Sci-On® Biology
The Biotechnology Education Company ®
sed
Revi nd
a
ated
Upd
EDVO-Kit #
S-75
Do Onions,
Strawberries and
Bananas Have DNA?
Storage: See Page 3 for
specific storage instructions
Experiment Objective:
In this experiment, students will learn about the physical
nature of DNA by isolating DNA from onions and using
the common procedure of DNA spooling.
Includes Lesson Plan with Connections to
National Content and Skill Standards
EDVOTEK, Inc. • 1-800-EDVOTEK • www.edvotek.com
EVT 003076K
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
Table of Contents
Page
Experiment Components
3
Experiment Requirements
3
Background Information
5
Experiment Procedures
Experiment Overview and General Instructions
7
Activity One - Constructing DNA Models
Activity Two - Teacher Demonstration of DNA Spooling
10
Activity Three - Extraction of DNA from Onion Tissue
11
Activity Four - Extraction of DNA from Banana or Strawberry
12
Critical Thinking and Hypothesis Development
13
Study Questions
14
9
Instructor's Guidelines
15
Notes to the Instructor
16
Suggestions for Lesson Plan Content 17
Connectiions to National Standards
18
Pre-Lab Preparations
19
Study Questions and Answers
20
Material Safety Data Sheets
All components are intended
for educational research only.
They are not to be used for diagnostic or drug purposes, nor
administered to or consumed
by humans or animals.
THIS EXPERIMENT DOES NOT
CONTAIN HUMAN DNA. None
of the experiment components are derived from human
sources.
EDVOTEK, The Biotechnology Education Company, Sci-On, and InstaStain are
registered trademarks of EDVOTEK, Inc..
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21
Sci-On® Biology
Do Onions, Strawberries and
Bananas Have DNA?
EDVO-Kit #
S-75
Experiment Components
Store entire
experiment in the
refrigerator
This experiment is designed for 10 groups.
•
•
•
•
•
•
•
Contents
DNA Extraction Buffer
DNA sample in a capped test tube
Transfer pipets
Colored Beads (4 colors)
Graduated test tubes
Spooling rods
Salt packet
None of the experiment components have been prepared from human
sources.
Requirements
•
•
•
•
•
•
•
Fresh onion pieces
(scallions, also called green onions, are highly recommended)
Ripened fresh strawberry or banana pieces
20 ml beaker
Test tubes (13 x 100 mm)
70% clear isopropyl alcohol (rubbing alcohol)
Distilled water
Ice
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1-800-EDVOTEK • www.edvotek.com
FAX: (301) 340-0582 • email: edvotek@aol.com
EVT 003076K
EDVO-Kit #
Do Onions, Strawberries and
Bananas Have DNA?
S-75
Sci-On® Biology
Online Ordering
now available
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O
DV
-TE
C H S E RV I C E
Technical Service
Department
1-800-EDVOTEK
(1-800-338-6835)
ET
Mo
Visit our web site for information
about EDVOTEK’s complete line
of “hands-on” experiments for
biotechnology and biology education.
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Sci-On® Biology
EDVO-Kit #
Do Onions, Strawberries and
Bananas Have DNA?
S-75
DNA - Deoxyribonuclease
Since the 1800s, it has been known that all living organisms are composed
of cells. Organisms such as bacteria are single cells, while very complex
organisms, such as humans, are composed of billions of many different
cells.
5'
DNA plays an important role in two
processes. During the process of
replication, DNA provides information to copy itself, so genetic information can be passed on from
generation to generation of cells. In
its second important role, DNA provides instructions for making proteins,
which are vital to the maintenance
and function of cells. DNA provides
information for the order of amino
acids required for making various
proteins.
T
A
C
G
3'
C
G
T
A
C
G
The structure of the DNA molecule
was determined by James Watson
T
and Francis Crick in 1953. They
A
determined that DNA was a double
helix consisting of two strands. The
Watson and Crick model is often deC
G
scribed as a spiral ladder. The two
strands of DNA are the backbone of
3'
5'
the ladder, made of sugar phosphoFigure
1
diester groups. The sugar backbone
acts as a support for the rungs of the
ladder. These rungs are composed
of the chemical bases Adenine, Guanine, Cytosine, and Thymine. The first
letters of these bases, A,G,C, and T, are used by scientists to designate the
order of the bases within the DNA strands.
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
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Background Information
In 1868, a Swiss biologist named Friedrich Meischer carried out research
which indicated that the nucleus of cells contains a material which he
called nucleic acid. But, it wasn’t until much later in the 1940’s that the
nucleic acid, deoxyribonucleic acid
(DNA), was recognized as the carrier
of genetic information.
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
DNA - Deoxyribonuclease
Background Information
The bases are always arranged in pairs. When A occurs on one strand,
T occurs on the opposite strand. Similarly, G and C are opposite DNA
strands. The bases are held together by weak bonds which are shown as
dashed lines in Figure 1.
1.
2.
3.
DNA can be extracted from the nucleus of cells by adding an aqueous buffered extraction solution to cells. The cells are chemically lysed
(broken open) and DNA from chromosomes is released. This procedure
is known as cell lysis. DNA is soluble in water and cannot be seen, but it
is insoluble in alcohol. Purification procedures for nucleic acids usually
include precipitation with alcohol in the presence of salt. Since rubbing
alcohol (isopropyl alcohol) has a lower density than water, it will form a
second layer above the DNA solution. A spooling rod is used to spool
the two liquids at the interface of the
two phases to separate the DNA from
1
the solution. The DNA will appear as
a viscous, clotted mass as it is collected on the spooling rod (Figure
The DNA is inside the cell.
2). The amount of DNA spooled is a
The cell wall is disrupted.
consequence of the size of the DNA
The DNA is spooled onto a rod.
fragments which are much larger than
2
the small bio-molecules such as amino
acids and small carbohydrate sugars.
3
Figure 2
In this experiment, DNA will be isolated
in one of two ways: 1) DNA will be
spooled from a buffer solution containing salts; 2) DNA will be extracted
from tissues such as onion, banana, or
strawberry and spooled from solution.
DNA will be observed by the naked
eye on the spooling rod.
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Sci-On® Biology
Do Onions, Strawberries and
Bananas Have DNA?
EDVO-Kit #
S-75
Experiment Overview and General Instructions
Experiment Content Objective
Working Hypothesis
DNA can be extracted from the cells, and isolated from solution by spooling.
LABORATORY SAFETY
1. Gloves and goggles should be worn routinely as good laboratory
practice.
2. Exercise extreme caution when working with equipment that is used in
conjunction with the heating and/or melting of reagents.
3. Do not mouth pipet reagents - use pipet
pumps.
4. Exercise caution when using any electrical
equipment in the laboratory.
5. Always wash hands thoroughly with soap
and water after handling reagents or biological materials in the laboratory.
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
The Experiment
The objectives of this experiment are to learn:
• how to isolate DNA from onion, banana or strawberry cells
• what DNA looks like in solution
• how to spool DNA from solution
• what DNA looks like after it is spooled from solution
• the structure of DNA from building a simulated DNA model
• the function of DNA
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
Experiment Overview and General Instructions
before you start the experiment
The Experiment
Read all instructions before starting the experiment.
LAB
NOTEBOOK
Predict the outcomes from the experiment and the control. Record your
predictions in your lab notebook or on a separate sheet of paper.
Before starting the Experiment:
•
•
Write a hypothesis that reflects the experiment.
Predict experimental outcomes.
During the Experiment:
• Record (draw) your observations, or photograph the results.
Following the Experiment:
• Formulate an explanation from the results.
• Determine what could be changed in the experiment if the experiment were repeated.
• Write a hypothesis that would reflect this change.
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Sci-On® Biology
Do Onions, Strawberries and
Bananas Have DNA?
EDVO-Kit #
S-75
Activity One - Constructing DNA Models
1. Each group of students will get a set of beads of various colors.
2. The teacher will assign a base designation for four of the colors. For
example:
Red
= Adenine (A)
Blue =
Green =Guanine (G) Yellow =
Thymine (T) Cytosine (C)
A-T base pair
G-C base pair
How many A-T or G-C base pairs were you able to put together?
Putting All the Student Base Pair Models Together:
4. With the help of your teacher, and the rest of the class, build a model
of the DNA ladder. Attach the ends of several bead sections together
to form two long strands of double-stranded DNA.
7. In your own words, describe the structure of DNA
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
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The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
The Experiment
3. Sort all the beads by color. Based upon the beads you received, correctly put the colored beads together in two separate strands to form
one or more of the following base pair models:
10
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
Activity Two - Teacher Demonstration of DNA Spooling
The Experiment
In this activity, DNA will be spooled from an aqueous buffered solution by adding salt and
overlaying with isopropyl alcohol. The isopropyl alcohol (clear rubbing alcohol) should be ice
cold (stored in a freezer at least 2 hours before use). Just before the demonstration, place
the DNA solution and the alcohol on ice.
FREEZER
The Experiment:
It is important that the
70% clear isopropyl
alcohol is very cold
before beginning this
demonstration.
-
1. Add two pinches of salt to a small beaker or clear graduated test
tube.
2.Use a transfer pipet to add 2 ml of distilled water and swirl to dissolve
the salt.
3.Use a transfer pipet to transfer all of the DNA solution to the salt water.
Stir or swirl to mix. The total volume should be approximately 3 ml.
4.Using a transfer pipet, carefully overlay, the DNA solution with two
volumes of very cold 70% clear isopropyl alcohol (about 6 ml).
Let the cold alcohol gently flow down the side of the beaker or test
tube. Do not mix the two solutions.
5. Place the end of the spooling rod just below
the line separating the two solutions (the interface). Twirl the rod with two fingers and spool
the DNA from the solution.
6. Observe the DNA and record your observations.
The Control
7. Add two pinches of salt to a small beaker or clear graduated test
tube.
8. Add distilled water up to the 2 ml level of the tube and swirl to dissolve
the salt.
9. Add another 1 ml of distilled water (instead of DNA). Swirl to mix.
10. Layer the cold alcohol on top of the water solution in the same manner as step #4 of the experiment. Do not mix the two solutions.
11. Place the end of the spooling rod just below the line separating the
two solutions (the interface). Twirl the rod with two fingers and spool.
12. Record your observations for the control .
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Sci-On® Biology
Do Onions, Strawberries and
Bananas Have DNA?
EDVO-Kit #
11
S-75
Activity Three - Extraction of DNA from Onion Tissue
In this activity, DNA is extracted from onion tissue using an extraction
buffer and spooled from solution by overlaying the liquid with ice cold
isopropyl alcohol.
The Experiment
2.Using a transfer pipet, add DNA Extraction Buffer until it reaches the
3 ml level mark on the tube. Mince the onion cube with the tip of a
spooling rod, pencil or pen (mash the onion very well). This will release
the cellular contents and the DNA in the onion cells.
3. With a transfer pipet, carefully remove 2 ml of the liquid
layer from the test tube and transfer it into a second, clean
test tube. Try to minimize carry-over of the onion tissue.
4. Carefully overlay the liquid with 4 ml of very cold 70% clear
Isopropyl alcohol.
5. Place a spooling rod into the test tube and twirl it with
two of your fingers. Gently rotate the rod at the interface
of the two phases. The DNA will begin to spool (wrap)
around the rod.
Gently lift the rod out of the solution from time to time and
observe the DNA substance attached to it.
6. After spooling for several minutes, remove the
rod from the test tube to observe the DNA. The
DNA will appear as a viscous material adhering to the splint (it may be grayish in color if a
pencil was used to mince the onion tissue).
LAB
NOTEBOOK
7. Record your observations of the onion DNA.
The CONTROL
8. Based upon what you have previously learned, outline and perform
the control for this activity.
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
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The Experiment
1. Carefully slice a 5 x 5 x 5 mm cube (about the size of a pencil eraser)
from the main body of the onion (not the root tip), and place it in one
of the test tubes provided.
12
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
Activity Four - Extraction of DNA from Strawberries or Banana
In this activity, DNA is extracted from a banana or strawberries in the same
manner as the extraction of DNA from onion.
The Experiment
1. Carefully slice a 5 x 5 x 5 mm
cube from the fleshy body of
the banana or strawberry, and
place it in a clean test tube.
2.Using a transfer pipet, add DNA Extraction Buffer until it
reaches the 3 ml mark on the tube. Mince the cube with
the tip of a spooling rod, pencil or pen to release the cellular
contents.
3. With a transfer pipet, carefully remove 2 ml of the liquid layer from the
test tube and transfer it into a second, clean test tube. Try to minimize
carry-over of the banana or strawberry tissue.
4. Carefully overlay the liquid with 4 ml of very cold 70% clear Isopropyl
alcohol.
5. Place a spooling rod into the test tube and twirl it with two of your
fingers. Gently rotate the rod at the interface of the two phases. The
DNA will begin to spool (wrap) around the rod.
Gently lift the rod out of the solution from time to time and observe
the DNA substance attached to it.
6. After spooling for several minutes, remove the rod from the test tube
to observe the DNA. The DNA will appear as a viscous material adhering to the splint (it may be grayish in color if a pencil was used to
mince the onion tissue).
LAB
NOTEBOOK
7. Record your observations of the banana or strawberry DNA.
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Sci-On® Biology
Do Onions, Strawberries and
Bananas Have DNA?
EDVO-Kit #
13
S-75
Critical Thinking and Hypothesis Development
LAB
NOTEBOOK
Record the following in your Laboratory Notebook or on a separate sheet
of paper:
1. What are the variables in this experiment?
3. Write a hypothesis that would reflect these changes.
Study Questions
LAB
NOTEBOOK
Record the answers to the following Study Questions in your Laboratory
Notebook or as instructed by your teacher.
1. Describe the appearance of the isolated DNA.
2. What is a nucleus?
3. What are nucleotides?
4. What are chromosomes?
5. What does cell lysis mean?
6. Why did the alcohol layer on top of the DNA solution?
7. Why was it important not to mix the alcohol and DNA solutions?
8. What properties of DNA allow spooling?
9. What difficulties did you have in spooling? Why?
10. How many chromosomes do humans have?
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
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The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
The Experiment
2. What would you have changed in the experiment if you had to do it
over again? Why? Predict outcomes.
14
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
EVT 003076K
EDVOTEK - The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Sci-On® Biology
Do Onions, Strawberries and
Bananas Have DNA?
EDVO-Kit #
S-75
Instructor’s Guide
Class size, length of laboratory sessions, and availability of equipment are
factors which must be considered in the planning and the implementation
of this experiment with your students. These guidelines can be adapted
to fit your specific set of circumstances. If you do not find the answers to
your questions in this section, a variety of resources are continuously being
added to the EDVOTEK web site. In addition, Technical Service is available from 9:00 am to 6:00 pm, Eastern time zone. Call for help from our
knowledgeable technical staff at 1-800-EDVOTEK (1-800-338-6835).
E
O
DV
-TE
C H S E RV I C E
Technical Service
Department
1-800-EDVOTEK
ET
(1-800-338-6835)
Mo
Mon - Fri
9:00 am to 6:00 pm ET
FAX: (301) 340-0582
Web: www.edvotek.com
email: edvotek@aol.com
m
6p
n - Fri 9 am
Please have the following
information ready:
• Experiment number and title
• Kit lot number on box or tube
• Literature version number
(in lower right corner)
• Approximate purchase date
Online Ordering
now available
Visit our web site for information
about EDVOTEK’s complete line
of “hands-on” experiments for
biotechnology and biology education.
EDVOTEK - The Biotechnology Education Company®
1-800-EDVOTEK • www.edvotek.com
FAX: (301) 340-0582 • email: edvotek@aol.com
EVT 003076K
15
16
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
Notes to the Instructor:
Instructor’s Guide
EXPERIMENT Hints and Help
EDVOTEK experiments are easy to perform and are designed for maximum success in the classroom setting. However, even the most experienced students and teachers occasionally encounter experimental
problems or difficulties.
The EDVOTEK web site provides a variety of resources which are continuously being updated and added. If you do not find the answers to your
questions in this section or at the EDVOTEK web site, Technical Service is
available from 9:00 am to 6:00 pm, Eastern time zone. Call for help from
our knowledgeable technical staff at 1-800-EDVOTEK (1-800-338-6835).
Hints for Maximizing Success
1. Isopropyl alcohol should be placed in the freezer to ensure that it is
very cold. Keep the alcohol on ice while students are using it to overlay their DNA solution for spooling.
2. DNA spooling results from onions, strawberries or banana will vary,
but it is recommended that they be as fresh as possible. The material
spooled from bananas will contain a mixture of DNA and carbohydrates.
Clean-up and disposal of materials
The DNA solutions and alcohol can be disposed down the drain. All other
materials can be disposed in regular solid waste (trash).
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Sci-On® Biology
Do Onions, Strawberries and
Bananas Have DNA?
EDVO-Kit #
17
S-75
Suggestions for Lesson Plan Content
1. Conduct a discussion of DNA, the material which controls who we are
and what we look like.
2. Give students an overview of the structure of DNA.
3. Write the following words on the board for discussion:
Nucleus
Chromosome
Gene
DNA
Double helix
Nucleotide (base) Deoxyribose Phosphodiester bond
Base pair
Adenine
Guanine Cytosine
Thymine
Use pictures or drawings from textbooks and other resources to help
explain the vocabulary words to the students.
4. Focus on the following concepts to ensure student understanding, to
maximize the benefits of the “hands-on” experience.
•
•
•
•
•
•
•
•
DNA is found in the cell nucleus of human cells and in the nuclear
area in bacteria.
DNA is made up of two strands.
Each strand has a sequence of nucleotides (bases) placed in a
specific order.
The bases (nucleotides) are called Adenine (A), Guanine (G),
Thymine (T), and Cytosine (C).
The two strands are held together because the bases form physical bonds (known as hydrogen bonds) with each other in very
specific ways. Adenine base-pairs with Thymine and Cytosine
base-pairs with Guanine.
The strands are joined to form a double helix.
A chromosome contains the coding segments called genes.
Each gene codes for a specific RNA which provides the required
information to make proteins.
5. List and discuss with students the essential parts of an experiment.
•
•
•
•
•
•
•
•
writing a logical hypothesis
making careful observations
differentiating between an experiment and an control
dentifying variables
predicting experimental outcomes
recording results in a concise and accurate manner
drawing valid interpretations of results
formulating alternative explanations
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Instructor’s Guide
This teacher-generated
lesson plan outline can
be used as a guideline
for classroom discussion.
Connections to the National Content and Skills
Standards follow the plan.
18
EDVO-Kit #
S-75
Do Onions, Strawberries and
Bananas Have DNA?
Sci-On® Biology
Connections to National Standards
Content Standards
1. Students will develop abilities necessary to do scientific inquiry.
Instructor’s Guide
•
Questions will be answered through scientific investigation.
2. Students will develop an understanding through inquiry. Students will:
•
•
•
•
•
•
•
•
develop a logical hypothesis.
make careful observations.
interpret results correctly.
understand differences between the experiment and the control.
identify and control variables.
predict experimental outcomes.
formulate explanations from evidence.
recognize and analyze alternative explanations.
3. Students will use equipment, materials, and procedures for experimentation and direct investigation of phenomena.
•
Students will understand DNA isolation by spooling.
4. Students will develop an understanding of structure and function of
the molecule of heredity - DNA. Students will:
•
understand nucleotide composition and its role as the building
block.
•
develop an understanding of the physical nature of DNA.
Skill Standards
In this experiment students will learn to spool and stain chromosomal DNA.
Analysis of the experiment will provide students the means to transform an
abstract concept into a concrete experience.
Students will be able to:
1. Isolate DNA from a suspended solution by alcohol precipitation and
spooling.
2. Use scientific equipment such as calibrated pipets and graduated
cylinders to make metric based measurement.
3. Make careful observations and record results.
4. Predict experimental outcomes.
5. Share and compare results with other students.
6. Develop alternate options for DNA spooling, make predictions and
compare with others students.
7. Explain the implication of DNA extraction for use as materials for DNA
experiments.
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Sci-On® Biology
EDVO-Kit #
Do Onions, Strawberries and
Bananas Have DNA?
19
S-75
Pre-Lab Preparations
On the day of the lab:
1. Thoroughly chill the 70% isopropyl alcohol (rubbing alcohol) before the students perform the experiment.
•
Store it in the freezer for several hours or overnight
to ensure that it is very cold.
•Using a calibrated transfer pipet, transfer 6 ml of
70% isopropyl alcohol into 20 test tubes.
•
FREEZER
Place the alcohol-filled tubes back in the freezer or
on ice until students are ready to use the alcohol.
2. Each student group requires:
•
•
•
•
•
•
Sets of beads (various colors)
Graduated test tube
Spooling rod
Transfer pipet
DNA extraction buffer - 3-4 ml
Cold isopropyl alcohol - 4 ml
Duplication of this document, in conjunction with use of accompanying reagents, is permitted for classroom/laboratory use only. This document, or any part, may not be reproduced or distributed for any other purpose without
the written consent of EDVOTEK, Inc. Copyright © 1996, 1997, 1998, 1999, 2003, 2006, EDVOTEK, Inc., all rights
reserved
EVT 003066K
The Biotechnology Education Company® • 1-800-EDVOTEK • www.edvotek.com
Instructor’s Guide
Please refer to the kit
insert for the Answers to
Study Questions
EDVOTEK
Section V - Reactivity Data
Material Safety Data Sheet
IDENTITY (As Used on Label and List)
Emergency Telephone Number
Manufacturer's Name
EDVOTEK, Inc.
Telephone Number for information
Address (Number, Street, City, State, Zip Code)
Date Prepared
14676 Rothgeb Drive
Rockville, MD 20850
Conditions to Avoid
X
Stable
Incompatibility
Note: Blank spaces are not permitted. If any item is not
applicable, or no information is available, the space must
be marked to indicate that.
Concentrated Chromosomal DNA
Section I
Unstable
Stability
May be used to comply with OSHA's Hazard Communication
Standard. 29 CFR 1910.1200 Standard must be consulted for
specific requirements.
®
(301) 251-5990
(301) 251-5990
01/15/06
Hazardous Decomposition or Byproducts
Toxic fumes of: Carbon Monoxide, Carbon dioxide, nitrogen oxides
Hazardous
Polymerization
Conditions to Avoid
May Occur
X
Will Not Occur
None
Section VI - Health Hazard Data
Route(s) of Entry:
Inhalation?
Skin?
Yes
Health Hazards (Acute and Chronic)
Yes
Ingestion?
Yes
Toxicological properties have not been thoroughly investigated
Carcinogenicity:
IARC Monographs?
NTP?
No data
Signature of Preparer (optional)
None
Iron, steel, alumium, or copper
No data
OSHA Regulation?
No data
No data
Signs and Symptoms of Exposure
Can cause coughing, wheezing, respiratory distress, and diarrhea. Skin/eye irritation.
Section II - Hazardous Ingredients/Identify Information
Hazardous Components [Specific
Chemical Identity; Common Name(s)]
OSHA PEL
N-Lauroylsarcosine sodium
Sarcosine, N-dodecyl-, sodium salt
CAS # 7631-98-3
Section III - Physical/Chemical Characteristics
Other Limits
Recommended
ACGIH TLV
% (Optional)
Treat supportively and symptomatically
No data
Specific Gravity (H 0 = 1)
2
No data
Vapor Pressure (mm Hg.)
No data
Melting Point
No data
Evaporation Rate
(Butyl Acetate = 1)
No data
No data
Solubility in Water
No data
Emergency First Aid Procedures
Section VII - Precautions for Safe Handling and Use
Boiling Point
Vapor Density (AIR = 1)
Medical Conditions Generally Aggravated by Exposure
Steps to be Taken in case Material is Released for Spilled
Mop up with absorbent material. Dispose of properly.
Waste Disposal Method
Bury in landfill site approved for disposal of chemical and hazardous waste.
Observe all federal, state, and local laws.
Precautions to be Taken in Handling and Storing
Avoid contact. Do not store in contact with iron, steel, aluminum, or copper
Soluble
Appearance and Odor
Other Precautions
None
Clear liquid, no odor
Section IV - Physical/Chemical Characteristics
Flash Point (Method Used)
LEL
Flammable Limits
No data
UEL
No data
No data
Extinguishing Media
Section VIII - Control Measures
Respiratory Protection (Specify Type)
Ventilation
Carbon dioxide, dry chemical powder, alcohol or polymer foam, water spray
Special Fire Fighting Procedures
Protective Gloves
NIOSH/MSHA approved respirator
Local Exhaust
No
Special
Mechanical (General)
No
Other
Wear SCBA and prot ective clothing to prevent contact w/ skin & eyes
Other Protective Clothing or Equipment
None
Work/Hygienic Practices
Unusual Fire and Explosion Hazards
IDENTITY (As Used on Label and List)
Emergency Telephone Number
Manufacturer's Name
EDVOTEK, Inc.
Address (Number, Street, City, State, Zip Code)
Telephone Number for information
Date Prepared
14676 Rothgeb Drive
Rockville, MD 20850
Do not ingest. Avoid contact with skin, eyes, and clothing.
Conditions to Avoid
X
Stable
Incompatibility
Note: Blank spaces are not permitted. If any item is not
applicable, or no information is available, the space must
be marked to indicate that.
Concentrated Buffer
Section I
Rubber boots
Unstable
Stability
May be used to comply with OSHA's Hazard Communication
Standard. 29 CFR 1910.1200 Standard must be consulted for
specific requirements.
®
None
Chem. splash proof
Section V - Reactivity Data
Material Safety Data Sheet
EDVOTEK
Eye Protection
Rubber/chemical resistant gloves
None
(301) 251-5990
(301) 251-5990
Excessive heat, sparks or open flame
Acids, Aluminum, metals, oxidizers (strong)
Hazardous Decomposition or Byproducts
Thermal decomposition products of toxic and hazardous oxides of Carbon, Nitrogen, and Sodium.
Hazardous
Polymerization
Conditions to Avoid
May Occur
X
Will Not Occur
None
Section VI - Health Hazard Data
Route(s) of Entry:
Inhalation?
Skin?
Yes
Yes
Yes
Ingestion?
Health Hazards (Acute and Chronic) Moderately toxic by ingestion-systemic toxicity may result. May chelate
lead, magnesium, zinc, & trace metals-possibly causing increased absorption and increasing total body storage.
01//15/06
Carcinogenicity:
NTP?
No data
Signature of Preparer (optional)
No data
IARC Monographs?
No data
OSHA Regulation?
No data
Signs and Symptoms of Exposure
Section II - Hazardous Ingredients/Identify Information
Hazardous Components [Specific
Chemical Identity; Common Name(s)]
OSHA PEL
ACGIH TLV
Ethylenediaminetetraacetic acid
No data
No data
C10-H14-08-N2.2Na
CAS #139-33-3
Section III - Physical/Chemical Characteristics
Boiling Point
No data
Vapor Pressure (mm Hg.)
No data
Vapor Density (AIR = 1)
Solubility in Water
Appearance and Odor
No data
Other Limits
Recommended
No data
% (Optional)
No data
Medical Conditions Generally Aggravated by Exposure
Renal or heart disease, potassium deficiency, insulin dependent diabetes, seizures or intracranial lesions
Emergency First Aid Procedures
Treat supportively and symptomatically
Section VII - Precautions for Safe Handling and Use
No data
Specific Gravity (H 0 = 1)
2
Melting Point
No data
Evaporation Rate
(Butyl Acetate = 1)
No data
Steps to be Taken in case Material is Released for Spilled
Mop up with absorbent material. Containerize to dispose of properly.
Waste Disposal Method
Observe all federal, state, and local laws.
Precautions to be Taken in Handling and Storing
Store away from strong oxidizers or heat. Avoid skin/eye contact.
Soluble
Other Precautions
None
Clear liquid, no odor
Section IV - Physical/Chemical Characteristics
Flash Point (Method Used)
Mucous membrane irritation, eye/skin irritation, irritating to gastrointestinal system.
No data
Flammable Limits
LEL
No data
UEL
No data
Extinguishing Media
Dry chemical, carbon dioxide, halon, water spray or standard foam
Special Fire Fighting Procedures
Move container from fire area if possible.
Thermal decomposition products may include toxic
and hazardous oxides of Carbon, nitrogen and sodium.
Unusual Fire and Explosion Hazards
Section VIII - Control Measures
Respiratory Protection (Specify Type)
Chemical cartridge respirator with full facepiece and organic vapor cartridge
Special
Yes
None
Local Exhaust
Ventilation
Protective Gloves
Mechanical (General) Gen. dilution vent. sys Other None
Yes
Other Protective Clothing or Equipment
Work/Hygienic Practices
Eye Protection Splash-proof goggles
Impervious clothing to prevent skin contact
Do not ingest. Avoid contact with skin, eyes, and clothing.
Section V - Reactivity Data
Material Safety Data Sheet
EDVOTEK
®
IDENTITY (As Used on Label and List)
Section I
Stability
May be used to comply with OSHA's Hazard Communication
Standard. 29 CFR 1910.1200 Standard must be consulted for
specific requirements.
Emergency Telephone Number
Manufacturer's Name
EDVOTEK, Inc.
Address (Number, Street, City, State, Zip Code)
Telephone Number for information
Date Prepared
14676 Rothgeb Drive
Rockville, MD 20850
Conditions to Avoid
X
Incompatibility
Note: Blank spaces are not permitted. If any item is not
applicable, or no information is available, the space must
be marked to indicate that.
Extraction Buffer
Unstable
Stable
(301) 251-5990
(301) 251-5990
Strong oxidizing agents, protect from moisture
Carbon monoxide, carbon dioxide, nitrogen oxides,
hydrogen bromide gas
Hazardous Decomposition or Byproducts
Hazardous
Polymerization
Conditions to Avoid
May Occur
X
Will Not Occur
Section VI - Health Hazard Data
Route(s) of Entry:
Inhalation?
Ingestion?
Skin?
Yes
Yes
Yes
Health Hazards (Acute and Chronic) Harmful if swallowed, inhaled, or absorbed through skin. Material is
extremely destructive to tissue of the mucous membranes and upper respiratory tract, eyes and skin.
01/15/06
Carcinogenicity:
Signature of Preparer (optional)
IARC Monographs?
NTP?
OSHA Regulation?
N/A
Signs and Symptoms of Exposure
Section II - Hazardous Ingredients/Identify Information
Hazardous Components [Specific
Chemical Identity; Common Name(s)]
OSHA PEL
ACGIH TLV
Other Limits
Recommended
% (Optional)
5144-89-8
60-00-4
57-09-0
Section VII - Precautions for Safe Handling and Use
Steps to be Taken in case Material is Released for Spilled
Boiling Point
100°C
Specific Gravity (H 0 = 1)
2
1.020
Vapor Pressure (mm Hg.)
No data
Melting Point
100°C
No data
Evaporation Rate
(Butyl Acetate = 1)
No data
Vapor Density (AIR = 1)
Appearance and Odor
Special Fire Fighting Procedures
Waste Disposal Method
Dissolve or mix the material w/ combustible solvent and burn in a chemical incinerator
equipped with an afterburner. Ventilate area and wash spill site after material pick up is complete
Precautions to be Taken in Handling and Storing
Other Precautions
Clear liquid
Flash Point (Method Used)
Evacuate area. Cover with dry lime or soda ash-pick up. keep in a closed container and hold for
waste disposal.
Observe all federal, state, and local laws.
Yes
Section IV - Physical/Chemical Characteristics
Extinguishing Media
Emergency First Aid Procedures
Immediately flush eyes or skin w/ copious amounts of water for at least 15 minutes while removing
Section III - Physical/Chemical Characteristics
Solubility in Water
Medical Conditions Generally Aggravated by Exposure
Flammable Limits
Water spray
Wear SCBA and protective clothing to
prevent contact w/ skin and eyes.
Unusual Fire and Explosion Hazards
Emits toxic fumes under fire conditions
Use only in a chemical fume hood.
LEL
UEL
Section VIII - Control Measures
Respiratory Protection (Specify Type)
Ventilation
Wear appropriate NIOSH/MSHA aprroved respirator.
Special
Local Exhaust
Mechanical (General)
Protective Gloves
safety gloves
Other Protective Clothing or Equipment
Work/Hygienic Practices
Other
Eye Protection
safety goggles
Safety shower and eye bath, face shield
Wash thoroughly after handling, keep tightly closed.