One worksheet, with multiple answers. Answers in Red color please and word doc 

A. In many areas where WHO works, there are many illnesses caused by different types of microorganisms. Understanding the field of microbiology will help you to sort out the harmful and beneficial effects of microorganisms. Think about what you already know about microbes. Are they all bad? See if you can think of beneficial and harmful microorganisms. What tools would you need to identify microorganisms that cause disease?B. Read chapter in ebook on introduction to microorganisms, and microbiology. There are three sections.Trace the history of microbiology – conduct an internet or library search on the major points in the history of microbiologyWho are the scientistsWhat was discoveredHow did it impact humansReview the parts of the microscope. Be prepared to complete a short quiz on the parts of the microscope in the lesson.Make a concept map that shows the evolution of the field of microbiology including the important people, discoveries, and impact of microbes on humans.C. Activity 1: Timeline of MicrobiologyWork individually or with a group to design a digital timeline of the field of microbiology with major discoveries, important people in field, and modern developments. You will need to use the information that you put into your concept map for this activity.Activity 2: The microscope.1. Practice with an actual or virtual microscope until you can name all the parts2. Learn how to use a Virtual Microscope3. Watch the video How to Use the Compound Microscope4. Complete the quiz on the parts of the microscope and high magnification. This is completed electronically. You can either take a picture of your completed score and submit or show the instructor the completed quiz.Activity 3: Microscope LabIf you have not previously completed these two activities, do them now. If you have and feel comfortable with the microscope you may move on the to the next step 2.Use the directions to learn about: Positioning objects for viewing on a compound microscope1. Adjusting magnification and bringing objects into focus2. Caring and handling of a microscope and microscope slidesActivity 4: Learn about experimental design1. Read about dependent vs. independent variables. Think of examples of both in experimental design. Activity 5: Case StudyCase Study: A Simple Plan First, download the case study. Second, read Part I, analyze the experiment that was carried out and then answer the questions 1 – 9. Third, read Part II of the case study. As you work through this part you will find a series of questions about the case. At the end of questions 3 and 4 there are discussion questions. Complete these.D. In order to understand how microbes act it is first important to understand their chemistry. To do this requires knowledge of basic principles of chemistry.Read Chapter 2 on chemistryWork through the chemistry of biology tutorial. Be sure to watch all videos and engage in questions. Work through the Khan tutorials on the chemistry of biology Design and submit a concept map on what you have learned. It should include concepts and connections between concepts including:BiochemistryAtoms, moleculesBondsMacromoleculeE. Activity 3: Complete the virtual lab – Stopping Mosquito-borne DiseasesDengue Fever discussed in this video is very much like the now common Zika virus. Research Zika to find out the similarities and differences. What is the major risk of Zika virus?Activity 4: Case StudyCase Study: To Spray or Not to Spray: A Debate over Malaria and DDTDownload and complete the case study.Submit all documents form activities hereF. Now that you have worked through the Rabbit Island case, you are ready to think of your own experiment to find out what microbe is causing a disease outbreak. This will be an important skill when you are in the field with WHO. Discuss the method you would use to set up an experiment on an outbreak that could occur today. What data would you want to include? How would you control your variables?G. Design and submit a concept map on what you have learned. It should include concepts and connections between concepts including:Virus structureVirus functionsTransmission and ReplicationTypes. F. Activity 1: Virus ModelsComplete the Cut and Assemble Model Viruses activity (adeno and T2 viruses) Download the directions and pattern in the Important Documents Section. Compare the two viruses. How are they alike? How are they different?https://www.cgl.ucsf.edu/Outreach/technotes/papervirus.htmlThe instructor may use these videos/animations to help you further understand viruses:Play VideoPlay VideoPlay VideoORActivity 2: Build models of viruses.First investigate sizes and shapes of viruses if you did not do this in the Task.Choose 3 of the viruses listed below to make 3-dimensional models. You will need to draw on your research and study of the structure of viruses to complete this activity. Remember, while some books will show a ‘generic’ model of viruses, they are actually shaped differently and have very different sizes.PoliomyelitisInfluenzaYellow FeverMumpsBacteriophageHIVUse the scale 1mm = 1nm for the models. Use clay, pipe cleaners, paper, or other art supplies to build your models.Compare your finished virus model with those you created from paper in activity 1.Activity 3:Visit and go through the following interactive module:https://www.biointeractive.org/classroom-resources/virus-explorerActivity 4: Case StudyComplete the case study, The Ebola Wars First, download the case study.Second, work through the case, answering all question.Submit pictures of all viruses constructed and the completed case study to Moodle.