Book 1 Unit 3 Inventing a Better World
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107 — Book 1 Unit 3 / Inventing a Better World 4 200 ¢/ ¢ § 4 £ £/ § £ § £/ Throughout history, many people have dedicated to changing the world with their great creativity, and have invented many useful gadgets or devices that greatly improve human lives. In this unit, three inventors are introduced, including Teng Hung-chi, Spencer Silver, and Art Fry. However, these examples demonstrate, and potentially reinforce, a common stereotype that men are more creative than women, and are thus more influential on human lives. Besides these great figures exhibited in the text, there are several female figures, or even diverse-gender figures, that have changed our lives with their innovative ideas. Their contributions to the world need to be recognised. § A single-gender (physical male) school, with approx. 10 female students per school year school-wide. § Most students are from financially sufficient families. § Most students passed CAP with flying colour. U-B2 S-U-B2 2-V-3 3-V-7 3-V-13 U8 Ae-V-7 Ae-V-8 B-V-6 B-V-12 1. Textbook: Sanmin B1U3 2. Authentic materials of the following figures and their inventions (news articles, stories, etc.) • Jack Andraka- gay man, invented pancreatic cancer sensor • Stephanie Kwolek- female chemist, invented poly-paraphenylene terephthalamide () • Maria Beasley- female, invented life raft • Ada Lovelace- female, first computer programmer • ElizaBeth Magie- female, invented The Landlord Game, the precursor to Monopoly MP3 player Posters (A1*5) for the 4th session, markers (thick ones) Worksheets (in-class), Google Classroom survey questions Reading comprehension tests ReFlective questions 1. Familiarise with the new words and phrases. 1. Break the gender stereotype that men are more 2. Understand the structure of the text creative than women 3. Extensively read relative materials 2. Consolidate the idea that everyone regardless of their gender identities can make a change with their creativity First session Words and phrases of this unit 50 mins - Lecture: word usage Second session Vocabulary quiz 10 mins Formative assessment: Text Crossword puzzle - Silent reading 5 mins (pen/paper) Reading - Reading map completion 5 mins Reading map worksheet 5 mins Writing - Guide: Summary writing 10 mins 15 mins - Summary writing - Small circle sharing and recheck understanding Third session Language - Patterns in use (1): restrictive/ non-restrictive 10 mins clauses - Patterns in use (2): present perfect vs. past perfect 10 mins - Patterns within text 30 mins Listening § Listen to the text paragraph by paragraph § Explain and repeat sentences that contain difficult patterns/structures - Read extensive materials online and complete Take-home online reading comprehension tests. assignment: Google Classroom-Survey (Translation, fill-in blanks, reading comprehension) Fourth session Gender equality integrated session 1 5 mins - Briefing There are so many inventors in the world who have invented useful devices or created new approaches to problems to benefit our lives. In our textbook we introduced 3 inventors. They are ____. What do you find them in common? (They are male/creative/…) In this session I’d like to let you know not only men but also women and other diverse-gender individuals have also done a lot to improve our lives. In today’s session I’d like you to learn some of them and see what they have done. Hopefully this might open up your minds the embrace diversity and recognise people of all genders. - World caFé introduction 3 mins Today we are using a discussion technique called “world café”. As you may know, in many discussions you might only focus on a single issue or topic and lack the chance to know and learn other topics. That’s why we’re using this world café technique to involve all the participants and let you learn as much as possible before the bell rings. You can also contribute from what you have read beforehand. - Grouping/ Rules explained 3 mins § 6 students in a group. Each group has a host to manage the discussion. § Each host controls a topic (a figure preassigned by the teacher). In the first three minutes, students except the host contribute to the topic, and the host briefly jot down what is heard or discussed. § When the bell goes (3 mins), stop discussion and walk to the next group. The hosts remain seated to wait for others to join. § Everyone needs to join all the topics in the end. - Reading and note-taking 17 mins Reading § 3 mins a bell * 5 topics = 15 mins. Writing § In the end students remain seated in their last Speaking group. - ContriButions 10 mins Speaking § Poster exhibition. § Hosts summarise the topic (the assigned figure). The summary should include who they are, what they have done, why they have done it, and, if provided, what obstacles they have met during the inventing process. - Discussion: Hosts manage the discussion 10 mins Speaking § Based on the examples we learnt, what are the Critical thinking elements in inventing a device that benefits the world? § In your opinion, why does the textbook choose to provide male examples instead of female or diverse-gender ones? - Wrap-up 2 mins Reflective journal § Share your thoughts on the questions above on (online) Google Classroom. 1. LGBTIQQ Queer theory binary male/female, gay/straight Subjectivity / 2. 1-2 3. 4 ”In your opinion, why does the textbook choose to provide male examples instead of female or diverse-gender ones?” ”In your opinion, why do these inventors receive less attention despite the fact that they created something really useful to human lives? 1. 4 200 50 * 4 3 2. inclusive businessman - businessperson ; parents - caretakers ; wife and husband – partners… Bob thought the boy that stood next to him was handsome. 3. 4 quizizz 4 4. 4 World café” 5. Google Classroom Google Forms surveys Jack Andraka Jack Thomas Andraka (born January 8, 1997) is an American inventor, scientist, and cancer researcher. He is known for his award-winning work on a potential method for possibly detecting the early stages of pancreatic and other cancers, which he performed while he was a high school student. Since 2015, he has attended Stanford University as an undergraduate. According to Andraka, he invented a new type of sensor, similar to diabetic test strips, for early-stage pancreatic cancer screening. This paper sensor measures the level of mesothelin (a suspected cancer biomarker) in a sample to test for the presence of cancer in a patient. Andraka coated strips of filter paper with a mixture of single-walled carbon nanotubes, which made the paper conductive, and antibodies against human mesothelin. Samples containing mesothelin were applied to these paper test strips, and the binding of mesothelin to the antibody was quantified by measuring changes in the electrical properties of the strip. Andraka said that tests on human blood serum obtained from both healthy people and patients with chronic pancreatitis, or pancreatic cancer showed a dose- dependent response. According to him, his method is more efficient than older test methods including ELISA and CA19-9, and is more accurate in detecting the presence of mesothelin. Several years of trials would be needed to determine whether testing for with Andraka's device would be sensitive and specific enough to do more harm than good as a screening test for pancreatic cancer; if it is not sensitive enough too many cases would be missed, and if it is not specific enough there would be too much follow-on testing for people who didn't need it. He has applied for a patent for his method of sensing pancreatic cancer and as of 2012 was communicating with companies about developing an over-the-counter test. Jack was born in Crownsville, Maryland and is of Polish ancestry. Andraka enroled as a freshman at Stanford University for the 2015–2016 academic year. Jack has been openly gay since he was 13. When asked to be interviewed about his sexual orientation, Andraka responded, "That sounds awesome! I’m openly gay and one of my biggest hopes is that I can help inspire other LGBT youth to get involved in STEM [Science, Technology, Engineering and Mathematics]. I didn't have many role models [who are gay scientists] besides Alan Turing." Stephanie Kwolek Kwolek (1923–2014) was born in New Kensington, Pennsylvania. When she graduated from the women’s college (Margaret Morrison Carnegie College) of Carnegie Mellon University, she applied for a position as a chemist with the DuPont Company, among other places. Luckily, she was given an offer letter to work in the company as a researcher. At DuPont the polymer research she worked on was so interesting and challenging that she decided to drop her plans for medical school and make chemistry a lifetime career. Kwolek was in her 40s when she was asked by DuPont to search for the next generation of fibres capable of performing in extreme conditions. This assignment involved preparing intermediates, synthesizing aromatic polyamides of high molecular weight, dissolving the polyamides in solvents, and spinning these solutions into fibres. She unexpectedly discovered that under certain conditions large numbers of the molecules of these rodlike polyamides form liquid crystalline solutions, and that these solutions can be spun directly into oriented fibres of very high strength. The person in charge of the spinning equipment initially refused to spin the first such solution because he feared that the cloudy liquid was caused by the presence of particles that would plug the tiny holes in the spinneret. He was finally persuaded to spin, and much to his surprise, strong fibres were obtained with no difficulty. Following this breakthrough many fibres were spun from liquid crystalline solutions, including the yellow Kevlar fibre. Kevlar has gone on to save lives as a lightweight body armour for police and the military; to convey messages across the ocean as a protector of undersea optical- fibre cable; to suspend bridges with super-strong ropes; and to be used in countless more applications from protective clothing for athletes and scientists to canoes, drumheads, and frying pans.