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.