DNA Technology.

DNA Technology

RECOMBINANT DNA TECHNOLOGY
Biotechnology: Is the manipulation of organisms or their components to make useful products Has been used for thousands of years to Make bread using yeast Selectively breed livestock for desired traits Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Biotechnology today means the use of DNA technology, methods for:
Studying and manipulating genetic material Modifying specific genes Moving genes between organisms Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Recombinant DNA is formed when scientists combine nucleotide sequences (pieces of DNA) from two different sources to form a single DNA molecule. Recombinant DNA technology is widely used in genetic engineering, the direct manipulation of genes for practical purposes. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Figure 12.1 Glowing fish Figure 12.1

Applications: From Humulin to Foods to “Pharm” Animals
By transferring the gene for a desired protein into a bacterium or yeast, proteins that are naturally present in only small amounts can be produced in large quantities. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Making Humulin In 1982, the world’s first genetically engineered pharmaceutical product was sold. Humulin, human insulin: Was produced by genetically modified bacteria Was the first recombinant DNA drug approved by the FDA Is used today by more than 4 million people with diabetes Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Figure 12.2 Humulin, human insulin produced by genetically modified bacteria

Today, humulin is continuously produced in gigantic fermentation vats filled with a liquid culture of bacteria. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Figure 12.3 A factory that produces genetically engineered insulin

DNA technology is used to produce medically valuable molecules, including:
Human growth hormone (HGH) The hormone EPO, which stimulates production of red blood cells Vaccines, harmless variants or derivatives of a pathogen used to prevent infectious diseases Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Genetically Modified (GM) Foods
Today, DNA technology is quickly replacing traditional plant-breeding programs. Scientists have produced many types of genetically modified (GM) organisms, organisms that have acquired one or more genes by artificial means. A transgenic organism contains a gene from another organism, typically of another species. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

In the United States today, roughly one-half of the corn crop and over three-quarters of the soybean and cotton crops are genetically modified. Corn has been genetically modified to resist insect infestation, such as this damage caused by the European corn borer. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Figure 12.4 Genetically modified corn

“Golden rice” has been genetically modified to produce beta-carotene used in our bodies to make vitamin A. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Figure 12.5 Genetically modified rice

“Pharm” Animals In 2009 the FDA approved the first drug produced by livestock that has been engineered to carry a human gene. This product is a human anti-clotting protein collected from goats milk. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Meat may come from livestock that receive genes that produce:
DNA technology: May eventually replace traditional animal breeding but Is not currently used to produce transgenic animals sold as food Meat may come from livestock that receive genes that produce: Larger muscles or Healthy omega-3 fatty acids instead of less healthy fatty acids (already done in 2006 in pigs) Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Recombinant DNA Techniques
Bacteria are the workhorses of modern biotechnology. To work with genes in the laboratory, biologists often use bacterial plasmids, small, circular DNA molecules that are separate from the much larger bacterial chromosome. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Plasmids Bacterial chromosome Remnant of bacterium Figure 12.7
Figure 12.7 Bacterial plasmids Bacterial chromosome Remnant of bacterium Colorized TEM Figure 12.7

Plasmids: Can easily incorporate foreign DNA
Are readily taken up by bacterial cells Can act as vectors, DNA carriers that move genes from one cell to another Are ideal for gene cloning, the production of multiple identical copies of a gene-carrying piece of DNA Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Recombinant DNA techniques can help biologists produce large quantities of a desired protein.
Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution. Animation: Cloning a Gene Blast Animation: Genetic Recombination in Bacteria

Isolate plasmids. Bacterial cell Plasmid Figure 12.8 Using recombinant DNA technology to produce useful products (Step 1) Figure

Isolate DNA. Isolate plasmids. Cell containing the gene of interest Bacterial cell Plasmid DNA Figure 12.8 Using recombinant DNA technology to produce useful products (Step 2) Figure

Cut both DNAs with same enzyme. DNA fragments from cell Isolate DNA. Gene of interest Other genes Isolate plasmids. Cell containing the gene of interest Bacterial cell Plasmid DNA Figure 12.8 Using recombinant DNA technology to produce useful products (Step 3) Figure

Cut both DNAs with same enzyme. DNA fragments from cell Isolate DNA. Gene of interest Other genes Mix the DNAs and join them together. Gene of interest Isolate plasmids. Cell containing the gene of interest Bacterial cell Recombinant DNA plasmids Plasmid DNA Figure 12.8 Using recombinant DNA technology to produce useful products (Step 4) Figure

Cut both DNAs with same enzyme. DNA fragments from cell Isolate DNA. Gene of interest Other genes Mix the DNAs and join them together. Gene of interest Isolate plasmids. Cell containing the gene of interest Bacterial cell Recombinant DNA plasmids Bacteria take up recombinant plasmids. Plasmid DNA Recombinant bacteria Figure 12.8 Using recombinant DNA technology to produce useful products (Step 5) Figure

Cut both DNAs with same enzyme. DNA fragments from cell Isolate DNA. Gene of interest Other genes Mix the DNAs and join them together. Gene of interest Isolate plasmids. Cell containing the gene of interest Bacterial cell Recombinant DNA plasmids Bacteria take up recombinant plasmids. Plasmid DNA Bacterial clone Recombinant bacteria Clone the bacteria. Figure 12.8 Using recombinant DNA technology to produce useful products (Step 6) Figure

Cut both DNAs with same enzyme. DNA fragments from cell Isolate DNA. Gene of interest Other genes Mix the DNAs and join them together. Gene of interest Isolate plasmids. Cell containing the gene of interest Bacterial cell Recombinant DNA plasmids Bacteria take up recombinant plasmids. Plasmid DNA Bacterial clone Recombinant bacteria Clone the bacteria. Figure 12.8 Using recombinant DNA technology to produce useful products (Step 7) Find the clone with the gene of interest. Figure

Cut both DNAs with same enzyme. DNA fragments from cell Isolate DNA. Gene of interest Other genes Mix the DNAs and join them together. Gene of interest Isolate plasmids. Cell containing the gene of interest Bacterial cell Recombinant DNA plasmids Bacteria take up recombinant plasmids. Plasmid DNA Bacterial clone Recombinant bacteria Clone the bacteria. Figure 12.8 Using recombinant DNA technology to produce useful products (Step 8) Find the clone with the gene of interest. Some uses of genes Some uses of proteins Gene for pest resistance Protein for dissolving clots Protein for “stone-washing” jeans Gene for toxic-cleanup bacteria The gene and protein of interest are isolated from the bacteria. Genes may be inserted into other organisms. Harvested proteins may be used directly. Figure

A Closer Look: Cutting and Pasting DNA with Restriction Enzymes
Recombinant DNA is produced by combining two ingredients: A bacterial plasmid The gene of interest To combine these ingredients, a piece of DNA must be spliced into a plasmid. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution. © 2010 Pearson Education, Inc.

Animation: Restriction Enzymes
This splicing process can be accomplished by: Using restriction enzymes, which cut DNA at specific nucleotide sequences, and Producing pieces of DNA called restriction fragments with “sticky ends” important for joining DNA from different sources DNA ligase connects the DNA pieces into continuous strands by forming bonds between adjacent nucleotides. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution. Animation: Restriction Enzymes

for a restriction enzyme
Recognition sequence for a restriction enzyme DNA A restriction enzyme cuts the DNA into fragments. Restriction enzyme Sticky end Sticky end Figure 12.9 Cutting and pasting DNA (Step 1) Figure

Recognition sequence for a restriction enzyme DNA A restriction enzyme cuts the DNA into fragments. Restriction enzyme Sticky end Sticky end A DNA fragment is added from another source. Figure 12.9 Cutting and pasting DNA (Step 2) Figure

Recognition sequence for a restriction enzyme DNA A restriction enzyme cuts the DNA into fragments. Restriction enzyme Sticky end Sticky end A DNA fragment is added from another source. Fragments stick together by base pairing. Figure 12.9 Cutting and pasting DNA (Step 3) Figure

Recognition sequence for a restriction enzyme DNA A restriction enzyme cuts the DNA into fragments. Restriction enzyme Sticky end Sticky end A DNA fragment is added from another source. Fragments stick together by base pairing. Figure 12.9 Cutting and pasting DNA (Step 4) DNA ligase DNA ligase joins the fragments into strands. Recombinant DNA molecule Figure

A Closer Look: Obtaining the Gene of Interest
How can a researcher obtain DNA that encodes a particular gene of interest? A “shotgun” approach yields millions of recombinant plasmids carrying many different segments of foreign DNA. A collection of cloned DNA fragments that includes an organism’s entire genome (a complete set of its genes) is called a genomic library. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

Once a genomic library is created, the bacterial clone containing the desired gene is identified using a specific sequence of radioactive nucleotides matching those in the desired gene, called a nucleic acid probe. Student Misconceptions and Concerns 1. The roles of restriction enzymes and nucleic acid probes, as well as many other aspects of recombinant DNA techniques, rely upon a firm and comfortable understanding of basic molecular genetics. Consider addressing Chapter 12 after an exam that addresses the content in Chapters 10 and 11. 2. Students might bring some awareness and/or concerns about biotechnology to the classroom, for example, controversies regarding genetically modified (GM) foods. This experience can be used to generate class interest and to highlight the importance of good information when making judgments. Consider starting class with a headline addressing one of these issues. Teaching Tips 1. Annual flu vaccinations are a common example of using vaccines to prevent diseases that cannot be easily cured. However, students might not understand why many people receive the vaccine every year. A new annual vaccine is necessary because the flu viruses keep evolving. 2. Genetically engineered organisms are controversial, creating various degrees and directions of social resistance. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of this or related issues. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 3. The origin of the name “restriction enzymes” may be of interest. In nature, these enzymes protect bacterial cells against foreign DNA. Thus, these enzymes “restrict” the invasion of foreign genetic material. 4. The ability to swap genes between prokaryotes and eukaryotes using the technologies described in this chapter reveal the fundamental genetic mechanisms shared by all forms of life. This very strong evidence of common descent is a lesson about evolution that may be missed by your students. 5. Students might think you are just making a bad joke by noting that laboratory-synthesized genes are “designer genes,” but this is a common term. Search the Internet using the keywords “designer genes,” and many scientific (and unscientific) sites will be found. 6. A genomic library of the sentence you are now reading would be all of the sentence fragments that make up the sentence. One could string together all of the words of this first sentence, without spaces between letters, and then conduct a word-processing edit placing a space between any place where an “e” is followed by the letter “n” The resulting fragments of this original sentence would look like this, and would be like a type of “genomic library.” Age nomiclibraryofthese nte nceyouare nowreadingwouldbeallofthese nte ncefragme ntsthatmadeupthese nte nce. 7. Some Internet search programs rely upon a methodology similar in one way to the use of a nucleic acid probe. For example, if you want to find the lyrics to a particular song, but you do not know the song title or artist, you might search the Internet using a unique phrase from the song. (For example, search using “yellow submarine”.) The search engine will scan millions of web pages to identify those sites containing that particular phrase. However, unlike a nucleic acid probe, you would search for the song by using a few of the lyrics. A nucleic acid probe would search using a sequence complementary to the desired sequence. 8. Roundup Ready Corn, a product of Monsanto, is resistant to the herbicide Roundup. The general strategy for farmers is to spray fields of Roundup Ready corn with the herbicide Roundup, killing weeds but not the corn. A search of the Internet will quickly reveal the controversy associated with this and other genetically modified organisms (GMO), which can encourage interesting discussions and promote critical thinking skills. 9. As gene therapy technology expands, our ability to modify the genome in human embryos, created through in vitro fertilization, permits genetic modification at the earliest stages of life. Future generations of humans, like our crops today, may include those with and without a genetically modified ancestry. The benefits and challenges of these technologies raise issues many students have never considered. Our students, and the generations soon to follow, will face the potential of directed human evolution.

(single-stranded DNA)
Radioactive probe (single-stranded DNA) Mix with single-stranded DNA from various bacterial clones Single-stranded DNA Figure How a DNA probe tags a gene Base pairing indicates the gene of interest Figure 12.10

GENOMICS AND PROTEOMICS
Genomics is the science of studying complete sets of genes (genomes). The first targets of genomics were bacteria. As of 2009, the genomes of nearly one thousand species have been published, including: Baker’s yeast Mice Fruit flies Rice Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

Table 12.1 Some Important Sequenced Genomes

The Human Genome Project
Begun in 1990, the Human Genome Project was a massive scientific endeavor: To determine the nucleotide sequence of all the DNA in the human genome and To identify the location and sequence of every gene Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

At the completion of the project in 2004:
Over 99% of the genome had been determined to % accuracy 3.2 billion nucleotide pairs were identified About 21,000 genes were found About 98% of the human DNA was identified as noncoding Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

The Human Genome Project can help map the genes for specific diseases such as:
Alzheimer’s disease Parkinson’s disease Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

Figure 12.20 The fight against Parkinson's disease

Tracking the Anthrax Killer
In October 2001: A Florida man died after inhaling anthrax By the end of the year, four other people had also died from anthrax In 2008, investigators: Completed a whole-genome analysis of the spores used in the attack Found four unique mutations Traced the mutations to a single flask at an Army facility Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

Envelope containing anthrax spores Anthrax spore Figure 12.21
Figure The 2001 anthrax attacks Figure 12.21

Comparative genomics has also provided strong evidence that:
The anthrax investigation is just one example of the new field of comparative genomics, the comparison of whole genomes. Comparative genomics has also provided strong evidence that: A Florida dentist transmitted HIV to several patients The West Nile virus outbreak in 1999 was a single natural strain of virus infecting birds and humans Our closest living relative, the chimpanzee (Pan troglodytes), shares 96% of our genome Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

Genome-Mapping Techniques
Genomes are most often sequenced using the whole-genome shotgun method in which: The entire genome is chopped into fragments using restriction enzymes The fragments are cloned and sequenced Computers running specialized mapping software reassemble the millions of overlapping short sequences into a single continuous sequence for every chromosome—an entire genome Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

Chromosome Figure Genome sequencing (Step 1) Figure

Figure 12.22-2 Chromosome Chop up with restriction enzyme
DNA fragments Figure Genome sequencing (Step 2) Figure

DNA fragments Sequence fragments Figure Genome sequencing (Step 3) Figure

DNA fragments Sequence fragments Figure Genome sequencing (Step 4) Align fragments Figure

DNA fragments Sequence fragments Figure Genome sequencing (Step 5) Align fragments Reassemble full sequence Figure

Figure 12.22a Genome sequencing center

Begun in 2006, the Human Variome Project:
Seeks to collect information on all of the genetic variations that affect human health Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

The Process of Science: Can Genomics Cure Cancer?
Observation: A few patients responded quite dramatically to a new drug, gefitinib, which: Targets a protein called EGFR found on the surface of cells that line the lungs Is used to treat lung cancer Question: Are genetic differences among lung cancer patients responsible for the differences in gefitinib’s effectiveness? Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences. © 2010 Pearson Education, Inc.

Hypothesis: Mutations in the EGFR gene were causing the different responses to gefitinib.
Prediction: DNA profiling that focuses on the EGFR gene would reveal different DNA sequences in the tumors of responsive patients compared with the tumors of unresponsive patients. Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

Results: The results were quite striking.
Experiment: The EGFR gene was sequenced in the cells extracted from the tumors of: Five patients who responded to the drug Four who did not Results: The results were quite striking. All five tumors from gefitinib-responsive patients had mutations in EGFR. None of the other four tumors did. Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

Figure 12.23 The EGFR protein: Fighting cancer with genomics

Proteomics Success in genomics has given rise to proteomics, the systematic study of the full set of proteins found in organisms. To understand the functioning of cells and organisms, scientists are studying: When and where proteins are produced and How they interact Student Misconceptions and Concerns 1. The text notes that there are 24 chromosomes in the human genome. Students might initially find this confusing, as it is common knowledge that humans have 23 pairs of chromosomes. Consider making the statement that we have 24 different types of chromosomes and asking your students to explain why this is true. 2. The similarities of the genotypes and phenotypes of members of a human family tree are expected and understood by most students. Yet, for many students, these same relationships are often poorly extrapolated to phylogenetic relationships of other groups. The use of genomics to test phylogenetic relationships is an enormously powerful tool using in modern systematics. Genomics is a significant test of the other overwhelming types of evidence for evolution. Teaching Tips 1. The first targets of genomics were prokaryotic pathogenic organisms. Consider asking your students in class to suggest the reasons why this was a good choice. Students will likely note that the genomes of these organisms are smaller than eukaryotes and that many of these organisms are of great medical significance. 2. The authors note that there are 3.2 billion nucleotide pairs in the human genome. There are about 3.2 billion seconds in years. This simple reference might add meaning to the significance of these large numbers. 3. The main U.S. Department of Energy Office website in support of the human genome project is found at 4. The website for the National Center for Biotechnology Information, is ( The center, established in 1988, serves as a national resource for biomedical information related to genomic data. 5. Challenge students to explain why a complete understanding of an organism’s genome and the resulting proteins produced is still not enough to understand the full biology of an organism. Challenge them to consider the role of the environment in development and physiology. (One striking example of the influence of the environment is that the sex of some reptiles is determined not by genetics, but by incubation temperature!) 6. With a better understanding of the diverse and still unknown roles of many sections of DNA, consider discussing some of the difficulties of “resurrecting” extinct organisms from incomplete DNA sequences.

HUMAN GENE THERAPY Human gene therapy: Is a recombinant DNA procedure
Seeks to treat disease by altering the genes of the afflicted person Often replaces or supplements the mutant version of a gene with a properly functioning one Student Misconceptions and Concerns 1. Using gene therapy to “fix” genetic problems relies upon a thorough understanding of the roles of genes and alleles. Students might benefit from a discussion of the extent to which we as a society might want to consider directing our own genetics. Teaching Tips 1. Ethical, legal, and social issues related to the human genome project are directly addressed at the Department of Energy Human Genome website at 2. The Biology and Society end-of-chapter textbook questions address some of the issues raised in this chapter section.

Figure 12.24-1 Normal human gene isolated and cloned Healthy person
Figure One approach to human gene therapy (Step 1) Healthy person Figure

Figure 12.24-2 Normal human gene isolated and cloned Harmless
virus (vector) Normal human gene inserted into virus Virus containing normal human gene Figure One approach to human gene therapy (Step 2) Healthy person Figure

Figure 12.24-3 Normal human gene isolated and cloned Harmless
virus (vector) Normal human gene inserted into virus Virus containing normal human gene Figure One approach to human gene therapy (Step 3) Bone marrow Healthy person Bone of person with disease Virus injected into patient with abnormal gene Figure

SCID patients quickly die unless treated with:
SCID is a fatal inherited disease caused by a single defective gene that prevents the development of the immune system. SCID patients quickly die unless treated with: A bone marrow transplant or Gene therapy Student Misconceptions and Concerns 1. Using gene therapy to “fix” genetic problems relies upon a thorough understanding of the roles of genes and alleles. Students might benefit from a discussion of the extent to which we as a society might want to consider directing our own genetics. Teaching Tips 1. Ethical, legal, and social issues related to the human genome project are directly addressed at the Department of Energy Human Genome website at 2. The Biology and Society end-of-chapter textbook questions address some of the issues raised in this chapter section.

Since the year 2000, gene therapy has:
Cured 22 children with inborn SCID but Unfortunately, caused four of the patients to develop leukemia, killing one of these children Student Misconceptions and Concerns 1. Using gene therapy to “fix” genetic problems relies upon a thorough understanding of the roles of genes and alleles. Students might benefit from a discussion of the extent to which we as a society might want to consider directing our own genetics. Teaching Tips 1. Ethical, legal, and social issues related to the human genome project are directly addressed at the Department of Energy Human Genome website at 2. The Biology and Society end-of-chapter textbook questions address some of the issues raised in this chapter section.

SAFETY AND ETHICAL ISSUES
As soon as scientists realized the power of DNA technology, they began to worry about potential dangers such as the: Creation of hazardous new pathogens Transfer of cancer genes into infectious bacteria and viruses Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

Strict laboratory safety procedures have been designed to:
Protect researchers from infection by engineered microbes Prevent microbes from accidentally leaving the laboratory Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

Figure 12.25 Maximum-security laboratory

The Controversy over Genetically Modified Foods
GM strains account for a significant percentage of several agricultural crops in the United States. Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

Figure 12.26 Opposition to genetically modified organisms (GMOs)

Advocates of a cautious approach are concerned that:
Crops carrying genes from other species might harm the environment GM foods could be hazardous to human health Transgenic plants might pass their genes to close relatives in nearby wild areas Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

In 2000, negotiators from 130 countries (including the United States) agreed on a Biosafety Protocol that: Requires exporters to identify GM organisms present in bulk food shipments Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

In the United States, all projects are evaluated for potential risks by a number of regulatory agencies, including the: Food and Drug Administration Environmental Protection Agency National Institutes of Health Department of Agriculture Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

Ethical Questions Raised by DNA Technology
DNA technology raises legal and ethical questions—few of which have clear answers. Should genetically engineered human growth hormone be used to stimulate growth in HGH-deficient children? Do we have any right to alter an organism’s genes—or to create new organisms? Should we try to eliminate genetic defects in our children and their descendants? Should people use mail-in kits that can tell healthy people their relative risk of developing various diseases? Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

Figure 12.27 Personalized genetic testing

DNA technologies raise many complex issues that have no easy answers.
We as a society and as individuals must become educated about DNA technologies to address the ethical questions raised by their use. Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

DNA ACTIVITIES Student Misconceptions and Concerns 1. The many issues raised in this chapter are of great potential significance and remain unresolved. An informed debate about rights, responsibilities, and possibilities is currently engaged in modern society regarding these scientific issues. The Genetic Information Nondiscrimination Act was passed in May Details about this important legislation can be found at Teaching Tips 1. Genetically engineered organisms are controversial, creating various degrees of concern. Yet, many debates around issues of science are confused by misinformation. This may be an opportunity for you to make an extra credit or regular assignment for students to take a position, one side or the other, on some aspect of genetic engineering. The science would need to be accurate. Students might debate whether a food product made from GM/transgenic organisms should be labeled as such, or students can discuss the risks or advantages of producing GM organisms. 2. A person was recently heard to declare their opposition to GM food by stating “I do not want any DNA in my food.” You might want to have your students respond to this person’s concerns.

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