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This interactive module introduces the anatomy of the immune system and walks through the timeline of a typical immune response.  The timeline includes the differences between the first time a pathogen is encountered versus subsequent infections, including an explanation of how vaccines work. Different tabs, videos, images, questions, and a detailed glossary of terms allow this resource to be explored at varying levels of depth depending on the class. Refer to the "Educator Resources" tab in the Click & Learn for implementation suggestions. 

This activity complements the video Virus Hunter: Monitoring Nipah Virus in Bat Populations. Students explore cases of Nipah virus infection, analyze evidence, and make calculations and predictions based on data. Students assume the role of epidemiologists analyzing real data from an outbreak of Nipah virus in Malaysia, attempting to identify the reservoir of the virus and curtail the outbreak. Students will make predictions, perform calculations, adapt to new information, and make recommendations to the Centers for Disease Control and Prevention (CDC) and the World Health Organization (WHO).

This three-part animation series explores the biology of the virus SARS-CoV-2, which has caused a global pandemic of the disease COVID-19.

Lessons on the immune systems and disease. Print and go!

Scientists and healthcare professionals initially exhibited little concern over the Zika virus even after evidence of human infection was first identified in 1952; Zika appeared to be both rare and unassociated with morbidity or mortality. Around 2015 all of this changed as journalists, scientists, public health officials, and laypeople scrambled to learn about its varied modes of transmission and devastating consequences (e.g., birth defects and autoimmune disorders). Although research continues to rapidly evolve, this case study directs students to reliable scientific sources (e.g., Centers for Disease Control and World Health Organization) that will likely continue to provide the most current information in order to explore questions such as: Where did the virus come from? How does it spread? What can we do to prevent it? Students will also consider the public health challenges and possible solutions associated with emerging infectious diseases. The case was originally written for an upper-level biology or public health course in which students already have some basic background knowledge regarding viruses, vaccines, and infectious disease.

Hilary Brown is a PhD student, working in the infection genomics group at the Wellcome Trust Sanger Institute. In this film he describes how to work safely in the lab with bacteria from the human gut including culturing them on agar plates and extracting the DNA for genome sequencing. The infection genomics programme uses a variety of different research approaches to study the biology and evolution of disease-causing organisms such as viruses, bacteria and parasites and understand how they cause disease in humans and other animals.

This PowerPoint-driven, flipped case study begins with a short video about a woman suffering from cystic fibrosis (CF) in the 1970s, a friend of the lead author's, whom she met in college and who died in her twenties. Hooked by this personal story, students then delve into the genetics and biology of cystic fibrosis as they learn about the difference between dominant and recessive genes, make Punnett squares that depict various types of inheritance, distinguish between probability and actual numbers, differentiate types of mutations, and learn about the opportunistic infections that CF patients often succumb to.  Students conclude the case by watching two additional videos on chest compression machines and the contemporary life expectancy of patients with CF.  In addition to the scientific content presented in the case, it is hoped that students will empathize with, and be motivated by, the young people presented in the videos as they struggle with a very real, incurable disease deeply rooted in genetics.

The scientists are from the Centers for Disease Control and Prevention, and they have embarked on this watery journey to solve a decades-old mystery about a rare and fatal disease: monkeypox. A cousin to the deadly smallpox virus, the monkeypox virus initially infects people through contact with wild animals and can then spread from person to person. The disease produces fever and a rash that often turns into painful lesions that can feel like cigarette burns. It kills up to 1 in 10 of its victims, similar to pneumonic plague, and is particularly dangerous in children. Monkeypox is on the U.S. government list of pathogens such as anthrax and Ebola with the greatest potential to threaten human health. There is no cure.

Most colon cancers may be caused by infections with bacteria that are normally found in cows. For decades we have known that Streptococcus gallolyticus gallolyticus (SGG) is sometimes found in colon tumours, but now the microbes have been found to directly cause tumour growth in mice.

This interrupted case study for the flipped classroom introduces the human microbiome from the perspective of one of its occupants, Heidi Helicobacter (Helicobacter pylori).  Heidi lives in the gut of Kristen, a college student, and discusses her fellow microbial inhabitants, functions of these various microbes, and alludes to factors that can disrupt the healthy human microbiome. Students prepare for class by viewing several brief videos and then discuss in class whether Kristen should undergo a fecal microbiota transplant to treat her Clostridium difficile infection.  A lab component has students model, using colored beads, how antibiotics can act as a selective agent for drug-resistant microbes such as C. difficile. The case concludes with Kristen about to give birth to a new baby several years later.  Students listen in as Kristen's microbes discuss the formation of the new baby's microbiome. The case has been used successfully in a general biology class and could easily be adapted for a microbiology, human physiology, ecology, or evolution course.

In this case study, students will have the opportunity to model the spread of tuberculosis and development of antibiotic resistance in a hypothetical prison environment. After reading a brief handout and viewing a short video, students play a simulation game by first identifying a group of prison inmates represented by index cards. The placement of the cards will influence how drug resistance spreads from one inmate to another. Using a dice roll to mimic random probability of infection and antibiotic misuse, students then track the development of resistance to four specific antibiotics, determined by selection of playing card suit. Opportunity for release or transfer on inmates from one facility to another introduces a further level of complexity, allowing students to study resistance spread. This activity was originally designed for a section of an upper-division biology course about antibiotic resistance, but it would also be appropriate for lower-division undergraduate and high school biology courses discussing antibiotic use.

A microbe that causes malaria tricks mosquitos into helping it spread, a new study finds. The microbe is a parasite that leaves a chemical behind in the blood of the people or other animals that it infects. Mosquitoes are drawn to scent of blood hosting this chemical. It entices them to slurp up some of the infected meal. Then voila! The parasites get airlifted from their old host to new ones. And so malaria spreads.

Neonatologist Gurvir Khurana had only read about it in textbooks. Seeing it in real life has been a shock: baby after baby born severely anemic, lungs filled with fluid, bodies covered with rashes. Some only lived minutes; others died within days or weeks. The cause: congenital syphilis.

Researchers from Emory University and the University of Iowa found that extracts from the Brazilian peppertree, which traditional healers in the Amazon have used for hundreds of years to treat skin and soft-tissue infections, have the power to stop methicillin-resistant Staphylococcus aureus (MRSA) infections in mice.

This directed case study examines differences between the exponential and logistic growth models in biology and how they are applied to solve real life problems. The narrative follows a student returning to the United States as he tries to assess his possible exposure to Middle East Respiratory Syndrome (MERS). To better understand his risk, James needs to get up to speed on a variety of topics including the difference between infection, transmission, virulence, etc., and how these topics can be mathematically modeled not only in relation to MERS, but also with respect to Ebola and influenza. This case was designed for use in the second semester of a biocalculus course or a course involving ordinary differential equations, which are appropriate for second year undergraduate students majoring in biology, pre-med, and bio-mathematics. These students typically have completed a semester of calculus and one year of general biology. The case provides an opportunity for students to develop their understanding of differential equations and increase their appreciation of mathematics as it applies to solving a problem of biology.

This case study was inspired by the Zika virus outbreak that occurred around the time of the 2016 Olympic Games. Many athletes were fearful of attending because of the link between Zika virus infection and microcephaly in infants. This concern, however, ran contrary to reports suggesting that the risk of athletes and other travelers becoming infected was remarkably low. Jessica, a fictional Olympic equestrian and the main character of the case, was unfortunately very unlucky and contracted Zika virus near the time of the Games. She ended up enduring negative health complications likely as a consequence of the infection.  This case was designed to be implemented in the nervous system unit of a human biology or anatomy and physiology course. The case is also appropriate for microbiology and public health courses.   Students are expected to have foundational knowledge in viral life cycles, and will explore disruptions in neurotransmission as well as abnormal fetal brain development.

It's peak cold and flu season, and mucus is making many of our lives miserable. But despite being a little icky, phlegm gets a bad rap. This germ-fighting goo contains cells and chemical compounds that help us power through a cold. You can also think of mucus as a traffic light for your health - what turns up in our used tissues can be a useful clue about the inner workings of our immune systems.

Deadly bacteria are spreading through the oceans as waters warm up, and are increasing infection risks, according to a new study. Multiple species of rod-shaped Vibrio bacteria live in the world's oceans, and their populations rise and fall based on many different variables, changing the likelihood of making people sick.

ROME (Thomson Reuters Foundation) - If drug-resistant infections in people and animals are allowed to spread unchecked, some 28 million people will fall into poverty by 2050, and a century of progress in health will be reversed, the World Bank said on Monday. By 2050, annual global GDP would fall by at least 1.1 percent, although the loss could be as much as 3.8 percent - the equivalent of the 2008 financial crisis - the Bank said in a report released ahead of a high-level meeting on the issue at the United Nations in New York this week.

DNA acquired from breeding with Neanderthals may explain why people of European descent respond differently to infection than those of African descent, two studies suggest. The findings might also offer insight into why people of African descent are more prone to autoimmune diseases caused by an overactive immune system.