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| WV State Standards: |
Math:
M.O.CM.3.2, M.O.CM.3.3, M.O.CM.5.2, M.O.CM.5.4, M.O.CM.5.5,
M.O.CM.5.7, M.O.PS.5.1, M.O.PS.5.2, M.O.PS.5.4, M.O.PS.5.6,
M.O.PS.5.9, M.O.PS.5.10, M.O.PS.5.11
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Science:
AES.2.7, AES.2.6, AB.1.1, AB.1.3, AB.3.1,
AB.3.2, AB.3.3, AB.3.4, AB.5.5, AB.5.3,
AB.5.2, AB.6.4
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Technology:
TEC.9-12.1.1, TEC.9-12.2.1, TEC.9-12.2.2,
TEC.9-12.3.1, TEC.9-12.3.2, TEC.9-12.3.4,
TEC.9-12.5.1
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| National Standards: |
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Science:
5, 6, 11, 12, 13
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Technology:
1, 2, 3, 4, 5
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| Blooms Taxonomy: Knowledge,
Comprehension, Application, Evaluation |
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21st Century Skills:
Creativity and Intellectual Curiosity
Critical Thinking and Systems Thinking
Problem Identification, Formulation, and
Solution
Thinking and Problem Solving Skills
Communication Skills
Interpersonal and Collaborative Skills
Social Responsibility
Self Direction
Adaptability |
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Objective(s)
Students will:
- be able to measure the
samples
- record
data on a spreadsheet
- analyze their data to
determine a growth pattern for the samples
- graph the data using a
spreadsheet
- form a hypothesis based on
the growth rate of their samples
Time Required
One 90-minute class or block schedule or two
45-minute regular class periods
Pre-Requisite Skills
Students will need a basic foundation in ratio's
and proportions
21st Century Tools (Technology Tools)
- Computer with Internet access
- Spreadsheet software with graphing
ability
Procedure
- Students will measure the size of their
samples using methods available. Microscope, ruler or any
other measuring device
- Students will create a
spreadsheet that tracks the daily growth of
their samples.
- Students will create a hypothesis based
on their data.
- Students will generate a ratio/proportion
that supports their hypothesis.
- They will then
graph the data in the spreadsheet.
Differentiated Instruction
The advanced student should be able to
understand and use the topics of straight line regression to
predict the population of bacteria from known samples. The
student will need to understand how valuable the regression
technique is for engineers. If the relationship between the
two variables (bacteria growth and time) are roughly linear,
then the observed data can be used to generate a line of the
form y = mx + b, and that either variable can be used to
predict the other, even past the limits of the observation.
The engineer would use the regression
technique to suggest that even though bacteria growth is
relatively small in the first hours of exposure, and
therefore easily controllable by a particular design (an
inexpensive chemical wipe, for example), our regression line
predicts that after two days, the growth of untreated
bacteria would grow such that a new design is called for (an
ultraviolet light exposure, for example).
Sample Student Products
Lesson 2:
Data
Collection Sheet
Lesson 2:
Graph
Collaboration
Students can
use this analysis to calculate a formula in their math class
that would support a hypothesis.
Author's Comments
Some students
will not be able to generate or word a hypothesis correctly.
They should be instructed how to do so prior to this lesson.
21st Century Assessment/Evaluation
Generation of
the Data
Collection Sheet and
graph.
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