Here is a converted copy of the PowerPoint that we will do in class today. You can follow along with me or work independently. All information you need is here on the blog. This blog was developed by Dr. G and Me for you! :) Enjoy!
Once you have completed taking notes on this slide show, click on the link for Gel Electrophoresis Virtual Lab above. You will compare this process to the actual activity that you completed at the molecular laboratory. How were they similar or different? Do you think this would have been more helpful to do before you went to the lab? If you went to this virtual lab before the field trip to the laboratory then was it helpful? Also, if you did not go to the molecular laboratory, how do you think virtual labs can help to replace difficult procedures and expensive equipment? Did you learn from it? What was it like to virtually complete a lab? Any thoughts you have about the experience you need to explain in your blog post.
When you have completed this, I would like you to try your forensic detective skills in taking part in solving three crime puzzles on the link above called Genetics Web Labs. Click on that link and then go to DNA Fingerprinting. What you have learned thus far will help you in understanding the concepts found in this web lab. You will make an evaluative blog post on this activity as well.
Use this embedded document to find the suspect at the ISB Secondary Campus crime scene! Who did it-suspect 1, 2, 3, 4, 5, or 6?
This is the DNA obtained from the blood sample from the crime scene. Study it. What will you look for as you try to match each suspect's DNA to the DNA sample from the crime scene?
Based on your findings, were any of the suspects present at the crime scene? Support your conclusion with specific evidence.
Why do people's DNA patterns differ so greatly?
How would your conclusions be affected if you learned that the suspect whose DNA matched the evidence had an identical twin?
Suppose you are a defense lawyer. DNA evidence indicates that the bloodstain at the scene of a crime belongs to your client. Do you think this DNA evidence should be enough to convict your client?
Resource: Pearson Education, Inc., (2005). Prentice hall science explorer: Cells and heredity. Saddle River, NJ: Pearson Prentice Hall.
Throughout the first and second parts of this unit, we have learned about three different tools that geneticists use in order to predict the probabilities of heredity and to diagnose a genetic disorder. Now, we are going to back up a bit to see exactly how cells replicate their DNA and how cells undergo division. The section we will use is in Chapter 2: Cell Processes and Energy, but begin with section 3: Cell Division. I think you will find this section to be interesting actually!
Below you will find a link to an Online Onion Root Tip Activity which explains the main stages of cell division. You will follow the instructions given by the online virtual lab, as well as the lab papers provided to you in class in order to figure out what stage of mitosis lasts the longest and which are the shorter stages.
Introduction: Find out the difference between Cytokinesis and Mitosis. How do they go together in order to complete the cell division process?
Part 1: Can you find dividing cells in the onion root tip?
What differences can you see when you compare the nucleus of a dividing cell with that of a
non-dividing cell?
Part 2: View a video of mitosis in an animal cell.
Part 3: Identify at least one cell in each of the stages of division summarized in the review.
Place the cursor over a dividing cell and click once. Identify the stage of division.
When you have identified at least one cell in each stage, proceed to the next section.
Part 4: See what differences you can detect between the division of an animal cell and a plant cell.
AFTER COMPLETING THESE TWO VIRTUAL LAB ACTIVITIES you will then hand in your lab papers for a grade on analysis of the data AND write a blog reflection on each activity to demonstrate your understandings of Mitosis and Cell Division. If these did not help you, you are welcome to have a look at other tutorials, videos, or interactive websites, such as: http://www.cellsalive.com/mitosis.htm.
Find out what the difference is between mitosis and meiosis. Include this in your blog post by including links or videos that you used or images in discovering what the main differences are.
VIDEO EXAMPLE:
Pages in your textbook you may use are: 55-60 and pages 94-96 (Remember: You may use the Sci-Links as well).
Throughout our study of human genetics, we have seen that geneticists and genetic counselors use three tools to predict the passing of traits using punnett squares,
diagramming carriers and those from a family who have a disease as well as the carriers through using a Pedigree chart
and now after our genetic disorders research and presentations we will look at karyotypes and how they can help to diagnose what a patient has or what they have died of by looking at the chromosomes of patients.
We will complete an activity in class through matching up chromosomes for practice and then we will go to the following site for diagnosing three patients by sorting their chromosomes.
So, after we have finished watching the movie, we began discussing the character's and their actions. You were all provided with questions about the movie and you need to choose at least three of those questions to write a response to about the movie.
Don't forget to include your impressions of the movie, opinions, thoughts, and perhaps a link to the trailer or a picture of the film in your blog post to go along with your reflection.
The other part that I want you to include in your blog post is an analysis of how Cracking the Code of Life and GATTACA were similar and different. Of course one was fiction and the other non-fiction, but what did each of them make you think about? Did they provide different or similar information? What about the characters in each?
After watching the film, Cracking the Code of Life, write a reflection in your own blog as a reaction to the film. What ideas were completely new to you? What sparked a reaction in you? Something scary, sad, happy, interesting, weird, etc... What did you learn from watching this film? Did any of your questions get answered as you watched this film? Did this film bring about any new questions?
Also, in your response, I would like you to respond to the questions below in the section "After watching". You are welcome to use any of the guiding questions or before watching questions in your reflection if they help you to write.
*** You will go to three classmate's blogs of your choice and respond to their ideas in at least two sentences. You can agree, disagree, pose questions, give a connection, etc...
How does the genetic material of living things compare?
What are the mechanisms that drive mutations?
What is the Human Genome Project?
In what ways could the manipulation of genes affect human health?
What are the ethical and social/cultural aspects of intentional genetic manipulation?
While watching the video, be thinking about these questions:
What do they describe DNA as?
How can DNA be helpful to detect diseases early in life?
What might be the problems with this?
How are they processing human DNA?
After watching the film: Cracking the Code of Life
Please read these questions fully and answer each as part of your reflection of this film.
1. Sequencing the human genome may bring to light a number of genes that are the basis for known genetic diseases or that predispose a person to a condition such as heart disease, cancer, or Alzheimer’s disease. Yet finding a gene for an illness may not lead to an immediate cure. Would you want to be tested to learn whether they had a genetic disease or predisposition if no cure was available? Why or why not?
2. Consider a scenario in which a lab needs DNA samples for use in genetic testing studies. Researchers are searching for a variant of a gene that provides resistance to specific bacterial diseases. If the company finds this gene, it may be able to produce a drug to sell to people who have these diseases. Would you agree to have your DNA be part of the study? Why or why not? Would you want royalties for your part in finding the gene? What if during the testing, the company discovered you had a gene that might result in a health problem later in life? Would you want to be informed? Why or why not?
3. As more is learned about genes, there is a risk that the information will be used to define certain members of society by their genetic makeup. Identify the meaning of the terms genetic discrimination and genetic privacy. What are some ways to protect against this type of genetic discrimination?
