Genetics
Murder Mystery
To commemorate his release from prison and the adoption of his new identity, Carleton Comet once hosted a picnic. Nancy Normal, Sam Sophomore, Theresa Terra, Fred Flimmer, and Glen Glee were among the visitors in attendance. Carleton Comet was attacked with a steak knife at 7:35, and he was declared dead at 8:00.
In this study, we looked into Comet's slaying. A fingerprint that was discovered at the crime scene served as the first piece of proof. Only Nancy Normal's fingerprint had the right pattern. Another piece of proof was a scribbled message that stated, "You are a dead man." Only Nancy Normal's pen could have written the note, according to our analysis of the note's ink. The two blood samples discovered on the murder weapon were the last piece of evidence discovered at the site. In terms of type and DNA content, one matched the victim, Carleton Comet.Only Nancy Normal's blood type and DNA sequence matched in the second blood sample. By putting the blood through electrophoresis and comparing it to every potential suspect, these conclusions were reached. We discovered that Nancy Normal was the murderer, but Fred Flimmer had persuaded her to kill him in retaliation for Comet having killed Fred's sister and aunt.
Super Crop
In this project, we played a farmer who had been hired by a commercial food supplier to grow the best harvest they could sell. We had to use our understanding of genetics and heredity to develop the crop that would be most advantageous for a firm selling food supplies to sell. Due to the issue around GMOs, we were not permitted to use them, thus we had to be able to convince the supply company to use our crop rather than the neighboring farmer's. For two of the three qualities we considered crucial, we had a choice of nine parent genotypes. To increase the likelihood of getting the best crop, we allowed three generations of the crop to grow. We made punnet squars to back up our choices. Genotypes: Drought resistant is a recessive allele (R,r) Pest resistant is dominant allele (A,a) Frost resistant is recessive allele (F,f).
We decided to have resistance to cold and drought. The crop would have the best chance of surviving if these characteristics were given to it since it would be able to withstand cold winters and scorching summers. Pesticides can always be added to the crop, but you cannot force it to withstand cold or dry conditions. In California, where there have been numerous recent droughts, this is extremely crucial. In contrast to the pest feature, which is something that can be changed by humans, drought and frost are the two traits that cannot be changed by humans and are solely influenced by nature. Because of this, the pest feature is best avoided, which is why we chose to utilize drought- and frost-resistant plants.
In order to obtain as many homozygous recessive kids as possible in the following generation, we had to start the parent generation with the mother being heterozygous for both and the father being homozygous for the trait. To ensure that the previous generation carried all of the desired features, we bred two homozygous recessive offspring. We were the greatest option for the private food supply firm because of this.
pKiwi Lab
For the lab, we used genetic engineering to make our own genetically modified organisms in order to investigate what the word "GMO" actually meant. We carried out the task using the bacterial transformation method. The learning goal was to develop a scientific model and utilize cause and effect language to describe what occurs inside a transformed bacteria cell to produce a new characteristic. Golden rice, hamlin, and other items created through genetic engineering are a few examples. Green flashing microorganisms served as our GMO. We made it by combining Green FLuorescent Protein with E. coli bacteria. Bacteria that glows as a result.
Here are the steps
1) Add bacteria and plasmid to CaCl2
2) Heat shock
3) nFeed cells with a nutrient broth(LB)
4) Spread bacteria on agar plate with nutrients and antibiotic
We performed reactions on positive and negative DNA. We spread them on plates with E. Coli and one without it.
Content
Gene: DNA that codes for a specific trait
Allele: a variation of a gene
Chromosome: a place where all genetic information is stored in a safe way
Central Dogma: the process where protein is synthesized - DNA - mRNA - Protein
Phenotype: how the traits are expressed
Genotype: the genetic makeup of traits - alleles
Homozygous: when the genotype has the same alleles
Heterozygous: when the genotype has different alleles
Dominant: the trait will always be expressed if present
Recessive: the trait needs to be homozygous to be expressed
Co-Dominant: one trait is not dominant over the other so phenotype is both
ex. AB blood type
Incomplete Dominant: when neither trait is dominant so the phenotype is a mixture of both
ex. Pink flowers
DNA: Physical "code" of all functions and traits of your body
Trait Expression: The process of DNA sequences showing as physical traits through Protein Synthesis
Karyotype: An image showing all of an organism's chromosomes organized based on number
Pedigree: the recorded ancestry, especially upper-class ancestry, of a person or family
Allergen: A substance that causes the body to react hypersensitivity to it
Clone: An identical copy of an individual organism, a cell, or a gene, or the totality of all the identical copies made from an individual organism, a cell, or a gene. In genetics, the clone implies identical in genetic make-up to the original
Gene cloning: The technique of making many copies of a gene, isolating the gene and identifying it
Gene therapy: Treating diseases by replacing the defective gene, either by incorporating a normal copy of the gene in the germ-cells (egg or sperm) or in the embryo (germline gene replacement therapy), or by supplying copies of the normal gene to be taken up and incorporated into cells of the adult (somatic cell gene replacement therapy)
Genetic engineering: The manipulation of genetic material in the laboratory. It includes isolating, copying, and multiplying genes, recombining genes or DNA from different species, and transferring genes from one species to another, bypassing the reproductive process
Genetically modified organism (GMO): An organism which has foreign DNA inserted into its genome by means of genetic modification in the laboratory
Mutagen: A substance or agent that causes genetic mutations, or chemical alteration of the genetic material, DNA
Stem cells: Cells that have the potential to multiply indefinitely and become many different cell types
Content Links to Work and Outside:
Gene: For the project the genes were important to show the parts of DNA and how gene therapy can affect them. For other subject areas genes are important to human survival and make up a big part of what goes on in the human body.
Allele: For the project we had to choose the best alleles in the super crop project. For other subject areas all traits that you have are the alleles that are expressed.
Chromosome: For the project chromosomes were important to understand where the genetic info we were doing was stored. For other subject areas chromosomes are also important to human survival and make up a big part of what goes on in the human body.
Central Dogma: In the project mutagens that can be created can happen during this process. For other subject areas this process happens all the time for humans and that is how DNA is changed and proteins are formed in the body.
Phenotype: For the project it was the traits we were trying to express. For other subject areas phenotypes are all the things that you have that are seen by the human eye.
Genotype: This is what sets up the phenotypes and is important to what gets passed down in each generation like the Super Crop project. For other subject areas this is what sets up each phenotype that all people have.
Homozygous: For the project it was important to know what this was to know what to pass down in Super Crop. For other subjects it is important to the makeup of genotypes and the effect they have on the physical trait.
Heterozygous: For the project it was important to know what this was to know what to pass down in Super Crop. For other subjects it is important to the makeup of genotypes and the effect they have on the physical trait.
Dominant: For the project it was important to know what this was to know what to pass down in Super Crop. For other subjects it is important to the makeup of genotypes and the effect they have on the physical trait.
Recessive: For the project it was important to know what this was to know what to pass down in Super Crop. For other subjects it is important to the makeup of genotypes and the effect they have on the physical trait.
Co-Dominant: For the project it changes how the physical traits are expressed when we look at them. Some traits you have are altered based on the type of dominance.
Incomplete Dominant: For the project it changes how the physical traits are expressed when we look at them. Some traits you have are altered based on the type of dominance
DNA: For the project it was important because that was what we could see what was changed in genetic engineering. DNA is important for human life.
Trait Expression: We had to choose the expression for Super Crop. Trait expression is what we can see from each person in day to day life.
Karyotype: We used it to decide Nancy Normal was the killer in the murder mystery project. It is important to what each person has in their life when it comes to chromosomes.
Pedigree: We used it to decide Nancy Normal was the killer in the murder mystery project. It shows family history and can help in forensics.
Allergen: We used an allergen during our lab. Allergens affect humans when it comes to effects on them such as allergies from things such as pollen.
Genetic engineering: We used genetic engineering in our lab. In other subjects it can be used to modify genes in labs and research.
Genetically modified organism (GMO): We used the lab to look at GMOs. In other subject areas GMOS are now being researched and attempted more and more.
Reflection
What Went Well: My group's cooperation with one another worked quite well. I initially collaborated with Owen, Dylan, and Cole. then collaborated on the next two projects with Teddy and Avery. Because we tried and shared ideas with one another and built on them to produce the best outcome possible, we were all able to communicate very well. We used one another to help us understand the bits we didn't understand.
What Went Wrong: Our results may have been a little skewed due to our struggles to obtain the ideal concentrations of broth and bacteria in the lab. Overall though, a lot of things went well, and I had a great time working on all three projects and the entire genetic unit.
Collaboration and critical thinking are two talents that I have acquired or cultivated that relate to the 6 Cs. This is because I believed I had a strong work ethic, was productive, and was capable of solid research and problem-solving. For instance, because my crew and I had a strong work ethic, we were able to finish the job fast and everything on time. We read through the lab packets each day and completed each activity promptly and well. I learned about genetics accurately and quickly with the help of my entire group. In terms of critical thinking, if we ran into issues with the project, I would lend a hand so that we could work out what was lacking and expand on it.
Two things to do: Communication and diligent learning are two 6 Cs qualities that I could develop. I could have done a better job of talking with my partner about who would do each task and how we would measure the broth for the lab. I didn't set any goals either. For instance, when I presented the project, I felt as though I didn't convey and speak my thought process very effectively because I didn't speak it clearly. Additionally, I failed to define goals, which might have improved our work ethic.