Some Similarities between the Spread of Infectious Disease and Population Growth 1

Size: px

Start display at page:

Download "Some Similarities between the Spread of Infectious Disease and Population Growth 1"

Evelyn Spencer
6 years ago
Views:

Some Similarities between the Spread of Infectious Disease and Population Growth 1 The Spread of Infectious Disease 1. An infectious disease is any disease caused by germs such as viruses or bacteria.

To investigate the spread of an infectious disease, we will assume that: At the beginning, only one person is infected.

In this figure, each represents an infected person and each represents an uninfected person. Time 0 shows the beginning, with one infected person.

1 Some Similarities between the Spread of Infectious Disease and Population Growth 1 The Spread of Infectious Disease 1. An infectious disease is any disease caused by germs such as viruses or bacteria. Infectious diseases can spread from one person to another. What are some infectious diseases? To investigate the spread of an infectious disease, we will assume that: At the beginning, only one person is infected. The infectious disease spreads when an infected person interacts with an uninfected person. During each round of interactions, each person interacts with one other person. In this figure, each represents an infected person and each represents an uninfected person. Time 0 shows the beginning, with one infected person. Then, each person interacts with one other person in the first round of interactions. Time 1 shows the results after this first round of interactions. Time 2 shows the results after the second round of interactions; etc. 2a. For Times 1-4, draw arrows to show how the infectious disease spread. For each time, draw an arrow from each person who was already infected to a nearby newly infected person. 2b. Fill in the Increase in # infected blanks to show how many people became newly infected during each round of interactions. 2c. Explain why the number of newly infected people was smallest in the first round of interactions and biggest in the last round of interactions. During each round of interactions, each infected person passed the infection to one uninfected person. Therefore, the total number of infected people doubled after each round of interactions. This is an example of exponential growth. 3. Graph the total number of infected people at each time. Connect the points to create a line graph. This graph will show exponential growth. 1 By Drs. Ingrid Waldron and Jennifer Doherty, Dept Biology, Univ Pennsylvania, This Student Handout (which may be copied for classroom use) and the Teacher Preparation Notes with instructional suggestions and biology background are available at

2 Next, you will simulate the spread of infectious disease in your class. A simulation is a simplified demonstration of a real life process. Procedure Each of you will get a data strip with your secret number for time 0. Write your secret number on one of the post-its on the back of your data strip. Wait for your teacher to tell you to begin a round of interactions. Find someone to interact with and show each other your post-its with your secret numbers. Then multiply these two numbers and record the product on your data strip as your secret number for Time 1. Also, record the name of the person you interacted with. If your secret number has changed, use a new post-it to write your new secret number and put it on top of the old post-it. Wait until your teacher tells you to begin a new round of interactions. Then, move to another part of the room and interact with a different person. Repeat, as instructed by your teacher, to get your numbers for Times After the simulation is complete, return to your seat. Your teacher will explain the simulation and collect your data to determine the number of infected people at each time in the simulation. 4a. How many people participated in your class simulation? 4b. Enter the data from your simulation in this table. Time # Infected people 1 5a. In this graph, draw a horizontal line that shows the number of people who participated in your class simulation. This indicates the maximum number of infected people for your simulation. 5b. The squares in this graph show exponential growth in the number of infected people. Explain why exponential growth could not continue for the second half of your class simulation. 5c. Graph the data from your class simulation. (Use dots.) 5d. Describe any differences between your simulation results and exponential growth. Explain the causes of these differences. Include an explanation for any differences observed at times In your simulation the infection spread very rapidly. In real life, infections do not spread this rapidly. What are some reasons why the spread of infectious disease is slower in real life? 2

Therefore, population size doubles every 30 minutes. 7a. Complete this table to show how many bacteria there will be at each time if the number of bacteria doubles every 30 minutes. Time 0 min. 1 hr.

3 Exponential and Logistic Population Growth In some ways, the spread of an infectious disease is similar to population growth. Suppose that a single bacterium is placed in a container with a lot of food. Every 30 minutes, each bacterium in the container divides into two bacteria. Therefore, population size doubles every 30 minutes. 7a. Complete this table to show how many bacteria there will be at each time if the number of bacteria doubles every 30 minutes. Time 0 min. 1 hr. # Bacteria hr. 2 hr. 2 hr. 3 hr. 3 hr. 4 hr. 4 hr. 5 hr. Increase in # bacteria 7b. Fill in the Increase in # bacteria blanks. 8. Why did population size increase slowly at the beginning and more rapidly at later times? 9a. For the Y axis, label the top dark line with a round number which is close to the calculated number of bacteria at 5 hours. Use a linear scale to label the rest of the Y axis. 9b. Graph the number of bacteria at each time. Connect the points to show the population growth curve. 10. In this example, population size doubled every 30 minutes. This type of population growth is called growth. 11. A real population of bacteria cannot keep increasing exponentially forever. Why not? 3

4 Each individual in a population needs resources like food and water. Competition for resources increases as a population gets bigger. Increased competition can cause increased mortality and/or decreased reproduction, so the rate of population growth slows down. Eventually, the population will reach a maximum size which is called the carrying capacity of the environment. The carrying capacity depends on the amount of resources available in the environment. This type of population growth is called logistic population growth. One curve in this figure shows logistic population growth in an environment with carrying capacity = K. The other curve shows exponential population growth. 12a. Label the curve that shows logistic population growth. 12b. Explain why the difference between the exponential and logistic population growth curves is small initially and then gets bigger at later times. (Hint: Think about changes in the amount of competition. Which population growth curve includes the effects of competition?) The graph on the left shows approximately logistic growth for a laboratory population of Paramecia. The graph on the right shows approximately logistic growth in the total number of people infected during an Ebola epidemic in Guinea. 13. For each graph, match each letter to the correct item in the list below the graph. Population Growth Spread of an Infectious Disease Population growth was slow because few individuals were reproducing. Population growth stopped because there was not enough food to support more individuals. Population growth was faster because there were quite a few reproducing individuals and not too much competition for food. Spread of infection was slow because few people had Ebola and could pass on the infection. Spread of infection stopped because effective precautions prevented the Ebola virus from spreading to uninfected individuals. Spread of infection was faster because there were quite a few infected individuals and not enough preventive measures. Notice the similarities in the processes responsible for both types of logistic growth. 4

Population Growth Models vs. Complex Reality A model is a simplified representation of reality that can help us understand real-world phenomena.

Models are simplified, so model predictions often are not accurate for complex real-world situations.

5 Population Growth Models vs. Complex Reality A model is a simplified representation of reality that can help us understand real-world phenomena. For example, the exponential and logistic population growth models help us to understand common patterns of population growth. Models are simplified, so model predictions often are not accurate for complex real-world situations. For example, the exponential and logistic population growth models do not include the effects of environmental factors. Populations that are affected by changes in the environment often do not show exponential or logistic population growth. This figure shows an example of population trends that are not predicted by either the exponential or logistic population growth model. 14. Researchers measured population size four times a year for a population of rabbits that lived in Ohio. Each year, population size decreased drastically from October to January. What caused these annual decreases in rabbit population size? Population size can also be affected by other species in the environment. This figure shows the food chain for three species in a marine biological community off the coast of Alaska. is eaten by are eaten by Kelp (large algae) Sea Urchins Sea Otters During , sea otters were rare, due to hunting by humans. Then, restrictions on hunting allowed the sea otter population to increase, and sea otters became abundant during a. Which effect would you expect to observe when the sea otter population size increased? Sea urchin population size decreased. Sea urchin population size increased. Explain your reasoning. 15b. What is the expected effect of the change in sea urchin population size on kelp population size? Explain your reasoning. 5

Next, your teacher will ask everyone who is infected to raise their hand. How many people were infected?

Next, your teacher will ask everyone who is infected to raise their hand. How many people were infected? Some Similarities between the Spread of an Infectious Disease and Population Growth by Jennifer Doherty and Dr. Ingrid Waldron, Department of Biology, University of Pennsylvania, 2007 1 How Does an Infectious