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.
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)
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.
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)
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.
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)
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.
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)
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
MODELING POPULATION SHIFTS
Point out that
in this model,
there are four
steps to each round—
MODELING POPULATION SHIFTS
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.
MODELING POPULATION SHIFTS
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).
MODELING POPULATION SHIFTS
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.
MODELING POPULATION SHIFTS
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.
MODELING POPULATION SHIFTS
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.
MODELING POPULATION SHIFTS
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.
MODELING POPULATION SHIFTS
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.
MODELING POPULATION SHIFTS
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.
MODELING POPULATION SHIFTS
•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.
MODELING POPULATION SHIFTS
• 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.
MODELING POPULATION SHIFTS
•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.
MODELING POPULATION SHIFTS
•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.
MODELING POPULATION SHIFTS
• 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.
MODELING POPULATION SHIFTS
•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.
MODELING POPULATION SHIFTS
•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.
MODELING POPULATION SHIFTS
•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.
MODELING POPULATION SHIFTS
•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.
MODELING POPULATION SHIFTS
•Give interns a few minutes to discuss these questions with another pair, and
then review the questions as a whole group.
MODELING POPULATION SHIFTS
•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.]
MODELING POPULATION SHIFTS
•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!]
MODELING POPULATION SHIFTS
•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.