Cell Biology and Cancer
under a contract from the
National Institutes of Health
in collaboration with the
National Cancer Institute
Center for Curriculum Development
5415 Mark Dabling Boulevard
Colorado Springs, CO 80918
BSCS Development Team
Design and Layout
Joseph D. McInerney, Co-Principal Investigator
Angela Barnes, Finer Points Productions
Lynda B. Micikas, Co-Project Director
BSCS Administrative Staff
April L. Gardner, Visiting Scholar
Timothy H. Goldsmith, Chairman, Board of Directors
Diane Gionfriddo, Research Assistant
Joseph D. McInerney, Director
Joy L. Hainley, Research Assistant
Michael J. Dougherty, Associate Director
Judy L. Rasmussen, Senior Executive Assistant
Janie Mefford Shaklee, Evaluator
Videodiscovery, Inc. Administrative Staff
Lydia E. Walsh, Research Assistant
D. Joseph Clark, President
Videodiscovery, Inc. Development Team
Shaun Taylor, Vice President for Product Development
D. Joseph Clark, Co-Principal Investigator
National Institutes of Health
Shaun Taylor, Co-Project Director
Bruce Fuchs, Office of Science Education
Michael Bade, Multimedia Producer
John Finerty, National Cancer Institute
Dave Christiansen, Animator
Susan Garges, National Cancer Institute
Greg Humes, Assistant Multimedia Producer
William Mowczko, Office of Science Education
Lucy Flynn Zucotti, Photo Researcher
Cherie Nichols, National Cancer Institute
Advisory Committee
Gloria Seelman, Office of Science Education
Ken Andrews, Colorado College,
Field-Test Teachers
Colorado Springs, Colorado
Christina Booth, Woodbine High School,
Kenneth Bingman, Shawnee Mission West High School,
Woodbine, Iowa
Shawnee Mission, Kansas
Richard Borinsky, Broomfield High School,
Julian Davies, University of British Columbia,
Broomfield, Colorado
Vancouver, BC, Canada
Patrick Ehrman, A.G. Davis Senior High School,
Lynn B. Jorde, Eccles Institute of Human Genetics,
Yakima, Washington
Salt Lake City, Utah
Elizabeth Hellman, Wheaton High School,
Elmer Kellmann, Parkway Central High School,
Wheaton, Maryland
Chesterfield, Missouri
Jeffrey Sellers, Eastern High School, Washington, DC
Mark A. Rothstein, University of Houston Law Center,
Houston, Texas
Photo Credits
Carl W. Pierce, Consultant, Hermann, Missouri
Figures 1, 7, and 8: Corel Corporation
Kelly A. Weiler, Garfield Heights High School,
Garfield Heights, Ohio
This material is based on work supported by the National
Raymond L. White, Huntsman Cancer Institute,
Institutes of Health under Contract No. 263-97-C-0073.
Salt Lake City, Utah
Any opinions, findings, conclusions, or recommendations
Aimee L. Wonderlick, Northwestern University
expressed in this publication are those of the authors and
Medical School, Chicago, Illinois
do not necessarily reflect the views of the funding agency.
Writing Team
Copyright ©1999 by the BSCS and Videodiscovery, Inc.
Mary Ann Cutter, University of Colorado—
All rights reserved. You have the permission of BSCS and
Colorado Springs
Videodiscovery, Inc. to reproduce items in this module
Jenny Sigstedt, Consultant, Steamboat Springs, Colorado
(including the software) for your classroom use. The
Vickie Venne, Huntsman Cancer Institute,
copyright on this module, however, does not cover
Salt Lake City, Utah
reproduction of these items for any other use. For
permissions and other rights under this copyright,
Artists
please contact the BSCS, 5415 Mark Dabling Blvd.,
Dan Anderson
Colorado Springs, CO 80918-3842.
Kevin Andrews
Revised September 2012
Cover Design
NIH Publication No. 10-4646
Karen Cook, NIH Medical Arts and Photography Branch
Cover Illustration
Salvador Bru, Illustrator
Please contact NIH with questions
about this supplement at
Editing
supplements@science.education.nih.gov.
Barbara C. Resch
Contents
How Does the BSCS 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning? . .6
iii
Student Lessons
iv
Foreword
This curriculum supplement, from the National
Model (page 9), cutting-edge science content,
Institutes of Health (NIH) Curriculum
and built-in assessment tools. Activities promote
Supplement Series, brings cutting-edge medical
active and collaborative learning and are inquiry-
science and basic research discoveries from
based to help students develop problem-solving
the laboratories of the NIH into classrooms. As
strategies and critical-thinking skills.
the largest medical research institution in the
United States, NIH plays a vital role in the health
Each of our curriculum supplements comes with
of all Americans and seeks to foster interest in
a complete set of materials for teachers, including
research, science, and medicine-related careers
extensive background and resource information,
for future generations. NIH’s Office of Science
detailed lesson plans, masters for student worksheets,
Education (OSE) is dedicated to promoting
and a Web site with videos, interactive activities,
science education and scientific literacy.
updates, and corrections (as needed). The
supplements are distributed at no cost to educators
We designed this curriculum supplement to
across the United States upon request. They may
complement existing life science curricula at
be copied for classroom use but may not be sold.
both the state and local levels and to be consistent
with the National Science Education Standards
We welcome your feedback. For a complete
(released by the National Academy of Sciences in
list of curriculum supplements and ordering
1996). It was developed and tested by a team of
information, or to submit feedback, please visit
teachers, scientists, medical experts, and other
http://science.education.nih.gov.
professionals with relevant subject-area expertise
from institutes and medical schools across the
We appreciate the valuable contributions of the
country, representatives from the National
talented staff at Biological Sciences Curriculum
Cancer Institute, and curriculum design
Study (BSCS) and Videodiscovery, Inc. We are
experts from Biological Sciences Curriculum
also grateful to the NIH scientists, advisors, and
Study (BSCS) and Videodiscovery. The authors
all other participating professionals for their work
incorporated real scientific data and actual case
and dedication. Finally, we thank the teachers
studies into classroom activities. A three-year
and students who participated in focus groups
development process included geographically
and field tests to ensure that these materials are
dispersed field tests by teachers and students. For
both engaging and effective.
the 2012 edition, key sections of the supplement
were updated, but the Student Lessons remain
I hope you find our series a valuable addition
basically the same.
to your classroom and wish you a productive
school year.
The structure of this module enables teachers to
facilitate learning and stimulate student interest by
Bruce A. Fuchs, Ph.D.
applying scientific concepts to real-life scenarios.
National Institutes of Health
Design elements include a conceptual flow of
lessons based on the BSCS 5E Instructional
v
About the National Institutes of Health
Founded in 1887, NIH is the federal focal point
research and clinical investigators, as well as the
for health research in the United States. Today,
myriad professionals in the many allied disciplines
NIH is one of the agencies within the Department
who support the research enterprise. These efforts
of Health and Human Services. Its mission is
also help educate people about scientific results so
science in pursuit of fundamental knowledge
that they can make informed decisions about their
about the nature and behavior of living systems
own—and the public’s—health.
and the application of that knowledge to extend
healthy life and reduce the burdens of illness and
This curriculum supplement is one such education
disability. NIH works toward meeting the mission
effort. It is a collaboration among the National
by providing leadership, direction, and grant
Cancer Institute, the NIH Office of Science
support to programs designed to improve the
Education, Biological Sciences Curriculum Study,
health of the nation through research.
and Videodiscovery, Inc.
NIH’s education programs contribute to ensuring
For more about NIH, visit http://www.nih.gov.
the continued supply of well-trained basic
vi
About the National Cancer Institute
The National Cancer Institute (NCI), a component
• conducting research in its own laboratories
of the NIH, is the federal government’s principal
and clinics;
agency for cancer research and training. The NCI
• supporting education and training in all
coordinates the National Cancer Program, which
areas of cancer research through training
conducts and supports research, training, health
grants, fellowships, and “career awards”
information dissemination, and other programs
for long-time researchers;
with respect to the cause, diagnosis, prevention
• supporting a national network of Cancer
and treatment of cancer, rehabilitation from
Centers, which are hubs of cutting-edge
cancer, and the continuing care of cancer patients
research, high quality cancer care, and
and the families of cancer patients.
outreach and education for both healthcare
professionals and the general public;
The NCI was established under the National
• collaborating with voluntary organizations and
Cancer Act of 1937. The National Cancer Act of
other national and foreign institutions engaged
1971 broadened the scope and responsibilities
in cancer research and training activities;
of the NCI and created the National Cancer
• collaborating with partners in industry in a
Program. Over the years, the NCI’s mandate has
number of areas, including the development
come to include dissemination of current cancer
of technologies that are revolutionizing
information and assessment of the incorporation
cancer research; and
of state-of-the-art cancer treatments into clinical
• collecting and disseminating information
practice. Today, the NCI’s activities include
about cancer.
• supporting and coordinating research projects
conducted by universities, hospitals, research
For more information about the National Cancer
foundations, and businesses throughout this
Institute, visit its Web site at http://www.cancer.gov.
country and abroad through research grants
and cooperative agreements;
vii
About Biological Sciences
Curriculum Study
Headquartered in Colorado Springs, Colorado,
The BSCS mission is to transform science teaching
BSCS was founded in 1958 as a curriculum study
and learning through research and development
committed to an evidence- and inquiry-based
that strengthens learning environments and
approach to science education. BSCS instructional
inspires a global community of scientifically
materials and professional development services
literate citizens. BSCS is a 501(c)3 nonprofit
are based on current research about teaching and
organization. For more information, please visit
learning for all science classrooms, kindergarten
through college.
BSCS’s materials are extensively field-tested
in diverse settings across the country and
evaluated for proven effectiveness. The BSCS 5E
Instructional Model and inquiry are hallmarks
of its materials, placing students at the center of
their learning.
viii
Introduction to
Cell Biology and Cancer
“Tumors destroy man in a unique and appalling
type of tumor (bone, cartilage, blood vessel) when
way, as flesh of his own flesh which has somehow
injected into healthy animals.
been rendered proliferative, rampant, predatory,
and ungovernable. . . . Yet, despite more than
Unfortunately, the full significance of these data
70 years of experimental study, they remain the
was not to be realized for many decades. One
least understood. . . . What can be the why for
reason was the difficulty of reproducing these
these happenings?”
results in mammals. But another reason was that
scientists could not place Rous’ discovery in a
—Peyton Rous, in his acceptance lecture for the
proper context. So many different things seemed
Nobel Prize in Physiology or Medicine (1966)
to be associated with cancer that no one was able
to make sense of it all. For example,
Late in 1910, a young scientist at Rockefeller
• In 1700, the Italian physician Bernardino
University was preparing to conduct a most
Ramazzini wrote about the high rate of breast
improbable experiment. He wanted to know whether
cancer among nuns and speculated that it was
one chicken could “catch” cancer from another.
related to their celibacy and childlessness. This
At that time, the concept that every cell in the
was the first indication that how one lived
body is derived from another cell was new, and
might affect the development of cancer.
the idea that cancer might involve a disruption
• In 1775, Percivall Pott, a London physician,
of normal cell growth was just taking hold.
suggested that the very high rate of scrotal
and nasal cancers among chimney sweeps was
Thirty years had passed since Louis Pasteur’s
a result of their exposure to soot. This was
influential paper on germ theory dislodged the
the first indication that exposure to certain
humoral theory of disease that had prevailed
chemicals in the environment could be an
for more than 2,000 years, and the prevailing
important factor in cancer.
scientific view of cancer emphasized the role of
• In 1886, Hilario de Gouvea, a professor at
chemical and physical agents, not infectious ones,
the Medical School in Rio de Janeiro, Brazil,
as potential causes.
reported the case of a family with an increased
susceptibility to retinoblastoma, a form of
Nevertheless, the 30-year-old Peyton Rous was able
cancer that normally occurs in only 1 out of
to show that cell-free extracts from one chicken
about 20,000 children. This suggested that
were able to cause the formation of the same type
certain cancers have a hereditary basis.
of tumor when injected into a second chicken.
• The discovery of X-rays in 1895 led to their
R