CMC - BILINGUAL SECTION

Hi everybody!

Here you can find the assessment criteria for CMC:

• 60% - exams (two tests for each term)
• 40% - homework and classroom work,  contributions to the blog, oral presentation...

I hope you will enjoy the course!

Your teacher

• Click the links to access to the resource you need.
• If you have to discuss something, try to use a suitable language
• You can send any suggestion or comment by email: emioliva30@gmail.com

1ST TERM

UNIT 0: KNOW THE IMPORTANCE OF SCIENCE

ACTIVITY 1: Scientific Method In Action

The Strange Case of BeriBeri

In 1887 a strange nerve disease attacked the people in the Dutch East Indies. The disease was beriberi. Symptoms of the disease included weakness and loss of appetite, victims often died of heart failure. Scientists thought the disease might be caused by bacteria. They injected chickens with bacteria from the blood of patients with beriberi. The injected chickens became sick. However, so did a group of chickens that were not injected with bacteria.
One of the scientists, Dr. Eijkman, noticed something. Before the experiment, all the chickens had eaten whole-grain rice, but during the experiment, the chickens were fed polished rice. Dr. Eijkman researched this interesting case and found that polished rice lacked thiamine, a vitamin necessary for good health.
1. State the Problem

2. What was the hypothesis?
3. How was the hypothesis tested?
4. Should the hypothesis be supported or rejected based on the experiment?
5. What should be the new hypothesis and how would you test it?

How Penicillin Was Discovered

In 1928, Sir Alexander Fleming was studying Staphylococcus bacteria growing in culture dishes. He noticed that a mold called Penicillium was also growing in some of the dishes. A clear area existed around the mold because all the bacteria that had grown in this area had died. In the culture dishes without the mold, no clear areas were present.
Fleming hypothesized that the mold must be producing a chemical that killed the bacteria. He decided to isolate this substance and test it to see if it would kill bacteria. Fleming transferred the mold to a nutrient broth solution. This solution contained all the materials the mold needed to grow. After the mold grew, he removed it from the nutrient broth. Fleming then added the nutrient broth in which the mold had grown to a culture of bacteria. He observed that the bacteria died which was later used to develop antibiotics used to treat a variety of diseases.
6. Identify the problem.
7. What was Fleming's hypothesis?
8. How was the hypothesis tested?
9. Should the hypothesis be supported or rejected based on the experiment?
10. This experiment leads to the development of what major medical advancement?

ACTIVITY 2: Scientific Method - Group Project

Instructions: Give each group or pair one of the scenarios below. Ask the group to design and experiment to answer the experimental question. Students should identify a control group, dependent and independent variables and possible outcomes or what type of data would be gathered. Stress to students that they will not actually be performing these experiments. Have students either turn in their design on paper or do a mini-presentation to the class.

Does the wavelength of light (R.O.Y.G.B.I.V.) affect a plant’s growth?

Does Rogaine really improve hair growth?

Is acid rain causing a decline of frog populations?

Does the hormone estrogen increase the milk yield of dairy cows?

es the size of a fish tank determine how large a fish will grow?

Does aspirin keep cut roses fresher longer?

Will crickets chirp more if the temperature is warmer?

Do wounds heal faster when they are covered by Band-Aids?

Which battery lasts longer, energizer or duracell?

Does hot water freeze faster than cold water?

Do tanning beds cause skin cancer?

What causes leaves to fall in autumn (light, temperature, or both)?

ACTIVITY 3:  In these exercises I propose  familiar with some formal synonyms for common words and constructions in scientific articles.

http://www.ejerciciodeingles.com/ejercicios-registro-formal-articulos-cientificos/ 

http://www.ejerciciodeingles.com/ejercicios-construcciones-habituales-seccion-discusion-conclusion-articulo-cientifico/ 

 WORK TO PRESENT IN CLASS:This term you will have to do a work in groups of two or three people, send it to the teacher and expose in class.Can not exceed 8 pages and must be in English. You can choose between:

- find a scientific article and make a comment text (summary, backgrounds, personal opinion ...)

- select a scientist who know indicating to each their contributions to science and society of his time

UNIT 1: OUR PLACE IN THE UNIVERSE

VOCABULARY

TEST

UNIT 2: PLANET EARTH
ACTIVITY 1:After watching the video, you have to send by email a brief summary. Discuss some ideas that have caught your attention and why.You can do this individually or in pairs.Two pages maximum.

VOCABULARY

2ND TERM

UNIT 3: ORIGIN OF LIFE AND HUMAN

ACTIVITIES
NOTES
VOCABULARY

HUMAN EVOLUTION

UNIT 4: GENETIC REVOLUTION
NOTES
YOUR FAMILY TREE
SEQUENCE HUMAN GENOME

Stem Cells. PCR

UNIT 7: NEW NEEDS, NEW MATERIALS

3RD TERM
 
UNIT 5: LIVE LONGER, BETTER LIVING
Activity 1
Write a letter
Activity 2

UNIT 6: SUSTAINABLE MANAGEMENT OF THE PLANET

UNIT 8: A DIGITAL WORLD