Exploring Epigenetics &

the Scientific Investigator

Free 3-part toolkit for teaching epigenetics to A-level students

Download an overview of the toolkit here

1.  The Genetic Code (pre-lesson activity)

Designed to recap prior knowledge linked to Sanger sequencing data.

A-level Learning Outcomes

(1) I can explain structure of DNA, mRNA, tRNA and the polypeptide chain

(2) I can explain the mechanisms of transcription and translation

(3) I can explain how the Sanger method can determine a DNA sequence

Download the teacher notes here

Download the student sheets here

2.   Modelling Gene Regulation (classroom activity)

A physical modelling exercise to explore the mechanisms of gene regulation by transcription factors, DNA methylation and histone acetylation.

A-level Learning Outcomes

(1) I can evaluate the utility of models

(2) I can explain the structure of chromosomes

(2) I can explain the mechanisms of transcriptional regulation in response to environmental variables through the mechanisms of:

• transcription factors

• histone acetylation

• DNA methylation

Download the teacher notes here

Download a risk assessment for this activity here

Download the student sheets here

3.   Scientific Investigator (classroom or homework activity)

An online, interactive animation that allows students to experience what epigenetic changes to gene expression might look like in the laboratory and to practise interpreting experimental data.

A-level Learning Outcomes

I can explain:

• experimental design

• data interpretation

• scientific literacy

I can apply my understanding of 2 fundamental concepts to a simulated study in mice:    

(1) Epigenetic modifications do not alter DNA sequence

(2) The environment does affect the type and location of epigenetic modifications

Download the teacher notes here

Download the student sheets here

This toolkit is connected to Gurdon Institute work through:

• The pivotal role of scientists at the Gurdon Institute in contributing to current understanding of epigenetics.

• The use of scientific data and skills.

Toolkit Team

Karen Stephens

After graduating in Biology at the University of Nottingham, I completed a PhD in Molecular Genetics at the University of Leeds. Although I liked pursuing postgraduate work, I also enjoyed opportunities to engage in Science Communication with a range of audiences (I do like to talk!). This led me to do a PGCE in Biology at the University of Cambridge. Since then it’s been hard to get me to be quiet! I’ve taught in Secondary schools, worked with new teachers, written and run CPD for the Science Learning Centres, devised Biotechnology experiments and resources for Sixth form teaching and now SCoPE has expanded my horizons to the fascinating world of epigenetics. This project’s been an amazing opportunity to work with a host of interesting people and collaboratively create resources we’d like to use and see used with Sixth form classes.

Neha Agrawal

I am a Research Associate at the Gurdon Institute where I am investigating the genetic basis of obesity to identify and examine novel obesity causing genes. I have a long-standing and active interest in science education and outreach and have been involved with various initiatives. I joined the SCoPE project as it provided a good opportunity to collaborate with teachers and education specialists to co-develop toolkits communicating research in a fun and interactive way – it has been a great learning experience for me!

Ian Harvey

I studied Natural Sciences at Cambridge University and graduated in 1972. After 3 years research at the Sub-Department of Animal Behaviour, Cambridge University, I joined the biology department at Hills Road Sixth Form College in 1975 and have worked there ever since. For 30 years I was Head of Department which I relinquished in 2017 and now continue to teach part-time. I now have the time and head space to indulge lots of passions such as organizing Big Biology Day, delivering practical science teaching to teachers and students in Sierra Leone and contributing to the fantastic Cambridge biology network. I've been a Patron of the Cambridge Science Festival for 10 years.

Charlie Pettit

I graduated from Newcastle University with a degree in Biology in 2007 and began a career in Neuroscience research that took me first to Berlin (Freie Universität Berlin) and then on to Cambridge (Welcome Trust Sanger Institute). Following some collaborations with the Sanger Institute public engagement team I became interested in teaching and completed the University of Cambridge PGCE in 2010. I have worked with a number of different schools in a number of different roles and consider myself very lucky to be part of the teaching profession. The ScoPE project has provided a fantastic opportunity to bring scientists and teachers together to focus on how we approach practical work with young people and create something exciting and engaging for students to explore cutting edge research.

Shannon Smyly

I studied my undergraduate and Honours degrees at the University of Cape Town, in South Africa. I am currently pursuing my MPhil at the Gurdon Institute, working on developing a method to detect DNA mutations. I have never had any experience with public engagement before, and I got involved in the SCoPE project because I wanted to learn more about science communication and public engagement.

Bernhard Strauss

Bernhard is a senior research scientist at the Gurdon Institute and the department of biochemistry. He is currently working on the molecular interactions between liver cells and the extracellular matrix that control cell division and cell type specification. Bernhard has previously pioneered live imaging approaches in different organisms to study cell division and has recently started an initiative to promote novel theoretical approaches in cancer research. He studied medicine and biology at the University of Vienna, Austria, and obtained a PhD in molecular cell biology from the University of Cambridge.

Please contact us with any questions.