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This dilemma/decision case study is intended to demonstrate how knowledge of signal transduction pathways can be applied to the pharmaceutical industry and within a medical setting. The case scenario revolves around a physician scientist's analysis of a chronic myelogenous leukemia (CML) patient's resistance to the cancer drug Gleevec® (imatinib). Students explore the molecular targets of drugs that inhibit cell signaling, while considering the best course of treatment for the medical patient. Written for an undergraduate sophomore level cell biology course, the case is also suitable for general biology, genetics, molecular biology, pharmacology, and cancer biology.

"This case study introduces students to Duchenne muscular dystrophy (DMD) and its underlying genetics, cell biology, and some of the associated biochemical pathways.  DMD is an X-linked disorder characterized by progressive muscle weakness and wasting due to the absence of a protein called dystrophin, which in turn causes degeneration of skeletal and cardiac muscle. There is currently no established cure for this disease.  The case follows the progress of "Casey," an undergraduate student who has just declared her biology major and is interested in expanding her scientific understanding of the different fields of biology. The case is organized in three parts: genetics, cell biology, and biochemistry, each exploring DMD through its unique lens. Throughout the case, Casey is presented with multiple outlets of information, including class lectures, direct e-mail interaction with a professor, scientific journals and websites, from which she (and any student engaged with the case) gathers knowledge about DMD."

Curriculum materials for the following topics: HeLa Cells & HPV Genes: Immortality & Cancer, which reviews basic cell biology, tissue culture, and human subjects research in the context of privacy, rights, and compensation. Link: http://www.stemcellcurriculum.org/hela-cells-hpv-genes-immortality-cancer.html · Eggs & Blood: Gifts & Commodities, which addresses the value placed on some bodily tissues/cells and not on others. Link: http://www.stemcellcurriculum.org/eggs-and-blood.html · Disease, Disability, & Immortality: Hope & Hype, which explores the natural physical and cognitive variability in the human population and questions the goal of a "cure" in biomedical research. Link: http://www.stemcellcurriculum.org/disease-disability-immortality-hope-hype.html · Stem Cells & Policy: Values & Religion, which analyzes how policy is shaped in pluralistic societies that require tolerance of different points of view. Link: http://www.stemcellcurriculum.org/stem-cells-policy-values-and-religion.html

The question of cell renewal is one that all of us have intuitive daily experience with. We all notice that our hair falls out regularly, yet we don't get bald (at least not until males reach a certain age!).  Similarly, we have all had the experience of cutting ourselves only to see how new cells replaced their damaged predecessors. And we donate blood or give blood samples without gradually draining our circulatory system. All of these examples point to a replacement rate of cells, that is characteristic of different tissues and in different conditions, but which makes it abundantly clear that for many cell types renewal is a part of their story.

For researchers, understanding how cancer cells function differently from normal cells lays the foundation for developing treatments designed to rid the body of cancer cells without damaging normal cells.

It's one of the big mysteries of cell biology. Why do mitochondria-the oval-shaped structures that power our cells-have their own DNA, and why have they kept it when the cell itself has plenty of its own genetic material? A new study may have found an answer. Scientists think that mitochondria were once independent single-celled organisms until, more than a billion years ago, they were swallowed by larger cells. Instead of being digested, they settled down and developed a mutually beneficial relationship developed with their hosts that eventually enabled the rise of more complex life, like today's plants and animals.

The cellular life cycle, also called the cell cycle, includes many processes necessary for successful self-replication. Beyond carrying out the tasks of routine metabolism, the cell must duplicate its components - most importantly, its genome - so that it can physically split into two complete daughter cells. The cell must also pass through a series of checkpoints that ensure conditions are favorable for division.

This interrupted case study explores the role of cytoskeletal structures on human health, specifically on respiratory function, sperm motility, and female fertility. It follows the story of a couple struggling to conceive a child and the doctors working to help them. Students are presented with clinical histories, narrative elements, documentary-style videos, and microscopic evidence in order to determine the cause of the couple's infertility. Along the way, they learn about the three types of cytoskeletal elements and the roles these play in cellular biology and human physiology. The use of videos makes it suitable for the "flipped classroom," allowing students to prepare outside the classroom for the case study, which they then complete in class. An original video by the author on the structure and function of microtubules, microfilaments, and intermediate filaments is included. The case was developed for an introductory level general biology course and could be delivered during a unit on the cell structure and function. The case could also be used in a cell biology course.

The life science/biology course is divided into 12 instructional segments grouped into four sections. In the first section, From Molecules to Organisms: Structures and Processes, students develop models of how molecules combine to build cells and organisms (IS1 [Structure and Function]; IS2 [Growth and Development of Organisms]; IS3 [Organization for Matter and Energy Flow in Organisms]). In the second section, Ecosystems: Interactions, Energy, and Dynamics, students zoom out to the macroscopic scale to show how organisms interact (IS4 [Interdependent Relationships in Ecosystems]; IS5 [Cycles of Matter and Energy Transfer in Ecosystems]; IS6 [Ecosystem Dynamics, Functioning, and Resilience]; IS7 [Social Interactions and Group Behavior]). Students return to the role that DNA plays in inheritance during the third section, Heredity: Inheritance and Variation of Traits (IS8 [Inheritance of Traits]; IS9 [Variation of Traits]). The class ends tying together interactions at all these scales by explaining evolution and natural selection in Biological Evolution: Unity and Diversity (IS10 [Evidence of Common Ancestry and Diversity]; IS11 [Natural Selection]; IS12 [Adaptation and Biodiversity]). A vignette in IS12 illustrates the level of three-dimensional understanding students are expected to exhibit as a capstone of the course.

Virtual Biology Lab is a free, online educational resource provided for educational purposes. Includes: Ecology, evolution, cell biology

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Scientists in Australia have grown the world's first kidney from stem cells - a tiny organ which could eventually help to reduce the wait for transplants. The breakthrough, published in the journal Nature Cell Biology, followed years of research and involved the transformation of human skin cells into an organoid - a functioning "mini-kidney" with a width of only a few millimetres.

This case study follows a young cystic fibrosis (CF) patient named Lucas. Through Lucas's story and interactions between his parents and pediatrician, students learn about the scientific background and basis of CF. By reviewing email correspondence between Lucas's parents and various doctors, students gain an overview of CF research. CF has become a model disease in certain undergraduate biology classrooms due to its relatively clear mechanism and genetic basis. This case asks students to come up with their own ideas to improve on an existing line of research - gene therapy - in treating CF. During the process, students will gain a better appreciation of the innovative nature of science and develop research skills such as finding, understanding and analyzing primary literature. The activity was originally designed for first- and second-year students as part of an extracurricular case competition, but may be used for any undergraduate biology level. The case assumes basic (high school level) knowledge of genetics, biochemistry, cell biology and physiology.

This flipped case study tells the story of Joyce, a biology student who notices the development of some unusual symptoms (foot slapping and slurred speech) in her mother. In an effort to understand the cause, Joyce views a documentary-style trigger video (created by the case author) that suggests to Joyce that her mom may in fact have amyotrophic lateral sclerosis or ALS. The rest of the case walks Joyce through understanding how normal neurons compare to neurons in ALS patients and how that might affect muscle function. The case explores the link between genes, particularly SOD-1, to the formation of malformed proteins and its potential role in the development of ALS. The case concludes with a discussion of drug development and highlights the timeline and costs associated with drug discovery as Joyce becomes concerned about the lack of drugs in the pipeline for ALS, which her mother is ultimately diagnosed with. The case is appropriate for a number of classes including general biology, biotechnology, anatomy and physiology, upper level-cell biology, or any human health and disease-related course.

This interrupted case study for the flipped classroom applies evolutionary genetics research to human health. Students learn about a naturally occurring, but rare, allele of the CCR5 gene, CCR5-Δ32, which provides resistance to HIV. They use data from primary literature sources to predict and interpret worldwide patterns of CCR5-Δ32 frequency distribution. They then discuss how these allele frequency patterns may have been driven by selection imposed by various diseases or by other evolutionary mechanisms. Next, they test published data using Hardy-Weinberg equilibrium to examine if CCR5-Δ32 also provides genetic resistance to West Nile virus. Finally, they complete a jigsaw discussion of Nature News articles that report on how CCR5 research is being used to develop therapies to treat HIV. Originally written for the evolution portion of a yearlong biology series for undergraduate majors, the case is also appropriate for some non-majors biology courses or, with added complexity, upper-level evolution, genetics, or cell biology courses.

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 flipped case study begins with a video in which a student reveals a family member's diagnosis with breast cancer and then considers the whirlwind of questions that arise in such a situation. Students are asked to relate to the main character and identify what questions they would have and what resources they could consult to seek information.  This sets the context for students to use websites and videos to investigate the nature of cancer, its causes, and progression. Students then learn about the major methods of cancer treatment (surgery, radiation therapy, and chemotherapy), how they work, and the limitations and side effects of each. The case concludes by addressing the claim of one of the characters that there is a conspiracy to hide a cure for cancer. The case would be implemented near the middle of a high school, non-majors, or introductory biology course after discussion of basic cell biology and the cell cycle.

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.

When a person dies from cancer, the culprit is usually not the original tumor but rather the cancerous cells that spread throughout the body and replicate in distant organs, a process called metastasis. Researchers have long known that metastasizing cancer cells slip their bonds and avoid immune detection by altering the sugars on their surfaces. They've even come up with a would-be drug to prevent such sugar alterations. But that compound interferes with needed sugars on normal cells, too, with lethal results in animals. Now, Dutch researchers report that they've packaged the drug in nanoparticles targeted exclusively to cancer cells, and they've shown that this combination prevents cancer cells from metastasizing in mice.  

Every day, billions of new cells are produced, so mitosis occurs billions of times. Whether it's for new skin cells, muscle cells, or onion root cells, the process of mitosis is the same. In this lab, the student observes chromosomes and identifies specific steps in the process of mitosis.