From CCLI Wiki

Contents 1 Audience 2 Learning Outcomes 2.1 Conceptual Understanding 2.2 Skills 3 Lesson Plans 4 Presentations 5 Assessment of Inquiry Skills 6 Toolboxes 7 Future Work 8 Bibliography

Audience

This curriculum module is intended for use in both General Biology and Non-majors Biology courses.

Learning Outcomes

Conceptual Understanding

1. Disease and Cell Biology
   • Conceptual understanding of "disease" and infectious agents
   • Understanding of the role and components of the immune system
   • Cancer:
     • Origin
     • Definition
     • How does a cell turn cancerous?
     • Treatment(s)?
     • Susceptibility
2. Evolution, Geology and Ecology
   • Fitness of species including reproductive fitness
   • Species diversity
   • Species isolation
   • Geographical distribution
   • Conservation
3. Bioinformatics
   • Application of bioinformatics to investigate questions about above concepts

Skills

• Development of questioning skills
• Group work
• Peer learning
• Critical review of information
• Scientific literacy

Lesson Plans

Lesson Plans (MS Word document)

Presentations

Introduction

• Presentation (PowerPoint (.ppt))
• Presentation (PDF)

Presentation

• Presentation (PowerPoint(.ppt))
• Presentation (PDF)

Assessment of Inquiry Skills

Here are sample rubrics for assessing UG students' inquiry thinking skills. Instructors are encouraged to adapt criteria to those they feel are most relevant to the learning goals of the particular lesson. Instructors should also consider how the group and individual student marks will be determined.

• Sample Undergraduate Research Project Evaluation Rubric (PDF Document)
• University of Washington Critical Thinking Rubric 2006 (PDF Document)

Toolboxes

1. Toolbox I ("The Hook"): Resources and References
   • Picture of "Taz"
   • National Geographic video about Devil Facial Tumor Disease
   • Merrie Melodies Cartoon video (YouTube)
   • (Shorter) Merrie Melodies Cartoon video (YouTube)
   • The Diablome Website
   • For Tasmanian Devils, Hope Against a Wily Cancer (New York Times)
   • A lack of genetic diversity from Save the Tasmanian Devel
   • Best Practice Principles for Development and Implementation of Tasmanian Devil Case Study (MS Word document)
   • Transmission of a Fatal Clonal Tumor by Biting Occurs due to Depleted MHC Diversity in a Threatened Carnivorous Marsupial
     Supplementary Figures
   • Figure 1
   • Figure 2
   • Figure 3
   • Figure 4
   • Figure 5
   • Figure 6
   • Figure 7
   • Transmission of Devil Facial-Tumour Disease
   • Genetic Diversity and Population Structure of Tasmanian Devils, the Largest Marsupial Carnivore
   • Characterization of Major Histocompatibility Complex Class I and Class II Genes from the Tasmanian Devil (Sarcophilus harrisii)
   • Clonal Origin and Evolution of a Transmissible Cancer
   • Tasmanian Devil Facial Tumour Disease: Lessons for Conservation Biology
   • Genetic Analysis of a Sarcoma Accidentally Transplanted from a Patient to a Surgeon
2. ToolBox II - Sequence Analysis Data
   • MHC Sequences 1 (MS Word Document
   • MHC Sequences 2 (MS Word Document)
   • Sequence List (MS Word Document)
   • Tasmanian Devil MHCI SpaceFill (PNG image)
   • Tasmanian Devil MHCI Ribbons (PNG image)
   • MHCI Dendogram (gif image)
3. MHC Immunology Caveats and Notes
   • Caveats and Notes (PDF File)

Tazzie Questions

Some Possible Questions

• What does it mean if a tumor is classified as “benign”? What does it mean if a tumor is “malignant”?
• Will surgically removing tumor will work, especially if diagnosed early?
• Will radiation or chemotherapy stop this disease?
• Why are the devils predisposed to getting this cancer?
• Will all of the devils become infected and extinct?
• Can you quarantine the infected devils to prevent
• What if a devil bites me?
• Is turmor size related to rate or chance of infection to other devils.

Some Possible Misconceptions

• All tumors are cancerous
• Can all cancer be inherited?
• Cancer is simply a result of poor lifestyle choices.

Classroom Management Issues to Consider

• Preparatory Reading Assignment
• Group Size
• Weblinks
• Follow up Activities

Future Work

Mathematical Modeling

Bibliography

Coming soon. . .