1998 WWLPT Biology Institute:
Motion
The
Motion of aVirus Through a Population
Standards addressed: Science as
inquiry, authentic assesment, develop community of science learners, cross
disciplinary application possible, and quantification and articulation
with math curriculum.
Summary/Abstract
Instructor's Objectives
Target Age or Ability Group Audience
Teacher Instructions/Special Precautions
Materials & Equipment Needs
Background [Prior Knowledge
or vocabulary necessary to complete activity]
The Student Lab
Method of Evaluation/Assessment
Extension/Reinforcement/Additional
Ideas
References including Web Addresses
National
Science Educational Standards
Summary/Abstract to
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This is an inquiry based activity that simulates the movement of a virus
through a population. Students will be engaged in acting out the spread
of a virus through their classroom. The students will use critical thinking
skills to determine the source(s) of the virus and the factors that influence
the rate of transmission.
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Instructor's Objectives
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To observe how fast a virus can spread through a population
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To determine how a point source can be determined
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To learn the role of an indicator
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To make students aware of the factors that influence the spread of a virus
through a population
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Target Audience or Age Group
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Middle School and High School (grades 7-12)
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Notes to the Teacher: to
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Safety Issue: This exercise will involve the use of a weak
base (.1 M Sodium Hydroxide (NaOH) )
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Fill all of the test tubes one quarter full with tap water except
one.*
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Fill one test tube one quarter full with a weak solution of sodium hydroxkde.
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Phenolpthalein is a indicator of pH. Phenolpthalein is clear in a
basic solution and pink in an acidic solution.
* the number of test tubes with sodium hydroxide may be varied.
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Materials & Equipment
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one test tube per student involved in the activity
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tap water
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one eyedropper bottle of phenolpthalein
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weak concentration of Sodium Hydroxide (NaOH) [.4g per 100ml of water]
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Background to
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Virology (study of viruses), Bacteriology (study of Bacteria)
and Epidemiology (the study of the spread of a disease through a population)
can be used to in the classroom setting to help teach students critical
thinking skills. The following is just one sample inquiry based
activity that allows students to observe first hand the spread of a virus
through a sample population. There are many possible interdisciplinary
links (psychology, health, social studies, ecology) that can be incorporated.
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The Student Lab to
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Purpose: To test the factors that influence the rate at which a
virus spreads through a population
Procedure:
1) Obtain a test tube with the special liquid (be careful not to spill)
2) Write your name on the back of the lab sheet
3) Walk around the room and introduce yourself to one person.
Write their name on the back of your lab sheet and the time that you talked
4) Exchange about half of your "special" fluids with the person you
talked with. Also, receive some of their fluid.
5) As time permits. Walk around the room and talk to other people.
Also, record the their names, time of contact, and exchange some fluids.
How will the number of people you have contact with effect your chance
of becoming infected ?
6) At the end of the time period have a seat and receive a special
material "Phenolpthalein" from the teacher.
Data:
1) How many people did you exchange fluids with ?
2) What is the color of your fluid at the beginning of the experimental
activity
3) What is the color of your fluid at the end of the experimental
activity
4) How many people were involved in the activity ?
5) Did you end up infected ?
6) How many people in the class ended up infected ?
7) What percent of the class was infected ?
8) What percent of the class was not infected at the end of this
activity ?
Thought questions:
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What did the liquid in your test tube represent ?
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Could you tell by looking at the liquid if it was infected ? Explain
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What did the phenolpthalein represent in this activity ? Explain
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What factors could influence how fast a virus spreads through a group of
people (population) ?
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Can you think of any way to test these factors ?
Conclusion: (answer you inquiry question)
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Methods of Evaluation/Assessment
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Class discussion
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Opinion paper
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Formal laboratory report
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Class extension projects
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Extension/Reinforcement/Additional
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Outside readings on various disease ( Hepatis
B, Hantavirus, Anthrax,
Dengue,
Yellow
Fever, Cholera,
Lassa Fever, Diptheria
)
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Student design of this laboratory exercise with their own variation to
the exercise
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Governmental Policies relating to Health Issues
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Water Treatment Policies of Local Communities
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Reading of Various fiction and nonfiction Books (The Hot Zone by R. Preston,
The Coming Plague by R Preston, Virus Hunters by C.J. Peters)
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References Including Web Addresses
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