Biologyin the elective biology course, special emphasis is placed on independent, explorative learning within the 3 weekly lessons. Trials, investigations, experiments and observations take up a larger scope depending on the topics.
The biology course is particularly suitable for students with scientific interests; it can also be a preparation for a future medical-technical oriented profession.
The lessons include the following biological/scientific topic complexes: – Habitats and ecosystems – Cells and microorganisms – Human biology (study of man) – Health and sex education – Behavior and heredity – Phylogeny of living things
Technology
Guiding principles of teaching in the subject of technology
The tasks of the subject technology arise from the needs and realities of a mechanized and industrialized world. Since political decision-making about socially desirable forms of technology presupposes a corresponding level of competence, a minimum level of technical expertise is to be regarded as a prerequisite for the exercise of political decision-making functions with regard to technology. Since it is also the task of general education to prepare students for the choice of a profession, on the other hand, many professions are in the field of technology, this aspect also belongs to the tasks of the subject technology. The subject of technology is particularly characterized by the constant combination of theoretical and practical learning. Students cannot experience technology without taking practical technical action, but neither can they understand it through unreflective practical action. The subject Technology is offered as a differentiation subject in the area of inclination starting from grade 7. In addition to the theoretical knowledge that accompanies practical training, the focus in the practical area is on the manufacture of wooden workpieces, the design of electrical and electronic circuits, the creation of mechanical assemblies and the programming of various control and regulation tasks.
What problems and areas of activity are dealt with in technology lessons??
A distinction is made between five problem and action areas of technology, which reflect the connection of the technical-scientific content with the human, social and ecological aspects of technology.
These are the areas: – Work and production – Information and communication – Transport and traffic – Supply and disposal – Building and living
What content is covered in our technology lessons? Based on the above-described problem and action areas of the technology lessons, the following contents were determined for the lessons:
Work and production – Handling tools and machines, accident prevention – Characteristics, properties, structure and use of wood – Woodworking, clamping, measuring and scribing – Cutting wood – Drilling machines – We make the drilling machine license – Joining wood – Surface treatment – Practical work: wooden ship and pencil holder
Building and living – Loads and forces on a structure – stability, profiles and trusses – tension, strength and types of loading – bridges ( arch bridge, beam bridge, suspension bridge) – concrete construction – masonry construction – practical work: bridge made of wood
Transport and traffic – Components of machines – Transmission and transformation of movements – Uniformly translating gears (gears with double and multiple transmission) – Application example: The bicycle as a machine – Uniformly translating gears – The crank arm, the rotating thrust crank, the oscillating crank loop – Application example: Windscreen wiper gears – Practical work: Construction of these types of gears as a model – Winding machine or hammer mill made of wire – Recognition of the principle and the elements in the reciprocating piston engine
Information and communication – Basic concepts: voltage, amperage, resistance – Resistors: fixed resistors and variable resistors (types of construction) – Practical work: Building relays and bells – Soldering simple circuits – Voltage sources – Manually operated switches – Automatically acting switches – Electrical resistors – Electrical valves – Permanent magnet, electromagnet – Electric motor – Relays – Measuring electrical quantities – Calculating electrical quantities – Building circuits – Joining by soldering – Drawing circuit diagrams – Measuring, controlling and regulating – Recording information by sensors – Processing information/data – Building a traffic light control system – Automation possibilities
Supply and disposal
– Power plants – Hydroelectric power plants, coal-fired power plants, thermal power plants, nuclear power plants – Energy conversion in power plants – Use of solar energy – Decentralized power generation from regenerative energy sources – The low-energy house – Factory inspection: Power plant in Ibbenbüren or Lingen
Special attention is paid to the following aspects when dealing with all topics: – Safety and accident prevention, – Impact on the environment, – Social impact, – Career choice skills
Social sciences
Based on our experience, we can see that many students want to attend commercial school or higher commercial school or learn a commercial profession after finishing secondary school. The subject social sciences represents a specific preparation for these activities.
In the subject social sciences we do not form "specialists" approach. The students acquire a comprehensive general education from the areas of society, politics and economics. In grades 7-10 we cover u.A. The following topics:
– Education
– Family
– Parties/ Elections
– Development aid
– social marginal groups / prejudices
– Economic systems
– Economic policy
– Taxes/ annual wage tax balance
– European Union
– Money
In addition, we try to include current topics in the lessons whenever possible. The range is thus sher large, whereby approx. 1/3 of the lessons are reserved for economic topics.
The lessons are self-contained and can be adapted to the students' wishes and to current problems. The students should gradually be introduced to the independent development of questions, they should be able to participate in discussions and be enabled to form a considered, well-founded opinion about important and current problems. These are often skills and subject areas that are of great importance in aptitude tests and interviews when choosing a career.
Whenever possible, we also try to make experiences outside of school, such as a trip to the European Parliament.B.:
– Company tours
– Surveys in Emsdetten about voter behavior with subsequent. Evaluation on the computer
– Visit to the Bundestag and a member of the Bundestag
– Course trip to Strasbourg to the European Parliament
Art
Since the 04 / 05 school year, students at the Käthe Kollwitz School have also been able to choose art as an elective subject starting in grade 7.
The choice of art as a subject in the WP I area is recommended for all students who are fundamentally interested in dealing with themselves through practical activities and in the art of different directions, epochs and styles.
The students learn to use materials, processes and techniques to implement an idea in a targeted manner in order to develop their own aesthetic expression and creativity.
When understanding and interpreting art objects, students not only practice and apply technical language, but also get to know art movements and their representatives, and learn to recognize and classify art historical contexts.
The practical and theoretical works here come from all areas of art, such as painting, graphics, sculpture, new media, architecture and design. In addition to the artistic practical work and oral participation in class, homework, presentations and a sketchbook are used to evaluate performance. As in other WP I subjects, 4-6 courseworks are set in the art subject during the school year. These are practical as well as theoretical tasks arising from the lessons.