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Stem Cell Teachers’ Kit Discovering stem cells: science and issues for the classroom Acknowledgements This project was supported by the Department of Innovation, Industry, Science and Research under the National Enabling Technologies Strategy’s Public Awareness and Community Engagement Program. The Australian Stem Cell Centre (ASCC) would like to acknowledge the hard work and dedication of Jennifer Mansfield in helping us bridge the gap between teaching and science in the completion of this Teachers’ Kit. Terms of Use of Materials These resources and materials (Materials) and all copyright and other intellectual property rights in the Materials is the property of or is licensed to Australian Stem Cell Centre Limited (ASCC). The Materials are provided under licence to the School exclusively for teacher supervised school classroom use and related educational purposes only and for no other purpose. The School must not use the Materials for any commercial purpose or reproduce, republish, modify, sell, transfer or otherwise distribute the Materials (or any part of them) to any other person for any purpose without the prior written permission of the ASCC. Disclaimer By accepting these Materials, the School acknowledges and agrees that: n Whilst ASCC aims to provide accurate information in the Materials, ASCC does not warrant the accuracy or suitability of such information. By using the Materials the School assumes full responsibility and all risks arising from such use. The information presented may inadvertently include technical inaccuracies or typographical or factual errors. n ASCC makes no representation and gives no warranty in relation to the information in the Materials. To the full extent permitted by law, ASCC makes no representation and gives no warranty, express or implied, whether by law, contract or otherwise, including without limitation, in relation to any product or service, any warranty of merchantability, fitness for purpose, or no infringement of any third party rights. n In no circumstances will ASCC be liable for any loss or damage of any kind, including, without limitation, direct, indirect, special (including loss of profit), consequential or incidental damages arising from or in connection with the use of these Materials or any information contained in them. n ASCC disclaims any liability for injury, loss or damage resulting from the use of these Materials by any person. Authors Dr Megan Munsie, Aimee Sanderson, Rebecca Skinner Contents Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Introduction for teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Teachers’ Kit overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 How to use this Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Chapter 1 What are these things called stem cells? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Activity 1.1 Introducing…stem cells! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Activity 1.2 Tuning in – stem cell word splash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Activity 1.3 What are stem cells? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Chapter 2 The different types of stem cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Activity 2.1 The two main categories of stem cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Activity 2.2 Visualising thinking about stem cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Activity 2.2.1 Mind map of stem cell types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Activity 2.2.2 Stem cell picture sorting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44 Activity 2.3 Consolidating knowledge about stem cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Activity 2.4 Potent lingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Activity 2.5 So what’s so special about stem cells? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Chapter 3 Techniques for obtaining and specialising stem cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Activity 3.1 Forming an embryo – from egg to blastocyst . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Activity 3.2 IVF – how does it work? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Activity 3.5 How are stem cells specialised into different cell types? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74 Chapter 4 Stem cell use – now and in the future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Activity 4.1 What are stem cells currently being used for? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Activity 4.1.1 When did stem cells start being used? A timeline activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Activity 4.1.2 Demystifying stem cell use. What are stem cells really being used for? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87 Activity 4.2 Uses of stem cells – media review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Activity 4.3 Stem cell research assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 3 Chapter 5 Stem cells – facts and fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Activity 5.1 Stem cell opinion poll . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101 Activity 5.2 Stem cells – fact or fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103 Activity 5.3 Commonly asked questions about stem cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 Activity 5.4 Headline splash – stem cells in the media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107 Activity 5.5 Medical tourism – not always a happy holiday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 Activity 5.5 Stem cell tourism – not always a happy holiday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113 Activity 5.5 Stem cell tourism – not always a happy holiday – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115 Chapter 6 It’s stem cells – the issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116 Activity 6.1 It’s stem cells – the issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Activity 6.2 It’s topical – stem cell issues essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123 Activity 6.3 It’s printable – writing media articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125 Activity 6.4 It’s ethical – role play an ethics committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127 Activity 6.5 It’s presentable – presentations on stem cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 Activity 6.6 It’s personal – blogs, chats and discussion activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .135 Common acronyms and glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 Appendicies Appendix 1 List of handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .138 Appendix 2 Stem Cell Teachers’ Kit Curriculum Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139 4 Introduction for teachers Many Australian science curricula, including the new National Science Curriculum, aims to ‘provide students with a solid foundation in science knowledge, understanding, skills and values on which further learning can be built’1. As lifelong learners, our students are encouraged to become global thinkers who are aware of the environment and community around them. With new technologies developing so fast, it is difficult for students and teachers alike, to keep up to date. See appendix 2 for a complete summary of the Stem Cell Teachers’ Kit Curriculum Guide for Science, Religion Education, Philosophy and English, and which activities correspond to individual state requirements. Research into stem cells and their applications advances rapidly and is of high interest to the general public. Articles about stem cells regularly feature in Australian and global media. The science behind stem cell acquisition and use is commonly poorly understood by students and adults alike. This kit enables teachers to introduce and incorporate the concepts of stem cell science into their class rooms. What this kit contains: The kit consists of six chapters (see contents below), each chapter containing a number of activities varying in length and difficulty (to cater to different levels, age groups, depth of knowledge required and time). The activities provide useful information, links and activities related to stem cells and also to a variety of other areas of biology. Use some of the activities as a tuning exercise, or as background information about stem cells for students who are to complete an issues based essay, debate or presentation. Many of the activities are interchangeable and do not necessarily need to be followed sequentially. So that activities work as standalone sections, relevant information on student outcomes, references and resources has been captured and repeated in the information boxes at the beginning of each activity. Teachers can mix and match activities to consolidate a particular area of stem cell science or biology they wish to address. Teachers can also combine a number of activities to make a lesson plan and even a number of activities to make up an entire unit of work. Activities can be used to develop one or more key learning or thinking skills. Each activity consolidates a number of key scientific skills including comprehending and understanding new concepts and knowledge, applying knowledge, problem solving, thinking critically and evaluating. Activities mostly contain one or more higher order thinking tasks and incorporate a number of different skills. A number of activities also describe how tasks can be adapted to cater for the individual learning styles of different students (i.e. basic or more advanced concepts). How to use the kit: Throughout the kit there are suggested activities which teachers can use or modify to suit their students level and ability. Many activities contain handouts which can be photocopied or printed and distributed to students. Many handouts contain information and diagrams that may be useful for students to understand new concepts when they are first presented and also act as a reference for concept consolidation during and at the end of a teaching unit. Most handouts have review questions or student response sections. All of these handouts are supported with suggested answers on subsequent pages. This kit has been designed to be of assistance to teachers in the following key learning areas: n Year 10 Science n Year 11 and 12 Biology n Year 10, 11 and 12 English n Religious education, in particular ethics n Year 11 and 12 Philosophy 1. Shape of the Australian Curriculum: Science, May 2009 http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Science.pdf 5 Teachers’ Kit overview Chapter Synopsis 1. What are these things called stem cells? Stem cells feature heavily in the media, but many students do not know what a stem cell actually is. In this chapter, stem cells are defined and introduced through a series of short activities. 2. The different types of stem cells Stem cells can be categorised into two broad categories: pluripotent stem cells and tissue based stem cells (also referred to as adult stem cells). This chapter introduces these two broad types of cells and helps students to understand the versatility and limitations of the two types. 3. Techniques for obtaining and specialising stem cells This chapter explores how stem cells are isolated and manipulated so that they differentiate into cell types. Activities include: n an outline of how a fertilised egg develops into an embryo n how the IVF process works n how embryonic stem cell are obtained. Difficult concepts are introduced that deal with: n advances in induced pluripotent stem cells n cloning. 4. Stem cell use now and in the future This chapter explores not only the current and potential uses of stem cells in clinical applications; but all other significant areas of stem cell research including potential drug screening. 5. Stem cells – fact and fiction With stem cells featured frequently in the media, it is important to distinguish fact from fiction. This chapter outlines and resolves many of the misconceptions. 6. It’s stem cells – the issues Stem cell use and research is a hot topic! This chapter outlines a variety of way for students to explore, discuss, present and reflect on stem cells. Glossary Common words used in stem cell research. 6 How to use the Stem Cell Teacher Kit – A guide for teachers The aim of this kit is to enable teachers to easily introduce and incorporate the concepts of stem cell science into their class rooms. This Kit contains a number of activities varying in length and difficulty (to cater to different levels, age groups, depth of knowledge required, different key learning areas and time). The activities in this kit: n Can be adapted by teachers. I.e. shortened or extended to cater for differences in teacher/student time and resources. n Can mostly be used as standalone activities. n Can be joined together to make a whole lesson plan or even a unit plan. n Range from tuning in exercises and background information about stem cells to activities that can be used to consolidate deeper understating about a particular area of stem cell science or biology. n Can be readily interchanged and do not need to be followed sequentially. n Have masters to photocopy or print that can be distributed to students. Most handouts have review questions or student response sections. n Are supported with suggested answers on subsequent pages. n Incorporate the use of ICT where applicable. n Provide links to useful information, links and activities related to stem cells and also to a variety of other areas of biology. n Can be used to develop one or more key learning or thinking skills. Such as comprehending and understanding new concepts and knowledge, applying knowledge, problem solving, thinking critically and evaluating. n Can be used to cater for higher order thinking. n Can be used to cater for a number of different learning styles. 7 Suggested teaching plan – Scenario 1: Year 10 science ‘I want to introduce stem cells to year 10s. The unit is on genetics and I want to highlight a number of gene technologies, such as GM, stem cells, cloning, etc. I have about 2–3 lessons (45 minutes each) that I can devote to stem cells. Students only need to understand the basic concept behind stem cells, general uses and a general idea of ethical issues’ 1. Tuning in Activity 1.1 Brainstorm 5–10min, whole class Activity 1.1 KWL 2–5min, individual Activity 1.3 What are stem cells? 10–15min, individual Use the whole class brainstorm activity to grab student attention and get them thinking about where they have seen ‘stem cells’ before. In their workbooks, ask students to write what they already know and what they want to know about stem cells. At the end of the lessons, have them write what they have learned, as a quick self reflection task. This activity is a good introduction to stem cells and their general properties. 2. Developing understanding about stem cells Handout 2.1.2 Types of stem cells – jumbled task (basic) 10–20min, individual/pairs Activity 2.3 Role play (about stem cells) 20–40min, pairs/small groups Activity 3.4 Reprogramming cells – iPS and SCNT videos 10–30min, individual Use this cut and paste activity to introduce the types of stem cells. All the information is there, it’s just jumbled up. Students can stick the finished table in their books and refer back to it. (Want to make it more inquiry based – swap this task with ‘research’ version 2.2.1.) Optional task: Role play about stem cells. Catering for the kinaesthetic learners, ask students to create a short role play about the types of stem cells. Introduce the concept of iPS and SCNT (cloning) as a way of obtaining stem cells. Watch the videos and discuss as a group, and/or ask students to write a brief summary of what they have learned. Use a Venn diagram to investigate the differences and similarities of the different stem cell types. 3. Consolidating understanding about stem cells Activity 4.2 Use of stem cells – media review. 20–30min research + 15–30 min presentation, individual/pairs Activity 5.1 Opinion poll 15–20min, group Activity 6.5 It’s personal 30–90min, individual/pairs /groups Distribute different articles about the research in the field of stem cells. Ask some students to research bone marrow and cord blood usage (as these techniques have been in use for many years now). Ask students to provide a summary of their findings to the class. Use some of the opinion poll slides to get students thinking about how they personally feel about stem cells and their (potential) use in society. Run a class poll to see how their views compare. Use one of the chapter 6 activities to finish the teaching sequence. Use the ‘It’s personal’ activities to get students reflecting on what they have learned. 8 Suggested teaching plan – Scenario 2: Year 11 biology ‘I am exploring cells with year 11 students in biology. We are looking at plant and animal cells. I would like to link key concepts and promote more depth to student understanding about cells and tissues in different organisms.’ Suggestion: Incorporate the following activities into the regular teaching unit. The context for each activity is provided. Activity 1.1 Picture stimulation 10–15 min, individual Activity 1.3 What are stem cells? 10–15min, individual Activity 2.2.1 Mind map about stem cells (summary) 10–15min, individual Activity 2.2.2 Stem cell picture sorting 15–30min, individual/pairs Activity 2.4 Potent lingo 10–15min, individual/pairs Activity 2.5 What’s so special about stem cells 15–30min, individual Activity 3.3 Reprogramming cells – plants do it naturally 10–15min, individual Stem cells give rise to many different cell types. Students are taught about cells in terms of the different cell types, such as an intestinal lining cell, a sperm cell, a blood cell, a stomata cell. How do these cells arise though? Ask students to consider the unlabelled diagram and think about how versatile stem cells are. Follow the exercise up with ‘activity 1.3 What are stem cells?’. Alternatively, provide the labelled stem cell diagram with activity 1.3. There are different types of stem cells. Students can research these different stem cell types and summarise their learning on the mind map (activity 2.2.1). Scientists use microscopy to study cells. Use the picture sorting exercise and accompanying diagram 2.2.2 ‘What am I looking at’ to demonstrate the variety of images that can be obtained using a microscope. Link this exercise to proteins – i.e. how different proteins are made from different genes, different cells produce different proteins (different gene expression). Scientists use words to describe things. Many scientific words have Latin or Greek origins. Learning about biology can sometimes be overwhelming because there are so many new words. This activity helps students realise that some difficult scientific words contain smaller, descriptive words. Plant and animal cells have similarities and differences. Students understand the basic differences between plant and animal cells, such as plants have chloroplasts and animal cells have lysosomes etc. The cells themselves develop into specialised cell types and different tissue types. These two activities can be used together to highlight the origins of the many different cell and tissue types that make up animals and plants. The concepts of differentiation and transdifferentiation (cell reprogramming) are covered in these activities. Activity 3.4 Reprogramming cells – iPS and SCNT videos 10–30min, individual Scientists can reprogram specialised cells. Use activity 3.4 to highlight not only the current research being done into cell reprogramming, but also highlight the amazing work being done here an overseas in the field of stem cell research. Activity 3.5 How are stem cells specialised into different cell types? 20–40min, individual How are cells specialised? This activity outlines how cells become specialised, particularly in the human body. Some cells and tissues cannot be replaced, whereas some cells are continually being made via mitosis. Link this topic to the idea of mitosis and highlight that many cells require stem cells to make more cells of a particular type. Activity 3.1 Forming an embryo 15–20min, individual Sperm cells, egg cells and an embryo. This activity outlines how an embryo is made. It can be incorporated into a unit on cells or reproduction. 9 Suggested teaching plan – Scenario 3: Year 12 biology Suggestion: Incorporate the following activities into the regular teaching unit. The context for each activity is provided. Activity 3.5 How are stem cells specialised into different cell types? 20–40min, individual Activity 4.1.2 What are stem cells being used for? 10–20min, individual Activity 4.2 Use of stem cells – media review. 20–30min research + 15–30 min presentation, individual/pairs Activity 4.3 Stem cells assignment 1: ‘Stem cells can help…’ 2–4 lessons, individual Activity 4.3 Stem cells assignment 2: Stem cells treat mystery illness 2–4 lessons, individual Activity 5.1 Opinion poll 15–20min, group ‘I am looking for an activity to help consolidate the concepts of gene expression and signal transduction.’ ‘I am looking of an example of HLA matching and/or tissue transplants.’ ‘I want to link the teaching of disease to something tangible and interesting.’ ‘I am looking for a research task where students can investigate a disease and the current treatment/s OR research being undertaken into future treatment/s.’ ‘I am after a research/summary task that links together the concepts of the nervous system, autoimmune disease and the body detecting/fighting pathogens.’ ‘I want an activity that gets my students thinking about issues and implications relating to scientific and technological developments.’ Activity 5.4 Headline splash 15–50 min individual/pairs Activity 6.2 It’s topical – stem cell essay 1–2 lessons, individual ‘I am after an assessment task for year 12 biology that investigates a current application of gene technology/biotechnology.’ Activity 6.3 It’s printable – writing media articles 15–50 min individual/pairs Activity 6.5 It’s presentable – oral presentation 60–90min, individual/pairs Activity 6.5 It’s presentable – poster presentation 60–90min, individual/pairs Activity 6.5 It’s presentable – webpage presentation 30–90min, individual/pairs Activity 6.5 It’s presentable – video presentation 60–90min, individual/pairs/groups 10 Suggested teaching plan – Scenario 4: English (issues) ‘My students are going to be exploring stem cells for their issues essay. I need them to understand the basic concepts of stem cells, but I don’t want to overload them with too much scientific information.’ Activity 1.2 Stem cell word splash 10–30 mins, individual or groups Activity 1.3 What are stem cells? 10–15min, individual Handout 2.1.4 Types of stem cells – jumbled task (complex) 15–25min, individual/pairs Activity 3.4 Reprogramming cells – iPS and SCNT videos 10–30min, individual Introduce the idea of stem cells and the issues/topics surrounding stem cell research and use by using this group/individual activity. Consolidate student understanding of the versatility and appeal of stem cells by using this activity. Use this stand alone activity (or use the research task option if time permits) to introduce students to the different kinds of stem cells and how they are derived, their uses, advantages and drawbacks. To further investigate how stem cells are obtained, use these activities to highlight the difference between the three pluripotent stem cell types. Activity 3.2 IVF – how does it work? 20–40min, individual/pairs Activity 4.1.1 Timeline activity 10–20min, individual Activity 5.1 Opinion poll 15–20min, group Activity 5.5 Medical tourism 15–30 min, individual/pairs Activity 6.1 It’s stem cells – the issues 10–50min, individual/pairs/ groups ‘Look at the progress of stem cell research.’ To give students an appreciation of this, the time line activity would be useful. To investigate the issues surrounding stem cell research and use, use the polling activity to ascertain student feeling on the different issues. This task can also highlight any student misconceptions. (Activity 5.2 ‘facts and fiction’ can also be useful.) Optional task: Medical tourism. This is an interesting side issue regarding stem cell use and the use of other therapies that could be another interesting topic for students to investigate. These tasks can be used to discuss the issues, prepare students for the assessment task or can be used as the assessment task. Activity 6.2 It’s topical – stem cell essay 1–2 lessons, individual 11 Chapter 1 What are these things called stem cells? This chapter contains a number of ways to introduce the concept of stem cells, what they are, how cells differentiate, why stem cells are so important and what makes them so special. The activities can be used as standalone activities, or as part of a unit of work. Each task introduces the concept of stem cells and also aims to develop a series of key skills. Mix and match the tasks to formulate a lesson plan. Alternatively, spread a few activities around the room in stations and have students move from station to station for a period of time. Background teacher information Stem cells play a critical role in normal growth and development by providing new cells for growth, and for replacing and repairing used and damaged tissues. They give rise to all the different cell types in the body. Stem cells differ from other cells as they are ‘unspecialised’ and have the potential to change into specialised cell types. Stem cells are also unique in that they are capable of self renewal (that is, they can reproduce by themselves). This chapter introduces the concept of ‘potency’ and stem cells. Pluripotent stem cells have the ability to become any cell type in the body, and multipotent stem cells can usually only become the cell type from which they originate (e.g. nerve stem cells become nerve cells). The different types of stem cells will be discussed further in chapter 2: The different types of stem cells. Purpose This chapter aims to provide a basic overview of the three main qualities of stem cells: they are unspecialised, they can be induced to specialise and they can self renew and grow in culture. Later chapters of this kit further explore the similarities and differences between the pluripotent stem cells (e.g. embryonic stem cells) and tissue stem cells (e.g. adult stem cells) in more detail. List of activities Activity 1.1 Introducing…stem cells! A list of strategies to help introduce the concept of stem cells. Aimed at all levels of ability from year 10 to year 12. Can be used in Science, English, ethics and Philosophy. Activity 1.2 Tuning in – stem cell word splash Use the ‘Stem cell word splash’ page in a variety of different activities to inspire thinking and discussion on all things ‘stem cell’. This activity can also be used as a revision tool at the end of a teaching unit. Activity 1.3 What are stem cells? What are stem cells? An informative worksheet and reading comprehension task. 12 Activity 1.1 Introducing…stem cells! Purpose Below are six strategies designed to introduce the concept of stem cells. Use one or a few activities at the start of the topic to get students thinking and discussing stem cells. Class time required 10–30 minutes, depending on task. Resources required Specified in each section below. Student knowledge outcomes n To brainstorm and recall what students already know about stem cells. n To become familiar with the concept that stem cells give rise to other cells in the body. Student skills outcome Applying previous knowledge and understanding, communication skills and group work, thinking skills and problem solving. Prior knowledge None required. Common misconceptions n Stem cells are only found in the stems of plants. n Humans are the only living things with stem cells. Fact: Stem cells are found in the tissues of all plants and animals. n Stem cells are artificially synthesised cells that are only made in the laboratory. Fact: Stem cells are the main growth and repair cells in the body and they are functioning right now in all of us. Once stem cells have been obtained from the body they can, in the right conditions, be grown in a laboratory. Further Resources Introductory information about stem cells for teachers: n The Australian Stem Cell Centre: http://www.stemcellcentre.edu.au/For_The_Public.aspx n The Stem Cell Channel: http://www.stemcellchannel.com.au n Stem Cell School: http://www.stemcellschool.org n California Institute for Regenerative Medicine website (CIRM): http://www.cirm.ca.gov/Stem_Cell_Basics n CIRM Education Portal: http://www.cirm.ca.gov/Stem_Cell_Education_Portal n Northwest Association for Biomedical Research (NWABR) website: http://www.nwabr.org/education/stemcell.html References Bennet, B, Rolheiser-Bennet, C and Stevahn, L. (1991) Cooperative learning: Where heart meets mind. Educational Connections, Toronto, Canada. 13 Activity 1.1 Task Educational rational/aim/key skills and resources Brainstorm Write the words ‘stem cells’ on the board. Ask students for the first words or phrases that come into their mind when they think about stem cells. Write all ideas on the board. This activity stimulates class room discussion and prompts the students to think about the concept of stem cells. The method can be adapted to initiate a student led discussion on stem cells. This can be done as a whole group, in smaller groups or individually. More specific aspects of stem cell research and uses of stem cells could be used for the smaller group brainstorming. Examples of words/phrases include: embryonic stem cells, ART (assisted reproductive technology), embryos, adult stem cells, when does life begin?, stem cells could cure diseases, etc. Key skills: Thinking, tuning in on a topic and group work. Resources required: Access to white board or smart board. To break students up into small groups, divide the total number of students by four. For example if there were 28 students, make seven groups. Number students individually within the groups from one to seven. Ask all the number threes, for example, to work in a group together. This divides the students up in a varied way. Graffiti group task On A3 or butcher’s paper, write a word or phrase that relates to one aspect of stem cells. In small groups (three to four), students write all the words, phrases or draw diagrams that come to mind about that key idea and write it on the page. This activity can be used as a tuning activity or as a concluding activity for revision. Key skills: Cooperation during group work, thinking skills, evaluating, summarising. Students can use different coloured felt pens so each student’s contribution to the task can be Resources required: Butcher’s tracked. After a set period of time, the teacher paper or A3 paper, felt tip pens. stops the students and asks the groups to pass their page to the next group. The task begins again with the next key idea. Alternatively, students can physically move from one table to the next. After the pages have circulated around the room, the original group then reads what the other students have contributed. The group discusses the new notes, summarises the ideas, draws a conclusion about the key idea and presents their findings to the class. Alternatively, gather up all the pages and make a group listing of responses. Discuss key ideas and link to another stem cell activity. (Bennet et al. 1991.) KWL (Know: want to know: what have I learned chart) Ask students to draw up a KWL chart. The headings for the three columns are: 1. What I already know, 2. What I would like to learn, 3. What I have learned. Column three is completed at the end of the learning task/s. This activity helps students visualise what they already know about stem cells. This area of science is sometimes poorly understood by students and can be overwhelming. After completing the exercise, students may find they know more about stem cells than they first thought. Resources required: Student workbook or paper. 14 Activity 1.1 Task Educational rational/aim/key skills and resources Think–pair–share Present the central idea on the board and ask the students to think about stem cells. They can write a few comments/thoughts in their books. After a short while, ask students to pair up with a person beside them and share their thoughts. Student pairs could also share some ideas with the rest of the class. This activity helps students share ideas about stem cells that they may not wish to publically share with the whole class. The second student provides a sounding board on which the first student can float their ideas. Key skills: Thinking and reflecting on prior understanding, formulating opinions and group work. Resources required: Student workbook or paper. Picture stimulation using diagrams Firstly, present students with a picture showing ‘Image 1: Why are stem cells so special?’ Without telling the students what the picture is about, ask them to list as many facts as they can about what they think the picture represents. This task should encourage the students to think about how stem cells are primitive cells giving rise to other cells. The task can also be used as a lead in to another activity about the different types of stem cells. NB: ‘Image 2: Why are stem cells so special? Descriptive’ has been provided as a descriptive, general handout for teachers to provide to students. Unlike ‘Image 1’, this image has descriptive information about what stem cells are. 15 This activity lends itself to a more inquiry based learning approach. The student is given the stimulus required to formulate their own understanding of the topic. This activity can be followed up with factual/formal teaching or students can be guided to resources where they can further enhance their knowledge of stem cells at their own pace. Key skills: Critical thinking, application of prior knowledge, problem solving. Resources required: Onscreen image or printed copies of Image 1: Why are stem cells so special? Image 1 Why are stem cells so special? STEM CELL STEM CELL SPECIALISED CELL (e.g. neuron) cut along line Image 2 Why are stem cells so special? Descriptive STEM CELL When a stem cell divides, it can either: Self renew – make more stem cells or STEM CELL They can specialise and make a different cell type A stem cell that can: SPECIALISED CELL (e.g. neuron) 16 n become many types of cells in the body is called pluripotent n become only a few types of cells is called multipotent Activity 1.2 Tuning in – stem cell word splash For introductory information, resources, links and key knowledge see the information at the start of activity 1.1. Class time 20–30 minutes Purpose This is a ‘word splash’ exercise designed to generate thought and discussion about stem cells. Below are some examples of how this collection of ‘stem cell’ words could be used in the classroom. n Use at the beginning of a lesson/activity as a tuning in exercise to start a topic. Show the page on the data projector/smart board or print off a copy and distribute to students. The following is a list of possible student tasks: – Ask students to look at the words and then comment as part of a group discussion/brainstorming exercise on stem cells in general. – Ask students to write down some thoughts about how one or many phrases made them feel. – Ask students to select a word/topic that may be familiar to them. Ask them to write down what they already know about that word/topic. – Think–pair–share. Students think about the words in general or select one in particular, pair up with the person next to them and share their thoughts. Ask them to share some of their discussions with the rest of the class. n Use as a KWL activity. – Ask students to read the words and then draw up a table with three columns, as shown below. Put the words into the appropriate columns. What I already know about stem cells What I want to know about stem cells What I have learned about stem cells – The first two columns can be filled in at the start of the activity and the third column filled in after the teaching activities have been completed. n Cut out the words: – Divide students into groups and distribute one or a couple of related words to each group. Ask the student groups to discuss and record their interpretation of the words and present their thoughts with the rest of the class. – Ask students to hypothesise how their words fit into the concept of stem cells. Write a brief scenario/explanation about the words. (Note to teachers: although students may not know a great deal about stem cells at this stage, their answers here will reflect certain misconceptions which can be used to highlight areas to focus teaching and learning activities.) n Use the words for revision at the end of a teaching unit: – Words make newspaper headlines. Ask students to pick one/couple of the words and make a newspaper headline using that word. Write a brief synopsis of the article or swap headlines and ask a partner to write their interpretation of the headline. This idea may also be used at the end of a teaching topic when the ethics of stem cells have been discussed and students have a better understanding of the words. In this context, this activity can be used as a synthesis/application task. – Ask students to use one or more words to make a sentence about stem cells. Again, this will highlight any misconceptions at the end of a teaching unit. 17 Handout 1.2 Tuning in – stem cell word splash 18 Activity 1.3 What are stem cells? Purpose: This activity is a reading comprehension task that aims to consolidate three main facts about stem cells: they are unspecialised, they can be induced to specialise and they can self renew and grow in culture. Questions increase in difficulty and higher order thinking. Class time required: 20–30 minutes Resources required A copy of the black line master Handout 1.3 ‘What are stem cells?’. Video: Creation of Human Embryonic Stem Cells can be used as a tuning in activity. (http://www.stemcellchannel.com.au/ go to ‘What are stem cells’ and select the video titled ‘Creation of Human Embryonic Stem Cells’.) Student knowledge outcomes n To understand that stem cells are undifferentiated cells that can self renew or become specialised. n To understand how stem cells give rise to other cells in the body. n To understand that pluripotent stem cells are unspecialised cells that can be induced to specialise into different cell types. Student skills outcome n Low and higher order thinking: Reading comprehension, understanding, application, synthesis and evaluation. n Using analogies to explain a new concept. Prior knowledge n All living things are made up of cells. n Cells can specialise into different cell types, tissues and organs. These cells, tissues and organs make up all the systems of the body. Common misconceptions n Stem cells in the body are automatically pre-programmed to become a certain cell type. Fact: Stem cells require signals from surrounding cells to determine their growth and cell specialisation. n Stem cells can choose which cell types they develop into. Fact: Chemical signals determine cellular fate. n IVF embryos already have specialised cells. Fact: An early embryo (1–5 days old) is made up of a cluster of unspecialised cells. Embryonic stem cells are isolated from the inner cell mass (ICM) of the early embryo. Teachers note: The words differentiation and specialisation have essentially the same meaning when used to describe how unspecialised stem cells give rise to other more specialised cell types. Further Resources Information on stem cells can be found at: n The Stem Cell Channel: http://www.stemcellchannel.com.au/ – Click on ‘What are stem cells?’ and watch ‘This is how it begins’. Resources hexagon include fact sheet. n ABC TV Catalyst – Stem Cell Special: http://www.abc.net.au/catalyst/stemcells n The National Institutes of Health website with information about stem cells: http://stemcells.nih.gov/info/basics n California Institute for Regenerative Medicine. Information about types of stem cells. Great teacher resources. Videos and pictures: http://www.cirm.ca.gov/StemCellBasics_Definitions n EuroStemCell–the European stem cell portal. Watch relevant segments of the video ‘A stem cell story’: http://www.eurostemcell.org References: ASCC Fact sheets: http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx 19 Handout 1.3 What are stem cells? The body is made up of about 200 different kinds of specialised cells such as muscle cells, nerve cells, fat cells and skin cells. All cells in the body are derived from stem cells. Stem cells are precursor cells that have not yet been specialised. Stem cells become specialised through a process known as specialisation (also known as differentiation). During specialisation, different chemical stimuli act on the cell and cause it to develop into a specific cell type. Once a cell is specialised it has a particular pattern of gene expression that sets it apart from other cell types. Think of a stem cell as a blob of plasticine with no specific form. Once a certain stimulus is applied to the plasticine, such as moulding it with your fingers, it can be changed into a different shape. However, once a cell is differentiated it cannot easily go back to being unspecialised, unlike the blob of plasticine! Stem cells differ from other cells in the body in several ways 1. Stem cells are unspecialised. They have not developed into cells that perform a specific function. 2. Stem cells can specialise. They can divide and produce cells that have the potential to become other more specialised cell types or tissues. These new cells and tissues are used to repair or replace damaged or diseased cells in the body. 3. Unspecialised stem cells are capable of self renewal. Stem cells are able to divide and produce many copies of themselves. Many cell types once they have become completely specialised (terminally differentiated) have a limited capacity to produce new cells of the same type. If a mature nerve or blood cell is damaged it cannot replace itself. 4. When stem cells divide, each daughter cell can either: a. stay as a stem cell, or b. the daughter cell can undergo many more cell divisions. With each division the cell becomes more specialised until it finally becomes a terminally specialised cell type. There are many intermediate cell types between the pluripotent stem cell and the final specialised cell type. Stem cells play a critical role in normal growth and development by providing new cells for growth and for replacing and repairing used and damaged tissues. Once stem cells have been obtained from the body they can, in the right conditions, be grown in a laboratory. Scientists can then influence what type of cell a stem cell grows in to by adding chemicals to the cell culture or changing how the cells are grown. Stem cell analogy Below is an analogy showing how unspecialised stem cells can be likened to an ‘unspecialised’ high school student. Stem cell facts Analogy to help explain the concept of stem cells There are about 200 different kinds of specialised cells in the human body. There are thousands of different jobs that people can do once they leave school. All cells in the body are made from stem cells that are unspecialised. High school students do not have a career. They are in one way; all the same. The process of cell specialisation is also called differentiation. Students train for their specialised career by going to university, TAFE, completing an apprenticeship or training on the job. Once cell specialisation has taken place the cell cannot easily become another cell type. People can change careers by retraining. Lucky we are not stem cells! (Newsflash: recent scientific advances have been able to reprogram specialised cells! But this research is still in its infancy.) Possible misconceptions due to the analogy: Students can choose which career they pursue, stem cells do not choose which cell types they become. Unlike choosing a career, it is not a conscious process. Growth factors and the environment within the tissue in which the stem cell resides actually influence the type of cell that the stem cell will develop into. 2 0 Evaluation Questions 1. Explain what is meant by a specialised cell. 2. How do stem cells become specialised? 3. What might happen if a stem cell does not differentiate properly? 4. Answer true or false to the following statements: a. A nerve cell is the same as a stem cell. b. Sperm and egg cells are unspecialised cells. c. One stem cell could theoretically make millions of stem cells. d. A pluripotent stem cell can differentiate into a heart muscle cell. 5. Analogies are a helpful way of describing a new situation to another person. Write your own analogy, similar to the one above that describes the difference between an undifferentiated cell and a differentiated cell. a. Are there any possible misconceptions that might be apparent in your analogy? b. Explain your analogy to another person. Did they understand your analogy? c. After using your analogy to explain cell specialisation, are there any changes you would make to it? 6. Imagine you had a stem cell culture. What cell type of the body would you want your culture to grow into? Explain why you chose this cell type. 7. Summarise what you now know about stem cells. Use your own words to write down what you have learned in a couple of sentences. 21 Handout 1.3 What are stem cells – Teacher copy Questions and answers 1. Explain what is meant by a specialised cell. A specialised cell has a specific function or set of functions. A specialised cell may also have a distinctive appearance (morphology). 2. How do stem cells become specialised? Stem cells differentiate through many intermediate cell stages into a specific cell or tissue type. Chemical factors within the tissue will influence what cell type the resident stem cell specialises into. 3. What might happen if a stem cell does not differentiate properly? If a stem cell does not differentiate properly it would not develop into the specific cell type intended, and that new cell type or tissue would not grow and develop properly. It is also possible that the stem cell could develop into cancer. 4. Answer true or false to the following questions. a. A nerve cell is the same as a stem cell. False. A nerve cell is a specialised cell. It has a specialised function and a distinctive morphology. b. Sperm and egg cells are unspecialised cells. False. Gametes have a specific function and a distinctive morphology. c. One stem cell could theoretically make millions of stem cells. True. Stem cells are self renewing and in the right conditions can make many more copies of themselves. d. A pluripotent stem cell can differentiate into a heart muscle cell. True. Pluripotent stem cells make all specialised cell types. Including heart muscle. Specific chemical signals will influence what type of cell the pluripotent stem cell develops into. Note the use of the word differentiate instead of specialise. Both words are interchangeable and can be used in this context. 5. Analogies are a helpful way of describing a new situation to another person. Construct your own analogy, similar to the one above that describes the difference between an undifferentiated cell and a differentiated cell. Many possibilities. The idea here is to get students thinking about how some objects can be transformed into many different things. For example, an apple being differentiated into different apple products, such as an apple pie, apple puree, apple roll up etc. Flaws with this analogy are: the apple cannot make other apples (not self renewing). The apple can’t grow indefinitely. a. Not all analogies fit exactly. Are there any flaws in your analogy? Are there any possible misconceptions that might be apparent in your analogy? b. Explain your analogy to another person. Did they understand your analogy? c. After using your analogy to explain cell specialisation, are there any changes you would make to it? Self reflection about content and how well the student performed the task. These questions are designed to further the students understanding of the concept of differentiation. 6. Imagine you had a stem cell culture. What cell type of the body would you want your culture to grow into? Explain why you chose this cell type. This is a synthesis type question. There will be many possible answers and most will be fanciful. Although the exact science will not be understood and adhered to, students can still consider the number of possibilities that stem cells might provide. The key here is whether the students are thinking about the base stem cell and 2 2 then the body/tissue/organ cell it could make and the benefits. For example, making skin cells to repair scarring. Making spinal cord cells to repair motorcycle victim’s injuries. 7. Summarise what you now know about stem cells. Use your own words to write down what you have learned in a couple of sentences. Various answers. Students should understand that stem cells are precursor cells that make every cell type in the body. Answers should also include the understanding that stem cells are unspecialised and will become specialised during a process known as differentiation. Stem cells are also capable renewing themselves indefinitely (under favourable conditions). 2 3 Chapter 2 The different types of stem cells This chapter investigates the two main types of stem cells, each with their own subcategories: 1. Pluripotent stem cells can become any cell type in the body. Types of pluripotent stem cells include embryonic stem cells, induced pluripotent stem cells and stem cells created by somatic cell nuclear transfer. 2. Tissue stem cells are found in human and animal tissue and are often referred to as adult stem cells. Tissue stem cells are multipotent meaning they are usually restricted to forming the cell types of the tissue or organ from which they are found. All tissues probably contain stem cells with the most well known coming from bone marrow and umbilical cord blood. The activities in this chapter are designed to facilitate the development of a student’s understanding about these two main types of stem cells. The activities have varying levels of complexity. Teachers can use the basic level activities or just direct students to focus on the two main stem cell types if only a general knowledge of the types of stem cells is required. This chapter would be useful for non-science students who might be preparing for an issues based debate or issue analysis, such as an essay, multimedia presentation or a report on the issues surrounding stem cells. If a more in-depth knowledge on the derivation, advantages and limitations of the specific types of pluripotent and tissue stem cells is required, then the more complex and detailed activities will provide teachers with that support. Background teacher information There are two main types of stem cells: n Pluripotent stem cells can make every cell in the body except for placental cells. Examples of these cells include: – Embryonic stem cells have the capacity to renew themselves indefinitely and make almost every cell type in the body. They are obtained from embryos at a very early stage of development (pre implantation). This makes them extremely useful to scientists for research into how cells and tissues of the body grow and develop, and potentially useful for curing disease. However, an embryo must be destroyed to obtain the stem cells. – iPS cells – induced pluripotent stem cells – are stem cells made directly from a body cell (a somatic cell). Somatic cells are all the cell types of the human body apart from sperm or egg. The most common somatic cells used to make iPS cells are skin cells. The skin cells are induced to become pluripotent stem cells via various reprogramming techniques and have very similar features to embryonic stem cells. An advantage of the iPS cells is the ability to make patient specific cells for further research into the progression of that disease. Another possible advantage is that the cells will have the same ‘self’ markers as the donor nucleus. This potentially eliminates the issue of tissue rejection when transplanted back to the patient. However there are many other safety issues associated with this technology before this is an option. – SCNT – somatic cell nuclear transfer (therapeutic cloning) stem cells. These pluripotent cells are formed by inserting a somatic cell nucleus into an enucleated egg (an egg which has had the nucleus removed) which is then coaxed into dividing and becoming an embryo. The embryo then grows normally until the stem cells can be isolated. These stem cells resemble embryonic stem cells, but similar to the iPS cells, the SCNT pluripotent stem cells have the same ‘self’ markers as the donor nucleus and have the same potential advantages. SCNT stem cells have been made in mice and non-human primates (monkeys) but the technique has not yet worked using human cells. n Tissue stem cells are termed multipotent as they can make many cells but only of a certain type. They can usually only make the main cell types from which they are derived. Most tissues contain only a very small number of stem cells and are usually difficult to obtain and grow in the laboratory. The most well known tissue stem cell resides in the bone marrow and umbilical cord of a newborn. 2 4 Purpose This chapter contains activities designed to introduce the different types of stem cells and to help explain where they are derived. The activities can be used to build background knowledge on stem cell types for senior English, ethics or Philosophy students preparing an issue based task on stem cells. The activities can also be used for year 10–12 Science students as part of a unit of work to consolidate student’s understanding of cells, cell types and the versatility of stem cells. Activity 2.1 The two main categories of stem cells Activities to introduce the different types of stem cells 2.1.1 Find the information and fill in the table (basic) (using online resources and print). 2.1.2 Cut and paste sheet – jumbled table task (basic). 2.1.3 Find the information and fill in the table (complex) (using online resources and print). 2.1.4 Cut and paste sheet – jumbled table task (complex). Activity 2.2 Visualising thinking about stem cells Activities to visualise thinking about stem cell types 2.2.1 Mind map of stem cell types. Students can use the mind map to investigate or summarise what they know about the different types of stem cells. 2.2.2 Stem cell picture sorting. View and categorise pictures on different kinds of unspecialised and specialised cells. Activity 2.3 Consolidating knowledge about stem cells Activities to consolidate knowledge on the types of stem cells 2.3.1 Role play stem cell types. 2.3.1 Poster of stem cell type. Activity 2.4 Potent lingo Activity to become familiar with the language of stem cells Activity 2.5 So what’s so special about stem cells? Activity to evaluate the usefulness of stem cell types Stem cells have the incredible capacity to make all different cell types. This reading comprehension task encourages students to appreciate how versatile stem cells are. Plant cell differentiation is also highlighted in this task. General chapter 2 teacher resources n http://www.tellmeaboutstemcells.org/index.php n http://www.eurostemcell.org/films n http://www.science.org.au/nova/079/079key.htm n http://learn.genetics.utah.edu/content/tech/stemcells n http://www.cirm.ca.gov/Stem_Cell_Education_Portal n http://www.stemcellschool.org 2 5 Activity 2.1 The two main categories of stem cells Educational rationale The following tasks are designed to give a broad overview about the two main types of stem cells – pluripotent and tissue. These tasks also challenge students to understand the benefits and limitations of each stem cell type. Once students have this understanding they will be able to evaluate issues surrounding the use of stem cells in research and medical treatment of patients. Students will also appreciate how stem cells are obtained, which will benefit students when participating in ethical discussions on stem cells. Class time 20–40 minutes Resources required See specific activities. Student knowledge outcomes n To understand that there are many different stem cell types, including embryonic stem cells, adult stem cells, umbilical cord blood stem cells and induced pluripotent stem cells. n To be able to explain where each cell type comes from n To describe the basic advantages and limitations of each of the stem cell types. n To describe a stem cells as either pluripotent or multipotent. Student skills outcome Reading comprehension, analysing and evaluating information, problem solving, group work. Prior knowledge A stem cell is an unspecialised cell that can differentiate into specialised cell types. Common misconceptions n All stem cells come from embryos. Fact: This is untrue. There are many types of stem cells: embryonic, induced pluripotent and tissue stem cells derived from organs in the body. n Embryonic stem cells come from babies. Fact: This is untrue. ESCs come from the inner cell mass of an IVF blastocyst. The remaining cells in the blastocyst are the cells that form the placenta. Pluripotent embryonic stem cells (ESC) can make all cells of the human body. n Stem cells from the umbilical cord are always kept to be used later. Fact: Stem cells from the umbilical cord are routinely discarded. While the umbilical cord is a rich source of haematopoietic stem cells and are used to treat patients with leukaemia and other blood cancers, the majority of umbilical cords are thrown away in Australia. n Somatic cell nuclear transfer cell research is mainly carried out to discover ways to clone humans. Fact: This is untrue. Most SCNT research is focussed on developing tissues for scientists to better understand the basis of diseases. n Embryonic stem cells can make a baby. Fact: This is untrue. While embryonic stem cells have the ability to make all cells of the body, they are unable to make the placental cells (to make the placenta). Without a placenta a pregnancy cannot occur. 2 6 Further Resources n ASCC Fact sheet 2 – Types of stem cells and Fact sheet 3 – Umbilical cord blood stem cells. http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx n Genetic Science Learning Centre – stem cells. Effective graphics: http://learn.genetics.utah.edu/content/tech/stemcells ‘n ‘What are stem cells’ video. Catalyst: http://www.abc.net.au/catalyst/stemcells n Sciber brain stem cell resource for teachers and students: http://www.sciberbrain.org/Home/Stemcells.aspx References ASCC Fact sheet 2 – Types of stem cells http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx This activity can be used as either a research task using the resources outlined, or as a cut and paste activity (using the pro-forma included). The tasks are duplicated. The first set of handouts requires the input of only basic information. They deal with pluripotent stem cells and adult stem cells in general terms. The second set of handouts are more complex. Use these handouts if a greater degree of reasoning, knowledge and understanding is required of the students. NB: the evaluation questions are the same for both basic (research and jumbled task) and both complex handouts (one extra question for both of these handouts). Basic worksheet 2.1.1 and 2.1.2 Types of stem cells 2.1.1 As a research task Teacher directions: Give students a hard copy or electronic copy of Handout 2.1.1. Students can use the internet or hard copies of the fact sheet material to fill in the table. Animations/videos can be shown via computer on a data projector/smart board as an introduction to this activity. Complete the associated questions. Watch the video called ‘Creation of Human Embryonic Stem Cell Lines’ found at http://www.stemcellchannel.com.au under ‘What are stem cells?’ (4 minutes, 42 seconds). Materials required: Copies of Handout 2.1.1, copies of Fact sheet 2 – Types of stem cells, computer access (optional), and access to TV or data projector with speakers. 2.1.2 As a cut and paste activity Teacher directions: Give students a hard copy of Handout 2.1.2. Students are to cut out the whole top row and left column in its entirety. The cells of the table are in the incorrect places. Ask students to cut out the cells and place them under the appropriate column and in the correct row. Students can paste the completed table into their books. Complete the associated questions. Complex worksheets 2.1.3 and 2.1.4 Types of stem cells 2.1.3 As a research task Teacher directions: As above however use Handout 2.1.3. Materials required: Copies of Handout 2.1.3, copies of Fact sheet 2, 3 and 4, computer access (optional), and access to TV or data projector with speakers. 2.1.4 As a cut and paste activity Teacher directions: As above however use handout 2.1.4. Materials required: Copies of Handout 2.1.4, copies of Fact sheet 2, 3 and 4 (optional). 2 7 Handout 2.1.1 Types of stem cells – research task (basic) There are three main categories of stem cells. Using the resources below, investigate each stem cell type and fill in the table. Resource 1: The ASCC stem cell channel (http://www.stemcellchannel.com.au/). Go to ‘What are stem cells’, watch the video ‘stem cell lines’. Go to ‘resources’ and look at the Fact sheet 2 on the types of stem cells. Type of stem cell Where do they come from? The cells they are able to make Pluripotent stem cells e.g. _______________ __________________ __________________ Multipotent tissue stem cells e.g. _______________ __________________ __________________ 2 8 Scientific advantages of these stem cells Drawbacks of these stem cells Evaluation questions 1. Based on the information you found, which stem cells do you think are the most versatile? Explain why. 2. In your opinion, which stem cell type has the most drawbacks associated with its use in the scientific field? Explain why. 3. In regards to how stem cells are obtained, explain which stem cell type you would feel most comfortable using if you required the assistance of stem cells to cure a disease. 2 9 Handout 2.1.1 Types of stem cells – research task (basic) – Teacher copy This answer sheet provides the answer for Handout 2.1.1 and 2.1.2 as well as answers to the evaluation questions for both tasks. Type of stem cell Where do they come from? The cells they are able to make Advantages of these stem cells Drawbacks of these stem cells Pluripotent stem cells ESC – Derived from human blastocysts (early stage embryos) about 5–7 days old. Any cell in the body. Can be grown in large quantities in the laboratory. Can be manipulated to grow into different cell types in the laboratory. Due to the pluripotent nature they also carry a risk of cancer if not treated properly before transferred to a patient. iPS and SCNT – these cells are an identical match to the somatic cell donor and can be used to study disease and avoid immune rejection. As ESCs are not patient specific treatments using them may trigger rejection by the patient’s immune system. They are capable of limited selfrenewal. Use in research is less controversial. No tissue rejection if cells derived from the patient. Small numbers found in tissue, difficult to locate. Usually only generates the cell types of the tissue in which they are found. E.g. embryonic stem cells (ESC), induced pluripotent stem (iPS) cells, somatic cell nuclear transfer (SCNT) stem cells. iPS cells – derived from reprogrammed somatic cells, such as a skin cell. SCNT stem cells – derived from cloned blastocyst made from a reprogrammed somatic cell and enucleated egg Multipotent tissue stem cells E.g. cord blood cells, adult stem cells such as skin stem cells, muscle stem cells. Undifferentiated cells found in tissues and organs. Usually only the type of cells or tissue that it is derived from. 3 0 With the exception of cord blood and bone marrow only small numbers are found in tissue, difficult to locate. Only generate the cell types of the tissue in which they are found. Usually difficult to grow outside the body in large numbers. Evaluation questions – Teacher copy 1. Based on the information you found, which stem cells do you think are the most versatile? Explain why. May vary between students. The different student answer will give an indication as to how much they understand. Most commonly the most versatile stem cells are embryonic, because they can be differentiated into any cell type. However, embryos must be destroyed to obtain these cells, which is controversial. Adult stem cells can be generated by the patient and thus do not have tissue rejection issues but they are very difficult to acquire and culture and are more limited in their growth potential. 2. In your opinion, which stem cell type has the most drawbacks associated with its use in the scientific field? Explain why? Again, the answers here will be various. An embryo is destroyed when ESC’s are created. Tissue stem cells are often difficult to locate and to grow outside the body and usually only make a limited number of specific cell types. Treatments based on pluripotent stem cells also carry the risks of forming cancer if not appropriately screened prior to transferring into a patient. 3. In regards to how the stem cells are obtained, explain which stem cell type you would feel most comfortable using if you required the assistance of stem cells to cure a disease you had. Various answers. Student understanding can be ascertained by the responses to this question. Answers will reflect a student position on the use of embryos for research and use. If students show poor appreciation for the issue of embryonic use, consider using the activities on techniques for obtaining stem cells in the later chapters. 31 Handout 2.1.2 Types of stem cells – jumbled task (basic) The following table outlines the types of different stem cells and provides information about each one. The only problem is that the information is all jumbled up. Cut out the row and column headings and paste them into your workbook. Next, cut out each cell and place it under the correct column and in the correct stem cell row. Arrange the cells in your book first and check your work before you paste them down. Type of stem cell Where do they come from? The cells they are able to make Pluripotent stem cells Due to the pluripotent Usually only the type nature they also carry of cells or tissue that a risk of cancer if not it is derived from. E.g. embryonic stem treated properly cells, induced before transferred to pluripotent stem (iPS) a patient. cells, somatic cell nuclear transfer As ESCs are not (SCNT) cells. patient specific treatments using them may trigger rejection by the patient’s immune system. Multipotent tissue stem cells E.g. cord blood cells, adult stem cells such as skin stem cells, muscle stem cells. Can be grown in large quantities in the laboratory. Can be manipulated to grow into different cell types in the laboratory. iPS and SCNT – these cells are an identical match to the somatic cell donor and can be used to study disease and avoid immune rejection. They are capable of limited selfrenewal. Use in research is less controversial. No tissue rejection if cells derived from the patient. Advantages of these stem cells Small numbers found Any cell in the body. in tissue, difficult to locate. Usually only generates the cell types of the tissue in which they are found. With the exception of cord blood and bone marrow only small numbers are found in tissue, difficult to locate. Only generate the cell types of the tissue in which they are found. Usually difficult to grow outside the body in large numbers. Undifferentiated cells ESC – Derived found in tissues from human and organs. blastocysts (early stage embryos) about 5–7 days old. iPS cells – derived from reprogrammed somatic cells, such as a skin cell. SCNT stem cells – derived from cloned blastocyst made from a reprogrammed somatic cell and enucleated egg. 3 2 Drawbacks of these stem cells Evaluation questions 1. Based on the information you found, which stem cells do you think are the most versatile? Explain why. 2. In your opinion, which stem cell type has the most drawbacks associated with its use in the scientific field? Why? 3. In regards to how the stem cells are obtained, explain which stem cell type you would feel most comfortable using if you required the assistance of stem cells to cure a disease. 3 3 Handout 2.1.3 Types of stem cells – research task (complex) There are many different examples of pluripotent and tissue stem cells. Using the resources below, research the different stem cell types and fill in the table below. Resource 1: The ASCC stem cell channel (http://www.stemcellchannel.com.au). Go to ‘What are stem cells’, watch the video ‘stem cell lines’. Go to ‘resources’ and look at the fact sheets 2, 3 and 4. Type of stem cell Where they come from? The cells they are able to make Pluripotent stem cell Embryonic stem cells Pluripotent stem cell Induced pluripotent stem cells Pluripotent stem cell Somatic nuclear transfer stem cells Multipotent tissue stem cell Cord blood Multipotent tissue stem cell Adult stem cells (e.g. nerve) 3 4 Advantages of these stem cells Drawbacks of these stem cells Handout 2.1.4 Types of stem cells – jumbled task (complex) The following table outlines the types of different stem cells and information about each one. The only problem is that the information is all jumbled up. Cut out the row and column headings and paste them into your workbook. Next, cut out each cell and place it under the correct column and in the correct stem cell row. Arrange the cells in your book first and check your work before you paste them down. Type of stem cell Pluripotent stem cell Embryonic stem cell Pluripotent stem cell Induced pluripotent stem cell Where they come from? The cells they are able to make Advantages of these stem cells Drawbacks of these stem cells These cells are an identical match to the somatic cell donor and can be used to study disease and avoid immune rejection. A somatic (adult) cell nucleus is placed into an enucleated egg. The egg is then stimulated to start dividing like a Replicate and generate normal embryo and every cell type of the body. then the embryonic Can be grown in large stem cells are derived numbers in the laboratory from the blastocyst (self-renewing). Can be frozen and stored indefinitely (early stage embryo whilst retaining viability. Can about 5–7 days old). be grown in large quantities in the laboratory. Can be manipulated to grow into different cell types in the laboratory. Therefore scientists are able to study diseases in a cell model. These cells are an identical match to the somatic cell donor and can be used to study disease and avoid immune rejection. Any cell in the body. Usually can only make the type of cells or tissue They can also make copies of themselves that it is derived from. (self-renew) Relatively easy to obtain. Mature somatic (adult) cells are induced using Can be induced to various methods (e.g. make a range of blood using retro viruses) to and circulatory system become pluripotent stem cells. Can be patient cells which are similar to specific which reduces embryonic stem cells. tissue rejection. Already being used and proven safe and effective in cell therapies for leukaemia and other blood cancers and auto immune diseases. 3 5 Replicate and generate every cell type of the body. Can be grown in large numbers in the laboratory (selfReplicate and generate renewing). Can be frozen every cell type of the body. and stored indefinitely Can be grown in large whilst retaining viability. numbers in the laboratory Can be grown in large (self-renewing). Can be frozen and stored indefinitely quantities in the whilst retaining viability. Can laboratory. Can be be grown in large quantities manipulated to grow into in the laboratory. Can be different cell types in the manipulated to grow into laboratory. different cell types in the laboratory. Therefore scientists are able to study diseases in a cell model. Pluripotent stem cell Somatic nuclear transfer stem cells Multipotent tissue stem cell Cord blood Any cell in the body. They can also make copies of themselves (self-renew). A somatic (adult) cell nucleus is placed into an enucleated egg. The egg is then stimulated to start dividing like a normal embryo and then the embryonic stem cells are derived from the blastocyst (early stage embryo about 5–7 days old). Haematopoietic (blood forming) stem cells derived from the umbilical cord can also be used to isolate mesenchymal stem cells (MSC) that can make muscle, cartilage and bone. Any cell in the body. They can also make copies of themselves (self-renew). Derived from blastocysts Undifferentiated cells found in tissues and (early stage embryos) organs. about 5–7 days old. In Australia researchers are only allowed to use human embryos that have been donated from IVF couples who have completed their infertility treatment. Donor cord blood needs to be tissue matched to avoid rejection. Issues surrounding ‘saviour siblings’ and ‘designer embryos’. Still testing wider uses of cord blood for other diseases. This process remains theoretical for humans. The process is heavily legislated as it has the capacity (in theory) to produce human clones. There are biological differences between naturally fertilised embryos and SCNT embryos. Due to the pluripotent nature they also carry a risk of cancer if not treated properly before transferred to a patient. Due to the pluripotent nature they carry a risk of cancer if not treated Adult stem cells (e.g. properly before blood) transferred to a patient. The objective is to transfer a pure population of the cell type you are trying to achieve, if not done correctly, cancer risks arise. Additionally, as ESCs are not patient specific they can trigger rejection by the patient’s immune system is transferred. Multipotent tissue stem cell With the exception of and bone marrow only small numbers are found in tissue, difficult to locate. Only generate the cell types of the tissue in which they are found. Usually difficult to grow outside the body in large numbers. They are capable of limited self-renewal. Use in research is less controversial. No tissue rejection if cells derived from the patient. Already being used and proven safe and effective in cell therapies for leukaemia and other blood cancers and auto immune diseases. 3 6 Currently, the process is still being developed as cells in previous animal research studies have developed cancer. The full extent of cellular pluripotency has also not been confirmed. Due to the pluripotent nature they also carry a risk of cancer if not treated properly before transferred to a patient. 2.1.3 Evaluation questions 1. Based on the information you found, which stem cells do you think are the most versatile? Explain why. 2. In your opinion, which pluripotent stem cell type has the most drawbacks associated with its use? Why? 3. In your opinion, which tissue stem cell type has the most drawbacks associated with its use? Why? 4. The main excitement surrounding iPS and SCNT cells is their potential use in researching the attributes of a disease and not necessarily direct use in humans. What do you think is meant by this statement? 5. In regards to how the stem cells are obtained, explain which stem cell type you would feel most comfortable using if you required the assistance of stem cells to cure a disease you had. 3 7 Handout 2.1.3 and 2.1.4 Types of stem cells – research task and jumbled table (complex) – Teacher copy Type of stem cell Where they come from? The cells they are able to make Advantages of these stem cells Drawbacks of these stem cells Pluripotent stem cell Derived from blastocysts (early stage embryos) about 5–7 Embryonic stem cell days old. In Australia researchers are only allowed to use human embryos that have been donated from IVF couples who have completed their infertility treatment. Any cell in the body. They can also make copies of themselves (self-renew) Replicate and generate every cell type of the body. Can be grown in large numbers in the laboratory (self-renewing). Can be frozen and stored indefinitely whilst retaining viability. Can be grown in large quantities in the laboratory. Can be manipulated to grow into different cell types in the laboratory. Due to the pluripotent nature they carry a risk of cancer if not treated properly before transferred to a patient. The objective is to transfer a pure population of the cell type you are trying to achieve, if not done correctly, cancer risks arise. Additionally, as ESCs are not patient specific they can trigger rejection by the patient’s immune system is transferred. Pluripotent stem cell Any cell in the body. They can also make copies of themselves (self-renew). These cells are an identical match to the somatic cell donor and can be used to study disease and avoid immune rejection. Currently, the process is still being developed as cells in previous animal research studies have developed cancer. The full extent of cellular pluripotency has also not been confirmed. Due to the pluripotent nature they also carry a risk of cancer if not treated properly before transferred to a patient. Mature somatic (adult) cells are induced using various Induced pluripotent methods (e.g. using stem cell retro viruses) to become pluripotent stem cells which are similar to embryonic stem cells. Replicate and generate every cell type of the body. Can be grown in large numbers in the laboratory (selfrenewing). Can be frozen and stored indefinitely whilst retaining viability. Can be grown in large quantities in the laboratory. Can be manipulated to grow into different cell types in the laboratory. Therefore scientists are able to study diseases in a cell model. 3 8 Pluripotent stem cell Somatic nuclear transfer stem cells Multipotent tissue stem cell Umbilical cord blood Multipotent tissue stem cell Adult stem cells (e.g. nerve) This process remains theoretical for humans. The process is heavily legislated as it has the capacity (in theory) to produce human clones. There are biological Replicate and generate differences between every cell type of the naturally fertilised body. Can be grown in embryos and SCNT large numbers in the embryos. Due to the laboratory (self-renewing). pluripotent nature they Can be frozen and also carry a risk of stored indefinitely whilst cancer if not treated retaining viability. Can be properly before grown in large quantities transferred to a patient. in the laboratory. Can be manipulated to grow into different cell types in the laboratory. Therefore scientists are able to study diseases in a cell model. A somatic (adult) cell nucleus is placed into an enucleated egg. The egg is then stimulated to start dividing like a normal embryo and then the embryonic stem cells are derived from the blastocyst (early stage embryo about 5–7 days old). Any cell in the body. They can also make copies of themselves (self-renew). These cells are an identical match to the somatic cell donor and can be used to study disease and avoid immune rejection. From cells in the umbilical cord, this is attached to the placenta at birth. Haematopoietic (blood forming) stem cells derived from the umbilical cord can also be used to isolate mesenchymal stem cells (MSC) that can make muscle, cartilage and bone. Relatively easy to obtain. Donor cord blood needs to be tissue matched to Can be induced to avoid rejection. Issues make a range of blood surrounding ‘saviour and circulatory system siblings’ and ‘designer cells. Can be patient embryos’. Still testing specific which reduces wider uses of cord blood tissue rejection. Already for other diseases. being used and proven safe and effective in cell therapies for leukaemia and other blood cancers and auto immune diseases. Undifferentiated cells found in tissues and organs. They are capable of Usually can only make the type of cells or tissue limited self-renewal. Use in research is less that it is derived from. controversial. No tissue rejection if cells derived from the patient. Already being used and proven safe and effective in cell therapies for leukaemia and other blood cancers and auto immune diseases. 3 9 With the exception of and bone marrow only small numbers are found in tissue, difficult to locate. Only generate the cell types of the tissue in which they are found. Usually difficult to grow outside the body in large numbers. 2.1.3 and 2.1.4 Evaluation questions – Teacher copy 1. Based on the information you found, which stem cells do you think are the most versatile? Explain why. May vary between students. The different answers will give an indication as to how much students understand. Most commonly, the most versatile stem cells are embryonic, because they can be differentiated into any cell type. However, embryos must be destroyed to obtain these cells, which is controversial. Adult stem cells are generated by the patient and thus do not have tissue rejection issues but they are very difficult to acquire and culture and are tissue. 2. In your opinion, which pluripotent stem cell type has the most drawbacks associated with its use? Why? Again, the answers here will be varied. Points to be considered: a. embryonic stem cell involve the destruction of a embryo which may be viewed as a life b. the process of obtaining iPS cells is still being developed c. embryonic and iPS cells both have the potential to become any cell in the human body d. therapies based on pluripotent stem cells are not yet proven safe and carry the risk of forming cancer if not appropriately treated prior to transfer to a patient e. SCNT cells bring up issues relating to human cloning 3. In your opinion, which tissue stem cell type has the most drawbacks associated with its use? Why? Again, the answers here will be varied. Tissue stem cells can usually only make cells of the same type as the tissue they were derived from. Stem cells from bone marrow and cord blood can make a number of different blood and immune systems cells and are already being used in cell therapies. Where the cord blood and bone marrow are taken from a donor there is a requirement for the tissue to be matched to avoid rejection. Tissue adult stem cells derived from the patient do not have tissue rejection issues. Using a patient’s own adult stem cells also eliminates the issue of ‘designer’ or ‘saviour’ babies. Drawbacks of adult stem cells include the difficulty in locating the cells and they have limited growth potential in culture and obtaining appropriate ‘match’ to avoid rejection. 4. The main excitement surrounding iPS and SCNT cells is their potential use in researching the attributes of a disease and not necessarily direct clinical applications. What do you think is meant by this statement? From this statement, students should decipher that iPS cells and SCNT cells have more potential in research than in clinical/therapeutic use. Scientists see enormous research potential using these cells. When these types of cells are highlighted in the media, many people become passionate about their hypothetical uses, such as cloning humans (i.e. Making clones of dead relatives or cloning past political leaders etc). Misinformation can sway public opinion. Although, in theory, a human ‘could’ be cloned (and it should be noted that some agricultural animals are being cloned, such as Dolly the sheep), human stem cell scientists are more interested in using these cells to learn more about diseases and how they function in the body. This information is what will help scientists find cures. 5. In regards to how the stem cells are obtained, explain which stem cell type you would feel most comfortable using if you required the assistance of stem cells to cure a disease. Various answers. Student understanding can be ascertained by the responses to this question. Answers will reflect a student position on the use of embryos for research and use. If students show poor participation or appreciation for the issues surrounding the use of embryos, consider using the activities on techniques for obtaining stem cells in the later chapters. 4 0 Activity 2.2 Visualising thinking on stem cells The next two activities cater for all students, but will appeal to visual learners in particular. These activities ask students to summarise information and visualise their thinking. Use these tasks to summarise knowledge gained in activities in 2.1 The two main categories of stem cells, or else use the activities as standalone research or problem solving tasks. Activity 2.2.1 Mind map of stem cell types Purpose This activity is a mind mapping exercise to help students visualise their thinking about the different stem cell types. It can be used as a research activity or as a summary task (after completing activities from chapter 2.1). Class time 20–40 minutes Resources required 2.2.1 Mind map of stem cell types (A3 or A4), completed activity sheets from chapter 2.1 (optional), printed fact sheets (2, 3, and 4) from http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx or access to computers. Student knowledge outcomes n To summarise understanding of the different stem cell types, including: pluripotent stem cells and tissue stem cells. n To be able to explain where each stem cell type comes from n To summarise the basic advantages and limitations of each of the stem cell types. n To be able to use the words multipotent and pluripotent to describe stem cell types Student skills outcome Summarising, to visualise thinking via mind mapping, analysing and evaluating information, problem solving, group work. Prior knowledge n A stem cell is an unspecialised cell that can differentiate into many cell types. n Pluripotent stem cells include embryonic stem cells, induced pluripotent stem cells and somatic cell nuclear transfer stem cells. n Tissue stem cells (multipotent) include stem cells from all tissues of the body including the blood forming (haematopoietic) stem cells from bone marrow and cord blood. Often referred to as adult stem cells. Common misconceptions n All stem cells come from embryos. Fact: This is untrue. There are many types of stem cells: embryonic, induced pluripotent and tissue stem cells derived from organs in the body. n Embryonic stem cells come from babies. Fact: This is untrue. ESCs come from the inner cell mass of an IVF blastocyst. The remaining cells in the blastocyst are the cells that form the placenta. Pluripotent ESCs can make all cells of the human body. 41 n Stem cells from the umbilical cord are always kept to be used later. Fact: Stem cells from the umbilical cord are routinely discarded. While the umbilical cord is a rich source of haematopoietic stem cells and are used to treat patients with leukaemia and other blood cancers, the majority of umbilical cords are thrown away in Australia. n Somatic cell nuclear transfer cell research is mainly carried out to discover ways to clone humans. Fact: This is untrue. Most SCNT research is focussed on developing tissues for scientists to better understand the basis of diseases. n Embryonic stem cells can make a baby. Fact: This is untrue. While embryonic stem cells have the ability to make all cells of the body, they are unable to make the placental cells (to make the placenta). Without a placenta a pregnancy cannot occur. Further Resources n ASCC Fact sheet 2, 3, and 4. Background information: http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx n Great animation on types of stem cells with very effective graphics: http://learn.genetics.utah.edu/content/tech/stemcells/ n ‘What are stem cells’ video. Catalyst: http://www.abc.net.au/catalyst/stemcells n Sciber brain stem cell resource for teachers and students: http://www.sciberbrain.org/Home/Stemcells.aspx References ASCC Fact sheets 2, 3, and 4. http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx Teacher directions As a learning task: Print out Handout 2.2.1 Mind map of stem cell types onto A3 or A4 paper. Distribute to individual students or pairs of students. Using printed fact sheets or the internet resources, ask students to annotate the mind map with further information on each of the headings. They may like to include diagrams or printed pictures if it assists with their visualisation of the concepts. As a summary task: Print out Handout 2.2.1 Mind map of stem cell types onto A3 or A4 paper. Distribute to individual students or pairs of students. Ask students to write down all they know about the different headings. If they have trouble remembering, direct them to previous worksheets or facts sheets (printed or on the internet). They may like to include diagrams or printed pictures if it assists with their visualisation of the concepts. 4 2 4 3 Somatic cell nuclear transfer stem cells Induced pluripotent stem cells Embryonic stem cells Pluripotent stem cells E.g. Stem cells are: unspecialised, can become specialised and are self renewing Bone marrow Cord blood E.g. Bone (Mesenchymal stem cells) E.g. Blood (Haematopoietic) E.g. Skin Tissue stem cells (multipotent) Stem cells Handout 2.2.1 Mind map of stem cell types Task: This mind map shows an outline of the different types of stem cells. Summarise what you know about these different cell types and write this information next to the headings. NB The ‘Stem cells’ summary has been done for you. Activity 2.2.2 Stem cell picture sorting Purpose Many students learn well through exposure to visually appealing activities. In this task there are a number of amazing photographs from the Australian Stem Cell Centre. Students can arrange the photographs based on the complexity of the cells that they see. Although students will not be able to distinguish the exact morphology of the images, it should give them an understanding that specific cell types produce specific proteins that make them a specialised cell. Class time 15–30 minutes Resources required Printed images from a PowerPoint file available for download from http://www.stemcellcentre.edu.au/For_the_Public/StemCellsinSchool/TeachersKit.aspx Student knowledge outcomes n For students to understand that from an embryonic stem cell can arise practically any cell in the body. The number of different cells and tissues that can be generated from these generic cells is amazing! n From a multipotent tissues specific stem cell, only a few cells types can be generated. n Specialised cells make certain types of proteins which is what makes the cell specialised. n Specialised cells often have distinctive morphology. n Scientists use different stains to highlight the presence of certain molecules, such as proteins. Student skills outcome Problem solving, application of prior knowledge, analysing and evaluating information, group work. Prior knowledge n A stem cell is an unspecialised cell that can differentiate into many cell types. n Pluripotent stem cells include embryonic stem cells, induced pluripotent stem cells and somatic cell nuclear transfer stem cells. n Tissue stem cells (multipotent) include cord blood stem cells, skin stem cells, blood, muscle stem cells etc. Common misconceptions n Scientific stem cell photographs are always coloured. Fact: Not always true. Some scientific photographs are artificially coloured to highlight key organelles or structures. Electron micrographs are initially black and white. Colours are added for effect. Some photographs are also overlays of a number of different exposures at different wavelengths of light (e.g. FISH – fluorescent in-situ hybridisation photos. The probes used in these diagrams fluoresce at different wavelengths so a number of photographs need to be taken). n It’s difficult to tell what the diagram is. Fact: This is true! To the untrained eye, it is difficult to tell what the photograph is specifically. However, the complexity of the cells morphology and the proteins produced by the cell help the scientist identify specific types of cells. Further Resources n The following site contains a number of images of human embryonic material. http://www.advancedfertility.com/embryos.htm References Embryo images courtesy of Monash IVF. Stem cell images courtesy of ASCC. 4 4 Teacher directions 1. Project the images onto a screen or print off and supply to students. 2. Present students with the picture of the embryo and blastocyst (5–7 day old embryo) (simple, low colour diagram with easily distinguishable cells). Then show students the brilliant and colourful images of the different embryonic or tissue (adult stem cell). 3. Ask students to categorise the pictures into: a. The original, simple, primordial (or precursor) cells (i.e. the embryo cells). NB these images tend to be taken when the embryo is alive and so there is no stain present. b. The stem cells or specialised cells that are derived from the stem cells. n Highlight to students that images depicting stem cells or specialised cells will be complex in nature. There may be numerous cells and the images may be difficult to decipher. These cell images may be stained (coloured). Specialised tissue has specialised proteins and therefore may have special colours. Stains can be protein specific and are usually colourful (can be fluorescent). Stress to the students that they don’t have to know or guess what the images are of (this is very difficult to do). Their task is to categorise the pictures into simple unspecialised cells and specialised cells. c. Show diagram 2.2.2 What am I looking at? Deciphering scientific photographs, found below as an example. d. Once students have categorised their cells and discussed the diagrams, ask them to write a reflection in their workbooks about what they have learned about the different kinds of stem cells and also about scientific photography. 4 5 Diagram 2.2.2 What am I looking at? Deciphering scientific photographs 8 cell embryo (approx 3 days old) Blastocyst embryo (approx 5–7 days old) Light microscopy, live specimen, not stained, no fluorescence, grey scale or monochromatic, rounded cell shapes. Fluorescence microscopy, colourful, complex structures stained, nuclei stained and mostly visible, lots of cells, diverse cell shapes. Embryonic stem cells (pluripotent) Tissue stem cells (multipotent) 4 6 Activity 2.3 Consolidating knowledge about stem cells Create a role play or a poster about the types of stem cells For introductory information, resources, links and key knowledge see the information at the start of activity 2.1. Class time 30–90 minutes Role play activity Teacher directions: Split students up into four groups. Assign a stem cell type to each group (embryonic stem cells, tissue stem cells, umbilical cord blood cells, induced pluripotent stem cells, somatic cell nuclear transfer cells). Students are to create a role play about the creation, advantages and disadvantages of their type of stem cell. Act out their role play to the other members of the class. The audience members are then questioned about their understanding of that cell type. Ask students to write a summary in their books about each of the stem cell types. Materials required n Hard copies of Fact sheet 2 – Types of stem cells. n Access to computers for online research (optional). n Student workbooks for writing a summary/evaluation at the end of the task. Create a poster on their type of stem cell Teacher directions: Provides students with Fact sheet 2 (and 3, 4 for added complexity) – Types of stem cells and/or links to the internet resources above and ask students to produce a poster on a type, or many types of stem cells. Teachers might like to have students work in groups. Each group can make a small presentation to the rest of the class at the completion of the lesson. Posters can be displayed on the classroom walls and can be referred to when discussing the issues surrounding stem cells later in the unit. Encourage students to view other groups work and write a reflection on what they have learned about the types of stem cells. Materials required n Butcher’s paper/ poster paper/ A3 paper. n Felt tip pens, colouring pencils, colours paper. n Student access to computers and a printer. 47 Activity 2.4 Potent lingo As examined in activity 2.1 there are a few different stem cell types. When scientists refer to different stem cell types, they often refer to the potency of the cell, that is, it’s potential to give rise to any cell type or whether it can only give rise to a specific cell line and also how many specialised cells they can produce. The following activity can be used to help students differentiate between the different words used to explain the ability of stem cells to produce other cells. Class time 10–15 minutes Resources required Handout 2.2 Potent lingo Student knowledge outcomes n To become familiar with the language used to describe the different potency of cells, i.e. pluripotent, multipotent, and totipotent. Student skills outcome n To realise that in biology many words are made up of one or more descriptive Latin or Greek origin words and that the meaning of difficult words can often be deciphered. Prior knowledge n Stem cells are undifferentiated cells that give rise to other cell types. n There are different stem cell types, such as embryonic stem cells, tissue stem cells and iPS cells (induced pluripotent stem cells). Common misconceptions Note for teachers: The use of the word totipotent refers to the cells within a 1–4 day embryo. Each cell of an embryo at this stage can theoretically make a whole new individual. It is a word that is used infrequently by stem cell scientists, but is still prevalent in secondary school text books. The pluripotent stem cells that are most commonly referred to in the media are derived from blastocyst embryos, which are 5–7 days old. Further Resources Information on the use of ‘potential’ words. This site explains the level of potency as a tissue type develops: http://www.csa.com/discoveryguides/stemcell/overview.php 4 8 Handout 2.4 Potent lingo In science many of the words used to describe something are one or more Latin or Greek words used together. For example the word dinosaur comes from the Greek words deinos meaning ‘terrible’ + sauros meaning ‘lizard’. Table 1: Common Latin and Greek prefixes and suffixes used to make scientific words. Prefix Description Suffix Description Multi- Many, much, multiple -cellular Made of cells Pluri- More or most -parous Giving birth to Totus- (toti) Meaning whole or total -potis Potential Uni- One, singular 1. Using the table below, decipher the meanings of the following scientific words: a. Multipotent b. Uniparous c. Pluripotent d. Multicellular 2. Using the information in the table, explain what you think the difference might be between a cell that is multipotent and cell that is classified as pluripotent. 3. A totipotent cell is found in a very young embryo (about 1–4 days old). What do you think totipotent means when it is used to describe a cell? 4. Identical twins arise when a totipotent embryo splits. This is really cloning, as both new embryos are genetically identical. The diagrams below show the different stages of embryo development. To make twins, there has to be a way of dividing the cells evenly to ensure both new embryos receive the genetic information. Draw a line through the embryo with totipotent cells that will divide evenly to make identical twins. 4 9 Handout 2.4 Potent lingo – Teacher copy In science many of the words used to describe something are one or more Latin or Greek words used together. For example the word dinosaur comes from the Greek words deinos meaning ‘terrible’ + sauros meaning ‘lizard’. Table 1: Common Latin and Greek prefixes and suffixes used to make scientific words. Prefix Description Suffix Description Multi- Many, much, multiple -cellular Made of cells Pluri- More or most -parous Giving birth to Totus- (toti) Meaning whole or total -potis Potential Uni- One, singular 1. Using the table below, decipher the meanings of the following scientific words: a. Multipotent: many – potential. Stem cells that make many different cell types. b. Uniparous: one – giving birth to. Giving birth to one offspring. c. Pluripotent: most – potential. Stem cells that give rise to more/most cell types. d. Multicellular: multiple – cells. Made of many cells. 2. Using the information in the table, explain what you think the different might be between a cell that is multipotent and cell that is classified as pluripotent. Multipotent would give rise to many cell types. Pluripotent would give rise to more or the most cell types. 3. A totipotent cell is found in a very young embryo (about 1–4 days old). What do you think totipotent means when it is used to describe a cell? Totipotent means ‘total-power’. These cells would be able to give rise to all cell types. 4. Identical twins arise when a totipotent embryo splits. Both new embryos are genetically identical. The diagrams below show the different stages of embryo development. To make twins, there has to be a way of dividing the cells evenly to ensure both new embryos receive the genetic information. Draw a line through the embryo with totipotent cells that will divide evenly to make identical twins. The above are correct. It is imperative students indicate that each half of the sectioned blastocyst includes a component of inner cell mass cells. The above are incorrect as they fail to include sufficient allocation of embryonic cells. 5 0 Activity 2.5 So what’s so special about stem cells? Having completed some of the other activities on stem cells, use this activity as a thinking task about how important stem cells are and why they have such unique potential. This task is not all about stem cells. It can be used in any biology class to reinforce how cells are different, yet inherently have very similar internal organelles. Class time Approx 5–15 minutes reading time 5 minutes constructing glossary 10–15 minutes answering questions Resources required n Handout 2.5 ‘So what’s so special about stem cells?’ n Workbooks or loose leaf paper. Student knowledge outcomes n Differentiate between the different ground tissue types in developing embryos and plant seedlings. n Understand the plant cells can transdifferentiate (form different cell types after specialisation has occurred) where as human cells, once specialised, cannot change cell type. Student skills outcome n Reading comprehension, interpreting new information, applying previous knowledge and understanding to new situations, visualising thinking and higher order thinking. Prior knowledge n Cells are the basic building blocks of living things. n A basic understating of the major organs/tissues of the human body. n A basic understating of the different tissue types in a plant, i.e. stem, root, leaves. Common misconceptions n In humans, specialised cells can repair any damaged or diseased tissue. Fact: Not true. Stem cells that reside in tissue are responsible for normal maintenance of tissue and organ function but usually do not have the capacity to completely repair or replace diseased or damaged cells. n Human cells have the same regenerative properties as plant cells. Fact: Not true. Plants can be propagated via cuttings but humans cannot. Further Resources n BioCoach Activities – online student activities on plant structure: http://www.phschool.com/science/biology_place/biocoach/plants/intro.html n BioCoach Activities – refernces for teachers: http://www.phschool.com/science/biology_place/biocoach/photosynth/leaf.html n Biology reference – glossary of terms: http://www.biologyreference.com/Co-Dn/Differentiation-in-Plants.html 51 References Evans, Barbara, et al. 2005. Heinemann Biology 1. Port Melbourne: Harcourt Education, 2005. Hall, P. A. and Watt, F. M. 1989. Stem-Cells – the Generation and Maintenance of Cellular Diversity. Development. 106: 619-633. Ibelgaufts, H (2010) Horst Ibelgaufts’ COPE: Cytokines & Cells Online Pathfinder Encyclopaedia http://www.copewithcytokines.de/cope.cgi?key=differentiation Hyslop, L., Armstrong, L., Stojkovic, M. and Lako, M. (2005) Derivation of a human embryonic stem cell line, and differentiation strategies. Expert Reviews in Molecular Medicine Vol 7, Issue 19. http://journals.cambridge.org/fulltext_content/ERM/ERM7_19/S1462399405009804sup003.htm Teachers can also provide students with the glossary found at the end of this kit. 5 2 Handout 2.5 So what’s so special about stem cells? Text box 1 The first cell types in animals and plants Human pluripotent stem cells have the extraordinary capacity to form every cell in the body. Pluripotent stem cells differentiate into three germ layers within a developing embryo. These three layers are: the ectoderm, the mesoderm and the endoderm. The ectoderm layer gives rise to the skin (and related structures), sensory and autonomic nerve cells as well as skin pigment cells and sensory organs. The second layer, the mesoderm, eventually gives rise to bone cells, muscle cells, red blood cells, kidneys and connective tissues. The endoderm layer is the innermost layer in the developing embryo. It gives rise to the gut and other internal organs, such as the pancreas and lung alveoli cells. By contrast to animals, plants only have about a dozen different cell types. These different cell types are derived from the apical meristems (the region found at the very tip of the shoot or root). Undifferentiated plant cells rely on signals from neighbouring cells to induce cells to develop into one of the three precursor tissue types: the protoderm (dermal tissue), ground meristem and the procambium (vascular tissue). These precursor tissues are found in a predictable fashion in the plant. The protoderm makes the outer plant cell layers, which are made up of the epidermal cells and guard cells. Inward from this layer is the dermal layer. This consists of the larger, more supportive and undifferentiated cells called parenchyma. Mesophyll cells are a type parenchymal cell found in the leaves and shoots. These cells carry out photosynthesis. The procambium is the innermost layer and forms the vascular tissue, namely the xylem and phloem. Questions for text box 1 1. Using the text above, complete the following mind map showing how a pluripotent stem cell differentiates into the three germ layers and then into the many different cell types in a human. Pluripotent stem cell Ectoderm Mesoderm Endoderm 2. Draw a similar mind map (or a circular mind map) showing how plant cell types are derived. 5 3 Text box 2 Specialised cell types in animals and plants In plants, as cells grow further away from the apical meristems, they can become increasingly more specialised. In roots, the epidermal cells might start to make root hair cells. In leaves, guard cells of the stomata will form. If a tissue is damaged, surrounding plant cells will divide and repair the wound. Once tissues and organs in the human body are formed, tissue (adult) stem cells aid in growth and repair. Unlike in plants, only the stem cells in a particular organ or tissue can aid in the repair of that specific organ or tissue. For example, haematopoietic stem cells in the bone marrow usually only give rise to new blood cells and immune system cells. But these are the only specialised cell types these stem cells can normally produce. It is interesting to note, that when these adult stem cells divide, they make more copies of the stem cells as well as copies of the other required blood cells. That way, there is always a readily available supply of stem cells in the bone marrow. Questions for text box 2 3. Would a human bone cell within the body be able to aid in the repair of the liver? Explain why/why not. 4. If an epidermal cell on a plant leaf was damaged by an herbivorous insect, which cells would repair the wound? 5 4 Handout 2.5 So what’s so special about stem cells? – Teacher copy 1. Using the text above, complete the following mind map showing how a pluripotent stem cell differentiates into the three germ layers and then into the many different cell types in a human. Pluripotent stem cell Ectoderm Mesoderm Endoderm Skin Gut Sensory organs Skin pigment cells Sensory and autonomic nerve cells Bone cells Kidney cells Muscle cells Connective tissue Lung alveoli cells Pancreas Red blood cells 2. Draw a similar mind map showing how plant cell types are derived. Protoderm Ground meristem Procambium ide Ep Vascular tissue: xylem and phloem al rm lls Parenchyma cells lls ce rd ce Apical meristem a Gu Protoderm Epidermal cells Guard cells Ground meristem Parenchyma cells Procambium Vascular tissue (xylem and phloem) 3. Would a human bone cell within the body be able to aid in the repair of the liver? Explain why/why not. No. A bone cell in the body is already differentiated into a specialised cell type and cannot be changed into liver tissue. (NB If the bone cell was removed from the body; its nucleus could be removed and made into an induced pluripotent stem cell. See chapter 3 for more information on these special cells.) 4. If an epidermal cell on a plant leaf was damaged by an herbivorous insect, which cells would repair the wound? Other epidermal cells surrounding the wound. 5 5 Chapter 3 Techniques for obtaining and specialising stem cells Background teacher information The history of stem cells is relatively short. Adult stem cells were first used clinically in bone marrow transplants in the 1950s and 1960s and have progressed with bone marrow transplants becoming part of standard clinical practice. Now, with increasing evidence that stem cells can be found in all tissues of the body, research on the clinical applications of mesenchymal, skin, corneal and cartilage stem cells is growing. In 1998 stem cell research was elevated to another level when the first paper describing the characteristics of human embryonic stem cell (hESC) was published. hESCs are the most primitive type of stem cell and can replicate and generate every cell type of the human body. This feature makes these cells very versatile. hESCs for research are extracted from human blastocysts (early stage embryos) that are five to eight days old. In Australia these blastocysts are donated for research with consent from patients who have completed their treatment for infertility, and have surplus embryos. At this stage of development the blastocyst is a hollow ball of about 150 cells and no bigger than a pinhead. Embryonic stem cells are isolated from the blastocyst when the inner cell mass is removed and cultured in the laboratory. During this process the blastocyst is destroyed. These types of cells are pluripotent and it is this property that makes them of interest to research and therapy. Australian legislation has allowed the creation of human embryonic stem cells from donated excess IVF embryos under licence since 2002. Legislation prohibits the creation of human embryos for the express purpose of stem cell derivation. Cell reprogramming is a way of creating a pluripotent cell from a specialised cell such as a skin cell. Scientists can take a somatic cell (cells of the body that have two copies of each chromosome in their nucleus) and can either induce the cell to become unspecialised using various methods of reprogramming (induced pluripotent stem cells – iPS cells) or can insert the cell nucleus into an enucleated egg (an egg with the nucleus removed) and create an embryo (somatic cell nuclear transfer – SCNT). The latter method requires the use of a female gamete (egg) and involves the creation of a cloned embryo from which to extract the stem cells. SCNT is a reprogramming method that has not yet been proven to work in humans and has been legal to perform in Australia since 2006. Obtaining and using human gametes and embryos for purposes other than reproduction is a topical and controversial issue. These and other issues are discussed in later chapters of this resource. Purpose This chapter aims to describe how stem cells are obtained and turned into specialised cells. 5 6 Activity 3.1 Forming an embryo – from egg to blastocyst This activity aims to consolidate student understanding on the stages of embryo development. Embryonic stem cells are derived from the inner cell mass of a blastocyst. This activity demonstrates what a blastocyst is and how and embryo develops to that stage. Activity 3.2 IVF – how does it work? In activity 3.1 students gain an understanding of the stages of embryo development. How are embryos obtained in the first place? This activity aims to outline the process of IVF. Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? In plants, specialised cells can give rise to unspecialised cells naturally! In animal cells, once cell specialisation in an organism has taken place, the process is usually irreversible. Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.3 highlighted the concept of cellular reprogramming and how this process is not as straightforward in human cells as it can be in plant cells. Scientists around the world have been working on ways to reprogram specialised animal cells and produce pluripotent stem cells. Activity 3.5 How are stem cells specialised into different cell types? There is so much talk about taking stem cells and making specialised cells. But how is it actually done? Students can complete this activity to gain a better understanding of the ways in which stem cells are induced to become specialised. This activity aims to present the idea of reprogramming cells. The process of cell reprogramming is straightforward in plant cells. Techniques such as plant propagation and genetic modification in plants have taken advantage of this ability for many years. Plant cell reprogramming is used to establish a basic understanding of the process. Comparisons are then drawn between animal cells. The activity also introduces the idea that animal cells are unable to be as easily reprogrammed as plant cells. This activity provides information on reprogramming cells, such as induced pluripotent stem cells and somatic cell nuclear transfer stem cells. 5 7 Activity 3.1 Forming an embryo – from egg to blastocyst Purpose This activity is a cut and paste exercise designed to get students thinking about the stages of embryonic development. Class time 15–20 minutes Resources required n Handout 3.1 Forming an embryo – from egg to blastocyst. n Watch the video called ‘Creation of Human Embryonic Stem Cell Lines’ found at http://www.stemcellchannel.com.au under ‘What are stem cells?’ (4 minutes, 42 seconds). Student knowledge outcomes n To understand the stages of embryonic development from the moment the sperm enters the egg to when the embryo is a blastocyst. n To learn that the blastocyst stage of embryonic development is when the inner cell mass can be removed. These cells will form embryonic stem cells. Student skills outcome n Reasoning and problem solving skills. n Application of knowledge. Prior knowledge n An egg and sperm are needed to produce an embryo. Fertilisation normally occurs in the fallopian tubes. n Once an embryo reaches the blastocyst stage it can implant on the uterine wall and form a pregnancy. Common misconceptions Note for teachers: The use of the word totipotent refers to the cells within a 1–4 day embryo. Each cell of an embryo at this stage can theoretically make a whole new individual. It is a word that is used infrequently by stem cell scientists, but is still prevalent in secondary school text books. The pluripotent stem cells that are most commonly referred to in the media are derived from blastocyst embryos, which are 5–7 days old. Further Resources n Very short animation on the development of an egg to blastocyst: http://www.youtube.com/watch?v=oSx9t5pof88&feature=related n Schematic on Derivation of Stem Cells: http://www.stemcellchannel.com.au/pdf/Derivation_of_stem_cells.pdf n Activity that uses plasticine to model the stages of embryo development: http://www.nwabr.org/education/pdfs/STEM_CELL_PDF/LESSON_1.pdf References Schoenwolf, G et al (2010) http://www.visembryo.com/baby/index.html 5 8 Teacher background information Embryonic stem cells are derived from the inner cell mass of a blastocyst. A blastocyst is a 5–7 day old embryo. To make an embryo, a sperm must fertilise an egg. In the first few days after fertilisation the cells inside the developing embryo divide; from one, two, four, six cells etc. Once the cells become too numerous to count, and the embryo begins to resemble a soccer ball, the embryo is called a morula (about day 4–6). The morula begins to hollow out at one end. The embryo is now a blastocyst (about day 5–7). Inside the blastocyst there are two regions: the inner cell mass (which develops into the baby) and the trophectoderm (which becomes the placenta). The inner cell mass is where the embryonic stem cells can be harvested from. All of the abovementioned process occurs in the laboratory. Only embryos donated following the completion of a couples’ IVF treatment can be used to make embryonic stem cells. In Australia scientists wanting to make embryonic stem cells need to have a license. Procedure Read out or display the information above to the students. Give students a copy of handout 3.1 Embryo to blastocyst. Ask student to cut out all the pictures and the text boxes. Match up the pictures with the corresponding text. Ask students to lay out the pieces and check they are correct before they paste them down. 5 9 Handout 3.1 Forming an embryo – from egg to blastocyst 1. To make a human embryo by IVF, sperm and one egg are required. The sperm and egg are placed together in the same dish. This is called standard insemination. The inner cell mass is where the embryonic stem cells are derived. These stem cells are pluripotent, which means they are undifferentiated but have the capacity to grow. In to all of the different types of cells of the body. A fertilised egg has two pronuclei and two polar bodies. Each pronuclei contains a set of chromosomes for the sperm and one for the egg. The egg is now called an embryo. trophectoderm After the morula stage, the cells continue to divide. Two regions develop: the inner cell mass and the trophectoderm. This embryo has 8 cells. It will soon become a morula, which is a stage where the cells become so tightly joined together that individual cells are difficult to distinguish. Morula looks like a soccer ball. Inner cell mass Polar body The embryo grows in culture in the laboratory. The cells in the embryo divide. This cell has two cells. Notice that each cell has its own nucleus. During standard fertilisation only one sperm can enter the egg. Sometimes there are limited sperm numbers or natural fertilisation can be unreliable. In these cases, one sperm is microinjected directly into the egg using a fine needle. This is called Intracellular Sperm Injection (ICSI). Egg Sperm 2 Polar bodies Nucleus 2 Pronuclei 6 0 Handout 3.1 Forming an embryo – from egg to blastocyst – Teacher copy 1. 1. To make a human embryo by IVF, sperm and one egg are required. The sperm and egg are placed together in the same dish. This is called standard insemination. Egg Sperm 2. Sometimes there are limited sperm numbers or natural fertilisation can be unreliable. In these cases, one sperm is microinjected directly into the egg using a fine needle. This is called Intracellular Sperm Injection (ICSI). 2. Polar body 3. During standard fertilisation only one sperm can enter the egg. 3. 2 Polar bodies 4. A fertilised egg has two pronuclei and two polar bodies. Each pronuclei contains a set of chromosomes for the sperm and one for the egg. The egg is now called an embryo. 4. 2 Pronuclei Nucleus 5. The embryo grows in culture in the laboratory. The cells in the embryo divide. This cell has two cells. Notice that each cell has its own nucleus. 5. 6. This embryo has 8 cells. It will soon become a morula, which is a stage where the cells become so tightly joined together that individual cells are difficult to distinguish. Morula looks like a soccer ball. 6. trophectoderm 7. After the morula stage, the cells continue to divide. Two regions develop: the inner cell mass and the trophectoderm. 7. Inner cell mass 8. The inner cell mass is where the embryonic stem cells are derived. These stem cells are pluripotent, which means they are undifferentiated but have the capacity to grow. In to all of the different types of cells of the body. 61 Activity 3.2 IVF – How does it work? Purpose For students to understand the processes and procedures of IVF so they can gain an insight into the controversy surrounding human embryonic stem cells. Class time 30–40 minutes Resources required Handout 3.2 How IVF works Student knowledge outcomes n Become familiar with the overall process of IVF from egg and sperm retrieval to embryo transfer. n Stages of embryo development during the IVF procedure. n One or two embryos can be transferred back into the uterus of the female. Excess viable embryos may be frozen for future use, donated to another couple, donated to scientific research or discarded. Student skills outcome Reading comprehension, problem solving, understanding. Prior knowledge Stages of embryo development (desirable but not essential). Common misconceptions n IVF is a straightforward process and embryos are easy to come by. Fact: In actual fact, IVF can be a lengthy, difficult, invasive and emotional process for couples. Embryos are only donated to research after great consideration and through by the couple. Further Resources n Interesting graph on the number of eggs collected right down to how many babies were produced at this clinic: http://www.advancedfertility.com/ivf.htm n 3D animation video on IVF: http://www.youtube.com/watch?v=GeigYib39Rs&feature=related n This video shows images of human embryos at different stages of development: Video on IVF procedures: http://www.youtube.com/watch?v=3WypK9TpD34 n Schematic on Derivation of Stem Cells: http://www.stemcellchannel.com.au/pdf/Derivation_of_stem_cells.pdf n Monash IVF website: The resources tab has a number of factsheets that provide very useful information on all areas of the IVF process. http://www.monashivf.com n VARTA (Victorian assisted reproductive treatment authority): Information about IVF in Victoria. Fact sheets and publications on IVF treatments, legislation, current issues, statistics and welfare of people conceived through IVF and donor programs. http://www.varta.org.au n IVF – Infertility website. Simple, easy to understand explanations about a range of assisted reproductive techniques: http://www.ivf-infertility.com/ivf/standard/procedure/index.php References Monash IVF website (2006–2008): http://www.monashivf.com/default.asp?action=article&ID=21731 Infertility Treatment Authority. 2009 Annual report. Twelfth and final report. http://www.varta.org.au/www/257/1003057/displayarticle/1003573.html Setter, T and Johnson, L. (2009) Assisted reproductive technologies – Science, ethics, law and current issues. Legal date Vol 21(4). Warringal Publications. East Kew, Victoria. Raven, P. H., Evert, R. F. and Eichhorn, S. E (1992) Biology of plants. Worth Publishers, New York 6 2 Teacher background information The laws governing stem cell research in Australia Under the Australian legislation, research is permitted on human pre-implantation embryos generated after assisted conception treatments (e.g. IVF treatment). This includes the development of human embryonic stem cell (hESC) lines. It also permits the generation of human somatic cell nuclear transfer (SCNT) or cloned embryos, in order to develop disease-specific or patient-specific (autologous) stem cell. Note that the legislation governs the use of human embryos in research, including the creation of hESC. Once stem cells are created, research utilising these cells are treated the same as other types of research using human cells or tissues. These responsibilities are outlined in the National Statement on Ethical Conduct in Human Research, which can be found on the National Health and Medical Research Council’s (NHMRC) website (www.nhmrc.gov.au). This document outlines the guidelines that must be followed when using all types of stem cells in research. The legislation states that women who donate oocytes or embryos for research cannot be financially reimbursed. Use of non-human animal eggs to make human SCNT stem cells is strictly prohibited. The development of cloned embryos for reproduction is also prohibited, with a significant jail term associated with any breach of this legislation. Imported human embryonic and SCNT stem cells must have been derived using ethical guidelines compliant with Australian laws. Use of hESC lines themselves are not governed by this legislation. There are no specific regulations overseeing generation of human induced pluripotent stem (iPS) and tissue stem cells other than that in place to regulate the use of human material in research (refer to NHMRC National Statement). Where iPS or any other stem cells are to be progressed as a therapy, the Therapeutic Goods Administration (TGA) would oversee their use. The Australian parliamentary system requires each state and territory to form its own legislation. To date, Victoria, Queensland, South Australia, Tasmania and Australian Capital Territory, have passed laws that mirror the Commonwealth Act governing human embryo research and cloning. Western Australia has not followed the Australian parliament’s example and does not allow any type of SCNT. Historically, some states within Australia have strict regulations for assisted conception practices and embryo research. They have guidelines about access to treatment as well as donation of gametes. The NHMRC is Australia’s peak body for supporting health and medical research. Their role includes developing health advice for the Australian community, health professionals and governments and for providing advice on ethical behaviour in health care and in the conduct of health and medical research. The Prohibition of Human Cloning Act 2002 and the Research Involving Human Embryos Act 2002 are overseen by NHMRC. The NHMRC issues licences to researchers and oversees their compliance with the Act. To view all the licences currently issued for research utilising human embryos please visit: http://www.nhmrc.gov.au/research/embryos/monitor/database/index.htm. IVF and donated embryos Embryonic stem cells are obtained from excess, donated IVF embryos. The process of IVF is usually poorly understood. In IVF, sperm and eggs are mixed in the laboratory (in vitro) to allow fertilisation of the egg to form an embryo, which is then transferred to the uterus where it is hoped the embryo will implant into the lining of the uterus so as to initiate pregnancy. Assisted reproductive technology (ART) also includes artificial insemination, surrogacy and a range of other procedures. Results from the Victorian Assisted Reproductive Treatment Authority (VARTA) (previously known as the Infertility Treatment Authority of Victoria – ITA) results state that in the 2008–2009 financial year 9306 IVF treatment cycles occurred in Victorian IVF clinics. Approximately 24% of these resulted in clinical pregnancies. Of those clinical pregnancies 392 babies were born and 1482 pregnancies were ongoing. From these results, it can be observed that the success rates of IVF are not overly high. In the course of their treatment many embryos are often created to maximise the couples’ chance of pregnancy, these are stored frozen in liquid nitrogen tanks. At the completion of their treatment, a couple must decide what to if they have any frozen embryos remaining. The choices are: n Donate the embryos to another couple (equivalent to full adoption). n Discard the embryos (disposed of via biological waste). n Donate the embryos to research. 6 3 Some points for students to consider are: n The use of human embryos in research is subject to federal and state legislation. n Couples receive counselling to help them decide what to do with excess embryos. n Many couples do not have excess embryos. n Once embryonic stem cells are created the cells can regenerate indefinitely in culture in a laboratory (under favourable conditions). n The donated embryo is destroyed in the process of obtaining embryonic stem cells. Students can complete this activity to give them a better appreciation for the difficulties involved in IVF and how it really isn’t that easy to obtain an embryo, nor to decide what to do with their remaining embryos. When students start to think about the issues associated with the use of embryonic stem cells, they can draw on the knowledge and make some well informed arguments. 6 4 Handout 3.2 How IVF works Below are some phrases on how IVF is carried out. Number the phrases in the correct order (from 1–14): from egg pickup to embryo transfer. Phrases about IVF Correct order Once the couple has undergone counselling, they can begin the clinical cycle. A nurse will give the women a number of drugs that she must use to ripen many eggs within her ovaries. Some embryos are kept untill day three, where embryo biopsy can be performed. A removed cell can be genetically tested for specific inherited abnormalities, e.g. predisposition to Huntington’s disease. This is a process known as pre-implantation genetic diagnosis (PGD). The isolated eggs and sperm can be mixed in one of two ways. 1) the egg and a small volume of sperm are placed together in a dish and incubated overnight (this is called standard insemination). 2) the sperm is microinjected into the egg in a process known as ICSI (Intracellular Sperm Injection). The gametes are left overnight to fertilise. On the day of the egg pickup, the female patient will go into surgery. Under light sedation a doctor uses an ultrasound guided needle to collect the eggs. The needle pierces the lining of the vagina and then pierces the follicle in the ovary. The eggs are flushed out via a tube and collected in a vial. When a couple cannot conceive naturally (infertility) they can seek help from an IVF clinic. The drugs she takes consist of a nasal spray and about a two week course of injections that she or her partner must administer at home. The first step of treatment is counselling. In these sessions couples fill in a multitude of paper work and discuss their infertility with a psychologist. Whilst the female patient is under sedation and her eggs are being prepared, the male partner produces a sperm sample. An embryologist refines the sperm and separates the sperm from the seminal fluid. Whilst taking the injections, the female’s ovaries are viewed using an ultrasound. Once she has a number of eggs developing, the doctor will advise her to take a final injection to ripen the eggs. She must come to the clinic the next day to have the eggs removed from the ovaries (this is called the egg pickup). After tests are performed to see which member of the couple is infertile, the couple can proceed with IVF treatment. Sometimes couples never find out which member is infertile. This is called idiopathic infertility. The vial of eggs is handed to an embryologist, who isolates the eggs under the microscope. The embryologist prepares the egg to be mixed with the sperm (day zero). Healthy, dividing embryos can be transferred back into the female partner or else can be frozen for future use. On day one, the embryologist checks the dishes of eggs and notes whether the eggs have been fertilised into embryos. Any fertilised embryos are placed in a fresh dish of culture medium. By the end of the day the embryos might be one to two cells. From day two onwards, some clinics perform embryo transfers. There is not culture environment better than the lining of the uterus. In viable embryos, the cells continue to divide – from one to two cells to four cells etc. Non viable embryos (arrested embryos) do not increase in the number of cells. These embryos are discarded. 6 5 1 Handout 3.2 How IVF works – Teacher copy Below is the correct order for the student handout. The right hand column has the actual numbers of the student handout. Correct order Phrases about IVF 1 When a couple cannot conceive naturally (infertility) they can seek help from an IVF clinic. 2 After tests are performed to see which member of the couple is infertile, the couple can proceed with IVF treatment. Sometimes couples never find out which member is infertile. This is called idiopathic infertility. 3 The first step of treatment is counselling. In these sessions couples fill in a multitude of paper work and discuss their infertility with a psychologist. 4 Once the couple has undergone counselling, they can begin the clinical cycle. A nurse will give the women a number of drugs that she must use to ripen many eggs within her ovaries. 5 The drugs she takes consist of a nasal spray and about a 2 week course of injections, that she, or her partner must administer at home. 6 Whilst taking the injections, the female’s ovaries are viewed using an ultrasound. Once she has a number of eggs developing, the doctor will advise her to take a final injection to ripen the eggs. She must come to the clinic the next day to have the eggs removed from the ovaries (this is called the egg pickup). 7 On the day of the egg pickup, the female patient will go into surgery. Under light sedation a doctor uses an ultrasound guided needle to collect the eggs. The needle pierces the lining of the vagina and then pierces the follicle in the ovary. The eggs are flushed out via a tube and collected in a vial. 8 The vial of eggs is handed to an embryologist, who isolates the eggs under the microscope. The embryologist prepares the egg to be mixed with the sperm (day zero). 9 Whilst the female patient is under sedation and her eggs are being prepared, the male partner produces a sperm sample. An embryologist refines the sperm and separates the sperm from the seminal fluid. 10 The isolated eggs and sperm can be mixed in one of two ways. 1) the egg and a small volume of sperm are placed together in a dish and incubated overnight (this is called standard insemination). 2) the sperm is microinjected into the egg in a process known as ICSI (Intracellular Sperm Injection). The gametes are left overnight to fertilise. 11 On day one, the embryologist checks the dishes of eggs and notes whether the eggs have been fertilised into embryos. Any fertilised embryos are placed in a fresh dish of culture medium. By the end of the day the embryos might be one to two cells. 12 From day two onwards, some clinics perform embryo transfers. There is not culture environment better than the lining of the uterus. In viable embryos, the cells continue to divide – from one to two cells to four cells etc. Non viable embryos (arrested embryos) do not increase in the number of cells. These embryos are discarded. 13 Some embryos are kept untill day three, where embryo biopsy can be performed. A removed cell can be genetically tested for specific inherited abnormalities, e.g. predisposition to Huntington’s disease. This is a process known as pre-implantation genetic diagnosis (PGD). 14 Healthy, dividing embryos can be transferred back into the female partner or else can be frozen for future use. 6 6 Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Purpose To understand that plant cells have the ability to undergo cell reprogramming or transdifferentiation. Hence when a small part of a plant is cut off and put into some soil it will grow into a new plant. The process of cell reprogramming is not as straightforward in human cells. A human cannot grow back a severed finger, nor can a severed finger grow an entire human being! To also gain an understanding that human iPS cells (induced pluripotent stem cells) are transdifferentiated cells. They were once fully specialised and have been turned back into pluripotent cells. Class time 10–15 minutes Resources required n Handout 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Student knowledge outcomes n Understand that plant cells can transdifferentiate (form different cell types after specialisation has occurred) where as human cells, once specialised, cannot change cell type. n Explain that iPS cells are undifferentiated somatic cells. Student skills outcome n Reading comprehension, interpreting new information, applying previous knowledge and understanding to new situations, visualising thinking and higher order thinking. Prior knowledge n Cells are the basic building blocks of living things. n A basic understating of the major organs/tissues of the human body. n A basic understating of the different tissue types in a plant, i.e. stem, root, leaves. n Genetic manipulation is a process where the genes of one organism are manipulated in some way, such as the insertion of genes from another organism. The organisms with the inserted gene is now termed ‘transgenic’ as it contains genes from another organism and will express the gene product of the newly inserted gene. n Completion of activity 2.5 would be useful as it defines terms such as parenchyma, which are large, supportive and undifferentiated cells that make up the bulk of dermal layer in plant tissues. Common misconceptions n A human finger can grow back if it is severed from the hand (as reported in a media article). Fact: Human cells do not have the same regenerative properties as plant cells. Hence why plants can be propagated via cuttings. However, many human cells and tissues cannot be regenerated by simple cell division. See chapter 3.5 for more information on cell specialisation. 6 7 Handout 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Text box 1 – Reprogramming cells Unlike humans, all plant cells (except dead vessel cells) are capable of being reprogrammed. That is, one plant cell can be transformed into any other plant cell type. This process is called transdifferentiation. Scientists have taken advantage of this amazing ability by making and using callus cultures (a mass of undifferentiated plant cells) for genetic manipulation of plants. To make a callus culture, a small section of a plant stem is cut off and placed in a culture medium. After a few days and under the right conditions the parenchyma cells will continue dividing and will produce a colourless mass of undifferentiated, totipotent cells. Kept under the right culture conditions, these cells will divide indefinitely. These undifferentiated callus cells can be genetically manipulated. To promote normal plant growth, a growth factor is added to the callus culture. The undifferentiated cells will begin to form the three precursor tissues that will lead to the formation of the shoot and root. The genetically modified seedling can then be planted. Human cells, on the other hand, start out undifferentiated but once differentiation has taken place, the process was thought to be irreversible. Scientist have, however, recently discovered a new method for reprogramming somatic cells in the laboratory back to the undifferentiated state. These reprogrammed cells are called induced pluripotent stem (iPS) cells. iPS cells are commonly made using retroviruses to insert a small number of genes into the somatic cells which after about 4–5 weeks in culture some iPS cells begin to form. Only a very small number of somatic cells are successfully reprogrammed back into a pluripotent cell and scientists are currently unable to determine the exact processes that bring about the changes in these cells. Technologies for making iPS cells are moving very quickly and researchers are now investigating the use of new methods that do not involve the use of viruses. Some people hope that these cells may one day provide scientists with an alternative source of pluripotent cells to embryonic stem cells, however the research is still very new and not much is known about these cells. Questions for text box 1 1. Compare the processes of differentiation and transdifferentiation. 2. In theory, could leaf cells be used to make a callus culture? 3. Explain how scientists produce iPS cells. 4. What are the limitations to iPS cells compared to callus culture cells. 6 8 Handout 3.3 Reprogramming cells – plants can do it naturally, why can’t we? – Teacher copy 1. Compare the processes of differentiation and transdifferentiation. In differentiation, an unspecialised cell becomes specialised. In transdifferentiation a specialised cell is transformed to become unspecialised. These two terms are the reverse of each other. 2. In theory, could leaf cells be used to make a callus culture? Yes. Most plant cells can be induced to make unspecialised callus cells (NB most except secondary cell walled plant cells and very specialised cells such as guard cells). 3. Explain how scientists produce iPS cells. Scientists take a somatic cell, such as a skin cell, and insert a number of genes into the cell using a retrovirus or other gene delivery technique. After 4–5 weeks rare iPS cells form. iPS cells are reprogrammed back to a pluripotent state. 4. What are the limitations to iPS cells compared to callus culture cells. iPS cells are rare, where as callus cells are numerous. iPS cells take weeks to form, callus cells take days. Growing callus cultures is a developed technique, iPS cell technology is very new and not fully understood. 6 9 Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Reprogramming cells is a way scientists can achieve pluripotent, patient specific and disease specific stem cells. The main use of these stem cells is for research into disease and for drug and toxicology screening. Disease specific stem cells are made from a patient suffering a disease such as Parkinson’s disease. Studying these cells allows scientists to better understand the molecular causes, nature and characteristics of a patient’s disease, without having to experiment on the patient. The pluripotent stem cells can be the guinea pigs! Teacher guidelines The following activities can be used to consolidate students understanding of iPS (induced pluripotent stem cells) and somatic cell nuclear transfer (SCNT). SCNT is often referred to as therapeutic cloning by the general public. Use some introductory resources to set the scene and consolidate understanding by completing one/many of the suggested activities. Different ways of introducing cell reprogramming Choose one or a few of the following media types to inform students about iPS cells and SCNT. Following this table are some activities that support the delivery of these new concepts. Resource Description Time frame and resources required Watch the video Video found at: www.stemcellchannel.com.au, under of Dr Andrew ‘what are stem cells’. Laslett discussing Questions answered on the video: iPS cells n What are induced pluripotent stem cells? n What makes induced pluripotent stem cells so special? n What are some of the obstacles we still need to overcome? n Why has there been so much excitement around iPS cells n Do we still need to research embryonic stem cells now we have iPS cells? n What is your lab currently researching? n What do you think the potential is? 10minutes TV or data projector with speakers for playing the video. Read the fact Fact sheet 7 found at: sheet on iPS cells http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx 10 minutes Read the fact Fact sheets 1.1 and 4 found at: sheets on somatic http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx cell nuclear transfer and derivation of embryonic stem cells 10 minutes 70 Hard copies of the fact sheet or computer access for students to access the fact sheet. Hard copies of the fact sheets or computer access for students to access the fact sheets. Other videos ABC TV Catalyst site: http://www.abc.net.au/catalyst/stemcells Websites: general information New Scientist, article ‘Instant Expert: Stem Cells’: http://www.newscientist.com/article/dn9982-instant-expert-stem-cells.html?page=1 National Institute of Health (US), stem cell information: http://stemcells.nih.gov/info/basics/basics10.asp Genetic Science Learning Centre, ‘Creating Stem Cells for Research’: http://learn.genetics.utah.edu/content/tech/stemcells/sccreate Websites: teaching resources CIRM: http://cirm.ca.gov/stem_cell_CIRM_hosted NWABR lesson two – Techniques for obtaining stem cells: http://www.nwabr.org/education/stemcellrequest.html Different ways of consolidating the concepts of cell reprogramming Activity Description Time frame and resources Mind map of the creation of iPS cells and SCNT (handout 3.4) Give students the handout 3.4 Reprogramming cells 20–30 minutes mind map – student copy. Print off copies of Fact sheet 4 (Therapeutic cloning) and 7 (iPS) from http://www.stemcellcentre.edu.au/ For_the_Public/FactSheets.aspx Or direct students to the website and complete the task on computer. Skills developed Visualising thinking, applying and summarising understanding, evaluating information, reading comprehension. NB Teachers can increase the difficulty of the activity by omitting the word list from the bottom of the page. Summary notes for the Stem Cell Channel video featuring Dr Andrew Laslett Give students a list of the question prompts that preface each section of the video. Ask students to summarise the information in their own words after watching the video and reading the text. 40 minutes – IPS video, fact sheet 7 (optional), list of the questions in print or electronic format. Therapeutic Both student handouts have a description of the 30 minutes cloning (student different technique as well as an associated news per article handout 2.2) and article. Student handout 2.5 of this resource (NAWBR) iPS cells (student also has a summary pro-forma to assist students in handout 2.4) both interpreting the articles and an overview pro-forma at from ‘The science the end of the chapter to summarise the techniques. and ethics of stem cell research teacher resource curriculum guide’. Northwest Association for Biomedical Research (NWABR): (see link above). Online game: Therapeutic Cloning Play the game where students undertake therapeutic About 5–10 and reproductive cloning. Excellent animation. minutes (Teachers – beware of the loud music!) http://nature.ca/genome/04/041/041_e.cfm 71 Summarising information, applying understanding, reading comprehension, interpreting information. Reading comprehension, summarising information, applying understanding. Understanding. ( 72 Cons of SCNT cells and placed enucleated egg Cells can be by cell) Pros of iPS cells Stem cells can be cultured and in the lab into different of cells r Somatic cell cells pluripotency) molecule inserts genes Creating Cons of iPS cells About : to : somatic cells becomes an iPS Cells cultured ( Words to use: 1:5000, types, somatic, nuclear, skin, gene delivery, induced, 1:10000, differentiated, muscle, iPS, removed, embryonic stem, unfertilised, inner, reprogrammed, Therapeutic, 4–5 days, 4–5 weeks, Somatic Pros of SCNT cells removed ( cell transfer cloning) cells can be cell mass) cell n Cells cultured for Nucleus of into an S (non e.g. Handout 3.4 Reprogramming cells mind map 73 •Like all pluripotent stem cells, carries the risk of tumour formation if inappropriately used. •Same technology could be applied to clone a human (illegal in Australia). •Early stages of research, still not well understood. •Use of retroviruses to reprogram cells. •Patient specific cells, no tissue rejection. •Expression of approx 1200 genes not the same as with ES cells. • Technology for deriving iPS cells is newly developed, time consuming and relatively poorly understood. Cons of iPS cells •Remains theoretical for humans (proof of concept in animals). •Like all pluripotent stem cells, carries the risk of tumour formation if inappropriately used. •No destruction of embryos. •Controversial. •Involves destruction of a human embryo. •Can produce disease specific stem cells for research. •Can produce disease specific stem cells for research into disease. •Similar to embryonic stem cells. • Human eggs required. •Are embryonic stem cells. •Can produce patient specific stem cell therapies which would not be rejected. Pros of iPS cells Cons of SCNT cells Pros of SCNT cells About 1:5000 to 1:10000 somatic cells becomes an iPS Embryonic stem cells can be removed (inner cell mass) Gene delivery molecule inserts genes Cells cultured for 4–5 weeks Stem cells can be cultured and differentiated in the lab into different types of cells Cells can be reprogrammed by Creating iPS cells (induced pluripotency) Cells cultured for 4–5 days Nucleus of somatic cell removed and placed into an unfertilised enucleated egg Somatic cell nuclear transfer (Therapeutic cloning) Somatic cell (non pluripotent cell) e.g. skin or muscle Handout 3.4 Reprogramming cells mind map – Teacher copy Activity 3.5 How are stem cells specialised into different cell types? Purpose This activity aims to outline the techniques associated with specialising a stem cell into a specific cell type. Class time 20–30 minutes Resources required n Handout 3.5 How are stem cells specialised into different cell types? n Access to computers if completing question 5. Student knowledge outcomes n Tissue stem cells (multipotent stem cells) can usually only make cells of their tissue type. n Differentiating pluripotent stem cells is extremely complicated. In an embryo there would be many different factors occurring which are still not fully understood by scientists. n The main role of stem cells is to make more stem cells. Specialised cells arise when daughter stem cells become progressively specialised via a number of cellular generations. n Some tissues (and their cells) in the body cannot be replaced, some can be replaced via mitosis and some can be replaced via stem cells. n A cell’s pattern of gene expression is what makes it specialised. n Signal transduction (brought about via signalling molecules, growth factors and cytokines) is what determines the gene expression of a specialising cell. Student skills outcome n Reading comprehension, interpreting new information, applying previous knowledge and understanding to new situations, visualising thinking and higher order thinking. Prior knowledge n Cells are the basic building blocks of living things. n A basic understating of the major organs/tissues of the human body (such as nerves, heart, skin and blood). n Pluripotent stem cells include: embryonic stem cells, induced pluripotent stem cells and somatic cell nuclear transfer stem cells. n Multipotent stem cells include: adult stem cells and cord blood cells. n Cell mitosis and proliferation (the making of more cells). n Gene expression is the creation of certain proteins via transcription and translation. Common misconceptions n In humans, all specialised cells can repair themselves. Fact: Not true. Nerve, heart muscle, sensory receptors and eye lens cells cannot be replaced once lost. n In humans, one type of body cell can repair damage in different tissue. Fact: Not true. Most tissue stem cells usually only give rise to cells of that tissue type. I.e. skin stem cells usually only make cells of the dermal layers of the skin. 74 Further Resources National Institute of Health (US) Stem Cell Information: http://stemcells.nih.gov/info/basics/basics4.asp Cells of the adult human body–a catalogue. From Alberts et al (1994): http://www.garlandscience.com/textbooks/0815341059.asp?type=supplements Schematic on Derivation of Stem Cells: http://www.stemcellchannel.com.au/pdf/Derivation_of_stem_cells.pdf Schematic on differentiating ESC from mice: http://stemcells.nih.gov/info/basics/basics3.asp References Alberts, B. et al (1994) Molecular biology of the cell. Garland Publishing, New York. 75 Handout 3.5 How are stem cells specialised into different cell types? Stem cells specialise (differentiate) into different cell types. Embryonic stem cells can potentially develop into any cell type. Adult blood stem cells can develop into any blood cell type. But how does it occur? The diagram below shows the missing step. 1. A stem cell 2. A process ???? 3. Specialised cell To understand how ‘process 2’ works, we must first understand how cell signalling occurs. Cells communicate via signalling molecules. These molecules can range from simple gas molecules to complex proteins. Some signalling molecules attach to receptor proteins on the outside of a cell and some molecules go through the plasma membrane and bind to intercellular receptors. Phew, that’s a lot to take in! Let’s liken cell signalling to writing and posting a letter. Table 3.5.1 Analogy comparing cell signalling molecule production to producing and distributing a letter. Postal analogy Biological cell signalling Write a letter using a pen and paper whilst seated at a desk. The cell makes a protein using amino acids in the ribosomes. Put the letter in an envelope. The protein (polypeptide) is sent to the Golgi apparatus for packaging. Post the letter in a mail box, where it mixes with other letters. The Golgi apparatus manipulates the polypeptide and mixes it with other polypeptides to make a functional protein (quaternary structure protein). The postal service collects the letters and takes them to a distribution centre. The letters are sorted and then sent towards their destination via a truck – which drives on the roads. The packaged protein leaves the cell via exocytosis and then travels towards the destination cells via the bloodstream. The letter has a specific address written on it. The letter is delivered to that address. The protein (being shape specific) will fit into a specific membrane receptor on a destination cell. Once the postal worker reaches the address, the letter can either be left in the letter box outside, OR Once at the cell the protein can bind to a cell surface receptor (if it is a protein based molecule or a molecule that cannot penetrate the lipid membrane), OR The postal worker could walk into the house and deliver the letter directly!!! (In theory of course.) A different molecule (not protein based) can diffuse through the cell membrane or enter the cell via a protein channel. This delivers the molecule directly to the inside of the cell!! Before we examine the mechanisms that bring about cell specialisation we must first understand how cells are organised in the body and how new specialised cells arise. 76 Cells, tissues and mitosis (cell division) The body is made up of many different tissue types: nerve, muscle, blood, lymphoid, epithelial and connective. These tissues are made up of many different cell types that remain different from one another yet are able to coexist. Specific cells within these tissues continually need to be replaced. Making new specialised cells whilst still keeping tissue form and function is made possible by two main factors: 1. Specialised cells have memory and pass on their distinctive character to their daughter cells. 2. Cells sense their environment (via signalling molecules) and adjust proliferation (making new cells) to suit their circumstances. In many adult tissues, cells are continually dying and being replaced. New specialised cells can be produced by simple cell mitosis (which makes two identical daughter cells from one parent cell) or new cells can be generated from multipotent stem cells found in the specific tissue types. When multipotent stem cells divide, the daughter cells can either become another multipotent stem cell or can become terminally specialised into a specific cell type (see diagram 3.5.2). Some specialised cells have limited biological function due to the tissues in which they reside. Usually these cells are restricted in their ability to divide and due to this they have limited opportunity to change from once cell type to another. How do new cells arise? Some cells in mammals: 1. cannot divide or be replaced once they are made, for the life of that animal. These cells include: some nerve cells, heart muscle cells, sensory receptor cells and lens fibres of the eye. 2. make more cells of the same type via mitosis. These include liver cells and endothelial cells (lining of blood vessels). 3. cannot divide themselves and new cells can only be made via the division of stem cells: These include blood cells, epithelial cells (gut lining), epidermal cells (skin). These are often referred to as terminally specialised cells. It is the cells in point 3 that we are interested in. These cells cannot replicate themselves and so stem cells are needed to make new stem cells that can then be specialised into a specific cell type. For example, blood haematopoietic stem cells make new haematopoietic stem cells which can either remain as stem cells or can be specialised into different blood cell types, such as red blood cells and the many different white blood cells (diagram 3.5.2). The role of the stem cell is to produce more stem cells. Differentiation of these new cells is brought about by different factors, which will be outlined in the next section. Diagram 3.5.2 The diagram below outlines how stem cells give rise to other stem cells and then specialised cells. Initial multipotent stem cell Cell division (mitosis) Daughter multipotent Stem cells A number of steps induced by different signalling molecules Terminally differentiated cell (specialised) Picture adapted from Alberts et al (1994) 77 New stem cells give rise to more specific cell types, but these daughter cells are not fully specialised yet! Newly formed daughter tissue stem cells, or embryonic stem cells, may receive signals from many different signalling molecules that change the pattern of gene expression in the cell. Some cells begin to specialise by developing into a committed progenitor cell, which is a cell that is more specialised than a stem cell, but it is not yet terminally specialised. These cells are irreversibly committed to be ancestors of a more limited number of the specific cell types. They can only divide a limited number of times, before they die. Their daughter cells will become even more specialised than themselves and may even be terminally specialised. The progenitor cell is induced to express a different pattern of genes, making it different to the stem cell it came from and also different from the cells it will give rise to. These cells are like stepping stones; they are a step between the different cells types, each cell type becoming more specialised than the cell type that gave rise to it. Think of your journey from being born till now. It would not have been possible to be born the size you are now! You had to develop through a number of stages to become the specialised human being that you are today. When is a cell finally terminally specialised? Specific cells have specific patterns of gene expression. When a cell becomes specialised it switches from one pattern of gene expression to another pattern of gene expression. Terminally specialised cells have a specific role in the body and produce specific proteins. These cells are unable to replicate themselves. To make more of these cells, the whole process must begin again! So, what causes the change in gene expression patterns? There are three main types of signalling molecules involved in promoting cell specialisation: growth factors, signalling factors and cytokines (as outlined in table 3.5.3 below). Cell specialisation is also dependent on the surrounding tissue. If new cells are required, for example, to heal a wound on the skin, the surrounding cells will signal to the basal cells (which is where the skin stem cells are) to start proliferating. This will set in motion the events that will help cure the wound and start making new skin cells. As there are many steps in making a specialised cell, there are many different signalling molecules involved. Scientists are continually discovering new signal transduction patterns and identifying the chemicals involved. The three main types of signalling molecules are outlined in table 3.5.3. Table 3.5.3 The three types of signalling molecules involved in cell specialisation Signalling factors Any extracellular or intracellular molecule that cues the response of a cell to other cells or to its environment. Growth factors A type of signalling factor. Protein signalling molecule that stimulates cells to grow and divide. Many growth factors have other functions as well. Cytokines Protein that acts as a local mediator in cell–cell communication (is a type of signalling factor). Types of molecules Hormones, neurotransmitters, and other molecules. Proteins Protein Location of production compared to target cells Can be found all over the body. Can be far away from the target cells. Usually found close to the target cell. Examples Protein based hormones, steroid hormones, neurotransmitters and other molecules, such as nitrous oxide (NO). FGF (Fibroblast growth factors), Interleukins, interferons and TGF-beta (transforming growth chemokines. factor beta), insulin, erythropoietin (stimulates red cell production), stem cell factor. Description Concentration Variable, is tissue and context Present at low concentrations Operate in low concentrations. in the body dependent. May be high or very and competition for them limits low concentrations. cell proliferation. The above factors cause a cell to express different proteins. This pattern of gene expression is what gives the new cell its specialised nature! 78 Review questions 1. What are the two factors that ensure new specialised cells keep their tissue form and function? 2. Cells are continually dying and being replaced. a. Describe two ways in which cells in the body can be made. b. Why is cell death necessary? 3. Draw a mind map outlining the process of signal transduction for protein based molecules and lipid soluble molecules. 4. Explain the main role of stem cells in the tissues of body? 5. Cell specialisation is a complicated process. Summarise the steps involved in cell specialisation by using a table or making a mind map. 6. Research one of the following tissue systems: blood cells, epithelial cells (gut lining), epidermal cells (skin). Find out where the stem cells are located and outline how a specific cell in this tissue type becomes specialised. Find out the names of the stem cells and some of the intermediate cell forms. The following site can get you started: http://stemcells.nih.gov/info/basics/basics4.asp 7. Cut out the process statements from the diagram below. They are out of order. Arrange these statements next to the numbers (1–6) in the correct order. Low O2 in bloodstream OR Low numbers of RBC 1. Process statements Kidney cell 2. The progenitor cells form the ancestor cells of only one or a few different blood cells, such as red blood cells 3. The stem cell proliferates and makes new hemopoietic stem cells and progenitor cells Erythropoietin molecules Hemopoetic stem cells The erythropoietin binds to a protein receptor on the hemopoietic stem cell 4. New red blood cells, which are now terminally differentiated, are secreted into the blood stream 5. A lack of oxygen or shortage of red blood cells triggers the kidneys to make the glycoprotein erythropoietin via protein synthesis Progenitor cell 6. Red blood cells 79 The erythropoietin is secreted into the bloodstream Handout 3.5 How are stem cells specialised into different cell types? – Teacher copy 1. What are the two factors that ensure new specialised cells keep their tissue form and function? Specialised cells have memory and pass on their distinctive character to their daughter cells. Cells sense their environment (via signalling molecules) and adjust proliferation (making new cells) to suit their circumstances. 2. Cells are continually dying and being replaced. a. Describe two ways in which cells in the body can be made. Via mitosis which is when one parent cell divides into two daughter cells, both identical to the parent cell. Via stem cells – which divide to make more stem cells and stem cells that will progressively specialise into other cells that will ultimately become terminally specialised into a specific cell type that will be relatively short lived. b. Why is a cell death process necessary? Cells wear out and need to be replaced. To maintain tissue form and function, cells need to be destroyed when new cells are created. Also, without cell death, tissues might become inordinately large and too much cell proliferation, without death can lead to cancer. 3. Draw a mind map outlining the process of signal transduction for protein based molecules and lipid soluble molecules. This will vary between students, but should follow the sequence of events in table 3.3.1. For the protein signal transduction the students should note that the protein will adhere to a surface membrane receptor, as the protein cannot enter the cell. For lipid based molecules, the process begins in the smooth ER and towards the end the lipid soluble molecule will pass through the cell membrane and bind to receptors directly in the cytoplasm. 4. Explain the main role of stem cells in the body? To make more stem cells. Some will make even more stem cells and some will start to differentiate into different cell types of the same parent tissue type. 5. Cell specialisation is a complicated process. Summarise the steps involved in cell specialisation by using a table or making a mind map. This will vary between students, however the main flow should be as follows: stem cell makes two stem cells, one will stay as a stem cell, and the other will become an ancestor cell of the final cell type. This could be a progenitor cell. Further cell signals from other cells and the environment around the cell will turn on different genes in the progenitor cell, which will proliferate into more progenitor cells, one of which will further specialise into a more specialised version of the final stage, until it terminally specialises into the final cell stage. 6. Research one of the following tissue systems: blood cells, epithelial cells (gut lining), epidermal cells (skin). Find out where the stem cells are located and outline how a specific cell in this tissue type becomes specialised. Find out the names of the stem cells and some of the intermediate cell forms. The following site can get you started: http://stemcells.nih.gov/info/basics/basics4.asp The catalogue of the human cell types found at: http://www.garlandscience.com/textbooks/0815341059.asp?type=supplements will be very useful here. Answers will vary between students, however, the main idea is for the students to work out the progressively more specialise cells of the different base stem cell types. Students can find diagrams of the columnar organisation of the epidermal layers of thin skin or haematopoietic stem cell differentiation (for blood cells) to assist them visualise the different cell types. 8 0 7. Cut out the process statements from the diagram below. They are out of order. Arrange these statements next to the numbers (1–6) in the correct order. 1. 2. 3. 4. 5. 6. A lack of oxygen or shortage of red blood cells triggers the kidneys to make the glycoprotein erythropoietin via protein synthesis The erythropoietin is secreted into the bloodstream The erythropoietin binds to a protein receptor on the hemopoietic stem cell The stem cell proliferates and makes new hemopoietic stem cells and progenitor cells The progenitor cells form the ancestor cells of only one or a few different blood cells, such as red blood cells New red blood cells, which are now terminally differentiated, are secreted into the blood stream 81 Chapter 4 Stem cell use – now and in the future Teacher background information Stem cells are already being used to heal a number of disorders in patients around the world. However, whilst there is a lot of attention surrounding the potential of stem cells, in reality, the range of diseases for which there are proven treatments using stem cells is quite small. The only established stem cell therapies are those of the blood system involving transplants of haematopoietic stem cells (usually from bone marrow or with cord blood) to reconstitute the blood and immune system. All other medical procedures involving stem cells are still currently considered ‘experimental’ or ‘unproven’. Within the ‘experimental’ category, there are some promising clinical trials in the adult stem cell field in areas such as corneal, mesenchymal, skin and cartilage and some embryonic stem cell research is moving closer to clinical trials. Stem cells were first used in bone marrow transplants, with the first performed in the USA in 1956. Since the late 1990’s when embryonic stem cells were discovered in humans, the advances in stem cell science have been rapid. However not all research is looking at specific cellular replacement therapies, much of the work in the field of stem cell science is focused on understanding normal development and disorders of the human body and for toxicology screening (testing new drugs). For example, scientists have been able to grow heart muscle cells in culture from embryonic stem cells. These stem cells actually pulsate in vitro! If a patient had a disorder that affected the function of these cells, scientists could grow these cells and investigate the physiology of the malfunctioning cells and can even test for the effects of new drugs designed to treat the disorder. This means that the treatment for the disorder can be investigated on species specific cells, which diminishes the need for testing the drugs on other animals. Multipotent stem cells, other than blood stem cells, could potentially aid in the treatment of tissue that cannot regenerate itself. This would be of benefit for spinal cord injuries and injuries to sensory organs, which also have limited repair capabilities. Again, research on these specific cell types can aid scientists in finding treatment options for other disorders, not necessarily just using stem cells themselves to treat the disorder. Purpose In this chapter students will gain an appreciation for the number of different benefits of stem cells being currently used and also potential uses of stem cells on the horizon. Activity 4.1 What are stem cells currently being used for? n 4.1.1. When did stem cells start being used? A timeline activity. Using the timeline on the advances in stem cell research, complete this activity. n 4.1.2. Demystifying stem cell use. What are stem cells really being used for? Complete the activity. Activity 4.2 Uses of stem cells – media review n Using links to many different media articles, students are to read the article and present their findings to the class. Activity 4.3 Stem cell research assignments n Teachers can choose from two ready to use assignments on the uses/potential uses of stem cells to treat patients. Marking criteria are also included. 8 2 Activity 4.1 What are stem cells currently being used for? Purpose The following activities aim to demonstrate to students how stem cells are currently being used in society today. Scientists are using stem cells in three broad areas: for research into normal development and diseases, drug screening and treatment of specific disorders. Class time 4.1.1 10–15 minutes, 4.1.2 10–15 minutes Resources required 4.1.1 Copy of ‘The Stem Cell Discovery Timeline’, copy of handout 4.1.1 and 4.1.2. Student knowledge outcomes n To gain an appreciation of how fast science and technology is advancing. n To appreciate that haematopoietic (blood forming) stem cells from bone marrow and cord blood are currently being used today and bone marrow transplants have been used for the past 50 years. n To understand that human embryonic stem cell use in treating disorders with proven treatment is not yet possible. n To appreciate that the field of stem cell research is moving quickly, however the real life applications of nonblood stem cells in cell based therapies are few but growing. n There is a great deal of stem cell research being conducted all over the world. Student skills outcome Reading comprehension, numeracy, problem solving, reasoning, application of knowledge, evaluation. Prior knowledge n What stem cells are and the types of stem cells. n Genes code for proteins and proteins help regulate growth and development. Common misconceptions n All stem cell use is for treating diseases. Fact: Not true. The majority of work in the field of stem cells centres on research into understanding normal development, progression of diseases and disorders and toxicology screening (testing new drugs). n Embryonic stem cells will be able to be used in treatments in the near future. Fact: This is unknown. Many embryonic stem cell treatments are a long way away. Apart from haematopoietic stem cell use (blood stem cells from bone marrow and cord blood) many other stem cells therapies being researched but are still unproven and carry with them some risks that must be addressed before therapies using cells derived from ESCs can be used in treat patients. Further Resources n Overview of current research being done with stem cells: http://www.stemcellcentre.edu.au/research.aspx n NAWBR resource: http://www.nwabr.org/education/pdfs/STEM_CELL_PDF/LESSON_1.pdf n Booklet about HLA matching and transplants: http://www.stanford.edu/dept/HPS/transplant/html/hla.html References Stem cell discovery timeline: http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx National Marrow Donor Program: http://www.marrow.org/PATIENT/Support_Resources/Patient_Frequently_A/index.html NIH website: http://stemcells.nih.gov/info/basics/basics6.asp 8 3 Activity 4.1.1 When did stem cells start being used? A timeline activity Students can complete this activity by using ‘The stem cell discovery timeline’ (available below or at http://www.stemcellcentre.edu.au/For_the_Public/FactSheets.aspx), to assist them in completing handout 4.1.1. Optional Handout 4.1.1 Stem cell discovery timeline 1956 First bone marrow transplant performed in US 1988 First cord blood transplant performed in a patient with Fanconi anemia 1996 First mammal cloned from an adult (somatic) cell - Dolly the sheep is born at Roslin Institute, Scotland Before 1998 1978 Stem cells are discovered in human cord blood 1998 Osiris Therapeutics (US) founded in 1992, began their first trial using mesenchymal stem cells (MSCs) in bone marrow transplants and now has two MSC products in clinical trials for several indications including GvHD, Crohn’s disease, diabetes and cardiac disease 2009 ASCC funds early phase clinical trial at UNSW to further test the use of eye stem cells on contact lenses to treat blinding corneal disease 1981 First embryonic stem cells are derived from a mouse blastocyst 1995 First embryonic stem cell line derived from a non-human primate 1998 James Thomson, University of Wisconsin-Madison, publishes the first paper in Science describing hESCs 2000 First stem cells derived from an SCNT embryo in a mouse After 1998 2006 Shinya Yamanaka and colleagues at Kyoto University create the first iPS cells from mouse somatic cells 1961 Canadians James Till and Ernest McCulloch prove the existence of stem cells in the bone marrow 2008 Harvard researchers publish first disease specific iPS lines for diseases including Parkinson’s, Down Syndrome, juvenile diabetes and Huntington's disease 2007 Thomson, Yamanaka and others publish the creation of iPS cells from humans 2008 Mesoblast (Aus) established in 2004, announce successful results from a clinical trial using MSC precursor cells to treat long bone fractures and now have a pipeline of products in clinical trials using MSCs to treat several indications including bone repair and cardiac disease 2010 ReNeuron (UK) granted approval for world’s first human clinical trial of stem cell therapy for stroke using cells derived from foetal stem cells 2010 Scientists at Stanford University directly reprogram fibroblasts to neurons without needing to return the cells to pluripotency first 2010 in March, Advanced Cell Technology (USA) receives FDA approval to proceed to clinical trials with a hESC derived treatment for a rare type of blindness known as Stargardt’s Macular Dystrophy 2010 in July, Geron (US) receives clearance to begin world's first human clinical trial of hESC based therapy for acute spinal cord injury 8 4 Handout 4.1.1 When did stem cells start being used? A timeline activity Using the information presented on ‘The stem cell discovery timeline’ complete the following tasks. 1. When was the first bone marrow transplant performed and in which country? 2. Would the scientists who performed this transplant have necessarily known which cells in the blood helped cure the patient? Explain. 3. When were embryonic stem cells discovered? 4. How long after starting bone marrow transplants was cord blood transfusions used to treat disease of the blood? 5. How long did it take for scientists to publish work on human embryonic stem cells (hESCs) after embryonic stem cells were first derived from mice? 6. What is the significance of Dolly the sheep? 7. Locate on the time line all references to Somatic Cell Nuclear Transfer (SCNT) and answer the following questions. a. When did scientists first publish findings on SCNT and in which organism? b. How long after Dolly the sheep were the first successful SCNT produced in humans? 8. Another method or reprogramming cells is by inducing a somatic cell to become pluripotent. These cells are called induced pluripotent stem cells (iPS). a. In which year and in which organism were iPS cells first created and by whom? b. What year was news of the creation of human iPS cells published? c. How many years did it take for scientists to move from non-human iPS to the creation of disease specific iPS cells in humans? 9. What are MSCs? a. Are MSCs embryonic stem cells or tissue stem cells? b. Name three disorders on which are scientist’s trialling their use? 10. When did scientists first report the approval to start a clinical trial with human embryonic stem cells and for what purpose? 8 5 Handout 4.1.1 When did stem cells start being used? A timeline activity – Teacher copy Using the information presented on ‘The stem cell discovery timeline’ complete the following tasks. 1. When was the first bone marrow transplant performed and in which country? 1956, USA. 2. Would the scientists who performed this transplant have necessarily known which cells in the blood helped cure the patient? Explain. Not necessarily. Canadian scientists Till and McCulloch only proved the existence of stem cells in bone marrow in 1961. 3. When were embryonic stem cells discovered? 1981 in mice. 4. How long after starting bone marrow transplants was cord blood transfusions used to treat disease of the blood? 32 years. First bone marrow transplant was in 1956 and first cord blood transplant was in 1988. 5. How long did it take for scientists to publish work on human embryonic stem cells (hESCs) after embryonic stem cells were first derived from mice? 17 years. Human embryonic stem cells were first reported in 1998 by Professor James Thomson from the University of Wisconsin, USA while embryonic stem cells from the mouse were first created in 1981. 6. What is the significance of Dolly the sheep? She was the first mammal cloned from an adult (somatic) cell. This was in 1996 at the Roslin Insitute in Scotland. Dolly was named after Dolly Parton as the donor somatic cell used was from a mammary gland. 7. Locate on the time line all references to Somatic Cell Nuclear Transfer (SCNT) and answer the following questions. a. When did scientists first publish findings on SCNT and in which organism? 2000 in mice. b. How long after Dolly the sheep were the first successful SCNT stem cells produced in humans? Never. Remains theoretical. Researchers are yet to be able to isolate embryonic stem cells from SCNT human embryos. 8. Another method or reprogramming cells is by inducing a somatic cell to become pluripotent. These cells are called induced pluripotent stem cells (iPS). a. In which year and in which organism were iPS cells first created and by whom? In 2006, in mice and by Professor Shinya Yamanaka and colleagues from the University of Kyoto, Japan. b. What year was news of the creation of human iPS cells published? 2007. c. How many years did it take for scientists to move from non-human iPS to the creation of disease specific iPS cells in humans? Mice iPS cells were created in 2006 and the human disease iPS cells were created in 2007. That is one year between these discoveries. 9. What are MSCs? Mesenchymal stem cells a. Are MSCs embryonic stem cells or tissue stem cells? Tissue stem cells isolated from the bone marrow of the umbilical cord. b. Name three disorders on which are scientist’s trialling their use? Crohn’s disease, diabetes, cardiac disease and bone repair. 10. When did scientists first report clinical trials on human embryonic stem cells and for what purpose? There are currently two clinical trials approved to begin involving cells generated from human embryonic stem cells. The first by an American biotechnology company Advanced Cell Technology for a rare type of blindness known as Stargardt’s Macular Dystrophy. The trial was approved to proceed in March 2010 but with no current timeline. Another American biotechnology company Geron, was the first to apply to the Food and Drug Administration for approval to conduct a clinical trial using neural cells made from hESCs to treat spinal cord injury. This trial was originally approved in January 2009 but was later put on clinical hold pending the assessment of new data. The trial was then given the green light in July of 2010, the company hopes to commence in late 2010. (Information up to date at time of writing in July 2010. Check the Australian Stem Cell Centre website for updates www.stemcellcentre.edu.au.) 8 6 Activity 4.1.2 Demystifying stem cell use. What are stem cells really being used for? Teacher directions Before students have a chance to read the handout, fold the bottom half of the handout up over the text so that only the heading and the initial question can be seen. Ask students to read the first sentence and then answer the question. Ask them not to read any further. Once all students are finished writing, collate the answers on the board. Next, ask students to open the sheet and start the activity. 8 7 Handout 4.1.2 Demystifying stem cell use. What are stem cells really being used for? ‘What are stem cells currently being used for?’ Before reading any more, write down your initial thoughts: Did you mention something about stem cells being used to cure diseases? The range of diseases for which there are proven treatments using stem cells is quite small and the only established stem cell therapies are those of the blood system involving transplants of haematopoietic stem cells (usually from bone marrow but with cord blood as an alternative) to reconstitute the blood. All other medical procedures involving stem cells are still currently considered ‘experimental’ or ‘unproven’. Within the ‘experimental’ category, there are some promising clinical trials in the adult stem cell field in areas such as corneal, mesenchymal, skin and cartilage and some embryonic stem cell research is moving closer to clinical trials. For example, researchers at the University of New South Wales have used stem cells cultured on a simple contact lens to restore sight to sufferers of blinding corneal disease, and are now progressing further into larger scale clinical trials. A video detailing the research is available here http://www.youtube.com/watch?v=RYDSPFuWFDM. Would it surprise you to know that a great deal of research is also being conducted on using stem cells to find out more about diseases and how the body works? This research includes investigating genetic, molecular and biological control of tissue growth and development. Scientists are also using stem cells to find out more about different diseases and how they affect cells. Scientists are also using stem cells to screen drugs (toxicology testing). Stem cells are used for research Research into cell differentiation and development can tell scientists a lot about how the human body works. By knowing which genes turn on and off and what affect this has on our development, they can better understand diseases like cancer and other growth abnormalities of the tissues and organs. By investigating the effects of disease on cells, scientist can also develop new strategies for treatment. Question 1: What affect does ‘switching on and off’ genes have to do with development? Cell based therapies Treatment of disorders using stem cells has enormous potential. Tens of thousands of bone marrow and cord blood transplants are conducted worldwide every year. Bone marrow and cord blood transplants are help patients with many diseases (see table 4.1.2). 8 8 Table 4.1.2 Diseases which bone marrow and cord blood are use to aid in treatment Leukaemia’s and lymphomas n Acute and chronic myelogenous leukaemia n Hodgkin’s lymphoma n Juvenile myelomonocytic leukaeima Bone marrow failures n Fanconi anemia n Severe aplastic anemia n Pure red cell aplasia n Paroxysmal nocturnal hemoglobinuria Immune system disorders n n Severe combined immunodeficiency (SCID) Haemoglobin disorders Metabolic disorders n Beta thalassemia n Hurler’s syndrome n Sickle cell disease n Metachromatic leukodystrophy n Adrenoleukodystrophy Wiskott-Aldrich syndrome Question 2 The table below shows the steps involved in a bone marrow transplant. However, the phrases are mixed up. Renumber the phrases in the correct sequential order. Phrases Correct order For the second phase of treatment doctors recommend a bone marrow transplant to aid in long term remission and assist in repair of the immune system. Without properly formed white blood cells, the patient has no way of fighting infections or other pathogens. The abnormal white blood cells crowd out normal red and white blood cells. The bone marrow cells are extracted from the brother and injected into the patient. In this type of leukaemia, white blood cells do not develop properly. The malformed cells are called leukaemia cells. Bone marrow and cord blood contains haematopoietic stem cells which can make blood and immune system cells, such as red and white blood cells. This can aid in resupplying the immune system with healthy cells. 6 Doctors suggest the following treatment plan for this patient. First chemotherapy to destroy the leukaemia cells. This aims to kill the leukaemia cells, but unfortunately also kills healthy cells. The patient is diagnosed with Acute myelogenous leukaemia. A bone marrow donor is found. It is the patient’s brother, who is a HLA match (HLA stands for human leukocyte antigen). It is a protein found on the surface of cells If this protein is a match, the transplanted tissue is less likely to be rejected. This type of transplant is called an allogeneic transplant, as donor tissue is being used. Most other cell based therapies that involve stem cells are in their infancy or are in clinical trials. Of these cell based therapies, most success has been in transplanting stem cells into an area of the body where there is an injury. The idea is for the new stem cells to start dividing and repair the damaged tissue. This may occur because the stem cells give rise to new tissue specialised cells or they produce proteins or factors that promote repair or recovery of damaged cells at the site of injury. Irrespective of the actual mechanism, injecting stem cells from a donor (allergenic transplant) raises the issue of tissue rejection (if HLA – human leukocyte antigen is different. See question 3). Using a patient’s own cells, such as tissue cells (autologous transplant), eliminates that problem. However, finding and deriving the relevant adult stem cells can be difficult. Explaining HLA matching HLA stands for human leukocyte antigen. The HLA is the human form of the major histocompatibility complex (MHC). The MHC in most vertebrates is the protein that identifies whether a cell is a ‘self’ cell or whether it is a pathogen. There are HLA proteins on the surfaces of white blood cells and many other tissue cells in the body. If the immune system white blood cells detect a cell as having a different HLA match, the immune system will tag that cell for destruction. If the HLA protein is the same, then tissue rejection is reduced. The HLA mismatch is the main reason why donor organs can be rejected. 8 9 Below is a hypothetical pedigree of a family. The numbers in the boxes refer to the HLA group numbers (In this example we are only looking at the HLA-A and HLA B genes which are located very close together on chromosome 6. These HLA genes give rise to the surface proteins. Of these two genes, there are 59 different HLA-A proteins and 118 different HLA-B proteins possible in humans. The numbers refer to the particular protein that each person makes based on their HLA genes. If the numbers are the same for these genes, then the relatives can act as donor and recipients of bone marrow, cord blood or donated organs. (NB This example has been simplified for explanation purposes. In modern day organ and tissue donation more than two HLA genes are matched.) Father Mother 3, 7 1, 9 4, 5 2, 13 4, 5 2, 13 3, 7 2, 13 4, 5 1, 9 4, 5 2, 13 Child 1 Child 2 Child 3 Child 4 Question 3. Which members of the family could act as donor–recipient matches? Explain your answer. New Drugs and no more animal testing: Why are stem cells desirable for research? Embryonic stem cells grow indefinitely in the lab and are pluripotent. They can be changed into any cell type, as long as scientists know the right signals. This means scientists can have a mass of dividing cells in the lab, with which they can study normal development, disease and progression of a disease. For example, scientists have grown heart stem cells in a culture dish and the cells have started beating! For footage of beating heart cells from a Monash University researcher, visit http://www.youtube.com/watch?v=VHHwHrx0bxg. So the potential scenario in the future that scientists are looking at is: instead of having to keep mice, rats and sheep in the lab, scientists can now use flasks of self renewing stem cells to test new drugs and study diseases. Using stem cells for these purposes may therefore reduce the number of animals used in scientific research but it will not eliminate the need altogether. Further review questions 4. At the start of this activity you were asked a question about current stem cell use. Describe what you now know about the most common and approved uses of stem cells in therapy. 5. Knowing that much of the research involving embryonic stem cells examines the development and pathology of diseases and not directly ‘curing people’, would your opinion on the use of ESCs change? 6. ESCs are capable of self renewal and are quite prolific in the lab (many cells can be made). Why is this appealing to scientists? 7. When development of hESC therapies advance to treatment of diseases in the future, describe any potential disadvantages for their use in recipient patients? What might be an alternative way of obtaining pluripotent stem cells for these patients in the future? 8. Describe the benefits of using stem cells to study diseases and to test the effects of new drugs? 9. Why might using more than one donor hESC type in toxicology research (testing the effects of new drugs) be advantageous? 9 0 Handout 4.1.2 Demystifying stem cell use. What are stem cells really being used for? – Teacher copy Answers from text Question 1 What affect does ‘switching on and off’ genes have to do with development? Genes code for proteins. Proteins are used for a number of signalling, structural and metabolic processes. If certain genes are not switched on, these proteins products are not made and an organism will not be able to grow and function properly. If genes are not switched off, too much of a gene product is made. This can also be advantageous for normal growth and function. Question 2 Phrases – ANSWERS Correct order The patient is diagnosed with Acute myelogenous leukaemia. 1 In this type of leukaemia, white blood cells do not develop properly. The malformed cells are called leukaemia cells. 2 Without properly formed white blood cells, the patient has no way of fighting infections or other pathogens. The abnormal white blood cells crowd out normal red and white blood cells. 3 Doctors suggest the following treatment plan for this patient. First chemotherapy to destroy the leukaemia cells. This aims to kill the leukaemia cells, but unfortunately also kills healthy cells. 4 For the second phase of treatment doctors recommend a bone marrow transplant to aid in long term remission and assist in repair of the immune system. 5 Bone marrow and cord blood contains haematopoietic stem cells which can make blood and immune system cells, such as red and white blood cells. This can aid in resupplying the immune system with healthy cells. 6 A bone marrow donor is found. It is the patient’s brother, who is a HLA match (HLA stands for human leukocyte antigen. It is a protein found on the surface of cells If this protein is a match, the transplanted tissue is less likely to be rejected. This type of transplant is called an allogeneic transplant, as donor tissue is being used. 7 The bone marrow cells are extracted from the brother and injected into the patient. 8 Question 3 Sisters could donate to receive bone marrow or organs from each other. 91 Further review questions 4. At the start of this activity you were asked a question about current stem cell use. Describe what you now know about the most common and approved uses of stem cells in therapy. The only proven treatments involving stem cells is for the treatment of some blood and autoimmune diseases. These treatments involve either bone marrow or cord blood. Further detail on these conditions can be found in the text. 5. Knowing that much of the research involving embryonic stem cells examines the normal development and the pathology of diseases and not directly ‘curing people’, would your opinion on the use of ESC’s change? Again, the answers will vary. The aim is for students to start thinking about how their possible misconception has shaped their opinion on stem cell derivation. 6. ESCs are capable of self renewal and are quite prolific in the lab (many cells can be made). Why is this appealing to scientists? Because they only need a small number of ESCs to make a culture. Moreover some biological and molecular analyses can only be done with relatively large numbers of cells. 7. When development of hESC therapies advance to treatment of diseases in the future, describe any potential disadvantages of their use in recipient patients? What might be an alternative way of obtaining pluripotent stem cells for these patients in the future? The MHC (or HLA) of the ESCs and the donor may not match, therefore the donor cells may be rejected. An alternative way of obtaining pluripotent stem cells might be to use iPS or SCNT stem cells. However, the development of these technologies must advance at the same rate as the ESC technologies for this hypothetical scenario to be viable. NB Both of the answers to this question are hypothetical, as the technology in both areas is still in its infancy. The main purpose of this question is for students to apply their knowledge on stem cells in a different scenario. 8. Describe the benefits of using stem cells to study diseases and to test the effects of new drugs? Reduces the need to use other animals. Other animals have different genes to us and express different proteins, which may not react the same way to drug as humans do. So using human specific tissue, without having to harm a human is appealing. However, the issue of harming the embryo is still a hotly debated topic. Use of stem cells will not completely eliminate animal testing. 9. Why might using more than one donor hESC type in toxicology research (testing the effects of new drugs) be advantageous? The genotype of one individual may have certain alleles that would react differently to certain drugs. Thus a single donor cell type is NOT predictive or informative for a population or different genetic/ethic groups. For example, some bacteria are penicillin resistant, so using only one kind of genotype to test the effects of a drug is a limitation. 9 2 Activity 4.2 Uses of stem cells – media review Purpose Stem cell research and use usually features prominently in the media. This task utilises these articles to demonstrate to students the many ways in which stem cells are being used to help treat patients with a variety of illnesses and also the research that is being conducted to help patients in the future. Class time 30 minutes to read and summarise the article, 10–15 minutes to present articles to the rest of the class. Resources required Copy of each article, or access to computers to view articles online. Electronic or hard copy of the table ‘Media article review table’. Student knowledge outcomes n To further develop an appreciation for different uses and future uses of the different types of stem cells in treating diseases and disorders. Student skills outcome Reading comprehension, summarising information, critically analysing a media article, problem solving, reasoning, application of knowledge, evaluation and communicating findings to a group. Prior knowledge n What stem cells are and the types of stem cells. Common misconceptions n Stem cells are only used for treating diseases. Fact: Not true. The majority of work in the field of stem cells centres on research into understanding normal development, progression of diseases and disorders and toxicology screening (testing new drugs). Further Resources n Overview of current research being done with stem cells: http://www.stemcellcentre.edu.au/research.aspx n NIH website: http://stemcells.nih.gov/info/basics/basics6.asp Teacher directions Assign one of the suggested media articles to a student (or pair of students). The students are to read the article and then summarise the use of stem cells in that instance. Students can use the summary table to help visualise their thinking. At the completion of the exercise ask students/pairs to present their article to the rest of the class. List of articles n n n n n n n n http://www.news.com.au/breaking-news/stem-cells-on-contact-lens-help-to-heal-eyes/story-e6frfku01225717120539 http://www.news.com.au/old-dogs-gain-from-new-stem-cell-tricks/story-e6frfkp9-1225699503791 http://www.adelaidenow.com.au/news/south-australia/funding-grant-for-gum-disease-stem-cell-research/storye6frea83-1225754171627 http://www.adelaidenow.com.au/news/south-australia/stem-cell-link-to-brain-repair/story-e6frea83-1111117502823 http://www.theaustralian.com.au/news/health-science/stem-cells-heal-where-surgery-fails/story-e6frg8y61111117265753 http://www.abc.net.au/science/articles/2010/02/16/2820219.htm http://news.bbc.co.uk/2/hi/health/8368976.stm http://www.news.com.au/features/breast-cancer-victims-could-grow-new-breasts/story-e6frfl49-1225796717854 9 3 Handout 4.2 Uses of stem cells – media review Stem cells are proving to be very versatile in the field of medical science. There are many scientists who are discovering ways of using stem cells to help sick or injured people. Read the article that has been assigned to you and fill in the following table as a summary. Present your summary to the rest of the class. Media article review table What was the main point/s of the article? What types of stem cells are being used in this instance? How are stem cells being used to cure the disease/disorder? How does the patient benefit? Who would benefit from this new scientific advancement? Summary of the article. 9 4 Activity 4.3 Stem cell research assignments Below are two assignments that can be used as assessment tasks to monitor student understanding on stem cells and related biologic processes. The tasks also incorporate the topics of disease, homeostasis and the body’s immune system and in some cases the nervous and endocrine system. The tasks also develop and assess higher order thinking skills and are designed to minimise plagiarism. Marking rubrics have been provided at the end of each assignment. The numerical grades listed are just a guide and can be adapted to suit a teacher’s individual marking scheme. Key skills for both tasks include: n Research skills: Finding appropriate resources, disseminating information and collating information in the student’s own words. Critically evaluating resources. n Thinking skills: application of prior knowledge and acquiring new knowledge to solve a problem. Activity Rational Assignment 1: ‘Stem cells can cure…’ This research assignment asks students to select a disease or injury and then research how stem cells might be able to help treat the disease or injury. Some diseases are already listed or else students can select their own (at the teacher’s discretion). You can also view a list of diseases that may one day be cured by stem cells, here http://www.cirm.ca.gov/files/images/Education_portal/unit_2/70%2B%20Di seases%20and%20Injuries.pdf. In presenting the assignment, students assume the role of a scientist who has discovered the treatment for the disease. Students present the assignment as a report about a patient to their peers. It can be an oral, poster or written report. Key knowledge Assignment 2: Stem cells help to treat mystery illness n What stem cells are, how they are derived and how they can assist the body in treating a disorder. n Outline possible side effects to using stem cells, such as ethical considerations in obtaining stem cells, cell rejection, and limitations involving current medical technologies. n Understand the affects of a certain disease or injury on different human body systems. In this assignment, students are given an incomplete fictitious newspaper article and are asked to fill in the missing information. Key knowledge n Understanding of the structure and functioning of nervous system, with particular focus on the implications of motor function with a deteriorating myelin sheath. n The immune response in relation to an autoimmune disease. n Self recognition in cells of the body (MHC). n What stem cells are, how they are derived and how they can assist the body in treating a disorder. n Outline possible side effects to using stem cells, such as ethical considerations in obtaining stem cells, cell rejection, and limitations involving current medical technologies. 9 5 Assignment 1 ‘Stem cells can help…’ Scenario: You are a scientist that has discovered a way for stem cells to help cure a particular disease or injury in a patient. You are so excited about your new discovery that you want to share it with the academic world! Present your findings as an oral report, written report or as a poster. Step 1: Select one of the following diseases Leukaemia Leukaemia Paralysis Parkinson’s disease Spinal cord injury Bone fractures Brain repair Corneal problems Alzheimer’s disease Step 2: Explain how stem cells might be able to help patients with the disorder. (NB Scientists are currently trying to find ways to assist patients with these diseases. There is currently no cure for any of the disorders highlighted above, except for Leukaemia.) Follow the guidelines outlined below. Guidelines – your report must contain the following: n The report should be factual and written as if you are presenting your own findings about a patient to your peers. n You can highlight a disease that does not currently have a stem cell cure. However the science surrounding your chosen disorder must still be relevant. n Define stem cells: what they are and how they are useful in medical situations. n An outline of the disorder/injury. The adverse effects it has on the body, which organs it affects, life expectancy of the patient and quality of life for a patient without treatment. n Which stem cells can be used (embryonic, adult or iPS), how the stem cells will be obtained, how they will be transferred to the patient, benefits to the patient. n Outline possible adverse reactions or draw backs of your cure. n Provide external links to other scientist’s research that is similar to your own. n Self assessment: n n As a personal learner: How well did you manage your time? Did you encounter any problems? How did you overcome them? What was difficult to accomplish? What was easy to accomplish? n As a content learner: What did you learn about stem cells and disease that you did not already know? How relevant and factually correct were your resources? How did you go about finding the information? How would you look for information more successfully in the future? Listing of references, including an annotated full bibliography and links to any news articles, journals etc. 9 6 Assignment 1 ‘Stem cells can help....’ marking criteria Marking guidelines VH 5 H 4 G/S 3 L 2 VL/ NS 1/0 Presentation and communication: Project presented as per guidelines. All required information included. Project presented with care. Use of language relevant to science, correct grammar. Use of ICT and diagrams to aid in presentation. Information and understanding: Accurate and relevant scientific information, project presented in students own words. Understanding of scientific content presented, clarity of information, aimed at the correct target audience. Application of knowledge to a new circumstance. Ability to problem solve using previous knowledge and understanding. Self evaluation: Thoughtful responses, depth of thinking and insightful comments. Gathering, analysing and evaluating data from a variety of reliable sources. Bibliography: Resources fully referenced, variety of resources used. Very high High Good Satisfactory Below standard (low) Very low or Not shown 25–24 23–20 19–15 14–10 9–5 4–0 A+ A B+ B C+ C D+ D E+ E NS 25–24 23–22 21–20 19–18 17–16 15–14 13–12 11–10 9–8 7–6 5–0 9 7 Assignment 2 Stem cells help treat mystery illness The following is a fictitious article from a newspaper called The Morning Sun Times. However the article was torn into five pieces and vital explanations at the end of each of the pieces are missing. It is your task to fill in the blanks and piece together the lost article. Rewrite the article, using your own words to fill in the blanks and make the article a whole piece again. In total the piece should be approximately 700–900 words when completed. Stem cells help treat mystery illness The Morning Sun Times 16th April 2010 tor y of Pluripotia the Stem Cell Research Labora Earlier today scientists from e cured the myster y ement detailing how they hav (SCRLP) released a press stat the town of Pluripotia. illness that has been sweeping er. ‘The body as a type of autoimmune disord The illness has been identif ied the axons in ner ve myelin sheath that sur rounds seemed to be destroying the e myelin sheath ief Scientist at the SCRLP. ‘Th Ch , ord odf Wo Sue Dr said cells’ e it ......... is important in humans becaus Immune system expert, Professor Dian ne Brightspark explained that autoimmune disorders affect the imm une system in a similar way. ‘The autoimmune disease modus operandi can be explained in general terms’ she said. ‘An autoimmune disorder starts when certain cells in the body fail to recognise other organs in the body as being ‘self’ organs. This is because each cell in the body has surface proteins that ......... Scientists at the SCRLP went about finding a way to treat this illness that has stricken so many in Pluripotia. Project Leader, Dr Bill Hargraves led the team which developed the treatment for this illness. ‘Once scientists had classified the illness as an autoimmune disorder, we had a good idea about how to proceed with treatment’ said Dr Hargraves. , scientists so to speak t’ u e o d ‘Firstly scientists .......... e k c no rg raves. ‘W stem was ‘k ined Dr Ha sy la e p n u of ex m s ’ e y p im p in ty thera ‘Once the re three ma e stem cell a th re e h h it T w l. n d a e usefu tion d could proce they are so their deriva h se it u a w c d e b te s ia ell cons assoc used stem c ith pros and w h c a e s, ll stem ce explain..... use. Let me Dr Hargraves continued ‘In regards to this particular case, scientists decided to use one of the types of stem cells that I mentioned before. These stem cells were very useful in helping treat the patients because....... Guidelines: All student completed sections of the article should be the students own original work except when using direct quotes (which must be referenced properly). A full bibliography must be included at the end of the completed article. 9 8 Assignment 2 Stem cells help treat mystery illness – marking criteria Marking guidelines Excellent 5 Good 4 Satisfactory 3 Low 2 Very low/absent 1/0 Presentation and communication Project presented as per guidelines. All required information included. Project very well presented. Language relevant to science, correct grammar. Excellent use of ICT to aid in presentation. Project presented as per guidelines. Most of the required information included. Project well presented. Most language relevant to science, correct grammar. Good use of ICT to aid in presentation. Project mostly presented as per guidelines. Most/some of the required information included. Project presentation good/satisfactory. Most/some language relevant to science, some incorrect grammar. Good use of ICT to aid in presentation. Project somewhat presented as per guidelines. Some of the required information included. Project presented satisfactorily. Some language not necessarily relevant to science, more incorrect grammar. Some use of ICT to aid in presentation. Project guidelines not met. Little of the required information included. Project presentation below expectation. Language not always relevant to science, incorrect grammar commonplace. Little use of ICT to aid in presentation. Information and understanding Very accurate and relevant scientific information. Project presented in students own words. Excellent understanding of scientific content. Information is very well presented and aimed at the correct target audience. Accurate and relevant scientific information. Project (mostly) presented in students own words. Very high understanding of scientific content. Information is well presented and aimed at the correct target audience. Scientific information is mostly accurate and somewhat relevant. Project mostly always presented in students own words. Good understanding of scientific content. Information is presented satisfactorily and aimed at the correct target audience. Scientific information is sometimes accurate and somewhat/not quite relevant. Project sometimes/not always presented in students own words. Satisfactory/low understanding of scientific content. Information is presented satisfactorily but not always aimed at the correct target audience. Scientific information is not very accurate and not relevant. Project sometimes/not presented in students own words. Low understanding of scientific content. Information is not well presented and not always aimed at the correct target audience. Application of knowledge in new situations and problem solving. Overall understanding of content. Excellent application of knowledge and understanding to a new circumstance. Excellent problem solving skills used. Article reflects a high understanding of relevant scientific concepts. Good application of knowledge and understanding to a new circumstance. Good problem solving skills used. Article reflects a good understanding of relevant scientific concepts. Satisfactory application of knowledge and understanding to a new circumstance. Satisfactory problem solving skills used. Article reflects a satisfactory understanding of relevant scientific concepts. Low/poor ability to apply knowledge and understanding to a new circumstance. Poor problem solving skills used. Article reflects a poor understanding of relevant scientific concepts. Little/no ability to apply knowledge and understanding to a new circumstance. Poor/no ability to problem solving. Article reflects little/no understanding of relevant scientific concepts. Evaluation of resources: Choice of quotable material. Choice of quotable material shows an excellent ability to gather, critically analyse and evaluate a variety of resources. Choice of quotable material shows a good ability to gather, critically analyse and evaluate a variety of resources. Choice of quotable material shows a satisfactory ability to gather, critically analyse and evaluate a variety of resources. Choice of quotable material shows a poorly developed ability to gather, critically analyse and evaluate a variety of resources. Choice of quotable material or lack of relevant quotable material shows an inability to gather, critically analyse and evaluate a variety of resources. Excellent Good Satisfactory Below standard (low) Very low or absent 20–18 17–14 13–10 9–5 4–0 A+ A B+ B C+ C D+ D E+ E UG NS 20–19 18 17–16 15 14 13–12 11 10 9–8 7–6 5 4–0 9 9 Chapter 5 Stem cells – facts and fiction Stem cells feature heavily in the media, but unfortunately the media does not always paint the correct picture. Complete the activities below to highlight any misconceptions students might have about any facet of stem cell research and use. These activities might also be used to survey student opinions and interest in a certain area of stem cell work, which can lead on to discussions and debates. Teachers can also use these activities as a lead in to chapter 6 tasks. Activity 5.1 Opinion poll activity In this activity teachers can use a readymade polling presentation to demonstrate the general consensus on a number of stem cell issues. Teachers can also ascertain student opinions on the different issues at the same time. This activity is very useful for initiating discussion on many stem cell related issues. Activity 5.2 Stem cells – fact or fiction This activity aims to help clarify some common misconceptions associated with stem cells. Activity 5.3 Commonly asked questions about stem cells This activity is designed to assist teachers. The table lists a number of commonly asked questions and the links to activities within this resource kit that may assist with the delivery of these concepts. Activity 5.4 Newspaper splash – stem cells in the media Use this activity to encourage thinking and discussion on a number of stem cell related topics. Activity 5.5 Stem cell tourism This activity aims to highlight the growing trend of medical tourism and that many stem cell based medical practices being offered are experimental. 10 0 Activity 5.1 Stem cell opinion poll Purpose There are many sides to an issue. In this activity students will have to formulate their own opinions on different issues surrounding stem cell work. Class time 15–20 minutes (more may be required for discussion and polling results). Resources required n PowerPoint presentation Stem cell opinion poll for displaying statements or printed copy to read aloud. n Signage for around the room: Yes (agree, in favour), No (disagree, not in favour), Don’t know (unsure, undecided). See readymade placards at the end of the PowerPoint presentation. Note: The PowerPoint presentation Stem cell opinion poll is available through the same link provided to access the Teachers’ Kit, or by e-mailing [email protected]. Student knowledge outcomes n To think about and consider their own opinion on the different issues associated with stem cell research. n To observe that public opinion on topical issues can change over time. Student skills outcome Thinking, forming an opinion, evaluating knowledge. Prior knowledge n What stem cells are and how they are derived (i.e. embryonic stem cells are derived from excess IVF embryos). n Difference between embryonic stem cells and adult stem cells. n Difference in potency of stem cells (pluripotent and multipotent). Common misconceptions n Opinions about issues relating to stem cells never change. Once people disagree, they always disagree. Fact: Not necessarily. As new technologies develop, people become more aware and informed about the processes involved. Opinions on many issues change over time. However, for some members of the community the use of human embryos in research will always remain objectionable. Further Resources n Information on the ethics of stem cell research can be found on the Stem Cell Channel: http://www.stemcellchannel.com.au References The polling report: http://www.pollingreport.com/science.htm Biotechnology Summary Report: http://www.biotechnology.gov.au/assets/documents/bainternet/Biotechnologysummaryreport20070720190245.pdf Health and Medical Research Opinion Poll: http://thankyouday.org/content/documents/e_OpinionPoll2006.pdf Roy Morgan Research: http://www.roymorgan.com/news/polls/2006/4036 Teacher directions This survey (or an adaptation of) can be used at the start of the topic on stem cells to ascertain student opinions and knowledge of stem cells before the teaching unit. The poll can be run again at the conclusion of the teaching unit. Evaluate whether student opinion changes after they are well informed about stem cells. Share this information with the students and discuss how public opinion can be skewed by misinformation on certain topics. 101 Instructions 1. Ensure there is a clear space in the room for students to be able to move to one of four corners. In three areas of the room, place the following placards found at the end of the PowerPoint presentation. 2. Designate a student as the class recorder; alternatively the teacher can do this. Discuss how the class opinions are going to be recorded (i.e. a table on the board). 3. Display the PowerPoint or read out the opinion poll questions. Have students move to the corner of the room to the statement that relates to them. 4. Record the number of students at each corner in the table. Work out the percentage of student opinions. (This can be done once the students are seated or as they are going.) To work this out take the number of students at each opinion and divide that number by the total number of students in the class. Multiply the answer by 100 to get the percentage. Note: as this is a sensitive area, a private ballot is an alternative to students expressing their opinions openly. 5. Show the students the polled results on the board and see how their opinions compared. 6. Use the following questions are either a group discussion or for students to complete in their workbooks. Points for discussion and evaluation n How did the class data compare to the polled data in the presentation? n How did the recent data compare to the opinions in the earlier (pre 2003) data? n Consider and discuss: – Would there be a difference in opinion after people were provided with more information about stem cells and therapeutic cloning? – Would there be different opinions in Australian data versus US data? n How might opinions on these issues best be surveyed in the population? n Construct your own survey about the general issues and misconceptions relating to stem cells and survey students from another class or year level. Poll the results and compare to your class results. 10 2 Activity 5.2 Stem cells – fact or fiction Purpose There are often misconceptions about topical issues. When people learn more about a particular issue and keep well informed, the facts and fiction surrounding an issue can be understood. Students should learn to be able to disseminate information in the media and think critically about information that they are exposed to. Class time 10–15 minutes Resources required n Handout 5.2 Stem cells – facts and fiction. Student knowledge outcomes n To think about and identify the misconceptions associated with stem cell work. n To identify facts and fiction regarding stem cell issues. Student skills outcome Thinking, forming an opinion, evaluating knowledge, thinking critically. Prior knowledge n What stem cells are and how they are derived (i.e. embryonic stem cells are derived from excess IVF embryos). n Difference between embryonic stem cells and adult stem cells. n Difference in potency of stem cells (pluripotent and multipotent). Common misconceptions n As outlined in the activity – answers where a statement is fictitious. Further Resources n Information on the ethics of stem cell research can be found at: http://www.stemcellchannel.com.au. n See also previous chapters of this resource. Teacher directions Below is a quiz on some facts and fiction surrounding stem cells. Students are to state whether they think the statement is a fact or fiction. If it is fiction, students are to explain why the statement is incorrect. Use this activity as revision or to start a class discussion or to ascertain the topics that students might like to construct a presentation about (see chapter 6). 10 3 Handout 5.2 Fact or fiction For each statement state whether it is ‘fact’ or ‘fiction’. If it is fiction, briefly explain why. Statement Fact or fiction? Explain. 1 Stem cells can give rise to every cell in the body. 2 All stem cell research destroys embryos. 3 A pluripotent stem cell can give rise to every cell in the body, except for placental cells. 4 Tissue stem cells come only from adults. 5 IVF embryos cannot be made just to produce stem cells. 6 Spare organs can be grown in a dish. 10 4 Handout 5.2 Fact or fiction – Teacher copy For each statement state whether it is ‘fact’ or ‘fiction’. For each statement briefly explain the science. If it is a fictitious statement briefly explain why. 1 Statement Fact or fiction? Explain. All stem cells can give rise to every cell in the body. Fiction. Only pluripotent stem cells can make any cell in the body. Pluripotent stem cells include embryonic stem cells, iPS cells and embryonic stem cells made using SCNT. Tissue (adult) stem cells are multipotent and can usually only make the tissue from which they are derived. 2 All stem cell research destroys embryos. Fiction. Only the acquisition of hESC results in the destruction of embryos. Embryonic stem cells made from both excess IVF embryos and those made via SCNT result in the destruction of an embryo, which is legal under license in Australia. 3 A pluripotent stem cell can give rise to every cell in the body, except for placental cells. Fact. An example of pluripotent stem cells are hESC. 4 Tissue stem cells come only from adults. Fiction. Adult or tissue stem cells come from specialised tissue. Children also have specialised tissues which contain adult stem cells. These stem cells are often referred to as multipotent stem cells as they have a more restricted ability to grow into other cell types. 5 IVF embryos cannot be made just to produce stem cells. Fact. The creation of a human embryo is to be for the express purpose of making a life and assisting a couple to have a baby. IVF embryos that are no longer required by a couple for infertility treatment can be donated to research. Australian scientists have been able to use donated IVF embryos for stem cell generation since 2002. 6 Spare organs can be grown in a dish. Fiction. Although this sounds useful for research and transplant purposes, this currently cannot be done. Organs are very complex structures made up of many different types of cells. At present scientists are trying to better understand how to grow each type of cell from stem cells and are yet to be able to coordinate the complex development required to make an organ. 10 5 Activity 5.3 Commonly asked questions about stem cells Purpose This activity is mainly to assist teachers. Students often have questions relating to stem cell use and research. This activity lists some commonly asked questions that are answered in this kit. See the table for a list of activities related to commonly asked student questions that can be used to answer these questions. Commonly asked questions that have activities within this kit that can be used in the classroom Commonly asked questions Activity in this kit Is there a method or technique used to manipulate cultured stem cells to form a specific cell e.g. a blood cell or a nerve cell? Chapter 3.5: How are stem cells specialised into different cell types. How are adult cells, such as skin cells, made to become like embryonic stem cells? Chapter 3.4: Reprogramming cells. Are there other ways to obtain stem cells other than from embryos? Chapter 2: Types of stem cells. What are some of the benefits of stem cell research? Chapter 4: Stem cell use now and in the future. What does the process of obtaining embryonic stem cells involve? Chapter 2: Types of stem cells and chapter 3: Techniques for obtaining and specialising stem cells. What is the difference between embryonic stem cell and other stem cells? Chapter 2: Types of stem cells and chapter 3: Techniques for obtaining and specialising stem cells. Why is stem cell research controversial? Chapter 3: Techniques for obtaining and specialising stem cells, chapter 4 Stem cell use now and in the future, chapter 5 Stem cells – facts and fiction and chapter 6 It’s stem cells – the issues. Is all stem cell research controversial? Chapter 4: Stem cell use now and in the future and chapter 5 Stem cells – facts and fiction 10 6 Activity 5.4 Headline splash – stem cells in the media Purpose Stem cells commonly feature in the media. Using these headline splash pages, discuss the real issues surrounding stem cell facts and fiction. Class time 15–20 minutes Resources required n Headline splash pages. Student knowledge outcomes To think about and identify the facts and misconceptions associated with stem cell work in the media. Student skills outcome Thinking, forming an opinion, evaluating knowledge. Prior knowledge n What stem cells are and how they are derived (i.e. embryonic stem cells are derived from excess IVF embryos). n Difference between embryonic stem cells and adult stem cells n Difference in potency of stem cells (pluripotent and multipotent). Common misconceptions n The media always presents all sides of an issue and always provides readers with all the information. Fact: Not true, unfortunately. In the media, very controversial issues usually sell newspapers, so the media is driven by results. To find the whole truth about an issue, students must of the information that is being presented to them in the media. Further Resources n Information on the stem cell research can be found at: http://www.stemcellchannel.com.au. Teacher directions The two headline splash pages below show a number of ways in which stem cells are portrayed in the media. Below are some suggestions of how to use these diagrams: Activity Description Headline splash – tuning in In pairs or small groups, distribute one of the four headline splashes. Ask students to write down what they think about one or a number of the headlines. They can write down some thoughts about how the phrases made them feel or speculate about what they think it means. Is it fact or fiction? Are there any ways in which the headline could be misrepresenting the facts? What is it about? Select a headline that may be familiar to students. Ask them to write down what they already know. Write an article that might accompany the title. This can be brief or can be expanded into a research task. Think – pair – share Students think about the headlines in general or select one in particular, pair up with the person next to them and share their thoughts. Ask them to share some of their discussions with the rest of the class. 10 7 Cut out the headlines 1. Divide students into groups and distribute one headline to each group. Ask the student groups to discuss and record their interpretation of the article and present their thoughts with the rest of the class. 2. Cut out all or some of the headlines and ask groups of students to sort the headlines into fact or fiction. There are two sides to every story Are there two sides to any of these headlines? Ask students to pick one/ a couple of the headlines and list the pros and cons associated with that headline. Editorial Ask students to select a headline and research that area of stem cell science. Students could present their research as an editorial. Use the web to locate other articles about a similar issue involving stem cells. Writing about stem cells Using the headlines, complete one of the writing exercises in chapter 6 on one or more of the headlines shown. 1 0 8 10 8 Breakthroughs and Cures “ ” Science Fiction Handout 5.4 Headline Splash 10 9 1 1 0 110 Activity 5.5 Medical tourism – not always a happy holiday Purpose With stem cells featuring prominantely in the media, people with diseases and disorders become hopeful that a cure is ‘just around the corner’. However in reality many stem cell ‘cures’ are still being researched or are still be evaluated in clinical trials. However, with the concern for a loved one’s quality of life, many people try and find a ‘quick fix’. Many companies around the world claim that they have stem cell cures for many disorders, often charging a large sum of money. People travel overseas and pay thousands of dollars in the hope that they will be cured. However, these treatments are unproven and experimental and their potential benefits and dangers are both unknown. This activity aims to highlight the growing trend of medical tourism and that many medical practices using stem cells currently unproven. Class time 15–20 minutes Resources required n Handout 5.5 Medical tourism – not always a happy holiday. n NB Questions 6 and 7 in this activity are similar. Teachers may wish to give students the option of either pick a specific question or get students to do both (i.e one in class and one for homework to consolidate key concepts). Student knowledge outcomes n To be aware that some organisations claim to have medical cures for diseases using stem cells, but this is not always the case. A large number of these treatments being offered have not been proven to be safe and effective. n Not everything on the internet or in advertisements is absolutely true. The internet is an unregulated medium. Students need to think critically about information they are exposed to. n Further public education is necessary for members of the public to become aware of the potential dangers of medical tourism. Student skills outcome Thinking, reading comprehension, forming an opinion, evaluating knowledge. Prior knowledge n What stem cells are and how they are derived (i.e. embryonic stem cells are derived from excess IVF embryos). n Difference between embryonic stem cells and tissue stem cells. Common misconceptions n Material on the internet is always truthful and up to date. Fact: Unfortunately this is untrue. People need to be discerning when looking for information on the internet and in advertisements, especially to do with their health. New treatments that sound too good to be true often are. Patients should talk to their doctor before embarking on expensive, unproven treatments using stem cells. Further Resources n ASCC Patient Handbook: http://www.stemcellcentre.edu.au/For_the_Public/Patient/Handbook.aspx n International Society of Stem Cell Research (ISSCR) website on unproven stem cell therapies: http://www.closerlookatstemcells.org n Lindvall, O and Hyun, I (2009) Medical innovation versus stem cell tourism. Science 324 (1664) pg 1664-1665. Found at: http://www.sciencemag.org/cgi/content/full/324/5935/1664#related-content 111 References Patient Handbook from the Australian stem cell centre: www.stemcellcentre.edu.au/For_the_Public/StemCellsinSchool.aspx Background teacher information The following is an excerpt from the Australian Stem Cell Centre Patient Handbook 2009. ‘ Stem cell science shows much promise for the future treatment of a wide range of diseases and conditions. Stem cells have had high levels of media and public attention but much of the research is still in early stages. There is good cause for hope, but progress is slower than the media often suggests. Stem cell research is progressing with bone marrow transplants now part of standard clinical practice and growing clinical research and clinical trials encompassing mesenchymal, skin, corneal, cartilage and other stem cell types. Clinics around the world are offering stem cell treatments but some of these treatments are offered outside the mainstream medical research environment – and are marketed directly via the internet. These providers often charge a considerable sum of money for these untested treatments. The scientific and medical community is concerned that some treatments are being offered to patients before they have been proven safe and effective. Some of the experimental therapies on offer may pose significant health risks for patients including infection, immune system rejection and possibly cancer later in life. Stem cell treatments, like any treatment, need to be proven safe and effective before they are accepted into practice. Testimonials from former patients are not scientific proof of safety and effectiveness. Independent clinical trials approved by government regulators, publication and peer review assessment in international scientific journals, and replication of results by other laboratories are the only sources of evidence that can be relied upon to confirm a treatment is safe and effective. Direct internet marketing is criticised by the general medical and scientific community as it allows providers to make claims that are not substantiated by scientific evidence. Many of these practitioners guard their treatment methods and processes tightly which is contrary to the mainstream scientific premise of peer review which encourages transparency. Sources of cells can be aborted foetal tissues, cord blood, embryonic stem cells or adult stem cells. Knowing the source of the stem cells or tissues being used in the treatment is vital. Stem cells from another person are likely to be rejected if they are not matched. To reduce the risk of rejection patients may be instructed to take drugs that suppress the immune system. Suppression of the immune system can make patients susceptible to disease and infection. Embryonic stem cells are of great interest to scientists because in their undifferentiated state they are pluripotent, meaning they can become any cell in the body. Therefore, embryonic stem cells introduced to a patient, in an undifferentiated state, may also have the potential to become tumours or pre cancerous cells. Before embarking on any treatment individuals are encouraged to discuss all options with their doctor or specialist. ’ 1 1 2 112 Activity 5.5 Stem cell tourism – not always a happy holiday Stem cell science shows much promise for the future treatment of a wide range of diseases and conditions. Stem cells have had high levels of media and public attention but much of the research is still in early stages. There is good cause for hope, but progress is slower than the media often suggests. Stem cell research is progressing with bone marrow transplants now part of standard clinical practice and growing clinical research and clinical trials encompassing mesenchymal, skin, corneal, cartilage and other stem cell types. Clinics around the world are offering stem cell treatments but some of these treatments are offered outside the mainstream medical research environment – and are marketed directly via the internet. These providers often charge a considerable sum of money for these untested treatments. Medical travel (also known as medical tourism, health tourism or global healthcare) is a not a new phenomenon but it is becoming increasingly commonplace. Medical travel is when a patient chooses to seek treatment in another country, either for cost or availability reasons. Virtually every type of health care, including plastic surgery, orthopaedic surgery, reproductive treatments, psychiatry, alternative treatments, convalescent care and dentistry are available. Some medical travel is simply a means of getting access to a widely accepted treatment at a cheaper price, or for unproven treatments generally not offered in a patient’s home country. Many patients opting for these treatments do so because they feel they have no other alternative treatments available. Some treatments available overseas have little, or no scientific or medical justification and therefore remain unproven and potentially unsafe. What can stem cells be used to treat? In reality, the range of diseases for which there are proven treatments using stem cells is quite small and the only established stem cell therapies are those of the blood system involving transplants of haematopoietic stem cells (usually from bone marrow but with cord blood as an alternative) to reconstitute the blood. All other medical procedures involving stem cells are still currently considered ‘experimental’ or ‘unproven’. Within the ‘experimental’ category, there are some promising clinical trials in the adult stem cell field in areas such as corneal, mesenchymal, skin and cartilage and some embryonic stem cell research is moving closer to clinical trials. What is a clinical trial? Clinical trials are where new treatments, drugs and devices are tested in volunteer patients, to see whether they are safe and effective. Clinical trial research is conducted by experienced medical staff under experimental conditions. All clinical trials must be approved by an independent Ethics Committee that monitors the conduct of the trial and be conducted within the guidelines set out by the Therapeutic Goods Administration (TGA) in Australia or an equivalent overseas regulatory body. The idea is usually to determine whether a new treatment is safe and effective, and then to publish the results in a peer reviewed journal so that the broader scientific community and patient community can benefit from this knowledge. Peer review is when a therapy or treatment is independently assessed by expert professionals in the field to validate its safety and efficacy measures. Clinical trials must be evaluated and approved from a scientific perspective by a clinical research committee made up of scientific peers, and by an Ethics Committee made up of a range of people including scientific peers, general public and sometimes clergy. Recently, there has been a requirement that all clinical trials must be listed on a recognised registry so that the international community is aware of trials being run at other sites. Ideally clinical trials should be double-blind placebo based trial. This means that the clinicians and patients involved do not know if they are receiving the new experimental therapy, or the placebo. This lowers what is known as the ‘placebo-effect’ when someone receiving treatment feels they are getting better, and spontaneously shows improvements. All pharmaceutical treatments in use today had to be proven effective and safe in clinical trials before they could be made available for widespread use within the community. A high quality clinical trial will be one which the proposed treatment has undergone extensive prior investigation in the laboratory and in animal studies and will have shown a strong repeatable effect. It is also worth noting that patients are not required to pay in order to participate in a clinical trial. 113 A treatment or therapy is ‘proven’ when it has been approved by appropriate government regulatory bodies. In Australia this would be the TGA. Approval is given when extensive testing has demonstrated that the treatment is safe or has an acceptable risk to benefit ratio. Testimonials from patients who have undergone a particular treatment are not scientific proof that a treatment works. The diagram below outlines what is a clinically accepted, investigational/experimental or unproven stem cell treatment. DEVELOPMENT OF SAFE STEM CELL TREATMENTS STEM CELL-BASED THERAPIES Currently accepted, widely used, proven safe and effective stem cell treatments Investigation into experimental stem cell treatments Unproven stem cell treatments Clinical Trial Medical Innovation – Peer reviewed – Clear scientific rationale – Clear scientific rationale – Safety proven on large scale clinical trials or through years of experience – Evidence in preclinical (animal) models – Evidence in preclinical (animal) models – Peer reviewed – Peer reviewed – Offered to patients who feel they have no other viable alternative – Quality and safety of cells regulated by government bodies – Results reported and published – Offered to patients with no other alternative – Often offered by direct marketing – Aims to prove safety and that it works – Carried out by experts – Payment required – Does not require payment – Unclear what recourse if adverse event experienced – Does not require payment – Long term follow–up and care if adverse events – Long term follow–up and care if adverse events – No clear scientific rationale Review questions 1. What are the currently accepted and routinely practiced stem cells therapies? 2. Define the term ‘medical tourism’. 3. Why might a person opt to travel overseas seeking medical treatment? 4. What factors would make a high quality clinical trial? 5. A medical researcher wants to develop and make available a stem cell therapy involving skin stem cells which would aid in the treatment of second degree burns. Outline the process that she would need to undergo to make the therapy proven. 6. Imagine you are a scientist working at the Australian Stem Cell Centre. You receive an inquiry from a gentleman who is considering travelling overseas to seek treatment for his daughter who has a spinal cord injury. He has asked you whether an advertisement he found on the internet claiming be able to treat spinal cord injuries offers hope to himself and his daughter. Write a response to the gentleman outlining information he should take in to consideration and what else he should consider before thinking about travelling overseas for medical treatment. 7. Design a simple fact sheet that informs patients about the potential dangers of medical tourism. In your fact sheet outline what a patient should look for when seeking good quality medical treatments. 1 1 4 114 Activity 5.5 Stem cell tourism – not always a happy holiday – Teacher copy Review questions: 1. What are the currently accepted and routinely practiced stem cells therapies? Bone marrow transplants and cord blood transplants to reconstitute the blood. (i.e. replenish blood cell supplies) 2. Define the term ‘medical tourism’. Where patients opt to travel overseas to seek treatment for cost or availability reasons. 3. Why might a person opt to travel overseas seeking medical treatment? Because they are unhappy with their current treatment options in their country and believe that for financial reasons, or because of experimental treatments they have heard of, they should pursue options overseas. 4. What factors would make a high quality clinical trial? Ideally, a clinical trial should be a double-blind placebo trial, meaning that both clinicians and the patients in the trial do not know if they are receiving the new experimental treatment, or placebo. A trial on a pharmaceutical product or procedure that is conducted by experienced personnel under regulated conditions. It has ethics approval and has been approved by a medical governing body, such as the TGA in Australia. The drug or procedure has undergone extensive experimentation (e.g. animal testing) and the results have a strong repeatable effect. The results are reviewed and published in a medical journal and are also reviewed by a clinical research committee and an Ethics Committee. Patients are not required to pay to participate in a clinical trial. 5. A medical researcher wants to develop and make available a stem cell therapy involving skin stem cells which would aid in the treatment of second degree burns. Outline the process that she would need to undergo to make the therapy proven. She would need to get ethics approval for the testing. She would need to perform the tests under experimental conditions and by experienced staff. She would have to perform many experiments which would show repeatable results. She would have to publish the findings in a peer reviewed journal and the therapy would have to be approved by a committee of peers and also by an ethics committee. She would then have to seek approval from a government regulatory body, such as the TGA in Australia. 6. Imagine you are a scientist working at the Australian Stem Cell Centre. You receive an inquiry from a gentleman who is considering travelling overseas to seek treatment for his daughter who has a spinal cord injury. He has asked you whether an advertisement he found on the internet claiming be able to treat spinal cord injuries offers hope to himself and his daughter. Write a response to the gentleman outlining information he should take in to consideration and what else he should consider before thinking about travelling overseas for medical treatment. Student answers will vary. Students will need to use the information provided plus use their own knowledge of medical treatments they have encountered, such as treatments performed by a doctor in a hospital or a registered medical clinic, etc. The response should include the following: does the organisation offering the treatment have details of a proven clinical trial? Does the organisation have ethics approval for the therapy? Is the therapy identified as experimental? Who will be conducting the therapy (i.e. a doctor)? Where will the therapy take place? What are the risks involved? What are the known side effects? How much will it cost? What are the success rates? Where are these published? What happens is there is a complication (an adverse event)? 7. Design a simple fact sheet that informs patients about the hazards of medical tourism. In your fact sheet outline what a patient should look for when seeking good quality medical treatments. Student answers will vary. The fact sheet should contain similar information to that outlined in the answer to question 6. 115 Chapter 6 It’s stem cells – the issues Stem cell research has many issues. Below are some activities that can be used to demonstrate and discuss these issues. Activity 6.1 It’s stem cells – the issues: n Group work – graffiti, tuning in brainstorm, four corners. n Links to videos and resources for this chapter. Tuning in, establishing the most topical issue for a cohort. Setting the scene. Activity 6.2 It’s topical – research stem cells and present an essay that discusses and evaluates the issues associated with stem cell research and stem cell use. Assessment task for senior students, e.g. Philosophy SAC. Unit 2 ethics and morality, WA stage 2 bio human awareness essay, QLD Biology essay. Activity 6.3 It’s printable – produce a media article: n Write a news article about stem cell research/use n Write an editorial or a letter to the editor about stem cell research/use n Opinion piece n Political cartoon Assessment task for senior students. Activity 6.4 It’s ethical – ethics committee activities: n Role play ethics committee n Write a submission to apply for funding and/or ethics approval for research/ stem cell use Assessment task for senior students. Activity 6.5 It’s presentable – presentations on stem cells: n Debate n Multimedia presentation n Poster n Webpage n Script n Video Assessment task for senior students. E.g. VCE Biology SAC 4, English oral presentation. Activity 6.6 It’s personal – blogs, chats, letters and discussion activities. Reflective or assessment pieces for senior students. 116 Background teacher information Stem cell research has a very public profile compared to other types of biomedical research. Due to the promise that this field of medical research holds for treating many currently incurable conditions, but also due to concerns about the use of human embryos in stem cell research. In Australia, and indeed around the world, there is a range of opinions about the use of human embryos in research. Some sectors of society strongly oppose the use of embryos to create human embryonic stem cells because this inevitably leads to the destruction of human embryos. For those members of the community that view a fertilised egg as a human life, this may be distressing. Others within the community consider a human embryo to be a mass of cells with the potential to become a human life, but in itself not yet a life. The two polar views within the community can be summed up by the following statements: n It is unethical to use human embryos created by any means, and at any age, in medical research as human life begins when a human egg is fertilised. n Embryonic stem cells hold the promise of sufficient benefit to human health to justify the use of human embryos for research purposes especially given that the donated human embryos are no longer required to treat infertility and would otherwise be destroyed. Laws and Guidelines In Australia, all research involving animals, patients or human cells and tissues, including stem cells, is governed by laws and guidelines that ensures that research is conducted in a safe and ethically responsible manner. These responsibilities are outlined in the National Statement on Ethical Conduct in Human Research and Use of Animals for Scientific Purposes, which can be found on the National Health and Medical Research Council’s (NHMRC) website (http://www.nhmrc.gov.au). Scientists must follow these rules when conducting their research. If they don’t follow these rules, there are severe penalties. Since 2002 it has been legal to create human embryonic stem cells in Australia from donated excess IVF embryos under specific legislation – Prohibition of Human Cloning Act 2002 and the Research Involving Human Embryos Act 2002. In 2006 this legislation was amended following review with the Prohibition of Human Cloning for Reproduction and the Regulation of Human Embryo Research Amendment Act 2006. This change allowed for the new technology of somatic cell nuclear transfer (SCNT – also known as therapeutic cloning for the purpose of extracting stem cells) and increased the penalties for human reproductive cloning (cloning to achieve a pregnancy). Under Australian legislation, it is compulsory for scientists to be granted a licence prior to using any human embryo in research including for stem cell research. To get a licence a scientist has to justify why they need to use the human embryos for their research and demonstrate that the IVF couple no longer require their embryo for infertility treatment. It is illegal in Australia to create human embryos just for research and to conduct any type of research on embryos that are conceived naturally. If a scientist wants to use other types of stem cells from animal or human tissue in their research, they also have to have appropriate approval for their proposed experiments. Each experiment is usually assessed by a special ethics committee at the university or hospital where the research will be conducted. It is important that when research involves human cells and tissues that the rights of the participants are protected. This means that they understand what their cells or tissue will be used for and have signed a consent to their use. If researchers or doctors treat patients with any type of stem cells, they have to follow rules set out by the Therapeutic Goods Administration (TGA). The TGA safeguard public health and safety in Australia by regulating medicines, medical devices, blood and tissues. Stem cell issue Below is a list of some of the issues surrounding stem cells. Many of these are very extreme positions. Commentary has been added to place each point in context with the Australian legislation. Use some of these issues as a stimulus topic for any of the activities included in this chapter. Suggested essay topics have also been included. For more advanced students, a comparison of the Australian legislation and research environment with that in other jurisdictions may be of value. For example, in the United Sates of America President George Bush held a very different position with respect to the use of human embryos in research compared to President Barrack Obama. 117 Human embryonic stem cells The use of human embryos in research remains one of the most contentious issues in the stem cell field. n Creating human embryonic stem cells destroys a life. Comment: Members of the community who hold this position do not support the use of human embryos for research in any way. However, it has been legal to use human embryos in Australia since 2002. Importantly, under Australian legislation a scientist can only use human embryos that have been expressly donated for a specific research project and that the IVF couple donating their embryos fully understand how and why the embryo will be used. There is no requirement for a couple to donate their embryo to research and they can elect not to participate. n IVF couples are forced to participate in stem cell research. Comment: Stringent processes are in place to make sure that couples undergoing IVF are not forced to donate their embryos to research. Specifically, IVF couples must donate their embryos to a specific research project and also be at the end of their treatment. That is they no longer want to achieve a pregnancy. It is illegal to sell human embryos in Australia or to link access to IVF treatment with donating embryos for research. There is no requirement for a couple to donate their embryo to research and they can elect not to participate. n IVF clinics make more embryos than required for infertility treatment so that they can sell the extra embryos or any stem cells made from them. Comment: It is illegal to sell human embryos in Australia. IVF clinics help couples have babies not look to exploit infertility. n Stem cell research allows the farming of babies for spare parts. Comment: This extreme position is influenced greatly from science fiction and is divorced from fact! The embryos that stem cells are made from are a cluster of cells from early embryos. They did not have fully functional body parts. What they do have is the capacity to grow into many of the different cells of the body. The use of all human embryos for research is highly regulated in Australia to specifically prevent inappropriate use. Reprogramming technology issues The last ten years has seen enormous technological advances in stem cell research. Scientists can now make stem cells from a body cell like a skin cell. This technology, is often referred to as ‘reprogramming’, has additional issues around the use and potential exploitation of this technology. Two techniques are used to make ‘reprogrammed’ stem cells – Somatic Cell Nuclear Transfer (SCNT) and induced pluripotent stem cell (iPS) cell technology. It should be noted that while SCNT technology has been used to create stem cells in animal studies, scientists are yet to be able to make stem cells from human cells using SCNT. iPS cells have been created from both animal and human body cells. n SCNT is cloning humans. Comment: Somatic Cell Nuclear Transfer (SCNT) allows scientists to be able to create stem cells from a body cell. This technology relies on factors in the cytoplasm of an egg to turn or ‘reprogram’ a mature cell (like a skin cell) back into a primitive stem cell. Although an embryo is created in the process, the embryo is not the same as one created by normal fertilisation by a sperm. The stem cells are created in the laboratory. However, for some members of the community this technology is concerning as it could be exploited to clone humans. Theoretically this is possible, but in Australia and many countries around the world scientists are not allowed to use embryos made by SCNT to achieve a pregnancy. In Australia, scientists would be sent to jail if they tried to use SCNT to make a baby. n SCNT creates a life to destroy a life. Comment: SCNT allows scientists to be able to create stem cells from a body cell. This technology uses eggs from animals or donated from women. It is the factors in the cytoplasm of the egg that reprograms a mature cell (like a skin cell) back into a primitive stem cell. Although an embryo is created in the process, the embryo is not the same as one created by normal fertilisation by a sperm. However, for some member of the community this technology is concerning on two levels. The SCNT embryo is a life and generating stem cells from a SCNT embryo also destroys that life. In Australia legislation was changed in 2006 to allow SCNT. However, there are very strict rules around what scientist can do with this technology. 118 n SCNT exploits women. Comment: Because SCNT involves the use of eggs, concern has been raised that women will be exploited for this new technology. To address this concern, Australian legislation has strict rules to prevent this occurring. It is illegal to buy and sell eggs for example. Also if eggs are to be used for SCNT research the woman donating MUST give specific permission and the research MUST be approved by an ethics committee. n SCNT mixes human and animal cells and will create monsters. Comment: Some researchers overseas have used animal eggs for SCNT. This has raised concerns about scientists creating monsters that are half human and half animal. However, because SCNT involves the removal of the nuclear material (maternal chromosomes) from the egg and the transfer of the nucleus of the cell, what is created has the nuclear material (nuclear DNA) from the human cell and the cytoplasm from the animal cell. There is no mixing of human and animal nuclear material. Of course scientists are also using this technique to make stem cells. The SCNT embryos are kept in the laboratory not put into an animal to achieve a pregnancy. Although scientists can use animal egg-SCNT to make stem cells in the United Kingdom (provided they get a licence), in Australia it is specifically prohibited by our laws. n iPS cells are the way of the future for stem cell research and we no longer need to use embryos. Comment: While iPS cell technology avoids the need to use embryos or eggs in research, the technology is very new and not yet fully understood. In fact scientists are concerned that iPS cells are not exactly the same as embryonic stem cells as there are slight differences in the active genes and proteins in iPS cells versus other types of pluripotent stem cells. All types of stem cells are important and valuable for research. Scientists like to compare different types of stem cells and use the best ones for their experiments. n iPS cells are ethical but embryonic stem cells are not. Comment: Because the creation of iPS cells does not involve the use of eggs or embryos for those members of the community who object to human embryonic stem cells or SCNT, iPS cell technology is free of ethical and moral issues. Of course in Australia, both types of stem cells are legal provided the appropriate laws are followed and ethics approval is granted. It is important to remember that there are always ethical issues associated with research involving animals and human cells and tissues! n iPS could be used for cloning. Comment: Researchers in China have recently shown that you could create a mouse from iPS cells. Although they had to use ‘support’ cells to make the placenta and the technique was very inefficient with few live mice born, the mice that were made were ‘clones’ of the mouse that was used to create the iPS cells. So this is really cloning by another name. In Australia we have specific legislation that makes it is illegal to try to clone a human. Anyone attempting to do so would be sent to jail. Stem Cell Treatments n Australia is behind the times and is not allowing new stem cell treatments quickly enough Comment: Although stem cells are already being used in Australia, it is only stem cells from bone marrow and cord blood that are being used to treat conditions such as anaemia and leukaemia. Treatments for a wider range of diseases and conditions using stem cells are yet to be approved. It is illegal in Australia to use unproven treatments. What is concerning many Australian, international scientists and doctors is that many clinics and companies are offering stem cell treatments without demonstrating that the treatment is safe or even works. Patients who feel as though they have no other hope are going overseas to seek these experimental treatments, usually costing lots and lots of money. There are many researchers in Australia and around the world trying to develop new treatments. We need to collect as much information as possible to make sure that any new stem cell treatment is safe and works before we start using it on humans! 119 Suggested essay/discussion topics n Research the current commonly applied stem cell uses and present an essay that discusses and evaluates the issues associated with these stem cell uses. n Should scientists be legally allowed to create embryos just to make stem cells? n Should surplus embryos be used for stem cell research? n To obtain embryonic stem cells, an embryo must be destroyed. n When does life begin? Is destroying a seven day old embryo destroying life? n Research involving embryonic stem cells should be banned. n Research involving tissue stem cells (adult stem cells, cord blood, bone marrow) should be lawful and embryonic stem cell research should not. n Embryonic stem cell research should be banned in preference to cell reprogramming techniques. n Stem cell research is ok, as long as the government does not use tax payer’s money to fund it. n IVF clinics should not make excess IVF embryos. References: http://www.nhmrc.gov.au/research/embryos/stemcells/index.htm http://bioethics.od.nih.gov http://www.stemcellcentre.edu.au/For_the_Public/Patient/Handbook.aspx http://www.nhmrc.gov.au/publications/synopses/ea16syn.htm http://www.tga.gov.au/bt/index.htm 12 0 Activity 6.1 It’s stem cells – the issues Below are a number of suggested activities and links to resources to help students start thinking about the issues associated with stem cell research and use. Some of the issues that can be used in conjunction with the activities are outlined at the start of chapter 6. Extensive background information on the regulation of stem cell research and clinical use in Australia is also included at the start of this chapter. Provocative topics that can be used to get students thinking about the issues are outlined at the end of this activity. Activity Description Time frame and materials Brainstorm, graffiti, See Activity 1.1 for description. KWL, think pair share Approx 10–15 minutes Four corners 10–20 minutes plus discussion. Clear a space in the room so that students can walk to the four corners of the room. Make four ‘opinion signs’ (See description to the right) and place them in each corner of the room. Read out one of the ‘Stem cells – the issues. Provocative statements’ listed below. Ask students to listen to the statement and then move to the corner that best suits their feelings on that provocative statement. Four A4 or A3 opinion signs with the following statements: strongly agree, agree, disagree, and strongly disagree. Ask students to comment on their choice. The provocative topic/s that has the most discussion could be turned into a class debate (see Activity 6.5). Headline splash Create a headline splash with made up headlines that are topical. Use a similar method as outlined in Activity 1.1. Resources – links ASCC fact sheet number 6: http://www.stemcellcentre.edu.au/For_The_Public/factsheets.aspx Legislation page on ASCC website: http://www.stemcellcentre.edu.au/for_the_public/legislation.aspx CAPPE Centre for Applied Philosophy and Public Ethics: http://www.cappe.edu.au NAWBR teacher resource: http://www.nwabr.org/education/stemcell.html Bioethics page. Lots of links. http://bioethics.od.nih.gov/stemcell.html Stem cell information: http://dels-old.nas.edu/bls/stemcells/ and Understanding stem cells booklet: http://dels.nas.edu/Materials/Booklets/Understanding-Stem-Cells2 Bioethical decision making matrix http://www.pbs.org/newshour/extra/teachers/lessonplans/science/chimera_decision.pdf Resources – videos Stem Cell Channel: http://www.stemcellchannel.com.au n Ethics section: Five short videos on the ethics surrounding different aspects of stem cell use and research. n Video on ethics by Rev Dr Norman Ford. n Video on ethics featuring Professor Silviu Itescu, CEO of Mesoblast (adult stem cell discussion). n Legislation issues and stem cells. Former senator, Dr Kay Patterson. n Legislation videos. Ethics video and journal article: http://www.eurostemcell.org/films#conversations 121 Stem cells – the issues – provocative statements 1. Stem cells are the way of the future and research into these cells should be given top priority by the governments of the world. 2. Life begins when the sperm enters the egg (fertilisation), at implantation or at the first heartbeat? 3. Life begins when the baby is born and can breath and feed on its own. 4. An embryo has the potential to be a life but can not have that potential realised until it is allowed to form a pregnancy (transferred to the uterus). 5. All surplus IVF embryos should be donated to stem cell research to find cures for diseases. 6. All surplus IVF embryos should be donated to stem cell use to be used to actually cure people with life threatening diseases. 7. All surplus IVF embryos should be donated to infertile couples. 8. There should be strict laws and guidelines from the government with regards to stem cell research and use. 9. Embryonic stem cells, derived from all surplus, unwanted IVF embryos should go towards research and cell therapies. 10. The government should stop funding to all embryonic stem cells research. Only adult stem cells or iPS cells should be used. 11. All hospitals should be equipped to receive and store umbilical cord blood. 12. Cord blood should be used to treat illnesses or donated for someone who could benefit. 13. With all the emerging treatments for previously untreatable diseases, more people are surviving and potentially passing on unfit genes to their offspring. Stem cell use is adversely affecting our evolution. 14. iPS cells should be used to produce sperm cells in men who are infertile and don’t produce their own sperm. 15. iPS cells should be used to make eggs for couples who are infertile and cannot produce their own. This will give them a chance to have their own baby. 16. iPS gametes (sperm and egg) should be made available to single women who wish to have a baby, but who have not found a partner. 17. Homosexual couples should be allowed to use iPS technology to make a baby of their own. 18. It’s ok to use surplus IVF eggs to enable somatic cell nuclear transfer to make stem cells for research. 19. Therapeutic cloning (SCNT) is ok, as long as the person uses their own eggs to make the stem cell line. In the case of a male, it is ok to use his wife’s/sisters/mothers eggs with her consent. 20. Women are being forced to sell eggs and embryos. 21. All stem cell treatments being offered are safe and effective. 22. Australia is behind other countries and should be providing new stem cell treatments quicker. 23. Preventing stem cell research is unethical. 12 2 Activity 6.2 It’s topical – stem cell issues essay Class time Approx 90 minutes researching and gathering resources. 45–75 minutes for writing the essay. Resources required n Resource critique pro-forma sheets. n Previous stem cell activity sheets. Student knowledge outcomes n To identify the issues associated with stem cell research/use, such as: – When does life begin? – Embryonic stem cells require the destruction of a human embryo. – Potential therapies need to be thoroughly tested for efficacy and safety before use. – Scientists need ethics approval do conduct research. – All forms of research have ethical issues. Student skills outcome n To list and discuss the issues associated with stem cell research/use in an unbiased fashion. n Essay writing skills: clear structure, formal use of language, connectedness of arguments, supporting evidence for main arguments, aimed at the appropriate audience (Johnstone, 2008). n To critically evaluate resources. n To reference resources using proper referencing technique. Prior knowledge n What stem cells are and how they are derived (i.e. embryonic stem cells are derived from excess IVF embryos). n Different between embryonic stem cells and adult stem cells. n Difference in potency of stem cells (pluripotent and multipotent). Further Resources n Information on the ethics of stem cell research can be found at: http://www.stemcellchannel.com.au n Link to a bioethics decision making matrix: http://www.pbs.org/newshour/extra/teachers/lessonplans/science/chimera_decision.pdf References Using Language to persuade: Points of view in the Australian Media (2008). R. Johnstone. Oxford University Press, South Melbourne. Extensive background information on the regulation of stem cell research and clinical use in Australia is also included at the start of this chapter. 12 3 Stem cell research essay Select one of the following topics for the student essay (more topics are listed at the start of this chapter): n Should stem cell research be pursued? n Research the current commonly applied stem cell uses and present an essay that discusses and evaluates the issues associated with these stem cell uses. n Medical tourism: healthy holiday? n iPS cells are the way of the future for stem cell research. Discuss. n Should surplus embryos be used for stem cell research? n Should scientists be legally allowed to create embryos just to make embryonic stem cells? Notes n Specify the word limit and allotted time. n Resources: Students can use the Resource critique pro-forma to evaluate their resources, print or electronic articles, editorials etc. n The following link is to a bioethics decision making matrix which may be useful to students when they start drafting their issue. http://www.pbs.org/newshour/extra/teachers/lessonplans/science/chimera_decision.pdf. Resource critique pro-forma Article title Author ANALYSIS Source, date and type of resource What are the key/main points of the article/resource? APPLICATION UNDERSTANDING List any emotive language being used. Does the author have a bias? Which side/angle are they taking? What is the science being discussed/referred to in the article/resource? Make links back to the course. EVALUATION What are the author’s credentials? What is your overall impression of the article? 12 4 Activity 6.3 It’s printable – writing media articles Class time Approx 90 minutes researching and gathering resources. 45–75 minutes for writing the article. Resources required n Previous stem cell activity sheets. Student knowledge outcomes n To identify the issues associated with stem cell research/use, such as: – When does life begin? – Embryonic stem cells require the destruction of a human embryo. – Potential therapies need to be thoroughly tested for efficacy and safety before use. – Scientists need ethics approval do conduct research. – All forms of research have ethical issues. Student skills outcome n Understand the audiences newspapers have. n Writing to a particular audience. n Construct an argument via a media article. Prior knowledge n What stem cells are and how they are derived (i.e. embryonic stem cells are derived from excess IVF embryos). n Difference between embryonic stem cells and adult stem cells. n Difference in potency of stem cells (pluripotent and multipotent). Further Resources n Information on the ethics of stem cell research can be found at: http://www.stemcellchannel.com.au. References Using Language to persuade: Points of view in the Australian Media (2008). R. Johnstone. Oxford University Press, South Melbourne. Asking students to present a written piece about stem cells is a great way of deciphering whether they understand the key scientific ideas as well as the ethical issues associated with stem cell research and use. Extensive background information on the regulation of stem cell research and clinical use in Australia is also included at the start of this chapter. Examples of stem cell media articles can be found in chapter 4, activity 4.2 12 5 Different media articles Ideas for this section are from Johnstone, 2008. n News report or article – Factual piece that provides details about stem cells. Such as how they are derived, uses of, research associated with, potential future uses. – Are supposed to be objective. n Editorial – Reflect a view or line of the newspaper – Summarise and contribute to a debate using reasoned arguments – Give different perspectives and acknowledge different groups – Present key arguments and evidence for both sides – Makes firm recommendations. Aimed at government, businesses, public figure n Letters to the editor – Draw on personal evidence (anecdotes) – Ask provocative questions – Can be critical of an individual or group – Clear line or argument (usually one sided) and has a strong finish n Opinion piece – Present informed point of view to widen debate – Usually written by someone with expertise in the issue – Generally authoritative, assertive and confident tone – Show strong opinions with strong language (can be scathing) – Present evidence to support argument n Political cartoon – Aimed to make a point (similar to an opinion piece or letter to the editor) – Commonly uses humour, sarcasm or satire – Often critical and scathing – Aimed to support a point of view 12 6 Activity 6.4 It’s ethical – role play an ethics committee In this activity, students will be asked to participate in a mock meeting of a Human Research Ethics Committee which must review a series of applications for research involving human stem cells. Students will be assigned the various roles including the scientists wanting to conduct the research, members of the ethics committee, experts that the committee may call on to reach their decision, and members of the wider community who may be interested in the outcome of the ethics committee’s decision. Students are asked to prepare for the mock meeting by developing the likely position that their assigned committee member or participant may take in the selected scenario. Several different scenarios are provided. Class time Approx 90 minutes researching and gathering resources. 15–20 minutes per ‘ethical discussion’. Resources required n Previous stem cell activity sheets. Student knowledge outcomes n To identify the issues associated with stem cell research/use, such as: – When does life begin? – Embryonic stem cells require the destruction of a human embryo. – Potential therapies need to be thoroughly tested for efficacy and safety before use. – Scientists need ethics approval do conduct research. n All forms of research have ethical issues. Student skills outcome n To develop a well rounded argument and debate a topic. n Understand different views expressed by different members of the community. n Understand the important of ethics committees in research. n To critically evaluate ethical issues surrounding stem cell research. Prior knowledge n What stem cells are and how they are derived (i.e. embryonic stem cells are derived from excess IVF embryos). n Difference between embryonic stem cells and adult stem cells. n Difference in potency of stem cells (pluripotent and multipotent). Further Resources n Information on the ethics of stem cell research can be found at: http://www.stemcellchannel.com.au http://stemcells.nih.gov/info/ethics.asp n NWABR, Lesson 4: Shades of Gray activity (required to register to use the curriculum documents, which are free) http://www.nwabr.org n A UK ethics committee site: http://ethics.grad.ucl.ac.uk 12 7 Background information All scientific and medical research conducted in Australia must have ethics approval. Obtaining ethics approval for planned experiments is an important part of how medical research, including stem cell research, is regulated in Australia. Scientists are required to apply to a special committee, called an ethics committee. The ethics committee reviews all aspects of the proposed research and will determine whether the proposed research is ethical. If they do not think it is ethical, they can stop the scientist from performing his or her research. An ethics committee generally consists of a number of people from different employment sectors, cultural and religious backgrounds and different levels of education. This is to ensure that all views of society are represented. There are specialist ethics committees for research involving animals or humans, including human cells and tissues. The responsibilities and composition of animal and human ethics committees are stipulated in Australian guidelines (Use of Animals for Scientific Purposes and National Statement on Ethical Conduct in Human Research). Scientists usually seek approval from the animal or human ethics committee located at the university or hospital where they plan to conduct their experiments. The application for ethics approval is extensive and involves the scientist providing a written application outlining of the type of research their lab will undertake, the aim and hypothesis of the experiments, what type of material and how much will be used, how the findings will be presented to the public and most importantly the ethical implications of that research. The scientist/s who are applying for approval may also be asked to attend an ethics committee meeting so that the ethics committee can ask them more questions about their proposed research. Approval is granted by an ethics committee only after due consideration of the ethical issues involved in the proposed research. Australian scientists can not start their experiments or get funding for their research until they have ethics approval. Educational rationale and directions The following activity is loosely based on the concept of a Human Research Ethics Committee meeting where a scientist has been asked to present their request for approval to use human material in a specific research project. Students are to be assigned a specific role and asked to research the likely view of their assigned role. The students will then be asked to express the position of their allocated participant during a mock committee meeting. As there might be more students in a class than there are members of the Ethics Committee, more roles have been created for this purpose. These include the experts that the Committee may call on to assist in their deliberations and members of the community like patients, politicians and journalists who are interested in the ethical issues associated with stem cell research. All roles require some additional work. Some roles require more research before the mock meeting than others, while other roles require more work after the mock meeting, such as the secretary and the journalists. This variety caters for different student abilities. There is also scope for students who have been absent for the preparation session to join in and be an observer of proceedings presenting the general public (need little or no prior knowledge on stem cells and add value to any discussion on the findings of the committee). When conducting the meeting, the chair person will have to move the discussion along, request clarification/justification from the researcher when needed, and share the floor to all members of the committee. This person will also need to ensure a decision is reached – i.e. approve the application or reject the application. The committee should also provide justification as to why and how they have reached their decision. The committee may wish to call on experts to assist them in their deliberations. The roles are listed in the activity are based on the real positions on Human Research Ethics Committees operating around Australia and some additional fictitious characters who may be interested in the outcomes of the meeting. The descriptions are not overly detailed, which leaves scope for students to develop their own assumed role and opinions. If teachers require more detail on the opinions of some roles, the NWABR teacher kit has a similar activity, which has very detailed role descriptions (http://www.nwabr.org/education/stemcellrequest.html). 12 8 Teacher directions 1. Assign each student a role for the mock Human Research Ethics Committee meeting. 2. Choose a scenario from the ‘Applications for Ethics Approval’ list. You may wish for the ethics committee to hear applications from more than one applicant (which is more like what happens in real life). Key issues associated with each scenario have also been listed to assist in conducting this activity. You can either share these with the student upfront or after allowing them sometime to research their assigned roles. 3. Give students the description of the role and selected scenario. In some cases the persons view is very clear (i.e. scientist requesting ethics approval) in other cases the view is not as clear (the politician who is against stem cell research). Teachers may like to allow students to personalise their character, for example, they may wish to choose a current politician or a member of a church. If not, there are a number of role descriptions in a similar activity in the NWABR resource (http://www.nwabr.org/education/stemcellrequest.html Lesson 4 – Shades of Gray). These characters have very detailed dossiers; however some of the characters are American politicians which may not be as well understood by the students. 4. Allow students a lesson to research the opinions of their particular person and to establish their views on the selected issue. 5. Once all students have researched their roles, conduct the Human Ethics Committee Review Board Meeting. This may be in a separate lesson. It is suggested that the committee hears applications from more than one research group. This will also allow for a comparison of different issues. 6. Once the committee has reached their decision, this will need to be communicated. While it is the responsibility of the secretary to record the outcomes of the meeting, it would be interesting to ask those students who have been assigned non-committee roles their response to the outcome. For example, if the committee allows human embryos to be used in research, what is the response from the parent of the child who may benefit from the proposed research, the conservative politician who is against the use of human embryos in research and the journalist who is observing proceedings. Person Role Human Research Ethics Committee members Chair Keeps the discussion moving, overseer of the discussion, allows all members to contribute to the discussion, draws the meeting to an end and conducts the voting process to decide the fate of the application (approve or reject). The Chair is also responsible for arranging expert advisors if required. For example, the committee may want to understand more about issues around informed consent for patients wanting to donate their embryos to research, which would require a bioethics professor. Or, they may want to know more about a new type of stem cell, requiring an expert stem cell scientist. The Chair must also assign the role of secretary who is responsible for recording (writing-down) the minutes of the meeting. This is usually one of the committee members. Lay people Someone who does not engage in medical, scientific, legal or academic work but is keen to provide their opinion. There should be at least two lay people, one man and one woman. Counsellor A person who is concerned about the patient’s emotional well being and has experience in caring for people. For example, a nurse, counsellor or psychologist. Can be more than one. Pastoral care Someone who performs a pastoral care role in the community. For example a minister of religion, priest or an aboriginal elder. Can be more than one. They may have very strong opinions on certain types of stem cell research. For example, the catholic church believes all human life is sacred. Therefore the Church does not condone the use of human embryos in research or cell based therapies. However, other religious leaders hold more tolerant positions. Lawyer Someone who understands laws and regulations related to medical research. The lawyer cannot be employed by the university or hospital where the research is planned to be conducted. 12 9 Medical researchers At least two people with experience in medical research. They can be scientists or doctors. They cannot be directly involved with the proposed research (i.e. they cannot work in the same laboratory as the scientist applying for approval). Applicant Presenting scientist(s) Person who has submitted the written proposal and will attend the meeting to answer questions that the committee may have. There may be more than one of these. The Chair of the Committee may ask the scientist(s) to do a short presentation of their planned research. There may be more than one group of researchers presenting to the committee. Experts that the Committee may call on for further information Bioethics professor Someone with experience in ethical issues related to biology. This person has expertise of the issues surrounding informed consent (i.e. that people have to give permission for their biological and genetic material to be used). Genetic counsellor Genetic counsellors work with patients who have inheritable diseases, such as Cystic fibrosis or Huntington’s disease. They will be able to give some information about genetic diseases. Medical researcher (stem cell biology) A person who works in the field of stem cell research. This person would have to have a strong knowledge of all types of stem cells – tissue, embryonic, iPS etc. Interested observers – these are people who are interested in the outcome of the committees’ deliberations Parent of an ill child A person who has a vested interest in finding a cure for a sick child. Stem cell research could potentially offer stem cell therapy to aid their sick child or else avoid other parents losing their children to the disease. They will be very interested in the outcome of the ethics committee especially if the committee prevents research that they think is valuable. Politician (liberal minded) A politician who would be pro-stem cell research. This person would believe that research using all types of stem cells is important and beneficial to society. Could be in involved in policy and legislation drafting. For example in 2005 Senator Kay Patterson drafted a Private Members Bill that led to an amendment to the Australian laws that allowed SCNT under licence in Australia (more information on this can be found on the Legislation area on the Stem Cell Channel (http://www.stemcellchannel.com.au). Politician (conservative) A politician who is against some stem cell research. Their position is likely to be supportive for research involving stem cells from adult or cord tissues but not from embryos. Many prominent federal politicians from both major parties were opposed to the use of human embryos in research during the 2005 debate. Patient Many patients are prepared to talk about their condition and how they hope stem cell research may benefit them or someone in the future. Michael J Fox and Christopher Reeves have been prominent supporters of stem cell research. Journalist for conservative or liberal newspaper Journalist that will write an editorial piece or article for a newspaper which is swayed towards a ‘no embryo use in research’ or ‘pro embryo use in research’ views, respectively. Journalist for TV or radio Journalist may wish to cover the proceeding in a story to air on the TV or radio news. Other members of the public with little or no knowledge on stem cells in general Has no well formed opinion before sitting in on the committee meeting but will formulate an opinion after witnessing the meeting (there can be more than one of these). 13 0 List of submissions for the ethics committee n Application for ethics approval case number 1: Dr Margaret Ingalls and Professor Greg Xu. Application to use abdominal fat to make iPS cells. n Application for ethics approval case number 2: Dr Phil Chang and colleagues. Application to make embryonic stem cells for an Australian stem cell bank. n Application for ethics approval case number 3: Dr Robert Collins. Application to perform research on directing embryonic stem cells to form nerve stem cells which will be used to transplant into a spinal cord injury patient. n Application for ethics approval case number 4: Dr Anne Elliot, Dr Sid Jones and Mr Jack Strong. Application to use human derived embryonic stem cells to treat a patient with Parkinson’s disease. n Application for ethics approval case number 5: Dr Jane Bingley. Application to develop the use of iPS cells to make sperm for infertile males. n Application for ethics approval case number 6: Dr John Knightly, Dr Lindsay Graham, Dr Melissa Frusha and Dr Jo Brown. Application to create SCNT stem cells to research the physiology of Cystic Fibrosis in a particular patient. List of submissions for the ethics committee and important issues (teachers copy) The below notes are points for the Teacher to consider, either to share with the class depending on their level of ability, or use as a guide when assessing. Each class will bring their own thoughts and discussions to the activity. n Application for ethics approval case number 1: Dr Margaret Ingalls and Professor Greg Xu. Application to use abdominal fat to make iPS cells. From the title of this application it is unclear how the researchers are going to collect the fat for their research. Although this example is using tissue stem cells, considered by some as more ‘ethical’ than embryonic stem cells, the purpose of this example is to illustrate that there are ethical issues even when researchers are using stem cells from tissue. The Committee need to ask the applicants how they are planning of collecting the fat and exactly what they plan to use it for. This example is based on a true case of researchers overseas interested in isolating stem cells from fat collected (and discarded) during liposuction to make induced pluripotent stem (iPS) cells for research into normal growth and development. It is important for the students to recognise that the donors are under no risk from donating excess tissue (fat) to research in this case as the fat is a by-product of the procedure and will be discarded. If the donor were being asked to undergo a surgical procedure just to have stem cells collected, that would be a different and more involved process requiring greater justification, evaluation and deliberation. What is important is that the patient is asked to donate their material specifically for this research project and they understand what the research project is. n Application for ethics approval case number 2: Dr Phil Chang and colleagues. Application to make embryonic stem cells for an Australian stem cell bank. The main issue that should be addressed in the Committees’ meeting is how the embryos will be obtained to make the embryonic stem cells. Since 2002, it has been legal in Australia to use human embryos in research provided a licence and ethics approval is obtained. In this scenario, the committee should ask the applicants if the embryos are from IVF patients that have completed their infertility treatment (this is allowed under Australian laws) or if they plan to make embryos from donated eggs and sperm specifically for the project (illegal and considered unethical in Australia). The committee should also make sure that arrangements are in place to ensure that the IVF couple are donating their embryos in a voluntary manner with no financial or other coercion. They should not be paid for their embryos. The Committee should also find out about the stem cell bank. If the applicants are intending on selling the stem cells at a high price this may not be considered ethical. It is also important the IVF patients who are donating their embryos understand that the embryo is destroyed in the process of making the embryonic stem cells and that the stem cells can be frozen and used by researchers indefinitely. This example is based on a research project conducted in Melbourne where embryonic stem cells have been used by many researchers around Australia and overseas to better understand how to grow and develop embryonic stem cells. There is very little cost to researchers wanting to use these embryonic stem cells, honouring the altruistic donation from the IVF couple. 131 n Application for ethics approval case number 3: Dr Robert Collins. Application to perform research on directing embryonic stem cells to form nerve stem cells which will be used to transplant into a spinal cord injury patient. The Committee needs to ask about where Dr Collins plans to obtain his stem cells and more information about his research plans. Is he going to use existing stem cells or need embryos specifically for his research project? It may be possible for him to use embryonic stem cells that are already available and therefore additional embryos do not need to be used. However, he may have a new method of obtaining the embryonic stem cells that justifies using more embryos. Dr Collins will need to be able to describe how the embryos will be obtained to make the embryonic stem cells as outline above in Application 2. The title of this application implies that Dr Collins’s research is only to understand how to grow nerve cells in the laboratory. However, if he is intending to put the cells back into patients many more issues will need to be address. These are identified in application 4 below. n Application for ethics approval case number 4: Dr Anne Elliot, Dr Sid Jones and Mr Jack Strong. Application to use human derived embryonic stem cells to treat a patient with Parkinson’s disease. The use of stem cells therapies for conditions other than those of the blood and immune system are considered extremely experimental. Any applications seeking approval to use cell therapies on patients demands a comprehensive medical and scientific justification, including demonstrating that the proposed treatment works in animal studies. The use of stem cells derived from human embryonic stem cells should be considered even more cautiously as cells made from embryonic stem cells carry the risk of cancer if not treated properly before they are transferred to the patient. In reviewing this application, the Committee should draw on its expert panel (bioethicists, stem cell biology expert, medical doctors) to make sure that the planned experiment is well designed and justified. There are no current treatments available or even being tested that use cells made from embryonic stem cells to treat Parkinson’s disease (or other conditions such as spinal cord injury). This study will therefore be a world first for patients suffering from Parkinson’s disease. Other than asking about where the embryos will come from (see issue raised in response to Application 2), the following are some questions that the Committee may wish to ask: – How are Dr Elliot and his team going to recruit the patient for the study? What kind of consent process will be involved? Do they want to test any other patients? Does the proposed patient understand that this form of treatment is yet to be proven success by anyone around the world? – How are they going to assess if the treatment works? Do they have the skills to do this? – Will the team be asking the patient to pay for this treatment? Will they pay the patient to participate? – How does the team plan to let other know about their study? I.e. do they plan on publishing their results in scientific papers therefore helping the larger research and medical community? – Do they have TGA approval? Depending on the Committee’s finding, the politicians and patient advocacy groups may be unhappy or happy with the outcome. The journalists may want to write a feature in their next article or do a TV story. n Application for ethics approval case number 5: Dr Jane Bingley. Application to develop the use of iPS cells to make sperm for infertile males. While certain members of the community see induced pluripotent stem (iPS) cell technology as an ‘ethical’ alternative to the creation and use of embryonic stem cells, this application raises the possibility that stem cells can be used to make sperm (or in another scenario, eggs). This is something that not everyone in society will be comfortable with. Like embryonic stem cells, iPS cells are pluripotent and can theoretically grow into all cells of the body including eggs and sperm. Being able to make iPS cells from someone with infertility and then make sperm from the stem cells sounds like an ideal solution to allow the infertile couple to be able to have a family. However, is the technology safe enough to try in humans or would there be a risk of a baby born with abnormalities. Also, given that it is relatively easy to make iPS cells from a skin cell or other body cell, what safeguards are in place to make sure that the technology will not be inappropriately used (i.e. make sperm from someone without their consent). The main issue in this application is to explore where the iPS cells that will be used in the research are likely to come from. Is Dr Bingley going to make the iPS cells from infertile men who fully understand her proposed research project or is she intending on using iPS cells made by other researchers. If she is going to use existing iPS cells, is the planned use consistent with what the original donor thought they were consenting to? 13 2 The Committee might also like to understand more about the endpoint of Dr Bingley’s proposed project. Is Dr Bingley’s research at an early stage where she is just trying to get some normally developed sperm and examine the sperm in the laboratory or does she plan to use the sperm to achieve a pregnancy. Given that no one has been able to make normal sperm from stem cells means that using sperm made from iPS cells may not be able to form a normal baby and is probably not advisable yet. However, this will be up to the Committee to decide and they may wish to draw on the opinion of their expert panel. There is also likely to be intense interest from the media and politicians in the outcome from the committee’s deliberations. n Application for ethics approval case number 6: Dr John Knightly, Dr Lindsay Graham, Dr Melissa Frusha and Dr Jo Brown. Application to create SCNT stem cells to research the physiology of Cystic fibrosis in a particular patient. While the application is clearly to make stem cells for researchers to better understand the development of the disease Cystic fibrosis in the laboratory, the use of SCNT technology raises some challenging issues. Although it has been legal to use human eggs in licensed research projects in Australia since 2006, and several licenses have been granted, the significant issue that will need to be addressed is where the researchers plan to obtain the human eggs for their experiments. The applicants need to explain whether the eggs they want to use are planned to be donated from IVF patients (where they are not suitable to be used to make an embryo and therefore would be discarded) or if they are going to ask women to donate eggs specifically for their project (maybe the mother or sister of the child with Cystic fibrosis). If the applicants are planning to ask women to donate, they must make sure that the risks are as low as possible, that the women are not being paid to donate and that they fully understand the risks and dangers associated with the project. The Committee may also ask the researchers if there are any alternatives to using SCNT to make stem cells with Cystic fibrosis for research. The fact is that alternatives do exist! Stem cells can be isolated from human embryos that have been identified with the Cystic fibrosis mutation (from pre-implantation genetic diagnosis where a cell is taken from the early embryo and analyses for a specific mutation). These ‘Cystic fibrosis’ embryos are discarded as the IVF couple are trying to have a baby that doesn’t have the disease. The recent iPS cell technology means that disease-specific stem cells can also be made using this method (usually from a skin biopsy). It will be up to the applicants to convince the Committee that their experiment is justified. It is also likely that some members of the community (as represented on the Committee or in those observing proceedings) will object to SCNT because of the ‘slippery slope’ argument. That is, the SCNT technology used to make stem cells could also be used to clone a human. However, it must be remembered that anyone found to be trying to use SCNT to clone a new person will face a long jail sentence in Australia. It would be likely that this application would attract enormous interest from the media, politicians and the wider public and should make for some very interesting discussion! 13 3 Activity 6.5 It’s presentable – presentations on stem cells Below is a list of suggested activities for student to present an issue based piece of work on stem cells. Use the resources outline in activity 6.1 It’s stem cells – the issues. Teachers can also use the list of suggested issues which can be found at the start of chapter 6. Extensive background information on the regulation of stem cell research and clinical use in Australia is also included at the start of this chapter. These tasks could be used as assessment pieces as well. Stem cell debate: Use the topic below or some of the issues outlined at the start of chapter 6 to engage students in a debate. One of the provocative topics listed in activity 6.1 might also serve as the basis for a debate. Present your debate to a young year level as a means of communicating the issues of stem cells with other students or prepare a debate with another class and have students adjudicate the debate. Teachers can also use the debate as an assessment task. n Embryonic stem cell research should be banned in Australia. n All SCNT research should be banned. n iPS cells should be used to make gametes. n More stem cell treatments should be available in Australia – we don’t need so much testing we just want treatments now! Stem cell oral presentation: Ask students to present an oral presentation (with/without a PowerPoint or multimedia presentation) on the issues surrounding stem cell research and use. The following activity can be adapted and used as a major assessment task for senior year 11 or 12 students. E.g. SAC 4, VCE Unit 4 Biology. n Present an issue related to the application of stem cells. n Discuss how stem cell use and research could impact on our evolution. Students could complete a peer review of the other students’ presentations. Students could be marked on their own presentation as well as their peer assessment. Poster presentation: Ask student to construct a poster on stem cell research and/or uses. Use class or home time to research and/or allocate a lesson to the construction of the poster, so work is completed in class (to minimise plagiarism). Teachers could run a mock conference display of the posters and invite other students/year levels to view and possibly critique the posters. Webpage: Students can construct a webpage (using Word, Publisher or other web authoring software) which outlines all/or some aspects of stem cell research and use. Ask student to provide hyperlinks to other pages (consolidation of ICT skills) and also to links outside their own page. Teachers can assess student based on their ICT skills, dissemination of information, quality of resources and references. Again, invite other students to view or critique the webpage. Alternatively, the webpage task could be set as an assessment task to teach a younger year level about stem cells. Script: Students can write a script based on an issue related to stem cell research and/or use. Topics might include IVF issues, infertility, use of donor gametes, use of surplus embryos, impact of new reprogramming techniques, access to new stem treatments in Australia. In the script students might consider including characters such as politicians, people needing stem cells to cure a disease, family members of sick people, researchers, medical practitioners, embryologists etc. Video: Ask student to write, act out and submit a video based on an issue surrounding stem cell research and/or use. Students could write and present a segment for the program ‘60 Minutes’ or an informative piece for the ABC show ‘Catalyst’. Alternatively, students could present their piece to a younger year level or to their peer group as an informative piece on different topics surrounding stem cell uses. 13 4 Activity 6.6 It’s personal – blogs, chats and discussion activities Engage students in a discussion on the issues surrounding stem cells. Most of the suggested activities below will require students to reflect on what they have learned about stem cells and see how this information is being presented in social media. Teachers can assess the degree of student understanding by reading student comments and checking for common misconceptions. Some of these tasks could also be used as assessment tasks. Suggested activities for student/class discussion and reflection on the issues surrounding stem cells: n Blogs – Students can make comments on the Australian Stem Cell Centre blog (comments are approved by a moderator): http://www.stemcellcentre.edu.au/NewsEvents/Blogs.aspx – The Canadian Stem Cell Network also has a blog: http://scnblog.typepad.com n Review Facebook pages set up by stem cell research organisations to see how they represent stem cells to the public: – Australian Stem Cell Centre: http://www.facebook.com/home.php#!/pages/Australian-Stem-CellCentre/200253796493?ref=ts – California Institute for Regenerative Medicine: http://www.facebook.com/home.php#!/CaliforniaInstituteForRegenerativeMedicine?ref=ts – Stem Cell Charter: http://www.facebook.com/home.php#!/TheStemCellCharter?ref=ts n Letters – Fictional scenarios: as a patient to a friend, from a doctor to a patient, to a scientist asking for research to be done in a certain area etc. – Non-fiction scenarios: to a politician or a friend: n Narrative about a hypothetical experience n Diary entry n Poem n Survey n Revisit the KWL activities from the earlier chapters for student to reflect on what they have learned about stem cells References and resources: Blood, Rebecca. ‘Weblogs: A History and Perspective’, Rebecca’s Pocket. 07 September 2000. 25 October 2006. http://www.rebeccablood.net/essays/weblog_history.html http://www.elearnspace.org/blog/tag/blogging 13 5 Common acronyms and glossary ART Assisted reproductive technology FDA Food & Drug Administration ASCC Australian Stem Cell Centre hESC Human embryonic stem cell ASC Adult stem cell iPS Induced pluripotent stem CIRM California Institute for Regenerative Medicine MHC Major histocompatibility complex MSC Mesenchymal stem cells ESC Embryonic stem cell NIH National Institutes of Health GvHD Graft vs host disease HLA Human leukocyte antigen ICM Inner cell mass NWABR Northwest Association for Biomedical Research IVF In vitro fertilisation TGA NHMRC National Health and Medical Research Council Therapeutic Goods Administration Adult stem cell (also known as tissue cell) means undifferentiated cells found in the tissues and organs of the body. They are capable of self-renewal. Their differentiation is mainly restricted to forming the cell types of that tissue or organ. The chief role of adult stem cells is to maintain and repair the tissue in which they are found. Allogeneic transplantation is a cell, tissue or organ transplant from one individual to a genetically different person. Autologous transplantation is a cell, tissue or organ transplant from one individual back into the same individual. Such transplants are often performed with blood products or bone marrow and do not induce an immune response and are not rejected. Blastocyst is an early stage embryo about 5–7 days post fertilisation containing about 150 cells and is the size of a pinhead. A blastocyst consists of two types of cells: the inner cell mass cells, from which embryonic stem cells are derived, gives rise to all the organs and tissues of a future embryo and foetus; and the trophoblast which forms a portion of the placenta. Cell based therapy is a treatment that involves stem cells being induced to differentiate, or develop, into specific cell types required to repair or rebuild depleted cell populations or tissues. Cellular differentiation is when an unspecialised cell becomes specialised into a specific cell type. Cell division is the process by which one cell divides into two cells, thereby increasing the cell population. Differentiation is the process whereby an unspecialised (undifferentiated) cell develops into specialised cells such as those in the liver, brain or heart. Efficacy is the capacity to produce an effect. Embryo is the conceptus developed from the fertilized egg (zygote) until it becomes a foetus, which in the human, is approximately eight weeks later. Embryonic stem cells come from a 5–7 day old blastocyst (early embryo). They have the ability to form virtually any type of cell found in the human body, but are not capable of developing into a whole new organism. Ethics Committees review all aspects of a proposed research project and determine whether the proposed research is ethical. Research involving animals, humans or human tissue require ethics approval. If the Committee do not think it is ethical, they can stop the scientist from performing his or her research. Foetus is the conceptus that follows the embryo stage and develops till birth and displays the characteristics of the adult species. Graft vs host disease (GvHD) is a complication that can occur after a bone marrow transplant in which the newly transplanted material attacks the transplant recipient’s body. 13 6 HTLV-1 – Human T-Lymphotropic Virus Type I (HTLV-1) is a human RNA retrovirus that causes T-cell leukaemia and T-cell lymphoma in adults and may also be involved in certain demyelinating diseases, including tropical spastic paraparesis. Haematopoietic cell is a type of cell that make blood cells. Haematopoietic stem cell (HSC) is the parent cell or ‘precursor’ of mature blood cells and are found in adult bone marrow, umbilical cord blood, peripheral blood and foetal liver. Induced pluripotent stem cells (iPS cells) are derived from mature/differentiated cells of the body by reprogramming through genetic manipulation, which resemble the pluripotent embryonic stem cells. The reprogramming technology is changing rapidly. In vitro fertilisation (IVF), achieved outside the body, is an assisted reproduction technique where the egg cell and the sperm cells are brought together in a dish (i.e. in vitro), so that the sperm can fertilise the egg. The fertilised egg, a zygote, will form the embryo which can then be implanted into the womb for establishing pregnancy. Mesenchymal stem cell is a type of adult stem cell found in several tissues of the body including bone marrow and the placenta which can give rise to a number of tissue types such as bone, cartilage, fat tissue, and connective tissue. Mesenchymal stem cells have shown promise for treatment for a number of diseases. Multipotent is the potential of an individual stem cell to develop into a restricted number of (but not all) types of cells. Adult stem cells are examples of multipotent stem cells. Peer review is the process of subjecting an author’s scholarly work, research, or ideas to the scrutiny of others who are experts in the same field. Pluripotent is the ability of the stem cell to develop into many types of cells in the body. ES and iPS cells are examples of pluripotent stem cells. Precursor cell is a cell that gives rise to other cells. A precursor cell is less specialised than other stem cells. If a painting was a specialised cell, the precursor cell would be the canvas. Progenitor cell is a transitional form of stem cell that can differentiate, but can no longer renew itself. Progenitor cells are restricted to the generation of a few types of specialised cells. Somatic Cell Nuclear Transfer (SCNT) refers to the removal of a nucleus, which contains the genetic material or DNA, from virtually any cell of the body and its transfer by injection into an unfertilised egg (oocyte) from which the nucleus has also been removed. The newly reconstituted egg is then stimulated to start dividing. After 5–7 days in culture, embryonic stem cells can then be removed. These embryonic stem cell lines are genetically identical to the cell from which the DNA was originally removed. To date, SCNT has not been achieved successfully in humans to create a human embryonic stem cell line. Stem cell is an unspecialised/undifferentiated cell with the ability to renew indefinitely and to produce specialised cell types in the body. Stem cell line refers to stem cells that have been established and propagated in culture and maintained consistent characteristics and potential. Stem cell tourism/medical tourism is when a patient chooses to seek treatment in another country, either for cost or availability reasons. Virtually every type of health care, including plastic surgery, orthopaedic surgery, reproductive treatments, psychiatry, alternative treatments, convalescent care and dentistry are available. Some medical travel is simply a means of getting access to a widely accepted treatment at a cheaper price, or for unproven treatments generally not offered in a patient’s home country. Many patients opting for these treatments do so because they feel they have no other alternative treatments available. Tissue stem cell (also known as adult stem cell) means undifferentiated cells found in the tissues and organs of the body. They are capable of self-renewal. Their differentiation is mainly restricted to forming the cell types of that tissue or organ. The chief role of adult stem cells is to maintain and repair the tissue in which they are found. Totipotent refers to the cells within a 1–4 day embryo. Each cell of an embryo at this stage can theoretically make a whole new individual. 13 7 Appendix 1 Handouts Handout 1.2 Tuning in – stem cell word splash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Handout 1.3 What are stem cells? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Handout 1.3 What are stem cells – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Handout 2.1.1 Types of stem cells – research task (basic) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Handout 2.1.1 Types of stem cells – research task (basic) – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Handout 2.1.2 Types of stem cells – jumbled task (basic) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Handout 2.1.3 Types of stem cells – research task (complex) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Handout 2.1.4 Types of stem cells – jumbled task (complex) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Handout 2.1.3 and 2.1.4 Types of stem cells – research task and jumbled table (complex) – Teacher copy . . . . . . . . . .38 Handout 2.2.1 Mind map of stem cell types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Handout 2.4 Potent lingo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Handout 2.4 Potent lingo – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50 Handout 2.5 So what’s so special about stem cells? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Handout 2.5 So what’s so special about stem cells? – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Handout 3.1 Forming an embryo – from egg to blastocyst . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Handout 3.1 Forming an embryo – from egg to blastocyst – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Handout 3.2 How IVF works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Handout 3.2 How IVF works – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Handout 3.3 Reprogramming cells – plants can do it naturally, why can’t we? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Handout 3.3 Reprogramming cells – plants can do it naturally, why can’t we? – Teacher copy . . . . . . . . . . . . . . . . . . . .69 Handout 3.4 Reprogramming cells mind map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Handout 3.4 Reprogramming cells mind map – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Handout 3.5 How are stem cells specialised into different cell types? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Handout 3.5 How are stem cells specialised into different cell types? – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . .80 Optional Handout 4.1.1 Stem cell discovery timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Handout 4.1.1 When did stem cells start being used? A timeline activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Handout 4.1.1 When did stem cells start being used? A timeline activity – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . .86 Handout 4.1.2 Demystifying stem cell use. What are stem cells really being used for? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 Handout 4.1.2 Demystifying stem cell use. What are stem cells really being used? – Teacher copy . . . . . . . . . . . . . . . . . .91 Handout 4.2 Uses of stem cells – media review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94 Handout 5.2 Fact or fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Handout 5.2 Fact or fiction – Teacher copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105 Handout 5.4 Headline Splash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 13 8 Activity 2.3 Consolidating knowledge about stem cells Activity 2.4: Potent lingo Activity 2.5 So what’s so special about stem cells? Cells and living things The human body Be aware of contemporary issues such as stem cell research, gene technology Apply scientific understandings to make responsible, ethical and informed decisions about issues Be aware of the nature of science and research of Australian scientists 13 9 Activity 6.6: –It’s personal – blogs, chats and discussion activities Activity 6.5: It’s presentable – presentations on stem cells Activity 6.4: It’s ethical – role play an ethics committee Activity 6.3: It’s printable – writing media articles Activity 6.2: It’s topical – stem cells issues essay Activity 6.1: It’s stem cells – the issues Activity 5.5 Medical tourism – not always a happy holiday Activity 5.4 Newspaper splash – stem cells in the media Activity 5.3 Commonly asked questions about stem cells Activity 5.2 Stem cells – fact or fiction Activity 5.1 Stem cell opinion poll Activity 4.3 Stem cell research assignments Activity 4.2 Uses of stem cells – media review Activity 4.1 What are stem cells currently being used for? Activity 3.5 How are stem cells specialised into different cell types? Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Activity 3.2 IVF – how does it work? Activity 3.1 Forming an embryo – from egg to blastocyst Activity 2.2 Visualising thinking about stem cells Science as a human endeavour Activity 2.1: The two main categories of stem cells Science understanding Activity 1.3 What are stem cells? Reference: Shape of the National Curriculum: Science 2009. Accessed from http://www.acara.edu.au/default.asp on 11/5/2010. Activity 1.2 Tuning in – stem cell word splash National Curriculum Activity 1.1 Introducing… stem cells! Appendix 2 Stem Cell Teachers’ Kit Curriculum Guide Activity 1.3 What are stem cells? Activity 2.1: The two main categories of stem cells Activity 2.2 Visualising thinking about stem cells Activity 2.3 Consolidating knowledge about stem cells Activity 2.5 So what’s so special about stem cells? Activity 3.1 Forming an embryo – from egg to blastocyst Activity 3.2 IVF – how does it work? Activity 4.1 What are stem cells currently being used for? Activity 4.2 Uses of stem cells – media review Activity 4.3 Stem cell research assignments Activity 5.1 Stem cell opinion poll Activity 5.2 Stem cells – fact or fiction Activity 5.3 Commonly asked questions about stem cells Activity 5.4 Newspaper splash – stem cells in the media Skills Select an appropriate ethical issue for study and identify the contending individuals and groups. Explain and evaluate the ethical decision making process at work in the debate Knowledge To evaluate a contemporary ethical debate Unit 2, AOS 3 Assessment Skills Knowledge Assessment Unit 2, AOS 1.3 Definitions of key terms and concepts associated with the ethical problems The contentious nature of ethical debates Essay Presentation/dialogue 14 0 Debates and questions that arise from exploration of the ethical problems Viewpoints and arguments central to the ethical problems Essay Explain and discuss the relationship between an ethical position and a relevant contemporary debate Applied ethics: Should IVF, human cloning, stem cell research and other bio-technologies be pursued? Debate Oral presentation Written exercise Activity 6.6: –It’s personal – blogs, chats and discussion activities Activity 6.5: It’s presentable – presentations on stem cells Activity 6.4: It’s ethical – role play an ethics committee Activity 6.3: It’s printable – writing media articles Example 1: VCE Religion and society, Unit 2 – ethics and morality Activity 6.2: It’s topical – stem cells issues essay Activity 6.1: It’s stem cells – the issues Activity 5.5 Medical tourism – not always a happy holiday Activity 3.5 How are stem cells specialised into different cell types? Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Activity 2.4: Potent lingo Activity 1.2 Tuning in – stem cell word splash Activity 1.1 Introducing… stem cells! Below are examples of where activities from this Teachers’ Kit can be used in subjects other than Science and biology. The VCE Religious education and VCE Philosophy courses have been used as an example. Example 2: VCE Philosophy Skills Content Assessment Activity 3.5 How are stem cells specialised into different cell types? Activity 4.1 What are stem cells currently being used for? Activity 4.2 Uses of stem cells – media review Activity 4.3 Stem cell research assignments Activity 5.1 Stem cell opinion poll Activity 5.2 Stem cells – fact or fiction Activity 5.4 Newspaper splash – stem cells in the media Activity 5.5 Medical tourism – not always a happy holiday Activity 6.1: It’s stem cells – the issues Activity 6.2: It’s topical – stem cells issues essay Activity 6.3: It’s printable – writing media articles Activity 6.4: It’s ethical – role play an ethics committee Activity 6.5: It’s presentable – presentations on stem cells Activity 6.6: –It’s personal – blogs, chats and discussion activities Analysing and synthesising, drawing conclusions, critical thinking Communicating findings, work practices Knowledge and understanding 141 Activity 5.3 Commonly asked questions about stem cells Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Year 11 and 12 Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Conception – Infertility: causes, diagnosis, treatment Activity 3.2 IVF – how does it work? Cycles of life Activity 3.1 Forming an embryo – from egg to blastocyst Applied genetics and Genes in Action Genetic engineering procedures; Advantages and disadvantages of Genetic Engineering; Ethical considerations of genetic manipulation Activity 2.5 So what’s so special about stem cells? Reproduction: Mammalian reproduction Co-ordination, Reproduction, and Disease; Co-ordination Infection and disease – The immune systems of mammals, Human disorders and diseases, and Reproduction; and Pathogens and Disease Treatments and prevention of disease Activity 2.4: Potent lingo Cell Processes: Cell differentiation Activity 2.3 Consolidating knowledge about stem cells Biochemistry and Cellular Processes: A and T Activity 2.2 Visualising thinking about stem cells Cell Processes: Cell differentiation Activity 2.1: The two main categories of stem cells Introductory biology – A and T Activity 1.3 What are stem cells? ACT year 11 and 12 Activity 1.2 Tuning in – stem cell word splash Senior years Activity 1.1 Introducing… stem cells! Australian Capital Territory Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Working individually and in teams Activity 5.2 Stem cells – fact or fiction Activity 4.3 Stem cell research assignments Activity 5.1 Stem cell opinion poll Activity 4.2 Uses of stem cells – media review Activity 6.6: –It’s personal – blogs, chats and discussion activities Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Activity 6.5: It’s presentable – presentations on stem cells Activity 3.2 IVF – how does it work? Activity 6.4: It’s ethical – role play an ethics committee Activity 3.1 Forming an embryo – from egg to blastocyst Activity 6.3: It’s printable – writing media articles Activity 2.5 So what’s so special about stem cells? Activity 6.2: It’s topical – stem cells issues essay Activity 2.4: Potent lingo Activity 6.1: It’s stem cells – the issues Activity 2.3 Consolidating knowledge about stem cells Activity 5.5 Medical tourism – not always a happy holiday Activity 2.2 Visualising thinking about stem cells Activity 5.4 Newspaper splash – stem cells in the media Activity 2.1: The two main categories of stem cells Activity 5.3 Commonly asked questions about stem cells Activity 1.3 What are stem cells? Activity 4.1 What are stem cells currently being used for? Activity 1.2 Tuning in – stem cell word splash Developing scientific thinking and problem-solving techniques Activity 3.5 How are stem cells specialised into different cell types? Activity 1.1 Introducing… stem cells! Communicating information and understanding New South Wales Year 11 Preliminary course Skills 8.3.3 Patterns in nature Identify some examples that demonstrate the structural and functional relationships between cells, tissues, organs and organ systems in multicellular organisms Year 12 Communicating information and understanding Skills Prelim and Year 12 Developing scientific thinking and problemsolving techniques Working individually and in teams 9.3.5 Blueprint for life Current reproductive technologies and genetic engineering have the potential to alter the path of evolution: process information from secondary sources to describe a methodology used in cloning 9.4.5 The search for better health Describe and explain the immune response in the human body 9.4.6 The search for better health Identify data sources, gather information from secondary sources to analyse and present information about the occurrence, symptoms, cause, treatment/management of a named non-infectious disease 9.6.5 option – Biotechnology Describe the following recombinant DNA techniques used in biotechnology, including: use of DNA vectors 9.6.6 option – Biotechnology Identify data sources, gather, analyse and process information to present one case study on the application of biotechnology in – medicine 9.6.7 option – Biotechnology Use available evidence to identify and discuss ethical and social issues associated with the use of biotechnology 9.8.6 option – The human story Analyse the possible effects on human evolution of the following factors: modern medicine; genetic engineering Content and assessment 14 2 Key concepts Key concept 1: Cells are the functioning units of all living things Content and skills Assessment Activity 3.5 How are stem cells specialised into different cell types? Activity 4.1 What are stem cells currently being used for? Activity 4.2 Uses of stem cells – media review Activity 4.3 Stem cell research assignments Activity 5.1 Stem cell opinion poll Activity 5.2 Stem cells – fact or fiction Activity 5.4 Newspaper splash – stem cells in the media Activity 5.5 Medical tourism – not always a happy holiday Activity 6.1: It’s stem cells – the issues Activity 6.2: It’s topical – stem cells issues essay Activity 6.3: It’s printable – writing media articles Activity 6.4: It’s ethical – role play an ethics committee Activity 6.5: It’s presentable – presentations on stem cells Activity 6.6: –It’s personal – blogs, chats and discussion activities Understanding biology Evaluating biological issues 14 3 Activity 5.3 Commonly asked questions about stem cells Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Prepare for a class debate on selected issues (IB 1,3,4 AV) Activity 3.2 IVF – how does it work? Research articles for and against genetic engineering to develop an understanding of controversial issues involved (UB 1–3, EBI 1,3,4, AV) Activity 3.1 Forming an embryo – from egg to blastocyst Key concept 6: There are 18. Human understanding of the mechanisms of mechanisms by which reproduction and DNA structure and function characteristics of individuals have led to intervention in natural processes in one generation are passed (UB, EBI, AV) on to the next generation Activity 2.5 So what’s so special about stem cells? 10. Malfunctioning in one system or part of a system may affect the whole organism (UB) Activity 2.4: Potent lingo 6. The set of systems comprising an organism Key concept 2: Multicellular enables it to function in its environment (UB, EBI, AV) organisms are functioning sets of interrelated systems 17. Living things employ a variety of reproductive strategies (UB, EBI, AV) Activity 2.3 Consolidating knowledge about stem cells 5. Cell division is an integral part of growth and reproduction (UB, EBI) Activity 2.2 Visualising thinking about stem cells 3. There are different types of cells and the ways they are organised influences their functioning (UB and EBI) Activity 2.1: The two main categories of stem cells Attitudes and values. Activity 1.3 What are stem cells? Skills Key ideas Activity 1.2 Tuning in – stem cell word splash Senior Biology Activity 1.1 Introducing… stem cells! Queensland Activity 1.2 Tuning in – stem cell word splash Activity 1.3 What are stem cells? Activity 2.1: The two main categories of stem cells Activity 2.2 Visualising thinking about stem cells Activity 2.3 Consolidating knowledge about stem cells Activity 2.4: Potent lingo Activity 2.5 So what’s so special about stem cells? Activity 3.1 Forming an embryo – from egg to blastocyst Activity 3.2 IVF – how does it work? Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.5 How are stem cells specialised into different cell types? Activity 4.1 What are stem cells currently being used for? Activity 4.2 Uses of stem cells – media review Activity 4.3 Stem cell research assignments Activity 5.1 Stem cell opinion poll Activity 5.2 Stem cells – fact or fiction Activity 5.4 Newspaper splash – stem cells in the media Activity 5.5 Medical tourism – not always a happy holiday Activity 6.1: It’s stem cells – the issues Activity 6.2: It’s topical – stem cells issues essay Activity 6.3: It’s printable – writing media articles Activity 6.4: It’s ethical – role play an ethics committee Activity 6.5: It’s presentable – presentations on stem cells Activity 6.6: –It’s personal – blogs, chats and discussion activities Communicate their knowledge and understanding of biological concepts using appropriate biological terms and conventions Demonstrate and apply biological knowledge and understanding Study of cellular biology Activity 5.3 Commonly asked questions about stem cells Activity 1.1 Introducing… stem cells! Select and critically evaluate biological evidence from different sources and present informed conclusions and personal views on social, ethical, and environmental issues South Australia SA – Stage 1 (from 2010) Skills Knowledge/content Ethical issues related to cellular biology (stem cell research, IVF, cloning) Physiology – disease and the immune response Issues investigations Assessment Skills and applications tasks SA – Stage 2 (from 2011) Skills Select and critically evaluate biological evidence from different sources and present informed conclusions and personal views on social, ethical, and environmental issues Communicate their knowledge and understanding of biological concepts using appropriate biological terms and conventions Demonstrate and apply biological knowledge and understanding C4. The intracellular environment of cells differs in composition from the extracellular environment of cells C8. Cells arise from pre-existing cells, and cell division leads to an increase in cell number C9. Division may be regulated by internal and external factors C11. Human beings culture cells for a variety of purposes Content/knowledge C12. Chemicals can interfere with cell metabolism O1. There is a hierarchical structure within multicellular organisms O10. Human beings can alter the genetic composition of organisms O11. Human beings can control many aspects of their lifestyle E11. The level of human population is a biological and ethical issue M16. Human beings can manipulate DNA M9. Molecular recognition is an important property for life processes Issues investigations Assessment Skills and applications tasks 14 4 Skills Content/knowledge Assessment Level 3 Level 3 Apply understanding to problem solving, analyse and interpret data and draw conclusions Cells: Structure reflects function Demonstrate understanding of the application and impact of Biology in society Activity 2.5 So what’s so special about stem cells? DNA: the code of life Level 3 14 5 Activity 6.3: It’s printable – writing media articles Activity 6.4: It’s ethical – role play an ethics committee Activity 6.5: It’s presentable – presentations on stem cells Activity 6.6: –It’s personal – blogs, chats and discussion activities Activity 5.5 Medical tourism – not always a happy holiday Activity 5.4 Newspaper splash – stem cells in the media Activity 5.3 Commonly asked questions about stem cells Activity 5.2 Stem cells – fact or fiction Activity 6.2: It’s topical – stem cells issues essay Activity 6.1: It’s stem cells – the issues Activity 5.1 Stem cell opinion poll Activity 4.3 Stem cell research assignments Activity 4.2 Uses of stem cells – media review Activity 4.1 What are stem cells currently being used for? Activity 3.5 How are stem cells specialised into different cell types? Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Activity 3.2 IVF – how does it work? Activity 3.1 Forming an embryo – from egg to blastocyst Activity 2.4: Potent lingo Activity 2.3 Consolidating knowledge about stem cells Communicatie biological information Activity 2.2 Visualising thinking about stem cells TAS – TQA Level 3 Activity 2.1: The two main categories of stem cells Activity 1.3 What are stem cells? Activity 1.2 Tuning in – stem cell word splash Activity 1.1 Introducing… stem cells! Tasmania Activity 1.2 Tuning in – stem cell word splash Activity 1.3 What are stem cells? Activity 2.1: The two main categories of stem cells Activity 2.2 Visualising thinking about stem cells Activity 2.3 Consolidating knowledge about stem cells Activity 2.4: Potent lingo Activity 2.5 So what’s so special about stem cells? Activity 3.1 Forming an embryo – from egg to blastocyst Activity 3.2 IVF – how does it work? Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.5 How are stem cells specialised into different cell types? Activity 4.1 What are stem cells currently being used for? Activity 4.2 Uses of stem cells – media review Activity 4.3 Stem cell research assignments Activity 5.1 Stem cell opinion poll Activity 5.2 Stem cells – fact or fiction Activity 5.4 Newspaper splash – stem cells in the media Activity 5.5 Medical tourism – not always a happy holiday Activity 6.1: It’s stem cells – the issues Activity 6.2: It’s topical – stem cells issues essay Activity 6.3: It’s printable – writing media articles Activity 6.4: It’s ethical – role play an ethics committee Activity 6.5: It’s presentable – presentations on stem cells Activity 6.6: –It’s personal – blogs, chats and discussion activities Communicate biological information and understanding Cell structure: prokaryotic and eukaryotic cells at light and electron microscope levels; cellular organisation Cell replication: purposes of cell replication (mitosis and cytokinesis); cell growth, cell size and cell division Multimedia or web page presentation Oral presentation Activity 5.3 Commonly asked questions about stem cells Activity 1.1 Introducing… stem cells! Apply biological understanding Victoria VIC – Biology Year 11 Skills Unit 1, AOS 1 Knowledge Unit 1, AOS 2 Reproduction: asexual and sexual reproduction; mechanisms and systems of reproduction in unicellular and multicellular organisms Unit 1, AOS 1 Assessment Annotated poster Problem solving task Unit 1, AOS 2 Same as above VIC – Biology Year 12 Skills Unit 3 and 4 Apply biological understanding Communicate biological information and understanding Coordination and regulation: roles of nervous and endocrine systems Signalling molecules and signal transduction Unit 3, AOS 2 Detecting ‘self’ and ‘non-self’ molecules Pathogens: non-cellular agents, cellular agents; controls Content/knowledge Immune response: specific immune response Tools and techniques: gene cloning, gene transformation; gene delivery systems Unit 4, AOS 1 Cell reproduction: cell cycle, gamete production; inputs and outputs of meiosis Assessment Unit 4, AOS 2 Human intervention in evolutionary processes: stem cell differentiation Disorders of the immune response: autoimmunity 14 6 Skills Knowledge Skills Assessment Cells and the comparison of different tissues, organs or systems from selected organisms Stage 1ABIO Structural and functional differences between cells in plants, animals and protists Stage 1BBIO Specialised reproductive cells (gametes) pollen, sperm and ova. Mechanisms of fertilisation in plants and animals Stage 1BBIO Practical applications of biotechnology including the manipulation and control of reproduction Stage 2ABIO Compare plant and animal cells Assessment Stage 2BBIO Sexual reproduction in animals Stage 3 Extended response Biology Stage 3 Planning and conducting ethical biological research Content/knowledge Evaluating and communicating as a biologist Stage 3B Applications of DNA technologies Stage 3B Control of cellular activities Stage 3 Extended response 147 Activity 6.4: It’s ethical – role play an ethics committee Activity 6.6: –It’s personal – blogs, chats and discussion activities Activity 6.5: It’s presentable – presentations on stem cells Activity 6.3: It’s printable – writing media articles Activity 6.2: It’s topical – stem cells issues essay Activity 5.3 Commonly asked questions about stem cells Activity 6.1: It’s stem cells – the issues Activity 5.5 Medical tourism – not always a happy holiday Activity 5.4 Newspaper splash – stem cells in the media Activity 5.2 Stem cells – fact or fiction Activity 5.1 Stem cell opinion poll Activity 4.3 Stem cell research assignments Activity 4.2 Uses of stem cells – media review Activity 4.1 What are stem cells currently being used for? Activity 3.5 How are stem cells specialised into different cell types? Activity 3.4 Reprogramming cells – iPS stem cells and somatic cell nuclear transfer Activity 3.3 Reprogramming cells – plants can do it naturally, why can’t we? Activity 3.2 IVF – how does it work? Activity 3.1 Forming an embryo – from egg to blastocyst Activity 2.5 So what’s so special about stem cells? Activity 2.4: Potent lingo Activity 2.3 Consolidating knowledge about stem cells Stage 1ABIO Activity 2.2 Visualising thinking about stem cells Evaluating and communicating as a biologist Activity 2.1: The two main categories of stem cells Planning and conducting ethical biological research Activity 1.3 What are stem cells? Stages 1 and 2 Activity 1.2 Tuning in – stem cell word splash Biology Stages 1 and 2 Activity 1.1 Introducing… stem cells! Western Australia
