1. Macaques and Malaria This resource has been developed by the Association for Science Education for their RCUK funded series ‘Research focused teaching resources to inspire students in STEM Careers’

2. Use this resource…  at the start of a topic to …  engage students in a real life context relating to current research  to find out what students already know  consolidate existing understanding  at the end of a topic to…  assess student understanding by challenging students to apply their learning to a new context  to provide a contemporary example of how scientists are pushing the boundaries in understanding a subject area further  add depth and challenge  within a topic to …  enhance students’ confidence in the analysis of data by providing the opportunity to work with data types beyond those obtained in the school laboratory  assess student understanding of specific aspects of working with data (working scientifically by applying their understanding in a new context)  as an independent learning activity  to promote careers in STEM and show the varied work of scientists How to use this resource…

3. Research insight… For a full summary of this research see MRC InsightMRC Insight Teacher answers to SS1 questions 1.Malaria is normally transmitted to humans when the parasite is passed on by the bite of a mosquito. 2.In order for P. knowlesi to be passed to humans, the humans must be bitten by a mosquito that has bitten an infected macaque. 3.This single picture does appear to show a correlation between the location of the macaques and the condition of the forest. The macaques are located in the areas of forest that have not been cleared. 4.An increase in cases suggests that people are being exposed more often to the mosquitoes that are biting macaques. This could have a link to the cutting down of the forest if it is causing macaques to live nearer human habitation. 5.More data is required from a wider area and also more information about the movement of people. For example do they spend all or much of the day in their house, do they work deeper in the forest and get exposed to the mosquitoes there? Curriculum Key Words Malaria, mosquito, protist, correlation BIG Research Question explanation Scientists can look at the location of the yellow dots (macaques) and the red dots (P. knowlesi cases) and see if there is a connection. Are the cases occurring in areas close to the macaques? Scientists can also look at the drone images which show forested areas being cut down and find out if this is causing the macaques to have to move to live closer to areas of human habitation.

4. Going deeper: Teacher Guidance and answers (SS2a,b) 1.Factors could include: the number of macaque sightings, proximity of home to forest, working in the forest, walking through the forest to school, work, shops, the time of day or night that the person is in or near the forest (mosquitoes are crepuscular- active at dawn and dusk) - and any other acceptable suggestion based on the sample survey data. 2.Further questions could include: Where did you see the macaques? (around your house, at work or on your way to or from work, school, the shops) What other activities have you carries out in the past week? (shopping, attending medical facilities, visiting friends or relatives and where) What time of day were these activities carried out? Have you been bitten by mosquitoes in the past week? (How many bites, when/where were you bitten?) GPS tracking data could be used to reveal the exact paths taken by individuals during daily activities and the times of day when these took place. 3. Any acceptable reasoned suggestions such as: Results could identify groups of people in the population who may be at greater risk of catching P. knowlesi and public health activities could target these people specifically, Results could also identify riskier times of day to be outside. People could be encouraged to use mosquito repellent if outside at those times of day. Regular testing and treatment of forest workers could reduce the number of serious hospital cases.

5. Useful Links Further Information WHO Malaria 2014 Report FactsheetWHO Malaria 2014 Report Factsheet - Useful background on the global fight against malaria. Bloodlust and the mosquito Bloodlust and the mosquito - An article from the MRC Insight Blog explaining how the mosquito spreads malaria. Other resources from MRC,NERC,ESRC and BBSRC… MRC Insight BlogMRC Insight Blog - A wealth of short articles highlighting contemporary medical research. Planet Earth MagazinePlanet Earth Magazine - News articles and podcasts produced by NERC on research news from the natural world which could be used to bring cutting edge research to the classroom. BBSRC Secondary Resources BBSRC Secondary Resources - A range of resources suitable for students age 14 to 16 with more for ages 11 to 14 also available. ESRC Youtube Channel ESRC Youtube Channel - A range of short videos on economic and social issues. NERC Youtube Channel NERC Youtube Channel - Includes video clips illustrating a broad range of science careers relating to the natural environment.

6. Research Paper This activity is based on research that is being carried out as part of the “Monkeybar” project, which is funded by the Research Councils UK through the Environmental and Social Ecology of Human Infectious Diseases initiative (Grant Ref. G1100796). We would like to acknowledge the support and advice of Professor Chris Drakeley (Principal Investigator/Head of Project), Beth Downe (Project Administrator) and Dr. Kimberly Fornace (Project Scientist/Researcher) from the London School of Hygiene and Tropical Medicine. London School of Hygiene and Tropical Medicine We also thank Kimberly for permission to use her photographs of the project. Organisations The Environmental and Social Ecology of Human Infectious Diseases Initiative has resulted from a collaboration between the following Research Councils: Medical Research Council (MRC) Natural Environment Research Council (NERC) Economic and Social Research Council (ESRC) Biotechnology and Biological Sciences Research Council (BBSRC) Acknowledgements