54872 hw z NSG prelims 6/8/02 10:29 am Page 1 …creativeedutech.s3.amazonaws.com/products/kar2ouche/natural... · Pearson Education Immersive Education Edinburgh Gate The Old Malthouse

PEOPLEIN

SCIENCENatural Selection

and Genetics

Peter EllisAdditional material by Alastair Sandiforth

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Pearson Education Immersive EducationEdinburgh Gate The Old MalthouseHarlow Paradise StreetEssex OxfordCM20 2JE OX1 1LDwww.peopleinscience.co.uk

© Pearson Education Limited and Immersive Education Limited 2002

Kar2ouche‚ the application © Immersive Education Limited and The University of Oxford 1998-2002

The right of Peter Ellis to be identified as the author of this work has beenasserted by him in accordance with the Copyright, Designs and Patents Actof 1988.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,mechanical, photocopying, (except for the photocopiable worksheets),recording or otherwise without the prior written permission of the Publishersor a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London,W1P 9HE.

The following pages may be photocopied for classroom use:26-28, 31-33, 37-39, 42-44, 47-49, 53-56, 58-61

ISBN 0582 773075

Design concept by Raven Design,Ware, Herts and Gemini Design, Hersham, SurreyPage make-up by Gemini Design, Hersham, SurreyCover and CD label design by Immersive Education LimitedPrinted in Great Britain by George Over Limited, Rugby

The publisher’s policy is to use paper manufactured from sustainable forests.

AcknowledgmentsWe would like to thank Jim Henderson, Key Curriculum Leader – Science,Maths and Design Technology,The Charter School, London, for his work asa reviewer.

The Immersive Education team are:Alex Cane;Ashfaq Khan; Ben Hanke; BorisSamson; Brian Unwin; Carl Wenczek; Carol Macintosh; Claire James; DamienRochford; David Hailey; Donna Burton–Wilcock; Hasraf Dulull; Ian Downend;Ian Roe; Ivelina McCartney; James Broad; John McDonnell; Lloyd Sutton;Mandy Schmidt; Marie-Claire Barnes; Mark Miles; Rachel Nalumoso;Sarah Storrs; Simon Beaumont; Steven Arkell; Stephen Hawkins; Steve Young.

Peter Ellis has been teaching science for 27 years and has an M.Philin Chemical Education. He served a term as Chairman of the EducationSection of the British Society for the History of Science.

Alastair Sandiforth is Head of Science at Stanborough School,Welwyn Garden City. He is also a Principal Examiner for GCSE Biologyand Assistant Principal Moderator for GCSE Science coursework.


PEOPLEIN

SCIENCENatural Selection

and Genetics

Peter EllisAdditional material by Alastair Sandiforth


4 © Pearson Education Limited and Immersive Education 2002Natural Selection and Genetics

Contents

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Introduction 5

Using People in Science in the classroom 8

Developing thinking and literacy skills 10

Development of ideas 12

The characters 16

Matching charts 19

Themes and activities

The theory of evolution 23

Arguing about evolution 29

The laws of inheritance 34

DNA 40

Reading the Genome 45

Using DNA technology 50

Further suggestions 57

Quick start guide to Kar2ouche® 58 I

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A Introduction

Natural Selection and G

enetics

People in Science – Natural Selection and Genetics is one of a series of CD-ROMs withaccompanying support materials designed to help teachers deliver the Ideas andEvidence strand of Sc1 in an interesting and motivating manner, and to developstudents’ thinking and literacy skills at the same time.The series is accompanied by acompanion website at www.peopleinscience.co.uk.

Kar2ouche®

People in Science uses Kar2ouche® - an innovative software product that allows students toread and/or listen to text, and to create storyboards describing a sequence of events,presenting arguments or debates, or presenting factual information. Suggestions fordifferent ways of using Kar2ouche® to teach science and to develop thinking and literacyskills are given in Sections B and C (page 8 and page 10).A ‘Quick Start’ guide to usingKar2ouche® is provided at the back of this file, and a full instruction manual can bedownloaded from the website www.peopleinscience.co.uk.

Ideas about Natural Selection and GeneticsThe Natural Selection and Genetics CD includes a selection of scientists.Their stories canbe used to illustrate changes in ideas about evolution and inheritance.The CD alsoincludes the discovery of DNA, the work of the Human Genome Project and geneticmodification of organisms.Each historical character narrates a brief outline of his or her life story, and then explainstheir scientific ideas and the evidence for them. Modern, fictional characters are includedto present arguments for and against the use of genetically modified organisms andcloning.They are also used to represent current debates between creationists andsupporters of the theory of evolution.An outline of the scientific developments coveredby Natural Selection and Genetics is given in Section D (page 12), and a summary of thecharacters is included in Section E (page 16).

Section F (page 19) provides matching charts to map the themes to:� the National Curriculum for England� the National Curriculum for Wales� the Guidelines for Scotland � Scottish Standard Grade specifications.

In addition, matching charts are available on the website for the following:� the QCA Scheme of Work for England� GCSE specifications from AQA, Edexcel and OCR

The ThemesThe material provided on the CD can be used to cover a number of themes; eitherspecific discoveries or ideas (e.g. evolution) or ways of doing science (e.g. the importanceof evidence in the development of ideas).This pack includes 6 suggested themes,covering different aspects of ideas about natural selection and genetics. For each themethere are two suggested activities (of varying difficulty), a set of teacher’s notes, aclasswork sheet and a homework sheet.The CD includes two partially completedstoryboards for each theme, to help students to get started on the activities.

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The activities and storyboardsIn writing the activities we have attempted to provide a variety of tasks as well aslooking at different scientific themes.The suggested activities vary from creatingstraightforward storyboards to describe a sequence of events, to constructing anencyclopaedia entry and a television interview.We have provided two activities for eachTheme (and three for Theme 6), with the first activity generally being easier than thesecond.The suitability of each activity for KS3 and KS4 pupils is indicated in theteacher’s notes. Each activity is further differentiated into Sections A, B and C. Studentsshould all start on section A.

There is a storyboard provided for each activity (except for Activities 4.2 and 6.2c forwhich Word templates are provided instead).These storyboards can be accessed from thetext/audio window (click on the blue book symbol).The storyboards have some framesalready created, and prompts or questions in the comment window below the frame.The classwork sheets provided give students a brief outline of the activity and suggestionsfor completing the storyboard.

The activities suggested in this pack are intended to help teachers and students new toworking with Kar2ouche® – there are many other possible activities and themes that canbe covered using the text and characters provided.A few more suggestions are given inSection H (page 57).

Kar2ouche® allows teachers to personalise various settings, determining whichcharacters, backgrounds and props students have access to. Further details on this facilitycan be found in the user manual.

The Homework SheetsA Homework Sheet is provided for every Theme.The sheets are intended to be ‘stand-alone’, in that they do not rely on students having completed all of thecorresponding activity, and they do not require students to take home printed versionsof their classwork activities.They are intended to consolidate ideas introduced viathe activities.

We have provided a range of questions to be used on each Homework Sheet.Teachers may like to select which questions students are to use for homework dependingon the ability of the class. One question on each sheet is a research question highlighted bythe following icon .These require students to use books or the Internet. Suggestedweb links are given on the People in Science website (www.peopleinscience.co.uk) or inthe Teacher’s Notes where appropriate.



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The Teacher’s NotesThe Teacher’s Notes for each theme include the following information:� A box indicating which pupils the activities are suitable for.

‘All’ means that all pupils at that Key Stage should be capable of carrying out the activity successfully; ‘Most’ means that most pupils should be able to carry out the activity, but that it is not

suitable for the least able (or the least able will need considerable help); and ‘Some’indicates that the activity is suitable only for more able pupils at that Key Stage.

� learning objectives� learning outcomes� an indication of any prior knowledge that students will need before starting the

activities� a list of National Curriculum statements that can be covered (or partially covered)

using the activities� a brief background summary of the scientific developments or debates covered by

the Theme� an outline of the suggested activities and the storyboards provided� a list of the characters, backgrounds and props needed (this provides a quick

reference list in case teachers wish to lock out any characters, props or backgroundsnot needed for the activities).

� suggestions for organising the lesson� answers to questions on the homework sheet.

The website www.peopleinscience.co.ukThe companion website includes:� a full user manual for Kar2ouche®, which can be downloaded as PDF files� Frequently Asked Questions� an area where teachers can submit or download ideas or storyboards, to share

teaching ideas with other schools.� a list of weblinks suitable for answering the research questions for each theme.

At the time of publication, all web addresses listed in this Teacher’s File have beenchecked for their content and suitability. However, we would advise that all web links aretested before use in class, to ensure that they are still useful and appropriate.Any updatesneeded to the web addresses will be posted on the People in Science website.

Customer SupportKar2ouche® is easy to install and run, but if problems are encountered call theCustomer Support Line on 01865 811099.

System Requirements

• 50 Mb free hard drive space • 32Mb of RAM • CD ROM Drive• Mouse • 1024 x 768 or 800 x 600

16 bit video display• Microphone and Speakers

(Kar2ouche will work without these,but users will not experience thebenefits of the software without them)

PC / Windows SystemRequirements

• 300 MHz or higher Pentiumcompatible processor

• Windows 95/98/2000/ME/XP• Microsoft DirectX 8.0 or

higher (installed automatically if notfound)

• QuickTime 5.0 or higher(installed automatically if not found)

Mac OS SystemRequirements

• Suitable for PowerMac orPowerbook

• Mac OS 8.6 or later• CarbonLib 1.1 • QuickTime 5.0 or higher

(installed automatically if not found)

Activity KS3 KS4

1.1 Most All

1.2 Some Most



B Using People in Sciencein the classroom

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The material provided on the People in Science CDs can be used in the classroom in a number of ways.This section gives a general overview of the possibilities, withmore detailed suggestions for each Theme given in the Teacher’s Notes and via theready-made storyboards.

Organising the lessonStudents gain most value from the kinds of activity suggested here if they are given ageneral introduction to the lesson before they start using the software, and if what theyhave learned can be summarised and shared with others during a plenary session at theend of the lesson. Specific suggestions for starting and finishing lessons are made in theTeacher’s Notes for each Theme.

Students can work alone, in pairs or even threes. For many students, working in pairsprovides encouragement, an opportunity to share ideas, and a chance to clarify ideas bydiscussion with a partner. For this reason, it may be better to ask students to work inpairs even if there is access to enough computers for students to work alone.

StoryboardsA storyboard is a series of frames that tell a story or convey a sequence of events.They can be viewed as separate frames in sequence or animated and played as a ‘movie’.Storyboards are particularly useful in encouraging students to show their understandingand demonstrate their ability to extract and summarise key information.

Students can be asked to create:� a summary of a particular event or piece of text in a specified number of frames� a summary with speech bubbles or captions containing important quotations� a storyboard with their own commentary or a summary in their own words� presentations for the class to view� illustrations of alternative points of view/debate� imagined meetings between characters� a proposal for a new documentary to be presented to a board of TV executives.

While the main ideas in a storyboard are likely to be conveyed via text (either in thetext window or in speech, thought or text bubbles), students can enhance theirpresentations by adding sound effects, extra characters or props, their own digital images,or by recording the text in their own voices.

If time is limited, teachers can provide partially completed storyboards that studentscomplete in the lesson. Students can also be asked to create their own incompletestoryboards for other students to complete. Partially completed storyboards maycomprise, for example:� the first and last frame – students make the frames for the central section� storyboards that contain blank thought bubbles, blank speech bubbles and/or

blank text boxes� storyboards with questions in text boxes or in the text window� storyboards with text in the caption window – students create the pictures� storyboards with odd frames missing� sequencing activities� a quiz – ‘who says what?’, ‘what happens next?’ etc.

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AnimationsStudents who have access to Kar2ouche® out of class time enjoy creating animations.As with storyboards, animations enable students to demonstrate their understanding andability to extract key information. Most of the activities listed below can also be createdas still storyboards. Students may be told that they have been commissioned to create a:� news programme� documentary� TV chat show/interview� documentary trailer.

PublicationsTo summarise a topic, students can present their storyboards to the class using a dataprojector, interactive whiteboard, or on screen.Alternatively, they can use the printfacility to create publications in Kar2ouche® or copy images into a word-processing ordesk-top publishing program.

Possible publications for students to create include:� a newspaper front page – using Kar2ouche® to compose the pictures� storybooks – picture above, story below in text window� cartoon strips (or film strips)� diary entries (with photos/pictures)� letters (with pictures)� photo albums� magazine spreads.

In all of these activities students may be asked to consider audience and purpose.Teachers can stipulate this audience.

The possibilities are almost endless.As teachers get used to the software and use it withintheir particular area of expertise, other activities will suggest themselves.



C Developing thinking and literacy skills

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Although the focus of the activities in People in Science is for students to learn aboutscience, in particular the development of ideas and evidence over time, there are also ampleopportunities for pupils to develop their thinking and literacy skills.This section outlinessome of the skills that can be developed.A matching chart is available on the website,which links the suggested activities to the National Literacy Strategy.

Information-processing skillsStudents can be encouraged to:� identify key images, text, ideas – and extract what is essential� sort the relevant from the irrelevant� organise and, where necessary, prioritise ideas� sequence events� compare and contrast their work with the work of others.

Reasoning skills Students can be encouraged to:� justify opinions using evidence� make informed choices� consider alternative perspectives or interpretations� articulate ideas.

Enquiry skillsStudents can be encouraged to:� work collaboratively to extract information from texts� consider consequences� reflect critically on written text, their own work and the work of peers.

Creative thinking skillsStudents can be encouraged to:� offer interpretations of texts or situations� create multi-media texts� respond imaginatively to texts or situations.

Evaluation skillsStudents can be encouraged to:� engage in collaborative work and dialogue� review, modify and evaluate work produced.

CommunicationStudents can be encouraged to:� engage in group discussion� present ideas to a group� use visual aids and images to enhance communication� listen, understand and respond critically to others.

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Literacy skillsAt word level you can draw attention to key scientific words and their spelling.Students should be encouraged to look up any unfamiliar words in the glossary providedon the CD, and to compile their own lists of new words.Alternatively, lists of new wordscan be made into posters and used in a wall display.When introducing new vocabulary,encourage students to draw on analogies to known words, roots, derivations, and familiarspelling patterns.

In creating a range of storyboards, students can be encouraged to pay attention tosentence level literacy skills. In particular they should pay attention to sentencestructure and the consistent use of tenses.At a more advanced level they should beencouraged to consider the differences between written and spoken language in terms ofdegrees of formality and the techniques that speakers employ to persuade an audience totheir points of view.

Work at a text level can be varied.As far as the students’ reading skills are concernedthe activities require them to develop a range of research and study skills includinglocating information from the given text through skimming, scanning and searchtechniques.At a more advanced level they are required to bring in information from arange of sources, and to evaluate and re-present this for a specific audience. Somestudents may need clear directions that will help them to develop these skills.

The writing demands of the activities are varied, from virtual performances and debatesto newspaper reports. Students should be shown how to take effective notes, organiseideas and use evidence. If time permits, it would also be useful to reinforce literacy workby modelling some of the writing types particularly relevant to science – for instance,report writing, and where possible, to provide writing scaffolds for students who needmost support.

The software is particularly suitable for pair and small group work and thus forfacilitating the development of speaking and listening skills.When working in pairs,students can be given instructions to use talk as a tool for clarifying ideas by discussing,hypothesising, citing evidence and asking questions. In many of the activities students arerequired to promote, justify or defend a point of view using supporting evidence,example and illustration. During plenary sessions students will be required to listen, askquestions, comment, and possibly evaluate the presentations they have viewed.Withteacher direction, students can be allocated different roles in their groups to practisedifferent skills.The storyboarding activities allow pupils to engage in virtual role-play,therefore developing their drama techniques in a variety of situations and in response toa range of stimuli.



D The development of ideas about Natural Selection and Genetics

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In the beginningBy the calculations of John Lightfoot,Vice-Chancellor of the University of Cambridgein 1654, God created Adam at 9 a.m. on the morning of Sunday 26th October 4004BC*, the climax of six days of labour. In Hinduism the Universe exists in endless cyclesof creation, preservation and destruction.The Chinese giant Pangu split the universal egginto earth and sky and his death-throes created everything within it. On the other hand,the Mayan divine beings Tepeu and Gucumatz created the world by the power ofthought alone.

Across the world every culture and religion has its own story of how the world came intobeing and the origins of mankind. For eighteenth century Europeans the Genesis storywas the only acceptable theory. Faith in the Bible guided natural historians such as CarlLinne (Linnaeus, 1707–1778) as they struggled to classify and understand the naturalworld. However, the timescale of Lightfoot and his predecessor, Bishop Ussher wasquestioned. Compte de Buffon (1707–1788), the French naturalist, calculated that 78,000years were required from the formation of the solar system to the creation of humans.

Fossil anatomyDuring the eighteenth century the mysterious fossils found deep inside rocks attractedinterest. Collecting fossils became a hobby for gentlemen. Fossils joined the stuffed andpickled remains of present-day creatures in museums.At the Museum of Natural Historyin Paris, Baron Georges Cuvier (1769–1832) amassed a huge anatomical collection andbecame the most famous anatomist of his age. He reconstructed the skeleton of themammoth and was the first to classify fossils of creatures like the pterodactyl as reptiles.His work established him as the father of Palaeontology.

William Buckland (1784–1856) was Professor of Geology at Oxford and, like alluniversity dons of the time, a clergyman. He struggled throughout his life to interprethis geological finds in the light of his knowledge of the Bible.The finds made on theDorset coast by Mary Anning (1799–1847) only made his task more difficult.The daughter of a cabinet-maker,Anning supplemented the family’s poor incomethrough her discoveries on Lyme Regis beach.The huge remains of the plesiosaur andichthyosaur gained her worldwide fame.

Buckland’s problem was trying to fit these obviously extinct creatures into God’sCreation. One possible theory was that they had not found places on the Ark and hadperished in Noah’s flood. Cuvier realised that, as different classes of fossils were found invarious strata of rock, there must have been many flood-like catastrophes.After each event the survivors from other parts of the world repopulated the Earth.

Gideon Mantell (1790–1852) was the discoverer of the Iguanodon, and one of England’sforemost fossil hunters. He neglected his medical practice while he reconstructed anIguanodon skeleton found in a Maidstone quarry. Mantell’s efforts were dismissed by theyoung Richard Owen (1804–1892), who fancied himself as the successor to Cuvier’sreputation as the greatest anatomist. It was Owen who gave dinosaurs their name andwho dominated English natural history in the mid-nineteenth century. Owen’s theoriesfollowed from Cuvier’s in that he suggested that different groups of creatures, such as thedinosaurs, came into being at different times.

* In non-Christian contexts, the abbreviation BCE (for Before Common Era) is used instead of BC,and CE (for Common Era) is used instead of AD.




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Theories of evolutionThe vast majority of Christians believe that God created animals and plants and thatthey have not changed since. Some, like Erasmus Darwin (1731–1802), the grandfatherof Charles, put forward the idea that animals and plants that came into being in theCreation had undergone changes as a result of their environment – they had evolved.Jean Baptiste Lamarck (1744–1829), a colleague of Cuvier’s at the Paris Museum ofNatural History, developed a similar idea. He said that characteristics acquired during ananimal’s lifetime could be passed on to its offspring.Thus, an animal would graduallyevolve into a new species. He saw no need for extinctions, because he thought thatpresent day creatures are just the much-changed descendants of the fossil creatures.Lamarck’s theory was reviled by Cuvier but it interested the young Charles Darwin.

Charles Darwin (1809–1882) became fascinated by natural history at an early age, muchto the disgust of his father who sent him for training first as a doctor, and then as aclergyman. Darwin escaped by finding a place on the surveying vessel HMS Beagle.For five years the Beagle sailed around the world, spending a lot of time in SouthAmerica. Darwin was influenced by the observations and ideas of the geologist CharlesLyell (1797–1875). Lyell developed the theory of uniformitarianism in which hedescribed the slow processes whereby natural forces shaped and re-shape the surface ofthe Earth. Darwin saw evidence for Lyell’s ideas on his voyage and he also saw how thechanging Earth affected living species.

The origin of a controversyBack in England, Darwin devoted his time to writing, natural history research and todeveloping his theory of evolution by natural selection. He realised that his idea wascontroversial and was reluctant to expose himself and his family to the ridicule ofsociety. He did confide in his close friends, in particular Thomas Huxley (1825–1895).Huxley had coined the term ‘agnostic’ for his refusal to accept any idea unless backed upby evidence. Huxley saw no evidence for the Genesis story, especially as adapted byRichard Owen, whom he despised. Darwin, too, became a reluctant agnostic.

Frequently ill and almost a recluse in his Kent home, Darwin may have continued tohold back, but in 1858 he was stirred into action.A letter from Alfred Russel Wallace(1823–1913), who was exploring Malaysia, described a theory of evolution by naturalselection that was very similar to Darwin’s.Wallace’s essay and a letter from Darwinoutlining this theory were read at the same meeting of the Linnaean Society in 1858.With Huxley’s help, Darwin established his priority and published his work in his bookOn The Origin of the Species by Means of Natural Selection.As Darwin expected, it created astorm of protest and indignation.

The opposition was lead by Richard Owen supported by the Church, in the form ofSamuel Wilberforce (1805–1873), then Bishop of Oxford.The Church was keen todemolish any theory that removed God from the process of creation.The two sides metat the 1860 meeting of the British Association for the Advancement of Science inOxford.Wilberforce, coached by Owen, put the argument against evolution eloquentlybut misunderstood many of the scientific points. Huxley was quick to point out theBishop’s errors, and Wilberforce fell into his opponents’ hands when he put the sillyquestion to Huxley, ‘To which side of your family do you claim descent from an ape?’Huxley responded that he would not be ashamed to have a monkey for an ancestor, buthe would be ashamed to be connected with a man who used his great gifts to obscure

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the truth. Huxley’s response brought the house down and filled the gossip columns ofthe journals, who nicknamed him ‘Darwin’s bulldog’. From that time, Owen graduallylost power and the ideas about evolution gained support.

InheritanceDarwin’s theory suggested that variation in individual creatures conferred a survivaladvantage, which resulted in species adapting to changed environments.What Darwincould not explain was how the variations were passed to successive generations.Lamarck’s theory of acquired characteristics still had its supporters. Indeed the idea wasresurrected by the Ukranian,Trofim Lysenko (1898–1976) who dominated Sovietscience from the 1930s to the 1960s. But most scientists observed that Lamarck’s theorycould have ludicrous consequences and was not observed in practice.

It is a curious fact that the answer was available to Darwin towards the end of his lifeand yet he missed it. In what is now the Czech Republic, at the monastery of Brno,Gregor Mendel (1822–1884) carried out a long and detailed investigation into theheredity of characteristics in pea plants.Various theories had said that the male sex cellcarried a miniature but complete version of the offspring, or that male and femalecharacteristics were blended in the offspring. Mendel showed that both males andfemales carried ‘factors’ for each characteristic that were either dominant or recessive,and appeared in successive generations according to a predictable formula. Mendel wasno hermit, nor was Brno a complete intellectual backwater. In 1865 Mendel presenteda paper on his discoveries, which was subsequently distributed to nearly two hundredinstitutions. No one took any interest.

Genetics re-discoveredMendel was literally ahead of his time. In 1900 at least three scientists were gropingtheir way to the same conclusions as Mendel. Hugo de Vries (1848–1945), Karl Correns(1864–1933) and Erich von Tschermak-Seysenegg (1871–1962) rediscovered Mendel’swork and set about publicising his laws of genetics.At last Darwin’s theory of evolutionhad a mechanism, and the discovery of radioactivity and X-rays provided a causeof mutation.

Genetics was the newest science and Thomas Hunt Morgan (1866–1945) was one of itsleading lights. Morgan’s experiments with fruit flies showed that Mendel’s inheritedfactors, or ‘genes’, were associated with the chromosomes observed in the cell nucleus.Morgan even succeeded in mapping genes onto the fruit fly’s four chromosomes.

Deciding on DNAThe next problem was to find out what the chromosomes were made from.Chemical tests had shown that the cell nucleus contained proteins and a substance calleddeoxyribonucleic acid (DNA). By the 1920s it was realised that proteins were veryvaried, complicated, and large molecules. It was suggested that the proteins in thenucleus were complex enough to carry the thousands of genes that were necessary toproduce a living organism. Phoebus Levene (1869–1940), on the other hand, had shownthat DNA was really quite a simple molecule consisting of phosphates, sugars and fourdifferent bases. He thought DNA was a small molecule containing just one of each ofthe bases.The purpose of the DNA was uncertain; perhaps it just held the proteins inthe nucleus together.Then in 1944 Oswald Avery (1877–1955) and his team at theRockefeller Institute in New York proved that after all it was the DNA that carried thegenetic information.The next challenge was to find out how.

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The Double HelixDNA couldn’t be as simple as Levene had thought. Erwin Chargaff (born 1905) atColumbia University found that there were small but distinct differences between theDNA of different species, particularly in the amount of the four bases. However, henoticed that the percentage of the base adenine was always the same as the percentageof thymine, and the percentage of guanine was always the same as cytosine.

Meanwhile, others were developing the use of X-ray crystallography to investigate thestructures of large organic molecules. Linus Pauling (1901–1994) was a pioneer in thiswork and he set out to discover the structure of DNA.At King’s College in London,Maurice Wilkins (born 1916) also began studying X-ray pictures of DNA. In 1951 hewas joined, much to his chagrin, by Rosalind Franklin (1920–1958), an acknowledgedexpert at obtaining X-ray pictures.At Cambridge, Francis Crick (born 1916) had beenjoined by a young American, Jim Watson (born 1928), eager to discover the truth aboutDNA.With information gleaned from Wilkins and Franklin they set about usingPauling’s technique of building models.After a couple of false starts they realised thesignificance of Chargaff ’s findings.With the help of Alexander Todd (1907–1977),who was also at Cambridge and had worked out the structure of the four bases, theycompleted their model in 1953.

DNA and inheritanceThe beauty of Crick and Watson’s structure of DNA was the obvious ease with which itcould replicate itself. It was the cosmologist George Gamow (1904–1968) who realisedhow the four bases could code for the twenty amino acids that make up all the proteinsin a cell. Many scientists were and are involved in working out the minute details of theprocesses that convert the DNA code into living cells.

Fred Sanger (born 1918), who spent all his working life at Cambridge, was one of themajor figures in DNA research and one of the few people to win a Nobel Prize twice.The first was for developing techniques to find the sequence of amino acids in proteinsand the second was for similar work on the sequencing of DNA. Sanger’s work lies atthe base of the huge multi-national project to sequence the human genome.

IssuesThe knowledge and understanding of the way DNA and genes work has raised manyquestions about how the techniques should be used. Genetic testing, DNAfingerprinting, genetic modification, gene therapy, and cloning each have their ethicalimplications and the ability to inflame passions.

Darwin’s theory of evolution by natural selection has been united with the modernideas of genetics to produce neo-darwinism.This is a scientific theory and open tomodification when and if new evidence arises.There are still people who dismissevolutionary theory and hold to the creation story as told in Genesis. Scientists suchas Richard Dawkins and the late Stephen Jay Gould may have argued about the detailsof the neo–darwinian theory, but scientists have no doubt that the evidence in support ofevolution is very strong.



E The characters

This section provides a brief summary of each character included in Natural Selectionand Genetics.They are presented here in the same order as they are presented in the texton the CD. In some cases this section provides additional information about events thatoccurred after the date that each character ‘narrates’ their life story in the CD text.

Charles Darwin (1809–1882)British naturalist. Darwin trained first as adoctor and then as a clergyman. However, hewas allowed by his father to follow his mainlove, natural history, and embarked on theHMS Beagle for a five year voyage. He wasinfluenced by the work of Charles Lyell whosuggested that the Earth was not static.Back home he was respected for his report onthe expedition. Over the next twenty years hedeveloped his theory of evolution by naturalselection. Bouts of illness and reluctance toexpose his ideas to public ridicule delayedpublication until 1858.After this he met theexpected storm, but left the arguments to hisfriends, such as Thomas Huxley.

Baron Georges Cuvier (1769–1832)French anatomist. Cuvier was influenced bythe work of Compte de Buffon and he tookup a career as an anatomist at the NaturalHistory Museum in Paris. He amassed ahuge collection and a reputation as theleading anatomist of his time. He was able toconstruct a complete picture of a creaturefrom just a few bones and was the first toclassify fossil animals. Cuvier believed thatextinctions were caused by successivecatastrophes but dismissed Lamarck’sevolutionary theory.

Jean Baptiste Lamarck (1744–1829)French biologist. Lamarck became interestedin botany while fighting in the Seven YearsWar and was then employed at the Jardin duRoi in Paris, which became the NaturalHistory Museum after the Revolution.He was put in charge of the ‘invertebrates’(a name he introduced). He developed fourlaws that explained how species evolvedfrom simple to complex forms, whichincluded his idea of inheritance of acquiredcharacteristics. He also developed thedichotomous key for identification of plantsand animals. He received little support andhis disputes with Cuvier left him poor.

Richard Owen (1804–1892)British anatomist. Owen was born inLancaster, where he began his training as asurgeon and became interested in anatomy.In London he was given a junior positionlooking after the specimens at the HunterianMuseum attached to the Royal College ofSurgeons.Adept at manipulating events tohis advantage he rose to become the leadingbiologist of his generation and wielded hispower ruthlessly. In 1841 he introduced theterm ‘dinosaur’ in a paper on fossil reptilesfor the British Association for theAdvancement of Science but he dismissedideas of evolution. In the 1860s, clashes withHuxley and other supporters of evolutiondiscredited his work and he became a sad,embittered and forgotten figure.The NaturalHistory Museum in London remains hisgreatest legacy.

Thomas Huxley (1825–1895)British biologist. Huxley trained in medicineat Charing Cross Hospital and in 1846 heembarked on a survey trip withHMS Rattlesnake as the ship’s doctor.On his return he became a lecturer innatural history. He became friends withDarwin and an enthusiastic supporter ofevolution by natural selection. He took onthe role of Darwin’s spokesman andpublicist. Reluctantly, he attended themeeting in Oxford at which Wilberforcespoke against evolution but won theargument with his response to Wilberforce’sput-down. He took delight in driving Owenfrom his positions of power and encouragedthe scientific establishment to adopt Darwin’stheory of evolution.

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Samuel Wilberforce (1805–1873)Bishop of Oxford.Wilberforce was a son ofWilliam Wilberforce, the opponent of theslave trade. He rose quickly through theChurch hierarchy and was made Bishop ofOxford in 1845. He was renowned for hisskill in oratory and he gained the nickname‘Soapy Sam’ for his debating skills. He waspresent at the BA meeting in 1860, whichsaw his debate with Huxley over evolution.He was a staunch creationist, and Owencoached him through the science behindtheir ideas. Later he became Bishop ofWinchester.

Alfred Russel Wallace (1823–1913)British biologist.Wallace was born in Wales.He was first a surveyor, then a teacher, beforegetting bitten by the travel bug. He travelledin South America and then in Malaysia,where he developed his theory of evolutionby natural selection. In 1858, while stilloverseas, he wrote to Darwin explaining hisideas, which matched Darwin’s own.After publication of Darwin’s theory hecontinued to collect evidence for evolutionbut disagreed with Darwin about theancestry of humans. He attempted to make aliving through sales of his specimens but wasalways in financial difficulties.

Gregor Mendel (1822–1884)Austrian monk and plant geneticist.Mendel was the son of a poor farmer in aregion of the Austrian empire that is now inthe Czech Republic.To avoid being aburden on his parents he became a monk at the monastery in Brno. He was asuccessful teacher despite failing thequalifying exam. His interest in horticultureled him to start a series of experiments intoplant heredity, using pea plants.This culminated in his paper to the BrnoNatural History Society in 1865 in which heset out his laws of inheritance. He proposedthat inheritance was carried by ‘factors’ thatpassed from parents to offspring. In 1868 hebecame abbot of the monastery and had lesstime to pursue his scientific work.

Hugo de Vries (1848–1935)Dutch plant geneticist. De Vries studied atLeiden, Heidelberg and Würzburg, andbecame an authority on the plants of theNetherlands before becoming interested inheredity. In 1889 he reviewed the availableliterature and put forward the idea that thecell nucleus controlled inheritance. In the1890s he carried out his own plant-breedingexperiments and came to the sameconclusions as Mendel, whose work he re-discovered in 1900. Later he suggested the mutation theory to explain the causeof variation. He was professor of botany atAmsterdam from 1878 to 1918.

Thomas Hunt Morgan (1866–1945)American geneticist. Morgan was born inKentucky and became professor ofexperimental zoology at ColumbiaUniversity.At first sceptical of Mendel’sideas, his work on fruit flies (which began in1908) soon convinced him of their generalcorrectness. He did find that, contrary toMendel, some characteristics were linked andbegan mapping genes onto chromosomes.He was awarded the Nobel Prize in 1933.

Rosalind Franklin (1920–1958)British X-ray crystallographer. Franklin wasborn in London and studied at Cambridgebefore carrying out research on coal.In 1947 she moved to Paris where she learntthe techniques of X-ray diffraction. In 1951she accepted a position at King’s College,London, to apply her skills to DNA.Her relationship with Wilkins was cool andshe was uncomfortable with the maledominated atmosphere of King’s.With hersuperb pictures of DNA she was close tocompleting her own structure of DNAwhen Crick and Watson announced theirs inMarch 1953.The same year she moved toBirkbeck College and continued her X-raywork. She died of cancer aged just 37, and somissed being included in the Nobel Prizeawarded to Crick,Watson and Wilkins, as theprizes are not awarded posthumously.



Francis Crick (born 1916)British molecular biologist. Crick wasoriginally a physicist, but after war work onmines he turned to biology, and in 1949 wasgiven a position at Cambridge Universityworking for the Medical Research Councilunder Sir Lawrence Bragg. He worked withMax Perutz’s team on X-ray crystallographyof proteins. James Watson persuaded him tolook into DNA.After the announcement ofthe DNA structure he continued to work atCambridge on DNA replication. In 1977 hemoved to the USA where he carries outresearch into consciousness. He was awardedthe Nobel Prize in 1962, jointly with Watson and Wilkins.

James Watson (born 1928)American biochemist.Watson was born inChicago, and entered university at the age of 15.After receiving his PhD for a study onviruses he took a position in Copenhagen.Deciding that he wanted to study DNA,he managed to secure a move to Cambridge,where he became friends with Crick.Shortly after the announcement of the DNAstructure he moved to California and in1968 became Director of the Cold SpringHarbour Laboratory in New York.He was awarded the Nobel Prize in 1962,jointly with Crick and Wilkins.

Maurice Wilkins (born 1916)New Zealand – British biophysicist.Wilkins was born in New Zealand andgraduated in physics from CambridgeUniversity in 1938. He then worked onradar screens in Birmingham. During theSecond World War he was sent to Californiato work on the atomic bomb project.Disillusioned after the war he returned toEngland and turned to work in biophysics.He was appointed to King’s College Londonin 1946 and began research on the X-raycrystallography of DNA. He passed his datato Crick and Watson, which helped them intheir work. He remained at King’s until heretired. He was awarded the Nobel Prize in1962, jointly with Crick and Watson.

Frederick Sanger (born 1918)British biochemist. Sanger was born inGloucestershire and spent all his academiclife at Cambridge University. He spent tenyears developing the techniques of aminoacid sequencing in proteins and completedthe sequence of bovine insulin in 1955.He was awarded the Nobel Prize for this in 1958. He then turned to DNA anddeveloped methods of sequencing the bases,completing the genome of a virus in 1977.In 1980 he received his second Nobel Prizefor this work.

Contemporary fictional characters

Josh DentonAn American creationist.

Sarah NewmanA scientific journalist who specialises inevolution theory.

Kenichi TagakiA scientist working on the Human GenomeProject at the Sanger Centre in Cambridge.

Helene DumasA French scientist who works for a companythat produces genetically modified organisms.

Tom FletcherA British organic farmer who is opposed to GMOs.

Kevin BaxterA British athlete considering dabbling ingene therapy.

Vittori AllegriAn Italian scientist who works on cloningorganisms.

Wendy ChoiA British anti-cloning protestor.

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F Matching charts

Key Stage 4 Sc1 Scientific enquiry


1 a

b

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Statement

About the interplay between empirical questions,evidence and scientific explanations using historical andcontemporary examples (for example, Lavoisier’s workon burning, the possible causes of global warming).

That it is important to test explanations by using themto make predictions and by seeing if evidence matchesthe predictions.

About the ways in which scientists work today and howthey worked in the past, including the roles ofexperimentation, evidence and creative thought in thedevelopment of scientific ideas.

Activity

1.1, 1.2, 2.1,3.1, 3.2, 4.1, 5.1

1.2, 3.1, 3.2, 4.2

1.1, 1.2, 2.1, 2.2, 3.1,3.2, 4.2, 5.1, 6.1, 6.2

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1.2, 2.1, 3.1, 4.1, 4.2,5.1, 5.2, 6.3

1.1, 1.2, 2.1, 2.2,3.2, 4.2

1.1, 1.2, 2.1, 2.2,3.2, 4.2, 5.2,6.1, 6.2, 6.3, 6.4

5.2, 6.1, 6.2, 6.3, 6.4

Statement

How scientific ideas are presented, evaluated anddisseminated (for example, by publication, review byother scientists).

How scientific controversies can arise from differentways of interpreting empirical evidence (for example,Darwin’s theory of evolution).

Ways in which scientific work may be affected by thecontexts in which it takes place (for example, social,historical, moral and spiritual), and how these contextsmay affect whether or not ideas are accepted.

To consider the power and limitations of science inaddressing industrial, social and environmental questions,including the kinds of questions science can and cannotanswer, uncertainties in scientific knowledge, and theethical issues involved.

Matching chart for English National Curriculum and Natural Selection and Genetics



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Matching chart for Welsh National Curriculum and Natural Selection and Genetics

1

2

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Statement

The Nature of Science

To consider different sources of information, includingthat obtained from their own work and informationfrom secondary sources.

How creative thought as well as information may berequired in arriving at scientific explanations.

About the work of scientists and the role ofexperimental data, creative thought and values in theirwork and in developing scientific ideas.

Communication in Science

To search systematically for, process and analyseinformation for a specific purpose, using ICT to do soon some occasions.

Activity

1.1, 1.2, 2.1, 2.2,3.1, 3.2, 4.1, 4.2, 5.1,5.2, 6.1, 6.2, 6.3, 6.4

1.1, 1.2, 4.2

1.1, 1.2, 2.1, 3.1,3.2, 4.1, 4.2, 6.1,6.2, 6.3, 6.4

1.1, 1.2, 2.1, 2.2, 3.1,3.2, 4.1, 4.2, 5.1, 5.2,6.1, 6.2, 6.3, 6.4


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The Nature of Science

To use and consider a variety of sources of information,both that obtained from their own work and secondarysources, including ICT.

To recognise that scientific controversies arise fromdifferent interpretations and emphases placed on information.

To consider the ways in which scientific ideas areaffected by social, political and historical contexts inwhich they develop, and how these contexts may affect whether or not the ideas are accepted.

Activity

1.1, 1.2, 2.1, 2.2, 3.1,3.2, 4.1, 4.2, 5.1, 5.2,6.1, 6.2, 6.3, 6.4

1.1, 1.2, 2.1, 2.2, 3.1

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Natural Selection and Genetics also covers the following statements.

Key Stage 3

Key Stage 4

Statement covered

1d, 4a, 4c

1c, 3a, 3b, 3c, 3e, 3f, 3g, 3h, 3i, 3j

Key Stage 3

Key Stage 4

Statement covered

1.4, 4.1, 4.2, 4.4

1.2, 3.1, 3.2, 3.4, 3.5, 3.6, 3.7, 3.8, 3.9

Variation

Selection

Key Stage 3

d

Key Stage 4

b, c, e, f, g, h

i, j, k

ENGLANDSc2 Life processes and living things

WALESSc2 Life processes and living things

SCOTLAND5-14 Environmental Studies: Science

NORTHERN IRELANDLiving organisms and life processes

Statement covered

Explain the role of chromosomes and genes in inheritance.

Give examples of living things that are extinct.

Explain how responses to changes inthe environment might increase thechances of survival.

Activity

3.1, 3.2, 4.1, 4.2

1.1, 1.2, 2.1

1.1, 1.2, 2.1

Variety andcharacteristics features

Level F

Interaction of livingthings with their

environment

Level C

Level D


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1 The theory of evolution


Learning objectivesStudents have the opportunity to learn:� about Charles Darwin’s voyage on HMS Beagle� how the voyage changed his ideas about the origin of species – both plants and animals� that Darwin brought his ideas and observations together in a theory of evolution� that there were other ideas about evolution, and that some people did not believe that

evolution had happened at all.

Learning outcomesStudents:� answer questions by extracting information from text provided (Activity 1.1,Activity 1.2)� continue and elaborate storyboards about Darwin’s life after HMS Beagle and his ideas

about evolution (Activity 1.1)� explain other scientific ideas about the origins of species (Activity 1.2).

Activity levels National Curriculum Statements

Background informationDarwin’s imagination was fired by the sights he saw and the many specimens he collectedduring his trip on the HMS Beagle. By the time he returned to London he was already arespected biologist. For the next twenty years he worked on his ideas and developed his theoryof evolution by natural selection, in spite of an illness that troubled him for the rest of his lifeand persuaded him to remain out of the limelight in his Kent home.

Darwin was not the first to have ideas about evolution, nor did the controversy start with him.Earlier, Cuvier and Lamarck had clashed over rival theories about the origins of species.Wallace independently arrived at the same conclusions as Darwin but thanks to the activitiesof Huxley it was the work of Darwin that entered public consciousness.

Darwin’s theory states that there is naturally some variation between organisms of the samespecies.This means that organisms that are best adapted to their environment are most likely tosurvive and breed, and therefore to pass their adaptations on to their offspring. Species cantherefore adapt to changes in their environment and may gradually evolve into new species. (More detail is given in Darwin’s text on the CD.)

Prior knowledge requiredIt will be helpful if students know what a species is. Some students will already knowsomething about fossils and dinosaurs.Teachers may prefer to carry out this activity afterstudents have been taught about variation.

Activity 1.1 Darwin and his theoryStudents are provided with a set of frames showing Charles Darwin on HMS Beagle, and how hedeveloped his ideas about evolution. Students are given questions to answer using the informationprovided via the text/audio window.They can use the search facility to locate information and key words. Students can then elaborate the storyboard by adding props.The activity can be extended by adding frames that show Darwin being interviewed towards the endof his life, giving students the opportunity to demonstrate their understanding of Darwin’s theory.

Sc1 Sc2

KS3 1a, 1c 4a

KS4 1a, 1b, 1c 4i, 4j

Activity KS3 KS4

1.1 Most All

1.2 Some Most

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Activity 1.2 Alternative theoriesThis activity concentrates on bringing out the differences between opposing theories ofevolution, and also shows the Creationist point of view. Students are provided with a storyboardshowing the people involved, and questions are provided to help them to extract the necessaryinformation from the text. Students are then encouraged to use the information to make theproponents of the ideas explain their views.This is an excellent opportunity to bring out theimportance of scientists communicating their ideas and the nature of a scientific theory.

Characters: Darwin as a young man, Darwin as an old man,Wallace, Cuvier,Lamarck, Owen,TV presenter, teenager.

Backgrounds: HMS Beagle, Galapagos Islands, London house, Darwin’s House,Darwin’s Study, Paris Museum, London Museum, French home,TV studio.

Props: Various maps, books, animal and plant specimens, fossils and general props.

Lesson ideas� Start by brainstorming or discussing students’ ideas on what a species is, and finding out

how much they already know about Darwin and his theories. Many students will haveheard of Darwin, but may not know how he arrived at his ideas. Ensure that studentsunderstand what a species is, if this has not already been covered.

� Give students some idea of the great variety of species on Earth – scientists estimate that there are over 10 million species of flora and fauna in the world but we have onlyactually categorised 1.4 million of them.

� Explain to students that ideas in science have not always been the same and that manymodern concepts are based on older ideas.

� Hold a plenary session at the end of the lesson to discuss why scientists change their ideas and to confirm that all students understand why Darwin’s theory of evolution iswidely accepted.

� Students might also be interested to know that the space probe Beagle 2, which is to lookfor life on Mars, was named after HMS Beagle.

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1 Students’ letters should bring outDarwin’s amazement at the great varietyof plants and animals he saw, and alsohis doubts that the Biblical Creationstory could explain this great variety.

2 a) A short haired breed of rabbit mayoccasionally produce an individualwith longer hair than normal. Longerfur provides greater insulation andmakes the rabbit more likely to surviveand breed, and so to pass on it’scharacteristic longer fur. Eventually anew species may form.

b) Rabbits would grow longer fur to copewith colder weather, and so theiroffspring would also have longer fur.

c) If a rabbit lost a leg, according toLamarck’s theory you would expect its offspring to be born with only three legs.

d) The selection pressure is exerted bythe environment.

3 a) A suitable experiment could involvecutting all the leaves of a plant inhalf, and allowing the plant to befertilised and produce seed. The seedscan then be germinated and grown tosee if the offspring also have half-sized leaves.

b) The peppered moth comes in lightand dark varieties. The dark varietybecame more common in heavilypolluted areas, as it was camouflagedmore effectively against soot-blackenedbark on trees. When the Clean Air Actresulted in less soot pollution, thelighter variety became more commonas it was more effectively camouflagedagainst the cleaner tree bark. Darwinwould explain these changes in termsof one variety being best adapted tosurvive in particular circumstances,and therefore producing more offspringwhich inherited its characteristics.

Suitable web addresses are given ashyperlinks on the People in Scienceweb site www.peopleinscience.co.uk

Answers to homework questions

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1 The theory of evolution

Evolution is a way of explaining how simple forms of life have gradually changed into morecomplex forms.There have been different ideas about evolution over time.

1.1 Darwin and his theoryMake a storyboard that can be shown to students to tell them about the life and work of Charles Darwin.

A Open storyboard ‘Activity 1.1’.The frames show Charles Darwin.There are somequestions at the bottom of each frame.Click on the text/audio symbol (the blue book) at the bottom of the screen to look at thetext and find the answers to the questions in Frames 2 to 6.You can use the search box atthe top right of the text to look for key words.Type your answers into the bottom captionwindow in your own words, or copy and paste from the text.

B Make the frames look more interesting by adding props. For example you could add booksand animals.

C Continue the storyboard from Frame 7 onwards to show Charles Darwin beinginterviewed about his life.Add extra frames if you need them.

1.2 Alternative theoriesA Open storyboard ‘Activity 1.2’.The frames show

different scientists who had ideas about evolution.Look up each scientist in the text, and then answerthe questions under each frame. Click on thetext/audio symbol (the blue book) to look at andlisten to the text.You can use the search box at thetop right of the text to look for key words.Type your answers into the bottom caption windowin your own words, or copy and paste from the text.

B Make the storyboard more interesting by making thevarious people explain their own ideas.You can usespeech bubbles, use audio from the text provided, oreven record your own soundtrack.You can also addprops to the frames.

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1 The origin of a theory


In 1831 Charles Darwin set off on HMS Beagle as the ship’s naturalist. He was very seasick at first, but after recovering he made many interesting observations during the voyage.The journey lasted five years and Darwin visited many places in and around South America, including a group of islands called the Galapagos Islands.The plants and animals that Darwin saw on the expedition fascinated him and hebegan to think about the variety of living things in the world.Here are some of the things that Darwin may have written in his notes:

1 Write an imaginary letter from Darwin to his sister Catherine.In it you should describe the following things:� how the voyage is going� what Darwin had seen� what he thought about the creatures that he had seen� his thoughts on creation.

When I set off on HMS Beagle I only knew about the plants and animals in Britain. I hoped that I would see lots of amazing new species.

I am especially excited about the creatures found onthe Galapagos Islands. There I found giant tortoises andseaweed-eating lizards that were different fromcreatures found anywhere else.

The Bible says all creatures were created by God and have not changed since the Creation. However, a few peoplethink that plants and animals have evolved into different forms.Most other people think these ideas are shocking because theygo against the teachings of the Bible.

On my voyage I made amazing discoveries of new plants and animals. I wondered why they each looked so different and if all these creatures could really have been created byGod just to satisfy man’s needs.

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The voyage of the Beagle was a starting point for Darwin, and he spent many yearsworking on his theory of evolution. However, Darwin was not the first person topropose that animals and plants changed over time. Jean Baptiste Lamarck suggestedthat species evolved. Here are some of his ideas and some of Darwin’s:

2 The two theories explain how animals and plants change with time. Imagine both Darwin and Lamarck were shown a new type of rabbit that has very long fur because it lives in the Arctic.a) How would Darwin explain this?b) How would Lamarck explain this?c) Can you think of any flaws in Lamarck’s theory? For example, what do you think

Lamarck would have said happens to the offspring of an animal that lost a limb in anaccident?

d) Why do you think that Darwin’s theory was called Natural Selection?

3 a) Design and describe an experiment with plants to test Lamarck’s theory.OR

b) Use books or the Internet to find out about the peppered moth – this was an example of evolution that Darwin knew about. How does Darwin’s theory explain what happened?

You can find some website addresses at www.peopleinscience.co.uk.

1 The origin of a theory (cont.)

Lamarck1 Giraffe stretches to reach tree.2 Its neck stretches as a result.3 Its offspring have a long neck because its own neck became stretched.

Darwin1 In a population of giraffes some have longer necks than others.2 The giraffes with the long necks survive because they can reach

the leaves on the trees.3 The giraffes that survive have offspring who also have long necks.

The offspring that are best adapted survive.

1 2 3

1 2 3

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Learning objectivesStudents have the opportunity to learn:� that scientific ideas can contradict religious beliefs� that scientists need to gain the support of other scientists for their theories to be accepted� that scientists try to answer ‘how’ questions rather than ‘why’ questions.

Learning outcomesStudents:� answer questions by extracting information from the text and audio provided (Activity 2.1)� work out a sequence for a series of muddled frames in a Photo Story (Activity 2.2)� appreciate that scientific theories need to be tested with evidence.


Background informationDarwin knew that when The Origin of Species was published it would cause a controversy,and he was not mistaken. Scientists such as Richard Owen and members of the Church raised objections.The confrontation between Huxley, Darwin’s leading publicist, and BishopWilberforce at a meeting in Oxford was one of many confrontations between supporters ofthe new theory and believers of the Creation story, as told in the Bible.Although Huxley got the upper hand on that occasion, the controversy has never been resolved.Today creationscientists build arguments to oppose the ever changing and developing theory of evolution.

Prior knowledge requiredStudents will gain most from this Theme if they have already completed Theme 1, or if theyhave already discussed the idea of evolution.Teachers may consider that Activity 2.2 is more suited to a PHSE context than a sciencelesson.

Activity 2.1 An historic argumentStudents are provided with frames showing Huxley and Wilberforce at the British Associationmeeting in 1860. Students are given questions to be answered using information accessed via the text/audio window.They can use the search facility to find key words.They can then go on to make the storyboard into a proper presentation by adding audio.Students are invited to extend the activity by explaining why Darwin’s ideas upset a lot of people.

2 Arguing about evolution

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KS3 1a, 1c N/A

KS4 1a, 1b, 1c, 1d 4i, 4j

Activity KS3 KS4

2.1 Some All

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Activity 2.2 Evolution versus CreationThis is an activity where students have to assign statements to the correct people.The aim is to produce the first few frames of a storyboard to set the scene for creationists to explain theirthoughts. Students can then proceed to expand the storyboard. Students may have carried outActivity 2.1 as a background to a modern creationist debate.

Students are then invited to produce a TV debate where Darwin, Huxley,Wilberforce andOwen respond to the creationist ideas.

Characters: Huxley,Wilberforce, Darwin as an old man, Owen, Josh Denton,Sarah Newman,TV Presenter.

Backgrounds: TV studio, Oxford room, Darwin’s house.

Props: General props such as chairs, etc.

Lesson ideas� It would be useful for students to spend a few minutes at the start of the lesson debating

the difference between ‘how’ questions and ‘why’ questions, using everyday contexts.� Students could then be asked to look for the arguments which support the ‘how’ questions

about evolution, rather than the ‘why’ questions.� Explain to students that ideas often attract ‘baggage’ and end up explaining things that

were not the intention of the original theory - this is particularly the case with the theoryof evolution, which did not set out to give a meaning to life.

� Hold a plenary session at the end of the lesson to confirm that students understand thatevolution is a scientific theory.

� Students may be interested to know that Darwin became an agnostic towards the end of his life, and more mature students could discuss why they think he changed his mindabout his religious beliefs.

1 a) Students’ articles should be written ina newspaper style, and very brieflysummarise the arguments of Huxleyand Wilberforce. More able studentscould be expected to includeinformation from the lesson as well asinformation provided on theHomework Sheet.

b) Students’ answers could be on thelines of ‘people had been used toconsidering the Bible as absolutetruth, and were shocked to find thatsome scientists were suggesting thatpart of it was not true’.

2 a) Students’ answers should summarisethe information provided on theworksheet. More able students willproduce a more imaginative script,demonstrating the different points ofview of the people involved.

3 a) The atmosphere is believed to havebeen created from volcanic gases.It is likely the early atmospherecontained a mixture of H2O, CO, CO2,N2, H2S, CH4, NH3 and possible tracesof H2. In 1953, S.L. Miller, andH.C. Urey decided to simulate thisprimitive environment. At the time, itwas thought that the energy neededfor life was created during a lightningstrike. To simulate this, the scientistspassed electrical sparks through amixture of methane, ammonia, watervapour and hydrogen.

b) Students’ answers will vary, dependingon which religious ideas they chooseto investigate.Suitable web addresses are given ashyperlinks on the People in Scienceweb site – www.peopleinscience.co.uk


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enetics

2.1 An historic argumentThere was an historic debate about evolution at a British Association for the Advancement ofScience meeting in Oxford in 1860.Apparently Bishop Wilberforce spoke for half an hour andone woman fainted from the excitement. Unfortunately, no detailed account of the debate waskept.

A Open storyboard ‘Activity 2.1’.The frames show Thomas Huxley and Samuel Wilberforce- two people who had different ideas about the origin of species on Earth.The frames show part of an argument between them.Click on the text/audio symbol (the blue book) at the bottom of the screen to look at,and listen to, the text.You can use the search box at the top right of the text to look forkey words.Type your answers into the bottom caption window on Frames 2 to 4 in yourown words, or copy and paste from the text.You could make the frames more interesting by adding in calls and shouts from the noisy audience.

B Edit the storyboard to make each character explain his own ideas.You can use theinformation you found when you answered the questions.If you have time you can add frames for Darwin, explaining why he did not go to the meeting himself.You can attach his ideas as sound files, or record your own words.

C Many people were upset by Darwin’s ideas. Start at Frame 5, and give Huxley speechbubbles for him to explain why people were so upset.

2.2 Evolution versus CreationIn the United States 79% of Americansbelieve that God created all the world, andthat evolution does not happen. Peoplewho believe that the theory of evolution istrue wonder why so many people canreject the basic scientific ideas.

A Open storyboard ‘Activity 2.2’.The frames show a Photo Story madeafter an interview with Josh Dentonand Sarah Newman. Unfortunatelythe scripts of the interviews havebeen mixed up.Your job is to use theinformation in the text window tosort out who said what, and put all thespeech bubbles in the right places!

B Add some more frames to thestoryboard to allow Josh and Sarah toexplain more about their ideas.

C What would Darwin, Huxley,Wilberforce and Owen have said ifthey could have been interviewed? Add more frames to show how theywould have argued with each otherin a TV debate.

2 Arguing about evolution


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In June 1860 there was a meeting of a scientific society in Oxford, which over 200 people attended.Thomas Huxley and Bishop Wilberforce argued about Darwin’s theory of evolution. Huxley supported Darwin’s ideas and Bishop Wilberforce believed in Creation.The debate caused a great uproar and one lady fainted in the excitement! Here are some of the most important ideas they presented:

1 a) Write a short newspaper article that describes the argument that took place in Oxford.Include the following things:� who was at the debate� a summary of the arguments on both sides� what the reaction of the crowd was.

b) Explain why this was such a controversial idea at the time.

2 An historic argument

I have invented a word‘agnostic’ which means that I only accept knowledge basedon scientific evidence.There islittle proof of the BiblicalCreation story, but Darwin’stheory of evolution is supportedby a great deal of evidence.

Science should help us tounderstand more about God’s creation. Darwin’s ideasare dangerous. His theory ofevolution suggests that God has not created the living world around us.

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2 a) This time you are going to prepare the script for a TV news report covering the court case. In the script you will need to include:� the opening line to explain what the story is� a summary for both sides� the opinions of some of the pupils in the class that had been taught about evolution.

b) Imagine that you have just watched the TV programme.Write a letter to the TV company saying whether you think that creation, evolution or both should be taught in school. Explain your opinion.

Use books or the Internet to find out more about:3 a) The origin of life on Earth – find out about the experiments that have been done

to recreate the conditions found on Earth billions of years ago.OR

b) Find out what some of the major world religions think about how the World began.


2 An historic argument (cont.)

There is more scientific evidence to supportthe theory of evolution than there is tosupport the theory of Creation. We can tracehow species have evolved over time, usingfossils. Everyone should be taught theevidence for evolution.

We know from the Bible that the Creation tookplace a few thousand years ago. All plantand animal life was formed during theCreation. This means that the living things thatwe see today have not changed since the daythey were created. It is wrong to teach anythingthat contradicts the words of the Bible.

In the early twentiethcentury it was illegalto teach Darwin’sideas in some parts of the USA.One teacher was taken to court becausehe disobeyed the ban.Here are somespeeches from animaginary court case:

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Learning objectivesStudents have the opportunity to learn:� that an advance in one area of science can be useful in another area (i.e. genetics led

to a greater understanding of evolution)� that Mendel’s theories of inheritance were derived from experimental results� that ideas about inheritance have not always been the same� how scientists have their work evaluated and disseminated.

Learning outcomesStudents:� answer questions by extracting information from the text provided (Activity 3.1,

Activity 3.2)� produce a storyboard to teach people about inheritance and how it works, including

genetic cross diagrams (Activity 3.1)� produce arguments, in the form of letters, which rely upon the interpretation of

experimental evidence to support ideas on inheritance (Activity 3.2)


Background informationLamarck put forward his theory of evolution by inheritance of acquired characteristics early inthe nineteenth century. Neither Lamarck nor Darwin had any real idea about how thecharacteristics were passed from generation to generation.An early idea was that the malesperm carried a tiny but complete creature that grew into the offspring, while later ideassuggested a blending of characteristics of the male and female, perhaps in the blood.

Unknown to Darwin, Gregor Mendel was working on just this problem at his monastery inBrno. During years of painstaking experiments he collected thousands of results on pea plants.He arrived at his laws of inheritance, which involved pairs of dominant and recessive factors.Mendel published his work, but only in the journal of his local natural history society.Despite being circulated to nearly two hundred institutions, little notice was taken of it.Mendel appealed to his friends in the society, and also to well known biologists to check hiswork but nothing happened. Soon Mendel’s time was taken up with monastery business andhe put aside his scientific work.

Prior knowledge requiredThat sexual reproduction in animals and plants involves characteristics being passed fromparents to offspring.

Activity 3.1 The pea gardenStudents are provided with a set of frames showing information about Mendel, who is oftenregarded as the ‘Father of modern genetics’. Questions direct students to extract appropriateinformation from the text provided, and they can use the search box to locate key words.Students are invited to change their written answers into speech or audio, and to elaboratetheir storyboards with a selection from the props collection.A more advanced task is to usethe information to present a lesson on the inheritance of characteristics using Mendel’s ideasand a genetic diagram.

3 The laws of inheritance

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KS3 1a, 1b, 1c 4a, 4c

KS4 1a, 1b, 1c 4a, 4b, 4c, 4e, 4f

Activity KS3 KS4

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Activity 3.2 Genes versus acquired characteristicsStudents are provided with a set of frames showing an imaginary meeting betweenDarwin and Lamarck, in which they discuss their different theories about the inheritanceof characteristics. Questions direct students to extract appropriate information from thetext provided, and they can use the search box to locate key words. Students are invitedto change their written answers into speech or audio, and to elaborate their storyboardswith a selection from the props collection.

Finally students are asked to add extra frames summarising both theories and explainingwhy Darwin’s theory was accepted in the end.

Characters: Mendel, De Vries, Darwin as an old man, Lamarck.

Backgrounds: Monastery office, monastery garden, De Vries’ laboratory,Galapagos islands, French home.

Props: Pea plants, garden tools, genetic cross diagram, various animals and plants.

Lesson ideas� Kipling’s Just so Stories (e.g how the elephant got its trunk) could form an introduction

to Lamarckian theory. Students could make up their own example(s) of acquiredcharacteristics (dying your hair, a blacksmith’s muscles, or a scar) and could be asked tostate whether or not they think these characteristics will be passed on to offspring.

� Explain that Darwin’s theory was more widely accepted than Lamarck’s, but that scientists are often not satisfied with a theory until they have some understanding of how it works. Mendel’s work provided the first explanation for patterns of inheritance.

� Activity 3.1 concerns Mendel’s work only.Activity 3.2 is harder, and most students willbenefit from doing Activity 3.1 before attempting Activity 3.2, which aims to bring outthe arguments for and against Lamarck’s theory of the inheritance of acquiredcharacteristics. Students could work on Activity 3.2 in pairs – either as a completely jointeffort, or with one student taking the part of Lamarck and one of Darwin.

� Students may have difficulty dealing with the terminology of acquired characteristics,factors, pangenes and genes. It may be useful to ask students to write their own definitionsof these words, based on the information in the glossary, or provide a wall display thatstudents can refer to when working through the activities.

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1 a) Tall, because they all contain a tallgene which is dominant and producetall plants.

b)

c) 3/4d) A plant that had one ‘tall’ gene and

one ‘short’ gene would be tall due tothe presence of the ‘tall’ gene – itwould not be of medium height.

2 a) Darwin’s theory depended oncharacteristics being inherited, ratherthan being ‘blended’. Mendel’s ‘factors’showed how this could happen.

b) A change in one or more of the genesin an organism.

c) If the gene is changed, thecharacteristics it produces maychange. This will cause variation inthe species.

d) The changed gene could be passed onto its offspring and become morecommon in the population.

e) The organism may be less likely tosurvive, and the mutated gene is lesslikely to be passed on to futuregenerations.

3 a) Danny.b) Clyde and Alice.c) No, because each child would inherit

at least one D gene from Bob, so theywould not have cystic fibrosis.

d)

e) 1/4

4 Cystic fibrosis is caused by a recessivegene. Sufferers produce more mucus intheir lungs and digestive system and themucus is thicker. In the lungs this canlead to difficulties with breathing andcan lead to frequent infections becausebacteria collect and multiply. It is treatedthrough physiotherapy, which removesexcess mucus. There are drug treatmentsthat help to break down the mucusmaking it easier to shift.Suitable web addresses are given ashyperlinks on the People in Science website www.peopleinscience.co.uk

Alice Clydex

DD Dd

D d D d

Dd dd

Tt

TT

T t T t

Tt Tt tt

Ttx


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One of the problems Darwin faced with his theory of evolution was how to explaininheritance. He knew that characteristics were inherited by offspring, but he did not knowhow this happened. If he had known about the work of Gregor Mendel he could have usedthis work as evidence for his theory.

3.1 The pea gardenA Open storyboard ‘Activity 3.1’.The frames show Gregor Mendel.You have been given the

information about his life and work.There are some questions at the bottom of each frame.Use the text/audio symbol (the blue book) to find the answers to the questions inFrames 2 to 8.You can use the search box at the top right of the text to look for key words.Type your answers into the bottom caption window in your own words, or copy and paste from the text.

B Change your answers to the questions into speech by adding speech bubbles or audioto each frame.You could also add props to the frames to make them more eye catching - for instance you could add pictures of peas.

C Your storyboard could be used to teach people about inheritance and how it works.Add some frames to Mendel’s part of the story to explain in detail how characteristics are inherited.Use genetic cross diagrams, and use props of pea plants to illustrate your crosses.

3.2 Genes versus acquired characteristicsA Open storyboard ‘Activity 3.2’.The frames

show Charles Darwin and Jean BaptisteLamarck.They both thought that organismsevolved, but they had different theories abouthow evolution took place.Answer the questionsat the bottom of each frame. Use the text/audiosymbol (the blue book) to find the answers tothe questions in Frames 2 to 6.You can use thesearch box at the top right of the text to lookfor key words.Type your answers into thebottom caption window in your own words,or copy and paste from the text.

B Change your answers into speech by addingspeech bubbles and sound clips to someextra frames.You could also add props – likeLamarck’s giraffes to make the frames moreinteresting.

C Add a modern teenager in a suitablebackground to summarise both theories in yourown words.What were the main differencesbetween the theories? Why do you think thatLamarck’s theory was not accepted in the end?

3 The laws of inheritance

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3 Mendel’s Peas

Gregor Mendel was an Austrian monkwho was interested in the way thatcharacteristics were passed fromparents to their offspring. He thoughtthat there were ‘factors’ that came intwo forms for each characteristic –dominant and recessive.The factors are what we would callgenes, and dominant genes are alwaysdisplayed when they are present.Recessive genes can only be seenwhen there are two of them.We useletters to represent genes when wedraw out genetic crosses.In this case T = tall and t = short.

1 a) Would all of the offspring from this cross be tall or short? Explain your answer.

Mendel then crossed all the offspring from the cross above.b) Draw out the cross and complete it.c) What proportion of the pea plants would be tall?d) The alternative theory was that characteristics

were blended together from each parent;for example, a tall pea plant and a short pea plant would have offspring that were of medium height.Use Mendel’s results to explain why this is not true.

Hugo de Vries rediscovered Mendel’s work34 years after it had been published.He recognised that it could be linked toDarwin’s theory.

Mendel’s laws reveal how Darwin’stheory of evolution can actuallywork.When a variation occurs in anyorganism it is passed on to theoffspring as an inherited factor.The variation does not get blended asbiologists used to think.

TT

Tt

T T t t

tt

x

Tt

T t T t

Ttx

Parent passeson a tall orsmall gene

Offspring

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De Vries also did some work on mutations

2 a) Explain in your own words how Mendel’s ‘factors’ tie in with Darwin’s theory.b) What is a mutation?c) How can it cause variation?d) What happens if the variation helps the organism?e) What happens if a variation does not help the organism?

3 Cystic fibrosis is a disease that is carried by a recessive gene. In this case we are going to use the symbols D = not cystic fibrosis and d = cystic fibrosis.Remember that a recessive characteristic is only seen when both genes are recessive.A carrier for the disease is someone who has the recessive gene but does not show it because they also have a healthy dominant gene.

a) Who has the disease?b) Who is a carrier for cystic fibrosis?c) If Bob and Alice have children would their

children have cystic fibrosis? Explain your answer.

d) This cross shows what would happen if Alice and Clyde had children.Copy and complete it.

e) What proportion of Alice and Clyde’schildren would have cystic fibrosis?

4 Use books and the Internet to find out more about cystic fibrosis. For example whathappens if you have the disease, and how can it be treated?

You can find some useful website addresses at www.peopleinscience.co.uk.

3 Mendel’s Peas (cont.)

Mutations may be caused by X-rays, or by radiation.A mutation can change a geneand can cause variation.The new mutated factor will bepassed on and some of theoffspring will show the newvariation. If the new variationgives the organism an advantageit will survive and its offspringmay increase in the population.

Alice

D d D d

x Clyde

Dd

Alice

DD

Bob

Dd

Clyde

dd

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Learning objectivesStudents have the opportunity to learn:� about the sequence of discoveries that led to our modern understanding of

the structure of DNA and the mechanism of inheritance� that scientific ideas can be modified as new discoveries are made� that much of modern science is dependent on technology (e.g. the use of X-ray

diffraction to help to determine the structure of DNA).

Learning outcomesStudents:� answer questions to compose an encyclopaedia entry about the discovery of DNA

and its structure (Activity 4.1)� produce a written description, in the form of a newspaper report, outlining the

story of the discovery of the structure of DNA (Activity 4.2)� explain why a knowledge of DNA is important� reinforce their understanding that science answers ‘how’ questions.


Background informationThe excitement of Crick and Watson’s discovery of the structure of DNA caught the publicimagination in 1953, but in fact it was the culmination of over fifty years of scientific work.De Vries was one of three scientists who rediscovered and publicised Mendel’s laws ofinheritance. Soon the science of genetics was applied to many different species and scientistsbegan mapping the position of the factors, now called genes, onto chromosomes.Thomas Morgan was a pioneer in this area.

Nevertheless it was not clear if the genes were carried by proteins or by DNA. It took until the 1940s to resolve this argument.The race then started to find not just the structure of DNA but how it carried the genetic information. Crick and Watson were not evensupposed to be in the running, but by drawing together information from various sources andaided by Wilkins, as well as by furtive glances at Franklin’s work, they joined the race.Using Pauling’s technique of model building, and after a few false starts, they found thestructure that not only worked but also immediately revealed how the genetic code was constructed.

Prior knowledge requiredIt will be helpful if students have some idea of why an understanding of the mechanismof inheritance is important, both for understanding the theory of evolution, and formedical applications.Teachers may also wish students to understand the structure of DNA andhow it carries genetic information.

Activity 4.1 From peas to DNAStudents are provided with a storyboard based on preparing an encyclopaedia entry aboutDNA. Questions are given to help students to access the relevant information from the text.Students are encouraged to extend the storyboard to give information about DNA and thencreate a time-line putting the different ideas about inheritance factors in order of discovery.

4 DNA

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KS3 1a, 1b, 1c 1b

KS4 1a, 1b, 1c 1c, 4b, 4c, 4e, 4g

Activity KS3 KS4

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Activity 4.2 Building modelsThis activity is based on Word documents.Activity 4.2a provides a more supportive writingframe than Activity 4.2b. Students are asked to complete a newspaper report, which heralds thediscovery of the structure of DNA.They can illustrate their report by accessing People inScience and using the copy and paste facility to add illustrations. Finally, students are asked toinclude their thoughts on the importance of DNA.

Characters: Modern adult, Mendel, De Vries, Morgan, Franklin,Watson, Crick.

Backgrounds: Monastery garden, De Vries’ laboratory, Morgan’s laboratory,King’s laboratory, Crick and Watson’s lab.

Props: Pea plants, fruit flies.

Lesson ideas� Some students may have heard of DNA, chromosomes and genes.A brainstorming

session to find out what students think these terms mean would be useful.If a note is kept of these initial ideas, they can be revisited at the end of the lesson to see if students’ ideas have changed.

� Students might find difficulty with the scale at which the various scientists were working.You can only see DNA when it is in the form of a chromosome, when the cell is dividing.

� DNA can be extracted relatively easily from onion cells, wheatgerm or kiwi fruit –instructions can be found in some GCSE Biology texts. If time permits, a practical toextract DNA could precede the lesson.

� A plenary session at the end of the lesson should be used to discuss whether students’ ideasabout DNA have changed, and should confirm that they understand the relationshipbetween nucleus, chromosome, gene and DNA.

1 In the nucleus.

2 It carries genes.

3 The letter should include a summary ofthe structure of DNA and the importanceof this discovery. More able pupils willalso convey some of Franklin’s feelingsabout the discovery.

4 The letter should explain that Mendelthought that characteristics were carriedby factors which were found in pairs.He thought that each factor was carriedindependently. Morgan worked out that

the factors (or genes) were carried on thechromosomes – i.e. more than one genewas carried on each chromosome.He used fruit flies because they producenew generations every fortnight.

5 They shared it with Wilkins. Franklin didnot share the prize as she had died,and Nobel Prizes are not awardedposthumously.Suitable web addresses are given ashyperlinks on the People in Science website www.peopleinscience.co.uk


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Many scientists tried to find out which molecules in the nucleus of a cell were responsible for passing on characteristics from parents to offspring. Eventually it was discovered that amolecule called DNA carries the ‘code’ or the instructions for making a new organism.Many scientists contributed to the discovery of DNA.

4.1 From peas to DNAA Open the storyboard ‘Activity 4.1’.The frames show the starting points for some

encyclopaedia entries about genes and DNA. Click on the text/audio symbol (the bluebook) to find the answers to the questions.You can use the search box at the top rightof the text to look for key words.Type your answers into the bottom caption window inyour own words, or copy and paste from the text.

B Extend your encyclopaedia entries by explaining what DNA is and how it was discovered.

C Listed below are some of the different ideas and discoveries about inheritance and DNA.Create your own storyboard to illustrate each idea and add a little information about it,and then print them out in order to form a timeline:Characteristics are blended in offspring; Factors can be mutated by X-rays; Structureof DNA worked out; DNA discovered; Factors can be passed from parents to offspring;Genes are carried on chromosomes; DNA carries the genes.

4.2 Building ModelsImportant scientific discoveries are often reported in newspapers or scientific magazines.Produce a newspaper report that might have been published just after Francis Crick andJames Watson announced that they had worked out the structure of DNA.

A Open the Word document ‘Activity 4.2a’ or ‘Activity 4.2b’.Your teacher will tell youwhich one to use. Complete the report using information for Maurice Wilkins,Rosalind Franklin, Crick and Watson.Click on the text/audio symbol (the blue book) to look at and listen to the text.You can use the search box at the top right of the text to look for key words.Remember that you are writing a report for a newspaper.You can make your reportmore interesting by including quotes from the scientists.

B Illustrate your report by creatingscenes within People in Science,and using the ‘copy’ button to copyand paste them into your reports.Use different fonts and text sizes tomake your report look more like anewspaper.

C People will be more interested inCrick and Watson’s discovery if theyknow why scientists think it isimportant. Edit your report toinclude an explanation of why DNA is important.

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In 1953 Francis Crick and James Watsondiscovered the structure of DNA.Rosalind Franklin also worked on DNA atthat time. Here are some notes on DNA:

• DNA was discovered in 1869 by FriedrichMiescher. It was found in the nuclei of cells.No-one was sure if the genetic code wascarried on DNA or by proteins.

• Phoebus Levene then found that DNA wasmade up of three parts – a phosphate, asugar and bases.A base is a molecule witha particular shape that helps to carrythe genetic code.

• In 1944 Oswald Avery’s work on bacteriashowed that it was the DNA in chromosomesthat carried the genes. Suddenly everyonebecame interested in DNA.

1 Where is DNA found in a cell?2 What does DNA do?

Crick and Watson were given some of Franklin’s data,which they used to work out the structure of DNA.Theirresults were published just before hers. Here are some ofher comments from the CD-ROM:

3 Imagine that you are Rosalind Franklin on the day that Crick and Watson announcedtheir results.You know that they have used your data and that you might have got to thestructure first.Write a letter to a friend describing what has happened and your feelingsabout it.You should include:� what DNA is and why it is important� what Crick and Watson have done� a little about your work� how you feel about the announcement.

4 Building models

Crick and Watson started pestering me to get a lookat my DNA pictures. I was very annoyed when Wilkinsshowed them one of my pictures without asking.The best way to find the structure of a large moleculeis to use X-ray diffraction.This uses X-rays to look atcrystals of molecules and work out their structure. It isvery difficult to get good X-ray pictures of DNA. Evenwith the sharp pictures I had, it was still hard to workout the structure and I had to do many calculations.

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4 What would Morgan have said if he could have written to Mendel? Write another letter –this time from Morgan to Mendel. Describe what Morgan had found out about genesand chromosomes.You should include the following:� What Mendel had to say about factors� Where did the factors seem to be carried?� What was the problem with the idea that each factor was carried on one chromosome?� What did Morgan use in his experiments and why did he use them?

5 Use books and the Internet to find out about Crick and Watson’s Nobel Prize.Who did they share it with? What is surprising about who won the Nobel Prize and why?


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4 Building models (cont.)

Some people suggested thatthe ‘factors’ were thechromosomes that are foundin the nuclei of cells. But thereare no more than a few dozenchromosomes in cells.That’s not enough for eachchromosome to represent justone of Mendel’s factors.

In 1908 I started doingresearch on fruit flies, calledDrosophila.That’s when wegave Mendel’s factors thename ‘genes’. It’s mucheasier to follow inheritedcharacteristics in fruit fliesbecause there is a newgeneration every coupleof weeks.

DNA contains a code with instructions for building proteins.Proteins are large, complicated molecules that control the reactions inside our cells.Thomas Morgan picked up on Mendel’s ideas and worked on the DNA in fruit flies. Here are some notes:

It seemed likely that genes were carriedon the chromosomes. Fruit flies only have four chromosomes, so I suggestedthat each chromosome must carry manygenes in a long row.

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Learning objectivesStudents have the opportunity to learn:� what the Human Genome Project is about, and why it is important� how scientific developments often depend on the work of earlier scientists� what gene mapping is� the relationship between DNA and amino acids � about genetically modified organisms.

Learning outcomesStudents:� extract information in order to present proposals for a TV programme (Activity 5.1)� produce a trailer for the TV programme (Activity 5.1)� produce a video explaining how DNA replicates and how DNA is involved in

genetic engineering (Activity 5.2)� research from the text provided and from other sources� produce information in a succinct manner.


Background informationKnowing the structure of DNA did not explain why a mouse is different to a man.First the genetic code had to be worked out, and it was the cosmologist George Gamow whosuggested that three bases corresponded to an amino acid. Sanger developed the techniquesfirst for sequencing amino acids in proteins and then for sequencing the bases in DNA – thisprovided the tools to read the genome.At first the work was very slow – it took John Sulstonmost of a decade to read the genome of the nematode worm, but it was decided, nevertheless,to attempt the sequencing of the whole human genome.The project is an internationalcollaboration but a large proportion is carried out at the Sanger Centre in Cambridge,founded in 1992 under the directorship of John Sulston.

Some scientists were dissatisfied with the progress on the Human Genome Project.Craig Venter thought the work could be done faster and the results sold to commercialconcerns. He set up Celera Genomics and immediately provided a challenge to the publiclyfunded HGP. Controversy over the use of the data lead to a joint announcement of the firstdraft of the human genome, but arguments over the use of the information continue.

Prior knowledge requiredStudents need to know that DNA carries the genetic code, and that it is found in the nucleiof cells. Some knowledge of the structure of DNA, how it is copied and transcribed wouldhelp with Activity 5.2.

Activity 5.1 The Human Genome ProjectStudents take the part of a TV producer trying to convince their director of programming thata documentary about the Human Genome Project would be worthwhile.They are asked tooutline the content of such a programme, and then asked to extract material from theinformation provided and make a trailer advertising their programme.

5 Reading the Genome

Sc1 Sc2

KS3 1c N/A

KS4 1a, 1c 4f, 4g, 4h

Activity KS3 KS4

5.1 Some All

5.2 N/A Most

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Activity 5.2 Taking DNA apartStudents are asked to produce a video which explains how DNA is split and copied exactly.Students then proceed to explain a little about genetic engineering and the production ofgenetically modified organisms.The potential of gene therapy is also explored. Students mayneed to refer to GCSE textbooks to complete this activity.

Characters: Modern female, Kenichi Takagi, Frederick Sanger,Helene Dumas, modern teenager.

Backgrounds: TV studio,The Sanger laboratory.

Props: DNA props and general TV studio props.

Lesson ideas� Daily newspapers often carry stories about genetic modification or cloning, and could

be used as stimulus material to start the lesson. It may be worth collecting articles for a few weeks before this Theme is used.

� The lesson could start with a ‘concept map’ giving the major scientific ideas explored in this Theme (DNA, codons, genes, amino acids, sequencing DNA, genetic modification,etc.). Students could be asked to annotate their copies of the concept map with what they know about the various ideas.

� After students have done the activities, hold a plenary session in which students can add to, and modify their concept maps. Individual students could present their conceptmaps to the class, possibly in conjunction with the storyboards they have produced.

� The race to complete the mapping of the human genome by Celera in the USA, as astruggle for wealth and power, could be a suitable debating point for some students.

1 � One section of DNA splits open.� A small portion of the DNA is copied

into a molecule called RNA. � The DNA wraps back up and the RNA

passes into the cytoplasm.� Proteins are made in the cytoplasm of

the cell using the information carriedby the RNA.

2 Enzymes are made of proteins. If theprotein is changed, the shape of theenzyme may be changed and it might not work.

3 a) Crick and Watson.b) A group of three bases.c) A section of DNA that codes for

a protein. A gene consists ofmany codons.

d) Molecules that join together to formproteins.

e) He chopped up the DNA usingenzymes, labelled parts of themolecules using radioactive atoms,and then used electrophoresis toseparate the fragments.

4 Answers will vary depending on whichaspect students have chosen to research.Suitable web addresses are given ashyperlinks on the People in Science website www.peopleinscience.co.uk


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The Human Genome Project (HGP) started in 1990.The human genome is the sequenceof bases on our DNA which make up all our genes.The aim of the project is to sequencethe human genome, which means working out the order of all the bases in human DNA.

5.1 The Human Genome ProjectYou are a TV producer, and you want to make a programme about the Human GenomeProject. It costs money to make TV programmes, and you have to persuade your boss thatit will be worth spending money to make your programme.

A Open storyboard ‘Activity 5.1’.The storyboard shows the questions your Head ofProgramming will ask. Click on the text/audio symbol (the blue book) to look at andlisten to the text.You can use the search box at the top right of the text to look forkey words.Type your answers to the questions into the bottom caption window.Your boss doesn’t have much time, so keep your answers short – but make sure youinclude the important information she needs.

B Make a trailer for your programme.This could be the first few frames of the programme,or it could be two or three of the most interesting parts. If you can, record your ownvoice as the announcer, saying what the programme will be about.


5.2 Taking DNA apartMake a video explaining how DNAreplicates and how DNA is involved in genetic engineering.

A Open storyboard ‘Activity 5.2’.The storyboard shows a strand ofDNA making copies of itself.Use the text provided in the textwindow to answer the questions.You may also need to look at aGCSE textbook.

B Edit your storyboard by turningthe answers into labels or speechbubbles and put them onto thepictures.

C Add audio to your presentation tomake it more interesting.

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DNA provides the code to make proteins. Proteins are important molecules becausethey are used in the structure of cells and to make enzymes. Enzymes are biologicalcatalysts. Each enzyme has a very specific shape, which allows it to work on just onetype of molecule.

1 These diagrams show how DNA is used to make proteins.Write out the captions to these diagrams, placing them in the right order.

2 If DNA is changed (mutated) the protein produced can also be changed.How do you think this could affect enzymes?

The Human Genome Project aims to decipher the DNA codefor every gene that humans carry. In June 2000 the first draft of the complete human genome was published.

Fred Sanger invented the methods used by researchers working on the Human Genome Project.


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cytoplasmnucleus

protein

ribosome

Proteins aremade in thecytoplasmof the cellusing theinformationcarried bythe RNA.

cytoplasmnucleus One sectionof DNAsplits open.

cytoplasmnucleus The DNAwraps backup andRNA passesinto thecytoplasm.

cytoplasmnucleus A smallportion ofthe DNA iscopied intoa moleculecalled RNA.

Crick and Watson suggested that the order of the bases inDNA could be a code for making proteins.George Gamow suggested that groups of three bases couldform a code for each of the twenty amino acids.Each group of three bases is called a codon.The order ofthe codons on the DNA molecule would give the order inwhich the amino acids joined together in the protein. So ifwe knew the order of the bases in DNA we would knowthe exact structure of a protein.A section of DNA thatcodes for a protein is called a gene. I used three methods towork out the sequence of the DNA. I used special enzymesto chop up the DNA chains in certain places. I then usedradioactive atoms to label particular parts of the moleculeand finally used electrophoresis, a kind of chromatography,to separate the fragments.

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3 a) Who first suggested that DNA could be used to code for making proteins?b) What is a codon?c) What is a gene?d) What is an amino acid?e) How did Sanger decode DNA?

4 As well as the public project to decipher human DNA there is also a private initiative runby a company called Celera. Celera aims to produce the information faster and sell theirresults to companies such as those that produce medical drugs.The public project will givethe information out free and does not approve of Celera.

Find out more about the Human Genome Project using the Internet.You could find out how the project will help us or you could look into the discussionsover who owns the information.


5 Reading the Genome (cont.)

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Learning objectivesStudents have the opportunity to learn:� how genetic engineering can be used � about the practical, moral and ethical implications of genetic engineering.

Learning outcomesStudents:� produce a storyboard outlining different opinions on the uses of GMOs, and express

their own opinions (Activity 6.1)� produce storyboards explaining what gene therapy is and some concerns about its use

(Activity 6.2), and also about cloning (Activity 6.3)� write newspaper articles and letters expressing different opinions about the use of

gene therapy and genetic engineering (Activity 6.2 ).


Background informationBiotechnology now has the means to tackle many of the big problems that face humans today – conquering disease, providing parents with healthy children, and feeding a growingpopulation. In the fifty years since Crick and Watson discovered the structure of DNA,scientists have made huge advances in solving the technical side of many of these problems,but many ethical questions have also been raised.Farmers would like crops and animals that produce reliable yields, and cloned plants andanimals could do that. However the question is whether we should extend geneticmodification and cloning techniques to humans. Plants and animals have been modified by selective breeding for thousands of years. Genetic modification can do it more quickly and reliably, but what will be the effect of releasing GMOs into the environment? Genetic testing and manipulation offers parents the confidence of knowing that theirchildren will not suffer debilitating diseases, but what about choosing their physical appearanceor aptitude for special talents? Scientists can provide the technical answers but society hasto debate the ethical implications.

Prior knowledge requiredPrior knowledge about DNA and a basic understanding of genetics is needed and may havebeen covered in ‘ordinary’ science lessons or in earlier Themes in Natural Selection and Genetics.

Activity 6.1 Genetically modified organismsAfter answering questions about GMOs students are asked to explain their opinions aboutGMOs.They can elaborate their work by adding props and audio if they wish.

Activity 6.2 Gene TherapyThere are questions to be answered in this activity, but the main emphasis is on editing thestoryboard by adding extra frames, putting the information into speech bubbles and possiblyrecording a sound track.

6 Using DNA technology

Sc1 Sc2

KS3 1c 4c

KS4 1a, 1b, 1c, 1d 4f, 4g, 4h

Activity KS3 KS4

6.1 Most All

6.2 Some Some

6.3 Most All

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Students can extend their storyboard by presenting a final frame that covers concerns notmentioned in the information provided.This could involve research on the internet.A word document (Activity 6.2a) is available for students to complete an article on gene therapyin sport, and they are then asked to write some imaginary letters responding to the article.

Activity 6.3 CloningStudents are provided with a storyboard showing a TV debate on the pros and cons ofcloning. Students are given questions to help them to extract the relevant information fromthe text.They are then encouraged to convert their answers into speech bubbles or audio clipsto form a dialogue between the two people involved. Finally, students are asked to speculatehow Darwin or Wilberforce might have responded to cloning.

Lesson ideas� This is a huge area, and it is unlikely that each student will have time to complete all the

activities.The start of the lesson needs to be involved in dividing the activities betweenstudents.

� The areas covered by this Theme are where politicians, scientists and interested advocates(lawyers, environmentalists and business people) meet.This perhaps is the area which willmost interest students, because decisions are being made which have the potential toaffect all of us, and students need to be made aware of this.

� A search through the financial press to look at Biotechnology companies could be usefulstimulus material, particularly for those students also doing Business Studies.

� Students need to be left with a clear ‘factual’ basis of the science behind the activities.� A suitable plenary exercise could be to make some overhead transparencies of advertisements

for jobs in this area of genetic engineering (try the back pages of New Scientist ) and askstudents to explain what they think a day in the life of this job would be like.

� Two homework sheets have been provided for this Theme. Homework Sheet 6.1 is suitablefor more able pupils and confident readers and writers, as it involves a lot of text.Homework Sheet 6.2 is a simpler version, and is suitable for less able pupils or pupils whohave difficulty with reading.

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Homework Sheet 6.11 Letters should include relevant

information and reasoned arguments for oragainst the genetic engineering of crops.

2 An organism which is geneticallyidentical to it’s parent.

3 Students’ opinions may vary, but theyshould back up their opinion with areasoned argument.

Homework Sheet 6.21 Students’ answers may vary, but the

following points may be made:� Andy thinks that GM is a good idea,

because it will make food last longer.Supermarkets will save money, and itmay also mean cheaper food forconsumers.

� Bev does not approve of GM.She probably thinks that tamperingwith nature is not right, particularlywhen the modification has no obviousbenefit (as in the glowing rabbit!).

� Charles does not agree with GM, as hethinks it could be dangerous and wedo not yet know how safe (orotherwise) GM food is.

� Deepak does not agree with GM, as hethinks that modified pollen couldmake his allergies worse.

� Ellie thinks that GM crops are a goodidea, as crops could be modified togrow in more places and provide morefood for people who currently do notget enough.

� Frank likes the idea of GM crops, as they will save him money and alsohelp to reduce pollution.

� Gita does not approve of GM crops, as she thinks that the spread of themodifications cannot be controlled.

2 Students’ opinions may vary, but theyshould back up their opinions with one ortwo arguments.Three suitable web addresses are givenas hyperlinks on the People in Scienceweb site www.peopleinscience.co.uk


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Many uses of genetic engineering have been suggested.They include gene sequencingto discover defects in embryos, genetic modification, gene therapy, and cloning.

For all the activities in Theme 6 you will probably need to do some research in textbooksor on the Internet to find out some of the information you need.

6.1 Genetically Modified OrganismsA Open storyboard ‘Activity 6.1’.The storyboard shows you people who have something

to say about GMOs.Answer the questions under each frame.Click on the text/audio symbol (the blue book) to look at and listen to the text.

B On the last frame, explain what your own opinions are about GMOs.There are no right or wrong answers to this question, but you should give reasons for your opinion.

C Add suitable props to the frames.Add speech bubbles or audio to make each personexplain in their own words, or record your own sound clips.

6.2 Gene TherapyYou have been asked to make a video that doctors could use to explain gene therapy topeople who might need to know about it.

A Open storyboard ‘Activity 6.2’.The storyboard shows you information about gene therapy.Answer the questions to explain what gene therapy is. Edit the storyboard by addingframes, and putting the answers to your questions in speech bubbles.You might also be able to record your own soundtrack.

B Can you think of any other concerns relevant to gene therapy? (Look at Kevin Baxter’sopinions to help you.) Add a final frame to explain your ideas.You can choose a characterfrom the CD to help you explain.You might need to do some research on the internet tofind out how gene therapy has been used, and some problems that have occurred.

C Open Word document ‘Activity 6.2c’.This is part of a newspaper article about the use ofgene therapy in sport. People often write letters to newspapers when a controversial articlehas been printed. Finish the article, and write letters that different people might have sentin after the article was published.

6.3 Cloning A Open storyboard ‘Activity 6.3’.The frames show part of

a TV chat show discussing cloning.Answer thequestions under each frame.

B Edit your storyboard to convert your answers into anargument between Wendy Choi and Vittori Allegri.

C What would people like Darwin or Wilberforce havesaid about cloning? Add frames to your storyboard toshow what they might have said.

6 Using the knowledge

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It is now possible to change the DNA of one organism by adding sections of DNA from another organism. Bacteria and crop plants have been changed in this way. For example, crops can be given genes to make them taste unpleasant to insect pests.There is a lot of discussion about organisms that have been changed in this way.Here are some opinions:

1 Write two letters to a newspaper that has just printed an article on how useful geneticengineering is. In one you should represent the point of view of a farmer who has losta lot of his crops to pests. In the other you should represent the point of view of aprotestor against genetically modified crops.

In both cases you should include:� who you are and if you are for or against genetic engineering of crops� some of the reasons for your views� what you think should happen next.

6.1 For better or worse

The world’s population is growing and needs more food.Modifying plant genes couldproduce crops that survive higheror lower temperatures, or drought.Crops could be grown in placeswhere they would not grow beforeand more food could be produced.

A lot of work has been done tomodify crops to make them moreresistant to pests such as insects orweeds.A gene could be insertedinto the plant’s DNA to make itresistant to the sprays that farmersuse to kill weeds.

If we use genetic engineeringthoughtfully and carefully it can be of great benefit to all people.

Genetically modified crops aredangerous.They could damage theenvironment and harm our health.For a start, GM crops are made bytaking the genes from one speciesand putting them in to another.You could even have a gene from fish in wheat!

The GM companies claim themodified genes cannot escape fromtheir crops, but we disagree.The modified DNA is in every cellof the plants including the pollen andseeds.These can be carried for milesby the wind, or by insects, birds andanimals.The pollen could fertilisenormal crops or wild plants.The seeds could take root anywhere.In a short time, DNA from modifiedplants would be completely mixed upwith the DNA of other plants.

The genes could jump from the GMcrop into other organisms.We haveno idea what the results could be –new plant diseases or human allergiescould develop.

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As well as modifying DNA it is now possible to clone plants and animals.Here are some opinions on this subject:

2 What is a clone?

3 Write a paragraph to answer this question:‘Do you think that cloning human tissue should be allowed?’Make sure that you include your opinion and your reasons.

4 There is always a lot of information about genetics in the news. Use newspapers or theInternet to find out about the latest news story on cloning or genetic engineering.


Once the cells of a cloned embryo have started to divideand multiply they form special cells, called stem cells.These stem cells can be used to grow organs for transplants.

When we transplant organs from a donor to a patient theorgan may be rejected because the patient’s body defencesdon’t recognise it. If you had your own cells cloned youcould have a transplant without any problems of tissuerejection. It would work for any organs or even limbs!

Some couples cannot have children in the normal way.Cloning the father or mother would give them thechance to have a child. However, the child would be anexact copy of the mother or father.

I am angry that some scientists want to produce clonesof humans even though it is illegal in many countries.They don’t seem to consider how dangerous it could be.

It took hundreds of attempts to successfully clone Dollythe sheep.There is no reason why cloning humans will beany easier and they may produce lots of damaged humanembryos. Even if a child is born it could have dreadfuldisabilities because of damage caused to its genes.

Now it seems that Dolly is starting to suffer theproblems of ageing. She has arthritis, even though she isstill pretty young for a sheep. Perhaps the same thingwould happen to cloned human cells? They might ageand die more quickly than normal cells.

6.1 For better or worse (cont.)

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There are lots of different opinions about Genetic Modification (GM).

Look carefully at what each person is saying.1 For each person, write down whether or not they think GM is a good idea.

Explain why you think they have this opinion.

2 What do you think about GM? Explain why you have your opinion.You can use the ideas on this page to help you to explain, or use your own ideas.

3 There is always a lot of information about genetics in the news. Use newspapers or the Internet to find out about the latest news story on cloning or genetic engineering.


6.2 GM opinions

Genetically modifiedtomatoes last muchlonger on the shelvesthan normal ones.This will save usmoney.

We don’t know what the long-termeffects of eating GM foods would be.If we don’t knowthey are safe,we shouldn’t beeating them!

We can make GM crops that can survive drought or low temperatures.More food can be produced becausecrops will grow in places they couldnot grow before. People in developingcountries could have more food.

Did you knowsomeone has made agenetically modifiedrabbit that glows inthe dark? I thinkthat’s sick!

I’m already allergic to pollen.What willhappen to me ifgenetically modifiedplants make myallergies worse?

My oil-seed rapeplants are resistant topests. I won’t needto spray as muchinsecticide on myfields.That will saveme money, and thestreams and riverswill be cleaner, too.

The GM companies say that themodified genes cannot escape from theircrops, but that’s not true.The modifiedDNA is in all parts of the plant,including the pollen.The pollen can becarried for miles by the wind, and couldfertilise normal crops or wild plants.

Andy Bev

DeepakCharles

Ellie

Gita

Frank

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This page outlines other activities that could be carried out using the text,characters and backgrounds supplied with Natural Selection and Genetics.

Time lineAsk students to use the characters to put together a timeline to illustrate how ideas aboutgenes and evolution have changed over time. Each group could be asked to do one character and they could then be put together as a class display.

Characters: All except modern characters.

Genetic engineeringThis is a high level activity.Ask students to produce an article for a newspaper or magazine to summarise genetic engineering.They need to pick characters from People in Science,to find information and to answer the questions given as stimulus material.You could give them the following questions as a writing frame:

Characters: TV presenter, Helene Dumas,Tom Fletcher,Vittori Allegri,Wendy Choi, Darwin as an old man,Wilberforce, Morgan,Watson, Crick, Sanger.

DNA and technologyAsk pupils to look at the role of technology in the development of ideas about genes.For example, the structure of DNA would arguably not have been discovered without the X-ray diffraction pictures from Rosalind Franklin.This activity could be done in the form of an illustrated essay using people and props from the CD.

Characters: Darwin, Mendel, De Vries, Morgan, Franklin, Crick,Watson,Sanger, Kenichi Tagaki.

H Further suggestions

� What is DNA?� What is the Human Genome Project?� Why is the HGP important? � How could information from the

HGP be used?� What is a GMO?� What is gene therapy?

� What is cloning?� What are the arguments for using

these techniques?� What are the arguments against

using them?� What do you think about genetic

engineering?

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ora

nge

‘Pro

ps’

tab.

Dra

g in

to

the

com

posi

tio

n

win

dow

Clic

k on

the

oran

ge fo

lder

to lo

ad in

you

row

n te

xt

Sele

ct a

pie

ce o

fte

xt a

nd d

rag

and

drop

into

the

capt

ion

win

dow

Type

in a

wor

d an

dpr

ess

the

Sear

ch ic

onto

find

ref

eren

ces

to

it w

ithin

the

tex

t

Use

the

scr

oll b

ar t

om

ove

to t

he r

elev

ant

part

of t

he t

ext

Clic

k on

the

blue

Tex

t an

d

Aud

io t

ab t

o

see

and

hear

the

full

text

of

the

libra

ry

54872_NSG_Quickstartp58_61 6/8/02 11:28 am Page 58

QUICK-START GU

IDEN



Select the

character or

prop and right

click to open

the Manipulator.

6.B

uild

ing L

ayers 5.

Ro

tate,Po

se,Layer an

d S

cale characters an

d p

rop

s

Select a

character then

click on the

speech or

thought buttons

to type in what

is being said or

thought.

8.A

ddin

g a Pre-reco

rded

Au

dio

File

Rotate the

character orprop by clickingon the left orright arrow

snext to therotate key

Change the size

of the characteror prop byclicking anddragging up anddow

n on thescale key

Pose thecharacter orprop by clickingon the left orright arrow

snext to thePose key

Move the character or prop

infront or behind other objects

byclicking on the left or rightarrow

s next to the Layers key

Choose the red

Layers tab to

move elem

ents

in the

Com

position

Window

in

front or behind

each other and

to access the

‘special effects’

menu for each

element in the

picture.

Click on the blue tab on

each layer to access its‘special effects’ m

enu

To layer any element in front or behind

another,click on its image and drag it

up or down relative to other elem

ents

Move a bubble

by clicking anddragging the topedge of the bubble

Resize a bubble by

clicking and draggingon the sides orbottom

of the bubble

Click on the text

box button toadd a text box toyour fram

e

Move the

pointer by clickingand dragging

Click on the speaker icon

once to start playing theaudio file and again to stop

Click on the speaker icon

in the frame’s thum

bnail to hear the file that has been attached

Thum

bnailO

pen Audio controls

To add a

pre-recorded

audio file,first,

click on the

blue Text and

Audio tab then

drag a speaker

icon to the

thumbnail of

the frame.

A speaker icon

will appear to

show that it

has been

attached.

7.A

ddin

g Sp

eech an

d T

ho

ugh

t Bu

bbles

Click the large red

cross to close theM

anipulator Click on the sm

all red buttonto delete the character or prop


QUIC

K-ST

ART

GUID

EN

atur

al S

elec

tion

and

Gen

etics


10.

Sav

ing

and

Lo

adin

g S

tory

bo

ard

s

Clic

k on

the

red

Util

ities

tab

.

Her

e yo

u ca

n

save

and

load

stor

yboa

rds.

Stor

yboa

rds

can

be s

aved

from

any

of t

he

scre

ens

usin

g

the

save

but

ton

in t

he t

op le

ft of

the

scre

en

To c

reat

e a

new

,bl

ank

stor

yboa

rd,

clic

k on

the

New

Stor

yboa

rd ic

on

To p

lay

back

a

prev

ious

ly c

reat

edst

ory

boar

d,cl

ick

on t

he L

oad

butt

on

Aut

osav

e w

illau

tom

atic

ally

save

you

rst

oryb

oard

at

set

inte

rval

s

Clic

k on

the

'sav

e .K

2 fil

e'to

sav

e yo

urst

oryb

oard

as

aK

ar2o

uche

file

Clic

k on

the

's

ave

mov

ie' b

utto

nto

sav

e yo

urst

oryb

oard

as

aQ

uick

Tim

e m

ovie

Clic

k on

the

gree

n pr

inte

ric

on t

o pr

int

Ret

urn

to t

hete

mpl

ates

sel

ectio

npa

ge b

y cl

icki

ng o

nth

e ba

ck ic

on

Any

tex

t in

the

capt

ion

win

dow

will

also

app

ear

in t

hepr

inte

d do

cum

ent

Disc

ard

fram

es fr

omth

e pr

int

tem

plat

e by

drag

ging

the

m in

toth

e re

d w

aste

bin

To a

cces

s sp

ecia

l

effe

cts,

clic

k on

th

e

gree

n C

ompo

sitio

n

tab

to r

etur

n t

o th

e

Com

posi

tion

Win

dow

and

clic

k on

the

red

Laye

rs t

ab.N

ext,

clic

k

on t

he b

lue

tab

asso

ciat

ed w

ith t

he

elem

ent

you

wis

h to

add

the

spec

ial

effe

ct t

o.

Scro

ll th

roug

h th

e d

iffe

rent

elem

ents

usi

ng t

hegr

een

arro

w b

utto

n

Und

o an

y sp

ecia

lef

fect

s yo

u ha

vead

ded

by c

licki

ng

on t

he r

eset

but

ton

Cha

ngin

g th

e co

lour

can

help

to

capt

ure

the

moo

d of

th

e sc

ene

Cha

nge

the

tran

spar

ency

of

ach

arac

ter

to c

reat

e‘g

host

ly’ e

ffect

s

Blu

r th

e ba

ckgr

ound

w

ith t

he s

harp

ness

set

ting

and

crea

te a

cin

emat

ic‘d

epth

of

field

’ effe

ct

9.P

layi

ng

the

Fra

me

Stop

or

paus

e th

efr

ame

duri

ng p

lay b

ack

by c

licki

ng o

n th

e st

opor

pau

se b

utto

ns

Clic

k on

the

Cyc

le ic

on f

orco

ntin

uous

loop

ing

play

back

Clic

k on

the

Ful

l Scr

een

togg

le b

utto

n to

see

the

fram

e sh

own

as a

full

scre

en w

hen

it is

play

ed b

ack.

Clic

k ag

ain

to v

iew

play

back

in t

he P

rese

ntat

ion

Win

dow

Clic

k on

the

ora

nge

Pres

enta

tion

tab

to

acce

ss t

he P

rese

ntat

ion

scre

en.

Clic

k th

e Pl

ay b

utto

n to

see

your

fram

e sh

own

in t

he p

rese

ntat

ion

win

dow

,Any

att

ache

d

audi

o fil

es w

ill

be

play

ed b

ack.

Firs

t,cl

ick

on th

e or

ange

Prin

t bu

tton

.Nex

t,

choo

se a

n or

ient

atio

n

optio

n by

pre

ssin

g

on t

he p

ortr

ait

or

land

scap

e ic

ons.

Fina

lly,s

elec

t on

e of

the

layo

uts

and

drag

fram

es o

f you

r st

ory

boar

d in

to t

he b

oxes

12.

Sp

ecia

l Eff

ects

11.

Pri

nti

ng

Sto

ryb

oar

ds


QUICK-START GU

IDEN



Use these

contro

ls to

record your

own audio files.

14.A

ddin

g Mu

ltiple A

ud

io F

iles

16.S

etting yo

ur ow

n O

ptio

ns

15.R

ecord

ing yo

ur ow

n A

ud

io F

ile

To personalise your

settings,first,click on

the red Utilities tab.

Next,

click on the

green options button.

To make changes you

will need to enter a

password.

The default

is ‘password’.

First,click on

the blue Text

and Audio tab.

Next,click on

the green ‘show

controls’ button

at the top of the

Script Window

.

Drag audio files

from the Script

Window

to a

track on the

timeline.

Script Window

Tim

eline

Change the duration of

any frame by clicking and

dragging on the right edgeof the thum

bnail

Click o

n the right edge o

f the thumbnail to

viewthe duratio

n of the

frame in seco

nds

Show

Audio

contro

lsC

lick on the orangefolder to load sound filesthat you have previouslyrecorded or sound filesfrom

other sources

Click the R

eset buttonto reset the sound fileto its original length

Click on the red m

icrophone iconto start recording.C

lick on it againto finish recording.N

ame your

sound file and it will appear as a

sound bar under the frame that

was selected on the T

imeline

To play back sound fileschoose a track (for all tracksclick the blue bar,for individualtracks click on of the four trackbars) and then press Play

To delete a sound file,selectthe appropriate sound bar onthe T

imeline and click the red

‘delete’ button

Adjust the sound levels of

each track by clicking anddragging the blue volum

ebar up and dow

n

The second options page allow

sspecific content,sounds,transitionsand text to be excluded from

generalaccess (netw

ork versions only)

The first options page

permits changes to

loading and saving files

The third options

page controlsprinting and fontsettings

Click on the

padlock tochange yourpassw

ord

13.A

ddin

g Add

ition

al Fram

es

To CO

PY your fram

e,

drag the thumbnail of

the frame to the red

bead to the right of

the thumbnail.

A copy

will be produced.

To create a BLAN

K

frame,click on the red

bead to the right of

the thumbnail.

To delete a frame click on the

thumbnail and drag it into the

orange dustbin

When you have added m

orethan seven fram

es,use the blueand yellow

scroll bar to scrollthrough the thum

bnails

Thum

bnailT

humbnail

Bead


Mor

e Pe

ople

in S

cien

ceN

atur

al S

elec

tion

and

Gen

etics


Available September 2002Elements and AtomsThe scientific ideas covered in Elements and Atoms start with ancient Greek theoriesabout the nature of matter.The CD then looks at the work of alchemists and how theycontributed to the development of the science of chemistry. The activities on the CDthen cover the debate about phlogiston, Dalton’s ideas about atoms, Mendeleev’sdevelopment of the Periodic Table and the discovery of the structure of the atom.Students are then asked to consider the arguments for and against the use of radioactivematerials in medicine.

Earth and the UniverseEarth and the Universe looks at how and why the skies were observed in ancient times,and the different ideas people had to explain the movements of stars and planets.The development of the heliocentric solar system is covered, together with the reactionsof the Christian Church to this idea. Newton’s ideas on gravity are also included.The story continues through the development of optical and radio telescopes, andincludes the discovery of other galaxies, pulsars and the expansion of the universe beforeexplaining ideas about the origins of the universe. Modern characters explain recentdevelopments such as the Hubble Space Telescope, arguments for and against spendingon space technology, and the Search for Extra-Terrestrial Life (SETI).

Available March 2003

Health and DiseaseHealth and Disease covers a variety of topics based around the central theme. Studentsinvestigate changing ideas about heart and circulation helped by scientists such asAristotle, Galen and William Harvey.This topic is then extended into modern hearttransplants and looks at the problems faced by Christaan Barnard and his team. Studentsthen consider the factors behind heart disease and the ethics of using animals to provideorgans for transplants.Also covered is the development of ideas about the spread ofdisease.This includes deficiency diseases, as illustrated by the work of James Lind, thegerm theory of disease, the discovery of penicillin, the development of vaccination andEdward Jenner’s experiments. Students are then given information on modern medicalissues such as the MMR vaccination debate, the link between smoking and lung cancerand the spread of AIDS.

Electricity and ForcesElectricity and Forces is divided up into two separate themes. It first looks at the work ofGalvani and Volta amongst others.The changing ideas about forces are illustrated by thetestimony of the ancient Greeks, Newton and Galileo. Radioactivity is also covered inthe context of the structure of the atom.This is then extended into a modern themewith a debate about the pros and cons of using nuclear energy.

Earth and the EnvironmentThe structure of the Earth has been unknown until relatively recently and Earth and theEnvironment looks at the development of geology as a science, in particular the work ofAlfred Wegener and how his ideas were initially rejected.The story then continues tocover the development of the modern theory of plate tectonics. It then moves on tolook at the ways we gather information about the planet we live on and the difficultiesof predicting geological events such as earthquakes.The second part of the CD looks atthe many environmental issues that confront us: for example, global warming and thedepletion of the ozone layer.

54872_nsg_p62_63 6/8/02 12:15 pm Page 62


– explore, discover, learnKar2ouche® is cross-curricular role-playing software that engages children in highlyvisual environments, which they can direct and experience for themselves, enabling them to produce storyboards, animations, and publications.

Kar2ouche® strongly encourages:-

- Understanding and Interpretation: constructing storyboards encourages closer reading and allows pupils to present their own interpretations.

- Creativity: using a visual environment pupils respond creatively to narrative and learn to write their own versions.

- Critical Reflection: by exploring multiple meanings, interpretations and consequences, pupils learn to reflect critically on their own and other’s work.

- Communication: encouraging the communication of ideas through collaborative working and the exchange of views and presentation.

Teaching benefits include:-

- Curriculum focussed: Support materials for every title include lesson plans and activities mapped directly to QCA and NC requirements

- Motivates pupils: gets pupils absorbed in subjects they find difficult to study,saving time and boosting pupils’ confidence

- Easy to use: pupils learn the basics with the Quick Start Guide in approximately 10 minutes

- Versatile: configuration options allow teachers to control the use of advancedfeatures

- Whole-class teaching: Excellent for use on ‘interactive whiteboards’ for whole class teaching, or in ICT labs for individual or small group learning.

In addition to the series of People in Science titles outlined on the previous page,there are also Kar2ouche® titles available for other curriculum areas including:-

English – A series of Shakespeare plays, with Kar2ouche® enabling pupils to discuss keyscenes in class and then explore, discover and direct the plays themselves by making theirown creative multimedia presentations.

PSHE/Citizenship – A series of Kar2ouche® titles looking at issues such as Bullying,Drug Awareness and Respecting Diversity. By immersing pupils in modern, everydaysituations where they can listen, discuss, then control and direct the action in a virtualrole-play environment, pupils become engaged in issues that can be hard to explainand discuss.

Languages – Traditional language learning is taken to new levels of interactivity throughrole-play. Each Kar2ouche® languages title covers a spectrum of activities from passivelistening through to practicing speaking skills and open-ended creative storytelling.

For further information on the range of Kar2ouche® titles please contact Immersive Education on 01865 811099, or via email at [email protected] can also visit www.kar2ouche.com for further information about Kar2ouche®.

Kar2ouche®


enetics

54872_nsg_p62_63 6/8/02 12:15 pm Page 63

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54872 hw z NSG prelims 6/8/02 10:29 am Page 1 …creativeedutech.s3.amazonaws.com/products/kar2ouche/natural... · Pearson Education Immersive Education Edinburgh Gate The Old Malthouse