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| WV State Standards: |
Math:
M.O.PS.5.4, M.O.PS.5.6, M.O.PS.5.10, M.O.PS.5.9, M.O.CM.5.2,
M.O.CM.5.4
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Science:
AES.2.7, AB.6.4, AB.6.5, AB.3.1, AB.3.2,
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,
Comprehension, Analysis, 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:
- research information
currently known about microbes
- investigate problem solving
techniques used by engineers
- research various applications
of antimicrobial treatments
- develop a hypothesis about the
effectiveness of treatments
- calculate the cost of various treatments
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
- digital cameras
Procedure
For the first 10 minutes of class, students
inspect stored agar plates, photograph any growth and record any
observations. Plates should then be returned to growth chamber.
- In groups of 4-5, Students use targeted
Internet sites to explore the world of microbes and
distinguish between helpful and harmful microbes
- By searching the Internet for
antimicrobial treatments, students will determine an
approximate cost for commercial products such as
antimicrobial countertops and shopping
cart handles versus other approaches such as wipes.
- Students will brainstorm and propose
alternative treatments for sanitizing shopping cart handles.
- Using the information from their
research, teams will choose an area of engineering on which
to focus. After researching information about the selected
area of engineering, students will summarize
- a) the selected engineering area and
describe the background education.
- b) the college degree required and three
Universities that offer that area of engineering
- c) the type(s) of work typically
performed by that engineer
- d) and will present their work in a
PowerPoint presentation at the conclusion of unit.
- Wrap-up: students will use the last 10
minutes to discuss their understanding of the scope of
engineering. (Questions to answer: Would this field of
engineering be likely to address the problem of microbes on
shopping cart handles? Why or why not? What educational
background is needed for this field of engineering? What
types of problems do engineers in this field typically
tackle? Where is the nearest school of engineering that
offers a degree in this field?)
Author's Comments
Reserve the
computer lab; discuss the scope of the unit, in as much as it
focuses on engineers as problem-solvers, and allows 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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