High School Field Trips
In 1988 the DNALC began offering DNA manipulation labs to high school students during the academic year. Lab field trips on DNA restriction and transformation supported the rapid implementation of these experiments in AP Biology classes on Long Island. The DNALC has also helped teachers implement PCR-based experiments to examine human DNA polymorphisms.
Lab pricing:
- Standard labs are $575 per class up to 24 students, and $750 per class over 24 students.
- Advanced Inquiry labs are $750 per class up to 24 students, and $950 per class over 24 students.
- Financial assistance is available for Title 1 schools booking field trips at the DNALC NYC or Harlem DNA Lab. Indicate that you are booking for a Title 1 school when making a reservation.
Already did a lab field trip with us? Laboratory Results
Initiate ReservationBacterial Transformation
Green Fluorescent Protein
The bacterial transformation experiment illustrates the direct link between an organism's genetic complement (genotype) and its observable characteristics (phenotype). Two genes, for antibiotic resistance and fluorescence, are introduced into the bacterium E. coli. Following overnight incubation, transformed bacteria are compared to non-transformed bacteria for their ability to grow in the presence of ampicillin and glow when exposed to ultraviolet light.
Lactase (New)
The bacterial transformation experiment illustrates the direct link between an organism's genetic complement (genotype) and its observable characteristics (phenotype). Two genes, for antibiotic resistance and lactose digestion, are introduced into the bacterium E. coli. Following overnight incubation, transformed bacteria are compared to non-transformed bacteria for their ability to survive in the presence of ampicillin and digest lactose, as indicated by a color change.
Lab Length: 2.5 hours
Suggested Pre-Lab Teaching
- DNA structure
- Bacterial cell components, including plasmids
- Asexual reproduction
- Central Dogma (genes to proteins)
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Use sterile technique while working with bacteria.
- Culture experiment results in Petri dishes.
Conceptual Knowledge/Skills
- Explain the steps of bacterial transformation.
- Describe how bacterial cells can be used to manufacture human proteins.
- Predict experimental and control results.
- Examine experimental results and calculate transformation efficiency.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence |
LS1.A: Structure and Function LS3.B: Variation of Traits |
Patterns Cause and Effect Structure and Function Science is a Human Endeavor |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation #9 – Bacterial Transformation |
IST – 1.P: Explain the use of genetic engineering techniques in analyzing or manipulating DNA. |
6.D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- Lab time: 2.5 hours
- Grades: 9 and above
- Download Bacterial Transformation Protocol
- Download Prelab, Skills, and Standards Alignments
DNA Restriction Analysis
The DNA restriction analysis experiment demonstrates that DNA can be precisely manipulated with enzymes that recognize and cut specific target sequences. In this lab, restriction enzymes—the scissors of molecular biology—are used to digest DNA from the bacteriophage lambda. After cutting, the DNA fragments are visualized by agarose gel electrophoresis, allowing students to identify a “mystery” enzyme through comparison with controls.
Lab Length: 3.5 hours
Suggested Pre-Lab Teaching
- DNA structure and function
- Central Dogma (genes to proteins)
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Prepare DNA digests with different restriction enzymes.
- Visualize DNA using agarose gel electrophoresis.
- Interpret agarose gel electrophoresis results.
Conceptual Knowledge/Skills
- Explain the principles of agarose gel electrophoresis, and how it was used to visualize the results of a DNA digest.
- Compare experimental and control results to identify a mystery enzyme.
- Use a DNA restriction map to predict the results of a DNA digest.
- Describe how restriction enzymes can be used in genetic engineering.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Planning and Carrying Out Investigations
|
LS1.A: Structure and Function LS3.B: Variation of Traits |
Structure and Function Patterns Cause and Effect Scale, Proportion, and Quantity Nature of Science: Science is a Human Endeavor |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation #9 – Biotechnology Restriction Enzyme Analysis of DNA |
IST – 1.P: Explain the use of genetic engineering techniques in analyzing or manipulating DNA. |
6.D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- Lab time: 3.5 hours
- Grades: 9 and above
- Download DNA Restriction Analysis Protocol
- Download DNA Restriction Analysis Teacher Prep
- Download Prelab, Skills, and Standards Alignments
DNA Fingerprint
Human DNA is more alike than different, so how do we find the differences? Restriction enzymes are proteins that recognize specific DNA sequences and can be used to determine whether a particular DNA sequence is present. In this lab, DNA from “evidence” and “suspects” will be compared using restriction enzyme digest and agarose gel electrophoresis. DNA analysis will then be combined with crime scene data to draw conclusions about each suspect. This is an introductory lab, appropriate for classes with little or no experience in molecular biology.
Lab Length: 1 hour or 2 hours
Suggested Pre-Lab Teaching
- DNA structure and function, and heredity
Lab Skills
- Prepare an agarose gel.
- Use micropipettes to measure small volumes of liquid and load DNA into agarose gels.
- Perform agarose gel electrophoresis to visualize DNA.
- Analyze and interpret DNA fingerprints from “evidence” and “suspects.”
Conceptual Knowledge/Skills
- Use agarose gel electrophoresis results to determine whose DNA was at the “crime scene.”
- Explain how the agarose gel electrophoresis results support a conclusion.
- Describe how restriction enzymes cut DNA, and how they can be used to differentiate DNA sequences.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence |
LS3.A: Inheritance of Traits |
Cause and Effect Interdependence of Science, Engineering, and Technology |
Information:
- Lab time: 2 hours
- Grades: 8 and above
- Download Prelab, Skills, and Standards Alignments
Detecting a Jumping Gene*
(formerly called Human DNA Fingerprinting)
This lab examines a region of DNA from chromosome 16 that can contain a short nucleotide sequence called Alu within a noncoding region of the chromosome. Alu insertions are segments of DNA that “jump” around in the genome. Students will prepare a sample of their own DNA from cells obtained by saline mouthwash, use PCR to amplify the targeted locus, and agarose gel electrophoresis to determine the presence or absence of this Alu, which jumped into the chromosome tens of thousands of years ago. Class data can be used as part of an exploration of allele frequencies and population genetics and to identify classmates who are related.
*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.
Lab Length: 4 hours
Suggested Pre-Lab Teaching
- DNA structure, function, and replication
- Central Dogma (genes to proteins)
- Mendelian genetics
- Polymerase Chain Reaction (PCR)
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Isolate DNA from human epithelial cells.
- Amplify DNA sequence using PCR.
- Visualize DNA using agarose gel electrophoresis.
- Utilize software to determine allele frequencies.
- Follow a multi-step procedure to complete a controlled experiment.
Conceptual Knowledge/Skills
- Explain how PCR is used to amplify DNA.
- Predict experimental results.
- Interpret experimental results to determine class allele frequencies.
- Use class data to explore Hardy Weinberg equilibrium (post lab).
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS1.A: Structure and Function LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Science is a Human Endeavor Scale, Proportion, and Quantity Stability and Change |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation #2 - Hardy Weinberg Equilibrium (post-lab using class data) |
EVO-1.K: Describe the conditions under which allele and genotype frequencies will change in a population. EVO-1.L: Explain the impacts on the population if any of the conditions of Hardy-Weinberg are not met. IST – 1.P: Explain the use of genetic engineering techniques in analyzing or manipulating DNA.
|
6D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- In-Person Lab time: 4 hours
- Grades: 10 and above
- Requires consent*
- Download Detection of a Jumping Gene Protocol
- Download Detection of a Jumping Gene Teacher Prep
- Download Prelab, Skills, and Standards Alignments
Human Mitochondrial Sequencing*
Comparison of the control region within the human mitochondrial genome reveals that people have distinct patterns of single nucleotide polymorphisms (SNPs). These sequence differences, in turn, are the basis for far-ranging investigations on human DNA diversity and the evolution of hominids. In this lab, students prepare a sample of their own DNA from cells obtained by saline mouthwash, use PCR to amplify a section of their own mitochondrial DNA and agarose gel electrophoresis to confirm the result. DNA is then sent for sequencing, and results are uploaded to the DNALC’s BioServers website approximately two weeks after students attend the field trip at the DNALC. Back at school, students can perform bioinformatic analysis of their own DNA sequences to explore the theories behind how modern humans evolved and how related they are to their classmates and people from around the world.
*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.
Lab Length: 4 hours
Suggested Pre-Lab Teaching
- DNA structure and function, DNA replication, heredity
- Central Dogma (genes to proteins)
- Theories of human evolution
- Polymerase Chain Reaction (PCR)
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Isolate DNA from human epithelial cells.
- Amplify DNA sequences using PCR.
- Visualize DNA fragments using agarose gel electrophoresis.
- Utilize bioinformatic tools to perform DNA sequence alignments.
Conceptual Knowledge/Skills
- Explain how to use PCR to amplify DNA.
- Describe the utility of mitochondrial DNA in the study of genealogy and human origins
- Use DNA sequence data to support or refute a hypothesis about human origins.
- Use DNA sequence data to explain evolutionary relationships between organisms, living and extinct.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence |
LS4.A: Evidence of Common Ancestry and Diversity LS3.A: Inheritance of Traits |
Science is a Human Endeavor Stability and Change Patterns
|
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation - #3 BLAST Lab |
SYI-3.A: Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments. |
2D: Represent relationships within a biological model. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- In-Person Lab time: 4 hours
- Grades: 10 and above
- Requires consent*
- Sequencing results: 2 weeks after trip
- Download protocol: Mitochondrial Control Region Analysis by PCR
- Download: Teacher Prep & Follow-up
- Download Prelab, Skills, and Standards Alignments
Forensic DNA Profiling*
This lab examines a highly variable tandem repeat polymorphism on chromosome 1 called D1S80, similar to what the FBI uses to create a genetic profile. Students will prepare a sample of their own DNA from cells obtained by saline mouthwash. After amplification by PCR, the improved size resolution of a DNA chip allows students to identify their genotype, something impossible with traditional agarose gel electrophoresis. This is an advanced lab, appropriate for classes with some background in molecular biology and genetics. Teachers will receive DNA chip class data via email approximately one week after students attend the field trip at the DNALC.
*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.
Lab Length: 4 hours
Suggested Pre-Lab Teaching
- DNA structure and function
- Central Dogma (genes to proteins)
- Coding Vs. Non-coding DNA
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Isolate DNA from epithelial cells.
- Amplify DNA sequences using PCR.
- Visualize DNA using agarose gel electrophoresis.
- Follow a multi-step procedure to complete a controlled experiment.
Conceptual Knowledge/Skills
- Explain the steps of PCR to amplify DNA.
- Interpret lab results to determine individual D1S80 genotypes.
- Compare and contrast agarose gel electrophoresis and DNA chip technology for genotyping.
- Discuss why the FBI uses many loci to prepare an individual’s DNA profile.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Patterns Systems and System Models Nature of Science |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Extension of AP Biology Investigation #9 – Restriction of Enzyme Analysis of DNA |
IST – 1.P: Explain the use of genetic engineering techniques in analyzing or manipulating DNA.
|
6D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- In-Person Lab time: 4 hours
- Grades: 10 and above
- Requires consent*
- DNA chip results: 1 week after trip
- Download protocol: Forensic DNA Profiling
- Download Prelab, Skills, and Standards Alignments
Bioinformatics Labs
Bioinformatics: Using Alu Insertions to Study Population Genetics
Students will learn about Alu insertions—segments of DNA that “jump” around in the genome—and use real population data to study variation in alleles, calculate allele frequencies, and examine Hardy-Weinberg equilibrium in populations. Computer simulations will be used to model genetic drift.
Lab Length:2 hours
Suggested Pre-Lab Teaching
- DNA structure, function and replication
- Mendelian genetics
- Hardy Weinberg Equilibrium
- Mutation, natural selection, genetic drift, gene flow
- Polymerase Chain Reaction (PCR)
Lab Skills
- Calculate allele frequencies and apply Hardy-Weinberg equilibrium.
- Utilize online tools to simulate principles of population genetics.
Conceptual Knowledge/Skills
- Explain how selection, gene flow and genetic drift affect allele frequencies in populations.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS1.A: Structure and Function LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Science is a Human Endeavor Scale, Proportion, and Quantity Stability and Change
|
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation - #3 BLAST Lab |
EVO-1.K: Describe the conditions under which allele and genotype frequencies will change in a population |
6D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- Lab time: 2 hours
- Grades: 10 and above
- Download Prelab, Skills, and Standards Alignments PDF
Bioinformatics: Tracing Human Evolution
Students will analyze mitochondrial sequence data to test models of human evolution. Were Neanderthals direct ancestors of modern humans? Did we all arise from a single founding population in Africa? Students will be guided through BioServers and DNA Subway to help answer these questions and more!
Lab Length: 2 hours
Suggested Pre-Lab Teaching
- DNA Structure and function, DNA replication, heredity
- Theories of human evolution
- Cladograms and phylogenetic trees
- Polymerase Chain Reaction (PCR)
Lab Skills
- Perform BLAST searches and online DNA sequence alignments.
- Use computer software to build phylogenetic trees.
Conceptual Knowledge/Skills
- Describe the utility of mitochondrial DNA in the study of genealogy and human origins.
- Use DNA sequence data to support or refute a hypothesis about human origins.
- Use DNA sequence data to explain evolutionary relationships between organisms, living and extinct.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS4.A: Evidence of Common Ancestry and Diversity LS3.A: Inheritance of Traits |
Science is a Human Endeavor Stability and Change Patterns
|
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation - #3 BLAST Lab |
SYI-3.A: Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments. |
2D: Represent relationships within a biological model. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- Lab time: 2 hours
- Grades: 10 and above
- Download Prelab, Skills, and Standards Alignments PDF
Bioinformatics: Barcoding & Phylogenetics
Phylogenetics is the practice of determining the evolutionary relatedness of groups of organisms. Much of this work is done utilizing DNA data. In this lab activity, students will learn about different methods of building phylogenetic trees and practice building them using both morphological and genetic data. Students will use sample data on the bioinformatics platform DNA Subway to compare species and build phylogenetic trees.
Lab Length: 2 hours
Suggested Pre-Lab Teaching
- DNA structure, function and replication
- Polymerase Chain Reaction (PCR)
- Taxonomy and classification
- Cladograms and phylogenetics
Lab Skills
- Perform a BLAST search.
- View, compare, and interpret DNA sequence alignments.
- Use computer software to build phylogenetic trees.
Conceptual Knowledge/Skills
- Interpret sequence data to identify organisms.
- Use phylogenetic trees to show evolutionary relationships among organisms.
- Explain how DNA barcoding can be used in fields such as conservation genetics and forensics.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS1.A: Structure and Function LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4.A: Evidence of Common Ancestry and Diversity |
Patterns Cause and Effect Stability and Change Science is a Human Endeavor
|
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation - #3 BLAST Lab |
SYI-3.A: Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments. |
2D: Represent relationships within a biological model. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- Lab time: 2 hours
- Grades: 11 and above
- Download Prelab, Skills, and Standards Alignments PDF
Advanced Inquiry Labs
Advanced Inquiry labs are for AP, advanced elective, or research classes looking for a wet-lab experience that includes extended analysis of data. While performing open-ended experiments to detect DNA variations in themselves and other organisms, students will have time to explore how online bioinformatics tools are used to analyze DNA. Labs may include use of the Basic Local Alignment Search Tool (BLAST), DNA sequence alignments, construction of phylogenetic trees, and/or population simulations.
GMO: Detecting Genetically Modified Foods
Genes that encode herbicide resistance, insect resistance, drought tolerance, frost tolerance, and other traits have been added to many commercial plants – including most of the corn and soybeans grown in the United States. In this laboratory, students isolate DNA from processed food products. Then, polymerase chain reaction (PCR) and gel electrophoresis are used to identify a promoter that drives the expression of most plant transgenes. During the lab, bioinformatics tools allow students to predict the outcome of the experiment and discover genes and functions transferred into GM plants. Students have the option of bringing in a processed snack food to test for the presence of the transgene promoter.
Lab Length: 6 hours
Suggested Pre-Lab Teaching
- DNA structure and function
- Central Dogma (genes to proteins)
- Gene expression
- Genetic engineering
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Isolate DNA from food products.
- Amplify DNA sequences using PCR.
- Visualize DNA using agarose gel electrophoresis.
- Utilize online bioinformatic tools to predict lab results.
- Follow a multi-step procedure to complete a controlled experiment.
Conceptual Knowledge/Skills
- Explain the steps of PCR to amplify DNA.
- Interpret lab results to determine if food products are genetically modified.
- Discuss the benefits and challenges of gene editing.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence |
LS3.B: Variation of Traits LS1.A: Structure and Function LS3.A: Inheritance of Traits LS4.B: Natural Selection LS4.D: Biodiversity and Humans ETS1.A: Defining and Delimiting an Engineering Problem |
Science is a Human Endeavor Patterns Cause and Effect Systems and System Models |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Extension of AP Biology Investigation #9 – Restriction Enzyme Analysis of DNA |
IST – 1.P: Explain the use of genetic engineering techniques in analyzing or manipulating DNA. |
6D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- In-Person Lab time: 6 hours (8:30–2:30)
- Grades: 11 and above
- Download Prelab, Skills, and Standards Alignments PDF
- Download protocol: Detecting Genetically Modified Foods by PCR
PTC: Using a SNP to Predict Bitter Tasting Ability*
The ability to taste the bitter compound PTC (phenylthiocarbamide) is often used to illustrate Mendelian inheritance. Three SNPs (single nucleotide polymorphisms) in the gene encoding the PTC taste receptor strongly affect tasting ability. In this experiment, students extract DNA from cheek cells* and use PCR to amplify a short region of the gene. After a diagnostic restriction digest, student genotypes are scored on an agarose gel, allowing them to predict their phenotypes. Students then test their tasting ability and compare genotypes and phenotypes, allowing them to discover that PTC tasting is genetically more complex than the model. This experiment is a close analog to how “precision or personalized medicine” uses genotypes to predict drug response.
*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.
Lab Length: 6 hours
Suggested Pre-Lab Teaching
- DNA structure and function
- Central Dogma (genes to proteins)
- Mendelian genetics
- DNA replication
- Polymerase Chain Reaction (PCR)
Lab Skills
- Follow a multi-step protocol to complete a controlled experiment.
- Measure small volumes of liquid using micropipettes.
- Isolate DNA from human epithelial cells.
- Amplify DNA sequences using PCR.
- Visualize DNA using agarose gel electrophoresis.
- Utilize bioinformatics tools to determine amplicon size, and identify gene polymorphisms.
Conceptual Knowledge/Skills
- Explain how to use PCR to amplify DNA.
- Predict experimental and control results.
- Conceptualize genetic basis for phenotypic differences.
- Describe how genotyping can be used in personalized medicine.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence |
LS1.A: Structure and Function LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4.B: Natural Selection |
Science is a Human Endeavor Patterns Cause and Effect Structure and Function Stability and Change |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Extension of AP Biology Investigation #9 – Restriction Enzyme Analysis of DNA |
IST – 1.P: Explain the use of genetic engineering techniques in analyzing or manipulating DNA. |
6D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- In-Person Lab time: 6 hours (8:30–2:30)
- Grades: 11 and above
- Requires consent*
- Download Prelab, Skills, and Standards Alignments PDF
- Download protocol: Using a SNP to Predict Bitter Tasting Ability
Barcoding: Using DNA Barcodes to Identify and Classify Living Things
Just as unique universal product codes (UPC) identify products, unique "DNA barcodes" use specific DNA sequences to identify living things. In this laboratory, students use DNA barcoding to identify plants, fungi, or animals—or products containing them. DNA is extracted from samples, the barcode region is amplified by PCR, and the PCR product is sequenced. Teachers will receive class data approximately two weeks after students attend the field trip at the DNALC. DNA Subway, an online bioinformatics site, is used to search a DNA database for close matches to sample sequences and to construct phylogenetic trees that show evolutionary relatedness. Students have the option of bringing in their own samples to test, providing the opportunity for mini-projects to sample local environments or to test food products.
Lab Length: 6 hours
Suggested Pre-Lab Teaching
- DNA structure and function
- Central Dogma (genes to proteins)
- Polymerase Chain Reaction (PCR)
- Taxonomy and classification of living things
- Cladograms and phylogenetics
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Isolate DNA from food products.
- Amplify DNA sequences using PCR.
- Visualize DNA using agarose gel electrophoresis.
- Utilize bioinformatic tools to perform BLAST searches, view sequence alignments, and create phylogenetic trees.
Conceptual Knowledge/Skills
- Explain the steps of PCR to amplify DNA.
- Interpret experimental sequence results to identify species of sample being tested.
- Use phylogenetic trees to show evolutionary relationships.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS1.A: Structure and Function LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4.A: Evidence of Common Ancestry and Diversity |
Patterns Cause and Effect Stability and Change Nature of Science: Science is a Human Endeavor |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation - #3 BLAST Lab |
SYI-3.A: Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments. |
2D: Represent relationships within a biological model. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- In-Person Lab time: 6 hours (8:30–2:30)
- Download Prelab, Skills, and Standards Alignments PDF
- Grades: 11 and above
- Sequencing results: 2 weeks after trip
Extended Jumping Genes: Using an Alu Insertion Polymorphism to Study Human Populations*
(extension of Detecting a Jumping Gene)
The DNA from any two people varies at many sites. These polymorphic sequences that make each person’s DNA unique are used in the study of human evolution. This experiment examines a polymorphism that is caused by the insertion of an Alu transposon, the most common DNA sequence in the human genome. DNA is extracted from student cheek cells*, and PCR is used to amplify the region containing the Alu insertion site. Students score their genotypes on an agarose gel, and the compiled class results are used as a case study in human population genetics. On the BioServers Internet site, students use tools to test Hardy-Weinberg equilibrium, explore the geographic distribution of the insertion in world populations, and simulate the inheritance of a new Alu insertion.
*Participation in this laboratory requires a signed consent form (provided by the DNALC) from the parent/guardian of each student under 18 years of age.
Lab Length: 6 hours
Suggested Pre-Lab Teaching
- DNA structure, function, and replication
- Central Dogma (genes to proteins)
- Mendelian genetics
- Polymerase Chain Reaction (PCR)
Lab Skills
- Measure small volumes of liquid using micropipettes.
- Isolate DNA from human epithelial cells.
- Amplify DNA sequence using PCR.
- Visualize DNA using agarose gel electrophoresis.
- Calculate allele frequencies and apply Hardy-Weinberg equilibrium.
- Utilize online tools to simulate principles of population genetics.
Conceptual Knowledge/Skills
- Explain how PCR is used to amplify DNA.
- Predict experimental results.
- Interpret experimental results to determine class allele frequencies.
- Use class data to explore Hardy Weinberg Equilibrium.
- Explain how selection, gene flow and genetic drift affect allele frequencies in populations.
Science and Engineering Practices | Disciplinary Core Ideas | Cross Cutting Concepts |
---|---|---|
Engaging in Argument from Evidence Analyzing and Interpreting Data |
LS1.A: Structure and Function LS3.A: Inheritance of Traits LS3.B: Variation of Traits |
Science is a Human Endeavor Scale, Proportion, and Quantity Stability and Change |
Biology Lab Alignment | Biology Learning Objective | Biology Science Skill |
---|---|---|
Investigation #2 - Hardy Weinberg Equilibrium Extension of AP Biology Investigation #9 – Restriction of Enzyme Analysis of DNA
|
EVO-1.K: Describe the conditions under which allele and genotype frequencies will change in a population |
6D: Explain the relationship between experimental results and larger biological concepts, processes, or theories. |
NYS Living Environment Standard 1 |
NYS Living Environment Standard 4 |
---|---|
Performance Indicators |
Performance Indicators |
Information:
- In-Person Lab time: 6 hours
- Grades: 10 and above
- Requires consent*
- Download Prelab, Skills, and Standards Alignments PDF
- Download protocol: Detection of an Alu Insertion Polymorphism by PCR
High School Field Trips and Their Importance for High School Education
Lab field trips for 9th, 10th, 11th, and 12th-graders offer a unique exposure opportunity for teenagers who are starting on the path to adulthood. During these late teen years, students can examine the world around them more fully and conceptually. Part of their journey toward becoming critical thinkers involves making discoveries both in and out of the classroom environment.
At the DNALC, we offer a robust variety of precollege hands-on field trips designed to engage and inspire teens. Whether your class of high schoolers is exploring genetic engineering or phylogenetics, we have the lab-based experiences to bring biology to life.
How Will High Schoolers Benefit from a DNALC Field Trip?
All of the DNALC field trips include an element of excitement, but fun is only one of many benefits of coming to our state-of-the-art facility. A lab field trip to our center promises plenty of other advantages, especially for high school students. Some of these include:
- Activated learning:Most teens spend time studying science in books and online. Their study is augmented by classroom lectures and demonstrations. However, the learning does not have to end there. On field trips to a DNALC, high schoolers can apply the skills they learn about in science class, and broaden their understanding of concepts.
- Robust dialogue:Without enough information, high school students may be reluctant to participate in classroom discussions. After engaging in hands-on activities, they are more able to talk about concepts. Many teachers use field trips as springboards to guide future classroom conversations.
- Access to high-quality equipment: The DNALC has been thoughtfully outfitted with cutting-edge equipment. Our commitment to having the most up-to-date technology enables high school students to work with the same tools as scientists in modern molecular biology labs.
- New and improved engagement styles: Field trips for 9th through 12th graders are not just for students who are already eager to make discoveries. These experiences are also for students who may not feel engaged in a traditional classroom setting or while they are on a remote learning platform. The field trip environment promotes movement, activity, curiosity, and collaboration.
- Career and college preparedness:High schoolers know college is just around the corner. Yet even students nearing the end of their secondary school years may be unsure of what the future holds. A visit to DNALC helps young people explore professions they might never have considered previously. Plus, the friendly staff members can answer occupation-related questions to spur high schoolers interested in knowing more about relevant STEM career paths.
Set up Your Next High School Field Trip Today
Want to give your high school students the chance to try something new or supplement what they’ve studied for months or years? Bring them to a DNALC. We’ll help arrange a high school field trip that’s exciting and memorable for everyone in your group.
A rewarding academic and scientific adventure for your high schoolers is close on the horizon—all it takes is one field trip to the DNALC. Scheduling takes just a few minutes. Get in touch today!