Sample of student work: Lab report, some DNA model, Protein synthesis paper lab.
Thursday, April 17, 2008
Hour Log
I realized that I have to post hour log for the second part of the project.
I spent more than 25 hours building concepts of structure & function of DNA, genetic engineering, methods involved in genetic engineering and more.
Activities: Vocabulary- Word bank, paper lab, models, white boarding, notes, group summarizing etc.
I spent more than 5 hours in lab preparation. From collecting material, making solution, making agar plates, growing bacteria, allocating solution, lab bench prep.
We spent one hour pre- lab talk and inquiry, three hours of lab work and two hour of post lab write up and discussion.
I am also providing some samples of my student work.
I spent more than 25 hours building concepts of structure & function of DNA, genetic engineering, methods involved in genetic engineering and more.
Activities: Vocabulary- Word bank, paper lab, models, white boarding, notes, group summarizing etc.
I spent more than 5 hours in lab preparation. From collecting material, making solution, making agar plates, growing bacteria, allocating solution, lab bench prep.
We spent one hour pre- lab talk and inquiry, three hours of lab work and two hour of post lab write up and discussion.
I am also providing some samples of my student work.
Thursday, December 13, 2007
students write-up
Here is two of my students's reflection of transformation lab.
Lea C Murray This past week my class just completed a cell transformation lab. At first it was quite intimidating to know that we, a class of sophomores, were going to do a college level lab. Then after we were separated into groups and my group and I started to divide the work, I started to think that it was actually do able. Then when we actually started to do the lab, I really had fun. I have learned quite a few things from this lab, not to mention enjoy it. The first thing that I learned is that something doesn’t have to be seen for it to be there. When my group first took the bacteria colonies we didn’t even see if we got them. We knew we got some on our sterile loop at the end of the experiment when the E. coli grew. The same thing goes for when I had to dip the sterile loop into the plasmid solution. I thought that I would actually see some type of thick liquid and when I was worried that I didn’t get any on the loop, the teacher had to tell me that it was actually on there. I was extremely relieved when after the experiment, our group had the transferred bacteria in its appropriate dish. Another thing I learned is that when you are doing a lab with bacteria, everything must be sterile or your experiment won’t work properly. One of the groups in the lab contaminated their bacteria. At the end of the experiment they had a strange mountain like growth where their bacteria should be. The most important thing I learned though was the whole process of cell transformation. When I read it in the text book, I had to go back and read it three more times until I understood what the chapter was talking about. When my group and I did the project, the procedures were very close to what the book itself described. After we finished the lab and did it correctly, it cemented everything I knew from before with compete understanding. This was one of the things that I liked about the lab as well. What the book’s example was something a lot more complex than just getting some E. coli bacteria to glow under a UV light. It was a little bit shocking that the same steps were applied to both different cell transformations. It was pretty cool when I really thought about what we were doing and what that could be implied to. This thought led me to the second thing that I liked about this lab. I really enjoyed what we were doing in the lab. This lab made me want to find out more about genetic engineering. I am now seriously thinking about what a career would be like doing this sort of thing everyday. I only had a few career ideas floating through my head, and now a genetic engineer was added to the list. That week when we were doing the lab was pretty cool. I enjoyed it and I actually did get, and retain, some knowledge from the lab. I finally understood why you needed to keep the bacteria cold and why the short heat bath was necessary to ensure that the plasmids would be absorbed into the bacteria. I also wasn’t dragging my feet through the entire lab and wishing for it to end either. I am very glad that my class and I had gotten the opportunity to do this lab. It was well worth everything that we had to do.
Victor Arce
Transformation of E. Coli Cell
The purpose of this lab was to observe and learn how a cell is transformed using a plasmid. The experiment was done by inserting a recombinant plasmid that contained the pGlo gene into the E. coli cell. To accomplish this Micro Test Tubes, Pipettes, E. coli cells, Ice, warm water, aqueous calcium chloride, sterile loops, and Petri dishes were used. In order to transform the cells you must place the CaCl2 (aq) the two micro test tubes. Then place a small E. coli colony into the test tubes. Place the test tubes in the ice for about one minute. Then take the recombinant DNA and place it in the micro test tube. Next you heat shock the cells so that they accept the recombinant DNA and transform. Through this lab I learned many interesting information about micro biology. I learned how a cell is transformed and why a plasmid is used. The plasmid is used to transform the cell because it is a simpler structure than a chromosome. This way it has less of a chance of an error occurring with the DNA.
Lea C Murray This past week my class just completed a cell transformation lab. At first it was quite intimidating to know that we, a class of sophomores, were going to do a college level lab. Then after we were separated into groups and my group and I started to divide the work, I started to think that it was actually do able. Then when we actually started to do the lab, I really had fun. I have learned quite a few things from this lab, not to mention enjoy it. The first thing that I learned is that something doesn’t have to be seen for it to be there. When my group first took the bacteria colonies we didn’t even see if we got them. We knew we got some on our sterile loop at the end of the experiment when the E. coli grew. The same thing goes for when I had to dip the sterile loop into the plasmid solution. I thought that I would actually see some type of thick liquid and when I was worried that I didn’t get any on the loop, the teacher had to tell me that it was actually on there. I was extremely relieved when after the experiment, our group had the transferred bacteria in its appropriate dish. Another thing I learned is that when you are doing a lab with bacteria, everything must be sterile or your experiment won’t work properly. One of the groups in the lab contaminated their bacteria. At the end of the experiment they had a strange mountain like growth where their bacteria should be. The most important thing I learned though was the whole process of cell transformation. When I read it in the text book, I had to go back and read it three more times until I understood what the chapter was talking about. When my group and I did the project, the procedures were very close to what the book itself described. After we finished the lab and did it correctly, it cemented everything I knew from before with compete understanding. This was one of the things that I liked about the lab as well. What the book’s example was something a lot more complex than just getting some E. coli bacteria to glow under a UV light. It was a little bit shocking that the same steps were applied to both different cell transformations. It was pretty cool when I really thought about what we were doing and what that could be implied to. This thought led me to the second thing that I liked about this lab. I really enjoyed what we were doing in the lab. This lab made me want to find out more about genetic engineering. I am now seriously thinking about what a career would be like doing this sort of thing everyday. I only had a few career ideas floating through my head, and now a genetic engineer was added to the list. That week when we were doing the lab was pretty cool. I enjoyed it and I actually did get, and retain, some knowledge from the lab. I finally understood why you needed to keep the bacteria cold and why the short heat bath was necessary to ensure that the plasmids would be absorbed into the bacteria. I also wasn’t dragging my feet through the entire lab and wishing for it to end either. I am very glad that my class and I had gotten the opportunity to do this lab. It was well worth everything that we had to do.
Victor Arce
Transformation of E. Coli Cell
The purpose of this lab was to observe and learn how a cell is transformed using a plasmid. The experiment was done by inserting a recombinant plasmid that contained the pGlo gene into the E. coli cell. To accomplish this Micro Test Tubes, Pipettes, E. coli cells, Ice, warm water, aqueous calcium chloride, sterile loops, and Petri dishes were used. In order to transform the cells you must place the CaCl2 (aq) the two micro test tubes. Then place a small E. coli colony into the test tubes. Place the test tubes in the ice for about one minute. Then take the recombinant DNA and place it in the micro test tube. Next you heat shock the cells so that they accept the recombinant DNA and transform. Through this lab I learned many interesting information about micro biology. I learned how a cell is transformed and why a plasmid is used. The plasmid is used to transform the cell because it is a simpler structure than a chromosome. This way it has less of a chance of an error occurring with the DNA.
Following is the curriculum activities I planned around my research work to bring it my classroom.
CURRICULUM ACTIVITIES FOR CHEMISTRY-BIOLOGY INTEGRATED CLASS
Students will work on a series of tasks, which will go through two to three weeks depending on the pace of the class. The topic covered will be GENETICS.
Standards and Thinking skills:
v Describe the molecular basis of heredity, in living things, including DNA replication and protein synthesis
v Formulate predictions, questions, or hypotheses based on observations.
v Design models
v Communicate results of investigations
v Develop viable solutions to a need or problem
Materials:
v Computer
v Paper/scissors/color pencil
v Forensic DNA finger printing kit
v Horizontal gel electrophoresis chambers, 4–8
v Adjustable micropipets 2–20 µl, 1–8 20–200 µl, 1 100–1,000 µl, 1
v Pipet tips 2–200 µl, BR-35, 1 bag 100–1,000 µl, BR-40, 1 bag
v Water bath
v Mini centrifuge
v Rocking platform
v Gel support film
v Microwave oven
Description: First thing is to building concept knowledge of DNA structure, translation, mutation, replication (primer,\PCR, sequencing), ligation, restriction enzyme, digestion, and transformation(Heatshock & Electroporation). To achieve this we will repeat step-A all three parts so that I can address all different types of learning styles in my classroom.
Step-A Part-I
· PowerPoint Presentation of the Topic
· Class Discussion and Question- Answer Session
Step- A Part- II
· Computer Simulation
· http://www.biology.arizona.edu
· http://sitemaker.umich.edu/darcyholoweski/dna_transcription_and_translation_interactive_game
· http://www.med.yale.edu/genetics/ward/tavi/PCR.html; http://www.sumanasinc.com/webcontent/anisamples/molecularbiology/pcr.html
· http://www.basic.northwestern.edu/biotools/oligocalc.html
Step- A Part –III
· Paper Labs
· https://www2.carolina.com/webapp/wcs/stores/servlet/ProductDisplay?memberId=-1002&productId=39642&langId=-1&storeId=10151&catalogId=10101
Step- B Part-I
· Hands- on Activity
Once students have learned the concept they are ready to perform experimental Forensic DNA fingerprinting investigation. This activity provides in-depth explanations about how restriction enzymes cut DNA and how electrophoresis is used to separate and visualize DNA fragments. The unique curriculum provided in this kit guides students through the procedure of constructing a standard curve using their own gel data. They can then use their standard curve to estimate the molecular weights of the unknown DNA fragments generated by different restriction enzymes.
Electrophoretic techniques that distinguish DNA fragments by size are essential in forensics and in the mapping of restriction sites within genes. With the curriculum in this kit, students also have the opportunity to read plasmid maps and predict the sizes of DNA fragments from restriction enzymes digests prior to performing the lab. They can go one step further and use restriction digest maps of lambda bacteriophage genomes to design novel plasmids. In the process of doing these extension activities, students learn how restriction enzymes function and how they are used in genetic engineering.
Step- B Part- II
· Lab report Writing
Finally students are going to write a report on their findings. They will explain the logical thinking behind the procedural steps they followed. Then in conclusion students will justify their result in detail. I usually distribute lab-report points as follows:
Lab Skills – 25%
Hypothesis – 5%
Procedural Explanation – 10%
Analysis – 35%
Conclusion - 25%
CURRICULUM ACTIVITIES FOR CHEMISTRY-BIOLOGY INTEGRATED CLASS
Students will work on a series of tasks, which will go through two to three weeks depending on the pace of the class. The topic covered will be GENETICS.
Standards and Thinking skills:
v Describe the molecular basis of heredity, in living things, including DNA replication and protein synthesis
v Formulate predictions, questions, or hypotheses based on observations.
v Design models
v Communicate results of investigations
v Develop viable solutions to a need or problem
Materials:
v Computer
v Paper/scissors/color pencil
v Forensic DNA finger printing kit
v Horizontal gel electrophoresis chambers, 4–8
v Adjustable micropipets 2–20 µl, 1–8 20–200 µl, 1 100–1,000 µl, 1
v Pipet tips 2–200 µl, BR-35, 1 bag 100–1,000 µl, BR-40, 1 bag
v Water bath
v Mini centrifuge
v Rocking platform
v Gel support film
v Microwave oven
Description: First thing is to building concept knowledge of DNA structure, translation, mutation, replication (primer,\PCR, sequencing), ligation, restriction enzyme, digestion, and transformation(Heatshock & Electroporation). To achieve this we will repeat step-A all three parts so that I can address all different types of learning styles in my classroom.
Step-A Part-I
· PowerPoint Presentation of the Topic
· Class Discussion and Question- Answer Session
Step- A Part- II
· Computer Simulation
· http://www.biology.arizona.edu
· http://sitemaker.umich.edu/darcyholoweski/dna_transcription_and_translation_interactive_game
· http://www.med.yale.edu/genetics/ward/tavi/PCR.html; http://www.sumanasinc.com/webcontent/anisamples/molecularbiology/pcr.html
· http://www.basic.northwestern.edu/biotools/oligocalc.html
Step- A Part –III
· Paper Labs
· https://www2.carolina.com/webapp/wcs/stores/servlet/ProductDisplay?memberId=-1002&productId=39642&langId=-1&storeId=10151&catalogId=10101
Step- B Part-I
· Hands- on Activity
Once students have learned the concept they are ready to perform experimental Forensic DNA fingerprinting investigation. This activity provides in-depth explanations about how restriction enzymes cut DNA and how electrophoresis is used to separate and visualize DNA fragments. The unique curriculum provided in this kit guides students through the procedure of constructing a standard curve using their own gel data. They can then use their standard curve to estimate the molecular weights of the unknown DNA fragments generated by different restriction enzymes.
Electrophoretic techniques that distinguish DNA fragments by size are essential in forensics and in the mapping of restriction sites within genes. With the curriculum in this kit, students also have the opportunity to read plasmid maps and predict the sizes of DNA fragments from restriction enzymes digests prior to performing the lab. They can go one step further and use restriction digest maps of lambda bacteriophage genomes to design novel plasmids. In the process of doing these extension activities, students learn how restriction enzymes function and how they are used in genetic engineering.
Step- B Part- II
· Lab report Writing
Finally students are going to write a report on their findings. They will explain the logical thinking behind the procedural steps they followed. Then in conclusion students will justify their result in detail. I usually distribute lab-report points as follows:
Lab Skills – 25%
Hypothesis – 5%
Procedural Explanation – 10%
Analysis – 35%
Conclusion - 25%
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