Introduction
In this unit of work, we will be covering some content from modules 7 and 8 focusing on the topics, Infectious disease and non-infectious diseases and disorders. Within this task, there will be 4 segments, each segment is expected to be atleast 3 hours long. The task involves comprehension and individual work, preparing you for the HSC and will be marked according to the marking rubric at the end of the booklet.
An infectious disease, is one in which can be spread to other people through bacteria, viruses or fungi. The host once infected becomes ill due to the damage caused from the pathogen. Examples of infectious diseases include: Covid-19, Ebola, Mad cow disease, the common cold, hepatitis
While a non-infectious disease is one that does not spread to other people and is not caused from a pathogen. It can be from a variety of influences to one persons body, for example environmental, genetic, nutritional and lifestyle choices. An example of a non-infectious disease includes: diabetes, asthma, cancer and Parkinson's disease.
Many infectious diseases can be prevented with the use of vaccines, a product that administers antibodies into a person's body through the use of a vaccination needle. The use of vaccines help to minimise the spread and contamination of diseases. Examples of vaccines include: flu shot, chicken pox vaccine, hepatitis vaccines.
Task
You are currently situated in a pandemic and are the state health minister. Unfortunately for you, the media are asking you what your strategy is in minimising the "_________" outbreak. You decide your strategy is to discuss the infectious disease and discuss ways to minimise the spread and infection.
In this task, choose an infectious disease of your choice and create a formal speech, answering the following questions. Remember to introduce yourself and thank everyone.
Process
1. Name the infectious disease of your choice (has to already exist) and describe the symptoms associated.
2.Discuss how diseases are transmitted and include in your response the three modes of transmission of infectious diseases.
3. Define the three modes of transmission of infectious diseases
4. Determine how transmission can be controlled and the spread can be minimised
5. Outline how the scientists Koch and Pasteur have demonstrated the transmission of infectious diseases previously
6. Produce your strategy (for example: "due to the number of cases, we are minimising travel and are introducing face masks in to all work places" )
Evaluation
| Description | Marks |
| Introducing yourself and for thanking audience | /1 |
| Describing the symptoms of the chosen disease | /2 |
| Choosing an infectious disease | /1 |
| Discussing how diseases are transmitted with mention of direct, indirect and vector contact methods | /5 |
| Providing an accurate definition for the transmission of direct, indirect and vector contact. Including examples in answer. | /3 |
| Providing reasoning and a suitable method of controlling the disease | /3 |
| Techniques that can be used to reduce the spread of the disease |
/2 |
| Discussing Koch and Pasteur, with mention of their experiment, their finding and who they were renownedly known for | /5 |
| Providing a sustainable strategy that takes into consideration all ages and that will help effectively reduce the spread | /3 |
| TOTAL MARKS | /25 |
Conclusion
| BIO12-14 | analyses infectious disease in terms of cause, transmission, management and the organism's response, including the human immune system |
| BIO11/12-3 | conducts investigations to collect valid and reliable primary and secondary data and information |
| BIO11/12-2 | designs and evaluates investigations in order to obtain primary and secondary data and information |
| Inquiry question: How are diseases transmitted? |
investigate the work of Robert Koch and Louis Pasteur, to explain the causes and transmission of infectious diseases, including:
|
Credits
https://www.who.int/news-room/fact-sheets/detail/vector-borne-diseases
https://www.cdc.gov/csels/dsepd/ss1978/lesson1/section10.html
https://www.who.int/emergencies/diseases/managing-epidemics-interactive.pdf
https://www.cdc.gov/flu/pandemic-resources/national-strategy/index.html
Teacher Page
Diversification: For diversification, auditory and visual learner are catered for with the use of video clips to help assist their learning. The lesson can be adjusted for those who are struggling to complete activities. While their are links attached it would also be of value if students were to conduct individual research to help assist their learning.
Rationale:
In this work students are challenged to come up with an engaging speech, acting as the health minister. The reason for this is to engage with students and their learning without using essay like questions. Students will be more willing to participate in different and more challenging activities.