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Science Forward is a new type of undergraduate science seminar, helping students to see science as a lens on the world, a way of approaching questions and challenges. The course focuses on the critical thinking skills in use across the scientific disciplines, which we have summarized as the "science senses." Starting with critical issues in the contemporary world, from climate change to the social and economic implications of artificial intelligence, the course encourages active learning and inquiry-based instruction.

More than 400 scientists, bioethicists, and historians from 20 countries on 6 continents have gathered this week in Washington, DC, for the Human Gene Editing Summit. The attendees are a veritable who's who of genome editing: Jennifer Doudna of the University of California, Berkeley, Emmanuelle Charpentier of Max Planck Institute for Infection Biology, and Feng Zhang of the Broad Institute of MIT and Harvard-the three discoverers of the CRISPR-Cas9 system's utility in gene editing-plus dozens of other big names in genome science. Cal Tech's David Baltimore along with the heads of the four national societies hosting the meeting (US National Academy of Sciences, US National Academy of Medicine, Chinese Academy of Sciences, and the U.K.'s Royal Society) provided opening remarks on Tuesday (December 1). And as I sat stage right in the NAS auditorium, I noticed the unmistakable rear profile of Harvard Medical School's George Church three rows in front of me. Church was scheduled to speak at a session later that afternoon about the application of CRISPR and other new precision gene editing techniques to the human germline-a hot-button topic since April, when a Chinese group published it had successfully modified the genomes of human embryos, and the National Institutes of Health (NIH) said it would not fund such research. Then in September, the U.S./U.K.-based Hinxton Group, an international consortium of scientists, policy experts, and bioethicists, said it supported the use of genetic editing in human embryos for limited applications in research and medicine.  

This web site provides tools and resources that support ambitious science instruction at the middle school and high school levels. Ambitious teaching deliberately aims to get students of all racial, ethnic, and class backgrounds to understand science ideas, participate in the discourses of the discipline, and solve authentic problems. We describe 4 core instructional strategies that support this kind of teaching. These "high-leverage" practices make up the Science Learning Framework (below), and have been selected based on extensive research of how young people learn science, on authentic forms of science activity, and how teachers learn to appropriate new practices.

This case is an account of the events that led Drs. Robin Warren and Barry Marshall to the bacterial theory of ulcers. The two physicians refused to accept the standard explanations for what they had observed and instead developed an alternative hypothesis, saving countless patients from unnecessary pain and suffering. Along the way they transformed the way the medical community viewed peptic ulcer disease. The case shows the importance of curiosity, serendipity, and tenacity in scientific inquiry; how science is built upon the work of others; how assumptions can cloud people's views, leaving them closed to new ideas; and how scientific "truth" can and does change when faced with new data and new interpretations. It is appropriate for use in any course at the high school or undergraduate level that teaches students about the scientific method and/or the sociology, nature, and history of science.

Online museum in UK.   Explore the home of human ingenuity online. Find out about our objects, arts projects and medical collection, play educational games and discover climate science. Plus check out our blogs, a tabloid history of science and the latest contemporary science news from the Antenna team.

While the "vaccine controversy" has made headlines since the late 1990s, the emergence and popularity of social media has created a public opinion space bursting with pseudoscience, debatable claims and anecdotes regarding the value and importance of childhood vaccines. Because college students get a good deal of news and information from these resources, it is imperative that they distinguish science from pseudoscience and do not perpetuate rumor and falsehoods.  In this case study, written for lower division non-science majors, students will view videos on the scientific method and a mock talk show, analyze data, and scrutinize social media posts.  One of the takeaway points is that if a post/blog/interview identifies a victim, villain, and hero then the student should suspect a story grounded in belief involving pseudoscience.  Following completion of the case, students will hopefully come to conclusions about vaccines based more in the realm of science rather than pseudoscience and continue to apply the scientific method when evaluating social media posts on other scientific topics.

The goal of RI-ITEST is to prepare diverse students for careers in information technologies by engaging them in exciting, inquiry- based learning activities that use sophisticated computational models in support of a revolutionary science curriculum. Teachers will incorporate interactive computer models developed under the Science of Atoms and Molecules (SAM) project at the Concord Consortium. These materials were specifically designed to support a deeper understanding of science made possible through interactive computer simulations and the new physics-chemistry-biology sequence. Connections will be made between the models students use to learn science and possible careers in research and industry where computer modeling is used.

In this activity, students evaluate a science news article to determine whether it is a trustworthy source of information. Science news articles are a great way to learn about new ideas, discoveries, and research. However, it's important to evaluate the authority and credibility of sources of information.

Origins of Life Abiogenesis article in Wikipedia. The Origin of Life - Abiogenesis, a youtube video produced by Chuck Kopec.  A Simpler Origin for Life, an article by Robert Shapiro in Scientific American. The Miller-Urey Experiment article in Wikipedia. RNA and the RNA World Exploring the New RNA World, an essay by Thomas Cech published on the Nobel Prize website. RNA Video Clips from the HHMI website that include demonstrations of catalysis and interviews with Thomas Cech. A World Apart, an HHMI article about RNA World reseearch and the role of RNAs in medicine.  RNA World article in Wikipedia. Protocells The Emergence of Cells During the Origin of Life, an essay by Irene Chen published in Science.  What Came Before DNA? an article published in Discover featuring Jack Szostak and Steven Benner.  The Szostak Lab Astrobiology The National Astrobiology Institute, established by NASA to study life in the universe.  The SETI Institute, studying the origins, nature and prevalence of life in the universe.  Astrobiology: The Search for Life, a website hosted by the Exploratorium.

This case study introduces students to the structure and function of cellular organelles and seeks to show their importance by discussing diseases and disorders that can result when an organelle does not function as it should. The storyline follows a family whose joy at bringing home a new baby is soon altered by their child's sudden illness, which is eventually diagnosed as Leigh Disease. This disease occurs when defective mitochondria fail to produce energy needed by the cell, particularly affecting cells with high-energy needs like those in the brain, muscle, and gastrointestinal tract. The narrative also discusses some of the ways in which Leigh disease is inherited, treatment options, and the typical prognosis. The case was designed for an introductory non-majors biology course, but could also be used in other science or health related courses. Instructors also have the option of running the case in a "flipped classroom" in which students watch three recommended videos outside of class as a way of preparing for working on the case in class.

This case study focuses on the relationship between evolution and plasticity using a hands-on, inquiry-based approach. Students view examples from the literature that illustrate the difference between nature and nurture, or the relative contributions of genes and the environment in shaping phenotypes. Using the Trinidadian guppy system as an example, students learn about seminal work in the field in addition to exploring quantitative genetic techniques used to partition phenotypic variance between genes (G) and the environment (E). They use real data from one of the publications cited in the case to graph reaction norms illustrating GxE interactions at the family and population level. The inquiry-based approach means that students are introduced to new concepts in a stepwise fashion, and asked to develop and build their understanding using causal, explanatory evidence. The case concludes with an exercise in which students apply their knowledge to a real conservation problem in Trinidad and Tobago, where guppies are native. This case would be appropriate for an upper level biology, genetics, or evolution course.

Emerging diseases and potential pandemics make the news nearly every year. Students (and everyone else) may wonder where new infectious diseases come from, how scientists assess the risk of a pandemic, and how we might go about preventing one. This case study uses a PowerPoint presentation to explore these questions by focusing on HIV, a pandemic that began as an emerging disease. The storyline progresses backwards through time as scientists attempt to unravel the origins of a new, mysterious plague. Much of the case relies on audio excerpts from an episode produced by Radiolab, an acclaimed radio show that explores a variety of topics in science and culture (www. radiolab.org). Students use graphics, animations, and sound clips presented in the PowerPoint slides to discuss several sets of questions. The case is suitable for a wide range of high school and college introductory biology courses, as well as undergraduate microbiology, ethics, and public health courses.

In a paper this week in Science, Vogelstein and Cristian Tomasetti, who joined the biostatistics department at Hopkins in 2013, put forth a mathematical formula to explain the genesis of cancer. Here's how it works: Take the number of cells in an organ, identify what percentage of them are long-lived stem cells, and determine how many times the stem cells divide. With every division, there's a risk of a cancer-causing mutation in a daughter cell. Thus, Tomasetti and Vogelstein reasoned, the tissues that host the greatest number of stem cell divisions are those most vulnerable to cancer. When Tomasetti crunched the numbers and compared them with actual cancer statistics, he concluded that this theory explained two-thirds of all cancers.

The researchers' approach to developing the method was adopted from food science, where it is used for control of complex industrial processes. Basically, it involves handling and analysing huge amounts of biological data in a holistic and explorative way. The researchers analysed all compounds a blood sample contains instead of - as is often done in health and medical science - examining what a single biomarker means in relation to a specific disease. "When a huge amount of relevant measurements from many individuals is used to assess health risks - here breast cancer - it creates very high quality information. The more measurements our analyses contain, the better the model handles complex problems," continued Professor Rasmus Bro.

This clicker case was designed to teach students about basic enzyme structure, mechanisms of enzyme inhibition, and mechanisms of drug resistance. The story follows Oliver Casey, a patient afflicted with Chronic Myelogenous Leukemia (CML). CML is caused by a chromosomal mutation that affects the tyrosine kinase ABL, an enzyme important in regulating cell growth and proliferation. The chromosomal mutation gives rise to the BCR-ABL fusion gene that produces a constitutively active ABL kinase, which causes the leukemia. In May 2001, the Food and Drug Administration approved the use of a rationally designed tyrosine kinase inhibitor, imatinib (Gleevec®), for the treatment of CML. During that same month, Gleevec made the cover of TIME magazine, described as "new ammunition in the war on cancer." The case is structured for a flipped classroom environment in which students view preparatory videos (including one by the author) on their own before beginning the case. Written for a first-year introductory biology course, the case could also be adapted for AP/Honors high school biology or a cancer biology course.

This case study is used to teach undergraduate students about hydraulic fracturing (hydrofracking), a controversial method for extracting methane from shale. The controversy arises from claims that chemicals used in the fracking process and the methane itself find their way into drinking water and are also sometimes found at dangerous levels in the air. The case study begins in a college chemistry class where a student inquires about a news item he saw about residents setting their tap water on fire. The instructor uses this as an opportunity for the students to research hydrofracking and natural gas, and she then integrate these topics into their present study of isotopes. The class first examines what isotopes are by using a guided inquiry based activity. The students then learn how mass spectrometry, which uses the principles just learned about isotopes, is employed to determine the source of methane in contaminated wells. This case study is designed for freshman chemistry students and students in environmental studies.

This interrupted case is based on a genome wide association study (GWAS) that identified the genetic variation causing some inhabitants of the Solomon Islands to have blond hair. The case illustrates the connection between genotype and phenotype, and an application of Hardy-Weinberg equilibrium. The narrative focusses on John and his new roommate, Peter, from the Solomon Islands who happens to have dark skin and blond hair. Using thought-provoking questions students learn about the genetics and the biochemistry of the hair color trait and how a single genetic variation can influence phenotype. Is migration or mutation involved?  Upon completion of the activity students will know the source of the genetic variation that causes the blond hair phenomenon in the Solomon Islands and if it has any European origins. The case was written for an upper-level genetics course, but could also be adapted for introductory biology or for a genetics course for non-majors. An optional PowerPoint presentation with clicker questions is available for download from within the Answer Key.

The United States is now experiencing what promises to be one of the worst outbreaks of measles since the virus was declared eliminated from the country in 2000.  It began in early January at Disneyland Resort in Anaheim, California, and has since spread to 14 states and infected 84 people, according to the U.S. Centers for Disease Control and Prevention (CDC). Measles, caused by a paramyxovirus from the genus Morbillivirus, is one of the most contagious diseases in the world, infecting more than 90% of susceptible hosts that come in contact with an afflicted individual. In the absence of widespread vaccination, the average person with measles will infect an average of 12 to 18 other people; in contrast, Ebola is typically transmitted to 1.5 to 2.5 people.

Scientists have genetically engineered monkeys so that they exhibit behaviors similar to autism, with a goal of testing potential therapies on the animals in hopes that their resemblance to humans will yield more answers about the disorder. The scientists found that the monkeys showed "very similar behaviors related to human autism patients, including repetitive behaviors, increased anxiety and, most importantly, defects in social interactions," said Zilong Qiu, a leader of the research at the Institute of Neuroscience at the Chinese Academy of Sciences in Shanghai. The team is now imaging the brains of the monkeys, he said, "trying to identify the deficiency in the brain circuits that is responsible for the autism-like behavior."

In a study published Thursday in the journal Science, they report that they've pinpointed the bit of finch DNA behind the swift transition: a gene called HMGA2. In finches, HMGA2 seems to be the primary factor in beak size - like a really good group project leader, it orchestrates the expression of a number of other genes, each of which tweaks the size of the bird's beak. The same gene also appears in dogs, horses, even humans, holding sway over body size and stature.