Tuts Revenge Integrated Middle School Curriculum Partnership for

Tut’s Revenge Integrated Middle School Curriculum Partnership for Environmental Education and Rural Health (PEER; http: //peer. tamu. edu) Texas A&M University

Primary Authors: Jon Hunter Bill Klemm Deborah Kochevar Jim Kracht Based on a story by Marguerite Swilling Production of the Partnership for Environmental Education and Rural Health funded by NIEHS, Larry Johnson, PI

Mr. or Ms. Smith’s class Tut’s Revenge Your Middle School

Reading With A Purpose • As you read “Tut’s Revenge, ” think about these questions: – Who are the main characters? – Where and when is the story taking place? – What is the plot? – What are the signs of danger or sickness in the story? – How does it all turn out? EG-0. 1

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! EG-1. 0

Where in the world is Luxor? Use the following maps to: 1) Estimate Luxor’s global address using the lines of latitude and longitude. 2) Estimate the distance from your school to Luxor using the scale. EG-2. 0

Texas Luxor N W E S EG-3. 0

Geography of the Region • Look at the map on the following page. • Study the map carefully and answer the questions about Luxor’s location on the following slide. EG-4. 0

Luxor N W E S EG-5. 0

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? EG-6. 0

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. EG-7. 0

N E W S EG-8. 0

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? EG-9. 0

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? EG-10. 0

Historical Perspective • If King Tutankhamun died in 1323 B. C. , how many years has it been since King Tut’s death? GREAT PYRAMIDS BUILT 3000 2000 BIRTH OF CHRIST 1000 0 1000 DEATH OF KING TUT EG-11. 0 For more information on time measurements, click here. 2000 TODAYS DATE

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! EG-12. 0

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. EG-13. 0

Are you ready? Before starting your interviews think… EG-14. 0

Who do you believe? EG-15. 0 How will fact be distinguished from opinion in the interviews?

What’s 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? EG-16. 0

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. EG-17. 0

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. EG-18. 0

Planning a Strategy EG-19. 0 • 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 • What tests or facts would support your hypothesis? • What predictions would you make base on your hypothesis? Do the predictions fit the story? for help here. )

A Place to Start • K. T. , Connie, and Travis noticed that it was very hot in the Valley of the Kings. • There weren’t 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. EG-20. 0

Predictions • What would you predict based on your hypothesis? EG-21. 0

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? EG-22. 0

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? EG-23. 0

Investigating Touch Could something the workers touched be contaminated? The workers used milk-based paints to decorate King Tut’s Burial Chamber. EG-24. 0

Investigating Touch The paints were made of milk casein, clay, earth pigments, and lime. EG-25. 0

Was the paint toxic? As you consider your answer to this question, you can assume that the workers didn’t drink the paint and that fresh milk was used to make the paint. EG-26. 0

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? EG-27. 0

Investigating Air Could the air in the tomb be contaminated? Recent photograph of the entrance to King Tut’s underground tomb EG-28. 0

King Tut’s Underground Tomb ENTRANCE 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? PASSAGE ANTECHAMBER ANNEX TREASURY BURIAL CHAMBER EG-29. 0

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. B. C. D. Volume = 1/3 x length x height Volume = length x width x height Volume = 1/2 base x height Volume = length x height Click here for more information on volume. EG-30. 0

What’s 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 Click here for more information on volume. EG-31. 0 width

What’s 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 EG-32. 0

The Chariot Drive Let’s pretend that Travis was granted his wish and was allowed to drive a chariot during their visit to Egypt. He traveled 3 miles in 10 minutes. What was his average speed in miles per hour? EG-33. 0

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. EG-34. 0

Chillin’ at the Pool On the way to Nefah’s house the kids encountered a pool in the center of the town that measured 3 meters wide by 4 meters long by 2 meters deep. How many liters of water could this pool hold? (1 cubic meter = 1, 000 liters) EG-35. 0 Click here for more information on volume.

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. EG-36. 0

Floor Coverings When the kids arrived at Nefah’s home they were asked to sit on 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 3 mats cover? For more information on area and percents, click on the hyperlinks. EG-37. 0

Making Bread After returning from Egypt, Connie and K. T. get a craving for some authentic Egyptian bread. They decide to go back to the open air market to purchase some barley – dirt and all. They need 100 grams of barley, priced at 0. 3272 Egyptian pounds per gram. How much money should they bring if 1 US dollar = 4. 675 Egyptian pounds? (Round up to nearest dollar. ) EG-38. 0

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 EG-39. 0 CARBO N DIOXIDE

Carbon Dioxide Imagine that one of the workers in Tut’s 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. EG-40. 0

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. EG-41. 0

Carbon Dioxide Production (m. L/min) How much carbon dioxide would a worker produce in 1 minute if he was performing light work? EG-42. 0

Carbon Dioxide Production (m. L/min) EG-43. 0 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.

Converting Units • Given: 1 L (liter) = 1000 m. L (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? EG-44. 0 For more information on metric multiplication factors, click here.

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 light work, what is the ratio of carbon dioxide to the volume of air in the room? – Now express this ratio as a reduced fraction. For more information on ratios, click here. EG-45. 0

Carbon Dioxide Concentration • Given: 1. The fraction of carbon dioxide to the volume of air in the Treasury room is 18 / 4, 625. 2. Breathing in air in which the fraction of carbon dioxide is greater than 1 / 100 will cause some discomfort and possible 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. EG-46. 0

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? EG-47. 0

Why do vomiting & diarrhea matter? “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. EG-48. 0

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. EG-49. 0

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. EG-50. 0

Investigating Water Could the water in Luxor be contaminated? EG-51. 0

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! EG-52. 0

Investigating Water • Could something that the pyramid workers drank have caused the sickness? • Why or why not? • Where did they get their drinking water? EG-53. 0

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. EG-54. 0 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.

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? EG-55. 0

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! EG-56. 0

What do you think? • Why do you think so many people live along the Nile River? • Do you think there any problems with living close to the river? Is there any reason why you might not want to live too close to the river? EG-57. 0

Possible Multiple Routes of Exposure • Can the sickness be coming from than one source? • Why or why not? EG-58. 0 more

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? EG-59. 0

Investigating Food Could the food in Luxor be contaminated? Find out more on Egyptian food by clicking here! EG-60. 0

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? EG-61. 0

Investigating Food • Could the food that the workers ate be a source of sickness? • Why or why not? • What foods were possible problems? Why? EG-62. 0

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? EG-63. 0

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. EG-64. 0

What kind of “bugs” could cause these problems? • Bacteria – – Salmonella salmonella listeria E. coli V. cholerae • Parasites – giardia – entamoeba Find Web sites that discuss these diseases EG-65. 0 Giardia

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 this apply to our story? EG-66. 0

Multiplication By Division! 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? EG-67. 0

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) – EG-68. 0

Can You Explain: • • • EG-69. 0 Why growth becomes stationary? Why the microbes eventually start dying? Why this rapid growth does not occur at cold temperatures? …at hot temperatures?

Germs divide faster when it is warm. Let’s look at the Egyptian climate. EG-70. 0

What’s 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! EG-71. 0

What’s 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 EG-72. 0 104/76 Dec. 73/48

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 EG-73. 0

Temperature Scales • To convert from a temperature in o. F to a temperature in o. C, use the following equation: o o C = 5/9 x ( F-32) – Given the average yearly temperature in Luxor is 76. 6 o F, what is the average yearly temperature in Luxor in o degrees Celsius, C? For more information on temperature conversions, click here. EG-74. 0

What’s 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 EG-75. 0

Let’s 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 make to adapt to the climate? EG-76. 0

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? EG-77. 0

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. B. C. D. EG-78. 0 Breathing contaminated air Eating contaminated food Drinking contaminated water Touching contaminated paint

What about the Egyptian pyramids? Remember: Connie, K. T. and Travis didn’t get to see the pyramids. • The largest pyramids are located at Giza, Egypt which is several hundred kilometers north of King Tut’s tomb in Luxor. • The Great Pyramid was built more than 1, 000 years before King Tut died. Now, just for fun, let’s take a look at the Great Pyramid. EG-79. 0

The Great Pyramid ______ was buried here. EG-80. 0

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 D. Area of a rectangle = width x length EG-81. 0 Click here for more information on area calculations.

The Great Pyramid • To calculate the area of one side of a square 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 be used for the base? width = 230 m or length = 230 m EG-82. 0 Click here for more information on area calculations.

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 be used for the height? pyramid height = 146. 50 m or slant height = 186. 25 m EG-83. 0 Click here for more information on area calculations.

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. EG-84. 0 Click here for more information on area calculations.

• Brain Teaser – Painting the Great Pyramid Given: - Area of one side of the pyramid = 21, 418. 75 m 2 - 1 liter of paint can cover approximately 8 m 2 of surface area Click here for more information on conversions. EG-85. 0 Approximately how much paint would be required to cover the exposed surfaces of the Great Pyramid?

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 character’s concern about the illness affected by his or her perspective? EG-86. 0

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? EG-87. 0

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? EG-88. 0

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. EG-89. 0

Powers of Persuasion • You’ve learned important information about the illness. Continue to share your knowledge with others! • First, try the Unlocking Language Quiz to sharpen your communication skills. EG-90. 0

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. EG-91. 0

How to Make the Place Safe EG-92. 0 • 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?

The Land of the Pharaohs You’ve solved the mystery, now enjoy learning more about Egypt! EG-93. 0

Spend the Day With King Tut • Research details of Egypt and Luxor during the time of King Tutankhamun’s brief reign. Click here for a brief history. • Consider the details of the King’s 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? EG-94. 0

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 Tut’s obituary. EG-95. 0

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. EG-96. 0

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 Elaborate pleated garment; jewelry, wig and scented cone; sandals with the curled toes EG-97. 0 Female servant Simple dress with wide shoulder straps; long hair; unplated jewelry Nobleman Short kilt, pleated and belted; shoulderlength hair; necklace

Think About Their Lifestyle. . . • What kind of work did the people of Luxor do? Find out more! EG-98. 0

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 EG-99. 0

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? EG-100. 0

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? EG-101. 0

Teachers, please click on this link to complete a short survey concerning this module: http: //peer. tamu. edu/forms/Curricula_Survey. shtml. This product is available through the cooperation of the following: National Institute of Environmental Health Sciences Department of Agricultural Education, Texas A&M University Partnership for Environmental Education and Rural Health The Center for Environmental and Rural Health College of Education, Texas A&M University EG-102. 0 College of Veterinary Medicine, Texas A&M University

List of Slide Numbers that Correspond to the Different Subject Areas Science Slides Social Studies Slides 21 -33, 43 -45, 51 -60, 62 -70, 72 -73, 80 -82, 92 -93 and EG 17. 0 -29. 0, 39. 0 -41. 0, 47. 056. 0, 58. 0 -66. 0, 68. 0 -69. 0, 76. 0 -78. 0, 88. 0 -89. 0 6 -15, 61, 75, 83 -84, 98, 101 -104 and EG 2. 0 -11. 0, 57. 0, 71. 0, 79. 0 -80. 0, 94. 0, 97. 0 -100. 0 Math Slides English Slides 4 -5, 16 -20, 90 -91, 94 -96, 99 and EG 0. 1, 1. 0, 12. 0 -16. 0, 86. 0 -87. 0, 90. 0 -92. 0, 95. 0 EG-103. 0 15, 34 -42, 46 -50, 71, 76 -79, 85 -89 and EG 11. 0, 30. 0 -38. 0, 42. 046. 0, 67. 0, 72. 0 -75. 0, 81. 0 -85. 0