INTRO TO NANOTECHNOLOGY AND BIOSENSORS
5E Inquiry Lesson Plans – Grade 9, 10, 11 BIOLOGY
Lesson Plan #5: Bacteria, viruses, their antibodies and Biosensors
ENGAGE:
Approximately 270 minutes
Do a review by showing the same movie as in LP #1, the engage phase. They may not
have seen it in many years, so this will re-engage them into the primary objective of the biosensor
project. This lesson plan will fit in nicely with the biology unit on bacteria and viruses. Students at this
point should have already been exposed to the following: macrophage, interleukin, helper T cells,
suppressor T cells, natural killer cells, killer T cells, memory T and B cells, antibody, bacteria, viruses,
antigen, inflammation, leukocytes, B cell growth factor, lysosomes, specific immunity, nonspecific
immunity, vaccine, lyphokines.
EXPLORE: Split the students into 4 groups (one for each type: Foodborne bacteria, Waterborne
bacteria, waterborne viruses, Animal diseases). In their groups have students spend 15 minutes
internet researching their group. Their goal is to create a list of bacteria and viruses which we need to
have on the biosensor project. In other words – which viruses and bacteria should be of priority in the
biosensor project? What determines priority? The following is a list which we are aiming for. The
teacher may have to fill in the blanks once the students are finished.
Foodborne bacteria, such as Escherichia coli (E. coli), E. coli O157:H7, Becillus cereus,
Salmonella species
Waterborne bacteria, such as Helicobacter pylori.
Waterborne viruses, such as Adenovirus, calcirivirus
Animal diseases: Bovine viral diarrhea virus, Mycobacterium avium paratuberculosis
EXPLAIN:
Show the first part of the powerpoint presentation on E.coli bacteria. This will actually
give the students an idea of why they should study E-coli bacteria.
Groups need to be broken down further and the smaller groups then can be assigned just one
bacteria/virus. Then have the groups of students do research on the antibody for their bacteria/virus.
Questions they will want to research are: How long does it take for us to currently detect these
bacteria/viruses? Do we have antibodies for all of these? Can we isolate the antibodies and use them
to detect bacteria & viruses? Do the antibodies have to be made by a live animal, or can they be
manufactured or bought from companies?
ELABORATE:
Have students present their findings on a poster-size board/paper. Diagrams or
photo’s of their bacteria/virus and antibody are important. They should try to utilize as much of the
vocabulary listed above as possible in their presentation. They could do a brief powerpoint presentation
Michigan Benchmarks:
I.1.1 Understanding the need to
build upon existing knowledge.
I.1.2 Suggesting tests of
hypothesis, prediction, testing
and conclusions
I.1.3 Conducting scientific
investigations. Hypothesis,
theory, observation, conclusion,
law, data, generalization,
aspects of field research.
I.1.6 Designing an experiment
using quantitative data,
recognizing and explaining the
limitations of measuring
devices (current sensing
technology & microscopes).
I.1.8 Discuss topics in groups,
restating or summarizing what
others have said, elaboration,
alternative perspectives on
research.
I.1.9 Reconstruct previously
learned knowledge (LP’s 1-3)
in real world contexts.
II.1.1 Justify plans and
explanations, aspects of logical
argument including evidence,
observations and conclusions in
real world contexts.
II.1.3 Show how common
themes of science, mathematics
and technology apply in the real
world.
III.1.3 Compare and contrast
the composition of bacteria and
viruses.
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instead – but the teacher needs to take into account the time factor. The idea is to complete this
process in one class period. Ideally, the classroom is already set up with many internet ready
computers so that the students can simultaneously work on research and presentation of their findings
at the same time. This would definitely be preferred to the class having to leave the classroom to go to
the computer lab, and then return to the classroom to create their poster board to present to the class.
EVALUATE:
I suggest the following rubric for evaluation of the presentations: 10 points
presentation protocol, 10 points for aesthetics of their poster or power point, 10 points for information
given about their virus/bacteria, 10 points for participation.
ENGAGE:
EXPLORE:
Show Part II of the powerpoint presentation. This will set the students up for the lab.
Preparation: The teacher will need to order or prepare nutrient agar prior to day one
of the lab. Some of the nutrient agar The teacher will need to order or prepare nutrient agar prior to
day one of the lab. Some of the nutrient agar needs to have the antibody added to it. Each bottle with
antibody will need to have a different concentration which different teams will use as part of the beta
test. It can be part of their inquiry. Part of the inquiry is if the heat of the agar solution will destroy the
antibodies. Since antibiotics currently use this same procedure, it will be interesting to see how the
different concentrations of antibody allow the e-coli to grow.
DAY 1:
 Each team of 2 will need to prepare by determining their (I.)Purpose/Question or
Problem; (II.) A list of materials and information they will need; and (III.) a
Hypothesis to their Purpose/Question or Problem. Once the teacher has approved
their hypothesis, they need to write out a detailed (IV.) Procedure to the lab.
 The teacher will need to have on hand detailed instructions as to how to prepare
the nutrient agar in the petri dishes (this can be something they list in the materials
section), and how to later put the E-coli into one of their dishes.
 Each team of 2 will fill their 2 petri dishes with the warmed nutrient agar. One
agar will be labeled “pure nutrient agar” and the others will be labeled the percent
of antibody in the solution. The teacher needs to be sure to watch students so that
they follow directions correctly.
DAYS 2-7:
 Students on each day will take 5 minutes to draw and journal what their two petri
dishes look like. Remind students that these results will be used in writing their
conclusion. On day 7, we will call a conclusion to the lab in the ELABORATE below.
Michigan Benchmarks
(con’t.)
III.1.7 Explain how bacteria
and viruses grow.
III.2.1 Classification in the 5Kingdom System and the
characteristics.
III.2.2 Life Cycle of organisms
associated with a human
disease.
III.2.4 Explain how living
things maintain a stable internal
environment with good bacteria
and how temperature changes
the control.
III.2.5 Describe technology
used in the prevention, and
diagnosis of diseases.
III.4.2 Explain how new
species or varieties evolve (or
mutate in this case).
III.5.1 Describe common
ecosystems for bacteria and
viruses.
III.5.3 Describe general factors
regulating population size in
the bacteria/virus ecosystems.
IV.1.1 Describe and compare
objects through the use of
measurement tools.
IV.1.6 Explain changes in
matter involving heat transfer.
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ELABORATE:
Students will write a 4-5 paragraph essay on their findings of the lab. Students
should be reminded that this is a “technical writing”, so details are very important. A potential outline
for the essay could be as follows:
 Paragraph 1: Introduction. The purpose of the lab should be stated along with
a hypothesis (the hopeful outcomes of the lab). A brief description of the
procedure taken should also be written here. Acknowledgement of team members
should be given also, along with their assignments for the lab.
 Paragraph 2: Explain in this paragraph…… procedure, dynamics of the team
(how well you worked together or got along), dynamic parts of the preparation
where it would be easy to make a mistake that would invalidate the lab, problems
you may or may not have had, what was most interesting about the E-coli.
 Paragraph 3: Explain in this paragraph…… How long it took for you to start to
see a change in the two petri dishes and an explanation for the changes. Be sure
to include a drawing of this (found in their journal) as a diagram and refer to the
diagram (labeled Diagram 1) in this paragraph.
 Paragraph 4: Explain in this paragraph……. Include in this paragraph any other
significant changes since the changes discussed in the previous paragraph. Explain
what the two petri dishes looked like on Day 7 in addition to an explanation for the
changes. Make a Diagram 2 and refer to it in your paragraph. Diagram two should
be the drawing you did for day 7.
 Paragraph 5: Explain overall results. How big of a difference did the antibodies
make? How did the results of your antibody petri dish compare with others who
used the same concentration of antibodies and different concentrations of
antibodies? What potential do you see in using antibodies as a method to detect
bacteria and viruses? What direction should this research go in next? What type of
material do you think the antibodies should be attached to for the creation of a
biosensor? What is your vision of how a biosensor will work? What did you like
and dislike about the lab.
Contact Michigan State
University to arrange the scientists
to visit the biology class with their
presentation.
EVALUATE:
The rubric of course is only a suggestion. Some educators feel more comfortable
with a 4-point rubric. Others prefer a 10-point rubric. I suggest make each paragraph worth 10 points,
for a total of 50 points on the essay. You could add points for positive participation in the lab. This
often helps students keep focused and motivated to do well during the lab portion of the activity.
ELABORATE:
Show Part III of the powerpoint presentation. It includes the current status of
what a biosensor looks like, it’s parts, and what is currently happening in the research stage of the
biosensor.
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