teacher guide: you’ve come a long way dolly!

Genetic Science Learning Center, 15 North 2030 East, Salt Lake City, UT 84112 © 2002 University of Utah

http://gslc.genetics.utah.edu

Teacher Guide: You’ve Come A Long Way Dolly!

Abstract:

During this activity, students construct a

timeline depicting the history of cloning.

They present, and then place in order,

key events in cloning using the birth of

Dolly the sheep as a reference point.

Since students are not given the date of

each event, they need to consider the

relative progression of cloning techniques

and the increasing complexity of cloned

organisms. Once the timeline is complete

and the dates are confi rmed, students

are asked to consider and discuss the

scientifi c and social/political signifi cance

of the events.

Module:

Cloning in Focus

Key Concepts:

The importance of the nucleus; cell

differentiation; enucleation; various

cloning techniques, including embryo

twinning and nuclear transfer; relative

complexity of organisms; the long history

of cloning; the social signifi cance of

cloning

Prior Knowledge Needed:

Knowledge of basic cell structure; a basic

understanding that cells differentiate

throughout development; knowledge of the

birth of Dolly the sheep as the fi rst mammal

cloned from an adult cell (not an embryo)

Materials:

Mock newspaper articles, student handouts,

tape, stickers in two colors

Appropriate For:

Ages: 12 - 18

USA grades: 7 - 12

Prep Time:

30 minutes (copying and review)

Class Time:

70 minutes (may be extended by class

discussion and/or assessment)

Activity Overview Web Address:

http://gslc.genetics.utah.edu/teachers/tindex/

overview.cfm?id=dolly

ACTIVITY OVERVIEW

Other activities in the Cloning in Focus module can be found at:

http://gslc.genetics.utah.edu/teachers/tindex/




TABLE OF CONTENTS

Pedagogy

A. Learning Objectives

B. Background Information

C. Teaching Strategies

Page

1-4

Additional Resources

A. Activity Resources

5

Materials

A. Detailed Materials List

5

Standards

A. U.S. National Science Education Standards

B. AAAS Benchmarks for Science Literacy

C. Utah Core Curriculum

5-8

Teacher References

A. Cloning Timeline Events

9

Student Handouts

• Cloning Timeline Activity Instructions S-1

• The Cloning Times Record S-2

• Cloning Timeline Discussion and Questions S-3

• The Cloning Times newspaper articles



I. PEDAGOGY

A. Learning Objectives

• Students will understand that cloning is not a new science

• Students will understand that scientifi c advances are a process with one

“discovery” enabling the next

• Students will think critically about the social or political impact of scientifi c

progress

• Students will learn about the advance of cloning technologies and the current

state of cloning science

B. Background Information

Current media attention seems to indicate that cloning is a recent scientifi c

phenomenon. However, less-publicized studies in cloning have been carried out

since 1885.

The steps leading to current cloning methods began with cloning very simple

organisms by artifi cial embryo twinning (splitting a very early embryo in half in

a Petri dish). Some of the fi rst cloned organisms came from embryos that were

split in two using a fi ne piece of hair as a noose. Further experiments using this

technique established the fact that the nucleus directs cell growth and division.

The next step was cloning by nuclear transfer. This is the process of taking the

nucleus from a donor cell and placing it in an unfertilized, enucleated egg cell.

Experiments using this technique began with simple organisms and progressed

to more complex mammals. Dolly the sheep was the fi rst organism to be cloned

using the nucleus from an adult somatic cell as opposed to an embryonic cell, thus

indicating yet another advance in cloning technology.

Cloning technology has also been used to create transgenic organisms by placing

selected genes in the nuclei of cultured adult somatic cells and then using those

nuclei to create transgenic cloned embryos. When grown to maturity, these

organisms can be used to produce harvestable proteins for human use. Scientists

are working on using cloning techniques to harvest human stem cells for medical

treatment as well.

It is important that students understand the difference between the embryo

twinning and somatic cell nuclear transfer cloning techniques. Since the embryo

used for embryo twinning was produced by sexual reproduction, none of the

resulting clones will be genetically identical to either parent. This is also true for

cloning via nuclear transfer using nuclei from embryonic donor cells. However,

since the nucleus used for somatic cell nuclear transfer is taken from one of a

Page 1 of 9Genetic Science Learning Center, 15 North 2030 East, Salt Lake City, UT 84112 © 2002 University of Utah



donor’s somatic cells, the clone is genetically identical to this “parent.” This ability

to use an adult cell eliminates the need for an embryo, enabling clones to be

produced by asexual rather than sexual reproduction.

For additional information, see What is Cloning?, available on the Genetic

Science Learning Center website at http://gslc.genetics.utah.edu/units/cloning.

C. Teaching Strategies

1. Timeline

• Day before activity:

- Make photocopies of The Cloning Times newspaper articles - one set per

class.

- Make photocopies of the student handouts, including the Cloning Timeline

Activity Instructions (S-1) and The Cloning Times Record (S-2).

- Determine where in the room you will construct the timeline; students do

so by taping up their newspaper articles, so be sure to have plenty of

room.

- Select stickers in two colors

• Day of activity:

- Hand out The Cloning Times newspaper articles to individuals or small

groups.

- Hand out the Activity Instructions and blank Cloning Times Record sheets

to each student.

- Have students carry out the timeline activity.

2. Classroom Implementation

Activity Part One:

• Hand The Cloning Times articles and the student handouts to students as they

enter the class.

• Begin class by discussing the signifi cance of the birth of Dolly the sheep and

the fact that Dolly’s birth is just one event in the long history of cloning.

• Tell the students that:

- They will be using The Cloning Times newspaper articles to construct a

timeline depicting the history of cloning. Each article describes a signifi cant

event in the timeline. The name of the scientist who carried out the

research or a person important to that event is listed after the headlines. A

sentence summarizing the event is printed in bold type at the beginning of

each article.

- As there are no dates on the articles, it is up to them to determine where

to place their event along the timeline (a designated space along the wall

of the classroom).




- Initially, they will use the birth of Dolly as a reference point.

- To construct the timeline, they will present their article headline and

summary sentence to the class, and then tape the article on the wall in

the order they think it belongs relative to events already posted. They will

probably make many adjustments along the way.

NOTE: The completed timeline is available for your reference. See

Teacher Resource (Page 9).

• Ask the students to read the Activity Instructions and begin.

- Students will fi rst silently read the newspaper article you gave them and

think about whether their event might have occurred before or after Dolly’s

birth. Have them write at least one reason for their decision in the space

provided (Step 1 in the Activity Instructions).

- If students are working in small groups, have them fi rst silently read the

newspaper article. Then have them discuss the event as a group and

decide when it might have occurred relative to Dolly’s birth.

• Next, ask the student/group whose headline reads: Hello Dolly! to read their

headline and summary sentence (in boldface type) aloud to the class. Have

that student tape their article in the middle of the space you have designated

for timeline construction. This student must go fi rst as their event is the

reference point.

• Call on students at random (or ask for volunteers) to read the headline and

summary sentence (in boldface type) of their newspaper article aloud. After

each presentation, have the student place the article along the timeline in the

area they think it belongs, and ask them to explain why they are placing their

event in that particular place. Students who are unsure of where to place their

article may ask for input from the rest of the class.

• When student presenters read the following three events, stop, and ask the

class to write that summary sentence in the proper space on the Cloning

Times Record. You will need to tell them the year of the event.

- Frogs cloned by nuclear transfer from a tadpole embryo (1952)

- Female mouse cloned by somatic cell nuclear transfer (1998)

- Human cloning might also be used to create stem cells for new medical

treatments (2001)

This will help keep the students focused during the activity and provide

additional reference points along the way. Use these events to rearrange the

posted newspaper events as necessary.

NOTE: These key events are indicated in bold italics on the completed

timeline for your reference. See Teacher Resource on Page 9.

• When students have placed their newspaper articles in the proper order, the

large, light letters in the background will spell out “You’ve Come A Long Way

Dolly”.




• Once all of the events are correctly placed, give students time to copy the

headlines and summary sentences down in order on their Cloning Times

Record, thus revealing the actual date of each event.

Activity Part Two:

• Designate one sticker color to represent scientifi c signifi cance and the other

sticker color to represent political/social signifi cance. Give the students one

sticker of each color.

• Ask students to fi rst place the designated sticker on the timeline event they

think is of the most scientifi c importance. Discuss these choices as a class.

• Next, ask students to place the other sticker on the event they think has the

most social or political importance. Discuss these choices as a class.

Activity Part Three:

• Use the Questions (Part III) on the Cloning Timeline Activity Discussion and

Questions

student handout (S-3) in one of the following ways:

- Discuss the questions as a class.

- Ask students to choose a question and write a one-page response using

information from the constructed timeline to support their answer.

- Have students chose one question to answer by drawing a mural, comic

strip, or fl ip-book using information from the constructed timeline.

- Assign each question to a small group to discuss and present their answer

to the rest of the class.

3. Adaptations

• This activity can be done as a whole class or within smaller groups.

• Ask students to discuss their articles in small groups and decide on an order

before beginning their presentations.

• Have students use a highlighter to highlight key elements (in addition to the

headline) in their newspaper article before presenting.

• Ask students in more advanced classes to present an article summary, in

addition to the title and summary sentence, to the class

4. Assessment Suggestions

• See Activity Part Three, above.




II. ADDITIONAL RESOURCES

A. Activity Resources - linked from the online Activity Overview:

http://gslc.genetics.utah.edu/teachers/tindex/overview.cfm?id=dolly

• Website: For more information on the events in the timeline, see Additional

Resources for the Cloning in Focus module at http://gslc.genetics.utah.edu/units/

cloning/cloningresources/

• Website: For animations of the cloning techniques described in the timeline see

The Clone Zone in the Cloning in Focus module at http://gslc.genetics.utah.edu/

units/cloning/clonezone/

III. MATERIALS

A. Detailed Materials List

• Copies of The Cloning Times newspaper articles (cut each page in half along the

dotted line) – one set per class

• Copies of the Cloning Timeline Activity Instructions (S-1), Cloning Times Record

(S-2) and Cloning Timeline Activity Discussion and Questions (S-3) – one for

each student

• Stickers in two different colors – one of each color per student

• Transparent (“Scotch”) tape or masking tape

• Highlighters (optional – see Adaptations)

IV. STANDARDS

A. U.S. National Science Education Standards

Grades 5-8:

• Content Standard C: Life Science - Structure and Function in Living Systems;

all organisms are composed of cells that grow, divide and differentiate to form

tissue

• Content Standard C: Life Science - Reproduction and Heredity; hereditary

information is located in genes that are responsible for specifying traits

• Content Standard E: Science and Technology; technologies enable scientifi c

discovery; scientifi c discovery progresses with technology

• Content Standard G: History and Nature of Science - Science is a Human

Endeavor

• Content Standard G: History and Nature of Science - Nature of Science;

scientists test explanations of nature through experiments




• Content Standard G: History and Nature of Science - History of Science; many

individuals have contributed to scientifi c ideas and realities

Grades 9-12:

• Content Standard A: Science as Inquiry - Understandings About Scientifi c

Inquiry; scientists inquire about how living systems function and conduct

investigations to discover new aspects of those systems; new techniques and

tools guide inquiry and contribute to the advance of science

• Content Standard C: Life Science - The Cell; the nucleus guides cell division

and development

• Content Standard C: Life Science - Molecular Basis of Heredity; instructions for

specifying characteristics of organisms are carried in DNA

• Content Standard E: Science and Technology - Understandings About Science

and Technology; technologies enable scientifi c discovery; scientifi c discovery

progresses with technology

• Content Standard F: Science in Personal and Social Perspectives - Science

and Technology in Local, National and Global Challenges; progress in science

and technology can affect and is affected by social issues and challenges

• Content Standard G: History and Nature of Science - Science is a Human

Endeavor

• Content Standard G: History and Nature of Science - Nature of Scientifi c

Knowledge; scientists test explanations of nature through experiments

• Content Standard G: History and Nature of Science - Historical Perspectives;

many individuals have contributed to scientifi c ideas and realities; changes in

science occur as small modifi cations in extant knowledge

B. AAAS Benchmarks for Science Literacy

Grades 6-8:

• The Nature of Science: Scientifi c Inquiry - scientifi c knowledge is subject to

modifi cation as new information challenges prevailing theories

• The Living Environment: Heredity - an egg multiplies to form a complete

organism

• The Living Environment: Cells - cells repeatedly divide to create an organism

• The Nature of Technology: Science and Technology - technology is essential to

science

Grades 9-12:

• Nature of Science: Scientifi c Inquiry - changes that take place in the body of

scientifi c knowledge are small modifi cations to prior knowledge and the testing,

revising and occasional discarding of theories never ends

• The Nature of Science: The Scientifi c Enterprise - progress in science and

invention depends heavily on what else is happening in society




• The Living Environment: Heredity - information passed from parent to offspring

is coded in DNA; genes can be inserted to produce desirable traits

• The Living Environment: Cells - cells have specialized parts

• The Nature of Technology: Science and Technology - technology makes it

possible for scientists to extend their research

• The Nature of Technology: Issues in Technology - social forces strongly

infl uence which technologies will be developed and used

C. Utah Core Curriculum

Intended Learning Outcomes for the Utah Secondary Core Curriculum in Science:

Students will:

4. Demonstrate awareness of the Social and Historical Aspects of Science

a) Understand that social and cultural forces have infl uenced the historical

development of science.

b) Understand how technological advances have infl uenced the progress of

science, and how science has infl uenced developments in technology.

c) Appreciate the challenges faced by scientists in the past and respect the

contributions these men and women have made to advancing science

and technology.

d) Recognize the personal relevance of science in daily life.

e) Respect the contributions of science to the quality of human life.

f) Recognize the interdependence of science, technology, and society.

h) Respect the contributions scientists make to informing public policy

debates, but acknowledge that policy issues cannot be resolved by

science alone because value issues must also be considered.

Biology (9-12):

• Standard 2: Students will understand the classifi cation and function of cells

Objective 1: Investigate the structure and function of cells

- Report the role technology plays, past and present, in the understanding of

cells

• Standard 4: Students will analyze how genetic information is passed from one

cell to another.

Objective 3: Research and analyze perspectives on issues related to genetic

technologies

- Evaluate applications of genetic technologies

Biology: Human Biology (9-12)

• Standard 2: Students will understand the classifi cation and function of cells

Objective 1: Investigate the structure and function of cells

- Report the role technology plays, past and present, in the understanding of

cells




• Standard 3: Students will analyze how genetic information is passed from one

cell to another.

Objective 3: Describe the signifi cance and impact of genetic alteration on living

things

- Describe applications of genetic technologies

V. CREDITS

Activity created by:

Darlene Bell, Weber High School, Ogden, UT

Mel Limson, Genetic Science Learning Center

Molly Malone, Genetic Science Learning Center

Harmony Starr, Genetic Science Learning Center (illustrations)

Funding:

Funding for this module was provided by a Science Education Partnership Award

(No. 1 R25 RR16291-01) from the National Center for Research Resources, a

component of the National Institutes of Health.


of 9


Teacher Reference: You’ve Come A Long Way Dolly!

YEAR SUMMARY SENTENCE

1885 Sea urchins cloned by shaking one embryo into two separate cells.

1902 Salamander cloned by using a noose to separate cells from an early embryo.

1928 The nucleus of cells controls the development of a salamander embryo.

1952 Frog cloned by nuclear transfer from a tadpole embryo.

1968 Frog cloned by nuclear transfer from a differentiated tadpole cell.

1975 Rabbit cloned by embryonic cell nuclear transfer.

1986 Sheep cloned by embryonic cell nuclear transfer.

1987 Cow cloned by embryonic cell nuclear transfer.

1995U.S. President Clinton requested legislation to protect human research

subjects.

1996 Sheep cloned by nuclear transfer from cells grown in the laboratory.

1996 Sheep cloned by somatic cell nuclear transfer.

1997 U.S. President Clinton blocked federal funding on human cloning research.

1997 Monkeys cloned by embryonic cell nuclear transfer.

1997 Transgenic sheep clones can produce treatments for human medical disease.

1998 Perspectives on cloning humans and human cloning research.

1998 Female mouse cloned by somatic cell nuclear transfer.

1999 Male mouse cloned by somatic cell nuclear transfer.

2001Human cloning might solve problems of couples having diffi culty in becoming

pregnant.

2001Human cloning might also be used to create stem cells for new

medical treatments.

2001 U.S. President Bush bans federal funding of all human cloning research.

2002 Different perspectives on human cloning and its possibility.

2002 Human cloning bill passed in the U.S. House of Representatives.


A. Cloning Timeline Events

S-1http://gslc.genetics.utah.edu© 2002 University of Utah

Name Date

Permission granted for classroom use.

Introduction

During the 1990’s, cloning stole the limelight. Dinosaurs came back to life in the Jurassic Park movies, Dolly the sheep burst onto the scene, and suddenly we faced the possibility that humans too could be cloned.

Less obvious in the midst of all the buzz was the fact that cloning is nothing new: its rich scientifi c history spans the past 100 years, and continues to progress quite rapidly. In this activity, you and your classmates will construct a timeline on the history of cloning.

PART I – Activity Instructions

1. Silently read through your Cloning Times newspaper article. Think about whether your event might have occurred before or after the cloning of Dolly the sheep in 1996. Write at least one reason for your decision below.

2. When called upon, present the headline and summary summary sentences (in boldface type) of your newspaper article to the class. Then, place the article on the timeline where you think the event might have happened relative to those that are already posted. Explain why you placed it where you did.

3. As you listen to other students present their events, think of where your event might have occurred relative to theirs on the timeline. Does your event seem less or more advanced than what has been presented? Be prepared to explain your reasoning.

4. Your teacher will instruct you to fi ll out a few signifi cant headlines in the correct place on your Cloning Times Record (page S-2) when your classmates present them.

5. After all of the events are in the correct order, you will be given time to add the rest of the summary sentences to your Cloning Times Record.

CLONING TIMELINE ACTIVITY INSTRUCTIONS

1885

1902

1928

1952

1968

1975

1986

1987

1995

1996

1996 - - - Sheep cloned by somatic cell nuclear transfer.

1997

1997

1997

1998

1998

1999

2001

2001

2001

2002

2002


Name Date


The Cloning Times Record

What does the timeline spell out? ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___


Name Date


PART II – Discussion

1. Which scientifi c event do you think is the most signifi cant in the history of cloning? Place a sticker on that event on the timeline. Be prepared to discuss and defend why you think that discovery had a large impact on scientifi c research.

2. What social or political event do you think is the most signifi cant in the history of cloning? Place a different sticker on that event on the timeline. Be prepared to discuss and defend why you think that event was important.

PART III – Questions

1. Outline a brief history of cloning, highlighting breakthrough events that show different techniques.

2. What do you notice about the progression of organisms that have been cloned? What factors might infl uence the ease of cloning a particular organism?

3. Describe how cloning techniques have changed through time. Which techniques or principles have endured?

4. Explain the difference between using embryonic cells and differentiated adult somatic cells for cloning. What characteristics of embryonic cells led scientists to use them for the fi rst cloning experiments? What characteristics of differentiated adult somatic cells made them more diffi cult to use for cloning?

5. Throughout the history of cloning, have there been periods of low or high scientifi c activity? Why do you think this has or has not happened?

6. Explain why the cloning of Dolly the sheep was such a major scientifi c breakthrough.

7. Are scientists as close to cloning humans as you thought? Support your answer with timeline entries.

CLONING TIMELINE ACTIVITY DISCUSSION AND QUESTIONS

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e n

ucl

eus.

A

fter

a

few

cel

l di

visi

ons,

Spe

man

n

loos

ened

th

e n

oose

, le

ttin

g th

e n

ucl

eus

slid

e ba

ck t

o it

s or

igin

al p

osit

ion

in

th

e ce

ll.

Spe

man

n t

hen

use

d h

is n

oose

to

se

para

te

this

“n

ew”

cell

from

th

e re

st o

f th

e em

bryo

. S

ince

th

e n

ucl

eus

was

now

in

th

e or

igin

al

cyto

plas

m,

this

ce

ll re

sem

bled

a f

erti

lize

d eg

g m

ore

than

an

em

bryo

nic

cel

l. N

ever

thel

ess,

th

is

sin

gle

cell

grew

in

to

a n

ew

sala

man

der

embr

yo.

Wh

at

did

this

te

ll u

s?

Th

e n

ucl

eus

from

an

ea

rly

embr

yon

ic

cell

dire

cts

the

com

plet

e gr

owth

of

a sa

lam

ande

r.

Ess

enti

ally

th

e fi

rst

inst

ance

of

n

ucl

ear

tran

sfer

, th

is

expe

rim

ent

show

ed

that

an

em

bryo

nic

ce

ll n

ucl

eus

cou

ld s

ubs

titu

te

for

the

nu

cleu

s in

a

fert

iliz

ed e

gg c

ell.

Cel

l sep

arat

ed f

rom

em

bryo

’VFrogs Galore! Nuclear Transfer Becomes a Reality

Robert Briggs and Thomas King

Fro

g cl

on

ed

by

nu

clea

r tr

ansf

er

from

a

tad

pole

em

bry

o.

Fas

cin

ated

by

the

idea

of

nu

clea

r tr

ansf

er,

Bri

ggs

and

Kin

g w

ante

d to

see

wh

eth

er t

hey

cou

ld u

se t

his

te

chn

iqu

e to

clo

ne

an e

ven

mor

e co

mpl

ex o

rgan

ism

: th

e fr

og.

Th

eir

fi rs

t ch

alle

nge

w

as

to

isol

ate

the

nu

cleu

s fr

om a

don

or

cell:

in

th

is c

ase,

a c

ell

from

an

ea

rly

tadp

ole

embr

yo.

Nex

t, t

hey

h

ad t

o pr

epar

e a

reci

pien

t fr

og

egg

cell

by r

emov

ing

its

nu

cleu

s –

a pr

oces

s ca

lled

enu

clea

tion

. L

ast,

th

e do

nor

nu

cleu

s an

d th

e re

cipi

ent

egg

cell

wer

e u

nit

ed.

Eve

n

if

all

thes

e pr

oced

ure

s w

ere

succ

essf

ul,

wou

ld t

he

new

“f

erti

lize

d eg

g”

deve

lop

into

a

tadp

ole?

Th

e sc

ien

tist

s cr

eate

d m

any

nor

mal

ta

dpol

e cl

ones

u

sin

g n

ucl

ei f

rom

ear

ly e

mbr

yos.

Bu

t ju

st

like

S

pem

ann

’s

sala

man

der

expe

rim

ents

, cl

onin

g w

as

less

su

cces

sfu

l wit

h d

onor

nu

clei

from

m

ore

adva

nce

d em

bryo

s: t

he

few

ta

dpol

e cl

ones

th

at

did

surv

ive

grew

abn

orm

ally

.

Wh

at

did

this

te

ll u

s?

Mos

t im

port

antl

y,

this

ex

peri

men

t sh

owed

th

at

nu

clea

r tr

ansf

er

was

a v

iabl

e cl

onin

g te

chn

iqu

e.

It

also

re

info

rced

tw

o ea

rlie

r ob

serv

atio

ns.

F

irst

, th

e n

ucl

eus

dire

cts

cell

grow

th

and,

u

ltim

atel

y,

an

orga

nis

m’s

de

velo

pmen

t. S

econ

d, e

mbr

yon

ic

cells

ea

rly

in

deve

lopm

ent

are

bett

er

for

clon

ing

than

ce

lls

at

late

r st

ages

.T

echn

ique

Don

or c

ell s

epar

ated

from

tad

pole

em

bryo

Cel

l gro

ws

into

sal

aman

der

Noo

se p

ushe

s nu

cleu

s

to o

ne s

ide

of e

gg c

ell

Noo

se lo

osen

ed; r

etur

ning

nucl

eus

to o

rigi

nal p

osit

ion

Cel

l div

isio

n

Nuc

leus

rem

oved

fro

m e

gg c

ell

Nuc

leus

rem

oved

from

em

bryo

cel

l Em

bryo

cel

l nuc

leus

inse

rted

into

egg

cel

lCel

l gro

ws

into

tadp

ole

clon

e

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

CE

For Cloning, Any Nucleus Will Do

John Gurdon

Fro

g cl

on

ed

by

nu

clea

r tr

ansf

er

from

a

dif

fere

nti

ated

ta

dp

ole

ce

ll.

Can

th

e n

ucl

eus

from

an

adu

lt

cell,

mor

e di

ffer

enti

ated

th

an

an e

mbr

yon

ic c

ell,

serv

e as

a

don

or?

To

fi n

d ou

t,

Gu

rdon

tr

ansp

lan

ted

the

nu

cleu

s of

a

tadp

ole

stom

ach

cel

l in

to a

n

enu

clea

ted

frog

eg

g.

In

this

w

ay,

he

crea

ted

tadp

oles

th

at

wer

e ge

net

ical

ly

iden

tica

l to

th

e on

e fr

om

wh

ich

th

e st

omac

h c

ell w

as t

aken

.

Wh

at d

id t

his

tel

l u

s?

Nu

clei

fr

om

fully

di

ffer

enti

ated

so

mat

ic c

ells

can

be

use

d fo

r c

lon

ing.

Th

is m

ean

s th

at t

hat

th

ere

is

no

loss

of

gen

etic

mat

eria

l as

ce

lls in

an

org

anis

m d

ivid

e an

d di

ffer

enti

ate.

Cloning with a Wee Wittle Wabbit Egg

J. Derek Bromhall

Rab

bit

cl

on

ed

by

emb

ryon

ic

cell

nu

clea

r tr

ansf

er.

Th

e n

ext

clon

ing

chal

len

ge

was

to

try

nu

clea

r tr

ansf

er i

n

a m

ore

com

plex

m

amm

alia

n

orga

nis

m,

like

th

e ra

bbit

. M

amm

alia

n e

gg c

ells

are

mu

ch

smal

ler

than

th

ose

of

frog

s or

sa

lam

ande

rs,

so

they

ar

e h

arde

r to

man

ipu

late

.

Usi

ng

glas

s pi

pett

es

as

tin

y st

raw

s,

Bro

mh

all

tran

sfer

red

the

nu

cleu

s fr

om

a ra

bbit

em

bryo

cel

l in

to a

n e

nu

clea

ted

rabb

it e

gg c

ell.

He

con

side

red

the

proc

edu

re a

su

cces

s w

hen

a

mor

ula

, or

adva

nce

d em

bryo

,

deve

lope

d af

ter

a co

upl

e of

da

ys.

Wh

at d

id t

his

tel

l u

s? C

lon

ing

mam

mal

s u

sin

g n

ucl

ear

tran

sfer

is

poss

ible

.

Don

or c

ell e

xtra

cted

from

tad

pole

sto

mac

h

Nuc

leus

rem

oved

fro

m e

gg c

ell

Nuc

leus

rem

oved

from

sto

mac

h ce

ll

Stom

ach

cell

nuc

leus

inse

rted

into

egg

cel

lCel

l gro

ws

into

tadp

ole

clon

eD

onor

cel

l ext

ract

ed

from

rab

bit

embr

yo

Nuc

leus

rem

oved

fro

m e

gg c

ell

Nuc

leus

rem

oved

from

em

bryo

cel

l

Em

bryo

cel

l nuc

leus

inse

rted

into

egg

cel

lCel

l gro

ws

into

rabb

it m

orul

a

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

MO

Baa−Baa from an Early Kind of Cell

Steen Willadsen

Sh

eep

cl

on

ed

by

emb

ryon

ic

cell

nu

clea

r tr

ansf

er.

Wou

ld n

ucl

ear

tran

sfer

wor

k in

sh

eep?

To

fi n

d ou

t, W

illa

dsen

ch

emic

ally

se

para

ted

one

cell

from

an

ear

ly-s

tage

lam

b em

bryo

an

d fu

sed

it

to

an

enu

clea

ted

egg

cell.

H

e th

en

use

d a

smal

l el

ectr

ic s

hoc

k to

m

imic

fer

tili

zati

on b

y a

sper

m

cell,

cau

sin

g th

e n

ew c

ell

to

divi

de.

Fin

ally

, W

illa

dsen

pl

aced

th

e re

sult

ing

embr

yo

into

th

e w

omb

of a

su

rrog

ate

mot

her

sh

eep

to

nu

rtu

re

it

thro

ugh

pr

egn

ancy

. Th

is

was

th

e fi

rst

larg

e m

amm

al t

o be

clo

ned

by

nu

clea

r tr

ansf

er

from

an

em

bryo

nic

cel

l.

Wh

at d

id t

his

tel

l u

s?

Clo

nin

g by

nu

clea

r tr

ansf

er i

s po

ssib

le

in la

rger

mam

mal

s.

Mooov

e Over for Hav

ing a Cow

!Neal First, Randal Prather, and Willard Eyestone

Cow

clo

ned

by

emb

ryon

ic

cell

nu

clea

r tr

ansf

er.

Rab

bits

, sh

eep

– ca

n

even

la

rger

an

imal

s, s

uch

as

catt

le,

be c

lon

ed?

Fir

st,

Pra

ther

an

d E

yest

one

use

d a

smal

l ele

ctri

cal

shoc

k to

fu

se e

arly

-sta

ge c

ow

embr

yon

ic c

ells

to

enu

clea

ted

egg

cells

. T

hey

im

plan

ted

the

resu

ltin

g em

bryo

s in

to

the

wom

bs

of

surr

ogat

e m

oth

er

cow

s to

nu

rtu

re t

hem

th

rou

gh

preg

nan

cy. T

he

fi rs

t tw

o cl

oned

ca

lves

wer

e n

amed

Fu

sion

an

d C

opy.

Wh

at

did

this

te

ll u

s?

Th

is

expe

rim

ent

len

gth

ened

th

e li

st

of

mam

mal

s th

at

cou

ld

be

clon

ed

by

nu

clea

r tr

ansf

er.

Sti

ll,

mam

mal

ian

cl

onin

g w

as

lim

ited

to

u

sin

g em

bryo

nic

ce

lls a

s n

ucl

ei d

onor

s. C

lon

ing

usi

ng

nu

clei

from

dif

fere

nti

ated

ad

ult

so

mat

ic

cells

w

asn

’t th

ough

t po

ssib

le.

Tec

hniq

ue

Don

or c

ell e

xtra

cted

from

she

ep e

mbr

yo

Nuc

leus

rem

oved

fro

m e

gg c

ell

Nuc

leus

rem

oved

from

em

bryo

cel

l

Em

bryo

cel

l nuc

leus

inse

rted

into

egg

cel

l

Cel

l gro

ws

into

shee

p cl

one

Don

or c

ell e

xtra

cted

from

cow

em

bryo

Nuc

leus

rem

oved

fro

m e

gg c

ell

Ele

ctri

c sh

ock

fus

es

embr

yo c

ell w

ith

egg

cell

Cel

l gro

ws

into

cow

clo

ne

Ele

ctri

c sh

ock

Em

bryo

cel

l nuc

leus

mov

es t

o eg

g ce

ll

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

AE

Cloning Law

s Appear on the Horizon

William Jefferson Clinton

U.S

. P

resi

den

t C

lin

ton

re

qu

este

d

legi

slat

ion

to

p

rote

ct

hu

man

re

sear

ch

sub

ject

s.

As

clon

ing

tech

niq

ues

im

prov

ed

hu

man

cl

onin

g se

emed

m

ore

poss

ible

, an

d th

e is

sue

bega

n

to

appe

ar

on

poli

cym

aker

s’

agen

das.

In

19

95,

Pre

side

nt

Cli

nto

n

form

ed t

he

Nat

ion

al B

ioet

hic

s A

dvis

ory

Cou

nci

l (N

BA

C).

Th

is

cou

nci

l, m

ade

up

of s

cien

tifi

c ex

pert

s an

d n

on-s

cien

tist

s,

eval

uat

ed

eth

ical

, re

ligi

ous

and

lega

l iss

ues

con

cern

ing

the

prot

ecti

on o

f h

um

an r

esea

rch

su

bjec

ts.

Th

is w

ould

lat

er b

e re

leva

nt

to

the

con

trov

ersi

es

surr

oun

din

g h

um

an c

lon

ing.

Wh

at

did

this

te

ll u

s?

Just

be

cau

se

som

eth

ing

is

tech

nic

ally

po

ssib

le

does

n

ot

mea

n

that

it

is

so

cial

ly

resp

onsi

ble.

In

a

dem

ocra

tic

soci

ety,

man

y po

ints

of

view

ar

e co

nsi

dere

d be

fore

law

s ar

e pa

ssed

.

Baa−Baa Times Two from a Petri Dish Cell Zoo

Ian Wilmut and Keith Campbell

Sh

eep

clo

ned

by

nu

clea

r tr

ansf

er f

rom

cel

ls g

row

n

in t

he

lab

ora

tory

.A

ll pr

evio

us

clon

ing

expe

rim

ents

u

sed

don

or

nu

clei

fr

om

cells

th

at

wer

e pa

rt o

f de

velo

pin

g em

bryo

s. I

n

thei

r n

ext

expe

rim

ent,

Wil

mu

t an

d C

ampb

ell

use

d do

nor

n

ucl

ei f

rom

a s

ligh

tly

diff

eren

t so

urc

e:

cult

ure

d m

amm

alia

n

cells

, w

hic

h w

ere

kept

ali

ve i

n

the

labo

rato

ry.

Wil

mu

t an

d C

ampb

ell

tran

sfer

red

the

nu

clei

fr

om

cult

ure

d ce

lls i

nto

en

ucl

eate

d sh

eep

egg

cells

. T

he

lam

bs

born

fro

m t

his

pro

cedu

re w

ere

nam

ed M

egan

an

d M

olly

.

Wh

at

did

this

te

ll u

s?

Cel

ls

cult

ure

d in

th

e la

bora

tory

can

al

so

supp

ly

don

or

nu

clei

fo

r cl

onin

g by

nu

clea

r tr

ansf

er.

Don

or s

heep

cel

l fro

m

labo

rato

ry c

ell c

ultu

re

Nuc

leus

rem

oved

fro

m e

gg c

ell

Ele

ctri

c sh

ock

fus

es

cult

ured

cel

l wit

h eg

g ce

ll

Cel

l gro

ws

into

shee

p cl

one

Cul

ture

d ce

ll n

ucle

us

mov

es in

to e

gg c

ell

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

OL

Hello, Dolly!

Ian Wilmut and Keith Campbell

Sh

eep

clo

ned

by

som

atic

ce

ll n

ucl

ear

tran

sfer

.O

ne

of t

he

bigg

est

chal

len

ges

in

mam

mal

ian

clo

nin

g w

as u

sin

g a

diff

eren

tiat

ed a

dult

som

atic

cel

l as

th

e do

nor

. W

hat

was

th

e bi

g de

al?

Eve

ry

cell’

s n

ucl

eus

con

tain

s a

com

plet

e se

t of

ge

net

ic

info

rmat

ion

. H

owev

er,

the

patt

ern

of

usi

ng

this

in

form

atio

n

diff

ers

betw

een

ad

ult

ce

lls

and

embr

yon

ic c

ells

. T

his

mea

ns

that

w

hen

an

adu

lt c

ell n

ucl

eus

is u

sed

as a

don

or, i

ts g

enet

ic in

form

atio

n

mu

st b

e re

set,

or

re-b

oote

d. T

his

al

low

s th

e ce

ll to

beh

ave

like

a

bran

d-n

ew e

mbr

yon

ic c

ell

rath

er

than

a d

iffe

ren

tiat

ed a

dult

cel

l.

Usi

ng

the

elec

tric

sh

ock

tech

niq

ue,

Wil

mu

t an

d C

ampb

ell

fuse

d en

ucl

eate

d sh

eep

egg

cells

wit

h

udd

er c

ells

fro

m a

fem

ale

adu

lt

shee

p. O

f 27

7 at

tem

pts,

on

ly o

ne

prod

uce

d an

em

bryo

th

at

was

ca

rrie

d to

te

rm

in

a su

rrog

ate

mot

her

. T

his

fa

mou

s la

mb,

n

amed

D

olly

, br

ough

t cl

onin

g in

to t

he

lim

elig

ht.

Wh

at

did

this

te

ll u

s?

D

olly

w

as t

he

fi rs

t m

amm

al e

ver

to b

e cl

oned

u

sin

g a

don

or

nu

cleu

s fr

om a

n a

dult

som

atic

cel

l. H

er

arri

val

brou

ght

the

pote

nti

al

impl

icat

ion

s fo

r cl

onin

g,

espe

cial

ly

con

trov

ersi

es

over

cl

onin

g h

um

ans

and

stem

ce

ll re

sear

ch, i

nto

th

e pu

blic

eye

.

Promises and Pitfalls of Human Cloning

William Jefferson Clinton

U.S

. P

resi

den

t C

lin

ton

b

lock

ed

fed

eral

fu

nd

ing

for

hu

man

cl

on

ing

rese

arch

.

Aft

er

Dol

ly

the

shee

p w

as

clon

ed

in

1996

, C

lin

ton

te

mpo

rari

ly r

estr

icte

d th

e u

se

of t

axpa

yer

fun

ds t

o su

ppor

t re

sear

ch

on

hu

man

cl

onin

g.

He

also

as

ked

the

Nat

ion

al

Bio

eth

ics

Adv

isor

y C

oun

cil

(NB

AC

) to

as

sess

h

um

an

clon

ing

rese

arch

. T

he

NB

AC

co

ncl

ude

d th

at

any

atte

mpt

to

cl

one

hu

man

s by

n

ucl

ear

tran

sfer

is

an

“i

rres

pon

sibl

e,

un

eth

ical

, an

d u

npr

ofes

sion

al

act”

bu

t re

com

men

ded

that

an

y la

ws

be

tem

pora

ry

and

revi

ewed

aga

in in

sev

eral

yea

rs.

Wh

ile

the

NB

AC

re

ques

ted

that

pri

vate

org

aniz

atio

ns

also

de

lay

clon

ing

rese

arch

, sev

eral

of

th

ese

wen

t ah

ead

wit

h t

hei

r re

sear

ch p

lan

s.

Bas

ed

on

the

NB

AC

re

com

men

dati

ons,

C

lin

ton

en

cou

rage

d C

ongr

ess

to

pass

a

law

ba

nn

ing

hu

man

re

prod

uct

ive

clon

ing

in

the

Un

ited

S

tate

s.

H

owev

er,

he

supp

orte

d cl

onin

g re

sear

ch

that

cou

ld l

ead

to s

ign

ifi c

ant

med

ical

be

nefi

ts

incl

udi

ng

ther

apeu

tic

clon

ing

to c

reat

e h

um

an e

mbr

yon

ic s

tem

cel

ls

for

rese

arch

.

Wh

at d

id t

his

tel

l u

s? C

lon

ing

proc

edu

res

can

be

u

sed

for

diff

eren

t re

sult

s.

Du

plic

atin

g a

hu

man

usi

ng

clon

ing

crea

tes

man

y et

hic

al

prob

lem

s.

How

ever

, u

sin

g cl

onin

g to

cr

eate

cel

ls a

nd

tiss

ues

to

trea

t il

lnes

ses

mig

ht

be b

enefi

cia

l.

Tec

hniq

ue

Don

or c

ell f

rom

udd

er

cell

s in

adu

lt s

heep

Nuc

leus

rem

oved

fro

m e

gg c

ell

Eec

tric

sho

ck f

uses

udd

er

cell

wit

h eg

g ce

ll

Cel

l gro

ws

into

shee

p cl

one

Udd

er c

ell n

ucle

us

mov

es in

to e

gg c

ell

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

GN

Monkey See, Monkey Do, Monkey Monkey Cloned as Two

Li Meng, John Ely, Richard Stouffer, and Don Wolf

Mon

key

s cl

on

ed

by

emb

ryon

ic

cell

nu

clea

r tr

ansf

er.

Pri

mat

es

are

good

m

odel

s fo

r st

udy

ing

hu

man

ge

net

ic

diso

rder

s.

Clo

nin

g id

enti

cal

prim

ates

w

ould

de

crea

se

the

gen

etic

var

iati

on a

nd

nu

mbe

r of

an

imal

s in

res

earc

h s

tudi

es

rela

ted

to

hu

man

ge

net

ic

con

diti

ons.

Sim

ilar

to

pr

evio

us

clon

ing

expe

rim

ents

, W

olf’s

te

am

of

scie

nti

sts

fuse

d ea

rly-

stag

e em

bryo

nic

ce

lls

wit

h

enu

clea

ted

mon

key

egg

cells

u

sin

g a

smal

l el

ectr

ical

sh

ock.

T

he

resu

ltin

g em

bryo

s w

ere

then

im

plan

ted

into

su

rrog

ate

mot

her

s.

Ou

t of

29

cl

oned

em

bryo

s,

two

mon

keys

w

ere

born

. On

e w

as a

fem

ale

nam

ed

Net

i, a

nd

the

oth

er w

as a

mal

e n

amed

Dit

to.

Wh

at d

id th

is te

ll u

s? P

rim

ates

, w

hic

h

are

hu

man

s’

clos

est

rela

tive

s, c

an b

e cl

oned

.

Following Dolly, Pharming Polly

Angelika Schnieke, Keith Campbell, Ian Wilmut

Tran

sgen

ic

shee

p

clon

es

can

pro

du

ce t

reat

men

ts f

or

hu

man

med

ical

dis

ease

.H

ow

can

h

um

ans

ben

efi t

fr

om

clon

ing

tech

nol

ogy?

W

hy

wou

ld w

e w

ant

to d

o th

is?

Tra

nsg

enic

tec

hn

olog

y –

the

tran

sfer

of

ge

nes

fr

om

one

spec

ies

into

an

oth

er –

was

bei

ng

refi

ned

ju

st a

s m

amm

alia

n c

lon

ing

hit

th

e li

mel

igh

t.

Th

is

tech

nol

ogy

mak

es

it

poss

ible

to

pro

duce

tra

nsg

enic

an

imal

s th

at

serv

e as

pr

odu

ctio

n

fact

orie

s fo

r m

edic

ally

use

ful p

rote

ins.

On

e co

nve

nie

nt

way

to

prod

uce

larg

e qu

anti

ties

of

a tr

ansg

enic

pro

tein

is

to

engi

nee

r an

an

imal

to

pr

odu

ce

the

prot

ein

in

its

mil

k. S

impl

y by

m

ilki

ng

the

anim

als,

we

can

col

lect

th

e pr

otei

n,

puri

fy i

t an

d u

se i

t fo

r m

edic

al p

urp

oses

.

Wil

mu

t, C

ampb

ell

and

Sch

nie

ke s

et o

ut t

o cr

eate

clo

ned

sh

eep

that

exp

ress

ed th

e h

um

an g

ene

enco

din

g th

e bl

ood

clot

tin

g F

acto

r IX

(“

fact

or n

ine”

). T

his

pro

tein

can

be

use

d to

tre

at p

eopl

e w

ith

hem

oph

ilia

, a

diso

rder

th

at r

esu

lts

in t

he

inab

ilit

y to

sto

p bl

eedi

ng

wh

en i

nju

red.

To c

reat

e th

e tr

ansg

enic

sh

eep,

th

e sc

ien

tist

s in

trod

uce

d th

e h

um

an

Fac

tor

IX

gen

e in

to

the

nu

clei

of

sh

eep

skin

ce

lls

grow

n

in

a la

bora

tory

dis

h.

Th

ese

nu

clei

wer

e th

en t

ran

sfer

red

to s

hee

p eg

g ce

lls,

crea

tin

g tr

ansg

enic

clo

ned

em

bryo

s.

Pol

ly w

as t

he

fi rs

t tr

ansg

enic

sh

eep

prod

uce

d th

is w

ay.

Wh

at d

id t

his

tel

l u

s?

Sh

eep

can

be

gen

etic

ally

en

gin

eere

d to

pr

odu

ce

ther

apeu

tic

prot

ein

s fo

r h

um

ans

in

thei

r m

ilk.

T

he

con

verg

ence

of

tr

ansg

enic

an

d cl

onin

g te

chn

olog

ies

resu

lted

in

a

new

ap

proa

ch

to

trea

tin

g h

um

an d

isea

ses.

Tec

hniq

ue

Don

or c

ell f

rom

mon

key

embr

yo c

ells

Nuc

leus

rem

oved

fro

m e

gg c

ell

Ele

ctri

c sh

ock

fus

es

embr

yo c

ell w

ith

egg

cellC

ell g

row

s in

to

mon

key

clon

eE

mbr

yo c

ell n

ucle

us

mov

es in

to e

gg c

ell

Tec

hniq

ue

Fact

orIX

Ge

ne

The

Fac

tor

IX g

ene

is

inse

rted

into

cel

ls

Nuc

leus

rem

oved

fro

m e

gg c

ell

Ele

ctri

c sh

ock

fus

es c

ell

(wit

h ge

ne) w

ith

egg

cellCel

l gro

ws

into

shee

p w

ith

gene

Cel

l nuc

leus

(w

ith

gene

)

mov

es in

to e

gg c

ell

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

AWTo Clone or Not To Clone?

Richard Seed, Lee Bo−yeon

Per

spec

tive

s on

cl

on

ing

hu

man

s an

d

hu

man

cl

on

ing

rese

arch

.

Som

e pe

ople

su

ppor

t h

um

an

clon

ing.

For

exa

mpl

e, R

ich

ard

See

d is

an

Am

eric

an p

hys

icis

t an

d se

lf-p

rocl

aim

ed

“fer

tili

ty

expe

rt.”

In 1

998

he

ann

oun

ced

plan

s to

clo

ne

a h

um

an b

ein

g be

fore

an

y fe

dera

l ba

n c

ould

be

en

acte

d. A

rou

nd

the

sam

e ti

me,

Sou

th K

orea

n r

esea

rch

er

Lee

Bo-

yeon

cla

imed

to

hav

e u

sed

nu

clea

r tr

ansf

er w

ith

an

en

ucl

eate

d eg

g an

d a

som

atic

cell

from

th

e sa

me

wom

an.

He

repo

rted

th

at

one

of

the

resu

ltin

g eg

gs b

egan

div

idin

g.

How

ever

, th

e K

orea

n r

esea

rch

te

am

hal

ted

its

deve

lopm

ent

at

the

fou

r-ce

ll st

age,

be

fore

it

cou

ld b

e im

plan

ted

into

a

surr

ogat

e m

oth

er’s

wom

b. T

he

rese

arch

w

orld

re

ject

ed

Bo-

yeon

’s c

laim

, de

man

din

g m

ore

scie

nti

fi c

evid

ence

.

Wh

at d

id th

is te

ll u

s? A

dvan

ces

in g

enet

ics

are

pres

enti

ng

the

wor

ld w

ith

new

ch

oice

s. T

he

pote

nti

al

for

hu

man

cl

onin

g ex

ists

an

d m

ay s

oon

bec

ome

a re

alit

y. S

ome

peop

le s

upp

ort

rese

arch

ing

this

pot

enti

al.

Dolly Show

s Folks How

to Clone a Mouse

Teruhiko Wakayama and Ryuzo Ya

nagimachi

Fem

ale

mou

se

clon

ed

by

som

atic

ce

ll

nu

clea

r tr

ansf

er.

Dol

ly w

as c

lon

ed u

sin

g ge

net

ic

mat

eria

l fr

om

diff

eren

tiat

ed

adu

lt c

ells

. Can

oth

er m

amm

als

be c

lon

ed t

his

way

?

Wak

ayam

a an

d Ya

nag

imac

hi

use

d m

ouse

cu

mu

lus

cells

as

n

ucl

eus

don

ors.

T

hes

e di

ffer

enti

ated

ce

lls

nou

rish

eg

g ce

lls i

n f

emal

e ad

ult

mic

e.

Bu

t in

stea

d of

usi

ng

an e

lect

ric

shoc

k to

tra

nsf

er t

he

nu

cleu

s,

the

scie

nti

sts

inje

cted

th

e n

ucl

eus

dire

ctly

in

to t

he

egg

cell.

Th

e n

ew c

ell

was

ch

emic

ally

st

imu

late

d to

divi

de

and

impl

ante

d in

to

a su

rrog

ate

mot

her

mou

se.

Th

e fi

rst

clon

ed m

ouse

pu

p, n

amed

C

um

uli

na,

was

bor

n 1

9 da

ys

late

r.

Wh

at d

id t

his

tel

l u

s?

Clo

nin

g u

sin

g do

nor

nu

clei

fro

m a

dult

ce

lls

can

be

pe

rfor

med

in

m

amm

als

oth

er t

han

sh

eep.

Tec

hniq

ue

Cum

ulus

cel

l ext

ract

ed

from

adu

lt f

emal

e m

ouse

Nuc

leus

rem

oved

fro

m e

gg c

ell

Cel

l gro

ws

into

fem

ale

mou

se c

lone

Cum

ulus

cel

l nuc

leus

inje

cted

into

egg

cel

l

Lee

Bo

-yeo

nR

ich

ard

See

d

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

Infertility Drives Cloning Research

Severino Antinori and Pa

nayiotis Zav

os

DY

Fibro Brings Macho to Cumulina’s Arena

Teruhiko Wakayama and Ryuzo Ya

nagimachi

Mal

e m

ou

se

clon

ed

by

som

atic

ce

ll

nu

clea

r tr

ansf

er.

Up

to t

his

poi

nt,

all

succ

essf

ul

adu

lt

cell

clon

ing

atte

mpt

s u

sed

cells

ass

ocia

ted

wit

h t

he

fem

ale

repr

odu

ctiv

e sy

stem

.

Can

a m

ale-

deri

ved

adu

lt c

ell

be

use

d to

ge

ner

ate

a m

ale

mou

se?

W

akay

ama

and

Yan

agim

ach

i is

olat

ed

don

or

nu

clei

fr

om

cells

co

llect

ed

from

th

e ta

il t

ips

of a

dult

mal

e m

ice.

A

fter

in

ject

ing

thes

e n

ucl

ei

into

en

ucl

eate

d eg

g ce

lls, t

he

scie

nti

sts

tran

sfer

red

the

resu

ltin

g em

bryo

s in

to

surr

ogat

e m

oth

er

mic

e.

Th

e si

ngl

e re

sult

ing

mal

e pu

p, n

amed

Fib

ro,

was

th

e on

ly

succ

essf

ul

clon

e in

27

4 at

tem

pts.

Wh

at d

id t

his

tel

l u

s? C

lon

ing

usi

ng

adu

lt

som

atic

ce

lls

isn

’t re

stri

cted

to

fe

mal

es

or

to

cells

as

soci

ated

w

ith

th

e re

prod

uct

ive

syst

em.

Hu

man

cl

on

ing

mig

ht

solv

e p

rob

lem

s of co

up

les

hav

ing

dif

fi cu

lty

in

bec

om

ing

pre

gnan

t.

A

grou

p of

re

prod

uct

ive

expe

rts

ann

oun

ced

thei

r pl

an t

o cl

one

a h

um

an w

ith

in

the

nex

t tw

o ye

ars.

T

his

in

tern

atio

nal

gr

oup

incl

ude

s G

reek

-Am

eric

an

rese

arch

er

Pan

ayio

tis

Zav

os

and

Ital

ian

re

sear

cher

Sev

erin

o A

nti

nor

i.

Zav

os a

nd

oth

er s

cien

tist

s h

ave

argu

ed t

he

ben

efi t

s of

hu

man

cl

onin

g re

sear

ch i

n f

ron

t of

a

U.S

. C

ongr

essi

onal

Com

mit

tee

form

ed t

o di

scu

ss is

sues

rai

sed

by h

um

an c

lon

ing.

A

nti

nor

i an

nou

nce

d th

at

a w

oman

w

ould

giv

e bi

rth

to

a cl

oned

ba

by

in

Jan

uar

y 20

03,

but

prov

ided

no

scie

nti

fi c

deta

ils

for

the

preg

nan

cy.

M

any

scie

nti

fi c

expe

rts

are

skep

tica

l ab

out

his

cla

im o

f ac

hie

vin

g a

hu

man

clo

ne.

Wh

at d

id th

is te

ll u

s? N

ot b

ein

g ab

le t

o h

ave

a ba

by c

ause

s a

lot

of e

mot

ion

al p

ain

in

som

e pe

ople

’s

live

s.

Sci

enti

sts

are

look

ing

at c

lon

ing

as a

pos

sibl

e so

luti

on f

or i

nfe

rtil

ity.

Tec

hniq

ue

Tai

l tip

cel

l ext

ract

ed

from

adu

lt m

ale

mou

se

Nuc

leus

rem

oved

fro

m e

gg c

ell

Cel

l gro

ws

into

mal

e m

ouse

clo

ne

Tai

l cel

l nuc

leus

inje

cted

into

egg

cel

l

Seve

rin

o A

nti

no

riP

anay

ioti

s Z

avo

s

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

New President, New Policies

George Walker Bush L

OHuman Cloning to Bolster Stem Cell Therapies?

Advanced Cell Technology

Hu

man

cl

on

ing

mig

ht

also

b

e u

sed

to

cr

eate

st

em c

ells

for

new

med

ical

tr

eatm

ents

.H

ow m

igh

t cl

onin

g a

hu

man

ben

efi t

m

edic

al r

esea

rch

?

Ear

ly e

mbr

yos

are

com

pose

d of

ste

m

cells

, w

hic

h c

an b

ecom

e an

y ki

nd

of

cell

in t

he

hu

man

bod

y. A

pot

enti

al

appr

oach

to

repa

irin

g ti

ssu

e da

mag

e in

a p

atie

nt’s

bod

y is

by

usi

ng

the

pati

ent’s

ge

net

ic

mat

eria

l to

cl

one

an e

arly

em

bryo

th

at w

ould

be

spli

t in

to in

divi

dual

ste

m c

ells

. Th

ese

cells

w

ould

be

grow

n i

n t

he

labo

rato

ry,

prod

uci

ng

mat

chin

g ti

ssu

e to

rep

air

the

dam

age.

T

his

ap

proa

ch,

calle

d th

erap

euti

c cl

onin

g,

diff

ers

from

re

prod

uct

ive

clon

ing

in t

hat

it

aim

s to

pro

duce

cel

ls a

nd

tiss

ues

rat

her

th

an a

com

plet

e h

um

an b

ein

g.

Sci

enti

sts

at

Adv

ance

d C

ell

Tech

nol

ogy,

an

A

mer

ican

bi

otec

hn

olog

y co

mpa

ny,

clo

ned

th

e fi

rst

docu

men

ted

hu

man

em

bryo

by

nu

clea

r tr

ansf

er,

usi

ng

the

nu

cleu

s fr

om

an

adu

lt

cum

ulu

s ce

ll.

Th

e cl

oned

eg

g de

velo

ped

into

a

six-

celle

d em

bryo

be

fore

it

st

oppe

d gr

owin

g.

Th

is

expe

rim

ent

show

ed

that

th

erap

euti

c cl

onin

g m

igh

t be

a

real

isti

c ap

proa

ch t

o pr

odu

cin

g st

em

cells

for

med

ical

pu

rpos

es.

Wh

at

did

this

te

ll u

s?

Th

e en

d re

sult

of

clon

ing

isn

’t al

way

s a

fully

de

velo

ped

orga

nis

m.

Clo

nin

g m

igh

t al

so b

e u

sed

to c

reat

e st

em c

ells

for

n

ew m

edic

al t

her

apie

s.

U.S

. P

resi

den

t B

ush

ban

s fe

der

al

fun

din

g of

all

hu

man

clo

nin

g re

sear

ch.

Pre

side

nt

Bu

sh

crea

ted

the

Pre

side

nt’s

C

oun

cil

on

Bio

eth

ics.

Th

is g

rou

p ca

rrie

d ou

t a

mis

sion

sim

ilar

to

form

er

Pre

side

nt

Cli

nto

n’s

N

atio

nal

B

ioet

hic

s A

dvis

ory

Cou

nci

l.

Th

e B

ush

ad

min

istr

atio

n

proh

ibit

ed

taxp

ayer

fu

ndi

ng

to s

upp

ort

rese

arch

in

volv

ing

the

clon

ing

and

dest

ruct

ion

of

h

um

an

embr

yos.

H

e al

so

supp

orte

d a

fede

ral

ban

on

bo

th

hu

man

re

prod

uct

ive

clon

ing

and

ther

apeu

tic

clon

ing

to c

reat

e st

em c

ells

for

re

sear

ch.

Wh

at

does

th

is

tell

us?

N

ot

ever

yon

e di

ffer

enti

ates

be

twee

n

the

two

type

s of

cl

onin

g.

Tec

hniq

ue

Cum

ulus

cel

l ext

ract

ed

from

adu

lt f

emal

e hu

man

Nuc

leus

rem

oved

fro

m e

gg c

ell

Em

bryo

cel

ls s

plit

to

form

ste

m c

ell l

ines

Cum

ulus

cel

l nuc

leus

inje

cted

into

egg

cel

l

Cel

l div

ides

to

form

a fo

ur-c

elle

d em

bryo

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

House Supports Cloning Ban

George Walker Bush Y!

LSupernatural Belief in Cloning

Human Cloning Advocates

Dif

fere

nt

per

spec

tive

s on

h

um

an

clon

ing

and

it

s p

ote

nti

al.

Th

e R

aeli

an

Mov

emen

t is

a

reli

giou

s se

ct w

hos

e m

embe

rs

beli

eve

that

h

um

ans

are

clon

es

crea

ted

by

alie

ns.

In

19

97,

the

Rae

lian

s or

gan

ized

C

lon

aid,

“t

he

fi rs

t h

um

an

clon

ing

com

pan

y.”

Th

en

in

2002

, th

e K

orea

n

offi

ce

of

Clo

nai

d cl

aim

ed

to

hav

e a

wom

an

preg

nan

t w

ith

a

clon

ed

embr

yo.

How

ever

, S

outh

K

orea

n

offi

cial

s fo

un

d n

o ev

iden

ce

supp

orti

ng

the

repo

rt.

Th

ey r

ush

ed t

o en

act

a go

vern

men

t ba

n o

n a

ll h

um

an

clon

ing

in t

he

cou

ntr

y.

Wh

at d

id t

his

tel

l us?

Dif

fere

nt

grou

ps o

f pe

ople

hol

d di

ffer

ent

beli

efs

and

valu

es.

It’s

im

port

ant

to a

nal

yze

all

side

s of

an

is

sue

befo

re

mak

ing

you

r ow

n d

ecis

ion

s. A

lso,

th

e h

um

an c

lon

ing

issu

e ex

ten

ds

wel

l be

yon

d th

e bo

rder

s of

th

e U

nit

ed S

tate

s, i

nfl

uen

cin

g ci

tize

ns

of a

ll co

un

trie

s.

Hu

man

cl

on

ing

bill

pas

sed

in

th

e U

.S.

Hou

se

of

Rep

rese

nta

tive

s.T

he

U.S

. H

ouse

of

R

epre

sen

tati

ves

pass

ed a

ban

ag

ain

st b

oth

rep

rodu

ctiv

e an

d th

erap

euti

c h

um

an c

lon

ing

in

2002

. T

he

bill

was

th

en s

ent

to t

he

Sen

ate,

th

e ot

her

hal

f of

C

ongr

ess,

for

a v

ote.

Wh

at d

oes

this

tel

l u

s? I

f su

ch

a bi

ll pa

ssed

, sc

ien

tist

s fu

nde

d by

tax

paye

r m

oney

can

be

put

in j

ail

if t

hey

do

an

y cl

onin

g re

sear

ch.

Rae

l wit

h m

od

el o

f alie

n s

pac

esh

ip

The C

lo

nin

g T

imes

The C

lo

nin

g T

imes

teacher guide: you’ve come a long way dolly!

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