Table S1: Materials List
1.
2.
3.
4.
5.
6.
7.
8.
9.
Materials
Introduce the mystery: Case of the missing strawberries

Presentation S1 (display PowerPoint for class)
Class discussion about DNA (Concept map and short-answer questions).

Presentation S1 (display PowerPoint for class)

Copies of worksheet 1 (Text Document S1)

DNA physical model and/or pictures of DNA

Paper/white board for making concept map
Class discussion- Introduction of the process of science

Presentation S1 (display PowerPoint for class)
Lab activity: Isolate DNA from strawberries (quantities listed are for 6 student groups)

Copies of Isolation of strawberry DNA protocol

36 ml Ice-cold Isopropyl alcohol (91%)- (6 plastic screw-cap tubes
(http://www.gs.washington.edu/outreach/dhillon_dnaprocedure.
each containing 6 ml of Isopropyl alcohol)
pdf, 1 copy per student)

1.5 g Sodium chloride (NaCl)

1 Lab coat, 1 pair goggles, and 1 pair gloves per student

6 Graduated cylinders for measuring (100 ml)

Strawberries- fresh or frozen (1-3 per group of students)

95 ml Tap water

5 ml Dawn dish soap

6 Graduated test tube or falcon tubes (15-ml clean, clear screw cap

6 Quart size Ziploc bags
tubes or equivalent, for collecting liquid from strawberries)

1 Roll paper towels (give each student 1 paper towel)

6 Holders for 15 ml screw-cap tubes

6 Funnels (at least 8 cm diameter, needs to fit inside 15 ml

6 Coffee stirrers (1 per student group)
screw-cap tube)

1 Light Microscope (for instructor set-up and students to view)

1 Glass bottle per class, 100-250 ml (for preparing DNA

6 Microscope slides and cover slips
extraction buffer)
Class discussion of main concepts

Presentation S1 (display PowerPoint for class)

Physical model of DNA (optional)

Document camera or white board (to display slides, display
student concept maps, and write class notes during discussion)
Lab activity: DNA digests (quantities listed are for 6 student groups)

Copies of restriction digest protocol (Text Document S2, 1 per

6 Microtube racks (1 per student group)
student)

Microfuge for quick spins (1 per class)

1 Lab coat, 1 pair goggles, and 1 pair gloves per student

10 µl each DNA from BioRad DNA fingerprinting kit (CS, S1, S2,

6 P20 Micropipettors (1 per student group)
S3, S4, S5), aliquoted into separate, labeled microtubes

6 Boxes of Yellow tips for P20 micropipettor (1 per student

EcoRI, PstI restriction enzyme mix from BioRad DNA
group)
fingerprinting kit, aliquot 10 µl each into each of 6 microtubes
(label tubes “ENZ” for enzyme)

6 Microtubes (1 per student group) with colored water for

6 Sharpie markers (1 per student group)
practice pipetting (each tube contains 1 ml distilled water to
which a few drops of red food coloring have been added)

Ice bucket with ice (1 per class)

6 Pieces of saran wrap or parafilm (cut to 4 inch squares; 1 per

370C Temperature block or water bath (1 per class)
student group)

6 Waste containers for pipet tips (1 per student group)
Hands-on activity: RFLP simulation (quantities listed are for 6 student groups)

1 Copy of Figure S2, page 2 printed and cut into 6 strips (each

Drawing of gel on large paper or classroom white board (see
strip has one of six 100 basepair double-stranded DNA
Figures S3 and S4)
sequences, 1 strip per student group)

13 pieces of colored paper cut into rectangles to represent DNA

6 Scissors (1 per student group)
bands on the gel; each rectangle should be 1 inch X 11 inches

1 roll scotch tape
Lab activity: Agarose gel electrophoresis (quantities listed are for 6 student groups)

Gel electrophoresis protocol (Text Document S3, 1 per student)

1 Spatula/pancake turner for moving gel

1 Lab coat, 1 pair goggles, and 1 pair gloves per student

1 Large (at least 18 cm X 18 cm) piece of saran wrap (to set
destained gel on

500 ml Beaker (1 per class, for measuring tap water)

1 Piece of White paper (background for countertop when viewing

250 ml Flask containing prepared 1% agarose (1 per class)
gel)

1 Microwave

1 Mini-sized electrophoresis chamber- chamber, lid, gel tray, 8
1 Hot hand or hot pad holder (for holding hot flask)
well comb, 2 buffer dams

100 ml 100X Fast Blue Stain in 100-250 ml glass bottle, room

Compact power supply (capable of connecting to gel
temp
electrophoresis apparatus and running at constant 60 Volts)

1 Small (8 cm X 12 cm) plastic box with lid for staining gel (set

500 ml 1X TAE buffer (for running gel)
on paper towels to keep spills off counter)

6 P20 micropippetors and yellow tips (for loading gel, 1 set per

1 Funnel (8 cm diameter) for returning stain to bottle
student group)

3 Large (12 cm X 12 cm) plastic containers with 500 ml warm

6 Boxes of yellow tips for P20 micropippetors (1 per student
tap water each for destaining gel
group)

30 l 6X gel loading dye (30% glycerol; 0.25% bromophenol

Plastic rulers (1 per student group, rulers can be used to measure
blue)- (6 microtubes each containing 30 l dye; 1 per student
distance between gel bands and wells, if desired)
group)

DNA molecular weight marker such as Lambda-HindIII (the
marker should have a range of DNA fragments spanning the
sizes of DNA fragments expected on the gel)
Review

No materials needed
10. Student elaboration

Computer(s) to view web resources in Table 2
If teaching the lesson without the lab, include steps 1,2,3,5,7,9,10.

White board (for class discussion)