Malaria Plasmodium Falciparium
DetailsPermalink to Details
- Added to the Catalog
- Available for
- People: Health
- Vector Borne
DescriptionPermalink to Description
"Malaria is a mosquito-borne disease caused by a parasite. People with malaria often experience flu-like symptoms including fever and chills. In 2010 an estimated 219 million cases worldwide," according to the CDC. Furthermore, 91% of the deadly cases of malaria occurred in Africa.
"The Malaria Atlas Project brings together researchers based around the world with expertise in a wide range of disciplines from public health to mathematics, geography and epidemiology. We work together to generate new and innovative methods of mapping malaria risk. Ultimately our goal is to produce a comprehensive range of maps and estimates that will support effective planning of malaria control at national and international scales".
This map illustrates "the estimated proportion of 2-10 year olds in the general population that are infected with P. falciparum at any one time, averaged over the 12 months of 2010." For example if a region has a 20% probability indicated this means that there is a 20% chance that a 2-10 year old within this 1 km squared region has contracted malaria within the year 2010. Within the stable transmission regions, the occurrence rate is from 0-70% of the population. Falciparum is one of 5 types of human transferable malaria and is the most severe in its symptoms. This estimate was developed by parasite rate surveys which are framed within a geo-statistical model. Because reported rates of malaria are different from actual occurrence, environmental covariates are used to establish estimates. These covariates include rainfall, temperature, land cover, and urban vs. rural status.
For more information on the Malaria Atlas Project, please visit the MAP website.
Next Generation Science StandardsPermalink to Next Generation Science Standards
Cross-cutting ConceptsPermalink to Cross-cutting Concepts
C1 Patterns. Students recognize that macroscopic patterns are related to the nature of microscopic and atomic-level structure. They identify patterns in rates of change and other numerical relationships that provide information about natural and human designed systems. They use patterns to identify cause and effect relationships, and use graphs and charts to identify patterns in data.
C2 Cause and Effect. Students classify relationships as causal or correlational, and recognize that correlation does not necessarily imply causation. They use cause and effect relationships to predict phenomena in natural or designed systems. They also understand that phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
C3 Scale Proportion and Quantity. Students observe time, space, and energy phenomena at various scales using models to study systems that are too large or too small. They understand phenomena observed at one scale may not be observable at another scale, and the function of natural and designed systems may change with scale. They use proportional relationships (e.g., speed as the ratio of distance traveled to time taken) to gather information about the magnitude of properties and processes. They represent scientific relationships through the use of algebraic expressions and equations
C4 Systems and System Models. Students can understand that systems may interact with other systems; they may have sub-systems and be a part of larger complex systems. They can use models to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems. They can also learn that models are limited in that they only represent certain aspects of the system under study.
C6 Structures and Functions. Students model complex and microscopic structures and systems and visualize how their function depends on the shapes, composition, and relationships among its parts. They analyze many complex natural and designed structures and systems to determine how they function. They design structures to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
C7 Stability and Change. Students explain stability and change in natural or designed systems by examining changes over time, and considering forces at different scales, including the atomic scale. Students learn changes in one part of a system might cause large changes in another part, systems in dynamic equilibrium are stable due to a balance of feedback mechanisms, and stability might be disturbed by either sudden events or gradual changes that accumulate over time
C1 Patterns. Students observe patterns in systems at different scales and cite patterns as empirical evidence for causality in supporting their explanations of phenomena. They recognize classifications or explanations used at one scale may not be useful or need revision using a different scale; thus requiring improved investigations and experiments. They use mathematical representations to identify certain patterns and analyze patterns of performance in order to re-engineer and improve a designed system.
C2 Cause and Effect. Students understand that empirical evidence is required to differentiate between cause and correlation and to make claims about specific causes and effects. They suggest cause and effect relationships to explain and predict behaviors in complex natural and designed systems. They also propose causal relationships by examining what is known about smaller scale mechanisms within the system. They recognize changes in systems may have various causes that may not have equal effects.
C3 Scale Proportion and Quantity. Students understand the significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. They recognize patterns observable at one scale may not be observable or exist at other scales, and some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly. Students use orders of magnitude to understand how a model at one scale relates to a model at another scale. They use algebraic thinking to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).
C4 Systems and System Models. Students can investigate or analyze a system by defining its boundaries and initial conditions, as well as its inputs and outputs. They can use models (e.g., physical, mathematical, computer models) to simulate the flow of energy, matter, and interactions within and between systems at different scales. They can also use models and simulations to predict the behavior of a system, and recognize that these predictions have limited precision and reliability due to the assumptions and approximations inherent in the models. They can also design systems to do specific tasks.
Disciplinary Core IdeasPermalink to Disciplinary Core Ideas
ESS3.B Natural Hazards. Mapping the history of natural hazards in a region and understanding related geological forces can help forecast the locations and likelihoods of future events, such as volcanic eruptions, earthquakes and severe weather.
ESS3.C Human Impact on Earth systems. Human activities have altered the biosphere, sometimes damaging it, although changes to environments can have different impacts for different living things. Activities and technologies can be engineered to reduce people’s impacts on Earth.
LS1.A Structure and Function. All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions
LS2.A Interdependent Relationships in Ecosystems. Organisms and populations are dependent on their environmental interactions both with other living things and with nonliving factors, any of which can limit their growth. Competitive, predatory, and mutually beneficial interactions vary across ecosystems but the patterns are shared.
LS2.B Cycles of Matter and Energy Transfer in Ecosystems. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. Food webs model how matter and energy are transferred among producers, consumers, and decomposers as the three groups interact within an ecosystem.
LS4.B Natural Selection. Both natural and artificial selection result from certain traits giving some individuals an advantage in surviving and reproducing, leading to predominance of certain traits in a population.
LS4.C Adaptation. Species can change over time in response to changes in environmental conditions through adaptation by natural selection acting over generations. Traits that support successful survival and reproduction in the new environment become more common.
LS4.D Biodiversity & Humans. Changes in biodiversity can influence humans’ resources and ecosystem services they rely on.
ESS3.B Natural Hazards. Natural hazards and other geological events have shaped the course of human history at local, regional, and global scales. Human activities can contribute to the frequency and intensity of some natural hazards.
ESS3.C Human Impact on Earth systems. Sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources, including the development of technologies that produce less pollution and waste and that preclude ecosystem degradation.
LS1.A Structure and Function. Systems of specialized cells within organisms help perform essential functions of life. Any one system in an organism is made up of numerous parts. Feedback mechanisms maintain an organism’s internal conditions within certain limits and mediate behaviors.
LS2.A Interdependent Relationships in Ecosystems. Ecosystems have carrying capacities resulting from biotic and abiotic factors. The fundamental tension between resource availability and organism populations affects the abundance of species in any given ecosystem.
LS2.B Cycles of Matter and Energy Transfer in Ecosystems. Photosynthesis and cellular respiration provide most of the energy for life processes. Only a fraction of matter consumed at the lower level of a food web is transferred up, resulting in fewer organisms at higher levels. At each link in an ecosystem elements are combined in different ways and matter and energy are conserved. Photosynthesis and cellular respiration are key components of the global carbon cycle.
LS4.B Natural Selection. Natural selection occurs only if there is variation in the genes and traits between organisms in a population. Traits that positively affect survival can become more common in a population.
LS4.C Adaptation. Evolution results primarily from genetic variation of individuals in a species, competition for resources, and proliferation of organisms better able to survive and reproduce. Adaptation means that the distribution of traits in a population, as well as species expansion, emergence or extinction, can change when conditions change.
LS4.D Biodiversity & Humans. Biodiversity is increased by formation of new species and reduced by extinction. Humans depend on biodiversity but also have adverse impacts on it. Sustaining biodiversity is essential to supporting life on Earth
Notable FeaturesPermalink to Notable Features
- High estimates of falciparum malaria in Africa, Madagascar, and northern India