The ICT outcomes for Alberta Education are divided into the four divisions - grades 1-3 are division 1, grades 4-6 are division 2, grades 7-9 are division 3, and grades 10-12 are division 4. For the ICT programs of study, each of these divisions is then further divided into three categories of technology integration - the C category - which is for communication, and problem solving like using technology for research, the F category, which is for foundational knowledge - like understanding ergonomics and the nature of technology, and the P category, which is for processes of productivity, like manipulating data, and communicating through multimedia - where the rubber hits the road, so to speak.
P3 (Students will communicate through multimedia.)
3.1) create multimedia presentations that take into account audiences of diverse size, age, gender, ethnicity and geographic location
3.3) create multimedia presentations that incorporate meaningful graphics, audio, video and text gathered from remote sources
P5 (Students will navigate and create hyperlinked resources.)
3.1) create a multiple-link web page
3.2) demonstrate proficient use of various information retrieval technologies
P6 (Students will use communication technology to interact with others.).
3.1) communicate with a targeted audience, within a controlled environment, by using such communication technologies as email and web browsers
3.2) demonstrate proficiency in accessing local area network, wide area network and Internet services, including uploading and downloading text, image, audio and video files
Grade 8 Science Outcomes - Unit C - Light and Optical Systems
The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below.
− microscopes and telescopes
− contribution of technologies to scientific development
− transmission and absorption of light
− sources of light
− reflection and refraction
− vision and lenses
− imaging technologies
GLO 2. Investigate the transmission of light, and describe its behaviour using a geometric ray model
- investigate how light is reflected, transmitted and absorbed by different materials; and describe differences in the optical properties of various materials (e.g., compare light absorption of different materials; identify materials that transmit light; distinguish between clear and translucent materials; identify materials that will reflect a beam of light as a coherent beam)
- measure and predict angles of reflection
- investigate, measure and describe the refraction of light through different materials (e.g., measure differences in light refraction through pure water, salt water and different oils)
- investigate materials used in optical technologies; and predict the effects of changes in their design, alignment or composition
Technologies to use: (computer, screen recorder, internet/browser, website creation, concept mapping software, video editor, email/social media)
Rationale: This is more than the required two technologies - but they fit nicely together to complete this project. Light and optics are an interesting branch of science, it would be interesting to show these topics through a rich multimedia experience - first through an interactive ray diagram applet via screencast with spoken explanation, then with the concept map graphic organizer showing how all of the topics are connected or branch out from each other. The video editing and website are a part of the ICT outcomes, but really are just tools to represent the information from the student.
Computer to create a variety of small projects after learning about light interactions:
(all temporary files saved on the student’s networked folder on the school server).
1. a video screencast (using screencast-o-matic) showing and explaining with speech recording a ray diagram applet such as http://teleformacion.edu.aytolacoruna.es/FISICA/document/applets/Hwang/ntnujava/Lens/lens_e.html - The video must be edited in a basic editor to include a title, date, your name, and intro section showing images from the internet depicting real-world uses of lenses and mirrors, and a subdued and appropriate selection of royalty free (legal) background music available from sites such as http://incompetech.com/music/royalty-free/
Create a second video (with a helper or at least a tripod) of you demonstrating light interacting with lenses, mirrors, and passing through different medium interfaces (ie air-glass, air-diamond, air-water etc). For each of these interactions, attempt to measure the angles of the light (ingoing and exiting) using a protractor. Try different lenses from magnifying glasses, eye glasses, telescopes, microscopes, etc. and describe what they are made out of, and possible reasons.
Upload the videos to a hosting service such as Youtube or Vimeo.
2. a concept web using the free www.xmind.net software showing the relationships and connections between higher order concepts of light down at least three levels for three different categories to specific details. Saves the concept web as an image file to upload to a website such as weebly or Google sites.
3. Set up a website with at least four pages, and a menu to navigate throughout. The pages should include a homepage with a basic introduction to the topic of light and optics, a page with your videos and legible concept web, a page with additional resources and links to other websites that are helpful in learning about light interactions, and a Bibliography-type page listing detailed sources of all images, sounds, and other resources used. Include disclaimer/note on your pages that you are a student, and that it is possible that there are mistakes.
4. Promote your website to the other students, the teacher, your friends, family, etc. using email and/or social media, and elicit feedback and comments from them.