California Career and Technical Education Standards

• HSMT.FS.5.1 Apply appropriate problem-solving strategies and critical thinking skills to wor...
• HSMT.FS.5.2 Understand the universal, systematic problem solving model that incorporates inp...
• HSMT.FS.6.3 Understand the importance and use of Standard Precautions and Infection Control,...

• Setup - Other

  To setup for this lab you need to have Simulated Body Fluid (Water is the easy substance and it is free) a cup or other small container for each student, a testing agent (preferably one that will make a color change), and a simulated exposure element to mix into only one student cup, a small vial or another cup can be used to take the original sample of each individual to be tested after the original infected person has been found. You can purchase this complete lab through WARD's or you can purchase the refill kit and use your own containers and pippettes/eyedroppers. (You can choose not to use pippettes or eyedroppers and just have the students exchange fluid by pouring half of the fluid into the other students cup and then pouring the same amount back into the original students cup) You should also either make your own copy of the student lab sheet or use the WARD's copy. Just make sure that you have all the equipment you need.

  • Wards Simulated Disease Transmission Lab Activity.pdf [ Download ] WARDS example lab packet complete with teacher info.
• Questions to invoke thought. - Hooks / Set

  Create a conversation with the class through the use of the following questions. Why do you use infection control? What would happen if you did not? How quickly can disease spread? Do you know who got you sick the last time you got sick? Etc. Try to lead the discussion to types of diseases (viruses, infection, bloodborne pathogens, etc.). This should also serve as a review of previously learned materials. You can then review the first section on the lab sheet.
• Lab - Demo / Modeling

  Discuss briefly what the lab is and the process of exchanging body fluid/possible contamination method. In order to do this go through the Objective section and continue until you have discussed and demonstrated to number 3. After this is completed, check for understanding by quickly going over the steps and explaining that you will repeat this process 3 times total. (It is a good idea to let the students complete one round, then change partners, and then check to make sure that the last few students to pair up are not with a student they already exchanged with. If this is so make sure to fix the problem by switching partners in another group before you have them share fluids) After all three exchanges have been done, explain the testing procedure in number 7. Then do numbers 7 through 12 to finish the lab.
• Questions - Closure

  Ask the following questions to the class. How is a disease caused? Where you surprised by the number of students who acquired the disease? How can disease transmission be traced to the original carrier? What is the percentage of people who tested positive in the class? Etc. (These and other questions are in the handout for the teacher.)