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| The Case: |
Bacterial Polygamy |
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Damien and Samantha both work with the Centers for Disease Control (CDC) where they work on surveillance of staphylococcal outbreaks in the greater Atlanta area. Routinely, they pickup samples from various hospitals.
Both individuals had just returned to work after a car accident in which both suffered severe cuts and bruises. Regular hospital pickups of staphylococcal samples were delivered to the lab on Monday by the courier. Damien and Samantha processed the samples as usual. Later that week, both lab mates became very ill and were diagnosed with staphylococcal infections. Both were given methicillin, an antibiotic commonly used to treat Staphylococcal infections.
Within days, Samantha was feeling much better. Damien, however, was getting worse and not responding to the medication.
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Case Analysis
Physical condition of the patients
Exposure to samples
Hospital examination
Opportunistic infections
Differences in response to treatment
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Option: Include a know / need to know chart like the one below:
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What do you know?
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What do you need to know?
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Learning Goals
Goal(s)
Develop an understanding of bacterial pathogenesis and the steps involved
Host/microbe interaction
Factors that contribute to virulence
An understanding of gene acquisition
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Standards
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Investigations and Activities
Students will be divided into groups and prepare poster presentations and a one page report (individually) on a pathogen (given by the instructor) using an article from a scientific journal and newspaper, as well as a website. The student will discuss characteristics of the pathogen and compare the writing styles, technicalities, and scientific merit of the articles
Lab Activities
Determine Methicillin minimum inhibitory concentrations (MIC) of Staphylococcal isolates
Students will do restriction fragment length polymorphism (RFLP) analysis
Schematic representation of RFLP
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Resources
Textbook: Microbiology, Fifth Edition, Lansin M. Prescott, John P. Harley, and Donald A. Klein, McGraw-Hill Companies, Inc., 2002 ISBN 0-07-112259-1
http://www.microbelibrary.org/
http://www.asmusa.org/edusrc/edu1.htm
http://www.cdc.gov/ncidod/hip/default.htm
Scientific Journals: Science, Scientific American, Journal of Infectious Diseases
http://www.journals.asm.org/
Students will usually obtain additional references or resources
to help answer or explore their questions. |
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Special Data Items
http://www.denniskunkel.com/default.asp
http://gold.aecom.yu.edu/id/micro/mic.htm
1. bact.jpg
2. mic.jpg
3. rflp.jpg
4. conj.jpg
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Student Products
Students will do group posters and write individual 1-2 page critiques. For laboratory activities, students will write a report describing their results
Students will have the opportunity to participate in classroom interactive programs (BioQUEST\Microbial GCK) describing gene acquisition and antibiotic resistance
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Assessment and Evaluation Plan
Poster presentation – students should learn to collaborate with peers and will be evaluated collectively as a group by their peers and the instructor
Students will be expected to learn about a particular bacterial pathogen and known factors related to its virulence
For writing assessment, students should be able to review and critique the articles used in the group poster presentation.
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Implementation
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Course name:
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Microbiology (Bio 233)
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Likely sequence in
syllabus:
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Microbial Diseases and Their Control
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Time during term:
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Second half of the course
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Duration:
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2 weeks
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Setting:
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Lecture and lab
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Students in course:
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Sophomore/junior majors
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Collaborative elements:
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Group Activities; Resource assessment; In-class and out of class discussions
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Additional notes:
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Credits
Images:
http://gold.aecom.yu.edu/id/micro/mic.htm
www.cmbn.no/tonjum/links.html
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