Homepage
Webquest Multimedia
Presentation
TITLE: Science, Technology and Analysis in Business
GRADE LEVEL/SUBJECT: 9-10 / Science
OVERVIEW: In the business world, companies often employ scientific methods to evaluate technology before adopting its use in their product lines. The results of such research are often combined with other assessment tools to arrive at decisions regarding whether or not to adopt new technology. In this three-lesson series, students will play the role of product researchers for a new chain of coffee shops. Students will design and conduct an experiment to evaluate the heat retention properties of various disposable and non-disposable coffee cups; identify other factors that should be considered in selecting an appropriate cup for the chain; assess each cup being considered in terms of research results and factors students identify; and use a decision matrix to present the results of student research and support the recommendation of the most appropriate method of keeping coffee warm.
GOAL: Students understand that the ideas and methods of science they know, coupled with other sources of knowledge and skill, such as cost, risk and benefit analysis, and aspects of critical thinking and creativity, can be powerful aids to problem solving.
OBJECTIVES:
TSWBAT design and conduct an experiment evaluating the heat retention properties of various disposable and non-disposable cups.
TSWBAT identify and apply cost, risk and benefit analysis to evaluate the merits of using various types of coffee cups.
TSWBAT access and complete a decision matrix webquest task.
TSWBAT use charts, graphs and MS PowerPoint to capture and present the results of research and analysis.
ESSENTIAL ACADEMIC LEARNING OBJECTIVES:
2.1.2 – Designing and Conducting Investigations. [Scientific Inquiry, WASL IP01 2.1.2]
2.2.1 - Identifying Problems: Study and analyze challenges or problems from local, regional, national, or global contexts in which science and technology can be or has been used to design a solution. [Problem Solving, WASL IP06 2.2.1]
2.2.3 - Evaluating Potential Solutions: Propose, revise, and evaluate the possible constraints, applications, and consequences of solutions to a problem or challenge. [Problem Solving, WASL IP08 2.2.3]
PRIOR KNOWLEDGE:
Students have already been exposed to, and demonstrated proficiency in, the following areas:
1. Design and conduct of scientific investigations
2. Use of Microsoft PowerPoint software.
3. Recording data on charts and constructing graphs.
4. Use of the Internet to access instructional web-sites and conduct inquiries.
RESOURCES/MATERIALS:
1. Several brands and types of coffee cups.
a. Disposable
(1) Polystyrene cups
(2) Paper cups
(3) Plastic cups
b. Non-disposable cups
(1) Ceramic mug
(2) Plastic, insulated mug
(3) Glass mug
(4) Metal mug
2. Thermometers, Standard
3. Heat source to heat water to near boiling
4. Computer/Monitor with MS PowerPoint software
5. Computer Projector and Screen
6. Multi-media presentation on Science, Technology and Analysis in Business, containing:
Lesson Plan, Webquest, and PowerPoint Presentation.
7. Guest speaker from local coffee shop chain for 15 minute discussion on considerations made regarding type of cup type selected.
INTRODUCTION/ANTICIPATORY SET:
Introduction: We have studied the principles underpinning scientific inquiry, why we conduct investigations, and how technology is often used to enhance the gathering and manipulation of data. We have also observed the role mathematics plays in analyzing data, constructing explanations and communication results. We will now pull all these concepts together and apply them in a real world setting.
Situation: As newly hired researchers and business advisors to a new chain of coffee shops, you have been tasked to evaluate and recommend the most appropriate type of cup for use in serving coffee. The company’s vice president for marketing and research has asked you specifically to conduct research on heat retention properties of various disposable and non-disposable cups, but has also suggested that you identify and consider other factors such as cost of cups, use of recyclable materials less harmful to the environment if disposable cups are selected, and how easy or difficult it will be for employees to maintain/clean/store cups if non-disposable cups are used.
ACTIVITIES AND PROCEDURES:
Lesson 1
1. Introduce students to the lesson and lesson objectives. [3 minutes]
2. Divide the class into groups of 5-6 students and appoint a group leader in each. Check to see that an equal number of students with home internet access are present in each group. [Note: Adjust size of groups to ensure no more than 5 groups of students.] [2 minutes]
3. Access Multimedia Presentation at: http://homepages.stmartin.edu/students/rkaiura/index.htm
4. Use the PowerPoint presentation to discuss the lesson and situation the students will be given and work through the various aspects of the scientific inquiry they will perform. Elements of this presentation will include: [20 minutes]
a. Situation
b. Various types of cups.
c. Tasks and resources associated with the design and conduct of the experiment.
d. Tasks and resources associated with cost analysis
e. Tasks and resources associated with environmental analysis
f. Tasks and resources associated with the storage and use of various non-disposable cups.
g. Charts used to record and graph the results of heat retention measurements
h. Charts used to record assessment of other factors
i. Outline of group presentations.
5. Groups conduct internal discussion, review of tasks, assign responsibilities for experimentation and outside research, practice set up for experimentation, and prepare for Lesson 2. Teacher circulates among groups to check progress and verify student concepts for set up and recording. [30 minutes]
6. Students access the Multimedia presentation supporting this lesson at: [30 minutes]
http://homepages.stmartin.edu/students/rkaiura/index.htm
Students view the Decision Matrix Webquest and begin the assigned webquest task. Encourage those students with home access to complete the webquest before lesson 2. Students without home internet access and those students who do not complete the webquest before Lesson 2 will be given class time in Lesson 2 to finish.
7. Homework:
a. Complete webquest task. (Those students with home internet access)
b. Analyze other factors to be considered in determining the method of packaging to be selected. Fill out course of action assessment sheets.
Lesson 2
1. Review activities to be accomplished during lesson 2. Identify those students requiring class time to complete the webquest; send these students to the computer lab (Note: students have no more than 40 minutes to complete webquest and return). [3 minutes]
2. Issue materials to remaining students in each group. [2 minutes]
3. Groups conduct experimentation. [40 minutes]
a. Prior to class, water has already been heated to near boiling.
b. Students set up each cup to be tested and thermometer for experimentation.
c. Teacher reviews all experiment set ups for safety and correctness; approves continuation of experiment.
d. Students add water to each cup and note time.
e. Students record temperature every minute for each cup and record on data collection sheet. Students record temperature measurements for 30 minutes.
4. Students assemble and review data collected. Students analyze experiment results and analysis of other factors for each type of cup tested, and begin to prepare presentation of their results. Students must decide on the most appropriate type of cup to recommend prior to the end of this lesson.
5. Homework:
a. Complete preparation of presentation.
Lesson 3
1. Review activities to be accomplished during Lesson 3. [5 minutes]
2. Student groups will present the results of their experimentation and analyses. Each group will have 10 minutes. Students turn in copy of their data, worksheets and brief at the end of their presentations. [50 minutes]
3. Guest speaker from a local chain of coffee shops provides no more than a 15 minute discussion on the type of cup used to serve their coffee, why they were selected, their advantages and disadvantages. Guest speaker answers student questions. [20-25 minutes]
4. Teacher conducts a review of this 3-lesson block to reinforce student understanding that the ideas and methods of science they learn, coupled with other sources of knowledge and skill, and aspects of critical thinking and creativity will help them in solving real world problems. [10-15 minutes]
ASSESSMENT/EVALUATION:
1. Student webquest task – [30 pts]
2. Group experimentation, analysis and presentations – [60 pts] [Note: All group members receive the same amount of points for group work.]
3. Student class participation and group support – [10 pts][Note: Students who receive less than 10 points will be individually counseled on reason for deductions.]
4. Total points for this lesson block are 100 points. Students will receive one on this block of instruction. Grades awarded based on the following.
A - 100-91 points
B - 90-81 points
C - 80-71 points
D - 70-61 points
F - 60 and below
SPECIAL NEEDS:
1. Arrange for a teachers aid to assist in helping special needs students to work through the decision matrix web quest in class. Pre-brief the teachers aid on the capabilities and limitations of each student and discuss mitigation strategies.
2. More time for special needs students will be allowed in class to complete the webquest task during Lesson 2.
3. Special needs students will be assigned to groups in distributed manner without calling attention to this fact. Students will be encouraged to actively participate and contribute, wherever possible based on individual abilities. Teacher will let each group leader work through the most suitable tasks for special needs students and monitor the outcomes; making suggestions where appropriate.
REFERENCES:
Cowens, John. “Polystyrene Containers.” The Educator’s Reference Desk Web Site. May 1994. Syracuse University. 20 June 2004. http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual /Lessons/Science/Engineering/ENG0018.html.
“Hot is Hot, Cold is Cold.” Educational Resources Web Site. 2001. Polystyrene Packaging Council. 21 June 2004. <http://www.polystyrene.org/ed_resources/education/html>