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- Grade Range
- 9th - 10th
- Rating

Students move about the room for 5 minutes, using pipettes/droppers to exchange fluids with at least 3 people. They are advised not to spill any liquid. Droppers are collected in a large beaker, and students return to desks while holding tubes. Full Review »
- Grade Range
- 9th - 12th
- Rating

Students use a model to illustrate the spread of HIV through an adolescent population and, acting in the role of epidemiologists, explore the dilemmas of HIV infection presented by the simulation. beneficence and justice. Full Review »
- Grade Range
- 7th - 10th
- Rating

Students discover how viruses effect living organisms. Focusing on HIV, they explain why it is unique and how it attacks the immune system. They simulate the spread of viruses through an experiment using water containing sodium carbonate poured from one cup to another. Then they try to determine in which cup the virus began once the cups are tested with phenolphthalein. Full Review »
- Grade Range
- 7th - 10th
- Rating

Students simulate the spread of a virus by sharing cups contaimnated with the virus. They test the cups for the virus and they determine which classmate actually spread the germs. They discover how understanding the spreading of germs is helpful to biomedical engineers. Full Review »
- Grade Range
- 7th - 10th
- Rating

Students describe what a virus is. They state examples of disease caused by viruses. They explain how a virus replicates itself. They describe how the immune system responds to a viral invasion. They explain why the HIV virus in unique. Full Review »
- Grade Range
- 7th - 10th
- Rating

Students simulate the spread of a virus such as HIV through a population by "sharing" (but not drinking) the water in a plastic cup with several classmates. Although invisible, the water in a few of the cups will already be tainted with the "virus" (sodium carbonate). Students set about trying to determine which of their classmates were the ones originally infected with the virus. Full Review »

