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Weekly plan 21 Studying and working with DNA Student book links Specification links Link to GCSE/AS specification Suggested time allowed (includes contact and non-contact time): 5 hours 2.2.8 2.2.9 2.2.10 5.2.3 (a)–(b); (f)–(h) GCSE DNA, genes and chromosomes Evolution Classification Genetic disease Enzymes AS 1.1.1 Cell structure 2.1.1 Biological molecules 2.1.2 Nucleic acids 2.1.3 Enzymes Suggested teaching order 1. 2. 3. 4. 5. 6. Outline techniques involved when working with DNA Genome sequencing Comparative gene mapping Electrophoresis Probing DNA Polymerase chain reaction (PCR) Weekly learning outcomes Students should be able to: Outline the steps involved in sequencing the genome of an organism. Outline how gene sequencing allows for genome-wide comparisons between individuals and species. Outline how DNA fragments can be separated by size using electrophoresis. Describe how DNA probes can be used to identify fragments containing specific sequences. Outline how the polymerase chain reaction (PCR) can be used to make multiple copies of DNA fragments. Key words Genetic fingerprinting Comparative genome mapping Coding Genetic engineering Clone libraries Microsatellites DNA probes Polymerase chain reaction (PCR) How Science Works Gene Gene therapy Genetic sequencing Non-coding Bacterial artificial chromosomes Genomics Mapped Annealing Amplified Primer Electrophoresis DNA fragments HSW 7b Outline how gene sequencing allows for genome-wide comparisons between individuals and species. HSW 3 Outline how DNA fragments can be separated by size using electrophoresis. HSW 3 & 4 Outline how genetic disease can be diagnosed and carriers identified by using DNA probes on a DNA micro array. HSW 7 Outline the aims, approaches and outcomes of the Human Genome Project. The web links referred to here are some that the author has found personally helpful but are not intended to be a comprehensive list, many other good resources exist. © Pearson Education Ltd 2009 This document may have been altered from the original 1 Weekly plan 21 Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Activity S3 Activities M1–2 Activity P2 Interpersonal Activities S1–3 Activities M1–3 Activities P1–3 Auditory Activities S1–3 Activities M1–3 Activities P1–3 Suggested starter activities Visual Activities S1–3 Activities M1–3 Activity P2 See Activities M1 and M2 below – using a word processor to write up the investigations. See Activity P2 below – using an interactive whiteboard (IWB). Equipment Teacher notes 1. Write the definitions of: genetic fingerprinting; genomic sequencing; genetic engineering; and gene therapy on the board. As a class, students have to decide which definition matches which technique and agree on the odds that they are correct. 2. In pairs, students undertake a risk assessment for using PCR. Go online to the National Centre for Biotechnology Education to purchase a practical kit. 3. Revise DNA structure and replication. From memory, pairs of students have to draw the process of DNA replication. Suggested main activities Equipment Teacher notes 1. Practical activity 19: DNA electrophoresis See technician worksheet. See teacher worksheet. See Activity S2. 2. Undertake a PCR investigation. 3. Ask students to create a model to represent the process of probing DNA. Velcro, card, plastic bottles, Sellotape®, any other relevant materials Students have to evaluate the strengths and weaknesses of each other’s models. Suggested plenary activities Equipment Teacher notes 1. Play Tip of my tongue. 2. In groups, rearrange cards showing the main steps in DNA sequencing. 3. Play What am I? Read out the steps involved in any aspect of DNA sequencing – the students interrupt when they can guess what you are going to say next. Cards showing the main steps in DNA sequencing You take the role of an aspect of this topic – e.g. bacterial artificial chromosome, DNA probe, etc. The students ask you questions that you may only answer yes or no to ascertain what you are. © Pearson Education Ltd 2009 This document may have been altered from the original 2 Weekly plan 21 Homework suggestions Find out 10 things about the Human Genome Project – add them to a class wiki. Produce a time line to show the steps involved in DNA sequencing. Create a concept map which outlines the applications of comparative genome mapping. Write a job advert for a technician to run a DNA sequencing programme. Write a lonely hearts column for an Escherichia coli seeking a bacterial artificial chromosome. Cross-curriculum links PSHE – ethics of DNA manipulation, Human Genome Project Religious studies – ethics of DNA manipulation, Human Genome Project Physics – electricity and charge, radioactivity, light Stretch and Challenge The links to the AS specification stated on page 1 are a good opportunity to develop Stretch and Challenge skills. Many non-protein coding sections of DNA are now known to code for the production of a variety of short mRNA strands which are involved in silencing genes and have a natural role in genome control. Research and explain: (a) how such silencing can occur; (b) how investigations into natural RNA interference may lead to treatments for cancer; and (c) why the silencing of genes in an organism is an important part of cellular differentiation. Potential misconceptions Some students may confuse genes and genomes. Students may have a pre-existing negative view of genetic technologies. Understanding that most DNA is non-coding can be very counter-intuitive for students. When covering microsatellites, present the topic using a series of diagrams to help students understand this concept. When covering how PCR works, present the topic using a series of diagrams to help students understand this concept. Some students may have difficulties understanding why DNA would move during electrophoresis, and may confuse the cathode and anode along with their charges. The protocol surrounding electrophoresis and probing can appear abstract and difficult to understand, without firsthand experience. Carefully and repeatedly explain the terms: antiparallel; 5 ’(prime); 3’ (prime); template strand; antisense strand; and coding strand. Students can confuse the terms: primer; and probe. Notes © Pearson Education Ltd 2009 This document may have been altered from the original 3