The Flu Problem

The Flu Problem by Dolores Lucio-Gomez

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Project:  Influenza Who, Say What?

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 TEKS

Eighth Grade

(1)  Number, operation, and quantitative reasoning. The student understands that different forms of numbers are appropriate for different situations. The student is expected to:

(D)  express numbers in scientific notation, including negative exponents, in appropriate problem situations;

(2)  Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to:

(A)  select appropriate operations to solve problems involving rational numbers and justify the selections;

(B)  use appropriate operations to solve problems involving rational numbers in problem situations;

(C)  evaluate a solution for reasonableness;

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Timeline: 2-3 days

Instructional Focus: Scientific Notation and Standard Notation

Hook:

Driving Question(s):

How big is an individual virion of influenza virus?  What is a nanometer in comparison to centimeters?  Use the diagram above to write the diameter of a typical flu virus in scientific notation.  Then estimate the area of a typical flu virus. (Hint: Treat the virus as a circle).

Challenge Brief Details:  The Task

  • Students will research the following the size of the influenza virus.  How small is a nanometer.
  • Students will write their findings in standard notation and convert them into scientific notation.  They will convert the diameter of a influenza virus into centimeters from nanometers.
  • Students will compute the area of a typical flu virus in both Standard form and Scientific form.

Learning Outcomes/Problem Requirements:

Students will create a poster board illustrating graphically, pictorially, and arithmetically their finding of the diameter of a typical flu virus in scientific and standard form.  The poster will include the area calculations of a typical flu virus in scientific and standard form as well.

Assessments:

Resources:

  • Internet Search Engines

Teacher Notes:

  • Rubrics –teacher created can be utilized
  • Personally, I have the students create the rubric, I suggest the items we’d like to grade- information, did they solve the problem, research, creativity, etc.  They are to decide the point system and categories they wish to grade each other on.
  • I and the students grade each group with the agreed upon rubric they created.
  • During the research phase and putting their items to be completed for presentation is graded on a check list of the soft skills we grade the students on.
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