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Teaching the Concepts of Genetics. Presented by: Keith Madden Alvin Essenberg Kasi Bolden Susan Rathwick. Drosophila Basic Studying the Monohybrid Cross. Cost: $87.95 Presented by Alvin Essenburg. Kit Includes. Anesthetizer Sorting brushes Culture containers

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teaching the concepts of genetics

Teaching the Concepts of Genetics

Presented by:

Keith Madden

Alvin Essenberg

Kasi Bolden

Susan Rathwick

drosophila basic studying the monohybrid cross
Drosophila Basic Studying the Monohybrid Cross
  • Cost: $87.95

Presented by Alvin Essenburg

kit includes
Kit Includes
  • Anesthetizer
  • Sorting brushes
  • Culture containers
  • Instant Drosophila medium
  • Teacher's Notes
  • Supplies Needed:
    • Wild and Sepia Drosophila cultures (not part of cost)
    • Disecting Scope (Magnifying glasses are difficult to use)

Step 1: Remove all Sepia adults from culture

  • Mature adult females can't be used because they can store sperm for their entire life



2. When new fruit flies hatch in Sepia culture:

  • Remove all adults in Sepia culture within 6-8 hrs.
  • Sort and isolate females for 3-4 days in new culture tube.


Sepia females

Sepia males


3. Setup new culture tubes.

  • Place 5 Sepia female and 5 Wild males in each.
    • (P generation)

Sepia Female


Sepia Female x Wild Male


Flies will breed and lay eggs.

Sepia Female x Wild Male


4. After 7-10 days, before new flies hatch, remove all adults.

Sepia Female x Wild Male


5. New flies will be the F1 generation, remove adults within 6-8 hours and tally each species

  • All will be Wild (Red eyes)

F1 generation


6. As new F1 generation flies hatch, place 5 male and 5 female F1 in a new culture.

F1 generation

F1 x F1


6. As new F1 generation flies hatch, place 5 male and 5 female F1 in a new culture.

F1 generation

F1 x F1


7. Remove adults within 6-8 hours and tally each species

  • New flies will be the F2 generation.
    • About ¼ should hatch as Sepia

F1 x F1



  • Students get to actually do a monohybrid cross
  • High interest lab


  • Very time consuming and scheduled
  • Medium grew mold easily
  • May be difficult for students to sort flies at home
  • Could choose different varieties that can't fly
protein synthesis
Protein Synthesis

Objective: The objective is to show how individual genes are translated into protein chains.

Experiment overview: In this activity, models of mRNA, tRNA, amino acids and ribosomes will be used to better understand protein synthesis.

teaching tips
Teaching Tips

Students should know where transcription and translation occurs.

Student should know that the triplet of bases brought by tRNA are anticodons and is complementary to an mRNA codon.

Students should have a basic understanding of nucleic acids, transcriptions and translation before beginning the activity.

A summary discussion after each step may be worthwhile to be sure of students’ comprehension before moving on to the next step.



mRNA strand


Amino acid round chips, 20 (10)

Label, round 20(10)


Tape, double stick

Tape, transparent

*Protein Synthesis Worksheet( not provided)

protein synthesis questionnaire
Protein Synthesis Questionnaire

Does the lab present protein synthesis in the proper sequence so students will gain understanding?

Yes or No

 Are there any materials that can be substituted or eliminated?

 Do you think the first and second steps of the procedure are necessary?

Do you feel it’s necessary to teach the importance of 3’ & 5’?

 Please list any flaws in this activity. List any flaw that may cause confusion

analyzing population growth kit

Analyzing Population Growth Kit


Item #251012 Price $99.95

Materials for 32 students working in groups of 4

objectives learning goals
Objectives/Learning Goals
  • Students analyze the effects of resources on yeast as they explore population growth.
objectives learning goals1
Objectives/Learning Goals
  • Develop the skills necessary to design & perform scientific investigations
  • Produce a testable hypothesis
  • Investigate the effects of environmental conditions on a model lab species
objectives learning goals2
Objectives/Learning Goals
  • Derive the relationship between resource quality and population growth
  • Develop connections with the key concepts of logistic and exponential growth, carrying capacity, and population pyramids
materials supplied
32 petri dishes


4 yeast malt media bottles

100 pipets (graduated)

9 sterile pipets

9 yeast packets

18 g lactose

30 ml excess nitrate

2 sheets black construction paper

8 fine-point permanent markers

8 inoculating loops

40 test tubes

16 Lazy-L-Spreaders™

Materials Supplied
materials not supplied
Safety glasses

Heat-resistant gloves

8 glass beakers, 400ml

8 Bunsen burners

8 flint lighters

1 gallon distilled H2O

8 hot plates

8 dissecting scopes

8 thermometers

Laboratory balances

Weight boats 2 spatulas

8 graduated cylinders, 100 ml

8 flasks, 125 ml

Materials Not Supplied
background vocabulary
Age ratio

Carrying capacity



Population pyramid

Exponential growth


Logistic growth



Background Vocabulary
lab could be used during the study of
Lab Could Be Used During the Study of…..
  • Interdependence of organisms
  • Behavior of organisms
  • Population growth
  • Natural resources
  • Environmental quality
  • Natural & human-induced hazards
background knowledge
Background Knowledge
  • Exponential growth – if a population is not limited by resources, and increases at a faster rate as the number of individuals increases.
Population pyramid – graph showing how the total population is split among various age brackets.
Plate streaking


activity 1
Activity #1
  • Requires students to fill 3 test tubes with yeast and either glucose or lactose as a food source. Test tubes are covered and placed in a hot water bath 35-40° C.
  • Students will record growth in 2 minute intervals for a total of 10 minutes
  • A fourth tube is filled as a control group.
  • Results are shared among the teams
activity 2
Activity #2
  • Requires students to choose 1 of four treatments they hypothesize will produce the most growth in the yeast population
  • Treatments
    • Glucose
    • Lactose
    • Nitrate
    • Light intensity
Students are required to write their hypothesis and reasoning for this in their lab notebook
  • Procedures are provided for each of the 4 treatments students will choose.
  • After the plates are prepared they will invert and leave for three days
After 3 days the groups will decide how to rate the growth in the petri dishes, writing down the comparative data in their lab notebook and creating a bar graph to display the data
  • Students analyze the results
Prior to Step 1 (follow the first step in Activity 1)
  • Warm up a beaker of 40 mL distilled water to about 30-40°C.
  • Remove from heat and add 3.5 g of yeast
  • Cover it with a 4-square block of Parafilm®
  • Let yeast activate for 10 minutes
comparative proteomics kit i protein profiler module

Comparative Proteomics Kit I: Protein Profiler Module

Bio-Rad 166-2700EDU

32 students

List Price: $203.75

Refill: $ 94.00

comparative proteomics kit i protein profiler module1
Comparative Proteomics Kit I: Protein Profiler Module

Laemmli sample buffer

Kaleidoscope™ prestained standards

Tris-glycine-SDS electrophoresis buffer

Bio-Safe™ Coomassie stain for proteins

Actin and myosin standard

Dithiothreitol (DTT)

Pipet tips for gel loading

Test tubes,transferpipets, gel-staining trays, test tube holders

Teacher's Guide, Student Manual, and graphic Quick Guide

required accessories not included in kit
Required Accessories Not Included in Kit

Fish samples 5–8 types

Adjustable micropipets, 2–20 µl

Power supplies

Water bath

If using polyacrylamide gel electrophoresis:Vertical gel electrophoresis chambers

Precast polyacrylamide gels

can biomolecular evidence be used to determine evolutionary relationships
Can Biomolecular Evidence Be Used to Determine Evolutionary Relationships?
  • Traits are the result of Structure and Function
  • Proteins determine structure and function
  • DNA codes for proteins that confer traits
    • DNA -> RNA -> Protein -> Trait
  • Changes in DNA lead to proteins with:
    • Different functions
    • Novel traits
    • Positive, negative, or no effects
  • Genetic diversity provides pool for natural selection = evolution
explore biochemical evidence for evolution
Explore Biochemical Evidence for Evolution
  • Analyze protein profiles from a variety of fish
  • Study protein structure/function
  • Use polyacrylamide electrophoresis to separate proteins by size
  • Construct cladograms using data from students’ gel analysis
  • Compare biochemical and phylogenetic relationships.
  • Sufficient materials for 8 student workstations
  • Can be completed in three 45 minute lab sessions
workshop timeline
Workshop Timeline
  • Introduction
  • Sample Preparation
  • Load and electrophorese protein samples
  • Compare protein profiles
  • Construct cladograms
sample preparation
Sample Preparation

Lab Period 1

Label one 1.5 ml fliptoptube for each of five fish samples. Also label one screwcapmicro tube for each fish sample.

Add 250 μl of Bio-Rad Laemmli sample buffer to each labeled fliptopmicrotube.

Cut a piece of each fish muscle about 0.25 x 0.25 x 0.25 cm3 and transfer each piece into a labeled fliptop tube. (Close the lid!)

sample preparation1
Sample Preparation

Lab Period 1 (con’t)

Agitate the tissue in the sample buffer; Incubate for 5 minutes at room temperature.

Carefully transfer the buffer labeled screwcaptube. Do not transfer the fish!

Heat the fish samples in screwcapmicrotubes for 5 minutes at 95°C. Freeze until lab period 2.


Lab Period 2

Heat extracted fish samples and actin and myosin standard to 95°C for 2–5 min. This dissolves any detergent in the extraction (Laemmli) buffer that may have precipitated upon freezing.


Lab Period 2 (con’t)

Load your gel:

  • 5 μl Precision Plus Protein Kaleidoscope prestained standards (Stds)
  • 10 μl fish sample 1
  • 10 μl fish sample 2
  • 10 μl fish sample 3
  • 10 μlactin and myosin standard (AM)

Lab Period 2 (con’t)

Electrophorese for 30 minutes at 200 V in 1x TGS electrophoresis buffer.

After electrophoresis, stain the sample with 25 ml Bio-Safe Coomassie blue stain per gel.

Stain gel for 1 hour, with gentle shaking for best results.


Lab Period 3

Destaingels in water for at least 30 minutes to overnight, changing the water at least once.

Blue-stained bands will be visible on a clear gel after destaining.


Lab Period 3 (con’t)

Correlate bands of fish samples with AM and Kaleidoscope standards.

Check online protein database for correlation of sample proteins with those of the species in the databases.

Guided by similarity of protein content, draw cladogram relating fish species.