Biology and Environmental Education (BE)

a) Educational objectives of teaching
BE instruction should contribute to meeting the following educational objectives containing both subject-specific and interdisciplinary aspects:
The pupils should be guided towards
- knowledge about the biotic foundations of life
- insight into today’s state of knowledge of BE, and its applications as to agriculture, mining, medicine, psychology, social sciences, biotechnology etc.
- an overview concerning the evolution and the taxonomy of the inanimate and animated nature
- knowledge of legal regulations concerning the various fields of BE

They should acquire the following skills:
- logical and critical thinking concerning biological and environmental issues
- exact observation
- clear expression, sensible questions, objective argumentation as well as application of general information to specific questions
- discovering manipulation
- interpreting given information as well as choosing and using sources of information
- understanding central BE terminology and exact expression
- simple and clear presentation of biological - environmental issues
- comprehending biological environmental issues and problems in their  complexity and their linkage with other fields
- approaching new problems in an empirical and inductive way

Specifically in the “Realgymnasium they should acquire the ability
- to apply some of the techniques most commonly used in BE

They should acquire the understanding
- that the possibilities for exploiting nature are limited
- that interventions in biological - ecological systems are only to be made after responsible examination of ecological, human - biological and social aspects
- that they have the obligation to live a healthy life, not only towards themselves but towards others and towards society

They should come to identification with the following values:
- respect for life
- recognition of the human being  in his/her individuality
- feeling of responsibility towards other living beings, towards the environment and towards posterity

The instruction in Biology and Environmental Education should lead the pupils to the development of a biological view of the world based on the acquired knowledge and understanding. Thus, they should be lead toward a deeper feeling for nature and the acquisition of personal values and meanings.

b)  Contents (extracts)
Contents and objectives concerning environmental issues are in incorporated at all levels  (5th -8th   grade, i.e. 9th - 12th  school year).

5 th. grade
Objectives
- Insight into the network of relations universe / world and understanding of the interdependencies that allow and influence life on earth
- Knowledge of the formation of sediments and understanding the environmental problems that can result from the exploitation and processing of mineral wealth
Contents:
- Influence of the sun and the moon on the earth and all living beings
- Atmosphere, hydrosphere

6 th. / 7 th. grade
Objectives:
- Comprehension of the scope of ecology as well as understanding of the importance of ecological knowledge for the solution of open questions in the filed of environmental issues
- Understanding of the manifold interdependencies between living beings and their environment as well as of the foundations and the limitations of their ability to adapt
- Understanding of the connections between the biological quality of an ecological system  and the populations living in it (…) Realization of the circulation of materials, and understanding of the connection between these two processes in nature
- Assessment of the consequences of human interventions in ecological systems (…)
- Realization of fields where ecology and economy are interlaced
- Understanding for the necessity of a responsible pre-examination of decisions, but also for the necessity of personal involvement in favor of an environment more suitable for life.
Contents:
- Problems and scope of ecology
- The importance of biotic  and biotic environmental factors for plants and animals
- Possibilities of maintaining, supporting and reestablishing a biological balance. Examples of environmental technology.

8 th. grade
Objectives:
- Development of a critical, responsible standpoint towards possible biotechnical interventions
- Reasons for mutations, different kinds of mutations, their consequences
- Understanding of the dangers for other human beings brought about by human interventions (…)
- Releasing the problems resulting from demographic growth, the development of worldwide  nutrition, energy-production and lack of space as well as the connection between and accumulation of all these phenomena (synergy-effects)
- Development of the readiness to search with ever new justifications for solutions for the conflicts between nature and environment, personal freedom of action and social demands                                                                   (…)
- Insight into the legal framework for the protection of nature and environment (…)
- The connection between demographic growth and problems of raw materials and energy
- Possible solutions on the basis of findings in science and socially responsible attitudes.
Connections to:
Chemistry, Physics, Geography and Economics, History and Social Science, Religion, German, Foreign Languages, Computer Science.

PHYSICS
a)  Educational objectives of teaching
Physics education should contribute to meeting the following objectives containing both subject specific and interdisciplinary aspects.
Interdisciplinary objectives:
1.  Enabling the pupils towards independence and responsibility:
- Capability to realize and critically assess the interdependencies between science, technology, society and politics
- Understanding that research and responsibility are inseparable. Readiness and ability to contribute constructively to solving problems. Specifically also the ability to listen and to take other opinions into consideration
- Gaining insight into the place of mankind in nature and universe
- Ability to contribute to avoiding accidents through true assessment of dangers
2.  Enabling the pupils to act responsibly towards follow human beings and
      environment:
- Understanding that there is a connection between the level of research in science (including basic research) in a country and its economic and political importance
- Understanding the necessity for a close cooperation between researchers and politicians in decision-making procedures
- Understanding that science is the result of the work of numerous people in many nations and that, therefore, it enhances the cooperation and communication between nations.
- Understanding that research has to be supported by the public, but also to be controlled
- Insight into the ways in which the consequences of scientific and technological development change our environment
- Seeing the influence of science on the mental condition of people
3.  Enabling the pupils to gain necessary insight, basic methods and behaviors as prerequisites for scientific work:
- Readiness and capability  to realize scientific problems and try out solutions with appropriate measures
- Ability to apply acquired knowledge to related problems and recognize analogies
- Insight into the ways technology works by analyzing specific technological developments
- Acquiring rational behavior (as prescribed by empirical and exact sciences) through knowledge and training of scientific methods
- Ability to search for information, to digest it, and to present it
- Ability to organize and realize projects in a group
Specific objectives:
1.  Knowledge and understanding:
- Ability to describe fundamental physical phenomena and experiments
- Ability to define physical entities and terms, to provide measurement and definition equations for these entities.
- Understanding physical phenomena in everyday life
- Understanding the physical foundations of technological equipment
- Knowledge of the idea of models in physics and their educational value
- Knowledge of the basics of the historical evolution of Physics
2.  Abilities and skills:
- Ability to observe exactly, to see details and to express the observed with correct linguistic means
- Ability to perform simple experiments and interpret the results
- Realizing measurement errors and assessment of their influence
- Use of mathematics for the description of physical phenomena
- Skills in the graphical representation of measurement series and in the interpretation of graphs.
- Solution of simple physical problems
- Ability to explain physical phenomena by using known laws or models
- Ability to make predictions about the outcome of an experiment on the basis of known laws and models
- Ability to prepare alone an oral presentation / a paper on classroom material.
3.  Insights, evaluations, and standpoints
- Ability to evaluate results and methods of Physics as to their technological, economic, and social significance
- Ability to judge objectively information presented in mass-media
- Readiness to communicate and cooperate in observation, experiment, and research
- Reaching an energy-conscious behavior on the basis of acquired insights
- Insight into the necessity for continuous further personal education in the field of Physics
- Insight into the necessity to modify physics related thinking under the influence of new findings
- Insight that democratic decision-making cannot work without knowledge in Physics
- Insight that science and, thus, Physics form an essential part of human civilization
- Improved skills in using mathematical methods
- Deeper insight into physical structures and connections
- Ability to read science literature and to present it in an understandable way
- Ability to understand the essential contents of science lectures and keep correct written notes
- Using techniques to gain access to relevant information
- Ability to perform simple works independently

b)  Contents: (extract)
Contents and objectives concerning environmental issue are incorporated at all levels (5 th. - 8 th. grade, i. e. 9 th. - 12 th. school year)

5 th. /6 th. grade
Objectives:
- to gain interest in physics and its methods, insights in the role of Physics in everyday life and technology
- to get to know various fields of Physics
- to be able to take measurements and to interpret them
- to know the Law of  Conservation of Energy and the ideal gas model.
- to be able to explain the special significance of thermal energy and to justify
      behavior that is energy and environment conscious
- to be able to estimate roughly the amounts of energy necessary for everyday activities
- to be able to distinguish between higher and lower value forms of energy
Contents:
- Atom, molecule, (…), isotope, stable and unstable nuclei
- Experiments with the Geiger-counter
- Examples of thermal engines and their relations to the environment
- Degree of efficiency
- Energy demands in everyday life (heating, transportation)
- Thermal conductivity and insulation
- Significance of alternative forms of energy
- Oscillations and waves: sound propagation, ultra-sound, noise-protection and installations for noise-protection. Frequency analysis and Fouler Convolution, ultra-sound diagnosis (…)
Applications and connections:
Astronomy: cosmic radiation at high altitudes (…)
Environmental Education: protection from radiation, environmental problems created by energy slipover and exhaust fumes, environmental conscience, sensible use of energy
Political Education: Energy demands in industrialized countries; energy policy Relations to everyday life: Saving energy through insulation, refrigerator
Physics: Providing electrical energy; preservation of energy; meteorology Technology: Efficiency of car engines; heat pumps; heating value of fuels
Geography: Energy economy, transportation

7 th. / 8 th. grade
Emission and absorption of light
Mobile charges in magnetic fields
Being able to understand the necessity networking of powerplants and international cooperation in order to secure the availability of electrical energy
Knowledge of the relative figures for the production and consumption of electrical energy
Knowledge of the  relationship between the energy production of thermal versus hydroelectric powerplants
Electromagnetic oscillations and waves:
Insight into the common characteristics of all parts of the electromagnetic spectrum
Atomic nucleus and nuclear energy:
Types and effects of radioactivity
Knowledge of nuclear reactions, half-life time, nuclear fission, nuclear fusion, nuclear reactors, recycling, disposal of waste, protection from radiation.

Applications and connections:
Chemistry: spectral analysis
Biology and Environmental Education:
Vision of man and animal. Comparing the environmental problems caused by thermal and hydroelectric power-plants
Radioactive pollution
Mutations
Connections to everyday life: monitors. Electrical energy in the household. Reactor security. Radiotherapy, radioactive fall-out
Geography: position of power-plants, value of electrical energy in the context of general energy supply
Political Education: Legislation concerning radiation protection, energy policy, the race for nuclear armament

CHEMISTRY

1)  Educational and Teaching Objectives:
Education in chemistry should contribute to reaching the following goals, containing both subject-specific and interdisciplinary aspects.
The pupils should recognize the position of chemistry in a modern view of the world, its function within culture  and technology/economy, and its fundamental significance for vital processes and environmental changes. The pupils should acquire an understanding of chemical issues; this should lead them to responsible activity towards their follow human-beings and their environment.
The important interdependency between ecology and economy represents a constant principle of teaching.
Necessary are therefore:
Knowledge of the properties of compounds and materials, in terms of their every-day life use and in terms of their effects on the human body and the environment. Prerequisite for this is the knowledge of
- the structure of matter (…)
- material transformations (…)
- simple methods for establishing structure-property relationships.
- Demonstrations and experiments on the use of selected methods for solving simple chemical problems.
 - Developing the understanding of how modeling is used for the investigation of the structure and the structure dependent properties of matters.
- Comprehending the significance of analytical methods  (…) in order to be able to deduct the behavior of matter (…) from its structure
Based on the knowledge acquired in the lower grades the pupils should be enabled to understand the significance of Chemistry as well its position within science.

When dealing with topics like
- Energy turn-over and energy production
- Optioning, processing, and recycling of raw materials
- Chemical balance in living systems
- Effects of human activity on soil, water and air
- Measures for keeping water, air and soil clean, and
- Contributions of chemistry to the protection of living space and health,
the connection with the subjects Physics, Biology and Environmental Studies,  Geography and Economy, History and Social Science, Household Economy and Nutrition should be made clear.
The information given by chemical formulas, equations and diagrams for the quantitative evaluation of processes in nature and technology provides connections to applications of mathematics and computer science. The pupils should acquire a feeling of responsibility for society and environment in the use of technology. This can be supported by examples known to the pupils in the fields of religion, literature, history, and philosophy.
Finally, the awareness for safety in working with materials and in using solvents in the Creative Arts should be developed as well.

b)  Teaching contents (extracts):
Contents and objectives concerning environmental issues are incorporated at all levels where Chemistry is being taught (7 th. / 8 th. grade, e. 11 th. / 12 th. year).

7 th. grade
Chemistry  provides knowledge on
- substances in our environment (…)
- recycling
- measures for environmental protection
- energy-saving processes
The energy turn-over in chemical reactions is determined by measuring temperature changes. Such energy turn-over has a significant practical impact on every daylight (energy supply in the household, in the public sector and the body)
Chemistry - The Human-being between environment and technology:
By analyzing selected technological processes, an appropriate evolution of the following problems should be approached:
- Obtaining of raw materials
- Yield of final products
- Energy use
- By-products
- Pollution and environment  compatibility
Recycling methods should always be mentioned. Economic and environmental aspects: emissions, omissions, pollution, recycling
Connections:
Physics: Conductivity (…)
BE: Cleaning of air and water, fertilizers
Mathematics: Interpretation of data
Geography: Obtaining raw materials

8 th. grade
Production of organic compounds from fossil raw materials
Gas, petrol and coal are energy providers and raw materials for synthesis. Their use as primary energy suppliers is connected with environmental problems (…)
Learning modern methods of analysis:
a)  separation processes: chromatography, Ion-exchange
b)  spectroscopic techniques: Mass-spectroscopy, visible spectroscopy, IR and UV, NMR - spectroscopy.
If possible, computers should be used for measuring and interpreting data
Chemistry in the conflict area between economy and ecology:
selected examples should serve to highlight positive and negative effects of the production and use of organic substances.
Possibilities for recycling  organic compounds.
Connections:
Biology and Environmental Education:
Gas, petrol, coal
Geography and Economics: Living  spaces
The interest of the pupils can be increased by forming study groups or organizing class-room projects.
Working in groups reinforces independence of pupils in
- carrying out experiments
- evaluating dangers
- developing safety - consciousness
- observing
-  interpreting
- maintaining log-books
- understanding new relations
- developing new ideas
The discussion about the results of a group-project strengthens the development of independent thinking and problem-solving.
Putting the results into words helps enhancing the pupils ability to express themselves, both in terms of contents and linguistic means.