Science Tutor

Virginia earthquake waves ripple across the US!

2011-08-24T09:25:00.000-07:00

Virginia earthquake waves ripple across the US!
A really cool video of the up and down movement of the August 23, 2011 earthquake.

Professional Ethics and Values in Biology and Ecology

2011-07-22T15:02:00.000-07:00

A Question of Values

Here is a review that I have written:

_________________________________________________________________________________

Errington, Paul L. 1987. A Question of Values. Iowa State University Press, Ames. ix + 196 p. $18.95. Edited by Carolyn Errington.

_________________________________________________________________________________

This book is a selection of 15 essays written by Dr. Paul L. Errington, renowned for his influential views in the field of wildlife management and conservation. The first three essays discuss predation and factors determining population levels of prey species. Next, four essays describe the cyclic nature of the "terms in a biotic equation" of marsh habitats and the populations supported by these habitats. Five essays tell of the author's experiences in the wilderness of northern Minnesota and Canada with special reference to wolves. These give the reader insight into the personal life of the author and a feel for the outdoor work environment. The next two essays discuss conservation. This is where the central underlying theme of a "question of values" is raised. The last essay is a discourse on what an enlightened civilization might be able to learn from studies of animal populations. Taken all together, the essays revolve around a challenging speculation. If the environment has qualities of value recognized by diverse interests, which values are to be included in decisions about management? In addition, the maturity of the reasoning used to make decisions must be examined. Included at the end of the book is "In Appreciation of Aldo Leopold," as well as, "An Iowa Boyhood," and a dedication to Dr. Arthur Karr Gilkey. The bibliography contains a complete listing of Dr. Errington's publications: 214 books, journal articles, and reviews. There is also a list of 10 biographical citations.

This book will provide excellent supplemental reading for students of wildlife management, ecology, mammalogy, conservation, and those interested in the philosophy of values. Researchers engaged in current ecological research will not find any new ideas, or explanations proposed, however, the narrative is descriptive and complete enough to point out areas where fundamental questions have not yet been answered.

By using examples of his own experiences, Dr. Errington elucidates differences in reasoning between the public attitude concerning outdoor values and the studies of ecologists. Predator-prey patterns in relationship to environmental quality, habitat availability, and behavior are discussed. He points out that the studies of ecologists have led to standards of conduct, judgement, and philosophy. He boldly states that:

"Recognizing that there have to be compromises, I should say that a civilized attitude would be to try to preserve a good deal of Nature in as natural condition as we can, if only for the sake of our own mental health. From our own selfish standpoints, the good life needs more than man and the man-made. To at least some civilized people, opportunities to enjoy and to reflect in the natural out-of-doors are as important as material comforts."

Dr. Errington also asks that professionals, as well as the public, examine the maturity of their thinking and decisions. "Reputable bird students have been among those who have outdone themselves in applying epithets to the horned owl, and we read of voraciousness, bloodthirstiness, blazing eyes, untamable savagery, and other attributes that are considered unattractive in wild animals. These words may be applied to man, who coins such terms, but not to wild animals, acting under the compulsions of their natural way of life." He also points out mistakes in management practices, such as cleaning up areas that should have been left alone, advocating control of native vertebrates, and campaigning against predatory species. He attributes these mistakes to decisions based on faulty ideas, even when there has been adequate study.

Iowa State University Press and Mrs. Errington are to be commended on the quality of the printing and editing. Not only is the book thought provoking, it is also pleasing to the senses and an inspiration to those working in the field.

DNA Paper Model 2010- 2011

2011-07-13T16:11:00.001-07:00

DNA_3_2010_11
Originally uploaded by sneakerdoggy
If you are looking for the patterns and some pictures for the paper DNA model, please look at my April 8, 2007 posts! Starting with:
http://cavalierscience.blogspot.com/2007/04/how-to-make-paper-model-of-dna.html
http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model_08.html
http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model.html
They include the directions and templates for making the model.

Learn About Optogenetics

2011-06-29T07:44:00.000-07:00

'Light Switch' Flips Genes On and Off - ScienceNOW

Research Papers and Mathematics Format - Equation Editor

2011-06-17T10:33:00.000-07:00

Free download of equation editor. This editor is simple to use. This editor has good illustrative examples. The editor does not perform mathematical calculations. The resulting equations are easily transferred to Microsoft Word documents.

MathCast

http://sourceforge.net/projects/mathcast/

Protein Synthesis Board Game Project Activity

2011-03-19T13:02:00.000-07:00

This project is still in progress, but I am posting what I have right now, and will add more information as the project develops. I have added a picture. I would suggest that students be told specifically that they are not allowed to make a puzzle. I had some students do that because they considered that a game. A puzzle just didn't quite meet the objectives that I had in mind. Here are the instructions:

Objective:
You are to create a board game that illustrates the process of protein synthesis. The objective of the game is to help you, and anyone who plays the game, to become more familiar with the over-all process of protein synthesis; the chemical nature of nucleic acids; and the roles of DNA, mRNA, tRNA, amino acids in the synthesis of proteins.
Restrictions:
• The game can be of any sort (card game, board game, computer game, etc.) but it must
conform to the rubric provided on the back of these instructions, otherwise it will not be
graded.
Instructions:
• This is not a group project.
• Each person choosing to do this project must submit a typed complete set of rules for the game and include all materials, any game boards, game pieces, and game cards, etc.
• The game rules must include an objective for the game (how is the winner determined), a list of materials provided as part of the game, and any other items not provided with the game such as paper, pencils, etc. There must be a complete set of step-by-step instructions on how the game is to be played. In addition, the game must include a brief statement explaining how the game helps to either test a players knowledge, or helps a player learn more about protein synthesis. You may also incorporate the topics of mutations and cancer into your game, even though they are not required.
Time line:
• This assignment is due on Friday, March 25th.
• NO LATE PROJECTS WILL BE ACCEPTED. If you come to class on March 25th without a project, you will take the Chapter 12 exam.
Grading:
The grade for this project will be based upon the rubric.
• The grade for the physical game is based upon the rubric and will be worth the same points and percentage as the Chapter 12 exam.
• You cannot do both a project and the Chapter 12 exam, so put some thought into your choice to either do a project, or take the exam. The content in Chapter 12, as well as topics of mutations, and cancer will be on the exam.

The rubric can be found at this link:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2029650&

Why is Evolution Important Now? Battling the Bedbug Epidemic

2011-03-10T04:17:00.000-08:00

Understanding evolution is a key to understanding pesticide resistance.
http://pubs.acs.org/cen/coverstory/89/8910cover.html

Please read my previous post on this topic to learn how knowledge of the process of evolution is used to solve modern day problems.

Here is a National Geographic bed bug video: http://www.youtube.com/watch?v=WfKCcSPCOQo

Why Is Evolution Important Now? Understanding Predator Prey Relationships

2010-12-03T13:08:00.000-08:00

Natural Selection has resulted in a fascinating relationship between a toxic newt and a garter snake.
http://www.sciencedaily.com/releases/2005/04/050411095753.htm
What is Natural Selection? and Why is the relationship between the toxic newts and the garter snakes considered an evolutionary arms race? Watch a video called Toxic Newts that can be found at this link:
http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html
For the orginal scientific publications on this subject, visit this web site:
http://faculty.virginia.edu/brodie/pubs.html

Check out my other posts on Why Evolution is Important Now?
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now.html
http://cavalierscience.blogspot.com/2009/02/why-is-evolutions-important-now.html
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now-disease.html
http://cavalierscience.blogspot.com/2009/03/why-is-evolution-important-now.html
http://cavalierscience.blogspot.com/2010/07/why-is-evolution-important-now.html

The Life Cyle of the Jelly Fish "Box Jelly" - Graphic Organizer - Storyboarding Example

2010-08-13T12:22:00.000-07:00

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found at either of these three web sites:
http://www.youtube.com/watch?v=pWPjjoOFIu8
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
http://www.middletownhs.org/apps/pages/index.jsp?uREC_ID=41979&type=u&termREC_ID=&pREC_ID=podcast&rn=7842223

For the storyboarding graphic organizers you may visit my previous posts:
http://cavalierscience.blogspot.com/2010/06/protein-synthesis-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/cellular-respiration-graphic-organizer.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-calvin-cycle-graphic.html
http://cavalierscience.blogspot.com/2010/06/photosynthesis-light-reactions-graphic.html

Here is an example of a storyboard for the Life Cycle of the "Box Jelly" Jelly Fish:

Delaware Record Summer Heat -103 degrees 070610

2010-07-07T06:17:00.001-07:00

Delaware Record Summer Heat -103 degrees 070610
Originally uploaded by sneakerdoggy

A photo-record of a very hot day, July 6, 2010, in New Castle County, Wilmington, Delaware. The thermometer reads 103 degrees and this matches the official high as recorded as the airport. A high temperature record was also broken for July 7, when the high temperature was again 103 degrees. The airport recorded it as 101 degrees. This record is mentioned in an article about heat waves in wikipedia:

http://en.wikipedia.org/wiki/Heat_wave

Why Is Evolution Important Now? Understanding Predation

2010-07-03T16:59:00.000-07:00

Why Is Evolution Important Now? Understanding why some chili peppers are hot and some are not
http://www.sciencedaily.com/releases/2008/08/080811195315.htm

WHY IS EVOLUTION IMPORTANT NOW? Understanding Predator-Prey Relationships – An Evolutionary Arms Race

Read the following article:

University of Washington (2008, August 12). Bugs Put The Heat In Chili Peppers. ScienceDaily. Retrieved July 2, 2010, from http://www.sciencedaily.com/releases/2008/08/080811195315.htm

Name _______________________________ Period _______________
Note-taking Worksheet

Chili peppers have these predators:

__________________

__________________

__________________

__________________

Predators are attracted to and eat peppers because of these biochemicals:

__________________

__________________

This is the predator that helps disperse the pepper seeds:

__________________

This is the predator that kills the pepper seeds:

__________________

Chili peppers produce this biochemical as a defense against attack of a microbe predator:

__________________

This predator does not sense and is not harmed by eating capsaicin:

__________________

This predator is inhibited by capsaicin:

__________________

These predators can sense “heat” of the capsaicin, but still eat the peppers without being harmed:

__________________

Hot peppers are most often found growing in areas with larger populations of:

__________________

When you have filled in all the blanks in the note-taking worksheet, you can design a concept map, or chart that contains the important facts about the peppers and bugs being part of an evolutionary arms race within a food web.

This video clip shows another predator-prey evolutionary arms race that is demonstrated by the relationships between garter snakes and toxic newts:
http://www.pbs.org/wgbh/evolution/library/01/3/l_013_07.html

The following posts also address the question: Why is Evolution Important Now?
Why Is Evolution Important Now? Understanding Extinction and Our Environment
http://cavalierscience.blogspot.com/2009/03/why-is-evolution-important-now.html

Why Is Evolution Important Now? Disease Prevention
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now-disease.html

Why Is Evolution Important Now? Antibiotic Resistance
http://cavalierscience.blogspot.com/2009/02/why-is-evolutions-important-now.html

Why Is Evolution Important Now? Understanding Diseases and Food Production
http://cavalierscience.blogspot.com/2009/02/why-is-evolution-important-now.html

The Human Environment (McGraw-Hill series in population biology)

Longevity Genes Found; Predict Chances of Reaching 100

2010-07-01T17:00:00.000-07:00

http://news.nationalgeographic.com/news/2010/07/100701-boston-university-health-genes-live-100-longevity-genetic-science and
http://www.sciencedaily.com/releases/2010/07/100701145521.htm

Here are two other posts, which might be of interest:
http://cavalierscience.blogspot.com/2009/03/gattaca-movie-and-designer-babies.html

http://cavalierscience.blogspot.com/2009/03/watching-movie-gattaca.html

Paper Model of DNA - 2009-2010

2010-06-25T08:54:00.000-07:00

If you are looking for the patterns and some pictures for the paper DNA model, please look at my April 8, 2007 posts! Starting with:

http://cavalierscience.blogspot.com/2007/04/how-to-make-paper-model-of-dna.html

http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model_08.html

http://cavalierscience.blogspot.com/2007/04/cut-out-pattern-for-making-paper-model.html
They include the directions and templates for making the model.

Here are the pictures of the DNA model that was made by my students for the school year 2009-2010. The sections of blue and gold DNA were the result of instruction by my student teachers from the University of Delaware and are the school's colors.

How Long Will It Take To Clean Up the Oil Spill in the Gulf of Mexico? - An Engineering Calculation

2010-06-20T17:13:00.000-07:00

Click on each page to view the calculations. Here is the summary, or conclusion that can be inferred from the calculations:

If the oil reservoir contains 2 billion gallons and the well leaks at a rate of 1 million gallons/day, it will take 2000 days (5.47 years) to empty the reservoir. If the rate of shoreline fouling is 100 cubic inches of tar and oil per square yard of beach per every 10 days, then it will take 26,260 days to clean the Gulf (71.9 years) if the only method of tar and oil removal is to clean the beach. Read the details below:

Protein Synthesis - Graphic Organizer - Storyboarding

2010-06-20T13:50:00.000-07:00

http://www.youtube.com/watch?v=pWPjjoOFIu8
or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
or
http://www.middletownhs.org/apps/pages/index.jsp?uREC_ID=41979&type=u&termREC_ID=&pREC_ID=podcast&rn=7842223

I introduce this lesson by telling students that the class will be playing the roles of the molecules involved in the process of protein synthesis. Before we can play the roles, we need to familiarize ourselves with the story and the characters of the story.
Here we talk about the characters by using this handout (example key follows):

THE STORY OF PROTEIN SYNTHESIS

THE CHARACTERS

Next, we begin to visualize the characters in the story of protein synthesis by drawing cartoon pictures of them on a storyboard hand-out that can be obtained from this American Film Institute web site:

http://www.afi.com/education/screened/demo/pdf/handbook2007.pdf

Here is an example:

Here are some examples of storyboards for the process of protein synthesis:

After composing the storyboards for the process of protein synthesis, students "act" out the process by participating in the Protein Synthesis and Words Activity, which was designed by Lynn Marie Wartski, that is on the Access for Excellence Web Site: http://www.accessexcellence.org/AE/ATG/data/released/0247-LynnWartski/index.php I created a playbill and I display it in the classroom, during the activity. It illustrates the characters and describes the activity.

My previous posts have the storyboards for respiration, the Calvin cycle, and the light reactions of photosynthesis.

Cellular Respiration - Graphic Organizer - Storyboarding

2010-06-18T13:58:00.000-07:00

Biology Inclusion Class Set Includes 3 Student Texts, 1 Student Workbo Ok, Teachers Edition, and Teachers Resource Library (Ags Biology)
I use storyboarding to teach the processes of protein synthesis, photosynthesis, and cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these three web sites:
http://www.youtube.com/watch?v=pWPjjoOFIu8
or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
or
http://www.middletownhs.org/apps/pages/index.jsp?uREC_ID=41979&type=u&termREC_ID=&pREC_ID=podcast&rn=7842223

Here is the hand out for Cellular Respiration (see example key at the bottom of this post):

Storyboard - Cellular Respiration

Name _____________________________________________

INSTRUCTIONS FOR STORYBOARDING ACTIVITY – CELLULAR RESPIRATION

1. YOU MUST PUT AT LEAST EIGHT FACTS ONTO YOUR STORYBOARD THAT HELP

EXPLAIN CELLULAR RESPIRATION.

1 PT. EACH

2. YOU MUST USE THE FOLLOWING VOCABULARY WORDS AND MAKE THEM

BOLD:

PHOTOSYNTHESIS

CELLULAR RESPIRATION

ATP

GLUCOSE

MITOCHONDRION

CITRIC ACID CYCLE (KREBS CYCLE)

ELECTRON TRANSPORT CHAIN

½ PT. EACH WORD

3. DEFINE EACH OF THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR

STORYBOARD.

½ PT. EACH WORD

4. YOU MUST DRAW IN THE THREE END PRODUCT MOLECULES.

1 PT. EACH

5. YOU MUST USE THE SUMMARY BIOCHEMICAL EQUATION FOR RESPIRATION.

1 PT. EACH

6. YOU MUST NUMBER THE SIX STORYBOARD SQUARES SO THAT THE READER

WILL BE ABLE TO FOLLOW THEM IN THE CORRECT SEQUENCE.

1 PT. EACH

TOTAL 20 PTS.

Here is the example key for the respiration storyboard:

My previous two posts are the Storyboards for Photosynthesis: The Light Reactions and the Calvin Cycle.

My next post will be the storyboards for Protein Synthesis.

Update and enrichment: Nanomachines in the powerhouse of the cell: architecture of the largest protein complex of cellular respiration elucidated

http://www.sciencedaily.com/releases/2010/07/100702100414.htm

Photosynthesis - The Calvin Cycle - Graphic Organizer - Storyboarding

2010-06-17T08:18:00.000-07:00

I use storyboarding to teach the processes of protein synthesis, photosynthesis, and respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found on these three web sites: http://www.youtube.com/watch?v=pWPjjoOFIu8
or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
or
http://www.middletownhs.org/apps/pages/index.jsp?uREC_ID=41979&type=u&termREC_ID=&pREC_ID=podcast&rn=7842223

Here are the hand outs for Act II of Photosynthesis - The Calvin Cycle (see example key at the bottom of this post):

Storyboard - Act II - The Calvin Cycle of Photosynthesis

NAME__________________________________________________________________

DIRECTIONS FOR STORYBOARD ACTIVITY—PHOTOSYNTHESIS—THE CALVIN-BENSON CYCLE

1. DRAW A RECTANGLE AROUND EACH OF THE FOUR STEPS IN THE
    PROPER SEQUENCE SO THAT THE READER CAN FOLLOW THE STORY.
    1 PT.

2. PUT IN AT LEAST FOUR FACTS THAT HELP EXPLAIN PHOTOSYNTHESIS.
    1 PT. EACH

3. ON YOUR STORYBOARD, USE THESE VOCABULARY WORDS AT LEAST
    ONCE. MAKE THEM BOLD.
    STROMA
    CARBON FIXATION
    ATP
    NADPH
    GLUCOSE
    1 PT. EACH

4. DEFINE THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR STORYBOARD.
    1 PT.EACH

5. IN THE CENTER OF THE STORYBOARD WRITE DOWN THE TOTAL
    NUMBER OF OUTPUT CARBONS AT EACH STEP OF THE CYCLE.
    1 PT.

6. COLOR THE CARBON “ATOMS” BLACK.
    1 PT.

7. COLOR THE ARROW YELLOW, WHERE THE CHEMICAL ENERGY MOLECULES OF ATP
    ARE USED IN THE CYCLE. ALSO, COLOR THE OTHER ARROW YELLOW, WHERE THE
    MOLECULES OF ATP AND NADPH ARE USED.
    1 PT.

8. COLOR ALL OTHER ARROWS BLACK, TO SHOW THE CYCLING OF THE
    ORGANIC CARBON MOLECULES.
    1 PT.

9. SHOW, ON THE STORYBOARD, AT LEAST TWO POLYMERS THAT ARE
    MADE, IN THE PLANT, FROM THE GLUCOSE MOLECULES.
    1 PT.

10. DRAW OR PASTE A PICURE OF THE STRUCTURE OF A GLUCOSE

MOLECULE ON YOUR STORYBOARD.

Here is an example of a completed storyboard:

The storyboard for the light reactions of photosynthesis is in the previous post of this blog. When you are through with your storyboards, then you should listen to and sing the Photosynthesis Song; there is a link to it on the right column of the Science Tutor blog in the "links" section. In my next post, I will include the storyboard for cellular respiration, and then I will post the storyboards for protein synthesis.
Here is a link for some lecture notes on the topic: http://chemistry.about.com/od/lecturenotesl3/a/photosynthesis_4.htm

Photosynthesis - The Light Reactions - Graphic Organizer - Storyboarding

2010-06-17T08:12:00.000-07:00

I use storyboarding to teach the processes of protein synthesis, photosynthesis, cellular respiration. I introduce my students to the concept of storyboarding by showing them this American Film Institute video, which can be found at either of these three web sites: http://www.youtube.com/watch?v=pWPjjoOFIu8 or
http://www.afi.com/education/screened/demo/screened_tables_student.aspx
or

http://www.middletownhs.org/apps/pages/index.jsp?uREC_ID=41979&type=u&termREC_ID=&pREC_ID=podcast&rn=7842223

Here are the hand outs for Act I of Photosynthesis - The Light Reactions (see example key at the bottom of this post):

Storyboard - Act I - The Light Reactions of Photosynthesis

NAME__________________________________________________________________

DIRECTIONS FOR STORYBOARD ACTIVITY—PHOTOSYNTHESIS—THE LIGHT REACTIONS

THE SAMPLE PICTURE BELOW IS AN EXAMPLE FOR SOME IDEAS IN PRESENTING YOUR INFORMATION.

1. NUMBER EACH STORY SQUARE IN THE PROPER SEQUENCE SO THAT
    THE READER CAN FOLLOW THE STORY.
    1 PT.

2. PUT IN AT LEAST EIGHT FACTS THAT HELP EXPLAIN PHOTOSYNTHESIS.
    1 PT. EACH

3. ON YOUR STORYBOARD, USE THESE VOCABULARY WORDS AT LEAST
    ONCE. MAKE THEM BOLD.
    PIGMENT
    CHLOROPHYLL(S)
    CHLOROPLAST(S)
    THYLAKOID(S)
    STROMA
    GRANA
    PHOTOSYSTEM(S)
    PHOTOSYNTHESIS
    1 PT. EACH

4. DEFINE THE ABOVE VOCABULARY WORDS ON THE BACK OF YOUR
    STORYBOARD.
    1 PT.EACH

5. IN THE FIRST SQUARE, INCLUDE THE SUMMARY CHEMICAL EQUATION
    FOR PHOTOSYNTHESIS.
    1 PT.

6. IN THE LAST SQUARE, INCLUDE THE THREE MOLECULES THAT ARE THE
    END PRODUCTS OF THE LIGHT REACTIONS OF PHOTOSYNTHESIS.
    1 PT.EACH

Here are the example storyboards:

In my next post, I will upload the graphic organizer for the Act II - Calvin Cycle of Photosynthesis. And after that, I will be uploading the graphic organizers for cellular respiration and protein synthesis, as I get them completed.

Article -- Photosynthesis puzzle solved:

http://news.bbc.co.uk/2/hi/science/nature/3174582.stm

Human Evolution - Australopithecus sediba - A New Hominid

2010-04-10T12:23:00.000-07:00

Information about a new hominid species can be found here:
http://www.sciencemag.org/extra/sediba/
http://blogs.discovermagazine.com/80beats/2010/04/08/9-year-old-kid-literally-stumbled-on-stunning-fossils-of-a-new-hominid/
http://www.sciencedaily.com/releases/2010/04/100408105147.htm

More information about human evolution can be found on my blog post:
http://cavalierscience.blogspot.com/2009/03/human-evolution-multimedia.html

Fossil Finger Points To New Human Species - Human Evolution

2010-03-26T06:40:00.000-07:00

http://www.nature.com/news/2010/100324/full/464472a.html

More information about human evolution can be found on this post:
http://cavalierscience.blogspot.com/2009/03/human-evolution-multimedia.html

Cancer and Henrietta Lacks - Lesson Plan Resources

2010-02-14T11:54:00.000-08:00

For about six years, I have been teaching some lessons about cancer that are culminating lessons for a unit of study on genetics. Here are some teaching resources that I use:

I show students videos from an NIH CDROM and use the Understanding Cancer student worksheets from the following resource materials that can be ordered from NIH.
Cell Biology and Cancer
http://science.education.nih.gov/supplements/nih1/cancer/default.htm

Students are assigned nonfiction reading and answer questions that are designed so that students are reading for information. The first article is:
Henrietta's Dance by Rebecca Skloot
http://www.jhu.edu/jhumag/0400web/01.html

Also, I just finished reading a book, The Immortal Life of Henrietta Lacks , by Rebecca Skloot, which would be of interest to students and teachers. Her web site also has links to some videos, including a video of dividing HeLa cells. http://rebeccaskloot.com/
Update: Here is a link to an interview with Rebecca Skloot about her book that was aired on Book TV on 3/19/2010: http://www.c-spanvideo.org/program/292685-7

Henrietta’s Dance – Reading Questions

Name __________________________

01. What was the symptom that caused Henrietta to go to the doctor?

02. When the doctors examined Henrietta, what did they find?

03. What disease did Henrietta have?

04. What does the term “malignant” mean?

05. What did the doctors use as an attempt to cure Henrietta’s disease?

06. What were Margaret and George Gey looking for, and what did they do with them?

07. What was remarkable about HeLa cells?

08. What was the mystery about the polio virus that had to be solved, before a vaccine
could be developed?

09. What were at least 3 uses that researchers had for the HeLa cells?

10. How did the doctors talk David Lacks into allowing them to take cell samples from
Henrietta?

11. How did the Lacks family find out about the HeLa cells, 24 years later?

12. What had happened with the HeLa cells that made the Johns Hopkins researchers
want to take blood and tissue samples from the Lacks family?

13. What information did the researchers want to get from the blood and tissue samples?

14. How quickly did the HeLa cells reproduce a generation?

15. What are two of the ethical questions that the Lacks case brings up?

16. What are some of the changes in scientific research that have been made, since the
doctors took the cells from Henrietta?

17. What was one of the main reasons that this article was written?

18. How does the Lacks family feel about what happened with Henrietta’s cells?

Reading Questions were written by teacher, LaRaine Beckhorn

After students read about the history of Henrietta Lacks and HeLa cells, they read a second article, which is informative about cervical cancer, the human papilloma virus, and the use of vaccines to cure cancer.

Sticking It to Cancer - Nonfiction Reading
http://health.usnews.com/usnews/health/articles/060403/3vaccine.htm

Sticking It to Cancer
Non-Fiction Reading for Information—Questions

1. Do not write on this question sheet.
2. Answer the questions on loose leaf paper.
3. For each question, write down the first four letters of the paragraph(s) where you
found the answer(s).
4. Write in complete sentences and hand in.

Introductory Information:
At the top of your paper write your name, the date, and the period.
Find and write down the name of the magazine, where the article was published.
Find and write down the date that the article was published.

Questions
1. A new vaccine has been developed to prevent infection of what kind of virus (write
down the complete name)?

2. Infection of HPV can lead to what kind of diseases?

3. The U.S. Food and Drug Administration will play what crucial role in the prevention
and possible extinction of cervical cancer?

4. What are the names of the drug companies involved in the effort to prevent cervical
cancer and what roles are the drug companies playing in cancer prevention?

5. Name two cancers, in addition to cervical cancer, that might be prevented by
vaccination.

6. What has DNA analysis revealed about the link between HPV and cervical cancer?

7. How do young men and women get infected with HPV?

8. After the initial infection, how long does it take for cancer to develop?

9. Describe another technique that also involves the immune system in fighting cancer?

10. How does the Merck Guardasil vaccine trigger the immune system to make
antibodies against HPV?

11. How does the Provenge vaccine work against prostate cancer?

12. Why is it recommended that kids, ages 10 to 14 be vaccinated against HPV?

13. What is controversial about vaccinating girls who are ages 11 or 12?

14. Why is it going to be important for women to continue to have regular Pap smears?
(Pap is an abbreviation for Papanicolaou, and is an invention of Dr. Georgios
Papanikolaou (1883-1962), a Greek who later immigrated to the United States; the
father of cytopathology. Cells are scraped from the cervix and examined for
abnormal cell division.)

15. How does the Panvac VF vaccine work to destroy Pancreatic cancer cells?

16. Describe the experimental treatment for melanoma and how it works.

Reading Questions written by teacher, Christine M. Anderson

I have found some video resources that may be useful. The first four are about the immortal cells of Henrietta Lacks:
Part 1
http://www.youtube.com/watch?v=Hnx_D6jHVuk&feature=PlayList&p=0209400EBDACDA1D&index=16
Part 2
http://www.youtube.com/watch?v=VX-JspPN7QI&feature=PlayList&p=0209400EBDACDA1D&index=15
Part 3
http://www.youtube.com/watch?v=mwkcbDjkQwo&feature=PlayList&p=0209400EBDACDA1D&index=17
Part 4
http://www.youtube.com/watch?v=KwMJGRBIFiU&feature=PlayList&p=0209400EBDACDA1D&index=18

This video has a history of the use of stem cells. It was suggested by teacher, Sandra Porto, that this might be a good video for students to use to create a timeline, or as part of a web quest.
A Century of Medicine – Stem Cells – Johns Hopkins Medicine
http://www.youtube.com/watch?v=0r26_S9ykQ4&feature=PlayList&p=0209400EBDACDA1D&index=14
Here is another useful and interesting web site:
http://abcnews.go.com/WN/henrietta-lacks-woman-cells-polio-cancer-flu-research-medicine/story?id=9712579

The following lesson was used as an assessment/summarizing activity for students, so that they could demonstrate what they had learned about cancer.

Use of Graphic Organizer Introduces Students to New Information in the Subject Area

Purpose Students will practice self-regulated learning by producing a tri-fold brochure that assists them in organizing new information that has been presented. This brochure will be a brochure that can inform and teach others about cancer.

Goals 1. By the end of the lesson, students will be able to find facts and organize reading material.
2. Students will demonstrate the skill of “reading for understanding and organizing information.”

Activity Pass out a sheet of plain, unlined paper (to be used for the brochure) to each student. Instruct and demonstrate to students how to fold the paper into three sections. Indicate where to put the information in the brochure: Front cover to be labeled Understanding Cancer. Inside front cover to be labeled What is Cancer?, in the middle section label should read, Causes of Cancer, inside right, Types of Cancer, and the remaining section, Treatments for Cancer. The back can be used for additional notes. Students can use the information in their binders, as well as the two reading packets: Henrietta’s Dance, and Sticking It to Cancer. Written information, such as facts and vocabulary should be written under each label in the brochure. There should be at least 10 facts for each section. Have the students write down the facts first and then, they may illustrate their brochure with available materials.

Materials Plain unlined paper
Colored pencils, pens.

Grouping Assignment choice: Assigned by teacher – groups of four
Brochure: individual
Discussion: whole class guided by instructor as coach; students may talk quietly while working, but must stick to the topic of their work and not distract others. Monitor their progress.
Reflection: individual

Learning Dependent: structure assignment
Styles Collaborative: students may talk quietly to each other
Independent: activity can be completed on own
Concrete Experience: activity is hands-on and real-life
Reflective Observation: completing tasks give sense of accomplishment
Abstract Conceptualization: activity demonstrates many new possibilities for learning
Active Experimentation: student explore how to efficiently accomplish tasks

Steps Pre-teach activity
Follow-up so that students complete activity

Follow-up Activity prepares students for organizing and learning new information

Evaluation Brochure will be used for study.

Textbook

Internet Site

____________________________________________________________________________________________
Lesson plan prepared by Christine M. Anderson for Business Ed., Stanton Middle School 11/14/99 and revised for Coordinated Science II, Middletown High School, 11/13/05 and 12/14/09.

Here is a very interesting article about a transmissible cancer in Tasmanian devils:
Nervous culprit found. ScienceDaily. Retrieved July 5, 2010, from http://www.sciencedaily.com/ /releases/2009/12/091231164736.htm

http://www.sciencedaily.com/releases/2009/12/091231164736.htm
and here is a video clip:
http://www.youtube.com/watch?v=j3jy3mzrEe4&ytsession=ZrZfx597QcNM1SxEkTfjnjeTTTHrxZz4OphEnXrod7macd0qjm05Xib4jl7b_lbf2GD2PKuTaRfrEwSpqaxJJcPfvx_BCZKv_F9BERRVRxo2gURT9pdHCaG0K1k9REg46ZZnsPe0TE0n3Gb2WqTIejW0j6YbYn2j7j6mmPR4Oo_eBDRyBt_SWJi6Cz-sC1Vz_sQL65libG713JTsnwoTXWBVJ5unWPvAuWyuV97J7-34ZTyjk2GAim2PozIkBoVl_JOyjIBvquK9Ie54uVPONnJCwZG139yxRKkstOnxXPu_-5NlwSfvLKQvi9SvmyPK

If you are teaching about cancer and would like to use a case study about Cancer and Tasmanian Devils, there is a case study at this link:
http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=588&id=588

DNA Day Essay Contest

2009-12-05T13:52:00.000-08:00

DNA Day ASHG
http://www.ashg.org/education/dnadaycontest.shtml

"The contest aims to challenge students to examine, question, and reflect on the important concepts of genetics. Essays are expected to contain substantive, well-reasoned arguments indicative of a depth of understanding of the concepts related to the essay questions."

Chemistry of Materials Project - Biochemistry

2009-12-02T16:03:00.000-08:00

Here is the latest version of the Chemistry of Materials Project, with emphasis on biological chemistry. Also, the following link provides a list of some helpful web sites for information about the project's topics. I also am providing the link to the previous Chemistry of Materials project description.

http://cavalierscience.blogspot.com/2008/05/interesting-web-site-chemical-compounds.html

http://cavalierscience.blogspot.com/2008/02/coordinated-science-ii-chemistry.html

Chemistry of Materials – Coordinated Science II –Project

Assignment and Objective: Understanding atomic and molecular structure expands our knowledge of the nature of the material world and advances the technological sophistication of society. Each student will learn about the history and chemical make-up of a commonly used material, and present that information to the class. Students will also be responsible for learning about the topics that are presented by others.

Procedure:
Each student will be assigned a topic by lot (random drawing from a container). Each student in the class will have a different topic to research, which will be one of the following topics:

∙ Henna ∙ Chili peppers ∙ Chewing Gum ∙ Insect Repellent
∙ Honey ∙ Food Coloring ∙ Food Preservatives ∙ Self Tanners
∙ Citronella Oil ∙ Kava ∙ Artificial Sweeteners · Pectin
∙ Catnip ∙ Kitty Litter ∙ JELL-O® · Chitin
∙ Sunscreens ∙ Licorice · Tattoo Ink · Cholesterol
∙ Marshmallows · Sports Drinks · Margarine
∙ Ice Cream · Leather · MSG Flavor Enhancer
∙ Fluoride ∙ Aspirin ∙ Chocolate
∙ Hair Coloring ∙ Cheese Whiz ∙ Agar
∙ Lipstick · Amber · Cinnamon

This is an independent, at-home research project.

Each individual student will present their research information to the class by presenting an 11” by 17” Shutter Fold (foldable) display of their work, which is constructed according to the attached directions and as demonstrated by the teacher. Pictures of sample displays are on this web site: http://www.cavalierscience.blogspot.com/
The display is to include the following:
1. a history of the use and/or invention of the material.
2. diagrams/drawings of the chemical structures, or chemical formula of all the ingredients that make up the
material.
3. the health hazards and health benefits of the material.
4. a biography of the inventors of the material, or a description of a company that manufactures the
material.
5. a copy of a patent from http://patft1.uspto.gov/netahtml/PTO/search-bool.html or
http://www.google.com/patents where the name of the material, or the important chemical ingredient in
the material has been put in as a search term.
6. a completed information sheet about the patent.
7. pictures of the material, or actual samples of the material.
8. The student’s research information should include a bibliography (MLA format), with a minimum of two
references. This is a formal presentation. The writing and project should reflect a student’s best effort.

During the presentations, the audience will take notes about each of the materials.
Everyone will be responsible for knowing the important facts about each material and will graded on their proper
participation as an audience.

The finished project is due on Tuesday, December 15, 2009. The Middletown Cavalier Chemical Science
Meeting will commence on December 15 and run through December 16 to allow for all students to have
an opportunity to present and gather the important information about each topic. Late projects will not
be accepted. Students must be prepared to present on December 15. Projects are a product grade for the
marking period and this project will be evaluated as follows:
∙ Visual Aid/Foldable presentation 20 points
∙ Important information included 18 points
∙ Well organized 06 points
∙ Pictures of Material & Chemical Structure 06 points
∙ Copy of Patent with Completed Information Sheet 20 points
∙ Bibliography – must have two sources 12 points
∙ Audience Notes 18 points

You can access the grading rubrics that I created at these links:
Making a Foldable Display - Chemistry of Materials Project
Oral Presentation Rubric: Chemistry of Materials Project Oral Presentation

Here is a previous list of topics that I used, when the curriculum had more emphasis on chemistry:
∙ Henna ∙ Chili peppers ∙ Chewing Gum

∙ Honey ∙ Polyurethane foam ∙ Food Coloring ∙ Food Preservatives
∙ Citronella Oil ∙ Kava ∙ Artificial Sweeteners ∙ MSG Flavor Enhancer ∙ Licorice
∙ Melamine Dishes ∙ Catnip ∙ Kitty Litter ∙ JELL-O® ∙ Insect Repellent
∙ Crayons ∙ Golf Balls ∙ Sticky Notes ∙ Super Glue ∙ Sunscreens
∙ Marshmallows ∙ Gasoline ∙ Teflon ∙ Teeth Whiteners ∙ Motor Oil
∙ Ice Cream ∙ Glass ∙ Duct Tape ∙ Shower Cleaners ∙ Fireworks
∙ Fluoride ∙ Aspirin ∙ Chocolate ∙ Silly Putty ∙ Self Tanners
∙ Hair Coloring ∙ Cheese Whiz ∙ Asphalt ∙ Baseballs ∙ Mylar
∙ Lipstick ∙ Light (glow) sticks ∙ Cement ∙ Tyvek ∙ Kevlar

Here is an example of an assessment that was used with the project:

What am I? Coordinated Science II – TEST – Chemistry of Materials

Date __________________Period ________________Name ______________________________

Directions: Match the descriptions in column A (page 1) with the letter(s) of each material listed in column B (page 2), and write the letters on the blank space next to each number in column A. For a perfect score, correctly match 15. If more than 15 materials are identified correctly, 0.5 points will be awarded for each correct match that exceeds the perfect score of 15 matches.

COLUMN A

01. ____ I am polymer that comes from tree sap.
02. ____ We are saccharine, aspartame, and sucralose.
03. ____ I am in a class of chemicals called terpenes. I
come from the leaves of a plant and am an
insect repellent.
04. ____ I am a long, long, long molecule of
polyunsaturated fat.
05. ____ I am nepetalactone and can be extracted from a
mint family plant.
06. ____ I am a essential oil that comes of the bark of an
evergreen tree. There are 3 n’s in my name. I
am used in flavoring and perfume.
07. ____ I am a long molecular chain of galacturonic
acid. I am the “jel” in jelly.
08. ____ I am added to drinking water to protect teeth.
09. ____ I am pigment, wax, and oil.
10. ____ I am one of the most complex chemical
mixtures that people dare to eat, and I have
theobromine.
11. ____ I am a drink made from plant roots.
12. ____ I am used in desserts, marshmallows, and
candy. I do not have the amino acid tryptophan.
13. ____ We bond to your skin. We are
dihydroxyacetone.
14. ____ I am acetylsalicylic acid.
15. ____ I am monosodium glutamate.
16. ____ We contain the protein collagen, a sugar, and
air.
17. ____ I am the result of a reaction between hydrogen
peroxide, ammonia, and p phenylenediamine.
18. ____ We absorb uva and uvb radiation with an
aromatic chemical.
19. ____ I am glycyrrhizic acid and taste very sweet.
20. ____ 7 of us are certified by the Food and Drug
Administration (FDA) as dyes.
21. ____ I have a protein called casein that is treated
with an enzyme to produce curd.
22. ____ We contain a capsaicin, which causes a burning
sensation in contact with mucus membranes.
Capsaicin resulted from natural selection in
response to herbivores.
23. ____ I am a special kind of clay called sodium
Bentonite, or Fuller’s earth.
24. ____ We contain N,N-diethyl-m-toluamide (DEET).
25. ____ I am dye from the leaves of Lawsonia inermis.
26. ____ I am fructose and taste very sweet.
27. ____ I am a source of Calcium and Lactose.
28. ____ I form the tough exoskeleton of an insect, and I
am made of repeating molecules of
N-acetylglucosamine, which is a
polysaccharide.
29. ____ Human steroids and Vitamin D are made from
me. I am made in the liver.
30. ____ We are very stable and long lasting. Different
colors are made from magnetite, carbon, iron
oxides, monoazo pigments, and copper.
31. ____ I am made from collagen that has been treated
with tannin from bark.
32. ____ I am a fossil of tree resins (terpenes).
33. ____ We are a flavored solution of sugar, salt, and
sodium citrate.
34. ____ One of our chemicals kills microorganisms and
has the molecular structure: NaCl
35. ____ I am a polymer of galactose that is obtained
from seaweed. Microorganisms grow on me.
I am also used to thicken jelly and ice
cream.

COLUMN B
A. Hair Coloring
B. Sports Drinks
C. Marshmallows
D. Henna
E. Self-Tanning Products
F. Catnip
G. Leather
H. Lipstick
I. Food Preservatives
J. Citronella Oil
K. Cheese Whiz
L. Artificial Sweeteners
M. Margarine
N. Agar
O. Cinnamon
P. Pectin
Q. Chitin
R. Cholesterol
S. Ice Cream
T. Tattoo Inks
U. Amber
V. Sunscreens
W. Jell-O
X. Chocolate Candy
Y. Licorice
Z. Honey
AA. Aspirin
BB. Chili Peppers
CC. Chewing Gum
DD. Kitty Litter
EE. Kava
FF. Insect Repellent
GG. Fluoride
HH. Food Coloring
II. MSG Flavor Enhancer

Looking for topics that could be used with a similar project on inventions? Visit this web site:
http://www.popularmechanics.com/technology/gadgets/reviews/101-gadgets-that-changed-the-world#fbIndex101

Internet Search Engines for Science and Research

2009-10-29T04:15:00.000-07:00

The following are useful search engines. I found that quotation marks can be used around complex combined names in Highwire, i.e., "elderberry flavonoids," although the directions don't mention that trick.

http://highwire.stanford.edu/lists/freeart.dtl

The AAAS link for searching journals is:
http://www.sciencemag.org/searchall/#O

http://www.plosone.org/home.action

http://www.sciencedirect.com/

http://www.ncbi.nlm.nih.gov/pubmed/

Here is a free science newsletter that is searchable by subject:
http://www.sciencedaily.com/

genome.gov | Talking Glossary of Genetic Terms

2009-10-21T17:17:00.000-07:00

genome.gov Talking Glossary of Genetic Terms

This an awesome learning resource!