Mrs. MacColl's Biology Page

"Stem Cell Research"

Due Date: Monday, February 11, 2008

Purpose: 

The topic of stem cells has been a subject of debate since it began.  After some research, you will learn what stem cells are, where they are found, and how they may be used.  In addition, you will evaluate and defend or attack President Bush’s ruling on federal spending for stem cell research.  This project consists of multiple parts, each of which will be organized in a 1/2 inch binder with tabbed sections.

Your project should include the following parts:

Part I:  Abstracts of newspaper articles regarding the topic of stem cell research (include articles)

Part II:  Question Set I (include article)

Part III:  Question Set II (include article)

Part IV:  Create an Advocacy Brochure

Part V:  Video on both sides of the issue

Part VI:  Class Oral Debate on federal funding of stem cell research

Your project will be graded upon the following criteria:

Please refer to the rubrics given to you in class.

General information:

Part I:  Abstract/summaries

Read the following articles and type an abstract/summary on each (double space, 12 font, and 1 inch margins).

1. Bush OK’s Limited Stem Cell Funding Science – LA Times, August 10, 2001
2. Bush’s Stem Cell Decision Draws Critics on Both Sides – LA Times, August 10, 2001
3. Abortion Foes Split Over Plan on Stem Cells – New York Times, August 12, 2001
4. Viability of Stem Cell Plan Doubted Bush Policy Could Limit Research, Scientists Say – Washington Post, August 20, 2001

How to Write an Abstract

An abstract is a paragraph that summarizes periodicals, and sometimes books. They are accompanied by a bibliographical description to enable the publications or articles to be traced. This is the information you need for a complete bibliography:

• author of the article:
• title of the article:
• title of the periodical:
• volume number:
• date of periodical:
• exact number of pages:

When writing an abstract, follow this structure:

1. Topic sentence: identifies main idea or what the article is about.
2. Main body: to explain the scope, range or depth of the article.
3. Concluding sentence: to state the major conclusion(s) or recommendation(s).

Example of a descriptive abstract:

Kozlowski, James C.  "Coaches delay emergency treatment for player suffering heat stress."

                                Parks and Recreation, Jan 92, p. 26.

A high school student died from heat stress in a football workout. [Topic Sentence] The parents brought action against the school board for negligence. [Main body] Legal implications of first aid and assistance in emergency are discussed using the court case as an example. [Concluding Sentence]

Part II:  Question Set I

From “For Students:  Political Science” at: 

http://www.pbs.org/newshour/extra/features/july-dec01/stem_cells.html

Go to the above website and answer each of the following questions in complete sentences.  Be sure to restate the question in your answer (double space, 12 font, and 1 inch margins).

1. What is the controversy all about?
2. What elements of stem cell research can be funded by federal money and what cannot?
3. What is a stem cell?
4. What does pluripotent mean?
5. Where are stem cells found?
6. What types of stem cells are more useful, according to most scientists?
7. What is an embryo?
8. What is a blastocyst?
9. What happens to the embryo once stem cells are removed?
10. What are some possible potential uses for stem cells?
11. Why are some people opposed to stem cell research?
12. What do the proponents of stem cell research have to say?

Part III:  Question Set II

From “President Bush to Allow Funding for Limited Stem Cell Research” at:

http://www.pbs.org/newshour/bb/health/july-dec01/bushspeech_8-9.html

Go to the above website and answer each of the following questions in complete sentences.  Be sure to restate the question in your answer (double space, 12 font, and 1 inch margins).

1. Where would the stem cells for research come from?
2. What is in-vitro fertilization?
3. What happens to the left over embryos after a couple has successfully had children?
4. What are the other sources of stem cells?
5. Why do scientists prefer embryonic stem cells?
6. Why should the United States use federal funding for scientific research?
7. What ethical questions did President Bush have to consider before making his decision?
8. What is the connection between stem cell research and cloning?
9. According to President Bush, how many stem cell lines exist?
10. What was Bush’s final decision about funding stem cell research?

Part IV:  Advocacy Brochure

The class will be divided into three groups and will be assigned one of three viewpoints.  These viewpoints may not necessarily be your personal opinion.

The three viewpoints will include:

1. Full support of Bush’s limited funding of stem cell research – perhaps a government agency like NIH (National Institute of Health).
2. Against strict limits of Bush’s plan – perhaps a university research team.
3. Against any use of embryonic stem cells – perhaps a religious affiliated or bio-ethics group.

Your student-created brochures should include the following criteria:

1. Be graphically pleasing to the eye.
2. Consist of a tri-fold or mini-book style.
3. Have a clear title including the author…YOU!
4. Accurately and thoroughly explain what stem cells are.
5. Explain what stem cells are used for.
6. Explain how stem cells are obtained.
7. Have supporting drawings or diagrams.
8. Include a glossary of terms involved with stem cell research.
9. Clearly present the assigned point of view.
10. Justify the assigned point of view with supporting details and examples.
11. Include a bibliography using MLA (must be on back of brochure).

    Part V:  Video on the Pros and Cons of Stem Cell Research

1. Express your opinion about stem cell research.  Write down the main points, opposing viewpoints, and think critically about your reaction. 
2. Carefully explain your thoughts in a few paragraphs and then find evidence to support YOUR PERSONAL opinion.  It’s not enough to say, for example, “I think the school day should be shorter.”  Write down WHY and find evidence to support your claim. 
3. Find an opinion poll or a quote from an expert who supports YOUR viewpoint.  What does the other side say?  Try to depict their argument in a respectful way and then say why you stick to your opinion. 
4. Include a bibliography (MLA) on the last "page" of your video.
5. Within your editorial, answer/discuss/argue the following questions:

·        Should the federal government support stem cell research by funding scientists with $10 million or should the money go towards something else?  Why or why not?  Explain and support your argument.

·        When does a fertilized cluster of cells become living or become a person?  Does that unborn being have any rights?  Are they becoming a “piece of property” for scientific research?  Explain and support your argument.

·        What is wrong/not wrong with doing research on cells obtained from aborted fetuses?  Explain and support your argument.

·        What should the legal regulations for stem cell research be (discuss them) and why should they be implemented in our society?  Explain.

·        If your future child was dying and in need of a transplant and there was no genetic match to be found, would you resort to stem cell research to help your child or would you oppose it because of the ethical conflicts?

Websites depicting different viewpoints on stem cell research:

http://www.sciencedaily.com

http://www.sciencedaily.com/search/?keyword=stem+cells

http://www.pbs.org/newshour/bb/health/july-dec01/ethics_8-10.html

http://www.pbs.org/newshour/health/stemcells.html

http://www.cordbloodfacts.com/Stem-Cell-Controversy.asp

http://www.cordbloodfacts.com/Stem-Cell-Cloning.asp

http://www.pbs.org/newshour/bb/health/july-dec00/genome_8-24.html

http://www.pbs.org/wgbh/nova/miracle/stemcells.html

http://www.stemcellresearchfoundation.org/

http://www.medicalnewstoday.com/sections/stem_cell/

http://www.npr.org/templates/story/story.php?storyId=5204335

http://www.whitehouse.gov/news/releases/2006/07/20060719-3.html

http://www.cnn.com/2006/POLITICS/07/19/stemcells.veto/

http://stemcells.nih.gov/index.asp

http://www.whitehouse.gov/news/releases/2006/07/20060719-6.html

http://edition.cnn.com/2006/TECH/science/04/14/fs.stemcellprofile/

http://www.washingtonpost.com/wp-dyn/content/linkset/2006/01/18/LI2006011800846.html

http://www.biologynews.net/archives/stem_cell_research/

http://ww.cnn.com/SPECIALS/2001/stemcell/

http://www.macon.com/mld/macon/news/nation/12931252.htm

http://www.time.com/time/2001/stemcells/

Part VI:  Oral Debate

The groups with the same viewpoints as assigned in Part IV will gather together and orally debate with the other groups with opposing viewpoints.  You and your group must remain respectful to the other groups regardless of how strong your feelings may be against their viewpoints.  You and your group should have some examples, stories, and other explanations supporting your viewpoint on the day of the debate to make your oral argument stronger.  Everyone has to participate.  You will be graded on how well prepared you are, how organized your group is in arguing your viewpoints, and overall how strong the debate is.

Previous Projects