Genetics and Evolution

Unit Overview

Through the study of basic genetics, students will acquire knowledge and develop an understanding of concepts of genes and their roles in the life of organisms. The study of molecular genetics will lay the foundation for students to study further in the field of biotechnology and be aware of its impact on society. The study of biodiversity will help students to recognise its complexity and the adaptations of different groups of organisms to their environment. Moreover, a phylogenetic approach to the classification system is adopted, which helps them to understand the development of the classification system with evidence gathered from molecular genetics. This will enable students to appreciate the phenomena of evolution and develop their curiosity about the origins of life. In addition to Darwin’s theory, students are encouraged to explore other scientific explanations for the origins of life and evolution, to help illustrate the dynamic nature of scientific knowledge. Scientific Inquiry This should enable students to: a) make careful observations and accurate records (e.g. observe distinguishing features for identifying organisms, and variations in humans); b) use appropriate instruments and proper techniques for carrying out practical work on molecular genetics (e.g. DNA extraction and gel-electrophoresis); c) classify, collate and display both first and second hand data (e.g. construct a pedigree of the inheritance of some human traits); d) use diagrams and physical models as visual representations of phenomena and relationships arising from the data (e.g. genetic diagrams and DNA model); and e) formulate and revise scientific explanations and models using logic and evidence (e.g. use of fossil records as evidence for evolution). STSE Connections This should enable students to: a) be aware of the application of knowledge of basic and molecular genetics in society and its social, ethical and economic implications; b) be aware that societal needs have led to technological advances (e.g. recombinant DNA technology and DNA fingerprinting); c) appreciate the contribution of the Human Genome Project (HGP) and the application of biotechnology to humans and society; d) appreciate the role of science and technology in understanding the complexity of life forms and their genetics; e) understand how science has been influenced by societies (e.g. various views on the origins of life and evolution); and f) explain how the knowledge of biotechnology may lead to the development of new technologies and how new technologies may lead to further understanding of inheritance. Nature and History of Biology This should enable students to: a) be aware of the dynamic nature of biological knowledge (e.g. from basic genetics to molecular genetics, and the development of classification systems); b) recognise the contributions of various people (e.g. Gregor Mendel, James Watson, Francis Crick, Charles Darwin, Sir Alfred Russel Wallace and Jean Baptiste Lamarck) to the understanding of genetics and evolution; c) appreciate the advancement of the study of genetics from traditional breeding experiments to molecular experimentation and analysis; and d) be aware that biological knowledge and theories are developed through observations, hypotheses, experimentations and analyses (e.g. Mendel’s work).