Chapter 22: Genetic Modification

Textbook pages
289–302

Chapter overview
This chapter covers modern, molecular genetics and the process and uses of genetic modification.

What to expect
Specification areas covered:
5.12 understand how restriction enzymes are used to cut DNA at specific sites and ligase enzymes
are used to join pieces of DNA together
5.13 understand how plasmids and viruses can act as vectors, which take up pieces of DNA, and then
insert this recombinant DNA into other cells
5.14 understand how large amounts of human insulin can be manufactured from genetically
modified bacteria that are grown in a fermenter
5.15 understand how genetically modified plants can be used to improve food production
5.16 understand that the term transgenic means the transfer of genetic material from one species to
a different species
5.20B understand how cloned transgenic animals can be used to produce human proteins

This is a challenging chapter and one that is often best left until towards the end of the course.
Students will need to have a good understanding of the structure of DNA and chromosomes (from
Chapter 16) and should also be familiar with the structure of bacteria. The design and use of a
fermenter (Chapter 21) can be left until this chapter or if it has already been covered, this chapter is
a good opportunity to revisit it. Homework tasks could include completing worksheet questions,
carrying out data analysis, researching the uses of genetically modified organisms and considering
the benefits and risks of transgenic organisms.

Teaching notes
 A good starting point is to produce cards with examples of different genetically modified
organisms (plants, animals and bacteria) that are passed around the class. Each group of
students receives one card and should suggest what the purpose of that organisms is (e.g.
pest-resistant corn). Demonstrating genetically modified organisms such as the GloFish will
often engage students.
 To explain the method of genetically modifying bacteria, students can draw out a poster
showing all the steps and can also complete a cutting and pasting exercise to model the
production of recombinant plasmids. Pipe cleaners can also be used to represent plasmid
vectors and genes. Examples of genes used should include insulin, but other examples could
also be used.
 The structure of viruses from Chapter 2 can be revisited when considered their role as
vectors.
 The use of fermenters should be revisited if it has been covered previously.
 Groups of students could each be given a different function of genetically modified bacteria,
plants or animals, research the production and function of the organism and then present
their findings to the class. The text book gives many examples of different genetically
modified organisms.
 Students could carry out a debate in class to discuss the use and risks of using genetically
modified organisms.

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  There are many key terms in the chapter, students would benefit from making a glossary of
terms. It is important that the students understand that the term transgenic means that
genes have been transferred from a different species, not just a different organism.
 This topic offers a good opportunity to explain the term ‘evaluate’, for example, students
could consider the benefits and drawbacks of genetically modified organisms when given
information and make an overall conclusion.

Possible misunderstandings
 Some students mix up the roles of restriction enzymes and ligase enzyme. Producing a
glossary of terms will help them remember the two types.
 Some students think that insulin-producing bacteria are directly injected into people
suffering from diabetes. It should be emphasised when discussing the use of the fermenter
that the products of the bacteria are purified.

Differentiation
 For extension, students could produce an information booklet advising consumers on the
safety of the consumption of genetically modified products and the potential risks to the
environment of their escape. Students could carry out a survey of people’s views on
genetically modified food and present their findings.
 Less-able students often find the concepts studied in this chapter challenging. There are
many new key terms and students should create a glossary, which could also include
diagrams. Modelling the production of recombinant plasmids using paper and scissors,
beads or pipe cleaners will help their understanding. To help them with evaluating evidence,
students could be given information about specific examples of genetically modified
organisms and asked to underline advantages and disadvantages in different colours. The
number of points underlined with each colour could then be compared to help make a
conclusion.

Practicals

Practi cals listed in the textbook

There are no practicals in this chapter.

Additi onal practi cals

There are no practicals possible in a school laboratory.

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not copyright free.