1. Math, Science and Technology GOAL Presentation Christie Brown, MELS-SSCA: Christie.brown@mels.gouv.qc.caChristie.brown@mels.gouv.qc.ca February 2009

2. MELS, QEP, 2007. p.11

3. Connections to the QEP

4. What is a Competency? A competency is defined as the ability to act effectively by mobilizing (using) a range of resources. MELS, p. 17, 2006

5. MELS, QEP, 2007. p.25

9. Weightings of the Competencies: Competency% % Seeks Answers or Solutions to S&T problems 40%Solves a Situational Problem 30% Uses knowledge of science and tech. 40%Uses Mathematical Reasoning 45% Communicates using scientific language 20%Communicates using mathematical language 25%

10. Science Programs

11. General Education Path and Applied Education Path OPTION 2 555-306 6 credits (150 hours) 555-404 4 credits (100 hrs) 557-306 6 credits (150 hours) 557-406 6 credits (150 hrs) 558-404 4 credits (100 hrs) OPTION 558-402 2 cr (50 hrs) OPT Cycle OneSecondary IIISecondary IVSecondary V Physics 4 credits (100 hrs) Chemistry 4 credits (100 hrs) SCIENCE & TECHNOLOGY (S&T) OPTION OPTION 1 APPLIED SCIENCE AND TECHNOLOGY (AST) BRIDGE Same for all students Approved documents are expected in Winter 2009. Minimum to Graduate Required to enter Pre-U SCIENCES in CEGEP

12. Exams 2008-9  Competency 1: - identical App or Gen  Scientific Method: May – June (end April)  Design process: May – June (end April)  Competency 2:  An example exam (Due to arrive “now?”)  General Path – 3 hours on June 15 th  Applied Path – 3 hours on June 15 th  Physical Science 416 – this is the last year June 15 th 2009.

13. Key scheduling points  Strongly suggested to keep same teacher with the same students for both the core course as well as the option course.  Students can not take the core course in one path (say General) and the option course of another path (say Applied)

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

15. Difference from Cycle 1? Cycle 1 said: “Chooses an investigation or design scenario”

16. Competency 2 Makes the most of his/her knowledge of science and technology General Path: Grade 10 -Focuses on ISSUES analysis Issues: - Climate Change - Deforestation - Energy Challenge - Drinking Water MELS. General QEP, 2007. p. 46-53 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 Note: The forms of analysis are the same 10 ways seen in Cycle 1.

17. Technology Oriented GENERAL PATH

18. APPLIED PATH Technology Oriented

19. Competency 3 Communicates in the languages used in science and technology 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…

21. Earth &Material SpaceWorld Living Technological World (Ecology) Year 2 – General Path Biogeochemical cycles Climate Zone Lithosphere Hydrosphere Physical Properties of solutions Chemical Changes Organization of Matter Electricity and Electromagnetism Transformation of Energy Dynamics of Ecosystems: Electrical Engineering Mechanical Engineering Materials Carbon cycle Nitrogen Cycle Factors that influence the distribution of biomes Marine Biomes Terrestrial biomes Minerals Soil profile Permafrost Energy resources Catchment area; Oceanic Circulation Glacier and ice floe; Salinity Energy resources Density, biological cycles Trophic relationships; Primary productivity; Material and Energy flow; Chemical recycling Power supply; Conduction, insulation, and protection. Control Transformation of energy (electricity and light, heat, vibration, magnetism) 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 Constraints (deflection, shearing) Characteristics of mechanical Properties; Types of properties (plastics, Thermoplastics, thermosetting plastics Ceramics, composites Modification of properties Degradation, protection Law of conservation of energy Energy efficiency Distinction between heat and energy 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) Rutherford-Bohr Model Lewis Notation Combustion, photosynthesis and respiration Acid-base neutralization reaction; Balancing simple chemical equations Law of conservation of mass Concentration (ppm) Electrolytes; pH scale; Electrolytic dissociation Ions; Electrical conductivity Study of Populations Dynamics of Communities Biodiversity Disturbances Atmosphere Greenhouse Effect; Atmospheric circulation Air mass; Cyclone and anticyclone Energy resources Space Solar energy flow Earth-Moon system (Gravitational effect) Climate Change; Deforestation Drinking Water; Energy Challenge

22. Earth & Material Space World Technological World Year 2 – Applied Path Lithosphere Hydrosphere Force and motion Chemical Changes Electricity Electromagnetism Transformation of Energy Manufacturing Electrical Engineering Materials Mechanical Engineering Minerals Energy resources Catchment area; Energy resources Disturbances Trophic Relationships Primary Productivity Material and energy flow Chemical Recycling Factors that influence the Distribution of biomes Ecosystems 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 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) Law of conservation of energy Energy efficiency Distinction between heat and energy Electromagnetism: (forces of attraction and Repulsion; Magnetic field of a live wire) Magnetic field of a solenoid Electromagnetic induction Electricity: (Electrical charge; static electricity Ohm’s law; Electrical circuits Relation ship between power and electrical energy) Combustion, oxidation Force; Types of forces Equilibrium of two forces Relationship between constant speed, distance and time Mass and Weight Dynamics of Ecosystems Atmosphere Air mass; Cyclone and anticyclone Energy resources Space Solar energy flow Earth-Moon system (Gravitational effect) Living World Fluids Archimedes Principle Pascal’s Law Bernoulli’s Principle Graphical Language: Multiview orthogonal projection (general drawing) Functional dimensioning Developments (prism, cylinder, pyramid, cone) Standards and representations (diagrams and symbols) Manufacturing: Characteristics of drilling, tapping, threading, And bending Measurement and Inspection: Direct measurement (vernier calliper) Control, shape, and position (plane Section, angle) Technologies: Medical, Information, Agricultural, Automotive

23. Food Production Residual Materials Approved Version

24. Food Production Residual Materials Approved Version

25. Math Programs

26. Cycle 2 Mathematics Paths Secondary 3 Secondary 4 Secondary 5 Common Program 150 Hours Cultural (CST) (100 hours – 4 credits) Technical (150 hours – 6 credits) Scientific (150 hours – 6 credits) Cultural (CST) (100 hours – 4 credits) Technical ( 150 hours – 6 credits ) Scientific ( 150 hours – 6 credits )

27. Mathematics at the Secondary Level General and Applied paths Cultural, Social and Technical Technical and Scientific Science First Year 563 100 Second Year 563 212 First Year 563 306 Second Year 564 406 Third Year 564 506 Second Year 563 404 Third Year 563 504 Second Year 565 406 Third Year 565 506 Cycle One Cycle Two 2005 2006 2007 20082009 100 h 150 h

28. Key scheduling points TS and S are equivalent in the eyes of CEGEP pathways. There are bridging possibilities between CST and TS between Sec 4 and Sec 5 that are under discussion. Students should not switch between the CST and the Science math path.

29. Competency-based Program  Three Competencies in Mathematics  Solves a Situational Problem  Uses Mathematical Reasoning  Communicates using Mathematical Language  Each Competency contains:  Evaluation Criteria  Developmental Profile  End-of-Cycle Competency scale  (not available yet for Year 2)

30. Mathematics Competency One Share & Reflect Decode Plan & Model Solve Validate Solves a Situational Problem

31. Mathematics Competency Two TEXT Make Conjectures Use Knowledge Identifies and analyzes the situation using a variety of strategies Uses Mathematical Reasoning Construct Proofs Uses learned concepts and algorithms to solve situation Presents the solution using a formal procedure

32. Mathematics Competency Three Communicates Using Mathematical Language Producing Messages Using Precision & Rigor Interpreting Messages Using Multiple Models

33. Elements of a Learning and Evaluation Situation  A situation is made up of the following elements:  A context linked to a problem  A complex task or set of tasks  Learning activities linked to knowledge BUT ALSO…it should:  Be consistent with the aims of the QEP  Be based on students’ interests and offers challenges within their reach  Demonstrate the usefulness of knowledge

34. Characteristics of COMPLEX TASKS  Called SITUATIONAL PROBLEMS in Math.  All Situational Problems have the following characteristics:  Calls for all elements of a competency  Key Features, Evaluation Criteria, Pedagogical Context, etc…  Presents a problem that students have not previously solved  Requires an elaborate production  Students may use different strategies and create different production (solutions)  Evaluated along the criteria outlined for that competency  Evaluation is transparent and is adapted to the time of year and to students’ prior learning

35. Characteristics of LEARNING ACTIVITIES  In order to solve learning activities students need to mobilize a series of resources. This calls for them to develop and use:  Factual Knowledge:Facts, concepts, rules  Procedural Knowledge:Methods, steps, procedures  Conditional Knowledge:Strategies, transferred knowledge  Learning Activities are used to develop and evaluate for Competency 2 & 3  C2: Uses Mathematical Reasoning  Application Questions  C3: Communicates Mathematically  Communication Questions  Knowledge-based activities in Mathematics can include:  Activities to assimilate a concept, process, rule, formula, theorem, etc…  These focus on a specific algorithm or procedure to be assimilated.  Training activities that may vary in difficulty.  These are the more traditional textbook “exercises” that all Math teachers are familiar with.  Activities used to structure knowledge by creating links  Summaries, concept maps, charts, diagrams, etc…

36. C2: Application Questions  Situations involving APPLICATION:  Students are asked to choose and apply the appropriate mathematical concepts and to present a procedure that clearly demonstrates their reasoning.  Here the focus is not necessarily a problem-solving process but more one in which the student can demonstrate certain skills or understandings related to the situation.  Situations involving VALIDATION:  Students are asked to justify a statement, check a result or procedure, take a position, provide a critical assessment or convince, using mathematical arguments.  Usually this requires clear and organized thinking from the student.  Situations involving CONJECTURE:  Students use inductive reasoning, based on observation, manipulation, simulation or a series of examples, to make a proposition or a conjecture.  The goal in this case is generalization.

37. C3: Communication Questions  Situations involving communication focus specifically on:  The interpretation of a message, or  The production of a message  It is also possible to develop and evaluate this competency by using Situational Problems or Application Questions designed to assess the first two competencies.

38. Pre-requisites for CEGEP, Fall 2010