lecture (approx. 2 hours)

The module takes place in the Education Centre, Dublin Zoo.

Course Facilitator: Éanna Ní Lamhna

We take a maximum of 50 students for this Genetics Module . If you require food during your visit, please phone the Meerkat restaurant at 01 677 0140. Your visit to Dublin Zoo:  PowerPoint presentation You are free to tour the Zoo when the module is complete



Essential items: Students must bring weatherproof clothing for visit to Zoo after lecture. On Arrival 

On arrival make your way to the Education Centre to meet your teacher at the specified time on your booking form



The Education Centre is located beside the Meerkat Restaurant, which you will see up the hill on your right hand-side as you enter Dublin Zoo.



It is important that you be at the Education Centre at the specified time as another class may be booked after yours. Please allow 15 minutes for queuing time etc. at the Zoo entrance, as we cannot guarantee being able to take late arrivals.

Cost: Admission fee to be collected beforehand & paid in bulk by teacher/group leader. As you are responsible for the group we recommend a supervisory ratio of 1 adult to every 5 students, and with this in mind you can avail of 1 adult free with every 5 students. Transport: The 46a bus from O’Connell St., Dublin City Centre goes to the North Circular Rd. entrance to the Phoenix Park, a 3-minute walk to the Zoo entrance. Dublin Zoo is within walking distance of Heuston station. Transport can also be arranged via CIE, Dublin Bus or Private coach operators.

HISTORY OF DUBLIN ZOO: Dublin Zoo opened in 1830, making it the fourth oldest zoo in the world (only London, Paris and Vienna are older) on 5.5 acres and has grown over the years to the present 66-acre site. This includes additional land from the grounds of Áras an Uachtaráin, provided by President Mary McAleese. This section is known as the “African Plains” and was formally opened by An Taoiseach, Mr. Bertie Ahern, on 7th May 2001. If you would like more information on the history of Dublin Zoo, please email [email protected] or phone 01 474 8932. ROLE OF DUBLIN ZOO: Formally a Victorian showcase displaying exotic animals, we now focus on conservation, participation in international breeding programmes, education and research. Breeding programmes: Zoos worldwide access breeding details recorded in a computerised system (“ISIS” – International Species Identification System). Dublin Zoo actively participates in many international breeding programmes. Animals involved in such breeding programmes include the Golden Lion Tamarin, Moluccan Cockatoo, Bornean Orang-utan, Western lowland Gorilla, Sumatran Tiger and Snow Leopard. Education: The Education Department at Dublin Zoo aims to awaken people’s interest in their environment

and

to

promote

conservation

awareness

through

exhibitions,

student

programmes, teacher courses, summer camps, outreach programmes, Learning & Discovery Centre, information sheets and education packs. Conservation: An increasing human population threatens fragile resources (i.e. tropical rainforests). Common factors influencing plants and animals approaching extinction include deforestation, farming and human population growth. The ultimate goal of captive breeding of animals threatened with extinction is the preservation of animals that can be reintroduced into their habitat in the wild at a future date.

Research: An exciting new project began in 2006 on enrichment (objects and activities that engage an animal physically and/or mentally e.g., popcorn in straw or feeding tubes attached to an enclosure, puzzle feeders, scent marking). This project has two sections: the first will help us to understand the basis of how different types of enrichment work; and the second will work on Waldrapp Ibis, both in a wild flock and the collection here at Dublin Zoo. This project is done in collaboration with Trinity College, Dublin Recreation: Attracting up to 600 million people annually, zoos worldwide provide a pleasant day out for their visitors who can also see conservation in action. Dublin Zoo alone received over 900,000 visitors last year and is rated Ireland’s number 1 fee paying tourist attraction.

Zuki the white Rhino, with her mum Ashanti

Dublin Zoo has approximately 127 different species of animals with a total of around 600 specimens. Of these 127 species over 40 are managed in International and European breeding programmes. Many others are involved in the regional programmes.

LECTURE (APPROX. 2 HOURS) Introduction The genetics module on offer at the Zoo’s education centre is aimed at Honours Leaving Cert Biology students who have already covered the syllabus in school, and are now in a position to learn more about the modern trends in the world of Genetics. This module brings the Genetics course right up to date as it keeps abreast of modern research in Genetics and outlines to the students in a way that stimulates their interest. While aspects of formal genetics will be addressed, this cutting-edge presentation will also concentrate on the application of genetics to modern science and look at the ‘other side’ of genetics. Lecture Content The lecture will concentrate on the more applied aspects of Leaving Certificate Genetics, such as mutation, adaptation, natural selection, evolution, species definition, variation, genetic fingerprinting and genetic engineering. It will be assumed that the class would have already studied genetics for several class periods and would know about chromosomes, genes, meiosis and Mendal’s laws. These will be referred to in the lecture but not explained in detail. Zoo breeding of endangered species are looked at in terms of conservation, and the role of the zoo is explained as an organisation trying to promote genetic diversity and sustain endangered animals. If the teacher encounters a resistance to going to the zoo or a negative attitude to zoos, a feature could be made of noting these attitudes. What do pupils dislike and like about zoos? What are the opinions on the function and role of zoos? Following their visit, class discussion would elicit whether their opinions have changed or become more entrenched, and if so why.

One thing becomes clear from the day's work - while knowing and understanding genetics is essential to getting the maximum out of the day; other aspects of the Leaving Cert. syllabus are mentioned as well. Biochemistry, Reproductive Biology and Ecology all come within the ambit of the geneticist and realising this may help the students to integrate their biology syllabus, rather than considering it as a collection of disparate topics, some to be studied and some skipped. Follow-up in the areas of endangered species, habitat loss, wildlife farming, environmental awareness and education could all be profitably carried out. Other activities could include: Debate and Discuss - Discuss the role of Zoos in education and conservation, especially with regard to endangered species. - Debate whether Zoos are a good idea. - An area of Rainforest is about to be cleared for farmland. Discuss points of view of forest tribes who forage in the forest for food and of farmers who need land to grow food to support their families. - How can we help protect the environment?

To save the world we must start by changing ourselves. Many global problems would be reduced if people took local action. To start making a difference we could: - Reduce the amount of water we use: showers instead of baths, don’t leave the tap running when washing your teeth, get dripping taps fixed. - Reduce the amount of energy used: low energy light bulbs, walk, cycle or use public transport instead of taking the car. - Reduce waste: Choose products with less packaging which can degrade easily, reuse and recycle paper, recycle bottles, cans, plastic etc., buy products made out of recycled materials, compost organic kitchen waste, re-use plastic shopping bags or buy cotton reusable bags

BOOKS Bostock, S. (1993). Zoos and Animals rights. Routledge publications Diamond, J. (1991). The rise and fall of the third chimpanzee. Vintage, London Durrel Gerald A zoo in my luggage, The Aye-aye and I, and many others, Penguin Fossey, D. (1983). Gorillas in the mist. Penguin Galdikas, B.M.F. (1995). Reflections of eden. Indigo, London. Goodall, J. In the shadow of man, Through a window. Montana/Phoenix Jordan & Ormond, The Last Great Wild Beast Show. Constable Publications, 1978. Leakey, R. & Lewin, R. (1996). The Sixth Extinction. Phoenix, London. Moss,C. (1988). Elephant memories. Random House, New York. Mullan and Marvin. (1987) Zoo Culture. Weidenfeld & Nicolson. Owen, D & M. (1993). Survivors song. Harper collins Tudge Colin (1991) Last Animals in the Zoo Oxford University Press. U.F.A.W.(1988) Why Zoos? Universities Federation for Animal Welfare. Wilson, E.O. (1992). The diversity of life. Allen Lane, Penguin, London. Woodroffe, G. (1981). Wildlife Conservation & the Zoo. Saiga Publications. USEFUL ADDRESSES Dublin Zoo - Phoenix Park, Dublin 8. 01 – 4748932 www.dublinzoo.ie or email [email protected] Fota Wildlife Park - Cobh Island, Carrigtowhill, Cork. 0214 - 812678. Birdwatch Ireland (I.W.C) 8, Longford Place, Monkstown, Co. Dublin. Tel.01 - 2804322. Irish Wildlife Trust (I.W.T) 107 Baggot St. Lwr., D2. www.iwt.ie Tel. 01 – 6768588. Wicklow Mountain National Park Education Centre, Knocksink Woods, Enniskerry, Co. Wicklow. Tel. 01 – 2866609 OPW Wildlife Services 51 St. Stephen's Green, D. 2. Tel. 01 - 6613111. World Wildlife Fund (WWF) – Panda House, Catteshall Lane, Wayside Park, Godalming, Surrey GU7 1X www.wwf.org.uk