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Ebola Virus: a Case Study

Classes VA, VB, VC, VE, VD, VH, VM, VR, VF, and VG. Ebola Virus: a Case Study. Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano , Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015 , 2:45pm-4:45pm.

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Ebola Virus: a Case Study

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  1. ClassesVA, VB, VC, VE, VD, VH, VM, VR, VF, and VG Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015, 2:45pm-4:45pm

  2. “The single biggest threat to man’s continued dominance on this planet is the virus” Joshua Lederberg Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  3. Outline of the Lecture • The Genetics of Viruses • Focus on the Filoviridae • The Immune System - An Overview • Vaccines and Antiviral Drugs - Prevention and Treatment • About WHO Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  4. Outline of the Lecture • The Genetics of Viruses • Focus on the Filoviridae • The Immune System - An Overview • Vaccines and Antiviral Drugs - Prevention and Treatment • About WHO Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  5. To Be or not to Be home-made model of a virus Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  6. Structure and Characteristics of Viruses • an individual virus is called a virion • it is much smaller than a prokaryotic cell • a virus particle consists of DNA or RNA within a protective protein coat called a capsid • they lack cell membranes, cytoplasm, ribosomes, and other cell organelles • they must depend on a host cell to synthesize their proteins and to make copies of themselves • when viruses infect the cells of their host, they may cause diseases (i.e. AIDS, influenza (flu), chicken pox, the common cold, hemorrhagic fever… ) Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  7. 80 nm (D) Virions come in various shapes Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  8. Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  9. Positive ssRNA Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  10. Negative ssRNA Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  11. True or False? Warm Up TASK T • T • F • T • F • T • F 1. An individual virus is a virion. • 2. Viruses lack cell membranes, cytoplasm, ribosomes, but they do have genetic material. • 3. Viruses are living organisms because they evolve. • 4. A virus is essentially DNA or RNA and a protective protein coat. • 5. Populations of viruses still divide like cells even though they are not cells. • 6. Virus can remain latent in within the body for many years. • 7. Antibiotics only kill certain viruses. Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  12. True or False? • 1. Viruses can be used as vectors in gene therapy treatments. • 2. Viruses are small particles, smaller than eukaryotic cells but larger than prokaryotic cells. • 3. Scientists did not know about viruses until they were first seen with an electron microscope in the 1950s. • 4. A virus can only replicate inside a host cell. • 5. The protective protein coat around the virus is called a capsid. • 6. Viruses cause flu, chicken pox, poliomyelitis, and food poisoning. • 7.Vaccines, formulated months in advance, protect well against mutated viruses. T • F • F • T • T • T • F Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  13. Outline of the Lecture • The Genetics of Viruses • Focus on the Filoviridae • The Immune System - An Overview • Vaccines and Antiviral Drugs - Prevention and Treatment • About WHO Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  14. The Virus Detective Who Discovered Ebola in 1976 By Rob Brown BBC World Service The Ebola virus was discovered in 1976 by the scientist Peter Piot who received a sample sent as hand luggage from a Belgian doctor based in a remote village in the Congolese forest. The sample consisted of blood collected from a missionary ill with an unknown disease. By analysing the sample with an electron microscope it was possible to observe a great worm like structure, initially thought to be the Marburg virus, a hemorrhagic fever virus discovered in 1967. After a careful research he identified the new virus and named it Ebola virus. READING TASK Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  15. The Virus Detective Who Discovered Ebola in 1976 By Rob Brown BBC World Service 5 This unusual delivery had travelled all the way from Zaire's capital city Kinshasa, on a commercial flight, in one of the passengers' hand luggage. 8Piot knew how serious Marburg could be - but after consulting experts around the world he got confirmation that what he was seeing under the microscope wasn't Marburg - this was something else, something never seen before. 4It was signed by a Belgian doctor based in what was then Zaire, now the Democratic Republic of Congo - his handwritten message explained that the blood was that of a nun, also from Belgium, who had fallen ill with a mysterious illness which he couldn't identify. 7"We saw a gigantic worm like structure - gigantic by viral standards," says Piot. "It's a very unusual shape for a virus, only one other virus looked like that and that was the Marburg virus. "The Marburg virus was first recognised in 1967 when 31 people became ill with haemorrhagic fever in the cities of Marburg and Frankfurt in Germany and in Belgrade, the capital of Yugoslavia. This Marburg outbreak was associated with laboratory staff who were working with infected monkeys imported from Uganda - seven people died. 9Ebola changed Piot's life - following the discovery of the virus, he went on to research the Aids epidemic in Africa and became the founding executive director of the UNAIDS organisation. "It led me to do things I thought only happened in books. It gave me a mission in life to work on health in developing countries," he says. "It was not only the discovery of a virus but also of myself." 6The samples were treated like numerous others the lab had tested before, but when the scientists placed some of the cells under an electron microscope they saw something they didn't expect. 1Nearly 40 years ago, a young Belgian scientist travelled to a remote part of the Congolese rainforest - his task was to help find out why so many people were dying from an unknown and terrifying disease. 2In September 1976, a package containing a shiny, blue thermos flask arrived at the Institute of Tropical Medicine in Antwerp, Belgium. Working in the lab that day was Peter Piot, a 27-year-old scientist and medical school graduate training as a clinical microbiologist. "It was just a normal flask like any other you would use to keep coffee warm," recalls Piot, now Director of the London School of Hygiene and Tropical Medicine. 3But this thermos wasn't carrying coffee - inside was an altogether different cargo. Nestled amongst a few melting ice cubes were vials of blood along with a note. READING TASK solutions Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  16. Ebola Virus Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  17. Insights from Ebola Virus + Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  18. Outline of the Lecture • The Genetics of Viruses • Focus on the Filoviridae • The Immune System - An Overview • Vaccines and Antiviral Drugs - Prevention and Treatment • About WHO Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  19. Two General Types of Defense Mechanisms Nonspecific defenses, or innate, act rapidly; include skin, phagocytic cells, and molecules toxic to invaders Specific defenses, or adaptive, are aimed at specific pathogens; slow to develop and long-lasting Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  20. Two General Types of Cells (I) EV targets of cytotoxicity(sl. 17) Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  21. Two General Types of Cells (II) Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  22. The Ebola Epidemic By Steve Mirsky Scientific American Jeremy Farrar is an emerging infectious disease expert and the director of the Wellcome Trust, a global charitable health foundation. He talked about the current Ebola epidemic in west Africa during a conference call webcast produced by the New England Journal of Medicine on October 22nd 2014. http://www.scientificamerican.com/podcast/episode/plan-now-for-future-ebola-outbreaks/ LISTENING TASK Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  23. LISTENING TASK solutions The Ebola Epidemic By Steve Mirsky Scientific American Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  24. Outline of the Lecture • The Genetics of Viruses • Focus on the Filoviridae • The Immune System - An Overview • Vaccines and Antiviral Drugs - Prevention and Treatment • About WHO Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  25. Prevention Types of Vaccines • The following are some of the options that researchers might pursue: • live, attenuated vaccines • inactivated vaccines • subunit vaccines • toxoid vaccines • conjugate vaccines • DNA vaccines • recombinant vector vaccines Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  26. The Making of a DNA Vaccine against the West Nile Virus (I) DNA synthetisizer Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  27. The Making of a DNA Vaccine against the West Nile Virus (II) Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  28. 0 The Making of a DNA Vaccine against the West Nile Virus (III) 0 0 0 0 Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  29. ItalianEdition_November 2014

  30. Vaccines and Recombinant DNA (I) 1. A vaccine can be harmful because it contains pathogens such as viruses contains a changed pathogen, so the pathogen is no longer harmful provokes a response from the viral immune system all of the above 2. The use or alteration of cells or biochemical to provide a useful product describes Recombinant DNA technology Transgenic technology Biotechnology Gene targeting RevisionTASK   Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  31. Vaccines and Recombinant DNA (II) 3. Manufactoring recombinant DNA molecules involves cutting a gene from its normal location, inserting it into a circular piece of DNA from a bacterial cell, and then transferring the circle of DNA to cells of another species. Which of the below describe the circular piece of DNA from a bacterial cell? Restriction enzyme Plasmid Bacteriophage Vector 4. Genetic engineering manipulates gene products at the level of the Protein Aminoacid RNA DNA  Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015 

  32. Vaccines and Recombinant DNA (III) 5. Recombinant DNA technology methods began in the 1950’s 1960’s 1970’s 1980’s 6. Which of the following statements is false? Vaccines may contain live viruses that have been attenuated A recombinant subunit vaccine has been made for the Hepatitis B virus. Many viral diseases can be prevented with proper vaccination. Vaccines only works against bacteria   Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  33. Treatment  Two potential drugs… are being tested • Brincidofovir- up to 140 consenting patients will take the tablets twice a week over a two-week period, and survival rates will be compared with before the trial. This research is led by the University of Oxford in the UK. • Favipiravir - is approved in Japan for treatment of the influenza virus and is being tested in Gueckedou, Guinea. The research is being led by the French National Institute of Health and Medical Research (Inserm). Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  34. LaboratoryBiosafety Level 4 • Positive pressure personnel suit • Entrance and exit: multiple showers, a vacuum • room, an ultraviolet light room, and other safety precautions • Multiple airlocks electronically secured to prevent both doors from opening at the same time • Decontamination procedures to eliminate the possibility of an accidental release forall air and water service going to and coming from a BSL-4 laboratory AIR Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  35. Motaba Virus… WasItReally Ebola Virus? Outbreakis a 1995 American film directed by Wolfgang Petersen and (very loosely) based on Richard Preston's non-fiction book The Hot Zone.The film stars Dustin Hoffman,Morgan Freeman, Renè Russo, Cuba Gooding, Jr., Kevin Spacey, Donald Sutherland and Patrick Dempsey. The film focuses on an outbreak of a fictional Ebola-like virus called Motaba in Zaire (now known as Democratic Republic of Congo) and later in a small town in the United States. http://www.youtube.com/watch?v=Wsw9bZaIp8o (time 1’10’’) Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  36. Outline of the Lecture • The Genetics of Viruses • Focus on the Filoviridae • The Immune System - An Overview • Vaccines and Antiviral Drugs - Prevention and Treatment • About WHO Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  37. What WHO - World HealthOrganisationIsDoing • directing and coordinating authority for health within the United Nations system • providing leadership on global health matters, shaping the health research agenda • setting norms and standards, providing technical support to countries and monitoring and assessing health trends • launchingpublic healthcampaigns: gettingthe messageacross Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  38. WHO’sContribution to the Ebola Response Over the course of the last year, WHO has been working in Ebola-affected countries to help the UN Mission for Ebola Emergency Response achieve their 70-70-60goals  70% of the cases have been isolated and treated, 70% of the deceased have been safely buried within 60 days from the beginning of October to 1 December. WHO has been contributing by: training burial teams and frontline workers, working with communities, building Ebola treatment centres and providing epidemiological data among other activities. http://www.who.int/mediacentre/factsheets/fs103/en/ http://www.who.int/features/ebola/storymap/en/ Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  39. Articles from the WHO’s website "Wise people" help to fight Ebola in remote villages Busting the myths about Ebola is crucial to stop the transmission of the disease in Guinea WHO supports Ministry of Health community education to contain Ebola in Liberia Liberia: New Ebola mobile lab speeds up diagnosis and improves care Liberia: Survivors help train health workers for Ebola care Ebola mobilization in Siruigi, Guinea In-Depth Activities Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  40. BibliographicResources S. Watts, Disease and Medicine in World History, Routledge GCSE AQA Biology, The Revision Guide, GCPublications D. Sadava, H, Craig Heller et al, Life: The Science of Biology, 16th edition, SinauerAssociates W.C. Bowman, M.J. Rand, Textbook of Pharmacology, BlackwellScientific On Line Resources http://www.scientificamerican.com/ http://www.aabb.org/tm/eid/Documents/72s.pdf http://www.bbc.com/news/magazine-28262541 http://www.vaccines.gov/more_info/types/index.html http://www.newyorker.com/news/daily-comment/whats-ebola http://www.jewishvirtuallibrary.org/jsource/biography/Lederberg.htmlhttp://www.dnaftb.org/25/animation.htmlhttp://www.viprbrc.org/brc/home.spg?decorator=filo_ebola http://www.cdc.gov/vhf/ebola/ http://www.utmb.edu/gnl/safety/BSL4Stickman.shtmlhttp://www.bu.edu/today/2013/video-offers-glimpse-of-biosafety-level-4-lab/http://www.who.int https://www.ck12.org/biology/ http://www.pri.org/stories/2014-10-06/how-did-english-become-language-science Ebola Virus: a Case Study Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 - January 2015

  41. ThankYou Teaching Sciences through English – A CLIL Approach Maria Vittoria Barbarulo, Joanne Cartisano, Carmen Cola Lyceum Montale - Room 35, December 2014 – Januar2015

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