Microbiology Unit Cover Page file · Web viewMicrobiology Unit Front Page. At the end of...

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Microbiology Unit Cover Page(see guidelines on page 21)

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Microbiology Unit Front Page

At the end of this unit I will be able to:q Explain differences between bacteria and viruses q Distinguish between a lytic and lysogenic infectionq Demonstrate proper lab technique for streaking plates and culturing

bacteria. q Compare/contrast how bacteria reproduce asexually and sexuallyq Describe exponential growth and predict the effects of antibiotics on bacteria populations.

Roots, prefixes, and suffixes I will understand are:q Bacteria: pro-, karyon, bact, bacteri, -septic, micro-, anti-, a-, pro-, karyo, peptido-, karyo, -

glycan, archae-, septicq Viruses: gen, retro-, phage, sub-, glyco-, cap, -sid, lyso-, -gen, nano-, -mere

The terms I will be able to clearly define are:q Bacteria: Antibiotic, archaebacteria, aseptic, bacilli, binary fission, cocci, conjugation, gram

negative, gram positive, micrometer, peptidoglycan, plasmid, prokaryotic, spirilla, spore, vibrios

q Viruses: Acellular, bacteriophage, capsid, dormant, enzyme, lysogenic infection, lytic infection, nanometer, parasitic, retrovirus

The assignments I will have completed by the end of this unit are:q Microbiology Cover Page (Page 149)q Prokaryotic Cell vs. Virus (Page 151)q Bacteria Notes (Pages 152-155)q Microbiology Lab Basics (Pages 159-160)q Exponential Growth Song Lyrics (Page 162)q The Dirtiest Place on Campus (Pages 162-170)q Antiseptic Comparison Lab (Pages 173-179)q Guidelines for Marking the Text (Page 181)q “The Doctor’s World” (Pages183-186 q Socratic Seminar (Pages 181-191)q Virus Notes (Pages 196-200)

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Prokaryotic Cell vs. Virus

Sketch and label the prokaryotic (bacterial) cell, Figure 18.3 on page 518 of your textbook. Sketch and label the typical bacteriophage, Figure 18.11 on page 527 of your textbook. Sketch an example of either the adenovirus or the influenza virus, Figure 18.11 on page 526.

For this assignment you must: Be neat Use 4 or more colors Horizontally label all of the structures

Prokaryotic Cell (Bacteria)

Bacteriophage(virus that attacks bacteria)

Adenovirus or Influenza Virus

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Bacteria Notes

Draw an example of each bacterial shape below:

Rod-shaped (Bacilli) Comma-shaped (Vibrios)

Spherical (Cocci) Spiral (Spirilla)

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Bacteria Notes

What is the basic definition of bacteria?

______________________: Prokaryotic Organisms– Pro: Primitive or “________________________________”– Karyon: _______________________ or kernel– ___________________-celled organisms _____________ a nucleus– Has circular _________________.– Often has “________________________” DNA that helps codes

for genes to increase fitness (ex. _____________ ____________)– Bacteria can be measured in _______________________________

• 0.000001m or 10-6

What are the two main groups of bacteria and how are they different?

Two main “domains” or groups:1. _______________________________

Cell walls with peptidoglycan1. Made up of types of __________________ and _________________ bonds

2. ______________________________2. Cell walls __________________ peptidoglycan3. Adapted to _____________________ environments:

Extremely hot and cold, salty, without oxygen, etc.

What are the basic shapes of bacteria?

Rod-shaped (_______________________)Bacillus anthracis (Anthrax), Yersinia pestis (Bubonic plague)

Comma-shaped (__________________________)Vibrio cholerae

Spherical (__________________)Streptococcus, Staphylococcus

Spiral (___________________________)Treponema pallidum (Syphillis)

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What is the difference between gram-positive and gram-negative bacteria?

Gram-_________________: Retains the crystals of __________________ dye in the peptidoglycan of the cell wall.

• Only has an ______________ layer of plasma membrane• Infections treated by antibiotics such as penicillin, which

attacks the __________________ of the cell wall. Gram-_________________________: Will not pick up much the violet

dye because the cell wall is covered by an additional _______________ membrane, and instead appears _________________.

• Infection treated by a broad-spectrum antibiotic such as ciprofloxacin that enters the bacteria and disrupts ________________ _________________.

Binary Fission & Conjugation

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In the space to the right, show the binary fission of a bacterium. Use one color to represent the bacterium’s DNA.

In the space to the left, show the conjugation of two bacteria. Use one color for the (+) bacterium’s DNA, another color for the (-) bacterium’s DNA, and another color for the plasmid.

(+) (-)

Bacteria Notes

What are plasmids?

• Plasmids are circles of DNA that can _______________________________ separately from a bacterial DNA.

• Plasmids may carry genes that allow bacteria to survive exposure to ____________________________________.

What are the ways that bacteria can reproduce?

• _________________________ :• ______________________ division• DNA replicates and cytoplasm divides• Creates two genetically ____________________ cells from _____

parent cell• _________________________:

• Not true sexual reproduction• Sex pilus extends between bacteria• _______________________________ is transferred from one

bacterium to another to introduce __________________ _______________________

• _______________ formation:• Occurs when growth conditions are ____________________• An endospore is a “spore” with a thick internal wall of

membrane that encloses and _________________ its ________________

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http://www.biology.ucsd.edu/classes/bimm120.WI07/bacteria_and_binary_fission-hi_res.mov

Exponential Growth of Bacteria Activity

One single bacteria lands on a kitchen counter. It divides into two parts every 20 minutes. Fill out the first two columns in the chart below to show how many bacteria are on the counter after 5 hours. Some parts of the chart have already been filled out as an example. After the table has been filled out, complete a LINE GRAPH of your data on the next page. Make sure to label the x and y axis and give your graph a title.

Think about how you filled out your table. 4 bacteria can be written in exponents as 2 x 2 or 22. 8 bacteria can be written as 2 x 2 x 2 or 23. Now complete the last column in the table and fill in the information below.

1. Express the number of bacteria after 80 minute periods using exponents. __________




5. Bacteria is said to reproduce “exponentially.” What might this mean?

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minutes (x) # of bacteria (y) Express in Exponents

0 1 1 = 11

20 2 2 = 21

40 4 4 = 2 X 2 = 22

60 (1 hour) 8 8 = 2 X 2 X 2 = 23

80100120 (2 hours)140160180 (3 hours)200220240 (4 hours)260280300 (5 hours)

Exponential Growth of Bacteria Activity

Title of Graph:

6. Is the graph steady? If so, from when to when?

7. From what point(s) in time do you notice the graph increasing slightly?

8. From what point(s) in time do you notice the graph begin to increase sharply?

9. Based on this information, when is the rate of bacterial growth fastest?

10. At 225 minutes, how many bacteria were on the kitchen counter?

11. At 250 minutes, how many bacteria were on the kitchen counter?

12. Explain what process you used to figure out your answers to questions 8 and 9.

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13. If you had 15,000 bacteria on the kitchen counter, for how many minutes were the bacteria

dividing on the counter?

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Microbiology Lab Basics

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Bacterial lawn:Solid growth of bacteria without distinct colonies.

After incubation…

Colonies:Individual clusters of bacteria.

After incubation…

Agar plate streaking technique

Inoculating loop


Aseptic Technique:

Before beginning, wash your hands with soap and water and clean your work surface with a 10% bleach solution.

Never leave a culture dish open, even for a short time when viewing colonies of organisms. When it is necessary to open a dish, keep the lid close to the dish, open it only as far and as

long as is necessary to accomplish the procedure. Do not contaminate the lip of the petri dish by setting it down on a non-sterile surface or by touching it with your hands.

If it is necessary to set the lid of the petri dish down, invert the lid and place it upside down on a sterile surface.

For most bacterial cultures you will use a sterile loop or needle to inoculate. Once an instrument is sterile, be careful not to touch it to any non-sterile surface.

Flame a loop or needle to red-hot just prior to use, burning off any organic material. Allow the instrument to cool before to touching a culture or else you will kill it. Do not cool the instrument by waving it in the air.

Re-sterilize the instrument after performing the procedure. Afterwards, put it down safely without burning the bench, you, or another student.

Always be aware of where your hands are, where your face is, and whether or not your culture is in a position to be contaminated.

If you have long hair, make sure it does not hang into your plate. Hair is full of potential contaminants, and is one of the principle sources of contaminating microorganisms

Warm Up:Lance visits a doctor and learns he has a bacterial infection for which the doctor prescribes an antibiotic. Lance asks the doctor what the bacteria look like, and the doctor shows him a photograph of the bacteria. Which does Lance observe in the photo?

A. A small nucleus with a thin membrane. B. Complex organelles such as mitochondria. C. Fragments of RNA but no DNA strands. D. Long, whip-like structures called flagella.

Explain.

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Exponential Growth Song Lyrics

When I’m in a place that’s moist and warm,And I’m so lonely I could cry,Through cellular division,I start to multiply.

Give them conditions that are favorable,Every twenty minutes we will self-divide,1, 2, 4, 8,16, 32, 64, 128, 256,

Ok, I said five hundred and twelve,I said one thousand and twenty four, I said two thousand and forty eight, I said four thousand and ninety six,Eight thousand one hundred and ninety two, Sixteen thousand three hundred and eighty four

We’re going to multiply through your body, We’ll multiply exponentially,We’ll colonize your intestine, We’ll make you sick, We’ll make you nauseous, We’ll give you diarrhea, We’ll multiply, multiply, multiply, multiplyyyyy!

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The Dirtiest Place on Campus – Flow Chart

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The Dirtiest Place on Campus – Data

Location for swab I

Location for swab II

Lab Station – Sample Location on campus Conditions(Wet? Dry?)

Bacterial Growth(# colonies or lawn)

Station 1 – Sample I

Station 1 – Sample II















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The Dirtiest Place on Campus – Procedure

Purpose: To survey where bacteria can be found at various locations around the school; to determine the conditions that promote bacterial growth.

Problem/Question: Using your own words, restate the purpose in the form of a question.

Hypothesis:

Materials: petri dish with agar, cotton swabs, tape, wax pencils/markers

Procedure: 1. Divide the petri dish into two halves by using a marker or wax pencil to draw a line on the

underside of the petri dish. Label them “I” and “II”.2. Choose one location from around campus to swab. Consider a variety of samples,

including organic areas (soil and plants) as well as inorganic areas (railing, bathrooms, etc.).

a. Swipe the selected area with a clean cotton swab. b. Quickly open the petri dish at a 45 angle to avoid contamination from other

sources. c. Carefully glide the cotton swab in the designated half of the dish, in the sweeping

zigzag motion seen below. d. Immediately close the petri dish to avoid bacterial contamination from the

surrounding environment. e. Record the location on page 164.

3. Choose a second location from around campus and repeat A-E above. 4. Incubate your plates at 37 C for 24-48 hours. 5. After incubation, look for colonies of bacterial growth and sketch your plate on page 164.6. Share your results with the class and discuss the conditions that promoted bacterial

growth based on where bacteria were found around campus.

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I II

“zigzag” across the petri dish, careful to stay within the correct half.

The Dirtiest Place on Campus – Campus Map

A

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A

B

C

D

E

F

1 2 3 4

The Dirtiest Place on Campus – Conclusion

Conclusion Questions:

1. Do you think that this data is accurate? 2. Identify at least two factors that may have influenced the accuracy of the data.

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3. According to your class data, what is the dirtiest place on campus?

4. For the following elements of experimental design, suggest a “redesign” to this experiment to increase accuracy:

Cotton swab:

Incubation temperature:

Number of samples per location:

Written Conclusion:

Organize your conclusion into paragraphs. Be clear and remember to use topic sentences as well as transitional sentences between paragraphs. Each paragraph should meet all of the points below and contain at least 5-7 sentences.

Paragraph #1 (RE): Restate the problem and what you thought would happen. Confirm or reject your hypothesis based on the data. Describe the overall class results and where most of the bacteria were found. Determine the conditions that promote bacterial growth based on the data.

Paragraph #2 (PE): Describe any errors that occurred during experimentation. If there were no errors, describe any potential errors that could have occurred that can change the results. Are there any inherent errors that cannot be controlled?

Paragraph #3 (PA): Make suggestions for further improvement of this investigation. If you had to change the procedure of this experiment, how would you change the experiment to make it better? What other experiments can we set up to better understand and investigate bacteria?

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Warm Up: Influenza Epidemics

There were three worldwide influenza epidemics during the twentieth century. The number of deaths is presented in the table below.

Spanish Flu Asian Flu Hong Kong Flu

Years 1918-1919 1957-1958 1968-1969

U.S. Deaths 500,000 70,00 34,000

Global Deaths 20-40 million 1 million 1-4 million

1. Which epidemic was the most deadly?

2. Why were deaths not as high in the United States with the Hong Kong flu compared to the Asian

flu, but were higher worldwide?

3. Hypothesize why a flu epidemic eventually stops instead of eliminating all human life.

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Antiseptic Comparison Lab – Flow Chart

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Antiseptic Comparison Lab – Data

Quadrant Antiseptic applied Size of Halo (in mm)A Sterile distilled waterB GarlicCD

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A B

C D

Antiseptic Comparison Lab – Abstract & Procedure

Abstract:

Purpose:To compare the effectiveness of different antiseptics.

Problem:In your own words, restate the purpose in the form of a question.

Hypothesis:If the antiseptic effects of ___________________________________________, ________________________________________, and ___________________________________________ are compared, then ___________________________________________ will be most effective in preventing bacterial growth because

Materials:Petri dish with agar, inoculating loop, gas flame, 10% bleach solution, wax pencil/marker, sterile distilled water, various antiseptics, and forceps

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Antiseptic Comparison Lab – Procedure

Sterilizing:1. Sterilize your work surface with a 10% bleach solution. 2. Carefully draw on the underside of the petri dish with a wax pencil or marker, dividing it into

quadrants. Label the quadrants A, B, C, & D.

Inoculating:3. Sterilize your inoculating loop by placing it in a gas flame until it turns red. Allow it to cool for

approximately one minute (do not blow on it!).4. Touch the loop to a colony in the stock bacteria plate. 5. Quickly and carefully open the petri dish slightly and spread the loop over one of the four

quadrants. (see image below)6. Sterilize the loop again by placing it in the gas flame. 7. Repeat steps 3-6 for the remaining quadrants of the petri dish.

Adding Antiseptics:8. Heat sterilize the forceps by placing them in a gas flame until the tip turns red. Allow to cool for

approximately one minute. 9. Pick up a piece of punched filter paper with the sterile forceps. 10. Using a dropper, drop distilled water onto the filter paper until both the front and back of the

paper is saturated with antiseptic. The paper should be saturated, but not dripping.11. Carefully place the saturated filter paper onto quadrant “A” of the petri dish. Be sure not to

touch any of the other quadrants.12. Sterilize the forceps again by placing them in the gas flame. 13. Repeat steps 8-12 for the remaining quadrants of the petri dish, using antiseptics rather than

distilled water. Refer to the data sheet on page 174 and be sure to record the specific antiseptics you use.

Incubating:14. Tape around the edges of the petri dish. Label the dish with one group member’s name and the

period. 15. Place the dish upside down in the incubator for 24-48 hours. 16. After 24-48 hours, remove your petri dish and draw your observations on your data sheet (page

174.) Measure the “halo” where bacteria did not grow around each piece of paper (if possible). Record on your data sheet.

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A B

DC

Inoculation:Be sure to sterilize between each section!

AMeasuring the Halo:Measure from the edge of the paper to the outside of the halo.

paper

lawn of bacteria halo (no bacteria)

Antiseptic Comparison Lab – Conclusion

Organize your conclusion into paragraphs. Be clear and remember to use topic sentences as well as transitional sentences between paragraphs. Each paragraph should meet all of the points below and contain at least 5-7 sentences.

Paragraph #1 (RE): Restate the problem and what you thought would happen. Explain which antiseptics were used. Confirm or reject your hypothesis based on the data. Describe the overall class results and determine which antiseptic was most and least effective at preventing bacterial growth. Tell how you are evaluating the “effectiveness” of the antiseptic and why we used sterile distilled water as a control.

Paragraph #2 (PE): Describe any errors that occurred during experimentation. If there were no errors, describe any potential errors that could have occurred that can change the results. Are there any inherent errors that cannot be controlled? Why was it important to follow aseptic techniques?

Paragraph #3 (PA): Make suggestions for further improvement of this investigation. If you had to change the procedure of this experiment, how would you change the experiment to make it better? What other experiments can we set up to better understand and investigate bacteria? Describe any “real world” applications of this lab.

Before you begin writing, outline your conclusion in the space below:

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Guidelines for Marking the Text

1. Number the paragraphs

A. Before you read, take a moment and number the paragraphs in the section you are planning to read. Start with the number one and continue numbering sequentially until you reach the end of the text or reading assignment. Write the number near the paragraph indentation and circle the number; write it small enough so that you have room to write in the margin.

B. As with page numbers, paragraph numbers will act as a reference so you can easily refer to specific sections of the text.

2. Circle key terms, cited authors, and other essential words or numbers.

You might circle…

Key concepts Content-based vocabulary Lesson-based vocabulary Names of people, theories,

and/or experiments. Properties Elements Formulas Units of measure Variables Values Percentages

4. Underline the author’s claims and other information relevant to the reading purpose.

While reading informational texts (i.e. textbooks, reference books, articles, or journals), read carefully to identify information that is relevant to the reading task. Relevant information might include:

Concerns Claims Data Definitions Descriptions Evidence Examples Explanations Guiding language Hypotheses “if-then” statements Main ideas Methods Processes

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THE DOCTOR'S WORLD:

Encephalitis Outbreak Teaches an Old Lesson

By LAWRENCE K. ALTMAN, M.DPublished: September 28, 1999

When you hear hoof beats, don't think of zebras.

To doctors, the axiom is a call to focus on common ailments and not waste time on the exotic. But on those rare occasions when they do detect a zebra, doctors say they need to take extra steps in their investigation to make sure they have identified the right one.

A case in point is the encephalitis outbreak that is blamed for at least three deaths in New York City. Earlier this month, the Centers for Disease Control and Prevention in Atlanta and the New York City Health Department said the cause was the mosquito-borne St. Louis virus, which had never been identified in New York City before.

But last weekend the C.D.C., responding to findings from laboratory tests performed by Dr. Tracey McNamara, a pathologist at the Bronx Zoo, announced that the outbreak was caused by an even rarer zebra: the West Nile virus from Africa. Dr. W. Ian Lipkin, of the Emerging Diseases Laboratory at the University of California at Irvine, confirmed the findings

The viruses are closely related, causing virtually the same type of inflammation of the brain. But the West Nile virus had never before been detected in the Western Hemisphere.''C.D.C. would not have made the diagnosis of West Nile virus as quickly without Dr. McNamara's persistent medical sleuthing,'' Dr. Duane J. Gubler, the head of the C.D.C.'s arbovirus field station in Fort Collins, Colo., said in an interview.

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The change in diagnosis, though not important in terms of the spraying and other public health measures taken to combat the outbreak, was scientifically embarrassing to the C.D.C., the premier Federal agency that is responsible for tracking infectious diseases in this country.

THE DOCTOR'S WORLD:


In recent years, C.D.C. and other health officials have led a campaign against the threat of new and emerging infections, warning doctors to expect more infectious disease ''zebras,'' like the sudden appearance of old microbes in new areas.

In fact, health officials thought they had scored a coup when they diagnosed the mysterious illness as the St. Louis virus. The disease is usually found in the Southeastern states, and humans are usually bystanders in such infections. Birds are the principal reservoir for the arboviruses, but they do not become sick. Instead, mosquitoes transmit the viruses to people, who may become ill.

In hindsight, the concurrent deaths of an unusual number of birds in the city has turned out to be an important but underestimated clue. Federal and local medical sleuths did not immediately relate the bird die-off to the human outbreak because West Nile, St. Louis and similar encephalitis viruses generally do not kill birds.

Now the C.D.C. is retesting blood and spinal fluid from patients who had symptoms of encephalitis and who did not show evidence of the St. Louis virus.The new findings mean that health workers need to investigate a number of other possibilities, Dr. Gubler said.

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A critical one is that the C.D.C. can no longer be certain that the West Nile virus has never been present in the United States, because the Federal scientists never specifically checked for it in earlier outbreaks and individual cases. In testing mosquitoes and specimens from humans with encephalitis, the C.D.C. routinely checks all types of viral encephalitis known to have caused infection in the Western Hemisphere, Dr. Gubler said.

There can be considerable overlap in findings from the laboratory tests unless extra steps are taken to distinguish between the many types of encephalitis-causing arboviruses. In a sense they are all one virus, but with many variations that can be detected in the laboratory. The encephalitis they cause is the same disease, although there can be subtle differences in the type of brain damage they produce.

THE DOCTOR'S WORLD:


The viruses occur in different geographic areas, and by scientific custom they are named for the area where they were discovered. They include Murray Valley encephalitis in Australia, Japanese encephalitis, and Rocio virus in Brazil and Argentina. They are distinguished in the laboratory by small differences in the proteins in the covering of the virus known as its envelope.

''We don't include West Nile, Japanese and other encephalitis viruses because they have never been known to be here,'' Dr. Gubler said, adding that in the New York outbreak, ''we had tunnel vision on St. Louis virus, because all the clinical, epidemiological, laboratory and geographic features pointed to St. Louis.''

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''We've learned a lesson here,'' Dr. Gubler continued. ''We've got to be more open-minded.

''Once we get past this crisis, we are going to have to go back and check specimens from C.D.C. and state health departments to see if it has been here, and if so for how long.''

The West Nile virus was discovered in 1937 in Uganda. Since then ''it has rarely reared its head,'' Dr. Gubler said, though outbreaks and occasional cases have been reported from Israel, France, Romania and elsewhere in Europe. Presumably the virus was carried northward by birds migrating from Africa.

After a nearly two-decade silence, West Nile virus caused a large outbreak in Romania in 1996. This year, West Nile virus apparently caused illness among humans in Volgograd, Russia, though Dr. Gubler said he had received no reply to an inquiry he has made to Russian scientists about the outbreak. Lack of communication among scientists thwarts efforts to learn why a virus is spreading.

THE DOCTOR'S WORLD:


When birds began dying in and near the Bronx Zoo, Dr. McNamara, the pathologist there, initially thought the deaths might be a result of viruses that cause avian influenza, Newcastle disease, fowl cholera or Eastern equine encephalitis, Dr. Gubler said.

Dr. McNamara sent the specimens to the Department of Agriculture Laboratory at Ames, Iowa, where scientists eliminated those candidates. Because the Ames laboratory lacked the material to test for the pertinent arboviruses, they forwarded the specimens to the C.D.C., Dr. Gubler said.

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Dr. Gubler said scientists also needed to investigate whether the deaths of the birds indicated that West Nile virus had become more virulent.

Also, the virus has been shown to stay in the blood of humans longer than other types of encephalitis virus, so that mosquitoes are more likely to pick it up and transmit it to other humans. But whether such transmissions occur on a regular basis is not known, Dr. Gubler said.

A main focus will be to prevent a recurrence of the outbreak in New York next summer. Scientists do not know whether the virus can persist in infected mosquitoes while they hibernate over the winter, Dr. Gubler said. In the absence of definitive information, health officials will consider the need to begin control of storm drains to decrease the probability of infected mosquitoes' surviving over the winter.

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Socratic Seminar Questions

Use the key terms to create three of each level of question from your two readings during this unit.

Level One: Input Questions

1.

2.

3.

Level Two: Processing Questions

1.

2.

3.

Level Three: Output Questions

1.

2.

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3.

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Guidelines for Participants in a Socratic Seminar

1. Refer to the text when needed during the discussion. A seminar is not a test of

memory. You are not "learning a subject"; your goal is to understand the ideas,

issues, and values reflected in the text.

2. It’s OK to "pass" when asked to contribute.

3. Do not participate if you are not prepared. A seminar should not be a bull session.

4. Do not stay confused; ask for clarification.

5. Stick to the point currently under discussion; make notes about ideas you want to

come back to.

6. Don't raise hands; take turns speaking.

7. Listen carefully.

8. Speak up so that all can hear you.

9. Talk to each other, not just to the leader or teacher.

10. Discuss ideas rather than each other's opinions.

11. You are responsible for the seminar, even if you don't know it or admit it.

Expectations of Participants in a Socratic Seminar

When evaluating each other, and when your teacher is evaluating your participation, the following questions are addressed:

Did you…

Speak loudly and clearly?Cite reasons and evidence for their statements?Use the text to find support?Listen to others respectfully?Stick with the subject?Talk to each other, not just to the leader?Paraphrase accurately?Ask for help to clear up confusion?Support each other?Avoid hostile exchanges?Question others in a civil manner?Seem prepared?

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Socratic Seminar Observation FormInner-Outer Discussion Circle

Your Name: Partner:

SPEAKS IN THE DISCUSSION:

LOOKS AT PERSON WHO IS SPEAKING:

REFERS TO THE TEXT:

ASKS A QUESTION:

RESPONDS TO ANOTHER SPEAKER:

INTERRUPTS ANOTHER SPEAKER:

ENGAGES IN SIDE CONVERSATION:

AFTER DISCUSSION: What is the most interesting thing your partner said?

AFTER DISCUSSION: What would you like to have said in the discussion?

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Warm Up: Are Viruses Alive?

List the characteristics of life and the points of the cell theory. Then, write a paragraph explaining whether you think viruses are alive or not. Use the characteristics of life to defend your opinion.

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Cell Theory:Characteristics of Life:

Virus Notes

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Virus Notes

What is the basic definition of virus?

______________: Submicroscopic, parasitic, acellular entity composed of a nucleic acid core surrounded by a protein coat.

– Below the resolution of a ______________________________– Relies on a __________________________– Does not have the properties of ______________________________– Viruses are measured in ___________________________________

• 0.000000001m or 10-9

What is the structure of viruses?

Although viruses can have several shapes, all have at least two parts:• An outer ________________________ made of proteins.• ________________________________________ (DNA or RNA – never both)

What are some examples of viral structures?

1. ______________________________________________The virus that causes the common cold.

2. ______________________________________________The virus that causes the flu.

3. ______________________________________________A virus that infects bacteria.

4. _______________________________________________A virus that causes disease in tobacco leaves.

What is a bacteriophage?

A virus that invades bacteria. It consists of a ____________________________ and a _________________________________________.

Why aren’t viruses considered _________________?

Viruses are __________________ (___ cells) Viruses have no ______________________ to take in nutrients or use energy. Viruses cannot make ______________________________. Viruses cannot ____________________. Viruses cannot ________________________________ on their own.

What are the two ways that viruses can reproduce?

Viruses reproduce by infecting other cells.Two types of viral infections:

1. ________________________________________________________2. ________________________________________________________

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Virus Notes

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Virus Notes

What are the steps of a lytic infection?

Step 1: ______________________of virus to host cell Step 2: ____________________ of viral DNA into cell Step 3: _____________________of viral DNA and Synthesis of Protein

Capsule using cellular “machinery”o (enzymes, ribosomes, etc.)

Step 4: __________________ of new viruses inside host cell Step 5: New viruses ________________ the host cell and are released for

further infection

What are some characteristics of lytic infections?

__________________________________________________________________________ __________________________________________________________________________ Ex. _______________________________________________________________________

What are the steps of a lysogenic infection?

Step 1: Virus ___________________ and inserts its DNA inside host Step 2: Viral DNA ___________________to the host DNA (____________ DNA) Step 3: The viral DNA lies ___________________ and its DNA replicates

each time the cell divides Step 4: Stress or other “factors” causes the infection to progress to

the _______________ phase

What are some characteristics of lysogenic infections?

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Ex. _______________________________________________________________________

What is a retrovirus?

A retrovirus is a virus with _______________ rather than DNA for its genetic material.

These viruses carry an ________________________ to create DNA from their RNA. The viral DNA then integrates into a chromosome.

Summary:

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Retrovirus

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Lytic & Lysogenic Cycles

For each number, identify it as part of the lytic or lysogenic cycle and describe what is happening.

1.

2.

3.

4.

5.

6.

7.

8.

9.

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Tracking the Spread of Antibiotic Resistance

You wouldn’t expect a cat to exchange DNA with a dog, or a giraffe to reproduce with a mouse. But among bacteria, it’s not uncommon for different species to swap pieces of DNA. In fact, it’s one of the ways in which bacteria increase their genetic diversity. In a process called conjugation, one bacterium extends a tube to another bacterium and delivers a segment of DNA to it. Conjugation is one way in which bacteria can acquire new genes—including genes we don’t want them to have, such as ones that give them the ability to resist antibiotics. In this activity, you will model how conjugation helps genes for antibiotic resistance spread through a population of bacteria.

Round 11. Get a paper bag—representing a bacterial cell— from your teacher. In it are colored paper discs that

represent plasmids, rings of DNA found in most bacteria species. Plasmids often contain genes for antibiotic resistance. Don’t reveal what’s in your bag.

2. Circulate around the room. Without looking, take one circle out of another student’s bag and place it inside your bag. The student from whom you took a circle should take one from your bag. Repeat until you have made a total of five exchanges with different students. Count the yellow circles in your bag, and complete the table Tracking the Spread of Antibiotic Resistance chart as a class.

3. Predict what the outcome will be if you repeat Round 1. Write your predictions in the chart on the next page.

Round 21. Repeat Steps 2 and 3 from Round 1.2. Predict what the outcome will be if you repeat Round 1, only this time, you also will expose the

population to an antibiotic. (NOTE: Yellow circles represent plasmids carrying a gene for antibiotic resistance.)

Round 31. Simulate antibiotic exposure by sitting out this round if you have no yellow circles.2. For those remaining, repeat Steps 2 and 3 from Round 1.3. Count the yellow circles in your bag and complete the chart as a group.

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Conclusion Questions:

1. In the activity, what does the following represent:

A. yellow circles

B. the bag

C. your arm and hand

2. What is the trend of antibiotic resistance as seen in this simulation?

3. Explain why some students had to sit out Round 3.

4. How do you predict ‘bacteria’ with different numbers of yellow circles might react to

repeated exposure to an antibiotic?

5. If you have an infection and your doctor prescribes an antibiotic, why is it important to

complete the full ten-to-fourteen day course of the medication, rather than to stop as soon

as you start feeling better?

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Viral Replication Foldable

Refer to page 515 in your textbook for directions on making a viral replication foldable. Attach your foldable onto this page.

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Comparing Bacteria & Viruses

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Bacteria

Viruses

Microbiology Unit Concept Cards

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Microbiology Unit Concept Map(see directions on page 21)

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Parent/ Significant Adult Review Page

Student Portion

Name _________________________________________________

Unit Summary (write a summary of the past unit using 5-7 sentences):

Explain your favorite assignment in this unit:

Adult PortionDear Parent/ Significant Adult:This Interactive Notebook represents your student’s learning to date and should contain the work your student has completed. Please take some time to look at the unit your student just completed, read his/ her reflection and respond to the following

Ask your child to describe why viruses are considered “non-living”. Write a few points from your discussion below:

Areas my student could improve are:

Parent/ Significant Adult Signature:

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Comments? Questions? Concerns? Feel free to email their teachers.

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Study guide

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Microbiology Unit Back Page

The California State Standards I have come to use and understand are:

q Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

q Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body's primary defenses against bacterial and viral infections, and effective treatments of these infections.

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