Educational Level:

Roadmap Objectives:

• • Article: Artificial Photosynthesis: A Sunnier Outlook, The Economist April 29, 2010 http://www.economist.com/node/16004354 The paper refers to the following original article: http://www.nature.com/nnano/journal/v5/n5/abs/nnano.2010.57.html
  • Content area/major concepts: This paper could substitute for the chapter Photosynthesis. It expands on the concept of photosynthesis using an engineered virus, pigments and catalysts to create an artificial photocatalytic system. It would give the opportunity to connect the concept of photosynthesis to the ideas of splitting water to create “bioenergy”.
  • Methods or technology used to obtain data: genetically engineered virus, creating artificial photocatalytic system
  • How the CREATE strategy was used:
  • Biggest teaching challenge: Students should be familiar with the photosynthesis process. Since the artificial system focusses on the light reactions, I would make it clear to students what I expect them to know about the light and dark reactions of photosynthesis.
• • Article: Hello mothers, hello father: http://www.economist.com/news/science-and-technology/21565138-technique-intended- eliminate-mitochondrial-diseases-would-result-people Original publication: Towards germline gene therapy of inherited mitochondrial diseases http://www.ncbi.nlm.nih.gov/pubmed/23103867
  • Content area/major concepts: This paper could be used in a mitosis – meiosis unit, but could also supplement a cell component unit
    because it involves mitochondria and mitochondrial disease and it addresses the endosymbiont theory.
  • Methods or technology used to obtain data: Artificial insemination, nuclear transplantation, zygote formation
  • How the CREATE strategy was used:
  • Biggest teaching challenge: Students would be instructed to review mitosis and meiosis, which almost all of my students have covered in high school. The concept of mitochondrial DNA is probably new. I would plan a mini lecture on these topics, review chromosomal numbers in the somatic cells, germ cells and focus on the mitochondrial DNA topic
• • Article: Unnatural Selection http://www.jstor.org.proxy.library.cornell.edu/stable/25746638 Related article: Code Breakers: http://www.jstor.org/stable/4012452 . ( I have not reviewed this article but the Unnatural Selection article refers to this article)
  • Content area/major concepts: The article covers protein synthesis and adds the special twist of changing naturally occurring amino acids to amino acids that don’t occur in nature. The article expands on the possibilities that these newly created proteins bring to science, with an emphasis on drug development.
  • Methods or technology used to obtain data: creation of proteins with unnatural amino acids, developing of drugs with unnatural amino acids
  • How the CREATE strategy was used:
  • Biggest teaching challenge: Students need to be familiar with protein synthesis. This article will also lead to a review of amino acid pro - perties and 3D protein structure.
• • Article: "Materializing the potential of nanomedicine via a tumor-targeting nano delivery platform http://www.eurekalert.org/pub_releases/2009-04/foas-fdn040509.php Corresponding publication : Phase I Study of a Systemically Delivered p53 Nanoparticle in Advanced Solid Tumor http://www.nature.com.proxy.library.cornell.edu/mt/journal/v21/n5/pdf/mt201332a.pdf
  • Content area/major concepts: Summary of a presentation given by Esther Chang in 2010 at a conference of American Association of Anatomists (AAA) scientific session at Experimental Biology 2009 in New Orleans.
    
    The scientists create nanoparticles that are loaded with a functioning p53 gene. This gene will find tumor cells and the hope is that the functioning p53 gene will restore tumor fighting capabilities to cells. The second article link (Nature, 2013) reports on the phase I implementation.
  • Methods or technology used to obtain data: engineered nanoparticles with p53 gene, gene therapy
  • How the CREATE strategy was used:
  • Biggest teaching challenge: Student will have to review membrane structure and need to be familiar with the action of tumor suppressor genes. The action of oncogenes and tumor-suppressor genes might have to be covered in a mini lecture.

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