Table Of Content

MUHtllAl Science, Technology and Society BPN 3539-01 The All Weather Video 3539-02 Toxic Wastes: A P roblem in Search of a S olution 3539-03 The Lowdown on Additives 3539-04 Extreme Close-up 3539-05 After the Flush, Part I . 3539-06 After the Flush, Part II 3539-07 No Lab Coats Required Videotapes are available from the Sales and Distribution Department. When ordering a v ideotape, please use the Basic Program Number (BPN), plus the program number and title. For more information on Science, Technology and Society, or other ACCESS NETWORK products please contact: Sales and Distribution ACCESS NETWORK 3720-76 Avenue Edmonton, Alberta ACCESS Canada NETWORK T6B2N9 Telephone: (403)440-7776 Fax: (403)440-8899 © 1 995 The Alberta Educational Communications Corporation ISBN 1-895350-66-2 Printed and Bound in Canada Table of Contents 7 5 5 1 The Science, Technology and Society Series # 3 The All Weather Video 1 5 To The Teacher 5 Overview of The All Weather Video 3 6 Climate 2 18 Ocean Currents 22 Weather 24 Severe Weather 31 Global Climate 33 Toxic Wastes: A P roblem in S earch of a S ofatjoe 35 To The Teacher 36 Overview of Toxic Wastes 36 Understanding the Problem 40 Solutions to the Problem 46 Activities for Students 49 The LowJown on Additives 5 1 Overview of The Lowdown on Additives Tot h eT e acher 555223 AWArrhteyi f iA cdUidsailet i FvAledasdv io tNuirevsew s?? 53 Why Are Additives Distrusted? W ha 54 Is Natural Always Good? tA re A d ditives? 55554569 ATNSrhaueteg u g re ARasdeltda eil dt Ti oDv xAaeicsntn gis evS iratf iee?s 71 Extreme Close-up 73 Overview of Extreme Close-up ToT hT ee a c 7744 ERaersloyl u Mtiiconr oscopes he 75 Compound Light Microscope r 76 LightWaves 77 Electron Microscope 79 Scanning Electron Microscope 8 1 Scanning T u nnelling Microscope 82 Confocal Laser Scanning Microscope 84 The Scientists in Extreme Close-up 86 Applications for Microscopes 87 Suggested Questions for Research and Discussion *1 After the Flush Part 1 & P ort It 93 To the Teacher 94 Objective 94 Overview of After the Flush 95 Where Does Sewage Go? 97 Part I: S ewage Sludge Disposal Methods 97 Farm Spreading 98 Composting 100 Suggested Activities 102 Part 11: Sewage Sludge Disposal 102 Heat Processing 102 Irradiation 104 Irradiation of Sewage Sludge 106 Other Options 106 Risks and Benefits 108 Suggested Activities 111 No Lob Coots Required 113 To The Teacher 1 14 Overview of No Lab Coats Required 114 Profile of an Aircraft Structural Engineer 115 Profile of a B iomechanical Engineer 115 Related Careers 116 Profile of a C ommunications Consultant 116 Related Careers 117 Profile of a S ales Representative 118 Profile of Two Entrepreneurs 118 Related Careers 119 Suggested Activities The Science, Technology and Society Series STS is an international science education movement. It represents the first significant change in the science curriculum in 25 years. The STS concept strives to broaden the scope of science education by integrating into science curricula accurate presentations of the nature of science, the nature of technology and the interactions of science and technology with each other and society. The video series provides illustrative examples of the relationships between science, technology and society. The STS connections describe products and processes; environmental and ethical issues relating to the interrelation- ships among science, technology and society; how scientific knowledge develops and the influence of society on scientific and technological research; and science and technology related careers. The contexts are meant to be relevant to students* fives and also prepare students for fife in a r apidly changing society in which science and technology play an important role. The Science, Technology and Society Senes 1 ACCESS NETWORK Digitized by the Internet Archive in 2017 with funding from University of Alberta Libraries https://archive.org/details/sciencetechnolog00albe_1 To the Teacher V This video program is intended This program examines the for use in first year high school processes that cause the (Science 10) as an introduction weather we experience and to a study of weather or as an that are used to predict it. end of unit activity. The Another thread running through purpose is to show how the video is the importance of science and technology, along accurately predicting severe with human expertise, are weather. Although climate is applied in meteorology. More touched upon briefly, the main specifically, the video program focus of the program is is intended to: weather and the technological network that is in place to • explain how the sun’s energy is the force behind predict it. A weather Overview of The All • d escribe air masses and Weather Video associated cyclonic weather phenomena The video begins as host Bill • identify the technology Matheson, a p rofessional used in forecasting weather weather forecaster, looks at • f oster an appreciation of global sized phenomena and -the importance and the briefly mentions some climate complexity of weather types. Then the program forecasting. focusses on regional 1 phenomena in the cyclonic . weather conditions over several zone of the Earth, examining years at some locale. and tracking the progression of a cyclone or low pressure The surv heats the equator system. Finally, local more than the poles. When a phenomena are discussed, with temperature gradient is an emphasis on severe established heat must move weather, including hurricanes, from hot to cold. (This is a thunderstorms, and tornadoes. statement of the second law of thermodynamics.) These two The technology used to predict effects taken together set the these phenomena is focussed atmosphere and the oceans upon throughout most of the into motion. The motion results program. The radiosonde, as heat is transferred from the weather satellites, and weather equatorial to the polar regions radar Gncluding Doppler radar) of the Earth by convection, are shown, as well as the producing winds and ocean standard measurement currents. instruments. The temperature difference between equator and poles is caused by the angle at which the sun's rays strike the Earth’s surface. When a source of Climate and weather are the radiation hits a surface at an combined effects of air oblique angle its energy is pressure, temperature, relative spread out over a g reater area humidity, winds, and than it would cover if it hit the precipitation. Day to day surface at a r ight angle. changes in these factors are described as weather, while climate is the average of the