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Pathogens and
Disease CPU Objectives
15-Activity ID #905
Activity 1
1-1. Define pathogens.
1-2. Investigate the evolution of germ
theory.
1-3. Discover several important figures
in the development of germ theory.
1-4. Explore careers related to
pathogens and disease.
1-5. Select two careers you would
like to shadow and discuss the possibility with the instructor.
Activity 2
2-1. Define terms related to epidemiology.
2-2. Review the immune system.
2-3. Determine the initial steps of an
epidemic investigation.
2-4. Conduct research on E. coli bacteria
in preparation for a simulated epidemic.
Activity 3
3-1. Review basic microbiology.
3-2. Collect samples of untreated water.
3-3. Prepare slides for examination.
3-4. Utilize the microscope to examine
microbes in the untreated water samples.
3-5. Create a report describing the type
and number of microbes in each water sample and contrasting the samples.
3-6. Determine whether or not an actual
outbreak is occurring in the epidemic scenario by creating a bar graph to
track cases.
Activity 4
4-1. Watch several movies pertaining to
bacteria.
4-2. Culture bacteria and fungi from three
different areas of your classroom or school.
4-3. Review patient questionnaires for
information pertinent to the simulated E. coli outbreak.
4-4. Analyze the available data and
determine which patients require further testing or other follow up in the
simulated outbreak scenario.
Activity 5
5-1. Review the microbes which ordinarily
live on human skin.
5-2. Explore fungi and mycoses.
5-3. Watch a movie about mold.
5-4. Examine the bacterial and fungal
cultures for growth.
5-5. Analyze interviews of the four
initial E. coli patients in the simulated E. coli outbreak.
Activity 6
6-1. Examine the common cold and determine
why a cure for the common cold is unlikely.
6-2. Explore both human viruses and bacteriophages.
6-3. Discover several of the diseases for
which vaccinations are available.
6-4. Examine the bacterial and fungal
cultures for growth.
6-5. Create a case definition for use in
the simulated E. coli outbreak.
Activity 7
7-1. Discover the history of AIDS both in this country and worldwide.
7-2. Observe presentations on the causes, prevention, and effects of
HIV/AIDS.
7-3. Examine AIDS as an example of immunodeficiency.
7-4. Consider the effects of AIDS on other countries, particularly in
sub-Saharan Africa.
7-5. Examine the bacterial and fungal cultures for growth.
7-6. Determine appropriate surveillance methods for tracking the
simulated E. coli epidemic and when each is appropriate to use.
7-7. Create a line listing for the information currently available in
the simulated E. coli epidemic.
7-8. Write a letter for use in passive surveillance of the simulated E.
coli epidemic.
Activity 8
8-1. Discover some of the instances in which diseases have made a
substantial (and direct) impact on history.
8-2. Discover the life cycle of malaria.
8-3. Watch movies about diseases caused by protists.
8-4. Determine how descriptive epidemiology is used during an outbreak.
8-5. Create an epidemic curve for the simulated E. coli epidemic.
8-6. Create a spot map for the simulated E. coli epidemic.
8-7. Create a personal characteristics summary for the patients involved
in the simulated E. coli epidemic.
Activity 9
9-1. Examine the general shape, color,
and structure of the bacterial colonies.
9-2. Stain slides of the bacteria grown
in the cultures.
9-3. Examine the bacterial slides using
the microscope.
9-4. Classify the bacteria according to
shape and arrangement.
9-5. Complete the line listing for the
simulated E. coli epidemic.
9-6. Create a hypothesis for the origin
of the simulated E. coli epidemic.
Activity 10
10-1. Examine the general shape, color,
and structure of the fungal colonies.
10-2. Create slides of the fungi grown
in the cultures.
10-3. Examine the fungal slides using
the microscope.
10-4. Attempt to identify the fungi by
appearance.
10-5. Determine how analytic
epidemiology is used in an epidemic scenario.
10-6. Discover when a cohort study is
employed and when a case-control study is employed.
10-7. Determine how to calculate attack
rates for exposed and unexposed individuals in a cohort study.
10-8. Determine how to calculate
relative risk for a given exposure in a case-control study.
10-9. Analyze data obtained for cohort
and case-control studies conducted for the simulated E. coli epidemic to
determine attack rates and relative risk.
Activity 11
11-1. Examine the CDC Category A disease
agents.
11-2. Determine the risks associated
with bioweapons.
11-3. Examine the simulated epidemic
hypothesis in light of all available evidence and make any necessary
corrections.
11-4. Analyze additional interviews for
information regarding the simulated epidemic.
Activity 12
12-1. Take the Vocabulary Test.
12-2. Use the information that you have
gathered over the course of the module to develop a plan to contain and
control the simulated E. coli epidemic.
12-3. Create either a paper or a
presentation detailing your contain and control plan.
Activity 13
13-1. The student will participate in a
career shadowing activity the instructor has arranged.
OR
13-2. The student will create a
presentation of findings in the simulated E. coli outbreak.
Activity 14
14-1. The student will participate in
a career shadowing activity the instructor has arranged.
OR
14-2. The student will create a paper
of findings in the simulated E. coli epidemic.
Activity 15
In this activity the students will finish any work
that they have not yet completed. They will complete the module by
taking the Post-test, answering the journal question, and turning in any
necessary work such as the research journal or presentation.
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