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Pathogens and Disease CPU Objectives 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. You will participate in a career shadowing activity the instructor has arranged. OR 13-2. You will create a presentation of findings in the simulated E. coli outbreak. Activity 14 14-1. You will participate in a career shadowing activity the instructor has arranged. OR 14-2. You will create a paper of findings in the simulated E. coli epidemic. In Activity 15, the students will finish any work they have not yet completed. They will complete the CPU by taking the Vocabulary Test and the Post-test, answering the journal question, and turning in any necessary work such as the research journal or presentation. |
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