1. Teaching the Concepts of Genetics
Presented by:
Keith Madden
Alvin Essenberg
Kasi Bolden
Susan Rathwick

2. Drosophila Basic Studying the Monohybrid Cross
Cost: $87.95
Presented by Alvin Essenburg

3. Kit Includes Anesthetizer Sorting brushes Culture containers
Instant Drosophila medium
Teacher's Notes
Supplies Needed:
Wild and Sepia Drosophila cultures (not part of cost)
Disecting Scope (Magnifying glasses are difficult to use)

4. Procedure Step 1: Remove all Sepia adults from culture
Mature adult females can't be used because they can store sperm for their entire life
Sepia

5. Procedure 2. When new fruit flies hatch in Sepia culture:
Remove all adults in Sepia culture within 6-8 hrs.
Sort and isolate females for 3-4 days in new culture tube.
Sepia
Sepia females
Sepia males

6. Sorting Male and Female

9. Procedure 3. Setup new culture tubes.
Place 5 Sepia female and 5 Wild males in each.
(P generation)
Sepia Female
Wild
Sepia Female x Wild Male

10. Procedure
Flies will breed and lay eggs.
Sepia Female x Wild Male

11. Procedure
4. After 7-10 days, before new flies hatch, remove all adults.
Sepia Female x Wild Male

12. Procedure
5. New flies will be the F1 generation, remove adults within 6-8 hours and tally each species
All will be Wild (Red eyes)
F1 generation

13. Procedure
6. As new F1 generation flies hatch, place 5 male and 5 female F1 in a new culture.
F1 generation
F1 x F1

14. Procedure
6. As new F1 generation flies hatch, place 5 male and 5 female F1 in a new culture.
F1 generation
F1 x F1

15. Procedure 7. Remove adults within 6-8 hours and tally each species
New flies will be the F2 generation.
About ¼ should hatch as Sepia
F1 x F1

16. Evaluation Pros Students get to actually do a monohybrid cross
High interest lab
Cons
Very time consuming and scheduled
Medium grew mold easily
May be difficult for students to sort flies at home
Could choose different varieties that can't fly

17. Protein Synthesis Flinn Scientific FB1760 $46.30
Kasi L. Bolden Washington H.S.

18. Protein Synthesis
Objective: The objective is to show how individual genes are translated into protein chains.
Experiment overview: In this activity, models of mRNA, tRNA, amino acids and ribosomes will be used to better understand protein synthesis.

19. Teaching Tips
Students should know where transcription and translation occurs.
Student should know that the triplet of bases brought by tRNA are anticodons and is complementary to an mRNA codon.
Students should have a basic understanding of nucleic acids, transcriptions and translation before beginning the activity.
A summary discussion after each step may be worthwhile to be sure of students’ comprehension before moving on to the next step.

20. Materials Ribosome mRNA strand tRNA Amino acid round chips, 20 (10)
Label, round 20(10)
Marker
Tape, double stick
Tape, transparent
*Protein Synthesis Worksheet( not provided)

21. Protein Synthesis Questionnaire
Does the lab present protein synthesis in the proper sequence so students will gain understanding?
Yes or No
 Are there any materials that can be substituted or eliminated?
 Do you think the first and second steps of the procedure are necessary?
Do you feel it’s necessary to teach the importance of 3’ & 5’?
 Please list any flaws in this activity. List any flaw that may cause confusion

22. Analyzing Population Growth Kit
Carolina
Item # Price $99.95
Analyzing Population Growth Kit
Materials for 32 students working in groups of 4

23. Objectives/Learning Goals
Students analyze the effects of resources on yeast as they explore population growth.

24. Objectives/Learning Goals
Develop the skills necessary to design & perform scientific investigations
Produce a testable hypothesis
Investigate the effects of environmental conditions on a model lab species

25. Objectives/Learning Goals
Derive the relationship between resource quality and population growth
Develop connections with the key concepts of logistic and exponential growth, carrying capacity, and population pyramids

26. Materials Supplied 32 petri dishes Parafilm®
4 yeast malt media bottles
100 pipets (graduated)
9 sterile pipets
9 yeast packets
18 g lactose
30 ml excess nitrate
2 sheets black construction paper
8 fine-point permanent markers
8 inoculating loops
40 test tubes
16 Lazy-L-Spreaders™

27. Materials Not Supplied
Safety glasses
Heat-resistant gloves
8 glass beakers, 400ml
8 Bunsen burners
8 flint lighters
1 gallon distilled H2O
8 hot plates
8 dissecting scopes
8 thermometers
Laboratory balances
Weight boats 2 spatulas
8 graduated cylinders, 100 ml
8 flasks, 125 ml

28. Background Vocabulary
Age ratio
Carrying capacity
Demographics
Emigration
Population pyramid
Exponential growth
Immigration
Logistic growth
Population
resources

29. Lab Could Be Used During the Study of…..
Interdependence of organisms
Behavior of organisms
Population growth
Natural resources
Environmental quality
Natural & human-induced hazards

30. Background Knowledge
Exponential growth – if a population is not limited by resources, and increases at a faster rate as the number of individuals increases.

31. Logistic growth - describes a growth rate that levels off and is maintained.

32. Population pyramid – graph showing how the total population is split among various age brackets.

33. Yeast- microscopic, unicellular fungi able to live with our without O2

34. Plate streaking
techniques

35. Activity #1
Requires students to fill 3 test tubes with yeast and either glucose or lactose as a food source. Test tubes are covered and placed in a hot water bath 35-40° C.
Students will record growth in 2 minute intervals for a total of 10 minutes
A fourth tube is filled as a control group.
Results are shared among the teams

36. Activity #2
Requires students to choose 1 of four treatments they hypothesize will produce the most growth in the yeast population
Treatments
Glucose
Lactose
Nitrate
Light intensity

37. Students are required to write their hypothesis and reasoning for this in their lab notebook
Procedures are provided for each of the 4 treatments students will choose.
After the plates are prepared they will invert and leave for three days

38. After 3 days the groups will decide how to rate the growth in the petri dishes, writing down the comparative data in their lab notebook and creating a bar graph to display the data
Students analyze the results

39. Prior to Step 1 (follow the first step in Activity 1)
Warm up a beaker of 40 mL distilled water to about 30-40°C.
Remove from heat and add 3.5 g of yeast
Cover it with a 4-square block of Parafilm®
Let yeast activate for 10 minutes

40. Comparative Proteomics Kit I: Protein Profiler Module
Bio-Rad EDU
32 students
List Price: $203.75
Refill: $ 94.00

41. Comparative Proteomics Kit I: Protein Profiler Module
Laemmli sample buffer Kaleidoscope™ prestained standards Tris-glycine-SDS electrophoresis buffer Bio-Safe™ Coomassie stain for proteins Actin and myosin standard Dithiothreitol (DTT) Pipet tips for gel loading Test tubes,transfer pipets, gel-staining trays, test tube holders Teacher's Guide, Student Manual, and graphic Quick Guide

42. Required Accessories Not Included in Kit
Fish samples 5–8 types Adjustable micropipets, 2–20 µl Power supplies Water bath If using polyacrylamide gel electrophoresis: Vertical gel electrophoresis chambers Precast polyacrylamide gels

43. Is There Something Fishy About Teaching Evolution?

44. Can Biomolecular Evidence Be Used to Determine Evolutionary Relationships?
Traits are the result of Structure and Function
Proteins determine structure and function
DNA codes for proteins that confer traits
DNA -> RNA -> Protein -> Trait
Changes in DNA lead to proteins with:
Different functions
Novel traits
Positive, negative, or no effects
Genetic diversity provides pool for natural selection = evolution

45. Explore Biochemical Evidence for Evolution
Analyze protein profiles from a variety of fish
Study protein structure/function
Use polyacrylamide electrophoresis to separate proteins by size
Construct cladograms using data from students’ gel analysis
Compare biochemical and phylogenetic relationships.
Sufficient materials for 8 student workstations
Can be completed in three 45 minute lab sessions

46. Workshop Timeline Introduction Sample Preparation
Load and electrophorese protein samples
Compare protein profiles
Construct cladograms

47. Sample Preparation
Lab Period 1 Label one 1.5 ml fliptop tube for each of five fish samples. Also label one screwcap micro tube for each fish sample. Add 250 μl of Bio-Rad Laemmli sample buffer to each labeled fliptop microtube. Cut a piece of each fish muscle about 0.25 x 0.25 x 0.25 cm3 and transfer each piece into a labeled fliptop tube. (Close the lid!)

48. Sample Preparation
Lab Period 1 (con’t) Agitate the tissue in the sample buffer; Incubate for 5 minutes at room temperature. Carefully transfer the buffer labeled screwcap tube. Do not transfer the fish! Heat the fish samples in screwcap microtubes for 5 minutes at 95°C. Freeze until lab period 2.

49. Electrophoresis
Lab Period 2 Heat extracted fish samples and actin and myosin standard to 95°C for 2–5 min. This dissolves any detergent in the extraction (Laemmli) buffer that may have precipitated upon freezing.

50. Electrophoresis Lab Period 2 (con’t) Load your gel:
5 μl Precision Plus Protein Kaleidoscope prestained standards (Stds)
10 μl fish sample 1
10 μl fish sample 2
10 μl fish sample 3
10 μl actin and myosin standard (AM)

51. Electrophoresis
Lab Period 2 (con’t) Electrophorese for 30 minutes at 200 V in 1x TGS electrophoresis buffer. After electrophoresis, stain the sample with 25 ml Bio-Safe Coomassie blue stain per gel. Stain gel for 1 hour, with gentle shaking for best results.

52. Electrophoresis
Lab Period 3 Destain gels in water for at least 30 minutes to overnight, changing the water at least once. Blue-stained bands will be visible on a clear gel after destaining.

53. Analysis
Lab Period 3 (con’t) Correlate bands of fish samples with AM and Kaleidoscope standards. Check online protein database for correlation of sample proteins with those of the species in the databases. Guided by similarity of protein content, draw cladogram relating fish species.