Cancer+Hope+Study+Analysis

=Cancer Hope Analysis: Evaluating Research=
 * Analyze New York Times article on cancer “hope” in the lab;
 * Analyze status, from further information (follow-up articles);
 * Analyze an article of the student’s choice that may be relevant to his/her community;
 * Use cancer as a class model that can directly guide a grant proposal.

Rationale
The New York Times article of May ’98 brought hopes to cancer research. However, it brought a mass excitement that was hard to put in perspective as people were hysterically calling research doctors for the “cure.” This activity gives students practice in analytical thinking and the scientific method.

Objectives
The student will:
 * Demonstrate understanding of the steps of the scientific method by analyzing two sources of the cancer research;
 * React to the research status and its relationship to society’s desires. Plan the grant proposal for cancer research and its solutions. Students use the cancer model to prepare a grant proposal on the health topic appropriate to the community and of the student’s choice.

Process
The student will:
 * Read and answer the questions on cancer research in the New York Times;
 * Use the 20/20 video analysis or the “Angiogenesis Inhibitors Follow-up Article Analysis” to push for scientific process thought (see question sets to either use as examples for breaking research examples or “as is”);
 * Organize a grant proposal for cancer research as a model. Use the analysis as a litmus test for what to pursue as a means to provide power to the proposal. Decide the proper organization as well as the best direction in which to pursue this research. Students should be sensitive to the class discussion as they become aware of community reactions about cancer. Research how organizations might meet these needs and what students can do with funding for their cause;
 * Analyze a health article (use “Scientific/Medical Article Analysis”), in groups or individually, of the student’s choice that is appropriate for his/her science subject area (for seniors probably physics, anatomy/physiology, chemistry or AP biology). Analyze if it is an authentic community concern and apply the classroom model for the project.

Time Frame
__//**XX**//__ PBL Block classes

Originals of Activities

 * Cancer Hope Analysis ([|PDF])
 * Appendix 1 - New York Times Article Analysis & Consumer Response on “Cancer Hope in the Lab” ([|PDF])
 * Appendix 2 - Analyze and Compare Video and New York Times Article ([|PDF])
 * Appendix 3 - What do the numbers mean? ([|PDF])

Attribution:
//Solving Health Problems in Your Community//, Health Career Resource Center, pp.74-75, 81-89 ([|download PDF])