planning 10 introduction assignment · 2017-05-09 · introduction assignment marks planning 10 | 5...

IntroductIon AssIgnment

plAnnIng 10 | 1

planning 10

Introduction AssignmentThis assignment is intended to familiarize you with some of the basic concepts and skills related to Planning 10. This is the first meaningful assignment for Planning 10, so complete it with care.

student name

student no. date

Address postal code

Complete the following Planning 10 Assignment independently and return it to your teacher based on the instructions provided by your school. No external resources are required to complete this assignment.

there are three parts to this assignment:Part A: Critical Reading 8 marksPart B: Technology and You 6 marksPart C: Written Response—Google Brain 12 marksTotal: 26 marks

contents: 11 pages

Assignment time: 2 hours


2 | plAnnIng 10

Before you start, read these important tips.

1. Read each question carefully before answering.

2. Answer all questions to the best of your ability.

3. Take your time. Check your work before handing in the assignment.

4. Write neatly and check your spelling.


plAnnIng 10 | 3

Planning 10 Introduction Assignment

part A: critical reading

Photo by Sebastian Kaulitzki © 2011

Read the following article on how technology affects the brain; then answer the multiple-choice questions that follow. (8 marks)

this is Your Brain on technology

While Justin is writing his Social Studies composition on the impact of the steam engine on the Industrial Revolution, he’s also listening to his iTunes playlist on his iPod; instant messaging 5 friends; checking out his best friend’s status on Facebook; and answering a text message from his sister. Does this sound like you or someone you know? If so, how is this techno-multitasking affecting your brain?

In the past decade, studies on how technology use impacts the brain have found some interesting—and diverse—discoveries. In his book iBrain, neuroscientist Dr. Gary Small cites a study that shows people aged eight to 18 were absorbed in eight hours and 33 minutes of media content (TV, music, video games, PDAs, computers, and movies) daily, outside school hours. Because the brain continues to develop until the age of 25, researchers and scientists are trying to figure out how this prolonged interaction with technology affects brain development.

When certain neural pathways in the brain—its circuits—are not used, the brain ‘prunes’ them. Lack of use leads to atrophy. On the other hand, when these nerve endings are growing rapidly and are firing on all cylinders, they ‘blossom.’


4 | plAnnIng 10

Studies conducted at Tokyo’s Nihon University have shown video game play actually shuts down activity in the brain’s frontal lobe—both during game play and afterward. So although games have been known to increase motor and visual skills, they can actually impair development in the area of the brain involved in abstract thinking and planning, particularly in young people whose brains haven’t yet finished maturing.

Other potential negative side effects of techno-multitasking include short attention span, technology addiction, a decline in face-to-face human contact, and the ability to read and respond to facial gestures and body language. A Stanford University study showed that for every hour a person spends on a computer, personal interaction drops by 30 minutes.

However, other authorities in the field of neuroscience argue that the human brain is malleable and it adapts to new stimuli, as it needs to. Judy Illes, a neuroethicist at the University of British Columbia, maintains that exposure to technology is no different from anything else in our environment: brain cells connect in different ways in response to a variety of environmental factors. Further, it has also been suggested that surfing the Internet is much less passive than the TV or radio that today’s adults grew up with. Many new technologies encourage self-expression through blogs and web pages; and social networking over the computer is just a different kind of personal interaction.

Although there aren’t any definitive conclusions how technology affects the brain, both camps on this issue agree that in order to create some balance in our lives—and in our brains—we need to make sure we’re spending enough technology-free time each day interacting with other people and being on our own.


mArks

plAnnIng 10 | 5

Instructions Based on what you read in the article, answer the following questions. (8 marks)

1. A study showed that children and young adults spend this amount of time interacting with technology, outside school hours.

a. 8 hours 33 minutes

b. 6 hours 10 minutes

c. 12 hours 9 minutes ( )

2. The brain continues to develop until what age?

a. 18 years

b. 8 years

c. 25 years ( )

3. Research has found that video game playing shuts down:

a. the brain’s front lobe.

b. reasoning functions.

c. fine motor skills. ( )

4. Studies have also found that video game playing:

a. enhances attention.

b. impairs abstract thinking and planning.

c. creates more neural pathways. ( )

5. Positive aspects of new technologies include:

a. the increased ability to read body language.

b. the balance and perspective it creates.

c. self expression using blogs and web pages. ( )


6 | plAnnIng 10

6. By reading the article, it’s evident that:

a. no one really knows how technology impacts brain development.

b. more research is needed to determine the extent of how technology affects the brain.

c. techno-multitasking will affect interpersonal relationships in profound ways. ( )

7. What conclusion can you draw from this article?

a. There is no need to change behaviour around use of technology.

b. It would be better to severely limit or eliminate technology entirely.

c. It’s important to make time each day that doesn’t involve technology. ( )

8. Which statement best describes the main idea in this article?

a. Technology has no noticeable affect on the brain.

b. Technology has the potential to impact the brain both positively and negatively.

c. Technology creates harmful neural pathways in the brain. ( )

Part A

Evaluation Guidelines Marks

Deduct 1 mark for each error. /8

Total Marks /8


plAnnIng 10 | 7

part B: technology and You

Photo by ra2 studio © 2011

1. Fill in the following chart showing your use of technology. Leave sections blank if you don’t use the techno-device listed. If you use other devices, add them to the bottom of the list. Aim for a minimum of four devices. (4 marks)

Techno-device List the ways you use this technology?

Approximately how many minutes or hours a day do you interact with this technology?

cell phone

MP3 player

computer

smartphone

total amount of time per day interacting with technology:


8 | plAnnIng 10

2. Answer the following question in two to three sentences. (2 marks)

Do you feel you balance your day with techno-free time (playing sports, hanging out with friends, or time alone?)? If so, how? If not, how can you find more balance?

Part B


Question 1 /4

Question 2 /2

Total Marks /6


plAnnIng 10 | 9

part c: Written response—google Brain In a well-developed paragraph of approximately 125 words, write on the following topic. (12 marks)

In an article in the Atlantic Monthly, the founders of Google suggested that humanity would be better off if we had “all the world’s information directly attached to the brain” via interface or implant. Do you agree or disagree with this statement? How much technology is too much? When will we know when we’ve crossed “the line” between benefit and harm?


10 | plAnnIng 10

Part C


Paragraph Scoring Guide × 2 /12

Total Marks /12

para

gra

ph

sco

rin

g g

uid

e

You

r p

arag

rap

h is

insi

gh

tful

, en

gag

ing

, an

d f

ocu

sed

; it

sh

ow

s a

tho

rou

gh

un

der

stan

din

g o

f th

e ta

sk.

6W

ow

!

co

nte

nt—

wh

at is

sai

d:

• an

alys

es o

r p

rese

nts

the

top

ic in

an

eng

agin

g an

d lo

gic

al m

anne

r•

focu

sed

top

ic s

ente

nce

• b

ody

is d

evel

oped

wit

h in

tere

stin

g an

d co

nvin

cing

sup

por

t •

conc

lud

ing

sent

ence

mak

es a

str

ong

fi nal

sta

tem

ent

of t

he m

ain

idea

Wri

tten

exp

ress

ion

—h

ow

it’s

sai

d:

• ti

ght

ly fo

cuse

d, o

n to

pic

, and

ful

ly d

evel

oped

•

sop

hist

icat

ed v

ocab

ular

y, w

ord

choi

ce, a

nd t

rans

itio

ns•

sent

ence

str

uctu

re is

var

ied

and

cont

rolle

d•

few

mec

hani

cal o

r sp

ellin

g er

rors

You

r p

arag

rap

h e

ffec

tive

ly a

cco

mp

lish

es t

he

req

uir

emen

ts o

f th

e ta

sk.

5st

ron

g!

co

nte

nt—

wh

at is

sai

d:

• an

alys

es o

r p

rese

nts

the

top

ic in

a w

ell-

org

aniz

ed m

anne

r•

focu

sed

top

ic s

ente

nce

uses

act

ive

lang

uag

e•

bod

y is

dev

elop

ed w

ith

app

rop

riat

e su

pp

ort

• co

nclu

din

g se

nten

ce a

ffi r

ms

the

mai

n id

ea o

f the

par

agra

ph

Wri

tten

exp

ress

ion

—h

ow

it’s

sai

d:

• fo

cuse

d, o

n to

pic

, and

dev

elop

ed•

app

rop

riat

e vo

cab

ular

y, w

ord

choi

ce, a

nd t

rans

itio

ns

• se

nten

ce s

truc

ture

is v

arie

d an

d co

mp

eten

t b

ut u

neve

n in

pla

ces

• m

inor

mec

hani

cal o

r sp

ellin

g er

rors

You

r p

arag

rap

h a

deq

uate

ly f

ulfi

ls t

he

req

uir

emen

ts

of

the

task

.4

go

od

!

co

nte

nt—

wh

at is

sai

d:

• an

alys

es o

r p

rese

nts

the

top

ic in

a p

red

icta

ble

man

ner

• to

pic

sen

tenc

e is

cle

arly

sta

ted

• b

ody

is d

evel

oped

wit

h so

me

effe

ctiv

e su

pp

ort

• co

nclu

din

g se

nten

ce c

omp

lete

s th

e p

arag

rap

h

Wri

tten

exp

ress

ion

—h

ow

it’s

sai

d:

• g

ener

ally

focu

sed;

may

str

ay o

ff t

opic

; ad

equa

te d

evel

opm

ent

• vo

cab

ular

y, w

ord

choi

ce a

nd t

rans

itio

ns a

re s

imp

le b

ut c

orre

ct•

sent

ence

str

uctu

re is

cor

rect

, but

sim

ple

sen

tenc

es p

red

omin

ate

• so

me

mec

hani

cal o

r sp

ellin

g er

rors

are

pre

sent

but

do

not

affe

ct

und

erst

and

ing

You

r p

arag

rap

h a

cco

mp

lish

es t

he

task

at

a b

asic

le

vel.

3A

pas

s!

co

nte

nt—

wh

at is

sai

d:

• an

alys

es o

r p

rese

nts

the

top

ic in

a m

anne

r w

hich

is d

iffi c

ult

to fo

llow

• a

top

ic s

ente

nce

is p

rese

nt, t

houg

h no

t cl

earl

y st

ated

• b

ody

is d

evel

oped

wit

h th

in o

r re

pet

itiv

e su

pp

ort

• co

nclu

din

g se

nten

ce a

ttem

pts

to

com

ple

te t

he p

arag

rap

h

Wri

tten

exp

ress

ion

—h

ow

it’s

sai

d:

• lo

ose

focu

s; m

ay s

tray

off

top

ic; l

imite

d d

evel

opm

ent

• vo

cab

ular

y is

bas

ic a

nd r

epet

itiv

e; t

rans

itio

ns m

ay b

e in

effe

ctiv

e•

sent

ence

str

uctu

re is

aw

kwar

d or

sim

plis

tic

• m

echa

nica

l or

spel

ling

erro

rs a

re p

rese

nt b

ut d

o no

t af

fect

mea

ning

You

r p

arag

rap

h d

oes

no

t ac

com

plis

h t

he

bas

ic t

ask.

2A

lmo

st

co

nte

nt—

wh

at is

sai

d:

• an

alys

es o

r p

rese

nts

the

top

ic in

a m

anne

r w

hich

is il

log

ical

or

insu

ffi c

ient

• p

arag

rap

h st

ruct

ure

and

dev

elop

men

t is

wea

k•

top

ic s

ente

nce

is v

ague

or

not

pre

sent

• co

nclu

din

g se

nten

ce m

ay n

ot b

e p

rese

nt o

r m

ay a

dd

new

, unr

elat

ed

info

rmat

ion

Wri

tten

exp

ress

ion

—h

ow

it’s

sai

d:

• la

cks

focu

s, p

urp

ose,

and

dev

elop

men

t•

voca

bul

ary

is in

form

al a

nd o

ften

col

loq

uial

; tra

nsit

ions

are

not

pre

sent

• si

mp

le s

ente

nce

form

s p

red

omin

ate

• nu

mer

ous

mec

hani

cal o

r sp

ellin

g er

rors

dis

rup

t th

e fl o

w o

f the

wri

ting

You

r p

arag

rap

h is

inco

mp

lete

.1

no

t Ye

t

co

nte

nt—

wh

at is

sai

d:

• p

arag

rap

h m

ay b

e lim

ited

to o

ne t

o tw

o se

nten

ces

• a

top

ic s

ente

nce

is n

ot p

rese

nt o

r d

oes

not

intr

oduc

e th

e to

pic

• st

ruct

ure

and

dev

elop

men

t ar

e no

t p

rese

nt•

par

agra

ph

lack

s a

conc

lud

ing

sent

ence

Wri

tten

exp

ress

ion

—h

ow

it’s

sai

d:

• la

cks

focu

s, p

urp

ose,

or

doe

s no

t ha

ve a

sin

gle

, cle

ar t

opic

• vo

cab

ular

y is

imm

atur

e or

vag

ue; w

ord

choi

ce is

not

ap

pro

pri

ate

• se

nten

ce s

truc

ture

is in

cohe

rent

• fr

eque

nt g

ram

mar

or

spel

ling

erro

rs a

ffec

t un

der

stan

din

g

para

gra

ph

is t

oo

bri

ef t

o e

valu

ate

or

no

t at

tem

pte

d a

t al

l.0

no

t A

t A

ll


mArks

12 | plAnnIng 10

Introduction Assignment


Part A /8

Part B /6

Part C /12

Total Marks /26

planning 10 introduction assignment · 2017-05-09 · introduction assignment marks planning 10 | 5...

Documents