Medical Interventions-Period 1 Assignments

2.2.1
1. Intro Notes
2. Genetic diseases that you feel could be cured using gene therapy?
3. Choose one of these diseases and research. Identify the faulty gene.
4. Would your chosen genetic disorder be a good candidate for gene therapy? Explain.
5. Create a table (shown in #3) that lists each tool and summarizes the benefits and limitations. (Use the slideshow)
6. Reflection Question: What do you think are some pros and cons of in vivo and ex vivo therapy?
Cystic Fibrosis Case Study
7. FDA Approved Gene Therapy: Conduct some research and list FDA-approved gene therapies in the United States. Share your findings with the class. Why do you think there are so few approved therapies?
The Genetics and Pathology of Cystic Fibrosis
8. Name of the mutated gene and protein.
9. Location where this protein can be found.
10. List of the symptoms an individual with CF experiences and why these occur. What is occurring in the cells?
11. Reflection Question: What would medical scientists likely target in trying to cure CF? Would the DNA that codes for CFTR, the mRNA transcript of the CFTR gene, or the CFTR proteins themselves be the best target? Explain.
The Process of Gene Therapy
12. Which tissue(s) in CF patients need functional CFTR genes?
13. How easy is it to access the tissue you’ve identified using the tools of gene therapy? Explain.
14. Use a diagramming tool (or your notebook) to create a concept map summarizing what you have learned about gene therapy. Include the disease and the faulty gene(s) you identified in step 2 as an example.
Design a gene therapy strategy for Alec.
15. How large is the gene the vector needs to carry?
16. Modification of which tissue would result in the production of a functional gene and alleviation of Alec’s symptoms?
17. Which vector will target the identified tissue and carry the gene of interest?
Document the case in your laboratory journal.
18. List the patient by name and provide a description of the condition, information about the gene affected, cells in question, and overall prognosis of the patient before gene therapy.
19. Describe the evidence you used to choose the vector and tissue.
20. If you choose a strategy that does not work, explain why it did not work and describe how you altered your treatment plan.
On the computer, watch the videos about the CRISPR-Cas9 genome editing system.
21. How does CRISPR target the gene of interest?
22. What role does Cas9 play in the CRISPR system?
23. Which diseases are candidates for treatment for the CRISPR-Cas9 system?
24. How can CRISPR-Cas9 be tailored to target different genes?
25. Add the CRISPR-Cas9 genome editing system to the concept map that you created in step 4. Summarize what you have learned about genome editing and how it can be used to treat the disease that you chose in step 2.
26. Gene Therapy debate notes (Pros and Cons of each)
27. Write a two- to three-paragraph statement regarding what you believe to be effective policy for gene therapy research.
28. Should research continue? If so, with what restrictions? If you decide research should not be continued, explain why and provide possible alternatives.
29. CQ #1-8

You will use Canva (www.canva.com) to create an infographic about the variety of screening and testing options available to expectant parents. You can work with a partner on this or on your own. If you work with a partner please make sure to write in BOTH names on the infographic. Also please note in the private comments who you worked with.

As a genetic counselor, you will need to help patients feel comfortable about the decisions they make regarding screening and testing. The chart shown in 2.1.5 (Part 1: #2) can be overwhelming for expectant parents. There is no detail about how each of these tests are conducted or what a parent may learn from the results. Your task is to modify the chart shown in step 2 in a way that will help you explain each test to parents, as well as help them understand the risks and benefits of the procedure. Your final Screening and Diagnostic Test Resource can look as similar or as different as you feel necessary to educate your patients. Your final product should (at minimum):
-Provide a description of each test listed in the first and second trimester.
-Be clear about why a physician would recommend this test.
-Provide simple, clear, and easy-to-understand information for nervous parents who need help making decisions.
-Include a Venn diagram that compares chorionic villus sample (CVS) and amniocentesis.

2.1.5
1. Read and take notes on the information about screening and diagnostic tests used in fetal monitoring.
#3 will be turned in separately
2. Notes on #4 (5 Tests)
Maternal Serum Screening, Ultrasound, Noninvasive Prenatal Screening, Diagnostic Testing, General Screen and Testing Information
3. Medical History Sheets (all 4!)
4. Karyotype Information:
-Research one chromosomal abnormality (other than Down syndrome) that can be diagnosed on a karyotype.
-Describe how the karyotype shown below would differ for the chromosomal abnormality you investigated.
-Describe what life would be like for the child who has the genetic disorder you researched.
5. CQ #1-6

2.1.3 Distance Learning Support
1. Intro Notes
Part I: Overview of the Lab
2. Access the laboratory protocol. Read the entire protocol.
Identify the overall Lab Objective for the experiment.
List the main laboratory steps that are necessary to achieve your objective.
Clearly describe the goal of each step.
3. Create a flowchart tracing the DNA/gene of interest. Pay attention to the role of SNPs in your analysis. Show how each step of the lab will help you make your final conclusion about genotype and phenotype.
4. Watch the video to see the protocol. Describe which skills you are most and least comfortable with and why.
Part II: Working with the Geneticist
5. Brainstorm how DNA from cheek cells can be isolated. What has to happen for you to isolate cells and release the DNA from these cells?
6. Observe the DNA sequences of a “nontaster” and a “taster” shown. Draw the sequences and note any differences using a highlighter.
7. Describe how the enzyme HaeIII would cut in a taster and in a non-taster.
How many fragments would be produced in each case?
Draw or explain how this product would be verified using gel electrophoresis.
Predict what you would see on a gel if you were a heterozygous Tt taster.
8. View the slideshow of videos for #9. Observe the bands on the image of the completed gel. Is the undigested PCR product a size of about 221 bp? Use the DNA marker on the left to confirm this. Explain.
9. Make a prediction about what the gels would look like for the three possible genotypes. Describe the number of bans you would see on the gel if a person was a tt nontaster (homozygous recessive), a TT taster (homozygous dominant), or a Tt taster (heterozygous). Relate what you would expect to see to SNPs and the restriction digest.
10. Compare the digested DNA samples to the uncut control to determine the genotypes of the individuals. Describe your findings. Predict whether or not they will be able to taste PTC.
11. CQ #1, 2, 3, 4.

2.1.1
1. Intro Notes
2a.Student Response Sheet
2b. Notes on genetic disorder presentation (PLTW)
3. Write a one paragraph job description for a genetic counselor. Be sure to properly cite your sources.
4. Using the list of genetic disorders you have investigated in Part I, brainstorm how a genetic counselor might help in the case of two of the disorders.
5. Research the genetic disorder/condition assigned to you. Take notes. Cite sources.
6. CQ #1-6

2.1.2
1. Intro Notes
2. Use the animation to create a PCR Flowchart (incl taq, primers, dNTPs, thermal cycler)
Skip the Optional Part II and Optional Part III
3. CQ #1-5

1.4.3
1. Intro Notes
Procedure:
2. Write a one to two sentence definition of epidemiology in your own words.
3. Research a career as an epidemiologist using additional resources on the internet. Summarize the education and training required for a career in epidemiology, as well as a typical salary range. Using information presented in the three incidents described on the CDC site or from your research in step 3, list at least ten possible duties of an epidemiologist under the training and salary information in your career journal.
4. Use the internet to research the disease cholera. In your laboratory journal, answer the following questions:
What causes cholera?
How is cholera transmitted?
What are the symptoms of cholera?
What preventive measures have helped eliminate the threat of cholera in the United States?
5. In your laboratory journal, list the steps Snow took to investigate and stop the spread of cholera in London in the 1850s. Describe the evidence he used to determine the source of the outbreak.
Task 1
6. Develop and write a list of at least five questions an epidemiologist would need to ask and answer to investigate and solve this case.
7. Describe possible evidence you could collect to help you determine if these cases are connected, to identify the source of the infection, and to answer your questions from step 8.
Task 2
8. Food Survey Results Data Table
9. Analyze the data in the table. Describe conclusions you can make about the possible source of the outbreak. Provide a reason why the food item in question may be linked to the outbreak of food poisoning.
10. What further questions would you have to answer to determine if this food item is responsible for the outbreak?
11. Explain what information an epidemic curve would lend to your investigation. (From #13)
Task 3
12. Describe how you would set up both a case-control and a cohort study looking at the link between smoking and elevated cholesterol levels. For each study design, include information about the participants in the study and describe how you might analyze study data.
Task 4
13. Research each of the two diseases on the internet. (These are assigned in a link below) Take notes on relevant information you will need to complete the next steps.
14. For one disease, write a short paragraph describing how you are working to prevent this disease. Make sure to mention your geographical location and to describe how the action or medication works to prevent this disease.
15. For the second disease, write a short paragraph describing your efforts in treating the disease or designing a new therapy. Make sure to mention how this treatment stops the symptoms of the disease or cures the patient.
16. Describe any barriers you encounter in delivering health care and completing your work that are unique to each situation.
17. Conclusion Questions # 1-10

1.4.2
1. Intro Notes
2. Take notes in your laboratory journal as you view the Making Vaccines presentation.
3. Visit the NOVA Making Vaccines site. Complete the Making Vaccines activity. Take notes on the six different methods for producing vaccines. For each type of vaccine, make sure to describe the steps involved in the development of the vaccine, summarized in no more than four steps, as well as include an example of a vaccine produced by each method.
4. Describe the two tools of molecular biology that are often described as the scissors and glue for manipulating DNA. Describe how these tools of molecular biology combined with plasmids can be used to make copies of an important gene.
5. Connect concepts you learned from the DNA Interactive site to the process shown in #14. Describe what is happening.
6. Refer to the table of restriction enzymes and their restriction sequences. Identify the enzyme that would target each designated site and create a color key.
7. Using the same color key you designated in step 19, shade EACH restriction site with the appropriate color using colored pencils.
8. Use an appropriate restriction enzyme to open the plasmid ring as well as cut out a piece of the viral gene. List which restriction enzyme you used and why you chose this restriction enzyme.
9. Take a picture of your completed recombinant plasmid and submit.
10. Describe how this new recombinant plasmid is being used to create vaccines that trigger an immune response.
11. Describe which gene transfer method can most likely be used to insert the new vaccine plasmid into a bacterial cell.
12. CQs #1-7

1.4.1
1. Intro notes
2. Summarize the work of Edward Jenner in one paragraph.
3. Research how vaccines work and outline the steps of successful vaccination. (The first resource is very long (9 pages). Make sure you go through all of it. The 3rd resource you need to take a screenshot of the completed simulation and add that here.
Skip interview assignment (Student Response Sheet 1.4.1)
4. Reflect: Why do you think developing countries in Africa or Asia might report a high number of deaths from diseases that can be controlled in the United States? What factors prevent access to prevention and treatment?
5. Use the internet to research the leading causes of death in the United States as last reported by the CDC. List the top ten causes. Complete additional research if you are unfamiliar with a medical condition that is listed and take notes. Cite your sources.
6. Research the leading causes of death in the United States in 1900. List in your laboratory journal the top ten causes of death. Complete additional research if you are unfamiliar with a medical condition that is listed and take notes. Cite your sources.
7. Look at the lists for the two time periods, and with a partner brainstorm the medical interventions that you believe are responsible for the changes in disease prevalence over time. Decide on the five interventions (preventive measures, treatments, tests) you believe have made the biggest impact on overall health and wellness in the United States. Record and describe these five interventions.
8. Research additional information about the vaccine that can be administered to prevent bacterial meningitis. Write a list of five reasons why teens should be vaccinated against this disease before heading off to college.
9. Research the vaccination or extra vaccination (foreign country) described on your card. Create a google slide that has the following information.
The name(s) of the disease(s) the vaccine is designed to prevent. If there is a common name for the disease, include this on the card. Make sure to mention whether this vaccine is targeted toward a virus or a bacterium.
A brief description of the disease and a reason why this vaccine is important.
A reference to how this disease can be contracted.
A description of who this vaccination is intended for and how often it needs to be administered.
You will present your slide to the class.
10. CQs - #1-9

1.3.3
1. Intro Notes
2. Cochlear Implant model notes
3. Notes on article “For Some Who Lost Their Hearing, Implants Help”
4. Research both sides of the cochlear implant debate. Take notes using a t-chart. Make sure you include pros and cons for sides of the debate.
5. Summarize the different positions of the families from the video "Deaf Out Loud".
6. Write a one or two paragraph letter from the perspective of an adult deaf person who wants to explain to friends and family why they are choosing not to get a cochlear implant.
7. CQs #1-6

1.3.2
Part 1:
1. Intro Notes
2. Notes on Rinne Test Video
3. Analysis of Rinne Test
4. Notes on Hearing Aids
5. Complete the “Speech-in-Noise Test”. Record your observations. How did you do?
6. Describe the Pure Tone Test.
7. How can you tell when someone has experienced conductive hearing loss using an audiogram?
8. Student Resource Sheet- Graphs matching
9. Write a few paragraphs summarizing the audiologist presentation/interview.
Part 2:
10. Notes on medical interventions available for patients with hearing loss.
11. What medical interventions would you recommend for your assigned patient from the last section?
12. What is the recommendation for Sue Smith?
13. Conclusion Questions #1-4

1.3.1 (Label each part before you submit)
1. Intro Notes
2. Notes on Part I: The Physics of Sound
on the Student Resource Sheet
3. Reflection Questions: a. and b.
4. PLTW Laboratory Journal questions a. and b.
5. Sketch (no printed images) of ear structure
6. List parts of the ear and function
7. Summarize how sound is processed in the ear
8. Notes on each assigned patient case study.
9. Conclusion Questions #1-3

1.2.4 – When Antibiotics Fail

1. Intro Notes
2. Data Table “Number of Pneumococcal Bacteria in Your Body”
3. Graph your data. (Follow the directions listed)
4. Summarize your group results in a paragraph.
5. CQs #1-4

Finish this assignment on the google doc or in your notebook.

Submit model video through flip grid below.

1. Follow the link below to the virtual lab. Instead of regular intro notes, take notes on the paragraphs under 'What Kills Germs?'
2. Follow the procedure for the virtual lab. Include data table and do all three types of bacteria.
3. Answer all 5 journal questions found in the virtual lab.
4. Return to 1.2.2 and read through the lab procedure. Make the data table (#14) shown, EXCEPT only 24 hour columns (do not include the 48 hour columns)
5. Measure the zones of inhibition shown. Use the images attached from the actual lab results.
6. CQ 1-4, 6-8 (SKIP #5)

1. Intro Notes
2. Draw and label bacterium
3. Add functions of bacterial parts (#3)
4. Research and describe differences between Gram + and Gram - bacteria (#4)
5. Make a chart for the action of each class of antibiotic listed. Include how each type works. (#6-7)
6. N. meningitidis research
7. CQ 1-6

1. Add info to patient charts
2. BLAST results for all non-meningitis patients
3. Research treatments (#6)
4. Add connections to contact web (#7)
5. For your case report (#8), use this format:
Case summary section including:
-symptoms
-molecular data
-lab tests/results.
Explain how this data lead to solving the case.
How should this outbreak be handled on campus?
6. CQ 1-3

Part 3
1. Read the ELISA lab protocol (linked below- called 'Link' ) (12-13)

2. Once you've read the WHOLE protocol and discussed with your lab group, try to determine concentration in standard curve wells (#15)

3. Complete the assigned (separate) edpuzzle on ELISA. Whenever the video stops to clarify a point, take BRIEF bulleted note on that explanation. (write/type this as part of THIS assignment).

4. ELISA patient table/results. (#18-19, 21) Make a table and use the idealized results to figure out who has meningitis, and estimate the concentrations shown by the test results. Then, look at the other slides shown.
Describe:
a. What does the slide showing the standard curve mean? (Look over lab protocol. What is the standard curve for? What SHOULD we see here?)
b. On the slides which show 'real' results, which strip shows patients? (it varies! Look closely and try to decide). What do these results mean?
c. What error(s) might have occurred- if errors are evident. Explain why you think/know there are errors. Which step in the process might have gone wrong? Why do you think so?

5. Disease spread theory (#22)- use concentration data to inform your answers here!

6. Meningitis research and treatment research (#23-25)

7. CQs 1-7

1. Intro Notes
2. Strategy to solve dilution problem/include observations and drawings
3. CQs 1- 3 ( you may need to do research before you answer these questions)

1. Intro Notes
Part 1
2. Antigen, Antibody, etc paragraph (#2)
3. ELISA animation story board (#4)
Part 2
4. Dilution Worksheet- work shown!

Please submit the following AFTER YOU NUMBER THEM IN LARGE PRINT and add this to the assignment.
Part 1
1. Intro Notes
2. Notes added to chart: Day 2
Part 2
3. DNA sequencing notes on video- Edpuzzle assigned here, points will be awarded separately for the edpuzzle embedded questions.
4. DNA sequence of Sue’s pathogen
Part 4
5. Sue BLAST results
6. Research pathogen/connect symptoms/suggest who may be at risk
7. Watch video on bioinformatics (#18). Reflect on bioinformatics as a career path for you (pros and cons).
8. Brainstorm strategies for how to proceed.
9. CQs 1-4

Please sign and return the Medical Interventions signature page stating that you understand and are willing to follow the course requirements. NOTE: You DO NOT need to print this out to sign. Simply open the document and TYPE your name in the text box. Please have your parent do the same and submit. Thank you.

I would love to get you know you all better. Please fill out the form and submit. Thank you!

Please submit the following AFTER YOU NUMBER THEM IN LARGE PRINT and add this to the assignment.
1. Intro Notes
2. Patient Symptoms/Risk Factors Organizer (patient symptoms/risk factors/lifestyle)
3. List of possible infectious agents
4. Web/Flow chart of connections between patients
5. CQs 1-3

Please submit the following AFTER YOU NUMBER THEM and add this to the assigment.
1. Intro Notes
2. Your group's slide including categories and examples
3. CQ 1-5