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BIOSYNTHESIZING EVOLUTION FOR THE ENHANCE PRODUCTION OF CAROTENOIDS IN YEAST. Saniyyah Thomas Gilliam Collegiate Academy Dallas ISD Dr. Katy Kao and Group Assistant Professor Department of Chemical Engineering Texas A&M University. SUMMER RESEARCH OVERVIEW.
Gilliam Collegiate Academy
Dr. Katy Kao and Group
Department of Chemical Engineering
Texas A&M University
1ST STEP: Engineer a generation of fluorescent yeast strains using a plasmid carrying these genes
2nd STEP: Engineer a generation of carotenoid producing fluorescent yeast strains again using a plasmid carrying these genes
3rd STEP: Remove ctt1 genes by replacing it with an antifungal resistant gene again by using a plasmid; This is done to remove a potential competitive response to enhanced production of carotenoids once the selective pressure of adding H2O2 is introduced
(C.10) Science concepts. The student understands and can apply the factors that influence the behavior of solutions. The student is expected to
(G) define acids and bases and distinguish between Arrhenius and Bronsted-Lowry definitions and predict products in acid-base reactions that form water; Supporting Standard
(H) understand and differentiate among acid-base reactions, precipitation reactions, and oxidation-reduction reactions; Readiness Standard
(I) define pH and use the hydrogen or hydroxide ion concentrations to calculate the pH of a solution; and Supporting Standard
(J) distinguish between degrees of dissociation for strong and weak acids and bases. Supporting Standard
Courtesy of Project Lead The Way
The mini prep portion of my summer lab research project will be highlighted, specifically the acid/base chemical reaction process that takes place.
This will lead into the discussion about acids and bases.
Definitions and vocabulary will be discussed, various methods of testing pH will be demonstrated, and real world examples.
Students will do a white board activity identifying acid and bases, predicted products in aqueous solutions.
Daily assessment will be given.
VERNIER pH PROBES
Students will begin and complete the Acid and Base Lab. Due at the end of the class (if on a Friday, it will be due that following week).
One day, Kisha ate a big hamburger, French fries, and sprite for dinner and went to bed 15 minutes later. She woke up later that night with an upset stomach. She knew what it was because this happens quite often. She took some antacid that night. It took a while but eventually the pain subsided and she fell asleep again. The next morning, Kisha went to the doctor. He told her that for a long term cure she would have to change her diet but for immediate help she would need to find the best antacid on the market that can subdue her pain quickly. Why did Kisha get a stomach ache? Can you describe what happened to Kisha? Why did she take an Antacid?
Students will be grouped and presented with the project where they will spend this day on the first three steps of the engineering design process. Step 1: Define the problem; Step 2: Brainstorm; and Step 3: Research and generate ideas
This day will be spent working on the design process steps 4-7. Students will complete Step 4: Identify criteria and constraints; Step 5: Explore possibilities; Step 6: Select an approach; and Step 7: Develop a design proposal
Students will next complete design process steps 8-11. Students will Step 8: Model or prototype; Step 9: Test and evaluate; Step 10: Refine; and Step 11: Create or make
Step 12: Communicating results
On the due date, each group must give a 15 minute presentation on their project.
They must explain the entire 12-step design process for both their short and long term solutions and based on their results present the best brand of antacids, the month long diet plan, & “AVOID LIST” for Kisha.
Visuals and models will be required
1. Acid A and acid B are of equal concentration and are tested with a conductivity apparatus.
When the electrodes are placed in acid A, the bulb glows dimly. When they are
placed in acid B, the bulb glows more brightly. Which of the following is true?
A. Acid A is stronger than acid B.
B. Acid B is stronger than acid A.
C. Acid A and acid B are of equal strength.
D. No comparison of strength can be made from the results.
2. The neutralization of a strong acid by a strong base always involves the products
A. water and a salt.
B. an anion and a salt.
C. water and an ion.
D. weak acid and a strong base.
TAMU E³ Program
National Science Foundation
Nuclear Power Institute
Dr. Katy Kao (Mentor)
Luis H. Reyes (Ph.D. student)
Other lab members:
Miguel Ramirez (partner)
1. Namitha, K. K. & Negi, P. S. Chemistry and biotechnology of
carotenoids. Critical Reviews in Food Science and Nutrition 50,
2. Kao, K. Visualizing evolution in real time (VERT) - application in
biocatalyst improvement for carotenoid production 1, 1-3 (2012).