High School Student Laboratory Field Trips

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src="/assets/images/hs-lab-header.jpg" class="img-responsive" alt="Several high school-aged students in a DNALC laboratory classroom using laoboatory equipment"> <div class="row"> <div class="col-md-8 col-sm-9 center-block text-center"> <header> <h1 style="padding-top: 20px;"><span class="tint-bg">High School</span> Field Trips</h1> </header> </div> </div> <div class="row"> <div class="col-md-9 col-sm-10 center-block"> <header> <p>In 1988 the DNALC began offering DNA manipulation labs to high school students during the academic year. Lab field trips on DNA restriction and transformation supported the rapid implementation of these experiments in AP Biology classes on Long Island. The DNALC has also helped teachers implement PCR-based experiments to examine human DNA polymorphisms. </p> <div class="text-center"> <a class="btn btn-small btn-dnalcgreen" href="/programs/fieldtrips/field-trip-reservations.html" style="font-size: 25px;">Reservation Details</a>    <a href="/programs/fieldtrips/inquire.html" class="btn btn-small btn-red text-center" style="font-size: 25px;">Initiate Reservation</a> <p class="text-small text-center" style="margin-bottom: 0;"><a href="/programs/fieldtrips/index.html#matrix" class="txt-btn"><strong>DNALC Activity Matrix</strong></a></p> </div> </header> </div> </div> </div> </section> <section> <div class="container inner-top inner-bottom-sm"> <div class="row"> <div class="col-md-10 col-sm-10 center-block text-center"> <h3 data-test="book-title">Lab pricing:</h3> <ul class="circled"> <li><strong>Standard labs</strong> are <strong>$575 per class</strong> up to 24 students, and <strong>$750 per class</strong> over 24 students.</li> <li><strong>Advanced Inquiry</strong> labs are<strong> $750 per class </strong>up to 24 students, and <strong>$950 per class</strong> over 24 students.</li> <li>Financial assistance is available for Title 1 schools booking field trips at the <em>DNALC NYC</em> or <em>Harlem DNA Lab</em>. Indicate that you are booking for a Title 1 school when making a reservation.</li> </ul> <p class=" text-center"><a href="/assets/files/High-School-Field-Trips-2024-25.pdf" class="txt-btn"><i class="icon-download"></i> <strong>High School Field Trip PDF</strong></a></p> <p class="text-small text-center" style="margin-bottom: 0;"><strong>Already did a lab field trip with us? </strong><a href="https://www.dnalc.org/field_lab/" class="btn btn-small btn-blue text-center" style="font-size: 18px;">Laboratory Results</a></p> <a href="/programs/fieldtrips/inquire.html" class="btn btn-med btn-red text-centers" style="margin: 3px; position: fixed; bottom: 15px; right: 80px; z-index: 99999;">Initiate Reservation</a> </div> </div> </div> </section> <section id="high school"> <div class="container "> <h3 class="sidelines text-center"></h3> <div class="anchor" id="bt"></div> <div class="row reset-xs inner-bottom-sm" id="bt-section"> <div class="col-sm-8 inner-top-xs inner-right-xs " style="padding-bottom: 15px;"> <h2>Bacterial Transformation</h2> <h3 class="green" >Green Fluorescent Protein</h3> <p>The bacterial transformation experiment illustrates the direct link between an organism's genetic complement (genotype) and its observable characteristics (phenotype). Two genes, for antibiotic resistance and <span class="green"><strong>fluorescence</strong></span>, are introduced into the bacterium <em>E. coli</em>. Following overnight incubation, transformed bacteria are compared to non-transformed bacteria for their ability to grow in the presence of ampicillin and glow when exposed to ultraviolet light.</p> <h3 class="blue">Lactase <span class="redtext">(New)</span></h3> <p>The bacterial transformation experiment illustrates the direct link between an organism's genetic complement (genotype) and its observable characteristics (phenotype). Two genes, for antibiotic resistance and <span class="blue"><strong>lactose digestion</strong></span>, are introduced into the bacterium <em>E. coli</em>. Following overnight incubation, transformed bacteria are compared to non-transformed bacteria for their ability to survive in the presence of ampicillin and digest lactose, as indicated by a color change.</p>  <div id="accordion-bt" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#bt-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="bt-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Bacterial-Transformation-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 2.5 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure </li> <li>Bacterial cell components, including plasmids </li> <li>Asexual reproduction </li> <li>Central Dogma (genes to proteins)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Use sterile technique while working with bacteria.</li> <li>Culture experiment results in Petri dishes.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the steps of bacterial transformation.</li> <li>Describe how bacterial cells can be used to manufacture human proteins.</li> <li>Predict experimental and control results.</li> <li>Examine experimental results and calculate transformation efficiency. </li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence.</p></td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS1.A: Structure and Function</strong> <br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) </p> <p class="small"><strong>LS3.B: Variation of Traits <br> </strong>Advances in biotechnology have allowed organisms to be modified genetically.</p></td> <td bgcolor="#D6E7D5" style="width: 33%;"><p class="small"><strong>Patterns</strong> <br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> <p class="small"><strong>Cause and Effect</strong> <br> Systems can be designed to cause a desired effect.</p> <p class="small"><strong>Structure and Function</strong> <br> Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.</p> <p class="small"><strong>Science is a Human Endeavor</strong> <br> Science and engineering are influenced by society and society is influenced by science and engineering. Technological advances have influenced the progress of science and science has influenced advances in technology.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"><p class="small">Investigation #9 – Bacterial Transformation </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>IST – 1.P:</strong> Explain the use of genetic engineering techniques in analyzing or manipulating DNA. </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6.D:</strong> Explain the relationship between experimental results and larger biological concepts, processes, or theories. </p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena<br> 2.1 Devise ways of making observations to test proposed explanations. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.2 Describe and explain the structures and functions of the human body at different organizational levels.<br> 1.3 Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.<br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 2.2 Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.<br> 3.1 Explain the mechanisms and patterns of evolution.<br> 4.1 Explain how organisms reproduce their own kind. </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled"> <li >Lab time: 2.5 hours</li> <li >Grades: 9 and above</li> <li><a href="/assets/files/protocols/Bacterial-Transformation-Protocol.pdf">Download Bacterial Transformation Protocol</a></li> <li>Download <a href="/assets/files/standards/Bacterial-Transformation-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li>  </ul>  </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="ra"></div> <div class="row inner-top-xs reset-xs inner-bottom-sm" id="ra-section"> <div class="col-sm-8 inner-top-xs inner-right-xs " style="padding-bottom: 15px;"> <h2>DNA Restriction Analysis</h2> <p>The DNA restriction analysis experiment demonstrates that DNA can be precisely manipulated with enzymes that recognize and cut specific target sequences. In this lab, restriction enzymes—the scissors of molecular biology—are used to digest DNA from the bacteriophage lambda. After cutting, the DNA fragments are visualized by agarose gel electrophoresis, allowing students to identify a “mystery” enzyme through comparison with controls.</p>  <div id="accordion-ra" class="panel-group" > <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#ra-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="ra-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Restriction-Analysis-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 3.5 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Central Dogma (genes to proteins)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li> Measure small volumes of liquid using micropipettes.</li> <li>Prepare DNA digests with different restriction enzymes.</li> <li>Visualize DNA using agarose gel electrophoresis.</li> <li>Interpret agarose gel electrophoresis results.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the principles of agarose gel electrophoresis, and how it was used to visualize the results of a DNA digest.</li> <li>Compare experimental and control results to identify a mystery enzyme.</li> <li>Use a DNA restriction map to predict the results of a DNA digest.</li> <li>Describe how restriction enzymes can be used in genetic engineering.  </li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong><br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence.</p> <p class="small"><strong>Planning and Carrying Out Investigations</strong><br> Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and the design: decide on types, how much, and accuracy of data needed to provide reliable measurements and consider limitations on the precision of the data, and refine accordingly.</p><p class="small"> </p></td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS1.A: Structure and Function</strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) </p> <p class="small"><strong>LS3.B: Variation of Traits<br> </strong> (NYSED) Advances in biotechnology have allowed organisms to be modified genetically. (HS-LS3-2)</p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Structure and Function</strong><br> Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. </p> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. </p> <p class="small"><strong>Cause and Effect</strong><br> Systems can be designed to cause a desired effect.</p> <p class="small"><strong>Scale, Proportion, and Quantity</strong><br> Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.</p> <p class="small"><strong>Nature of Science: Science is a Human Endeavor</strong><br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p></td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"><p class="small">Investigation #9 – Biotechnology Restriction Enzyme Analysis of DNA </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>IST – 1.P:</strong> Explain the use of genetic engineering techniques in analyzing or manipulating DNA. </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6.D:</strong> Explain the relationship between experimental results and larger biological concepts, processes, or theories. </p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena<br> 2.1 Devise ways of making observations to test proposed explanations. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.3 Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.<br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 2.2 Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.<br> 5.1 Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.</p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled"> <li >Lab time: 3.5 hours</li> <li >Grades: 9 and above</li> <li ><a href="/assets/files/protocols/Restriction-Analysis-Protocol.pdf">Download DNA Restriction Analysis Protocol</a></li> <li ><a href="/assets/files/protocols/Restriction-Analysis-Teacher-Prep.pdf">Download DNA Restriction Analysis Teacher Prep</a></li> <li>Download <a href="/assets/files/standards/Restriction-Analysis-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li>   </ul> </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="fp"></div> <div class="row inner-top-xs reset-xs inner-bottom-sm" id="fp-section"> <div class="col-sm-8 inner-top-xs inner-right-xs " style="padding-bottom: 15px;"> <h2>DNA Fingerprint</h2> <p>Human DNA is more alike than different, so how do we find the differences? Restriction enzymes are proteins that recognize specific DNA sequences and can be used to determine whether a particular DNA sequence is present. In this lab, DNA from “evidence” and “suspects” will be compared using restriction enzyme digest and agarose gel electrophoresis. DNA analysis will then be combined with crime scene data to draw conclusions about each suspect.<strong><em> This is an introductory lab, appropriate for classes with little or no experience in molecular biology.</em></strong></p>  <div id="accordion-fp" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#fp-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="fp-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/DNA-Fingerprint-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 1 hour or 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function, and heredity</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Prepare an agarose gel.</li> <li>Use micropipettes to measure small volumes of liquid and load DNA into agarose gels.</li> <li>Perform agarose gel electrophoresis to visualize DNA.</li> <li>Analyze and interpret DNA fingerprints from “evidence” and “suspects.”</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Use agarose gel electrophoresis results to determine whose DNA was at the “crime scene.”</li> <li>Explain how the agarose gel electrophoresis results support a conclusion.</li> <li>Describe how restriction enzymes cut DNA, and how they can be used to differentiate DNA sequences.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong><br> Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or model for a phenomenon or a solution to a problem. </p></td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS3-1)<br> <br> Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS3-2)</p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Cause and Effect</strong><br> Cause and effect relationships may be used to predict phenomena in natural systems.</p> <p class="small"><strong>Interdependence of Science, Engineering, and Technology</strong><br> Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.</p></td> </tr> </tbody> </table>  </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled"> <li >Lab time: 2 hours</li> <li >Grades: 8 and above</li> <li>Download <a href="/assets/files/standards/DNA-Fingerprint-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li>   </ul> </div> </div> <div class="anchor" id="hfp"></div> <p class="sidelines text-center"></p> <div class="row inner-top-xs inner-bottom-sm reset-xs" > <div class="col-sm-8 inner-top-xs inner-right-xs"> <h2 style="margin-bottom: 5px;"><strong>Detecting a Jumping Gene</strong>*</h2> <h3 >(formerly called Human DNA Fingerprinting) </h3> <p class="text-normal">This lab examines  a region of DNA from chromosome 16 that can contain a short nucleotide sequence called <em>Alu</em> within a noncoding region of the chromosome. <em>Alu </em>insertions are segments of DNA that “jump” around in the genome. Students will prepare a sample of their own DNA from cells obtained by saline mouthwash, use PCR to amplify the targeted locus, and agarose gel electrophoresis to determine the presence or absence of this <em>Alu</em>, which jumped into the chromosome tens of thousands of years ago. Class data can be used as part of an exploration of allele frequencies and population genetics and to identify classmates who are related.</p> <p style="font-size: .7em; line-height: 110% ">*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.</p> <div id="accordion-jg" class="panel-group"> <div class="panel panel-default" > <div class="panel-heading" > <h4 class="panel-title" > <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#jg-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="jg-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Jumping-Gene-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 4 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure, function, and replication</li> <li>Central Dogma (genes to proteins)</li> <li>Mendelian genetics </li> <li>Polymerase Chain Reaction (PCR)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Isolate DNA from human epithelial cells.</li> <li>Amplify DNA sequence using PCR.</li> <li>Visualize DNA using agarose gel electrophoresis.</li> <li>Utilize software to determine allele frequencies.</li> <li>Follow a multi-step procedure to complete a controlled experiment.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how PCR is used to amplify DNA.</li> <li>Predict experimental results.</li> <li>Interpret experimental results to determine class allele frequencies. </li> <li>Use class data to explore Hardy Weinberg equilibrium (post lab).</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong><br> Make and defend a claim based on evidence about the natural world that reflects scientific knowledge, and student-generated evidence.</p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS1.A: Structure and Function</strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (secondary to HS-LS3-1)</p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br> In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2)<br> •(NYSED) Environmental factors can cause mutations in genes. Only mutations in sex cells can be inherited. (HS-LS3-2)</p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Science is a Human Endeavor </strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p class="small"> <strong>Scale, Proportion, and Quantity</strong><br> Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.</p> <p class="small"> <strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.</p></td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small">Investigation #2 - Hardy Weinberg Equilibrium (post-lab using class data)<br> <br> <br> Extension of AP Biology Investigation #9 – Restriction Enzyme Analysis of DNA</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"> <strong>EVO-1.K:</strong> Describe the conditions under which allele and genotype frequencies will change in a population.</p> <p class="small"> <strong>EVO-1.L: </strong>Explain the impacts on the population if any of the conditions of Hardy-Weinberg are not met.</p> <p class="small"><strong>IST – 1.P:</strong> Explain the use of genetic engineering techniques in analyzing or manipulating DNA. </p><p class="small"> </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6D:</strong> Explain the relationship between experimental results and larger biological concepts, processes, or theories.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena<br> 2.1 Devise ways of making observations to test proposed explanations. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.3 Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.<br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 2.2 Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.<br> 5.1 Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.</p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> <p style="font-size: .7em; line-height: 110% "> </p>  </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li >In-Person Lab time: 4 hours</li> <li >Grades: 10 and above</li> <li >Requires consent*</li> <li><a href="/assets/files/protocols/Jumping-Genes-Protocol.pdf">Download Detection of a Jumping Gene Protocol</a></li> <li><a href="/assets/files/protocols/Jumping-Genes-Teacher-Prep.pdf">Download Detection of a Jumping Gene Teacher Prep</a></li> <li>Download <a href="/assets/files/standards/Jumping-Gene-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li>  </ul> <p> </p>  </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="hms"></div> <div class="row inner-top-xs inner-bottom-sm reset-xs" id="hms-section"> <div class="col-sm-8 inner-top-xs inner-right-xs"> <h2>Human Mitochondrial Sequencing*</h2> <p>Comparison of the control region within the human mitochondrial genome reveals that people have distinct patterns of single nucleotide polymorphisms (SNPs). These sequence differences, in turn, are the basis for far-ranging investigations on human DNA diversity and the evolution of hominids. In this lab, students prepare a sample of their own DNA from cells obtained by saline mouthwash, use PCR to amplify a section of their own mitochondrial DNA and agarose gel electrophoresis to confirm the result. DNA is then sent for sequencing, and results are uploaded to the DNALC’s <em>BioServers</em> website approximately two weeks after students attend the field trip at the DNALC. Back at school, students can perform bioinformatic analysis of their own DNA sequences to explore the theories behind how modern humans evolved and how related they are to their classmates and people from around the world.</p> <p style="font-size: .7em; line-height: 110% ">*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.</p> <div id="accordion-mt" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#mt-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="mt-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Mitochondrial-Sequencing-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 4 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function, DNA replication, heredity</li> <li>Central Dogma (genes to proteins)</li> <li>Theories of human evolution</li> <li>Polymerase Chain Reaction (PCR)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Isolate DNA from human epithelial cells.</li> <li>Amplify DNA sequences using PCR.</li> <li>Visualize DNA fragments using agarose gel electrophoresis.</li> <li>Utilize bioinformatic tools to perform DNA sequence alignments.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how to use PCR to amplify DNA.</li> <li>Describe the utility of mitochondrial DNA in the study of genealogy and human origins</li> <li>Use DNA sequence data to support or refute a hypothesis about human origins.</li> <li>Use DNA sequence data to explain evolutionary relationships between organisms, living and extinct.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution .</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS4.A: Evidence of Common Ancestry and Diversity</strong> <br> Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) </p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) </p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Science is a Human Endeavor </strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p class="small"><strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.</p> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> <p class="small"> </p></td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small">Investigation - #3 BLAST Lab</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"> <strong>SYI-3.A:</strong> Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments.<br> <strong>EVO-3.B:</strong> Describe the types of evidence that can be used to infer an evolutionary relationship.<br> <strong>EVO-3.C: </strong>Explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness.</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>2D: </strong>Represent relationships within a biological model.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. 1.3 Work towards reconciling competing explanations; clarify points of agreement and disagreement. 2.1 Devise ways of making observations to test proposed explanations. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br>1.2 Describe and explain the structures and functions of the human body at different organizational levels.<br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents<br> 3.1 Explain the mechanisms and patterns of evolution.<br> 4.1 Explain how organisms reproduce their own kind.<br> 5.1 Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> <p style="font-size: .7em; line-height: 110% "> </p>  </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li >In-Person Lab time: 4 hours</li> <li >Grades: 10 and above</li> <li >Requires consent*</li> <li >Sequencing results: 2 weeks after trip</li> <li ><a href="/assets/files/protocols/Mitochondrial-Sequencing-Protocol.pdf">Download protocol: Mitochondrial Control Region Analysis by PCR</a></li> <li ><a href="/assets/files/protocols/Mitochondrial-Sequencing-Teacher-Prep.pdf">Download: Teacher Prep & Follow-up</a></li> <li>Download <a href="/assets/files/standards/Mitochondrial-Sequencing-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li>  </ul> <p> </p>  </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="profiling"></div> <div class="row inner-top-xs inner-bottom-sm reset-xs" id="profiling-section"> <div class="col-sm-8 inner-top-xs inner-right-xs"> <h2>Forensic DNA Profiling*</h2> <p class="text-normal">This lab examines a highly variable tandem repeat polymorphism on chromosome 1 called D1S80, similar to what the FBI uses to create a genetic profile. Students will prepare a sample of their own DNA from cells obtained by saline mouthwash. After amplification by PCR, the improved size resolution of a DNA chip allows students to identify their genotype, something impossible with traditional agarose gel electrophoresis. <strong><em>This is an advanced lab, appropriate for classes with some background in molecular biology and genetics.</em></strong> Teachers will receive DNA chip class data via email approximately one week after students attend the field trip at the DNALC.</p> <p style="font-size: .7em; line-height: 110% ">*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.</p> <div id="accordion-prof" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#prof-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="prof-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Forensic-DNA-Profiling-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 4 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Central Dogma (genes to proteins)</li> <li>Coding Vs. Non-coding DNA</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Isolate DNA from epithelial cells.</li> <li>Amplify DNA sequences using PCR.</li> <li>Visualize DNA using agarose gel electrophoresis. </li> <li>Follow a multi-step procedure to complete a controlled experiment.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the steps of PCR to amplify DNA.</li> <li>Interpret lab results to determine individual D1S80 genotypes.</li> <li>Compare and contrast agarose gel electrophoresis and DNA chip technology for genotyping.</li> <li>Discuss why the FBI uses many loci to prepare an individual’s DNA profile. </li></ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible. </p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) </p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br> In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.<br> Empirical evidence is needed to identify patterns.</p> <p class="small"><strong>Systems and System Models</strong><br> Systems can be designed to do specific tasks.</p> <p class="small"> <strong>Nature of Science </strong><br> Science is a Human Endeavor<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small">Extension of AP Biology Investigation #9 – Restriction of Enzyme Analysis of DNA</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>IST – 1.P:</strong> Explain the use of genetic engineering techniques in analyzing or manipulating DNA. </p><p class="small"> </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6D:</strong> Explain the relationship between experimental results and larger biological concepts, processes, or theories.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena 2.1 Devise ways of making observations to test proposed explanations. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents<br> 5.1 Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.</p> </td> </tr> </tbody> </table> </div> </div> </div> </div> </div> <p> </p>  </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li >In-Person Lab time: 4 hours</li> <li >Grades: 10 and above</li> <li >Requires consent*</li> <li >DNA chip results: 1 week after trip</li> <li >Download protocol:<a href="/assets/files/protocols/Forensic-DNA-Profiling-Protocol.pdf"> Forensic DNA Profiling</a></li> <li>Download <a href="/assets/files/standards/Forensic-DNA-Profiling-Standards.pdf">Prelab, Skills, and Standards Alignments</a></li>  </ul> <p> </p>  </div> </div> <div class="row inner-top-sm reset-xs" id="advanced"> <h3 class="sidelines text-center purple"><span>Bioinformatics Labs</span></h3> </div> <div class="anchor" id="alu-bioinf"></div> <div class="row inner-top-xs reset-xs inner-bottom-sm" id="alu-bioinf-section"> <div class="col-sm-8 inner-top-xs inner-right-xs " style="padding-bottom: 15px;"> <h2 class="purple"><em>Bioinformatics</em>: <strong>Using <em>Alu</em> Insertions to Study Population Genetics</strong></h2> <p>Students will learn about<em> Alu</em> insertions—segments of DNA that “jump” around in the genome—and use real population data to study variation in alleles, calculate allele frequencies, and examine Hardy-Weinberg equilibrium in populations. Computer simulations will be used to model genetic drift.</p> <div id="accordion-bioalu" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#bioalu-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="bioalu-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Bioinformatics-Using-Alu-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong>2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure, function and replication </li> <li>Mendelian genetics</li> <li>Hardy Weinberg Equilibrium</li> <li>Mutation, natural selection, genetic drift, gene flow</li> <li>Polymerase Chain Reaction (PCR)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Calculate allele frequencies and apply Hardy-Weinberg equilibrium.</li> <li>Utilize online tools to simulate principles of population genetics.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how selection, gene flow and genetic drift affect allele frequencies in populations.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS1.A: Structure and Function </strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (secondary to HS-LS3-1) </p> <p class="small"><strong>LS3.A: Inheritance of Traits </strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) </p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br> In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2) •(NYSED) Environmental factors can cause mutations in genes. Only mutations in sex cells can be inherited. (HS-LS3-2) </p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Science is a Human Endeavor </strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p><strong>Scale, Proportion, and Quantity</strong><br> Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.</p> <p class="small"><strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.</p> <p class="small"> </p></td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small">Investigation - #3 BLAST Lab</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>EVO-1.K:</strong> Describe the conditions under which allele and genotype frequencies will change in a population<br> <strong>EVO-1.L:</strong> Explain the impacts on the population if any of the conditions of Hardy-Weinberg are not met </p> </td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6D: </strong>Explain the relationship between experimental results and larger biological concepts, processes, or theories.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. <br> 1.2 Hone ideas through reasoning, library research, and discussion with others, including experts. <br> 2.1 Devise ways of making observations to test proposed explanations. <br> 3.2 Apply statistical analysis techniques when appropriate to test if chance alone explains the results. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 3.1 Explain the mechanisms and patterns of evolution.<br> </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled"> <li >Lab time: 2 hours</li> <li >Grades: 10 and above</li> <li >Download <a href="/assets/files/standards/Bioinformatics-Using-Alu-Standards.pdf" >Prelab, Skills, and Standards Alignments</a> PDF</li>  </ul> <p> </p> </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="hms-bioinf"></div> <div class="row inner-top-xs reset-xs inner-bottom-sm" id="hms-bioinf-section"> <div class="col-sm-8 inner-top-xs inner-right-xs " style="padding-bottom: 15px;"> <h2 class="purple"><em>Bioinformatics</em>: Tracing Human Evolution</h2> <p>Students will analyze mitochondrial sequence data to test models of human evolution. Were Neanderthals direct ancestors of modern humans? Did we all arise from a single founding population in Africa? Students will be guided through <em>BioServers</em> and <em>DNA Subway</em> to help answer these questions and more!</p> <div id="accordion-bioevo" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#bioevo-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="bioevo-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Bioinformatics-Human-Evolution-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA Structure and function, DNA replication, heredity</li> <li>Theories of human evolution</li> <li>Cladograms and phylogenetic trees</li> <li>Polymerase Chain Reaction (PCR)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Perform BLAST searches and online DNA sequence alignments.</li> <li>Use computer software to build phylogenetic trees.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Describe the utility of mitochondrial DNA in the study of genealogy and human origins.</li> <li>Use DNA sequence data to support or refute a hypothesis about human origins.</li> <li>Use DNA sequence data to explain evolutionary relationships between organisms, living and extinct.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"><p class="small"><strong>LS4.A: Evidence of Common Ancestry and Diversity</strong><br> Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)</p> <p class="small"><strong>LS3.A: Inheritance of Traits </strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) </p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Science is a Human Endeavor</strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p class="small"><strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.</p> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> <p class="small"> </p></td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small">Investigation - #3 BLAST Lab</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>SYI-3.A:</strong> Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments.<br> <strong> EVO-3.B: </strong>Describe the types of evidence that can be used to infer an evolutionary relationship.<br> <strong>EVO-3.C:</strong> Explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness. </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>2D: </strong> Represent relationships within a biological model.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. <br> 1.3 Work toward reconciling competing explanations; clarify points of agreement and disagreement. <br> 2.1 Devise ways of making observations to test proposed explanations. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).<br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 3.1 Explain the mechanisms and patterns of evolution.<br> </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> <p class="text-normal"> </p> </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled"> <li >Lab time: 2 hours</li> <li >Grades: 10 and above</li> <li>Download <a href="/assets/files/standards/Bioinformatics-Human-Evolution-Standards.pdf" >Prelab, Skills, and Standards Alignments</a> PDF</li>  </ul> <p> </p> </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="barcoding-bioinf"></div> <div class="row inner-top-xs reset-xs inner-bottom-sm" id="barcoding-bioinf-section"> <div class="col-sm-8 inner-top-xs inner-right-xs " style=" padding-bottom: 15px;"> <h2 class="purple"><em>Bioinformatics</em>: Barcoding & Phylogenetics</h2> <p>Phylogenetics is the practice of determining the evolutionary relatedness of groups of organisms. Much of this work is done utilizing DNA data. In this lab activity, students will learn about different methods of building phylogenetic trees and practice building them using both morphological and genetic data. Students will use sample data on the bioinformatics platform <em>DNA Subway</em> to compare species and build phylogenetic trees. </p> <div id="accordion-biobar" class="panel-group"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#biobar-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="biobar-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Bioinformatics-Phylogenetics-and-Barcoding-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 2 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure, function and replication </li> <li>Polymerase Chain Reaction (PCR)</li> <li>Taxonomy and classification </li> <li>Cladograms and phylogenetics</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Perform a BLAST search.</li> <li>View, compare, and interpret DNA sequence alignments.</li> <li>Use computer software to build phylogenetic trees.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Interpret sequence data to identify organisms.</li> <li>Use phylogenetic trees to show evolutionary relationships among organisms.</li> <li>Explain how DNA barcoding can be used in fields such as conservation genetics and forensics.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.</p> </td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function</strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (secondary to HS-LS3-1) </p> <p class="small"><strong>LS3.A: Inheritance of Traits </strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1) </p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br> In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2) <br> •(NYSED) Environmental factors can cause mutations in genes. Only mutations in sex cells can be inherited. (HS-LS3-2) </p> <p class="small"><strong>LS4.A: Evidence of Common Ancestry and Diversity</strong><br> Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1)</p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> <p class="small"><strong>Cause and Effect</strong><br> Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.</p> <p class="small"><strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.</p> <p class="small"><strong>Science is a Human Endeavor</strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p class="small"> </p></td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small">Investigation - #3 BLAST Lab</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>SYI-3.A:</strong> Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments.<br> <strong> EVO-3.B: </strong>Describe the types of evidence that can be used to infer an evolutionary relationship.<br> <strong>EVO-3.C:</strong> Explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness. </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>2D: </strong> Represent relationships within a biological model.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. <br> 2.1 Devise ways of making observations to test proposed explanations.<br> 3.2 Apply statistical analysis techniques when appropriate to test if chance alone explains the results. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 3.1 Explain the mechanisms and patterns of evolution.<br> </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div> </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled"> <li >Lab time: 2 hours</li> <li >Grades: 11 and above</li> <li>Download <a href="/assets/files/standards/Bioinformatics-Phylogenetics-and-Barcoding-Standards.pdf" >Prelab, Skills, and Standards Alignments</a> PDF</li>  </ul> <p> </p> </div> </div> <div class="row inner-top-sm reset-xs" id="advanced"> <h3 class="sidelines text-center redtext"><span>Advanced Inquiry Labs</span></h3> </div> <div class="col-md-9 col-sm-10 center-block"> <header> <p>Advanced Inquiry labs are for AP, advanced elective, or research classes looking for a wet-lab experience that includes extended analysis of data. While performing open-ended experiments to detect DNA variations in themselves and other organisms, students will have time to explore how online bioinformatics tools are used to analyze DNA. Labs may include use of the Basic Local Alignment Search Tool (BLAST), DNA sequence alignments, construction of phylogenetic trees, and/or population simulations.</p> </header> </div> <div class="anchor" id="gmo"></div> <div class="row inner-top-xs inner-bottom-sm reset-xs" id="gmo-section"> <div class="col-sm-8 inner-top-xs inner-right-xs"> <h2 class="redtext">GMO: Detecting Genetically Modified Foods</h2> <p class="text-normal">Genes that encode herbicide resistance, insect resistance, drought tolerance, frost tolerance, and other traits have been added to many commercial plants – including most of the corn and soybeans grown in the United States. In this laboratory, students isolate DNA from processed food products. Then, polymerase chain reaction (PCR) and gel electrophoresis are used to identify a promoter that drives the expression of most plant transgenes. During the lab, bioinformatics tools allow students to predict the outcome of the experiment and discover genes and functions transferred into GM plants. Students have the option of bringing in a processed snack food to test for the presence of the transgene promoter. </p> <div id="accordion-adgmo" class="panel-group inner-bottom-xs"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#adgmo-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="adgmo-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/GMO-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 6 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Central Dogma (genes to proteins)</li> <li>Gene expression</li> <li>Genetic engineering </li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Isolate DNA from food products.</li> <li>Amplify DNA sequences using PCR.</li> <li>Visualize DNA using agarose gel electrophoresis. </li> <li>Utilize online bioinformatic tools to predict lab results.</li> <li>Follow a multi-step procedure to complete a controlled experiment.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the steps of PCR to amplify DNA.</li> <li>Interpret lab results to determine if food products are genetically modified.</li> <li>Discuss the benefits and challenges of gene editing.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p></td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong><strong>LS3.B: Variation of Traits</strong><br> </strong>In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2) </p> <p class="small"><strong>LS1.A: Structure and Function</strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (secondary to HS-LS3-1) </p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)</p> <p class="small"> <strong>LS4.B: Natural Selection</strong><br> The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3)</p> <p class="small"> <strong>LS4.D: Biodiversity and Humans</strong><br> Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus, sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7) (HS-LS4-6)</p> <p class="small"><strong>ETS1.A: Defining and Delimiting an Engineering Problem</strong><br> Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities. (HS-ETS1-1) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Science is a Human Endeavor</strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> <p class="small"><strong>Cause and Effect</strong><br> Systems can be designed to cause a desired effect.</p> <p class="small"><strong>Systems and System Models</strong><br> Systems can be designed to do specific tasks.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small"><em>Extension of</em> AP Biology Investigation #9 – Restriction Enzyme Analysis of DNA</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>IST – 1.P: </strong>Explain the use of genetic engineering techniques in analyzing or manipulating DNA. </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6D: </strong>Explain the relationship between experimental results and larger biological concepts, processes, or theories.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. <br> 2.1 Devise ways of making observations to test proposed explanations.</p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 2.2 Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms. <br> 3.1 Explain the mechanisms and patterns of evolution.<br> </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div>  </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li >In-Person Lab time: 6 hours (8:30–2:30)</li> <li >Grades: 11 and above</li> <li>Download <a href="/assets/files/standards/GMO-Standards.pdf" >Prelab, Skills, and Standards Alignments</a> PDF</li> <li ><a href="/assets/files/Detecting-GM-Foods-by-PCR.pdf">Download protocol: Detecting Genetically Modified Foods by PCR</a></li>  </ul> <p> </p>  </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="ptc"></div> <div class="row inner-top-xs inner-bottom-sm reset-xs" id="ptc-section"> <div class="col-sm-8 inner-top-xs inner-right-xs"> <h2 class="redtext">PTC: Using a SNP to Predict Bitter Tasting Ability*</h2> <p class="text-normal">The ability to taste the bitter compound PTC (phenylthiocarbamide) is often used to illustrate Mendelian inheritance. Three SNPs (single nucleotide polymorphisms) in the gene encoding the PTC taste receptor strongly affect tasting ability. In this experiment, students extract DNA from cheek cells* and use PCR to amplify a short region of the gene. After a diagnostic restriction digest, student genotypes are scored on an agarose gel, allowing them to predict their phenotypes. Students then test their tasting ability and compare genotypes and phenotypes, allowing them to discover that PTC tasting is genetically more complex than the model. This experiment is a close analog to how “precision or personalized medicine” uses genotypes to predict drug response.</p> <p style="font-size: .7em; line-height: 110% ">*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.</p> <div id="accordion-adptc" class="panel-group inner-bottom-xs"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#adptc-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="adptc-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/PTC-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 6 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Central Dogma (genes to proteins)</li> <li>Mendelian genetics</li> <li>DNA replication</li> <li>Polymerase Chain Reaction (PCR)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Follow a multi-step protocol to complete a controlled experiment.</li> <li>Measure small volumes of liquid using micropipettes.</li> <li>Isolate DNA from human epithelial cells.</li> <li>Amplify DNA sequences using PCR.</li> <li>Visualize DNA using agarose gel electrophoresis.</li> <li>Utilize bioinformatics tools to determine amplicon size, and identify gene polymorphisms.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how to use PCR to amplify DNA.</li> <li>Predict experimental and control results.</li> <li>Conceptualize genetic basis for phenotypic differences.</li> <li>Describe how genotyping can be used in personalized medicine.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p></td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function</strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (secondary to HS-LS3-1) </p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)</p> <p class="small"><strong>LS3.B: Variation of Traits</strong><br> Advances in biotechnology have allowed organisms to be modified genetically. (HS-LS3-2)</p> <p class="small"><strong>LS4.B: Natural Selection</strong><br> The traits that positively affect survival are more likely to be reproduced, and thus are more common in the population. (HS-LS4-3) </p></td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Science is a Human Endeavor</strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> <p class="small"><strong>Cause and Effect</strong><br> Systems can be designed to cause a desired effect.</p> <p class="small"><strong>Structure and Function</strong><br> The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials.</p> <p class="small"><strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. </p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small"><em>Extension of</em> AP Biology Investigation #9 – Restriction Enzyme Analysis of DNA</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>IST – 1.P: </strong>Explain the use of genetic engineering techniques in analyzing or manipulating DNA. </p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6D: </strong>Explain the relationship between experimental results and larger biological concepts, processes, or theories.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. <br> 2.1 Devise ways of making observations to test proposed explanations.<br> 3.3 Assess correspondence between the predicted result contained in the hypothesis and actual result, and reach a conclusion as to whether the explanation on which the prediction was based is supported. </p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents.<br> 3.1 Explain the mechanisms and patterns of evolution.<br> 5.1 Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.<br> </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div>  </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li >In-Person Lab time: 6 hours (8:30–2:30)</li> <li >Grades: 11 and above</li> <li >Requires consent*</li> <li>Download <a href="/assets/files/standards/PTC-Standards.pdf" >Prelab, Skills, and Standards Alignments</a> PDF</li> <li ><a href="/assets/files/ptc.pdf">Download protocol: Using a SNP to Predict Bitter Tasting Ability</a></li>  </ul> <p> </p>  </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="barcoding"></div> <div class="row inner-top-xs inner-bottom-sm reset-xs" id="barcoding-section"> <div class="col-sm-8 inner-top-xs inner-right-xs"> <h2 class="redtext">Barcoding: Using DNA Barcodes to Identify and Classify Living Things</h2> <p class="text-normal">Just as unique universal product codes (UPC) identify products, unique "DNA barcodes" use specific DNA sequences to identify living things. In this laboratory, students use DNA barcoding to identify plants, fungi, or animals—or products containing them. DNA is extracted from samples, the barcode region is amplified by PCR, and the PCR product is sequenced. Teachers will receive class data approximately two weeks after students attend the field trip at the DNALC. <em>DNA Subway</em>, an online bioinformatics site, is used to search a DNA database for close matches to sample sequences and to construct phylogenetic trees that show evolutionary relatedness. Students have the option of bringing in their own samples to test, providing the opportunity for mini-projects to sample local environments or to test food products.</p> <div id="accordion-adbarcoding" class="panel-group inner-bottom-xs"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#adbarcoding-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="adbarcoding-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/DNA-Barcoding-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 6 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure and function</li> <li>Central Dogma (genes to proteins)</li> <li>Polymerase Chain Reaction (PCR)</li> <li>Taxonomy and classification of living things</li> <li>Cladograms and phylogenetics</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Isolate DNA from food products.</li> <li>Amplify DNA sequences using PCR.</li> <li>Visualize DNA using agarose gel electrophoresis. </li> <li>Utilize bioinformatic tools to perform BLAST searches, view sequence alignments, and create phylogenetic trees.</li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain the steps of PCR to amplify DNA.</li> <li>Interpret experimental sequence results to identify species of sample being tested.</li> <li>Use phylogenetic trees to show evolutionary relationships.</li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. </p></td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function</strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (secondary to HS-LS3-1) </p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)</p> <p class="small"><strong><strong>LS3.B: Variation of Traits</strong><br> </strong>In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2) <br> •(NYSED) Environmental factors can cause mutations in genes. Only mutations in sex cells can be inherited. (HS-LS3-2)</p> <p class="small"><strong>LS4.A: Evidence of Common Ancestry and Diversity</strong><br> Genetic information provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence. (HS-LS4-1) </p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Patterns</strong><br> Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.</p> <p class="small"><strong>Cause and Effect</strong><br> Systems can be designed to cause a desired effect.</p> <p class="small"><strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. </p> <p class="small"><strong>Nature of Science: Science is a Human Endeavor</strong><br> Technological advances have influenced the progress of science and science has influenced advances in technology.<br> Science and engineering are influenced by society and society is influenced by science and engineering.</p></td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p class="small">Investigation - #3 BLAST Lab</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>SYI-3.A: </strong>Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments.<br> <strong>EVO-3.B:</strong> Describe the types of evidence that can be used to infer an evolutionary relationship.<br> <strong>EVO-3.C:</strong> Explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness.</p></td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>2D: </strong>Represent relationships within a biological model.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. <br>1.2 Hone ideas through reasoning, library research, and discussion with others, including experts. <br> 2.1 Devise ways of making observations to test proposed explanations.<br> 3.1 Use various methods of representing and organizing observations and insightfully interpret the organized data.<br> 3.2 Apply statistical analysis techniques when appropriate to test if chance alone explains the results.</p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.<br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents<br> 3.1 Explain the mechanisms and patterns of evolution.<br> 5.1 Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.<br> 6.2 Explain the importance of preserving diversity of species and habitats. <br> 7.2 Explain the impact of technological development and growth in the human population on the living and nonliving environment. </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div>  </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li >In-Person Lab time: 6 hours (8:30–2:30)</li> <li>Download <a href="/assets/files/standards/DNA-Barcoding-Standards.pdf" >Prelab, Skills, and Standards Alignments</a> PDF</li> <li >Grades: 11 and above</li> <li >Sequencing results: 2 weeks after trip</li>  </ul> <p> </p>  </div> </div> <p class="sidelines text-center"></p> <div class="anchor" id="exjg"></div> <div class="row inner-top-xs inner-bottom-sm reset-xs" id="exjg-section"> <div class="col-sm-8 inner-top-xs inner-right-xs"> <h2 style="margin-bottom: 5px;" class="redtext"><strong>Extended Jumping Genes: Using an <em>Alu </em>Insertion Polymorphism to Study Human Populations</strong>*</h2> <h3 >(e<strong>xtension of Detecting a Jumping Gene</strong>) </h3> <p class="text-normal">The DNA from any two people varies at many sites. These polymorphic sequences that make each person’s DNA unique are used in the study of human evolution. This experiment examines a polymorphism that is caused by the insertion of an <em>Alu </em>transposon, the most common DNA sequence in the human genome. DNA is extracted from student cheek cells*, and PCR is used to amplify the region containing the <em>Alu </em>insertion site. Students score their genotypes on an agarose gel, and the compiled class results are used as a case study in human population genetics. On the <em>BioServers </em>Internet site, students use tools to test Hardy-Weinberg equilibrium, explore the geographic distribution of the insertion in world populations, and simulate the inheritance of a new <em>Alu </em>insertion. </p> <p style="font-size: .7em; line-height: 110% ">*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.</p> <div id="accordion-adjumping" class="panel-group inner-bottom-xs"> <div class="panel panel-default"> <div class="panel-heading"> <h4 class="panel-title"> <a class="panel-toggle collapsed" data-toggle="collapse" data-parent="#accordion2" href="#adjumping-standards"> Pre-Lab, Skills, and Standards Alignments <i class="icon-down-open-1"></i> </a> </h4> </div> <div id="adjumping-standards" class="panel-collapse collapse"> <div class="panel-body"> <a class="pull-right btn " style="margin-top: 0;" href="/assets/files/standards/Jumping-Genes-Extended-Standards.pdf" >Standards PDF</a> <p><strong>Lab Length:</strong> 6 hours</p> <p style="margin-bottom: 4px;"><strong>Suggested Pre-Lab Teaching</strong></p> <ul class="circled"> <li>DNA structure, function, and replication</li> <li>Central Dogma (genes to proteins)</li> <li>Mendelian genetics </li> <li>Polymerase Chain Reaction (PCR)</li> </ul> <p style="margin-bottom: 4px;"><strong>Lab Skills</strong></p> <ul class="circled"> <li>Measure small volumes of liquid using micropipettes.</li> <li>Isolate DNA from human epithelial cells.</li> <li>Amplify DNA sequence using PCR.</li> <li>Visualize DNA using agarose gel electrophoresis.</li> <li>Calculate allele frequencies and apply Hardy-Weinberg equilibrium.</li> <li>Utilize online tools to simulate principles of population genetics. </li> </ul> <p style="margin-bottom: 4px;"><strong>Conceptual Knowledge/Skills</strong></p> <ul class="circled"> <li>Explain how PCR is used to amplify DNA.</li> <li>Predict experimental results.</li> <li>Interpret experimental results to determine class allele frequencies. </li> <li>Use class data to explore Hardy Weinberg Equilibrium.</li> <li>Explain how selection, gene flow and genetic drift affect allele frequencies in populations. </li> </ul> <div class="table-responsive-sm table-responsive" style="overflow-x:auto;"> <table border="0" class="table table-bordered "> <br> <p><strong>New York State Science Learning Standards/NGSS </strong></p> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#B7CDFB" scope="col">Science and Engineering Practices</th> <th bgcolor="#F9CDAE" scope="col">Disciplinary Core Ideas</th> <th bgcolor="#A4CDA1" scope="col">Cross Cutting Concepts</th> </tr> <tr> <td bgcolor="#D1DDF7" style="width: 33%;"><p class="small"><strong>Engaging in Argument from Evidence</strong> <br> Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence. </p> <p class="small"><strong>Analyzing and Interpreting Data</strong><br> Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. </p></td> <td bgcolor="#F9E2D2" style="width: 33%;"> <p class="small"><strong>LS1.A: Structure and Function</strong><br> All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. (HS-LS1-1) (secondary to HS-LS3-1) </p> <p class="small"><strong>LS3.A: Inheritance of Traits</strong><br> Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. (HS-LS3-1)</p> <p class="small"><strong><strong>LS3.B: Variation of Traits</strong><br> </strong>In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell division), thereby creating new genetic combinations and thus more genetic variation. Although DNA replication is tightly regulated and remarkably accurate, errors do occur and result in mutations, which are also a source of genetic variation. (HS-LS3-2) <br> •(NYSED) Environmental factors can cause mutations in genes. Only mutations in sex cells can be inherited. (HS-LS3-2)</p> </td> <td bgcolor="#D6E7D5" style="width: 33%;"> <p class="small"><strong>Science is a Human Endeavor</strong><br> Science and engineering are influenced by society and society is influenced by science and engineering.<br> Technological advances have influenced the progress of science and science has influenced advances in technology.</p> <p class="small"><strong>Scale, Proportion, and Quantity</strong><br> Some systems can only be studied indirectly as they are too small, too large, too fast, or too slow to observe directly.</p> <p class="small"><strong>Stability and Change</strong><br> Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Lab Alignment </th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Learning Objective</th> <th bgcolor="#fbfefb" scope="col"><img src="/assets/images/AP-Advanced-Placement.svg" alt="AP logo" style="max-height: 13px;"> Biology Science Skill</th> </tr> <tr> <td bgcolor="#fff" style="width: 33%;"> <p>Investigation #2 - Hardy Weinberg Equilibrium</p> <br> <br> <br> Extension of AP Biology Investigation #9 – Restriction of Enzyme Analysis of DNA <p class="small"> </p></td> <td bgcolor="#fff" style="width: 33%;"> <p class="small"><strong>EVO-1.K:</strong> Describe the conditions under which allele and genotype frequencies will change in a population<br> <strong>EVO-1.L: </strong>Explain the impacts on the population if any of the conditions of Hardy-Weinberg are not met<br> <strong>IST – 1.P:</strong> Explain the use of genetic engineering techniques in analyzing or manipulating DNA.</p> </td> <td bgcolor="#fff" style="width: 33%;"><p class="small"><strong>6D: </strong>Explain the relationship between experimental results and larger biological concepts, processes, or theories.</p> </td> </tr> </tbody> </table> <table border="0" class="table table-bordered "> <tbody style="text-align: left;vertical-align: top;"> <tr> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment <br> Standard 1 </th> <th bgcolor="#f9f7fd" scope="col">NYS Living Environment<br> Standard 4 </th> </tr> <tr> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Elaborate on basic scientific and personal explanations of natural phenomena. <br>1.2 Hone ideas through reasoning, library research, and discussion with others, including experts. <br> 2.1 Devise ways of making observations to test proposed explanations.<br> 3.1 Use various methods of representing and organizing observations and insightfully interpret the organized data.<br> 3.2 Apply statistical analysis techniques when appropriate to test if chance alone explains the results.</p></td> <td bgcolor="#fff" style="width: 50%;"><p class="small"><strong>Performance Indicators</strong><br> 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.<br> 2.1 Explain how the structure and replication of genetic material result in offspring that resemble their parents<br> 3.1 Explain the mechanisms and patterns of evolution.<br> 5.1 Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.<br> 6.2 Explain the importance of preserving diversity of species and habitats. <br> 7.2 Explain the impact of technological development and growth in the human population on the living and nonliving environment. </p></td> </tr> </tbody> </table> </div> </div> </div> </div> </div>  </div> <div class="col-sm-3 col-sm-offset-1 outer-top-xs inner-left-xs border-left"> <h4>Information:</h4> <ul class="circled" > <li >In-Person Lab time: 6 hours</li> <li >Grades: 10 and above</li> <li >Requires consent*</li> <li>Download <a href="/assets/files/standards/Jumping-Genes-Extended-Standards.pdf" >Prelab, Skills, and Standards Alignments</a> PDF</li> <li><a href="/assets/files/dna-fingerprint.pdf">Download protocol: Detection of an <em>Alu</em> Insertion Polymorphism by PCR</a></li>  </ul> <p> </p>  </div> </div> </div> </section>  <section class="light-bg"> <div class="container inner-top-sm inner-bottom-xs" > <div class="row"> <div class="col-md-9 col-sm-10 center-block"> <h2>High School Field Trips and Their Importance for High School Education</h2> <p>Lab field trips for 9<sup>th</sup>, 10<sup>th</sup>, 11<sup>th</sup>, and 12<sup>th</sup>-graders offer a unique exposure opportunity for teenagers who are starting on the path to adulthood. During these late teen years, students can examine the world around them more fully and conceptually. Part of their journey toward becoming critical thinkers involves making discoveries both in and out of the classroom environment. <br> At the DNALC, we offer a robust variety of precollege hands-on field trips designed to engage and inspire teens. Whether your class of high schoolers is exploring genetic engineering or phylogenetics, we have the lab-based experiences to bring biology to life.</p> <h2>How Will High Schoolers Benefit from a DNALC Field Trip?</h2> <p>All of the DNALC field trips include an element of excitement, but fun is only one of many benefits of coming to our state-of-the-art facility. A lab field trip to our center promises plenty of other advantages, especially for high school students. Some of these include:</p> <ul class="circled"> <li><strong>Activated learning:</strong>Most teens spend time studying science in books and online. Their study is augmented by classroom lectures and demonstrations. However, the learning does not have to end there. On field trips to a DNALC, high schoolers can apply the skills they learn about in science class, and broaden their understanding of concepts.</li> <li><strong>Robust dialogue:</strong>Without enough information, high school students may be reluctant to participate in classroom discussions. After engaging in hands-on activities, they are more able to talk about concepts. Many teachers use field trips as springboards to guide future classroom conversations.</li> <li><strong>Access to high-quality equipment: </strong>The DNALC has been thoughtfully outfitted with cutting-edge equipment. Our commitment to having the most up-to-date technology enables high school students to work with the same tools as scientists in modern molecular biology labs. </li> <li><strong>New and improved engagement styles:</strong> Field trips for 9<sup>th</sup> through 12<sup>th</sup> graders are not just for students who are already eager to make discoveries. These experiences are also for students who may not feel engaged in a traditional classroom setting or while they are on a remote learning platform. The field trip environment promotes movement, activity, curiosity, and collaboration.</li> <li><strong>Career and college preparedness:</strong>High schoolers know college is just around the corner. Yet even students nearing the end of their secondary school years may be unsure of what the future holds. A visit to DNALC helps young people explore professions they might never have considered previously. Plus, the friendly staff members can answer occupation-related questions to spur high schoolers interested in knowing more about relevant STEM career paths.</li> </ul><br> <h2>Set up Your Next High School Field Trip Today</h2> <p>Want to give your high school students the chance to try something new or supplement what they’ve studied for months or years? Bring them to a DNALC. We’ll help arrange a high school field trip that’s exciting and memorable for everyone in your group.</p> <p>A rewarding academic and scientific adventure for your high schoolers is close on the horizon—all it takes is one field trip to the DNALC. <a href="/programs/fieldtrips/field-trip-reservations.html">Scheduling </a>takes just a few minutes. 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High School Student Laboratory Field Trips - CSHL DNA Learning Center