Mississippi Science GEN.3

GEN.3 is a cluster heading. These are the individual standards under it.

• GEN.3.1

  Explain and demonstrate the use of various tools and techniques of DNA manipulation and their applications in forensics (e.g., paternity and victim/suspect iden...

• GEN.3.2

  Experimentally demonstrate genetic transformation, protein purification, and/or gel electrophoresis.

• GEN.3.3

  Enrichment: Use an engineering design process to refine methodology and optimize the process of genetic transformation, protein purification, and/or gel electro...

• GEN.3.4

  Enrichment: Develop logical arguments based on scientific evidence for and against ethical concerns regarding biotechnology/bioengineering.

01

What Students Need to Do

Students explain how DNA tools help compare forensic samples, change crop traits, and make medicines such as insulin. They run a gel, transform cells, or purify a protein, then explain their results.

02

What Mastery Looks Like

Students can use gel bands to rule out a possible parent without treating a match as proof. They can link an added gene to a crop trait or explain how engineered bacteria make insulin. They use lab results to support a conclusion.

03

Common Misconceptions

Students may treat a DNA band match as proof of guilt. Some expect a child's entire band pattern to match one parent. Others think a gel shows the exact DNA sequence.

04

How to Assess It

Show band positions in centimeters: mother 2 and 4, child 2 and 6, possible father A 4 and 6, possible father B 2 and 4. Ask which father is excluded and which band shows it.

1. 01

   Load food coloring mixtures into an agarose gel, run it in a classroom gel box, and record how far each dye moves.

2. 02

   Give students a suspect DNA match at one marker; ask them to write why police need more evidence before claiming guilt.

3. 03

   Hand out printed gel cards for a mother, child, and two possible fathers; pairs mark the bands that rule out one father.

4. 04

   Show an insulin vial photo and a plasmid diagram; have students label where the human insulin gene goes and what bacteria produce.

• ENV.1

  Students will investigate the interdependence of diverse living organisms and their interactions with the components of the biosphere.

• BIO.5

  Students will Investigate and evaluate the interdependence of living organisms and their environment.

• FSL.2

  Students will identify, research, and communicate the development of technology and engineering practices.

• FSL.3A

  Students will apply science and engineering practices and skills to scientific investigations.