Case Of The Crown Jewels Template Page 27
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28Case of the Crown Jewels
Extension Activities
The following extension activities may be used to reinforce the concepts introduced during the pre-
laboratory activity and the laboratory activity.
I
Students may use the “Micropipette Challenge” to familiarize themselves with using a
micropipette. It is recommended to include this activity with the laboratory activity.
II Students may complete “Restriction Enzyme Worksheet 1 and 2” as reinforcement and review.
III Stage a mystery in the school such as the theft of the school mascot. Include as part of the evidence
DNA from the crime scene and suspects. Other clues may involve the chemistry, English and
history departments. If possible, invite the participation of other school communities, i.e. the school
newspaper and photography club. Assign students to role as a jury, prosecutor, defense, scientific
expert and media. After all the evidence is collected, hold court in which each department presents
the analysis of its evidence. Have the attorneys write a brief for the court and prepare testimony
debating the strengths and weaknesses of the DNA evidence.
IV Ask the students to write a letter to a friend who knows nothing about DNA restriction analysis
describing their results.
V Electrophoresis role-play: A role-play can be used to reinforce the concepts of restriction digestion
and electrophoresis. Divide the class into three equal groups and have the students come to the
front of the room, standing together as a group. Each group represents a single stranded DNA
molecule and each person in a group represents a nucleotide. Model phosphate bonding by
instructing the students to lock arms. Designate one group the crime sample, one group suspect
one, and the other group suspect two. Hand each person a piece of paper with A, C, T or G written
on it. Be sure to arrange the groups in the following order:
Group One
ACCGGTAT
Group Two
CCGGATCA
Group Three
ACCGGTAT
Ask each group to form the DNA fragments that would be created if HaeIII, the enzyme that cuts
between the C and G in the pattern CCGG, cut them. Point out that the fragments are still mixed
together after cutting and challenge the students to determine how to separate the pieces. Illustrate
this concept by telling the class to imagine the classroom as an electrical field with the positive pole
at the back of the room and the negative pole at the front of the room. Put the DNA groups at the
negative end and ask the student to predict how the DNA would react in the electric field. Remind
students that the DNA has a net negative charge and will, therefore, be attracted to the positive
pole. The smaller resulting fragments should move more quickly to the positive pole than those
DNA strands that are large. Pretend to turn on the electricity and have the students imitate the
migration of the DNA fragments. Ask them to determine which suspect DNA is the same as the
crime sample.
C a s e o f t h e C r o w n J e w e l s
P a g e 25
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