Assignment 1 (15%)

Date Due: Friday 13 March at 12 noon

Topic: Images of Science and Scientists

Introduction:

In the first week of this unit, you were asked to draw a scientist, to compare your drawing with that of others in the lecture and to reflect on the images of scientists portrayed in those drawings compared to scientists living and working today.

Aim:

The purpose of this assignment is to gather information from your family/friends about their understanding/image of science and scientists and to reflect on these representations.

Procedure:

1. Ask 10 people (5 males and 5 females) of various ages to provide you with a drawing of a typical scientist.  Provide them with an A4 sheet of paper and pencil and give them 10-15 minutes to complete the task.

2. These 10 people might ask you some questions such as:

Q: Do you want me to draw a chemist?

A: Please draw who ever come to mind.

Q: Can I put words on my picture?

A: Yes that is fine. 

Q: Does the scientist have to be in a laboratory? 

A: Wherever you like.

The purpose of these somewhat vague answers is to ensure that your participant draws what comes to their mind and NOT what you might imply they should draw. Don’t forget to thank them.

3. Collect your 10 drawings and record their age and gender. Submit all de-identified drawings with your assignment.

4. Examine each drawing by comparing and contrasting these with your own.

Submission:

Prepare a report (800 words) which addresses the following.

1. Identify similarities and differences between the drawings you collected and your own. Present your findings in a table.

2. Discuss the images of science and scientists revealed in the drawings and the possible origins of these images.

3. Compare and contrast the stereotypical image of science/scientists with that of scientists working in the community.

Background Reading:

Feasey, R. (2012). Thinking and working scientifically. In K. Skamp (Ed.), Teaching primary science constructively (4th ed.) (pp. 53–55). Melbourne: Thomson. 

Assignment 2 (35% = 25% + 10%)

Date Due: Friday 8 May at 12 noon

Topic: Reporting Science

Introduction:

The way in which science is communicated depends on the topic, its context and the engagement with the audience. What is important is that science is communicated accurately and that readers/listeners can make sense of scientific information.

As part of this unit you will be conducting fieldwork in the local environment. The field work aims to consolidate and extend your growing knowledge of local plants and animals as well as assist you to identify and respond to environmental issues on campus. Your field observations may be incorporated into on-going environmental monitoring programs being conducted at the University.

This assignment provides an opportunity for you to formalise your field work experience in the form of two reports that will communicate your identification of an issue that needs to be addressed as part of on-campus sustainable management practice at the university in particular (Field Report: Part A 25%) and in the general community (Media article: Part B 10%).

The purpose of this assignment is two-fold: First, to produce a field report assessing human impact on the natural environment at Macquarie University (Part A) and second, the use the findings from Part A along with recent related media reports to write a media article about the environment at Macquarie University of relevance to the local community (Part B).

Field Report: Part A. 2000 words

Participate in the on-campus fieldwork scheduled for Wednesday 26 March [tutorial day]. Using data collected from your field work prepare a report which contains the following.

1. A description of the original landscape where Macquarie University now stands. This will include an illustrated discussion (using images collected from the field trip) of vegetation, geology and hydrology. (1200 words).

2. Identification of an issue relating to human impact on this local environment. Provide evidence (including data collected from the fieldwork) to support your case. (400 words)

3. Propose an action plan that can be implemented to reduce or eliminate this human impact. (400 words).

Media article: Part B. (650 words)

1. Source two contrasting articles that have been reported in the media in the last 12 months dealing with biodiversity on the local (Ryde/Lane Cove), state or national level.

Attach copies of these media articles to your assignment.

2. Identify the science content reported in each article, the level of understanding required of the reader and sources of evidence provided. State your rationale for choosing these articles and comment on the validity and reliability of the science reported in each. (400 words)

(Internet sites such as Wikipedia and the like are unacceptable).    

3. Integrate this information with your experience of the fieldwork to prepare a media article that targets the local community. Your media article should integrate your results from Part A and the two relevant science reports from above.  You are encouraged to use a variety of text types along photos and other visual representations. (250 words)

Background Reading:

AAAS. (2009). Benchmarks online. Communication. Retrieved on February 25, 2014, from http://www.project2061.org/publications/bsl/online/index.php?chapter=12

Benson, D., & Howell, J. (1990). Taken for granted: The bushland of Sydney and its suburbs. Kenthurst: Kangaroo Press.

Friends of Lane Cove National Park. (2007). A brief history of Lane Cove National Park. Retrieved on February 25, 2014 from http://www.friendsoflanecovenationalpark.org.au/AboutThePark/History.htm

Friends of Lane Cove National Park. (2007).What’s flowering. Retrieved on February 25, 2014 from http://www.friendsoflanecovenationalpark.org.au/Flowering/WhatsFlowering.htm

Rennie, L. (2007). Values of science portrayed in out-of-school contexts. In Corrigan, D., Dillon, J. and Gunstone, R (Eds.) The Re-Emergence of Values in Science Education. Rotterdam: Sense Publications.

Further resources will be posted on the Unit iLearn site.

Examination (50%)

The examination for this unit is compulsory and will be held during the examination period (9 - 12 June).

Weighting:     50%

Length:           2hours 30 minutes plus 10 minutes reading time.

The examination questions will be drawn from the entire unit. Students are expected to demonstrate mastery of the content of the unit including material covered in the lectures and in the tutorials. It is essential that you have a strong understanding of the key science concepts in each of the major themes covered in this unit.

Weekly reading and a wider reading of science content material will enhance your understanding of these key science concepts. You are strongly advised to update and consolidate your understanding of basic science concepts by reading some of the science textbooks located in the Curriculum section of the library.

You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable is available in draft form approximately eight weeks before the commencement of the examinations and in final form approximately four weeks before the commencement of the examinations.

http://students.mq.edu.au/student_admin/exams/

The only exception, not sitting the examination at the allocated time and place, is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at

http://ask.mq.edu.au/kb.php?record=ce7c4e38-4f82-c4d7-95b1-4e2ee8fd075f

If a supplementary examination is granted as a result of the Special Consideration process, then the examination will be scheduled after the conclusion of the official examination period. The policy of Macquarie University is NOT to set early examinations for individual or groups of students.  All students are expected to ensure that they are available until the end of the teaching semester, that is, the final day of the official examination period.