Viruses (Topic A2.3 – AHL Only)
Essential Idea(s): Viruses are diverse structures that rely on host cells for vital functions. They showcase rapid evolution with implications for disease treatment.
Unit Length: 2 Lessons (AHL Only)
Guiding Questions
◊ How can viruses exist with so few genes?
◊ In what ways do viruses vary?
Materials:
| Teaching Slides | Quizlet Vocab Set |
| Notes Template |
| IB Statement(s) and Objective(s) |
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A2.3.1: Structural features common to viruses
A2.3.2: Diversity of structure in viruses
A2.3.3: Lytic cycle of a virus A.2.3.4: Lysogenic cycle of a virus
A2.3.5: Evidence for several origins of viruses from other organisms
A2.3.6: Rapid evolution in viruses
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Activities: ⓟ = podcast / ⍰ = inquiry 5 / ⓦ = Write it / Ӕ = The academy / Ⓡ = Read it |
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Lab ⓟ/ⓦ/Ӕ: The Evolution of Coronavirus (💁/👭[podcast only] – max 3) How and why did Covid-19 become the virus that caused the worst pandemic in over a century? Start by reading this article about the basic evolution of Covid-19, then explore the questions within this digital lab. Record your answers to the questions in a written document, podcast, or present this as an Ӕ lesson on Covid-19 evolution.
Lab Design ⓟ/ⓦ/Ӕ: The Evolution of Coronavirus (💁/👭 – max 3) Take on the role of an epidemiologist – imagine you have access to databases of all of the gene sequences from millions of Coronavirus patients worldwide. You want to identify how quickly the virus is mutating, which will help governments worldwide determine how to proceed with vaccine development and treatment. With access to all of this data, design an investigation to determine the mutation rate of the novel Covid-19 virus. You might want to spend some time exploring this Covid-19 data to help you with you investigation. Your design should include:
A background explanation – using scientific reasoning to explain the prediction within your hypothesis
⍰/ⓟ: Inquiry Q&A on Viruses (💁/ 👭max 2) Imagine you are trying to uncover the origins of viruses on Earth. How did they start? Where did they start? Create a list of 3 or more inquiry questions related to viral evolution. Partner up with another student and answer their questions. Remember that good inquiry questions are conceptual / open-ended… Such as: “What features enable some viruses to evolve so quickly?” NOT: “What is the basic structure shared by all viruses?” Write your questions solo, and then partner up and record yourselves asking each other your 5 questions. *Try to write questions that cover as many topics from A2.3 as possible!
Ӕ: A 3D Tour of Coronavirus (💁) Watch this 3D tour of Covid-19, and screencast your voice over the audio, explaining the basic structure and function of the parts of the virus (you don’t have to cover the parts that are not in U1/U8). Make sure you do cover: antigens, glycoproteins, RNA, and antibodies.
ⓟ/ⓡ/ⓦ: There are over 100 Definitions for ‘Life’…and All are Wrong (💁/ 👬 max 2) How hard can this be!? We need a simple definition of ‘life’. Scientists don’t find this to be such an easy question. Read this article (from Stanford Philosophy) or watch this BigThink Video, and respond (either in writing or with a podcast) — Answer/discuss the following:
ⓟ/ⓦ: The End to AIDS in Sight (💁[if writing] / 👭[podcast only] – max 3) For those who lived through the AIDS epidemic, it is one of the miracles of modern medicine that scientists are talking about a potential end to AIDS. Read this article and watch this video, and then discuss:
Remember that you can include other topics of discussion to address all the components of the activity you are completing (e.g. podcast, writing). |