MODULE: COVID-19

Module Overview
Introduction
This module adopts a 4-stage project-based learning approach where students are
introduced to a certain context with problems presented. As a team, they are assigned to
develop solutions to the problems. To progress their learning, Stage 1 introduces the problems
and the context to students, followed by Stage 2 where they develop understanding of the
problems and background knowledge and skills. Then in Stage 3, they develop their own
solutions to solve the problems. Finally, they communicate their solutions to the problems in
Stage 4. Below is the detail what students are expected to achieve in each of the stages.

Stage 1: CONTEXT and PROBLEM (1 period)

Students take the role as researchers in “Thai Med Company” that must secure the contract
signed with the Ministry of Public Health, Thailand by accomplishing three missions: to design
a hands-free dispenser, to find an appropriate formula of sanitiser, and to create a campaign
to raise people’s awareness regarding controlling the transmission of COVID-19.

Stage 2: BACKGROUND KNOWLEDGE, UNDERSTANDING, and SKILLS (9 periods)

Students, now acting as the researchers, must go through a series of activities to develop a
deeper understanding of the virus, sanitiser, and dispenser, as well as practice skills required
for problem-solving. Regarding viral biology, they need to learn about the virus, its
transmission and the method to detect the virus in the body. In order to build an appropriate
hands-free dispenser filled with an effective sanitising product, the students must first
understand the concepts and apply them through thought-provoking questions and scientific
inquiries.

Stage 3: PROBLEM SOLVING (3 periods)

Each team of students works on their design decisions to build the prototype of a hands-free
dispenser with a sanitiser that will be presented through a public awareness campaign
accordingly.

Stage 4: COMMUNICATION (1 period)

Each team of students gets to present how each of their solutions can help prevent the spread
of the virus with an explanation of the design decisions they have made, through evidence-
based communication in the context of researchers presenting to the Ministry representatives.

Topic Area : Viral biology (transmission and detection), chemical properties of

sanitisers (antiseptic, viscosity, turbidity), the basic mechanism of
hands-free dispensers (moment of force and lever system)

Target group : Grade 7-9

Module Time Frame: 14-18 periods

Big Scientific Idea

 ● Coronavirus
● Sanitiser: Chemical properties
● Dispenser: Moment and Lever systems

Standard and Indicator

Standard 1 Biological science
Standard SC 1.2 (Virus)
Understand the properties and basic units of living things; the transportation of matter into
and out of cells; relationship between structures and functions in animals and human;
relationship between structures and functions of organs in plants; application.
Indicators
Sc 1.2 Gr8/3 Realise the importance of the respiratory system and explain the ways to
maintain normal functioning of the respiratory system.

Standard SC 1.3 (Virus)

Understand the process and the importance of genetic transmission; the genetic material; the
changes of genetics to living things; the biodiversity; the application of biotechnology and
evolution.
Indicators
Sc 1.3 G10/1 Explain the relationship between genes, protein synthesis and genetic
characteristics.

Standard 2 Physical science

Standard SC 2.1 (Sanitiser)
Understand the properties of substances; the relationship between the properties of
substances and the structures and binding forces between particles; the principles and the
nature of change in the state of substances; the solution formation and the chemical reaction
Indicators
Sc 2.1 Gr7/6 Select tools to measure mass and volume of pure substances and compounds.
Sc 2.1 Gr8/4 Design, experiment and explain types of solvents, temperatures and pressures
affecting dissolution of substances.
Sc 2.1 Gr8/5 Identify quantity of solute in the unit of percent concentration, volume by
volume, mass by mass and mass by volume.
Sc 2.1 Gr8/6 Realise the importance of substance concentration in daily applications.

Standard SC 2.2 (Dispenser)

Understand the nature of forces in daily life; the characteristics and various types of motion of
natural objects and the application of motion
Indicators
Sc 2.2 Gr8/1 Predict the motion of an object which is the result of net force of many forces
toward an object in the same direction through the evidence.

Standard 4 Technology
Standard SC 4.1 (Sanitiser and Dispenser)
Understand the main concept of technology for living in a rapidly changing society; use
knowledge and skills of science, mathematics and other disciplines to solve problems or
creatively improve works with engineering design; select appropriate technology with
consideration of the consequences to life, society and environment.
Indicators
Sc 4.1 Gr7-9/3 Design solutions by analysing, comparing and making decisions to select
needed information under conditions and limited resources; present the solutions with different
techniques and methods; plan steps of work and processes of solving problems.
Sc 4.1 Gr 7-9/4 Test, assess, analyse and give reasons of problems or defects under
conditions with finding the way of improvement, correction and presentation of solutions.
Sc 4.1 Gr 7-9/5 Apply knowledge and skills about materials, instruments, tools, mechanics
and electronic devices to appropriate types of work and safety to solve problems or improve
work.

Enduring Understanding
Students will understand that:
● Coronavirus is a virus which has particular characters causing a disease called
COVID-19. The transmission of COVID-19 is spreading across the world. There are
many factors affecting the pattern of transmission in different countries; therefore,
there are various strategies used to reduce the spreading of COVID-19. Even if there
are choices for detecting Coronavirus, RT-PCR is the method to detect Coronavirus
in the human body with the most reliability at the present.
● There are 2 main types of sanitisers: non-alcohol-based hand sanitisers (NABHS) and
alcohol-based hand sanitisers (ABHS). To inhibit the growth of virus, at least 70% v/v
of alcohol is to be used. In addition, the turbidity of sanitiser depends on the amount of
glycerol, thus different types of dispenser require different chemical compositions.
● Dispensers are complex machines that use the mechanism of simple machines to
work. Lever, one type of simple machines, uses the moment of force to operate. The
moment of force is the tendency of an object to rotate about a specific fulcrum. It is the
product of a force acting on an object and the distance from the reference point
(fulcrum) to the object. In addition, levers consist of three classes depending on the
position of the load, effort, and fulcrum. To determine the efficiency of a machine,
mechanical advantage needs to be considered.

Essential Questions
● What is Coronavirus?
● How dangerous is the COVID-19 pandemic?
● How is the transmission of COVID-19 reduced?
● How can we detect COVID-19?
● How can sanitisers kill germs?
● Which component(s) affect the viscosity of the sanitisers?
● What can we see if unbalanced and balanced forces act on an object?
● How can we use the mechanism of simple machines to build a hands-free
dispenser?
● How can we effectively communicate the science of COVID-19 to raise awareness of
the public?

What key knowledge and skills will students acquire as a result of this
unit
Knowledge
● Characters of Coronavirus, the COVID-19 transmission, the detection of Coronavirus.
● Components and chemical properties of gel sanitiser
● Force, moment and lever systems, the design principle of the dispenser
Skills
● Conducting a chemical experiment
● Engineering design (design and build the hands-free dispenser)
● Scientific inquiry (Guided and Open-ended inquiry)
● Presentation
Attitude
● Actively participate in group activities
● Communicate effectively in science
● Prevent spreading of COVID-19 pandemic
● Raise awareness of the public regarding the pandemic

Assessment evidence
Performance task:
1. Designing and building a hands-free dispenser to avoid direct hand contact and the
spread of COVID-19.
2. Designing and making a sanitiser with the ability to kill germs and the composition that
is appropriate with the dispenser.
3. Designing and making a campaign to communicate, educate about the virus, and
explain the products which help raise awareness of the public.

Activity sheets:
Stage 1:
1. Your brief

Stage 2:
1. What do you already know about viruses and Coronavirus?
2. How dangerous is the Coronavirus?
3. How can we detect Coronavirus?
4. Chemistry behind sanitiser hand gels
5. Market research on sanitisers
6. Sanitiser properties
7. Sanitiser viscosity
8. Sanitiser turbidity
9. Engineering behind dispensers
10. Lever systems
11. Mechanical performance
12. Market research on dispensers

Stage 3:
1. Your design (Dispenser)
 2. Your design (Sanitiser)
3. Public awareness campaign

Stage 4:
1. Communication of your solution

Student self-assessment:
1. Presentation assessment form
2. How well did we work as a team?

Learning Activities
Stage 1: CONTEXT and PROBLEM
Your brief Thai Med Company has signed a contract with 1 Period
the ministry of public health in order to reduce
the spreading of COVID-19. The researchers
need to
1. Design a cost-effective hands-free
dispenser
2. Find a formula of a sanitizer
3. Create a campaign to raise people’s
awareness
The students will work as researchers in Thai
Med Company to help the company secure the
contract.

Stage 2: BACKGROUND KNOWLEDGE, UNDERSTANDING, and SKILLS

● Virus
What do you already know Students learn characters of viruses 1 Period
about viruses and and Coronavirus through active reading and
Coronavirus? watching videos

How dangerous is the Students explain factors for controlling COVID- 1 Period
Coronavirus? 19 transmission through data acquisition and
graph interpretation

How can we detect Students identify suitable tests to detect 1 Period

Coronavirus? COVID-19 and learn about RT-PCR through
active reading and scenario-based discussion

● Sanitiser
Chemistry behind sanitiser Students learn types of sanitisers and 1 Period
hand gels components through active reading

Market research on Students explore and evaluate commercially

sanitisers available sanitisers

Sanitiser properties Students learn how alcohol concentration 1 Period

affects the effectiveness of a sanitiser through
active reading

Sanitiser viscosity Students explore how each chemical

component affects viscosity through guided
inquiry

Sanitiser turbidity Students identify compositions that suit 1 Period

dispensers through open-ended inquiry

● Dispenser
Engineering behind Students learn the basic moments of forces 1 Period
dispensers through guided inquiry

Lever systems Students learn three classes of lever systems 1 Period

through scenario-based discussion and data
acquisition

Mechanical performance Students learn the concepts of mechanical 1 Period

advantage and efficiency through active
reading and scenario-based discussion

Market research on Students explore commercially available 1 Period

dispensers dispensers and evaluate the mechanisms

Stage 3: PROBLEM SOLVING

Your design (Dispenser) Students as a team build a hands-free 1 Period
dispenser by considering different design ideas
and gathering evidence to support the
effectiveness of the design

Your design (Sanitiser) Students as a team make a sanitiser by 1 Period

considering different compositions and
gathering evidence to support the effectiveness
of their chosen composition to kill the virus.

Public awareness campaign Students as a team form a public awareness 1 Period

campaign by considering appropriate media,
content, and audience and gathering evidence
to support the effectiveness of the design

Stage 4: COMMUNICATION
Communication of your Students present their design of dispenser, 1 Period
solution composition of sanitiser, and public awareness
 campaign using evidence gathered in Stage 3.

Presentation assessment Students evaluate the solutions of other teams

form as well as their own. Giving constructive
feedback is encouraged to further improve their
solutions.

How well did we work as a Students evaluate their teamwork by reflecting

team? on their behaviours during past activities.