Abortion

Module B1: You and Your Genes

Module B1.3: How and can genetic information be used? How can we use our knowledge of genes to prevent disease?

Understand the implications of testing adults and foetuses for alleles which cause genetic disease, for example:

• Whether or not to have children at all;
• Whether or not a pregnancy should be terminated.

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Animal Research

Module B2: Keeping Healthy

Issues for citizens: How do drug companies make sure a new drug is as safe as possible?

Questions that science may help to answer: How are new drugs developed and tested?

Module B2.3: What are antibiotics, and why can they become less effective? How are new drugs developed and tested?

5. Recall that new drugs are first tested for safety and effectiveness using human cells grown in the laboratory and animals;

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Cloning

Module B1: You and Your Genes

Throughout the module, candidates are introduced to genetic technologies that open up new possibilities for individuals and society. In doing so, they present significant ethical issues for citizens. Candidates explore some of the ideas people use to make ethical decisions. This enables them to engage with issues which regularly appear in the media, such as genetic testing, gene therapy and cloning research.

Issues covered in this module may be very sensitive for candidates.

Issues for Citizens: What is cloning, and should it be allowed?

Questions which science may help to answer: What are stem cells, and why could they be useful in treating some diseases?

Module B1.4: What are stem cells, and why could they be useful in treating some diseases?

3. Understand how clones of animals occur:

• naturally, when cells of an embryo separate (identical twins);
• artificially, when the nucleus from an adult body cell is transferred to an empty unfertilised egg cell;

4. Recall that embryonic stem cells are unspecialised cells that can develop into any type of cell;

5. Understand that there is the potential to use stem cells to treat some illnesses;

7. In the context of cloning embryos to produce large numbers of stem cells to treat illnesses, can:

• say clearly what the issue is;
• summarise different views that may be held;
• identify and develop arguments based on the ideas that:
  • The right decision is the one which leads to the best outcome for the majority of people involved;
  • Certain actions are never justified because they are unnatural or wrong

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Module B5: Growth and Development

Module B5.3: How do new organisms develop from a single cell?

5. understand that, in carefully controlled conditions of mammalian cloning, it is possible to reactivate inactive genes in the nucleus of a body cell to form cells of all tissue types;

6. understand that adult and embryonic stem cells have the potential to produce cells needed to replace damaged tissues;

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Drug Trials

Module B2: Keeping Healthy

Issues for citizens: How do drug companies make sure a new drug is as safe as possible?

Questions that science may help to answer: How are new drugs developed and tested?

Module B2.3: What are antibiotics, and why can they become less effective? How are new drugs developed and tested?

5. Recall that new drugs are first tested for safety and effectiveness using human cells grown in the laboratory and animals;
6. Recall that human trials may then be carried out:

• On healthy volunteers to test for safety;
• On people with the illness to test for safety and effectiveness.

7. Describe and explain the use of 'blind' or 'double-blind' human trials in the testing of a new medical treatment;
8. Understand why placebos are not commonly used in human trials.

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Gene Therapy

Module B1: You and Your Genes

Throughout the module, candidates are introduced to genetic technologies that open up new possibilities for individuals and society. In doing so, they present significant ethical issues for citizens. Candidates explore some of the ideas people use to make ethical decisions. This enables them to engage with issues which regularly appear in the media, such as genetic testing, gene therapy and cloning research.

Issues covered in this module may be very sensitive for candidates.

Issues for Citizens: Can we change our genes, and should this be allowed?

Questions which Science may help to answer: How can we use our knowledge of genes to prevent disease?

Module B1.3: How and can genetic information be used? How can we use our knowledge of genes to prevent disease?

10. Understand that gene therapy may make it possible to treat certain genetic diseases;

11. In the context of genetic testing (when provided with additional information about the reliability and risks of genetic tests) or gene therapy be able to:

• distinguish questions which could be addressed using scientific approach, from questions which could not;
• say clearly what the issue is;
• summarise different views that may be held;
• identify, and develop, arguments based on the ideas that: the right decision is the one which leads to the best outcome for the majority of people involved; certain actions are never justified because they are unnatural or wrong;

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Genetic Disease

Module B1: You and Your Genes

Throughout the module, candidates are introduced to genetic technologies that open up new possibilities for individuals and society. In doing so, they present significant ethical issues for citizens. Candidates explore some of the ideas people use to make ethical decisions. This enables them to engage with issues which regularly appear in the media, such as genetic testing, gene therapy and cloning research.

Issues covered in this module may be very sensitive for candidates.

Issues for Citizens:
How and why do people find out about their genes? What decisions do people make with this information?
Can we change our genes, and should this be allowed?

Questions which Science may help to answer:
How can and should genetic information be used?
How can we use our knowledge of genes to prevent disease?
What are stem cells, and why could they be useful in treating some diseases?

Module B1.3: How and can genetic information be used? How can we use our knowledge of genes to prevent disease?

3. Recall that a small number of disorders are caused by alleles of a single gene, limited to Huntington's disorder and cystic fibrosis;

4. Recall the symptoms of Huntington's disorder and cystic fibrosis;

5. Understand why a person with one recessive allele will not show the associated characteristic, but is a carrier and can pass the allele to their children;

6. Interpret (through family trees or genetic diagrams) the inheritance of a single gene disorder, including the risk of a child being a carrier;

7. Understand the implications of testing adults and foetuses for alleles which cause genetic disease, for example:

• Whether or not to have children at all;
• Whether or not a pregnancy should be terminated.

8. Understand the implications of testing embryos for embryo selection (Pre-implantation genetic diagnosis);

9. Understand the implications of the use of genetic testing by others, (for example, for genetic screening programmes, by employers and insurance companies);

10. Understand that gene therapy may make it possible to treat certain genetic diseases;

11. In the context of genetic testing (when provided with additional information about the reliability and risks of genetic tests) or gene therapy be able to:

• distinguish questions which could be addressed using scientific approach, from questions which could not;
• say clearly what the issue is;
• summarise different views that may be held;
• identify, and develop, arguments based on the ideas that: the right decision is the one which leads to the best outcome for the majority of people involved; certain actions are never justified because they are unnatural or wrong;

12. in the context of use of genetic testing by others:

• can distinguish what can be done (technical feasibility), from what should be done (values);
• can explain why different courses of action may be taken in different social and environmental contexts

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Genetic Engineering

Module B7: Future Biology

Here they learn more about the science behind this application, and also other new genetic technologies, including genetic modification and large-scale growth of microorganisms to produce, for example, antibiotics, single-cell protein and hormones. They also consider the economic, social and ethical implications for the release of genetically modified organisms.

Section B7.4: New Technologies

3. Recall the main steps in genetic modification as:

• isolating and replicating the required gene;
• transferring the gene into a new cell;
• use of a vector (virus or plasmid);

4. Recall that genetic modification includes:

• bacterial synthesis of drugs and hormones, for example, insulin;
• disease resistance in crop plants;

5. Understand that there are economic, social and ethical implications for the release of genetically modified organisms.

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Genetic Screening

Module B1: You and Your Genes

Throughout the module, candidates are introduced to genetic technologies that open up new possibilities for individuals and society. In doing so, they present significant ethical issues for citizens. Candidates explore some of the ideas people use to make ethical decisions. This enables them to engage with issues which regularly appear in the media, such as genetic testing, gene therapy and cloning research.

Issues covered in this module may be very sensitive for candidates.

Issues for Citizens:

How and why do people find out about their genes? What decisions do people make with this information?
Can we change our genes, and should this be allowed?

Questions which Science may help to answer:

How can and should genetic information be used?
How can we use our knowledge of genes to prevent disease?

Module B1.3: How and can genetic information be used? How can we use our knowledge of genes to prevent disease?

7. Understand the implications of testing adults and foetuses for alleles which cause genetic disease, for example:

• Whether or not to have children at all;
• Whether or not a pregnancy should be terminated

8. Understand the implications of testing embryos for embryo selection (Pre-implantation genetic diagnosis);

9. Understand the implications of the use of genetic testing by others, (for example, for genetic screening programmes, by employers and insurance companies);

11. In the context of genetic testing (when provided with additional information a about the reliability and risks of genetic tests) or gene therapy be able to:

• distinguish questions which could be addressed using scientific approach, from questions which could not;
• say clearly what the issue is;
• summarise different views that may be held;
• identify, and develop, arguments based on the ideas that: the right decision is the one which leads to the best outcome for the majority of people involved; certain actions are never justified because they are unnatural or wrong;

12. in the context of use of genetic testing by others:

• can distinguish what can be done (technical feasibility), from what should be done (values);
• can explain why different courses of action may be taken in different social and environmental contexts

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Genetic Testing

Module B1: You and Your Genes

Throughout the module, candidates are introduced to genetic technologies that open up new possibilities for individuals and society. In doing so, they present significant ethical issues for citizens. Candidates explore some of the ideas people use to make ethical decisions. This enables them to engage with issues which regularly appear in the media, such as genetic testing, gene therapy and cloning research.

Issues covered in this module may be very sensitive for candidates.

Issues for Citizens:

How and why do people find out about their genes? What decisions do people make with this information?
Can we change our genes, and should this be allowed?

Questions which Science may help to answer:

How can and should genetic information be used?
How can we use our knowledge of genes to prevent disease?

Module B1.3: How and can genetic information be used? How can we use our knowledge of genes to prevent disease?

7. Understand the implications of testing adults and foetuses for alleles which cause genetic disease, for example:

• Whether or not to have children at all;
• Whether or not a pregnancy should be terminated.

8. Understand the implications of testing embryos for embryo selection (Pre-implantation genetic diagnosis);

9. Understand the implications of the use of genetic testing by others, (for example, for genetic screening programmes, by employers and insurance companies);

11. In the context of genetic testing (when provided with additional information about the reliability and risks of genetic tests) or gene therapy be able to:

• distinguish questions which could be addressed using scientific approach, from questions which could not;
• say clearly what the issue is;
• summarise different views that may be held;
• identify, and develop, arguments based on the ideas that: the right decision is the one which leads to the best outcome for the majority of people involved; certain actions are never justified because they are unnatural or wrong;

12. in the context of use of genetic testing by others:

• can distinguish what can be done (technical feasibility), from what should be done (values);
• can explain why different courses of action may be taken in different social and environmental contexts

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Module B7: Future Biology

In earlier modules candidates have considered some of the ethical implications for genetic testing.

Section B7.4: New Technologies

6. Explain the use of DNA technology in genetic testing:

• isolating DNA from white blood cells;
• production of gene probe;
• use of UV or autoradiography to locate gene probe;
• isolating DNA from white blood cells;
• production of gene probe;
• use of UV or autoradiography to locate gene probe

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GM Crops

Module B7: Future Biology

Here they learn more about the science behind this application, and also other new genetic technologies, including genetic modification and large-scale growth of microorganisms to produce, for example, antibiotics, single-cell protein and hormones. They also consider the economic, social and ethical implications for the release of genetically modified organisms.

Section B7.4: New Technologies

3. Recall the main steps in genetic modification as:

• isolating and replicating the required gene;
• transferring the gene into a new cell;
• use of a vector (virus or plasmid);

4. Recall that genetic modification includes:

• bacterial synthesis of drugs and hormones, for example, insulin;
• disease resistance in crop plants;

5. Understand that there are economic, social and ethical implications for the release of genetically modified organisms.

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Genetically Modified Organisms (GMOs)

Module B7: Future Biology

Here they learn more about the science behind this application, and also other new genetic technologies, including genetic modification and large-scale growth of microorganisms to produce, for example, antibiotics, single-cell protein and hormones. They also consider the economic, social and ethical implications for the release of genetically modified organisms.

Section B7.4: New Technologies

3. Recall the main steps in genetic modification as:

• isolating and replicating the required gene;
• transferring the gene into a new cell;
• use of a vector (virus or plasmid);

4. Recall that genetic modification includes:

• bacterial synthesis of drugs and hormones, for example, insulin;
• disease resistance in crop plants;

5. Understand that there are economic, social and ethical implications for the release of genetically modified organisms

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Preimplantation Genetic Diagnosis (PGD)

Module B1: You and Your Genes

Throughout the module, candidates are introduced to genetic technologies that open up new possibilities for individuals and society. In doing so, they present significant ethical issues for citizens. Candidates explore some of the ideas people use to make ethical decisions. This enables them to engage with issues which regularly appear in the media, such as genetic testing, gene therapy and cloning research.

Issues covered in this module may be very sensitive for candidates.

Issues for Citizens:

How and why do people find out about their genes? What decisions do people make with this information?

Questions which Science may help to answer:

How can and should genetic information be used?
How can we use our knowledge of genes to prevent disease?

Module B1.3: How and can genetic information be used? How can we use our knowledge of genes to prevent disease?

3. Recall that a small number of disorders are caused by alleles of a single gene, limited to Huntington's disorder and cystic fibrosis;

4. Recall the symptoms of Huntington's disorder and cystic fibrosis;

5. Understand why a person with one recessive allele will not show the associated characteristic, but is a carrier and can pass the allele to their children;

6. Interpret (through family trees or genetic diagrams) the inheritance of a single gene disorder, including the risk of a child being a carrier;

7. Understand the implications of testing adults and foetuses for alleles which cause genetic disease, for example:

• Whether or not to have children at all;
• Whether or not a pregnancy should be terminated.

8. Understand the implications of testing embryos for embryo selection (Pre-implantation genetic diagnosis);

9. Understand the implications of the use of genetic testing by others, (for example, for genetic screening programmes, by employers and insurance companies);

11. In the context of genetic testing (when provided with additional information about the reliability and risks of genetic tests) or gene therapy be able to:

• distinguish questions which could be addressed using scientific approach, from questions which could not;
• say clearly what the issue is;
• summarise different views that may be held;
• identify, and develop, arguments based on the ideas that: the right decision is the one which leads to the best outcome for the majority of people involved; certain actions are never justified because they are unnatural or wrong;

12. in the context of use of genetic testing by others:

• can distinguish what can be done (technical feasibility), from what should be done (values);
• can explain why different courses of action may be taken in different social and environmental contexts

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Stem Cells

Module B1: You and Your Genes

Module B1.4: What are stem cells, and why could they be useful in treating some diseases?

3. Understand how clones of animals occur:

• naturally, when cells of an embryo separate (identical twins);
• artificially, when the nucleus from an adult body cell is transferred to an empty unfertilised egg cell;

4. Recall that embryonic stem cells are unspecialised cells that can develop into any type of cell;

5. Understand that there is the potential to use stem cells to treat some illnesses;

7. In the context of cloning embryos to produce large numbers of stem cells to treat illnesses, can:

• say clearly what the issue is;
• summarise different views that may be held;
• identify and develop arguments based on the ideas that:
  • The right decision is the one which leads to the best outcome for the majority of people involved;
  • Certain actions are never justified because they are unnatural or wrong

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Module B5: Growth and Development

Genetic technologies are at the cutting edge of contemporary science. Research into proteinomics, stem cell technology and cellular growth control is at the forefront of modern medical science. Knowledge and understanding of these areas promise powerful applications to benefit both present and future generations.

Module B5.3: How do new organisms develop from a single cell?

2. understand that in a human embryo, up to the eight cell stage, all the cells are identical and could produce any sort of cell required by the organism (embryonic stem cells);

3. understand that after this point the cells become specialised and form different types of tissue;

4. understand that although body cells in an organism contain the same genes, many genes in a particular cell are not active because it only produces the specific proteins it needs;

6. understand that adult and embryonic stem cells have the potential to produce cells needed to replace damaged tissues;

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Vaccination

Module B2: Keeping Healthy

The module explores how new drugs are developed, including the stages of testing for safety and efficiency. In the contexts of vaccination policy and the study of clinical trials, candidates explore ideas of correlation and cause, and how peer review by the scientific community strengthens the reliability of scientific claims. They also consider particular ethical issues arising in modern medicine, for example, the right of individual choice versus social policy, illustrated through vaccination policy.

Issues for citizens: Why are we encouraged to have vaccinations?

Questions that science may help to answer: What are vaccines, and how do they work?

Module B2.2: What are Vaccines and how do they work?

4. Understand that vaccination can never be completely safe, since individuals have varying degrees of side-effects from a vaccine;

5. Understand why, to prevent epidemics of infectious diseases, it is necessary to vaccinate a high percentage of a population;

6. Understand that there is a conflict between a person's right to decide about vaccination for themselves or their children, and what is of benefit to society as a whole;

9. With respect to vaccination policy can:

• say clearly what the issue is;
• summarise different views that may be held;
• distinguish what can be done (technical feasibility) from what should be done (values);
• explain why different courses of action may be taken in different social and economic contexts;
• identify, and develop, arguments based on the ideas that:
  • the right decision is the one which leads to the best outcome for the majority of people involved;
  • certain actions are never justified because they are unnatural or wrong.

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