15 – 1
Chapter 15
Genetic Frontiers
CHAPTER OUTLINE
Genetic modification of organisms
Recombinant DNA technology
A specific region of DNA is isolated from the cell’s DNA
Recombinant DNA molecules contain DNA from two sources
Recombinant DNA molecules are transferred into a new host organism’s cell
Cells that have taken up the gene of interest are identified
Focus On: DNA Microarrays
Plants and People: Genetic Engineering and More Food for a Hungry World
Plants and the Environment: Field Testing of Genetically Engineered Plants
CHAPTER OBJECTIVES
1. Define genetic engineering and outline the primary techniques used in recombinant DNA
technology, including genetic probes and DNA cloning.
2. Explain the actions and importance of restriction enzymes and ligase.
8. Discuss safety issues associated with recombinant DNA technology and explain how
these issues are being addressed.
LECTURE OUTLINE
I. What is the difference between selective breeding, biotechnology, and genetic engineering?
II. What is recombinant DNA technology?
A. How is a specific region of DNA isolated from the cell’s DNA?
3. What is the role of DNA ligase?
B. How is DNA from one source inserted into the DNA of another cell?
1. What is a transformed cell?
C. What techniques are used to identify cells that have taken up the gene of interest?
D. What are some difficulties encountered in inserting genes into plant cells?
III. What is genomics?
A. What are some techniques used in genomic research?
KEY TERMS
Agrobacterium, p. 298
biotechnology, p. 294
genomics, p. 300
genetically modified crops, p. 305
RNA interference, p. 301
selective breeding, p. 294
TEACHING TIPS
1. New developments in biotechnology are often in the news. Find several recent examples
2. Many students are concerned about the possible misuse of recombinant DNA technology
and potential risks to human health, agriculture, and the environment. Take time for class
3. Use visuals to present the techniques in recombinant DNA technology. Present the material
in flow-chart fashion to help students understand this rather complex topic.
4. Students can cut open a plasmid and insert a gene of interest with paper plasmids that you
can develop. Have scissors, tape, and paper strips with base pairs in sequence to represent