Genetic Engineering
Ms. Blakely
Living Environment/Research Class
Spring Term 2003
Introduction
It is 2003. You are
30 years old. Your time at
During the past 12 years, sweeping changes have been made in the field of genetics. Some of the stuff you learned in Ms. Blakely’s biology class 12 years ago is obsolete. Therefore you ask, “Why did we have to learn that information and take a test?” At the time you took biology, Ms. Blakely presented all of the current knowledge and technology associated with biology. However, as technology advances, our content knowledge changes along with it. Besides the content changes, we are experiencing a change in the ethical thinking associated with the technological changes. One problem associated with our technology is what to do with it.
Task
Your task is to write a proposal for what you plan to study during this fellowship and present it to the hospital’s fellowship committee (the class) as a PowerPoint presentation. You need to evaluate current public policy surrounding this issue, develop some alternative policies, and then chose which policy you will pursue in this project. This proposal needs to make you stand out above the crowd because there are an estimated 250 applicant groups.
Parts of the Proposal: Look in the “Evaluation” section for the
suggested length of each section.
ü Title
ü Project Overview
ü Background Information/Define the Problem
ü Preliminary Studies –Gather Evidence, Identify Causes, and Evaluate an Existing Policy
ü Research Design and Methods – How do you plan to study your problem?
ü Evaluate the Best Solution
Process
Day One – You will be in 6 groups of 5. You need to decide which person is going to take on the following responsibilities: coordinator (MD), lawyer (JD), researcher (MD), writer (MD), and technician (MD). Once you decide who is going to take on each responsibility, the coordinator needs to organize the group so that you will complete your proposal in a timely manner.
1st -Define the problem your group wishes to study. You have a choice between: 1) Stem cell research, 2) Gene therapy, and 3) Genetically modified organisms (GMOs) (i.e. cloned animals, designer babies). No two groups can research the same problem from the same point of view. Therefore, we need to decide which group is studying which problem within the class.
You must complete the following worksheet by the end of class today.
Day Two
I have provided some links below in the “Resources” section to help get you started. The coordinator and lawyer need to look up legal issues related to their topic. The researcher and writer need to look up “the science” behind your topic. The technician can start working on the PowerPoint presentation by looking for clip art or other pictures to help enhance your presentation.
Each person needs to browse the websites and then complete
the following worksheet as a group:
Day Three
Today will be used to complete individual tasks.
Coordinator – Organize the group (perhaps make a
calendar) so your proposal is presentable on the due date.
Lawyer- Look for past or current laws, acts, or regulations (if there are any) on your topic. You need to look at the ethical problems associated with your topic.
Researcher – Look for the science behind this
technology. (i.e.
How is the DNA manipulated? How does this help disease?)
Writer – Start writing the proposal. You will need to work with the technician for
final presentation since your paper is the presentation.
Technician – Working on the PowerPoint presentation. Prepare the template/layouts of each slide.
If you didn’t finish worksheet #2, finish it today.
Day Four
With the exception of the writer, continue research and
complete the following worksheet:
Coordinator – organize a meeting as to how your group
plans to study your topic at the
Writer – continue writing proposal. Ask people in your group to help you!
Day Five
You need to have a committee meeting to determine what each
person has completed and what they still need to complete. Also, complete Worksheet 4: Evaluating
Existing Public Policies AS A GROUP.
This worksheet will help your group brainstorm ideas that can be molded
into your final public policy.
Day Six
Complete the following two worksheets. They will help your group focus on the
intention of your proposal so your presentation is logical and clear.
Worksheet 5: Developing Public
Policy Solutions
Worksheet 6: Selecting the
Best Public Policy Solution
Day Seven
Today’s task is to finish your Power Point presentation and written proposal. Make sure you refer to the rubric to ensure that you obtain the grade you want J.
Day Eight
Tie up loose ends and practice presentations.
Day Nine
Groups #1, #2, & #3 present proposals.
Day Ten
Groups #4, #5, & #6 present proposals.
References
Stem Cells
How to Become a Doctor
Designer Babies
Genetically Modified Organisms
· http://www.agribiz.com/newsbio.html
· http://www.futuradesign.co.uk/gm/
· http://www.edf.org/pubs/FactSheet/a BioTFact.html
· http://www.ornl.gov/hgmis/elsi/gmfood.html
Genetics Glossary
Cloning
Gene Therapy
· http://www.ornl.gov/TechResources/Human_Genome/medicine/genetherapy.html
General Search Engines
Evaluation
:
Written Proposal Rubric
|
3 |
2 |
1 |
0 |
Title |
Present
and creative |
Present,
little creativity |
Present,
no creativity |
No
title |
Project
Overview (one paragraph, i.e. 5 sentences) |
Comprehensive
overview |
Somewhat
comprehensive overview |
Overview
is present, but it did not summarize your project |
No
project overview |
Background
Information/Define the Problem (0.5
page) |
You
defined the problem properly to write your proposal. |
You
defined the problem, but you could have benefited from more research. |
You
have not clearly defined the problem. |
You
did not define the problem. |
Preliminary
Studies
–Gather Evidence, Identify Causes, and Evaluate an Existing Policy (one
page) |
You
have gathered enough information to thoroughly evaluate current policies. |
You
gathered some information, but would have benefited from more research. |
You
gathered little information to evaluate policies. |
No
preliminary studies |
Research
Design and Methods
– How do you plan to study your problem? (one
page) |
You
did enough research to determine the proper design for studying your topic. |
You
did some research to determine the proper design for your topic. |
You
did little research to determine the proper design for your topic. |
No
research design |
Evaluate
the Best Solution (0.5
page) |
You
chose the best solution based on the information you gathered. |
You
chose a good solution, but I am not sure what you based your decision on. |
You
have a solution, but it is not based on your research. |
No
evaluation |
Grammar |
Great
Job! 0 mistakes |
Good
Job! 1-2 mistakes |
OK
Job. 3-4 mistakes. |
Mistakes
many too |
Spelling |
Great
Job! 0 mistakes |
Good
Job! 1-2 mistakes |
OK
Job. 3-4 mistakes. |
2
meny misteaks |
Grading Scale for Written
Proposal
A =
21-24
B =
19-20
C =
17-18
D =
15-16
F =
14 and below
:
PowerPoint Presentation Rubric
|
3 |
2 |
1 |
0 |
Power Point Presentation Content |
Each group member presents and there
are 2 slides/person |
Each group member presents and there
are 1.8 slides/person |
Each group member presents and there
are 1.6 slides/person |
All members do not present and/or
there are less than 1.4 slides/person |
Subject Knowledge |
Group demonstrates full knowledge of
subject matter and beyond |
Group demonstrates knowledge of
subject matter |
Groups demonstrates a little
knowledge of subject matter |
Group does not know subject matter |
Organization |
Presentation is logical and clear |
Presentation is logical and somewhat vague |
Presentation is a illogical which makes the
project vague |
Student presentation is illogical and distorted |
Professionalism |
Wow! I’d
hire anyone in your group. |
Your group needs a little more
experience/practice. |
Your group did not take this seriously. |
I hope you are not looking for a job anytime
soon. |
Relevancy |
All slides are relevant to the
proposal |
Most slides are relevant to the
proposal |
Few slides are relevant to the
proposal |
What was your presentation about? |
Creativity |
Presentation fully captivates audience interest. |
Presentation somewhat captivates audience
interest |
Presentation minimally captivates
audience |
Thank you, I got my nap for the day. |
Neatness |
A little time and effort goes a long
way! Good job! |
Font and graphics make presentation
a little difficult to understand |
Font and graphics distracted from
presentation |
Presentation
was difficult to und |
Grammar |
Wonderful! 0 errors |
1-2 errors |
3-4 errors |
Errors more or 7 |
Spelling |
Great Job! 0 errors |
1-2 errors |
3-4 errors |
7 or mor
air-roors |
Grading Scale for PowerPoint
Presentation
A
= 27-24
B
= 23-22
C
= 21-19
D
= 18-15
F
= 14 and below
Conclusion
Our expanding knowledge in the field of genetics has given us new applications for technology, but it has also created several ethical dilemmas. Each one of the topics you studied has two and maybe more points of view. Many of these new technologies have already been used to enhance people’s quality of life, but many questions remain unanswered and many problems have no comprehensive solutions. It will be up to us to determine how and when our genetic technology should or should not be used.
New York State Academy for
Teaching and Learning
Mathematics, Science, and Technology
Standard 2: Information Systems
o
Students
will access, generate, process, and transfer information using appropriate
technologies.
Standard 4: Science
o
Students
will understand and apply scientific concepts, principles, and theories
pertaining to the physical setting and living environment and recognize the
historical development of ideas in science.
Standard 6: Interconnectedness: Common Themes
o
Students
will understand the relationships and common themes that connect mathematics,
science, and technology and apply the themes to these and other areas of
learning.
Standard 7: Interdisciplinary Problem Solving
o
Students
will apply the knowledge and thinking skills of mathematics, science, and
technology to address real-life problems and make informed decisions.
Social Studies
Standard 5: Civics, Citizenship, and Government
o
Students
will use a variety of intellectual skills to demonstrate their understanding …
the basic civic values of American constitutional democracy; and the roles,
rights, and responsibilities of citizenship, including avenues of
participation.
English
Standard
1: Language for Information and Understanding
o
Students
will listen, speak, read, and write for information and understanding. As
listeners and readers, students will collect data, facts, and ideas; discover
relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the
English language to acquire, interpret, apply, and transmit information.
Standard
4: Language for Social Interaction
*This WebQuest was
prepared in association with the TIPS 2002 program,