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This curriculum supplement guide brings the latest medical discoveries to classrooms. This module focuses on the objectives of introducing students to the genetic variations of human beings, and developing an understanding of the relationship between biomedical research and personal and public health. This module includes five major sections: (1) "Understanding Human Genetic Variation"; (2) "Implementing Module"; (3) "Student Activities"; (4) "Additional Resources for Teachers"; and (5) a glossary and references section. (Contains 20 references.) (YDS)

Bacterial transformation is a commonly used technique in genetic engineering that involves transferring a gene of interest into a bacterial host so that the bacteria can be used to produce large quantities of the gene product. Although several kits are available for performing bacterial transformation in the classroom, students do not always clearly understand what they are doing by following the procedure. This document presents an exercise that uses paper DNA sequences to simulate the process of bacterial transformation and can be used in biochemistry, biotechnology, or any level biology class. In advanced biology classes it can be used to provide an introduction to the bacterial transformation laboratory while in general biology classes it can be used to help students understand this new technology. In the exercise students identify a gene of interest, choose a restriction enzyme to isolate the gene, construct a plasmid vector to carry the gene into bacterial cells, ligate the gene into the plasmid, then transcribe and translate the gene product. Key concepts include DNA structure and function, restriction enzymes, plasmid vectors, one gene-one polypeptide, transcription, and translation. (JRH)

This book was written to help introductory biology teachers gain a basic understanding of contemporary bioinstrumentation and the uses to which it is put in the laboratory. It includes topics that are most basic to understanding the nature of biology. The book is divided into five sections: (1) "Separation and Identification" that includes chapters on electrophoresis, chromatographic techniques, immunologic methods, flow cytometry, and centrifugation of biomolecules; (2) "Observation" that includes chapters on advances in light microscopy, transmission electron microscopy, and scanning electron microscopy; (3) "Spectroscopy" that includes chapters on absorption spectroscopy, fluorescence spectroscopy, cross-sectional medical imaging, and infrared spectroscopy; (4) "Biological Tracing and Sensing" that includes a chapter on radionuclides; and (5) "Manipulation of Biological Molecules" that includes chapters on recombinant DNA, the polymerase chain reaction, and restriction fragment length polymorphisms. Chapter overviews, concept maps, margin notes, photos of real scientists and their students, overhead transparency masters, and an Internet bioinstrumentation web site directory are also included. (JRH)

This booklet, one of six in the Living Things Science series, presents activities about heredity and genetics which address basic "Benchmarks" suggested by the American Association for the Advancement of Science for the Living Environment for grades 3-5. Contents include background information, vocabulary (in English and Spanish), materials, procedures, extension activities, and worksheets. The worksheets are presented in both English and Spanish versions. Suggestions for use of the activities include using student grouping, a related readings center, and journal keeping. Activity names are: "Peas in a Pod,""Inherited or Learned,""Pass It On,""Population Sampling,""Corn Genes,""Codebreaker,""Alphabet Soup,""Super Sleuth,""DNA Fingerprints," and "Chimera." An appendix contains a list of people that have contributed to the fields of genetics and heredity, and lists of fiction and non-fiction readings. (MKR)

Presented in English and French, Biology 20-30 is an academic program that helps students in Alberta, Canada, better understand and apply fundamental concepts and skills. The major goals of the program are: (1) to develop in students an understanding of the interconnecting ideas and principles that transcend and unify the natural science disciplines; (2) to provide students with an enhanced understanding of the scientific world view, inquiry, and enterprise; (3) to help students attain the level of scientific awareness essential for all citizens in a scientifically literate society; (4) to help students make informed decisions about further studies and careers in science; and (5) to provide students with opportunities for acquiring knowledge, skills, and attitudes that contribute to personal development. This booklet includes information on general and specific learner expectations and units on: the biosphere; energy flows and cellular matter; energy and matter exchange in ecosystems; energy and matter exchange by the human organism; reproduction and development; cells, chromosomes, and DNA; and change in populations and communities. Each unit outlines the major themes, concepts, and the understanding, skills, and interrelationships among science, technology, and society that students should be able to demonstrate. (JRH)

This book is a compilation of articles from the The American Biology Teacher journal that present biology labs that are safe, simple, dependable, economic, and diverse. Each activity can be used alone or as a starting point for helping students design follow-up experiments for in-depth study on a particular topic. Students must make keen observations, form hypotheses, design experiments, interpret data, and communicate the results and conclusions. The experiments are organized into broad topics: (1) Cell and Molecular Biology; (2) Microbes and Fungi; (3) Plants; (4) Animals; and (5) Evolution and Ecology. There are a total of 34 experiments and activities with teacher background information provided for each. Topics include slime molds, DNA isolation techniques, urine tests, thin layer chromatography, and metal adsorption. (DDR)

Because of the daily impact of biotechnology, it is important that students have some knowledge and experience with biotechnology in order to enable them to deal with the issues that arise as a result of its implementation. The purpose of this workbook is to assist in the efforts to expose students to the concepts of biotechnology through hands-on project activities. The projects in this book represent ideas that may be used as a starting point for a student project. These projects may be modified and adapted to suit each situation. In some cases, the student will have to work at a local university or research lab. Suggested student research projects in the following areas are presented: (1) Biotechnology in Food Production, (2) Biopolymer Synthesis, (3) Plant Biotechnology, (4) Enzyme Expression and Production, (5) Altering Genetic Characteristics, (6) Applications of DNA Analysis, (7) Protein Analysis, (8) Industrial and Environmental Biotechnology, and (9) Cellular Physiology. (PR)

The human genome project started in 1989 with the collaboration of the National Institutes of Health (NIH) and the U.S. Department of Energy (DOE). This document aims to develop an understanding among students of the human genome project and relevant issues. Topics include the science and technology of the human genome project, and the ethical and public policy dimensions of the project. Four activities are presented in the document: (1) "DNA Sequences"; (2) "Do Our Genes Determine Our Future?"; (3) "The Case of Nathaniel Wu"; and (4) "Public Policy: Genetics and Alcoholism". Four chapters of instructional information on DNA and appropriate activities related to the chapters are also presented. Chapters include: (1) "The Hereditary Molecule"; (2) "Passing Traits from One Generation to the Next"; (3) "How Genes and the Environment Influence Our Health"; and (4) "Controlling Our Genetic Futures." Appendices include Timeline, Helpful Hints, and Some Frequently Used Suppliers. (Contains 39 references.) (YDS)

Presents lesson plans on bread making using a student-centered approach and process skills. Includes designing the experiment, investigation, and data collection. (YDS)

Details a project in which successful DNA analysis techniques were developed by students and their teacher in a rural school. Focuses on a study of sage grouse. (DDR)

Describes a DNA model constructed with Legos, which allows students to work cooperatively. (YDS)

Describes a cut-out 3-D DNA model, which can be used to teach about DNA structure. (YDS)

Uses DNA laboratories to apply three different active learning strategies to undergraduate education: (1) teaming students; (2) opening laboratories; and (3) linking experiments. Discusses the effectiveness of the stream method on student attitudes and understanding. (YDS)

Outlines how an example from the field of animal husbandry is used in a DNA Technology course to motivate students to take a deeper interest in the material. Focuses on paternity testing in dogs. (DDR)

Presents the Genomic Analogy Model for Educators (GAME) strategy for making concepts in genomics easily understandable for both students and the general population by using familiar objects and concepts associated with daily life. Uses web-based tutorials accompanied by laboratory exercises that are intended to be used by students studying biotechnology, genetic engineering, or genomics. (Author/YDS)

Explains the benefits and risks of genetically-modified foods and describes methods for genetically modifying food. Presents a laboratory experiment using a polymerase chain reaction (PCR) test to detect foreign DNA in genetically-modified food. (Contains 18 references.) (YDS)

Describes how to perform the Meselson-Stahl experiment using Lego building blocks. Demonstrates how the products of DNA replication pass on to new generations of cells. (YDS)

Presents an assay on genetically modified (GM) foods, also called Frankenfoods, that demonstrates ways to evaluate a scientific metaphor and facilitate discussion on students' values regarding GM foods. (YDS)

Provides information on the experiences of 50 children displaced during Argentina's "dirty war" of the 1970s who underwent DNA and protein analysis and subsequently were reunited with their biological families. Considers not only genetic evidence but the moral, political, and emotional dimensions of these children's stories as well. (Contains 19 references.) (Author/ASK)

Explains the two theories on the origins of human and animal behavior. Introduces the new discipline of sociobiology, a merging of biology and sociology. Describes the central dogma of sociobiology and its societal implications, and discusses criticism of sociobiology. Presents the nature vs. nurture debate. (YDS)

Describes an interactive internet exercise that enables students to engage in cooperative library and web research on a controversial topic in science, specifically the cloning of extinct lifeforms. Creates a dynamic learning environment in a large introductory geology course and demonstrates the importance of scientific literacy. (Author/SAH)

Presents an inexpensive activity to stimulate student interest in biotechnology that was developed in partnership with a biotechnology company. Focuses on the use of DNA by a commercial laboratory; describing the analysis procedure; important uses of DNA technology in modern society; and ethical, social, and legal issues related to biotechnology. (YDS)

Points out the importance of molecular models in biology and chemistry. Presents a laboratory activity on DNA. Uses different colored wax strips to represent "heavy" and "light" DNA, cesium chloride for identification of small density differences, and three different liquids with varying densities to model gradient centrifugation. (YDS)

Points out the difficulties students have in making connections from the DNA molecule to a phenotype. Presents an activity in which students imitate the actions of functional and nonfunctional enzymes and examine the phenotype of organisms of different genotypes. (YDS)

Explains the Human Genome Project (HGP) and efforts to sequence the human genome. Describes the role of bioinformatics in the project and considers it the genetics Swiss Army Knife, which has many different uses, for use in forensic science, medicine, agriculture, and environmental sciences. Discusses the use of bioinformatics in the high school classroom. (Contains 34 references.) (YDS)

Presents an activity in which students seek answers to questions about evolutionary relationships by using genetic databases and bioinformatics software. Students build genetic distance matrices and phylogenetic trees based on molecular sequence data using web-based resources. Provides a flowchart of steps involved in accessing, retrieving, and analyzing gene sequence data. (DLH)

Presents an alternative approach to DNA fingerprinting. Demonstrates how undergraduate students can be involved in many aspects of this type of experiment and how DNA fingerprinting experiments can be incorporated into the laboratory curriculum of courses for majors and nonmajors. (NB)

Describes a microbiology exercise that is designed to expose students to the world wide web. Introduces a molecular biology quiz site and National Center for Biotechnology Information (NCBI). Provides a list of molecular biology sites on the Internet. (YDS)

Provides laboratory exercises that demonstrate two genetic concepts: the difference between a genetic selection and a genetic screening experiment, and the relationship between phenotype and genotype. (SAH)

Presents investigative approaches to teaching molecular biology. Emphasizes a deductive determination of the nature of nucleic acids visualized in a gel, and a comparison of different genomes. Asks why students should take it on faith that what they view on a gel is DNA. (SAH)

Describes a method for teaching about DNA using looped cereals. Outlines the procedure and concept in detail. Presents several possible concepts that allow the instructor to choose what is the most appropriate for students. (SAH)

Introduces internet resources that are available for instructional use in biology classrooms. Provides information on video-based technologies to create and capture video sequences, interactive web sites that allow interaction with biology simulations, online texts, and interactive videos that display animated video sequences. (YDS)

Presents a teaching activity that uses photographs and diagrams to simulate two microscopic laboratory techniques used to observe the structure of chromosomes. Techniques include observation of squashed onion root tips and the salivary glands of some fruitfly larvae. (WRM)