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| WV State Standards: |
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Science:
AES.2.6, AB.5.3, AB.1.4, AB.1.1, AB.6.5,
AB.6.6, AB.5.2, AB.5.1
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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, TEC.9-12.5.2, TEC.9-12.6.1
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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, 6
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Blooms Taxonomy: Knowledge, Analysis, Synthesis,
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,
Communication,
Interpersonal and Collaborative,
Social Responsibility
Self Direction, and
Adaptability |
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Objective(s)
- Identify problems posed by microbes found
on shopping carts
- Generate questions about microbes
typically found on shopping carts
- Identify products that have been
developed to address those problems, and the cost of those
solutions
- State a hypotheses about the
effectiveness of treatments
- Portray the role of engineer in tackling
the problem of unsanitary grocery cart handles
Time Required
One 90-minute class or block schedule or two
45-minute regular class periods.
21st Century Tools (Technology Tools)
- Computer lab with Internet access
- PowerPoint software
- overhead projector
Procedure
- In assigned teams of 4-5 members,
students will remove inoculated plates from growth chamber
to photograph and describe in their journals any growth
of microbes on the culture medium.
- Replace plates in growth chamber
- Next, teams will visit designated
websites to research and record the following information:
- a list of 10 categories of engineers
and their areas of expertise, include a university that
offers that area as a major.
- list 3 types of engineers whose
training would allow them to work on this project. Use
the following resource for additional help
http://www.engineering-goforit.com/optionsfinal4.pdf
- relate the work to be done on this
project (determining a way to make grocery cart handles
more sanitary) with the most appropriate field of
engineering.
- list your specifications: how will
your design look, what ma
 terials
will be need to implement your solution.
- list any constrains: how big or small
will it will be, who will be able to use it, how long
will it last.
- issues: legal, environmental, safety,
and ethical.
- define the steps in the
Engineer's Problem Solving Method as they
apply to this project.
- save and/or record the accumulated
information for the culminating PowerPoint presentation.
Differentiated Instruction
A guest
speaker could be added to the schedule to enhance the students
understanding of what an engineer would do to solve a problem.
Author's Comments
Reserve the
computer lab; discuss the scope of the unit, focus on engineers as
problem-solvers, and allow teams to tackle the problem of how to
sanitize grocery cart handles that transmit microbes; remind
students to save their PowerPoint work as they will be adding to it
during ensuing lessons.
21st Century Assessment/Evaluation
Students will
generate a slide show presentation that will summarize their
findings and meet the requirements of the
rubric.
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