Participate and share: Poster 
The purpose and objectives are:
1. To show the purpose of the problem based learning, regardless the subject. In this case the students apply some principles of Physics and Chemistry. At the beginning only the problem was planned and from then, the students planned a solution. They worked their design, looking for continuous improvement.
Objective:
To find the science application principles/concepts in order to prove its application in real life by solving a real problem. By using problem solving learning
The procedure was:
a. Find a problem that affects society
b. Think and brainstorming about how can be solve.
c. Apply principles of sciences, Physics and Chemistry
d. The students create their design
e. Results and data interpretation.
2. The work done by the students was a great research in order to implement the solution, including the filter design.
3. The students implement knowledge that will impact commonwealth, improving the quality of life.
4. The extra was to offer a real help in to a marginalized area, at low cost.
5. The students deliberated a product through many ideas, in order to create an innovative AUTOMATED MECHANIC WATER FILTER that help MARGINALIZED REGIONS.
The educational challenge was to prove the science applications; through the students eyes. Along with the problem based learning, in order to solve a problem in society.
Devices created
The models created were a worm drive, that using the strength of the river, spin and move the floating trash to a side of it.
The second step for filtering water was an alternate flux filter, fill with zeolite, carbon activated, in order to clean water.
The model will be running all the time.
In a presentation, will be explained the following
1. The educational application of problem based learning to Physics and Chemistry. Presented by any member of the team. 5min
2. Process about how does the problem was selected. Presented by any member of the team. 5min
3. Process about how to solve the problem, topics, subjects selected. Presented by any member of the team. 5min
4. Building the device. Process on how the filter was build. Presented by any member of the team. 5min
5. Testing and apply the design. Presented by any member of the team. 5min
6. Explanation using the model. Presented by any member of the team. 5min
7. Results obtained. Presented by any member of the team. 10min
8. Conclusions and Questions session. 10 min
2.2 Water - Biology 2e | OpenStax. (s. f.). Recuperado 22 de septiembre de 2023, de https://openstax.org/books/biology-2e/pages/2-2-water
Se publica NOM-001-SEMARNAT-2021, que establece límites de .. (s. f.). Recuperado 22 de septiembre de 2023, de https://www.gob.mx/semarnat/prensa/se-publica-nom-001-semarnat-2021-que-establece-limites-de-contaminantes-en-descargas-de-aguas-residuales?idiom=es
Screw Conveyor vs. Screw Feeder - YouTube. (s. f.). Recuperado 22 de septiembre de 2023, de https://www.youtube.com/watch?v=R3w6j1U7QjU
Organic Chemistry, 9th ed. (s. f.). Recuperado 22 de septiembre de 2023, de http://dl.iranchembook.ir/ebook/organic-chemistry-419.pdf
Problem-Based Learning | Center for Teaching Innovation. (s. f.). Recuperado 22 de septiembre de 2023, de https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning
Screw Flight Layout or Flat Pattern Development - YouTube. (s. f.). Recuperado 29 de septiembre de 2023, de https://www.youtube.com/watch?v=PsBhPurfiG0
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