DNA and Genetic Engineering

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11 Δεκ 2012 (πριν από 4 χρόνια και 6 μήνες)

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DNA/Genetic Engineering


Overview:

Much knowledge that students have about terms like “gene splicing” or
“genetic engineering” comes from popular media, which does not give them a
personal connection to the skills and science that are involved. Performing
some
of the tasks that genetic engineers employ, along with debating ethical
considerations of this branch of science, will help build those personal
connections.

Targeted Grade Level:

Grade 10/12

Science Standards
: PA 3.8.10A & B, 3.3.10 B & C


Stage I

U
nderstandings: The DNA molecule has a basic structure and function that is
similar from simple to complex organisms. Scientists can exploit those similarities
to use various organisms to produce materials that are useful to humans.


Essential Questions: Ho
w might simple bacteria be helpful to humans? What
components of a bacterial gene are similar to human genes? Do scientists
always use recombinant DNA technology for noble/useful/helpful purposes?


Knowledge & Skill:



Explain how you can tell if a transfor
mation experiment has been
successful.



Explain how scientists manipulate DNA.



Differentiate between Prokaryotic and Eukaryotic genes.



Define
transgenic organism

and describe some of their uses for humans.


Stage II

Performance Tasks:

I.

Socratic Seminar


Transgenic Animals

Students are directed to read the article, “Hello Polly” (S.Henahan,
accessexcellence.org) They will be encouraged to highlight any sections of the
article that they particularly agree or disagree with, along with highlighting and
defini
ng any terms that are confusing.

The Socratic Seminar begins with the question:

Are the techniques described in this article the most
valuable

approach to helping
humanity?

Extension of activity: Generate a “Vocabulary List” from confusing words that
stud
ents highlighted, quiz students on list at a later date.


II.

Laboratory Skills

-

Utilizing the pGLO Bacterial Transformation kit from BioRad to
demonstrate techniques in genetic engineering.

Instructional materials in the kit include worksheets investigati
ng: organisms that
are used for transformation, evidence of transformation, and purpose of various
elements of the lab procedure (which plates should show evidence of
transformation and why, etc.).


Other Evidence:

Traditional quizzes and tests will be giv
en to test knowledge of basic gene
structure, definitions of key words (gene, transformation, transgenic organism,
clone, plasmid, etc.), and basic procedure for generating a transgenic organism.


Stage III


Learning Activities include:



Activity, “How are
restriction enzymes used?”


allows students to model
the action of restriction enzymes on specific sequences of DNA, and their
use in splicing unrelated strands of DNA together.



Guided Reading worksheets covering Manipulating DNA, Cell
Transformation, and

applications of genetic engineering.