Section B5f: The Living Body - Life goes on
Humans, like all other animals have basic needs for survival and reproduction to carry on our species. When things do not work as they should we expect modern techniques to solve our problem. Sometimes solutions raise other issues.
Suggested activities and experiences to select from:
Role play or debate about using infertility treatments
Assessable learning outcomes:
Foundation Tier only: State that fertilisation and pregnancy are not guaranteed for all couples
Both tiers: Describe foetal investigations such as amniocentesis to identify conditions such as Down’s syndrome
Higher Tier only: Discuss the ethical issues raised by foetal screening
top
Section B3g: Living and Growing - New Genes for Old
Genetic engineering and genetic modification are relatively recent terms but humans have been genetically modifying animals and plants using selective breeding for thousands of years. Genes can also change without human intervention. This is known as mutation. Debating the arguments for and against GM ingredients provides opportunities to discuss how and why decisions about science are made and the related ethical issues. These discussions can also provide the opportunity to show that there are some questions that science cannot currently answer.
Assessable learning outcomes
Both tiers:
Describe the process of selective breeding involving the:
- selection characteristics;
- cross breeding;
- selection of suitable offspring over many generations
Explain how selective breeding can contribute to improved agricultural yields.
Explain some potential advantages and risks of genetic engineering and selective breeding:
- advantage - production of organisms with new features;
- disadvantage - inserted genes may have unexpected harmful effects
Describe, in outline only, some examples of genetic engineering:
- transferring resistance to herbicides, frost damage or disease to crop plants
Higher Tier only:
Explain that a selective breeding programme may reduce the gene pool leading to problems of inbreeding:
- accumulation of harmful recessive characteristics;
- reduction in variation
Discuss the moral and ethical issues involved in genetic modification weighed against the potential benefits.
top
Section B1c: Understanding Ourselves - Keeping Healthy
Explain why new treatments are tested using animals, human tissue, computer models and understand objections to some forms of testing.
top
Section B6d: Beyond the Microscope - Biofuels
With problems of declining stocks of fossil fuels and long term problems of nuclear energy, many countries are developing cleaner fuels which only need simple technology.
Suggested activities and experiences to select from:
Design a biogas digester; Research use of biogas in cities such as Newcastle and Leeds.
Assessable learning outcomes:
Foundation Tier only: State that biogas is used in certain remote parts of the world lacking a mains electricity supply or mains sewage system. Describe the dangers of methane being released from landfill sites (it can burn or explode preventing use of the site for many years).
top
Section B3h: Living and growing - More of the same
Human individuals are unique, yet modern science has the ability to create genetically identical copies of complex organisms. This item considers the advantages and disadvantages of using this scientific knowledge. Finding out about the techniques used to produce Dolly the first cloned animal provides the opportunity to illustrate the use of ICT in science, ethical issues about contemporary scientific developments and the role of the science community in validating changes in scientific knowledge.
Suggested activities and experiences to select from:
Research information on the techniques used to produce Dolly, the first cloned mammal.
Assessable learning outcomes:
Foundation tier only:
Interpret information on cloning techniques to show that:
- cloning is an example of asexual reproduction;
- cloning produces genetically identical copies (clones).
State that Dolly the sheep was the first mammal cloned from an adult.
State that identical twins are naturally occurring clones.
Both tiers:
Describe in outline the cloning technique used with embryo transplants in cows:
- sperm collected from selected bulls;
- selected cows artificially inseminated;
- embryos collected;
- embryos split, forming clones;
- embryo clones implanted into surrogate cows.
Recall that suitable organs for transplant could be produced by cloning animals.
Recognise that there are ethical dilemmas concerning human cloning.
Describe the advantages and disadvantages associated with the commercial use of cloned plants:
- advantage: can be sure of the characteristics of the plant since all plants will be genetically identical;
- advantage: it is possible to mass produce plants that may be difficult to grow from seed;
- disadvantage: if plants become susceptible to disease or to change in environmental conditions then all plants will be affected;
- disadvantage: lack of genetic variation
Higher tier only:
Describe in outline the cloning technique used to produce Dolly:
- nucleus removed from an egg cell;
- egg cell nucleus replaced with the nucleus from an udder cell;
- cell implanted into another sheep;
- cell grows into a clone of the sheep from which the udder cell came.
Discuss the benefits and risks of using cloning technology.
Discuss the possible implications of using genetically modified animals to supply replacement organs for humans.
Discuss the ethical dilemmas concerning human cloning.
Describe plant cloning by tissue culture:
- selection for characteristics;
- large number of small pieces of tissue;
- aseptic technique;
- use of suitable growth medium and conditions
Explain why cloning plants is easier than cloning animals:
- many plant cells retain ability to differentiate unlike animal cells which usually lose this ability at an early stage
top
Section B1h: Understanding Ourselves - Who am I?
This item provides the opportunity to show that there are some questions that science cannot address and that technology may raise ethical issues when debating arguments for and against parents knowing a baby's genetic make-up before birth.
Suggested activities and experiences to select from:
Use poppit beads to show combinations due to chance; Toss coins to show expected and 'real' ratios; Use a genetics kit to show the results of a monohybrid cross; Debate the arguments for and against parents knowing a baby's gender before birth.
Assessable learning outcomes:
Foundation Tier only:
Analyse human characteristics to determine those caused by the environment:
Those controlled by genes and so inherited:
- earlobe shape;
- eye colour;
- nose shape.
Those which are a result of both environmental and inherited factors:
- intelligence;
- body mass;
- height.
State that some disorders are inherited: red-green colour blindness, sickle cell anaemia, cystic fibrosis
Both tiers: Recall that inherited diseases are caused by faulty genes.
Higher Tier only: Explain that inherited disorders are caused by faulty alleles, most of which are recessive. Use genetic diagrams to predict the probabilities of inherited disorders passing to the next generation. Discuss the issues raised by knowledge of inherited disorders in a family.
top
Section B6h: Beyond the Microscope - Genetic Engineering
Biotechnology is "using life to make things". Genetic engineering has the potential to alter life on Earth in a very short time span by transferring genes from one organism to another. The advantages are enormous, the long term risks high.
Suggested activities and experiences to select from: Extract DNA from onions or kiwi fruit; DNA fingerprinting kits (using lambda phage DNA) and gene splicing kits (using a luminous gene from jelly fish).
top
Section B3g: Living and Growing - New Genes for Old
Genes can also change without human intervention. This is known as mutation. Debating the arguments for and against GM ingredients provides opportunities to discuss how and why decisions about science are made and the related ethical issues. These discussions can also provide the opportunity to show that there are some questions that science cannot currently answer.
Suggested activities and experiences to select from:
Survey foods that contain GM ingredients. Debate the arguments for and against GM ingredients. Research the differences between gene therapy and germ line treatment as possible treatments for genetic disorders.
Assessable learning outcomes:
Foundation Tier only: State that genes can be transferred from one living organism to another and that this is called genetic engineering or genetic modification. Recognise features of plants and animals that might be selected for in a genetic engineering programme.
top
Section B1h: Understanding Ourselves - Who am I?
Genes can also change without human intervention. This is known as mutation. This item provides the opportunity to show that there are some questions that science cannot address and that technology may raise ethical issues when debating arguments for and against parents knowing a baby's genetic make-up before birth.
Suggested activities and experiences to select from:
Use poppit beads to show combinations due to chance. Toss coins to show expected and 'real' ratios. Use a genetics kit to show the results of a monohybrid cross.
Assessable learning outcomes:
Foundation Tier only:
Analyse human characteristics to determine those caused by the environment:
Those controlled by genes and so inherited:
- earlobe shape;
- eye colour;
- nose shape.
Those which are a result of both environmental and inherited factors:
- intelligence;
- body mass;
- height.
State that some disorders are inherited: red-green colour blindness, sickle cell anaemia, cystic fibrosis
Both tiers: Recall that inherited diseases are caused by faulty genes.
Higher Tier only: Explain that inherited disorders are caused by faulty alleles, most of which are recessive; Use genetic diagrams to predict the probabilities of inherited disorders passing to the next generation; Discuss the issues raised by knowledge of inherited disorders in a family.
top
Section B3g: Living and Growing - New Genes for Old
Suggested activities and experiences to select from:
Survey foods that contain GM ingredients. Debate the arguments for and against GM ingredients; Research the differences between gene therapy and germ line treatment as possible treatments for genetic disorders.
top
Section B5f: The Living Body - Life goes on
Humans, like all other animals have basic needs for survival and reproduction to carry on our species. When things do not work as they should we expect modern techniques to solve our problem. Sometimes solutions raise other issues.
Suggested activities and experiences to select from:
Role play or debate about using infertility treatments
Assessable learning outcomes:
Foundation Tier only: State that fertilisation and pregnancy are not guaranteed for all couples
Both tiers:
Describe treatments for infertility to include:
- artificial insemination;
- use of FSH;
- "in vitro" fertilisation (IVF);
- egg donation;
- surrogacy;
- ovary transplants
Describe foetal investigations such as amniocentesis to identify conditions such as Down's syndrome
Higher Tier only: Discuss the ethical issues raised by foetal screening; Discuss the arguments for and against such infertility treatments.
top
Section B3g: Living and Growing - New Genes for Old
Genetic engineering and genetic modification are relatively recent terms but humans have been genetically modifying animals and plants using selective breeding for thousands of years. Genes can also change without human intervention. This is known as mutation. Debating the arguments for and against GM ingredients provides opportunities to discuss how and why decisions about science are made and the related ethical issues. These discussions can also provide the opportunity to show that there are some questions that science cannot currently answer.
Suggested activities and experiences to select from:
Research examples of different animal and plant breeds that have been produced by selective breeding; Survey foods that contain GM ingredients; Debate the arguments for and against GM ingredients; Research the differences between gene therapy and germ line treatment as possible treatments for genetic disorders.
Assessable learning outcomes:
Foundation Tier only:
Recognise features of plants and animals that might be selected for enhancement in a breeding programme.
State that genes can be transferred from one living organism to another and that this is called genetic engineering or genetic modification. Recognise features of plants and animals that might be selected for in a genetic engineering programme.
Both tiers:
Explain some potential advantages and risks of genetic engineering and selective breeding:
- advantage - production of organisms with new features;
- disadvantage - inserted genes may have unexpected harmful effects
Describe, in outline only, some examples of genetic engineering:
- Taking the genes from carrots that control beta-carotene production and putting them into rice. Humans can then convert the beta-carotene from rice into Vitamin A (solving the problem of parts of the world relying on rice but lacking in vitamin A);
- the production of human insulin by genetically engineered bacteria;
- transferring resistance to herbicides, frost damage or disease to crop plants
Higher Tier only:
Describe the principles of genetic engineering:
- selection of characteristics;
- isolation of genes;
- insertion;
- replication
Discuss the moral and ethical issues involved in genetic modification weighed against the potential benefits.
top
Section B3h: Living and growing - More of the same
Human individuals are unique, yet modern science has the ability to create genetically identical copies of complex organisms. This item considers the advantages and disadvantages of using this scientific knowledge. Finding out about the techniques used to produce Dolly the first cloned animal provides the opportunity to illustrate the use of ICT in science, ethical issues about contemporary scientific developments and the role of the science community in validating changes in scientific knowledge.
Suggested activities and experiences to select from:
Research information on the techniques used to produce Dolly, the first cloned mammal.
Assessable learning outcomes
Foundation Tier only:
Interpret information on cloning techniques to show that:
- cloning is an example of asexual reproduction;
- cloning produces genetically identical copies (clones)
State that Dolly the sheep was the first mammal cloned from an adult.
State that identical twins are naturally occurring clones
Both tiers:
Describe in outline the cloning technique used with embryo transplants in cows:
- sperm collected from selected bulls;
- selected cows artificially inseminated;
- embryos collected;
- embryos split, forming clones;
- embryo clones implanted into surrogate cows
Recall that suitable organs for transplant could be produced by cloning animals.
Recognise that there are ethical dilemmas concerning human cloning.
Describe the advantages and disadvantages associated with the commercial use of cloned plants:
- advantage: can be sure of the characteristics of the plant since all plants will be genetically identical;
- advantage: it is possible to mass produce plants that may be difficult to grow from seed;
- disadvantage: if plants become susceptible to disease or to change in environmental conditions then all plants will be affected;
- disadvantage: lack of genetic variation
Higher Tier only:
Describe in outline the cloning technique used to produce Dolly:
- nucleus removed from an egg cell;
- egg cell nucleus replaced with the nucleus from an udder cell;
- cell implanted into another sheep;
- cell grows into a clone of the sheep from which the udder cell came
Discuss the benefits and risks of using cloning technology.
Discuss the possible implications of using genetically modified animals to supply replacement organs for humans.
Discuss the ethical dilemmas concerning human cloning.
Describe plant cloning by tissue culture:
- selection for characteristics;
- large number of small pieces of tissue;
- aseptic technique;
- use of suitable growth medium and conditions
Explain why cloning plants is easier than cloning animals:
- many plant cells retain ability to differentiate unlike animal cells which usually lose this ability at an early stage
top
Section B6h: Beyond the Microscope - Genetic Engineering
Biotechnology is "using life to make things". Genetic engineering has the potential to alter life on Earth in a very short time span by transferring genes from one organism to another. The advantages are enormous, the long term risks high.
Suggested activities and experiences to select from:
Research the results of pilot crops planted in the UK; Research GM crops used around the world.
Assessable learning outcomes:
Foundation Tier only:
- State that genetic engineering alters the genetic code of an organism
- State that genes from one organism will work in another organism
State that there are many uses of genetic engineering such as:
- to improve crops;
- to produce medicines
State that genetic engineering involves:
- removing a gene from one organism;
- inserting it into another organism;
- the gene works in the new organism
State that many genetically engineered plants such as Soya bean, maize and cotton are grown in many countries.
Both tiers:
Recall that genetic engineering alters the genetic code of an organism by inserting genes.
Recall that the new type of organism is called a transgenic organism.
Describe the main stages in genetic engineering:
- identification of a desired gene in one organism;
- removal of gene from DNA;
- cutting open the DNA in another organism;
- inserting the new gene into the DNA;
- gene works in transgenic organism;
- transgenic organism is then cloned to produce identical copies
Describe how bacteria can be used in genetic engineering, for example, to produce human insulin:
- gene for producing human insulin cut out of human DNA;
- loops of bacterial DNA called plasmids cut open;
- insulin gene inserted into plasmid;
- transgenic bacteria cultured by cloning;
- large quantities of insulin harvested
Describe how genetic engineering can improve crops by:
- increasing yield;
- making them resistant to weed killers;
- making plants produce other chemicals such as vitamins;
- helping plants survive in poor conditions
Higher Tier only:
Describe how restriction enzymes cut open DNA and ligase enzymes rejoin DNA strands.
State that assaying techniques are used to check that the new gene has been correctly transferred.
Describe how genetic engineering improves plants by:
- making them able to grow bigger/faster;
- making them able to grow in conditions such as salty water or drought;
- making them able to resist disease/weed killers
Discuss the advantages and disadvantages of genetic engineering.
top
Section B1h: Understanding Ourselves - Who am I?
Genes can also change without human intervention. This is known as mutation. This item provides the opportunity to show that there are some questions that science cannot address and that technology may raise ethical issues when debating arguments for and against parents knowing a baby's genetic make-up before birth.
Suggested activities and experiences to select from:
Use poppit beads to show combinations due to chance; Toss coins to show expected and 'real' ratios; Use a genetics kit to show the results of a monohybrid cross.
Debate the arguments for and against parents knowing a baby's gender before birth.
Assessable learning outcomes:
Foundation Tier only:
Analyse human characteristics to determine those caused by the environment:
Those controlled by genes and so inherited:
- earlobe shape;
- eye colour;
- nose shape
Those which are a result of both environmental and inherited factors:
- intelligence;
- body mass;
- height
State that some disorders are inherited: red-green colour blindness, sickle cell anaemia, cystic fibrosis
Both tiers:
Recall that inherited diseases are caused by faulty genes.
Higher Tier only:
Explain that inherited disorders are caused by faulty alleles, most of which are recessive. Use genetic diagrams to predict the probabilities of inherited disorders passing to the next generation. Discuss the issues raised by knowledge of inherited disorders in a family.
top
Section B5f: The Living Body - Life goes on
Humans, like all other animals have basic needs for survival and reproduction to carry on our species. When things do not work as they should we expect modern techniques to solve our problem. Sometimes solutions raise other issues.
Assessable learning outcomes:
Both tiers:
Describe foetal investigations such as amniocentesis to identify conditions such as Down's syndrome
Higher Tier only:
Discuss the ethical issues raised by foetal screening
top
Section B1h: Understanding Ourselves - Who am I?
Genes can also change without human intervention. This is known as mutation. This item provides the opportunity to show that there are some questions that science cannot address and that technology may raise ethical issues when debating arguments for and against parents knowing a baby's genetic make-up before birth.
Suggested activities and experiences to select from:
Use poppit beads to show combinations due to chance; Toss coins to show expected and 'real' ratios; Use a genetics kit to show the results of a monohybrid cross.
Debate the arguments for and against parents knowing a baby's gender before birth.
Assessable learning outcomes:
Foundation Tier only:
Analyse human characteristics to determine those caused by the environment:
Those controlled by genes and so inherited:
- earlobe shape;
- eye colour;
- nose shape
Those which are a result of both environmental and inherited factors:
- intelligence;
- body mass;
- height
State that some disorders are inherited: red-green colour blindness, sickle cell anaemia, cystic fibrosis
Both tiers:
Recall that inherited diseases are caused by faulty genes.
Higher Tier only:
Explain that inherited disorders are caused by faulty alleles, most of which are recessive. Use genetic diagrams to predict the probabilities of inherited disorders passing to the next generation. Discuss the issues raised by knowledge of inherited disorders in a family.
top
Section B5f: The Living Body - Life goes on
Humans, like all other animals have basic needs for survival and reproduction to carry on our species. When things do not work as they should we expect modern techniques to solve our problem. Sometimes solutions raise other issues.
Assessable learning outcomes:
Both tiers:
Describe foetal investigations such as amniocentesis to identify conditions such as Down's syndrome
Higher Tier only:
Discuss the ethical issues raised by foetal screening
top
Section B3g: Living and Growing - New Genes for Old
Genetic engineering and genetic modification are relatively recent terms but humans have been genetically modifying animals and plants using selective breeding for thousands of years. Genes can also change without human intervention. This is known as mutation. Debating the arguments for and against GM ingredients provides opportunities to discuss how and why decisions about science are made and the related ethical issues. These discussions can also provide the opportunity to show that there are some questions that science cannot currently answer.
Suggested activities and experiences to select from:
Research examples of different animal and plant breeds that have been produced by selective breeding; Survey foods that contain GM ingredients; Debate the arguments for and against GM ingredients.
Assessable learning outcomes:
Foundation Tier only:
Recognise features of plants and animals that might be selected for enhancement in a breeding programme.
State that genes can be transferred from one living organism to another and that this is called genetic engineering or genetic modification. Recognise features of plants and animals that might be selected for in a genetic engineering programme.
Both tiers:
Describe the process of selective breeding involving the:
- selection characteristics;
- cross breeding;
- selection of suitable offspring over many generations
Explain how selective breeding can contribute to improved agricultural yields.
Explain some potential advantages and risks of genetic engineering and selective breeding:
- advantage - production of organisms with new features;
- disadvantage - inserted genes may have unexpected harmful effects
Describe, in outline only, some examples of genetic engineering:
- Taking the genes from carrots that control beta-carotene production and putting them into rice. Humans can then convert the beta-carotene from rice into Vitamin A (solving the problem of parts of the world relying on rice but lacking in vitamin A);
- transferring resistance to herbicides, frost damage or disease to crop plants
Higher Tier only:
Explain that a selective breeding programme may reduce the gene pool leading to problems of inbreeding:
- accumulation of harmful recessive characteristics;
- reduction in variation
Describe the principles of genetic engineering:
- selection of characteristics;
- isolation of genes;
- insertion;
- replication
Discuss the moral and ethical issues involved in genetic modification weighed against the potential benefits.
top
Section B3h: Living and growing - More of the same
Assessable learning outcomes
Both tiers:
Describe the advantages and disadvantages associated with the commercial use of cloned plants:
- advantage: can be sure of the characteristics of the plant since all plants will be genetically identical;
- advantage: it is possible to mass produce plants that may be difficult to grow from seed;
- disadvantage: if plants become susceptible to disease or to change in environmental conditions then all plants will be affected;
- disadvantage: lack of genetic variation
Higher Tier only:
Describe plant cloning by tissue culture:
- selection for characteristics;
- large number of small pieces of tissue;
- aseptic technique;
- use of suitable growth medium and conditions
Explain why cloning plants is easier than cloning animals:
- many plant cells retain ability to differentiate unlike animal cells which usually lose this ability at an early stage
top
Section B6h: Beyond the Microscope - Genetic Engineering
Biotechnology is "using life to make things". Genetic engineering has the potential to alter life on Earth in a very short time span by transferring genes from one organism to another. The advantages are enormous, the long term risks high.
Suggested activities and experiences to select from:
Research the results of pilot crops planted in the UK; Research GM crops used around the world.
Assessable learning outcomes:
Foundation Tier only:
- State that genetic engineering alters the genetic code of an organism
- State that genes from one organism will work in another organism
State that there are many uses of genetic engineering such as:
- to improve crops;
- to produce medicines
State that genetic engineering involves:
- removing a gene from one organism;
- inserting it into another organism;
- the gene works in the new organism
State that many genetically engineered plants such as Soya bean, maize and cotton are grown in many countries.
Both tiers:
Recall that genetic engineering alters the genetic code of an organism by inserting genes.
Recall that the new type of organism is called a transgenic organism.
Describe the main stages in genetic engineering:
- identification of a desired gene in one organism;
- removal of gene from DNA;
- cutting open the DNA in another organism;
- inserting the new gene into the DNA;
- gene works in transgenic organism;
- transgenic organism is then cloned to produce identical copies
Describe how bacteria can be used in genetic engineering, for example, to produce human insulin:
- gene for producing human insulin cut out of human DNA;
- loops of bacterial DNA called plasmids cut open;
- insulin gene inserted into plasmid;
- transgenic bacteria cultured by cloning;
- large quantities of insulin harvested
Describe how genetic engineering can improve crops by:
- increasing yield;
- making them resistant to weed killers;
- making plants produce other chemicals such as vitamins;
- helping plants survive in poor conditions
Higher Tier only:
Describe how restriction enzymes cut open DNA and ligase enzymes rejoin DNA strands.
State that assaying techniques are used to check that the new gene has been correctly transferred.
Describe how genetic engineering improves plants by:
- making them able to grow bigger/faster;
- making them able to grow in conditions such as salty water or drought;
- making them able to resist disease/weed killers
Discuss the advantages and disadvantages of genetic engineering.
top
Section B3g: Living and Growing - New Genes for Old
Genetic engineering and genetic modification are relatively recent terms but humans have been genetically modifying animals and plants using selective breeding for thousands of years. Genes can also change without human intervention. This is known as mutation. Debating the arguments for and against GM ingredients provides opportunities to discuss how and why decisions about science are made and the related ethical issues. These discussions can also provide the opportunity to show that there are some questions that science cannot currently answer.
Suggested activities and experiences to select from:
Research examples of different animal and plant breeds that have been produced by selective breeding.
Assessable learning outcomes:
Foundation Tier only:
Recognise features of plants and animals that might be selected for enhancement in a breeding programme.
State that genes can be transferred from one living organism to another and that this is called genetic engineering or genetic modification. Recognise features of plants and animals that might be selected for in a genetic engineering programme.
Both tiers:
Explain some potential advantages and risks of genetic engineering and selective breeding:
- advantage - production of organisms with new features;
- disadvantage - inserted genes may have unexpected harmful effects
Describe, in outline only, some examples of genetic engineering:
- Taking the genes from carrots that control beta-carotene production and putting them into rice. Humans can then convert the beta-carotene from rice into Vitamin A (solving the problem of parts of the world relying on rice but lacking in vitamin A);
- the production of human insulin by genetically engineered bacteria;
Higher Tier only:
Describe the principles of genetic engineering:
- selection of characteristics;
- isolation of genes;
- insertion;
- replication
Discuss the moral and ethical issues involved in genetic modification weighed against the potential benefits.
top
Section B6h: Beyond the Microscope - Genetic Engineering
Biotechnology is "using life to make things". Genetic engineering has the potential to alter life on Earth in a very short time span by transferring genes from one organism to another. The advantages are enormous, the long term risks high.
Assessable learning outcomes:
Foundation Tier only:
- State that genetic engineering alters the genetic code of an organism
- State that genes from one organism will work in another organism
State that genetic engineering involves:
- removing a gene from one organism;
- inserting it into another organism;
- the gene works in the new organism
Both tiers:
Recall that genetic engineering alters the genetic code of an organism by inserting genes.
Recall that the new type of organism is called a transgenic organism.
Describe the main stages in genetic engineering:
- identification of a desired gene in one organism;
- removal of gene from DNA;
- cutting open the DNA in another organism;
- inserting the new gene into the DNA;
- gene works in transgenic organism;
- transgenic organism is then cloned to produce identical copies
Describe how bacteria can be used in genetic engineering, for example, to produce human insulin:
- gene for producing human insulin cut out of human DNA;
- loops of bacterial DNA called plasmids cut open;
- insulin gene inserted into plasmid;
- transgenic bacteria cultured by cloning;
- large quantities of insulin harvested
Higher Tier only:
Describe how restriction enzymes cut open DNA and ligase enzymes rejoin DNA strands.
State that assaying techniques are used to check that the new gene has been correctly transferred.
top
Section B5f: The Living Body - Life goes on
Humans, like all other animals have basic needs for survival and reproduction to carry on our species. When things do not work as they should we expect modern techniques to solve our problem. Sometimes solutions raise other issues.
Suggested activities and experiences to select from:
Role play or debate about using infertility treatments
Assessable learning outcomes:
Foundation Tier only:
State that fertilisation and pregnancy are not guaranteed for all couples
Both tiers:
Describe treatments for infertility to include:
- artificial insemination;
- use of FSH;
- "in vitro" fertilisation (IVF);
- egg donation;
- surrogacy;
- ovary transplants
Describe foetal investigations such as amniocentesis to identify conditions such as Down's syndrome
Higher Tier only:
Discuss the arguments for and against such infertility treatments
Discuss the ethical issues raised by foetal screening
top
Section B1h: Understanding Ourselves - Who am I?
Genes can also change without human intervention. This is known as mutation. This item provides the opportunity to show that there are some questions that science cannot address and that technology may raise ethical issues when debating arguments for and against parents knowing a baby's genetic make-up before birth.
Suggested activities and experiences to select from:
Use poppit beads to show combinations due to chance; Toss coins to show expected and 'real' ratios; Use a genetics kit to show the results of a monohybrid cross.
Debate the arguments for and against parents knowing a baby's gender before birth.
Assessable learning outcomes:
Foundation Tier only:
Analyse human characteristics to determine those caused by the environment:
Those controlled by genes and so inherited:
- earlobe shape;
- eye colour;
- nose shape
Those which are a result of both environmental and inherited factors:
- intelligence;
- body mass;
- height
State that some disorders are inherited: red-green colour blindness, sickle cell anaemia, cystic fibrosis
Both tiers:
Recall that inherited diseases are caused by faulty genes.
Higher Tier only:
Explain that inherited disorders are caused by faulty alleles, most of which are recessive. Use genetic diagrams to predict the probabilities of inherited disorders passing to the next generation. Discuss the issues raised by knowledge of inherited disorders in a family.
top
Section B3e: Living and Growing - Growing up
The growth of children is closely monitored and follows a recognisable pattern. Animals and plants grow in different ways. This item explores some of these differences. Research about human stem cells and cancer provides opportunities to discuss how and why decisions about science are made and the related ethical issues. These discussions can also provide the opportunity to show that there are some questions that science cannot currently answer.
Suggested activities and experiences to select from:
Research about human stem cells; Research cancer (uncontrolled growth of undifferentiated cells)
Assessable learning outcomes:
Foundation tier only:
State that growth involves both cell division and cell differentiation
State that cell differentiation involves producing different types of cells
Both tiers:
State that undifferentiated cells called stem cells can develop into different cells, tissues and organs
Higher tier only:
Discuss issues arising from stem cell research
top
Section B3h: Living and growing - More of the same
Assessable learning outcomes:
Higher tier only:
Discuss the possible implications of using genetically modified animals to supply replacement organs for humans.
Discuss the ethical dilemmas concerning human cloning.
top
Section B5g: The Living Body - New for old
With people living longer, parts of their bodies are wearing out or going wrong. This item encourages discussion about possible treatments and ethical issues involved. It also provides the opportunity to debate the issues.
Suggested activities and experiences to select from:
Research donor cards and other donor organisations such as the Anthony Nolan Trust; Research the history of one organ transplant.
Assessable learning outcomes:
Foundation Tier only:
State the variety of body parts which can be mechanically replaced limited to:
- kidney;
- knee and hip joints;
- heart;
- lens of eye
State the variety of body parts that can be biologically replaced limited to:
- blood;
- cornea;
- heart;
- lungs;
- Kidney and bone marrow
Know that organs that can be donated by living or dead donors.
Both tiers:
State problems in supply of donor organs limited to:
- shortage of donors;
- tissue match;
- size and age
Describe problems of using mechanical replacements limited to:
- size;
- power supply;
- materials used;
- body reactions
State that some mechanical replacements such as the heart and lung machine, kidney dialysis and iron lung are used outside the body.
Explain why donors can be living and what makes a suitable living donor.
State the criteria needed for a dead person to be a suitable donor.
Higher Tier only:
Discuss the ethical issues concerning organ donation.
Describe problems with transplants limited to:
- rejection;
- Immuno-suppressive drug treatment
Discuss the idea of a register of donors. Interpret data on transplants and success rates.
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