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Health Friendly Energy Production - Math Lessons

Mathematics provides support in understanding parts per million, an important topic for understanding toxicity in human health. Other topics addressed in the math strand are: Bars and Graphs and Data Analysis.

Standards addressed by this unit are available on the individual lessons. To reach a lesson, just click on its title. To see connecting lessons in science, social studies, and language arts return to the ‘Cultures and Cycles’ unit page.

Each big idea is addressed by a learning cycle. At the completion of each big idea’s learning cycle students should be able to answer the corresponding question. At the end of the unit, the students will be able to apply their new scientific understanding to the Major Project where they provide a public service message that is checked in advance by local public health officials for accuracy.

 

Lesson Title & Description
Objective
Students will:
Class period & week
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 2

 Bar and Histograms
What would You Use? (part 1)

Activities provide opportunities for students to better understand the types of data best represented by bar graphs or by histograms when deciding an appropriate form of display for a given set of data.
1. Construct a bar graph given a appropriate set of data

2. Construct a grouped frequency chart for a set of data

3. Construct a histogram from a grouped frequency chart or given an appropriate set of data

4. Be able to determine when to choose a bar graph or a histogram to represent a given set of data.
Week 5
Line & Scatter
What would you Use? (part 2)
Activities provide opportunities for students to better understand the types of data best represented by scatter plots or by line graphs and how to use these graphs to interpret trends.
1. Determine the type of correlation, if one exists, between the variables on a scatterplot

2. Construct a scatterplot from a given set of data

3. Construct a line graph from a given set of data

Week 5

 What Pie?
What would you Use? (part 3)

Constructing and interpreting pie charts allow students to better understand the type of data that is best represented by pie charts and help them determine if a pie chart is the appropriate form of display for a given set of data.
  
1. Construct a pie chart given a set of data

2. Interpret the data represented on a pie chart

3. Determine whether a pie chart is the appropriate form of display for a given set of data.
 
Week 6

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PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

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Supported by NIEHS grant # ES06694


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Last update: November 10, 2009
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