Museum of Human Disease

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Museum of Human Disease School of Medical Science Introductory notes: The Task: INVESTIGATING THE MEDICAL WORLD A LITERACY ACTIVITY Students use their own observational skills and Museum catalogues,

1 Museum of Human Disease School of Medical Science Introductory notes: The Task: INVESTIGATING THE MEDICAL WORLD A LITERACY ACTIVITY Students use their own observational skills and Museum catalogues, posters and info-sheets along with educators to develop an understanding of a specific concept or term utilised within the medical and health fields. The concepts available are: Aneurysm Inflammation Necrosis Embolism Carcinoma Cyst Calculus The Setup: Teachers may choose whether they would like to have the class work in groups or individually to complete the task. It is also at the descretion of the teacher to select which of the concepts they would like their students to study during their time here. If in groups, it is enough to print out 1 concept sheet per group and students must then have their own paper with them to write and draw information and observations. If working in groups, each group may allocate different roles within the group such as: Note taker (to find specimens) (to present findings later in class) Observers (all to participate) The setup is again at the discretion of the teacher, and if preffered all students in a group may be involved in all of the above roles. The Museum of Human Disease Medical Literacy Guided Activity 2012 Produced by Ruth Miller (Museum Internship) and Julia Kiss (Education Officer)

2 Other notes: Volunteers and educators may be available during the session as guides and mentors, to facilitate the self learning approach of students. Once the task is finished, students may use the rest of their time as free time, to look around the Museum, we recommend at least 20 minutes to be allocated for free time. If a teacher prefers, students may congregate back in the presentation room 10 minutes prior to departure in order to sum up findings and have groups present their information. Otherwise, teachers may utilise class time, for students to present their findings in groups, in order for all of the class to gain an insight into each concept. Prior to arrival: Please print a sufficient number of sheets for your class, dependent on how you would like to run the session. The Museum cannot guarantee copies for you upon your arrival. You may brief your students, prior to your Museum session on the running of the activity and may allocate groups at this point if preffered. Otherwise Museum staff will split groups at the end of the introductory presentation. The Museum of Human Disease Medical Literacy Guided Activity 2012 Produced by Ruth Miller (Museum Internship) and Julia Kiss (Education Officer) 201

3 ANEURYSM Your task: To develop your understanding of the word aneurysm and in doing so create your own definition of the word. the following information to better your understanding of the term aneurysm 2.12 and.1 Describe the main problem(s) seen in these specimens of the main artery from the heart? Suggest what has happened in this patient to cause and/or because of the aneurysm? RED specimen 8.11 Describe the aneurysm as seen in this specimen. What is an infarct and how can this be caused by an aneurysm? else in the body can aneurysms occur? (Hint: See bays 11, 1 and 29) typical of a person with aneurysm? Choose a specimen of an aneurysm and draw the following: How the specimen section looks with the aneurysm. What you think the specimen would look like as a healthy specimen. Add labels to your diagrams to show any features observed in this condition. As a group review what you have discovered about aneurysms and write your own explanation of the term, using examples from above. Explain how the terms haemorrhage and rupture relate to aneurysms.

4 CALCULUS Your task: To develop your understanding of the word calculus and in doing so create your own definition of the word. GREEN the following information to better your understanding of the term calculus and 92.0 Describe the main problem(s) seen in these kidney specimens? What does this organ do? How might this person be affected by the calculus in this organ? specimen What is a gallstone and how does it differ to a calculus? else in the body can a calculus occur? (Hint: See bays 18 and 2) typical of a person with a calculus? Choose a specimen with a calculus and draw the following: How the specimen section looks with the calculus. What you think the specimen would look like as a healthy specimen. Add labels to your diagrams to show any features observed in this condition. As a group review what you have discovered about calculus and write your own definition of the term using the examples and your research from above.

5 INFLAMMATION Your task: To develop your understanding of the word inflammation and in doing so create your own definition of the word. PINK The challenge: Use the Museum catalogues, specimens, posters and info-sheets to answer the following information to better your understanding of the term inflammation 91. Describe the main problem(s) seen in this specimen of the knee? Suggest what has happened in this patient to cause and/or because of the inflammation? specimen and Describe the inflammation as seen in these specimens. else in the body can inflammation occur? (Hint: See bays 1 and 1) What signs or symptoms may be typical of a person with inflammation? Does inflammation usually occur by infectious or non infectious causes? Explain. Choose a specimen with inflammation and draw a labelled diagram to show the following: How the specimen section looks with the inflammation. What you think the organ or body part would look like as a healthy specimen. As a group review what you have discovered about inflammation and write your own explanation of the term, using examples and research from above.

6 CARCINOMA Your task: To develop your understanding of the word cracinoma and in doing so create your own definition of the word. PURPLE the following information to better your understanding of the term carcinoma 22.8 Describe the main problem(s) seen in this specimen of the lung? Suggest what has happened in this patient because of the carcinoma? specimen 10. and sqaumous. Describe the carcinoma seen in this specimen. else in the body can carcinomas occur? (Hint: See bays 2,, 19, 20 and 2) typical of a person with a carcinoma? Choose a specimen of carcinoma, not already used, and draw the following: How the specimen section looks with the carcinoma. What you think the specimen would look like as a healthy specimen. Add labels to your diagrams to show any features observed in this condition. As a group review what you have discovered about carcinomas and write your own explanation of the term, using examples from above. Explain how the terms metastatic and cancer relate to carcinomas.

7 EMBOLISM Your task: To develop your understanding of the word embolism (thrombosis) and in doing so create your own definition of the word. BLUE the following information to better your understanding of the term embolism Describe the main problem(s) seen in this specimen of the lung? 1.1 and What is an infarct and oedema and how can these be caused by an embolism? specimen Is a blood clot the same as an embolism? Describe the blood clot and its affect as seen in this organ. Find the DVT exhibit (near bay 29) and view What is a DVT and how is this related to an embolism? Why is flying a risk for developing DVT? typical of a person with an embolism? Choose a specimen of an embolism and draw the following: How the specimen section looks with the embolism. What you think the specimen would look like as a healthy specimen. Add labels to your diagrams to show any features observed in this condition. As a group review what you have discovered about embolisms (embolus) and write your own definition of the term using the examples and research from above.

8 NECROSIS Your task: To develop your understanding of the word necrosis and in doing so create your own definition of the word. YELLOW the following information to better your understanding of the term necrosis 20.2 Describe the main problem(s) seen in this specimen of the liver? 91. Suggest what has happened in this patient to cause and/or because of the necrosis? specimen and Describe the necrosis as seen in these specimens. else in the body can necrosis occur? (Hint: See bay 1) typical of a person with necrosis? View specimen 10.1 and draw the following: How the specimen section looks with the necrosis. What you think the specimen would look like in a normal specimen. Add labels to your diagrams to show any features observed in this condition. As a group review what you have discovered about necrosis and write your own explanation of the term, using examples from above. Explain how the terms cell death, blood supply and gangrene relate to necrosis.

9 CYST Your task: To develop your understanding of the word cyst and in doing so create your own definition of the word. ORANGE the following information to better your understanding of the term cyst Identify the cysts and describe the main problem(s) seen in this specimen of the lung?.9 and 000.1? Suggest what has happened in this patient to cause the cysts to form? specimen 1.2 and 0.0. Describe the cysts seen in this specimen. How has the function of these organs been affected? else in the body can cysts occur? (Hint: See bays 1, and ) typical of a person with a cyst? Do cysts occur due to infectious or non infectious causes? Explain using examples. Choose a specimen with a cyst and draw the following: How the specimen section looks with the cysts. What you think the specimen would look like as a healthy specimen. Add labels to your diagrams to show any features observed in this condition. As a group review what you have discovered about cysts and write your own definition of the term using examples and research from above.

SENIOR PDHPE WORKSHEET Health Priorities in Australia

SENIOR PDHPE WORKSHEET Health Priorities in Australia NAME ORGANISATION DATE INSTRUCTIONS 1. Make sure you read the bold text in boxes throughout the worksheet as they contain important information These