Title of Unit – Biotechnology/Genetic Engineering

Subject `Genetic Engineering Timeframe 2 Weeks

Key Ideas Intended Student LearningProduction 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 Understand that Agrobacterium can be used as a vehicle to transfer genes into food producing plants.

o 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

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.

Key Ideas Intended Student Learning

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.

o Explain the potential applications of stem cell therapy.

Key Ideas Intended Student Learning

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 Understand that Agrobacterium can be used as a vehicle to transfer genes into food producing plants.

o 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: 3Lesson Duration: 80 minutes

Week 7 Content Lesson Activities Homework Resources

1Tues

9:00 – 10:20

am

GM plants IntroductionGenetic engineering in plants

Face to face

Show selective breeding of mustard weed (kale, broccoli, cauliflower, cabbage, Brussels sprouts)

Engineer a crop - simulationhttp :// www.pbs.org/wgbh/harvest/engine er/transgen.html

Worksheet 5 questions 8-10

Power point slides

Genetic Engineering notes

Worksheet 5 – Biotechnology: Genetic Engineering

Extra activities:Virtual labhttps://www.classzone.com/books/hs/ca/sc/bio_07/virtual_labs/virtualLabs.html

Feedback from mentor:Good, clear delivery of contentUse 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 topicLab 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.

Week 7 Content Lesson Activities Homework Resources

2Thurs 10:40-12:00

am

Issues investigationWrite Intro at home

Talk through investigation:Suggested and negotiated questionsPreliminary researchEnough arguments/articles for 2 ‘for’ and 2 ‘against’ paragraphs10/10 method of paragraph writingIntroduction completed in class and at homeResearch strategies

2015 ISSUES INVESTIGATION ESSAY assignment sheet

Introduction paragraphDue Tues L1

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.

3Fri

12:05-1:25p

m

STUDENT FREE DAY

Week 7 Content Lesson Activities Homework Resources

4Tues

9:00 – 10:20

am

40 mins

40 mins

Stem cells theory

Issues investigation – ‘For’ paragraphsCheck drafts of introduction

Half lesson (40 mins) on theory of stem cells.

Finished after ES and about to start adult SC.

Check/draft Introduction paragraph draft

Powerpoint presentation

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.

5Thurs 10:40-12:00

am

40 mins

40 mins

Adults stem cellsiPSC cells, issuesGene therapy

Issues investigation – ‘Against’ paragraphs

Half lesson (40 mins) finishing theory of stem cells.

Start gene therapy

Powerpoint presentation

Worksheet 6

Gene therapy notes

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 Content Lesson Activities Homework Resources

6Fri

2:10-3:30p

m

40 mins

40 mins

Gene therapy

Issues investigationIssues investigation – ‘Against’ paragraphs

Issues Investigation

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 Content Lesson Activities Homework Resources

7Tues

9:00 – 10:20

am

40 mins

40 mins

Recap CF and finish Gene Therapy

Revision time, worksheets, key ideas summary

Key Ideas Summary and need to know list.docx

Worksheet 5&6

Notes:Recap last lessonGive students dot points need to knowGive time to do worksheet

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.

8Thurs 10:40-12:00

am

Last minute revision lesson and drafting issues investigation as the students needed help with the topic and answering questions

Worksheet 7

9Fri 2:10-3:30pm

Summative Assessment (S))

Final Summative Test for Unit (written test paper) Topic test CAK Year 11 GE and STEM CELLS Test 2015 FINAL EDIT(2).docx

Week 10 Content Lesson Activities Homework Resources

10Tues

9:00 – 10:20

am

Marine Ecology - terminology Issues investigation due

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

..\Stage 1 Biology Marine Ecology\WORKSHEET 7 ECOLOGICAL TERMS.doc

..\Stage 1 Biology Marine Ecology\CAK Marine ecology notes.docx

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.

11Thurs 8:45-

10:05am

Marine Ecology – practice terminology

Plankton

Food chains

Students to swap definitions and match together.

Talk about phytoplankton and food chains, do worksheet 7 Q4 onwards.

Finish with Kahoot quiz

Resources\WORKSHEETS\WORKSHEET 7 ECOLOGICAL TERMS.doc

Reflection:

12Fri 2:10-3:30pm

Marine Ecology

Food chains

Worksheet 8 Worksheet 8

Teacher Notes:

2006-2014 Research Officer, Cereal Grain Biochemistry

Method Development (from research papers)Azogliadin Analyses on microplate reader

Protein ExtractionProtein fractions to add to noodles, PPO analysis

Adapt PPO for protein fractions

Example of large quantity of samples and number of analysesTook several months Approx. 150 samples

Cleaning samples By hand for small samples or using dockage machineMoisture/hardness Moisture testerConditioning for milling (24hrs) Organise with quality labMilling samples Buhler, quad Jr., cycloneGrind small amounts Rotor mixPPO (microplate to measure OD)Lipoxegenase (microplate to measure OD)Noodles Measure colourLutein 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 industry

better processing quality, longer shelf life, extended 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 insect resistance, herbicide toleranceOilseed rape modified oil, herbicide toleranceSugar beet modified sugar content, herbicide toleranceWheat modified starch, disease resistancePotato modified starch, insect resistance, disease

resistanceTomato slower ripeningApple disease resistance, slower ripeningField vegetables pest resistanceSoft fruit 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. u k

Genetic engineering: uses and risksGenetic 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.

http://www.abpischools.org.uk/page/modules/geneticengineeringnew/usesandrisks.cfm?coSiteNavigation_allTopic=1