//www.sphstigers.org/apps/classes/1009991/assignments/ Class Name: Medical Interventions-Period 1 Instructor(s): Wendy Budd en-us SchoolSitePro //www.sphstigers.org/homeworkItem6551729 //www.sphstigers.org/apps/classes/1009991/assignments/ 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

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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.
]]> Sat, 12 Dec 2020 02:00:16 PST //www.sphstigers.org/homeworkItem6483502 //www.sphstigers.org/apps/classes/1009991/assignments/ 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

]]> Thu, 03 Dec 2020 17:29:36 PST //www.sphstigers.org/homeworkItem6459605 //www.sphstigers.org/apps/classes/1009991/assignments/ 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.

]]> Mon, 30 Nov 2020 16:19:00 PST //www.sphstigers.org/homeworkItem6338619 //www.sphstigers.org/apps/classes/1009991/assignments/ 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


]]> Tue, 10 Nov 2020 21:35:58 PST //www.sphstigers.org/homeworkItem6410495 //www.sphstigers.org/apps/classes/1009991/assignments/ 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

]]> Thu, 19 Nov 2020 15:04:55 PST //www.sphstigers.org/homeworkItem6369605 //www.sphstigers.org/apps/classes/1009991/assignments/ Sat, 14 Nov 2020 06:23:21 PST //www.sphstigers.org/homeworkItem6284232 //www.sphstigers.org/apps/classes/1009991/assignments/ Thu, 05 Nov 2020 08:49:15 PST //www.sphstigers.org/homeworkItem6313361 //www.sphstigers.org/apps/classes/1009991/assignments/ 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


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