Course Profile
Science, Grade 9 applied, Catholic
Unit 4: Earth and Space Science: Space Exploration
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5
Unit Developer(s)
Gerry Fuchs, Hamilton-Wentworth CDSB
Robert Warren, Hamilton-Wentworth CDSB
Development Date: July 31, 1999
This unit is the culmination of the course, making students aware of the wonder and awe of God’s creation. Students demonstrate an understanding of the formation, evolution, structure, and nature of our solar system and the universe. They design and conduct investigations into the appearance and motion of visible celestial objects. As a result of this unit, students describe how space exploration has contributed to our understanding of outer space, the Earth, and living things. Emphasis is placed on Canadian contributors to space explorations. Students reflect on the cost/benefit of space exploration as a societal issue - is it ethical to spend money in this way when poverty is so prevalent?
Ontario Catholic School Graduate Expectations: CGE 1a,d,f,h,i; 2a,b,c,d,e; 3b,c,d,e,f; 4a,b,c,d,e,f,g,h; 5a,b,c,d,e,f,g,h; 7a,b,d,e,f,g,h,i,j.
Strand(s): Earth and Space
Overall Expectations: ESV.01, ESV.02, ESV.03.
Specific Expectations: ES1.01 to ES1.05; ES2.01 to ES2.08; ES3.01 to ES3.04.
|
Activity 1 |
Introduction to Observing the Universe |
375 minutes |
|
Activity 2 |
Theories and Models of the Universe |
225 minutes |
|
Activity 3 |
The Planets and the Solar System |
375 minutes |
|
Activity 4 |
The Sun and Stars |
300 minutes |
|
Activity 5 |
Space Travel and Living in Space |
375 minutes |
This unit requires that students observe celestial objects. Teachers should allow sufficient time to make these observations in the event of any poor weather conditions that might limit observations. Some observations may be initiated before the unit is taught. To facilitate this, a letter describing possible observations could be sent home in order that parents might assist their children in making the observations. It would be wise to plan this unit during the winter months to provide for early evening viewing. If possible, teachers should try to contact local astronomy clubs that might provide assistance to students in making observations. It is also worthwhile to help students learn to recognize celestial objects by taking them to a planetarium or using computer simulations such as Starry Night. Teachers should help students become aware of creation spirituality and the Catholic perspective on the creation of the universe. Teachers should also identify instances where students may engage in scientific inquiry/experience that students could include in their ScienceWorld portfolio. (See Appendix B.) Teachers should try to make use of any current news items relating to space exploration that would make the topics of the unit more interesting and relevant. Items such as the launch of new space probes; the detection of comets, new planets, and new moons; or new advances in satellite technology would be useful.
In the Grade 6 Earth and Space Systems unit, students studied the basic structure of the solar system and the major constellations. Students should have knowledge of basic terminology as it relates to objects in the solar system. Students should also have knowledge of the proper use of the library, computers, and the Internet for research work. A review of the ethical use of information from information technologies may be required.
The teaching and learning strategies suggested in this unit include teacher demonstration, student experimentation, computer simulations of the view of the stars and the planets, student observations of space using binoculars or a telescope (if available), collaborative/co-operative groups, model building, library research, student presentations, personal interviews, and a variety of independent experiences called ScienceWorld activities. (See Appendix B.)
In this unit, student achievement of the expectations is evaluated based on a variety of assessments, tools, and strategies. Assessment strategies used include: teacher-student conferences, formal teacher observations, roving conferences, peer conferences, self-and peer-assessment, pencil and paper assessment, student journals or logs of celestial observations, and wrap-up activities. Sample rubrics have been included for the science process, lab product, and generic product which may be adapted by teachers to assess and evaluate students. Rubric A3 is intended to be a framework from which teachers could develop specific rubrics to assess research projects and not to be used “as is.” As well as using these assessments, the teacher may also wish to evaluate students through the use of a pencil/paper test, a culminating project, a laboratory activity design/practicum, and/or extension essay.
Andrews, et al. Science 10 An Introductory Study. Toronto: Prentice Hall, 1987.
Candido, et al. Heath Science Connections 10. Toronto: D.C. Heath, 1988.
Hesser and Leach. Focus on Earth Science. New York: Merrill, 1989.
Hirsch, et al. Science Explorations 10. Toronto: John Wiley & Son, 1987.
Ritter, et al. Science 9. Toronto: ITP Nelson, 1999.
Rosen, S. Science Workshop Series: Earth Science: Volume: The Universe. Cambridge: Prentice Hall Ginn Canada.
SkyNews: The Canadian Magazine of Astronomy and Stargazing. Ottawa: National Museum of Science and Technology.
Wolfe, et al. SciencePower 9. Toronto: McGraw-Hill Ryerson, 1999.
Starry Night. Sienna Software Incorporated 1991-1998.
A variety of commercially prepared software is available through science suppliers such as Tangent, VWR, Boreal, Northwest, Fisher and Merlan.
Royal Astronomical Society of Canada
McLaughlin Planetarium
http://www.inspire.ospi.
Athena site
http://www.wednet.edu.800/sci_edu.sg/ssc.html
Making an Astrolabe
http:/www.seds.lpl.arizona.edu/nineplanets/overview.html
http://science.nasa.gov/http://spaceweather.com/
http://solstice.crest.org/index.shtml
http://www.ase.org/educators/lessons/index.htm
http://zebu.uoregon.edu/1998/phys162.
html http://www.est.gov.on.ca/english/en/en_renew.ht
http://www.cco.caltech.edu/~newman/sci-faith.html
also NASA, JPL, Space Gate, The Planetary Society and the Canadian Space Resource Centre at www.spacenet.eybe.on.ca (many print and videotape resources are available for reproduction cost only)
Astronomy Images of the Cosmos Series: Our Invisible Sun, Good Seeing
Bill Nye the Science Guy Series: Space Exploration, Planets
Earth, the Environment and Beyond Series: The Solar System, What are Stars?, The Sun
Exploring Space Series: The Solar System, The Origin
of Modern Astronomy, Astronomical Instruments, The Sun
Global Education Associates: The Earth Covenant
Time: 375 minutes
This activity introduces the students to celestial objects while allowing time for the teacher to assess prior student knowledge. Students collect and graph sunrise and sunset, moonrise and moonset, and moon phase data; conduct an event horizon activity; construct an astrolabe for measuring star positions; and research any constellations that are visible at the time. Communication and planning skills are incorporated in these tasks.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be: 1i; 2a,b,c; 3b,c; 4a,b,d,f; 5a,b,e,g; 7b.
Strand(s): Earth & Space: Exploring Space
Overall Expectations: ESV.02, ESV.03.
Specific Expectations: ES1.01v, ES1.03v, ES2.01v, ES2.02, ES2.03v, ES2.05v, ES2.07v, ES2.08v, ES3.02.
· Ask students to collect sunrise/sunset and moonrise/moonset data about one week before the unit starts. (See Teaching/Learning Strategy 3 below.) It is important that the student obtains the information from the same source, such as the newspaper or the Weather channel. Students should collect data over a seven-day period including the weekend. It may be necessary for the student to predict Sunday data because this information is often not reported. (An almanac provides this data if it is wanted but it is good to leave some gaps in the data so that students may see the possibility of interpolating the data between the collected information)
· Prepare a letter to be sent home to the parents explaining the outside observations that the student is expected to make. The Event Horizon Activity is a way to encourage parental involvement in their child’s education.
· Preview the video New Universe (or another suitable video that encompasses the complete unit), which provides a good introduction to the unit.
· Preview Starry Night CD-ROM
· Keep a logbook, along with your students, of all astral observations. The teacher needs to keep a log because astronomical data is not static and changes monthly. The logbook should be a single bound notebook.
· Order the magazines Sky and Telescope or SkyNews (preferably both). Sky and Telescope has a monthly feature called “What’s Up” which provides monthly information of what is observable in the night sky. Teachers must realize that this information is not static and must be reviewed for the month this unit is taught.
· The appropriateness of research topics may vary with the time of year and the astronomical events that are occurring.
· Star charts can be ordered from the science suppliers.
In the Grade 6 Earth and Space Systems unit on Space, students studied:
· physical components of the solar system;
· the moon, its phases and its influence on Earth;
· the major constellations;
· how space is explored through the use of land-based telescopes, the Hubble telescope, and various space probes.
1. Space terminology can be introduced by having students brainstorm “space words.” Students can then create a vocabulary of terms with definitions and make their own word puzzles to reinforce the vocabulary. Accommodations may be needed for ESL/ELD students.
Students brainstorm questions concerning the collection of space data or the teacher may direct students to consider the questions, “How do astronomers collect astronomical data? What data or observations are made? How can these vast distances be measured and what units are to be used?” Students take an active role, in a small group setting, to organize themselves co-operatively to discover the answers.
Students make the following astronomical observations:
a) Sunrise and sunset times (over a 7-day period). Note: Try to start the collection of this information at least seven days earlier so that graphs can be constructed in the proper time frame.
b) Moon rise and moon set times over the same period.
c) Moon phases that are visible during this seven-day period. Using a blank calendar template, a representative picture can be drawn and the student can extrapolate phases for the entire month. The students should discover proper terminology of moon phases.
Event Horizon Activity. Students may be taken outside and asked to draw a line representing the horizon. They then sketch what they see above this line. Doing this in the daytime with teacher supervision prepares the students for the same activity to be done at night at home. In this activity students are introduced to the terms: azimuth, right ascension and declination of a star. This activity can then be completed in the evening when constellations are easily observed; the student should record in his/her logbook the position of the constellation in the sky and time of observation. A sketch should also be made of the constellation with its name and the historical significance of its name. A student-made planisphere could be used in this portion of the activity. The Starry Night CD-ROM can be used as a substitute for the night sky if night observations are hampered by poor weather.
Students draw a bar graph of sunrise, sunset, moonrise, and moonset data and make predictions of missing data values from their graphs.
Students construct an astrolabe for measuring star positions at night. (See the astrolabe Internet reference.) Astrolabes are sold by supply houses such as Fisher Scientific. Students keep a nightly log of their observations. Further stellar explorations can be incorporated in a ScienceWorld activity.
· Communication and co-operative skills may be assessed in the introductory brainstorming session using a teacher checklist. (ES1.01)
· Thinking/inquiry skills can be monitored for formative evaluation when students are developing their space questions.
· Performance assessment may be used to ensure that activity-based observations are carried out daily and that the student is obtaining the required data and cataloguing them in an effective manner. (T/L Strategies 3a, 3b, 3c). (ES2.02)
· The graphical product of sunset/moonset, etc., data may be assessed for knowledge/understanding using a product rubric (Appendix A3).
· (ES1.03, ES2.05, ES2.07 )
· A logbook of astronomical observations should be monitored. An appropriate checklist or rubric may be used. (ES1.01, ES2.05, ES2.08)
· The construction of the student astrolabe and planisphere can be assessed for inquiry, application of technical skills, and use of tools or materials using an appropriate checklist. (ES2.07)
· A small summative test may be given to assess knowledge and understanding of astronomical terms and ideas.
Starry Night CD-ROM
Sky and Telescope magazine
SkyNews magazine
Star charts (available from Science equipment suppliers)
Athena; Earth & Space Science
http://inspire.ospi.wednet.edu: 8001
Astrolabe; Use and construction
http://www.sci-edu.sg/ssc/ssc.html
Amateur Astronomer
http://www.geocities.com/CapeCanaveral/Lab/6816
http://science.nasa.gov/newhome/headlines/ast15dec98_1.htm
http://www.spaceweather.com/http://www.sec.noaa.gov/
http://www.bell-labs.com/history/laser/
2. Where the student has an individual educational plan, IEP, modify this activity to meet the student’s needs as outlined in the plan.
ESL/D students are given opportunities to demonstrate their learning by alternative means while written English is developing (spoken English, direct demonstration, and pictorial representation). At the same time, instruction in written, science-specific language continues.
For students with physical or learning impairments, classroom and laboratory activities are modified, if possible, to permit participation. Where possible, peers are encouraged to assist the student to permit participation in group and individual activities.
For the purpose of providing extensions and enrichment, students have opportunities to investigate the topics presented here in greater detail. Close collaboration between teacher and student is required to ensure appropriate enrichment opportunities.
Possible ScienceWorld ideas:
· Students research the 12 zodiac constellations and why almost all ancient cultures have stellar references in their beliefs and writings.
· Students determine which of the zodiac constellations can be observed during the time frame of this unit and position these constellations relative to each other in a large-scale diorama.
Time: 225 minutes
In this activity, students reflect on their observations of the sky and attempt to explain the organization of celestial objects in their own theory of the universe (their personal cosmology). They consider the explanations of the arrangement of the sun, the moon, the planets, and the stars as proposed by other cultures, particularly those of Canada’s First Nations. The Biblical story of creation is reviewed and considered as one possible explanation of the origin of the universe. The arguments for the Earth-centred or the sun-centred view of the solar system is discussed. Finally, modern theories of the arrangement of the universe and its origin are presented. The Big Bang Theory is presented as the current model of the origin of the universe.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be:
CGE 1d,h,i; 2a,b,c,d,e; 3b,c,d,e,f; 4a,b,c,d,e,f,g,h; 5a,b,c,d,e,f,g,h; 7a,b,d,e,f,g,h,i,j.
Strand(s): Earth and Space:
Overall Expectations: ESV.01.
Specific Expectations: ES1.02v, ES2.04v, ES2.05v, ES2.06v, ES3.02v, ES3.04.
· Have available resources relating to various cultures and their creation stories.
· Several copies of the Bible should be available in class so that all students may be familiar with the Biblical account of creation.
· Teachers should discuss the “Galileo Controversy” with their Religious Education Department in anticipation of possible questions. Teachers may wish to refer to The Age of Reason by Will and Ariel Durant pp 600-612 for additional background reference.
· The video The Origin of Modern Astronomy or another appropriate video dealing with a modern view of cosmology may be shown.
· Reserve time in your school’s library/resource centre and make the necessary arrangements with the teacher-librarian to have appropriate resources available.
During the Grade 6 Earth and Space Systems unit on Space, the student studied:
· the physical characteristics of the solar system;
· the causes for night and day and the seasons;
· the relative motions of the earth, moon, sun, and planets.
(These items, particularly the last one, should be reviewed during this unit.)
3. The class is divided into groups and asked to develop their own explanations, along with supporting arguments, for the arrangements of the planets and stars and their origin (cosmology). Students present their explanations to the class by means of diagrams either on the blackboard or on large poster paper. Alternatively students may model the motion of the celestial bodies by using themselves and their group to walk through the motion.
Students from various cultural backgrounds may be asked to research the cosmology of their ancestors. Alternately, students may be asked to research and present the cosmology of a variety of cultures such as various Aboriginal North American, Greek, Mayan, East Indian, Chinese or Japanese. All students should read and reflect upon the “Creation Story” as presented in the Bible. Teachers read The Creation Stories (Appendix C6).
A brief summary of the conflict between Galileo and the Catholic Church in the 17th century concerning the sun-centred and the Earth-centred universe may be presented by viewing the film “Galileo Galilei” from the series The Renaissance: The Origins of the Modern West. Statements by Pope John Paul II about this controversy may be found in “Origins: CNS documentary services” November 12, 1992 (Vol. 22: No.22).
A suitable video may be used to present modern cosmology, giving evidence for the outward motion of the stars through the red shift and the Big Bang Theory.
Students explore career opportunities in space science using the CD-ROM Real Science: Volume 3: Careers in the Physical Sciences or Career Explorer.
Students may wish to extend their knowledge by carrying out related ScienceWorld activities focussing on other theories of the formation of the universe.
· The presentation by students about different cultural perspectives on the universe may be evaluated for communication using teacher observation. (ES2.04, ES2.05, ES3.02)
· The student’s ability to describe theories of the origin and evolution of the universe is assessed for knowledge/understanding through a pen and paper quiz. (ES1.02, ES2.06)
Candido, et al. Science Connections 10. Toronto: D.C. Heath, 1988.
Real Science: Volume 3: Careers in the Physical Sciences CD-ROM.
Career Explorer CD-ROM.
Ritter, et al. Science 9. Toronto: ITP Nelson, 1999.
Wolfe, et al. SciencePower 9. Toronto: McGraw-Hill Ryerson, 1999.
The Creation Story, Appendix C6
4. See Accommodations in Activity 1 for general accommodations.
Possible ScienceWorld ideas:
· Build models to represent alterative models of the universe.
· Interview a member of another culture to present in their own words their image of the universe or that of their ancestors and either videotape or audiotape the interview for later presentation to the class.
· Compare and contrast the hierarchical (God, people, and the Earth in that order) and the inter-connected (God at the centre with people, the Earth and the universe surrounding him emanating from him) cosmology models.
Time: 375 minutes
In this activity students are introduced to the nine planets, comets, asteroids, and meteors. Students are expected to have some detailed knowledge of each of the planets such as position, size, and physical characteristics. The students build scale models of the solar system. Planetary observations are made if possible.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be: CGE 1i; 2a,b,c; 3b,c; 4a,b,d,f; 5a,b,e,g; 7b.
Strand(s): Earth & Space
Overall Expectations: ESV.01, ESV.02.
Specific Expectations: ES1.01v, ES1.03v, ES2.02, ES2.03v, ES2.05v, ES2.06v, ES2.07v, ES2.08v, ES3.02.
· Be aware of which planets are visible in the evening sky and the best time and location to view them. (This information can be found on the Internet, in Sky & Telescope magazine, or in the Starry Night CD.)
· Become familiar with the use of the planisphere.
· Collect information on past space probes, which probes have visited planets, which are currently in operation, and what probes are to be launched in the near future. Much of this information is available on the Internet.
· Become aware of the various planetary symbols used in star charts.
· Become familiar with the Starry Night CD or appropriate Java applets that provide simulations of planetary motions, orbital velocity, and retrograde motion. Computer printouts may be obtained to provide graphical and numerical analysis of orbital data.
In the Grade 6 Earth and Space Systems unit on Space, students studied:
· some physical characteristics of both inner and outer planets, planetary motion, and the positions of the major constellations.
5. Students organize the solar bodies in positions relative to the sun. The activity is carried out such that the students, in groups, cut out scale circles representing planet diameters and then position them, to a different scale, as to their position from the sun. This activity could also be done using students to represent the planets (they make a large diagram of the planet’s symbol to hold) and have them develop, via discussion, a correct scale. This alternative should be done either in a long corridor or outside.
Students investigate the formation of our solar system and why the orbits of all planets, except Pluto, lie on a plane. Does this mean that Pluto is not really a planet? What planet is farthest from the sun today? Is it always Pluto? Students research the answers to these questions.
By observing computer simulations and tabulating positions of orbiting planets, students discover the following orbital characteristics of the planets: relative velocities, orbital times, orbital perihelion, and aphelion. Appropriate units for measuring distances in space are introduced (km, AU (Astronomical Unit), LY (Light Year)).
Students explore the concept of retrograde motion. Two students can be used to model retrograde motion. The students rotate around a central point (the sun) with the inner student traveling faster than the outer one. The inner, faster student videotapes the motion of the slower, outer student for half a cycle. When viewed, the tape shows that the slower student’s motion is retrograde with reference to the walls. This demonstration is probably best done in a large room such as the gym.
Students, in small groups, investigate the physical and geochemical properties of the 8 planets, asteroids and comets (1 per group). Earth has been left out but teacher may include if he/she wishes. Students should be directed to get as current information as possible. Information in older texts may be incomplete or inaccurate. The most current physical and chemical data of the planets can be found on the Internet, in astronomy magazines such as Sky & Telescope and in CD-ROMs such as Starry Night. Each group designs a data table to record their information. The groups present their findings in a variety of ways including: multimedia presentation, research report, skit, trifold travel brochure, planetary newspaper or magazine, web page, or Triptik (coiled booklet of the type CAA gives out when you travel).
· The product assessment rubric (Appendix A3) can be used to evaluate the opening investigations for communications and making connections. (ES1.01, ES2.06)
· Peer-assessment of science logs (note taking and summation of data) is done using collaborative rubric. Teacher carries out similar assessment using the same criteria. (ES2.02, ES2.03, ES2.04)
· Planetary modelling is assessed using the appropriate rubric. (ES2.05, ES2.07, ES2.08)
· Student project on assigned planet can be assessed for knowledge/understanding, inquiry, communications, and making connections using the product assessment rubric (Appendix A3). (ES1.03, ES2.08)
· Data chart rating scale is used on planet project to assess factual information. (ES2.04)
· Peer-assessment on presentation of planet and modelling project (ES2.06)
· Pencil and paper quiz may be used to assess knowledge and understanding.
Andrews, William A., et al. Science 10 An Introductory Study. Toronto: Prentice Hall, 1987.
Candido, et al. Heath Science Connections 10. Toronto: D.C. Heath, 1988.
Starry Night Deluxe CD-ROM has an online site called LiveSky to ensure that the CD is as current as possible.
Astronomy Net
http://members.aol.com/stevehben/sastro.html
Athena: Earth and Space for K-12
http://inspire.ospi.wednet.edu:8001 excellent site for a jump off point for the planet project
NASA, JPL, and Goddard Space Center are a few general sites located through YAHOO
See Accommodations in Activity 1 for general accommodations.
Time: 300 minutes
This activity introduces the physical structure of the sun and the thermonuclear reaction that produces its life-giving energy. Students investigate solar and lunar eclipses as well as the effects on Earth of such phenomena as solar wind, solar flares, and sunspots. Students study the evolutionary life of a star, star types, and constellations. An introduction to the electromagnetic spectrum is a starting point for star analysis: how colour and temperature are related. The use of the Hertzsprung-Russell diagram to differentiate stars is introduced. Binary stars and stars with solar systems are identified and positioned in the celestial field. Students also use star charts to locate objects such as planets, constellations, and Messier objects in the sky. Students investigate galaxies, starting with our own - the Milky Way. They then learn to locate some of the more observable galaxies such as Andromeda in the field of constellations.
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be: CGE 1i; 2a,b,c,b,c; 4a,b,d,f; 5a,b,e,g; 7b.
Strand(s): Earth & Space
Overall Expectations: ESV.01, ESV.02.
Specific Expectations: ES1.01v, ES1.03v, ES1.04v, ES2.04v, ES2.05v, ES2.06v, ES2.08v, ES3.03, ES3.04.
· Plan a visit to a local planetarium or observatory, if possible. Otherwise, software such as Starry Nights or Distance Suns can be used to simulate star fields.
· Review the concepts of electromagnetic spectrum; star sequencing as related to size, colour, and temperature; and the Hertzsprung-Russell diagram. Suggest a variety of star types when assigning stars for students to investigate.
· Become familiar with star sequencing, constellations, and the names of common, easily-viewed stars and Messier objects
· Observe solar events as they occur.
During the Grade 6 Earth and Space Systems unit on Space, the student studied:
· the major constellations and the origin of their names.;
· how to safely view the sun and some of its characteristics.
6. Students construct a large-scale model of the sun. A variety of colours can be used to indicate temperature variations. Explain the meaning of thermonuclear fusion as the source of energy of the sun.
Stellar vocabulary is introduced and reinforced using word-puzzles.
Demonstrate the proper way to observe the sun, using a telescope or binoculars. The real image of the sun should always be projected onto paper, NEVER viewed directly through telescope or binoculars; blindness may result! See Safety Memorandum No. 19, April 20, 1994 (Ontario Ministry of Education and Training).
Students research solar wind, solar flares, and sunspots and the effect they can have on weather and certain modes of communication on Earth.
Sunspots may be safely observed using a telescope provided you never look directly at the sun. The real image of the sun should always be projected onto paper.
Flame colour is an indicator of temperature. Ask students to predict which is hotter, the orange flame of a burning candle or the blue flame of a welder’s torch. Their conclusion can be used to introduce the classification of the stars according to colour, using the Hertzsprung-Russell diagram.
Each student could adopt a star from one of the constellations to research and present information about it in the format of a “Stellar Astronomy Conference”. Possible research information about the star includes: relative brightness, type of star, position in the constellation, appropriate time of the year to view the star and constellation, and distance from the Earth. An index card format may be used by the student to tabulate their data in preparation for their presentation. Students then colour a scale model of their star according to its temperature, and on a class poster board paste it in its appropriate position (colour, temperature versus size, and brightness). This produces the Hertzsprung-Russell diagram.
· The product rubric (Appendix A3) can be used to evaluate sun diagrams for knowledge and communication. (ES1.03, ES2.04)
· Teachers can evaluate student inquiry by observations of student participation in the laboratory-based activities using process rubric (Appendix A1). (ES2.08)
· Knowledge of vocabulary may be assessed using word-puzzles created by the class.
· Collaborative rubric (Appendix A4) can be used to assess research on solar wind, solar flares, and sunspot activity. (ES1.04)
· Students’ written reports are collected and evaluated for knowledge/understanding, communication skills, and making connections using a lab product assessment rubric (Appendix A2). (ES2.05)
· Peer-assessment on presentations involving student’s star project. (ES2.06)
· Knowledge/understanding is assessed by student-teacher conferencing or summative pencil and paper test.
Andrews, William A., et al. Science 10 An Introductory Study. Toronto: Prentice Hall, 1987.
Candido, et al. Heath Science Connections 10. Toronto: D.C. Heath, 1988.
Hesser and Leach. Focus on Earth Science. Merrill, 1989.
Ritter, et al. Science 9.Toronto: ITP Nelson, 1999.
Wolfe, et al. SciencePower 9. Toronto: McGraw-Hill Ryerson, 1999.
Internet sites: see previous activities
7. See Accommodations in Activity 1 for general accommodations
Possible ScienceWorld ideas:
· Use Hubble space telescope data to define and provide examples of binary star systems. Hubble data may also be used to suggest that some stars have orbiting planets.
· Investigate the location of our solar system in the Milky Way and star groupings in the Milky Way called clusters. This can lead to a discovery as to what type of galaxy the Milky Way is and, further, to the question “Are there other galactic formations?”
· Research the work of Edwin Hubble who introduced the scientific community to what he called “island universes”. Explore the different types of galaxies and how they are grouped in the universe. (Note: In order to locate galaxies students must be introduced to Messier cataloguing of deep space objects and their interpolation onto constellation star fields.)
Time: 375 minutes
Through research and investigation, the students gain an understanding of how space exploration has had an effect upon their world. The students also consider the future of space exploration - Are future space settlements a possibility? Is the cost of continued space exploration justifiable in light of conditions that could be addressed on Earth such as homelessness, poverty, and poor medical care for much of the world?
Ontario Catholic School
Graduate Expectations:
The graduate is expected to be: CGE 2b,c; 3c; 4a,b,d,e,f; 5a,b,e,f,g; 7b,j.
Strand(s): Earth and Space
Overall Expectations: ESV.03.
Specific Expectations: ES1.05v, ES2.02, ES2.03v, ES2.06v, ES3.01v, ES 3.03, ES3.04v.
· Collect information about the International Space Station or any new space probes that are being planned.
· Collect posters and pictures of various space satellites for reference from the Canadian Space Resource Centre or NASA.
· Earth-Ocean-Atmosphere Explorer CD-ROM contains information on satellite remote sensing technologies and applications that students could use as a reference.
· If students are expected to research a particular space probe or space mission they should be given advance warning and the opportunity to search the Internet for relevant information.
· If a debate is planned, the question to be debated should be given well in advance in order that students may research their position. Refer to Appendix D1 for information about debates and possible topics.
· Review the ethical use of the Internet and other research techniques.
In the Grade 6 Earth and Space Systems unit on Space, students studied:
· the tools and techniques that humans use in space exploration;
· how astronauts meet their basic needs in space;
· problems arising from space exploration;
· the ways in which materials and technology for space exploration have led to the use of new technologies and materials on Earth.
8. Students reflect upon any science fiction film dealing with space travel that they have seen (Star Wars, Star Trek, etc.) and identify the key reason that the film is set in space instead of on the Earth. If possible the teacher could collect clips from several science fiction films, particularly older ones that the students may not have seen, and show them as an introduction to the activity. Students could then compare travelling in space to travelling on Earth as presented in the films. Do they think these are reasonable representations of space travel? Are there any signs of things on Earth that have changed to reflect ideas or technologies presented in the older films? Has the image of space travel affected our life upon Earth? Students could reflect upon these questions individually and then join into groups of three or four and share their reflections with each other and with the class.
Students could be asked to identify as many artificial satellites of Earth as they can and to identify their function. This information may be found by checking the NASA site for a listing of satellites. Additional information may be obtained for any space probes that have been sent beyond Earth to view the planets or other celestial objects. Students may work in pairs to collect relevant information about the satellite or the probe such as its cost, size, launch date, and function and then share the information with the class in the form of a poster or a brief oral presentation.
The culminating task for this activity (and perhaps the whole unit) should be a debate of the value of space research for people given its tremendous cost and uncertain value to people on Earth. This can be made immediately relevant by focussing on the International Space Station and the costs involved in its construction and Canada’s involvement in it. Teachers should refer to Appendix D1 for information concerning debate procedures and evaluation.
· The teacher observes the presentations of students reflections performed in Strategy 1 for communication and making connections using the collaborative rubric (Appendix A4). (ES2.06, ES3.01)
· The teacher assesses the poster or research presentation about satellites for knowledge/understanding and communication using a modification of the product assessment rubric (Appendix A3). (ES1.05, ES2.04)
· The debate may be assessed for inquiry, communication and making connections by means of the process and product assessment rubrics (Appendices A3 and A4). Also refer to Appendix D1 for possible scoring sheets for use in assessment/evaluation of debates. (ES2.03, ES2.06, ES3.01)
Andrews, et al. Science 10 An Introductory Study. Toronto: Prentice Hall, 1987.
Candido, et al. Heath Science Connections 10. Toronto: DC Heath, 1988.
Various web sites such as The NASA Homepage (http://www.nasa.gov/) or the Canadian Space Resource Centre (http://www.spacenet.eybe.edu.on.ca)
Appendix D1, Debate Procedures and Evaluation
9. See Accommodations in Activity 1 for general accommodations.
Possible ScienceWorld ideas:
· Students could be asked to propose a future satellite or space probe that they think would be worthwhile. They should try to justify whether the probe should have people on board or just robots. They should present reasons for including or excluding humans from the space probe. (They should consider the needs of humans and the needs of robots in order to function in space.)
· Students could also propose uses for the International Space Station.
The new reproductive technologies have ushered in an era of increasing ethical complexity. There are more than thirteen different technologies available in order to enhance, artificially, the probability of having a baby. Anyone attempting to unravel the ethical complexities, from a secular philosophy, is doomed to the uncertainty of relativism.
The Catholic church has a clear set of teachings in the area of human sexuality and the human person. These teachings, through their reflection on the mysteries of Creation, Incarnation and Redemption, present us with criteria based on the Truth of what it means to be fully human. As such, they provide all Catholic teachers with a set of criteria from which to evaluate the new reproductive technologies.
There are essentially two criteria for moral judgment: The first is the life of the person who is called into existence. The second is the special nature of the transmission of life. For the purposes of this article one could consider the first criterion as being associated with the post-conception period and with issues around respect for human embryos. The second criterion is associated with the conditions leading up to conception and the meaning of the conjugal act.
Once a human person is called into existence (at the moment of conception) he/she has certain inviolable rights based on human dignity and unity. Every human person has an inalienable dignity because each is a reflection of the Creator. We were made in the image of God (Genesis 1:27) and as such are of inestimable value and worth. Every human person has certain rights. These rights include the right to be seen as an end and not a means to another end; the right to life; the right to be conceived and carried in utero; the right to family. Any violation of these rights constitutes a violation against the inherent dignity of the person and is morally unacceptable.
The calling of a human person into existence is an act that co-operates with the power of the Creator. Life is a gift from God and always finds its origin in God. The human person by his/her very nature should always seek to promote goodness, unity, and integrity. The conjugal act is not one that can be separated from the integrity of the person. Based on the two creation accounts in Genesis, the conjugal act finds its meaning in its procreative and unitive dimensions (Genesis 1:27-28, 2:24). Reproductive technologies that willfully remove the procreative dimension for the sole purpose of avoiding conception diminish the meaning of the conjugal act as an open expression of the life-giving love of the Creator. This is morally unacceptable. The unitive dimension of the conjugal act is expressed both physically and in its totality as the fruit of marriage. Any attempt to separate the corporal and spiritual components of the act from each other or from the indissoluble bond of marriage diminishes the dignity of both the act and the persons involved in the act. This, too, is morally unacceptable.
Ultimately all the new reproductive technologies can be analysed in terms of their procreative and unitive dimensions. Extra-utero fertilization, surrogacy, embryo transfer, intrauterine insemination, gamete intrafallopian transfer, zygote intrafallopian transfer, intracytoplasmic sperm injection, egg donation, embryo donation, cytoplasmic transfer, egg freezing and nuclear transfer are all violations of the unitive dimension of the conjugal act. A number of these technologies are also used in a manner that is a violation of the created person's right to family. In addition, all experimental procedures involving the fetus, other than those interventions that are therapeutic, are a moral violation of the dignity, integrity, and unity of the human person.
Appendix C5: A
Catholic Perspective on the Applications of Science: Guiding Principle (Student
Guide) Bioethics
The Catholic church has a long tradition of teaching within the sphere of human sexuality. These teachings have focussed on the dignity of the whole human person. All of these teachings guide us in the direction of the preservation of life. When we talk about the preservation of life we are referring to more than physical life, we are also speaking of the integrity (physical, spiritual, emotional, intellectual, and social dimensions of being human) of the life of the person. To be fully alive is to be alive in all the various dimensions of our humanity. If any of these dimensions are ignored then it brings a “partial death” to the whole person.
Science and technology are the fruits of human intelligence and as such reflect the goodness of the Creator. However, because we have been given free will by our Creator, it is possible to use science and technology in ways that are sinful. Any use of science or technology that does not use a good means for a good end is considered unholy and morally wrong.
When we analyse the contributions of science and technology to the human race, we must ask some fundamental questions. Are these technologies life-giving to the whole person? Are these technologies life-giving to all human persons affected by the procedures? If the answer to either of these questions is no, then the technologies are unholy (lack life-giving benefit to the whole person or persons involved). Technologies or procedures that are unholy are not morally acceptable.
Not all technology is unholy. There are many technologies that are therapeutic (restore the health of the person) and as such are life-giving and morally acceptable. The key question that needs to be asked in the case of therapeutic technologies is: what is the risk to the life of the person involved? If the risk of death is greater than the chance of life then the procedure may not be justifiable. Often, in these cases, the proper religious and medical personnel need to be consulted before a decision is made.
For the purposes of this course we can evaluate the value of a particular action from two criteria. The first is with respect to the purpose and goodness of sexual intercourse. The act of sexual intercourse has two fundamental purposes: the first is to create life (procreative dimension) and the second is to express the love between a man and a woman (unitive dimension). Any technology whose purpose is artificially to prevent procreation diminishes the value and goodness of the sexual act. In addition, any technology that separates conception from sexual intercourse also diminishes the value and goodness of the sexual act. These technologies are morally unacceptable.
The second criterion applies to human life from the moment of its conception. At the moment of conception a human person is formed. This person, who is made in the image and likeness (dignity) of God, has the right to be respected as a completely whole (holy) and indivisible person (unity and integrity). Each person has a soul (spirituality) and a body and as such is a good in him/herself. A person must never be used as a wrong means for another good (using aborted human fetuses for experimentation).
As teachers of science from a Catholic perspective, we are often faced with the “either/or” type of question from our students - which is correct, the Bible or Science? Our students seem to view the truths of the Bible and Science as being mutually exclusive. To view the world in this way is to have a fundamental misunderstanding of the two types of truths and the methods by which these truths are conveyed. Science searches for its truth through empirical methods. Religion searches for its truth through revelation and reason. The convergence of both disciplines on a common phenomenon can create the “either/or” dilemma in the minds of our students. The Creation stories are a case in point.
When students recognize the truths of both religion and science within a common phenomenon, they add meaning to knowledge. The Biblical account of creation is a story told to explain the meaning of the universe. The scientific account of creation is a theory on the material origin of the universe.
There are two creation stories in the Bible. Each emphasizes a different meaning in creation. It is important to realize that these two accounts of creation are narratives and, as such, contain religious truths in allegorical form. The first creation story was written in the Priestly tradition in the sixth century B.C.E. Its emphasis was on a single God who created the universe. God created order and goodness. God also created man and woman in his own image. In this story humankind was given dominion over creation. As Science teachers, we can appreciate the close parallel between the order of creation in a story written 2600 years ago and our modern scientific understanding of the order of evolution. The second creation story was written by the Yahwist (who referred to God as Yahweh) in the ninth century B.C.E. This story represents God as being more personal and intimate with creation. The imagery used in the story is that of a gardener. It is from this story that we get the notion of “stewardship,” as man and woman are to cultivate and care for the garden (life). The human person is given a special status in this story. God forms “man” out of the soil of the earth (Adam - meaning 'of the earth'; Eve - meaning 'life') and breathes life into “him.”
Many people subscribe to the theories of the "Big Bang" and evolution. As teachers of Science from a Catholic perspective, we can teach both theory and meaning. Neither the Big Bang nor evolution theory provides an answer to the fundamental questions of human existence. In a secular culture, which trivializes all forms of religious beliefs and culture, students could fall victim to the malaise of our time, which is despair. Despair means without hope. When we teach Science from a Catholic perspective, we lead our students out of the despair of meaninglessness toward the hope of our salvation.
In this unit the students are given the opportunity to research, think about, analyse and discuss various controversial issues related to space travel and colonization. They further discuss the moral and ethical perspectives of the issues, by means of engaging in a formal debate
10. Group Structure and Debating Timetable
· Two teams, each made up of two students, will debate the topic. One team speaks in support of the resolution and the other one speaks against it.
· Two other students are assigned to work with each team to research and compile background information required to formulate a strong case for the position that the team is defending.
· The remaining students in the class act as the jury. In preparation for their role in the debate, they also should research in order to understand the science and their responsibilities behind the issues raised.
The Audience Role
· Audience members are not able to talk to the debaters while the debate is occurring, but ask questions during the question-answer session after the debate.
The Debater Role
· Each debater is required to submit, to their teacher, a neatly printed or typewritten copy of their speech. The speech includes a bibliography that cites the sources for all factual information contained in the speech.
· Debaters must also be prepared to cite their sources if asked during the debate.
Order of Debate
· The debate is called to order once both debaters, both researchers and all audience members are assembled. The teacher acts as timekeeper and judge.
· First affirmative speech of six minutes
· First affirmative is questioned by negative side for three minutes. (Please note that either of the negative members may ask a question by raising their hand. The speechmaker decides which questioner to select.)
· First negative speech for six minutes
· First negative is questioned by affirmative side for three minutes.
· Second affirmative speech for six minutes
· Second affirmative is questioned by negative side for three minutes.
· Second negative speech for six minutes
· Second negative is questioned by affirmative side for three minutes.
· Debate is called to an end by the judge.
· Audience question/answer period for five minutes. (Audience members may ask questions of either side by raising their hand and identifying who the question is directed to.)
· Debate session ends. (Debaters shake hands with each other and the judge.)
General Information
· Encourage students to obtain their information from as many different sources as possible, both from within the school and without, including local libraries and other community sources.
· The school library, religion department, and social sciences and science departments are a good starting point for help in the search for information. Also, don't forget the Internet!
· Students are required to explore all areas of study that pertain to your resolution: technical, scientific, moral, ethical, religious, and legal.
· Students may use props during the debate. References, books, posters, pamphlets, photos, video clips, or any other paraphernalia that might help persuade others that one side is right may be brought to the debate.
Let's make these debates incisive, stimulating, intellectual, and fun!
Good Luck!
· Points should be well organized. The strongest points go to the beginning and the end.
· Do a “dynamic” introduction.
· Make sure that your points are supported by evidence.
· Take notes when your opponents are speaking. Find weaknesses.
· Speak with confidence and a loud, clear voice.
· Avoid getting rattled, angry, or visible shakes by your opponents.
· Beware of arguments that appeal to pity and play on people's feelings.
· The artful sense of humour can win over your audience.
Debate resolutions are written as positive statements with "be it resolved that" (BIRT) preceding the statement.
BIRT governments should continue to fund space exploration.
BIRT life forms exist beyond planet Earth.
BIRT space should be used as a waste disposal site for earth.
BIRT UFOs have visited the earth.
BIRT the universe will expand forever.
BIRT Pluto is a planet.
BIRT Earth's moon was formed when a large asteroid collided with the earth.
BIRT the Earth will collide with an asteroid in the future.
BIRT there is enough dark matter to close the universe.
BIRT there is only one universe.
BIRT animals should be sent to Mars before humans.
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Affirmative Team |
Negative Team |
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Group #_______________________________ |
Group #_______________________________ |
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First Affirmative_________________________ |
First Negative__________________________ |
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Second Affirmative______________________ |
Second Negative________________________ |
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CATEGORY |
PTS |
1st AFF. |
2nd AFF. |
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CATEGORY |
PTS |
1st NEG. |
2nd NEG. |
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Organization & Strategy |
10 |
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Organization & Strategy |
10 |
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Evidence |
10 |
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Evidence |
10 |
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Delivery |
10 |
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Delivery |
10 |
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Refutation |
10 |
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Refutation |
10 |
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Question & Discussion |
10 |
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Question & Discussion |
10 |
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Sub Total |
50 |
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Sub Total |
50 |
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Total |
100 |
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Total |
100 |
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Win or Loss _________________________ |
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Win or Loss _________________________ |
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Judge's Comments: 1st Affirmative |
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Judge's Comments: 1st Negative |
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Judge's Comments: 2nd Affirmative |
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Judge's Comments: 2nd Negative |
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Delivery: · good tone, good speaking voice · avoid reading · good voice projection · enthusiastic delivery · indignant · expressive body language · good gesturing |
· articulate · too dependent on notes · good eye contact · good intonation (lack of) · authoritative · composed, poised · persuasive |
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Content: · effective · organized, sequenced · creative · well researched · good analogies · attempted to squirrel resolution · negative team did not refute opponent's arguments |
· well defined resolution · logical reasoning · valid fact · logical conclusion · excellent authorities · require more evidence to support resolution |
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Answering: · thoughtful, confident · lacked conviction · no questions please · clarified and stretchered argument |
· concise, articulate · confusing, evasive · no speech making |
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Questions: · questions only · persistent · avoid personal questions · direct questions related to opponent’s speech · strengthened arguments |
· carried questions through to logical conclusion · be sure to quote opponent correctly · no speech making · do not interrupt · logical questions |
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Rebuttal: · refuted opponent’s argument · no new information · spoke with confidence and authority |
· emphasize the strengths of your position · summation of own arguments · respectful tone |
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Miscellaneous: · emotional appeal · persuasive arguments · reasoning: specific to general (vise versa) |
· comparison and/or contrast relevant (irrelevant) · convincing arguments · make your points more clearly |
Reprinted with permission : Elisa Adili, Hamilton-Wentworth Catholic District School Board
The process of mitosis may be introduced to students through the following jigsaw activity:
Students are placed in groups of five, where each student represents one phase of mitosis. This group is known as the HOME GROUP. Each of these students is asked at specific times to leave their home group and enter into an EXPERT GROUP. The expert group is comprised of one student from each of the home groups. Individuals in this group are responsible for becoming the experts in the particular topic or task given.
The following is an example of how the jigsaw method could be used to introduce each phase of mitosis.
All living organisms, from bacteria to the most complex animals and plants, grow and reproduce by processes taking place at the cellular level. Following a period of growth, cells reproduce by dividing. In this division the cell’s DNA sequences are copied exactly and passes on to daughter cells.
In this activity you discover the processes involved when cells divide. Most cells follow a common pattern when dividing. This is a co-operative activity and is divided into two parts. In Part A each student is assigned a particular stage in a cell’s life cycle to explore and become an expert on. Following this, in Part B, each student is placed back into their home groups and presents the knowledge they gained about their stage. When Part B is completed each student has a comprehensive understanding of how cells divide.
Materials: text, other resources, pipecleaners, chalk, tape, etc.
11. Each student is assigned to one of the following expert groups:
(1) interphase (2) prophase (3) metaphase (4) anaphase (5) telophase
All students in each group meet and have a set time to do the following:
(a) define the following terms:
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INTERPHASE DEFINITIONS: |
CHROMOSOMES, G1, G2, CHROMATIDS |
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PROPHASE: DEFINITIONS: |
CHROMATIDS, CENTRIOLE, SPINDLE FIBERS, CENTROMERES |
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METAPHASE DEFINITION: |
EQUATORIAL PLATE, SPINDLE FIBERS, CENTRIOLE |
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ANAPHASE DEFINITIONS: |
CHROMATIDS, DAUGHTER CHROMOSOMES, POLES |
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TELOPHASE DEFINITIONS: |
CELL PLATE, CYTOKINESIS, FURROW, DAUGHTER CELLS |
(b) make a sketch of what is happening in this phase when four chromosomes are present;
(c) write a brief description of the major events of this phase.
12. Students form new groups of five students. These groups must have one student from each of the five phases investigated in part A. (HOME group).
Students present their information in the appropriate order to the other members of this group. All students must make notes on all the phases.
As part of the group report each member must prepare a visual representation (model) of the phase they presented. Pipe-cleaners or other materials are used to represent the four chromosomes.
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Group Work: |
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- Part A: |
1 2 3 4 5 |
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- Part B: |
1 2 3 4 5 |
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- individual report |
1 2 3 4 5 6 7 8 9 10 |
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- individual model |
1 2 3 4 5 |
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