Infection Detection Lab Manual 2024 PDF

Infection Detection Lab Manual Background: An infectious disease is any disease caused by germs like viruses, bacteria, and protozoa that can spread from one person to another. Scientists call these germs pathogens. Viruses are unique pathogens because they cannot reproduce on thei...

Infection Detection Lab Manual Background: An infectious disease is any disease caused by germs like viruses, bacteria, and protozoa that can spread from one person to another. Scientists call these germs pathogens. Viruses are unique pathogens because they cannot reproduce on their own – they rely on a host cell. Once a virus infects a host, it can reproduce through two main cycles: the lytic cycle and the lysogenic cycle. In the lytic cycle, the virus takes over the host cell's machinery to create new virus particles, which then burst out, destroying the cell. In the lysogenic cycle, the viral genetic material integrates into the host's genome, “hiding” in the host until it eventually enters the lytic cycle. Viruses spread by infecting new host cells, often through bodily fluids, air, or direct contact. This lab will simulate the spread of an infectious disease caused by a virus. Our simulation will show how one person who is infected with a disease can infect another person, who in turn can infect others. Materials: Sodium hydroxide (NaOH) solution Water Phenolphthalein Paper cups Pre-Lab: Read the Background Information (above) and the Procedure (below, on the next page). Then, answer the following pre-lab questions in complete sentences in your Science Journal. 1. Describe the difference between the two viral replication cycles. 2. What will this lab simulate? 3. List at least three safety rules that you will need to follow during this lab. 4. What color will the cup turn if someone is infected? 5. Copy the Data Table (below, on the next page) in your Science Journal. Procedure: 1. Create your hypothesis about how many people will be infected after four interactions. I predict that ____________ (number) students will be infected after four interactions. 2. Obtain a cup with a clear solution. This solution represents your body. One person in the class will have a cup that has been “infected.” DO NOT DRINK FROM THIS CUP! 3. “Interact” with one other student. Record their name in your data table. a. Pour all of Person A’s solution into Person B’s cup. b. Pour all of Person B’s cup into Person A’s cup. c. Pour half of the mixture from Person A’s cup to Person B’s cup. You should each now have an equal amount of mixture in your cup. 4. Move to another part of the classroom and repeat step #3 with three other students. Follow your teacher’s instructions about how and when to pair up. 5. After all four interaction rounds, the teacher will add two drops of indicator to each student’s cup. If the solution has been “infected,” it will turn pink upon adding the indicator. 6. Fill in the “Turned Pink” column of your data table. If the person you interacted with ended up turning pink after the indicator was added, write “yes” next to their name. 7. Record the total number of students in the class who were infected (their solution turned pink) in the last row of your data table. 8. Clean up by rinsing your cups thoroughly with water. Wait for further instructions from your teacher. Interaction Name Turned Pink? (Yes/No) Interaction #1 Interaction #2 Interaction #3 Interaction #4 Total Number of People How many people’s solutions turned pink? Infected After All Interactions Infection Detection Lab Report: Working individually, answer the following questions in a creative format (powerpoint, poster, or video). Then, submit to Canvas under the Infection Detection Lab Report assignment. 1. Research Question: What did you want to research in this lab? 2. Hypothesis: Restate your hypothesis from your Science Journal. 3. Experiment: Summarize the steps of the experiment you performed, as if you were explaining to someone who did not perform the experiment. 4. Insert your Data Table (should be in your Science Journal). 5. Parts of the Simulation: a. This lab simulated the spread of an infectious disease. What are at least 3 disease transmission methods that each “interaction” event could have represented? b. How might the spread of diseases transmitted through the air differ from the spread of diseases that depend on person-to-person contact? In other words, which type of disease will spread faster? c. Describe at least 3 ways you can prevent the spread of an infectious disease. 6. Conclusion: Scientists call the first person to be infected “patient zero.” Based on the data recorded in your data table, who do you think was patient zero in our class simulation? Explain your reasoning. 7. Was your hypothesis (prediction of the number of people infected) supported by the data? Why or why not? 8. Why do viruses rely on a host to survive? (Hint: Can viruses reproduce by themselves?) Explain the two types of viral reproduction. 9. Pre-IB Extension: In this simulation, we used sodium hydroxide (NaOH), water, and phenolphthalein. Sodium hydroxide (NaOH) is a clear solution that looks exactly like water. When a few drops of phenolphthalein are added to sodium hydroxide, the solution turns pink. In contrast, phenolphthalein added to pure water (H2O) does not change the color of the solution. a. What did the sodium hydroxide (NaOH) represent in this simulation? (Hint: How was the sodium hydroxide in patient zero’s cup different from the water in everyone else’s cup?) b. What did the phenolphthalein represent in this simulation? c. Research the chemical reaction that occurs between sodium hydroxide (NaOH) and phenolphthalein. Explain the reaction in your own words using at least two complete sentences. GRADING RUBRIC: Biology Pre-IB Biology Research Question 5 5 Hypothesis 10 5 Experiment Summary 15 15 Data Table 10 5 Parts of the Simulation 20 15 Conclusion 10 10 Was your hypothesis 5 5 supported? (#7) Viral Reproduction (#8) 25 25 Pre-IB Extension 15 Biology (-5) no research question (-10) no hypothesis (-15) no experimental summary (-10) no data table (-20) no parts of the simulation (-10) no conclusion (-5) no hypothesis analysis (-25) no viral reproduction Pre-IB Biology (-5) no research question (-5) no hypothesis (-15) no experimental summary (-5) no data table (-15) no parts of the simulation (-10) no conclusion (-5) no hypothesis analysis (-25) no viral reproduction (-15) no pre-IB extension IB MYP RUBRIC: A.ii D.iii Possible points scored Apply scientific knowledge and Apply scientific language understanding to solve problems effectively set in familiar and unfamiliar situations 7- 8 points The student is able to: The student is able to: apply scientific knowledge and consistently apply scientific understanding to solve problems set language to communicate in familiar and unfamiliar understanding clearly and precisely situations 5-6 points The student is able to: The student is able to: apply scientific knowledge and usually apply scientific language to understanding to solve problems set communicate understanding clearly in familiar situations and suggest and precisely solutions to problems set in unfamiliar situations 3-4 points The student is able to: The student is able to: apply scientific knowledge and sometimes apply scientific language understanding to solve problems set to communicate understanding in familiar situations 1-2 points The student is able to: The student is able to: apply scientific knowledge and apply scientific language to understanding to suggest solutions to communicate understanding but does problems set in familiar situations so with limited success 0 points The student does not reach a The student does not reach a standard identified by any of the standard identified by any of the descriptors above. descriptors above.