(9-12) C5

Science Curriculum Preview Committee Clarification of Learning Results

Revised 04/07/04

9-12

C5: Analyze and debate basic principles of genetic engineering: how it is done, its uses, and some ethical implications.

Curriculum Organizing Questions

What are the benefits of genetic engineering? Who benefits?

What are the potential risks? What or who might be affected?

How does genetic engineering work?

How does genetic engineering affect you?

Elaboration

Because molecular biology will continue into the twenty-first century as a major frontier of science, students should understand the chemical basis of life not only for its own sake, but because of the need to take informed positions on some of the practical and ethical implications of humankind's capacity to manipulate living organisms. NSES p. 181

Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?" NSES F6d

Specific Ideas

Genes are segments of DNA molecules. Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its environment. Benchmarks 5B4

Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells can create the variation that changes an organism's offspring. NSES C2c

Gene mutations can be caused by such things as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only. The experiences an organism has during its lifetime can affect its offspring only if the genes in its own sex cells are changed by the experience. Benchmarks 5B5

Understanding DNA makes it possible for scientists to manipulate genes and thereby create new combinations of traits and new varieties of organisms. Science Matters p. 238

In the twentieth century, the success of modern genetics has helped to increase the natural variability within species by using radiation to induce mutations, so that there are more choices for selective breeding. SFAA p.108

It is becoming possible to move genes from one organism to another. With knowledge of what genetic code sequences control what functions, some characteristics can be transferred from one species to another; this technique may eventually lead to the design of new characteristics. For example, plants can be given the genetic program for synthesizing substances that give them resistance to insect predators. SFAA pgs. 108-109

Molecular biology is beginning to make it possible to design substances that evoke immune responses more precisely and safely than current vaccines. Genetic engineering is developing ways to induce organisms to produce these substances in quantities large enough for research and applications. SFAA p. 124

Substances from genetically engineered organisms may reduce the cost and side effects of replacing missing body chemicals. It is becoming increasingly possible to manufacture chemical substances such as insulin and hormones that are normally found in the body. They can be used by individuals whose own bodies cannot produce the amounts required for good health. Benchmarks 8F3

Biotechnology has contributed to health improvement in many ways, but its cost and application have led to a variety of controversial social and ethical issues. Benchmarks 8F7

Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge. NSES F6a

Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world. Science is not separate from society but rather science is a part of society. NSES G1c

Developmental & Instructional Implications

One misconception that teachers may encounter involves students attributing new variations to an organism's need, environmental conditions, or use. With some help, students can understand that, in general, mutations occur randomly and are selected because they help some organisms survive and produce more offspring. NSES Standard C p. 184

In general, high school students do not distinguish between the roles of science and technology. This lack of distinction between science and technology is further confused by students' positive perceptions of science, as when they associate it with medical research and use the common phrase "scientific progress." However, their association of technology is often with environmental problems and another common phrase, "technological problems." With regard to the connection between science and technology, students as well as many adults and teachers of science indicate a belief that science influences technology. This belief is captured by the common and only partially accurate definition "technology is applied science." Few students understand that technology influences science. Unraveling these misconceptions of science and technology and developing accurate concepts of the role, place, limits, possibilities and relationships of science and technology is the challenge. Benchmarks p. 334

Many high-school students hold the view that science should inform society about various issues and society should set policy about what research is important. In general, students have rather simple and naive ideas about the interactions between science and society. There is some research supporting the idea that S-T-S (science, technology, and society) curriculum helps improve student understanding of various aspects of science- and technology-related societal challenges. NSES Standard F p. 197

This LR cuts across many areas and contains many sophisticated detailed specific ideas. Students need a firm understanding of the molecular basis of heredity before tackling this performance indicator.

Examples

Back to Big Ideas Grid C Back to Standard C Back to Index

Curriculum Organizing Questions	What are the benefits of genetic engineering? Who benefits? What are the potential risks? What or who might be affected? How does genetic engineering work? How does genetic engineering affect you?
Elaboration	Because molecular biology will continue into the twenty-first century as a major frontier of science, students should understand the chemical basis of life not only for its own sake, but because of the need to take informed positions on some of the practical and ethical implications of humankind's capacity to manipulate living organisms. NSES p. 181 Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?" NSES F6d
Specific Ideas	Genes are segments of DNA molecules. Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring's success in its environment. Benchmarks 5B4 Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells can create the variation that changes an organism's offspring. NSES C2c Gene mutations can be caused by such things as radiation and chemicals. When they occur in sex cells, the mutations can be passed on to offspring; if they occur in other cells, they can be passed on to descendant cells only. The experiences an organism has during its lifetime can affect its offspring only if the genes in its own sex cells are changed by the experience. Benchmarks 5B5 Understanding DNA makes it possible for scientists to manipulate genes and thereby create new combinations of traits and new varieties of organisms. Science Matters p. 238 In the twentieth century, the success of modern genetics has helped to increase the natural variability within species by using radiation to induce mutations, so that there are more choices for selective breeding. SFAA p.108 It is becoming possible to move genes from one organism to another. With knowledge of what genetic code sequences control what functions, some characteristics can be transferred from one species to another; this technique may eventually lead to the design of new characteristics. For example, plants can be given the genetic program for synthesizing substances that give them resistance to insect predators. SFAA pgs. 108-109 Molecular biology is beginning to make it possible to design substances that evoke immune responses more precisely and safely than current vaccines. Genetic engineering is developing ways to induce organisms to produce these substances in quantities large enough for research and applications. SFAA p. 124 Substances from genetically engineered organisms may reduce the cost and side effects of replacing missing body chemicals. It is becoming increasingly possible to manufacture chemical substances such as insulin and hormones that are normally found in the body. They can be used by individuals whose own bodies cannot produce the amounts required for good health. Benchmarks 8F3 Biotechnology has contributed to health improvement in many ways, but its cost and application have led to a variety of controversial social and ethical issues. Benchmarks 8F7 Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge. NSES F6a Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world. Science is not separate from society but rather science is a part of society. NSES G1c
Developmental & Instructional Implications	One misconception that teachers may encounter involves students attributing new variations to an organism's need, environmental conditions, or use. With some help, students can understand that, in general, mutations occur randomly and are selected because they help some organisms survive and produce more offspring. NSES Standard C p. 184 In general, high school students do not distinguish between the roles of science and technology. This lack of distinction between science and technology is further confused by students' positive perceptions of science, as when they associate it with medical research and use the common phrase "scientific progress." However, their association of technology is often with environmental problems and another common phrase, "technological problems." With regard to the connection between science and technology, students as well as many adults and teachers of science indicate a belief that science influences technology. This belief is captured by the common and only partially accurate definition "technology is applied science." Few students understand that technology influences science. Unraveling these misconceptions of science and technology and developing accurate concepts of the role, place, limits, possibilities and relationships of science and technology is the challenge. Benchmarks p. 334 Many high-school students hold the view that science should inform society about various issues and society should set policy about what research is important. In general, students have rather simple and naive ideas about the interactions between science and society. There is some research supporting the idea that S-T-S (science, technology, and society) curriculum helps improve student understanding of various aspects of science- and technology-related societal challenges. NSES Standard F p. 197 This LR cuts across many areas and contains many sophisticated detailed specific ideas. Students need a firm understanding of the molecular basis of heredity before tackling this performance indicator.
Examples