Title of Unit – Biotechnology/Genetic Engineering
Subject
`Genetic Engineering
Timeframe
Key Ideas
Production of GM crops.
 Agrobacterium tumefaciens is a natural enemy of plants and is used by
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Genetic Engineers to transfer selected gene(s) into plant cells.
Using restriction and ligase enzymes, the gene(s) are spliced into a plasmid
and transferred to the Agrobacterium tumefaciens.
In early GE, antibiotic resistance genes called marker genes were also
inserted into the plasmid to identify the bacteria that accepted the GM
plasmid. Some scientists believe that marker genes may have accelerated
the evolution of antibiotic resistance in bacteria.
Small pieces of the plant chosen to be GE are placed in a culture medium
and covered with the Agrobacterium tumefaciens.
The bacteria infect the plant cells with the GM plasmid.
Further culturing with growth factors causes the plant tissue to begin to
grow roots and a stem.
These immature plants are then grown in soil in a glasshouse to test for the
characteristic of the gene.
Other tests performed on the GM plant check for any problems the GE
plant may have on the health of humans, the environment and other
species.
The biolistic method can also be used to create GM crops.
2 Weeks
Intended Student Learning
o
o
Understand that Agrobacterium can be used as a vehicle to transfer genes into
food producing plants.
Describe how a GM plant can be created.
o
Explain how some marker genes may accelerate the evolution of antibiotic
resistance in bacteria.
o
Explain the importance of thoroughly testing GM plants and the GM food.
Key Ideas
Intended Student Learning
GE on human cells
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GE on human cells is called Gene Therapy.
Genetic diseases such as cystic fibrosis are being treated using genetically
engineered viruses.
Cystic fibrosis patients have too much salt inside their cells which results in
an osmotic imbalance and water entering the cells.
The build-up of salt is due to a faulty cystic fibrosis transfer gene (CFTR
gene).
The adenovirus is the vector for transferring the healthy cystic fibrosis
transfer gene (CFTR gene) into the lung cells of a CF patient.
Once inside the cell, the healthy CFTR gene makes a protein that allows the
cell membrane to allow salt to leave the cells to restore the correct water
levels inside the lung cells.
Problems associated with using adenoviruses to transfer the genes have
seen the use of liposomes as an alternative method.
o
Understand that cystic fibrosis is a genetic disease that results in the build-up of
salt inside of cells.
o
Understand that the adenovirus is the vector for gene transfer for the gene therapy
of cystic fibrosis.
o
Explain the problem with using adenoviruses for GE
o
Describe the alternative method (liposomes) for gene transfer.
Intended Student Learning
Key Ideas
Stem cells
 Stem cells differ from other kinds of cells in the body. All stem cells have
two important characteristics that distinguish them from other types of cells.
 Firstly, they are unspecialized (undifferentiated) cells that renew
themselves for long periods of time through cell division of at least one
daughter cell.
 Secondly, under certain physiological or experimental conditions, they can
be induced to differentiate.
 This means that they can divide into cells with special functions, such as
the beating cells of the heart muscle or the insulin-producing cells of the
pancreas.
Sources of stem cells (embryonic, adult, iPS cells)
 Human Embryonic Stem cells are obtained from aborted foetuses or
fertilized eggs.
 This has come under ethical scrutiny since use of these procedures
requires serious moral consideration by society.
 A possible way to circumvent this issue would be to use stem cells isolated
from adult tissues.
 Adult stem cells are obtained from certain tissues in adult organisms.
 Recently differentiated cells have been genetically engineered to return to
stem cell status.
 Called induced pluripotent cells or iPS cells, they overcome the
controversial destruction of embryos to source embryonic stem cells.
Stem cell therapies
 One potential application is the generation of different types of neurons
for the treatment of Alzheimer’s disease, spinal cord injuries, or
Parkinson’s disease. The production of heart muscle cells for heart attack
survivors may also be possible.
 Stem cells could also be useful in the production of complete organs
including livers, kidneys, eyes, hearts, or even parts of the brain.
o
Explain the origin of stem cells and how they can differentiate into all the
different types of cells in the body.
o
Understand the meaning of differentiation.
o
State the origins of stem cells.
o
Understand the basis for the controversy around using some types of stem cells.
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Explain the potential applications of stem cell therapy.
Intended Student Learning
Key Ideas
Production of GM crops.
 Agrobacterium tumefaciens is a natural enemy of plants and is used by








Genetic Engineers to transfer selected gene(s) into plant cells.
Using restriction and ligase enzymes, the gene(s) are spliced into a plasmid
and transferred to the Agrobacterium tumefaciens.
In early GE, antibiotic resistance genes called marker genes were also
inserted into the plasmid to identify the bacteria that accepted the GM
plasmid. Some scientists believe that marker genes may have accelerated
the evolution of antibiotic resistance in bacteria.
Small pieces of the plant chosen to be GE are placed in a culture medium
and covered with the Agrobacterium tumefaciens.
The bacteria infect the plant cells with the GM plasmid.
Further culturing with growth factors causes the plant tissue to begin to
grow roots and a stem.
These immature plants are then grown in soil in a glasshouse to test for the
characteristic of the gene.
Other tests performed on the GM plant check for any problems the GE
plant may have on the health of humans, the environment and other
species.
The biolistic method can also be used to create GM crops.
o
o
Understand that Agrobacterium can be used as a vehicle to transfer genes into
food producing plants.
Describe how a GM plant can be created.
o
Explain how some marker genes may accelerate the evolution of antibiotic
resistance in bacteria.
o
Explain the importance of thoroughly testing GM plants and the GM food.
Learning Plan
Teaching and learning lessons and activities
Lessons per week: 3
Lesson Duration: 80 minutes
Week 7
1 GM plants
Tues
9:00 –
10:20
am
Content
Lesson Activities
Introduction
Genetic engineering in plants
Face to face
Power point slides
Show selective breeding of mustard
weed (kale, broccoli, cauliflower,
cabbage, Brussels sprouts)
Genetic Engineering
notes
Engineer a crop - simulation
http://www.pbs.org/wgbh/harvest/engi
neer/transgen.html
Worksheet 5 questions 8-10
Extra activities:
Feedback from mentor:
Virtual lab
https://www.classzone.com/books/hs/ca/sc/bio_0
7/virtual_labs/virtualLabs.html
Good, clear delivery of content
Use of repetition
Jumped on student behavior quickly to set a standard
(laptop down please)
Students engaged with summary of my previous
employment, gave real word context to the topic
Lab simulation engaging and effective as quick –
literally 5 minutes and a few mins to talk through as a
class.
Students not very responsive to participate in
suggesting ideas/answering questions so will
continue to encourage that and praise students who
do.
Homework
Resources
Worksheet 5 –
Biotechnology:
Genetic Engineering
Week 7
2
Thurs
10:4012:00
am
Content
Lesson Activities
Homework
Issues investigation
Write Intro at home
Talk through investigation:
Suggested and negotiated questions
Preliminary research
Enough arguments/articles for 2 ‘for’
and 2 ‘against’ paragraphs
10/10 method of paragraph writing
Introduction completed in class and at
home
Research strategies
2015 ISSUES
Introduction
INVESTIGATION paragraph
ESSAY assignment Due Tues L1
sheet
Reflection and feedback:
Clear explanation of investigation task and
answering student questions.
Students were happy to have choice in topics
and a combination of class and homework time
to have their section paragraphs written.
Mostly individual study time where we assisted
students and answered questions.
3
Fri
12:051:25p
m
STUDENT FREE DAY
Resources
Week 7
4 40 mins
Tues
9:00 –
10:20
am 40 mins
5 40 mins
Thurs
10:4012:00
am
40 mins
Content
Lesson Activities
Homework
Resources
Stem cells theory
Half lesson (40 mins) on theory of stem cells.
Check/draft
Introduction
paragraph draft
Powerpoint presentation
Finished after ES and about to start adult SC.
Issues investigation – ‘For’ paragraphs
Check drafts of introduction
Worksheet 6
Stem cells notes
Reflection and feedback:
Next time have any diagram on slide on the notes
handout to stay consistent with mentor teacher’s style. I
felt the timing of delivery was good, the students
seemed responsive and again good feedback from
mentor. Enough theory in one hit. The rest of the lesson
was individual study and time for us to assist student’s
with their issues investigation.
Reflection and feedback:
Theory section of the lesson went well. Used
pencil symbol to have students copy key points
and started off with a summary of what they
will need to know by the end. Good feedback
about the use of slides, pencil idea, video clips
and notes.
Adults stem cells
iPSC cells, issues
Gene therapy
Half lesson (40 mins) finishing theory of stem
cells.
Powerpoint presentation
Worksheet 6
Start gene therapy
Gene therapy notes
Issues investigation – ‘Against’ paragraphs
Reflection and feedback:
Didn’t get to start gene therapy as students
struggling to answer questions about stem cells
and describe similarities and differences.
Not much time on issues investigation so will
make an effort to ensure time available next
lesson.
Practiced asking higher order thinking questions
but didn’t realise it took longer than I had
planned!
Will try and get as much CF gene therapy done
next lesson.
Week 8
6 40 mins
Fri
2:103:30p
m
40 mins
Content
Lesson Activities
Homework
Resources
Issues Investigation
Gene therapy
Issues investigation
Issues investigation – ‘Against’ paragraphs
Reflection and feedback:
Good notes and slides, good idea to give to
students if going to move quickly and cover a
lot of content.
Feedback:
Use diagram first and then put concept into
words.
Leave more space on the board for myself.
Go a little slower, go through each detail rather
than big picture. Give students time to process.
Week 9
7 40 mins
Tues
9:00 – 40 mins
10:20
am
Content
Lesson Activities
Recap CF and finish Gene Therapy
Resources
Key Ideas Summary and Worksheet 5&6
need to know list.docx
Revision time, worksheets, key ideas summary
Notes:
Recap last lesson
Give students dot points need to know
Give time to do worksheet
Homework
Reflection and feedback:
Good to give students a chance to answer
worksheets and clear up common questions.
Students summarized CF cell vs normal cell function
without much trouble so I quickly recapped last
lesson and finished gene therapy.
Feedback: good summary, watch proteins are
different shape or abnormal, not ‘mutated’.
For future reference, less words on slides perhaps.
8
Worksheet 7
Thurs
10:4012:00
am
Last minute revision lesson and drafting issues investigation as
the students needed help with the topic and answering
questions
9 Summative
Fri Assessment
2:10- (S))
3:30pm
Final Summative Test for Unit (written test paper)
Topic test
Content
Lesson Activities
Marine Ecology - terminology
Issues investigation due
Week 10
10
Tues
9:00 –
10:20
am
Power point slides
Students write definitions on handout, cut out and
swap with other student to match terms and stick in
book
..\Stage 1 Biology Marine Ecology\Terminology
activity.docx
Worksheet 7
Kahoot quiz
Notes:
Reflection: Many students needed to print essays so
the first 20 mins of the lesson was not productive.
Several students were also doing the test.
I spent about half an hour talking about marine
ecology terms and then getting students to do an
activity of writing definitions to use as matching flash
cards to learn the terms. I thought cutting, sticking
and matching would be a little more engaging, the
students seemed a little unenthusiastic. Tried!
Didn’t finish in class, set as homework so we can
practice next lesson.
CAK Year 11 GE and STEM
CELLS Test 2015 FINAL
EDIT(2).docx
Homework
Resources
..\Stage 1 Biology Marine
Ecology\WORKSHEET 7
ECOLOGICAL TERMS.doc
..\Stage 1 Biology Marine
Ecology\CAK Marine ecology
notes.docx
11
Thurs
8:4510:05a
m
Marine Ecology – practice terminology
Students to swap definitions and match together.
Plankton
Talk about phytoplankton and food chains, do
worksheet 7 Q4 onwards.
Resources\WORKSHEETS\W
ORKSHEET 7 ECOLOGICAL
TERMS.doc
Food chains
Finish with Kahoot quiz
Reflection:
12
Fri
2:103:30pm
Marine Ecology
Food chains
Worksheet 8
Worksheet 8
Teacher Notes:
2006-2014 Research Officer, Cereal Grain Biochemistry
Method Development (from research papers)
Azogliadin
Protein Extraction
Adapt PPO for protein fractions
Analyses on microplate reader
Protein fractions to add to noodles, PPO
analysis
Example of large quantity of samples and number of analyses
Took several months
Approx. 150 samples
Cleaning samples
Moisture/hardness
Conditioning for milling (24hrs)
Milling samples
Grind small amounts
PPO
Lipoxegenase
Noodles
Lutein
By hand for small samples or using dockage machine
Moisture tester
Organise with quality lab
Buhler, quad Jr., cyclone
Rotor mix
(microplate to measure OD)
(microplate to measure OD)
Measure colour
HPLC
Plant breeding
Plant breeding has existed in its most primitive form since the first farmers saved the seeds of their best plants from one season
to the next more than 10,000 years ago. Over the centuries, this selection process has gradually become more scientific,
bringing major improvements in the yield, quality and diversity of crops grown in Britain.
Plant Breeding Past, Present and Future
In the 19th century Gregor Mendel established the basic principles of plant genetics. He discovered that inherited traits are
determined by units of material which are transferred from one generation to the next. The plant breeder's aim is to reassemble
these units of inheritance, known as genes, to produce crops with improved characteristics. In practice, this is a complex and
time-consuming process. Each plant contains many thousands of genes, and the plant breeder is seeking to combine a range of
desirable traits in one plant to produce a successful variety.
How Does Conventional Plant Breeding Work?
Conventional breeding involves crossing selected parent plants, chosen because they have desirable characteristics such as high
yield or disease resistance. The breeder's skill lies in selecting the best plants from the many and varied offspring. These are
grown on and tested in subsequent years. Typically this involves examining thousands of individual plants for different
characteristics ranging from agronomic performance to end-use quality. Developing a new variety can take up to 15 years for
wheat, 18 years for potatoes, even longer for some crops. The scope of conventional plant breeding has increased with
improvements in technology. In the laboratory, chemical and mechanical techniques are used to speed up the selection process
and remove natural barriers to cross-fertilisation, for example between different crop species.
Progress in UK plant breeding
Cereal yields have increased up to 250% in the past 40 years as new crops, such as oilseed rape and maize, bred for UK
conditions have brought quality improvements, e.g. wheat for bread making, barley for brewing and potatoes for crisping. But
even with the help of more advanced technology, conventional plant breeding still involves the shuffling of thousands of genes
from one plant to another. It may transfer the desired gene (or trait), but it may also result in the uptake of other unwanted
characteristics which the breeder must then select out.
What is Plant Biotechnology?
The term plant biotechnology is increasingly used to describe modern breeding techniques which involve the latest advances in
molecular biology. Crick and Watson's discovery of DNA's double helix structure in the 1950s held the key to cracking the
genetic code which determines how all living things work. The tools of the biotechnologist, developed as a result, have increased
the speed and precision of plant breeding techniques and widened the choice of characters for selection. Technology available
today enables crop improvement to take place at the level of individual genes. Genetic modification allows breeders to identify
the single gene responsible for a particular trait, and insert, or delete or modify it in a plant variety. This enhances the precision
of conventional breeding, and makes entirely new combinations of genes possible. Other applications of modern biotechnology
have improved the efficiency of plant breeding. For example, 'genetic fingerprinting' allow breeders to identify plant
characteristics without having to wait until the plant is fully-grown.
Farmers
disease and pest resistance, better weed control,
drought and frost tolerance, novel crop
Food
better processing quality, longer shelf life, extended
industry
growing season, less chemical inputs
Consumers higher protein foods, modified fat foods, higher
vitamin produce, longer lasting produce
Environment reduced agrochemical use, industrial crops, renewable
fuel sources, drought resistant crops
Who Will Benefit from Plant Biotechnology?
Modern biotechnology has put the plant breeding industry on the verge of exciting new breakthroughs. It offers improvements in
virtually every area of crop production and utilisation, with potential benefits to agriculture, the food industry, consumers and the
environment. The world's population continues to grow. By the year 2040 there could be twice as many mouths to feed. The
advances made possible through biotechnology will be essential to meet global food needs by increasing the yield, hardiness and
diversity of crops available to farmers. Plant biotechnology offers further benefits in the form of non-food crops. Through genetic
modification, it will be possible to develop industrial crops as renewable sources of medicines, industrial chemicals, fuels and
even biodegradable plastics.
How is Plant Biotechnology Currently Being Used?
The use of biotechnology in plant breeding programmes has become more widespread in recent years, but in commercial terms
the technology is still in its infancy. The table below summarises current developments in the genetic modification of major UK
food crops.
CropModification
Maize
Oilseed rape
Sugar beet
Wheat
Potato
Tomato
Apple
Field vegetables
Soft fruit
insect resistance, herbicide tolerance
modified oil, herbicide tolerance
modified sugar content, herbicide tolerance
modified starch, disease resistance
modified starch, insect resistance, disease
resistance
slower ripening
disease resistance, slower ripening
pest resistance
slower ripening
Are Genetically Modified Crops Safe to Eat?
In scientific terms the effects of genetic modification are much more precise and predictable than the wholesale transfer of
genetic material through conventional plant breeding.
What are the Environmental Effects of Growing Genetically Modified Crops?
Some environmentalists are concerned that genes from genetically modified crops could escape and transfer to other species
with unwanted consequences. For example, it is argued that herbicide-resistant crops could cross with weedy relatives to create
a new strain of 'super weed'. In practice, since the reproductive systems of genetically modified and conventionally bred crops
are identical, the behaviour of domesticated crop plants is unlikely to be affected by single gene changes. In ten years of
worldwide field trials there have been no adverse reports of genetically modified crops spreading in the environment.
Furthermore, resistance to weed killers has been available for decades in a number of conventionally bred varieties without
causing any such problem. The development of genetically modified crops is viewed as more precise than conventionally bred
crops - nevertheless the technology is subject to much tighter controls. In the long history of plant breeding, the strict
regulations applied to the development and use of genetically modified crops is unprecedented. In both the laboratory and the
field, each genetically modified crop must go through a rigorous process of monitoring and evaluation before it can reach the
customer. Extensive and ongoing evaluation of genetically modified crops has shown that the technology presents no new food
safety risks. Indeed, biotechnology will enable breeders to develop food crops with improved nutritional value and better keeping
qualities. Enhanced disease and pest resistance will also reduce pesticide residues.
Further reading:
Advances in Plant Biotechnology - a study resource for A level and GNVQ students. 1996. FREE. Published by
BBSRC/CEST, Polaris House, North Star Avenue, SwindonSN2 1UH. Telephone 01793 413 200.
The New Biotechnologies - opportunities and challenges. 1996. FREE. Published by BBSRC (as before). Additional
information on the use of modern biotechnology in farming and food production is available from the Institute of
Grocery Distribution, Grange Lane, Letchmore Heath, Watford, Herts WD2 8DQ. Tel: 01923 857141.
For further information about the British Society of Plant Breeders, contact: BSPB, Woolpack Chambers, Market
Street, Ely, Cambs CB7 4ND. www.bspb.co.uk
Genetic engineering: uses and risks
Genetic engineering can be used in three main areas of life: micro-organisms, plants, and animals.
The most well-known examples of genetically engineered micro-organisms produce therapeutic proteins for medical treatments, but recombinant bacteria have
also been developed that can extract metal from ore. This type of genetic engineering is well established and the risks are well controlled.
Transgenic plants are also relatively common. Many crops are grown in the US with a specific herbicide or pesticide resistant gene added, but there are many
environmental concerns related to these. Wildlife could be poisoned though the overuse of herbicides on genetically engineered resistant crops. Gene transfer is
known to occur between plants, so perhaps the herbicide-resistant transgene could transfer to weeds, creating ‘super weeds’. Alternatively, the super weeds could
be the genetically engineered crops themselves, which simply grow out of control. The use of genetically engineering promotes industrial farming, and creates
large populations of the same genetically engineered organisms with the same unknown disease susceptibilities. Many people are worried about the health risks:
will new allergens be created (perhaps by inserting nut genes into other crops)? It is possible that new toxins will be produced as inactive toxin production
pathways become activated by gene insertion. Some crops are genetically engineered to be able to withstand high concentrations of toxic metal in soil and resist
herbicides – but perhaps they will have high concentrations of these in their edible tissues and therefore be poisonous.
Another category of transgenic plants is that of biopharm crops, which contain a substance of medical value that could replace a pharmaceutical product. For
example, plants could be produced that contain vaccines. These vaccines would be inexpensive, easy to deliver to remote areas and could even be orally
administered without specialist technology. However, there are concerns that wildlife could be poisoned by eating biopharm crops. Recombinant vaccines have
already been produced in micro-organisms: yeast is used to produce a vaccine for hepatitis B. A specific protein on the surface of the hepatitis B virus triggers an
immune response when it infects humans; this protein is produced by genetically engineered yeast cells grown in culture, from which the protein can be easily
extracted and purified. This is relatively cheap and safe: the virus is not present when the protein is produced and so there is no chance of an accidental infection,
unlike the previous method of producing a vaccine which involved purifying the blood of humans and animals infected with the disease.
Biopharm is also a large potential use of transgenic animals. This raises concerns based around animal welfare: whether pain will be inflicted on transgenic
animals, the large number of animals required for genetic experiments and the invasive procedures carried out on them. The extent to which GE blurs the line
between species is also of concern to many people. Some of the ethical concerns related to how humans will use (or misuse) the technology: will it be accessed by
those whose quality of life will directly benefit, or by those who will gain only economically?
Genetic engineering is already occurring in the form of somatic gene therapy. This is a way of treating a genetic disorder, but it only works if the gene causing the
disease is known, and if the replacement of this gene is likely to work as a treatment. A number of different processes are covered under the name ‘gene therapy’:
replacing a mutated copy of a gene with a healthy one, inactivating a malfunctioning copy of the gene, or introducing an entirely new gene into a cell. Somatic
gene therapy only alters the genetic material of the affected tissues in the patient; germ cell therapy results in the genetic change being inherited by the patients
descendants, so many people believe this shouldn’t occur until more is known about the technology. Somatic cell therapy isn’t just restricted to treating genetic
disorders: it has been proposed that sports people will use ‘gene doping’ to gain an athletic edge.
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