Data
Base Assignment
Understanding
the Problem
This assignment
asks students to prepare a data base of weather statistics from
the current year and compare the data over a period of several
years.
Source
Barnes,
Alan. Nicest July in Six Years Atones for 92 Nightmare,
Toronto Star, August 1, 1993.
Classroom Development
The following
activities can be used to apply simple concepts for designing
and manipulating a data base, to prepare a variety of reports,
and also to obtain new data. Students work in pairs to collect
and enter data and to produce reports of their findings.
- Prepare
a plan of the data structure including field names, type, width
and order of field relevant to the source documents.
- Collect
statistics for 1987 to present from newspaper articles and from
the Ontario Climate Centre at Environment Canada, or from the
daily newspapers. Statistics are also available on your local
Freenet (See Appendix: CMC).
a) Daily temperature (high);
b) Rainfall;
c) Hours of sunshine.
- Prepare
a data base recording the data for the current year.
a) Define a hot day as sunny with a temperature
of at least 30o C. A wet day has more than 1 mm
of rain.
b) Prepare a report showing the date of days that were both
hot and sunny.
c) Calculate the total number of hot days and the
number of wet days for the month.
- Prepare
a second database to record statistics for the years 1987-present
and enter the current years data into the file.
- Prepare
a report showing the year, number of hot and wet days. Sort
the data in descending order for good days and ascending order
for wet days.
Programming
Assignment
Prepare
a menu screen to enter the weather data. Include the following
concepts: background and foreground colour, borders, messages
which are programmed to be in the centre of the screen.
Strategy for Change
Consult
weather satellite software and develop a report showing any trends
in July weather statistics. Work with a partner in a Geography
or an Environmental Science class. Develop a more sophisticated
understanding of weather patterns. Predict the weather for the
next month or July of the next year. Present the information to
the class using presentation or graphics software.
Cross-disciplinary Links
You may
choose to use the Computer Studies classroom as the common denominator
linking classes. The computer can provide the vehicle for developing
projects while Marketing, Law, Entrepreneurship and Management
classes provide the substance for the report.
Since the
Business Studies program offers such a wide spectrum of curriculum
choices, you may find that a variety of links can be established
between subjects within the Business program itself. One example
is the project in Unit 1 where students which can link with Law,
Management Studies and Entrepreneurship classes to provide several
different viewpoints. Activities 3, 4 and 5 can be linked with
Science, Geography and World Issues courses.
Each activity is based on four 80 min lessons. Some activities
are more difficult than others because they require expertise
from a variety of subject areas. Other activities parallel the
curriculum in one subject only. You may wish to consider the distribution
of tasks in light of this information. The use of a computer lab
will facilitate all projects. The following timelines are recommended:
Timing
- Day
1 : Introduce the concept. Develop team-building strategies
and co-operative groups. Provide an overview. Designate work
teams. Define the tasks.
- Day 2
: Work on project including research and preparation of rough
drafts.
- Day 3
: Develop final reports.
- Day 4
: Deliver findings.
Evaluation Items
Evaluation reflects the objectives of these environmental modules;
namely, to increase student awareness of environmental issues,
to encourage group processing and to develop strategies for change.
For these reasons evaluation is based on process rather than content.
A sample evaluation sheet based on the John Fraser model found
in Grass Roots (OSSTF:1992) is included.
Reading List
Bennett,
Graham. Dilemmas: Coping with Environmental Problems. London:
Earthscan, ISBN 1 83583 021 6 288PP, 1992.
Bello,
Walden. Brave New Third World: Strategies for Survival in the
Global Economy. Earthscan, ISBN 1 85383 086 096PP, 1990.
Pike, Graham
and Selby, David. Global Teacher, Global Learner. Toronto:
Hodder and Stoughton, 1988.
Business and the Environment
Evaluation Scale
When given the opportunity, the student demonstrates the following
traits, skills or attitudes:
3
Always
|
2
Often
|
1
Seldom
|
Knowledge
Skills
- 3 2
1 Focus: student identifies main ideas in lessons.
- 3 2 1
Questioning: student poses thought-provoking questions.
- 3 2 1
Creative Thinking: student shows evidence of creativity.
- 3 2 1
Language Facility: student uses language effectively.
- 3 2 1
Task Orientation: student keeps on task.
- 3 2 1
Time Management: student demonstrates productive use
of time.
Attitudes
- 3 2
1 Team Work: student works cooperatively with peers.
- 3 2 1
Problem Solving: student shows evidence of problem-solving
ability.
- 3 2 1
Alternate Opinions: student respects the opinions of
others.
- 3 2 1
Environment: student shows appreciation of environmental
issues.
- 3 2 1
Attitude towards Change: student shows ability to adapt
to changing needs.
|