AIDS RESEARCH

CREATE A CLASS POWERPOINT ON AIDS

BY CONTRIBUTING ONE OR MORE TEACHING SLIDES:

(identify your slide with "slide contributed by…")

1. What is AIDS?

- description of disease and general background information

2. What is HIV and how does the virus work?

- scientific information on the specific viral action

3. How is AIDS transmitted?

- known methods of transmission and common misunderstandings

4. Statistics - Worldwide and US

- choose from a wealth of statistics and arrange it in an interesting way

5. What treatments are available and how do they work?

- describe a treatment and how it interferes with the spread of the virus

6. The Crisis in Africa

- describe the most recent situation

7. Social/Cultural/Medical Repercussions of the Epidemic in Africa

- there is a vast amount of information/CNN videoclips to choose

from here

8. AIDS in the US -

- There has been a recent increase in cases of HIV, following a previous downward trend. Report on what is happening.

9. Personal Responsibility

- Propose how an individual can contribute toward solving the socio-economic problems caused by AIDS throughout the world.

WEB SITES AVAILABLE***

Go to www.westirondequoit.org/ihs/library/aids.html

GENETIC COUNSELING PROJECT

Background:

Genetic counselors provide genetic information to families in terms that they are able to understand. They work with physicians, lab technicians and researchers to provide up to date information on causes, diagnosis and treatment options. In this project, you and your partner will research a disease of your choice, and present the information to your class.

Your task:

Research a disease of your choice.

Create a power point presentation to teach the class about the disorder.

Learn about other diseases from your classmates.

POWER POINT REQUIREMENTS:

q Use High voltage template.

q Limit your show to 9 slides.

q Save your power point to Encarta: Suteragenetics. Select the folder for your class period. Then save as “Disease Name” (ex. Thalassemia)

Power Point Format and Rubric:

Title Slide	Disease Name, Student Names, Class Period	1 pt.
Disease Description	Provide overview of disease	2 pt.
Symptoms & Diagnosis	Provide symptoms and methods of diagnosis	2 pt.
Mode of Inheritance	Explain or illustrate how the disease is inherited, the location of the genetic error (chromosome number), and statistics on carriers and/or patients affected	3 pt.
Treatments/ Prevention	Provide information on available treatments or prevention	3 pt.
Prognosis	Provide information on quality of life, life expectancy with or without treatments.	3 pt.
Bibliography	Note sources used. Be sure to use current sources, not general encyclopedia type sources.	2 pt.
Other	You may include other interesting issues such as ethical decisions faced by patients and physicians.

Time on Task	Use research time efficiently	2 pt.
Note-taking	Gather notes during presentations, give your full attention to the presenters	2 pt.

Genetic Disorders:

Sickle Cell Anemia

Tay Sachs

PKU

Cystic Fibrosis

Turners Syndrome

Klinefelters Syndrome

Neurofibromatosis

Downs Syndrome

Huntingtons

Achondroplasia

Thalassemia

CREATING ATP

Cellular Respiration requires all Human systems working efficiently in a coordinated effort. In particular, the circulatory, digestive and respiratory systems are essential in creating energy. In this activity, you are to demonstrate your knowledge of each of these systems, as they function to create energy for life.

TASK: Choose one of the following ways to demonstrate your knowledge.

Create an illustrated, chapter book:

Aim your book at a 5^th grade audience as you teach each system and how they interact to produce energy.

Create a board game:

Players of this game should learn how each system works and how they interact to create energy.

Write an article for the NY Times Science Section

Research a disease or disorder involving one of the 3 systems. Describe the disease on its impact on the system. Then describe the impact the disorder would have on the other systems - (and how it would impact cellular respiration).

Create a 3 dimensional, labeled model.*

A creative model of the 3 systems should show how each works. The model does not need to be proportional, but it should be labeled. Creativity counts.

Create a video.* (PBS documentary, Bill Nye, Magic School Bus)

Make a video in which your audience learns about each system and how they work together to create energy.

*These may be made with a partner.

If you have another idea, submit a proposal in writing.

Your product should minimally demonstrate:

The structures and functions of each system.

The path of oxygen through the respiratory system to the cells.

The path of glucose from the respiratory system to the cells.

The role of the circulatory system and blood in delivering the reactants to the cells.

The role of the circulatory system and blood in delivering by-products from the cells.

Terms that should be included in your product: (not all inclusive)

Cellular respiration, cell membrane, mitochondria, hemoglobin, red blood cells, plasma, hydrolyze, monosaccharide, glucose, ATP , high energy bond, ADP, reactants, by-products.

For extra credit - Add information on a 4^th system (ex. Nervous, excretory) - and demonstrate/explain it's working relationship with the other three.

CREATING ATP: GUIDELINES

THIS PROJECT IS WORTH APPR0XIMATELY 20% OF YOUR QUARTER GRADE!

PROPOSAL DATE: _______________

DUE DATE: ______________________

You are encouraged to turn in your drafts early for evaluation.

Projects may be turned in early! Projects are not optional. A 10% penalty will be assigned for each day it is late.

PROPOSAL:

On a separate piece of paper, submit a proposal to your teacher describing the product you hope to make and include specific ideas you have to communicate thorough explanation of systems and their interactions.

REQUIREMENTS:

1. All terms will be spelled correctly.

2. All information regarding concepts and structure will be scientifically accurate.

3. Any drawings will be in color (colored pencils are acceptable).

4. Any computer graphics/animations must be cited, and you are encouraged NOT to depend solely on computer graphics.

5. Materials used should be of good quality (posterboard, construction paper,

laminated)

6. No edible of perishable models will be accepted.

7. Videos must be of good sound quality.

8. Essays should be double-spaced and word-processed.

9. Originality must be evident.

RUBRIC

Exemplary

(101-105)

New insight is brought to the topic.

The interdependent relationship which exists between 3 human systems is thoroughly explored.

Mastery of the concepts and evidence of synthesis is demonstrated in the final product.

Scientific information is well communicated/illustrated.

Scientific concepts/structures are presented accurately.

Product is professionally presented.

All sources are cited in a bibliography.

Mastery

(90-100)

The interdependent relationship which exists between 3 human systems is thoroughly established.

Mastery of the concepts and evidence of synthesis is demonstrated in the final product.

Scientific information is well communicated/illustrated.

Scientific concepts/structures are presented accurately.

Product is professionally presented.

All sources are cited in a bibliography.

Proficient

80-89)

The interdependent relationship which exists between 3 human systems is well established.

Proficiency of the concepts and deliberate attention to interdependence

is demonstrated in the final product.

Scientific information is well communicated/illustrated.

Scientific concepts/structures are presented accurately.

Product is neat and well constructed.

All sources are cited in a bibliography.

Competent

(66-79)

The interdependent relationship which exists between 2 or 3 human systems is identified.

Competency with regard to the concepts and simple connections focusing on interdependence is demonstrated in the final product.

Scientific information is well communicated/illustrated.

Scientific concepts/structures are presented accurately.

Product is clear and neat.

PLANNING YOUR INDEPENDENT EXPERIMENT

State the Problem (Question):

What does the literature already say about this topic?

What will be your independent variable?

What will be your dependent variable?

How will you conduct your experiment? (sketch or flow chart)

What will your data table look like? How will your graph be set up?

PEER REVIEW A

Team members: _____________________ _________________________ _____________________ _________________________

In this section, each team member will share his/her experimental plan. Team members should listen and evaluate the design. Discuss improvements and decide what changes should be made to the design. All members should agree on the final design, and agree that data collected should lead to a valid conclusion.

Team member _____________________

I. Purpose (question) ________________________________________________________________________

II. Independent variable __________________________________________________________

Dependent variable ___________________________________________________________

III. How will the experiment being controlled?

IV. Will the experimental design obtain valid result (really answer the question)? Why or

why not?

Team member _____________________

I. Purpose (question) ________________________________________________________________________

II. Independent variable __________________________________________________________

Dependent variable ___________________________________________________________

III. How will the experiment being controlled?

IV. Will the experimental design obtain valid result (really answer the question)? Why or

why not?

PEER REVIEW B

Team members: _____________________ _________________________ _____________________ _________________________

In this section, each team member will share his/her data and conclusion. Team members should listen and discuss results. All members should agree on the conclusion, and make suggestions for critique.

Team member _____________________

I. Purpose (question) ________________________________________________________________________

II. Conclusion statement. (reflects question) ________________________________________________________________________

III. Comments/critique/suggestions for improvement/follow-up

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Team member _____________________

I. Purpose (question) ________________________________________________________________________

II. Conclusion statement. (reflects question) ________________________________________________________________________

III. Comments/critique/suggestions for improvement/follow-up

Team member _____________________

I. Purpose (question) ________________________________________________________________________

II. Conclusion statement. (reflects question) ________________________________________________________________________

III. Comments/critique/suggestions for improvement/follow-up

Team member _____________________

I. Purpose (question) ________________________________________________________________________

II. Conclusion statement. (reflects question) ________________________________________________________________________

III. Comments/critique/suggestions for improvement/follow-up

GRADING: This lab will be worth 30 points.

Title Page: 1

Background Information: 5

Purpose: 1

Hypothesis: 1

Materials: 1

Procedure: 4

Valid design/procedure: 2

Data & Observations: 6

Conclusion Paragraph (complete, valid) 3

Critique: 3

Presentation (clear; concise; easy to see question, design, results& conclusion): 5

*5 point deduction if the lab is not written and ready for presentation on your due date!

REPRODUCTIVE TECHNOLOGY

RESEARCH PROJECT

Recent technology and advances in research have provided couples with information and options for producing a healthy baby. In addition, research on fetal tissue holds out hope for cures and treatment for devastating diseases.

In this project, you will research current developments in an area of your choice. You may choose to work alone or with a partner. Your research may be presented as a poster, a brochure, a power point presentation or a 2 page report with illustrations. Your final product should be word-processed and look very professional.

Project Grading:

	10	8	6	4	2
Research	Several current resources used in research.*		Information used came from general sources		Information is outdated.
Product	Product is word-processed, neat & professionally presented.		Product is neat and legible.		Product is sloppy, incomplete or contains several grammatical errors.
Content	Student demonstrates an in-depth understanding of material		Basic understanding of concepts demonstrated.		Student fails to demonstrate an accurate understanding of the topic.

*Please submit copies of the articles you used, or a bibliography.

Your selection must be approved by your teacher before you begin.

You will share your findings with the class, and create a question for the unit test, based on your research.

TOPICS: (on back)

TOPICS:

Research ultrasound use during pregnancy.

Research the effect of a specific terratogen on an embryo.

(thalidomide, Retin A or choose another)

Research a list of environmental factors that have been identified as damaging to the formation of egg, sperm

or embryo. (Be specific to damage type)

Create a list of technological methods used to help infertile couples and state how each one works.

Describe one specific method used to help infertile couples and pitfalls associated with it.

Create a brochure about tubal ligation, demonstrating your thorough knowledge of the female reproductive system. Include benefits and risks of the procedure.

Research the moral and legal implications of surrogate motherhood.

Create a brochure about vasectomy demonstrating your thorough knowledge of the male reproductive system. Include benefits and risks of the procedure.

Research and report how oral contraceptives interfere with the hormone cycle to prevent pregnancy.

Research the status of using fetal tissue for transplant or other medical research.

Create a brochure instructing couples on the do's & don'ts of insuring the health of a baby. Demonstrate your understanding of environmental effects on embryonic development.

Trace the progress of cloning from plants to higher level animals.

Research causes, symptoms and current treatment or a specific disease of the reproductive system (testicular cancer, prostate cancer, endometriosis, ovarian cancer.)

Research the current status of stem cell research. Include information on any laws restricting stem cell resarch. (You may focus on one specific disease) Suggestion: Spinal Cord injury, Parkinson's Disease

(You may have a related idea of your own. You may have it approved by your teacher.)

"MAN'S IMPACT ON HIS ENVIRONMENT" RESEARCH:

SCENARIO: Channel 12 is looking for young scientists to research environmental problems for a series of Environmental Awareness. Your class has been asked to create a 2-3 minute news story capturing the essence of a specific environmental issue. The producers of the show are looking for stories that teach the audience ecology by properly using terms like biome, ecosystem, community, population, organism, food chain, (web, pyramid) competition, flora, fauna, adaptations, symbiosis, niche, autotroph, and heterotroph. The hope to inform the viewing audience about actions they can take to correct or improve the problem.

TASK:

· Create a 2-3 minute news story. Include at least 5 visuals.

o Visuals may illustrate the environmental problem, or may simply represent the typical flora or fauna of the biome.

o Visual sources:

§ Laser disc

§ Text

§ Internet (preferably printed)

TOPICS:

1. The Garbage Heap: Dealing with our junk.

Be sure your story distinguishes between biodegradable and non-biodegradable pollutants and gives several examples of each.

2. Update on the Bald Eagle.

Explain how DDT nearly caused its extinction. Also, explain how DDT has been found in human body fat. Concept of biological magnification should be covered.

3. Acid Rain in the Adirondacks.

Be sure your story explains what causes acid rain and the effects on the environment. Since the Adirondacks is in the Taiga, be sure to include information on the characteristic flora and fauna of a Taiga region.

4. Rainforest Destruction.

Be sure your story mentions the climatic and community conditions usually present in a rainforest. Tell the pros & cons of development of the rainforest.

5. Zebra Mussels: Creating havoc in the Great Lakes & Finger Lakes.

Select a local lake such as Ontario or Conesus and explain the impact of zebra mussels introduced into the native food chain. Discuss “alien” organisms and make sure your coverage is up-to-date.

6. Desertification of the Grasslands.

Be sure to include information on the normal climate, flora & fauna of the grasslands. Explore what kinds of things are destroying its topsoil.

7. Recreational ATVs in the Desert: Harmless Fun or Harmful Disruption?

Your story should explore how misuse of desert land may disrupt the balance of the ecosystem. Be sure to include information on the normal climate, flora & fauna of the desert.

8. Oil Pipelines in Alaska.

Be sure your story includes the usual climate, flora & fauna of this tundra biome. Explain how the pipelines have threatened normal ecosystem found there.

9. Aftereffects of Chernobyl.

Your story should include the cause and effects of the Chernobyl disaster. Be sure to mention the usual climate, flora & fauna of this tundra biome.

10. Global Warming – Fact or Fiction?

Your story should clarify what the “greenhouse effect” is, its cause and potential impact on our earth.

11. Thermal Pollution.

Your story should explain what it is and what effect it has on the aquatic community. Try to select a specific area (locally if possible) that deals with this issue.

12. Conservation of Resources.

Your story should teach your audience about renewable and non-renewable resources. Give examples of each. Make a local connection if you can.

13. Threatened, Endangered and Extinct Species.

Your story should distinguish between these terms and give examples of a few. Also it should explain why we should save endangered species and what steps are being taken to do so.

14. Food: a Renewable Resource.

Your story should explore factors that contribute to the problems of feeding a growing population. What steps might be taken to improve the situation. Try to include a growth curve of the world’s growing population.

15. To Dredge or Not to Dredge: PCB's in the Hudson River

Your story should explain the source of the PCB's and their hazards to living things. Report on the current status and the pros and cons of dredging.

16. Brockport's Toxic Dilemma

Your story should explain the source of the pollutants and their hazards to living things. Report on the current status and possible solutions.

17. Great Lakes for Sale: Water for export

Your story should explain why and to whom the water is being sold to. Report on the current status and pros and cons of the sale of the water supply. What would the environmental impact be on the lake and the ecosystem?

18. Drilling for Oil: In the Great Lakes?

Your story should explain the proposal that has been made for drilling in the Great Lakes. Report on the pros and cons of drilling. What would the environmental impact be on the lake and the ecosystem?

19. State of the Water: The Finger Lakes

Choose one of the Finger Lakes. Your story should report on the current research on the water quality and factors that affect that quality. Try to report on the effect of run off from nearby farmlands.

20. Raw Sewage: What are we doing?

Your story should report on the aging sewage treatment plants in New York and the regulations that allow a certain amount of untreated sewage to overflow into our water supplies. You may want to report on the how citizens are campaigning to get the Environmental Protection Agency to change their regulations.

21. Retenone: Organic Pesticide is linked to Parkinson's Disease

Your story should tell about this "natural" pesticide, its source and the recent findings that may link it to Parkinson's disease. Is this a biological control? Is it performing its intended purpose?

22. Ozone Depletion: Good & Bad Ozone

Your story should identify what ozone is: good & bad. Then explore what scientists believe contributes to thinning of the ozone layer - and it's implications.

23. Asbestos Hazards: Are we safe?

Discuss environmental hazards of asbestos, how asbestos is monitored and its effects on the human body.

24. Japanese Carp have invaded Lake Ontario: Fisherman’s Dream or Nightmare?

Discuss the impact these new species can have on the lake ecosystem. Is anything being done to prevent deleterious results?

25. Purple Loosestrife: Alien Creature: Pretty Friend or Damaging Foe?

Discuss the ecological impact this plant is having on our area ecosystems. What is being done, if anything, to prevent problems.

26. Spill in Charlotte: Is it safe to live or swim there yet?

Last year’s train derailment still poses problems for our local ecosystems. Discuss what happened, the ecological damage done, and what is being done to correct and monitor the problem.

27. Eco-Friendly Industries: Who’s helping out?

From newspaper printing to lawn care services, industries are taking steps to protect the environment from pollutants. Research a variety of ways industries are protecting the environment.

28. The Dead Zone

HUMAN IMPACT ON THE ENVIRONMENT

GRADING RUBRIC

	5	4	3	2	1
EDUCATIONAL ACCURACY	Scientific information accurate, complete Up-to-date	Most information Accurate, complete	Information has minor errors or omissions	Errors or omissions	Major errors or omissions
PROFESSIONAL PRESENTATION	Easy to understand, Clear, eye contact,	Most information clear and easy to understand
VISUALS	Educational, clear, appropriate				Inappropriate, messy
MAJOR FACTS	Facts capture the essence of the issue and teach basic concepts.