MICHELS ACADEMY COURSE OUTLINE

DEPARTMENT: SCIENCE

Headmaster: Henry Michels Revised: September 2010

Course Description
This course enables students, including those pursuing postsecondary programs outside the sciences, to increase their understanding of science and contemporary social and environmental issues in health-related fields. Students will explore a variety of medical technologies, pathogens and disease, nutritional science, public health issues, and biotechnology. The course focuses on the theoretical aspects of the topics under study and helps refine students’ scientific investigation skills.
Big Ideas
Medical Technologies
Ø Medical technologies can have positive and negative effects on society, human health, the economy, and the environment.
Ø Knowledge of medical technologies, and the science behind them, can help patients better understand their diagnoses and treatment options.
Pathogens and Disease
Ø Appropriate technologies and informed choices with respect to personal behaviour can limit the spread of pathogens and diseases.
Ø Methods used to control the spread of pathogens and diseases can have both positive and negative effects on human health.
Nutritional Science
Ø The nutrients and other substances found in foods affect human health and well-being.
Ø An understanding of the role of nutrients and other substances found in foods enables people to make healthy lifestyle choices.
Science and Public Health Issues
Ø An understanding of threats to public health helps individuals and societies adopt appropriate practices to protect their health and the health of others.
Ø A global approach to public health is necessary to help prevent future pandemics.
Biotechnology
Ø Many social, ethical, and legal issues and conflicting interests have to be considered when determining the appropriate uses of biotechnology.
Ø Scientific knowledge helps individuals and society make informed decisions regarding biotechnology.
Overall Expectations
Scientific Investigation Skills and Career Exploration
A1. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
A2. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
Medical Technologies
B1. assess the impact of medical technologies and therapies, both conventional and alternative, used to diagnose and treat human health conditions;
B2. investigate the uses of, and analyse the information provided by, a variety of medical technologies;
B3. demonstrate an understanding of the function and use of a variety of medical technologies and the information they provide about the human body.
Pathogens and Disease
C1. evaluate the impact of scientific and technological knowledge and individual behaviour on the control of pathogens and the prevention of disease;
C2. investigate the nature and growth of pathogens and the effectiveness of measures intended to prevent their spread;
C3. demonstrate an understanding of pathogens, the diseases they cause, and ways of controlling their spread.
Nutritional Science
D1. assess how personal and societal factors affect eating behaviours, and evaluate the social and economic impact of the use of non-nutrient food additives;
D2. investigate chemical components of and energy in food, and the processes by which food is digested;
D3. demonstrate an understanding of chemical components of and energy in food, and the processes by which food is digested.
Science and Public Health Issues
E1. assess the impact of scientific research, technological advances, and government initiatives on public health;
E2. investigate various strategies related to contemporary public health issues;
E3. demonstrate an understanding of major public health issues, past and present.
Biotechnology
F1. analyse a variety of social, ethical, and legal issues related to applications of biotechnology in the health, agricultural, or environmental sector;
F2. investigate various techniques used in biotechnology and how they are applied in the food industry and the health and agricultural sectors;
F3. demonstrate an understanding of biological processes related to biotechnology and of applications of biotechnology in the health, agricultural, and environmental sectors.
Units of Study
Unit 1 - Medical Technologies / 20 hours
Unit 2 - Pathogens and Disease / 20 hours
Unit 3 - Nutritional Science / 20 hours
Unit 4 - Science and Public Health Issues / 20 hours
Unit 5 - Biotechnology / 20 hours
Assessment and Evaluation Strategies
In order to ensure that assessment and evaluation are valid and reliable, and lead to improvement of student learning, teachers of this course use a variety of the following strategies to assess student learning and to provide them with feedback:
·  teacher observation
·  oral presentations, interviews
·  essays, reports, reviews, critiques, letters, journals, creative writing, computer lab work
·  media works
·  quizzes, tests, examinations
·  performance tasks, dramatic presentations
·  portfolios, design projects, lab work
·  self-assessment, peer assessment
·  check lists, rubrics
·  questions and answers
Some of these strategies are also used for evaluation. However, evaluation is the responsibility of the teacher and is based on individual student demonstration of course expectations. Evaluated group tasks likewise must reflect individual accountability for learning and demonstration of course expectations through work submitted.
Achievement Categories/Strands
Knowledge / Understanding 30 %
Thinking 25 %
Application 25 %
Communication 20 % / Calculation of Final Mark
Term Evaluation: 70 %
Final Evaluation: 30 %

Levels of Achievement

Level 4 80 % - 100 %
Level 3* 70 % - 79 %
Level 2 60 % - 69 %
Level 1 50 % - 59 %
Level R < 50 %
* Level 3 is defined as the Provincial standard. A student achieving a Level 3 should be well prepared for work in the next grade level or the next course. /

Learning Skills

§  Works Independently
§  Team Work
§  Organization
§  Work Habits
§  Initiative
Learning skills are necessary for success and affect level of achievement. They will be reported as follows:
E – Excellent S – Satisfactory
G – Good N – Needs Improvement
Unit 1 - Medical Technologies / End of Unit Test
Unit 2 - Pathogens and Disease / End of Unit Test
Unit 3 - Nutritional Science / End of Unit Test
Unit 4 - Science and Public Health issues / End of Unit Test
Unit 5 - Biotechnology / End of Unit Test
Unit 6 - Final Assessment Tasks / Final Exam/Culminating Activity

Expectations of the School

We at Campbell believe that students should be given every opportunity to succeed.
Student evaluation is contingent on student demonstration of course expectations. Therefore, one a topic/unit/concept is completed and work is returned, and overdue assignments will be considered only in extenuating circumstances.
Student Absence for an In-Class Evaluation
An opportunity to complete an in-class evaluation might be given. In order for students to ensure this opportunity:
1.  they must bring appropriate documentation explaining their absence;
2.  they should inform their teachers of an anticipated absence before the date of the evaluation.
Academic Honesty and Consequences of Cheating
It is a violation to plagiarize (offering as one’s own work the work of others without appropriate acknowledgement), to cheat on examinations or tests, to submit work for which credit has been previously obtained in another course, to produce a paper, lab report, or other assignment for another student or take an exam for another student.
The penalty for plagiarizing or cheating on an evaluation may be a mark of zero.

Expectations of the Course

All evaluations not completed/submitted as indicated by the teacher will received a mark of 0 unless:
Ø  an extension date was agreed upon;
Ø  legitimate documentation (e.g. a doctor’s or parent’s note) is presented immediately upon return to school;
Ø  the student was a participant in a school related activity (e.g. excursion, sports teams, etc.) and the teacher had been informed before the date of the evaluation.
In any of the above cases the student may be given another opportunity to complete/submit the evaluation to demonstrate the overall expectations. When missing evaluations becomes a problem, the teacher may request an interview with the parents/VP.
The 30% final evaluation (exam, summative, rich performance tasks) is compulsory and will be based on the entire semester’s work. If missed, a legitimate documentation (e.g. doctor’s note) is required. Failure to provide the note will result in a mark of zero.