NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Biology
Unit 1, Part (ii): Gene Expression
Teacher’s Guide
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Gene expression
From SQA Content Tables:
The genetic code used in transcription and translation is found in all forms of
life. The phenotype is determined by the proteins produced as the result of
gene expression, influenced by intra- and extracellular environmental
factors.
a) The expression of genes in eukaryotes
Only a fraction of the genes in a cell are expressed. Gene expression is
controlled by the regulation of both transcription and translation. mRNA is
transcribed from DNA in the nucleus and translated into proteins by
ribosomes in the cytoplasm.
i) Proteins
Proteins have a large variety of structures and shapes , resulting in a wide
range of functions.
Amino acids are linked to peptide bonds to form polypeptides. Polypeptide
chains fold to form the three-dimensional shape of a protein. Chains are held
together by hydrogen bonds and other interactions between individual amino
acids.
In covering the functions of proteins, reference should be made to the variety
of proteins encountered in SCQF level 5 courses.
Prior knowledge
Students should be aware that proteins are made of amino acids. They should
also be able to state some of the functions of proteins , eg enzymes, and also
be able to name examples.
New content areas
None
Background information
Proteins have a large variety of structures and shapes , resulting in a wide
range of functions. The primary structure of all proteins is the sequence of
amino acids from which they are made. These amino acids are joined together
by peptide bonds to form polypeptides. The peptide bond is formed when the
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carboxyl group of one amino acid reacts with the amino group of another,
releasing a water molecule. Hydrogen bonds then form between amino acid
residues, causing the polypeptide to form its secondary structu re and making
the protein more stable. The main groups of secondary structure are α helices
and β sheets. α helices form when hydrogen bonds joins amino acids several
residues apart. β sheets are produced when hydrogen bonds form between
chains of polypeptides which lie adjacent to one another, forming a flat sheet.
The secondary structure folds together to form the protein’s tertiary structure.
This folding is based on the hydrophobic nature of some amino acid side
chains, which require to be buried within the protein to avoid contact with
water. This is held in place by interactions between amino acids , including
hydrogen bonds and disulphide bonds, which form between two cysteine
residues. When more than one polypeptide chain combines, a quaternary
structure is formed, with each polypeptide chain being known as a subunit.
This is held together by the same types of interactions as found in the tertiary
structure. Some proteins also have prosthetic groups (non -protein) elements
incorporated into them, eg haemoglobin has the addition of iron molecules.
The overall structure of proteins falls into two main structural groups:
1.
2.
fibrous – secondary structures lie along side one another, mainly
structural proteins, eg keratin, collagen and elastin
globular – generally spherical and with a wide variety of roles,
including:
 enzymes,
 messengers such as the hormone insulin,
 transporters of molecules through membranes
 regulatory roles, eg regulating enzyme activity.
Resources
Student activity 2ai A: Protein structure and function activity
Investigating a variety of proteins using RasMol modelling software. This
worksheet is intended to be used alongside Raswin 2.6, which is available to
download for free from
http://www.umass.edu/microbio/rasmol/getras.htm#raswin
The molecules required for this activity can be downloaded from the Protein
Data Base (PDB; http://www.pdb.org/pdb/home/home.do) using their PDB
codes. Once downloaded they can be saved for later use by Students.
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Protein
PDB code
Glucagon
1GCN
Myoglobin
1L2K
Dihydrofolate reductase
1DRF
Insulin
3I40
Aspartate transcarbamoylase
3E2P
Green flourescent protein
3I19
Collagen
1BKV
Haemoglobin D
1A3N
Amylase
1SMD
Student activity 2ai B: Investigating proteins: Researching individual proteins
to create a class display
http://biomodel.uah.es/en/model3/index.htm
Before running this a java applet may need to be installed on school
computers. This should be checked ahead of time. Students can work through
the four stages in protein structure.
http://proteopedia.org/wiki/index.php/
Provides information and images for a wide variety of proteins. Click on table
of contents for an easy to navigate list.
Investigation of the shape and structure of fibrous and globular proteins using
RasMol or Protein Explorer software (see above links.) An online guide and
tutorial for investigating proteins can also be downloaded from
http://www.bioscience-explained.org/ENvol2_2/index.html in pdf format.
Practicals
Separation and identification of fish proteins by agarose gel electrophoresis.
This may be difficult to deliver due to cost and time considerations.
http://www.ncbe.reading.ac.uk/NCBE/PROTOCOLS/ protein.html
Separation and identification of amino acids using paper chromatography .
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From SQA Content Tables
ii) Structure and Functions of RNA
Single strand, replacement of
thymine with uracil and
deoxyribose with ribose compared
to DNA.
mRNA carries a copy of the DNA
code from the nucleus to the
ribosome. rRNA and proteins form
the ribosome. Each tRNA carries a
specific amino acid.
Phosphate
group
Prior knowledge
Base - adenine
Students should have already
- guanine
Ribose sugar
covered the structure of DNA
- cytosine
- uracil
earlier in the course. Knowledge of
the ultrastructure of eukaryotic
cells is also necessary and some time may need to be spent covering this. - uracil
New content areas
Structure of ribosomes – rRNA and proteins form the ribosome.
Background information
RNA stands for ribonucleic acid. There are three main differences between
RNA and DNA. RNA is single stranded, a uracil base has replaced thymine
and the nucleotide contains a ribose sugar instead of deoxyribose sugar.
RNA
Single stranded
Uracil
Ribose sugar
DNA
Double stranded
Thymine
Deoxyribose sugar
These molecular structures are for the
teacher’s benefit only as students do not
require to know the molecular structure
of each of the sugars.
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There are three forms of RNA involved in protein synthesis: messenger RNA
(mRNA) and transfer RNA (tRNA). mRNA is formed inside the nucleus from
free nucleotides and carries a copy of the DNA code from the nucleus to the
ribosome to direct the synthesis of proteins.
The ribosomes are found in the cytoplasm either floating freely or attached to
the rough endoplasmic reticulum. The ultrastructure of the cell may not have
previously been covered and if so some time should be spent teaching this.
Ribosomes floating freely are used to synthesis proteins for use within the
cell; those attached to the ER synthesise proteins for export or inclusion in
the membrane. Ribosomes are formed from proteins and a third type of RNA
known as ribosomal RNA (rRNA). Each tRNA carries a specific amino acid
to the ribosome for attachment to the peptide chain.
Areas of difficulty
Resources
Student activity 2aii A: Protein syntheses role play. Students act out the steps
of protein synthesis.
Student activity 2aii B: Protein synthesis diagram. Summary diagram of
protein synthesis, which can be completed using information cards from
activity A. Box 2 can be missed out and completed later if splicing is being
taught at a later date.
Student activity 2aii C: Production of ID cards for molecules involved in
protein synthesis using information cards provided in activity A.
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From SQA Content Tables
iii) Transcription of DNA and its role in gene expression
RNA polymerase moves along DNA, unwinding the double helix and
synthesising a primary transcript of RNA from RNA nucleotides by
complimentary base pairing.
Eukaryotic genes have introns (non-coding regions of genes) and exons
(coding regions of genes). The introns of the primary transcript of mRNA are
removed in RNA splicing.
Prior knowledge
Students require knowledge of DNA structure and location from previous
areas of the course.
New content areas
Eukaryotic genes have introns (non-coding regions of genes) and exons
(coding regions of genes). The introns of the pri mary transcript of mRNA are
removed in RNA splicing.
Background information
Transcription copies the information in DNA into an RNA molecule. This
occurs in the nucleus. RNA polymerase enzyme attaches to a sequence of
DNA known as the promoter. It then moves along the DNA, unwinding the
double helix and breaking the hydrogen bonds holding the base pairs together
to create a transcription bubble. This first stage is known as initiation. This is
followed by elongation, in which free RNA nucleotides enter the transcription
bubble and align with the complementary base pairs on the DNA moving
from 3’ to 5’. The RNA nucleotides are held in place by hydrogen bonding
while strong covalent bonds form between the phosphate of one nucleotide
and the 5’carbon of the adjacent nucleotide. The final stage is termination, in
which the transcription termination sequence is recognised on the DNA and
the RNA polymerase enzyme is released. The RNA that has been produced at
this stage is known as the primary transcript.
This primary transcript now requires to be modified. The primary transcript
of RNA is composed of introns and exons. The introns are non-coding regions
of genes and so do not appear in the mRNA in eukaryotic cells. The exons are
coding regions of genes and so do appear in the mRNA. The introns of the
primary transcript of mRNA are removed in RNA splicing.
In RNA splicing the primary transcript is cut at the boundaries between the
introns and exons. The introns are removed and the exons joined together.
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The mRNA can then leave the nucleus via a nuclear pore and enter the
cytoplasm.
Areas of difficulty
Students often get the terms transcription and translation muddled up. They
also often find it difficult to explain the process in a step -by-step manner. It
may therefore be of benefit to teach the basic steps involved in transcription
and translation first to ensure a firm understanding. Introns, exons and
splicing can then be covered, followed by the additional modifications
covered in Section b: One gene, many proteins.
Resources
See Student activities 2aii A, B and C.
http://wwwclass.unl.edu/biochem/gp2/m_biology/animation/gene/gene_a2.html
Good step-by-step animation of transcription, which would benefit from
being used before the introduction of splicing.
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From SQA Content Tables:
iv) Translation of mRNA and its role in gene expression
tRNA folds due to base pairing to form a triplet codon site and an attachment
site for a specific amino acid. Triplet codons and anticodons of the genetic
code. Start stop codons. Codon recognition of incoming tRNA, peptide bond
formation and exit of tRNA from the ribosome as polypeptide is formed.
Prior knowledge
Students should have an understanding of the structure of RNA and the
process of transcription. Some consolidation may be required of the
codon/amino acid relationship.
New content areas
Start and stop codons.
Background information
Translation is the process in which a polypeptide is synthesised from an
mRNA template.
Complimentary base pairing occurs between residues within the strand of
tRNA producing tRNA’s distinctive structure. This structure exposes a triplet
anticodon site and an attachment site for a specific amino acid. The triplet
anticodon site is complimentary to the triplet codon site on the mRNA. Each
codon codes for a particular amino acid. Students are required to be able to
identify the correct amino acid from a mRNA codon, DNA codon or tRNA
anticodon. Most tables of the genetic code will give the mRNA codons for
each amino acid.
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Often the SQA will show mRNA codons in the following form:
C
First base
A
G
C
Ser
Ser
Ser
Ser
Pro
Pro
Pro
Pro
Thr
Thr
Thr
Thr
Ala
Ala
Ala
Ala
A
Tyr
Tyr
Stop
Stop
His
His
Gln
Gln
Asn
Asn
Lys
Lys
Asp
Asp
Glu
Glu
G
Cys
Cys
Stop
Trp
Arg
Arg
Arg
Arg
Ser
Ser
Arg
Arg
Gly
Gly
Gly
Gly
U
C
A
G
U
C
A
G
U
C
A
G
U
C
A
G
Third base
U
Second base
U
Phe
Phe
Leu
Leu
Leu
Leu
Leu
Leu
Ile
Ile
Ile
Start/Met
Val
Val
Val
Val
The genetic code is described as being redundant as there are far more
possible codons than amino acids. There are 64 (4 3 ) possible combinations of
the four bases but only 20 amino acids occurring in nature. This has led to
more than one codon coding for an amino acid. There are three codons that do
not code for amino acids: UGA, UAA and UAG. The occurrence of these
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in the genetic code terminates translation and therefore they are known as
stop codons. The genetic code also includes start codons, where tran slation
begins. In eukaryotes this is almost always AUG, which also codes for the
amino acid methionine. In prokaryotes occasionally other codons may be
used.
During translation the mRNA passes through the ribosome. The codons are
recognised by tRNA. Each tRNA carries a particular amino acid. The
appropriate tRNA brings its amino acid to the ribosome as it moves along the
mRNA. Adjacent amino acids join with a peptide bond. The tRNA then leaves
the ribosome. This process continues until a stop codon is rea ched and the
polypeptide is released.
Areas of difficulty
Students often get confused between codons and anticodons when asked to
identify amino acids from the genetic code. The importance of reading the
question carefully should be emphasised.
Resources
http://nobelprize.org/educational/medicine/dna/intro.html
Information to navigate through on transcription and translation , including a
couple of animations.
http://www.wellcome.ac.uk/Education-resources/Teaching-andeducation/Animations/DNA/WTX057748.htm
Animation showing transcription and translation.
http://teach.genetics.utah.edu/content/begin/dna/reading_DNA.html
Students use an edible model of DNA to investigate transcription and
translation. The usual assessments of laboratory health and safety should be
made before carrying this out.
See Student activities 2aii A, B and C.
Student activity 2aiv A: The genetic code quiz. Quick quiz to allow students
to practice working with the genetic code.
Student activity 2aiv B: Creation of a protein synthesis storyboard. This
allows students to show their understanding of the processes involved in
protein synthesis. Alternatively this could be used after the introduction of
splicing.
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From SQA Content Tables
b. One gene, many proteins
A variety of proteins can be expressed from the same gene as a result of
alternative RNA splicing and post-translational modification.
Different mRNA molecules are produced from the same primary transcript
depending on which RNA segments are treated as exons and i ntrons.
Post-translational modification by cutting and combining polypeptide chains
or by adding a phosphate or carbohydrate group to the protein.
Prior knowledge
Students require an understanding of protein synthesis and the process of
RNA splicing.
New content areas
Different mRNA molecules are produced from the same primary transcript
depending on which RNA segments are treated as exons and introns.
Background information
There are 20,000–25,000 genes in the human genome but over 100,000
proteins in the human body. One gene can produce a variety of proteins as a
result of alternative RNA splicing and post -translational modification.
Different mRNA molecules are produced from the same primary transcript
depending on which RNA segments are treated as exons and introns. This is
called alternative RNA splicing. The exons can be combined in different ways
through a variety of methods. The most common is exon skipping, where an
exon may be removed or included. Other methods are mutually exclusive
exons where one of two exons may be included but not both; alternative
donor sites which changes the exon boundary before an intron or alternative
acceptor sites which changes the exon boundary of the following exon; intron
retention where an intron, or part of, is not spliced out.
Once translation is complete the protein can be modified to alter the protein ’s
function. Examples include the addition of a phosphate or carbohydrate.
Many proteins have a carbohydrate added to their structure. The carbohydrate
is usually added to asparagine, serine or threonine. They are known as
glycoproteins and are formed through the process of glycosylation.
Glycoproteins can perform a variety of roles and are often found as integral
membrane proteins aiding cell–cell interactions, including antibody action
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and white blood cell recognition processes. Other examples are antifreeze
proteins in cold water fish, certain hormones and proteins in mucus.
Proteins can also become phosphorylated, which involves the addition of a
phosphate group by a kinase enzyme. This is an important mechanism in
controlling the activity of many enzymes and receptors. The addition of a
phosphate group causes a conformational change in the protein structure ,
often switching it ‘on or off’. Alternatively this phosphorylation may change
the cellular location of the protein or its association with other proteins. This
is often reversible with the phosphate group being removed by a phosphatase
enzyme. Examples of this include the phosphorylation of Na + /K + -ATPase,
which is involved in transporting sodium and potassium across the cell
membrane.
The structure of a protein can also be modified by cutting and combining
polypeptide chains. For example, the hormone insulin, which increases the
uptake of glucose by cells, consists of two polypeptide chains that originated
as one chain. Disulphide bridges form between cysteine residues in the
original polypeptide chain, known as pro -insulin. A protease enzyme (an
enzyme which cuts protein at a peptide bond) then cuts the polypeptide chain
in two places. The middle section of the protein is removed, resulting in the
insulin molecule now consisting of two polypeptide chains. A second
example is the enzyme trypsin. It is produced in an inactive form as
chymotrypsin and is only activated when a section of the polypeptide chain is
removed.
Resources
Student activity 2b A: One gene, many proteins worksheet. This worksheet
involves students extracting information from a passage and using it to
complete a flow diagram.
Student activity 2b B: An article on alternative splicing can be downloaded
from the bioscience explained website in PDF form (www.bioscienceexplained.org). It is advanced but could be used as an extension activity for
more able students. It contains some questions for students to consider.
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From SQA Content Tables
c. Differentiation in multicellular organisms
Cellular differentiation is the process in which a cell develops more
specialised functions. Specialised cells only express the genes characteristic
for that type of cell.
i) Meristems and stem cells
Meristems are regions of unspecialised cells in plants that are capable o f cell
division. Cells produced in meristems differentiate into specialised cells.
Stem cells are relatively unspecialised cells in animals that can continue to
divide and can differentiate into specialised cells of one or more types. In the
very early embryo, embryonic stem cells differentiate into all the cell types
that make up the organism. Tissue (adult) stem cells replenish differentiated
cells that need to be replaced and give rise to a more limited range of cell
types. Once a cell becomes differentiated it only expresses the genes that
produce the proteins characteristic for that cell type.
Prior knowledge
Students should have an understanding of the importance of protein synthesis
to the resulting phenotype of a cell.
New content areas
Stem cells and meristems.
Background information
Meristems are regions of unspecialised cells in plants that are capable of cell
division. Cells produced in meristems differentiate into specialised cells.
There are two types of meristem found in plants: apical an d lateral. The
apical meristems are found at root and shoot tips where plant growth occurs.
Lateral meristems cause the plant to grow outwards (horizontally) and are
responsible for the thickening of stems in plants which return year after year.
This occurs in the cambium and is responsible for the growth of wood on a
tree trunk. The cells found in apical meristems are a useful tool in plant tissue
culture. They are described as being totipotent, which means they are capable
of becoming any cell within the plant. These cells can therefore be used to
grow entirely new plants that are clones of the original plant. Basically a
piece of plant (shoot tip, node etc) is put in nutrient medium that encourages
growth. The composition of the medium can be changed to p roduce a mass of
undifferentiated cells called a callus or an entire plant.
Stem cells are relatively unspecialised cells in animals that can continue to
divide and can differentiate into specialised cells. In the very early embryo,
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embryonic stem cells differentiate into all the cell types that make up the
organism. Human embryonic stem cells can be grown in the lab from cells
taken from early embryos at a stage of development called the blastocyst. The
blastocyst is made up of two layers of cells – and outer layer that would form
part of the placenta, and an inner layer of cells that have the ability to make
all the tissues of the embryo. Embryonic stem cells are derived by removing
the outer layer and culturing the inner layer of cells in the lab. These cells are
described as being pluripotent. Tissue (adult) stem cells replenish
differentiated cells that need to be replaced and give rise to a more limited
range of cell types. These cells are described as being multipotent and are
sometimes referred to as somatic stem cells. These multipotent cells replenish
the cells that make up particular organs in the body. Once a cell becomes
differentiated into a specialised cell it expresses the genes characteristic for
that type of cell.
Practicals
Plant tissue culture
http://www.ncbe.reading.ac.uk/NCBE/PROTOCOLS/planttissue.html
This practical requires good technical support for preparation. The
requirement of efficient aseptic technique may cause a problem in delivery in
large classes.
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From SQA Content Tables:
ii) Research and therapeutic value of stem cells
Stem cell research provides information on how cell processe s such as cell
growth, differentiation and gene regulation work. The therapeutic uses of
stem cells should be exemplified by reference to the repair of damaged or
diseased organs. The ethical issues of stem cell use and the regulation of
their use.
Prior knowledge
An understanding of the properties of stem cells.
New content areas
The research and therapeutic uses of stem cells in reference to the repair of
damaged and diseased organs. The ethical issues of stem cell use and the
regulation of their use.
Background information
Stem cell research provides information on the function and differentiation of
stem cells. This can lead to a better understanding of the cell cycle and
molecular biology of cells. This is a very active area of scientific research
with new developments occurring on a regular basis. Currently there is a
focus on how stem cells know which type of cell to differentiate into and the
control mechanisms associated with this. This work is focused on which
genes/proteins are required to generate a particular cell type, and how
expression of these genes is controlled by factors in the cell’s environment.
Related areas of research are concerned with which nutrients will help them
grow in the laboratory while still retaining their stem cell properties . Can
these nutrients be supplied in the lab by adding prot eins or molecules, or are
other cells needed to support the stem cells? Scientists are also working
alongside engineers to develop scaffolding materials to allow the grown
organs to form correctly. Adult stem cells are already being used for medical
applications.
 Stem cells found in bone marrow can be transplanted into leukaemia
patients to allow them to produce healthy blood cells. Typically in
leukaemia patients their own blood stem cells, which are mainly found in
the bone marrow produce too many blood cells (or too many of a particular
type of blood cell). In clinical treatment of some kinds of leukaemia, these
cancerous cells are killed off through chemotherapy and/or radiotherapy
and new stem cells from a donor bone marrow sample are transplanted into
the patient. These new stem cells can then divide and differentiate to
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produce new blood cells. This kind of stem cell transplant is only used for
some types of leukaemia. Leukaemia and Lymphoma Research has a great
deal of information about the different disease types on its website at
http://www.beatbloodcancers.org.
 The outer layer of skin can be grown from skin stem cells and used as a
skin graft for patients with third-degree burns over a very large part of
their bodies. Currently skin is removed from a healthy area of the patient
and the skin stem cells harvested. These stem cells are then used to grow a
new layer of skin to treat the damaged area. This takes about 3 weeks and
in that time the patient is at risk from infection and dehydration. The new
skin is also not perfect – it has no hair or sweat glands. In 2009 French
researchers successfully grew skin from embryonic stem cells and research
continues to see if this is a viable way to temporarily treat the damaged
area while the patients ‘new’ skin is grown.

A major area for study at the moment is the use of stem cells to treat loss
of vision due to the loss of transparency of the cornea. Currently the main
treatment for this is a corneal transplant. However, stem cells have been
found in the limbus of the eye and a method has been developed for
growing these cells in the lab. This technique can be used to treat patients
whose cornea and limbal stem cells have been destroyed in one or both
eyes, provided that a tiny amount of the limbus has been spared in one of
the eyes. In such patients corneal transplantation is useless because if the
limbus is destroyed, no stem cells are left to maintain and repair the
cornea throughout life. Limbal stem cells can be extracted from the
healthy eye of a patient, grown and multiplied in the lab and then
transplanted back into the damaged eye to repair or regrow the cornea.
In June 2010, scientists in Italy reported that they had used limbal stem
cells in this way to treat one hundred and twelve patients. In three quarters
of the patients, the eye was repaired and the new cornea was kept in good
repair by the transplanted stem cells over a period of up to 10 years.
The website http://abcnews.go.com/Health/EyeHealth/stem-cell-corneatransplant-patients-cells-restore-eyesight/story?id=10994585 has a video
of a news report where the lead scientist is interviewed.
These are examples of how stem cells are currently being used , but there are
many therapeutic uses that are still being researched. It is thought that
embryonic stem cells can be used to develop insulin-producing pancreatic
cells that could be used in the treatment of diabetes. This technology could
reduce the problem of a shortage of organs available for transplantation. Stem
cells have been discovered in the brain and it is hoped that this may lead to
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treatments for diseases caused by damage to the nerve cells of the brain
including Alzheimer’s disease and Parkinson’s disease.
Scientists are trying to understand how to control the differentiation of
embryonic stem cells, which would open up the possibility of replacing ce lls
in any organ of the body.
The use of embryonic stem cells is highly regulated. The Human Fertilisation
and Embryology Act (1990) and The Human Fertilisation and Embryology
(research purposes) Regulations 2001 provide controls on the research. In the
UK any research involving embryonic stem cells needs authority from the
Human Fertilisation and Embryo Authority. This will only be granted if the
Authority feels that there is no alternative method of carrying out the
research. In addition any embryo used must be created in vitro. In practice
most have been created through IVF treatment but have ultimately been
unused and donated by the parents. Research can also only be carried out on
embryos up to 14 days old. In most cases the stem cells are isolated fr om the
blastocyst at 5–6 days. This technology is not without controversy. The main
issue surrounds the question: When does life begin? Is it as soon as an egg is
fertilised by a sperm, when the embryo is implanted in the uterus, when cells
begin to differentiate or at some other point in development? Those who
believe that life begins at the point of fertilisation feel that any removal of
cells from the embryo constitutes murder and that no possible treatments
developed from that act could be justified. Others feel that sacrificing some
embryos for research could lead to many more people benefiting in the long
run and that justifies the procedure. See
http://www.eurostemcell.org/factsheet/embyronic-stem-cell-research-ethicaldilemma
Alternative sources of stem cells exist. For example, umbilical cord blood
contains blood stem cells and bone marrow also contains blood stem cells.
Adult specialized cells can be manipulated in the laboratory to become
pluripotent. However, both of these procedures are far more complicated and
research is not as advanced. For example, the long-term effect of
manipulating adult cells is not known and will take many years to discove r.
Resources
There is a wealth of information available on the internet on the topic of stem
cells. Some good sites to start with are listed below.
http://www.eurostemcell.org
A site produced by a partnership of scientists and science communicators
from across Europe, but hosted and coordinated by the University of
Edinburgh. This project is funded by the European Commission to provide
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accessible, up-to-date information on stem cell research. It includes films,
which can be viewed online or ordered on DVD, and a variety of activities,
some of which are included in the Student activities.
http://www.eurostemcell.org/films
This site contains two very good and relevant films. The first, ‘A Stem Cell
Story’, provides a general introduction to stem cells, what they are, where
they are found and a brief outline of some areas of current research. The
Quick Quiz is a multiple-choice quiz intended for use in conjunction with the
film. It is available on the same page as the films, or on the resources page of
the website (http://www.eurostemcell.org/resources).
The second film, ‘Conversations: ethics, science, stem cells’, contains a
commentary from a variety of interested parties on the ethical issues
surrounding the use of stem cells.
http://www.eurostemcell.org/resources
There are a variety of activities available on this site , collated from a range of
sources.
http:www.eurostemcell.org/toolkit
A toolkit of resources about stem cells and regenerative medicine is was
launched at this address in Spring 2011. Further resources for the Toolkit are
currently under development and will be added on an ongoing basis over the
course of the next three years.
Student activity 2cii A: All about stem cells: Information cards, worksheet
and poster activity containing introductory information about stem cells and
their potential uses.
Student activity 2cii B: Role play: Allows students to investigate the use of
embryonic stem cells. Lends itself to several cross-curricular activities. It
require a lot of preparation time. An introduction to the role play is enclosed
in this resource and the full materials will be available at
www.eurostemcell.org/toolkit in April/May 2011.
Student activity 2cii C: Points of view: A ready-to-use classroom activity for
discussion of the ethical issues around stem cell research. Students examine
the opinions of up to six characters and use these to inform and develop their
own views. Includes a short teachers’ guide.
Student activity 2cii D: Stem cells in the news: A short activity using a real
newspaper article to consolidate learning about stem cells and their potential
therapeutic value. The news article focuses on stem cell research relating to
Parkinson’s disease.
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http://www.cancerhelp.org.uk/about -cancer/treatment/transplant/
Information on the treatment of leukemia.
http://www.nhs.uk/News/Pages/NewsArticles.aspx?TopicId=Genetics%2fste
m+cells
Information on stem cells in the news.
http://teach.genetics.utah.edu/content/
A variety of lesson plans on the topic of stem cells. Teachers would benefit
from looking through what is on offer well in advance of teaching this
section.
http://learn.genetics.utah.edu/content/tech/stemcells/scissues/
A good set of questions for students to ponder.
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