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Course Profile (for a locally developed course)

Essential Science, Grade 9

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for education purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the Production of the document.

© Queen’s Printer for Ontario

Acknowledgments

Public and Catholic School Board Writing Team – Essential Science

Course Profile Writing Team

George Huff Lead Writer, formerly Scarborough Board of Education and Science Coordinators and Consultants Association of Ontario

Jane Forbes Halton District School Board

Catherine Kurylo Upper Grand District School Board

Patrick Likuski Toronto District School Board

John Rawski Toronto Catholic District School Board

Joan Tschernow Toronto Catholic District School Board

Tanya Worobec Halton District School Board

Lead Board

Halton District School Board

Susan Orchard, Project Manager

Larry Zavitz, Project Coordination

Kelly Terry, Financial Coordination

Science Coordinators and Consultants Association of Ontario

Science Profiles prepared by the Public District School Board Partnership

Unit 1: Introduction: Setting The Stage

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 10 hours

Unit Description

This unit touches on each of the four science strands. Students are introduced to different types of lab investigations and review some of the skills and strategies of scientific inquiry (e.g., lab procedures, proper use of lab tools and safety equipment, and graphing). Opportunities are built into the unit for diagnosing a student's reading and writing level. Class routines are established. Students learn how to complete the Science Learning Log (SLL), which is an organizing template used throughout this course. Students are introduced to a variety of assessment tools which can be used for diagnostic, formative, or summative assessment.

Strand(s) & Expectations

Strand(s): Biology, Chemistry, Physics, Earth and Space Science

Specific Expectations: BY1.01, BY2.01B/C/E, BY2.02, CH1.01, CH2.01A/B/C, CH3.04, PH2.01C/E, ES3.01.

Activity Titles (Times and Sequence)

Activity	Title	Time (min)
1	Introduction to Lab and Safety Equipment	60
2	Introduction to Chemistry	160
3	Introduction to Biology	210
4	Introduction to Physics/Earth & Space Science	90
5	Graphing	60

Task Titles (Types, Times and Sequence)

Task	Type	Title	Time (min)
1.1	Learning	Introduction to Lab and Safety Equipment	60
2.1	Learning/Diagnostic	Toxic Water – Investigation Of A Sample of Water	120
2.2	Learning/Diagnostic	Introducing the Science Learning Log	40
3.1	Learning/Diagnostic	Introducing the Compound Microscope	60
3.2	Assessment	Microscope Use - Investigation of Evidence at a Crime Scene	60
3.3	Learning	Characteristics of Living Things – Life Processes	30
3.4	Assessment	Soil Sample – Living or Non Living?	60
4.1	Learning	Solar Cells – How Do They Work?	60
4.2	Diagnostic	Space Exploration Technology - Reading for Understanding	30
5.1	Learning/Diagnostic	Can the Boiling Point of Water be Changed?	60
5.2	Assessment	Bouncing Balls (optional)	60

Prior Learning Required

It is expected that the students in this course will have achieved only some of the Grades 1- 8 science expectations. As such, Unit 1 repeats some of the content from the Grade 8 program and allows time for the students to relearn some knowledge and skills required for success in the course.

General Planning Notes

1. This unit has been divided into five different activities. Each activity focuses on a different strand. If desired, the teacher could present this unit using a unifying theme. Suggestions for possible unifying themes are:

· practical applications of science in everyday life (e.g., hair colouring, appliance servicing);

· different types of laboratories (e.g., food science, medical, forensic, quality control);

· research involved in space exploration (moon rock analysis, testing solar cells, fuels, motion sickness).

2. Links to possible careers, specific to each strand, can be made throughout the unit. You could contact the local community college for a list of science-related jobs or possible co-op placements.

Learning /Teaching Strategies or Activities

Task	Strategy	Description
1.1	Teacher-led Discussion Scavenger Hunt	Students participate in a teacher-led discussion on school lab/safety equipment and complete an activity on the location, functions and proper use of lab/safety equipment.
2.1	Inquiry/Experimental	This “hands-on” activity introduces the chemistry strand of the course by engaging students in comparing the properties of an acidified water sample to those of “pure” (tap) water. Lab procedures (including lab safety) are stressed.
2.2	ReflectionCommunication	Students are introduced to the Science Learning Log format, which is reflective and reinforces vocabulary and concepts.
3.1	Inquiry/Experimental	This activity reviews microscope parts and use. Students review, practise and assess each other on the safe handling and proper use of the microscope.
3.2	Inquiry/Experimental	Students practise making microscope drawings by completing a “Who Dunnit” activity based upon the differences in fibers.
3.3	Concept Attainment or Sorting Activity Co-operative Small Group Learning (optional) Teacher Lead Discussion Reflection	This activity introduces the biology strand of the course by challenging students to develop a deeper understanding of living things through learning about the life processes living things have in common.
3.4	Inquiry/Experimental Demonstration Reflection	In this activity students develop scientific inquiry skills (e.g., observing, recording and inferring). They continue to practice skills involved in using the microscope while they investigate whether or not a soil sample contains life.
4.1	Inquiry/Experimental	This activity introduces the physics strand of the course by involving students in learning about solar cells and setting up a simple electrical circuit.
4.2	Reading for Understanding	Diagnostic in nature, this activity is designed to allow the teacher to assess the students’ ability to read while they explore the many and varied uses of space exploration technology.
5.1	Inquiry/Experimental	Students’ ability to graph is diagnosed as they investigate whether the addition of salt has an effect on the boiling point of water.
5.2	Inquiry/Experimental	This is an optional extension activity where students are given additional opportunity to practise graphing techniques while determining how the bounce of a “superball” compares to that of a regular ball of the same size.

Assessment/Evaluation

Activity	Expectations	Tool	Assessing	Who
1.1	CH2.01A,E	Scavenger Hunt answer sheet	Knowledge	Student Teacher
2.1	CH2.01A-C,E,F	Lab Procedure Rubric Lab Safety Checklist	Knowledge, Skills	Teacher
2.2	BY2.01C,E	SLL Rubric Notebooks Are Important Checklist	Knowledge, Communication, Making Connections	Teacher
3.1	BY2.01B	Microscope Parts & Functions Peer Checklist: Safe Use of Microscope	Knowledge, Skills, Inquiry	Teacher Peer
3.2	BY2.01B BY2.02	Microscope Drawing Checklist Peer Checklist: Safe Use of Microscope	Inquiry, Skills, Making Connections	Teacher Peer
3.3	BY1.01 BY2.01E	SLL Rubric	Knowledge, Communication, Making Connections	Teacher
3.4	BY1.01 BY2.01E BY2.02	Worksheet answer sheet Peer Checklist: Safe Use of Microscope SSL Rubric	Inquiry, Skills, Making Connections	Teacher
4.1	PH2.01 C,D,E PH2.02	Worksheet answer sheet SLL Rubric	Knowledge, Skills	Teacher
4.2	ES1.04 ES2.01C ES3.01	Reading For Understanding Rubric	Knowledge, Inquiry	Teacher
5.1	CH2.01B-D,E	Worksheet answer sheet	Inquiry, Skills	Teacher
5.2	CH2.01B-D,E	Worksheet answer sheet	Inquiry, Skills, Making Connections	Teacher

Resources for Unit 1:

Resources, specific to an activity, are mentioned at the end of each activity.

Allen, John. Annual Editions: Environment 89/90. Connecticut: Dushkin Publishing Group, 1989. ISBN 0-87967-795-3

Series of short articles that could be used as an extension to Activity 2.1 (e.g., Hazardous waste clean up, disaster management, aquaculture).

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Rich in information for teachers and students with excellent appendices.

Dafter, Ray. Running out of fuel – Solving the Energy Puzzle. East Sussex, UK: Wayland Publishers. 1978. SBN 85340352X

Series of short articles with well-labeled illustrations dealing with topics in energy (e.g., wind power, solar power, nuclear energy).

Evans, David and Marilyn Lewry. Technology and Change in Canada. Edmonton: Weigl, Educational Publishers Limited, 1990. ISBN 0-919879-42-X

Teacher-orientated book containing short articles of science related topics from a Canadian perspective, e.g., the 21^st Century car

Gallant, Roy. The Peopling of Planet Earth. Toronto: Collier Macmillan Canada Inc., 1990. ISBN 0-02-735772-4

Chapter 9 is a great source of data for making population growth graphs and interpreting data tables at a low reading level.

Gardner, Robert and Edward Shore. Math and Science: Finding Patterns in the World. Toronto: Franklin Watts, 1994. ISBN 0-531-11196-2

Book containing simple experiments and data for use as an extension for Activity 5.

Hopkin, John and John Morris. Environmental Issues: Issues in Geography. Oxford, England: Heinemann Educational Books, 1987.

Articles with simple reading level and good diagrams on topic such as Acid Rain, Problem of Waste and Nuclear Waste

Richardson, Peter and Bob Richardson. Career Connections Series. Toronto: Trifolium Books, Inc., Toronto, 1993.

Describes careers in science and types of science labs.

Wolfe, Elgin et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Activity 1: Introduction to Lab and Safety Equipment

Time: 60 minutes

Description

Students familiarize themselves with the location and proper use of lab equipment. They participate in a teacher-led discussion on school lab/safety equipment and complete an activity on the location, functions and proper use.

Strand(s) and Expectations:

Strand: All

Expectations: BY2.01B, CH2.01A, PH2.01C, ES2.01B.

Planning Notes for Unit 1

Equipment required for Task:

· 1.1 – scavenger hunt worksheet with map of classroom (Appendix 1.1)

Prior Learning Required

No prior learning required.

Learning/Teaching Strategies

1.1 Learning Task: Introduction To Lab and Safety Equipment

Students participate in a scavenger hunt activity focusing on the location and functions of lab and safety equipment they will be using throughout the course.

Teacher Facilitation:

1. Lead a class discussion on the types of lab facilities found throughout society (e.g., environmental, medical research, engineering, nutrition, quality control lab, applied research). Lead students in a discussion to develop a chalkboard chart of types of labs and investigations carried out in each (e.g., medical - tests "blood for cholesterol, nutrition - tests "food for % fat"). Have students copy this table into their notebooks.

2. Prepare a scavenger-hunt recording worksheet so the student can clearly record the location and use of the lab/safety equipment. Appendix 1.1 provides a sample worksheet, which will have to be customized for your classroom/lab.

3. Organize the scavenger hunt in which the students locate and record where equipment is located throughout the room. Display school lab and safety equipment and lead a discussion on their names, functions and proper way to use them (e.g., hardware, glassware, safety goggles, eyewash station, broken glassware/solid waste containers, fire blanket).

4. Teachers could connect this task with science related careers (e.g., occupational hygiene, safety service person).

Assessment: Students can self-assess their worksheets from a teacher-prepared template.

Accommodation: The functions and proper use section of the scavenger hunt recording worksheet can be designed as a matching and/or transcribing exercise on the worksheet (e.g., table format) to accommodate for students with poor memory and/or literacy skills.

Assessment/Evaluation Techniques for Activity 1

Assessment tools are listed in each task and in the summary chart at the beginning of the unit.

Accommodations for Activity 1

See Course Overview for general accommodations. In addition, some specific accommodations are suggested for each task and are listed after the Teacher Facilitation section.

Resources for Activity 1

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Section on Safety in Science

Activity 2: Introduction To Chemistry

Time: 160 minutes

Description

This activity introduces students to proper lab procedures and to the Science Learning Log (SLL). A “hands-on” task introduces the chemistry strand. Students compare the properties of acidified water sample to those of “pure” (tap) water. Class routines, lab procedures (including lab safety) are stressed. A Science Learning Log worksheet reinforces vocabulary and concepts learned from the chemistry tasks.

Strand(s) and Expectations:

Strand: Chemistry

Expectations: CH2.01A-F

Planning Notes for Activity 2

1. Equipment required for Task:

· 2.1- prepare toxic water mixing tap water with dilute hydrochloric acid or vinegar

· 2.1- reactive substances such as baking soda and short cleaned strips of magnesium ribbon

· 2.1- pH paper and solutions (e.g., coke, lemon juice, Windex®)

2. Note: Be aware of safety concerns when working with the dilute acid.

Prior Learning Required

No prior learning required.

Teaching/Learning Strategies

2.1 Learning/Diagnostic Task: Toxic Water - Investigation of a Sample of Water

Students compare properties of an acidified sample of "toxic water" with those of “pure” (tap) water to determine if the sample is polluted. Students participate in a lab in which they determine the pH of some familiar solutions (e.g., coke, lemon juice, Windex®). Students complete a worksheet recording their lab results.

Teacher Facilitation:

Prior to lab:

1. Prepare a "toxic water" sample using tap water containing a small amount of vinegar or dilute acid. Confirm that this water is sufficiently acidic to produce bubbles when a small piece of clean magnesium ribbon is added to it (~ pH 3);

2. Prepare a worksheet to guide students in performing the lab and entering their data;

During lab:

1. Review lab routines and safety procedures with the students. The Lab Safety Checklist (Appendix 1.2) should be introduced to the students as the assessment tool that will be used to monitor lab safety.

2. Demonstrate how to use litmus or pH paper to determine if a solution is acidic, basic or neutral.

3. Introduce the concept of acidic, basic and neutral solutions by discussing some characteristics such as taste (e.g., acids such as vinegar, and lemon juice taste sour; bases such as milk of magnesia, Tums, and almond oil taste bitter); colour of indicators (e.g., litmus turns red in acidic and blue in basic solutions); and the effects on living organisms (e.g., both strong acids and bases burn).

4. Provide familiar solutions (e.g., coke, lemon juice, Windex®) and have the students determine the pH using litmus or pH paper.

5. Lead students through a series of lab tests comparing a sample of "toxic water" to that of “pure” (tap) water (e.g., test each sample for pH, reaction with baking soda, reaction with clean magnesium ribbon). Safety goggles must be worn throughout the lab. Do not allow students to dispose of unreacted, left-over magnesium metal down the drain.

6. Provide time for the students to complete a worksheet recording their lab results;

7. Introduce and explain the Lab Procedures Rubric (Appendix 1.3) and how this rubric will be used to assess all laboratory investigations throughout the course.

8. Make connections to acid rain, its effect on the flora and fauna in Ontario, and the importance of water quality in urban/rural areas.

9. Arrange for a field trip to a water sewage treatment plant. Chemistry-related careers include waste management worker, hair dresser, cosmetologist, weed and pest control technician orderlies, nursing assistant, hospital dietary staff, gardeners, retail florist.

Assessment:

Use Lab Procedures Rubric (Appendix 1.3) and Lab Safety Checklist (Appendix 1.2) to collect assessment data

Accommodations:

Teacher may choose to have students complete only part of this activity. A scribe may be assigned for students who might have difficulty completing the worksheet.

2.2 Learning/Diagnostic Task: Introducing the Science Learning Log

Students are introduced to the Science Learning Log (SLL).

Teacher Facilitation:

1. Introduce the concept of the Science Learning Log as outlined in the Overview. Distribute their first SLL worksheet (sample in Appendix 1.4) which refers back to the toxic water investigation. Define vocabulary words (e.g., acid, base, neutral, litmus, reaction, metal, pH, dissolve) on chalkboard and instruct them on how to enter the words and definitions on the SLL worksheet.

2. Lead a class discussion on the Focus Questions and Connections and develop answers as a class. Future SLL entries will not be done as a class activity, but on an individual basis. It is important to spend sufficient time discussing the Science Learning Log (SLL) with the students, as it is used throughout the course and constitutes a significant part of assessment. Each SLL worksheet defines new vocabulary, uses the new words in context, has focus questions or tasks, and makes connections to the world outside the classroom or other learning. Please refer to the Overview as it gives many suggestions for the use of the SLL.

3. Introduce the Science Learning Log Rubric (Appendix OV-2) and explain how it will be used to assess every SLL entry throughout the course.

Assessment: The first SLL worksheet and student notebooks should be collected early and assessed formatively using the SLL Rubric (Appendix OV-2) and the Notebooks Are Important! Checklist (Appendix OV-4).

Accommodations: It is suggested that the teacher set up a template on the computer so students can word process their SLL entries. This template could be used by all students and may be especially helpful for students who have difficulty writing. Alternatively, a scribe could be assigned to aid the student in the completion of the SLL worksheets.

Assessment/Evaluation Techniques for Activity 2

Assessment tools are listed in each task and in the summary chart at the beginning of the unit.

Accommodations for Activity 2

See Course Overview for general accommodations. In addition, some specific accommodations are suggested for each task and are listed after the Teacher Facilitation section.

Resources for Activity 2

Allen, John. Annual Editions: Environment 89/90.Connecticut: Dushkin Publishing Group, 1989. ISBN 0-87967-795-3

Series of short articles that could be used as an extension to Activity 2.1 (e.g., Hazardous waste clean up, disaster management, aquaculture).

Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Appendix on science logs.

Activity 3: Introduction To Biology

Time: 210 minutes

Description

This activity introduces microscope skills. The concept of living and nonliving things is used as a vehicle to practise investigative laboratory procedures.

Strand(s) and Expectations

Strand: Biology

Expectations: BY1.01, BY2.01B-E, BY2.02.

Planning Notes for Activity 3

Equipment required for Task:

· 3.4 – Use fresh samples of either baker’s or brewer’s yeast. Add packaged yeast to 500 mL of warm water and 15 mL of table sugar. Mix in an Erlenmeyer flask.

· 3.1, 3.2 – microscope

· 3.1, 3.2 – coverslips for dry and wet mounts

· 3.1 – bits of coloured paper or coloured newspaper advertisements

· 3.2 – fine fibers of same colour (synthetic, wool, cotton)

· 3.3 – pictures of living and nonliving things

· 3.4 – bromthymol blue indicator solution

· 3.4 – red iron oxide powder

Prior Learning Required

No prior learning required.

Teaching/Learning Strategies

3.1 Learning/Diagnostic Task: Introducing the Compound Microscope

Students identify parts of a compound microscope, learn how to handle it safely, and complete a worksheet on Microscope Parts and Functions (Appendix 1.5). Pairs of students review and practise the safe handling and use of the compound microscope by viewing a dry mount of a substance (e.g., their own hair, coloured paper).

Teacher Facilitation:

1. Lead a discussion on parts and safe handling of the microscope. Demonstrate the functions of microscope parts.

2. Have students complete a Microscope Parts and Functions worksheet (Appendix 1.5);

3. Group students in pairs to view pieces of hair, coloured paper, etc.

4. Have students assess each other on how they use the microscope using the Peer Checklist: Safe Use of the Microscope (Appendix 1.6).

Assessment: Peer assessment using the Peer Checklist: Safe Use of the Microscope (Appendix 1.6).

Accommodation: Provide wheelchair desk for seatwork. Alter microscope activities for students with visual problems. Select student pairs that work well together and can assist one another.

3.2 Assessment Task: Microscope Use - Investigation of Evidence at a Crime Scene

Students will use the microscope to observe different fibers of the same colour (e.g., synthetic, wool and cotton) and attempt to match these fibers to a fiber found at a crime scene. Students complete four microscope drawings.

Teacher Facilitation:

1. Before students perform the lab teacher needs to:

· demonstrate the preparation of a microscope drawing (e.g., use a large micrograph and demonstrate the drawing you would produce for it; show microscope view on television screen and do a line drawing on a plastic overlay);

· use the Microscope Drawing Checklist (Appendix 1.7) and some exemplars to assist students in identifying possible errors and ways of improving their drawings;

· demonstrate how to prepare a wet mount slide;

· review careful handling of the glass slides to avoid breakage and prevent cuts.

2. Instruct students that their task is to match a fiber taken from a victim at a crime scene to that taken from suspects to determine “Who Dunnit”. Each student pair receives three different fibers. Each sample has been taken from a different suspect:

· fiber from Suspect #1 – synthetic

· fiber from Suspect #2 – wool

· fiber from Suspect # 3 – cotton.

3. Have students prepare a wet mount slide of each fibers and prepare a microscope drawing of each one. Give students an unknown fiber sample (found on the victim). They will prepare a microscope drawing of this fiber and compare it with the three drawings of fibers taken from the suspects to determine “Who Dunnit”.

4. The teacher may choose to connect this activity to the field of forensic science by discussing the role of scientific investigation in current criminal investigations as they unfold in the media (e.g., recent freeing of David Milgaard based on DNA comparison technology).

5. A police officer could be invited to come and discuss crime scene evidence.

Assessment: Use the Microscope Drawing Checklist (Appendix 1.7) to assess their drawings. Use Peer Checklist: Safe Use of the Microscope (Appendix 1.6) to assess their laboratory performance.

Accommodations: Refer to accommodations from Task 3.1. Where necessary assign fewer microscope drawings.

3.3 Learning Task: Characteristics of Living Things – Life Processes

Students take part in a concept attainment or sorting activity on the concept of living and participate in a teacher lead discussion on the characteristics of living things.

Students view various demonstrations and record their learning as class notes. Students complete a worksheet on life processes (Appendix 1.9) and an SLL entry worksheet.

Teacher Facilitation:

1. Read Task 3.4 prior to doing this task so focus in this task assists in the introduction of the next task.

2. Develop the concept of “living” with the students. This may be accomplished by using the Concept Attainment learning strategy (Appendix 1.8) or a sorting activity whereby students sort pictures of various items into two categories, living and nonliving.

3. Lead a discussion on the characteristics of living things (emphasizing life processes) by asking the students to summarize what living things have in common (e.g., living things: grow, move, ingest/digest/respire foodstuff, produce/excrete waste, reproduce). Assist students in recording these life processes in their notebooks.

4. If you are using space exploration as your unifying theme, outline a scenario in which a soil sample was taken from …an asteroid, Mars…volcano, deep ocean crater… and brought back to a laboratory for analysis. In this scenario the students would be given the task of determining whether or not life is present within the soil.

5. Stress the fact that living things “give off” wastes and that one of these wastes is carbon dioxide.

6. Demonstrate the use of bromthymol blue as an indicator for carbon dioxide dissolved in water. Carbon dioxide is a waste product in peoples’ breath.

7. Direct students to complete a worksheet on life processes (Appendix 1.9).

8. Prepare an SLL worksheet with a vocabulary list (e.g., nonliving, movement, ingest, digests, excretes, waste, reproduce) and focus questions (e.g., “Using what you know about life processes, describe how you know you are alive.”) and connection questions (e.g., "Is a volcano alive?). Why or why not?").

Assessment: Assess the SLL entry using the SLL Rubric (Appendix OV-2).

Accommodations: Record keywords on the chalkboard. Provide a scribe for notebook writing.

3.4 Assessment Task: Soil Sample – Living or Nonliving?

Students participate in this two-part task to determine whether or not a soil sample contains life. First, students examine a soil sample using a hand lens and a microscope. Students complete the worksheet (Appendix 1.10). Concurrently, students observe a demonstration set up by the teacher in which each of the soil sample components are placed in a separate flask and mixed with warm water and sugar. Bromthymol blue indicator is used as a test for the presence of carbon dioxide. Students examine both flasks for evidence of life.

Students record their observations and results on a worksheet. Students complete an SLL entry worksheet.

Teacher Facilitation:

1. Prepare an SLL worksheet with vocabulary (e.g., carbon dioxide, waste product, living) and focus questions (e.g., "How can you detect CO₂?") and connections questions (e.g., "How do you know there is more than one substance in the earth sample?" "The fizz in soda pop is CO₂ gas. Is pop living? Explain.").

2. Prior to class, prepare a dry soil sample made of equal parts of red iron oxide powder and fast-acting yeast. Pretest a portion of the yeast with warm water and sugar, to make sure the soil bubbles. Revisit the concept of living things produce CO₂ as a waste with students. Review the bromthymol blue test for carbon dioxide.

3. Set up demonstration as illustrated on Soil Sample – Living or Nonliving worksheet (Appendix 1.10). Instruct students to make observations about the flasks every 5 minutes for about 20 minutes. The observations should be recorded on the worksheet. Flask A will produce CO₂. The CO₂ gas dissolves in the water in beaker A and turns bromthymol blue indicator yellow in 10-15 min. This will be used as evidence that there is life in the soil.

4. At the same time, students examine a dry and wet mount of the soil sample and enter their observations in the worksheet (see Appendix 1.10).

5. Assist students to draw on what they have been taught in Activity 3.3 (i.e., living things give off wastes such as carbon dioxide; bromthymol blue turns yellow in the presence of carbon dioxide) and their observations in both activities to infer whether or not the soil sample contains life.

Assessment: Create an answer sheet for Appendix 1.10. Lab skills can be assessed using the Peer Checklist: Safe Use of the Microscope (Appendix 1.6). SSL Rubric (Appendix OV-2) should be used to assess the SLL.

Accommodations: Review wetmount preparations before class. Have students complete only one part of the activity.

Assessment/Evaluation Techniques for Activity 3

Assessment tools are listed in each task and in the summary chart at the beginning of the unit.

Accommodations for Activity 3

See Course Overview for general accommodations. In addition, some specific accommodations are suggested for each task and are listed after the Teacher Facilitation section.

Resources for Activity 3

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Appendices on scientific drawing, use of the microscope and preparing slides for Task 3.3

Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Appendices on science drawings and using the microscope

Activity 4: Introduction To Physics / Earth and Space Science

Time: 90 minutes

Description

Students create a simple circuit to test the output of photocell under various intensities of light and learn about a device derived from space technology by reading a short article and answering questions.

Strand(s) and Expectations

Strand: Physics

Expectations: PH1.04, PH1.05, PH1.06, PH2.01B-F, ES1.04, ES2.01C, ES3.01.

Planning Notes for Activity 4

Equipment required for Task:

· 4.2 – short articles on space exploration technology (see Appendices 1.11, 1.12)

· 4.1 – 0.5V solar cells, wires, voltmeter, flashlights, 200 W light sources, 1.5V motor with propeller.

Prior Learning Required

No prior learning required.

Teaching/Learning Strategies

4.1 Learning Task: Solar Cells: How Do They Work?

Students construct a simple electrical circuit using a 0.5V solar cell, wires and voltmeter and record the voltage. Students investigate the effects of light intensity on the voltage generated from a single 0.5V solar cell. Students investigate the effect of connecting two and three 0.5V solar cells on voltage output and motor operation. Students enter their findings in a worksheet and complete an SSL entry.

Teacher Facilitation:

1. Lead a brief discussion on the need for a renewable source of electricity on a space station. Introduce solar cells as a potential way to meet this need. Describe electricity as a form of energy.

2. As part of this discussion introduce the concept of voltage (electrical force) and volts (unit of electrical force). Demonstrate how to read a voltmeter.

3. Prepare a Solar Cells Circuit worksheet that assists the students in the following investigations:

· Constructing a simple electrical circuit with a single 0.5V solar cell, and voltmeter. Reading and recording the cell voltage with a voltmeter

· Investigating the effects of light intensity on the voltage generated from a single 0.5V solar cell in the following situations:

- comparing a flashlight with a 200W light source

- using the same light source, but at different distance from the solar cell;

- increasing the voltage to operate the 1.5V motor by connecting two, then three 0.5V solar cells in series. Collecting and recording the effect on voltage (as measured by the voltmeter) and the propeller-equipped motor (as measured by the spin rate of the propeller).

4. Divide the class into small groups and provide each group with three 0.5V solar cells, wires, voltmeter, flashlight, 200W light source, and a 1.5V motor with a propeller. Provide a worksheet to help students complete this task.

5. Assign SLL worksheet with vocabulary words (e.g., solar cell, voltage, light, intensity) and focus questions (e.g., “How does the voltage change with the distance from the light source?”). Assign Connections question (e.g., “Where do you think solar power can be used?”).

6. Discuss related careers (e.g., radio and TV. servicing, golf greens-keeping, appliance servicing, fire alarm installing.

Assessment: Create an answer sheet for Solar Cells Circuit worksheet. Use SLL Rubric (Appendix OV-2) to assess the SLL entry.

Accommodation: Group students so they can assist one another. Reporting may be done on an audiotape. As an extension, students may be encouraged to design, and construct a chassis of a model solar car that will work on three 0.5V solar cells and a 1.5V motor.

4.2 Diagnostic Task: Space Exploration Technology - Reading for Understanding

Student will read a short article on solar cells or another technology that has originated from space exploration research and then answer questions on the article.

Teacher Facilitation:

1. Select/adapt/prepare short articles, at the appropriate reading level, on a use of solar cells (e.g., calculators, satellites, and electric cars, traffic lights in the country) and other technology that originated from space exploration research. Appendices 1.11 and 1.12 are examples of an adapted article that would be appropriate. Appendix 1.14 lists some other space exploration technologies;

2. Discuss with students how the Reading For Understanding Rubric (Appendix 1.13) will be used. The first assessment should be formative.

Assessment: Assess student work formatively using the Reading for Understanding Rubric (Appendix 1.13).

Assessment/Evaluation Techniques for Activity 4

Assessment tools are listed in each task and in the summary chart at the beginning of the unit.

Accommodations for Activity 4

See Course Overview for general accommodations. In addition, some specific accommodations are suggested for each task and are listed after the Teacher Facilitation section.

Resources for Activity 4

Green, Sara Jean. "Distress phone powered by Sun". The Toronto Star, (Sunday, May 1, 1999): page A4.

How does light colour affect voltage? The MAD Scientist Network: Physics

http:/madsci.wustl.edu/posts/archives/may98/893967310.Ph.r.html

Solar Information Centre

http://solar.stanford.edu/english.html

Canadian Solar Energy. How does it work? Photovoltaics

http://www.canrom.com/solar/solar_energy.htm

http://www.canrom.com/solar/systems/sysbody.htm

US Department of Energy Photovoltaics Program

http://www.eren.doe.gov/pv/

Solar Cells laboratory

http://solar.korea.ac.kr/

Solar power from the moon

http://www.asi.org/adb/02/08/solar-cell_production.html

Photovoltaics Special Research Centre

http://www.pv.unsw.edu.au/info/

How solar cells work

http://www.howstuffworks.com/solar-cell.htm

Newcastle Photovoltaic Centre

http://soe.unn.ac.uk/soe_pages/npac.html

Activity 5: Graphing

Time: 60 minutes

Description

Students generate a temperature vs. time graph based on an investigation of the boiling of pure and salted water.

Strand(s) and Expectations:

Strand: Chemistry

Expectations: CH2.01A-F, CH2.02.

Planning Notes for Activity 5

1. Choose Task 5.1 or 5.2 or both to introduce graphing as a way of communicating science data,

2. Equipment required for Task:

· 5.1 – Bunsen burner/hot plates, distilled water, salt water

· 5.2 – Different types of rubber balls (can be purchased from a local toy store).

Prior Learning Required

Safe use of lab equipment.

Teaching/Learning Strategies

5.1 Learning/Diagnostic Task: Can the Boiling Point of Water Be Changed?

Students investigate whether salt water boils at the same temperature as “pure” water. Students complete a worksheet to record their data in a table, generate a temperature vs. time graph for both water samples, and interpret their results.

Teacher Facilitation:

Prior to lab:

1. Prepare a worksheet that has graphing instructions, one data table, a blank graph, and a few focus questions.

During lab:

2. Demonstrate proper and safe operation of Bunsen burners/hot plates. Note: If possible use hot plate instead of Bunsen burner as it maintains a more consistent heat output.

3. Instruct students to boil samples of “pure” water and salt water, record temperature vs. time data for both samples in the data table. Have students take the temperature of each sample once every minute until it boils and then make 4 to 5 readings after it has started to boil. Have students to note the temperature of the water as it begins to boil rapidly and record this on their table. Note: Ensure that students take 4-5 readings after the water has boiled.

4. Using a graph on the chalkboard or overhead, demonstrate how to label the axes on the blank graph in the worksheet and how to enter and connect the data points from the two water samples;

5. Provide time for students to graph the data.

6. Assist students in interpreting their results and determining whether food, such as pasta, cooks faster in pure or salt water.

7. Connect the skills, practices and equipment used in this activity to those used in a foods chemistry lab at a food processing company (e.g., Canada Packers, Cadbury's Chocolate, Weston Bakeries, Kraft Foods). Connections can also be made to cooking food at home or in a fast-food restaurant.

Assessment: Create an assessment tool to evaluate worksheet.

Accommodations: This lab could be done as a teacher demonstration with the students graphing the results. Students may also generate graphs on a computer using a spreadsheet application.

5.2 Optional Assessment Task: Bouncing Balls

Students make a graph of the height that a ball bounces versus the height from which it is dropped. Students compare the data for a regular ball with the data obtained from a ‘super ball’.

Teacher Facilitation:

Prior to lab:

1. Prepare a worksheet that has graphing instructions, one data table, a blank graph, and a few focus questions.

During lab:

2. Instruct students to drop the regular ball at different heights (HD) and record the height that it bounces (HB) in the data table.

3. Instruct students to repeat this activity for a “superball” of the same size. Note: The data for both balls are entered into the same data table.

4. Provide students time to graph the results. Students are to construct one graph for a regular ball and one graph for superball.

5. As an extension teachers may wish to have students graph two sets of velocity-time data for separate cars in order to determine, from the graph, which of the cars was going the fastest. Having students interpret, in a similar manner, acceleration-time graphs from various auto magazines, may extend this assessment task.

6. Teacher may connect the skills, practices and equipment used in this activity to those used in a quality control research lab at a sports equipment manufacturing company (e.g., CCM).

Assessment: Create an assessment tool to evaluate worksheet.

Accommodations: This lab could be done as a teacher demonstration with the students graphing the results. Ask the students to graph only one ball. Students could generate graphs on a computer using a spreadsheet application.

Assessment/Evaluation Techniques for Activity 5

Assessment tools are listed in each task and in the summary chart at the beginning of the unit.

Accommodations for Activity 5

See Course Overview for general accommodations. In addition, some specific accommodations are suggested for each task and are listed after the Teacher Facilitation section.

Resources for Activity 5

Bloch, Mars, et al. Science 9. Toronto: ITP Nelson, 1999.

Appendices on understanding and constructing graphs.

Wolfe, Elgin, et al. SCIENCEPOWER™ 9. Toronto: McGraw Hill Ryerson, 1999.

Appendices on organizing and communicating scientific results and graphing.

APPENDICES UNIT 1

Appendix 1.1: Where Are Things In The Lab?

This sample illustrates part of a student scavenger worksheet for Unit 1, Task 1.1. Customize it for your lab/classroom

Parts and Functions

Complete the following chart by matching the correct name with the use of the item. Sketch a picture to represent the item. Sample answers are given for #3 and #11.

Item	Name (from list)	Description or Sketch	Use or Function (from list)
1
2
3	Fire Extinguisher	Red cylinder(sketch of fire extinguisher with cone nozzle and handle)	E. Used to put out fires

~

10
11	Test tube	(sketch of a test tube)	J. Glass tube, rounded on bottom that holds about 30 mL of liquid
12

Item Names	Use of Function
first aid kit	A. broken glassware goes in it
safety goggles	B. measures temperature in Celsius degrees
fire extinguisher	C. produces a gas flame for heating
250 mL beaker	D. used to measure up to 100 mL of liquid
hot plate	E. puts out fires
microscope	F. protects eyes when working in lab
100 mL graduated cylinder	G. electrical device used to heat materials
broken glass container	H. magnifies biology specimens so you can see them
thermometer	I. used to wash splashed material from eye
eye wash station	J. glass tube, rounded on bottom that holds about 30 mL of liquid
test tube	K. made of glass, liquids are mixed in it, holds about 200 mL
Erlenmyer flask	L. flask with a conical shape
waste basket
fire blanket

Appendix 1.1: Where Are Things In The Lab? (Continued)

Mapping Activity

Reference for continuation of Unit 1, Task 1.1

On the map of the classroom below, number where each item is found. The #3 and #11 items have been done for you.

Appendix 1.2: Lab Safety Checklist

Reference for Unit 1, Task 2.1

Date: ______________________ Name: ________________________________

Check if the item is done correctly.

· Able to explain use of - eyewash station £

- fire extinguisher £

- fire blanket £

· Wears goggles throughout experiment £

· Has long hair tied back/no loose clothing £

· Disposes of broken glass, biology specimens or

chemical waste in proper location £

· Operates equipment safely £

· Follows special instructions £

· Takes correct amount of reagent £

· Does not return reagent nor contaminate source £

· Informs teacher of accident/injury £

· Behaves safely £

· Knows location of fire exit £

· Checks all electrical circuits, frayed cords with teacher £

· Identifies potential hazards in labs £

Appendix 1.3: Laboratory Procedures Rubric

Reference for Unit 1, Task 2.1

These criteria measure good performance in the laboratory

Criteria	Level 1	Level 2	Level 3	Level 4
Follows Procedures	- unable to participate in lab without supervision - written instructions need oral interpretation	- participates in lab with some supervision - all oral instructions followed/only some written instructions followed	- participates in lab with minimal or no supervision - can follow written instructions	- actively assists others in completing lab - able to read written instructions and assists others in interpreting them
Application of technical skills and procedures	-applies technical skills and procedures with limited competence	-applies technical skills and procedures with moderate competence	-applies technical skills and procedures with considerable competence	-applies technical skills and procedures with a high degree of competence
Use of tools, equipment, and materials	- uses tools, equipment and materials correctly only with supervision	- uses tools, equipment and materials correctly with some supervision	- uses tools, equipment and materials correctly	- demonstrates and promotes the correct use of tools, equipment and materials
Concentration	- wanders away from lab area and disturbs others, - voice often sufficiently loud to disturb others	- mostly works conscientiously at own station, travel to pick up materials is not always direct - voice is usually sufficiently quiet to not disturb others	- works on task, travel is purposeful and only to pick up equipment or ask the teachers questions	- always on task, assists others to stay on task, recognizes when teacher needs to direct whole class, travel is organized and non disturbing - questions deal with lab and voice is quiet.

Appendix 1.3: Laboratory Procedures Rubric (Continued)

Criteria	Level 1	Level 2	Level 3	Level 4
Cleanup	- needs reminders to cleanup, sometimes misplaces equipment	- usually cleans up sink, equipment, and lab bench	- always cleans up and returns equipment, discards material in proper place, cleans sink and lab bench	- thorough cleanup and monitors others,assist in collecting and distribution of materials
Safety	- uses tools, equipment, and materials safely only with supervision and considerable prompting	- uses tools, equipment, and materials safely with some supervision requiring only one prompt but in several areas	- always uses tools, equipment, and materials safely	- demonstrates, promotes, and monitors the safe use of tools, equipment, and materials at all times
Disposal of Excess/Used Substances	-often needs a prompting to carry out disposal in a safe manner, direct to correct location, follow disposal instructions	- seldom needs prompting. - usually done in a safe manner, to correct location, to where instructed	- no monitoring or prompting necessary - always done in a safe manner, to correct container, to where instructed	- assists in monitoring others - always in a safe manner, to proper location with obvious thought on why, where instructed

* These categories are for diagnostic purposes only. They may be used to provide students with feedback during lab activities.

(Adapted from The Ontario Curriculum, Science, Grades 9 and 10, (1999) page 46 - 47.)

Appendix 1.4: Sample Science Learning Log Worksheet

Sample student entry based on Unit 1, Tasks 2.1 and 2.2 showing vocabulary words in a vertical column. Suggested answers given

Name: SCIENCE STUDENT

Date: Jan. 1, 2000

Unit/Topic: Water Sample

Litmus paper	type of paper to show whether something is an acid, a base or a neutral substance
acid	turns litmus paper red
base	turns litmus paper blue
neutral	doesn’t change litmus paper colour
dissolve	particles of one substance mix with particles of another substance

Focus Questions/Tasks

1. What evidence did you gather to indicate that the sample of water was polluted?

Litmus paper dipped in the sample of toxic water turned red. The tap water didn’t change the litmus paper. This means the sample was an acid. The tap water is neutral. The sample and the tap water both dissolved salt. The sample fizzed with the baking soda. I saw bubbles on the metal in the sample. These things tell me the sample had something dissolved in it.

Connections

1. What do you think caused the sample to become polluted?

I think the sample became polluted from acid rain.

Appendix 1.5: Microscope Parts and Functions

Reference for Unit 1, Task 3.1

Microscope Functions

1. Arm: Supports the lenses above the stage and is used when ________________ the microscope.

2. Base: Supports the microscope and is used when carrying the __________________.

3. Stage: Where the ________________ are placed.

4. Stage Clips: _______________ the slides in place. A hole in the middle allows light to pass through.

5. Light Source: Sends ______________ up through the microscope to your eye.

6. Diaphragm: Controls the ___________ of light passing through the object you are looking at.

7. Eyepiece (Ocular): Contains lenses to ________________ the image.

8. Objective Lenses: Lenses of ________________ magnification.

9. Nosepiece: Holds the ________________ lenses and allows them to rotate into position.

10. Body Tube: Holds the ________________ and objective lenses at the proper working distance from each other.

11. Coarse Adjustment Knob: Moves the objective lenses up and down to bring the ________________ into focus.

12. Fine Adjustment Knob: Used to ________________ focus the image.

Place the following words in the above sentences:

amount, carrying, different, eyepiece, holds, image, light, magnify, microscope, objective, sharply, slides

Appendix 1.6: Peer Checklist: Safe Use of the Microscope

Reference Unit 1, Tasks 3.1, 3.2, 3.4

Date: ______________________ Name: ________________________________

Assessing by: ________________________________________________________________________

ü Check each step if it is done

£ Used two hands to carry the microscope

£ Cleaned all the glass parts with lens paper

£ Started with stage down

£ Placed the specimen slide carefully on the stage

£ Used stage clips to hold slide

£ Started on low-power lens

£ Turned on illuminating light or focussed mirror

£ Focussed using coarse focus, turning the knob slowly away from them

£ Viewed the microscope from the side each time stage is raised or ocular is lowered

£ Moved to medium-power lens while viewing from the side

£ Focussed using coarse focus

£ Moved to high-power lens

£ Focussed using only fine focus

£ Returned to low-power objective lens when finished

£ Did not touch the eyepiece or lens directly with hands or the slide during any of the activities

£ Turned off light, and wrapped up cord

£ Put microscope away

£ Cleaned slide or returned prepared slide

______ /18 Total

Appendix 1.7: Microscope Drawing Checklist

Reference Unit 1, Task 3.2

Date: ______________________ Name: ________________________________

ü Check each feature if it is done on the drawing

£ Drawing done in pencil

£ Simple line drawing without shading

£ Name and date at the top

£ Appropriate title at top

£ Done on blank paper

£ Large size (at least half a page)

£ Labels printed to the right of the drawing

£ Lines between label and feature are drawn using a ruler

£ Lines do not cross

Appendix 1.8: Concept Attainment

Reference for Unit 1, Task 3.3

Concept attainment is a learning strategy in which "Yes" examples of the concept are contrasted with non-examples ("No" examples). Students look for attributes common to all the "Yes" examples and attributes common to all the "No" examples to identify the concept.

In Activity 3.3 Characteristics of Living Things – Life Processes, the concept is that of living. "Yes" examples are of living things and "No" examples are nonliving things.

The teacher, orally and on the chalkboard, provides pairs of living/nonliving things. These may be words, photos or physical items.

YES	NO
dog	leash
rose	computer
bush	bicycle

Have students to look for characteristics of all the "Yes" examples have in common that differ from the "No" examples. So that students remain on task, do not give the students the labels living or nonliving yet, nor allow students to “call out” what they think the concept is.

After a few pairs of examples are listed, a CSGL structure, such as Think-Pair-Share (See Appendix OV-3) can be used for students to self-develop the concept (i.e., what all the "Yes" examples have in common).

Present a few more examples allowing the students to test their hypothesis.

YES	NO
dog	leash
rose	computer
bush	bicycle
bacteria	house
person	sneaker

Students who believe they have "guessed" the concept can check their guess by naming a new example for the "Yes" or "No" column. Only a correct answer is confirmed by adding the name to the correct chalkboard column.

After a few more suggestions, ask the students to name the concept (i.e., all the “Yes” examples are living and all the “No” examples are nonliving).

Appendix 1.9: Life Processes

Reference for Unit 1, Task 3.3.

Is your chair alive? Of course not! Does it eat? Does it breathe? Does it move or grow? Can it have babies? You know that plants and animals are living things. How do you know this? You know because living things perform the following life processes:

1. growing	3. eating (ingestion)	5. burning food (respiration)	7. producing babies (reproduction)
2. moving (locomotion)	4. breaking food down into smaller pieces (digestion)	6. getting rid of waste (excretion)

Based on your knowledge of life processes complete the following sentences.

1. The things that all living things do are called ____________________________.

body functions/ life functions

2. Living things “breathe” in ___________________ to burn food.

carbon dioxide/ oxygen

3. When burning food, living things “breathe” out ___________________, which is a toxic waste.

carbon dioxide/oxygen

4. When energy is produced from food, this is called ________________________.

respiration/ reproduction

5. When living things make new living things just like themselves this is called _________________.

locomotion/reproduction

6. When organisms move this is called ______________________.

locomotion/digestion

7. When food is broken down into smaller pieces this is called ______________________.

respiration/digestion

Write the letter of the matching word on the line

1.

There are more words than you need.

A. digestion E. excretion

B. ingestion F. reproduction

C. fermentation G. bonding

D. locomotion H. activities that

happen in all

living things

Getting rid of waste materials _____

2. Breaking food down into smaller pieces _____

3. Producing offspring _____

4. Running, walking _____

5. Life functions _____

6. Taking in food (eating) _____

Appendix 1.10: Soil Sample – Living or Nonliving?

Reference for Activity 3.4

Date: ______________________ Name: _______________________________

Look at the diagrams below. Read the following word list. Place the numbers from each of the diagrams in the space provided beside each word in the list.

Red part of soil ________ Flask ________

White part of soil ________ Sugar ________

Rubber stopper with hose ________ Water ________

Bromthymol blue indicator ________ Beaker ________

Observe both of the flasks at five-minute intervals as directed by your teacher. Answer the questions in the following chart:

Time	Did you see bubbles in flask A?	What was the colour in beaker A?	Did you see bubbles in flask B?	What was the colour in beaker B?
Start
5 min
10 min
15 min
20 min
25 min

1. Answer the following questions in your notebook.

a) Why was sugar added to each of the flasks?

b) What gas do living organisms give off when they burn food?

c) What effect does carbon dioxide gas have on bromthymol blue indicator solution?

d) In which one of the beakers were bubbles produced?

e) In which one of the beakers did a colour change occur?

f) What gas produced these changes?

g) Which characteristic of living things does this represent?

h) Which flask contained living organisms?

Appendix 1.10: Soil Sample – Living or Nonliving? (Continued)

Task 3.4 Laboratory Activity Part 2

2. Examine a very small portion of the soil sample with a hand lens.

a) Draw what you see in the space below.

b) List characteristics of the soil sample.

3. Separate some of the red component from the soil sample. Examine a dry mount of it using the microscope.

a) Draw what you see in the space provided.

b) Is there any evidence of life?

4. Separate some of the white component from the soil sample. Examine a dry mount of it using the microscope.

a) Draw what you see in the space provided:

b) Is there any evidence of life?

5. Make a wet mount by mixing well a very small amount of the red part of the soil with water. Observe under the microscope.

a) Draw what you see in the space provided.

b) Is there any evidence of life?

6. Make a wet mount by mixing a very small amount of the white part of the soil with water. Observe under the microscope.

a) Draw what you see in the space provided.

b) Is there any evidence of life?

7. Explain, with reasons, why you think there is or is not life in the soil.

Appendix 1.11: What Are Solar Cells Good For?

This is a sample reading article on solar cells for Unit 1, Task 4.2. It was developed from information on the web site, www.pv.unsw.edu.au/info/solarcel.hmtl. Web sites that could be used to develop additional articles at the appropriate reading level are listed in resource section of this unit. Assessment of student achievement can be done with the Reading for Understanding Rubric (Appendix 1.13). The fact that a single solar cell produces very little energy and hence thousands are required to run a household or space vehicle is worth noting.

Solar cells were first invented for the space industry. A spacecraft cannot be plugged into a wall outlet and batteries lose power quite quickly. Solar cells were developed in the 1950s to provide energy for spacecraft. Solar cells are reliable, maintenance free, and use the sun as their source of energy. Solar cells convert light energy from the sun and can store this energy in a battery.

Unfortunately, solar cells are expensive. Electricity purchased from Ontario Hydro is much cheaper than electricity produced by solar cells. Solar cells are used in Canada's far north for telecommunication beacons. Roof top units with thousands of photocells are used in Germany to provide electricity for homes. The Hubble Space Telescope uses solar panels to power the machinery on the spacecraft.

1. Why are solar cells necessary on spacecraft?

2. Why do we not use solar cells on all of our houses or apartments?

3. If you are using a solar cell for electrical power, what do you do for electricity at night?

4. In a remote area, a weather beacon, a telephone or a stoplight may be powered by a solar cell. Why is this necessary?

5. Even though electricity from photocells is more expensive, what are the advantages of using them to produce energy for a house?

Appendix 1.12: Heart Pacemakers from Space Technology

This is a sample reading article for Unit 1, Task 4.2. It is developed from NASA information obtained from the Canadian Space Resource Centre-Ontario. Such articles of interest to students often have to be edited to provide language appropriate to the learners in your classroom. The reading passage should be followed by questions on knowledge, inquiry/application, and making connections. This type of structured sheet assists students organize their responses

Normally your heart beats in a regular manner. Some people with heart problems have an irregular heartbeat. Other cardiac patients have heartbeats that “race out of control”. Sometimes a patient's heart will stop unexpectedly. A cardiac pacemaker is a small device that helps the heart beat regularly. It is put inside the chest of a person by a surgeon. A miniature battery inside the pacemaker sends electrical signals along small wires to the heart. The connecting wires have to be fine enough to be placed inside a blood vessel. The electrical signals help stimulate the heart to beat regularly again.

Small batteries used in a pacemaker were developed by NASA to help supply electricity to spacecraft. Pacemakers also contain a miniature computer chip to help properly interpret and respond to signals from the hearts of cardiac patients.

1. List 3 things that might happen to a person's heart beat that would require a pacemaker?

2. A pacemaker is put inside a heart patient's chest. Describe 3 conditions necessary to allow this.

3. Name other familiar devices that use small long-life batteries used?

4. Why must the connecting wires to the heart be so fine?

5. NASA needs to talk to its satellites to give them new instructions. Who has to talk to a pacemaker and why?

6. Give several reasons why a D battery (dry cell) would not work in a pacemaker.

Appendix 1.13: Reading For Understanding Rubric

Reference for Unit 1, Task 4.2

How well you understand the material that you read is determined by the how you answer questions about the material.

Criteria	Level 1	Level 2	Level 3	Level 4
Reasoning	- uses a few simple ideas inconsistently and with limited understanding	- uses a variety of simple and related ideas consistently and with limited understanding	- uses ideas of some complexity consistently with general understanding	- uses complex ideas consistently with thorough understanding
Clarity and precision	- ideas in answers are unclear to audience.	- ideas are a imprecise, but audience knows generally what you are saying	- ideas are clear, but some precision lacking	- ideas are clear and precise
Explaining	- some of concepts are explained	- several explanations made but audience still lacks information	- most explanations are made	- all explanations attempted with no, or little, uncertainty
Supporting ideas and information	- may identify idea, but have nothing to support it	- makes simple connections with supporting evidence	- makes and supports inferences	- makes and supports complex inferences
Key ideas and words from material used in answers	- a few key words used but not connected	- several key words and ideas are used and connected	- many key words and ideas of some complexity are used	- all, or almost all, of key ideas and words identified and are used
Science terms and units	- few terms and units and units are used correctly	- some terms and units used correctly	- most terms and units used correctly	- all terms and units used correctly.
Application to new context	- a few, if any, connections are made, may be vague or simple	-several connections are made to familiar situations (e.g., notes for this section)	-most connections are made to both familiar and new situations	-many connections are made; many to new or unfamiliar situations
Connects and extends	- some simple personal connections to simple pieces of information	- makes simple connections between directly stated ideas and personal experiences	- extends ideas by making more complex connections that link text and ideas and personal experiences	- extends meaning by making reflective connections and integrates text with personal and wider life situations

Appendix 1.14: Space Exploration Technology

Teacher Reference Unit 1, Task 4.2. The following are a few ways in which space exploration research has contributed to the development of various consumer products. The consumer products are shown as examples in the brackets.

· Miniaturization of electronic systems for use on spacecraft (e.g., fully automated microchips in pacemakers that monitor and self adjust depending on changes in the heart rate, electronics in hand-held calculators, pocket computers )

· Rechargeable long-life miniature batteries were developed for spacecraft electrical power systems(e.g., batteries for heart pacemakers)

· Computer display techniques (e.g., CAT-scan, computer controlled-video game)

· Safety devices (e.g., smoke detectors)

· Convenience foods (e.g., freeze-dried foods, zip-lock bags, zip-top cans)

· Anti-nausea medication (e.g., scopolamine)

· Fabrics and metals (e.g., firefighters’ safety equipment, plastic safety padding in football helmets, orthodontic alloy that has a “memory” springing back after it has been bent)

· Nickel-zinc batteries from the engineers of the lunar rover (used in electric cars)

· Wheelchair design

· Design of better ball-point pens (can write upside down, do not need air pressure to push ink out)

· Solar Cells so thin they can be rolled up or folded for solar panels that unfold after a vehicle is in position in space (e.g., so thin they can be used on the wings of model airplanes, in the electrical supply for indoor advertising where light energy is taken from ambient light in room, in battery rechargers for recreational vehicles/toys/educational kits, rechargers for electronic equipment/radios/computers, energy suppliers for safety equipment)

· Emergency response robotic vehicles used to collect moon rocks (e.g., can climb stairs and operate in combustible gases; used as an emergency response vehicle by bomb squads, sensing gases that would be hazardous to humans, carrying fire nozzles into an area where fire personnel are unable to go)

· Silver ionization technology is used to used to purify water aboard Apollo (e.g., purify water in swimming pools and spas and at industrial sites without the use of chemicals, such as chorine)

· Coatings that would insulate the launch pad from extreme temperatures (e.g., long life protection of bridges and marine structures)

· Magnetic bearings to support moving machinery without physical contact (e.g., electromagnets can suspend rotating shafts and also control their rotation, have zero friction, no lubrication, no wearing, no vibration)

· Scratch-resistant lenses have a diamond coating that is scratch and heat resistant (e.g., sunglasses that are 10 times more scratch resistant than conventional glass lenses)

· Bone density research (e.g., to measure bone strength in weight lifters, osteoporosis)

· Advanced lubricants that are environmentally friendly (e.g., originally used in NASCAR cars are now used in the huge transporter that moves the rocket to the space pad)

· Night vision cameras

· Telemedicine to monitor astronauts is now used to link hospitals to distant patients, for example

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