high school genetics assignment

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Biology Teaching Resources

Resources for Teaching Genetics

Genetics includes the study of heredity, or how traits are passed from parents to offspring.   The topics of genetics vary and are constantly changing as we learn more about the genome and how we are influenced by our genes.

Inheritance Patterns and Punnett Squares

Notes and Slides on Mendelian Genetics – basic lesson to introduce genetics and probability

Simple Genetics Practice  – using mendelian genetics and Punnett squares

Peas, Please – practice setting up squares for basic Mendelian traits in pea plants ( Key, TpT )

How to Solve Dihybrid Crosses – step by step guide on setting up 4×4 squares and determining ratios

Advanced Bunny Genetic Crosses with two traits – also includes fruit fly genetics Bunny Genetics 2 – basic crosses, rabbits have gray or white hair, black or red eyes

Practice Punnett Squares with Skinny Pigs – hairless guinea pigs are the result of a recessive gene ( Key, TpT )

Horse Genetics – basic practice worksheet on monohybrid and dihybrid crosses, using a gait trait found in horses

Fruit Fly Genetics (Vg) – practice worksheet on vestigial wing flies and eye color, which is sex-linked ( Key, TpT )

Genetics Practice Problems – crosses involving guinea pigs, goats, and pea plants; monohybrid and dihybrid crosses

Explore the Genetics of Corn Snakes – dihybrid crosses with corn snakes, color is polygenic

Blood Disorder Genetics – a worksheet with genetics problems that relate to specific disorders:  sickle cell anemia, hemophilia, and Von Willebrand disease.

Heredity Wordsearch – fill in the blank, find the words on a puzzle, basic vocabulary

Genetics Review Guide – focus on vocabulary, Mendel’s crosses, and practice genetics with Punnett squares

Simulations and Hands-on Activities

Penny Genetics – flip a coin to compare actual outcomes versus predicted outcomes from a Punnett square

Heredity Simulation – use popsicle sticks to show how alleles are inherited

Variations on a Human Face – toss a penny to determine the features of a face, such as freckles, dimples; then draw that face.

Paper Pets – another simulation using paper models with traits for eyes, nose, mouth, and hair.

Codominance, Multiple Alleles, and Sex-Linkage

Codominance and Incomplete Dominance – practice genetics on roan cows and pink flowers

Cow Genetics – roan coloration and horns, also includes a two-trait cross

Slides and Notes on Sex-Linked Genes

Fruit Flies and X-Linked Traits –  practice crosses that involve sex-linkage; fruit flies and calico cats

Sex Linked Traits – students practice doing crosses; tortoiseshell cats, colorblindness, and eye color in fruit flies

Drosophila (Fruit fly) Simulation – use a simulator to run crosses with flies to determine phenotype ratios and perform chi square analysis

Calico Cats and X Linked Traits – more practice with sex-linked traits, see also advanced version that goes into tortoiseshell vs calico

Why Are There No Male Calico Cats – case study and slide presentation that explore X inactivation and coat color in cats

Epistasis in Labrador Retrievers – explore the black (B_E_) , yellow (B_ee) , and brown (bbE_ ) color patterns in dogs

Sexy Chickens – inheritance patterns in birds, using the ZW sex determination concept

Blood Type Genetics – practice with blood type crosses and other ABO type alleles, multiple allele traits

Multiple Allele Traits in Chickens – shows how combs are inherited (rrpp x RRpp)

Frizzle Frazzled Chickens – incomplete dominance in feather types, with double dominant being unhealthy

How Do Genes Determine Skin Color? – this case study uses presentation slides to explore a real-life scenario where a Nigerian mother has two very fair skinned children.  

Design-a-Species – using the rules of inheritance (Mendel), create an organism; with dominant and recessive traits, multiple allele traits, and codominance

Genetics Project – Create a species and show how its traits are influenced by genetics

Genetics Overview for AP Biology – summarizes the various types of crosses students may encounter on the AP test

Genetics and Statistics

Hardy-Weinberg Problem Set – statistical analysis, using HW equation and some dragons

Hardy Weinberg Simulation – track an allele in population by simulating how parents pass alleles to offspring

Corn Genetics and Chi Square – statistical analysis, using preserved corn and counting kernels

Albino Corn Genetics – grow corn, 3:1 albino ratio, lab report analyzes F1, F2 crosses

Chi Square Modeling Using Candy  – count the number of each color in a bag to determine if they occur in equal proportions

Drosophila Virtual Lab – choose fruit fly parents and analyze offspring in this virtual lab

Genetics of Wisconsin Fast Plants – grow plants from seeds and analyze phenotype; perform chi square analysis

Human Genetics

Case Study – Cystic Fibrosis Mutations

Cystic Fibrosis and Cell Membrane Transport

SRY not SRY – case study on the sex determining region of the Y chromosomes

Case Study – How Do Genes Determine Skin Color

Analyzing Human Pedigrees

• Explore Inheritance Patterns of Sickle Cell Anemia
• Practice Pedigrees on Human Genetic Disorders
• Analyzing Human Pedigrees for AP Biology (includes sex linked traits)
• Exploring Autosomal Dominant Traits

Human Genetics Overview

Your Genes Your Choices  – this is a more involved group assignment where groups read scenarios about genetic testing and ethics involved.

Genetic Science Ethics  – survey as a group ethical questions involved genetics (cloning, gene therapy..)

Name the Gene – Explore Genes with BLAST – submit gene sequences to determine the related human trait

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Genetics Worksheets and Printables

Get free genetics worksheets, projects, quizzes, and printables. These resources target college, high school, and middle school. Topics include DNA and RNA, transcription and translation, Mendelian genetics, Punnett squares, incomplete dominance, and evolution. The worksheets are in a variety of formats, including Google Apps (slides), PDF files, and PNG and JPG images.

Genetics Worksheets

The images are previews of each worksheet. Download or print them by clicking the appropriate link for what you need. You can use the slides in Google Apps for online classes. Otherwise, the PDF worksheets print very nicely. Worksheet answers are given as small file size PNG images (in case you need help).

DNA Replication

[ Google Apps worksheet ][ Worksheet PDF ][ Worksheet PNG ][ Answers PNG ]

Types of Mutations

[ worksheet Google Apps ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Steps of the Cell Cycle

[ Google Slides worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]

Steps of Mitosis

Monohybrid Cross Worksheet #1

Monohybrid Cross Worksheet #2

Monohybrid Cross Worksheet #3

Monohybrid Cross #4 – Multiple Alleles

[ Google apps worksheet ][ worksheet PDF ][ answers PDF ][ worksheet PNG ][ answers PNG ]

Monohybrid Cross Worksheet #5: Multiple Alleles

Monohybrid Cross #6 – Sex-Linked Inheritance

[ Worksheet PDF ][ Worksheet Google Apps ][ Worksheet PNG ][ Answers PNG ]

Monohybrid Cross #7 – Sex-Linked Inheritance

Dihybrid Cross Worksheet #1

Dihybrid Cross Worksheet #2

Dihybrid Cross Worksheet #3

Dihybrid Cross Worksheet #4

Dihybrid Cross #5 – Epistasis

Dihybrid Cross #6 – Epistasis

Incomplete Dominance Worksheet #1

Incomplete Dominance Worksheet #2

Intro to Pedigrees Worksheet #1

Pedigrees/Genealogy Worksheet #2

[ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]

Pedigrees/Genealogy Worksheet #3 – X-Linked Dominant Traits

Pedigrees/Genealogy Worksheet #4 – X-Linked Recessive Traits

Pedigrees/Genealogy Worksheet #5 – Autosomal Dominant Traits

Pedigrees/Genealogy Worksheet #6 – Autosomal Recessive Traits

Pedigrees/Genealogy Worksheet #7 – Comprehension Skills

Pedigrees/Genealogy Worksheet #8 – Identifying Inheritance Patterns

Autosomal vs Sex-Linked Inheritance

Plasmid Mapping #1

Plasmid Mapping #2

Plasmid Mapping #3

Plasmid Mapping #4

Plasmid Mapping #5

• Plasmid Mapping Worksheet #6 [ worksheet PDF ][ worksheet Google Apps ][ worksheet PNG ][ answers PNG ]

Get worksheets for evolution and natural selection.

Natural Selection Worksheet

[ Google Apps worksheet ][ worksheet PDF ][ worksheet PNG ][ answers PNG ]

Convergent vs Divergent Evolution Worksheet

Evidence of Evolution Worksheet

Evolutionary Processes

Genetics Labs and Projects

• How to Extract DNA From a Banana [ PNG ]
• How to Extract DNA From Human Cheek Cells

Genetics Word Search Puzzles

• DNA Replication Word Search Puzzle
• Gel Electrophoresis Word Search Puzzle
• Genetics Word Search [ PNG ][ PDF ]
• Amino Acid Word Search [ PNG ][ PDF ]

Tables, Graphics, and Study Guides

• Genotype vs Phenotype [ PNG ]
• Genetic Codon Chart [ PNG ][ PDF ]
• RNA vs DNA [ JPG ]
• 3 Parts of a Nucleotide [ PNG ]
• 20 Amino Acids [ PNG ][ PDF ]
• Amino Acid Side Chains [ PNG ][ PDF ]

Terms of Use

You are welcome to download and print these resources for personal or classroom use. They may be used as class assignments, handouts, or posters. They may  not  be posted elsewhere online, sold, or used on products for sale.

This page doesn’t include all of the assets on the Science Notes site. If there’s a table or worksheet you need but don’t see, just let us know.

Related Posts

Lesson Plans

We create interactive lessons for high school and college educators to engage their students in discussions of ethics and personal genetics. The lessons are relevant to multiple subjects, including biology, health, social studies, law, physical education and psychology. All of our lesson plans contain background reading for teachers and students, a selection of classroom activities, discussion points, in some cases a slide presentation or video clip, and an evaluation. Each lesson can stand alone, or all the lessons can be taught as a unit.

Unit overview

Preparing to teach the lessons.

Students currently in high school or college will enjoy opportunities as a result of scientific advances in genetics and will be asked to solve novel dilemmas on how genetics will be used in medicine and in society. Exploring the social and ethical issues while examining the key scientific principles makes for a learning opportunity that engages students and prepares them for the very real decisions they will face in the near future. This overview includes resources for teachers who are looking for a “big picture” idea of the latest genetic research and the issues percolating around the personal, societal, and medical possibilities and questions.

We have reworked materials from our larger lesson plans into SNAPSHOTs – student-facing, bite-size modules.

Please contact us if you have any issues with accessing our materials.

Specific lessons include

• Introduction to Personal Genetics  

Consumer Genetics

• How Does Ancestry Testing Work? Exploring Admixture Testing  
• Sex, Genetics & Athletics  

Personalized Medicine

Genetics, jobs and your rights.

• Reproductive Genetic Testing: Technology, Access, and Decision Making  
• Genome Editing and CRISPR  
• Claims of CRISPR Being Used to Edit Genomes of Twin Girls Born in 2018  

Engineering the World Around Us: Genome Editing and the Environment

Dna, crime, and law enforcement.

• Genetics, History, and the American Eugenics Movement  
• Using Primary Sources to Examine the History of Eugenics  

Scientific Themes in Personal Genetics

Introduction to personal genetics, aim: how might new advances in personal genetics impact our lives, our medical decisions and society.

Activities:  Do now exercise (7 minutes), slideshow (15-20 minutes), four corners discussion (15-25 minutes).

Click here for lesson materials including teacher guide and slides. Click here for a recording of this lesson.   Click here for bite-sized modules from this lesson plan: pgEd’s SNAPSHOTs.

Aim: What are the potential benefits of and concerns about genetic tests being sold directly to consumers?

Activities:  Do now exercise (10 minutes), “Panel of experts” debate (65-70 minutes).

Click here for lesson materials including teacher guide. Click here for our ‘Direct-To-Consumer Testing in the Genomic Age’ SNAPSHOT.  

How Does Ancestry Testing Work? Exploring Admixture Testing

Aim: how are genetic tools providing a lens for examining human ancestry.

Suitable for in-class use as well as distance-learning

Activities: Animations (20-30 minutes), “Ancestry testing company” activity (10-30 minutes).

Click here for lesson materials including teacher guide.   Click here for our ‘Admixture Testing: How can your DNA provide insights into your ancestry?’ SNAPSHOT.   Click here for our ‘Ancestry and Identity in the Genomic Age’ SNAPSHOT.

Sex, Genetics & Athletics

Aim: how might the history of sex testing in elite women’s athletics help us explore the complexity of human sex variation.

Activities: Do now exercise (5-7 minutes), slideshow (30-35 minutes), classroom activity (20-25 minutes).

Click here for lesson materials including teacher guide and slides.

Aim:  How might personalized medicine impact healthcare?

Summary:  Personalized medicine, also referred to as precision medicine, holds great promise to improve healthcare. As the cost of genetic analysis decreases and research advances, it is becoming increasingly possible to include a person’s genetic make-up in the repertoire of tools that inform their healthcare. This lesson asks students to delve into the hopes and challenges of personalized medicine and to consider the applications of genetic analysis in medicine.

Activities:  Do now exercise (10-15 minutes), creating a brochure (40-60 minutes).

Click here for lesson materials including teacher guide.

Aim: How can genetic information inform job choice and impact the kinds of jobs a person could perform?

White House photo by Eric Draper

Summary:  The lesson explores the Genetic Information Nondiscrimination Act (GINA), called the “first civil rights legislation of the 21st century” by former Massachusetts Senator Ted Kennedy. Learning about the history of genetic discrimination in the workplace, along with the progress being made to ensure workers do not have information about their DNA used inappropriately, is key to seeing the potential of personal genetics come to fruition.

Activities:  Do now exercise (7 minutes), jigsaw (45 minutes).

Click here for lesson materials including teacher guide. Click here for a bite-sized module from this lesson plan: pgEd’s SNAPSHOTs.

Reproductive Genetic Testing: Technology, Access, and Decision Making

Aim: how does genetic testing of embryos and fetuses offer hope to individuals wishing to have children, and what are the ethical implications of that testing.

Photo by Mark Engebretson, University of Minnesota

Summary: This lesson addresses some major innovations in reproductive genetic technologies that are being used by individuals who, for a variety of reasons, wish to know and/or have some choice about the genetic makeup of their children. It begins with a discussion of the technologies that can reveal the genetic makeup of fetuses and then moves on to a technology called preimplantation genetic diagnosis (PGD). The goal of this lesson is to give students an opportunity to discuss many aspects of PGD such that they become aware of the diversity of opinions surrounding reproductive genetic technologies.

Activities:  Do now exercise (5-7 minutes), slideshow (20-25 minutes), scenarios (20-45 minutes), fishbowl discussion (20-30 minutes).

Click here for lesson materials including teacher guide and slides. Click here for a recording of this lesson. Click here for our ‘Mitochondrial Replacement Therapy’ SNAPSHOT

Genome Editing and CRISPR

Aim: how might advances in our ability to change genomes impact individuals and society.

Photo by National Academy of Sciences

Summary:  Recently developed techniques to easily modify DNA, known as “genome editing,” are bringing many new possibilities as well as dilemmas to the forefront of medicine, ethics, religion and society at large. One technique in particular, known as “CRISPR,” has generated the most excitement due to its efficiency and ease of use. This lesson introduces students to the basic scientific concepts of genome editing, its potential for improving human health, as well as some of the ethical discussions surrounding the development and applications of the technique.

Activities:  Do now exercise (5-7 minutes), slideshow (30-40 minutes), scenarios (25-35 minutes).

Click here for lesson materials including teacher guide and slides.   Click here for a recording of this lesson.   Click here for our ‘Genome Editing & Organ Transplants’ SNAPSHOT.  

Claims of CRISPR Being Used to Edit G enomes of Twin Girls Born in 2018

Aim: how can we navigate news headlines to understand emerging genetic technologies and their social and ethical implications.

Summary: This lesson uses various articles to explore a range of topics (e.g., HIV, public health, informed consent) that impact the 2018 story that two children were claimed to have been born with CRISPR edits in their genomes. These articles will give students a sense of the complexity of this case, a historical perspective for examining what happened, and a reminder that at the heart of this story are the two girls and their parents. The goal of this lesson is to encourage students to think critically about the information they are hearing in the news, as the facts about what happened continue to emerge.

Activities:  Article analysis and student handouts (25-30 minutes), discussion (25-30 minutes).

Aim: How might genome editing be used to address the environmental issues we are facing?

Activities: Three ‘Do now’ exercises (15 minutes), slideshow (30 minutes), classroom discussion (15 minutes). Snapshot: Bite-sized learning module that can be posted as an assignment for virtual classrooms.

Aim: How will advances in DNA technology impact individuals, law enforcement and society?

Activities:  Do now exercise (5-7 minutes), slideshow (20-25 minutes), scenarios (20 minutes).

Click here for lesson materials including teacher guide and slides. Click here for a recording of this lesson.

Genetics, History, and the American Eugenics Movement

Aim: how can we as a society avoid the mistakes of the past to take advantage of the promise of genetics.

Activities:  Slideshow (40 minutes), discussion (15-20 minutes).

Using Primary Sources to Examine the History of Eugenics

Aim: how can we use primary sources to discover how the eugenics movement became popularized in the united states and europe.

Vermont Eugenics: A Documentary History

Summary: This lesson uses primary source documents to explore issues of race, gender and class in the 20th century. It is intended to extend the ideas explored in “Genetics, history, and the American eugenics movement.” The goal of this lesson is for students to use original sources to understand how the eugenics movement used propaganda to enter mainstream America to promote its agenda, and use critical thinking skills to analyze and interpret the sources.

Activities:  Document analysis and worksheet (20-30 minutes), discussion (20-30 minutes).

Click here for lesson materials including teacher guide and slides.  

Aim: What are the fundamental scientific concepts needed to understand personal genetics?

Activities:  Slideshow (30-40 minutes).

B.3 Inheritance & Variation of Traits

Who gets cancer and why? What can we do about it?

Unit Summary

Who gets cancer and why? What can we do about it? This unit is designed to deepen student understanding of inheritance and variation of traits through an exploration of cancer as a phenomenon. In the first lesson set, students explore the genetic basis of cancer by investigating what cancer is and how mutations that can increase risk for cancer occur. While there are many genes implicated in cancer, the unit focuses on p53, a tumor suppressor gene that is involved in many different cancers. In Lesson Set 2, students investigate cancer caused by mutations that occur throughout our lifetimes, inherited mutations, and how the environment can cause mutations. In the third lesson set, students investigate additional factors that explain differences across the US in both instances of cancer and mortality, access and feasibility of treatment options, and explore the role of health navigator as a way to advocate for and help support friends and family that may be experiencing cancer.

Simulations

Unit B.3 L5 DNA Replication Fork

Unit B.3 L4 Cell Growth and Cancer

Unit examples, additional unit information, next generation science standards addressed in this unit.

Performance Expectations

HS-LS1-1  Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

HS-LS1-2  Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-4  Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

This unit builds toward the following NGSS Performance Expectations (PEs):

HS-LS3-1*  Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2  Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3*  Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-ETS1-3† Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

*This performance expectation is developed across multiple OpenSciEd Biology units.

†This performance expectation is developed across multiple OpenSciEd courses.

Disciplinary Core Ideas

LS1.A: Structure and Function

• Systems of specialized cells within organisms help them perform the essential functions of life.
• All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.
• Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level.

LS1.B: Growth and Development of Organisms

• In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)

LS3.A: Inheritance of Traits

• Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.*

LS3.B: Genetic Variation

• In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited.
• Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors.

ETS1.B: Developing Possible Solutions

• When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.

Science & Engineering Practices

This unit intentionally develops  students’ engagement in these practice elements:

Asking questions and defining problems:

• Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.
• Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

Developing and using models :

• Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system.  
• Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.  

The following science and engineering practices are also key to the sensemaking  in this unit:

Constructing Explanations and Designing Solutions:

• Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
• Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.  

Engaging in Argument from Evidence

• Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

Obtaining, Evaluating, and Communicating Information

• Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.
• Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Crosscutting Concepts

This unit intentionally develops  students’ engagement in these crosscutting concept elements:

Cause and Effect

• Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
• Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.  

Structure and Function

• The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.

The following crosscutting concepts are also key to the sensemaking  in this unit:

• Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.

Systems and System Models

• Systems can be designed to do specific tasks.
• Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.

Connections to the Nature of Science

Which elements of NOS are developed in the unit?

• Scientific Investigations Use a Variety of Methods. Science investigations use diverse methods and do not always use the same set of procedures to obtain data.
• Science knowledge is based on empirical evidence.
• Science is a Human Endeavor. Scientific knowledge is a result of human endeavor, imagination, and creativity.

How are they developed?

• Students design and carry out multiple investigations using models in the format of a game (Lesson 3), in computer and kinesthetic simulations (Lessons 4 and 5), and in laboratory investigations they design themselves. Each of these investigations support students in generating evidence that can be used to support student explanations.
• Beginning in Lesson 1, students consider the difference between correlation and causation and consider how evidence can support causal explanations.
• In Lesson 1, students hear from a scientist whose work has contributed to the body of knowledge related to cancer and cancer treatments.

Unit Placement Information

What is the anchoring phenomenon and why was it chosen?

In the anchoring phenomenon, students explore cancer statistics, including rates of new cases by cancer and state. They notice some differences that are hard to explain. Then, they investigate factors such as age and height and determine that people in different demographic groups have higher and lower cancer risks. They hear from a scientist who has studied cancer and are introduced to animal models. They read about the incidence of cancer and discover that there is something called p53 that might prevent cancer in other organisms. They develop initial models and generate questions that need to be answered to explain it fully. This phenomenon was chosen as the anchor because it generated high student interest across racial and gender identities in a national survey.

How is the unit structured?

The unit is organized into three lesson sets. Lesson Set 1  (Lessons 1-6) focuses on the genetic basis of cancer. It ends with the development of a class consensus model. Lesson Set 2 (Lessons 7-10) helps students begin to explore the different causes of the mutations that lead to cancer, including mutations accumulated through our lifetimes, inherited mutations, and environmental mutations caused by interactions with the environment. This lesson set ends with a transfer task. Lesson Set 3  (Lessons 11-12) helps students explore treatment for cancer and the social systems that affect healthcare outcomes. This unit culminates with a transfer task where students develop an interview protocol that they could use to support someone they care about who has cancer.

Where does this unit fall within the OpenSciEd Scope and Sequence?

This unit is the third in the OpenSciEd High School Biology course sequence. It is designed to build on student ideas about inheritance and variation of traits from middle school. In the units that follow this one ( OpenSciEd Unit B.4: How does urbanization affect nonhuman populations, and how can we minimize harmful effects? (Urbanization Unit) and OpenSciEd Unit B.5: What will happen to Arctic bear populations as their environment changes?(Speciation Unit) ) students will use what they figure about inheritance and variation of traits to make sense of evolution by natural selection and speciation.

What modifications will I need to make if this unit is taught out of sequence?

This is the third unit of the High School Biology Course in the OpenSciEd Scope and Sequence. Given this placement, several modifications would need to be made if teaching this unit earlier in the Biology course. These include the following adjustments:

While the science ideas in this unit could be taught without modification prior to OpenSciEd Unit B.1: How do ecosystems work, and how can understanding them help us protect them? (Serengeti Unit) and OpenSciEd Unit B.2: What causes fires in ecosystems to burn and how should we manage them? (Fires Unit) , its placement as the third unit supports student sensemaking in OpenSciEd Unit B.4: How does urbanization affect nonhuman populations, and how can we minimize harmful effects? (Urbanization Unit) and OpenSciEd Unit B.5: What will happen to Arctic bear populations as their environment changes?(Speciation Unit) which directly follow. If students do not experience this unit in order, they will likely need additional support to review big ideas related to inheritance and variation of traits prior to engaging with evolution by natural selection and speciation.

What mathematics is required to fully access the unit’s learning experiences?

This unit requires students to develop mathematical models, use mathematical representations, develop algorithms and use rates of change. Making mathematical models is a Standard for Mathematical Practice, and specific modeling standards appear throughout the high school standards. This unit does not assume students are fluent with the mathematical practices listed in the unit front matter, but that students develop these practices as part of the sense-making. Thus these standards are not so much prerequisites, as co-requisites.

How do I shorten or condense the unit if needed? How can I extend the unit if needed?

The following are example options to shorten or condense parts of the unit without eliminating important sensemaking for students:

• While critical to supporting students in making sense of treatments for cancer, Lesson Set 3 reinforces core ideas developed earlier in the unit related to cell divisions and can be condensed.

To extend or enhance the unit, consider the following:

• Lesson 2: While students examine different cell types (lung, breast, skin, etc.), they will not investigate the functions of those cells and those body systems in depth. This exploration is beyond the scope of the unit. However, an extension for motivated students could include an in-depth exploration of a particular body system, how it functions, and how cancer disrupts that function. This exploration would support the development of HS LS 1.A.1.
• Lesson 3: Making connections in math: Ask students to keep track of how many cancer and non-cancer cells they produce. At the end of Round 2, ask each group to add their results to a class data table. Then students determine the percentage of cancer cells produced compared to non-cancer cells. Students engage in mathematical modeling as they develop an understanding of the likelihood that cell division results in a cancer cell when p53 is functioning typically versus when p53 is functioning differently. Emphasize to students that these percentages may not reflect reality and that any percentages calculated are a result of game mechanics only. Should most students end up with cancer cells during the game, it is important that they do not come away thinking that developing cancer is inevitable in their lifetime.
• Lesson 5: While this lesson does not explore the discovery of the structure and function of DNA, some students may benefit from an investigation that extends their learning to include topics such as the discovery of the structure of DNA in the 1950s by scientists, including James Watson, Francis Crick, and Rosalind Franklin. Today, historians wonder about the cancer that ended Rosalind Franklin’s short life and the repeated exposure to the X-rays she used to determine the structure of DNA.
• Lesson 6: For students who demonstrated mastery of the standard at an earlier stage, consider an extension activity that requires them to consider the structure and function of the protein based on the charge of the amino acids. For more information see Optional Extension .
• Lesson 8: As an extension, consider having students submit their photos online in a shared slide deck or flip book or collect their drawings in class.
• Lesson 9: Questions may arise about different types of sunscreens. The two most common types of sunscreen commercially available are mineral and chemical sunscreens. Mineral sunscreens contain small particles, often zinc oxide and titanium dioxide, which remain on the skin’s surface and physically block UV rays from penetrating the skin. Chemical sunscreens allow UV rays to be absorbed by the skin where they react with chemicals in the sunscreen. As a result of this reaction, the energy from the UV light is converted into heat, which dissipates away from the skin. As an extension, students could investigate how these different sunscreens affect the yeast cell growth. Then, students could be asked to use the ideas around structure and function to explain how the two sunscreens work differently to protect against UV damage .

Unit Acknowledgements

Unit Development Team

• Kate Henson, Unit Lead, University of Colorado Boulder
• DeAnna Lee-Rivers, Writer, University of Colorado Boulder
• Will Baur, Writer
• Ari Jamshidi, Writer, University of California, Berkeley
• Margee Will, Writer
• Veronica L. Cavera, Writer for Field Test, Rutgers University
• Sam Long, Writer for Field Test, Denver Public Schools
• Sherica Sang, Writer for Field Test, Denver Public Schools

Production Team

inquiryHub, University of Colorado Boulder

• Madison Hammer, Production Manager
• Amanda Howard, Copy Editor
• Erin Howe, Project Manager
• Celeste Moreno, Media Producer
• Wayne Wright, Production Support

Unit External Evaluation

NextGenScience’s Science Peer Review Panel

An integral component of OpenSciEd’s  development process  is external validation of alignment to the Next Generation Science Standards by NextGenScience’s Science Peer Review Panel using the  EQuIP Rubric for Science . We are proud that this unit has been identified as a  quality example of a science unit and earned the Design Badge. You can find additional information about the EQuIP rubric and the peer review process at the nextgenscience.org  website.

Unit standards

This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence:

Reference to kit materials

The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

NGSS Design Badge Awarded: Jan 30, 2024 Awarded To: OpenSciEd Unit B.3 Inheritance & Variation of Traits VERIFY

Licensed under OpenSciEd's Creative Commons NonCommercial Plus 4.0 International License

FREE K-12 standards-aligned STEM

curriculum for educators everywhere!

Find more at TeachEngineering.org .

• TeachEngineering
• Introduction to Genetic Engineering and Its Applications

Lesson Introduction to Genetic Engineering and Its Applications

Grade Level: 9 (9-12)

(Consider adding 30 minutes for a thorough ethics discussion.)

Lesson Dependency: None

Subject Areas: Biology

NGSS Performance Expectations:

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Genetic engineers have developed genetic recombination techniques to manipulate gene sequences in plants, animals and other organisms to express specific traits. Applications for genetic engineering are increasing as engineers and scientists work together to identify the locations and functions of specific genes in the DNA sequence of various organisms. Once each gene is classified, engineers develop ways to alter them to create organisms that provide benefits such as cows that produce larger volumes of meat, fuel- and plastics-generating bacteria, and pest-resistant crops.

After this lesson, students should be able to:

• List several present day applications of genetic engineering.
• Describe general techniques used by genetic engineers to modify DNA.
• Analyze the benefits and drawbacks of manipulating an organism's DNA.

Educational Standards Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org). In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

Ngss: next generation science standards - science, international technology and engineering educators association - technology.

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State Standards

Texas - science.

A basic understanding of protein synthesis and DNA's role in the cell/body is helpful so students can follow how changes in DNA result in major changes in the characteristics of organisms.

(Make copies of the Genetic Engineering Flow Chart , one per student. Hand out the blank flow charts for students to fill in during the presentation and lecture. Then show the class the 16-slide Genetic Engineering Presentation , a PowerPoint® file. Open with two images of the same organism: one that has been genetically engineered and one that has not. Examples: two ears of corn in which the non-modified one is diseased; two cows in which the modified one is larger; or, since students really respond to bioluminescent organisms, show two mice in which one has been modified to glow green. Slide 2 shows two examples of modified versus non-modified mice. Another idea is to show two organisms that look the same even though one has been modified as an example of how most modifications are not visible.)

What is the difference between these two organisms? (Answers will vary, depending on the image shown.) Even though they are the same organism, why are they are different? (Answer: Genetic engineering. Some students may not come to this answer on their own. Expect some to suggest mutations.) The difference is due to genetic engineering. The animal (or plant) that has been changed is called a genetically modified organism, or GMO.

How do engineers change the traits of organisms? (Listen to student ideas.) DNA contains all of the genetic information to determine an organism's traits or characteristics. By modifying the DNA, engineers are able to determine which traits an organism will possess.

(Continue through the presentation: What is genetic engineering? History of GMO Development, What is the GMO process? Then starting with slide 6 , go through the provided examples of GMO bacteria, plants and animals. Emphasize the reasons for modifying each organism [ slide 10 ].)

(Show the slide 14 picture of a man and spider.) Can anyone guess what would happen if we combined the DNA from these two creatures? (Expect students to enthusiastically answer "spiderman.") Could engineers create a "spiderman" in the lab today? (Expect some yes responses, while most students answer no.) Not quite. However, in 2000, engineers created the first goat able to produce spider silk proteins (an amazingly strong and elastic fiber with futuristic benefits in construction [bridge suspension cables, airbags that are gentler for passengers], medicine [artificial skin to heal burns, artificial ligaments, thread for stitching wounds] and the military [body armor] if sufficient quantities could be generated), so maybe it is not too far away.

(Show slide 15 .) Genetic engineering is so new and astonishing that people are still trying to figure out the pros and cons. We saw some examples of the benefits from genetically modified organisms, what about the disadvantages and harm caused by genetic engineering? (After listening to student ideas, go through the concerns listed on the slide. Alternatively, go through the contents of this slide and background information as a class discussion during the Lesson Closure, extending the lesson time as necessary.)

(Continue on to present students with the content in the Lesson Background section, and then a class review of the completed flow charts.)

Lesson Background and Concepts for Teachers

What is DNA?

Deoxyribonucleic acid (DNA) is a large biomolecule that contains the complete genetic information for an organism. Every cell of living organisms and many viruses, contains DNA. The basic building block of a DNA molecule is called a nucleotide , and a single strand of DNA may contain billions of nucleotides. (Refer to Figure 1 to see the DNA structure with labeled parts.) Although each DNA molecule contains many of these building blocks, only four unique nucleotides are used to create the entire DNA sequence; these are written as A, G, C and T. Analogous to how the 26 letters of the alphabet can be arranged to create words with different meanings, these four nucleotides can be arranged in sequences to "spell" the genetic instructions to create all of the different proteins organisms need to live.

Why are proteins important?

Proteins perform all of the work in organisms. Some functions of proteins include:

• Serving as catalysts for reactions
• Performing cell signaling
• Transporting molecules across membranes
• Creating structures

When a protein is created by its gene, it is said that the gene is "expressed," or used. Most gene expressions do not produce results visible to the unaided eye. However some genes, such as those that code for proteins responsible for pigment, do have visual expression. The expression of a gene in an observable manner is called a phenotypic trait ; one example is an organism's hair color. In fact, everything you can see in an organism is a result of proteins or protein actions.

How is DNA used in genetic engineering?

By definition, genetic engineering is the direct altering of an organism's genome. This is achieved through manipulation of the DNA. Doing this is possible because DNA is like a universal language; all DNA for all organisms is made up of the same nucleotide building blocks. Thus, it is possible for genes from one organism to be read by another organism. In the cookbook analogy, this equates to taking a recipe from one organism's cookbook and putting into another cookbook. Now imagine that all cookbooks are written in the same language; thus, any recipe can be inserted and used in any other cookbook.

In practice, since DNA contains the genes to build certain proteins, by changing the DNA sequence, engineers are able to provide a new gene for a cell/organism to create a different protein. The new instructions may supplement the old instructions such that an extra trait is exhibited, or they may completely replace the old instructions such that a trait is changed.

Genetic Engineering Technique

The process for genetic engineering begins the same for any organism being modified (see Figure 3 for an example of this procedure).

• Identify an organism that contains a desirable gene.
• Extract the entire DNA from the organism.
• Remove this gene from the rest of the DNA. One way to do this is by using a restriction enzyme . These enzymes search for specific nucleotide sequences where they will "cut" the DNA by breaking the bonds at this location.
• Insert the new gene to an existing organism's DNA. This may be achieved through a number of different processes.

Once the recombinant DNA has been built, it can be passed to the organism to be modified. If modifying bacteria, this process is quite simple. The plasmid can be easily inserted into the bacteria where the bacteria treat it as their own DNA. For plant modification, certain bacteria such as Agrobacterium tumefaciens may be used because these bacteria permit their plasmids to be passed to the plant's DNA.

Applications and Economics

The number of applications for genetic engineering are increasing as more and more is learned about the genomes of different organisms. A few interesting or notable application areas are described below.

How many of today's crops are genetically modified? As of 2010, in the U.S., 86% of corn produced was genetically modified. Bt -corn is a common GMO that combines a gene from the Bt bacteria with corn DNA to produce a crop that is insect-resistant. The bacteria gene used contains a recipe for a protein that is toxic when consumed by insects, but safe when consumed by humans.

A number of other genes can be combined with crops to produce desirable properties such as:

• Herbicide-, drought-, freeze- or disease-resistance
• Higher yield
• Faster growth
• Improved nutrition
• Longer shelf life

The creation of genetically modified crops provides many incentives for farmers and businesses. When farmers are able to plant a crop that has a higher yield per acre, they can significantly increase production, and thus sales, with minimal cost. Disease, pest and other resistances reduce crop loss, which also helps to increase profits. Besides farmers, other benefactors from modified crops include seed, agrochemical and agriculture equipment companies as well as distributors and universities that are involved in GMO research. In 2011, the value of genetically modified seed was $13.2 billion in the U.S. alone. The value of the end products produced from these seeds topped $160 billion.

Due to their simple structures, the most commonly modified organisms are bacteria. The first modified bacteria were created in 1973. Bacteria can be modified to produce desirable proteins that can be harvested and used. One example is insulin or spider silk, which is difficult to gather naturally. Other modifications to bacteria include making changes to the cellular respiration process to alter the byproducts; typically CO 2 is produced, however engineers have made modifications so that hydrocarbon byproducts such as diesel and polyethylene (a fuel and a plastic) are produced.

(The 30-minute lesson time leaves a fair amount of time for discussion, but since class participation will vary, you may want to extend the lesson another 30-minutes to allow for a thorough discussion of the ethical implications of genetic engineering. This makes a good student research and debate topic, too.)

The main reason genetically modified organisms are not more widely used is due to ethical concerns. Nearly 50 countries around the world, including Australia, Japan and all of the countries in the European Union, have enacted significant restrictions or full bans on the production and sale of genetically modified organism food products, and 64 countries have GMO labeling requirements. Some issues to consider when deciding whether to create and/or use GMOs include:

Safety: This generally arises in the case of GMO foods. Are the foods safe for human consumption? Is GMO feed healthy for animals? Many opponents of GMO foods say not enough independent testing is done before the food is approved for sale to consumers. In general, research has shown that GMO foods are safe for humans. Another safety consideration is the health of farmers and their families, animals and communities who are put at risk with exposure to chemicals used in tandem with GMO seeds.

Environmental Impact: Consider that genetic engineers have the ability to create trees that grow faster than their unmodified counterparts. This seems like a great deal for the lumber industry, but might some unintended consequences result? Being outdoors and grown in large quantities, the modified trees may cross-pollinate with unmodified trees to form hybrids outside of designated growing areas. This in return could create trees that could disrupt the ecosystem. For example, they could overpopulate the area or grow so large that they smother other plant life. This same scenario has unintended and undesirable consequences when the pollen from GMO crops drifts into non-GMO fields.

Humans: Should humans be genetically engineered? Doing so could have medical applications that reduce or prevent genetic disorders such as Down's syndrome. However, the bigger question is where should engineering humans stop? Should parents be allowed to decide their children's eye colors, heights or even genders before birth?

Watch this activity on YouTube

What part of an organism contains all of the information needed for it to function? (Answer: DNA) When genes are expressed, what is the final product made? (Answer: Proteins) Does anyone know why bacteria are modified more than other organisms? (Answer: With their very simple structures and ability to use plasmids, bacteria are much easier and less costly to modify.)

What are some ethical and moral concerns that genetic engineers must consider? Does anyone think it is a good idea to genetically modify people? Some researchers say this could be an approach to cure diseases such as Down's syndrome and other genetic defects. Superficial changes could also be made, such as determining a person's height, eye color or gender, by making changes to embryos in the mothers' wombs. But just because something can be done, does that make it a good idea? (Answer: No. This is a good topic for an extended discussion.)

DNA: Acronym for deoxyribonucleic acid, which is a molecule that contains an organism's complete genetic information.

gene: The molecular unit of an organism that contains information for a specific trait (specific DNA sequence).

genome: An entire set of genes for an organism.

GMO: Acronym for genetically modified organism.

nucleotide: The building block of DNA.

plasmid: The circular DNA structure used by bacteria.

protein: Large biomolecules used by an organism for a number of purposes; in this context, to express a desired trait.

recombinant DNA: DNA to which a section has been removed and replaced (recombined) with a new sequence.

restriction enzyme: An enzyme that "cuts" DNA when specific base pair sequences are present.

trait: A distinguishing characteristic.

Pre-Lesson Assessment

Discussion Questions: Initiate a brief discussion to gauge whether students have heard of or know anything about genetics. Ask questions such as:

• Why are your eyes the color that they are?
• Would anyone like to be taller (or shorter)?
• Is there any way to make these changes?

Post-Introduction Assessment

Flow Chart: Have students complete the Genetic Engineering Flow Chart during the course of the lesson. After delivering the presentation and lecture, go through the flow chart as a class, so that students can complete anything they missed and check their flow charts for accuracy. Answers are provided on the Genetic Engineering Flow Chart Answer Key .

Lesson Summary Assessment

Recombinant Creature Design : Have students in pairs (or individually) create their own recombinant organisms. Direct students to pick any organism and decide what gene they would like to add. If desired, provide a list of genes from which they can choose (such as genes that makes an organism smarter, bigger, faster, grow extra limbs, etc.). To encourage critical thinking, require students to write down a potential use for the resulting creatures. Finally, have students sketch what their recombinant creatures would look like.

View some genetic engineering examples (with photographs) at: http://www.mnn.com/green-tech/research-innovations/photos/12-bizarre-examples-of-genetic-engineering/

Show students some applications of spider silk at Popular Mechanics' "6 Spider-Silk Superpowers" slide show at http://www.popularmechanics.com/science/health/med-tech/6-spider-silk-superpowers#slide-1

As a class, students work through an example showing how DNA provides the "recipe" for making human body proteins. They see how the pattern of nucleotide bases (adenine, thymine, guanine, cytosine) forms the double helix ladder shape of DNA, and serves as the code for the steps required to make gene...

Students learn about mutations to both DNA and chromosomes, and uncontrolled changes to the genetic code. They are introduced to small-scale mutations (substitutions, deletions and insertions) and large-scale mutations (deletion duplications, inversions, insertions, translocations and nondisjunction...

Students reinforce their knowledge that DNA is the genetic material for all living things by modeling it using toothpicks and gumdrops that represent the four biochemicals (adenine, thiamine, guanine, and cytosine) that pair with each other in a specific pattern, making a double helix. Student teams...

Students construct paper recombinant plasmids to simulate the methods genetic engineers use to create modified bacteria. They learn what role enzymes, DNA and genes play in the modification of organisms.

12 Bizarre Examples of Genetic Engineering. Posted October 27, 2010. MNN Holdings, Mother Nature Network. Accessed December 8, 2013. http://www.mnn.com/green-tech/research-innovations/photos/12-bizarre-examples-of-genetic-engineering

Biello, David. Turning Bacteria into Plastic Factories. Posted September 16, 2008. Scientific American. Accessed December 11, 2013. http://www.scientificamerican.com/article.cfm?id=turning-bacteria-into-plastic-factories-replacing-fossil-fuels

DNA. Updated June 7, 2014. Wikipedia, The Free Encyclopedia. Accessed June 16, 2014. http://en.wikipedia.org/wiki/DNA

Emspak, Jesse. Gut Bacteria Make Diesel Fuel. Posted April 23, 2013. Discovery Communications. Accessed December 11, 2013. http://news.discovery.com/tech/biotechnology/gut-bacteria-make-diesel-fuel-130423.htm

Genetic engineering. Updated December 7, 2013. Wikipedia, The Free Encyclopedia. Accessed December 9, 2013. http://en.wikipedia.org/wiki/Genetic_engineering

Genetically modified crops. Updated June 12, 2014. Wikipedia, The Free Encyclopedia. Accessed June 16, 2014. http://en.wikipedia.org/wiki/Genetically_modified_crops

Straley, Regan. GMO Food Concerns. Posted August 29, 2014. Lancaster Online, Lancaster, PA. Accessed August 31, 2014. http://lancasteronline.com/opinion/gmo-food-concerns/article_3c5092ba-2ed0-11e4-ab00-001a4bcf6878.html

Vierra, Craig, et al. The Future of Biomaterial Manufacturing: Spider Silk Production from Bacteria. Posted July 17, 2012. Journal of Visualized Experiments (JoVE). Accessed December 11, 2013. http://www.jove.com/about/press-releases/39/the-future-biomaterial-manufacturing-spider-silk-production-from

What is genetic engineering and how does it work? Updated 2005. University of Nebraska. Accessed December 10, 2013. http://agbiosafety.unl.edu/basic_genetics.shtml

Other Related Information

(optional: Show students the What Is Engineering? video)

Contributors

Supporting program, acknowledgements.

This digital library content was developed by the University of Houston's College of Engineering under National Science Foundation GK-12 grant number DGE 0840889. However, these contents do not necessarily represent the policies of the NSF and you should not assume endorsement by the federal government.

Last modified: May 12, 2021

Teaching Cell Biology and Genetics Using Cancer

This playlist can be used to teach several core topics in cell biology and genetics by connecting students with case studies and multimedia resources about cancer. The topics covered include the cell cycle, cancer, biotechnology, and genetic disease.

By completing the resources in this playlist, students will be able to:

• Explain the steps and regulation of the cell cycle.
• Interpret data to explain the role of tumor suppressors in cell cycle regulation. 
• Predict which gene mutations cause cancer. Compare and contrast oncogenes and tumor suppressor genes in particular.
• Cancer is typically caused by mutations in several genes.
• Mutations in the same genes can be involved in the development of different types of cancers (i.e., breast cancer or lung cancer).
• Mutations in different genes can cause the same type of cancer.
• Use information on gene editing techniques to design experiments to “cure cancer.”

This playlist can be used in undergraduate biology courses. Implementing this playlist should take about 200 minutes of class time in total, spread out among other discussions and activities.

Cancer Cell Invasion

In this activity, students explore an image of tumor cells invading tissue, which serves as a phenomenon for learning about cancer.

To use this resource as part of this playlist:

• Have students write three “I wonder...” or “I notice...” statements about the image.
• Have students share their statements in small groups.
• Use the discussion to explore students’ ideas about cell division and what may cause a “cell invasion” in tissues.

Estimated Time: 10 minutes.

The Eukaryotic Cell Cycle and Cancer

In this Click & Learn, students explore the phases, checkpoints, and protein regulators of the cell cycle. The Click & Learn also shows how mutations in genes that encode cell cycle regulators can lead to the development of cancer.

• Have students explore the Click & Learn and complete the “In-Depth Worksheet” as homework. Have them come to class with 2–3 questions about the material.
• Lead a class discussion to review the material in the Click & Learn and answer student questions.
• Pose the question “How can we use evidence to show that mutations to a tumor suppressor gene affect cell division?” to transition into the next resource in the playlist.

Estimated Time: 20 minutes of class time to review.

Role of p53 in the Cell Cycle

In this Data Point activity, students analyze a figure from a scientific article that investigated the role of p53 in cell cycle regulation.

• Show the figure and caption from the Data Point to students.
• Lead a class discussion about the trends in the data, the role of p53 , and other questions found in the “Educator Materials.”
• Pose the questions “Do you think all lung cancers are the same? Why or why not? Are mutations in certain genes associated only with specific cancers? How do you know?” to transition into the next resource in the playlist.

Classifying Cancer Genes and Examining Patient Data

In these two activities, students explore the genetic basis of cancer using cards and posters. In Activity 1, they identify genes involved in cancer. In Activity 2, they investigate multiple types of cancer and the mutations that cause them. Students ultimately discover the complexity of cancer and possible treatment strategies.

• Have students do part 1 of Activity 1 as homework, then complete the rest of the activity in class.
• Lead a class discussion on whether gene mutations cause specific cancers.
• Have students complete Activity 2 in class.
• Transition to the next resource in the playlist by telling students that they will now investigate one specific cancer-causing protein and drugs developed to treat the cancer.

Estimated Time: 100 minutes of class time total (50 minutes per activity).

BCR-ABL: Protein Structure and Function

In this Click & Learn, students explore the structure and function of the cancer-causing protein BCR-ABL. The Click & Learn also shows how drugs targeting this protein can help treat chronic myeloid leukemia (CML), a cancer of the white blood cells.

• Have students explore the Click & Learn and complete the “Student Worksheet” as homework. Have them come to class with 2–3 questions about the material.

CRISPR-Cas9 Mechanism & Applications

In this Click & Learn, students explore how CRISPR-Cas9 technology works and the many ways in which scientists are using it in their research.

• Have student groups review the “How It Works” section of the Click & Learn in class. Instruct students to make labeled drawings of the steps on a separate piece of paper.
• As a homework assignment, ask students to choose one of the scientists in the “How It’s Used” section, watch all the videos from the scientist, and then write a brief summary of how the scientist is using CRISPR-Cas9 in research.
• As a summative assessment, have the students design an experiment to “cure cancer” using any technique they learned about. Hold a class discussion to reveal students’ ideas from this assessment.

Estimated Time: 40 minutes of class time total (15 minutes to explore the “How It Works” section, 10 minutes to come up with an experiment, and 15 minutes to discuss student ideas).

HS.Inheritance and Variation of Traits

Science and engineering practices, asking questions and defining problems.

Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

• Ask questions that arise from examining models or a theory to clarify relationships. (HS-LS3-1)

Developing and Using Models

Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

• Use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-LS1-4)

Analyzing and Interpreting Data

Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

• Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. (HS-LS3-3)

Engaging in Argument from Evidence

Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

• Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence. (HS-LS3-2)

Disciplinary Core Ideas

Ls1.a: structure and function.

• All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary to HS-LS3-1) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.)

LS1.B: Growth and Development of Organisms

• In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)

LS3.A: Inheritance of Traits

• Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)

LS3.B: Variation of Traits

• In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2)
• Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3)

Crosscutting Concepts

Cause and effect.

• Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. (HS-LS3-1),(HS-LS3-2)

Scale, Proportion, and Quantity

• Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). (HS-LS3-3)

Systems and System Models

• Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (HS-LS1-4)

- - - - - - - - - - - - - - -  - - - - - - - - - - - - - - - -  - - - - - -

            Connections to Nature of Science

Science is a human endeavor.

• Technological advances have influenced the progress of science and science has influenced advances in technology. (HS-LS3-3)
• Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-3)

Connections to other DCIs in this grade-band:

Articulation of DCIs across grade-bands:

Common Core State Standards Connections:

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from  A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas . Integrated and reprinted with permission from the National Academy of Sciences.

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High school biology

New high school biology course coming soon, unit 1: biology foundations, unit 2: cells, unit 3: energy and transport, unit 4: reproduction and cell division, unit 5: classical genetics, unit 6: molecular genetics, unit 7: evolution, unit 8: human body systems, unit 9: ecology.

Biology Research Projects for High School Students: 20 Ideas To Try This Summer

By János Perczel

Co-founder of Polygence, PhD from MIT

16 minute read

Biology and biomedical research are two of the most popular academic disciplines among high schoolers. If you’re someone who’s interested in those fields and you’re looking for research opportunities this summer, you’ve come to the right place! With the study of biology, not only can you gain a better understanding of the natural world, but your research can have practical applications in fields like medicine, agriculture, and environmental science. Whether you’re just starting out in your exploration of biology, have taken a biology class in school, or you’re looking to do some advanced research to submit to your state’s science fair , we have level-appropriate ideas for you!

With a variety of topics like cancer treatment, genetics, neurodegenerative diseases, and marine life, we’ve got you covered. Here is a curated list of 20 different research project ideas to get those creative juices flowing. If you’re hungry for more, head over to our comprehensive Project Ideas database here and browse over 2800 more ideas!  

Research YOUR fave areas of Biology and Medicine

Polygence pairs you with an expert mentor in to create a passion project around biology and medicine. Together, you work to create a high quality research project that is uniquely your own. We also offer options to explore multiple topics, or to showcase your final product!

Human Body Project Ideas

Rate of cognitive decline in different elevations.

Oxygen partial pressure decreases with altitude, challenging blood oxygenation which may affect brain function. If you’ve ever felt some altitude sickness, then this is exactly what’s happening. This is because the atmospheric pressure decreases at higher elevations, leading to a decrease in the partial pressures of the gasses in the air, including oxygen. And of course, oxygen is needed for us to function. What is the effect on brain health/ cognition in sudden increased elevation: say, climbing Mount Everest? Does chronic exposure to high elevations increase the likelihood of dementia? In this project, a meta-analysis of published works examining the effects of altitude on cognition would be conducted.

Idea by mentor Alyssa

Building a Blood Vessel

Use online graphics to illustrate how a blood vessel forms. Blood vessels are structures that carry blood and are responsible for transporting nutrients and oxygen throughout the body. There are three main types of blood vessels: arteries, veins, and capillaries. For this project, complete a literature search to understand what is known about blood vessel growth. Then, utilize this information to generate a graphic with no words to demonstrate how the vasculature (network of blood vessels) forms. The goal of this project is to explain science without using text and therefore make it more available to a larger community.

Idea by mentor Natalie

Examining the bacterial profile of various households

As of late, bacterial microbiomes have been a huge and interesting topic in the field of bacteriology as they play an important role in human health. Bacterial microbiomes are communities of bacteria that live on or outside organisms. They’re found in various parts of the human body, and help us to digest food and regulate our immune system. In this project, you will seek to understand how skin microbiomes can differ between different  individuals of different households. This project will require making different bacterial media that can be made at home selecting for various microorganisms. If you’re new to preparing bacterial media, check out this resource here!

Idea by mentor Hamilton

Regulation of Circadian Clocks

Sleep is known to be governed by two distinct processes: a circadian clock that aligns sleep and wakefulness to the solar day and the sleep homeostat that encodes for sleep debt as a compensatory mechanism against sleep loss. You’ve most likely heard about circadian rhythm and our body’s internal clock, and circadian regulation of sleep is a fundamental process that allows animals to anticipate sleepiness or wakefulness consistently every day. These mechanisms can be regulated in multiple ways: at the gene, protein, gene, and clock neuronal level. In this project, we will focus on 1) how to efficiently digest primary and review articles to compile and condense information, 2) investigate how circadian clocks are regulated at these different genetic levels, and 3) try to effectively summarize the information we've gathered. We can present this information in a variety of ways, and what the final product looks like is up to you.

Idea by mentor Oscar

The Biology of Aging

Aging is the number one risk factor for a variety of diseases including cancer, neurodegenerative disease, and loss of hearing/sight. We are only now beginning to truly understand the process of aging and have even started to uncover ways that we could stop, or potentially reverse, the effects of aging. What are the hallmarks/signs of aging? How do researchers study 'aging'? How does human lifespan and aging compare to the rest of the animal kingdom? Is it possible to stop or reverse the effects of aging? What advancements are being made related to this? We could explore these questions or brainstorm others you might have about the biology of aging.

Idea by mentor Emily

Animals, Plants, and Nature Project Ideas

How genetically engineered mosquitoes are reducing rates of vector-borne diseases such as zika.

Many countries are already releasing millions of genetically engineered mosquitoes into the wild every week. These mosquitoes have been modified to reduce their ability to transmit disease-causing pathogens like dengue fever, Zika, and malaria, and are sent into the wild to mate with disease-carrying mosquitoes. However, this is still controversial as some people are concerned about the unintended consequences on the environment. What could be the potential pros and cons for this? The project will mainly focus on doing meta analysis of articles and watching informative videos to understand how/why genetically engineered mosquitoes can be used to reduce rates of different diseases. Students will have the chance to use critical thinking and do in-depth research on genetic engineering techniques, how scientists determine breeding rates and number of insects released, and epidemiology of different bloodborne diseases.

Idea by mentor Vanessa

Efficacy of Marine Protected Areas

Marine protected areas (MPAs) are areas of ocean or coastal waters that are set aside for the conservation and sustainable use of marine resources. These areas are established by governments, NGOs, or other organizations, and they can take different forms, from fully protected "no-take" zones to areas with regulated fishing or other activities. Marine protected areas have the potential to guide sustainable resource management and protect biodiversity, but have a host of reasons for why they are not currently effective. Explore reasons for why MPAs may not be effective. Then develop a framework for mapping, modeling, and implementing an effective Marine Protected Area.

Bioinspiration: Do animals hold the answers?

Can the toxins produced by frogs help us fight antibiotic resistant bacteria strains? How can understanding how lizards and newts regrow their limbs help us improve wound treatment? Why do tilapia skins help with burns? Discover the role of animals in the development of modern medicine as well as its potential. Are there any ethical concerns with these developments and findings? If so, what are they and do they matter? Share your findings in a research proposal, article, or presentation.

Idea by mentor Cheyenne

How Climate Change Can Affect Future Distributions of Rare Species

Climate change, such as global warming and longer drought, can threaten the existence of some of the rarest plants on earth. It is important to understand how future suitable habitats will change for these rare species so that we can target our conservation efforts in specific areas. In this project, you will identify a rare species that you like (it can be animals, plants, or fungi!), and gather the data online on its current occurrences. Then you will learn how to perform species distribution modeling to map its current and future suitable habitat areas. To get you started on learning species distribution modeling, check out this Youtube resource here. The changes in the amount or location of future suitable habitats can significantly affect the destiny of a rare species. By doing this project, you will not only learn skills in data analyses but also become the best ambassador for this rare species that you love. 

Idea by mentor Yingtong

A Reef’s Best Frenemies

Coral reefs are in global decline. A primary cause of this is "coral bleaching" which results in the white reefs we often see in the news. Coral bleaching is actually the breakdown in the partnership between the coral animal and tiny, symbiotic algae that live within its cells. Corals and algae have a variety of thermal tolerances which are likely decided by genetic and environmental factors. However, despite how important this relationship is, it's currently very poorly understood. This project would review existing literature on the symbiotic partnernship and try to identify factors that predict bleaching and thermal resilience.

Idea by mentor Carly

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Diseases and Treatments Project Ideas

The understanding of a new and upcoming treatment: immunotherapy.

Immunotherapies have been growing in the past few years as alternative treatments for many types of cancer. These treatments work by boosting the patient's immune system to fight the disease, however it is not always effective. There are many types of immunotherapies with various nuances, but they all work to attack specific cells that are causing the disease. For this project, pick one of a few types of immunotherapy and deeply understand the mechanism of action and what is the current effectiveness against the cancer it treats.

Idea by mentor Hannah

Exploring The Cancer Genome Atlas data 

There has been an explosion of publicly available data for cancer. The Cancer Genome Atlas was a research program with the purpose of creating a comprehensive catalog of genomic and molecular information about different types of cancer, with the aim of improving our understanding of the disease and developing new treatments. The dataset has been used to identify new cancer subtypes, develop diagnostic tests, and discover potential targets for new cancer therapies. Explore the implications and impact of The Cancer Genome Atlas data, and why it’s become so important.

Idea by mentor Hersh

Systematic Review and Meta-Analysis of Physiological Benefits of Fasting-induced Autophagy

Autophagy, meaning "self-eating", is a cellular process where damaged or unwanted components are disposed. Autophagy has been linked to various diseased pathologies, including cancer and heart disease. Fasting or specific dietary lifestyles may induce levels of autophagy in the human body. In this project, we will perform and systematic review and meta-analysis of fasting or diet-induced autophagy and its benefits on the body. You will gain skills in 1) searching and reviewing primary literature, 2) computational skills for performing data analysis (R language), and 3) writing your scientific findings.

Idea by mentor Jose 

The Amyloid Hypothesis: Sifting through the controversy

For many years, scientists have thought that amyloid beta was the protein responsible for a patient developing Alzheimer's Disease symptoms. This "Amyloid Hypothesis" is now being questioned in light of current clinical data. Recently, drugs have been developed that reduce amyloid beta in patients. Surprisingly, the drugs worked in reducing amyloid beta, but it did not result in the slowing of disease pathology. Does this mean that the amyloid hypothesis is incorrect? Is amyloid beta less important in the progression of disease then what we once thought? This research project aims to explore the issues with the amyloid hypothesis and to assess where we stand in our understanding of amyloid beta's contribution to Alzheimer’s.

Idea by mentor Patrick

How do vaccines work?

During the COVID pandemic, vaccines have been all over the news! But how do they actually work? What’s the science behind them? Through this project, you will explore how vaccines work and the history of science behind vaccine development. While the final product of the projectwill be up to you, the ultimate goal of this project is for you to be a true public health advocate for vaccines and to be able to communicate why vaccines are so important in a way that the general public can understand.

Idea by mentor Helen

Sleep Disruption Profiles in Various Mouse Models of Alzheimer’s

Alzheimer's disease (AD) has been studied for decades but we are no closer to understanding the mechanisms of the disease. Because of the vast number of researchers studying AD, there are numerous models used to study the disease. All these models have different sleep profiles, phenotypes, disease onsets, sex differences etc. Therefore, in this project we will compile a document based on extensive literature review about the various models there are. We will focus on sleep profiles in these animals with an emphasis on male and female differences. This information is valuable because it is important to know which model is best to use to answer your scientific questions and there is a lot of criticism (by other scientists) that can be brought on by the model chosen so you need to be able to justify your choice. This project will also introduce you to the world of AD research and some of the gaps in knowledge in the field.

Idea by mentor Shenee

Rethinking The Treatment Of Neurodegenerative Diseases

Neurodegenerative diseases affect millions of people worldwide. They are conditions that affect the nervous system, particularly the brain and spinal cord, and examples include Alzheimer’s and Parkinson’s. While billions of dollars have been spent trying to find treatments for the disease, very few drugs and therapies have had a meaningful impact on slowing down disease progression. This is often because by the time someone is diagnosed with a disease, it has progressed too far for a treatment to have a substantial effect. Some recent approaches to treatment have turned to looking for early indications of the disease (termed "biomarkers") that can occur before the onset of symptoms. By diagnosing disease and beginning treatment before symptoms arise, these treatments could have a more profound effect in slowing down the progression of disease. Students could review the recent progress being made on identifying biomarkers for neurodegenerative diseases, and either write a paper or even record a podcast on their findings!

Idea by mentor David

Genetics Project Ideas

Height and genetics: nature or nurture.

How much do your genes determine your height? How much do nutrition and environmental factors play a role? What gene variants are implicated in height differences and what is the role of epigenetics? Epigenetics is the study of heritable changes in gene expression or cellular phenotype that occur without changes to the underlying DNA sequence. These changes can be influenced by diet and lifestyle. We will access and analyze an open dataset on twins to estimate the correlation between monozygotic twins (who have the exact same DNA) and height. You will learn to use R to open a dataset, analyze data with statistical methods such the student’s t-test, and display your data as graphs and charts. Finally, you will learn how to make a research presentation on height and genetics, describe the research methods, and present the data in a compelling and thorough way.

Idea by mentor Adeoluwa

The World of Personalized Medicine

Similar to our fingerprints, our genetic code is also unique to each individual person. Our genetic code is what determines our hair color, height, eye color, skin tone...just about everything! For those that develop diseases such as cancer, their genetic code found inside the malignant cells that comprise a tumor may also be unique to them or to certain groups of people with similar mutations (the drivers of disease). So why is it that we treat each person the same way even though the genetic drivers of that disease may be disparate? The world of Personalized Medicine is new and exciting and looks to circumvent this problem. Personalized Medicine (also known as precision medicine) uses the genetic code of a patients disease to guide treatment options that prove to be highly efficacious. Together, lets write a review on a disease of your choice that could benefit from Personalized Medicine based on current literature and research.

Idea by mentor Somer

General Biology Project Ideas

Teach a biology concept two ways: to your fellow students and to the general public.

One of the best ways to learn is to teach. Choose a biological concept that interests you and prepare a lesson and or demo on it. The format should be a video recording of yourself teaching (a la Khan Academy or a Zoom class), but the other details are up to you. Consider incorporating a demonstration (e.g. how can you use items from your kitchen to illustrate properties of mixtures?) or animation (e.g. to illustrate molecular motion). Also consider how you will check that your students understand the concept(s) and/or skill(s) you have taught them. Prepare and record two versions of your lesson: one intended for your peers and one for the general public. How will the versions differ to reflect these different audiences? You will learn what it's like to teach, gain a much greater understanding of your chosen concept(s)/skill(s), and learn how to communicate science to different audiences.

Idea by mentor Alexa

Once you’ve picked a project idea, check out some of our resources to help you progress with your project! Whether you’re stuck on how to cite sources , how to come up with a great thesis statement , or how to showcase your work once it’s finished , we’ve created blog posts to help you out. If you’re interested in doing one of the biology research projects with the help of an amazing mentor at Polygence, apply now ! If you would like some help with coming up with your own idea, book a complimentary consultation call with our admissions team here ! For more biology and science research information, check out our comprehensive list of research opportunities for high school students .

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