© 2002 Trustees of Boston University. Regional Biotech, The University of Texas-Pan American. Using a simulated viral extract, students perform an Enzyme-Linked-Immunosorbent-Assay (ELISA) to screen a hypothetical patient for HIV.

© 2008-2012 The Regents of the University of California. All Rights Reserved. Science & Health Education Partnership. Using a potassium hydroxide solution (KOH) in one vial and water in the others, students simulate the exchange of body fluids to discover how infectious diseases spread. Using the acid-base indicator, phenolphthalein, students discover who has been infected and try to predict the number of infections that would occur after more interactions. Students identify behaviors that increase or decrease the risk of infection.

© 2011 National Academy of Sciences. Marian Koshland Science Museum of the National Academy of Sciences. Students study the HIV viral infection pathway in a human cell and try to determine different points where the pathway could be inhibited to prevent the spread of the infection.

SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Using identified Web resources, students investigate several viruses, gaining an understanding of the distinction between a virus and a disease. Then, using paper and envelopes, they simulate the spread of viruses. A discussion helps to correct misinformation about HIV/AIDS.

SAFER·HEALTHIER·PEOPLE™, Centers for Disease Control and Prevention, Department of Health and Human Services. Excellence in Curriculum Innovation through Teaching Epidemiology and the Science of Public Health (EXCITE). Working in teams, students search identified Web sites for basic information on HIV, the history of the virus, and misconceptions surrounding the virus. Students work together to answer questions on a review sheet that is passed from student to student. After discussing the answers, students check the back of their sheets for an X that was pre-marked on one of the sheets. This person is the carrier of a virus. Those students who wrote answers on that paper are also infected. Students draw conclusions about the spread of HIV through this simulation.

© 2011 National Academy of Sciences. Marian Koshland Science Museum of the National Academy of Sciences. Students examine source data from the World Health Organization (WHO) and analyze the state of the HIV pandemic in several hard-hit countries. They develop an understanding of how infectious diseases can be controlled in different regions of the world given certain socio-political and economic realities.

© 2010 Howard Hughes Medical Institute. Students simulate taking HIV antiretroviral drugs by using mints and Kool-Aid. They will experience how easy or difficult it is to fully adhere to a treatment program.

© 2011 Baylor College of Medicine. This curriculum consists of five activities that explore part of the HIV/AIDS story. Students construct paper models of the HIV virus to understand its structure and how it replicates itself. Students learn how to calculate exponential growth, graph transmission rates, and plot the spread of HIV on a world map. They then focus on the United States when they create presentations about HIV/AIDS in America.

© AMREF Canada | African Medical & Research Foundation, African Health Development Organization 2011. The number of child-headed households is growing in Africa and other parts of the world. This activity encourages students to think about children who have no parents or other adults at home and what these children would have to do to take care of themselves.

© 2007 University of Rochester. Life Sciences Learning Center. Students learn how the immune system responds to subunits of HIV virus genome and use immunoassays to determine the effectiveness of potential AIDS vaccines.