|Authors||Janice Chen and Jo Ann Lane|
Part 1. A Case Study Analysis of the Cultural Impact of AIDS:
Readings taken from Barnett, Tony and Blaike,Piers. AIDS in Africa: Its Present and Future Impact. New York: The Guilford Press. 1992. (Marion Fass, Beloit College)
Part II. Memorandum
This activity is designed as an end-of-year project that incorporates skills such as Internet research and using Biology Workbench. Students should already have learned molecular biology and the basics of virology and immunology.
Part 1--Analysis of the Cultural Impact of AIDS:
Time Required: One 40-minute period
2. Pass out the readings/case studies about the effects of AIDS on different families.
3. Ask students to read the cases to themselves and to write their thoughts about the impact of AIDS in the margins. Be sure that each student answers the question at the end of the readings.
4. Give the students a few minutes to work in groups to compare their thoughts.
5. As a class, discuss the issues that were raised and list them on the board.
6. Assess students based on their written and spoken contributions to the class.
7. Pass out the "TIME, Inc." memorandum and send students home to begin filling in the reporter's preliminary research worksheet. Teachers should emphasize that students should interview at least two other students. Allow two to three days for the students to complete this.
To help you conduct your preliminary research, use the form below:
Part 2-An Update on HIV
Time Required: Ten minutes for introduction
1. Ask students to state the results of their preliminary research. Teacher should record the findings on the board or overhead.
2. Pair up students based on their interest in doing further research on a particular topic. Have students try to focus their question/topic on a particular issue. For example, if the students wanted to study the effects of drugs on the spread of HIV, the teacher could ask them which drug or which particular drug regimen they would like to address.
3. Schedule at least one period for Internet research, if possible.
4. Allow students time out of class to finish writing the articles.
5. Collect drafts of articles and graphics and give feedback.
6. Collect final copies of articles and graphics. Depending on their computer skills, the students can compile the articles into an actual magazine that could be shared with other classes
7. Assess all parts of the project based on the rubrics that follow.
Students will be able to:
Time Required: two 40-minute periods
2. If necessary, give a brief explanation of the types of genes that are contained in the HIV genome.
3. Pass out handout "The Markham, et al., HIV-1 env Sequence Data Set" and allow the students to read and mark up their copies of the document. (Sam Donovan et. al., Beloit College)
The Markham et al. HIV-1 env Sequence Dataset
What questions do you have based on the data set?
5. Have students choose one question that each would like to answer from the above discussion.
6. Have students look over the summary data set and choose two subjects whose data might best help them answer their questions.
7. Pass out "Analyzing DNA Sequences for HIV env Protein" worksheet and have students follow the directions, and answer the italicized questions on the back of the sequence alignment printout.
Analyzing DNA Sequences for HIV env Protein
GETTING INTO BIOLOGY WORKBENCH
OPENING YOUR ACCOUNT
STARTING A NEW SESSION
UPLOADING NUCLEIC ACID SEQUENCES
ALIGNING SELECTED SEQUENCES
MAKING AN EVOLUTIONARY TREE
8. Have students complete post-project reflection.
Barnett, Tony and Blaike,Piers. AIDS in Africa: Its Present and Future Impact. New York: The Guilford Press. 1992.
Richard Markham and his colleagues (1998), published research on the pattern of HIV evolution and the rate of CD4 T-cell decline in the Proceedings of the National Academy of Sciences
CDC - http://www.cdc.gov/hiv/pubs/facts.htm
Biology WorkBench - http://workbench.sdsc.edu