Working Toward Communication and

Information Technology Literacy

Science – Grades 10 to 12

September 2006
2005 Draft
Preface
The document, A Journey (1997), first introduced the general concept of integrating tech-
nology into the curriculum at the elementary level in Prince Edward Island. As stated in
this earlier document, using information technology in the schools was considered new and
largely uncharted territory. We continue a journey into an interesting world of communication
and information tools for teaching and learning. Journey On Grades 1-3 (1999) provided a
framework and lesson plans for teachers at the primary level to integrate communication and
information technology in their classrooms. Journey On Grades 4-6 (September 2000) and
the document, Journey On Grades 7-9 (September 2000), continued with the same framework
and specific grade level lesson plans intended for teachers in elementary and intermediate
schools. Journey On Grade Level 10-12 guides for the senior high level integrated technol-
ogy into core subject areas; Math (February 2000), English (May 2000), Social Studies (August
2001), Physics (September 2002), Biology (October 2002) and Chemistry (February 2002).

Journey On (2006), provides grade specific curriculum outcomes that have been assigned to
core curriculum subjects. This Science document contains specific technology outcomes,
instructional considerations, teaching suggestions - activities and assessment strategies, lesson
plans, and links to other curriculum areas.

These documents will serve as a guide for teachers. Lesson plans suggest specific exercises
for classroom use and will serve as a starting point from which teachers may develop and
enhance their own ideas and competencies in the area of communication and information
technology (CIT).

Journey On - P.E.I. Department of Education, 2006 i

Acknowledgements
The Department of Education, Technology In Learning, gratefully acknowledges the sug-
gestions, lesson plans, and other contributions made by Prince Edward Island students and
educators. The authors would also like to extend their appreciation to those individuals who
provided feedback and editorial comments during the development of this document.

The communication and information technology committees were instrumental in provid-

ing input for the curriculum outcomes grades 1-12 framework on which Journey On (2006)
is based. Past and present members of the committees are listed below:

Department of Education
Guy Albert Clayton Coe Doug MacDougall Alaina Roach-O’Keefe
Tracy Anderson Joan Connell Pauline Coady Elizabeth Tumblin
Stella Arsenault Don Craig Percy MacGougan Danielle Plante-Bourgeois
Richard Baker Judy Davis Lana MacIsaac Jeanette Scott
Gordon Bernard Peter Grisebauer Edward MacLean
Bruce Brine Jonathan Hayes Allan MacRae
Robert Bourgeois Frank Hennessey Kim McBurney
Greg Bungay Linda Lowther Ted Nabuurs
Eastern School District
Tami Jo Auld Lianne Garland Debbie MacLean Philip Pierlot
Angela Arsenault Robert Gaudet Dr. Kevin MacLeod Sue Ralph
Cathy Boudreau Bob Gray Donna MacLeod Doreen Rowe
Dave Bryant Marg Gray Debi Mais-Murphy Darla Thompson
John Cameron Parker Grimmer Pam McIntosh- Linda Shaw-Packard
Anne Campbell Leisa Holmes-Albert Whalen Marg Stewart
Jason Campbell Anne Ives Joe Murphy Joanne Stubbs
Lynn Coughlin Laurie King Tim Murphy Susan Westphal
Bethany Doiron Lori Lavers Merilyn Mitchell Kevin Whitrow
B. J. Willis
Western School Board
Bruce Arsenault Gail Finniss Michelle Lewis Sergine Ouellet
Derik Arsenault Mario Fiset Lorelei MacArthur Gordon Ramsay
Blaine Bernard Marjorie Hunter Sally MacDonald Kerry Rioux
Laura Brake Dwight Kirkham Connie McCabe Mark Ronahan
Laurie Callbeck Eleanor Lamont Donald Mulligan Carolyn Rowe-Turner
Ralph Carruthers Paul Muise Pam Shaw
Nancy DesRosiers Susan Thain-Trail
Kent England Keith Tompkins
Kristin Trace
French School Board University of Prince Edward Island

Sylvain Gagné Dr. Martha Gabriel

ii Journey On - P.E.I. Department of Education, 2006

Contents
Introduction
Purpose of Document......................................................................................................................... 1
Definitions: Technology, Technological Competence and Technological Literacy.................... 2
Philosophy .
Technology Integration ........................................................................................................................ 4
Advantages of Technology Integration............................................................................................... 5

ABC’s of Curriculum
An Outcome-based Curriculum: Essential Graduations Learnings, and Specific and General
Outcomes................................................................................................................................. 6
Other Features of the Curriculum...................................................................................................... 7
Overview of APEF Outcomes in Core Curriculum Areas............................................................. 8
Effective Use of Communication and Information Technology within the
Curriculum............................................................................................................................... 10
General Outcomes for Communication and Information Technology........................................ 12
Specific Outcomes for Communication and Information Technology......................................... 14

How to Use this Document, Paper vs. On-line................................................................................................ 25

Integration of Communication and Information Technology in Science Grades 10-12

Database .................................................................................................................................................. 28
Multimedia .............................................................................................................................................. 32
Web Authoring ....................................................................................................................................... 38
Social, Ethical and Health .................................................................................................................... 46
Internet ................................................................................................................................................... 50
Telecommunications ............................................................................................................................. 54

Lesson Plan Index................................................................................................................................................. 59

Appendix .............................................................................................................................................................. 134

Glossary ................................................................................................................................................................ 141

Journey On - P.E.I. Department of Education, 2006 iii

Vision
Technology education for Atlantic Canada fosters the development of all learners as tech-
nologically literate and capable citizens who can develop, implement, and communicate
practical, innovative, and responsible technological solutions to problems.
Foundation for the Atlantic Canada Technology Education Curriulum, APEF, Pg. 5

iv Journey On - P.E.I. Department of Education, 2006

Introduction
Purpose of Document
Journey On is a practical working guide which Economics. CIT differs from other tech-
will provide educators and administrators nologies because of its vast and far reach-
at all levels, including schools, school ing applications in all disciplines.
boards/districts, and provincial depart-
ments, with a reference point for integrat- The purpose of Journey On is to focus on
ing communication and information tech- how CIT can be used from grade 1-12 and
nologies (CIT) into the Prince Edward Is- across all areas of the curriculum as part
land school curriculum. of a more global strategy that will con-
tribute to the development of technologi-
Journey On will be the basis for future deci- cally competent and literate individuals
sions pertaining to human and physical CIT graduating from our school system.
resources. These decisions will focus on
personnel, professional development, in- Journey On:
structional techniques, course development,
student and teacher access to technology, • provides strategies and concrete
and hardware and software purchases. suggestions for effective integration
of communication and information
It is recognized that many disciplines have technologies into the Prince Edward
their own specialized technologies and tech- Island curriculum in a way that en-
nological processes. Students will have the hances learning
opportunity to develop skills required to use
these specialized technologies within the • identifies the communication and
context of courses such as Computer Sci- information technologies that we wish
ence, Science, Career Exploration, Visual our students to use
Communication, Industrial Arts, and Home
• identifies the knowledge and skills
that students need to develop to be
considered technologically competent
in communication and information
technologies

Journey On - P.E.I. Department of Education, 2006 1

Terminology
Technology Technological Literacy

The broad definition of technology includes Technological literacy encompasses techno-

the tools and processes we use to alter our logical competence but refers to a higher
surroundings, perform a task, discover more level of understanding of technology. Indi-
about ourselves, and communicate. For the viduals literate in the area of CIT think criti-
purpose of this document technology refers cally about information gained through the
to the tools used to access, gather, proc- use of technology, the application of spe-
ess, and share information. These commu- cific technologies, and the impact of tech-
nication and information technologies nology on individuals and society when for-
(CIT) pertain to computers and their pe- mulating decisions, opinions and courses of
ripherals such as scanners, printers, digital action. These individuals apply problem
cameras, projection devices, and video- solving strategies and creative thinking
conferencing equipment. skills to independently learn how to use new
technologies, or circumvent problems as-
Technological Competence sociated with older technologies. CIT liter-
ate individuals demonstrate confidence and
The Atlantic Provinces Educational Foun- a positive attitude as they adapt and use
dation (APEF) defines technological com- technologies for a beneficial purpose.
petence as “the ability to use a variety of
technologies, demonstrate an understand-
ing of technological applications and ap-
ply appropriate technologies for solving
problems independently.” Individuals com-
petent in information and communication
technologies have specialized knowledge
and skills that enable them to use technol-
ogy to access, gather, process, and share
information.

2 Journey On - P.E.I. Department of Education, 2006

Philosophy
The use of technology in our educational system is based upon a number of underlying
beliefs:

• as educators in Prince Edward Island we are committed to provide for the develop-
ment of children so that each may take a meaningful place in society

• literacy extends beyond the traditional concept of the ability to read and write print
materials to encompass media and information literacy

• technological competence is a requirement for literacy and lifelong learning in today’s

world

• students today require knowledge, skills and attitudes for dealing with the rapid pace
of change and growth of our knowledge base

• technology, when used appropriately, enhances student-centred learning and the

teacher’s role as a facilitator

Journey On - P.E.I. Department of Education, 2006 3

Technology Integration
Integrating communication and information technologies into the curriculum is a pre-
ferred strategy for developing technologically literate learners. Integration occurs when
the technology is used as a tool to achieve existing curricular learning outcomes within
the context of a theme or subject. Technology knowledge and skills are not acquired
separately in an integrated approach but in the context of learning activities intended to
address various outcomes across the curriculum. Integration means that the use of tech-
nology as a teaching tool should not be limited to specialist teachers but applies to teach-
ers in all curricular areas.

4 Journey On - P.E.I. Department of Education, 2006

Advantages of Technology Integration
Integration of technology into the curriculum

• ensures that curriculum is the principle focus, rather than technology

• promotes the development of creative thinking, critical thinking, research, commu-

nication, and problem solving skills

• provides access to rich resources and learning experiences that can extend far be-
yond those offered in traditional classrooms

• motivates students to complete learning tasks and become more readily engaged in
their own learning

• supports current research which suggests that people learn in a holistic fashion
rather than in a compartmentalized manner

• supports contemporary approaches to education such as cooperative learning,

constructivism, resource-based learning and individualized learning

• provides teachers with an additional means to address multiple learning styles

• provides students with the opportunity throughout their school career to expand and
reinforce their repertoire of technology skills

• enables the students to acquire a better understanding of how to use technology in

meaningful ways

• ensures that all students have the opportunity to develop technological competen-
cies

• prepares students to select appropriate technologies to complete tasks

• provides teachers with an opportunity to model lifelong learning as students witness

teachers learning and using new skills for a purpose

Journey On - P.E.I. Department of Education, 2006 5

ABCs of curriculum
An Outcome-based General and Specific
Curriculum Curriculum Outcomes
An outcome-based curriculum is a student- General curriculum outcomes are state-
centred design which focuses on expecta- ments that describe what students are ex-
tions of the student as a result of learning. pected to know in a curriculum area upon
It ensures that each student is provided with graduation. Specific outcomes are state-
the time and assistance to meet his/her po- ments that identify what students should
tential. know and be able to do at a particular grade
level. These are used to guide the teacher
A learning outcome is the result in planning day to day activities. Students
of learning for the student, demonstrate the essential graduation
something that the student will learnings through accomplishing the out-
know, be able to do, or be like. comes.

Essential Graduation
Learnings (EGLs)
“The essential graduation learnings are
statements that describe the knowledge,
skills, and attitudes expected of all students
who graduate from high school.” (APEF/
CAMET) These statements are the frame-
work upon which curriculum for all sub-
ject areas is based. The six Essential Gradu-
ation Learnings include:

• Aesthetic Expression
• Citizenship
• Communication
• Personal Development
• Problem Solving
• Technological Competence

6 Journey On - P.E.I. Department of Education, 2006

Other Features of the
Curricula
In addition to the six essential graduation Diversity/Equity Education
learnings, there are a number of underlying
concepts and strategies which are interwo- Diversity education encourages the under-
ven into the 1-12 curricula of Prince standing of diversity within our society and
Edward Island, and which influence meth- promotes a commitment to equity by fos-
ods of delivery and instruction. tering an awareness and critical analysis of
individual and systemic discrimination.
Cooperative Learning and Group Work

Small and large group work provide students Resource-based learning

with the opportunity to develop language
(communication skills) and social skills. Resource-based learning is an educational
approach that actively engages the students
Creative Thinking in carefully structured learning activities
that use a wide range of resources, and em-
“Creative thinking deals with combining el- phasizes skills and strategies needed to
ements of reality in novel ways to formu- achieve information literacy.
late new perceptions, enriched concepts and
new understandings” (Nature of Thinking) Learning Styles

Critical Thinking The Theory of Multiple Intelligences sug-

gests that all people learn differently, with
Critical thinking involves the analysis of eight identfied intelligences. It is essential
statements or arguments and an evaluation that educators make students aware of their
of their worth or validity. Critical thinking learning styles and teach using a variety of
skills include identifying and validating methods to provide students the opportu-
sources; determining what is being said, rel- nity to learn in a number of ways.
evancy, and point of view or perspective;
detecting bias; recognizing persuasive tech-
niques; and drawing logical, well-supported
conclusions.

Journey On - P.E.I. Department of Education, 2006 7

Essential Grad
Aesthetic Expression Citizenship
Personal Development

Language Arts
General Curri
Speaking and Listening

Students will be expected to

• speak and listen to explore, extend, clarify, and reflect on
their thoughts, ideas, feelings, and experiences Mathematics
• communicate information and ideas effectively and
clearly, and respond personally and critically Number Concepts/Number and Relation-
• interact with sensitivity and respect, considering the ship Operations
situation, audience, and purpose • Students will demonstrate number sense and apply
number theory concepts
Reading and Viewing • Students will demonstrate operation sense and apply
operation principles and procedures in both numeric
Students will be expected to and algebraic situations
• select, read, and view with understanding a range of
literature, information, media, and visual texts Patterns and Relationships
• interpret, select, and combine information using a • Students will explore, recognize, represent and apply
variety of strategies, resources, and technologies patterns and relationships, both informally and
• respond personally to a range of texts formally
• respond critically to a range of texts, applying their
understanding of language, form, and genre
Shape and Space
• Students will demonstrate an understanding of and
Writing and Other Ways of Representing apply concepts and skills associated with measurement
• Students will demonstrate spatial sense and apply
Students will be expected to geometric concepts, properties, and relationships
• use writing and other forms of representation to
explore, clarify, and reflect on their thoughts, feelings, Data Management and Probability
experiences and learnings; and use their imaginations • Students will solve problems involving the collection,
• create texts collaboratively and independently, using a display and analysis of data
variety of forms for a range of audiences and purposes • Students will represent and solve problems
• use a range of strategies to develop effective writing and involving uncertainty
media products and to enhance their clarity, precision
and effectiveness

Ot
Health, Music, Physical Education and Visual Arts curriculum
curriculum outcomes and specific curriculum outcomes.

8 Journey On - P.E.I. Department of Education, 2005

uation Learnings
Technological Competence
Communication Problem Solving

culum Outcomes Social Studies

Citizenship, Power, and Governance

• Students will be expected to demonstrate an under-
standing of the rights and responsibilities of citizen-
ship; and the origins, functions, and sources of power,
Science authority, and governance

Science, technology, society, and the environ- Culture and Diversity

ment (STSE) • Students will be expected to demonstrate an under-
• Students will develop an understanding of the nature standing of culture, diversity, and world view, recog-
of science and technology, the relationships between nizing the similarities and differences reflected in
science and technology, and the social and environmen- various personal, cultural, racial, and ethnic perspectives
tal contexts of science and technology
Individuals, Societies, and Economic Deci-
Skills sions
• Students will develop the skills required for scientific • Students will be expected to demonstrate the ability to
and technological inquiry, for solving problems, for make responsible economic decisions as individuals
communicating scientific ideas and results, for working and as members of society
collaboratively, and for making informed decisions
Interdependence
Knowledge • Students will be expected to demonstrate an under-
• Students will construct knowledge and understanding standing of the interdependent relationship among
of concepts in life science, physical science, and Earth individuals, societies, and the environment - locally,
and space science, and apply these understandings to nationally, and globally, and the implications for a
interpret, integrate, and extend their knowledge sustainable future

Attitudes People, Place, and Environment

• Students will be encouraged to develop attitudes that • Students will be expected to demonstrate an under-
support the responsible acquisition and application of standing of the interactions among people, places, and
scientific and technological knowledge to the mutual the environment
benefit of self, society, and the environment
Time, Continuity, and Change
• Students will be expected to demonstrate an under-
standing of the past and how it affects the present and
the future
her
guides exist on Prince Edward Island. These guides contain general

Journey On - P.E.I. Department of Education, 2005 9

Effective Use of Technology with

Language Arts Mathematics

The Foundation for the Atlantic Canada English Lan- The Foundation for the Atlantic Canada Mathemat-
guage Arts Curriculum (1996) identifies technological ics Curriculum guide (1996) supports the recommen-
advances in our society as a contributing factor to the dations of National Council of Teachers of Math-
revision of the concept of literacy. Literacy now en- ematics (NCTM) curriculum standards to use tech-
compasses print literacy, visual literacy, media literacy, nology i) to enhance the teaching and learning of math-
and other literacies required to use technology in our ematics and ii) to relate school mathematics to the
culture. This APEF foundation guide suggests that world in which students live through developing and
students use a range of information retrieval, and in- interpreting mathematical models. APEF suggests that
formation processing technologies to meet their own technology has altered the nature of what mathemat-
information needs. Specific examples of student ex- ics is important to learn and has made possible the
periences should include development of new problems and innovative ways
of investigating these problems. Specifically, it is rec-
• using a word processor to develop a piece of ommended that technology should be used to
writing
• constructing simple databases and • explore situations with complicated numbers
spreadsheets to organize information which previously would have been beyond their
• exploring the applications of interactive capabilities
CD-ROM software • quickly and easily explore individual or groups of
• using graphic communication software related computations or functions
• producing a variety of desk top publishing • create and explore numeric and geometric situa-
texts tions for the purpose of developing conjectures
• using multimedia • perform simulations of situations which would
• using e-mail otherwise be impossible to examine
• using listservs and web browsers • easily link different representations of the same
• using appropriate technologies to organize and information
create complex information with multiple textual • model situations mathematically
and graphic sources • observe the effects of simple changes in
• distinguishing sources which are central, parameters or coefficients
reliable and relevant among the vast • analyze, organize, and display data
number of choices offered by technologies

Adapted from APEF Foundation Guide for Adapted from APEF Foundation Guide for
English Language Arts Curriculum (1996) Mathematics Curriculum (1996) page 39
page 40

10 Journey On - P.E.I. Department of Education, 2005

in the Core Curriculum Areas

Science Social Studies

The Foundation for the Atlantic Canada Science Cur- The Foundation for the Atlantic Canada Social Stud-
riculum guide (1998) states that technology can be used ies (1998) recommends that technology have a major
to facilitate the learning of science and recommends role in the teaching and learning of social studies but,
that technology should have a major role in the teach- that it enhance, not replace, essential social studies learn-
ing and learning of science. APEF proposes the fol- ing. APEF recognizes that Communication and In-
lowing guidelines for the implementation of technolo- formation Technologies have become important tools
gies in the teaching and learning of science for the acquisition, analysis, presentation, and com-
munication of data in ways that allow students to
• tutorial software should engage students in mean- become more active participants in research and learn-
ingful interactive dialogue and creatively employ ing
graphs, sound, and simulations to promote ac-
quisition of facts and skills, promote concept learn- • CD-ROMs and the Internet provide teachers and
ing and enhance understanding students with quicker and easier access to extensive
• simulation software should provide opportuni- and current information. Students and teachers
ties to explore concepts and models that are not should critically analyse such information to deter-
readily accessible in the laboratory ( e.g., those that mine its validity, accuracy, bias, and interpretation
require hazardous materials, unavailable equipment, • students are enabled to directly employ inquiry skills
or more time than is possible in real-time class- by exposure to first hand information through
room. ) direct e-mail conversations, student created Web
• analog-digital interface technology should be used sites, and listservs. These modes of communica-
to permit students to collect and analyse data as tion provide connections to students and cultures
scientists do, and perform observations over long from around the world.
periods of time, enabling experiments that other- • students can present their learnings to peers within
wise would be impractical their classroom and beyond in a wide variety of
• databases and spreadsheets should be used to fa- forms (graphics, maps, text, graphic organizers,
cilitate the analysis of data by organizing and visu- Web sites, multimedia presentations, etc.) that fit
ally displaying information their learning styles.
• networking among students and teachers should • technology can provide opportunity for students
be encouraged to permit students to emulate the to become more actively involved in their learning
way scientists work and to reduce teacher isolation by allowing students control of information gath-
• using tools such as the World Wide Web should ering, processing, and presentation.
be encouraged as it provides instant access to an
incredible wealth of information on any imagina-
ble topic
Adapted from APEF Foundation Guide for
Adapted from APEF Foundation Guide for Sci- Social Studies(1998) page 40
ence Curriculum (1998) page 44

Journey On - P.E.I. Department of Education, 2005 11

Technology Curriculum Outcomes
GENERAL TECHNOLOGY OUTCOMES
(as per APEF Technology Foundation Document)

GTO A- Technology Problem Solving

Students will be expected to design, develop, evaluate, and articulate technological solutions.

GTO B- Technology Systems

Students will be expected to operate and manage technological systems.

GTO C- History and Evolution of Technology

Students will be expected to demonstrate an understanding of the history and evolution of technol-
ogy and of its social and cultural implications.

GTO D- Technology and Careers

Students will be expected to demonstrate an understanding of current and evolving careers and of
the influence of technology on the nature of work.

GTO E- Technological Responsibility

Students will be expected to demonstrate an understanding of the consequences of their techno-
logical choices.

12 Journey On - P.E.I. Department of Education, 2006

Areas
1. Computer Systems - In general, a complete, working computer. The computer system includes not
only the computer, but also any software, networking, and peripheral devices that are necessary to make
the computer function. Every computer system, for example, requires an operating system such as
Windows.

2. Social, Ethical and Health - General user guidelines for the responsible use of technology .

3. Internet - A global network connecting millions of computers. This network carries various information
and services such as email, online chat, video, audio, web sites and other documents of the World Wide
Web.

4. Concept Maps - Visual representations of relationships between ideas. Methods for grouping and
organizing information. Visual learning allows new concepts to be more thoroughly and easily understood.

5. Graphics - Refers to display and manipulation of images (text, pictures and drawings)

6. Spreadsheets - A table of values (text, numeric, dates) or information arranged in rows and columns.
Spreadsheets allow the computation of data with formulas and the creation of charts and graphs.

7. Word Processing - Using a computer to create, edit, and print documents. A word processor enables
you to create a document, store it electronically, display it on a screen, modify it by entering commands
and characters from the keyboard, and print it.

8. Multimedia -The use of computers to create and present several different media such as text, graphics,
video, animation, and sound in an integrated way.

9. Database - A collection of data organized in such a way that a computer program can quickly select
desired pieces of information from a search request. You can think of a database as an electronic filing
system.

10. Telecommunications - Refers to all types of data transmission, from voice to video using a variety
of media such as copper cable, fibre optics, satellites, wireless technology, etc.

11. Web Authoring - The act of developing a web site. Software is available that will generate the
required HTML coding for the layout of the particular Web page.

Each skill area of the outcome continuum is identified by grade level and progress as follows:

Awareness - the student is exposed to the technology as it is being used by others.

Guided - the student begins to use the technology with the help of others.
*Summative Assessment- beyond this grade level, students will be expected to meet the outcome
independently.
Independent - the student uses the technology without assistance.

Journey On - P.E.I. Department of Education, 2006 13

Awareness Guided Independent
Computer Systems

1 2 3 4 5 6 7 8 9 1 1 12
Students will be expected to: 0 1

A1.1 make use of help features to independently find solutions to problems

B1.1 login, open and close a program, open, save and close a file with mouse

B1.2 demonstrate proper use of login numbers and names, set-up and change passwords, and be aware of implications
of multiple logins

B1.3 begin to work with more than one file open at once (multi-task)

B1.4 differentiate between “Save” and “Save as...”

B1.5 be able to identify the common windows components of a given software screen (eg. menu bar, button bar,
cursor, insertion point)

B1.6 have an understanding of file management (drives and folders, rename, select, move, copy, paste, delete, display
format, backup, etc.)

B1.7 understand how to display file properties

B1.8 understand the difference between software and hardware

B1.9 identify system specifications and be aware of compatibility issues between the hardware and the software
(processor speed and type, RAM, hard drive size, optical drive, connection types, video card, sound card, monitor,
network cards)

B1.10 understand how and when to re-boot (warm boot vs cold boot)

B1.11 describe networks, file servers, connections (wireless, line types and speeds)

B1.12 demonstrate proper use of network printing, choose proper printer, recognizes process and purpose of Print
Queues

B1.13 identify computer viruses, how they are transmitted and how anti-virus software is used to protect or clean a
computer

B1.14 identify SPAM, pop-up ads, spyware and other invasive software coding

B1.15 modify and utilize master pages/templates

B1.16 import and export files to other formats (.html, .pdf)

C1.1 identify technologies that are found in everyday life

Journey On - P.E.I. Department of Education, 2006 14

Awareness Guided Independent
Social, Ethical, and Health

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A2.1 identify aspects of an ergonomic workstation (lighting, monitor angle, work placement, keyboard height, seat height,
posture, etc.)

B2.1 demonstrate proper touch keyboarding techniques (ie: home row, quick key strokes, proper reaches)

C2.1 examine current Canadian law governing the use of technology

D2.1 determine the technological requirements for specific career goals

E2.1 respect equipment and other student’s work

E2.2 work co-operatively at work station

E2.3 adhere to acceptable use agreement for work station/network/Internet

E2.4 use electronic communication etiquette

E2.5 adhere to rules of freeware, shareware and commercial ware

E2.6 adhere to copyright and privacy laws, give credit to sources of information (MLA, APA)

E2.7 identify ethical issues involved with Internet content, awareness of inappropriate use of technology

E2.8 demonstrate caution before sending personal information over the internet

E2.9 follow publishing etiquette (suitable language, no discrimination, etc.). Adhere to the guidelines for school web pages
as outlined by PEI Department of Education.

Journey On - P.E.I. Department of Education, 2006 15

Awareness Guided Independent
Internet

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A3.1 demonstrate awareness of the Internet as a source of information

A3.2 use various tools (search engines and directories) and strategies necessary to carry out research

A3.3 obtain/download material (text, graphics, files) from Internet

B3.1 Use the various browser navigation tools (back, forward, history)

B3.2 manage bookmarks/favorites

B3.3 distinguish among various file formats (file extensions), required plugins, file compression/decompression utilities

C3.1 discuss ways in which the Internet is evolving

E3.1 critically evaluate information and its source based on pre-determined criteria

Journey On - P.E.I. Department of Education, 2006 16

Awareness Guided Independent
Concept Maps

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A4.1 use brainstorming techniques to generate ideas

A4.2 create a web (i.e.: literary, concept, character, word, Venn Diagrams, and timelines)

A4.3 categorize ideas graphically

A4.4 create links between ideas, re-link or delete links between ideas

A4.5 elaborate on ideas (i.e. adding notes, annotations, etc.)

B4.1 add fonts, graphics, sound, and colours to enhance ideas

B4.2 create hyperlinks to files, web sites, or multimedia content

Journey On - P.E.I. Department of Education, 2006 17

Awareness Guided Independent
Graphics

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A5.1 create illustrations or graphics by using the various drawing tools

A5.2 apply principles of design

B5.1 demonstrate various object editing features (ie. select, unselect, resize, crop, area fill, add colour and pattern, size
adjustment using the mouse or scale, various erasing techniques, object orientation, changing font and text size,
colour or appearance, creating text blocks, change text wrap selection and other text manipulation functions)

B5.2 carry out various object manipulations (ie. object alignment, creation of graphics in layers, grouping/un-grouping
components of an image)

B5.3 use other graphic creation tools (i.e. clone brush, colour replacements, effects and filters, hexidecimal (RGB and
CMYK colour values)

B5.4 convert various graphic formats between vector ( ie: .png, .psp, .cdr) and bitmap images (ie: .wmf, .tif, .bmp, .gif,
jpeg, .jpg), import a graphic file from another source

Journey On - P.E.I. Department of Education, 2006 18

Awareness Guided Independent
Spreadsheets

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A6.1 plan / design a spreadsheet to organize and tabulate data from various sources (to make a schedule, tally/score
sheet, solve a mathematical word problem)

A6.2 correct errors, modify or delete data in a cell

A6.3 design own formulas incorporating functions {if SUM(B1..D1)>0, @SUM(B1..D1), 0} and absolute / relative cell
references

A6.4 use different types of graphs / charts (line, pie, bar) to visually represent data; label graph components (legend, title,
x-y axis, colour, fill pattern)

B6.1 identify spreadsheet components and terminology (rows and columns, cell addresses, data entry bar)

B6.2 identify different types of cell data (text, numeric, function, date)

B6.3 enter data into simple preexisting spreadsheets, auto fill data, data entry bar, sort data

B6.4 edit spreadsheet layout (insert and delete rows or columns, select a range of cells, alter column widths and row
heights, locking row and column headings, lock and unlock cell(s), fixed titles )

B6.5 enter formulas to perform calculations across columns, rows, cells, move/copy data or formulas from one area of
spreadsheet to another

B6.6 format numbers (decimal places, currency, etc.), format text (font, colour, size)

B6.7 create links [between notebooks (tabs or sheets), external files, graphs, charts, website]

Journey On - P.E.I. Department of Education, 2006 19

Awareness Guided Independent
Word Processing

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A7.1 create and edit data files and form documents to perform a merge

A7.2 identify examples of desktop publishing (i.e. newspaper, catalogue, ads, brochure)

B7.1 use a grade level appropriate wordprocessor to create and edit written work

B7.2 locate characters on a keyboard and identify functions of word processing (ie. cursor, insertion point, enter key,
space bar, upper case, backspace, shortcut key)

B7.3 use editing tools to revise work (i.e. spell check, thesaurus, find and replace)

B7.4 change font, size, colour, style (ie. bold, italics, underline, insert special characters, drop capitals)

B7.5 format text (ie. justification, line spacing, outlines and bullets, text wrap)

B7.6 format documents (ie. using margins, tab rulers, indents, page center, border, watermark)

B7.7 insert a graphic and manipulate, (ie. resize, add borders and fill, create text art)

B7.8 insert and format tables and text boxes (ie. lines, fill, columns, rows, borders, alignment)

B7.9 format multi-page documents with headers, footers, page numbers, page breaks and keep text together function,
change page orientation/size (ie. text presentation features)

B7.10 insert automated features (ie. date and file stamp)

Journey On - P.E.I. Department of Education, 2006 20

Awareness Guided Independent
Multimedia

Students are expected to: 1 2 3 4 5 6 7 8 9 1 1 1

0 1 2

A8.1 apply planning strategies, (storyboards, scripts, graphic organizing, brainstorming)

A8.2 create an age/grade appropriate slide show presentation that may contain one or more of the following objects (text,
graphics, images, animations, audio and video)

A8.3 describe situations where streaming video and audio is appropriate

A8.4 create graphics, audio and video special effects (animation, virtual reality, panorama)

A8.5 select appropriate medium to convey a message (be conscious of file size, formats and storage location)

B8.1 navigate multimedia resources such as slide shows, online resources or CD rom interactive educational activities

B8.2 use multimedia creation and editing tools (screen captures, scanner, sound recording, digital image editing software:
still and video)

B8.3 convert file formats for a particular application (.jpg, gif, .bmp, mp3, wav, avi, mpeg, mov, etc.)

B8.4 use proper tools and procedures to enhance product quality. (Microphones, lighting, camera movement,
instrumentation, teleprompters, assign various responsibilities to a production team.)

Journey On - P.E.I. Department of Education, 2006 21

Awareness Guided Independent
Database

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A9.1 use an existing database (CD ROM, Microcat, Dynex, Internet search engine) to find information (sign up for Provincial
Library Card - Abbycat)

A9.2 perform searches on a database file using logical and Boolean operators (understands commands, scope, filters, and
conditions)

A9.3 design/plan a database to use as a method of organizing information

A9.4 create and modify a form (add graphics, and error checking routines)

A9.5 use databases to analyze data and look for trends

B9.1 enter data into a pre-existing database, edit data, and use automated text

B9.2 create fields and with variable field types (numeric, text, date) and properties (color, width, font, etc.)

B9.3 restructure database (add / delete fields, change field width)

B9.4 sort records alphabetically, numerically and by multiple fields

B9.5 create a report from the entire database or selected records

B9.6 create a report with automated summaries and calculations (understand logic, date and summary field types)

B9.7 bring database information into a word processing environment ie: (Mail Merges)

B9.8 distinguish between the two general types of database management systems (flat and relational)

E9.1 examine functions and implications of database driven websites (ie: online purchasing, searching, and password
secured sites)

Journey On - P.E.I. Department of Education, 2006 22

Awareness Guided Independent
Telecommunications

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

Email:

B10.1 send messages

B10.2 open messages

B10.3 manage mail/folders

B10.4 manage address books

B10.5 use distribution lists

B10.6 send and open attachments

B10.7 create signatures

B10.8 apply filters and rules

B10.9 use calendar features such as appointments, tasks, reminder notes/memos

E-Learning/Collaborative tools:

Students will be expected to:

A10.1 collaborate using software: (ie. whiteboard, slideshow, application sharing, chat, messaging, send and receive files,
photos, group file sharing, resource sharing (links), online content creation and sharing, assignment drop box, video
and audio, discussion forums, journal.)

B10.10 use the organizational features of collaborative tools such as scheduling, calendaring, and interactive syllabus

Journey On - P.E.I. Department of Education, 2006 23

Awareness Guided Independent
Web Authoring

1 2 3 4 5 6 7 8 9 1 1 1
Students will be expected to: 0 1 2

A11.1 identify web page creation possibilities

A11.2 create appropriate text and image file formats

A11.3 create an interactive webpage. (online surveys, forms, interactive database, polls)

B11.1 examine html tags

B11.2 create a basic web page (may include backgrounds, images, hyperlinks, tables)

B11.3 indicate where file or page is hosted (server, web server, hosting service)

B11.4 apply website file management and transfer files to and from web servers (ftp), edit pages online

B11.5 use special features (image maps, cascading style sheets, frames, rollovers, layers)

B11.6 embed objects (audio, video, pdfs, animation, Flash, Java Script Applet,)

E11.1 describe standards which guide web based publication (W3C accessibility guidelines)

Journey On - P.E.I. Department of Education, 2006 24

How to Use this Document
Paper Document On-line Document
The first section of the document includes An on-line version of this document will
background material, definitions, philoso- be developed. Having a document on-line
phy, advantages of technology integration, has a number of advantages. It enables
an overview of the APEF curriculum, and teachers to easily cross-reference mate-
grade 1-12 general outcomes for informa- rial in the document with on-line help
tion and communication technologies. manuals and curriculum documents. It
can encourage a greater level of collabo-
The remainder of the document addresses ration among all educational partners. An
the level and defines specific knowledge and on-line document can be easily revised
CIT skills expected of students as they work and updated without having to copy and
toward technology competency. Practical redistribute. It is our intent to revise,
considerations are given for incorporating modify, and add new materials in the fu-
CIT into the curriculum and accompanying ture only to the on-line version of Journey
lesson plans. The information is presented On (www.edu.pe.ca/journeyon).
in a two-page layout as outlined on the fol-
lowing pages.

Journey On - P.E.I. Department of Education, 2005 25

Two Page-Layout
Four major sections are found on these pages as you go from left to right: 1) specific
CIT outcomes, 2) instructional considerations, 3) teaching suggestions or names of
grade specific lesson plans, and 4) links to curriculum outcomes. The applicable
technology curriculum outcome area is found in a box at the top of each page along
with the grade level.

Technology Grade
Curriculum Level
Outcome Area

Specific Instructional Teaching Links to

CIT Considerations Suggestions, Curriculum
Outcomes Activities Outcomes
and
Assessment

26 Journey On - P.E.I. Department of Education, 2005

Two Page-Layout
letter designation of
in Detail general
technology outcome A5.1
indicates first skill in
subdivision
Specific Outcomes
refers to fifth area for this grade
• are steps towards accomplishing level under technology general
the general technology outcomes outcome A
and lettered as subdivisions of
GTOs

Instructional Considerations
• useful information for teachers
on terminology and/or purpose
and background of specific
technologies

Teaching Suggestions, Activities

and Assessment
• readiness considerations
• may be suggestions for activities
or name of lesson plan Links to Curriculum Outcomes
• letters and numbers representing
curriculum outcomes as defined in
other APEF (CAMET) documents

Journey On - P.E.I. Department of Education, 2005 27

Science

Database
Students will be expected to: Instructional Considerations

B9.6 create a report with automated B9.6 A database may be used to track the characteristics of native plants found
summaries and calculations (Inde- on PEI. A report may be generated with specific fields i.e. common
pendent) name, group name, family name, characteristics such as flower colour,
flowering period, foliage colour, foliage texture, height, habitat, rarity,
etc. Fields may be selected to group information in a report such as
family name, flowering period and habitat. These may be listed in
alphabetical order with automated summaries indicating the number of
plants falling into particular categories i.e. those plants that flower in May
and are found in the forest. At the end of the report, final total summa-
ries may be calculated i.e. number of all plants that flower in May.

FT
B9.7 bring database information into
a word processing environment
B9.7 Database data may be accessed and used to fill form fields (merged) in a
word processing document. Form letters and mailing address labels are

A
(Guided 10) examples of database information used to create individualized docu-

R
ments. Fields must be created in the word processing document, along
with spacing and punctuation, that specify the location for the variable
data (That data which changes from one document to another). Paper

D
size and margins must be selected for custom documents such as
envelopes. From our example above, form letters might be generated
that specify a flower, its characteristics and time of year it is flowering.
These woud be sent to individuals, at the appropriate time, who have
agreed to survey and report statistices on the status of that flower for the
current year.

28 Journey On - P.E.I. Department of Education, 2006

Science

Database
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

Technology Lesson Plan:

Researching PEI Ecosystems Pg. 60 116-1, 213-7,

Outcomes A3.2, B9.6, B9.8 214-3, 331-6,
331-7, 318-3,
318-4
Preserving PEI Wetlands Pg. 65 116-1, 213-7,
Outcomes A3.2, A3.3, B9.6, B9.8 214-3, 331-6,

T
331-7, 318-3,

F
318-4

A
World Weather Pattern Prediction Pg. 83
115-2, 116-1,

R
Outcomes A3.3, B9.7
117-6, 118-7,
213-6, 213-7,

D
214-3, 214-11,
331-1, 331-2,
331-3, 331-4

B9.6 Discuss various ways data may be organized or

summarized to provide useful information.

Create summary groups in a report. Add summary

fields to perform calculations, such as total and
average, after each group listing. Report summary
fields may be placed at the end of the report to
calculate a final total or average of all items found in
the report.

B9.7 Construct a survey that will contain information

tailored for a particular person and his/her commu-
nity and occupation. Create a survey that gathers
information about weather events on PEI from the
point of view of farmers, fishermen, tourist
operators, etc.

Journey On - P.E.I. Department of Education, 2006 29

Science

Database
Students will be expected to: Instructional Considerations

B9.8 distinguish between the two B9.8 Databases may be termed “Flat” or “Relational”. A flat data base stores
general types of database management data in the form of one table. This structure has the advantage that it is
systems (Guided 10, 11) easy to set up and understand. Flat databases are especially useful for
simple applications where there are few fields or pieces of data. As the
number and types of fields increase the limitations of the flat structure
become apparent. The user is forced to read large amounts of text data
and must enter the same information in many different records. It is
time-consuming to update changes in records and it may be impossible
to search or create reports containing the exact information required.

A relational database is one that stores information in several tables that

T
are linked together by a special key field such as student ID. For example

F
Trevlac is a relational database. The database would be set up with one
table to hold student contact information. A second table might hold the

A
timetable information. A third table may hold grades for all courses that
the student has taken. A fourth table may be used to track student

R
attendance. The computer may search and combine information from all
four tables into a report very easily. If data changes are necessary only the

D
table that contains that data needs to be accessed and updated.

30 Journey On - P.E.I. Department of Education, 2006

Science

Database
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

B9.8 Create a flat database using software such as MS-

Works 2000 (available in the CIT lab) to record data
or group items (such as classification of organisms:
Kingdom, Phylum, etc).

Visit sites such as Air Canada (http://

www.aircanada.ca) to view an example of a relational
database. Note the various possible separate tables

T
that may be accessed by the database ie. customer
profile, book flight, timetables, flight status,

F
baggage tracer, hotels, cars, etc. and fields in which

A
queries may be made.

R
Discuss a scientific application where the sophistica-
tion of a relational database would be required.

D
Suggest fields that would be included in separate
tables. What would be the “key field” that would
link one table to the next?

Keep a two week record of various meteorological

data such as temperature, minimum and maximum
temperatures, barometric pressure, etc. Generate a
report specifying particular fields. Provide Total and
Average summaries.

Journey On - P.E.I. Department of Education, 2006 31

Science

Multimedia
Students will be expected to: Instructional Considerations

A8.3 describe situations where A8.3 Multimedia files may be viewed by downloading or streaming them from
streaming video and audio is appropri- the Internet. “Downloading” involves placing a hyperlink on a web site
ate (Independent) whereby the whole file is downloaded to the users computer before it
becomes viewable. This may involve a long wait depending on the file
size and line speed. “Streaming” allows the media to commence playing
after partial download and is appropriate for very large files. There are
several formats for the creation of streaming video (Windows Media
Macromedia, Real Media, Quicktime, MPEG-4) Streaming is also used in
the delivery of “live events” through web casting.

FT
RA
D

32 Journey On - P.E.I. Department of Education, 2006

Science

Multimedia
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

Technology Lesson Plan:

Measuring Motion With MovieMaker Pg. 73 212-6, 213-3, 325-2, 325-7

Outcomes A8.3, A8.4, A8.5, B8.2, B8.4 214-5, 214-8,
214-10, 325-
1, 325-2,
325-3, 325-4

T
Animating Scientific Concepts Pg. 78
Outcomes A8.3, A8.4, A8.5, B8.2, B8.4
319-1, 321-1 Biology 521 Chem 521 Phy 521/621

F
314-8, 317-1 321-4a/b, 325-6, 325-8,
321-5, 323-4 326-3, 327-1,
Biology 621 Chem 621 327-4, 327-7,

A
313-2, 317-1 321-3 327-8

Do You Have An Issue With That? Pg. 81 114-1, 213-7, Biology 521 Chem 521 Phy 521/621

R
Outcomes A8.3, A8.4, A8.5, B8.2, B8.4 215-1, 118-9, 118-10, 117- 117-4, 213- 116-6, 117-2;
114-5, 118-1 4, 215-4, 7, 215-3 116-7, 117-2,
214-15; 118- 118-2, 213-7;

D
6 Chem 621 115-5, 117-
117-6, 118- 11,118-2,
Biology 621 2, 118-8, 118-4, 214-
212-1, 213- 118-9, 118- 15, 215-4,
6; 219-7, 10; 114-5, 215-5, 329-6
316-4; 118- 213-6, 213-
6, 213-6, 7, 215-4;
316-3 118-6
Music To My Ears (and Eyes) Pg. 106 Phy 521
Outcomes A8.4, B8.2 212-4, 212-7,
213-7, 214-8,
A8.3 There are many scientific sites that provide learning 214-14, 327-1,
objects for science. Discuss why some resources seem 327-2, 327-8
to take a long time before they can be viewed while
others appear relatively quickly.

Use 3-D models to demonstrate concepts such as

balancing equations, chemical reactions, creating
electrical circuits, wave properties, animal disections,
etc. This allows students to better visualize how
natural systems operate and scientific concepts are
applied.

Journey On - P.E.I. Department of Education, 2006 33

Science

Multimedia
Students will be expected to: Instructional Considerations

A8.4 create graphics, audio and video A8.4 Digital cameras have the capacity to create digital stills with special effects
special effects (Guided) and short audio/video segments. Note that quality of this media is low.
For best results, consider using a digital video camera. Network software
have the capacity to create animations and video clips such as Paintshop
Pro [Animation Shop], Corel Presentations, Movie Maker [XP].

A8.5 select appropriate medium to A8.5 Select a medium to convey the message. Medium includes text and
convey a message (Independent) graphics (illustrated posters, brouchures), audio, animation, and video.

T
Multimedia production includes combining two or more media together
to satisfy the viewers preferred learning style.

AF
DR

34 Journey On - P.E.I. Department of Education, 2006

Science

Multimedia
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

A8.4 Discuss how the use of graphics, audio and video

special effects enhance the presentation and support
the “message”.

Create a digital model of a science concept using

animation techniques ie. sound wave. Incorporate a
commentary or explaination of the visual.

T
A8.5 Use text to explain a concept. Use audio to reinforce
the message and to provide atmosphere. Still images

F
or video provide visual context. Animation may be
used to illustrate the concept in ways that would be

A
impossible in real life.

Provide an opportunity to choose a media that will

R
effectively demonstrate the concept. (poster, radio ad,
animated short, collage of still photos, video, etc.)
Explain reasons for choice of media.

Journey On - P.E.I. Department of Education, 2006 35

Science

Multimedia
Students will be expected to: Instructional Considerations

B8.2 use multimedia creation and B8.2 Hardware resources such as digital cameras that can capture still as well as
editing tools (Independent) video/audio footage, video cameras, web cams, microphones,and scanners
are reasonably priced and widely available. Graphics programs allow the
user to capture screen shots from the computer monitor, edit digital
pictures, create animations and combine graphics and text. Video/audio
editing capability is available on Windows XP computers. Home compu-
ter systems are now being marketed with multimedia features and
software that appeal to the multimedia consumer.

T
B8.4 use proper tools and procedures B8.4 Skill in multimedia development will continue to evolve as equipment

F
to enhance product quality (Independ- becomes available at lower grade levels and in the home. The experiences
ent) of individual group members and expertise of other colleagues in the

A
school must be taken full advantage of to create quality multimedia
content.

R
Be aware of the surroundings in which multimedia content is acquired.
For instance, environmental noise from pop machines, fans, conversa-

D
tions, etc. interfere with audio quality. Shadows, traffic, lighting type
affect video quality.

36 Journey On - P.E.I. Department of Education, 2006

Science

Multimedia
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

B8.2 Review one or more of the following multimedia

creation tools to support an activity. Use Paintshop
Pro to capture a screen image. A microphone, with
Audacity or Inspiration 7.5, may be used to create an
audio file. Scan a source document, modifying
dimensions. Take a digital photograph or video and
edit it.

T
B8.4 Story board the multimedia sequence. Plan so that
interferences are kept to a minimum. Images/

F
videos are best shot outdoors or in natural light.
If available, use tripod lighting or flash. A hand
held microphone may reduce peripheral noise. Add

A
sound track with voice overs and sound effects with
editing software.

R
Multimedia activities require collaborative teamwork.
Higher levels such as analysis, synthesis, and
evaluation in Bloom’s Taxonomy are addressed.

Journey On - P.E.I. Department of Education, 2006 37

Science

Web Authoring
Students will be expected to: Instructional Considerations

A11.2 create appropriate text and A11.2 Graphics programs allow more control over font styles, size, colour and
image file formats (Independent) format. eg. text with specialized font face, elongated appearance, neon
variable colours, and presented in a spiral shape.

Use a maximum of two fonts. Use one font for text passages and one
for accents such as titles, buttons, etc. Use common fonts on web pages
as speciality fonts are replaced when viewed on the users’ computer.
Designers can provide the font for download, however, they must be
aware of copyright for the fonts. Most people will leave a site rather than
download the font as it takes time and they often are concerned about
downloading files. A second consideration is that each installed font will

T
consume computer memory.

F
Gif, .png and .jpeg are the main graphics file formats for web publish-
ing. To reduce download times, use the smallest graphic size possible
(file size not physical size) Use .jpeg for complex graphics such as

A
photographs, art, images with shadows and shading. Use .gif for
graphics with a few colours and transparency. Strategies to reduce the file

R
size of an image include cropping the image to include only focal
information, resizing the image to particular dimensions, and reducing
its colour depth and resolution.

D
A11.3 create an interactive webpage A11.3 Interactive components of webpages require databases and server side
(Independent) scripting which are unavailable to students. However, there are various
online companies that offer free services that may be incorporated into a
static website. i.e. polls, surveys, web counters, guest books, etc.
Embedded objects such as Flash allow for interactive elements such as
site navigation, animated icons and sound effects.

B11.1 examine HTML tags (Guided B11.1 While web editors are easy to use and automate many web page con-
10) struction tasks, there are times when a knowledge of html coding is
helpful for trouble shooting and customizing pages. Web page editors
allow pages to be displayed in webpage and html views.

38 Journey On - P.E.I. Department of Education, 2006

Science

Web Authoring
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

Technology Lesson Plan:

Supermarket CSI (Chemical Substance Investigation) Pg 87 114-1, 118-9, Biology 521 Chem 521 Phy 521/621:
Outcomes B11.1, B11.2, B11.6, E2.9, E3.1, E11.1 213-7, 214-3, 117-4, 118-6, 212-5, 213-6, 116-6, 116-7,
215-1, 215-5 118-10, 214- 213-7, 214-3 117-2
The Science Blog Pg 100 2
Outcomes A11.3, B11.3, B11.4, B11.6 115-5, 117-
Chem 621 11, 118-2,
Biology 621 114-5, 117-6, 118-4

T
117-2, 117-4, 118-2, 118-8,
118-2, 118-6, 118-10, 213-
315-10

F
6, 213-7,
215-4
The PEI Biodiversity Class Page Pg 102 Science 421: Biology 521:

A
Outcomes A3.2, A11.2, B3.3, B11.1, B11.2, B11.4
213-7, 214-1, 213-6, 214-1,
215-1, 318-3, 215-1, 215-6,
318-6 316-5

R
Biology 621:
116-2, 116-7,

D
A11.2 Create main headings as text images using a graphics 213-5, 213-7,
program; save these graphics in .gif format. Ensure 215-2
that image files are saved in .jpg format.

A11.3 Search for free interactive online tools using such

terms as “online polls interactive web page tools”
to find online companies providing these services.
For example Bravenet (http://www.bravenet.com)
provides a variety of website tools. (site active
August, 2006)

Incorporate the required coding necessary to

embed the selected interactive tool within the web
page.

B11.1 Web editors allow the user to view the html

coding. Create a table and view the resulting code.
Discuss the characteristics of html coding.

Locate further information on particular .html tags

by referring to an online source or tutorial.

Journey On - P.E.I. Department of Education, 2006 39

Science

Web Authoring
Students will be expected to: Instructional Considerations

B11.2 create a basic web page B11.2 Web page editors allow the user to select templates that provide
(Independent) suggestions for layout, background and a navigation system. Should a
user choose to create an original design, s/he must be careful that the
background chosen does not make the text unreadable and that the
colours chosen match. By convention, elements in a web page are
designed inside a table with its borders turned off. Formatting web
pages in this way allows the page to be viewed, in proportion, using
various monitor resolutions. For example, in the school system the
monitor resolution is set at 800 X 600 pixels and many home users set
their monitor resolution to 1024 X 768 or 1280 X 1024 pixels.

T
B11.3 indicate where file or page is B11.3 The anatomy of a URL demonstrates the entire site structure. The initial
hosted (Independent) section after http:// is the server address (eg. www.edu.pe.ca) Folders

F
and subfolders are separated by a backslash ( www.edu.pe .ca/
journeyon/). Individual files finish the URL with a file extension (eg.

A
.htm, .asp, .php, .jpg, .avi, etc.) www.edu.pe.ca/journeyon/pd.htm

Files are initially created and the structure is maintained locally on the

R
users’ computer system. This structure is transferred to a web file server.
The web file server is owned by the department of education, but they
pay a fee to the Internet Service Provider (ISP) to connect to the Internet.

B11.4 apply website file management

and transfer files to and from web
servers, edit pages online (Independ-
ent) DB11.4 Image files are placed in their own folder in the website file structure.
Different sections of a web site are placed in separate folders, as well.
This allows the web site to be more easily maintained as files related to
particular sections can be identified. The transfer of files to and from a
web server and editing of content online requires the use of a FTP
program (file transfer protocol), username and password. Depending
on individual school procedures, the school web master will perform
these activities and work with students as they perform file manage-
ment. Some FTP software may be set up so that particular users have
logins and passwords to access the sections of the web site for which
they are responsible.

40 Journey On - P.E.I. Department of Education, 2006

Science

Web Authoring
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

B11.2 Create a basic webpage relating to a science

curriculum topic. Provide criteria or create a rubric.

T
B11.3 Use Inspiration 7.5 to draw the file structure for

F
the following URL: http://www.edu.pe.ca/
journeyon/pro_d_pages/frontpage/
class_webpage_exercise.htm The structure of a

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web URL is [server], [folder], [subfolder], [file].
The server address (www.edu.pe.ca) would be
found at the top level of an organizational chart

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structure.

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B11.4 Consult with the school web master to determine
how files will be transferred to the server. Ascer-
tain if there are any special file naming or format-
ting considerations.

Internal web sites:

Teachers may transfer files to folders on the

network M: drive on behalf of students. The
web site can only be viewed by those on the
school local area network. A link may be placed on
the school web page that would make the
information easier to find. i.e.
<a href= “m:\mr_
smith\ecosystems\index.html”> PEI
Ecosytems</a>

An explanatory note should be provided for

Internet visitors that indicates the link is available
only from within the school network.

Journey On - P.E.I. Department of Education, 2006 41

Science

Web Authoring
Students will be expected to: Instructional Considerations

B11.5 use special features (Independ- B11.5 Image maps are a combination of image and HTML coding. The code
ent) creates “hot spots” on the image which may be linked to files or web
pages. Often hot spots are used as navigation elements in web pages.
Should this be done, the designer must include an alternative navigation
bar in case the image map does not work with a particular browser. Large
images can be “sliced” into smaller portions held together by an invisible
table. Each part of the image loads at the same time and encourages the
visitor to remain as the image is revealed. Elements of the image can be
used to link to files, webpages, popups, etc. similar to a hot spot.

A Cascading Style Sheet may be defined and placed in the header of an

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HTML document to automatically apply formatting to the page ie.
spacing, font, colour, etc. Frames break the page into areas that load

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from separate HTML files. A disadvantage of using frames is that a page
cannot be printed as displayed. Rollovers and mouseovers may be
programmed using script or automatically through the use of a web

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editor such as Front Page or Dreamweaver. Layering techniques are used
to overlap images or other elements on a web page.

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B11.6 embed objects (Independent) B11.6 An embedded object is multimedia content or simply a file (.pdf)
created with one application and placed into a webpage with HTML

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coding. Embedding the object, ensures that the object retains its
original format. Video that is included on a site must include informa-
tion about its size so that users can decide whether or not they want to
wait the time required to view the media. Provide a link to a plugin
source for a downloadable file (e.g. Quicktime). Never incorporate the
automatic downloading of a video/audio file into the loading of a
page. Audio must be produced on the best quality sound equipment
the user can obtain. Reeves and Nass (1996) found that users will
tolerate poor video but are very affected by poor audio. Care must be
taken not to overload the user with competing visual and audio
information. People have difficulty reading text and listening to
unrelated audio at the same time.

42 Journey On - P.E.I. Department of Education, 2006

Science

Web Authoring
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

B11.5 Investigate how to apply a special feature that will

improve the communicative intent of the website.

View examples of websites that have a combination

of sliced images and hot spots. Determine where the
hot spots and slices are located. Critique a web site
created with hot spots.

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Recognize and describe the hot spots. Identify the
function of the hot spot. Does the site provide a

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text based navigation? Evaluate the effectivenesss of
these special features. Examples of special graphic
features may often be found in news, weather, arts

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and government sponsored websites.

Here are some current examples:

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Royal Academy of Arts:
www.royalacademy.org.uk/

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Weather:
www.weatheroffice.ec.gc.ca/

Collaborate with Computer Literacy or Creative

Multimedia classes to apply special features.

B11.6 Search for free java applets from the Internet for
displaying stylized text, images, and video.
Download the selected .zip file, uncompress and
insert original works into these “display containers”.

Embed or link audio, video, animation or data files

(.pdf, .wpd, etc.). Remember to describe the
contents of the linked files as well as their file size.

Journey On - P.E.I. Department of Education, 2006 43

Science

Web Authoring
Students will be expected to: Instructional Considerations

E11.1 describe standards which guide E11.1 The World Wide Web Consortium (W3C) found at http://
web based publication (Guided 10) www.w3c.org provides guidelines for creating online content and
research relating to new Internet tools. Many of the guidelines relate to
consideration of the broader Internet audience and suggest ways to
make content available to all users. This may include factors such as
making sure that colours selected may be seen by people who are colour
blind, alternative navigation schemes other than by graphics. Pictures
may be identified with “ALT” text and provide choices for format and/
or file sizes of multimedia content.

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44 Journey On - P.E.I. Department of Education, 2006

Science

Web Authoring
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

E11.1 Visit the World Wide Web Consortium (W3C)

page at http://www.w3c.org List five considera-
tions that must be taken into account to make
web sites accessible for all users.

Ensure that web site produced follows accessbility

guidelines.

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Journey On - P.E.I. Department of Education, 2006 45

Science

Social, Ethical and Health

Students will be expected to: Instructional Considerations

C2.1 examine current Canadian law C2.1 Many changes to Canadian laws governing technology use are “reactive” in
governing the use of technology nature as new technology and applications are developed. Extensions to
(Independent) laws have been made related to Electronic Contracts, Copyright, Trade-
marks, Internet Consumer Protection, Internet Advertising, Personal
Information Protection, Criminal Law and Securities Law. Technology
issues have implications for cultural identity and protection initiatives.

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46 Journey On - P.E.I. Department of Education, 2005

Science

Social, Ethical, and Health

Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

Technology Lesson Plan:

Do You Have An Issue With That? Pg. 81 114-1, 213-7, Biology 621: Chem 621: Phy 521/621:
Outcomes A8.5, B8.2, B8.4, D2.1 215-1; 118-9, 212-1, 213-6; 117-6, 118-2, 116-6, 117-2;
114-5, 118-1 219-7, 316-4; 118-8, 118-9, 116-7, 117-2,
118-6, 213-6, 118-10; 114- 118-2, 213-7;
316-3 5, 213-6, 115-5, 117-
213-7, 215-4; 11, 118-2,

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Biology 521: 118-6 118-4, 214-
118-10; 117- 15, 215-4,

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4, 215-4, Chem 521: 215-5, 329-6
214-15; 118- 117-4, 213-7,
6 215-3

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SuperMarket CSI (Chemical Substance Invest.) Pg. 87 114-1, 118-9, Biology 521: Chem 521: Phy 521/621:
Outcomes A11.2, B11.1, B11.2, B11.6, E3.1, E2.9, E11.1 213-7, 214-3, 117-4, 118-6, 212-5, 213-6, 116-6, 116-7,

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215-1, 215-5 118-10, 214-2 213-7, 214-3 117-2
115-5, 117-
Biology 621: Chem 621: 11, 118-2,

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117-2, 117-4, 114-5, 117-6, 118-4
118-2, 118-6, 118-2, 118-8,
315-10 118-10, 213-
6, 213-7, 215-
4

Preparing For Debate Using Discussion Forum Pg. 126 114-1, 213-7, Biology 621: Chem 621: Phy 521/621:
Outcomes A3.2, A10.1, B10.10, C2.1, E3.1 215-1; 118-9, 212-1, 213-6; 117-6, 118-2,115-5, 117-
114-5, 118-1 219-7, 316-4; 118-8, 118-9,11, 118-2,
118-6, 213-6, 118-10; 114- 118-4, 214-
316-3 5, 213-6, 15, 215-4,
Biology 521: 213-7, 215-4;215-5, 329-6
C2.1 Visit the Canadian IT Law Association (http://
118-10; 117- 118-6 116-6, 117-2;
www.it-can.ca/en/resources.html). Assign a
group to a particular area of law that required 4, 215-4, 214- Chem 521: 116-7, 117-2,
revision because of advances in technology. Have 15; 118-6 117-4, 213-7, 118-2, 213-7
each group report findings. Discuss controversial 215-3
issues.

Journey On - P.E.I. Department of Education, 2006 47

Science

Social, Ethical and Health

Students will be expected to: Instructional Considerations

D2.1 determine the technological D2.1 Technology competence is identified as an “Essential Skill” by Human
requirements for specific career goals Resources and Skills Development Canada. Statistics Canada has
(Independent) identified technology skills as important as numeracy and literacy to career
success. Earning potential of persons possessing numercy, literacy, and
technological skills is five fold higher than those who have equivalent
numeracy and literacy skills. ( Murray, T. Scott. Statistics Canada. A
Presentation To Cabinet, Charlottetown, PE. January 28, 2005)

E2.9 follow publishing etiquette. E2.9 The Journey On website (http://www.edu.pe.ca/journeyon/

Adhere to the guidelines for school tech_support_pages/GuidelinesforSchoolWebPages.html) provides

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web pages as outlined by PEI many suggestions and guidelines for online publishing. Note that
Department of Education (Independ- pictures and student names should never appear together in an online
ent)

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document. Parental and student release forms must be signed for
student names, pictures or works to appear in an online document.
Release forms may be downloaded from the Journey On site.

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48 Journey On - P.E.I. Department of Education, 2005

Science

Social, Ethical, and Health

Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

D2.1 Visit HRDC Essential Skills (http://www.hrsdc.

gc.ca/en/home.shtml) or HRDC Career Handbook -
Second Edition (http://www23.hrdc-drhc.gc.ca/ch/
e/docs/ch_welcome.asp) web sites to investigate
Communication and Information Technology
requirements of careers involving science and math.

E2.9 A more formal writing style must be used when

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publishing material for a wider audience. Discuss
how student writing will change and the role of the

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“editor” in publishing. Peer review of written
material will improve the quality of the publication.

A
Adhere to the guidelines for school web pages when
publishing to the Internet. (Found on the Journey

R
On site at http://www.edu.pe.ca/journeyon/
tech_support_pages/GuidelinesforSchoolWeb
Pages.html)

Journey On - P.E.I. Department of Education, 2006 49

Science

Internet
Students will be expected to: Instructional Considerations

A3.2 use various tools and strategies A3.2 Regardless whether one searches a database, the Internet, a digital
necessary to carry out research
encyclopedia or similar digital containers of information, the quality of
(Independent)
information will be contingent upon the formulation of the query.
This observation gives rise to the consideration that “new age intelli-
gence” does not depend upon the knowledge of a particular piece of
information but instead depends upon the skill with which one can
obtain required information.

The tools(search engines and directories) and/or strategies employed in

a query will depend upon the source of information (Internet, data-
base, etc.) Boolean operators (AND, OR, NOT, AND NOT and for the

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Internet: ADJ, and NEAR) are common to each.

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In databases, queries often require the use of Logic operators, such as:
less than (<), greater than (>), less or equal (<=), greater or equal (<=),
not equal (<>), and equal (=). Utilize the various Help features of

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Internet search engines. Search engines may differ among each other in
the way a query must be formulated. For example, a number of search
engines require Booleans to be written in capitals.

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A3.3 obtain/download material from A3.3 Material (text, graphics, files) may copied and pasted, downloaded to the
Internet (Independent)

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users computer, or “captured” with a screen capture feature of a graphics
program from the Internet. Be aware of copyright issues when doing
this.

B3.3 distinguish among various file B3.3 When downloading or accessing remote files, users must be familar with
formats, requiredplug-ins, file compres- conventions used with that particular file format(file extension). The
sion/decompression utilities (Inde- software program with which the file was created must be located on the
pendent)
user’s computer. Many software vendors will provide a viewer or browser
“plug-in” which extend the capability of the user to view creations
formatted with their particular software applications eg. Powerpoint,
Shockwave, Flash, Quicktime, etc. In addition,vendors may use a file
compression/decompression utility (codec) so that files can be made
smaller when sending over the Internet. Once the file has been transferred
to the user’s computer it is decompressed or “expanded” when viewed.

50 Journey On - P.E.I. Department of Education, 2006

Science

Internet
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

Technology Lesson Plan:

Using GIS to Compare Canadian Biomes Pg. 110 213-7, 318-3 Biology 521
Outcomes A3.2, A3.3, B3.3 213-6, 214-1,
215-3, 318-7
Preparing For Debate Using Discussion Forum Pg. 126 114-1, 213-7, Biology 521 Chem 621 Physics 621
Outcomes A3.2, A3.3, A10.1, E3.1 215-1; 118-9, 118-10; 117- 117-6, 118-2, 115-5, 117-11,
114-5, 118-1 4, 215-4, 118-8, 118-9, 118-2, 118-4,

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Using Discussion Forums For Research Pg. 128
214-15; 118- 118-10; 114- 214-15, 215-4,
Outcomes A3.2, A3.3, A10.1, E3.1
6 5, 213-6, 215-5, 329-6

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Biology 621 213-7, 215-4; Physics 521
212-1, 213-6; 118-6 116-6, 117-2;
219-7, 316-4;

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116-7, 117-2,
118-6, 213-6, Chem 521 118-2, 213-7
316-3 117-4, 213-7,

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215-3
A3.2 Search engines, such as Google, scirus, and sciseek
will provide links to sites. Key the search term,
such as genetics or bird flu. Possible links to thou-

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sands of sites related to each word will be returned.

Narrow the search by determining key words closely

related to your chosen topic and place quotation
marks around these i.e. “genetic disorders chromo-
somal”. Look in the search engine results for ideas
on other search terms i.e. rare genetic conditions,
human genetics syndromes, etc.

A3.3 Check that the material is free for educational use or

contact the author/webmaster for permission to use
downloaded content. Provide acknowledgement for
the source of downloaded information.

B3.3 Search for a topic related file on the Internet contain-

ing the extension .pdf This file will automatically
open with Adobe Acrobat Reader on school
computers.

Research the .pdf format to explain why the author

chose to save the file in this manner.

Journey On - P.E.I. Department of Education, 2006 51

Science

Internet
Students will be expected to: Instructional Considerations

E3.1 critically evaluate information E3.1 The validity of information contained in a particular web site may be
and its source based on pre-determined evaluated by critically examining several factors.
criteria (Independent)
Dalhousie University Library provides a summary and evaluation checklist
at http://www.library.dal.ca/how/criteval.htm that breaks the evaluation
process into the following six general areas: (Sue Hunter, 1999)

• Authority or creditials of the author. Has he/she written other articles?

Is he/she educated or have experience in the area? Is the author writing
for an organization, such as a university or government?

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• Purpose. Who is the intended audience? eg. adults, toddlers or teens?
Is the site trying to persuade or sell something? Is there a hidden

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agenda or bias?

• Coverage. Is information factual, detailed and presented in its full and

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proper context? Does the presentation seem to make sense?

• Currency. Is the site up-to-date and references recent research or facts

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on the topic?

• Objectivity. Is material presented with balanced and fair arguments? Is

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there consistency in that arguments do not contradict one another?

• Accuracy. Is the information provided in the site corroborated or

supported in other sources? Is a bibliography provided?

Should a weakness be found in any one of the above areas, the reader
should be careful about relying on information found on that particular
site. Stress that anyone can easily create a professional looking web site
without it being edited or supported by factual information. The tilde
symbol (~) in a URL indicates that the resource was constructed and
belongs to a particular individual, such as student or faculty member in
an educational organization. There are many “fringe groups” who use
the Internet to convey their “message” or “view of the world” to an
unsuspecting public.

52 Journey On - P.E.I. Department of Education, 2006

Science

Internet
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

E3.1 Vist the Media Awareness Network site to critically

assess the validity of online resources. (http://
www.media- awareness.ca/english/teachers/
wa_teachers /fact_or_folly_ teachers/index.cfm)

Search for sites which contain fictitious information

using terms such as "critical literacy", "fact or fiction",
"online", “crop circles”, “sasquatch”, “ufo” in a search

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string.

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Teachers should preview selected sites carefully, and
provide the URL of pertinent pages. Using the criteria
found under "Instructional Considerations", judge

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the validity of these sites.

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Journey On - P.E.I. Department of Education, 2006 53

Science

Telecommunications
Students will be expected to: Instructional Considerations

A10.1 collaborate using software A10.1 Within the classroom, collaborative tools (i.e. whiteboard, slideshow,
(Independent) application sharing, chat, messaging, send and receive files, photos,
group file sharing, resource sharing (links), online content creation and
sharing, assignment drop box, video and audio, discussion forums,
journal) make it possible for students and teachers to work together in
a virtual workspace. This is particularly useful when students are
involved in groupwork outside of class time and live a distance apart.
These tools may also make it possible for students with illness to stay
in touch with peers and class activities.

Establishing connections with classrooms in different parts of Canada

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or the world can be a powerful tool for the classroom teacher in all
subject areas. Student assignments take on another level of authenticity
when they are shared with other classes via telecommunications.

B10.10 use the organizational features

of collaborative tools such as schedul-
ing, calendaring, and interactive
syllabus (Guided 10)

AFB10.10 Online learning content management systems rely on specific instruc-

tions linking content to activities and completion dates (interactive
syllabus). These tools ensure that activities are performed in sequence
and are not overlooked. They allow larger activities to be subdivided

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into smaller, manageable parts.

54 Journey On - P.E.I. Department of Education, 2006

Science

Telecommunications
Links to Specific Curriculum Outcomes

Teaching Suggestions, Activities and Assessment Grade 10 Biology Chemistry Physics

Technology Lesson Plan:

Organ and Tissue Transplantation Pg. 94 Biology 521

Outcomes A10.1, A11.2, B11.1, B11.4, E2.9, E11.1
115-5, 317-1,
317-4, 317-8

Preparing For Debate Using Discussion Forum Pg. 126 114-1, 213-7, Biology 621 Chem 621 Physics 621
Outcomes A3.2, A10.1, B10.10, E3.1 215-1; 118-9, 212-1, 213-6; 117-6, 118-2, 115-5, 117-

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114-5, 118-1 219-7, 316-4; 118-8, 118-9, 11, 118-2,
118-6, 213-6, 118-10; 114-5, 118-4, 214-

F
316-3 213-6, 213-7, 15, 215-4,
Biology 521 215-4; 118-6 215-5, 329-6
118-10; 117-

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4, 215-4, 214- Chem 521 Physics 521
Lets Review Pg. 130 15; 118-6 117-4, 213-7, 116-6, 117-
Outcomes A10.1, B10.10 (assessment in all areas) 215-3 2; 116-7,

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117-2, 118-
A10.1 Use of collaborative tools expands the resources 2, 213-7
available to the classroom. The teacher and students

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can communicate with each other regarding questions
from discussion in class. Teachers can model the
information process by accessing online experts. This
demonstrates that teachers, just like students, do not
have all the answers but have the skills to find out.

Online tools may be used to prepare for a class

debate or a guest speaker. Use of file sharing or
threaded discussion forum features allow the
monitoring of individual contributions to group
activities.

B10.10 Ensure that timelines and instructions for assign-

ment are complete.

Post assignments / homework within an online

content management system or on the school
web page. Use “Hand in Folder” feature.

E-mail assignments/instructions (.pdf files are

useful for attachments)

Journey On - P.E.I. Department of Education, 2006 55

Science

Lesson Plans

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56 Journey On - P.E.I. Department of Education, 2006

Science

Integrating CIT Outcomes by Core Subject Area

Outcomes from the CIT curriulum continuum that are identified as Awareness, Guided or first year Independent at
the senior high level must be integrated into core subjects areas. These outcomes have been allocated to core areas by
grade level so that students experience computer information technology being applied throughout all content areas
during their high school years. This strategy also limits the number of CIT outcomes that must be addressed in any
one subject.

SENIOR HIGH CIT OUTCOME DISTRIBUTION

Grade Social Studies English Math Science

Graphics
Web Authoring Internet Multimedia
10 Spreadsheets
Social/Ethical Telecommunications Database
Computer Systems

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Graphics
Internet Multimedia Web Authoring
11 Spreadsheets

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Telecommunications Database Social/Ethical
Computer Systems

Graphics

A
Multimedia Web Authoring Internet
12 Spreadsheets
Database Social/Ethical Telecommunications
Computer Systems

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Within the science curriculum, lesson plans have been developed that integrate the CIT curriculum outcomes into
specific subject content areas. Teachers are encouraged to incorporate tools and concepts introduced in lesson plans at

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one grade level, e.g.: Science 421, Animating Processes, into others by referring to the “Links to other subject out-
comes”. On page 50, notice that links are provided to Biology 521/621, Chemistry 521/621 and Physics 521/621
where animation may be used to meet the listed outcomes. Lesson plan activities are meant to be suggestions. They
may be adapted, changed or applied to different content providing the CIT outcomes, as outlined for that area, have
been met.

SCIENCE CIT OUTCOME DISTRIBUTION

Subject Outcome Area

Multimedia
Science 421
Database
Biology 521
Web Authoring
Chemistry 521
Social Ethical
Physics 521
Biology 621
Internet
Chemistry 621
Telecommunications
Physics 621

Journey On - P.E.I. Department of Education, 2006 57

Science

Lesson Plan Layout

Outcomes For Suggested Subject Area Activity, Resources, Instructions and Suggestions
are indicated in Bold print

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Links to other Science subject outcomes

that may be met with a similar activity

58 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan Index

Researching PEI Eco Systems.................................................................. 60

Preserving PEI Wetlands ........................................................................ 65

Measuring Motion with MovieMaker..................................................... 73

Animating Scientific Concepts................................................................. 78

Do You Have An Issue With That?......................................................... 81

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World Weather Pattern Prediction.......................................................... 83

F
Supermarket CSI (Chemical Substance Investigation)............................... 87

Thermo Chemistry 621 Presentation ...................................................... 90

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Organ and Tissue Transplantation ..........................................................

The Science Blog.....................................................................................

94

100

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The PEI Biodiversity Class Page ............................................................. 102

Music To My Ears (And Eyes)................................................................ 106

Using GIS To Compare Canadian Biomes............................................... 110

Equilibrium Laboratory - Graphing Data................................................ 115

Colorimetry Laboratory - Data Measurement......................................... 119

Preparing For Debate Using Discussion Forum....................................... 126

Using Discussion Forums For Research.................................................. 128

Let’s Review ........................................................................................... 130

25 Questions Slideshow Review............................................................... 132

Journey On - P.E.I. Department of Education, 2006 59

Science

Lesson Plan: Researching PEI Ecosytems

Outcomes Activity
Technology: A3.2, A3.3, B9.6, Collect local environmental data from online sources. Analyze this information
B9.8 and write an overview or “report card” for PEI from an environmental point
of view.
Science 421: 116-1, 213-7, 214-3,
331-6, 331-7, 318-3, 318-4
Resources
• Internet
• Statistics Canada ESTAT Account
• Inspiration 7.5
• Word Perfect
Instructions
1. Each Island high school should be registered with an ESTAT account.
(http://estat.statcan.ca) Choose “Accept and Enter” at the bottom of the

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page. Access to ESTAT materials on the STATS Canada site should occur
automatically. If not, check with your librarian or STC.

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2. Statistics Canada data is stored in a series of database “tables”. (Think of
each table resembling a spreadsheet grid). The power of the database is
provided by the ability of the user to make queries that will search and retrieve

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data from many different tables at one time. This type of database is termed
a “relational database” as relationships or connections are established between

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the data found in each separate table. The type of database found in simple
programs such as Appleworks or MS-Works is called a “flat” database. A flat
database contains only one table and does not provide the flexiblilty required

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for more sophisticated “real world” applications. Statistics Canada uses the
term “time series retrieval” to allow the user to select data from several tables
at one time. “Table retrieval” will provide information from one table only,
much the same as in a flat database. Review this terminology.

2. Assign student groups and have participants divide up the research work-
load.

3. At the E-STAT Table of contents page, select Data.

• Under the heading, Land and Resources, select Environment.
• Under Environment module, select Environmental impact.
• Under Environment Statistics, Ecoregions, select Ecoregions.
• Under Geography, select Atlantic Maritime ecozone.

4. Hold down the ctrl key and select the following:

• Total cropland area, 1971, ha
• Area sprayed for insects, 1971, ha
• Area sprayed for weeds, 1971, ha
• Total area fertilized, 1971, ha
• Select the same 4 characteristics for 1981 and 1991 and 1996 data

60 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Researching PEI Ecosytems

Instructions (continued)

FT
5. Under Choose an output format, Click Reduce or Sort Geo List. Select Prince
Edward Island from the list provided.

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6. From Screen Outputs, select “Bar Chart” to see the relationships graphically.

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7. Select “Table Area as rows” to see the numerical data. Record this data.

8. At the E-STAT Table of contents page, select Data.

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• Under the heading, Land and Resources, select Environment.
• Under Environment module, select Environmental impact.
• Under Environment Statistics, Select Provinces

9. Record the following data for the years indicated:

• Forestry - hectares clearcut & replanted for ‘91,’95, ‘99, ‘01

• Energy use - industry, transportation, residential & farm, government for
‘91,’95, ‘99, ‘01
• Protected Lands - ‘89, ‘96, ‘97, ‘03
• Sulfur Dioxide emissions - ‘85, ‘90, ‘95
• Nitrogen Oxide emissions - ‘85, ‘90, ‘95
• Carbon Monoxide emissions - ‘85, ‘90, ‘95
• Suspended particles emissions - ‘85, ‘90, ‘95
• Carbon Dioxide emissions - ‘85, ‘90, ‘95
• Total Greenhouse Gas emissions - ‘91, ‘95, ‘00
• Volatile organic compound emissions - ‘85, ‘90, ‘95
• Government spending on environment - ‘91, ‘95, ‘99, ‘01
• Packaging used / packaging recycled - ‘90
• Ground water extracted - ‘81, ‘91, ‘96

Journey On - P.E.I. Department of Education, 2006 61

Science

Lesson Plan: Researching PEI Ecosytems

Other Activities Instructions (continued)
• assign each group of students a 10. Visit the Canadian Atlas at http://atlas.nrcan.gc.ca/site/english/index.html
different province or ecoregion
11. Select: “Environments” - “Ecology”. Examine the Atlantic portions of the
following maps:

• sewage treatment
• mines
• industrial discharge
• protected areas/species at risk
• ecozones/rare plants/endemic plants/wet lands
• road density/population variance by ecoprovince
• agriculture/change in area of potatoes/productive forests

* Outline maps of the Maritime Provinces and Quebec may be helpful to

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record data. See “Explore Our Maps” - “Reference Maps” - “Outline
Maps”

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12. Use library or web resources to locate the major ocean currents, drainage
basins into the Northumberland Strait and prevailing wind currents in

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Eastern Canada. Draw these on the outline maps, if you have chosen to
use them. Are there any sources of “contaminants” found in the Canadian

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Atlas maps that might make their way to PEI?

13. Use Inspiration to organize your findings.

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14. Arrive at a group concensus regarding the health or continued health of the
PEI ecosystem.

Suggestions For Assessment

• Summarize the most significant findings in a page or less.

• Present the Inspiration diagram and support/explain most significant

findings.

Activities Adapted from:

Statistics Canada, “A look at 20 years of pesticide, herbicide and fertilizer use

on farms in one ecozone”, http://www.statcan.ca/english/kits/pesti2.htm

The Atlas of Canada, “Pollution and contaminants in the northern

environement”, http://atlas.nrcan.gc.ca/site/english/learningresources/
lesson_plans/high_school/nu_hs.html#1

62 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Researching PEI Ecosytems

Solution (Estat Data):
'71 '81 '91 '96
Total Cropland (hectares 000)
150 180 185 190
Area sprayed for insects
25 35 50 50
Area sprayed for weeds
45 95 95 100
Total area fertilized
60 120 120 130

Provinces - PEI - Forestry Land '91 '95 '99 '01

Clear cut (sq. kms) 11 31 58 49
Tree Replentishment - Seedlings 10 8 11 17

Energy Use (%)

8 8 7 n/a
Industry
38 39 42 n/a
Transportation
33 30 30 25

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Residential and farming
21 23 22 23
Government and commercial

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'89 '96 '97 '03
Protected Lands (sq. kms)
60 78 101 148

A
Emmissions (000 tons) '85 '90 '95
Sulfur dioxide 2 4 3

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Nitrogen oxide 6 8 8
Carbon monoxide 64 68 54
Suspended particles 8 6 90

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Volatile organic compounds 11 19 10
carbon dioxide 1370 1280 1400

'91 '95 '00

Total greenhouse gases (000 tons)
1930 1870 2150

'91 '95 '99 '01

Gov't Spending on environment (millions)
7 7 18 13

'90
Packaging used (000 tons)
47
Packaging recycled
4

Municipal ground water withdrawal (million cubic '91 '96 '98

meters) 7.4 8.3 9.1

Student evaluation of data trends will vary. It is helpful to convert numerical

data to percentage increase or decrease for analysis.

Journey On - P.E.I. Department of Education, 2006 63

Science

Lesson Plan: Researching PEI Ecosytems

Solution (Map Data):
Consider the following information from map analysis:

Sewage treatment - rural PEI and Atlantic Canada have private sewage treatment
systems. This increases the changes of ground water contamination or im-
proper treatment.

Mines- no mines exist on PEI. However, our air or water may be affected by
activities in NS, NB and the Gaspe of Quebec. Students may argue effect
differently depending upon area on PEI in which they reside.

Industrial discharge - a relatively low number of industries discharge waste into

the local PEI environment. However, a glance at the St. Lawerence River
indicates a heavy discharge, especially in the upper regions. This water flows into

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the Gulf of St. Lawerence and Northumberland Strait.

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Protected areas - PEI, NB and NS have 1-5% protected lands. Students will
express opinions as to the adequacy of this number.

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Ecozones/rare plants/endemic plants/wet areas - PEI is found in the Atlantic
Martime ecozone. There are a low number of rare plants or those that are only

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found in Canada. PEI has a low per centage of wet lands.

Productive Forests - 10-25% of PEI is productive forest land. This provides

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habitat for wildlife.

Change in area of potatoes - Western and central PEI have experienced 1-50%
growth in potato acreage. The Eastern part of the province has grown by 51-
100%. This is due to land being taken out of tobacco production.

Population variance by ecoprovince - NS, NB and PEI regions appear in the

50,000-250,000 people. The higher the number of people in an ecozone the
greater harm to an ecosystem. Students will weigh this level of population.

Road density - 10,000-15,000 km of roads per ecosytem. PEI is very high in

this area. Roads have a negative impact upon ecosystems.

Species at risk - PEI is in a very low area 1-3 species are at risk of extinction.

Other maps - relevant information ... please share feedback

Other research - ocean currents in the Gulf come from the north (St. Lawerence
River, Gaspe and Western Newfoundland). Prevailing winds are from the West
and South-West. Air polution (acid rain) from the South-Eastern United States
and industrial areas around the Great Lakes make their way to Atlantic Canada.

64 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Preserving PEI Wetlands

Outcomes Activity
Technology: A3.2, A3.3, Research PEI wetland areas. Suggest a wetland area to preserve based
B9.6, B9.8 upon predetermined criteria.

Science 421: 116-1, 213-7, 214- Resources

3, 331-6, 331-7, 318-3, 318-
4 • Internet (http://www.peilandonline.com)
• Word Perfect

Instructions
The PEI Land On-Line GIS system provides information to the public
concerning properties on PEI. The part of this site containing
information relating to property owners, renters, field boundaries and
Enhanced Environmental Farm plans is password protected. Information
pertaining to GPS coordinates are not provided in either the public or

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private areas of the site.

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Visit http://www.peilandonline.com for the PEI Land Online site. (Part
of this site is password protected. Click on the logo in the top right of the
page for the public materials section)

RA
D

Journey On - P.E.I. Department of Education, 2006 65

Science

Lesson Plan: Preserving PEI Wetlands

Instructions (continued)
Discriptions of map tools and navigational aids follow:

use to center map where the mouse clicks

click to zoom in or draw a square around area of interest in map

click to zoom out or draw a square around area of interest

select a land parcel (must be zoomed in on map) its boundary will

be marked in red

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provides information about a parcel in a pop-up window (password
area only)

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measures distance between mouse clicks on the map

A
provides area between selected points (use ruler tool to select)

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select miles or kilometer units

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select acres or hectares

data layer information that can be enabled. Tools appear at right

of map.

search map for civic address or community. Replaces layer tools

at the right of the map.
The data layers that may be enabled for the map are shown below:

66 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Preserving PEI Wetlands

Instructions (continued)
Before changes made in the data layer selections will show on the map,
“Apply Changes” must be clicked. (See layers image on previous page)
The map must be zoomed in quite far before the orthomap layer will
apply, providing actual images of the landscape.

Part I

• Impress upon students that The following activities are designed to familarize users with features
the functionality of the GIS found in the PEI Land Online GIS application.
application is made possible
through the use of a relational 1. Select the community where you live in the search area and click on
database. Discuss the features “find”
of a relational database.
2. Use the zoom tool and draw a square around the area on the map close

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to where you live or where your school is located. Repeat if you have
not located the proper location.

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3. Select the “center” tool and click the map to center to place the property
in the center of the map display.

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4. Click on the “layers tool”. Place a check in the Properties “show” area.
“Apply Changes”.

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5. Use the “selection tool” to select the property. Note that a red line
shows the boundary around the property.

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6. Select the “ruler tool” and click at the front of the property and click
once again at the back of the property. How long is the property
measured in meters? What tool button do you have press if the distance
is expressed in feet?

7. Use the “ruler tool” and click on points all of the way around the
outside boundary of the property. Use the area tool to find the area of
the property in acres. What was the area? Does this seem accurate?

8. Click on the “layers tool”. Place a check in the Civic Addresses “show”
and “label” area. “Apply Changes”. What is the civic address of the
property you have selected?

9. Uncheck the civic address boxes. Check the Orthomap 2000. “Apply
Changes”. An aerial map of the property and surrounding area should
appear. Are there noticeable changes in the area since the time the
photo was taken?

10. Examine other areas in the community from the Orthomap. Are there
recognizable landmarks? New roads? buildings? logging? farm land?

Journey On - P.E.I. Department of Education, 2006 67

Science

Lesson Plan: Preserving PEI Wetlands

Instructions (continued)
11. Uncheck the orthomap. “Apply Changes”. Select an area near your
community where there is swampy land, ponds or streams. Check
“Wetlands and Sand Dunes”. “Apply Changes”. Zoom in to the area
if the “green” low lying areas are not showing.

12. Uncheck “Wetlands and Sand Dunes”. Locate another area near your
community that is “hilly”. Check “Slope greater than 9%”. “Apply
Changes”. Zoom closer to the area if “yellow” areas are not
displayed indicating slopes of 9% or over.

13. Check “PEI Sloped Land Inventory”. “Apply Changes”. How did
this effect your map?

14. Select a farming area near your community from the map. Uncheck

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any selected layers. Check “Agricultural Outline 1997”. “Apply
Changes”. Zoom closer if required. Does the agricultural land area

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appear to be mapped accurately?

15. Enable the “Forest Outline 1900” layer. Compare this to the areas

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shown from the “Agricultural Outline 1997”. Is there more or less
farmland in the area selected in 1997 as compared to 1900? Did your
finding surpirse you. What are some of the factors that might explain

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the change?

16. Uncheck any layers. Check the Soil Type “Show” and “Label” boxes.

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Use the information tool to find more information about the soil
found in various areas surrounding your community. What are some
types of information provided for soil in a location. (from the pop-up
window after the information tool is used) Alternatively, zoom in on
the map until the soil types are displayed.

Part II
• rare plant and animal species
may be found at http:// Use the “Wetlands & Sand Dunes” layer to examine the location of these
www.accdc.com/products/ areas on PEI. The PEI Government has given your group the task of
PECounties.htm identifying an area of Wetlands and/or Sand Dunes to become a
interpretation of “Srank protected area.
code” is found at http://
www.accdc.com/data/ 1. Construct a list of criteria for determining the protected area. The
ranks.html criteria may include:

• visit http://www.bsc-eoc.org/ • be of a particular size i.e.: between 500 and 1000 acres
iba/IBAsites.html Select • have alternative recreational uses
“Prince Edward Island” in the • home to rare plant/animal species or large numbers i.e.: geese, ducks
search criteria. Data is • fragile environmental area
provided on 6 areas of PEI • alternative reasons (protect water source, fish or shellfish habitat)

68 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Preserving PEI Wetlands

Other Activities Instructions (continued)
• Visit http://eservices. 2. Examine the “Wetland & Sand Dune” areas identified on the map. (The
gov.pe.ca/pei-icis/address- “Generalized Watershed Boundaries” layer may be helpful, as well).
locator/maps-search.jsp to Find an area that meets the criteria identified in step 1. i.e.: use the
find community property “area tool” to determine approximate size. Is the area close to an urban
numbers, street and road center or tourist attraction? Is it close to where recent fish kills
names, etc. CA occurred? If local, students may identify rare plants or animals, and
Communities provides other reasons why an area is environmentally important.
information about particular
communities. Note that 3. View the orthographic map of the area (leave the “Wetlands & Sand
GPS points are provided at Dune” layer checked. “Apply Changes”. Do you notice any other
the bottom of the map factors that might be considered? Potato fields, apparent logging or
display. (The Address housing in the area?
Locator is a free online tool
that is available to everyone. 4. Write a brief 1 page report about your protected area. Include:

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Most other areas of this
online GIS tool are for • where it is located (community, near roads or near a particular civic
address. (The Address Locator tool found under “Other Activities”

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registered users and fees are
charged for information would allow GPS latitude and Longitute points to be determined)
supplied.)
• take a screen capture of the area from PEI Land Online using Paint

A
• the satellite view in Google Shop Pro. Insert this image in your report.
Maps (http://maps.google.ca)

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will provide more recent • the selected area size in acres
images of land areas of the
province • reasons why this particular area should be protected

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5. Share with the class or with another group.
• prepare an ATutor blog entry
instead of a 1 page report
about the protected area Suggestions For Assessment
• demonstrate the map tools and layer features. Have individuals
practice with the tool to ensure they understand how they work.

• pair students together to check each others calculations.

• use the school or another public property from which students will
collect data. This will give an indication of whether students are able to
use the map tools properly.

• criteria was developed prior to searching for a “protected area”

• criteria was followed and reasons for protection are plausible

• report contains the screen capture, criteria clearly outlined and

supported

Journey On - P.E.I. Department of Education, 2006 69

Science

Lesson Plan: Preserving PEI Wetlands (Agriculture)

Other Activities
Technology: A3.2, A3.3, B9.6, “Staking Your Claim” activity was created by Carla Buchanan for the
B9.8 Agriculture Educators Workshop held during the summer of 2007. The
background information to support this activity was provided by the
Agriculture 801: “Determine “Preserving PEI Wetlands” CIT lesson.
the relationship between
water and soil in our Use PEI Land Online GIS resource to claim PEI farmland property.
environment and the Explore soil type, land slope and buffer regulations that apply to this
recommended practices property.
for conserving these
resources (outcome Resources
number framework not • Internet (http://www.peilandonline.com)
assigned in this guide) • Word Perfect
Instructions

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1. Perform the Part I exercises to become acquainted with the PEI Land
Online resource.

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Part II. Stake Your Claim

A
1. Choose farm property based upon the following criteria:
• the farm must have ten fields

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• the fields can be close to each other or in neighbouring communities
• at least four fields must border rivers, steams or wetlands
2. For each field determine the following to identify/locate the property:

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• assign a number from 1 to 10 to each field (made up by student to
keep track of each property)
• a civic address of a property nearby
• the community in which the field is found
• the road from which the property is accessed

3. Research the following farm regulations:

• visit the Department of Agriculture website under “Legislation and
Actis” to find information on the Agricultural Crop Rotation Act.
(http://www.gov.pe.ca/af/agweb/index.php3?number=69939) What
does the Act say about land slope? What are regulated crops? (look
under definitions at the beginning of the document)

• what is the minimum buffer required if planting an agricultural crop?

This information, and other information about buffer zones can be
found at http://www.gov.pe.ca/af/agweb/index.php3?number=74083
&lang=E

70 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Preserving PEI Wetlands (Agriculture)

Instructions (continued)
Part III. Explore The Farm Property

1. Field Dimensions
• determine the approximate acreage for each field
• calculate the total acreage of the farm
• for two fields, convert acres to hectares
• for two fields measure the length and width

2. Soil Types
• find the soil types found in each field

3. Slope
• based upon the research conducted on slope legislation, are there

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areas of any of your fields that can not be planted with regulated
crops? (Hint: PEI Sloped Land Inventory layer)

F
• Approximately how many acres would this be?

4. Buffer Zones (for fields near water)

A
• examine the orthomap for each field that is near water. Determine
the width of the buffer zone at the time the aerial photo was taken.
Does this buffer meet current regulation?

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• Approximately how many acres are taken by buffer zones.
(Assuming that current regulations are met)

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5. Assess the impact of slope and buffer legislation on island farmers
based upon your findings from the 10 fields selected.

Suggestions For Assessment

• the accuraccy of information provided by students regarding field
dimensions, soil types, slope and buffer zones will be hard to
ascertain as each is working from different field data. Check with
students as they are working through the activity to ensure they
understand concepts and are using the tools properly.

• ask each student to select a field near water from a classmate. Have
the student demonstrate and explain how answers were determined.
Do both agree that the answer is reasonable? Repeat so each student
has the opportunity to defend his/her answer.

• arguments, reasoning and further investigation into the impact of

slope and buffer legislation on island farmers may be assessed

Journey On - P.E.I. Department of Education, 2006 71

Science

Lesson Plan: Preserving PEI Wetlands (Agriculture)

FT
RA
D

72 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Measuring Motion with MovieMaker

Activity
Technology: A8.3, A8.4, A8.5,
B8.2, B8.4 Design and conduct an experiment to measure the position and speed of
various objects. Graph and analyze the data using a spreadsheet.
Science 421: 212-6, 213-3, 214-5,
214-8, 214-10, 325-1, 325-2, Resources
325-3, 325-4
• DV Camcorder (with timecode feature)
Physics 521/621: 325-2, 325-7 • Quattro Pro (spreadsheet)
• XP Movie Maker (video editing software)
• Cones or other distance markers
• Other resources as determined by experiment selected

Instructions
Students design and construct an experiment that measures position of an

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object over various clock readings. i.e. running, walking, dropping a ball,
progress of a windup toy or thrust provided by ballons attached to a drinking
straw on a tightly-strung string, etc. The distance over which the experiment will

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be conducted is measured and marked. A camcorder, on a tripod, is used to
record the movement and time taken to reach each measurement marker.

A
Record and graph the data in a spreadsheet. Analyze the results.

The results of an example activity may be found at http://www.edu.pe.ca/

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journeyon/resources_pages/lesson_plans/science_2006/science.htm

The following suggestions may be helpful in designing this activity:

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1. Demonstrate how to set the timecode feature on the camcorder and how
MovieMaker can display this information. Explain that speed can be calculated
by counting the number of seconds and frames it takes an object to travel a
given distance. (The camcorder captures video at a rate of 29.97 frames per
second. Time code format is hrs:mins:secs:frames on most cameras and
video editing software. MovieMaker time code display uses
hrs:mins:secs:hundredths of second)

2. Group students to brainstorm experiment scenarios. Discuss the need for the
establishment of a consistent measurement point on the object i.e. waist or
shoulder of a person or the front bumper of a car reaching a marker. Have a
person from each group demonstrate how their object will be measured in
relation to the marker. This will ensure consistent and accurate reading of data
points.

3. Groups must determine an appropriate distance to place makers for their

particular object/experiment. Remind them that they may require an area on
either side of the “measuring zone” for acceleration and slow-down.

Journey On - P.E.I. Department of Education, 2006 73

Science

Lesson Plan: Measuring Motion with MovieMaker

Instructions (continued)
4. Design the details of the experiment and assemble objects required
outside of class time. Groups should do a “dry-run” of the experiment
prior to shooting to make sure they have considered all needs. Should
students have access to a camcorder outside of class the “shoot” may be
completed out of class as well.

5. While shooting, ensure the camera is positioned far enough way from the
activity to catch the entire movement of the object. It should be posi-
tioned at right angles to the measurement zone and close to the height of
the markers. Ensure that there is sufficient lighting.

6. Start recording approximately 3 seconds prior to the beginning of the

event (i.e.: dropping the ball) and film approximately 3 seconds after the
event. Extra footage may be trimmed in the video editing software. Stop

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the camera between the filming of individual experiments. This will
ensure that each will become a separate “clip” when transferred to

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MovieMaker.

7. From within MovieMaker “capture” the video clips from the camcorder.

A
Individual clips should be identified, named and saved. Clips may be
distributed by placing them on CD/DVD, emailing or placing them on

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the network M: drive.

8. Each group will open their clip in MovieMaker. Move the playhead so that
the object is in line with the first measuring point. Note the time code

D
reading. Repeat for each of the other markers in the experiment.

9. Record the clock reading (time code) at various positions.

10. Record the position and clock reading data in a spreadsheet.

11. Use the data to calculate the time interval, displacement and average
velocity in the columns

12. Prepare graphs displaying Displacement vs. Time, Position vs. Time and
Average Velocity vs. Time

13. Do you feel the speed calculated is reasonable? What factors might effect
the accuracy of the measurements? Are there real-world applications for
determining speed in this way?

14. Present findings.

74 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Measuring Motion with MovieMaker

Other Activities Suggestions For Assessment
• design an experiment using • approve experiment ideas/designs
the GLX Xplorer and motion • identify objects required/obstacles that must be overcome
Probeware (see Probeware • ensure that time code feature is invoked on camera and that time interval is
resource listing in appendix) accurately calculated from MovieMaker
• reflect on questions from item # 13
• prepare a rubric for the activity considering the specific cirriculum outcomes
for the “Physical Science: Motion” section. An example is provided below.

MEASURING MOTION WITH MOVIEMAKER

Example Rubric

Criteria: Below Exp. - 1 Meets Exp. - 2 Exceeds Exp. - 3

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Concepts/Understanding:

- showed accurate and complete calculations

F
with units
- accurately described the motion of the
experimental object
- factors that effect reasonableness identified

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Experimentation:

- idea and design was innovative

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- construction materials assembled, care
taken
- data collection and reporting was accurate
and complete

D
- interpretation and analysis of data was
accurately and explicitly shown
Technology:

- time code feature enabled

- extra footage before and after shot
- consider distance, shadows/lighting, use of
tripod, camera angle
- data recorded and graphed in spreadsheet
- graphs transferred to presentations
Communication:

- submitted a formal lab report including data

in table form and resulting graphs
- presentation to class, use of good grammar,
experiment explained, graphs shown,
questions answered
Collaboration:

- deadlines met
- participated and made significant input into
idea, planning and experiment design
- all members were helpful and respectful to
each other

Journey On - P.E.I. Department of Education, 2006 75

Science

Lesson Plan: Measuring Motion with MovieMaker

Example Data
Example data & graphs:

FT
RA 1. Position vs. Time

76 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Measuring Motion with MovieMaker

Example Data
2. Displacement vs. Time

FT
3. Average Velocity vs. Time

RA
D
Questions relating to graphs:

1. Where was acceleration? (positive and negative)

2. At what time intervals was there constant velocity?

3. Compare the “Displacement vs Time” and the “Average Velocity vs. Time”
graphs. Explain similarities and differences.

4. Use the “Average Velocity vs Time” graph to explain the “Position vs.
Time” graph or vice versa.

Journey On - P.E.I. Department of Education, 2006 77

Science

Lesson Plan: Animating Scientific Concepts

Outcomes Activity
Technology: A8.3, A8.4, A8.5, Represent chemical reactions and the formation of iconic compounds using
B8.2, B8.4 claymation or paper cut-out stopmotion animation models.

Science 421: 319-1, 321-1 Resources

• Web Cam, camcorder or digital camera
Biology 521: 314-8, 317-1
• Stop Motion Animator software (www.clayanimator.com) or Flash
• Movie Maker XP
Biology 621: 313-2, 317-1
• Microphone
• Coloured modelling clay, paper or objects, such as bingo chips
Chemistry 521: 321-4a/b, 321-5,
323-4
Chemistry 621: 321-3 Instructions
This assignment is used as a reinforcement activity for concepts introduced in

T
Physics 521/621: 325-6, 325-8, the Earth and Space Science, Chemical Reactions section of Science 421. The
326-3, 327-1, 327-4, 327-7, results of an example activity may be found at http://www.edu.pe.ca/
327-8

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journeyon/resources_pages/lesson_plans/science_2006/science.htm

1. Review ionic, covalent, and metallic chemical bonding. Students should be

A
able to explain how the valence shell of electrons affects the type of bonding
between elements and how compounds bond because of charge.

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2. Form teams and assign each team a type of bond to demonstrate. Have
them provide three examples of elements or compounds that form this
type of bond.

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3. Select one of the examples from #2 and prepare a diagram along with a
written description of how the bonds form during this chemical reaction.
Check this preliminary work for accuracy.

4. An understanding of the Periodic Table is essential to demonstrating the

transfer of electrons during chemical reactions. Have students create clay or
paper models showing the valance shell and electrons in the elements that
they will be using. Agree on standard colours to represent protons, neu-
trons and electrons.

5. Demonstrate how to animate a model using Stop Motion Animator and a

web cam or camcorder. Point out that video is normally captured at the rate
of 30 frames per second. For Stop Motion animation the number of
frames is often set to 12 to 15 frames per second as this is adequate to show
movement and keep the completed file size smaller. You will find that the
animation is very short when captured frames are displayed at the rate of 12-
15 frames each second. The software will allow you to set the frame capture
rate from the camera in the range from 1 to 10+ frames. Set a frame capture
rate of 4 and the frames per second to 12 under “File” - “Capture Options”
in Stop Motion Animator.

78 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Animating Scientific Concepts

Other Activities Instructions (continued)
• many scientific concepts and Alternatively, images from a digital camera may be imported into
processes may be animated in Movie Maker to make the animation. Set the duration of each image in
order for students to demon- the timeline to .5 seconds and the transition between each to .25
strate understanding i.e.: a seconds.
paramecium ingesting food; 6. Quality of the animation may be enhanced with the use of lighting.
representation of a body system; Natural light from windows works well. In professional photography 3
osmosis and diffusion; object point lighting (triangle lighting) is used to reduce shadows. Light sources
movement; vectors; etc. are placed at 45 degree angles on either side of the front of the scene and
another directly behind the set. In most rooms, lighting is bright enough
to provide acceptable quality images. Avoid creating shadows on the set
with hands or by standing in front of a light source.

Quality of the animation may also be improved through the use of the

T
“onion skin” software feature. This will show a “ghost” image of the last
position of the objects on the computer screen as they are moved to new
locations in the set. These allows for a smooth, uniform motion in the

F
animated objects.

A
Consider fastening the web cam to a steady surface or use a tripod to ensure
that it does not move during the capturing process. Differences in camera
angle can be detected when the animation is played.

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7. Use your diagram or models to prepare an animation of the bonding
process for the selected element/compound. Display each atom/element

D
separately with its protons, neutrons, and electrons and overall charge. The
animation must clearly demonstrate how charges and valence shell struc-
tures contribute to the type of bond this element produces.

8. Export the animation from Stop Motion Animator in .avi video file
format. Open this file with Windows Movie Maker XP. Add titles,
transitions, special effects and credits. Voice-over audio explaination of the
bonding process may be added. The completed video file may be viewed
with software such as Windows Media Player or Real Player.

9. Present the completed animations to the class. Answer questions.

Teaching Suggestions
• Models for animation may be constructed outside of class time.

• The animated project may be assigned outside of class time. Many

students have access to web cams at home and the Stop Motion Animator
software may be freely downloaded. Provision must be made to provide
those students without access to computer equipment at home the
opportunity to complete the project during or after school.

Journey On - P.E.I. Department of Education, 2006 79

Science

Lesson Plan: Animating Scientific Concepts

Suggestions For Assessment
• check diagram and model from step #3
• question different team members to ensure that they understand the bonding
process
• provide students with an opportunity to animate a test model. Ensure they
can set frame and capture rates. Have them demonstrate how to use the
onion skin feature and how to adjust lighting.
• present completed model and answer questions
• prepare a rubric for the activity considering the specific cirriculum outcomes for
the “Earth and Space Science: Chemical Reactions” section. An example is
provided below.

ANIMATING SCIENTIFIC CONCEPTS

E x a m p le R u b r ic

T
Criteria: B e lo w E x p . - 1 Meets Exp. - 2 Exceeds Exp. - 3

C o n c e p t s / U n d e r s t a n d ing:

F
- formula for common ionic compounds
n a m e d a n d w r itten
- c h e m ic a l r e a c t i o n s a n d t h e c o n s e r v a t i o n o f
mass, using modular models and balanced
symbolic equation represented

A
- e x a m p le s o f b o n d t y p e s p r o v i d e d
Animation:

- d e s c r ip t io n / d ia g r a m s c o m p le t e d o n t i m e

R
a n d w e r e t e c h n ic a lly accurate
- models of valance shell and electrons
completed
- creativity was used in design
- construction materials assembled, care
taken

D
- animation contained multiple elements such
as original text, graphics, and sound
- animation is fluent from beginning to end
Technology:

- frame capture rate and frames per second

set properly
- animation quality was good (procedures in
lighting, tripod, onion skin, camera angle)
- titles, transitiions, voice-overs and special
effects were technically accurate
C o m m u n ic a t i o n :

- animation contained an introduction, body

and conclusion
- presentation to class, use of good grammar,
concept well explained, questions answered
C o llaboration:

- deadlines met
- p a r t ic i p a t e d a n d m a d e s ignificant input into
id e a , p la n n i n g a n d a n i m a t i o n d e s i g n
- a ll m a t e r i a l s w e r e c a r e d f o r a n d s t o r e d
properly
- a ll m e m b e r s w e r e h e l p f u l a n d r e s p e c t f u l t o
each other

80 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Do You Have An Issue With That?

Outcomes Activity
Technology: A8.5, B8.2, B8.4, Present evidence, information and perspectives that influence a science-related
D2.1 decision or issue in the form of a public service announcement.

Science 421: 114-1, 213-7, 215-1; Resources

118-9, 114-5, 118-1 • Web Cam or camcorder
• Movie Maker XP or Corel Presentations
Biology 521: 118-10; 117-4, 215-4, • Microphone
214-15; 118-6 • Internet
Biology 621: 212-1, 213-6; 219-7, Instructions
316-4; 118-6, 213-6, 316-3 In this assignment, students research an issue from the Life Science:
Sustainability of Ecosystems section of Science 421. They will plan and
Chemistry 521: 117-4, 213-7, 215- produce a public service announcement that will deliver a short, clear message

T
3 on the topic selected. Example topics may include watershed enhancement,
logging practices, pesticide useage, land use, farming practices, endangered
Chemistry 621: 117-6, 118-2, 118-

F
species, fishing practices, oil exploration, pollution, garbage disposal, etc. The
8, 118-9, 118-10; 114-5, 213- purpose of the public service announcement is to educate people about an
6, 213-7, 215-4; 118-6 issue and have them support “positive action”. The results of an example

A
activity may be found at http://www.edu.pe.ca/journeyon/resources_pages/
Physics 521/621: 116-6, 117-2; lesson_plans/science_2006/science.htm
116-7, 117-2, 118-2, 213-7;

R
115-5, 117-11, 118-2, 118-4, 1. Identity environmental issues that we should be concerned about as a society.
214-15, 215-4, 215-5, 329-6 Discuss why these problems exist. What can be done to solve these prob-
lems? Does the general public have the information they need to make an

D
informed decision about the issue? Would all “the public” feel the same way
about the issue?

2. Select a particular issue for research. Determine the target audience (age group,
rural, urban, male, female, etc.) that can influence positive change. How will
the information or “message” be best presented in order to get the attention
of this group?

3. Research information relating to the issue using the Internet and other
sources. Develop a storyboard that will include the information that should
be presented, the target audience and the manner in which the information
will be presented to have maximum effect on this audience.

This assignment may be as simple as collecting educational friendly images

and audio files from the Internet on a topic such as “Save the Rainforest”.
These resources would be assembled in Movie Maker XP along with titles
and transitions to effect the emotions of the viewer. The type of music and
the speed at which images are displayed will be dependent upon the “target
audience”. More elaborate productions might have students discussing the
issue on-camera and include student captured local footage showing P.E.I.
logging practices. The music track may be student performed/created.

Journey On - P.E.I. Department of Education, 2006 81

Science

Lesson Plan: Do You Have An Issue With That?

Other Activities Instructions (continued)
• Movie Maker XP or Corel 4. Use Movie Maker XP or Corel Presentations to assemble resources as
Presentations may be used by indicated in the storyboard. Include titles, video footage, still images and
Biology, Chemistry and Physics audio files.
students to present research on a
wide variety of scientific topics 5. View the public service announcements. Have students indicate any obstacles
i.e: the contributions of scientific that had to be overcome and answer questions. Classmates may be given the
pioneers, monumental discover- opportunity to provide positive feedback on the work. Discuss occupational
ies, or information on a subject opportunities and training requirements identified in student works.
such as “bird flu” or “AIDS”.
Suggestions For Assessment
• document an experiment using
• approve the topic selected, help students narrow the focus
Movie Maker XP. e.g.: catepillar
• check the storyboard plan prior to production work commencing
to butterfly life cycle, hatching of
• prepare a rubric for the activity considering the specific curriculum
frog/chicken eggs, fruit fly

T
outcomes for the “Life Science: Sustainability of Ecosystems” section.
propagation
An example is provided below.

F
• produce a local watershed D O Y O U H AVE AN ISSUE WITH THAT?

documentary or element E x a m p le Rubric

commercial i.e.: name, symbol,

A
C r iteria: Below Exp. - 1 Meets Exp. - 2 Exceeds Exp. - 3
atomic number, the atomic C o n c e p t s / U n d e r s t a n d ing:
mass, picture, where it is found

R
- information from various print and
and industrial uses. Properties e le c t r o n i c s o u r c e s o r f r o m s e v e r a l p a r t s o f
the same source were integrated
of the element would be - multiple perspectives that influence a

included such as colour, density, science related decision or issue were

identified

D
conductivity, texture, hardness, - a p o s ition or course of action, based on
findings was developed/presented/or
luster, malleability, ductility, defended

boiling point, and melting point Presentation:

- presentation contained multiple elements

such as text, graphics, and sound
• document local environmental - graphics and audio clips were acquired
from educational friendly sites and credit for
concerns such as roadside trash, source provided.

old tires, burning of trash, - d e s ign elements such as contrast between

text and background; graphics and video are
abandoned car bodies, run-off not intrusive and enhance the presentation
- creativity was used in the design
into streams, erosion, soap from - presentation fluent from beginning to end

washing of cars, etc. Technology:

- storyboard used to enhance product quality

and to anticipate project needs/obstacles
- titles, transitiions, voice-overs and special
effects were technically correct
- medium selected supported the "message"
Communication:

- target audience was identified

- m e s s a g e w a s c lear and effective
- presentation to class, questions answered
C o llaboration:

- d e a d lines met/on task

- participated and made significant input into
idea, planning and presentation design
- all materials were cared for and stored
properly
- all members were helpful and respectful to
each other

82 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: World Weather Pattern Prediction

Outcomes Activity
Technology: B9.7, B9.8 Research weather data for geographic locations in Canada to determine if a
correlation exists between mean monthly temperatures, total monthly precipita-
Science 421: 115-2, 116-1, 117-6, tion and El Nino temperature measurements taken over various years.
118-7, 213-6, 213-7, 214-3,
214-11, 331-1, 331-2, 331-3, Resources
331-4
• Internet
• Quattro Pro Spreadsheet
• Word Perfect

Instructions
El Nino water temperature changes occurring in the Pacific Ocean have dramatic
weather impacts on areas found thousands of kilometers away. In other
geographic locations the weather impact may not be noticeable. In this activity

T
students will search the Environment Canada Weather database to determine if
there is a correlation between winter temperature and precipitation rates in

F
selected Canadian cities and the El Nino water temperature cycle.

Scientists use numerous remote sensory weather buoys located in the Pacific

A
Ocean off the coast of Chile and Central America to collect data regarding ocean
warming. Visit http://www.pmel.noaa.gov/tao/disdel/ to view real-time or

R
historical data collected from these remote sensory devices. Of particular interest
is the reading for SST (ocean sub-surface temperature) which is collected within a
1 meter depth of the surface. Other temperature readings are recorded from

D
currents at various depths. Demonstrate how data may be obtained from this
site.

1. Select a particular buoy from the display by drawing a box around it with the
mouse. Note that each buoy is identified by its geographical co-ordinates.

2. Ensure that time series is displayed and enter a recent date in the date field to
the left. (Today’s date will be found in the date field to the right). Make sure
that “one variable” and “SST” are checked and select “Display”. Water
temperature charts will be generated from the database data for the selected
time period. Explain the symbols and view data for 1 or 2 more variable data
that are collected.

3. Visit http://www.cpc.noaa.gov/products/analysis_monitoring/ensostuff/
ensoyears.shtml to see a chart of data that has been compiled into a monthly
index of water temperatures from 1950 to the present. Examine this table to
determine when El Nino’s have occurred in the last 25 years. (A .pdf file of
this data may be found at http://www.edu.pe.ca/journeyon/resources_
pages/lesson_plans/science_2006/science.htm)

Journey On - P.E.I. Department of Education, 2006 83

Science

Lesson Plan: World Weather Pattern Prediction

Other Activities Instructions (continued)
• The weather database contains 4. Visit the Environment Canada’s weather database found at http://
basic data from 1840 and www.climate.weatheroffice.ec.gc.ca/climateData/canada_e.html Notice that
detailed information beginning there is an interactive image-map of Canada with various cities listed.
in the 1950’s. Look for weather
trends over this period of time. 5. Select different geographic locations from across the country to search for
ie: has it been getting warmer in monthly mean temperature and precipitation rates. (Note that weather
winter? Are there higher information may be found for other weather stations outside the main city
summer temperatures? Have centers. For example there are five locations shown for PEI).
there been changes in precipita-
tion patterns? Changes in 6. Determine which winter month will be the “representative month” so that
wind? When did these changes all students or groups will select data from a similar time period. Winter
appear? months are chosen as we expect the temperature to be milder and precipation
amounts greater when there is an El Nino period.
• assign each student a buoy from

T
step 1 to monitor over time. 7. Collect the mean temperature and total precipitation amounts for the month
Find the exact location of this selected. If you have trouble finding the section of the database that

F
buoy from a map. Average the provides monthly data make sure you place the monthly interval in the
data from all buoys for each date selection box before clicking on the city. See the diagram below.
monitored. Over time, is the

A
average water temperature
increasing or decreasing? Would

R
this data be reliable for predict-
ing the El Nino cycle and future
weather in Canada?

D
• Environment Canada databases
exist for Nature & Wildlife,
Pollution, Sustainable Develop-
ment, and water resources. (See
http://www.ec.gc.ca/
data_e.html) Investigate species
at risk, pollutants, waste 8. Enter the data collected into a spreadsheet. Prepare a line graph that shows
disposal, human activity and Temperature Vs. Time and another that displays Precipitation vs. Time.
water use statistics by geographic
region within Canada. 9. Compare the temperature and precipitation highs found in the graphs to the
“Cold & Warm Episodes by Season” chart from step #3. Is there a correla-
tion between these and the occurance of El Nino? Point out that a warm El
Nino may need to be present for a period of time before it would have an
effect on the winter weather in Canada.

10. Copy and Paste the spreadsheet data and charts into Word Perfect. Provide
a title page and comment on the results of the investigation. Does El Nino
have an effect on the weather in the area of Canada you studied? Have you
noticed any other climate trends in the time period studied?

84 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: World Weather Pattern Prediction

Solution (Pearson Airport Data)

Year Temp Precip Year Temp Precip

81 -10 12 94 -12.5 61
82 -10 54 95 -3 133.5
83 -4 34 96 -6.5 72.5
84 -10 30 97 -6.5 64.6
85 -8.5 76.5 98 -2 97
86 -5.5 26.5 99 -6 107
87 -4.5 56.5 0 -6 29
88 -4.5 21.5 1 -4 31
89 -2 25.9 2 -0.5 46
90 -1 36.5 3 -8.5 35.5
91 -5.5 33.5 4 -9.5 49.5
92 -4 37 5 -7 70.5

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93 -4 70.5

140

120

100

AF
R
80

60

D
40

20

0
81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 0 1 2 3 4 5

-2

-4

-6

-8

-10

-12

-14
81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 0 1 2 3 4 5

Journey On - P.E.I. Department of Education, 2006 85

Science

Lesson Plan: World Weather Pattern Prediction

Solution (Pearson Airport Data)
El Nino periods effect northern climates through milder winters with more
precipitation. These effects are noticeable in only some geographic locations in
Canada.

Data collected at Person International Airport for January from 1981 to 2005
(Great Lakes Region) suggest that the heaviest precipitation occurred during the
years 1985, 1993, 1994, 1995, 1996, 1997, 1998, 1999 and 2005. (60 mm and
over from the graph). Highest mean temperatures occurred during 1983, 1989,
1990, 1992, 1993, 1995, 1998, 2001 and 2002. (-4 and above from the graph).
Years that indicate both high temperatures and high precipitation are 1993, 1995
and 1998.

The Ocean Nino Index indicates that prolonged El Nino activity occurred
during January of the following years 1983, 1987, 1988, 1992, 1995, 1998, 2003

T
and 2005. Only two years, 1995 and 1998 resulted in a correlation. The weak
correlation for Pearson Internation Airport may be explained. First, there is a

F
time-lag from the onset of El Nino activity and when effects are noticed on
distant weather (often a 12-18 month difference). Second, large bodies of water
have moderating effects on temperature and results in normally high

A
percipitation levels. Finally, temperatures in the Great Lake region have been
getting progressively warmer during the past decade regardless of the presence

R
of El Nino activity.

Suggestions For Assessment

D
• approve the weather location selected for study
• ensure students have selected the correct years for El Nino activity from the
“Cold & Warm Episodes by Season” table
• round data to the nearest half degree or mm when recorded into the
spreadsheet
• separate graphs are prepared for precipitation and temperature, with titles
and X and Y axis properly labelled.
• evidence of data analysis with rationale for why there might be a discrepancy
from their findings and the El Nino activity records
• a Word Perfect document submitted with a title page, a description of the
activity, data collected, two graphs and a summary findings section.

86 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Supermarket CSI (Chemical Substance Investigation)

Outcomes Activity
Technology: A11.2, B11.1, B11.2, Research the ingredients or additives found in a consumer food product.
B11.6, E3.1, E2.9, E11.1 Present findings in the form of a web page that includes one or more multime-
dia content componets (text, graphics, images, slideshow, animation, audio or
Chemistry 521: 212-5, 213-6, 213-7, video).
214-3
Resources
Science 421: 114-1, 118-9, 213-7,
214-3, 215-1, 215-5 • FrontPage or Dreamweaver Web Editor
• Internet
Biology 521: 117-4, 118-6, 118-10, • Corel Presentations 12
214-2
Instructions
Biology 621: 117-2, 117-4, 118-2,
118-6, 315-10 In this activity students will display their research findings in a slide show that

T
will be converted to a Macromedia Flash .swf format for display (embedded)
Chemistry 621: 114-5, 117-6, 118- within a web site. The assignment/assessment guidelines may be modified for

F
2, 118-8, 118-10, 213-6, 213- students wishing to include alternative multimedia elements (e.g. animation)
7, 215-4 into their web page. Additional background information for the this assign-
ment is provided in the “Chemistry & Consumer Products” section of the

A
Physics 521: 116-6, 116-7, 117-2 “From Structures to Properties” unit of the Chemistry 521 curriculum guide.

Physics 621: 115-5, 117-11, 118-2, 1. Identify a consumer food and assess the validity of the information collected

R
118-4 relating to its history, additives and other criteria. Evaluate the company’s
claims about the product’s safety, ingredients, and effectiveness. (See evaluat-
ing web sources on page 52 of this guide). Discuss factors that effect

D
consumer purchase decisions.

2. Select a food substance (chemical ingredient or additive) identified above, and

follow its development from raw material to a consumer product, paying
particular attention to preparation and processing. Examples of additives
may include MSG, aspartame, caffeine, and nitrites. Report on the substance
with respect to: bond type; structure; strength; reactivity; interesting facts or
stories; its development; single, double, or triple bonds; and flavour.
Include diagrams, charts, graphs, and research credits.

3. Organize findings into a Corel 12 presentation.

4. Convert the completed presentation to a Fash file. Steps to convert are

found below:
• Select File - Internet Publisher
• Internet Publisher “Wizard” begins - select “next”
• Pick one of the “Existing Layouts” - select “next”
• Choose the “Flash” radio button - select “next”
• Pick the 1st “Page Style” displayed - select “next”
• Select “Display Size” of 800 x 600 - select “next”
Continued on the next page ...

Journey On - P.E.I. Department of Education, 2006 87

Science

Lesson Plan: Supermarket CSI (Chemical Substance Investigation)

Instructions (continued)
• Check “Number” in page options - select “next”
• Leave “e-mail” and “web site URL” sections empty - select next
• Choose “browser colours” - select next
• Pick a “button style” - select next
• Enter the “Title” of the presentation and the directory path where the
wizard will save the completed files (e.g.: G:/CSI) - select “next”
• Choose “Finish”
• View the resulting HTML page generated.

5. The HTML page produced by the Wizard is rather awkward. The Flash
presentation “object” may be easily placed into a web page using an editor
such as Front Page or Dreamweaver. Create a web page to house your
presentation. Include a Title, background information relating to the

T
assignment and related introductory graphics.

6. Locate the file with the .swf three letter extension in the G:/SCI folder. This

F
file contains the complete presentation in Flash format. (No other files that
were created by the wizard are needed)

A
7. Insert the .swf flash file into your web page. [Dreamweaver instructions:
Insert - Media - Flash - select file] Code that the web editor will generate is

R
found below:

<object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000"

D
codebase="http://download.macromedia.com/pub/shockwave/cabs/
flash/swflash.cab#version=6,0,29,0" width="600" height="450">
<param name="movie" value="file://G:/CSI/pres.swf">
<param name="quality" value="high">
<embed src="file://G:/CSI/pres.swf" quality="high" pluginspage="http:/
/www.macromedia.com/go/getflashplayer" type="application/x-shockwave-
flash" width="600" height="450"></embed>
</object>

The quality and size of the slideshow may be altered by adjusting those
variables in the code, above.

8. Web designers must be considerate of users who are viewing web materials.
Notice that the wizard supplied a link to the Macromedia website where
“Flash Player” may be downloaded. Consider the large file size of video/
presentation objects and provide users with information and choices concern-
ing how they are best viewed on a particular computer system. i.e.: low, med,
high compressed video or information supplied in “text only” html, .jpeg or
.pdf formats.

Provide users with information on the website regarding the use of the Flash
presentation and a link to where FlashPlayer may be downloaded.

88 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Supermarket CSI (Chemical Substance Investigation)

Other Activities Instructions (continued)
• create a collage of food items 9. Completed files may be submitted to the instructor through the M:/mr_x/
highlighting the ingredients and handin folder. The instructor (Mr. X) may transfer the files to his shared
additives in a poster, web page folder e.g. M:/mr_x/chem521 so that classmates can view the presentations.
or Inspiration document Alternatively, the .swf file may be displayed from within a blog or posted to
the Internet linked from a class webpage.
• Chemistry 521 outcomes 117-4,
213-7, 215-1, 215-3 may be An example of a Corel Presentation file that has been converted to Flash
accomplished through a similar format may be found at http://www.edu.pe.ca/journeyon/resources
lesson plan _pages/lesson_plans/science_2006/science.htm

• transfer completed .swf presen-

tation files to ATutor class Suggestions For Assessment
workspace for viewing. Provide
• choice of chemical ingredient submitted for prior approval
written peer feedback through a

T
discussion forum thread
• provide a rationale as to why information on a particular web site may
assigned to each presentation.

F
be relied upon or not
A likert test/survey assessment
based upon assignment rubric
• enhance data or explaination through the use of diagrams, charts or
may be completed for each

A
presentation. graphs

• present multimedia content with a structure and documentation that

R
allows accessiblility to information

• present findings to classmates and answer questions

Journey On - P.E.I. Department of Education, 2006 89

Science

Lesson Plan: Thermo Chemistry 621 Presentations

Outcomes Activity
Technology: A10.1, A11.2, Convert completed presentations to Flash format and transfer these files
B11.1, B11.4, E2.9, E11.1 online. Link these files to Blog posts and view using a web brower. Peer
assess presentations from a class developed rubric using an online “Test
Chemistry 621: 117-6, 118-2, 118- and Survey” tool.
8,118-10, 324-1, 324-7
Resources
• Corel Presentations 12
• ATutor (http://atutor.edu.pe.ca/atutor)
• ATutor Backup File
• Online File Hosting (http://www.mediamax.com)

Instructions
Describe a scenario where a community and/or family has to select a fuel

T
and justify which is best for a long-term plan. This STSE Project sugges-
tion is found within the “Thermochemsitry” unit of the Chemistry 621

F
curriculum.

1. research a fuel during the course of the unit and prepare a Corel presentation

A
containing findings.

2. develop or provide an assessment rubric for the project

R 3. convert the completed Corel Presentation to Flash format by following these

steps:

D
• Select File - Internet Publisher
• Internet Publisher “Wizard” begins - select “next”
• Pick one of the “Existing Layouts” - select “next”
• Choose the “Flash” radio button - select “next”
• Pick the 1st “Page Style” displayed - select “next”
• Select “Display Size” of 800 x 600 - select “next”
• Check “Number” in page options - select “next”
• Leave “e-mail” and “web site URL” sections empty - select next
• Choose “browser colours” - select next
• Pick a “button style” - select next
• Enter the “Title” of the presentation and the directory path where the
wizard will save the completed files (e.g.: G:/chem) - select “next”
• Choose “Finish”
• Do not view the resulting HTML page generated.

4. The Flash presentation “object” may stand on its own and be easily
placed into a web page or blog. Locate the file with the .swf three
letter extension in the G:/chem folder. This file contains the complete
presentation in Flash format. (No other files that were created by the
wizard are needed and may be deleted)

90 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Thermo Chemistry 621 Presentations

Instructions (continued)
5. Transfer the Flash presentation file to an online hosting service such as
http://www.mediamax.com (available October, 2006)

6. Browse to the .swf file found on your local computer. Add a description for
the file, and select “Upload File”

7. Follow the onscreen instructions. Press the link to the location where the file
is stored online. Copy this URL.

8. In a Blog posting that indicates the associated assignment, enter a descriptive

name for your presentation, select “link” in the Blog toolbar. Paste the URL
location of the online file next to “http://” which appears in the blog.

The tools and instructions for this assignment may be re-created in ATutor

T
from a backup file. (instructions, handouts, blog, and test/survey tool) To
perform this setup follow these directions:

F
1. Visit http://www.edu.pe.ca/journeyon/resources_pages/lesson_plans/
science_2006/science.htm and locate the backup file for this assignment. Save

A
this .zip file to your local computer. (do not open it)

2. Login into your ATutor account. (http://atutor.edu.pe.ca/atutor) At the “My

R
Start Page” select “Create Course”. Enter the course details and ensure the
course has been created as “Private”. Select “Create”.

D
3. From within the new course workspace select “Manage” - “Backups” -
“Upload” - “Browse” to the .zip file on your computer and select “upload”.
Materials from this file will automatically be inserted into the new workspace.

4. Add students to the workspace in one of two ways: (please ensure that
students using ATutor use their Netmail login as a username and provide
their Netmail email address)
A. students log into ATutor and “Browse for Course” - “Request
Enrollment”. The instructor selects “Manage” - “Enrollment” -
“Pending Enrollment” and admits the students to the workspace. or

B. The instructor may enter students manually. “Manage” -

“Enrollment” - “Create Course List”. Enter student names and
Netmail email addresses. Select “Add to Course List”. **At this
stage, ATutor will provide information about whether the student is
already a user of ATutor or if the account will be created. Please
notice that the username for unregistered users will change i.e.: John
Smith [email protected] will show as j_smith. Please
change j_smith back to jpsmith on the screen and resubmit. The
account will then be created properly.

Journey On - P.E.I. Department of Education, 2006 91

Science

Lesson Plan: Thermo Chemistry 621 Presentations

Instructions (continued)
After students have been admitted to the workspace they must be assigned
to groups to be able to use the blog and test tools. Default groups were set
up if the “backup” .zip file was used. To assign students to groups:

1. Select “Manage” - “Groups”.

2. Select the radio button in front of the “Presentations” group and click
“Members”.
3. Use the “Groups” pull down menu to the right of each student to assign
him/her to a particular group.
4. Inform students to which group they have been assigned.

Blogs are now available for use. Students may only add blog entries from
within the group to which they are assigned. They may read the blog entries of

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other groups that have not be designated as “Private”. To post the URL of the
Flash presentation file (see step 8 from page 125):

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1. Select “Blog” or “Groups” from the “Home” workspace area. Enter
the group assigned by the teacher.

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2. Select “Add” at the top of the blog. (If “Add” is not found at the top of
the blog the student is not a member of that group)
3. Enter the title of the presentation and a brief description.

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4. Select “Link” found just below the Emoticons in the blog.
5. “Http://” will be inserted in the blog. Paste the URL of the file found
on www.savefile.com next to this. (make sure that there are no spaces

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and that http:// does not appear twice)
6. Select “Post”. Ensure that your blog entry is available and that the link
works.

Tests (Likert Scale rubrics) pre-exist for each group. The release dates for these
must be set. To do this:

1. Select “Manage” - “Tests & Surveys”

2. Select the radio button next to “Group 1”
3. Set the “Start” and “End” date and time. Save.
4. Repeat for each of the other Groups.

Provide a hard copy of the assessment rubric to students. Ask them to

view each presentation and assess the items found in the rubric. Record
the assessment information for each group by completing the “Test &
Survey” associated with that group.

* Note that there are two open ended questions as well. Students are asked to
identify parts of the presentation that were particularly well done and
provide at least one constructive comment for improvement.

92 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Thermo Chemistry 621 Presentations

Suggestions For Assessment
• involve students in development of rubric criteria. This will ensure that
they understand the partimeters of the assignment. The Likrert scale
questions may be easily changed within ATutor.

• provide students with the opportunity to give an oral “executive summary” of

their Corel Presentation and answer questions.

• ask students to assess their own presentation using the “Test & Survey”
tool.

• check “Manage” - “Tests & Surveys” - “Submissions” to ensure that all

students completed the assessment of presentations when asked

• select “Manage” - “Question Statistics” to view overall class evaluation

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on each rubric item for a particular presentation. If desired, individual
assessments for each project may be viewed.

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• filter and provide feedback to students regarding information provided
by peers.

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Other Suggestions

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• initial viewing of peer presentations may occur during class time.
Complete the process outside of class.

• provide dates and deadlines for completion of presentations, posting to the

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blog and peer assessment.

• The teacher may assign presentations that a particular student will assess. In
this way students may still be required to view all presentations but provide
detailed assessment on a smaller number. (e.g.: in a class of 36 students there
would potentially be 18 group presentations prepared. 18 assessments may
be too many. Assign each student 6 presentations to assess in detail)

Journey On - P.E.I. Department of Education, 2006 93

Science

Lesson Plan: Organ & Tissue Donation

Outcomes Activity
Technology: A10.1, A11.2, Research issues surrounding organ and tissue donation and transplant-
B11.1, B11.4, E2.9, E11.1 ation. Examine individual case studies analyzing the data provided and
recommending a particular course of action based upon the background
Biology 801: Organ Systems information provided or from further research. Organize findings into a
slide show presentation
Biology 521: 115-5, 317-1, 317-4,
317-8 Resources
• Corel Presentations
• ATutor (http://atutor.edu.pe.ca/atutor)
• ATutor Backup Files (available from “Biology Teacher - Organ &
Tissue Donation” ATutor workspace in the “Teacher” area)

Instructions

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This activity is based upon the resource “Organ & Tissue Donation and
Transplantation” produced, in part, by The Kidney Foundation and the

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Multi-organ Transplant Program, London Health Sciences Centre,
Ontario. Permission has been obtained to transmit materials from this
resource electronically within a password enabled environment.

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Review research findings and case analysis using an ATutor discussion
forum or meet in groups in the face-to-face classroom. Prepare a slide

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show presentation to present findings.

ATutor setup instructions follow.

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1. Login into ATutor and access the “Biology Teacher - Organ & Tissue
Donation and Transplantation” workspace. (Request “Enrollment” if
it is the first time you have accessed this area; also email the senior
high technology specialist with your request to ensure the request is
processed.)

2. The teacher workspace contains a TEACHER section in the content

area at the left of the screen. This teacher area hosts “Workspace Setup
Files” and solutions for the case study questions.

3. Select the “Workspace Setup Files” folder. Directions are provided

online for downloading these files to your computer. The files will be
used for you to create an ATutor workspace for your students that will
have the activities and resources ready to use.

4. Create your ATutor class workspace from the ATutor “My Start
Page” - “Create Course”. (You must have an instructor level ATutor
account. Contact the senior high technology specialist if you have a
student level account and are not able to create courses)

94 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Organ & Tissue Donation

Instructions (continued)
4. Inside the new workspace created select the “Manage” tab and
“Backup” - “Upload” from the popup list. “Browse” to the file
Biology_Organ_Transplant_Activity.zip on your computer. Select
“Open” and “Upload”. (It may take two or three minutes for the file to
transfer)

5. After the transfer is completed ATutor will display a new screen

displaying the file just uploaded. Check the radio button in front of this
file and select “Restore”.

6. On the following screen for “Material” - check “Select All” and for
“Action” - check “Append” and click “Restore”. Content, groups, and
the evaluation rubric will be placed into the class workspace.

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7. When a workspace is created student tools may not be assigned. Select
“Manage” - “Student Tools”. Place a check mark next to “Glossary”;

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“Forums” and “Groups” tools. Select “Save”. Click on Home to see
that these tools have been assigned.

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8. Have students self-register at http://atutor.edu.pe.ca/atutor and
“Browse for Courses” - Category - [your school] - [your course].
Admit students to the workspace through “Manage” - “Enrollment” -

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“Pending Enrollment”.

As an alternative the teacher may register and enroll students at the

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same time through “Manage” - “Enrollment” - “Create Course List”. If
accounts are created in this manner ensure that they match the LAN
username. Username and password will be identical until the student
changes the password on the “My Start Page” - “Profile” - “Change
Password”.

9. Create discussion forum “threads” for each group. (The number of

threads will be dependant upon the number of student groups) This
may be done in the main full-class discussion area. e.g.: Age Issue
Group 1; Age Issue Group 2; Age Issue Group 3; Age Issue Group 4;
Commercialization Group 1; Commercialization Group 2;
Commercialization Group 3; Commercialization Group 4; Organ
Donation Group 1; Organ Donation Group 2; Organ Donation Group
3; Organ Donation Group 4; Innovation Group 1; Innovation Group 2;
Innovation Group 3; Innovation Group 4; Transplant Access Group 1;
Transplant Access Group 2; Transplant Access Group 3; Transplant
Access Group 4. (Alternatively, forums may be created in the
“Manage” - “Groups” area. Assign students to groups and provide
access to the forums by placing a check next to this tool. Forums
created using “Groups” are private to group members.)

Journey On - P.E.I. Department of Education, 2006 95

Science

Lesson Plan: Organ & Tissue Donation

Instructions (continued)
Planning Notes:

• customize activity components to reflect capabilities of students

• read the “requirements” section first
• explain your assessment & evaluation expectations for this activity
• photocopy or have students print a copy of the Assessment Recording
Chart found within “Decision-Making in Organ Donation” section of
the ATutor workspace
• locate the “One Life ... Many Gifts” CD and decide if the supporting
video clips are useful for introducing the topic. These clips are played
using a computer. Alternatively, a guest speaker may be asked to
provide a presentation regarding the topic of organ donation in PEI.
• photocopy or have students print 2 copies of the “Case Prepartation

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Worksheet”

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1. View the “Decision-making in Organ Donation and Transplantation”
student survey and complete the “Assessment Recording Chart”. This
will assess student prior knowledge, awareness and misconceptions as

A
they relate to the topic.

2. Initiate discussion about organ donation. Students will read the

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section “Personal Perspective: Donor family” and “Personal
Perspective: Transplant recipient”.

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3. Read the “Class Case Study - Organ Allocation”. Model in authentic
terms how a candidate for transplantation would be represented to a
hospital organ transplant team for assessment and recommendations.
The teacher assumes the role of surgeon who is presenting the case to
his team (students).

• complete the “Case Preparation Worksheet” by determining the

pertinent information and completing the background questions

• identify the key decisions or issues to be addressed - point of view of

surgeon. Answer “Focus for discussion” and “Background
questions”

• present the case; i.e: facts, content issues, analysis, alternatives,

decision-making criteria, actions, missing information/assumptions.

• make a recommendation (has enough information been provided?)

**ATutor discussion Forum may be used to identify the four areas

above if students are completing the activity outside of class.

96 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Organ & Tissue Donation

Instructions (continued)
4. Assign student groups to analyze and present one of the case studies
following the “Class Case Study”. Presentation will be in the form of a
Corel Presentation slide show.

5. Read the case study and any related information provided in the
“Backgound documents”. Further information may be obtained from
library or Internet sources. Students may discuss and organize their
thoughts on the information provided, focus and discussion questions
through the use of the ATutor “Discussion forum tool”. This work may
occur in the classroom or from home.

6. Prepare the Corel Presentation slide show analyzing the case.

7. Print a hard copy of the assessment rubric. Assess the items found in

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the rubric for each group presentation.
* Note that there are two open ended questions as well. Students are

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asked to identify parts of the presentation that were particularly well
done and provide at least one constructive comment for improvement.

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Suggestions For Assessment

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Note: Once you have created • participation in class case discussion
one “Organ & Tissue Donation
and Transplantation” • group contribution (peer assessment)

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workspace simply select the
first workspace as the “model” • contribution to case analysis & presentation (discussion forum, if
when creating the new one. All used)
files and content are generated
automatically. The only work • completion and revision of "Assessment Recording Chart"
you need do is register and
admit students into the • groups may summarize presentation findings verbally and accept
workspace. i.e.: steps 1-6 on questions (class de-briefing session)
pages 94-95 may be ommitted.

Journey On - P.E.I. Department of Education, 2006 97

Science

Lesson Plan: The Science Blog

Outcomes Activity
Technology: A11.3, B11.3, B11.4, Maintain a scientfic journal using a blog. Share text, audio, image, presentation
B11.5, B11.6 or video files through blog links.

All Areas: Resources

• Blog (ATutor tool - http://atutor.edu.pe.ca/atutor)
• File Hosting Service
• Quattro Pro (Spreadsheet)
• Internet
Instructions
A weblog, (Blog), is a website where regular entries are made and presented in
reverse chronological order. A Blog may combine text, images, and links to
other blogs, web pages, or media content. An advantage of a Blog over a

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regular website is that the “author” does not need extensive HTML coding and
formating knowledge. Further, FTP programs are not required when

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transferring files to a Blog or file hosting site.

Within all CAMET science curriculum documents under the section “Tasks for

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Instruction and/or Assessment” there are numerous instances where students
demonstrate learning, provide feedback or provide their own perceptions on a
particular topic through the use of a journal entry. Examples include: course

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feedback at the beginning/middle/end of specific units, preferred learning style,
personal interests related to science, particularly meaningful information
provided by a guest speaker or from a field trip, career exploration commentar-

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ies, etc. The blog is a useful forum for presenting writing and reflection
activities that may be shared with classmates or a wider audience.

Lesson plans within this guide offer suggestions that multimedia content be
developed to explain or demonstrate a scientific concept. The use of a Blog
with links to a file hosting site allows for the management and sharing of these
potentially large files.

The ATutor blog is recommended as public blog services may contain adver-
tisements directed at users and links to unsavory materials.

1. Set up an ATutor Blog by selecting “Manage” and “Groups” with the class
workspace. Select “Create Groups” and “Create Multiple Groups Automati-
cally”.

2. Key a “Group Type” of “Science Journals” and a “Group Prefix” of

“Journal”. Enter “1” in the “Number of Students per Group” and select
“Blogs” under “Tools”.

3. A separate group will be created for each student in the class. This will
provide each student with his/her own blog space.

98 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: The Science Blog

Instructions (continued)
4. Provide students with the blog name to which they have been assigned by
ATutor. i.e.: Journal 1, Journal 2, etc. A student may only “Add” or create a
blog from within the group to which they belong. The last post will always
appear at the top of the blog while the others are placed below in chronologi-
cal order by date posted.

5. Students may post a blog so all others may read the material entered or they
may check “Private” before posting so that the information may only be
accessed by the instructor.

6. Posts that have not been checked as “Private” may be read by all other
students in the class. Students may “Comment” on any indivdual post.

7. The first journal entry suggested in the Physics 521A curriculum guide

T
(Kinmatics - Presenting Vectors) is “What does the speedometer of a car
measure: speed, velocity or both? Explain.

AF Suggestions
• the first Blog entry may be of a more social nature so that students have an
opportunity to use the composition tools. For example, the first post may

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consist of a paragraph on “Why are you taking Physics?” and “What do you
hope to learn this semester?”.

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• Students may discuss problems and make brief notes in class. Ask them to
prepare a formal online entry or “reflective” post outside of class time.

• Provide a date when particular entries must be complete and available.

• Online journals may be easily checked at any point in time. Immediate

feedback is important to participants in online environments. Blogs allows
visitors to enter comments relating to each post. This would be useful for
general positive feedback such as “You have made an interesting observation”
or “You have covered all the aspects of the problem well”. If a grade or
correctional comment is needed, this should be done personally in the face to
face classroom or through a private email message.

• Create a teacher Blog workspace (See step #1) Select “Create a Single Group
Manully”. “Group Type” may be set to “Teacher” and “Title” to “Class
Information”. Check “Blogs”.

• Should you create a Blog, your own workspace may contain assignment
information, notes, etc. and be a “class resource page”. This would be espe-
cially useful for students who are absent for a particular class.

Journey On - P.E.I. Department of Education, 2006 99

Science

Lesson Plan: The Science Blog

Other Activities Instructions (continued)
• create a Corel Presentation and Free file hosting services, such as www.mediamax.com or
link it from within a Blog for www.savefile.com, currently allow uploading of files that do not exceed a
others to view. particualr size i.e.: 50 megabytes. A URL or link to the file is provided by
the hosting site. The URL link may be inserted into the Blog and the file
• design a rubric to evaluate the downloaded or viewed.
presentation content.
For example, In the “Elaborations and Strategies for Learning and Teaching”
• convert the rubric to a likert scale in Physics 521A curriculum guide (Kinmatics - Presenting Vectors) several
rating and add it to ATutor senarios are provided for studying motion. These are similar to the “Measuring
“Tests and Surveys”. Motion with MovieMaker” lesson found on page 53 in this guide. Should
students video tape an experiment the footage may be linked to the Blog.
• peer assess presentations using
the “Tests and Surveys” tool. For this lesson, the uploading of a Flash .swf file will be described*.

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1. From the “Tasks for Instruction and/or Assessment” section in Physics
521A curriculum guide (Kinmatics - Presenting Vectors) students are asked to

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present data and graphs collected during motion experiments.

2. Enter collected data in the form of a table into a Quattro Pro Spreadsheet

RA 3. Prepare d/t and v/t graphs using Quattro pro based upon the table
information. Supply titles and proper units for the graphs.

4. Prepare a Corel Presentations slide show that briefly explains the experiment

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conducted, displays the data collected, the graphs prepared and explainations
for what each graph displays.

5. Convert the presentation to .swf format. (File-Internet Publisher) The

Wizard will appear. Select “Flash” for the file type when asked. Answers for
each of the other questions asked by the wizard is not important.

6. Locate the .swf file prepared by the conversion process. (All other files that
were created can be deleted)

7. Visit the hosting service selected (e.g.: http://www.mediamax.com)

8. Browse to the .swf file found on your local computer. Add a description for
the file, and select “Upload File”

9. Follow the onscreen instructions. Press the link to the location where the file
is stored online. Copy this URL.

100 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: The Science Blog

Instructions (continued)
10. In a Blog posting that indicates the associated assignment, enter a
descriptive name for your presentation, select “link” in the Blog
toolbar. Paste the URL location of the online file next to “http://”
which appears in the Blog.

11. Post the Blog entry when complete.

12. Select the presentation file link that was just created. The file host,
typically, will require the user to wait 15 seconds for the file to
become available. The count down is shown on the screen. Select
“Download File” once it becomes available.

13. Select “Open” in the dialogue box that follows. The presentation
should load automatically to your computer screen.

FT 14. Use the left mouse button to navigate through the .swf slide
presentation. If all has gone well, the presentation is available to
anyone who views your Blog.

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Samples with linked files from a hosting service may be found at http://
www.edu.pe.ca/journeyon/resources_pages/lesson_plans/science_2006/

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science.htm

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Suggestions
• maintain backup copies of files that are submitted to online hosting services

• visit the links to hosted files, periodically, to ensure that they do not expire
before the end of the project

• the presentation may be peer reviewed using the “Comments” area of the
Blog post or using a Likert rating scale from within “Tests and Surveys”.

• assign students to “peer review” particular classmates work, rather than all
work that is created

Journey On - P.E.I. Department of Education, 2006 101

Science

Lesson Plan: The PEI Biodiversity Class Page

Outcomes Activity
Technology: A3.2, A11.2, Collect digital images of organisms found in local habitats. Identify these
B3.3, B11.1, B11.2, B11.4 organisms and discuss how they are interrelated. Create a class website
to organize and document findings.
Biology 521: 213-6, 214-1, 215-
1, 215-6, 316-5 Resources
Biology 621: 116-2, 116-7, 213-5, • Dreamweaver or Front Page (web editors)
213-7, 215-2 • Fireworks or Paintshop Pro (graphic editors)
• ATutor Group File Storage Tool
Science 421: 213-7, 214-1, 215-1, • Digital Camera
318-3, 318-6 • Web Design Tutorial (http://www.edu.pe.ca/journeyon/pro_d_pages/
frontpage/index.htm)

Instructions

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This activity will provide the opportunity for students to engage in
biology fieldwork. PEI is especially suited for this activity due to the rich

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biodiversity found within various habitats that are found within close
proximinity to one another.

A
1) Identify the various habitats found locally (farmland buffer area,
swamp, forest, ponds, streams, sea shore, etc.)

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2) Discuss the expectations of this class assignment.

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• Identify and document local populations of trees, plants, insects,
birds, animals or acquatic life. Take digital pictures of organisms
found within a habitat (and the habitat itself). What are the common
names of these organisms? Research their scientific names.
(including species, genus and family) Are they native to PEI?

• Will attempts be made to count populations of these organisms?

What may be some strategies to reflect a population in a given area?

• Following the collection of data discuss relationships that exist

among organisms found within a particular habitat. Are there risks
to the species or organisms in a particular habitat? Provide ideas for
preserving the habitat or organism. Were invasive species found?
What are the apparent effects of an invasive species in the habitat?

• Are there other areas to investigate? e.g.: apparent effects of human

interaction with the habitat.

• Provide or collaboratively develop a rubric for the project with the

class. Will students provide “updates” or submit “work to date”
prior to completing the website?

102 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: The PEI Biodiversity Class Page

Instructions (continued)
3) Assign groups to research habitats and particular organisms. e.g.: Forest
- Group 1: identify trees found in the area. How many of each type are
found within a selected area? Group 2: identify insects found in
particular tree species. How might you determine population? Group
3: identify birds or animals observed in the area. How might you
determine population? Group 4: identify fungus or plants found in area.
How many are in selected area? Group 5: identify organisms in the soil
or found in rotting wood. Determine a method to report population
sizes. (Instead of a separate group for birds or animals, everyone could
be made responsible for this category. Often animals are seen “by
chance”. Obtaining pictures of these is even more “by chance”)

4) Research scientific names of organisms, including the species, genus

and family. Is there further interesting information listed about the

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organism? Provide links to this information from the appropriate
section of your website.

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5) Create or provide a main class web page that provides information
about the project to visitors. Create a navigation link to each sub-

A
section of the website from this page e.g.: forest, streams, ponds, swamp,
sea shore, etc. A Dreamweaver or Front Page templete may be used for

R
the assignment. This ensures that the design is consistent throughout the
site. Alternatively, students may wish to create their own web design
for the project. The main entry page is named by convention
“index.htm”. (See the web design tutorial for FrontPage on the Journey

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On web site http://www.edu.pe.ca/journeyon/pro_d_pages/frontpage/
index.htm)

6) Student groups studying a particular habitat may share digital pictures

and written work through the used of the ATutor group file storage
tool. Discussion Forum tool would be helpful for students to
collaborate. Review organisms that were found and discuss how they
are inter-dependent.

7) Images from a digital camera are often well over 1 megabyte in size.
This is far too large for use on web pages and for managing on the
school networks. Use Paintshop Pro or Macromedia Fireworks
graphics programs to reduce the size and resolution of photographs to
between 175 and 250 kilobytes. Images may be cropped so that only the
focal information is presented. (See http://www.edu.pe.ca/journeyon/
pro_d_pages/using_psp/using_psp6/index.htm for a tutorial on
Paintshop Pro)

Journey On - P.E.I. Department of Education, 2006 103

Science

Lesson Plan: The PEI Biodiversity Class Page

Instructions (continued)
8) Each student habitat group will collaborate to complete their section
of the web site e.g.: forest_main; forest_trees; forest_insects;
forest_plants, etc. Group website files may be housed in ATutor
Group File Storage areas so they may be easily shared as they are
developed or updated. (Encourage those who have experience and
knowledge creating web sites to assist others. They may also assist
the teacher in assembling the final website)

9) Assemble files from each group together as they are completed. Place
files from each group in its own folder. A sample directory structure
is shown below:

FT
RA 10) Link the navigation in the index.htm page (created in step 5) to the
main page found in each folder. i.e.: link the “forest” link in
“index.htm” to the “forest_main.htm” file found in the forest folder.

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Repeat for each of the other links.

11) The completed website may be transferred to a USB memory stick or

CD for viewing on individual computers. Teachers may transfer the
files and folders to their folder in M: drive where students may
access the website from within the school LAN by selecting “open”
from Internet Explorer and navigating to M:/mr_teacher/ index.htm
Alternatively, the site may be published to the school website with
the help of the school webmaster or STC.

104 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: The PEI Biodiversity Class Page

Other Activities Suggestions For Assessment
• use electronic publishing to • timelines were followed, progress reports were provided
celebrate and share the results
of student investigation or • groups shared the work load and worked co-operatively
creation
• selection of organisms were photographed and identified with scientific
• contact a local “stream names along with species, genus and family. Links were provided to
enhancement” group or sources of online information
researchers from the
Department of Fisheries, • interdependancies of species were clearly identified and articulated.
Forestry or Agriculture who Ways to protect species were suggested
may be working in the local
area. Student group may • images were cropped and reduced in size
arrange to photograph and
obtain information from • information provided was organized and accurate

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these professionals
concerning invasive species/ • navigation worked; no broken links in content

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or the protection of species

• The Biology class has been

A
asked to create an ecosystem
for Mars colony that will
represent the “best” aspects of

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a PEI habitat. What trees,
plants, insects, birds and
animals would be suggested

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for inclusion? How are these
species dependent upon each
other?

Journey On - P.E.I. Department of Education, 2006 105

Science

Lesson Plan: Music To My Ears (and Eyes)

Outcomes Activity
Technology: A8.4, B8.2 Study sound waves using information provided by an audio editor.

Physics 521: 212-4, 212-7, 213-7, Resources

214-8, 214-14, 327-1, 327-2, • Audacity Sound Editing Software
327-8 • PC microphone & speakers/headsets
• Piano Note Audacity Project File (.aup) download (http://www.edu.pe.ca/
journeyon/resources_pages/lesson_plans/science_2006/science.htm)

Instructions
Audio editors will supply users with visuals of sound waves along with a
variety of other information including pitch, amplitude, speed and tempo for
selected audio. Different terminology is used in the disciplines of science and
music when the theory of wave motion is discussed. This activity provides an

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opportunity for dialogue and collaboration between the science and music
classrooms.

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A note is a sign used in music to
represent the relative duration and pitch

A
(frequency) of sound. The "pitch class"
uses the first seven letters of the latin
alphabet: A, B, C, D, E, F, and G (in

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order of rising pitch).

Selected keys (notes) for the piano

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keyboard are shown to the right. The
white keys are normal notes while the
black keys indicate “flats” or “sharpes”
(in relation to position to a particular
white normal key). This range of notes
is called an octave. Since the physical
causes of music are vibrations of
mechanical systems, they are often
measured in hertz (Hz), with 1 Hz = 1
complete vibration per second. In
Western music, only twelve notes of
fixed frequencies are used. These fixed
frequencies are mathematically related to
each other, and are defined around the
central note, A4. The current "standard
pitch" or "concert pitch" for this note is
440 Hz.
**Sections of this document are derived from the Wikipedia article Piano key
frequencies (http://en.wikipedia.org/wiki/Piano_key_frequencies). In
accordance with their licensing rules, this page is licensed to the public under
the GNU Free Documentation License (GFDL).

106 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Music To My Ears (and Eyes)

Other Activities Instructions (continued)

1. Further octaves are shown in the
chart to the right. What is the
mathematical relationship between
the frequencies of octaves as shown
on the charts? (e.g.: C4 to C5; C5 to
C6, C6 to C7)

2. Launch Audacity and open the

• Select the “Audio Track” pull- project piano.aup which contains
down menu. View the Pitch separate audio clips of the notes A,
EAC and Spectrum charts. B, C, D, E, F and G in the middle C
What information do these octave.
provide?

T
3. Use the I-Beam tool to select
a portion of one audio clip .

F
Choose “Effect” from the pull-
down menu and “Change Pitch”.

A
4. Note the frequency of this audio
track. Find it as closely as possible in
the table on the previous page.

R
Identify the note.

5. Repeat and identify each of the

D
remaining 6 notes. Is the piano in
tune? Why or why not?

6. Mute each of the audio tracks with

the exception of “C”. The track
should become “greyed out”.

7. Listen to track “C”.

8. Mute track “C” and click the mute

button on one of the other tracks.
Listen to this track.

Journey On - P.E.I. Department of Education, 2006 107

Science

Lesson Plan: Music To My Ears (and Eyes)

Instructions (continued)
9. Select the track and change its pitch to match that of “C”. Listen to the “C”
track and the “changed” track. Do they sound the same?

10. Choose “Edit” and “Undo Change Pitch”.

11. Use the zoom tool to examine the wave patterns of each of the
notes.

FT 12. Identify the following parts of the wave: amplitude, cycle, wavelength. Can
frequency be calculated manually using the graph and timeline? This may be

A
done as a demonstration from the projector.

13. Does each note have a particular wave formation? Would you be able to

R
identify the note just by visually inspecting its’ wave pattern? If so, what
feature(s) of the wave allow you to do this?

D
14. Select part of the wave. Select “Effect” - “Amplify”. Does the frequency
change when the selected audio is made louder?

Constructive interference occurs when waves having the same wave pattern are
combined. The resulting wave is stronger as shown in greater amplitude.

Resulting in

108 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Music To My Ears (and Eyes)

Other Activities Instructions (continued)

• record an “A” note on a variety Destructive interference occurs when waves having different wave pattern are
of instruments. Note the wave combined. The resulting wave is weaker as shown in decreased amplitude.
pattern and frequency created.

• record the voice of several Resulting in

students. Is there a range in
frequencies? A difference
between male and female
voices?

• tune a guitar. Check if it is in

tune using Audacity. i.e.:
Record each string using

T
Audacity. sixth (lowest tone)
string: E (a minor thirteenth
below middle C—82.4Hz) fifth

F
string: A (a minor tenth below
middle C—110Hz) fourth

A
string: D (a minor seventh
below middle C—146.8Hz) 1. Model constructive interference or destructive interference.
third string: G (a perfect fourth 2. Zoom in on tracks for desired pattern. Delete those tracks that are not

R
below middle C—196.0Hz) needed.
second string: B (a minor 3. Select the desired section of the first track. Choose “Edit” - “Trim”. Repeat
second below middle C— for the second track.

D
246.92Hz) first (highest tone) 4. Select “Project” - “Align Tracks” - “Align Tracks with Zero” so that the
string: E (a major third above trimmed material will appear next to the decible scale.
middle C—329.6Hz) Using 5. To combine the tracks select “File” - “Export as WAV” or “Export as MP3”
this method a guitar can be 6. Save the file.
tuned. The 5th fret on one 7. Open the .wav or .mp3 file created. Examine the wave structure. Did you
string is the same note as the get results expected?
next string i.e. a 5th fret note on
the 6th string is the same note
as the 5th string. An exception
Suggestions For Assessment
is that the 4th fret of the • use proper terminology when discussing wave structures
second string is used to tune • describe the relation of wave frequency to music notes
the 3rd string. • demonstrate constructive and destructive wave interference

• record the wave motion created

by tuning forks Teaching Suggestions
• encourage students to bring their personal headsets to class for this activity
• Audacity is “open source” software and may be downloaded from http://
audacity.sourceforge.net Download the Lame file utility separately to export
files to MP3 format
• Students may design an experiment or work through activities outside of
class.

Journey On - P.E.I. Department of Education, 2006 109

Science

Lesson Plan: Using GIS to Compare Canadian Biomes

Outcomes Activity
Technology: A3.2, A3.3, B3.3 Examine geographic information system (GIS) map and database data to
compare Canadian biomes.
Biology 521: 213-6, 214-1, 215-3,
318-7
Resources
Science 421: 213-7, 318-3 • Internet Connection
• ArcExplorer - Java Edition for Education (GIS viewer)

Instructions
Geographic information systems (GIS) link global positioning system coordi-
nates with database statistical data, maps, aerial photographs and other objects
such as web links, audio, video and digital images. GIS is widely used in
govenment, industry and to document data collection in a variety of scientific

T
research projects. e.g.: transportation, school bussing, civic addresses, property
information, location of utility lines, 911 emergency coverages, agriculture,

F
forestry, etc.

In this activity ArcExplorer Java for Education (AJEE) will be used to view GIS

A
data that is available on the “Geography Network” related to Canadian ecozones
and biomes. 15 terrestrial and 5 marine ecozones have been identified in Canada.

R
Identify the Canadian biomes of tundra, boreal coniferous forest, temperate
deciduous forest and grassland.

D
1. Save the files “blank_ecozone_outline.axl”; “canadian_ecozones.axl”;
“canada_with_grid.axl”; “candadian_physical.axl”; “canadian_climate.axl”;
“canadian_agriculture.axl” and “canadian_wwf_conservation_need.axl” found
at http://www.edu.pe.ca/journeyon/resources_pages/lesson_plans/
science_2006/science.htm to your G: drive.

2. Launch ArcExplorer and open the file “blank_ecozone_outline.axl”. Print

this map and photocopy for each student in the class.

3. Open “canadian_ecozones.axl” found on G: This map displays the 15

Canadian ecozones. Carefully, shade the outline map to identify the main
Canadian Biomes as follows:
• Praire ecozone = grassland
• Mixed Wood Plain ecozones = temperate deciduous forest
• Taiga Cordillera, Artic Cordillera, Hudson Plains, Northern Artic ecozones
= Tundra
• All remaining ecozones = boreal coniferous forest

4. Provide a legend identifying each biome.

110 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Using GIS to Compare Canadian Biomes

Instructions (continued)
5. ArcExplorer allows the user to “search” associated data tables and results of
queries are highlighted on the map layer. Place a check beside “City” and
make sure the “city layer” is selected. Use Query Builder and select
“ARCCANADA3.ACUSER.CITIES.ND.POP_RANGE” > 4

FT
RASelect “Execute” after search instructions have been completed. The names of
larger Canadian cities will appear in a “Results Table” and the locations will
become highlighted on the “Cities Layer”. Which biome has the greatest
number of large cities?

D 6. Open the file “canadian_physical.axl”. Examine “Dominant Landform”

section. Which landform comprises the largest portion of each Biome?
Indicate major mountain, valley and plateau areas on your map. (Label
within a legend)

7. Examine “Dominant Surface Materials” section. Which biome is mostly

made up of organic soil?

8. Examine “Dominant Vegetation Cover”. Identify the dominant vegetation

for each biome.

9. Examine “Permafrost” section. How does the permafrost boundary

compare with the outline of your biome map?

10. Open the file “canadian_agriculture.axl”. Examine “Increase in number of

farms” section. Which biomes are experiencing the greatest increase in
people farming?

Journey On - P.E.I. Department of Education, 2006 111

Science

Lesson Plan: Using GIS to Compare Canadian Biomes

Instructions (continued)
11. Examine “Average Growing Season” section. Estimate the average growing
season for each Biome? What role does latitude play in the length of the
growing season?

12. Examine “Dominant Land Use” section. In general, which biomes have
the greatest agricultural pressure, as indicated by the most number of
colours in the legend?

13. Use Query Builder and select ..landuse_E = Productive Coniferous

Forests

FT
RA
D 14. Select “Execute” after search instructions have been completed. The map
will have the areas that meet the criteria highlighted on the map. Choose
“Productive Coniferous Forests Uplands”, “Productive Coniferous Forests
Lowlands”, “Productive Mixed Forests” and “Productive Hardwood
Forests” in separate searches. Examine the resulting map after each. Which
forest is most prevalent?

15. Open the file “canadian_climate.axl”. Examine the “Annual Mean Tem-
perature” section. Estimate the mean temperature for each biome? (Divide
the biome between South and North if distinctive)

16. Examine the “Average Minimum Temperature” and “Average Maximum

Temperature” sections. Estimate an average for each biome.

17. Examine “Total Rain” and “Total Snow” sections. In which biomes are the
highest precipitation rates?

112 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Using GIS to Compare Canadian Biomes

Other Activities Instructions (continued)
Use the “Hot Link” tool feature 18. Open the file “canadian_wwf_conservation_need.axl”. Which biome areas
to add clickable links on the map are listed as high or very high? (For a description of what is mean’t by
that provides further information each, use the “Query Builder” tool and select MAPDATA.MAPDATA.
(i.e.: online web sites, photo- WWF.Conservation.need.DESCRIPT”)
graphs, statistical data, etc.)
19. Were you surprised by any data provided from the Geography Network
files relating to Prince Edward Island?

Suggestions for Assessment

• Discuss the data that is provided by the maps
• individually, evaluate completed maps
• present findings

T
Suggested Solution

F
The four Canadian biomes relate, roughly, to the ecozone maps in the following
way. The white land masses show the Boreal Coniferous Forest.

RA
D
#5. The deciduous forest biome has 18 large cities within its borders.

#6. Deciduous forest - plain; Grassland - plain; Boreal coniferous forest - plain
(sizeable mountain & plateau, as well); Tundra - plain

#7. The deciduous forest has half its area labelled as organic soil

#8. Deciduous Forest - croplands; Grasslands - rangeland and prairie; Boreal

coniferous forest - coniferous trees and mixed forest; Tundra - transitional
forest.

Journey On - P.E.I. Department of Education, 2006 113

Science

Lesson Plan: Using GIS to Compare Canadian Biomes

Suggested Solution (continued)
#9. The southern Tundra boundary follows the permafrost boundary.

#10. A slight increase in farming may be found in the Eastern Boreal conifer-
ous forest (Quebec) and South East (Nova Scotia). A significant increase
in farming may be found North Western Boreal coniferous forest (South-
ern Yukon) and the South Western Tundra (Northern Yukon).

#11. Answers will vary. Deciduous forest ~ 152-194 days; Boreal coniferous
forest ~ 80-108 days; Grasslands ~ 109-124 days; Tundra ~ 54-79 days.
There is a clear correlation between latitude and temperature in Canada.
However, the growing season extends further north in the North West
region (Eastern side of the Rocky Mountains) of the Boreal coniferous
forest biome.

T
#12. The Grassland biome has seven different types of farming (colours) while
the Deciduous forest has four within a relatively small area.

F
#14. Productive coniferous forest upland found in the central-northern Boreal

A
coniferous biome makes up the largest productive wood source. This is
followed by the “Productive mixed forest” found in the south eastern area
of the Boreal coniferous biome and mountain areas in the west of the

R
biome. There is very little Productive coniferous lowland and almost no
productive hardwood forests.

D
#15. Deciduous forest 5 to 10 celsuis (C); Southern Boreal coniferous 0 to -5 C;
Northern Boreal coniferous -5 to 0 C; Grasslands 0 to -5 C; Tundra -15 to
-10 C to the north, -10 to -5 C towards the south.

#16. Deciduous minimum temperature -20 to -10 C; Boreal -30 to -20 C;

Grassland -30 to -20 C; Tundra -40 to -30 C. Deciduous maximum
temperature +25 C; Boreal 20 to 25 C; Grassland +25C; Tundra 15 to 20
C.

#17. In general, the Deciduous and Eastern Boreal regions receive high rainfall.
The coastal regions receive very high rainfall (West Coast of BC; South
coasts of NS and NFLD)

#18. Deciduous forest is very high; Grassland is high; Boreal southern regions
are high or very high; Tundra is low or very low.

#19. Answers will vary, may include moderate climate (max 20-25 C, Min -20--
10 C, mean 5-10 C), long growing season, mostly dry land, one of very
few best agriculture locations in Canada, southerly latitude.

114 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Equilibrium Laboratory - Graphing Data

Outcomes Activity
Technology: B5.4, B6.7 (Math Enter data collected during the Chemistry 621 equilibrium lab into the TI-83
Outcomes) calculator and graph the results. Alternatively, enter the data into a Quattro Pro
spreadsheet and plot the results.
Chemistry 621: 213-5, 323-3, 323-4
Resources
• TI-83 calculator
• Quattro Pro Spreadsheet

Instructions
The equilibrium laboratory is found within the “From Solutions to Kinetics to
Equilibrium” unit of the Chemistry 621 curriculum.
Entering Data on the TI-83 Calculator

T
1. Press STAT

F
The following screen will appear:

A
2. Select 1:Edit

The following screen will appear:

R
Note: If necessary clear L1, L2, and L3
by:

D
• Move cursor up to the top of L1
• Press CLEAR
• Press ENTER
• Repeat steps 1-3 if necessary for L2
and L3

3. Enter Data: Input the number/

measurement and press ENTER
after each entry OR input number/
measurement and press the UP or
DOWN arrow key

For this experiment:

L1 data represents Number of Readings
L2 data represents Volume of Reactant
L3 data represents Volume of Product

Journey On - P.E.I. Department of Education, 2006 115

Science

Lesson Plan: Equilibrium Laboratory - Graphing Data

Instructions (continued)
Note 1:

To correct data input errors, simply

place the cursor on the error and type
new number/measurement followed
by ENTER or ARROW keys

Note 2:

If the entered data is being rounded to

a set number of decimal place by the
calculator then the MODE must be
adjusted.
1. press MODE

T
2. select FLOAT which allows the TI-
83 calculator to accept all decimal

F
places. (If a specific number of
decimal places is desired then select a
number)

A
Graphing data on the TI-83 Calculator

R
1. Select STAT PLOT (2nd Y=)

2. Select PLOT 1

D 3. Set the PLOT 1 preferences as

follows:

4. Select PLOT 2

5. Set the PLOT 2 preferences as

follows:

116 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Equilibrium Laboratory - Graphing Data

Instructions (continued)
6. Select Graph

NOTE: If the data is not showing in

the window or only a portion of the

T
data is showing then the WIN-
DOW must be adjusted

F
Graphing Method One (top left)

1. Select ZOOM

A
2. Select 9:ZoomStat

R
Graphing Method Two

1.SelectWINDOW

D
2. Set Max and Min value for x and y
(Allow data to fit in window as
desired; above right)

Graphing Data Using Quattro Pro

1. Enter experiment data into QPro

Journey On - P.E.I. Department of Education, 2006 117

Science

Lesson Plan: Equilibrium Laboratory - Graphing Data

QPro Instructions (continued)
2. Select the data from A2 to B8

3. Use the chart tool to draw a box

under the data i.e.: B11 to F27

4. Double click the resulting graph

(lines should appear around the
outside) and right click inside the
graph. A menu should appear in the
lower right corner.

5. Choose “Gallery” and “Scatter” for

the graph type. (Note: Make sure

T
that “Add Secondary Y-Axis” is
unchecked or you will get an error
message) Select the middle scatter

F
graph option (without lines).

A
6. From the menu (see step 4) choose
“Add” to add a second data set
“Series 2”. Select XRange to be A2 to

R
A8; YRange to be C2 to C8

D
7. Choose “Titles” from the menu
generated in step 4. Add a suitable
title, X-axis and Y-Axis title. The
graph of the Reactant and Product
should appear similar to the one
below:

118 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Colorimetry Lab - Data Measurements

Outcomes Activity
Technology: B5.4, B6.7 (Math Enter data collected during the Chemistry 621Colorimetry lab into the TI-83
Outcomes) calculator and perform a regression analysis. Alternatively, enter the data into a
Quattro Pro spreadsheet and perform the regression analysis.
Chemistry 621: 213-5, 214-10,
323-7 Resources
• TI-83 calculator
• Quattro Pro Spreadsheet

Instructions
The colorimetry laboratory is found within the “Properties of Solutions” unit
of the Chemistry 621 curriculum.

T
Purpose: To observe the proportional relationship between solution concentra-
tion and absorbance (Beer's Law). To determine the concentration of an
unknown CuSO4 solution. (The lab procedure may be found online at http://

F
www.gov.pe.ca/educ/index.php3?number=78767&lang=E )

A
Entering Data on the TI-83 Calculator

1. Press STAT

R
The following screen will appear:

D
2. Select 1:Edit

The following screen will appear:

Note: If necessary clear L1, L2, and
L3 by:
• Move cursor up to the top of L1
• Press CLEAR
• Press ENTER
• Repeat steps 1-3 if necessary for
L2 and L3
3. Enter Data: Input the number/
measurement and press ENTER
after each entry OR input number/
measurement and press the UP or
DOWN arrow key

For this experiment:

L1 data represents Concentration

L2 data represents Absorbance

Journey On - P.E.I. Department of Education, 2006 119

Science

Lesson Plan: Colorimetry Lab - Data Measurements

Instructions (continued)
Note 1:

To correct data input errors, simply place

the cursor on the error and type new
number/measurement followed by
ENTER or ARROW keys

Note 2:

If the entered data is being rounded to a

set number of decimal place by the
calculator then the MODE must be
adjusted.
1. press MODE

T
2. select FLOAT which allows the TI-83
calculator to accept all decimal places.

F
(If a specific number of decimal places
is desired then select a number)

A
Graphing data on the TI-83 Calculator

1. Select STAT PLOT (2nd Y=)

R
2. Select PLOT 1

D
3. Set the PLOT 1 preferences as
follows:

4. Select GRAPH

(This is one of two possible

methods. See the next page for
instructions)

NOTE: If the data is not showing

in the window or only a portion of
the data is showing then the
WINDOW must be adjusted

120 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Colorimetry Lab - Data Measurements

Instructions (continued)
Graphing Method One

1. Select ZOOM
2. Select 9:ZoomStat (Automatically fits
all data in the window on page 80)

FT
Graphing Method Two

A
1. Select WINDOW
2. Set Max and Min value for x and y

R
(Allow data to fit in window as
desired; above right)

Journey On - P.E.I. Department of Education, 2006 121

Science

Lesson Plan: Colorimetry Lab - Data Measurements

Linear Regression/Line of Best Fit
TI-83 Calculator

1. Select STAT

2. Select CALC

3. Select 4:LinReg(ax+b)
(The window will appear)

4. Press: L1, L2, VARS

Note: L1 (2nd 1) and L 2 (2nd 2)

5. Select Y-VARS

T
6. Select 1:Function

F
7. Select 1:Y1 The following appears

A
8. Press ENTER
The following window will appear

R
containing the linear regression data:
y=absorbance
x=concentration

D
y=0.407x + 0.007

9. Press GRAPH

The following window will appear

containing the original data and a
line of best fit (regression line):

For this experiment, the concentration

of the unknown can be found in the
following two ways:

1. Using the Regression Equation

(y=0.407 x + 0.007) Substitute in
the absorbance (y) value and solve for
concentration (x)

2. Press TRACE
Note: The UP/DOWN arrow keys toggle the trace cursor to/from the data
points and regression line. (Toggle to the regression line) The LEFT/
RIGHT arrow keys move the cursor along either the regression line or the
data point and displays the corresponding x and y values.

122 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Colorimetry Lab - Data Measurements

Graphing Data Using Quattro Pro

1. Enter experiment data into QPro

2. Select the data from A2 to B6

3. Use the chart tool to draw a box

under the data i.e.: B8 to I29

4. Double click the resulting graph

(lines should appear around the
outside) and right click inside the

T
graph. A menu should appear in the
lower right corner.

AF 5. Choose “Gallery” and “Scatter” for

the graph type. (Note: Make sure
that “Add Secondary Y-Axis” is
unchecked or you will get an error

R
message) Select the middle scatter
graph option (without lines).

D
6. Choose “Titles” from the menu
generated in step 4. Add a suitable
title, X-axis and Y-Axis title. The
graph of the known substance
should appear similar to the one
below:

Journey On - P.E.I. Department of Education, 2006 123

Science

Lesson Plan: Colorimetry Lab - Data Measurements

Regression Using Quattro Pro
1. Select “Tools” from the pull-down
menu and “Numeric Tools” from
the submenu. Choose “Regres-
sion” from the tools available.

2. Choose the concentration data as

the independent variable and the
absorbance as the dependent.

3. Select an empty location on the

spreadsheet i.e.: cell H3 for the
regression data to be displayed.

FT
RA 4. In general, the equation of a
straight line is y=mx + b

D
Substituting information from the
output generated by Quattro Pro:

y = 407 x + 0.727

where:
y = absorbance
x = concentration

5. For this experiment, the concentra-

tion of the unknown can be found
by substituting the value of
absorbance (y) and solving for the
concentration (x)

124 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Colorimetry Lab - Data Measurements

Regression Using Quattro Pro

A regression “Line of Best Fit” may be
constructed by using the formula
y=407 x + .727 and substituting the
various values of concentration (x)

1. Solve for each concentration .02, .05,

.1 and .2, in this example.

2. Enter the calculated values of Y in

the spreadsheet.

3. Right click the graph constructed on

page 83. Select “Source Data” and
“Add Series”.

T
4. Select the Concentration data

F
(A2..A6) for the X-Range and the
calculated absorbance (C2..C6) for
the Y-Range.

A
5. Check “Add Secondary Y-Axis” as
shown on the right. (From the

R
Gallery option when the graph is
right clicked)

D
6. The calculated Line of Best Fit and
the experiment data points will
appear on the same graph. If the
two data sets fall close together the
unknown solution may be identi-
fied.

Journey On - P.E.I. Department of Education, 2006 125

Science

Lesson Plan: Preparing For Debate Using Discussion Forum

Outcomes Activity
Technology: A3.2, A10.1, B10.10, Research a topic from Biology 621 where multiple perspectives influence a
C2.1, E3.1 science related decision or issue. Prepare arguments supporting (pro) or against
(con) a particular issue using a threaded discussion forum. Debate the issue in
Biology 621: 212-1, 213-6; 219-7, the face-to-face classroom.
316-4; 118-6, 213-6, 316-3
Resources
Science 421: 114-1, 213-7, 215-1;
• Internet
118-9, 114-5, 118-1
• Threaded Discussion Forum (ATutor - http://atutor.edu.pe.ca/atutor)
• Word Perfect
Biology 521: 118-10; 117-4, 215-4,
214-15; 118-6
Instructions
Chemistry 521: 117-4, 213-7, 215-3
Various opportunities for debate are suggested within the Biology 621 curricu-

T
Chemistry 621: 117-6, 118-2, 118-8, lum. Examples include:
118-9, 118-10; 114-5, 213-6,

F
213-7, 215-4; 118-6 • doctors prescribe HGH as a treatment for individuals who have normal
homone levels but are simply genetically shorter than average
Physics 521: 116-6, 117-2; 116-7, • steriods be legalized for use by all athletes

A
117-2, 118-2, 213-7 • random drug testing is an invasion of privacy
• homones be used within the farming industry (milk, beef or chicken) to
Physics 621: 115-5, 117-11, 118-2,

R
increase production
118-4, 214-15, 215-4, 215-5, • genetically modified food is required to feed a hungry planet
329-6 • corporations be allowed to patent genetic information they discover

D
• human activity is causing the sixth “mass extinction”

1. Present a topic for debate and assign groups

2. Use various tools and strategies necessary to carry out research

3. Critically evaluate information and its source (authority, purpose, coverage,

currency, objectivity and accuracy).

4. Consider/examine Canadian laws that may apply to the use of technology

5. Organize group issues, points and arguments through the use of the
ATutor threaded discussion forum. (Small group discussion forum.
This activity may occur outside of class time)

6. Cut and paste each person’s debate points into a Word Perfect
document to produce a printed copy. Individuals will use this copy to
stay focused during the face-to-face debate.

7. Conduct the debate in the face-to-face classroom.

126 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Preparing For Debate Using Discussion Forum

Other Activities Creating Groups in ATutor
• create visuals or chart data to Each group requires its own private discussion forum area.
support positions
1) Ensure that “Forum” and “Groups” Tools are assigned for the
• prepare a slide or multimedia workspace. (“Manage” - “Student Tools”. Place a check mark beside
presentation on the topic these two tools. Choose “Save”)
instead of an oral debate
2) Create groups. (Note: students should be admitted to the ATutor
workspace prior to creating groups.)
• choose “Manage” - “Groups” - “Create Groups”
• check “Create multiple groups automatically” and choose
“Continue”
• “Group Type” enter the topic of the activity e.g. Invasive Species
• “Group Prefix” enter the word “Group” (As groups are created they

T
will be listed as “Group 1”, “Group 2”, etc.
• Enter a short description for the activity (e.g.: the Debate Question)

F
• Enter the “Number of students per group”
• Choose “Fill groups randomly”
• Tools - ensure that “Forums” is checked and choose “Create”

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• a “Groups” screen will be presented. Place a check in front of the
main heading in the group created and check “Members” at the
bottom of the screen

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• review the group memberships and reassign individuals as required

3) Two forum areas will be available when students open the “Forum”

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tool from the “Home” page. The top will be full class discussion and
the second will be listed under the group to which they were assigned.

Suggestions For Assessment

• visit discussion forum to examine the collaboration and contribution of
members. Has there been an attempt to collaborate evidence concerning a
point that is surprising or appears baised?

• prepare a rubric (e.g. addresses the issue, supports arguments with facts,
persuasiveness, organization, participation, respect, oration skill)

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Science

Lesson Plan: Using Discussion Forums For Research

Outcomes Activity
Technology: A3.2, A10.1, B10.10, Post findings from research in a threaded discussion forum. Read the findings
E3.1 of group members and prepare a response.

Physics 621: 115-5, 117-11, 118-2, Resources

118-4, 214-15, 215-4, 215-5,
• Internet or Written Text
329-6
• Threaded Discussion Forum (ATutor - http://atutor.edu.pe.ca/atutor)
• Word Processor
Science 421: 114-1, 213-7, 215-1;
118-9, 114-5, 118-1 Instructions
Biology 521: 118-10; 117-4, 215-4, There are a number of strategies that may be employed to encourage discussion
214-15; 118-6 forum participants to interact with content and to engage one another. Exam-
ples of two common approaches are provided below:
Biology 621: 212-1, 213-6; 219-7,

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316-4; 118-6, 213-6, 316-3 Clarifying Position:

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Chemistry 521: 117-4, 213-7, 215-3 • read article or investigate the issue(s)
• post a summary/personal reaction to the content
Chemistry 621: 117-6, 118-2, 118-8, • read other group members posts and points-of-view

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118-9, 118-10; 114-5, 213-6, • contribute a response, reflection, feedback, or request for more information
213-7, 215-4; 118-6 to one post that holds interest or personal significance

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Physics 521: 116-6, 117-2; 116-7, Jigsaw Activity - Investigating New Material:
117-2, 118-2, 213-7

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• research an assigned topic or read an article from within a given area of study
(each participant researches a separate piece of content)
• post summary of findings
• read summaries of all others in group. Incorporate information into own
understanding. Ask for further information or clarification, if required.
• write a summary of the overall topic, individually, that will be submitted for
assessment

1. Assign student groups a topic to research. Open ended topics are best where
the students must research, discuss, judge and evaluate. e.g.: Which physicist
contributed most significantly to Science? Justify your choice. Does fission
or fusion hold the greater promise as a future energy resource? Fully support
your conclusion.

2. Use various tools and strategies necessary to carry out research. Critically
evaluate information and its source (authority, purpose, coverage, currency,
objectivity and accuracy)

3. Adhere to timelines for posting and response. Ensure that postings

demonstrate thoughful process, reflection and precise writing technique.
Compose all material using a word processor before posting.

128 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: Using Discussion Forums For Research

Other Activities Creating Groups in ATutor
• directions, Internet links and Each group requires its own private discussion forum area.
electronic articles may be pro-
vided from within ATutor 1) Ensure that “Forum” and “Groups” Tools are assigned for the
workspace. (“Manage” - “Student Tools”. Place a check mark beside
• an expert or mentor accept and these two tools. Choose “Save”)
answer questions through
discussion forum 2) Create groups. (Note: students should be admitted to the ATutor
workspace prior to creating groups.)
• maintain a class FAQ (frequently • choose “Manage” - “Groups” - “Create Groups”
asked questions) through • check “Create multiple groups automatically” and choose
discussion forum. Students may “Continue”
provide information for class- • “Group Type” enter the topic of the activity e.g. Invasive Species
mates or assist with explaination • “Group Prefix” enter the word “Group” (As groups are created they
of concepts will be listed as “Group 1”, “Group 2”, etc.

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• Enter a short description for the activity (e.g.: the Debate Question)
• Enter the “Number of students per group”

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• Choose “Fill groups randomly”
• Tools - ensure that “Forums” is checked and choose “Create”
• a “Groups” screen will be presented. Place a check in front of the

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main heading in the group created and check “Members” at the
bottom of the screen

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• review the group memberships and reassign individuals as required

Suggestions For Assessment

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• stress quality of posts over quantity. Posts should be composed and
edited “off line” in a word processor prior to sharing. Social or “off
topic” posts should not be tolerated. Convey an expectation of
individual “excellence”.
• ensure that students have critically evaluated the information and source
on which they are relying. (authority, purpose, coverage, currency,
objectivity and accuracy)
• provide clear timelines for initial post and response. Follow up
immediately with those who do not adhere to deadlines as they prevent
others from completing their activity. If the activity is “out-of-class”
ensure that those who do not have Internet access at home have an
opportunity to gain access at school. (before classes commence, during
lunch, after school, etc.)
• provide individual written feedback to participants after initial post
and/or at the end of the activity. This is essential for ongoing student
engagement in the online learning environment.
• do not repeat the exercise or discussion in the face-to-face classroom.
Provide closure, clarification or take comments. Move along to higher
order learning activities using the acquired content or begin a new topic
area.

Journey On - P.E.I. Department of Education, 2006 129

Science

Lesson Plan: Let’s Review

Outcomes Activity
Technology: A10.1, B10.10 Prepare unit questions, with study prompts, for the ATutor test bank database.
Write an online quiz, with immediate feedback option set, as a review for an in-
All Areas: Assessment of class assessment.
knowledge outcomes
Resources
• ATutor “Tests & Surveys” tool
• Class Notes and Text Book

Instructions
The ATutor “Tests & Survey” tool allows instructors to create objective and
open-ended questions. Once created these questions are categorized and added
to a “question database”. Quizes are created by selecting specific questions from
this database. The software will immediately “grade” and provide “study

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prompts” for wrong objective question answers. Open-ended questions must
be assessed by a person.

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1. Agree with students that a percentage of questions for an upcoming assess-
ment will be taken from student submitted questions.

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2. E-Mail or submit questions and answers through discussion forum for
inclusion in the question database. Instructors may enter these questions or

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assign rights to particular individuals to do this task on behalf of the class.

3. Select questions from the database for inclusion in an online review quiz.

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Ensure that values are assigned for each question and that “Release Results:
Once quiz has been submitted” is selected.

4. Select a time period for the quiz to become available. Complete the review
quiz, noting the “study prompts” for wrong answers. (These could be “See
diagram on pg. 23” or might take the form of a direct explaination or hint)

5. Instructor read and provide feedback on any open-ended questions that may
be included in the online reveiw.

6. Select questions to be included on the in-class assessment. (The in-class

assessment may be traditional or written online through ATutor. Select
“Random Questions” so that each user is given the quiz questions in a
different order. This will discourage “looking at a classmates computer
screen”.)

Note: Instructions for setting up quizes and surveys may be found in the
ATutor workspace “ATutor Training and Demonstration”. If you are
not a member of this workspace, “Browse For Course” and request
“Enrollment”. Email the senior high technology specialist to be
enrolled.

130 Journey On - P.E.I. Department of Education, 2006

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Lesson Plan: Let’s Review

Other Activities Suggestions For Assessment
• conduct online surveys using • review questions for clarity. Ensure that there is only one correct answer per
ATutor. (Assign only the question.
Test/Survey tool and direct
participants to the • check that all students submitted questions for the database. Is there
Authenticated Access URL evidence of thoughtfulness and appropriateness?
that may be found under
“Manage” - “Properties” to • check the online review results. Are there particular questions with which all
complete the survey.) students are experiencing difficulty? Follow up problem areas in-class or
with individual students.
• use ATutor “Poll” feature to
gather information about class • provide opportunity for students to seek help or clarification of review
attitudes towards a particular content before administering the unit assessment.
issue. It might be interesting to
perform a pre and post poll on

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the issue to see if class activities
changed student perceptions.

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Journey On - P.E.I. Department of Education, 2006 131

Science

Lesson Plan: 25 Questions Game Review

Outcomes Activity
Technology: A10.1 Select categories and brainstorm questions for a unit review. Organize ques-
tions into the chosen categories and enter into a Presentation slideshow 25
All Areas: Assessment of Questions game template. Play the game in preparation for a formal assess-
knowledge outcomes ment.

Resources
• Class Notes and Text Book
• Corel Presentations
• 25 Questions Game Template File (available for download http://
www.edu.pe.ca/journeyon/resources_pages/lesson_plans/science_2006/
science.htm)

Instructions

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During the game, competitors are given a clue in the form of an answer. To be
awarded points they must give a response in the form of a question.

1. Select unit outcome or theme categories.

2. Assign students (or student groups) to develop and submit three or more
questions for each category. Use email to submit electronically.

3. The teacher will select questions for each category. Rank questions according
to difficulty level. 1pt - easiest, 5pt level - most difficult.

132 Journey On - P.E.I. Department of Education, 2006

Science

Lesson Plan: 25 Questions Game Review

Instructions (continued)
4. Teacher or student designate enters question data into the Corel Presentations
template file.

5. Divide students into teams to play the 25 questions game as review for a class
quiz. Rules may be established for the order of who may answer each
question for a team.

6. Teacher or student designate acts as “Host” and “Judge” regarding the

acceptability of a phrase that is used as “The Question”.

7. Record team scores. Points are awarded based upon question value - 1pt,
2pts, 3 pts, etc. Declare a winner. (Often token prizes are awarded to the
members of a winning team, eg. jelly beans to share, etc.)

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Suggestions For Assessment

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• note participation

• review areas where students experienced difficulty

RA• rephrase questions that were ambigious and change in the Presentation
file

• archive the file for use with another class or semester (share file with

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colleagues)

• make file available as a reveiw for absent students. (email, M: drive, or

online)

Journey On - P.E.I. Department of Education, 2006 133

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PROBEWARE IN SCIENCE
The following hardware was allocated to each senior high school in September of 2007 to support the
Physics curriculum:

8 Xplorer GLX PS-2002

8 Motion Sensor PS-2103
8 Force Sensor PS-2104
2 Temperature Probe PS-2135
1 Voltage Probe PS-2165

A CD containing the following resources was provided to physics teachers from each senior high school.
Should this CD be misplaced please contact the senior high science/math specialist. Biology and
Chemistry activities included on the CD can not be completed with the probeware provided. These
activities are referenced as further probeware may become available in the future.

Folder GLX Projector Utility: (E:\PasPort Hardware\07 GLXProjectorXP)

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File: dotnetfx.exe This is a program for projecting the screen of an attached Xplorer GLX into a window

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on a PC.

Folder 01 Tutorials: (E:\PasPort Hardware\01 Tutorials)

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Using Data Studio Software (on computer) attached to GXL Xplorer (USB connection)

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Files: (.doc Microsoft Word format. Word Perfect 12 will open these files. Alternatively, a free viewer
may be downloaded from http://office.microsoft.com/en-us/downloads/CD010225841033.aspx)

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1. 00 First Time Use - DataStudio.doc (First Time Use – Datastudio)
2. 01 DataStudio Basics PasPort2005.doc (Using PasPort Sensors)
3. 04 Motion Sensor Basics PasPort.doc (Motion Sensor Basics - Pasport)
4. 05 Using Enter Data.doc (Using Enter Data – the Datastudio Graphing Program)
5. 06 Using Graph Equation.doc (Using Graph Equation)
6. 07 Impulse and Change in Momentum.doc (Impulse and Change in Momentum)
7. 10 Using Enter Data (Photoelectric Effect).doc (Using Enter Data)
8. 11Using Start and Stop Conditions in DataStudio.doc (Using Start and Stop Conditions in Data Studio)

Folder 03 GLX Tutorials: (E:\PasPort Hardware\03 GLX Tutorials)

Files: (.doc Microsoft Word format)

1. 01 Introduction to the GLX Xplorer.doc (Introduction to the GLX Xplorer)

2. 02 Using the GLX Xplorer with Two Sensors at one time.doc (Using Two Sensors)
3. 04 Using the GLX Signal Generators to produce Beats.doc (Produce Beats)
4. 05 Using the GLX Sound Level Sensor.doc (GLX Sound Level Sensor)
5. 06 Using the GLX Sound Sensor.doc (Using the GLX Sound Sensor)

134 Journey On - P.E.I. Department of Education, 2006

Science

PROBEWARE IN SCIENCE (continued)

Files: (.doc Microsoft Word format - continued)

6. 10 Built-in sound sensor - scope and FFT on computer.doc (Using Built-in Sound Sensor on GLX)
11. 11 Soil Temperature as a Function of Depth.doc (Soil Temperature as a Function of Depth)
12. 12 Motion Sensor Basics GLX.doc (Motion Sensor Basics – GLX “Stand Alone” Version)
13. 13 Newton's Second Law.doc (Newton’s Second Law – GLX version)

Folder: 04 Motion Intro Handout Word (E:\PasPort Hardware\04 Motion Intro Handout Word)

Files: (.doc Microsoft Word format student handouts; .ds Data Studio file to prepare the interface)

1. 00 Teacherguidekinematics.doc (Teacher Guide Document Contents)

2. 01 motion1.doc (Motion Activity 1 – What are We Measuring?)
3. 02 ConstantV1.doc (Studying Constant Velocity Motion - Part 1)
4. 03 Matchgraph creation.doc (Creating a Position – Time Match Graph in Datastudio)

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5. 04 Motion2.doc (Motion Basics – Part 2 – Additional Measurements)
6. 05 ConstantV2.doc (Studying Constant Velocity Motion - Part 2)

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7. 06 Instantaneous and Average Velocity.doc (Instantaneous and Average Velocity)
8. 07 Acceleration.doc (Acceleration)
9. 08 Free Fall.doc (Free Fall)

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10. 011 Motion1 answers.doc
11. 021 ConstantV1 answers.doc
12. 041 Motion2 answers.doc

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13. 051 ConstantV2 answers.doc
14. 061 Instantaneous and Average Velocity.doc
15. 071 Acceleration answers.doc

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Folder: Pasco GLX Training (E:\PasPort Hardware\Pasco GLX Training)

1. Xplorer GLX Essentials - Lessons (Xplorer GLX Essentials L1-5 vF144.pdf )

A 46 page .pdf file containing the following 5 lessons:

Lesson 1: Getting Started

Lesson 2: Graph Annotation & Analysis
Lesson 3: Managing Multiple Measurements
Lesson 4: Manual Sampling
Lesson 5: GLX Calculator

2. Xplorer GLX Essentials - Lab Activities (Xplorer GLX Essentials Lab Activities vF144.pdf)

A 126 page .pdf file containing the following lab activities:

Biology #1: Respiration of Germinating Seeds *

Biology #2: Role of Buffers in Biological Systems *
Biology #3: Transpiration in a Plant Leaf *
*no sensor provided to complete this activity

Journey On - P.E.I. Department of Education, 2006 135

Science

PROBEWARE IN SCIENCE (continued)

A 126 page .pdf file containing the following lab activities (continued):

Chemistry #1: Heat of Fusion & Vaporization

Chemistry #2: Acid-Base Titration *
Chemistry #3: Determining Ion Concentration in a Solution *

Earth/Environmental #1: Differential Heating & Cooling of Land vs. Water

Earth/Environmental #2: Runoff Effect & Water Quality *
Earth/Environmental #3: Soil Respiration *

Math in Science: Temperature of the Sun

Physics #1: Acceleration & Force
Physics #2: Conservation of Momentum
Physics #3: Electromagnetic Induction *

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*no sensor provided to complete this activity

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Folder 08 Investigations: (E:\PasPort Hardware\08 Investigations)

Files: Biology.pdf, Chemistry.pdf, Physics.pdf, Data Studio files for each activity

Biology.pdf

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98 page document with the following exploration activities:

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1. Exercise and pulse rate *
2. House of the rising yeast *
3. Organisms and PH *
4. Transpiration *
5. Why, oh why, did he swallow the fly? *
6. Acid rain *

Chemistry.pdf

80 page document with the following exploration activities:

1. Acid base titration *

2. In with a whimper, out with a bang!
3. Antacid action *
4. In a perfect world, we’d all be ideal *
5. Under pressure *

*no sensor provided to complete this activity

136 Journey On - P.E.I. Department of Education, 2006

Science

PROBEWARE IN SCIENCE (continued)

Physics.pdf

90 page document with the following exploration activities:

1. Actions/noitcaeR (action/reaction)
2. Heat vs. Temperature: What’s the difference?
3. How current is your voltage?
4. Newton’s Second Law: Constant Force
5. Positing about position

Folder 09 PasPortManuals: (E:\PasPort Hardware\09 PasPort Manuals)

Files (.pdf)

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Motion Sensor - Quick Start Guide (2103-QuickStart.pdf)

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Force Sensor - Quick Start Guide - (2104-QuickStart.pdf)

Temperature Sensor - Quick Start Guide (2101-QuickStart.pdf)

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Online resources relating to Pasco Probeware:

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Video Introduction to GLX Explorer: http://www.pasco.com/training/glxgettingstarted/home.html

Online Experiments:

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http://www.pasco.com/experiments/physics/home.html

Journey On - P.E.I. Department of Education, 2006 137

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WHAT CAN I DO TO ADAPT THE COMPUTER TO MEET THE NEEDS OF ALL STUDENTS?
Listed below are some quick, easy, no cost strategies that teachers can use to make the computer more accessible to
students of all needs. Most of the suggestions below are options that are available through Windows, the compu-
ter’s operating system. Teachers may request the assistance of the School Technical Contact or your school’s technician
to implement these strategies. The following strategies have been divided into four areas for clarification; however,
they may apply to many situations.

Most of the strategies listed below are available on Windows XP, while only some of them are available on Windows
98. In Windows XP, the strategies can be activated through the Accessibility Wizard (Start-Programs-Accessories-
Accessibility-Accessibility Wizard). In Windows 98, they can be activated through the Control Panel: the Mouse,
Keyboard and Display icons

It is important to note that if any of the following strategies are implemented on a particular computer, these
settings will be enabled for all users of that computer.

Visual

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• Windows Magnifier -Windows XP

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• Increase size of monitor (17 inch or larger)

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• Lower the screen resolution (ex. 800 x 600) - Windows XP and 98

• Enlarge icons - Windows XP and 98

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• Enlarge the mouse, change its color, and assign mouse pointer trails - Windows XP and 98

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• Change the speed of the mouse pointer - Windows XP and 98

• Slow down the cursor blink rate - Windows XP and 98

• Customize the size of font on desktop and menu bars - Windows XP

• Maximize the window to fill the screen - Windows XP and 98

• Customize the colour of screen, font and window title bars - Windows XP and 98

• Increase the size of the scroll bars and window borders - Windows XP

Hearing

• Display captions for speech and sounds - Windows XP

• Play sounds when you press CAPS lock, NUM lock or SCROLL lock. - Windows XP

• Make sure all students are facing you when giving instructions in the computer lab

• Use of personal headphones

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Mobility

• Changing the response rate of the keyboard so that letters will not be repeated if the student holds down too long
on a key - Windows XP and 98

• Ensure that the mouse is on the appropriate side of the computer depending on the dominant hand of the student.
For left handed users, change the left and right mouse click buttons so that it matches with the students left hand. -
Windows XP and 98

• On Screen keyboard - Windows XP

• Use sticky keys - this enables a user to press key combinations like CTRL+ALT+DEL that usually have to be held
down at the same time to press them one keystroke at a time. - Windows XP

• Use keystrokes to perform mouse functions ie. use the numeric keypad to move the mouse up and down and to the
left and right. - Windows XP

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Other

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• Develop peer support programs or buddy systems that involve classmates helping classmates, students with disabili-
ties can play role of helper as well.

A
• Colour code the keyboard using small dot stickers. For example, right of centre is green, left of centre is red. Small
stickers can be placed on the back of the student’s hand, corresponding to the side of the keyboard.

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• Use a slant board to position the keyboard (1" or 2" binders can be used as slant boards)

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• Seat the student facing the computer monitor with keyboard and computer monitor at the appropriate height.

• Identify specific function keys such as Spacebar, Enter, Backspace, Tab and Shift, etc. with coloured dot stickers to
highlight their position on the keyboard.

• Some software such as Ultimate Writing and Creativity Center, Inspiration 7.5, Understanding Numeration, ATutor
have accessibility features. Check the help section of these programs to determine how to access available.

Journey On - P.E.I. Department of Education, 2006 139

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FT
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140 Journey On - P.E.I. Department of Education, 2006

Science

Glossary

Abbycat: PEI Public library database system

Absolute: a cell reference that remains constant in a formula. Dollar signs are used to force the spreadsheet to
keep the cell reference in a formula the same when it is copied. (i.e. when the formula =A6/$B$6 is copied the
numerator A6 will change to A7, A8, etc. while the denominator $B$6 will stay the same)

APA: abbreviation of American Psychological Association. The APA standard is used for quoting references for
the sciences.

Applet: An application, written in Java, that can run inside a web page but is not limited by the functionality of
HTML. Java applet and Java script differ that a Java applet needs to be downloaded. Java script is incorporated in
a web page with HTML tags.

Application sharing: a program that is installed on the server computer which allow all computers on the
network to have access to that software.

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Assignment drop box: a mechanism for uploading electronic assignment files for an instructor using an online

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content management system such as WebCT or ATutor.

Attachment: file that is attached to an email

A
Auto fill data: spreadsheet feature that will complete a series of entries such as the “days of the week” or
“months of the year”. (i.e. enter January, February and select the corresponding cells with the mouse and select

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“auto fill”. The remaining 10 months will be automatically entered)

Automated text: database input form feature that will automatically fill a field with a predetermined value (i.e.

D
current year, telephone area code, etc.)

Background: display behind graphics and text on a web page. A background can be a colour or a tiled graphic.

Bitmap: pixel (picture element) representation of a graphic. The image is made by small dots (pixels) of different
colors.

Bookmark (Favorite): a saved link to a specific place on the Internet.

Boolean operators: logic system that returns “true or false”, “yes or no”, “AND”, “OR”, “NOT”. These terms
are used to set parameters for searching.

Browser: a program that accesses and displays files and other data available on the Internet and other networks.
(i.e. Internet Explorer, Netscape)

Bullets: a symbol appearing before items in a list.

Button bar: a bar of graphical buttons found in a program that contain “short cuts” for commonly used tasks.

Cascading style sheet (CSS): a feature of HTML that allows users to create style templates (sheets) that
specifies how different text elements (paragraphs, headings, hyperlinks, etc.) appear throughout a website.

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Cell address: coordinate of a cell. It is represented by a letter and a number such as A2

Cell: the area in a spreadsheet where rows and columns intersect. Data and formulas are placed in cells. Cells are
identified by the alphabetical column and numeric row i.e. A1

Clone brush: a graphics tool used to copy all or part of an image.

CMYK: a subtractive color model used in color printing. This color model is based on mixing pigments of cyan,
magenta, yellow and black in order to make other colors.

CODEC: abbreviation for COmpression/DECompression. Software or hardware that compresses and

decompresses audio and video data streams into smaller sizes while maintaining the quality. (.wmv, .ra, SVCD,
MPEG, mp3, etc.)

Cold boot: powering off the computer completely and restarting it.

Column: vertical section of a spreadsheet, identified by a letter

T
Commercial ware: commercial software which requires purchase and registration.

F
Compatibility: whether or not hardware or software will work on a computer.

A
Compression: process of encoding data, video, or audio in order to reduce its size (.zip, .jpg).

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Connection line type: how a computer is linked to a network (i.e. T3, modem, DSL, etc.)

Connection speed: the speed of information transfer among networked devices.

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Cursor (Pointer): the symbol used to represent the movement of the mouse. (i.e. arrow)

Data entry bar: space in the spreadsheet to enter the cell data or formulas.

Database report: data from fields specified in a search query sorted into a particular order. Calculations and
formatting may be applied to the reports generated.

Database: collection of structured, searchable electronic data (i.e. search engines are data bases)

Decompression: process of decoding or reading encoded data.

Desktop publishing: combination of text, images and graphics to produce publications such as newsletters,
posters and brochures

Display format: the way the files and folders are being displayed in the windows (i.e. thumbnails, icons, details,
etc.)

Distribution list: a list of email addresses that are grouped together so that one email message may be sent to all
members of the group. (i.e. all students in a class, all teachers on a particular committee)

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Download / Upload: refers to the transfer of information between computers. The person/computer sending the
information refers to the transfer as an upload, while the person/computer receiving the information refers to it as
a download.

Drive: name that refer to a storage location such as C:, G:, or A:

Dynex: PEI (French) school library database system

Effect: graphical manipulation that applies special effects to objects (i.e. chrome, neon ).

Embed object: objects (audio, video, animation, etc.) that load with the HTML tags when the page is visited.
Those items will be downloaded and run automatically

Ergonomic: workplace designed for maximum comfort, efficiency, safety, and ease of use.

Error checking routine: features in a database input form that checks to see that entered data corresponds to
some pre-defined criteria (i.e. ticket number must fall within the range of 1-500, and no two records may have the

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same ticket number)

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Export: to transfer information to another format for use in a different program.

Field types: identifies the type of information that is to be entered into a field in a database (i.e. date, numeric,

A
text)

Fields: different categories in a database (i.e. first name, middle initial, last name, street)

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File extension: alphanumeric characters located after the period at the end of a filename. This identifies the type of
software than can open the file. (i.e. .mp3, .wpd, .gif, .html, etc.)

disk, floppy disk, CD)

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File management: process of organizing files into folders and sub-folders and selecting storage medium (i.e. hard

File properties: detailed information on the file. (i.e. size, date, extension)

File size: storage space taken by a file in the computer system (i.e. kilobytes - kb, megabytes - mb, gigabytes - gb)

Filter (graphic): graphical manipulation that applies special effects to images (i.e. blur, sharpen).

Filters: search criteria that allow particular emails to be located. Filters may be set with “rules” that provide
directions on tasks to perform with selected emails.

Fixed/locked titles: feature in spreadsheet program to keep certain cells showing (i.e. headings) while scrolling

Flash: developed by Macromedia, Flash is a software used to create web content that interacts with the users by
providing animations, audio, games, etc.

Flat database: is a single database table structure (i.e. Appleworks, MS-Works) Searches can be performed within
this table but it is not capable of organizing complex applications.

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Folder (Directory): an electronic storage area that can contain a group of files and/or other directories.

Font: the style of text characters. (Times New Roman, Arial, Garamond, etc.)

Footer: text placed automatically at the bottom of each page in a document

Frame: a webpage that has separate divisions (windows) within the web browser. The content for each frame area
comes from a different .html file.

Freeware: software distributed by the creator free of charge under certain conditions.

Functions: pre-defined mathematical rules that are available in spreadsheet programs i.e. mean, round, standard
deviation, exponents, payment amount, etc.

Graphics in layers: objects placed over other objects to create one image. This allows for easier editing and
manipulation.

T
Group file sharing: a specific network folder that a workgroup member can share

F
Grouping: creating one single object made up of several other objects. This allows for resizing the object as a whole.

Hardware: all physical parts of a computer (i.e. monitor, mouse, keyboard, etc.).

A
Header: text placed automatically at the top of each page in a document

R
Hexadecimal: a numbering system with base of 16 includes only the digits 0 through 9 and the letters A, B, C, D,
E, and F. Used to identify large numbers accurately i.e. identify colors, network addresses.

D
Hosting service: service that companies provide to store data on their server

HTML tags: Hypertext Markup Language tags are instructions within brackets < > that tell the web browser how
to display the page information.

Image map: an alternative navigational structure whereby an image on a webpage has “programmed coordinates”
that allow the user to navigate the site intuitively, using the mouse.

Import: to bring in external information

Insertion point: the insertion point is where the next character typed from the keyboard will appear. (i.e. “I beam”)

Interactive syllabus: an electronic course outline

Java Script: a scripting language developed by Netscape to enhance the capability of HTML language

Justification: adjustment of text to ensure that margins will align throughout the document (i.e. left, center, right)

Layer: visualized as electronic “transparencies” which allow users to display and manipulate information separately.

Link (Hyperlink): a clickable link to another file (i.e. web page).

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Lock cell: locking a cell will prevent any changes on its content. It doesn’t hide the content of the cell.

Logical operators: used to compare variables such as greater (>) greater or equal (>=), equal (==), less or equal (<=)
and less (<).

Macro: a group of repeated commands that are recorded and saved for later use.

Mail merge: a word processing feature that allows a user to create a “data records” database to record information
about a number of people, and a form letter template. Based upon a search criteria, names, addresses and other
recorded data are combined with fields found in the form letter. Completed forms may be displayed on the screen or
sent directly to a printer.

Menu bar: a horizontal bar at the top of a window, below the title bar, that contains drop-down menus.

Microcat: PEI (English) school library database system

MLA: abbreviation of Modern Language Association. The MLA standard is used for quoting references for the

T
humanities.

F
Multimedia: the use of several media to convey information (text, audio, graphics, animation, video).

Multiple logins: simultaneously logging into multiple computers on the same network using the same username.

A
Network: a communication system connecting two or more computers.

R
Notebook: another name for an individual spreadsheet.

Object alignment: positioning of an object with respect to other objects.

D
Panorama: a series of picture “stitched” together using software to create a picture wider than what the camera is
normally capable of capturing. Some panorama can offer user a 360 degree view.

Plug-in: an auxiliary program that works within a browser to enhance its capability. The plug-in can be a third party
product. (adobe reader for .pdf, Real Audio, Shockwave, etc.)

Pop-up ads: a form of online advertising that open a new window automatically to display advertisements.

Principles of design: five universally recognized principles are contrast, unity, pattern, movement, and rhythm. Used
in combination these principles create a esthetically pleasing product.

Print queues: set of printing tasks waiting to be processed.

Publishing etiquette: acceptable guidelines for publishing. (i.e. non-biased, inclusive language).

Record: all fields relating to one “object” in a database (i.e. all information regarding one student)

Relational database: is the creation of multiple tables linked to each other through a common “key” such as a
customer number. (i.e. a travel agency may have customer contact information in one table, airline reservations in a
second, hotel and car reservations in a third. If any piece of information changes only one table needs to be updated.)

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Relative: a cell reference that will automatically update itself in a formula when it is copied. (i.e. a formula =A6/B6
will update itself to =A7/B7, =A8/B8, etc. as it is copied downward in a column)

Rename: change the name of the file or folder to another name.

RGB: a color model that utilizes the additive model in which red, green, and blue light are combined in various ways
to create other colors (i.e. pixels on a computer monitor). Colours created on the computer monitor sometimes may
not be able to be reproduced when printed.

Rollover (mouse over): a “change of state” when the mouse is positioned above an object.(i.e. colour changes,
cursor changes, image changes)

Row: horizontal section of a spreadsheet, identified by a number

Rule: a task to perform on emails that meet a particular criteria. (i.e. send a return message for all incoming emails,
such as “on vacation until ..”, delete message from particular sources, or automatically place mail in a particular folder)

T
Save as: same as “Save” but allows user to save a copy of current file under a new name or location.

Save: permanently record data to a storage medium such as a floppy disk or hard disk.

includes a screen capture utility.

AF
Screen capture: saving a portion of the current screen as an image file to be inserted into a document. Paintshop Pro

Search engine: a program designed to help find information on the Internet. (i.e. Google, Ask Jeeves, Yahooligans)

R
Server: the central computer in a network. (i.e. contains shared data, programs, etc.)

D
Shareware: trial version of any commercial software.( i.e 30 days) Shareware is also known as demoware, trialware and
many other names.

Signature: text added automatically at the end of an email (i.e. name, position, return address, phone/fax number,
email address)

Software: program or application that runs on a computer.

SPAM: acronym of the words: Stupid Pointless Annoying Messages. These messages are often advertising emails
sent out massively on the internet.

Spreadsheet: a grid which helps you organize data in rows and columns. Calculations may be performed by inserting
formulas. Charts or graphs may be generated from the data.

Spyware: computer software that gathers and reports information about the computer usage without the user’s
knowledge or consent.

Streaming video and audio: refers to a technique of transferring media over the Internet to the user’s computer so
that it is available without having to download the whole file. The media will begin to play once a predetermined
amount of data is transferred to the computer “buffer”

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Tab rulers: guides found in word processors allowing the user to graphically set and delete tab indents

Text art: tool found in Word Perfect that allows the user to create text in 2D and 3D formats in a variety of shapes

Text wrap: word processing feature that automatically places the text on the next line

Touch keyboarding: the ability to type without looking at the keyboard.

Un-grouping: separating objects that were previously grouped.

Unlock cell: this allows modification be to performed on cells that were previously “locked”

Vector: mathematical representation of a graphic. The image is made from mathematical equations that represent
the curves, lines, area, color, etc. This form of representation allows for small file sizes while maintaining detail
when increasing picture size.

T
Virtual reality: an artificial environment created with computer technology

Virus: a virus is a program or piece of code that causes an unexpected, usually negative, event.

F
W3C accessibility guidelines: World Wide Web Consortium organization that provides standards for web page
creation. These include accessibility issues (challenged users, slow line speeds, older processing equipment) and

A
equipment compatibility.

R
Warm boot: restarting the computer using reset button, Ctrl+Alt+Del, etc.

Watermark: a graphic or text appearing in the background of a page (i.e. the word “Draft” or a graphic of a soldier

D
in a Remembrance Day poem)

Web Server: a computer that stores data (i.e.: web sites) for the world wide web

Whiteboard: a whiteboard is a shared electronic workspace. Each participant can add text, make drawings or paste
pictures on the whiteboard. Other participants can immediately see the result on their workstation.

Wireless connection: connection to another device without physically connecting a wire.

WYSIWYG: Acronym for“What You See Is What You Get”. WYSIWYG is used to describe applications that let
you see what documents will look like

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