Columbia University Summer Research Program for
Science Teachers
To introduce students to Antisense Oligonucleotide Therapy and to introduce students to the technique of creating literary research papers using library and computer resources
Dana J. Solecki
Saint Ann's School , Brooklyn, New
York
1996
Plan Objective:
To introduce the students of Independent Science Research to
Antisense Oligonucleotide Therapy; to
introduce the students to the technique of creating literary
research papers using library and computer resources; to
facilitate development of critical thinking and analysis skills,
and to assist the students in the development of oral
presentation skills.
Materials and Resources:
(1) Internet Access on classroom computers
(2) Scheduled library use during several class periods
(3) "The New Genetic Medicines," by Jack S. Cohen and
Michael E. Hogan. Scientific American. December 1994.
(4) "Antisense Oligodeoxynucleotides as Therapeutic
Agents," by C.A. Stein. Contemporary Oncology. September
1994. [Teaching Standard B- Focus and support inquiries]
Schedule of Lessons:
(1) Introduce students to the Watson and Crick model of DNA
base pairing, mRNA synthesis and protein synthesis. Use lectures
and students working cooperatively to design puzzles representing
these processes. [Content Standard C- The cell]
(2) Assign the students to read and summarize "The New
Genetic Medicines."
(3) Provide students with information on oligodeoxynucleotide
therapy by presenting my summer research, "The Regulation of
Oligodeoxynucleotide Uptake by am b2." [Teaching Standard E- Model the skills of scientific inquiry]
(4) Working cooperatively, students are assigned to research
viruses or cancers that potentially may be treated using
antisense therapy. Students will be provided with class time and
computer usage as well as scheduled library research time.
(5) Working in self-selected groups, students must design a
theoretical experimental procedure designed to determine and test
the efficacy of antisense therapy on a specific virus or cancer. [Content Standard A - Design investigations]
Evaluation:
Each group is responsible to write a scholarly research paper
describing their theoretical experiment. The paper must be
scientific in nature and contain all aspects of a formal research
paper. Data should presented as theoretical and accompanied by
graphs and charts of expected results.
Each group must make a short presentation to the Research Class
describing their theoretical experiment and showing expected
results. [Teaching Standard B- Orchestrate scientific discourse]Students
must be able to offer support as to why they think antisense
therapy would be effective in the treatment of their selected
disease.
Each student group will receive a written evaluation and
critique of the presentation and paper.
Extensions:
Students may be asked to present their research to the Genetics
class to augment the course material on gene therapy. [Teaching Standard A- Work with colleagues]