Course Profile Biology (SBI4U), Grade 12, University Preparation, Catholic

Unit 3: Evolution

Time: 20 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

In this unit students investigate the theory of evolution, its development, evidence that supports it, and mechanisms that explain it. Students identify questions that arise from concepts of evolution and diversity, solve problems using the Hardy-Weinberg equation, and conduct investigations relating to evolution. This unit builds on concepts introduced in the Diversity, Genetic Continuity, and Cellular Functions units from the Grade 11 University Preparation Biology course, and from the first two units of this course. Evolution is presented to students within a Catholic context that views reality through the eyes of faith and challenges students to grow in a fuller understanding of their faith. Appendix 5: The Serpent and the Soul (A Catholic Perspective on Bioethical Issues) is a resource and reflection. It contains questions that students can answer as they work through this unit. In this unit, students could divide the pages in their Journeyer’s Journal vertically in half. One side of the page could be devoted to moral/ethical reflections and questions, while the other side could be devoted to their questions, hypotheses, and thoughts on scientific ideas and concepts that arise throughout this unit. Using a split page, students and teachers can visually track their ideas and questions. Current issues, for example, those relating to biotechnology that were introduced in the Molecular Genetics unit, could be used to stimulate reflective thinking in this unit and be included in students’ Journeyer’s Journal. Students should be encouraged to seek correlations between the units in this course and reflect on how their thoughts/faith have changed as a result of class discussions and individual reflections.

The first activity introduces the historical and cultural context of evolution using various sources, including the Scopes Trial (excerpts from the play or video could be used). Students participate in a small group activity in which students explore the culture, history, and development of the theory of evolution by analysing a variety of items selected. Students then research the work of individuals or events, and make a conceptual timeline of their contribution to evolution. In their Journeyer’s Journal, students identify questions relating to the theological, ethical, and conceptual issues of evolution and diversity.

In the second activity, students learn about the critical role that evidence plays in the development of a theory. Using their timeline from Activity One, they identify different examples of evidence that have influenced the development of the theory of evolution. Using a case study or other inquiry activity, students analyse the ability of one or more types of evidence to support a hypothesis that explains the theory of evolution, communicating their results in a discussion paper. Students describe and analyse examples of how technology has influenced our understanding of evolution.

In the third activity, students use a model to simulate Hardy-Weinberg equilibrium. Students develop and use sampling procedures to gather data based on simulations of the peppered moth studies. Using their results, students explain the process of adaptation of organisms to their environment.

In Activity Four, students study the mechanisms associated with speciation (microevolution, reproductive isolation, and geographical mechanisms) and apply those mechanisms to explain speciation in Darwin’s finches.

In Activity Five, students investigate the mechanisms of the evolution of a specific molecule, cytochrome c, by means of current research in molecular genetics.

It is recommended that a summative test be given as Activity Six. This test should be rigorous and reflect the depth of knowledge required in this unit. This unit involves the use of higher-level thinking skills which some students may require help developing. The approach suggested leads students to become creative and critical thinkers. Group work is included in each activity. The structure of the groups from one lesson to the next may vary or be consistent; the approach taken should meet the individual needs of the class. Although students work in groups, teachers are reminded to ensure that the final product is the individual student’s work. In any group activity that requires a single product for submission, each student’s work must be assessed individually.

Each of these activities cluster expectations in a way that allows students to sequentially develop the skills and understanding of the rationale for the theory of evolution.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
1. A Walk Through Time	4 hours	EVV.02, EVV.03, EV1.02, EV2.02 CGE 1h, 1i, 2e, 3c, 5a, 5e, 5f SIS.05, .06	Knowledge, Communication, Making Connections	- Students identify the significance of items to evolution (ask/ponder questions about links) - Students prepare a timeline (scientific and cultural)
2. Looking for Evidence	3.5 hours	EVV.02, EVV.03, EV2.01, EV2.02, EV2.05, EV3.02 CGE 2d, 3c SIS.05, .10	Inquiry Making Connections	- Students investigate specific examples of different types of evidence for evolution and the hypotheses that they support - Students complete a case study or inquiry activity investigating evidence supporting the theory and produce a discussion paper
3. Microevolution 3.1 The Hardy-Weinberg principle 3.2 Mechanisms of Microevolution	5 hours	EVV.01, EV1.03; EV2.03, EV2.04 CGE 3c, 5a SIS.05, .06, .07	Inquiry Knowledge Inquiry	- Students investigate the Hardy-Weinberg principle using a model - Students study the mechanisms of evolution and investigate directional selection - Students develop and use sampling procedures to simulate the peppered moth study
4. Speciation	4 hours	EVV.01, EV1.01, EV1.03, EV1.04 CGE 3c, 5a SIS.05	Knowledge	- Students study the mechanisms of speciation and apply the concepts to Darwin’s finches
5. Cytochrome c	2.5 hours	EVV.03, EV3.01 CGE 3c SIS.05	Making Connections	- Students apply current research in molecular genetics to analyse the evolution of cytochrome c
6. Test	1 hour		Knowledge Communication Making Connections	Students complete a unit test

Activity 1: A Walk through Time

Time: 4 hours

Description

Students define evolution and learn about its position as the cornerstone of biological sciences, as well as its role in explaining the diversity of living things. Students work cooperatively to analyse elements associated with the theory of evolution. Through independent research of a major event or person involved in the development of evolutionary theory, students create a thorough timeline of evolution in a historical and cultural context. Students reflect on the Church’s past and present views on the theory of evolution.

Strand(s) & Learning Expectations

Strand(s): Evolution

Ontario Catholic School Graduate Expectations

CGE 1h - respects the faith traditions, world religions and the life journeys of all people of good will;

CGE 1i - integrates faith with life;

CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 5a - works effectively as an interdependent team member;

CGE 5e - respects the rights, responsibilities and contributions of self and others;

CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

Overall Expectations

EVV.02 - evaluate the scientific evidence that supports the theory of evolution;

EVV.03 - analyse how the science of evolution can be related to current areas of biological study, and how technological development has extended or modified knowledge in the field of evolution.

Specific Expectations

EV1.02 - describe, and put in historical and cultural context, some scientists’ contributions that have changed evolutionary concepts;

EV2.02 - identify questions for investigation that arise from the concepts of evolution and diversity.

Scientific Investigation Skills

SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flowcharts, graphs, and diagrams.

Planning Notes

· Gather a collection of items associated with evolution (e g., newspaper headlines, comics, cladograms, fossils, skeletons, pictures; see resources for sources) and organize them into groups that represent different elements associated with the development of the theory of evolution, such as: investigation, research, supporting evidence, controversy, people, and diversity.

· Preview a video that presents evolution in a historical and cultural context and illustrates the controversy that surrounded its development (see resources for suggestion). Select an excerpt that illustrates the points above.

· Become familiar with the Catholic Church’s teachings on evolution. Misconceptions about Creationism are an example of a misguided attempt to apply the theological truth of Genesis to the scientific truth of the evolution theory. Students should be made aware of the current teachings on evolution (see resources).

· Arrange for access to the library/resource centre or computers for student research.

· Prepare the criteria and assessment scheme for the timeline report and presentation.

· Have available chart paper or poster paper cut into squares or “tiles” for students to use to create a classroom-sized timeline.

Teaching/Learning Strategies

The teacher:

· Introduces the topic of evolution (video clips or selected readings based on the Scopes Trial may be used), defines evolution as change through time, and explains the role of evolution in diversity and classification (that is, the reason why organisms can be classified according to their similar features is common ancestry).

· Explains the importance of evolution to biology as the organizing principle that connects the various biological disciplines to one another, including molecular biology, anatomy, and embryology.

· Describes the introductory group activity in which students explore the culture, history, and development of evolution by analysing a variety of items organized into groups around the classroom (last station may include video excerpt or essay). (SIS.05)

· Instructs students to perform two tasks at each station:

· to collectively describe the connection between the items and evolution by suggesting answers to the question “What do these items reflect about evolution?” and recording their answers on chart paper

· to reflect on and inquire further into evolution by individually identifying conceptual or ethical questions resulting from the discussion and analysis at each station, and recording these questions in their Journeyer’s Journal. (EV2.02)

· Facilitates a class discussion about students’ observations and helps identify the ideas the items reflect about evolution (for example, evolution as a process of change; types of evidence that support evolution; the role of analysing similarities and differences among organisms; the controversy surrounding the study and acceptance of evolution; important people involved in its development; its influence on history and culture; and the influence of culture and history on its development).

· Introduces the timeline investigation assignment in which students independently research the impact of an individual or event on the development of evolutionary theory (see Appendix 1). Initial class discussion about this assignment allows students to demonstrate their prior knowledge from Grade 11 biology. Students communicate the information in both a written summary (a “tile” or square piece of chart paper with the information used to construct a class-sized “walk through time”) and an oral presentation to the class, allowing the class to develop a complete historical and cultural timeline of evolutionary theory development. (EV1.02, SIS.05, SIS.06)

· Introduces each presentation in chronological order, allowing for the sequential unfolding of events and societal responses. Note: as necessary, address any misconceptions students may present.

· Assesses presentation and written summary using an appropriate assessment tool. (EV1.02)

· Summarizes development of the theory of evolution, stresses people and events of significant influence, and describes the position of evolution in society today as a fact. In addition, the Church’s teachings on evolution should be presented. Students could be asked to research what is accepted today, using appropriate websites.

· Instructs students to make journal entries reflecting on how and when the Church changed its views on science, specifically the theory of evolution (see Appendix 5).

Students:

· Work in small groups to analyse items associated with evolution and draw connections between the items and evolution, putting their ideas on chart paper. (SIS.05)

· Identify conceptual and ethical questions that have evolved from group discussions at each station, and record these in their Journeyer’s Journal. (EV2.02)

· Research the major impact of an individual or event on the development of evolutionary theory, including a brief synopsis of the societal impact of the work at that time, and present this information in the form of an oral presentation and a “tile” (written summary/picture) that is placed/hung in the classroom, resulting in the construction of a complete timeline. (EV1.02, EV.2.02)

· Record the information from other students in the class and organize it into a concise individual timeline.

· Make a reflection in their journal about the development of the theory of evolution, and the role of the Church and its current teachings on evolution. (EV1.02)

Assessment & Evaluation of Student Achievement

· Assess the timeline tile for Knowledge/Understanding, Communication, and Making Connections, using a rating scale or rubric. (EV1.02)

· Assess the timeline presentation for Knowledge/Understanding, Communication, and Making Connections, using a rating scale. (EV1.02)

· Peer assessment of student summaries may be done using a checklist.

· Assess the Journeyer’s Journal for scientific questions using a rubric or rating scale. (EV2.02)

Accommodations

· Students with physical and learning disabilities are encouraged to use the computer. Peer assistance should be encouraged.

· Students may videotape their presentations.

· For consolidation or enrichment, students may complete a book report on Darwin’s Origin of Species or the work of Thomas Malthus.

· For consolidation or enrichment, students may research original journal articles written by Malthus, Darwin, Wallace, etc., then read and critique them.

· For further explanation and interest, students may research the impact the Church had on the development of the theory of evolution.

Resources

Text

Campbell, Neil. Biology. Don Mills, Ontario: Benjamin/Cummings Publishing, 1987.
ISBN: 0-8053-1840-2

Darwin, Charles. The Origin of Species. Hertfordshire, England: Cumberland House, 1998.
ISBN 1-853-26780-5 (Note: the text reprinted here is the first November 1859 edition)

Galbraith, Don. Biology. Toronto, Ontario: John Wiley & Sons, 1989. ISBN: 0-471-79629-8

Gould, Stephen J. Time’s Arrow, Time’s Cycle: Myth and Metaphor in the Discovery of Geological Time. Harmondsworth, England: Penguin, 1990.

Gould, S.J. Bully for Brontosaurus. New York, NY: W.W. Norton, 1991. ISBN 0-393-02961-1 (essay)

Gould, S.J. Ever Since Darwin. New York, NY: W.W. Norton, 1977. ISBN 0-393-00917-3 (essay)

Gould, S.J. Full House: The Spread of Excellence from Plato to Darwin. New York, NY: Harmony Books, 1996. ISBN 0-517-70394-7

Gould, S.J. Ontogeny & Phylogeny. Cambridge, MA: The Belknap Press of Harvard University Press, 1977. ISBN 0-674-63941-3

Gould, S.J. Wonderful Life: The Burgess Shale and the Nature of History. New York, NY: W.W. Norton, 1989. ISBN 0-393-02705-8

Websites

Evolution: Controversy through Time
– http://www.pbs.org.wgbh/evolution/educators/lessons/lesson7/act1notes.html

Evolution: Scopes Trial – http://www.pbs.org/wgbh/evolution/educators/lessons/lesson7act2.html

Evolution – http://www.pbs.org/wgbh/evolution/index.html

Evolution Introduction – http://www.accessexcellence.com/bioforum/bf02/scott/bf02a01.html

Teaching about evolution and the nature of science
– http://www.nap.edu/readingroom/books/evolution98/

The Scopes ‘monkey trial’ media circus – http://www.dimensional.com/~randl/scopes.htm

Evolution – http://www.rci.rutgers.edu/~ecolevol/fulldoc.html#biocont

Alfred Lord Tennyson’s “In Memoriam” – http://www.bluffton.edu/~humanities/2/tennyson.htm

Evolution debate continues – http://www.cnn.com/2000/LAW/07/13/scopes.monkey.trial/

Overview of religion, culture and evolution
– http://www.nhc.nc.us:8080/tserve/twenty/tkeyinfo/tscopes.htm

The Vatican: Catechism of Catholic Church – http://www.vatican.va/archive/catechism/ccc_toc.htm

Canadian Conference of Catholic Bishops – http://www.cccb.ca/

Video

Inherit the Wind. MGMUA, California. 1960. ISBN 0792807499

Evolution: Darwin’s Story. WGBH/NOVA Science Unit & Clear Blue Sky Production. 2001.

Appendices

Appendix 1 – Teacher’s Notes: The Timeline

Appendix 1

Teacher’s Notes: The Timeline

Each student is responsible for presenting information on a person or organization that has influenced the development of evolutionary theory. The students have up to one class period to research the information and organize a written and oral summary; therefore, the information should be straightforward, describing their topic only with respect to its impact on evolutionary theory. The topics listed below include a variety of people who have contributed answering the challenge of evolution, and therefore a timeline that includes such contributions will reflect the cultural, religious, and scientific views that have accompanied the development of evolutionary theory throughout history.

Students should be encouraged to present their information in a manner that illustrates the common beliefs and reactions at the time; for example, they could role-play their individual or organization.

1700s - Carolus Linnaeus, Comte de Buffon, Erasmus Darwin, Reverend Thomas Malthus

1800s - Jean-Baptiste de Lamarck, Georges Cuvier, Charles Lyell, Darwin’s Beagle voyage, Alfred Russel Wallace, Darwin’s Origin of Species, Gregor Mendel, Thomas Huxley, Charles Hodge, Othniel Charles Marsh, Rev. W. Herbert, Professor Grant, Professor Haldeman, Dr. Freke, Mr. Herbert Spencer (contrasted theories of Creation and Organic Evolution), Rev. Baden Powell

1900s - William Jennings Bryan, Lysenko, The Scopes Trial, Neo-Darwinism, Pope Pius XII, Vincent Sarich and Allen Wilson, Mary Claire King and Allen Wilson, Donald Johanson and “Lucy”, E.O. Wilson, Pope John Paul II, Dr. Arthur Peacocke, Stephen Jay Gould, Niles Eldridge Michael Ruse, Davidson Black (Canadian who discovered fossils of Peking man, a human ancestor near China, setting stage for contemporary investigation of human evolution).

Activity 2: Looking for Evidence

Time: 3 hours

Description

Students learn about the critical role that evidence plays in the development of a theory. Using their timelines, they identify different examples of evidence that have influenced the development of the theory of evolution. They learn about the major types of evidence that have led to the acceptance of Darwin’s theory of evolution, including bio-geographical, molecular, homological (anatomical and developmental), and fossil, and the technology that has made it possible to collect this evidence. Students then analyse the ability of one or more of these types of evidence to support the hypotheses that explain the theory of evolution, and present their findings in a discussion paper.

Strand(s) & Learning Expectations

Strand(s): Evolution

Ontario Catholic School Graduate Expectations

CGE 2d - writes and speaks fluently in one or both of Canada’s official languages;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

Overall Expectations

EVV.02 - evaluate the scientific evidence that supports the theory of evolution;

EVV.03 - analyse how the science of evolution can be related to current areas of biological study, and how technological development has extended or modified knowledge in the field of evolution.

Specific Expectations

EV2.01 - outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth;

EV2.02 - identify questions to investigate that arise from concepts of evolution and diversity;

EV2.05 - formulate and weigh hypotheses that reflect the various perspectives that have influenced the development of the theory of evolution;

EV3.02 - describe and analyse examples of technology that have extended or modified the scientific understanding of evolution.

Scientific Investigation Skills

SIS.05 – locate, select, analyse and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;

SIS.10 – identify and describe science-and technology-based careers related to the subject area under study.

Planning Notes

· Choose an article, case study, or activity that describes in detail one or more types of evidence that have been used to support the theory of evolution (see Resources for ideas). Suggest students use resources other than molecular evidence, because Activity 5 in this profile is based on cytochrome c. Organize necessary materials for the selected activity.

· Prepare a rubric to evaluate student discussion paper.

· Gather examples of evidence (some may be taken from previous activity, such as fossil samples, comparative embryological pictures, Archaeopteryx fossil picture, models of skeletons).

· Preview a video that describes technology used in cladistics/evolutionary studies.

Teaching/Learning Strategies

The teacher:

· Introduces the important role of evidence by referring to the previous day’s discussion about the development of evolution and posing the question, “Evolution is widely accepted as a fact today – Why?” Students should recognize “sufficient evidence” as the reason for this acceptance.

· Describes the connection between hypotheses and predictions, and evidence in the development of any scientific theory, and states and explains the hypotheses that have influenced the search for evolutionary evidence and have assisted in the development and acceptance of evolutionary theory. Distinguish among hypothesis, theory and law by clarifying why the theory of evolution is not the law of evolution. (Refer to Appendix 2.) (EV2.05)

· Instructs students to analyse their timelines and look for examples of evidence that have influenced the development of the theory of evolution, and the technology that has improved the ability to find the evidence. Students share their ideas with the class, and from the discussion, extract the major types of evidence that support evolution, specifically: molecular (e.g., Vincent Sarich and Allen Wilson and the comparison of DNA between humans and apes); homological; fossil (e.g., Donald Johnson and Lucy); and bio-geographical (e.g., Darwin’s finches). Aid students in making a web diagram of the findings. Introduce the role of technological advances in the development of the theory. (EV3.02)

· Introduces each of the different types of evidence by describing a situation in which each has been used to confirm hypotheses. Presents each form of evidence socratically, in terms of what they are, how they are obtained (making reference to various technological advances, e.g., radiometric age dating, DNA fingerprinting), and what they illustrate. Uses models and pictures to represent evidence if available. (EV2.01, EV3.02)

· Outlines the inquiry assignment in which students individually analyse a case study that represents the use of one or more types of evidence for evolution (activity should be based on bio-geographical or fossil evidence, as molecular evidence appears again in Activity 5). Students follow the outlined procedure for the activity and describe the types of evidence represented and the hypothesis(es) supported. Students provide an analytical explanation of how and why the evidence supports the hypothesis. Their observations are summarized in the form of an individual discussion paper. (EV2.01; SIS.05. CGE 2e)

· Provides an outline of how to write a proper discussion paper and provides an appropriate assessment tool for it.

· Allows time for the students to record scientific and theological questions about the diversity of living things, the significance of a theory to science, and specifically the significance of this theory to biology, in their Journeyer’s Journal. Students could read sections from Appendix 5 – Serpent and Soul and discuss or reflect on it. (EV2.02, CGE 3c)

Students:

· Recognize through class discussions the importance of hypotheses in the development of any scientific theory, and then use their timelines to search for evidence that supports the theory of evolution. Make a web diagram of the major types of evidence that supports evolution. (EV2.05)

· Identify technologies that have helped to improve the search for evidence, and share this information with the class. (EV3.02, SIS.10)

· Recognize the importance of evidence and the need to evaluate the quality of evidence in the scientific exploration of a theory.

· Work in small groups on a case study or other activity to investigate a specific example of the one type of evidence and the hypotheses that it supports (e.g., the divergence of Darwin’s finches provides bio-geographical evidence for evolution). (EV2.01, SIS.05. CGE 3c)

· Present their observations in the form of a discussion paper entitled, “Evidence for Evolution,” following the outline provided. (EV2.01. SIS.05, CGE 2e)

· Reflect on and record questions pertaining to the scientific and theological nature of genetic diversity and the significance of the theory of evolution to their lives in their Journeyer’s Journal. (EV2.02)

Assessment & Evaluation of Student Achievement

· Assess the discussion paper for Knowledge/Understanding, Inquiry, and Communication, using a rubric or marking scheme. (EV2.01)

· Assess the Journeyer’s Journal for scientific questions using a rubric or rating scale. (EV2.02)

Accommodations

· Students with physical and learning disabilities are encouraged to use the computer. Peer assistance should be encouraged where appropriate. See resources for online fossil activities.

· Activity stations must be accessible for students with physical limitations, e.g., wheelchair accessible.

· For enrichment, students may visit a museum (or do an online museum tour; see resources) to view and report on an evolution display, or interview an individual involved in researching current initiatives in evolution and report on their area of investigations. Students can borrow a collection of fossils and describe the process of collecting and analysing the fossils and the evidence that the particular collection provides.

Resources

Internet

The Nature of Fossils – http://anthro.palomar.edu/time/time_1.htm

Evidence of Evolution – http://anthro.palomar.edu/evolve/evolve_3.htm

Whales in Transition Activity – http://www.indiana.edu/~ensiweb/lessons.wh.fm.tr.html

Evolution Activities – http://www.indiana.edu/~ensiweb/evol.fs.html

Evolution – http://www.pbs.org.evolution

Teaching Evolution – http://www.ucmp.berkeley.edu/history/evolution.html

The Scientific Method and Evidence for Evolution – http://www.utm.edu/~rirwin/391EvidEvol.htm

Evidence for Evolution – http://www.nova.edu/ocean/bio/1060/evolution1.html

Royal Tyrrell Museum – http://www.tyrrellmuseum.com/tour/entry.html

Online Chapter on Evolution
– http://www.gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookEOL11.html

Online fossil evidence of horse evolution
– http://www.flmnh.ufl.edu/natsci/vertpaleo/fhc/fhc.htm

Writing Scientific Papers – http://www.unlv.edu/staff/cherr/bio191/report2htm
– http://www.wisc.edu/writing/Handbook/science/report.html#Discussion

Learning from the Fossil Record – http://www.ucmp.berkeley.edu/fosrec

Evolution Activities – http://www.ucmp.berkeley.edu/history/evolution.html

Suggestions for Inquiry activities

Whales in Transition – http://www.ucmp.berkeley.edu/history/evolution.html

Evolution Activities – http://www.indiana.edu/~ensiweb/evol.fs.html

Island Biogeography and Phylogeny – http://www.ucmp.berkeley.edu/fosrec/Filson.html
(although, does include a molecular analysis)

Text

Campbell, Neil. Biology. Don Mills, Ontario: Benjamin/Cummings Publishing, 1987.
ISBN 0-8053-1840-2

Galbraith, Don. Biology. Toronto, Ontario: John Wiley & Sons, 1989. ISBN: 0-471-79629-8

Understanding Biology Text

“Investigating Polar Bear and Giant Panda Ancestry” The American Biology Teacher. Volume 63, No. 9, November/December 2001

Appendices

Appendix 2 – Predictions About Evolution

Appendix 2

Predictions About Evolution

Prediction 1

If members of a group evolved from a common ancestor, then they should show similarities in their structure, embryology, and at the molecular level.

Prediction 2

If evolution has occurred, one would expect to find evidence that organisms living in the past have changed, producing those that live today.

Prediction 3

Islands have most likely been colonized by organisms that dispersed from the nearest mainland. Once on an island, the colonizing species, which may be isolated, may evolve in different ways from its relatives on the mainland.

Activity 3: Microevolution

Time: 5 hours

Description

In this activity students use a model to simulate the Hardy-Weinberg principle in a non-evolving population. Students use beads to represent alleles in the gene pool of a population, and randomly combine alleles to form diploid organisms. They simulate several generations of random mating and determine the frequency of the alleles after each generation. They compare their experimental results with the predicted results using the Hardy-Weinberg principle and consider the consequences on the population if there is a significant change, e.g., if geographical isolation occurs. They also study the causes of microevolution by investigating the peppered moth study.

Strand(s) & Learning Expectations

Strand(s): Evolution

Ontario Catholic School Graduate Expectations

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 5a - works effectively as an interdependent team member.

Overall Expectations

EVV.01 - analyse evolutionary mechanisms, and the processes and products of evolution;

Specific Expectations

EV1.03 - analyse evolutionary mechanisms and their effects on biodiversity and extinction;

EV2.03 - solve problems related to evolution using the Hardy-Weinberg equation;

EV2.04 - develop and use appropriate sampling procedures to conduct investigations into questions related to evolution.

Scientific Inquiry Skills

SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, using appropriate library and electronic research tools, including Internet sites;

SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams;

SIS.07 - communicate the procedures and results of investigations and research for specific purposes using data tables and laboratory reports.

Prior Knowledge & Skills

· Biology, Grade 11, University Preparation: Diversity of Living Things and Genetic Continuity (Definitions of the terms gene, allele, chromosome, homologue, monoploid, diploid; recall the Laws of Independent Assortment and Segregation.)

Planning Notes

· Make copies of the Hardy-Weinberg principle inquiry for students (refer to Appendix 3) or see resources for alternate activities.

· This activity requires students to use a binomial expansion equation, some students may need to review this before beginning this activity.

· Students require the following for Appendix 3 activity: two different-coloured paper clips (alternatively, the beads used to make coupled necklaces or diatomic molecules from chemistry modelling kits could be used). Each gene pool is composed of one hundred paper clips or beads (60 of one colour, 40 of the other). To house the paper clips or beads representing the random selection of alleles, and to hold the mating pairs, each group will require three beakers or containers with a sufficiently large opening so that a hand can be inserted comfortably. Each colour of paper clip or bead goes into a container, and the third container receives the selected alleles.

· Create a spreadsheet to record data with 7 rows each containing 20 cells, one for each allele. These cells are to be paired to represent the diploid condition of the gene (refer to Appendix 3). The rows will be labelled as follows:

1. genotypes of the parents

2. the second parental mating pairs

3. F1 offspring

4. F1 mating pairs

5. F2 offspring

6. F2 mating pairs

7. F3 offspring

· To accompany the investigation, create a question sheet which requires students to apply the Hardy-Weinberg principle to different scenarios.

· Provide access to computers, or provide materials for the students’ research on the mechanisms of microevolution.

· Provide a chart graphic organizer for students to complete during the presentation. The chart will list the causes of microevolution on the vertical axis, and mechanism, significance, and effects on genetic variation on the horizontal axis.

· Become familiar with the peppered moth story.

· Collect materials for the peppered moth simulation of directional selection. Students will require the following: construction paper (two sheets, each of a different colour, one of a neutral colour), scissors, and a hole punch. The coloured paper represents the different colours of bark on the trees. “Moths” should be cut/punched out from each of the two non-neutral coloured sheets of paper, and then placed on each of the three sheets of construction paper. We suggest that one will have cryptic colouration as it sits on a background of its own colour; the third piece is a neutral control showing that neither species has an advantage on a neutral background. The neutral colour should show a good contrast with both moth colours. Students must include in their design a method to account for the reproduction of the moths after each generation or timed interval.

Teaching/Learning Strategies

Activity 3.1: The Hardy-Weinberg Principle

The teacher:

· Presents background about population genetics.

· Introduces the Hardy-Weinberg principle through an investigation, noting these key points: the equation, random mating, large populations, etc (see Appendix 3).

· Connects the Hardy-Weinberg principle to evolution, as demonstrable proof of evolution acting on a population. Shows students how evolutionary forces such as genetic drift, gene flow, non-random mating, etc., work to drive populations away from predicted frequencies.

The students:

· Conduct an investigation (Appendix 3) into the Hardy-Weinberg principle, recording their observations and answering related questions and define key terms like populations, gene pool, and genetic variation. (SIS.06; .07, EV2.03)

· Recognize the importance of the Hardy-Weinberg principle to the study of evolution.

Activity 3.2: Mechanisms of Microevolution

The teacher:

· Instructs students to read a text or other appropriate materials that outline the causes of microevolution, and to summarize the information in a concept map.

· Discusses the factors that cause microevolutionary change in a gene pool (i.e., genetic drift, gene flow, mutation pressure, assortive mating, natural selection).

· Divides the students into five groups, one for each of the causes of change in a gene pool, and assigns the students the task of researching and explaining an example(s) of the assigned cause to the class.

· Provides a chart graphic organizer for students to complete during the presentations (EV1.03).

· Monitors the presentations, making sure students are discussing the causes of microevolutionary change and recording the discussion in their organizers.

· Discusses microevolution through directional selection with students, uses the peppered moth as an example of directional selection, and introduces the concept of multiple generations to evolution.

· Instructs students to design and use a model simulating the peppered moth study, using the materials provided, and to record their results in charts then graphs, and analyse the results in terms of microevolution. (The coloured paper represents the different colours of bark on the trees; moths should be cut from each of the two colours used - see Planning Notes for more details.) (EV2.04)

· Makes sure that the students sample several generations and incorporate the generation of offspring into the model. Students should also have a limited time to sample and collect as many moths as possible. The moths should be relatively small and the shape is not as important as the colour.

· Confers with students about their model prior to their using it, and where appropriate, guides students to rethink elements of the design or sampling techniques and the appropriateness of their charts for recording data.

· Designs questions related to the microevolution and the limitations of the model for the students to answer and submit with results, e.g., the students should identify the mechanism as directional selection, and could hypothesize under what conditions this might lead to the evolution of a new species. (EV1.03, 1.04; SIS.06, .07).

The students:

· Read the sections of the text or other appropriate materials on the causes (genetic drift, etc.) of microevolution and construct a graphic organizer (e.g., concept map) summarizing the information.

· Use the Internet or library/resource centre (or materials provided by the teacher) to research a specific cause of microevolution.

· Make a brief (5 min.) presentation explaining the cause and giving an example of the assigned causes of microevolution. (EV1.03)

· Complete the chart graphic organizer during their peers’ presentations on the causes of microevolution. (EV1.03)

· Design and test a model to simulate the peppered moth study; record data in tables, construct a graph based on the results, and identify the limitations of the model, using the materials provided by the teacher. (EV1.03, 1.04; EV2.04; SIS.06, .07)

Assessment & Evaluation of Student Achievement

· Assess the graphic organizer of causes of microevolution for Knowledge and Communication, using a checklist (EV1.03).

· Assess the report on the investigation for Inquiry (the completion of the observation chart and the construction and use of a summary chart) and the responses to the questions related to the application of the Hardy-Weinberg principle. (SIS.06, .07, EV2.03)

· Assess individual presentations on causes of microevolution for Knowledge and Making Connections, using a checklist or rating scale. (EV1.03)

· Assess the chart graphic organizers on the causes of microevolution for Knowledge, using a marking scheme designed for the purpose. (EV1.03)

· Assess the peppered moth report for knowledge of directional selection (EV1.03, SIS.07), and the design of the model and appropriateness of the sampling techniques (EV2.04, SIS.06) for Inquiry, using a marking scheme

Accommodations

· Students who have difficulty manipulating fine materials should use the paper clips for the alleles in the Hardy-Weinberg inquiry.

· Students with visual difficulties should have access to enlarged charts and organizers.

· Students with visual difficulties should have access to large-sized moths and an extended time period for sampling.

Resources

“Hardy-Weinberg Equilibrium and Evolution: A Lab Exercise.” The American Biology Teacher, Volume 63, Number 9. Nov/Dec 2001

Franzoni, Orfeo. “Population Genetics and Evolution.” Ward’s Natural Science Establishment, Inc. (Simulation Game.)

Websites

A Simple Demonstration of the Hardy-Weinberg Principle
– http://www.georgetown.edu/departments/biology/class/hardy/hardy2.html

Genetic Drift – http://darwin.eeb.uconn.edu/simulations/drift.html

Genetic Drift Simulation – http://www.biology.arizona.edu/evolution/act/drift/about.html

Hardy-Weinberg Problem – http://biology.nebrwesleyan.edu/viets/hw/bio1hwans.html

Hardy-Weinberg Equilibrium Model – http://anthro.palomar.edu/synthetic/synth_2.htm

Micoeveolution – http://www.zo.utexas.faculty/sjasper/bio304/microevol.html

Natural Selection and Genetic Drift Modeling Exercise
– http://fmc.utm.edu/~rirwin/NatSelModIntro.htm

Population Genetics & Hardy-Weinberg Equilibrium – http://www.baa.duke.edu/baa93/h-weq.htm

Appendices

Appendix 3 – MN Blood Groups and the Hardy-Weinberg Principle

Appendix 3

MN Blood Groups and the Hardy-Weinberg Principle

Background: This model assumes that a population has only two alleles at a given locus. The frequency of the alleles is 60% M (p =0.6) and 40% N (q =0.4). According to the Hardy-Weinberg principle for a diploid population, the frequency of each genotype is p² + 2pq + q² = 1. where p²= MM, 2pq = MN,
q² = NN. In this population, the predicted frequency of p²=0.36, and 2pq =0.48 and q² =0.16. The first part of the model places all the alleles in a jar to represent the gene pool for the population. Students randomly select two alleles for each individual from the gene pool (law of independent probability). They will create ten individuals that will be the Parental generation (P₁) for the model. Students place the ten individuals (diploid) into a container and select two at a time to represent the mating pairs. They record this on their observation sheet. Next, they simulate the genetic reassortment during sexual reproduction. Each mating pair of individuals produces two offspring. The genotypes of the offspring are determined by the genotypes of the parents. Where the parents are homozygous at a locus, the gametes will all contain that allele. Where the parents are heterozygous at a locus, the gametes have an equal probability of containing either of the alleles. In order to replicate the independent probability that either allele could be involved in fertilization, students flip a coin to determine which allele is passed on (e.g., heads for M and tails for N). The offspring formed represent the First Filial Generation F₁. Students place these individuals back into the mating pairs container and randomly select mating parents from F₁ and then repeat the above procedure for the F₂, F₃ generations. For the F₁, F₂, and F₃ generations, students record the frequency of each of the genotypes and each of the alleles. In order to determine the frequency of M, they use the following formula: Frequency of M = (M/(M+N)) and N = (N/(M+N)) or 1 - frequency of M. They then compare the allelic frequency of the F₁, F₂, and F₃ to that predicted by the Hardy-Weinberg principle.

Purpose

· To use a model to simulate the Hardy-Weinberg principle.

Materials

· 3 containers, 60 black beads*, 40 white beads, recording chart, coins for flipping. The black bead represents the M allele for a blood protein, and the white bead represents the N allele.
* coloured paper clips could also be used

Method

Place all the beads in one container and mix them up.

1. Record the ratio of M alleles (p) in the gene pool and the ratio of N alleles (q) in the gene pool.

2. Use the Hardy-Weinberg principle to predict the Ratio of MM, MN and NN individuals in a stable non-evolving population.

3. Have one member of the team close his/her eyes or look away, select two beads at a time, and if possible, join them together until there are ten coupled pairs.

4. Record the genotypes of the parental generation on the observation sheet.

5. Place the coupled beads in another container. Have one team member close his/her eyes and randomly select two couples at a time. Place them on the recording sheet in spaces provided for P₁ Mating Pairs.

6. Record the genotypes of the mating pairs on the observation sheet.

Each mating pair produces two offspring. Where the parent is homozygous at a locus, each gamete will have only one type of allele and that allele is passed on to the next generation. Where an individual is heterozygous at a locus, there will be two types of gametes — one for each allele. Each allele has an equal probability of being passed on. Flip a coin to determine which allele will be passed on to the next generation (use heads for M and tails for N).

Appendix 3 (Continued)

7. Determine the genotypes of the F₁ generation and record them.

Couple the beads together and place them in the container. Have one member of the group select the mating pairs at random.

Repeat the process for two more generations.

8. Record the genotypes of the F₁ mating pairs.

9. Record the genotypes of the F₂ offspring.

10. Record the genotypes of the F₂ mating pairs.

11. Record the genotypes of the F₃ offspring.

12. Determine the frequency of each allele (M and N) for each generation of offspring.(M=M/(M+N)), (N=N/(M+N))

13. Compare that frequency to the one predicted in step 1.

14. Compare the frequency of each of the genotypes to that predicted in 2.

Observation Table: MN Blood Groups

Genotypes of Parents

Genotypes of the P₁ Mating Pairs

Genotypes of the F₁ Offspring

Genotypes of the F₁ Mating Pairs

Genotypes of the F₂ Offspring

Genotypes of the F₂ Mating Pairs

Genotypes of F₃ Offspring

Questions

1. Was genetic equilibrium maintained?

2. If it was not maintained, which of the causes of microevolution might account for that fact? What changes would you make to the model to simulate a condition where the homozygous recessive condition was an advantage to the organism?

3. Would the Hardy-Weinberg equilibrium be maintained in this situation?

4. What type of microevolutionary mechanism would this be?

Activity 4: Speciation

Time: 4 hours

Description

In this activity, students study the mechanisms associated with speciation (microevolution, reproductive isolation, and geographical mechanisms) and apply those mechanisms to explain speciation in Darwin’s finches.

Strand(s) & Learning Expectations

Strand(s): Evolution

Ontario Catholic School Graduate Expectations

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 5a - works effectively as an interdependent team member.

Overall Expectations

EVV.01 - analyse evolutionary mechanisms, and the processes and products of evolution.

Specific Expectations

EV1.01 - define the concept of speciation and explain the mechanisms of speciation;

EV1.03 - analyse evolutionary mechanisms and their effects on biodiversity and extinction;

EV1.04 - explain, using examples, the process of adaptation of individual organisms to their environment.

Scientific Inquiry Skills

SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team using appropriate library and electronic research tools, including Internet sites.

Prior Knowledge & Skills

· Biology, Grade 11, University Preparation: Diversity of Living Things and Genetic Continuity (Mendelian genetics, classification)

Planning Notes

· Collect pictures of closely-related species or organisms, and of varieties of the same species (e.g., Brassica, Canis familiaris, Columba linia) to display in class.

· Construct a chart graphic organizer for students to complete during the jigsaw exercises on reproductive isolating mechanisms.

· Book the library/resource centre or arrange for student access to computers, or provide materials for the students research on reproductive isolating mechanisms.

· Provide pictures of and demographic information on Darwin’s finches in the Galapagos Islands (see websites).

Teaching/Learning Strategies

The teacher:

· Displays pictures of closely related species and of varieties of organisms belonging to one species.

· Uses the pictures as a resource to guide students to a biological definition of species.

· Distributes chart graphic organizers for students to summarize information from the group work (for example, it could be designed so that the vertical axis/column identifies the types of isolating mechanisms and the horizontal axis/row is used for their definitions such as, “Why this is a barrier to gene flow?”).

· Divides class into eight groups and assigns students to them (one group for each type of prezygotic and postzygotic isolating mechanism). Students research and give examples of the assigned mechanism (forming expert groups).

· Monitors, observes, and assists the groups in clarifying concepts as needed.

· Instructs students to reform groups, with at least one member of the eight reproductive isolating mechanisms.

· Outlines the three geographical mechanisms of speciation: allopatric, sympatric, and parapatric, including a description of adaptive radiation.

· Provides background information on Darwin’s finches (i.e., location, archipelago, volcanic, no predators, few competitors, different beak structure, similar beak coloration, songs vary with beaks, chart of the distribution of birds, etc.).

· Assigns students to groups of 3 or 4 and assigns each group with the task of being Charles Darwin and writing a report for a scientific journal on the likely origin and mechanisms of speciation of a group of finches on the Galapagos Islands (each student submits an individual report).

The students:

· Read a section of the text or other appropriate materials on reproductive isolating mechanisms and mechanisms of speciation.

· Summarize the information on a concept map. (EV1.01)

· Research and complete the chart graphic organizer for their assigned mechanism.

· Explain their mechanism to the members of the reformed groups. Where there are two members from the same expert group, the students each do part of the presentation.

· Complete the chart graphic organizer for the types of reproductive isolating mechanisms. (EV1.01)

· Work in groups to determine the mechanisms of speciation and then write an individual report or discussion paper for a scientific journal. (EV1.01, 03, 04)

Assessment & Evaluation of Student Achievement

· Peers assess the concept map on speciation using a ranking scale.

· Peers assess concept map on reproductive isolating mechanisms using a ranking scale.

· The teacher will assess the reports/discussion papers for the scientific journal on the origin of different finch species on the Galapagos Islands (key points: single species colonization, allopatry, sympatry, natural selection, ecological opportunity, genetic drift, mutation, genetic variation, adaptive radiation) for Knowledge and Communication using a marking scheme or tool used in Activity 2. (EV1.01, 03, .04)

Resources

Websites

Darwin’s Finches – http://rit.edu/~rhrsbi/GalapagosPages/

Finches’ beaks – http://terraquest.com/galapagos/education/reference/finchb.html

Macroevolution:Species Formation
– http://www.micro.utexas.edu/courses/levin/bio304/evolution/speciation.html

Speciation – http://www.eldacur.com/~jkimball/BiologyPages/S/Speciation.html

The Beaks of Finches – http://www.accessexcellence.org/AE/AEC/AEF/1996/sprague_beaks.html

The 14 finches of Darwin – http://www.horizon.fr/galapagos/pinsonan.html

Video

Evolution: Darwin’s Story. WGBH/NOVA Science Unit & Clear Blue Sky Production. 2001.

Activity 5: Cytochrome c

Time: 2.5 hours

Description

In this activity, students investigate the evolution of cytochrome c using a simulation activity applying concepts of biochemistry, molecular genetics, mechanisms of evolution, and phylogeny.

Strand(s) & Learning Expectations

Strand(s): Evolution

Ontario Catholic School Graduate Expectations

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems.

Overall Expectations

EVV.03 - analyse how the science of evolution can be related to current areas of biological study, and how technological development has extended or modified knowledge in the field of evolution.

Specific Expectations

EV3.01 - relate present-day research and theories on the mechanisms of evolution to current ideas in molecular genetics.

Scientific Inquiry Skills

Prior Knowledge & Skills

· Biology, Grade 11, University Preparation: Diversity of Living Things, Genetic Continuity, and Cellular Functions

· Biology, Grade 12, University: Metabolic Processes and Molecular Genetics (the structure of proteins; action of enzymes; types of mutations to DNA)

Planning Notes

· Copy student worksheets, see Appendix 4.

· Review molecular structure and function of cytochrome c.

Teaching/Learning Strategies

The teacher:

· Introduces the activity with a brief introduction of cytochrome c (structure and function).

· Outlines the inquiry and provides students with the worksheets (see Appendix 4).

· Assists students as required during group work.

· Provides students with a copy of a phylogenetic tree for mammals after they have designed their own based on cytochrome c, for use with question 4 in activity.

· Refers students to Appendix 5 to stimulate student reflection.

Students:

· Work in pairs to complete the activity (each student is responsible for completing their own worksheet).

· Make a journal reflection on present-day views of the theory of evolution.

Assessment and Evaluation of Student Achievement

· Assess the worksheets for Knowledge and Making Connections using a marking scheme. (EV3.01)

Resources

Dickerson, R.E., Scientific American 226 (4): 58-72 (1972).

Voet, D. and J. Voet. Biochemistry. John Wiley and Sons Inc., 1995.

Appendix 4

Cytochrome c Simulation of Evolution Investigation

Does the molecular record of Cytochrome c support or refute the theory of evolution?

a.a site

Man/Chimp

Rhesus mon

Horse

Zebra

Sheep

Cat

Rat

Porpoise

Kangaroo

Turkey

Dove

Wood duck

Turtle

Rattlesnake

Frog

Mackerel

Shark

Appendix 4 (Continued)

Hydrophilic, acidic D =Asp, E=Glu

Hydrophilic, basic H=His, K=Lys, R=Arg, X=trimethyllys

Polar, uncharged B=Asp, G=Gly, N=Asn, Q=Gln, S=Ser, T=Thr, W=Trp, Y=Tyr, Z=Glu

Hydrophobic A=Ala, C=Cys, F=Phe, I=Ile, L=Leu, M=Met, P=Pro, V=Val

Answer the following questions on the basis of the information provided above and information contained in your textbook.

1. Count the number of types of amino acid at each of the sites and record the answer at the end of each row. Why do you think that at some sites the amino acid never varies?

2. Examine site 22 and note the amino acid at that site. Investigate or identify the chemical properties of those amino acids. Explain why substitutions at this site appear to be limited?

3. Examine site 33. Determine the chemical properties of the amino acid at this site. Explain the variability at this site?

4. For site 33, list the possible genetic codes that would code for each of those amino acid types. Applying your knowledge of mutations, identify the most probable codes for each amino acid and the mutation that is most likely to cause a change from the old amino acid to the new amino acid. Remember to start with the most ancient organism.

5. There is only one amino acid difference between humans, chimps and the rhesus monkey. There is an average difference of 10 amino acids between humans and other mammals; 13 amino acids between humans and birds; 14 amino acids between humans and reptiles; 21 amino acids between humans and fish; 27 amino acids between humans and insects; 45 amino acids between humans and plants. Does this information support or refute the theory of evolution? Why? Why not?

6. Does the overall similarity in cytochrome c between all living organisms support or refute the theory of evolution? Explain.

7. Humans and chimps have no differences in the amino acid composition of cytochrome c. Does this fact alone support or refute the theory of evolution? How could you explain this fact?

8. Draw a phylogenetic tree based on cytochrome c for mammals. How does this tree compare to other phylogenetic trees for mammals? (Note: the teacher may need to provide additional resources for this question.)

Appendix 5

The Serpent and the Soul (A Catholic Perspective on Bioethical Issues)

(Written by Ted Laxton, Course Profile writer)

In the great narrative of the Garden of Eden, there is a struggle in the emerging consciousness of Adam and Eve. God had just created and animated the first human with a soul. The very nature of man and woman had been elevated to more closely join in communion with God. However, they retained their serpent-like instinctual drives for pleasure, self-indulgence, and power. These baser drives led Adam and Eve to seek a life separate from the will of God.

This story continues to have relevance for us today. Science, when used for the purposes of achieving the will of God, brings goodness and healing to the earth. Science, when used for the baser purposes of achieving the drive for power, pleasure or self-indulgence, alienates man and woman from God, each other, themselves and the rest of nature. When scientific research divorces itself from the encumbrances of the philosophical, theological, and ethical consequences of its actions, it can become blind to the consequences of its actions on the human condition and the human person.

The Catholic Church stands resolutely against the desecration of human life through the use of embryonic tissue for the purposes of stem cell research. Those persons who support stem cell research often argue that the end justifies the means. They sincerely feel that more good than harm will result from their research. This is an ethical argument known as Utilitarianism. As Catholics, we follow the Natural Law ethic which states that all life is of intrinsic worth and inalienable value. As such, there is no justification for the intentional destruction of a single life so that others may benefit. In addition, the whole of humanity is devalued by a social conscience that regards human life as something that can be quantified and defined by arbitrary parameters, i.e., the embryo is not human until the fetus has reached a certain stage. Other forms of stem cell research that use other types of tissue and do not threaten the sanctity of life are not a concern for the Catholic Church. The source of totipotent cells (cells that can develop into a human) is a human embryo. The source of multipotent cells (cells that can only develop into tissues, i.e., stem cells from bone marrow) is a developed organism. The Catholic Church has no moral concern about the use of multipotent cells but condemns the use of totipotent cells. Outline several reasons for the Church’s concern about embryonic stem cell research.

As Catholics, we are called to ask some fundamental questions when faced with the ethical issues posed by modern technologies. Is this procedure life-giving for all involved? Is this dehumanizing? Does this divorce us from our responsibilities to create, nurture and foster life?

Does this degrade the human condition? Can it serve the common good or is it prone to misuse?

Do we know enough to embark on such dangerous quests? Are we prepared to handle all results, both intended and unintended? Are we being responsible stewards of creation or does the procedure gives specific individuals a license to play God?

We as Catholics are free to choose whether we believe in the theory of evolution by special creation. A Catholic perspective would recognize God’s providential action in the processes of evolution. In addition, it is our belief that the evolution of the human race was a special act of creation in which the incarnation of a soul fundamentally altered our nature and set us spiritually apart from the rest of creation.

What is it that Catholics hold as being “special” about the creation of human beings? Is it possible to believe in evolution and be a Catholic at the same time? Scientists and others who justify the use of embryos for research argue that human life begins as some time after conception (14 days is often cited). Catholics believe that life begins at conception. Catholics believe that all humans from the moment of conception have certain rights and one of them is the right to life. What dangers do the views of those who favour embryonic cell research pose for society?

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