The POTENCY of EVIDENCE

ABSTRACT

Engage Students do a whole-class brainstorm on the different races and ethnicities in America, then use their inquiry skills and current conceptions on diffusion to investigate population density and the rate of spread of the coronavirus. Mimicking the spread of coronavirus by diffusion of particulate matter in the air, students use an interactive simulation platform (PhET) to depict the relationship between population density and COVID cases. Draw a bar graph to represent total coronavirus cases in the counties. * What county has the most COVID cases? * What county has the least cases? * If you combine the number of cases in two predominantly white communities, how would that compare to one mostly Black/African American? * Are more COVID cases identified in counties with large populations or small populations? * What is the difference in the number of cases between Whites and Blacks? * What is the difference in the number of cases between Whites and Hispanics? * What conclusion can you make about the differences between COVID-19 cases between races? * Does the graph affect your opinion about the COVID-19 infection rate? * Infer Why is there a difference in COVID-19 cases between races? * What do you think the data would look like for even more populated countries? * If as many Blacks as Whites had the same access to health care, do you think the total cases would be the same? * Why is there a difference in the number of cases between races? [...]it follows that the number of Blacks and Hispanics with acute difficulties paying their bills or mortgages increased sharply compared to Whites. [...]it is only logical that psychological and mental stress is most prevalent among Hispanics who cannot meet with basic needs.