National Institutes 

of Health

National Institute

on Alcohol Abuse

and Alcoholism

NIH Curriculum

Supplement Series

Grades 7-8

Understanding

Alcohol:

Investigations into

Biology and

Behavior

Department of Health

and Human Services
Understanding Alcohol: Understanding Alcohol:

Investigations into Investigations into 

Biology and Beha Biology and Behavior

under a contract from the 

National Institutes of Health

National Institute on Alcohol Abuse and Alcoholism

5415 Mark Dabling Boulevard

Colorado Springs, Colorado 80918
Edge Interactive Staff

Terry Wallace, Senior Project Manager

Liz Bernel, Senior Instructional Designer

George Rosales, Art Director

Bill Bolduc, Software Development Manager

Mark Stevens, Multimedia Engineer

Greg Banse, Multimedia Engineer

SAIC Staff 

Bach Nguyen, Project Manager

Steve Larson, Web Director

Doug Green, Project Lead

Tommy D’Aquino, Multimedia Director

Paul Ayers, Multimedia Developer

John James, Multimedia Developer

Jeff Ludden, Multimedia Programmer

Dave Nevins, Audio Engineer

Chris Green, 3D Animator

Aaron Bell, 3D Animator

Craig Weaver, Video Producer

Jessica Butter, Senior Web Developer

Katie Riley, Web Developer

Voice-Over

Dave Nevins

Cover Design

Karen Cook, Medical Arts and Photography Branch, National 

Institutes of Health

Cover Illustration

Salvador Bru, Medical Arts and Photography Branch, National 

Institutes of Health

FIGURE CREDITS

Teacher Background

1, 2, 13: Corel; 3, 7: PhotoDisc; 9, 10, 11, 12: Courtesy of National

Institute on Drug Abuse; 14: U.S. Department of Health and Human

Services. 1997. Tenth Special Report to the U.S. Congress on Alcohol

and Health (pp. 1–66). Bethesda, MD: National Institute on Alcohol

Abuse and Alcoholism; 15: © Draeger Safety, Inc. – Breathalyzer®

Division.

Lesson 1

1.2, 1.3c: PhotoDisc; 1.3a: Digital Stock; 1.3b: Comstock.

Lesson 2

2.1: PhotoDisc.

Lesson 3

Master 3.1, Master 3.4, Master 3.8: SAIC.

Lesson 4

4.1: Comstock. 

Lesson 5

Master 5.1: Tables are adapted from those of the National Clearinghouse for Alcohol and Drug Information.

Lesson 6

6.1: PhotoDisc; Master 6.2 (graph): Zador, P., Krawchuk, S.A., and

Voas, R.B. 2000. Alcohol-related relative risk of driver fatalities and

driver involvement in fatal crashes in relation to driver age and gender: An update using 1996 data. Journal of Studies on Alcohol, 61:

387–395; Master 6.2 (pie chart): U.S. Department of Health and

Human Services. 1997. Tenth Special Report to the U.S. Congress on

Alcohol and Health (pp. 1–66). Bethesda, MD: National Institute on

Alcohol Abuse and Alcoholism.

This material is based on work supported by the National Institutes

of Health under Contract No. 263-99-C-0031. Any opinions, findings, conclusions, or recommendations expressed in this publication

are those of the authors and do not necessarily reflect the view of

the funding agency.

Copyright © 2003 by BSCS. All rights reserved. You have the permission of BSCS to reproduce items in this module for your classroom use. The copyright on this module, however, does not cover

reproduction of these items for any other use. For permissions and

other rights under this copyright, please contact BSCS, 5415 Mark

Dabling Blvd., Colorado Springs, CO 80918-3842; www.bscs.org;

info@bscs.org; (719) 531-5550.

NIH Publication No. 04-4991

ISBN: 1-929614-09-8

BSCS Development Team

Rodger W. Bybee, Principal Investigator

Mark V. Bloom, Project Director

Jerry Phillips, Senior Curriculum Developer

Anne L. Westbrook, Curriculum Developer

Lynda B. Micikas, Curriculum Developer

Sharmila Basu, Curriculum Developer

Sherry Herron, Curriculum Developer

Wendy Haggren, Curriculum Developer

Carrie Zander, Project Assistant

Diane Conrad, Project Assistant

Raphaela Conner, Project Assistant

Doug Coulson, Evaluator

Ann Lanari, Research Assistant

Barbara Perrin, Production Manager

Ric Bascobert, Editor

Barbara Resch, Editor

Diane Gionfriddo, Photo Research

Lisa Rasmussen, Graphic Designer and Illustrator

Stacey Luce, Production Specialist

Angela Barnes, Typesetting

BSCS Administrative Staff

Carlo Parravano, Chair, Board of Directors

Rodger W. Bybee, Executive Director

Janet Carlson Powell, Associate Director, Chief Science Education

Officer

Larry Satkowiak, Associate Director, Chief Operating Officer

Pamela Van Scotter, Director, Curriculum Development Division 

National Institutes of Health

Dorothea E. deZafra, Science Education Program Manager, National

Institute on Alcohol Abuse and Alcoholism (NIAAA)

Roger W. Hartman, Public Health Analyst, NIAAA

Jason Lazarow, Science Education Coordinator, NIAAA

Bruce Fuchs, Director, Office of Science Education

William Mowczko, Project Officer, Office of Science Education

Bonnie Kalberer, Senior Program Analyst, Office of Science Education

Cindy Allen, Editor, Office of Science Education

Mary Dufour, Deputy Director, NIAAA

Brenda Hewitt, Special Assistant to Director, NIAAA

William Lands, Senior Scientific Advisor, NIAAA

Outside Reviewer

Mary E. McCaul, Professor, Department of Psychiatry and Behavioral

Sciences, Johns Hopkins University School of Medicine

Advisory Committee

V. Gene Erwin, University of Colorado Alcohol Research Center,

Boulder, Colorado

Jeff Marshall, Irving Middle School, Colorado Springs, Colorado

Marcia Rubin, American School Health Association, Kent, Ohio

Robert Voas, Pacific Institute for Research and Evaluation, Calverton,

Maryland

Robert A. Zucker, University of Michigan Alcohol Research Center,

Ann Arbor, Michigan

Writing Team

William Boggan, Center for Drug and Alcohol Programs, Medical

University of South Carolina, Charleston, South Carolina

Ed Drexler, Pius XI High School, Milwaukee, Wisconsin

V. Gene Erwin, University of Colorado Alcohol Research Center,

Boulder, Colorado

Jeff Marshall, Irving Middle School, Colorado Springs, Colorado

Greg Nichols, New Options Middle School, Seattle, Washington

John Olney, Washington University, St. Louis, Missouri

Field-Test Teachers

Cassie Cox, Moundsville Junior High School, Moundsville, West

Virginia

Claireen Espinoza, Taos Day School, Taos, New Mexico

Joel Maier, New Options Middle School, Seattle, Washington

Marguerite Nunnally, Woodward Academy Middle School, College

Park, Georgia

Samantha Douglass, Woodward Academy Middle School, College

Park, Georgia

Nichole Law, Woodward Academy Middle School, College Park,

Georgia

Anne O’Connell, Woodward Academy Middle School, College Park,

Georgia
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

About the National Institute on Alcohol Abuse and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

Introduction to Understanding Alcohol: Investigations into Biology and Behavior . . . . . . . . . . . . . . . . . 1

• What Are the Objectives of the Module?

• Why Teach the Module?

• What’s in It for the Teacher?

Implementing the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

• What Are the Goals of the Module?

• What Are the Science Concepts and How Are They Connected?

• How Does the Module Correlate to the National Science Education Standards?

– Content Standards: Grades 5–8

– Teaching Standards

– Assessment Standards

• How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?

– Engage

– Explore

– Explain

– Elaborate

– Evaluate

• How Does the Module Support Ongoing Assessment?

• How Can Teachers Promote Safety in the Science Classroom?

• How Can Controversial Topics Be Handled in the Classroom?

Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

• Format of the Lessons

• Timeline for the Module

Using the Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

• Hardware/Software Requirements

• Getting the Most out of the Web Site

• Collaborative Groups

• Web Activities for Students with Disabilities

Information about Alcohol . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

2 Alcohol Use, Abuse, and Alcoholism: Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3 Misconceptions about Alcohol Use, Abuse, and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4 Animals as Research Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

5 Alcohol: Pharmacokinetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

5.1 Absorption and distribution of alcohol in the body . . . . . . . . . . . . . . . . . . . . . . . . . . 29

5.2 Measurement of blood alcohol concentration (BAC) . . . . . . . . . . . . . . . . . . . . . . . . . 29

Contents Contents
5.3 Factors affecting alcohol absorption and elimination . . . . . . . . . . . . . . . . . . . . . . . . . 29

5.4 Alcohol metabolism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

6 Alcohol: Biological Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

6.1 Alcohol and the brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

6.2 Alcohol and body systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

7 Alcohol: Behavioral Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

8 Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

8.1 Signs of a problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

8.2 Alcoholism and genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

8.3 Alcoholism treatments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

9 Alcohol and Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

10 Consequences of Alcohol Abuse and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

10.1 The costs to society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

10.2 Drinking and driving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

10.3 Drinking and risky behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

10.4 Drinking and pregnancy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

10.5 Drinking and violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Student Lessons

• Lesson 1

Alcohol: Separating Fact from Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

• Lesson 2

A Drink Is a Drink, but People Are Different . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

• Lesson 3

Responding to Alcohol: What’s Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

• Lesson 4

Alcohol Use, Abuse, and Alcoholism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

• Lesson 5

Alcohol and Driving: When to Say No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

• Lesson 6

Using Alcohol: Setting Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

Additional Web Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

Appendices

I. More About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

II. More About the National Institute on Alcohol Abuse and Alcoholism

and Its Science Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
built-in assessment tools. Activities promote

active and collaborative learning and are inquirybased to help students develop problem-solving

strategies and critical thinking.

Each curriculum supplement comes with a complete set of materials for both teachers and students including printed materials, extensive

background and resource information, and a Web

site with interactive activities. These supplements

are distributed at no cost to teachers across the

United States. All materials may be copied for

classroom use but may not be sold. We welcome

feedback from our users. For a complete list of

curriculum supplements, updates, availability,

and ordering information, or to submit feedback,

please visit our Web site at http://science.education.

nih.gov or write to

Curriculum Supplement Series

Office of Science Education

National Institutes of Health

6705 Rockledge Dr., Suite 700 MSC 7984

Bethesda, MD 20892-7984

We appreciate the valuable contributions of the

talented staff at BSCS, SAIC, and Edge Interactive.

We are also grateful to the NIH scientists, advisors, and all other participating professionals for

their work and dedication. Finally, we thank the

teachers and students who participated in focus

groups and field tests to ensure that these supplements are both engaging and effective. I hope you

find our series a valuable addition to your classroom and wish you a productive school year.

Bruce A. Fuchs, Ph.D.

Director

Office of Science Education

National Institutes of Health

This curriculum supplement, from The NIH Curriculum Supplement Series, brings cutting-edge

medical science and basic research discoveries

from the laboratories of the National Institutes of

Health (NIH) into classrooms. As the largest

medical research institution in the United States,

NIH plays a vital role in the health of all Americans and seeks to foster interest in research, science, and medicine-related careers for future

generations. The NIH Office of Science Education

(OSE) is dedicated to promoting science education and scientific literacy.

We designed this curriculum supplement to complement existing life science curricula at both the

state and local levels and to be consistent with

National Science Education Standards. It was developed and tested by a team composed of teachers

from across the country, scientists, medical

experts, other professionals with relevant subjectarea expertise from institutes and medical schools

across the country, representatives from the NIH

National Institute on Alcohol Abuse and Alcoholism (NIAAA), and curriculum-design experts

from Biological Sciences Curriculum Study

(BSCS), SAIC, and Edge Interactive. The authors

incorporated real scientific data and actual case

studies into classroom activities. A three-year

development process included geographically dispersed field tests by teachers and students. 

The structure of this module enables teachers to

effectively facilitate learning and stimulate student

interest by applying scientific concepts to real-life

scenarios. Design elements include a conceptual

flow of lessons based on BSCS’s 5E Instructional

Model of Learning, multisubject integration

emphasizing cutting-edge science content, and

v

Foreword oreword

________________________

1 In 1996, the National Academy of Sciences released the National Science Education Standards, which outlines what all citizens should understand about science by the time they graduate from high school. The Standards encourages teachers to

select major science concepts that empower students to use information to solve problems rather than stressing memorization of unrelated information. 
designed to ensure a continuing supply of welltrained scientists.

• Research Facilities Program. Modernizing and

improving intramural and extramural research

facilities to ensure that the nation’s scientists

have adequate facilities in which to conduct

their work.

Science education efforts by NIH and its institutes

and centers are critical in ensuring the continued

supply of well-trained basic research and clinical

investigators, as well as the myriad professionals

in the many allied disciplines who support the

research enterprise. These efforts also help educate people about the scientific results so that they

can make informed decisions about their own

health as well as the health of the public.

This curriculum supplement is one such science

education effort, done through the partnership of

the NIH National Institute on Alcohol Abuse and

Alcoholism, the NIH Office of Science Education,

and Biological Sciences Curriculum Study (BSCS).

Founded in 1887, the National Institutes of

Health (NIH) today is the federal focal point for

medical research in the United States. Composed

of separate institutes and centers, NIH is one of

eight health agencies of the Public Health Service

within the U.S. Department of Health and Human

Services. The NIH mission is to uncover new

knowledge about the prevention, detection, diagnosis, and treatment of disease and disability, from

the rarest genetic disorder to the common cold. It

does this through

• Research. Enhancing research outcomes across

the medical research continuum by supporting

research in NIH’s own intramural laboratories as

well as the research of nonfederal scientists

working in universities, medical schools, hospitals, and research institutions throughout the

country and abroad; communicating scientific

results; promoting the efficient transfer of new

drugs and other technologies; and providing

effective research leadership and administration.

• Research Training and Career Development Program. Supporting research training and outreach

vii

About the National out the National 

Institutes of Health Institutes of Health
• conducting policy studies that have broad implications for alcohol-problem prevention, treatment, and rehabilitation activities;

• conducting epidemiological studies such as

national and community surveys to assess risks

for and magnitude of alcohol-related problems

among various population groups;

• collaborating with other research institutes and

federal programs relevant to alcohol abuse and

alcoholism and providing coordination for federal alcohol-abuse and alcoholism activities;

• maintaining continuing relationships with institutions and professional associations; international, national, state, and local officials; and

voluntary agencies and organizations engaged

in alcohol-related work; and 

• disseminating research findings to healthcare

providers, researchers, policymakers, and the

public.

The National Institute on Alcohol Abuse and

Alcoholism (NIAAA) supports and conducts biomedical and behavioral research on the causes,

consequences, treatment, and prevention of alcoholism and alcohol-related problems. NIAAA also

provides leadership in the national effort to

reduce the severe and often fatal consequences of

these problems by

• conducting and supporting research directed at

determining the cause of alcoholism, discovering

how alcohol damages the organs of the body, and

developing prevention and treatment strategies for

application in the nation’s healthcare system;

• supporting and conducting research across a

wide range of scientific areas including genetics,

neuroscience, medical consequences, medication development, prevention, and treatment

through the award of grants and within the

NIAAA intramural research program;

ix

About the National Institute on out the National Institute on

Alcohol Abuse and Alcoholism Alcohol Abuse and Alcoholism
The second objective is to use the topic of alcohol

as a way to understand important scientific concepts. The activities in this module incorporate

concepts such as concentration and solubility

(miscibility), as well as build important skills in

observation, critical thinking, experimental

design, and data analysis.

The third objective is to convey to students the

purpose of scientific research. Scientific research

changes the way we understand the world

around us and gives us the foundation for

improving our choices about our personal health

and the health of the public. In this module, students see that science provides evidence that can

be used to support ways of understanding and

treating human disease. Because the mission of

NIAAA includes increasing the public’s understanding about the causes, consequences, treatment, and prevention of alcoholism and

alcohol-related problems, the Institute believes

that education provides one context in which it

can fulfill its mission.

We have designed the lessons in this module to

encourage students to think about the relationships among knowledge, choice, behavior, and

enhanced human health in this way:

Knowledge (what is known and not known) +

Choice = Power

Power + Behavior = Enhanced Human Health 

The final objective is to encourage students to

think in terms of these relationships now and as

they grow older.

“Although alcohol is sometimes referred to as a

‘gateway drug’ for youth because its use often

precedes the use of other illicit substances, this

terminology is counterproductive; youth drinking

requires significant attention, not because of

what it leads to, but because of the extensive

human and economic impact of alcohol use by

this vulnerable population.”43

—Dr. Enoch Gordis, former Director 

of the National Institute on Alcohol 

Abuse and Alcoholism

Despite the legal drinking age of 21, alcohol consumption by underage individuals is not rare. A

recent survey showed that 26 percent of eighth

graders reported consuming alcohol within the

month prior to the survey, and 16 percent reported

binge drinking during the two weeks before the

survey.42 The effects of adolescent drinking involve

both health- and safety-related problems, including auto crashes, domestic violence, and suicide.

Alcohol abuse among teenagers may also be

related to behavioral problems linked to impulsiveness and sensation seeking. Youth-alcohol-use

data indicate that the earlier an individual begins

drinking, the greater is his or her risk of developing alcohol-use disorders in the future.26

What Are the Objectives of the Module?

Understanding Alcohol: Investigations into Biology

and Behavior has four objectives. The first is to

help students understand how alcohol consumption affects the functioning of the body. By focusing on the scientific issues that explain how the

body reacts to alcohol, the module seeks to help

students make informed decisions about the use

of alcohol in their lives.

1

Introduction to Introduction to Understanding Understanding

Alcohol: Investigations into Alcohol: Investigations into

Biology and Behavior Biology and Behavior
• The module has a Web-based technology component that includes videos and interactive simulations.

• Finally, the module includes built-in assessment tools, which are noted in each of the lessons with an assessment icon.

In addition, the module provides a means for professional development. Teachers can engage in

new and different teaching practices like those

described in this module without completely

overhauling their entire yearlong program. In

Designing Professional Development for Teachers of

Science and Mathematics,33 Susan Loucks-Horsley

et al. write that supplemental modules such as

Understanding Alcohol: Investigations into Biology

and Behavior can “offer a window through which

teachers can get a glimpse of what new teaching

strategies look like in action.” By experiencing a

short-term unit like this one, teachers can

“change how they think about teaching and

embrace new approaches that stimulate students

to problem solve, reason, investigate, and construct their own meaning for the content.” The

use of a supplemental unit like this module can

encourage reflection and discussion and stimulate

teachers to improve their practices by focusing on

student learning through inquiry.

The following table correlates topics often

included in the middle school curriculum with

the major concepts presented in this module. This

information is presented to help teachers make

decisions about incorporating this material into

the curriculum.

Why Teach the Module?

Middle school life science classes offer an ideal setting for integrating many areas of student interest.

In this module, students participate in activities

that integrate inquiry science, environmental studies, human health, history, decision-making concepts, and mathematics. The real-life context of the

module’s classroom lessons is engaging for students, and the knowledge gained by participating

in the module can be applied immediately to students’ lives.

“It [the module] could be easily done by my 

special-ed students, as well as keeping the interest

of the gifted students.” – Field-Test Teacher 

“I thought that the lessons were very informative,

and it is all information that everyone needs to

know about.” – Field-Test Student 

What’s in It for the Teacher?

Understanding Alcohol meets many of the criteria

by which teachers and their programs are

assessed.

• The module is standards based and meets science content, teaching, and assessment standards as expressed in the National Science

Education Standards. It pays particular attention

to the standards that describe what students

should know and be able to do with respect to

scientific inquiry.

• As described above, it is an integrated module,

drawing most heavily from the subjects of science, history, mathematics, and health. 

2

Understanding Alcohol: Investigations into Biology and Behavior
3

Introduction

Chemical composition of matter

Individual variation and susceptibility

Human health and medicine

Risk assessment and management

Scientific methods

Relationship among science, 

technology, and society

Topic Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

✔

✔✔✔

✔ ✔✔

✔ ✔

✔✔ ✔

✔ ✔✔✔

Correlation of Understanding Alcohol to Common Middle School Topics
Students then discover that alcohol use spans a

continuum from no use, to use, to abuse, to alcoholism, and that how an individual’s drinking is

categorized depends on a variety of factors including personal choice (Alcohol Use, Abuse, and Alcoholism). Students focus their understanding of

how alcohol affects a person’s functioning by considering how drinking alcohol impairs cognitive

and motor skills. The amount of alcohol, the pattern of drinking, and the individual’s gender and

body type influence how high the blood alcohol

concentration is and how long it takes for it to

decrease (Alcohol and Driving: When to Say No).

Through consideration of how alcohol affects mental and physical abilities, students begin to consider

how alcohol could affect them if they choose to

drink. Finally, students synthesize the information

they have learned to decide whether the use of alcohol should be restricted for all public activities and

not just driving (Using Alcohol: Setting Limits). The

tables on pages 8 and 9 illustrate the science content and conceptual flow of the six lessons.

How Does the Module Correlate to the

National Science Education Standards? 

Understanding Alcohol: Investigations into Biology

and Behavior supports teachers in their efforts to

reform science education in the spirit of the

National Research Council’s 1996 National Science Education Standards (NSES). The content of

the module is explicitly standards based: Each

time a standard is addressed in a lesson, an icon

appears in the margin and the applicable standard is identified. The Content Standards: Grades 5–8 chart on pages 6

and 7 lists the specific content standards that this module addresses.

The six lessons in this module are designed to be

taught in sequence for one to two weeks (as a supplement to the standard curriculum). The following pages offer general suggestions about using

these materials in the classroom; you will find

specific suggestions in the procedures provided

for each lesson.

What Are the Goals of the Module? 

Understanding Alcohol: Investigations into Biology

and Behavior is designed to help students develop

the following major goals associated with scientific literacy:

• to understand a set of basic scientific principles

related to the use and abuse of alcohol and its

effects on human health;

• to experience the process of scientific inquiry

and develop an enhanced understanding of the

nature and methods of science; and

• to recognize the role of science in society and

the relationship between basic science and

human health.

What Are the Science Concepts and How

Are They Connected?

We have organized the lessons to form a conceptual whole that moves students from thinking

about what they already know, or think they

know, about alcohol (Alcohol: Separating Fact from

Fiction), to investigating how much alcohol is in

different types of alcoholic beverages and how the

alcohol is distributed in the body (A Drink Is a

Drink, but People Are Different). Students next use

simulations to investigate how alcohol affects

movement of mice at different doses, at different

times after consumption, and in different genetic

strains (Responding to Alcohol: What’s Important?).

5

Implementing Implementing

the Module the Module
6

Understanding Alcohol: Investigations into Biology and Behavior

Content Standards: Grades 5–8

Correlation to Understanding Alcohol: 

Investigations into 

Biology and Behavior

Lessons 1, 2, 3, 6

Lesson 3

Lesson 3

Lessons 1, 2, 3, 4, 5

Lessons 1, 2, 3, 5, 6

Lessons 1, 2, 3, 4, 6

Lessons 1, 2, 3, 4, 5, 6

Lessons 2, 3, 4, 5

Lessons 2, 3, 4, 5

Lessons 2, 3, 4, 5

Lessons 2, 5

Lessons 2, 5

Lessons 2, 3, 5

Standard A: As a result of activities in grades 5–8, all 

students should develop 

Abilities necessary to do scientific inquiry

• Identify questions and concepts that guide scientific investigations.

• Design and conduct a scientific investigation.

• Use appropriate tools and techniques to gather, analyze, and interpret

data.

• Develop descriptions, explanations, predictions, and models using 

evidence.

• Think critically and logically to make the relationships between 

evidence and explanations.

• Recognize and analyze alternative explanations and predictions.

• Communicate scientific procedures and explanations.

• Use mathematics in all aspects of scientific inquiry.

Understandings about scientific inquiry

• Different kinds of questions suggest different kinds of scientific investigations. Some involve observing and describing objects, organisms, or

events; some involve collecting specimens; some involve experiments;

some involve seeking more information; some involve discovery of

new objects; and some involve making models.

• Mathematics is important in all aspects of scientific inquiry.

Standard C: As a result of their activities in grades 5–8, all students

should develop understanding of

Structure and function in living systems

• Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells, organs, tissues, organ

systems, whole organisms, and ecosystems.

• Specialized cells perform specialized functions in multicellular organisms.

Groups of specialized cells cooperate to form a tissue, such as muscle.

Different tissues are in turn grouped together to form larger functional

units, called organs. Each type of cell, tissue, and organ has a distinct

structure and set of functions that serve the organism as a whole.

• The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control, coordination, and protection from disease. These systems interact with one another.
7

Implementing the Module

• Disease is a breakdown in structures or functions of an organism.

Some diseases are the result of intrinsic failures of the system. Others

are the result of damage by infection from other organisms. 

Reproduction and heredity

• The characteristics of an organism can be described in terms of a

combination of traits. Some are inherited and others result from 

interactions with the environment.

Regulation and behavior

• Behavior is one kind of response an organism can make to an internal

or environmental stimulus.

Standard F: As a result of their activities in grades 5–8, all students

should develop understanding of 

Personal health

• The potential for accidents and the existence of hazards impose the

need for injury prevention. Safe living involves the development and use

of safety precautions and the recognition of risk in personal decisions.

• Alcohol and other drugs are often abused substances. Such drugs

change how the body functions and can lead to addiction.

Risks and benefits

• Risk analysis considers the type of hazard and estimates the number

of people who might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing

or eliminating risks.

• Students should understand the risks associated with natural hazards

(fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), chemical hazards (pollutants in air, water, soil, and food), biological hazards (pollen, viruses, bacteria, and parasites), social hazards

(occupational safety and transportation), and personal hazards (smoking, dieting, and drinking).

• Important personal and social decisions are made based on perceptions of benefits and risks.

Standard G: As a result of activities in grades 5–8, all students

should develop understanding of

Science as a human endeavor

• Science requires different abilities, depending on such factors as the

field of study and type of inquiry. Science is very much a human

endeavor, and the work of science relies on basic human qualities,

such as reasoning, insight, energy, skills, and creativity, as well as on

scientific habits of minds, such as intellectual honesty, tolerance of

ambiguity, skepticism, and openness to new ideas.

Lessons 4, 6

Lessons 3, 4, 5, 6

Lessons 1, 3, 4, 5, 6

Lessons 1, 5, 6

Lessons 1, 2, 3, 4, 5, 6

Lessons 4, 5, 6

Lessons 1, 4, 5, 6

Lessons 4, 5, 6

Lessons 1, 2, 3, 6
8

Understanding Alcohol: Investigations into Biology and Behavior

model the skills of scientific inquiry, as well as the

curiosity, openness to new ideas and data, and

skepticism that characterize science.

Assessment Standards

Teachers can engage in ongoing assessment of

their teaching and of student learning using the

variety of assessment components embedded

within the module’s structure. The assessment

tasks are authentic: They are similar in form to

tasks in which students will engage in their lives

outside the classroom or in which scientists participate. Annotations guide teachers to these

opportunities for assessment and provide answers

to questions that can help teachers analyze student feedback.

How Does the 5E Instructional Model

Promote Active, Collaborative, InquiryBased Learning?

Because learning does not occur through a process

of passive absorption, the lessons in this module

promote active learning: Students are involved in

more than listening and reading. They are developing skills, analyzing and evaluating evidence,

experiencing and discussing, and talking to their

peers about their own understandings. Students

work collaboratively with others to solve problems

Teaching Standards

The suggested teaching strategies in all the lessons

support teachers as they work to meet the teaching standards outlined in the National Science

Education Standards. The module helps teachers of

science plan an inquiry-based science program by

providing short-term objectives for students. It

also includes planning tools such as the Conceptual Flow of the Lessons chart and the Suggested

Timeline for teaching the module. Teachers can

use this module to update their curriculum in

response to their students’ interest in this topic.

The focus on active, collaborative, and inquirybased learning in the lessons helps teachers support the development of student understanding

and nurture a community of science learners.

The structure of the lessons in this module

enables teachers to guide and facilitate learning.

All the activities encourage and support student

inquiry, promote discourse among students, and

challenge students to accept and share responsibility for their learning. The use of the 5E Instructional Model combined with active, collaborative

learning, allows teachers to respond effectively to

the diversity of student backgrounds and learning

styles. The module is fully annotated, with suggestions for how teachers can encourage and

Lesson Science Content

Lesson 1 Distinguishing between observation and inference.

Lesson 2 Concentration and miscibility. Relating body type to an individual’s response to alcohol.

Lesson 3 Use of animal models. Effects of dose, time after ingestion, and genetic background

on individual response to alcohol.

Lesson 4 Factors influencing alcohol use and abuse. Interactions of genetics and the 

environment.

Lesson 5 Calculation of blood alcohol concentrations (BACs). Effects of metabolism, gender, and

body size and type.

Lesson 6 Relating BAC levels to impairments. Assessing risks and costs of alcohol use to the

individual and to society.

Science Content and the Lessons
9

Implementing the Module

Conceptual Flow of the Lessons

Lesson

Lesson 1

Alcohol:

Separating Fact

from Fiction

Lesson 2

A Drink Is a Drink,

but People Are

Different

Lesson 3

Responding to

Alcohol: What’s

Important?

Lesson 4

Alcohol Use,

Abuse, and 

Alcoholism

Lesson 5

Alcohol and 

Driving: When to

Say No

Lesson 6

Using Alcohol:

Setting Limits

Learning Focus

Engage*: In this lesson, students express prior knowledge

and become engaged in the

study of alcohol, its use and

abuse, and alcoholism.

Explore: In this lesson, students

explore the alcohol content of

various types of alcoholic beverages and how alcohol distributes in the human body. The

Explore phase gives students a

common set of experiences

upon which to begin building

conceptual understanding.

Explore/Explain: Students analyze simulations of the effects of

alcohol on mouse activity levels.

Students express their understanding of the simulations in

their own words and by using

graphs.

Explain/Elaborate: Students continue to investigate how and

why humans use alcohol. They

broaden their conceptual understanding and apply what they

have learned in a new context.

Explain/Elaborate: Students

refine their understanding of

how alcohol affects human

behavior and begin to consider

how alcohol could affect their

own lives.

Elaborate/Evaluate: In this lesson, students apply what they

have learned in previous lessons to a new situation to

demonstrate their understanding of concepts.

Major Concept

Students receive mixed messages about alcohol use. They are warned of its dangers, yet it

is portrayed as part of a desirable lifestyle in

movies, media, and advertisements. 

The total amount of alcohol in a typical serving of beer, wine, or hard liquor is about the

same. Alcohol distributes throughout the

water-containing portions of the body. The

brain has a high water content, and alcohol

exerts many of its effects here.

The greater the dose of alcohol, the greater

the effect on behavior. Alcohol is metabolized

by the body. Its effects decrease with increasing time after consumption. Individuals within

a population differ in their response to alcohol.

Such differences are partly due to genetics.

Alcohol use ranges along a continuum from

abstinence to use, to abuse, to alcoholism.

Where an individual falls along this continuum depends on genetic and environmental

factors. Personal choice plays a key role in an

individual’s decision to use alcohol. 

Drinking alcohol impairs the functions of the

mind and body. The extent of impairment

depends upon the amount of alcohol in the

blood. This in turn depends upon many factors including the drinker’s body weight, gender, and amount and pattern of drinking. 

The effects of drinking alcohol are dose

dependent. People who drink and have

blood alcohol concentrations below the legal

limit for driving may still be impaired. Public

policies aimed at alcohol must balance many

factors.

*See How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?, on page 8.
The Engage lesson in this module, Lesson 1, Alcohol: Separating Fact from Fiction, is designed to

• pique students’ curiosity and generate interest,

• determine students’ current understanding

about alcohol and its use,

• invite students to raise their own questions

about alcohol use and its effects on human

health,

• encourage students to compare their ideas with

the ideas of others, and

• enable teachers to assess what students do or do

not understand about the stated outcomes of the

lesson.

Explore

In the Explore phase of the module, parts of Lesson 2, A Drink Is a Drink, but People Are Different,

and Lesson 3, Responding to Alcohol: What’s

Important?, students explore what an alcoholic

drink really is, where alcohol goes in the body,

and how it affects the activity level of mice.

These lessons provide a common set of experiences within which students can compare what

they think about what they are observing and

experiencing.

During the Explore lessons in this module, Lesson

2, A Drink Is a Drink, but People Are Different, and

Lesson 3, Responding to Alcohol: What’s Important?, students

• interact with materials, ideas, classroom demonstrations, and simulations;

• consider different ways to solve a problem or

answer a question;

• acquire a common set of experiences with their

classmates so they can compare results and

ideas;

• observe, describe, record, compare, and share

their ideas and experiences; and

• express their developing understanding of the

effects of alcohol on behavior using graphs and

by answering questions.

Explain

The Explain lesson provides opportunities for

students to connect their previous experiences

and begin to make conceptual sense of the main

and plan investigations. Many students find they

learn better when they work with others in a collaborative environment than when they work

alone in a competitive environment. When all this

active, collaborative learning is directed toward

inquiry science, students succeed in making their

own discoveries. They ask questions, observe,

analyze, explain, draw conclusions, and ask new

questions. These inquiry experiences include both

those that involve students in direct experimentation and those in which students develop explanations through critical and logical thinking.

This view of students as active thinkers who construct their own understanding out of interactions

with phenomena, the environment, and other

individuals is based on the theory of constructivism. A constructivist view of learning recognizes that students need time to

• express their current thinking; 

• interact with objects, organisms, substances,

and equipment to develop a range of experiences on which to base their thinking; 

• reflect on their thinking by writing and expressing themselves and comparing what they think

with what others think; and

• make connections between their learning experiences and the real world.

This module provides a built-in structure for creating a constructivist classroom: the 5E Instructional Model. This model sequences the learning

experiences so that students have the opportunity

to construct their understanding of a concept over

time. The model takes students through five

phases of learning that are easily described using

five words that begin with the letter “E”: Engage,

Explore, Explain, Elaborate, and Evaluate. The

following paragraphs illustrate how the 5Es are

implemented across the lessons in this module.

Engage

Students come to learning situations with prior

knowledge. This knowledge may or may not be

congruent with the concepts presented in this

module. The Engage lesson provides the opportunity for teachers to find out what students already

know or what they think they know about the

topic and concepts to be developed.

10

Understanding Alcohol: Investigations into Biology and Behavior
far they have come from where they began. In

reality, the evaluation of students’ conceptual

understanding and ability to use skills begins with

the Engage lesson and continues throughout each

stage of the model. Combined with the students’

written work and performance of tasks throughout the module, however, the Evaluate lesson can

serve as a summative assessment of what students

know and can do.

The Evaluate lesson in this module, Lesson 6,

Using Alcohol: Setting Limits, provides an opportunity for students to

• demonstrate what they understand about alcohol and how well they can apply their knowledge to solve a problem;

• share their current thinking with others;

• assess their own progress by comparing their

current understanding with their prior knowledge; and

• ask questions that take them deeper into a

concept.

To review the relationship of the 5E Instructional

Model to the concepts presented in the module,

see the chart Conceptual Flow of the Lessons, on

page 9.

When a teacher uses the 5E Instructional Model,

he or she engages in practices that are very different from those of a traditional teacher. In

response, students also participate in their learning in ways that are different from those seen in a

traditional classroom. The following charts, What

the Teacher Does and What the Students Do, outline these differences.

How Does the Module Support 

Ongoing Assessment?

Because teachers will use this module in a variety of

ways and at a variety of points in their curriculum,

the most appropriate mechanism for assessing student learning is one that occurs informally throughout the six lessons, rather than something that

happens more formally just once at the end of the

module. Accordingly, integrated within the six lessons in the module are specific assessment components. These “embedded” assessment opportunities

include one or more of the following strategies:

ideas of the module. This stage also allows for

the introduction of formal language, scientific

terms, and information that might make students’ previous experiences easier to describe

and explain.

In the Explain lessons in this module, Lesson 3,

Responding to Alcohol: What’s Important?, and Lesson 4, Alcohol Use, Abuse, and Alcoholism, students

• explain concepts and ideas about the mouse

simulations and the dice modeling activity in

their own words;

• listen to and compare others’ explanations of

their results with their own;

• become involved in student-to-student discourse in which they explain their thinking to

others and debate their ideas;

• revise their ideas;

• record their ideas and current understanding;

• use labels, terminology, and formal language; and

• compare their current thinking with what they

previously thought.

Elaborate

In Elaborate lessons, students apply or extend the

concepts in new situations and relate their previous experiences to new ones. In the Elaborate lessons in this module, part of Lesson 4, Alcohol Use,

Abuse, and Alcoholism; Lesson 5, Alcohol and Driving: When to Say No; and Lesson 6, Using Alcohol:

Setting Limits, students

• make conceptual connections between new and

former experiences, particularly with respect to

the decision to use alcohol, its effects, and the

consequences of its use;

• connect ideas, solve problems, and apply their

understanding in a new situation;

• use scientific terms and descriptions;

• draw reasonable conclusions from evidence and

data;

• add depth to their understanding of concepts

and processes; and

• communicate their understanding to others.

Evaluate

The Evaluate lesson is the final stage of the

instructional model, but it only provides a “snapshot” of what the students understand and how

11

Implementing the Module
12

Understanding Alcohol: Investigations into Biology and Behavior

What the Teacher Does

That is consistent with

the 5E Instructional Model

• Piques students’ curiosity and generates

interest

• Determines students’ current understanding (prior knowledge) of a concept or idea

• Invites students to express what they think

• Invites students to raise their own questions

• Encourages student-to-student interaction

• Observes and listens to the students as

they interact

• Asks probing questions to help students

make sense of their experiences

• Provides time for students to puzzle

through problems

• Encourages students to use their common

experiences and data from the Engage and

Explore lessons to develop explanations

• Asks questions that help students express

understanding and explanations

• Requests justification (evidence) for 

students’ explanations

• Provides time for students to compare

their ideas with those of others and 

perhaps to revise their thinking

• Introduces terminology and alternative explanations after students express their ideas

• Focuses students’ attention on conceptual

connections between new and former

experiences

• Encourages students to use what they have

learned to explain a new event or idea

• Reinforces students’ use of scientific terms

and descriptions previously introduced

• Asks questions that help students draw

reasonable conclusions from evidence 

and data

• Observes and records as students demonstrate their understanding of concept(s)

and performance of skills

• Provides time for students to compare

their ideas with those of others and perhaps to revise their thinking

• Interviews students as a means of assessing their developing understanding

• Encourages students to assess their own

progress

Stage

Engage

Explore

Explain

Elaborate

Evaluate

That is inconsistent with

the 5E Instructional Model

• Introduces vocabulary

• Explains concepts

• Provides definitions and answers

• Provides closure

• Discourages students’ ideas and questions

• Provides answers

• Proceeds too rapidly for students to

make sense of their experiences

• Provides closure

• Tells students that they are wrong

• Gives information and facts that solve the

problem

• Leads students step-by-step to a solution

• Neglects to solicit students’ explanations

• Ignores data and information students

gathered from previous lessons

• Dismisses students’ ideas

• Accepts explanations that are not supported by evidence

• Introduces unrelated concepts or skills

• Neglects to help students connect new

and former experiences

• Provides definitive answers

• Tells students that they are wrong

• Leads students step-by-step to a solution

• Tests vocabulary words, terms, and isolated facts

• Introduces new ideas or concepts

• Creates ambiguity

• Promotes open-ended discussion unrelated to the concept or skill
13

Implementing the Module

What the Students Do

That is consistent with

the 5E Instructional Model

• Become interested in and curious about

the concept/topic

• Express current understanding of a concept

or idea

• Raise questions such as, What do I already

know about this? What do I want to know

about this? How could I find out?

• “Mess around” with materials and ideas

• Conduct investigations in which they

observe, describe, and record data

• Try different ways to solve a problem or

answer a question

• Acquire a common set of experiences so

they can compare results and ideas

• Compare their ideas with those of others

• Explain concepts and ideas in their own

words

• Base their explanations on evidence

acquired during previous investigations

• Record their ideas and current understanding

• Reflect on and perhaps revise their ideas

• Express their ideas using appropriate scientific language

• Compare their ideas with what scientists

know and understand

• Make conceptual connections between

new and former experiences

• Use what they have learned to explain a

new object, event, organism, or idea

• Use scientific terms and descriptions

• Draw reasonable conclusions from evidence and data

• Communicate their understanding to others

• Demonstrate what they understand about

the concept(s) and how well they can

implement a skill

• Compare their current thinking with that of

others and perhaps revise their ideas

• Assess their own progress by comparing

their current understanding with their prior

knowledge

• Ask new questions that take them deeper

into a concept or topic area

Stage

Engage

Explore

Explain

Elaborate

Evaluate

That is inconsistent with

the 5E Instructional Model

• Ask for the “right” answer

• Offer the “right” answer

• Insist on answers or explanations

• Seek closure

• Let others do the thinking and exploring

(passive involvement)

• Work quietly with little or no interaction

with others (only appropriate when

exploring ideas or feelings)

• Stop with one solution

• Demand or seek closure

• Propose explanations from “thin air” with

no relationship to previous experiences

• Bring up irrelevant experiences and

examples

• Accept explanations without justification

• Ignore or dismiss other plausible explanations

• Propose explanations without evidence

to support their ideas

• Ignore previous information or evidence

• Draw conclusions from “thin air”

• Use terminology inappropriately and

without understanding

• Disregard evidence or previously accepted

explanations in drawing conclusions

• Offer only yes-or-no answers or memorized definitions or explanations as

answers

• Fail to express satisfactory explanations

in their own words

• Introduce new, irrelevant topics
• At the beginning of the school year, establish

consequences for students who behave in an

unsafe manner. Make these consequences clear

to students.

• Do not overlook any violation of a safety practice, no matter how minor. If a rule is broken,

take steps to ensure that the infraction will not

occur a second time.

• Set a good example by observing all safety practices. This includes wearing eye protection during all investigations when eye protection is

required for the students.

• Know and follow waste-disposal regulations. 

• Be aware of students who have allergies or other

medical conditions that might limit their ability

to participate in activities. Consult with the

school nurse or school administrator.

• Anticipate potential problems. When planning

teacher demonstrations or student investigations, identify potential hazards and safety concerns. Be aware of what might go wrong and

what can be done to prevent the worst-case scenario. Before each activity, verbally alert students to the potential hazards and distribute

specific safety instructions.

• Supervise students at all times during a handson activity.

• Provide sufficient time for students to set up

the equipment, perform the investigation, and

properly clean up and store the materials after

use.

• Never assume that students know or remember

safety rules or practices from their previous science classes.

How Can Controversial Topics 

Be Handled in the Classroom?

Teachers sometimes feel that the discussion of values is inappropriate in the science classroom or

that it detracts from the learning of “real” science.

The lessons in this module, however, are based

upon the conviction that there is much to be

gained by involving students in analyzing issues

of science, technology, and society. Society expects

all citizens to participate in the democratic

process, and our educational system must provide

opportunities for students to learn to deal with

• performance-based activities (for example,

developing graphs or participating in a discussion of risk assessment);

• oral presentations to the class (for example, presenting experimental results); and 

• written assignments (for example, answering

questions or writing about demonstrations).

These strategies allow the teacher to assess a variety of aspects of the learning process, such as students’ prior knowledge and current understanding,

problem-solving and critical-thinking skills, level

of understanding, communication skills, and ability to synthesize ideas and apply understanding to

a new situation.

An assessment icon and an annotation

that describes the aspect of learning

teachers can assess appear in the margin beside the step in which each

embedded assessment occurs.

How Can Teachers Promote Safety 

in the Science Classroom?

Even simple science demonstrations and investigations can be hazardous unless teachers and students know and follow safety precautions.

Teachers are responsible for providing students

with active instruction concerning their conduct

and safety in the classroom; posting rules in a

classroom is not enough. They also need to provide adequate supervision and advance warning if

there are dangers involved in the science investigation. By maintaining equipment in proper

working order, teachers ensure a safe environment

for students.

The following are important ways to implement

and maintain a safety program.

• Provide eye protection for students, teachers,

and visitors. Require that everyone participating

wear regulation goggles in any situation where

there might be splashes, spills, or spattering.

Teachers should always wear goggles in such situations.

• Know and follow the state and district safety

rules and policies. Be sure to fully explain to the

students the safety rules they should use in the

classroom.

14

Understanding Alcohol: Investigations into Biology and Behavior
• Emphasize that everyone must be open to hearing and considering diverse views. 

• Use unbiased questioning to help students critically examine all views presented.

• Allow for the discussion of all feelings and

opinions.

• Avoid seeking consensus on all issues. The multifaceted issues that students discuss result in

the presentation of divergent views, and students should learn that this is acceptable.

• Acknowledge all contributions in the same

evenhanded manner. If a student seems to be

saying something for its shock value, see

whether other students recognize the inappropriate comment and invite them to respond.

• Create a sense of freedom in the classroom.

Remind students, however, that freedom implies

the responsibility to exercise that freedom in

ways that generate positive results for all. 

• Insist upon a nonhostile environment in the

classroom. Remind students to respond to ideas

in-stead of to the individuals presenting those

ideas.

• Respect silence. Reflective discussions are often

slow. If a teacher breaks the silence, students may

allow the teacher to dominate the discussion.

• At the end of the discussion, ask students to

summarize the points that they and their classmates have made. Respect students regardless of

their opinion about any controversial issue.

contentious issues with civility, objectivity, and

fairness. Likewise, students need to learn that science intersects with life in many ways.

In this module, students have a variety of opportunities to discuss, interpret, and evaluate basic

science and health issues, some in the light of values and ethics. As students encounter issues about

which they feel strongly, some discussions might

become controversial. How much controversy

develops will depend on many factors, such as

how similar the students are with respect to

socioeconomic status, perspectives, value systems, and religious preferences. In addition, the

language and attitude of the teacher factor into the

flow of ideas and the quality of exchange among

the students.

The following guidelines may help teachers facilitate discussions that balance factual information

with feelings. 

• Remain neutral. Neutrality may be the single

most important characteristic of a successful

discussion facilitator.

• Encourage students to discover as much information about the issue as possible.

• Keep the discussion relevant and moving forward by questioning or posing appropriate

problems or hypothetical situations. Encourage

everyone to contribute, but do not force reluctant students into the discussion.

15

Implementing the Module
Alcohol Web site as the basis for instruction.

• Photocopies lists the paper copies or transparencies that need to be made from masters,

which follow the student lesson.

• Materials lists all the materials other than photocopies needed for each of the activities in the

lesson.

• Preparation outlines the things the teacher

needs to do to be ready to teach each of the

activities in the lesson.

Procedure outlines the steps in each activity in the

lesson. It provides implementation suggestions

and answers to questions. 

Within the procedures, annotations provide additional commentary.

• Tip from the field test includes actual field-test

teachers’ suggestions for teaching strategies,

class management, and module implementation.

• Assessment provides you with strategies for

assessing student progress throughout the module and is identified by an assessment icon (see

page 18).

• Icons identify specific annotations:

identifies teaching strategies that

address specific science content standards as defined by the National Science Education Standards.

identifies when to use the World

Wide Web site as part of the teaching

strategies. Instructions tell you how

to access the appropriate site. Information about using the Web site can be found in

Using the Web Site (see page 19). A print-based

alternative to Web activities is provided in case a

computer with Internet access is not available.

The heart of this module is the set of six classroom

lessons that follow. These lessons are the vehicles

that we hope will carry to your students important

concepts related to alcohol use and its effects on

mind and body. To review the concepts in detail,

refer to the chart Conceptual Flow of the Lessons,

on page 9.

Format of the Lessons

As you scan the lessons, you will find that each

contains several major features. 

At a Glance gives the teacher a convenient summary of the lesson.

• The Overview provides a short summary of student activities.

• The Major Concepts section states the central

idea(s) the lesson is designed to convey.

• Objectives lists specific understandings or abilities students should have after completing the

lesson.

• Teacher Background specifies which sections of

the Information about Alcohol reading relate

directly to the student lesson. This reading

material provides the teacher with the science

content that underlies the key concepts covered

in the lesson. The information provided is not

intended to form the basis of lectures to students. Instead, it enhances the teacher’s understanding of the content so that he or she can

more accurately facilitate class discussions,

answer student questions, and provide additional examples. 

In Advance provides instructions for collecting

and preparing the materials required to complete

the activities in the lesson.

• Web-Based Activities tells the teacher which of

the lesson’s activities use the Understanding

17

Using the Using the 

Student L Student Lessons
iar with the detailed procedures for the activities. It

can be a handy resource during lesson preparation

as well as during classroom instruction.

The Masters required to teach the activities are

located at the end of each lesson. 

Timeline for the Module 

The timeline (below) outlines the optimal plan for

completing the six lessons in this module. The

plan assumes you will teach the lessons on consecutive days. If your class requires more time for

completing the procedures, discussing issues

raised in this module, or completing activities on

the Web site, adjust your timeline accordingly.

identifies a print-based alternative to a

Web-based activity to be used when

computers are not available.

identifies when assessment is embedded in the module’s structure. An

annotation suggests strategies for

assessment.

Lesson Organizer provides a brief summary of the

lesson. It outlines procedural steps for each activity

and includes icons that denote where in each activity masters, transparencies, and the Web site are

used. The lesson organizer is intended to be a memory aid for you to use only after you become famil18

Understanding Alcohol: Investigations into Biology and Behavior

Timeline

3 weeks ahead

1 week ahead

Day 1

Monday

Day 2

Tuesday 

Day 3

Wednesday

Day 4

Thursday

Day 5

Friday

Day 6

Monday

Day 7

Tuesday

Activity

Reserve computers

Check performance of Web site 

Copy masters

Make transparencies

Gather materials

Lesson 1

Activity 1: What’s Up with This Mouse?

Activity 2: Alcohol—Separating Fact from Fiction

Lesson 2

Activity 1: What Is a Drink?

Activity 2: Where Does Alcohol Go in the Body?

Lesson 3

Activity 1: Gathering Data

Activity 2: Data Analysis and Discussion

Lesson 4

Activity 1: To Drink or Not to Drink?

Activity 2: Modeling Alcohol Use and Abuse

Activity 3: Modeling Alcohol Abuse and Alcoholism

Activity 4: Applying the Model

Lesson 5

Activity 1: Patterns of Drinking

Activity 2: Alcohol and Driving Behavior

Lesson 6

Activity 1: Alcohol—Risks and Consequences

Activity 2: How Much Have You Learned about Alcohol?

Suggested Timeline 
QuickTime Player plug-ins are provided on the

Web site main page. The minimum hardware and

software requirements to use the Web site are

listed in the table below. 

To access the Web site, type the following URL

into your browser: http://science.education.nih.gov/

supplements/alcohol/teacher.

Getting the Most out of the Web Site

Before you use this Web site, or any other piece of

instructional software in your classroom, it may

be valuable to identify some of the benefits you

The Understanding Alcohol: Investigations into

Biology and Behavior Web site is a tool, like an

overhead projector or a textbook, that can help

you organize the use of the module, engage student interest in learning, and orchestrate and

individualize instruction. The Web site features

videos, animations, and simulations that enhance

two of the module’s lessons.

Hardware/Software Requirements

The Web site can be accessed from Apple Macintosh and IBM-compatible personal computers.

Links to download the Macromedia Flash and

19

Using the Using the 

Web Site eb Site

CPU/Processor (PC Intel, Mac) Pentium 333 MHz, Power PC or faster

Operating system (DOS/Windows, Mac OS) Windows 95/98/2000 or Mac OS 7

System memory (RAM) 64 MB or more

Screen display 800 x 600, 16 bit (65K colors)

Browser Microsoft Internet Explorer 5.5 or

Netscape Communicator 4.75 and higher

Browser settings JavaScript enabled

Free hard drive space 10 MB

Connection speed 56 kbps 

Plug-ins Macromedia Flash Player (version 6 and higher) 

and QuickTime Player (version 5 and higher)

Audio Sound card with speakers

Minimum Hardware/Software Requirements for Using the Web Site
covery and analysis that the Web site was

designed to stimulate.

We recommend that you keep your students in

the same collaborative teams for all the activities

in the lessons. This will allow each team to

develop a shared experience with the Web site and

with the ideas and issues that the activities present. A shared experience will also enhance your

students’ perceptions of the lessons as a conceptual whole.

If your student-to-computer ratio is greater than

four students to one computer, then you will need

to change the way you teach the module from the

instructions in the lessons. For example, if you

have only one computer available, you may want

students to complete the Web-based work across

an extended time period. You can do this in several ways. The most practical way is to use your

computer as a center along with several other centers at which students complete other activities. In

this approach, students rotate through the computer center, eventually completing the Webbased work that you have assigned.

A second way to structure the lessons if you only

have one computer available is to use a projection

system to display the computer monitor onto a

screen for the whole class to view. Giving selected

students in the class the opportunity to manipulate the Web activities in response to suggestions

from the class can give students some of the same

type of autonomy in their learning that they

would gain from working in small teams.

Web Activities for Students 

with Disabilities

The Office of Science Education (OSE) is committed to providing access to the Curriculum

Supplement Series for individuals with disabilities, including members of the public and federal

employees. To meet this commitment, we will

comply with the requirements of Section 508 of

the Rehabilitation Act. Section 508 requires that

individuals with disabilities who are members of

the public seeking these materials will have access

to and use of information and data that are comparable to those provided to members of the pubexpect it to provide. Well-designed instructional

multimedia software can

• motivate students by helping them enjoy learning and want to learn more because it enlivens

content that students otherwise might find

uninteresting;

• offer unique instructional capabilities that allow

students to explore topics in greater depth and

in ways that are closer to actual field experience

than print-based resources can offer;

• provide teachers with support for experimenting with new instructional approaches that

allow students to work independently or in

small teams and that give teachers increased

credibility among today’s technology-literate

students; and

• increase teacher productivity by helping them

with assessment, record keeping, and classroom

planning and management.

The ideal use of the Web site requires one computer for each student team. However, if you have

only one computer available, you can still use the

Web site (for example, by using a suitable device

for projecting the screen image, or by rotating student teams through the computer station). If you

do not have the facilities for using the Web site

with your students, you can use the print-based

alternatives provided for those lessons.

Collaborative Groups

Many of the activities in the lessons are designed

to be completed by teams of students working

together. Although individual students working

alone can complete these activities, this strategy

will not stimulate the types of student-student

interactions that are one of the goals of active, collaborative, inquiry-based learning. Therefore, we

recommend that you organize collaborative teams

of two to four students each, depending on the

number of computers available. Students in

groups larger than this will have difficulty organizing the student-computer interactions equitably,

which can lead to one or two students’ assuming

the primary responsibility for the computer-based

work. Although this type of arrangement can be

efficient, it means that some students do not get

the opportunity to experience the in-depth dis20

Understanding Alcohol: Investigations into Biology and Behavior
ity problem, the format in which you would prefer

to receive the material, the Web address of the

requested material, and your contact information. 

Contact us at

Curriculum Supplement Series

Office of Science Education

National Institutes of Health

6705 Rockledge Drive, Suite 700 MSC 7984

Bethesda, MD 20892-7984

ose@science.education.nih.gov

lic who are not individuals with disabilities. The

online versions of this series have been prepared

to comply with Section 508. 

If you use assistive technology (such as a Braille

reader or a screen reader) and the format of any

material on our Web sites interferes with your

ability to access the information, please use the

following points of contact for assistance. To

enable us to respond in a manner most helpful to

you, please indicate the nature of your accessibil21

Using the Web Site

Understanding Alcohol: Investigations into Biology and Behavior 508-Compliant Web Activities

For students with hearing impairment

No special considerations are required.

Students may click on the closedcaptioning icon to view the captioning

for the activity’s introduction.

The closed-captioning icon is located

in the top left corner of the animation.

The text appears at the bottom of the

animation.

The individual studies do not have

captioning.

No special considerations are required.

For students with sight impairment

With a screen reader, students are presented with two buttons, “mouse 1”

and “mouse 2.” Each button will play a

video with descriptive narration.

Using a screen reader, students are

able to navigate to each study. Within

each study, a sound effect is heard

each time a mouse crosses a grid

line. Students must count the number of sound effects to arrive at the

number of grid lines crossed by the

mouse.

Supervision is recommended.

With a screen reader, students are

presented with two buttons, “Simulation A” and “Simulation B.” Each button will play a video with descriptive

narration. The narration describes the

major activities that occur during each

simulation. After hearing each description, students will be able to easily

determine which driver is under the

influence of alcohol. Be sure to have

students relate each of the intoxicated

driver’s actions to the specific effects

of alcohol on the body.

Lesson,

activity

Lesson 1, Activity 1:

What’s Up With This

Mouse?

Lesson 3, Activity 1:

Gathering Data,

Study 1—Effect of

Alcohol Dose on

Mouse Activity;

Study 2—Effect of

Time on Alcohol

Response; Study 3—

Effect of Genetics

on Alcohol

Response

Lesson 5, Activity 2:

Alcohol and Driving

Behavior
of eighth graders, 40 percent of 10th graders, and

51 percent of 12th graders reported consuming

alcohol within the month prior to the survey.43 In

addition, 16 percent of eighth graders reported

binge drinking within the two weeks leading up to

the survey. The effects of adolescent drinking

involve both health- and safety-related problems,

including auto crashes, domestic violence, and suicide. Alcohol abuse among teenagers may also be

related to behavioral problems linked to impulsiveness and sensation seeking.55 Youth alcohol-use

data indicate that the earlier an individual begins

drinking, the greater his or her risk of developing

alcohol-use problems in the future. Individuals

who begin drinking before age 15 are four times

more likely to develop alcohol dependence during

their lifetimes than are those who begin drinking at

age 21.24, 25

The earlier an individual begins 

drinking, the greater his or her 

risk of developing alcohol-related problems in the future.

Dr. Enoch Gordis, former Director of the National

Institute on Alcohol Abuse and Alcoholism

(NIAAA), has written, “Although alcohol is sometimes referred to as a ‘gateway drug’ for youth

because its use often precedes the use of other

illicit substances, this terminology is counterproductive; youth drinking requires significant attention, not because of what it leads to, but because

of the extensive human and economic impact of

alcohol use by this vulnerable population.”43

1 Introduction

Alcohol has been used for centuries in social,

medical, cultural, and religious settings. Most

Americans believe alcohol can be used responsibly by adults for social and religious purposes.

However, alcohol can also be used to excess

resulting in health, social, legal, and other problems. Students may receive conflicting messages

about alcohol from the news media, school, their

friends, and their parents. On the one hand, they

hear that moderate alcohol use is acceptable, and

in some instances may actually be good for your

health; on the other hand, they are told that alcohol is a drug that requires abstinence until age 21.

In addition, advertisements and media images

often present alcohol as a means to success and an

enjoyable life. These conflicting messages, combined with misunderstandings and misinformation, do not help students make responsible

decisions about alcohol use.

Statistics indicate that many adolescents begin consuming alcohol at an early age. In 1997, 26 percent

23

Information Information

about Alcohol out Alcohol

Figure 1. Alcohol

has been part of

societies for thousands of years, as

shown by this representation of the

ancient Greek god of

grape growing and

wines, Bacchus.
religious purposes without demonstrating the

characteristics of alcohol abuse or alcoholism (see

Tables 1 and 2). Alcohol abuse is defined as the

continued use of alcohol despite the development

of social, legal, or health problems. It is important

to note that any alcohol use by underage youth is

considered to be alcohol abuse.

Any alcohol use by underage youth is considered to 

be alcohol abuse.

In contrast, alcoholism, also known as alcohol

dependence syndrome or alcohol addiction, is a

chronic disease involving a strong need to drink,

the inability to stop drinking, the occurrence of

withdrawal symptoms, and tolerance (see Table

2). Alcoholism is often progressive.

Alcohol abuse is not equivalent to alcoholism. A

person who abuses alcohol may drink excessive

amounts but does not experience an alcoholic

individual’s intense cravings or severe withdrawal

symptoms (physical dependence) when drinking

stops. Susceptibility factors that contribute to

alcoholism are genetic, environmental, and psychosocial. Thus, while not all people who abuse

alcohol become alcoholics, those with genetic susceptibility factors who place themselves in environments that encourage drinking put themselves

at risk for developing alcoholism.

The purpose of this supplement is to present students with the opportunity to learn about the science underlying the effects of alcohol on human

biology and behavior through a series of inquirybased classroom lessons. Young people are natural

scientists. They have a curiosity about the world

around them and about themselves as individuals.

Since they have little in the way of life experiences, many young people tend to view themselves as nearly invincible. Consequently, when

adults caution them against engaging in risky

behaviors such as drinking alcohol, some don’t

listen. They feel that such warnings aren’t for

them and apply only to those less grown up than

themselves.

The aim of this supplement is to give students the

opportunity to construct their own understanding

about alcohol and its attendant risks. In addition,

the inquiry-based lessons are designed to help students hone their critical-thinking skills. With

enhanced understanding and skills, they will be

better prepared to make informed decisions about

real-life situations involving alcohol use. 

2 Alcohol Use, Abuse, and Alcoholism:

Definitions

In any discussion of alcohol use, it is crucial to

begin with a clear understanding of terms. For the

purposes of this module, we define alcohol use by

adults as the consumption of alcohol for social or

24

Understanding Alcohol: Investigations into Biology and Behavior

failing to fulfill major work, school, or home

responsibilities

drinking in situations that are potentially dangerous, such as driving a car or operating

heavy machinery

experiencing repeated alcohol-related legal

problems, such as being arrested for driving

while intoxicated

exhibiting continued drinking despite having

relationship problems that are caused or

made worse by drinking

Table 1. Characteristics of Alcohol Abuse55

craving (a strong need or compulsion to drink)

impaired control over drinking

use and abuse of alcohol despite adverse 

consequences

failure to acknowledge the problem

tolerance or need for increasing amounts of

alcohol to feel intoxicated

physical dependence or the occurrence of

withdrawal symptoms when alcohol use is 

discontinued

Table 2. Characteristics of Alcoholism55
be both short-term (acute) and long-term

(chronic) consequences, even with moderate levels of drinking. The materials contained in this

curriculum supplement, Understanding Alcohol:

Investigations into Biology and Behavior, should at

least help correct the following misconceptions.

Even moderate levels of alcohol use can lead to

both short-term and long-term consequences.

Misconception 1: Alcohol is a stimulant.

Alcohol has been falsely thought of as a stimulant

because its initial effects on some people include

feelings of euphoria and lowered inhibitions.

Alcohol is classified correctly as a depressant

because it later causes sedation and drowsiness.30

In high concentrations, alcohol can induce

unconsciousness, coma, and even death.

Misconception 2: Alcohol abuse and alcoholism

are problems only for the individual drinker.

Alcohol abuse and alcoholism are social problems

that touch many more lives than that of the individual drinker. Alcohol abuse is a contributing

factor to many other social problems including

auto crashes, domestic violence, and child abuse

or neglect. In addition to the personal costs, alcoholism also has a severe economic impact on the

country due to lost productivity, healthcare treatment, and costs attendant to administering the

criminal justice system.

Misconception 3: People with alcoholism are

morally weak individuals lacking will power.

Alcoholism involves more than just drinking too

much. It is known to be a complex disease that

involves a variety of factors including genetic,

environmental, social, and behavioral components. The physical dependence of alcoholics on

drinking defines alcoholism as a disease that must

be diagnosed, and as separate from alcohol abuse

(see 2 Alcohol Use, Abuse and Alcoholism: Definitions). In alcoholic individuals, the brain is

affected by alcohol and promotes its continued

use through both positive and negative reinforcements. Most notably, the severe physical withdrawal symptoms that result from stopping

drinking serve as a strong biological force that can

maintain drinking behavior.

The definitions of alcohol abuse and alcoholism

described above do not directly apply to youth

drinking. As previously noted, any alcohol drinking by underage youth is considered to be alcohol

abuse. Youth who abuse alcohol typically do so by

drinking often,43 or engaging in binge drinking,

which is commonly defined as drinking five or

more drinks in a row. Such drinking patterns put

youth at increased risk for developing alcoholism

later in life. Research suggests that separate criteria may be needed to distinguish between alcohol

abuse and alcoholism in youth as compared with

adults.34, 43 Table 3 lists some of the risk factors

associated with youth drinking.

3 Misconceptions about Alcohol Use,

Abuse, and Alcoholism

Generally, textbooks for middle school students

present little, if any, scientific information on how

alcohol affects cell function and animal behavior.

If the subject is covered at all, it is likely done in a

health class, or possibly in a driver’s education

class. Much of what students know, or think they

know, comes through family, peers, the media,

and personal experimentation. Very often this

information is characterized by errors, half-truths,

and folk wisdom. Students need to understand the

changes that occur in their minds and bodies

when they drink alcohol. They also need to

understand that if they choose to drink, there can

25

Information about Alcohol

genetic factors (based on animal and human

twin studies)

childhood behaviors such as impulsiveness,

aggressiveness, and antisocial behavior 

psychiatric disorders such as attention deficit

hyperactivity disorder and depression

family environments with favorable attitudes

about drinking and lack of support

acceptance of drinking by peers

child abuse and trauma

Table 3. Risk Factors for Youth Drinking55
alcohol last only a short time, chronic long-term

effects can develop and persist. Adolescents and

adults who drink excessive amounts of alcohol

may be causing chronic alterations to their brains.

A recent study provides evidence that heavy

drinking among teenagers can impair brain function.7 It is not yet known if these effects are

reversible.

Figure 2. A drink can be one 12-ounce beer, one 

5-ounce glass of wine, or 1.5 ounces of 80-proof

distilled liquor.

Misconception 7: Alcohol is good for your health.

Recent reports have indicated that moderate

drinking (defined as one drink per day for women

and two drinks per day for men) may lessen the

risk for cardiovascular disease.44 These observations, however, do not give carte blanche for

drinking alcohol. In considering such findings, it

is important to weigh the benefits versus the risks.

Although moderate drinking is associated with

decreased risk for heart disease, it is also associated with increased risk of accidents. Drinking

five or more drinks per day leads to increased

risks for stroke and cancer. In addition, pregnant

women, people using certain medications, and

those diagnosed with alcoholism or other medical

problems should refrain from drinking entirely.

Misconception 8: Alcoholism can be cured by

behavioral programs such as Alcoholics 

Anonymous.

Alcoholism, at present, has no known cure. However, as with other chronic diseases, such as diaAlcoholism is a complex disease that

involves a variety of factors including

genetic, environmental, social, and behavioral components.

Misconception 4: Children cannot be alcoholics.

Alcohol is the most used and abused drug among

young people. A recent national poll reports that

one in four eighth graders drank alcohol in the

past month, and 18 percent of eighth graders got

drunk at least once in the past year.46 Research

using animal models suggests that the developing

brain of the adolescent responds differently to

alcohol than does the adult brain.31, 59 Children

who abuse alcohol may develop alcoholism,

though the criteria for making the diagnosis may

be different from those used to diagnose adults.34

Misconception 5: Small amounts of alcohol won’t

impair bodily or mental functions.

Half of the states in the United States have set the

legal limit for blood alcohol concentration (BAC)

at 0.08 percent for motor vehicle operation. (BAC

is usually expressed without “percent.”) This does

not mean, however, that an individual is unimpaired at lower BACs. A BAC of 0.02–0.04 can

impair memory and judgment.51 The effects of

alcohol on an individual vary depending on the

person’s weight, nutritional state, gender, exposure to other drugs, and other factors. Any

amount of alcohol taken during pregnancy is considered risky. 

Misconception 6: Alcohol’s effects are 

only temporary.

The adult body can process approximately one

drink per hour. A drink, according to the National

Institute on Alcohol Abuse and Alcoholism

(NIAAA), is one 12-ounce bottle of wine cooler or

beer, one 5-ounce glass of wine, or 1.5 ounces of

80-proof distilled liquor.42 A significant portion of

the societal costs of alcohol use (for example,

falls, automobile crashes, and violence) is due to

acute effects. Alcohol users and abusers, as well as

alcoholics, can suffer injuries related to the acute

effects of alcohol. Although the acute effects of

26

Understanding Alcohol: Investigations into Biology and Behavior
cal studies are helping us better understand the

social effects of alcohol consumption. The results

of these studies, “from cell to society,” yield essential knowledge that is a prerequisite for moreeffective ways to prevent and treat this disease.

4 Animals as Research Models 

Much of the research into the effects of alcohol on

humans uses animals. Scientists use animals when

the use of humans is either impractical or unethical. For example, when scientists investigate fetal

alcohol syndrome, they cannot give alcohol to

pregnant women but they can give alcohol to

pregnant animals.

Scientific research with animals has contributed to

many important advances in scientific and medical knowledge. When using animal models, scientists first must choose an animal appropriate to

their research. Scientists studying genetics often

use fruit flies (Drosophila melanogaster) because

they have a short generation time. However, fruit

flies are not a good model to use when investigating aspects of mammalian physiology. In such

cases, a mouse or rat is preferred. 

Figure 4. Mice are a useful model for studying the

effects of alcohol.

Animal models do have their drawbacks. Some

animals are difficult or expensive to maintain.

Consequently, many scientists try to develop

nonanimal models using cell cultures or computer

simulations. Unfortunately, such models usually

fail to duplicate the complexity of the animal or

human body. Medical and scientific research will

continue to depend on animal models for the

betes or heart disease, alcoholism can be controlled effectively using behavioral therapies, with

or without pharmacological therapies. For such

treatments to be effective, however, the patient

must be willing to make significant and permanent lifestyle changes. People being treated for

alcoholism often experience one or more episodes

of relapse. An important aspect of behavioral

therapy is to help patients deal with such relapses

and motivate them to continue their efforts to

remain sober.

Figure 3. Behavioral therapy helps patients deal

with relapse and motivates them to continue with

their efforts to remain sober.

Misconception 9: The public knows enough about

the effects of alcohol use; further research is not

necessary.

It is true that we do know many of the behavioral

effects of alcohol consumption, such as memory

and motor function impairment. Nonetheless, we

do not know how alcohol creates its addictive

actions. Research continues to provide insight

into how alcohol acts on all cells of the body and

affects their functions. New scientific approaches

help scientists understand more about the biological and behavioral effects of alcohol. One

approach uses knockout mice (mice with a specific gene deleted) to identify genes that predispose a person to alcoholism. New imaging

techniques enable scientists to see alcohol’s effects

in the living brain. In addition, various sociologi27

Information about Alcohol
Alcohol is classified as a drug in the context of abuse.

The alcohol contained in alcoholic beverages is

called ethanol. Ethanol is a small molecule having

a 2-carbon (C) backbone with 5 attached hydrogens (H) and a hydroxyl (OH) group at one end.

This terminal hydroxyl group is characteristic of

an alcohol (Figure 5). Ethanol is formed by a natural conversion process called fermentation

where yeast, a fungus, converts sugar into alcohol

and carbon dioxide. The natural sugars found in

fruit, berries, and malted grains are fermented to

foreseeable future (see The Use of Animals in Scientific Research below).

5 Alcohol: Pharmacokinetics

Because of its legal status and prevalence in society, alcohol should be considered apart from other

drugs. The term drug is not always easy to define.

In a medical context, a drug may be defined as any

substance used in the diagnosis, prevention, treatment, or cure of a disease. In an abuse context, a

drug may be described as any substance that alters

consciousness and may be habit forming. According to these definitions, alcohol is classified as a

drug in the context of abuse.

28

Understanding Alcohol: Investigations into Biology and Behavior

The Use of Animals in Scientific Research

Scientists who use animals as research subjects must abide by federal policies. Public Health Service

policy dictates specific requirements for animal care and use in research. This policy conforms to the

Health Research Extension Act of 1985 (Public Law 99-158) and applies to all research, research

training, biological testing, and other activities that involve animals. The principles for using and caring for vertebrate animals in research and testing include

• The transportation, care, and use of animals should be in accordance with the Animal Welfare

Act and other applicable federal laws, guidelines, and policies.

• Procedures involving animals should be designed with consideration of their relevance to

human or animal health, the advancement of knowledge, or the good of society.

• The animals selected should be of an appropriate species and quality and the minimum number required to obtain valid results. Methods such as mathematical models, computer simulations, and in vitro biological systems should be considered.

• Procedures should minimize discomfort, distress, and pain to the animals.

• Procedures that may cause more than momentary or slight pain should be performed with

appropriate sedation, analgesia, or anesthesia.

• Animals that would suffer severe or chronic pain or distress that cannot be relieved should be

painlessly killed.

• The living conditions of animals should be appropriate for the species. The housing, feeding,

and care of animals must be directed by a veterinarian or a trained, experienced scientist.

• Investigators who work with animals must be appropriately qualified and trained for conducting procedures on living animals.

• Exceptions to any of these principles must be reviewed and approved by an appropriate committee prior to the procedure.

• An Institutional Animal Care and Use Committee (IACUC) oversees all animal use in each

institution where animal research is conducted. The IACUC must give approval for the

research plan and species to be used. IACUCs include scientists and nonscientists from outside the institution. Nonscientists are often representatives of humane organizations.
amount of water in the body. For example, males

average 58 percent of their total body weight as

water, while females average 49 percent.38 Other

factors important to calculating BAC are the

amount of alcohol consumed and the burnoff, or

rate at which the alcohol is metabolized.

The concentration of alcohol in the

breath and urine mirrors the concentration of alcohol in the blood. This means

that alcohol in breath can be detected,

measured, and used to calculate a person’s blood alcohol concentration (BAC).

In a practical sense, the only factor influencing the

BAC calculation likely to be known with great

precision is the amount of alcohol consumed. The

total body water and burnoff are themselves influenced by several factors. Total body water is a

function not only of a person’s gender, but also of

his or her weight and body type. Alcohol metabolism (burnoff) also varies among people. Heavy

drinkers, for example, can have elevated rates of

alcohol metabolism due to higher-than-normal

concentrations of alcohol-metabolizing enzymes.

Higher levels of these enzymes increase the

burnoff. The average metabolism for a moderate

drinker results in a decline in BAC of about 0.017

per hour, while a heavy drinker may have a

decrease of 0.020 per hour. The range of metabolism rate per hour is from above 0.040 to below

0.010.38 For more detailed descriptions of BAC

effects on the brain and body, see 6.1 Alcohol and

the brain and 6.2 Alcohol and body systems, as well

as Table 4, on page 38.

5.3 Factors affecting alcohol absorption and elimination. Humans vary widely in their ability to

absorb and eliminate alcohol. This section

describes some of the most important factors that

influence how quickly alcohol is absorbed into

the blood.

Food. Absorption of alcohol is faster when the

stomach is empty; the empty stomach allows rapid

passage of the alcohol into the small intestine,

produce beer and wine. Liquors, however, are produced through the process of distillation.

Figure 5. Chemical

structure of ethanol.

5.1 Absorption and distribution of alcohol in the

body. When an alcohol-containing drink is consumed, the alcohol is quickly absorbed in the

blood by diffusion and is then transported to the

tissues and throughout the water-containing portions of the body as part of the process of distribution. About 20 percent of the alcohol is

absorbed through the stomach, and about 80 percent is absorbed through the upper portion of the

small intestine.6,28

5.2 Measurement of blood alcohol concentration

(BAC). Metabolism refers to the process by which

the body breaks down food to extract energy from

it. With respect to alcohol, metabolism refers to

the transformation of ethanol to acetaldehyde and

other products. The primary site of alcohol

metabolism is the liver. Only a tiny fraction (less

than 10 percent) of the alcohol consumed is not

metabolized and is excreted from the body in

breath, sweat, and urine.6 This process of metabolism and excretion is known as elimination. The

concentration of alcohol in breath and urine mirrors the concentration of alcohol in blood. This

means that alcohol in breath can be detected,

measured, and used to calculate a person’s blood

alcohol concentration (BAC). The BAC calculation is the standard means of determining the

extent of a person’s alcohol impairment.

BAC, although expressed as a percentage when a

unit of measure is shown, is actually a weight-pervolume measurement: grams of ethanol per 100

milliliters, or deciliter, of blood. The calculation of

an individual’s BAC depends partially on the total

29

Information about Alcohol
affected by a given amount of alcohol than a

smaller person would be. Alcohol is more soluble

in water than in fat. This means that tissues rich

in water, like muscle, take up more alcohol than

do tissues rich in fat. A leaner person with a

greater muscle mass (and less fat) provides a

larger volume for alcohol to be distributed in

compared with a person who weighs the same but

has a higher percentage of body fat. In summary,

if you compare two people of equal size but who

differ in amount of body fat, the effects of alcohol

will be different in them. The person with low

body fat will be affected less than the person with

a higher level of body fat.

Gender. Females, on average, have a smaller body

mass and a higher proportion of body fat than do

males. These characteristics mean that, on average, females have a lower proportion of total body

water in which to distribute alcohol. Females also

may have a lower activity of the alcohol-metabolizing enzyme alcohol dehydrogenase (ADH) in

the stomach; therefore, more of the ingested alcohol reaches the blood. These factors mean that

females generally exhibit higher BACs than do

males after consuming the same amount of alcohol and are more vulnerable to alcohol’s effects.

Females are also more susceptible than males to

alcoholic liver disease, heart muscle damage, and

brain damage.45

5.4 Alcohol metabolism. The primary place where

alcohol is metabolized is the liver. Liver cells contain ADH, which converts alcohol to acetaldehyde. Other enzymes in turn convert the

acetaldehyde to carbon dioxide and water, which

are excreted from the body. If the rate of alcohol

consumption exceeds the rate at which the alcohol can be metabolized, then the concentration of

alcohol in the blood rises and the individual may

become intoxicated.

The effects of absorption, distribution, and elimination combine to produce a characteristic blood

alcohol curve (Figure 8). Immediately after a person drinks alcohol, the BAC rises sharply during

the absorption phase to a maximum that depends

on the amount consumed. Typically, the greatest

where absorption is most efficient. This means that

the apparent sobering effect of eating prior to alcohol consumption is due to a delay in stomach emptying. A recent study showed that people who

drank alcohol after a meal that included protein,

fat, and carbohydrates absorbed alcohol nearly

three times more slowly than when they drank

alcohol on an empty stomach (see Figure 6). The

rate of alcohol absorption depends not only on the

presence or absence of food, but also on the type of

food present. Foods with a higher fat content

require more time to leave the stomach; consequently, eating fatty foods will allow alcohol

absorption to take place over a longer time.

Figure 6. The effect of food on blood alcohol concentration. The graph shows BAC after a person

drank alcohol following an overnight fast (solid

line) and immediately after breakfast (dotted line).

Although alcohol’s effects are delayed by the presence of food in the stomach, they are not prevented. Individuals may drink too much alcohol

in a short time, believing that it isn’t having an

effect. Only after the delay in the absorption and

elimination of the alcohol is the impact of their

drinking felt, perhaps with disastrous consequences.

Body weight and build. Greater body weight provides a greater volume in which alcohol can be

distributed. This means a larger person will be less

30

Understanding Alcohol: Investigations into Biology and Behavior
major determinants of the timing and peak of the

blood alcohol curve.

6 Alcohol: Biological Effects

Upon consumption, alcohol is distributed

throughout the water-containing portions of the

body, affecting primarily those organs having a

high water content. One of these is the liver,

which is the organ that metabolizes alcohol.

Another is the brain, the organ that is the seat of

cognition and behavior.

6.1 Alcohol and the brain. The brain is composed

of billions of nerve cells called neurons. A typical

neuron has three important parts (Figure 9). The

cell body is responsible for directing all of the

neuron’s activities. The dendrites are a cluster of

alcohol concentration is reached 45–90 minutes

after drinking. BAC then slowly declines due to

diffusion of alcohol into the body tissues as part of

the distribution phase. Finally, BAC falls more

quickly during the elimination phase. Alcohol is

removed from the body through the normal

routes of excretion as part of this process. During

periods of high BAC, about 5 percent of the alcohol is excreted in breath and another 5 percent in

urine, with negligible amounts excreted in sweat

and feces.

The shape of the blood alcohol curve is influenced

by many factors including such variables as body

size, gender, build, amount and type of beverage

ingested, duration of drinking, fatigue, and the

presence and type of food. These variables are also

31

Information about Alcohol

Figure 7. Alcohol’s effects are influenced by gender, body weight, and body type.
small fibers that receive chemical messages from

other neurons. The axon is a single, long fiber that

transmits messages from the cell body to other

neurons or other cells of the body, such as muscle

cells.

Although the axon of a neuron is extremely close

to the dendrites of an adjoining neuron, they do

not touch. The tiny amount of space between the

neurons is called the synapse. The process by

which neurons transmit messages to each other is

known as neurotransmission. A message is an

electrical impulse in the cell body that moves

down the axon toward the synapse. At the

synapse, it triggers the release of molecules called

neurotransmitters, which diffuse across the

synapse and bind to receptor molecules located in

the cell membranes of the adjoining neuron’s dendrites. The binding of the neurotransmitter either

stimulates or inhibits the electrical impulse in the

receiving neuron (see Figure 10).

There are many types of neurotransmitters in the

brain, each with a specific function. The binding

32

Understanding Alcohol: Investigations into Biology and Behavior

Figure 8. Blood alcohol

concentration over time.

Figure 9. A typical neuron.
dependence. The term “tolerance” refers to a

decrease in brain sensitivity to alcohol following

long-term exposure (see 2 Alcohol Use, Abuse, and

Alcoholism: Definitions, on page 24, and “Tolerance,” on page 34). If alcohol-dependent individuals stop drinking, they experience withdrawal

symptoms, which may include tremors, anxiety,

sweating, hallucinations, and seizures. The site of

action of all these effects is the brain.

The physiological and behavioral

changes associated with intoxication

reflect the effects of alcohol on various parts of the brain.

Intoxication. The physiological and behavioral

changes associated with intoxication reflect the

effects of alcohol on various parts of the brain. For

example, the loss of coordination observed in intoxicated individuals may result from the effects of

alcohol on a portion of the brain called the cerebellum, which functions in the control of movement

(see Figure 11). Alcohol-induced memory lapses

may result from impairment of the hippocampus, a

part of the brain that helps store new memories.

Drinking can be sufficiently excessive that death

results from suppression of the brainstem activity

that controls breathing and circulation.

of a neurotransmitter to its receptor is specific—

that is, a neurotransmitter fits its own receptor

much like a key fits only the appropriate lock.

Once a neurotransmitter has passed on its message, it is either broken down by an enzyme or

reabsorbed by the same neuron that released it.

For many years, scientists thought that alcohol

altered the function of neurons in the brain by

interacting with fat molecules in the cell membranes. More recently, it has become apparent that

alcohol interacts with proteins found in the cell

membranes, particularly those involved in neurotransmission. Like other drugs of addiction, alcohol acts via the brain’s reward pathway in the

limbic system (see “Reward pathway or pleasure

circuit,” on page 34). However, alcohol is unlike

other drugs in that it interacts with multiple systems in the brain, sometimes stimulating and at

other times inhibiting neurotransmission.

Figure 10. Neurotransmission across a synapse.

After drinking a sufficient amount of alcohol,

many individuals experience a pleasurable state of

mind. This pleasurable sensation leads some individuals to seek repeated exposure to alcohol. If

drinking is excessive, it can lead to confusion, loss

of coordination, sedation, coma, and even death.

Long-term exposure to alcohol can lead to tolerance of its effects and eventually to physical

33

Information about Alcohol

Figure 11. Regions of the brain affected by alcohol.
front of them, they will be at the same risk for a

crash as a driver with the same BAC who is unfamiliar with the route. The increased amounts of

alcohol consumed by a person experiencing tolerance can severely damage the body’s physiological

systems despite their apparent normalcy.

Physical dependence and withdrawal. When alcohol

use is stopped, withdrawal symptoms include

severe alcohol cravings as well as physical and psychological problems. The biochemical changes

associated with withdrawal lead to short-term

memory loss, disruption of cognitive and motor

function, reduced perceptual abilities, and emotional and personality changes.3 Another consequence of withdrawal is delirium tremens

(sometimes referred to as the DTs). Delirium

tremens is characterized by severe agitation and

hallucinations. The DTs can begin within a couple

of days after alcohol consumption has stopped and

can last for a week or more. The mechanisms

behind tolerance and physical dependence involve

relationships among nerve cell membranes, neurotransmitters and their receptors, and the reward

pathway. All of these are areas of active research.

Reward pathway or pleasure circuit. The reward

pathway is a powerful biological force. Strong

motivations such as eating, drinking, and sex can

activate neurons that produce and regulate feelings of pleasure. The reward pathway consists of a

network of neurons found in the middle of the

brain (see Figure 12). When activated by a positive experience, a group of neurons near the top of

the brainstem (called the ventral tegmental area)

releases the neurotransmitter dopamine. This

message is relayed to a structure called the

nucleus accumbens (part of the emotional limbic

system) and to a related part of the prefrontal cortex, resulting in a pleasurable sensation.

The reward pathway can also be activated by a

negative experience. Animal studies have shown

that concentrations in the brain of a neurotransmitter associated with stress rise sharply during

withdrawal from alcohol. The animal is motivated

to seek the reward (alcohol) to avoid the pain of

Reinforcement. The properties of alcohol that can

cause continued drinking, such as its pleasurable

and anxiety-reducing effects, are the very ones

that contribute to chronic alcohol abuse and alcoholism. This is known as reinforcement. Scientists are currently exploring the brain chemistry

involved in reinforcement. Research suggests that

specific brain regions, such as the hypothalamus

(which is involved in hunger, thirst, and emotions), as well as the amygdala, nucleus accumbens, and prefrontal cortex, play a role in

reinforcement. Specific neurotransmitters are also

implicated in alcohol’s reinforcing effects.

Tolerance. Tolerance refers to the body’s ability to

adapt to chronic alcohol use. With continued use,

the brain becomes less sensitive to alcohol. This

means that higher BACs are needed to produce

intoxication. Both alcohol abusers and alcoholics

can display tolerance. BACs that can render

nonabusers unconscious can leave abusers and

alcoholics appearing nearly sober.

When alcoholic individuals stop drinking, they may experience severe

alcohol cravings, short-term memory

loss, disruption of cognitive and motor

function, reduced perceptual abilities,

and emotional and personality changes.

Chronic alcohol use leads to increased concentrations of the liver enzymes that metabolize alcohol.

This allows the liver to break down alcohol more

efficiently; therefore, the individual must consume more alcohol to reach a given BAC. There

also is a behavioral component to tolerance. Subjected to chronic, excessive alcohol exposure, an

individual learns to function under the influence

of alcohol. For example, functional tolerance can

reduce the impairment that would ordinarily

accompany the performance of a task. Individuals

may be able to drive home successfully after

drinking because the route is familiar and nothing

unexpected happens. However, if they encounter

a detour or another car unexpectedly darts in

34

Understanding Alcohol: Investigations into Biology and Behavior
We do know that when liver cells metabolize alcohol, they use oxygen. Byproducts of this metabolism are highly reactive compounds called free

radicals. Free radicals react with proteins, lipids,

and DNA to cause cell damage or even cell death.

Furthermore, drinking alcohol can cause the bacteria lining the gut to release endotoxin (a component of bacterial outer cell membranes).

Endotoxin in turn activates certain liver cells to a

higher metabolic state, which generates more free

radicals and leads to cell damage.

The liver is the primary site of 

alcohol metabolism, yet a number 

of the byproducts of this metabolism are toxic to the liver itself.

The digestive system. Excessive drinking has been

shown to cause chronic inflammation of the

esophagus, which can lead to esophageal cancer.

During swallowing, the esophagus contracts and

relaxes to help food reach the stomach. By inhibiting this contraction, alcohol allows acidic stomach juices to back up into the lower esophagus.

The presence of stomach acids in the esophagus

can lead to inflammation, ranging from mild to

severe. Long-term exposure to stomach acid can

cause the cells lining the esophagus to progress

toward esophageal cancer. Heavy alcohol use has

also been linked to pancreatitis (inflammation of

the pancreas) and cancers in various other body

parts, including the mouth, throat, breast, colon,

and rectum. 

Although drinking alcohol is not specifically associated with increased risk for stomach cancer, it

may be involved in gastritis (inflammation of the

stomach). A bacterium called Helicobacter pylori

(H. pylori) has been shown to cause gastritis and

stomach ulcers; heavy drinkers have higher rates

of gastritis and H. pylori infection than do light

drinkers. Since gastritis among alcoholics is not

reduced by stopping drinking, but rather by treatment with antibiotics, it may be the bacterial infection rather than the alcohol that causes gastritis.

withdrawal. A similar process propagates the

human cycle of alcohol addiction: individuals are

motivated to continue consuming alcohol to

avoid the discomfort of withdrawal, even though

this behavior maintains addiction.

6.2 Alcohol and body systems. Once consumed,

alcohol enters the bloodstream and becomes distributed throughout the body. Although heavy

drinking is most commonly associated with liver

damage, it can also affect the digestive, cardiovascular, immune, and endocrine systems.

The liver. Excessive drinking can harm nearly

every organ in the body; however, it is most commonly associated with liver damage. The liver is

especially sensitive to the effects of alcohol

because it receives blood directly from the intestines, the major site of alcohol absorption. The

liver is the primary site of alcohol metabolism, yet

a number of the byproducts of this metabolism are

toxic to the liver itself. Accumulation of these

byproducts leads to alcohol-induced liver damage,

which can take the form of either inflammation

(alcoholic hepatitis) or liver scarring (fibrosis or

cirrhosis). Often both types of damage exist

within the same person. Alcohol abuse is the leading cause of liver-related deaths in the United

States. It is estimated that over 2 million people

suffer from some form of alcoholic liver disease.17

The mechanisms by which alcohol damages the

liver are complex and incompletely understood.

35

Information about Alcohol

Figure 12. The reward pathway.
hypertension. One proposed mechanisim involves

changes in the levels of various hormones and

neurotransmitters that regulate cardiac function.

Another proposed mechanism states that alcohol

interferes with the ability of muscles in the arteries

to contract. Alcohol-induced hypertension is not

permanent, and among heavy drinkers, it disappears within two or three weeks after drinking

stops. The long-term presence of alcohol-induced

hypertension in alcoholics may play a role in the

association between drinking and the risk of

stroke.

Coronary artery disease is the leading cause of

death in Western societies, accounting for about

25 percent of all deaths. Despite the clear association between heavy drinking and heart disease,

moderate drinking is correlated with reduced risk

for coronary artery disease.44 Scientists currently

are attempting to establish whether the protection

comes from the alcohol or the lifestyles of moderate drinkers. For example, a number of studies

suggest that drinking moderate levels of wine produces the most protection against coronary heart

disease. The reason for this is not clear. Wine

drinkers are also associated with leading healthier

lifestyles than are people who prefer to drink beer

or liquor. This protective effect of moderate alcohol drinking must be weighed against its

increased accident risk. These benefits are also

offset at higher drinking levels due to increased

risks of other types of disease and traumas.

The immune system. It is well documented that

people who drink heavily suffer more infectious

diseases than do people who only drink moderately. For example, various studies have found

that drug and alcohol abusers are infected by the

bacterium that causes tuberculosis at a rate that is

15 to 200 times greater than that of nonabusers.

Today, we know that alcohol abuse can alter the

distribution and function of immune cells called

lymphocytes by interfering with molecules called

cytokines that help orchestrate lymphocyte activities. Alcohol can increase cytokine production in

liver cells, which leads to the scar formation and

impaired blood flow associated with cirrhosis. In

However, heavy alcohol use may increase susceptibility to gastritis. Scientists currently are investigating whether the higher rate of gastritis among

heavy drinkers is due to alcohol or to H. pylori

infection.

The cardiovascular system. At high concentrations,

alcohol can interfere with the pumping action of

the heart. Its effects can be acute or chronic. Alcohol exerts its effects through a variety of mechanisms, including interfering with the sodiumpotassium pump (which is needed to move an

electrical impulse through the heart) and disturbing the heart’s response to certain hormones. The

short-term effects of alcohol disturb the electrical

events that control the contraction of the heart

muscle and interfere with the rhythm of the

heartbeat. These effects are thought to be major

reasons for sudden death among alcoholics. 

At high concentrations, alcohol can interfere with the 

pumping action of the heart.

Long-term effects of heavy drinking may involve

interfering with the action of the energy-producing parts of the heart cell called mitochondria.

Studies of alcohol-fed hamsters have shown that

after 14 weeks’ of high BACs, the heart loses some

of its ability to beat properly. This effect was

accompanied by a lower-than-normal energy output from the mitochondria.54 When hamsters,

which have life spans of approximately three

years, were given longer exposures to high BACs,

they were able to bring the energy output of their

mitochondria back to normal, but their hearts still

didn’t beat as well as they normally do. This study

suggests that the body’s adaptive response to longterm alcohol use is unable to fully restore normal

heart function.

Hypertension (high blood pressure), strongly

associated with drinking more than four drinks

per day, can be another result of long-term alcohol

use. Several mechanisms have been proposed to

explain the relationship between drinking and

36

Understanding Alcohol: Investigations into Biology and Behavior
The short-term behavioral effects of alcohol follow the typical dose-response relationship characteristic of a drug; that is, the greater the dose, the

greater the effect [see 5.2 Measurement of blood

alcohol concentration (BAC)]. Table 4 shows that

increased blood alcohol concentrations lead to

changes in personality as well as loss of control

over physical functions. An early (and nearly universal) effect of alcohol on personality is the loss

of inhibition. Other effects experienced at lower

BACs (0.01–0.05) include a sense of well being

and lowered alertness. These BAC values also

impair thought, judgment, coordination, and concentration in most individuals.

The short-term behavioral effects of

alcohol follow the typical dose-response relationship characteristic of a 

drug; that is, the greater the dose, the greater the effect.

It is easier to predict the physical effects of alcohol

than the behavioral ones, especially at BACs in the

range of 0.06–0.20. Personality influences behavioral responses. Loss of inhibition combined with

additional drinking leads some individuals to

become increasingly boisterous while others

become withdrawn. Still others become angry and

aggressive. Not surprisingly, inappropriate expression of anger and aggression can lead to abusive

behavior and violence (see 10.5 Drinking and violence). Excessive drinking may also cause some

individuals to experience severe emotional swings

and even trigger severe depression. At BACs of

0.21–0.29, loss of muscle control leads most individuals to experience stupor and impaired sensations. Since BACs over 0.30 affect breathing and

heart rate, all individuals experiencing this BAC

are at risk for unconsciousness, coma, and even

death.

Though the behavioral effects of alcohol are unpredictable and vary from one individual to another, a

number of factors are known to influence alcohol’s

turn, abnormal cytokine concentrations can lead

to a poorly regulated immune system that is less

capable of fighting off infections. 

Alcohol’s effects on the immune system can be even

more severe. If alcohol damages the immune system to a level where it fails to accurately distinguish

self from nonself, the immune system attacks the

body. This can result in, or worsen, alcoholinduced organ damage such as alcohol liver disease. Regrettably, children born with fetal alcohol

syndrome (FAS) must cope with the effects of alcohol on their immune systems throughout their lives

(see 10.4 Drinking and pregnancy and Table 4). FAS

results from alcohol consumption by pregnant

women. Prenatal exposure to alcohol can disrupt

the normal formation of the fetal immune system,

leading to increased frequencies of infection and an

increased risk of organ damage, among other

adverse, lifelong effects.

The endocrine system. Long-term alcohol use can

also disrupt the function of the endocrine system

and affect the balance of the hormones insulin

and glucagon, which regulate blood glucose concentrations. Drinking alcohol can alter the release

of reproductive hormones, growth hormone, and

testosterone. Alcohol-induced changes in hormone concentrations are associated with sexual

dysfunction in both men and women. Alcoholics

also face increased risk of osteoporosis. The disruption of certain hormones, such as parathyroid

hormone, vitamin D–related hormones, and calcitonin, may lead to a calcium deficiency.

7 Alcohol: Behavioral Effects

The brain is the origin of all human behavior, so it

is not surprising that exposure to alcohol leads to

changes in behavior. As discussed in 6.1 Alcohol and

the brain, the human brain has a high water content.

Consequently, it is very sensitive to the effects of

alcohol consumption. Alcohol induces several

behavioral changes because it affects various areas of

the brain. For example, the cerebellum (movement), the hippocampus (memory), the ventral

tegmental area (reward), and even the brainstem

(breathing) are all affected by drinking alcohol.

37

Information about Alcohol
decide whether the choice to drink alcohol would

be risky. 

Drinkers expect to feel and behave in

certain ways when drinking. Expectations about drinking can begin at an

early age, even before drinking begins.

There are, of course, nongenetic factors that influence drinking behavior. The term expectancy

refers to what a person expects will happen in a

given drinking situation. Research has shown that

drinkers expect to feel and behave in certain ways

when drinking. Expectations about drinking can

begin at an early age, even before drinking

begins.48 Students who engage in binge drinking

during high school are more likely to do so in college.57 Young people are also influenced by their

perceptions of how much they think their friends

drink. Studies have shown that college students

effects on behavior. One important factor that influences both personality and susceptibility to alcohol

abuse is genetics (see 8.2 Alcoholism and genetics,

on page 39). Genetic influences work at both the

individual and the population levels. For example,

certain genetic variations that exist more often in

Chinese and Japanese populations lead to an

increased sensitivity to alcohol’s effects, which in

turn leads to a decreased susceptibility to alcoholism. An individual possessing these genetic variations experiences facial flushing, an elevated heart

rate, and a burning sensation in the stomach upon

consumption of alcohol. These negative consequences generally deter further alcohol consumption. In other populations, different genetic

variations lead to an increased susceptibility to

alcoholism. In still other populations, genetics has

not been shown to influence an individual’s drinking behavior. It is important to remember that an

individual cannot control his or her genetic

makeup, but being aware of it can help a person

38

Understanding Alcohol: Investigations into Biology and Behavior

Table 4. Progressive Effects of Alcohol
holism. More recently, the diagnostic criteria have

relied more on data and research. Today,

researchers and clinicians in the United States rely

on the Diagnostic and Statistical Manual of Mental

Disorders (DSM) published by the American Psychiatric Association.1 The DSM recognizes separate

criteria for the diagnosis of alcohol dependence

(alcoholism) and alcohol abuse.

8.2 Alcoholism and genetics. Most people who use

alcohol do so without problems. However, about

17 percent of current regular drinkers either abuse

it or are dependent on it. Regular drinkers are

defined as those who have consumed 12 or more

drinks in the past year. An individual’s susceptibility to alcoholism is influenced by many factors.

Scientists believe that, among other factors, there

is a genetic basis for alcoholism because children

or siblings of alcoholics are at much greater risk

for developing the disease.

It is important to keep in mind that members of

the same family share both genes and a common

environment. To distinguish between the effects

of nature versus nurture, scientists have conducted twin and adoption studies. Identical twins

have the same set of genes. In contrast, fraternal

twins, like nontwin siblings, share an average of

half their genes. Thus, both types of twins share

environmental influences to a similar degree, but

they differ in the amount of genetic information

they share. If a trait shows greater similarity

among identical twins compared with fraternal

twins, then genes contribute to that trait.

Children who are adopted at an early age provide

an opportunity to separate genetic from environmental effects. The assumption is that any similarities for a trait between biological parents and

their adopted-away offspring are due to genetics.

Conversely, similarities between adoptive parents

and their adopted children reflect shared environmental influences. Twin and adoption studies

indicate that there are strong genetic influences on

alcoholism. It is important to stress, however, that

many individuals who are genetically predisposed to become an alcoholic do not do so.

Genetic influence speaks to an individual’s risk,

tend to think their friends drink more than they

actually do.40 This belief can cause them to

increase their level of drinking in an effort to “fit

in.” Other social factors that promote increased

alcohol consumption are drinking in groups and

serving oneself.20, 21

8 Alcoholism

8.1 Signs of a problem. There is no simple test to

identify someone with a drinking problem. However, clinicians often use a short series of questions as a screening tool. Honest answers to the

following four questions can help individuals

decide whether a problem may exist. To make the

questions easier to remember, they have been

written in such a way that the first letter of a key

word in each question spells CAGE.

41

1. Have you ever felt that you should cut

down on your drinking?

2. Have people annoyed you by criticizing

your drinking?

3. Have you ever felt bad or guilty about your

drinking?

4. Have you ever had a drink first thing in the

morning to steady your nerves or to get rid

of a hangover (eye opener)?

A “yes” answer to one of these questions may suggest that a drinking problem exists, while more

than one “yes” response is highly indicative of a

problem. Even if a person answers “no” to all four

questions, an alcohol problem can still exist. If the

screening procedure suggests that an alcoholabuse or alcohol-dependence problem may exist,

then that individual should be further evaluated

by a qualified healthcare provider.

Most people who use alcohol do so 

without problems. However, about 

17 percent of alcohol users either 

abuse it or are dependent on it.

The criteria used by healthcare providers to diagnose alcohol abuse and alcoholism continue to be

refined. Prior to the 1970s, subjective judgments

and clinical experience were used to diagnose alco39

Information about Alcohol
person who drinks alcohol while taking disulfiram will experience severe discomfort and illness

or, in extreme cases, even death. The expectation

of illness deters the ingestion of alcohol. Often,

however, alcohol abusers do not take the medication, or take it but continue to drink despite the

consequences. Moreover, disulfiram treats only

the effects, but not the causes, of the disease. This

reduces its effectiveness unless used in conjunction with other behavioral therapies.

Figure 13. Disulfiram is a drug approved by the

Food and Drug Administration to treat alcoholism.

More recently, the drug naltrexone has been

approved as a pharmacological agent to help a

person maintain sobriety.

58 Endorphins are

among the hormones believed to be involved in

alcohol craving. Naltrexone blocks the receptors

for endorphins, thus helping reduce the desire for

alcohol. Although clinical trials of naltrexone

have been promising, the drug must be taken consistently to be effective. This drug should be used

in conjunction with psychosocial therapies.

Research is now under way to identify other medications that can be used alone, or in combination

with other medications, to treat alcoholism.

Individual-initiated (or “self-help”) therapies have

traditionally been the backbone of alcohol recovery.

The first such program, Alcoholics Anonymous

(AA), describes itself as a “worldwide fellowship of

men and women who help each other to stay

sober.” There are formal treatment programs,

which include standard behavioral psychology

interventions, relapse prevention, and family intervention, all of which can help some patients.

not their destiny. The environment, including the

social setting of the individual, is a very important

factor. The individual must engage in the behavior

of drinking before the genetic predisposition can

set the stage for alcoholism to develop.

The genetic influence on alcoholism is described

as being polygenic, meaning that there is more

than one gene influencing the trait. Scientific

research has identified regions on many chromosomes (1, 2, 3, 4, 7, 11, 15, and 16) that may predispose an individual to alcoholism.

16, 18, 32, 50 In

addition, other regions on chromosome 4 may

help protect an individual from alcoholism. One

such region is near the location of the genes for

the ADH enzyme (see “The cardiovascular system,” on page 36). This is especially interesting

because certain alleles, or versions of the ADH

gene, have been shown to reduce the risk for

alcoholism in Chinese and Japanese populations.

Individuals having the ADH2 and ADH3 alleles

produce enzymes that metabolize alcohol to

acetaldehyde at a high rate. The accumulation of

toxic acetaldehyde can cause facial flushing, an

elevated heart rate, and a burning sensation in the

stomach. These negative effects of alcohol consumption are responsible for the reduced rates of

alcoholism among people with these genotypes.

8.3 Alcoholism treatments. Although it is a

chronic disease, alcoholism can be treated successfully. Any successful physiological treatment

for alcoholism must also include a psychological

component. Similar to other chronic diseases,

such as heart disease or diabetes, relapse is common during the course of alcoholism. Thus, successful treatment is defined in terms of recovery,

not cure. Research continues to develop both

pharmacological and psychosocial (behavioral)

therapies for alcoholism.54

Any successful physiological treatment for alcoholism must also include a psychological component.

Pharmacological treatment has for many years

included the use of disulfiram (Antabuse), which

affects the metabolism of alcohol in the liver. A

40

Understanding Alcohol: Investigations into Biology and Behavior
generally begin drinking at an earlier age than

children of nonalcoholic parents.12 Children who

are restless and easily distracted at age 3 are twice

as likely as their more focused counterparts to be

diagnosed as alcoholic by age 21.10

The interaction of genetic and environmental factors influences the probability

that a young person will abuse alcohol.

Parental drinking patterns and access to alcohol

are associated with adolescents starting and continuing drinking.26 Conversely, children who are

warned about the negative consequences of

drinking are less likely to begin.2 Also, factors

such as lack of parental support, monitoring, and

communication contribute to alcohol abuse by

adolescents. Children who are rejected or mistreated are much more likely to develop problems

with alcohol.

Many adolescents develop positive expectations

about alcohol use, which factor into their decision

about whether to begin drinking. These attitudes

are influenced by positive depictions of alcohol

use in movies, on television, and in advertisements. Our society has an ambivalent attitude

toward alcohol consumption, sometimes restricting it and at other times promoting it. For

example, television networks in the United States

show advertisements for beer and wine but not for

distilled liquor. This voluntary ban on television

advertising of hard liquor could end. The positive

messages about drinking do not escape the notice

of our youngest citizens. A recent study examining 50 children’s animated films for examples of

tobacco and alcohol use found that 25 of the films

(50 percent) depicted alcohol use. Furthermore,

the characters drinking alcohol were as likely to

be “good” characters as “bad” ones.22

As children grow older, their drinking or abstinence is influenced more by their peers and less

by their parents. College students have been

found to pattern their drinking after the amounts

they perceive their peers to drink, not what their

peers actually consume.4, 5, 49 These students consistently overestimated the amount of alcohol

9 Alcohol and Youth

Alcohol abuse and alcoholism affect not just individuals, but whole families. Children become

aware of alcohol at an early age. By about five or

six years of age, most children can identify alcoholic beverages by smell alone.48 Interviews with

eight- and nine-year-old children living in New

Zealand revealed that one-third of them were

aware of alcohol-related problems in their own

environments.11 Most acquired their knowledge

about alcohol from siblings. However, one-third

cited television as their information source.

By about five or six years of age, 

most children can identify alcoholic beverages by smell alone.

The prevalence of alcoholism in the United States

is such that 76 million Americans, or about 

43 percent of the adult population, have been

exposed to alcoholism in their families.36 There

are thought to be more than 28 million children of

alcoholic parents in the United States, with over

11 million of them under the age of 18.37 Children

who live in a home with an alcoholic parent are

four times more likely than children of nonalcoholic parents to develop alcoholism themselves.36

Children of alcoholic parents are harmed in many

other ways as well (see Table 5).

The interaction of genetic and environmental factors influences the probability that a young person

will abuse alcohol. Children of alcoholic parents

41

Information about Alcohol

Children of alcoholics are more likely than

children of nonalcoholic parents to

• suffer child abuse 

• exhibit symptoms of depression and

anxiety

• experience physical and mental health

problems

• have difficulties in school

• display behavior problems

• experience higher healthcare costs 

Table 5. Effects of Alcoholism on Children37
costs were estimated to be over $166 billion, and

in 1992, they were $148 billion.47 A large portion

of these costs is borne, in various ways, by

nonabusers (see Figure 14).56 While 45 percent of

the costs of alcohol abuse fall on the abusers

themselves and their families, 38 percent falls on

government (in the form of lost or reduced tax

revenue). Additional costs to nonabusers include,

but are not limited to, the economic costs of the

criminal justice system and higher insurance premiums, as well as the social costs of alcoholrelated crimes and trauma. Some examples of the

social costs of alcohol abuse and alcoholism are

discussed in greater detail later.

Figure 14. Distribution of the cost of alcohol

abuse in the United States in 1998.

10.2 Drinking and driving. Although the proportion of crash fatalities attributable to drinking is

declining, the problem is still serious, claiming

about 15,000 lives annually in the United States.

All states have laws stipulating driver BAC limits.

Half the states have already established 0.08 as

their per se level (meaning no other evidence of

intoxication is required), while the other half currently have a limit of 0.10. Alcohol poses a more

serious risk for younger drivers. They have less

experience with driving and alcohol and consequently exhibit higher crash rates. Recognizing

consumed by their peers. This bias promotes

heavier drinking habits. These studies also show

that college students are less prone to heavy

drinking after the spring term than the fall term.

Presumably, they have experienced some of the

negative consequences of alcohol abuse and temper their enthusiasm for drinking. Young people

are also prone to model their drinking patterns

after people they admire, such as athletes, actors,

and musicians.29

Ultimately, each individual must decide whether

to use alcohol or not. Students who understand

the changes alcohol causes in their bodies and

how these changes affect their health and behavior can make informed decisions about drinking.

Providing that understanding is the first of the

four objectives mentioned in the introduction to

this curriculum supplement (see page 1).

10 Consequences of Alcohol Abuse 

and Alcoholism

10.1 The costs to society. Approximately two-thirds

of American adults drink alcohol at least once during the course of a year. Most people drink responsibly, but approximately 13.8 million Americans

have problems related to either alcohol abuse or

alcoholism.23 The risk for developing alcoholrelated problems is higher among those who begin

drinking when they are young. Research shows

that biological (genetic) and psychosocial factors

combine with environmental factors, such as the

availability of alcohol, to increase the risk for

developing drinking problems.55

Biological (genetic) and psychosocial

factors combine with environmental 

factors, such as the availability of 

alcohol, to increase the risk for 

developing drinking problems.

Alcohol abuse and alcoholism have a large economic impact on our society. In 1998, alcohol

abuse and alcoholism cost an estimated $185 billion in lost productivity, illness, premature death,

and healthcare expenditures. For 1995, these

42

Understanding Alcohol: Investigations into Biology and Behavior
• Relatively few problem drinkers (about 7 percent of all drivers) account for over 66 percent

of all alcohol-related fatal crashes.

• One-third of all pedestrians 16 years of age or

older killed in traffic crashes in 1997 were

intoxicated.

• In 1997, an estimated 846 lives were saved by

minimum-drinking-age laws.

10.3 Drinking and risky behavior. The perception

of risk, risk taking, acting on impulse, and sensation-seeking behaviors are all affected by alcohol

use. Among males, higher levels of drinking lead

to increased risk-taking behaviors.14 One study

revealed that among a group of adults who came to

the emergency room for alcohol-related injuries,

three-fourths admitted to not using seat belts.8

Adolescents who drink are more likely to report

that they engage in risky behaviors such as swimming alone or taking someone else’s medication.60

The perception of risk, risk taking, acting on impulse, and sensation-seeking

behaviors are all affected by alcohol use.

The association between alcohol use and risky

behavior applies to sexual behaviors, as well. The

consequences of such behaviors can include rape,

this fact, all states have laws aimed specifically at

preventing underage drinking and driving. Important among these are the minimum legal drinking

age of 21 and zero-tolerance laws for underage

drinking and driving. In addition, some states have

enacted graduated driver licensing (GDL) systems.

These systems often feature a three-phase process

where 16- and 17-year-old drivers first are required

to be supervised at all times by an older driver. The

second stage allows them to drive unsupervised

during daytime hours. The third stage imposes few

restrictions. Recent reports indicate that GDL programs are successful. Crashes involving 16-yearold drivers declined 25 percent in Michigan and 27

percent in North Carolina following implementation of GDL programs.19, 52

Some driving skills are more impaired than others

for a given BAC. The brain must control eye

movement, briefly focusing on objects and tracking them. Low to moderate BACs (0.03–0.05) can

interfere with the ability to track objects. Steering

depends upon eye-to-hand reactions together

with eye movements. Studies show that people

have significant trouble steering a car with BACs

beginning at 0.02.42 Alcohol also interferes with

the brain’s information-processing ability. Another

important aspect of driving is the ability of the

driver to divide his or her attention. A driver must

keep the car in its proper lane while at the same

time paying attention to the local environment.

Alcohol causes people to favor one activity over

the other. Typically, alcohol-impaired drivers pay

more attention to steering their car than they do

to their local surroundings.

Some statistics about alcohol and driving compiled by the U.S. Department of Transportation

include the following39:

• Alcohol was involved in 39 percent of fatal

crashes and in 7 percent of all crashes in 1997.

• About 3 in every 10 Americans will be involved

in an alcohol-related crash at some time in their

lives.

• In 1997, the age group of drivers with the highest rates for fatal crashes while intoxicated was

21–24 years old (26.3 percent), followed by ages

25–34 (23.8 percent) and 35–44 (22.1 percent).

43

Information about Alcohol

Figure 15. The Breathalyzer is used by law

enforcement personnel to measure BACs.
is no simple laboratory test to detect FAS, it is difficult to estimate its incidence with great accuracy.

Complicating this situation are studies that indicate that some physicians are reluctant to make

the diagnosis even when it does exist. Presumably,

they don’t want the child burdened with the

stigma associated with FAS, and they recognize

that the disorder has limited treatment options.

Nevertheless, early and accurate diagnosis and

referrals of these children and their parents/caregivers for appropriate medical, social, and educational services is effective.

On the basis of a study in Washington State, it has

been estimated that the minimum rate of FAS in the

general population is 3.1 per 1,000 live births, or

0.31 percent.15 Among heavy drinkers, the rate is

4.3 percent, which translates to more than 2,000

cases per year in the United States.54 The incidence

of FAS varies among different racial and ethnic

groups. For example, data from the Centers for Disease Control and Prevention indicate that the incidence of FAS is seven times greater among African

Americans than European Americans. Some Native

American groups have a 30-fold greater incidence

of FAS than the general population.13 Since some

populations are disproportionately affected by FAS,

it is important that researchers, healthcare

providers, and educators from these populations be

involved in obtaining knowledge about and treatments for this serious disorder.

An additional unestimated number of children are

born each year who were exposed to alcohol in

utero but do not have the full syndrome. Their

condition is termed fetal alcohol effects (FAE).

They show one or more birth abnormalities associated with alcohol exposure. These may be either

physical or neurodevelopmental.

The deficits associated with FAS are lifelong.

Although the distinctive facial features of FAS

become less apparent after puberty, the intellectual impairments remain, and emotional, behavioral, and social problems often get worse. In one

study, adolescents and adults with FAS were found

to have arithmetic skills at the second- to fourthgrade levels.54 Children with FAS are often

transmission of diseases, unwanted pregnancies,

and birth defects. Surveys of young people show

an association between alcohol use and engaging

in risky sexual behaviors.53 Among boys, 17 percent said that they were less likely to use condoms

when having sex after drinking. Alcohol use also

correlates with increased risk of forced sexual

activity. In one study of Massachusetts teenagers,

44 percent said they were more likely to engage in

sexual intercourse if they had been drinking.53

Sometimes risky behavior associated with drinking may be inadvertent. For example, mixing

alcohol with some medicines can produce serious

and even fatal consequences. Anyone taking prescription and/or over-the-counter medications

should carefully read the labels and check with a

pharmacist, physician, or other health professional to be aware of possible adverse reactions if

the drug is mixed with alcohol.

10.4 Drinking and pregnancy. Pregnant women

who drink expose their unborn children to alcohol through the placenta. That exposure can lead

to fetal alcohol syndrome (FAS), which is characterized by a variety of developmental problems,

some of which can be severe (see Table 6, below,

and The immune system, on pages 36–37). FAS is

estimated to be the most common preventable

cause of mental retardation in children. Although

not completely understood, the severity of the

signs and symptoms seems to be related to the

amount, frequency, and timing of alcohol consumption by the mother during pregnancy.

Diagnosis of FAS has been greatly improved by

discoveries in alcohol research. Still, because there

44

Understanding Alcohol: Investigations into Biology and Behavior

growth deficiency either before or after birth 

distinctive abnormal facial features

central nervous system disorders, including:

• cognitive deficits 

• developmental delays

• behavioral impairments

• structural abnormalities

Table 6. Characteristics of Fetal Alcohol Syndrome
to a child’s second birthday. In rats, this period

occurs for a short period after the pup is born. The

scientists exposed newborn rat pups to a BAC of

0.20 (about twice the BAC defined as legally

intoxicated in humans). This high BAC was maintained for four hours or longer. A one-time exposure of four hours was sufficient to cause brain

cells to die off at a rate nearly 30 times greater

than normal.27 Although it is difficult to translate

these results from rats to humans, the uncertainties involved led the authors to advise expectant

mothers to avoid alcohol entirely during their

pregnancies.

A high BAC can destroy nerve cells in the developing rat brain.

10.5 Drinking and violence. It has long been

observed that there is an association between alcohol use and aggressive or violent behavior. Clearly,

violence occurs in the absence of alcohol, and

drinking alcohol alone is not sufficient to cause

violence. However, numerous studies have found

that alcohol is involved with about half of perpetrators of violence and their victims. This relationship holds across cultures and for various

types of violence. In the United States, alcohol use

is a significant factor in47

• 68 percent of manslaughter cases

• 62 percent of assault offenders

• 54 percent of murders

• 48 percent of robberies

• 44 percent of burgerlies

The mechanism by which alcohol contributes to

aggressive behaviors is not completely understood.

Alcohol may interfere with the brain’s mechanisms

for restraining impulsive behaviors. Individuals

who are intoxicated may misread social cues, overreact to situations, and not be able to accurately

anticipate the consequences of their actions. In

addition, alcohol consumption can lead to

increased vulnerability in potential victims. Intoxicated people are often less able to defend themselves against a violent attack than are people who

are sober. For example, a survey of students in

described as hyperactive with short attention

spans. They display a number of behavioral problems including poor judgment, failure to consider

the consequences of their actions, and failure to

appropriately respond to social cues.

Figure 16. Pregnant women should not drink

alcohol.

The timing of alcohol exposure during pregnancy

is critical to the development of FAS and FAE. By

using animal studies to explore the relationship

between alcohol exposure and FAS, researchers

are able to control not only the timing and dose of

alcohol during pregnancy, but also the genetic

background and environment of the test animals.

A high BAC can destroy nerve cells in the developing rat brain.27 The timing of this nervedestroying alcohol exposure in rats corresponds

to the brain growth spurt in humans, called

synaptogenesis, when brain cells form most of

their interconnections. In humans, synaptogenesis lasts from about the sixth month of pregnancy

45

Information about Alcohol
performs the task while sober and after alcohol

consumption. Such studies show that test subjects

administer stronger electric shocks with increasing alcohol consumption. These same studies also

reveal that test subjects do not display aggressive

behavior unless they feel threatened or provoked.8

Once again, these results show that alcohol alone

is associated with, but not sufficient to account

for, aggressive behavior.

The relationship between alcohol and violence is

complex. Alcohol seems to influence aggressive

behaviors in some individuals but not others, and

only in certain social or cultural situations.

Although our knowledge of the causes of violence

is limited, research suggests that some violence

may be treatable through behavioral therapies.

Studies also show that successful alcoholism treatments have the added benefit of reducing violent

behaviors.

grades 8 and 10 across the United States showed

that alcohol use correlates significantly to risky

behavior and victimization. This association was

strongest among eighth-grade males.61

Individuals who are intoxicated 

may misread social cues, overreact 

to situations, and not be able to 

accurately anticipate the consequences of their actions.

One experimental approach to studying the relationship of alcohol to aggressive behavior is to

have a test subject administer an electric shock to

an unseen “opponent” as part of a competitive

task, such as one involving learning and reaction

time. Unknown to the test subject, a computer

plays the role of the opponent. The test subject

46

Understanding Alcohol: Investigations into Biology and Behavior
alleles: Different variations of the same gene.

arteries: Thick-walled blood vessels that carry

blood away from the heart.

axon: Extensions of nerve cells that carry the

nerve impulses away from the nerve cell body.

binge drinking: A pattern of heavy drinking that

occurs during an extended period of time set aside

for drinking. Has been described as 5/4 binge

drinking: five or more drinks in a row on a single

occasion for a man or four or more drinks for a

woman.

blood alcohol concentration (BAC): The amount

of alcohol in the blood expressed as a percent:

grams of ethanol per 100 milliliters (deciliter) of

blood.

brainstem: The part of the brain that connects the

spinal cord with other parts of the brain.

CAGE: Refers to a questionnaire developed by

Dr. John Ewing to screen for alcohol abuse and

alcoholism. The name comes from the first letters

of key words in the questionnaire: Cut down on

drinking, Annoyed by people criticizing your

drinking, Guilty about drinking, and drinking as

an Eye opener.

cardiovascular system: The organ system that

includes the blood, the heart, and blood vessels.

cerebellum: The region of the brain involved with

coordination of muscles and maintaining balance

and posture.

chromosomes: Rod-like, gene-bearing structures

found in the cell nucleus. They are composed of

DNA and protein. Humans have 46 chromosomes.

absorption phase: The time immediately after

consumption when blood alcohol concentration

rises sharply.

acetaldehyde: One of the first products of the

body’s metabolism of alcohol. Acetaldehyde is

then converted to carbon dioxide and water,

which are excreted from the body.

acute: Short-term.

addiction: A state that involves a physical or psychological dependency on a drug or alcohol.

alcohol: The intoxicating chemical in drinks such

as beer, wine, and distilled liquors. Alcohol is a

colorless, volatile liquid with the chemical formula C2H5OH, also called ethanol or ethyl alcohol. It is a central nervous system depressant.

alcohol abuse: The continued use of alcohol

despite the development of social, legal, or health

problems.

alcohol addiction, alcohol dependence, or alcoholism: A chronic disease characterized by a

strong craving for alcohol, a constant or periodic

reliance on use of alcohol despite adverse consequences, the inability to limit drinking, physical

illness when drinking is stopped, and the need for

increasing amounts of alcohol to feel its effects.

alcohol dehydrogenase (ADH): An enzyme found

in the liver and stomach that helps break down

alcohol into substances that can be excreted from

the body. Specifically, ADH converts alcohol into

acetaldehyde, which is then converted to carbon

dioxide and water.

alcoholic hepatitis: Liver disease caused by

chronic ingestion of alcohol.

47

Glossar Glossary
dopamine: A chemical messenger (neurotransmitter) that regulates brain processes such as

those that control movements, emotions, pleasure, and pain.

drug: In a medical context, any substance used in

the diagnosis, prevention, treatment, or cure of a

disease. In an abuse context, any substance that

alters consciousness and may be habit forming. 

elimination phase: The combined processes of

metabolism and excretion that decrease blood

alcohol concentration. 

endorphins: A class of protein hormones produced in the brain that have pain-relieving properties.

endotoxin: A bacterial toxin composed of protein,

lipid, and polysaccharides.

enzyme: A class of proteins that speed up chemical reactions in the body.

esophageal cancer: Cancer of the esophagus

(throat).

esophagus: The part of the digestive system that

receives food. This is the tube leading from the

mouth to the stomach.

ethanol: See alcohol.

ethyl alcohol: See alcohol.

euphoria: A feeling of well being.

excretion: The loss of ethanol from the body

through urine, sweat, breath, and other routes of

exit.

fermentation: An anaerobic process (not requiring oxygen) in which organisms convert sugars

into alcohol and carbon dioxide. This process

does not occur in animals but is used extensively

by yeast (single-celled fungi). Humans exploit this

phenomenon to make bread (the gas bubbles

expand the dough) as well as wine and beer (for

the alcohol produced).

fetal alcohol effects (FAE): A pattern of mental

and physical birth abnormalities associated with

children whose mothers abused alcohol during

chronic: Long-term; refers to diseases or habits

that last a long time, recur, or are difficult to cure.

cirrhosis: Hardening of connective tissue in the

liver; fibrosis.

cognitive: Relating mental awareness and judgment.

coronary artery disease: A condition in which

cholesterol and fat in the blood build up in

clumps known as plaque on the inside walls of

arteries. This build-up can restrict the flow of

blood and thus of oxygen to the heart. Oxygen

starvation of the heart muscle can lead to a heart

attack.

cytokines: A class of molecules that help regulate

the activities of the immune system. 

delirium tremens (DTs): A serious alcohol-withdrawal syndrome observed in persons who stop

drinking alcohol following continuous and heavy

consumption. It involves profound confusion,

hallucinations, and severe nervous system overactivity, typically beginning between 48 and 96 hours

after the last drink. 

dendrite: A cluster of small fibers that receive

chemical messages from neighboring neurons and

transmit them to the cell body.

depressant: A substance that causes sedation and

drowsiness. Alcohol is a central nervous system

depressant.

diffusion: The passive movement of a substance

from a region where it is more concentrated to a

region where it is less concentrated. For example,

blood alcohol concentration decreases as alcohol

diffuses from the blood into body tissues.

distillation: A process that uses heat to purify or

separate a fraction of a complex substance. Various components of the mixture are collected as

gases condense to liquids. Liquors are produced

through distillation. 

distribution phase: The process by which ethanol

spreads from the blood to all tissues and fluids in

proportion to their relative water content.

48

Understanding Alcohol: Investigations into Biology and Behavior
hypertension: A condition of abnormally high

blood pressure.

hypothalamus: A small area of the brain that is

responsible for regulating the release of some hormones and maintaining body temperature.

impairment: Diminished ability, such as when

alcohol decreases motor function or interferes

with thinking.

inflammation: The body’s response to tissue damage characterized by redness, swelling, heat, and

pain.

inhibition: As related to behavior, restraint on

instinctive impulses.

insulin: A hormone produced in the pancreas that

lowers the blood sugar level. Its effect is opposite

to that of glucagon.

intoxication: The condition of being drunk. An

abnormal state that is essentially alcohol poisoning. It is characterized by slurred speech and a loss

of coordination.

limbic system: The areas of the brain involved

with emotions and memory.

lymphocytes: The white blood cells, the T cells,

and B cells of the immune system.

metabolism: All the chemical reactions that

enable the body to function. Nutrients and materials are broken down into stored energy or into

usable compounds. The biological transformation

of ethanol to acetaldehyde and other products. 

mitochondria: The cellular organelles that function as energy factories in the cell. Mitochondria

produce ATP (the energy currency of our bodies).

motor function: The ability to use and control

muscles and movements. Alcohol and drugs interfere with the neuronal messages from our brain to

muscles resulting in impaired motor function.

naltrexone: A drug that has been effective in the

recovery from alcoholism. It blocks receptors for

endorphins, thereby reducing alcohol cravings.

Use of the drug in combination with psychosocial

therapy improves the effectiveness of treatment.

pregnancy. The symptoms are less severe than

those in fetal alcohol syndrome.

fetal alcohol syndrome (FAS): A pattern of mental and physical birth abnormalities found in some

children of mothers who drank excessively during

pregnancy.

fibrosis: A condition within a tissue or an organ

that is characterized by an increase in fibrous

tissue.

free radicals: Short-lived, highly reactive molecules that have one or more unpaired electrons.

functional tolerance: A state in which a chronic

alcohol abuser learns to function under the influence of alcohol. The impairment normally associated with performing a familiar task is reduced,

but the ability to perform unfamiliar tasks remains

impaired.

gastritis: An inflammation of the stomach lining.

gene: The functional and physical unit of heredity.

Genes are segments of DNA found along a chromosome. They typically encode information used

to produce a specific protein.

genetically predisposed: Having variations in

genes that increase the probability of displaying a

given trait.

genotype: The genetic makeup of an individual.

The expression of genotype as visible traits is

called the phenotype.

glucagon: A pancreatic hormone that increases

the concentration of blood sugar. Its effect is

opposite to that of insulin.

growth hormones: Hormones that affect growth

of the body, for example, by stimulating cell division and bone growth.

hallucination: The experience of sights and

sounds that are not actually present.

hippocampus: A part of the brain that is responsible for learning and spatial relations.

hormone: A chemical released into the bloodstream that stimulates or inhibits an action in

another body tissue.

49

Glossary
psychosocial: Involving both social and psychological behavior.

reinforcement: The positive effects of alcohol,

such as its euphoric and anxiety-reducing effects,

that help promote continued drinking. Specific

neurotransmitters and regions of the brain are

implicated in alcohol’s reinforcing effects.

relapse: To fall back or revert to an earlier state; to

regress after partial recovery. In the context of

alcohol abuse and alcoholism, relapse means to

start drinking again after giving up alcohol.

reproductive hormones: Hormones that influence

development of secondary sexual traits and the

production of or maturation of the sperm and the

egg. These include testosterone, leutinizing hormone (LH), follicle stimulating hormone (FSH),

estrogen, and progesterone.

reward pathway: A specialized network of neurons in the brain that produce and regulate pleasure associated with eating, drinking, and sex.

These neurons use dopamine as a neurotransmitter. Alcohol activates the reward pathway. Alcohol

abusers and alcoholics use alcohol to avoid the

pain (lack of pleasure) associated with withdrawal.

sobriety: The condition of refraining from drinking alcohol.

sodium-potassium pump: Proteins embedded in

the cell membrane that actively move potassium

ions into the cell and, at the same time, move

sodium ions out.

soluble: Capable of being dissolved in a solvent

such as water or another liquid.

stimulant: A substance such as caffeine, nicotine,

or amphetamines that temporarily arouses or

accelerates physiological activity in the brain.

stupor: A state of impaired consciousness accompanied by diminished responsiveness to external

stimuli and surroundings.

synapse: The tiny space between two nerve cells

or between a nerve cell and a muscle or gland cell.

neurons: One of two principal classes of cells in

the nervous system, composed of three parts: the

cell body, dendrites, and axons. Neurons receive

and conduct electrical impulses.

neurotransmission: The process by which neurons transmit messages to other neurons, muscle

cells, or gland cells.

neurotransmitter: A chemical substance that

transmits a nerve impulse across a synapse.

nucleus accumbens: The part of the brain related

to the limbic system that controls emotions.

pancreatitis: An acute or chronic inflammation of

the pancreas associated with alcoholism and

marked by severe abdominal pain, nausea, and

fever.

pharmacokinetics: The study of the absorption,

distribution, and elimination of alcohol and other

drugs.

physical dependence: A condition in which the

presence of a drug or alcohol is required to maintain normal functioning of the central nervous

system. (See withdrawal symptoms.) Physical

dependence is caused by changes in the relationships among nerve cell membranes, neurotransmitters and their receptors, and the reward

pathway.

placenta: A membranous organ that develops during pregnancy. It lines the uterine wall, partially

envelopes the fetus, and is attached to the umbilical cord. The placenta exchanges nutrients,

wastes, and gases between maternal and fetal

blood. Substances ingested by the mother during

pregnancy pass through the placenta to the fetus.

polygenic: A trait, such as alcoholism, whose

expression is influenced by more than one gene.

predispose: To make susceptible, such as to certain health problems or to alcohol dependency.

For example, the presence of certain gene combinations or environmental conditions can predispose an individual to develop alcoholism.

prefrontal cortex: The part of the frontal lobe of

the brain that relates to pleasure.

50

Understanding Alcohol: Investigations into Biology and Behavior
tuberculosis: A communicable disease caused by

a bacterium that causes lesions of the lung, bone,

and other body parts. Drug and alcohol abusers

are infected at a rate 15–200 times greater than

that of nonabusers.

ventral tegmental area: Component of the reward

pathway in the brain; located near the top of the

brainstem.

withdrawal symptoms: Severe alcohol cravings as

well as physical and psychological problems

caused by the withdrawal from excessive, chronic

alcohol consumption. The biochemical changes

lead to short-term memory loss, disruption of

cognitive and motor function, reduced perceptual

abilities, and emotional and personality changes

that include acts of aggression.

zero-tolerance laws: Laws that exist in all states

and the District of Columbia making it illegal for

anyone under the age of 21 to drive a car after

drinking any alcohol.

synaptogenesis: The time frame from about the

sixth month of pregnancy to a child’s second

birthday when the brain experiences a growth

spurt and brain cells form most of their interconnections.

testosterone: A sex hormone responsible for secondary sex characteristics. Present in both males

and females but at lower concentrations in

females.

tolerance: The body’s ability to adapt to chronic

alcohol or substance use. Higher BACs are needed

to produce intoxication in alcohol abusers and

alcoholics. Chronic alcohol use leads to increased

levels of liver enzymes that metabolize alcohol.

Since they allow the liver to more efficiently break

down alcohol, the individual must consume a

larger dose to reach a given BAC. This increased

level of alcohol can severely damage the body’s

physiological systems, despite the apparent “normalcy” displayed by the individual.

51

Glossary
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1033–1039.

11. Casswell, S., and Gilmore, L. 1983. Early

experiences with alcohol: A survey of an

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12. Chassin, L., and Barrera, M. Jr. 1993. Substance use escalation and substance use

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13. Chavez, G.F., Cordero, J.F., and Becerra, J.E.

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Sellers, D.E. 1994. Continuation and initia56

Understanding Alcohol: Investigations into Biology and Behavior
Overview

For teachers with Web access, the first lesson of the module begins by having students watch two short video clips of mouse activity. Students then

record their observations of the behavior of the mice. Students come to

realize that the differences in behavior are due to the effects of alcohol

intoxication. Students are then confronted with a series of statements about

alcohol and asked whether they agree or disagree with each statement. This

activity helps you assess students’ prior knowledge of the topic while helping students clarify their own understanding.

Major Concepts

Students receive mixed messages about alcohol consumption. On the one

hand, they observe that society considers drinking alcohol socially acceptable. Movies, media, and advertisements often portray the use of alcohol as

part of a desirable lifestyle. Simultaneously, however, students are warned

that alcohol is dangerous and should be avoided. This situation leaves

many adolescents with incomplete understanding and misconceptions

about alcohol use and its effects.

Objectives

During this lesson, students will 

• obtain a clearer understanding of their knowledge about alcohol;

• recognize that their attitudes, beliefs, and knowledge about alcohol

may be different from those of their peers;

Lesson 1

Engage Alcohol: Separating Alcohol: Separating

Fact from Fiction act from Fiction

At a Glance

Figure 1.1.

When it comes

to alcohol, it’s

not always easy

to separate fact

from fiction.

57
• identify areas where their understanding of alcohol is incomplete or

even wrong; and

• gain experience with scientific methods, such as observation and

inference.

Teacher Background 

Consult the following sections in Information about Alcohol:

1 Introduction (pages 23–24)

2 Alcohol Use, Abuse, and Alcoholism: Definitions (pages 24–25)

3 Misconceptions about Alcohol Use, Abuse, and Alcoholism (pages 25–27)

7 Alcohol: Behavioral Effects (pages 37–39)

Web-Based Activities 

Photocopies

Materials

a Ideally, videos are presented to the class using a single computer whose monitor is projected to the class. Alternatively, students view the videos on computers individually or in

small groups.

Preparation

Check with your computer lab personnel to determine which type of Internet connection you will be using. For Activity 1, you need to know

whether you will use a modem, an ISDN line, or a T1 connection.

58

Understanding Alcohol: Investigations into Biology and Behavior

In Advance

Activity Web Version?

1

2

Yes

No

no photocopies needed

Master 1.1, Alcohol: Is This Right? (Make 1 copy for each

student and prepare an overhead transparency.)

Activity 1

Activity 2

computers with an Internet connectiona

no materials needed (except photocopies)

Activity 1

Activity 2
Activity 1: What’s Up with This Mouse?

Teacher note

This activity is for classes with access to the Internet. The activity is

designed to be conducted by students before they are told they will be participating in a module about alcohol. Students are asked to carefully

observe the behavior of two mice and record their observations. One

mouse has been given a dose of alcohol sufficient to render it intoxicated,

while the other mouse has not been given alcohol. The students’ observations are discussed in this activity and referred to again in Lesson 3,

Responding to Alcohol: What’s Important?

It is not essential that the students are unaware that they will be participating in a module about alcohol for this activity to be useful. During field

testing of this module, even when students knew that one mouse had been

given an intoxicating dose of alcohol, they could not always identify which

mouse was intoxicated. Regardless of whether the class knows that alcohol

is the topic under investigation, the discussion of which aspects of mouse

behavior are caused by alcohol and their relevance to humans who consume alcohol is a useful one.

1. Log onto the Web site

http://science.education.nih.gov/supplement/alcohol/student and click

on “Lesson 1—Alcohol: Separating Fact from Fiction.” Select the

type of Internet connection you are using (56k modem, ISDN, or

T1) and click to play a mouse video.

2. Explain to the class that they will view two short video clips of

mice. Ask the students to observe the behavior of each mouse and

record their observations on a sheet of paper. If some students are

aware that the module is about alcohol, do not reveal which video

clip shows the mouse that has been given alcohol.

3. Discuss the difference between an observation and an inference.

Ask students:

• What is an observation?

Answers may vary. An observation relates to what a person can actually see. It involves the noting and recording of facts.

• What is an inference?

59

Student Lesson 1

Procedure

Figure 1.2. Alcohol has

many effects on mouse

behavior.
An inference is a conclusion that follows logically from available 

evidence but is not a direct result of that evidence. This means that

people may make different inferences from the same evidence.

• If I say that the mouse is white, is that an observation or an 

inference?

This statement is an observation because you can see that the mouse

is white.

• If I say that the mouse is happy, is that an observation or an 

inference?

This statement is an inference because the mouse cannot tell you

that it is happy, and it cannot display a behavior that indicates only

happiness.

• If I say that the mouse is drinking water, is that an observation or

an inference?

If you see a mouse drinking water, then the statement is an observation. You can infer that, because the mouse is drinking water, it is

thirsty.

• Why is it important for scientists to distinguish between observations and inferences?

Observations provide the facts that all scientists can agree on, while

inferences are subject to individual interpretation.

4. Ask students to take out a piece of paper and label it as follows:

Mouse 1 

Observations Inferences

Mouse 2

Observations Inferences

Content Standard A: 

Develop descriptions,

explanations, predictions, and models

using evidence.

60

Understanding Alcohol: Investigations into Biology and Behavior
5. Click on “mouse 1” to play the first video clip. Ask the class to

observe carefully and record the behavior of the mouse.

Do not mention anything about the mouse or why you are asking

them to observe it. This first clip shows the mouse that has not been

given alcohol being placed on the center of a table. The mouse is

nervous and tentatively explores its environment. It cautiously

moves short distances in a circular pattern around the spot upon

which it was placed. It occasionally rears up and sniffs the air. Replay

the video if necessary.

6. Invite students to share their observations and inferences about the

behavior of the mouse. Ask students if they agree or disagree with

the statements.

Students report various descriptions of the mouse’s behavior. Some

of the words and phrases provided by the field-test students are

listed in the following table.

Mouse 1 

Observations Inferences

sniffing confused

moving slowly hungry

moving in circles tired

moving head up and down afraid

rising on back legs drunk

7. Click on “mouse 2” to play the second video clip. Again, ask the

class to observe carefully and record the behavior of the mouse. As

before, do not mention anything about the mouse.

This second clip features the mouse that is intoxicated with alcohol.

It has lost its sense of inhibition and immediately runs off the edge of

the table. Each time the mouse is repositioned and released, it again

recklessly runs off the table’s edge. Replay the video if necessary.

8. Invite students to share their observations and inferences about the

behavior of the mouse. Ask students if they agree or disagree with

the statements.

Once again, student descriptions of the mouse’s behavior will vary.

Some of the words and phrases provided by the field-test students

are listed in the following table.

61

Student Lesson 1
Mouse 2 

Observations Inferences

running scared

moves in a straight line alert

doesn’t sniff not hungry

falls off table not cautious

stays low on table drunk

9. Point out that the behavior of the second mouse was clearly different from the first mouse. Ask students to suggest reasons that

could account for the differences in behavior. 

Their answers will vary but may include sickness (either hereditary

or infectious); exposure to drugs, alcohol, or chemicals; and age.

Accept all responses that could reasonably account for the differences in behavior. List the responses on the board.

10. Explain that, in fact, the second mouse was intoxicated with alcohol. Ask the class how the behavior of the intoxicated mouse is

similar to that of intoxicated humans. 

Answers will vary. Make sure that students appreciate that alcohol

causes the mouse to lose its normal cautious nature in a manner

similar to that in which humans lose their inhibitions after drinking

alcoholic beverages.

Activity 2: Alcohol—Separating Fact from Fiction

Teacher note

The purpose of this activity is to assess students’ prior knowledge about

alcohol. Explain to the class that the handout they are about to receive is

not a test or a quiz and it will not be graded. At the conclusion of the

entire module (all six lessons), the class will receive another copy of the

handout and again will have an opportunity to react to the statements. This

enables you and the class to see how attitudes and beliefs change as a consequence of the module.

1. Explain to the class that they will now participate in a discussion

to see what they know (or think they know) about alcohol.

2. Pass out a copy of Master 1.1, Alcohol: Is This Right?, to each 

student.

Content Standard A:

Recognize and analyze

alternative explanations and predictions. 

Assessment:

Listening to students’

explanations gives you

another opportunity to

assess whether they

understand the difference between observations and inferences.

62

Understanding Alcohol: Investigations into Biology and Behavior
3. Instruct students to write their names on the handout. Ask them 

to circle whether they agree or disagree with each of the numbered

statements.

Students may ask you to clarify some statements. It is not necessary

to define terms at this point. The idea is to provoke students into

assessing what they currently know or think they know about alcohol. Through the lessons of this module, students will become more

familiar with terms associated with alcohol. Remind students that

this is not a test.

4. After students have had an opportunity to respond to each of the

statements, collect their handouts and save them until the conclusion of the module.

5. Show the class a transparency of Master 1.1, Alcohol: Is this Right?

Read each statement aloud and ask them to raise their hands if

they agree with it.

At this time, do not judge the students’ responses or provide them

with additional information.

6. Invite students to share their views about each statement with the

class. Allow several students to respond to each statement.

As students discuss their beliefs about alcohol, they may bring up

issues related to their family life. Such circumstances require sensitivity on your part. If other students make judgmental or inappropriate comments, be sure to reinforce the idea of being respectful of

others’ experiences. If necessary, talk to affected students individually

to determine whether they have issues that might require professional help. Also, refer to How Can Controversial Topics Be Handled in

the Classroom?, on page 14.

7. Ask students how they learned about alcohol. Use the following 

questions to guide the discussion.

• Where did you get your information about alcohol?

Students will list a variety of sources that may include parents, siblings, friends, television, movies, magazines, songs, and observations

of people.

• How do you know if your information is accurate?

Assessment:

The discussion of students’ responses to the

statements on Master

1.1 provides you with

an assessment of their

current understanding

about alcohol. 

Content Standard A:

Different kinds of

questions suggest different kinds of scientific investigations.

63

Student Lesson 1
Responses will vary. Information from another person depends on

the level of trust they have with that person. Students may regard

information from doctors or news reports to be more accurate than

that from movies or friends.

• How would a scientist learn about alcohol?

Students may respond that scientists conduct research, sometimes

using animal models, to learn about alcohol. This may involve making hypotheses, recording observations, gathering data, making inferences, and reaching conclusions based upon evidence. Scientists also

review the work of other scientists who have investigated the topic. 

This is an opportunity to reinforce the idea that gathering and analyzing data are critical to scientific investigations.

8. Inform students that they will think about these statements again

at the end of the module.

64

Understanding Alcohol: Investigations into Biology and Behavior

Figure 1.3. Students learn about alcohol from different sources including teachers, parents, and friends.
Lesson 1 Organizer

What the Teacher Does

Log onto Web site and click on “Lesson 1—Alcohol: Separating Fact from Fiction.” Select the type of Internet connection

you are using. Select a mouse video clip.

Instruct the class to pay close attention as you play each of

the mouse videos and to record their observations of each

mouse’s behavior. 

Discuss the difference between an observation and an 

inference.

Replay the video clip of mouse 1 and invite the class to

share their observations and inferences. 

Replay the video clip of mouse 2 and invite the class to

share their observations and inferences. 

Ask the class to account for differences in behavior between

the two mice. 

Discuss how the behavior of the intoxicated mouse relates

to that of intoxicated humans.

65

Student Lesson 1

Procedure Reference

Page 59

Step 1 

Page 59

Step 2

Pages 59–60

Step 3

Pages 60–61

Steps 4–6

Pages 61–62

Steps 7 and 8

Page 62

Step 9

Page 62

Step 10

Activity 1: What’s Up with This Mouse?

= Involves copying a master.

= Involves using a transparency.

= Involves using the Internet.
66

Understanding Alcohol: Investigations into Biology and Behavior

Activity 2: Alcohol—Separating Fact from Fiction

What the Teacher Does

Explain to the class that they will discuss what they know

(or think they know) about alcohol. 

Have the class indicate whether they agree or disagree 

with a series of statements about alcohol on Master 1.1,

Alcohol: Is This Right?

Collect their responses and save them until the end of the

module.

Using a transparency of Master 1.1, read each statement and

ask students to indicate whether or not they agree with it.

• Allow several students to share their views about each

statement.

Discuss with the class how they learned about alcohol.

• Where did they get their information?

• How do they know if the information is accurate?

• How would a scientist learn about alcohol? 

Explain that you will return to these statements about 

alcohol at the conclusion of the module. 

Procedure Reference

Page 62

Step 1 

Pages 62–63

Steps 2 and 3

Page 63

Step 4

Page 63

Steps 5 and 6

Pages 63–64

Step 7 

Page 64

Step 8
Alcohol: Is This Right?

Name ______________________________ Date ______________________

Please circle whether you agree or disagree with each statement.

1. Alcohol is a stimulant. 

Agree Disagree

2. Caffeine will sober you up.

Agree Disagree

3. Food will keep you from becoming intoxicated.

Agree Disagree

4. Drinking beer is safer than drinking wine or hard liquor such as vodka or whiskey. 

Agree Disagree

5. Alcohol-related car crashes are all caused by drunk drivers. 

Agree Disagree

6. Alcoholism is a disease. 

Agree Disagree

7. Alcohol abuse and alcoholism affect only the abuser. 

Agree Disagree

8. Alcohol abuse or alcoholism will never be my problem. 

Agree Disagree

9. Nothing can be done about alcohol abuse or alcoholism. 

Agree Disagree

10. It is a good idea to drink alcohol to prevent heart disease.

Agree Disagree

11. Drinking a large amount of alcohol occasionally is less harmful than drinking a

smaller amount every day. 

Agree Disagree

12. Drinking alcohol makes you feel more confident. 

Agree Disagree

Master 1.1
Overview 

Students investigate what is meant by a drink in reference to an alcoholic

beverage. Demonstrations using food coloring and water illustrate that various types of alcoholic drinks contain the same amount of alcohol although

the total volume of liquid is different. Simulated alcoholic drinks are then

diluted into a mixture of oil and water that represents the fat- and watercontaining portions of the body. This demonstrates how alcohol is distributed within the body.

Major Concepts

The concentration of alcohol in beer is lower than that in wine or hard

liquor. However, the total amount of alcohol in a typical serving of beer

(12 ounces), wine (5 ounces), and hard liquor (1.5 ounces) is the same.

Because alcohol is miscible, or able to mix, with water, it distributes

throughout the water-containing portions of the body. The brain has a high

water content, and alcohol exerts many of its effects there.

69

Lesson 2

Explore A Drink Is a Drink, but A Drink Is a Drink, but

People Are Different eople Are Different

At a Glance

Figure 2.1. Different people

respond differently to drinking

alcohol.
Objectives

After completing this lesson, students will

• be able to explain that concentration is a measure of the amount of a

substance in comparison with the total amount of the solution;

• understand that various alcoholic drinks contain the same amount of

alcohol even though the serving size may be different;

• explain that alcohol is miscible with water but not with fat;

• be able to describe that alcohol distributes throughout the water-containing portions of the body;

• recognize that body size and type influence an individual’s response

to alcohol; and

• recognize the brain as an important site of alcohol’s actions.

Teacher Background

Consult the following sections in Information about Alcohol:

5 Alcohol: Pharmacokinetics (pages 28–31)

6 Alcohol: Biological Effects (pages 31–37)

Web-Based Activities 

Photocopies

Materials

In Advance

70

Understanding Alcohol: Investigations into Biology and Behavior

Activity Web Version?

1

2

No

No

Activity 1

Activity 2

Master 2.1, What Is a Drink? (Make one copy per student

and prepare a transparency.)

Master 2.2, Tracing Alcohol’s Path through the Body (Prepare

a transparency.)

For the class:

4 identical 1-gallon containers, such as clear plastic milk

bottles a, b

1 measuring cup, marked in ounces

1 clear shot glass, or other clear cup that holds 1.5 ounces

1 clear wine glass, or other clear cup that holds 5 ounces

1 clear beer mug, or other clear cup that holds 12 ounces

water

Activity 1
Preparation

ACTIVITY 1

Fill four 1-gallon containers about three-quarters full of water.

Prepare diluted red-food-coloring solution by adding 1 teaspoon of the

food coloring to one of the gallon containers that has been filled about

three-quarters full with water. Mix.

Prepare the simulated shot of hard liquor by adding 1.5 ounces of 

the diluted red-food-coloring solution to the shot glass or small cup 

(1.5 ounces total). 

Prepare the simulated glass of wine by adding 1.5 ounces of the diluted

red-food-coloring solution to the wine glass or a medium cup containing

3.5 ounces of water (5 ounces total).

Prepare the simulated mug of beer by adding 1.5 ounces of the diluted redfood-coloring solution to the beer mug or large cup containing 10.5 ounces

of water (12 ounces total).

71

Student Lesson 2

red food coloring (0.3-ounce bottle)c

1 stirring rod

1 piece of white poster board to use as a backdrop for the

demonstration

For the class: 

2 clear containers (drinking glasses) that hold at least 

8 ounces of liquid d, e

2 containers that hold at least 2 ounces of liquid

2 ounces of rubbing alcohol (isopropyl alcohol)

water

mineral oil (8 ounces)f

red food coloring (0.3-ounce bottle)c

Activity 1

Activity 2

a Large beakers (2,000 mL) or clear, 2-liter soda bottles may be good choices if larger containers are not available. 

b Ideally, all of the containers will be transparent to help the class see the color intensities of

the simulated alcoholic beverages. 

c Other colors of food coloring may be used. Be sure to select a color that will show up well

in the demonstration. Yellow may not be a good choice.

d The 8-ounce containers should be tall and slender (such as a drinking glass) as opposed to

short and stout. This helps students visualize the water and oil phases.

e If you are doing this demonstration in front of a large class, you may wish to adapt it for

your situation. If you use the volumes of water, mineral oil, and food-coloring solution

listed, you may wish to walk around the room with the containers so that students can see

them well. Alternatively, you may scale up the volumes of each liquid and use larger containers. Visually, this may be more effective, but it necessitates additional materials.

f If you are doing the demonstration for multiple classes, you can separate the mineral oil

from the water and reuse it, but that requires additional preparation time.
Teacher note

Practice this demonstration before attempting it in front of a class to ensure

that the differences in color are obvious. Notice that each of the three simulated beverages contains the same amount of food coloring (“alcohol”). The

“shot” should be noticeably darker than the “wine,” which should be

noticeably darker than the “beer.” If the three drinks do not have noticeably

different color intensities, then you may have to change the amount of food

coloring that you add when you make the diluted food-coloring solution.

ACTIVITY 2

Teacher note

To reduce the amount of materials needed, this activity is described as a

teacher demonstration. You can perform the dilutions yourself or have student volunteers assist. If you prefer, you can divide the class into small

groups and have them each perform the activity.

Place 2 ounces of rubbing alcohol into a container and add three drops of

red food coloring. Mix to give the solution a uniform color. Divide the red

rubbing-alcohol solution equally between the two smaller containers.

To simulate different body types, pour 6 ounces of water into one drinking

glass (or other transparent container), and pour 4 ounces of water into the

other drinking glass.

Slowly and carefully pour 2 ounces of mineral oil down the side of the

drinking glass that contains 6 ounces of water. Being less dense than

water, the mineral oil will form a layer on top of the water.

Slowly and carefully pour 4 ounces of mineral oil down the side of the

drinking glass that contains 4 ounces of water.

Teacher note

Save some diluted food coloring and the beer mug (or a clear glass) to use

during Lesson 4.

Teacher note

You may notice that this lesson uses units of ounces and gallons instead of

metric units. This is because alcoholic beverages in the United States are

typically described using ounces and this system is more familiar to students.

Activity 1: What Is a Drink?

1. Introduce the activity by asking students to name different kinds of

alcoholic beverages. List the different beverages on the board.

72

Understanding Alcohol: Investigations into Biology and Behavior

Procedure
Students will name a variety of alcoholic beverages, including specific varieties of beers, wines, and hard liquors.

2. On the board, write the three categories of alcoholic beverages:

beer, wine, and hard liquor. Invite students to suggest into which

category each beverage should be placed.

Students likely will have heard the term hard liquor, but they may

not understand what it means. At this stage, simply tell students that

it refers to the way the alcoholic beverages are produced.

3. Invite students to consider the differences among the alcoholic 

beverages they named. Why can alcoholic beverages be placed in

different categories? Are they all the same in terms of amount of

alcohol? Do they cause different effects?

Allow students to express their views. Some students will have misconceptions about the different types of alcoholic beverages. For

example, some students will say that the effects of alcohol depend

only on the amount, or total volume, of a drink (of any type) that a

person consumes. Other students will volunteer that hard liquor

contains more alcohol per unit of volume than does beer or wine.

Students will revisit this question after the demonstration.

4. Explain to the class that you are going to conduct a demonstration

to investigate the amount of alcohol in the three different types of

drinks.

5. Place the three simulated alcoholic beverages—the beer, wine, and

hard liquor—on the table in front of the class. Explain that the liquid is actually water with red food coloring. The red food coloring

represents the alcohol in each drink. Ask students to share their

observations about the three drinks.

73

Student Lesson 2

Figure 2.2. All three

of these drinks contain the same

amount of alcohol.
Students will mention that the beverages have different volumes of

liquid, and that the red color varies in shade among the different

drinks. The liquid in the shot glass has the deepest red color, and the

liquid in the beer glass has the lightest red color. Do not explain at

this point that each drink has the same amount of “alcohol.”

6. Place the three 1-gallon containers, each about three-quarters full

of water, in view of the class. Explain that each container represents the water in a human body. Point out that the three containers hold equal amounts of water. Ask students to predict what will

happen if you pour the “drinks” into the containers. Will the three

containers look different from each other after you add the different “drinks” to them, or will they look the same?

7. Pour the simulated shot of hard liquor into the first gallon container and mix to allow the food coloring to quickly distribute

throughout the water. Ask the class to observe what is happening.

8. Pour the simulated glass of wine into the second gallon container

and mix to allow the food coloring to quickly distribute throughout

the water.

9. Pour the simulated mug of beer into the third gallon container

and mix.

10. Invite students to share their observations of the colors in the three

containers. Do the different containers look the same or do they

look different from each other? Which contains the most alcohol?

Because each glass contains 1.5 ounces of the diluted red-food-coloring solution, the shade of red in each should be about the same.

(Since the simulated drinks have different volumes, the final volumes in the gallon containers will be slightly different.) If the gallon

containers are not clear enough for the class to see the colors of the

solutions, then pour equal quantities of the solutions into separate

clear beakers or drinking glasses, so that students can accurately

compare the tints of the three solutions.

Before proceeding, make sure that the class understands that the red

food coloring represents alcohol in the drink and that its spread

throughout the water simulates the distribution of alcohol throughout a person’s bloodstream.

11. Ask the class to consider which container has the most alcohol in

it. Introduce the term concentration to students. Concentration is a

measure of the amount of a substance in comparison to the total

Content Standard A:

Think critically and 

logically to make the

relationships between

evidence and explanations.

Content Standard B: 

A substance has characteristic properties,

such as density, a 

boiling point, and 

solubility, all of which

are independent of the

amount of the sample.

74

Understanding Alcohol: Investigations into Biology and Behavior
amount of solution. (In this discussion, we will restrict the definition of concentration to liquids.) Which container has the highest

concentration of alcohol?

Since the color intensity is an indicator of concentration, students

should report that the containers have equal concentrations of food

coloring (alcohol).

12. Ask students to consider the three types of drinks poured into the

containers. If the concentration of food coloring (alcohol) in each

large container is the same, what can they say about the amount of

alcohol that was added to each container?

Students should respond that if the final concentrations are equal,

then the total amount of alcohol added to each container is the same

because the volumes in the containers are about the same.

13. Ask the class which alcoholic beverage, the beer, the wine, or the

hard liquor, has the lowest concentration of alcohol. Which has the

highest?

Without using actual alcohol concentrations, make sure that the

class understands that beer has the lowest concentration, wine an

intermediate concentration, and hard liquor the highest.

14. (Optional) If students have difficulty understanding the concept of

concentrations in different volumes of liquid, you may wish to

demonstrate the mixing of the simulated alcoholic beverages. Add

1.5 ounces of the diluted red food coloring solution to a beer mug, 

a wine glass, and a shot glass. Then add water to the beer mug 

(10.5 ounces) and wine glass (3.5 ounces) to show the typical servings. These will be identical to the simulated drinks that you used

for the first demonstration.

75

Student Lesson 2

Figure 2.3. Each

type of alcoholic

drink produces

the same alcohol

concentration in

the blood.
Having students see that the different glasses contain the same

amount of “alcohol” even though the final volume of liquid is different should help eliminate confusion.

15. Ask the class to think about how the same amount of alcohol

affects different people, for example, a small person and a large

person. Guide the discussion with questions like the following:

• Would the concentration of alcohol in the blood of each person be the same?

• Which person would have a higher concentration of alcohol in

the blood?

• Why does the same amount of alcohol have a greater effect on

a smaller person than a larger one?

Alcohol distributes throughout a person’s bloodstream. A smaller person has a lesser volume of blood compared with a larger one. This

means that a given amount of alcohol will lead to a greater blood

alcohol concentration in the smaller person than the larger one.

16. Pass out a copy of Master 2.1, What Is a Drink?, to each student.

Explain that the table on their handout lists the serving size and

percentage of alcohol for each type of drink. Instruct students to

calculate the amount of alcohol in each of the three types of alcoholic beverage and to write their answers in the appropriate spaces

on the handout.

17. After students complete Master 2.1, ask them to draw conclusions

about the amount of alcohol in an alcoholic beverage. 

Answers to questions on Master 2.1, What Is a Drink?, follow:

Students should recognize that typical servings of beer, wine, and

hard liquor contain about the same amounts of alcohol. It is not the

type of drink but rather the amount of alcohol consumed that determines the extent to which an individual is affected by drinking.

Assessment:

Listening to students’

responses to these

questions will help

you assess their

understanding of 

concentration.

Content Standard A:

Use mathematics in all

aspects of scientific

inquiry.

76

Understanding Alcohol: Investigations into Biology and Behavior

Type of drink Volume of serving Concentration of Concentration of Total amount of

(in ounces) alcohol expressed alcohol expressed alchol

as a percent as a percent in (in ounces)

decimal form

Beer 12 5 0.05 0.6 

Wine 5 12 0.12 0.6 

Hard liquor 1.5 40 0.40 0.6 
Question 1. Which contains more alcohol, a 12-ounce bottle of beer

that is 5 percent alcohol or 1 ounce of whiskey that is 50 percent alcohol? Show your calculations.

The serving of beer contains more alcohol than does the serving of

whiskey.

Beer: 12 ounces x 0.05 (that is, 5% alcohol) = 0.6 ounces alcohol

Whiskey: 1 ounce x 0.50 (that is, 50% alcohol) = 0.5 ounces alcohol

Question 2. Based on your calculations, is it safer for a person to

drink beer than it is to drink whiskey?

The higher alcohol content of the beer in Question 1 demonstrates

that it is not safer to drink beer than it is to drink hard liquor.

Rather, the alcohol content and volume consumed determine the

effects of the alcoholic beverage on an individual.

Working through this question enables students to respond correctly

to Statement 4 on Master 1.1, Alcohol: Is This Right?: “Drinking beer

is safer than drinking wine or hard liquor such as vodka or whiskey.”

Teacher note

Students may raise questions about a “shot,” or 1.5 ounces, being the typical serving size for hard liquor. Students are likely to have seen mixed

drinks containing hard liquor that are much larger than 1.5 ounces.

Remind students that these drinks often have other liquids, such as water,

juice, or soft drinks, mixed in with the alcohol. You may remind students

that a 12-ounce beer contains the same number of ounces of alcohol 

(0.6 ounces; see the table above), and the rest is primarily water.

Teacher note

In the classroom, you may encounter questions about how the percentage

of alcohol in a drink relates to the concept of proof. In the United States,

proof is a measure equivalent to twice the percentage of alcohol by volume;

that is, an 80-proof liquor is 40 percent alcohol by volume.

18. Ask students to summarize what they have learned from the activity by asking them to identify the factors that determine the

amount of alcohol contained in an alcoholic beverage.

Students should respond that the percentage of alcohol in the drink

and the serving size determine the amount of alcohol contained in

an alcoholic beverage. 

Assessment:

To evaluate the students’ understanding

of concentration,

assign a few problems

to solve, such as, How

many 12-ounce beers

containing 5 percent

alcohol does it take to

equal the amount of

alcohol contained in a

30-ounce bottle of

wine that contains 

12 percent alcohol?

(Answer: Six bottles of

beer.)

77

Student Lesson 2
Activity 2: Where Does Alcohol Go in the Body?

1. Introduce this part of the lesson by asking, “What happens to the

alcohol after a person takes a drink? Where does it go?” As students name parts of the body, ask them to put their responses in

the proper sequence, tracing the path that alcohol takes as it

passes through the body.

You may want to prompt students by saying that alcohol enters

through the mouth. Then ask, “Where does alcohol go next?”

2. To help students visualize how alcohol is distributed throughout

the body, display the transparency of Master 2.2, Tracing Alcohol’s

Path through the Body.

Alcohol is normally taken into the body through the mouth. After it

is swallowed, it passes down the throat (esophagus). Help the students appreciate that when alcohol is consumed, it is first absorbed

by the stomach and small intestine, then incorporated into the

bloodstream. Students may continue by saying that alcohol goes to

the liver, where it is metabolized (or broken down). After alcohol is

metabolized, it passes through the kidneys, which process it for

excretion in the urine. Be sure that students trace the path as

depicted in Figure 2.4 below.

78

Understanding Alcohol: Investigations into Biology and Behavior

Figure 2.4. Tracing alcohol’s path through the body. 

1. Alcohol enters the mouth.

2. Alcohol travels down the throat to the stomach.

3. Alcohol is absorbed into the blood by the stomach

and small intestine.

4. Alcohol travels through the blood to the water-containing organs of the body.

5. Alcohol affects many brain functions.

6. Alcohol is metabolized in the liver.

7. Alcohol is excreted from the body after processing

by the kidneys.
3. Now that students have traced the path of alcohol as it moves

through the body, ask them to consider whether the alcohol distributes evenly through the body or whether it stays in only certain

types of body tissues. Explain to the class that you will conduct a

demonstration to investigate this question.

4. Place the two containers with different ratios of oil and water in

full view of the class. As with the previous demonstration, explain

that each container represents a human body. Inform students that

each container has oil and water in it. Ask what differences they

observe in the two containers. Which layer is the oil? Which layer

is the water?

Students should note that the liquids form two layers and that the

layers differ in size. The total volume of liquid (oil + water) is the

same in each container. The oil is the top layer, and the water is the

bottom layer.

Tip from the field test: Students can relate the two containers to people

with different body types—one a lean athlete with a lower amount of body

fat and the other a couch potato with a higher amount of body fat. However, be sure to reinforce the idea that you are comparing two people of the

same weight. 

5. Ask the class why the water and oil form two separate layers.

Explain that water is immiscible, or does not mix, with oil. If a liquid mixes with another liquid, it is miscible with the other liquid.

Other examples of immiscible liquids that students may think of

include oil spills in the ocean where the oil floats on the surface and

oil-and-vinegar salad dressings that separate into layers when the

bottle is not shaken. An example of miscible liquids that students

would be familiar with would be lemon juice and water (lemonade).

Figure 2.5. Bottles containing oil and

water can simulate people with different

body types.

Content Standard A:

Think critically and logically to make the relationships between

evidence and explanations.

Content Standard B: 

A substance has characteristic properties,

such as density, a boiling point, and solubility, all of which are

independent of the

amount of the sample.

Assessment:

To reinforce the 

concept of miscibility,

provide the students

with a short list of

everyday liquids and

ask them which 

liquids will mix with

which other liquids.

79

Student Lesson 2
6. Ask the class to predict what will happen if you pour alcohol into

the containers. List the predictions on the board.

Again, responses will vary. Some will respond that alcohol will mix

evenly throughout the solutions, while others will predict that alcohol will mix with either the oil or the water. 

7. Quickly pour 1 ounce of the red-colored alcohol solution into one

of the containers. Use a stirring rod to gently mix the solution. Ask

students what happened to the alcohol.

The alcohol mixes with the lower water layer. Bubbles will appear in

the oil layer as the alcohol passes through it. Some red color might

be seen in the bubbles, but it should be obvious that the alcohol is

preferentially mixing with the water layer.

8. Pour the second 1 ounce of red-colored alcohol solution into the

second container. Gently mix with the stirring rod. Again, ask students what happened to the alcohol.

As with the first container, students should notice that the alcohol

mixes with the water but not the oil.

9. Ask the class to compare the two containers. Are there differences

that they can see? Is alcohol miscible with oil or water?

Students should note that the red color is more concentrated in the

glass containing the smaller amount of water (4 ounces) and more

mineral oil than in the glass containing more water (6 ounces) and

less mineral oil. As before, the total amount of liquid in each container is equal. Alcohol is miscible with water and not with oil.

10. Ask the class to relate their observations to people who drink alcoholic beverages.

• Can you tell how alcohol will affect a person by his or her

appearance alone?

It is not possible to tell just by appearance how people will be

affected by alcohol. As you recall from the demonstrations, alcohol

mixes with water and not with oil; this is true in the body as well.

Two people of the same size may have different amounts of body fat.

The leaner person’s body contains more water than the body of the

person with the higher body-fat level. Therefore, the concentration

of alcohol (in the water-containing portions of the body) would be

higher in the person with more body fat (same amount of alcohol in

80

Understanding Alcohol: Investigations into Biology and Behavior
a lower total volume). This means that the higher-body-fat person

would be more affected by a given dose of alcohol than a lean person

of the same size. Because females, on average, have more body fat

than males, they tend to feel the effects of alcohol more readily than

do men. In summary, because body-fat content cannot be determined

by appearance alone, it is not possible to predict the effects of alcohol on an individual solely by visual examination.

• If two individuals have the same amount of body fat but one individual is larger than the other, who would be more affected by

drinking a beer?

A number of factors, including body size, account for human variation in response to alcohol. A larger body size means a greater blood

volume for alcohol distribution as compared with a smaller body size

with an equal body fat content. Thus, in general, a larger person will

be less influenced by a given alcohol dose than a smaller person will.

• Because the brain is sensitive to the effects of alcohol, what can

you conclude about the composition of the brain?

Since the brain is affected by alcohol, it must contain a significant

amount of water into which the alcohol can mix.

Teacher note

These questions may bring up some sensitive issues for students. The

effects of alcohol on the body are more complex than body size and

amount of body fat. Although females are usually smaller than males and

have higher levels of body fat, a comparison strictly on the basis of gender

is not accurate. Other factors also influence how alcohol affects a person.

For example, females, in general, are more sensitive to the effects of alcohol than males are because of differences in distribution.

81

Student Lesson 2
82

Understanding Alcohol: Investigations into Biology and Behavior

Lesson 2 Organizer

What the Teacher Does

Ask the class to name different kinds of alcoholic beverages

and list them on the board. 

Have the class categorize each beverage as beer, wine, or

hard liquor. 

Invite students to consider differences between the different

types of drinks. 

Show the class three simulated alcoholic beverages and ask

the students to share their observations about them. 

Show the class three containers of water that each represent

a human body.

• Ask the class to predict what will happen when the

simulated drinks are poured into the containers.

Pour each of the simulated drinks into a separate container

and ask the class,

• Do they look the same or different from each other?

• Which container has the most “alcohol” in it? 

Introduce the concept of concentration and ask the class,

• Which container has the highest concentration of

alcohol?

Procedure Reference

Pages 72–73

Step 1 

Page 73

Step 2

Page 73

Step 3

Pages 73–74

Steps 4 and 5

Page 74

Step 6

Page 74

Steps 7–10

Pages 74–76

Steps 11–14

Activity 1: What Is a Drink?

= Involves copying a master. = Involves using a transparency.
83

Student Lesson 2

• How do the amounts of alcohol added to each container compare?

• Which simulated drink has the highest (and lowest) 

alcohol concentration? 

Have the class consider how the same amount of alcohol

affects a smaller person compared with a larger person.

• Would the concentration of alcohol in the blood be the

same for each person?

• Which person would have the higher concentration of

alcohol in their blood?

• Why does the same amount of alcohol have a greater

effect on the smaller person? 

Have the students calculate the amount of alcohol in each

type of drink using Master 2.1, What Is a Drink? Ask them to

draw conclusions about how different drinks compare with

each other. 

Ask the class to identify factors that determine the amount

of alcohol in an alcoholic beverage. 

What the Teacher Does

Discuss where alcohol goes once it enters the body.

• Help students visualize the pathway of alcohol through

the body using Master 2.2, Tracing Alcohol’s Path

through the Body.

• Ask students if alcohol distributes evenly throughout

the different body tissues. 

Pages 74–76

Steps 11–14

(continued)

Page 76

Step 15

Pages 76–77

Steps 16 

and 17

Page 77

Step 18

Procedure Reference

Pages 78–79

Steps 1–3

Activity 2: Where Does Alcohol Go in the Body?
84

Understanding Alcohol: Investigations into Biology and Behavior

Show the class two containers with mixtures of oil and

water.

• Explain that each container represents a human body.

• Discuss the concept of miscible liquids. 

Ask the class to predict what will happen when a simulated

alcoholic drink is poured into each container. 

Pour the simulated drinks into each container. Ask the class,

• Are there differences between the two containers?

• Is alcohol miscible with oil or water? 

Have the class relate their observations to people drinking

alcohol.

• Can appearance alone tell you how alcohol will affect a

person?

• Why do people show variation in response to the same

amount of alcohol?

• Since the brain is sensitive to the effects of alcohol,

what can you conclude about its composition? 

Page 79

Steps 4 and 5

Page 80

Step 6

Page 80

Steps 7–9

Pages 80–81

Step 10
What Is a Drink?

Name ________________________ Date _____________________

Calculate the total amount of alcohol in a typical serving of the following alcoholic drinks.

The amount of alcohol in a drink can be calculated by multiplying the volume of the drink by the 

percentage of alcohol it contains. Remember to express percentage of alcohol in its decimal form 

before doing the multiplication. For example, 5% = 0.05 when expressed as a decimal.

Volume Percentage Total Amount of Alcohol 

of x of = in

Serving Alcohol Serving

(in decimal form)

Answer the following questions.

1. Which contains more alcohol, a 12-ounce bottle of beer that is 5 percent alcohol or 1 ounce of

whiskey that is 50 percent alcohol? Show your calculations.

2. Based on your calculations, is it safer for a person to drink beer than it is to drink whiskey?

Type of drink Volume of serving Concentration of Concentration of Total amount of

(in ounces) alcohol expressed alcohol expressed alcohol

as a percent as a percent in (in ounces)

decimal form

Beer 12 5 0.05 

Wine 5 12 0.12

Hard liquor 1.5 40 0.40 

Master 2.1
Tracing Alcohol’s Path through the Body

Master 2.2
Overview

In Lesson 3, students explore the effects of alcohol on the motor activity

(movement) of mice by analyzing data from three experiments. In the first

experiment, students investigate the effect of alcohol dose on mouse activity. In the second experiment, students track the effect of increasing time

after alcohol consumption on mouse activity. In the third experiment,

aimed at understanding the role of genetics in alcohol response, students

compare the effects of alcohol dose on activity using two different strains

of mice. Students make measurements, then graph and interpret their data.

In each experiment, students are asked to draw conclusions about the animal’s response to alcohol.

Major Concepts

Alcohol produces a variety of effects on animal behavior including their

movement. Alcohol exhibits a typical dose-response relationship: the

greater the amount of alcohol consumed (dose), the greater the effect on

behavior (response). Individuals within a population differ in their

response to alcohol; some individuals are more sensitive to its effects than

others. These differences in alcohol response have a genetic contribution.

Since alcohol is metabolized at a constant rate by the body, the acute effects

of alcohol decrease with increasing time after consumption.

87

Lesson 3

Explore/

Explain Responding to Alcohol: Responding to Alcohol:

What’s Impor hat’s Important?

At a Glance

Figure 3.1. A variety of factors

influences an organism’s

response to alcohol.
Objectives

During this lesson, students will

• understand that the effect of alcohol is dose dependent;

• realize that alcohol can both stimulate and inhibit motor behaviors;

• explore individual variation in response to alcohol;

• recognize that genotype is one factor responsible for variation in

response to alcohol;

• explain how the effects of alcohol on behavior change over time;

• explain the use of experimental controls; and

• recognize the usefulness of animal models in biology.

Teacher Background 

Consult the following sections in Information about Alcohol:

5 Alcohol: Pharmacokinetics (page 28)

5.1 Absorption and distribution of alcohol in the body (page 29)

5.2 Measurement of blood alcohol concentration (BAC) (page 29)

5.3 Factors affecting alcohol absorption and elimination (pages 29–30)

5.4 Alcohol metabolism (pages 30–31)

6.1 Alcohol and the brain (pages 31–35)

6.2 Alcohol and body systems (pages 35–37)

7 Alcohol: Behavioral Effects (page 37)

8.2 Alcoholism and genetics (pages 39–40)

10.1 The costs to society (page 42)

10.3 Drinking and risky behavior (pages 43–44)

10.5 Drinking and violence (pages 45–46)

Web-Based Activities 

Photocopies

In Advance

88

Understanding Alcohol: Investigations into Biology and Behavior

Activity Web Version?

1

2

Yes

No

Activity 1 Master 3.1, Study 1—Effect of Alcohol Dose on Mouse 

Movement (Make 1 copy per student.)

Master 3.2, Study 1—Mouse Movement Data (Make 1 copy

per student.)a

Master 3.3, Study 1—Worksheet and Graph Template (Make 1

copy per student and prepare an overhead transparency.)

Master 3.4, Study 2—Effect of Time on Alcohol Response

(Make 1 copy per student.)
Materials

Teacher note

If multiple computers are not available, project images from a single computer for the class.

Preparation

If necessary, check with your computer lab personnel to determine which

type of Internet connection your school uses. For Activity 1, you need to

know whether you will use a modem, an ISDN line, or a T1 connection.

No preparations needed (except for photocopying).

Make sure that the Internet connections are working and that the sound is

functioning.

Teacher note

The alcohol doses used in these experiments are described in units of

grams of alcohol per kilogram of body weight. Students may ask how these

doses compare with human consumption. The lowest dose of 1.5 grams of

alcohol per kilogram of body weight corresponds to the amount of alcohol

needed to cause an average-sized person to just reach the legal limit of

Procedure

89

Student Lesson 3

Activity 1

Activity 2

computers with Internet connection and a sound card

no materials needed except Masters 3.3, 3.7, and 3.11

from Activity 1

Activity 1

Activity 2

Master 3.5, Study 2a—Control Mouse Movement Data

(Make 1 copy per student.)a

Master 3.6, Study 2b—Experimental Mouse Movement Data

(Make 1 copy per student.)a

Master 3.7, Study 2—Worksheet and Graph Template (Make

1 copy per student and prepare an overhead transparency.)

Master 3.8, Study 3—Effect of Genetics on Alcohol Response

(Make 1 copy per student.)

Master 3.9, Study 3a—Mouse Movement Data (Make 1

copy per student.)a

Master 3.10, Study 3b—Mouse Movement Data (Make 1

copy per student.)a

Master 3.11, Study 3—Worksheet and Graph Template

(Make 1 copy per student and prepare an overhead

transparency.)

no photocopies needed

a Only needed for print-based version.
intoxication. The doses of 2.0 and 3.0 grams of alcohol per kilogram of

body weight correspond to higher levels of intoxication.

Teacher note

If possible, we recommend using the Web-based versions of the activities

in this lesson. Instructions are provided first for the Web version of the

activity and then for the print-based version. 

Activity 1: Gathering Data

For classes using the 

Web-based version of this lesson:

Study 1—Effect of Alcohol Dose on Mouse Activity

1. Log onto the Web site

http://science.education.nih.gov/supplement/alcohol/student and click

on “Lesson 1—Alcohol: Separating Fact from Fiction.” Select the

type of Internet connection you are using (56k modem, ISDN, or

T1) and click to play a mouse video.

2. Introduce the activity by having the class review the two short

video clips of the mice used during Lesson 1. Remind students

which type of Internet connection your school uses. Ask students

to recall their conclusions about the effects of alcohol on mouse

behavior, especially with regard to the loss of inhibition.

3. Explain to students that they will be analyzing data from three

experiments that investigate the effects of alcohol on the movement of mice. They will begin by investigating the effects of alcohol dose on motor activity (movement) in mice.

4. Instruct students to click on the “Student Activities” link to return

to the “Web Portion of Student Activities” page. 

5. Give each student a copy of Master 3.1, Study 1—Effect of Alcohol

Dose on Mouse Movement, and Master 3.3, Study 1—Worksheet and

Graph Template.

6. Instruct students to read Master 3.1, Study 1—Effect of Alcohol

Dose on Mouse Movement. Be sure they understand how the experiment was performed and answer any questions.

7. Next, instruct students to click on the link to Lesson 3—Responding to Alcohol: What’s Important? They should click on the “Start”

button to listen to the introduction.

Content Standard C: 

Behavior is one kind of

response an organism

can make to an internal or external environmental stimulus.

90

Understanding Alcohol: Investigations into Biology and Behavior
Students will hear a brief introduction to the activity and be taken

into the virtual laboratory.

8. Instruct students to click on the link to Study 1—Effect of Dose.

Students will read instructions asking them to select a mouse and

count the number of grid lines it crosses. This number should be

recorded in their data table on Master 3.3. This process is repeated

for the three remaining mice.

Study 2—Effect of Time on Response to Alcohol

Teacher note

The experimental mice in this study were given alcohol at a dose of 

3 grams alcohol/kg body weight.

1. Give each student 1 copy of both Master 3.4, Study 2—Effect of

Time on Alcohol Response, and Master 3.7, Study 2—Worksheet and

Graph Template.

2. Instruct students to read Master 3.4, Study 2—Effect of Time on

Alcohol Response. Be sure they understand how the experiment was

performed and answer any questions.

3. Instruct students to click on the “Back” button and then on the

link for Study 2a—Effect of Time.

Students will read instructions asking them to select the control

mouse and count the number of grid lines it crosses for each time

interval. These numbers should be recorded in their data table on

Master 3.7. 

4. After collecting data on the fourth mouse, students should click on

the “Back” button. Next, they click on the link for Study 2b—Effect

of Time.

5. Students repeat the data collection procedure in Step 3 for the

experimental mice.

Study 3—Effect of Genetics on Response to Alcohol

1. Explain to students that the different colors of the two mouse

strains used in this study reflect genetic differences. Ask students

what sort of genetic differences might exist between the two

strains that could account for different responses to alcohol. 

91

Student Lesson 3
Students’ responses may be very general: differences in the brain or

differences in the way the animals metabolize the alcohol may be

suggested. Accept all reasonable answers and explain that it is time

to investigate. Discussion of genetic variation can occur after this

study and during Lessons 4 and 5.

2. Give each student 1 copy of both Master 3.8, Study 3—Effect of

Genetics on Alcohol Response, and Master 3.11, Study 3—Worksheet

and Graph Template.

3. Instruct students to read Master 3.8, Study 3—Effect of Genetics on

Alcohol Response. Be sure that they understand how the experiment

was performed and answer any questions.

4. Instruct students to click on the “Back” button and then on the

link for Study 3a—Effect of Genetics.

Students will read instructions asking them to select a mouse and

count the number of grid lines it crosses. This number should be

recorded in their data table on Master 3.11. This process is repeated

for the three remaining mice of that genetic strain.

5. After collecting data on the fourth mouse, students should click on

the “Back” button. Next they click on the link for Study 3b—Effect

of Genetics to access the experiment with mice using a different

genetic strain.

6. Students repeat the data-collection procedure in Step 4 for mice of

the second strain.

Alternate version of Activity 1 for classes 

without access to the Internet:

Study 1—Effect of Alcohol Dose on Mouse Activity

1. Explain that students will be analyzing data from three experiments to investigate the effects of alcohol on the movement of

mice. They will begin by investigating the effects of alcohol dose

on motor activity (movement) in mice.

2. Give each student 1 copy of Master 3.1, Study 1—Effect of Alcohol

Dose on Mouse Movement, Master 3.2, Study 1—Mouse Movement

Data, and Master 3.3, Study 1—Worksheet and Graph Template.

Content Standard C:

Behavior is one kind of

response an organism

can make to an internal or external environmental stimulus.

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Understanding Alcohol: Investigations into Biology and Behavior
• Master 3.1 describes how the experiment was performed.

• Master 3.2 contains the experimental data.

• Master 3.3 contains a worksheet and graph template.

3. Instruct students to read Master 3.1, Study 1—Effect of Alcohol

Dose on Mouse Movement. Be sure they understand how the experiment was performed and answer any questions.

4. Next, instruct students to count the number of grid lines crossed

by each mouse on Master 3.2 and record the numbers in the appropriate spaces on their data table on Master 3.3.

Study 2—Effect of Time on Response to Alcohol

Teacher note

The experimental mice in this study were given alcohol at a dose of 

3 grams alcohol/kg body weight.

1. Give each student 1 copy of Master 3.4, Study 2—Effect of Time on

Alcohol Response, Master 3.5, Study 2a—Control Mouse Movement

Data, Master 3.6, Study 2b—Experimental Mouse Movement Data,

and Master 3.7, Study 2—Worksheet and Graph Template.

• Master 3.4 describes how the experiment was performed.

• Masters 3.5 and 3.6 contain the experimental data.

• Master 3.7 contains a worksheet and graph template.

2. Instruct students to read Master 3.4, Study 2—Effect of Time on

Alcohol Response. Be sure they understand how the experiment was

performed and answer any questions.

3. Instruct the students to count the number of grid lines crossed by

each mouse on Masters 3.5 and 3.6 and record the numbers in

their data table on Master 3.7.

Study 3—Effect of Genetics on Response to Alcohol

1. Explain to students that this study uses two mouse strains with

different genetic backgrounds. Ask students what sort of genetic

differences might exist between the two strains that could account

for differing responses to alcohol.

Students’ responses may be very general: differences in the brain or

differences in the way the animals metabolize the alcohol may be

suggested. Accept all reasonable answers and explain that it is time

93

Student Lesson 3
to investigate. Discussion of genetic variation can occur after this

study and during Lessons 4 and 5.

2. Give each student 1 copy of Master 3.8, Study 3—Effect of Genetics

on Alcohol Response, Master 3.9, Study 3a—Mouse Movement Data,

Master 3.10, Study 3b—Mouse Movement Data, and Master 3.11,

Study 3—Worksheet and Graph Template.

• Master 3.8 describes how the experiment was performed.

• Masters 3.9 and 3.10 contain the experimental data.

• Master 3.11 contains a worksheet and graph template.

3. Instruct students to read Master 3.8, Study 3—Effect of Genetics on

Alcohol Response. Be sure that they understand how the experiment

was performed and answer any questions.

4. Instruct students to count the number of grid lines crossed by each

mouse on Masters 3.9 and 3.10 and record the numbers in their

data table on Master 3.11.

Activity 2: Data Analysis and Discussion

Study 1—Effect of Alcohol Dose on Mouse Activity

1. Students should use their data and the graph template on Master

3.3, Study 1—Worksheet and Graph Template, to create a plot of

movement (number of grid lines crossed) versus alcohol dose.

After students plot their data, instruct them to connect the data

points with lines. 

If you prefer, have students graph their data in histogram form.

2. Students’ data for Study 1 should be as follows:

3. Ask the class how the movement of mice varies with increasing

doses of alcohol.

Content Standard A:

Think critically and 

logically to make the

relationships between

evidence and explanations.

94

Understanding Alcohol: Investigations into Biology and Behavior

Dose of alcohol Number of

(g alcohol/kg body weight) grid lines crossed 

0.0 10 

1.5 16 

2.0 20 

3.0 4 
Students should explain that mouse movement

(number of grid lines crossed) increases as the dose of alcohol increases

from 0 to 1.5 g/kg and again from 1.5 g/kg to 2.0 g/kg. Movement then

decreases from 2.0 g/kg to 3.0 g/kg. Students should note that alcohol

affects the movement of mice and that this effect depends on the dose

of the alcohol.

4. Ask the class why the study included a mouse that was not given

any alcohol.

The mouse that was not given alcohol is called a control mouse.

Mice given alcohol are called the experimental mice. In order to

reach a conclusion about the effect of alcohol on mouse movement,

it is necessary to compare mice that were given alcohol with those

that were not. Ideally, the control mouse should be just like the

experimental mice except for the variable being tested (alcohol).

Study 2—Effect of Time on Response to Alcohol

1. Students should use their data and the graph template on Master

3.7 to create a plot of movement (grid lines crossed) versus time

after alcohol consumption. After plotting their data, instruct them

to connect the data points with lines.

Content Standard A:

Design and conduct a

scientific investigation.

95

Student Lesson 3

Figure 3.2. Data

for Study 1—

Effect of Alcohol

Dose on Mouse

Movement.
If you prefer, have students graph their data in histogram form. Data

for the control and experimental mice should be plotted on the same

graph.

2. Students’ data for Study 2 should be as follows:

3. Ask the class to describe the effect of alcohol on mouse activity

over time.

Compared with the control mouse, the mouse given alcohol was initially more active, but then as time passed, its activity slowed, while

that of the control mouse increased. 

4. Ask students if they collected data on the mouse given alcohol for

hours instead of minutes, what would happen?

96

Understanding Alcohol: Investigations into Biology and Behavior

Figure 3.3. Data for

Study 2—Effect of

Time on Response to

Alcohol.

Control mouse Experimental mouse 

Time Number of grid Time Number of grid

lines crossed lines crossed 

0 to 1 min. 6 0 to 1 min. 12 

5 to 6 min. 8 5 to 6 min. 10 

10 to 11 min. 8 10 to 11 min. 6 

15 to 16 min. 10 15 to 16 min. 2 
This question may be difficult for students to answer. The movement

of the mouse would slow to its lowest level and remain there for a

while; then, the rate of movement would slowly increase up to the

level of the control mouse. This is because the alcohol is being

metabolized, and the blood alcohol concentration slowly decreases

back to zero. When the BAC of the experimental mouse reaches

zero, the mouse given alcohol and the control mouse would be

expected to behave similarly.

5. Why does the movement of the control mouse change over time?

This is an opportunity to discuss the nature of science. As mice

become familiar with their environment, they tend to be less cautious. Since control mouse activity increases over time, this mouse is

becoming familiar with its test surroundings.

Study 3—Effect of Genetics on Response to Alcohol

1. Students should use their data and the graph template on Master

3.11 to create a plot of movement (number of grid lines crossed)

versus alcohol dose. After plotting their data, instruct students to

connect the data points for each mouse.

If you prefer, have the students graph their data in histogram form.

Data for the two different mouse strains should be plotted on the

same graph.

2. Students’ data for Study 3 should be as follows:

3. Ask the class whether the mice in Study 3a behaved like the mice

in Study 3b.

In some ways the mice in Study 3a did behave like the mice in

Study 3b. Initially, they both were fairly active. They responded 

differently, however, to the higher doses of alcohol. The mice in

97

Student Lesson 3

Study 3a mice Study 3b mice

Alcohol dose Number of grid Alcohol dose Number of grid

(g alcohol/kg lines crossed (g alcohol/kg lines crossed 

body weight) body weight)

0.0 10 0.0 12

1.5 10 1.5 14

2.0 6 2.0 20

3.0 1 3.0 6
Study 3a rapidly slowed down their movement as the dose increased

from 1.5 to 3.0 g alcohol/kg body weight. In contrast, the mice in

Study 3b first increased, then decreased their movement as the

alcohol dose went from 1.5 to 3.0 g alcohol/kg body weight.

4. Does this experiment suggest that genes play a role in an animal’s

response to alcohol? Why or why not?

The Study 3a and Study 3b mice show different responses to alcohol.

The experimental environments for the two strains of mice were the

same. The two mouse strains were handled identically in Study 3a

and Study 3b. However, the two mouse strains have some genes that

are different from each other. This genetic difference between the

two mouse strains is the experimental variable. Consequently, the

experiment suggests that genes play a role in response to alcohol.

5. Ask the class to summarize what they have learned about alcohol’s

effects on behavior from these three studies.

Students should mention that the effects of alcohol depend on the

dose, the time after the alcohol was consumed, and the genetic background of the individual.

6. Ask the class why scientists would use mice to investigate the

effects of alcohol.

98

Understanding Alcohol: Investigations into Biology and Behavior

Figure 3.4. Data for Study

3—Effect of Genetics on

Response to Alcohol.
Student responses will vary. Be sure to bring out the idea that scientists use animals in experiments when using humans is either

impractical or unethical. Data obtained from mice have relevance

because the mice have similar genes and biochemistry to humans. It

is important to keep in mind the limitations of such studies, however. Humans have greater cognitive abilities than mice and can

more readily alter their behaviors.

7. On the basis of data from these three studies, can you make any

inferences about the effects of alcohol on humans?

These studies allow students to make inferences about how alcohol

might affect humans. For example, students may comment that at the

lowest dose of alcohol, the mice became more active, then, as the

dose was increased, less active. They may propose that something

similar happens to people and comment that some people who have a

few drinks at a party become more outgoing and talkative, but if they

drink to excess, they can become very quiet and may even pass out.

Students should also reflect on individual variation in response to

alcohol. Results of the study using mice of different strains suggest

that different people may respond to the same dose of alcohol differently. This is true. Alcohol affects some people more profoundly than

others. Some of the variation in response to alcohol is due to genetics (see Information about Alcohol, 8.2 Alcoholism and genetics).

8. Conclude the lesson by reminding the class of the statement from

the survey in Lesson 1, which declared that alcohol is a stimulant.

At that time, students either agreed or disagreed with the statement. Ask the class to use what they learned in this lesson now to

respond to that statement.

This likely will be a difficult concept for students. Based on the studies explored in this lesson, students may believe that alcohol initially

acts as a stimulant. In fact, alcohol is always a depressant. It appears

to be a stimulant because it initially depresses that part of the brain

that controls inhibitions. See “Misconception 1: Alcohol is a stimulant,” on page 25. 

Assessment:

Ask students to define

scientific controls as

related to the design

of experiments.

Instruct them to

describe how the 

concept of controls

was used in each of

the three mouse studies in this lesson.

Assessment:

Before the class discussion, you may want to

have students write a

short summary of what

they learned from the

mouse experiments.

This gives students an

opportunity to organize

their thoughts. Listening to the discussion

and reading their summaries will help you

evaluate their understanding of the experiments.

99

Student Lesson 3
100

Understanding Alcohol: Investigations into Biology and Behavior

Lesson 3 Organizer: Web Version

What the Teacher Does

Have students log onto the Web site, click on “Lesson 1—

Alcohol: Separating Fact from Fiction.” Select the type of

Internet connection you are using. Have students click on a

mouse video. Have them recall their conclusions about the

effects of alcohol on mouse behavior. 

Explain to the class that they will analyze data from three

experiments that investigate the effects of alcohol on the

movement of mice. 

Instruct students to return to the Web site’s main page by

clicking on “Student Activities.”

Pass out to each student a copy of Master 3.1, Study 1—Effect

of Alcohol Dose on Mouse Movement, and Master 3.3, Study

1—Worksheet and Graph Template. 

Have students read Master 3.1, Study 1—Effect of Alcohol

Dose on Mouse Movement. 

Instruct students to click on “Lesson 3—Responding to Alcohol:

What’s Important?,” then on the “Start” button to listen to the

introduction, and then on “Study 1—Effect of Dose.”

• Allow students to collect data on the effect of alcohol dose.

Pass out to each student a copy of Master 3.4, Study 2—Effect

of Time on Alcohol Response, and Master 3.7, Study 2—Worksheet and Graph Template. 

Procedure Reference

Page 90 

Steps 1 and 2

Page 90

Step 3

Page 90

Step 4

Page 90

Step 5

Page 90

Step 6

Pages 90–91

Steps 7 and 8

Page 91

Step 1

Activity 1: Gathering Data

Study 1—Effect of Alcohol Dose on Mouse Activity

Study 2—Effect of Time on Response to Alcohol

= Involves copying

a master.

= Involves using 

a transparency.

= Involves using 

the Internet.
101

Student Lesson 3

Have students read Master 3.4, Study 2—Effect of Time on

Alcohol Response. 

Instruct students to click on the “Back” button and then on

the link for Study 2a—Effect of Time. Have students collect

data for the control mouse (mouse 2a). 

Instruct students to click on the “Back” button and then on

the link to Study 2b—Effect of Time. Have students collect

data for the experimental mouse (mouse 2b). 

Explain the use of two different mouse strains and ask students to suggest how genetics may influence a mouse’s

response to alcohol. 

Pass out to each student a copy of Master 3.8, Study 3—

Effect of Genetics on Alcohol Response, and Master 3.11,

Study 3—Worksheet and Graph Template. 

Have students read Master 3.8, Study 3—Effect of Genetics

on Alcohol Response. 

Instruct students to click on the “Back” button and then on

the link for Study 3a—Effect of Genetics. Have students collect data for the first mouse strain. 

Instruct students to click on the “Back” button 

and then on the link to Study 3b—Effect of Genetics. Have

students collect data from the second mouse strain. 

What the Teacher Does

Students create a graph of movement (grid lines crossed)

versus alcohol dose on Master 3.3. 

Study 3—Effect of Genetics on Response to Alcohol

Activity 2: Data Analysis and Discussion

Study 1—Effect of Alcohol Dose on Mouse Activity

Page 91 

Step 2

Page 91

Step 3

Page 91

Steps 4 and 5

Pages 91–92

Step 1

Page 92

Step 2

Page 92

Step 3

Page 92

Step 4

Page 92

Steps 5 and 6

Procedure Reference

Page 94

Steps 1 and 2
102

Understanding Alcohol: Investigations into Biology and Behavior

Ask students,

• How does the movement of mice vary with increasing

doses of alcohol?

• Why did the study include a mouse that was not given

any alcohol? 

Students create a graph of movement (grid lines crossed)

versus time after alcohol consumption on Master 3.7. 

Ask students,

• How would you describe the effect of alcohol on

mouse activity over time?

• What would happen if you collected data in this study

over hours rather than minutes?

• Why does the movement of the control mouse change

over time? 

Students create a graph of movement (grid lines crossed)

versus alcohol dose on Master 3.11. 

Ask students,

• Did the mice in Study 3a behave like the mice in 

Study 3b?

• Does this study suggest whether genes play a role in

the animal’s response to alcohol?

• Summarize what you learned about alcohol’s effects 

on behavior.

• Why do scientists use mice to investigate the effects 

of alcohol?

• On the basis of these studies, can you make inferences

about the effects of alcohol on humans?

• Use what you learned here to respond to the statement that alcohol is a stimulant. 

Pages 94–95

Steps 3 and 4

Pages 95–96

Steps 1 and 2

Pages 96–97

Steps 3–5

Page 97

Steps 1 and 2

Pages 97–99

Steps 3–8

Study 2—Effect of Time on Response to Alcohol

Study 3—Effect of Genetics on Response to Alcohol
103

Student Lesson 3

Lesson 3 Organizer: Print Version

What the Teacher Does

Explain to the class that they will analyze data from three

experiments that investigate the effects of alcohol on the

movement of mice. 

Give each student 1 copy of Master 3.1, Study 1—Effect of

Alcohol Dose on Mouse Movement, Master 3.2, Study 1—

Mouse Movement Data, and Master 3.3, Study 1—Worksheet

and Graph Template. 

Instruct students to read Master 3.1, Study 1—Effect of 

Alcohol Dose on Mouse Movement. 

Instruct students to count the number of grid lines crossed

by each mouse on Master 3.2, Study 1—Mouse Movement

Data and record their data on Master 3.3, Study 1—Worksheet and Graph Template. 

Give each student 1 copy of Master 3.4, Study 2—Effect of

Time on Alcohol Response, Master 3.5, Study 2a—Control

Mouse Movement Data, Master 3.6, Study 2b—Experimental

Mouse Movement Data, and Master 3.7, Study 2—Worksheet

and Graph Template. 

Have students read Master 3.4, Study 2—Effect of Time on

Alcohol Response. 

Procedure Reference

Page 92 

Step 1

Pages 92–93

Step 2

Page 93

Step 3

Page 93

Step 4

Page 93

Step 1

Page 93

Step 2

Activity 1: Gathering Data

Study 1—Effect of Alcohol Dose on Mouse Activity

Study 2—Effect of Time on Response to Alcohol

= Involves copying a master.
104

Understanding Alcohol: Investigations into Biology and Behavior

Instruct students to count the number of grid lines crossed

by each mouse on Masters 3.5 and 3.6 and record their

data on Master 3.7 

Explain the use of two different mouse strains and ask 

students to suggest how genetics may influence a mouse’s

response to alcohol. 

Give each student 1 copy of Master 3.8, Study 3—Effect of

Genetics on Alcohol Response, Master 3.9, Study 3a—Mouse

Movement Data, Master 3.10, Study 3b—Mouse Movement

Data, and Master 3.11, Study 3—Worksheet and Graph 

Template. 

Have students read Master 3.8, Study 3—Effect of Genetics

on Alcohol Response. 

Instruct students to count the number of grid lines crossed

by each mouse on Masters 3.9 and 3.10 and record their

data on Master 3.11. 

What the Teacher Does

Students create a graph of movement (grid lines crossed)

versus alcohol dose on Master 3.3. 

Ask students,

• How does the movement of mice vary with increasing

doses of alcohol?

• Why did the study include a mouse that was not given

any alcohol? 

Study 3—Effect of Genetics on Response to Alcohol

Activity 2: Data Analysis and Discussion

Study 1—Effect of Alcohol Dose on Mouse Activity

Page 93 

Step 3

Pages 93–94

Step 1

Page 94

Step 2

Page 94

Step 3

Page 94

Step 4

Procedure Reference

Page 94

Steps 1 and 2

Pages 94–95

Steps 3 and 4
105

Student Lesson 3

Students create a graph of movement (grid lines crossed)

versus time after alcohol consumption on Master 3.7. 

Ask students,

• How would you describe the effect of alcohol on

mouse activity over time?

• What would happen if you collected data in this study

over hours rather than minutes?

• Why does the movement of the control mouse change

over time? 

Students create a graph of movement (grid lines crossed)

versus alcohol dose on Master 3.11. 

Ask students,

• Did the mice in Study 3a behave like the mice in 

Study 3b?

• Does this study suggest whether genes play a role in

the animal’s response to alcohol?

• Summarize what you learned about alcohol’s effects 

on behavior.

• Why do scientists use mice to investigate the effects 

of alcohol?

• On the basis of these studies, can you make inferences

about the effects of alcohol on humans?

• Use what you learned here to respond to the statement that alcohol is a stimulant. 

Pages 95–96

Steps 1 and 2

Pages 96–97

Steps 3–5

Page 97

Steps 1 and 2

Pages 97–99

Steps 3–8

Study 3—Effect of Genetics on Response to Alcohol

Study 2—Effect of Time on Response to Alcohol
Study 1—Effect of Alcohol 

Dose on Mouse Movement

This study investigates the effect of different levels of alcohol consumption on the activity (movement)

of mice. The experiment begins by placing a control mouse that has not been exposed to alcohol on the

center square (labeled “S” for start) of a grid pattern. This is time zero. The mouse is observed for one

minute. The movement of the mouse during this minute is shown by a line on the grid pattern. 

To collect your data, count the number of grid lines crossed by the mouse during the one minute of

observation and record that number in the space provided on Master 3.3, Study 1—Worksheet and

Graph Template. Repeat this process for the remaining three mice that have been given alcohol to levels

of 1.5, 2.0, and 3.0 grams of alcohol per kilogram of body weight, respectively. In each case, the activity

patterns for these mice were obtained 10 minutes after the mice had been given the alcohol.

Master 3.1
Study 1—Mouse Movement Data

Count the number of grid lines crossed by each mouse and record those numbers on Master 3.3, Study

1—Worksheet and Graph Template. Note that “S” indicates “start” and “F” indicates “finish.”

Master 3.2
Study 1—Worksheet and Graph Template

Name ______________________________ Date ______________________

Master 3.3
Study 2—Effect of 

Time on Alcohol Response

This study investigates the effect of time on the response of mice to alcohol consumption. The activity

(movement) of a control mouse (unexposed to alcohol) is compared with that of a mouse that has

been given alcohol to a level of 3 grams of alcohol per kilogram of body weight. Ten minutes after the

alcohol is given, the mice are placed on the center square (labeled “S” for “start”) of a grid pattern.

This is time zero. Each mouse is observed for one-minute intervals (from 0 to 1 minute, 5 to 6 minutes, 10 to 11 minutes, and 15 to 16 minutes). The movement of each mouse during these intervals is

shown by a line on the grid pattern.

To collect your data, count the number of lines crossed by the control mouse during each one minute

of observation and record those numbers in the spaces provided on Master 3.7, Study 2—Worksheet

and Graph Template. Repeat this process for the experimental mouse that was given alcohol.

Master 3.4
Study 2a—Control-Mouse 

Movement Data

Count the number of grid lines crossed by each mouse and record those numbers on Master 3.7, Study

2—Worksheet and Graph Template. Note that “S” indicates “start” and “F” indicates “finish.”

Master 3.5
Study 2b—Experimental-Mouse 

Movement Data

Count the number of grid lines crossed by each mouse and record those numbers on Master 3.7, Study

2—Worksheet and Graph Template. Note that “S” indicates “start” and “F” indicates “finish.”

Master 3.6
Study 2—Worksheet 

and Graph Template

Name ______________________________ Date ______________________

Master 3.7
Study 3—Effect of 

Genetics on Alcohol Response

This study investigates the effect of genotype (genes) on the response of mice to alcohol consumption.

Two strains of mice that have genetic differences are compared for their responses to alcohol. As in

Study 1, a control mouse that has not been exposed to alcohol is placed on the center square (labeled

“S” for “start”) of a grid pattern. This is time zero. The mouse is observed for one minute. The movement of the mouse during this minute is depicted by a line on the grid pattern. 

To collect your data, count the number of lines crossed by the mouse during the one minute of observation and record that number in the space provided on Master 3.11, Study 3—Worksheet and Graph

Template. For the remaining three mice that have been given alcohol to levels of 1.5, 2.0, and 3.0 grams

of alcohol per kilogram of body weight, respectively, repeat this process. These activity patterns were

obtained 10 minutes after the mice had been given the alcohol. Be sure to collect data for both strains

of mice (Studies 3a and 3b).

Master 3.8
Study 3a—Mouse Movement Data

Count the number of grid lines crossed by each mouse and record those numbers on Master 3.11,

Study 3—Worksheet and Graph Template. Note that “S” indicates “start” and “F” indicates “finish.”

Master 3.9
Study 3b—Mouse Movement Data

Count the number of grid lines crossed by each mouse and record those numbers on Master 3.11,

Study 3—Worksheet and Graph Template. Note that “S” indicates “start” and “F” indicates “finish.”

Master 3.10
Study 3—Worksheet and Graph Template

Name ______________________________ Date ______________________

Master 3.11
Overview 

In Lesson 4, students roll dice to model factors that lead some individuals

to use alcohol and others to abstain from it. As part of the modeling activities, students examine influences that contribute to, or help prevent, alcohol use, alcohol abuse, and alcoholism. Students also explore the

frequencies of alcohol use, abuse, and alcoholism in the population.

Major Concepts

Alcohol consumption ranges along a continuum from no use to alcoholism. Many factors including the environment and genetics determine

where an individual’s alcohol use falls on this continuum. Personal choice

plays a key role in the decision to use or abstain from alcohol.

Objectives

After completing this lesson, students will

• be able to identify factors that influence alcohol use;

• be able to distinguish among alcohol use, abuse, and alcoholism;

• recognize that everyone who chooses to consume alcohol does not

necessarily develop a drinking problem;

• recognize that everyone who abuses alcohol does not necessarily

become an alcoholic; and

• be able to explain that alcoholism is a complex disease influenced by

genetic and environmental factors, as well as by personal choice.

117

Lesson 4

Explain/

Elaborate Alcohol Use, Abuse, Alcohol Use, Abuse,

and Alcoholism and Alcoholism

At a Glance

Figure 4.1. Some adults choose to drink alcoholic beverages while others choose to drink nonalcoholic beverages.
Teacher Background

Consult the following sections in Information about Alcohol:

8.1 Signs of a problem (page 39)

8.2 Alcoholism and genetics (pages 39–40)

8.3 Alcoholism treatments (page 40)

10.1 The costs to society (page 42)

Web-Based Activities

Photocopies

In Advance 

118

Understanding Alcohol: Investigations into Biology and Behavior

Activity Web Version?

No

No

No

No

Activity 1

Activity 2

Activity 3

Activity 4

Master 4.1, Environmental Factors Influencing Alcohol Use

and Nonuse (Make 1 copy per student.)

Master 4.2, Score Sheet for Modeling Alcohol Use (Prepare

an overhead transparency.)

Master 4.3, Results for Modeling Alcohol Use (Prepare an

overhead transparency.)

Master 4.4, Modeling Genetic Influence (Prepare an overhead transparency.)

Master 4.5, Factors Influencing Alcohol Use and Abuse

(Make 1 copy per student.)

Master 4.6, Results for Modeling Alcohol Abuse (Prepare an

overhead transparency.)

Master 4.7, Factors Influencing Alcohol Abuse and Alcoholism (Make 1 copy per student.)

Master 4.8, Score Sheet for Modeling Alcoholism (Prepare an

overhead transparency.)

Master 4.9, Results for Modeling Alcoholism (Prepare an

overhead transparency.)

Master 4.10, When Is Alcohol Use a Problem? (Prepare an

overhead transparency.)

1

2

3

4
Materials

Preparation

To prepare the simulated beer, fill the beer mug with water, add a couple of

drops of food coloring, and mix. 

Activity 1: To Drink or Not to Drink?

1. Ask the class to recall what they learned from the mouse simulations in Lesson 3 about which factors influence the response to

alcohol.

Students should recall that the amount of alcohol, the time after consumption, and individual variation (genetic differences) all affect

how a mouse (or a person) responds to alcohol.

2. Remind the students that those simulations looked at what happened after alcohol was taken into the body. Hold up the simulated

alcoholic beverage (see Preparation) for the class to see. Remind

students that this represents a beer (an alcoholic drink). Ask students to consider what things might influence a person’s decision

to drink or not to drink the beer. Write their answers on the board.

Procedure

119

Student Lesson 4

Activity 1

Activity 2

Activity 3

Activity 4

For the class:

1 beer mug or a clear drinking glass (used in Lesson 2)a

water

red food coloringb

dicec

dicec

dicec

no materials needed

Content Standard F:

Students should

develop an understanding of populations, resources, and

environments.

a In Activity 1, you will use a simulated beer, similar to that used in Lesson 2.

b If you have saved the diluted-food-coloring solution prepared in Lesson 2, use that to prepare the simulated beer. Otherwise, use a few drops of concentrated food coloring in

water.

c You can decrease the number of dice needed if you have each group share 1 die. This may

take slightly more class time than giving each student his or her own die.
3. Sort their answers into five categories: 

• availability,

• family environment,

• peer pressure,

• media pressure, and

• legal restrictions.

Explain that these five categories influence a person’s decision to

drink or not to drink alcohol.

The items in these five categories account for most of the environmental factors that influence a person’s decision to drink or not to

drink. Other types of factors, including genetics, will be examined in

Activities 2 and 3. Of course the effects of environment and genetics

are not separated in time as discussed here; they interact with each

other. When students are given an opportunity to discuss how the

model represents, or fails to represent, reality, this fact can be

brought out.

4. Inform students that they will be exploring these environmental

factors and their contributions to the decision whether or not to

use alcohol. In the activity, students will roll dice to model fictitious individuals’ decisions about drinking alcohol. Emphasize to

students that they are going to model the behavior of fictitious individuals. The results of this activity do not reflect on their behavior

or that of their classmates, family, or other acquaintances.

This activity models behavior. As a model, it has limitations. It is

important to realize that students should not draw conclusions

about the behavior of a friend or family member based on this

activity. See How Can Controversial Topics Be Handled in the Classroom?, on page 14.

5. Give each student a die and a copy of Master 4.1, Environmental

Factors Influencing Alcohol Use and Nonuse.

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Understanding Alcohol: Investigations into Biology and Behavior

Figure 4.2. Rolling dice can be

used to model aspects of human

behavior.
6. Explain to the class that they will roll the die 5 times for each individual and record the number of each roll in the spaces provided

on Master 4.1. After the first roll, the student records the number

in the space provided under the “Availability” factor on their handout. The results of rolls two through five are recorded on the

handout in the spaces provided under “Family environment,” “Peer

pressure,” “Media pressure,” and “Legal restriction,” respectively.

For a class of 30 students, we suggest that each student model two

fictitious individuals, thus providing data for 60 total individuals.

For classes with fewer than 30 students, adjust the number of individuals each student models appropriately. The larger the data pool,

the more closely the data will approximate the known distribution.

Students will need these scores when they do Activity 2. Students

should keep Master 4.1 handy.

7. Display a transparency of Master 4.2, Score Sheet for Modeling

Alcohol Use. Ask students to record a score for each category based

on the die rolls they recorded. Each student should then add the

values for the five factors to obtain a total score for each modeled

individual.

8. Next, display the overhead transparency of Master 4.3, Results for

Modeling Alcohol Use. Summarize the results of the activity by constructing a histogram of the total scores for the entire class. Remember that each student will have data for two fictitious individuals.

If you want to make this graphing exercise more interactive, you

may draw a graph template on the chalkboard and have students 

add their own data to it. Students should place an X above the range

Content Standard A:

Use mathematics in all

aspects of scientific

inquiry.

121

Student Lesson 4

Figure 4.3. Sample histogram of class data for modeling alcohol use.
corresponding to their calculated alcohol-use score. As more students add their Xs to the same score, they place their X above the

preceding one, building up a histogram.

9. Ask students to interpret the graph. Guide the discussion with

questions like the following:

• How are the scores distributed on the graph?

Even though class results will vary, the data should reflect a bellshaped curve with scores ranging from a low of 0 to a high of 45. 

If the data from a particular class do not yield a bell-shaped curve,

this is an opportunity to discuss another limitation of the model.

The class may benefit from a discussion of sample size in experiments or of probability.

Tip from the field test: If you do this activity with several classes, you may

wish to collect the data from all classes and generate a single histogram.

This should result in a graph that more closely resembles that of alcohol

use in a population.

• What do the low scores represent?

A fictitious individual with a score of 15 or less represents someone

who doesn’t drink. It might help for students to refer to the transparency of Master 4.2, Score Sheet for Modeling Alcohol Use, when

answering the next question.

• What factors are responsible for some individuals having scores of

15 or less?

No alcohol was available.

Little or no use of alcohol among peers.

Little exposure to or influence from the media.

Family and/or religious values discourage alcohol use.

Respect for laws that prohibit alcohol consumption by minors.

• Do you think this distribution accurately models the actual alcohol

use in a population?

Students may suggest a number of reasons why this model fails to

depict alcohol use in the population accurately. For example, the

model includes only five variables to account for alcohol use and

only describes two or three variations for each factor. Some students

may suggest that genes may contribute to alcohol use. You may point

out there is evidence for a genetic influence on alcohol abuse and

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Understanding Alcohol: Investigations into Biology and Behavior
alcoholism. This will be taken into account in the next two activities.

However, there is no evidence that the decision to first consume

alcohol has a genetic component.

10. Continue to display the graph on Master 4.3, Results for Modeling

Alcohol Use, on the overhead projector. Ask students to refer to the

completed graph to answer the following questions.

• How many individuals have scores of 15 or less and, consequently,

chose not to drink alcoholic beverages?

Answers will vary depending on the data generated by the class.

• According to the Surgeon General, about 33 percent of the population report that they do not drink alcoholic beverages. Keeping this

in mind, how many fictitious individuals would you expect not to

drink?

If the class models a total of 60 individuals, 33 percent of that group,

or 20 individuals, would not consume alcohol. You can easily revise

that number based on the total sample size that your class generates.

• On the basis of your class’s data, is the number of individuals who

choose to drink higher or lower than the predicted number?

The scoring for this model was designed so that approximately 

33 percent of the scores would be 15 or lower. This correlates to the

statistics for the population. In some classes, however, the number of

fictitious individuals whose scores are 15 or less may be higher or

lower than the predicted 33 percent who choose not to drink alcohol.

If your class’s results differ significantly from the predicted number,

you can use this as an opportunity to discuss this limitation of this

model. Discuss the effect of sample size and reliance on probability.

Tip from the field test: As the class proceeds through Activity 3, fewer

individuals will be modeled at each stage to help students understand that

fewer people are alcoholic than abuse alcohol and that there are fewer

abusers of alcohol than alcohol users. You may find it helpful to write a

chart on the board to summarize the number of fictitious individuals who

fall into each of the following categories:

• Total number of modeled individuals: _______

• Number of alcohol users: _______

• Number of alcohol abusers: _______

• Number of alcoholics: _______

123

Student Lesson 4
Activity 2: Modeling Alcohol Use and Abuse 

1. Ask students to recall what they learned in Lesson 3 about genetics

and alcohol. What conclusions did they draw about the two different mice and why they responded differently to alcohol? Is it reasonable to suggest that humans, too, might vary in their response

to alcohol? 

Students should recall that Study 3 demonstrated that different

strains of mice react differently to alcohol. These differences are

largely attributable to differences in the genetic makeup of the two

different mice strains. Students should predict (and are likely to have

previous knowledge) that different individuals will respond differently to alcohol and that these differences, like those in the mice,

may be affected by different genes.

2. Remind students that the die-rolling activity they just completed

models a person’s decision whether to drink or not to drink alcohol. Tell the students that they will now be doing an activity that

models whether a person who drinks alcohol will simply use alcohol appropriately or be more likely to abuse alcohol. Define alcohol

abuse for students.

Alcohol abuse is characterized by consumption of excessive amounts

of alcohol and is associated with social problems, but the individual

does not experience intense cravings for or withdrawal from alcohol

as with alcoholism. 

3. Ask students to consider the question, Can someone who chooses

not to drink alcohol abuse alcohol? On the basis of their responses,

guide students to the conclusion that a person who does not consume alcohol cannot abuse alcohol. 

Students should realize that someone who does not drink alcohol

will not be an abuser. Abuse of alcohol requires drinking alcohol.

Therefore, nondrinkers will not participate in this activity.

4. Inform students that they will again use dice to model the behavior

of the same fictitious individuals that they did in Activity 1. Display a transparency of Master 4.4, Modeling Genetic Influence, and

give each student 1 die and 1 copy of Master 4.5, Factors Influencing Alcohol Use and Abuse.

5. Explain to students that if the individual or individuals whose

behavior they modeled in Activity 1 belonged to the group of nondrinkers (those individuals with scores of 15 or less), they will not

Content Standard F:

Students should

develop an understanding of personal

health.

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Understanding Alcohol: Investigations into Biology and Behavior
roll the die for that individual. Ask students to roll the die according to the directions on Master 4.4, Modeling Genetic Influence, to

obtain a score for the genetic influence for each of their modeled

individuals.

6. Instruct students to record the genetic influence factor for each

individual in the appropriate space on Master 4.5, Factors Influencing Alcohol Use and Abuse. Also instruct them to transfer their

scores from Activity 1 (recorded on Master 4.1) to the appropriate

spaces on Master 4.5 (environmental factors) and add them to the

genetic influence factor to obtain a final score for this activity.

Teacher note

If each student has modeled the behavior of two fictitious individuals in

Activity 1, each student likely will have at least one individual who

belonged in the category of choosing to drink alcohol (individuals with

scores over 15). If, by chance, neither of the two individuals that a student

modeled falls into this category, ask the student to partner with another

student and watch the activity.

7. Display the overhead transparency of Master 4.6, Results for Modeling Alcohol Abuse. Use the students’ final scores to construct a histogram of the data for the entire class.

As before, you may choose to have students add their own data to a

graph. Again, you may wish to draw a graph template on the chalkboard and have students place an X above the range corresponding

to their calculated alcohol score. As more students add their Xs to

the same score, they place their X above the preceding one, building

up a histogram. 

Because only individuals who chose to drink alcohol in Activity 1 are

included in this modeling exercise, students will have different

125

Student Lesson 4

Figure 4.4. Sample histogram of

class data for

modeling alcohol

use and abuse.
amounts of data to contribute to this graph. Some students will have

data for one fictitious individual, other students will have data for

two fictitious individuals, and some students may not be collecting

data during this activity.

8. Ask the students to interpret the completed graph on the 

transparency. You may use the following questions to lead the 

discussion.

• How are the scores distributed on the graph?

Scores will range from a low of 20 to a high of 180. Since low scores

from Activity 1 have been eliminated, we expect scores for this activity to cluster closer to the low of 20 than to the high of 180.

• If lower scores represent alcohol use and higher scores represent

alcohol abuse, what factors contribute to alcohol abuse?

Students should mention the environmental factors associated with

alcohol use from Activity 1, as well as the genetic factors modeled

here.

The term “environmental factors,” as used in this model, refers to

factors that are not physiological; they are cultural or social influences. As indicated in Activity 1, environmental factors that contribute to alcohol abuse include 

• alcohol easily available,

• alcohol use or abuse by most or all of the individual’s peers, 

• family’s view of alcohol use was positive or not discouraged,

• failure to obey legal restrictions against use by minors, and 

• effective media advertisements portraying alcohol use in a 

positive light. 

Genetic factors could include having combinations of genes that

influence your susceptibility or reaction to alcohol.

• Explain that each roll of the die in this activity corresponds to having a version (allele) of a gene that either has no effect on alcohol

use or promotes its use. In this simple model, we used two rolls of

the die, simulating the contributions of just two genes.

In this model:

a. genetic influence factor of 1 = having both alleles of no effect

b. genetic influence factor of 2 = having one allele of no effect and

one allele that promotes alcohol use

c. genetic influence factor of 4 = having both alleles that promote

alcohol use

Content Standard A:

Use mathematics in 

all aspects of scientific

inquiry.

126

Understanding Alcohol: Investigations into Biology and Behavior
Alcohol abuse and alcoholism certainly involve the contributions

from more than one gene. The exact number of genes that influence

alcoholism is not known. 

• In this activity, individuals who have scores of 120 or higher are

considered to be alcohol abusers. By this measure, how many of

the modeled individuals did abuse alcohol? 

Results for your class will vary, but the graph should show approximately 10–15 percent of the original population with scores above

120.

• If, in the population, 10–15 percent of alcohol users go on to abuse

alcohol, how many modeled individuals would you expect to be

alcohol abusers? 

The answer depends on how many individuals were modeled. For

example, if the class modeled 50 individuals, then you would expect

between 5 and 8 scores to be above 120 and therefore represent alcohol abusers.

• Do the results of the modeling activity accurately reflect the statistics for the population?

The scoring in this activity should yield results that are similar to the

population statistics. However, results from individual classes will

vary. This usually can be attributed to a small sample size. As before,

if you do this activity in several classes, you might wish to pool the

data.

• How does this model accurately reflect the behavior of alcohol use

and abuse? How is it inaccurate? 

The model is accurate in that it leads to about one-third of the population abstaining from alcohol use and 10 percent of users abusing

alcohol. It also accurately reflects most of the important factors that

influence alcohol use. The model is inaccurate in that it does not

take into account interactions among the various factors. For

example, it is not the case that environmental factors play a role only

in the decision to use alcohol and not in the decision to abuse it.

The genetic influence on alcohol use is also oversimplified. The

model fails to stress the role that personal choice plays in an individual’s alcohol consumption.

127

Student Lesson 4
Activity 3: Modeling Alcohol Abuse and Alcoholism

1. Remind students that the die-rolling activity they just completed

models a person’s use or abuse of alcohol. Explain that they will

now complete an activity that models whether a person who

abuses alcohol will go on to become an alcoholic individual.

Alcoholism is a disease characterized by physical dependence on 

alcohol. When alcohol use is discontinued, withdrawal symptoms

occur. People who are alcoholic exhibit tolerance, meaning they

need increasing amounts of alcohol to feel intoxicated. They feel a

strong need or compulsion to drink and continue despite adverse

consequences.

2. Invite students to consider factors they think might influence

whether a person continues to abuse alcohol or goes on to suffer

from alcoholism. List their responses on the board.

Students will likely name a variety of things. Try to focus their

responses on the

• presence or absence of a support system,

• ability to control their drinking,

• relative craving for alcohol, 

• sensitivity of the brain to alcohol, and

• genetic risk. 

The genetic risk factor refers to genes that place an individual at

increased risk for becoming addicted to alcohol.

3. Remind the class that only individuals who were designated as

alcohol abusers with a score of 120 or higher in Activity 2 will be

used in this activity. Display the transparency of the completed

graph from Master 4.6, Results for Modeling Alcohol Abuse, and ask

students to recall how many modeled individuals abused alcohol.

4. Draw one stick figure on the board to represent each fictitious individual who was an alcohol abuser (a score of 120 or higher) from

Activity 2. Assign a number to each fictitious individual. Explain to

students that these drawings represent the alcohol abusers from

Activity 2.

5. Explain that the procedure for this activity will be a little different

from that of the previous activities because of the small number of

fictitious individuals whose behavior is being modeled. Assign students numbers that correspond to each of the numbered stick figures. Each student should be assigned two numbers. For example,

one student may be assigned numbers 1 and 2, another student

Content Standard F:

Students should

develop an understanding of personal

health.

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Understanding Alcohol: Investigations into Biology and Behavior
assigned numbers 3 and 4, and so forth. Have students write the

numbers for their assigned fictitious individuals on their copy of

Master 4.7.

This strategy will allow all students to be involved in the activity

even though the number of fictitious individuals is low. Several students will record data for the same fictitious individuals.

6. Give each student one copy of Master 4.7, Factors Influencing Alcohol Abuse and Alcoholism.

7. Complete the die rolling as a class. For each fictitious individual,

the die needs to be rolled 5 times. After the first roll, students

record the number in the space provided under “Support system”

on their handout. Likewise, they record the results of rolls 2

through 5 under “Loss of control,” “Craving for alcohol,” “Brain

sensitivity to alcohol,” and “Genetic addictive factors.” Have students take turns performing a single die roll.

8. Display a transparency of Master 4.8, Score Sheet for Modeling

Alcoholism. Instruct students to assign a score for each of the five

categories (for each individual) based on the die roll and the values

listed on Master 4.7, Factors Influencing Alcohol Abuse and Alcoholism. Instruct students to add the five scores for each individual

to obtain a total score.

Scores will range from 0 to 90 in this activity.

9. Display a transparency of Master 4.9, Results for Modeling Alcoholism. As before, construct a histogram of the results.

Because the number of individuals being modeled in this activity is

low, the histogram bars will not be very high.

129

Student Lesson 4

Figure 4.5. Sample

histogram of class

data for modeling

alcohol abuse and

alcoholism.
10. Hold a class discussion to analyze the graph and interpret the

results of the activity. Lead the discussion with the following questions.

• If in our society, one-half of alcohol abusers go on to become alcoholic, how many of the fictitious individuals would you expect to

become alcoholic? 

If one-half of alcohol abusers go on to become alcoholic, you can

calculate the predicted number by multiplying the number of individuals modeled in Activity 3 by 50 percent (0.50).

• If a score of 45 or higher indicates the individual has progressed

from an alcohol abuser to an alcoholic, how many of the fictitious

individuals have progressed to being alcoholic?

Answers will vary. The possible scores for Activity 3 range from 0 to

90. Approximately half of the fictitious individuals modeled will fall

into this category.

• Do the data from this activity accurately reflect the statistics from

the population?

The data will vary considerably from class to class. The data collected in some classes may show no individuals who are alcoholic.

Other classes may have data in which more than the predicted number of fictitious individuals are alcoholic. 

If the data vary greatly from the predicted, you may find this to be an

opportunity to discuss sample size and the limitations of a model

such as this. If you are collecting and pooling data from several

classes, you can discuss how larger sample sizes are more likely to

match results from a large population of individuals.

• How does the number of individuals classified as alcoholic in this

activity compare with the number of alcohol abusers? to alcohol

users? to the general population?

Students should respond that the number of individuals classified as

alcoholic is smaller than the number of individuals classified as alcohol abusers and is much smaller than the number of individuals in

the initial population modeled in Activity 1.

This is a good opportunity to remind the class that not everyone

who chooses to consume alcohol will develop a drinking problem,

and not everyone who abuses alcohol will necessarily become an

alcoholic.

Content Standard A:

Use mathematics in all

aspects of scientific

inquiry.

130

Understanding Alcohol: Investigations into Biology and Behavior
• What factors are responsible for the individuals with the highest

risk for alcoholism? (Display the transparency of Master 4.8, Score

Sheet for Modeling Alcoholism, to help students respond to this

question.)

In addition to those factors discussed in Activity 2, students may add

the following:

• a lack of a support system, or the unwillingness of the individual to use such a system;

• loss of control that leads to heavy drinking;

• a craving for alcohol;

• a brain with a low sensitivity to alcohol that doesn’t set up

blocks to alcohol consumption; and

• a genetic predisposition toward alcohol addiction.

• How does personal choice influence alcohol use, alcohol abuse,

and alcoholism? 

Students will list a number of factors and ways in which personal

choice is important. Some of these responses may include the 

following:

Availability—Even if alcohol is readily available, an individual can

still choose not to use it.

Peer pressure—An individual chooses his/her friends, and even

when peers consume alcohol, the individual can still choose to be

different.

Media pressure—Despite the tendency of TV, movies, advertisements, and music to portray alcohol use in a favorable light, an individual can choose to place these influences in perspective and resist

their messages.

Family environment—Families may have positive or negative beliefs

about alcohol use. Likewise, religious views may prohibit alcohol use

or tolerate it in moderation. These views can be followed or resisted.

Legal restrictions—Minors considering alcohol use can choose to

obey or disobey laws that restrict their access to alcohol.

Support system—If individuals realize that they are abusing alcohol,

then they can turn to family or friends for support. If a personal support system is absent, then individuals can seek professional guidance and counseling. Such a decision can help prevent alcohol abuse

from progressing to alcoholism.

Teacher note

It is important to discuss the issue of personal choice so that students will

not think that the influences modeled in this lesson constitute any individual’s predetermined fate.

131

Student Lesson 4
• What factors might influence alcohol use, alcohol abuse, and alcoholism but do not involve personal choice?

Genetic factors that influence alcohol metabolism, brain sensitivity to

alcohol, and risk for alcohol addiction are not under personal control.

Activity 4: Applying the Model 

1. Inform students that since they have completed the modeling activities to examine the range of alcohol use, alcohol abuse, and alcoholism in a small group of fictitious individuals, they will now

explore how this range applies to the U.S. population. Tell students that there are approximately 200 million people between the

ages of 13 and 65 in the United States.

These calculations can be done either by students individually or as

a class.

• If 33 percent of the population does not use alcohol, how many

individuals do not use alcohol?

200 million x 0.33 = 66 million people do not use alcohol

• If 67 percent of the population uses alcohol, how many individuals

use alcohol?

200 million x 0.67 = 134 million people use alcohol

• If 10 percent of alcohol users will become alcohol abusers, how

many individuals are alcohol abusers?

134 million x 0.10 = 13.4 million people abuse alcohol

• If 50 percent of alcohol abusers will become alcoholic, how many

individuals are alcoholics? 

13.4 million x 0.50 = 6.7 million alcoholics

2. Display the transparency of Master 4.10, When Is Alcohol Use a Problem? Read over the transparency with the students. Explain that

these simple questions screen for possible alcohol abuse or alcoholism. If a potential problem is identified, such an individual should

see a doctor who has the training to more accurately diagnose the

individual for alcoholism. Remind students that individuals diagnosed with alcoholism have options for achieving and maintaining a

full recovery. Furthermore, all individuals, even those susceptible to

alcoholism, have the option of choosing not to start drinking alcohol.

Content Standard A:

Use mathematics in all

aspects of scientific

inquiry.

132

Understanding Alcohol: Investigations into Biology and Behavior
There is no simple test to identify someone with a drinking problem.

However, honest answers to the four questions shown on Master

4.10 can help an individual decide whether a problem is likely to

exist. To make the questions easier to remember, they have been

written in such a way that the first letter of a key word in each question spells “CAGE.”

A “yes” answer to one of these questions may suggest that a drinking

problem exists, while more than one “yes” response is highly indicative of a problem. Even if a person answers “no” to these four questions, an alcohol problem can still exist. 

If not brought up by the class, mention that molecular modeling also

has many uses.

Assessment:

To evaluate students’

understanding of modeling, ask them to provide other examples of

scientific models and

to explain what types

of information scientists can get from

these examples. Students will likely mention models of the

weather and of

ecosystems. Students

may also mention that

scientists use animals

as models to learn

about humans. They

may refer to the studies they analyzed in

Lesson 3.

133

Student Lesson 4

Figure 4.6. Distribution of alcohol

nonusers, users,

abusers, and alcoholics

among Americans aged

13 to 65.

1. Have you ever felt that you should Cut down on your drinking?

2. Have people Annoyed you by criticizing your drinking?

3. Have you ever felt bad or Guilty about your drinking?

4. Have you ever had a drink first thing in the morning to steady your

nerves or to get rid of a hangover (Eye opener)?

Source: National Institute on Alcohol Abuse and Alcoholism 1996. Alcoholism: getting

the facts. Bethesda, MD: NIAAA.
134

Understanding Alcohol: Investigations into Biology and Behavior

Lesson 4 Organizer 

What the Teacher Does

Have students reflect on the simulations of mice behavior in

response to alcohol. 

Ask the class what factors influence an individual’s decision

whether to drink alcohol. Sort their answers into the following categories:

• Availability

• Family environment

• Peer pressure

• Media pressure

• Legal restrictions 

Explain that students will roll dice to model whether fictitious individuals will drink alcohol. 

Pass out to each student one die and a copy of Master 

4.1, Environmental Factors Influencing Alcohol Use and

Nonuse.

Have students complete their rolls and record data for each

of their modeled individuals.

• Have students assign scores using Master 4.2, Score

Sheet for Modeling Alcohol Use. 

Summarize the results by constructing a histogram using

data from the entire class on Master 4.3, Results for 

Modeling Alcohol Use. 

Procedure Reference

Page 119

Step 1

Pages 119–120

Steps 2 and 3

Page 120

Step 4

Page 120

Step 5

Page 121

Steps 6 and 7

Pages 121–122

Step 8

Activity 1: To Drink or Not to Drink

= Involves copying a master. = Involves using a transparency.
135

Student Lesson 4

Have students interpret the graph. Ask,

• How are the scores distributed?

• What do low scores represent?

• What factors contribute to low scores?

• Does this distribution accurately model alcohol use in a

population?

• How many individuals have scores of 15 or less?

• According to the Surgeon General, about 33 percent of

the population report that they do not drink alcohol.

Predict how many individuals in this activity would not

drink alcohol.

• Is this number higher or lower than expected? 

What the Teacher Does

Ask the class to recall their conclusions from Lesson 3 about

how different mice respond to alcohol. 

Explain that students now will roll dice to model alcohol use

and abuse in their fictitious individuals. Display a transparency of Master 4.4, Modeling Genetic Influence, and give

each student a copy of Master 4.5, Factors Influencing Alcohol Use and Abuse. 

Have students complete their rolls, record data on Master

4.5, and compute scores for each modeled individual. 

Summarize results of the activity by constructing a histogram

using data from the entire class on Master 4.6, Results for

Modeling Alcohol Abuse. 

Pages 122–123

Steps 9 and 10

Procedure Reference

Page 124

Steps 1–3

Page 124

Step 4

Pages 124–125

Steps 5 and 6

Pages 125–126

Step 7

Activity 2: Modeling Alcohol Use and Abuse
136

Understanding Alcohol: Investigations into Biology and Behavior

Have students interpret the graph. Ask, 

• How are the scores distributed?

• What factors contribute to alcohol abuse? (Explain that

this activity assumes that only two genes contribute to

alcohol use.)

• If individuals with scores of 120 or higher are considered to abuse alcohol, then how many modeled individuals are abusers?

• If in the population, 10–15 percent of alcohol users go

on to abuse alcohol, then how many modeled individuals would you expect to be alcohol abusers?

• Is the number of modeled alcohol abusers higher or

lower than expected? 

• How does the model accurately reflect the behavior of

alcohol use and abuse? How is it inaccurate? 

What the Teacher Does

Explain that the class will now model whether an alcohol

abuser will go on to become an alcoholic individual. 

Challenge the class to list reasons that might influence

whether an alcohol abuser will develop alcoholism. 

Explain that individuals with scores of 120 or higher in the

previous activity are alcohol abusers and will be modeled in

this activity. Display the transparency of the completed

graph from Master 4.6. 

Assign each student two of the alcohol abusers to model,

and explain the procedure.

Pass out to each student a copy of Master 4.7, Factors 

Influencing Alcohol Abuse and Alcoholism. 

Pages 126–127

Step 8

Procedure Reference

Page 128

Step 1

Page 128

Step 2 

Page 128

Step 3

Pages 128–129

Steps 4 and 5

Page 129

Step 6

Activity 3: Modeling Alcohol Abuse and Alcoholism
137

Student Lesson 4

Have students complete their rolls, record data, and compute scores for each modeled individual based on Master

4.8, Score Sheet for Modeling Alcoholism. 

Summarize results of the activity by constructing a histogram using data from the entire class on Master 4.9,

Results for Modeling Alcoholism. 

Have students interpret the graph. Ask,

• If one-half of alcohol abusers go on to become alcoholic, then how many of the modeled individuals

would be expected to become alcoholic?

• If a score of 45 or higher indicates that an individual

becomes alcoholic, then how many of the modeled

individuals became alcoholic?

• Do the data from this activity reflect the statistics from

the population?

• How does the number of individuals classified as alcoholic in this activity compare to the number of alcohol

abusers? To alcohol users? To the general population?

• What factors contribute to high risk for alcoholism?

• How does personal choice influence alcohol use, alcohol abuse, and alcoholism?

• What factors might influence alcohol use, alcohol abuse,

and alcoholism but do not involve personal choice?

What the Teacher Does

Have the class apply the statistics for alcohol use, alcohol

abuse, and alcoholism from the model to the U.S. population. 

Have the class read Master 4.10, When Is Alcohol Use a

Problem?

• Discuss choice as it applies to drinking alcohol and the

options available to those with drinking problems. 

Page 129

Steps 7 and 8

Page 129

Step 9

Pages 130–132

Step 10

Procedure Reference

Page 132

Step 1

Pages 132–133

Step 2 

Activity 4: Applying the Model
Environmental Factors 

Influencing Alcohol Use and Nonuse

Name ________________________ Date _____________________

FICTITIOUS INDIVIDUAL #1

Availability factor Die roll _____ Score _____

Family environment factor Die roll _____ Score _____

Peer pressure factor Die roll _____ Score _____

Media pressure factor Die roll _____ Score _____

Legal restriction factor Die roll _____ Score _____

Add scores together for total score _____

FICTITIOUS INDIVIDUAL #2

Availability factor Die roll _____ Score _____

Family environment factor Die roll _____ Score _____

Peer pressure factor Die roll _____ Score _____

Media pressure factor Die roll _____ Score _____

Legal restriction factor Die roll _____ Score _____

Add scores together for total score _____

Master 4.1
Score Sheet for 

Modeling Alcohol Use

AVAILABILITY FACTOR

Number on die Score Effect 

Even 0 Alcohol not available 

Odd 5 Alcohol available 

FAMILY ENVIRONMENT FACTOR

Number on die Score Effect 

Even 0 Alcohol use discouraged 

Odd 10 Alcohol use not discouraged 

PEER PRESSURE FACTOR

Number on die Score Effect 

1 or 2 0 Peers don’t use alcohol 

3 or 4 5 Some peers use alcohol 

5 or 6 10 Most peers use alcohol 

MEDIA PRESSURE FACTOR

Number on die Score Effect 

1 or 2 0 Little influence to use alcohol 

3 or 4 5 Moderate influence to use alcohol 

5 or 6 10 Strong influence to use alcohol 

LEGAL RESTRICTION FACTOR

Number on die Score Effect 

Even 0 Choose to obey laws 

Odd 10 Choose to disobey laws 

Master 4.2
Results for Modeling Alcohol Use

Master 4.3
Modeling Genetic Influence

To model the genetic influence for an individual, follow the instructions below.

This information is summarized in the accompanying table.

1. Roll the die. If an odd number turns up, then the genetic influence factor

is 1. Do not roll again. If an even number turns up, then assign a value of

2 and roll again.

2. Roll the die a second time. If an odd number turns up, then assign a

value of 1 and multiply the values of the two rolls to obtain the genetic

influence factor:

2 (first roll) x 1 (second roll) = 2 = genetic influence factor

If an even number turns up, then assign a value of 2 and multiply the 

values of the two rolls to obtain the genetic influence factor:

2 (first roll) x 2 (second roll) = 4 = genetic influence factor

Roll of die Number on die Outcome 

First roll Odd Genetic influence factor = 1 

First roll Even Roll again 

Second roll Odd Genetic influence factor = 2 

Second roll Even Genetic influence factor = 4 

3. Record genetic influence factor on Master 4.5, Factors Influencing Alcohol

Use and Abuse.

Master 4.4
Factors Influencing 

Alcohol Use and Abuse 

Name ________________________ Date _____________________

FICTITIOUS INDIVIDUAL #1

Environmental factors (total score from Master 4.1): _____

Genetic influence factor _____

Multiply environmental factors times genetic influence factor to get total score:

Environmental factors x genetic influence factor = ______ total score

FICTITIOUS INDIVIDUAL #2

Environmental factors (total score from Master 4.1): _____

Genetic influence factor _____

Multiply environmental factors times genetic influence factor to get total score:

Environmental factors x genetic influence factor = ______ total score

Master 4.5
Results for Modeling Alcohol Abuse

Master 4.6
Factors Influencing 

Alcohol Abuse and Alcoholism

Name ________________________ Date _____________________

FICTITIOUS INDIVIDUAL # ___

Support system Die roll _____ Score _____

Loss of control Die roll _____ Score _____

Craving for alcohol Die roll_____ Score _____

Brain sensitivity to alcohol Die roll _____ Score _____

Genetic addictive factors Die roll _____ Score _____

Add together for total score _____

FICTITIOUS INDIVIDUAL # ___

Support system Die roll _____ Score _____

Loss of control Die roll _____ Score _____

Craving for alcohol Die roll_____ Score _____

Brain sensitivity to alcohol Die roll _____ Score _____

Genetic addictive factors Die roll _____ Score _____

Add together for total score _____

Master 4.7
Score Sheet for 

Modeling Alcoholism

SUPPORT SYSTEM

Number on die Score Effect 

1 or 2 0 Has been counseled for abuse 

3 or 4 20 No abusers among family and peers 

5 or 6 40 Associates with abusers 

LOSS OF CONTROL 

Number on die Score Effect 

Even 0 Can control drinking 

Odd 10 Cannot control drinking 

CRAVING FOR ALCOHOL

Number on die Score Effect 

Even 0 No craving for alcohol 

Odd 10 Craving for alcohol 

BRAIN SENSITIVITY TO ALCOHOL

Number on die Score Effect 

Even 0 High sensitivity to alcohol 

Odd 10 Low sensitivity to alcohol 

GENETIC ADDICTIVE FACTORS

Number on die Score Effect 

Even 0 No genetic addictive factors present 

Odd 20 Genetic addictive factors present 

Master 4.8
Results for Modeling Alcoholism

Master 4.9
When Is Alcohol Use a Problem?

Honest answers to the following four questions can help identify a

potential drinking problem. A “yes” answer to one of the questions

may suggest that a drinking problem exists, while more than one “yes”

answer suggests that a drinking problem likely exists. The questions

are written in such a way that the first letter of a key word in each

question spells “CAGE.”

1. Have you ever felt that you should Cut down on your drinking?

2. Have people Annoyed you by criticizing your drinking?

3. Have you ever felt bad or Guilty about your drinking?

4. Have you ever had a drink first thing in the morning to steady your

nerves or to get rid of a hangover (Eye opener)?

Source: National Institute on Alcohol Abuse and Alcoholism. 1996. Alcoholism: getting

the facts. Bethesda, MD: NIAAA.

Master 4.10
Overview 

Students investigate how drinking alcoholic beverages affects the blood

alcohol concentration (BAC). They then explore how gender, body weight,

metabolism, and drinking patterns change BAC. Finally, students watch

driving simulations in a Web-based activity and consider how mental and

physical functions are impaired by drinking alcohol.

Major Concepts

Alcohol impairs the functions of the mind and body. These impairments

depend on the amount of alcohol in the blood, as measured by the blood

alcohol concentration. Factors that influence the BAC include the number

of drinks and the time period over which they are consumed, as well as

the drinker’s gender and body weight. The body breaks down, or metabolizes, alcohol at a relatively constant rate, regardless of the rate at which it

is consumed.

149

Lesson 5

Elaborate Alcohol and Driving: Alcohol and Driving:

When to Sa hen to Say No

At a Glance

Figure 5.1. Police administer sobriety tests to help keep drivers under

the influence of alcohol off the road.
Objectives

After completing this lesson, students will

• be able to explain how the number of drinks, the pattern of drinking,

the individual’s gender, and the individual’s body weight influence

the BAC;

• understand that metabolism breaks down alcohol at a constant rate,

regardless of the rate at which it is consumed; and

• be able to correlate different blood alcohol concentrations with

impairments in body function.

Teacher Background

Consult the following sections in Information about Alcohol:

5 Alcohol: Pharmacokinetics (page 28)

5.1 Absorption and distribution of alcohol in the body (page 29)

5.2 Measurement of blood alcohol concentration (BAC) (page 29)

5.3 Factors affecting alcohol absorption and elimination (pages 29–30)

5.4 Alcohol metabolism (pages 30–31)

6 Alcohol: Biological Effects (page 31)

6.1 Alcohol and the brain (pages 31–35)

6.2 Alcohol and body systems (pages 35–37)

10.2 Drinking and driving (pages 42–43)

Web-Based Activities 

Photocopies

In Advance

150

Understanding Alcohol: Investigations into Biology and Behavior

Activity Web Version?

1

2

No

Yes

Activity 1

Activity 2

Master 5.1, Blood Alcohol Concentration Tables (Make 1

copy per student and prepare an overhead transparency.)

Master 5.2, Drinking Patterns for Party Guests (Make 1

copy per student team.)

Master 5.3, Blood Alcohol Concentration Graph Template

(Make 1 copy per student team and prepare an overhead transparency.)

Master 5.4, Progressive Effects of Alcohol (Make 1 copy per

student team and prepare an overhead transparency.)
Materials

Preparation

Gather supplies needed for the activities.

Arrange for access to computers.

Test the Internet connection and set up the appropriate bookmark to

http://science.education.nih.gov/supplements/alcohol/student.

Students will need copies of Master 5.1, Blood Alcohol Concentration Tables,

and Master 5.4, Progressive Effects of Alcohol, during Lesson 6.

Activity 1: Patterns of Drinking

1. Introduce the activity by creating a scenario for students. If two

individuals attend a party and drink the same amount of alcohol,

will they be affected in the same way? Ask students to share the

reasons for their responses.

Students will respond that not all people react the same way to

drinking the same amount of alcohol. Continue the discussion by

asking the class to name factors that influence the extent to which a

person is affected by drinking an alcoholic beverage. Accept all reasonable responses and list them on the board. Make sure that drinking pattern (whether the alcohol is consumed all at once or spread

out over a long period of time) is mentioned.

2. Inform students that they will investigate how drinking affects

people differently. First, they need to recall some information from

previous lessons. Review with the students what happens to alcohol after it has been consumed and what factors help determine an

individual’s response to alcohol.

As they learned in Lesson 2, students should mention that the alcohol is carried throughout the body and is quickly absorbed from the

stomach and small intestine into the bloodstream. If necessary,

remind the class that alcohol distributes throughout the water-containing parts of the body and that the brain is especially sensitive to

its effects. Students should recall from Lesson 3 that the amount of

alcohol consumed, the time after consumption, and the genetic

background of the individual are important factors in determining an

individual’s response to drinking alcohol.

Procedure

151

Student Lesson 5

Activity 1

Activity 2

colored pencils

computers with Internet access and sound card
3. Give each student a copy of Master 5.1, Blood Alcohol Concentration Tables. Explain that the concentration of alcohol in the blood

is expressed as weight of alcohol in a specific volume of blood. In

the United States, the measure is grams of alcohol per 100 milliliters

of blood, and it is reported as a percent. For example, 0.05 grams of

alcohol in 100 milliliters of blood corresponds to a blood alcohol

concentration (BAC) of 0.05 percent. Help students understand

how to read the BAC tables by providing an example using the

transparency of Master 5.1, such as what would the BAC be for a

120-pound female who consumes two alcoholic drinks in an hour?

If students look at the column for 120 pounds (third column from

the left in the table for women at the top of Master 5.1) and read

down to the row for 2 drinks, the BAC would be 0.08 percent.

Assessment:

The discussion in Steps

1 and 2 provides an

opportunity to evaluate

what students recall

from earlier lessons in

the module. For

example, do they recall

that a 12-ounce beer

contains the same

amount of alcohol as 

5 ounces of wine and

1.5 ounces of hard

liquor? Do they understand that alcohol is

absorbed into the

bloodstream and is distributed throughout the

body? Can students

explain that an individual’s response to alcohol depends on factors

such as the amount of

alcohol consumed, the

time after consumption,

and individual genetic

variation?

152

Understanding Alcohol: Investigations into Biology and Behavior

Figure 5.2. Once consumed,

alcohol is absorbed through

the stomach (1) and small

intestine and enters the

bloodstream (2), which distributes the alcohol to other

parts of the body, including

the brain (3).

Blood Alcohol Concentration Table: For Women

Body weight in pounds

Drinks 100 120 140 160 180 200 220 240

per hour 

1 0.05 0.04 0.03 0.03 0.03 0.02 0.02 0.02

2 0.09 0.08 0.07 0.06 0.05 0.05 0.04 0.04

3 0.14 0.11 0.10 0.09 0.08 0.07 0.06 0.06 
4. Ask the class what happens to a person’s BAC after it reaches the

value listed in the table. After you establish that the BAC gradually

declines, ask the class why this occurs.

Make sure the discussion brings out the fact that the BAC declines

slowly as the body breaks down the alcohol.

5. After you are sure that the students understand how to read the

tables in Master 5.1, divide the class into teams of three students.

Continue to set the stage for the activity by explaining that students will be analyzing BACs for fictitious individuals who attend

a party where alcoholic beverages are being served. The task for

the students is to determine each individual’s BAC and decide

whether the individual can legally drive home.

6. Ask the class how they will determine whether the individuals are

sober enough to drive a car legally.

Students may respond that the BAC measurement is used to determine whether a person is driving while intoxicated. Students also

may respond that certain behavioral changes, such as stumbling, loss

of coordination, and so forth, would indicate when a person should

not drive.

7. Pass out to each student team a copy of Master 5.2, Drinking Patterns for Party Guests. Explain that the master consists of three

pages with data for two different party guests on each page. Each

team member should take one page and analyze the data for those

two individuals. Explain that they are to use the Blood Alcohol

Concentration Tables (Master 5.1) to determine the BAC for each

hour that the guest attends the party.

It is a good idea to work through the following example to acquaint

the students with the process.

A. During the first hour of the party, a 120-pound female drinks 2

drinks. She has not had any alcohol to drink before the party

started, so her BAC at the start of the hour is 0.00.

B. From the table on Master 5.1, 2 drinks would give her a BAC of

0.08.

C. Adding 0.08 to 0.00 equals 0.08, which would be recorded in the

fifth row of the chart [BAC (start + table)]. 

153

Student Lesson 5
D. Next, subtract 0.02 from 0.08 to account for the body breaking

down some of the alcohol.

E. This means that at the end of the hour the BAC is 0.06. Record

this value both as the BAC at the end of hour 1 and also as the

BAC at the start of hour 2.

F. The female drinks 1 drink during the second hour. Again referring to the BAC table, this means that 0.04 is added to her existing 0.06 BAC, yielding 0.10.

G. Subtracting 0.02 for breakdown during the second hour leaves

her with a BAC of 0.08. This process is repeated to obtain the

BACs for the next two hours.

This guest is a 120-pound female:

8. While the students are calculating their party guest’s BACs, pass

out to each team a copy of Master 5.3, Blood Alcohol Concentration

Graph Template. Ask students to graph their results for each individual for the four-hour duration of the party on the same graph.

Students can use a different colored pencil for each individual’s

data. Each team member should graph the data that he or she analyzed.

Teacher note

For this activity, students should assume that the legal BAC limit is 

0.08 percent. We selected this value because many states have set this as

the legal standard. However, if the legal BAC limit in your state is different

(0.10 percent, for example), you may use this value instead. This may

change the conclusions made for the different individuals portrayed in the

activity.

Content Standard A:

Mathematics is important in all aspects of

scientific inquiry.

154

Understanding Alcohol: Investigations into Biology and Behavior

Hour 1 2 

Number of drinks 2 1 

BAC at start of hour A. 0.00 E. 0.06

BAC from table B. 0.08 0.04 

BAC (start + table) C. 0.08 F. 0.10 

Alcohol processed D. –0.02 –0.02 

BAC at end of hour E. 0.06 G. 0.08
9. After the teams have finished analyzing and graphing their data,

ask them to share their results with the class. Display a transparency of Master 5.3, Blood Alcohol Concentration Graph Template,

and have different students plot the data for the six different party

guests.

The completed charts and graphs for the six party guests are shown

below.

Guest 1 is a 120-pound female:

155

Student Lesson 5

Content Standard A:

Communicate scientific procedures and

explanations.

Figure 5.3. BAC over time for Guest 1.

Hour 1 2 3 4 

Number of drinks 2 1 1 0 

BAC at start of hour 0.00 0.06 0.08 0.10 

BAC from table 0.08 0.04 0.04 0.00 

BAC (start + table) 0.08 0.10 0.12 0.10 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 0.06 0.08 0.10 0.08 
156

Understanding Alcohol: Investigations into Biology and Behavior

Hour 1 2 3 4 

Number of drinks 2 2 1 0 

BAC at start of hour 0.00 0.02 0.04 0.04 

BAC from table 0.04 0.04 0.02 0.00 

BAC (start + table) 0.04 0.06 0.06 0.04 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 0.02 0.04 0.04 0.02 

Figure 5.4. BAC over time for Guest 2.

Guest 2 is a 180-pound male:
157

Student Lesson 5

Hour 1 2 3 4 

Number of drinks 3 2 0 0 

BAC at start of hour 0.00 0.07 0.11 0.09 

BAC from table 0.09 0.06 0.00 0.00 

BAC (start + table) 0.09 0.13 0.11 0.09 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 0.07 0.11 0.09 0.07 

Figure 5.5. BAC over time for Guest 3.

Guest 3 is a 160-pound female:
158

Understanding Alcohol: Investigations into Biology and Behavior

Figure 5.6. BAC over time for Guest 4.

Guest 4 is a 160-pound male:

Hour 1 2 3 4 

Number of drinks 0 0 3 2

BAC at start of hour 0.00 0.00 0.00 0.05 

BAC from table 0.00 0.00 0.07 0.05 

BAC (start + table) 0.00 0.00 0.07 0.10

Alcohol broken down 0.00 0.00 –0.02 –0.02 

BAC at end of hour 0.00 0.00 0.05 0.08 
159

Student Lesson 5

Figure 5.7. BAC over time for Guest 5.

Guest 5 is a 140-pound male:

Hour 1 2 3 4 

Number of drinks 3 2 1 0

BAC at start of hour 0.00 0.06 0.09 0.10 

BAC from table 0.08 0.05 0.03 0.00 

BAC (start + table) 0.08 0.11 0.12 0.10 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 0.06 0.09 0.10 0.08 
160

Understanding Alcohol: Investigations into Biology and Behavior

Figure 5.8. BAC over time for Guest 6.

Guest 6 is a 220-pound male:

Hour 1 2 3 4 

Number of drinks 3 2 1 0 

BAC at start of hour 0.00 0.03 0.04 0.04 

BAC from table 0.05 0.03 0.02 0.00 

BAC (start + table) 0.05 0.06 0.06 0.04 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 0.03 0.04 0.04 0.02 
10. Conclude the activity by asking students to respond to the following questions.

• Which individuals could drive home legally?

If the legal BAC limit in the state is 0.08 percent, Guests 2, 3, and 6

would be below the legal limit for intoxication and able to drive

home legally. Note that if an individual’s BAC is right at the legal

limit (BAC = 0.08 in this case), it is not legal for that individual to

drive a car.

Although these individuals could legally drive, they might not be

safe drivers. In the following activity, students will learn more about

how even low BACs can impair judgment, coordination, and

reflexes.

• What factors described in this activity affected the party guests’

BAC levels?

Students should recognize that number of drinks, pattern of drinking, gender, and body weight all influence a person’s BAC.

• Why, on average, is a larger person affected less by a given amount

of alcohol than a smaller person?

A larger person has more body water for the alcohol to be distributed

in. This means that a given amount of alcohol will reach a lower

BAC in a large person than a smaller person.

• Why, on average, are females more affected by drinking the same

amount of alcohol as males?

Females tend to be affected more by a given amount of alcohol than

males for two reasons. First, they tend to be smaller than their male

counterparts and second, they tend to have more body fat than males

do, which has the effect of reducing the amount of body water in

which to distribute the alcohol.

• How does the pattern of drinking relate to an individual’s BAC?

A person’s BAC is affected mainly by how much alcohol he or she

drinks and over what period of time the drinking occurs. Alcohol

metabolism occurs at a constant rate. If the rate of alcohol consumption is faster than the body’s metabolism rate, then the BAC will

increase.

161

Student Lesson 5
• Are there differences in how fast alcohol breaks down in the body

among different individuals?

Students should notice that in this activity, the BAC always decreases

by approximately 0.02 percent per hour for all individuals. In reality,

metabolism rates can vary somewhat among individuals. The important point here is that when a person drinks alcohol, it is broken

down at a constant rate, regardless of how quickly or slowly the person drinks.

• Do you think that each of the individuals whose behavior was

modeled in this activity would have reached the same conclusions

as you did about who should drive from the party?

The guests attending the party in this activity would not have access

to information about their BACs. Therefore, it is likely that some of

them would have judged themselves fit to drive, even though their

BAC exceeded the legal limit.

• Are there any factors not taken into account during this activity

that could influence an individual’s BAC?

Student responses will vary. Accept all reasonable responses and list

them on the board. Direct their attention to factors such as the

amount and type of food in the stomach, body type (amount of body

fat), and genetic factors.

11. Ask students to keep their copies of Masters 5.1 and 5.2 for use in

the next activity.

Optional Activity

1. Give students an opportunity to ask their own questions about

how an individual’s BAC is affected by drinking alcohol. For convenience, students can work in their same teams to decide on a

question they want to investigate. Remind students to ask a question that can be answered given the information found in Masters

5.1 and 5.2. Some questions that students may investigate include

the following:

• Can a person who weighs 200 pounds drink twice as much as a

person who weighs 100 pounds and have the same BAC?

• If a person has a BAC of 0.08 and stops drinking, how long will

that person have to wait before their BAC drops to zero?

162

Understanding Alcohol: Investigations into Biology and Behavior

Content Standard A:

Identify questions that

can be answered

through scientific

investigation.

Content Standard A:

Design and conduct a

scientific investigation.
• Consider someone attending a party that lasts for 4 hours. The

person consumes 4 drinks during the party. How will their BAC at

the end of the party vary if they drink all 4 four drinks during the

first hour, drink 1 drink each hour, or drink all 4 drinks during the

last hour?

Asking an appropriate question might be difficult for some students.

Explain that they should try to keep all variables constant, except for

the one that they are investigating. Circulate around the room and

ask them to explain how they are answering their question. If they

have difficulty making proper comparisons, guide them with questions that will help them refine their question or the way they are

conducting their analysis.

2. After teams finish analyzing their question, ask them to present

their results to the class. Encourage each member of the class to

participate in the presentation by discussing a specific aspect of

the work, such as framing the question, performing the calculations, or stating the conclusions. Ask other members of the class if

they agree or disagree with the conclusions.

Activity 2: Alcohol and Driving Behavior

This activity requires the use of computers with access to the

Internet and a sound card. If this is not possible, give each

student team a copy of Master 5.4, Progressive Effects of Alcohol, and proceed with this activity starting with Step 8.

1. Introduce the activity by explaining to the class that they will

watch two brief driving simulations. The simulations show the

view as the driver would see things.

2. Divide the class into teams of two to three students who will work

at one computer. Log onto the Web site

http://science.education.nih.gov/supplements/alcohol/student and click

on “Lesson 5—Alcohol and Driving: When to Say No.”

Teacher note

This activity is designed for students to work at a computer in small teams.

This approach stimulates interaction and discussion among students. You

may, however, need to modify the size of the groups depending on the

number of computers available. For alternate strategies, see Using the Web

Site, on page 19.

Assessment:

This part of the activity

enables you to assess

students’ abilities to

identify questions that

can be answered

through scientific

investigation. It also

provides assessment

opportunities relating

to methods of analysis

and drawing of conclusions.

163

Student Lesson 5
3. Instruct students to watch Simulation A and Simulation B and to

record the differences they observe between the two drivers.

Students will not know at the beginning which simulation represents

which driver. However, they should record their observations about

each simulation. Students may need to watch each simulation a few

times.

4. After students have viewed the simulations and recorded their

observations, discuss their findings and record their observations

on the board. The major differences are listed below:

Simulation A (intoxicated) Simulation B (sober)

Staggers while walking to car Walks in a straight line to car

Has blurred vision Has clear vision

Does not look both ways Looks both ways before crossing 

before crossing the street the street

Does not fasten seat belt Does fasten seat belt

Has trouble putting key in Puts key in ignition easily

ignition

Exceeds speed limit Does not exceed speed limit

Does not always stay in Stays in correct lane

correct lane

Drives using one hand Drives using both hands

Runs through stop signs Stops smoothly at stop signs

Does not stop for pedestrian Stops to allow pedestrian to 

cross street

Does not use turn signals Does use turn signals

Hits the trash can in driveway Parks car without hitting trash 

can

Students may notice other minor differences, but the ones listed

above are the primary ones.

5. One simulation portrays a sober driver and the other portrays an

intoxicated driver. Ask students which simulation shows the intoxicated individual.

Students will respond correctly that Simulation A shows the intoxicated driver.

6. Ask students what they think the BAC of the driver in Simulation

A was. Display a transparency of Master 5.4, Progressive Effects of

Alcohol. This chart depicts the escalating impairments that happen

as increasing amounts of alcohol are consumed. Explain that

impairments associated with low BACs still apply at higher BACs.

164

Understanding Alcohol: Investigations into Biology and Behavior

Content Standard A:

Think critically and logically to make the relationships between

evidence and explanations.
7. Ask students to provide reasons for their BAC estimates.

Students should estimate a BAC for the intoxicated driver based on

information in Master 5.4 and on what they observed in the simulation. Because students know that the driver is intoxicated, they will

estimate BACs of 0.08 and higher. Students might say that the BAC

could be as high as 0.21 to 0.30 because the person staggered when

walking. If the BAC is in this range, in addition to the more severe

impairments of reaction time and lack of balance, the driver would

also display impaired alertness, judgment, depth perception, reasoning skills, and coordination. Each of these impairments would make

this person a hazardous driver.

8. Ask students to get out their copies of Master 5.2, Drinking Patterns for Party Guests, from Activity 1 in this lesson. Ask them to

examine the data for each of the party guests they evaluated. Using

Master 5.4, Progressive Effects of Alcohol, instruct the class to estimate how each individual’s BAC would affect his or her ability to

drive a car. Revisit the question of whether or not each individual

should drive home. Students can write their responses on the back

of Master 5.2.

Students should compare the BAC of each individual with the table.

They should list activities that are impaired in individuals who have

a BAC in that range.

You will notice that the chart on Master 5.4 is depicted as a continuum and that there are no distinct cut-off points between impairments at adjacent BAC ranges. This is intended to convey the idea

that impairments exist in varying degrees as opposed to simply being

present or absent. This depiction is also consistent with human variation; that is, two people may be affected slightly differently from

each other at a given BAC.

9. Give students the opportunity to share with the class their conclusions about each of the party guests and the impairments that

would affect their driving.

Guest 1 has a BAC of 0.08 at the end of the party. Students may

respond that she should exhibit impairments in alertness, judgment,

depth perception, and visual tracking. Most will agree that she

should not be behind the wheel.

165

Student Lesson 5
Guest 2 has a BAC of 0.04 at the end of the party. Students may

respond that even though he has a BAC below the legal limit for

driving, he is still affected by the alcohol. He may be less alert and

less coordinated and make poorer judgments than if he hadn’t drunk

any alcohol.

Similar types of observations can be made for the other four party

guests. Some students may conclude that it may not be a good idea

for any of the party guests to drive a car.

10. Ask students to consider the question, Does a BAC below the legal

limit mean that it is safe for an individual to drive a car?

Even though some individuals have BACs that are below the legal

limit for driving, it may not be safe for them to operate a car. This is

an important point for students to understand. A BAC below the

legal limit does not mean that a person’s mental and physical skills

are not impaired. In fact, there is no one particular BAC where hazardous driving begins. Even one drink can cause impairment. This

helps explain why different states and different countries set different

legal limits for drinking and driving.

Assessment:

If you wish to use this

question as a more

formal opportunity to

evaluate students’

understanding, ask

them to write their

answers to this question. You may then

review the responses

from each student.

Asking students to

write their answers

before sharing them

with the class allows

them to organize their

thoughts and reflect

on what they have

learned.

166

Understanding Alcohol: Investigations into Biology and Behavior
167

Student Lesson 5

Lesson 5 Organizer 

What the Teacher Does

Ask the class if two people attend a party and drink the same

amount of alcohol, will they be affected in the same way? 

Ask students to recall information they learned in previous

lessons.

• What factors influence how different people respond 

to alcohol?

• Where does alcohol go in the body?

• Where is alcohol broken down? 

Help the class understand how to use Master 5.1, Blood

Alcohol Concentration Tables.

• Make sure that the students understand how metabolism reduces BACs. 

Divide the class into teams and make sure they know how to

• determine BAC levels for fictitious individuals attending

a party.

• determine if those individuals can legally drive a car. 

Pass out to each team a copy of Master 5.2, Drinking Patterns for Party Guests. 

Have students graph the BACs over time for each guest

using Master 5.3, Blood Alcohol Concentration Graph 

Template. 

Procedure Reference

Page 151

Step 1

Pages 151–152

Step 2

Pages 152–153

Steps 3 and 4

Page 153

Steps 5 and 6

Pages 153–154

Step 7

Page 154

Step 8

Activity 1: Patterns of Drinking

= Involves copying

a master.

= Involves using 

a transparency.

= Involves using 

the Internet.
168

Understanding Alcohol: Investigations into Biology and Behavior

Have student teams share their results with the class using a

transparency of Master 5.3, Blood Alcohol Concentration

Graph Template. 

Summarize results from the activity. Ask the class,

• Which individuals could drive home legally?

• What factors affected the party guests’ BAC levels?

• Why is a larger person affected less by a given amount

of alcohol than a smaller person?

• Why are females more affected by drinking the same

amount of alcohol as males?

• How does the pattern of drinking relate to an individual’s BAC?

• Are there differences in how fast alcohol breaks down

in the body among different individuals?

• Do you think that the individuals whose behavior was

modeled in this activity would have reached the same

conclusions as you did about who should drive from

the party?

• Are there factors not taken into account during this

activity that could influence an individual’s BAC? 

Instruct students to keep their copies of Masters 5.1 and 

5.2 for use in the next activity.

What the Teacher Does

Explain to the class that they will watch two short driving

simulations.

Divide the class into student teams and have them log onto

the Web site. Have the students click on “Lesson 5—Alcohol

and Driving: When to Say No.”

Pages

155–160

Step 9

Pages 161–162

Step 10

Page 162

Step 11

Procedure Reference

Page 163

Step 1

Page 163

Step 2

Activity 2: Alcohol and Driving Behavior
169

Student Lesson 5

Instruct students to watch each simulation and record their

observations.

Reconvene the class, discuss the students’ findings, and

record their observations on the board. 

Ask the students which simulation portrayed the intoxicated

driver. 

Display a transparency of Master 5.4, Progressive Effects of

Alcohol, give each team a copy, and ask the class to estimate the BAC of the intoxicated driver. 

Have students retrieve their results from Activity 1 and ask

them to consider how alcohol impaired each of the party

guests.

Have students share their conclusions with the class. 

Discuss whether a BAC below the legal limit means that it 

is safe for an individual to drive a car. 

Page 164

Step 3 

Page 164

Step 4

Page 164

Step 5

Pages 164–165

Steps 6 and 7

Page 165

Step 8

Pages 165–166

Step 9

Page 166

Step 10
Blood Alcohol Concentration Tables*

Body weight in pounds

Drinks 100 120 140 160 180 200 220 240

per hour 

1 0.05 0.04 0.03 0.03 0.03 0.02 0.02 0.02 

2 0.09 0.08 0.07 0.06 0.05 0.05 0.04 0.04

3 0.14 0.11 0.10 0.09 0.08 0.07 0.06 0.06

4 0.18 0.15 0.13 0.11 0.10 0.09 0.08 0.08

5 0.23 0.19 0.16 0.14 0.13 0.11 0.10 0.09

6 0.27 0.23 0.19 0.17 0.15 0.14 0.12 0.11

7 0.32 0.27 0.23 0.20 0.18 0.16 0.14 0.13

8 0.36 0.30 0.26 0.23 0.20 0.18 0.17 0.15

9 0.41 0.34 0.29 0.26 0.23 0.20 0.19 0.17

10 0.45 0.38 0.32 0.28 0.25 0.23 0.21 0.19

For Women

*Blood alcohol concentrations are expressed as percent, meaning grams of alcohol per 100 milliliters (per deciliter) of blood.

Tables are adapted from those of the Pennsylvania Liquor Control Board, Harrisburg.

Body weight in pounds

Drinks 100 120 140 160 180 200 220 240

per hour 

1 0.04 0.03 0.03 0.02 0.02 0.02 0.02 0.02

2 0.08 0.06 0.05 0.05 0.04 0.04 0.03 0.03

3 0.11 0.09 0.08 0.07 0.06 0.06 0.05 0.05

4 0.15 0.12 0.11 0.09 0.08 0.08 0.07 0.06

5 0.19 0.16 0.13 0.12 0.11 0.09 0.09 0.08

6 0.23 0.19 0.16 0.14 0.13 0.11 0.10 0.09

7 0.26 0.22 0.19 0.16 0.15 0.13 0.12 0.11

8 0.30 0.25 0.21 0.19 0.17 0.15 0.14 0.13

9 0.34 0.28 0.24 0.21 0.19 0.17 0.15 0.14

10 0.38 0.31 0.27 0.23 0.21 0.19 0.17 0.16

For Men

Master 5.1
Drinking Patterns for Party Guests

Name(s)________________________________________________ Date _____________________

Guest 1 is a 120-pound female:

Should Guest 1 drive home? ________

Guest 2 is a 180-pound male:

Should Guest 2 drive home? ________

Hour 1 2 3 4 

Number of drinks 2 1 1 0 

BAC at start of hour 0.00 

BAC from table 

BAC (start + table) 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 

Hour 1 2 3 4 

Number of drinks 2 2 1 0 

BAC at start of hour 0.00 

BAC from table 

BAC (start + table) 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 

Master 5.2a
Drinking Patterns for Party Guests 

Name(s)________________________________________________ Date _____________________

Guest 3 is a 160-pound female:

Should Guest 3 drive home? ________

Guest 4 is a 160-pound male:

Should Guest 4 drive home? ________

Hour 1 2 3 4 

Number of drinks 0 0 3 2

BAC at start of hour 0.00 

BAC from table 

BAC (start + table) 

Alcohol broken down 0.00 0.00 –0.02 –0.02 

BAC at end of hour 

Hour 1 2 3 4 

Number of drinks 3 2 0 0 

BAC at start of hour 0.00 

BAC from table 

BAC (start + table) 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 

Master 5.2b
Drinking Patterns for Party Guests 

Name(s)________________________________________________ Date _____________________

Guest 5 is a 140-pound male:

Should Guest 5 drive home? ________

Guest 6 is a 220-pound male:

Should Guest 6 drive home? ________

Hour 1 2 3 4 

Number of drinks 3 2 1 0

BAC at start of hour 0.00 

BAC from table 

BAC (start + table) 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 

Hour 1 2 3 4 

Number of drinks 3 2 1 0 

BAC at start of hour 0.00 

BAC from table 

BAC (start + table) 

Alcohol broken down –0.02 –0.02 –0.02 –0.02 

BAC at end of hour 

Master 5.2c
Blood Alcohol Concentration 

Graph Template

Name(s)________________________________________________ Date _____________________

Note: The shaded portion of the graph corresponds to BACs of 0.08 and above, which is the legal limit

for driving in this activity.

Master 5.3
Progressive Effects of Alcohol

Master 5.4
Overview

Students consider whether a legal limit for alcohol use should be imposed

for all public activities, not just driving. Students use the knowledge from

previous lessons and evaluate new information to decide whether such a

limit should be established and, if so, what BAC limit to impose. Students

then revisit the Statements about Alcohol from Lesson 1 to assess how

their understanding of alcohol and its effects has changed over the course

of this module.

Major Concept

Low concentrations of alcohol in the body may cause impairment of physical and cognitive skills. The consequences of low BACs include increased

tendencies to participate in a variety of risky behaviors.

Objectives

After completing this lesson, students will 

• be able to identify how different BACs, including low ones, affect a

person’s functioning;

177

Lesson 6

Elaborate/

Evaluate Using Alcohol: Using Alcohol: 

Setting Limits Setting Limits

At a Glance

Figure 6.1. Users of alcoholic beverages have the responsibility to drink

wisely.
• be able to differentiate between alcohol-related risks to the individual

and risks to the public; and

• apply the knowledge they have gained about the effects of alcohol by

establishing a policy for alcohol use and defending their position.

Teacher Background

Consult the following sections in Information about Alcohol:

7 Alcohol: Behavioral Effects (pages 37–39)

10 Consequences of Alcohol Abuse and Alcoholism (pages 42–46)

10.1 The costs to society (page 42)

10.2 Drinking and driving (pages 42–43)

10.3 Drinking and risky behavior (pages 43–44)

10.4 Drinking and pregnancy (pages 44–45)

10.5 Drinking and violence (pages 45–46)

Web-Based Activities 

Photocopies

In Advance

178

Understanding Alcohol: Investigations into Biology and Behavior

Activity Web Version?

1

2

No

No

Activity 1

Activity 2

Master 6.1, Issues to Think About (Prepare an overhead

transparency.)

Master 6.2, Alcohol Information Sheets (Make 1 copy per

student team.)

Master 6.3, Alcohol: Is This Right? What Do I Think Now?

(Make 1 copy per student and prepare an overhead

transparency.)

Master 6.4, Alcohol: Is This Right? Class Responses (Prepare

an overhead transparency.)

Have students refer to their copies of Master 5.1, Blood

Alcohol Concentration Tables, and Master 5.4, Progressive

Effects of Alcohol (saved from Lesson 5).
Materials

Preparation

Have the copies of Master 1.1, Alcohol: Is This Right? that students completed in Lesson 1 available. 

Activity 1: Alcohol—Risks and Consequences

1. Remind students that the legal BAC for driving is 0.08 (or 0.10,

depending on your state). Ask students to speculate why the BAC

was set at that particular level. Is it true that alcohol consumption

is safe as long as the BAC is below that level? Is it true that activities other than driving are safe, regardless of a person’s BAC?

Students will give a variety of responses. Some students will say that

the BAC was set at a particular level because a person’s skills are

more severely affected at that point. Others may respond that it was

a rather arbitrary cut-off point. This discussion may remind students

of what they learned in Lesson 5.

2. Ask students to consider whether there should be a legal BAC for

all activities (not just driving) when a person is in public. Allow

students to share their thoughts with the class.

Some students will say that no such limit should exist, while others

will suggest a specific BAC limit. For the purposes of this activity,

insist that each student support a particular BAC level. Give students

the opportunity to express the reasons for their opinions.

3. Write the following BAC numbers on the board: 0.00, 0.02, 0.04,

0.06, 0.08, and 0.10. Be sure to space them out so that students

can stand in front of each category. Instruct students to stand in

front of the number that they think should be the legal BAC for all

public activities. Students will form a “human histogram.”

4. Explain that students who support a particular BAC limit will form

a team. They are to use information they have learned from the

earlier lessons and information provided in this lesson to justify

their position. They are to write a brief summary of their position

and its justification to share with the class.

179

Student Lesson 6

Procedure

Assessment:

Ask students to recall

what BAC means. Do

students remember

what BAC stands for

and the factors that

influence it?

Activity 1

Activity 2

no materials needed for this lesson, except for photocopies

no materials needed for this lesson, except for photocopies
Teacher note

Ideally, students will work in teams of three to four. If a particular BAC category has more students than that, ask them to form into multiple teams.

Also, if you have a BAC category that is supported by just one student,

then you may wish to combine that BAC with the next higher or lower one

to create a team of three to four students. Finally, if you have a small class,

consider reducing the number of BAC categories (0.0, 0.03, 0.06, and 0.09,

for example). 

5. Display a transparency of Master 6.1, Issues to Think About, and

explain that these issues can guide students as they work to justify

their positions.

Encourage students to use these questions as a way to get started,

but not to be limited by them. 

6. Pass out to each student team a copy of Master 6.2, Alcohol Information Sheets.

• Explain that Master 6.2 provides additional information about

the effects of alcohol use. 

• Encourage students to provide information not only about

potential consequences of alcohol use, but also about how

alcohol may be involved in causing a particular outcome. 

• Ask students to include information they have learned from

the previous lessons in this module to support their positions.

For example, Master 5.1, Blood Alcohol Concentration Tables,

and Master 5.4, Progressive Effects of Alcohol, are especially

helpful here.

Master 6.2 provides supplemental information about alcohol’s effects

that students can use in justifying their positions. It also includes

information not directly relevant to their task. Part of the challenge

is for students to sift through the information provided and to use

only what supports their position (or contradicts a different position). Students should not simply copy complete sections from the

information sheets. Ideally, students should construct a justification

statement that presents all sides of the issues involved.

If student teams need additional guidance to prepare their justifications, you can suggest that one or two team members focus on

explaining why the BAC limit should be set at the chosen level while

the rest of the team focuses on the potential problems of using that

BAC limit. The team should then discuss both sides of the issues and

work together to write their team’s justification.

180

Understanding Alcohol: Investigations into Biology and Behavior

Content Standard C:

Behavior is one kind of

response that an

organism can make to

an internal or environmental stimulus.
Teacher note

Students will find that information about alcohol’s effects is not always broken down by BAC range. Often terms like “heavy or chronic drinking” are

encountered. For the purposes of this activity, students can consider heavy

or chronic drinking to imply that the affected individuals reach BAC levels

that render them intoxicated (BAC of 0.08 to 0.10). 

7. After student teams have prepared their justifications, ask them to

share their statements with the class. Encourage the rest of the students to ask the presenting team questions.

Encourage all team members to participate actively in their presentation. Note that this activity does not have a single “correct” answer.

The important aspect of this activity is that students present relevant

facts on which to base their conclusions. During the course of writing their justification, some students may want to change their

minds and support a different BAC limit. In such cases, ask them to

explain the BAC limit they would select and why.

If students feel that they cannot justify one BAC level as opposed to

the next one, this is acceptable. A goal of the activity is to help students appreciate the nature of science. They may not be able to reach

a firm conclusion. This is an opportunity to discuss what additional

information they would like to have and how they could obtain it.

This activity may raise additional questions about alcohol use.

Encourage students to continue their investigation through Internet

searches. Several helpful Web sites, including that for the National

Institute on Alcohol Abuse and Alcoholism (NIAAA), are listed in

the section Additional Web Resources for Teachers (see page 199). This

activity also raises an important issue about the nature of science.

When students raise additional questions, they are learning how science is done.

8. Following the student presentations, ask students to consider the

implications of setting BAC limits. Use questions like the following

to guide the discussion. 

• Do people know their BAC after they consume alcohol? 

• Is there a significant difference in a person’s mental or physical impairment between a BAC of 0.06 and 0.08? Between

0.04 and 0.06?

• Will a person with a BAC of 0.08 always be more affected

than a person whose BAC is 0.06? Why or why not?

Of course, people do not know their BACs while they are drinking

alcohol. Usually, BACs are only measured after there is an accident or

some other problem. Help students recognize that there is variation

Content Standard A:

Develop descriptions,

explanations, predictions, and models,

using evidence.

Assessment:

The process of having

student teams first

write their justification

and then present it

orally helps you evaluate their understanding

in two ways. First, you

can collect the students’ written statements and evaluate

their reasoning. Second,

listening to their presentations and their

answers to questions

by classmates gives you

further insight into their

understanding. Make

sure that each student

participates in the oral

presentation so that

you have an opportunity to evaluate his or

her understanding.

181

Student Lesson 6
in people’s response to drinking alcohol. Students should recall from

previous lessons that alcohol response depends on many factors

including the amount consumed, the pattern of drinking, body

weight, gender, and even genetics (Lessons 2, 3, and 5). This means

that the same amount of alcohol can affect different individuals differently.

Activity 2: How Much Have You Learned 

about Alcohol?

1. Give each student a copy of Master 6.3, Alcohol: Is This Right?

What Do I Think Now? Ask students to agree or disagree with each

statement as they did earlier.

2. After students have completed Master 6.3, give each student the

copy of Master 1.1, Alcohol: Is This Right?, that he or she completed during Lesson 1.

3. Display an overhead transparency of Master 6.4, Alcohol: Is 

This Right? Class Responses. For each statement, write on the

transparency how many students agreed with it at the start of 

the module.

4. For each statement, ask how many agree with it now. Write these

numbers on the transparency in the spaces provided.

5. Ask the class whether they changed their minds about any of the

statements about alcohol. If so, which ones?

Answers will vary, though most students will change their minds

about some of the statements.

6. If students changed their minds about some of the statements, why

did they do so?

Allow students to share their thoughts with the class or ask questions about the statements. Encourage students to provide specific

examples from the activities in this module to explain their thinking.

If students cannot reach a consensus about a statement, refer them to

the outcomes of specific activities.

Use the following information about the statements to guide the 

discussion:

Content Standard F:

Alcohol and other

drugs are often

abused substances.

Such drugs change

how the body functions and can lead to

addiction.

182

Understanding Alcohol: Investigations into Biology and Behavior
1. Alcohol is a stimulant.

Alcohol is actually a depressant. It can appear to be a stimulant

because it initially depresses the part of the brain that controls 

inhibitions.

2. Caffeine will sober you up.

Caffeine will not help an individual become sober more quickly. The

factors that influence a person’s BAC include the amount of alcohol

consumed, the pattern of drinking, body weight, and gender. Only

time will reduce the BAC as the body breaks down the alcohol. 

3. Food will keep you from becoming intoxicated.

Food in the stomach causes alcohol to be absorbed more slowly than

when the stomach is empty. Food can delay the effects of alcohol,

but it cannot eliminate them.

4. Drinking beer is safer than drinking wine or hard liquor, such as

vodka or whiskey.

The type of drink is not an important factor when considering the

effects of drinking alcohol. As students learned in Lesson 2, 12

ounces of beer contain the same amount of alcohol as 5 ounces of

wine, or 1.5 ounces of hard liquor. 

5. Alcohol-related car crashes are all caused by drunk drivers.

Most alcohol-related car crashes are caused by drivers with BACs

over the legal limit. However, as seen in Master 6.2, Alcohol Information Sheets, drivers with BACs less than the legal limit also have

crash rates higher than nondrinkers. Also, as presented on Master

5.4, Progressive Effects of Alcohol, BACs below the legal limit produce

impairments.

6. Alcoholism is a disease.

Alcoholism is a chronic disease involving a strong craving for alcohol, a constant or periodic reliance on use of alcohol despite adverse

consequences, the inability to limit drinking, physical illness when

drinking is stopped, and the need for increasing amounts of alcohol

in order to feel its effects.

183

Student Lesson 6
7. Alcohol abuse and alcoholism affect only the abuser.

Unfortunately, alcohol abuse and alcoholism affect other individuals

in addition to the abuser. For example, the abuser’s family and

friends are affected. Alcohol abuse leads to missed work, thereby

affecting coworkers. Abusers are also more likely to engage in risky

behaviors that can lead to accidents and even criminal behaviors that

produce victims.

8. Alcohol abuse or alcoholism will never be my problem.

As students learned in Lesson 4, many factors influence whether a

person uses alcohol, abuses alcohol, or becomes an alcoholic. Some

factors are genetic, many others are environmental, but the primary

factor is personal choice.

9. Nothing can be done about alcohol abuse or alcoholism.

Alcohol abuse and alcoholism can be treated effectively using medications and psychosocial (behavioral) therapies. Currently, there is

no cure for alcoholism.

10. It is a good idea to drink alcohol to prevent heart disease.

Studies have shown that alcohol in moderate amounts (about one

drink per day) can reduce the risk for heart disease. However, in

larger amounts, alcohol makes heart disease worse and can actually

interfere with the rhythm of the heart. Doctors do not recommend

that nondrinkers start drinking alcohol in an effort to prevent heart

disease. There are many people who should not drink even one

drink per day, including pregnant women, recovering alcoholics, and

people taking certain medications.

11. Drinking a large amount of alcohol occasionally is less harmful than

drinking a smaller amount every day.

Binge drinking can cause severe problems. Drinking a large amount

of alcohol at one time can raise the BAC to such a dangerous level

that the individual can lose consciousness and even die. However,

even at lower levels, alcohol makes it more likely that a person will

engage in risky behaviors with potentially serious consequences.

Lessons 5 and 6 should help students understand the consequences

of consuming alcohol.

184

Understanding Alcohol: Investigations into Biology and Behavior
12. Drinking alcohol makes you feel more confident.

The effects of alcohol at a BAC between 0.01 and 0.05 include the

loss of inhibitions and a sense of well being. When the BAC

increases to between 0.06 and 0.20, some individuals become more

boisterous and extroverted. These behaviors can be interpreted as

confidence. However, the behavioral changes caused by alcohol consumption can vary greatly depending on the amount consumed and

the individual’s response. At high BAC levels, some individuals experience severe emotional swings.

185

Student Lesson 6
186

Understanding Alcohol: Investigations into Biology and Behavior

Lesson 6 Organizer

What the Teacher Does

Ask the class why the legal BAC for driving is set where it is.

• Is it true that alcohol consumption is safe as long as the

BAC stays below the legal limit?

• Is it true that activities other than driving are safe,

regardless of a person’s BAC? 

Ask the class whether there should be a legal BAC for all

activities (not just driving) when a person is in public. 

Write the following series of BAC numbers on the board:

0.00, 0.02, 0.04, 0.06, 0.08, and 0.10.

• Have students stand in front of the BAC that they feel

should be the legal BAC for all public activities.

Divide the class into student teams and instruct them to

write a brief justification of their position.

• Discuss Master 6.1, Issues to Think About.

• Pass out Master 6.2, Alcohol Information Sheets. 

Allow student teams to share their justifications with their

classmates and encourage questions of the presenters. 

Procedure Reference

Page 179

Step 1

Page 179

Step 2

Page 179

Step 3

Pages 179–180

Steps 4–6

Page 181

Step 7

Activity 1: Alcohol Risks and Consequences

= Involves using a transparency. = Involves copying a master.
187

Student Lesson 6

Ask the class to consider the implications of setting such

BAC limits.

• Does a person know their BAC after they consume

alcohol?

• Is there a significant difference in a person’s mental or

physical impairment between a BAC of 0.06 and 0.08?

Between 0.04 and 0.06?

• Will a person with a BAC of 0.08 always be more

affected than a person whose BAC is 0.06? 

What the Teacher Does

Pass out to each student a copy of Master 6.3, Alcohol: Is

This Right? What Do I Think Now? Ask students to agree or

disagree with the statements. 

Return Master 1.1 to the students so they can review their

responses made during Lesson 1. 

Display a transparency of Master 6.4, Alcohol: Is This Right?

Class Responses.

• Record the number of students who agreed with each

statement at the beginning of the module.

• Record the number of students who agree with each

statement now. 

Ask students if they changed their minds about any of the

statements. If they have, ask them to explain their reasons. 

Pages 181–182

Step 8

Procedure Reference

Page 182

Step 1

Page 182

Step 2

Page 182

Steps 3 and 4

Pages 182–185

Steps 5 and 6

Activity 2: How Much Have You Learned about Alcohol?
Issues to Think About

• The effect of alcohol on a person’s physical abilities

• The effect of alcohol on a person’s mental abilities

• The effect of alcohol on a person’s risk of injury

• The effect of alcohol on the risk of injury to other people

• Positive effects of alcohol on a person or on society

• Economic costs or benefits of alcohol to an individual or 

to society

Master 6.1
Alcohol Information Sheets

TYPES OF ALCOHOLS 

Alcohols are a useful class of chemical compounds. The most common alcohols that we encounter in

daily life are methanol (also called wood alcohol), isopropanol (rubbing alcohol), and ethanol (or

ethyl alcohol). Of these three, only ethanol is safe to drink. Other alcohols are poisons. When the

word alcohol is used in association with beverages, it always refers to ethanol.

Alcohols, including ethanol, are used by the chemical industry in many ways. Methanol is used as

antifreeze, and isopropanol is the main ingredient of rubbing alcohol. Ethanol has many uses in addition to being a beverage ingredient. It is used as an alternative fuel source and as a solvent for other

chemicals, including some medicines. For example, some types of cough syrup have ethanol concentrations similar to those found in hard liquor.

Master 6.2a
Alcohol Information Sheets 

ALCOHOL AND SOCIETY

Adults drink alcoholic beverages for many reasons—to celebrate holidays, to celebrate good times, as an

emotional release, and for cultural and religious reasons. The movies, television, and advertisements

often promote alcohol as an almost required part of a happy and successful lifestyle.

Most adults who drink alcohol do so responsibly. However, the time and place where alcoholic beverages are consumed are important in determining how appropriate the drinking is. In the United States,

it is common for people to drink at parties. For many people, BACs in the range of 0.01–0.05 help them

feel more relaxed and friendly. At parties, drinking alcohol is acceptable, as long as guests don’t drink

too much. In other settings, drinking alcohol is a serious problem. For example, drinking and then

driving a car can lead to crashes, and drinking at work can lead to serious accidents. Drinking alcohol

while taking certain medications can produce serious health problems and even death. 

Different cultures view drinking alcohol differently. Some cultures prohibit drinking altogether, while others include it as part of everyday living. In some countries, many people who drink do so with the intention of becoming intoxicated. Not surprisingly, different countries have different laws about the use of

alcohol. The chart below lists the legal drinking age and legal BAC limit for driving in various countries.

Country Minimum drinking age Legal BAC limit for driving 

Australia 18 0.05 

Austria 16 for beer and wine, 0.05 

18 for all types 0.01 for new drivers

Belgium 15 0.05 

Canada 18–19 (depending on province) 0.08 

Denmark 18 0.05 

England 18 0.05 

France 16 0.05 

Germany 16 for beer and wine, 0.05 

18 for all types 

Italy 16 0.08 

Japan 20 0.03 

Russia 18 0.02 

Spain 16 0.03–0.05

(depending on type of vehicle) 

Sweden 18 for certain beers, 0.02–0.05

20 for all types (depending on type of vehicle) 

Master 6.2b
Alcohol Information Sheets

ALCOHOL’S EFFECTS ON THE BRAIN

The brain, with its high water content, is very sensitive to the effects of alcohol. Low BAC levels affect a

part of the brain called the cerebral cortex, producing a sense of relaxation and well being. People who

drink moderate amounts of alcohol may have problems with certain mental activities, such as those

involved with getting, storing, and using information. These effects can cause problems in school for

young people and at work for adults.

At higher BACs, additional parts of the brain become affected, resulting in changes in feelings and personality as well as impaired activities. People who drink heavily and for a long time often show evidence of brain damage. If an alcoholic stops using alcohol, some brain damage can be reversed. Master

5.4, Progressive Effects of Alcohol, lists how increasing BACs affect the brain and describes the effects.

The effects of alcohol are not limited to the brains of those who drink but also extend to the developing

brains of fetuses. Pregnant women who drink expose their unborn children to alcohol when it passes

through the placenta. This exposure can lead to a birth defect known as fetal alcohol syndrome (FAS).

Children born with FAS have a number of symptoms including mental retardation, developmental

delays, and behavioral problems.

Animal studies have been used to understand how alcohol exposure causes FAS. If drinking occurs

during the time when the developing brain is growing the fastest, then FAS is more likely to occur. A

recent study suggested that a single exposure to high alcohol concentrations is enough to cause FAS in

rats. Healthcare providers should warn pregnant women not to drink any alcohol during their pregnancy or if they are planning to become pregnant.

Master 6.2c
Alcohol Information Sheets

ALCOHOL’S EFFECTS ON THE BODY

Alcohol and the Heart

Drinking alcohol affects the functioning of the heart and circulatory system. Studies have shown that

small amounts of alcohol (about one drink per day for a woman and two drinks per day for a man) can

reduce the risk of heart disease. The reason for this protective effect is not understood. Doctors do not

recommend that nondrinkers start drinking to reduce their risk for heart disease, however; even moderate drinking increases the risk for other alcohol-related problems, including other medical problems,

accidents, violence, and other risky behaviors. There is no question that heavy drinking is bad for the

heart. It can damage heart tissue, produce an irregular heartbeat, and increase the risk of stroke. 

Alcohol and the Liver

The liver is critical to our health. It helps break down food during digestion and processes waste so it

can be excreted from the body. It also helps make needed substances such as cholesterol. Heavy drinking is often associated with liver damage. The liver is the main organ where alcohol is metabolized, or

broken down, into different chemicals that can be passed out of the body. Some of these breakdown

products are toxic to the liver. If these toxic substances build up in the liver, alcohol-induced liver damage can result. Women develop liver disease after a shorter time and with less alcohol exposure than

men do.

Alcohol and the Digestive System

Heavy drinking can stop the esophagus from contracting and helping move food to the stomach. This

allows stomach acids to back up into the esophagus. Stomach acid in the esophagus causes an inflammation of the cells, which can progress to esophageal cancer. Heavy alcohol use also is associated with

inflammation of the pancreas and cancers in other body parts, including the mouth, throat, breast,

colon, and rectum. Alcohol consumption apparently does not cause stomach cancer, but it may be

involved in gastritis (inflammation of the stomach).

Alcoholics often have poor diets, so they don’t get enough essential nutrients. Alcohol also interferes

with the body’s ability to break down food and absorb nutrients such as vitamins. Vitamin deficiencies

can lead to other medical problems including softening of the bones and poor blood clotting.

Alcohol and Hormones

Hormones are chemical messengers in the body that coordinate the functions of tissues and organs.

Alcohol can impair the functions of both the glands that release hormones and the tissues that respond

to them. These effects can lead to problems regulating blood sugar, infertility, and osteoporosis (softening of bones).

Alcohol and Sleep

Sleep is important for good health. Many people think that alcohol will help them sleep better. In fact,

alcohol can cause problems with sleeping. It interferes with the normal sleep pattern and may leave the

person feeling tired and unrefreshed upon awakening.

Master 6.2d
Alcohol Information Sheets 

DRINKING AND DRIVING

Driving a car requires the driver to take in information from the environment and make many decisions

about how to respond to all this information. Road conditions may be especially difficult to determine

if it is dark, raining, or snowing. Roads that are narrow, have many curves, or have heavy traffic also

challenge drivers.

In the United States, the legal BAC for driving is set at 0.08 or 0.10, depending on the state. The skills

involved in driving are not all impaired at the same BAC. A driver’s ability to divide attention between

two or more sources of visual information can be impaired at a BAC of 0.02 or lower. When the BAC

reaches 0.05 or higher, a person’s reaction time slows, visual perception decreases, some steering tasks

are impaired, eye movements slow, and glare on the windshield becomes more difficult to deal with.

The risk of a motor vehicle crash

increases as the BAC increases. In addition to the amount of alcohol in the

blood, the age of the driver is an important factor in determining the risk of a

crash. The following graph illustrates

how the risk of being in a crash

increases as the BAC increases.

Alcohol is involved in about 30 percent

of all traffic fatalities. In 1998, 12,663

people died in alcohol-related crashes in

the United States. Of those killed, 35

percent were driving the car, 31 percent

were passengers, and 11 percent were

not in the vehicle.

If a person is arrested for driving under

the influence of alcohol, several consequences may occur. The driver’s license

can be suspended or revoked. The vehicle can be impounded. If the driver has

previous drunk-driving convictions, the

driver may go to jail.

In addition to contributing to motor

vehicle crashes on roads and highways,

alcohol can impair the abilities of pilots

and boaters. A pilot’s abilities can be

impaired for up to 14 hours after having

a BAC between 0.10 and 0.12.

Master 6.2e
Alcohol Information Sheets 

ALCOHOL, AGGRESSION, AND VIOLENCE

Violence concerns all of us, whether it is violence against one’s self, such as suicide; violence against

another person, such as rape, homicide, domestic abuse (marital violence or child abuse); or violence

against a group, such as riotous acts at a sporting event. Consuming alcohol can make a person more

aggressive, to the point of violence. A violent behavior is defined as one that intentionally harms, or

attempts to harm, another person physically. Aggressive behaviors, in addition to attempting to cause

physical harm, are threatening, hostile, or harmful in a nonphysical way.

One study reported that 42 percent of violent crimes reported to the police involved alcohol. The following chart summarizes the extent to which alcohol is involved in various crimes.

Crime Proportion involving alcohol 

Murders 86% 

Sexual crimes 60% 

Assault 37% 

Marital violence 

committed by men, 57%

by women 27% 

Child abuse 13% 

A BAC between 0.01 and 0.05 can cause a lack of inhibitions and cause a person to make poor judgments. As the BAC rises to 0.06–0.10, a person may become more emotional. When the BAC increases

to 0.11–0.20, the person may experience anger and act inappropriately in a social setting. For example,

he or she may become loud and obnoxious in a crowd.

Alcohol by itself may not cause a person to commit a violent act; however, if a person who has consumed alcohol feels threatened or provoked, he or she may respond in a more severe way than if sober.

Research suggests that alcohol may encourage aggression or violence by changing the way the brain

works. Alcohol may make a person act more impulsively. People who have been drinking are more

likely to engage in risky behaviors, including sexual behaviors. For example, surveys indicate that

drinking is often associated with date rape. Drinking alcohol can also cause a person to misjudge other

people’s actions and overreact to a real or imagined threat. People who have been drinking alcohol can

make poor decisions about how their aggressive actions can affect themselves or others.

Aggression and violence can also lead the victims to increase their consumption of alcohol, perhaps as a

way to cope with the physical or emotional problems brought on by the violence.

Master 6.2f
Alcohol Information Sheets 

ALCOHOL AND RISKY BEHAVIORS

People under the influence of alcohol are more likely to engage in risky behaviors compared with

people who are sober. Even BACs well below the legal limit for driving can reduce alertness and affect

judgment. These same BACs also impair people’s coordination. So, while alcohol makes people feel

more confident and willing to participate in risky behaviors, it lessens their ability to control their body

movements.

When we think about alcohol and risky behaviors, drinking-and-driving usually comes to mind. There

are, however, a number of other risky behaviors that should be considered. For example, the same poor

judgment and loss of coordination that can lead to car crashes also can lead to other types of accidents,

such as falls. Workers who drink on the job put themselves and others at risk for injury.

Sexual activity is another example of risky behavior. Surveys of young people show that they are more

likely to engage in sex if they have been drinking. Additionally, 22 percent of surveyed young men and

15 percent of young women said they were less likely to use protection if they had been drinking. Such

unprotected sex not only can result in pregnancy, but it also leaves the participants at risk to sexually

transmitted diseases, including AIDS.

Reasoning and coordination are affected more severely at higher BACs. In addition, BACs in the range

of 0.20–0.30 may lead to a loss of body-temperature regulation. Every year, some people drink to the

point of intoxication and climb into a hot tub to relax. The alcohol prevents their bodies from maintaining a healthy temperature. The body temperature continues to rise to the point where it can cause

brain damage and even death.

Master 6.2g
Alcohol Information Sheets

ALCOHOL AND THE ECONOMY

The production, sale, and consumption of alcoholic beverages have many effects on the economy. 

On the positive side, the alcoholic-beverage industry creates thousands of jobs for farmers, factory

workers, advertisers, truck drivers, and store clerks. Federal taxes on alcoholic beverages amounted 

to $7.5 billion in 1995. State and local governments brought in even more tax revenue than the federal

government.

Of course, alcohol abuse creates costs to society. About two-thirds of American adults drink an alcoholic beverage during the year. Most drink responsibly, but an estimated 13.8 million Americans have

problems related to alcohol. In 1998, it was estimated that alcohol-abuse costs totaled over 

$184 billion. These costs come from illness, premature death, car crashes, loss of productivity at work,

higher insurance rates, and costs to the criminal justice system.

Many of the costs of alcohol abuse are paid for by the majority of people who do not abuse alcohol.

Some of the costs of alcohol abuse, such as human suffering, cannot be expressed in dollars and are 

left out of this type of analysis. The following chart illustrates who in our society bears the costs of

alcohol abuse.

Master 6.2h
Alcohol: Is This Right? 

What Do I Think Now?

Name ___________________________________ Date _____________________

Please circle whether you agree or disagree with each statement.

1. Alcohol is a stimulant. Agree Disagree

2. Caffeine will sober you up. Agree Disagree

3. Food will keep you from becoming intoxicated. Agree Disagree

4. Drinking beer is safer than drinking wine or hard liquor 

such as vodka or whiskey. Agree Disagree

5. Alcohol-related car crashes are all caused by drunk drivers. Agree Disagree

6. Alcoholism is a disease. Agree Disagree

7. Alcohol abuse and alcoholism affect only the abuser. Agree Disagree

8. Alcohol abuse or alcoholism will never be my problem. Agree Disagree

9. Nothing can be done about alcohol abuse or alcoholism. Agree Disagree

10. It is a good idea to drink alcohol to prevent heart disease. Agree Disagree

11. Drinking a large amount of alcohol occasionally is less 

harmful than drinking a smaller amount every day. Agree Disagree

12. Drinking alcohol makes you feel more confident. Agree Disagree

Master 6.3
Alcohol: Is This Right? 

Class Responses

Agreed at Agreed at

beginning end

1. Alcohol is a stimulant. ______ ______

2. Caffeine will sober you up. ______ ______

3. Food will keep you from becoming intoxicated. ______ ______

4. Drinking beer is safer than drinking wine or

hard liquor such as vodka or whiskey. ______ ______

5. Alcohol-related car crashes are all caused by drunk drivers. ______ ______

6. Alcoholism is a disease. ______ ______

7. Alcohol abuse and alcoholism affect only the abuser. ______ ______

8. Alcohol abuse or alcoholism will never be my problem. ______ ______

9. Nothing can be done about alcohol abuse or alcoholism. ______ ______

10. It is a good idea to drink alcohol to prevent heart disease. ______ ______

11. Drinking a large amount of alcohol occasionally is less

harmful than drinking a smaller amount every day. ______ ______

12. Drinking alcohol makes you feel more confident. ______ ______

Master 6.4
This site connects a large number of resources

including

• Alcohol-Related Topics

• Impaired Driving Links

• Alcoholism and Recovery Links

• Alcohol, Other Drugs, Sexual Behavior and 

AIDS

4. The American Medical Association 

http://www.ama-assn.org/special/aos/alcohol1/

facts01.htm

This site contains research/facts about youth

and alcohol. You can click on

• The Minimum Legal Drinking Age: 

Facts and Fallacies

• Youth, Young Adults, and Alcohol

• Alcohol and Driving: Key Facts

5. National Association for Children of Alcoholics 

http://www.nacoa.org

The site offers a number of publications

including a kit for educators.

1. National Institute on Alcohol Abuse and

Alcoholism

http://www.niaaa.nih.gov/

This site is a resource for alcohol researchers

as well as the general public. You can access

• About NIAAA

• Conferences/Events

• Databases

• Frequently Asked Questions

• Other Resources

• Press Releases

• Publications

• Research Programs

2. National Clearinghouse for Alcohol and Drug

Information

http://www.health.org/pubs/catalog/series.htm

This site features the Publications in Series. It

includes the NIAAA Alcohol Alert Series.

3. The Indiana Prevention Resource Center at

Indiana University 

http://www.drugs.indiana.edu/druginfo/

alcohol.html

199

Additional W Additional Web

Resources for Resources for 

Teachers eachers
research and training in more than 2,000

research institutions throughout the United

States and abroad. In fact, NIH grantees are

located in every state in the country. These

grants and contracts make up the NIH Extramural Research Program.

Approximately 10 percent of the budget goes to

NIH’s Intramural Research Programs, the more

than 2,000 projects conducted mainly in its own

laboratories.

The Intramural Research Programs are central to

the NIH scientific effort. First-rate intramural scientists collaborate with one another regardless of

institute affiliation or scientific discipline and

have the intellectual freedom to pursue their

research leads in NIH’s own laboratories. These

explorations range from basic biology, to behavioral research, to studies on treatment of major

diseases. NIH scientists conduct their research in

laboratories located on the NIH campus in

Bethesda and in several field units across the

country and abroad.

NIH Research Grants

Final decisions about funding extramural research

are made at NIH headquarters. But long before

this happens, the process begins with an idea that

an individual scientist describes in a written application for a research grant.

The project might be small, or it might involve

millions of dollars. The project might become useful immediately as a diagnostic test or new treatment, or it might involve studies of basic

biological processes whose practical value may

not be apparent for many years.

Begun as a one-room Laboratory of Hygiene in

1887, the National Institutes of Health today is

one of the world’s foremost medical research centers and the federal focal point for medical

research in the United States.

What Is the NIH Mission 

and Organization?

The NIH mission is to uncover new knowledge

that will lead to better health for everyone. NIH

works toward that mission by 

• conducting research in its own laboratories;

• supporting the research of nonfederal scientists

in universities, medical schools, hospitals, and

research institutions throughout the country

and abroad;

• helping in the training of research investigators;

and

• fostering communication of medical information.

NIH is one of eight health agencies of the Public

Health Service, which, in turn, is part of the U.S.

Department of Health and Human Services. NIH’s

institutes and centers encompass 75 buildings on

more than 300 acres in Bethesda, Md. The NIH

budget has frown from about $300 in 1887 to

more than $23.5 billion in 2002.

What Is the Goal of NIH Research?

Simply described, the goal of NIH research is to

acquire new knowledge to help prevent, detect,

diagnose, and treat disease and disability, from the

rarest genetic disorder to the common cold.

How Does NIH Help 

Scientists Reach This Goal?

Approximately 82 percent of the investment is

made through grants and contracts supporting

201

Appendix I Appendix I

More Ab More About the National out the National 

Institutes of Health Institutes of Health
Five Nobelists made their prize-winning discoveries in NIH laboratories. You can learn more about

Nobelists who have received NIH support at

http://www.nih.gov/about/almanac/nobel/index.htm.

What Impact Has NIH Had 

in the Health of the Nation?

NIH research has played a major role in making

possible the following achievements of the last

few decades:

• Mortality from heart disease, the number one

killer in the United States, dropped by 36 percent between 1977 and 1999.

• Death rates from stroke decreased by 50 percent

during the same period.

• Improved treatments and detection methods

increased the relative five-year survival rate for

people with cancer to 60 percent.

• Paralysis from spinal cord injury is significantly

reduced by rapid treatment with high doses of a

steroid. Treatment given within the first eight

hours after injury increases the likelihood of

recovery in severely injured patients who have

lost sensation or mobility below the point of

injury.

• Long-term treatment with anticlotting medicines cuts stroke risk by 80 percent from a common heart condition known as atrial fibrillation.

• In schizophrenia, where patients suffer frightening delusions and hallucinations, new medications can reduce or eliminate these

symptoms in 80 percent of patients.

• Chances for survival increased for infants with

respiratory distress syndrome, an immaturity

of the lungs, due to development of a substance

to prevent the lungs from collapsing. In general,

life expectancy for a baby born today is almost

three decades longer than one born at the beginning of the century.

• With effective medications and psychotherapy,

the 19 million Americans who suffer from

depression can now look forward to a better,

more productive future.

• Vaccines protect against infectious diseases that

once killed and disabled millions of children

and adults.

• Dental sealants have proved 100 percent effective in protecting the chewing surfaces of chilPeer Review 

Each research grant application undergoes a peerreview process.

A panel of scientific experts, primarily from outside the government, who are active and productive researchers in the biomedical sciences, first

evaluates the scientific merit of the application.

Then, a national advisory council or board, composed of eminent scientists as well as public members who are interested in health issues or the

biomedical sciences, determines the project’s

overall merit and priority in advancing the

research agenda of the particular NIH funding

institute.

Altogether, about 38,500 research and training

applications are reviewed annually through the

NIH peer-review system. At any given time, NIH

supports 35,000 grants in universities, medical

schools, and other research and research training

institutions both nationally and internationally.

Who Are the Scientists NIH Supports?

Scientific progress depends mainly on the scientist. About 50,000 principal investigators—working in every state and in several foreign countries,

from every specialty in medicine, every medical

discipline, and at every major university and

medical school—receive NIH extramural funding

to explore unknown areas of medical science.

Supporting and conducting NIH’s extramural and

intramural programs are about 15,600 employees,

more than 4,000 of whom hold professional or

research doctorate degrees. The NIH staff includes

intramural scientists, physicians, dentists, veterinarians, nurses, and laboratory, administrative,

and support personnel, plus an ever-changing

array of research scientists in training.

The NIH Nobelists

The roster of those who have conducted NIH

research or who have received NIH support over

the years includes the world’s most illustrious scientists and physicians. Among them are 97 scientists who have won Nobel Prizes for achievements

as diverse as deciphering the genetic code and

identifying the causes of hepatitis.

202

Understanding Alcohol: Investigations into Biology and Behavior
kidney diseases, Alzheimer’s disease, communication disorders, mental illness, drug abuse and

alcoholism, and AIDS, and other unconquered

diseases.

• Ways to continue improving the health of

infants and children, women, and minorities.

• Better ways to understand the aging process and

behavior and lifestyle practices that affect

health.

These are some of the areas where NIH’s investment in health research promises to yield the

greatest good for the greatest number of people.

For more about NIH, visit its Web site at http://

www.nih.gov.

dren’s molars and premolars, where most cavities occur.

• In 1990, NIH researchers performed the first

trial of gene therapy in humans. Scientists are

increasingly able to locate, identify, and describe

the functions of many of the genes in the human

genome. The ultimate goal is to develop screening tools and gene therapies for cancer and

many other diseases.

NIH Research in the 21st Century

NIH has enabled scientists to learn much since its

humble beginnings. But many discoveries remain

to be made:

• Better ways to prevent and treat cancer, heart

disease, stroke, blindness, arthritis, diabetes,

203

Appendix I
Thirty Years of Research Progress

NIAAA’s 30 years of attention to the science of

alcohol-use problems has produced results. For

example, it is now clear that a portion of the risk

for developing alcoholism is the result of genetics,

and scientists are making progress in finding the

genes that influence vulnerability to alcoholism.

We also have learned many of the ways alcohol

affects the brain. Alcohol neuroscience research

has already provided the basis for new medications to treat alcoholism. We have begun to

understand more about the risks—and benefits—

to health that result from alcohol use and how to

treat alcohol-related health conditions, including

the damage caused to major body organs by excessive alcohol use. Alcohol researchers have defined

populations at risk and have developed and tested

programs that have proved successful in reducing

alcohol-related problems in schools and communities. In fact, research findings from NIAAA-supported investigators have provided the basis for

changes in policy and legislation that have saved

many lives. These include raising the minimum

legal drinking age to 21 and establishing 0.08 percent as the legal blood alcohol limit for driving. A

growing body of research on improving treatment

effectiveness has resulted in, among other things,

improved diagnostic systems and methods of

screening and assessment.

NIAAA Overview

NIAAA supports research principally through

extramural grants awarded to scientists at leading

U.S. academic and research institutions and

through research conducted by NIAAA’s own

intramural staff scientists. Findings from these

research areas are made available and accessible

The Public Health Problem of Alcohol

In 1970, the U.S. Congress recognized that alcohol is the number one drug of abuse in our nation

and created the National Institute on Alcohol

Abuse and Alcoholism (NIAAA) as the principal

federal focus for research to address this public

health problem. Today, as one of the research institutes of the National Institutes of Health (NIH),

NIAAA manages about 90 percent of the nation’s

investment in research aimed at developing,

through science, the knowledge of that problem,

whom it affects, and how, as the basis for more

effective treatment and prevention methodologies. 

What is the scope of the problem? Approximately

1 million youth, ages 12–17, are consuming alcohol. Nearly 14 million American adults develop

problems from drinking. Death can be, and too

often is, the ultimate consequence. About 100,000

deaths each year are due to alcohol abuse and

alcoholism. Short of death, specific problems

include health deterioration such as damage to

the brain, liver, gastrointestinal tract, and heart;

injuries such as automobile crashes and household accidents; domestic and other forms of violence; neglect of work and family; and costs to

society associated with police, courts, jails, and

unemployment.

It has been estimated that every dollar invested in

treatment yields seven dollars in savings in healthcare costs and lost-productivity costs from job

absenteeism, injuries, and poor work performance. Specific benefits of adolescent treatment

include better psychological adjustment and

improved school performance after treatment, less

heavy drinking, less use of other drugs, and less

criminal involvement.

205

Appendix I Appendix II

More Ab More About the National Institute out the National Institute 

on Alcohol Abuse and Alcoholism on Alcohol Abuse and Alcoholism 

and Its Science Education Program and Its Science Education Program
Prevention: NIAAA-supported prevention research is aimed at developing effective measures

to reduce alcohol-related problems, including

studies of alcohol-related intentional and unintentional injury, alcohol-related violence, alcohol in

the workplace, drinking and driving deterrence,

and the relationship between simply the availability of alcohol and incidence of alcohol-related

problems. New methodologies permit prevention

researchers to target high-risk neighborhoods

within larger cities.

Treatment: NIAAA supports a range of treatment

(clinical) studies, including trials of newly developed treatment therapies, treatment-matching

studies that look at the relationship between

patient characteristics and type of treatment, and

behavioral-pharmacological treatment approaches.

Epidemiology: Alcohol epidemiology provides

the foundation for monitoring the health of a

population, as distinguished from an individual’s

health; developing and evaluating alcohol prevention and treatment services; and establishing

alcohol-related social policies. NIAAA-supported

epidemiology research examines the context,

volume, and specific drinking patterns that lead

to particular alcohol-related problems. Epidemiology research also studies the impact of gender,

race and ethnicity, and other sociodemographic

factors on alcohol use and abuse. Genetic, environmental, and other factors that influence alcohol-related injury or disease occurrence in a

defined population are also topics of epidemiology research.

Intramural Research

NIAAA intramural scientists focus on unique

research opportunities that require intensive,

long-term commitment, together with flexibility

to adjust research priorities quickly in response to

new findings. Because clinical and laboratory

studies occur side-by-side in the intramural program, new findings from basic research may be

transferred readily for appropriate testing and

application. Conversely, clinical hypotheses may,

in turn, be posited to lab scientists. Areas of intramural study include

through a variety of dissemination activities,

including the Institute’s science education program. Research and dissemination activities are

summarized below.

Extramural Research

Genetics: NIAAA supports research aimed at discovering the genes that predispose individuals to

alcoholism and the environmental factors that

influence the development of alcohol dependency

in susceptible individuals. Areas of genetics

research include 

• studies of twins to define precisely what is being

inherited;

• genetic linkage and association studies to identify the genes for alcoholism and their precise

number, identity, and modes of action; and

• genetic analysis of alcohol-related behavior in

animals, the genes that influence these behaviors,

and studies to determine the respective contributions of the environment and genetics to alcoholrelated medical disorders such as liver cirrhosis,

pancreatitis, and fetal alcohol syndrome.

Alcohol and the Brain: Many of the behaviors

associated with alcohol-use problems are the

result of alcohol’s effects on the brain. NIAAAsupported research is designed to learn how these

effects influence the development of alcohol abuse

and alcoholism. Molecular biology and genetic

techniques, including the use of transgenic animals, are becoming an integral part of this

research. In addition, noninvasive imaging technologies are used in animal and human studies to

identify neural circuits influenced by alcohol.

Medications Development: NIAAA is strongly

committed to developing medications to diminish

alcoholics’ craving for alcohol, safely detoxify

dependent individuals who are entering treatment, and reduce risk of relapse. Naltrexone—the

first medication approved as a safe and effective

adjunct to psychosocial treatment for alcoholism

since 1949—was developed from neuroscience

research. It is an opiod antagonist. Findings from

neuroscience and from genetics point to promising targets for the future development of additional pharmacological interventions.

206

Understanding Alcohol: Investigations into Biology and Behavior
The NIAAA Science Education Program

Dissemination of research findings through science curricula in our nation’s schools is part of the

continuing commitment of NIAAA to make the

science of alcohol problems both accessible and

understandable to the public. Although many

youth receive information about alcohol use as

part of a health education or physical education

curriculum, NIAAA believes that understanding

the science involved in developing this information is important to the choices that students will

make about drinking. Alcohol use is part of the

American culture, and most adults who drink do

so with a minimum of risk. Thus, despite what

young people are taught in health education or

physical education about the potential for alcohol

use to cause them problems, many nevertheless

take drinking for granted—a common “rite of passage” for American youth, especially boys. However, being told in a health education class that

alcohol use by underage drinkers can cause cognitive damage is very different from learning the

science behind this finding. Moreover, “telling” is

not always “teaching.” The critical-thinking skills

involved in the methodology of doing science are

learned in science education. Critical thinking is

an invaluable asset in personal decision making.

The NIAAA science education program, of which

this curriculum is one product, is designed to support teachers in their efforts to help students

enjoy the process of discovery and to appreciate

how medical science generally, and alcohol science specifically, addresses public health issues

and, in so doing, positively affects their lives and

that of their families.

• identification and assessment of genetic and

environmental risk factors for the development

of alcoholism;

• the effects of alcohol on an individual’s central

nervous system, including how alcohol modifies

brain activity and behavior;

• metabolic and biochemical effects of alcohol on

various organs and systems of the body; and

• noninvasive imaging of the brain structure and

activity related to alcohol-use development in

animal models of alcoholism.

An 11-bed inpatient alcohol ward and a large outpatient program are located at the National Institutes of Health Clinical Center in Bethesda, Md.,

in close proximity to NIAAA laboratories where

basic research is conducted. Coordinated interaction between these facilities is essential in pursuing the goals of the intramural research program.

Research Dissemination

NIAAA shares findings from alcohol research with

healthcare practitioners, policymakers, social

service program providers, and others, including

the general public through publications. These

include scientific and clinical journals and monographs and general and specialized manuals, clinical bulletins, brochures, and pamphlets. Research

findings are also shared through three on-line

database services sponsored by the Institute:

Quick Facts, an epidemiological database; ETOH

(chemical name for alcohol), an alcohol-related

bibliographic reference database; and the NIAAA

clinical trials database. Publications, reports, and

database services are accessible online at

http://www.niaaa.nih.gov. This website can also be

a valuable resource for teachers.

207

Appendix II
Department of Health

and Human Services

200 Independence Avenue, S.W.

Washington, DC 20201

http://www.dhhs.gov

National Institute on Alcohol Abuse 

and Alcoholism

Office of Collaborative Research

6000 Executive Boulevard, Suite 302

Bethesda, MD 20892

http://www.niaaa.nih.gov

Office of Science Education

National Institutes of Health

6705 Rockledge Drive, Suite 700

Bethesda, MD 20892

http://science.education.nih.gov

Biological Sciences Curriculum Studies

5415 Mark Dabling Boulevard

Colorado Springs, CO 80918

http://www.bscs.org

December 2003

NIH Publication No. 04-4991

This unit was developed 

collaboratively by BSCS and

the National Institutes of

Health under NIH contract

number 263-99-C-0031.