>> WELCOME BACK TO WHAT I HOPE IS NOT OUR FINAL EDITION OF THIS LECTURE SERIES, BUT THAT REMAINS TO BE SEEN. WE HAVE A REALLY EXCITING GUEST FOR YOU TODAY, LOUISA STARK IS THE DIRECTOR OF THE GENETIC SCIENCE LEARNING CENTER AT THE UNIVERSITY OF UTAH. SHE IS ALSO, SHE HAS APPOINTMENTS AS A RESEARCH ASSOCIATE PROFESSOR IN THE DENT OF HUMAN GENETICS AND A CLINICAL PROFESSOR IN THE COLLEGE OF EDUCATION. THE GENETIC LEARNING SCIENCE LEARNING CENTER'S MISSION IS TO MAKE SCIENCE EASY FOR EVERYONE TO UNDERSTAND. AND IT DOES THIS BY CREATING EDUCATIONAL UNITS AND MATERIALS PRIMARILY ON-LINE, NOT EXCLUSIVELY ON-LINE. THERE ARE TWO WEBSITES, LEARN DOT GENETICS AND TEACH DOT GENETICS ARE THE MOST WIDELY USED ON-LINE GENETICS EDUCATION RESOURCES IN THE WORLD. THEIR WEBSITE RECEIVES OVER 18 MILLION VISITS A YEAR. THAT'S 10 TIMES WHAT WE GET AT THE OFFICE OF SCIENCE EDUCATION SO THAT'S A LOT OF PEOPLE. THE SITES WERE DEVELOPED FOR GRADES FIVE TO 12 BUT THEY'RE USED BY UNDERGRADUATE SCHOOLS, GRADUATE DEPARTMENTS IN THE HEALTH PROFESSIONS AND ELSEWHERE. THE CENTER ALSO PROVIDES PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR TEACHERS FROM ACROSS THE UNITED STATES, THEY SERVE ABOUT 600 TEACHERS A YEAR. THE CENTER DR. STARK AND THE GENETICS SCIENCE LEARNING CENTER HAVE BOTH WON NUMEROUS AWARDS. DR. STARK HAS RECEIVED THE OUTSTANDING HIGHER ED AWARD FROM THE UTAH SCIENCE TEACHER'S ASSOCIATION. THE FRIENDS OF SCIENCE EDUCATION AWARD FROM THE SAME ORGANIZATION. THE AWARD FOR EXCELLENCE IN HUMAN GENETICS EDUCATION FROM THE AMERICAN SOCIETY FOR HUMAN GENETICS. THE GOVERNOR'S MEDAL FOR SCIENCE AND TECHNOLOGY FROM THE GOVERNOR OF UTAH. SHE'S BEEN NAMED AN HONORARY MEMBERSHIP, THE HONORARY MEMBER AWARD FROM THE NATIONAL ASSOCIATION OF BIOLOGY TEACHERS THEIR HIGHEST HONOR. AND HE'S BEEN NAME AS A FELLOW TO THE ACADEMY OF MEDICAL SCIENCE EDUCATORS. SO THE WEBSITE HAS WON ITS SHARE OF AWARDS. IT HAS WON THE SCIENTIFIC AMERICAN AWARD IN SCIENCE AND TECHNOLOGY. IT IS ONE THAT'S SCIENCE AND TECHNOLOGY IN THE BIOLOGY DIVISION. IT'S WON THE SCIENTIFIC SCIENCE AND TECHNOLOGY WEB AWARD IN THE HEALTH AND MEDICINE CATEGORY. LET'S SEE. IT HAS WON AWARDS FROM NSF AND AAAS. THE INTERNATIONAL SCIENCE AND ENGINEERING VISUALIZATION CHALLENGE. AND THEN PROBABLY MOST NOTABLY IN 2010 THEIR WEBSITE WON THE VERY FIRST SCIENCE SLASH TRIPLE AS SCIENCE PRIZE FOR ON-LINE RESOURCES, SPOR AWARD IN EDUCATION. SO THEY WERE THE FIRST RECIPIENTS OF WHAT HAS BECOME AN ONGOING AWARD. SO DR. STARK HAS RECEIVED SUPPORT FROM THE SCIENCE EDUCATION PARTNERSHIP AWARD. >> SINCE 2001. >> SINCE 2001 SO WE'RE DELIGHTED THAT YOU CAN BE HERE. >> THANK YOU SO MUCH. NICE TO SEE YOU. SO THANK YOU VERY MUCH, IT'S A REAL HONOR TO BE HERE AS AN NI HMPLET. WHETHER IT'S IN CLASSROOMS, IN SCIENCE EDUCATION WITH THEIR FRIENDS OR MAYBE USING IT FOR HOMEWORK OR OTHER STUDIES. PATRICK RELEASED A SURVEY OF 364,000 STUDENTS, K-12 STUDENT THEY DID IN FALL 2012 SO IT'S THE BEGINNING OF THIS CURRENT SCHOOL YEAR AND MORE THAN HALF OF THE STUDENTS IN GRADES SIX TO 12 SAID THEY USE THE INTERNET TO HELP WITH HOMEWORK. AT LEAST ONCE A WEEK. AND 29% OF HIGH SCHOOL STUDENTS SAID THEY USE IT DAILY. 38% OF STUDENTS SAY THEY REGULARLY USE FACEBOOK TO COLLABORATE WITH CLASSMATES ON SCHOOL PROJECTS. AND 34% OF HIGH SCHOOL STUDENTS SAY THEY USE TWITTER WHICH WAS ALREADY A THREE-FOLD INCREASE SINCE 2011 SURVEY. 80% OF STUDENTS IN GRADES 9-12 HAVE SMART PHONES. 65% OF STUDENTS IN GRADE 6-8 HAVE SMART PHONE AND 45% OF STUDENTS IN GRADES 3-5 HAVE SMART PHONES. AMAZING PENETRATION OF THE K-12 MARKET WITH SMART PHONES. AND 52% OF STUDENTS IN MIDDLE SCHOOL HAVE TABLETS. I HAVEN'T FIND THE DATA ON OTHER GRADE LEVELS, BUT IF 52% OF STUDENTS IN MIDDLE SCHOOL HAVE TO HAVE IT, YOU CAN IMAGINE THAT THAT'S SPREADING OUT ON BOTH SIDES OF THAT GRADE RANGE WITH TABLET USE PENETRATING QUICKLY. AND AS I'M SURE MANY OF YOU KNOW TABLETS ARE ALSO A LOT OF SCHOOLS ARE LOOKING AT HAVING TABLETS INSTEAD OF LAPTOP CARTS OR COMPUTER LABS BECAUSE THE COST IS SO MUCH AFFORDABLE. SO RESEARCH HAS SHOWN THAT THE USE OF INTERNET AND COMPUTERS ENHANCES STUDENTS' ATTITUDES AND MOTIVATION AND THEIR ENJOYMENT IN LEARNING. THAT WEB BASED YELLERS CAN PROVIDE OPPORTUNITY FOR CENTER CENTERED LEARNING, ALLOWING STUDENTS TO WORK AT THEIR OWN PACE AS WELL AS INTERACT WITH PEERS DURING GROUP WORK. AND THE INTERNET ENABLES STUDENTS IN FAR FLUNG AREAS OF THE WORLD TO ACCESS CURRENT INFORMATION AS WELL AS THE RESULTS OF RESEARCH. SO THE INTERNET HAS REALLY BROUGHT SCIENCE TO EVERYONE IN THE WORLD. OF COURSE NOT EVERYONE HAS EQUAL ACCESS, BUT IT HAS MADE IT ACCESSIBLE. IN FACT OUR WEBSITE IS USED IN VIRTUALLY EVERY COUNTRY IN THE WORLD. WE'RE JUST AMAZED THAT SOMEONE OUT THERE IN SOME COUNTRY THAT SPEAKS THE LANGUAGE OTHER THAN ENGLISH IS USING THE MATERIALS WHETHER THEY SPEAK ENGLISH OR NOT, BECAUSE IT'S THE LANGUAGE OF SCIENCE. SO RESEARCH SHOWS THAT TECHNOLOGY CAN ENHANCE SCIENCE INSTRUCTION AND LEAD TO IMPROVE STUDENT SCIENCE LEARNING OUT COMES WHEN IT'S USED APPROPRIATELY AND STILL FULLY IN THE CLASS ROOM. SO TODAY I'M GOING TO BE USING EXAMPLES FROM OUR LEARN DOT GENETICS AND TEACH DOT GENETICS WEBSITES. LEARN DOT GENETICS IS ONE FOR STUDENTS AND THE PUBLIC AND TEACH DOT GENETICS IS FOR EDUCATORS. MAKES SENSE. SO THE FIRST ANIMATION I WANT TO SHARE WITH YOU IS CALLED INSIDE. IF YOU LOOK AT A STATIC ILLUSTRATION THIS IS WHAT MANY STUDENTS SEE IN THEIR TEXTBOOK SO THEY THINK WELL THERE'S ONE LYSOSOME AND THERE'S ONE AREA IS -- AND THIS CELL HAS TWO MITOCHONDRIA. THERE'S A SENSE THERE'S A LOT OF OPEN SPACE, NOT AS MUCH GOING ON AND THERE'S ONLY ONE OR TWO ORGANELLES. SO LET'S TAKE A LOOK. WE CAN DEVELOP INSIDE A CELL -- OOPS. TO ALLOW STUDENTS TO TAKE A LOOK AT OUR FOCUS HERE WHICH REALLY TRYING TO HELP STUDENTS UNDERSTAND THAT THERE'S A LOT GOING ON INSIDE CELLS, THAT THERE ARE VERY BUSY PLACES THAT ARE VERY ACTIVE AND SO STUDENTS CAN GO FIND ORGANELLES. >> THE CYTOSKELETON IS ATTACHED TO THE CELL -- >> CAN WE TURN OFF THE SOUND ON THIS. >> ITS STRUCTURE GIVES EACH CELL TYPE A UNIQUE SHAPE. THIS INTRICATE NETWORK OF SCAFFOLDING CHANGES DYNAMICALLY TO CARRY ON CRITICAL FUNCTIONS LIKE CELL DIVISION. IT ALSO SERVES AS A SYSTEM OF [INDISCERNIBLE] ONE PORTION OF THE MEMBRANE FORMS GLOBULAR SAC. THE CARGO INSIDE CAN BE CARRIED TO THE DESTINATION OF A CELL. YOU HAVE TO LAUGH BECAUSE I'M HERE TO TALK ABOUT TECHNOLOGY, RIGHT AND TECHNOLOGY IS NOT BEING OUR FRIEND AT THE MOMENT. LET ME GET BACK TO WHAT I WAS TALKING ABOUT. I THINK ONE OF THE THINGS THAT'S SO DIFFICULT FOR ALL OF US TO UNDERSTAND, WHETHER YOU'RE A STUDENT OR AN ADULT IS A SENSE OF SCALE. WHETHER IT'S GOING OUT TO THE UNIVERSE WHICH WE CAN'T SEE OR IT'S GOING VERY DOWN TO THE CELLULAR AND MOLECULAR LEVEL WHICH WE ALSO, ALTHOUGH DIGITIZATION TECHNIQUES IS HELPING US IMPORTANT MOST PEOPLE THEY DON'T HAVE A LOT OF ACCESS. SO WE DEVELOPED THE CELL CYCLE SCALE ANIMATION. TO HELP PEOPLE UNDERSTAND THAT. WE WANT TO START WITH ITEMS THAT MIGHT BE ACCESSIBLE TO A VARIETY OF CULTURES. SO COFFEE, WE HAVE A GRAIN OF RICE, A SESAME AND 12 POINT FONT. WE'RE STARTING WITH THESE. WE START TO GO DOWN YOU'LL NOTICE THAT WE'RE NOW ABLE TO SEE HOW LARGE THE COFFEE BEAN IS COMPARED TO AN AMOEBA. A GRAIN OF SALT IS COMING TO YOU. AN AMOEBA IS STARTING TO COME INTO VIEW. THE AMOEBA AND [INDISCERNIBLE] MIGHT BE ORGANISMS A STUDENTS WOULD ENCOUNTER IN A POND BIOLOGY LAB. THIS IS SOMETHING THEY MEET GET IN A CONTAINER IF THEY DON'T GET THEM OUT OF THEIR LOCAL POND. WE SEE IT'S REALLY LARGE COMPARED TO THAT SPERM THAT WE TALKED ABOUT. A PHOTORECEPTOR FROM YOUR EYE, AND A THERE'S HUMAN EGG CELLS MUCH LARGER THAN THE SKIN CELLS. [INDISCERNIBLE] WE DON'T KNOW IF IT WAS EVER HIGHER THAN EIGHT BUT WE NOT IT WAS AN EIGHT MONTH POPULAR PAGE FOR A TIME. IT STARTED TO BE SHARED BY LINK SHARING SITES AND BLOGS. THIS IS BEFORE TWITTER. AND IT JUST TOOK OFF. IT HAD BEEN HITTING THERE FOR A YEAR AND JUST GOT DISCOVERED AND SENT ALL OVER THE WORLD. PEOPLE ALL OVER THE WORLD WERE LOOKING AT THIS ANIMATION. WHAT REALLY EXCITED ME WAS THAT PEOPLE WERE NOT ONLY SAYING, LOTS OF PEOPLE SAYING THIS IS SO COOL, WE'LL LOOK AT IT. BUT A LOT OF PEOPLE WERE ACTUALLY TALKING ABOUT THE SCIENCE AND PEOPLE WERE SAYING HOW MANY OF THOSE CELLS CAN YOU SEE WITH YOUR NAKED EYE. HERE IT WOULD GO OFF AND FIND THINGS OFF TO GO TO WIKIPEDIA OR WHEREVER AND THEY WOULD COME BACK AND WRITE AN ANSWER. OR THEY'D SAY HOW CAN THOSE CHROMOSOMES FIT INTO THE HEAD OF THE SPERM. HOW CAN IT POSSIBLY BE. AND SOMEBODY WOULD GO OFF AND YOU KNOW FIND SOME INFORMATION AND BRING IT BACK. AND THEN A PART THAT I THOUGHT WAS REALLY COOL IS THAT PEOPLE WERE ACTUALLY USING THE MAP. IF YOU NOTICE UP HERE. YOU'LL NOTICE THAT THERE ARE MEASUREMENTS UP HERE AND IF YOU SCROLL DOWN ON THE PAGE WE PROVIDE SOME MATHEMATICS. PEOPLE WERE MAKING THEIR OWN ANALOGY. IF A CARBON ATOM WERE THE SIZE OF A BASEBALL AND THEY HAD DIFFERENT THINGS GOING BACK UP THAT WOULD BE THESE DIFFERENT SIZES AND THE COFFEE BEAN WOULD BE THE SIZE OF FRANCE. AND THERE WERE A NUMBER OF THESE ANALOGIES THAT APPEARED OUT THERE ON SITE FOR PEOPLE WERE JUST MAKING THEIR OWN ANALYSIS TO TRY TO WORK OUT FOR THEMSELVES WHAT REALLY ARE THESE SIZE DIFFERENCES AND HOW DO WE MAKE SENSE OF IT. THERE WERE ALL KINDS OF PEOPLE LOOKING AND SHARING ABOUT THIS. MY FAVORITE ONE THAT I REMEMBER WAS SOME SITE WITH PIER FISHERMAN. SOME PEOPLE MIGHT THINK A PRIORI THEY WERE THINKING ABOUT SCIENCE IN THIS WAY. THAT'S REALLY THE EXCITING THING THAT THE POWER OF THE WEB IS IT CAN GET PEOPLE TALKING ABOUT SCIENCE, IT CAN SHOW THINGS IN A WAY THAT PEOPLE REALLY HADN'T BEEN ABLE TO GRASP BEFORE. AND GET THEM THINKING AND NOT ONLY JUST SAYING OH, COOL BUT ACTUALLY THINKING. ON THIS PAGE DOWN BELOW WE SAW SOME OF THE THINGS PEOPLE WERE DISCUSSING IN ALL OF THOSE SITES AND SO ADDED SOME MORE INFORMATIONAL PIECES IN SOME OF THE MOST COMMON TOPICS THAT PEOPLE WERE DISCUSSING SO WE MADE SURE THEY WERE GETTING SOME ACCURATE INFORMATION. SO INTERACTION MATERIALS PROVIDE AN OPPORTUNITY FOR STUDENTS TO EXPLORE AND LEARN IN LESS DIRECTIVE WAY. SO IN THIS ANIMATION. WE'RE NOT ACTUALLY TELLING THE STUDENTS WHAT THE [INDISCERNIBLE] ARE BUT LET'S SAY YOU TRY A G. DOESN'T WORK. THIS IS OBVIOUSLY NOT GOING TO PAYER. WE WON'T SPEND A LOT OF TIME BUT YOU SEE WE'RE BUILDING THE DNA MOLECULE. WITHOUT EXPLICITLY TELLING STUDENTS THEY CAN GO AND TRY TO SOLVE AND FIND OUT WHAT WORKS. AND THERE'S MORE INFORMATION DOWN BELOW FOR THOSE WHO WANT TO LEARN MORE. WE REALLY TRY TO PRESENT THINGS IN MULTILEVEL LEARNING, SO WE KNOW THAT THE ANIMATED MATERIALS APPEAL THE MOST TO A BROAD RANGE OF INDIVIDUALS BUT SOME PEOPLE ARE GOING TO WANT MORE SO WE TRY TO PROVIDE INFORMATION FOR THOSE INDIVIDUALS WHETHER IT'S ON THE SAME PAGE IN WHAT WE CALL LEARN MORE PAGES WHERE THEY CAN DELVE IN DEEPER. ON-LINE ANIMATED MATERIALS CAN PROVIDE [INDISCERNIBLE] TO HELP STUDENTS UNDERSTAND OR LEARNERS UNDERSTAND WHAT'S GOING ON AT MULTIPLE LEVELS. SO HERE WE'RE ABLE TO SEE DNA WRAPPED AROUND HISTONES WHICH ARE BLUE. AND I THINK I'LL PUT THE LABELS ON. WE'RE ALSO SEEING TAGS WHICH ARE GREEN WHICH ARE ON THE DNA AND THIS IS PART OF A NODULE ON EPI GENETICS SO PEOPLE COMING WOULD HAVE LEARN ABOUT -- HISTONES AND DNA. AND THE ACETYL TAGS ARE SITTING HERE ON THE TAILS ON HISTONES. YOU CAN SEE IT'S THIS SORT OF MIDDLE WAY, MIDDLE ARRANGEMENT OF BEING TIGHTLY WOUND. SOME MESSENGER RNA IS BEING MADE FOR THE GFP PROTEIN WHICH FLUORESCES. IF WE LOOK AT WINDING DNA MUCH MORE TIGHTLY WE SEE ALL OF THESE METHYL TAGS [INDISCERNIBLE] MADE ESSENTIALLY VERY LITTLE FLUORESCENT PROTEIN AND VERY LITTLE PROTEIN IN THE CELL LEVEL WHEREAS STUDENT CAN SEE THAT WHEN ALL OF THOSE METHYL TAGS COME OFF AND ACETYL TAGS GO ON HISTONES WHICH HOLD THE HISTONES APART SO IT OPENS UP THE DNA SO THAT TRANSCRIPTION CAN TAKE PLACE A LOT MORE RNA MESSENGER PROTEIN IS BEING MADE. SO IT CAN HELP THEM VISUALIZE WHAT'S HAPPENING AT ALL THESE DIFFERENT LEVELS. HOW THAT FITS TOGETHER AND HOW IT INTERREGULATES WITH EACH OTHER. IN A WAY THAT WOULD BE HARD TO GET FROM A STATIC ILLUSTRATION. [INDISCERNIBLE] SIGNALS INTERACT DIFFERLY WITH DIFFERENT TYPES OF CELLS. SO WHAT WOULD YOU LIKE TO SEE? WOULD SOMEONE LIKE TO CHOOSE IN WHICH CELLS? OKAY. WHAT KIND OF SIGNAL WOULD YOU LIKE TO TRY OUT. >> THE FIBROBLAST [INDISCERNIBLE] PERUSING AND RELEASING PROTEINS. THESE PROTEINS FORM THE GLUE THAT HOLD THE CELLS OF THE ARE TISSUE. >> TOGETHER. WE LOST A LITTLE BIT. I FORGOT TO POINT THIS OUT WHEN WE'RE IN THE GENE CONTROL ANIMATION THAT WE'VE INCLUDED INFORMATION PIECES FOR PEOPLE WHO ALSO WANT TO KNOW MORE ABOUT THIS PARTICULAR TOPIC, ABOUT WHAT IS A HORMONE. WHAT ELSE WOULD YOU LIKE TO TRY ON THE CELL? >> THIS FIBROBLAST DOES NOT RESPOND TO LIGHT. >> SO IN THIS CASE, THIS IS A CELL THAT DOESN'T DO ANYTHING WITH THAT LIGHT BUT IF WE LOOK AT THE PHOTORECEPTOR. >> IN RESPONSE TO VISIBLE LIGHT, PHOTORECEPTORS GENERATE A SIGNAL. THE SIGNAL TRAVELS TO A NEIGHBORING CELL WHICH IS PART OF A RELAY CHAIN THAT ENDS IN THE VISUAL CENTER OF THE BRAIN. NITRIC OXIDE IS CAUSING THIS PHOTORECEPTOR TO GO THROUGH LIGHT ADAPTATION. LIGHT ADAPTATION ALLOWS YOUR EYE TO ADJUST AS YOU MOVE FROM THE DARK TO A BRIGHTLY LIT ROOM. >> FOR STUDENTS THERE'S A GRAPHIC ORGANIZER THAT GOES FROM THE TEACH DOT GENETICS WEBSITE THAT HELPS THINGS REALLY KEEP TRACK OF WHAT'S GOING ON WITH THESE DIFFERENT SIGNALS WITH THESE DIFFERENT CELL TYPES SO THAT THEY CAN COMPARE AND CONTRAST. ONE OF THE TECHNIQUES THAT'S REALLY SHOWN TO BE EFFECTIVE FOR STUDENT LEARNING IS COMPARING AND CONTRASTING. SO IT HELPS THEM REALLY ORGANIZE THAT INFORMATION IN A WAY WHERE THEY CAN COMPARE AND CONTRAST WHAT'S GOING ON. WE WANTED TO INCLUDE PLANT CELLS AS WELL AS ANIMAL CELLS BECAUSE PLABILITY BIOLOGY IS NOT BEING TAUGHT IN OUR SCHOOLS THESE DAYS. IT'S FOCUSED ON ANIMAL BIOLOGY SO WE WANTED STUDENTS TO THINK ABOUT, TO GET THEIR THINKING ABOUT THESE TO ALSO HAPPEN IN PLANTS NOT JUST IN ANIMALS. AND ON-LINE MATERIALS ALSO ENABLE STUDENTS TO TRY OUT EXPERIMENTS THAT THEY WOULD NOT BE ABLE TO DO. SO THIS AGAIN IS FROM THE EPI GENETICS MODULE. >> [INDISCERNIBLE] >> SO THIS IS TALKING ABOUT PERIMENTS AND YAK MOTHERS AND WHAT HAPPENS WHEN THEY LICK AND GROOM THEIR PUPS IN DIFFERENT WAYS. WE'VE BEEN ABLE TO ADD A LITTLE VIDEO CLIP FROM AN ACTUAL LAB SO WE CAN BRING SOME ACTUAL, THEY CAN MAKE OBSERVATIONS ABOUT WHAT'S GOING ON WITH THIS RAT MOTHER. WITH THE PUPS. YOU CAN ACTUALLY SEE THEM THERE. AND THEN THEY CAN GO AND TRY AND FIND OUT WHAT KIND OF RAT MOTHERS THEY ARE THEMSELVES. >> DEEP IN THE BRAIN OF A NEWBORN RAT PUP -- WHEN IT'S ACTIVE THE GR GENE PRODUCES A PROTEIN THAT HELPS THE BODY RELAX AFTER A STRESSFUL EVENT. THE TYPE OF CARE A PUP RECEIVES FROM ITS MOTHER DURING THE FIRST WEEK OF LIFE CAN CHANGE THE EXPRESSION OF THIS GENE. >> SO AGAIN THIS IS PART OF A WHOLE, ALL OF THE MATERIALS I'M SHOWING YOU ARE KIND OF TAKEN OUT OF CONTEXT BECAUSE I WANTED TO ILLUSTRATE DIFFERENT WAYS WE CAN USE ANIMATED INTERACTIVE MATERIALS. YOU'RE NOT GETTING THE FULL LEARNING EXPERIENCE. SO I'M GOING TO BE A RAT MOTHER. >> YOUR LICKING AND GROOMING HAS MADE YOUR PUP'S GR GENE MORE ACTIVE. THIS WILL MAKE IT A LITTLE BIT EASIER FOR YOUR PUP TO RELAX AFTER STRESS. YOUR PUP'S GR GENE WILL MOST LIKELY LOOK LIKE THIS FOR THE REST OF ITS LIFE. IN FACT THE AMOUNT OF NURTURING YOU GAVE TO YOUR PUP WILL HAVE A MAJOR IMPACT ON ITS ADULT PERSONALITY. >> LET'S TRY GO LOOKING AT ANOTHER RAT PUP. MAYBE A VERY ATTEMPTIVE MOTHER. I REALLY WANT THAT RAT PUP TO BE CLEAN. VERY VERY CLEAN. >> WOW, YOU'RE AN ATTENTIVE RAT MOTHER. IT'S SURPRISING YOUR PUP HAS ANY IF YOU ARE LEFT ON ITS BODY. YOUR LICKING AND GROOMING HAS SERIOUSLY ACTIVATED YOUR PUP'S GR GENE. YOUR PUP WILL HAVE AN EASY TIME RELAXING AFTER STRESS. YOUR PUP'S GR GENE WILL MOST LIKELY LOOK LIKE THIS FOR THE REST OF ITS LIFE. IN FACT THE AMOUNT OF NURTURING YOU GAVE TO YOUR PUP WILL HAVE A MAJOR IMPACT ON YOUR ADULT'S PERSONALITY. >> THIS CAN GO ON. >> CHOOSING THE OPTIONS ON THE LEFT TO LEARN MORE ABOUT HOW MOM'S NURTURING AFFECTS THE PUP IS GENE AND THEIR BEHAVIOR AS AN ADULT. >> IT'S UP TO YOU TO GO INVESTIGATE MORE. YOU WANT TO GO TRY YOUR OWN RAT PUP'S ACTIVITY. MY TEAM DOES RODENTS REALLY WELL, YOU'LL SEE. SO AS YOU SEE HERE, HERE ARE MORE INFORMATION ON EPI GENETIC AND WE INCLUDE A PART OF THE VIDEO CLIP FROM DR. SHIFT WHO CAME TO TALK TO OUR TEACHERS DURING THIS DEVELOPMENT PROCESS. LEARNERS CAN ALSO LISTEN TO THE SCIENTISTS WHO HAVE DONE SOME OF THIS WORK TALK ABOUT IT. FINALLY [INDISCERNIBLE] >> INSIDE OF EACH OF OUR CELLS IN THE NUCLEUS FILLED WITH DNA. SOME OF THIS DNA MAKES UP OUR GENES. GENES ARE CONTROLLED BY SWITCHES AND REGULATORY MOLECULES. >> AND SO THEN YOU CAN CLICK AND GO FIND OUT WHAT HAPPENS IF YOU ADD A SWITCH BREAK A SWITCH MODIFY A SWITCH MODIFY THE GENE OR WHY EVEN REGULATE GENES SO STUDENTS CAN GO AND LEARN ABOUT ANY OF THOSE TOPICS THEY'RE INTERESTED IN OR LOOK AT THEM IN THE ORDER IN WHICH THEY ARE PARTICULARLY INTERESTED. THAT'S THE ONE CASE THAT'S NOT NIH FUNDED. THAT'S CAME FROM A HHI FUNDED MODEL EVOLUTION. AND FINALLY I HAVE TO SHOW PARTLY BECAUSE IT'S TONY'S FAVORITE. SO I THINK ANIMATION CAN ALSO JUST MAKE LEARNING FUN. SO WE'RE GOING TO GO TAKE A LOOK. >> [INDISCERNIBLE] DOPAMINE TRANSPORTERS ARE RESPONSIBLE FOR REMOVING DOPAMINE FROM THE SNAP [INDISCERNIBLE] TRANSPORTERS. >> THIS IS NOT REAL. WE'RE LOOKING AT VERY SIMPLIFIED VERSION OF WHAT'S HAPPENING IN THE BRAIN BECAUSE WE REALLY HAD TO WHITTLE IT DOWN TO FOUR OR FIVE SLIDES THAT WE THOUGHT WERE KIND OF THE ATTENTION SPAN OF STUDENTS. >> ONCE INSIDE THE CELL -- ENTERS THE DOPAMINE VESICLES -- DOPAMINE MOLECULES OUT. THE EXCESS DOPAMINE IN THE CELLS CAUSES THE TRANSPORTERS TO START WORKING [INDISCERNIBLE] ACTIVELY PUMPING DOPAMINE OUT OF THE CELL AND INTO THE SYNAPSE. THE DOPAMINE BECOMES TRAPPED. AS A RESULT IT BINDS AGAIN AND AGAIN TO THE RECEPTORS OVER STIMULATING THE CELL. THIS IS HIGHLY ADDICTIVE BECAUSE IT WORKS DIRECTLY ON THE BRAIN PATHWAY MAKING THE USER FEEL INTENSE PLEASURE IN THE WHOLE REGION. >> YOU'RE GOING TO GO VISIT THIS ON YOUR OWN. YES. >> [INDISCERNIBLE] >> SO THAT WAS REALLY OUR FIRST BLACK BURST -- BUSTER AND KEEPS GETTING USED AND PEOPLE SAY MOUSE PARTY AND WE SAY YES, WE KNOW ABOUT IT. BUT IT GETS TALKED ABOUT ON STUDENTS' POSTS ALL OVER THE WORLD AND THERE'S HEBREW AND TURKISH AND ALL KINDS OF LANGUAGES WHERE MOUSE PARTY'S BEING TALKED ABOUT. WHAT'S REALLY INTERESTING TO US THAT YES PEOPLE LIKE THE MOUSE. KIDS LIKE THE MICE BUT THEY'RE REALLY GETTING THE MESSAGE THAT WE WANTED THEM TO GET. NOT THAT THEY REMEMBER ALL THE DETAILS ABOUT WHAT'S HAPPENING, BUT THAT DRUGS OF ADDICTION AFFECT THEIR BRAIN AND THAT THEY HAVE AN IMPACT THERE AND IT'S NOT JUST HOW YOU FEEL BECAUSE KIDS SAY OH WELL I KNEW THAT DRUGS AFFECT HOW YOU BEHAVE OR HOW YOU FEEL BUT THEY REALLY DON'T UNDERSTAND THAT IT'S AFFECTING THEIR BRAIN AND PART OF THE OTHER MESSAGE HERE IS THAT IN OTHER PARTS OF THESE MATERIALS IS THE DRUG'S ABUSE CAN VERY VERY LONG TERM EFFECTS ON YOUR BRAIN. WE DON'T FULLY KNOW HOW LONG SOME OF THESE DRUGS WILL AFFECT THEIR BRAIN BUT THEY ARE VERY LONG TERM EFFECTS. WHEN WE WORK WITH TEACHERS ON THESE MATERIALS, THEY SAID KIDS HAVE HEARD THE PREVENTION MESSAGES. YOU NEED TO TRY JUST THE SCIENCE PIECE. SO WE'RE PRESENTING THE SCIENCE AND KIDS SEEM TO RESPOND VERY POSITIVELY TO HERE'S THE SCIENCE, HERE ARE THE FACTS. AND THEN YOU USE THIS INFORMATION TO MAKE CHOICES. OF COURSE WE WOULD LOVE TO HAVE SOME FUNDING TO STUDY THAT MORE AND TO LOOK AT THAT KIND OF, WHAT KIND OF EFFECT IS THIS HAVING ON STUDENTS. SO I WANTED TO SWITCH A LITTLE BIT NOW TO TALKING ABOUT SOME OF OUR RESEARCH STUDIES ON OUR MATERIALS. A NUMBERS OF YEARS AGO BY BRUCE SAYING WE REALLY NEEDED TO MOVE TO MORE RIGOROUS CONFIGURATION. WE LOOKED AT RANDOMIZED TRIALS. WE CONDUCTED TWO SMALL SCALE RANDOMIZED TRIALS WITHIN OUR FUNDING. OUR FIRST ONE WE COMPARED OUR AMAZING CELLS MODULE WHICH YOU SAW SOME OF THOSE MATERIALS INSIDE OF SCALE, INSIDE OF CELL. THAT'S FROM THOSE MODULES TO STANDARDIZED INSTRUCTIONAL MATERIALS WHICH IS A FORMER MIDDLE SCHOOL TEACHER SAID IF THAT WAS IN MY CLASSROOM THIS IS WHAT I THINK WOULD BE A VERY GOOD CELL UNIT OR SET OF MATERIALS THAT AND HER UNIT INCLUDED A MICROSCOPE LAB WHERE STUDENTS WHO USE MICROSCOPES AND LOOK AT SLIDES. AND WE FOUND THAT FOR BOTH OUR MATERIALS AND THE STANDARD INSTRUCTIONAL MATERIAL THAT THERE WAS A SIGNIFICANT DIFFERENCE BETWEEN THE -- HIGHLY SIGNIFICANT LEVEL AND THAT THE LEARNING HELD TWO WEEKS LATER. SO THE POST TEST IS TWO WEEKS LATER AFTER CONSTRUCTION. AFTER INSTRUCTION. AND THE COST FOR OUR MATERIALS WAS NOTHING. AND THE COST FOR THE MICROSCOPE MATERIALS NOT COUNTING THE MICROSCOPE. JUST FOR THE SLIDES THAT THEY NEEDED FOR $214. IF YOU'RE A SCIENCE TEACHER IN YOUR SCHOOL THAT MIGHT BE YOUR ENTIRE BUDGET FOR THE YEAR. NOW THE SLIDES WOULD LAST FOR A NUMBER OF YEARS BUT THINK HOW MANY YEARS IT'S GOING TO TAKE YOU TO BUILD UP SCIENCE MATERIALS IF ALL YOU'RE PURCHASING FOR ONE YEAR ARE THE MATERIALS FOR ONE SMALL LAB. SO REALLY A SIGNIFICANT COST AT A SCHOOL LEVEL. SO WE WERE PLEASED TO FIND THAT OUR MATERIALS COMPARED FAVORABLY WITH THE STANDARD MATERIALS THAT WOULD BE MORE STANDARD TYPE OF INSTRUCTION. IN THIS CASE. BUT THEY WERE SOMEWHAT DIFFERENT KINDS OF EXPERIENCE BECAUSE THERE WAS A LOT OF MULTIMEDIA MATERIALS WITH SOME HANDS ON PAPER MODEL AND THE OTHER MATERIALS WERE MORE READING AND LECTURE AND THE MICROSCOPE LAB. SO NOT QUITE THE SAME KIND OF INSTRUCTIONAL APPROACHES. I SHOULD SAY THAT FOR THE PREPOST TEST, WE ARE WORKING TO DEVELOP ON A SMALL SCALE LOW BUDGET VALID AND RELIABLE ASSESSMENTS. SO WE HAVE OUR EDUCATION PEOPLE, THE PEOPLE WHO ARE DEVELOPING THE MATERIALS AND OUR RESEARCHER WORKING TOGETHER TO DEVELOP QUESTIONS THAT ARE SCIENTIFICALLY ACCURATE. WE THEN TAKE THEM HOW THE TO A SAMPLE OF AROUND HALF A DOZEN STUDENTS AND DO COGNITIVE INTERVIEW WITH THEM. WE THINK ABOUT PROTOCOLS ASKING THEM TO TALK ABOUT THEIR THINKING AS THEY'RE THINKING ABOUT THE QUESTION THAT HELPS US UNCOVER SOME OF THE THINGS THAT STUDENTS MAY NOT UNDERSTAND OR HAVE QUESTIONS WITH. WE COME BACK, WORK ON FURTHER DEVELOPMENT AND THEN WE TAKE THEM INTO THE QUESTIONS INTO CLASSROOM WHERE STUDENT WERE FAIRLY HIGH LEVELS AND HAD NOT USED THE MATERIALS AND ASKED THEM TO FIND OUT ARE THERE QUESTIONS THAT STUDENTS CAN ANSWER WITHOUT HAVING EVER STUDIED THE MATERIALS. BECAUSE IF THEY CAN, THEN THOSE QUESTIONS ARE NOT USEFUL TO US IN DETERMINING ANY KINDS OF LEARNING GAMES. SO THAT HELPS US ELIMINATE THE QUESTIONS THAT WON'T HELP US IN TERMS OF LEARNING GAMES AND THEN WE DESTRIDE OUR QUESTIONS INTO SEPARATE PREPOST TESTS INTO DIFFERENT QUESTIONS THAT ARE MATCHED ON CONTENT. THEN OUR SECOND STUDY THAT WE'VE DONE WITH OUR EPI GENETIC MODULE AND WE COMPARED THESE MATERIALS TO MATERIALS FROM NOVA SCIENCE NOW WHICH WERE DEVELOPED WITH A MUCH HIGHER BUDGET THAN OUR MATERIALS. BUT THEY WERE BOTH MULTIMEDIA MATERIALS AND EACH ONE HAD A HANDS-ON MODEL COMPONENT. SO THEY WERE VERY TROUBLE MATERIALS IN TERMS OF THE KINDS OF COMPONENTS THAT WERE PART OF THE MATERIALS. AND SO THERE WAS A SIGNIFICANT DIFFERENCE PRETO IMMEDIATE POST TESTS AT THE .001 LEVEL. IF YOU NOTICE -- THE MODULE IS A BLUE LINE, THERE WAS A SIGNIFICANTLY HIGHER LEARNING GAME THAN FROM THE NOVA SCIENCE NOW MATERIALS. AND THAT BOTH SETS OF STUDENTS LOST SOME OF THAT LEARNING. JUST IN A VERY NEW TOPIC FOR STUDENTS AND SO STUDENTS LOST SOME OF THAT LEARNING. BUT THEY RETAIN MORE OF THE GSLC MATERIALS THAN FROM THE NOVA SCIENCE NOW MATERIALS. THE COST IS MUCH SMALLER THAN OTHER MATERIALS REQUIRING $42 AN HOUR IS NOTHING BECAUSE OUR MODEL REQUIRED XEROXING WHICH TEACHERS CAN GET FOR FREE. SO THEY CAN MAKE PHOTOCOPIES IN THE OFFICE. SO NOT QUITE A BIT OF COST SAVINGS. AND FOR BOTH OF THESE STUDIES, OUR POWER ANALYSIS SHOWED THAT WE NEEDED ABOUT 60 STUDENTS IN EACH CONDITION TREATMENT AND CONTROL SO WE HAVE A LITTLE RIGHT ABOUT THAT NUMBER SO THAT WE CAN SEE A MODERATE EFFECT SIZE. OUR OTHER MODULES BEFORE THAT WERE DONE WITH PREPOST TESTS THAT DIDN'T HAVE THE KIND OF DEVELOPMENT PROCESS THAT WE HAD NOW SO IT'S MORE INSTRUCTOR DEVELOPED TESTS REALLY. BUT THESE WERE DONE WITH 400 TO 50 STUDENTS PER MODULE WITH TEACHERS USING THEM IN THEIR CLASSROOMS. AND THEY DID SHOW SIGNIFICANT LEARNING GAINS ON THOSE MODULES NOT QUITE AS RIGOROUS AS STUDY BUT SOME INDICATION THAT THERE COULD BE LEARNING GAMES THERE. WE THEN DID A TEACHER IMPLEMENTATION STUDY TO LOOK AT HOW TEACHERS ARE USING OUR MATERIALS. OUR E-MAIL LIST IS ABOUT 30,000 EDUCATORS WORLDWIDE AND ABOUT A LITTLE OVER A THOUSAND OF THEM RESPONDED TO THESE SURVEYS SO WE DID TWO SURVEYS. ONE ON THE CELLS NODULE AND ANOTHER ONE THAT LOOKED AT CLONING AND EPI GENETICS. THESE WERE PRETTY LONG SURVEYS SO I THINK WE HAD QUITE A DECENT RESPONSE RATE. THESE WERE EDUCATORS IN GRADES 4-12 AND POST-SECONDARY AND PRIMARILY HIGH SCHOOL TEACHERS. A FIFTH OF THE TEACHERS WERE OUTSIDE THE U.S. ALMOST ALL OF THE TEACHERS SAID THAT THEY HAD LTD PROJECTOR IN THEIR CLASS ROOM AND ALMOST ALL OF THEM SAID THAT THEY HAD ACCESSES TO COMPUTERS, INDIVIDUAL COMPUTERS FOR THEIR STUDENTS EITHER IN A COMPUTER LAB OR IN THEIR CLASS ROOMS. MANY OF THE TEACHERS USE THE MATERIALS FROM LEARN AND TEACH TOGETHER, SO THE MATERIALS ON TEACH DOT GENETICS SUPPORT AND EXTEND THE MATERIAL ON-LINE MATERIALS IN LEARN DOT GENETICS. THEY USE THE INTERACTIVE EXPLORE MATERIALS WHICH I'VE BEEN SHOWING YOU TODAY. THEY USE THOSE THE MOST, NO SURPRISE. THEY USE THE ACTIVITIES THAT GAVE A GENERAL OVERVIEW OF THE TOPICS MORE THAN THE ONES THAT WENT INTO MORE DEPTH. BUT THAT'S WHAT THE TEACHER WAS USING IN THE CLASSROOM SO WE DON'T KNOW FROM THIS WHAT STUDENTS MIGHT HAVE BEEN GOING TO EXPLORE ON THEIR OWN. AND THEY USE THE MATERIALS AS WE HAD INTENDED TO SUPPLEMENT THEIR INSTRUCTIONAL PLAN, NOT AS THE ONLY INSTRUCTION MATERIALS THAT THEY WERE PROVIDING IN THE CLASSROOMS. THEY TYPICALLY PROJECTED THE INTERACTIVE EXPLORER ACTIVITIES TO THE WHOLE CLASS -- MORE THAN HALF OF THE TEACHERS ADAPTED THE PRINT AND GO WHICH IS OUR PRINT AND GO IS OUR NAME FOR MULTIMEDIA ACCESS, THAT THERE ARE OTHER MATERIALS THAT ARE PRINT SAFE THAT YOU COULD USE WITH YOUR STUDENTS. SOME OF THE CONSTRAINTS, THE MAJOR CONSTRAINTS THAT THEY MENTIONED WAS TIME TO EXPLORE THE MODULES. JUST BECAUSE THERE'S SO MUCH ON OUR WEBSITE. ABOUT A FIFTH OF THE TEACHERS REALLY WEREN'T AWARE OF THE TEACH DOT GENETICS MATERIALS, AND THIS IS COMMON THING THAT WE FIND THAT THEY LINK OFF TO, THEY FIND THE LEARNED MATERIALS BECAUSE THOSE COME UP HIGH IN THE GOOGLE SEARCHES AND THEY JUST DON'T DISCOVER TEACH. FITTING THE MATERIALS TO THEIR STATE STANDARDS SO TOPICS LIKE THEY MIGHT NOT FEEL THAT EPI GENETICS OR CELL COMMUNICATIONS FIT IN THEIR STATE STANDARDS BECAUSE WE'RE TRYING TO ADDRESS TOPICS THAT ARE FOR THE OUTSIDE THE TOPICS THAT WE FEEL ARE WELL ADDRESSED. AND THEY FOUND THE MATERIALS, SOME MATERIALS MIGHT NOT BE THE RIGHT LEVEL FOR THEIR STUDENTS. SO FOR INSTANCE THEY MIGHT NOT FEEL THAT EPI GENETICS WAS AN APPROPRIATE TOPIC FOR THEIR STUDENTS. SO ALL OF THE MATERIALS THAT WE DEVELOP ARE DEVELOPED, WE BEGIN WITH TEACHERS. WE ATTRIBUTE LARGE MEASURE OF OUR SUCCESS TO THE FACT THAT WE REALLY BEGIN WITH TEACHERS. SO TO BEGIN EACH NEW TOPIC, WE BRING TOGETHER A GROUP OF MASTER TEACHERS FROM ACROSS THE COUNTRY FOR OUR CURRICULUM DEVELOPMENT WORKSHOP WE TYPICALLY RECEIVE OVER 500 APPLICATIONS FOR ABOUT 20 SPACES. IT'S MORE DIFFICULT TO GET INTO OUR CURRICULUM DEVELOPMENT WORK SHOPS THAN IT IS TO GET INTO MEDICAL SCHOOL, HARVARD, YALE. SO WE HAVE, WE REALLY HAVE SOME AMAZING TEACHERS THAT COME TO WORK WITH US FROM ACROSS THE UNITED STATES AS WELL AS WE USUALLY MET IN ONE OR TWO FOREIGN TEACHERS. EVEN THOUGH WE HAVE A LOT OF APPLICATIONS FROM TEACHERS FROM OTHER COUNTRIES WHO LIKE TO COME TO. THE TEACHERS CON AND SPEND A WEEK WITH US. THEY LEARN ABOUT THE TOPICS OF RESEARCHERS MANY OF THEM FROM THE UTAH CAMPUS. HERE WE HAVE MARIO WHO IS A NOBEL PRIZE WINNER TALKING ABOUT HIS RESEARCH. WE'VE BEEN TALKING ABOUT TECHNOLOGY SO WHEN WE DID HUMAN BIOME WE HAD TWO RESEARCHERS FROM NIH WHO TALKED WITH US VIA TECHNOLOGY. CAN MAKE USE OF THEIR EXPERTISE AND OTHER RESEARCHER OUT IN SAN FRANCISCO. SO NOW WE CAN BRING IN RESEARCHERS FROM ALL AROUND THE COUNTRY TO TALK TO OUR TEACHERS VIA TECHNOLOGY WHICH IS REALLY OPEN THINGS UP A LOT. THEN THE TEACHERS WORK TOGETHER AND THEY LEARN ABOUT THE TOPIC FROM RESEARCHERS AND FROM THE BACKGROUND READINGS. THEY GOT TO HAVE TIME. THEN WE WORK TOGETHER AFTER EACH TALK THAT IDENTIFY IMPORTANT CONCEPTS FOR STUDENTS. THEY GO ON -- WE GET BIG ROLLS OF STICKY. AND THEN WE THINK TOGETHER ABOUT WHAT REALLY ARE THE OVERALL BIG ARCHING CONCEPTS WE WANT STUDENTS TO LEARN. AND IDENTIFY THEM. THAT'S ONE OF THE KEY THINGS FOR US TO COME OUT OF THESE WORK SHOPS IS WHAT ARE THE KEY CONCEPTS THAT THESE TEACHERS FEEL THEIR STUDENTS NEED TO LEARN. AND THEN THE TEACHERS ALSO WORK IN SMALL GROUPS AFTER WE'VE IDENTIFIED THOSE IMPORTANT CONCEPTS THEY BREAK UP INTO GROUPS AND EACH GROUP WORKS ON EACH ONE OF THOSE AND THEY DRAFT IDEAS FOR BOTH ON-LINE MULTIMEDIA MATERIALS AS WELL AS NON-TECHNOLOGY BASED MATERIALS THAT THEY FEEL WOULD HELP THEIR STUDENTS TO LEARN. AND BECAUSE WE BRING TOGETHER A GROUP OF TEACHERS THAT WE LOOK FOR TEACHERS WHO TEACH WHO INNER CITY URBAN RURAL AREAS, TEACHERS WITH A WIDE VARIETY OF STUDENTS, STUDENTS WITH -- OR HIGH ETHNIC DIVERSITY AS WELL AS MAYBE TEACHERS WHO ARE IN PRIVATE SCHOOLS OR HAVE A MORE DOMINANT MAJORITY POPULATION. SO WE BRING TOGETHER A BROAD RANGE OF TEACHERS AND OTHER TEACHERS WHO TEACH MAYBE MORE BASIC LEVEL STUDENTS BUT PROBABLY TEACHERS IN THERE TO EACH BIOLOGY ARE MORE HIGHER LEVEL CLASSES. WE GET A RANGE OF IDEAS ABOUT HOW TO HELP THIS BROAD RANGE OF STUDENTS LEARN THESE TOPICS. YES? >> [INDISCERNIBLE] >> WE HAVEN'T THOUGHT ABOUT THAT REALLY. WE SEVERAL TIMES HAD TEACHERS FROM CANADA BECAUSE THEY'RE CLOSE BY AND SO WE'RE LOOKING AT REALLY WHAT MIGHT THEY BRING TO THE TOPIC. IS IT SOMETHING THAT THEY PARTICULARLY TEACH ALREADY WITH THEIR STUDENTS. OR DO THEY HAVE A PARTICULAR STUDENT POPULATION OR ARE THEY A REALLY -- MATERIALS. THEY HAVE TO USE TECHNOLOGY IN SOME WAY. BUT I DON'T THINK WE'VE ACTUALLY REALLY CONSIDERED THE -- AND THAT WOULD BE A GREAT THING TO THINK ABOUT. WE HAD LAST YEAR I THINK A TEACHER FROM SOUTH AFRICA AND ONE FROM THE NETHERLANDS. SO JUST THE [INDISCERNIBLE] THIS REALLY WORKS WITH IDEAS THE TEACHERS CAME UP WITH TO DEVELOP THE KINDS OF MATERIAL THAT YOU SEE. WE TRY THEM OUT WITH EACHERS IN WORKSHOP AND GET TEACHER FEEDBACK. AND THEY PROVIDE, YOU HAVE A LOT OF TEACHERS THINKING ABOUT SOMETHING. THEY GIVE US A LOT OF VALUABLE FEEDBACK WE CAN USE TO MODIFY AND WE TAKE THEM INTO CLASSROOMS TO TRY THEM OUT AND FINALLY TEST THEM WITH STUDENTS. I WANT TO, ALL THIS COULD NOT BE DONE WITHOUT THE WONDERFUL GENETICS SCIENCE LEARNING CENTER TEAM. WE HAVE ABOUT 1 9 PEOPLE ON OUR TEAM THAT COVERS EDUCATIONAL TECHNOLOGY. WE'VE NOW ADDED PEOPLE GAMING COMPUTER SKILLS ALL THE MULTIMEDIA SKILLS RESEARCH EVALUATION AND COMMUNITY ENGAGEMENT. I ALSO REALLY WANT TO RECOGNIZE ALL OF THE NIH FUNDING THAT WE HAD FROM MANY INSTITUTES [INDISCERNIBLE] WHEN WE STARTED WITH NIH FUNDING IN 2001, OUR WEBSITE VISITS WERE 900,000 FOR THE YEAR. SO IT'S BEEN A HUGE INCREASE [INDISCERNIBLE] WE JUST FIGURED OUT WE ARE IN THE TOP 99.995 PERCENTILE OF USAGE ON THE NET. INTERNET. SO WE HAVE HIGH USAGE OF THE SITES ON THE INTERNET WHICH IS HIGH FOR WEBSITES. TO HELP YOU PUT THAT ON MORE PERSPECTIVE ON A TYPICAL SCHOOL DAY. ON A TYPICAL SCHOOL DAY THERE WILL BE 100,000 PEOPLE ON OUR WEBSITE. AND THAT'S ENOUGH [INDISCERNIBLE] TOGETHER. SO THINKING ABOUT BIG NUMBERS THIS KIND OF GIVES YOU AN IDEA THAT THIS MANY PEOPLE COME EVERY DAY TO OUR WEB SIDE FROM ALL OVER THE WORLD. I WANT TO RECOGNIZE ALL THE MATERIALS THAT HAVE BEEN DEVELOPED THROUGH THIS FUNDING. OUR STEM CELL MODULE WHICH ACTUALLY, THIS IS ITS SECOND ITERATION BECAUSE WHEN IT WAS FIRST DEVELOPED BACK IN ABOUT 2002, WE REALLY HAD TO UPDATE IT A FEW YEARS AGO. CLONING, IF YOU HAVEN'T BEEN TO CLICK AND CLONE AND GO CLONE A MOUSE YOURSELF YOU HAVE TO GO TRY IT WITH MOUSE ME. GENE THERAPY PERSONALIZED MEDICINE, DNA EXTRACTION AND OTHER VIRTUAL LABS, THERE ARE OTHER VIRTUAL LABS BESIDES THIS ONE THAT TEACHERS CAN USE TO EITHER INTRODUCE TO A PROCESS OR ONE THAT THEY CAN'T DO LIKE DNA MICRO RAYS OR SEQUENCING. [INDISCERNIBLE] AMAZING CELLS EPI GENETICS YOU'VE SEEN THESE MATERIALS. I ALSO WANT TO RECOGNIZE NHGRI. WE'VE DEVELOPED SEVERAL SLIDE SETS FOR THEM FOR THEIR DNA PRESENT AGENT MATERIALS. AND THEY ALSO FUNDED THE COMMUNITY GENETICS FORM THAT LED TO A GROUP OF DIVERSITY LEADERS FROM HISPANIC LATINOS THE AFRICAN AMERICAN, THE PACIFIC ISLANDER AND THE NATIVE AMERICAN COMMUNITY WHO ALL WORK TOGETHER STILL IN A WONDERFUL GROUP THAT WE'VE NAMED ALONG WITH THE UNIVERSITY OF UTAH AND THE UTAH DEPARTMENT OF HEALTH, THE COMMUNITY OF UTAH IS MAKING A DIFFERENCE IN OUR COMMUNITIES IN SALT LAKE CITY. WE'VE ALSO HAD FUNDING FROM THE PROGRAM TO HOST THE CONFERENCES THAT THEN TURNED INTO NIHY CONFERENCES THE ONE WE JUST HELD LAST WEEK IN OMAHA. HERE ARE THE COVERS FROM THOSE PROGRAMS. AND INTRODUCTION IS HUMAN MICRO BIOME [INDISCERNIBLE] MULTITASKING FUNDING BY NEUROSCIENCES [INDISCERNIBLE] FUNDED BY THE BLUEPRINT. AND WE HOPE WE -- FUNDED BY CIPA. HERE ARE SOME OTHER FUNDING WE RECEIVED. AND AGAIN I WANT TO THANK NIH [INDISCERNIBLE] THANK YOU. [APPLAUSE] >> [INDISCERNIBLE] >> YOU'RE PERFECTLY WELCOME TO PUT LINKS TO OUR WEBSITE ANYWHERE. THAT'S PART OF THE REASON IT RANKS SO HIGHLY IN GOOGLE OR PERHAPS BING SEARCHES. I HAVE TO GO CHECK. SO MANY TEACHERS HAVE LINKS TO OUR MATERIALS ON THEIR SITES AND OTHER SITES. WE DON'T ALLOW YOU TO DOWNLOAD THEM. PARTLY THAT IS BECAUSE WE LIVE ON OUR WEBSITE TRAFFIC STATISTICS. I WAS ASKED WILL ANY OF THE MATERIALS BE AVAILABLE WITH THE GENOME EXHIBIT. SO WE HAVE BEEN ONE OF THE PEOPLE ON THE ADVISORY COMMITTEE FOR THAT EXHIBIT AND HAVE HELPED THEM THINKING ABOUT THE TEXT FOR THE EXHIBIT. JUST RECENTLY THEY CONTACTED US AND THEY WILL BE USING ONE OF THE MATERIALS FROM OUR HHH FUNDED EVOLUTION MODEL THEY NEEDED SOME MATERIALS ON EVOLUTIONARY TIME AND THEY'RE GOING TO TAKE ONE OF THOSE AND SORT OF MODIFY IT FOR TOUCH TABLET KIND OF PRESENTATION. SO THEY WILL BE USING IT FOR THAT BUT I DON'T THINK THEY'RE PLANNING ON USING ANY OF THE OTHER MATERIALS. >> [INDISCERNIBLE] >> WELL WE CAN CERTAINLY LOOK AT -- WE CAN LOOK AT THE KIND OF TRAFFIC WE HAVE AT DIFFERENT TYPES OF DAY. AND SO WE KNOW IN THE EVENING IT HAS TO BE STUDENTS AT HOME PRIMARILY. AND SO I DON'T KNOW HOW THAT QUITE BREAKS DOWN, I'M SORRY I DON'T HAVE THAT IN MY HEAD BUT WE CAN LOOK AT THOSE DIFFERENT, WE CAN LOOK AT DIFFERENT TIMES OF DAY. GREAT QUESTION. >> [INDISCERNIBLE] >> SO THE QUESTION IS THAT A LOT OF WHAT I SHOWED YOU WAS VERY BASIC SCIENCE MATERIALS AND HOW DOES THAT, HOW CAN THOSE MATERIALS BE USED TO TRANSLATE TO THE PUBLIC FOR UNDERSTANDING DISEASE. >> YES THERE IS BASIC SCIENCE BUT I REALLY DIDN'T SHOW YOU A WHOLE MODULE. SO IN EVERY MODULE THAT'S FUNDED BY THE NIH, THERE ARE MATERIALS ABOUT HOW DOES THIS RELATE TO HELPING DISEASE. SO THOSE TEND TO BE MORE IN THE LEARN MORE PIECES ALTHOUGH IN THE PERSONALIZE MEDICINE THERE'S A WHOLE ANIMATION ABOUT A LITTLE GIRL AND ABOUT LOOKING AT WHAT LEVELS OF MEDICATION MIGHT BE APPROPRIATE FOR HER AND HOW THAT IMPACTS PEOPLE WITH DIFFERENT RESPONSES TO THE SAME MEDICATION. SO YES, THE TRANSLATIONAL DIRECT APPLICATION TO DISEASE TENDS TO MOSTLY BE IN THE LEARN MORE PIECES. THAT'S PARTLY BECAUSE THE TEACHERS, WE'VE BEEN FUNDED FOR K12 SO THAT PROVIDES BASIC EDUCATION OF CASE. THE FUNDAMENTAL EDUCATION IS REALLY IMPORTANT AT THE K12 LEVEL AND IT PROVIDES A BASIS FOR STUDENTS TO BECOME INFORMED CONSUMERS. I THINK THIS IS PARTICULARLY IMPORTANT FOR GENETICS BECAUSE I THINK ALL OF US HERE WOULD AGREE PROBABLY THAT THERE'S A HIGH LIKELIHOOD THAT HEALTHCARE TREATMENTS ARE GOING TO BECOME MORE AND MORE HEADED INTO A GENETIC REALM. AND SO I THINK THAT IF STUDENTS CAN GET A BASIC UNDERSTANDING OF WHAT IS DNA. HOW DOES IT FUNCTION, WHAT IS ITS ROLE IN THE BODY, WHAT ARE SOME OF THE WAYS THAT IT WORKS. BUT WHEN THEY COME BACK AS AN ADULT AND THEIR DOCTOR SAYS WELL BASED ON YOUR GENETIC INFORMATION, YOU SHOULD BE TAKING THIS DRUG AND NOT THIS DRUG OR THIS DOSAGE AS OPPOSED TO THIS DOSAGE. BUT THEY'RE GOING TO HAVE A BETTER IDEA OR WHEN THEY'RE YOU KNOW THEY'RE FACED WITH NEWBORN SCREENING FOR THEIR CHILD. AND PERHAPS THEY GET A CALL THAT THEIR CHILD MAY HAVE A PROBLEM. THEY AT LEAST HAVE AN IDEA ABOUT WHAT DNA IS AND A BASIS ON WHICH TO START TO TALK TO A GENETIC COUNSELOR IF THAT'S WHAT'S NEEDED. SO I THINK THE FUNDAMENTAL SCIENCES CRITICAL AND WE CAN BUILD ON THAT TO BUILD HEALTH LITERACY BECAUSE YOU'RE ABSOLUTELY RIGHT, HEALTH LITERACY IS ESSENTIAL FOR THE HEALTH OF OUR POPULATION. >> [INDISCERNIBLE] PROVIDE OPPORTUNITIES FOR PEOPLE, STUDENTS IN UNDER SERVED COMMUNITIES TO THINK ABOUT CAREERS IN SCIENCE. NOW EVEN IN GIFTED HIGH SCHOOLS, NOT ALL THE STUDENTS GO OFF TO COLLEGE WILL END UP IN SCIENCE CAREERS BUT THEY'LL HAVE AN UNDERSTANDING AND A FEELING THAT BASIC RESEARCH, CLINICAL RESEARCH BENEFITS THEIR LIFE. IN THE EARLY 90'S, THERE WAS A VERY TRAGIC EPISODE -- WAS A HEALTHY STUDENT DIED IN CLINICAL TRIAL AND THEN DOCTOR -- SAID I WANT YOU TO REALLY EMPHASIZE THE CIPA PROGRAM SHOULD EDUCATE THE GENERAL PUBLIC ON CLINICAL TRIALS AND WHAT THE NIH DOES. SO EVEN I WOULD SAY AT THIS POINT CIPA HAS 20 PROJECTS THAT FOCUS ON THIS BUT THE OTHERS ARE ENCOURAGED. IF ALL YOU'RE DOING IS LEARNING ABOUT THE BRAIN -- I THINK ALL OF THIS LEADS INTO A GENERAL PUBLIC THAT WILL HAVE MORE OF AN UNDERSTANDING OF THE BENEFIT OF BASIC RESEARCH OF CLINICAL RESEARCH. AND WE'LL NOW WHAT NIH DOES RATHER THAN JUST A HOSPITAL SOMEWHERE. AND ALL THE GENOME PROJECTS, ALL THESE REALLY DO THE SAME THING IS TRY TO EDUCATE PEOPLE ON WHAT SCIENCE IS ALL ABOUT, THE PROCESS AND HOW IT BENEFITS THEIR DAILY LIFE. >> SO WE'VE BEEN FUNDED -- THE QUESTION IS ARE MATERIALS TARGETED TO A DIFFERENT AGE AND DO WE TARGET DIFFERENT AGES PERHAPS YOUNGER. MATERIALS TARGET GRADES HAVE BEEN TARGETED FOR GRADES FIVE TO 12. FIFTH GRADE IS WHEN TEACHERS START TEACHING INHERITANCE PRIMARILY. PROBABLY IN SOME SCHOOLS THEY MAY ADDRESS IT SOONER BUT THAT TENDS TO BE ABOUT THE GRADE LEVEL WHEN TEACHERS START TO ADDRESS THAT TOPIC. SO THAT'S WHY WE STARTED AT THAT GRADE LEVEL. WE KNOW THAT OUR MATERIALS WERE USED FOR MIDDLE SCHOOL AND EVEN IN HIGH SCHOOL WHICH IS JUST AMAZING. AND WE KNOW THAT OUR MATERIALS ARE WIDELY USED AT THE UNDERGRADUATE LEVEL. THEY'RE ALSO USED IN HEALTH PROFESSIONAL TRAINING. I KNOW THERE ARE A LOT OF NURSING PROGRAMS THAT ARE USING OUR MATERIALS AND I EVEN KNOW THEY'RE BEING USED IN GRADUATE COURSES FOR INSTRUCTORS. I KNOW IN BIO INFOMATICS AT THE UNIVERSITY OF UTAH, THAT COURT HAS REALLY BROAD RANGE OF STUDENTS THAT COME INTO THIS COURSE AND THE INSTRUCTOR, ARE THE FACULTY MEMBER NEEDS MATERIALS THAT CAN HELP THEM ALL GET UP TO A BASIC LEVEL OF UNDERSTANDING. AND SO IT RECOMMENDS OUR MATERIALS FOR THAT. I'M WRITING A GRANT PROPOSAL RIGHT NOW THAT WILL BE SUBMITTED TO NIDDK ON TUESDAY TO DEVELOP MATERIALS ON METABOLISM FOR THE UNDERGRADUATE AND GRADUATE LEVELS. THIS IS A TOPIC OUR FACULTY ACROSS SO MANY DEPARTMENTS ON CAMPUS HAVE IDENTIFIED METABOLISM AS A TOPIC THAT'S VERY DIFFICULT FOR STUDENTS TO UNDERSTAND AND TO ACCESS. AND SO WE'LL BE BRINGING OUR SKILLS, IF THAT PROJECT IS FUNDED, WE'LL BE BRINGING OUR SKILLS TO LOOKING AT THAT. AND I HOPE TO EXPAND MORE INTO THAT GRADE LEVEL. AND AT SOME POINT YES THAT WOULD BE GREAT TO EXPAND OUT. I THINK NOW TEACHERS HAVE ACCESS, MANY ELEMENTARY TEACHERS NOW HAVE LCD PROJECTORS IN THEIR CLASSROOM. THIS IS FAIRLY NEW. I'VE HAD AS WE'RE SEEING GOING INTO CLASSROOMS SO I THINK THE TANCE FOR THESE KINDS OF MATERIALS TO GO TO YOUNGER GRADE LEVELS AND BE USED HAVE NOW OPENED UP IN THE LAST COUPLE YEARS. >> [INDISCERNIBLE] >> SO THE QUESTION IS SCIENCE IS REALLY A PROCESS. >> [INDISCERNIBLE] >> LET'S SEE IF I GOT THE QUESTION THIS TIME SO I CAN REPEAT IT. ARE THERE ANYTHING IN OUR MATERIALS THAT HELP STUDENTS UNDERSTAND AND CARRY OUT FOR THEMSELVES THE PROCESS OF SCIENCE WHERE THEY HAVE TO PUT MANY THINGS TOGETHER AND COME TO AN UNDERSTANDING OF A PROBLEM. DID I CAPTURE THAT? OR HOW SCIENCE FUNCTIONS IN TERMS OF THIS COMPLEXITY OF HAVING TO PUT IDEAS TOGETHER. SO WE HAVE SOME MATERIALS WHERE STUDENTS ACTUALLY CONDUCT LAB EXPERIMENTS WHERE THEY HAVE TO, WHERE FOR INSTANCE SOME OVER OUR GREAT SALT LAKE MATERIALS, WE HAVE MATERIALS NOT JUST ON GENETICS BUT ALL KINDS OF TOPICS IN LIFE SCIENCE AND BIOLOGY, WHERE STUDENTS ACTUALLY INVESTIGATE AND IT'S NOT A COOKBOOK WHERE THEY CAN ASK QUESTIONS AND ENGAGE IN INQUIRY. I THINK THAT WHAT YOU'RE ASKING, YOU REALLY WANT STUDENTS I THINK TO REALLY DELVE IN AT A MUCH DEEPER LEVEL AND THE MATERIALS WE'VE DEVELOPED HERE DON'T REALLY ADDRESS THAT LEVEL IN THAT WAY. BECAUSE WE'VE REALLY CHOSEN TO FOCUS ON HELPING STUDENTS UNDER THE PROCESS THAT GO ON IN SCIENCE AND TO SEE NOT THE SCIENTIFIC PROLINGS OF CONDUCTING RESEARCH BUT THAT LIFE IS COMPOSED OF PROCESSES THAT OCCURRED. SO THERE ARE OTHER PEOPLE WHO I THINK AT LEAST AS I'M VISUALIZING WHAT YOU'RE TALKING ABOUT WOULD REALLY BE SOMETHING THAT STUDENTS WOULD DO IN INQUIRIY B BASED SCIENCE INVESTIGATIONS. UNLESS I'M NOT UNDERSTANDING YOUR QUESTION. >> [INDISCERNIBLE] >> I AGREE MANY TEACHERS DON'T UNDERSTAND. LAST SUMMER WE HAD 25 BIOLOGY AND CHEMISTRY TEACHERS WORKING IN LABORATORIES FOR SIX WEEKS, AND THE TEACHERS FELT THAT IT REALLY TOOK THAT AMOUNT OF TIME IN THE LAB, STRUGGLING WITH RESEARCH TO REALLY UNDERSTAND WHAT RESEARCH WAS LIKE, WHAT CONDUCTING IT WAS LIKE ABOUT THE SUCCESSES AND FAILURES. AND IT WAS THE HIGHLIGHT OF THEIR TWO YEAR MASTER'S DEGREE PROGRAM AFTER TWO YEARS OF MORE CONTENT BASED WORK TO REALLY GET THAT UNDERSTANDING. SO I DON'T FEEL LIKE OUR MATERIALS REALLY ARE GIVING STUDENTS THAT KIND OF UNDERSTANDING AND YOU'RE ABSOLUTELY RIGHT, TEACHERS DON'T HAVE IT EITHER. BUT I THINK BEING, THAT'S WHY SUMMER RESEARCH PROGRAMS ARE SO IMPORTANT TO OFFER FOR TEACHERS BECAUSE THEY'RE NOT GETTING IT AS AN UNDERGRADUATE FOR EXAMPLE. >> [INDISCERNIBLE] >> THE QUESTION IS SCIENCE IS MOVING FORWARD AT A VERY RAPID RATE. HOW OFTEN ARE WE CHANGING THE CONTENT OF OUR MATERIALS TO KEEP UP WITH SCIENCE. THIS IS A REAL CHALLENGE BEING A GRANT FUNDED PROGRAM. SO WE'RE TOTALLY FUNDED BY GRANTS AND CONTRACTS. SO SOMETIMES WE ARE FORTUNATE ENOUGH TO BE ABLE TO GET SOME FUNDING TO UPDATE MATERIALS. HHMI FUNDED US TO UPDATE OUR BASIC GENETICS MATERIALS WHICH ARE STILL NOT ALL OUT ON THE WEB YET. WE UPDATED OUR STEM CELL MODULE DONE WITH CIPA FUNDING BECAUSE IT REALLY GOT TOO OUT OF DATE. BUT WHEN WE DEVELOPED MATERIALS, WE TRY TO LOOK AT WHAT'S HOPEFULLY NOT GOING TO GO OUT, WHAT'S NOT GOING TO BE INCORRECT TOO QUICKLY, OR AT LEAST WE TRY TO HOPEFULLY THE MATERIALS IN THE ANIMATED MULTIMEDIA INTERACTIVE PIECES ARE SCIENTIFICALLY STABLE FOR A LONGER PERIOD OF TIME. IT'S MUCH EASIER TO UPDATE A WEB PAGE WITH TEXT ON IT. FOR EXAMPLE THAT COSTS MUCH LESS. WE HAVE STATIC ILLUSTRATIONS THAN TO UPDATE AN ANIMATION. SO WHEN WE ARE DEVELOPING MATERIALS WE TAKE THAT INTO ACCOUNT JUST GIVEN WHAT OUR FUNDING STREAM IS. I WOULD LOVE TO BE ABLE TO UPDATE THINGS MORE FREQUENTLY. >> [INDISCERNIBLE] >> THE QUESTION WAS DO WE HAVE ANYTHING ON GENETICALLY MODIFIED ORGANISMS AND WE ACTUALLY DON'T HAVE ANYTHING ON THOSE. WE DO ADDRESS CONTROVERSIES IN TERMS OF BIO ETHICS, SO WITH OUR STEM CELLS CLONING AND GENE THERAPY MODULES, THERE ARE BIOETHICS PIECES PRIMARILY AS DISCUSSION, ARE PEATIONZ FROM TEACH DOT GENETICS BECAUSE THOSE ARE TOPICS THAT REALLY BENEFIT FROM STUDENTS DISCUSSING AND USING A BIO ETHICAL DECISION-MAKING FRAMEWORK TO REALLY THINK THROUGH WHAT IS THE ISSUE HERE, WHO ARE THE STAKEHOLDERS, WHAT ARE THE VIEW POINTS OF EACH OF THOSE STAKEHOLDERS MIGHT BRING TO THIS DISCUSSION. WHAT ARE THE OPTION THAT MIGHT BE AVAILABLE, AND WHAT, ARE GIVEN EVERYTHING, WHAT MIGHT BE THE CHOICE THAT YOU WOULD MAKE KNOWING THAT THERE IS NO RIGHT OR WRONG ANSWER. >> [INDISCERNIBLE] >> THE QUESTION IS WHAT ABOUT TOPICS THAT SOMEBODY MIGHT HAVE, A PARTICULAR DISORDER SO ASBERGERS, ADHD, TOPICS LIKE THAT. WE HAVEN'T ADDRESSED THOSE TOPICS ON OUR MATERIAL. OUR COLLEAGUES AT THE NORTHWEST ASSOCIATION FOR BIO MEDICAL RESEARCH HAS DEVELOPED A BIO ETHICS THAT REALLY LEADS TEACHERS AND PROVIDES A LOT OF GUIDANCE FOR TEACHERS IN DISCUSSING IT CULL TOPICS WITH THEIR STUDENTS. THAT'S SOMETHING YOU HAVE TO BE SENSITIVE TO JUST LIKE YOU'RE TALKING ABOUT WEIGHT IN YOUR CLASSROOMS. YOU HAVE TO BE SENSITIVE TO STUDENTS OF DIFFERENT WEIGHTS IN YOUR LAST ROOM OR DIFFERENT ETHNICITIES. >> [INDISCERNIBLE] >> THE QUESTION IS HOW ACCESSIBLE ARE THESE MATERIALS TO PEOPLE WITH DIFFERENT DISABILITIES. WE HAVEN'T BEGUN ADDRESSING THAT. WE HAVE SOMEONE WHO IS COLOR BLIND. YOU CAN TURN THE VOICE OVER, YOU HAVE A CHOICE OF VOICE OVER OR TEXT SO STUDENTS CAN HEAR THE CONTEMPTED OR SAY THEY WERE HEARING IMPAIRED. THEY COULD READ THE CONSULTANT TENT. HAVING THE WORDS AND THE VOICE ON, YOU CAN HAVE BOTH ALTHOUGH FOR MANY STUDENTS THAT MIGHT BE DISTRACTING. TEACHERS WHO ARE TEACHING ENGLISH LASH LEARNER STUDENTS FINDS IT'S HELPFUL FOR THE STUDENTS TO HAVE THE WORDS AND SPOKEN TO HELP THEIR STUDENTS, THAT DOES HELP THEIR STUDENTS WHO ARE ELL STUDENTS. WE DO HAVE QUITE A FEW ELL TEACHERS USING OUR MATERIALS EVEN IF THEY'RE NOT IN SCIENCE CLASS. WE DO HAVE SOME BASIC MATERIALS IN SPANISH TOO TO ADDRESS THOSE. FOR STUDENTS WHO ARE VISUALLY IMPAIRED, THEY WOULD HAVE TO LISTEN AND WOULDN'T BE ABLE TO SEE THE ANIMATION SO THAT'S A CHALLENGE BECAUSE THEY'RE NOT DESCRIBED. SO WE HAVEN'T ADDRESSED THAT VERY WELL. FOR STUDENTS WHO MAYBE ARE PHYSICALLY IMPAIRED, WE DON'T HAVE A VOICE ACTIVATED SYSTEM THAT WOULD ALLOW THEM TO ADVANCE SLIDES, FOR EXAMPLE. SO WE'RE WORKING TOWARD ADDRESSING DISABILITIES, BUT ARE CERTAINLY NOT FULLY THERE. YES? >> [INDISCERNIBLE] >> SO IT WAS A SMALL EXHIBIT. TONY SAID THAT BACK WHEN THE STEM CELL FUNDING WAS QUITE CONTROVERSIAL, WE GOT A SUPPLEMENT TO WORK WITH THE UTAH MUSEUM OF NATURAL HISTORY TO DEVELOP AN EXHIBIT THAT TRAVELED AROUND THE COUNTRY FOR A NUMBER OF YEARS WITH THE MUSEUM TRAVELED FOR US. AND THERE CERTAINLY WERE DISCUSSIONS AROUND, AND ONE OF THE THING THAT PEOPLE COULD DO IN THAT EXHIBIT WERE, THERE WERE QUESTIONS THAT RELATED TO BIO ETHICAL TOPICS AND PEOPLE COULD CHOSE THEIR RESPONSE AND THEY COULD SEE HOW OTHER PEOPLE HAVE RESPONDED TO SIMILAR QUESTIONS. BUT ON THE OTHER HAND, I DON'T THINK THAT IT WAS SO CONTROVERSIAL THAT A MUSEUM SAID NO THIS IS JUST TOO CONTROVERSIAL A TOPIC FOR US. WE AREN'T GOING TO HAVE IT. DOES THAT ANSWER YOUR QUESTION?