Case It DNA Electrophoresis by ert554898

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									 Case It! – A Project To Integrate Collaborative Case-based
Learning Into International Undergraduate Biology Curricula




           Mark Bergland, Karen Klyczek, Kim Mogen,
             Mary Lundeberg and Douglas Johnson

               University of Wisconsin-River Falls
         Contact information

URL for Case It! Home Page:
http://www.uwrf.edu/caseit/caseit.html

For more information contact:
mark.s.bergland@uwrf.edu

This project is supported by the National Science
Foundation under grants DUE9455425 and DUE9752268.
Opinions expressed are those of the authors and not
necessarily those of the Foundation.
             Case It! Overview

Electronic framework for analyzing and discussing
case studies in molecular biology
Human genetic diseases and associated ethical issues
Molecular biology simulation to analyze DNA sequences
Web-based “poster sessions”
Interactions among high school and university students
      worldwide
                      Class use

   Conferencing this spring involved three universities and
    three high schools (Wisconsin, North Carolina, London
    and Australia)
   Students gather background information on cases using
    Case It! Investigator (v1.2) and web browser
   Analyze DNA sequences using the Case It simulation
   Prepare web-page poster using automated system
   Poster session via integrated Internet conferencing
   Role-playing (family members and genetics counselors)
    Techniques for DNA analysis

Features of Case It! Version 3.0
 DNA electrophoresis
 Restriction enzyme digestion and mapping
 Southern blotting

New features of Case It! Version 4.0
   Dot blotting
   Polymerase Chain Reaction
   More efficient file management via new floating windows
   Exports photos in GIF format rather than JPEG format – smaller files
    and no compression problems
  Sample case: sickle-cell disease


Steve and Martha are expecting their second child.
They know that sickle cell disease runs in both of their
families. They want to know whether this child could
be affected. Neither they nor their 10-year-old
daughter, Sarah, have shown any symptoms of the
disease. They decide to have DNA tests to determine
the status of the fetus, as well as to find out whether
they in fact are carriers of the disease gene.
Sample case: sickle-cell disease
                      Ethical issues

   Should someone with a family history of sickle-cell
    disease be required to undergo testing? Should they
    have children if they test positive, or if they have not
    been tested?

   Should the results of such tests be made available to
    insurance companies? to potential employers? to
    potential mates?

   If a genetics counselor was asked about the possibility
    of an abortion, how should the counselor respond?
    Sample case: Breast Cancer

While Elizabeth is reading the morning newspaper,
she notices an ad for a free genetic screening for breast
cancer at the clinic next week. The ad specifically
invites women of Ashkenazi Jewish ancestry to
participate. According to the newspaper ad, subjects
will be tested to see whether they have mutations in
the BRCA1 gene which would predispose them to
breast cancer.
Elizabeth, age 27, had heard about the discovery of the
gene and about the mutation linked to Jewish
women...
        Sample case continued


Her paternal grandmother had been diagnosed with
breast cancer at age 51 and died two years later, and
Elizabeth worried that she had inherited the disease.
She also worried about her mother, age 52 and
apparently cancer-free so far, and her 7-year old
daughter.

Her daughter is not allowed to participate in the
screening, but Elizabeth convinces her mother to go
with her to get tested.
Results of dot blot for Breast Cancer Case A
                      Ethical issues

 If either Elizabeth or her mother test positive, is a
  prophylactic double mastectomy appropriate?

 If Elizabeth talks her mother into getting tested, how does
  the counselor deal with the hard feelings that might result
  if Elizabeth tests negative and her mother tests positive?

 Who should have access to these test results?

 Does the daughter have the right to know the results? She
  is only seven now, but what about when she is 16?

 Should this type of screening be mandatory?
   Poster creation and conferencing

Original system:
 Taught students how to use a commercial web page
  editor to create web page "posters", which were stored
  in each student's personal server space at UWRF, not in
  a central location
 Used WebCT to create discussion forums for each
  student group
 Manually created web page to link student posters and
  discussion forums
   Poster creation and conferencing

Problems with original approach:
 Logistically cumbersome and time-consuming
 Difficult to make links to discussion forums using
  newest version of WebCT
 Not easy to add new schools to the system, since
  everything had to be done manually
 Took too much time to teach students how to use
  commercial web page editor
   Poster creation and conferencing

Solution:
 Create our own integrated system
 Simple web-page editor to put together posters with
  minimal training
 Simple conferencing system that is easy to use but has
  necessary administrative functions
 Easy integration of posters and discussion forums
 Automated way for instructors at remote locations to
  add student groups to the Case It Launch Pad
    Use of Case It web page editor


 Students sign in with group username and password,
  then select their name from a list
 Ability to add new sections to poster and edit existing
  sections
 Text and graphics automatically uploaded to server at
  UW-River falls
 No knowledge of html required
 "Preview" or "publish" poster
  Students log in to edit their web page




Use "test01" for name and "7rUI" for password
Setting up the basic web page design
Adding sections to the web page
Formatting a section, adding content
Adding images to the web page
Multiple sections can be added to the web page
www = links to posters
 Use of Case It conferencing system

 Each student group has its own forum
 Student name and institution then automatically
  appended to any messages they send or reply to
 Instructor can get tally of total messages sent by
  individual students, or compilation of all messages
  sent to a particular group
 Feature to be added this summer: automated system
  for adding student groups to Launch Pad
balloon icons = links to discussion forums
R = summary of messages sent by individual students
                  Assessment

 Case-based simulation enhanced interest, especially for
  female students
 Students, particularly females, became more confident in
  their knowledge
 Females improved significantly more than males in pre-
  test/post-test comparisons
 For more information on assessment contact
  mary.a.lundeberg@uwrf.edu
              Student quotes

"Case It! was definitely effective in my learning and
understanding of genetic testing. Not only effective, but
also interesting. Having a particular case and defect to
figure out drove the information home. Very good
program for college biology students. "


"I learned more [from this experience], than I have ever
learned in any science class! Plus, there was an actual end
result that we could be proud of. I definitely think this
helped and you should keep it going."
         Invitation to participate

   We welcome participation in the Case It! Project at no
    cost to educators
   High school and university educators are invited to
    participate
   All you need is an internet connection; everything is
    uploaded to the UWRF server
   Contact mark.s.bergland@uwrf.edu

								
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