Days to Teach:
2 days in class, plus homework components
Teaching Tips / Activity Overview:
The activity is intended for a college prep level intro biology course. As such, I have limited the scope to the rather straightforward allele referenced in the student handout. This activity can be implemented during a genetics unit as an application of the Hardy-Weinberg principle or during a biotechnology unit as an application of the light-cycler/real time PCR.To make the activity run smoothly, I would post any hyperlinks to an on-line environment if available, such as moodle, blackboard, or a class wiki.
- Read introduction and complete pre-lab questions: homework, or about 30 minutes in class.
- Review Pre-lab: 15 to 20 minutes.
- Discussion of blue vs. non-blue allele and associated SNP: 5 to 10 minutes
- Interpret light cycler data and calculate allele frequencies: 20 minutes.
- I would interpret one light-cycler result with the class, to ensure understanding.
- If you have access to color copying, the data can be handed out as a laminated set in color. Otherwise, post it electronically so that students are able to read the data sheets in color.
- Analyze allele data: 10 minutes.
- Run ‘Allele A1’ simulations: 15 minutes
- I would direct students in how to download “Allele A1” and, depending upon class ability, might demonstrate how to work it.
- Analyze ‘Allele A1’ simulations: 15 minutes
- Final summary: homework.
- In reference to “Data Task Three”, I would not ask intro bio students to calculate Chi Square. Rather, I would want them to both observe that the expected and actual frequencies of zygosities differ and infer that this may be due to chance alone.