There wasn ’ t a mine runnin ’ a lump of coal

1. There wasn’t a mine runnin’ a lump of coal Oral history courtesy of University of Kentucky Library Oral History Project. Teamus Bartley: It was the saddest lookin‘ time then that ever you saw in your life. My brother lived over there in the camps then and I was working over there and I was dropping cars onto the tipple. And that, that epidemic broke out and people went to dyin’ and there just four and five dyin‘ every night dyin’ right there in the camps, every night. And I began goin‘ over there, my brother and all his family took down with it, what’d they call it, the flu? Yeah, 1918 flu. And, uh, when I’d get over there I’d ride my horse and, and go over there in the evening and I’d stay with my brother about three hours and do what I could to help ’em. And every one of them was in the bed and sometimes Doctor Preston would come while I was there, he was the doctor. And he said “I’m a tryin‘ to save their lives but I’m afraid I ain’t going to.” And they were so bad off. And, and every, nearly every porch, every porch that I’d look at had—would have a casket box a sittin’ on it. And men a diggin‘ graves just as hard as they could and the mines had to shut down there wasn’t a nary a man, there wasn’t a, there wasn’t a mine arunnin’ a lump of coal or runnin' no work. Stayed that away for about six weeks. Source: http://www.oercommons.org/libraries/there-wasnt-a-mine-runnin-a-lump-o-coal-a-kentucky-coal-miner-remembers-the-influenza-pandemic-of-1918-1919/view

2. Case Analysis What do you think this case is about? What do you already know that relates to this case? What do you need to know to understand the case? How might you use this story in a class? What might you do next?

3. Adopt and Adapt: Integrating Quantitative Skills into CasesQuantifying the Flu Pat Marsteller, Director, Center for Science Education, and Professor of Practice, Department of Biology Drew Kohlhorst, Assistant Director, Center for Science Education, Emory University

4. George: Hey Mary, how’s it going? With finals coming up, my life is crazy! I sure hope I don’t get the flu again like I did last year…my gen chem grade took a nose dive! Mary: So did you get your flu shot? I did. George: No way I’m wasting $30 bucks on a flu shot. I got one last year and I still got sick. So sick I missed the Falcon’s game and had to watch it on TV at Jim’s party. Jim got one too and he got the stomach flu. Besides aren’t you worried about side effects from the flu shot?

5. Mary: Shoot, no! Besides if you get the shot you won’t spread the flu to others. I heard on TV that a certain percentage of the population have to be protected or we could have an epidemic, like the one in 1918. I think over 20 million people died! George: Are you sure that was flu? I’m gonna ask my Bio prof.

6. Suppose you want students to • Visualize flu data trends? • Make graphs? • Interpret data? • Use a Model? • Address Flu Virus evolution? • Address Historical Epidemics? • Relate Flu evolution to Emerging Diseases? • Investigate How Flu Vaccines are Constructed? • Recommend Priorities in a Vaccine Shortage?

7. Scene 2: Investigating Data Trends http://www.google.org/flutrends/ Download world flu activity data - Animated flu trends for Google Earth - Compare flu trends across regions in Public Data Explorer "Data Source: Google Flu Trends (http://www.google.org/flutrends)".

8. http://flutracker.rhizalabs.com/

9. H1N1 mapshttp://gamapserver.who.int/mapLibrary/Files/MapsGlobal_SubNat_H5N1inAnimalConfirmedCUMULATIVE_20070329.png

10. Scene 2:Using a Model Later that day… George: Wow! My bio prof showed me a neat program to look at the effects of people getting vaccinated. Let me show you….It’s called the SIR module. http://www.bioquest.org/esteem/esteem_result.php

11. http://bioquest.org/esteem/ • Modules for Exploratory Experiential Data Analysis Using Excel

14. P – S d Imm. = S Ext. = a The Biological ESTEEM Project

15. The ESTEEEM Project Homepage http://bioquest.org/esteem 55 modules: Broad range of topics and data sets

16. Define the problem Analyze the problem What is known? What information do you need to investigate? Summarize (create product/assessment that demonstrates understanding) Generate hypotheses Yes No Is the case complete? Identify resources Exchange new information Collect new information(Internet, books, journals, interviews, labs and simulations)

17. Module Main Page • Screenshots & brief description • Mathematical expression • Research articles & primary data • User manual & curriculum materials (in progress) • Downloadable Excel sheet

18. Population growth (Continuous Growth Models) Bioinformatics (Pairwise Alignment) Gene regulation (Operon) Population genetics

19. Epidemiology (SIR Model) Phylogenetics (EvolSeq) Biochemistry (Michaelis-Menten Enzyme Kinetics) Structure prediction (Protein Analysis)

20. Exploring Flu Evolution: Case-IT • http://www.caseitproject.org • Restriction digests and mapping • PCR • DNA Electrophoresis • Southern blots and dot blots • Microarray analysis • Protein electrophoresis • ELISA • Has cases and software for simulations • Workshop at this conference

21. More on the handout

22. The great aim of education is not knowledge but action. Herbert Spencer (1820 - 1903)

23. Authentic Assessments • Educational brochures • Letters to editor, government agency • Units for younger students • Magazine articles • Be creative!

24. Thanks • You! • John Jungck, Margaret Waterman and Ethel Stanley: BioQUEST, Lifelines • Jay Justice and Jordan Rose: PRISM • PRISM grad students and teachers • John Pelasco, U Del • HHMI NSF and Emory for $$$

25. Adopt and Adapt: Integrating Quantitative Skills into CasesQuantifying the Flu Pat Marsteller, Director, Center for Science Education, and Professor of Practice, Department of Biology Drew Kohlhorst, Assistant Director, Center for Science Education, Emory University