Murder by HIV? Undergraduate Edition

Co Authors:	Naowarat (Ann) Cheeptham Department of Biological Sciences Thompson Rivers University ncheeptham@tru.ca Laura B. Regassa Department of Biology Georgia Southern University lregassa@georgiasouthern.edu Michèle I. Shuster Department of Biology New Mexico State University mshuster@nmsu.edu
Abstract:	This case study gives students an opportunity to draw a conclusion about an actual crime that was prosecuted in Louisiana. A physician was accused of intentionally infecting his ex-girlfriend with HIV-tainted blood drawn from a patient in his practice. The scientific investigation uses bioinformatics tools and relies on the ability to interpret phylogenetic trees. Students develop hypotheses about the crime, then use sequences and online tools to generate a phylogenetic tree to test the hypotheses and render a verdict. The authors have designed and implemented three parallel cases - one for Grades 5-8, one for Grades 9-12, and one for upper-division undergraduates, specifically for a course in molecular evolution. This is the undergraduate version.
Objectives:	Demonstrate a conceptual understanding of molecular evolution via a relevant case study in virology. Use available bioinformatics tools. Compare sequences and construct phylogenetic trees. Demonstrate critical thinking and analytical skills. Address societal issues using practical application of skills.
Keywords:	Phylogenetic tree; nucleotide sequences; human immunodeficiency virus; HIV; viral life cycles; mutation rates; reverse transcriptase sequences; murder; crime; criminal investigation; forensics; Louisiana
Topical Area:	Ethics, Science and the media, Social issues
Educational Level:	Undergraduate lower division, Undergraduate upper division
Formats:	PDF
Type/Method:	Analysis (Issues), Directed, Discussion
Language:	English
Subject Headings:	Biology (General) Molecular Biology Bioinformatics Forensic Science
Date Posted:	1/29/2013
Date Modified:	N/A
Copyright:	Copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

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