Anne 

The purpose of the Case Presentation Genetics project was to further learn genetics through genetic diseases. This allows us as students to use genetic learning and tools to understand how genetics plays a role in our lives. There were several steps with the Case Presentation Genetics project, with one of the first steps being completing activities in our binders. In Biology class, we are given a packet at the beginning of the unit with all the activities that guided our learning. During the completion of the binder, we were given a template of the presentation that was completed and uploaded piece by piece as we learned the content. Once we completed the presentation, we had to practice the presentation six times, with four being in front of an audience. This was followed by our presentation in front of the professionals from Dayton’s Children’s Hospital. My personal process in this project when diagnosing my patient was to get the main symptoms of each genetic disease listed. From there I took the symptoms and tried to match them to my patient. Once I matched the symptoms and got confirmation on the disease I further researched the disease. In this further research, I used text, animation, and videos from a doctor at New York Presbyterian Hospital, to further understand the genetic disease I diagnosed my patient with (Marfan’s Syndrome). There are several types of learning using inquiry, the ones I used most in this project are messing about which is the part where you ask questions, and finding information in where you answer the questions you asked through using resources. I used messing about in this project by exploring genetics in our activities in this project. We explored genetics through the use of the website ygyh.org that allowed us to play with genes and learn at the same time. As well, I used finding information when using the activities in our binder and ygyh.org to understand the information out there pertaining to genetic diseases and my patient. I grew in inquiry through this project through learning that inquiry has many forms. In this I gained a further understanding of how scientists and medical professionals solves and ask questions in day to day life. I used this deeper understanding of inquiry in this project by asking questions about genetics disease’s symptoms and taking notes to use when I diagnosed my patient. This relates to my deeper understanding of how inquiry is used by professionals by showing me how they go about to diagnose a patients. First you ask the patient about the symptoms they are having in a history and physical. From there you ask how this relates to genetics disease and if so which disease fits the patient’s symptoms. That leads to solving the questions and sharing the findings. I also used inquiry by presenting my findings. In this inquiry shows us that in order to gain more information we need to ask questions and gather information through research. I used inquiry from the presentation by solving my questions and leading others to question spurred from my findings. This related to a deeper understanding of how professionals use inquiry by showing me that inquiry does not stop. Inquiry is a non-stop cycle. It starts with a questions and leads to more spurred from the findings. This project helped me understand how cells functions by showing my how genes play a role in disease and how it can halt or slow the proper function of some cells or bodily functions. The only real challenge I had in this project was my procrastination and time management. I have struggled to give myself time to complete a project in the past. But, in this project I tried every day after school make a time schedule that gave myself extra time for when I did get distracted. This helped me by allowing me not to get so stressed and over whelmed by the lack of time to complete the project or task.