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/
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!
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
http://gslc.genetics.utah.edu
Teacher Guide: You’ve Come A Long Way Dolly!
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
http://gslc.genetics.utah.edu
Teacher Guide: You’ve Come A Long Way Dolly!
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).
Page 2 of 9Genetic 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!
- 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”.
Page 3 of 9Genetic 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!
• 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.
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http://gslc.genetics.utah.edu
Teacher Guide: You’ve Come A Long Way Dolly!
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
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http://gslc.genetics.utah.edu
Teacher Guide: You’ve Come A Long Way Dolly!
• 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
Page 6 of 9Genetic 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!
• 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
Page 7 of 9Genetic 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!
• 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.
Page 8 of 9Genetic Science Learning Center, 15 North 2030 East, Salt Lake City, UT 84112 © 2002 University of Utah
Page 9 of 9
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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.
Genetic Science Learning Center, 15 North 2030 East, Salt Lake City, UT 84112 © 2002 University of Utah
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
S-2http://gslc.genetics.utah.edu© 2002 University of Utah
Name Date
Permission granted for classroom use.
The Cloning Times Record
What does the timeline spell out? ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
S-3http://gslc.genetics.utah.edu© 2002 University of Utah
Name Date
Permission granted for classroom use.
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
Tec
hniq
ueYS
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nto
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to
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hat
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isch
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at b
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the
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it
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. T
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was
th
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rst
ever
dem
onst
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em
bryo
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inn
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Tw
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OSlimy Salamanders Cloned: What’s Next?
Hans Spemann
Sal
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a n
oose
to s
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an
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rch
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as s
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ng
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yo
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, ca
n
this
be
do
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in
a m
ore
com
plex
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–
say,
so
met
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ike
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ill t
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wor
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Spe
man
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ue
Tw
o id
enti
cal s
alam
ande
rs
Bab
y ha
ir n
oose
sep
arat
es s
tick
y
cell
s of
tw
o-ce
lled
em
bryo
Seeing Double? Sea Urchins Cloned!
Hans Adolf Edward Dreisch
The C
lo
nin
g T
imes
The C
lo
nin
g T
imes
UT
echn
ique
It’s True: The Nucleus is in Charge
Hans Spemann
Th
e ce
ll n
ucl
eus
con
trols
th
e d
evel
op
men
t of
a sa
lam
and
er e
mb
ryo.
Wh
at
part
of
th
e em
bryo
nic
sa
lam
ande
r ce
ll di
rect
s it
s gr
owth
an
d di
visi
on?
Is
it t
he
nu
cleu
s?
Usi
ng
a h
igh
-tec
h g
izm
o –
a st
ran
d of
bab
y h
air
tied
in
to a
n
oose
– S
pem
ann
tem
pora
rily
sq
uee
zed
a sa
lam
ande
r’s
fert
iliz
ed
egg
to
push
th
e n
ucl
eus
to
one
side
of
th
e cy
topl
asm
.
Th
e eg
g di
vide
d in
to
mor
e em
bryo
nic
ce
lls
only
on
th
e si
de
of
the
noo
se w
ith
th
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
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