and Design |
- few aspects of the design of the timeline show a connection to the topic - limited care in selection of materials and construction is shown in the timeline |
- some aspects of the design of the timeline show a connection to the topic - some care in selection of materials and construction is shown in some of the timeline |
- many aspects of the design of the timeline show a connection to the topic - considerable care in selection of materials and construction is shown in most of the timeline |
- the design and topic of the timeline have been totally integrated - high degree of care in selection of materials and construction is shown in all of the timeline |
Note: A student whose expectations are below level 1 (50%) has not met the expectations for this assignment or activity.
The material in this appendix has
been summarized from a more comprehensive Appendix OV-3 in the Grade 9 Essential
Science profile, available from the Ontario Curriculum Centre website at
http://www.curriculum.org
(specifically at
http://www.curriculum.org/occ/profiles/9/9essential.htm#science).
Size and
Selection of Groups
Students work in groups. To be effective, the group has to be small enough so that all members can contribute to the task. The maturity and skill of the students, class size, size of your facilities, and complexity of the task all have a bearing on the group size chosen. Time is also a factor; the shorter the time to complete the task, the smaller the group should be.
Groups of two or three are best until students become skilful at including everyone. Groups should never be larger than groups of five or six. The larger the group, the more sophisticated the students’ social skills have to be and the simpler the group’s task has to be.
The more heterogeneous the class, the more necessary it is that the teacher select the members of the groups. Each group should have a mix of abilities, sexes, language skills, ethnocultural groups and motivational levels.
Some
Basic Elements of Cooperative Learning
Positive Interdependence: All members of the team feel connected to one another in the accomplishment of a common goal. All individuals must succeed for the group to succeed. Other members of the team value individual student effort. Ways of building in positive interdependence include having one product from the team, providing one instruction sheet per team, ensuring that each member has an assigned role in the team activity, and working at a single table or station.
Individual Accountability: Every member of the team is held accountable to demonstrate accomplishment of the learning. Students are responsible both for their own learning as well as for the learning of other members of the team.
Face-to-Face Interaction: Students must be in close proximity to each other. Talk is the way people explore ideas, clarify them, and personalize information and experience. Students learn by having ample opportunity for purposeful talk.
Social Skills: Working collaboratively requires the use of co-operative skills.
Group Processing: Built into this strategy is time for team members to assess their collaborative efforts (how well they have achieved their social skill) and target improvements.
Some
Co-operative Small Group Learning Structures
1. Brainstorming is used to accumulate
the collective information held by the entire group. There are a number of
brainstorming techniques. Graffiti is one of these techniques. The next step
after brainstorming could include categorizing or summarizing the information
students have collected. The following rules improve this process:
DOVE Rules For Brainstorming
Defer judgment — accept all ideas, list everything, and evaluate later.
Opt for original and offbeat, anything goes, especially different and crazy ideas.
Vast numbers of ideas are best — get many ideas, the more the better.
Expand by association — piggyback off each other’s ideas, substitute ideas, combine ideas.
Brainstorming
Techniques
Graffiti is a co-operative small-group learning structure that can be used as an energizer and facilitates brainstorming. Students create a mindmap as a record of their work. The purpose of the product (mind map) is to provide the teacher with the opportunity to assess prior learning while allowing the students to re-establish some concepts, skills and vocabulary.
Procedure
for Graffiti
·
Teacher
outlines the DOVE rules of brainstorming and why they are used.
·
Students
are put in teams of three or four.
·
Each
member of one team has a marker of the same colour for tracking each group’s
contribution. Each team has one large piece of chart or butcher paper.
·
Each
team is given a different question, topic, issue, or statement to which they
respond.
·
Briefly
demonstrate what is meant by a mind map for recording a variety of ideas as
words, graphics, phrases:
·
For
a short period of time each team in the room writes their graffiti (words,
phrases, graphics) about their topic or issue.
·
Each
team then passes their graffiti sheet to the next team, who then add their
ideas to it.
·
Continue
to rotate until all teams have added to each sheet.
·
When
the graffiti sheet returns to the originating team, they read, discuss, and
summarize or categorize all of the information on their sheet. Each group
selects a reporter.
·
Students
share this information with other groups by having a “gallery walk” to quickly
look at the different posted sheets, then give an oral presentation.
Gallery Walk: Students do a tour to read the posted sheet and make personal notes for their learning logs. This could also include each original team reporting as part of the gallery walk or having a docent (student explainer) at each poster to answer questions and explain the team’s posted ideas.
2. Turn To Your Partner: Students work in
pairs. During the lesson, the teacher asks students to take turns explaining a
concept just taught, provide examples, come up with an answer, etc. In this
way, all teams are focused on the problem and not just the single student who
is called upon to answer the question. Active processing reinforces concept
understanding and retention.
3. Think-Pair-Share: This is a simple
structure that can be implemented quickly and can be used to actively involve
all the students. It is a quick way to reinforce learning (i.e., explain
observations to one another, consider a question posed by the teacher, review a
homework assignment). Research has shown that this immediate processing of
information moves the concept from short-term memory to long-term memory.
Procedure
for Think/Pair/Share
·
Teacher
outlines the social and academic skills. The social skill is often listening
carefully to your partner’s answer.
·
Students
formulate an individual answer to the academic task for a given amount of time,
and if necessary make rough notes.
·
Students
pair and share their answer with a partner. Each student listens carefully to
his or her partner and then creates a new or final answer through discussion.
·
A
member of one or several groups reports to the whole class (Tell us one
important use of the sun’s energy.)
·
Students
make a record in their learning log.
4. Think/Pair/Square is a variation on
the above where the audience is another pair. For example, each group lists
three things members think they know about photosynthesis and one question they
have. Groups combine to put their lists together.
5. Flip It: Students work in
pairs. One partner explains to the other a concept selected by the teacher. On
the instruction of “flip it,” the partners reverse roles. This increases
listening skills dramatically. Flip it can be used for reviewing, rehearsing,
or checking for understanding.
6. Roundtable: Students work in
groups of four. Each group has only one pen and one piece of paper. The teacher
poses a question that is already written on the paper. Each student writes one
line of the solution and then passes the paper to the next student. Students
have the right to 'pass' a turn. This structure can also be used to review
several questions where the student gets to fill in the space of his/her choice
before passing the paper onto the next student. With simultaneous roundtable,
more than one paper and pencil are passed around the group.
7. Round Robin: This is similar to
Roundtable except that it is verbal instead of written. Each student in turn
shares something with his or her teammates. (Students have the right to ‘pass’
a turn.) This is a good activity for equal participation or getting acquainted
with teammates. It can be used to express ideas and opinions, to complete
simple tasks such as labels on a diagram.
8. Numbered Heads Together: Students work
in numbered groups of four. The teacher asks a question or poses a problem.
Students put their “heads together” to make certain that everyone in the group
knows the answer. The teacher calls a number (1, 2, 3, or 4) and students with
that number raise their hands to respond. This tutoring method is good for
reviewing, checking for knowledge and comprehension. Positive interdependence
and individual accountability are built into the structure. If any student
knows the answer, the ability of each student is increased. All the helping is
confined to the heads-together step; students know that once a number has been
called students are on their own. The high achievers share answers because they
know their number might not be called and they want their team to do well. The
low achievers listen carefully because they know their number might be called
and the group is dependent on them.
9. Wraparound is a co-operative
learning structure that has a very strong individual accountability element
built in. Ten to fifteen students sit in a semicircle. The teacher establishes
the task (centre) for the cognitive map, i.e., a healthy fetus. The activity
starts with any student in the semicircle adding a word or phrase to the map.
The recorder, who could be the teacher, writes this on the board or chart
paper. The next person in the circle has to piggyback an offshoot idea to the
first addition or add another main idea to the map. Students have the right to
“pass” if they do not have an answer.
Higher order and creative thinking can be nurtured by having students connect the ideas and explain whether an idea is a main one or an offshoot.
10. Jigsaw is a sophisticated CSGL
structure that is best not used until students have mastered cooperative
learning as a strategy in simpler structures. Each student on the home team
becomes an “expert” on one topic by working with members from other teams
assigned the corresponding expert topic. Upon returning to their home team,
each person in turn teaches home team members and the students are assessed on
all aspects of the topic. This structure requires considerable planning and
emphasizes positive interdependence.
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