NATIONAL QUALIFICATIONS CURRICULUM SUPPORT

Biology
Inheritance
Advice and G idance !or Practitioner"

#NATIONAL $%

Thi" advice and g idance ha" &een 'rod ced to " ''ort the 'ro!e""ion (ith the delivery o! co r"e" (hich are either ne( or (hich have a"'ect" o! "igni!icant change (ithin the ne( national ) ali!ication" *NQ+ !ra,e(or-. The advice and g idance 'rovide" " gge"tion" on a''roache" to learning and teaching. Practitioner" are enco raged to dra( on the ,aterial" !or their o(n 'art o! their contin ing 'ro!e""ional develo',ent in introd cing ne( national ) ali!ication" in (ay" that ,atch the need" o! learner". Practitioner" "ho ld al"o re!er to the co r"e and nit "'eci!ication" and " ''ort note" (hich have &een i"" ed &y the Scotti"h Q ali!ication" A thority. htt'/00(((.")a.org. -0")a012342.ht,l

Acknowledgement 5 Cro(n co'yright 6746. 8o ,ay re9 "e thi" in!or,ation *e:cl ding logo"+ !ree o! charge in any !or,at or ,edi ,; nder the ter," o! the O'en Govern,ent Licence. To vie( thi" licence; vi"it htt'/00(((.nationalarchive".gov. -0doc0o'en9 govern,ent9licence0 or e9,ail/ '"i<nationalarchive".g"i.gov. - . =here (e have identi!ied any third 'arty co'yright in!or,ation yo (ill need to o&tain 'er,i""ion !ro, the co'yright holder" concerned. Any en) irie" regarding thi" doc ,ent0' &lication "ho ld &e "ent to " at en) irie"<ed cation"cotland.gov. - . Thi" doc ,ent i" al"o availa&le !ro, o r (e&"ite at (((.ed cation"cotland.gov. - .

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5 Learning and Teaching Scotland 677$

Contents
Planning for Learning and teaching: inheritance Introduction: Setting the scene in a Scottish context Curriculum for Excellence Learning in demand Inheritance Exemplification of learning and teaching The > ,an Geno,e ProDect @NA "e'aration @etail" !or @NA "e'aration @NA "tr ct re @ar(inE" nat ral "election Nat ral "election in ,ice Re'rod ction and inheritance Further research Skills for learning, skills for life and skills for work B C 47 44 46 46 42 4B 43 4C 67 62 63 6C

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Planning for Learning and #eaching: Inheritance

Thi" advice and g idance i" intended !or "e &y 'ractitioner". It i" non9 ,andatory. It i" antici'ated that 'ractitioner" (ill &e creative and innovative in 'lanning a''roache" to ,eeting the need" o! learner". Thi" advice and g idance "ho ld &e "ed in a re!lective and "elective ,anner. Re!lective ) e"tion" !or learner" are 'rovided to aid 'ractitioner" in 'lanning learning and teaching to ,eet the need" o! learner". The"e ) e"tion" are intended !or 'ractitioner"E "e in the identi!ication o! &ig i"" e"; con"ideration o! (hich nder'in" the learning and teaching !or thi" conte:t. In ,any ca"e"; inve"tigative (or- and in) iry9&a"ed 'ractical learning (ill " ''le,ent the learning and teaching de"cri&ed here.

Thi" advice and g idance " gge"t" a conte:t !or learning and idea" !or learning and teaching o!!ering o''ort nitie" to 're'are learner" in the
,andatory co r"e -ey area" !or National $ Biology. The"e -ey area" are a" !ollo(". $ulticellular organisms: reproduction and inheritance Identi!y 'henoty'e and ho,oGygo "0heteroGygo " genoty'e o! individ al" !ro, !a,ily tree". $ulticellular organisms: health and disease The e!!ect o! li!e"tyle choice"; environ,ent and heredity on health. Cell %iolog&: ' A, production of proteins and genetic engineering Str ct re o! @NA/ do &le9"tranded heli: held &y co,'le,entary &a"e 'air". Tran"!er o! genetic in!or,ation and genetic engineering. Life on Earth: adaptation, natural selection and the e(olution of species M tation; variation; "election and the evol tion o! "'ecie". The role o! ada'tation !or increa"ed " rvival. Nat ral "election and "'eciation thro gh i"olation and "election.

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There are al"o o''ort nitie" !or lin-ing to other c rric l , area"; !or e:a,'le/ Geogra'hy/ It ,ay &e 'o""i&le to con"ider the glo&al geogra'hic "'read o! inherited di"ea"e" and relate thi" to the ,ove,ent o! the 'o' lation. Modern St die"/ The de&ate regarding H"avio r "i&ling"E in re"'on"e to inherited di"ea"e ,ay &e e:'lored. The Glo( Science Savio r Si&ling" 'age" ,ay &e "e! l !or thi" di"c ""ion.

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Introduction: Setting the scene in a Scottish context

?very "i: ,in te"; "o,eone die" !ro, a heart attac- A that i" 47 'eo'le every ho r. ?very year I2;777 o! the, die. ?very day 43I 'eo'le lo"e one o! their 'arent" to a !atal heart attac-. Cancer; heart di"ea"e and "tro-e" have long &een -no(n a" the three &ig -iller" !or their 'revalence in Scotti"h !atalitie" over a n ,&er o! year". F rther,ore; "ince 4IIB; the n ,&er o! 'eo'le (ith dia&ete" in the UJ ha" increa"ed !ro, 4.2 ,illion to 6.B ,illion. By 676$; it i" e"ti,ated that death" d e to dia&ete" in the UJ (ill increa"e to 2 ,illion. Reali"ing the i,'ortance o! genetic" in ScotlandE" health; the Scotti"h Govern,ent co,,i""ioned a "t dy entitled Our Inheritance, Our Future: Realising the potential of genetics in the NHS . It advi"ed that advance" in genetic" (ill have a 'ro!o nd i,'act on healthcare and radically alter the a''roach to di"ea"e 'revention; diagno"i" and treat,ent. Nothing in biology makes sense except in the light of evolution Theodo"i " @o&Ghan"-y * !merican "iology #eacher ; Fol. 1$; '' 46$A46I; 4I31+ The "tory "tart" (ith @ar(in; and hi" connection" (ith Scotland , "t not &e overloo-ed/ hi" early "t die" aro nd the Firth o! Forth (hil"t a "t dent at the Univer"ity o! ?din& rgh ; along (ith hi" !ir"t 're"entation in ?din& rgh on hi" o&"ervation" o! "ea "hore creat re" ; " rely "ha'ed hi" career 'ath. F rther,ore; a!ter co,'leting hi" !a,o " voyage on the Beagle ; @ar(in e,&ar-ed on a le"" (ell -no(n Scotti"h e:'edition in 4C1C ; travelling via Gla"go(; ?din& rgh; Loch Leven and Glen Roy. On de"cri&ing hi" Scotti"h travel"; he "aid that it had &een H&y !ar the ,o"t re,ar-a&le area I ever e:a,inedE. @ar(in (a" ndo &tedly in!l enced &y Scotti"h "cienti"t" at the ti,e; " ch a" &otani"t Ko"e'h >oo-er ; (ho (a" ed cated at the Univer"ity o! Gla"go(; and al"o Charle" Lyell ; (ho " ''orted hi" theorie" on nat ral "election. Altho gh there ha" &een a tre,endo " revol tion in the &iological "cience" in the 'a"t 67 year"; there i" "till a great deal that re,ain" to &e di"covered. The co,'letion o! the "e) encing o! the h ,an geno,e ha" increa"ed

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i,,ea" ra&ly the 'o""i&ilitie" o! genetic re"earch. Altho gh there i" c rrently no c re !or dia&ete"; "cienti"t" (or-ing in the !ield o! genetic engineering and gene thera'y have ,ade con"idera&le 'rogre"" to(ard" that goal. Given the 'revalence o! dia&ete" in Scotland; the relevance o! thi" area o! (or- to learner" cannot &e ) e"tioned. It i" vital that learner" are (ell e) i''ed to ,a-e in!or,ed deci"ion" regarding to'ical develo',ent" in genetic "cience. Over the 'a"t decade; a''ro:i,ately 6$;777 gene" in h ,an @NA have &een identi!ied; catalog ed and "tored along (ith the three &illion &a"e 'air" that ,a-e ' @NA. The de&ate over (ho "ho ld ac) ire or even 'ro!it !ro, thi" -ind o! in!or,ation i" a long9"tanding one that re) ire" -no(ledge o! the ,any 'o""i&le &ene!it" and concern". @ e regard ha" there!ore &een given to allo( learner" to e:'lore a"'ect" o! arg ,ent" " ch a" tho"e regarding dr g develo',ent; the h ,an geno,e 'roDect; and inheritance and di"ea"e.

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Curriculum for Excellence

C rric l , !or ?:cellence " ''ort" the develo',ent o! relevant career" "-ill" in ,any (ay"/ The driving !orce &ehind C rric l , !or ?:cellence i" that it i" a c rric l , !or learning; li!e and (or-; and it "ho ld ! lly e) i' learner" (ith the "-ill"; -no(ledge and con!idence to thrive and " cceed in the increa"ingly glo&ali"ed (orld o! the 64"t cent ry The develo',ent o! "-ill" (ithin learner" i" at the heart o! C rric l , !or ?:cellence in recognition o! the !act that; in a !a"t9changing (orld; "-ill" (ill allo( learner" to ada't to changing circ ,"tance" and are the -ey to " cce"". The"e incl de the entire "'ectr , o! "-ill" !ro, leader"hi' to inter'er"onal "-ill" to career ,anage,ent "-ill". B ilding the C rric l , 2 give" ! rther in!or,ation a&o t the i,'ortance o! "-ill" (ithin C rric l , !or ?:cellence and ho( they have &een e,&edded (ithin the e:'erience" and o tco,e" !or all learner"; !ro, (hich the "-ill" (ithin the learning !or National 2 "ho ld 'rogre"". The Skills for $earning, Skills for $ife an% Skills for &ork Frame'ork (ill al"o aid yo r 'lanning to ,eet the need" o! learner". Interdi"ci'linary learning i" a -ey a"'ect o! C rric l , !or ?:cellence and i" an e:citing (ay !or "chool" to develo' rich learning e:'erience" that & ild 'on the "trength" and e:'erti"e (ithin di!!erent di"ci'line". To'ic" " ch a" Inheritance and >ealth can &e "ed a" co,'le: the,e" !or interdi"ci'linary learning or ta ght (ithin the &iology conte:t to lin- (ith (ider learning. The"e al"o o!!er e:cellent vehicle" !or learner" to develo' higher9order thin-ing "-ill" and 're'are learner" !or the li!e o! (or- (here interdi"ci'linary a''roache" to co,'le: ta"-" are o!ten the nor,.

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C rric l , !or ?:cellence enco rage" a''roache" to learning that are ,otivational; ! n; relevant; challenging and; i,'ortantly; develo' the "-ill" o! learner". S ch a''roache" to learning incl de co9o'erative; active; colla&orative and o tdoor learning. There are ,any (ay" in (hich thi" learning Do rney can develo'; and yo (ill -no( &e"t ho( to 'lan learning and teaching that ,eet" the need" o! yo r learner". By 'lanning o''ort nitie" !or "-ill" develo',ent in conte:t yo ,ay !ind that the learner"E intere"t"; "trength"; 'rior learning and locality; a" (ell a" local; national and glo&al event"; lend the,"elve" to 'rogre""ing learning in di!!erent (ay" !ro, the " gge"tion" (ithin thi" advice and g idance. Idea" !or learning and teaching can &e ada'ted to allo( develo',ent and a''lication o! "-ill" !or learning; li!e and (or-; or to incor'orate ICT and ta-e acco nt o! a range o! learner"E need". GLO= 'rovide" an o''ort nity !or learner" to (or- together acro"" geogra'hical area".

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Learning in demand
Scotlan% is an internationally recognise% research an% bio(manufacturing base an% reno'ne% service centre, facilitating numerous clinical trials an% bringing innovative %rug pro%ucts to market rea%iness Over )*+ organisations an% ,-,... employees make up Scotlan%/s po'erful life sciences in%ustry Talent Scotland; =elco,e to Li!e Science" The li!e "cience ind "try i" one (hich i" highlighted (henever ScotlandE" health and ! t re are ,entioned. F rther re"earch o! the ,ain co,,on ad lt di"ea"e" that are a ,aDor ca "e o! ill9health in Scotland i" " gge"ted to &e vital. The greate"t i,'act o! ne( genetic" -no(ledge on healthcare in the "horter ter, i" &elieved to co,e !ro, develo',ent" in 'har,acogenetic" . The"e ,ay ta-e the !or, o! re"earch; develo',ent o! ne( intervention" and their i,'le,entation and eval ation. In 6744 the Univer"ity o! @ ndee o'ened a ne( L1.6 ,illion cancer re"earch centre; The Pat McPher"on Centre !or Phar,acogeno,ic" and Phar,acogenetic" . Given the c rrent concern" regarding " "taina&ility and cli,ate change ; genetic "t die" o! organi"," and their 'attern" o! inheritance (ill 'rove vital to ,onitoring and identi!ying the e!!ect" (hich h ,an develo',ent" are having on the,. ?nviron,ental re"earch 'rovide" another aven e o! e,'loy,ent thro gh the area" o! con"ervation; "'ecie" " rvival and 'rotection. Thi" ,ay &e thro gh govern,ent organi"ation" " ch a" @e'art,ent !or ?nviron,ent; Food and R ral A!!air" @?FRA and & "ine""e" or charitie" " ch a" the Fo ndation For ?ndangered S'ecie" * F?S + and the =orld =ildli!e F nd *==F +.

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Inheritance
P t "i,'ly; inheritance i" the 'a""age o! gene" !ro, 'arent" to their o!!"'ring. Genetic" i" the &ranch o! "cience that deal" (ith the "t dy o! gene"; 'attern" o! heredity and the variation a,ong"t organi",". Altho gh all & ilt aro nd the -ey 'rinci'le" !ir"t di"covered &y @ar(in and Mendel and then develo'ed ! rther &y =at"on and Cric- ; there are ,any aven e" (hich the "t dy o! inheritance no( ta-e". The"e incl de/ ,olec lar genetic"/ "t die" the "tr ct re and ! nction o! @NA at a ,olec lar level 'o' lation genetic"/ "t die" the di"tri& tion and !re) ency o! gene" in a 'o' lation geno,ic"/ "t die" the large9"cale genetic 'attern" a,ong"t a "'ecie" ecological genetic"/ "t die" the gene" o! nat ral 'o' lation" o! organi"," (ith re!erence to their environ,ent.

Bione("online "et" o t the -ey de!inition" o! inheritance along (ith a ti,e line o! nota&le "cienti!ic di"coverie" on the to'ic.

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Exemplification of learning and teaching

#he !uman )enome Pro*ect
The > ,an Geno,e ProDect; co,'leted in 6771; allo(" "cienti"t" to read the co,'lete &l e'rint !or a h ,an &eing. Thi" 'rovide" a rich conte:t !or e:'loring idea" o! inheritance and heredity; incor'orating to'ical "cience and the o''ort nity to increa"e learner"E "cienti!ic literacy/ a""e""ing evidence to e:'re"" an in!or,ed o'inion. The National > ,an Geno,e Re"earch In"tit te 'rovide" a range o! re"o rce" that ,ight &e "e! l !or ada'tation !or yo r learning and teaching. The =ellco,e Tr "t 'age on the > ,an Geno,e 'rovide" in9de'th !ile" lin-ing to develo',ent" and article" !or a range o! i"" e"; e.g. a"th,a; cancer; chro,o"o,e di"order"; -ey legi"lation and dr g di"covery. The idea !or learning and teaching incl ded here co ld &e "ed a" a "tarter or a 'lenary !or learner"E (or- aro nd thi" to'ic; (ith the ai, o! develo'ing learner"E a''reciation o! the i,'lication" o! increa"ed -no(ledge o! o r @NA. The "tart 'oint !or thi" idea i" a video called The Cho"en Child/ Screening Genetic Content *clic- on Genetic"0>eredity+. Thi" 'rovide" an introd ction to the > ,an Geno,e ProDect and (hat it ha" achieved. The activity de"cri&ed here i" a (a"hing line activity ; (hich i" a "e! l techni) e !or "ti, lating di"c ""ion and dee'ening nder"tanding. A''ro:i,ately 7.$A4.7 , o! (ool or "tring can &e "ed to create a (a"hing line a&ove the &ench. One end o! the (ool "ho ld &e la&elled HME *'o"itive+; the ,iddle H7E *ne tral+ and the other end HAE negative. ?ach learner in the gro ' "ho ld ta-e a "tic-y la&el; (rite hi"0her o(n na,e on it and a!!i: it to the line "ing a clothe" 'eg; (ith the !ollo(ing ,eaning/ HME/ a&"ol tely clear that I "ho ld all -no( all the detail" o! ,y genetic" and thi" "ho ld &e availa&le to other" H7E/ ne tral A neither !or nor again"t HAE/ again"t anyone -no(ing a&o t ,y genetic"; incl ding ,e.

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A n ,&er o! "tate,ent" *"o,e are " gge"ted here+ to "ti, late di"c ""ion "ho ld &e 're'ared (ithin a &ag or a &o: "o the learner" choo"e at rando,. ?ach learner "ho ld ta-e a t rn to "elect a "tate,ent; read it o t to the other" in the gro ' and di"c "". The learner (ho cho"e the "tate,ent "ho ld then decide on the i,'ortance o! the "tate,ent to hi"0her o(n 'er"onal o'inion and decide (hether he0"he "ho ld ,ove hi"0her o(n na,ed clothe" 'eg a" a re" lt. Thi" activity co ld &e "ed in a di!!erent (ay; (here each individ al e:a,ine" a n ,&er o! "tate,ent"; ,ove" hi"0her na,ed clothe" 'eg and then each 'er"on di"c ""e" the "tate,ent" they con"idered and D "ti!y (hy thi" re" lted in a ,ove o! clothe" 'eg or not. It "ho ld &eco,e clear !ro, thi" that in "o,e a"'ect" learner" !eel di!!erently a&o t the "e o! genetic" co,'ared (ith other a"'ect"; and that there i" no clear9c t an"(er. Thi" co ld lead on to e:'loration o! ho( "cienti!ic advance,ent i" legi"lated; and the 'otential &ene!it" and ri"-" o! either overly la: or overly "tringent reg lation. S gge"ted "tate,ent"/ >ealth in" rance (ill e:cl de0not 'ay !or certain treat,ent" i! yo are genetically 'redi"'o"ed to the,. The N>S (ill "can yo !or certain di"ea"e" earlier i! yo are !o nd to &e genetically li-ely to get that condition. ?,'loyer" ,ay (ant to "ee yo r geno,e &e!ore o!!ering yo a Do&; to ,a-e " re yo donEt carry or are li-ely to " !!er !ro, any 'o""i&le inherited di"ea"e". The 'olice ,ay choo"e to "egregate and loc- ' certain 'eo'le (ho have the genetic 'otential !or violent characteri"tic". 8o ,ay not &e allo(ed to have children i! yo carry gene" !or certain dangero " characteri"tic". 8o ,ay &e denied a ,ortgage d e to a genetic ,edical condition and th " never &e a&le to o(n yo r o(n ho,e. I! yo are ,ore a(are o! certain hereditary di"ea"e" earlier; yo ,ay &e a&le to "'ot the, "ooner. I! yo -no( yo carry a gene !or a hereditary di"ea"e; yo can ta-e "te'" to 'revent it develo'ing earlier. @octor" can &etter deter,ine a''ro'riate dr g thera'ie" !or individ al" &a"ed on genetic in!or,ation *'har,acogenetic"+. Parent" can !ind o t i! their n&orn child ha" any genetic di"ea"e". Jno(ing a 'er"onE" genetic" can hel' the, to ,a-e a ,ore in!or,ed deci"ion a&o t ho( to live their li!e.

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Jno(ing ,ore a&o t the changing genetic" o! the h ,an 'o' lation can hel' " to 'redict change" that ,ight occ r in the ! t re.

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Certain religion" and c lt re" are again"t genetic "creening a" they &elieve the ! t re in i" GodE" hand". The 'eo'le (ho hold genetic in!or,ation ,ay &e " &Dect to &ri&ery and corr 'tion. Peo'le (ho have greater li-elihood !or genetic di"ea"e" ,ay &e charged ,ore in ta:. F nding !or the 'roDect ,ay ,ean that le"" ,oney i" "'ent on the N>S loo-ing a!ter "ic- 'eo'le. Jno(ing thing" a&o t yo r health can lo(er an:iety0"tre"" level" !or "o,e 'eo'le. Te"ting ,ay &eco,e co,,erciali"ed and inter'retation o! the re" lt" i" not al(ay" clear c t. There are a n ,&er o! ro te" to & ild ! rther on thi" activity. =a"hing line" co ld re,ain in 'lace and a" learner"E -no(ledge and nder"tanding develo'" thro gh the to'ic they co ld contin e to ,ove the 'eg". ?ach le""on or each (ee-; one learner (ho ha" ,oved a 'eg co ld &e a"-ed to " ,,ari"e (hy he0"he cho"e to do "oN another (ho ha" not co ld &e a"-ed to D "ti!y thi" choice. Learner" co ld al"o "e the "tate,ent" a" a &a"i" !or ! rther (or-. To (hat e:tent are the "tate,ent" tr e at thi" ti,e; &a"ed on c rrent "cienceO To (hat e:tent i" the " gge"tion a li-ely reality !or the ! t reO The US @e'art,ent o! ?nergy O!!ice o! Science > ,an Geno,e ProDect In!or,ation 'rovide" in!or,ation on gene te"ting; incl ding reg lation. Once the learner" have co,'leted ! rther (or-; all the "tate,ent" co ld &e revi"ited and gro 'ed into arg ,ent" !or genetic in!or,ation &eing "hared and arg ,ent" again"t. Learner" co ld "e a Glo( &log or a =i-i to con"tr ct a (e&"ite that gather" "cienti!ic evidence aro nd one or ,ore i"" e"; incl ding ho( legi"lation control" the ,i" "e o! "cienti!ic advance,ent; in a Scotti"h conte:t. Alternatively; a glo&al loo- at the vie('oint" o! di!!erent co ntrie" on genetic te"ting and the geno,e 'roDect ,ight 'rovo-e ! rther di"c ""ion and dee'en nder"tanding o! the 'otential i"" e". The Univer"ity o! UtahE" Learn Genetic" "ite incl de" a variety o! idea" !or develo'ing learning and teaching; eg Gene Thera'y/ Molec lar Bandage .

' A separation
A"'ect" o! the 'rotocol de"cri&ed in the re"o rce have &een ada'ted !ro, ,aterial" 'rovided &y the biology team at the Scottish Schools 0%ucation Research 1entre 2SS0R13 In most cases such materials are available via one of SS0R1/s 'ebsites 2 (((."cience194C.org + or on re4uest via e(mail "t"<""erc.org. -.

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SS?RC ha" develo'ed "i,ilar " gge"tion" !or thi" e:'eri,ent "ing di!!erent the,e". The !ollo(ing lin-" contain their " gge"ted activitie"; e:'eri,ental 'rotocol and diagra," o! e) i',ent "et9 '" that ,ay 'rove hel'! l to tho"e n!a,iliar (ith thi" e:'eri,ent/ =onder! l =iGardry Finding a Gene =onder! l Gene =iGardry Food @ye" and ?lectro'hore"i" Thi" idea , 'hich incorporates investigative 'ork, is inten%e% to offer opportunities to %evelop learners/ un%erstan%ing of the terminology of chromosomes, 5N! an% genes an% their relative si6es A CSI "tyle "cenario can &e "ed to "et the "cene !or learner". An o tline o! a &ody ,ay &e chal-ed onto the !loor or ,ar-ed o t (ith ta'e. Ideally; a na,e tag or a teacherE" identi!ication tag ,ay &e le!t on the o tline !or e!!ect. H@o not ?nterE ta'e ,ay &e 'laced acro"" the door(ay to add to the "etting. Learner" can &e in"tr cted that the -idna''ing o! a teacher ha" ta-en 'lace. The la"t ti,e he0"he (a" "een (a" in thi" roo,. The -idna''er le!t the o tline a" a ta nt and it i" ' to the learner" to "olve the ,y"tery. Thi" (ill involve the, learning a&o t the "tr ct re o! cell" in greater detail. Thi" (or- "ho ld o!!er 'rogre""ion !ro, the &road general ed cation. I have e:tracted @NA and nder"tand it" ! nction. I can e:'re"" an in!or,ed vie( o! the ri"-" and &ene!it" o! @NA 'ro!iling. S1N ,(-7b I can "e ,y nder"tanding o! ho( characteri"tic" are inherited to "olve "i,'le genetic 'ro&le," and relate thi" to ,y nder"tanding o! @NA; gene" and chro,o"o,e". S1N 7(-7c The MayoClinic ha" a "hort "lide "ho( that can &e "ed to vi" ali"e the conce't o! chro,o"o,e"; gene" and @NA; reca''ing on 'rior learning. ?lectro'hore"i" i" the 'roce"" o! "ing electric c rrent to "e'arate @NA ,olec le". The Molec lar Biology Note&oo- Online/ @NA ?lectro'hore"i" 'rovide" ! rther in!or,ation. The electro'hore"i" tan- can introd ced a" a ,ethod o! "'litting ' a 'er"onE" @NA into gene". A" the gene" are ni) e to the individ al; a ni) e 'attern can &e created. ABPI Re"o rce" !or School" ill "trate" @NA "'licing and electro'hore"i". A 're9r n tan- can &e "ed to ill "trate the e!!ect !or learner". All Scotti"h "chool" have &een given electro'hore"i" tan-" &y SS?RC in the 'a"t t(o year" *677IA6744+. I! the"e are not c rrently availa&le or cannot &e &orro(ed !ro, local e"ta&li"h,ent"; tan-" ,ay &e loaned !ro, SS?RC !or the d ration o! thi" "ection o! (or-.

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The "cenario i" contin ed &y indicating that a "a,'le o! the -idna''erE" @NA ha" &een le!t on the door handle and re,oved !or evidence. Learner" can then &e 'rovided (ith 1 H"a,'le"E o! " "'ect"E @NA (hich they (ill "e to ,atch ' to the -idna''erE" @NA to identi!y the c l'rit. The @NA i" in !act "i,'ly dye" ,ade ' "ing the reci'e 'rovided. =hil"t (aiting !or the e:'eri,ent to r n; there are a n ,&er o! o'tion" !or learner". So,e ,ay record a diagra, o! the tan- and the !o r (ell"; " &"e) ently recording the 'attern !or each r n and the concl "ion on the ,atch (ith the cri,e "cene "a,'le. Alternatively; learner" co ld e:'lore ho( (ell thi" la&oratory e:'eri,ent ,odel" 'roce""e" "ed in real li!e; e.g. (here electro'hore"i" ,ight &e "ed.

'etails for ' A separation

"esources: Car&on !i&re electrode"; "et o! 'o"itive0negative electrical (ire"; &attery 'ac-; ,icro'i'ettor; ,icro'i'ette ti'"; crocodile cli'"; di"charge &ea-er; electro'hore"i" tan- and co,&; agar gel; &lac- card *,in. $ c, P 1 c, 'er tan-+; three @NA *dye+ H"a,'le"E; co,' ter (ith internet acce""

Experimental set+up and process Be!orehand; the electro'hore"i" tan-" (ith agar "ho ld &e 're'ared &y technician" "ing 7.B g o! agar and 67 c,Q o! (ater 'er tan-. Thi" "ho ld &e heated on a hot 'late and cooled; then 'o red *(ith co,& in 'lace+ and le!t to "et. Once "et; a thin layer o! (ater "ho ld &e 'o red over the gel to cover it and the co,&" re,oved. The dye" , "t al"o &e 're'ared. Pro&le," (ith " 'er,ar-et dye" have &een re'orted; there!ore the late"t reco,,ended "o rce i" Fa"tColo r". *(((.!a"tcolo r".co. -0!ood9dye"Rla-e"9I9c.a"' + Stoc- "ol tion" "ho ld &e 're'ared in di"tilled (ater a" !ollo("/ Green S/ 7.6S Brilliant &l e/ 7.6S All ra red/ 7.6S Q inoline yello(/ 7.2S Car,io"ine/ 7.$S The learner" "ho ld carry o t the !ollo(ing 'rotocol/ 4. 6. La&el (ell" 4; 6; 1 and 2. U"e ,icro'i'ette" and ti'" to load each (ell (ith 67 Tl o! a di!!erent "a,'le. One dye "ho ld &e "ed !or (ell 4. Learner" "ho ld &e told thi"

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i" the H"a,'leE ta-en !ro, the cri,e "cene. The three " "'ect"E @NA "ho ld &e located in the other three (ell"N one o! the"e "ho ld ,atch the dye in (ell 4. Place the &lac- card nderneath the (ell" in the tan- to hel' learner" to "ee the (ell" clearly. 1. In"ert car&on !i&re electrode" at each end o! the tan-; to ching the (ater. Attach crocodile cli'" and lead" to the electrode" and to the end o! the tan-. =ire ' the tan- to the &attery *the negative end goe" neare"t the (ell"+; "(itch on at 63 F and leave !or a''ro:i,ately 6$ ,in te". T rn the &attery o!! and re,ove the (ater care! lly. Co,'are the 'attern" on the agar !ro, (ell 4 to the other" to indicate the c l'rit.

2.

$.

B. 3.

"eflecti(e ,uestions for learners Revie( yo r learning in thi" "ection to identi!y the "-ill" yo have "ed. =hich o! the"e "-ill" are tran"!era&leO Identi!y Do& role" in (hich yo r learning today co ld &e a''lied. Sho ld every individ alE" @NA 'ro!ile &e held on a data&a"e !or ,atching in the event o! a cri,eO I" thi" any di!!erent !ro, ta-ing !inger'rint" !ro, a " "'ect or doe" it rai"e other i"" e"O Con"ider yo r learning a&o t the 'otential "e o! genetic in!or,ation (hen re"'onding to thi" and D "ti!y yo r re"'on"e.

' A structure
Learner" nder"tanding ho( o r genetic" can &e "ed in ,edicine , eg pharmacogenetics shoul% be un%erpinne% by the science associate% 'ith 5N! an% genetics, e g base se4uence structure #his i%ea aims to familiarise learners 'ith the base se4uence structure of 5N! The $earn 8enetics To r o! the Ba"ic" !ro, the Univer"ity o! Utah can &e "ed to !a,iliari"e learner" (ith the &a"ic "tr ct re o! @NA; incl ding the " gar 'ho"'hate &ac-&one and the !o r &a"e" in the do &le heli: arrange,ent. Prior to "ho(ing the cli'; learner" co ld co,'lete a gra!!iti or a 'lace,at

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task to explore prior learning #he ABPI School"E Gene" and @NA 'ebsite also inclu%es useful information "eflecti(e question for learners =hat are the 'otential a''lication" o! -no(ledge o! the individ al"E &a"e "e) enceO =hat Do& role" ,ight ,a-e "e o! or a''ly thi" -no(ledgeO The $earn 8enetics P " Po''inE Frog" activity !ro, the Univer"ity o! Utah can &e "ed to enhance learner"E un%erstan%ing of the use of base se4uencing in pharmacogenetics The Univeri"ty o! UtahE" Learn Genetic" "ite i" nder develo',ent to incl de a range o! ne( idea" !or learning and teaching; e.g. Finding a Gene on a Chro,o"o,al Ma' .

A revi"ion " ,,ary ) iG & "ter" activity can &e !o nd on the Teacher" @irect (e&"ite.

'arwin-s

atural Selection

The ' r'o"e o! thi" "ection i" to develo' nder"tanding o! the ter," Hada'tationE and Hnat ral "electionE &y "ing @ar(inE" theory to e:'lain the ada'tation o! the Gala'ago" I"land !inche" to their environ,ent. The theory o! evol tion 'rovide" a good o''ort nity to enhance learner"E nder"tanding o! the nat re o! "cience and the "cienti!ic 'roce"". Thi"; and other i"" e" " ch a" evidence and &elie!; i" e:'lored in ,ore de'th in the =ellco,e Tr "tE" Big Pict re on ?vol tion "ite. The learning in thi" "ection "ho ld 'rovide 'rogre""ion !ro, the &road general ed cation; a" de"cri&ed (ithin Conce't @evelo',ent in the Science" / 0volution is intro%uce% at the secon% level 2S1N *(.-a3, 'here learners relate the physical an% behavioural characteristics of living things to their survival an% extinction #hey %evelop their un%erstan%ing of the %iversity of plants an% animals by exploring a range of resources, inclu%ing the local environment #hey can explore simple a%aptations 'hich have taken place in plants an% animals, such as features that allo' flight an% s'imming, fee%ing mechanisms, an% plant a%aptations for %rought or living on 'ater #he concept of evolution can be intro%uce% by stu%ying the evi%ence of fossil recor%s to %evelop an appreciation of organisms 'hich have become extinct

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$earners coul% stu%y features 'hich %i% not allo' these organisms to survive in the changing environment, e g flightless bir%s such as the %o%o9 an% %inosaurs 0xamples of living things un%er threat %ue to environmental changes can also be %iscusse% #he concepts of species %iversity, %istribution an% a%aptation for survival are further %evelope% at thir% an% fourth levels * S1N ,(.-a an% 7(.-a +. Biology Online con"ider" the ada'tation o! !inche" and 're"ent" an arg ,ent !or nat ral "election related to "ic-le cell ; a genetic de!ect co,,on in A!rica. Learner" co ld &e 're"ented (ith a ,a' o! the Gala'ago" I"land" and their geogra'hy to "et the "cene !or the nder"tanding. Thi" cli' !ro, the O'en Univer"ity de"cri&e" @ar(inE" arrival on the Gala'ago" I"land". @ar(inE" (or- ill "trate" the i,'ortance o! "cienti"t" ,a-ing care! l o&"ervation" HliveE in order to 'rovide evidence !or dra(ing concl "ion". It al"o ill "trate" the i,'ortance o! recording (hat i" o&"erved; rather than (hat !it" (ith the "cienti"t"E hy'othe"i". @ar(inE" ' &lication On the Origin of the Species cele&rated it" 4$7th anniver"ary in 677I. HThe Ma-ing o! the Fitte"t/ Nat ral Selection and the @NA Record o! ?vol tionE i" a lect re !ro, the anniver"ary year that i" relevant to thi" to'ic. @ar(in e:a,ined; dre( and ,ade note" on h ndred" o! "'ecie" living on the Gala'ago" I"land". >e !o nd that one "'ecie" in 'artic lar varied a great deal in a''earance A the !inche". Learner" co ld &e 're"ented (ith i,age" o! !inche" and identi!y di!!erence" in their a''earance.

htt'/00(((.yo t &e.co,0(atchOvUl6$MB)CT33(V!eat reUrel,!

di"c ""e" @ar(inE" Gala'ago" !inche". "eflecti(e ,uestions for learners On ret rn !ro, the Gala'ago" I"land"; it (a" con!ir,ed that @ar(in had identi!ied 41 "'ecie" o! !inch. =hat other in!or,ation had @ar(in recorded that (a" even ,ore i,'ortant in !or, lating hi" theory o! evol tion and (hy (a" it i,'ortantO Con"ider !inche" ta-en !ro, di!!erent area" o! the large"t o! the i"land"; I"a&ela I"land and the !ood "o rce" availa&le on the northern and "o thern ti'" o! thi" i"land. Loo-ing at i,age" o! the !inche" ; (hich (o ld &e &e"t ada'ted to living in each 'art o! the i"landO K "ti!y yo r an"(er. Con"idering yo r learning on ada'tation in the conte:t o! @ar(inE" theory o! evol tion; (hat "election 're"" re" ,ight a!!ect the " rvival o! a "'ecie"O

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Sur(i(al of the fittest or sur(i(al of the fit enough. The Ber-eley re"o rce =elco,e to Under"tanding ?vol tion !or Teacher" ; 'artic larly the 'otential 'it!all" "ection; o!!er" a (ealth o! idea" !or 'lanning learning and teaching to develo' learner"E "-ill" and overco,e ,i"conce'tion". U"ing thi" a" a &a"i" !or !or, lating re!lective ) e"tion" !or learner" o!!er" rich o''ort nitie" !or de,on"trating nder"tanding; thro gh e""ay an"(er"; 'odca"ting or another a''roach a''ro'riate to the learner. The conte:t o! ada'tation and "'ecie" " rvival lend" it"el! to e:'loring ho( changing environ,ent"; a" a re" lt o! cli,ate change; ,ay i,'act on "'ecie" " rvival.

atural selection in mice

In thi" "ection; an activity i" "ed to ill "trate e:a,'le" o! variation that e:i"t &et(een organi"," and the 'roce"" o! evol tion thro gh nat ral "election. Learner" "ho ld &e introd ced to @ar(inE" (or-; incl ding the ter," Hnat ral "electionE; Hevol tionE and H" rvival o! the !itte"tE. Thi" co ld &e done "ing the idea" !or learning and teaching given in the 'revio " "ection. Alternatively; the >o(ard > ghe" Medical In"tit te cli' Nat ral Selection and the related ani,ation co ld &e "ed. Learn Genetic" !ro, the Univer"ity o! Utah ha" a "e! l ani,ation called Roc- Poc-et Mice . Provide each learner (ith a ,o "e o tline; either "electing !ro, the te,'late*"+ &elo( or "ing yo r o(n. ?ach learner "ho ld al"o &e given a li"t o! !eat re".

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Ba"ed on a ,o "e living in Scotland and con"idering the environ,ental condition" 're"ent; learner" "ho ld "elect and nderline the one !or, o! each !eat re they thin- (ill 'rove ,o"t &ene!icial to the ,o "eE" " rvival. Learner" "ho ld ill "trate thi" on their 'a'er o tline o! the ,o "e. Li"t o! !eat re"/ coat colo r/ &lac-; &ro(n; grey; al&ino coat de'th/ !ine; ,edi ,; thiccoat "ha'e/ c rly; (avy; "traight eye location/ ,ore central in "- ll; lateral; ,ore lateral (hi"-er length/ "hort; ,edi ,; long cla( length/ "hort; ,edi ,; long (hi"-er"/ 47; 4$; 67 each "ide o! !ace n ,&er o! 'air" o! 're,olar"0,olar"/ 6; 1; 2 coat length/ "hort; ,edi ,; long tail length/ "hort; ,edi ,; long "iGe/ ",all; ,edi ,; large n ,&er o! cla(" on hind !eet/ 2; $ Once thi" i" co,'leted; all learner" "ho ld "tand (ith the ,o "e held '. The "toryline (ith the vario " "it ation" "ho ld &e read o t. At each "tage; any learner (ho"e ,o "e ha" not " rvived "ho ld "it do(n. The la"t learner*"+ "tanding i" the (inner; (ith the &e"t ada'ted ,o "e. #he stor&line For !ive year" "no( !all" !or a , ch longer 'eriod over the (inter; covering the gro nd !or ' to 1 ,onth" o! the year. Blac- ,ice are , ch ,ore vi"i&le to 'redator" and there!ore are 'reyed on over the lighter colo red ,ice; (ho are ,ore ca,o !laged. Blac- ,ice die o t. A" the (inter get" , ch colder; "o,e ,ice !ace di!!ic ltie" -ee'ing (ar, in the !reeGing te,'erat re" and die d e to hy'other,ia. Only ,ice (ith ,edi , or thic- coat" " rvive. Over the " ,,er; a "erio " o t&rea- o! ,ite" occ r". Mice " !!ering !ro, the"e ,ite" itch and "cratch the,"elve" ntil they develo' o'en (o nd"; (hich &eco,e &adly conta,inated (ith &acteria. The ,ice lo"e (eight and event ally die d e to "erio " &acterial in!ection. The ,ice that are , ch ,ore 'rone to 'ic-ing ' and har&o ring the ,ite" are tho"e (ith c rly coat"; and they event ally die o!!.

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A" (inter -ic-" in again; 'redator" are on the h nt !or !ood; (hich i" "carce. Tho"e ,ice (ith eye" located laterally are a&le to "'ot and hide !ro, 'redator" " ch a" o(l" on the h nt. Tho"e (ith eye" located ,ore centrally in the "- ll are na&le to do thi"; there!ore; they ) ic-ly die o!! d e to high level" o! 'redation. In the (ar, " ,,er; ,ice re'rod ce and very ) ic-ly &eco,e a 'e"t to h ,an" in the area. The co ncil decide" to deal (ith thi" on an ind "trial "cale and h ndred" o! tra'" are laid o t aro nd -ey area" o! -no(n ,ice ha&itat" thro gho t the entire " ,,er 'eriod. Only tho"e ,ice (ith ,edi , and long (hi"-er" o! at lea"t 4$ in n ,&er on each "ide are a&le to detect the ,o "e tra'" and avoid the tra'. Mice (ith "hort; !e( (hi"-er" die o!!. The da,'; !airly (ar, a t ,n "ea"on 'rovide" ideal condition" !or gro(th o! a ! ng " called #richophyton mentagrophytes . Untreated; thi" develo'" into a 'ain! l ! ngal in!ection in the !eet o! the ,ice; leaving the, na&le to retreat !ro, 'redator" a" ) ic-ly a" 'revio "ly. Tho"e (ith long cla(" har&o r thi" ! ng " , ch ,ore readily and there!ore die o!! d e to increa"ed 'redation. A long; cold (inter "ee" the ,ain !ood "o rce !or the ,ice A "eed" A !reeGe !or long 'eriod" o! ti,e. Only ,ice (ith " !!icient ,olar" are a&le to ,echanically &rea- do(n the "eed" eno gh to relea"e the n trient" in"ide thro gh dige"tion. Tho"e ,ice (ith only t(o 'air" o! ,olar" " !!er death d e to "tarvation. Learner" co ld con"ider nat ral "election in h ,an"; in the conte:t o! "ic-le cell and ,alaria in A!rica; (atching the >o(ard > ghe" Medical In"tit te !il, HThe Ma-ing o! the Fitte"t/ Nat ral Selection in > ,an"E .

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U"ing the cartoon &elo(; generate di"c ""ion a,ong learner". Fro, thi"; learner" co ld ,a-e an e:'lanatory note o! their nder"tanding "ing the (ord" Hnat ral "electionE; Hevol tionE and Hada'tationE; and the e:a,'le o! the roc- 'oc-et ,o "e. Learner" ,ay alternatively "e a ,ind ,a' or ongoing learning log.

A revi"ion ) iG i" av aila&le o n the Te acher" @irect (e&"ite.

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"eproduction and inheritance

Thi" "ection o!!er" o''ort nitie" to ill "trate the genetic inheritance o! gene" and allele" thro gh a hand"9on activity. "esources: $7 large "eed"; (hite&oard ,ar-er 'en"; 67 te"t9t &e"; 47 te"t9 t &e rac-"; 'la"ticine; 'la"tic "tra("; "ci""or"

Part / Place three te"t9t &e" in a te"t9t &e rac-/ one at each end and one in the ,iddle. The te"t9t &e" at either end "ho ld &e la&elled HPE !or 'arent"; and the one in the centre la&elled HF4E !or the o!!"'ring. ?ight "eed" are re) ired/ on !o r o! the "eed" (rite HAE and on the other !o r HaE. Start &y 'lacing t(o HAE "eed" in each o! the HPE te"t9t &e". The ,odel and (hat it re're"ent" "ho ld &e di"c ""ed (ith learner"; incl ding any "hortco,ing" o! thi" a" a ,odel !or the act al 'roce""e". Sha-e each te"t9t &e to allo( one "eed *re're"enting an allele+ !ro, each 'arent HPE to !all o t into the HF4E t &e. Learner" "ho ld identi!y that thi" re're"ent" ,eio"i". Re'eat thi" "ing !o r HaE "eed" and di"c "" the alternative !or, o! the gene. Re'eat "tarting (ith an HAE and an HaE "eed in each HPE te"t9t &e. At thi" 'oint; learner" "ho ld &egin recording re" lt" in an a''ro'riate !or, *a " gge"ted layo t !or recording re" lt" i" 'rovided+. The ter," Hho,oGygo "E and HheteroGygo "E "ho ld no( &e e:'lained; lin-ing to other (ord" that are "i,ilar; to hel' learner" nder"tand the ,eaning"; eg ho,ogeno " *co,'o"ed o! ele,ent" that are all the "a,e+; ho,ogeni"ed *to ,a-e "i,ilar; e.g. ,il- (here !at i" di"tri& ted evenly thro gho t+. Prior learning a&o t Hdo,inantE and Hrece""iveE can &e e:'lored at thi" 'oint. Learner" ,ay have enco ntered the"e ter," in earlier learning; (ith a "traight!or(ard nder"tanding that can &e & ilt on thro gh thi" activity. Learner"E nder"tanding o! the"e !o r ter," can &e chec-ed &y highlighting on the record "heet in one colo r all heteroGygo " gene"; in another colo r ho,oGygo " gene". Learner" co ld al"o " ,,ari"e or circle a de!inition o! Hrece""iveE and Hdo,inantE.

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T(o "hort cli'" on the Gene"are " Gene" Co nt (e&"ite de"cri&e a do,inant and rece""ive inherited di"ea"e. Part 0 Fo r "eed" are re) ired/ on t(o o! the "eed" (rite Hdo,E and on the other t(o HrecE. Start &y 'lacing t(o "eed" *one Hdo,E and one HrecE+ in each o! the HPE te"t9 t &e". Sha-e each te"t9t &e to allo( one "eed !ro, each 'arent HPE to !all o t into the HF4E t &e. Learner" "ho ld note the variation in the re" lt" a,ong the learner"; highlighting the rando, nat re o! the co,&ination o! allele" o! each gene. @i"c "" (hat each o! the co,&ination" re're"ent". The ter," Hgenoty'eE and H'henoty'eE can no( &e introd ced and di"c ""ed. Again; learner" co ld " ,,ari"e their nder"tanding or circle the de!inition on their "heet. Part 1 Thi" "cenario allo(" an o''ort nity !or learner" to a''ly their learning. The "cenario involve" the di"covery o! the "-eleton o! an n-no(n Scotti"h creat re; !or (hich ntil no( there ha" &een no vi" al i,age. A "cienti"t ha" e:tracted the @NA !ro, a "a,'le o! the &one ,arro( !ro, the !re"hly d g ' creat re. By co,'aring the gene" to tho"e o! "i,ilar organi","; a Scotti"h "cienti"t ha" identi!ied the n ,&er o! gene". The learner" can "e thi" in!or,ation to " gge"t a 'o""i&le i,age o! the creat re. It ,ay &e o! intere"t to learner" to e:'lore thi" the,e ! rther in ter," o! career". The Conver"ation" (ith Pathologi"t" (e&"ite at htt'/00(((.'ath"oc.org0conver"ation"0: incl de" an intervie( (ith Pro!e""or S e Blac-; Pro!e""or o! Anato,y and Foren"ic Anthro'ology at the Univer"ity o! @ ndee; tal-ing a&o t in!or,ation !ro, &one" and the i,'ortance o! thi" (or- in di"a"ter and con!lict Gone" (orld(ide. The 'ractical ele,ent o! thi" !ollo(" the "et ' !or 'art 6. For every gene; the te"t9t &e" "ho ld &e "ha-en "o that one "eed !all" o t o! each t &e. The ter," Hgenoty'eE and H'henoty'eE (ill &e "ed e:ten"ively in thi" "ection. Learner" "ho ld record the genoty'e o! each !eat re * "ing the in!or,ation given &elo(+. Once co,'leted; learner" "ho ld re're"ent the 'henoty'e "ing 'la"ticine; "ci""or" and "tra(".

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)ene Coat "ha'e ?ar "ha'e Coat length Leg" >orn" Tail Teeth

Allele letter S I F L > T C

)enot&pe possi%ilities SS; ""; S" II; ii; Ii FF; vv; Fv LL; ll; Ll >>; hh; >h TT; tt; Tt CC; cc; Cc

Phenot&pe possi%ilities SS; S" U "traight "" U c rly II; Ii U c rved in(ard" ii U c rved o t(ard" FF; Fv U "hort coat vv U long coat LL; Ll U !o r leg" ll U t(o leg" >>; >h U horn" a&"ent hh U horn" 're"ent TT; Tt U tail 're"ent tt U tail a&"ent CC; Cc U long 'ointed canine" cc U canine" a&"ent ??; ?e U laterally "et ee U centrally "et JJ; -- U three cla(" 'er leg -- U t(o cla(" 'er leg FF; F! U long; narro( !ace !! U "hort; ro nded !ace

?ye" Cla("

? J

??; ee; ?e JJ; J-; --

Face "ha'e

FF; F!; !!

"eflecti(e ,uestions for learners =hy do rece""ive allele" not di"a''ear altogetherO I" thi" the co,'lete 'ict reO =hat i" ,eant &y the ter, ;polygenic inheritance/< >o( did o r un%erstan%ing of %ominant an% recessive genes %evelop< The Univer"ity o! Utah /s $earn 8enetics vi%eo HThing" 8o May Not Jno( a&o t ?vol tionE tac-le" co,,on ,i"conce'tion". A revi"ion ) iG i" av aila&le o n the Te acher" @irect (e&"ite.

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Further research
The Gene"are " (e&"ite i" de"igned "'eci!ically !or ed cation "e and contain" a n ,&er o! e:cellent re"o rce" relating to gene"; inheritance and di"ea"e. The "ite contain" real9li!e ill "trative e:a,'le" o! 'eo'le (ith hereditary condition"; the i"" e" they !ace and o tco,e". The charity @ia&ete" UJ ha" ' &li"hed a re'ort entitled 5iabetes in the => *.-.: >ey Statistics on 5iabetes . It cover" a (ide range o! i"" e" aro nd the to'ic; incl ding !act" and !ig re"; genetic"; diagno"e" and treat,ent. Given the 'revalence o! dia&ete" in Scotland; thi" doc ,ent 'rove" c rrent; relevant and detailed. GLO= Science contain" "hort video" on inheritance; genetic ,odi!ication and @NA "tr ct re0! nction/ htt'"/00(((.glo("cience.org. -0,ind,a'0WX0&iology0cell"YandYdna0genetic" htt'"/00(((.glo("cience.org. -0,ind,a'0WX0&iology0cell"YandYdna0dna htt'"/00(((.glo("cience.org. -0,ind,a'0WX0&iology0cell"YandYdna0 "ingYge netic"

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Skills for learning, skills for life and skills for work
Literac& Learner" are re) ired to !ollo( 'reci"e 'rotocol" !or e:'eri,entation. Learner" are re) ired to read article" and "cienti!ic in!or,ation in order to identi!y; nder"tand and re!lect on -ey 'oint". umerac& Learner" are re) ired to "e "cale" to ,ea" re and ta-e ,ea" re,ent" in an acc rate !a"hion. Learner" ,ay &e a"-ed to calc late n ,&er" !ro, 'ercentage" to a''reciate act al val e" !or the 'revalence o! inheritance9lin-ed di"ea"e". Thro gh P nnet ") are"; learner" "ho ld develo' the "-ill" o! calc lating the 'ercentage li-elihood o! o!!"'ring carrying certain allele". !ealth and well%eing Learner" are re) ired to a''reciate the genetically inherited a"'ect o! certain di"ea"e". Along (ith genetic inheritance; learner" "ho ld a''reciate the environ,ental a"'ect" o! di"ea"e 'revalence and lin- thi" to a"'ect" o! li!e"tyle. Emplo&a%ilit&, enterprise and citi2enship Learner" are given in!or,ation to de&ate in a &alanced (ay in order to enco rage the, to thin- and to con"ider &oth "ide" o! an arg ,ent. Learner" are enco raged to li"ten to 'eer vie('oint" and identi!y -ey i"" e" in order to gain an in!or,ed 'er"'ective on the to'ic. #hinking skills Learner" "ho ld &e a&le to develo' rea"oned arg ,ent" to " ''ort their vie(" in re"'on"e to ethical i"" e".

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