DNA for Dinner Lesson 2: Language of Life

Directions

Leader asks participants to divide themselves into groups of two.

One individual reads the gel code in Handout 2.4, starting at the arrow and using the four letters listed at the end of the gel. Note that it might be helpful for the reader to use a ruler or straight-edge to follow the gel ladder more accurately.
Bands are read in order from left to right, just like English writing.
The second participant writes down the letters in order as their partner reads them. Suggest to participants that reading the bands on the gels might remind them of reading a scantron they might fill out for an exam at school.
Once all chemical letters have been read, individuals change roles and the two versions of the reads are compared to see if they are the same or have differences.

One individual reads the gel code starting at the arrow and using the letters listed at the end of the gel. Bands are read in order from left to right, just like English writing. The second individual writes down the letters in order as the partner reads them. Once all letters have been read, individuals change roles and the two versions of the reads are compared to see if they are the same or have differences.

Discussion with Participants

Explain that each dark band represents one of four chemical units that make up DNA. Handout 2.4 has photographs of "sequencing gels" that were used by scientists to determine the DNA language in genomes of living organisms. The DNA language is "written" in the four chemical units or nucleotides, represented by the four symbols, G, C, A, T. Order of the symbols determines the genes and the genes are responsible for the organism's characteristics. Ask the following.

If sequencing gels were made that contained the genetic information in each of the different fruits and vegetables from Lesson 1, explain whether you think the gels would be the same or different.
Explain what you think the sequencing gels might look like if they contained DNA from identical twins.
Explain what you think sequencing gels with your DNA and that from other people in the room would look like.
If you were responsible for copying the DNA of a cell, discuss what you think the consequences of making a mistake might be.

Since in the tomato genome, for example, there are some 950,000,000 chemical units or bases, scientists just sequence small random DNA fragments and then match overlapping base pairs. It would be like reconstructing a sentence from its parts.

Try your hand using overlapping DNA fragments to reconstruct a genome (Handout 2.5).



		Dessert Reading the Language of Life Directions Leader asks participants to divide themselves into groups of two. One individual reads the gel code in Handout 2.4, starting at the arrow and using the four letters listed at the end of the gel. Note that it might be helpful for the reader to use a ruler or straight-edge to follow the gel ladder more accurately. Bands are read in order from left to right, just like English writing. The second participant writes down the letters in order as their partner reads them. Suggest to participants that reading the bands on the gels might remind them of reading a scantron they might fill out for an exam at school. Once all chemical letters have been read, individuals change roles and the two versions of the reads are compared to see if they are the same or have differences. One individual reads the gel code starting at the arrow and using the letters listed at the end of the gel. Bands are read in order from left to right, just like English writing. The second individual writes down the letters in order as the partner reads them. Once all letters have been read, individuals change roles and the two versions of the reads are compared to see if they are the same or have differences. Discussion with Participants Explain that each dark band represents one of four chemical units that make up DNA. Handout 2.4 has photographs of "sequencing gels" that were used by scientists to determine the DNA language in genomes of living organisms. The DNA language is "written" in the four chemical units or nucleotides, represented by the four symbols, G, C, A, T. Order of the symbols determines the genes and the genes are responsible for the organism's characteristics. Ask the following. If sequencing gels were made that contained the genetic information in each of the different fruits and vegetables from Lesson 1, explain whether you think the gels would be the same or different. Explain what you think the sequencing gels might look like if they contained DNA from identical twins. Explain what you think sequencing gels with your DNA and that from other people in the room would look like. If you were responsible for copying the DNA of a cell, discuss what you think the consequences of making a mistake might be. Since in the tomato genome, for example, there are some 950,000,000 chemical units or bases, scientists just sequence small random DNA fragments and then match overlapping base pairs. It would be like reconstructing a sentence from its parts. Try your hand using overlapping DNA fragments to reconstruct a genome (Handout 2.5). Can you discuss what would happen if a sequencing error was made in the overlapping region of one fragment? Can you explain how generating more fragments might help this situation? Next: Stuffed, But Still Hungry for More?
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