bt mod overview - frey scientific

Module Overview | Program Features 1

Also included with the Inquiry Investigations™ Module Biotechnology Techniques is the Curriculum Resource CD-ROM*, which includes…

Content Tutorials:

Topic-related content featuring detailed illustra-tions that cover key biotechnology concepts.

Hyper-linked glossary of key concepts and terms.

Assessment Monitoring:

Test questions that can be accessed in either Practice or Test Mode; questions allow students to demonstrate content knowledge.

Customized tests and worksheets with five question types (essay, multiple choice, con-cept map, matching, and labeling), as well as dynamic web-deliverable multi-media tutorials and presentations.

Correlation to National and State Science Standards:

Key concepts correlated to the National Science Education Standards (NSES) and a link to the Frey Scientific website for selected State standards.

Teacher Resources:

Image gallery containing printable illustrations and images relating to a biotechnology topic area.

Dynamic animations that reinforce key biotech-nology concepts.

Experimental results section that provides useful teacher tips for each activity as well as in-depth experimental data analysis. Where applicable, graphs, tables, and images are provided to enhance each activity.

Virtual Laboratory—Restriction Enzyme Cleavage of DNA

Explore the object-based virtual lab environ-ment. The virtual lab allows students to inter-actively perform every step of a lab activity by manipulating lab equipment on their virtual workbench.

Use the electronic notebook to record and analyze results.

*System Requirements: Windows 2000 or higher, VISTA-compatible, Mac 9.2 or higher (including OSX), 128 MB RAM.

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Program Features Frey’s Inquiry Investigations™ Module Biotechnology Techniques engages your students in active and mean-ingful learning. Each of the four units in the program focuses on a different theme and contains an excit-ing collection of classroom-tested activities that let students experience the wonders of science through direct, hands-on experience.

These standards-based units link to core science con-cepts, making them an excellent complement to your existing curriculum. Best of all, you won’t need a strong background in science to use this program—the comprehensive Curriculum Guide that comes with the module provides teacher-friendly instructions on how to teach the activities.

Each Unit includes Comprehensive investigation literature with planning and preparation tips, step-by-step instructions, expected outcomes, cross-curricular integration, and assessment strategies.

A reproducible Student Guide for each unit with complete background information, step-by-step procedures, data tables, analysis questions, and options for open-ended student-designed investigations that challenge students to use their critical thinking skills. Also included are related websites and Read More About It sources for students to obtain additional information.

A collection of safe and fun inquiry-based lab investigations with real-world applications.

Enough high-quality science materials for a class of up to 40 students working in groups.

A handy Storage Center to neatly store all materials.

The Curriculum Guide includes Comprehensive, unit-specific teacher and student guides.

Materials lists, a comprehensive Glossary, Useful Equivalents, Symbols, and Equations, Science Safety, and How to Record, Analyze, and Report Data.

Comprehensive Inquiry Investigation

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2 Inquiry Investigations Module: Biotechnology Techniques

The Curriculum Guide contains the following sections – Teacher Guide, Appendix, Student Resources, and a Curriculum Resource CD-ROM. Each section has the same general format, let’s take a closer look –

Inquiry Investigations Module: Biotechnology Techniques38

Teacher Guide

Science Concepts and Skills Restriction enzymes

DNA double helix

Gel electrophoresis

Making observations

Analytical thinking

Making models

Conductivity

Molecular weight

Electrical current

National Science Standards Standard A – Science as Inquiry A1 Identify questions that can be answered

through scientific investigations A2 Design and conduct a scientific investigation A3 Use appropriate tools and techniques to

gather, analyze, and interpret data A4 Develop descriptions, explanations,

predictions, and models using evidence A5 Think critically and logically to make relation-

ships between evidence and explanations A6 Recognize and analyze alternative explana-

tions and predictions A7 Communicate scientific procedures and

explanations A9 Understandings about scientific inquiry

Standard B – Physical Science B3 Transfer of energy

Standard F – Science in Personal and Social Perspectives F5 Science and technology in society

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Safety and Disposal Activities within this section contain small parts that may represent a choking hazard. Activities are not recommended for children under three years. Be sure that students follow your directions and take precautions when working with these parts. Solid materials may be disposed of in the trash.

Curriculum Correlation See the Curriculum Resource CD-ROM for a correlation to the National Science Education Standards (NSES). Visit the Frey Scientific website (www.freyscientific.com/inquiryinvestigations) for selected state standards.

See the Curriculum Resource CD-ROM to…

Prepare web deliverable content Create assessment questionsExplore a virtual labView content tutorialsLearn about experimental results Link key science concepts to selected State and National Standards

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A Closer Look at the Teacher Guide…

Science Concepts and Skills

Overview of key concepts and skills presented in each lab

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Science Standards A list of the National Science Education Standards covered in each lab

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Safety and DisposalTips for safe disposal of waste materials and student safety

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CurriculumResource CD-ROM

Additional resources found on the Curriculum Resource CD-ROM

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Unit 2 | Lab 3: Simulating Gel Electrophoresis 39

Teacher Guide

Lab Materials List 10 Bags, plastic, resealable

280 Pop beads, black (guanine)

280 Pop beads, blue (cytosine)

480 Pop beads, clear connectors (hydrogen bond)

200 Pop beads, green (thymine)

960 Pop beads, red (phosphate group)

960 Pop beads, white 5-hole (sugar group)

200 Pop beads, yellow (adenine)

Teacher-Provided Items

10 Markers, permanent

1 Masking tape, roll

Time Requirements

Activity 1: Using Restriction Enzymes to Cut DNA Strands

Pre-lab Preparation:Activity:

5 minutes40 minutes

Activity 2: Sorting DNA Using Gel Electrophoresis

Pre-lab Preparation:Activity:

5 minutes40 minutes

Pre-lab Preparation

Activity 1Students will need to use the two double-stranded DNA fragments they assembled in Unit 1, Lab 1, Activity 1. Alternatively, two DNA fragments can be assembled from the materials listed below. Sort the beads into 10 plastic bags, and distribute one bag to each group to make the fragments.

28 Pop beads, black (guanine)28 Pop beads, blue (cytosine)48 Pop beads, clear connectors (hydrogen bond)20 Pop beads, green (thymine)96 Pop beads, red (phosphate group)96 Pop beads, white 5-hole (sugar group)20 Pop beads, yellow (adenine)

Have students assemble a sugar-phosphate back-bone and then build a single strand of DNA using the sequence: A-A-G-A-A-G-A-G-G-C-C-G-A-A-G-A-A-G-A-G-G-C-C-G. Then, have them assemble and attach the complementary strand of DNA using the clear connec-tors. Have students make a second segment of double-stranded DNA using this same sequence.

Activity 2 Students will need to use their DNA fragments from Activity 1.

Pre-lab PreparationOverview of any necessary pre-lab preparation

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Time Requirements Amount of time needed for preparation and activities

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MaterialsComprehensive list of the materials needed for each lab

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Inquiry Investigations Module: Biotechnology Techniques

1ACTIVITY

1ACTIVITY

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Teacher Guide

Preparing a Plant Tissue for DNA ExtractionObjectiveIn this activity, students will prepare an onion lysate solution that will be used in Activity 2.

What you need Per Group

1 Beaker, glass, 100 mL

1 Beaker with chopped onion

1 Filter, coarse

1 Funnel, plastic

1 pr. Gloves, heat-protective

1 Spoon, metal, large

1 Water bath, hot

1 Water bath, ice

Per Class

1 Cell lysis solution, 500 mL

1 Clock

1 Pencil, wax

Per Student

1 Apron

1 pr. Gloves

1 pr. Safety goggles

Safety and Disposal Have students follow proper lab safety techniques. Have students wear safety goggles, gloves, and a lab apron when working with any chemicals. Students should use heat protective gloves and eye protection when handling hot liquids.

Liquid materials may be flushed down the drain with copious amounts of water. Solid materials may be dis-posed of in the trash.

Wash the test tubes and beakers with warm, soapy water. Return the test tubes to the kit for storage.

What to do STEP 1 Divide your class into ten groups of four students. To break down the lipids and proteins that comprise the cells’ outer nuclear membranes, each group needs to add the cell lysis solution to its onion pieces. At the distribution station, have each group pour just enough of the cell lysis solution into the beaker with the onion pieces so that all of the onion pieces are completely covered.

Note: The cell lysis solution causes the cell membranes to break down. The salt contained in the solution pulls the phosphate ends of the DNA closer together, making it easier to precipitate DNA out of solution. The cell lysis solution also contains magnesium and calcium that bind to the DNase enzyme to inactivate it.

STEP 2 Have each group place the beaker containing the onion pieces and cell lysis solution in a 55–60˚C hot water bath for 10 minutes. Make sure the student plac-ing the beaker into the bath wears heat-protective gloves. While the mixture is heating, have students press the chopped onion against the side of the beaker with the back of a metal spoon.

Note: The heat breaks down DNase enzymes which cut up the DNA strands into small fragments, making it dif-ficult to spool.

STEP 3 Have students cool the mixture in an ice bath for five minutes. They should continue to stir and press the onion pieces against the side of their beaker.

Note: Cooling of the mixture helps to prevent the break-down of DNA which occurs with prolonged heating. Additionally, the stirring and pressing of the chopped onion against the side of the beaker further degrades the cell walls, allowing the release of DNA.

Unit 1 | Lab 1: DNA Structure and Replication 23

Teacher Guide

Extensions and Challenges Have students research the discovery of DNA, includ-ing the competing proposals of protein versus nucleic acids, and the competing international teams of scien-tists working on the puzzle.

Discuss the Human Genome Project with your stu-dents. Ask your students to think of ways in which this type of information may be useful to scientists, physi-cians, and lawyers. Assign groups to study different techniques used in studying DNA and/or medical uses of information from the Human Genome Project.

Cross-Curricular Integration Language ArtsOne of the major differences between RNA and DNA is the type of sugar used to build each molecule. Ask your students to speculate about this difference based on what they know about prefixes and root words.


Link key science concepts to selected State and National StandardsPrepare web deliverable contentExplore a virtual lab

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Unit 1 | Lab 2: Extracting DNA 33

Teacher Guide

Recording Observations

Color Consistency

Whitish Thick, viscous—like honey or syrup

Data Table #1DNA Sample Physical Characteristics


Learn more about experimental results and useful teacher tips Enhance each activity byaccessing graphs, tables, and images

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Questions

Use the following questions to assess student under-standing of the concepts introduced in the activity.

1. What was the purpose of adding protease (the papain) to your test tube?The protease in the papain breaks down the proteins associated with the DNA and produces a purer form of DNA for observation.

2. What was the purpose of adding ethyl alcohol at the last step?The ethyl alcohol causes the DNA to separate from the solution so that you can remove it with a DNA spooler.

3. Based on your observations of the extracted DNA, describe its physical characteristics.The DNA is thick, viscous, and whitish in color.

4. Does DNA show viscoelasticity? What is your evidence?Yes, DNA displays the property of viscoelasticity. It does not flow. As it is pulled, it becomes thinner and forms a thread. If it is pulled too far, it breaks and pulls back on itself like a rubber band.

5. How might viscoelasticity be an advantage for a cell?It allows a large molecule, like DNA, to fit into a tiny cell.


Create more assessment questions Customize worksheets and tests with five question types (essay, multiple choice, concept map, matching, and labeling)

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A Closer Look at the Teacher Guide…

ObjectiveSpecific student goals of the activity

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Teacher friendly step-by-step procedures for each activity

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What you needSpecific materials used in each activity

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Extensions and Challenges

Additional activity suggestions to reinforce the key concepts presented in the lab

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Cross-Curricular Integration

Suggestions of how to relate the key concepts of the lab to other disciplines

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Safety and DisposalImportant safety information specifically related to each activity

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Recording

ObservationsSample student data for each activity

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QuestionsQuestions to assess student understand-ing of the activity

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A Closer Look at the Appendix…


Data sets are unbiased information gathered through the scientific process that can lead to knowledge and understanding. To be useful, data must be recorded, organized, graphed, analyzed, and reported.

Recording Data Science deals with verifiable observations. All scientists must keep clear and accurate records of their observa-tions. It is critical that these notebook recordings are made at the time of observation.

Recording data can be done manually through the reading of an instrument, such as a thermometer, and writing down measurements in a lab notebook or data book. Some data measurement probes and instruments (temperature, balance, pH, dissolved oxygen to name a few) can sample and transmit data to a computer for storage in a data table.

At times, your investigation may require the use of a video or photo camera to record visual information. Try to include some dimensional reference (a ruler or other feature) in your shots to provide the correct per-spective. Digital photo cameras and scanners allow an investigator to capture experimental results.

Organizing Data Make sure data sets are presented in tables listed in correct relation to each other. Sometimes your inves-tigations may call for the collection of very large data sets. One way to manage this pile of data is through a database—a large, complex list of facts and informa-tion. A database can be a card file or an electronic pro-gram that can both recall and merge data. FileMaker Pro (by FileMaker, Inc) or Excel (by Microsoft) are powerful database programs that combine database management and desktop-to-Web network publishing capabilities.

Understanding Data Collecting and organizing data is important but it is also important to fully understand the data. Data can be precise or accurate. Often, there is some confusion with these terms. Precision describes the

reproducibility of a result. For example, if you mea-sure a quantity several times and the values agree closely with one another, your measurement is precise. Accuracy describes how close a measured value is to the true or known value. The closer a measured value is to the true value, the more accurate it is. Let’s investi-gate this further.

For example, examine the data sets below.

Procedure 1: 20.1 20.1 20.2 20.0

Procedure 2: 24.5 25.6 26.1 25.1

If the true value is 25.3, then data collected from proce-dure 2 is more accurate but less precise than the data collected from procedure 1. In this case the precision is poor but the accuracy is good. An ideal procedure is both accurate and precise.

Data Books The best method of record-keeping is to record obser-vations in a laboratory notebook or data book. Ideally, this should be a stiff-covered book, permanently bound, not loose-leaf, preferably with square grid pages.

Keep records in a diary form, recording the date first. If you make observations for two or more investigations on the same day, use numbers or abbreviations of the titles as subheadings.

Data may be recorded as words. In the laboratory, time is short. Make notes as brief as possible—but to the point. You may choose to sketch your observations. Drawings, digital images, and digital video are all useful data recording techniques.

The Laboratory Notebook: Recording, Analyzing, and Reporting Data

Appendix | The Laboratory Notebook 111

Graphing Data When you make a graph, the first step is to determine which kind to create. What you want to show and the kind of data you have will determine which graph type is most useful:

Circle graph – useful in showing parts or proportions of a whole.

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14%

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Bar graph – useful for comparing quantities and chang-es over time.

percentincrease

in sales

salesmen

Jerry BarbJohn

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Line graph – useful for comparing two sets of data or showing changes and trends over time.

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Analyzing Data When you analyze data you look for trends or patterns. You also look to see whether or not your data supports your reasoned guess—your hypothesis. If you have access to a computer, special analysis programs or spreadsheets (e.g., Microsoft Excel®) allow you to tabu-late, manipulate (perform mathematical calculations), and graph your data.

Laboratory Reports Discoveries become a part of science only if they are reported to others. In writing, scientists must express themselves clearly so that others can repeat their pro-cedures exactly. Scientific reports usually follow the following form:

Title

Introduction: how the problem arose and a summary of past investigative work.

Materials and equipment

Procedure: complete and exact account of what was done in gathering the data.

Results: data obtained from the procedure, often in the form of tables and graphs.

Discussion: points out the relationship between the data and the purpose of the investigation.

Conclusion: summary of the meaning of the results, often suggesting further work that might be done to clarify issues that the data may have uncovered.

References: published scientific reports that have been specifically mentioned in the report.

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Laboratory Notebook

Useful tips on how to record, organize, and understand data

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Graphing DataExamples of ways to graphically present data

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Laboratory Reports

General outline for scientific reports

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A Closer Look at the Appendix…


Equivalents and Symbols Mass1 kilogram (kg) = 1,000 grams (g)1 gram (g) = 0.001 kg1 milligram (mg) = 0.001 g1 microgram (μg) = 0.000001 g1 dalton (Da) = 1 g/mol1 base pair (bp) = 660 daltons1 helical turn = 10.4 base pairs

Liquid Volume 1 kiloliter (kL) = 1,000 L1 milliliter (mL) = 0.001 L1 mL = 1 cm3

1 microliter (μL) = 0.000001 L

Length1 kilometer (km) = 1,000 m1 centimeter (cm) = 0.01 m1 millimeter (mm) = 0.001 m1 micrometer (μm) = 0.000001 m

TemperatureTFahrenheit � (9/5 � TCelsius ) � 32TCelsius � 5/9 (TFahrenheit � 32)

Table 1: Common Symbols Quantity Common Symbol SI Unit

Temperature T ˚CBase pairs bpLambda λDalton Da g/molMolarity M mol/L

Table 2: Common Equations Quantity Formula SI Unit

Slope = (Δy)/(Δx) N/AEquation of a line y = mx + b N/AConcentration C1V1 = C2V2 N/AC1 = the concentration of the stock solution (starting

solution)V1 = the volume to use of the stock solution in the

diluted solutionC2 = the desired concentration of the diluted sampleV2 = the desired volume of the diluted sample

Useful Equivalents, Symbols,and Equations

Appendix | Glossary 135

GlossaryAAdenine (A) One of the four nitrogen bases found in DNA or RNA; can pair only with thymine (DNA) or uracil (RNA).

Agar A solid medium used for growing cells—typically bacteria and fungi.

Agarose gel One type of gel medium through which the DNA fragments pass as they migrate from the negative toward the positive pole in the electrophoresis chamber.

Allele One of at least two different varieties of a gene for a particular character.

Alzheimer’s disease The most common form of dementia. A neurological disease characterized by loss of mental (cognitive) ability severe enough to interfere with normal activities of daily living. Alzheimer’s usually occurs in old age and is marked by a decline in cognitive functions such as remembering, reasoning, and planning.

Amino acid The subunit of proteins; each amino acid contains a central carbon atom to which a hydrogen, a vari-able side-chain (R-group), a carboxyl group, and an amino group are attached.

Ampicillin An antibiotic used to treat bacterial infections.

Antiparallel Nucleotides are oriented in the opposite direction to one another on the strands of the DNA double helix.

Anode The electrode in an electrochemical cell at which oxidation occurs. The positive (+) electrode.

Anticodon A triplet of nucleotide bases in transfer RNA that identifies the amino acid carried and binds to a complementary codon on messenger RNA during protein synthesis at a ribosome.

Atomic mass unit (Dalton, Da) A small unit of mass used to express atomic or molecular mass. It is defined to be one-twelfth of the mass of an unbound atom of 12C at rest and in its ground state. The Dalton is also sometimes used as a unit of molar mass with the definition of 1 Da = 1 g/mol.

Autosome A chromosome that is not a sex chromosome.

Avery experiment Showed that DNA is the chemical that stores the genetic information so that it can be passed from one generation to another.

BBacterial transformation The process of modifying the genotype of a bacterial cell by incorporating genetic mate-rial from other bacteria.

Bacteriophage A virus that infects a bacterium.

Base pair Two nitrogenous bases that are connected by a hydrogen bond.

Binary fission A method of reproduction used by bacteria. They divide in half and produce two identical daughter cells.

Biotechnology The practical application of knowledge from the study of living things.

Blunt-end fragment A restriction fragment in which both ends of the double-stranded DNA are the same length, or flush.

Buffer A solution that is able to resist changes in pH with addition of small amount of acid or base; enhances conductivity.

GlossaryComprehensive glossary of key terms

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Useful Equivalents, Symbols, and Equations

Quick reference guide of common conver-sions, symbols, and equations

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Student Guide

Unit 1 | Lab 2

Extracting DNA

Objectives

Isolate and observe DNA from plant cells

Describe the appearance and physical characteristics of isolated DNA

Prepare an onion lysate solution

Safety and Disposal Be sure to follow proper lab safety techniques. Always wear safety goggles, gloves, and a lab apron when working with any chemicals. Keep your hands away from your face and mouth. Wear heat-protective gloves and eye protection when handling hot liquids. Wash your hands before leaving the laboratory.

Liquid materials may be flushed down the drain with copious amounts of water. Solid materials may be disposed on in the trash.

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BackgroundWhat Is Biotechnology?The word biotechnology can be broken into two parts. Bio means “living,” and technology means “the practical application of knowledge.” Biotechnology is the prac-tical application of knowledge acquired from the study of living things.

Many of these applications are not new to us. People have been making food, medicines, and other prod-ucts using the unique properties of living organisms for centuries. Ancient Egyptians knew how to make wine and beer by fermenting grapes and grains. We have also learned that it is possible to develop corn that grows larger ears and cows that produce more milk by selectively breeding species with particular combinations of traits.

What is new about biotechnology is our understand-ing of why its applications are effective. Ancient Egyptians and early farmers did not really know how fermentation or selective breeding worked. They learned by trial and error. Today, scientists understand what happens at each step of these complex biological and chemical processes. These processes are carried out according to instructions provided by each cell’s genetic code. Once scientists understand the genetic code that regulates cell activity, they can look for ways to alter and manipulate cellular functions to manufac-ture specific products in a predictable and controllable fashion.

LAB

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A loser Look at the Student Guide

ObjectivesKey concepts and student goals for the lab

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2ACTIVITY


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Student Guide

ObjectiveIn this activity, you will isolate and observe DNA from plant cells. You will describe the appearance and physical characteristics of isolated DNA.

What you need Per Group

1 Graduated cylinder, 10 mL

1 Onion lysate solution (from Activity 1)

2 Pipets, plastic, 1 mL

1 Spooler, DNA

1 Stirrer, plastic

1 Test tube

Per Class

4 Ethyl alcohol, 30-mL bottles

1 Papain (protease) solution, 50 mL

2 Test tube racks

1 Water bath, ice

Per Student

1 Apron

1 pr. Gloves

1 pr. Safety goggles

What to do STEP 1 Collect your onion lysate solution that you extracted in Activity 1. Measure and pour 10 mL of the onion lysate solution into the test tube.

STEP 2 At the distribution station, use a pipet to add 0.5 mL of the papain (protease) solution to your test tube con-taining the onion lysate solution. Use a plastic stirrer to mix thoroughly.

Note: The protease enzyme in papain will break down the proteins associated with the DNA and produce a purer form of DNA

STEP 3 At the distribution station, use a clean pipet to slowly add 3 mL of ice-cold ethyl alcohol down one side of the test tube while holding the test tube in one hand at a 45˚ angle. The ethyl alcohol should form a distinct layer over the onion extract solution. Allow the mixture to stand undisturbed for two to three minutes in a test tube rack.

Note: The ethyl alcohol will cause the DNA to separate from the solution and float in the alcohol layer.

ExtractingCellular DNA

BackgroundScience information related to the lab topic

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hat to doStep-by-step procedures for each activity

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A Closer Look at the

Curriculum Resource CD-ROM*…

Content TutorialsComprehensive tutorials offering self-paced, individualized lessons through illustrations and animations

Hyper-linked glossary of key concepts and terms

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Assessment MonitoringAccess test questions in either Practice or Test Mode to provide students with exam experience

Create customized tests and worksheets with various question types, as well as dynamic multimedia tutorials and presentations—saving them on a disk or in web-ready format for easy Internet access

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*CD-ROM System Requirements: Windows 2000 or higher, VISTA-compatible, Mac 9.2 or higher (including OSX), 128 MB RAM

Correlations to National and selected State Standards

Key concepts correlated to the National Science Education Standards and 25 selected State standards linked to the Frey Scientific website(www.freyscientific.com/inquiryinvestigations)

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Virtual LaboratoryExplore the object-based virtual lab environment. The virtual lab allows students to interactively perform every step of a lab activity by manipulating lab equipment on their virtual lab workbench.

The electronic notebook allows students to record and analyze data.

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Experimental ResultsUseful teacher tips for each activity, as well as in-depth experimental data analysis

Graphs, tables, and images are provided to enhance each activity.

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C U R R I C U L U M R E S O U R C EC D

Biotechnology Techniques

bt mod overview - frey scientific

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