Year Level: | |
Industry Focus: | |
Technologies used: | |
Max Students: | 24 |
Duration: | 2.5 hours (times negotiable) |
Booking Eligibility: | Open only to KIOSC partner schools |
Program Overview
In this workshop, students will dive into the world of personalized medicine for breast cancer. First, they’ll take on the role of doctors, analysing patient family histories to determine the source of their two patients’ cancer – genetic or epigenetic. They’ll then practice their lab skills using micropipettes to load samples into practice gels before running their own gel electrophoresis analysis to confirm which patient has the genetic predisposition to cancer. While they wait for these results, students will switch gears and become diagnosticians, running a simulated microarray to determine the best course of chemotherapy for each patient.
By analysing the patients’ genes and their compatibility with different drugs, they’ll gain valuable experience in how modern genetics and technology are revolutionizing cancer treatment by allowing for personalized therapy based on a patient’s unique genetic makeup.
Pre/post work activities are emailed on booking
Student Introduction Video
Youtube Link: https://youtu.be/QJYQo4Nq1Ts
Curriculum Strength:
Science / Ethical Capabilities
| Curriculum Domain: Year 9 and 10 | Elaboration | Workshop Link |
|---|---|---|
| Science Understanding: Science as Human Endeavour | Scientific understanding, including models and theories, are contestable and are refined over time through a process of review by the scientific community | Students are introduced to new concepts in genetic understanding, such as epigenetics and how the scientific community is better understanding how our genes are influenced and expressed. |
| Advances in scientific understanding often rely on developments in technology and technological advances are often linked to scientific discoveries The values and needs of contemporary society can influence the focus of scientific research | Epigenetics is a relative new study in biology and concepts are still being discovered and understood. Students understand the different types of technology that has been used to identify scientific reasoning in new discoveries of epigenetics, genetic diagnosis, ethical issues surrounding these and how science might be able to better diagnose and treat patients with diseases such as cancer | |
| The transmission of heritable characteristics from one generation to the next involves DNA and genes | Students are provided with a simulated story of 2 patients with breast cancer. They are able to role play the part of the diagnosing doctor, looking at patient and family histories of disease. This enables students to draw on their knowledge of heritable characteristics and apply their understanding to this concept. | |
| Science Inquiry and Skills: Questioning and Predicting | Formulate questions or hypotheses that can be investigated scientifically | Students study patient case histories and construct a hypothesis to determine which patient has the genetic cancer (BRACA1 gene) and which patient has derived their cancer through epigenetic effects. |
| Recording and Processing | Construct and use a range of representations, including graphs, keys, models and formulas, to record and summarise data from students’ own investigations and secondary sources, to represent qualitative and quantitative patterns or relationships, and distinguish between discrete and continuous data | Students use prepared tables to record data, using a key to record. Qualitative data (discrete data) from both activities |
| Analysing and Evaluating | Analyse patterns and trends in data, including describing relationships between variables, identifying inconsistencies in data and sources of uncertainty, and drawing conclusions that are consistent with evidence Use knowledge of scientific concepts to evaluate investigation conclusions, including assessing the approaches used to solve problems, critically analysing the validity of information obtained from primary and secondary sources, suggesting possible alternative explanations and describing specific ways to improve the quality of data | Using the micro-array data, student evaluate a drug treatment process based for each patient. They conclude which patient has the genetic (BRACA1 gene) cancer and which patient has derived her cancer through potential epigenetic effects. Students discuss the validity of the micro-array process, including cost, and understand the personalise medication process in reducing the treatment and therefore recovery process. |
| Communicating | Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations | Back at School - post KIOSC work |
| Capabilities: Ethical Understanding Concepts | Explore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought | Students discuss the role of ethics in genetic technologies. |