In this phase, students apply their knowledge about the Human Genome Project through interactive and practice-oriented learning activities designed for use in Delightex. The focus is on understanding how genomic data is explored, explained, and used in real scientific and social contexts, without requiring students to perform complex laboratory tasks.

Using Delightex, students explore three-dimensional models of DNA and chromosomes placed directly in the learning scene. These visual models help learners clearly see the double-helix structure of DNA, base pairing, and chromosome organization. By rotating and zooming in on the models, students strengthen their understanding of genome structure and connect abstract textbook knowledge with visual representations (NHGRI, 2024).
As a visual support, teachers may link to short animated videos such as “DNA Structure and Function” by Khan Academy, which explains DNA components in a clear and age-appropriate way:
https://www.khanacademy.org/science/ap-biology/gene-expression-and-regulation/dna-and-rna-structure/v/dna-structure-and-function

To support understanding of how the Human Genome Project sequenced DNA, students watch short explanatory videos embedded or linked within Delightex. These videos introduce the basic idea of Sanger sequencing and show how scientists read DNA fragments and assemble them into a full genome. A recommended example is the NHGRI educational video “How the Human Genome Was Sequenced”, which explains the process in simple terms and connects it directly to the HGP (NHGRI, 2024):
https://www.genome.gov/education/educational-resources

After watching the video, students respond to reflection prompts in Delightex, such as why DNA had to be sequenced in small pieces and how computers helped scientists assemble the full genome. This helps learners actively process the information rather than passively watch the content (Collins et al., 2003).

Students then explore the practical use of genome data through interactive gene examples. In Delightex scenes, chromosome images include highlighted gene regions, such as the BRCA1 gene, which is linked to breast cancer risk. By selecting these markers, learners read short explanations about gene function and how genetic mutations can influence disease development. This activity connects the Human Genome Project to modern genomic medicine and shows how genome data supports medical research (Green & Guyer, 2015).
An optional supporting resource is the NHGRI page “What is BRCA?”, written for a general audience:
https://www.genome.gov/genetics-glossary/BRCA

Ethical thinking is an important part of the Execute phase. Students are presented with short scenario-based situations related to genomic data use, such as genetic testing, data privacy, or access to medical information. These scenarios appear as information panels in Delightex and ask students to consider questions like who should have access to genetic data and how misuse could lead to discrimination. Each scenario is linked to the Ethical, Legal, and Social Implications (ELSI) program of the Human Genome Project, which dedicated part of its budget to studying these issues (Green & Guyer, 2015).
For additional context, students can explore the NHGRI ELSI overview page:
https://www.genome.gov/about-genomics/policy-issues/ELSI

To highlight the importance of collaboration in large-scale science, students participate in a guided role-based discussion inspired by the original Human Genome Project. Learners take simplified roles such as scientist, data manager, or ethicist and discuss challenges related to international cooperation and data sharing. This reflects how scientists from different countries worked together and followed open-data principles like the Bermuda Principles, which promoted rapid data sharing (Collins et al., 2003).

Throughout the Execute phase, students receive feedback through short quizzes, reflection tasks, and teacher-guided discussions. These activities help consolidate understanding and connect scientific knowledge with ethical and social responsibility. By the end of this phase, learners have actively engaged with real examples, technologies, and challenges linked to the Human Genome Project, preparing them for deeper reflection and enhancement in the next section.