Tips for using Pathogenesis in the Classroom

Transcription

1 Tips for using Pathogenesis in the Classroom

2 Getting Started These instructions assume a working knowledge of the game Pathogenesis. If you have not played yet, please familiarize yourself with the rulebook and play a few rounds of the basic game. There are rules for a solo game as well as competitive and cooperative modes. A familiarity of the game in any mode will make instructing students in game play much more efficient.

3 Found Here: Tips for simplifying and streamlining the game to be used with first time gamers This will go over alterations that can be made to the base rules found in the rulebook to make the game faster and easier to explain and play in a classroom. Dividing the games Pathogenesis has more components than are needed for a single game This makes the game more challenging and unpredictable for those who want to play it over and over again, but also allows two boxes to be divided in to three 4-person games for the classroom.

4 Streamlining Gameplay In regular competitive gameplay each player can play that target any of the three body tracts (though specializing is often advantageous) The game ends when any body tract (petri dish) runs out of damage tokens The winner is the person with the most tokens from any of the tracts

5 Streamlining Gameplay In classroom game play students work in teams of two to attack a specific body tract. The game ends when any body tract (petri dish) runs out of damage tokens - or when class ends The winner is the person with the most tokens or team that did the most damage to their tract

6 Dividing the Games Our Kickstarter teacher pack includes two full games of Pathogenesis plus an extra set of starter (found in the box with the Teacher Pack barcode sticker on the back).

7 Starter Cards Each Starter Card has a symbol in the bottom left hand corner. There are four different symbols to help quickly divide the into each player s starting hand Because the teacher pack will have three sets of starter it may be advisable to take a marker and color the symbols to make each set unique This will make it easier to find the proper location for misplaced

8 Component: Game Box #1 Game Box #2 Starter Cards Classroom Game #1 Classroom Game #2 Classroom Game #3 Extra Components * * * There are enough starter for four players in each set Stretch goals during the Kickstarter campaign have added optional starter (14 total starter per player). Each player should have only 10 starter at the beginning of the game. 2 Opportunistic pathogens 2 Normal flora 6 New DNA The extra 4 New DNA per player are not needed for this mode of play

9 Components: Pathogen Body boards Immune barrier Petri dishes Damage tokens Game Box #1 Game Box #2 Classroom Game #1 Classroom Game #2 Classroom Game #3 Extra Components Purple Multipoint Pathogen are not needed for this mode Sort components by color so that each classroom games has the components for two body tracts

10 Player Cards: In a normal game all Trait, Toxin and Environment would be shuffled together to form the Gene Pool. When splitting the games first divide all by color (pink, blue, green and purple). Then divide the purple into A and B as shown on the next slide. ** Trait that have purple connectors and tract specific abilities should be sorted with the color of the tract specific ability** Gene Pool ** Sort with the blue even though it has purple connectors**

11 Purple Cards Dived up the Purple Gene Pool into two decks (shown here as A and B). In this way each deck - and each classroom game - gets half of the non-specific Traits, Toxins and Environment. Card # Card Name Total A B Extra Environment 16 Compentence Surivial of the Fittest Mutation Unvaccinated Medical Implants Exhaustion Poor Diet Did not Complete Rx Bacteriophage Biofilm Con Crud Toxin 30 Streptolysin S Anthrax Leathal Factor Traits 41 Adhesin M Protein Siderophores Streptokinase Alpha-Hemolysin Protein A Mycolic Acid Erythrogenic Toxin Endotoxin Fertility Plasmid Total Purple Cards

12 Game Box #1 Game Box #2 1 Blue 1 Pink 1 Green 2 Blue 2 Pink 2 Green Purple A 26 1 Purple B 26 1 Purple Extra 1 card 2 Purple A 26 2 Purple B 26 2 Purple Extra 1 card When finished you should have piles like this

13 Component: Game Box #1 Game Box #2 Gene Pool Cards Classroom Game #1 Classroom Game #2 Classroom Game #3 Extra Components in the Gene Pool deck 55 in the Gene Pool deck 54 in the Gene Pool deck These are not needed when splitting the game in this way and can be kept on hand as extras or used with future expansions All Gene Pool should be sorted by color to match the body boards for each classroom game

14 Immune Cards: The immune should be divided into 1 (components of the INNATE immune system) and 2 (components of the ADAPTIVE immune system) Within each deck there are four copies of each card. Divide each deck into two decks (A and B) that each contain 2 copies of each card

15 Game Box #1 Game Box #2 1A 1B Each 1 should have 18 in it. 2 each of 9 unique 1A 1B 2A 2B Each 2 should have 20 in it. 2 each of 10 unique 2A 2B When finished you should have piles like this. Each deck should contain two copies of every card in it

16 Component: Immune Cards Game Box #1 Game Box #2 1A 1B 1A 1B 2A 2B 2A 2B Classroom Game #1 Classroom Game #2 Classroom Game #3 Extra Components 1A 1A 1A 1A 2A 2A 2A 2A These are not needed when splitting the game in this way and can be kept on hand as extras or used with future expansions One set of Innate and one set of Adaptive immune should be sorted to each game

17 Component: Game Box #1 Game Box #2 Tokens Fever Tokens Classroom Game #1 Classroom Game #2 Classroom Game #3 Per classroom game: 8 double sided attack/defense tokens 16 Genetic value tokens 3-4 IgG tokens 3-4 IgM tokens 3-4 IgE tokens 3-4 C3 tokens 3-4 Chemokine tokens Each game should also get 6-7 Fever Cards **Note: The Genetic Value tokens can run short when dividing up the games. Options: 1. Use the full number of genetic value tokens in two of the classroom games (24 tokens per game) and use an alternative style of token for the third game pennies, bingo chips, etc. 1. Have students keep their barrier to spend as money and only use tokens to make change Mix the tokens and fever together and divide evenly between the three games

18 Optional Rules to further simplify the game New DNA Starter have three abilities. When explaining the game to the class can be easier to describe the way New DNA is used to buy and tell students to ignore the remaining text for this version of the game. This makes all New DNA operate the same way and focuses the game on acquiring virulence factors Genetic Value Discard a card from the center gene pool row A specialized ability that results in the card being removed from the game Use to buy new Ignore special powers

19 Optional Rules to further simplify the game One of the aspects of a Building Game that most confuses first time players is the concept of discarding newly purchased traits, toxins, pathogens, etc. to build the deck rather than just putting them into play immediately. As an option you may let students put any card purchased on their turn directly into play. This greatly simplifies instructions and cuts down on confusion. It also makes the game a little faster and easier (too easy for serious gamers, but more accessible to students who have never played this type of game before).

20 Before playing the game in my classes I cover Immunology, both the innate and the adaptive immune chapters, as well as the chapter on Pathogenesis which covers toxins and virulence factors. Then I use the game to show students how the components of all three chapters work together in a real infection. These tips reflect the alterations I make in my own classes to make the game work more effectively. However, every class is different so feel free to adapt the game, remove or include, and use the components in the way the you feel best gets across the material you want to convey. I invented the game because I needed a tool that didn t exist. Now that it does I hope that you find a way to use it that will enhance your own classes. Please experiment and share what works for you. Thank you for your support of this project. I am so excited to see it become a reality. Jamie Cunningham