Mini-Unit:
HIV

Performance Standard D4, Level 3

Students evaluate the scientific and societal impact of recent technologies.

Key Concepts and Skills

• Scientific methods are used to evaluate the effectiveness of problem solving.
• Transmission method of HIV in specific ways.
• Recent technology has affected society.

Timeline

3 weeks

Abstract

Students will learn about the HIV virus (its biological nature and various cultural contexts). Through a class experiment, students will explore how HIV is transmitted and, as a result of discussion and experimentation, develop multiple solutions to limit its transmission. Students will then create lessons that they will teach to another class about HIV, what it is, how it is transmitted, and how its transmission can be limited.

Materials

• Clear plastic cups
• Internet access
• Phenolphthalein
• Research materials
• Sodium hydroxide
• Paper
• Water
• Science journal

Activities

1

Each student receives a plastic cup with 50 ml of water. However, two cups also have 2 ml of 0.1M sodium hydroxide solution as well. Designate two students to act as observers (to watch who was exchanging with whom–and noting behavior of the students during the exchanges). On command, each student needs to pour the contents of his or her cup into another student’s cup, and then receive back half of the liquid. Repeat this two more times with other students. Teacher describes that two cups were initially affected and that the class needs to determine which cups were initially affected. Teacher then goes to each student’s cup and adds the phenolphthalein indicator. A class discussion occurs during this process regarding the possible sources for the infection.

2

Discussions and lessons occur regarding the biology of the HIV virus, the mathematics of infection, the effects of drugs and alcohol on transmission rates, refusal skills, hygiene, medical treatments, and location. During the discussions Students will create a list of possible ways to control the spread of the infection.

3

Discussions and lessons occur regarding societal impact of recent technology advances. Discussion should focus on health policies regarding disease and safety (for example, seat belts, vaccinations).

4

Students will devise (based upon the idea presented in the first activity) one or more experiments that test out their possible solutions to limiting the spread of the infection.

Expanded Sample Assessment Idea

Students create a class presentation that discusses the HIV virus, its effects, transmission, a method to limit its spread, and then evaluate societal impact of the proposed method.

Procedure

Students will:

1. Create a lesson to present to another class that discusses the HIV virus, its effects, transmission, and how to potentially limit its spread in an infectious situation (being very clear as to the relative pros and cons of each of the methods to restrict the spread of infection).
2. Present the lesson to a different class. Following the presentation, each person in that class will receive a labeled cup containing 50 ml of a liquid (all of the cups contain plain water except for two which contain an additional 2 ml of 0.1M sodium hydroxide). The class is instructed that each student must complete four exchanges of liquid. Student presenters collect the cups, test for the presence of sodium hydroxide using an acid-base indicator, analyze the results, and report back to the class.
3. Discuss and review each group’s presentation in light of their sample results.
4. Discuss and review each group’s presentation with regard to societal impact.

Level of Performance

Student report shows little or no evidence of investigation of the HIV virus, its transmission, and methods to limit its spread. The report is largely incomplete, incorrect, or contains evidence of misconceptions related to scientific reasoning.

Standards Cross-Reference
(Alaska Department of Education & Early Development Standards)

National Science Education Standards

Scientific inquiry and technological design have similarities and differences. Scientists propose explanations for questions about the natural world, and engineers propose solutions relating to human problems, needs and aspirations. Technological solutions are temporary; technologies exist within nature and so they cannot contravene physical or biological principles; technological solutions have side effects; and technologies cost, carry risks, and provide benefits. (Page 166)

Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology. (Page 166)

Technological solutions have intended benefits and unintended consequences. Some consequences can be predicted, others cannot. (Page 166)

Science influences society through its knowledge and world view. Scientific knowledge and the procedures used by scientists influence the way many individuals in society think about themselves, others, and the environment. The effect of science on society is neither entirely beneficial nor entirely detrimental. (Page 169)

Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development. (Page 169)

Benchmarks

New technologies increase some risks and decrease others. Some of the same technologies that have improved the length and quality of life for many people have also brought new risks. (Page 56)