Healthy Start to Life: Environment

Year 13 - Biology and Science Classes

Class size: Up to 30 students (although for senior classes we recommend 25 students per group)

1. Develop understanding of how biotechnological techniques of PCR and Gel Electrophoresis are used in research with the context of Developmental Origins of Health and Disease.
2. Gain hands-on experience in the use of micro-pipettes and the techniques of PCR and Gel Electrophoresis.
3. Consolidate understanding of biological concepts from the New Zealand Curriculum that are relevant to the named research context:
   Gene Expression | Application of biotechnological techniques to understand factors that impact on gene expression
4. Develop an understanding of the value of the use of models in scientific research.
5. Develop an understanding of how scientists communicate their work, and collaborate within the scientific community.
6. Explore perceptions of the role of science in society and the work that is carried out by scientists via small group interactions with scientists during the programme.

7.  

Classes arrive between 9:15am and 9:30am and leave at 2:30pm.

• Research Seminar - interactive teaching and learning session in which students are introduced to the research context and review curriculum concepts.

Short Break (10 minutes)

• Practical 1: Micro-pipette skills.
• Practical 2: PCR - review of PCR process | Practical - use of PCR to investigate gene expression
• Practical 3: Gel Electrophoresis.

Lunch Break (40 minutes)

• Meet a Scientist: Small group discussions with scientists about their work.
• Gel Analysis: Students analyse the results of their gels.

Developmental Origins of Health and Disease

A large body of epidemiological and experimental evidence shows that early life influences play a major role in determining risks of childhood obesity and cognitive or emotional disorders, and of the later onset of heart disease, diabetes, osteoporosis and other conditions. Similar phenomena affect production characteristics in pastoral farm animals. Students will be introduced to and explore work, to which New Zealand scientists are contributing, that addresses the key question of how and why early life events affect developmental outcomes. A key concept underpinning this research is that environmental cues during early life may act through the processes of developmental plasticity to modify the life-course in ways that have the potential to be adaptive. The mechanisms of developmental plasticity have evolved to tune the developing organism to its later environment; however, in the mammal there are particular risks of faulty transduction of environmental cues in early development, leading to an increased risk of poor health in later life.

The New Zealand Curriculum 2007 | Level 8 Science.

Nature of Science:

Understanding About Science

Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate.

Communicating in Science

Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed.

Participating and Contributing

Use relevant information to develop a coherent understanding of socio-scientific issues of concern to them, to identify possible responses at both personal and societal levels.

Living World: 

Level 8 | Life Processes, ecology, and evolution.

Understand the relationship between organisms and their environment.  Explore the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes.

Understand how humans manipulate the transfer of genetic information from one generation to the next and make informed judgments about the social, ethical, and biological implications relating to this manipulation.

Biology

Biology 3.2 | Integrate biological knowledge to develop an informed resonse to a socio-scientific issue.

Biology 3.4 | Demonstrate understanding of how an animal maintains a stable internal environment.

Biology 3.7 | Demonstrate understanding of human manipulations of genetic transfer and its biological implications.