1) Select one vial. It contains a colorless fluid with a 3 digit number on the cap. Record the number next to Own # _______on the Fluid Exchange Form (handout).
The vial number is your unique Global Security ID, i.e. it is only yours as follows: Group= X00; Individual= X0Y
2) Sign the Global Security Census (Class) roster and place the Vial ID number (cap number) next to your name.
3) You have been assigned a geographical location for your Global Residence. Check the Global Homelands Map, which follows, for your location and if necessary move to your place of residence.
4) Wait for Dr. R's instructions on exchanging fluids, keeping records, and using the forms provided.
5) After four fluid exchanges have been completed, 1 drop of universal indicator will be added to your vial. Record the result by comparing the vial to the following colors. Yellow is healthy. Green to Blue is infected.
The colors are indicators, and are similar to those you had seen in the last experiment.
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The actual possible range of colors follow. The deeper the color blue, the greater the infection, i.e. the higher the pH and basicity of the fluid.
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6) Develope class data by tracing the contacts of those who tested positive. Analysis of this data will allow you to identify the one person in the entire lab who was originally "infected" and "transmitted" the infection. The additional information that you will need must be developed by interviewing members of your group plus all of the other groups. As the chemists-epidemiologists of the Chem 108 CDC (Centers for Disease Control), identify the respective infected and immune individuals by ID number.
You have learned how some of the chemical principles that you mastered this semester were used destructively during World War I: the Haber process, and chemical weapons among them. Many people do not realize that the world outbreak of the "Spanish Flu" at the close of WW I killed more people during 1918-1919 than died during the entire War.
" The flu outbreak of 1918 was "the most devastating epidemic that we have ever had in history," says John R. La Montagne, chief of infectious diseases at the National Institute of Allergy and Infectious Diseases in Bethesda, Md. "And it happened in this century. No one really knows why it occurred, but there's every expectation that if it occurred once, it can occur again." The 1918 influenza pandemic killed as many people in a single year as died in the four-year Black Death, the bubonic plague that ravaged Europe from 1347 to 1351."
Post Lab Questions: Answer the following questions by referring to the information in the selected on-line Web links which follow the questions. Turn in your completed worksheet with answers to the following questions the next lab period.
a) How can chemicals enter the body? Can pathogens follow the same routes of entry? Does the spreading rate of disease relate to the mode of entry/uptake? Briefly explain your answers.b) Comparing the Ebola epidemic, AIDs epidemic, Zika virus, and the flu pandemic, which one relates closest to this chemical experiment? Why is the rate of spread so different between them?
c) What do ducks, pigs and genetic mutations have to do with the flu in humans?
d) Describe what H1N1 and H5N1 are; explain how they relate to humans.
e) If you had transmitted a pathogen in this experiment instead of a base, how long would it have taken to "infect" the entire DVC student body, population = 20,000? Assume that it took 30 min. for 1 person to infect a total of 8.
How does this compare to Ebola where the number of infections double in ~ 30 days.
A Molecular Whodunit .pdf
Flu Pandemic: Origin & Control .pdf
Down with the Flu .pdf
Avian Flu Kills Youths .pdf
Face Masks and the Flu .pdf
How to Battle the Flu .pdf
Flu Pandemic.html
Influenza A Subtypes
HIV: Pick your Evil .pdf
Ebola Virus
Zika Virus
