Category: Individuals and Societies 9 (page 1 of 13)

InS 9: Map Skills

 

Exercise 1: Draw a map of:

  • the directions from your home to school.
  • Japan
  • The world

Compare your map with your peers, and with a world map. TOK Link 

  • What did you represent well and not so well? Can you explain why that is?
  • Is a map representative or the real world? How do you know?
    • List the ways the  you know something to be true
  • Were early world maps wrong?
  • How do maps change the way we see, and interact with, the world we live in?
  • Considering the differences in your maps, discuss this statement: “The map is not the territory” Alfred Korzybski
  • How can you be sure that the information found on maps are “true”?
  • How can maps convey
    • meaning
    • bias
    • philosophy
    • change
  • Let’s have a look at a few maps and discuss their “ways of knowing.”

Part 2:

Looking at IOS maps, we will dicuss

  • Keys
  • Scale
  • Contour intervals
  • Cardinal directions
  • 6 figure grid referencing

Exercise 3:

  • Each of you will create a Google doc tilled: InS 9 (A or C)- YOUR NAME – Map skills Questions
  • Share your document with Mr McKeown
  • Answer the following question from this document.
    • Read p. 124-6
    • Answer p. 127 # 1, 2, 3, 4 and EXTRA using this OS map of Cambridge
    • Read p. 128
    • Answer questions 129 #1, 2, 3, 4, 5 (Use the handout of p129 on my desk to measure distance. I have rulers in the blue trays at the back of my classroom. Make sure to put them all back)
    • Read p. 130
    • Using  a blank piece of paper answer p 131 #1, 2.
    • Read p132 and answer p. 133 #1, 2, 3, 4
    • Read p.134 and answer p. 135 #1, 2, 3
    • Read p. 136 and answer p. 137 # 1, 2, 3
    • Read p. 138 and answer p.138 #1, 2, 3, 4

SNOW DAY!!!

Hi guys,

I hope you are enjoying the snow day and that you managed to have some time outside.

As per the YIS e-learning policy, here is the work you will beed to do to make up the missed class.

InS 9: Get in touch with your partner and work on the Sustainability in the home project

InS 10:  Get in touch with your partner and work on your article analysis

Have a great day!

Mr M

InS 9: Sustainability in the home

We have been discussing different ways to reduce the impacts of climate change and limit it’s consequences. The goal here is to achieve sustainability?

Sustainability is achieved when any process that interacts with the environment replenishes what it uses so that the process is capable of continuing in perpetuity.  If resources are used faster than they can replenish, then it is unsustainable.

Your first project will require you to address our statement of inquiry for this unit:

In order to create a more sustainable community, we must be innovators.”

You will create a presentation explaining how you can reduce energy consumption in your home or YIS or Yokohama through innovation in order to make it more sustainable

  • Groups of 2 or 3
  • Working towards sustainability and energy saving
  • Gain an understanding of energy consumption (bills, statistics etc)
  • Describe ways you could save energy ? You can think outside the box in terms of technology or ways to reduce other resources in order to achieve sustainability
  • Explain how you will implement the ideas – get family/school/city on board/make them do it?
  • Think about conservation, recycling, reduction, reuse, substitution

This is a presentation, maximum 5 minutes long. Can be done in any way you like. Be creative!!

Here is an example

TSC

Hyperlink your work here

Due date:

9A: February 6th

9C: February 14th

InS 9: Management Strategies to reduce the impacts of Climate Change

We have discussed the causes and consequences of climate change.

  • What are the main causes?
  • What are the main consequences?
  • How can we limit the negative consequences of climate change?

PPT

In groups of 2 or 3, you will describe a specific way that we can reduce carbon emissions or mitigate it’s impacts. Explain the benefits and drawbacks of using this strategy in limiting GCC and it’s impacts. Use pictures when possible.

  • Anaerobic digestion
  • Mechanical Biological treatment
  • Gasification by pyrolysis
  • Incineration
  • Resource substitution
  • Geo-engineering
  • Carbon taxes
  • COP 21 and the Paris Accord
  • Planned relocation

Complete your slides here: 9A9C

InS 9: Climate change

The next unit will be about energy production, consumption and conservation.

Part 1:

  • First, what is climate change?
  • What are green house gases? Where do they come from?
  • What is the difference between climate change and the greenhouse effect?
  • What are the consequences of climate change on people and nature?
  • What strategies are used to reduce climate change and its impacts?


In groups, you will answer one of the following questions and present your answers to the class. Use visuals as much as possible.

  1. Create a labeled diagram (poster) explaining the functioning of the greenhouse effect, including the amount of incoming solar radiation absorbed and reflected in/by the atmosphere, clouds, the earth, ice and the ocean
  2.  Explain the main lines of the debate over the existence of climate change? Show both sides of the issue, and evaluate their validity.
  3. List the main (most abundant) greenhouse gases, where they come from and list their different level of “global warming potential”
  4. What major human activities are the main causes of greenhouse gas increase? Explain each activity and the way it releases GHG
  5.  Which nations are the biggest GHG producers? Give a list of each nations and their main source of GHG production.
  6. What does the WWF say about how you could become more energy efficient? Research a few other new technologies that can reduce domestic carbon footprint.
  7. List the possible consequences of global temperature change in terms of:
    1. Agriculture
    2. Water resources
    3. Forestry and ecosystems
    4. Human Health
    5. Extreme weather events.

Include you slides on this presentation: 9A, 9C

 

InS 9: Introduction to Social History

Columbus and the Native Americans.

In table groups, discuss the following questions:

  • What do you know about Christopher Columbus? What is your opinion of him?
  • What do you know about Native Americans, also called Indians
  • How did you learn about those things?
  • How do we know that the History we have learned is true?
  • Do Historians have an opinion about the topics they cover? Can they be biased?

Reading 1: Kennedy et al:

As you read, consider the following questions:

  • What is the purpose of this text? Why was it written?
  • What is the author’s perspective in the text? What is the main message?
  • Highlight words or passage who seem to demonstrate a bias, or that could lead the reader to gain a certain opinion on the subject.

Now that we’ve read about the Indians and Columbus:

  • What would you say about them based on your reading?
  • What themes did the readings focus on?
  • If there is a bias, where does it come from and how is it manifested?
  • What information was not included in the text? Why do you think they historians chose to omit it?
  • How is our perception of History shaped by historians?

Reading 2: Zinn

As you read, consider the following questions:

  • What is the purpose of this text? Why was it written?
  • What is the author’s perspective in the text? What is the main message?
  • Highlight words or passage who seem to demonstrate a bias, or that could lead the reader to gain a certain opinion on the subject.

Now that we’ve read a different perspective, discuss the following questions:

  • Has your perspective of Columbus and Native Americans changed after reading this text?
  • If there is a bias, where does it come from and how is it manifested?
  • What information was not included in the text? Why do you think Zinn chose to omit it?
  • What themes did the readings focus on? How do they differ from the Kennedy, David et al reading?
  • How is our perception of History shaped by historians?
  • Are certain types of sources less biased?

Exercise 1:

In groups of 2, you will write a one paragraph description of Columbus’ “discovery” of the Americas and Native Americans, with a clear bias for or against him.

  • Use words that will emphasize your opinion
  • Include/omit the information that will best serve your purpose
  • Do not make up facts!

Part 2: Watch the simple animated video history,

Columbus on trial

Discussion: 

  • How can you read history and be aware of biases?
  • If you were to write about Columbus, what themes would you focus on, knowing that you cannot write everything about everything?
  • What themes would you not include?
  • How to analyze sources
  • Primary and secondary sources

 

Assessment:

In groups of 2, you will now work on your

social history assessment

Write your team members and the specific members or group you will research here

InS 9: Psychological Experiment on Memory

The psychology experiment has 2 main objectives:

  1. To familiarise you with psychological research and methods
  2. To conduct an experiment required for psychological study where one independent variable is manipulated (TBD) and one dependent variable is measured (number of words remembered)

After conducting your experiment as a class you will collate all the data and then do your write up of the experiment individually along the following guidelines.

The Assignment:

Part 1: Groups of 4

Title Page includes the name of the experiment: The Effect of Word Order on Memory: The Serial Position Effect centered and then in the lower left hand corner your names, your class and the date of ubmission on three separate lines

Introduction includes :

  • the subject you are investigating
  • details of the studies being replicated and its findings
  • why you are doing the experiment
  • what the aim is
  • what your hypotheses are (i.e.) our first hypothesis is that memory of the middle section of words will be greater if a larger font is used.

Method is given to you but briefly state the design of the experiment:

  • who the participants are (we will all be using an opportunity or convenience sampling based on time constraints instead of random sampling)
  • the materials needed to conduct the experiment
  • an informed consent form
  • the step by step procedure to conduct the experiment referring to instructions in the appendix
  • Include a short justification for each part of your method.
  • Hyperlink your work here

TSC A + B

Due date:

  • 9A:  – October 5th Experiment on Monday October 9th
  • 9C:  – October 5th Experiment on Monday October 9th

First, we need:

  • Script
  • Procedure, class set-up, answer sheet
  • Powerpoint with words and variable
  • Informed consent form
  • Hyperlink here

———–Part 2: Individual work———–

Data collection sheets: 9A9C

  1. Title Page includes the name of the experiment The Effect of Word Order on Memory: The Serial Position Effect centered and then in the lower left hand corner your name, your class and the date of submission on three separate lines
  2.  Abstract is written after the experiment and states what you are studying, the aim or purpose of the experiment you are conducting, a brief description of the method, some details about the participants, where the research was conducted, and briefly state your results. (1 paragraph)
  3.  Results : Graphs of your results with clear labels and titles, your results must also be clearly stated in written form in this section, including anomalies (2 graphs and a totla of 4 sentences)
  4.  Discussion: relates your results to the results of the study you are replicating, you state what your results mean in relation to your hypotheses, you state your conclusion, and how you would improve this study if you were to do it again (2 paragraphs)
  5. Appendix: Include a summary table of raw data in the appendix that you can refer to, as well as all of your calculations (Images of your data tables, with titles and numbers, and all calculations)
  6. Hyperlink your work here

 

TSC – C & D

Due:

9A: Wednesday November 8th

9C: Wednesday November 8th

InS 9 Psych: Introduction to Memory

Introduction to Memory and Research Methods for Psychology.  

What is memory? How do we remember things? Why do we forget things?

1: Let’s play a game: 

Understanding short term memory through a letter recall activity

  • Compare your correct answer % with your group. Are the patterns the same?
  • What factors affected your memory recall?
  • What technique did you use to remember the letters?
  • How could you remember these letter if you had more time?
  • What variations could have helped/hindered your memory?
  • Did you put wrong answers? What does that say about your actual memories?
  • Have you had memories that turned out to be false?

Here are a few other ones if you want to try some more on your own.

2: Looking at Elizabeth Loftus’ Ted Talk

  • What does she say about false memory?
  • Eyewitness testimony?  
  • Misleading questions?
  • How can we control what people “remember”?
  • What ethical issues are raised by the false memory debate?

How does Memory work?

 

Homework: Read How Does Memory Work

  • Give the definition, in your own words,  of 5 words vocabulary terms you did not know in the reading
  • IN groups of 2 or 3, create a poster visually representing the way our brain registers memories
  • Use annotations
  • Be creative
  • Due next class

InS 9: Manipulating Behavior in the Media

We have been discussing how companies use conditioning to manipulate our behaviour, in order to make us (the consumer) buy their product. 

What techniques have we discussed that advertizers use to manipulate our behaviour?

Today, you will analyze how the media does this:

You will use the following sources to compete the task:

For Psychological studies, use

Here is your task:

  • Pick a commercial you think uses a few psychological techniques. It can be any type: video, poster, billboard, etc.
  • Identify and analyse 3 to 5 techniques the marketeers are using in their commercial advert(s). With reference to one or more commercials you will identify some of the the techniques used to make us buy.
  • For each technique, you will evaluate its effectiveness. You must use sources to support your argument, not your personal opinion. Find a study that has proven this theory.
    • The study might not be directly related to your topic or use the same terminology as the sources above. You need to refine your searches to find the proper study
    • Name each study by the lead researcher(s) last name(s) and mention the university where it was conducted at leats once.
  • Groups of 2
  • Present your findings in any way you fell will best convey your information: written google doc with hyperlinks, a voice over video (4 minutes max), poster,  presentation (4 minutes max), interpretive dance, etc
  • Please link your work here

Your work must include:

  • The clip or clips from a commercial ( any language )
  • Identify the target audience and demographic – who is the commercial aimed at
  • Annotations or notes clearly explaining the technique (tricks) used in the commercials
  • An explanation of the reasons for using each technique
  • Your evaluation as to why you think it is effective or not, what makes it a good advert
  • MLA citations
  • If you present on slides, no more than 10 words per slide

Due beginning of lesson –

  • 9A: Thursday September 21
  • 9C: Friday September 22

TSC Criteria

InS 9 Psychology: Classical Conditioning, Positive and Negative Reinforcement

Last class, we discussed how psychology is the study of human behavior, and how our environment, as well as our genetic makeup affect the ways we act. We also discussed reasons people are altruistic. Finally, we discussed ways researchers can measure the reason for altruism. 

Today, we will discuss way to alter people’s behavior.

Part 1: Conditioning

Have you heard of Pavlov’s dogs? Discuss

  • How do we learn?
  • What has created your personality?
  • How do you know that you have free will?

Classical Conditioning – Ivan Pavlov

classical-conditioning

 

Ok that was a lot of information. Here’s a simpler version:

Here is an example of altering behavior on humans: Little Albert, one of the earliest studies of human behavior modification.

What conclusions can you make from the Little Albert experiment?

Are there any flaws in the experiment?

In your table groups, can you list the:

  • UCS
  • UCR
  • CS
  • CR

Part 2: Positive vs. Negative reinforcement

For each one think of a specific example that affect your own behavior.

In your groups, research and come up with the definitions, in your own words, of positive and negative reinforcement.

Read and complete the advertising question in the handout in groups of 2 or 3 

You will embed the videos here (9A, 9C)  and present your findings to the class

 

 

 

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