Project Lead The Way Medical Intervention Contact Information

Project Lead The Way Medical Intervention

Contact Information INSTRUCTOR: Dr. Chad Wilkerson, Ph. D. 1995 Brescia University B. S. Chemistry 1998 Louisiana State University M. S. Molecular and Cellular Biochemistry 2002 Louisiana State University Ph. D. Molecular and Cellular Biochemistry Research Scientist at Owensboro Cancer Research Program Adjunct Professor at Owensboro Community and Technical College Adjunct Professor in Dept of Pharmacology and Toxicology at University of Louisville E-MAIL: dwilkerson 0029@kctcs. edu WEB SITE: http: //lifescienceacademy. weebly. com/mi. html BLACK BOARD: http: //elearning. kctcs. edu/webapps/portal/frameset. jsp

Medical Intervention Course Description Students will investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. This course explores: How to prevent and fight infection How to screen and evaluate the code in our DNA How to prevent, diagnose and treat cancer How to prevail when the organs of the body begin to fail You will be exposed to the wide range of interventions related to Immunology, Surgery, Genetics, Pharmacology, Medical Devices, and Diagnostics.

Topics For Today Review Syllabus • Grading & Assessment Criteria • Web Portfolio • Lab Journal • Participation • Special Projects Calendar Class Rules – Code of Conduct Student Responsibilities Attendance Make-up Policy Begin Activity 1. 1. 1

Grading & Assessment GRADING 30% - EXAMS: 4 exams (2 exams per semester)– 1 exam per unit 15% - QUIZZES: 14 quizzes (7 quizzes per semester) – frequency to be determined 15% - LAB JOURNAL: includes all assignments and notes 20% - PARTICIPATION: daily requirement – be active and present a positive attitude 20% - SPECIAL PROJECTS: includes presentation, posters, models, and papers A = 90 -100% B = 80 -89% C = 70 -79% D = 60 -69% F = Below 60%

Grading & Assessment EXAMS: 1 exam per unit Format: MC, fill in the blank, true/false, short answer, drawing QUIZZES: 7 quizzes per semester Format: MC, fill in the blank, true/false, short answer, drawing Likely to be online quiz (blackboard) frequency determined by material covered at that time LAB JOURNAL: includes all assignments, all notes, details regarding experiments Format: See example on weebly or blackboard (available on both) PARTICIPATION: daily requirement – be active and present a positive attitude SPECIAL PROJECTS: includes presentations, family tree, models, papers

Calendar

Lab Journal FORMAT: Each Day New Page TOP LEFT: Name: first and last Date: mm/dd/yyyy Unit: Unit 1. 1. 1 Short description of plan for day (1 -2 sentences) Continuation? Goal: what are you trying to accomplish today Include all notes and experiments (all data – cut and tape if necessary) 50 cents at Staples College Ruled 100 sheets per book Available other places CONCLUSION QUESTIONS: New page Name Date Restate question exactly Answer

Lab Journal

Class Rules • Disruptive behavior will not be tolerated. That includes talking, sleeping, and tardiness. • Do not text or use your cell phone while class/lab is in session. If you must be available during an emergency I request that you notify me before class or lab begins. If I notice you texting then you are likely disrupting other students. • Phones are to be turned off and put away during quizzes and exams. • There will be no eating or drinking in the lab. Students are not allowed to bring in any food or drinks. People who bring food and drinks into the lab will be asked to leave. This is an OSHA requirement. • Students are expected to treat fellow students and staff members with respect. • OCTC has a zero tolerance rule with regards to fighting and threatening other students or staff. That will include inappropriate e-mails. They will be reported. • Students are expected to check their email, Black. Board and the LSA website often.

Attendance • Students are expected to attend and be on time for each and every class. • In order for you to learn, you must be present. • The attendance and tardy policies and procedures will be the same as your home high school. • The expectation is that you are in the classroom, willing and ready to learn each day. • This class is fun but it is also challenging. If you miss class, you will get behind. • When your home school activities conflict with LSA we will work with you on an individual basis. • Much of what we do is team-based - you will be missed by your group when you are not in class!

Pay Attention Students must carefully follow instructions on all assignments, exams, etc. experiment dealt with enzyme amylase and trypsin Question: What conclusions can you draw from the protein digestion experiment? (Your answer must refer to the enzyme and molecule involves. Answer in complete sentences) Answer: This experiment tells me that noone of the amino acid bonds in ay of test tubes were broken. Question: What conclusions can you draw from the protein digestion experiment? (Your answer must refer to the enzyme and molecule involves. Answer in complete sentences) Answer: solution was clear yellow tint appeared in the tubes that were left in room temp. These made the glucose reading positive for the ones at room temperature and negative reading for the ones in the hot water.

Late Work Homework, projects, labs, etc. are due at the beginning of class on the assigned day. I will not accept late work from students unless they have an excused absence. It is your responsibility to retrieve the work you missed. You may email me to get missed assignments. Labs cannot be made up. If you miss a lab, a make-up assignment will be given in its place even if you have an excused absence.

What are we doing this Year? ? Unit 1 - How to Fight Infection I. The Mystery Infection II. Antibiotic Treatment III. The Aftermath: Hearing Loss IV. Vaccination Unit 2 - How to Screen What Is In Your Genes I. Genetic Testing and Screening II. Our Genetic Future Unit 3 - How to Conquer Cancer I. Detecting Cancer II. Reducing Your Risk III. Treating Cancer IV. Building a Better Cancer Treatment Unit 4 - How to Prevail When Organs Fail I. Manufacturing Human Proteins II. Organ Failure III. Transplant IV. Building a Better Body

Unit 1 The Mystery Infection - Overview In the opening lesson, you will be exposed to interventions involved in detecting, fighting, and preventing an infectious disease as they investigate a potential outbreak at a fictitious college. Sue Smith, a freshman in college, is not feeling well. She thinks she just has a cold, but further investigation will reveal something far more serious. You will use various techniques and technologies to diagnose Sue and determine the source of the disease on campus. You will analyze clues found in the history and physical examination of each possible patient, identify pathogens present in body fluids through DNA sequence analysis, and test for the infectious agent using the antibody-based Enzyme-linked Immunosorbant Assay (ELISA). You will be introduced to the field of bioinformatics as you explore genetic databases to identify known gene sequences. You will also review principles of human immunity as you learn how antibodies can be used to identify the presence of a disease agent. At the conclusion of the investigation, you will outline a plan to stop a potential outbreak on campus and discuss interventions such as antibiotic therapy and vaccination, two topics to be explored in greater detail in the subsequent lessons.

Unit 1 The Mystery Infection - Overview Understandings • Medical interventions help maintain health and homeostasis in the body. • A variety of methods can be used to detect and/or identify infectious agents. Knowledge and Skills It is expected that you will: • Recognize that medical interventions are measures to improve health or alter the course of an illness and can be used to prevent, diagnose, and treat disease. • Describe how bioinformatics, the collection, classification, storage, and analysis of biochemical and biological information using computers, can be used to identify disease pathogens. • Describe the applications of bioinformatics in health and wellness. • Recognize that diagnostic tests for infectious diseases can provide qualitative results, indicating the presence or absence of disease, as well as quantitative results, indicating the concentration of the infectious agent or of an antibody produced in response to the disease agent. • Explain the principles of the Enzyme-linked Immunosorbant Assay (ELISA) test and describe how antibodies can be used to detect disease. • Analyze connections between individuals in a disease outbreak. • Use publically available molecular databases to search for DNA sequences and identify pathogens. • Compute serial dilutions and calculate resultant concentrations. • Perform ELISA testing to determine the concentration of infectious bacteria in simulated body fluids and identify infected patients.

Unit 1 The Mystery Infection - Overview Essential Questions 1) What is a medical intervention? 2) What are the main categories of interventions that function to maintain human health? 3) How do scientists gather evidence during the potential outbreak of an infectious disease? 4) What is bioinformatics? 5) How can DNA sequences be used to identify disease pathogens? 6) What is an antibody? 7) How do antibodies identify and inactivate antigens? 8) How can the ELISA assay be used to detect disease? 9) Why is it important for doctors to know the concentration of disease antigen present in a patient’s system? 10) What steps do scientists take to diagnose, treat, and prevent future spread of a disease outbreak?

Unit 1 The Mystery Infection - Overview KEY TERMS

Unit 1 The Mystery Infection - Overview What is a medical intervention?

Unit 1 - How to Fight Infection Activity 1. 1. 1 Intervention Inventory Introduction Look around. Someone in the class is probably wearing glasses or contact lenses. Most likely someone in your school is sporting a cast or using crutches. Maybe you took an aspirin this morning for a raging headache or chugged a sports drink after your morning workout. In some way, each of these devices, medications or treatments, helped people improve their quality of life. Medical interventions are any measure whose purpose is to improve health or alter the course of a disease. Unless faced with a serious illness or injury, we often forgot about the variety of medical interventions that function to keep us well. Medicine is changing at a rapid pace. Many diseases that were lethal hundreds of years ago can now be controlled or even cured. New devices, medications, procedures, and tests help to extend and improve our quality of life. In both Principles of the Biomedical Sciences and Human Body Systems, you examined interventions related to specific illnesses or diseases. In this course, you will explore medical interventions of the past, present, and even the future.

Unit 1 - How to Fight Infection Activity 1. 1. 1 Intervention Inventory Goal: In this activity, you will brainstorm the vast array of medical interventions, big and small, new and old, which function to maintain health and homeostasis in our bodies. You will then work with your team to organize your ideas and group these interventions into categories. This year, you will become acquainted with the members of the Smith family. Their stories will introduce you to modern medical interventions as well as help you visualize the future of medicine. As you follow their family, through good times and bad, be on the lookout for medical interventions.

Unit 1 - How to Fight Infection Read instructions (Procedure) for Activity 1. 1. 1 Grab a marker and post-it notes Pick a unique number between 1 and 19 Individually go to each station and add a post-it note for a medical intervention Ø you have about 10 minutes

Unit 1 - How to Fight Infection Do you see a pattern? Do certain interventions seem to fall into groups or have similar properties or effects?

Unit 1 - How to Fight Infection Group A: 1, 4, 11, 16 Group B: 2, 6, 12, 17 Group C: 3, 5, 10, 18 Group D: 7, 9, 13, 15 Group E: 8, 14, 19

Unit 1 - Lesson 1. 1 The Mystery Infection - Overview What are the main categories of interventions that function to maintain human health? Thoughts? Discussions?

Unit 1 - Lesson 1. 1 The Mystery Infection - Overview In your lab journal (notebook) (1) Write down MI categories with examples (2) complete the conclusion questions (new page) for Activity 1. 1. 1. (3) Lab journals will be collected Friday. If you have any questions or problems email me ASAP!!!

Unit 1 - The Mystery Infection Family Tree Each unit of the course will introduce family bulletins Information from the family bulletin should be used to generate a complete Smith family tree The Smith family tree will be constructed using Inspiration software Things to include: Age Gender (male or female) – use pedigree designations Medical history All of the medical interventions this person has encountered Relationship among individuals – use pedigree designations Genetic information will only be added if appropriate

Unit 1 - The Mystery Infection Family Tree Example: The Kennedy’s Joe Kennedy - Elizabeth Kennedy Jack Kennedy - Jackie Kennedy Joe Kennedy Bobby Kennedy Ted Kennedy JFK - Children Arabella Kennedy Caroline Kennedy John Kennedy, Jr. Patrick Kennedy

Unit 1 - The Mystery Infection Family Tree

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak What do you think of when you hear the term infection?

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak What is an infection? Infection is the invasion of a host organism's body tissues by disease-causing agents, their multiplication, and the reaction of host tissues to these organisms and the toxins they produce.

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak Are there different types of infections? Infectious agents: Viruses Bacteria Prions (misfolded protein) Parasites (nematodes, arthropods) Fungi

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak Infections in the News?

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak Ebola • disease of humans and other primates • caused by the ebola virus Late Stages: • Dec. liver & kidney function • Internal & external bleeding

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak Strep throat • Streptococcus bacteria • gram-positive bacterium Symptoms: Fever sore throat enlarged lymph nodes Cause of 37% of sore throats among children Cause of 10 -15% of sore throats among adults

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak Necator americanus (Hookworm) • Nematode that lives in the small intestine of hosts • Parasitic infection • 740 million people Symptoms: abdominal pain, diarrhea, cramps, weight loss, anorexia and iron deficiency

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak Athlete's foot • most commonly caused by the fungi Trichophyton rubrum or T. mentagrophytes • Fungal infection Symptoms: Scaling Flaking Itching Inflammation blistering

Unit 1 - The Mystery Infection Activity 1. 1. 2 Investigating an Outbreak Essential Question 3 How do scientists gather evidence during the potential outbreak of an infectious disease? Activity 1. 1. 2 and 1. 1. 2. SR sheets

What is this?

DNA What does DNA stand for? What is DNA? What does DNA do? Who discovered DNA? Where is DNA found?

DNA deoxyribonucleic acid (DNA)

DNA What is DNA? What does DNA do?

DNA Comprised of 4 Nucleotides There are only 4 DNA nucleotides • adenine • thymine • cytosine • guanine

Chromatin

DNA → RNA → Protein DNA carries genetic information that codes for proteins DNA is transcribed into RNA (DNA → RNA ) RNA is translated into protein (RNA → Protein) Proteins are used for Enzymes (catalysis), structures, antibodies, hormones, etc

DNA Who discovered DNA?

History of DNA In 1953 James Watson and Francis Crick proposed the double helix for DNA Awarded Nobel Prize in 1962

History of DNA Information from other sources including X-ray diffraction studies from Rosalind Franklin died so she wasn’t eligible for the Nobel Prize.

DNA Where is DNA found?

DNA

DNA Is DNA found anywhere else?

DNA

Mitochondrial DNA (mt. DNA) • In multicellular organisms, mitochondrial DNA is double stranded and codes for 37 genes and containing approximately 16, 600 base pairs • Each mitochondrion is estimated to contain 2 -10 mt. DNA copies • mt. DNA is derived from the circular genomes of the bacteria that were engulfed by the early ancestors of today's eukaryotic cells Ø Endosymbiotic Theory • mt. DNA is inherited maternally inherited Of the 37 genes: 13 are for proteins (enzymes) involved in oxidative phosphorylation 22 are for transfer RNA (t. RNA) and 2 are for ribosomal RNA (r. RNA) which help assemble amino acids into functioning proteins

Mitochondrial DNA (mt. DNA)

Nuclear DNA Human Genome • 3 billion base pairs • Organized into 23 paired chromosomes • Approx 20 -25, 000 genes

Beta Globin Gene

Hemoglobin • Gene found on chromosome 11 • Beta globin Protein • Primary component of RBCs – 4 sub-units – 2 of Alpha-globin – 2 of Beta-globin – Each carries 1 oxygen molecule

Beta Globin People with sickle cell have abnormal hemoglobin

How can computers and genetic information be paired to help prevent, diagnose or treat disease?

Unit 1 The Mystery Infection - Overview Essential Questions 1) What is a medical intervention? 2) What are the main categories of interventions that function to maintain human health? 3) How do scientists gather evidence during the potential outbreak of an infectious disease? 4) What is bioinformatics? 5) How can DNA sequences be used to identify disease pathogens? 6) What is an antibody? 7) How do antibodies identify and inactivate antigens? 8) How can the ELISA assay be used to detect disease? 9) Why is it important for doctors to know the concentration of disease antigen present in a patient’s system? 10) What steps do scientists take to diagnose, treat, and prevent future spread of a disease outbreak?

How can you determine a concentration? How is this relevant to health/medicine?

Absorbance

Absorbance Why is a red ball red? Any object will appear red when it absorbs all wavelengths of visible light except for red So how does knowing the frequency of light that is absorbed help you determine the concentration?

Absorbance Beer-Lambert Law (aka Beer’s Law) A=ebc A is absorbance (no units) e is the molar absorbtivity (units = L/mol/cm) b is the path length of the sample (units = centimeters) c is the concentration of the compound in solution (units = mol/L) ** molar absorbtivity is the same as molar extinction coefficient

Absorbance ? 1 2 3 4 5 Unknown Set of Standards 6

Absorbance

Absorbance

Absorbance Equation of a line → y = mx + b

Antibodies What is an antibody?

Antibodies An antigen-binding immunoglobulin, produced by B cells, that functions as the effector in an immune response

Antibodies Important regions of an antibody

Antibodies 5 known antibody isotypes Ig. A Ig. D Ig. E Ig. G Ig. M

Antibodies Role

Absorbance Increasing wavelength →

Unit 1. 1 Summary

Unit 1. 1 Summary The Mystery Infection Medical Interventions are involved in detecting, fighting, and preventing infectious diseases In this Unit we learned about MI as we investigated a potential outbreak at a fictitious college

Unit 1. 1 Summary Essential Questions 1) What is a medical intervention? 2) What are the main categories of interventions that function to maintain human health? 3) How do scientists gather evidence during the potential outbreak of an infectious disease? 4) What is bioinformatics? 5) How can DNA sequences be used to identify disease pathogens? 6) What is an antibody? 7) How do antibodies identify and inactivate antigens? 8) How can the ELISA assay be used to detect disease? 9) Why is it important for doctors to know the concentration of disease antigen present in a patient’s system? 10) What steps do scientists take to diagnose, treat, and prevent future spread of a disease outbreak?

Unit 1. 1 Summary Family Bulletin #1 – Meet the Smiths - family tree

Unit 1. 1 Summary Activity 1. 1. 2 – Investigating an Outbreak A number of patients showed up at infirmary Sue, Jill, Anthony, Wanda, Maggie, Maria, Arnie Objective: To determine cause of illness of each patient Analyzed medical history, symptoms, cause of illness, possible routes of transmission four major illnesses – bacterial meningitis, infectious mononucleosis, Strep throat, and influenza

Unit 1. 1 Summary Activity 1. 1. 3 - Using DNA to Identify Pathogens You are introduced to the field of bioinformatics as you learned how to analyze DNA to identify pathogens Questions: How can scientists identify specific bacteria when they are amplifying and studying the same region of DNA in each species? How can DNA sequencing be used to identify genetic risk for certain diseases and disorders?

Unit 1. 1 Summary Activity 1. 1. 3 BLAST results show that the Neisseria meningitidis bacterium is found in Sue’s system. Neisseria meningitidis bacterium is the leading cause of? Bacterial Meningitis is an infection found where in the body? The fluid of a person's spinal cord and the fluid that surrounds the brain

Unit 1. 1 Summary Problem 1. 1. 4 – What is the Concentration? You were presented with a 1 L container of solution with an unknown amount of solute and asked to devise a method to determine the concentration of the solute. What was the purpose of this exercise (activity)? What is a spectrophotometer? How can a spectrophotometer be used to investigate a disease?

Unit 1. 1 Summary Activity 1. 1. 5 - ELISA assays were used to detect the presence of the Neisseria meningitidis antigen. What is an ELISA? What are the types of ELISA assays? How does an ELISA work?

Unit 1. 1 Summary Activity 1. 1. 5 You were asked to diagram or model how the ELISA test can be used to detect Neisseria meningitidis.

Unit 1. 1 Summary Activity 1. 1. 5 An ELISA assay can provide qualitative or quantitative results. What does this mean? ?

Unit 1. 1 Summary Activity 1. 1. 5 Serial Dilutions What does serial dilutions have to do with an ELISA?

Unit 1. 1 Summary Activity 1. 1. 5 Bioinformatics data and lab testing will eventually reveal the following results: Patient Diagnosis Sue - Bacterial meningitis Jill - Bacterial meningitis Anthony - Influenza Wanda - Infectious mononucleosis Maggie - Strep throat Maria - Bacterial meningitis Arnie - Influenza Marco - Bacterial meningitis Alvin - Infectious mononucleosis Alvin does not submit to molecular testing; however, his association with Wanda and his symptoms will lead students to a diagnosis of infectious mononucleosis.

Unit 1. 1 Summary Activity 1. 1. 5 Outbreak Assessment: Who is patient zero on campus? Sue How did this disease spread on campus? • One possible hypothesis: Sue brought the bacteria back from her visit to the other college • Jill lives with Sue and plays on the same sports team, they share many cups, utensils and water bottles. • Either Jill or Sue passed the infection to Maria, who is always in their room. • Sue had lab with Marco. They may have shared a soda during the break and had other contact leading to transmission of the bacterium

Unit 1. 1 Summary Activity 1. 1. 5 Outbreak Assessment: What is the appropriate treatment? Use antibiotics to treat those infected What other medical interventions should be used? • Provide the bacterial meningitis vaccine to those who are unaffected • Test other students at the college that Sue visited

Unit 1. 1 Turn in lab notebooks By the end of the day Saturday – Web Portfolio