Elizabeth Blosky
Bioinformatics Course-Summer 2012
Teacher Notes Template
Overview and concepts
Overview
This lesson will occur after a lesson where the students will isolate bacterial DNA by using primers and
PCR. Each student will be able to accept or reject his or her hypothesis by completing gel electrophoresis
of the PCR product and analyzing the results compared to the other bacterial primer products and a
ladder.
Grade level
Grades 9-12 (1st level biology course-college prep or honors)
Concepts covered
Primers, bacterial characteristics, gel electrophoresis
Prior knowledge required:
Prior to this lesson, students should have a solid understanding of cell structure and function. They
should also understand how DNA is extracted from a cell (based on a previous cheek cell extraction lab),
the function of primers and the process of PCR (after completing an online simulation of the lab tool.)
Students should also understand the process of gel electrophoresis (after completing an online
simulation of the lab tool.)
Learning objectives:
The following learning objectives are based on the Biology Keystone objectives:
Students will be able to explain how genetic engineering has impacted the fields of medicine, forensics,
and agriculture (e.g., selective breeding, gene splicing, cloning, genetically modified organisms, gene
therapy, gel electrophoresis, PCR).
1) Activity notes
Time frame
Gel electrophoresis group review of purpose, technique and result (5 minutes)
Prepare the gels and run the gels for the 3 bacterial samples after the PCR is completed (30
minutes)
While the gels are running, discuss/summarize the results from research regarding basic
characteristics about the 3-4 bacterial samples being used and the 2 primers (20 minutes)
Analyze the gel results and draw conclusions for the protocol. (5 minutes)
Teaching Tips
This protocol is designed for a 43 minute class period. Students may need additional time to
research the bacteria and primer information before this lab if students are not very familiar
with using the research tools or did not have enough time during the previous class period.
Extensions
AP level students and possibly honors level biology students could possibly repeat a similar
protocol for this lesson and the previous lesson during the ecology unit by gathering soil
samples from areas that surround the high school, isolate the bacteria in the soil and designing
primers for the PCR and gels.
Resources
A helpful online simulation for students to practice Gel Electrophoresis before this lab is:
http://learn.genetics.utah.edu/content/labs/gel/
Students can access PubMed through the following website:
http://www.ncbi.nlm.nih.gov/pmc
Gel Procedure from the protocol-Agarose Gel Electrophoresis of PCR Products for mtDNA
Sequencing
Acknowledgments
These teacher notes and resources were produced after discussing research being conducted in
Dr. Jamie Blair’s lab at Franklin and Marshall College by Jessica Mountz. Gel procedure taken
from the Agarose Gel Electrophoresis of PCR Products for mtDNA Sequencing with a percent
agarose adjustment.)