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NIH Curriculum

Understanding

Supplement Series

Alcohol:

Grades 7-8

Investigations into

Biology and

National Institutes

Behavior

of Health

National Institute

on Alcohol Abuse

and Alcoholism

Department of Health

and Human Services

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index-2_2.jpg

index-2_3.jpg

Understanding Alcohol:

Investigations into

Investigations into

Biology and Behavior

under a contract from the

National Institutes of Health

National Institute on Alcohol Abuse and Alcoholism

5415 Mark Dabling Boulevard

Colorado Springs, Colorado 80918

BSCS Development Team

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Voice-Over

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Institutes of Health

National Institutes of Health

Cover Illustration

Dorothea E. deZafra, Science Education Program Manager, National Salvador Bru, Medical Arts and Photography Branch, National

Institute on Alcohol Abuse and Alcoholism (NIAAA)

Institutes of Health

Roger W. Hartman, Public Health Analyst, NIAAA

FIGURE CREDITS

Jason Lazarow, Science Education Coordinator, NIAAA

Teacher Background

Bruce Fuchs, Director, Office of Science Education

1, 2, 13: Corel; 3, 7: PhotoDisc; 9, 10, 11, 12: Courtesy of National William Mowczko, Project Officer, Office of Science Education

Institute on Drug Abuse; 14: U.S. Department of Health and Human Bonnie Kalberer, Senior Program Analyst, Office of Science Education Services. 1997. Tenth Special Report to the U.S. Congress on Alcohol Cindy Allen, Editor, Office of Science Education

and Health (pp. 1–66). Bethesda, MD: National Institute on Alcohol Mary Dufour, Deputy Director, NIAAA

Abuse and Alcoholism; 15: © Draeger Safety, Inc. – Breathalyzer®

Brenda Hewitt, Special Assistant to Director, NIAAA

Division.

William Lands, Senior Scientific Advisor, NIAAA

Lesson 1

Outside Reviewer

1.2, 1.3c: PhotoDisc; 1.3a: Digital Stock; 1.3b: Comstock.

Mary E. McCaul, Professor, Department of Psychiatry and Behavioral Lesson 2

Sciences, Johns Hopkins University School of Medicine

2.1: PhotoDisc.

Lesson 3

Advisory Committee

Master 3.1, Master 3.4, Master 3.8: SAIC.

V. Gene Erwin, University of Colorado Alcohol Research Center, Lesson 4

Boulder, Colorado

4.1: Comstock.

Jeff Marshall, Irving Middle School, Colorado Springs, Colorado Lesson 5

Marcia Rubin, American School Health Association, Kent, Ohio

Master 5.1: Tables are adapted from those of the National Clearing-Robert Voas, Pacific Institute for Research and Evaluation, Calverton, house for Alcohol and Drug Information.

Maryland

Lesson 6

Robert A. Zucker, University of Michigan Alcohol Research Center, 6.1: PhotoDisc; Master 6.2 (graph): Zador, P., Krawchuk, S.A., and Ann Arbor, Michigan

Voas, R.B. 2000. Alcohol-related relative risk of driver fatalities and Writing Team

driver involvement in fatal crashes in relation to driver age and gen-William Boggan, Center for Drug and Alcohol Programs, Medical

der: An update using 1996 data. Journal of Studies on Alcohol, 61: University of South Carolina, Charleston, South Carolina

387–395; Master 6.2 (pie chart): U.S. Department of Health and Ed Drexler, Pius XI High School, Milwaukee, Wisconsin

Human Services. 1997. Tenth Special Report to the U.S. Congress on V. Gene Erwin, University of Colorado Alcohol Research Center, Alcohol and Health (pp. 1–66). Bethesda, MD: National Institute on Boulder, Colorado

Alcohol Abuse and Alcoholism.

Jeff Marshall, Irving Middle School, Colorado Springs, Colorado This material is based on work supported by the National Institutes Greg Nichols, New Options Middle School, Seattle, Washington

of Health under Contract No. 263-99-C-0031. Any opinions, find-John Olney, Washington University, St. Louis, Missouri

ings, conclusions, or recommendations expressed in this publication Field-Test Teachers

are those of the authors and do not necessarily reflect the view of Cassie Cox, Moundsville Junior High School, Moundsville, West

the funding agency.

Virginia

Copyright © 2003 by BSCS. All rights reserved. You have the per-Claireen Espinoza, Taos Day School, Taos, New Mexico

mission of BSCS to reproduce items in this module for your class-Joel Maier, New Options Middle School, Seattle, Washington

room use. The copyright on this module, however, does not cover Marguerite Nunnally, Woodward Academy Middle School, College

reproduction of these items for any other use. For permissions and Park, Georgia

other rights under this copyright, please contact BSCS, 5415 Mark Samantha Douglass, Woodward Academy Middle School, College

Dabling Blvd., Colorado Springs, CO 80918-3842; www.bscs.org;

Park, Georgia

info@bscs.org; (719) 531-5550.

Nichole Law, Woodward Academy Middle School, College Park,

Georgia

NIH Publication No. 04-4991

Anne O’Connell, Woodward Academy Middle School, College Park,

ISBN: 1-929614-09-8

Georgia

Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii About the National Institute on Alcohol Abuse and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix Introduction to Understanding Alcohol: Investigations into Biology and Behavior . . . . . . . . . . . . . . . . . 1

• What Are the Objectives of the Module?

• Why Teach the Module?

• What’s in It for the Teacher?

Implementing the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

• What Are the Goals of the Module?

• What Are the Science Concepts and How Are They Connected?

• How Does the Module Correlate to the National Science Education Standards?

– Content Standards: Grades 5–8

– Teaching Standards

– Assessment Standards

• How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?

– Engage

– Explore

– Explain

– Elaborate

– Evaluate

• How Does the Module Support Ongoing Assessment?

• How Can Teachers Promote Safety in the Science Classroom?

• How Can Controversial Topics Be Handled in the Classroom?

Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

• Format of the Lessons

• Timeline for the Module

Using the Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

• Hardware/Software Requirements

• Getting the Most out of the Web Site

• Collaborative Groups

• Web Activities for Students with Disabilities

Information about Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

2 Alcohol Use, Abuse, and Alcoholism: Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3 Misconceptions about Alcohol Use, Abuse, and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4 Animals as Research Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

5 Alcohol: Pharmacokinetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

5.1 Absorption and distribution of alcohol in the body . . . . . . . . . . . . . . . . . . . . . . . . . . 29

5.2 Measurement of blood alcohol concentration (BAC) . . . . . . . . . . . . . . . . . . . . . . . . . 29

5.3

Factors affecting alcohol absorption and elimination . . . . . . . . . . . . . . . . . . . . . . . . . 29

5.4

Alcohol metabolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

6 Alcohol: Biological Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

6.1

Alcohol and the brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

6.2

Alcohol and body systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

7 Alcohol: Behavioral Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

8 Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

8.1

Signs of a problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

8.2

Alcoholism and genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

8.3

Alcoholism treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

9 Alcohol and Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

10 Consequences of Alcohol Abuse and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

10.1 The costs to society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

10.2 Drinking and driving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

10.3 Drinking and risky behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

10.4 Drinking and pregnancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

10.5 Drinking and violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Student Lessons

• Lesson 1

Alcohol: Separating Fact from Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

• Lesson 2

A Drink Is a Drink, but People Are Different . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

• Lesson 3

Responding to Alcohol: What’s Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

• Lesson 4

Alcohol Use, Abuse, and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

• Lesson 5

Alcohol and Driving: When to Say No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

• Lesson 6

Using Alcohol: Setting Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Additional Web Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Appendices

I. More About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

II. More About the National Institute on Alcohol Abuse and Alcoholism and Its Science Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Foreword

This curriculum supplement, from The NIH Cur-

built-in assessment tools. Activities promote

riculum Supplement Series, brings cutting-edge

active and collaborative learning and are inquiry-

medical science and basic research discoveries

based to help students develop problem-solving

from the laboratories of the National Institutes of

strategies and critical thinking.

Health (NIH) into classrooms. As the largest

Each curriculum supplement comes with a com-

medical research institution in the United States,

plete set of materials for both teachers and stu-

NIH plays a vital role in the health of all Ameri-

dents including printed materials, extensive

cans and seeks to foster interest in research, sci-

background and resource information, and a Web

ence, and medicine-related careers for future

site with interactive activities. These supplements

generations. The NIH Office of Science Education

are distributed at no cost to teachers across the

(OSE) is dedicated to promoting science educa-

United States. All materials may be copied for

tion and scientific literacy.

classroom use but may not be sold. We welcome

We designed this curriculum supplement to com-

feedback from our users. For a complete list of

plement existing life science curricula at both the

curriculum supplements, updates, availability,

state and local levels and to be consistent with

and ordering information, or to submit feedback,

National Science Education Standards. It was devel-

please visit our Web site at http://science.education.

oped and tested by a team composed of teachers

nih.gov or write to

from across the country, scientists, medical

Curriculum Supplement Series

experts, other professionals with relevant subject-

Office of Science Education

area expertise from institutes and medical schools

National Institutes of Health

across the country, representatives from the NIH

6705 Rockledge Dr., Suite 700 MSC 7984

National Institute on Alcohol Abuse and Alco-

Bethesda, MD 20892-7984

holism (NIAAA), and curriculum-design experts

We appreciate the valuable contributions of the

from Biological Sciences Curriculum Study

talented staff at BSCS, SAIC, and Edge Interactive.

(BSCS), SAIC, and Edge Interactive. The authors

We are also grateful to the NIH scientists, advi-

incorporated real scientific data and actual case

sors, and all other participating professionals for

studies into classroom activities. A three-year

their work and dedication. Finally, we thank the

development process included geographically dis-

teachers and students who participated in focus

persed field tests by teachers and students.

groups and field tests to ensure that these supple-

The structure of this module enables teachers to

ments are both engaging and effective. I hope you

effectively facilitate learning and stimulate student

find our series a valuable addition to your class-

interest by applying scientific concepts to real-life

room and wish you a productive school year.

scenarios. Design elements include a conceptual

Bruce A. Fuchs, Ph.D.

flow of lessons based on BSCS’s 5E Instructional

Director

Model of Learning, multisubject integration

Office of Science Education

emphasizing cutting-edge science content, and

National Institutes of Health

________________________

1 In 1996, the National Academy of Sciences released the National Science Education Standards, which outlines what all citizens should understand about science by the time they graduate from high school. The Standards encourages teachers to select major science concepts that empower students to use information to solve problems rather than stressing memoriza-tion of unrelated information.

v

About the National

out the National

Institutes of Health

Founded in 1887, the National Institutes of

designed to ensure a continuing supply of well-

Health (NIH) today is the federal focal point for

trained scientists.

medical research in the United States. Composed

Research Facilities Program. Modernizing and

of separate institutes and centers, NIH is one of

improving intramural and extramural research

eight health agencies of the Public Health Service

facilities to ensure that the nation’s scientists

within the U.S. Department of Health and Human

have adequate facilities in which to conduct

Services. The NIH mission is to uncover new

their work.

knowledge about the prevention, detection, diag-

nosis, and treatment of disease and disability, from

Science education efforts by NIH and its institutes

the rarest genetic disorder to the common cold. It

and centers are critical in ensuring the continued

does this through

supply of well-trained basic research and clinical

Research. Enhancing research outcomes across

investigators, as well as the myriad professionals

the medical research continuum by supporting

in the many allied disciplines who support the

research in NIH’s own intramural laboratories as

research enterprise. These efforts also help edu-

well as the research of nonfederal scientists

cate people about the scientific results so that they

working in universities, medical schools, hospi-

can make informed decisions about their own

tals, and research institutions throughout the

health as well as the health of the public.

country and abroad; communicating scientific

results; promoting the efficient transfer of new

This curriculum supplement is one such science

drugs and other technologies; and providing

education effort, done through the partnership of

effective research leadership and administration.

the NIH National Institute on Alcohol Abuse and

Research Training and Career Development Pro-

Alcoholism, the NIH Office of Science Education,

gram. Supporting research training and outreach

and Biological Sciences Curriculum Study (BSCS).

vii

About the National Institute on

Alcohol Abuse and Alcoholism

The National Institute on Alcohol Abuse and

• conducting policy studies that have broad impli-

Alcoholism (NIAAA) supports and conducts bio-

cations for alcohol-problem prevention, treat-

medical and behavioral research on the causes,

ment, and rehabilitation activities;

consequences, treatment, and prevention of alco-

• conducting epidemiological studies such as

holism and alcohol-related problems. NIAAA also

national and community surveys to assess risks

provides leadership in the national effort to

for and magnitude of alcohol-related problems

reduce the severe and often fatal consequences of

among various population groups;

these problems by

• collaborating with other research institutes and

• conducting and supporting research directed at

federal programs relevant to alcohol abuse and

determining the cause of alcoholism, discovering

alcoholism and providing coordination for fed-

how alcohol damages the organs of the body, and

eral alcohol-abuse and alcoholism activities;

developing prevention and treatment strategies for

• maintaining continuing relationships with insti-

application in the nation’s healthcare system;

tutions and professional associations; interna-

• supporting and conducting research across a

tional, national, state, and local officials; and

wide range of scientific areas including genetics,

voluntary agencies and organizations engaged

neuroscience, medical consequences, medica-

in alcohol-related work; and

tion development, prevention, and treatment

• disseminating research findings to healthcare

through the award of grants and within the

providers, researchers, policymakers, and the

NIAAA intramural research program;

public.

ix