Diagnostic and Diagnostic and Therapeutic BiomarkersTherapeutic Biomarkers

Wheeling High SchoolWheeling High School

Biology and Business Biology and Business StudentsStudents

Meet the ProblemMeet the Problem

Over 300 WHS Over 300 WHS Biology (honors and Biology (honors and general) and general) and Business studentsBusiness students

Students explore the Students explore the Meet the Problem Meet the Problem document.document.

Meet the ProblemMeet the Problem

Abbott Abbott Representatives Representatives Arlene Manelli and Arlene Manelli and Azza Wagdy Azza Wagdy

Explained the Explained the pharmaceutical pharmaceutical process process

Introduced the Introduced the Biomarker problemBiomarker problem

Question and Answer Question and Answer Session with the Session with the ScientistsScientists

Define the Problem: Define the Problem: As a research team As a research team

with fresh with fresh perspective, advise perspective, advise

Abbott on biomarker Abbott on biomarker research, both research, both diagnostic and diagnostic and

therapeutic to meet therapeutic to meet their goals.their goals.

Brainstorm a Class Know/Need/Do List

One to Three Research One to Three Research CyclesCycles

1.1. Find online articles and studies/conduct Find online articles and studies/conduct interviews that support a question on interviews that support a question on Know/Need/Do list.Know/Need/Do list.

2.2. Complete graphic organizer on the article/study.Complete graphic organizer on the article/study.

3.3. Report findings to group and combine findings Report findings to group and combine findings to create a summary document or presentation.to create a summary document or presentation.

4.4. Present findings to the class and field questions.Present findings to the class and field questions.

5.5. Revisit and Revise Problem and KND based on Revisit and Revise Problem and KND based on findings.findings.

Research and Research and TechnologyTechnology

District EmailDistrict EmailGoogle DocsGoogle Docs

Preselected studiesPreselected studies Preselected articlesPreselected articles Shared documentsShared documents Shared Shared

PresentationsPresentations

DatabasesDatabases iPadsiPads

Solutions for AbbottSolutions for Abbott

Biology Groups chose solutions, created and Biology Groups chose solutions, created and executed presentation plans.executed presentation plans.

Introduction to Business students viewed and Introduction to Business students viewed and summarized group solution documents from Biology summarized group solution documents from Biology students.students.

They interviewed Biology students about their They interviewed Biology students about their solutions and created a summary presentation for solutions and created a summary presentation for Abbott.Abbott.

On April 5, 2011, Biology student groups presented On April 5, 2011, Biology student groups presented and defended their findings to Abbott scientists. and defended their findings to Abbott scientists. Business students presented the overall findings to Business students presented the overall findings to Abbott.Abbott.

WHS Biology students were asked: “Is WHS Biology students were asked: “Is your solution Therapeutic or your solution Therapeutic or

Diagnostic?”Diagnostic?”

42% of students support Therapeutic solutions

58% support Diagnostic solutions

31% are both Diagnostic and Therapeutic

From 300 students reports covering all issues From 300 students reports covering all issues surrounding biomarkers, our business class surrounding biomarkers, our business class

summarized all the findings from the biology summarized all the findings from the biology students. This presentation is the summary of students. This presentation is the summary of

solutions that Abbott could use. solutions that Abbott could use.

Diagnostic SolutionsDiagnostic Solutions

A diagnostic biomarker is a test or molecule that can be measured and used as an indicator a disease or condition of a patients health.

The biology students believe that these diseases are good candidates for diagnostic biomarker research.

Lung Cancer Alzheimer's Autism Camurati-Engelmanns Cholera Lymphocytic Leukemia

Therapeutic SolutionsTherapeutic Solutions

A therapeutic biomarker is a molecule that is used within a biochemical pathway to adjust a process that is not working properly in order to restore proper functioning.

The biology students believe that these diseases are good candidates for therapeutic biomarker research.

Lymphocytic Leukemia

Cholera Celiac Disease HIV Autism Tay Sachs Malaria

PBL PBL Curricular Curricular OutcomesOutcomesIllinois Learning Illinois Learning StandardsStandards

NETS StandardsNETS Standards

Illinois Learning Illinois Learning Standards Standards

Practiced during PBLPracticed during PBL 11A: Know and apply the concepts 11A: Know and apply the concepts

principles and processes of principles and processes of scientific inquiry. scientific inquiry. (State H/I : 1-5)(State H/I : 1-5)

12A: Know and apply concepts that 12A: Know and apply concepts that explain how living things function, explain how living things function, adapt and change. adapt and change. (State H/I : 1, 2, (State H/I : 1, 2, 5)5)

13A: Know and apply accepted 13A: Know and apply accepted practices of science. practices of science. (State H : 2)(State H : 2)

13B: Apply concepts that describe 13B: Apply concepts that describe the interaction between science, the interaction between science, technology and society. technology and society. (State I : 1, (State I : 1, 2, 4)2, 4)

NETS Standards NETS Standards Practiced during PBLPracticed during PBL

1: Demonstrate creative thinking, 1: Demonstrate creative thinking, construct knowledge and develop construct knowledge and develop innovative products and processes innovative products and processes using technology (a, b, d)using technology (a, b, d)

2: Use digital media and 2: Use digital media and environments to communicate and environments to communicate and work collaboratively. (a, b, d)work collaboratively. (a, b, d)

3: Apply digital tools to gather, 3: Apply digital tools to gather, evaluate and use information (a-d)evaluate and use information (a-d)

4: Use critical thinking skills to plan 4: Use critical thinking skills to plan and conduct research, manage and conduct research, manage projects, solve problems, and make projects, solve problems, and make informed decision using appropriate informed decision using appropriate digital tools and resources. (a-d)digital tools and resources. (a-d)

5: Understand human, cultural and 5: Understand human, cultural and societal issues related to technology societal issues related to technology and practice legal and ethical and practice legal and ethical behavior. (b-d)behavior. (b-d)

Our Our ObservatioObservatio

nsns

After PresentationsAfter Presentations

Our Our ObservationsObservations

Googledoc and iPad Technology Googledoc and iPad Technology encouraged students to encouraged students to collaborate in real time.collaborate in real time.

Our Our ObservationsObservations

The interaction The interaction with Abbott with Abbott

scientists inspired scientists inspired students with students with

sense of purpose.sense of purpose.

Our Our ObservationsObservations

With each research With each research cycle, students became cycle, students became

more confident with more confident with presentation of presentation of

findings.findings.

Our Our ObservationsObservations

Students shared information and Students shared information and learned from the presentations of learned from the presentations of

others, enriching their understanding others, enriching their understanding and often redirecting the research of and often redirecting the research of

other groups.other groups.

Our Our ObservationsObservations

The opportunity for each group to The opportunity for each group to present their findings to outside present their findings to outside experts raised the level of expectation. experts raised the level of expectation. Students demonstrated a depth of Students demonstrated a depth of understanding.understanding.

Our Our ObservationsObservations

Career ExplorationsCareer Explorations

Research Research ScientistsScientists

PhysiciansPhysiciansMedical TechnicianMedical TechnicianMarketing AnalystsMarketing AnalystsAttorneyAttorneyManagersManagersEtc.Etc.

Future Future PlansPlans

New Problem: New Problem: Is the concern over radiation in Is the concern over radiation in foods a foods a real concern or is it media-real concern or is it media-driven? How can driven? How can we alleviate we alleviate public fear about food imported by public fear about food imported by

Japan?Japan?

Unit Content: Unit Content: Energy in Organisms and Energy in Organisms and EnvironmentEnvironment

DNA and MutationDNA and MutationCell Cycle and DevelopmentCell Cycle and DevelopmentEvolution of PopulationsEvolution of Populations

Business Partner: Business Partner: Mitsuwa MarketplaceMitsuwa Marketplace In June: In June: Present our findings to a Mitsuwa with a Present our findings to a Mitsuwa with a

plan for how plan for how Mitsuwa can alleviate fears.Mitsuwa can alleviate fears.