After reading a case study about a child with a disease, students search OMIM, use the NSBI Map Viewer, and work with 10K Microarray data to identify a disease and find the gene that’s causing it. SNPs and Microarrays are explained in the activity. Read more about Medical Problem Solving, Case 1: A Genetic Link to Anemia
3.8B Analyze and apply the use of ingenuity and technological resources to solve specific societal needs and improve the quality of life.
The webquest uses the same story and data as Case 1, but differs in approach. Students take on the roles of a doctor and a geneticist at The Clinic for Special Children. Together, they follow the steps of the webquest to diagnose and treat a young boy. Read more about Medical Problem Solving Webquest
This activity is focused around a case study. Students use various data tools and data sets (including OMIM, pedigree analysis, 10K Microarray / SNP data and the Genome browser) to identify candidate genes. After locating the gene, students use BLAST and BLAT to learn more about the type of mutation and normal function of the gene. Read more about Medical Problem Solving, Case 2: What is the Cause of the Seizures?
In a case study-based context, students use microarray data and Chi-square analysis to determine the SNP that is likely causing the condition. Students then determine the identity of the mutated gene, as well as the function of the normal gene and the type of mutation that causes the syndrome. Read more about Medical Problem Solving, Case 3: Pretzel Syndrome
What determines eye color? After learning about different models of how eye color is determined, students will examine phenotypes from 16 subjects and predict if they have B (blue) or non-blue HERC2 gene. Next they will analyze PCR light cycler data and see if that matches their predictions. Read more about Eye Color: Is Blue Really Blue?
In order to better understand DNA fingerprinting and its real world applications, students will use a real genomic site, DNA Surveillance, based in New Zealand, to test whale samples against a standard database. This is done to monitor the sale of protected whale species in Japanese fish markets. Read more about DNA Surveillance Unit: Is That an Endangered Whale You’re Eating?
Students will become familiar with proteomic databases and how they can be used to determine the identity of an unknown protein using laboratory data files created from yeast proteins. Read more about Proteomics: Protein Identification Using On-Line Databases
Students will write a Visual BASIC computer program that first asks the user to enter the phenotype and then the genotype of the parents. The program will then use that information to predict the blood type of the children. Read more about Visual BASIC Blood Type Predictor
This activity introduces students to the computation involved in reassembling sequenced DNA to reconstruct the original gene. The activity enhances a reading and activity from Professor Ann Condon of the University of British Columbia that discusses the genetics and programming concepts. This extends those activitities by including some actual Python programming exercises and examples. Read more about Computation for DNA Fragment Assembly
Students create Java classes to parse a DNA sequence to find an Open Reading Frame. Read more about Finding an Open Reading Frame (ORF) in a DNA Sequence