Walma-RT

November 23

I finally found time during the SCH3U unit to spend some time on STSE. I opened up with this video on copper. [|http://www.94elements.com/elements/29/] I highlighted the connection between Science and Technology <--->Society and Environment. I told them that they practiced identifying stakeholders before, but because it was difficult to do without in-depth knowledge of an industry, I would highlight a few cases. I recapped the information from the previous assignment on chemical processes - stakeholders. Most students did not know that chip board recycling occurred this way. They identified that it was a developing world issue, and that the government in India was not doing enough to regulate the industry (introduced this new word). They identified that the workers lacked safety equipment. Some students knew the Indian language spoken in the video and emphasized that the people in the video were also positive stakeholders, benefiting from the industry because they gained consistent income from harvesting copper, at the expense of their health. To the people in the video, it was a fair trade-off. They also felt somewhat responsible for letting this happen because people all over the world use electronics.

This led into the next video, Blood in the Mobile. They watched the video and had no idea that precious metals were mined in the Congo. I then showed them the Toronto Zoo Cell Phone Recycling Plan. I will continue next day, with a description of action to be taken. I will have students practice addressing an issue using persuasive letter.

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October 17

__Links to Youtube videos describing Correlational Studies__
 * When to use Correlative Studies -** http://www.youtube.com/watch?v=LIbT_UD-LRA
 * Hilarious - Headlines and Science (40 min)-** http://www.youtube.com/watch?v=y1RXvBveht0
 * Correlative Data - examine correlation - Autism and Vaccines** - http://www.youtube.com/watch?v=VW1IEqKuf6s&feature=endscreen&NR=1
 * Correlative Study Fails Marketing - Lysol - Marketplace -** - http://www.youtube.com/watch?v=usOipfXG2Mk
 * Correlative Study - Attractive People Have Higher IQ** http://www.youtube.com/watch?v=K30cFB956AA
 * Correlative Study - Spanking Kids related to Mental Illness** - http://www.youtube.com/watch?v=zw00noIQpbU
 * Correlative Study - religion makes people more violent** - http://www.youtube.com/watch?v=7mpajRboXUo
 * Correlative Study - Violent games and cheating -** http://www.youtube.com/watch?v=WXLUcOc9bEY


 * Homeopathy - Marketwatch - lack of scientific evidence** http://www.youtube.com/watch?v=8cA_oGiNTOk
 * Marketplace: Colon Cleansers - Evidence to support Opinion** - http://www.youtube.com/watch?v=4-M1IMjEaMA&feature=relmfu
 * How to Use online survey tools** - http://www.youtube.com/watch?v=xR6XXDYS8SQ

Power Line Study Shows Correlation To Cancer - http://www.youtube.com/watch?v=W_aPfhDpAlU refer to the most highly cited peer reviewed article in the world: Mobile phones, mobile phone base stations and cancer: A review International Journal of Radiation Biology Volume 81, Issue 3, March 2005, Pages 189-203 Moulder, J.E.ae, Foster, K.R.b, Erdreich, L.S.c, McNamee, J.P.d "**The epidemiological evidence for a causal association between cancer and RF energy is weak and limited."**

October 16, 2012

I showed several Multimedia STSE-Action Cases and had the students practice identifying stakeholders. Then I handed the Evaluating Technology cards out and asked the students to brainstorm one stakeholder who benefited, one stakeholder who was against, and whether society benefited - a yes, no question and a reason why.

I asked students to rate their opinions on strength from 1 to 10 and then line up. Then I folded the line so the students were in pairs, and asked the students to describe their technology, state one stakeholder who benefited and their opinion on whether society benefited. I asked the partner to describe one stakeholder who did not benefit, or who was against the technology. Then I took up the answers. Most students rated themselves as "5"'s, i.e the line was very bulged at the middle, with few reluctant extremes, who protested they were being pushed to the outer edges.

A vocal refrain through the activity was "why are we doing this when we need help with chemistry", "You should be teaching marketing, Miss", "What does this have to with our class". Others were very committed, and seemed more involved, following the discussion closely. When I took up the answers, I noticed that a few students did indeed extend their thinking regarding stakeholders, beyond, "the company producing the service" and "the company selling a competing technology". One of the typical replies and then four of the better replies are listed below: Antiperspirants Pro Stakeholder: everyone Con Stakeholder: animals they test on

Plastic Surgery Pro: models, burn victims Con Stakeholder: normal people re: perceptions, self image

Tobacco Pro Stakeholder: Marlboro, cigarette companies Con Stakeholder: government/hospitals

Candies Pro Stakeholder: diabetics, dental professionals Con Stakeholder: nutritionists

Diamond Jewelry Pro Stakeholder: jewelry makers, miners, metallurgy professionals Con Stakeholder: natives, environmentalists, the environment

October 2, 2012

I ran the stepwise last Tuesday, just before the meeting. I ran a Quiz Quiz Trade structure, with the Evaluating Technologies card set. I asked the kids to think of one benefit to society and one harm to society for each card, before trading. I introduced two things at the same time, The Quiz Quiz Trade structure was new for them, and the content material on technologies was also new. We did not touch on stakeholders who would be supportive of their claims.

In retrospect, it would have been better for the students to be familiar with the Quiz Quiz Trade structure before introducing stakeholder concepts.

So I will rerun this activity, after thanksgiving, I will play some of the multimedia videos from http://stepwiser.wikispaces.com/STSE+Multimedia, then ask the students to "take a stand" line-up on an issue based on the strength of their opinion (with polar opposite opinions ending up at opposite sides of the room by the corresponding sign). Further I will ask them to identify stakeholders for their positions.

To Start

My goal with Stepwise is to use it with my Grade 11 U Chemistry class, to teach the STSE component. I'm experimenting with structures this semester, and Stepwise is ideal for this. I am co-teaching this course and I am curious to see how I can implement this, and still maintain the class in cohesion with my colleague's other section.

= Marketplace: Busted: Colon Cleansers  =