Course Profile Physics (SPH4C), Grade 12, College
Preparation, Catholic
Unit
4: Communications Technology
Time: 24 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
Unit Description
Students
are introduced to various communication technologies and their roles in
society. They explore the properties of periodic motion, and the behaviour of
waves through direct experimentation. Also, students investigate the refraction
of light by verifying Snell’s Law. They describe and explain how the phenomena
of reflection and interference of sound waves as well as the reflection, refraction,
and interference of light and of electromagnetic waves are employed in modern
day communication science. Furthermore, students describe and evaluate Canadian
contributions to communication science. They employ their knowledge of
communication science and electronics as they design, build, and demonstrate
the operation of a simple communication system. Finally, students learn that
communication technology is a tool of great power that can be used for good or
evil depending on how it is used. Catholic social teaching requires that the
media be used ethically and morally. Students apply this knowledge as they
assess the risks and benefits to society, and to the environment, of using a
particular communication technology. Students learn about and reflect on the
widening gap between communication-rich and communication-poor countries and
recognize the unethical nature of this imbalance of resources.
Note: Since each cluster includes several
learning expectations, various Achievement Chart categories may be assessed;
however, one or more areas tend to have a greater emphasis. These categories
have been indicated in bold in order that it be clear to the teacher
which category the teaching emphasizes.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.
Vibrations and waves |
6.5 hours |
CTV.01,
CTV.02, CT1.01, CT1.02, CT1.03, CT1.04, CT1.05, CT1.06, CT2.01, CT2.02,
CT2.03 |
Knowledge/
Understanding |
-
teacher-directed lessons |
|
2.
Light |
6 hours |
CTV.01,
CTV.02, CT1.01, CT1.07, CT1.08, CT2.04, CT2.05 |
Knowledge/
Understanding |
-
teacher demonstration |
|
3.
Sound, Light, and Communication Technologies |
5 hours |
CTV.01,
CTV.03, CT1.05, CT1.06, CT1.08, CT1.09 CT2.06, CT3.02 |
Communication |
- class
trip |
|
4.
Build a Communications System |
4 hours |
CTV.01,
CTV.02, CT1.09, CT2.07, CT3.03 |
Inquiry |
-
student research |
|
5.
Communications Technologies and You |
2.5 hours |
CTV.03,
CT3.01, CT3.03 SIS.04,
.07 |
Communication |
- class
discussion |
Time: 6.5 hours
Students
explore periodic motion by determining the frequency of a pendulum and
experimenting with the factors that affect its frequency. They then investigate
the various properties and characteristics of transverse and longitudinal waves
as propagated by different media. Lastly, students investigate, demonstrate,
and explain the superposition and hence the interference of waves through a
series of interactive lab stations.
Ontario
Catholic School Graduate Expectations
CGE 3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE 4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills.
Strand(s): Communications Technology
Overall
Expectations
CTV.01 -
demonstrate an understanding of the scientific principles and technological
applications involved in the design, development, and operation of
communication systems;
CTV.02 -
design and carry out experiments to investigate and illustrate the fundamental
operating principles and basic components of communications systems.
Specific
Expectations
CT1.01 -
define and explain the concepts and units related to communications technology;
CT1.02 -
describe the periodic motion of a vibrating object in qualitative terms and
analyse it in quantitative terms;
CT1.03 -
describe the characteristics of waves, and analyse, in quantitative terms, the
relationships among velocity, frequency, and wavelength to explain the
behaviour of waves in different media;
CT1.04 -
explain and illustrate the principle of superposition of waves;
CT1.05 -
describe how the interference of waves is used in communications technology;
CT1.06 -
explain in qualitative terms and illustrate how the reflection of waves is used
in communications technology;
CT2.01 -
determine, through experimentation, the properties, of and the relationships,
among the major variables for a vibrating object;
CT2.02 -
investigate, through experimentation or the use of computer simulations, the
characteristics of transverse and longitudinal mechanical waves;
CT2.03 -
demonstrate and explain the principle of superposition.
Scientific
Investigation Skills
SIS.02 -
select appropriate instruments and testing equipment and use them effectively
and a
SIS.03 -
demonstrate the skills required to design and carry out experiments related to
the topics under study, controlling major variables and adapting or extending
procedures where required;
SIS.06 -
use appropriate scientific models (theories, laws, explanatory devices) to
explain and predict the behaviour of natural phenomena;
SIS.10 -
communicate the procedures and results of investigations and research for
specific purposes using data tables, laboratory reports, and research papers,
and a
·
Grade
9 and 10 Science (Academic or Applied) - Lab Skills
·
Set
up various stations demonstrating vibrating objects, e.g., pendulum, weighted
vertical spring, ripple tank, tuning forks, etc.
·
For
Activity 1.1, the experiment on wave properties should include the speed of a
wave on a coiled spring and the reflection of waves from both fixed and free
ends.
·
Design
quizzes to include communication type questions that allow students to describe
and explain wave properties and characteristics.
·
For
Activity 1.2, ripple tanks, wave machines, and computer software should be set
up as lab stations through which students can rotate. This allows students to
further demonstrate the transmission and reflection of transverse and of longitudinal
waves in different media.
·
For
Activity 1.3, ripple tanks, vibrating strings, and computer software should be
set up as lab stations through which students can rotate in order to explain
and demonstrate the superposition of waves, the creation of constructive
interference, destructive interference, and standing waves, as well as
amplitude and frequency modulation in radio waves.
·
For
Activity 1.3 students can demonstrate the production of standing waves and
beats using a resonance apparatus.
Activity
1.1: Periodic Motion and Vibrations
The teacher:
·
introduces
the concepts and definitions of periodic motion, cycle, period, and frequency;
·
introduces
the relationship between period and frequency;
·
leads
a whole class discussion on how to determine the period and frequency of a
pendulum and on the factors that may affect its frequency, e.g., mass of bob,
amplitude, length of string, type of string, etc.;
·
determines
the pairing of students for the pendulum lab activity and assigns the factor to
be investigated by each lab group;
·
records
all team results on the board to facilitate a comparison;
·
leads
a whole-class discussion on the results and inferences of the lab activity;
·
assesses
individual lab reports;
·
demonstrates
various problem-solving techniques required in the analysis of word problems
involving vibrating objects and assigns word problems to students;
·
instructs
students to rotate through the stations demonstrating various vibrating
objects;
·
conferences
with students as they visit the stations;
·
reviews
the fact that sound is caused by vibrating objects;
·
assesses
and takes up the quiz.
Students:
·
write
the definitions of periodic motion, cycle, period, and frequency on their
vocabulary sheets;
·
write
the formulae for period and frequency on their formula sheet;
·
participate
in the whole-class discussion on the factors that may affect the frequency of a
pendulum;
·
hypothesize
what effect the altering of their specific variable may have on the frequency
of the pendulum;
·
in
pairs, perform the pendulum lab activity;
·
participate
in the discussion of the results;
·
write
an individual lab report of their findings, being sure to discuss any
discrepancies and the agreement/disagreement of their hypothesis with their
results;
·
employ
various problem-solving techniques to solve word problems related to the motion
of vibrating objects;
·
rotate
through various stations and describe in their notes the motion of the
vibrating objects;
·
write
a quiz on periodic motion and vibrating objects.
Activity
1.2: Characteristics of Waves
The teacher:
·
introduces
the concepts and definitions of the main types of waves (longitudinal and
transverse), their frequency, wavelength, and amplitude;
·
demonstrates
the production of transverse and longitudinal waves using a coiled spring;
·
determines
the groupings for the experiment on wave properties;
·
conferences
with students during the experiment;
·
instructs
students to rotate through the stations demonstrating the reflection and
transmission of transverse and longitudinal waves;
·
reviews
the fact that sound is caused by vibrations and is transmitted as a
longitudinal wave;
·
conferences
with students while they are visiting the stations;
·
assesses
individual student summaries on wave properties for completeness;
·
introduces
the relationship between velocity, frequency, and wavelength;
·
demonstrates
the relationship between amplitude and loudness using a tuning fork or a
vibrating string, and between wavelength and frequency using a vibrating spring
or an oscilloscope attached to an audio frequency generator;
·
prepares
a quiz on wave characteristics for waves in different media;
·
assesses
and takes up the quiz.
Students:
·
write
the definitions of wavelength, amplitude, longitudinal and transverse waves on
their vocabulary sheet;
·
in
their groups, perform the experiment on wave properties;
·
summarize
their observations on wave properties in their notes;
·
rotate
through various stations demonstrating the reflection and transmission of transverse
and longitudinal waves;
·
write
the relationship between speed, frequency, and wavelength on their formula
sheet;
·
further
develop their problem-solving techniques to solve problems involving speed,
frequency, and wavelength for waves in different media;
·
write
a quiz on wave characteristics.
Activity
1.3: Superposition of Waves
The teacher:
·
introduces
and demonstrates the concept of the superposition of waves and standing waves;
·
introduces
and demonstrates the concept of mechanical resonance in waves;
·
introduces
and demonstrates the concept of acoustical resonance as the natural
amplification of a sound wave through the superposition of waves and the
response of an object capable of vibrating to the periodic force exerted by
vibrating air molecules;
·
points
out the dependence of the speed of sound on the temperature of the medium;
·
calculates
with students the value for the speed of sound in air in their classroom, using
a formula;
·
instructs
students to rotate through the stations designed to demonstrate various
superposition effects;
·
conferences
with students while they rotate through the superposition lab stations.
Students:
·
rotate
through a series of lab stations designed to demonstrate various superposition
effects;
·
conference
with the teacher in order to explain and demonstrate their knowledge and skill
involving the superposition of waves.
·
Individual
lab report on the pendulum may be assessed for Knowledge/Understanding,
Communication and Inquiry using a rubric (CT1.01, CT2.01, SIS.02, SIS.03,
SIS.10).
·
Quiz
on periodic motion and vibrating objects may be assessed for
Knowledge/Understanding and Communication using a marking scheme (CT1.01, CT1.02).
·
Individual
student summaries on wave properties may be assessed for completeness and
Communication using a checklist (CT2.02, SIS.03).
·
Quiz
on wave characteristics may be assessed for Knowledge/Understanding and
Communication using a marking scheme (CT1.01, CT1.03, SIS.06).
·
Student
explanations and demonstrations of superposition may be assessed for Inquiry
through teacher conferences (CT1.01, CT1.03, CT1.04, CT1.05, CT1.06, CT2.03,
SIS.03).
·
See
the Course Overview for general a
·
Possible
enrichment activities:
·
Research
the history and development of a specific musical instrument.
·
Research
the design of a specific musical instrument and build a working model of the
instrument.
Print
Gardner,
R. Science Projects About Sound. United States of America: Enslow
Publishers, Inc., 2000. ISBN 0-7660-1166-6
Giles,
B. Inventions and Inventors, Volume 3: Communications. Connecticut:
Grolier Educational, 2000. ISBN 0-7172-9387-4
Gunderson,
P. Erik. The Handy Physics Answer Book. United States of America:
Visible Ink Press, 1999. ISBN 1-57859-058-2
Lafferty,
P. Marshall Cavendish More Science Projects Communications. New York:
Marshall Cavendish Corporation, 1989. ISBN 1-85435-181-8
Computer
Software
Oscillations and Waves - Fable Multimedia
available from Tangent Scientific
(www.tangentscientific.com)
Ripple Tank - Logal Physics Explorer Series
available from Tangent Scientific
(www.tangentscientific.com)
Waves - Logal Physics Explorer Series
available from Tangent Scientific
(www.tangentscientific.com)
Data
Studio software,
involving sensors and interfaces available from Merlan Scientific
(www.merlan.ca)
Websites
Telecommunications
systems – www.howstuffworks.com/category.htm?cat=tele
AM
and FM radio waves –
http://hyperphysics.phy-astr.gsu.edu/hbase/audio/bcast.html#c4
AM
wave demo – http://www.purchon.com/physics/waves.htm
Superposition of waves demo – http://webphysics.ph.msstate.edu/jc/library/
Time: 6 hours
In this
activity, students investigate refraction by experimentally verifying Snell’s
Law and the conditions necessary for total internal reflection.
Ontario
Catholic School Graduate Expectations
CGE 3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE 4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills.
Strand(s): Communications Technology
Overall
Expectations
CTV.01 -
demonstrate an understanding of the scientific principles and technological
applications involved in the design, development, and operation of
communication systems;
CTV.02 -
design and carry out experiments to investigate and illustrate the fundamental
operating principles and basic components of communications systems.
Specific
Expectations
CT1.01 - define and explain the concepts and
units related to communications technology;
CT1.07 -
explain and predict, in quantitative terms and with the use of Snell’s law, the
refraction of electromagnetic waves;
CT1.08 -
describe and illustrate total internal reflection and explain its significance
in communications systems;
CT2.04 -
verify Snell’s law through experimentation and identify the conditions required
for total internal reflection;
CT2.05 -
investigate the reflection and refraction of light through experimentation and
interpret results using algebraic and geometric models.
Scientific
Investigation Skills
SIS.02 -
select appropriate instruments and testing equipment and use them effectively
and a
SIS.03 -
demonstrate the skills required to design and carry out experiments related to
the topics under study, controlling major variables, and adapting or extending
procedures where required;
SIS.05 -
compile, organize, and interpret data using appropriate formats and treatments,
including tables, flow charts, graphs, and diagrams;
SIS.09 -
select and use appropriate numeric, symbolic, graphical, and linguistic modes
of representation to communicate scientific ideas, plans, and experimental
results;
SIS.10 -
communicate the procedures and results of investigations and research for
specific purposes using data tables, laboratory reports, and research papers,
and a
·
Grade
8: Energy and Control - Optics
·
Grade
9 Science (Applied or Academic) - Lab Skills
·
Grade
10 Science (Applied or Academic) - Lab Skills
·
Various
exhibits can be set up to illustrate refraction, e.g., a beaker filled with
water with a pencil in it, glass or plastic circular disks or semicircular
disks with a laser pen available to shine though them, etc. Note: Use of
a laser pen should de done as a teacher demonstration because of safety
concerns for possible eye damage. The teacher should first confirm that laser
pens are allowed in the school. Teachers should consult safety notes in Be
Safe a publication of Science Teachers Association of Ontario.
·
Various
transparent media should be available for Activity 2.1 and 2.2 such as glass or
plastic semicircular disks, semicircular petri dishes that can hold water, and
polar coordinate graph paper to facilitate the measuring of angles.
·
A
handout should be supplied outlining the proper technique for aligning a ray
box for a given angle of incidence so students are able to avoid multiple
refractions.
Activity
2.1: Refraction and Snell’s Law
The teacher:
·
introduces
the phenomenon of refraction through a demonstration, e.g., a pencil placed at
an angle in a jar of water;
·
defines
index of refraction and how it relates to the concept of refraction;
·
introduces
the concept of Snell’s Law;
·
provides
a variety of worked examples of Snell’s Law;
·
outlines
a common approach to problem solving;
·
reviews
the appropriate use of the relevant equipment available and the experimental
techniques used for the measurement of the quantities needed for the analysis;
·
provides
a list of equipment that will be made available to students, e.g., ray boxes,
polar coordinate graph paper, glass or plastic semicircular disks;
·
divides
the students into small groups to design an experiment that allows them to
verify Snell’s Law;
·
conferences
with groups to assess their plans and to ensure that the design a
·
prepares
a quiz;
·
assesses
and takes up the quiz.
Students:
·
discuss
with the class their personal observations of refraction;
·
apply
Snell’s Law to solve simple problems presented;
·
contribute
to the design of an experiment to verify Snell’s Law;
·
modify
plans and refine the design if needed after conference with the teacher;
·
perform
the experiment and measure the quantities needed for the analysis;
·
analyse
the results of the experiment;
·
write
a lab report and submit it for evaluation;
·
write
a quiz to determine their knowledge/understanding of Snell’s Law.
Activity
2.2: Total Internal Reflection
The teacher:
·
demonstrates
total internal reflection by providing several situations that operate on this
principle, e.g., directing laser light through a bent lucite rod or an optic
fibre;
·
introduces
the concept of critical angle as it relates to total internal reflection;
·
outlines
a procedure whereby students use the same media as in Activity 2.1 to determine
the critical angle, as well as the conditions for total internal reflection;
·
divides
students into small groups and provides each group with the same equipment as
was used in Activity 2.1;
·
prepares,
gives, marks, and takes up a lab quiz.
Students:
·
observe
the teacher directing laser light through a bent Lucite rod or optic fibre.
·
perform
the experiment and submit one summary sheet per group for assessment;
·
write
a lab quiz to demonstrate their knowledge/understanding of total internal
reflection.
·
Individual
lab report on refraction may be assessed for Knowledge/Understanding,
Communication, and Inquiry using a rubric (CT1.01, CT2.04, SIS.02, SIS.03,
SIS.05, SIS.09, SIS.10).
·
Quiz
on Snell’s Law may be assessed for Knowledge/Understanding and Communication
using a marking scheme (CT1.01, CT1.07).
·
Group
summary sheet on total internal reflection may be assessed for
Knowledge/Understanding, Communication, and Inquiry (CT2.04, SIS.05, SIS.09).
·
Individual
lab quiz on total internal reflection may be assessed for
Knowledge/Understanding and Inquiry (CT1.01, CT2.04).
·
See
the Course Overview for general a
·
Possible
enrichment activities:
·
Research
the speed of light and its connection with the index of refraction.
·
Research
total internal reflection for the case where neither medium is air.
Be Safe. STACO, 2000. ISBN 1-844592-01-8
Software
Physics
Explorer: Geometric Optics. Available from Tangent Scientific (www.tangentscientific.com)
Websites
Science
Joy Wagon - www.sciencejoywagon.com/physicszone/lesson/09waves/default.htm
– www.sciencejoywagon.com/physicszone/lesson/09waves/totint/internal.htm
Mississippi
State University – http://webphysics.ph.msstate.edu/library/22-2a/index.html
– http://webphysics.ph.msstate.edu/library/22-2b/index.html
– http://webphysics.ph.msstate.edu/library/22-2c/index.html
– http://webphysics.ph.msstate.edu/jc/library
Time: 5 hours
Students
examine specific applications of reflection and interference in communications
technology and describe the energy transformations in a device used for such a
purpose. Also, students write a report on Canada’s contribution to
communications technology.
Ontario
Catholic School Graduate Expectations
CGE 2b -
reads, understands, and uses written materials effectively;
CGE 2e -
uses and integrates the Catholic faith tradition in the critical analysis of
the arts, media, technology, and information systems to enhance the quality of
life;
CGE 3b -
creates, adapts, and evaluates new ideas in light of the common good.
Strand(s): Communications Technology
Overall
Expectations
CTV.01 -
demonstrate an understanding of the scientific principles and technological
applications involved in the design, development, and operation of
communication systems;
CTV.03 -
identify and describe Canadian contributions to communications technology and
demonstrate awareness of the wide-ranging and ever-growing influence of
communications technology on the global community.
Specific
Expectations
CT1.05 -
describe how the interference of waves is used in communications and
technology;
CT1.06 -
explain in qualitative terms and illustrate how the reflect on of waves is used
in communications technology;
CT1.08 -
describe and illustrate total internal reflection and explain its significance
in communications systems;
CT1.09 -
analyse and describe the sequences of energy transformations that o
CT2.06 -
analyse, in qualitative terms, the operation of simple transducers used in
communications systems or in information-processing equipment, and describe the
energy transfers that o
CT3.02 -
describe and evaluate Canadian contributions to communications science and
technology.
Scientific
Investigation Skills
SIS.04 -
locate, select, analyse, and integrate information on topics under study,
working independently and as part of a team, and using appropriate library and
electronic research tools, including Internet sites;
SIS.12 -
identify and describe science-and technology-based careers related to the
subject area under study.
· Students may need to review light and sound concepts studied in Grades 4 to 8.
·
Obtain
several devices and/or the operation manuals and specification sheets for
devices that:
·
use
the principle of reflection;
·
contain
a transducer and are used in a communications technology.
·
Arranges
for the students to visit a local radio or television station.
·
Adhere
to board policies regarding class trips.
·
Arrange
for computer lab time to conduct Internet searches and/or library for other
sources of information.
·
Review
the ethical use of the Internet.
Activity
3.1: Devices
The teacher:
·
introduces
several examples of devices that work on the principle of the reflection of
electromagnetic radiation, e.g., radar gun, parabolic reflectors such as
satellite dishes;
·
outlines
the criteria for assessment of a report on a device utilizing
reflection/interference of waves;
·
defines
energy transformation (which will be dealt with in greater detail in a later
unit);
·
provides
students with various devices used in communication technology;
·
introduces
the concept of a transducer and where it is commonly used;
·
outlines
criteria for assessment of a report identifying and describing the type and the
sequence of energy transformations in a communication device;
·
conferences
with students regarding the appropriateness of their selected device;
·
discusses
the teaching of the Catholic church regarding the media, that it is a powerful
tool that must be used ethically and morally;
·
encourages
students to consider the impact of the media on the values, lifestyles, and
culture of the age and to view it from a moral and ethical perspective.
Students:
·
write
a brief report on how the reflection/interference of waves is used in a
communication technology device;
·
present
findings to the class;
·
visit
a local radio or television station and identify the various systems/equipment
currently used;
·
choose
one piece of equipment identified on the visit as a research topic;
·
conduct
research on the communication device in order to explain its operation and
identify the energy transfers that take place; a description of the limits of
the device could be useful in order to predict where that branch of technology
may be headed;
·
submit
a report for evaluation.
Activity
3.2: Canadian Contributions to Communication
The teacher:
·
outlines
some of Canada’s contributions to communication science and technology, such as
Alexander Graham Bell, Reginald A. Fessenden, ANIK communication satellites;
·
provides
students with the assessment criteria for a poster presentation and information
sheet on one of Canada’s contributions to communication science and technology;
·
conferences
with students regarding the appropriateness of their selected topic.
Students:
·
conduct
an Internet (or other) search for Canadian advances in communication
technology;
·
present
their information in a teacher-led discussion;
·
choose
an appropriate aspect of Canada’s contribution to communication technology;
·
conduct
research for the poster presentation and information sheet;
·
present
their poster to the class after distributing their summary sheet;
·
research
the teaching of the Catholic Church with regards to the use of communication
technology in the evangelization of people.
·
Written
report and presentation on a device utilizing the reflection of light waves may
be assessed for Communication and Making Connections using a rubric (CT1.05,
CT1.06, SIS.04).
·
Written
report on a device used in a communications technology may be assessed for
Communication and Making Connections using a rubric (CT1.08, CT1.09, CT2.06,
SIS.04).
·
Student
compilations of Canadian contributions to Communications, Science, and
Technology may be assessed using a checklist (CT3.02, SIS.04) (Appendix A –
Task Rating Scale).
·
Poster
presentation and summary sheet on a specific aspect of Canada’s contribution to
communication may be assessed using a rubric (CT3.02, SIS.04, SIS.12) (Appendix
B – Task Rubric).
·
See
the Course Overview for general a
·
Possible
enrichment activities:
·
Students
may choose to design a multimedia presentation of Canada’s contribution to
communication rather than a poster.
Print
Anthony,
A. Radio Wizard Edward Samuel Rogers and the Revolution of Communications.
Canada: Gage Educational Publishing Company, 2000. ISBN 7715-8050-9
Babaian,
Sharon Anne. Radio Communication in Canada: a Historic and Technological
Survey. Ottawa: National Museum of Science and Technology, 1992. ISBN 0660120178
Giles,
B. Inventions and Inventors, Volume3: Communications. Connecticut:
Grolier Educational, 2000. ISBN 0-7172-9387-4
Websites
Canada Science and Technology Museum –
http://www.science-tech.nmstc.ca/english/index.cfm
Canada’s
Digital Collections – http://collections.ic.gc.ca
Canadian
Conference of Catholic Bishops – www.
Catholic
Information Network – http://www.cin.org
Inter Mirifica: Decree on the Media of Social Communications. Documents
of Vatican II, 1963 (available from the Catholic Information Network (CIN) or
The Vatican)
Lafferty,
P. Marshall Cavendish More Science Projects Communications. New York:
Marshall Cavendish Corporation, 1989. ISBN 1-85435-181-8
Pornography
and Violence in the Media. Pontifical Council For Social Communications, 1989 (available from the
Catholic Information Network (CIN) or The Vatican)
Pauline
Center for Media Studies
– http://www.daughtersofstpaul.com/mediastudies/mediastudiescenter.html
Aetatis Novae – “Dawn of a New Era.” Pontifical Council For Social
Communications, 1992 (available online through Pauline Center for Media
Studies)
Ethics
in Communications.
Pontifical Council for Social Communications, 2000, 1992 (available online
through Pauline Center for Media Studies)
Ethics
in Advertising.
Pontifical Council For Social Communications, 1997, 1992 (available online
through Pauline Center for Media Studies)
The
Vatican – www.vatican.va/
Appendix
A – Task Rating Scale for Activity 3.2
Appendix
B – Task Rubric for Activity 3.2
Time: 4 hours
Students
research how to build a simple communication device such as a telegraph. They
then build the device and present it to the class. They are asked to consider
the societal impact, both positive and negative, of the introduction of the
device they built.
Ontario
Catholic School Graduate Expectations
CGE 4e -
sets appropriate goals and priorities in school, work, and personal life;
CGE 4f -
applies effective communication, decision-making, problem-solving, time and
resource management skills.
Strand(s): Communications Technology
Overall
Expectations
CTV.01 -
demonstrate an understanding of the scientific principles and technological
applications involved in the design, development, and operation of
communication systems;
CTV.02 -
design and carry out experiments to investigate and illustrate the fundamental
operating principles and basic components of communications systems.
Specific
Expectations
CT1.09 -
analyse and describe the sequences of energy transformations and transmissions
that o
CT2.07 -
design and construct a simple communications system and demonstrate the
operation of each of the major components in the system;
CT3.03 -
assess, using their own criteria, the risks, and benefits to society and the
environment of introducing a particular technology from the communications
industry.
Scientific
Investigation Skills
SIS.01 - demonstrate an understanding of
appropriate safety practices by selecting, operating, and storing electrical
equipment, components, and materials in a
SIS.07 -
analyse and synthesize information for the purpose of identifying problems for
inquiry, and solve the problems using a variety of problem-solving skills.
·
Grade
9 Science (Academic or Applied) - Electricity Unit
·
Grade
12 College Physics Electricity and Electronics unit
·
Collect
information on how to build the devices in case students are not able to find
plans that they can use.
·
Collect
materials to make the devices in case students are unable to bring their own
resources to class.
·
Book
Internet time.
·
Review
ethical use of the Internet.
·
Prepares
a rubric to assess the telegraph and the presentation of it to the class.
·
Allow
for time to share the completed devices.
The teacher:
·
presents
a short history of the telegraph as an important communication device;
·
presents
the idea that students are able to build a telegraph key and sounder;
·
gives
students an opportunity to identify and to collect the necessary materials to
build the telegraph;
·
gives
students one period to work on the device in class and then to complete it on
their own time if needed;
·
identifies
for students the concept of energy transformations and asks them to identify
the transformations that take place in a working telegraph;
·
identifies
for students the concept of benefits and the possibility of risks that might be
considered with the telegraph;
·
encourages
students to think of others;
·
allows
students class time to present their devices to each other and assesses the
products and the presentations.
Students:
·
research
the construction of a telegraph;
·
collect
the necessary materials to construct a telegraph;
·
construct
a telegraph key and a sounder;
·
demonstrate
their device to the class;
·
provide
a summary of the energy transformations that take place in a telegraph;
·
comment
on additional risks and benefits of the telegraph.
·
The
students’ research, construction, and presentation of the telegraph may be
assessed for Inquiry, Communications, and Making Connections by means of a
suitable rubric (CT1.09, CT2.07, CT3.03, SIS.01, SIS.07).
·
See
the Course Overview for general a
·
For
students having difficulty, make available a commercial model of a device to be
assembled.
·
Possible
enrichment activities:
·
Students
may wish to learn Morse code in order to use their device better.
·
Students
may research and build a telephone.
·
Students
may research and build a model radio receiver.
·
Students
may build a low power walkie-talkie operating on the Family Radio Service (FRS)
band.
·
Students
may use parabolic microphones to simulate a microwave or a satellite
communications system.
Print
Lafferty,
P. Marshall Cavendish More Science Projects Communications. New York:
Marshall Cavendish Corporation, 1989. ISBN 1-85435-181-8
Websites
Alexander
Graham Bell’s Path to the Telephone
– http://jefferson.vollage.virginia.edu/albell/introduction.html
Electronics
projects and electronics tutorials – http://my.integritynet.com.au/purdic/
How
to Build Simple Telegraph Sets –
http://www.chss.montclair.edu/~pererat/perbuild.html
Time: 2.5 hours
Students
consider the purchase of a particular communications system or device.
Individual evaluation criteria, developed by each student, are applied while
researching their purchase. Students then assess the impact that the
introduction of this particular communications technology would have on society
and the environment. During the creation of their assessment criteria, students
reflect on the themes of community and the common good as well as on
stewardship.
Ontario
Catholic School Graduate Expectations
CGE 1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE 2b -
reads, understands, and uses written materials effectively;
CGE 2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE 3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE 3d -
makes decisions in light of gospel values with an informed moral conscience;
CGE 3f -
examines, evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE 7e -
witnesses Catholic social teaching by promoting equality, democracy, and
solidarity for a just and compassionate society;
CGE 7f -
respects and affirms the diversity and interdependence of the world’s peoples
and cultures;
CGE 7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
Strand(s): Communications Technology
Overall
Expectations
CTV.03 -
identify and describe Canadian contributions to communications technology, and
demonstrate awareness of the wide-ranging and ever-growing influence of
communications technology on the global community.
Specific
Expectations
CT3.01 -
evaluate, using their own criteria, available models of a particular
communications system or device, and determine which model is the best on the
basis of their evaluation;
CT3.03 -
assess, using their own criteria, the risks and benefits to society and the
environment of introducing a particular technology from the communications
industry.
Scientific
Investigation Skills
SIS.04 -
locate, select, analyse, and integrate information on topics under study,
working independently and as part of a team, and using appropriate library and
electronic research tools, including Internet sites;
SIS.07 -
analyse and synthesize information for the purpose of identifying problems for
inquiry, and solve the problem using a variety of problem-solving skills.
·
Research
Skills: Grade 9 Science (Academic or Applied)
·
Research
Skills: Grade 10 Science (Academic or Applied)
·
For
the activity involving the evaluation of a communications system or device,
obtain brochures of various models of different communications systems or
devices, e.g., cell phones, computer systems, satellite data transmission
systems, cable television providers, Internet providers, or home entertainment
systems, and start a vertical file for use in the classroom.
·
In
order to keep their evaluation criteria realistic and personal, students should
be instructed to consider their evaluation of the communications system or
device as if it were a valid purchase and not a wish list item.
·
Factors
that should be considered include cost, need, compatibility, country of
manufacture, service policy, hidden costs, and the ethical practices of the
company.
·
Book
Internet time.
·
Review
ethical use of the Internet.
·
For
the class discussion on how advances in communications technologies have led to
the notion of a global community, the teacher needs to emphasize the serious
problem of building a genuine global community when the majority of the world’s
population does not have equal a
·
For
the activity on assessing the potential impact that a particular communications
technology will have on society, students need to reflect on the statements,
“The human person needs to live in society. Society is not for him an
extraneous addition but a requirement of his nature. Through the exchange with
others, mutual service and dialogue with his brethren, man develops his
potential.” (Catechism of the Catholic Church, No. 1879), and “We are all
members of one body... if one member suffers, all members suffer with it; if
one member is honoured, all the members share its joy.” (Corinthians 12:21, 26)
·
The
concepts that form the basis for the students’ criteria should involve the
following:
Theme
of Community and the Common Good
·
Respect
for the Person
·
The
potential for the sharing of knowledge and ideas
·
The
potential for individual growth
·
The
potential for the invasion of privacy
·
The
potential for the unauthorised transfer of personal information
·
The
potential for the denial of basic human rights and dignities
·
The
potential for health concerns due to electromagnetic radiation
·
Allowance
for Social Well-Being and the Development of Community
·
The
potential for the sharing of culture
·
The
potential for promoting community
·
The
potential for the destruction of community
·
The
potential for the manipulation of a community
·
The
potential for the destruction of culture
·
The
potential for the evangelization of people
Theme
of Stewardship
·
Respect for the Environment
·
The
potential for integration into existing ecosystems
·
The
potential for the destruction of an existing ecosystem
·
The
potential for the displacement of individuals
·
The
potential for the depletion of existing resources
·
The
potential of mobilizing people in the defence, protection, and enhancement of
natural environment
·
The
potential of alerting people on possible contamination, pollution, and other
harmful practices perpetrated by individuals, municipalities, governments, or
corporations
·
Students
rate the criteria in order of importance to them and then apply their criteria
in an assessment of a particular communications technology, e.g., television,
radio, Internet, cell phones, etc.
·
Students’
individual criteria should consider both benefits and risks in order to make a
valid assessment of the impact the introduction of a particular communications
technology would have on society and the environment.
·
The
worksheet (Appendix C) could be used as a template to form the students’
individual criteria. Additional concepts could be developed through classroom
discussion and individual conferencing based on the communications technologies
selected.
Activity
5.1: Evaluation of a Communications System or Device
The teacher:
·
leads
a whole-class discussion on the factors that should be considered when planning
on purchasing a particular communications system or device;
·
instructs
students to create their own evaluation criteria by considering the factors
that are applicable to their purchase and rating them in order of importance to
them;
·
instructs
students to research their chosen device using their evaluation criteria and
write a summary outlining their top three choices;
·
conferences
with students while they are researching;
·
assesses
the individual student summaries.
Students:
·
participate
in the whole-class discussion on the factors that should be considered in the
purchase of a particular communications system or device;
·
consider
the factors that are applicable to the purchase and rate them in order of
importance;
·
examine
brochures and Internet sites in order to rate the communications device a
·
write
a summary describing how their top three choices meet their criteria and why
their criteria was chosen.
Activity
5.2: Assessing the Impact of Communications Technologies
The teacher:
·
leads
a whole-class discussion on how advances in communications technologies have
led to the notion of a global community;
·
introduces
the statements for student reflection (see Planning Notes);
·
leads
a whole-class discussion to introduce the concepts that form the criteria that
assess the impact of a particular communications technology on society and the
environment (see Planning Notes and Appendix C);
·
conferences
with students while they rate their criteria and choose their particular
communications technology;
·
conferences
with students while they research and use their criteria to assess the impact
of their particular communications technology on society and the environment;
·
assesses
the individual reports.
Students:
·
participate
in the whole-class discussions;
·
choose
a particular communications technology to research;
·
use
the worksheet (Appendix C) to rate the criteria in order of importance to
themselves;
·
research
and apply their criteria in the assessment of the impact of the introduction of
a particular communications technology on society and the environment;
·
write
a report outlining their criteria and their assessment of the communications
technology;
·
write
a reflection on the justice issue connected with the lack of communication
technology in developing countries.
·
The
individual evaluation of a particular communications system or device may be
assessed for Communication using a checklist (CT3.01, SIS.04, SIS.07).
·
The
individual report about the assessment of the impact of the introduction of a
particular communications technology may be assessed for Communication and
Making Connections using a rubric (Appendix D) (CT3.03, SIS.04, SIS.07).
·
See
the Course Overview for general accommodations.
·
Possible
enrichment activities:
·
Research
the history and culture of a different nation in an effort to promote the
global community.
·
Research
the history and development of a particular communications technology.
Print
Catechism of the Catholic Church. Canadian Conference of Catholic
Bishops, 1994.
New
American Catholic Bible. Catholic Bible Publishers, Wichita, Kansas, 1992
Parker,
S. Eyewitness Science, Volume 1: Electricity. Canada: Stoddart
Publishing Co. Limited, 1992. ISBN 0-7737-2613-6
Church’s
documents on the social means of communication
Websites
Better
Business Bureau Consumer Services – http://www.bbbmbc.com
Canadian
Centre for Ethics and Corporate Policy – http://www.ethicscentre.com
Catholic
Information Network – http://www.cin.org
Ethical
Consumer – http://www.ethicalconsumer.org
Appendix
C – Worksheet for Activity 5.2
Appendix
D – Activity 5.2 Rubric
Canadian
advances in communication technology are assessed according to the following
three criteria:
1. Appropriate sources cited:
·
Internet
(if available);
·
reference
books, e.g., encyclopedias;
·
journals/magazines;
·
newspapers;
·
other.
2. Relevancy to topic.
3. Appropriate bibliography.
The bibliographic format should follow the APA style.
The
following may be used as a rating scale for the above checklist:
|
Criteria |
Rating Scale |
|
1. Cited sources are appropriate. |
0
1 2 3 4 |
|
2. Information relates to the topic |
0
1 2 3 4 |
|
3. Correct bibliographic style is used. |
0
1 2 |
(Poster Presentation and Information Sheet)
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
-
demonstrates limited understanding of the technology |
-
demonstrates some understanding of the technology |
-
demonstrates considerable understanding of the technology |
-
demonstrates thorough understanding of the technology |
|
Communication |
-
communicates information and evaluation with limited clarity and precision |
-
communicates information and evaluation with moderate clarity and precision |
-
communicates information and evaluation with considerable clarity and
precision |
-
communicates information and evaluation with a high degree of clarity and
precision |
|
Poster
construction and materials used |
- meets
design criteria in a limited way - makes
limited use of materials |
-
partially meets design criteria - makes
adequate use of materials |
- meets
design criteria - makes
effective use of materials |
- meets
design criteria in an innovative way -
materials used in an innovative way |
|
Making
Connections |
-
evaluates the technology with limited effectiveness |
-
evaluates the technology with moderate effectiveness |
-
evaluates the technology with considerable effectiveness |
-
evaluates the technology with a high degree of effectiveness |
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity
The
introduction of communications technologies has had an impact on society and
the environment. The risks and benefits of this impact affect the culture,
community, individuals, and environment of the area. The following themes and
concepts are used to create a personal set of criteria that aid you in the
assessment of the risks and benefits of the introduction of a specific
communication technology.
1. Choose a specific communications technology
for assessment, e.g., television, radio, Internet, cell phones, etc.
2. Rank the three main headings: Respect for the Person, Allowance for Social Well-Being and the Development of Community, and Respect for the Environment in order of their importance to you. Place your ranking (1, 2 or 3) in the space provided.
Theme
of Community and the Common Good
____ Respect for the Person
____ The
potential for the sharing of knowledge and ideas
____ The
potential for individual growth
____ The
potential for the invasion of privacy
____ The
potential for the unauthorized transfer of personal information
____ The
potential for the denial of basic human rights and dignities
____ The
potential for health concerns due to electromagnetic radiation
____ Allowance for Social Well-Being and the
Development of Community
____ The
potential for the sharing of culture
____ The
potential for promoting community
____ The
potential for the destruction of community
____ The
potential for the manipulation of a community
____ The
potential for the destruction of culture
____ The
potential for the evangelization of people
Theme
of Stewardship
____ Respect for the Environment
____ The
potential for integration into existing ecosystems
____ The
potential for the destruction of an existing ecosystem
____ The
potential for the displacement of individuals
____ The
potential for the depletion of existing resources
____ The
potential of mobilizing people in the defence, protection, and enhancement of
natural environment
____ The
potential of alerting people on possible contamination, pollution, and other
harmful practices perpetrated by individuals, municipalities, governments, or
corporations
3. Explain your reasons for your ranking of the
headings.
4. Within each heading there are various
concepts that represent risks and benefits. Choose one risk and one benefit for
each heading by placing a check mark in the space provided. This forms the
basis for your criteria. Explain your reasons for your selected risks and
benefits.
5. Use your selected criteria to assess the
risks and benefits to society and the environment of the introduction of your
particular communications technology. Include all research and sources.
|
Category/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication |
-
communicates information and ideas with limited clarity and precision |
-
communicates information and ideas with moderate clarity and precision |
-
communicates information and ideas with considerable clarity and precision |
-
communicates information and ideas with a high degree of clarity and
precision |
|
Making
Connections SIS.07 |
-
analyses the criteria with limited effectiveness |
-
analyses the criteria with moderate effectiveness |
-
analyses the criteria with considerable effectiveness |
-
analyses the criteria with a high degree of effectiveness |
|
Assessment
of the risks and benefits of the introduction of a communication technology
on society |
-
assesses risks and benefits to society with limited effectiveness |
-
assesses risks and benefits to society with moderate effectiveness |
-
assesses risks and benefits to society with considerable effectiveness |
-
assesses risks and benefits to society with a high degree of effectiveness |
|
Assessment
of the risks and benefits of the introduction of a communication technology
on the environment |
-
assesses risks and benefits to the environment with limited effectiveness |
-
assesses risks and benefits to the environment with moderate effectiveness |
-
assesses risks and benefits to the environment with considerable
effectiveness |
-
assesses risks and benefits to the environment with a high degree of
effectiveness |
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
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