Biology - HOT Science Lab

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Teacher The Deadly Fuchsia Disease (Adapted from Epidemic – The Deadly Fuchsia Disease – www.vcu.edu/lifesci) NGSSS: SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (AA) Purpose of Lab/Activity: To demonstrate that one infected person in a population can, over a period of time, infect a large number of individuals Prerequisite: Prior to this activity, the student should be able to: define a specific and non-specific immune disease response understand the purpose and function of a vaccine Materials (per station or per group): test tube racks test tube distilled water NaOH (0.1 M) phenolphthalein Procedures: Day of Activity: Before activity: During activity: a. Prepare NaOH solution b. Prepare test tubes with distilled water and select one test tube with NaOH solution (this will be the infected student). c. Evaluate student prior knowledge by discussing their understanding of an ―Epidemic‖ and how diseases can be transmitted. a. Monitor the students that they only exchange ―fluids‖ for the amount of times specified in the lab. b. Ensure that when you put drops of phenolphthalein, that you do not contaminate the pipette. c. Discuss the reasons for a false positive, if it occurs. What the teacher will do: a. Share results with other students and have a class discussion about data, graphs, and conclusions. After activity: Biology HSL Page 146 Curriculum and Instruction
Teacher b. An asterisk (*) is placed next to each name in the Class Data Table who was found positive for the simulated disease. The Data Table above shows that Bob exchanged with Beth, Mary, and Janet. This shows that in round 1, Bob did not have the disease when he exchanged fluids with Beth (because she tested negative), but received it in Round 2. c. The Class Data Table is then used to devise a flow chart and to trace the route of transmission. In Round 1, Dave and Mary, have tested positive for the disease. This indicates that these two people were involved in the original exchange. d. In Round 2, Mary and Dave exchanged ―Simulated Bodily Fluids‖ with Bob and Andrew. The flow chart now shows two rounds of exchanges and a total of four infected people. e. For Round 3, the names of the individuals that exchanged with Bob, Andrew, Mary, and Dave are filled in. They were janet, Jennifer, Karen, and john, respectively. This completed flow chart shows that in Round 2, four people had the disease, but in Round 3, the number of infected people has doubled to a total of eight people. Thus, the disease has passed from an original exchange of two people, to a total of eight people. Example Route of Transmission Flow Chart The chart above shows that in Round 1, Mary and Dave exchanged fluids. Since they are both positive in Round 1, they pass on the disease to Bob and Andrew in Round 2, and to Karen and Jennifer in Round 3. Then Bob and Andrew pass it onto Janet and John, respectively. In an actual epidemic situation, one cannot trace a disease as easily as in this simulation. In an open system, it is almost impossible to trace a disease back to an original carrier. Because the class is a closed system, we can trace back to an original exchange. If you had completed another round of ―Simulated Bodily Fluid‖ exchange, then 16 people would be infected; with each round of transmission the number of infected people doubles. Extension: Gizmo: Disease Spread Biology HSL Page 147 Curriculum and Instruction
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Curriculum and Instruction Division
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Table of Contents Introduction ....
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Introduction The purpose of this do
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7. SC.912.L.15.1: Explain how the s
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16. SC.912.L.17.5: Analyze how popu
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to the norms and conventions of the
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Materials Hands-on Activities 1. Pe
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15. Cellular Respiration Distilled
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30. Enzyme Catalyst Lab Yeast solut
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Laboratory Safety Rules: Know the p
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Writing in Science A report is a re
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Hands-on Activities
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Teacher During activity: After acti
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Student Materials: Procedures: Usin
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Student Data: Name Actual Height Fe
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Teacher them also describe importan
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Student Materials (per group): 4 st
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Student Data Analysis: Create a ske
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Teacher After activity: d. Remind s
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Student Limiting Factors (Adapted f
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Student Data Analysis: Graph the re
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Teacher After activity: b. Assist g
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Student Designing Food Chains and F
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Student Shoreline Organisms Plants
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Student Human Impact - Effects of A
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Student Effects of pH on the Germin
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Teacher During activity: from the f
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Student Evidence for the Theory of
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Student Deinonychus Fossil Evidence
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Student Figure 1 Table 1 Characteri
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Student Animal Table 2 Function of
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Student Conclusions: Explain in par
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Teacher d. Student misconceptions s
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Student Examining the Fossil Record
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Student period should be place towa
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Teacher Natural Selection (Adapted
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Teacher Additional instructions/Han
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Student Natural Selection (Adapted
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Student Data Table 2 Beak Variation
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Teacher After activity: What the te
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Student Materials (per group): Inve
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Student Taxonomic Key to the Major
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Teacher 3. Is there more than one w
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Teacher Strawberry Cucumber Banana
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Teacher Strawberry Cucumber Banana
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Student Classification of Fruits NG
Page 95 and 96: Student Classifications of Fruit Gr
Page 97 and 98: Teacher ii. What does it mean when
Page 99 and 100: Teacher Organism Cards Name: Date P
Page 101 and 102: Teacher The De-riving Force of Clad
Page 103 and 104: Student 7. Select the next most sim
Page 105 and 106: Teacher Plant Structure and Functio
Page 107 and 108: Student Plant Structure and Functio
Page 109 and 110: Student Answer the following questi
Page 111 and 112: Student Part B: Roots Materials: Pl
Page 113 and 114: Student Root Systems Using Figure 5
Page 115 and 116: Student Tilia Stem (Woody growth):
Page 117 and 118: Teacher Exploring Flower Structure
Page 119 and 120: Student Exploring Flower Structure
Page 121 and 122: Student 10. On which part of the fl
Page 123 and 124: Teacher Investigating the Effect of
Page 125 and 126: Student Investigating the Effect of
Page 127 and 128: Student 6. Put the beaker in a plac
Page 129 and 130: Student During activity: After acti
Page 131 and 132: Student Procedures: 1. Write a hypo
Page 133 and 134: Teacher Animal-Vertebrate Fish "Per
Page 135 and 136: Student 10. To expose the internal
Page 137 and 138: Teacher Circulation Lab (Adapted fr
Page 139 and 140: Student Circulation Lab (Adapted fr
Page 141 and 142: Teacher Take a Heart Hike (Adapted
Page 143 and 144: Teacher Cardiovascular Model Biolog
Page 145: Student Results and Conclusions: 1.
Page 149 and 150: Student Procedures: Before testing
Page 151 and 152: Teacher Cell Model Project NGSSS: S
Page 153 and 154: Teacher Extension: Gizmo: Cell Stru
Page 155 and 156: Student You must be able to locate
Page 157 and 158: Student Name: _____________________
Page 159 and 160: Teacher After activity: 3. Fill a t
Page 161 and 162: Student Diffusion and Osmosis NGSSS
Page 163 and 164: Student Table 2 - Physical Changes
Page 165 and 166: Teacher Investigating Inherited Tra
Page 167 and 168: Teacher During activity: After acti
Page 169 and 170: Student Investigating Inherited Tra
Page 171 and 172: Student Observations/Data: Biology
Page 173 and 174: Student Data Analysis: Sex of offsp
Page 175 and 176: Teacher Differences in Similar Phen
Page 177 and 178: Student Differences in Similar Phen
Page 179 and 180: Student Measurement of Hand Length
Page 181 and 182: Student Graph Title: ______________
Page 183 and 184: Teacher Making Karyotypes (Adapted
Page 185 and 186: Teacher Extension: Gizmo: Human Kar
Page 187 and 188: Student 3. Identify the centromere
Page 189 and 190: Student 4. Use scissors to cut out
Page 191 and 192: Student 2. Comparing and Contrastin
Page 193 and 194: Teacher During activity: deoxyribos
Page 195 and 196: Student Building a DNA Model Projec
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Student Observations/Data: Construc
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Teacher DNA Extraction Lab NGSSS: S
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Student DNA Extraction Lab NGSSS: S
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Teacher Candy DNA Replication (Adap
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Student Candy DNA Replication (Adap
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Teacher Protein Synthesis: Transcri
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Teacher Extension: Gizmo: RNA and P
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Student Protein Synthesis: Transcri
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Student Protein Synthesis: Transcri
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Teacher Building Macromolecules NGS
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Student Building Macromolecules NGS
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Student Construct Glycine A. Draw a
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Student Construct Cytosine A. Cytos
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Student Try to determine some ways
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Student 3. Using the forceps, dip a
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Student Properties of Water NGSSS:
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Student Results: 1. From the data c
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Teacher differences 2. Did the data
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Student Observations/Data: Surface
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Student Genetic Disorder: _________
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Modified Hands-on Activities
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Teacher 11. Have different students
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Teacher TURTLE GRASS TURTLE GRASS T
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Teacher DINOFLAGELLATES DINOFLAGELL
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Teacher SCALLOP SCALLOP TROPHIC LEV
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Teacher FISH LARVA FISH LARVA TROPH
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Teacher OCTOPUS OCTOPUS TROPHIC LEV
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Teacher SEA STAR SEA STAR TROPHIC L
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Teacher SEA URCHINS SEA URCHINS TRO
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Additional Hands-on Activities
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Student Fun with Bubbles NGSSS: SC.
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Student Observations/Data: Diameter
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Teacher Stimuli Effects on Heart Ra
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Student Stimuli Effects on Heart Ra
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Student Procedures: 1. Select a sta
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Student Figure 4 Figure 5 Coughing:
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Student 4. The parasympathetic and
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Student Stimuli Effects on Heart Ra
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Student a. Depending upon your size
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Student a. Tap the data point that
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Teacher Investigating Bacterial Gro
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Student Investigating Bacterial Gro
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Student 3. To inoculate your agar p
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Student Data Analysis/Results: Answ
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Teacher After activity: 2. Why do y
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Student Procedures: 1. The class is
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Teacher Identifying Organic Compoun
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Student Identifying Organic Compoun
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Student 7. In each section, place a
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Student a microscope, patches of re
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Biology - HOT Science Lab

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