Inventor and entrepreneur Dr. Jonathan Rothberg plans a future in which self-testing for COVID-19 will become one just more morning ritual between brushing our teeth and putting on a pot of coffee.
Rothberg is known (in the small, gossipy world of superyacht owners) as “the mad scientist with his state-of-the-art lab.” It’s well known that Rothberg does his best thinking on the ship, where his mind is clear and free of distractions.”
1.1 What details do you remember most about the video & article?
1.2 Describe Dr. Rothbergs career
1.3 What is Dr. Rothbergs’ motivation?
1.4 Describe the Gene Machine
1.5 What is Dr. Rothberg working on while quarantining on his yacht?
1.6 What are some of the machines that were delivered on board?
1.7 How does Captain Gow feel about Dr. Rothberg?
1.8 Who else is on board the Gene Machine? What are their roles?
1.9 How did Dr. Rothberg earn enough money to buy a yacht?
1.10 What entrepreneurial characteristics has Dr. Rothberg demonstrated?
1.11 Why Dr. Rothberg apologize to his kids?
2.1 What do you think it means to ‘democratise medicine”?
2.2 What is telemedicine? (film)
2.3 How does it make you feel to know that entrepreneurs like Dr. Rothberg are working to control COVID-19?
2.4 Do you trust these articles to be objective and factual? Why or why not?
2.5 What resources could you use to research alternatives to Dr Rothbergs’ response to COVID-19?
2.6 Why is it fitting that Rothberg’s motoryacht is called ‘the Gene Machine”?
3.1 What does it mean to receive FDA approval? Why is this necessary?
3.2 What do you think quarantine on a yacht would be like?
3.3 There are scientist all over the world trying to develop legitimate COVID-19 tests, research a few and compare them to Dr. Rothberg.
3.4 Dr. Rothberg is a scientist and he’s responding to COVID-19 with science. How are you responding to COVID-19?
3.5 Devise a way to thwart the spread of COVID-19.
Recommended by teachers
Corner debate | Group activity
For making a choice or deciding on a point of view
The students are given a question/assignment/proposition with a list of choices. Each of these choices is assigned a particular location in the classroom, for example, a corner. Individual students choose one of these corners. (The choices are quickly written down on paper, so that you can’t see what your friends have written).
Students go to their ‘chosen’ corner. They talk in pairs about their choice and look into the arguments. This can lead to a class discussion. If necessary, students join another group. Which group is able to attract the most ‘defectors’?
Students return to their places and write down the most important arguments for each of the choices.
Student-led class discussion | Dialogue
A dialogue which is primarily student-led; this activity is primarily process-oriented.
Ideal for forming a personal vision and learning how to make subtle distinctions. As a rule, students communicate directly with each other; the teacher remains in the background.
Tip? Define the scope of the subject, help students to formulate decisions, conclude with an evaluation.
Teacher-led class discussion | Dialogue
A carefully managed dialogue in which students - through questioning - are invited to contribute their own ideas in a direction desired by the teacher. Effective control of the questioning is crucial.
Tip? Ask clear-cut questions, try to involve all the students, probe further, etc.