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Viruses and Bacteria
Students should be able to:
1. Viruses:
1.1. Draw and label or describe the structure of viruses
1.2. Provide the names of three viruses
1.3. Explain how the virus structure leads to its function.
1.4. Identify which characteristic of life viruses do share with living organisms.
1.5. Categorize viruses as living/nonliving/or dead. Explain your reasoning
1.6. Identify one way to prevent and treat viral infections.
2. Bacteria (a type of cell)
2.1. Describe the structure of a bacteria
2.2. Provide three examples of bacteria
2.3. Identify two ways to prevent and one way to treat bacterial infections.
Web Resources
Go to google and search
- How we conquered the deadly smallpox virus
- Ebola CDC
Go to youtube and search:
- Understanding Bacteria
o By RubyScience
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Viruses
Video “How we conquered the deadly smallpox virus”
For 10,000 years, humanity suffered from the scourge of smallpox. The virus killed almost
a third of its victims within two weeks and left survivors horribly scarred.
1) Why does a previous infection with the cowpox virus protect humans against
smallpox virus infection and disease?
2) How did Dr. Edward Jenner prove that cowpox virus inoculation was efficient in
protecting against smallpox virus infection?
Structure and Types of Viruses
The picture shows three types of viruses: a bacterial virus, otherwise called a bacteriophage
(left center); an animal virus (top right); and a retrovirus (bottom right). Viruses depend on
the host cell that they infect to reproduce. When found outside of a host cell, viruses, in
their simplest forms, consist only of nucleic acids, either DNA or RNA, surrounded by a
protein coat.
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In each of the pictures, COLOR the protein coat red and the nucleic acids blue.
The job of a virus is to infect cells and cause disease. When the virus reproduces, it
destroys cells. How does the virus’ shape help it do its job of infecting cells?
This is a picture of the Ebola virus.
Hypothesize, how does the virus’ shape allow it
to do its job of causing disease?
How does an infectious disease spread?
The following activity will simulate the spread of an infectious disease that require the direct
physical contact to be transmitted, such as HIV, pink-eye, herpes etc.
Directions
1. Obtain a vial containing a clear liquid and a dropper from your teacher. The vial represents
your body and the liquid your bodily fluids. One of you has a vial that has been “infected”
with a infectious disease.
2. Walk around the room and chose another student to interact with.
During your interaction, each of you will fill up your droppers with liquid from your own vials
and let 5 drops of liquid fall into your partner’s vial. MAKE SURE NOT TO DIP YOUR
DROPPER INTO YOUR PARTNER’S VIAL!
Record the name of your first contact: ____________________
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3. When your teacher tells you, find a different student and repeat the exchange of liquids as
described in step 2.
Record the name of your second contact: ____________________
4. When your teacher tells you, find a different student and repeat the exchange of liquids as
described in step 2.
Record the name of your third contact: ____________________
5. After you finished your second interaction, return to your seat.
6. Estimate how many people you think will be infected. ____________
7. To find out who is infected, your teacher will add 1-2 drops of the “infection indicator”
(phenolphthalein) to your vial. If you interacted with the original infected person or someone
else after they got infected, the liquid in your vial will turn bright pink.
Post Activity Questions
What percentage of students were infected after three exchanges?
Epidemiologist conduct surveys and analyze body fluids to determine disease or illness outbreak
patterns, and then they strive to control spread of disease and prevent future occurrences of illness
through public health programs.
With your classmates, analyze the data as to who became infected and who did not. Use
investigative logic to identify the source of the “infection”. Explain how you were able to trace the
path that the disease followed from one student to another.
On the basis of this activity, describe the relationship between the number of contracts a person has
and the possibility of contracting an infectious disease.
Knowing how easily infectious diseases can spread, identify two things you can do to limit your
exposure to diseases?
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Why might Ebola be a threat to people in the United States?
How would your personal hygiene need to change to keep you safe from many types of viruses?
Bacteria
DNA
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Less than 1% of bacteria cause disease but those are the ones most people know about. After watching
the “Understanding Bacteria” video, list at least 5 helpful/positive uses of bacteria?
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Venn Diagram
You will receive 28 cards that describe characteristics of viruses or “other cells” (bacteria, animal, plants etc). Categorize the 28 cards into the appropriate placement
on the Venn diagram. Be able to justify your decisions. Once you have sorted your cards, have your teacher check your understanding and record your answers in
the Venn diagram below.
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Fill in the following table regarding viruses and bacteria.
Virus
Bacteria
Identify whether each is
living, nonliving, or dead
Explain your answer to
L/NL/D
Describe the general
structure.
Provide Examples
How can these infections
be prevented?
1.
1. (Harmful)
2.
2. (Helpful)
3.
3. (Helpful)
1.
1.
2.
How can these infections
be treated?
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