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1
Unit one
2
 What is a system?
 What is an example of a non-living system?
 How does a malfunction in one part affect the
whole system?
 Give a few examples of how human body systems
work together.
 Name the eleven human body systems
3

Name the eleven human body systems
 Integumentary system,
 Skeletal system,
 Muscular system,
 Nervous system,
 Endocrine system,
 Cardiovascular system,
 Lymphatic system and immunity,
 Respiratory system,
 Digestive system,
 Urinary system,
 Reproductive system
4
 By donating one pint of blood 4 lives can be
saved
 The human heart beats roughly 35 million times
a year
 It is not possible to tickle yourself because your
brain warns the rest of the body and by doing so
your brain will ignore this sensation
5
 Split into 5 groups
 Students will randomly draw 2 systems Your group assignment is to focus on and
find “Amazing Facts” about those systems
6
 Activity 1.1.1. Amazing Facts
 List the major organs in your systems on your body
organizer
 Discuss top five Amazing Facts for each system
 Think about how your Primary System can act like a
Secondary System
 Create this Presentation on Your Web Portfolio
(Instruction for creating this Web Portfolio is on the
Weebly)
1. In what ways do the parts of the human
body system work together to carry out a
specific function?
2. In what ways do different human body
systems work together to complete
specific functions?

How do you give someone directions?

How do you explain location or directions on
the human body?

Equipment
 Manikins
 Post-it Flags
 Colored Pencils

Documents
 Activity 1.1.2
 Adoption Certificates
 Body Organizer
Assemble Manikin
Name your Manikin-place your manikin’s
name on the base
 Complete Adoption Certificates
 Place a picture of the you, your manikin and
your partner on your WebPortfoio
 Always store manikins in there proper place
 All Manikins look the same now but will
soon take on their own personalities.
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11
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Pair Up with your Manikin Partner
Brainstorm
Complete Activity 1.1.2
3.
How can directional terms and regional
terms help describe location in the body?
4.
What features of structure and function are
common to all humans?
 The basic processes of the human
body unites us as humans, but tiny
differences in our
▪ appearance
▪ tissues
▪ cells
which make us truly unique
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Manikins
Clay &Clay tools
Colored Pencils
Microscope
Tissue Slides
Body System Organizer -Skeletal View
Activity 1.2.1
Microscope Resource Sheet
Inspiration
For windows, go to this link,
 http://download.inspiration.com/download/wi
ndows/inspiration9_win_cd.exe
For Macintosh go to this link,
 http://download.inspiration.com/download/m
ac/inspiration9_mac_cd.dmg

14-digit subscription license: 2633D1237J9601
 Systems (What makes up systems)
 Organs (What makes up Organs)
 Tissues
 When you think of human identity, what
comes to mind
 At the beginning of the week we discussed
systems and organ structures that are
common to all humans.
 Over the year we will be looking at
processes that occur in all of our bodies.
 But what makes us special?
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
Tissues are groups of cells that are similar in
structure that work together to perform a
specific function.
There are four main tissue types:
 Epithelium
 Connective tissue
 Muscle
 Nervous tissue
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
Epithelium or epithelial tissue,
forms the linings, coverings, and glandular
tissue of the body.
 One type of epithelium forms the outer layer of
the skin
 Another type of epithelium lines the air sacs of the
lungs

Cells in epithelium are packed tightly
together to form continuous sheets
Connective tissue protects, supports, and binds
together other body tissues.
 Connective tissue is made up of different types of
cells in varying amounts of a nonliving substance
around the cells, called the matrix.
 Examples of connective tissue include:

 Bone
 Cartilage
 Adipose tissue (fat)
 Blood


Muscle tissue is specialized to contract and
cause movement.
There are three main types of muscle tissue:
 Skeletal muscle
 Cardiac muscle
 Smooth muscle

Can you guess the location and function of
each muscle type?
Nervous tissue is composed of specialized cells
called neurons that receive and send electrical
signals in the body.
 Nervous tissue responds to stimuli and transmits
impulses and together with supporting cells, makes
up the brain, spinal cord, and nerves.

1.
What are the main types of tissue in the human
body?
2.
How does the structure of a type of human tissue
relate to its function in the body?
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Pair up
Complete Part 1 only
Concept Map
View prepared slides
Link for more slide views
http://histology.osumc.edu/histology/Hum
anHisto/index.htm#
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Facial features
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http://www.youtube.com/watch?v=h_HaJT7
OVIQ&feature=player_detailpage
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Complete through question 15
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Discuss proper use of clay and tools and
Manikin Rules

Let’s create a face Using Teacher Building Instructions
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Compare Manikins
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Adipose tissue- Connective tissue in which fat is stored and
which has the cells distended by droplets of fat
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Connective Tissue- Animal tissue that functions mainly to
bind and support other tissues, having a sparse population of
cells scattered through an extracellular matrix

Epithelial Tissue- Sheets of tightly packed cells that line
organs and body cavities

Tissue- An integrated group of cells with a common
structure and function
3.
How does the distribution and structure of
different types of tissue in the body
contribute to personal identity.
4.
“What are the functions of the human
skeletal system?”
 Remember bones are a type connective tissue
 What do you know about the skeletal system
 Name this bone
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Computer with internet
Anatomy in Clay Maniken
Body System graphic Organizer (Skeletal
View)
Colored pencils
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Research the listed bones
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Label you Manikins
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Quiz yourself/partner
5.
“What are the main bones of the human
skeletal system”
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Review Learning from Bones
http://www.nlm.nih.gov/visibleproofs/education/anthro
pological/index.html. Located on your activity.
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Read the Introduction
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Career Journal- Forensic Anthropologist
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Forensic Video
http://www.youtube.com/watch?v=7cogeHybySI&feature
=player_detailpage
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http://www.youtube.com/watch?v=c8IHPq9VgWI&feature
=player_detailpage
6.
What is forensic anthropology and how does
the field relate to human body systems?
7.
How can features of bone be used to
determine information about a person’s
gender, ethnicity, age, or stature?

Each group will use the laminated instruction sheets to take measurements of
the bone at each station
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You will need Project 1.2.3 Student Data Sheet
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Split into three teams
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Now split into four groups
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You will be trying to determine the
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Age
Race
Sex
Height
2 students at each station to gather measurements of:
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Skull
Femur
Pelvis
Humerus
Tibia
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We will determine proximal age, height, and race of our victims.
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Race and Ethnicity
 Mongoloid (Asian) is an anthropological term for a group that includes
Chinese, Koreans, Japanese, Tibetan, Eskimo and some Native
Americans.
 Negroid (Black) is a classification including Sub-Saharan African and
Afro-Caribbean peoples and their descendants.
 Caucasoid (White) refers to people of Anglo or Caucasian descent from
Europe, parts of North Africa, Western Asia and India and their
descendants.
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forensic anthropologist, Diane France
http://www.youtube.com/watch?v=KcnGybzF
hjM watch 10min50sec then again at 34min
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Discuss findings
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Compare and discuss differences in male and female
bones.
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Why may the three-race model no longer be accurate
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Discuss differences between Qualitative and Quantitative
Data
 What is the difference between quantitative and qualitative
research? Quantitative research generates numerical data or
information that can be converted into numbers. Qualitative
Research on the other hand generates non-numerical data.
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Axial Skeleton- The skeleton of the trunk and head.
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Appendicular Skeleton- Bones of the limbs and limb girdles that
are attached to the axial skeleton
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Femur- The proximal bone of the hind or lower limb that is the
longest and largest bone in the human body, extends from the hip
to the knee
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Forensic Anthropology- The branch of physical anthropology in
which anthropological data, criteria, and techniques are used to
determine the sex, age, genetic population, or ancestry of skeletal
or biological materials in questions of civil or criminal law
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Humerus-The longest bone of the upper arm or forelimb
extending from the shoulder to the elbow
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Pelvis-A basin-shaped structure in the skeleton of many
vertebrates that is formed by the pelvic girdle together with the
sacrum and often various coccygeal and caudal vertebrae and that
in humans is composed of the two hip bones bounding it on each
side and in front while the sacrum and coccyx complete it behind
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Skull- The skeleton of the head forming a bony case that encloses
and protects the brain and chief sense organs and supports the
jaws
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Tibia- The inner and usually larger of the two bones of the leg
between the knee and ankle that articulates above with the femur
and below with the talus -- called also shinbone
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Equations
 In the 1950’s Dr. Trotter developed mathematical formulas
that correlated body height to the length of their arm and leg
bones.

To Complete Parts I - Pair into groups of 2
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You will measure your height in cm and then the femur, humerus,
and radius bones in cm to use to calculate your height. ( 1 foot =
30.48 cm)
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Like in criminal investigations an estimated range of height is
given. Like 5’9” to 6’2”
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Use the + and – formulas to get your error value for minimal
and maximal height range.
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Part II You will use a formula specific to
Gender and Ethnicity.
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Then using an Excel file you will develop Your
Own Formula.
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“How well do these equations work?” What
equation was most accurate?
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Revisited
3. How does the distribution and structure of
different types of tissue in the body contribute
to personal identity.
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Approximately 1cc of the DNA sample was taken
from Skeletal remains and labeled
 The pieces were stored in EtOH and frozen -20°C
 Samples were transported to OCTC in
refrigerated containers for genetic analysis
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Agarose
A polysaccharide obtained from seaweed that is used as
the supporting medium in gel electrophoresis.
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Biometrics
The measurement and analysis of unique physical or
behavioral characteristics (as fingerprint or voice patterns)
especially as a means of verifying personal identity.
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Deoxyribonucleic acid (DNA)
A double-stranded, helical nucleic acid molecule capable
of replicating and determining the inherited structure of a
cell’s proteins.
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Gel electrophoresis
The separation of nucleic acids or proteins, on the basis of
their size and electrical charge, by measuring their rate of
movement through an electrical field in a gel.
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Restriction enzyme
A degradative enzyme that recognizes specific nucleotide
sequences and cuts up DNA.
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Restriction fragment length polymorphisms (RFLPs)
Differences in DNA sequence on homologous
chromosomes that can result in different patterns of
restriction fragment lengths (DNA segments resulting
from treatment with restriction enzymes).
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What level of organization comes below tissues.
CELLS
Now- Figuratively zoom in on the cell and
describe the genetic material found inside the
cell.
 Chromosome
 Gene
 Protein
 DNA
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
List sources of DNA evidence
 Skin cells
 Hair
 Blood
 Semen
 Old tissue such as bone but amplified
using Polymerase Change Reaction
(PCR)
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 How does this genetic material inside the cell
relate to overall function of the human body
Chromosome
▪ Gene
▪ Protein
▪ DNA
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Chromosomes: are 23 pairs
considered the building
blocks of the human body.
They are long pieces of DNA
found in the center (nucleus)
of cells.
Chromosomes functions are
based on the precise
structure of the organelle
that carries out that
function.
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A hereditary unit consisting of a sequence of DNA that
occupies a specific location on a chromosome and
determines a particular characteristic in an organism.
Genes are the functional unit of heredity passed from
parent to offspring through mitosis. Genes are pieces of
DNA, and most genes contain the information for making a
specific protein and thus cells
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Proteins are constructed from a set
of 20 amino acids like long necklaces
with different shaped beads.
 To become active, proteins must
twist and fold into their final
conformation
 Proteins that are donut shaped,
enable them to form a complete ring
around the DNA and regulate the
activity of genetic material.
 This DNA polymerase III cinches
around DNA and moves along the
strands as it copies the genetic
material.
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 DNA is like an
architect's
blueprint. Think
of it as an
Owner's Manual
for your body. May want to remember: DNA is
made of 2 components, Phosphate
molecules and deoxyribose sugars.
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DNA is a unique code of over 3 billion base
pairs that provide a genetic blueprint of an
individual.
It’s function in the human body includes
coding for proteins. It holds the instructions of
an organism's development and reproduction
therefore its survival.
It also transfers genetic messages to all other
cells in the human body.
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1.
What is the structure and function of
DNA
2.
How does DNA differ from person to
person
3.
What role does DNA play in our
Identity
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taking up too much sample with the
micropipettor,
taking up air in addition to the sample,
 not completely expelling the sample,
sucking the sample out of the well,
poking the pipette tip through the
bottom of the gel well.
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Place a new tip on the micropipettor, being careful to not
touch the tip to any surface.
Depress the plunger to the first stop and hold it in this
position.
Dip the tip of the micropipettor into the top of the solution
to be transferred.
Gradually release the plunger and draw the fluid into the
tip, making sure to keep the tip in the solution.
Slide the pipet tip out along the inside wall of the reagent
tube to dislodge any excess droplets adhering to the
outside of the tip.
Check to make sure there are no air bubbles in the sample
in the tip. If there are air bubbles, expel the sample using
the directions below and restart procedure.
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Insert the tip of the micropipettor into the area in
which you want to expel the liquid.
Slowly depress the plunger to the first stop to expel
the sample and continue to depress the plunger to the
second stop to ensure all of the liquid is expelled.
Hold the plunger in the depressed position.
Slide the micropipettor out with the plunger
depressed. Do not release the plunger from the
depressed position to avoid sucking any liquid back
into the tip.
Once the tip is out of the liquid, release the plunger.
Eject the tip into the proper disposal area by pressing
down on the tip-ejector button
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Set fake gel into casting trey
Secure casting trey into chamber well- line up
the notch
Pour water into chamber until it fills BOTH ends
and covers gel completely
Micropipette
 Secure tip until “click”
 Set measurement and pick-up 20-35 uL of practice
loading dye
 Don’t push all the way down
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Practice filling each
well
 Don’t poke holes in gel
 Don’t create air
bubbles
 Keep the plunger
depressed until after
you have raised the
micropipettor away
from the gel
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A Biochemical technique used to amplify the number
of copies of a specific region of DNA generating
thousands to millions of copies of a particular DNA
sequence in order to be adequately tested.
 Named after the enzyme, polymerase, which copies
DNA in cells.
 It’s a chain reaction because multiple events occur in
succession, over and over again in the same
sequential order.
 Each time the series of events is
completed, one cycle has been
completed.
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Completed in a thermal cycler in a lab.
What are some of the uses:
 Cloning
 Diagnosis of hereditary diseases
 Paternity testing
 Diagnosis of infectious diseases
 Identification of finger prints
 Forensic sciences
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1.
2.
3.
4.
DNA is obtained from
the skeletal remain
Gene is amplified by PCR
DNA is cut in specific
places by the use of
restriction enzymes.
The restriction enzyme
Restriction enzymes
recognizes specific
nucleotide sequences are derived from
Bacteria
and cuts DNA
The process where DNA can is separated according to
size and electrical charge by applying an electric
current to them.
 The current forces the molecules through pores in a thin
layer of gel.
 DNA is negatively charged so it runs toward the
positive pole

A
B
Restriction
Enzymes
Polymorphism =
Difference in length of
fragments
Restriction Enzymes are derived from
bacteria with the ability to cut DNA from
invading organisms such as a viruses,
before the virus takes control of the cell


To visualize the DNA
fragments and sort them
according to size
DNA samples are loaded
into a gel and exposed to
electrical currents
 Fragments run through the
gel at different rates
 smaller = faster
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Gloves throughout Lab
Power source
Chamber & casting trey
Agarose gel with wells
Combs
TAE Buffer
Distilled H20
Micropipette and tips
Dye
Light box
DNA RFLP Samples
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 Activity 1.3.1.

Student Response Sheet

Student read Introduction
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1. Obtain 4 micro-centrifuge tubes
2. Label tubes 1-4 Very Important: Note the
content of each tube in your lab journal. You will
need to know what is in each tube. Don’t get them
mixed up!!!
3.Dispense Sterile Water into 4 tubes.
4 Dispense DNA and Enzymes into 4 tubes.
5. Incubate in 37 ̊ water bath X 30 min.
6. Begin Student Resource Sheet.
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1. Obtain your 4 tubes
2. Heat samples plus the DNA marker and DNA
extracted from bone for 2 min at 65 degrees C
3. While cooling practice loading gels
4. Draw diagram in lab journal Clearly indicating
which sample is in each well.
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Don’t poke through the agarose
Keep plunger depressed until after you have
raised the micropipetter . To prevent the reuptake of sample out of the well, remember to
keep the plunger depressed until you completely
lift the micropipetter out of the gel
Be sure the voltage is set at 150 and the timer is
set for 15 minutes
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Check polarity! Be sure the DNA sample is at top
of the negative pole (black) and will run down
toward the positive
 Alarm will sound after 15 minutes…check back
every 2-5m if incomplete
 Create staining solution while you wait: 10mL of
10X Flashblue concentrate + 90mL distilled
water
 Turn off the power supply when the dye is near
the bottom edge of the gel
 Be careful to not allow the dye to run off the
edge of the gel

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1.
2.
3.
4.
5.
Place gel in tray, and tray
in chamber.
Be sure the wells are at
the negative end of the
gel and the trey is secure
in the notch
Fill with TAE Buffer this
time, cover gel completely
Fill the wells with the
corresponding sample
Copy table in notes!!!!
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
If the polarity is backwards, the DNA will
migrate out of the well and off the short end
of the gel. If the mistake is caught in time, the
polarity can be reversed and the DNA will
migrate back into the well and then through
the longer portion of the gel.
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
The DNA
fragments are
then stained with
a dye and can be
observed as lines
or bands in the
gel when view on
a light box.
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
Often the DNA fragment
bands can be observed
directly after
electrophoresis without
further treatment. If the
bands are faint or appear
to be missing, the gel can
be soaked in the diluted
Carolina Blue dye for 30
minutes and then washed
with distilled water
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82
Don’t Go Past Here
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You will actually find that the gel results show
that both of the missing persons match the
DNA fingerprint of the DNA from bone
digested with Enzyme 1
NOTE that Lane D and F are the same. (see
the example gel picture below).
You can see how this can happen even if the
DNA sequences are different.
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 You will have to look to the results for Enzyme 2
to make their final conclusions regarding identity.
 Gel results show that when using a second
restriction enzyme on the same DNA, only one
RFLP matches that from the bone sample.
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Lane 1
Standard
DNA
Marker
Lane 2
DNA from
Bone cut w
Enzyme 1
Lane 3
DNA
from
bone cut
w
Enzyme 2
Lane 4
Missing
person 1
w
Enzyme 1
Lane 5
Missing
person 1
w
Enzyme 2
Lane 6
Missing
person
2/Enzyme
1
Lane 7
Missing
person
2/Enzyme
2
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4.
How can tools of molecular biology be
used to compare the DNA of 2
individuals?
5.
What are restriction enzymes?
6.
What are restriction fragment length
polymorphisms?
87

Gel Electrophoresis Virtual Lab

http://learn.genetics.utah.edu/content/lab/gel


DNA Interactive: Gel Electrophoresis
http:www.dnai.org/text/mediashowcase/index2.ht
ml?id=1014
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7.
What is gel electrophoresis and how
can the results of this technique be
interpreted?
89
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Analyze the DNA
Discuss results and conclusions
Conclusion Questions
90

Introduces Activity 1.3.2 Careers in Identity.
Career Journal for Forensic Anthropologist

Distribute the Biomedical Sciences
Documentation Protocol and review
documentation of their sources.

Distribute Rubric and go over grading

Students complete Activity 1.3.2 individually.
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Gives your work credibility
Allows reader to look up sources to obtain
more information
Citation gives credit to original author.
Source is documented in 2 places in APA
style.
1st, In the text and 2nd at the end of
document in the reference list.
92

In this project you will be a team of 3 to design a
security plan using biometrics for your new
Client. Using:

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Power Point Presentation
Oral Presentation
Answering any questions
Convince you client to buy
Brain storm: What body systems are involved in
Biometric Techniques.
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8.
How can the field of biometrics be used to
verify and protect identity?
94
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Discuss Ethical Issues in biometrics and the
use of biology in identity.

Discuss how DNA can be used in biometrics.

Debate how close we are to Identifying
people in an instant using DNA sample.
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