Download February 20

Lesson 1.3 The Aftermath: Hearing Loss
Preface
Hearing loss affects millions of people in the United States. Hearing loss can
drastically impact a person’s ability to communicate. Therefore, a lot of time and
money has been invested into research to develop interventions to treat hearing
loss. Although the degree of hearing loss varies from individual to individual, there
are only three types of hearing loss: sensorineural hearing loss, conductive hearing
loss, and mixed hearing loss. Hearing loss has many causes and in many cases can
even be prevented.
In this lesson, students will continue to follow Sue Smith as she deals with the
aftermath of her bacterial meningitis infection. The antibiotics eliminated the infection
and Sue was able to make a full recovery. Although Sue has not noticed any
symptoms of hearing loss, she has scheduled an appointment to have her hearing
evaluated due to the high incidence of hearing loss in patients who have recovered
from meningitis. Students will investigate the physics of sound as well as learn how
hearing works, and will conduct a variety of hearing assessments. Students will be
assigned a patient with a specific type of hearing loss. Using the assigned patient
case study, students will explore how damage to the outer, middle, and/or inner ear
results in hearing loss. Students will learn how to interpret audiograms and match up
their patient case study with the corresponding audiogram. Students will then use
what they have learned to make a recommendation as to what intervention is the
most appropriate for the patient case study. Finally, students will investigate both
sides of the cochlear implant debate, and write letters from the opposing
perspectives of an adult deaf person expressing his or her reasons for choosing to
get a cochlear implant versus an adult deaf person expressing his or her reasons
for choosing not to get a cochlear implant..
Understandings
1. Problems with one or more structures within the ear cause various types of
hearing loss.
2. There are a variety of interventions available to help people with hearing loss.
Knowledge and Skills
It is expected that students will:
 Identify the structures of the ear and describe their function in hearing.
 Describe the pathway of sound vibrations from the time a sound is generated to
the time the brain registers the sound.
 Recognize that there are bioethical concerns and considerations related to the use
of cochlear implant technology.
 Demonstrate sensorineural versus conductive hearing loss on a model of the ear.
 Perform several simple tests, such as Rinne Test and the Pure Tone Test, to
evaluate hearing.
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Medical Interventions Lesson 1.3 The Aftermath – Page 1
 Interpret audiograms to identify different types of hearing loss.
 Recommend the most appropriate type of intervention for a patient with hearing
loss, given the patient’s audiogram.
Essential Questions
1. How do frequency and amplitude affect how humans interpret sound?
2. What causes different types of hearing loss?
3. How is hearing loss diagnosed?
4. What interventions are available for patients with hearing loss?
5. What are the bioethical concerns related to the use of cochlear implant
technology?
National and State Standards Alignment
Standards alignment resources are available in the MI Ongoing Training course in the
myPLTW Learning Management System (LMS) and on the PLTW website. The PLTW
Standards Alignment documents include all alignment information for this course. You
can choose whether you would like to view the standard alignment information
organized by unit or by body of standards.
Day-by-Day Plans
Monday:
 The teacher distributes Activity 1.3.3 Cochlear Implant Debate.
 Students read the Introduction and add any new information to their Smith family
tree.
 The teacher assesses prior knowledge of cochlear implant technology and
introduces Essential Question 5.
 In order for students to better understand the limitations of cochlear implant
technology, the teacher can direct students to the Auditory Neuroscience website,
available at:
http://mustelid.physiol.ox.ac.uk/drupal/?q=prosthetics/noise_vocoded_speech or
the HeLPS Sensimetric Cochlear Implant Demo 5A – Speech available at:
http://www.sens.com/helps/demo05/helps_d05a_Fr_8101_CI_8_65a.htm.
 Students can play two sound clips so they can see how different speech sounds
through a cochlear implant versus normal hearing.
 Students complete Activity 1.3.3.
 The teacher reviews answers to the Conclusion questions and the appropriate Key
Terms.
Tuesday and Wednesday:
 The teacher asks Essential Question 3 and distributes Activity 1.3.2 Can Your
Hear Me Now – Logger Pro.
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Medical Interventions Lesson 1.3 The Aftermath – Page 2
 The teacher will direct the students to the Can Your Hear Me Now? Captivate file
and the Audiometric Test Logger Pro file in the LMS and make sure all students
can access it.
 The teacher reviews the Logger Pro Resource Sheet.
 The teacher reminds students that they need to be quiet during all hearing testing.
 The teacher demonstrates the location of the mastoid process before students
begin the Rinne Test.
 Students work in pairs to complete the Rinne Test and the Speech-in-Noise Test.
 The teacher distributes Activity 1.3.2 Student Resource Sheet and students
complete the remainder of activity. Note: Audiology Careers can be modified so
that students do not have to conduct personal interviews. If available, consider
having an audiologist come to class as a guest speaker. The teacher reviews the
notes on this section in the Teacher Notes.
 The teacher reviews the answers to the audiogram matching using the Activity
1.3.2 Answer Sheet.
 The teacher leads a discussion of Sue Smith’s case. Students assigned to Sue
Smith’s case file present their research findings with the class, as well as their
recommendation for an appropriate intervention for Sue. Students discuss the
recommendation and decide what steps should be taken in Sue’s future to prevent
further hearing damage.
 The teacher reviews appropriate Key Terms and Essential Question 4.
Thursday:
 The teacher reviews Unit One Teacher Notes.
 A day before the lesson begins, the teacher distributes Activity 1.4.1 Student
Response Sheet and describes the process for interviewing subjects. Students will
complete this assignment before beginning Activity 1.4.1 Disease Prevention
Through Vaccination.
 The teacher also prepares the Vaccination Cards that are used in Part II of the
activity. Additional instructions regarding these cards can be found in the Teacher
Notes for Unit 1.
 The teacher asks students to describe measures that may have helped prevent
the outbreak on Sue’s campus and discusses relevant answers. Most likely,
students will bring up vaccines as a prevention method.
 The teacher distributes Activity 1.4.1 Disease Prevention Through Vaccination.
 Students read the Introduction for Activity 1.4.1 and update their family tree with
the information presented.
 The teacher asks Essential Question 1 and assesses students’ prior knowledge on
vaccination.
 The teacher shows the How Stuff Works video The Beginning of Vaccination
available at http://videos.howstuffworks.com/science-channel/30004-100-greatestdiscoveries-the-beginning-of-vaccinations-video.htm or asks the students to view
the video on their computers. The teacher uses the content of the video to discuss
the history of vaccination.
 Students begin work on Activity 1.4.1 and investigate how vaccines activate the
human immune system.
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Medical Interventions Lesson 1.3 The Aftermath – Page 3
 The teacher asks Essential Question 2 before the students move on to the
interview assignment.
 The teacher defines active immunity and passive immunity and asks students
whether they think vaccinations qualify as active or passive. Active immunity
occurs when an antigen activates the immune system to produce immune
substances such as antibodies. This type of immunity can be simulated by natural
(getting sick) or artificial (getting vaccinated) means. Passive immunity occurs
when an individual receives antibodies that were produced actively in the body of
another person. The most common example of passive immunity is the passage of
antibodies from mother to child through fluid exchange at the placenta or through
breast milk. The teacher discusses why vaccination ignites activity immunity.
 The teacher facilitates a discussion of the interview results. The teacher should
keep a tally of the diseases mentioned by each generation on the board or on an
overhead.
 The teacher helps students see trends in their findings and asks Essential
Question 3. Many of the diseases mentioned by those in their 60s and 70s are not
a problem today. Most of this positive change can be attributed to vaccinations.
 Students return to the activity and investigate the causes of death in the United
States in 1900 and in the current or previous calendar year. Students brainstorm
interventions that have helped change the disease trends over the years.
 The teacher facilitates a discussion of these important medical interventions. The
article Ten Great Public Health Achievements 1900-1999 produced by the Centers
for Disease Control available at http://www.cdc.gov/about/history/tengpha.htm
provides great discussion points about the change in disease trends and the value
of medical interventions in changing disease outcomes.
 The teacher distributes one Vaccination Cards, scissors, tape, and colored pencils
or markers to each student group.
 The teacher may choose to have students complete the optional Part II of Activity
1.4.1 and create a vaccination guide on the wall. If students do not complete Part
II, teacher should show students an example vaccination schedule, available from
http://www.cdc.gov/vaccines/recs/schedules/child-schedule.htm, and discuss as a
class.
 The teacher reviews the answers to the Conclusion questions.
 The teacher may want to share the list of the vaccines that have been developed
in the last hundred years available at
http://www.keepkidshealthy.com/welcome/immunizations/immunization_timeline.ht
ml. The teacher discusses vaccines that help prevent cancer and discusses some
of the reasons that there is no vaccine for HIV. Vaccines and cancer will be
explored in more detail in Unit 3.
Friday:
 The teacher prepares the paper plasmids using Activity 1.4.2 Teacher Resource
Sheet before the students arrive in class. Alternatively, the teacher hands the
papers to the students and asks them to assemble the plasmids before they begin
making modifications.
 The teacher reviews the solution to the paper plasmid genetic engineering task on
the Activity 1.4.2 Answer Key.
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 The teacher opens a discussion on how vaccines are produced by asking
Essential Question 4.
 The teacher introduces Activity 1.4.2 Vaccine Development and students complete
Part I: Vaccine Basics.
 The teacher shows the Making Vaccines presentation to the class and discusses
the information presented on the NOVA Making Vaccines site.
 Students produce a concept map describing information presented in the
presentation and on the NOVA site using Inspiration software.
 The teacher assesses prior knowledge of molecular techniques and asks Essential
Question 5.
 Students complete Part II of Activity 1.4.2 and use the Dolan DNA Learning Center
web resources to review how plasmids can be engineered using restriction
enzymes and ligase.
 The teacher asks Essential Questions 6 and 7 and introduces the paper plasmid
assignment.
 The teacher distributes a paper plasmid, Activity 1.4.2 Student Resource Sheet,
scissors, tape, and colored pencils or markers to each student pair.
 Students work to identify restriction sites and genetically engineer their paper
plasmid to contain a portion of the Hepatitis B viral coat protein. This protein can
be produced by the bacterial cell and used as a vaccine against the disease.
 Students share their completed work with other groups.
 The teacher reviews all relevant Key Terms as well as the answers to the
Conclusion questions.
 The teacher wraps up the activity by asking Essential Question 8. Students should
recall that the process of transformation can be used to insert a plasmid of interest
into a bacterial cell. Students will complete the process of bacterial transformation
and insert a plasmid of interest into bacterial cells in Unit 4.
© 2010 Project Lead The Way, Inc.
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