Jumping Genes
Teacher Notes
This is an excellent activity for younger students to gain an appreciation of the actions of
sections of DNA and the effects they have on our genome.
However, it is also very interesting for older students who may be able to use it for more
directed study about the human genome and causes of human diseases.
Background Information
Our genomes are not static, they change continually. And it is not only humans that are
effected, it is a very wide-spread phenomenon in plants. One very visible example of
jumping genes in action is the multi-coloured kernels present on a single cob of
sweetcorn. Each different coloured kernel is produced by at least one “jumping gene”.
Creative Commons photo by Wendy Harman
The Activity
The posters provided with this documentation represent the human genome with genes
(coloured blocked with names/codes), circles (tandem repeats i.e. jumping genes), and a
black continuous line which represent the remainder of the non-coding DNA.
The length of the genome is relative – so it can be seen that the bigger the gene, the more
likely it is to be hit by a jumping gene.
Tiddlywinks represent other jumping genes.
Pupils are to “jump” tiddlywinks onto the genome – they should use the yellow tiddlywinks
as a tool to make the red and green “genes” to jump.
If they land on a gene, then they can look that gene up using the Powerpoint presentation
and it will show them the effects caused by this particular gene being disrupted.
It may be a good idea to produce at least 2 posters and run them in tandem (to represent
both copies of our genome) and to have them laminated , stuck to the desk and somehow
surrounded by an edge so that the tiddlywinks don’t get flicked across the tables by the
more energetic students.
The Rules
If a pupil jumps his or her tiddlywink:
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Outside the genome (i.e. outside the poster) – do it again.
On a black line (or on no line or block or circle whatsoever) – then it hasn’t landed
anywhere significant in the genome so no harm is done, and they can do it again.
On another circle – they have landed on another jumping gene, in another tandem
repeat sequence, so no effect has been caused and they should have another go.
On a gene (even when it is just touching) – their jumping gene has hit a gene,
remember the name of the gene and go the computer for a possible explanation of
what harm could be caused.
Points to mention to the students when doing this activity
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Where a jumping gene lands on a gene could be important for its effect –
o at the end of a gene could be less disastrous,
o just before a gene could hit sequences that control the gene expression
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This poster only shows 41 genes, but there are 25,000 genes in the human
genome. These 41 genes were chosen because they are related to a disease
caused by the effects of jumping genes.
Virtual Genetics Education Centre: http://www.le.ac.uk/ge/genie/vgec/index.html
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Would landing on just one copy of the gene cause the effect, or would both copies
have to be disrupted?
Files provided with this activity:
1.
2.
3.
4.
Teacher notes.docx/rtf/pdf – this document
Student notes.docx/rtf/pdf – document for students to work from
Jumping Genes poster.pptx/pdf – the poster
Jumping Genes Slides.pptx/pdf – the PowerPoint presentation with the genes and
associated diseases caused by disruption of the gene.
Virtual Genetics Education Centre: http://www.le.ac.uk/ge/genie/vgec/index.html