Links to Curriculum:
Bio 20 Unit D: Human Systems
Themes: Energy, Equilibrium, Matter and Systems
General outcome 1: Students will explain how the human digestive and respiratory systems exchange energy and matter with the environment
General outcome 2: Students will explain the role of the circulatory and defence systems in maintaining an internal equilibrium.
General outcome 3: Students will explain the role of the excretory system in maintaining an internal equilibrium in humans through the exchange of energy and matter with the environment.
Specific outcomes:
20-D1.2k - describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e. carbohydrases, lipases and proteases
20-D1.4k - describe the chemical and physical processing of matter through the digestive system into the circulatory system
20-D3.3k - describe the function of the kidney in excreting metabolic wastes and expelling them into the environment
20-D1.1sts - explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4, F2–4.8]
20-D3.1sts - explain that the goal of science is knowledge about the natural world (NS1)
20-D1.1s - formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
20-D1.4s - work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
Skill outcomes from general outcome 2,3, and 4 are similar to those of general outcome 1
Biology 30 Unit A: Nervous System and Endocrine Systems
Specific Outcomes:
30–A2.2k describe the function of the hormones of the principal endocrine glands, i.e.,thyroidstimulating hormone (TSH)/thyroxine, calcitonin/parathyroid hormone (PTH),
adrenocorticotropic hormone (ACTH)/cortisol, glucagon/insulin, human growth hormone
(hGH), antidiuretic hormone (ADH), epinephrine, aldosterone, and describe how they
maintain homeostasis through feedback
30–A2.2sts explain that science and technology have both intended and unintended consequences for humans and the environment
30–A2.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues
• formulate a hypothesis, from published data, on an environmental factor that can be
detected and responded to by humans;
30–A2.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information
30–A2.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results
General Purpose:
Explore a two sided science debate with evidence for and against. Students learn how to consolidate, analyse, and weigh evidence, as well as come to a conclusion, and synthesize information.
Basic positions on Aspartame safety for and against:
For: New research seems to indicate little concrete connection between Aspartame and health concerns. It is a cheap, effective sweetener, requiring ~200 times less mass than sugar for the equivalent "sweetness". It has negligible caloric value (negligible due to such small amounts being used), which is a positive for many people seeking to limit daily caloric intake.
Against: The main drawback of aspartame is its alleged impact on human health. At some points, Aspartame has been 'linked' to epileptic seizures, multiple sclerosis, hyperactivity and ADD in children, depression, headaches, personality changes, allergic reactions, and brain tumors*.
TEACHER RESOURCES
This WebQuest activity is designed for approximately two high school classes (i.e. 2 ~80 minute blocks). The first day, students should focus on research and analysis, while the second day should be primarily spent on synthesizing a summary and brochure. Additional time needed may be necessary, but could be considered 'homework'. Below is a list of items that may come in useful for teachers using this webquest.
Modification/Differentiation:
For enrichment, remediation, learning disabilities.
Ex. speech-to-text/text-to-speech software to allow for accessibility to students with dyslexia or other reading comprehension problems.
Note: some of these tips have been provided directly to students (with explanation), under the "TASK" section.
1) Check the source.
2) Look at the study itself.
3) Check for bias from authors... and yourself!
4) Are the sources valid and reliable?
5) Look at information in context.
6) Context again! guide students by asking why this type of thought is important for them!
7) Does the for and against evidence cancel each other out?
8) Is it the quality or quantity of studies?
9) Who are the authors? Are they qualified to weigh in?
10) Ask: is Aspartame more dangerous than too much sugar?
Tips to Provide students while they research: