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Sample file for Request for MSDE Certification Credit
REQUEST FOR MSDE CERTIFICATION CREDIT FOR CONTINUING PROFESSIONAL
DEVELOPMENT EXPERIENCE
Sponsored by a local school system
___THIS IS A COMPLETELY NEW COURSE
MSDE/CPD/ No. ______
Local School System Sponsor: Michael Szesze, science program supervisor
Pre K-12
Department of Curriculum and Instruction
Montgomery County Public Schools
Local School System Liaison: Sandra Shmookler, special assistant
Title of Experience: Basic Molecular Biology Techniques
Area: Biological Sciences, emphasis on Laboratory Techniques
Coordinator: Gloria A. Seelman, instructional specialist
Beginning Date: _____________ Closing
Date: _____________
Number of credits requested: 4 credits for 60 hours of classroom
contact.
Superintendent: _______________
Date: _________________
Dr.
Jerry D. Weast
Date Received for Registry: _________________
Branch Chief: _________________ Date: _________________
Program Approval and Assessment Branch
Forward To: Chief
Program
Approval and Assessment Branch
Maryland
State Department of Education
Baltimore,
MD 21201-2595
MSDE C& A Form 427 - 10-5/95
Title: Basic Molecular Biology Techniques
Credits: 4 credits for 60 hours of class time
Coordinator: Gloria A. Seelman, instructional specialist
Instructors: Two professional educators lead the instruction in
the classroom and laboratory activities and many professional scientists
give the main content lectures.
A few of the regular instructors are listed below:
Educators:
Lesli Adler, director of the DNA Resource Center
at Thomas S. Wootton High School
Judy Price, biotechnology teacher/trainer, DNA
Resource Center at Wootton High School
Scientist:
John Finerty, Ph.D., program director, Cellular
Immunology Section, Cancer Immunology and Hematology Branch, National
Cancer Institute, National Institutes of Health
Instructors' Resumes: All resumes are on file.
Audience: Secondary science teachers
Description of the Experience: The summer Basic Molecular Biology
course has three major objectives. The first objective is to familiarize
the teachers with the basic techniques to be used in their laboratory
internships at the National Institutes of Health. The second is to give
them some background and experience with the newest research tools currently
used in biomedical research. The third is to give the teachers professional
laboratory experience in research. All of these skills will be immediately
applied in their six-week internship experience and taken back to their
classrooms for implementation in order to provide a more authentic understanding
of biomedical research and its application to the nation's health. Both
high school and middle school science teachers find this experience enhances
their confidence in teaching the life sciences.
Suggested Timeline: Teachers will be in the classroom for lectures and laboratory exercises from 8:00 a.m. until 4:00 p.m. for eight days spread over a two-week span. The program begins the Monday after the school year ends. The teachers begin in the professional laboratory the third week for an additional six weeks.
Performance Outcomes:
Teachers should be able to:
- Understand and implement laboratory safety in their classrooms.
- Apply varying research methods to a scientific problem.
- Access and use biomedical research databases.
- Understand the importance of proteins and their function in human physiology.
- Comprehend the basics of human immunology.
- Perform gel electrophoresis, blotting techniques, restriction analysis, and bacterial colony transformation.
- Comprehend the theory behind and the process of DNA sequencing and Polymerase Chain Reaction procedures.
- Understand the concept of Bioinformatics and its application to the research process.
Evaluation of Outcomes:
- Teachers complete and submit a laboratory notebook outlining all of the laboratory procedures, techniques and outcomes of the lab exercises.
- Teachers take a skill checklist assessment before and after the course that evaluates their level of confidence in using laboratory equipment and conducting molecular biology procedures.
- Teachers take a laboratory practical to test techniques and understanding of good practices.
- Teachers take a multiple-choice test at the end of the course to assess content knowledge.
Instructional Resources:
Books: 1. DNA Science:
A first Course in Recombinant DNA Technology, 1990. (David A. Micklos
& Greg A. Freyer, Carolina Biology Supply Company, 2700 York Road,
Burlington, North Carolina, 27215.) 2. Recombinant DNA and Biotechnology:
A Guide for Teachers, Second Edition, 2001. (Helen Kreuzer and Adrianne
Massey, ASM Press, Washington, D.C.)
A. Course Outline
Title: Basic Molecular Biology Techniques
Session I. Eight hours
I. Introductions and distribution of materials for course
A.
Overview of program
B.
History of the Howard Hughes Medical Institute
II. Lecture and discussion on Animals in Research
III. Pre-evaluation of laboratory skills
IV. Set-up of laboratory stations
Homework:
Read
Recombinant DNA and Biotechnology, pages 587-596.
Read
DNA Science, Laboratory 1, pages 197-213.
Read
"Inverse Expression of Two Laminin Binding Proteins, 67 LR and Galectin-3
Correlates with the Invasive Phenotype of Trophoblastic Tissue" for
discussion on Wednesday.
Laboratory
Book, Preparation of Laboratory 1.
Look
over notes on molarity, weights, serial dilutions, pH, and centrifugation.
Session II. Eight hours
I. Laboratory safety instruction
II. Lecture and discussion on research methods
III. Lecture and discussion on research databasing and processing
IV. Laboratory activity on DNA Extraction
V. Review of laboratory activity
Homework:
Read
DNA Science, Laboratory #2, Bacterial Culture Techniques, pages 215-246.
Read
DNA Science, Chapter #2, pages 9-37.
Session III. Eight hours
I. Presentation and discussion of "Proteins"
video
A.
Discussion of protein structure and function
B.
Discussion of protein synthesis
II. Review and Q &A
Homework:
Read
laboratory and prepare laboratory notebook for ELISA Laboratory.
Read
DNA Science, Chapter #3, pages 39-60.
Session IV. Eight hours
I. Lecture and discussion on the basics of immunology
A.
Human immune system
B.
Testing of antibody production
C.
Running of the ELISA analysis in the lab.
II. Blotting Techniques demonstration and lecture
Homework:
Read
DNA Science, Laboratory #3, DNA Restriction Analysis, pages 247-275.
Read
DNA Science, Chapter #4, pages 61-85.
Session V. Eight hours
I. Prelaboratory discussion and activity on Gel Electrophoresis
II. Do Laboratory 3, DNA Restriction Analysis activity from DNA
Science
III. Postlaboratory: Discussion of Analysis of Restriction Procedure
IV. Do the Laboratory write-up
Homework:
Read
Laboratory #5 in DNA Science, pages 293-310
Read
Chapter #5 in DNA Science, pages 87-110
Session VI. Eight hours
I. Lecture and discussion on transcription and translation
II. Laboratory #5 Colony Transformation activity
III. Computer searching for preceptor's articles
IV. Reviewing the results of the reaction from Laboratory #5 from
DNA Science
Homework:
Read
Laboratory #6 in DNA Science, pages 311-340
Read
Chapter #6 in DNA Science, pages 111-137
Session VII. Eight hours
I. Lecture and discussion on Polymerase Chain Reaction (PCR)
II. Demonstration of the sequencing process
III. DNA Sequencing laboratory demonstration
IV. Carry out the PCR laboratory
Homework:
Write
up Laboratory #6 as Prelaboratory preparation
Read
Chapter #7 in DNA Science pages 139- 167
Session VIII. Eight hours
I. Laboratory practical exam
II. Do the Laboratory #6, Purification and Identification, DNA Science
III. Plasmid Laboratory activity
IV. Review of day's work
Homework:
Read
article on DNA Chips
Read
Chapter #8 in DNA Science, pages 169-196
Take final exam
(Teachers are also required to give a short talk at the conclusion of
their intern experience.)
