Microanalysis in Science and
Engineering
Title: Who Made You Sick?
Subject: Biology Viruses
(Lesson time:90 minutes-180minutes)
Contact Information
Names: D. D. Tennant and
Barbara Huddleston
E-mail Addresses: tennant8@hotmail.com
huddlestonb@usit.net
School Affiliation: Cookeville High School
Performance Indicators
Standard Number: 5.0 Microbiology

Tennessee Performance Indicators
Level 1
– Describe the beneficial uses of microbes
Level 2
– Describe an environment for the major classes of microbes:
viruses
Level 3
– Investigate epidemiology of emerging infectious diseases
Lesson Objectives/Learning Expectations
The student will
Explain
how viruses cause infection
Participate
fully in small and large group
activities
Perform
a laboratory experiment,collect, and
analyze data
Describe
Relate
the structure of a virus
the study of viruses to epidemiology
careers
Construct
a model of a virus containing a
nucleic acid, protein coat or capsid
Textbook Reference(s)
Biology,Prentice Hall, copyright 2002
Ch.19 section 19:3 Viruses
Materials Needed
Lab Activity
(per student)
 1 test tube
 test tube rack
 test tube holder
 disposable pipette
(1 per lab station)
 hot plate or Bunsen burner and ring stand set up
 250 mL glass beaker
 5 mL Benedict’s Indicator solution
Home Model Activity- various craft materials, etc.
Rubric
4
Excellent
3
Good
Lab
participation
Used time well in lab
and focused
attention on the
experiment.
Data
Professional looking
and accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled
and titled. Accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled
and titled.
Category
2
Satisfactory
1
Unsatisfactory
Used time pretty
well. Stayed focused
on the experiment
most of the time.
Did the lab but did
not appear very
interested. Focus
was lost on several
occasions.
Participation was minimal
OR student was hostile
about participating
Accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled
and titled.
Accurate
representation of the
data in written form,
but no graphs or
tables are
presented.
Data are not shown OR are
inaccurate.
Rubric
Analysis
The relationship
between the
variables is
discussed and
trends/patterns
logically analyzed.
Predictions are
made about what
might happen if part
of the lab were
changed or how the
experimental design
could be changed.
The relationship
between the
variables is
discussed and
trends/patterns
logically analyzed.
The relationship
between the
variables is
discussed but no
patterns, trends or
predictions are
made based on the
data.
The relationship between the
variables is not discussed.
Conclusion
Conclusion includes
whether the findings
supported the
hypothesis, possible
sources of error, and
what was learned
from the experiment.
Conclusion includes
whether the findings
supported the
hypothesis and what
was learned from the
experiment.
Conclusion includes
what was learned
from the experiment.
No conclusion was included
in the report OR shows little
effort and reflection.
Scientific
concepts
Report illustrates an
accurate and
thorough
understanding of
scientific concepts
underlying the lab.
Report illustrates an
accurate
understanding of
most scientific
concepts underlying
the lab.
Report illustrates a
limited
understanding of
scientific concepts
underlying the lab.
Report illustrates inaccurate
understanding of scientific
concepts underlying the lab.
Special Notes
Teacher Lab Preparation
–
–
–
Choose one test tube and fill with 10 mL of a
monosaccharide(sugar)
Fill remaining test tubes with water, tap or distilled
Each partner pair at each lab station will need a white dry eraser
board and 3 or 4 different colored dry erase markers
–
Teacher Engagement
–
To introduce lesson you may want to dress up as a sick person;
wear a bath robe or lab apron, have a tissue box in hand, and act
as if you’re sick by rubbing your “runny” nose and eyes, cough,
etc.
Start lab activity (Microbiology Virus Lab)
–
Excite/Engagement

The teacher
–
dresses up as sick person and enters the room
Excite/Engagement
The
teacher will elicit /ask students to list on their paper as many
ways as they can think of that might have caused this teacher/person
to have gotten sick or ill.
-Students will then share their ideas with the entire class.
(Teacher writes class ideas on board)
(If students don’t mention viruses as one of the ways that might have
made this “person” ill, the teacher will need to give a class prompt to
elicit a virus as a possible cause.)
-Will
state the lesson objectives
-Students make a T-chart about what they already know about
viruses and what they want to learn about viruses
Exploration

Lab Activity
Ask each student to make a prediction of
how many test tubes will show a positive test
result.
Perform the Lab Activity
Complete lab data table
Explanation
-Students create a flowchart tracing the virus back
to its original source based on their collected
data.
-Students share their flowchart diagrams with
members at their lab station.
-Students modify small group ideas and share with
whole class.
•Students discuss varying original host
possibilities and reasons for this choice with the
class.
•Students discuss possible reasons for variance
of original host.
Expand
Teacher lead discussion:
•What are general characteristics of viruses?
Answer: core, either DNA or RNA; surrounded by protein coat or capsid
•What are some shapes of viruses?
Answer: varying shapes and sizes( rods/bacilli, cones/cocci, and
“spaceship”/bacteriophage)
•How do viruses reproduce?
Answer: Viruses must have a living, host cell. Most viruses are host specific
because they recognize the host by type of binding site which is a protein specific to either
animal, plant, or bacteria.
•What are the three main types of viruses?
Answer: bacterial, plants, and animals
•How does the virus DNA get into the host cell?
Answer: Injection and endocytosis
Extension
•What eventually happens to the host cell?
Answer: The replication of virus particles inside the host cell causes it to burst
(lysis)and the host cell then dies.
•What is an epidemiologist and what is their job
description?
Answer: Focus on where, how, and when diseases occur. (All states and many
cities employ epidemiologists in their public health departments.)
Extension Activity
At each lab station, students partner with another classmate.
One partner pair will draw/diagram the lytic cycle and the other pair
will draw/diagram the lysogenic cycle on white dry erase board.
Each partner pair at each station then explains the steps and
processes involved in their respective cycle to the other pair at their
station.
Examine
Teacher will prompt whole class discussion:
•Why is it important for the lytic and lysogenic
cycles to be linked?
Answer: The lysogenic cycle is a remission cycle and lytic cycle is an
infectious cycle.
•How would the linkage of these cycles relate to
the HIV virus?
Answer: HIV equals the lysogenic cycle/pro-virus or less active. The lytic cycle
means the organism has AIDS.
Exchange
•Teacher posts lesson on various science web
sites.
•Students interview an epidemiologist via the
internet giving this scientist summary of their
lesson and ask questions about this career field.
Evaluation/Alternate Assessment



Students will name and build a model of a
“newly discovered” virus which contains all
viral characteristics.
Students will write a short narrative which
includes classification of their virus, means of
viral transmission, effects on host organism,
and possible destroying mechanisms.
Complete Conclusion and Analysis questions
from the lab activity.
End Notes


http://web.uct.ac.za/depts/mmi/stannard/linda.html
http://www.bergen.org/ACADEMY/Bio/advbiocoolpics.html
http://www.ncbi.nlm.nih.gov/ICTVdb/WIntkey/Imges/em_adeno.htm
http://www.virology.net/Big_Virology/BVDNAhepadna.html
Classroom Presentation begins on
next title page slide.

Who Made You Sick?
What might have caused me to get
sick?
Lesson Objectives/Learning Expectations
The student will
Explain
how viruses cause infection
Participate
Perform
a laboratory experiment,collect, and analyze data
Describe
Relate
fully in small and large group activities
the structure of a virus
the study of viruses to epidemiology careers
Construct
a model of a virus containing a nucleic acid, protein
coat or capsid
Students create a T-chart
___________________________
What I already know about viruses?
What I want to know about viruses?
How many people might become
infected or sick if each person in
this class gives five other
classmates some of their “mystery”
liquid?
This beginning flowchart “stem” may be used to
trace the virus back to its original source.
Create your own flowchart to trace the transmission of your mystery liquid
back to its original source based on your collected lab data.
•Who do you think was the original viral
source?
•What are your reasons for choosing this
source?
•Why might some of your classmates
choose a source different from your choice?
•What are general characteristics of
viruses?
•What are some shapes of viruses?
Influenza virus
Virus Pictures
•How do viruses reproduce?
•What are the three main types of
viruses?
•How does the virus DNA get into the
host cell?
•What eventually happens to the host cell?
•What is an epidemiologist and what is
their job description?
Evaluation/Alternate Assessment
Students
will name and build a model of a
“newly discovered” virus which contains all
viral characteristics.
Students
will write a short narrative which
includes classification of their virus, means
of viral transmission, effects on host
organism, and possible destroying
mechanisms.
Complete
Conclusion and Analysis
questions from the lab activity.
•Why is it important for the lytic and
lysogenic cycles to be linked?
•How would the linkage of these cycles
relate to the HIV virus?
You should be able to
Explain
how viruses cause infection
Participate
Perform
a laboratory experiment,collect, and analyze data
Describe
Relate
fully in small and large group activities
the structure of a virus
the study of viruses to epidemiology careers
Construct
or capsid
a model of a virus containing a nucleic acid, protein coat