1. National Institutes of Health
Emerging and Re-emerging Infectious Diseases part A

2. Prerequisite Knowledge:
Students should be familiar with bacteria and viruses and understand that infectious diseases are due to infection of the body by an external agent

3. What disease do you think is the greatest threat to students in this class?
Write idea’s in blank spot.

4. What disease do you think is the greatest threat to the worlds population?
Write idea’s in blank spot.

5. WHO top killers globally 2011?
Heart disease is the top killer globally
Stroke and Cerebrovascular disease is #2
Pneumonia (#3)
chronic obstructive pulmonary disease (#4)
diarrheal diseases such as cholera (#5)
HIV/AIDS is the 6th highest killer worldwide
#7: cancer of the trachea, bronchus, or lung
#8: Diabetes
Traffic accidents #9
Prematurity #10

6. Heart disease, stroke, lower respiratory infections, chronic obstructive lung disease, diarrhea and HIV/AIDS have remained the top major killers during the past decade.
Tuberculosis is no longer among the 10 leading causes of death, but is still among the top 15, killing one million people in 2011.
Chronic diseases cause increasing numbers of deaths worldwide. Lung cancers (along with trachea and bronchus cancers) caused 1.5 million (2.7%) deaths in 2011, up from 1.2 million (2.2%) deaths in Similarly, diabetes caused 1.4 million (2.6%) deaths in 2011, up from 1.0 million (1.9%) deaths in 2000

7. The Germ Theory of Disease
Was fully developed by Robert Koch in 1870 as he studied anthrax.
Koch devised a set of steps to prove that a particular bacterium causes a specific disease.
Try to think of these steps
Page

8. 1. The organism should always be found in the animals suffering from the disease
2. The organism must be isolated from the animal's body and cultivated in pure culture
3. The culture should induce the same disease when  inoculated into a healthy animal.
4. the organism should be re-isolated and cultured from  the healthy animal and found to be the same as the  original organism.

9. Causes of Death Quiz

10. Which of the Following Diseases Has Been Recognized Since Antiquity?
AIDS
Ebola hemorrhagic fever
guinea worm disease
Legionnaire disease

11. What disease killed thousands of European and American city dwellers in the 1700’s and 1800’s
AIDS
Lung Cancer
Polio
Tuberculosis

12. What infectious disease causing severe fever and chills plagued settlers in the Southern and Midwestern United States during the 1800s and early 1900s?
Legionnaire disease
Lyme disease
Malaria
Schistosomiasis

13. Most deaths among U.S. servicemen in 1918 were due to what cause?
automobile accidents
flu
injuries sustained on the battlefields of World War I
plague

14. According to the World Health Organization, which of the following diseases caused more deaths last year than the others?
AIDS
Diabetes
lung cancer
pneumonia

15. Watch the movie on : http://science. education. nih

16. Which of the Following Diseases Has Been Recognized Since Antiquity?
AIDS
Ebola hemorrhagic fever
guinea worm disease
Legionnaire disease

17. What disease killed thousands of European and American city dwellers in the 1700’s and 1800’s
AIDS
Lung Cancer
Polio
Tuberculosis

18. What infectious disease causing severe fever and chills plagued settlers in the Southern and Midwestern United States during the 1800s and early 1900s?
Legionnaire disease
Lyme disease
Malaria
Schistosomiasis

19. Most deaths among U.S. servicemen in 1918 were due to what cause?
automobile accidents
flu
injuries sustained on the battlefields of World War I
plague

20. What is an infectious disease?

21. Which are infectious diseases?
AIDS
Ebola hemorrhagic fever
guinea worm disease
Legionnaire disease
Lyme disease
f. Malaria g. Schistosomiasis h. Diabetes i. Heart disease j. pneumonia k. Cystic fibrosis l. Cancer

22. Noninfectious diseases such as cancer, heart disease,and cystic fibrosis cannot be “caught,”
Infectious diseases such as AIDS and tuberculosis are caused by agents that can be transmitted from one individual to another.

23. Impact of Infectious Diseases on peoples health and well being
Medical advances in the last century have resulted in far fewer deaths from infectious diseases than at any other time in history
Infectious diseases are still the leading cause of death worldwide and the third leading cause of death in the United States.

24. Researchers have discovered that infectious agents may play a role in some diseases that were previously considered noninfectious, chronic conditions.

25. For example
Might heart disease be infectious?
Infection by Chlamydia pneumoniae may contribute to the development of cardiovascular disease
Gastric ulcers are caused by Helicobacter pylori bacteria.

26. Activity
Get a set of disease cards

27. Scientists find it useful to group diseases depending on the problems they want to address. Find the chart and classify the disease cards by Infectious agent. For example one example of a category may be virus.
An important science process skill is identifying commonalities and differences and devising classification systems. In this step, students
have the opportunity to practice this skill, and in Steps 7, 9, and 10 they consider the usefulness of classifying diseases in various ways.

28. Criterion: Infectious Agent
Category
Disease
Solicit titles for the categories identified from several teams and write them on the appropriate place on Disease Classifications. Then, ask the other teams to name one or more diseases they classified in the categories and write these into the appropriate columns. Ask students to describe the symptoms of each disease as they do so. Ask students to suggest reasons why scientists might find it useful to classify diseases based on the type of infectious agent.
Solicit titles for the categories identified from several teams and write them on the appropriate place on Disease Classifications master.
Then, ask the other teams to name one or more diseases they classified in the categories and write these into the appropriate
columns. Ask students to describe the symptoms of each disease as they do so. Ask students to suggest reasons why scientists
might find it useful to classify diseases based on the type of infectious agent.

29. Now find the next chart and disease cards by Mode of Transmission
An important science process skill is identifying commonalities and differences and devising classification systems. In this step, students
have the opportunity to practice this skill, and in Steps 7, 9, and 10 they consider the usefulness of classifying diseases in various ways.

30. Criterion: Mechanism of Transmission
Category
disease
Ask students to re-sort their disease cards based on this criterion (the mechanism of transmission for each disease). Solicit titles for the categories identified from several teams and write them on the appropriate place on Disease Classifications. Then, ask the other teams to name one or more diseases they classified in the categories and write these into the appropriate columns. Ask students to describe the symptoms of each disease as they do so. Ask students to suggest reasons why scientists might find it useful to classify diseases based on the mechanism of transmission

31. Finally, find the next chart and disease cards by History of occurance
An important science process skill is identifying commonalities and differences and devising classification systems. In this step, students
have the opportunity to practice this skill, and in Steps 7, 9, and 10 they consider the usefulness of classifying diseases in various ways.

32. Criterion: History of Occurrence
Category
disease
Students likely will identify two categories: “new” (for example, AIDS, Ebola, and Legionnaire disease) and “old” (for example, strep throat, guinea worm disease, pneumonia, polio, and tuberculosis).

33. Put all diseases into three groups: emerging, re-emerging and endemic diseases

34. Check your work

35. End of Part 1. Print review
Objectives: After completing this activity, students will
recognize that infectious diseases are a continuing problem among all human populations,
be able to define and give examples of emerging infectious diseases, and
be able to define and give examples of re-emerging infectious diseases.

36. Assignment: Read handout labeled “Introduction”
Read in the book. Define highlighted words and answer questions page 884.
To prepare for next time look up the following: What is an infectious disease? What is an antibody? When does the body produce antibodies? How are antibodies used to test for diseases?

37. Extra Credit
Internet Web sites maintained by both the Centers for Disease Control and Prevention ( and the World Health Organization ( include health topic sections that provide information on infectious (and noninfectious) diseases.
Use these and other resources to create additional disease cards and to classify those diseases as emerging, re-emerging, or endemic.