Lesson Plans

Biology 5th Edition ©1999

by Campbell, Reece, Mitchell

Week 11: Eukaryotic Genomes and DNA Technology

Chapter 19: The Organization and Control of Eukaryotic Genomes
Chapter 20: DNA Technology

College Board Performance Objectives:

• Explain how genetic information is organized in the eukaryotic chromosome and how the organization contributes to both continuity and variability in the genetic information.
• Explain some mechanisms by which gene expression is regulated in prokaryotic and eukaryotic genomes.
• Explain some mechanisms by which gene expression is regulated in prokaryotes and eukaryotes.
• Explain current recombinant technologies.
• Explain some practical applications of nucleic acid technology.
• Explain the legal and ethical problems that may arise from technology applications.

College Board Lab Objectives:

• Explain how gel electrophoresis separates DNA molecules present in a mixture.
• Use electrophoresis to separate DNA fragments.
• Design a procedure to select positively for antibiotic-resistant transformed cells.
• Determine unknown DNA fragment sizes when given DNA fragments of known size.
• Determine the identity of an unknown sample of DNA.

Suggested Laboratory Experiments:

Resources:

• Chapter 19: The Organization and Control of Eukaryotic Genomes, pp. 344–363
• Chapter 20: DNA Technology, pp. 364–387
• Instructor's Guide, pp. 279–313
• Student Study Guide, pp. 137–155
• Test Bank, pp. 224–248
• Lab Manual, pp. 247–272
• CD-ROM: Chapters 19 and 20 include narrated presentations, activities, and links to the Internet.

Pacing Guide:

• Chapter 19: The Organization and Control of Eukaryotic Genomes—1 day
  Use twisted yarn as DNA and pieces of clay as histones to form nucleosomes. With the nucleosomes, make a chromatin fiber and then a chromosome. Once you have the models made, it is time to discuss the structure and function of these various types of DNA "packaging."
• Chapter 20: DNA Technology—2 days
  Have students collect articles from the newspaper and magazines that relate to DNA technology. Use these articles to relate the practical importance of these biology concepts to daily life.
• Biology AP* Lab 6, Electrophoresis—2 days
  Have most of the students in the class stand close together on one side of the room. These students represent the matrix of the agarose gel of the electrophoresis. Have a few individual students attempt to pass through the matrix. Most will fail passing through. Have the matrix students spread apart, and have the individual students attempt to pass through. Then have a few students lock arms and have them attempt to get through the matrix. They should see that the large particle has difficulty passing through the matrix.
• Block Scheduling
  Eukaryotic Genomes can be accomplished in one block, DNA Technology in one block, and Gel Electrophoresis Lab in one block.

Key Words:

Suggested Exercises:
Critical thinking questions and end-of-chapter activities are included in these exercises.

1. Challenge Questions, p. 363 #1 and p. 387 #1
2. Science, Technology, and Society, p. 363 #1 and p. 387 #1
3. Ask: How do they see biology technology affecting their life? Also, ask them to write an essay about what they think technologies in biology will be like 200 years from now.

Troubleshooting Tips/Error Traps:

• Visuals help students understand these abstract concepts.
• Students need to practice using micropipets and loading wells in practice gels the day before the lab. This lab takes time and requires some skill. It is good if some students can arrange returning to lab to see the removal of the gels from the electrophoresis chamber and the staining. It usually takes 45 minutes to run the gels. You can save time by using predigested DNA. Bio-Rad and other companies have kits that allow for the crime analysis activities with DNA that has been digested. The identification of the criminal makes the lab more meaningful, because they can relate the technology and concepts to daily life.