Developmental Curriculum for Biomedical Research/Base Pair, 1994-1995

Jackson Public School District
William B. Murrah High School
Jackson, Mississippi

Co-developers: Theophilus C. King, B.S., M. Div., and Rob Rockhold, Ph.D. under a Howard Hughes Grant at the University of Mississippi Medical Center; Summer 1994.

Grading: Points have been assigned for each section of the course activities. The maximum possible accumulation of points (without bonuses) is twenty-one hundred (2,100). Grading will be determined by adding all points earned and dividing the sum by the twenty one hundred (2,100) and multiplying the quotient by one hundred (100) to get the grade in percentage (%).

The final semester examination (Comprehension exam) will accumulate a maximum of four hundred (400) points. The total points earned on the examination will be divided by the maximum of four hundred (400) points and the quotient will be multiplied by one hundred (100), rendering a percentage format.

Being consistent with the policies of the Public School District, coursework will account for ninety percent (90%) of the final grade and the final examination will account for ten percent (10%) of the final grade.

94.5% to 100% = A
84.5% to 94% = B
74.5% to 84% = C
69.5% to 74% = D
Below 69% = F (Failing)

Course philosophy: The purpose of this course is to prepare students (academically, technically and personally) to participate in advanced research activities in a medical school setting. The students are to:

1. learn to work as a team,

2. work with self discipline,

3. study collectively, as well as individually,

4. be thorough in academic pursuits and,

5. be prompt and dedicated to the course.

Course outline:

I. Introduction to the course (300 points); Aug. 15-16, 1994.

Learning objectives: Students are expected to:

1. know the philosophy of the course,

2. understand the term, base pair:

1. in its biological context; and 

2. in the contextual relationship between Murrah High School and the University of Mississippi Medical Center (UMC).

Content:

1. Students define the term, base pair, in its biological context.

2. Instructor defines Base Pair in the context of the association between Murrah High School and UMC.

3. Students receive course syllabus, including,

1. Computer access at Murrah (receive passwords and access instructions)

2. Computer access at UMC (receive general guidelines for access and behavior)

3. Lab notebook (receive guidelines for maintaining lab notebook).

4. Introduction of students to UMC research faculty mentor.

1. List of mentors

2. Receive selected research citation from each mentor

II. Library skills (Informational research; 300 points)

Learning objectives: Students will be expected to learn:

1. the organizational structure of the Rowland Medical Library at UMC,

2. what librarians to go to for particular assistance,

3. the characteristics and locations of the various printed and computer-based library reference materials and,

4. how to use both printed materials and computers in gathering information.

Process: The class will attend library orientation classes for three consecutive days at the Rowland Medical Library. The dates are set for August 17-19, during the sixth (6th) and seventh (7th) periods of the school day. The students will be instructed by the library staff on where printed reference materials are located within as well as outside the library. Methods of gaining access to both printed materials and electronic databases will be presented by the library staff. Students will be required to spend time practicing gathering of data formally for specific class assignments.

Content:

1. General

1. Develop proficiency in the use of traditional (printed copy) and computer-based library research

Tools:

1. Printed readers guides and CD-ROM based information data bases.

1. Printed materials

• Index Medicus

• CINAHL (Cumulative index to nursing and allied health literature)

• Science Citation Index

• Chemical Abstracts

• Journal subscriptions

2. Computer technology (accessing databases locally and remotely).

• CD-ROM system (Library only)

• Census-1990 Census of population and housing

• ERIC-Educational resource center

• InfoTrac (Information access to consumer health references as found in lay magazines and books, e.g. Time, Good Housekeeping, etc.)

• Micromedex (Drug Info)

• CCIS: Computerized clinical information system

• PsychLit

3. Online (In library and remote).

• Medline

• CINAHL

• Health

2. Specific areas of library research emphasized (300 points)

1. Biomedical science

2. Health related/biotechnical

3. Medical law

III. "Internetworking" (300 points)

Time will be assigned as soon as each student has been assigned an account (login name) and password from the JPSD via Mr. Bobby Lloyd of Information Services.

Learning Objectives: Each student will be expected to:

1. become skilled at seeking and retrieving information via telecommunication,

2. have a working understanding of the language of telecommunication software systems/programs and,

3. understand terminology describing telecommunication hardware.

Process: Students will be required to gather information assigned by the instructor, via computer, and will write a brief summary of how the information was obtained.

1. Students accessing Medline at UMC

1. On site (UMC library)

2. Remotely from:

1. Murrah High School, and/or by

2. Personal computer from home

2. Retrieve information via Gopher servers

3. Retrieve information via FTP

4. Establish academic "Pen Pals"

   1. e.g. Students at the Bronx Science High School, New York City, New York

IV. Technical reading assignments and the development of a glossary of technical terms and their relevant application (300 points); to be issued to students on: 8/24, 1994

Learning Objectives: To develop skills in:

1. technical reading,

2. the proper intrepretation of technical writings and,

3. communication of technical information to the lay public.

Process: The student will be responsible for:

1. reading two technical research papers,

2. analyzing the contents by listing and defining the technical vocabulary,

3. forming a written glossary of these terms,

4. providing a copy to each member of the class and,

5. making a formal oral presentation of one of the papers.

The first paper is due on that Friday ending the second full week of September. The second paper is due the following Friday.

Content:

1. Reading assignments on one of the mentors' published manuscripts.

2. Reading assignment chosen by student.

3. List of technical vocabulary and definitions developed by the students from all assignments.

4. Medical/science/legal/journalistic/health technical terms submitted by the instructor for knowledge and discussion.

Students will meet with the mentors from UMC during the third and fourth weeks of September, 1994. Each mentors will present a synopsis of their biomedical research activities before the class. Students will be required to have read at least one abstract of each mentor prior to that individual's presentation. Students will be required to maintain notes on each mentor's presentation in the reserved pages of their lab notebook, below a printed copy of the abstract of the presenting mentor.

V. Ethical (dealing with religious, moral, legal, social, and/or medical/scientific issues) position papers on seven areas relevent to biomedical research activities (300 points); due dates are listed below.

Learning Objectives: Students are expected to improve their abilities to:

1. methodically gather information and,

2. systemically develop verbal and written opinions of relevent subjects, based on their own experiential ethos.

Process: Each student will be responsible for:

1. researching each subject,

2. writing a summary of the subject (0.5 to 1.5 pages in length),

3. writing a statement arguing the student's evaluation of the ethical merit of the subject chosen (0.5 to 1.5 pages in length).

* All papers are to be typewritten, double spaced and written according to the standard rules used for writing research papers. The first paper is due by the end of the school day of that Friday in the first full week of October. Succeeding papers will be due on each subsequent Friday in the order listed below.

Content:

1. Fetal Tissue Research

2. Distance Learning (DL)

3. Legalization of 'Street' Drugs, (choose one):

1. Marijuana

2. Powder Cocaine

3. Crack Cocaine

4. Heroin

5. Designer Drugs

4. Euthanasia (Kervorkian or otherwise)

5. The Use of Non-Humans Animals in Research

6. Genetic Engineering

7. Universal Health Care

VI. Laboratory Assays/Experiments (300 points; beginning 9/22/94)

Learning objectives: The overall objective of this exercise is to prepare students for advanced biomedical laboratory activities which will take place at UMC in the second semester. The activities that have been chosen have been developed in consultation with UMC faculty. Students will be expected to develop:

1. competence in selected laboratory techniques which are demonstrative of the rigorous nature of anticipated UMC activities,

2. a general awareness of the principles of operation of laboratory instrumentation and,

3. a familiarity with laboratory safety procedures and alertness to common chemical and biological hazards.

Process: Laboratories will be conducted on each Thursday and Friday, beginning September 22, 1994. See under the heading: "LABORATORY EXERCISES" for complete details concerning laboratory objectives and processes.

Content:

1. Solutions: Calculation and preparation

1. Direct: Mass determination (introduction to the analytical balance) and mixing

2. Indirect: Dilution of solutions of higher concentration

2. Introduction to spectrophotometry: The Spectronic 20

1. Purpose

2. Internal mechanics

3. Inorganic experiment

1. Determination of the concentration of an unknown solution

4. Organic experiment

1. Protein assay (introduction to the Lowry method)

3. Paper chromatography

1. Principles of chromatographic separation

2. Separation of simple mixtures

4. Organic chemical experiments

1. Laboratory preparation of members of representative organic molecular classes

5. Biochemical Experiments

1. Qualitative tests on substances known to be:

1. carbohydrates

2. fats, or

3. proteins

2. Develop an analytical scheme for identifying unknowns on the basis of their results with known substances,

3. Qualitative tests on several unknown substances, and

4. Identification of types of biomolecules present in the unknowns.

VII. Lectures (300 points)

Lecture will be given Monday-Wednesday, beginning August 22, 1994.

1. Genetics (8/22/94)

Learning objectives: Students will be expected to become familiar with the history of genetic research, with its vocabulary (historical and modern), and with the major tenents of modern genetic science. Students will be expected to perform library research and be prepared to present a formal summary (either oral or written) on each of the specific areas listed below.

1. Historically significant genetic experiments

2. "State of the Art" genetic research activities

3. Analytical comparision of an example of each of the above, noting:

1. hypotheses tested

2. equipment

3. terminology

4. applications

4. The Human Genome Project

5. Genetic "Fingerprinting"

2. Organic chemistry and reactions (8/29/94)

Learning objectives: Students will be expected to become familiar with the information detailed below and to be able to:

1. classify families of hydrocarbon molecules according to the type of chemical bonding present in a representative molecule,

2. name and write structural formulas for representative hydrocarbon and substituted hydrocarbon molecules and,

3. differentiate among formulas and properties of representative substituted hydrocarbon families.

Textbook: Laboratory Chemistry, by Carmichael, Haines, and Smoot, (Merrill, 1987)

Content:

Lecture outline (Chapter 29)

1. Classification of hydrocarbons

2. Alkanes

3. Naming branched alkanes

4. Isomers of alkanes

5. Optical activity

6. Nuclear magnetic resonance

7. Cycloalkanes

8. Alkenes

9. Naming alkenes

10. Alkynes

11. Aromatic hydrocarbons

12. Halogen derivatives

13. Organic oxygen componds

14. Alcohols and ethers

15. Aldehydes and ketones

16. Acids and esters

17. Organic nitrogen compounds

Biochemistry and its application (9/12/94)

Learning objectives: Students will be expected to:

1. complete and balance chemical equations dealing with five common types of organic reactions and,

2. determine the societal and biological significance of some selected compounds.

Content: Textbook: Chemistry: A Modern Course, by Smoot, Price and Smith, (Merrill, 1987)

Lecture outline

1. Oxidation

2. Substitution reactions

3. Addition reactions

4. Elimination reactions

5. Esterification and saponification reactions

6. Petroleum

7. Synthetic rubber

8. Plastics

9. Proteins

10. Carbohydrates

11. Lipids

12. Nucleic acids

Chemical fractionation and its application (9/26/94)

Learning objectives: Students will be expected to:

1. define the relationship between molecular structure and the properties of molecular compounds and,

2. explain the application of chromatographic principles to separate and identify specific components of chemical mixtures.

Content: Textbook: Chemistry: A Modern Course, by Smoot, Price and Smith, (Merrill, 1987)

Lecture outline: (Chapter 14, Section: 8 - 11)

1. Fractionation

2. Column chromatography

3. Surface chromatography

4. Gas chromatography

LABORATORY EXERCISES

I. Solutions chemistry

Learning objectives: Student will be expected to:

1. use their knowledge of the mole to perform calculations:

1. of chemical formulas,

2. solution concentration, and

3. hydrates.

2. describe the preparation of making a solution.

3. prepare solutions in the laboratory.

Textbook: Chemistry: a Modern Course, by Smoot, Price & Smith, (Merrill, 1987)

Content: Chapter 5

1. Molecular and formula mass

2. The mole

3. Moles in solution

1. Molarity

2. Molality

3. Making Solutions

4. Hydrates

II. Experiment TK1: Preparation of solutions in the laboratory. Developed by Theophilus C. King.

Learning objectives: Students are expected to:

1. describe in writing, the preparation of solutions involving:

1. stoichiometric calculations, and

2. proper dilutions from a higher to a lower concentrations.

2. perform actual stoichiometic calculations in solution preparation.

3. prepare solutions in molarity units.

4. prepare solutions in molality units.

5. prepare solution by dilutions from a higher to a lower concentration.

III. Experiment 13: Introduction to the spectrophotometer, p. 73

Learning objectives: Students will be expected to become sufficiently familiar with a representative spectrophotometer (the Spectronic 20) to independently perform the following tasks.

1. Adjustment of the spectrophotometer to measure the maximum phototube response to water.

2. Identification of how the spectrophotometer selects narrow bands of lights correlating wavelength and color using white chalk.

3. Graphically represent responses of the spectrophotometer as a function of wavelength.

IV. Experiment 33: Determining solution concentration using a spectrophotometer, p.l53

Learning objectives: Students will be expected to demonstrate sufficient proficiency with the Spectronic 20 to be able to successfully:

1. prepare a set of CO2 standard solutions of known concentrations,

2. measure the absorbance (A) or percent transmission (%T) of the known solutions,

3. construct a calibration curve graph for the standard solutions and,

4. measure the A or %T for at least one unknown solution and determine its concentration from the calibration graph.

V. Experiment 22: Introduction to chromatography, p.109

Learning objectives: Students will be expected to become sufficiently familiar with the principles and practise of chromatography to successfully:

1. perform paper chromatography separations of solutions provided by the instructor,

2. identify the components of a colorless mixture by chemical treatment of the chromatography paper,

3. measure the distance traveled and calculate Rf values for specific components of the solutions provided and,

4. compare the rates of migration of the various components that have been separated.

VI. Experiment 48: Preparation of selected organic compounds, p.215

Learning objectives: Students will be expected to:

1. prepare five representative organic compounds,

2. identify basic functional groups in these organic compounds,

3. write the chemical equations which depict reactions for preparation and combustion of the five organic products,

4. distinguish among selected organic compounds by their odor and,

5. differentiate between an organic acid and an organic base.

Content:

1. Preparation of methane, an alkane

2. Preparation of ethyne, an alkyne*

3. Preparation of acetic acid, an organic acid

4. Preparation of ethyl ethanoate, an ester

5. Preparation of methanol, an aldehyde*

VIII. Experiment 49: Preparation of soap, synthetic rubber, and nylon, p. 219

Learning objectives: Students will be expected to become sufficiently familiar with organic chemical processes and laboratory apparatus to:

1. prepare soap by the process of saponification,

2. use the process of polymeration to produce synthetic rubber and,

3. prepare nylon by the process of condensation polymeration.

Content:

1. Preparation of soap

2. Preparation of synthetic rubber

3. Preparation of nylon

* Demonstration by instructor or by interactive computer-based system (if available)

Grading: Student grades for the second semester will be determined as the sum of points accumulated from several areas of performance as listed below. The maximum point accumulation (without bonuses) is two thousand (2,000). Grading will be determined by adding all points earned and dividing the sum by the two thousand (2,000) point maximum and multiplying the quotient by one hundred (100) to get the grade in percentage (%) format.

The final semester examination (Comprehension exam) will accumulate a maximum of four hundred (400) points. The total points earned on the examination will be divided by the maximum of four hundred (400) points and the quotient will be multiplied by one hundred (100), rendering a percentage format.

Being consistent with the policies of the Jackson Public School District, course work will account for ninety percent (90%) of the final grade and the final examination will account for ten percent (10%) of the final grade.

94.5% to 100%    = A
84.5% to 94%    = B
74.5% to 84%    = C
69.5% to 74%    = D
Below 69%   = F (Failing)

Course philosophy: The second semester of Base Pair will bring the student into the novel, advanced environment of the UMC research laboratory. This will necessitate the development of:

1. increased personal responsibility,

2. increased maturity concerning interpersonal and job-related experiences,

3. independent work ethics, and

4. increased knowledge about, and sensitivity to, issues relating to a scientific career in biomedical research

Specific training in laboratory safety, issues pertaining to the use of non-human animals in biomedical research and scientific public speaking will be provided.

Attendance in the mentor’s laboratory (Monday-Thursday, sixth and seventh periods) is mandatory. The student must take the mentor aware of any conflicts or planned absences in advance. Illnesses, or other unplanned absences should also be communicated to the mentor on the day of the absence.

R. W. Rockhold, Ph.D. will be the coordinator of the second semester, in conjunction with T. King. Any questions or difficulties should be communicated to him at UMC. Dr. Rockhold’s office is R400 (telephone number, 984-1634), his lab is N412A (telephone number, 984-1617). Messages can be left in the office of the Department of Pharmacology and Toxicology (telephone number, 984-1600).

I. Daily (Monday-Thursday; sixth and seventh periods) attendance in a mentor's research laboratory at UMC (250 points; determined by R.W. Rockhold, Ph.D. in consultation with each mentor at UMC).

II. Presentation of weekly log of laboratory activities (250 points; review and evaluation by Mr. Theophilus King, JPSD). Attention will be given to neatness, order and content relevent to the work of the mentor (Due each Friday).

III. Weekly written review and discussion of assigned readings. (1000 points; Due each Friday)

1. Scientific Attitude by Frederick Grinnell, 2nd edition, Guilford Press, NY, 1992.

1. A written review (2 chapters/week). Paper should not be less than one typewritten page and no more than three typewritten pages.

2. Cantor's Dilemma by Carl Djerassi, Penguin Books, NY, 1989.

1. A written review on one of the following subjects related to issues raised in the book. Paper should not be less than one typewritten page and no more than three typewritten pages.

1. Scientific imagery in the poetry of T.S. Eliot.

2. History of the Nobel Prize in physiology and medicine.

3. Fraud in biomedical research.

4. Involvement of Carl Djerassi in the development of oral contraceptives.

5. Sexual maturation of the insect, Pyrrhocoris apterus, and the "Wall Street Journal" effect.

6. Others as determined by consultation with Mr. Theopilus King.

3. Winning the Games Scientists Play by Carl Sindermann, Plenum Press, NY, 1982.

1. A written review (2 chapter/week). Paper should not be less than one typewritten page and no more than three typewritten pages.

IV. Summary presentations: (500 points)

Learning objectives: Each student is expected to prepare a cogent summary of the scientific activities of their mentor in the form of a public oral presentation. The goal is to prepare each student to become a more effective communicator of scientific facts to the general public. Each student will be evaluated of the basis of their ability to:

1. translate their newly acquired technical knowledge into terminology understandable to the intelligent layperson and,

2. define the potential application of their mentor's research findings in the context of improvement of human health and well being.

Process: Each student of Base Pair (Biomedical Research) will make a formal oral presentation (20-30 mins in length, using graphs, audiovisual graphics, printed material, etc.), that summarizes the work done in conjunction with their mentor. These presentations will be held at UMC. All students of Base Pair are to be present at each presentation. The audience will include members of the UMC research faculty, Mr. Theophilus King (JPSD), Dr. J. Planck (JPSD), R.W. Rockhold, Ph.D. (UMC), and fellow students of Base Pair.

Each student will be required to search computer-based data bases, Gopher (Veronica), FTP's, etc. for scientific abstracts, papers, and citations pertaining to the research activities of their mentor. This information is to be maintained in a notebook form and submitted to Mr. T. King one week prior to each student's summary presentation.

Students' presentations must follow the following format:

1. introduction/background,

2. procedures/methods,

3. results (if available) and,

4. significance to the non-scientific world.

Four presentations will be given weekly, two (2) on Tuesday and two (2) on Thursday of each week. Each presentation will begin promptly at 2 p.m. Dates: May 2, 4, 9, 11, 16, 18, 1995.