Some Guiding Thoughts on Science Education

1. Some Guiding Thoughts on Science Education Christie Brown, MELS Christie.brown@mels.gouv.qc.ca IEEE Region 7 Meeting Montreal, Quebec May 16, 2009

2. Objectives • To provide an overview the science and technology curriculum in Quebec. • To share some of the challenges that schools currently face and how IEEE can help. • To provide some suggestions on best practices and opportunities for working with teachers.

3. Council of Ministers of Education, Canada • A vision for scientific literacy in Canada: Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. • Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, 1997. p. 4

4. Council of Ministers of Education, Canada • Diverse learning experiences based on the framework will provide students with many opportunities to explore, analyse, evaluate, synthesize, appreciate, and understand interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers and their future. • Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, 1997. p. 4

5. Council of Ministers of Education, Canada • Students learn most effectively when their study of science is rooted in concrete learning experiences, related to a particular context or situation, and applied to the world where appropriate. • Learning is enhanced when students identify and solve problems. • Source: CMEC. Common framework of science learning outcomes: Pan-Canadian protocol for collaboration on school curriculum, 1997. p. 7

6. From Engagement to Empowerment:Reflections on Science Education for Ontario • Science through “doing” provides students with opportunities to develop, reinforce and extend their understandings of conceptual knowledge and procedural knowledge. • Students need access to materials, tools, and equipment necessary to develop and practice skills of science. • Students need opportunities to engage in a variety of activities that foster the (development) of a broad range of skills. • Source: Little, C. & Erminia Pedretti. From engagement to empowerment: Reflections on Science Education for Ontario. Pearson, 2008. p. 34

7. Context of Quebec Schools 69 Francophone school boards 9 Anglophone school boards 1 Aboriginal school board Private schools: French (FEEP) English (QAIS/AJDS) Non-affiliated CEGEP (equivalent to Grade 12 and First Year University) 7

8. Context in Quebec Schools • New curriculum, based on competencies, currently undergoing implementation. • Teachers who were familiar with teaching specific content are now asked to reach outside of their comfort zone. (solution: Training Teams across the province) • Appropriate resources are not always easy to find (solution: Renovations of labs and workshops; partnerships created with organizations such as IEEE).

9. How is a competencydefined in Quebec? • A competency is defined as the ability to act effectively by mobilizing (using) a range of resources. • MELS, p. 17, 2006

10. MELS, QEP, 2007. p.25

13. Key Features Competency Manifestations “Observable Stuff” Source: MELS, QEP, 2007

14. How competent we want kids to be when they leave school Developing competency

16. Year 2 – General Path Concentration (ppm) Electrolytes; pH scale; Electrolytic dissociation Ions; Electrical conductivity Carbon cycle Nitrogen Cycle Factors that influence the distribution of biomes Marine Biomes Terrestrial biomes Combustion, photosynthesis and respiration Acid-base neutralization reaction; Balancing simple chemical equations Law of conservation of mass Minerals Soil profile Permafrost Energy resources Catchment area; Oceanic Circulation Glacier and ice floe; Salinity Energy resources Rutherford-Bohr Model Lewis Notation Physical Properties of solutions Biogeochemical cycles Chemical Changes Climate Zone Greenhouse Effect; Atmospheric circulation Air mass; Cyclone and anticyclone Energy resources Electricity: (Electrical charge; static electricity Ohm’s law; Electrical circuits Relation ship between power and electrical energy) Electromagnetism: (forces of attraction and Repulsion; Magnetic field of a live wire) Lithosphere Earth & Material Space World Living Technological World World (Ecology) Hydrosphere Organization of Matter Electricity and Electromagnetism Atmosphere Law of conservation of energy Energy efficiency Distinction between heat and energy Solar energy flow Earth-Moon system (Gravitational effect) Space Transformation of Energy Climate Change; Deforestation Drinking Water; Energy Challenge Density, biological cycles Study of Populations Electrical Engineering Dynamics of Communities Power supply; Conduction, insulation, and protection. Control Transformation of energy (electricity and light, heat, vibration, magnetism) Mechanical Engineering Biodiversity Disturbances Dynamics of Ecosystems: Materials Characteristics of linking of mechanical parts Guiding controls Construction and characteristics of motion Transmission systems (friction gears; pulleys And belt; gear assembly; sprocket wheels and chain; wheel and Worm gear) Speed Changes Construction and characteristics of transformation systems (screw gear system, connecting rods, cranks, slides, rotating Slider crank mechanism, rack and pinion drive, cams Trophic relationships; Primary productivity; Material and Energy flow; Chemical recycling Constraints (deflection, shearing) Characteristics of mechanical Properties; Types of properties (plastics, Thermoplastics, thermosetting plastics Ceramics, composites Modification of properties Degradation, protection

17. Year 2 – Applied Path Force; Types of forces Equilibrium of two forces Relationship between constant speed, distance and time Mass and Weight Archimedes Principle Pascal’s Law Bernoulli’s Principle Air mass; Cyclone and anticyclone Energy resources Minerals Energy resources Catchment area; Energy resources Solar energy flow Earth-Moon system (Gravitational effect) Combustion, oxidation Electricity: (Electrical charge; static electricity Ohm’s law; Electrical circuits Relation ship between power and electrical energy) Force and motion Disturbances Trophic Relationships Primary Productivity Material and energy flow Chemical Recycling Factors that influence the Distribution of biomes Ecosystems Hydrosphere Lithosphere Fluids Atmosphere Electromagnetism: (forces of attraction and Repulsion; Magnetic field of a live wire) Magnetic field of a solenoid Electromagnetic induction Chemical Changes Space Earth & Material Space World Technological World Electricity Electromagnetism Law of conservation of energy Energy efficiency Distinction between heat and energy Dynamics of Ecosystems Living World Transformation of Energy Multiview orthogonal projection (general drawing) Functional dimensioning Developments (prism, cylinder, pyramid, cone) Standards and representations (diagrams and symbols) Technologies: Medical, Information, Agricultural, Automotive Electrical Engineering Graphical Language: Power supply; Conduction, insulation, and protection (resistance and coding, Printed circuit). Typical Controls (unipolar, bipolar, unidirectional Bidirectional) Transformation of energy (electricity and light, heat, vibration, magnetism) Other functions (condenser, diode, transistor, Solid state relay Materials Manufacturing Manufacturing: Characteristics of drilling, tapping, threading, And bending Measurement and Inspection: Direct measurement (vernier calliper) Control, shape, and position (plane Section, angle) Mechanical Engineering Constraints (deflection, shearing) Characteristics of mechanical properties Heat treatments Types and properties: Plastics (thermoplastics, thermosetting, plastics) Ceramics Composites Modification of properties (degradation, protection) Adhesion and friction of parts Linking of mechanical parts (freedom of movement) Guiding controls Construction and characteristics of motion, Transmission systems (friction gears, pulleys and belt, Gear assembly, sprocket wheels and chain, wheel and worm gear) Speed changes, resisting torque, engine torque Construction and characteristics of motion: Transformation systems (screw gear system, connecting rods Cranks, slides, rotating slider crank mechanism, Rack and pinion drive, cams, eccentrics)

18. ¤ Simplified atomic model ¤ Neutron ¤ Rules of nomenclature and notation ¤ Polyatomic Ions ¤ Concept of mole ¤ Avogadro'd number Cycle 2, Year 2 Science and Technology of the environment General Option ¤ Nuclear Stability ¤ Radioactivity ¤ Fission and fusion ¤ Relationship between work, force and displacement ¤ Relationship between mass and weight ¤ Effectve force ¤ Relationship between work and energy ¤ Relative atomic mass ¤ Atomic number ¤ Periodicity of properties ¤ Isotopes ¤ Relationship between potential energy, mass, aceleration and displacement ¤ Relationship between kinetic energy, mass and speed. ¤ Relationship between thermal energy, soecific heat capacity, mass and temperature variations ¤ Kirchhoff's laws ¤ Electrical field ¤ Coulomb's law ¤ magnetic field of a solenoid ¤ Ecological Footprint ¤ Ecotoxicology contaminants bioconcentration bioaccumulation Lethal dose Approved Version Organization of Matter Nuclear Transformations Transformation of energy Periodic Table ¤ Oxidation ¤ Salts ¤ Stoichiometry ¤ Types of bonds (covalent ou ionic) ¤ Endothermic and exothermic reactions Electricity and Magnetism Ecology Genetics ¤ Heredity ¤ Genes ¤ Alleles ¤ Character Trait ¤ Genotype et phenotype ¤ Homozygote et heterozygote ¤ Dominance et recessivity ¤ Protein synthesis ¤ Cross-Breeding Food Production Residual Materials Material World Chemical Changes Living World Genetics Physical properties of solutions ¤ Concentration (mole/L) ¤ Strength of electrolytes Technological World ¤ Axonometric Projection : exploded view (reading) ¤ Multiview Orthogonal Projection (assembly drawing) ¤ Dinmensional tolerances Atmosphere Graphical Language ¤ Atmospheric Circulation prevailing winds ¤ Contamination Earth and Space Hydrosphere Mechanical Engineering ¤ Contamination ¤ Eutrophication Lithosphere ¤ Adhesion and friction between parts ¤ Degrees of freedom of a part ¤ Construction and characteristics of motion transformation systems. (eccentric) Manufacturing Biogeochemical Cycle Materials Biotechnology ¤ Forming machines and tools ¤ Manufacturing Characteristics of laying out drilling, tapping, threading and bending ¤ Measurements Direct measurement (vernier callipers) ¤ Soil depletion ¤ Buffering the capacity of the soil ¤ Contamination Electrical Engineering ¤ Phosphorous Cycle ¤ Types of control (lever, pushbutton, toggle, unipolar, bipolar, unidirectional, bidirectional) ¤ Other functions (condenser, diode) ¤ Heat treatments ¤ Cloning ¤ Wastewater treatment ¤ Biodegradation of polluants ¤ Conduction, insulation and protection (resistance et coding, printed circuit)

19. Cycle 2, Year 2 Science and the Environment (Applied Option, 2 cr) ¤ Relationship between potential energy, mass, acceleration and displacement ¤ Relationship between kinetic energy, mass and speed. ¤ Relationship between work, force and displacement ¤ Efficient force ¤ Relationship between work and energy ¤ Lewis notation ¤ Particles (proton, electron, neutron) ¤ Simplified atomic model ¤ Relative Atomic Mass and Isotopes ¤ Relationship between thermal energy, specific heat capacity, mass and changes in temperature Approved Version ¤ Ecotoxicology contaminant bioconcentration bioaccumulation Toxicity level ¤ Nomenclature and Notation Rules ¤ Polyatomic ions ¤ Concept of mole Transformations of Energy Organiaation of matter Material World Ecology Food Production Residual Materials Living World ¤ Precipitation ¤ Decomposition and synthesis ¤ Photosynthesis and respiration ¤ Acid-baseneutralization ¤ Salts ¤ Balancing chemical equations ¤ Greenhouse Effect ¤ Atmospheric circulation Prevailing winds ¤ Contamination Atmosphere Earth and Space Chemical Changes Hydrosphere ¤ Law on the conservation of mass ¤ Stoichiometry ¤ Types of bonds (covalent ou ionic) ¤ Endothermique and exothermic reactions ¤ Contamination ¤ Eutrophication Lithosphere Physical Changes Physical properties of solutions ¤ Soil profile (Horizons) ¤ Buffering capacity of the soil ¤ Contamination ¤ Solubility ¤ Concentration (g/L, ppm, %, mole/L) ¤ Electrolytes ¤ pH Scale ¤ Dissolution ¤ Dilution ¤ Ions ¤ Electrical Conductivity

20. General Education Path and Applied Education Path Cycle One Secondary III Secondary IV Secondary V Required to enter Pre-U SCIENCES in CEGEP Minimum to Graduate SCIENCE & TECHNOLOGY (S&T) OPTION Same for all students 555-306 6 credits (150 hours) 555-404 4 credits (100 hrs) 558-404 4 credits (100 hrs) OPTION OPTION 2 OPTION 1 Physics 4 credits (100 hrs) Chemistry 4 credits (100 hrs) 557-306 6 credits (150 hours) 558-402 2 cr (50 hrs) OPT 557-406 6 credits (150 hrs) Documents available in Spring 2009 BRIDGE APPLIED SCIENCE AND TECHNOLOGY (AST) 20

21. Competency 1 This competency is identical in both paths. This competency is developed through activities which require students to use either the scientific method or the design process. Seeks answers or solutions to scientific or technological problems 21

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23. Competency 2 Makes the most of his/her knowledge of science and technology • Applied Path: Grade 10 • Focuses on the analysis of technical applications. • Examples of Technologies: • Medical • Transportation • Agricultural • Information and Communication • MELS. Applied QEP, 2007. p. 24 • General Path: Grade 10 • Focuses on ISSUES analysis • Issues: • Climate Change • Deforestation • Energy Challenge • Drinking Water • Waste Management (Opt.) • Food Production (Opt.) • MELS. General QEP, 2007. p. 46-53 Note: The forms of analysis are the same 10 ways seen in Cycle 1. 23

24. Technology Oriented GENERAL PATH 24

25. Technology Oriented APPLIED PATH 25

26. Competency 3 This competency is identical in both paths. In order to know whether the student has understood something - be it a concept, a skill, or a method – they must communicate this to us in an observable way… Communicates in the languages used in science and technology 26

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28. Questions to be answered: What is your intention with a given activity? Targeted Competencies Targeted Content What do your students already know? How will you evaluate them? During the activities? At the end? 28

29. Challenges and Opportunities • Some challenges: • Degree of comfort level for teachers with the technology component. • The availability of good resources is not always obvious. • “Time” • The Opportunities: • Teachers are strongly encouraged to use community expertise to bring the “real world” into the classroom. • Exploration of engineering in general with the students • Conventions and conferences • Invitation to a Science Symposium next year (09-10)…!

30. How to establish contact? • School board consultants have direct access and are most often open to encouraging community support. • Ministries will generally have their curricula on their website (http://www.mels.gouv.qc.ca) • You need to make it relevant: • How does it connect to the level being taught? • How will this help my students to learn and develop competency?

31. Questions or Comments? Christie Brown Math, Science and Technology Services à la communauté anglophone Ministère de l’éducation, de loisir et du sport 514-873-3339, 5277 Best way to reach me: • Christie.brown@mels.gouv.qc.ca