Common Misconceptions
There are a number of misconceptions that arise when teaching the concept of genetic disorders. Listed below are common misconceptions that may be encountered along with suggested activities, along with where they are located in the lesson sequence provided if applicable, that may help address these misunderstandings.
1. Students often believe everyone is unique because they all have different genesStudents have often heard that it is our genes that make us unique, assuming that each gene within our bodies is unique to us and us alone. In the lesson listed below, students engage in an computer based activity created by the National Human Genome Institute that illustrates the similarities of genes between all humans and humans and other mammals. This activity, when used in conjunction with a class discussion, can help negate this misconception. Please click the link below to be redirected to this activity.
2. Students often interpret disease gene discovery to mean that only those who have the disease have the gene and visa versaStudents often believe that a disease or disorder is something we "catch" and as such, the discovery of a gene associated with a disease is often thought of to be an isolated, unique component that is solely responsible. In the lesson listed below, students are exposed to a video that discusses a families experience Tay-Sachs disease and highlights the cause as being "one wrong letter" in a strand of thousands. It also stresses that everyone has the same gene and this disease in particular is caused by a single point mutation in a gene present in every human. This video, when used in conjunction with a class discussion, can help negate this misconception. Please click the link below to be redirected to this video.
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3. Students often think that any mutation will result in a genetic disorder.
Students often associate the word mutation with the words bad, abnormal, and defect-usually from previous media exposure such as the "mutants" from the movie X-Men. In the lesson listed below, students are given the opportunity to examine the effect of mutations on protein synthesis through the use of a computer simulation. This simulation, in which students create a variety of mutations and observe resulting effects on protein synthesis, can help negate this misconception when used in conjunction with classroom discussion. Please click the link below to be redirected to this computer simulation.
4. Students often think that a genetic disorder in caused by one mutation or one mutated gene.Students often view a genetic disorder as being caused solely by one single point mutation or defect in a particular gene or strand of DNA. In the lesson listed below, students are exposed to a video from Sick Kids Hospital discussing the latest research developments in the genetic components of Autism; where current results indicate some genetic disorders-Autism specifically-may be caused by the mutation of many genes that work together in protein synthesis and function. Please click the link below to be redirected to this video.
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5. Students often think a genetic disorder is only caused by "faulty genes" from the parents.
Often the previous exposure student have to genetic disorders are based on family experiences of inheritable disorders. Although the genetic disorder down syndrome is quite commonly displayed through media, it is rarely advertised as being obtained through the possibility of pure chance during one of the two phases of meiosis. In the lesson listed below, students are given the opportunity to learn about nondisjunction through independent research using a source that teaches nondisjunction through the use of text, pictorials, and mini videos as well as discusses probabilities of occurrence. This website, when used in conjunction with a class discussion, can help negate the above misconception. Please click the link below to be redirected to this website.
6. Students often think that there are only negative effects of a mutation.Students do not often associate a genetic mutation with a life or environmental advantage. In the lesson listed below, students are exposed to a video introducing Sickle Cell Anemia. This video by PBS discusses the advantages of one copy of the recessive gene responsible for Sickle Cell Anemia in terms of its immunity to malaria along side this disadvantages of two copies of the recessive gene responsible for Sickle Cell Anemia. This video, when used in conjunction with a class discussion, can help negate the above misconception. Please click the link below to be redirected to this video.
7. Student are often unaware that traits are often the result of the combined action of many genes and environmental factors.
Students may think that all heritable traits are caused by a single gene and exhibit dominant or recessive patterns of inheritance and not entertain the possibility that traits can result from the combined action of many genes and environmental factors. In the lesson listed below, students are given the opportunity to investigate multifactorial disorders through a hands-on pedigree activity. This activity, when used in conjunction with a class discussion, can help address the above misconception. Please click the link below to be redirected to this activity.
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