Opening Activity: April 24, 2017 Pick up Lab #18 & Worm Observation sheet– Tape both into journal (tape at R. Table) Scientists often use “model organisms” in the lab to complete research studies. If you were doing research, what characteristics of the organism you were studying would help you in your work? List at least five characteristics! I can… make observations and collect data using a model organism. make scientific predictions. Homework: Protein Synthesis Quiz 4/28 Retake for Enzyme/Protein Network Quiz Next week

Model Organisms = living systems used to study biological processes. Many biological processes are nearly the same in all living things.

Model Organisms – C. elegans They are very well-studied so there is already a wide body of knowledge about them. They are small, transparent, reproduce quickly, and are relatively inexpensive to house. Although simple looking, they have complex organ systems (digestive, excretory, reproductive, nervous, etc.) that have processes similar to those of humans.

Agar (nutrients for E. coli; salt) Observing Worms Agar (nutrients for E. coli; salt) Worm E. coli bacteria (food for worms)

Life Cycle of C. elegans 55 hours = 2 days + 7 hours Adults ( ~ 1 mm) Egg L1 L3 L4 9 hours 12 hours 8 hours 18 hours Lifecycle of C. elegans L2 55 hours = 2 days + 7 hours

Tips for Observing Worms Store the plates with the agar side up so that condensation doesn’t drop onto the plate. Flip the plate over to look at it under the microscope. You may need to remove the clear cover to see them well, but only leave the cover off for a few minutes. Do not leave the worms on the microscope in the light for more than a few minutes, as they can get too hot.

Observing Worms eggs, larvae and adults worms responding to touch Some things to look for: What life stages are present (adult, larvae, egg)? Where are worms on the plate (on agar, on food, near edge of plate)? What are the worms doing (moving, not moving, feeding)? Watch these videos showing… eggs, larvae and adults worms responding to touch

Observing Worms What life stages are present (adult, larvae, egg)? Some things to look for: What life stages are present (adult, larvae, egg)? Where are worms on the plate (on agar, on food, near edge of plate)? What are the worms doing (moving, not moving, feeding)? Goals for today… Complete top left worm observation (we will call day 1) Questions 1-6 on Day 1 from lab sheet Prediction tool

Observing Worms Place a worm plate on the stage of the scope, agar side down. Take off the lid. Find a place on the plate that has worms of different sizes. Observe and sketch the worms in your journal. Draw with detail and to scale. Complete the journal questions and clean up your lab space appropriately. Complete the Predictions Tool for a STAMP tomorrow.

Opening Activity: April 25, 2017 What environmental changes might C. elegans experience during the day? How might the worms might respond? What environmental changes do you experience during the day? How do you respond? Complete Prediction Tool for Lab #19 I can… … investigate how organisms respond to environmental changes. Homework: Protein Synthesis Quiz 4/28 Retake for Enzyme/Protein Network Quiz - Next Week

Agar (nutrients for E. coli; salt) Observing Worms Agar (nutrients for E. coli; salt) Worm E. coli bacteria (food for worms)

Transferring Worms by Chunking Wild-Type (N2) worms on a plate Cut agar into 2 pieces Move one chunk to LOW-SALT plate Move one chunk to HIGH-SALT plate Wild Low High Flip

C. elegans & the environment Label a high salt plate and a low salt plate with your period and table name. (Label the BOTTOM plate) These plates had worms “chunked” onto them about 15minutes ago. Observe the worms on the high and low salt plates. Make detailed comparisons. Complete the data table(s) and answer analysis questions. Answer the Journal Questions – the Glycerol Reading is needed to answer many of the questions.

Opening Activity: April 26, 2017 Your worms have been in their low salt and high salt environments for 24 hours: What do you predict you will observe when you look at the worms today? Draw a labeled picture of what happens to the worm’s cells in a high salt environment. I can… I can investigate how organisms respond to environmental changes. Homework: Protein Synthesis Quiz 4/28 Retake for Enzyme/Protein Network Quiz – Next week

C. elegans & the environment Answer the Journal Questions – the Glycerol Reading is needed to answer many of the questions – you and your groups have 15 minutes to finish this together for a STAMP!

Opening Activity: April 27, 2017 I will stamp Day 3 observations and Day 2 Questions. Pick up handout at front table – tape in! Collect your worm plates and make a day 4 observation. Discuss differences between the high and low salt plates with your table friends. I can… I can investigate how organisms respond to environmental changes. Homework: Protein Synthesis Quiz 4/28 Retake for Enzyme/Protein Network Quiz – 5/4 w/ Quiz Analysis Completed.

Class Data Table – Period 1 LOW Salt HIGH Salt Day 1 lots of eggs, some adults, mostly L2-4, moving around, all life stages on some plates, spread out across whole plate, moving consistently, ate all/most of food Day 2 more adults, less eggs, less worms in one location, less movement overall, various speeds, more worms not moving than low salt, younger stages, some plates – no eggs or movement Day 3 same as day 2 some worms moved to food source, some plates more movement of worms overall, worms clumped together Day 4 worms clumping together, some of adults are dead/not moving huddling in deeper food source, more active, L1-2 stages, eggs present (reproduction)

Class Data Table – Period 2 LOW Salt HIGH Salt Day 1 Worms moving, different life stages L1-Adults (growth), many eggs, mostly at center of dish but scattered all around, ate all food, not grouped together Day 2 Same as day 1, increased amount of young worms Congregated in chunk area, moving slow, some not moving, all life stages Day 3 Many eggs visible, hatching eggs, condensation on top of dish (CR going on), fewer adults, more smaller worms Fewer eggs, worms dying or hatching?, smaller worms fewer adults, few worms moving around in e. coli Day 4 Inside egg is visible, seems to be the same as day 1-4, more worms?/ Lots of condensation (CR), more worms in food source, moving faster today than yesterday, harder to see worms, some plates have more worms today

Class Data Table – Period 3 LOW Salt HIGH Salt Day 1 Worms close to center, worms releasing eggs, small worms clumped together, most food was eaten, moving consistently, All life stages, mostly L1-3, few adults, movement across plate Day 2 Worms more spread out, moving less, less adults, more eggs, no food left, Worms movement less, slower, some worms moving toward e. coli, no food eaten, no eggs, all other life stages visible Day 3 Fewer eggs, completely spread across plate, all stages visible, mostly L2-L3 Some plates no worm movement, worms have small movements, fewer eggs than low salt, some worms in food source or moving toward food source, less worms. Day 4 About the same, maybe fewer worms overall, Living worms, L1-few L2, eggs visible, few in e. coli, adult worms dead, L4s, more movement today

Class Data Table – Period 4 LOW Salt HIGH Salt Day 1 All life stages, mostly adults, food gone or worms eating food, Mostly in center where food was, worms movement, wiggly S-shaped movement XX Day 2 More adults, same as day 1, same level of movement Not many eggs or adults, L1, moving a lot slower, mainly located in the chunk area, some not moving, different movements w/ front only, Day 3 L1-L2 stages more visible, same observations from day 2-3 Many more worms not moving, not as many eggs, Adult and larvae mostly, some worms traveled to food source, Day 4 Same movement and other observations Some plates hardly any movement, some plates had more movement today than yesterday (6/8 tables),adults in food area

How can cells have the same DNA but different sets of proteins? Gene expression refers to the genes being transcribed and translated into proteins in a cell In a given cell, some genes are “on” while other genes are “off”. Different cells express different sets of genes.

How are Genes Regulated? Coding region – the part of the DNA with specific information to build a protein Regulatory region – sequence of DNA that can be bound by a protein to regulate gene expression Regulatory protein that binds to to in order to turn transcription on or off Indicate where the regulatory DNA is compared to the coding sequence. Regulatory Protein Coding Sequence Regulatory Region

What is a the role of a coding region on DNA? April 28, 2017 How did the worms on high salt plates recover from the high salt condition? What is a the role of a coding region on DNA? I can…Explain the relationship between DNA, genes and proteins. Practice gene regulation. Homework: Protein Synthesis Quiz 4/28 Retake for Enzyme/Protein Network Quiz – 5/4 w/ Quiz Analysis Completed.

When Finished w/ Quiz Return Quiz to folder in front of room. Pick up gene regulation reading: Actively READ! This may include highlighting vocab, ask questions, and circle key parts of the reading.

How are Genes Regulated? Regulation can function in three ways…. A regulatory protein can turn on gene expression A regulatory protein can turn off gene expression With NO regulatory protein, a small amount of the gene will be expressed Indicate where the regulatory DNA is compared to the coding sequence. Regulatory Protein Regulatory Region Coding Sequence

How are Regulatory Proteins Turned On? Regulatory proteins are turned ON or OFF by signals detected by the cell Signals can be… Hormones Sunlight Food ??? Indicate where the regulatory DNA is compared to the coding sequence. Regulatory Protein Regulatory Region Coding Sequence

Create a Worm Cell Model   Cell membrane Nucleus Chromosome(s) Gene Coding sequence Regulatory region Regulatory protein Ribosome Mitochondria? Chloroplast?

Create a Worm Cell Model Label the parts of the cell Label the parts of the DNA Coding region Regulatory region Show where regulatory proteins would bind to the DNA  

Today’s Work Regulatory Protein Regulatory DNA Sequence AGATCAGC TCTAGTCG CGACTCAC GCTGAGTG TAGACTCC ATCTGAGG GAGCTACG CTCGATGC ATGCCTGC TACGGACG Complete the Gene Regulation Activity in your journal for a STAMP. Finish other journal work. Regulatory proteins in cell CELL #1 Which proteins are made? gene C is transcribed, RNA is translated, protein C is made Protein C GAGCTACG CTCGATGC Coding sequence gene A Coding sequence gene B Coding sequence gene C ATGCCTGC TACGGACG AGATCAGC TCTAGTCG

Question about gene regulation to prep for models Opening Activity: May 2, 2017 Question about gene regulation to prep for models I can… Homework: Protein Synthesis Quiz 4/28 Retake for Enzyme/Protein Network Quiz – 5/1 w/ Quiz Analysis Completed.

Environmental Responses With your partner, use pictures, words, and arrows to explain how you think a C. elegans worm responds to high salt conditions Use the checklist to make sure you have shown all of your ideas

Environmental Responses With your partner, use pictures, words, and arrows to explain how you think a C. elegans worm responds to high salt conditions Use the checklist to make sure you have shown all of your ideas

Environmental Responses - Feedback Share your model with a partner group from another table. Have the partner group share their model as well. Complete the feedback form and give it to the group you gave comments to. Revise your model in a new color. Turn in the model with the feedback form stapled to it.

Worms and Glycerol Begin work on the Worms & Glycerol case study. Work with your table group and get as far as you can. There will be some time to work on this on Tuesday – if you stay on task.