Biology - HOT Science Lab

Teacher
DNA Electrophoresis Simulation
(Adapted from: Mike Basham, El Dorado High School)
NGSSS:
SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the
environment, including medical and ethical issues. (AA)
Purpose of Lab/Activity:
To give students a simulation of DNA electrophoresis.
To describe the relationship between fragment size and migration rate in a gel via a
simulation with student groups in a large field.
Prerequisites:
Students should be able to recognize the different uses and methods involved in
biotechnology.
Students should be able to describe the different techniques used in biotechnology (e.g.
gel electrophoresis).
Students should be able to explain how DNA fingerprinting can serve as a useful tool in
creating genomic libraries, conservation, forensics, and court cases.
Materials:
Football, soccer or other large grass field (It is important to use a grass field in case
students fall during the activity.)
50 m or 100 m measuring tape
Stopwatch or other timing device
Procedures: Day of Activity:
Before
activity:
During
activity:
What the teacher will do:
a. Review procedures of a gel electrophoresis. Refer to web stimulation:
http://learn.genetics.utah.edu/content/labs/gel/
b. Discuss uses of biotechnology i.e. industry, forensics, and research.
c. Introduce essential question: Will a small fragment of DNA move faster than
a larger fragment of DNA
d. Check weather forecasts to ensure the weather permits activity. Have
alternative activity just in case of unforeseen circumstances.
e. Have students set up a table to record their results while doing the activity.
Table should include number of students, distance traveled.
f. Address Misconceptions: Because DNA is negatively charged, some
students might think that the larger DNA strands will move faster towards
the positive end of the electrophoresis chamber because they have a larger
affinity/attraction for the positive charge.
What the teacher will do:
a. Monitor the time, you will need a 40 minute class period for the activity
b. Select two students to be ―spotters‖. Ask the class the following questions:
1. What do the two student spotters represent in a DNA gel
electrophoresis Spotters represent the dye in the gel electrophoresis.
Dyes allow you to see how far the DNA fragments have travelled.
Biology HSL Page 294
Curriculum and Instruction