Exploring Bioethics - NIH Office of Science Education - National ...

Activity78ReflectionFinalAssessmentExtensions(optional)Photocopies and TransparenciesEquipment and MaterialsDay 3— • 6 small stickers for each student• 3 sheets poster paper and masking tape forthe class— At least 6 sheets poster paper, 6 red markers,6 green markers, masking tape for the class— • Posters from Day 1 and masking tape forthe class• 1 marker for teacher use1 copy of Master 4.10 for each student —1 copy of Master 4.11 for each student —MastersMaster 4.1: Should I Tell Chantal?Master 4.2: Alzheimer’s Disease and Genetic Testing—Relevant FactsMaster 4.3: Max’s Case—Thyroid Cancer, MEN II, and Genetic TestingMaster 4.4: Thyroid Cancer, MEN II, and Genetic Testing—Relevant FactsMaster 4.5: Genetic Testing—Key ConceptsMaster 4.6: Thyroid Cancer, MEN II, and Genetic Testing—Checking for UnderstandingMaster 4.7: What Impact Would Max’s Newly DiscoveredMutation Have on Him and Others?Master 4.8: Thyroid Cancer and Genetic Testing—Harms and BenefitsMaster 4.9: Your Tentative ThoughtsMaster 4.10: Camilla’s Case—Colon Cancer and Genetic TestingMaster 4.11: Extension (Optional)—About Retinitis PigmentosaTeacher Support Materials*More on the WebBe sure to check out Tips, Updates,and Corrections, available onlineat http://science.education.nih.gov/supplements/bioethics/guide.Master 4.3 Answer KeyMaster 4.6 Answer KeyMaster 4.7 Answer KeyMaster 4.8 Answer KeyWho Should Decide Whether Max Gets Tested?Who Should Have Access to the Results?Supplementary Information on Alzheimer’s Disease and MEN IISupplementary Information on HNPCCComparison of Alzheimer’s Disease, MEN II, and HNPCCEvaluative Criteria for the Final AssessmentExtension (Optional): Should Employers Have Accessto Genetic Test Results?*Available only online athttp://science.education.nih.gov/supplements/bioethics/teacher.4-6 Exploring Bioethics