nsei 1.2.1 warm-up - chucklumio.com lesson pdf/natural... · card. the card you draw will tell you...

NSEI 1.2.1 WARM-UP

NSEI 1.2.1 WARM-UPAs interns at Futura, you will begin each day by reading the Daily

Message from your project director, Ken Tapaha. This message will

provide important information about your internship tasks.

It is your responsibility as interns to read the Daily Messages carefully

and take notes so you will remember your tasks for the day.

Remember this about Daily

Messages:

• The message provides

information on what will be the

focus of the day.

• It includes some key ideas that

might be new to you.

• Each message concludes by

listing deliverables, or required

tasks.

Confer with your colleagues

and look at the glossary (the

last chapter in the Dossier) if

you need more support with

engineering and project terms

in the Daily Messages.

Researching and collaborating

are important practices for

engineers.

NSEI 1.2.1 WARM-UPYou may have noticed

the New Note icon in

the bottom left corner

of your intern

Workspace.

NSEI 1.2.1 WARM-UP•Point out that when they

have a message open,

interns will select NEW

NOTE in the bottom left of

the Workspace. This will

automatically pin the

message open and will give

interns a blank note. Point to

the NEW NOTE button at the

bottom left of the projection

and the Pin icon at the top

right of the message. Direct

interns to do this now in their

Futura Workspace inboxes.

NSEI 1.2.1 WARM-UP•Direct interns to title their

note this way so they will

be able to identify it easily

in the future.

"Daily

Message

Notes."

NSEI 1.2.1 WARM-UP•Direct interns to write

today's date and the

subject of the message

(Selection Pressures) in

the text section of the note.

• Explain that this heading

will help them separate the

notes they take for this

message from ones they

will make in the future.

NSEI 1.2.1 WARM-UP•This note is where they

will document important

information from the Daily

Messages, especially any

deliverables.

•Ask interns to identify

important information from

today's Daily Message.

•[Modeling Population

Shifts sheet, Annotations

for Dossier Ch. 3, After

Hours: Reread and revise

annotations in Dossier Ch.

2–3.]

NSEI 1.2.1 WARM-UP•Explain that for each Daily

Message, interns will

return to their Daily

Message Notes to add new

information. In order to edit

the same note, they will

need to pin the new Daily

Message, and then open

their Daily Message Notes

to edit and add new

information.

NSEI 1.2.1 WARM-UP

NSEI 1.2.2 READING ABOUT ANTIMALARIAL DRUGS AS SELECTION PRESSURE

Interns use Active Reading to learn about selection pressure by annotating and discussing Chapter 3 of the Dossier. (15 min)

1. Direct interns to open the Dossier on their devices. Direct interns to open the Dossier by selecting the link in the Daily Message and to use the table of contents to navigate to Chapter 3: "Antimalarial Drugs as Selection Pressure."•Explain that they will continue their background research by reading and annotating this article.•Encourage interns to look at the glossary if they need more support with engineering and project terms.



2. Project and discuss antimalarial definition. Ask interns if they remember hearing the word antimalarial while reading the RFP. Let them know they will be reading this word many times in their Dossiers.• Point out that "anti-" means "against." • Clarify that antimalarials are different

than antibiotics. Antibiotics specifically treat bacteria, and would have no effect on malaria parasites. Antimalarial drugs fight malaria.



Direct interns to read and annotate

independently. Provide several minutes for interns to

actively read and annotate this section (Chapter 3) of the

Dossier.

•Encourage interns to also carefully review the diagrams and

captions.

•Circulate and assist interns with annotations and questions.



Summarize key points with the group.

• Natural selection occurs in populations we can see, and also in

populations that are too small too see without a microscope.

• Antimalarial drugs act as a selection pressure on a population of

malaria parasites.

• A mutation can result in a new trait that is adaptive or non-adaptive,

or the mutation may have no noticeable effect.

• Parasites with the adaptive trait of drug resistance will be more likely

to survive in the presence of that drug than parasites without this

trait.

• Every time a malaria parasite reproduces, a mutation that could lead

to resistance to a drug has a chance to occur.

MODELING POPULATION SHIFTS

It is hard to test parasites in real life, so we will use a model to understand how traits of drug resistance are distributed in a population of parasites and how this distribution changes.

Arrange interns in pairs and distribute

materials. Pass out the following materials

to each pair:

•1 Modeling Population Shifts sheet

•1 "starting population" plastic bag

•1 "mutation" bag

•1 Modeling Population Shifts card set

•3 color markers: green, blue, and purple


Point out that

in this model,

there are four

steps to each round—


Explain that interns will

keep track of the malaria

parasite population (the

cubes) using histograms.

Instruct interns to fill in the

initial histogram with eight

green boxes in the

"NONE" column and one

blue box in the "SOME" column.


Let's do this initial histogram

together using the matching

markers. Each cube

represents one malaria

parasite, and these nine cubes

in the small plastic bag

represent our starting

population. Notice that there

are eight individuals with NO

drug resistance (the green

cubes), and one individual with

SOME resistance (blue).

There are currently no

individuals that have HIGH

resistance (purple).


Explain what happens to individual

parasites (cubes) in this model when the

drug is applied. Clarify that they must

imagine a drug being delivered to the

parasite’s environment. Point out that

the drug will kill most (75%) of the

individuals with no traits for resistance,

which would be three of every four

individuals; some (25%) of the

individuals with traits for some

resistance, or one of every four

individuals; and none of those parasites

with traits for high resistance. For the

purposes of this model, they will assume

all individuals with high resistance will

survive and none will die, though in real life, some parasites might die by chance.


Remember that drug resistance is

an adaptive trait that allows

malaria parasites to survive and

reproduce, passing along the trait of drug resistance to its offspring.


Begin modeling how to apply the drug to the

NO resistance cubes (green).

Explain that with this model drug, only one out

of four parasites survive—the rest are killed by

the drug. Explain to interns that they should

count out the NO-resistance cubes by indicating

first the one that survives, followed by the three

that are killed, continuing that pattern for all

eight cubes. After counting out the NO-

resistance cubes (green), there should be only

two left. Allow interns time to count out their

own NO-resistance cubes, so that there are

only two NO-resistance cubes left on their own

desks.

You can count them out

by pointing to each one

at a time and saying,

"Survive, Die, Die, Die.

Survive, Die, Die, Die."

When a parasite is killed

by an antimalarial drug,

you will need to remove it from your population.


Continue modeling with the

individuals with SOME resistance

(blue). Explain that with some

resistance, three out of four parasites

survive.

For individuals with SOME

resistance, let's count "Survive,

Survive, Survive, Die." In this

case, we only have one (blue)

SOME-resistance individual and

it survives to go on to the next

round and reproduce. You

should now have three cubes:

two NO-resistance and one

SOME-resistance left in your population.


Instruct interns to return "dead" cubes

to the cube repository. Scan the room

to confirm each intern pair has only

three cubes remaining—encouraging

interns to keep and reuse the "dead"

cubes during reproduction may

facilitate misconceptions.

Note that the mutation and reproduction steps are closely intertwined.


In our model, parasites are going to

reproduce, and every time a malaria

parasite reproduces, there is a

chance of a mutation—a random

change to a gene that sometimes

results in a new trait. This will be

determined by drawing a mutation

card. The card you draw will tell you if

and how your parasites will mutate

during reproduction in the next step.

•Instruct interns to shuffle the card deck and

place the cards face down. Point out that the

rationale for this is to simulate (or model) the way

mutations are random—no one knows when they

will happen.

•Direct intern pairs to pick up a Mutation Card

from the card set and read it.

•Ask how many interns picked a card that reads

"No Mutations." Explain that when interns pick a

"No Mutations" card, they will just get an exact copy

of each of the cubes they have, so that the parasite

population will double.


•Most of the time, the parasite reproduces and makes an exact copy of itself with no

mutations.

•Ask how many interns picked a card that reads "1 no-resistance individual mutates." Explain

that when interns pick this card, one of their NO-resistance (green) individuals will mutate

when it reproduces (in the next step).

•Remember, mutations are random—it may result in an adaptive trait for drug resistance, or it

may have no effect at all. For now, if you drew this card, place one NO-resistance (green)

cube on your mutation card so that you remember to mutate it when it reproduces. The

remaining cubes will reproduce normally and make exact copies of themselves with no

mutations.

•Ask how many interns picked up a different card. Direct interns to place the appropriate

green or blue (SOME) cubes on their mutation cards to prepare for the next step: parasite

reproduction.


• in this step, the number of

cubes doubles. Note that this

is another simplification of

the model, in reality one

parasite might produce more

than one offspring, while

others might not reproduce

at all. Because they are all

starting with three cubes

(after having applied the

drug), they will end up with

six cubes after this round of

reproduction.


•Model how to reproduce if

interns drew the No Mutation

card. Explain this is shown

on the projection, where each

parent produces one

offspring and survives for the

next round. Allow interns to

reproduce their first NO-

resistance cubes.


•If there is no mutation,

pick up another green

(NONE) cube from the

cube repository,

because it only makes a

copy of itself. Repeat

this process for any

parasites that did not

mutate.


• Explain that this is one

possible result for the

parasite population after

Round 1. This also

shows the new

histogram for Round 2.

Interns will record their

current parasite

population in the next

histogram. Confirm it's

okay if they don't have

any HIGH resistance

cubes yet.


•In the histogram

labeled "Round 2," you'll

color in the boxes to

represent the number of

individuals you have at

the end of each round.

Your new histogram will

show the new

population based on the

trait: NONE, SOME, or

HIGH resistance to the

drug.


•What if we only have two green to apply the drug to? Then one survives and one dies,

according to the rule, "Survive, die, die, die.“

•What if we only have two blue to apply the drug to? Then both survive, according to the rule,

"Survive, survive, survive, die.“

•What if the mutation card says two individuals, but we only have one? Then only the one

you have mutates.


•Allow interns to

complete the activity.

Explain that interns will

repeat these four steps

again until all six rounds

are complete. There

should be one mutation

card left undrawn at the

end of their six rounds.


•Project Modeling

Population Shifts

Instructions for interns'

reference. Leave the

steps projected as

interns work though the

activity.

•Remind interns that

when a parasite dies, that

cube should be removed

from the population.

•Circulate and assist as

needed. Ensure interns

record their results on

the histograms.


•Give interns a few minutes to discuss these questions with another pair, and

then review the questions as a whole group.


•If we all started with the same population of parasites, why do some groups

have different populations now?

•[Mutations are random. Some result in the adaptive trait of drug resistance,

other mutations have no effect. Some mutations actually give the parasite a non-

adaptive trait, making them even less resistant to antimalarial drugs (as in the

case of a purple (HIGH) producing an offspring with a mutation that is blue

(SOME) or green (NONE).]

•What happens to the number of parasites over time?

•[At first, there is a big drop in the number of parasites, because the drug kills a

lot of them. But soon, there are a lot more parasites due to increasing drug

resistance.]

•What happens to the traits of resistance over time?

•[As time goes on, more parasites have the traits of drug resistance.]


•Can you predict what might happen if rounds were continued until Round 8?

•[There will likely be so many parasites—and mostly blue and purple—which

means the population is shifting towards more drug resistance!]


•Project and discuss

selection pressure

definition. Review

that selection

pressures and

mutations work to

change the

distribution of traits

in a population of

malaria parasites.

NSEI 1.2.3 AFTER-HOURS WORK

•Interns revisit the Dossier texts they’ve read so far and revise or add new

annotations.

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