Different biotechnology techniques.

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You will be watching some short films on using gene therapy to treat conditions in somatic cells.  You will submit your responses to the questions on BB as either a Word Doc or PDF file.

Something different.  Watch the two short videos about different biotechnology techniques.

https://youtu.be/ytz2Dn9qpDU

https://youtu.be/GGEiaDau7hU

Both of these discuss using gene therapy.  This technology has many benefits, however it is still very young.  As described in one of my lectures there are two types of gene therapy.  We hit on editing the gametes when we did our discussion post on CRISPR.  The type of therapy described in these videos goes over somatic gene therapy.

For this assignment you will give your opinion on somatic gene therapy.  In one to two paragraphs state your views on somatic gene therapy.  If you were personally affected with a condition that could be treated with gene therapy would you enroll in a clinical trial to try it knowing that it may not work and may have potential side effects?  What if it was your child that had a condition that could be treated with gene therapy and was offered a spot in a similar clinical trial?  If the therapy was only tested in model organisms, would you wait to see it tested in humans first?  If there another option like the use of human stem cells to test this therapy on before human trials?   You can justify your opinion on topics like severity of the disease, types of symptoms, age, percent success rate, and so on.  You are not limited to only talking about gene therapy used in eyes like in these videos.  You can research up on current gene therapies being offered too.  I am not picky on style, margins, font and so on.  You just need to justify your opinions on the topic.  Lack of reasoning will lead to deductions on your grade.  Remember that this is an opinion paper and I cannot count your opinion wrong.

 
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Lab: CSI Wildlife, Case 1

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Complete all the activities in this lab instruction packet: CSI Wildlife, Case 1. Work through the instruction packet step by step. Record your results directly in the worksheet as you progress through the questions.

For any sections that request that you “take notes”, the notes should be in your own words summarizing information learned. You should not copy and paste information from the Internet including media and resources accessed in this lab. Directly copying and pasting information is considered plagiarism in this course.

See attached worksheet

Lab: CSI Wildlife, Case 1

 

General Instructions

 

Be sure to read the general instructions from the Lessons portion of the class prior to completing this packet.

 

Background

 

The scenarios investigated are based on the recently published literature: Wasser, S. K., Brown, L., Mailand, C., Mondol, S., Clark, W., Laurie, C., & Weir, B. S. (2015). Genetic assignment of large seizures of elephant ivory reveals Africa’s major poaching hotspots. Science, 349(6243), 84–87. The underlying data are available on the Dryad Digital Repository: http://dx.doi.org/10.5061/dryad.435p4.

 

Remember, DNA is made up of nucleotides and an allele is an alternative form of a gene which may be from mutation, but is found on the same place in a chromosome in individuals and functions similarly. If you are unfamiliar with these terms, make sure to review them in your book prior to completing the lab.

 

 

Specific Lab Instructions

 

Name:

Date:

 

Go to: CSI Wildlife on HHMI Biointeractive

 

Link: https://media.hhmi.org/biointeractive/click/elephants/dna/index.html

 

Part 1: The Introduction

1. Read the instructions on the home page. Then, watch the opening video from the CSI Wildlife Introduction.

2. What is a keystone species?

Lab: CSI Wildlife, Case 1

 

Page 1 of 9

 

3. Dr. Wasser states that approximately 50,000 African elephants are killed each year. According to the video, it is estimated that there are around 470,000 African elephants. If these numbers are correct, approximately what percentage of African elephants are killed each year? (Show your work.)

 

4. In one or two sentences, summarize Dr. Wasser’s research and how it is being used to conserve elephants.

 

 

 

Part 2: Case One

1. Watch the crime scene video on the first slide of Case One. Explain the goal of the case.

 

2. Look at the map provided; in what type of location are the majority of African elephants located?

3. Proceed to the How DNA Profiling Works section.

a.

b. What does “STR” stand for and how are they important for identification?

 

c. Look at the gel on the screen. What do the bands on the agarose gel represent?

d. What is the purpose of the DNA ladder on the agarose gel?

 

e. DNA profiling is also called DNA fingerprinting. A common misconception about DNA fingerprinting is that the analysis has to do with actual fingerprints. Explain one similarity and one difference between a human being’s pattern of bands on an electrophoresis gel and a human fingerprint.

 

4.

5. Click on Technique.

a. List three sources to obtain elephant DNA for analysis.

 

b. Watch the animation on the polymerase chain reaction under Technique. What is the purpose of heating the DNA strand? What is the purpose of cooling the DNA strand?

 

c. What is the relationship between the size of a DNA fragment and the distance it migrates in the gel?

 

d. Why does DNA migrate to the positive electrode?

 

e. Run the gel in the Technique section by pressing the Start button. Which elephant (left or right) has both the largest and smallest fragments?       Approximately what size is the largest fragment (bp)?       Smallest?      .

6. Proceed to the Application section and look at the gel.

a. For Marker C, are the two elephants in the gel on the left homozygous or heterozygous? How do you know?

 

7. Read the Review section, and make sure you can answer the questions.

8.

9. Go to Finding a Match

a. Click on the “+” next to each marker. Compare the bands in the agarose gel from the unidentified elephant and the known elephants. Which elephant (there are two pages of them) matches the unidentified elephant?

10. Watch the video on the “Case Solved” slide.

a.

b. Name two properties of a good marker and explain why good markers are important.

 

Adapted from: Click and Learn “CSI Wildlife” (2016). CSI Wildlife Explorer Worksheet. HHMI Biointeractive Teaching Materials.

 
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Biology Experiment

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WEEK 1 EXPERIMENT ANSWER SHEET Please submit to the Week 1 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 1 EXPERIMENT ASSIGNMENT

· Experiment 1 Exercise 1 – The Scientific Method

· Experiment 1 Exercise 2A – pH of Common Solutions

· Experiment 1 Exercise 2B — pH and Buffers

Experiment 1 Exercise 1: The Scientific Method

Be sure that you have read over the introductions to this week’s Experiments activities before starting. When ready, open the following website:

Glencoe/McGraw Hill. No date. The Scientific Method http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES01/ES01.html

Scenario

You have been tasked to design the most efficient compost pile possible; one that can take organic waste material and quickly break it down into a form that can be applied as mulch. A compost pile typically involves:

· Green materials (e.g., fresh grass clippings, fresh leaves)

· Brown materials (e.g., dried grass, twigs, hay, dried leaves)

· Water

· Aeration

The efficiency of a compost pile is measured by how quickly organic matter is decomposed and this efficiency is dictated by the proper combination of the components listed above. Unfortunately, you do not know where to begin! Fortunately, you have a compost simulator that will allow you test a variety of compost designs before you have to construct your actual compost pile.

The purpose of this exercise is to use the Scientific Method to determine the best design for the most efficient compost pile. Note that the parameters that can be varied (using the slider bar) in our simulator are:

· Brown to Green Balance: 100% Green material, 100% Brown material or a combination of both

· Water Concentration: 0 to 100% water

· Number of turns per Month: 0 to 8 turns per month (the greater the number of turns the greater the aeration)

Hypothesis

We will start with the hypothesis that “an efficient compost pile needs lots of green material, a lot of water and a lot of aeration to be efficient”.

Question

1. Based on the on the hypothesis above and knowing the design parameters, write a reasonable prediction if the hypothesis is correct. Be sure to word it as an “If…then” statement (2 pts).

Procedure

A. Conduct an experiment (Experiment 1) to test the hypothesis above using the simulation program.

a. Set the design criteria using the sliders for Brown to Green Balance, Water Concentration and Number of Turns per month. Be sure to use settings based on the hypothesis; this is what you are testing.

b. Record your design criteria in Table 1 below for Experiment 1.

c. Click on the Calendar (Sept 1) in the simulation to start the experiment. When complete, record the Efficiency Meter reading.

Table 1. Design criteria and experiment results (2 pts)

  Brown to Green Balance Water Concentration Number of Turns per Month Efficiency

(High, Medium, Low)
Experiment 1        
Experiment 2        
Experiment 3

(Optional)

        

Questions

2. Was your prediction correct? If not, why do you think so (2 pts)?

3. Write an alternative hypothesis regarding an alternative compost pile design (2 pts).

4. Conduct another Experiment (Experiment 2) to test your new hypothesis using new design criteria (Click Reset to start over). Enter the necessary information in Table 1 above. What was the result of Experiment 2 (2 pts)?

Optional

If your second design was still not very efficient, conduct another Experiment and record your design criteria and results in the Table above.

Experiment 1 Exercise 2A: pH of Common Solutions

Be sure that you have completed your text book readings, have read through the online lecture and have read the introductory material for the Week 1 Experiment before starting. First, answer the following questions:

Questions

1. What is the definition of an acid? Your definition should include more than just a pH range. Provide one example of an acid. Cite your sources. (2 pts).

2. What is the definition of a base? Your definition should include more than just a pH range. Provide one example of a base. Cite your sources. (2 pts).

Open the pH simulation below to begin:

Glencoe/McGraw Hill. No date. pH of Common Solutions http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

Procedure

A. Record the six substances shown across the top of the screen in Table 2 below (e.g., antacid, shampoo, battery acid, soft drinks…).

B. Enter a predicted pH value for each solution and a brief explanation for your choice.

Table 2. Predicted and measured pH values and your explanations (6 pts).

 

 Substance Predicted pH Explanation for Prediction Measured pH
1        
2        
3        
4        
5        
6        
Optional additional solutions
7        
8        
9        
10        
11        
12        

C. Next, use the pH paper to measure the pH of each of the six solutions.

a. Click on the lose end of pH paper and drag into the first test tube.

b. It should change color. Drag the piece of paper over to the dispenser and use the color chart to estimate the pH. Record the measured pH in the Table above.

c. Use the up and down arrows beneath the name of the substance and set the value to the one you determined using the pH paper.

d. Repeat this procedure for the remaining five substances.

D. When you have recorded your pH values and set the counter to indicate the measured pHs, click on Check to see how you did. If necessary, retest any solutions you got wrong.

E. This simulation has twelve different solutions. Feel free to test them all if you would like. This is not required though! Click on Reset if you are interested.

F. When you are done testing the pHs, answer the questions below.

Questions

3. Which of your substances tested are considered an acid (1 pts)?

4. Which of your substances tested are considered a base (1 pts)?

5. What surprised you most about your results in this activity (1 pts)?

Experiment 1 Exercise 2B: Buffers

Before beginning, answer the following question:

Question

1. What is a buffer and briefly, how do they work? Cite your source (2 pts)?

Procedure

Open the buffer simulation below to begin (if necessary, copy the web address and past it into your browser). Be sure your speakers are turned on.

McGraw-Hill Education. No date. Buffers http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/buffer12.swf

A. Listen to the Introduction. If you need to listen to it again, reload the page.

B. Next, click on the Add Strong Acid, H+ button. Pay attention to the bars in the graph. They correspond to the level of the components in the beaker. You will need to watch them carefully.

Questions

2. Why does the green bar in the graph drop? Why does the purple bar in the graph rise? Explain what is occurring chemically (4 pts).

3. In the simulation shown, what happens to the pH in the beaker when HCl is added? How do you know this based on what you see in the graph (2 pts)?

4. What will happen to the pH if HCl is added after all of the acetate is used up? (1 pts)?

Procedure (continued)

C. Next, click on the Add Strong Base. OH-.

Question

5. What is formed when sodium hydroxide is added and how does this affect the pH (4 pts)?

 

Week 1 Experiment Grading Rubric

Component Expectation Points
Experiment 1 Exercise 1 Demonstrates an understanding of the Scientific Method and an ability to apply it (Table 1, Questions 1-3) 10 pts
Experiment 1 Exercise 2A Demonstrates an understanding of pH and how it applies to your everyday life (Table 2, Questions 1-5). 13 pts
Experiment 1 Exercise 2B Demonstrates an understanding of pH and the effect of buffers (Questions 1-5) 13 pts
TOTAL  

 36 pts

Updated October 2013

 
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Bio 1 Worksheet- Easy

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Attached you will find the BIO 1 worksheet:

 

The purpose of this assignment is to lay a foundation of cell biology including the following:

  • the fundamental concepts of chemistry
  • the energy metabolism of cells
  • the structures and functions of plant, animal, and bacteria cells

This assignment also has you apply the scientific method to a real-world scenario.

Complete the Cell Biology worksheet.

  Title

ABC/123 Version X

 1

 

  Cell Biology Worksheet

BIO/101 Version 7

 2

 

 

University of Phoenix Material

 

Cell Biology Worksheet

 

Part I: Foundations of Cell Biology

Respond to the prompts in the tables below. Each response should be at least 30 words. Cite any references that you use.

 

Foundations of Chemisty in Biology

Prompt Your response
Describe an example of a chemical reaction that occurs in the body.  

 

Plant Cells

 

Prompt Your response
Describe the primary structures in plant cells.  
Explain the role of each structure in plant cells.  
Explain how plant cells make energy for cellular processes.  

 

 

Animal Cells

 

Prompt Your response
Describe the primary structures in animal cells.  
Explain the role of each structure in animal cells.  
Explain how animal cells make energy for cellular processes.  

 

 

Bacterial Cells

 

Prompt Your response
Describe the primary structures in bacteria cells.  
Explain the roles of each structure in bacteria cells.  
Explain how bacteria cells make energy for cellular processes.  
How are plant cells, animal cells, and bacteria cells different?  

 

 

Part II: Applying The Scientific Method to Everyday Life

Recently, Earl attended a picnic at his daughter’s school. The picnic was a potluck, and the food was served outdoors. Contributions included hamburgers, hot dogs, baked beans, potato chips, potato salad, coleslaw, apple pie, and vanilla ice cream. Within 24 hours of the picnic, several attendees developed symptoms of food poisoning. Of the 50 people who attended the picnic, only 30 people became ill. Every person at the picnic ate something, but not every person had an opportunity to sample each item. Earl noticed that the potato salad he started to eat was warm. He also noticed that his hamburger was somewhat pink in the middle and not fully cooked. Earl wonders if eating the hamburgers or the potato salad could be responsible for making some attendees ill. Earl has begun to apply the scientific method to this common problem. Answer each of the following prompts in at least 75 words.

 

Prompt Your response
What is Earl’s hypothesis? How did Earl create his hypothesis?  
Describe the steps of the scientific method Earl utilized.  
How could Earl use the scientific method to create an experiment to determine which food sources made people sick?  

 

 

References

Cited in APA Format

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