Next Generation Curriculum-embedded Science Performance Task

Critiquing and challenging explanatory models by evaluating them against evidence

Grade/ Course / High School Biology or Chemistry or Physical Science (9-10)
Task Name / Electromagnetic Hygiene
Task Summary / In this task students will explore the scientific claimsof the effect of electromagnetic frequency (EMF) emitted from wireless technology. The students will build on their understanding of the various waves categorized in the electromagnetic spectrum to compare the non-ionizing radiation of extremely low frequency EMF’s for (1) type of radiation (ionizing vs. nonionizing), (2) intensity (strength), (3) duration of exposure at a given intensity,(4) distance from source and (5) possible effects on wildlife and fauna. Understanding thedirect correlation of energy with the frequency of the form ofEMF’s, students then will be guided to scientific claimsin published research for evaluation of the sources validity and reliability. They will engage in a debateon the scientific validity of the claims. Based upon their findings students will developage specificelectromagnetic hygiene guidelines andwrite a recommendation for the safe use of wireless technology at home, school and/or their community.
NGSS PE (s) / HSHS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
[Clarification Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.
NGSS DCI(s) / PS4.B: Electromagnetic Radiation
  • When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Short wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells while longer wavelengths are non-ionizing but can produce thermal energy.

NGSS Practices / 7. Engaging in argument.
8. Obtaining, evaluating, and communicating information.
CT Standard/
Common Core / 9.3Various sources of energy are used by humans and all have advantages and disadvantages.
D INQ. 2Read, interpret and examine the credibility and validity of scientific claims in different sources of information.
D INQ. 9Articulate conclusions and explanations based on research data, and assess results based on the design of an investigation.
D INQ. 10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic.
CCSS.ELA-Literacy.RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RHST.9-12.2: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Objectives Addressed /
  • Ability to evaluate published scientific data for validity (characteristic scientific method review)
  • Determine what additional data would need to be collected to increase the validity of the text analyzed
  • Analyze research for reliability and biases

Context and Alignment / Task should be embedded into the energy or wave curriculum
Task Characteristics / Task includes 4 main activities, each lasts one period (45 minutes):
1) A “learning activity” in to determine the scientific claims about Electrosmog.
2) Evaluation of published scientific research on the effects of electrosmog and species conservation.
3) Class debate on the evidence presented in the scientific research.
4) Production of electromagnetic guidelines and a final letter of recommendation for safe use of wireless technology at home, school, and/or their community.
Task Materials / The task requires the use of computers or any other source of electronic information (e.g., smart phones, tablets, i-pads, etc.) for research article

Student Learning Objectives

What do students have to understand about electromagnetic radiation?

  • EMF is another name for the electromagnetic spectrum
  • Difference between ionizing and non-ionizing radiation
  • Energy of radiation is directly proportional to the frequency
  • Scientific research is subject to critique of data (e.g., size of sample, time constraints, measurement tool, control of variables) for validity
  • Heat is a form of energy (thermal)
  • Artificial exposure to EMF’s has increased exponentially
  • Wireless technology is a primary source of artificial exposure
  • All living systems are affected by their environment positively and negatively
  • Scientific research follows the scientific method

Task Administration Overview

Overall Assessment Structure
Main objective—Students will develop
Reading information and Identifying Claims / NGSS Connection
Session 1 / Introduction
  • Electromagnetic spectrum (energy, wavelength, frequency) will have previously learned about the relationship and calculations between these wave properties.
  • Heat is thermal energy.
  • Electromagnetic radiation exposure naturally and artificially.
  • Student will need to distinguish between ionizing and non-ionizing radiation and consider the effects of these two categories on living systems.
  • Claims concerning Electrosmog. Article—Electromagnetic Smog (2009)
/
  • Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system
  • (8)Critically read scientific literature adapted for classroom to determine the central ideas or conclusions and/or to obtain scientific and/or technical information to summarize complex evidence, concepts, processes, or information presented in a text by paraphrasing them in simpler but till accurate terms

Session 2 / Evaluating published research
  • Introduce students to scientific published research (primary source) format (e.g., abstract, introduction, methodology, data, discussion, conclusion, recommendations, acknowledgments, bibliography)
  • Compare and contrast published research with other forms of science articles
Electrosmog and Species Conservation (Alfonso Balmori Martinez, 2014) /
  • (8) Evaluate the validity and reliability of and/or synthesize multiple claims, methods, and/ore designs that appear in scientific and technical texts or media reports, verifying the data when possible.

Session 3 / Debate Preparation/Classroom Debate /
  • (7)Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining additional information required to resolve contradictions

Session 4 / Development of recommendations for classroom guidelines on electromagnetic hygiene /
  • (7)Construct, use, and/or present an oral and written argument or counter-arguments based on data and evidence.

Session 5 / Performance Assessment

Electrosmog? Truth or Urban Myth

Everything is going wireless. These wireless devices transmit with extremely low frequencies, ELF’s, (from 3 GHz to 300 GHz). Cell phones, printers, laptops, tablets and other technologies are just a few of these devices found in our homes, schools, and community. ELF’s generate electromagnetic fields (EMF’s) and are a part of the electromagnetic spectrum. These invisible rays are everywhere, naturally and artificially. The earth is warmed from the sun emitting electromagnetic radiation and our eyes detect the visible light portion of the electromagnetic spectrum. A hotly debated concern of citizens is the possible effects of EMF’s on the environment.

Smog is a type of air pollutant. Pollution as defined by Webster is the presence in or introduction into the environment of a substance or thing that has harmful effects. What scientific research supports or disputes the existence of “Electrosmog”? How can you judge the validity and reliability of scientific evidence in different media? Based upon your findings, can you propose and support a set of age appropriate electromagnetic hygiene guidelines?

Session 1

Activity 1. Checking Prior Knowledge

Directions: Use the T-Chart to compare and contrast the ionizing vs. non-ionizing radiation by placing the following types, effects, and sources found in the electromagnetic spectrum.

Type of Radiation / Effects / Source
Extremely low Frequency (ELF) / Non-thermal / Medical x-rays
Gamma rays / Induces low current / Power line
Radio / Thermal / AM/FM radio
X-ray / Heating / Microwave oven
Microwave / Optical / Tanning booth
Ultraviolet / Broken bonds / Heat lamp
Visible Light / Damages DNA / Wire-less routers
Infrared / Excites electrons / Laptops
Photo-chemical effects / Cell phones

Ionizing RadiationNon-Ionizing Radiation

Select the key term that would best differentiate between ionizing and non-ionizing radiation. Be ready to defend your selection.

Activity 2: Claims concerning Electrosmog.

Read the attached article “Electrosmog—What Price Convenience? By B. Blake Levitt and Theresa Morrow

Using the following guiding questions while you read. Be prepared to discuss your answers with your classmates.

  1. What is the author’s purpose in writing this article?
  2. Analyze two or three of the claims that are posed by the authors. Do they provide reliable evidence to support the claims you have selected?
  3. Support the validity of the evidence cited in the article for the question above.
  4. Based upon this article, do you have enough evidence to support the existence of ‘electrosmog’? Why or why not?

Reliability suggests that any other scientist must be able to perform exactly the same experiment, under the same conditions and generate the same results. Reliable data is dependable, trustworthy, unfailing, sure, authentic, genuine, reputable. Consistency is the main measure of reliability. Reliability is a necessary part for determining the overall validity of a scientific experiment and strengthening the results. Validity looks at how the experimental design is structured and meets all the requirements of the scientific method.

Homework:

  • Summarize the essential elements of this article discussed in class today.
  • What concerns did you have about the claims and evidence provided in the article?
  • Propose additional information to increase the strength of the claims presented concerning ‘electrosmog’.

Session 2

Activity 1: Electrosmog and Species Conservation

What is a primary source? Primary source in science is the authentic research done by an individual or group of scientist. Scientists publish a their research (primary source) in a scientific journal for review. You can tell if a science article is a primary source by the sections included:

  • Abstract—summarizing the essential elements of the research
  • Introduction—literature search of previous work in the area of study
  • Methodology—explaining how the experiment was conducted
  • Results—detailing what happened and providing raw data sets (often in the form of tables or graphs)
  • Conclusions—connecting the results with theories and other research
  • References—to previous research or theories that influenced the research

Alfonso Balmori Martinez is a biologist from Spain who has been writing papers on electromagnetic radiation and wildlife since 2003. His most recent published paper (2014) is Electrosmog and species conservation in the journal of Science of the Total Environment.

Read his attached article.

  1. Based upon yesterday’s reading of “Electrosmog-What Price Convenience?,” is there any new evidence provided to support the environmental concerns surrounding EMF’s ?
  2. Compare your concerns about the evidence provided in yesterday’s article to what Dr. Balmori Martinez states in this article.
  3. Prepare to debate the reliability of the evidence provided in these two sources in class tomorrow. Utilize the attached sheet for filling in information.
  4. Extra Credit will be given to you if you select another source from Dr. BalmoriMartinez’s references from his research.

Good vs. Poor Reliability

Source / Good Reliable Evidence / Poor Reliability of Evidence
Electrosmog-What Price Convenience?
Electrosmog and species conservation
Other Sources (Extra Credit)

Session 3

Activity 1: Preparation for debate

DEBATE PREPARATION SHEET

Use this sheet to outline your arguments (supporting evidence) and other important parts of your debate from last nights homework. Collaborate with your team and submit only 1 Per TEAM.

Your Teams Position:

Group Names:

Main Points and Details / Source of Evidence / Presenter
Opening Statement:
Explain your position and briefly list reasons
Argument #1
Argument #2
Argument #3
Rebuttal (Projected)
What arguments do you think the other side will bring up, and how do you plan to refute them?
Rebuttal (Actual)
Do not fill this out until your team meeting DURING the debate!
Closing statement:
Find a catchy and thoughtful way to sum up your arguments!

Activity 2: Class Debate of the claims and evidence suggested in the science articles.

Utilize the attached rubric for peer scoring of the debate.

Session 4

Brainstorm what reliable evidence/claims has been presented on the effect of extremely low frequency (ELF’s).

Activity: Electromagnetic Hygiene—Precautionary Principle

With your group, compose a list of age appropriate guidelines for use of wireless technology at home, school and/or in your community as a precautionary means to be proactive in establishing a safe environment until further research emerges on this topic of public concern.

Session 5

Performance Assessment

Writing Assignment

Wireless communication is expanding. To support this expansion in Connecticut, a cell phone tower is proposed for your town. Compose a persuasive letter to your town council stating your position (for or against) on the building of this tower. Be sure to cite reliable evidence to support your position.

D R A F T