Emerging and Re-emerging Infectious Diseases by NIH - HTML preview

PLEASE NOTE: This is an HTML preview only and some elements such as links or page numbers may be incorrect.
Download the book in PDF, ePub, Kindle for a complete version.

Emerging and Re-emerging

Infectious Diseases

developed under a contract from the

National Institutes of Health

in collaboration with the

National Institute of Allergy and Infectious Diseases

5415 Mark Dabling Boulevard

Colorado Springs, CO 80918

BSCS Development Team

BSCS Administrative Staff

Joseph D. McInerney, Co-Principal Investigator

Timothy Goldsmith, Chairman, Board of Directors

Lynda B. Micikas, Co-Project Director

Joseph D. McInerney, Director

April L. Gardner, Visiting Scholar

Michael J. Dougherty, Associate Director

Diane Gionfriddo, Research Assistant

National Institutes of Health

Joy L. Hainley, Research Assistant

Bruce Fuchs, Office of Science Education (OSE)

Judy L. Rasmussen, Senior Executive Assistant

Diane Adger-Johnson, National Institute of Allergy

Janie Mefford Shaklee, Evaluator

and Infectious Diseases (NIAID)

Lydia E. Walsh, Research Assistant

Milton Hernandez, NIAID

Videodiscovery, Inc. Development Team

Stephanie James, NIAID

D. Joseph Clark, Co-Principal Investigator

Joyce Woodford, NIAID

Shaun Taylor, Co-Project Director

Cynthia Allen, OSE

Michael Bade, Multimedia Producer

William Mowczko, OSE

Dave Christiansen, Animator

Gloria Seelman, OSE

Greg Humes, Assistant Multimedia Producer

Lisa Strauss, OSE

Lucy Flynn Zucotti, Photo Researcher

David Vannier, OSE

Advisory Committee

Field-Test Teachers

Ken Andrews, Colorado College, Colorado

J. Dewey Brown, Wheaton High School, Wheaton, Maryland

Springs, Colorado

Eric Chaplin, Eastern High School, Washington, DC

Kenneth Bingman, Shawnee Mission West

Rebecca Lynn Davis, Calhan Public School, Calhan, Colorado

High School, Shawnee Mission, Kansas

Brenda Grau, Episcopal School of Acadiana,

Julian Davies, University of British Columbia,

Broussard, Louisiana

Vancouver, BC, Canada

Carol Thibodeau, Caribou High School, Caribou, Maine

Lynn B. Jorde, Eccles Institute of Human Genetics,

Photo Credits

Salt Lake City, Utah

Figure 3: All photographs by Corel Corporation; Figure 6:

Elmer Kellmann, Parkway Central High School,

Wendy Gardner Rose.

Chesterfield, Missouri

Mark A. Rothstein, University of Houston Law Center,

This material is based on work supported by the National

Houston, Texas

Institutes of Health under Contract No. 263-97- C-0073.

Carl W. Pierce, Consultant, Hermann, Missouri

Any opinions, findings, conclusions, or recom mendations

Kelly A. Weiler, Garfield Heights High School,

expressed in this publication are those of the authors and

Garfield Heights, Ohio

do not necessarily reflect the views of the funding agency.

Raymond L. White, Huntsman Cancer Institute,

Salt Lake City, Utah

Copyright ©1999 by BSCS and Videodiscovery, Inc.

Aimee L. Wonderlick, Northwestern University

Updated 2012. All rights reserved. You have the permission

Medical School, Chicago, Illinois

of BSCS and Videodiscovery, Inc. to reproduce items in

this module (including the software) for your classroom

Writing Team

use. The copyright on this module, however, does not

Ken Andrews, Colorado College, Colorado Springs

cover reproduction of these items for any other use.

Mary Ann Cutter, University of Colorado—Colorado Springs

For per missions and other rights under this copyright,

Carl W. Pierce, Consultant, Hermann, Missouri

please contact the BSCS, 5415 Mark Dabling Blvd.,

Jenny Sigstedt, Consultant, Steamboat Springs, Colorado

Colorado Springs, CO 80918-3842.

Artists

Revised September 2012

Dan Anderson and Kevin Andrews

Cover Design

Karen Cook, NIH Medical Arts and Photography Branch

Please contact NIH with questions

Cover Illustration

about this supplement at

Lennart Nilsson/Albert Bonniers Forlag AB

Red blood cells being ruptured by proliferating malaria

supplements@science.education.nih.gov.

parasites (yellow spheres inside the disk-shaped cells).

Contents

Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

About Biological Sciences Curriculum Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

About the National Institute of Allergy and Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Introduction to Emerging and Re-emerging Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

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

What Are the Goals of the Module? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

What Are the Science Concepts and How Are They Connected? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

How Does the Module Correlate with the National Science Education Standards? . . . . . . . . . . . . . . . . .6

How Does the BSCS 5E Instructional Model Promote Active, Collaborative, and

Inquiry-Based Learning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Engage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Explore/Explain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Elaborate/Evaluate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

What’s the Evidence for the Effectiveness of the BSCS 5E Model? . . . . . . . . . . . . . . . . . . . . . . . . . . .12

How Does the Module Support Ongoing Assessment? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

How Can Controversial Topics Be Handled in the Classroom? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Format of the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Timeline for Teaching the Module. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Using the Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Hardware and Software Requirements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Getting the Most Out of the Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Collaborative Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

State Standards Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Web Activities for People with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Understanding Emerging and Re-emerging Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Nature of Infectious Diseases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Microbes That Cause Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Occurrence of Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Role of Research in Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Host Defenses Against Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Public Health Measures to Prevent Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Treatment of Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Emerging and Re-emerging Infectious Diseases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Infectious Diseases and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

iii

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Additional Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Student Lessons

Lesson 1— Deadly Disease Among Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Lesson 2— Disease Detectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Lesson 3— Superbugs: An Evolving Concern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

Lesson 4— Protecting the Herd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Lesson 5— Making Hard Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101

Masters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

iv

Foreword

This curriculum supplement, from the NIH

Each of our curriculum supplements comes with

Curriculum Supplement Series, brings cutting-edge

a complete set of materials for teachers, including

medical science and basic research discoveries

extensive background and resource information,

from the laboratories of the National Institutes

detailed lesson plans, masters for student worksheets,

of Health (NIH) into classrooms. As the largest

and a Web site with videos, interactive activities,

medical research institution in the United

updates, and corrections (as needed). The supplements

States, NIH plays a vital role in the health of

are distributed at no cost to educators across the

all Americans and seeks to foster interest in

United States upon request. They may be copied

research, science, and medicine-related careers

for classroom use but may not be sold.

for future generations. NIH’s Office of Science

Education (OSE) is dedicated to promoting

We welcome your feedback. For a complete

science education and scientific literacy.

list of curriculum supplements and ordering

information, or to submit feedback, please visit

We designed this curriculum supplement to

http://science.education.nih.gov.

complement existing life science curricula at both

the state and local levels and to be consistent with

We appreciate the valuable contributions of the

the National Science Education Standards.1 It was

talented staff at Biological Sciences Curriculum

developed and tested by a team of teachers, scientists,

Study (BSCS) and Videodiscovery, Inc. We are

medical experts, and other professionals with

also grateful to the NIH scientists, advisors, and

relevant subject-area expertise from institutes and

all other participating professionals for their work

medical schools across the country, representatives

and dedication. Finally, we thank the teachers

from the National Institute of Allergy and Infectious

and students who participated in focus groups

Diseases, and curriculum design experts from

and field tests to ensure that these materials are

Biological Sciences Curriculum Study (BSCS) and

both engaging and effective.

Videodiscovery. The authors incorporated real

scientific data and actual case studies into classroom

I hope you find our series a valuable addition to

activities. A three-year development process included

your classroom and wish you a productive school

geographically dispersed field tests by teachers

year. We welcome your feedback.

and students. For the 2010 (third) printing, key

sections of the supplement were updated, but the

Bruce A. Fuchs, Ph.D.

Student Lessons remain basically the same.

National Institutes of Health

supplements@science.education.nih.gov

The structure of this module enables teachers to

facilitate learning and stimulate stu dent interest by

applying scientific concepts to real-life scenarios.

Design elements include a con ceptual flow of lessons

based on the BSCS 5E Instructional Model (see

page 5), cutting-edge science content, and built-in

assessment tools. Activities promote active and

collaborative learning and are inquiry-based to

help students develop problem-solving strategies

and critical-thinking skills.

________________________

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

v

About the National Institutes of Health

Founded in 1887, NIH is the federal focal point

NIH’s education programs contribute to ensuring

for health research in the United States. Today,

the continued supply of well-trained basic research

NIH is one of the agencies within the Department

and clinical investigators, as well as the myriad

of Health and Human Services. Its mission is

professionals in the many allied disciplines who

science in pursuit of fundamental knowledge

support the research enterprise. These efforts

about the nature and behavior of living systems

also help educate people about scientific results

and the application of that knowledge to extend

so that they can make informed decisions about

healthy life and reduce the burdens of illness and

their own—and the public’s—health.

disability. NIH works toward meeting the mission

by providing leadership, direction, and grant

This curriculum supplement is one such education

support to programs designed to improve the

effort. It is a collaboration among the National

health of the nation through research.

Institute on Allergy and Infectious Diseases, the

NIH Office of Science Education, Biological Sciences

Curriculum Study, and Videodiscovery, Inc.

For more about NIH, visit http://www.nih.gov.

About Biological Sciences Curriculum Study

Headquartered in Colorado Springs, Colorado,

Instructional Model and inquiry are hallmarks

BSCS was founded in 1958 as a curriculum study

of its materials, placing students at the center of

committed to an evidence- and inquiry-based

their learning.

approach to science education. BSCS instructional

materials and professional development services

The BSCS mission is to transform science

are based on current research about teaching and

teaching and learning through research

learning for all science classrooms, kindergarten

and development that strengthens learning

through college.

environments and inspires a global community

of scientifically literate citizens. BSCS is a 501(c)3

BSCS’s materials are extensively field-tested

nonprofit organization. For more information,

in diverse settings across the country and

please visit http://www.bscs.org.

evaluated for proven effectiveness. The BSCS 5E

vi

About the National Institute of Allergy

and Infectious Diseases

The National Institute of Allergy and Infectious

Following is a brief description of the major areas

Diseases (NIAID) traces its origins to a small

of investigation.

laboratory established in 1887 at the Marine

Hospital in Staten Island, New York. In the 1880s,

Acquired immunodeficiency syndrome

boatloads of immigrants were heading toward

(AIDS). NIAID is responsible for conducting and

America, some of them unknowingly bringing

supporting basic research on the pathogenesis of

with them cholera and other infectious diseases.

the human immunodeficiency virus (HIV), which

No one knew what caused these diseases, and

causes AIDS; developing new drug therapies;

physicians relied on clinical signs alone to determine

conducting clinical trials of promising experimental

whether someone might be carrying an infectious

drugs for HIV infection and related opportunistic

agent. Scientists used the laboratory for research

infections and cancers; carrying out epidemiologic

on these diseases, and it soon became an early

studies to assess the impact of HIV on the

part of the Public Health Service.

populations most severely affected by the

epidemic; and developing and testing HIV vaccines.

By 1948, the Rocky Mountain Laboratory and

the Biologics Control Laboratory, both dating to

Asthma and allergic diseases. Research on

1902, joined the Division of Infectious Diseases

asthma and allergies has revealed much about

and the Division of Tropical Diseases of the

their underlying mechanisms and contributed

National Institutes of Health to form the National

to the development of new ways to help affected

Microbiological Institute. Six years later, Congress

individuals. NIAID has established a network

gave the Institute its current name to reflect the

of asthma, allergic, and immunologic diseases

inclusion of allergy and immunology research.

research centers to transfer results rapidly from

Today, NIAID conducts and supports basic and

fundamental studies in immunology and clinical

applied research to better understand, treat, and

studies of allergy to clinical practice. The Institute

ultimately prevent infectious, immunologic, and

also supports the National Cooperative Inner-city

allergic diseases. For more than 50 years, NIAID

Asthma Study to define factors that influence

research has led to new therapies, vaccines,

the disease’s severity and to design and evaluate

diagnostic tests, and other technologies that

programs to reduce asthma episodes and deaths

have improved the health of millions of people

among African American and Hispanic children.

in the United States and around the world.

Emerging diseases. New diseases are arising

NIAID is composed of four extramural divisions:

worldwide and old diseases are re-emerging as

the Division of AIDS; the Division of Allergy,

infectious agents evolve or spread, and as changes

Immunology, and Transplantation; the Division

occur in ecology, socioeconomic conditions,

of Microbiology and Infectious Diseases; and the

and population patterns. NIAID conducts and

Division of Extramural Activities. In addition,

supports research on Lyme disease, hantavirus,

NIAID scientists conduct intramural research in

multidrug-resistant tuberculosis, and other

laboratories located in Bethesda, Rockville, and

emerging diseases to develop new or improved

Frederick, Maryland, and in Hamilton, Montana.

diagnostics, treatments, and vaccines.

vii

Enteric diseases. Worldwide, diarrheal diseases

Sexually transmitted diseases (STDs). About

such as cholera and rotavirus infection are

19 million Americans each year acquire infectious

major causes of illness and death in infants and

diseases other than AIDS through sexual contact,

children. In contrast, viral hepatitis in its various

and almost half of those are among young people

forms can cause severe disease in older children

15 to 24 years old. STDs such as gonorrhea,

and adults, although it produces few symptoms

syphilis, chlamydia, genital herpes, and human

among younger age groups. NIAID supports basic

papillomavirus can have devastating consequences,

research on how enteric agents cause illness as

particularly for young adults, pregnant women,

well as studies aimed at developing and testing

and newborn babies. NIAID-supported scientists

vaccines to prevent enteric infections.

in STD Cooperative Research Centers, NIAID

laboratories, and other research institutions are

Genetics and transplantation. NIAID supports

developing better diagnostic tests, improved

studies aimed at improving immunosuppressive

treatments, a