Download Teaching Notes for

The Health Science Module of the
Science & Technology Curriculum
Learning and Teaching Resources
Theme: Diseases and Community Health
Topic:
Treatment, Common Drugs & Antibiotics
The purpose of this set of teaching resources is to provide teachers with
some teaching ideas and updated information on individual themes. The
content of the topics is built on those in the S1-3 Science Curriculum. It
is not expected that every detail in this set of materials is to be covered
in class teaching, as some of the materials only serve as
references/enrichment for teachers. To enhance the effectiveness of
learning and teaching, teachers may need to modify the resources to
suit the needs, abilities and interests of their students. Teachers also
have to note that the materials included are by no means exhaustive,
and should feel free to employ other resources if appropriate.
Table of Contents
Page
Introduction
1
Learning Objectives
1
Scheme of Work
2-6
Lesson Plans
7-14
Teacher’s Notes




Period 1
Period 2
Period 3
Period 4

Medical service outlets

Medical consultation process
15-16

Treatment methods
16-18

Other technologies
19

Analgesics (Pain Killers)

Anesthesia
21

Medical drugs
22

Methods of administration drugs

Legal control on the sale of medicine

Registration of medicines

Antimicrobial agent
26

Antibiotic
26

Story of Penicillin
26-27

Why are antibiotics used
27-28

How antibiotics work

Broad and narrow spectrum antibiotics

Characteristics of a useful antibiotic
29

How are antibiotic drug used
29

Antibacterial agents
30

Drug resistance of antibiotics
30-31

Tuberculosis and drug resistance
31-33

Antiviral drugs
33

Common cold
34-35

Coughing
35

Other therapeutic methods
36
15
20-21
22-23
23
23-25
28
28-29
Suggested Activities
37
Review Questions/quizzes/food for thought
38
Handout and question sheets
39-49
Treatment, Common Drugs & Antibiotics
Introduction
We live in a dangerous world, where an infection in one country can spread
within the time frame of a ‘plane journey from one country to another for the
price of a ticket. New diseases and conditions emerge, old ones re-surface to
join the numerous health threats already present. To help combat these
diseases and health problems, a broad range of medical services, drug
therapies and allied services are available. As the disease patterns change,
medical researchers seek new treatments. To maximize the effects of these
treatments and services, we need to have a broad understanding of
the common types of drugs and antibiotics and their use and misuse. We
also need to understand the role of the individual in medical care and how the
actions of individuals combine to impact the system and the health of the
community as a whole.
Learning Objectives:
After this series of classes, the students will be able to
1. understand the possible outlets where medical services may be obtained.
2. understand the basic process of medical consultation.
3. obtain a general understanding of the various forms of medical treatment
4.
5.
6.
7.
8.
and examples of utilization of modern medical technologies.
obtain a general understanding of anesthesia for minor or major
operations.
appreciate the complex organization of a general or teaching hospital.
understand the use of drugs: what they are; how they work; how they are
used; how they are controlled and supplied.
understand the use of antibiotics and antibacterials: what they are, how
they work and the development of drug resistance, with penicillin and
anti-tuberculosis treatments cited as examples, and the use of anti-viral
infection drugs.
understand the Patients’ Rights and Responsibilities.
1
Scheme of work for Treatment of Diseases
Scheme of work for Treatment of Diseases
Scheme of work for Treatment, Common Drugs & Antibiotics (Diseases and Community Health Theme – Health Science
Module) (40 mins)
Topic
Time
Learning Objectives
Suggested Activities
Resources
Treatment of Period 1
1. Identify medical service outlets and 
Q and A (Period 1 Sheet 1)
- Handout: Sheet 1
Diseases
state their functions.

Split students into three
- Teacher notes
groups
–
group
1
to
consider
- Blackboard
2. Understand the medical consultation
what information a doctor
process.
- Web resources for
might
need
to
make
a
homework assignment (1)
3. Know common treatment methods.
diagnosis and prescribe
http://www.psycom.net/depr
treatment. Group 2 to
ession.central.ect.html
4. Outline other healthcare technologies.
consider the composition of - http://www.actualizations.c
2
5. Homework (to expand on the
information given in “healthcare
technologies”). This homework calls
for students to do independent
research as these two medical
technologies are not covered.


the physical examination the
doctor may perform. Group 3
to consider what sorts of
investigations may be called
for and why (20 minutes)
Discuss other medical
technologies
Students to write on one of
the following topics: (1)
Mentally ill patients
sometimes need
electroconvulsive therapy
(ECT) to help them recover.
Discuss what ECT is, how it
works and why it is
controversial.
OR

(2) Define a prosthetic device.
Discuss artificial limbs, stating
when they might be needed,
they help the people using
them and how other people
might react to these people?
.
3
om/ect.htm
- Web resources for
assignment (2)
- http://www.amputee-coaliti
on.org/nllic_faq.html (limb
loss)
http://www.mossresourcen
et.org/amputa.htm
(amputation fact sheet)
- http://www.amputee-coaliti
on.org/inmotion/mar_apr_9
8/pros_primer/page1.html
(prosthetics for amputees)
- Students will also find
information in any public
library.
Scheme of work for Treatment of Diseases
Scheme of work for Treatment, Common Drugs & Antibiotics (Diseases and Community Health Theme – Health Science
Module) (40 mins)
Topic
Time
Learning Objectives
Suggested Activities
Resources
Treatment of Period 2
1. Define pain.

Ask students to fill in Period 2 - Period 2 Sheet 1
Diseases
Sheet 1.”What is Pain?”
- Teacher notes
Review their comments.
- Web resources:
2. Differentiate between opioids and

Ask
students
to
define
an
non-opoioids.
- http://www.painforum.
analgesic
and
an
anaesthetic,
com/en/1/nuroguide.html
3. Know the difference between an
and state when would they be
analgesic and an anaesthetic.
used.
4. Name and describe three types of

Ask students, “How can
aneasthesia.
medical drugs be given?”
5. Name and describe the three types of
Write answers on the
medical drugs.
blackboard and complete the
6. List methods of administration of
list.
drugs.
.
4
Scheme of work for Treatment of Diseases
Scheme of work for Treatment, Common Drugs & Antibiotics (Diseases and Community Health Theme – Health Science
Module) (40 mins)
Topic
Time
Learning Objectives
Suggested Activities
Resources
Treatment of Period 3
1. Define infection.

Ask students (1) what kinds of - Teacher notes
Diseases
infections they have had? (2) - Blackboard
what they think these
- Student handout 1
2. Outline the four main types of
infections
have
in
common
infection, viral, bacterial, fungal and
- http://www.nuigalway.ie/ba
and (3) to try and define
parasitic.
c/fungal_infection.htm
infection. Review answers
3. State what types of drugs are used to
(fungal infections)
and hand out Student Sheet 1 - http://www.neb.com/neb/pr
combat infection (antibiotics,
Ask students “How will an
antivirals, antifungals and antiparasitic 
oducts/drug_discovery/Par
antibiotic cure your sore
drugs).
asitic.html and
throat?”
4. Define “antibiotic” and know the two
http://www.bartleby.com/65
types.
/ta/tapeworm.html
(parasitic infections)
5. Know the two types of antibiotics, how
- http://www.bbc.co.uk/educ
they work, how they are administered.
ation/medicine/nonint/indu
st/dt/indtbi2.shtml
(history of medicine)
5
Scheme of work for Treatment of Diseases
Scheme of work for Treatment, Common Drugs & Antibiotics (Diseases and Community Health Theme – Health Science
Module) (40 mins)
Topic
Time
Learning Objectives
Suggested Activities
Resources
Treatment of Period 4
1. List common infections by type and 
Review Homework table with - Teacher notes
Diseases
treatment.
students, asking them to
- Blackboard
supply answers.
- Homework handout
2. Describe and give examples of

Quick
question
”What
is
antibacterial agents.
from period 3.
another
name
for
an
- Sheet 1 Period 4
3. Analyze the problem of antibiotic drug
Antibacterial agent?”
resistance.
(Answer, antibiotic)
4. Understand tuberculosis and the

Ask a student how long
variations are infection rate over time.
he/she thinks a course of
antibiotics lasts. Another
student can recap how
antibiotics are administered.

Students to complete question
sheet 1 for period 4
6
Lesson Plan for Treatment of Diseases
Lesson Plans for Treatment, Common Drugs & Antibiotics (Diseases and Community Health Theme – Health Science
Module)
Suggestions for teaching and activity sequence with time allocation
Lesson 1:
Sequence
Motivation
(40 min)
Content and Activity
Resources

Ask students to complete the Q and A sheet and pass to their
Q and A sheet 1
neighbour for marking. Teacher goes through the sheet,
explaining the answers.
Pen and paper

Students are divided into 3 groups to consider what information a Blackboard
doctor might need to make a diagnosis and prescribe treatment,
the composition of the medical examination the doctor may
perform and the investigations that may be ordered. Each group
presents their findings and teacher supplements and corrects
where needed.
Lesson Plan forTeacher
Treatment
ofand
Diseases
Theme teaching Teacher outlines other medical technologies
notes
blackboard
Homework
Students to write on either: (1) Mentally ill patients sometimes need Web resources
assignment
electroconvulsive therapy (ECT) to help them recover. Discuss what Public library
ECT is, how it works and why it is controversial.
OR
(2) Define a prosthetic device. Discuss artificial limbs, stating when
they might be needed, they help the people using them and how
other people might react to these people?
Consolidation
Ask students to briefly recount the role of the GP and the medical
specialist, say where patients would get help and what sort of
treatments are available.
7
Time
5’
20’
5’
5’
5’
Lesson Plan for Treatment of Diseases
Lesson Plans for Community Health Services (Diseases and Community Health Theme – Health Science Module)
Suggestions for teaching and activity sequence with time allocation
Lesson 2:
Sequence
Motivation
(40 min)


Theme teaching 
Homework
assignment




Content and Activity
Resources
Time
Define and understand pain. Students to fill in sheet 2 and

Period 2 Sheet 1
10’
teacher to review (The point of the exercise is to expose

Teacher notes
students to the idea that pain is always caused, i.e. that it is the
result of action on or within the body and that the experience of
pain is very individual).
Ask students to define (1) analgesic and (2) anaesthetic and
review their definitions.
Student question, “How can medical drugs be given?” Write
answers on the blackboard and complete the list
Teacher to describe opioids and non-opioids, giving examples of 
Teacher notes
15’
each.
Teacher to introduce the three types of anesthesiaLesson Plan for Treatment of Diseases
Teacher to introduce the three types of medical drugs
(A) In the following situations, write down what type of

Teacher notes
5’
medication would be needed (1.e. anaesthetic or analgesic and 
Web resources:
what route):
http://www.geocities.com/c
1) Surgery to mend a broken leg
heeaungroup2001/
2) Child birth
(deficiency diseases)
3) A filling at the dentist
http://www.healingwithnutri
4) Muscle pain
tion.com/adisease/arthritis/
5) Mild headache
rheumatoidarthritis.html
(B) Describe either (i) a deficiency disease and its treatment or
(arthritis)
(ii) the inflammatory condition, rheumatoid arthritis and its
treatment.
8
Consolidation
Ask students what they can tell you about pain and its treatment and
about what may cause pain.
9
5’
Lesson Plan for Treatment of Diseases
Lesson Plans for Community Health Services(Diseases and Community Health Theme – Health Science Module)
Suggestions for teaching and activity sequence with time allocation
Lesson 3:
Sequence
Motivation
(40 min)


Theme teaching 


Homework
assignment
Consolidation
Content and Activity
Resources
Time
Define and understand infection. Students discuss what kinds of 
Teacher notes
10’
infections they have had, what they think these infections have 
Blackboard
in common. Students try and define infection. Teacher will hand 
Student handout 1
out Student sheet 1.
Ask students “How will an antibiotic cure your sore throat?” Note
the importance of establishing that antibiotics will only work if
the infection is bacterial.
Teacher will describe the four main types of infection (These will 
Teacher notes
20’
receive further attention in Period 4).

Blackboard
After students have tried to list drugs for treating infections,

Student handout 2
teacher will review and expand as needed, handing
out Sheet
http://www.micro.msb.le.ac.
Lesson
Plan2.for
Treatment of Diseases
Teacher to describe the action and administration of antibiotics. uk./224/224/Antivirials.html
(details of antiviral drugs)
1) (To prepare for the next lesson) Use the internet or your library to
fill in the blanks on table 1.
2) Write a paragraph about one of these pioneers. What was
his/her major achievement? How did it affect mankind? (a)
Alexander Fleming (b) Edward Jenner.
Information available on the BBC Medicine site.
Teacher to re-cap on the main types of infection and their treatment.
10
http://www.bbc.co.uk/educa 5’
tion/medicine/nonint/indust/
dt/indtbi2.shtml
Table 1 handout


Teacher notes
Blackboard
5’
Lesson Plan for Treatment of Diseases
Lesson Plans for Community Health Services (Diseases and Community Health Theme – Health Science Module)
Suggestions for teaching and activity sequence with time allocation
Lesson 4:
Sequence
Motivation
(40 min)


Theme teaching 


Homework
assignment
Consolidation
Content and Activity
Use homework table from period 3 to provide background for
period 4. List common infections by type and treatment
Quick question ”What is another name for an Antibacterial
agent?” (Answer, antibiotic)
Teacher will provide information on antibiotics.
Students asked to consider the length of a course of antibiotics
and the methods of administration. Teacher gives details, to be
expanded into the theme of Antibiotic resistance.
Students complete question sheet on TB, followed by teacher
review and information






Resources
Teacher notes
Blackboard
Table from Period 3
Teacher notes
Blackboard
Question Sheet 1
Period 4
Time
5’
25’

1) Describe the condition known as “gas gangrene”, giving the
http://xtramsn.co.nz/health/ 5’
causative agent, signs and symptoms of the disease and its
0,,8065-1669854,00.html
treatment. What happens if treatment fails?
(gas gangrene)
2) What is Pott’s disease? Give it’s causative agent, signs and
http://www.nlm.nih.gov/med
symptoms of the disease and its treatment. What happens if
lineplus/ency/article/000417.
Lesson
Plan
for
of Diseases
treatment fails
htmTreatment
(Potts disease)
Ask the students – What advice would you give to a relative who
had a recurrent sore throat and who had been to three different
doctors, never completing a course of treatment?
11

Teacher notes
5’
Teacher’s Notes for Treatment of Diseases
PERIOD ONE
Treatment of Diseases
Medical service outlets
Hong Kong health care services are provided under a dual Health Care
Delivery System that involves both public and the private sectors. The
public sector services are provided by the Hospital Authority and Department
of Health. In the private sector, services are provided by private hospitals
and private practitioners
 Primary Medical Care: General Practitioners in the public and private
sectors.
 Secondary Medical Care: Specialist service either directly through the
Hospital Accident and Emergency Department for emergencies or
through referrals from doctors at the Primary Medical Care level.
Doctors will decide the specialty for referral, e.g. surgery, gynecology
or orthopedics. Unless the patient’s condition is urgent or critical
(when urgent admission would be necessary) the patient is seen at
specialist out patients clinics. At the specialist clinics, medical
assessment, investigation, diagnosis and treatment are provided.
The specialists decide when a patient needs to be admitted to hospital.
 Tertiary Medical or Extended Care: Hospital specialists arrange for
rehabilitation care when necessary.
Medical consultation process

Medical History:
Doctors obtain essential information from patients about their
occupation; past health history; family history, life style behaviors, e.g.
smoking habit, alcohol and medication history; and present
complaints or medical problems

Medical Examination:
Patient’s basic vital signs (e.g. blood pressure, pulse rate and body
temperature); Inspection (visual observation of the patient’s physical
condition); Palpation (physical examination on parts of the body);
Percussion; Auscultation (usually with the aid of stethoscope)
12
Teacher’s Notes for Treatment of Diseases

Investigations:
Common examples are x-ray examination; blood, urine tests;
ultra-sound, and endoscopy

Treatment: (See below for Methods of Treatment)
Treatment methods

Self Care:
Some minor ailments, e.g. common cold can be relieved with
medication obtained directly from local pharmacies.
(For more detailed information, you can cross references to “Over
the Counter”, and “Common Cold- Self Help”)

Medical treatment:
Broadly speaking, this refers to the use of drug therapy in the
treatment of medical conditions.
(For more detailed information, you can cross references to ‘Action
of Drugs’)

Surgical treatment:
General practitioners decide on the advisability of certain minor
surgical conditions that can be performed in their clinics, e.g.
sebaceous cyst excision, wart removal, abscess drainage etc.
Similarly, surgical specialists perform operations either in an
outpatient setting or in hospital operating theatres.

Radiotherapy
Since the discovery of x-rays over one hundred years ago, radiation
has been used increasingly in medicine, both to help with diagnosis
by taking pictures with x-rays (radiodiagnosis) and also as treatment
(radiotherapy) especially of various forms of cancers.

Physiotherapy,
The primary aim of physiotherapy is the restoration of body function
or minimising dysfunction after disease or injury. Physiotherapists
assess and diagnose the problem, then plan and administer
treatment programs. They apply a combination of manual therapy,
movement training and physical and electrophysical agents. This
13
Teacher’s Notes for Treatment of Diseases
may be by stretching, strengthening, re-learning movement patterns,
manipulation, massage or by using some electrotherapeutic
modalities such as ultrasound. Advice will be given about the use
of various supports, braces etc needed by some conditions as well
as ergonomic advice for both work, home and sporting environment.
Physiotherapy may be appropriate in the following situations:
sprains or strains of any joint; neck or back pain; following fractures;
and following surgery, including joint replacement.

Occupational Therapy
Occupational therapy aims at using self-care, work, and play
activities as a form of therapy to increase patients’ independent
function, enhance development, and prevent disability. This form of
therapy may include adaptation of task or environment to achieve
maximum independence and to enhance quality of life.
Occupational therapists provide their service to any individual who
has an injury, illness, cognitive impairment, psychosocial dysfunction,
mental illness, developmental or learning disability, physical disability,
or other disorder or condition.

Speech Therapy
Speech Therapists can help to evaluate and treat individuals with
communicative, hearing, cognitive or swallowing disorders. Speech
therapists offer treatment for patients with speech impairment as a
result of stroke, dementia, Parkinson's disease or multiple sclerosis;
speaking and listening, or cognitive and memory problems following
head injury; voice disorders resulting from disease or misuse of the
voice; speech disorders; swallowing disorders (dyshagia) and
developmental delays. They work across a range of sites in the
community as well as in hospitals, depending on their clients' needs.
Community settings may include health centres, day nurseries,
schools and colleges, training centres, as well as people's homes.
Hospital departments typically provide services to clients on an
in-patient and out-patient basis, with an increasing focus on outreach
and intermediate care.
14
Teacher’s Notes for Treatment of Diseases

Psychotherapy
Psychotherapy is a broad term which encompasses all forms of
treatment which use psychological methods such as talking, rather
than physical methods such as drugs. There are many different
types of psychotherapy, having different aims, using different
methods and based on different theories of mental functioning.

Clinical Psychologist Service
Clinical Psychology is a professional field of practice that deals with
human functioning; either human problems and their solution, or
ways of promoting physical, mental, and social well-being.
Clinical Psychologists are involved in a wide range of activities for
treating their clients. For example, psychologists treat depression,
anxiety and stress, major mental disorders, learning disabilities,
drug and substance abuse problems, marital/ relationship problems,
and problems stemming from physical and sexual abuse. Generally,
Clinical Psychologists conduct psychological assessment and
treatment of individual adults or children, couples, families, and
groups.

Palliative care/treatment (multi-disciplinary approach)
(For more detailed information, you can cross references to
Community Health Services – Hospice Service)
Palliative care is directed at providing relief to a terminally-ill person
through symptom management and pain management. The goal is
not to cure, but to provide comfort and maintain the highest possible
quality of life for as long as life remains. Palliative care programs
also address mental health and spiritual needs. The focus is on
compassionate specialized care for the living. Palliative care is
well-suited to an interdisciplinary team model that provides support
for the whole person and family.
Palliative care may be delivered in hospice and home care settings
or in hospitals. Many people who are terminally ill may choose to
enter a home-like alternative care setting such as a hospice.
15
Teacher’s Notes for Treatment of Diseases

Other technologies.
Examples:
1.
Endoscopic surgery: an endoscope is made up of a tiny
camera with a bright light fitted on the end of a long tube, and a
viewing screen or television monitor to display a magnified
image from the camera. The surgeon moves the endoscope
into the body through a very tiny cut when performing the
surgery and watches the screen. Other surgical instruments
such as knives (scalpels), scissors, or forceps may be inserted
to assist as necessary in the completion of the procedure.
Endoscopic surgery results in a small scar wound, causing less
trauma to the body and offering quicker recovery time.
Endoscopic surgery can be applied in surgery to the chest and
abdomen e.g. gall stones, joints e.g. the knees and shoulder
injuries.
2.
Laser Surgery: A laser is a special light beam, which can be
used to treat tissues of the body by heating the targeted cells
until they “burst”. Laser Surgery uses a laser light source to
remove diseased tissues or treat bleeding blood vessels. This
procedure can be used to remove tumours, warts, and moles.
Laser surgery may also be used for cosmetic purposes
including removal of wrinkles, tattoos, or birthmarks.
16
Teacher’s Notes for Treatment of Diseases
PERIOD TWO
Analgesics (Pain Killers)
Pain (for example, headache) is a symptom and is not a disease. Pain can
be relieved with the use of pain relieving medications. However, if the pain
symptom is a long-term problem, its relief depends on treatment of the
underlying cause. For example, toothache can be relieved with the use of a
medication, but can be cured by appropriate dental treatment.
Pain relieving drugs can be divided into the non-opioids and the opioids
(which have properties similar to drugs derived from opium, such as
morphine and codeine) groups. Examples of the non-opoids include drugs
like paracetamol and aspirin. Non-opioids are less powerful as pain reliever
than opoids.
Some drugs such as paracetamol and aspirin, can be obtained
over-the-counter. If the pain cannot be relieved with these common
medications, we should seek medical advice.
Paracetamol can be used for everyday aches and pains, such as headaches,
toothache, and joint pains. It is the most widely used pain relieving drug,
and it is a safe drug to use when taken correctly. Paracetamol can also
reduce fever. It does not treat the cause of the pain or fever, and it is not
effective as an anti-inflammation medication. Paracetamol is used either
alone or in combination in many over-the-counter and prescription
medications such as panadol, tylenol.
Aspirin (which is one the groups of drugs called non-steroidal
anti-inflammatory drugs or NSAIDs) has been used for many years to relieve
pain and reduce fever. It is useful for headaches, toothaches, discomfort
caused by feverish illnesses. Given regularly, it can also relieve the pain
and inflammation of chronic rheumatoid arthritis.
Aspirin is not
recommended for children aged under 12 years because it use has been
linked to a rare but potentially fatal liver and brain disorder (called the Reye’s
syndrome).
Mild opioids, such as codeine, are often found in combination proparations
with non-opioids such as paracetamol. These mixtures may increase the
effect of pain relief. Codeine is an effective drug for relieving mild to
17
Teacher’s Notes for Treatment of Diseases
moderate pain.
When pain is not severe, it is usual to start using paracetamol or a drug with
action like aspirin. If they do not provide adequate pain relief, they may be
combined. A mild opioid may be used. If the less powerful drugs are
ineffective, a strong opioid such as morphine may be given.
Anesthesia
Anesthesia is the medical process that uses drugs and medical gases to
ensure render patients unconscious and/or pain free during surgery. There
are several forms of anesthesia
 General Anesthesia: during general anesthesia the patient undergoing
an operation is carefully kept in a state of controlled unconsciousness by
a medical specialist using a mixture of very potent drugs, so that the
operation is painless. During the process, all the patient’s bodily
functions are carefully controlled and monitored.
 Regional Anesthesia (or nerve block): involves injecting drugs at
places in the body close to the nerves supplying the parts of the body
involved in the operation. The drugs temporarily stop the targeted
nerves from working, so that no sensation or movement in that area of
the body occurs. Examples: Spinal anesthesia used to anaesthetize the
abdomen and legs. The effect of the drugs lasts for different times and
is tailored to the operation and the individual patient. The patients can
remain completely awake or become relaxed and drowsy with drugs.
 Local Anesthesia: refers to temporarily numbing a small area by
injecting drugs locally into the skin so that minor procedures like stitching
cut wounds can be done painlessly
18
Teacher’s Notes for Treatment of Diseases
Medical Drugs
Medical drugs scan be used to cure disease and / or alleviate symptoms.
Their actions generally fall into one of 3 categories:
1.
Replacing chemicals that are deficient.
The body requires sufficient levels of certain chemical substances to
function normally. These substances include vitamins, and minerals,
which the body obtains from food. Other deficiency diseases arise
from a lack of various hormones.
2.
Interfering with cell function.
Many drugs can change the way cells work by stimulating or reducing
the normal level of activity. Inflammation, for example, is due to the
action on blood vessels and blood cells of certain natural hormones or
other chemicals. Anti-inflammatory drugs block the action of the
hormones or slow their production. Drugs that act in a similar way are
used in the treatment of a variety of conditions such as hormone
disorders, blood clotting problems, and heart and kidney diseases.
3.
Acting against invading organisms or abnormal cells.
Infections are caused by viruses, bacteria, protozoa, and fungi invading
the body. Some drugs are used to destroy these microorganisms,
either by halting their multiplication or by killing them directly. Other
drugs treat disease by killing abnormal cells produced by the human
body – cancer cells, for example.
Methods of Administration of Drugs
The majority of drugs must be absorbed into the bloodstream in order to
reach the site where their effects are needed. The method of administering
a drug determines the route it takes to get into the bloodstream and the
speed at which it is absorbed into the blood. The routes of administration
are as follows:
 Through the mouth or rectum (oral or anal routes)
 By injection through the muscle (intramuscular), blood vessels
(intravenous), or the skin (subcutaneous).
19
Teacher’s Notes for Treatment of Diseases
 By inhalation (breathing in), or
 By implanting under the skin (for slow release of the drug).
 By topical application: when it is unnecessary or undesirable for a drug
to enter the bloodstream in large amounts, it may be applied topically
on the skin or mucous membrane, in the forms of cream, sprays, drops
or suppositories, pessaries (suppositories administered via the anal
route, pessaries by the vaginal route)
Legal Control on the Sale of Medicines (Teacher References Only)
In Hong Kong, the sale of medicines is regulated under the Pharmacy and
Poisons Ordinance. In addition, the sale and distribution of antibiotics is
controlled under the Antibiotics Ordinance, and narcotics under the
Dangerous Drugs Ordinance.
Registration of medicines (Teacher References Only)
The Pharmacy and Poisons Ordinance requires that all medicines for sale in
Hong Kong must be registered with the Pharmacy and Poisons Board. This
registration process aims to protect the local community from medicines that
are ineffective, substandard, or unsafe. Products that make exaggerated
claims are also targeted, to prevent them from getting onto the market. All
medicines on sale required to be labeled with essential information to enable
their safe use by the consumers.
All medicines before they are allowed to be sold to the general public, they
are required to be labeled with the following particulars:
a) Name of the product (in English or Chinese)
b)
c)
d)
e)
Name and quantity of each active ingredient
Dosage instruction (in both English and Chinese)
Lot number and expiry date
Name and address of manufacturer
If certain precautions or warnings are needed to ensure the safe use of the
product, the registration authority would ensure that precautions / warnings
of suitable wording are added before approval for sale is given.
20
Teacher’s Notes for Treatment of Diseases
Medicines are classified according to the following scale, as their potency
and potential for harm increases.
(Teacher References Only)
Non-poisons
Common, relatively mild medicines are available to the general public
without
restriction through retail outlets such as supermarkets, chain stores,
medicine
companies, etc.
Part II poisons
More potent medicines are available through medicine companies licensed
as “Listed Sellers”, and outlets licensed to supply medicines subject to a
higher level of control.
Community pharmacies
Registered Pharmacists are available to advise the consumer on the use of
the medicines. These Pharmacies are recognized by a special sign in the
shop front showing the letter Rx against a red cross.
Part I SI poisons
They require the Pharmacist to be on hand to advise the consumer on their
use. To ensure that this is done and to prevent abuse of these medicines
by the consumer, the law requires that certain details be recorded before the
customer purchases the product.
Prescription-only drugs
Because of the special nature of these medicines (Poisons), their high
potency, or their abuse potential, these medicines should only be used under
the guidance of a medical doctor. For this reason, they can only be legally
obtained through a medical doctor, or from a Pharmacy according to a
prescription written by a medical doctor.
Over-the-counter (OTC) products
There is no agreed definition of “Over-the-Counter” Products, and this term
is subject to different interpretations. However, in general, it is taken to mean
medicines that can be legally obtained without a prescription to treat
common ailments. While this is a convenient, and low-cost method of
seeking relief from a mild complaint, patient education and awareness is
21
essential for their safe use. You must read the directions on the label and
follow them carefully; particularly those advising on dosage and under what
Teacher’s Notes for Treatment of Diseases
circumstances a doctor should be consulted. If possible, the free advice
from a Pharmacist in the Community Pharmacy should be sought to
increase the effectiveness of such self-medication. If the condition has not
improved within a day or two, the advice of a medical doctor should be
sought.
Proprietary medicines
There is no general agreement on the meaning of this term. It could be
taken as synonymous as “Over-the-counter “ medicine, and could include
western medicine, traditional Chinese medicine, and a mixture of the two.
Patent medicines
These are newly discovered products, and the patent confers the
marketing rights for a defined period of time for the benefit of the
company which made the discovery
Generic medicines
These are medicines not subject to patent protection, and may be
produced by any licensed manufacturer of medicine.
22
Teacher’s Notes for Treatment of Diseases
PERIOD THREE
Antibiotics/Antibacterial agents
Antimicrobial agents
Antimicrobial agents are drugs, chemicals, or other substances that either
kill or slow the growth of microbes. Among the antimicrobial agents in use
today are antibacterial drugs (which kill bacteria), antiviral agents (which kill
viruses), antifungal agents (which kill fungi), and antiparisitic drugs (which kill
parasites).
Antibiotic
Antibiotic is the type of antimicrobial agent made from a mold or a bacterium
that kills, or slows the growth of other microbes, specifically bacteria.
Examples include penicillin and streptomycin. These drugs are used to
fight many infections caused by bacteria. Antibiotics work only against
infections that are caused by bacteria. Some antibiotics are effective
against only certain types of bacteria; others can effectively fight a wide
range of bacteria. Bacterial infections include throat, most (but not all) ear
infections, and some sinus, bladder, and lung infections. Most common
infections (such as colds, bronchitis and sore throats) are caused by viruses.
Antibiotics should not be used for these viral infections because they don't
help, they may cause side effects, and overuse of antibiotics contributes to
the growing problem of bacterial resistance
Antibiotics are used for the treatment of bacterial disorders ranging from
minor infections, like conjunctivitis, to life-threatening diseases like
pneumonia, meningitis and septicemia.
Since 1941, when the first antibiotic, penicillin, was introduced, many
different classes of antibiotics have been developed. Each one has a
different chemical composition and is effective against a particular range of
bacteria.
Story of Penicillin
Penicillin was originally discovered by a French medical student, named
Duchesne. In 1929, penicillin was re-discovered by a Scottish researcher,
Sir Alexander Fleming. It was not until 1941 in England, that an Australian,
Howard Florey and an Englishman, Ernst Chain developed commercial
23
Teacher’s Notes for Treatment of Diseases
methods to produce penicillin for human use.
At that time World War II was in progress, and there was a major effort to
produce penicillin for all British, U.S. and other allied soldiers. The entire
manufacturing process was moved to the United States for economic and
military reasons. (It is for this reason primarily that the pharmaceutical
industry became so well-established in the U.S.) Initially, only military
personnel were allowed access to this life-saving drug. Towards the end of
World War II, penicillin was made available to the general public.
(See: http://www.tallpoppies,net.au/florey/researcher/story/72re.html )
The overwhelming majority of antibiotic substances are natural products that
certain bacteria and fungi (moulds) produce and send outside of their cells.
About 90% of the antibiotics in use today are isolated from bacteria. There
are a few antibiotics, however, which are completely synthetic, that is, are
made from scratch in the laboratory.
(Semi-synthetic antibiotics are those antibiotics where some things from the
original structure are added or removed, and produce an altered form of the
original material for better benefits to the body – example: ampicillin).
The development of drugs that prevent and cure bacterial infections (use of
antibiotics and immunization procedures) is one of the twentieth century’s
major contributions to human longevity and quality of life. Antibiotics are
not effective against viral infections such as influenza, hepatitis, dengue
fever, etc.
Why are antibiotics used?
We are surrounded by bacteria – in the air we breathe, on the mucous
membranes of our mouth and nose, on our skin, and in our intestines – but
we are protected, most of the time, by our immunological defenses. When
these defenses break down, or when bacteria already present move to a
vulnerable new site, or when harmful bacteria not usually present invade the
body, infection sets in. Doctors prescribe antibiotic therapy to remove the
bacteria causing the infection and cure the patient’s illness.
Confronted with a sick person and suspecting a bacterial infection, doctors
should identify the organism causing the disease before prescribing any
24
Teacher’s Notes for Treatment of Diseases
drug.
However, tests to analyze the blood, sputum, urine, stool or pus
usually take 1 day or more. In the meantime, especially if the person is in
discomfort or pain, doctors usually make a preliminary drug choice,
sometimes of an educated guess as to the causative organism.
How antibiotics work?
Antibiotics are either bactericidal (killing) or bacteriostatic (inhibitory).
 Bactericidal antibiotics kill organisms directly.
Penicillin destroys
bacteria by preventing them from making normal bacterial cell walls.
 Bacteriostatic antibiotics halt the multiplication of bacteria and enable the
body’s natural defense to overcome the remaining infection. Most
antibiotics act inside the bacteria, by interfering with the chemical
activities essential to their life cycle.
Disintegrating
Cell Wall
Bacterium
Bactericidal antibiotics
Cell Wall
Drug
Example: Penicillin. They interfere with
the chemicals needed by bacteria to form
normal cell walls. The bacteria’s cell wall
disintegrates and they die.
Bacteriostatic antibiotics
They alter the chemical activity inside the
bacteria and interfere with the bacteria’s
ability to multiply (and also the ability to
survive)
Cell Protein
Unformed Protein
25
Teacher’s Notes for Treatment of Diseases
Broad and narrow spectrum antibiotics
The range of bacteria or other microorganisms that is affected by a certain
antibiotic is expressed as its ‘spectrum of action’.
Antibiotics that are effective against a wide range of bacteria are said to be
‘broad spectrum’. Antibiotics that are effective mainly against a particular
group of bacteria are referred to as ‘narrow spectrum’. If they are effective
against a single organism or disease, they are referred to as ‘limited
spectrum'.
Characteristics of a useful antibiotic:


should have a wide spectrum of activity with the ability to destroy or
inhibit many different species of pathogenic organisms
should be able to reach the part of the human body where the
infection is occurring
should be chemically stable
should be non-toxic to the patient and without undesirable side
effects.
should be also non-allergenic to the patients.


should be inexpensive and easy to produce.
antibiotic resistance is uncommon and unlikely to develop.



How are antibiotic drugs used?
When taking an antibiotic, it is very important to strictly follow all instructions
from the physician and pharmacist.

At the proper dosage, most antibiotics will not hurt us; however, if you
exceed the upper dosage limit, harmful side effects will occurred.

Some people are allergic to a given antibiotic. Allergies to penicillin or
its derivatives are relatively more common. Sometimes certain types of
antibiotics can cause other symptoms such as nausea and vomiting,
diarrhea, developing a rash or a ringing sound in the ears (tinnitis).
It is important to complete the course of medication as it has been
prescribed by your doctor, even if all your symptoms have disappeared.
Failure to do this or if the antibiotic is not taken regularly can lead to a
resurgence of the infection in the antibiotic-resistant form.

26
Teacher’s Notes for Treatment of Diseases
PERIOD FOUR
Antibiotics/Antibacterial agents
Antibacterial Agents
Antibacterial Drugs are similar to antibiotics in function but dissimilar in origin.
Antibacterial drugs were developed from chemicals.
Sulfonamides were the first drugs to be given for the treatment of bacterial
infections and provided the mainstay of the treatment of infection before
penicillin (the first antibiotic) became generally available.
Increasing
bacterial resistance and the development of antibiotics that are more
effective and less toxic have reduced the use of sulphonamides
.
Other antibacterials are used for treatment of tuberculosis, protozoal
infections, microbials, and treatment of urinary tract infection.
Drug resistance of antibiotics
Some bacteria are naturally resistant to certain types of antibiotics.
However, bacteria may also become resistant by genetic mutation or by
acquiring resistance from another bacterium.
Resistance to penicillin for some strains of bacteria (Staphylococci) was
recognized almost immediately after introduction of the drug. Today
resistance to penicillin occurs in as many as 80% of all strains of the same
bacteria. Some strains are even resistant to virtually all clinically available
antibiotics. Because of this problem, significant efforts are underway to find
new natural sources of antibiotics, or to make completely synthetic ones in
the laboratory.
The development of drug resistant strains of the bacteria causing
Tuberculosis are threatening to break through in one of the world’s most
prevalent infectious diseases.
The bacteria may develop mechanisms of growth and reproduction that are
not disrupted by the effects of the antibiotics. The bacteria may also
produce enzymes that neutralize the antibiotics.
27
Teacher’s Notes for Treatment of Diseases
Antibiotic resistance may develop in a person during prolonged treatment or
sometimes because the antibiotic was not taken regularly. The resistant
strain of bacteria is able to multiply, thereby prolonging the illness. The
increasing use of antibiotics in the treatment of infection over the past half
century has led to the development of resistance in certain types of bacteria
to the effects of particular antibiotics. Indiscriminate use of antibiotics also
aggravates this problem
Antibiotics resistance also enhances the spread of infection within a
community.
Environmentally, antibiotic resistance spreads as bacteria
themselves move from place to place; bacteria can travel via airplane, water
and wind. People can pass the resistant bacteria to others; for example, by
coughing or contact with unwashed hands.
Tuberculosis (TB) and Drug Resistance
Tuberculosis
Tuberculosis is a bacterial infection most commonly affecting the lungs.
The bacteria can also cause infection in other parts of the body, including the
lymph nodes, bones, joints, vertebral spine, brain, and kidneys.
Transmission usually takes place through the airborne spread of droplets
produced by patients with infectious tuberculosis. In Hong Kong, the
morbidity and mortality rates of tuberculosis in 2001 were 108 and 23.58 per
100,000 population respectively.
Compared with the early 90s, the
prevalence of tuberculosis was decreased drastically. For more detailed
information, you can go to the Department of Health website at:
http://www.info.gov.hk/dh/publicat/web/tb/tb4700e.htm to look up more
statistical data about the Notification and Death Rate of Tuberculosis from
1947 to 2001.
28
Teacher’s Notes for Treatment of Diseases
Chemotherapy is the most important component of tuberculosis control.
The success in the treatment of tuberculosis depends on the doctor
prescribing an adequate drug regimen and on the patient taking the multiple
medications regularly for the total period of time required.
Medication is
given under direct observation of health-care staff. This treatment regimen
has greatly improved the compliance of patients in taking chemotherapy. In
the past, chemotherapy had to be taken for one or two years. Current
regimens can affect a cure in only 6 months.
The development of effective anti-TB drug therapies has drastically improved
the world TB situation with drop in both incidence rates and death rates.
However, due to various reasons since late 1980's, there has been a
resurgence of TB in various parts of the world. In industrialized countries,
the steady drop in Tuberculosis incidence began to level off in the mid-1980s
and then stagnated or even began to increase. Much of this rise can be at
least partially attributed to a high rate of immigration from places with a high
incidence of Tuberculosis.
In Hong Kong, recent immigrants from Mainland China did not appear to be
at excess risk of Tuberculosis in comparison with the local population. Thus,
changing demography, increasing prevalence of chronic degenerative
disease, high population density and rapid population movement are
challenges to those responsible for the control of Tuberculosis.
Drug resistance of tuberculosis
The epidemic of drug-resistant strains in certain places has made control of
the disease more difficult.
Drug-resistant tuberculosis can be largely prevented by adherence to the
principles of sound therapy. The use of ‘Directly Observed Treatment’
(DOT) for treatment of Tuberculosis has been introduced in Hong Kong
since the 1960/1970s in response to low treatment completion and mounting
resistance at that time.
DOT work with community acceptance, a
committed team of staff and measures to promote adherence by convenient
location convenient hours, education, counseling, rapid defaulter
identification and exhaustive defaulter tracing.
(See: http://www.info.gov.hk/tb_chest/doc/Annrpt2000.pdf )
29
Teacher’s Notes for Treatment of Diseases
Antiviral drugs (Teacher References Only)
Viruses are simpler and smaller entity than bacteria and are less able to
sustain themselves. There are many types of virus, and viral infection
causes illnesses with various symptoms and degrees of severity.
Common viral infections include:
 Common cold
 Influenza
 Flu-like illness
 Cold scores
 Childhood diseases, such as chickenpox and mumps
The natural defenses of the body are usually strong enough to overcome
infections, and medications are required for relief of pain and fever.
Some viral infections such as poliomyelitis, rubella, and hepatitis can be
prevented by vaccination. Antiviral drugs should be given early in the
course of a serious viral infection such as herpes zoster (shingles). Some
antiviral drugs are applied topically.
30
Teacher’s Notes for Treatment of Diseases
Common cold – self help
The common cold is a contagious viral infection of the upper respiratory
passage and usually takes 3-7 days until the symptoms subside. No
medicine can cure the virus.
Symptoms
1. Nasal congestion and runny nose
2. A tickle in the throat or soreness
3. Cough
4. Headache and some facial discomfort over the cheek bones or above
the eyes or even watery eyes (This is due to involvement of the
sinuses)
5. Fatigue
6. Slight fever for one or two days
7. May have loose stools or vomiting
Self-care principles
 Keep warm (but not hot)
 Rest and go to bed early
 Drink plenty of fluids (hot drinks to soothe the irritation in the
throat)





Use a vaporizer or cool mist humidifier to relieve nasal
congestion
Eat normal meals (with fruit and vegetables)
Cut down the workload a little, rest as needed
Avoid going to crowded public places (to reduce infection risk to
others)
Non-prescription drugs such as “Panadol” (paracetamol) for
relief of headache and antihistamines based products such as
“Coldrex, Coltalin” etc to relieve symptoms of runny nose, sore
throat, etc. can be taken.
Should I see a doctor?
Consult a doctor if:
 Fever persists for more than 2 days or if it exceeds 390C (1020F)
 Greenish or yellowish sputum is present.
 There is trouble in breathing.
 Symptoms persist for 14 days.
31
Teacher’s Notes for Treatment of Diseases
For young children, the elderly and others with heart disease or chronic
chest ailments, medical advice should be sought.
A number of over-the-counter medicines are prepared for children. Many
other medicines have labels that give both adults’ and children’s dosages.
(For the purposes of drug labeling, anyone 12 years of age or under is
considered a child.) When giving OTC medicines to children, you should
always follow the instructions on the label exactly and under no
circumstances exceed the dosage recommended for a child. Never give a
child even a small proportion of a medicine intended for adult use without the
advice of your doctor, for example: do not give aspirin to children which may
cause Reyes syndrome (a rare brain and liver disorder.)
Coughing
Coughing is a natural response to irritation of the lungs and air passages,
designed to expel harmful substances from the respiratory tract. Common
causes of coughing include infection of the respiratory tract (such as
bronchitis, pneumonia), asthma or exposure to certain irritant substances
such as smoke or chemical fumes. Coughing can be dry or productive of
phlegm.
As most coughing is a helpful process that would dispel excess phlegm or
irritating substances in the respiratory tract, suppressing the cough may
actually delay recover. However, persistent coughing can be distressing,
and may actually increase irritation of the air passages and medication to
ease the cough may be necessary.
There is a large variety of
over-the-counter medications available for treating coughs. Most consist of
syrup containing a number of active ingredients and flavourings. It is best
to choose a preparation with a single active ingredient appropriate for the
type of cough. Seek medical advice for any cough that persists for longer
than a few days or if a cough is accompanied by additional symptoms such
as fever or blood in the phlegm.
Many preparations are available over-the-counter to treat different symptoms
of the common cold. The main ingredient in most preparations is a mild
pain relieving drug such as paracetamol or aspirin, accompanied by a
decongestant, an antihistamine and sometimes caffeine.
32
Teacher’s Notes for Treatment of Diseases
Other therapeutic methods
Traditional Chinese Medicine:
The practice is based on the dichotomy of Ying and Yang, female and male
hot and cold, which is applied to symptoms, diet and treatments, such as
acupuncture and Chinese herbal medicine.
Alternative medical practice
It offers therapies based on cultural views of health and disease alongside
conventional health services, e.g. Chiropractic
33
Suggested Activities
1.
To conduct a project to clarify what exactly are Chinese Medicine
practice, and whether people in Hong Kong have a clear idea when they
should consult Chinese Medicine practitioners.
2. To study the changes in disease pattern, and top killer diseases in Hong
Kong over the past 5 decades, and explains why there are changes.
3. To find out what diseases are classified by law as notifiable diseases and
for what purposes?
4. Why is Hong Kong continuously under the threat of the introduction of
some forms of communicable diseases?
34
Review Questions/Quizzes/Food for Thought
1.
Should and could Chinese medicine and Western medicine be
integrated and how?
2.
Is it true that environment health improvements saves more lives than
advances in medical practice; with reference to Hong Kong or in rural
China.
35
Handout and question sheets
Period 1
Question and Answer Sheet 1
Answer the following questions by placing a  in the correct square. Only
one answer is correct.
1. Where are you most likely to go when you have a bad cough and a
fever?
(a) Your local accident and emergency department
(b) The local doctor’s office


(c) The gym – you can sweat it out there

2. Your uncle suddenly grips his chest, complaining of severe paint here
and down his arm. He is very pale and breaks out into a cold sweat.
Where do you take him?
(a) Back to the doctor for more of his white tablets.
(b) Home for a rest
(c) Your local accident and emergency department



3. Your aunt has been complaining about her back for months and has been
to several doctors. Her latest doctor decides that she needs further
investigations and specialist help. Where will the doctor be most likely to
send your aunt?
(a) A chiropractor

(b) An outpatient clinic specializing in orthopedic or back pain problems


(c) A physiotherapist
4. Your aunt’s back problem is quite serious. Who decides whether she
should have surgery?
(a) Your Aunt – it’s her back!

(b) The specialist from the outpatient clinic

(c) Her own doctor and the specialist together, after a meeting 
36
Handout and question sheets
5. Your aunt’s operation was a success and she is about to be discharged
from the hospital. What is most likely to happen next?
(a) She will be sent home with an out patient appointment for the
specialist to check her progress and appointments for any follow-up
care.

(b) She will be sent home with a letter for her doctor so that
arrangements for physiotherapy can be made

(c) The operation was a success – she can rest up for a while and then
get on with her life.
37
Handout and question sheets
Period 1
Question and Answer Sheet 1 – Answers
1.
Where are you most likely to go when you have a bad cough and a
fever?
Correct answer is (b) the local doctor’s office. Attending the Accident
and Emergency departments wastes resources that are better spent on
patients needing urgent and life saving help. Going to the gym could be
dangerous, especially if you have a fever, and would increase the
spread of the virus in the community.
2.
Your uncle suddenly grips his chest, complaining of severe paint here
and down his arm. He is very pale and breaks out into a cold sweat.
Where do you take him?
Correct answer is (c), the local accident and emergency department.
These are classic signs of angina, a condition where not enough blood
is flowing into the heart muscle. Angina can lead to a “heart attack”
(myocardial infarction), where part of the muscle dies because of the
lack of blood flow. This is a potentially life-threatening condition
requiring urgent attention. Your uncle may be having a severe angina
attack or a heart attack – either way, he needs to be taken to a hospital
immediately.
3.
Your aunt’s back problem is quite serious. Who decides whether she
should have surgery?
Correct answer is (b) The consultant will decide whether surgery is
needed. Your aunt has the right to accept or refuse the treatment offered,
and if she decides to accept, she will sign a form, called a “consent”
form giving the surgeon permission to carry out the procedure. The GP
will no longer be involved in decision-making.
38
Handout and question sheets
4.
Your aunt’s operation is a success and she is about to be discharged
from the hospital. What is most likely to happen next?
Correct answer is (a) She will be sent home with an out patient
appointment for the specialist to check her progress and appointments
for any follow-up care. This may include physiotherapy, medication and
routine visits to the outpatient clinic to check her progress. The decision
on when to resume normal activities will be based on her progress in
consultation with her medical care team.
5.
Your aunt’s operation is a success and she is about to be discharged
from the hospital. What is most likely to happen next?
Correct answer is (a) She will be sent home with an out patient
appointment for the specialist to check her progress and appointments
for any follow-up care. This may include physiotherapy, medication and
routine visits to the outpatient clinic to check her progress. The decision
on when to resume normal activities will be based on her progress in
consultation with her medical care team.
39
Handout and question sheets
Period 2 Sheet 1
What is Pain?
Pain is described in Merrium Webster’s Dictionary as:
- physical suffering associated with disease, injury, or other bodily
disorder
- a basic bodily sensation . . . caused by something harmful
- physical discomfort (pricking, throbbing, or aching)
- mental distress
Pain can be graded into mild, moderate and severe pain, but the grading of
pain is not so much determined by the cause of the pain as by the individual
sufferer. Some people have a “high pain threshold” which means that they
are very resistant to pain, whilst others are more sensitive.
List some illnesses or conditions that are likely to cause:
(a) mild pain
(b) moderate pain
(c) severe pain
40
Handout and question sheets
Period 2 Teacher Sheet
Some examples of painful conditions and illnesses (for teacher)
Headache,
Influenza,
Earache
Dental pain,
Common cold
Neck pain
Period pain,
Fractures
Pain of childbirth
Back pain,
Sprains
Pain following surgery
Muscular aches and
Inflammation
Constipation
pains
Sports injury
Burn pain
fall off bike
41
Handout and question sheets
Period 3
Student Sheet 1 (Page 1)
What is an infection?
An infection happens when a microorganism begins to grow and multiply in
the body.
We all have millions of microorganisms on and in our bodies. There are
many bacteria (microorganisms that can live independently) on our skin,
and even more in our intestines and mouths. These bacteria are mostly
harmless and many perform useful functions, such as aiding digestion,
within the body. However, there are many bacteria that will make you sick.
Some are usually not found in the healthy body, whereas others, normally
harmless or helpful bacteria may overgrow or invade parts of the body where
they are not supposed to be. There are also viruses, particles that cannot
live by themselves but which can invade your body's cells, take over those
cells' growth machinery, and make the cells start producing more virus
particles.
(adapted from “Infections and Immunizations”
http://www.drreddy.com/shots/index.html#infectwhat )
_____________________________________________________________
Broad Outline – drug types used to treat infections
Antibiotics
An antibiotic is the type of antimicrobial agent made from a mold or a
bacterium that kills, or slows the growth of other microbes, specifically
bacteria. Examples include penicillin and streptomycin. Antibiotics work
only against infections that are caused by bacteria. Some antibiotics are
effective against only certain types of bacteria, whilst others can effectively
fight a broad range. Antibiotics are of no use in the treatment of viral
infections.
Since 1941, when the first antibiotic, penicillin, was introduced, many
different classes of antibiotics have been developed. Each one has a
42
different chemical composition and is effective against a particular range of
bacteria.
43
Handout and question sheets
Student Sheet 2
Types of Infection – A brief outline
Bacterial Infection
See sheet 1 for description of bacteria.
Bacteria cause disease and infection when they are able to gain access to
more vulnerable parts of our bodies and multiply rapidly. Bacteria can infect
almost any part of the body.
Viral Infection
The successful invasion, establishment and growth of viruses in the tissues
of the host. [Viruses are ultra-microscopic parasitic micro-organisms within
living cells They contain genetic instructions concerning viral reproduction
protected by a protein coat. They destroy the cells they live in and when the
cells break up, the newly formed viruses are released].
Fungal Infection
Fungi are very different from bacteria and fungal cells have a very different
genetic structure and cell wall. They can be divided into two groups, yeasts
and moulds. Yeasts are single cell fungi and moulds are multi-cellular with a
complex reproductive process involving specialized structures that release
spores. Fungi can cause infection in people who appear otherwise healthy.
These people can then develop progressive disease over a period of many
years since the primary infection.
Parasitic Infection
A parasitic infection is simply infection by a parasite or “A successful invasion
of a host by an organism that uses the host for food and shelter” There are
around 30,00 parasites known to infect humans. The one that will
immediately spring to mind is the malarial mosquito, which injects its eggs
into humans when it stings, causing malaria. Onother one, the tapeworm
infects the intestines after infected raw or undercooked meat is eaten.. Once
in the intestine the worm feeds off the host’s digested food. Adult tape worms
can reach a length of more than 15 feet.
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Handout and question sheets
Homework sheet for Period 3 (Complete and bring along to Period 4)
Fill in the blanks
Type of infection
Bacterial
Example
Type of drug used
Example
Penicillin
Streptomycin
Vancomysin
“Cold Sore”
Antiviral
(Herpes
simplex)
Fungal
Athlete’s Foot
Tapeworm
Niclosamide
Iodoquinol
Chloroquine
Suggested websites to help in your research
http://www.cellsalive.com/pen.htm
http://www.nuigalway.ie/bac/fungal_infection.htm
http://www.neb.com/neb/products/drug_discovery/Parasitic.html
http://www.merck.com/mrkshared/mmanual_home/sec17/186.jsp
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Handout and question sheets
Period 3 homework Sample answer sheet for teachers
Type of infection
Example
Type of drug used
Bacterial
Boils
Antibiotic
Example
Penicillin
Streptomycin
Vancomysin
Viral
Fungal
“Cold Sore”
Antiviral
Acyclovir
(Herpes
Ribavirin
simplex)
Amantadine
Athlete’s Foot
Antifungal
Clotrimazole
Amphocil
Nystatin
Parasitic
Tapeworm
Anti-parasitic
Niclosamide
Iodoquinol
Chloroquine
Information available on:
http://www.cellsalive.com/pen.htm
http://www.nuigalway.ie/bac/fungal_infection.htm
http://www.neb.com/neb/products/drug_discovery/Parasitic.html
http://www.merck.com/mrkshared/mmanual_home/sec17/186.jsp
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Handout and question sheets
Period 4 Sheet 1
Tuberculosis
1. What type of infection is TB?
2. Which parts of our body can it affect?
3. Which part of the body does it most often attack?
4. How is the infection transmitted?
5. How do you test for TB
6. How is it treated?
7. Do you think TB is a common disease?
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