Search

This manual contains background information, lesson ideas, procedures, data collection and reporting forms, suggestions for interpreting results, and extension activities to complement a water quality field testing program. Information on testing water temperature, water pH, dissolved oxygen content, biochemical oxygen demand, nitrates, total dissolved solids and salinity, turbidity, and total coliform bacteria is also included. (WRM)

This Maryland resource manual provides local education agencies with guidelines on how to handle body fluids to prevent the transmission of diseases, especially Human Immunodeficiency Virus (HIV) and Hepatitis B Virus (HBV), in the school setting. The first section summarizes the reasons for development of the manual. The second section summarizes the various diseases that are transmitted through blood and body fluids. The third section provides guidelines for school staff on: (1) handwashing; (2) using gloves; (3) disposing of materials soiled with blood and body fluids; (4) identifying diseases that are transmitted via body fluids; (5) cleaning up body fluid spills and the equipment used for cleaning; (6) disinfecting materials and clothes; and (7) educating and training staff. A table lists the body fluid sources (blood, feces, urine, respiratory secretions, vomitus, semen) with the organisms of concern (HBV, HIV, cytomegalovirus, salmonella bacteria, shigella bacteria, rotavirus, mononucleosis virus, cold viruses, influenza viruses, parvovirus, measles, mumps, chickenpox, gonorrhea) and the methods of prevention (using gloves or other barriers, washing hands, reporting accidental contact). The appendices contain diagrams of the correct procedure for handwashing and removing gloves; the Acquired Immune Deficiency Syndrome Education Bylaw; information on understanding the labels of germicides; guidelines on management of exposure to HIV; and a proposed standard for occupational exposure to bloodborne pathogens. (ABL)

Presents facts about anthrax so that biology teachers can communicate them to others. Defines anthrax and the nature of bacterial spores. Discusses transmission and clinical presentation as well as prevention, diagnosis, and treatment. Explores the use of anthrax as a biological warfare agent. (Contains 27 references.) (DDR)

Introduces an inquiry-based laboratory experiment in which students identify an unknown bacterial species by using techniques such as Gram staining. Uses an authentic problem solving approach in a scenario entitled, "What poisoned the apple juice?" (YDS)

This experiment subjects bacteria in a food sample and an environmental sample to conditions of sublethal stress in order to assess the effectiveness of the agar overlay method to recover sublethally injured cells compared to direct plating onto the appropriate selective medium. (SAH)

Recommends keeping body defenses strong, and keeping all surfaces clean and some surfaces sanitary. Urges using federally mandated precautions for blood spills, avoiding germ-trapping artificial or long fingernails and jewelry, practicing good hand washing, and organizing the environment to avoid contamination. Includes table relating child care areas with choices for cleaning/sanitizing and frequency recommendations. (DLH)

Reports the effects of Bacillus thuringiensis var. Kurstaki (BT), which is highly toxic, to a non-target lepidopteran, the Painted Lady butterfly. Indicates that BT kills some Painted Lady butterfly larvae at the lowest dilution tested after 48 hours. (ASK)

Describes a laboratory activity investigating important concepts in microbiology and ecology in which students design and carry out their own experiments and learn about microorganisms. Points out that all microorganisms are not dangerous and studies the relationship between Methylobacterium and plants. (YDS)

Explains the infection process of T-4 phage and provides the steps of experimentation on bacteriophages. Uses Escherichia coli and a virus mixture to observe phage infection. Points out the importance of safety and lists cultures, media, and disposable lab equipment for a group of students. (YDS)

Introduces an investigative microbiology laboratory activity emphasizing critical thinking and experimental design in which students isolate and characterize a bacterium from a specific habitat. Explains the procedures of the laboratory including safety, sample collection, and isolation. (YDS)

Describes using a computer statistical software package called Minitab to model the sensitivity of several microbes to the disinfectant NaOCl (Clorox') using the Kirby-Bauer technique. Each group of students collects data from one microbe, conducts regression analyses, then chooses the best-fit model based on the highest r-values obtained. (Author/SAH)

Presents information about the history, biology, and medical aspects of leprosy, including its description in historical documents, its cause and effects, statistics on its prevalence, and various attempts at treatment. Notes that leprosy is one of the few infectious diseases that, although treatable with medication, remains incurable. Contains 30 references. (WRM)

Discusses the biology of magnetobacteria and describes how they can be used in an empirical test of natural selection that takes three to four weeks. Contains 11 references. (WRM)

Presents information on the modern production of yogurt and describes a simple method for producing yogurt in the classroom using milk purchased from the grocery store. (WRM)

Describes an experimental procedure that can be used to determine the potential bacterial contamination of stagnant water in emergency laboratory eyewash bottles. Contains 11 references. (WRM)

This module, one of 25 on vocational education training for careers in environmental health occupations, contains self-instructional materials on performing analyses for waterborne bacteria. Following guidelines for students and instructors and an introduction that explains what the student will learn are three lessons: (1) naming, sterilizing and assembling the component parts of a membrane filter test unit; (2) suctioning a water sample through a membrane filter, using aseptic techniques, and preparing the membrane filter for incubation; and (3) determining the number of total coliform organisms in a water sample. Each lesson contains objectives, recommended methods and locations for practice, performance criteria, equipment and supplies to perform a task, detailed step-by-step instructions for learning a task, and performance exercises. Two performance tests cover preparing water samples for bacteriological analysis and determining the number of micro-organisms in a water sample. (CT)

Seeks to give teachers useful information on the extent of the problem of antibiotic-resistant bacteria, mechanisms bacteria use to resist antibiotics, the causes of the emergence of antibiotic-resistant organisms, and practices that can prevent or reverse this trend. Contains 19 references. (DDR)

Presents a laboratory in which students are provided with cultures of three bacterial strains. Using the results, students will determine which of the strains corresponds to a mutant lacking a particular functional gene. (DDR)

Describes activities for biology teachers that will stimulate discussions on virus structure, cell biology, rhino viruses, and new trends in treating the common cold. Provides opportunity for inquiry and problem solving in exercises that emphasize an understanding of how common cold viruses might pack inside nasal epithelial cells. (14 references) (JRH)

Presents experiments for isolating and detecting siderophores produced by bacteria or fungi. (MKR)

Provides protocols for the isolation and characterization of plasmid from E.coli. (ZWH)

The purposes of this paper are (1) to demonstrate that medical microbiology laboratory exercises should be presented with a focus on medical applications, not just traditional microbiology and (2) that exercises devoted to differential diagnostic decision making can be used to enhance the problem solving of students. (PR)

Describes activities to help students overcome "microbe phobia" through "kitchen microbiology." Directions for making yogurt, sauerkraut, and root beer are provided. (PR)

Describes inexpensive hands-on activities for teaching about mutants and mutations in bacteria. (PR)

Describes an inexpensive, reproducible alternative assay that requires minimal preparation and equipment for water testing. It provides students with a direct method of detecting potentially biohazardous material in water by observing the reduction in bacterial luminescence. (PR)

Describes the use of entomopathogenic bacteria for use in teaching general microbiology. (PR)

This laboratory manual on microbiology begins with an introduction relating the study of microorganisms to health occupations education and stressing the importance of teaching critical thinking. The introduction is followed by general instructions for the use of the manual and an illustration of hand washing procedures. The 13 laboratory exercises are on the following topics: use of microscopes; characteristics of microorganisms; microorganisms in the environment; slide stains (simple, the Gram method, negative, and special); suspended droplets; test of movement in agar; characteristics of bacteria; culturing media; disinfectants; and tests of susceptibility to antibiotics. Each exercise includes some or all of the following: background information, objectives, equipment, procedures, and illustrations. (SK)

This curriculum guide contains the materials required to teach a course in body structure and function. The following topics are covered in the course's 17 instructional units: basic concepts of physical and life sciences; microbiology and bacteriology; the integumentary, skeletal, muscular, digestive, circulatory, respiratory, urinary, central and peripheral nervous, special senses, and reproductive systems; the blood; and the heart. Each unit contains some or all of the following: objective sheets, suggested activities, handouts, supplements, transparency masters, instructional supplements providing suggestions for teaching basic skills, activity sheets, assignment sheets, job sheets, practical tests, written tests, and assignment sheet and test answers. Academic skills training is combined with vocational training throughout the instructional materials. To assist teachers in identifying activities that promote basic skills development, a marking system of simple graphic symbols, or icons, is used to denote which of the following nine general basic skill categories is being emphasized: reading, science, creative thinking/problem solving, writing, oral communication, employability, math, interpersonal skills, and social studies. (MN)

Describes symbiosis and its significance in the day-to-day lives of plants and animals. Gives specific examples of mutualism, commensalism, and parasitism in the relationships among fungus and plant roots, animals and bacteria, birds and animals, fish, and predator and prey. (MDH)

Describes an effective laboratory method for demonstrating bacterial flagella that utilizes the Proteus mirabilis organism and a special harvesting technique. Includes safety considerations for the laboratory exercise. (MDH)

Describes the history of Richard Blakemore's discovery of magnetotaxic organisms. Discusses possible reasons why the magnetic response in bacteria developed. Proposes research experiments integrating biology and physics in which students investigate problems using cultures of magnetotaxic organisms. (MDH)

In a hands-on experiment to illustrate the concept of cycles in ecology, students use the Winogradsky column to explore the operation of the sulfur cycle and the interrelatedness of organisms in an environment. Lesson plans include materials needed and class procedures. (MDH)

Describes a technique to isolate unsheared bacterial DNA and subject it to restriction endonuclease enzyme digestion. (MDH)

This book is written for people who tend to sit toward the back of the classroom during scientific lectures. It assumes that students remember nothing of what happened in their science classes. The book is divided into seven sections: (1) Magnetism; (2) Bending Light Waves; (3) Bacterial Stories; (4) Light Wave Craziness; (5) Homemade Science; (6) Bouncing Light Rays; and (7) Optical Illusions. Except for the section titled Homemade Science, each section contains the special tools needed for the more than 50 science activities described. (PR)