Case Study

Unit Overview

There are several ways to initiate a case study program in the classroom. Prepared studies, complete with readings, activities or questions may be used. Students may create their own case studies, selecting a topic from a list provided or from their own research. Case studies may be integrated with other core units in the Chemistry 30 curriculum or treated as a discrete unit. The goal is to provide students with an understanding of the relevance of chemistry as a human endeavour. One case study could be examined by the entire class, or individual or group case studies could be chosen, in collaboration with their teacher, from a selection of available case studies.

The case studies examined could be contemporary issues or topics in chemistry of current interest. Alternatively, the case studies could be ones of historical interest, illustrating how problems and issues in chemistry were resolved within the context of what was known at the time. Laboratory activities could be performed to attempt to replicate some of the work that chemists used to arrive at important findings. A research component can be included, making this core unit suitable for use in conjunction with the core unit Independent Research. Depending on which case studies are available, it could also be done concurrently with any other unit.

The case studies provide an opportunity to emphasize many of the Dimensions of Scientific Literacy. In particular, Dimensions A, D, and F can be developed. The case studies should provide students with a better understanding of the nature of science, of science-technology-society-environment interrelationships, and of values that underlie science.

Details of the strategies that will be used in evaluating the case studies should be explained to the students before they actually begin their work on this unit. Teachers might wish to prepare contracts which identify the criteria upon which evaluation will be based, and the products that students will be expected to produce.

Factors of scientific literacy which should be emphasized

• A1 ..........public/private
• A2 ..........historic
• A3 ..........holistic
• A5 ..........empirical
• A7 ..........unique
• A9 ..........human/culture related

• B10 ..........cause-effect
• B11 ..........predictability
• B16 ..........system

• C2 ..........communicating
• C4 ..........working cooperatively
• C6 ..........questioning
• C9 ..........inferring
• C12 ..........interpreting data
• C14 ..........problem solving
• C15 ..........analyzing
• C19 ..........consensus making
• C21 ..........synthesizing

• D2 ..........scientists and technologists are human
• D3 ..........impact of science and technology
• D4 ..........science, technology, and the environment
• D8 ..........limitations of science and technology
• D9 ..........social influence on science and technology
• D11 ..........science, technology, and other realms

• F1 ..........longing to know and understand
• F2 ..........questioning
• F3 ..........search for data and their meaning
• F5 ..........respect for logic
• F6 ..........consideration of consequence
• F7 ..........demand for verification
• F8 ..........consideration of premises

• G1 ..........interest
• G2 ..........confidence
• G3 ..........continuous learner
• G4 ..........media preference
• G6 ..........response preference
• G7 ..........vocation
• G8 ..........explanation preference
• G9 ..........valuing contributors

Foundational Objectives for Chemistry and the Common Essential Learnings

Apply knowledge of chemistry to understanding how that chemistry is developed or used.

• Determine the basic chemical principles which were under study or in use in the case.

Appreciate the work and lives of practicing scientists.

Understand how knowledge is created, evaluated, refined and changed within chemistry. (CCT)

• Contribute to creating a climate that is sensitive, flexible and responsive.
• Read and interpret quantitative information from a variety of resources.
• Evaluate arguments based on quantitative information.
• Share the results of research by developing displays, exhibits, performances, presentations, demonstrations, lectures, or other appropriate means.
• Understand that knowledge alone can not produce wisdom, and that wisdom depends upon the interplay of knowledge, experience, and reflection.

Appreciate the value and limitations of technology within society. (TL)

• Explore technological innovations and their implications.
• Assess technological developments in terms of usefulness, economic factors, and public and workers' health concerns.

Develop a positive disposition to life-long learning. (IL)

• Identify learning needs and interests.
• Write proposals for individual or group case studies, including such things as: a completion date, criteria for assessment, resources to be accessed, preferred method of presentation, suggested audiences for presentation, and meeting dates for review and collaboration.
• Take responsibility for learning by setting goals, designing plans, developing proposals, suggesting baseline performance levels, organizing allotted time, managing activities, evaluating success, and reviewing the entire process.
• Demonstrate an ability to access information from a variety of resources.
• Learn through synthesizing understandings and experiences.
• Follow guidelines for completing a specific learning task.
• Work cooperatively with others.
• Accept and respond responsibly to constructive criticism.

Suggested activities and ideas for research projects

• Several movies produced for CBC TV are good case studies in the field of science. Each is excellent for emphasizing the nature of science, the processes and technical skills of science, and the humanness of the people involved in the scientific pursuits. The movies are The Race for the Bomb and Glory Enough For All. If these movies become available for use in the classroom, they will be excellent teaching aids. Other movies may be available which are useful in the Case Study unit or in other units.