Unit B1 b - Topic 3: Electrical and Chemical Signals
The development of scientific explanation of diabetes through experiments on animals can be demonstrated and its ethical implications discussed.
top
Unit B1 a - Topic 2: Genes
Scientists are able to extract and modify genes in order to change the properties of crops and animals used as food. Scientists are also able to clone organisms and some scientists hope to produce cloned body parts for transplantation surgery. Studying this topic gives students opportunities to interpret data produced through breeding experiments. Students can use various kinds of resources to consider the benefits, drawbacks and risks of scientific decisions are made and how ethical concerns of society can be considered, for example in relation to cloning.
Guidance for students: Have you ever wondered?
Are clones really like they are in the movies?
Learning objectives:
- Genetic modifications are used for a range of purposes.
- There are many ethical considerations associated with the advances in genetic modification.
Glossary: Clone, forensic, transgenic.
Learning outcomes: Students will be assessed on their ability to;
- Describe the social and ethical concerns of cloning mammals, including the possibility of cloning of human body parts for transplant surgery
top
Unit B1a Topic 2 - Genes
Learning outcomes: Students will be assessed on their ability to;
- (Consider the contemporary theory of 'designer babies' and explain why today's scientists are finding so much opposition to this being publicly accepted.)
top
Unit B1a: Topic 2 - Genes
Glossary: Clone, forensic, transgenic.
Learning outcomes: Students will be assessed on their ability to;
- Describe some of the implications of the outcome of the Human Genome Project to include the use of DNA evidence in forensic science and medicine
top
Unit B1b: Topic 4 - Use, Misuse and Abuse
They can also collect and interpret data from secondary sources and discuss the social, economic and ethical implications of drug misuse and abuse.
Guidance for students: Why it is so expensive to produce a new drug?; Why some drugs are considered good for your body and others bad?; How do different drugs affect people differently?
Learning objectives:
- There are socio-economic reasons that contribute to ill health and ethical considerations for the development of treatments.
Learning outcomes: Students will be assessed on their ability to;
- Use secondary data to explore the costs of developing new drugs.
top
Unit B1a: Topic 2 - Genes
Guidance for students: How can genetics be used to cure diseases?
Learning objectives:
- Genetic modifications are used for a range of purposes.
- There are many ethical considerations associated with the advances in genetic modification.
Learning outcomes: Students will be assessed on their ability to;
- Describe some of the implications of the outcome of the Human Genome Project to include the use of DNA evidence in forensic science and medicine.
- (Consider the contemporary theory of 'designer babies' and explain why today's scientists are finding so much opposition to this being publicly accepted.)
top
Unit B1a: Topic 1 - Environment
As usual, new food production techniques raise new ethical, social and environmental questions.
Guidance for students: Why are so many people worried about GM technology?
Glossary: Genetic engineering, genetically modified and organic.
Learning outcomes: Students will be assessed on their ability to;
- Discuss the ethics and principles of organic farming and explain why organic products are more expensive than non-organic produce
- (Understand that crop plants can be genetically modified and the reasons for doing so)
top
Unit B1a: Topic 2 - Genes
Scientists are able to extract and modify genes in order to change the properties of crops and animals used as food. Scientists are also able to clone organisms and some scientists hope to produce cloned body parts for transplantation surgery. Studying this topic gives students opportunities to interpret data produced through breeding experiments. Students can use various kinds of resources to consider the benefits, drawbacks and risks of scientific decisions are made and how ethical concerns of society can be considered, for example in relation to cloning.
Guidance for students: Are clones really like they are in the movies?; How can cows make drugs in their milk?; How can genetics be used to cure diseases?
Learning objectives:
- Genetic modifications are used for a range of purposes
- There are many ethical considerations associated with the advances in genetic modification
Glossary: Clone, forensic, transgenic.
Learning outcomes: Students will be assessed on their ability to;
- Describe some of the implications of the outcome of the Human Genome Project to include the use of DNA evidence in forensic science and medicine
- Discuss how the lives of two people, one suffering from Cystic Fibrosis and the other Breast Cancer, would change if these diseases could be treated genetically
- (Evaluate the potential for using transgenic animals, including the production of 'designer milk' for example milk containing human antibodies and low cholesterol milk.)
- Describe the social and ethical concerns of cloning mammals, including the possibility of cloning of human body parts for transplant surgery
- (Consider the contemporary theory of 'designer babies' and explain why today's scientists are finding so much opposition to this being publicly accepted.)
top
Unit B1b: Topic 3 - Electrical and Chemical Signals
Some hormones can be produced by genetic modification of bacteria for medical purposes e.g. in insulin production.
Glossary: Genetically modified,
top
Unit B1a: Topic 1 - Environment
As usual, new food production techniques raise new ethical, social and environmental questions.
Guidance for students: Why are so many people worried about GM technology?
Glossary: Genetic engineering, genetically modified and organic.
Learning outcomes: Students will be assessed on their ability to;
- Discuss the ethics and principles of organic farming and explain why organic products are more expensive than non-organic produce
- (Understand that crop plants can be genetically modified and the reasons for doing so)
top
Unit B1a: Topic 2 - Genes
Scientists are able to extract and modify genes in order to change the properties of crops and animals used as food. Scientists are also able to clone organisms and some scientists hope to produce cloned body parts for transplantation surgery. Studying this topic gives students opportunities to interpret data produced through breeding experiments. Students can use various kinds of resources to consider the benefits, drawbacks and risks of scientific decisions are made and how ethical concerns of society can be considered, for example in relation to cloning.
top
Unit B1b: Topic 3 - Electrical and Chemical Signals
Some hormones can be produced by genetic modification of bacteria for medical purposes e.g. in insulin production.
Learning objectives:
- Artificial hormones can be used to control reproduction and alter body functions
Glossary: Genetically modified, infertility, in-vitro fertilisation (IVF)
Learning outcomes: Students will be assessed on their ability to;
- Explain how manufactured sex hormones can be used for contraception and to treat infertility in women
- Discuss the social and ethical implications of IVF treatment, including its use in mature clients
top
Unit B1a: Topic 2 - Genes
Learning outcomes: Students will be assessed on their ability to;
- Describe some of the implications of the outcome of the Human Genome Project to include the use of DNA evidence in forensic science and medicine
top
Unit B1b: Topic 3 - Electrical and Chemical Signals
The contraceptive pill and fertility treatments are examples of ways in which sex hormones can be used medically. The application of science in controlling fertility and helping infertile couples to conceive can be considered, and the benefits, risks and drawbacks discussed.
Learning objectives:
- Artificial hormones can be used to control reproduction and alter body functions
Glossary: Genetically modified, infertility, in-vitro fertilisation (IVF)
Learning outcomes: Students will be assessed on their ability to;
- Explain how manufactured sex hormones can be used for contraception and to treat infertility in women
- Discuss the social and ethical implications of IVF treatment, including its use in mature clients
top
Unit B1a: Topic 2 - Genes
Learning outcomes: Students will be assessed on their ability to;
- (Consider the contemporary theory of 'designer babies' and explain why today's scientists are finding so much opposition to this being publicly accepted.)
top
Unit B1a: Topic 2 - Genes
Guidance for students: When will I be able to get medicines especially made for me?; How can genetics be used to cure diseases?
Learning outcomes: Students will be assessed on their ability to;
- Describe some of the implications of the outcome of the Human Genome Project to include the use of DNA evidence in forensic science and medicine
- Discuss how the lives of two people, one suffering from Cystic Fibrosis and the other Breast Cancer, would change if these diseases could be treated genetically
top
Unit B1b: Topic 4 - Use, Misuse and Abuse
They can also collect and interpret data from secondary sources and discuss the social, economic and ethical implications of drug misuse and abuse.
Guidance for students: Why it is so expensive to produce a new drug?; Why some drugs are considered good for your body and others bad?; How do different drugs affect people differently?
Learning objectives:
- There are socio-economic reasons that contribute to ill health and ethical considerations for the development of treatments
Learning outcomes: Students will be assessed on their ability to;
- Use secondary data to explore the costs of developing new drugs
top
Unit B1a: Topic 2 - Genes
Scientists are able to extract and modify genes in order to change the properties of crops and animals used as food. Scientists are also able to clone organisms and some scientists hope to produce cloned body parts for transplantation surgery. Studying this topic gives students opportunities to interpret data produced through breeding experiments. Students can use various kinds of resources to consider the benefits, drawbacks and risks of scientific decisions are made and how ethical concerns of society can be considered, for example in relation to cloning.
Guidance for students: Are clones really like they are in the movies?; How can cows make drugs in their milk?
Learning objectives:
- Genetic modifications are used for a range of purposes
- There are many ethical considerations associated with the advances in genetic modification
Glossary: Clone, forensic, transgenic.
Learning outcomes: Students will be assessed on their ability to;
- (Evaluate the potential for using transgenic animals, including the production of 'designer milk' for example milk containing human antibodies and low cholesterol milk.)
- Describe the social and ethical concerns of cloning mammals, including the possibility of cloning of human body parts for transplant surgery.
top
Unit B1a: Topic 2 - Genes
Scientists are able to extract and modify genes in order to change the properties of crops and animals used as food. Scientists are also able to clone organisms and some scientists hope to produce cloned body parts for transplantation surgery. Studying this topic gives students opportunities to interpret data produced through breeding experiments. Students can use various kinds of resources to consider the benefits, drawbacks and risks of scientific decisions are made and how ethical concerns of society can be considered, for example in relation to cloning.
Guidance for students: When will I be able to get medicines especially made for me?; How can genetics be used to cure diseases?
Learning outcomes: Students will be assessed on their ability to;
- Describe some of the implications of the outcome of the Human Genome Project to include the use of DNA evidence in forensic science and medicine
- Describe the social and ethical concerns of cloning mammals, including the possibility of cloning of human body parts for transplant surgery.
- (Consider the contemporary theory of 'designer babies' and explain why today's scientists are finding so much opposition to this being publicly accepted.)
top
Unit B1b: Topic 4 - Use, Misuse and Abuse
They can also collect and interpret data from secondary sources and discuss the social, economic and ethical implications of drug misuse and abuse.
Guidance for students: Why it is so expensive to produce a new drug?; Why some drugs are considered good for your body and others bad?; How do different drugs affect people differently?
Learning objectives:
- There are socio-economic reasons that contribute to ill health and ethical considerations for the development of treatments
Learning outcomes: Students will be assessed on their ability to;
- Use secondary data to explore the costs of developing new drugs
top
![[The University of Leicester]](images/unilogo.gif)
