Presentation is loading. Please wait.

Presentation is loading. Please wait.

J. Miguel Ramirez Physics Teacher Hanna High School Brownsville ISD Dr. Katy Kao Assistant Professor Department of Chemical Engineering Texas A&M University.

Similar presentations


Presentation on theme: "J. Miguel Ramirez Physics Teacher Hanna High School Brownsville ISD Dr. Katy Kao Assistant Professor Department of Chemical Engineering Texas A&M University."— Presentation transcript:

1 J. Miguel Ramirez Physics Teacher Hanna High School Brownsville ISD Dr. Katy Kao Assistant Professor Department of Chemical Engineering Texas A&M University

2 Develop mutated strains of fluorescent yeast (S. cerevisiae) with enhanced production of carotenoids. – Traditional chemical synthesis of carotenoids is difficult because of its unique structure and cost. This will be accomplished by applying a selective pressure to the cells which will cause generation of mutants with enhanced properties. Hydrogen peroxide (H 2 O 2 ) was chosen as the selective pressure. – Carotenoids have a natural antioxidant property – Organisms that are able to grow in an oxidized environment will have enhanced carotenoid production

3 GFP RFP YFP

4

5 0.00 mM H 2 O 2 0.05 0.1 0.2 0.4 0.8 1.0 2.0 TECAN® Microplate Reader Growth Kinetics Curves

6 VISUALIZING EVOLUTION IN REAL-TIME  Identify when adaptive events occur  Facilitate the isolation of adaptive mutants VERT is based in the generation of fluorescent strains by integrating different fluorescent proteins into microbial cells Red Discosoma Coral Aequoreavictoria Property of Dr. Kao Group Lab Objective # 2: Identify parameters involved in enhanced production of carotenoids

7 GFP YFP RFP FL2-H FL1-H 510/21 nM FL2-H 585/42 nM FL1-H 650 nM FL3-H F2-H RFP FLUORESCENT ACTIVATED CELL SORTER Property of Dr. Kao Group

8  Fluorescent Activated Cell Sorting (FACS) machine  Counts heterogeneous and homogeneous mixtures of cells  One at a time  Extremely fast and efficient  Distinguishes cells by their light scattering and fluorescence emitted.  Compares to particular wavelengths of visible light  Sorts and plots them using the electromagnetic spectrum.

9 2F and 2G  Demonstrate use of equipment, techniques, and procedures; make accurate measurements. 3A and 3E  Critical thinking and make connections between physics and future careers. 7A,7B, 7C, 7D, 7E, and 7F  Investigate and analyze characteristics, behaviors, and interactions of waves, sound, and light. Describe and predict image formation as a consequence of reflection from a plane mirror and refraction through a thin concave and convex lens.

10 Short lecture describing the most important and most difficult to understand areas of waves. Video clips and pictures that help students visualize some of the interactions and effects of waves. Overview on electromagnetic waves and the spectrum. Questions: 1.What is the difference between a transverse and a longitudinal wave? 2.What are some of the differences between sound and light?

11 Class demo on wave interference using the super slinky. – Constructive and destructive interference using a water bottle. – Demonstrate a transverse and a longitudinal wave. CPO Sound & Wave lab demo – Correlation between frequency and wavelength in the lab and the EM spectrum. Explore reflection, refraction, diffraction, absorption, and polarization using flashlights, lasers, polarized glasses, and prisms. Questions: 1.Why does sound travel at different speeds in different types of matter? 2.What happens in refraction? Why?

12 Explanation of lab project: – Present poster and explain. – FACS machine and how it is used. Engage students to scientific engineering and how it relates to real life jobs and equipment used. Students will be given a 50 cell sample of three different fluorescent yeast cell strains grown each with a specific protein enhancement. – The wavelength of light emitted for each cell will be given and students are to sort and plot cells. – A real life situation will be given as the problem at hand.

13 GFP YFP RFP FL2-H FL1-H 510/21 nM FL2-H 585/42 nM FL1-H 650 nM FL3-H F2-H RFP FLUORESCENT ACTIVATED CELL SORTER Property of Dr. Kao Group

14 Cell Sample Wavelength (nm)Frequency (x10 14 Hz) 1680? 2720? 3550? 4480? 5589? 6655? 7623? Students will solve for the frequency before being able to plot on the graph. To solve they must convert from nm to m, then use the speed of a wave formula with the speed of light as 3.0 x10 8 m/s. Formula: v = f λ

15 Students will finish counting, sorting, and plotting the sample of cells they were given. – The graph and table with the information of the cells will be displayed on a poster board. – Poster board will be displayed in the class room. – Look for the correct amount of individuals for each population, at the correct wavelength according to the light emission given, and the correct frequency. Students will identify what color has the biggest and smallest wavelengths and see the relationship between frequency and wavelength. Questions: 1.What is the correct order of the colors in visible light (largest to smallest)? 2.What color has the biggest waves? Smallest waves?

16 Students will make a plot similar to this. They can see how wavelength and frequency are inversely proportional.

17 Lecture on lasers and optics including concave and convex lenses. Video showing the importance of lasers and optics in real world applications and professions. Class demos of reflection, refraction, and diffraction using lasers. Allow students to play with the concave and convex mirrors so they can see the difference. Questions: 1.How are lasers being used in professions today? 2.What is the difference between a concave and a convex lens?

18 Explanation of engineering design process using examples of good vs. bad engineering and engaging students to use imagination and creativity to build something. – Example: Ask students to develop a plan for our classroom. The students will be given constraints and certain dimensions and rules that they have to follow. Let students brainstorm the problems of the classroom and ideas on how to fix them. Show pictures and examples of engineering around the world. Videos: – A world of glass – Engineering professions Questions: 1.What engineering profession is the best fit for you? 2.What ideas do you have for the future? Courtesy of Project Lead The Way

19 Students will plan a path using the engineering design process for a laser to reach a desired location (inside a cup of water). – They will get a real life story/situation where this problem can apply. Restrictions will include: – Have to use three mirrors. – Laser beam will start at a fixed location of about 20 cm above lab table. – Lasers have to be at least 30 cm apart. – They will have to use trigonometry to find the correct angles and distances. – Laser must enter a glass of water where they will have to measure the index of refraction (Snell’s Law). – Students may use any time of materials or tools to hold mirrors in place. Students will be encouraged to plan accordingly, brainstorm, and take into account the restrictions while planning.

20 http://phet.colorado.edu/en/simulations/category/physics Helpful Links and Simulations http://games.erdener.org/laser/

21 Finish construction of laser path and test it. – Measurements must be made before actually trying the laser. – Students have to give a brief explanation of their design. Students get only two tries to achieve their goal. – This will prevent trial and error but at least allow them to make adjustments if something was wrong. Extra points will be given for creativity, amount of supplies used, time taken, and accuracy based on a specific rubric Questions: 1.In reflection, how is the angle of incidence different than the angle of reflection? 2.What are some of the differences between sound and light?

22

23 ACKNOWLEDGEMENTS  TAMU E³ Program  National Science Foundation  Nuclear Power Institute  Dr. Katy Kao  Luis H. Reyes (Ph.D. student)  Other lab members: Priscila Almario Mian Huang Yuqi Guo Sisi Thomas (partner)


Download ppt "J. Miguel Ramirez Physics Teacher Hanna High School Brownsville ISD Dr. Katy Kao Assistant Professor Department of Chemical Engineering Texas A&M University."

Similar presentations


Ads by Google