Fight for Clean

We know that there are highly infectious pathogens wreaking havoc on populations all around the globe. Because of lack of information and resources many people perish from a lack of sanitation that could be used to mitigate or reduce the spread of these pathogens. For this project you will be responsible for researching and developing a public service announcement (PSA) to increase awareness and reduce infection of at risk populations through the use of a chemical that is able to kill the disease/pathogen.

Deliverables & Standards

Science

  • Students will choose a cleaning agent and use their knowledge of molar conversions and stoichiometric calculations determine how to create enough product to distribute to a small village and increase sanitation. Students must also demonstrate and understanding of Actual vs. Theoretical yield along with Limiting and Excess reactants in their calculations.

  • Standards

    • 4e. use mathematics and computational thinking to apply concepts of the moleand Avogadro's number to conceptualize and calculate percent composition,empirical/molecular formulas, and mass, mole and particle relationships

    • 4f. use mathematics and computational thinking to identify and solve different types of reaction stoichiometry problems (i.e., mass to moles, mass to mass,moles to moles, and percent yield) using significant figures

    • 4g. plan and carry out an investigation to demonstrate the conceptual principle of limiting reactants

Language Arts

  • Students will use logos, ethos, and pathos in order to convince a local government to adopt the production of a chosen compound to save their village and educate citizens on how to increase sanitation levels.

  • SUMMATIVE DELIVERABLE for Proffitt: Turn in ONE PAPER PER GROUP in MLA FORMAT, that DEFINES, IDENTIFIES, AND EXPLAINS how you (the authors) used rhetoric (persuasive language) and rhetorical devices (ethos, pathos, logos) to advance your purpose (Hint: one must know their purpose to advance or explain it).

  • Standards

    • WRITING

    • LA09.B.15: (this is a reading standard that will shape your writing) determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose

    • LA09.C.20.e: provide a concluding statement or section that follows from and supports the argument presented

    • LA09.C.20.c: use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims

    • LA09.C.20.a: introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence

    • SPEAKING AND LISTENING

    • LA09.D.33: present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task

LA09.D.34: make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest

LA09.D.35: adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

Math

  • Model the growth and decay of infections viruses

  • Standards

  • Graphical representation and calculation of growth/decay of pathogen

      • Alg 1: 54.F.BF.1_a write a function that describes an exponential relationship between two quantities by determining an explicit expression, a recursive process, or steps for calculation from a context (e.g., if Jimmy starts out with $100 in savings and withdraws half his savings every week, the explicit expression 100 ∙ ( )x can be described recursively as “to find out how much money Jimmy will have tomorrow, multiply his total today by one-half” or Jn = Jn-1 ∙ ( ), J0 =100)

      • Geo: 44.G.MG.2 apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot)

      • Acc Geo: 26.F.IF.7 graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases* (Limit to exponential and logarithmic functions)

      • 14.A.CED.1 create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions*


ENG/IDT

  • Students will create a website using html or a video PSA using Premier pro to convey their campaign

  • Standards

      • TEC1.A.3:Demonstrate effective professional communication skills (oral, written, and digital) and practices that enable positive customer relationship

      • TEC1.A.4: Identify, describe, evaluate, select and use appropriate technology

      • TEC1.A.8: Create and organize webpages through the use of a variety of web programming design tools

      • STEM-FET6 – Apply fundamental principles of the engineering design process.

      • STEM-FET-7 Use appropriate technology to collect, record, manipulate, analyze, and report data.

      • STEM-FET-8 Students design a solution to an engineering problem applying math and science principles.

      • STEM-FET-9 Demonstrate the application of STEM in the real world.

Engineering Design Process

Investigate (1/14-28)

  • Biggest barriers stopping the spread of infectious diseases

  • Find a pathogen impacting a developing nation of your choice

    • Modes of transmission (Graphical representation of Growth and decay of disease) Math

      • Growth rate

      • Mortality rate

      • Length of illness

  • Research the best/ most feasible chemical to help eradicate the pathogen (see Mr. Martin for a list of possible chemicals) Science

    • Possible Chemicals

      • H2 + O2 → H2O2 (peroxide)

      • NaOH + Cl2→ NaOCl + H2 (sodium hypochlorite)

      • 2Cl2 + 2Ca(OH)2 → Ca(ClO)2 + CaCl2 + 2 H2O (Calcium hypochlorite)

      • C2H4 + H2O → CH3CH2OH (ethyl alcohol)

      • O2 + CH3CHO → CH3CO3H (Paracetic Acid)

    • 1/16

      • Start filling out the project planning document here

      • Fill out the google form here

Plan (1/28-31)

  • Plan how to manufacture the required amount of chemical for a given population

  • Choose their mode of communication (how they plan to be persuasive)

    • How are you going to implement ethos, logos, pathos? Language Arts

Design (2/3-5) **Present in individual groups for feedback

  • Design a website layout/ video PSA that will communication the facts of the pathogen and chemical that could be used to help mitigate the pathogen using pathos, ethos, and logos

  • Script/outline/Storyboard of website or video Language Arts/IDT

Create (2/6-13) 1 week for a mock-up prototype, another half a week to make corrections based on feedback)

  • Work on the production of the PSA (prototype)

  • Submit your stoichiometric calculations for the production of your chosen chemical Science

Evaluate/Reflect

  • Final Product due 2/20