1. 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

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

3. 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.

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

5. 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

6. 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.

7. 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

8. 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

9. 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.

10. 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

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

12. 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

13. 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.

14. 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

15. 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!

16. 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.

17. 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)

18. 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

19. 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

20. 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

21. 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.

22. 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

23. 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.

24. 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.

25. 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

26. 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

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

28. 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

29. 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

30. 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.

31. 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

32. 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

33. 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.

34. 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.