# The Flu Problem

## The Flu Problem by Dolores Lucio-Gomez

Project:  Influenza Who, Say What?

• [peekaboo onHide=”Show TEKS” onShow=”«Hide TEKS”]

[peekaboo_content]

### TEKS

(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;

[/peekaboo_content]

## 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.

## 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.