Section B1c: Understanding Ourselves – Keeping Healthy
This item provides the opportunity to analyse, interpret, apply and question scientific information and ideas, including some questions that science cannot currently answer in cancer treatment and drug testing. These topics also allow the discussion of ethical issues raised and develop the skills of scientific argument and presentation of data.
Assessable learning outcomes:
Both tiers: Explain why new treatments are tested using animals, human tissue, computer models and understand objections to some forms of testing.
Higher Tier only: Describe the use of blind and double blind trials in testing new drugs against placebos.
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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: State that some disorders are inherited: red-green colour blindness, sickle cell anaemia, cystic fibrosis.
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Section B1c: Understanding Ourselves - Keeping Healthy
This item provides the opportunity to analyse, interpret, apply and question scientific information and ideas, including some questions that science cannot currently answer in cancer treatment and drug testing. These topics also allow the discussion of ethical issues raised and develop the skills of scientific argument and presentation of data.
Assessable learning outcomes:
Both tiers: Explain why new treatments are tested using animals, human tissue, computer models and understand objections to some forms of testing.
Higher Tier only: Describe the use of blind and double blind trials in testing new drugs against placebos.
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Section B1h: Understanding Ourselves - Who am I?
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: 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.
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Section B1h: Understanding Ourselves - Who am I?
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.
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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:
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 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:
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 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:
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
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