Investigation I: Effects of alcohol on Risk Behavior (estimated duration 1-2 hours) Table of Contents

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1 Investigation I: Effects of alcohol on Risk Behavior (estimated duration 1-2 hours) Table of Contents I. Pre-requisite knowledge 2 II. Massachusetts Science and 2 Technology/Engineering Frameworks Compliance III. Content to be Taught 2-3 IV. Rationale 3 V. Goals 3 VI. Objectives 3 VII. Background for Teacher 3-4 VIII. Materials 4 IX. Engagement 4-5 X. Exploration lab activity: Mouse observation baseline data 5-6 XI. Explanation 7 XII. Evaluation 7-8 XIII. Extension 8 1

2 I. Pre-requisite Knowledge A. Students should be aware that alcohol can alter an individual s behavior. II. Massachusetts Science and Technology/Engineering Frameworks Compliance SIS1. Make observations, raise questions, and formulate hypotheses. Observe the world from a scientific perspective. Pose questions and form hypotheses based on personal observations, scientific articles, experiments, and knowledge. SIS2. Design and conduct scientific investigations. Articulate and explain the major concepts being investigated and the purpose of an investigation. Select required materials, equipment, and conditions for conducting an experiment. Identify independent and dependent variables. Write procedures that are clear and replicable. Employ appropriate methods for accurately and consistently making observations making and recording measurements at appropriate levels of precision collecting data or evidence in an organized way SIS3. Analyze and interpret results of scientific investigations. Present relationships between and among variables in appropriate forms. Represent data and relationships between and among variables in charts and graphs. Use appropriate technology (e.g., graphing software) and other tools. SIS4. Communicate and apply the results of scientific investigations. Develop descriptions of and explanations for scientific concepts that were a focus of one or more investigations. Review information, explain statistical analysis, and summarize data collected and analyzed as the result of an investigation. Explain diagrams and charts that represent relationships of variables. III. Content to be taught A. Science seeks explanations based on evidence B. Evidence is obtained through observation and experimentation C. Evidence can be qualitative or quantitative. D. Qualitative evidence deals with descriptions that can be observed but not measured (examples are color, smell, beauty) E. Quantitative data deals with descriptions that are based on numerical measurements (examples are size, rate, volume, density) 2

3 F. Animals such as mice are used to model the potential effects of an intervention or a substance such as alcohol on humans G. Alcohol consumption increases high risk behavior in mice IV. Rationale Alcohol use and abuse is a major public health issue among adolescents. Impaired reasoning, planning, and impulse control associated with alcohol use increases the likelihood of high risk behaviors among adolescence. Appeals to abstain from or moderate alcohol use based on moral or legal arguments have had limited success in reducing the abuse of alcohol and associated high risk behaviors among adolescents. We propose that a deeper understanding of the physiological effects of alcohol will help adolescents make informed and better decisions with respect to the use of alcohol. V. Goals Introduce a need to investigate the physiological effects of alcohol Advance student understandings of the nature of scientific investigation and science process skills VI. Objectives Students will: Collect baseline evidence from observations of mouse behavior using qualitative and quantitative data Generate a evidence of normal and alcohol-exposed mouse behavior in a high risk situation Use evidence of mouse behavior to identify and describe the effects of alcohol on risk behavior VII. Background for Teacher Science is characterized by the quest for explanations based on evidence. Scientific investigations that compare the effects of an intervention require baseline data. Baseline data provide a descriptive model of the system investigated. In this instance, the normal behavior of mice (the animal model) must be described in order to identify effects of alcohol on mice in a risk situation. Descriptive models include both qualitative and quantitative properties data. Qualitative data are properties that can be observed but not measured using numbers and quantitative data are properties that can be assigned numerical values. Quantitative data that describe behavior are facilitated by creating quadrants that form a grid upon which the mouse is placed. The grid is on a platform that is 28.5 cm x 11.5cm x 31cm to simulate a risk situation. The grid enables students to map the movement of the mouse by 3

4 counting the number of grids the mouse enters, the frequency with which it changes grid position, and the time it spends in each grid. Note that students will need to establish and agree on a rule regarding what constitutes a quadrant change, i.e. all four feet cross the line, just the nose across the line. The quantitative data can be displayed in tabular or graphical form. Both the qualitative and quantitative data provide descriptive models to describe the effects of alcohol on mouse behavior. The procedures for care and treatment of the mice used in the videos were approved by the Institutional Animal Care and Use Committee (IACUC) at the sponsoring institution. Although not the central goal, the lesson provides teachable moments regarding the responsible use of animals in medical research. For more information and educational resources regarding the use of animals in medical research, go to the Massachusetts Society for Medical Research The section on ethical resources provides many informative links. VIII. Materials A. Computer, internet access B. LCD projector C. Speakers D. Links to mouse videos (provided) E. timers 2/team + 1/class F. newsprint (3M large sticky note paper) G. notebooks H. pencils I. Optional materials if a live mouse is used for the control 1. 1 live mouse per team (6 students per team) 2. video camera 2 mouse observatories with platform 3. paper grid (3M) to cover the floor and platform of mouse observatory IX. Engagement (Optional: use the accompanying power point presentation to supplement the engagement) A. Ask the students what they know about how alcohol affects the body. 1. Provide a few minutes for students to write their individual responses in notebooks. B. After a few minutes, organize the students in small groups and have the students share their responses with their group. 1. Provide 2 pieces of newsprint to each group. a. Require each group to discuss their responses and record the group s ideas on one piece of newsprint. 4

5 Transition to the Exploration 2. Use the second piece of newsprint for the group to record questions they have about how alcohol affects the body. 3. Post each group s response and questions in the room. 4. Discuss their responses. Look for patterns and entertain questions. Highlight effects on high risk behaviors such as driving under the influence of alcohol and alcohol related accidents that are based on poor judgment (Unfortunately, there are often several examples that are in the local or national news.). 5. Emphasize that this investigation will seek to explain how alcohol affects judgments made in high risk situations. 6. Post the groups questions in the room. Refer to the questions throughout the module. C. Explain that science seeks explanations based on evidence. D. Explain that we will use mice as physiological models for humans. 1. We will simulate a slight risk situation by placing the mice on a raised platform. 2. Discuss a design for the experiment. Identify the following: 1. The need for a control (normal mouse behavior) 2. The need for an experimental (mouse s behavior with alcohol) 3. Ask students to predict how alcohol will affect the mice behavior. E. Explain that science relies on two general types of evidence: qualitative and quantitative. 1. Qualitative a. Deals with descriptions b. Data can be observed but not measured c. Colors, textures, smells, tastes, appearance, beauty, etc. d. Qualitative Quality 2. Quantitative a. Deals with numbers b. Data which can be measured c. Length, height, area, volume, weight, speed, time, temperature, humidity, sound levels, cost, members, ages, etc. d. Quantitative Quantity X. Exploration A. Divide the following roles among members of the class (prepare handouts for each role): 2. Qualitative data collectors a. Record qualitative observations a. Review some qualitative observations 5

6 i. sniff, walk, run, chew, scratch, poop, sit, ii. avoid inferences: looks nervous, excited 3. Quantitative data collectors: a. quadrant changes a. number of times the mouse changes a quadrant i. You may find that the students need to define the criteria for a quadrant change, i.e. all four feet must transfer to the new quadrant. Let the students choose, but all must abide by the agreed upon criteria. b. Time in quadrant a. Record time the mouse spends in each quadrant 4. Timer a. Tells the data collectors when to begin and stop collecting data B. Tell the students that they will observe two mice. One mouse has received 0.5 ml saline solution be the control. Another mouse has received 0.5 ml of 11.5% alcohol and be the experimental mouse. 1. Ask students to write their predicted behaviors for each mouse in their notebooks. C. Investigate risk behavior control (HINT: Use slow motion to view videos.) 1. Show the video of the control mouse ( 2. 14, Risk, 0.5 ml of physiological saline [0% alcohol]) 3. Observe the mouse and collect the data as described in B above. 4. Develop a descriptive model of the mouse behavior based on qualitative and quantitative data. D. Investigate risk behavior experimental 1. Show the video of the experimental mouse (clip 17, Risk, 0.05 ml of 11.5% alcohol) 2. Observe the mouse and collect data as described in B above. 3. Develop a descriptive model of the behavior for each mouse based on qualitative and quantitative data. E. Compare the qualitative and quantitative differences in behavior among the mice. 1. Ask the students whether their predictions were supported by evidence. a. Discuss the agreement or lack of agreement between their predictions and evidence. 2. Ask students which mouse took bigger risks. Tell them to base their claims on evidence. II. Explanation 6

7 A. Ask the students again, How does alcohol affect behavior, especially in a risk situation? B. Remind students that the focus of the unit is to explore and explain the physiological effects of alcohol on behavior. C. Although the investigation has just begun, ask them what insights they have gained. D. Lead a discussion that reviews the following content: 1. Science seeks explanations based on evidence 2. Evidence is obtained through observation and experimentation 3. Experimental design requires a control, which represents the properties of the system without the intervention 4. Animal are used to model the potential effects of an intervention on humans 5. Alcohol increases risk behavior 6. Normal mouse behavior is characterized by the following: a. Frequent movement characterized by multiple quadrant changes b. Sniffing and frequent directional changes c. Tail held off the ground d. Movement of head up/down and side to side e. Does not fall off or climb down the platform 7. Mouse behavior influenced by alcohol is characterized by the following: a. Lethargic movement characterized by infrequent quadrant changes b. Occasional sniffing and infrequent directional changes c. Tail often dragging d. Head movement from side to side is less frequent than in control mouse e. falling off the platform with minimal control E. Revisit the questions generated by the students at the beginning of the lesson. Determine whether any of the questions have been answered. If not, hold onto the questions until the end of the unit. F. As a transition to lesson two, ask the students, What happens when alcohol enters the body? or How does our body cope with alcohol once it is ingested? III. Evaluation A. Show videos of two more mice. Do not indicate whether they are control or treatment mice. Ask students to identify whether the mice behaviors appear influenced by alcohol or not. clip 15 clip ml of 11.5% alcohol 0.5 ml of physiological saline 7

8 (0% alcohol) B. Have the students collect data on each mouse and compare it with the experimental data to decide whether each mouse s risk behavior is impaired by alcohol. C. The students should recognize and present supporting evidence that the mouse in clip 10 is not impaired by alcohol. The behavior of the mouse in clip 15 is more difficult to characterize. A more careful analysis of the data will help students make a decision about the mouse in clip 15. IV. Extension Explore the effects of alcohol on behavior in non-risk situations using videoclips 1, 5, 8, and 18. Alcohol concentrations and contexts All volumes are 0.5 ml Video # % Ethanol concentration Context 1 physiological saline (0% alcohol) No risk No risk No risk 10 physiological saline (0% alcohol) Risk 14 physiological saline (0% alcohol) Risk Risk Risk 18 physiological saline (0% alcohol) No risk 8

Title Toxicology of Alcohol (estimated time: 2 hours) Table of Contents

Title Toxicology of Alcohol (estimated time: 2 hours) Table of Contents I. Pre-requisite knowledge 2 II. Massachusetts Science and 2 Technology/Engineering Frameworks Compliance III. Content to be Taught