Category Archives: Genetics

Genetics

Reproduction, Inheritance, and Meiosis: Sickle cell anemia case study

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The lesson began with an HHMI video about the connection between sickle cell anemia and malaria:

After the video, students had time to begin reading a ScienceDaily article (alone or in pairs) which provides additional information about the genetic basis of how sickle cell anemia protects from malaria.  Students then had time to work on the case study worksheet before the end of class.

Update: April 14 – Students requested the opportunity to re-watch the video from yesterday, so we began class with the video and then transitioned to a review of the video through a set of class notes (pictured below).  Students then had the remainder of class to complete the worksheet and turn it in.  The NIAID website is a great resource for information about malaria, including the life cycle of the parasite.  The NHLBI website is an excellent scientific resource for information about sickle cell anemia.

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Students were relieved to learn that malaria is transmitted by mosquitoes in the United States.  However, mosquitoes in our part of the world do transmit other diseases of concern.  For example, West Nile Virus has recently been found in mosquitoes across the United States, including our corner of the country in Western Washington.  The USGS has an interactive map viewer that allows the user to visualize individual counties across the country that have reported infection with West Nile Virus and other diseases transmitted by mosquitoes.  The map includes data from the most recently completed year and each year dating back to 2003, so it is possible to observe how the geography of infection patterns has changed over time.

Genetics, Meiosis

Reproduction, Inheritance, and Meiosis: Dihybrid Crosses

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Students learned to construct and analyze the products of a dihybrid cross (two-trait Punnett Square) today.  We worked through the entry task slide using the white boards and document camera in class to ensure student understanding of the process.  Slides 3-7 of the attached PowerPoint deck were not presented in class, but are included as an example for students needing to review.  Students then had the remainder of the class period to complete the dihybrid cross worksheet.

Central Dogma, Genetics

Central Dogma: Chromosome Project – Reflection

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Due to our aging technology infrastructure, many students were unable to complete their chromosome projects on Wednesday.  With all science teachers together at a district-wide meeting, the substitute will provide students with the following work options:

In order of priority:

  1. Complete the Chromosome Project and email it to me (the PowerPoint and Activity Logs).
  2. Complete and turn in Chromosome Project reflection worksheet (copies on table under blackboard).
  3. Complete and turn in Unit 4 exam and Unit 5 quiz revisions.
  4. Check grades in Illuminate, identify missing assignments, locate missing assignments on the class website, print the work, complete it, and turn it in.
  5. Complete extra credit reading.
Central Dogma, Genetics

Central Dogma: Chromosome Project – Day 4

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Today is the fourth and final day of working in the computer lab on the Chromosome Project.  Please download and complete the Day 4 Activity Log.  Students who complete the project before the end of the class period should share their expertise with classmates who would benefit from some additional help.  Remember, the purpose of this project is for each student to identify one disease caused by one gene on one chromosome.  Students are gaining a vast array of skills, including:

  • Using NCBI to research chromosomes, genes, and proteins;
  • Effective using the Internet searches research human diseases or conditions caused by inappropriate gene expression;
  • Applying project management skills to break down a large project into smaller units (the daily activity logs);
  • Working with Microsoft Word and PowerPoint to document and share learning;
  • Self-sufficiency by visiting the class website daily, and then reading and following complex written instructions;
  • Teamwork by sharing learning strategies with classmates working through similar learning challenges.

I am very proud of the work I have seen students accomplish over three short days.  Students have been presented with a variety of scheduling challenges, and several have also dealt with technological challenges.  I am impressed with the perseverance of my students and look forward to seeing their finished projects.

**Update: Because of the continued technology challenges, the final PowerPoint project is now worth 50 points, with additional credit awarded for presentations (+10 extra credit) and group participation (+10 extra credit) during presentations.  The reflection assignment (+10) was separately graded as well.

Central Dogma, Genetics

Central Dogma: Chromosome Project – Day 3

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After two days in the computer lab, students should have compiled enough information for their Chromosome Project to complete page 1 of the PowerPoint template (goal #1).  Next, download and complete the Day 3 Activity Log.  The major focus of today is to identify credible scientific resources and find the information necessary to complete slides 2 and 3 of the PowerPoint.

  • Symptoms and characteristics of the disease/condition:
    • How does someone know they have the disease/condition?
    • What body systems are affected and how?
    • What tests are used to detect the disease/condition?
  • Who is affected?  Who is at risk for having the disease/condition
  • Outlook or quality of life:
    • What happens if the disease/condition goes untreated?
    • What treatment options are currently available?
    • How does treatment affect the disease/condition?
    • What treatment options may be available in the future?

Project scoring update: Many students were unable to locate their Day 1 Activity Log files, suggesting a problem with the student drives.  Out of fairness, the grading rubric will be updated as follows:

  • Minimum of 3 Daily Logs: 10 points per log (30 points total)
  • PowerPoint slides (50 points total)
  • Reflection (10 points)
  • Audience participation during presentations (10 points)
  • Presentation of PowerPoint (10 points of extra credit)
Central Dogma, Genetics

Central Dogma: Chromosome Project – Day 2

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Students should download and complete the Day 2 Activity Log to document progress on the chromosome project, saving it to their student drive.  Please review the project description and grading rubric by visiting last Thursday’s post.

Ready to research a specific gene?  Head over to the NCBI Human Genome Resources page and enter your gene name into the “Find a Gene” box on the left panel.  Be sure to select “homo sapiens” in the pull-down box.  When the search completes, click on your gene name (typically the first gene on the list) and browse through the entry.  There is a ton of information provided!  The length of the gene can be found by hovering your mouse over the top green line under the “genomic regions, transcripts, and products” and looking for the number after the word “length.”  The length of the amino acid sequence can be found by clicking on the word “protein” on the right hand side of the page under Related Information.  Browse the entries for the full-length protein and note the number of amino acids in the protein.  The full-length protein can be challenging to find: look for an entry that does not include words like truncated, isoform, predicted, synthetic construct, or unnamed protein product.

Central Dogma, Genetics

Central Dogma: Chromosome Project Q&A

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After spending a very productive first day in the computer lab, students now have the opportunity to ask clarifying questions about the Chromosome Project.  Students will be encouraged to share strategies for finding genes on chromosomes, and for identifying diseases associated with those genes.  Students will be ready to head back into the computer lab on Monday with an understanding of how to use the NCBI website for researching DNA and protein sequences.  Students will also be introduced to Cn3D, a special program that allows the user to visualize protein structure.  Students interested in learning more about how amino acids interact to form proteins are encouraged to experiment with Fold It, a game developed by the Baker Lab at the University of Washington.

Genetics

Central Dogma: Chromosome Project – Day 1

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For this individual student project, please download the following documents:

Additional example slides can be viewed here.  For this project, you will research diseases or health conditions associated with specific genes on the chromosome you have been assigned.  NCBI’s Human Genome Resources website is an excellent place to begin researching which genes are on your assigned chromosome.  Use the template and replace the existing information with your own research.  Add additional slides as needed.  Keep track of all of your work in the activity log.  You will have a new log each day and will turn in the logs along with your PowerPoint project slides next Wednesday (March 4).

Project Grading:

  • Daily Log: 10 points per log (40 points total)
  • PowerPoint slides (50 points total)
  • Reflection (10 points)
  • Presentation (10 points of extra credit)

Want to work on your project from home but need access to Microsoft PowerPoint?  Remember, as students of Highline School District, you already have a free copy of Microsoft Office 365 available for you to download and install on your home computer!  Visit https://login.microsoftonline.com/ and sign in with your school login information.