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The Effect of Hands‐on Biotechnology Curriculum on High School Students’ Understanding of
Evolution and Natural Selection
“Nothing in biology makes sense, except in the light of evolution” (Dobzhansky 1973)
Jennifer Sunderman The Pine School
Abstract: (Will be completed after research is conducted) Rationale: The concept of evolution is central to the teaching of biology. The modern synthesis of evolution unites the ideas of Mendel and Darwin. All living organisms share a universal genetic code. Through the use of biotechnology it is now possible for scientists to determine exact measurements of degrees of biochemical similarities and differences among organisms and to establish evolutionary relationships among organisms (Dobzhanski 1972). Despite the overwhelming amount of scientific data, national polls show that over 45% of Americans do not accept the theory of evolution by natural selection (Quammen, 2004). Part of the misconception about evolution and natural selection may result from the fact that “in many courses of study, students’ experience with science is merely a survey of information without any meaningful exposure to the process that produced this information (Clough and Olson 2004). Even students who accept the theory of evolution may not completely understand the mechanism of natural selection. Many students have a Lamarckian view of change in populations and believe that organisms can consciously change their traits in response to the environment because they do not understand genetic variation or mechanisms of inheritance (Heim, 2002). The purpose of this study is to determine the impact of a hands-on biotechnology unit on student’s understanding of evolution and natural selection. Action Research Intervention This research will be conducted in AP Biology class during the first semester of the 2010-2011 school year. This biotechnology unit will serve as a bridge between the genetics and evolution units. Students will have completed the two week Mission Biotech game during the genetics unit. Objective for the biotechnology unit include:
• Students will understand that the ultimate source of genetic variation is differences in DNA sequences. Most of those genetic differences do not affect how individuals function. Some genetic variation, however, is associated with disease, and some improves the ability of the species to survive changes in the environment. Genetic variation, therefore, is the basis for evolution by natural selection.
• Students will understand that one of the benefits of understanding human genetic variation at a molecular level is its practical value for helping us understand and treat disease. The development of effective gene-based therapies is an exciting outcome of human genetic research.
The unit will revolve around 3 major experiments Experiment 1 Detecting Mutations, Modes of Inheritance Experiment 2 Producing a Therapy Experiment 3 Using an Alu Insertion Polymorphism to Study Human Populations (kit from Carolina Biological Supply)
Experiment 3 will provide an introduction to human population genetics and review the concepts of genotypes and allele frequencies which will lead to a discussion of evolution. The results of this experiment will be referred back to throughout the course of the evolution unit.
Connection to Bench to Bedside summer institute: During the genetics unit (prior to this biotechnology unit) students will play the Mission Biotech game developed by Dr. Troy Sadler Students will be presented with information from the following Bench to Bedside lectures: “Glycogen Storage Disease- Lessons From a Rare Disease” by Dr. Weinstein “PKU” by Dr. Philip Laipis Students will perform the following experiments using equipment from the Bench to Bedside program Experiment 1 Detecting Mutations, Modes of Inheritance Experiment 2 Producing a Therapy Experiment 3 Using an Alu Insertion Polymorphism to Study Human Populations (kit from Carolina Biological Supply) Data collection and analysis: Students will be given pre and post tests focusing on their knowledge of evolution and genetics. Throughout the genetics, biotechnology and evolution unit students will keep reflection journals in which they will answer questions about the unit content and personal opinion questions. Students will also be required to turn in a formal lab report on the culminating lab activity of the biotechnology unit. This lab report will demonstrate student understanding of both genetic and evolutionary concepts. Literature Cited: Clough, M., and J. Olson. "The Nature of Science: Always Part of the Science Story." The
Science Teacher 71.9 (2004): 28-31. Print.
Dobzhansky, T. "Nothing in Biology Makes Sense Except in the Light of Evolution." American
Biology Teacher 35.3 (1973): 125-29. Print.
"Genetic - Introduction to the Module." Human Genetic Variation. NIH, NHGRI, 1999. Web. 01
July 2010. <http://science-education.nih.gov/supplements/nih1/genetic/guide/intro.htm>.
Heim, W. G. "Natural Selection Amoung Playing Cards." American Biology Teacher 64.4
(2002): 276-78. Print.
Quammen, D. "Darwin's Big Idea." National Geographic 206.5 (2004): 2-35. Print.
Budget: $ 185 + shipping Carolina Biolgical Supply NP-21-1232 Alu DNA Extraction, Amplification, and Electrophoresis Kit with CarolinaBLU Stain and .5mL Tubes Permissions: I will need to obtain permission from the headmaster and science department chair to conduct the research project. I will need to get signed permission forms from parents and students to use data generated from the project and to use student pictures.
The Effect of Hands-on
Biotechnology Curriculum on
High School Students'
Understanding of Evolution
and Natural Selection
Jennifer Sunderman
The Pine School
2/8/2011
Rational
“Nothing in biology
makes sense,
except in the light
of evolution”
(Dobzhansky
1973)
•Through the use of biotechnology it is now
possible for scientists to determine exact
measurements of degrees of biochemical
similarities and differences among
organisms and to establish evolutionary
relationships among organisms
(Dobzhanski 1972).
•“In many courses of study, students’
experience with science is merely a survey
of information without any meaningful
exposure to the process that produced this
information” (Clough and Olson 2004).
•“Active learning is even more important for
controversial topics than for the rest of
science” (Skehan and Nelson 2000).
Learning Goals
• Students will understand that
– Evolution is the consequence of the interactions of
the genetic variability of offspring due to mutation and
recombination of genes.
– Natural selection and its evolutionary consequences
provide a scientific explanation for the striking
molecular similarities observed among the diverse
species of living organisms.
– One of the benefits of understanding human genetic
variation at a molecular level is its practical value for
helping us understand and treat disease.
Estimated Time
• Twelve 55 minute class periods (three weeks).
• 25 minute pre and post unit surveys
• Homework: Lab Reports and Journaling
Materials/Resources
• Pipeting Stations Equipment Locker
• Introduction to Gel Electrophoresis Locker
• Thermal Cycler Equipment Locker
• Computer with internet access (to use the NCBI
BLAST tool)
• Crime Scene Investigator Kit (Carolina 211016
$139.00)
• Antibiotics in Action Kit (Carolina 154776 $96.00)
• Human Alu DNA Extraction, Amplification, and
Electrophoresis Kit with Carolina BLU Stain and
0.5-mL Tubes (Carolina #211232 $189.00)
Students Prior Knowledge
• Students will be familiar with the
structure and function of DNA including the
processes of DNA replication, transcription and
translation.
• Students will have completed the two week
mission biotech program and have performed the
supplemental activities including the strawberry
DNA extraction lab and PCR relay.
• Students will NOT have received formal
instruction on natural selection and evolution.
(although this is a theme referred to throughout
the year)
• Students are familiar with the process of science.
Day by Day Plan
• Day 1- Practice Pipetting
– Designer Plates Activity
• Day 2- Crime Scene Investigation Activity
– Students compare two suspect DNA samples with
crime science and victim DNA to try to determine if
there is a match
• Day 3- Discussion of Human Genetic Variation
– It’s Molecular Time Activity from NSTA
• Students compare segments of DNA for
mutations in the nucleotides and use the mutation
rate to date the copies
Day 4- Natural Selection and Antibiotic
Resistance
- Microbiology Lab using Halotolerant
Bacteria
Day 5- Natural Selection Simulation Activity
- Discussion on natural selection
Day 6- Discussion of Hardy Weinberg
Equilibrium
- Hardy Weinberg Simulation
• Day 7 – PV/Alu Insertion Activity Day 1
– Homework: Journal Question
Day 8- PV/Alu Insertion Activity Day 2
- Homework: Journal Question and lab
report
Day 9- Identifying Disease Genes
- Homework: Finish answering questions
about your disease and journal question
Day 10- Discussion of gene therapy and
pharmacogenetics
• Day 11- Discussion of clinical trials
– Medopoly
• Day 12 – Molecular Medicine Comes of Age NIH
Activity
– Students discover some of the benefits of
understanding human genetic variation at the
molecular level by assuming the roles of
employees of two fictional pharmaceutical
companies to solve problems related to the
development of new drugs.
Application and Assessment
• Students will be given pre and post tests
focusing on their knowledge of evolution
and genetics.
• Throughout the genetics, biotechnology
and evolution unit students will keep
reflection.
• Students will be required to turn in a formal
lab report on the culminating lab activity of
the biotechnology unit to demonstrate
student understanding of both genetic and
evolutionary concepts.
• “The overall goal of enhancing basic genetics
education is not to create mini-geneticists.
Rather, the goal is to provide a foundation of
knowledge that will adequately allow
individuals to understand general genetics
concepts, applications, and social and ethical
issues, and become informed users of genetic
technology and resulting applications.”
– Nature 2006
The Effect of Hands‐on Biotechnology Curriculum on High School Students’ Understanding of
Evolution and Natural Selection
“Nothing in biology makes sense, except in the light of evolution” (Dobzhansky 1973)
Jennifer Sunderman The Pine School
Abstract: The purpose of this study was to determine the impact of a hands-on biotechnology unit on student understanding of evolution and natural selection and student's attitudes of biology. This research was conducted in three freshmen biology classes with 42 during the second semester of the 2010-2011 school year. Students were given pre and post surveys focusing on their knowledge of evolution and required to write lab reports to demonstrate their understanding of concepts. The results of the surveys showed that the hands-on biotechnology unit improved students understanding of evolution and students' attitudes toward biology. Rationale: The concept of evolution is central to the teaching of biology. The modern synthesis of evolution unites the ideas of Mendel and Darwin. All living organisms share a universal genetic code. Through the use of biotechnology it is now possible for scientists to determine exact measurements of degrees of biochemical similarities and differences among organisms and to establish evolutionary relationships among organisms (Dobzhanski 1972). Despite the overwhelming amount of scientific data, national polls show that over 45% of Americans do not accept the theory of evolution by natural selection (Quammen, 2004). Part of the misconception about evolution and natural selection may result from the fact that “in many courses of study, students’ experience with science is merely a survey of information without any meaningful exposure to the process that produced this information (Clough and Olson 2004). Even students who accept the theory of evolution may not completely understand the mechanism of natural selection. Many students have a Lamarckian view of change in populations and believe that organisms can consciously change their traits in response to the environment because they do not understand genetic variation or mechanisms of inheritance (Heim, 2002). The purpose of this study was to determine the impact of a hands-on biotechnology unit on student understanding of evolution and natural selection. Action Research Intervention This research was conducted in three freshmen biology classes with 42 during the second semester of the 2010-2011 school year. This biotechnology unit served as a bridge between the genetics and evolution units. Students completed the two week Mission Biotech game during the genetics unit. Objective for student learning during the biotechnology:
• The ultimate source of genetic variation is differences in DNA sequences. Most of those genetic differences do not affect how individuals function. Some genetic variation, however, is associated with disease, and some improves the ability of the species to survive changes in the environment. Genetic variation, therefore, is the basis for evolution by natural selection.
• Evolution is the consequence of the interactions of the genetic variability of offspring due to mutation and recombination of genes.
• Natural selection and its evolutionary consequences provide a scientific explanation for the striking molecular similarities observed among the diverse species of living organisms.
• One of the benefits of understanding human genetic variation at a molecular level is its practical value for helping us understand and treat disease.
• Students will understand that one of the benefits of understanding human genetic variation at a molecular level is its practical value for helping us understand and treat disease. The development of effective gene-based therapies is an exciting outcome of human genetic research.
Order of Activities
• Day 1- Practice Pipetting – Designer Plates Activity
• Days 2, 3- Crime Scene Investigation Activity – Students compare two suspect DNA samples with crime science and victim DNA
to try to determine if there is a match – Students interpret and analyze results on Day 3
• Day 4- Discussion of human variation – NCBI BLAST activity
• Days 5,6- Alu Insertion Lab – Students use polymerase chain reaction technology to amplify segments of real
human DNA and then electrophorese them to determine their Alu genotype. – Students interpret and analyze results on Day 6
Connection to Bench to Bedside summer institute: The unit focused on 3 biotechnology experiments Experiment 1 Practice Pipetting /Introduction to Equipment Experiment 2 Crime Scene Investigation (Gel Electrophoresis) Experiment 3 Using an Alu Insertion Polymorphism to Study Human Populations During the genetics unit (prior to this biotechnology unit) students will play the Mission Biotech game developed by Dr. Troy Sadler Students were presented with information from the following Bench to Bedside lectures:
• “Glycogen Storage Disease- Lessons From a Rare Disease” by Dr. Weinstein • “PKU” by Dr. Philip Laipis
Data collection and analysis: Students were given pre and post surveys focusing on their knowledge of evolution. The results of the two surveys are shown below. Student answers were grouped into general categories. Students were required to turn in a lab report on the Alu
Insertion Lab. This lab report demonstrated student understanding of both genetic and evolutionary concepts. Evolution Pre‐Survey Results
1) What is Evolution? ‐ When the strongest members of a population survive ‐14 ‐ A process in which organisms evolve adaptations ‐10 ‐ The process in which humans evolved from apes ‐7 ‐ Darwin’s theory of natural selection – 6 ‐ The process in which something changes into something different over time ‐6 ‐ A made up theory that states that animals evolved from bacteria ‐2
**Some student’s answers fit into more than one category and so the total number of responses is greater than the number of students surveyed.
2) Why is evolution called a theory? ‐ It has never been completely proven – 16 ‐ Because there are many people who believe in other ideas of how humans were created‐ 8 ‐ Scientific theories can never be proven , even if there is a great deal of evidence supporting
a theory – 8 ‐ It has been tested by more than one scientist‐ 7 ‐ It’s a proven scientific fact –2
** One student left this question blank
3) How does evolution affect your life? ‐ It doesn’t – 14 ‐ Evolution shows the ancestry and evolution of all life forms –8 ‐ It can show what ancient humans used to be like and where humans came from – 7 ‐ I don’t know – 5 ‐ It could show how humans will change in the future –4 ‐ Because I have to learn about it in school – 3 ‐ I can use it to argue with hard core Christians – 1
Post Survey Results
1) What is evolution? ‐ Evolution is the change a species goes through over time– 26 ‐ Evolution involves natural selection in which organisms who are more fit to the environment
survive and produce more offspring – 12 ‐ The process by which different kinds of living organisms are thought to have developed and
diversified from earlier forms during the history of the earth – 7 ‐ The adaptation of a species over a period of thousands of years – 2
‐ Changes in the gene pool of a population from generation to generation – 2 ‐ The transformation of one species into another – 1
**Some student’s answers fit into more than one category and so the total number of responses is greater than the number of students surveyed.
2) Why is evolution called a theory? ‐ It has been rigorously tested and supported by a lot of evidence – 15 ‐ Because it has not fully been proven – 14 ‐ Even though many scientists have provided evidence supporting the theory, a theory can
never be guaranteed to be 100% true‐ 8 ‐ Various religions/ not all people believe in evolution‐ 3 ‐ Humans are not around long enough to prove it, but it is a highly accepted idea – 1 ‐ There is not enough evidence at this time to prove or disprove evolution‐ 1
3) How does biotechnology relate to evolution?
‐ It helps to show if organisms shared a common ancestor/ compare different DNA sequences – 18
‐ Biotechnology provides evidence to support the theory of evolution‐ 12 ‐ It is involved in artificial selection/genetic engineering which affects/ speeds up evolution –
7 ‐ It can show mutations, which are the basis for many adaptations – 3 ‐ It doesn’t relate to evolution – 2 ‐ It allows scientists to study changes in genes and changes in genes drive evolution – 2
**Some student’s answers fit into more than one category and so the total number of responses is greater than the number of students surveyed.
4) How does evolution affect your life? ‐ Evolution has made me who I am today (determined human adaptations) – 24 ‐ Bacteria evolving to become resistant to antibiotics/viruses evolve ‐9 ‐ Evolution is all around us and has created the diversity of organisms on earth today‐ 6 ‐ Evolution does not play a role in my life because I believe in God and the bible – 3
5) A) What did you learn from completing the biotechnology lab activities (pipeting, gel
electrophoresis crime lab and Alu PCR lab) we completed in class this year? ‐I learned how biotechnology can be used to solve crimes, determine paternity, detect mutations, etc. – 23 ‐ I learned how biotechnology impacts my life‐ 16 ‐ I learned how complicated/tedious many biotechnology procedures are‐ 12
**Some student’s answers fit into more than one category and so the total number of responses is greater than the number of students surveyed.
B) Did these activities affect your attitude about biology (either positively or negatively)?
Positively – 38
Negatively – 2
No Effect/No Opinion‐ 2
Would you recommend I do these activities with next year’s freshmen biology class?
Recommend – 39
Not Recommend‐ 3
Sample Students answers from question 5.
“The hands on work really made me understand the concepts and made learning the material more fun.”
“Actually doing the activities we were learning about gave me a better perspective.”
“I learned how criminal science is carried out, which I found very interesting!”
“It helped me because I’m a hands on/visual learner and doing the activity instead of just talking about it helps me learn even more. Plus I got my picture in the newspaper!”
“I learned how to solve murder cases and be particular in my work. It was so fun and interesting. I loved it!”
“I would highly recommend doing these activities for next year’s biology class. The biotechnology lab was my favorite lab of the year. “
Graphs:
0
10
20
30
40
Positively Negatively No Effect
Num
ber o
f Stude
nts
Effect of Biotechnology Unit on Students' Attitudes Toward Biology
Data Analysis: Students answers to the questions "What is Evolution?" showed a greater depth of understanding and sophistication in the post survey. The number of students who stated that evolution did not impact their life decreased from 33% to 7%. Students were also able to identify the role of biotechnology in studying and providing evidence for evolution. In addition, 90% of the students stated that the activities in this unit positively affect their attitudes toward biology and 95% recommended that this unit be a part of next year's freshmen biology curriculum. Literature Cited: Clough, M., and J. Olson. "The Nature of Science: Always Part of the Science Story." The
Science Teacher 71.9 (2004): 28-31. Print.
Dobzhansky, T. "Nothing in Biology Makes Sense Except in the Light of Evolution." American
Biology Teacher 35.3 (1973): 125-29. Print.
"Genetic - Introduction to the Module." Human Genetic Variation. NIH, NHGRI, 1999. Web. 01
July 2010. <http://science-education.nih.gov/supplements/nih1/genetic/guide/intro.htm>.
Heim, W. G. "Natural Selection Amoung Playing Cards." American Biology Teacher 64.4
(2002): 276-78. Print.
Quammen, D. "Darwin's Big Idea." National Geographic 206.5 (2004): 2-35. Print.
Budget: $ 185 + shipping Carolina Biolgical Supply NP-21-1232 Alu DNA Extraction, Amplification, and Electrophoresis Kit with CarolinaBLU Stain and .5mL Tubes Permissions: I secured permission from the headmaster and science department chair to conduct the research project. Modification from original proposal: I originally planned on conducting this unit with my AP Biology students, but due to the amount of material required by the AP Biology curriculum, there was not enough time. I also wanted students to conduct an antibiotic resistance in bacteria lab and talk more about how evolution effects medicine. I also wanted to spend more time discussing how new drugs are created. Hopefully next year I will be able to implement my entire plan (minus the Alu Insertion Lab) with my freshmen biology students and substitute the Alu Insertion Lab for AP Lab 8 (Hardy-Weinberg Lab) and AP Lab 6A (Electrophoresis) in my AP Biology class.
Learning from Action Research: Next year I plan to spend less time on Mendelian genetics so I have more time to spend on biotechnology. I didn’t have enough time to fully explore the connections of biotechnology to evolution with my freshmen biology students. While I think that my students increased their knowledge of both evolution and biotechnology, some of the concepts in the Alu lab were difficult for my students to fully grasp. The Alu Insertion Lab may be more suited for an AP or advanced level class. Dissemination: An article about the Alu Insertion Lab and the Bench to Bedside program appeared in the Palm Beach Post the day after Dr. Darwich came to run the PCR lab with my students. I have the opportunity to give a presentation at a TEDx conference on September 23, 2011 that will be held at the Pine School. I’m not sure I have enough information/expertise to actually talk about, but if anybody from CPET wants to talk they could have my spot.