This document provides an overview of a 12-lesson course on keeping healthy. The lessons will cover topics like what causes disease, microbe attacks, vaccines, antibiotic resistance, and health studies. It previews the objectives and activities for the first lesson on microbes and disease, including understanding how microbes can cause illness and how the body prevents microbes from entering.
The document is a student's answers to questions about diseases and the immune system. It discusses what diseases are, how they spread, features of viruses and bacteria, diseases they cause, how the body protects against pathogens, and differences between natural and artificial immunity. The student answers 20 multiple-choice and short-answer questions about these topics, scoring 9 out of 10 overall with one mistake.
B 1 1-2 how our bodies defend themselves against infectious diseasesSteve Bishop
The document discusses how the body defends itself against infectious diseases through various mechanisms of the immune system, including white blood cells that ingest pathogens, produce antibodies, and produce antitoxins. It also discusses the roles of antibiotics, vaccines, and mutations in pathogens in relation to epidemics, treatment of disease, and antibiotic resistance.
The document summarizes the body's defenses against infection. It describes both nonspecific defenses like the skin, mucus, and fever that act against a wide range of pathogens, as well as specific immune defenses including humoral immunity mediated by B cells and antibodies and cell-mediated immunity involving T cells. Memory B and T cells provide long-lasting immunity against pathogens the body has previously encountered.
1) The document discusses how Edward Jenner discovered that exposure to cowpox provided protection against smallpox, leading to the development of vaccination.
2) It describes the mechanisms of active and passive immunity, how vaccines and antibodies can provide protection.
3) Public health measures like sanitation and vaccination, along with antibiotics and antivirals, have dramatically reduced deaths from infectious diseases over the last century.
This document provides an overview of infectious diseases. It discusses that infectious diseases are caused by microorganisms like viruses, bacteria, fungi, and parasites. Landmark scientists like Louis Pasteur and Robert Koch established the germ theory of disease. Koch's postulates provide guidelines for identifying the microorganisms that cause specific diseases. While most microorganisms in the body are harmless symbionts, pathogens cause issues by destroying cells or releasing toxins. Infectious diseases spread through various methods like coughing/sneezing, physical contact, exchange of body fluids, contaminated water/food, or transmission from animals.
The immune system protects the body from pathogens and cancer cells. It contains nonspecific defenses that provide immediate protection and specific defenses that adapt over time. Nonspecific defenses include physical barriers and inflammatory responses, while specific defenses recognize and remember pathogens through B cells, T cells, antibodies, and memory cells. The document defines and compares these defenses.
Antibiotic resistance infections & approach in homoeopathy medical scienceDrAnkit Srivastav
Antibiotic resistance has become a major public health issue as many bacterial infections are now resistant to common antibiotics. Overuse and misuse of antibiotics has led bacteria to evolve and become resistant. In hospitals, antibiotic use and underlying patient health conditions increase the risk of resistant infections. Community risks include close contact with infected individuals and antibiotic use in livestock. Homoeopathic approaches focus on remedies that address conditions from antibiotic overuse like Carbo Veg, Magnesium Phos, and Opium. Proper antibiotic use and hygiene are important for prevention.
The document is a student's answers to questions about diseases and the immune system. It discusses what diseases are, how they spread, features of viruses and bacteria, diseases they cause, how the body protects against pathogens, and differences between natural and artificial immunity. The student answers 20 multiple-choice and short-answer questions about these topics, scoring 9 out of 10 overall with one mistake.
B 1 1-2 how our bodies defend themselves against infectious diseasesSteve Bishop
The document discusses how the body defends itself against infectious diseases through various mechanisms of the immune system, including white blood cells that ingest pathogens, produce antibodies, and produce antitoxins. It also discusses the roles of antibiotics, vaccines, and mutations in pathogens in relation to epidemics, treatment of disease, and antibiotic resistance.
The document summarizes the body's defenses against infection. It describes both nonspecific defenses like the skin, mucus, and fever that act against a wide range of pathogens, as well as specific immune defenses including humoral immunity mediated by B cells and antibodies and cell-mediated immunity involving T cells. Memory B and T cells provide long-lasting immunity against pathogens the body has previously encountered.
1) The document discusses how Edward Jenner discovered that exposure to cowpox provided protection against smallpox, leading to the development of vaccination.
2) It describes the mechanisms of active and passive immunity, how vaccines and antibodies can provide protection.
3) Public health measures like sanitation and vaccination, along with antibiotics and antivirals, have dramatically reduced deaths from infectious diseases over the last century.
This document provides an overview of infectious diseases. It discusses that infectious diseases are caused by microorganisms like viruses, bacteria, fungi, and parasites. Landmark scientists like Louis Pasteur and Robert Koch established the germ theory of disease. Koch's postulates provide guidelines for identifying the microorganisms that cause specific diseases. While most microorganisms in the body are harmless symbionts, pathogens cause issues by destroying cells or releasing toxins. Infectious diseases spread through various methods like coughing/sneezing, physical contact, exchange of body fluids, contaminated water/food, or transmission from animals.
The immune system protects the body from pathogens and cancer cells. It contains nonspecific defenses that provide immediate protection and specific defenses that adapt over time. Nonspecific defenses include physical barriers and inflammatory responses, while specific defenses recognize and remember pathogens through B cells, T cells, antibodies, and memory cells. The document defines and compares these defenses.
Antibiotic resistance infections & approach in homoeopathy medical scienceDrAnkit Srivastav
Antibiotic resistance has become a major public health issue as many bacterial infections are now resistant to common antibiotics. Overuse and misuse of antibiotics has led bacteria to evolve and become resistant. In hospitals, antibiotic use and underlying patient health conditions increase the risk of resistant infections. Community risks include close contact with infected individuals and antibiotic use in livestock. Homoeopathic approaches focus on remedies that address conditions from antibiotic overuse like Carbo Veg, Magnesium Phos, and Opium. Proper antibiotic use and hygiene are important for prevention.
This document discusses various topics related to infectious diseases including:
- Types of diseases like acute, chronic, infectious, and non-infectious
- Common microbes that cause diseases like viruses, bacteria, protozoa, and fungi
- Means of disease spread such as airborne, waterborne, and vectors
- Treatment methods including reducing symptoms and killing microbes with medicines/antibiotics
- The immune response and how antibodies and white blood cells help defend against pathogens
- Specific diseases are also discussed like malaria, influenza, hepatitis, rabies, and AIDS.
The human body has both passive and active defenses against pathogens. Passive defenses include the skin, mucus, stomach acid, and enzymes that try to prevent pathogens from entering the body. If a pathogen gets past these barriers, active defenses kick in. White blood cells play a key role in active immunity. There are two main types of white blood cells - phagocytes that ingest pathogens and lymphocytes that produce antibodies to target specific pathogens. Vaccinations expose the body to inactive or dead pathogens to stimulate antibody production and provide future protection against disease.
This document describes different ways pathogens can enter the body and cause infection, including through droplets from coughing/sneezing, direct contact, contaminated food/drink, and breaks in the skin. It provides examples of diseases caused by each infection type, such as influenza spreading through droplets. The document also discusses the roles of white blood cells in protecting the body from disease, including ingesting pathogens, producing antibodies, and producing antitoxins.
Bacteria and viruses are two types of pathogens that can make people feel ill. Bacteria are cells that can damage cells and produce toxins, while viruses are not cells and replicate by invading and using host cells. The body has defenses like skin, mucus, blood clotting, and white blood cells that fight pathogens. White blood cells can engulf and digest foreign cells, produce antibodies specific to pathogen antigens to kill invading cells, and produce antitoxins to counteract bacterial toxins.
Tuberculosis (TB) is caused by the Mycobacterium tuberculosis bacterium. When people with TB cough or sneeze, they expel the bacteria into the air. If others breathe these bacteria in, they can become infected. The bacteria first infect the lungs or bronchioles. In the body, the bacteria produce toxins that damage cells. The body fights the infection through white blood cells that engulf and destroy bacteria and produce antibodies and antitoxins. Vaccines work by exposing the body to an inactive form of the disease-causing microbe, allowing it to develop antibodies without risk of illness. These antibodies then provide future protection against the live microbe.
Vaccinations provide artificial immunity by introducing harmless versions of viruses or bacteria into the body. This allows the immune system to develop antibodies without experiencing the actual disease. Natural immunity develops when a person contracts an illness and their body fights it off. The key difference is that vaccines contain dead or weakened germs while natural immunity results from surviving the live infection. Vaccinations train the immune system to quickly recognize and destroy pathogens it may encounter in the future through exposure to similar but harmless versions during the vaccination process.
The document summarizes the body's immune defenses against infection. It describes two main types of immunity: innate immunity, which provides nonspecific defenses like skin barriers and phagocytes; and acquired (adaptive) immunity, which develops after exposure and provides pathogen-specific responses using B cells, T cells, antibodies, and immunological memory. The immune system uses successive lines of defense, from physical barriers and phagocytes to inflammation and antibodies, to protect the body. Vaccines help produce active immunity by exposing the immune system to weakened or killed pathogens.
This chapter introduces the key concepts of microbiology. It defines microbiology as the study of microorganisms too small to be seen without magnification. The major groups of microorganisms are bacteria, algae, protozoa, helminthes, fungi, and viruses. Microorganisms have profoundly impacted Earth through processes like photosynthesis and nutrient recycling. Humans have harnessed microbes for applications like brewing and biotechnology. The development of microscopy and the scientific method were crucial to establishing microbiology as a field and linking pathogens to infectious diseases. Taxonomy involves naming, classifying, and identifying microbes.
The document discusses the human immune system and how it protects the body from disease. It describes both first-line defenses like the skin, respiratory system, and digestive system that act as barriers against pathogens, as well as second-line defenses like white blood cells that specifically target pathogens. It also discusses active and passive immunity, how vaccines help build immunity, and some common infectious and non-infectious diseases and how they are caused and spread.
The document discusses the immune system's response to pathogens like viruses. It explains that the immune system has both non-specific innate responses that provide immediate defense against infection, as well as specific acquired responses that develop over time and provide long-lasting immunity. The non-specific response involves barriers like skin and mucous membranes, while the specific response produces antibodies that target unique antigens on pathogens through B cells and T cells. Viruses are also able to specifically infect certain host species or cell types through receptor binding of viral antigens. Examples of several viral diseases and their characteristics are also outlined.
1. HIV is transmitted through sexual contact, contaminated needles, blood transfusions, and from mother to child during pregnancy or birth. It attacks CD4 T cells in the immune system.
2. AIDS develops when HIV has destroyed enough T cells to weaken the immune system, making a person vulnerable to opportunistic infections.
3. Some diseases like allergies, cancer, diabetes, asthma, and heart disease are not spread between people but have other causes like genetics or environment.
Louis Pasteur was a French chemist who discovered that microorganisms cause disease in humans. He invented pasteurization to kill harmful microbes. In the late 1800s, scientists realized the connection between microorganisms and the spread of disease. Robert Koch developed a method for identifying disease-causing organisms that helped advance treatment. Joseph Lister recognized the relationship between infections and cleanliness, and used carbolic acid to disinfect surgical tools and wash skin, reducing surgical infections.
Viruses are strands of genetic material surrounded by a protein coating that multiply by making copies of themselves inside host cells. They do not have cell structures like a nucleus or organelles. Viruses come in a variety of shapes and sizes and can only be seen with an electron microscope. They infect animals, plants, fungi and bacteria by entering host cells and either immediately destroying the cell to release new virus particles or becoming dormant for years before being reactivated. While some viruses only infect specific cell types, others have a broad host range. Treatment is difficult but prevention through vaccination, sanitation and isolation is effective at controlling viral spread.
Overview of Principles and Applications while Preventing the Animal Diseases. Balwant Meshram
This document provides an overview of principles and applications for preventing animal diseases. It discusses various types of disease prevention including primordial, primary, and tertiary prevention. It also describes common disease types caused by bacteria, viruses, fungi, parasites, and protozoa. The document outlines the basic requirements for disease prevention and control like correct diagnosis, monitoring, and surveillance. It explains immune response and how vaccines provide active or passive immunity. In conclusion, it stresses the importance of education, planned prevention efforts, accurate diagnosis and treatment, vaccination, quarantine, and health promotion activities to control animal diseases.
This document summarizes key concepts about the nature and spread of infectious diseases. It discusses Koch's postulates for linking pathogens to diseases, reservoirs and modes of transmission for diseases, and patterns of disease spread. It also outlines defenses against disease like the lymphatic and immune systems, both innate and adaptive responses. Specific diseases and scientists that advanced understanding of disease are mentioned.
The document discusses health and illness. It defines health as a state of physical and mental well-being, while illness is the opposite where the body does not function properly and causes symptoms like coughs, pain or fever. It lists healthy habits like getting enough sleep, eating a balanced diet, and washing hands regularly. Unhealthy habits mentioned include watching TV, smoking, and poor hygiene. The document also discusses infectious and non-infectious illnesses, different microorganisms that cause illness like bacteria, viruses, and fungi, and ways to prevent and treat infectious illnesses through vaccination, hygiene, antibiotics, antifungals, and medicines to reduce symptoms.
This document discusses viruses and their effects on human health. It provides information on viruses like Ebola, bubonic plague, and HIV. It then discusses vaccines, how they work to produce immunity, and how they can prevent disease outbreaks. The document also lists both harmful and beneficial effects of viruses. It gives tips for avoiding viruses and provides a case study on vaccines and Jenner's development of the smallpox vaccine.
Viruses are non-living particles that contain genetic material surrounded by a protein coating. They cannot replicate without infecting a living host cell. There are two types of viral infections - active infections immediately produce new viruses and destroy the host cell, while latent infections incorporate viral DNA into the host cell's DNA without immediate damage. Viruses spread through the air or contact and only infect specific cell types. While antibiotics do not affect viruses, vaccines provide immunity by exposing the body to weakened viral particles. Researchers also study viruses to develop gene therapy and antiviral drugs.
The document is a chapter about microorganisms that contains a section with questions and answers. The questions test knowledge about different microorganisms that cause diseases, ways diseases spread, and methods to prevent spread. It includes diagrams of skin conditions and tables listing diseases caused by microorganisms.
1. Introduction to Microbiology & Parasitology lectureVincent Ejakait
This document discusses microbiology, parasitology, and immunology. It defines key terms, describes the historical development of microbiology including early pioneers like van Leeuwenhoek and Pasteur. It also covers ecological relationships between microorganisms like competition, predation, commensalism, mutualism, and parasitism. Furthermore, it outlines factors that promote microbial growth, importance of microbes, and classifications of microorganisms.
This document provides an overview of a 12-lesson module on growth and development. The lessons will cover topics like growing and changing, growth patterns, cell reproduction, genetics, specialized cells, and proteins. Key concepts include DNA, genes, inheritance, cell division, and how cells become specialized.
This document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It introduces key concepts about homeostasis, including how the body regulates conditions like body temperature, water levels, blood sugar levels, and blood pressure. Each lesson will focus on a different aspect of homeostasis, starting with an introduction to homeostasis and negative feedback mechanisms in Lessons 1 and 2. Subsequent lessons will cover topics like enzyme function, temperature regulation, water homeostasis, and what can happen when homeostasis goes wrong.
This document discusses various topics related to infectious diseases including:
- Types of diseases like acute, chronic, infectious, and non-infectious
- Common microbes that cause diseases like viruses, bacteria, protozoa, and fungi
- Means of disease spread such as airborne, waterborne, and vectors
- Treatment methods including reducing symptoms and killing microbes with medicines/antibiotics
- The immune response and how antibodies and white blood cells help defend against pathogens
- Specific diseases are also discussed like malaria, influenza, hepatitis, rabies, and AIDS.
The human body has both passive and active defenses against pathogens. Passive defenses include the skin, mucus, stomach acid, and enzymes that try to prevent pathogens from entering the body. If a pathogen gets past these barriers, active defenses kick in. White blood cells play a key role in active immunity. There are two main types of white blood cells - phagocytes that ingest pathogens and lymphocytes that produce antibodies to target specific pathogens. Vaccinations expose the body to inactive or dead pathogens to stimulate antibody production and provide future protection against disease.
This document describes different ways pathogens can enter the body and cause infection, including through droplets from coughing/sneezing, direct contact, contaminated food/drink, and breaks in the skin. It provides examples of diseases caused by each infection type, such as influenza spreading through droplets. The document also discusses the roles of white blood cells in protecting the body from disease, including ingesting pathogens, producing antibodies, and producing antitoxins.
Bacteria and viruses are two types of pathogens that can make people feel ill. Bacteria are cells that can damage cells and produce toxins, while viruses are not cells and replicate by invading and using host cells. The body has defenses like skin, mucus, blood clotting, and white blood cells that fight pathogens. White blood cells can engulf and digest foreign cells, produce antibodies specific to pathogen antigens to kill invading cells, and produce antitoxins to counteract bacterial toxins.
Tuberculosis (TB) is caused by the Mycobacterium tuberculosis bacterium. When people with TB cough or sneeze, they expel the bacteria into the air. If others breathe these bacteria in, they can become infected. The bacteria first infect the lungs or bronchioles. In the body, the bacteria produce toxins that damage cells. The body fights the infection through white blood cells that engulf and destroy bacteria and produce antibodies and antitoxins. Vaccines work by exposing the body to an inactive form of the disease-causing microbe, allowing it to develop antibodies without risk of illness. These antibodies then provide future protection against the live microbe.
Vaccinations provide artificial immunity by introducing harmless versions of viruses or bacteria into the body. This allows the immune system to develop antibodies without experiencing the actual disease. Natural immunity develops when a person contracts an illness and their body fights it off. The key difference is that vaccines contain dead or weakened germs while natural immunity results from surviving the live infection. Vaccinations train the immune system to quickly recognize and destroy pathogens it may encounter in the future through exposure to similar but harmless versions during the vaccination process.
The document summarizes the body's immune defenses against infection. It describes two main types of immunity: innate immunity, which provides nonspecific defenses like skin barriers and phagocytes; and acquired (adaptive) immunity, which develops after exposure and provides pathogen-specific responses using B cells, T cells, antibodies, and immunological memory. The immune system uses successive lines of defense, from physical barriers and phagocytes to inflammation and antibodies, to protect the body. Vaccines help produce active immunity by exposing the immune system to weakened or killed pathogens.
This chapter introduces the key concepts of microbiology. It defines microbiology as the study of microorganisms too small to be seen without magnification. The major groups of microorganisms are bacteria, algae, protozoa, helminthes, fungi, and viruses. Microorganisms have profoundly impacted Earth through processes like photosynthesis and nutrient recycling. Humans have harnessed microbes for applications like brewing and biotechnology. The development of microscopy and the scientific method were crucial to establishing microbiology as a field and linking pathogens to infectious diseases. Taxonomy involves naming, classifying, and identifying microbes.
The document discusses the human immune system and how it protects the body from disease. It describes both first-line defenses like the skin, respiratory system, and digestive system that act as barriers against pathogens, as well as second-line defenses like white blood cells that specifically target pathogens. It also discusses active and passive immunity, how vaccines help build immunity, and some common infectious and non-infectious diseases and how they are caused and spread.
The document discusses the immune system's response to pathogens like viruses. It explains that the immune system has both non-specific innate responses that provide immediate defense against infection, as well as specific acquired responses that develop over time and provide long-lasting immunity. The non-specific response involves barriers like skin and mucous membranes, while the specific response produces antibodies that target unique antigens on pathogens through B cells and T cells. Viruses are also able to specifically infect certain host species or cell types through receptor binding of viral antigens. Examples of several viral diseases and their characteristics are also outlined.
1. HIV is transmitted through sexual contact, contaminated needles, blood transfusions, and from mother to child during pregnancy or birth. It attacks CD4 T cells in the immune system.
2. AIDS develops when HIV has destroyed enough T cells to weaken the immune system, making a person vulnerable to opportunistic infections.
3. Some diseases like allergies, cancer, diabetes, asthma, and heart disease are not spread between people but have other causes like genetics or environment.
Louis Pasteur was a French chemist who discovered that microorganisms cause disease in humans. He invented pasteurization to kill harmful microbes. In the late 1800s, scientists realized the connection between microorganisms and the spread of disease. Robert Koch developed a method for identifying disease-causing organisms that helped advance treatment. Joseph Lister recognized the relationship between infections and cleanliness, and used carbolic acid to disinfect surgical tools and wash skin, reducing surgical infections.
Viruses are strands of genetic material surrounded by a protein coating that multiply by making copies of themselves inside host cells. They do not have cell structures like a nucleus or organelles. Viruses come in a variety of shapes and sizes and can only be seen with an electron microscope. They infect animals, plants, fungi and bacteria by entering host cells and either immediately destroying the cell to release new virus particles or becoming dormant for years before being reactivated. While some viruses only infect specific cell types, others have a broad host range. Treatment is difficult but prevention through vaccination, sanitation and isolation is effective at controlling viral spread.
Overview of Principles and Applications while Preventing the Animal Diseases. Balwant Meshram
This document provides an overview of principles and applications for preventing animal diseases. It discusses various types of disease prevention including primordial, primary, and tertiary prevention. It also describes common disease types caused by bacteria, viruses, fungi, parasites, and protozoa. The document outlines the basic requirements for disease prevention and control like correct diagnosis, monitoring, and surveillance. It explains immune response and how vaccines provide active or passive immunity. In conclusion, it stresses the importance of education, planned prevention efforts, accurate diagnosis and treatment, vaccination, quarantine, and health promotion activities to control animal diseases.
This document summarizes key concepts about the nature and spread of infectious diseases. It discusses Koch's postulates for linking pathogens to diseases, reservoirs and modes of transmission for diseases, and patterns of disease spread. It also outlines defenses against disease like the lymphatic and immune systems, both innate and adaptive responses. Specific diseases and scientists that advanced understanding of disease are mentioned.
The document discusses health and illness. It defines health as a state of physical and mental well-being, while illness is the opposite where the body does not function properly and causes symptoms like coughs, pain or fever. It lists healthy habits like getting enough sleep, eating a balanced diet, and washing hands regularly. Unhealthy habits mentioned include watching TV, smoking, and poor hygiene. The document also discusses infectious and non-infectious illnesses, different microorganisms that cause illness like bacteria, viruses, and fungi, and ways to prevent and treat infectious illnesses through vaccination, hygiene, antibiotics, antifungals, and medicines to reduce symptoms.
This document discusses viruses and their effects on human health. It provides information on viruses like Ebola, bubonic plague, and HIV. It then discusses vaccines, how they work to produce immunity, and how they can prevent disease outbreaks. The document also lists both harmful and beneficial effects of viruses. It gives tips for avoiding viruses and provides a case study on vaccines and Jenner's development of the smallpox vaccine.
Viruses are non-living particles that contain genetic material surrounded by a protein coating. They cannot replicate without infecting a living host cell. There are two types of viral infections - active infections immediately produce new viruses and destroy the host cell, while latent infections incorporate viral DNA into the host cell's DNA without immediate damage. Viruses spread through the air or contact and only infect specific cell types. While antibiotics do not affect viruses, vaccines provide immunity by exposing the body to weakened viral particles. Researchers also study viruses to develop gene therapy and antiviral drugs.
The document is a chapter about microorganisms that contains a section with questions and answers. The questions test knowledge about different microorganisms that cause diseases, ways diseases spread, and methods to prevent spread. It includes diagrams of skin conditions and tables listing diseases caused by microorganisms.
1. Introduction to Microbiology & Parasitology lectureVincent Ejakait
This document discusses microbiology, parasitology, and immunology. It defines key terms, describes the historical development of microbiology including early pioneers like van Leeuwenhoek and Pasteur. It also covers ecological relationships between microorganisms like competition, predation, commensalism, mutualism, and parasitism. Furthermore, it outlines factors that promote microbial growth, importance of microbes, and classifications of microorganisms.
This document provides an overview of a 12-lesson module on growth and development. The lessons will cover topics like growing and changing, growth patterns, cell reproduction, genetics, specialized cells, and proteins. Key concepts include DNA, genes, inheritance, cell division, and how cells become specialized.
This document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It introduces key concepts about homeostasis, including how the body regulates conditions like body temperature, water levels, blood sugar levels, and blood pressure. Each lesson will focus on a different aspect of homeostasis, starting with an introduction to homeostasis and negative feedback mechanisms in Lessons 1 and 2. Subsequent lessons will cover topics like enzyme function, temperature regulation, water homeostasis, and what can happen when homeostasis goes wrong.
The document discusses a lesson plan that covers genetic screening and testing. Over the next 12 lessons, students will learn about genetics topics like inherited disorders, genetic testing, screening, and the ethical issues around how genetic information is used. One lesson focuses on genetic screening and testing, including how genetic information could be misused by insurance companies and discussed the arguments for and against using DNA profiles to determine insurance costs.
This document provides an overview of the lessons to be covered in a module on life on Earth. It includes topics such as the variety of life, evolution, evidence of change, Charles Darwin's theories, the origins of species, inheritance, where life came from, sensing the environment, human evolution, and extinction. Each lesson includes objectives, key terms, and extension questions. The document guides students through the content that will be examined over the next 12 lessons and an end of module test.
The document provides an overview of the 12 lessons that will be covered in the B4 Homeostasis module. It focuses on lesson 7 which covers how the body responds to changes in core temperature through vasoconstriction, vasodilation, sweating, and shivering. The key concepts covered are how varying blood supply to the skin through constricting or dilating blood vessels helps regulate core temperature. Extension questions provide further explanation and examples.
The document provides information about a biology lesson plan that covers genetics and inherited traits. It includes 12 lessons that cover topics like similarities and differences between family members, inherited disorders like cystic fibrosis and Huntington's disease, genetic testing, and stem cells. The lesson plan provides learning objectives, activities, and questions for each lesson.
The document provides an overview of a 12-lesson chemistry course covering topics like the periodic table, alkaline metals, chemical equations, halogens, helium, atomic structure, electrons, salts, and ionic theory. It includes lesson objectives, activities, extension questions, and summaries for the first two lessons which focus on the periodic table and alkaline metals. Key points covered are the periodic table's arrangement of elements, properties of group 1 alkaline metals like their reactions with water and acids, and their similarities and reactivity trends.
The document provides an overview of a course on Earth science and the universe. It includes 12 lessons covering topics like mapping the seafloor, plate tectonics, earthquakes and volcanoes, the origin of the universe, the solar system, what we are made of, the extinction of dinosaurs, and whether life exists elsewhere. The first lesson introduces concepts of time, space, the structure of Earth, and the rock cycle. Subsequent lessons will explore these topics in more depth.
The document provides an overview of the 12 lessons in a health studies module, including topics like antibiotics, vaccines, and clinical trials. It then presents information about lesson 7 which focuses on antibiotics and the rise of antibiotic-resistant "superbugs" due to overuse of antibiotics. The lesson objectives, activities, key concepts, and extension questions are outlined.
Bacteria can cause infections and diseases in humans. Some diseases caused by bacteria include strep throat, tuberculosis, and urinary tract infections. Bacteria reproduce rapidly and can grow into billions within a day. While some bacteria are helpful, many types of harmful bacteria can damage tissues and make people sick by producing toxins. It is important to practice good hygiene like hand washing to prevent the spread of bacteria.
Most infectious diseases are caused by microorganisms like viruses, bacteria, and fungi. Viruses are the smallest and can only reproduce inside living cells, while bacteria are a bit larger and can grow on their own. Fungi come in many varieties from bread mould to mushrooms. Microbes spread disease through various means like coughing, contaminated food or water, mosquito bites, and sexual contact. Understanding how diseases spread can help prevent their transmission.
Antibiotics are facing their final stage of survival as common bacteria take over in violent opportunistic infections. Hospitals have become hotbeds for spreading antibiotic-resistant infections. The overuse and misuse of antibiotics, both in hospitals and at home, is contributing to the rise of drug-resistant bacteria that are difficult or impossible to treat. If antibiotic resistance continues to spread unchecked, it could lead to widespread healthcare issues and even the end of modern medicine as we know it.
This document discusses infectious diseases and microbes. It explains that infectious diseases are caused by microorganisms like viruses, bacteria, and fungi. It defines disease and explains that microbes need food, water, and warmth to grow and replicate. It provides examples of how different diseases are spread, such as through contaminated food or water, coughs and sneezes, mosquito bites, or sexual contact.
Bacteria can make you sick by entering your body through cuts, food/water, sexual contact, air, or animal bites. Common bacterial diseases include strep throat, staph infections, and food poisoning. Bacteria are single-celled organisms that are much smaller than human cells and can have different shapes. The human body has defenses against bacteria like the skin, mucus, stomach acids, and immune cells. When infections occur, antibiotics can treat many bacterial infections, but some bacteria are evolving resistance to antibiotics, creating serious issues like MRSA. It is important to always finish all of an antibiotic prescription to avoid furthering bacterial resistance.
5.3 Science helps people prevent and treat diseases.Nour98
Science has helped people understand and combat diseases through discoveries like the microscope and germ theory. [1] Diseases are caused by microorganisms like bacteria, viruses, fungi and protists. [2] Understanding the cause of diseases allowed for their prevention and treatment. [3] Scientists continue working to prevent and treat diseases, though new challenges like antibiotic resistance emerge over time.
Microbes outnumber human cells 10 to 1 and play important roles in human health and disease. While some microbes cause illness, most are harmless or beneficial. Microbes are found everywhere including in the air, water, soil, and inside and on the human body. They aid in digestion and prevent infection. However, overuse of antibiotics has led to increased antibiotic resistance in microbes, threatening our ability to treat infectious diseases. Antibiotic resistance occurs as bacteria evolve and share DNA allowing them to survive drug exposure. Prudent antibiotic use is needed to slow the development and spread of resistant microbes.
The document discusses infectious diseases and the immune system. It defines disease and pathogens, and describes the germ theory of disease proposed by Pasteur and Koch. It explains Koch's postulates for identifying disease-causing microorganisms. It describes different types of pathogens like viruses, bacteria, protists, fungi and worms that cause infectious diseases. It then discusses the immune system's nonspecific and specific defenses against pathogens, including the inflammatory response, antibodies, B cells, T cells, and memory cells. It also covers immune system disorders like allergies, autoimmune diseases, and immunodeficiencies like AIDS.
This document provides an overview of microbiology and microorganisms. It discusses that microbiology is the study of microbes too small to be seen with the naked eye. Microbes play both harmful and beneficial roles in our lives, causing diseases but also enabling important processes like photosynthesis, decomposition, nitrogen fixation, and food production. The document examines how microbes are used in medicine and research, gives examples of human and plant diseases caused by microbes, and explores microbial diversity and symbiotic relationships between microbes and other organisms.
The document discusses how the body regulates water balance through homeostasis. It explains that the hypothalamus detects water levels in the blood and signals the pituitary gland to release antidiuretic hormone (ADH). ADH makes the kidneys absorb more water from urine if levels are low, and absorb less if levels are high, through negative feedback. Factors like temperature, food/water intake, sweating, alcohol and drugs can affect water balance, which is important as cells need the correct water content to function properly.
This document provides an educational module on communicable diseases for health students. It begins with an introduction explaining that communicable diseases can be transmitted between people and are therefore a public health concern. The module will teach students how to protect themselves from communicable diseases through personal and environmental health practices. It includes a pre-test with multiple choice and fill-in-the-blank questions to assess students' existing knowledge on communicable diseases and related topics. The main content section defines health and disease and classifies diseases as either communicable or non-communicable. It explains that communicable diseases are caused by pathogens that can be transmitted between individuals.
This document provides an educational module on communicable diseases for health students. It begins with an introduction explaining that communicable diseases can be transmitted between people, making their prevention and control a public health concern. The module then provides a pre-test for students to assess their existing knowledge on communicable diseases. The pre-test contains various questions testing students' understanding of topics like pathogens, transmission methods, prevention strategies, and theories of disease causation. It concludes by introducing a lesson on the concepts of health and disease, discussing how health encompasses multiple dimensions and is a personal responsibility.
Modulehealthgrade7 130301200610-phpapp01Melanie Noto
The document discusses different historical beliefs about the causes of disease:
1) Ancient peoples believed disease was caused by supernatural forces like gods, spirits or witchcraft.
2) In the 1800s, the "poisonous gas" belief held that diseases like malaria were caused by bad air from swamps.
3) The "germ theory" emerged in the late 1800s proposing that microorganisms cause infectious diseases.
4) Currently, the "agent-host-environment" model sees disease as the result of complex interactions among the infectious agent, the host, and environmental factors. Understanding this interplay is key to preventing communicable diseases.
This document discusses communicable diseases and health. It defines communicable diseases as those caused by pathogens that can be transmitted between people, such as the common cold. Health is described as having multiple dimensions including physical, mental, and social well-being, rather than just the absence of disease. The document presents a diagram showing health and disease on a continuum, where the goal is to promote overall wellness. It emphasizes that an individual's decisions impact both personal and public health.
Micro-organisms like bacteria, viruses, and fungi are tiny organisms that can cause disease in humans. There are both harmful and useful microbes. Harmful microbes spread diseases through contact with infected individuals or animals. Our immune system protects us from disease by producing antibodies to fight off invading pathogens. Vaccines work by exposing our immune system to weakened forms of viruses and bacteria, allowing it to develop immunity without causing sickness. When many people are vaccinated, it provides herd immunity to protect those who cannot receive vaccines. Proper hygiene and vaccination are important for preventing the spread of disease.
This document provides a summary of a student's research project on using personalised learning strategies to overcome difficulties in understanding biology topics related to pathogens and antibiotic resistance. The research project involved examining educational placement, background, aims and objectives. Effectiveness of strategies was assessed through references and an appendix providing details on case studies and educational introduction, biological introduction on pathogens and antibiotic resistance, as well as further learning sections on HIV and Ebola.
This document provides an overview of the immune system and infectious diseases. It is divided into three sections. Section 1 discusses infectious diseases, including how they are caused by pathogens and spread between reservoirs like humans, animals, and the environment. Section 2 describes the immune system and its nonspecific responses, including inflammatory response, and specific responses like lymphocytes. Section 3 covers noninfectious disorders such as genetic disorders, degenerative diseases, metabolic diseases, and allergies.
Differences between healthy and disease free states are described. Healthy refers to overall well-being while disease free only refers to absence of disease. Causes of diseases include pathogens, poor health, organ malfunctions, pollution, and genetics. Symptoms appear when body functions change due to disease. Diseases are classified as acute, chronic, infectious, and non-infectious. Infectious diseases spread via air, water, food, vectors, contact, and sex. Prevention methods include immunization and general hygiene.
This document discusses why people fall ill and the causes of disease. It explains that disease can be caused by both intrinsic/internal factors like genetic disorders as well as extrinsic/external factors like unhealthy environments and infectious microorganisms. Communicable diseases can be passed between individuals while non-communicable diseases cannot. Treatment aims to reduce symptoms and kill microbes, while prevention focuses on public hygiene, immunizations, and strengthening the immune system.
The document provides an overview of lessons covering physics topics related to astronomy. It outlines 24 lessons that will cover telescopes, lenses, different types of telescopes, stars, the sun, moon and earth, eclipses, star distances, galaxies, and more. Each lesson includes objectives, literacy and numeracy focuses, and extension questions.
The document outlines a physics lesson plan covering topics related to telescopes, stars, galaxies, and the structure and composition of stars over 24 lessons. Key topics included refracting and reflecting telescopes, star distances and brightness, galaxies, stellar composition and nuclear fusion, and how a star's color relates to its surface temperature.
This document outlines a physics lesson plan on telescopes over 24 lessons. It will cover the different types of telescopes like refracting, reflecting, and radio telescopes. It will discuss how telescopes produce images using electromagnetic radiation of different frequencies. Key topics include lenses, star distances, galaxies, and the composition of stars. Lessons will include activities, literacy and numeracy focus, and questions for extension.
The document outlines a physics course covering topics related to astronomy and the structure of atoms and stars over 24 lessons. It provides learning objectives and activities for each lesson, including lessons on telescopes, the sun and planets, star distances and temperatures, galaxies, and the structure and behavior of atoms and gases.
This document provides an overview of the lessons that will be covered in a module about radiation and waves. It focuses on lesson P6.7, which discusses electromagnetic waves with frequencies higher than visible light, including ultraviolet (UV) rays, X-rays, and gamma rays. The lesson objectives are to understand that these waves are ionizing radiation that can alter or damage living cells. Examples of sources, detectors, and uses of each type of wave are provided. Key concepts explained are that frequency increases and wavelength decreases as you move from radio waves to gamma rays in the electromagnetic spectrum.
This document provides an overview of 12 lessons on the wave model of radiation. It will cover topics such as what waves are, describing wave properties, how waves behave at barriers and boundaries, bending light beams, electromagnetic waves, radio waves, and radiation from space. The first lesson defines key terms like amplitude, wavelength, and frequency and explains the two main types of waves - transverse and longitudinal waves. Subsequent lessons will focus on reflection, refraction, diffraction, and interference of waves.
The document outlines a route map for a 12 lesson course on electric circuits. It will cover topics like static electricity, electric charge, circuits, current, resistance, resistors, voltage, power, and electricity generation and distribution. It provides learning objectives and a sample activity for the first lesson which involves drawing a series circuit with batteries, a switch, light bulb, resistor and variable resistor and adding a voltmeter and ammeter.
This document provides an overview of the topics that will be covered in 12 lessons on electric circuits. The lessons will cover static electricity, electric charge, circuit symbols, simple circuits, controlling and measuring current, resistance, resistor combinations, measuring voltage, electrical power, domestic appliances, generating electricity, and distributing electricity. Each lesson will have objectives, activities, extension questions, and a summary.
This document provides an overview of the key concepts and lessons covered in a physics module on forces and motion. Over 12 lessons, students will learn about forces in different directions, how objects start and stop moving, friction, reaction forces, speed, modeling motion, force interactions, momentum, changes in momentum, car safety, laws of motion, work and energy, and kinetic and gravitational potential energy. Example questions and activities are provided to help students understand concepts like momentum, changes in momentum due to forces, and how safety features in cars like seatbelts reduce impact forces during collisions.
The document outlines a 12 lesson plan on the topic of forces and motion. It will cover key concepts such as forces in different directions, how objects start to move, friction, reaction of surfaces, speed, modeling motion, force interactions, changes in momentum, car safety, and laws of motion. Each lesson will include objectives, activities, literacy and numeracy focuses, and questions to help students understand the key topics being covered.
1. The document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, and energy changes over 24 lessons.
2. Lesson C7.9 focuses on rates of reaction and how factors like temperature, concentration, and particle size can influence the rate. Collision theory and activation energy are also discussed.
3. Examples of reversible reactions are given where the direction can change based on conditions like temperature and pressure. Equilibrium is reached when the rates of the forward and reverse reactions are equal and concentrations no longer change.
This document outlines a chemistry lesson plan covering titrations. The lesson will teach students how titration is used as a quantitative technique to measure the concentrations of acids and bases by determining the volume needed of a standard solution to reach the endpoint of a neutralization reaction. Key concepts include using an indicator to identify the endpoint, repeating titrations to obtain an accurate average volume, and how titrations can be used to find the concentration of an unknown solution based on the reaction stoichiometry. The lesson will also discuss using data loggers and pH probes for higher precision measurements.
The document outlines a chemistry route map for studying various topics over 24 lessons, including alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, titrations, reaction rates, equilibrium, the chemical industry, and green chemistry. It provides lesson objectives, activities, and questions for lessons on alkanes, alcohols, and carboxylic acids, covering topics like their structures, properties, reactions, uses, and how they are produced.
This document outlines a route map for a chemistry module covering topics like alkanes, alcohols, carboxylic acids, esters, fats and oils, energy changes, chromatography, gas chromatography, titrations, rates of reaction, equilibrium, the chemical industry, green chemistry, industrial chemistry, theories on acidity, sampling, and making ethanoic acid. The module will focus on improving yield in industrial chemistry and reducing waste and pollution.
This document provides an overview of a 12-lesson chemistry module that will cover various topics related to chemical synthesis, including the chemical industry, acids and alkalis, rates of reactions, and factors that affect rates. It focuses specifically on lesson 6.11, which discusses the different stages involved in chemical synthesis, and lesson 6.12, which is about measuring the yield of chemical reactions.
The document provides an overview of a 12-lesson course on chemical synthesis that covers topics such as the chemical industry, acids and alkalis, reactions of acids, salts, purity of chemicals, rates of reactions, catalysts, chemical quantities, stages of chemical synthesis, and measuring yield. The first lesson focuses on understanding the role and importance of the chemical industry and the difference between bulk and fine chemicals.
This document outlines a lesson plan on metals from the lithosphere. It will teach students how reactive metals are extracted from ores using methods like carbon displacement and electrolysis. Key concepts include metal ores, extraction methods, reactivity series, and calculating formula masses of compounds. Activities include matching metals to their ores, naming metals, and explaining extraction techniques and material uses based on reactivity.
This document provides an overview of the lessons that will be covered in a course on chemicals in the natural environment. The 12 lessons will cover chemicals found in the atmosphere, hydrosphere, lithosphere and biosphere. It outlines the key concepts, objectives and activities for the first lesson which will introduce the four spheres and focus on the chemicals found in each.
1. Ionic compounds form when a metal reacts with a non-metal, resulting in positively charged metal ions and negatively charged non-metal ions that bond together in a crystalline lattice structure.
2. When ionic compounds dissolve in water or melt, the ions become free to move and conduct electricity. During electrolysis, positively charged metal ions move to the cathode and negatively charged non-metal ions move to the anode.
3. Common ionic compounds include sodium chloride, formed from sodium and chlorine ions, and copper chloride, used in electrolysis to extract copper metal from its ionic form.
This document outlines a biology curriculum covering various topics over 12 lessons. It will cover photosynthesis, respiration, feeding relationships, genetics, blood, circulation, energy, symbiosis, parasites, disease, biotechnology, exercise, joints, genetic modification, and more. Key concepts include how plants and organisms obtain and use energy, genetic inheritance and testing, the structure and function of body systems, and applications of biotechnology.
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
Discover the benefits of homeopathic medicine for irregular periods with our guide on 5 common remedies. Learn how these natural treatments can help regulate menstrual cycles and improve overall menstrual health.
Visit Us: https://drdeepikashomeopathy.com/service/irregular-periods-treatment/
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Pictorial and detailed description of patellar instability with sign and symptoms and how to diagnose , what investigations you should go with and how to approach with treatment options . I have presented this slide in my 2nd year junior residency in orthopedics at LLRM medical college Meerut and got good reviews for it
After getting it read you will definitely understand the topic.
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Giloy in Ayurveda - Classical Categorization and SynonymsPlanet Ayurveda
Giloy, also known as Guduchi or Amrita in classical Ayurvedic texts, is a revered herb renowned for its myriad health benefits. It is categorized as a Rasayana, meaning it has rejuvenating properties that enhance vitality and longevity. Giloy is celebrated for its ability to boost the immune system, detoxify the body, and promote overall wellness. Its anti-inflammatory, antipyretic, and antioxidant properties make it a staple in managing conditions like fever, diabetes, and stress. The versatility and efficacy of Giloy in supporting health naturally highlight its importance in Ayurveda. At Planet Ayurveda, we provide a comprehensive range of health services and 100% herbal supplements that harness the power of natural ingredients like Giloy. Our products are globally available and affordable, ensuring that everyone can benefit from the ancient wisdom of Ayurveda. If you or your loved ones are dealing with health issues, contact Planet Ayurveda at 01725214040 to book an online video consultation with our professional doctors. Let us help you achieve optimal health and wellness naturally.
Giloy in Ayurveda - Classical Categorization and Synonyms
B2 lesson part one
1. B2 Keeping healthy Route map Over the next 12 lessons you will study : Friday 21 October 2011 B2.1 What’s up Doc? B2.2 Microbe attack! B2.3 Antibodies – not antibiotics! B2.4 Vaccines End of module test B2.5 Vaccination and the government B2.6 The end for antibiotics ? B2.7 Where do new medicines come from ? B2.8 Clinical trials B2.9 Circulation B2.10 Causes of disease B2.11 Health studies 1 B2.12 Health studies 2
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3. Decide whether the following statements are true or false: Introduction: Good health is very important. Illness in humans is usually caused by one of four things: 1: Microorganisms , for example the common cold or chicken pox 2: Lifestyle diseases , for example smoking induced lung cancer 3: Age , for example osteoarthritis of the joints 4: Genetic disorders , for example sickle cell or cystic fibrosis Microbes are everywhere. Many microbes can make us ill, this is why we should not eat decaying food. There are three types of microbes, bacteria, fungi and viruses. Many life threatening illness are due to viruses. Not all bacteria are harmful, some found in our gut help us digest our food. Extension questions: 1: Explain why should always wash your hands after going to the toilet or handling raw meat like chicken ? 2: Explain why good hygiene at home is important and give an example of where bacteria can be useful ? 4: Explain how viruses spread from person to person and what symptoms does chicken pox cause ? 5: Why can the numbers of bacteria or viruses in your body increase rapidly? Know this: A: Know that some bacteria and most viruses are harmful. c: Know that the human body is adapted to prevent microbes form entering and causing disease. Friday 21 October 2011 B2.1 What’s up, Doc?
4. B2.1 a Look at the photograph and information and answer all the questions: Bacteria, viruses and fungi are all microbes which are able to cause disease in humans. Not all diseases are caused by microbes, for example heart disease is caused by a number of lifestyle factors like a high fat diet. Microbes can be found anywhere, in us or in animals, in the air, the soil, on food or on unclean surfaces and in water. Some microbes are potentially lethal like AIDS. Explain why it is very important not to touch microbes or areas that microbes are likely to be found ? You are covered from head to toe by so-called ‘friendly bacteria’....what does this phrase mean ? List one disease caused by a bacteria, a virus and a fungi ? Assessment for learning...key concepts Fungi Viruses Bacteria >50 um 15 to 300 nm 1 – 10 um Thrush, ringworm, athletes foot Polio, flu, HIV, measles, mumps, smallpox and chicken pox Dysentery, cholera, anthrax, tonsillitis, tuberculosis
5. Key concepts B2.1 b Look at the photograph and information and answer all the questions: Why should we all a0 wash our hands after visiting the loo and b) not eat food that has gone past its use by date ? Hospitals are trying to reduce infections in patient, what should they do to reduce the likelihood of an infection ? Microbes can be passed from human to human or passed from an unclean surface, food or even an animal. All around us are large reservoirs of microbes that can potentially cause disease and illness. Although its difficult to avoid microbes passed from human to human we can all clean our homes, wash our hands and make sure we store and cook food
6. B2.1 c Look at the photograph and information and answer all the questions: Your body has many ways of preventing disease causing microbes from entering the body. These barriers like the skin or strong acid found in your stomach provide the first line of defence against microbial entry into your body. Should these barriers fail, the immune system and immune cells responds to the presence of these microbes. Explain what happens if you cut your skin and why is this response important in protecting us against invading microbes ? The ciliated epithelia cell pictured left protects which organ in stopping dust, bacteria and most viruses from entering its spongy tissue ? The stomach is full of very strong acid, how does this help to defend us against invading microbes ? Human Eye...antiseptic tears Cilia...traps microbes Stomach...acid kills bacteria Skin...waterproof layer Assessment for learning...key concepts
7. B2.1 Plenary Lesson summary: bacteria viruses toxins useful Friday 21 October 2011 MRSA is a bacteria that is carried by about 30% of the population without causing any ill effects. In unclean hospitals, these bacteria can get into wounds and in many cases cause death. Over 4000 people died from MRSA in 2007. In France where hospitals are cleaned, less than 10 people died in the same year . How Science Works: Research into how microbes can cause illness and how microbes multiply when condition are ideal inside the human body.. Preparing for the next lesson: 3: The cause of the common cold is a bacteria ? 2: Most human infections are caused by viruses ? 1: All bacteria cause diseases ? The three types of microbe are __________, fungi and __________. Bacteria make us feel unwell when they produce chemicals called __________ and damage our body cells. Not all the bacteria in our bodies are harmful, some bacteria in the gut are __________. Decide whether the following statements are true or false : False True False True False True
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9. B2.2 Microbe attack Extension questions: 1: Explain why condition inside the human body are idea to help bacteria to multiply ? 2: List three ways in which microbes can enter the human body ? 3: List three ways how the human body is adapted to resist infection form invading microbes ? 4: Explain how antibiotics help the body fight infection ? 5: Explain how by taking antibiotics can cause side effects ? Know this: a: Know how microbes can cause illness in humans. b: Know how antibiotics can help the body fight infection. Friday 21 October 2011 Introduction: Microbes that enter the body through the digestive system, the blood or just a cut in our skin can multiply rapidly doubling their numbers every twenty minutes meaning that within just 8 hours of invading your body a single bacteria can produce a billion bacteria. Antibiotics like penicillin can help the body fight infection by slowing or killing invading microbes. Antibiotics can have side effects, because they can kill non lethal bacteria found in your gut and on your skin. This can allow in more lethal bacteria that can cause disease like thrush.
10. Key concepts B2.2 a Look at the photograph and information and answer all the questions: Explain the purpose of scab formation following a cut to the skin ? Explain why white blood cells are rushed to the site of injury ? Following a simple cut caused by an object with a surface covered in bacteria, the bacteria enter the local area and start multiplying in number. The immune system will then increase blood flow which send white blood cells to the cut area. This also causes pain and swelling. The white blood cells and dead bacteria form a pus which eventually will be reabsorbed by the healing skin tissue. Human
11. B2.2 b Look at the photograph and information and answer all the questions: Look at the diagram opposite and explain why the first stage in bacterial division is to double its chromosomal DNA ? List three things dividing bacteria require ? Unlike multicellular organisms, increases in the size of bacteria (cell growth) and their reproduction by cell division are tightly linked in unicellular organisms. Bacteria grow to a fixed size and then reproduce through binary fission, a form of asexual reproduction. The following is the process of bacteria' s cell divide: 1. Cell elongates and DNA is replicated 2. Cell wall and plasma membrane begin to divide 3. Cross-wall forms completely around divided DNA 4. Cells separate How bacteria replicates and multiplies Key concepts
12. B2.2 c Look at the photograph and information and answer all the questions: Bacteria are all around us. Given good growing conditions, a bacterium divides after double the chromosomal DNA forming two daughter cells, each with the same genetic material as the parent cell. If the environment is optimum, the two daughter cells may divide into four in 20 minutes. Oh my! 1, 2, 4, 8, 16, 32, 64... And so on ! Look at the diagram opposite left, if the doubling time is 20 minutes how many bacteria will there be after a) just 80 minuets and b) 6 hours Explain why you should not eat food that has been left out on a hot afternoon ? Bacteria is everywhere even on the fresh food that ewe but....explain how fridges keep food fresh ? How bacteria replicates and multiplies Key concepts
13. B2.2 Plenary Lesson summary: Decide whether the following statements are true or false : False True False True False True lungs microbes antibodies cuts Friday 21 October 2011 Did you know that when the skin is cut, it heals so quickly that a scar is formed. Many years ago before the days of good hygiene this helped us survive. Scientists have know developed plasters that slow down healing and reduce scaring of the skin because we all now live in a a much cleaner World. How Science Works: Research into how white blood cells and antibodies search and destroy invading disease causing microbes. Preparing for the next lesson: Microbes can enter the body through openings such as the mouth and nose, or through ___________. Mucus and cilia trap microbes in the air your breathe in to protect your __________. White blood cells destroy ___________ that enter the body by digesting them or producing ____________. 3: White blood cells carry oxygen form the lungs to respiring cells ? 2: Left unchecked, microbes will continue to multiply and kill you ? 1: Antibodies are specific to each type of microbe ?
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15. B2.3 Antibodies - not antibiotics! Extension questions: 1: Give three ways and invading microbe can enter the body, for example through cut skin ? 2: Explain the role of White blood cells as the most important part of the human immune system? 3: explain how antibodies help white blood cells search and destroy invading microbes' ? 4: Explain the expression using your knowledge of antibodies and the immune system ‘you never catch the same cold twice’ Friday 21 October 2011 Introduction: Invading microbes have all have unique surface proteins called antigens. White blood cells make antibodies that can recognise and bind to these antigens. By binding onto the surface of invading microbes, antibodies help white blood cells find the microbes before engulfing them. These white blood cells found in bone marrow roam the blood searching and then destroying infectious microbes ! Furthermore, the antibodies they produce remain in the blood for the rest of your life giving you immunity to that disease causing microbe. Know this: a: Know that while the bodily defences keep most microbes out, those that enter are quickly destroyed by white blood cells. b: Antibodies give you immunity but it takes time to produce them for a new microbes.
16. B2.3 a Look at the photograph and information and answer all the questions: Many viral diseases are spread from person to person. Flu, Smallpox and Polio viruses enter and infect the cells of your body through exhaled water droplets that enter through your nose or mouth. Some viruses like HIV rely on the exchange of bodily fluids, for example during unprotected sex or needle sharing. Explain why a viral infection cannot be caught by touching an unclean surface or eating ‘off’ food products ? Why should you cover you nose and entire face when you sneeze ? Explain why the government now give out clean needles free to all addicts who take illegal drugs like heroin ? Key concepts
17. B2.3 b Look at the photograph and information and answer all the questions: Bacteria can be found in every living organism, on every surface and even in the air we breathe. Some bacteria are very useful, whilst others cause diseases like cholera and dysentery. There are a number of ways in which bacteria can enter your body. By understanding how bacteria enters our body, we can reduce our risk of contracting or spreading a disease. Why is it important to refrigerate fresh foods and never use these foods beyond their ‘use by date’ found printed on the back of the packaging ? Why should you always thoroughly wash your hands after a) handling raw meat b) visiting the toilet and c) handling animals ? If there was a flood and raw sewage seeped into pipes supplying your home with drinking water...what could you do to ensure the water was safe to drink ? Key concepts
18. Key concepts B2.3 c Look at the photograph and information and answer all the questions: Explain why different antibodies have to be made for each new microbe that infects your body ? What cell make antibodies in response to an invading microbe ? When microbes enter the blood stream they begin dividing rapidly sometimes as quickly as once every 20 minutes. Each microbes has unique surface proteins called antigens. Antibodies which are able to bind on these surface proteins are made by white blood cells. Although this can take between 2 to 5 days, these antibodies help white blood cells search and destroy the microbes Human Microbes Microbes multiply Antibodies are made Virus Bacteria Microbes Antibodies White blood cell White blood cell
19. B2.3 Plenary Lesson summary: Decide whether the following statements are true or false : False True False True False True white immune viral antibodies Friday 21 October 2011 It is estimated that 500 to 1000 species of bacteria live in the human gut and a roughly similar number on the skin. Bacterial cells are much smaller than human cells, and there are at least ten times as many bacteria as human cells in the body (approximately 10 trillion bacteria cells). These bacteria cause no ill health and are with us from birth to death ! How Science Works: Research in to how antibodies as part of the immune system help white blood cell search and locate invading microbes. Preparing for the next lesson: In most examples, the body and its ______ system will overcome a bacterial or _______ infection by producing both ________ blood cells which trap and engulf microbes and _______ which help the body search and locate the invading foreign microbe. 3: Antibodies are chemicals that kill microbes ? 2: Immune means you can catch a disease again ? 1: Red blood cells destroy invading microbes ?
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21. B2.4 Boosting your immunity- Vaccines Decide whether the following statements are true or false: Introduction: A strong immune system means that you are less likely to get infections. A good diet, regular exercise and low stress all help to build a strong immune system. Vaccines are injections that contain tiny parts of microbes. A vaccination will make you immune to that disease – you will not be able to catch it. Antibiotics are chemicals that can kill bacteria in the body. Extension questions: 1: Explain how your immune system fights infection and what factors may weaken your immune system ? 2: Explain how vaccines work and list three diseases that you have been vaccinated against since you were born ? 3: School is a place children are likely to pick up infections, why ? 4: Why should you finish a course of antibiotics even if you feel better ? 5: Why will the doctor not give you antibiotics to treat a cold and why are scientists not 100% sure a flu jab will protect you from all flu viruses ? Know this: a: Know that a stress free life, regular exercise and a good diet strengthen your immune system. b: Know that vaccines contain parts of a microbe make you immune to that microbe. Friday 21 October 2011
22. Key concepts B2.4 a Look at the photograph and information and answer all the questions: Why do scientists use parts of microbes or inactive microbes in a vaccine ? When the antibodies are produced which recognise a specific microbes what happens to these antibodies over long periods of time ? Vaccines contain parts of a virus or inactive whole viruses which although are unable to cause serious illness will trigger white blood cells to make antibodies that will recognise the surface proteins on the microbes. Once these anybodies have been made they will stay in the blood and give that person acquired immunity meaning that they the viruses will not be able to cause illness in that person. Vaccination Microbes multiply Antibodies are made
23. Key concepts B2.4 b Look at the photograph and information and answer all the questions: Explain the difference between the first and second immune response to vaccination ? If you do not have your MMR booster at school age you are at risk of contracting mumps, measles or rubella explain why ? Dead viruses are injected into the bloodstream. In the UK, you are immunised against polio, mumps, measles, smallpox and rubella. Vaccines contain dead or harmless microbes. White blood cells make antibodies specific to the virus. These cells remember when they are next exposed to the same virus. Once a particular antibody has been made by white blood cells, they stay in the body for the rest of your life, ready to destroy any more microbes. Vaccination Vaccines and your immune systems response
24. B2.4 c Look at the photograph and information and answer all the questions: Against vaccination For vaccination Think of two opposing views imagine having a conversation with that person to try and change their view ? Only about 65% of patients inoculated will have full immunity Small risk of adverse reaction to the vaccine Cost of providing a vaccine can be many pounds Not all parent have their children vaccinated so these children can acts as reservoirs of infection Vaccination reduces the chance of a patient contracting a potentially life threatening illness Can save the NHS many thousands of pounds in treatment and care costs Is relative simply to vaccinated the entire population using doctors and nurses What parent doesn't want to keep their children healthy and spare them from serious diseases? So when we are told that we should have our children vaccinated for 11 different diseases during their early childhood, most parents readily do so. For some, this has led to tragic results. Thus there is a great debate about the relative benefits and safety of vaccines. In the last 20 years, this debate has spilled over into the public arena and has intensified greatly, resulting in lass children being vaccinated. 3 in 100,000 children have an adverse risk to a measles vaccine whereas 1 in 4000 children will have serious health effects from contracting measles. Do you think the vaccine benefits outweigh the risks ? Key concepts
25. B2.4 Plenary Lesson summary: Friday 21 October 2011 The vaccination for smallpox a killer virus and now successfully eradicated was discovered by Edward Jenner. He experimented on a boy by infecting him with puss from milkmaids that had a similar disease called cow pox. Getting cow pox prevented the boy from getting the more serious small pox that could be fatal. How Science Works: Research into how the government strive to enable all children to have access to vaccine against key disease like measles, mumps, polio, smallpox and rubella. Preparing for the next lesson: 3: Stress and a bad diet can weaken your immune system ? 2: A vaccine contains a form of the microbe ? 1: Antibiotics can kill bacteria and viruses ? immune exercise vaccines antibiotics A good diet and regular __________ are important in building a strong immune system. ___________ can prevent a person ever catching an illness, they become __________ to it. If your immune system cannot cope with an infection you may be given __________ to kill the bacteria in your body. Decide whether the following statements are true or false : False True False True False True
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27. B2.5 Vaccinations and the government Extension questions: 1: Name a thee vaccination you’ve had and which disease to they give you protection from ? 2: Explain why do people of third world countries catch more disease and have higher death rates when compared to the UK ? 3: Explain why are vaccines never 100% safe ? 4: Explain why doctors encourage parents to vaccinate their children at a young age and explain how vaccines protect you ? 5: Some parents do not immunise their children, explain why ? Friday 21 October 2011 Introduction: In the UK there are mass vaccination programmes for some diseases such as measles, mumps and rubella (MMR). This means that fewer people suffer from these diseases which can cause death or serious health populations in a small percentage of those who contract the disease. Parents have to balance the possible side effects of the vaccine with the protection it provides. Doctors encourage parents to have their children vaccinated at an early age to prevent them getting the disease. Know this: a: Know that the UK government spends millions of pounds on vaccine every year b: Know the benefits and the risks associated with mass vaccination.
28. B2.5 a Look at the photograph and information and answer all the questions: Mass vaccination works by ensuring that the entire population is vaccinated against a life threatening disease like polio or smallpox. If a small number of people ‘opt out’ then the disease can still exist in a population putting more of us at risk. Governments spend large amounts of money ensuring that we all participate mass vaccination programs. Explain why it is essential that all the population is vaccinated against particular microbe ? Should the government charge for vaccine or provide them free of charge ? What arguments would you use to persuade someone to vaccinated their child ? Vaccinated Not vaccinated Not vaccinated and infected Key concepts
29. Key concepts B2.5 b Look at the photograph and information and answer all the questions: Explain the link between rates of whooping cough vaccinations and cases of whooping cough detected in infants ? Explain why the number of cases started to rise in the 1970’s ? Whooping cough prior to the 1940s killed of seriously brain damaged many thousands of children (infants) In 1946, the vaccine was first introduced, vaccination rates were almost 95% within 5 years. In the 1970, some reports linked the vaccine to brain damage. Vaccination rates fell and 100 deaths from whooping cough were reported. After these report were disproved vaccination rates began to rise, however only after a decade . Microbe Antibodies incubation illness recovery measles vaccination Measles vaccinations incubation illness recovery 1940 1950 1970 1980 1990 Year Whooping cough vaccinations Whooping cough cases 2000 People (1000s)
30. B2.5 Plenary Lesson summary: vaccination measles protection Friday 21 October 2011 In the 1950’s there were 50 million cases of smallpox world wide. In 1967 the World Health Organisation (WHO) began a campaign to wipe it out through vaccinations, By 1977 the last natural case of small pox was recorded in east Africa. How Science Works: Research what superbugs are and how they can overcome antibiotics, google MRSA? Preparing for the next lesson: diseases In the UK there are mass __________ programmes for some diseases such as _______. This means that fewer people suffer from these _______, parents have to balance the possible side effects of the vaccine with the __________ it provides. Decide whether the following statements are true or false : False True 3: Mass vaccination programmes can help eradicate diseases like smallpox ? False True 2: MMR means measles, mumps and rubella ? False True 1: Vaccines don’t have any side effects ?
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32. B2.6 The MMR vaccine Extension questions: 1: Why was the triple vaccine introduced in 1988 ? 2: Do you think the first study that Dr Wakefield published showing a link between MMR vaccines and autism included enough data ? 3: Why do you think the MMR vaccine became unpopular in 1999 ? 4: Look at the summary of the study done in 2004 a) do you think this study shows a link between autism and the MR vaccine and b) do you think the sample size was large enough ? 5: Do you think the BMA was right to strike off Dr. Wakefield ? Know this: a: Know the benefits and risk of a mass vaccination program. b: Know how to establish the reliability of scientific data. Friday 21 October 2011 Introduction: 1988 The MMR triple vaccine is introduced in the UK, a year after a measles outbreak which killed 17 children. 1998 Dr Wakefield and his team hit the headlines with a study that suggested a link between MMR and autism. The research features 12 children, 8 of whom it is claimed developed the condition after having their MMR vaccines. 1999 The MMR triple vaccine becomes unpopular following a rise parental demand for single dose vaccines. 1999-2005 Numerous studies worldwide fail to establish a link between MMR and autism. 2004 A new study looked at the vaccination records of 1,294 children, diagnosed with autism between 1987 and 2001.These children were compared with 4,469 children of the same sex and age, registered with the same surgery without autism. Overall, 78% of the children with autism had received MMR however 82% of the other children had also been given MMR. 2008 Since the initial MMR study by Dr Wakefield, all further research has discredited the link between the vaccine and autism. 2010. Dr Wakefield is struck off and no loner allowed to practise as a doctor.
33. Key concepts B2.6 a Look at the photograph and information and answer all the questions: The MMR (mumps, measles & rubella) vaccine is given to all children before the age of five . 1: Dr Wakefield links autism to the triple ‘MMR’ vaccine. Parents are worries and vaccination rates fall 2: Dr Wakefield was found to work for a company who sold single vaccines and is investigated by the BMA. Vaccination rates rise 3: Dr Wakefield was found guilty of gross misconduct and ‘struck off’ by the BMA. Vaccination rates are still lower than normal with measles casing rising Explain the link between the number of people vaccinated against measles and the number of reported cases of measles ? Describe what happened between 2000 and 2010 and explain why vaccinations rates has not yet fully recovered ? Microbe Antibodies incubation illness recovery measles vaccination Measles vaccinations incubation illness recovery 1975 1980 1990 1995 2000 Year Measles vaccinations Measles cases 2010 People (1000s)
34. B2.6 b Look at the photograph and information and answer all the questions: Scientists cannot make vaccine for every single disease, which one would you target and why ? Give two reasons why children of developing countries have a higher death rate form viruses when compared to children form the UK Smallpox, believed to have originated 3,000 years ago, is one of the most devastating diseases known to man. Epidemics swept across continents, The disease killed as many as 30% of those infected. Between 65–80% of survivors were marked with deep pitted scars In 1967, when WHO launched an intensified plan to eradicate smallpox, the "ancient scourge" which threatened 60% of the world's population, killed every fourth victim, scarred or blinded most survivors, and eluded any form of treatment. By 1977 they had succeeded. Key concepts
35. B2.6 Plenary Lesson summary: disease vaccinated mumps risk Friday 21 October 2011 Smallpox also called is the only disease that has been completely wiped out throughout the world. Smallpox is also potentially one of the most devastating biological weapons ever conceived. Due to the success of an intense worldwide public health initiative, not one documented naturally occurring case of this highly infectious, deadly disease has occurred since October 26, 1977. How Science Works: Research into the use of antibiotics, what they do and how they work in the human body. Look into also about the consequences if the over use of antibiotic over the last 50 years. Preparing for the next lesson: If all children were _______ against measles, _______ and rubella then there would be a much lower _____ of any child catching and possibly dying from that disease. A few children would still get the ______ because vaccination are not 100% successful. Decide whether the following statements are true or false : False True 3: Smallpox no longer exists because of worldwide vaccination ? False True 2: Small pox use to kill every fourth victim ? False True 1: It is against law not to have your children vaccinated against MMR ?