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: dwilkerson0029@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, BlackBoard 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
 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
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 (mtDNA)
• 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 mtDNA copies
• mtDNA is derived from the circular genomes of the bacteria that were
engulfed by the early ancestors of today's eukaryotic cells
 Endosymbiotic Theory
• mtDNA is inherited maternally inherited
Of the 37 genes:
13 are for proteins (enzymes) involved in oxidative phosphorylation
22 are for transfer RNA (tRNA) and 2 are for ribosomal RNA (rRNA) which
help assemble amino acids into functioning proteins
Mitochondrial DNA (mtDNA)
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
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
IgA
IgD
IgE
IgG
IgM
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
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 1L 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
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