DUE TUESDAY MAY 12

HeLa #4 Directions are highlighted.

Your directions are highlighted! Please send to me BEFORE your Tuesday, May 12th, Zoom meeting at 8:50 am. (NO mandatory Zoom this week.)

1. Close read pages 93–102.

2. Complete FIVE of the questions from numbers 1-10.

Vocabulary: polio (n.) – shortened form of poliomyelitis; a serious disease that affects the nerves of the spine

and often makes a person permanently unable to move particular muscles

vaccine (n.) – a substance that is usually injected into a person or animal to protect against a particular disease

autoclave (n.) – a heavy vessel for conducting chemical reactions under high pressure

incubators (n.) – apparatus in which media inoculated with microorganisms are cultivated at a constant temperature

proteins (n.) – any of various naturally occurring extremely complex substances that consist of amino-acid residues joined by peptide bonds; contain the elements carbon, hydrogen, nitrogen, oxygen, usually sulfur, and occasionally other elements (such as phosphorus or iron); and include many essential biological compounds (such as enzymes, hormones, or antibodies)

optimal (adj.) – most favorable

hardy (adj.) – capable of enduring hardship; strong

metabolism (n.) – the chemical processes by which a plant or animal uses food, water, etc. to grow and heal and to make energy

culture medium (n.) – a liquid or solidified nutrient material suitable for the cultivation of microorganisms

susceptible (adj.) – open, subject, or unresistant to some stimulus, influence, or agency

1. What was the problem with Salk’s polio vaccine? How did HeLa solve this problem?

2. What is the significance of HeLa cells being “more susceptible to the virus than any other cultured cells” (p. 95)?

3. What is the meaning of the word susceptible (p. 94)?

4. How did Gey play a role in proving the polio vaccine effective?

5. How did HeLa cells allow scientists to view “spontaneous transformation”?

6. Why was standardization of materials and methods important for scientific study? Provide two examples of how HeLa cells contributed to standardization.

7. Why was it necessary to clone HeLa cells?

8. What was the “fortunate mistake”? How did this contribute to scientific understanding?

9. How was Microbiological Associates “an absolute revolution in the field” (p. 101)? Use evidence from the text to support your answer.

10. How does the quote, “HeLa was a workhorse: it was hardy (capable of enduring hardship; strong), it was inexpensive, and it was everywhere” (p. 97) help develop the central ideas in this portion of text?

3. Now read to page 126. Note anything that you may want to share in break out groups or during whole group.

4. Do a close read of pages 127–136.

5. Complete three questions from numbers 11 to 19.

6. Complete seven questions from numbers 20 to 27.

Vocabulary: Vocabulary to provide directly (will not include extended instruction)

o inoculation (n.) – introduction of (the causative agent of disease) into the body of (a person or animal), in order to induce immunity

o immune system (n.) – a diffuse, complex network of interacting cells, cell products, and cell-forming tissues that protects the body from pathogens and other foreign substances, destroys infected and malignant cells, and removes cellular debris

o lymph nodes (n.) – any of the glandlike masses of tissue in the lymphatic vessels containing cells that become lymphocytes through which lymph passes to be filtered and cleaned

o refrain (n.) – a phrase or verse recurring at intervals in a song or poem

o diagnosis (n.) – the process of determining by examination the nature and circumstances of a diseased condition

o dissecting (v.) – cutting apart (an animal body, plant, etc.) to examine the structure, relation of parts, or the like

o ethical boundaries (n.) – the limits of accepted principles of right and wrong that govern the conduct of a profession

o civil courts (n.) – courts of law in which civil cases (private and civilian affairs) are tried and determined

o inalienable rights (n.) – that which is due to anyone by just claim, legal guarantees, moral principles, etc., and cannot be transferred to another without consent (e.g., rights of liberty or of speech)

o informed consent (n.) – a patient’s consent to a medical or surgical procedure or to participation in a clinical study after being properly advised of the relevant medical facts and the risks involved

o human experimentation (n.) – a test or procedure carried out on a person under controlled conditions to determine the validity of a theory or make a discovery

11. What was the purpose of Southam’s experiment?

12. Why did Southam choose prisoners as test subjects?

13. How does Skloot’s description of the experiments on prisoners help make meaning of informed consent?

14. What is the effect of Skloot’s use of the word refrain to describe the prisoner’s quotes?

15. How do Skloot’s details of Southam’s patients contribute to her perspective about informed consent in this specific study?

16. Why did Southam believe he was actually testing patients for cancer?

17. What did Southam consider to be “responsible clinical practice” (p. 130)?

18. What is the impact of Skloot’s insertion of “(rightly or wrongly)” (p. 130) into Southam’s quote?

19. What claim does Skloot make about Southam’s “deception” (p. 130)?

20. What is the effect of Skloot’s reference to “the research Nazis had done on Jewish prisoners” (p. 131) in connection with Southam’s study? How does this reference advance her purpose in this portion of text?

21. Why does Skloot choose this section of the Nuremberg Code?

22. Why did the Nuremberg Code never pass as a law in the United States?

23. Why was Southam free from the informed consent ruling in civil court?

25. What can you infer from Southam’s statement that “it seemed stupid to take even a little risk” (p. 134)?

25. How did Southam’s lawyer support the claim that Southam did not participate in “unprofessional conduct” (p. 134)?

26. Explain the two perspectives present in the case brought before the Board of Regents. Which perspective supports Skloot’s purpose?

27. Compare the cases of Bertil Bjorklund and Southam. What happened to each scientist? Which case brought about change in scientific practices?

See you Tuesday, May 12th, at 8:50 am!