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Outbreak: Will you catch it? Contagion Lab
NC Essential Standard 8.L.1/ Common Core: W2
Understand the structure and hazards caused by agents of disease that effect living organisms.
Background Information: A contagion is a disease that is
spread from one person to another. Infectious diseases can be
caused by both viruses and bacteria. We interact with people all
the time – you shake a hand, hug a friend, touch a door knob,
borrow a pencil—these interactions can transmit contagious
diseases.
An epidemic is an outbreak of a disease that affects a large
number of individuals within a community, or region at the same
time. A pandemic is an epidemic of an infectious disease that is spreading throughout a whole
country, continent, or even worldwide! In this simulation, you will see how quickly contagions can
spread.
Objective: To simulate, observe, and analyze the spread of contagious diseases through a
population.
Materials:
-
Clear plastic cups (one for each student)
Clear liquid (see teacher’s notes)
Bromothymol Blue
Pipette
Procedure:
1. Complete the pre-work about viruses and bacteria.
2. Each student will start with a cup of a solution. One student will be contaminated with a fast
spreading disease!
3. Record your name and cup number in the data chart.
4. Find a partner. Record their name and cup number in the table below.
5. Pour all of your solution into your partner’s cup.
6. Pour all of the solution back into the empty cup.
7. Split the solution with your partner.
8. Repeat steps 3 – 6 with 2 more people (you will interact with 3 people total)
9. When everyone in the class is finished, use a pipette to drop a few drops on Bromothymol Blue
into your cup.
10. Observe what happens. If your cup turns blue, you are NOT infected (tested negative). If it
turns dark orange you ARE INFECTED (tested positive). Fill in the rest of the data table.
Hypothesis: By the end of the simulation, what percentage of the class do you think will be infected
with the disease? Why?
Data:
You
Interaction #1
Interaction #2
Interaction #3
Name
Cup #
Positive
or
Negative?
Analysis:
1. How many total people in the class tested positive for the infectious disease? ______/ ______
2. Calculate the percentage of the class that became infected:
3. Who was “patient zero?” (Who started with the disease?) Explain, in detail, how you figured
out your answer.
4. Did this simulation represent an epidemic or pandemic? Explain your choice.
5. If we did this simulation long enough, would everyone become infected? Explain.
6. What type of interactions could sharing liquids with your classmates have represented? (e.g.,
using the same keyboard). How many people do you interact on a daily basis?
7. A carrier is an organism that is infected with and can transmit a disease, even though the
carrier shows no symptoms of illness or disease. What are two ways that the spread of
infectious diseases can be prevented?
Conclusion:
The infectious disease that was spread throughout the class was caused by a virus. Explain in detail
how this disease spread throughout the class. Use the terms carrier, host, virus, and contagion.
Teacher’s Notes for Contagion Lab
Prior to Lab: Complete virus vs. bacteria notes (see below).
Lab Set Up
 To complete this lab, you will need clear plastic cups (enough for each student).
 Number each cup (1-25, or however many students are in your class). Fill all the cups, except
one, with water.
 One of the cups should be filled with Sprite (or any other clear soda), instead of water. **Make
sure you take note of which cup you “infected” (the Sprite cup), so that you know who the
original carrier/patient zero is at the end of the lab.
 Give each student their cup and have them record their cup number. Instruct them not to
smell or taste the liquid in the cup.
Lab
 They will interact with 3 classmates by thoroughly combining the liquids in the cups. To do this
have one student pour his entire cup into his classmate’s cup. The classmate empties the
contents back into the first student’s cup. Then, they split the contents 50-50 between the two
cups.
 At the end of the lab, drop a few drops of bromothymol blue into each student’s cup. The cups
with only water will turn blue; that student is not infected. Any student who came into contact
with the disease will have Sprite in their cup. The Sprite will turn a dark orange color when
bromothymol blue is added.
 Have the students use their date to trace back to find out who patient zero was.
o **Note: Be intentional about who you give the infected cup to. Make sure it’s a student
who can “handle” being the carrier; not someone who is likely to be teased.
Bacteria!
Similarities
Viruses!
Bacteria
Viruses
Diseases:
Diseases:
Treatment:
Treatment:
Check your understanding:
1) Why are viruses considered NON-living?
2) Summarize: In what ways are viruses and bacteria alike? In what ways are they different?
3) Which statement below correctly identifies the reason why viruses are not considered alive?
I choose this answer because __________________
a) They have DNA or RNA
b) They have a protein coat
___________________________________________
c) They are really small
d) They can only reproduce inside cells
___________________________________________.
4) Against which disease with an antibiotic be effective (helpful)?
a) The flu
I choose this answer because __________________
b) Lyme disease
c) HIV
___________________________________________
d) Chicken pox
___________________________________________.
5. Why are viruses not considered living things?
I choose this answer because __________________
a) Viruses are not made of cells
___________________________________________
b) Viruses do not contain hereditary material
c) Viruses cannot make their own nutrients
___________________________________________.
d) Viruses can be seen only with an electron microscope
6) What are vaccines used for?