Download Slide 1

Mark Feltner
Skyline High
School
Dallas, Texas
Dr. Alvin Yeh
Department of
Biomedical
Engineering
Dr. Arne Lekven
Department of
Biology
Faculty Members
Dr. Alvin Yeh
• Ph.D., Chemistry, University of California,
Berkeley, 2000
• B.S.E., Chemical Engineering, University of
Michigan, 1993
Dr. Arne Lekven
• Ph.D., 1997, UCLA, Molecular, Cell and
Developmental Biology
• B.A., 1989, UC San Diego, Animal Physiology.
Holly Gibbs, Doctoral Student
• B.S., 2006, Texas A&M University
• M.Sc., 2008, University of Edinburgh
Quick Revisit: The Research
1. Genetically modified zebrafish are grown and bred in
the lab.
2. Embryos are treated with selected gene suppressors
(morpholino).
3. The embryos develop abnormally.
Data Acquisition
4. Using 2-photon spectral microscopy, embryos are laser
scanned to view the results of gene ‘knock-downs’
(suppression).
Ultrafast
laser
TPF detector
SHG detector
Objective
TPF, SHG & Light microscopy
Relevant TEKS
Bio TEKS 4: The student knows that cells are
the basic structures of all living things
with specialized parts that perform specific
functions.
Bio TEKS 5: The student knows how an
organism grows and the importance of cell
differentiation. The student can:
(A) describe the stages of the cell cycle,
including deoxyribonucleic acid (DNA)
replication and mitosis, and the
importance of the cell cycle to the growth
of organisms;
(B) examine specialized cells, including roots,
stems, and leaves of plants; and animal
cells such as blood, muscle, and
epithelium;
(C) describe the roles of DNA, ribonucleic acid
(RNA), and environmental factors in cell
differentiation; and
(D) recognize that disruptions of the cell cycle
lead to diseases such as cancer.
Bio TEKS 6: The student knows the mechanisms of
genetics, including the role of nucleic acids. The
student is expected to:
(A) identify components of DNA, and describe how
information for specifying the traits of an
organism is carried in the DNA;
(B) recognize that components that make up the
genetic code are common to all organisms;
(C) explain the purpose and process of transcription
and translation using models of DNA and RNA;
Bio TEKS 7: The student knows evolutionary theory
is a scientific explanation for the unity and
diversity of life.
Classroom relevance:
Q: Which aspects of this E3 research are being
taught as part of the curriculum in Mr. Feltner’s
Biology class?
A: Genetics, gene expression, evolutionary
conservation of DNA. Also: vertebrate anatomy,
embryonic development, ecosystems.
Day 1 – Introduction to Zebrafish
Students will view live zebrafish in the classroom aquarium.
1. Review of Ecosystems – discuss zebrafish habitat,
including food supply, reproduction.
2. Review: tissues, cells, proteins, DNA.
3. Pre-quiz, including engineering-related questions.
Day 2
1. Teacher demo. Using projector, students are
shown zebrafish brains scans (healthy and
mutant), using fluorescent imaging.
2. Team assignments: 3 or 4 students per team.
Each team gets a different ‘fish card.’
“Save the Baby Zebrafish!”
Hi, my name is Sheldon! I am a new zebrafish embryo.
In just 24 hours my brain and spinal cord will be well
developed, but you see, one of my genes doesn’t work!
I have a genetic disease called “One-eyed Pinhead.”
Please find it and fix it before my cells start to multiply!
Thanks!
BFF (Best Fish Forever),
Sheldon
P.S.) My protein code is A T T G G A T C T A C C T T G A A C A C A T
 Using their fish cards, students decipher DNA
sequence using Chromosome Chart.
 Students identify protein name and associated DNA
regions using chart and provided tables.
 Students fill in ‘Gene Table’ provided by teacher.
Day 3
• Using data collected in Day 2, each team builds a 3-D
model of gene sequence using colored blocks.
• Green= protein gene
• White = conserved,
noncoding regions
 Red = Polymerase site
• Blue = Start & stop codons
Day 3, cont’d
• To test each team’s model, teacher
uses projector to show resulting brain
scan images: either mutant or wild
type (normal).
• If students have misrepresented their
genetic construct by getting the
blocks in the wrong order, they can
rebuild their model and try again.
Day 4
1. Classroom discussion comparing students’ genes.
2. Students reconstruct 3-D model of gene and explain to class.
3. Teacher-led discussion: Evolutionarily Conserved Regions of DNA –
What does this mean for human medicine? Bioengineering gene
therapies?
Time permitting, this is a good way to get students more interested:
Future Directions/Ethics of Bioengineering: Should their be limits to
genetic alteration? Medicine? Who decides?
4. Post-Quiz: Same questions as pre-quiz, Day 1. Students compare pre
and post answers. Class discussion.
Sample Pre- and Post-Test
Questions (open-ended questions):
1. True or False: A change to an organism’s DNA is
usually fatal (the organism dies).
A. True
B. False
2. Which of the following are functions of DNA?
A. To pass favorable characteristics to offspring.
B. To produce a healthy organism.
C. To reproduce itself in the next generation.
D. All of the above are functions of DNA.
Acknowledgments
 TAMU E3 RET Program
 National Science Foundation
 Nuclear Power Institute
 Dr. Alvin Yeh Research Group: Tissue Microscopy Lab
 Dr. Arne Lekven Lab Group
Thanks also to the following online sources:
 Dreamstime.com (color photographs)
 http://speakingofresearch.com/2011/02/16/a-fish-named-
hope/ (zebrafish photograph)
 http://www.neelscorner.com/zebra-fish-blindness-cure/
(image)
 http://www.worth1000.com/entries/207979/zebra-fish