Course Profile Science, Grade 9 applied, Catholic

Unit #2: Physics: Electrical Applications

Time: 27.5 hours

Unit Developers

Alexandre Annab, Dufferin-Peel CDSB

Maurice DiGiuseppe, Toronto CDSB

Gerry Fuchs, Hamilton-Wentworth CDSB

Ted Laxton, Wellington CDSB

Robert Warren, Hamilton-Wentworth CDSB

Development Date: April 1, 1999.

Unit Description

In this unit students will develop an understanding of static and current electricity. They will build electrical circuits found in everyday life. Students will also analyze the practical uses of electricity and its impact on everyday life. They will practice being collaborative team members, respecting the rights and contributions of others. Through the study of electricity, students will receive a practical lesson in stewardship as they will be encouraged to conserve energy.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations: CGE 1d; 2a, b, c, d, e; 3b, c, d, f; 4a, b, e, f, 5a, b, c, d, e, g, h; 7i

Strand: Physics

Overall Expectations: PHV.01, PHV.02, PHV.03

Specific Expectations: PH1.01 to PH1.07; PH2.01 to PH2.09; PH3.01 to PH3.05

Activity Titles (Time + Sequence)

Activity 1	Properties of Static Electricity	150 min
Activity 2	Properties of Current Electricity	75-150 min
Activity 3	Comparing Methods of Electrical Production	300 min
Activity 4	Making and Using Series Circuits	75-150 min
Activity 5	Making and Using Parallel Circuits	100-150 min
Activity 6	Measuring Resistance	75-150 min
Activity 7	Electrical Devices: How do They Work	150 -225 min
Activity 8	Efficiency of Electrical Devices	150 min
Activity 9	Authentic Problem Relating to Electricity	150 min
Activity 10	Careers Relating to Electrical Technology	225-300 min

Unit Planning Notes

This unit emphasizes the flow of ideas from the existence of common electrical phenomena beginning with static electricity, to the production of current electricity and ultimately to practical applications of electricity in common devices. Teachers are required to teach the proper use of electrical meters. It is advisable that overhead demonstration meters are available to show students how to read meters correctly. Alternately, digital multimeters are very easy to read but require increased caution in use since they must be adjusted depending upon their intended use. In order to efficiently plan for Activity 9, the research project into devices that use electricity, and Activity 10, the career exploration assignment, teachers must introduce the parameters of the assignments early in the unit, particularly if a student presentation will be required. Teachers should collect various old small electrical appliances and related information in order to have available information about the operation of appliances. Teachers should help students become aware of Church documents and the Catholic perspective on the role of work in a person's life, as well as the role of humans in the environment as stewards of the world’s resources. Appendix C (A Catholic Perspective on the Applications of Science: Guiding Principles) also provides some guidance with respect to these. Alternatively, this aspect of the unit could be organized into a guided research activity with appropriate teacher/student conferencing. Teachers should also identify instances where students may engage in scientific inquiry/experience that students could include in their “Science World” portfolio. (See Appendix B)

Prior Knowledge Required

In grade 6, students have studied the basic concepts of electricity, including the sources of static electricity and the difference between static and current electricity. Students also designed and constructed simple electrical circuits that transform electricity into other forms of energy; this may require review. The students will also have knowledge of the atomic structure of matter from the unit on Chemistry: Exploring Matter. Knowledge about the correct procedure for identifying and controlling variables is assumed from previous science courses, however it must be placed in the context of electrical problems. Students should also have knowledge of the proper use of the library and the Internet for research work. Review the ethical use of information from information-technologies as required.

Teaching/Learning Strategies

The teaching and learning strategies suggested for use in delivery of this unit include teacher demonstration, student experimentation, collaborative/cooperative groups, library research, student presentations, personal interviews and a variety of independent experiences called “Science World” activities. (See Appendix B)

Assessment/Evaluation

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, pen and paper assessment, student logs, 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 was intended to be a framework from which teachers could develop specific rubrics to assess research projects and not to be used “as is.” In addition, for summative evaluation, up to one period may been allotted. The teacher may wish to evaluate students through the use of pencil/paper test, a culminating project, a laboratory activity design/practicum and/or extension essay.

Resources

Print

Andrews et al. Science 10 An Introductory Study. Canada: Prentice Hall, 1987.

Candido et. al. Heath Science Connections 10. Canada: D.C. Heath, 1988.

Oxenhorn/Idleson, Pathways in Science, Physics

Friction Rod Kit; Catalogue # 61789 Boreal; 399 Vansickle Rd., St. Catherines, Ont. L2S 3T4; 1-800-387-9393;

Hirsch et al. Science Explorations 10, Toronto: John Wiley & Son, 1987.

Martindale et al. Fundamental of Physics: An Introductory Course. Toronto: D.C. Heath, 1987.

Rosen, S, Science Workshop Series: Physical Science: Volume: Electricity & Magnetism. Cambridge: Prentice Hall Ginn Canada.

Computer Software

A variety of commercially prepared software is available through science suppliers such as VWR, Boreal, Northwest, Fisher and Merlan.

Internet Sites

http://www.aceee.org/

http://EETD.LBL.gov/

http:/www.green-e.org/teacher/index.html

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.htmhttp://www.eren.doe.gov

Videotapes

Static Electricity and Current Electricity. Bill Nye: The Science Guy Series, Magic Lantern(10 Meteor Drive, Toronto, M9W 1A4)

Eureka series from TVO.

Community

Energy Educators of Ontario; 517 College Street, Suite 404; Toronto Ontario; (416) 323-9216

Activity #1: Properties of Static Electricity

Time: 150 Minutes

Description

Through the use of a variety of demonstrations, students will be introduced to static electricity as a natural phenomenon. The teacher and students will carry out a series of small experiments showing common everyday occurrences of static electricity in our lives. These experiences will be linked through a review of the properties of matter, the structure of the atom, and how this relates to our understanding of static electricity. A formal lab requiring students to study the properties of static electricity using a metal leaf electroscope will follow.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2a, b, c; 3b, c, e; 4b; 7a, b, i, j

Strand: Physics

Overall Expectations

At the end of Grade 9, students will: PHV.01

Specific Expectations

Students will: PH1.01, PH1.02, PH2.03 *, PH2.04 *, PH2.06, PH2.07

Planning Notes

• Where possible, have a variety of common household materials available for experimentation; (combs, pieces of material of various types, balloons, odd pieces of carpeting, etc.)

• A lab station structure would permit students to experience each of a number of situations that can be set up using the materials available.

• Demonstrations should include the use of the Van de Graaff to do the “hair on end” demonstration, a charged rod to cause a stream of water to warp or bend, a charged rod to cause confetti to scatter.

• Suspending pairs of inflated balloons from the ceiling will allow students the opportunity to examine the properties of charge (a form of electroscope).

• Students may wish to do a “Science World” activity based on some of the experiences gained in this activity. Refer to Appendix B.

Prior Knowledge Required

Students should be familiar with the Bohr-Rutherford model of the atom discussed in the Chemistry Strand. Safe laboratory behaviour should be reviewed prior to beginning the activity.

Teaching/Learning Strategies

1. In pre-assigned small groups, students will examine the effects of rubbing two types of materials together. They will relate this to everyday experiences by using common materials such as textiles, household plastic products, combs, balloons and any other material that can be provided. These will be distributed in a station type of set up, allowing all students the opportunity to examine all situations.

2. Students will observe electrostatic discharge using a device such as a Van de Graaff machine or a Wimshurst machine. Students will then discuss this type of discharge and how it relates to the experiences they have gathered in the introductory activity.

• Through careful observation, students discuss how either of the above machines derives a static charge

• Students will make the connection between the static discharge observed in the demonstration and common natural phenomena such as lightning; static discharge after walking on a carpet; and other experiences from #1 above

3. In their groups, students will review the Bohr-Rutherford model of the atom. They will then attempt to explain the origin of electrostatic charge using this model.

• Through conferencing with each of the groups, the teacher will assist students in developing the idea that charge is a result of either too many or too few electrons

• Alternatively, students may participate in a role playing activity involving the demonstration of an electric charge as a cap or ball each person possesses and then is passed on so that some people have extra caps or balls and others have a deficiency.

• For each of the activities they did in #1 above, students will write a short explanation using the movement of electrons as the premise on which they base their understanding of the experiences.

• Each student will be asked to present their explanation for one of the experiences from #1

4. Static electricity will be related to current electricity using a simple analogy such as the flowing of water.

Assessment/Evaluation

• Students will be assessed during lab activities for inquiry by means of the process rubric. (PH2.04)

• Student explanations from #3 above will be collected and evaluated for knowledge/understanding and proper use of terminology. (PH2.03)

• Group presentations may be evaluated for communication skills using a product assessment rubric (Appendix A3).

Resources

1. William A. Andrews et. al. Science 10 An Introductory Study Prentice Hall 1987 ISBN 0-13- 794629-5

2. Hirsch et. al. Science Explorations 10 John Wiley & Son 1987 ISBN 0-471-79705-7

3. Friction Rod Kit; Catalogue # 61789 Boreal; 399 Vansickle Rd., St. Catharines, Ont. L2S 3T4

Accommodations

1. Where the student has an individual educational plan, IEP, this activity will be modified to meet the student's needs as outlined in the plan.

2. For ESL/D, students will have 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 will continue.

3. For students with physical or learning impairments, classroom and laboratory activities will be modified to permit participation regardless of the impairment. Where possible, peers will be encouraged to assist the student to permit participation in all group and individual activities.

Activity #2: Properties of Current Electricity

Time: 75-150 minutes

Description:

In this activity, students will be introduced to the concept of current electricity and its properties. Current, potential difference, and resistance will be defined in qualitatively using a water analogy, and quantitatively for the purpose of measuring their values in a circuit.

Strand(s) and Expectations:

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: CGE 2a, b, c, d, e; 3b, c, f; 4a, b, e, f; 5a, e, f, g; 7a, b, i, j

Strand: Physics

Overall Expectations:

At the end of Grade 9, students will: PHV.01, PHV.02

Specific Expectations:

Students will: PH1.03 *, PH1.04 *, PH2.01 *, PH2.06 *, PH2.07 *

Planning Notes:

• Students will probably grasp the concept of electric current more easily than potential difference. Alternative analogies should be employed as required. The term "voltage" should be introduced as a synonym of potential difference because of its widespread use.

• Remind students of lab safety rules regarding the use of electricity. They should be made aware of the sensitivity and fragility of analog electric meters. If using even low voltage variable power supplies, students should be prompted to zero the adjustment knob before turning the power on, then slowly increasing the power until the bulb(s) begin to glow (not too brightly). Alternatively, combinations of dry cells could be used.

• Circuit lab activities are best performed in pairs on uncluttered benches.

• This activity involves several large group demonstrations. Suitably sized meters should be used for this purpose. Devices able to be projected onto a screen would be ideal.

• Several concepts developed in this activity lend themselves to a “Science World” experience such as special circuits to control multiple devices. (Possible Science World Idea.)

Prior Knowledge Required:

• Grade 6 electricity unit specific expectations 07, 10, 12, 13, 14, 15, 16

• Know the difference between static and current electricity in terms of stationary versus moving electrons.

• Lab safety, especially in regard to the use of electricity and electrical devices should be reviewed.

Teaching/Learning Strategies:

1. Students will be introduced to the concepts of current, potential difference, and resistance. This may be done through a series of worksheets/mini-labs or as a whole group activity using a variety of audio/visual delivery methods and analogies. The water analogy for current may be demonstrated at this time.

2. The voltmeter and ammeter will be introduced and discussed as devices that measure potential difference and current respectively. Display a suitably sized device of each type. The schematic symbol for voltmeter and ammeter should be introduced.

3. Students will be instructed in the proper connection of a voltmeter (in parallel) and an ammeter (in series) and how to read each type of device using the appropriate scale. Emphasis will be placed on fact that the polarity of the meter connections must always correspond to the polarity of the source (i.e., positive terminal of a voltmeter connected to the positive side of the component). Fragility of the devices must be emphasized.

4. Students will perform an inquiry based lab activity where they are given an opportunity to build simple circuits using cells or a DC power supply, switch, light bulb, and wires. Students will be given the challenge to make a light as bright or as dull as possible using several cells and one bulb. Students should attempt to measure current and potential difference using a voltmeter and an ammeter at different parts of the circuit.

• Students will submit a lab report detailing their observations of a simple circuit, including their diagrams for their circuit.

5. Schematic symbols for common circuit components will be introduced as a way to simplify circuit diagrams. This may be done as a whole group mini-lesson using a suitable whole group method of delivery with ample use of audio/visual aids.

6. Students will write a short description of their work and the design of the circuit in Strategy #4. In their report they should relate the ‘flow of electrons analogy’ discussed in #1 above to the components of the circuit they built in this portion of the activity. Each component of the circuit should be described in relation to its function within the context of the analogy used.

7. Students may wish to extend their knowledge by carrying out a related “Science World” activity focusing on multiple dry cells and multiple bulbs with various levels of brightness. (Possible Science World Idea)

Assessment/Evaluation

• The process students use to carry out each exercise or lab may be evaluated for inquiry using the lab process rubric (Appendix A1). (PH2.01, PH2.03)

• Student Lab Reports may be collected and assessed/evaluated for knowledge/understanding communications using the lab report rubric (Appendix A2). (PH1.04, PH2.03, PH2.06, PH2.07)

• Student actions during a lab may be assessed for safety using a prepared checklist. (PH2.01)

• Student responses from #6 may be collected and evaluated for knowledge/understanding using a check list. (PH1.03, PH2.04)

• Student use and care of equipment may be assessed/evaluated for inquiry skill using a prepared checklist. (PH1.04, PH2.01, PH2.04)

• If students choose to carry out a related “Science World” experience, this may be assessed/evaluated as a component of a final Portfolio or Journal assignment.

Resources

1. Oxenhorn/Idleson, Pathways in Science, Physics 1

2. Prentice Hall Science, Electricity and Magnetism

3. Heath Science Connections 10

4. Andrews, Science 10

Accommodations

1. Where a student has an IEP, this activity will accommodate the modifications as outlined in the plan.

2. For ESL/D, students will have opportunities to demonstrate their learning by alternative means, (spoken English, direct demonstration, pictorial representation). At the same time, instruction in written, science-specific language will continue.

3. For students with physical or learning impairments, classroom/laboratory activities will be modified to permit participation regardless of the impairment. Where possible, peers will be encouraged to assist the student to permit participation in group and individual activities.

4. For the purpose of providing Extensions and Enrichment, students will have opportunities to investigate the topics presented here in greater detail. This would be undertaken in collaboration with the teacher to ensure that the activity is likely to yield useful or interesting information and that it is feasible given the time and resources available. Interested students could extend their knowledge by carrying out appropriate “Science World” activities. (Appendix B).

Activity #3: Comparing Methods of Electrical Production

Time: 300 minutes

Description

In this series of activities, students will be given the opportunity to research and present information regarding the production of electrical energy by traditional and alternative methods. The final product of this activity will be in the form of a “User’s Manual” for electrical energy generation. Students will be required to produce a print version of their manual for distribution in addition to preparing a bulletin board or other highly visible presentation. In all respects, their final product must reflect the Catholic Church’s teachings on respect for the environment and our fellow human beings.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2a, b, c; 3b, c, e; 4b; 5a, e, f, g

Strand: Physics

Overall Expectations

At the end of Grade 9, students will: PHV.03

Specific Expectations

Students will: PH2.05, PH2.06, PH2.07, PH3.03

Planning Notes

• This activity should be initiated at the beginning of the unit, as it will require considerable time to assemble the final product.

• Library/Computer time should be booked in two blocks of two periods to allow students to make the best use of the time to complete their research or to assemble their work. If the school library is not available, the teacher should collect resources for classroom use.

• Have a variety of sources available for student use. These should include various commercially available CD-ROMS, magazine articles, and community resources such as the local hydro authority or a local alternative energy marketing board/agency.

• As part of the exercise, students will be required to work in a team format with each individual having a specific role and task to accomplish. It is suggested that the teacher pre-assign students to heterogeneous groups to allow all students to participate equally and contribute completely to the process. Students with IEP considerations will have roles appropriate to modifications and individual accommodation needs.

• The final product will be a “shareable” item, requiring students (with the assistance of the teacher), to make and distribute copies. As such, students should have access to, and be encouraged to use, presentation and word processing software. Where this is not possible, the final product should have a layout that will permit easy duplication for distribution to the class.

Prior Knowledge Required

• An understanding of the collection of written and numerical data for use in a report or essay.

• Research techniques for the Internet and other multimedia systems as well as through conventional print material.

• Appropriate citation techniques such as parenthetical referencing.

• This activity may be conducted as a group activity depending on the scope and depth of resources available.

• Ethical use of the Internet and other information technologies.

Teaching/Learning Strategies

1. Students will choose from the following list of topics and working in groups, prepare a “User’s Manual” for their choice of electrical generating system. (Topics: Wind, Solar, Photovoltaic, Hydrogen cell, Tidal, Hydro, Nuclear, Fossil Fuels) The “User’s Manual” will be written in a style and manner (with the appropriate use of graphics/drawings) of a typical handbook/guide that one would receive with a new piece of sophisticated equipment, (e.g., stereo, television). The booklet will explain the operation of the generating system using graphics and written instructions wherever appropriate.

2. Within the group, each student will pick one task to complete for their choice of topic. This task may be to prepare the graphics for their manual, prepare written material for the manual or to edit the material prepared. In addition, all students will be required to research an aspect of their choice of topic for the final project. Areas of research will include but are not limited to:

• physical process of producing power for their choice; (i.e., “how does it work?”, turbine, chemical reactions, heat/turbine combinations).

• cost/efficiency of the system per unit of electricity produced.

• environmental impact, including pollutants produced, impact on animal/plant life, aesthetics.

• the ethical implications of their choice of energy production.

3. Students will use a variety of sources to gather their information. Students should have at least one source from each of the categories listed below (depending on availability):

• Electronic – such as CD-ROM or Internet; both if they are available

• Print – articles from recent scientific publications such as Discover, The Crucible, Popular Science or other appropriate publication

• Anecdotal – an interview or survey of a representative from a local power generating authority

• Print – a review of publications/marketing materials from a local alternative energy provider or expert

• Print – a review of materials gathered from traditional print sources such as reference texts or books.

4. Students may prepare a bulletin board or other presentation of the information they have collected. This will be set up either in a highly visible part of the school or as part of an “Energy Fair.” Students should be able to answer questions put to them about their chosen topic by the “general public.”

Assessment/Evaluation

• Each component of the assignment should be assessed independently of all others to allow for individual evaluation. Choice of research source, graphics and the quality of the information gathered and used by an individual student should be assessed for knowledge/understanding and communication using a version of the product assessment rubric (Appendix A3). (PH2.05)

• The final product will be evaluated for knowledge/understanding, communication, and making connections using product assessment rubric A3. (PH2.06, PH2.07)

• Student knowledge/understanding of at least one other method of electric generating system will be evaluated using a traditional paper and pencil test. (PH3.03)

• Peers, other teachers in the school or a combination of both may assess either student presentations or bulletin boards. This may be done using a checklist, rubric or other assessment/evaluation vehicle which should be generated by the teacher along with the students before the presentation.

Resources

1. http://www.aceee.org/

2. http://EETD.LBL.gov/

3. http://www.green-e.org/teacher/index.html

4. http://solstice.crest.org/index.shtml

5. http://www.ase.org/educators/lessons/index.htm

6. http://zebu.uoregon.edu/1998/phys162.html; an internet site which provides a good overview of various forms of alternative energy and many links to other useful web sites.

7. http://www.est.gov.on.ca/english/en/en_renew.html ; government of Ontario Ministry Web site with a review of current/past government initiatives, their goals, costs etc. Also contains links to a variety of other web sites.

8. http://www.eren.doe.gov ; United States Department of Energy Web site with excellent overviews of various Alternative Energy sources and links to institutions and organizations either researching or utilizing various types of energy alternatives.

9. Energy Educators of Ontario; 517 College Street, Suite 404; Toronto Ontario; (416) 323-9216; a source of various publications and print materials dealing specifically with Canadian Energy Issues.

10. Teachers can prepare a research log that allows students to list resources they have accessed in each of the main resource categories listed above.

11. Library resources

12. Multimedia CD ROM available from a variety of Scientific Supply houses

13. Use of Multimedia presentation tool should be encouraged wherever possible. E.g. Microsoft PowerPoint/ Lotus Freelance Graphics etc.

14. The Church’s teaching on the environment

Accommodations

1. Where a student has an IEP, this activity will accommodate the modifications as outlined in the plan.

3. For students with physical or learning impairments, roles and duties will be modified to permit participation regardless of the impairment. Where possible, peers will be encouraged to assist the student to permit participation in group and individual activities.

Activity #4: Making and Using Series Circuits

Time: 75 - 150 minutes

Description

Through experimental investigation, the student will gain an understanding in how series circuits are connected and some of their quantitative properties. By measuring the output voltage and output current of loads (light bulbs) connected in series, the student will be able to communicate the effect of more loads added to a circuit. Students will be expected to draw schematic diagrams using pencil and ruler.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b, c; 3c; 4a, b, d, e, f; 5a, b, e, f, g; 7b, j

Strand: Physics

Overall Expectations

At the end of Grade 9, students will: PHV.02

Specific Expectations

Students will: PH1.04 *, PH2.01 *, PH2.04 *, PH2.06 *, PH2.07 *, PH2.08 *

Planning Notes

• Circuit symbols to be reviewed (e.g. switch, cell, wire and light bulb)

• Connecting the symbols together in a schematic diagram. Use real equipment or accurate pictorial diagrams if possible.

• Ruler drawings must be emphasized.

• Students must be taught the use of electrical meters (voltmeter and ammeter).

Prior Knowledge Required

• Completion of Activity #2

Teaching/Learning Strategies

1. Students should review the following points:

• how to connect or hook up a circuit using standard lab equipment

• the units of measurement for each meter

• the settings or adjustments to be made with the meter dials

• how each meter is to be placed or used in the circuit

• how the data should be recorded

• how the numerical values can be formulated into a mathematical relationship.

2. Students will be given several light bulbs and will be asked to connect them in such a way as to show decreasing brightness. Students should select an appropriate way to communicate their connection to others. Students should measure the voltage and current in various parts of the circuit in order to identify a pattern.

3. Teachers will review with the students diagrams, both pictorial or schematic, of series circuits with 2 or 3 loads:

• Students to draw and interpret circuit diagrams with similar and/or different loads.

Assessment/Evaluation

• The teacher observes the activity performed in Strategy 2 for inquiry using a checklist produced by the teacher. The items to be observed and assessed are: the student obtaining the appropriate lab materials, the care of assembly of the required circuit, making the necessary meter readings, recording and collecting of data and the proper returning of equipment to its appropriate place in the classroom (PH1.04, PH2.04, PH2.06)

• The teacher assesses the knowledge/understanding of the students concerning drawing a circuit, using symbols, given the electrical devices and how these devices are to be connected using a pen and paper test. (PH2.08)

• The teacher will assess the knowledge/understanding and communication of the lab report by using product rubric (Appendix A2). (PH2.07)

Resources

1. Science 10 An Introductory Study: Andrews et. al. Prentice Hall 1987

2. Heath Science Connections 10: Candido et. al. D.C. Heath, 1988, Canada

3. Science Workshop Series: Physical Science: Volume: Electricity & Magnetism Seymour Rosen

4. Teacher created activity sheet or as found in the grade nine text book.

5. Various webs sites such as The Virtual Laboratory (http://physicsweb.org/TIPTOP/VlAB/) and use the necessary applets to reinforce this activity.

Accommodations

1. Where the student has an IEP, this activity will accommodate the modification(s) as outlined in the IEP plan.

2. ESL/D students will have opportunities to demonstrate their learning by alternate means while written English is developing. At the same time, instruction in written, science-specific language must continue.

3. Classroom/laboratory facilities will be modified to permit participation, regardless of impairment, in group and individual activities. Where possible, peers will be encouraged to assist in these accommodations.

Activity #5: Making and Using Parallel Circuits

Time: 100 -150 minutes

Description

Through experimental investigation, the student will gain an understanding of how parallel circuits are connected, some quantitative properties and how this type differs from series circuits (Activity #4). By measuring the output voltage and output current of loads (light bulbs) connected in parallel, the student will communicate the effect of adding more loads (light bulbs) to a circuit. Students will be expected to draw schematic diagrams using pencil and ruler. Household wiring will be discussed in the context of series and parallel circuits with reference to the terms: hot wire, fuse or circuit breaker, ground wire, 120 volt circuit versus 240 volt circuit.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b, c; 3c; 4a, b, d, e, f; 5a, b, e, f, g; 7b, j

Strand: Physics

Overall Expectations

At the end of Grade 9, students will: PHV.02

Specific Expectations

Students will: PH1.04 *, PH2.01 *, PH2.04 *, PH2.06 *, PH2.08 *, PH3.01 *

Planning Notes

• Use electrical demo kits where possible

• Have the students do a visual inspection of the wiring in their own house especially the main circuit panel (alternately, a possible tour of the school electrical room); a report may be written on the student’s inspection

Prior Knowledge Required

• Construction of series circuits.

Teaching/Learning Strategies

1. Students should review the following points leading up to circuit assembly and quantitative measurements :

• how to connect or hook up a circuit using standard lab equipment

• the units measured by each meter

• the settings or adjustments to be made with the meter dials

• how each meter is to be placed or used in the circuit

• how should the data be recorded

• how the numerical values can be formulated into a mathematical relationship.

2. Students will be given several light bulbs and will be asked to predict the brightness of each as more light bulbs are connected in parallel. Students will then compare their observations to those from the previous activity.

3. The teacher should review pictorial or schematic circuit diagrams.

• Students should draw and interpret circuit diagrams; cue cards may be used to assist in developing schematic diagrams.

4. The teacher should discuss with the students:

• why a household is wired in parallel and not in series

• why certain devices throughout the household are wired in series; what they are and why they are wired in this manner

• how to view and analyze electrical blueprints

• the wiring of a model house using appropriate electrical fixtures.

5. Students may explore specific circuits such as a household alarm or explain why a fuse blows or a circuit breaker disconnects. (Possible Science World Idea)

Assessment/Evaluation

• The teacher will assess the knowledge/understanding and communication of the lab report by using product rubric (Appendix A2). (PH2.07)

Resources

1. Science 10 An Introductory Study: Andrews et. al. Prentice Hall 1987

2. Heath Science Connections 10: Candido et. al. D.C. Heath, 1988, Canada

3. Science Workshop Series: Physical Science: Volume: Electricity & Magnetism Seymour Rosen

4. Science: Ideas and Applications 10: Finucane, Lang, John Wiley & Sons, 1998

5. Teacher created activity sheet or as found in the grade nine text book.

6. Various webs sites such as The Virtual Laboratory (http://physicsweb.org/TIPTOP/VlAB/) and use the necessary applets to reinforce this activity.

7. Any household wiring text or brochures that, for example, would be available at a hardware store or building centre.

Accommodations

1. Where the student has an IEP, this activity will accommodate the modification(s) as outlined in the IEP plan.

Activity #6: Measuring Resistance

Time: 75-150 minutes

Description

Through experimental investigation, the student will gain an understanding of the relationship between electric current, potential difference, and resistance. They will measure the potential difference and the current in a simple series circuit for an ohmic resistor and plot a graph of the data in order to see that the resistance is the slope of the graph. Simple problems involving the relationship V=IR will be solved mathematically.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b, c; 3c; 4a, b, d, e, f; 5a, f, g; 7b, j

Strand: Physics

Overall Expectations

At the end of grade 9, students will: PHV.01

Specific Expectations

Students will: PH1.03, PH1.04, PH1.05, PH1.06 *, PH2.06 *, PH2.07 *, PH2.09 *

Planning Notes

• The use of the electrical meters was just completed as part of the previous activities. It would be convenient to use digital meters if possible for their accuracy and ease of reading. Two meters for each group would be convenient to avoid the need to change the configuration of the circuit. However, one may be used if that is all that is available.

• The electrical symbol for resistance should be introduced as part of the activity.

• Use only ohmic resistors (not light bulbs) in order that the results will be linear.

• Students should come to know that as the resistance increases in a circuit the current decreases, and as the resistance decreases the current increases. The concept for the relationship among these quantities will be explained by means of a water analogy, where the potential difference is the water pump, the current is the water flow and the resistance is the opposition to the flow of water due to restrictions of the diameter of the water pipe.

Prior Knowledge Required

• The knowledge of how to connect simple electrical circuit based upon pictorial or schematic diagrams.

• The proper use of voltmeters in parallel and ammeters in series must be emphasized.

• The production of line graphs and the determination of their slopes either by hand or from computer database or spreadsheet programs.

• The solution of simple linear equations.

Teaching/Learning Strategies

1. Students will be given several resistors and asked to predict and then measure the resulting current with several different potential differences:

• The students will plot a line graph of potential difference versus current.

• The students will be asked to identify a pattern to the graph (a straight line that has a positive slope).

• The students will be asked to identify a pattern to the relationship between the resistance and the current (larger resistance, smaller current, etc.).

2. The teacher will verify the results and introduce the equation V=IR.

• The teacher will define the unit of resistance as the "ohm" (3) when the potential difference is in volts and the current is in amperes.

• Several examples of solving the equation for each unknown given the other two will be worked out with student input.

• The students will practise solving similar problems, working in groups.

3. The teacher will summarize the behaviour of electrical circuits with regards to resistance, potential difference and current by means of a water analogy.

4. Students may explore the operation of a dimmer switch. (Possible Science World Idea)

Assessment/Evaluation

• The results of the experiment relating potential difference and current should be collected and assessed for inquiry and communication:

• are the results within the accuracy range of the resistor (usually 5%or 10%)?

• is the graph a straight line? (PH2.09)

• can the students correctly relate current and potential difference? (PH1.06)

• The teacher may assess the written lab report for knowledge/understanding and communication using the lab product rubric (Appendix A2).

• The teacher can assess the students’ knowledge/understanding of the relationship among resistance, potential difference and current by means of a pen and paper test:

• Can students successfully use the equation V=IR to solve for one of the variables if the other
two are given? (PH1.08)

• Can students use the water analogy to explain the concept of resistance in an electrical circuit?

• The teacher can assess the students’ knowledge/understanding of the effect of resistance in series and parallel by means of a performance task in which students are asked to reduce or increase the resistance in a given circuit by adding an additional resistor. (PH1.05)

Resources

1. Science Workshop Series: Physical Science: Volume: Electricity & Magnetism Seymour Rosen Prentice Hall Ginn, Cambridge, Ontario

2. Teacher created activity sheet or as found in the grade nine text book.

3. Various webs sites such as The Virtual Laboratory (http://physicsweb.org/TIPTOP/VlAB/) and use the necessary applets to reinforce this activity.

Accommodations

1. Where the student has an IEP, this activity will accommodate the modification(s) as outlined in the IEP plan.

Activity # 7: Electrical Devices: How do they work?

Time: 150 - 225 minutes

Description

The students will brainstorm the energy transformations that occur in common electrical devices. For example, electricity may be used to produce heat, light, sound, motion, magnetism, etc. The student will be asked to select a device that they wish to research and then explain how the device works and present the results of their research to the class in one of several ways; a poster, a video, a demonstration presentation etc. A cooperative lesson could also be used using a jig saw format.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b, c; 3c; 4a, b, d, e, f; 5a, f, g; 7b, j

Strand: Physics

Overall Expectations

At the end of grade 9, students will: PHV.03

Specific Expectations

Students will: PH2.03, PH2.04, PH2.05 *, PH2.07, PH3.04 *

Planning Notes

• Teachers should collect various resources such as books or CD-ROM sources of information about "The Ways Things Work". Relevant Internet sites should also be researched in order to help give students a start on their research.

• Various electrical devices should be available in the class for students to examine.

• Students should be warned about the dangers of taking certain appliances apart and that they should never be operated when they are open for inspection.

• Students should be warned about the ethics of integrity and that there are consequences for plagiarism in collecting information.

Prior Knowledge Required

• Students should know how to find books and other resources in a library.

• Students should know how to use CD-ROM sources of information.

• Students should know how to conduct an the Internet search.

• Students should know how to properly reference the information that they are using.

Teaching/Learning Strategies

1. Students will examine several electrical appliances and determine, with the guidance of the teacher, what kind of energy transformation occurs in the device.

2. Students will select a particular device that they wish to research after they have had time to consider their own sources of information. A mini lesson can be prepared and presented to the class

3. The teacher will arrange at least one library or computer lab research period to give students an opportunity to collect some preliminary information. If the school library is not available, the teacher must collect resources for use in the classroom.

4. Students should be asked to reflect on the wise use of electricity. Ontarians use between 50 to 150 kWh of energy daily. In some parts of the world this may represent a weekly or monthly consumption. Students should relate the wise use of their selected device and how it should be used to promote energy conservation.

5. Students may wish to research the workings of additional devices and present them as a poster or pamphlet. (Possible Science World Idea)

Assessment/Evaluation

• The teacher will assess the presentation by the student for knowledge/understanding, communications and making connections by means of an adaptation of the product assessment rubric (Appendix 3) (PH2.05, PH3.04)

Resources

(a) The Way Things Work: Macaulay, D., Houghton Mifflin 1988, Boston

(b) How Things Work Editor of Consumer Guide, Publications International, Ltd, 1990, Lincolnwood, Illinois USA

Accommodations

1. Where the student has an IEP, this activity will accommodate the modification(s) as outlined in the IEP plan.

Activity # 8: The Efficiency of Electrical Devices or Appliances

Time: 150 minutes

Description

The teacher will introduce the relationship between energy output and energy input as a measure of the efficiency of the transformation of one form of energy into another. Then through experimental investigation, the student will be asked to quantitatively determine the percent efficiency of an electrical device that converts electrical energy into heat energy such as in an electric hot plate or kettle. Other examples will be discussed such as the conversion of electrical energy into sound energy or light energy.

Students will be expected to perform mathematical calculations involving the relationship:

percent efficiency = (energy output / energy input) x 100%.

Strand and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b, c; 3c; 4a, b, d, e, f; 5a, f, g; 7b, j

Strand: Physics

Overall Expectations

At the end of grade 9, students will: PHV.03

Specific Expectations

Students will: PH1.07 *, PH2.01, PH2.06, PH2.07 *.

Planning Notes

• Teachers should collect Energy Guide information about appliances in order that they have samples of energy consumption available for students to discuss.

• An electrical kettle and other electrical devices should be available in the class in order that data about energy consumption may be collected.

• Digital electronic balances are best in order to precisely measure the mass of the water in the experiment.

• Care should be taken when measuring the final temperature of the water inside an electric kettle. If the thermometer comes in contact with a hot element the thermometer may break. It is safer to use a hotplate and beaker combination although the efficiency may not be as great.

Prior Knowledge Required

• Students have studied heat in grade 7, however few students know the equation for the heat gained or lost by a substance as E=mc∆ T or as Q=mc∆T.

• Students have studied mechanical efficiency in grade eight, however not all students may know the equation for the efficiency of an energy conversion as (energy output/energy input) x 100%

• Students should be aware of the information contained on the identification plate of a device, usually the potential difference, the power rating or the electrical current. Students may not be aware of the fact that the power is the product of the potential difference and the current (P=VI) or that Energy is the product of the power and the time item is used (E=P∆t)

• Students should be able to solve simple equations.

Teaching/Learning Strategies

1. Students will examine several electrical appliances, determine the information available on the identification plate, and record it in their notebook or science journal:

• the electrical potential difference required, the current used, the resistance of the device, and the power of the device.

2. The student will investigate and explain the relationship among the potential difference, the elapsed time and the energy consumed by an electrical device, as well as the relationship among the power, the potential difference and the current:

• E = P∆t and P = VI.

• Students will perform several sample calculations using this relationship.

3. The teacher will review the relationship for efficiency of the energy transformation

• The students will collect data experimentally to determine the efficiency of a kettle or hotplate using the appropriate equation.

• The students may be asked to produce a complete lab report of the activity.

• The teacher will review other examples of the efficiency of the energy transformation.

• The students will use this equation to determine the efficiency of other devices, given the energy input and output.

4. Students may attempt to determine the efficiency of other devices such as the gravitational energy produced by an electric motor in lifting an object compared to the electrical energy it needs to operate. (Possible Science World Idea)

Assessment/Evaluation

• Student ability to read the information from the name plate will be assessed orally.

• The teacher may make a formal observation for inquiry using a modification of the process rubric (Appendix A1). Items to be observed include: use of appropriate lab materials, care of assembly and the proper returning of equipment to its appropriate place in the classroom.

• The teacher assesses the recording and collecting of data in an organized chart for communication by means of observation and individual conferences.

• By means of a pen and paper test (PH1.07), the teacher will assess for knowledge/understanding the ability of students to:

• calculate power, given potential difference and current.

• calculate energy, given power and time used.

• calculate efficiency, given energy output and energy input.

• The teacher will assess the written lab report for inquiry, knowledge/understanding, and communication using lab product rubric (Appendix 2). (PH2.07)

Resources

1. Fundamentals of Physics: An Introductory Course: Martindale et. al. D.C. Heath 1987, Toronto

2. Teacher created activity sheet or as found in the grade nine text book.

3. Science: Ideas and Applications 10 Finucane and Lang, John Wiley & Sons

4. Various webs sites such as The Virtual Laboratory (http://physicsweb.org/TIPTOP/VlAB/ ) and use the necessary applets to reinforce this activity.

Accommodations

1. Where the student has an IEP, this activity will accommodate the modification(s) as outlined in the IEP plan.

Activity #9: Authentic Problem Relating to Electricity

Time: 150 minutes

Description

In this activity, students will be given an opportunity to use the knowledge and skills learned in previous activities to solve practical problems involving electric circuits, and relate the solutions they develop to real-world situations.

Strand(s) and Expectations:

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: a,b,c,d,e; 3b,c,f; 4a,b,e,f; 5a,e,f,g; 7i

Strand: Physics

Overall Expectations

At the end of grade 9, students will: PHV.01, PHV.02, PHV.03

Specific Expectations

Students will: PH2.01, PH2.02 *, PH2.08 *, PH2.09 *, PH3.02 *

Planning Notes

• Remind students of lab safety rules regarding the use of electricity. When using low voltage variable power supplies, they should be prompted to zero the adjustment knob before turning the power on, then slowly increasing the power until the bulb(s) begin to glow (not too brightly).

• Students will be using a variety of switches in the laboratory activity. Teachers should explain the difference between single pole single throw (SPST) and single pole double throw (SPDT) switches and demonstrate examples of knife switches of these two types. Schematic symbols for these types of switches will be introduced.

Prior Knowledge Required

• grade 6 electricity unit specific expectations 07, 10, 12, 13, 14, 15, 16

• simple, parallel, and series circuits

Teaching/Learning Strategies

1. Students will participate in a problem solving laboratory-based activity entitled "The Double Light Switching Puzzle". As a pre-lab activity, the teacher will lead the students in a discussion regarding the problem they will be solving; the materials they will be given to help solve it; and the group structure and format that will be used to organize and carry out their assigned task.

2. Students will break into working groups of 2 to 4. They will brainstorm on paper possible solutions to the problem and select the most promising hypothesis. The teacher will check their plans for safety.

3. Work groups will be provided with an assortment of wires, light bulbs, switches, and a low voltage DC power supply or cells and holders. After checking with the teacher, they will attempt their chosen circuit and report on its success or failure. If the circuit fails to solve the stated problem, students will re-arrange their circuit designs in an effort to achieve success. The teacher should provide assistance where necessary.

4. Students (alone or as a group), will submit a report, and verbally share their solutions with the class. A conclusion statement that includes a diagrammatic or written explanation of the pathways taken by the current to achieve the outcome that solves the problem should be included. The report should end with a section called "connections" where students provide several practical uses of this kind of circuitry in the "real" world.

Assessment/Evaluation

• This activity will be assessed for inquiry, knowledge/understanding, communication and making connections by means of a rubric based upon product assessment rubric (Appendix A3). This rubric should be developed before the activity with teacher and student cooperation. (PH2.02, PH2.08, PH2.09, PH3.02)

Accommodations

1. Where the student has an IEP, this activity will accommodate the modification(s) as outlined in the IEP plan.

Activity # 10: Careers Relating to Electrical Technology

Time: 250-300 minutes

Description

Students will gain an interest in Electrical Technology through an introduction to career opportunities. The student will be exposed to different career placements that require knowledge of electric circuitry. Through this activity students will gain further respect for the dignity of all occupations and the value of all workers. This activity must be introduced early in the unit and the time devoted to it should be spread out to allow time for research.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:

The graduate is expected to be: 2b, c, e; 3c; 4a, b, d, e, f, g; 5a, b, e, f, g, h; 7b, j

Strand: Physics

Overall Expectations

At the end of grade 9, students will: PHV.03

Specific Expectations

Students will: PH2.05, PH3.05 *

Planning Notes

• Collect pamphlets on technology careers/programs from apprenticeship and college/university sources.

• Students may be assigned a college or university to discover where there are post secondary electrical technology programs.

• Each listed career has its own specific descriptor, with example titles (job classifications) classified in each unit group. Main duties to be performed and employment requirements are listed for each unit.

Prior Knowledge Required

• none

Teaching/Learning Strategies

1. Brainstorming - Students try to generate initial careers or job activities that require electrical knowledge or skills. Ideas thrown up on a “Big Board” for peer critiquing. Each idea can be looked at for it’s own uniqueness. Teacher can then supplement list with above given career listings and college, apprenticeship and university placement information. This should be done early in the unit.

2. A portfolio - developed in which the student demonstrates an ability to handle and collect relevant career related material and apply his/her knowledge to process this information which has a very “real-world” application. This should be an on-going activity in the unit. The student should keep a log or record of their work on this activity in a portfolio.

3. The Interview - Students should be encouraged to interview individuals who are in the above listed careers to gain a first hand experience as to what this job entails. This may be done at any time throughout the unit.

4. Case Study - Students will select career topics. They then investigate each career under headings such as; necessary education required, nature of the work, working conditions, employment advancement opportunities, remuneration and related occupations. The case study can be either a small group project or on an individual basis. Co-op students in the school could be used as “experts” . Apprentices affiliated with the school would also provide good role models and invaluable resource information.

5. Report/Presentation - The student presentation could be in the form of a company recruiting commercial.

Assessment/Evaluation

• Teachers should assess the students time on task in order to evaluate their inquiry skills by reviewing the student logs included in the portfolio, as well as by means of individual student-teacher conferences.

• Teachers should assess the final written report, presentation and/or portfolio for knowledge/understanding and communication skills by means of a product assessment rubric based upon Appendix A3. This rubric should be created at the start of the activity by student/teacher cooperation.

Resources

1. Guidance Centre Career Monographs “Electronic Engineering Technologist” 1991 Guidance Centre, OISE

2. National Occupational Classification, Occupational Descriptions Series 7241 to 7247

3. Internet Sites which can be made assessable through the Guidance Department

Accommodations

1. Where the student has an IEP, this activity will accommodate the modification(s) as outlined in the IEP plan.

Appendix A1: Process Rubric

CATEGORY

CRITERION

LEVEL 1

LEVEL 2

LEVEL 3

(Provincial Standard)

LEVEL 4

Inquiry

Planning

• does not demonstrate an understanding of the problem

• no preparation is attempted or the preparation is incoherent or unworkable

• no controls and variables identified

• demonstrates a partial understanding of the problem

• preparation is limited in appropriateness and completeness

• some controls and variables identified

• demonstrates a basic understanding of the problem

• preparation is complete and appropriate for the activity

• most controls and variables identified

• demonstrates a thorough understanding of the problem

• preparation is clear, complete and appropriate

• all controls and variables identified

Personal Technical Skill

• limited competence

• moderate competence

• considerable competence

• high degree of competence

Safety and/or Equipment Care

• safety rules broken

• careless use of equipment

• safety compromised

• some mishandling or misuse of equipment

• safety rules followed adequately

• careful use of equipment

• extra safety practiced

• extra care of equipment exercised

Group Skills

• poor group-work skills

• little contribution

• moderate group-work skills

• moderate contribution

• good group-work skills

• good contribution

• excellent group-work skills

• excellent contribution

OCSGE

Catholicity

• lacks respect for the dignity and welfare of others

• occasionally demonstrates respect for the dignity and welfare of others

• adequately demonstrates respect for the dignity and welfare of others

• selflessly strives to respect and affirm the rights and dignity of others

Appendix A2: Lab Product Rubric

CATEGORY	CRITERION	LEVEL 1	LEVEL 2	LEVEL 3 (Provincial Standard)	LEVEL 4
Knowledge and Understanding	Hypothesis Reflects Theoretical Information	Used terms and ideas but did so inappropriately Demonstrated limited understanding Infrequently transferred simple concepts to new contexts	Used some terms and ideas appropriately Demonstrated only some understanding Sometimes transferred simple concepts to new contexts	Used terms and ideas appropriately Demonstrated considerable understanding Able to extend simple concepts and some complex concepts in new contexts	Routinely used terms and ideas appropriately Demonstrated a thorough understanding Able to extend simple and complex concepts to new contexts.
	Used prior knowledge to answer discussion questions
	Work demonstrates an understanding of the concept(s) being investigated
Inquiry	Application of the skills and strategies of scientific inquiry	Applies few of the skills and strategies of scientific activity	Applies some of the skills and strategies of scientific inquiry	Applies most of the skills and strategies of scientific inquiry	Applies all or almost all of the skills and strategies of scientific inquiry
Communication	Used the proper format for the lab report	Had a few elements of the criterion but did not do so clearly or precisely	Use of terminology evident but not necessarily accurate or appropriate	Uses terminology and symbols appropriately although does make the occasional error or omission	Uses terminology and symbols appropriately and at all times.
	Used the proper units for all measured quantities
	Used the appropriate presentation format for data
Making Connections

Appendix A3: Product Assessment Rubric

CRITERION

LEVEL 1

LEVEL 2

LEVEL 3

(Provincial Standard)

LEVEL 4

Knowledge and Understanding

Accuracy of description of topic

• Description of concepts is rudimentary

• Very few summaries in the student’s own words

• Inappropriate use of terms and language

• Information predominantly from one source

• Demonstrates some understanding of concepts.

• Evidence of summarization and encapsulation of ideas and concepts

• Terms and language reflect some understanding

• Information from at least two sources

• Demonstrates good understanding of concepts

• Summarizes information from a source

• Good use of terminology and language

• Draws on multiple sources in the development of an idea or concept

• Demonstrates thorough understanding of the concepts

• Summarizes all information

• Use of terminology reflecting a thorough understanding of the concept

• Combines information from multiple sources on an idea or concept

Completeness of topic analysis

• Work demonstrates a limited review of the information available.

• Work does not analyze concepts in depth

• Facts or data not used to support ideas or concepts

• Is unable to make links between two aspects of a topic

• Demonstrates a greater analysis of the information

• Some analysis of concepts or ideas is evident

• Minimal facts or data are used to support the topic or analysis

• Is sometimes able to make links between two aspects of a topic

• Demonstrates a good review of the relevant facts

• Good analysis of the concepts or ideas

• Uses sufficient facts and data to support each topic or analysis

• Is able to make links between two aspects of the topic

• Demonstrates a thorough understanding of the relevant facts or data

• Uses a large number of facts or pieces of data to support the topic or analysis

• Is continuously linking facts from one aspect of the topic with the next to provide a continuum in the analysis

Comparisons of chosen topic to related ideas

• Does not relate the topic to other areas of relevance

• Work reflects a limited perspective of the impact of the topic on society and the environment

• Mention is made of at least one possible link/influence between the topic and another area of relevance.

• Demonstrates some perspective of the impact of the topic on society or the environment

• Demonstrates an understanding of the at least two relationships that exist between the topic and other areas of relevance

• Discusses the impact of the chosen topic on at least one aspect of society or the environment, (e.g. social, economic, pollution etc.)

• Presents a thorough discussion of at least two relationships/impacts of the topic and other areas of relevance

• Demonstrates a thorough understanding of the relationships between the chosen topic and other aspects of society and/or the environment

Discussion of secondary concepts/issues

• Does not discuss secondary issues.

• Demonstrates limited awareness of relevant secondary issues

• Does not link the concepts within the topic to other ancillary topics or ideas

• Demonstrates some understanding of secondary issues

• Makes mention of at least one secondary issue

• Demonstrates some awareness of the links between at least one concept within the topic and one other ancillary topic or idea

• Demonstrates considerable understanding of secondary issues related to the topic

• Discusses at least one secondary issue

• Discusses the links between at least one concept within the topic and one other ancillary topic or idea

• Demonstrates a thorough understanding of secondary issues related to the topic

• Discusses at least two secondary issues thoroughly

• Makes the link between specific concepts within the topic and specific ancillary topics or ideas

Review of Church teachings on the topic

• Demonstrates a limited understanding of Church teachings with respect to the topic

• Makes reference to Moral/Ethical issues with no reference to the teachings of the Church

• Demonstrates limited understanding of the links between the teachings of the Catholic Church and the issues in the topic.

• Demonstrates some understanding of Church teachings.

• Makes at least one reference to a specific Scriptural or encyclical teachings

• Demonstrates some understanding of the links between the teachings of the Catholic Church and the issues discussed in the topic

• Demonstrates a good understanding of Church teachings

• Makes at least 3 references to specific Scriptural or encyclical teachings

• Where appropriate, links at least one concept/issue in the topic to the teachings of the Catholic Church

• Demonstrates a thorough understanding of Church teachings.

• Concepts/issues of the topic are discussed with specific reference to the teachings of the Catholic Church

• Where appropriate, links are made between all relevant issues/concepts and the Church’s teachings.

Use of diagrams, charts and graphics

• Demonstrates limited appropriate use of diagrams charts or graphics

• Diagrams, charts or graphics serve a decorative purpose only

• Demonstrates appropriate use of diagrams, charts or graphics.

• Diagrams, charts or graphics are used to enhance a point or concept

• Demonstrates a good understanding of the use of diagrams, charts and graphics to illustrate/reinforce a point or concept

• Uses diagrams, charts or graphics to support concepts and to explain ideas

• Makes reference to diagrams charts or graphics in explaining a point or concept

• Demonstrates a thorough understanding of the use of diagrams, charts and graphics in the elaboration of ideas and the enhancement of a product

• Uses diagrams, charts and graphics to explain/elaborate and reinforce ideas and concepts when necessary

• Makes reference to diagrams, charts or graphics throughout the product

Inquiry

Use of Internet Resources

• Demonstrates limited use of the Internet as a source of information

• Uses limited Internet references - some may be inappropriate

• Uses “cut and paste” rather than summary and reference

• Demonstrates some use of the Internet as a source of information

• Uses some appropriate Internet references

• Demonstrates some summarization of information with appropriate referencing

• Demonstrates a good use of the Internet as a source of Information

• Uses sufficient and appropriate Internet references

• Demonstrates good summarization of information and cross referencing of information

• Demonstrates a thorough understanding of the Internet as a source of Information

• Uses extensive and appropriate Internet References

• Demonstrates complete summarization of information with extensive cross-referencing of information

Use of other electronic media

• Demonstrates limited use of on-line or CD-ROM sources

• Uses Encyclopedic CD-ROM sources

• Demonstrates limited understanding of the appropriateness of material

• Demonstrates some use of on- line or CD-ROM sources such as SIRS or similar research tool

• Uses Encyclopedic as well as subject specific CD-ROM sources

• Demonstrates some understanding of the appropriateness of material

• Demonstrates good use of on- line or CD-ROM sources

• Uses a variety of on-line tools and sources/materials

• Demonstrates a good understanding of the appropriateness of material

• Demonstrates a thorough use of on-line or CD-ROM sources

• Uses a wide variety of on-line tools and sources/materials

• Demonstrates thorough understanding of the appropriateness of material

Use of traditional research tools (books, articles)

• Demonstrates a limited understanding of research techniques using traditional sources

• Demonstrates a limited understanding of the use of linking information from two or more sources to support a concept or idea

• Demonstrates some understanding of research techniques using traditional sources, (subject search)

• Demonstrates some linkage between sources to support a concept or idea

• Demonstrates a good understanding of research techniques.

• Demonstrates good linkage between sources in support of an idea or concept.

• Demonstrates a thorough understanding of research techniques.

• Demonstrates extensive linkage between sources to support a concept or idea

Communication

Product organized according to a discernable outline

• Demonstrates a limited understanding of the use of an outline

• Product is not coherent or organized in a topical manner

• Related concepts are disjointed

• Demonstrates no ‘flow’ from one concept to the next

• Demonstrates some understanding of the use of an outline

• Product is organized according to an outline.

• Related concepts are grouped together

• The flow from one group to the next is not coherent

• Demonstrates a good understanding of the use of outlines to organize material

• Product is organized and coherent

• Topics are grouped according to the discernable links between them

• Flow from one concept to the next is coherent

• Demonstrates a thorough understanding of the use of outlines in organizing both research and product

• Product is organized and coherent

• Topics within a sub-group are related

• Each topic group leads logically into the next.

Making Connections

Use this to develop specific criteria relating the topic to the discussions in class or in society.

Appendix A4: Collaborative Rubric

Group/Self/Teacher Rating Scale for Group Skills

Circle the number that best demonstrates the behaviour as outlined below.

1 = rarely

2 = seldom

3 = usually

4 = always

	Your Name	Peer Name	Peer Name	Peer Name
Stayed On Task _ not easily distracted _ contributed actively _ seen researching, note-taking	1 2 3 4	1 2 3 4	1 2 3 4	1 2 3 4
Actively Listened _ eye to eye contact _ attentive facial expression _ asked for clarifications _ hear one voice at a time	1 2 3 4	1 2 3 4	1 2 3 4	1 2 3 4
Followed Assigned Roles _ facilitator _ motivator _ recorder _ task master	1 2 3 4	1 2 3 4	1 2 3 4	1 2 3 4
Worked Cooperatively _ offered opinions politely _ kept a positive attitude _ accepting of others’ ideas _ respected principles of brainstorming	1 2 3 4	1 2 3 4	1 2 3 4	1 2 3 4
Completed Their Fair Share of the Work	1 2 3 4	1 2 3 4	1 2 3 4	1 2 3 4

GROUP ROLES & DESCRIPTIONS

Facilitator: Ensures that everyone understands the work in progress. Keeps the group moving towards the accomplished goal.

Recorder: Writes and pulls together the conclusions of the group so that they can be presented coherently.

Motivator: Provides support to the members of the group so that they are more enthused about their participation. Makes helpful suggestions.

Task Master: Keeps the group focussed on the task and monitors the time.

Appendix B: Science World

A Personal Journey Through The World of Science

Science World is an individualized, interdisciplinary, project-based activity that allows students to relate and extend scientific and technological concepts learned in class to everyday life. It will give them an opportunity to explore science beyond the classroom and receive credit for personal activities, interests, and hobbies they may already be engaged in outside the school environment or in departments other than science. Students should keep a log or a student journal to keep track of new words, data from class experiences that may be extended and a record of activities that have been completed.

Students will engage in Science World projects throughout the course. Teachers will provide the necessary student-friendly outlines and guides suggesting possible Science World activities in all units of the course. Students will be free to choose the activities they would like to work on. They will also be given the option to design and perform their own Science World project. The products of their effort will be placed in a personal Science World portfolio. Process and product will be assessed and evaluated according to suitable teacher-developed marking schemes and assessment rubrics (see Appendices A1, A2, and A3 in this document for samples).

Teachers will establish policies regarding timelines available for the design, development, and submission of final products. Flexibility is important in this regard. Students should be allowed to put forth their best effort---not one compromised by unreasonable time constraints (with the provision that projects commenced late in the school year need to be started at a suitable time to ensure completion). Student self-pacing must be encouraged. Teachers must also assist in arranging and scheduling dates, times, and places for staging certain events or large and small group presentations (as Science World extends to other courses, this could become a department-wide activity).

Teachers will assist students develop effective time-management skills, select group members where necessary, and select activities that suit their interests and abilities. They will facilitate the search for required materials and equipment; the search for reference materials; and the search for suitable community-based resources. Teachers must not exert excessive control over the selection, design, or perform/create aspects of the projects. Science World must remain an exclusively student- centered activity.

Science World structure and content may be modified to suit local school conditions, extended community profile, and student population characteristics as well as any possible limitations on the availability of resources.

The present version of Science World allows students to select from five different classes of activities; each assigned a different number of points (these could be adjusted by an individual teacher for a particular school):

1. Mini Explores: These are relatively short projects that are meant to be fun, interesting, and challenging. A sample Mini Explore Guide is found at the end of this appendix. Teachers will be expected to develop others. (10 Points)

2. Major Explores: These are formal science fair projects involving in-depth study done over a longer period of time. They usually require the design and performance of a single laboratory-based research project that usually requires a detailed written report and a project board. (30 Points)

3. School Clubs: Students may obtain Science World credit by joining and making a significant contribution to certain school clubs and associations that have a significant science or technology content. Examples would include audio-visual and stage lighting technicians for school productions, math club, science club and debating club (if science or technology concerns are debated). (10 Points)

4. Da Vinci’s Dilemma or Science Olympics: This would be a large group activity organized in a “Science Olympics” format and taking place over a number of days. Groups of students would compete against one another on challenging problem-solving activities that involve elements of science, technology, art, and mathematics. (20 Points)

5. Major School Field Trips: Various school clubs and associations may from time-to-time organize major (overnight) excursions to distant locations of interest. Some of these may have enough of a science or technology component to qualify for Science World credit. Alternatively, the science department could arrange such an excursion. (20 Points)

In order to complete Science World, students will have to accumulate a particular number of points (e.g. 30) by the end of the school year or semester. Since different classes of activities involve differing amounts of time and effort, a reasonable combination of activities must be selected by students for credit.

Sample Mini Explore Guide

1. Explain the role male hormones play in the development of “Male pattern Baldness.” 2-3 page report including caused, treatments and possible cures, diagrams, photos, print and internet references. (Biology Unit)

2. Create a photo album of the moon’s phases. Portfolio of 6-8 photographs of different phases of the moon. The photos must be properly labelled and placed in plastic protectors. (Earth/Space Unit)

3. Create a Science Board Game. The game must illustrate a theme, or principle learned in the course. It must have “play-value” and should be artistic and colourful. It should “make sense” and teach as one plays. (Any Unit)

4. Design and Build a Science Mobile. The mobile must be light-weight, colourful, and illustrate one of the themes, concepts, or principles learned in the course. (Any Unit)

5. Write a Science Poem. The poem must be a rhyming poem composed of a minimum of 4 stanzas containing no less than 4 lines each, or 3 different limericks. The poem or limericks must be original and must explain a science concept or principle learned in the course. (Any Unit)

6. Build a Solar System Model. The model must include the sun and the nine planets. Each component must be shaped and coloured to look as realistic as possible. They must also be sized to scale. (Earth/Space Unit)

7. Produce a Video Clip or Computer Simulation. You may use video or computer animation and special effects techniques to produce a product that illustrates a scientific principle or concept learned in the course. Audio is optional. (Any Unit)

8. Construct a Radio that Works. The radio must be “home-made”, not store-bought. Plans may be obtained from the internet or popular science magazines. (Physics Unit)

9. Participate in the Science Scavenger Hunt. Groups of students will compete with one another amassing a list of interesting and unusual “sciencey” items that need to be retrieved over a number of days. The list should include esoteric, cryptic items that require some research to identify). (Any Unit)

Appendix C1: A Catholic Perspective on the Applications of Science: Guiding Principles (Teacher)

Stewardship

The biblical story of creation is a revelation of the goodness of all creation. Humankind, as the culminating act in the first creation story, was given dominion over creation. To be given dominion over creation was to be given dominion over the goodness of creation. The human person, the pinnacle of creation, was to exercise this responsibility in a manner that respected the integrity (order, substance, goodness, love, life, spirit and soul) of all that was created. The role that humankind assumed, in order to safeguard the integrity of creation, was that of a steward. A steward is a caretaker. All human persons are called to tend to the created world with the wisdom of the divine Steward. The divine Steward is the creator of life and people are the custodians of that life. Science and technology, in their methods and applications must safeguard the integrity of life.

Environment

The environment is the contact point between the implicit order of the universe and the physical substance of life. The environment exists in delicate harmony at the junction of order and substance. The Providence of God (God's plan and care for the universe) is most evident at this juncture. Life is inextricably rooted in the environment. Destruction of the environment threatens the delicate balance of life. The human and personal call to stewardship requires that safeguards be placed on the environment in order to protect the integrity of life.

Resources

The resources of the earth have been created in order to promote the welfare of all life. Resources by their nature are limited in their availability and renewability. The resources of the earth are part of the established order of the universe and as such serve a role in the maintenance of life on this planet. Humankind in exercising stewardship must use the resources of the earth in such a way as to promote the welfare of all life, while at the same time not jeopardizing the order of life. It must also be recognized that the resources of the earth are to be used to promote the greater good of all humankind.

The extraction of resources from the earth must be done in the least environmentally intrusive manner possible. It would also be consistent with good stewardship to regenerate the areas damaged by the processes of extraction. In the processing of various resources safeguards must be in place to minimize damage to the environment by the waste products. It is also incumbent upon employers to safeguard the health and welfare of all workers involved in the extraction and processing of metals and minerals. To ignore these measures would be to deny the dignity and value of the human person and to place a higher priority on capital than labour.

Energy

Energy is a necessary commodity for life. Energy must be used to promote the greater good of all life. It must be made available for the fundamental needs of all humanity. Many forms of energy are not renewable. Other forms, while potentially unlimited, carry with them a high environmental cost. Some forms, while not economically viable, are environmentally sustainable. Good stewardship requires that consumption, cost, environmental disintegration and sustainabilty all be considered in making decisions about which forms of energy would best serve the economic, environmental and human needs of the planet. It would also encourage students to envision a world in which consumption, cost, and the environment existed in a sustainable relationship. Once again, the health and safety of workers employed in energy research, transformation or transmission must take a higher priority than considerations for maximizing capital gain.

Economy

All economic systems rely on the goods of the earth in order to function. The Creator is the source of all the goods of the earth and has created them to help sustain life. Economic systems which reflect the Providential order of the universe will provide for the needs of all of God's creations. Economic systems that are driven by unbridled personal gain or Godless purpose will lead to exacerbated social inequalities and/or social disintegration.

The human person and the natural environment must be at the centre of all economic life. The economy must be placed at the service of the people of God . An economy that finds its purpose in the service of people, will provide opportunities for all members of its society to live according to the plan of God and to grow in holiness (wholeness). A humanizing economy will see work as a basic human right. People will not be treated as units of productivity. Wages will not be determined by market forces alone. The interests of individuals will be bridled by the greater common good. Resources will be used for the creation of life-giving communities. The environment will be treated as integral to the life of the community.

Appendix C2: A Catholic Perspective on the Applications of Science: Guiding Principles (Student)

In the story of creation (Genesis 1-2:4) we read that it was God who created the universe. This belief, that we all share as Christians, compels us to look at life in a special way. We see that the entire universe is part of God's larger plan (Providence) for our salvation. It also means that all of creation shares in the meaning and purpose of God's plan. God made the human person the pinnacle of creation. We read, in the Bible, (Genesis 2:7) that God breathed life-giving breath into humanity. This life-giving breath was the spirit of the Creator. We, as human persons, were created in the image of God. We were given special responsibilities as a result of being given some of the gifts of the Creator. We were to use our gifts of spirit, love, sexuality, intellect, will, imagination and creativity to sustain the life of the planet. When we do so we act with integrity. We read in the Bible (Genesis 1:28) that all of humanity was given dominion over life. We were to act as stewards (caretakers) of all of creation. To be stewards we had to act in a way that would ensure the survival of life on the planet. When we act in this manner we sustain the goodness of creation.

We read in the Bible (Genesis 3) the story of our human weakness. We were given free will by our Creator. When we make our own individual interests more important than the good of others then we loose our integrity (disintegration). In this state we are subject to sin and as we see in the story of Cain and Abel (Genesis 4:1-12), jealousy and anger bring death (loss of wholeness) into our lives.

Science and technology are fruits of the human intellect. Advances in both science and technology have done much to further our understanding of the world in which we live. As students of science, we cannot help but marvel with wonder and awe (gifts of the Holy Spirit) at the miraculous nature of the universe. As stewards of the earth, we must make sure that both science and technology work to enhance life on the planet. We now know how interdependent the inanimate (non- living) and animate (living) parts of the biosphere are. As caretakers, we must recognize that the exploitation of resources endangers the delicate balance of life. It is our responsibility to make sure that when we extract minerals and metals from the earth that we do not destroy the local ecosystem. We must also be aware that the by-products (pollutants) of our industrial processes pose a significant threat to life. We must safeguard the local and global environments from the toxic effects of pollutants.

As human persons, we have a special obligation to other people in the world (solidarity). In the story of Cain and Abel (Genesis 4:9) we hear the question Am I my brother's/sister's keeper? The answer is a resounding yes. We must make sure that we ask certain questions each time we are deciding on the value of an application of science. How will this contribute to the greater good of humanity? How will this benefit the poor? Does this threaten the life-sustaining capacity of the earth?

Appendix C3: References

CATECHISM OF THE CATHOLIC CHURCH. Publications Service, Canadian Conference of Catholic Bishops, 90 Parent Avenue, Ottawa (Ontario),

K1N 1B1. Copyright Concacan Inc.- LIBERIA EDITRICE VATICANA, 1994, for the English translation in Canada.

The Creator 279-281

Catechesis on Creation 282-289

Creation-Work of the Holy Trinity 290-292

The Mystery of Creation 295-301

God Carries Out His Plan: Divine Providence 302-314

Heaven and Earth

The Visible World 337-349

Man 355

In the image of God 356-361

Body and Soul but Truly One 362-368

Male and Female He Created Them 373

The Fall

Original Sin

The consequences of Adam's sin for humanity 404, 407, 409

Common Good 1905-1912

Social Justice 1928-1933

Human Solidarity 1939-1942

Christian Holiness 2012-2013

The Fifth Commandment

Respect for Human Life 2259

Abortion 2270-2275

Euthanasia 2276-2279

Respect for the Dignity of Persons

Respect for the souls of others: scandal 2286

Respect for health 2288-2291

Respect for the person and scientific research 2292-2296

Respect for bodily integrity 1197-2298

Respect for the dead 2299-2301

The Sixth Commandment

Male and Female He Created Them... 2331-2336

The Vocation of Chastity 2337

The integrity of the person 2338-2345

The Seventh Commandment 2410

The Universal Destination and the Private Ownership of Goods 2402-2406

Respect for persons and their Goods 2407

Respect for the goods of others 2414

Respect for the integrity of creation 2415-2418

The Social Doctrine of the Church 2419-2425

Economic Activity and Social Justice 2426-2434

Justice and Solidarity Among Nations 2437-2442

Love for the Poor 2448, 2449

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