1. Visualising the Invisible
This resource has been developed by the Association for Science Education for their RCUK-funded series
‘Research focused teaching resources to inspire students in STEM Careers’

2. How to use this resource…
at the start of a topic to…
engage students in a real life context relating to current research
to find out what students already know
consolidate existing understanding
at the end of a topic to…
assess student understanding by challenging students to apply their learning to a new context
to provide a contemporary example of how scientists are pushing the boundaries in understanding a subject area further
add depth and challenge
within a topic to…
enhance students’ confidence in the analysis of data by providing the opportunity to work with data types beyond those obtained in the school laboratory
assess student understanding of specific aspects of working with data (working scientifically by applying their understanding in a new context)
as an independent learning activity
to promote careers in STEM and show the varied work of scientists

3. Teacher answers to SS1 questions
Research insight…
For a summary, see the Visualising the Invisible project webpage.
Curriculum keywords
pathogen, bacteria, virus, infection, communicable disease
Teacher answers to SS1 questions
A healthcare associated infection.
Any acceptable response such as by contact with infected fluids, through droplets from a cough or sneeze, by touch contact from unclean hands…
The focus should be on students’ reasons for choice. Students may choose items that may have been touched by the ill patient, but have they recognised that pathogens may come off the hands of those visiting or from staff (e.g. on the patient notes)?
A whole-class discussion could be used to raise the points above. During the project results were combined to create a video clip visualisation which may be viewed online.
Cleaning routines are critical in reducing pathogens in the ward. Hand washing is also essential to prevent pathogens being brought in.
Pathogens are easily transferred by touch, so by monitoring which items are touched most, hospitals could ensure that cleaning schedules cover these items frequently.
If items are not cleaned, then even if staff or visitors have cleaned their hands on entering the ward, they could pick up pathogens from uncleaned items in the ward and pass them to the patient.
The BIG Research Question explanation
An understanding of hand-touch data can be used to change the behaviour of individuals (e.g. encouraging hand washing). It can also be used to inform hospital cleaning systems ensuring that high touch items are cleaned more regularly.

4. Teacher guidance and answers to SS2a
VISINVIS Project:
What happened next…
Hospital staff took part in workshops to create model pathogens based on their own imagination rather than biological accuracy. These were used to make a video clip visualisation. This was improved to allow the user to zoom and move around the virtual ward as well as to view the ward with and without the pathogens displayed.
Teacher guidance and answers to SS2a
It was important that hand-touch data was recorded secretly to ensure that people’s behaviour did not change. Other research has shown that when people know they are being watched behaviour (such as hand washing) changes.
The data suggests a correlation. This can be seen from the graph as the bars for both hand touch and sites with heavy contamination both increase.
The data for the bed table is unexpected because although the hand touch frequency goes up the number of times that the bed table was classed with high levels of contamination is reduced.
More than one answer could be acceptable here. One possibility is that after using the hand gel people touch the table. Hand gel then left on the table may impede microbial recovery.

5. Useful links Further information
3D Microscopy A video about a BBSRC project showing the benefits of using 3D models of microbes both for those with visual impairments and for all students.
Biomedical Picture of the Day Follow this site for stunning images including many from the microscopic world such as Salmonella typhi bacteria.
Other resources from AHRC…
Animals and Archaeology
A resource exploring what the isotope analysis of animal bones can tell us about the past. This includes more in depth information about how isotopes are measured and analysed that would be suitable for post-16 students.
Fossil Finders
An opportunity for students to take part in real research by using their observational skills to contribute to this citizen science project.

6. Acknowledgements Research Project Research Paper Organisations
The Visualising the Invisible research project has a project website for the public visinvis.org . A short video has also been produced by AHRC summarising the project.
Thank you to Dr Colin Macduff, Principal Investigator, Institute for Health and Welfare Research/School of Nursing and Midwifery, Robert Gordon University, Aberdeen and Dr Stephanie Dancer, Consultant Microbiologist, NHS Lanarkshire and Professor of Microbiology at Edinburgh Napier University for their support in the development of this activity. Photographs are from the project team.
Research Paper
Data for the Going Deeper activity was kindly shared from a study currently in progress:
Dancer SJ, Adams C & Smith J. ‘Examining the relationship between surface bioburden and frequently touched sites in the healthcare environment’.
Organisations
The Visualising the Invisible project was funded by the joint AHRC / Scottish Funding ‘A Healthier Scotland initiative‘. Collaborating organisations were:
Institute for Health and Welfare Research, Robert Gordon University Institute for Innovation, Design and Sustainability, Robert Gordon University
Glasgow School of Art Duncan of Jordanstone College of Art and Design, University of Dundee NHS Lanarkshire NHS Grampian NHS Education for Scotland (NES) Health Protection Scotland/Scottish Infection Research Network