Tuts Revenge

1
Tuts Revenge

• Integrated Middle School Curriculum
• Partnership for Environmental Education and
  Rural Health (PEER http//peer.tamu.edu)
  Texas AM University

2
Primary AuthorsJon Hunter Bill Klemm Deborah
KochevarJim KrachtBased on a story
byMarguerite Swilling

• Production of the Partnership for Environmental
  Education and Rural Healthfunded by NIEHS, Larry
  Johnson, PI

3
Mr. or Ms. Smiths class

• Tuts Revenge

• Your Middle School

4
Investigator Challenge

• Learn details of the mysterious illness by
  carefully reading "Tut's Revenge."
• Test your comprehension skills by completing the
  Investigator's Challenge Quiz.
• You are now the expert. Have fun solving the
  mystery!

5
Where in the world is Luxor?

• Use the following maps to
• Estimate Luxors global address using the lines
  of latitude and longitude.
• 2) Estimate the distance from your school to
  Luxor using the scale.

6
Texas
Luxor
7
Geography of the Region

• Look at the map on the following page.
• Study the map carefully and answer the questions
  about Luxors location on the following slide.

8
Luxor
N
W
E
S
9
Geography of the Region

• 1) On which continent is Luxor located?
• 2) In which country is Luxor located?
• 3) What country is directly south of Egypt?
• 4) What country is directly west of Egypt?

10
Geography of the Region

• Look at the map on the following page.
• Study the map carefully and then try to answer
  some more geography questions on the following
  slide.

11
(No Transcript)
12
Directions to Luxor

• 1) On which river is Luxor located?
• 2) What major body of water is north of Luxor?
• 3) What major body of water is east of Luxor?

13
Where is Luxor located?

• Luxor is located along the Nile River in Egypt.
  
• What direction is Luxor from Cairo?
• What desert is located west of Luxor?

14
Historical Perspective

• If King Tutankhamun died in 1323 B.C., how many
  years has it been since King Tuts death?

For more information on time measurements, click
here.
15
You Are on the Case

• Re-read the story and make a list of
  information that may help explain the workers
  illness. It is up to you to solve the mystery!

16
Collect Clues

• The characters in the story are a good source of
  information.
• To learn from them, ask classmates to assume the
  roles of the Overseer, a worker or Nefah.
• Now interview one of these characters to gather
  further information on the illness.

17
Are You Ready?

• Before starting your interviews think

18
Who Do You Believe?

• How will fact be distinguished from opinion in
  the interviews?

19
Whats the Mood?

• Are the tone and mood of these interviews the
  same or different?
• How would this affect your analysis of the
  information you gather in the interview?

20
Investigate the Mystery

• From the story and the data you collected in the
  interviews, what do you see as the basic health
  problems in the story?
• What are the possible causes of these problems?
  Can you state these in the form of hypotheses?
• What kind of evidence would you need to confirm
  that a given hypothesis is correct?
• What predictions could you make if the hypothesis
  were proved correct?
• Click here to review scientific method.

21
Can You Solve the Case?

• Brainstorm several hypotheses (guesses) for the
  cause of the illness. (See the following slides
  for help.)
• Remember the three ways in which a body comes in
  contact with the environment. These are inhaled
  air, ingested air or water, and skin contact.
• Support each hypothesis with data.
• Formulate a conclusion.

22
Planning a Strategy

• What are we trying to find out?
• What was reported in the story?
• What information do you NOT have?
• What do you hypothesize? (See science appendix
  for help here)
• What tests or facts would support your
  hypothesis?
• What predictions would your hypothesis make? Do
  the predictions fit the story?

23
A Place to Start

• K.T., Connie, and Travis noticed that it was very
  hot in the Valley of the Kings.
• There werent many amenities. Food had to be
  hauled into the Valley. The only water was the
  Nile River and its streams.
• People were jammed together at the building site
  and in the housing camps.

24
Predictions

• What would your hypothesis predict?

25
Who Is Sick?

• Who got sick and who did not?
• What are the signs (symptoms) of sickness?
• Do all affected people show the same signs?
• What were these people exposed to that might have
  caused sickness?

26
Investigating Skin Contact

• What kinds of things did the workers touch with
  their hands or other parts of their bodies that
  might have made them sick?
• Do all of these things apply equally to all the
  workers?
• Is it likely that the symptoms observed would
  come from something they touched? Why or why not?

27
Investigating Touch

• Could something the workers touched be
  contaminated?
• The workers used milk-based paints to decorate
  King Tuts Burial Chamber.

28
Investigating Touch

• The paints were made of milk casein, clay, earth
  pigments, and lime.

29
Was the Paint Toxic?

• As you consider your answer to this question, you
  can assume that the workers didnt drink the
  paint and that fresh milk was used to make the
  paint.

30
Investigating Air

• Travis gasped at the stench coming from the camp
  area.
• Does this stench suggest some kind of pollution?
  If so, what kind?
• Is something you breathe likely to cause vomiting
  and diarrhea without causing breathing problems?
  Why or why not?

31
Investigating Air

• Could the air in the tomb be contaminated?
• Recent photograph of the entrance to King Tuts
  underground tomb

32
King Tuts Underground Tomb

• If the only way that air can enter or leave the
  tomb is through the entrance, which room would
  have the worst air circulation? Why?

Entrance
Passage
Antechamber
Treasury
Annex
Burial Chamber
33
Geometry Perspective

• The shape of the Treasury room is a rectangular
  prism.
• Which of the following formulas is the correct
  formula for calculating the volume of the
  Treasury room?
• A. Volume 1/3 x length x height
• B. Volume length x width x height
• C. Volume 1/2 base x height
• D. Volume length x height x height

Click here for more information on volume.
34
Whats the Volume of the Treasury Room?

• Calculate the volume of the Treasury room given
  the following dimensions
• height 2.5 meters
• width 3.0 meters
• length 5.0 meters

• height
• length
• width

Click here for more information on volume.
35
Whats the Volume of Air in the Treasury Room?

• If 1 cubic meter of volume can hold 1,000 liters
  of air, how much air (in liters) is in the
  Treasury room?
• Treasury room dimensions
• height 2.5 meters
• width 3.0 meters
• length 5.0 meters

36
The Chariot Drive

• Lets pretend that Travis was granted his wish
  and allowed to drive a chariot during their visit
  to Egypt. He then traveled 3 miles in 10
  minutes. What was his average speed in miles per
  hour?

37
Scaredy Cat

• When the kids first met Nefah they were so
  startled that K.T. jumped a foot in the air.
  K.T. is 4 feet, 8 inches tall. What percent of
  her height did she jump?

Click here for more information on working with
percentages.
38
Chillin at the Pool

• On the way to Nefahs house the kids encountered
  a pool in the center of the town that measured 3
  by 4 meters and 2 meters deep. How many liters
  of water could this pool hold? (1 cubic meter
  1,000 liters)

Click here for more information on volume.
39
Great Pyramids!

• What kind of pyramid is the Great Pyramid?
• a) rectangular pyramid
• b) triangular pyramid
• c) hexagonal pyramid
• d) square pyramid
• e) circular pyramid

Click here for more information on geometric
shapes.
40
Floor Coverings

• When the kids arrived at Nefahs home they were
  asked to sit on some brightly painted grass mats
  on the floor. Each of these mats measured 1 by 2
  meters and were placed in a room that measured 4
  by 3 meters. What percent of the floor did the 2
  mats cover?

For more information on area and percents, click
on the hyperlinks.
41
Making Bread

• After returning from Egypt, Connie and K.T. get a
  craving for some authentic Egyptian bread. So
  they decide to go back to the open air market to
  purchase some barley dirt and all. They need 4
  oz of barley, priced at 8.18 Egyptian pounds per
  ounce. How much money should they bring if 1 US
  dollar 4.675 Egyptian pounds? Round up to
  nearest dollar.

42
The Air That We Breathe

• When we breathe air into our lungs, we take
  oxygen out of the air.
• When we breathe air out of our lungs, we add
  carbon dioxide to the air.

OXYGEN
CARBON DIOXIDE
43
Carbon Dioxide

• Imagine that one of the workers in Tuts Revenge
  was working in the Treasury room.
• If the worker closed the door to the Treasury
  room and continued to breathe, the amount of
  carbon dioxide in the room should
• A. increase.
• B. decrease.
• C. remain the same.

44
Is Carbon Dioxide a Health Hazard?

• High levels of carbon dioxide in the air will
  cause us to breathe more often and more deeply.
• Very high levels of carbon dioxide can cause
  death.
• Therefore, we might think of carbon dioxide as a
  naturally produced air pollutant.

45
Carbon Dioxide Production (mL/min)

• How much carbon dioxide would a worker produce
  in 1 minute if he was performing light work?

46
Carbon Dioxide Production (mL/min)

• How much carbon dioxide would a worker produce
  in 4 hours if he was performing light work?

Click here for more information on working with
time.
47
Converting Units

• Given
• 1 L (liter) 1000 mL (milliliters)
• If a worker performing light work produces
  144,000 milliliters of carbon dioxide in 4 hours,
  how many liters of carbon dioxide is this person
  producing in 4 hours?

For more information on metric multiplication
factors, click here.
48
Carbon Dioxide Concentration

• Given
• 1. A worker performing light work produces 144
  liters of carbon dioxide in 4 hours.
• 2. The volume of air in the Treasury room is
  37,000 liters.
• After 4 hours of work, what is the ratio of
  carbon dioxide to the volume of air in the room?
• Now express this ratio as a fraction.

For more information on ratios, click here.
49
Carbon Dioxide Concentration

• Given
• 1. The fraction of carbon dioxide to the volume
  of air in the Treasury room is 144 / 37,000.
• 2. Breathing a mixture of air in which the
  fraction of carbon dioxide is greater than 1 /
  100 will cause some discomfort and possibly
  sickness.
• - Will a worker working in the Treasury room
  and performing light work for 4 hours have
  difficulty breathing or become sick?

For more information on ratios, click here.
50
Why Do Vomiting Diarrhea Matter?

• What are the consequences of prolonged vomiting
  and diarrhea? (That is, what is being lost from
  the stomach and what is being lost from the
  intestines? Now what happens to the body when
  these losses occur?)
• How should the shaman (doctor) treat these
  patients?

51
Why Do Vomiting and Diarrhea Occur?

• Anatomy Dictates Function
• What do you think this means, especially as it
  relates to the sickness here?
• Hint Think about the bodily structures that
  create these functions.

52
The Anatomy and The Function That Follows

• Think about the stomach and intestines as one
  long tube, open at one end to receive stuff and
  open at the other to get stuff out. Along the
  way, food is broken down, nutrients are absorbed
  and different cells along the tube remove water.
• How does this system break-down if something
  irritates the cells that line this tube,
  triggering the muscle cells of the gut to get rid
  of bad stuff as fast as possible (out both ends
  if necessary)?
• Make a list of what the body fails to receive and
  what it loses during vomiting and diarrhea.

53
Where Might the Bad Water or Food Originate?

• Conduct a make-believe survey of at least 50
  workers who are sick and 50 who are not. Ask
  them
• Where did you eat your last breakfast? last
  lunch? last supper?
• What did you have to eat and drink at your
  last breakfast? last lunch? last supper?
• Where do you get your drinking water?
• Discuss how you would use the information to
  arrive at the source of the sickness.

54
Investigating Water

• Could the water in Luxor be contaminated?

55
Their Drinking Water

• Travis had noted that workers were drinking out
  of the river and the canals.
• Which is a more likely source of contamination,
  river water or canals? Why?
• Find out more!

56
Investigating Water

• Could something that the pyramid workers drank
  have caused the sickness?
• Why or why not?
• Where did they get their drinking water?

57
What About the Privies?

• K.T. pointed out that wastewater from outdoor
  toilets could drain into the Nile as it
  approached the camp and that workers might be
  drinking contaminated water.
• Surface water from privies, ponds, and creeks
  can drain directly into rivers, lakes and oceans.
  Other surface water seeps through soil and
  collects in rock formations (aquifers) that trap
  it. Some of that water can come back to the
  surface as springs or by drilling wells.

58
What About the Privies?

• If privies drain directly into a river, that
  obviously contaminates the river water. How
  could privies contaminate water that is below
  ground?
• Privy water percolates through the soil before
  it reaches ground water. Compare this with
  percolating coffee, in which materials are
  extracted from the substrate (as water extracts
  minerals from the soil). The materials in privy
  water can stick to soil and rocks. Eventually the
  privy water may collect in underground water
  wells. This well water would be contaminated
  unless the wells were very deep and all the germs
  in privy water had been trapped by soil and rocks
  before it got to the well water.
• How do you suppose these ideas influence the
  design of septic systems for rural homes?

59
Getting Clean Water

• How could the Egyptian workers have prevented
  large numbers of germs from getting in their
  drinking water?
• Even if the water were contaminated, how could
  they have made it safer?
• Click here to find out more!

60
What Do You Think?

• Why do you think so many people live along the
  Nile River?
• Do you think there are any problems with living
  close to the river? Is there any reason why you
  might not want to live too close to the river?

61
Possible Multiple Routes of Exposure

• Can the sickness be coming from more than one
  source?
• Why or why not?

62
Why Does Bad Food or Water Make Us Sick?

• Why does contaminated food or water cause
  vomiting and diarrhea? That is, what is the gut
  trying to do?
• What do you suppose is happening in the gut to
  cause this response?

63
Investigating Food

• Could the food in Luxor be contaminated?
• Find out more on Egyptian food
• by clicking here!

64
Was It Food Poisoning?

• 1. Germs can grow in food and make us sick
• 2. Some germs release toxins that remain even
  after the germs have been killed.
• 3. The source of food poisoning can often be
  traced by good detective work.
• How can you relate this information to the
  problem in the story?

65
Investigating Food

• Could the food that the workers ate be a source
  of sickness?
• Why or why not?
• What foods were possible problems? Why?

66
What About Types of Foods?

• Egyptian workers ate a lot of bread. Bread does
  not support growth of bacteria and parasites very
  well.
• Other kinds of food DO support bacterial growth.
  Foods that are normally eaten cold should be kept
  cold and foods that are normally eaten hot should
  be kept hot. Why?
• What foods and beverages might the Egyptians have
  consumed that would have been hard to keep at the
  proper temperature?

67
Role of Climate in Food Poisoning

• The ancient Egyptians did not have refrigeration,
  so climate (especially temperature and moisture)
  affected how quickly bacteria grew in food.
• Find out more about the climate of Egypt in the
  next slides.

68
What Kind of Bugs Could Cause
These Problems?

• Bacteria
• salmonella
• listeria
• E . coli
• V. cholerae
• Parasites
• giardia
• entamoeba
• Find Web sites that discuss these diseases

Salmonella
Giardia
69
Multiplication of Bacteria

• When a bacterium divides, 2 bacteria are created.
• Under optimal conditions, bacteria will divide
  every 4 to 20 minutes.
• So how does thisapply to our story?

70
Multiplication of Bacteria

• If a piece of food or a drink had 10 bacteria in
  it and the bacteria divided every 10 minutes, how
  many bacteria would be in the food or drink one
  hour later?

71
Parasites and Bacteria Grow Fast!- as long as
the temperature is right and there are enough
nutrients-Typical growth curve of an
undisturbed population of microbes at
normal temperatures (about 40 130 degrees F)
72
Can YouExplain

• Why growth becomes stationary?
• Why the microbes eventually start dying?
• Why this rapid growth does not occur at cold
  temperatures? at hot temperatures?

73
Germs divide faster when it is warm .

• So, lets look at the Egyptian climate.

74
Whats the Difference Between Weather and Climate?

• Are the following examples of weather,
  climate, both or neither?
• 1) Luxor is warm and dry and gets less than
  one
• inch of rain each year.
• 2) The temperature in Luxor right now is 97
• degrees Fahrenheit and there is no rain
  today.
• Find out more!

75
So, Whats the Climate Like There?

• Create a climograph using the charts from the
  data on this and the following page. If you need
  to print out a blank graph, click here.
• What is the average temperature for each month?
• Mean Temperature in Luxor (high/low in
  Fahrenheit)
• Jan. 70/45 July 104/78
• Feb. 74/49 Aug. 102/77
• Mar. 83/56 Sept. 99/74
• Apr. 93/65 Oct. 93/68
• May 100/71 Nov. 81/56
• June 104/76 Dec. 73/48
  

76
Mean (Average) Annual Temperature

• Given the average monthly temperatures, what is
  the average yearly temperature?
• Mean Monthly Temperatures in Luxor (in
  Fahrenheit)
• Jan. 57.5 July 91.0
• Feb. 61.5 Aug. 89.5
• Mar. 69.5 Sept. 86.5
• Apr. 79.0 Oct. 80.5
• May 85.5 Nov. 68.5 June 90.0 Dec. 60.5
  

77
Temperature Scales

• To convert from a temperature in oF to a
  temperature in oC, use the following equation
• oC 5/9 x (oF-32)
• Given the average yearly temperature in Luxor is
  76.6 oF, what is the average yearly temperature
  in Luxor in degrees Celsius, oC?

For more information on temperature conversions,
click here.
78
So, Whats the Climate Like There?

• What is the average precipitation each month?
• Average Rainfall in Luxor ( in inches )
• Jan. 0 July 0
• Feb. 0 Aug. 0
• Mar. 0 Sept. 0
• Apr. 0 Oct. 0
• May 0 Nov. 0
• June 0 Dec. 0

79
Lets Talk About the Weather...

• Use your climographs to answer these questions
• 1) Which are the warmest months in Luxor? In
  your city?
• 2) Which place has the highest yearly
  precipitation?
• 3) If you had to go on a mission like K.T., but
  for an entire year, what changes would you do to
  adapt to the climate?

80
Reviewing the Hypothesis in Light of the Evidence

• Review your original hypothesis
• Does the evidence support it?
• What could be done to prevent the health
  problems?
• What can be done to stop the sickness outbreak?

81
Which of the possible hazards do you think is
making the workers sick?

• Rank the items in this list from the most likely
  (1) to least likely (4)
• A. Breathing contaminated air
• B. Eating contaminated food
• C. Drinking contaminated water
• D. Touching contaminated paint

82
But, What About the Egyptian Pyramids?

• Remember Connie, K.T. and Travis didnt get to
  see the pyramids.
• The largest pyramids are located at Giza, Egypt
  which is several hundred kilometers north of King
  Tuts tomb in Luxor.
• The Great Pyramid was built more than 1,000 years
  before King Tut died.
• Now, just for fun, lets take a look at the
  Great Pyramid.

83
Great Pyramid

• ___________ was buried here.

84
The Great Pyramid

• Which of the following formulas is the correct
  formula for calculating the area of one side of a
  pyramid?
• A. Area of a triangle 1/2 x base x height
• B. Area of a square side x side
• C. Area of a circle p x radius x radius
• D. Area of a rectangle width x length

Click here for more information on area
calculations.
85
The Great Pyramid

• To calculate the area of one side of a pyramid,
  we need to use the formula for the area of a
  triangle.
• Area of a triangle 1/2 x base x height
• Which of the following
• dimensions should we
• use for the base?
• width 230 m or
• length 230 m

Click here for more information on area
calculations.
86
The Great Pyramid

• To calculate the area of one side of a pyramid,
  we need to use the formula for the area of a
  triangle.
• Area of a triangle 1/2 x base x height
• Which of the following
• dimensions should we
• use for the height?
• pyramid height 146.5 m or
• slant height 186.25 m

Click here for more information on area
calculations.
87
The Great Pyramid

• Given
• base 230 m
• height 186.25 m
• Area of a triangle 1/2 x base x height
• Calculate the area of one side of the Great
  Pyramid.

Click here for more information on area
calculations.
88
Brain Teaser Painting the Great Pyramid

• Given
• - Area of one side of the pyramid 21,418.75 m2
• - 1 liter of paint can cover approximately 8 m2
  of surface area
• How much paint would be required to cover the
  exposed surfaces of the Great Pyramid?

Click here for more information on conversions.
89
Concerned Characters

• The mysterious illness is affecting many
  characters in the story.
• Make a list of three important characters that
  are affected.
• How is each characters concern about the
  illness affected by his or her perspective?

90
A Lesson for the Overseer

• Re-read the end of the story.
• Put yourself in K.T.s place.
• Identify and discuss three important points that
  she should share with the Overseer before she
  returns home.
• Why is it important for her to communicate with
  the Overseer?

91
Use Science To Make Your Point!

• Design a field test experiment that will help
  prove to the Overseer what is causing the
  vomiting and diarrhea.
• Divide up workers into groups being exposed to
  only one possible problem source.
• State how many should be in each group and how
  long the test should last.
• State how you will control things so that there
  is only ONE problem source.
• What form will the data take and how will you
  interpret them?

92
Report To A Classmate

• Prepare a brief scientific report that states one
  plausible hypothesis for the cause of the
  mysterious illness. Include
• Supporting data
• Analysis
• Conclusion
• Share your report with a classmate for their
  review and comments.

93
Powers of Persuasion

• Youve learned important information about the
  illness. Continue to share your knowledge with
  others!
• First, try the Unlocking Language Quiz to sharpen
  your communication skills.

94
Powers of Persuasion

• Review the basics of Persuasive Writing before
  you begin.
• Now practice making your case!
• Prepare a letter to the Overseer that persuades
  him to correct problems at the camps.
• Prepare an oral presentation for the Overseer
  that informs him of your findings and persuades
  him to take action. Use visual images to
  strengthen your case.

95
How to Make the Place Safe

• Create a presentation instructing work-site
  supervisors on the specific precautions required
  to prevent the illness.
• Select one change that must be made and write a
  detailed description of how to implement the
  needed change.
• Do you remember how to write an informative essay?

96
The Land of the Pharaohs

• Youve solved the mystery, now enjoy learning
  more about Egypt!

97
Spend the Day With King Tut

• Research details of Egypt and Luxor during the
  time of King Tutankhamuns brief reign. Click
  here for a brief history.
• Consider the details of the Kings daily routine
  including clothing, diet, housing and
  entertainment. (Get more information on these
  topics on the following slides.)
• If King Tut were alive today, what questions
  would you ask him about his life?

98
Can You Relate to King Tut?

• Compare the problems you face on an average day
  with the problems a teenage monarch such as King
  Tut might face.
• Write King Tuts obituary.

99
A Quick Tour of Egyptian Culture

• The following few slides will give you a taste of
  more than just Egyptian food! Travel through the
  next few pages to get a feel of Egypt.

100
The People of Luxor

• What are some human characteristics of this
  region during ancient Egypt?
• How is their clothing different from your own
  region? How is it similar?
• Why do you think they wore such clothing?
• Find out more!
• Nobleman
  Female Nobleman
• Elaborate servant
  Short kilt,
• pleated Simple dress
  pleated and
• garment with wide
  belted
• jewelry, wig
  shoulder shoulder-
• and scented
  straps long length
  hair
• cone sandals
  hair necklace
• with the unplated
• curled toes
  jewelry

101
Think About Their Lifestyle...

• What kind of work did the people of Luxor do?
• Find out more!

102
The Nile River Near Luxor

• What sort of physical features do you see?
• Compare these to what you see in your city
• Click here to find out more

103
Population Distribution

• The circled area is where the Nile River is
  located.
• Notice the dark purple along the Nile. The dark
  purple shows that many people live near the Nile.
• As you look away from the Nile River, the color
  on the map becomes much lighter. This lighter
  color shows that few people live in that area.
• Why?

104
Reviewing the Adventure

• What was the story all about?
• What did we learn about Egypt?
• What were the health problems?
• What was it about the environment that was
  causing the health problems? How did we figure
  that out?
• What could prevent the health problems?

105
Teachers, please click on this link to complete a
short survey concerning this module
http//peer.tamu.edu/forms/curricula_survey_2003.h
tm
This product is available through the cooperation
of the following 

National Institute of Environmental Health
Sciences Partnership for Environmental
Education and Rural Health College of
Education, Texas AM University

• Department of Agricultural Education
• The Center for Environmental and Rural Health
• College of Veterinary Medicine, Texas AM
  University

106
List of Slide Numbers that Correspond to the
Different Subject Areas
Social Studies Slides 5-13 60 73-74 82-83 96-
97 99-103
Science Slides 15 20-32 42-44 50-59 61-69 71
-72 79-81 91-92
Math Slides 14 33-41 45-49 70 75-78 84-88
English Slides 4 15-19 89-90 93-95 98