Simulating an Epidemic with GloGerm

Students simulate the spread of an epidemic using GloGerm, a harmless fluorescent powder that glows under UV light. After a series of controlled handshakes, they trace the spread of infection through the group and attempt to identify patient zero.

1. Prepare one petri dish per student containing gauze soaked with mineral oil and cornstarch. Replace cornstarch with GloGerm in one dish to designate patient zero.
2. Give each student a latex glove, instructing them to put it on their non-writing hand.
3. Students rub the gauze from their dish onto the glove. Only one student unknowingly has the GloGerm “infection.”
4. Conduct three to five rounds of controlled handshakes. Ensure students record who they shake hands with each round.
5. After the last round, test for infection by examining gloves under UV light in a controlled testing station.
6. Record which students are infected and reconstruct the path of transmission back to patient zero.
7. Discuss the spread, highlighting how quickly an epidemic can expand and the exponential growth of infections.

📄 The Epidemic: a Large Group Activity That Demonstrates Transmission of Infectious Agents - American Society for Microbiology: https://asm.org/lesson-plans/the-epidemic-a-large-group-activity-that-demonstr

• Test a few students midway through the activity to simulate real-world diagnostic testing.
• Increase or decrease the number of handshake rounds to change infection rates.
• Have multiple “patient zeros” to simulate overlapping outbreaks.
• Compare different handshake intensities (light vs. vigorous) to observe spread differences.

• Ensure students wear gloves to avoid direct contact with GloGerm and oils.
• Use safety glasses when handling UV lights.
• Dim the lights or use a cardboard isolation box for safe UV visualization.
• Remind students to use standard handshakes only, not to intentionally spread oil over large glove areas.
• Test gloves before the activity to check for any fluorescent specks that may cause false positives.

• What does this activity reveal about how quickly infections can spread? (Infections spread exponentially with repeated contacts.)
• How can false positives or false negatives affect our understanding of an epidemic? (They may hide true infections or falsely label healthy individuals as infected.)
• Why is recording encounters important for identifying patient zero? (It provides a traceable network of contacts.)
• How is this simulation similar to and different from real epidemics? (It shows contact-based spread but simplifies real-world complexities such as immunity, symptoms, and incubation periods.)
• How do preventive measures in real life (e.g., vaccination, masks, handwashing) compare to the “glove” or control measures in this activity?