This game is a part of the Tau Pack of the Kinetic City site (see description below). In this simulation, the patient's bodies are filled with bacteria. The object is to cure as many patients as possible. Learning concepts enforced here are that antibiotics are specific for the type of bacteria they treat, their strength, and that the bacteria may also become resistant to the bacteria by mutations.KINETIC CITY DESCRIPTION: "Kinetic City" (www.kineticcity.com) is a fun, Web-based after-school science club for kids, ages 8 through 11. It combines exciting online animations and activities with boxes of hands-on science experiments. Children earn "Kinetic City" power points and collect stickers as they complete missions and learn standards-based science content. Here's how it works: The "Kinetic City" super crew (Keisha, Curtis, Megan and Max) needs the help of Earth kids to save their planet Vearth, from the science-distorting computer virus Deep Delete. Each of Deep Delete's 60 hideous strains attacks a different area of science with disastrous consequences. After each attack, teams of Earth kids fight back by viewing a short online animation describing the situation on Vearth; performing a series of activities to re-learn the lost science and going on a mission to Vearth during which they answer science questions and gobble up Deep Delete viruses. Their scores appear on their own Kinetic City Club Web page. "Kinetic City" is produced by the American Association for the Advancement of Science (AAAS), with a grant from the National Science Foundation. AAAS writes the "Project 2061 Benchmarks for Science Literacy," which forms the basis of most state science standards.

The overall goal of this case study is to introduce students to the genetic basis of cancer development. Students are introduced to a fictional 20-year-old female who sunburns easily and has several other melanoma risk factors. One day, she discovers that a mole on her leg has started to itch. The case study follows her actions as she gets the mole checked out by her doctor and learns more about cancer in the process. Teaching notes written by the authors provide answers to questions and exercises as well as suggestions for use.

This unit, which was designed by teachers in conjunction with scientists, ethicists, and curriculum developers, explores the scientific and ethical issues involved in stem cell research. The unit begins with an exploration of planaria as a model organism for stem cell research. Next, students identify stages in the development of human embryos and compare the types and potency of stem cells. Students learn about a variety of techniques used for obtaining stem cells and the scientific and ethical implications of those techniques. While exploring the ethics of stem cell research, students will develop an awareness of the many shades of gray that exist among positions of stakeholders in the debate. Students will be provided an opportunity to become familiar with policies and regulations for stem cell research that are currently in place in the United States, the issues regarding private and public funding, and the implications for treatment of disease and advancement of scientific knowledge. The unit culminates with students developing a position on embryonic stem cell research through the use of a Decision-Making Framework. Two culminating assessments are offered: In the individual assessment, students write a letter to the President or the Presidents Bioethics Committee describing their position and recommendations; In the group assessment, students develop a proposal for NIH funding to research treatment for a chosen disease using either embryonic or 'adult' stem cells.

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