EMR UNIT PLAN

(Part One: Contains 2 Sample Lesson Plans)

TABLE OF CONTENTS

INTRODUCTION AND MAP OF THIS DOCUMENT

THE UNIT PLAN

OVERVIEW OF THE UNIT PLAN THE BIG IDEAS / STORYLINE / A POSTER

RATIONALEALBERTA PROGRAMS OF STUDIES

PRIOR KNOWLDEGE AND POSSIBLE MISCONCPETIONSESSENTIAL QUESTIONSREQUIRED MATERIALS OVERALL UNIT DETAILS

SAMPLE LESSON PLAN 1 SAMPLE LESSON PLAN 2

PEER ASSESSMENT

REFERENCES AND ADDITIONAL RESOURCES

APPENDIXES

APPENDIX A: PARTIAL ALBERTA PROGRAM OF STUDIES DOCUMENTAPPENDIX B: PARTIAL PRINCIPLES AND BIG IDEAS OF SCIENCE EDUCATION DOCUMENT

APPENDIX C: VOCAB MATCHING QUIZAPPENDIX D: RUBRICS EXAMPLE

2

INTRODUCTION<THE MAP OF THIS DOCUMENT> THE COURSE and GENERAL OUTCOME (Alberta Education, 2007)Alberta Science 30’s Unit C is 25% of course. The unit plan is targeted for the second general outcome of the Unit C: Electromagnetic Energy.Two general outcomes of Unit C are: 1. explain field theory and analyze its application in technologies used to produce, transmit and transform electrical energy, and 2. describe the properties of the electromagnetic spectrum and their application in medical technologies, communication systems and remote-sensing technologies used to study the universe.

PERIODS and TIME FRAMEMost of Calgary high schools have 125 hours per course. Unit C’s second general outcome is recommended to take 13% for overall course time which is approximately 17 hours. High school periods are 85 minutes long which 17 hours gives 12 periods, two and half to three weeks of the semester. (Please refer to next page for the breakdown of each period)

GUIDE (WHERE to find things/topic that are included in this document)Please refer to page 2, Table of Contents to look Specific locations of the items in ‘Detailed Planning’ section in this document:

Strategies for engaging students in the learning (Refer to OVERALL UNIT DETAILS, I Do columns) Opportunities to draw on First Nations, Métis and/or Inuit (FNMI) knowledge, observational data, or

traditions within this unit (Refer to OVERALL UNIT DETAILS, I Do columns) Key Vocabulary, terminology, definitions, factual information, formulas, critical details, and important

events and people (Refer to Overall Unit Details, Students Do columns) Key Skills and attitude outcomes (Refer to OVERALL UNIT DETAILS, I Do columns) Reasonable approach to inquiry-based learning for the unit (Refer to OVERALL UNIT DETAILS, I Dos) Differentiated teaching for learning disabled students, English Language Learners, Gifted students,

students with multiple learning styles (Refer to OVERALL UNIT DETAILS) Rationale of the activity and targeted learning environment (Refer to OVERALL UNIT DETAILS) Assessment (Refer to OVERALL UNIT DETAILS, Assessment section) Instructional strategies and learning experiences needed to achieve the desired results are evident in

the assessment evidence to be gathered (Refer to OVERALL UNIT DETAILS, I Do columns) Activities are identified to develop the targeted understandings and the knowledge, skills and attitudes

identified in the Program of Studies (Refer to Activities columns of OVERALL UNIT DETAILS and LESSON PLANS sections)

Activities are identified that will equip students for the performance of learning specified in the assessments Studies (Refer to OVERALL UNIT DETAILS, Activities column and LESSON PLANS)

There is clear evidence of what students will be doing in the role of ‘learner’ Studies (Refer to OVERALL UNIT DETAILS, Activities column and LESSON PLANS)

Video references are not written in the document but are all in the References

WHAT-NOT list (Things/topics/plans/sheets not included in this document)The following items are not included in this document. “Hard-copies Package” (different from this unit plan document) will have some the items listed below. Most of the hand-outs are not included in this document.

Procedure of demos Most of the hand-outs (listed in the REQUIRED MATERIALS section) , some samples in the APPENDIX section <Teacher-directed instruction> Class wise lecture notes Question booklet for Diploma preparation and calculation questions

3

Topic / Unit examination A Poster for the unit “Poster Making Package” (need to put it together) is separated from this unit plan

THE UNIT PLANOVERVIEW OF THE UNIT PLAN: The planned period schedule for Unit C is as follows:Required Period(s)

Title of the activities (refer to Detailed planning section of the document for more details)

NOTE

1 Prior Knowledge testing, Introductory video

1-2 Lunar Outpost Scenario (NASA)- Structured inquiry Length depends on the students

1-2 Frequency, wavelength and Energy- Structured inquiry Length depends on the students

1 Let there be light

1-2 Unit Review- “Passport Stamping Game”1 Class wise lecture – Clarifying the questions and sample

calculation showing that the students have<Teacher-directed instruction>(Resources and lesson plan not Included in this document, this activity is dependent on the assessment of the unit review done in previous class)

Depends on the students

2 Diploma preparation and calculation review (Resources and lesson plan not Included in this document)

1 Topic / Unit examination (Resources and lesson plan not Included in this document)

1 Set for Extra work period for inquiry projects or for other reasons/events at the school

NOTE: Electromagnetic radiation is highly relevant to the topics in other units. Possible topics in other units that can be included in the unit plan are (Alberta Education 2007):

mutations and gene therapy In Unit A, sources and environmental impact of SOx, NOx, acid deposition and photochemical

smog in Unit B, conversion of solar energy, fossil fuels and wind and water power into thermal and

electrical energy, and fission, fusion and nuclear change in Unit D.Periods and activities are subject to change as lessons may incorporate different topics from other units.

This schedule is arranged in this order for the reasons followed:

4

to interest and engage the students first, to ensure that that they can build their knowledge from previous classes, to not to discourage or intimidate the students from the topics they may find

challenging, to demonstrate the process first then allowing the students to work independently

(scaffolding), to introduce and encourage to understand before jumping into calculation and to prepare them for the formal (provincial) examination.

5

THE BIG IDEAS OF THE UNIT Over-Arching Purpose of the Unit

WHAT IS LIGHT? WHAT IS ELECTROMAGNETIC RADIATION, EMR?HOW CAN THE SCIENTIFIC KNOWLEDGE OF LIGHT and EMR BE USED TO UNDERSTAND OUR MODERN SOCIETY AND SHAPE OUR FUTURE?

UNIT STORYLINE You and I, and all living organisms glow! We just can't see it. Advanced technologies

helped us to see the invisible things our glowing using infrared detector. As we can't hear the elephants taking to each another with our bear ears, we can’t see each other glowing with our naked eyes. If we really are glowing, emitting infrared radiation, why and how do we glow? We can study the particles and waves to find the why and how! We will learn how the light and EMR works, and that can also help us to understand why we see the world in the colors! The very same knowledge can be used to understand our universe in more detail and can tell us how our everyday technologies such as cellphone, microwaves and remote controls work. We can also find out how some medical technologies that changed our ways of lives such as MRI, radiation therapy, x-rays and etc. work as well as how universe discovering tools like telescopes and radiation detectors work. We will learn how 'sciences discoveries' are made and claimed. We will think about ways to protect ourselves and to make a world a better place by the knowledge we gained in science.

A POSTER: VISUAL REPRESENTATION OF THE UNIT

A poster can be made from “Poster making package”

6

RATIONALE: WHY SHOULD STUDENTS LEARN THIS UNIT? WHAT IS THE OVERALL PURPOSE OF THIS UNIT? To learn the knowledge that shaped the modern world

Electromagnetic radiation (EMR) is all around us and we emit infrared EMR. Visible light is one of many types in the EMR spectrum and we classify them according to their energy, wavelength and frequency. In our daily lives, we are surrounded by the technologies that utilize different types of EMR. As EMR technologies are part and what shaped the modern world, understanding EMR can help to understand the world more. Science 30 and Physics 30 programs are designed to understand the world better by understanding natural phenomena.

In their previous schooling, students may have been exposed to the concept of EMR and from other sources; students would come from a range of background knowledge about the topic. Students’ prior knowledge on EMR may vary and it is possible that some students may have misconceptions. As some of misconceptions can be directly related to their health, it is important that the students have accurate information and the fundamental knowledge of ERM in order to protect themselves and uses EMR technology for their needs. MRI and radiation therapy for diseases utilize the knowledge of EMR effectively benefitting us in direct way. We are a part of universe and studying universe means understanding ourselves.

EMR knowledge can help students to understand how everyday technologies such as radio, Wi-Fi, remote control, microwaves and etc. work which are parts of our daily routines. Learning more about how the EMR interaction living organisms may also raise the health and environmental awareness. This may promote the students to think in wider perspective and possibly help our future global citizens to make more informed and wiser decisions in future.

Understanding of EMR can help the students to understand the modern world. Learning more about new discoveries and new technologies would also encourage students to think innovatively and creatively. Students’ critical thinking skills can be developed in the learning process and the skills can be used in their lives.

Due to Scientific Importance

The concepts introduced in this unit are abstract and often complicated that the students may find the concepts difficult to grasp. As quantum physics is the one of the most difficult concepts to understand in science and its complexity may frustrate some students. However quantum physics is still not fully understood and explored by the scientists and there are great opportunities in this field. Learning about EMR, as a part of quantum physics, along with theories about subatomic particles can lay the fundamental foundation for the future expansions. Scientific knowledge may help students to understand the world in more logical order. Introducing quantum physics in schools can interest the students to pursue a career in science, and may cultivate more future scientists and advancement of science.

7

ALBERTA PROGRAMS OF STUDIES Please refer to Alberta Science 30 Programs of Studies (Appendix A)

General outcome #2: Describe the properties of the electromagnetic spectrum and their application in medical technologies communication systems and remote-sensing technologies used to study the universe

Student Outcomes

Knowledge:

In this unit, students will learn about the nature of matters and how the scientific knowledge evolves with technology advancements. They will also be exposed to the scientific process of knowledge construction that involves people working toward a goal collaboratively and supporting their argument with evidences. As they are learning about the knowledge construction, the activities are designed to incorporate other important issues such as sustainable environment and impact of technology in our lives and space exploration. The knowledge of EMR, electromagnetic radiation, can help the students to understand other natural phenomena involving light, radiation, sound and heat. They will also be familiarized with different types, impact and usage of EMRs in modern society.

STS (Science, Technology and Society)

This unit focuses on the scientific knowledge and technological advances that shape our modern world. Science and technology affect each other simultaneously. As technology advances, the society and people adapt into a different way of living, making a profound change in our lives. Technology can also encourage acquiring deeper understanding of scientific knowledge as we seek to comprehend how it works and conversely, scientific knowledge can be used to invent the technology itself. Scientists are in the pursuit to understand the natural world. While learning more about the science and its associated technology, students should be able to see its connection and impact on the society. Advancement of technology and deeper understanding of the world change our ways of lives and our views of the world. Our views of the The different views then will influence the ways of solving problems and meeting our needs in the society. For example, communication developments changed our ways and means of communication. Students will be introduced to the fundamental scientific knowledge that enhance faster technological advances and learn more about the relationship of science, technology and society.

Skills

Students will be exposed and to learn about the scientific process which involves identifying the problems, identifying specific variables, designing an experiment, formulating hypothesis, data collecting, interpreting and drawing conclusion from the evidences. Learning critical thinking skills that consist of investigating, analyzing and identifying the bias will take place fostering the students into informed future decision makers. They will learn the properties of light such as reflection, refraction and polarization of visible light, and how to apply the knowledge in solve problems involving the properties using equations and theories.

8

9

Attitudes

Some activities are to be completed in a team, learning how to communicate effectively to others and to work collaboratively. The topic will be presented from many different perceptive and the students will learn how to respect other perspectives mutually while having opinions on their own. More real life examples of the technology used using the knowledge of EMR can raise students’ curiosity in the science. Their curiosity of the topic can led to more question asking and to seek logical explanations. The quest of finding better explanations can encourage critical evaluation of their current state of knowledge and to consider better models and theories that better explain the phenomena. Learned impacts of the technology on human and environment may promote the students to have more environmental awareness and to think about sustainability and societal responsibilities. As they learn more about universe, students are to embrace the challenges global scales. Interactive, student-centered and engaging activities may help the students to experience learning more positively and enjoy the process of learning. As the topic discusses health and environment, protection and safety of actions will also be discussed.

10

PRIOR KNOWLDEGE AND POSSIBLE MISCONCEPTIONS

COMMON MISCONCEPTIONS: (STScI, 2012)

1. Visible light is the only type of light.

Visible light is just a tiny slice of radiation that makes up the electromagnetic spectrum. In order from lowest energy to highest energy, and longest wavelength to shortest wavelength, the radiation types are: radio, microwave, infrared, visible light, ultraviolet, X-rays, and gamma rays.

2. All radiation is harmful.

All radiation is not harmful. Light is a form of radiation. All parts of the electromagnetic spectrum are considered radiation, but only X-rays and gamma rays are made up of harmful, ionizing radiation. Ionizing radiation is dangerous because it can penetrate body tissues and cause cell damage. Ultraviolet light from the Sun causes sunburn, which is a common form of harmful radiation. Radiation with wavelengths equal to or longer than visible light (radio, infrared, and visible light) is considered harmless.

3. The primary colors of light are identical to the primary colors of pigments.

The primary colors of light are red, green, and blue, while the primary colors of pigments are red, yellow, and blue. When combined, the primary colors of pigments produce a black pigment, while the primary colors of light produce white light.

4. Red objects in space are hot; blue objects are cool.

In astronomy, the color of an object does not always signify its temperature. An object's color can mean many different things, including its distance from Earth, its temperature, and its chemical makeup.

5. Filters change the color of light.

Filters don't change the color of light, but they do allow only certain colors of light to pass through, and block the others.

11

STRATAGIES: 1. Open discussion about misconceptions and sharing of their previous knowledge

This activity can be carried out as a whole class or as small groups. Students will display their previous knowldege while participating in the discussions. Small group discussion is recommanded before having a class discussion so all students can have the opportunitiy to participate and express their opinions. Having a student either appointed or volunteered to be a mediator for the class discussion may help some students to feel at ease as they may feel intiminated to give wrong answers out to the teacher but not to their peeers. A teacher and students are to respect each other’s background and not to judge other students’ ideas and opinons. Students are welcomed to take positions and defend their ideas, however, they need to support their argument by providing the evidence. All the ideas will be recorded and will be re-visited to compare their ideas of the topics at the end of the unit. The teacher should carry dignostyic assessment as comments are being made by the students in the discussion. However, this activity may may only benefit students who speak out in the class.

2. Moving activitiy: true or false tournament (kinesthetic and also student-centered)

The teacher can get helped from the appointed student or a volunteer to read the true or false statements about EMR. The students are to pick one side with a given statement. One side will be for the students who choose true and the other for false. Common misconcepts from previsous page or Vocab Matching Quiz, Appendix C, can be used to give to formulate the true or false statements. This activity works like a tournament. After series of the statements, a survivor(s) who gets all the statements correct will be named a winner(s). This activity gets students to move around and provide instant feedback to re-evaluate their knowledge. Music may be used in between statements to make the activity more interesting. Students will see other individuals getting the true and false statement incorrect as well as themselves. A learning environment where mistakes are parts of the learning process will be natually established. The teacher can observe and record the movements of the students for a digonstyic assemsent. However, this activity may not reflect their true previous knowledge as the students may move in groups and get affected by their peers. Although, they may be following their peers, the students are exposed to the topic where they can still learn about the topic. This activity would be a good on to do for a bigger class and can be engaging as it is in a tournament form and requires the students to move around.

3. Vocab Matching Quiz, use Appendix C, as a suprising guessing quiz

Vocab matching quiz can be given to the students as a way to introduce termnionolgy and the topic. It can recommanded that students do this activity before learning about the concepts of EMR. A teacher must tell the students that it is very difficult to get all of them right on the first try, espeically before learning about them. The students

12

will write the quiz again near the end of the unit where they can track their learning progress. This may not be as engaging as the class discussion and the moving activity listed above but can give more acurate measure of their previous knowledge.

ESSENTIAL QUESTIONS

Guiding essential questions that needs to be addressed in the unit are as followed:

EMR Introduction • What is radiation?• Why and how does radiation occur?• What types of radiation do human, sun and universe, and others emit?

EMR Properties• How does radiation damage occur in living organisms?• How do you protect from radiation? • What is a photon?• What is the relationship of light intensity and photons?• What is a wave?• What is a light wave?

EMR Spectrum• What is the electromagnetic spectrum?• What is the relationship between frequency and wavelength?• What is the relationship between wavelength, frequency, and energy?• How can you identify the sources of emission or absorption?• How are the color and light related?

Space Exploration• How are the wavelength and temperature related?• How are the color and temperature related?• What information can light reveal about the stars?• Why do scientists need filters, and how do they work?• What objects does the Hubble Space Telescope observe and why?• How does the telescope work?

EMR Applications• How does MRI work?• What are the benefits and examples of having deeper understanding of EMR?

Calculation• How can one predict the light path using mathematics?• How can you classify EMRs qualitatively?

Others• How a theory does get the title ‘theory’?• How did / do people made sense of light and matter? (FNMI and cultural

diversity)• How does nuclear fusion work?

13

REQUIRED MATERIALS (Please refer DETAILED PLANNING SECTION to each activity to see how the materials are going to be used)

Common resources in the classroom(Expecting that the it will be continuously supplied by the school)

-Computer with internet access for a teacher -Projector and speakers with cords-(Possibly) Smartboard-Desks and chairs-White/Black board-Markers and erasers-Basic Stationary (paper, pen, note)

-Staples, hole-puncher, clips, pencil sharpener-Chart paper-Construction paper-Bulletin board space in the classroom-Poster papers -Papers, tapes, glues, scissors, post-its-Colored pen and pencils-Label maker

Other resources need for different lesson plans(Need to book or get the material a head of the time)

-Computers with internet access for student-Printers-Music player with speakers-Digital camera-plastic bags (zipper lock)

-Formula sheet-Safety gears (Gloves, aprons, glasses)-MSDS -Texts related to ouster space environment

Special resources in preparation of demos (procedure is not addressed in this document)(Find them or replace them)

-Big slate of polystyrene-Metal (aluminum container)

-UV lamp or tinted light bulb-color wheel (if not, make them)

“Passport Stamping Game” related materials:

-Printed papers for passport- Flash cards (4 sets) with one side with terminology and one side with meanings- 4 of Stamp type #1, 2, 3, 4, 5

- long (soft) jumping rope- Stationaries for writing and drawing - 30 index cards with the EMR applications written

Hand-outs and Worksheets-Hard-copy of the pre-selected questions and Vocab Matching Quiz (2-3 versions)- Hard-copy of the explanation from the video (fact sheet) and a worksheet to fill for Introductory Videos Activity-Hand-copy of the Lunar Outpost Scenario -Hard-copy worksheets containing questions and calculations of frequency, wavelength and energy

14

Worksheet with questions, notes and calculation on the topic of optical properties of the light

OVERALL UNIT DETAILS:

Title of the activities

Estimated Time

Activity description

I Do

(ORGANIZATION)

Students Do

(Performance Tasks)

Specific Resources / Preparation

Assessment

Prior Knowledge testing

(REFER TO PRIOR KNOWLEDGE SETION, p 9-10)

30 mins

Do activities

1. Open discussion about misconceptions and sharing of their previous knowledge

2. Moving activitiy: true or false tournament

3. Vocab Matching Quiz, use Appendix C, as a suprising guessing quiz

Observe / facilitate / record students’ understandings following instructions given on page 9-10 of this document

Participate in the activity accordingly

Common resource,

Hard-copy of the pre-selected questions and Vocab Matching Quiz

Diagnostic assessment –observe and record students’ movements and conversations

See the results of Vocab Matching Quiz

Differentiated teaching: English Language Learners- Repeat the vocabulary many times with intervals, Gifted students- their questions can be more detailed and require more knowledge , Students with multiple learning styles- the activity has kinesthically, interpersonal and auditory learning styles

Contingency Plans: If the group discussions fail to work, video(s) can be shown in attempt to explain concepts related and/also students can be assigned to the WebQuest to work on. Students will turn in the WebQuest reports for a formative assessment. <WebQuest (http://questgarden.com/121/96/9/110319011237/index.htm)

15

and videos ( http://www.youtube.com/watch?v=HVO0HgMi6Lc , http://www.youtube.com/watch?v=Z2nfN5qkLwQ)>

If the technology failed, Hard-copy of the pre-selected questions and Vocab Matching Quiz can be given to the students and they can turn in the answered sheets where the written work will be used as a diagnostic and formative assessment

Rationale for the activity: Class discussion and group discussions are chosen to make learning more engaging and student-centered. Talking to peers can help students to be aware of their knowledge and misconceptions, and feel less intimidated environment to express their ideas. This can help the teacher to diagnostically assess the students’ understanding of the concept, and give clarification before next activities, moving and vocab matching quiz. The teacher may choose one or more activities depending on the class and time constraint.

Targeted classroom environment: Knowledge-centered and community-centered

Introductory Videos

45 mins

Watch various videos

1. What is fire? YouTube animation on atom excitation and radiations (by minutephysics) https://www.youtube.com/watch?v=1pfqIcSydgE&feature=plcp

2. What is wave/particle duality? – YouTube animation on light duality (by minutephysics) https://www.youtube.com/watch?v=Q_h4IoPJXZw&feature=plcpg

3. Wave-Particle Duality YouTube (by Physics 101)

1.Break them into small groups

2. Give instructions on what to look (possibly ask them to write them down) for watching videos –things they didn’t know before, things that are still confused or/and points of the videos

3. Play videos (partially)

4. Facilitate small group discussions

5. Observe and record the students’

1. Broken into small groups

2. Listen to the instruction for the videos

3. Watch videos

4. Participate in small group discussion- discussing

5. Designated person will share their group discussion summary to the class

Common Resource,

Hard-copy of the explanation from the video(fact sheet)

A sheet with selected time frames of each video to play for the whole class viewing

Worksheet with questions and notes on the concept on light, radiation and photons

Diagnostic assessment –observe and record students’ comments and ideas in small group and class discussion

Formative assessment – address any misconceptions and clarify some confusions

16

http://www.youtube.com/watch?v=dGe7y6H6BqM&feature=g-hist

4. About photon YouTube http://www.youtube.com/watch?v=J2mnGEMCY20&feature=g-hist

5. What is radiation YouTube: http://www.youtube.com/watch?v=AUJVF4CeVnY&feature=g-hist

commentsTextbooks

Differentiated teaching: English Language Learners- Visual/auditory materials are presented and they can watch the videos again (possibly with caption of their language if necessary and if possible) for better grasp of the abstract concepts, Gifted students- they can watch videos for the full length to learn more about quantum physics in more depth , Students with multiple learning styles- the activity has visual, interpersonal and auditory learning styles

Contingency Plans: In case of technology failure, the talking points in the video can be discussed as a class. Students can be broken into smaller groups to discuss the points and questions that the teacher would give. Worksheet with questions to fill can be given out and textbooks to answer the questions. Formative assessment can be done as the teacher facilitates the discussion by providing feedback and clarifying points in class discussion.

Rationale of the activities: Abstract concepts are hard to grasp for students. Explanations along with visual (videos) can help them to understand abstract concepts. Also, multiple ways of explaining some repeated concept can help to understand as well as promotes the students to be exposed to multiperspective

Targeted classroom environment: Knowledge-centered and community-centered

Lunar Outpost Scenario - Structured inquiry

85 mins

Go through structured inquiry process together as a class; identifying questions/proble

1. Give post-its out.

2. Provide the scenario.

1. Get a post-it(s)

2. Read the scenario.

Common resources and Lunar outpost Scenario

Formative assessment:

address any misconceptio

17

(NASA, 2008)

<see below for the question>

Structured inquiry

m and variables, stating hypothesis, developing procedure, data collecting, and interpreting and drawing conclusion safely can be demonstrated

Use post-its and move them as you go through the process walls and posters

3. Ask them to identify question/problem

3. Ask them to write the comments on the post-its

4. Break them into small groups and ask to share ideas. Facilitate small group discussions and allow internet search if needed

5. Identify the variables for survival in space, state hypothesis, develop a lab procedure to test safely, give data out based on facts, show how to organize data, show how data is turned into a graph, interpret graph, and draw conclusion

3. Answer the question and lists of things that you need for survival individually on the post-it, or have students to write the comments down on post-its as the class discuss

4. Broken into a small group and participate in discussion for each step, use computer or textbook to explore

5. Participate in class discussion and follow the process.

6. Discuss other views of moon, light and universes

Worksheet

In case of technology failure, hand-out

Poster papers

Post-its

Computers for the students

Texts related to ouster space environment

n if any

Formative Assessment:

Observe and record students’ comments and ideas

Evaluate their understanding and may or may not do it again

18

together

6. Ask and facilitate class discussion on how other cultures’ view the world (FNMI will be talked about)

Differentiated teaching: English Language Learners- can be provided with additional explanation on the side (possibly while others are participating in small group discussions), Gifted students- ask to produce warning documents for space travelling, Students with multiple learning styles- this activity has logical and interpersonal learning styles

Contingency Plans: If can’t do the whole process with the class, the students can do guided-inquiry with open answers using evidence. They will be asked to produce group work where later the teacher will assess formative and get feedbacks.

Rationale of the activities: An exercise to demonstrate step-by-step scientific process for students to learn about identifying questions and variables, formulating hypothesis, designing an experiment to test, data collecting, interpreting data and drawing conclusion using evidences. Students can learn critical thinking skills such as investigating, analyzing and identifying the bias. Targeted classroom environment: learner-centered and community-centered

The Lunar Outpost Scenario (NASA, 2008)

Indented to prompt them into thinking about what biological requirements that must be met for successful long-term human exploration of the Moon4. Consider what limitations the human body presents in such an endeavor.

Questions: “If you had to prepare for future lunar colonization, what would you have to know and need to accomplish this task safely? ”, How can we make a lab to test an idea of students’ choice

To establish a permanently inhabited lunar outpost, your team will need to understand how the space radiation environment affects living systems.

Frequency, wavelength and Energy- Structured inquiry

85 mins

Choose a WebQuest

Choice 1: EMR Human impact http://questgarden.com/98/73/4/100319124845/index.htm

1. Break students into groups of 3-4 or let them choose their own group mates (3-4 in a group)

1. Broken into small groups

2. Make a choice with the group, a partner or on

Computer with internet access

Printer

Poster

Formative assessment: observe and comment on the progress of the group work

19

Structured inquiry but students can choose the topic

2. Tell the students briefly about the choices and give them websites

3. Assist and facilitate group work, a teacher may allow choices 4-5 depending on the students’ desires and ability

4. Give formative assessment so that they can have better results from summative assessment

5. Observe, record and grade the products of the group work s

their own

3. Work on the their choice of WebQuest and follow the instruction to complete the task

4. Participate in small group discussion and produce what is required by the WebQuest

5. Present the product or hand-in their final group work

papers and stationaries needed for the presentation

Stationaries

Textbooks

Back-up worksheets for frequency, wavelength and energy

Formative and summative assessment: observe and record students’ products, and make appropriate suggestions and comments. Use the rubric provided it given

Choice 2: EMR case

http://questgarden.com/44/19/3/061204060751/

Choice 3: most important EMR

http://questgarden.com/06/19/2/051025165013/index.htm

Choice 4: possible choice by a teacher depending on the student’s ability or a choice by a student (should be approved)

Choice 5: Flash games of EMR (FUN)

http://coolcosmos.ipac.caltech.edu/cosmic_kids/games/index.html

And make EMR spectrum using various images

Differentiated teaching: English Language Learners, Gifted students- can choose option 4 or 5, or any other options based on their interests and for differentiated learning, Students with multiple learning styles- this activity has interpersonal, visual, auditory and logical learning styles

Contingency Plans: In case of technology failure, worksheets containing questions for frequency, wavelength and energy are provided and a teacher cans formative assessment once the students hand-in the filled worksheets. Students can use textbook to fill the worksheets

20

Rationale of the activities: This activity allows students to choose different ways of studying the topic. Depending on their choices, different resources are available. Videos, websites, games and simulations. Working in group will also promote team skills and encourage collaboration,.

Targeted classroom environment: learner-centered and community-centered

Let there be a light

Structured inquiry but students can choose the topic

85 mins

Simulations, notes, and quizzes

1. 13 sec video on reflection and the noon (Learn Alberta search: moon AND reflection, National Geographic)2. Reflection stimulation and notes (Learn Alberta search: Simulate, light AND reflection)3. Reflection Online quiz (Learn Alberta search: ExploreLearning Gizmo AND reflection)4. Refraction stimulation and notes (Learn Alberta search: Simulate, light AND refraction)5. Refraction Online Quiz (Learn Alberta search ExploreLearning Gizmpo AND refraction)

6. Class discussion on polarization and diffraction

1. Show them a short video on reflection and moon

2. Get students to explore the websites/programs on their own and ask them to complete the online-quiz on reflection

3. Get students to explore the websites/programs on their own and ask them to complete the online-quiz on refraction

4. Discuss about polarization and diffraction as a class

5. Clarify the topic and calculation

1. Watch a video

2. Explore website (reading notes, doing simulations and etc) and complete on-line quiz on reflection

3. Explore website (reading notes, doing simulations and etc) and complete on-line quiz on refraction

4. Participate in the class discuss about polarization and diffraction as a class

5. Ask, watch and listen to the clarification of how to mathematically solve problems

Computers with the gizmos and simulations

Worksheet with questions, notes and calculation on the topic of optical properties of the light

Textbook

Formative and summative assessment: observe and record students’ progress, make appropriate suggestions while the students explore the website, and comments and record the result of online quiz to provide feedbacks

Differentiated teaching: English Language Learners- Visual/auditory materials are presented and they can watch the videos again for better grasp of the abstract concepts, Gifted students- will be given challenged questions (advanced level, undergraduate level) to solve and explore, Students with multiple learning styles- the activity has visual, interpersonal and auditory learning styles

Contingency Plans: In case of technology failure, the talking points in the video and concepts can be discussed as a class. Students can be broken into smaller groups to discuss the points and questions that the teacher would give. A lecture can be given on the topics. Worksheet with

21

questions, notes and calculation on the topic of optical properties of the light can be given to complete. They may use textbooks to answer the worksheet. Worksheet can be used for formative assessment with feedbacks.

Rationale of the activities: Light experiments set up can work, however, they require materials and set upping which may be hard to do in classrooms. Simulations of the experiments which they can explore many properties can help them to learn more about optical properties of light. Online quiz and class discussion are used to encourage student engagements. Light knowledge is used in modern technologies and simulations can demonstrate and emphasize technology in modern society, and also prompt to think about STS connections

Targeted classroom environment: learner-centered and knowledge-centered

Unit Review- “Passport Stamping Game”

Consist of 7 different parts

Estimated time for different parts:

Class wise activity 1: 10-15 mins

Class wise activity 2: 20-30 mins

Other 5 stations can’t be predicted but estimated total time of for completing 5

170 mins total

10-15 mins for the class wise activity 1

Class wise activity 1, another moving activity from the very first lessonQuestions are in same format but differently worded than last time

NEW Rules: two chances, one classmate chance and one teacher chance to ask question will be given for this time. Activity is in a form of a tournament and students will pass the stage when they get true or false statement right

1. Reintroduce a moving activity with revised rules

2. If possible, get a student to help reading the statements to the class

3. (A teacher or a student) read the true or false statements

4. Name the winner(s)

1. Listen to the revised version of the activity

2. Volunteer or get appointed or participate in the activity

3. Move around accordingly (true or false)

4. Use the 2 chances if necessary

5. Become a winner /watch others play

Hard-copy of the pre-selected questions and Vocab Matching Quiz (different version than before)

Self-assessment and diagnostic assessment: students will know what they know and teacher can reevaluate their understanding

20-30 mins for the class wise activity 2 which includ

Class wise activity 2:

Reflection paper

And Class wise instruction on the rules for the “Passport stamping

1. Display the essential questions (p 11)

2. Ask students to

1. Read questions and choose topic or personal story

Computer connected to the projector

Music player

Formative assessment:Reflection paper will be reviewed by the teacher and

22

stations are 60-120 mins

Leaving 5 mins to clean up

es instructions and rule explanations of the game

game”

(PLEASE REFER TO the 2nd lesson plan, page 26, to of this document to see what actions are required by the teacher and the students better understand the game)

write a reflection paper about the unit or their personal story relating to the topic

3. Play relaxing music as a background

4. Explain the game: passport, stamp, stations, stampers , passport carrier and etc

2. Think deeply about the topics

3. Write reflection paper (personal and the course relevant) in relaxing environment

4. Learn the rules of “passport stamping game”

and relaxing music

Hard copy of the essential questions (p11 of this document)

Printed paper of passport

feedbacks will be provided to the students

?? mins

The number of Flash card stations (same materials and same rules) can increase depending on the class size

Station 1:Flash Cards

RULES:

-In one turn, passport carrier are given 10 flash cards which can be used as given term definition/meaning or visa versa) - Passport carriers need to perform 9/10 to get a stamp on their passport. - Passport carriers can try as many as possible to pass and get the passport stamped

1. Have a student at the flash card station as a stamper

2. Play flash cards game with a passport carrier (10cards per 1 turn)

3. Stamp #1 stamp on the passports when 9/10 were correct

1. Participate in the activity as a stamper or passport carrier

2. Following the rule, participate either as a stamper or passport carrier

3. Get a stamp on the passport

Flash cards (4 sets)

4 of Stamp type #1

Printed paper of passport

Formative-peer assessment:Students get feedbacks instantly and help each other

23

?? mins

(3-4 students working on it at the same time)

Station 2: Calculate it!

RULES:

-Calculation questions on the universal wave equation and optics– Relatively short calculation questions are given to solve using simple math but using the concept.- Passport carriers need to get 4 different question types to get passport stamped -Given solution, passport carriers will retry the question type that they didn’t get (same type but with different numbers) until they get it

1. Have student(s) or Be a stamper at the calculate it station

2. Give out calculation questions of 4 different types

3. Explain and show how to solve it if not solved properly, and give them more questions of the same type with different numbers

4. Stamp #2 stamp on the passports after 4 correct calculations

1. Participate in the activity as a stamper or passport carrier

2. Following the rule, participate either as a stamper or passport carrier

3. Solve math problems showing their work and get some assistance if needed.

4. Get a stamp on the passport

4 types of calculation questions with 5 different numbers

4 of Stamp type #2

Formative-peer assessment:Students get feedbacks instantly and help each other

?? mins

5-6 students can participate at the same time

(2 jumping the rope

Station 3:Jump the draw

RULES:

-Students can jump (optional) the rope while identifying 4 different parts of a wave (rope used)- They need to identify What and where is amplitude, rest position, wavelength and frequency of the

1. Have student(s) or Be a stamper at the jump and draw station

2. (monitor students to) Swing the rope carefully

3. Check to see if the

1. Participate in the activity as a stamper or passport carrier

2. Following the rule, participate either as a stamper or passport

Jumping rope (soft)

Papers and stationaries for drawing

4 of Stamp type #3

Formative-peer assessment:Students get feedbacks instantly and help each other

24

and rest drawing)

rope- Draw a picture of a wave with 4 different parts -infinite tries allowed-correctly identifying and drawing parts of a wave are needed to pass

passport carrier can identify the 4 parts correctly and draw a correct picture of a wave with 4 parts.

4. Stamp # 3 stamp on the passports

carrier

3. Solve math problems showing their work!

4. Get a stamp on the passport

A picture illustrating station 3 activity (Neil, 2009)

?? mins

3-4 students can participate at the same time

(2 jumping the rope and rest drawing)

Station 4: The Zone

 RULES:-Tape the following spectrum on the floor (recommend size is to use 12-18 letter size papers): big Incomplete EMR spectrum printed only with no applications given but only wavelength, energy, and frequency in the listed (so the passport carrier can select a zone depending on the wavelength, energy, and frequency and stand on top of the

1. Have student(s) or Be a stamper at the zone station

2. Give different example of application out to the different passport carriers.

3. Check if they are in the right

1. Participate in the activity as a stamper or passport carrier

2. Listen to the application and locate oneself in the correct zone of EMR spectrum

3. Play 10 of them to

EMR spectrum with application examples

Computer or music player with speakers

4 of Stamp type #4

30 index cards with the EMR

Formative-peer assessment:Students get feedbacks instantly and help each other

25

zone)-every turn has 10 applications questions, passport carriers have to listen and/or sing an EMR song http://www.youtube.com/watch?v=bjOGNVH3D4Y- 9/10 correct zoning need to pass -infinite tries allowed

zone.

3. For 9/10 passport carriers stamp # 4 stamp on the passports

4. Play music after each turn

complete one turn.

4. Get a stamp on the passport

applications written

Station 5: Rest and Info Station

Have some class space for Rest and Information area.

Students are welcomed to rest in this area and exchange information about the stations.

Become stampers or watch and enjoy playing games

1. Talk to each student about their reflection papers and give feedbacks. Stamp #5 stamp

2. Advise students to take turns to be stampers

1. Talk about their reflection paper with a teacher and receive stamp #5

2. Rest and talk to other student about the different stations

3. If completed stamping the passport, switch into a station to become a stamper

Stationaries for writing

4 of Stamp type #5

Formative assessment:students are returned their reflection papers (from class activity 2) with feedbacks

Differentiated teaching: English Language Learners- can watch how others are playing or get help from the peers, Gifted students- possibly work as a stamper helping others or they may choose to work on other projects, Students with multiple learning styles- the activities have visual, interpersonal, logical, auditory and kinesthetic learning stylesContingency Plans: All of the stations are designed to be approached differently but have worksheet or questions to answer. The students can be given worksheets to complete for the review. An answer sheet will be provided for the self-assessment.

Rationale of the activities: These activities are designed to get the students engaged. It also

26

adapted some aspects of gaming. With given goal to complete, get all stamps for the passport, students can be more focused and more motivated to complete tasks given. The activities are active but also to review and to test their knowledge. As this can only carry with others, effective communications and helping others can be learned. As they get instant feedbacks, students will be evaluating themselves and asked to improve right away.

Targeted classroom environment: learner-centered and community-centered, knowledge-based

Here is another approach to the unit. This is not planned in any more detail than the following paragraph.

One guided-Inquiry for the entire unit

The Storyline: You love swimming in the water. People keep telling you to put waterproof sunscreen as you can get skin cancer. That got you thinking. Does the sunscreen help? (Topic: cell mutation) What is the best way to protect you from skin cancer from sunlight? (Topic: Radiation Protection) And does the sunscreen that protects you from all the harmful radiation? (Topic: Different types of EMR) Is there any invention you want to make using the knowledge you learned? (Topic: STS) < Instruction to the student: Your invention(s) doesn’t have to feasible to our current world, but please tell why you thought (want) of the invention, how the idea came to you, how you would try to build it and what materials you would need. >

Laboratory based on the guided-inquiry

Structure-Class Inquiry Laboratory using the storyline above addressing this question, Is there a way we can test your initial hypothesis of the role of sunscreen in this class? <Class material needed: radiometer, sunscreen and other common school supplies>

27

Course:Sci 30 SAMPLE LESSON PLAN #1

Topic :EMR

Time:85 mins

Date: Month DD, YYYY

TITLE: Prior Knowledge testing and Introduction Videos to EMR

Step 1: Knowing the expected outcomes

Objective (Alberta Education, 2007)General Outcome #2. Describe the properties of the electromagnetic spectrum and their applications in medical technologies, communication systems and remote-sensing technologies used to study the universeStudents goals are to answer focusing Questions: (from Unit C)

How are the specific properties of the electromagnetic spectrum applied to medical, communication and remote-sensing technologies?

How do imaging technologies reveal the structure and history, and shape our understanding of the universe?

Bridge / Diagnostic Assessment: This is their first introduction to the topic. The main purpose of this lesson plan is to get diagnostic assessment. No prior knowledge is required.

KNOWLEDGETHE STUDENT WILL KNOW/UNDERSTAND …

(Refer to Appendix A for more detailed outcomes)

Light and sound having wave-like properties Everything can emit radiation (Blackbody

Radiation) Radiation emission by human, sun, universe and

others Light has dual properties, and wave Understand how variables for the EMR in the

universal wave equation v = λ f The relationship between EMR equation and

energy

ESSENTIAL QUESTIONSEMR Intro What is radiation? Why and how does radiation occur? What types of radiation do human, sun and

universe, and others emit? How does radiation damage occur in living

organisms? How do you protect from radiation? What is a light wave? What is the electromagnetic spectrum? What is the relationship between frequency and

wavelength? What is the relationship between wavelength,

frequency, and energy?Space How are wavelength and temperature related? How are temperature and colour related? What information can light reveal about the stars?

SKILLS Explain that the Earth atmosphere absorbs

certain frequencies of EMR and what the process is

Compare and contrast, to each other, the various constituents of the electromagnetic spectrum, on the basis of source, frequency, wavelength and energy, and their effect on living tissue

Differentiate the types of the EMRs and how to classify them accordingly with their wavelength, frequency, and applications

ATTITUDE Develop interests in the topic Learn to use a variety of methods and resources

to increase their knowledge and skills Explore personal perspectives, attitudes and

beliefs toward scientific and technological advancements

Insist on evidence before accepting a new idea or a new explanation

28

GUQSA

29

Step 2: Performance Tasks (Learning Plan)

Safety / Management Strategies: Students needed to be watched for possible physical injury by moving in groups. If lost crown control, then they may do the Vocab Matching Quiz

I DO (TEACHER) STUDENTS DOResources: Need to have series of questions to ask the students with answers and explanations

Time15 mins

15Mins

15Mins

30 mins

1. Moving Activity:Appoint a student or get volunteer from the class and assist them with delieveration of the questions and answers. If not, I would do the readings the true or false statement and explain the reasonsPlay music in the background if desired.

2. Introductory videos:Break them into small groups and give instruction on what to look for, things they didn’t know before, things that are still confusing, things they learnedPlay videos, facilitate small group discussions and class discussion for their findings and explain unclear things that students may still have

1. Moving Activity:Participate in tournament like game of true and false questions, locate themselves for their choices

2. Introductory videos:Get bbroken into small groups by their choice or assignment by the teacher, listen to the instruction for the videos and watch video following instruction.Participate in small group discussion- about new things learned from watching videos and prepare materials to present as designated person, of group choice, will share their summary for the small group discussion

Real-world science discussion: (15 mins) At the class discussion, discuss how science relates to their own personal lives and to societal challenges with EMR knowledge based on their findings from the video and the moving activityDifferentiation: English Language Learners can repeat watching the video at their pace if needed to clarify the explanation of the concept as well as chance to ask questions during small group discussions. Gifted students can watch videos for the full length to answer more questions they may have. Multiple learning styles such as kinesthetic interpersonal and auditory learning styles are incorporated in this lesson plan.Contingency Plans: Please refer to the OVERALL UNIT DETAILS for plans for each activityAssessment: Diagnostic and formative assessment via observing physical movements, observing small group verbal discussion and listening to the students in class discussion

30

Course:Sci 30 SAMPLE LESSON PLAN #2

Topic :EMR

Time:170 mins

Date: Month DD, YYYY

TITLE: Unit Review -“Passport stamping game”Step 1: Knowing the expected outcomes

Objectives (Alberta Education, 2007)General Outcome #2. Describe the properties of the electromagnetic spectrum and their applications in medical technologies, communication systems and remote-sensing technologies used to study the universeStudents goals are to answer focusing Questions: (from Unit C)

How are the specific properties of the electromagnetic spectrum applied to medical, communication and remote-sensing technologies?

Bridge / Diagnostic Assessment: This is their first introduction to the topic. The main purpose of this lesson plan is to get diagnostic assessment. No prior knowledge is required.

KNOWLEDGETHE STUDENT WILL KNOW/UNDERSTAND …

(Refer to Appendix A for more detailed outcomes)

Compare and contrast, to each other, the various constituents of the EMR spectrum, on the basis of the source, frequency, wavelength and energy, and their effect on living tissues

Describe the range of EMR spectrum from long, low frequency radio waves through microwaves, infrared rays, visible rays, ultraviolet radiation to very short, high frequency waves, such as X-rays and gamma rays

Investigate and describe the relationship the variables in the universal wave equation v = λ f

Investigate and describe qualitatively, the phenomena of reflection, refraction, diffraction and polarization of the visible light

ESSENTIAL QUESTIONS What types of radiation do human, sun and

universe, and others emit? How does radiation damage occur in living

organisms? How do you protect from radiation? What is a wave? What is a light wave? What is the electromagnetic spectrum? What is the relationship between frequency and

wavelength? What is the relationship between wavelength,

frequency, and energy? How are the colour and light related? What objects does the Hubble Space Telescope

observe and why? How can one predict the light path using

mathematics? How can you classify EMRs qualitatively? How a theory does get the title ‘theory’?

SKILLS Compare and contrast, to each other, the

various constituents of the electromagnetic spectrum, on the basis of source, frequency, wavelength and energy, and their effect on living tissue

Differentiate the types of the EMRs and how to classify them accordingly with their wavelength, frequency, and applications

Investigate reflection , refraction or polarization of visible light

Calculate values for any of the variable in universal wave equation

ATTITUDE Develop interests in the topic Learn to use a variety of methods and resources

to increase their knowledge and skills Be attentive when others speak, seek the point of

view of others, and consider a multitude of perspectives

use appropriate communication technology to elicit feedback from others

use scientific vocabulary and principles in everyday discussions

recognize the usefulness of being skilled in mathematics and problem solving

be interested in science and technology topics not directly related to their formal studies

31

UQSAG

Step 2: Performance Tasks (Learning Plan)

Safety / Management Strategies: Students are asked to perform mathematically, kinesthetically and verbally. As many activities will be happening at the same time, having extra adults, volunteers or staff, can be very helpful. Special safety precaution for jump and draw station as the students may get injured from moving rope. As there are many stations, the students will be asked to stay at their stations and not to crowd themselves in one place.

I DO (TEACHER) STUDENTS DOResources: Printed papers for passport, Flash cards (4 sets) with one side with terminology and one side with meanings , 4 of Stamp type #1, 2, 3, 4, 5, long (soft) jumping rope, stationaries for writing and drawing, 30 index cards with the EMR applications written

Time15 mins

20Mins

10-20 mins

5-15 mins

10-30 mins

Class Activity 1: (moving activity)Appoint a student or get volunteer from the class and assist them with delieveration of the questions and answers. If not, I would do the readings the true or false statement and explain the reasonsPlay music in the background if desired.

Class wise activity 2: (reflection paper)Display the essential questions (p 11). Ask students to write a reflection paper about the unit or their personal story relating to the topic. Play relaxing music as a background.

Rules and setting up of the stationsExplain rules and set the stations up

Station 1: Flash Card games Give the flash cards and the #1 stamp to the stampers. Explain the game rules and clarify rules if needed.

Class Activity 1: (moving activity)Participate in tournament like game of true and false questions, locate themselves for their choices

Class wise activity 2: (reflection paper)Read the essential questions of the unit. Think deeply about what to write. Write reflection paper (personal and the course relevant) in relaxing environment.

Rules and setting up of the stationsListen to the rules and help setting the stations upStation 1: Flash Card games A. If you are a stamper, follow the rules of the game and play the game. Display one side (either the terminology or the meaning) and watch if the passport carriers get the answer right (term->meaning, meaning->term). Stamp their passports when they passB. If you are a passport carrier, need to be able to get 9/10 of the term->meaning to meaning->term right with the flash cards. Get a #1 stamp when you pass. Try until you pass.

32

10-20 mins

10-20 min

3-10 mins

10-15 mins

Station 2: Calculate it!Give out calculation questions of 4 different typesHelp with the calculation if needed.

Station 3: Jump and drawSet a jumping rope station in a safe place. Prepare drawing supplies. Explain the game rules and clarify rules if needed.

Station 4: the ZoneTape incomplete EMR spectrum on a floor and have a computer or music set up to play EMR song. Explain the game rules and clarify rules if needed.

-

Station 5: Rest and InfoTalk to the students about their reflection papers and stamp their passport.

Wrap- up and Clean-up

Station 2: Calculate it!A. If you are a stamper, give question out and show how to solve them if the passport carriers need some help getting it right. Give them new set of questions if needed, stamp their passports when they pass.B. If you are a passport carrier, solve 4 different types of math problems until you get all types right. Get a #2 stamp when you pass.

Station 3: Jump and drawA. If you are a stamper (also a swinger), swing the rope for other students to jump. Ask them to point and explain where the amplitude, rest position, wavelength and frequency of the rope are. Also view their drawing if the passport carriers drew the picture and labeled those 4 parts write. Stamp their passports when they pass.B. If you are a passport carrier, step into the rope and jump, talk to a stamper answering their 4 questions. Once finished, move away from the rope and draw a picture of wave with correctly labeled parts. If finished, get a #3 stamp on the passport.

Station 4: the ZoneA. If you are a stamper, give different applications (TV, radio, X-ray and so on) to different passport carriers <give them cards>. Give them 20-30 seconds to locate them on the spectrum. Check if they are in the right range. Do 10 per a turn and if they get 9/10 right, stamp their passport. After 1 turn, play EMR song and listen (and sing if you want). Repeat the process from the top.B. If you are a passport carrier, after given an application <a card>, find a zone to stand on. Get the answer checked by the stamper. If get 9/10, get a #4 stamp. Try until you get 9/10. If did not get it on the 1st try, listen to the EMR song and play again.

Station 5: Rest and InfoYou are a passport carrier in this station. Talk to your teacher about your reflection paper and get a #5 stamp on your passport. If you are finished with the passport, switch to be a stamper at other stations.

33

Have a class discussion about the stations and experiences. Clean-up the classroom with the students

Wrap- up and Clean-upParticipate in a class discussion about the stations and experiences. Help cleaning-up the classroom.

Real-world science discussion: Real-world science discussion is not the main focus of this lesson plan. This lesson plan focuses on the reviewing the facts that they learned in the class for examination preparation purposes. However, students are encourage to talk about applications during their class discussion or engage in casual conversation with their peers to talk about EMR knowledge and technologyDifferentiation: The activities are designed be repeated for many tries and will help ELL students and as well as other students. Gifted students are encouraged to participate as stampers and help other peers. They may choose to work on other projects if they do not want to participate although it is strongly recommended. Multiple learning styles such as visual, interpersonal, logical, auditory and kinesthetic learning styles are incorporated in this lesson plan.Contingency Plans: Please refer to the OVERALL UNIT DETAILS

Assessment: Diagnostic and formative assessment via observing students’ participation, reading the reflection paper, checking the passport and talking to the students

34

PEER REVIEW

35

REFERENCES AND ADDITIONAL RESOURCESREFERENCE:

Alberta Education. (2007) SCIENCE 20–30 - Alberta Education. Retrieved October 22, 2012, from http://education.alberta.ca/media/654837/sci2030_07.pdfBell, D., Devés, R., Dyasi, H., de la Garza, G.F., Léna, P., Millar, R., . . . Yu, W. (2010). Principles and big ideas of science education. Retrieved from http://cmaste.ualberta.ca/en/Outreach/~/media/cmaste/Documents/Outreach/IANASInterAmericasInquiry/PrinciplesBigIdeasInSciEd.pdfBest0fScience. (Producer). (2010) Quantum Mechanics: Properties Of Elementary Particles . Retrieved October 22, 2012, from http://www.youtube.com/watch?v=J2mnGEMCY20&feature=g-histDiscoveryeducation. (2012) The Electromagnetic Spectrum: Waves Of Energy. Retrieved October 22, 2012, from http://www.discoveryeducation.com/teachers/free-lesson-plans/the-electromagnetic-spectrum-waves-of-energy.cfmEmerson, F. (Producer). & Tann, W. (Producer). (2007) The Electromagnetic Spectrum Song - by Emerson & Wong Yann (Singapore). Retrieved October 22, 2012, from http://www.youtube.com/watch?v=bjOGNVH3D4Y

Garner, C (2005) The Most Important Electromagnetic Wave. Retrieved October 22, 2012, from http://questgarden.com/06/19/2/051025165013/index.htm

Guthrie, J (2010) The Electromagnetic Radiation Spectrum and How the Different Types of Radiation in it Interact With Matter. Retrieved October 22, 2012, from http://questgarden.com/98/73/4/100319124845/index.htm

Jackson, W., Laws, E., & Rush, C. (2006) Electromagnetic Spectrum Case. Retrieved October 22, 2012, from http://questgarden.com/62/58/0/080506080847/process.htm

Keeley, P. (2008). Science: Formative assessment. Thousand Oaks, CA: Corwin.

Minutephysics. (Producer). (2012) Theory of Everything (intro) . Retrieved October 22, 2012, from http://www.youtube.com/watch?v=HVO0HgMi6Lc

Minutephysics. (Producer). (2011) What is fire? . Retrieved October 22, 2012, from https://www.youtube.com/watch?v=1pfqIcSydgE&feature=plcp

Minutephysics. (Producer). (2011) What is the Wave/Particle Duality? Part 1. Retrieved October 22, 2012, from https://www.youtube.com/watch?v=Q_h4IoPJXZw&feature=plcpg

36

Morgan, N (2011) The Electromagnetic Spectrum. Retrieved October 22, 2012, from http://questgarden.com/117/32/3/110121025750/

Morrow, J (2012) The Electromagnetic Spectrum. Retrieved October 22, 2012, from http://www.ck12.org/user:am1vcnJvd0BjbGFzc2ljYWxhY2FkZW15LmNvbQ../concept/The-Electromagnetic-Spectrum-%253A%253Aof%253A%253A-Electromagnetic-Radiation/

Neil, J (2009) Intro to Waves. Retrieved October 22, 2012, from http://www.physicsinquirylessonplans.com/pdf/Intro_Waves.pdf

NASA. (2012) Cool Cosmos- Games. Retrieved October 22, 2012, from http://coolcosmos.ipac.caltech.edu/cosmic_kids/games/index.html

NASA. (2008) Space Faring: The Radiation Challenge Introduction and Module 1: Radiation Educator Guide. Retrieved October 22, 2012, from http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/SF_Radiation_Challenge_HS_Mod1.html

Ogg, N (2011) ELECTROMAGNETIC RADIATION. Retrieved October 22, 2012, from http://questgarden.com/121/96/9/110319011237/index.htmRosen, R (2012) Beacon Lesson Plan Library. Retrieved October 22, 2012, from http://www.beaconlearningcenter.com/Lessons/Lesson.asp?ID=496

STScI.(2012) Amazing Space- Myths: Light & color. Retrieved October 22, 2012, from http://amazing-space.stsci.edu/resources/myths/light.php.p=Teaching+tools@,eds,tools,%3EElectromagnetic+spectrum@,eds,tools,topic,ems.php%3EOverview%3A+Light+*amp*amp%3B+color+myths@,eds,overviews,myths,light.php&a=,eds

TheBlueInfinite (Producer). (2012) Physics 101 - Episode#7 Wave-Particle Duality. Retrieved October 22, 2012, from http://www.youtube.com/watch?v=dGe7y6H6BqM&feature=g-hist

TNGun. (Producer). (2011) What is Radiation. Retrieved October 22, 2012, from http://www.youtube.com/watch?v=AUJVF4CeVnY&feature=g-hist

WearTheWhiteRobe. (Producer). (2011) Rewriting physics: What is Light? Photon revealed!. Retrieved October 22, 2012, from http://www.youtube.com/watch?v=Z2nfN5qkLwQ

37

ADDITIONAL RESOURCES: Simulations and Games:

Flash games of EMR http://coolcosmos.ipac.caltech.edu/cosmic_kids/games/index.htmlOnline wave making and heat generating stimulation http://amazing-space.stsci.edu/resources/explorations/light/Photoelectric simulationhttp://phet.colorado.edu/en/simulation/photoelectric

EMR Activity Websites:

Classroom activitieshttp://coolcosmos.ipac.caltech.edu/cosmic_classroom/multiwavelength_astronomy/multiwavelength_astronomy/activities.htmlNASA activities site for EMR http://search.nasa.gov/search/edFilterSearch.jsp?entqr=0&output=xml_no_dtd&sort=date%3AD%3AL%3Ad1&ud=1&site=ed_collection&ie=UTF-8&client=default_frontend&oe=UTF-8&start=&nasaInclude=&subject=heat+and+light&filteredSubject=&subsubjectindex= Some classroom activitieshttp://mcdonaldobservatory.org/teachers/classroom

Notes and Concept Explanation Websites:

Informative website on the concepts on EMR theories http://resources.yesican-science.ca/trek/radiation/final/index_em_matter.html Concepts and description of EMRhttp://www.physicsclassroom.com/class/light/

Lesson Plans Websites:

Beyond the lessons (for gifted)http://cse.ssl.berkeley.edu/IU/ISTAT/astross/space_nasa.htmlLesson plans on lights and space http://amazing-space.stsci.edu/eds/tools/topic/ems.php.p=Teaching+tools%40%2Ceds%2Ctools%2Chttp://amazing-space.stsci.edu/resources/explorations/light/star-light-overview.shtml#fieldTeachers’ domain, lesson planshttp://www.teachersdomain.org/resource/phy03.sci.phys.energy.lp_emspect/

Others:

Hubble imaginghttp://hubblesite.org/gallery/behind_the_pictures/Picture with the satellitehttp://imagine.gsfc.nasa.gov/docs/teachers/lessons/picture/picture_main.htmlChildren’s scientific misconceptionshttp://amasci.com/miscon/opphys.html

38

APPENDIX A: PARTIAL ALBERTA PROGRAM OF STUDIES DOCUMENT

NOTE: Possible topic breakdown is as follows: Orange: EMR spectrum, Purple: Light Properties, Green: Application #1 (spectroscope and study of universe and stars), Pink: Application #2 (Medical diagnostics and treatments), Brown: Application #3 Remote Communication (such as wifi and wireless technology)

Science 30 Program of Studies

PART A: Unit C’s second general and many specific outcome, page 77-86 (Alberta Education, 2007)

General Outcome 2:Students will describe the properties of the electromagnetic spectrum and their applications in medical technologies, communication systems and remote-sensing technologies used to study the universe

Specific Outcomes for KnowledgeStudents will

30–C2.1k describe the range of the electromagnetic spectrum from long, low-frequency radio waves through microwaves, infrared (IR) rays, visible light rays and ultraviolet (UV) radiation to very short, high-frequency waves, such as X-rays and gamma rays

30–C2.2k compare and contrast, to each other, the various constituents of the electromagnetic spectrum, on the basis of source, frequency, wavelength and energy, and their effect on living tissue; e.g., UV radiation on human skin and photosynthetic organisms; gamma radiation on living cells; visible light on plants, phytoplankton and humans; artificial illumination on the growth of plants

30–C2.3k recognize that Earth’s atmosphere absorbs certain frequencies of EMR 30–C2.4k investigate and describe, qualitatively, the phenomena of reflection,

refraction, diffraction and polarization of visible light 30–C2.5k compare and contrast the properties of radiation, from any region of the

electromagnetic spectrum, with those of visible light; i.e., wavelength, frequency, speed, reflection, refraction, diffraction, penetrability

30–C2.6k investigate and describe the relationships of the variables in the universal wave equation v = λ f

30–C2.9k describe, in general terms, how a spectroscope can be used to determine the composition of incandescent objects or substances, and the conditions necessary to produce emission (bright line) and absorption (dark line) spectra, in terms of light source and temperature

30–C2.10k describe technologies used to study starso spectroscopes used to analyze the distribution of energy in a star’s

continuous emission spectrum can be used to estimate the surface temperature of the star

o Doppler-shift technology used to measure the speed of distant stars provides evidence that the universe is expanding

39

30-C2.11k describe, in general terms, the evolution of stars and the existence of black holes, white dwarves and neutron stars.

40

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)Students will:

30–C2.1sts explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4] identify examples of technologies that apply EMR to solve medical, communication, industrial and environmental problems; e.g., use of UV radiation to kill bacteria; diagnostic use of MRIs and X-rays; use of radio waves, microwaves, fibre optics and infrared light in communications; use of remote-sensing technologies, including telescopes, space probes and satellites, in the study of the universe

o describe how lenses and/or laser surgery are used to correct vision problemso describe technologies developed to protect astronauts from high-energy

radiation 30–C2.2sts explain that scientific knowledge may lead to the development of new

technologies, and new technologies may lead to or facilitate scientific discovery (ST4) [ICT F2–4.4, F2–4.8]

o explain, in general terms, how EMR-detection technologies have advanced scientific knowledge of our universe and the structure of matter

30–C2.3sts explain how the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability (ST7) [ICT F2–4.2, F3–4.1]

o assess the value to society of studying the structure and the history of the universe and the expense of building telescopes, such as the Hubble, or launching space probes

o conduct a risk-benefit analysis regarding the use of radiation treatment for cancer or the frequency of use of EMR in medical diagnostics.

Specific Outcomes for Skills Initiating and PlanningStudents will:

30–C2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues

o design an experiment, identifying specific variables, to investigate the reflection, refraction or polarization of visible light (IP–NS2)

o calculate values for any of the variables in the universal wave equation (AI–NS3)

o define a question regarding the frequency and duration of exposure to EMR from use of video terminals, cellular telephones and other devices (IP–ST1)

o state the qualitative relationship among optical density (refractive index), angle of incidence and total internal reflection (IP–NS3)

o evaluate and select appropriate instruments, such as a prism, a diffraction grating, a light meter or a spectroscope, for problem solving and inquiry (IP–ST3) [ICT C6–4.5].

Performing and RecordingStudents will:

30–C2.2s conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information

o investigate the reflection, refraction or polarization of visible light (PR–NS3)

41

o create data tables from investigations into polarization, reflection or refraction of visible light or draw diagrams to illustrate these phenomena (PR–NS4)

o create a summary table or a diagram of spectral lines observed from gas discharge tubes (PR–NS4) [ICT P2–4.1]

o record observations of the colour changes of an incandescent object, such as a light bulb, as temperature is changed (PR–NS3).

Analyzing and InterpretingStudents will:

30–C2.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions

o observe and analyze the various spectra of an artificial light source, using a spectroscope, prism or diffraction grating (AI–NS2)

o assess the bias, reliability and validity of electronically accessed information on exposure to EMR emitted by video terminals, cellular telephones and other devices(AI–NS4) [ICT C2–4.2, C3–4.1, C3–4.2]

o propose solutions to reduce human exposure to EMR, emitted by such devices as radio telephones, laptop computers and video terminals, and identify the strengths and weaknesses of each solution (AI–ST2)

o pose new questions, such as “What is the relationship between the polarization of light and the ability of insects to use this property to navigate?” or “How are emission and absorption spectra used in determining the spectral classification of stars?” (AI–ST4).

Communication and TeamworkStudents will:

30–C2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results

o present multiple perspectives on the value of studying the structure and history of the universe and the expense of building telescopes or launching space probes(CT–ST2) [ICT C1–4.4, P6–4.1]

o use appropriate communication technology to elicit information on recent advances in the study of the universe (CT–NS1) [ICT C5–4.1]

o participate in a variety of electronic group formats when developing criteria to assess telescopes designed to study the universe (CT–ST3) [ICT C5–4.2]

o select and use multimedia capabilities for presenting research on the effect of locating a communications tower in a community (CT–ST2) [ICT C1–4.4, C7–4.3, P3–4.1, P6–4.1]

o take and defend a position in support for or against the location for or against the location of a communications tower in their local community (CT–ST3) [ICT C1–4.4].

PART B: From Science 30 overall outcomes, page 55-57 (Alberta Education, 2007)Attitude Outcomes

Students will be encouraged to develop positive attitudes that support the responsible acquisition and application of knowledge related to science and technology. The following

42

attitude outcomes are to be developed throughout Science 30, in conjunction with the specific outcomes for Knowledge; Science, Technology and Society (STS); and Skills in each unit.Interest in Science

Students will be encouraged to: show interest in science-related questions and issues and confidently pursue personal interests and career possibilities within science-related fields; e.g.,

research the answers to questions they generate explore and use a variety of methods and resources to increase their knowledge

and skills be critical and constructive when considering new theories and techniques use scientific vocabulary and principles in everyday discussions recognize the usefulness of being skilled in mathematics and problem solving be interested in science and technology topics not directly related to their formal

studies recognize the importance of making connections between various science

disciplines maintain interest in pursuing further studies in science explore where further science- and technology-related studies and careers can be

pursued recognize that part-time jobs require science- and technology-related knowledge

and skills.Mutual Respect

Students will be encouraged to: appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds; e.g.,

use a multiperspective approach, considering scientific, technological, economic, cultural, political and environmental factors when formulating conclusions, solving problems or making decisions on an STS issue

research carefully and discuss openly ethical dilemmas associated with the applications of science and technology

explore personal perspectives, attitudes and beliefs toward scientific and technological advancements

• recognize the contribution of science and technology to the progress of civilizations • show support for the development of technologies and science as they relate to

human needs• recognize that the scientific approach is one of many ways of viewing the universe• recognize the research contributions of both men and women• recognize the research contributions of Canadians.

Scientific Inquiry

Students will be encouraged to: seek and apply evidence when evaluating alternative approaches to investigations, problems and issues; e.g.,

• consider the social and cultural contexts in which a theory developed

43

• appreciate how scientific problem solving and the development of new technologies are related

• insist on evidence before accepting a new idea or a new explanation• assess, critically, their opinion of the value of science and its applications• question arguments in which evidence, explanations or positions do not reflect the

diversity of perspectives that exist• criticize arguments that are based on faulty, incomplete or misleading use of

numbers• recognize the importance of reviewing the basic assumptions from which a line of

inquiry has arisen• insist that the critical assumptions behind any line of reasoning be made explicit so

that the validity of the position taken can be judged• evaluate inferences and conclusions, being cognizant of the many variables

involved in experimentation• ask questions and conduct research to ensure understanding• expend the effort and time needed to make valid inferences• seek new models, explanations and theories when confronted with discrepant

events.

44

Collaboration

Students will be encouraged to: work collaboratively in planning and carrying out investigations and in generating and evaluating ideas; e.g.,

• provide the same attention and energy to the group’s product as they would to a personal assignment

• be attentive when others speak, seek the point of view of others, and consider a multitude of perspectives

• use appropriate communication technology to elicit feedback from others• participate in a variety of electronic group formats.

Stewardship

Students will be encouraged to: demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment; e.g.,

• assume part of the collective responsibility for the impact of humans on the environment

• participate in civic activities related to the preservation and judicious use of the environment and its resources

• encourage their peers or members of their community to participate in a project related to sustainability

• consider all perspectives when addressing issues, weighing scientific, technological and ecological factors

• discuss both the positive and negative effects on human beings and society of environmental changes caused by nature and by humans

• participate in the social and political systems that influence environmental policy in their community

• promote actions that are not injurious to the environment• make personal decisions based on a feeling of responsibility toward less privileged

parts of the global community and toward future generations• be critical-minded regarding the short- and long-term consequences of

sustainability.Safety

Students will be encouraged to: show concern for safety in planning, carrying out and reviewing activities, referring to the Workplace Hazardous Materials Information System (WHMIS) and consumer product labelling information; e.g.,

• consider safety a positive limiting factor in scientific and technological endeavours• read the labels on materials before using them, interpret the WHMIS symbols and

consult a• reference document if safety symbols are not understood• manipulate materials carefully, being cognizant of the risks and consequences of

their actions• assume responsibility for the safety of all those who share a common working

environment by• cleaning up after an activity and disposing of materials according to safety

guidelines

45

• seek assistance immediately for any first aid concerns, such as cuts, burns or unusual reactions

• keep the work station uncluttered, ensuring that only appropriate laboratory materials are present

• criticize a procedure, a design or materials that are not safe or that could have a negative impact on

• the environment• use safety and waste disposal as criteria for evaluating an experiment • write safety and waste-disposal precautions into a laboratory procedure.

APPENDIX B: PARTIAL PRINCIPLES AND BIG IDEAS OF SCIENCE EDUCATION DOCUMENT

NOTE: Big Ideas connected to this unit plan are in red ink

2. Object can affect other object at a distanceObjects can have an effect on other objects even when they are not in contact with them. For instance, light is seen both from sources such as light bulbs or flames close by and from the Sun and stars very long distances away. This is because these objects give out light, which travels from them in various directions and is detected when it reaches and enters our eyes. Things that are seen either give out or reflect light that human eyes can detect. Sound comes from things that vibrate and can be detected at a distance from the source because the air or other material around is made to vibrate. Sounds are heard when the vibrations in the air reach our ears. Other examples of objects affecting other objects without touching them are the force of gravity that makes things falls to the Earth, the forces between magnets or electric charges. When things that are unsupported fall downwards they are being pulled by the attraction of the Earth, which holds all things on the Earth. Magnets can pull things made of iron and attract or repel other magnets without touching them. There is also attraction and repulsion between objects that are electrically charged. Visible light is one example of radiation, which spreads out in a way resembling how waves spread across water. Other kinds of light are not visible to the human eye and include radio waves, microwaves, infra-red, ultra-violet, X rays and gamma radiation, which differ from each other in wavelength. These can all travel through empty space. Thinking of radiation as waves can help to explain how it behaves. Although sound spreads out like waves it cannot travel through empty space; there has to be some continuous material between the sources and the receiver for the vibrations to travel through. When radiation hits another object, it may be reflected by it, absorbed or scattered by it, pass through it, or a combination of these. When reflected by a mirror or transmitted through a transparent material, the radiation remains the same, but when it is absorbed in an object it changes and usually causes a rise in temperature of the object. Some cases of action at a distance are not explained in terms of radiation from a source to a receiver. A magnet, for example, can attract or repel another magnet and both play equal parts. Similarly, the attraction and repulsion between electric charges is reciprocal. The pull downwards that makes an object fall when released is also the result of attraction at a distance – between the object and the Earth. There is a gravitational force between all objects, which depends on their mass and distance apart. It is only felt when one or more of the objects has a very large mass, as in the case of the Earth pulling things towards it. The idea of a field is

46

useful for thinking about such situations. A field is the region of the object’s influence around it, the strength of the field decreasing with distance from the object. Another object entering this field experiences an effect – an attraction or a repulsion.

47

5. The composition of the Earth and its atmosphere and the processes occurring within them shape the Earth’s surface and its climateThere is air all around the Earth’s surface but there is less and less further away from the surface (higher in the sky). Weather is determined by the conditions of the air. The temperature, pressure, direction and speed of movement and the amount of water vapour in the air combine to create the weather. Measuring these properties over time enables patterns to be found that can be used to predict the likelihood of different kinds of weather.Much of the solid surface of the Earth is covered by soil, which is a mixture of pieces of rock of various sizes and the remains of organisms. Fertile soil also contains air, water, some chemicals from the decay of living things, particularly plants, and various living things such as insects, worms and bacteria. The solid material beneath the soil is rock. There are many different kinds of rock with different composition and properties. The action of wind and water wears down rock gradually into smaller pieces – sand is made of small pieces of rock and mud of still smaller pieces.The layer of air at the Earth’s surface is transparent to most of the radiation coming from the Sun, which passes through. This radiation, absorbed at its surface, is the Earth’s external source of energy. Radioactive decay of material inside the Earth since it was formed is its internal source of energy. Radiation from the Sun provides the energy for plants containing chlorophyll to make glucose through the process of photosynthesis. The radiation from the Sun absorbed by the Earth warms the surface which then emits radiation of longer wavelength (infra-red) that does not pass through the atmosphere but is absorbed by it and keeps the Earth warm. This is called the greenhouse effect because it is similar to the way in which the inside of a greenhouse is heated by the Sun.Oxygen in the atmosphere, produced by plants during photosynthesis, indirectly protects the Earth from the short wave (ultra-violet) part of the Sun’s radiation which is harmful to many organisms. The action of ultra-violet radiation on oxygen in the upper atmosphere produces ozone thus absorbing this harmful radiation. Ozone in the atmosphere can be broken down by certain chemicals resulting from human actions on Earth.Beneath the Earth’s solid crust is a hot layer called the mantle. The mantle is solid when under pressure but melts (and is called magma) when the pressure is reduced. In some places there are cracks (or thin regions) in the crust which can allow magma to come to the surface, for example in volcanic eruptions. The Earth’s crust consists of a number of solid plates which move relative to each other, carried along by movements of the mantle. Where plates collide, mountain ranges are formed and there is a fault line along the plate boundary where earthquakes are likely to occur and there may also be volcanic activity. The Earth’s surface changes slowly over time, with mountains being eroded by weather, and new ones produced when the crust is forced upwards.

48

13. The knowledge produced by science is used in technologies to create products to serve human needsTechnology helps to provide people with things they need or can use, such as food, tools, clothes and somewhere to live. Making these things involves selecting the materials that have the best properties for a particular use. Materials that come from plants and animals or from the Earth’s surface have been used for thousands of years, whilst manufactured materials, such as plastics, have been produced only since the beginning of the twentieth century. These artificial materials can be made to have properties as required, making new products available.The application of science in making new materials is an example of how scientific knowledge has helped advances in technology. The application of science in making new tools and machines has also made mass production possible so more people have access to a range of commodities. At the same time technological advances have helped scientific developments by improving instruments for observation and measuring, automating processes that might otherwise be too dangerous or time consuming to undertake, and particularly through the provision of computers. Thus use of technology aids scientific advances which in turn can be used in designing and making things for people to use. In some cases, technological products have been in advance of scientific ideas, whilst in other cases scientific understanding came first.There are disadvantages as well as advantages to some technological products. Although the use of some artificial materials may mean less demand on scarce natural ones, many new materials do not degrade as do natural materials. They present a waste disposal problem when discarded. Also, some technological devices such as mobile telephones and computers use metals that exist in the Earth only in small quantities and soon could be used up. Such examples reflect a wider problem, namely the need to recycle materials to conserve sources and to reduce pollution. When there are adverse effects on the environment which affect people’s lives, scientists and technologists need to collaborate in understanding the problem and in finding solutions.

49

APPENDIX C: VOCAB MATCHING Name:

_____ amplitude 1) entire range of radiation from x-ray to radio waves.

_____ concave 2) passes some light through

_____ convex 3) top of a wave.

_____ opaque 4) place where light rays meet.

_____ laser 5) the reason you can see yourself in a mirror

_____ Radio 6) bending of light as it travels through different materials.

_____ transparent 7) bends sunlight into the colors of the rainbow.

_____ transverse 8) invisible radiation having the longest wavelength.

_____ reflection 9) scientific name for light waves.

_____ crest 10) curved inward like a spoon.

_____ trough 11) to see an image on a flat smooth surface.

_____ reflect 12) the colors of white light as seen in a rainbow.

_____ light 13) allows us to see.

_____ wavelength 14) light go through this type of material.

_____ focal point 15) distance from crest to crest of a wave.

_____ translucent 16) height of a wave

_____ refraction 17) curved outward.

_____ Electromagnetic 18) light cannot go or pass through this type of material.spectrum

_____ refract 19) to bend light

_____ prism 20) lowest part of a wave.

21) narrow beam of light made of one wavelength

50

APPENDIX D: RUBRICS EXAMPLE :(FOR DIFFERENT TYPES OF ACTIVITIES)

Small group work then class presentation. <Class presentations with written report type> Rosen, R (2012)

Criteria 1 lowest

2 3 4 5

A wide variety of sources were used (texts, periodicals, on-linesources). Information presented was accurate.Presentation was thorough. Presentation was logically organized and convincing.Verbal communication was clear. Grammar, voice control and other mechanics were appropriate and good.Visual aides were used. Demonstrations of physical phenomena strengthened the presentation.Answers to questions from the instructor and the audience demonstrated mastery of the material being presented.Written report was concise, thorough and grammatically correct.Team was attentive and courteous while others presented information.

51