Milestones in Microbiology from the Science of Microbes Teacher’S Guide by Nancy P

Activity: Milestones in Microbiology from The Science of Microbes Teacher’s Guide by Nancy P. Moreno, Ph.D., Barbara Z. Tharp, M.S., Deanne B. Erdmann, M.S., Sonia Rahmati Clayton, Ph.D., and James P. Denk, M.A.

RESOURCES Free, online presentations of each activity, downloadable activities in PDF format, and annotated slide sets for classroom use are available at www.bioedonline.org/ or www.k8science.org/.

© 2012 by Baylor College of Medicine All rights reserved. © 2012 by Baylor College of Medicine SOURCE URLs All rights reserved. BAYLOR COLLEGE OF MEDICINE Printed in the United States of America BIOED ONLINE | K8 SCIENCE ISBN-13: 978-1-888997-54-5 www.bioedonline.org | www.k8science.org ISBN-10: 1-888997-54-0 BAYLOR-UT CENTER FOR AIDS RESEARCH www.bcm.edu/cfar

TEACHER RESOURCES FROM THE CENTER FOR EDUCATIONAL OUTREACH MOLECULAR VIROLOGY AND MICROBIOLOGY AT BAYLOR COLLEGE OF MEDICINE www.bcm.edu/molvir

The mark “BioEd” is a service mark of Baylor College of Medicine. The information contained in this publication is for educational BAYLOR-UT CENTER FOR AIDS RESEARCH purposes only and should in no way be taken to be the provision or practice of medical, nursing or professional healthcare advice www.bcm.edu/cfar or services. The information should not be considered complete and should not be used in place of a visit, call, consultation or advice of a physician or other health care provider. Call or see a physician or other health care provider promptly for any health care-related questions. BROOKHAVEN NATIONAL LABORATORY BIOLOGY - STEM FACILITY Development of The Science of Microbes educational materials is supported, in part, by a Science Education Partnership Award www.biology.bnl.gov from the National Center for Research Resources (NCRR) of the National Institutes of Health (NIH), grant number 5R25 RR018605. The activities described in this book are intended for school-age children under direct supervision of adults. The authors, Baylor College of Medicine (BCM), the NCRR and NIH cannot be responsible for any accidents or injuries that may result from conduct of CENTERS FOR DISEASE CONTROL AND PREVENTION the activities, from not specifically following directions, or from ignoring cautions contained in the text. The opinions, findings and PUBLIC HEALTH IMAGE LIBRARY conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of BCM, image www.cdc.gov | http://phil.cdc.gov contributors or the sponsoring agencies. DARTMOUTH COLLEGE Cover images of children and teacher (models) © 2007 PunchStock. Photographs used throughout this guide, whether copyrighted or in the public domain, require contacting original sources to obtain permission to use images outside of this publication. The ELECTRON MICROSCOPE FACILITY authors, contributors, and editorial staff have made every effort to contact copyright holders to obtain permission to reproduce www.dartmouth.edu/~emlab copyrighted images. However, if any permissions have been inadvertently overlooked, BCM will be pleased to make all necessary and reasonable arrangements. DREXEL UNIVERSITY MATERIALS SCIENCE AND ENGINEERING Many microscopic images used in this guide, particularly images obtained from the Public Health Image Library of the Centers for www.materials.drexel.edu Disease Control and Prevention (CDC), are part of an online library containing other images and subject matter that may be unsuit- able for children. Caution should be used when directing students to research health topics and images on the Internet. URLs from image source websites are provided in the Source URL list, to the right. MICROBIAL LIFE EDUCATIONAL RESOURCES SCIENCE EDUCATION RESEARCH CENTER AT Authors: Nancy P. Moreno, Ph.D., Barbara Z. Tharp, M.S., Deanne B. Erdmann, M.S., CARLETON COLLAGE Sonia Rahmati Clayton, Ph.D., and James P. Denk, M.A. http://serc.carleton.edu/microbelife Creative Director and Editor: Martha S. Young, B.F.A. Senior Editor: James P. Denk, M.A. MICROIMAGING SERVICES (Canada) ACKNOWLEDGMENTS www.microimaging.ca This guide was developed in partnership with the Baylor-UT Houston Center for AIDS Research, an NIH-funded program (AI036211). The authors gratefully acknowledge the support and guidance of Janet Butel, Ph.D., and Betty Slagle, Ph.D., Baylor-UT Houston MICROGRAPHIA (Australia) Center for AIDS Research; and William A. Thomson, Ph.D., BCM Center for Educational Outreach. The authors also sincerely www.micrographia.com thank Marsha Matyas, Ph.D., and the American Physiological Society for their collaboration in the development and review of this guide; and L. Tony Beck, Ph.D., of NCRR, NIH, for his assistance and support. In addition, we express our appreciation to Amanda NATIONAL CENTER FOR RESEARCH RESOURCES, NIH Hodgson, B.S., Victor Keasler, Ph.D., and Tadzia GrandPré, Ph.D., who provided content or editorial reviews; and J. Kyle Roberts, www.ncrr.nih.gov Ph.D., and Alana D. Newell, B.A., who guided field test activities and conducted data analyses. We also are grateful to the SCIENCE EDUCATION PARTNERSHIP AWARD (SEPA) Houston-area teachers and students who piloted the activities in this guide. www.ncrrsepa.org We are endebted to many scientists and microscopists who contributed SEM and TEM images to the CDC’s Public Health Image Library, including Janice H. Carr, James D. Gathany, Cynthia S. Goldsmith, M.S., and Elizabeth H. White, M.S. We especially NATIONAL INSTITUTE OF ALLERGY AND INFECTIOUS thank Louisa Howard and Charles P. Daghlian, Ph.D., Electron Microscope Facility, Dartmouth College, for providing several of the DISEASES, NIH SEM and TEM images used in this publication. We thank Martha N. Simon, Ph.D., Joseph S. Wall, Ph.D., and James F. Hainfeld, www.niaid.nih.gov Ph.D., Department of Biology-STEM Facility, Brookhaven National Laboratory; Libero Ajello, Ph.D., Frank Collins, Ph.D., Richard Facklam, Ph.D., Paul M. Feorino, Ph.D., Barry S. Fields, Ph.D., Patricia I. Fields, Ph.D., Collette C. Fitzgerald, Ph.D., Peggy S. Hayes. NATIONAL INSTITUTE OF ARTHRITIS AND B.S., William R. McManus, M.S., Mae Melvin, Ph.D., Frederick A. Murphy, D.V.M., Ph.D., E.L. Palmer, Ph.D., Laura J. Rose, M.S., MUSCULOSKELETAL AND SKIN DISEASES, NIH Robert L. Simmons, Joseph Strycharz, Ph.D., Sylvia Whitfield, M.P.H., and Kyong Sup Yoon, Ph.D., CDC; Dee Breger, B.S., Materials www.niams.nih.gov Science and Engineering, Drexel University; John Walsh, Micrographia, Australia; Ron Neumeyer, MicroImaging Services, Canada; Clifton E. Barry, III, Ph.D., and Elizabeth R. Fischer, National Institute of Allergy and Infectious Diseases, NIH; Mario E. Cerritelli, NATIONAL INSTITUTES OF HEALTH (NIH) Ph.D., and Alasdair C. Steven, Ph.D., National Institute of Arthritis and Musculoskeletal and Skin Diseases, NIH; Larry Stauffer, www.nih.gov Oregon State Public Health Laboratory-CDC; David R. Caprette, Ph.D., Department of Biochemistry and Cell Biology, Rice University; Alan E. Wheals, Ph.D., Department of Biology and Biochemistry, University of Bath, United Kingdom; Robert H. Mohlenbrock, Ph.D., OREGON HEALTH AUTHORITY PUBLIC HEALTH-CDC USDA Natural Resources Conservation Service; and Chuanlun Zhang, Ph.D., Savannah River Ecology Laboratory, University of http://public.health.oregon.gov/laboratoryservices Georgia, for the use of their images and/or technical assistance.

No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; RICE UNIVERSITY nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permis- BIOCHEMISTRY AND CELL BIOLOGY sion of the publisher. Black-line masters reproduced for classroom use are excepted. www.biochem.rice.edu Center for Educational Outreach, Baylor College of Medicine One Baylor Plaza, BCM411, Houston, Texas 77030 | 713-798-8200 | 800 -798-8244 | [email protected] UNIVERSITY OF BATH (United Kingdom) www.BioEdOnline.org | www.k8science.org | www.bcm.edu /edoutreach BIOLOGY AND BIOCHEMISTRY www.bath.ac.uk/bio-sci

USDA NATURAL RESOURCES CONSERVATION SERVICE www.plants.usda.gov HIV virus particle. L. Howard, C. Daghlian,

nfectious diseases have plagued expectancy has plummeted in a single

Dartmouth College. I humans throughout history. For an emerging disease to decade, from 62 years in 1990–95 to Sometimes, they even have shaped become established, at least two 48 years in 2000–05. By 2003, 12 mil- history. Ancient plagues, the Black lion children under the age of 18 were events must occur: 1) the infec- Death of the Middle Ages, and the orphaned by HIV/AIDS in this region. tious agent has to be introduced “Spanish flu” pandemic of 1918 are Despite significant advances in infec- into a vulnerable population, but a few examples. tious disease research and treatment, and 2) the agent has to have the Epidemics and pandemics always control and eradication of diseases are have had major social and economic ability to spread readily from slowed by the following challenges. impacts on affected populations, but in person to person and cause • The emergence of new infectious our current interconnected world, the disease. The infection also must diseases outcomes can be truly global. Consider be able to sustain itself within • An increase in the incidence or the SARS outbreak of early 2003. the population and continue to geographical distribution of old This epidemic demonstrated that new infect more people. infectious diseases infectious diseases are just a plane • The re-emergence of old infectious trip away, as the disease was spread diseases rapidly to Canada, the U.S. and Europe and social effects of a prolonged and • The potential for intentional by air travelers. Even though the SARS widespread infection. The dispropor- introduction of infectious agents outbreak was relatively short-lived tionate loss of the most economically by bioterrorists and geographically contained, fear productive individuals within the popu- • The increasing resistance of patho- inspired by the epidemic led to travel lation has reduced workforces and eco- gens to current antimicrobial drugs restrictions and the closing of schools, nomic growth in many countries, espe- • Breakdowns in public health stores, factories and airports. The cially those with high infection rates. systems economic loss to Asian countries was This affects the health care, education,

estimated at $18 billion. and political stability of these nations. Baylor College of Medicine, Department of Molecular The HIV/AIDS viral epidemic, particu- In the southern regions of Africa, Virology and Microbiology, www.bcm.edu/molvir/. larly in Africa, illustrates the economic where the infection rate is highest, life

Using Cooperative Groups In The Classroom

ooperative learning is Organization is essential describe their duties. Tasks Principal Investigator C a systematic way for for cooperative learning to are rotated within each • Reads the directions students to work together occur in a hands-on science group for different activi- • Asks the questions in groups of two to four. It classroom. Materials must ties so that each student • Checks the work provides organized group be managed, investigations has a chance to experience Maintenance Director interaction and enables conducted, results recorded, all roles. For groups with • Follows the safety rules • Directs the cleanup students to share ideas and clean-up directed and fewer than four students, • Asks others to help and to learn from one carried out. Each student job assignments can be Reporter another. Students in such must have a specific role, or combined. • Records observations and results an environment are more chaos may result. Once a model for learning • Explains the results likely to take responsibil- The Teaming Up! is established in the class- • Tells the teacher when ity for their own learning. model* provides an efficient room, students are able to the group is finished Cooperative groups enable system for cooperative conduct science activities Materials Manager the teacher to conduct learning. Four “jobs” entail in an organized and effec- • Picks up the materials hands-on investigations with specific duties. Students tive manner. Suggested job • Uses the equipment fewer materials. wear job badges that titles and duties follow. • Returns the materials * Jones, R.M. 1990. Teaming Up! LaPorte, Texas: ITGROUP.

Introduction/Using Cooperative Groups in the Classroom iii © Baylor College of Medicine The Science of Microbes BioEd Online | K8 Science Overview

Students will read about six important events in the history of microbiology C. Goldsmith. 1836 and decide on these events’ most probable chronology, based on evidence \ provided. Students will learn that most scientific discoveries are related to TIME other work, and that scientific advances often depend on the development Setup: 10 minutes

Activity: 45 minutes Ebola virus. CD C of appropriate tools and techniques (see Answer Key, sidebar, p.2). for one or two class periods

SCIENCE EDUCATION CONTENT STANDARDS Grades 5–8 History and Nature of ery little attention was paid to fungus, Penicillium, could kill Staphylo Science the world of microbes until the coccus bacteria in cultures. His work • Women and men of various social V and ethnic backgrounds—and 1600s, when Robert Hooke developed a led to the development of penicillin, with diverse interests, talents, primitive compound microscope (one the first antibiotic. qualities, and motivations— which uses two lenses in sequence) Since viruses are so much smaller engage in the activities of sci- and described tiny organisms that he than bacteria, most research on ence, engineering, and related observed with it. Even more detailed viruses and viral diseases began later fields, such as the health observations of microscopic organisms than work on other microbes. In the professions. were made by Anton van Leeuwen 1890s, two investigators working sepa • Science requires different abili- hoek, who developed precise tech rately, Martinus Beijerinck and Dmitrii ties, depending on such factors niques for grinding magnifying lenses. Ivanowski, studied juices extracted as the field of study and type of Van Leeuwenhoek observed numerous from the leaves of plants infected inquiry. small, swimming organisms in pond with what is now known to be tobacco • Many individuals have contributed water and named them “animalcules.” mosaic virus. They filtered the juices to the traditions of science. • Tracing the history of science can It was not until the mid-1800s that to remove bacteria and found that show how difficult it was for sci- scientists had enough tools to begin even when highly diluted, the liquid entific innovators to break through serious studies of microbes. In the still could cause infection in plants. the accepted ideas of their time 1850s, Louis Pasteur studied the fer Ivanowski concluded that an infec to reach the conclusions that we mentation of wine, which he found tious agent other than a bacterium— currently take for granted. to be caused by yeast cells. He pro a filterable “virus”—led to the disease. posed that microorganisms also could Beijerinck called the substance “conta cause disease, and later developed the gious living fluid.” KOCH’S POSTULATES process of pasteurization to remove Neither investigator was able to One can conclude a microbe harmful bacteria from food. observe or grow the hypothesized causes a disease if: Pasteur’s work stimulated that of disease-causing agents. Later, in • the same microbe is present Robert Koch, a physician who stud the 1930s, Wendell Stanley isolated ied anthrax (a disease of cattle and crystals of tobacco mosaic virus. The in every case; sheep). Koch is credited with develop invention of the transmission electron • it is possible to take a sam- ing many culture techniques, includ microscope by Ernst Ruska in 1933 ple from a sick animal and ing the use of nutrient agar for grow made it possible to observe viruses grow the microbe in the ing bacteria. He also established a for the first time at magnifications of laboratory; set of rules to guide decisions about 10,000 times or more. For this, Ruska • a healthy animal exposed to whether a given microbe actually received the Nobel prize in physics. a sample from the microbes caused a disease. These rules are The process by which microbiology grown in the lab develops known as “Koch’s Postulates” (see knowledge has accumulated is typi the same disease; and sidebar, right). cal of how science proceeds. Often a • it is possible to isolate and Much later, in the 1930s, Walter critical tool, such as the microscope, is grow the same microbes Fleming accidentally discovered that needed before questions even can be from the newly infected substances produced by a common Continued animal.

© Baylor College of Medicine 1 Milestones in Microbiology BioEd Online | K8 Science The Science of Microbes asked. Progress occurs unevenly, with highlighted and the next reader one critical discovery suddenly open agrees with the marking, that ing entire new areas of investigation. reader should draw a line with his or her highlighter above the mark. MATERIALS 4. Next, have each group discuss Teacher (see Setup) and determine the most likely • 24 sheets of cardstock order of events and discoveries. Per Group of Students 5. At the bottom of each reading, • Set of prepared Discovery Readings have each group list major clues cards that might help others recreate • 4 highlighters (4 different colors) the order of events. • Pair of scissors 6. Distribute the Timeline sheets. Rod-shaped tobacco mosaic virus • Paper clips Have groups cut out the sections and alien-like T4 bacteriophages • Transparent tape and tape the timeline together. (viruses that infects bacteria). • Copy of the Timeline student sheet 7. Tell students to paper clip (not NIAMS, NIH\A.Steven, M. Cerritelli, (see Answer Key, left sidebar) tape) the articles in order along and Brookhaven National Laboratory\ • Group concept map (ongoing) the top of the timeline. Have each M. Simon, J. Wall, J. Hainfeld.* group share its results with the ANSWER KEY SETUP class. Discuss any differences Make six copies of the student sheets among the groups’ timelines. If 1600s - A New World: on cardstock. Cut out the Discovery there is a disagreement, let stu Early microscopes make tiny Readings to make sets of cards (one dents present their cases. Lead the life forms visible. set of all readings per group). Place class toward consensus. Ask, Why 1881 - A Culture Medium: materials in a central location. Have do all of the groups have the same Culture techniques make it students work in groups of four. article first on the timeline? (micro possible to “grow” bacteria. scope) What is the most logical sec PROCEDURE ond event? (agar plates) Ask, Why 1884 - Mechanisms of Disease: 1. Ask students a question about is the development of this technique Scientists learn how to how one discovery or invention important? (It provided a reliable connect a specific bacterium can lead to another, such as, way to grow bacteria for study.) to a disease. Which came first, the wheel or the 8. Based on the readings, it will be 1890s - Contagious Living cart? Or Would a light bulb be of difficult for students to decide Fluid: Scientists learn that any value if ways to utilize electricity whether “The Discovery of Peni had not been invented? Discuss cillin” or “Contagious Living Fluid” something smaller than a students’ responses. came first. Ask, What additional bacterium can cause disease. 2. Distribute the Discovery Readings information might help us to make a 1929 - The Discovery of sets to each group. Tell students decision? You may want to ask stu Penicillin: Scientists find that that they will use clues from each dents to research these topics on penicillin acts to kill bacteria reading to figure out the historical their own. in culture. order in which events described 9. Finally, have groups calculate the in the articles occurred. Have number of years between events 1930s - Seeing Viruses: each student select a highlighter and discuss the possible reasons Science advances suffi- and one article from the group’s for the varying time intervals ciently to allow viruses to be set. Instruct students to highlight between discoveries. You may observed. words that provide clues related wish to discuss why related dis to the order of events. coveries sometimes occur close * Fibers enhanced by M. Young, Baylor 3. When a student finishes an together in history. College of Medicine. Image courtesy of the article, he or she should pass it 10. Allow students time to add this National Institute of Arthritis and Musculo to another group member until information to their concept skeletal and Skin Diseases (NIAMS), NIH. all members have read and maps. Image taken with the Brookhaven National Laboratory Scanning Transmission Electron marked all of the articles. If a Microscope. word or phrase already has been

Milestones in Microbiology 2 © Baylor College of Medicine The Science of Microbes BioEd Online | K8 Science Ebola virus. CD C \ 1836 C. Goldsmith.

Seeing Viruses The Discovery of Penicillin

endell Stanley and his collaborators n Englishman named Alexander W found particles of what they believed A Fleming was studying Staphylococcus, was tobacco mosaic virus. They learned that a bacterium that causes skin and other diseas- the particles could cause the disease in other es. Scientists already had studied many plants and concluded they had tracked down different bacteria, and Fleming was about to a virus first described by Ivanowski and make an important new contribution. Before Beijerinck. Each particle was made of several going on vacation, he started some cultures of thousand viruses. At the same time, other Staphylococcus on agar plates. He had opened scientists found that they could grow viruses in the plates several times to study them, which the living cells of fertilized eggs. This allowed exposed the plates to the air. When Fleming them to produce larger quantities of viruses returned, he discovered that one plate was for study. Finally, thanks to a new microscope full of Penicillium, a common green mold, and designed by German physicist Ernst Ruska, that no bacteria were growing near the mold. it became possible to see viruses for the He grew more Penicillium in a liquid culture first time. Ruska created the first electron and added a few drops to a different plate of microscope, which allowed magnifications up Staphylococci. He was amazed to see that the to 10,000 times. Staphylococci were destroyed. His work laid the foundation for the development of modern antibiotics, such as penicillin.

Clues about when this happened: Clues about when this happened:

Mechanisms of Disease Contagious Living Fluid

cientists were beginning to realize that artinus Beijerinck, a Dutch biologist, S infections by bacteria might lead to M worked mostly with bacteria, but he diseases, such as tuberculosis or anthrax. became curious about another scientist’s work However, they couldn’t figure out how to on diseases of tomato and tobacco plants. The decide whether a particular microbe actually other scientist, named Dmitrii Ivanowski, had caused an illness. Robert Koch developed squeezed juice from the leaves of a diseased a series of rules, now known as “Koch’s plant and filtered the juice to remove any Postulates,” to help make the decision. He bacteria. He discovered that the juice still proposed that in order to conclude that a caused other plants to get the disease. microbe causes a disease: 1) the same Beijerinck repeated the work and observed microbe must be present in every case; that even when diluted, the filtered liquid could 2) it must be possible to take a sample from cause the disease. He concluded that the a sick animal and grow the microbe in the disease was caused by something smaller than laboratory; 3) a healthy animal must develop a bacterium. The two scientists are credited the same disease when exposed to a sample with finding the first known virus, tobacco from the microbes grown in the lab; and 4) it mosaic virus, which Beijerinck called must be possible to isolate and grow the same “contagious living fluid.” However, they did microbes from the newly infected animal. not yet understand what it was or how it caused disease.

Clues about when this happened: Clues about when this happened:

Milestones in Microbiology 4 © Baylor College of Medicine The Science of Microbes BioEd Online | K8 Science Ebola virus. CD C \ 1836 C. Goldsmith.

A New World A Culture Medium

nton van Leeuwenhoek and Robert obert Koch used a microscope to study A Hooke created the first microscopes. R anthrax and other bacteria. One of the They were simple by today’s standards, but technical challenges he faced was finding a these early microscopes allowed scientists substance on which bacteria would grow. to see tiny insects, plant cells, bacteria and He tried liquids, such as broth (clear soup), protozoans for the first time. Hooke is credited potato slices, and even gelatin. None of these with inventing the compound microscope, methods worked well. Then, Angelina Hesse, which has two lenses. He also was the first (the wife of Walter Hesse, one of Koch’s person to use the word “cell” in biology. collaborators) suggested trying agar-agar, a Van Leeuwenhook perfected the process for seaweed agent that was used to thicken jellies making glass lenses. He made detailed and puddings. Together, this team developed a observations of tiny organisms never seen gelatinous product that could be poured into before, and was the first person actually to see the bottoms of thin flat plates. Once cooled, bacterial cells. Over the course of his lifetime, the gelatin remained solid at room tempera- he made more than 400 microscopes by hand. ture. Scientists now had a way to grow and observe bacteria. Today, the gelatin used for the culture of bacteria often is called “nutrient agar.”

Clues about when this happened: Clues about when this happened:

Cut out the sections and tape together to form a long strip, starting with the 1600s on the left and ending with the 1930s on the right. 1881 1890s 1930s 1884 1929 1600s