Mental Health have masters degrees in genetic counseling and and group counseling sessions andtherapy activities. teach skills that help patients resolve problems that http://www.rahec.net/mental_health.htm
Extractions: Mental Health Careers Counselor Genetic Counselor Psychiatric Aide/Technician Psychologist ... Social Worker Counselor Average Salary Range Counselors aid people with social, educational, personal or medical problems. They help individuals and groups work with many issues, including mental health, school, college, career, employment, rehabilitation, aging, substance abuse and marriage and family conflicts. A variety of specialties are available within this field, including school and career counseling, employment counseling, rehabilitation counseling, mental health counseling and genetic counseling. Counselors: Help individuals deal with problems such as: addiction and sub-stance abuse; family conflicts; suicidal feelings; stress; self-esteem; aging; and job or school concerns. Use interviews and observations to determine problem areas and the focus for counseling. Conduct personality, aptitude, achievement and psychological tests. Formulate treatment plans and link clients with professional/community resources. Conduct workshops in special subjects, such as assertiveness, career development, interpersonal relationships, stress management, coping skills and illness.
MY TEACHING ACTIVITIES MY teachING activities. I teach ObjectOriented programming languages in the thirdyear of symbolic learning, neural nets, data mining, genetic algorithms, also http://iridia.ulb.ac.be/bersini/teaching.html
Extractions: MY TEACHING ACTIVITIES I teach AI in the INFODOC licence. I teach classical symbolic AI: Problem Solving, Search Algorithms, Knowledge Representation: Logic, Semantic Network and Frames, Expert System. I also teach Neural Nets and Learning: Symbolic (ID3, Conceptual Learning) and Numeric (NN, Classifier Systems). I teach Computer Science in the first year and the second year of Ecole de Commerce de Solvay. In the first year, it is an introduction to the computer architecture and the basic principles of computer science. CLICK HERE if you want to download part of the power-point slides I rely on during this teaching. The students also receive training with the most classical application software: word processing, data base, excel, HTML document. They finally have to realize an e-business client-server type of application where they use ftp, coldfusion, vbscript or javascript, html. If you want to see some of my favourite WEB pages done by the second year students:
ENC: Web Links: Digital Dozen: Archive: January 2000 on the genetics of deafness and genetic newborn testing. Grades 7 12 SynopsisThe lessons, activities, and other and the use of writing to teach math. http://www.enc.org/weblinks/dd/archive/0,1577,1-2000,00.shtm
Extractions: Skip Navigation You Are Here ENC Home Web Links Digital Dozen Archive ... Frequently Asked Questions Find detailed information about thousands of materials for K-12 math and science. Read articles about inquiry, equity, and other key topics for educators and parents. Create your learning plan, read the standards, and find tips for getting grants. Current and past selections of exemplary sitesbrowse month by month through every year. When sites are no longer available, they are not listed as Digital Dozen winners. January 2000 CHEMystery Synopsis: Anyone who watches television these days, with its proliferation of crime dramas, can't help encountering the term "forensics" and its use in solving crime. This site will help you make sense of some of the terminology used in forensics by offering a clear explanation of what it is and how it is used for detective work such as firearm identification, crime scene processing, and psychiatric profiling. Synopsis: The University of Utah's Genetic Science Learning Center provides information on basic genetics, genetic disorders, and genetics in society. In each section you will find explanations of introductory concepts and a variety of hands-on activities, including labs and instructions for building classroom lab equipment. Two thematic units are available on the genetics of deafness and genetic newborn testing.
ThinkQuest Library Of Entries Games and activities to teach Molecular genetics for high school www.gene.com/ae/AE/AEC/AEF/1994 Classroomactivities re ethics of genetic testing and http://library.thinkquest.org/19037/teach_links.html
Extractions: The web site you have requested, The Gene School , is one of over 4000 student created entries in our Library. Before using our Library, please be sure that you have read and agreed to our To learn more about ThinkQuest. You can browse other ThinkQuest Library Entries To proceed to The Gene School click here Back to the Previous Page The Site you have Requested ... click here to view this site Click image for the Site Languages : Site Desciption This is the place to study the science of genetics. Learn about the foundation of genetics starting with Robert Hooks' discovery of cells in 1655. Read about Gregor Mendel, the father of genetics. Learn the basics of genetics including DNA replication, cell division, and protein synthesis. Discover why creating dinosaurslike in the movie Jurassic Parkis not possible. There's an impressive glossary, experiments, quizzes, games, polls, and links for teachers.
NCTE Resource Matrix, Curriculum other subjects. , Joe McInerney joemcinerney@geneticmedicine.org. of articles andclassroom activities using paleontology to teach major concepts http://www.ucmp.berkeley.edu/ncte/resourcematrixcurr.html
Extractions: NCTE Resource Matrix Curriculum Resources Jump to resource type: CDs/Software Labs Modules Textooks ... Websites CD/Software Description: Available Via: Comments: Submitted by: Voyages Through Time www.seti.org "This program seeks to demonstrate how evolution can serve as an integrating theme." Joe McInerney
Natural History Education of NSFfunded summer institutes, these lessons were designed to help teach basicconcepts we provide teachers with genetic science activities and hands http://www.ucmp.berkeley.edu/subway/education.html
Extractions: We have not searched extensively for sites to list here, but have had so many requests for information useful for teachers, that we have compiled a list of those sites we are aware of. If you know of additional sites that should be listed here, please let us know. You may also wish to check the listings of the WWW Virtual Library page on Education for more sites. Science Education Resource Lists Topical Lists Cool School Resources Science Education Resource Lists The Active Learning Club . A Guide to the internet which catalogues a small number of high-quality sites. Includes science, nature, history, etc. Association for Biology Laboratory Education . ABLE is an organization promoting information exchange for biology teaching at the undergraduate level. Their site includes proceedings and selected articles, as well as workshop information. Busy Teachers' WebSite . This page lists Web sources by subject with lots of helpful information on science, art, computers, and many other subjects. In short, it is an excellent source for busy teachers. Cool Science for Curious Kids . An educational site with activities aimed at K through 3rd grade, though the classifying organisms activity is probably K through 1st. "The site's activities are diverse and include projects such as building a model butterfly emerging from a cocoon or identifying which parts of plants belong in the family salad bowl."
Teach Your Family Healthy Eating Habits Family involvement helps to teach everyone healthy habits and The most common causesare genetic factors, lack of is easy to fit physical activities into your http://www.chennaionline.com/food/healthandnutrition/7health.asp
Extractions: Teaching healthy eating practices early will help children approach eating with the right attitude - that food should be enjoyed and is necessary for growth, development, and for energy to keep the body running. The best way to begin is to learn more about children's nutritional needs by reading or talking with a health professional and then to offer them some healthy options, allowing your children to choose what and how much they eat. Parents should try not to set children apart because of their weight, but focus on gradually changing their family's physical activity and eating habits. Family involvement helps to teach everyone healthy habits and does not single out the overweight child. Children become overweight for a variety of reasons. The most common causes are genetic factors, lack of physical activity, unhealthy eating patterns, or a combination of these factors. In rare cases, a medical problem, such as an endocrine disorder, may cause a child to become overweight. Your physician can perform a careful physical exam and some blood tests, if necessary, to rule out this type of problem. Breakfast fills your "empty tank" to get you going after a long night without food. And it can help you do better work. Easy to prepare breakfasts include cold cereal with fruit and low-fat milk, whole-wheat toast with butter, yogurt with fruit, and light snacks. It is easy to fit physical activities into your daily routine. Walk, bike or jog to see friends. Take a 10-minute activity break every hour while you read or watch TV. Climb stairs instead of taking an escalator or elevator. Try to do these things for a total of 30 minutes every day. Snacks are a great way to refuel. Choose snacks from different food groups - a glass of low-fat milk, biscuits, an apple or banana, butter and raisins, or some dry cereal. If you eat smart at other meals, cookies, chips and candy are ok for occasional snacking.
Welcome To Perth Zoo! a major focus of the Zoo's conservation activities. Investigating the genetic consequencesof reintroduction or also supports programs to teach students the http://www.perthzoo.wa.gov.au/summary.html
Extractions: A building and upgrading program has expanded the facilities to enable a comprehensive captive breeding and research program on Western Australian native species to be initiated. Most of this work in the Zoo is now encapsulated within a specialist group within the research program called the Native Species Breeding Program (NSBP) Perth Zoo continues to stengthen its collaborative links with important Western Australian institutions. In particular a strong linkage has been developed with the WA Department of Conservation and Land Management . As a result three new Western Australian species were brought into the Zoo research program; the Shark Bay Mouse , the Greater Stick-nest Rat and the Dibbler . Perth Zoo is also represented on recovery teams for the Numbat Chuditch , Dibbler, Shark Bay Mouse and the Western Swamp Tortoise
Biowatch SA - GE Activities At PES genetic Engineering Related activities at the Earth Summit, Johannesburg. CBO andNGO Events. TWN teachins - GE research, food aid, bioweapons etc. http://www.biowatch.org.za/ge_pes.htm
September 11: Past Campus Activities Past Campus activities On October 16, Charles Robb The final ICAR teachin was heldon Wednesday CNHS), addressed workshop attendees about genetic testing and http://www.gmu.edu/alert/eventspast.html
Extractions: On October 16, Charles Robb,distinguished professor of law and public policy and former Virginia governor and U.S. senator, moderated a discussion on the topic "Homeland Security and the Impact on MetroWashington: First Responders." A panel of homeland security experts and practitioners participated in the event that took place on the Arlington Campus. George Mason University, in partnership with Fairfax County, held "A Day of Remembrance: An Interfaith Gathering United for Peace" on Wednesday, Sept. 11, at 7 p.m. in the Center for the Arts Concert Hall. The ceremony commemorated victims of the Sept. 11 terrorist attacks as well as urged peace and solidarity. Representatives from faith communities from throughout the county and George Mason students, faculty, and staff members conducted the ceremony. On September 11, 2002, the "9/11 Aftermath Memorial," an interactive sculpture, was on display in the Johnson Center Food Court Representatives from the university's Counseling Center and Fairfax County's Project Resilience provided information on resources available to members of the university community at the Johnson Center kiosks.
Teaching Activities activities may include, for example, computer modelling of an animal breeding system ofa breeding objective or an exercise in genetic evaluation using both http://www-personal.une.edu.au/~jvanderw/teach.htm
Extractions: Elementary skills are developed for estimating the breeding value of animals for commercially important traits, predicting rates of genetic improvement, and designing animal breeding programs to help maximise gains. Application in animal breeding industries is discussed. 19 lectures plus 20 hours of practicals. GENE422. Animal Genetics and Breeding. In addition, an introduction is given to functional aspects of molecular genetics which are relevant to animal breeding. 26 lectures plus 13 three-hour practicals. GENE 522. Genetic evaluation and design. This is a postgraduate course which deepens the coverage of procedures to evaluate animals (selection index and best linear unbiassed prediction), and broadens the coverage of technical aspects of application in the animal breeding industries. An introduction is given to functional aspects of molecular genetics which are relevant to animal breeding. 26 lectures plus 13 three-hour practicals plus 13 one hr tutorials
Nov 24, 1999 MGH Researchers First To Identify Genetic found that a gene required to help teach the immune B (NFkB), a major controllerof several immune system activities. This is a true genetic abnormality we http://www.mgh.harvard.edu/DEPTS/pubaffairs/releases/112499diabetes.htm
Extractions: to new preventive or therapeutic approaches November 24, 1999 — A research study from the Massachusetts General Hospital (MGH) has identified a gene malfunction that appears to be central to the development of type 1 diabetes. The study in a classic animal model of type 1 diabetes found that a gene required to help teach the immune system to recognize so-called "self" proteins is somehow inactivated, even though its sequence is not mutated. The scientists also found that the inactivation of this gene called has a profound impact on another key protein called nuclear factor kappa-B (NF- k B), a major controller of several immune system activities. Finding ways to correct or circumvent the malfunction identified in this study may lead to ways of preventing or stopping the autoimmune reaction at the heart of type 1 diabetes. "This is a true genetic abnormality we can associate with type 1 diabetes," says Denise Faustman, MD, PhD, of the MGH Diabetes Unit, who led the study appearing in the December issue of Molecular and Cellular Biology . "While
Undergraduate Creative Activities And Research Experiences Agronomy genetic Mapping in the Soybean Genome. Instruction Native Stories OmahaNative American PreService Elementary teacher's Attempts to teach Science to http://www.unl.edu/ucare/projects.html
ARVD | At Hopkins She coordinates the clinical and research activities by scheduling also a ProgramCoordinator and genetic counselor for patient care, to research and to teach. http://www.arvd.com/athopkins/
Extractions: The Johns Hopkins Right Ventricular Dysplasia Program was formed in order to provide specialized evaluation and care for patients with ARVD/C. The program, headed by Dr. Hugh Calkins, also focuses on clinical and genetic research. Our Staff Crystal Tichnell, MGC is the ARVD Project coordinator and genetic counselor. She coordinates the clinical and research activities by scheduling patients and enrolling patients in research. Hugh Calkins, MD is the Director of the Arrhythmia Service and the Clinical Electrophysiology Laboratory. He sees patients and reviews medical records, and is available for consultation. Khurram Nasir, MD, MPH is the senior data coordinator. He is using his degree in biostatistics to organize our data and provide data analysis for all of our research projects. Hari Tandri, MD is the cardiac imaging fellow. He is developing methods to quantify abnormalities seen on echocardiography adn magnetic resonance imaging. Hal Dietz, MD is a Pediatric Cardiologist and Geneticist who runs a molecular research laboratory. He will be conducting the research on DNA samples obtained from patients with ARVD.
Research Activities The activities of the insect physiology and and molecular biology faculty teach graduateand Development and improvement of genetic transformation systems for http://insects.tamu.edu/new/research/physiology/
Extractions: Department Intranet Molecular Biology: C.J. Coates , Assistant Professor, Entomology, Genetics, ). Development and improvement of genetic transformation systems for a number of non-drosophilid insects allowing the genetic manipulation and modification of beneficial, pest and vector species and directed molecular searches for novel, secreted and membrane-bound proteins in insect target organs. Center for Advanced Insect Molecular Sciences: http://insects.tamu.edu/research/caims/index.html Molecular Biology of Insect Viruses: l-guarino@tamu.edu ; see also Center for Advanced Insect Molecular Sciences: http://insects.tamu.edu/research/caims/index.html Vector Virology: (K.F. Harris, Professor, Entomology; Ph.D. Michigan State University, 1971). Characterization of vector-borne plant viruses; virus-vector-plant interactions; vector feeding behavior; virus-transmission mechanisms; virus-vector specificity phenomena;
Extracurricular Pacing Mathematics Biology Music Thought Verse MIT EXTRACURRICULAR activities We were alsoasked to teach a short lesson 1999 MITHarvard Conference on genetic Tech http://web.mit.edu/pacing/www/activities.shtml
Extractions: for whenever men are right they are not young ... Debate . Enough said. Harvard-MIT Math Tournament . I served as the 1999 Site Coordinator and 2000 Director of this competition for high school students from around the country. As Site Coordinator I arranged room reservations and assignments for all contestants, proctors, and judges. As Director I was responsible for delegating (not entirely successfully) or otherwise personally arranging all things concerning the tournament, from obtaining scholarships and purchasing awards to housing and staffing crises (my 2000 Site Coordinator dropped the ball). MIT Alternative Spring Break , March 25-31, 2001. Colonel Kuconis drove us 20 hours round trip so we could help Teach for America teachers in their inner-city D.C. classrooms. Alongside Terri Yu , I worked with 1st graders and 8th graders for two days each. We were also asked to teach a short lesson in a 6th grade classroom. [ see pictures ] Hmm, btw I am coordinator for the
Lesson Plans genetic Lesson Plan Ideas provides a variety of genetic lesson plans science guideswith lesson plans and classroom activities to teach about hurricanes and http://www.csun.edu/~vceed009/lesson.html
Extractions: Academy Curriculum Exchange (K-5). Academy Curriculum Exchange (K-5) provides 130 mini-lesson plans for the elementary school covering a variety of science topics. Among these are microscope use, mapping constellations, water pollution, studying owl pellets and caterpillars to butterflies. Academy Curriculum Exchange (6-8). Academy Curriculum Exchange (6-8) features 60 mini-lesson plans for many science topics covered in the middle school. Among these are weather forcasting, photosynthesis, building a psychrometer and "ph" and solvent activities. Academy Curriculum Exchange (9-12). Academy Curriculum Exchange (9-12) offers 22 mini-Lessons plans suitable for the high school science. Among these are chemistry magic, a parallax experiment with candles, and a magnetic fields activity. Access Excellence Activities Exchange. Access Excellence Activities Exchange contains an archive of hundreds of lessons and activities submitted by high school biology and life sciences teachers participating in the Access Excellence program. High school teachers will find the activities from the 1996 collection , the 1994-1995 collection , the 1996 Share-A-Thon collection , the partners collection , and the classic collection . Teachers can also search for individual activities from the Access Excellence archive. A new collection, "The Mystery Spot", will added in 1997.
Welcome To Explore More. This Four-part Multimedia Project Is classroom, participate in activities that teach water quality than 90 handson interdisciplinaryK-12 activities. its program Explore More genetic Engineering http://www3.iptv.org/exploreMore/
Untitled and learn about DNA in designer gene activities. introduced to new developmentsin genetic research under teaching educators how to teach biotechnology in http://www.biotech.iastate.edu/publications/IA_biotech_educator/July_95.html
Extractions: IOWA BIOTECH EDUCATOR Office of Biotechnology Iowa State University July 31, 1995 SOURCES OF INFORMATION FOR EDUCATORS The North Carolina Biotechnology Center has a publication for educators that you may wish to order. "Carolina Genes," is an annual newsletter for North Carolina K-12 and college biology teachers. Every issue includes a feature article on an aspect of biotechnology and lesson plans, classroom activities and/or labs that relate to it. The newsletter also includes news about new biotechnology developments in North Carolina. To be added to the mailing list for this publication contact Dr. Lynn Elwell, Editor, "Carolina Genes," North Carolina Biotechnology Center, Box 13547, Research Triangle Park, Inc., 27709-3547 (phone 919-541-9366; FAX 919-990-9544; e-mail l_elwell@ncbiotech.org). "DNA On Trial, Genetic Identification and Criminal Justice," edited by Paul R. Billings (1992) is available for purchase from Cold Spring Harbor Laboratory Press, 10 Skyline Drive, Plainview, New York 11803 (phone 800-843-4388; FAX 516-349-1946). The book provides an overview of how DNA information has been presented in actual criminal and civil courtroom settings by prosecutors, expert scientists, physicians, and biotechnology companies. It covers problems that result when the public is undereducated about genetics and the new technology. Public policy issues of privacy, civil rights, and ethics are also covered in detail. PLANNING FOR WORKSHOP IN FULL SWING Mike Zeller, Biology Instructor from Woodward-Granger High School, and Jay Staker, Biology Instructor from Ballard High School, Huxley, will be instructors for a biotechnology workshop to be held at Hoover High School, 4800 Aurora Avenue in Des Moines on August 14 - 16. These instructors will help teachers prepare to teach biotechnology in the classroom setting using the kits for DNA isolation, transformation, and fingerprinting provided by the Office of Biotechnology at Iowa State University. Guest lecturers will introduce the workshop attendees to various biotechnology applications, including those in human health, agriculture, and foods. Zeller and Staker also plan to introduce the teachers to kits for DNA amplification by Polymerase Chain Reaction (PCR) that are available from Carolina Biological Supply. One kit requires a thermocycler, but the other procedure may be done in a classroom setting using water baths. In the next issue of the Iowa Biotech Educator, Staker and Zeller will be writing an article about these particular kits. To register for the workshop, contact Mike Zeller, Woodward-Granger High School, 306 West 3rd St., Woodward, IA 50276 (phone 515-438-2115, FAX 515-438-4329, e-mail zeller@iowanet.mste.org). BIOTECH EDUCATOR Page 2 UPDATE ON BIOTECH NETWORKS PSInet Recent information posted on PSInet includes: An article on "hot" biotech jobs from "Genetic Engineering News" (January 1995) and an article on employment trends in biotechnology from the "Genetic Engineering News Biotech Directory." A notice that the following magazine articles might interest educators and their students: Spaulding, Sally, "`Knowing Isn't Everything,' Genetic Testing Is Important But So Are The People Affected," "Newsweek," April 3, 1995. (Spaulding writes about how Huntington's disease has affected her own life.) Gorman, Christine, "Medicine: The Doctor's Crystal Ball: Supersensitive Tests Can Tell Us What Diseases Lie In Our Future. Do We Really Want to Know," "Time," April 10, 1995. The May 1995, "NBIAP News Report." This issue includes information about how patents and intellectual property rights affect agricultural and biotechnology research and product development. It also has news from Washington, D.C., that affects biotech industries and information on Calgene's problems with packing and shipping FLAVR SAVR (TM) tomatoes. Two news releases from Monsanto on biotech products: One is about the Environmental Protection Agency (EPA) approval for full commercialization of Monsanto's New Leaf potato, a plant pesticide containing genetic material needed to make a small quantity of insecticide that is toxic to the Colorado potato beetle and nontoxic to mammals, birds, and most other insects. The other is about the EPA's approval of a label to allow the spraying of Roundup herbicide over Roundup Ready soybeans during the growing season. Roundup Ready soybeans are tolerant to the herbicide and under-development by leading seed company partners of Monsanto. News releases on recent research developments at Iowa State University. For more information, contact Lori Miller, Office of Biotechnology, ISU, 1210 Molecular Biology Building, Ames, IA 50011 (phone 515-294-9818 or 1-800-262-0015, ext. 9818 (in Iowa), FAX 515-294-4629, e-mail l_miller@molebio.iastate.edu). America On-Line(AOL) Jeff Weld, Iowa Access Excellence Fellow, reports that "Access Excellence" has assembled a second group of Fellows with the help of a National Science Teacher Association Teacher selection committee. After a second summit is held in July, over 200 teachers will have been officially involved with the project. Access Excellence is now accessible directly on the World Wide Web of the Internet at http://www.gene.com/ae. The National Association of Biology Teachers, the National Science Teacher Association and Carolina Biological Supply are on-line resources in the "Resource Center" icon. BIOTECH EDUCATOR Page 3 Under the icon "About Biotech," a new option to explore biotech news is featured. (Select "Biotech News on AOL.") This month's seminar host is Genentech scientist Dr. Ivan Kljavin who is fielding questions on photoreceptor research. For more information, you may contact Weld at Pella High School, 212 E. University, Pella, IA 50219 (phone 515-628-3879, FAX 515-628-9319, e-mail AEJweld@aol.com). PERMANENT BIOTECHNOLOGY EXHIBITS ARE ESTABLISHED IN WASHINGTON, D.C., AND ST. LOUIS The Smithsonian The Smithsonian Institution in Washington, D.C., exhibit, "Science in American Life," is located at the National Museum of American History. It offers a 1,500-square-foot interactive educational center where visitors learn science by hands-on activities. Among the hands-on activities, you will find DNA fingerprinting, water sample testing, and beverage food dye separation. The exhibit explores science from the earliest chemical laboratory in an American university to the newest frontiers of biotechnology. One room of the exhibit, "Looking Ahead," is devoted exclusively to biotechnology. There also is an educational resource corner at the exhibit featuring multimedia curriculum materials for grades K-12. You may contact the Education and Visitor Services at 202-357-1481, if you wish to set up a guided tour for a group. The St. Louis Science Center The St. Louis Science Center in St. Louis, Missouri, features a 2,000-square-foot Gene Scene Gallery on many aspects of biotechnology. Gregor Mendel's discoveries on the principles of heredity are featured in one exhibit. In another, visitors tour the "inside of a talking three-dimensional cell" and view "cell division." Visitors see a giant DNA model and learn about DNA in "designer gene" activities. Visitors are also introduced to new developments in genetic research under the microscope, at computer stations, and in miniature greenhouses. Slides and video presentations on various aspects of biotechnology are available for viewing. If you would like more information, contact the Science Center at 314-289-4444. TIPS FOR TEACHERS Tip #1 is from Mike Zeller, Biology Teacher at Woodward-Granger High School. Zeller says he's always looking for ways to answer students' questions about the relatively new science of biotechnology. Zeller began teaching biotechnology to high school students in an experimental summer program in 1989 at Woodward-Granger High School. Two years ago, his school made this course a permanent option during the regular school year. For several years, Zeller has also been teaching educators how to teach biotechnology in the classroom. Tip #2 is from Kris Howes-Vonstein, a biology teacher at Washington High School in the Vinton-Shellsburg Community School District. Howes-Vonstein's biology class hosted a "Biotechnology Conference" complete with poster presentations. "Students became interested in a wide variety of biotechnology topics because of the conference and it provided an excellent opportunity for them to practice communication and research skills as well," Howes-Vonstein said. Tip #1 by Mike Zeller, Biology Teacher, Woodward-Granger High School, 306 West 3rd St., Woodward, IA 50276 (Phone 515-438-2115, FAX 515-438-4329, e-mail Zeller@iowanet.mste.org). Seven years ago, when I started my school's DNA science course, a very astute student asked, "Mr. Zeller, by changing the DNA of organisms, aren't we playing God?" I was not prepared to answer the question very well at that time, even though I did give the student an answer. The fact that my students were concerned with this concept made me aware of preconceived notions students were bringing to the classroom about the new science of biotechnology. I wanted to be more prepared to answer such questions, so I searched for a laboratory or an activity that would help me explain the natural change of DNA that takes place in organisms. I ended up adapting a microbiology lab I had used in college. The lab not only helps answer students' questions, but it helps prepare them for future lessons on industrial applications of bacteria and the role of bacteria in disease. I use this lab before the DNA transformation lab from the Office of Biotechnology at Iowa State University so students will see that natural, random mutations occurring in the DNA of bacteria can cause antibiotic resistance. This lab allows them to see some of the special qualities DNA has in nature and helps me explain why we "aren't playing God." The students realize we're "playing human" when we do the later DNA transformation exercises. They see them as applications of what we learned from nature. I use the following lab to introduce my students to three important concepts about bacterial DNA: 1. Bacterial DNA has natural random changes that makes it resistant to an antibiotic. 2. The DNA transformation exercise only enhances what naturally occurs in normal bacterial populations. 3. It is possible to use the concept of evolution to explain how disease causing bacteria can become resistant to an antibiotic. ABERRATION OF BACTERIAL DNA: HOW DISEASES BECOME ANTIBIOTIC RESISTANT INTRODUCTION During the normal growth of a bacterial culture, some cells develop with an aberration in their DNA. It is likely that some alteration occurred in assembling the nucleotide sequence. Such cells are mutants, and if they are able to grow in the environment that they are provided, the altered DNA is reproduced in successive generations. Consequently, these organisms exhibit some characteristics that differ from the parent strain. In normal populations, the incidence of mutants is very low (e.g., 1 to 10,000 or 1 in 1,000,000). Since bacterial cultures ordinarily reach populations in the hundreds of millions or billions, an appreciable number of mutants are produced. The fate of these mutants is determined by their ability to survive in the environment in which the mutation occurs. In many instances, environmental conditions are less favorable for the mutant than for the parent strain, and the mutant is crowded out. In the following investigation, you will attempt to isolate ampicillin-resistant strains (mutants) of Escherichia coli from a parent strain that is ampicillin sensitive. The day before the experiment actually begins, you will prepare an overnight culture suspension using the following procedure: (NOTE: The teacher can prepare the overnight suspension and the gradient slant plates the day before the investigation or have the students do this to gain experience with the techniques. I highly recommend having students do both these parts. All lab procedures should be done under sterile conditions with sterile equipment. Dry sterilization of equipment that is not plastic may be done by wrapping the equipment in aluminum foil and placing it in a 350 degree F oven for 20 minutes. Plastic equipment can be sterilized by the same method in a 250 degree F oven for 30 minutes. Media can be prepared ahead of time and refrigerated. Melt the agar later, using a microwave as needed.) DAY ONE: OVERNIGHT CULTURE SUSPENSION MATERIALS MM294 strain of E.coli plate freshly streaked (less than a week old) Sterile Luria broth (LB) 10% bleach 37 degree C shaking water bath or magnetic stirrer in an incubator (Shaking periodically by hand in an incubator also works.) Innoculating loop Sterile 10 ml pipet Pipet (10 ml or greater) Bunsen burner Sterile 50 ml conical tube Permanent marker Safety equipment (gloves, apron, goggles) PROCEDURES 1. Label a sterile 50 ml conical tube with your name and today's date. The large tube provides a large surface for good aeration of the culture. 2. Use a sterile 10 ml pipet to sterilely transfer 5 ml of Luria broth into the conical tube. 3. Using a sterile inoculating loop, locate a well defined colony (1-4 mm in diameter) on the freshly streaked plate and scrape up a visible cell mass. 4. Sterilely transfer the cell mass to the conical tube with the Luria broth. 5. Loosely replace the cap on the conical tube to allow air to flow to the culture. Place a piece of tape over the cap to prevent it from falling off and contaminating the culture. 6. Incubate 18 to 24 hours at 37 degree C. Continuous agitation is best during incubation, but not absolutely necessary. If you incubate without shaking, incubate at least 24 hours longer. DAY TWO MATERIALS 100 ml Luria broth agar (50 degree C) Permanent markers Overnight suspension E.coli culture 2 sterile petri dishes per group 100 ml Luria broth agar (50 degree C) + ampicillin Spreader (2-sterile bent paper clips) 1% ampicillin solution 2-1 ml pipet and appropriate pump 10% bleach 37 degree C incubator Ethanol Bunsen burner PROCEDURES Prepare two ampicillin gradient Luria broth agar plates according to the following directions: 1. Elevate one side of the plates so that the medium is in a thin layer on one side and a thick layer on the other side. 2. Using sterile technique, pour Luria broth agar that has cooled (50 degree C) into the two petri dishes. 3. When the first layer of medium solidifies, place the plates on a horizontal surface and sterilely pour in the Luria broth agar containing ampicillin over the first layer. Allow the medium to solidify. After the agar has solidified, mark the bottom of your agar plates with the letter A on the thick ampicillin agar side. (The ampicillin will establish a concentration gradient across the plates. The high concentration of ampicillin will be located where the ampicillin agar is thickest. The low concentration will be on the opposite side.) 4. Place the agar plates in the 37 degree C incubator for approximately 1 hour or let it sit on the lab table overnight to reduce surface moisture. DAY THREE PROCEDURES 5. Using a 1 ml pipet and pump, sterilely place 0.1 ml (100 l) of the E.coli overnight suspension culture on the agar surface and spread it out uniformly over the entire surface with a sterile rod spreader or a paper clip that has been bent in the form of a bacteria spreader. The rod should be flamed by dipping it into ethanol and then lighting it. Wait for the flame to die out before spreading the overnight suspension. It is important that the surface be uniformly covered and completely incubated. 6. Incubate the plates for 1 to 2 days and look for the presence of isolated colonies in the region of the high ampicillin concentration. STUDENT ANALYSIS 1. Make detailed observations of your plate after 24 hours and after 48 hours. 2. Why is 37 degree C the optimum temperature for E.coli? 3. Give two reasons why it is ideal to continuously shake a suspension culture. 4. What growth phase is reached by a suspension of E.Coli following overnight shaking at 37 degree C? 5. Make a data table for the number of colonies and their location on your gradient agar plates. 6. Explain how a mutant strain of bacteria could be formed in the culture tube. 7. Explain your results in a phenotypical manner. 8. Using the concept of evolution, explain how this lab shows the development of a bacterial strain that is resistant to antibiotics? Tip #2 by Kris-Howes Vonstein, Washington High School, Vinton-Shellsburg Community School, 212 West 15th St., Vinton, IA 52349 (phone 319-472-4723; FAX 319-472-4721). To motivate my students and add realism to the subject of biotechnology, I had my students host a Biotechnology Conference at the high school. I prepared a conference brochure inviting them to participate and register for the event. The brochure provided basic information on the conference's theme, its location and date, and a registration form. I told the students about conferences and posters sessions that I had personally attended to give them an idea of what I expected. Students registered for the conference by choosing a "company name" and a biotechnology topic. Each team of four students had specific responsibilities that they had to complete during the week before the conference. The keynote speaker team had to find a guest speaker for their class. I told them, if they could not find someone to come on the day of the conference, they would have to interview someone and role play the keynote address. All my classes did find keynote speakers. Keynote speakers who came to the event were Eric Von Muenester, a sales and educational representative from Pioneer Hi-Bred at Dysart; Iris Vern, an industrial biotechnologist from Genencor at Cedar Rapids; and Jay Horton, a Research Assistant at the University of Iowa for the Program for Biomedical Ethics and Medical Humanities. Horton's main responsibility is to work on the ethical, legal, and social implications of the University's Genome Center. The keynote speaker team also prepared a brochure about biotechnology careers. They based it on Careers in Biotechnology (NCR #483), an Office of Biotechnology at Iowa State University Biotechnology Information Series bulletin, that may be ordered from Extension Distribution Center, 119 Printing and Publications Building, Iowa State University, Ames, IA 50011 (phone 515-294-5247). The steering committee organized the library for the event and gave the welcoming speech on the conference theme: "Biotechnology Today Will Shape Our World Tomorrow." This committee also planned refreshments, a big hit with high school students. Other teams prepared posters on various biotechnology topics. The students used the library to research their topics and telephoned universities, businesses and hospitals for further information. I gave them copies of the 10 easy-to read bulletins written for the non-scientist from the Biotechnology Information Series that were prepared by the Office of Biotechnology at Iowa State University and available from the Extension Distribution Center. This series is a very valuable source of biotechnology information. Students from study halls were came to see the posters and listen to the speakers. Students said that they found the conference was a "nice change" from normal laboratory, lecture, and even study hall routines. I was impressed by how well student-presenters and attendees behaved. My biology students worked hard on their posters and projects and enthusiastically presented their posters to their classmates. You could easily see they had captured their audience's interest because of the thoughtful questions their classmates posed. The keynote speakers commented on the quality of the project and were happy to participate. When I repeat this conference, I plan to open it to the community. I would like to host an open house on the night of a school conference. The posters were so informative and well prepared that I want them to be shared with the public. OUTREACH PROGRAM The Public Education Program in Biotechnology is supported by the Iowa Soybean Promotion Board, Monsanto Company, Penford Products Company, Pioneer Hi-Bred International, Inc., Roy J. Carver Charitable Trust, West Central Cooperative, and the Iowa Farm Bureau Agricultural Leadership and Promotion Foundation. The program is available to all without regard to race, national origin, religion, sex, age or disability. Sheila Lacy, Editor Walter R. Fehr, Director of Biotechnology Thomas Ingebritsen, Biotechnology Instructor Lori Miller, Program Assistant Office of Biotechnology 1210 Molecular Biology Building Iowa State University Ames, IA 50011
Extractions: Forest Genetic Resources Homepage Background User's guide English ... References invasive species Index alphabetical systematic Deutsch Reference Definition: Invasive species are organisms (usually transported by humans) which successfully establish themselves in, and then overcome, otherwise intact, pre-existing native ecosystems Source:
