DIABETES: Type 2 and You?DIABETES: Type 2 and You?

RET Corps Member: Steve Koteff

Workshop Attendee Group Members: Falak Almiladi, Patricia Dymowski, Winnie Koo, Mable Mc Miller, Rachel Love,Marge Rockwood,

IIT Research Mentor: Ali Cinar

This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Overview of ModuleOverview of Module

• Topics Covered: Diabetes Type II

• Student Involvement: • Computers internet• Web search• IIT Website• Experiment with sugar and respiration• Lecture• Discussion

Pretest/Posttest ResultsPretest/Posttest Results

Diabetes Type II Test ResultsPretest & Posttest

0

5

10

15

20

Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9 Q 10 Q 11 Q 12 Q 13 Q 14

Questions

Cor

rect

Ans

wer

s

Pre Post

Pretest/Posttest ResultsPretest/Posttest Results

Questions Pre-Test Posttest Delta ( ▲)

Q 1 4 8 4

Q 2 0 1 1

Q 3 0 9 9

Q 4 1 10 9

Q 5 0 4 4

Q 6 1 9 8

Q 7 0 9 9

Q 8 14 15 1

Q 9 14 17 3

Q 10 14 15 1

Q 11 0 0 0

Q 12 10 12 2

Q 13 6 16 10

Q 14 12.5 17.5 5

Analysis of Analysis of Pretest/Posttest ResultsPretest/Posttest Results

8 or more correct on

Pre-testNot covered

Covered briefly

Covered sufficiently

Growth over 5 points

Q 1     X    

Q 2     X    

Q 3       X X

Q 4       X X

Q 5       X  

Q 6       X X

Q 7       X X

Q 8 X        

Q 9 X     X  

Q 10 X     X  

Q 11   X      

Q 12 X     X  

Q 13     X   X

Q 14 X     X  

Analysis of Analysis of Pretest/Posttest ResultsPretest/Posttest Results

• Q 15 Would you explain diabetes to your parents? Why or why not? Y 15 N 1

• Q 16 Would you change your eating habits? Why or why not? Y 13 N 3

• Q 17 Would you join a sports team or exercise program? * Y 8 N 2

• * Six students are presently exercising.

Design ActivityDesign Activity

• Feed cereal with high sugar content to active yeast and describe what happens.

• Measure the volume of the gas released by the yeast

• Redo the experiment with two additions• Give dollar values to the yeast and cereal• 1.Design the cheapest way to produce a given

amount of gas• 2.Try to achieve a gas output equal to an amount

given by the teacher

Design ActivityDesign Activity

• Extended lab experiment for two consecutive days

• Use test tubes and balloons instead of zip lock bags

• Use a balance or measuring spoon instead of measuring cup

• Use a stop watch to monitor time

InquiryInquiry

Description:

A research of web sites to introduce themselves to

Diabetes

Lessons Learned: Have students make predictions Have students do a Web quest Have students comprise a list of important

vocabulary words relevant to diabetes Have students share and discuss ideas

EthicsEthics

Brief Description:Read article to students for group discussion.

Lessons Learned: Teachers and students will behave in a manner that

demonstrates honesty, integrity, and fairness. Teachers and students will accept responsibility and

accountability for personal competence. Teachers and students should respect self and others by

causing no harm, physically or verbally.

Improvements/Improvements/RecommendationsRecommendations

Engineering Design:Needs to have more hands-on activities.

Scientific Inquiry:Explore questions related to the subject in depth.

Professional Ethics:Students need a review in the program Character Counts

and review the rules about sharing individual work.

Materials:Review safety, lab precautions, and procedures.

Use test tubes and balloons instead of zip lock bags.

ModificationsModificationsElementary (K-4):Instead of a web search, have students make posters after

class discussion on diabetes.

Have students do some exercises.

Have students reproduce the food pyramid.

Middle (5-8):Module was targeted for the middle school population.

High School (9-12):Incorporate “Movement Across Membrane” experiment.

Have students make probability or statistical predictions.

Invite an expert in the field of diabetes to lecture and answer questions;

and lead group discussion. Invite a diabetic patient to discuss the health

problems associated with diabetes.

History of DiabetesHistory of Diabetes

1552 B.C.• Earliest known record of diabetes mentioned on 3rd Dynasty Egyptian papyrus by

physician Hesy-Ra; mentions polyuria (frequent urination) as a symptom. 1st Century A.D.• Diabetes described by Arateus as 'the melting down of flesh and limbs into urine.Up to 11th Century• Diabetes commonly diagnosed by 'water tasters,' who drank the urine of those

suspected of having diabetes; the urine of people with diabetes was thought to be sweet-tasting.

Early 19th Century• First chemical tests developed to indicate and measure the presence of sugar in the

urine.1900-1915• 'Fad' diabetes diets include: the 'oat-cure' (in which the majority of diet was made up

of oatmeal), the milk diet, the rice cure, 'potato therapy' and even the use of opium! 1910-1920 • Joslin believes diabetes to be 'the best of the chronic diseases' because it was

'clean, seldom unsightly, not contagious, often painless and susceptible to treatment.'

History of Diabetes-2History of Diabetes-2

Summer 1921• Insulin is 'discovered'. A de-pancreatized dog is successfully treated with

insulin.1940s• Link is made between diabetes and long-term complications (kidney and eye

disease).1955• Oral drugs are introduced to help lower blood glucose levels. 1959• Two major types of diabetes are recognized: type 1 (insulin-dependent) diabetes

and type 2 (non-insulin-dependent) diabetes. 1960 & 1970• The purity of insulin is improved. Home testing for sugar levels in urine

increases level of control for people with diabetes. Blood glucose meters and insulin pumps are developed. Laser therapy is used to help slow or prevent blindness in some people with diabetes.

1998• The United Kingdom Prospective Diabetes Study (UKPDS) is published. UKPDS

results clearly identify the importance of good glucose control and good blood pressure control in the delay and/or prevention of complications in type 2 diabetes.

Rich fiber rich fruits, vegetables and whole grains

Consume sugar- and starch- containing foods and beverage less frequently to reduce calories

Focus on Fiber

Feel better today

Choose and prepare foods and beverages with little added sugars or caloric sweeteners

Focus on reducing trans and saturated fatty acids

Stay healthy for tomorrow

EthicsEthics

1. Maintain an acceptable lifestyle.

2. Food Diary – Record the time. Record the amount, read food labels.

3. Regular exercise.

4. Regularly test and record blood glucose.

EthicsEthics

5. Follow doctor’s directions to take insulin or oral medication.

6. Do not omit or reduce your diabetes medications.

7. Practice self-control when dining.

ExerciseExercise

Exercise has a number of benefits:

Control your weight Lower your blood sugar level Increased energy Lowered cholesterol Decreased stress Weight management A feeling of control

Source: http://www.bddiabetes.com/us/main.aspx?cat=1&id=288

What kinds of exercise What kinds of exercise should I do?should I do?

Endurance Activities:

3 to 5 days per week to strengthen your heart and lungs and improve your circulation

Strength Activities:

3 days a week to build your muscles and bones, improve posture and balance, and prevent osteoporosis

Flexibility Activities 5 to 7 days a week to keep your muscles and joints relaxed and mobile

Source: http://www.bddiabetes.com/us/main.aspx?cat=1&id=288

Choice or ChanceChoice or Chance

Games engage students

Learn nutrition facts from labels

Flow chart

Interactive activities

“I see. . . I hear . . . I do. . .I remember”

Proactive ActivityProactive Activity

Respiration, pulse rate

Duration

Daily Routine

Sports Group

Movement AcrossMovement AcrossMembranesMembranes

Problem:Which substances are able to pass through a cellophane membrane?

Goals:In this investigation, you will observe whether solutions containing starch, sugar, and food coloring are able to pass through cellophane

Hypothesis:Carefully read the investigation before stating your hypothesis

Analysis:1. ____________ 2. _________________ 3. ______________

Movement AcrossMovement AcrossMembranesMembranes

Source: Addison-Wesley

Data Record

Beaker Initial Color Final Color

Starch/Iodine (S/I)    

Sugar/Benedict's Solution (S/B)    

Food Coloring (F)