Lesson
Title & Description
|
Objective
Students will:
|
Class
period & week
|
Bio-magnification
Students develop formulas to explain how small levels of contaminants
build up and become detrimental to species higher in the food
chain. |
Use real data to create an algebraic equation.
|
|
How
Small is It?
Activities to help students visualize how small a concentration
of one part per million represents by creating physical representations
of one ppm. Parts per million is an important concept in toxicology. |
Create a visual representation of what the concentration
of one part per million means.
|
Week
5
|
Calculating
Parts per Million: Do We Have a Problem Here?
Students will use unit analysis to calculate parts per million
represented by given ratios, and in a given scenario, determine
whether the concentration of contaminants is sufficient high
to warrant health officials closing a lake. |
1.
Calculate ppm and ppb by using unit analysis when given a
ratio of amounts
2. Determine in ppm what constitutes a health risk for a particular
toxin given data
|
Week
6
|
The Portion
is the Poison
Students
will calculate the amount of everyday food products or liquids
that would need to be consumed to become toxic. |
Use unit analysis to check measurement computations. |
Week
7
|
An introduction to the Natural Log (ln)
To encourage students’ comprehension of the dose response principle, an introduction to what the “natural log” (ln) is and how it behaves is recommended. This will help students to create and analyze a dose response graph. |
1. Define a log as the inverse of an exponentials.
2. Explain the benefit of a natural log for biologists.
3. Calculate the natural log of a number.
4. Plot a logarithmic graph
|
Week
6
|
