Showing posts with label Molecular Genetics. Show all posts
Showing posts with label Molecular Genetics. Show all posts

Friday, January 19, 2018

Our Best Bacterial Transformation Lab Yet



Last year when we did our bacterial transformation lab, the results were lackluster at best. We had two transformed colonies on one of the LB/amp plates and one on a LB/amp/IPTG plate. We don’t have a digital water bath, and last year I struggled to keep the 42 degree water bath at 42 degrees on the hot plate. This is a heavy preparation lab to have poor results.


Since joining the National AP Biology Teachers group on Facebook, I had seen post after post of teachers raving about the transformation rates from the lab kit from Bio-Rad. So, when it was time to put in orders for this school year, we ordered the Bio-Rad Transformation kit through Wards.



The kit came in to school over the summer. I stopped by occasionally to check what orders were in. Then two weeks went by without me stopping in. When I finally came by to check, the kit was already sitting in the un-air conditioned storage room including the bag of bacteria, plasmids, ampicillin, and arabinose that says to refrigerate immediately. I took these materials out and got them into a refrigerator and started to worry that the kit was ruined even before we started. I hopped onto the Facebook group to see what people said about the kit and not refrigerating the items immediately.  I was surprised at how many teachers this happened to and was relieved to see that most of them had no adverse effects.


I had also shared with a colleague about how much I would like to have a digital water bath for this lab, but felt the cost was prohibitive. She suggested we try sous vide. I did some research and found an Anova Sous Vide Immersion Circulator for $109 on Amazon with good ratings and put it on our supply order. I brought in an old pot and put the circulator in. Within 10-15 minutes I had a water bath at exactly 42 degrees Celsius that remained at 42 degrees for as long as I wanted it there.


I did make a couple of other mistakes as I prepped for the lab. I started heating the LB agar in an (Ehrlemyer) flask on a hot plate. I stepped away to rehydrate the ampicillin and arabinose and heard a sizzling noise. I looked over to the hot plate to see agar erupting out of the flask. Fortunately the hot plate wasn’t plugged in behind the plate, but to the side of it, so I quickly unplugged it (and was glad I was wearing goggles, a lab apron, and closed toe shoes). Then I was panicked that I had lost too much agar to be able to pour all of the plates. I decided to scrape as much of the agar on the counter back into the flask and simmer it for 10 minutes to make sure it was sterilized. This time I stayed with it the whole time and there were no more volcanos.


My other mistake was that I rehydrated the ampicillin and arabinose with Luria broth instead of the transformation solution (calcium chloride). It wasn’t bad for these powders, but it meant I didn’t have enough broth left for my students to use in the lab. I doled it out carefully, but for the last group, I used left-over broth from the year before. (And I'm relieved to say they still had a successful transformation.)


I am happy to report that this year, we had some of our best transformation rates. I did have two groups with no transformation, but the other four had success. We certainly can’t blame the water bath!


Fortunately, I had enough agar to pour an extra LB/amp/ara plate for each lab group. We took the non-glowing transformed colonies from the LB/amp plates and swabbed them onto the spare plates. Students were able to see how the presence of arabinose really does switch on the jellyfish green protein gene when we looked at the plates the next day. This was one of our best years for this lab!


Tuesday, January 10, 2017

DNA Replication "Like a Pirate"



Last year as I was looking for ideas to help my students understand the process of DNA replication, I found a blog post by Chi Klein titled Trouble with Lagging Strands. Chi had used two long pieces of butcher paper with traced footsteps to make a larger than life model of an opened stretch of DNA.  I loved the idea and found some butcher paper and made my own.  It took a long time to make, so I decided to laminate the sheets to help them last longer.  Unfortunately, the paper was a few inches wider than our school's laminator.  Out came the clear contact paper. I've used at least 4 rolls and it isn't completely covered, but it's pretty close.


I just got the book, Teach Like a Pirate by David Burgess and decided to give teaching like a pirate a try for this lesson. I made these signs to post outside my classroom to generate some curiosity and get them prepared for "walking" through DNA replication.



Chubby Checkers (The Twist) was playing in the classroom and they had a time limit to be ready to go (and a treat for accomplishing it).  Students had to be creative about finding a place to sit since the desks had to be pushed together to make room for our DNA.



Each student received an enzymatic role to play in the process of DNA replication.  We emphasized the anti-parallel nature of DNA and only building in the 5' to 3' direction, which led to discussions of the lagging strand and Okasaki fragments.  Now we'll see how the quizzes that they take tonight go.

One other bonus...I have these twisted silver earrings that make me think of DNA every time I wear them.  I donned the earrings this morning, as well as a sweater with a twisted knit pattern on the front. Near the end of class, one of my students commented that my earrings looked like DNA. I had forgotten to mention it, but then pointed out my "DNA" sweater as well for some chuckles.

Friday, December 2, 2016

Unit 6 Guided Reading-Molecular Genetics



My AP Biology class will be finishing our Mendelian Genetics unit right before Christmas vacation. So, as soon as we return to school in January, we'll be diving into what I believe is the most intense unit in AP Biology.  We also get to do the high-tech labs of bacterial transformation and electrophoresis.  Fortunately there are several hands-on activities in addition to the labs to help make molecular genetics more concrete for students.

Here are the guided reading questions by chapter for this unit:

Chapter 16: The Molecular Basis of Inheritance

Chapter 17: Gene Expression-From Gene to Protein

Chapter 18: Regulation of Gene Expression

Chapter 19: Virus

Chapter 20: DNA Tools and Biotechnology

Chapter 21: Genomes and Their Evolution