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From One to Another

Analysis/Conclusion:

1. What can you do to prevent catching an infectious disease?

2. Can you prevent all types of disease? Explain.

The History of Germ Theory

Focus Question:

•What causes disease?

•Write your answer Hypothesis:

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Vocab: •Cell: The smallest structural unit that makes up all living things.

•Cell Theory: All living things are made of cells. New cells are made from existing cells.

Vocab: •Germ Theory of Disease: A theory that microbes can cause infectious diseases.

•Multicellular: An organism made up of many cells.

Data: • Provide the date and a short summary of the contribution of each person on the timeline.

Page C - 31

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Robert Hooke (1635-1703)

• Designed an early version of the microscope.

• Gave the name ‘cells’ after viewing samples of cork.

Anton van Leeuwenhoek (1632-1723)

• First to describe microbes after viewing a drop of water under the microscope.

Matthias Schleiden (1804-1881)

•All plants are made of cells.

Theodor Schwann (1810-1882)

•All animals are made of cells.

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Karl Siebold (1804-1885)

•Microbes are made of cells.

Ignaz Semmelweiss (1818-1865)

•Hand washing is important in stopping the spread of disease.

Rudolph Virchow (1821-1902)

•Cells reproduce

Florence Nightingale (1820-1910)

•Recognized the value of cleanliness in stopping the spread of infectious disease.

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Louis Pasteur (1822-1895)

•Developed the pasteurization process. •Microbes are

responsible for infectious disease

Joseph Lister (1827-1912)

•Used chemicals to sanitize and sterilize surgical instruments.

Robert Koch (1843-1910)

•Determined that specific microbes cause specific infectious disease •Grew bacterial

cultures on agarose gel (agar)

William Halsted (1852-1922)

• First to use rubber gloves during surgery to prevent the spread of infectious disease

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Analysis: 1. Why is the germ theory

of disease important in understanding infectious diseases?

Analysis: 2. How important was the

development of the microscope in discovering the cause of infectious diseases?

Conclusion: Imagine that each of the scientists in this activity wanted to hire an assistant. With which scientist would you most like to work? Why?

Who Infected Whom?

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Vocabulary:

•Disease: a breakdown in the structure or function of a living organism

• Infectious: a disease caused by germs that can be passed from one person to another.

Vocabulary:

•Microbe: a microscopic cellular organism or a virus

•Pathogen: A bacterium, virus, or other microorganism capable of causing disease.

Vocabulary:

•Epidemiologists: scientists who trace the spread of a disease through a population.

•Carriers: An organism that carries and transmits a disease without exhibiting symptoms of disease.

Challenge:

•Who is (or are) the carrier(s) of the disease?

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Procedures: • You will be given information about 8

different people.

• Your goal is to determine how the disease spread from person to person.

• Some people do not have symptoms, but could carry the disease.

•One person could have infected multiple people.

Procedures: •You can only test 4 people for the disease.

•If the solution turns pink, this is a positive result for the disease.

•If the solution remains clear, there is no disease.

DATA: NAME SYMPTOMS?

(YES OR NO) DISEASE TEST RESULTS (+/-)

IS THIS PERSON A CARRIER? (YES or NO)

DATA Draw a web showing your proposed path of disease spread. In your web, identify who is infected, the dates that he or she became sick, and whether the person is a carrier.

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ANALYSIS: Who was (or were) the carrier(s) of the disease? How do you know?

Conclusion: If you are sick, when should you go to school and when should you stay home? Explain

From One to Another

Vocabulary:

•Quarantine: The period of isolation used to control the spread of infectious disease.

•Vector: An organism that spreads disease-causing microbes from one host to another without getting sick itself.

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Pre-lab:

Brainstorm a list of diseases you can get from animals. Write down as many as you can think of.

Video Questions:

1. What are the symptoms of the Plague?

2. How many people died in London in 1665 from the plague?

3. What was the vector of the plague/how did it spread?

Video Questions:

4. What were some early ways people tried to prevent or treat the great plague?

5. What is ∆32?

The Compound Light Microscope

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The Light Microscope:

•The compound light microscope allows light to pass through a specimen and uses two lenses to form an image.

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Vocabulary:

•Magnify: To enlarge an image of an object

•Magnification: The extent to which an image of an object is enlarged.

Vocabulary:

•Resolution: The clarity of an image, or the detail an image holds.

Lenses •Eyepiece: 10x Magnification

•Red Objective(low power): 4x

•Yellow Objective: 10x

•Blue Objective: 40x

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Total Magnification •What would the total magnification be

using an eyepiece lens with 10x magnification and an objective lens with 20x magnification?

•Answer: 200x

Safety Precautions:

•Always hold the microscope with two hands. (one on the arm and the other under the base)

Safety Precautions:

•Always set the microscope back to the low powered lens and replace the dust cover when finished.

Safety Precautions:

•Never hold or use the body tube like a joystick.

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Safety Precautions:

•Be careful with the microscope slides. They are glass and they will break.

Data: Cheek Cell

Magnification:_____

Observations: •What do you notice about your cheek cells? •Describe any details you see. •Anything else interesting?

Making a Wet-mount Slide

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Making a Wet-mount Slide

• Add 2 drops of water to the slide.

• Use a toothpick to gently scrape the inside of your cheek

• Wipe toothpick in the drop of water on your slide.

• Add 1 drop of methylene blue dye to the slide

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Conclusions:

•Summarize what we did for this lab.

•Explain what you learned about the microscope.

•Describe what you liked or did not like about this lab.

The Range of Disease

Vocabulary:

•Disease: a breakdown in the structure or function of a living organism

• Infectious: a disease caused by germs that can be passed from one person to another.

Vocabulary:

•Quarantine: The period of isolation used to control the spread of infectious disease.

•Vector: An organism that spreads disease-causing microbes from one host to another without getting sick itself.

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Pre-lab Questions:

1. Are all diseases infectious?

2. List some examples of infectious diseases.

3. List some examples of non infectious diseases.

Analysis/Conclusion:

1. What can you do to prevent catching an infectious disease?

2. Can you prevent all types of disease? Explain.

From One to Another

Vocabulary:

•Quarantine: The period of isolation used to control the spread of infectious disease.

•Vector: An organism that spreads disease-causing microbes from one host to another without getting sick itself.

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Pre-lab:

Brainstorm a list of diseases you can get from animals. Write down as many as you can think of.

Yellow Fever

•Yellow fever is a viral infection transmitted by mosquitoes.

Lyme Disease

•A Bacterial Infection transmitted by ticks.

Cat Scratch Fever

• Cat scratch disease is an infection with Bartonella bacteria that is believed to be transmitted by cat scratches and bites

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Analysis Questions:

•“Attach Bubonic Plague Video” Worksheet Here. Who Infected

Whom?

Conclusion: If you are sick, when should you go to school and when should you stay home? Explain

The Story of Leprosy

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Challenge: •How should people with infectious disease be treated?

Pg. C-18

Stop and Write:

1.

2.

3.

Analysis Questions: 1. How have people with

Hansen’s disease been treated throughout history? Provide specific examples.

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Analysis Questions: 2. Imagine that you meet

someone who tells you that he or she has Hanson’s Disease. How would you respond?

Analysis Questions: 3. skip

Analysis Questions: 4. Based on your

understanding of infectious disease, explain whether you think people who have an infectious disease should be quarantined.

Conclusions: Imagine that you were infected with an infectious disease. Would you volunteer to be quarantined? Explain

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Who Infected Whom?

Vocabulary:

•Epidemiologists: scientists who trace the spread of a disease through a population.

•Carriers: An organism that carries and transmits a disease without exhibiting symptoms of disease.

Challenge:

•Who is (or are) the carrier(s) of the disease?

DATA: NAME SYMPTOMS?

(YES OR NO) DISEASE TEST RESULTS (+/-)

IS THIS PERSON A CARRIER? (YES or NO)

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Lab: •We want to find the carriers of the disease.

•Figure out who does not show any symptoms of the disease.

•Test these people to see if they carry the disease.

ANALYSIS: 1. Draw a web showing your

proposed path of disease spread. In your web, identify who is infected, the dates that he or she became sick, and whether the person is a carrier.

ANALYSIS: 2. Who was (or were) the

carrier(s) of the disease? How do you know?

Conclusion: If you are sick, when should you go to school and when should you stay home? Explain

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The World of Microbes

Pg. C-68

Challenge: How do microbes fit into the classification of organisms.

Stopping to Think:

1. a) b) c) 2. 3. a) b) c)

Bacteriophage Virus (SEM)

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Bacteriophage Virus (TEM) Analysis Questions

Complete analysis questions #2, 3, 4, and 7

Conclusion •What was the reading about?

•What did you learn from the reading?

A Closer Look Pg. C-55

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Focus Question: •What are some of the parts of a cell?

•What do they do?

Hypothesis: •“Your answer to the focus question here.”

Plant Cell Animal Cell

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Stopping to Think:

•Complete stopping to think questions #1-4

Analysis Questions:

1. Explain why membranes are so important to cells.

2. Explain how the study of cells helps to treat disease.

Conclusion •What was the reading about?

•What did you learn from the reading?

Cell Wall

•Adds additional support and stability to plant cells.

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Microbes Under View

Vocab: •Bacteria: Single-celled organisms that do not have a nucleus

•Protist: An organism made up of a single cell or many cells with a nucleus, and that is not an animal, plant, or fungus.

Vocab: •Virus: A microbe that is not made of cells and cannot grow or reproduce outside of a living cell.

Focus Question: •Do all bacteria and protists look the same?

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Hypothesis: •“Write your answer to the focus question here”

Materials: •Microscope

•Slide of Trypanosoma (protist)

•Slide of Amoeba (protist)

•Slide of Paramecium (protist)

•Slide of Bacillus (bacteria)

•Slide of Coccus (bacteria)

Procedures: •You and a partner will view each of

the 5 slides using the medium or high powered objective lens (yellow = 100X, blue = 400x).

•Sketch all five specimens in you handout.

•Record your observations.

Trypanosoma

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Amoeba Paramecium

Bacillus Coccus

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Analysis: 1. When you compare the

different protists, what differences do you observe?

2. When you compare the different bacteria, what differences do you observe?

Analysis: 3. When you compare all of

the different microbes, what similarities and differences do you observe?

Conclusion: •Summarize what we did during this lab.

•Explain what you learned from completing this lab.

•REMEMBER! Write complete sentences!

Reducing Risk

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Vocab: •Petri Dish: A dish that contains food for microbes that are being cultured or grown.

Vocab: •Agar (Agarose Gel): A gelatin-like material containing a food source for microbes that was first invented by Robert Koch.

Vocab: •Aseptic Technique: A method designed to prevent contamination from microorganisms.

Focus Question:

•What types of surfaces have the most bacterial growth?

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Hypothesis

Procedures:

•When you receive your petri dish, DO NOT take the lid off. This will prevent contamination from airborne bacteria.

•Write your name and the class hour on the bottom edge of your petri dish

Aseptic Technique

•Do NOT take the lid off of the petri dish.

•When pouring the Agar, keep the lid propped above the dish

Data: Surface: _______________________________

Day # of Colonies

1

2

3

4

5

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Disease Fighters

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Vocab: •Immune System: A system of specialized cells that coordinate and communicate in order to inactivate foreign material.

Vocab: •Serum: Blood that has had the red blood cells removed.

•Red blood cell: The blood cell that transports oxygen

Vocab: •White blood cell: Type of cell in the immune system which fights infections.

Focus Question: •How does your blood help fight infectious disease?

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Hypothesis: •“Write your answer to the focus question here”

Procedures: •Carefully read through the procedures for part A on page C-78 of the textbook.

•Record your observations in the data table.

DATA (Part A): Patient Donor Type A Donor Type B Donor Type O

Sasha (Type A)

Fong (Type B)

Jordan (Type AB)

DATA (Part A): Patient Donor Type A Donor Type B Donor Type O

Sasha (Type A)

Clear Clumped Clear

Fong (Type B)

Clumped Clear Clear

Jordan (Type AB)

Clear Clear Clear

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ANALYSIS: 1. Which blood type can be donated to

anyone?

2. Which blood type can receive any type of blood?

3. Which type of blood cell, red or white, is the most common?

4. In what ways does your body prevent you from catching an infectious disease?

Conclusion: •Summarize what we did during this lab.

•Explain what you learned from completing this lab.

•REMEMBER! Write complete sentences!

The Full Course

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Vocab: Antibiotic:

Medications that are used to fight bacterial and fungal diseases.

Vocab: Full Course:

The complete prescription of an antibiotic from a doctor.

Vocab: Resistant: The characteristic of bacteria that have an increased chance to survive and reproduce when there is an antibiotic present.

Focus Question: Why is it important to take an antibiotic as prescribed?

Hypothesis:

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Starting the Activity

•Add 13 green disks, 6 blue, and 1 orange to the middle pile

1.Roll the Number Cube

2.1,3,5,6 – Take an antibiotic (Remove 5 disks, starting with green, then blue, then orange)

3.2 or 4 – do nothing (forgot to take the antibiotic)

4.Bacteria Reproduce (add 1 disk of each color left)

ANALYSIS:

1. Did the antibiotic help you to completely kill all of the harmful bacteria living in your body? Explain

2. Use your graph to describe how the population of each type of bacteria changed over the course of the antibiotic treatment

CONCLUSION:

1. Was this activity a good model of an antibiotic treatment.

2. Explain if you have ever taken an antibiotic and what it was taken for.

3. Many scientists now think that the overuse of antibacterial hand cleansers contribute to an increase of antibiotic-resistant bacteria. Explain whether you agree or disagree.

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An Ounce of Prevention

Vocab: •Vaccine: A substance that stimulates the body’s immune response in order to prevent or control an infection.

Focus Question: •How do vaccines prevent disease?

Hypothesis:

Analysis: 1. A vaccine prevents a person from

catching an infectious disease; it does not treat the disease after the person has caught it. What are some advantages of preventing, rather than treating infectious disease?

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Analysis:

2. Why are serious side effects from vaccines very rare?

Analysis:

3. You go to the doctor and find out that you may have the flu. Would you expect to be prescribed an antibiotic? Explain your answer.

Conclusion:

Do you think that vaccinations against the flu should be required by law? Explain and support your answer with evidence.