Developers of Brand Name Genes
Polly Dornette, MEd, MS
Jamila Simpson, PhD
Crystal Harden, MAT 		
Amber Vogel, PhD
Cathy Pike, MEd
Additional Contributors
Keith Amos, MD		
Sherri Andrews, PhD		

Betty Brown, MS
Cécile Skrzynia, MS, CGC

Graphic Artists and Videographers
Wilson Andrews		
Ru-yuan Sha
Cornel Campbell		Laura Walters
Jay Heinz			Our Thanks Go to the Following
Ms. Valerie Sellars and her Honors Biology students at Graham
High School in Graham, North Carolina
Dr. Ken Gracz and his AP Biology students at T. Wingate Andrews
High School in High Point, North Carolina
DESTINY’s Teacher Advisory Committee
The DESTINY Traveling Science Learning Program developed Brand Name Genes
with generous support from the North Carolina Biotechnology Center.
The DESTINY Traveling Science Learning Program is a science education outreach initiative of Morehead Planetarium
and Science Center (moreheadplanetarium.org) at UNC-Chapel Hill that serves pre-college teachers and schools acrossNorth Carolina. DESTINY develops and delivers a standardsbased, hands-on curriculum and teacher professional development with a team of educators and a fleet of vehicles that travel
throughout the state.
DESTINY has been supported in part by the State of North
Carolina; grants from GlaxoSmithKline, the Howard Hughes
Medical Institute, and the National Aeronautics and Space
Administration; and a Science Education Partnership Award
from the National Center of Research Resources, part of the
National Institutes of Health. Additional support has comefrom Bio-Rad Laboratories, IBM, Medtronic, and New England BioLabs.

© 2009, 2011 The University of North Carolina at Chapel Hill,through its Morehead Planetarium and Science Center. The
University of North Carolina at Chapel Hill grants teachers
permission to reproduce materials from this curriculum guidefor classroom use only, without alteration, provided all copies
contain the following statement: “© The University of North
Carolina at Chapel Hill, through its Morehead Planetarium andScience Center. This work is reproduced solely for classroom
use with the permission of The University of North Carolina
at Chapel Hill, through its Morehead Planetarium and Science
Center. No other use is permitted without the express prior written permission of Morehead Planetarium and Science Center of
The University of North Carolina at Chapel Hill. To request
permission, contact The DESTINY Program (Morehead Planetarium and Science Center’s outreach initiative at UNC-ChapelHill), CB# 7448, Morehead Planetarium and Science Center
Annex, UNC-Chapel Hill, Chapel Hill, NC 27599-7448.”© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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2© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

TABLE OF CONTENTS
KEY TERMS...........................................................5
ALIGNMENTS.......................................................9
The Key Components of the 5E Model....................9North Carolina Standard Course of Study
for Biology—Grades 9-12......................................10
Correlation to the National Science Education
Standards: The Teaching Standards........................ 11
Correlation to the National Science Education
Standards: The Content Standards..........................15
INTRODUCTION................................................17
PRE-LAB...............................................................21
Engagement: Welcome to D.N.Aces, Inc..............22
Employee Welcome Video Script...........................23
Exploration: First Day at D.N.Aces, Inc..............24
Department Report..................................................25
Bioprospecting Station............................................27
KEY to Tiq Taq Go!.............................................28
Bioprospecting Table Sign..................................29“Department: Bioprospecting” Station Sheet......30
Tiq Taq Go! Game Board....................................31
Tiq Taq Go! Game Pieces....................................35
Blank Tiq Taq Go! Game Pieces.........................37
Human Resources Station.......................................39
Human Resources Table Sign..............................40“Department: Human Resources” Station
Sheet................................................................41
Pathobiology Station...............................................43
Pathobiology Table Sign.....................................44“Department: Pathobiology” Station Sheet.........45
Normal and Cancer Cells Structure.....................47
Development of Breast Carcinoma (Photographic
Array by DeNardo and Coussens).......................48
Medical History Station..........................................49
Medical History Table Sign.................................50“Department: Medical History” Station Sheet....51
Examples of Medical Pedigrees .........................52

WET-LAB..............................................................65
The Three Main Steps of PCR................................66
Elaboration: Polymerase Chain Reaction
Experimental Protocol............................................69
Gel Electrophoresis of PCR Product(Annotated Photograph of Result).......................73
Wet-Lab Worksheet ............................................74
KEY Wet-Lab Worksheet.....................................76
Equipment Needed for Wet-Lab . .......................78
Post-lab.............................................................79
Evaluation: “Breast Cancer Surgery:
Mastectomy”: Introduction for the Teacher............80“Breast Cancer Surgery: Mastectomy”: Video
Viewing Guide.....................................................81“Breast Cancer Surgery: Mastectomy”: Writing
Prompts and Examination Questions..................82
Additional Activities..............................85
Simulated Polymerase Chain Reaction
Experimental Protocol (Alternative Wet-Lab)........86
Wet-Lab Worksheet.............................................88
KEY Wet-Lab Worksheet.....................................89
INTERDISCIPLINARY BRIDGES....................91
Learning from Patients: Journalistic Writing
Assignment about Cancer Research........................92

Explanation: Paper Chain Reaction: Learning theSteps of Polymerase Chain Reaction......................53
94oC, 52oC, 72oC, and Taq Polymerase Signs.....55
DNA Template Paper Models..............................59
Primer Paper Models...........................................63© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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4© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

KEY TERMS
amplicon. The product of a DNA amplification reaction. Also see PCR.
amplification. To increase the number of copies of a
DNA sequence, either in vivo by inserting into a cloning vector that replicates within a host cell, or in vitro
by polymerase chain reaction.
annealing. Binding of oligonucleotide primers to complementary sequences on the template DNA strands.
benign. Not malignant, or not disease-causing. Benign
tumors may grow larger but do not spread to other partsof the body.
billion. 1,000,000,000 (one million times one thousand).
bioprospecting. The search for useful organic compounds in microorganisms, plants, and fungi. Often,these organisms grow in extreme environments, such as
rainforests, deserts, and hot springs.
biopsy. The removal of cells or tissues for examination
by a pathologist. The pathologist may study the tissue
under a microscope or perform other tests on the cells
or tissue.
biotechnology. The use of living cells and their molecules to solve problems and make useful products.
BRCA1 and BRCA2. These terms are shorthand for“Breast Cancer 1” and “Breast Cancer 2,” the firstbreast cancer genes to be identified. Mutated forms ofthese genes are believed to be responsible for about half
the cases of inherited breast cancer, especially thosethat occur in younger women. Both are tumor suppressor genes.
cancer. Diseases in which abnormal cells divide andgrow unchecked. Cancer can spread from its originalsite to other parts of the body and can also be fatal if
not treated adequately.
carcinogen. Any substance that causes cancer.
carcinogenesis. The process by which normal cells aretransformed into cancer cells.
carcinoma. Any of the various types of cancerous
tumors that form in the epithelial tissue, the tissue form-ing the outer layer of the body surface and lining thedigestive tract and other hollow structures. Examplesof this kind of cancer include breast, lung, and prostatecancer.
DCIS. Ductal carcinoma in situ is a common type of
non-invasive cancer that starts in the milk ducts andstays in the same place (in situ).
deletion. A particular kind of mutation: loss of a pieceof DNA from a chromosome. Deletion of a gene or partof a gene can lead to a disease or abnormality.
denature. The process of melting apart two complementary DNA strands. In vivo, denaturation is accomplished by enzymes. In PCR, denaturation is accomplished by heat and sets the stage for each strand of
DNA to be doubled (i.e., replicated twice).
deoxynucleoside triphosphates. See dNTPs.
dNTPs. Common abbreviation for all four deoxynucleotide triphosphates (dATP, dTTP, dGTP, dCTP) used insynthesizing DNA.
ELSI. This acronym stands for Ethical, Legal, andSocial Issues. The ELSI Research Program was established in 1990 as an integral part of the Human Genome
Project to foster understanding of the wide-ranging implications of genetic and genomic research for individuals, families, and communities.
enzyme. A protein that encourages a biochemical
reaction, usually speeding it up. Organisms could notfunction if they had no enzymes. Enzymes are producedby live organisms, and they can be artificially manufactured in large quantities through biotechnology.
extension. This refers to the process of Taq polymerase
adding dNTPs (deoxynucleotide triphosphates—dATP,
dTTP, dCTP, or dGTP) onto the ends of oligonucleotide
primers. Extension follows the base pairing rule andproceeds in the 5’ to 3’ direction. Extension is catalyzed
by the Taq polymerase enzyme.
family history. A record of the relationships amongfamily members along with their medical histories. This
includes current and past illnesses. A family history
may show a pattern of certain diseases in a family. Also
called family medical history.
genetic counseling. A short-term educational counseling process for individuals and families who have agenetic disease or are at risk for such a disease. Genetic
counseling provides them with information about theircondition and helps them make informed decisions.

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genome. A person’s complete nuclear genetic make-up.
The blueprint to make exactly one particular person,
tree, dog, or anything else that relies on DNA.

pathology report. The description of cells and tissues
made by a pathologist based on microscopic evidence,and sometimes used to make a diagnosis of a disease.

genomic DNA. The sum total of the DNA that is foundwithin the nucleus.

PCR. The commonly used abbreviation for polymerase
chain reaction, the process of amplifying or synthesizing DNA within a test tube.

GINA. In May 2008, President Bush signed into
law the Genetic Information Nondiscrimination Act(GINA), which prohibits U.S. insurance companies andemployers from discriminating on the basis of information derived from genetic tests.
inherited. Transmitted through genes from parents tooffspring.
locus. A genetic marker. A locus refers to a position ona chromosome, and may or may not be linked to a gene.
The plural is “loci” (not “locuses”).
mammogram. An x-ray of the breast.
mastectomy. Surgery to remove the breast (or as muchof the breast tissue as possible).
master mix. The main solution of a PCR reaction
which contains all of the necessary components(dNTPs, primer, buffer, salts, polymerase, magnesium)of the reaction except the template DNA.
mutation. A permanent structural alteration in DNA. In
most cases, DNA changes either have no effect or cause
harm, but occasionally a mutation can improve an organism’s chance of surviving and passing the beneficial
change on to its descendants.
nucleotide. The fundamental unit of DNA or RNA.
Each consists of a sugar (deoxyribose or ribose),
phosphate, and nitrogenous base (adenine, thymine,
cytosine, or guanine and uracil in place of thymine inRNA).
oligonucleotide. A DNA or RNA molecule usuallycomposed of a small number of nucleotides. Also see
primer.
oncogene. A gene that is capable of causing the transformation of normal cells into cancer cells.

pedigree. A simplified diagram of a family’s genealogy
that shows family members’ relationships to each otherand how a particular trait or disease has been inherited.
phenotype. The observable traits or characteristics
of an organism, for example hair color, weight, or thepresence or absence of a disease. Phenotypic traits are
not necessarily genetic.
polymerase chain reaction. See PCR.
polymorphism. Among individuals, a polymorphism is
a common variation in their DNA. A single locus may
be polymorphic in different individuals, having several
different alleles. Literally translates as “many forms.”
primer. A short, single-stranded piece of DNA (usually
3-30 bases in length) that binds to one side of a specificregion of another single-stranded piece of DNA andinitiates (or primes) the process of adding more nucleotides along that strand. Primers for PCR are usuallysynthesized in a laboratory. Also see oligonucleotide.
Taq DNA polymerase. Heat-stable DNA polymerasethat was isolated from the heat-tolerant bacterium Thermus aquaticus. This DNA polymerase is commonlyused in PCR reactions. In 1989, Science magazine
named Taq polymerase “The Molecule of the Year.”template. The strand of DNA that contains the target
sequences of the oligonucleotide primers and that will
be copied into its complementary strand.
thermocycler. A device with an incubation well whose
temperature can be programmed to change very rapidly,
accurately, and in repetitive cycles. An incubation well
is a metal block into which special sample tubes fit
perfectly.

pathobiology. Also called pathology, this is the study oftissues and organs in connection with disease.

thermophile. An organism which is adapted to hightemperatures, such as in hot springs and geysers,
smoker vents on the sea floor, and domestic hot water
pipes. A wide range of bacteria, fungi, and simple plants
and animals can grow at temperatures up to 500C; thermophiles grow and reproduce at above 500C.

pathologist. A doctor who identifies diseases by studying cells and tissues under a microscope.

thermostable. A molecule which retains its biologicalactivity at some specified higher temperature.

oncology. The study of cancer.

6© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

tissue. A group or layer of cells that work together toperform a specific function.
tumor. An abnormal mass of tissue, also called aneoplasm, that results when cells divide more than theyshould or do not die when they should. Tumors may bebenign (not cancer) or malignant (cancer).

tumor suppressor gene. A protective gene that
normally limits the growth of tumors. When a tumor
suppressor is mutated, it may fail to keep a cancer fromgrowing. BRCA1 and p53 are well-known tumor suppressor genes.

SOURCESHoward Hughes Medical Institute’s Virtual Bacterial
ID Lab (http://www.hhmi.org/biointeractive/vlabs/bacterial_id/content/ref/glossary.html).
Human Genome Project Information (http://www.ornl.
gov/sci/techresources/Human_Genome/home.shtml).
National Cancer Institute’s “Dictionary of Cancer
Terms” (http://www.cancer.gov/dictionary/).
National Human Genome Research Institute’s “Talking Glossary of Genetic Terms” (http://www.genome.
gov/10002096).

National Park Service’s “Benefit-Sharing in the National Parks Environmental Impact Statement: What
is Bioprospecting?” (http://www.nature.nps.gov/benefitssharing/whatis.cfm).
North Carolina Department of Public Instruction’s
Career Pathways: A Guide for Students, Parents, and
Educators in North Carolina: Focus on Biotechnology.
United Nations Food and Agriculture Organization’s“Glossary of Biotechnology for Food and Agriculture”(http://www.fao.org/biotech/index_glossary.asp).

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8© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

The Key Components of the 5E ModelPHASE
ENGAGEEXPLOREEXPLAIN

ELABORATEEVALUATE

WHAT THE TEACHER DOES THAT IS
Consistent with the 5E Model

Inconsistent with the 5E Model• Creates interest• Generates curiosity• Raises questions• Elicits responses that uncover what students knowor think about the concept/subject• Explains concepts• Provides definitions and answers• States conclusions• Provides premature answers to students’ questions• Lectures• Encourages students to work together without direct
instruction from teacher• Observes and listens to students as they interact• Asks probing questions to redirect students’ investigations when necessary• Provides time for students to puzzle through problems• Acts as a consultant for students• Provides answers• Tells or explains how to work through the problem• Tells students they are wrong• Gives information or facts that solve the problem• Leads students step-by-step to a solution• Encourages students to explain concepts and definitions in their own words• Asks for justification (evidence) and clarificationfrom students• Formally provides definitions, explanations, andnew labels• Uses students’ previous experiences as the basis for
explaining concepts• Accepts explanations that have no justification• Neglects to solicit students’ explanations• Introduces unrelated concepts or skills• Expects students to use formal labels, definitions
and explanations provided previously• Encourages students to apply or extend concepts
and skills in new situations• Reminds students of alternative explanations• Refers students to existing data and evidence and asks
“What do you already know?”“Why do you think…?”• Provides definitive answers• Tells students they are wrong• Lectures• Leads students step-by-step to a solution• Explains how to work through the problem• Observes students as they apply new concepts andskills• Assesses students’ knowledge and/or skills• Looks for evidence that students have changed theirthinking or behaviors• Allows students to assess their own learning andgroup process skills• Asks open-ended questions, such as “Why do you
think . . . ?”“What evidence do you have?”“What do
you know about x?”“How would you explain x?”• Tests vocabulary words, terms, and isolated facts• Introduces new ideas or concepts• Creates ambiguity• Promotes open-ended discussion unrelated toconcept or skill(Trowbridge & Bybee, 1990), adapted by Biological Sciences Curriculum Study
Available online at http://science.education.nih.gov/supplements/nih1/diseases/guide/module3.htm© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

9North Carolina Standard Course of Study for Biology — Grades 9-12
Highlighted sections are objectives addressed in the Brand Name Genes module
Strands: Nature of Science, Science as Inquiry, Science and Technology, Science in Personal andSocial Perspectives. The strands provide the context for teaching of the content Goals and Objectives.
Competency Goal 1:
The learner will develop abilities necessary to do and understand scientific inquiry.
Objectives
1.01 Identify biological questions and problems
that can be answered through scientific investigations.

• Students consider how science can be used to
discover and understand the genetic predisposition for breast cancer and related cancers.

1.02 Design and conduct scientific investigations
to answer biological questions.
• Create testable hypotheses• Identify variables.
• Use a control or comparison group whenappropriate.
• Select and use appropriate measurement
tools.
• Collect and record data.
• Organize data into charts and graphs.
• Analyze and interpret data.
• Communicate findings.

• Students conduct a PCR experiment andanalyze the results in order to understand how
science investigators can determine a genetic
predisposition for breast cancer and related
cancers.

1.03 Formulate and revise scientific explanations
and models of biological phenomena using logic
and evidence to:• Explain observations• Make inferences and predictions• Explain the relationship between evidence
and explanation• Students use research data for comparison as
they investigate under microscope which tissue
samples are cancerous or normal.

1.04 Apply safety procedures in the laboratory
and in field studies:• Recognize and avoid potential hazards•Safely manipulate materials and equipment
needed for scientific investigations• While conducting an experiment using PCR
and gel electrophoresis techniques, students
wear appropriate safety glasses and gloves;
operate equipment, which involves electricity,
in a safe manner; and dispose of experimental
materials in appropriate containers.

1.05 Analyze reports of scientific investigations
from an informed, scientifically literate viewpoint including considerations of:• Appropriate sample• Adequacy of experimental controls• Replication of findings•Alternative interpretations of the data

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© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Competency Goal 2:
The learner will develop an understanding of the physical, chemical and cellular basis of life.
Objectives
2.01 Compare and contrast the structure andfunctions of the following organic molecules:• Carbohydrates• Proteins• Lipids• Nucleic acids• Students review their understanding of thestructure of deoxyribonucleic acid (DNA).
• Students learn that enzymes are proteins andserve a number of catalyzing functions that are
harnessed in biotechnology.

2.02 Investigate and describe the structure andfunctions of cells including:• Cell organelles• Cell specialization• Communication among cells within an
organism.

• Students learn about the differences between
the structure of normal and cancerous cells.

2.03 Investigate and analyze the cell as a living
system including:• Maintenance of homeostasis• Movement of materials into and out of cells• Energy use and release in biochemical reactions
2.04 Investigate and describe the structure andfunction of enzymes and explain their importance in biological systems.

• Students learn about the discovery, biologicalsources, and catalyzing functions of various
enzymes used in biotechnology, including Taq
DNA polymerase in the process of PCR.

2.05 Investigate and analyze the bioenergetic
reactions:• Aerobic respiration• Anaerobic respiration• Photosynthesis
Competency Goal 3:
The learner will develop an understanding of the continuity of life and the changes of organisms
over time.
Objectives
3.01 Analyze the molecular basis of heredity
including:• DNA replication• Protein synthesis (transcription, translation)• Gene regulation• Students review their understanding of thereplication of DNA as they learn the three main
steps of PCR.

3.02 Compare and contrast the characteristics ofasexual and sexual reproduction.

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3.03 Interpret and predict patterns of inheritance.
• Dominant, recessive and intermediate traits• Multiple alleles• Polygenic inheritance• Sex-linked traits• Independent assortment• Test cross• Pedigrees• Punnett squares• Students learn about inherited traits, particularly as they relate to genetic mutations potentially leading to cancer.
• Students construct a pedigree using materials
related to a family history.

3.04 Assess the impact of advances in genomics
on individuals and society.
• Human genome project• Applications of biotechnology• Students learn about and assess the implications of society’s increasing access to genetic
information.
• Students learn about biotechnology applications
in medicine and industry.

3.05 Examine the development of the theory of
evolution by natural selection, including:• Development of the theory• The origin and history of life
• Fossil and biochemical evidence• Mechanisms of evolution• Applications (pesticide and antibiotic resistance)
Competency Goal 4:
The learner will develop an understanding of the unity and diversity of life.
Objectives
4.01 Analyze the classification of organisms according to their evolutionary relationships.
• The historical development and changing
nature of classification systems• Similarities and differences between eukaryotic and prokaryotic organisms• Similarities and differences among the
eukaryotic kingdoms: protists, fungi, plants,
animals• Classify organisms using keys
4.02 Analyze the processes by which organisms
representative of the following groups accomplish essential life functions including:• Unicellular protists, annelid worms, insects,
amphibians, mammals, non vascular plants,
gymnosperms and angiosperms• Transport, excretion, respiration, regulation,
nutrition, synthesis, reproduction, and growthand development

12• Students learn about cell regulation in connection with tumor suppressor genes, mutations onthese genes, and cancer.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

4.03 Assess, describe and explain adaptations affecting survival and reproductive success.
• Structural adaptations in plants and animals(form to function)• Disease-causing viruses and microorganisms• Co-evolution
4.04 Analyze and explain the interactive roleof internal and external factors in health anddisease:• Genetics• Immune response• Nutrition• Parasites• Toxins• Students learn about genetics related to individuals’ or groups’ inherited predispositions fordiseases such as cancer.
• Students learn about nutritional choices that
individuals can make to lower their risks ofcancer.
• Students learn about toxins that have the potential to cause cancer.

4.05 Analyze the broad patterns of animal behavior as adaptations to the environment.
• Innate behavior• Learned behavior• Social behavior
Competency Goal 5:
The learner will develop an understanding of the ecological relationships among organisms.
Objectives
5.01 Investigate and analyze the interrelationships
among organisms, populations, communities, andecosystems.
• Techniques of field ecology• Abiotic and biotic factors• Carrying capacity
5.02 Analyze the flow of energy and the cyclingof matter in the ecosystem.
• Relationship of the carbon cycle to photosynthesis and respiration• Trophic levels — direction and efficiency ofenergy transfer
5.03 Assess human population and its impact on
local ecosystems and global environments.
• Historic and potential changes in population• Factors associated with those changes• Climate change• Resource use• Sustainable practices/stewardship© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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Correlation to the National
Science Education Standards
The Teaching Standards
Brand Name Genes Correlation
Each activity in the module provides short-term objectives for students. Thereis a conceptual flow of activities that help teachers plan a timeline for teaching
the module.
Use of this module helps teachers to update their curriculum in response to
student interest in the topic.

Standard A: Teachers of science plan an inquiry-based science program fortheir students. In doing this, teachers• develop a framework of yearlong and short-term goals for students.
• select science content and adapt and design curriculum to meet the interests, knowledge, understanding, abilities, and experiences of students.
• select teaching and assessment strategies that support the development ofstudent understanding and nurture a community of science learners.

The module’s focus is active, collaborative, and inquiry-based learning.

Student inquiry is encouraged by all activities in the module.
The module promotes discourse among students, and challenges students toaccept responsibility for their learning.
The use of the 5E instructional model with collaborative learning is an effective way of responding to diversity in student backgrounds and learning styles.

There are a variety of assessment components provided in module.
Answers are provided to help teachers analyze student feedback.

The answers provided for teachers model respect for the diverse ideas, skills,
and experiences of all students.
Students work collaboratively in teams to complete activities in the module.
Discussion activities in this module model the rules of scientific discourse.

14Standard B: Teachers of science guide and facilitate learning. In doing this,teachers• focus and support inquiries while interacting with students.
• orchestrate discourse among students about scientific ideas.
• challenge students to accept and share responsibility for their own learning.
• recognize and respond to student diversity and encourage all students toparticipate fully in science learning.
• encourage and model the skills of scientific inquiry, as well as the curiosity,
openness to new ideas and data, and skepticism that characterize science.
Standard C: Teachers of science engage in ongoing assessment of their teaching and of student learning. In doing this, teachers• use multiple methods and systematically gather data about student
understanding and ability.
• analyze assessment data to guide teaching.
Standard E: Teachers of science develop communities of science learners thatreflect the intellectual rigor of scientific inquiry and the attitudes and social
values conducive to science learning. In doing this, teachers• display and demand respect for the diverse ideas, skills, and experiences ofall students.
• structure and facilitate ongoing formal and informal discussion based on ashared understanding of rules of scientific discourse.
• model and emphasize the skills, attitudes, and values of scientific inquiry.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Correlation to the National
Science Education Standards
The Content Standards in Grades 9-12
Brand Name Genes Activities

Specific Understandings and Abilities within the Standards• The pre-lab, wet-lab, and post-lab activities emphasize the role andconduct of scientific inquiry in to further understanding and treatmentof cancer and related health concerns.

Standard A (Science as Inquiry) : All students should develop• abilities necessary to do scientific inquiry.
• understanding about scientific inquiry.

• A pre-lab role-play activity reinforces understanding of the structure
and replication of DNA molecules.

Standard B (Physical Science) : All students should develop understanding of• structure and properties of matter.
• chemical reactions.

• Pre-lab and wet-lab activities focus on chemical reactions in living
systems that are catalyzed by protein molecules called enzymes.
• A pre-lab station focuses on normal and cancerous cells; two additional
stations focus on inherited genetic traits.

Standard C (Life Science): All students should develop understanding of• the cell.
• molecular basis of heredity.

• A pre-lab role-play activity reinforces understanding of the structure
and replication of DNA molecules.
• Pre-lab activities, including a video or skit introduction and stations focusing on bioprospecting and genetic testing, help students understandthe discovery and development of biotechnology products and services.

Standard E (Science and Technology): All students should develop• understanding about science and technology.

• The wet-lab activity involves students in hands-on experience with two
important laboratory techniques: polymerase chain reaction (PCR) andanalysis of PCR products through gel electrophoresis.
• Post-lab activities lead students to understand the role of surgery andother medical techniques in the evaluation and treatment of cancer.
• Pre- and post-lab activities let students explore choices that communities and individuals can make to impact health, particularly on the risk
and treatment of cancers.
• Pre- and post-lab activities focus students’ attention on the abilityof science and technology to address personal and community healthchallenges.
• Pre-lab activities lead students to understand the role of individuals inthe discovery and development of scientific materials and techniques.
• Post-lab activities highlight for students the roles of individuals asproviders and consumers of modern health care resources.

Standard F (Science in Personal and Social Perspectives): All students should develop
understanding of• personal and community health.
• natural resources.
• environmental quality.
• natural and human-induced hazards.
• science and technology in local, national, and global challenges.
Standard G (History and Nature of Science): All students should develop understanding of• science as a human endeavor.
• nature of scientific knowledge.
• historical perspectives.

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© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

INTRODUCTIONI

n Brand Name Genes: How and Why
We Investigate Genes Associated with
Cancer and Other Diseases, students
take on the roles of employees at
D.N.Aces, Inc., a fictional global
biotech company. Visiting
divisions within the company, students acquire
knowledge that enables them to carryout a polymerase
chain reaction(PCR) experiment to determine
the presence of asimulated BRCA2
mutation amongfour siblings. The
module’s culminating activity focuses on diagnosis and treatment of breast cancer.

ucts to determine the presence of a simulated
BRCA2 mutation;• consider ethical, legal, and social issues (ELSI)
related to genetic testing and other real-world applications of scientific breakthroughs;• observe the scientific approach to diagnosis andtreatment of a breast cancer patient;• explore careers in medicine and biotechnology.
Brand Name Genes has been developed for Biology,
Advanced Placement Biology, Medical Technology,
and Allied Health courses at the high school level.

DISCOVERING PCR
Much of the PCR process was developed in the 1980s
by biochemist Kary Mullis (a North Carolinian bybirth) in a series of thoughts he had while driving onenight in California. In his Nobel Prize lecture, given in
exuberant style in 1993, Mullis described his processof discovery, including his realization of the role
exponential growth could play in this new scientifictechnique:• observe and describe the differences between
normal and cancerous cells observed under amicroscope;

But what if the oligonucleotides in the originalextension reaction had been extended so
far they could now hybridize to unextended
oligonucleotides of the opposite polarity in thissecond round. The sequence which they had been
extended into would permit that. What would
happen?

• understand connections between BRCA genes andbreast cancer;

EUREKA!!!! The result would be exactly thesame only the signal strength would be doubled.

Activities in the Brand Name Genes module enable
students to fulfill the following objectives:• develop a medical pedigree for a family with ahistory of cancer;• learn about the discovery of Taq DNA polymerase
and its catalyzing role in PCR;
• learn about global bioprospecting for enzymes andtheir connection to the development of researchtechniques and consumer products;• know the main ingredients and steps of polymerase chain reaction (PCR);• calculate the effect of exponents in the PCR process;• prepare a simulated PCR using correct techniqueand equipment to avoid contamination and produce accurate results;• perform gel electrophoresis of actual PCR prod-

EUREKA again!!!! I could do it intentionally,adding my own deoxynucleoside triphosphates,
which were quite soluble in water and legal in
California.
And again, EUREKA!!!! I could do it over andover again. Every time I did it I would double thesignal. For those of you who got lost, we’re back!
I stopped the car at mile marker 46,7 on Highway
128. In the glove compartment I found some paper
and a pen. I confirmed that two to the tenth power
was about a thousand and that two to the twentieth
power was about a million, and that two to thethirtieth power was around a billion, close to thenumber of base pairs in the human genome. Once
I had cycled this reaction thirty times I would be
able to [obtain] the sequence of a sample with animmense signal and almost no background.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

17

Brand Name Genes activities and materials lead students to an understanding of the components of the typeof experiment Mullis envisioned and the place that thisexperiment now has on a routine basis in laboratories
around the world. The D.N.Aces, Inc., Employee Welcome video introduces students to C.E.O. A. Neal Stage(the “annealing stage” of PCR), enzymologist Polly
Merase (polymerase), and the concept of exponential
growth. At the Human Resources Station, students
assess the value of a retirement plan by calculating the
exponential growth of their initial investment.
An additional pre-lab activity, “Paper Chain Reaction,”enables students to simulate the PCR process withpaper models of the DNA template, primers, nucleotides, and Taq polymerase. “Paper Chain Reaction”
emphasizes the three main steps of the PCR process andthe temperature change at each step. The second video
in the Brand Name Genes collection demonstrates theprocess of PCR, providing background, explaining theingredients, and demonstrating the steps and equipment.
Brand Name Genes highlights not only the “eureka
moment” of PCR’s discovery, but also the process of
discovery that occurs at many times, in many spheresof science. In the 1960s, microbiologist Thomas D.
Strock and his undergraduate assistant Hudson Freeze
discovered Thermus aquaticus (now more commonly
known by the abbreviation “Taq”) in the hot springs of
Yellowstone National Park. Years later, a sample of thisbacterium, which Strock had made available to otherresearchers, would be invaluable to the development of
the PCR process. The heat-loving T. aquaticus yields a
DNA polymerase that can withstand the high temperature the PCR technique requires as it denatures (separates the strands of) DNA.
The search for organisms that will yield commercially
useful genetic materials—a practice called bioprospecting—plays an important role in the manufacture of many familiar products, from contact-lens cleaners to stonewashed jeans. Bioprospecting discoveries
are also responsible for a significant number of cancer
drugs—over 62 percent, according to a United Nations
report. This aspect of biotechnology research and development is explored in Tiq Taq Go!, a boardgame at the
Bioprospecting Station.
The Brand Name Genes video collection includes
the Employee Welcome video as an introduction to
D.N.Aces, Inc. During the pre-lab and wet-lab activities, students role-play new employees of this company.
This provides them an opportunity to explore different
dimensions of scientific practice in the real world.

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UNDERSTANDING CANCER
When we see cells in textbooks, we are usually looking
at normal, or healthy, tissue. But, as we know, cells
can become abnormal or unhealthy. One example is acondition that occurs when something—an inheritedor acquired factor—causes cells to change and divide
uncontrollably. Sometimes doctors and pathologists
say that cancer cells look “messy.” This is because,
as well as growing rapidly, the cells are misshapen
and clumped together. The mass, or tumor, which thecells form can, in turn, become malignant. Malignancy
means, basically, that the tumor is becoming destructive
to the body. There are about a 100 diseases that we
include in the category of cancer.
In Brand Name Genes, students learn about cancerfrom multiple perspectives. Visiting the Pathobiology
Station during the pre-lab, students view normal andcancerous breast tissue samples under microscopes andcompare them to illustrated and photographic figures.
They must hypothesize which of the samples is normal
and which is not. Among the data they are provided isa photo array, “Development of Breast Carcinoma,”prepared by Drs. David DeNardo and Lisa Coussens,
which gives the students an opportunity to view and use
the work of current cancer researchers. The materials
at this station also provide vocabulary the students
draw upon as they write about their decisions on theirworksheets.
While helping students understand cancer at the cellularlevel, Brand Name Genes also takes care to show
the human face of this disease. Students are able toengage with some of the opportunities and issues thatarise when breakthroughs in scientific research maketheir way into our everyday lives. The D.N.Aces, Inc.,
Employee Welcome video introduces students to Elsie
D. Bates (“ELSI debates”) a genetic counselor whosefamily has been touched by cancer. As they consider
the D.N.Aces employees’ insurance plans at the Human
Resources Station, students explore some of the ethical,
legal, and social issues surrounding genetic testing,with a focus on testing for mutations on the BRCA1and BRCA2 genes associated with breast cancer. At
the Medical History Station, they construct the medical
pedigree of a family to determine whether testingfor the BRCA mutations is appropriate for the fouryoungest family members. When they perform the wetlab, students will “meet” these four siblings again.
As a culminating activity, students watch and write
about Breast Cancer Surgery: Mastectomy, the third© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

video in the Brand Name Genes collection. Dr. Keith
Amos, a surgeon in the University of North Carolina’s
Medical School, leads students through the processof diagnosing a patient and performing surgery, after
which he describes follow-up care.
Like all the activities in Brand Name Genes, thisvideo has been specifically designed to meet North
Carolina and national science education standards. Dr.
Amos emphasizes the scientific approach he and hiscolleagues take in their decision-making, including

gathering data that will help him evaluate his hypothesis
about the patient’s condition. Breast Cancer Surgery
provides a reality check—demonstrating the result andpower of scientific discovery, helping students follow
the arc that reaches from research carried out in thefield and in the laboratory to its practical application ina health care setting.

SOURCES
Associated Press. (2006, January 21). Bioprospectors
feel backlash in Hawaii. Retrieved August 12, 2008,
from MSNBC.com Web site: http://www.msnbc.msn.
com/id/10945323/print1/displaymode/1098/).

Feero, G. (2008, October 22). Personalized medicine
in the genomic era [NHGRI-DESTINY Webinar].
Retrieved October 22, 2008, from http://coge.nih.gov.

Brock, T. D. (1997, August).The value of basic
research: Discovery of Thermus aquaticus and otherextreme thermophiles. Genetics. 146, 1207-1210.

Holohan, M. K. (2008, November 13). The genetic
information non-discrimination act of 2008 (GINA)[NHGRI-DESTINY Webinar]. Retrieved November 13,
2008, from http://coge.nih.gov.

Davies, K., & White, M. (1995). Breakthrough: the race
to find the breast cancer gene. New York: John Wiley &Sons.

Machalek, A. Z. (2008, September). Bioprospecting:Finding a balance. Findings, 6.

DeNardo, D. G., & Coussens, L. M. (2007).
Inflammation and breast cancer. Balancing immune
response: crosstalk between adaptive and innate
immune cells during breast cancer progression. Breast
Cancer Research, 9(4), 212-221.

Mullis, K. B. (1993). The polymerase chain reaction(Nobel lecture, December 8, 1993, the Nobel prizein chemistry 1993). Retrieved August 18, 2008, from
Nobelprize.org Web site: http://nobelprize.org/nobel_
prizes/chemistry/laureates/1993/mullis-lecture.html.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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CONNECTION TO OTHER DESTINY MODULES
Brand Name Genes

Students play the roles of employees in a global biotech
company to understand connections between BRCA
genes and breast cancer. Students learn about cancerous cells, medical pedigrees, ethics of genetic testing, enzyme technology, and the steps of polymerase
chain reaction (PCR). In the two-part wet-lab, students
prepare a simulated PCR and perform gel electrophoresis of actual PCR products to determine the presenceof a simulated BRCA2 mutation among four siblings.
Follow-up activities focus on diagnosis and treatmentof breast cancer. For Biology, AP Biology, Medical
Technology, and Allied Health courses.

GET A CLUE

In Get a Clue, students use
agarose gels and horizontal gel
chambers to separate DNA thathas been cut with a restriction
enzyme. Brand Name Genes provides an opportunity for students
to analyze actual PCR product bygel electrophoresis.

MYSTERY OF THE CROOKED CELL

The Brand Name Genes module examines the connections
between genetics and healththrough examination of PCR
products using gel electrophoresis techniques. As either
preparation for or an extension of
Brand Name Genes, we recommend Mystery of the Crooked
Cell, a module developed by Boston University Schoolof Medicine’s CityLab. In Mystery of the Crooked
Cell, students examine the genetic basis for sickle cellanemia. Students observe functional differences in thenormal hemoglobin and sickle cell hemoglobin which
result from a point mutation that changes the DNA.
In both modules students perform an electrophoresis
of proteins and examine the changes that result in theprotein as a result of changes in the DNA.

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BIOBUSINESS

Brand Name Genes includes a
focus on biotechnology, with anemphasis on bioprospecting and
its applications in product development and medical research. In
BioBusiness, students discover
how businesses use recombinant DNA technology to tailor
products to meet customers’ needs. Students perform
a procedure known as genetic transformation, which
occurs when a cell takes up and expresses a new pieceof genetic material. The result is a genetically modified
organism that can be used in industry. In medicine, genetherapies that use similar methods are a focus for treating some cancers and other diseases caused by defective genes.

SEQUENCE OF MODULES

This suggested sequence relates these four modules:
1. GET A CLUE
2. MYSTERY OF THE CROOKED CELL
3. Brand Name Genes
4. BIOBUSINESS© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Brand Name Genes IMPLEMENTATION PLAN — PRE-LAB
Activity

Estimated
Time

Summary

Purpose/Objectives

Engagement: D.N.Aces, Inc.,
employee welcome video.

10 mins.

Students are introduced to their
new “workplace”—D.N.Aces,
Incorporated—a global
biotechnology company.

To provide a real-world context for the
pre- and wet-lab activities.

Exploration Stations:• Bioprospecting• Human Resources• Family History Research• Pathobiology

50-60 mins.

During their first day as
D.N.Aces employees, students
rotate through four important
divisions in the company.

To introduce information that will aid
students’ understanding of the technique and use of PCR, including—• the role of enzymes, including Taq
polymerase, in biotechnology;• the power of exponents;• genetic testing for predisposition to breast cancer and otherdiseases.

Explanation:
Paper Chain: PCR Paper Models

20 mins.

Students simulate the processof PCR through the use of paper
models.

To familiarize students with the steps,
ingredients, and technology associated with polymerase chain reaction(PCR).

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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ENGAGEMENT ACTIVITYWELCOME TO D.N.Aces, Inc.
BACKGROUNDThis engagement activity sets the scene for the main
pre-lab activities and the wet-lab in the Brand Name
Genes module. Students become new employees of
D.N.Aces, Incorporated, a global biotechnology company. During their first day (a class period!) as employees, the students rotate through four important divisions
in the company.
The short welcome video introduces several of the
D.N.Aces divisions (bioprospecting, human resources,
medical history). These divisions reappear as stations
for group work during the pre-lab phase of Brand Name
Genes. Some of the personnel (a C.E.O./researcher, aninternational patent lawyer, and an enzymologist) who
speak in the video also reappear in the bioprospecting
station during the pre-lab.

INSTRUCTIONSExplain to the class that they have recently been employed by D.N.Aces, Incorporated. Ask them, as they
watch the company’s employee welcome message, tobe attuned to details such as these:
•
•
•
•
•

the jobs people performthe names of the people who speak
the company’s key divisions
how large the company has grown
how quickly the company has grown

These are all details that will become important as they
visit some of the company’s divisions later in the classperiod and as they learn more about PCR.

In describing the purpose and activities of the company, the video highlights biotechnology-related jobs
(from product development to genetic counseling),that a range of needs can be met by products emerging through gene-based research, and the concept thatscience is relevant to business, law, health, and otherimportant sectors of our society.

MATERIALS• DNAces, Inc., Employee Welcome video (includedin the Brand Names Genes video collection)• DVD player

Alternatively, students can be called upon to play characters in a skit based on the video script. The script isincluded in this guide.

22© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

EMPLOYEE WELCOME VIDEO SCRIPT
Voice-overThis film is designed to introduce you to thehistory, core values, and main divisions of
D.N.Aces, Incorporated. You will meet someof your fellow employees and learn about theexciting work to which you will be contributing aspart of the D.N.Aces team. . . . The Founder and
C.E.O. of D.N.Aces, Dr. A. Neal Stage—
A. Neal Stage, Ph.D.
D.N.Aces, Inc., Founder and CEO
I was inspired to start D.N.Aces because I wanted
to use my knowledge of biology to transformevery area of consumers’ lives. I hope that you
will share my commitment to providing the mostinnovative, the most effective, and the most trusted
gene-based products in the world!
Voice-overWith annual revenues topping the 20 billion
dollar mark—and a logo that has worldwide
recognition—D.N.Aces is a leader in genebased consumer products —from detergents andcosmetics to biofuels and reagents.
Polly Merase, Ph.D., Enzymologist
Sometimes I feel like a gold prospector in the
Old West. Except that I am on D.N.Aces’ team of
bioprospectors. We search the world for organisms
whose genes code for enzymes we can use in our
products.

private customers trust D.N.Aces to develop
reliable medical histories of single families andlarge populations.
Elsie D. Bates, MS, CGC.
Genetic Cancer Risk Counselor
I come from a family that has been touched bycancer. This is why I am so passionate about
working with the D.N.Aces team that focuseson the BRCA2 gene. We help men and women
understand and possibly even change their genetic
destinies.
Voice-overWealth magazine recently named D.N.Aces oneof the world’s 10 best biotechnology companies
to work for. As a D.N.Aces employee, you will
receive a competitive salary, excellent insurance
and retirement benefits, and opportunities toadvance within your division.
Peyton Lawe, J.D.
International Patent Lawyer
D.N.Aces started with just one employee—Dr. A.
Neal Stage. Since then, our workforce has grownexponentially, literally doubling every year for 15
years. You are joining a global company that now
has over 30,000 employees. We are glad to you
have on board!

Voice-over
The newest division of D.N.Aces is its Medical
History Division. Corporate, government, and© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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EXPLORATION ACTIVITYFIRST DAY AT D.N.Aces, Inc.
INTRODUCTION FOR THE TEACHER

F

ollowing the Employee Welcome video, students
now embark on their first day as D.N.Aces employees. As the students rotate through four important
divisions in the company (set up in four locations
around the classroom), they acquire information to aid
their understanding of the technique and real-world
use of polymerase chain reaction (PCR). Each of thestations can also be used separately within other typesof lesson plans—to reinforce knowledge about cellstructure, genetic pedigrees, enzymes, and so forth.

Human Resources Station

This station includes two activities that draw upon an
experience that is typical for most new employees in alarge company: learning about options for retirement
and insurance plans. In one activity, students decide
which retirement choice would be more beneficial tothem: a penny doubled every year for 30 years or apayment of $10,000,000 at the end of the same periodof time. This math problem highlights the power of
exponents at work in the PCR process. In the second
activity, students use information gathered at the station to discuss the company’s insurance plans and thencraft a letter stating their opinions about the company’s
approach to genetic testing. This writing prompt helps
them engage some of the ethical, social, and legal
implications (ELSI) involved when scientific breakthroughs have real-world applications.

Bioprospecting Station

This station enables students to learn about the rolethat enzymes play in biotechnology. Students learn thatenzymes are found in diverse organisms and locations around the world. They also learn about some of
the wide range of careers that are available in fields
related to the discovery and manufacture of gene-based
products (e.g., microbiologist, enzymologist, businessdevelopment manager, lawyer, CEO).
One of the enzymes students learn about is Taq DNA
polymerase, an important catalyst in PCR. Taq polymerase is derived from the bacterium Thermus aquaticus, a thermophile discovered in a hot spring in Yellowstone National Park. Taq polymerase can withstand thehigh temperatures that the PCR technique requires as it
denatures (separates the strands of) DNA.

Pathobiology Station

At this station, students learn about characteristics thatdifferentiate cancerous cells from normal cells. They
also have the opportunity to compare normal tissue
to cancerous tissue, which they view on slides under
microscopes. Photographs and instructions at the station
guide students’ inquiry as they observe the samples,compare them to each other and to the photographs, describe their observations, and determine which sample
shows breast cancer.

Medical History Station

This station helps students better understand the roleand pattern of inheritance in the genetic predisposition of groups and individuals for certain diseases andother traits. Students learn about some of the types ofevidence that researchers have used to construct family
histories of genetic traits. They also learn how researchers record these traits by completing a family’s pedigree
chart based on information they are given. The scenario
for the Brand Name Genes wet-lab involves students intesting the DNA of four siblings from this family to determine the presence of a simulated BRCA2 mutation.

24© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DEPARTMENT REPORT
Employee/s completing this report:

DEPARTMENT: PATHOBIOLOGY
The following differences between normal and cancer cells were noted:

The following differences between the slides were noted:

Slide ____ may show cancer for the following reasons:

Department: BIOPROSPECTING
Product

EnzymeOrganism

Location

Employee© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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DEPARTMENT: HUMAN RESOURCES
Retirement Plan: I/We have decided to take Choice _____ for the following reasons:

Insurance Plan: I/We have decided to take Choice _____ for the following reasons:

DEPARTMENT: MEDICAL HISTORY_____ I/We recommend that this client’s children be tested.
_____ I/We do not recommend that this client’s children be tested.
Reasons:

26© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

BRAND NAME GENES EXPLORATION ACTIVITY

Bioprospecting STATIONOVERVIEWThis station enables students to learn about the rolethat enzymes play in biotechnology. Students learn thatenzymes are found in diverse organisms and locations
around the world. They also learn about some of thewide range of careers that are available in fields related
to the discovery and manufacture of gene-based products: biochemist, lawyer, CEO. (Three of the employees
in the Tiq Taq Go! game cards actually appear in the
D.N.Aces, Inc., welcome video.)

OPTIONAL FOLLOW-UP ACTIVITY

Blank game cards are provided in this guide so thatteachers can assign students to create new Tiq Taq Go!
game pieces based on their own research into enzymes
that can be used to manufacture imagined new products.
Students can even create marketing plans replete with ad
copy and illustrations for their products.

One of the enzymes students learn about is Taq polymerase, an important catalyst in polymerase chain reaction (PCR). Taq polymerase is derived from the bacterium Thermus aquaticus. (“Taq” is a commonly used
nickname for Thermus aquaticus.)

MATERIALS
•
•
•
•
•

Station Instruction Sheet
Bioprospecting Table Sign
D.N.Aces Department Report (worksheet)
Tiq Taq Go! game board
Tiq Taq Go! game cards

INSTRUCTIONS

D.N.Aces is developing four new products that require
industrial enzymes. At this station, the students are
responsible for determining which enzyme, organism,and location to focus on for each product and which
employee to send to each location.
The Tic Taq Go! game board and game cards help
students organize their choices before recording them on
the worksheet. Clues are provided on the back of eachgame piece. The choices for where to send the employees may vary, depending upon students’ rationales fortheir decisions. However, the other matches are indeed
dictated by the clues.
Typically, there are clues that pinpoint the matches(and exclude other possibilities. For instance, the clues
for pepsin indicate the following: “Speeds protein
breakdown. Found in stomachs!” Since the Antarctic
rock cod is the only organism on the board that has a
stomach, this fish is the source of the organism needed© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

27

KEY TO TIQ TAQ GO!

28

KEY
EMPLOYEEPRODUCTENZYMEORGANISMLOCATION

Youth Fruit
Skin Cream

PapainPapayaEthiopia

Product Manager

Fungas Biofuel

Cellulase

Trichoderma reesi

Solomon Islands

Enzymologist

Scram! Detergent

PepsinAntarctic Rock Cod

Antarctica

Patent Lawyer

NeotaqDNA Polymerase

DNA Polymerase

Thermusaquaticus

Yellowstone
National Park

Microbiologist(Answers can vary.)© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

BIOPROSPECTING
BIOPROSPECTING© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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DEPARTMENT: BIOPROSPECTING
YOUR JOB TODAY
D.N.Aces, Inc., is developing four new products that require industrial enzymes.
Your group is responsible for determining which enzyme, organism, and location
to focus on for each product and which employee to send to each location.

INSTRUCTIONS
Read the clues on each of the game cards to find out where on the Tic Taq Go! board
the cards must go.
First, look for the products
and place each product card
Look for the enzymethat D.N.Aces is planning to develop
in a matching space on the board.
that each product needs.

Look for the organismthat can be the source of each enzyme.

Look for the locationof the organism.

Decide which employee

should go to that location

When all of the cards have been placed on the Tic Taq Go! board, record your decisions on your worksheet.
Please replace the cards in the bag before you move to the next station.
30© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

TIQ TAQ GO! BIOPROSPECTING GAME BOARD: Upper Left Corner (1 of 4)© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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TIQ TAQ GO! BIOPROSPECTING GAME BOARD: Upper Right Corner (2 of 4)32© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

TIQ TAQ GO! BIOPROSPECTING GAME BOARD: Lower Left Corner (3 of 4)© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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TIQ TAQ GO! BIOPROSPECTING GAME BOARD: Lower Right Corner (4 of 4)34© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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BRAND NAME GENES EXPLORATIONHUMAN RESOURCES STATIONOVERVIEW

During their first weeks at almost any company, newemployees may visit the personnel or human resources
office. There they are likely to be given information
to help them make some key decisions about theirretirement and health insurance plans. With this reallife situation as a backdrop, the scene is set for learning
about mathematics that are fundamental to PCR andabout ethical issues raised by the availability of genetic
testing.

MATERIALS
•
•
•
•
•

Station Instruction Sheet
Human Resources Table Sign
D.N.Aces Department Report (worksheet)
D.N.Aces scientific calculator
Informational materials (e.g., genetic testing kit,
pamphlets about breast cancer and insurance, news
stories (e.g., about cancer research, genetic privacy
legislation)• Paper (one piece for each group) on which tocompose letters to the HR director

INSTRUCTIONS
Step 1: The first activity at this station asks students
to determine which retirement choice would be more
beneficial to them: a penny doubled every year for 30
years; or a payment of $10,000,000. The number ofyears to retirement reflects the number of cycles that areoften involved in PCR experiments.
This activity recalls the calculation that biochemist
Kary Mullis made when he was developing the PCR
process, as he explained in his Nobel Prize acceptancespeech:I stopped the car at mile marker 46,7 on Highway
128. In the glove compartment I found some paper
and a pen. I confirmed that two to the tenth power
was about a thousand and that two to the twentieth
power was about a million, and that two to thethirtieth power was around a billion, close to thenumber of base pairs in the human genome. Once
I had cycled this reaction thirty times I would be

able to [obtain] the sequence of a sample with animmense signal and almost no background.
Students who recall what they learned about exponents
in their math classes will be able to lead the way inquickly calculating the value of the penny doubled 30
times. In this calculation, your students will have a baseof 2 (to represent doubling) and an exponent of 30 (thenumber of years): 230.
On the D.N.Aces calculator, they will press [2] [yx][30]. The result—1073741824, which is over a billion pennies—translates into a total investment of$10,737,418.24.
You may choose to provide a hint to any group that asks
for help, possibly by discussing exponents with them.
You can remind them that the lawyer who appears at
the end of the Employee Welcome video mentioned that
D.N.Aces, Inc., had grown exponentially. Peyton Lawementioned that the company had doubled each year, going from one employee to over 30,000 in 15 years.
Alternatively, you may prefer not to provide hints, butrather encourage students to think through the problem
and make their best estimate before moving on to Step
2 at this station. Let your students know that the classwill discuss the calculation together after all the stations
are completed.
Step 2: In the second activity, students discuss
D.N.Aces’ insurance plans, make choices about the plan
they want, and then craft a letter stating their opinions
about the company’s approach to genetic testing. Whilehoning writing and collaboration skills, this prompt
helps students engage with ethical, social, and legal implications (ELSI) of breakthroughs in genetic science.
A range of informational materials can be provided at
the station: a genetic testing kit, pamphlets about breast
cancer and health insurance, relevant news stories, andmore. The materials be updated to reflect current issues(e.g., research breakthroughs, new legislation) andanswer questions students may have asked (e.g., canmen get breast cancer? Are there local organizations
involved in issues related to cancer?)© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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HUMAN RESOURCESHUMAN RESOURCES
40© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DEPARTMENT: HUMAN RESOURCES
YOUR JOB TODAY
As a D.N.Aces employee, you will receive a competitive salary and excellent insurance and retirement benefits. Today you will make some decisions about yourretirement and insurance plans.

INSTRUCTIONS
Step 1: Your Retirement Plan
Choice A
D.N.Aces, Inc., will invest a penny on your behalf today. The value of thispenny will double each year until your retirement in 30 years.
Choice B
D.N.Aces will pay you a lump sum of $10,000,000 upon your retirement in 30
years.
Record and explain your decision on your worksheet.

Step 2: Your Insurance Plan
D.N.Aces, Inc., provides genetic testing and counseling to all employees who desire it. Employees use this information to determine which types of insurance plans
they prefer for themselves and their families.
Please note that the Genetic Information Nondiscrimination Act of 2008 (GINA)
strictly prohibits employers from discriminating against an employee because ofgenetic information.
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Step 2, Continued: Your Insurance Plan
Genetic tests for a wide range of traits—from earwax type to predisposition forheart attack—are available to the health-care consumer.
Beginning this year, D.N.Aces, Inc., is making available to all employees testingfor BRCA1 and BRCA2 mutations. These mutations increase the risk for breast,
ovarian, and prostate cancers.
Two options are available to employees:
Option 1: Employees will undergo, at no cost, testing to detect mutations on
their BRCA1/BRCA2 genes. Included in this option are free genetic counseling,
mammograms, preventative therapies, and treatments for employees who havemutations on the BRCA1/BRCA2 genes and diseases that may be related to thesemutations.*
Option 2: Employees will not undergo testing on their BRCA1/BRCA2 genes.
Genetic counseling, mammograms, follow-up tests, preventative drug therapies,
and related treatments for these employees are available through the company
insurance plan at 50% cost.
Please indicate your choice on your Department Report.
*Employees choosing this plan give D.N.Aces, Inc., permission to use the anonymous test data to project future health insurance costs, medical services, and sick and personal leave company-wide.

Step 3: Your Proposal for the Company’s Insurance Plan
As a group, discuss the choices you have made and compose a memorandum to
D.N.Aces’ Director of Human Resources. Please address the following points:• The most positive aspect of the company’s insurance plan.
• The most negative aspect of the company’s insurance plan.
• Two suggestions that your group has for improving the plan.
Your memo must refer to information from an article or brochure available in thisdepartment.
42© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

BRAND NAME GENES EXPLORATIONPATHOBioLOGY STATIONOVERVIEWINSTRUCTIONSPhotographs and instructions at the station will guide
your students’ inquiries as they observe the samples,compare them to each other and to the illustrations andphotographs, describe their observations, and determine
which sample shows breast cancer and which tissue
sample is normal.

Instruct students to look carefully at the “Normal andCancer Cells Structure” diagram and the “Developmentof Breast Carcinoma” photo array. They will need thevocabulary and visual references contained in these
documents in order to complete their pathobiology
tasks on the department report.

MATERIALS

After the students tour all the stations, lead the class ina discussion of how they came to their decisions about
the slides they viewed.

At this station, your students will have the opportunity
to compare normal tissue to cancerous tissue, which
they will view on slides under microscopes.

•
•
•
•
•
•
•
•

Station Instruction Sheet
Pathobiology Table Sign
D.N.Aces Department Report (worksheet)
Microscope
Slide with cancerous breast tissue
Slide with normal breast tissue“Normal and Cancer Cells Structure” diagram“Development of Breast Carcinoma” photo array

The main activity at this station involves students indeciding which slide shows cancerous breast tissue andwhich shows normal breast tissue.

The cancerous slide included in the Brand Name
Genes teacher’s kit is Carolina Biological’s “Human
Adenocarcinoma of Breast sec. 31-8766,” and thenormal breast tissue slide is Carolina Biological’s“Human Resting Mammary Gland sec. 31-4638.”
Hide the label on each slide by placing a sticker likethese on it:

SLIDE A SLIDE B© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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PATHOBIOLOGYPATHOBIOLOGY
44© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DEPARTMENT: PATHOBIOLOGYYOUR JOB TODAY
D.N.Aces researchers study the links between genes and certain diseases, including
cancer. Today you will do one of our most difficult jobs: analyzing cancer and normal tissue samples.
Pathobiology, also called pathology, is the study of tissues and organs in connection
with disease.

INSTRUCTIONS
Step 1: Read Background Information
Cancer results from mistakes (mutations) in the DNA that cause a particular gene(an oncogene or tumor suppressor gene) in a cell to be switched on or off.
The mutations may be inherited or acquired, and they can occur in just one cell orin a group of cells. The result is uncontrolled cell division – mitosis in overdrive.
The BRCA1 and BRCA2 genes are associated with breast, ovarian, and prostatecancers.
Note that BRCA1 and BRCA2 are tumor suppressor genes. Normally, they would
help regulate functions within the cell. When one or more mutations occur, thesegenes’ normal functions are impaired.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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Step 2: Compare Normal and Cancer Cells
As a group, review and discuss the “Normal and Cancer Cells Structure” figure.
Also review photographs from a recent scientific paper. These show normal, DCIS,
and invasive cancer tissue.
Using knowledge that you have acquired about cell structure, note at least 5 (and no
more than 10) significant differences that you find between normal and cancer cells,
and record these on your worksheet.
DCIS (“ductal carcinoma in situ”) is a common type of non-invasive cancer thatstarts in the milk ducts and stays in the same place (“in situ”).
The tissue samples in the photographs have been stained so that they may be viewed
more easily.

Step 3: Examine Slides
Using a microscope, study each of the slides provided. One shows normal (healthy)
breast tissue. One shows breast cancer.
On your worksheet, record (in words or drawings) any differences you find. Speculate as to which slide (A or B) shows cancer, and provide your group’s reasoning.

46© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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48

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DeNardo and Coussens Breast Cancer Research 2007 9:212 doi:10.1186/bcr1746

Development of human breast carcinoma is characterized by abundant infiltration of immune cells. Representative sections of normal, premalignant, and malignant human breast tissue stained with hematoxylin and eosin(H&E) (upper panels), and following immunodetection of CD45 (leukocyte common antigen, brown staining).
DCIS, ductal carcinoma in situ.

BRAND NAME GENES EXPLORATION ACTIVITY

MEDICAL History STATION
Background

This activity helps students better understand the roleand pattern of inheritance in the genetic predispositionof groups and individuals for certain diseases and othertraits.
Students learn about some of the types of evidence that
researchers have used to construct family histories ofgenetic traits. They also learn how researchers record
these traits by completing a family’s pedigree chart
based on clues they are given.

MATERIALS
•
•
•
•
•
•

Station Instruction Sheet
Medical History Table Sign
D.N.Aces Department Report (worksheet)“Examples of Medical Pedigrees” diagram
Markers or crayons
Small circles and squares of colored construction
paper (or similar)• Glue• Large sheet of poster paper or flip chart paper (orsimilar) for each group

INSTRUCTIONs

The pedigree that the students will create at this station
focuses on a history of cancer, including breast cancer,
through several generations of a family.
Instruct students to look carefully at the “Examples ofMedical Pedigrees” diagram. The visual representationof genders, generations, and states of health will
provide the basis for the pedigrees the students create.
Students will apply paper circles and squares, glue,and markers or crayons to the poster or flip chart paper
as they construct a pedigree based on the information
provided at the station.
This activity at this station can be carried out by
individual students. However, it is an ideal group
activity, with some students taking the lead on gluingand drawing, while others keep track of all the data thatmust be included. Using a large sheet of poster paper orflip chart paper ensures that all members of the group
can see—and participate in developing—the pedigree.
Also, when it is time to share and compare results after
all stations are completed, the entire class can moreeasily observe the pedigrees as they are shown.

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MEDICAL HISTORYMEDICAL HISTORY
50© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DEPARTMENT: MEDICAL HISTORYYOUR JOB TODAY
Customers trust D.N.Aces, Inc., to develop reliable medical histories (also called “pedigrees”). Today you will create a medical pedigree for a woman who has recently had surgery to remove a cancerous tumor in her breast.
Medical history research draws upon personal memories, historical records, genetic tests,
and other information to trace the occurrence of diseases, such as cancer, within families
and large populations. This research can be used to assess the probability that people within these groups may be predisposed to these diseases.

INSTRUCTIONS
Step 1: Study the examples of medical pedigrees.
• Note how male and female individuals are symbolized.
• Note how deceased individuals are symbolized.
• Note how individuals affected with diseases are symbolized.
• Note how relationships between individuals and different generations are shown.
Step 2: Using the materials provided, create and label a pedigree based on the patient’s
family medical history. Include the following information:
•
•
•
•
•
•

The patient’s mother was diagnosed with breast cancer when she was 48.
The patient’s maternal grandmother died of ovarian cancer when she was 62.
The patient’s aunt (her mother’s sister) is in good health.
The patient’s husband and father are in good health.
The patient’s paternal grandfather, a smoker, died of lung cancer at age 70.
The patient has four healthy children: two daughters and two sons.

Step 3: Would your group recommend that this patient’s children be tested for mutations on the BRCA2 gene, which is associated with breast cancer in women and men?
Record your group’s answer on your worksheet.
© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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EXAMPLES OF MEDICAL PEDIGREES

88 yo

d. 64 yoOvarian cancer(dx. 60 yo)

14 yo

64 yo

62 yo
Breast cancer(dx. 51 yo)d. 54
Lung cancer

80 yo

59 yo

53 yo

?
43 yo

40 yo

35 yo

82 yo

59 yo (dx 42)

d. 56 yod. 48 yo (dx 46)

Unaffected Female
36 yo

34 yo

30 yo

Genetic counselling client

Unaffected Male
Breast Cancer
Ovarian Cancer
Prostate Cancer
Deceaseddx Diagnosed52© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

BRAND NAME GENES EXPLANATION ACTIVITY

Paper chain reaction
learning the STEPS of Polymerase chain reaction
BACKGROUNDThis low-budget, paper-based activity enables students
to learn the basic principles of polymerase chain reaction. They learn about the three main steps, the ingredients, and the power of exponential growth as eachcycle doubles the amount of DNA sample that will beavailable to the researcher carrying out the process.
In preparation for conducting this activity, teachers may
wish to review “The Three Main Steps of PCR” in the
Wet-Lab section of this guide.

MATERIALS• DNA Template paper models (1 set)
• Free nucleotide paper models (Use the DNA Template for these—making one copy of the templatefor each cycle. Cut apart the models to make freenucleotides.)• Primer paper models (Copy additional primers—
doubling the amount of primers with each cycle.)• 94oC, 52oC, 72oC, and Taq polymerase signs

The quantity of the materials needed will depend upon
the number of cycles that will be simulated in the classroom. One set of these materials can be used for a smallclass, with all the students gathering round in a central
area to take part. For much larger classes, several setsof materials may be created, so that the students canparticipate in smaller groups.

INSTRUCTIONS

1. Four students can be given the 94oC, 52oC, 72oC, andTaq polymerase signs and made responsible for coming
forward when those stages are signalled by the teacher.
Alternatively, the teacher can hold up these signs asneeded. Other students can be made responsible foradding primers to each cycle.
2. The original DNA strands (template) should beplaced on the classroom floor (or table) and should bebonded together (both pieces placed so they fit together).
3.. Remind students of the structure of DNA (double

helix), the bases (ATCG), and how they are bonded.
4. Explain to students that right now we are beginning with a single piece of DNA. However, this is
not enough DNA for a scientist to study. We need toincrease the amount of the DNA we have and focus ona particular part of the DNA strand (look at the target
DNA). In order for scientists to increase a particularpart of DNA, they use a technique known as polymerase chain reaction (PCR). This method doubles theamount of DNA with every cycle that is run.
5. The teacher or designated student reads the bolded
parts of the PCR Process below and the other students
act out their parts.
PCR Processa. The DNA template, two primers, Taq polymerase, and nucleotides are placed into a
PCR chamber. Have students assigned to theseroles take their symbols and go to the middle of
the room. Students can act as if they are floatingaround in solution (which also contains buffer).
b. The solution is heated to 94ºC. Have the person representing this temperature walk through thecenter.
c. The heat separates the strands of the DNA
template. Have the students representing the two
strands separate the pieces from each other.
d. Reduce the temperature to 52ºC. Have theperson representing the lower temperature walkthrough the center.
e. Primers bind to the target sites. Have theprimers bind to the sites at the 3’ and 5’ ends. Make
sure they bind to their appropriate counterparts.
If needed, remind students A binds with T and G
binds with C.
f. Heat the solution to 72ºC. Have the person
representing the warmer temperature walk throughthe middle of the room.
g. Taq polymerase extends the primers to
replicate the rest of the DNA strands. Have the© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

53

student representing the Taq go through and readthe partial DNA strands and call out their counterpart (do this for about the first six bases). Have thestudents representing free nucleotides bind to theircomplementary sites. Each free nucleotide should
be added in order along the strand, with the nucleotides being added in the appropriate direction.
h. Ask the students how many pieces of DNA
were originally together in the solution and how
many are there now. There was originally one
complete (two-stranded) piece of DNA and now
there should be two.
i. Tell the students that this was only one cycle of
PCR. Remind students that each cycle doubles
the amount of DNA in the solution.
j. Ask the students to complete another cycle.
Repeat steps b through h above.
These steps can be repeated as often as the teacher
would like.

54© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DENATURE© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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ANNEAL56© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

EXTEND© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

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TAQ

POLYMERASE
58© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DNA TEMPLATE 1 of 4

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DNA TEMPLATE 2 of 460

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

DNA TEMPLATE 3 of 4

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DNA TEMPLATE 4 of 462

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

>
PRIMER

PRIMER 1© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

63>
PRIMER64

PRIMER 2© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Brand Name Genes IMPLEMENTATION PLAN — WET-LAB
Activity

Estimated
Time

Summary

Purpose/Objectives

Exploration: Polymerase Chain
Reaction Experiment

2 Class Periods

In this two-part lesson,
students (still in the role of
D.N.Aces employees) preparea simulated PCR and perform
gel electrophoresis of actual
PCR products to determine thepresence of a simulated BRCA2
mutation among 4 siblings.

To provide students with a hands-on
laboratory experience involving boththe execution and analysis of anexperiment involving PCR.

Alternative Exploration:
Simulated Polymerase Chain
Reaction Experiment (locatedin “Additional Activities” section)

1 Class Period

In this two-part lesson,
students (still in the role of
D.N.Aces employees), preparea simulated PCR experimentusing whichever pipette typeis available in the classroom,
followed by a simulated, paperbased analysis of their product.

To provide students with a hands-on
laboratory experience involving boththe execution and analysis of anexperiment involving PCR.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

65

BRAND NAME GENES EXPLANATION ACTIVITY

the THREE MAIN STEPS of PCR
BACKGROUND INFORMATIONFOR THE TEACHER
To begin the process of polymerase chain reaction(PCR), a DNA sample along with two oligonucleotide primers, thermostable DNA polymerase (Taq), a
quantity of the four deoxynucleotides (A, T, G, C), anda reaction buffer are mixed in a single micro test tube.
The tube is placed into a thermal cycler, which contains
an aluminum block that holds the sample and can be
rapidly heated and cooled across extreme temperature
differences.
From this point, PCR involves a repetitive series ofthermal, or temperature, cycles. The three steps involved in each cycle are described below.

Thus, the end of a single-strand DNA molecule thathas a free phosphate group (i.e., not attached to anothernucleotide) is called the 5’ (pronounced “five prime”)
end, and the end of the DNA molecule with a free hydroxyl group is called the 3’ (“three prime”) end.
It has become standard that a single-stranded DNA molecule is written with the 5’ end on the left and the 3’ end
on the right. Therefore, a single-stranded DNA chain’s
sequence is represented from left to right, starting on
the left with the 5’ nucleotide and moving to the right
until the 3’ nucleotide is last. Most DNA sequences areread 5’ to 3’.
New strands of DNA are always synthesized in the 5’ to
3’ direction. The single strand of DNA that will be used
to synthesize its complementary strand is called thetemplate strand.

1. DENATURING STAGE

The first step of the PCR temperature cycling procedure
involves heating the sample to 94°C. At this high temperature, the strands of the DNA sample separate. The
process of separation is called denaturing.
To better understand the denaturing step, students must
remember what they know about the structure of DNA.
The DNA molecule is a long polymer consisting of
nucleotides. Each nucleotide is comprised of a nitrogenbase, a deoxyribose sugar, and a phosphate group. The
same ribose sugar and phosphate group are in eachnucleotide. What makes a nucleotide different is its
nitrogen base: adenine (A), thymine (T), guanine (G),or cytosine (C).
A DNA nucleotide chain is created by the connectionof the phosphate group of one nucleotide to the ribose
sugar of the next nucleotide. The sugar contains 5 carbons. The phosphate group (PO4) of a given nucleotide
is connected to the 5’ carbon of the sugar. A hydroxyl
group (-OH) is attached to the 3’ carbon of the sugar,
and this 3’ OH group connects to the phosphate groupof the next nucleotide in the chain.

FIGURE 1. STRUCTURE OF ONE NUCLEOTIDE OF DEOXYRIBONUCLEIC ACID“The Three Main Steps of PCR” adapts and condenses material provided in Bio-Rad’s Crime Scene Investigator PCR Basics™ Kit.

66

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

FIGURE 2. STRUCTURE OF A PORTION OF A DOUBLE-STRANDED DNA MOLECULE

2. ANNEALING STAGE

The thermal cycler rapidly cools to 52°C to allow theprimers to anneal, or stick, to the separated template
strands.
Primers (also called oligonucleotides) are short stretches of DNA, usually 3 to 30 nucleotides long. The twoprimers are designed and synthesized in the laboratory
with a specific sequence of nucleotides such that they
can anneal at the opposite ends and on the opposite
strands of the stretch of double-stranded DNA (template
strand) to be amplified.

Before a region of DNA can be amplified, one must
identify and determine the sequence of a piece of DNA
upstream and downstream of the region of interest.
These areas are then used to determine the sequence ofoligonucleotide primers that will be synthesized andused as starting points for DNA replication. Primers arecomplementary to the up- and downstream regions of
the targeted sequence to be amplified, so they anneal tothose regions on the template DNA.
Primers are needed because DNA polymerase cannot
create a new DNA chain on its own. Instead, it requires© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

67

FIGURE 3. PRIMERS ANNEALED TO A TARGET DNA SEQUENCE DURING PCR

a pre-existing chain of nucleotides (the primers) to
add more nucleotides onto. In other words, these shortstretches of DNA “prime” the DNA synthesis reaction.
During PCR and DNA replication, DNA polymerase
recognizes a complex of single-stranded template DNA
plus a primer. The primer must have a free 3’ hydroxyl
group (-OH) for DNA polymerase to attach the 5’ phosphate group of the next nucleotide.
The two original template strands may re-anneal toeach other or compete with the primers for the primers’
complementary binding sites. However, the primers areadded in excess, so they actually out-compete the original DNA strands for the complementary binding sites.

3. EXTENDING STAGE

The thermal cycler heats the sample to 72°C so that the
Taq DNA polymerase can extend the primers and makecomplete copies of each template DNA strand. Taq
polymerase works most efficiently at this temperature.
The DNA polymerase grabs free (single) nucleotides
from the surrounding environment and joins the 5’
phosphate of the new nucleotide to the 3’ hydroxyl
group (-OH) of the new complementary strand. This68

creates the backbone of the new DNA strand.
The newly synthesized strand maintains its complementarity with the template strand because the DNApolymerase only joins two nucleotides during new
strand synthesis if the new nucleotide has its complement on the template strand. For example, the DNApolymerase will only join a G to the 3’ end of the newly
synthesized strand if there is the C counterpart on thetemplate strand. Guanine will not be joined to the new
strand if A, T, or G is the opposite nucleotide on thetemplate strand.
There are now two sets of double-stranded DNA(dsDNA), which can be used as templates for anotherthermal cycle and subsequent strand synthesis. At thisstage, a complete temperature cycle (thermal cycle) has
been completed.
Each complete cycle of the strand synthesis reaction
causes exponential growth of the number of template
molecules (i.e., the number of DNA strands doubles at
each cycle). Therefore, after 35 cycles there will be 3.4
x 1010, or over 30 billion times more copies than at the
beginning. Once the DNA sample has been sufficiently
amplified, it can be visualized by researchers.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

BRAND NAME GENES EXPLORATION ACTIVITY

Polymerase chain reaction
EXPERIMENTAL PROTOCOLOVERVIEW

Depending on availability of supplies and the educational needs of your students, there are several alternatives for using the Brand Name Genes wet-lab in yourclassroom.
Teachers with all of the necessary equipment mightchoose to set up the PCR during one class period, running the samples in the thermocycler overnight, andanalyzing the product during the next class period.
The protocol described here enables students to conduct
a PCR experiment over the course of two class periods.
To prepare your students for this experiment, teachers may wish to show the PCR Demonstration video
included in the Brand Name Genes video collection.

MATERIALS (included in the Bio-Rad kit)

This experiment uses BioRad’s Crime Scene Investigator PCR Basics Kit. The kit contains enough materials
for eight lab stations:
•
•
•
•
•
•
•
•
•
•

Crime scene DNA
DNA samples from suspects A, B, C, and D
PCR master mix
Crime Scene Investigator primers
Allele ladder
Orange G loading dye
PCR tubes
Capless PCR tube adaptors
Colored microtubes
Foam microtube holders

MATERIALS (not included in the Bio-Rad kit)
•
•
•
•
•
•

Clear micro tubes
Distilled water
Cooler with ice
Styrofoam cups
AgaroseTE buffer

LABORATORY PREPARATION: DAY 1

This prep can be done one day ahead of the laboratory
activity. (Ideally, prep is done one hour ahead.)
1. Thaw PCR reagents at room temperature. This shouldtake about 10 minutes. Labeling tubes can be done
while waiting.
2. Label the colored microtubes as follows:• 9 Yellow = “MMP” (master mix and primers) [1 ofthese is for preparing the stock solution]• 8 Pink = + (positive control)• 8 Purple = #1
• 8 Green = #2
• 8 Blue = #3
• 8 Orange = #4
• 8 Clear = – (negative control) Note that clear tubes
are not included in the Bio-Rad PCR kit and mustbe purchased separately.
3. Pulse-spin all supply tubes in centrifuge.
4. Keep tubes on ice to keep cold.
5. Pipet 1000 µL master mix into a YELLOW tube
labeled “MMP.” Add 20 µL Crime Scene Investigator
Primers to this tube. Mix well and pulse-spin to bringcontents to bottom of tube. This solution should benotably blue. Store on ice.
6. Aliquot 125 µL master mix primer solution to eachof the remaining YELLOW student tubes labeled“MMP.” Store tubes on ice.
7. Aliquot 25 µL template DNA into student tubes aslisted below. Please note: the color of the label on eachof the Bio-Rad vials should match the color of the tube.
Check the labels as this may change.
• Suspect D to the PINK tubes labeled “+”• Crime scene DNA to the PURPLE tubes labeled“1”• Suspect A to the GREEN tubes labeled “2”• Suspect B to the BLUE tubes labeled “3”© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

69• Suspect C to the ORANGE tubes labeled “4”• Aliquot 25 µL of distilled water into the clear tube
labeled “–.”• The thermocycler should also be set up as indicatedin the “Thermocycler Settings” chart provided.

5. Pipette 20 µL of DNA sample from each colored tube
to its corresponding PCR tube. Mix each sample well.
Be sure to use a new tip for each sample.
6. Cap all the tubes and place in thermocycler.
7. Start thermocycler.

STUDENT STATIONS: DAY 1

TEACHER’S INTRODUCTORY SCRIPT: DAY 1

Materials for Each Station• 1 foam block• 6 capless tube adapters• 6 PCR tubes• P-20 pipettes• P-20 tips
• Cup filled with ice• Master mix and DNA samples (should be stored in
the ice)• Waste containers• Permanent marking pen

Today we are going to test four children in a familywith a history of breast cancer to determine if any ofthem have a genetic predisposition to the disease.
Because the actual PCR process takes a couple ofhours, you are going to prepare a set of reactions thatwill run overnight. During our next class, we will beable to analyze the product.
PCR = Polymerase Chain Reaction. This is a powerfulmeans of amplifying DNA.

Student Steps
1. Insert capless tube adapters into the foam block on
ice.

It is really important not to contaminate samples withyour own DNA, or to cross contaminate your samples.

2. Label each PCR tube (+,1,2,3,4, or –).
3. Place each labeled PCR tube into the capless tube
adapter.

Today, we are using this technique to amplify a specific gene out of the genome. DNA was extracted from
epithelial cells obtained by swabbing the inside of eachpatient’s mouth.

4. Pipette 20 µL of MMP into each PCR tube. The same
tip can be used.

For this process we need to be able to measure verysmall volumes, fractions of milliliters called microliters

THERMOCYCLER SETTINGS
STEP

TEMP

DURATION

Denature

940C

2 minutes

Denature

940C

30 seconds

Anneal520C

30 seconds

Extend720C

1 minute

Final Extension

Extend720C

10 minutes

X1

Holding

Hold

40C

Forever

X1

Initial denaturing

Thermal cycling

70

NUMBEROF CYCLESFUNCTION

X1

X35© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

and abbreviated µL. The tool we use (as molecular biologists) to measure these volumes is called a “micropipette.” (Give a pipette lesson specific to the model you
have in your classroom and practice using pipette.)
You have several different types of tubes at your station.
The larger ones are microcentrifuge tubes. The smaller
ones are PCR tubes. Notice how the PCR tubes have athinner wall. This thin wall allows heat to pass throughthe tube more easily, which is required for PCR.
You will also find master mix at your stations. Scientists use this to both ensure that the same material is ineach reaction and avoid measuring volumes below theeffective ranges of these pipettes. Master mix contains
all reagents that will be the same in each reaction. The
components of master mix are:• dNTPs (nucleotides, the building blocks of DNA)• Taq polymerase (Thermus aquaticus, the heatstable form of DNA polymerase)• Mg2+ (an ion the polymerase needs in order to function properly)• Buffer (to control the pH of the reaction)

Preparation of 3% Agarose Gels
Due to the size of the fragments generated in this PCR,
a 3% agarose gel works best for these samples. This
will be sufficient to make four small gels. Adjust therecipe to fit your equipment and class sizes.
• 3g agarose• 100 mL of 1X TE buffer• 2 drops Carolina Blu gel and buffer stain (optional)
1. Mix agarose and 1X TE in Erlenmeyer flask.
2. Microwave on high until agarose is dissolved, stirring each minute.
3. Let agarose cool until flask is cool enough to touchwith your hand.
4. Add Carolina Blu.
5. Pour into gel trays so that the bottom of the combs
are covered with gel.
6. Let cool until solidified.

We will also add primers for our gene of interest.
“Primers” are short pieces of single-stranded DNA thatwill bind to the ends of the gene to help begin synthesisof DNA.

Preparation of Samples
1. Thaw Orange G loading dye and allele ladder. Pulse
spin in centrifuge to bring contents to bottom of tubes ifnecessary.

Student Steps
1. Label each of your PCR tubes “+, 1, 2, 3, 4, or –.”2. Add 50 µL Orange G loading dye to the allele ladder.

2. Pipette 20 µL of master mix into each PCR tube.

3. Label 8 tubes “LD” for loading dye and 8 tubes“Ladder” for allele ladder.

3. Change tip and pipette 20 µL of sample into corresponding tube (+, 1, 2, 3, 4, or –).

4. Aliquot 65 µL of Orange G loading dye into the tubes
marked “LD.” Store at 4°C.

4. Place your tubes in the PCR machine. Make sure you
know which are yours.

5. Aliquot 45 µL of Orange G allele ladder to the tubes
labeled “Ladder.” Store at 4°C.

5. When all the tubes are in the machine, begin the run.

LABORATORY PREPARATION: DAY 2

Gels can be prepared several days in advance if stored
in an airtight container with moist paper towels.
Preparation of 1X TE Buffer
Concentrated TE buffer should be diluted to 1X using
distilled water. Aerosol barrier tips are not necessary forthis portion of the experiment. Standard pipette tips canbe used.

STUDENT STATIONS: DAY 2
Materials for Each Station• Power supply• Electrophoresis chamber• Agarose gel• 1X TE buffer covering gel in chamber• PCR products on ice• Loading dye aliquots labeled “LD”
• DNA ladder aliquots labeled “Ladder”• DNA stain© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

71

Student Steps
1. Set up electrophoresis equipment according to the
manufacturer’s instructions.
2. Place gels into gel electrophoresis chambers withwells at the negative pole (black) end.
3. Fill chamber with 1X TE buffer so that the buffer
covers the gel.
4. Create a gel map to indicate where each sample andladder will be loaded in the gel.
5. Add 10 µL of Orange G loading dye to each PCR
product. Please note: be sure to mix well and changetips between each sample.

7. Load 20 uL of PCR product containing loading dye
into gel according to gel map.
8. Run gels at 100V for 30 minutes. Do not let theorange dye front migrate off the gel.
9. Turn off power and remove gels from the electrophoresis chambers.
10. Stain with DNA stain according to the instructions
provided by the manufacturer until bands are visible.
11. Gels can be stored in an airtight container with awet paper towel until you are ready to analyze them.

6. Load 20 µL of ladder from the tube labeled “Ladder”
into outside lanes.

72© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

GEL ELECTROPHORESIS OF PCR PRODUCT© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

73Name ___________________________________ Weigh Boat Number ___________

+ Con

1

2

3

4

- Con

MM

____________________________________

DNA____________________________________

1. What is the purpose of the negative control?

2. Why do we use DNA polymerase from Thermus aquaticus? Why can’t we use DNApolymerase from just any organism?

3. Why is it important to change tips when adding each sample of DNA, but not when
adding the master mix?

4. What steps make up the PCR cycle? What happens at each step?

THE POWER OF PCR MATH PRACTICE: Complete the chart below.
Number of Cycles
Exponents
0
20
1
2
3
4
5
6
7
8
74

Number of Copies
1
2
4© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Name ___________________________________ Weigh Boat Number ___________USE THIS GEL MAP TO: record where you load each sample.
record the electrophoresis result.
____
____
____
____
____
____
____
____

+1234-

1. Why are larger DNA fragments closer to the wells while the smaller pieces are at theother end? Would a gene with a deletion migrate farther or stay closer to the wells?

2. What is the purpose of the ladder?

MASTER MIX MICROLITER MANIA
Your assignment is to prepare materials for a PCR reaction. Calculate the volumes
required to create 10 PCR reactions. Use the Reagent and the Volume from the chart
below and enter your answers in the Reagent Volume Required column.
Reagent

Volume

X 10

Reagent Volume Required

2 uL

X 10

20 uL

2 uL

X 10

20 uL

Forward primer

0.5 uL

X 10

5 uL

Reverse primer

0.5 uL

X 10

5 uL

Taq polymerase

0.25 uLX 10

2.5 uL

Water

4.75 uL

X 10

47.5 uL

Total

10 uL

Magnesiumcontaining buffer
dNTPs

100 uL© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

75

Name ___________________________________ Weigh Boat Number ___________

KEY

+ Con

1

2

3

4

- Con

MM

____________________________________

DNA____________________________________

1. What is the purpose of the negative control?
To check if the master mix is contaminated with DNA. Contamination would cause
false results.
2. Why do we use DNA polymerase from Thermus aquaticus? Why can’t we use DNApolymerase from just any organism?
Since the Thermus aquaticus bacteria lives in hot springs, it is not destroyed in the
hot temperatures required for the denaturing phase of PCR.
3. Why is it important to change tips when adding each sample of DNA, but not when
adding the master mix?
The master mix is the same for all of the tubes in the reaction. The DNA is different;
therefore, it is important to not get the wrong DNA in the wrong tube.
4. What steps make up the PCR cycle? What happens at each step?
Denature: DNA strands separate.
Anneal: Primers bond to their complementary sequence.
Extension: Taq polymerase adds bases according to base pairing rules.
THE POWER OF PCR MATH PRACTICE: Complete the chart below.
Number of Cycles
Exponents
0
20
1
21
2
22
3
23
4
24
5
25
6
26
7
27
8
28
76

Number of Copies
1
2
4
8
16
32
64
128
256

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Name ___________________________________ Weigh Boat Number ___________USE THIS GEL MAP TO:

KEY

record where you load each sample.
record the electrophoresis result.

Ladder
_-__
_4__
_3__
_2__
_1__
_+__
Ladder+1234-

1. Why are larger DNA fragments closer to the wells while the smaller pieces are at theother end? Would a gene with a deletion migrate farther or stay closer to the wells?
The larger fragments are slowed more by the agarose than the smaller fragments.
Since a deletion would result in a smaller piece of DNA, it would move further thanits non-mutated counterpart.
2. What is the purpose of the ladder?
The ladder is pieces of DNA of known size. These serve as a reference fordetermining the size of the DNA fragments in our samples.
MASTER MIX MICROLITER MANIA
Your assignment is to prepare materials for a PCR reaction. Calculate the volumes
required to create 10 PCR reactions. Use the Reagent and the Volume from the chart
below and enter your answers in the Reagent Volume Required column.
Reagent

Volume

X 10

Reagent Volume Required

2 uL

X 10

20 uL

2 uL

X 10

20 uL

Forward primer

0.5 uL

X 10

5 uL

Reverse primer

0.5 uL

X 10

5 uL

Taq polymerase

0.25 uLX 10

2.5 uL

Water

4.75 uL

X 10

47.5 uL

Total

10 uL

Magnesiumcontaining buffer
dNTPs

100 uL© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

77Equipment Needed for Brand Name Genes Wet-lab
VendorCatalog Number

Item

Minimum
Purchase

Unit

REQUIRED EQUIPMENTFor Students’ Workstations
Bio-Rad166-4000EDU

Horizontal Gel Electrophoresis Chamber

1

4-8

Bio-Rad166-0506EDU

Adjustable Micropipet 2-20 μl

1

Bio-Rad166-0507EDU

Adjustable Micropipet 20-20 μl

11

Bio-Rad166-0508EDU

Adjustable Micropipet 100-1000 μl

11

Bio-Rad211-2006EDU

Aerosol Barrier 2-20 μl Pipet Tips

1 box*

1

Bio-Rad211-2016EDU

Aerosol Barrier 20-200 μl Pipet Tips

1 box**

1

Bio-Rad211-2021EDU

Aerosol Barrier 100-1000 μl Pipet Tips

1 box

1

Bio-Rad170-9701EDU

MyCycler™ Thermocycler

1

1

Bio-Rad164-5050EDUPower Pac™ Basic Power Supply

1

2-4

1

1

1-8 (recommend at least 4)

CONSUMABLES
Bio-Rad166-2600EDU

Crime Scene Investigator PCR Basics Kit***

The following consumables are not included in the Bio-Rad kit: clear micro tubes, distilled water, cooler with ice, styrofoam
cups, agarose, and TE buffer.
* Fixed volume pipettes of 10 μl (166-0512EDU) and 20 μl (166-0513EDU) can also be used at a considerable savings.
** Aerosol barrier pipette tipes are necessary for preparation of the PCR to minimize contamination prior to amplification.
*** Contains enough materials for 8 lab stations.

78© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Brand Name Genes IMPLEMENTATION PLAN — POST-LAB
Activity
Evaluation: “Breast Cancer
Surgery: Mastectomy” Video
with Writing Prompts andExamination Questions“Breast Cancer Surgery: Mastectomy” DVD

Estimated
Time
Varies6 mins.

Summary

Purpose/Objectives

Viewing of the “Breast Cancer
Surgery: Mastectomy” DVD
included in the Brand Name
Genes video collection leads toa choice of discussion topics,
writing assignments, andexamination questions.

To extend and evaluate students’
understanding of a range of scientificcontent presented in a real-world context—the discovery and treatmentof breast cancer in a North Carolina
patient.

DVD presentation—from thesurgeon’s perspective—of
the discovery and treatmentof breast cancer in a North
Carolina patient.

To provide students with a realistic
perspective on the diagnosis andtreatment of breast cancer. The video
invites students to use knowledge
gained in Brand Name Genes todiscuss and write about a range ofscientific content they are learning
about in class.

Among the topics that can be covered:• the careful gathering andanalysis of scientific data to
make informed decisions about
personal health• the use of PCR to screen forgenetic traits related to cancer• careers in the medical field© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

79

BRAND NAME GENES EVALUATION ACTIVITY“BREAST Cancer Surgery: Mastectomy”
INTRODUCTION FOR THE TEACHER

T

his evaluation activity has as its focus a shortvideo showing a surgeon discussing andperforming breast cancer surgery. Provided aspart of the Brand Name Genes video collection,
Breast Cancer Surgery: Mastectomy enables students
to view cancer from a surgeon’s perspective andshare with him the data-gathering process that
informs his and his patient’s decisions.
Dr. Keith Amos, a surgeon at the University ofChapel Hill’s School of Medicine, discusses medical
evidence he considered in preparation for the
mastectomy he performs. He then takes viewers into
the operating room with him to explain elements ofthe surgery.
The video presents several kinds of visual
information about cancer: a digital X-ray showing atumor within the body, a pathology report on a tissue
sample, and a naked-eye view of the exterior of atumor when removed from the body.
In addition, the video introduces students to several
kinds of careers in the medical field and some of thedata that doctors consider when the possibility ofcancer is involved. This information is potentially
useful to students as they consider job opportunities
and also as they make decisions about their own ortheir families’ health in the future.

Particularly valuable to visual and auditory learners,
the video enables students to:•

Learn that surgeons use logic and evidence (e.g.,
X-rays, tissue samples) to develop diagnoses andtreatment plans.

•Observe medical professionals using surgicalequipment appropriately and taking safety
precautions (e.g., to resist infection).

•

Listen to a surgeon explaining medical findingsthat contribute to the decision to perform surgery
in a case of breast cancer.

•

See what happens when cell division is
uncontrolled in the human body and a cancerous
tumor forms.

The discussion questions and writing prompts
provided below connect the video to additional
learning goals in the North Carolina Standard Courseof Study. They also serve as evaluation tools. Spoken
and written responses to the questions and prompts
selected by the teacher will indicate the extent towhich students have grasped concepts and content
presented throughout the Brand Name Genes module.

ABOUT Keith D. Amos, M.D.
Dr. Amos is an assistant professor of surgery in the
University of North Carolina’s Medical School.
His specialties are general surgical oncology, breastdiseases, breast surgery, and melanoma.
After his undergraduate education at Xavier Universityof Louisiana, Dr. Amos earned an M.D. at Harvard
Medical School. He then completed a three-year

80

residency at Washington University’s Barnes-Jewish
Hospital in St. Louis and a three-year fellowship at
Houston’s M.D. Anderson Cancer Center.
Dr. Amos has received many awards for teaching andresearch. He was even honored as a member of the USA
Today All-USA College Academic Team in 1992.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

BRAND NAME GENES EVALUATION ACTIVITY

KEY“BREAST Cancer Surgery: Mastectomy”
VIDEO VIEWING GUIDE
Before Viewing

5.

Ask students to think of the following questions as
they watch the video:
•
•
•
•
•
•
•
•
•

What is the patient’s motivation forparticipating in the making of the DVD?
What is the surgeon’s hypothesis?
What information does the surgeon gather?
What is the diagnosis?
Who helps the surgeon?
What safety precautions are taken?
What medical tools and equipment are used?
How long does the surgery last?
What happens next?

After Viewing

No, he worked with others. His colleagues included
an x-ray technologist, pathologist, anesthesiologist,
anesthesia nurse, operating room circulating
nurse, and operating room scrub technician.
6.

Why did Dr. Amos’s patient allow a video of her
surgery to be made?

7.

8.

Dr. Amos gathered information (data) before hemade the decision to perform surgery. What kindsof data were mentioned in the video?
He examined x-rays. He performed a biopsy
and studied a pathology report. He talked to hiscolleagues. He talked to his patient.

3.

What hypothesis was Dr. Amos testing when heperformed the biopsy on the unusual mass detectedin the x-ray?
He tested the hypothesis that the mass might becancerous.

4.

What disease did Dr. Amos’s patient have?

Describe the tumor that Dr. Amos removed. How
large was it? What shape was it? What color wasit? Did it look as you expected it would look?
Answers may vary.

She wanted students to learn from her experience.
2.

List the medical instruments and equipment shownor mentioned in the video.
X-ray machine, scalpel, needle driver, retractors/
rakes.

Short Discussion Questions with Answer Key
1.

Did Dr. Amos work alone? What were the job titlesof hospital personnel mentioned or seen in thevideo?

What actions did you see Dr. Amos and hiscolleagues taking to ensure that the surgery would
be carried out in a safe manner?
In addition to gathering information about thepresence of the tumor, they made sure to operate
in a sterile manner (washing hands thoroughly,
wearing sterile gowns and gloves, putting on masks
and goggles).

9.

How long did the surgery last?
It lasted four hours.

10. What follow-up treatment did Dr. Amos mention at
the end of the video?
He mentions that the evaluation showed thatthe tumor was completely removed. Follow-up
treatment included receiving chemotherapy.

She had breast cancer.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

81

BRAND NAME GENES EVALUATION ACTIVITY“BREAST Cancer Surgery: Mastectomy”
WRITING PROMPTS AND EXAMINATION QUESTIONS

T

he following prompts and questions draw uponknowledge gained from activities included in the
Brand Name Genes module. You may wish to selectone prompt or question that best suits your particularclass’s needs and interests, or you may prefer to give
your students a choice of several to work on. The lengthof each writing assignment can be determined based on
the time available.

on the patient’s family medical history. Include thefollowing information:

Prompts 1-3 can be used as examination questions or as
in-class writing assignments. Prompts 4-7 can be given
as project assignments to be completed in a week or two
by students working alone or in groups. Prompt 8 can begiven as a homework assignment or used during a classperiod spent in the computer lab or media center.

•

Explain how PCR could be used in this case.
Using your knowledge of polymerase chain reaction(PCR), describe how and why you would perform
PCR to provide information to this patient’s threechildren (one daughter and two sons). Be sure to
explain:

•

1.

•
•
•
•
•
2.

3.

82

Which of the children you would test and why.
What sort of biological sample or samples you
would need.
How you would process this material in the lab.
What you would be looking for.
How the information you generated could be
used to help this family.

Discuss how breast cancer develops. The
cancerous tumor shown in the video was the resultof a process of change within the patient’s body.
Using your knowledge of human-cell structure andthe cell cycle, discuss the changes involved in theformation of this tumor. Begin by discussing thedifference between inherited and acquired genetic
mutations that may be responsible for breast cancer.
Be sure to discuss the different characteristics ofnormal and cancerous cells that can be seen under amicroscope.
Create a medical pedigree. Using appropriate
symbols and lines, draw and label a chart based

•
•
•

•
•

The patient’s younger sister was diagnosed
with breast cancer when she was 34.
The patient’s elder sister is in good health.
The patient’s maternal grandmother is in good
health; her maternal grandfather is no longer
living.
The patient’s aunt (her father’s sister) died ofovarian cancer when she was 65.
The patient’s husband and father are in good
health.
The patient’s paternal grandfather diedof prostate cancer at age 70; her paternal
grandmother is in good health.
The patient has two healthy children: a daughter
and a son.

Discuss whether the medical pedigree you havedrawn supports a hypothesis that this patient’s
children may have a genetic predisposition forbreast cancer.
4.

Talk to the patient. Imagine that you are a journalist
preparing to interview the patient in the video. The
focus of your article is “21st Century Approaches
to Breast Cancer.” Based on what you have learned
about cells, breast cancer, genetics, and ELSI, write
down 10 topics you want to cover with the patient.
List the topics in the order of their importanceand include sample questions for each one. In
addition, write a paragraph summarizing how you
will introduce yourself and your planned article
to the patient before the interview begins. In yourintroduction, be sure to explain why you think thearticle will be interesting and valuable to readers.

5.

Write a review. Imagine that you are reviewing thisvideo for a publication that is distributed to scienceteachers. Do the following three things: (1) provide
a synopsis of the video, (2) describe what students
can learn from viewing the video, and (3) argue foror against showing the video to students. Give yourreview an attention-getting title.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

6.

7.

Design a DVD cover. Imagine you work on amarketing team that has been hired to create a DVD
cover for this video. Design an illustration or othergraphic for the front (be sure to include the title) andwrite information on the back that will let potential
buyers know what is in the video and entice them topurchase it. In addition to preparing the cover, write
a half-page memo to your supervisor indicating why
you think your cover will be appealing to the buyers
you have in mind for the video.
Develop a sequel. Imagine that you are part of ateam that is developing a sequel to this video. Writea memorandum to an investor you are approachingfor funds. In making a persuasive request for funds,
your memorandum should provide the following
information: (1) a brief synopsis of the video you areproposing, (2) an explanation of how the new video
is like and unlike the first video, (3) an explanationof who the audience for the new video will be, (4)an explanation of what the audience will learn fromthe video, and (5) an argument for why your video
will be a worthwhile investment. Give your sequelan attention-getting title.

8.

Explore a career. Choose one of these professions
represented in the video: anesthesiologist,
operating room nurse, pathologist, surgeon, X-ray
technologist. Using the Internet, find five current
job openings related to your choice. Record thefollowing information for each job:
•
•
•
•
•
•
•

Where you found the job listing, including the
URL.
Which hospital, university, or other organization
is offering the job.
Where the job is located geographically.
What the minimum degree, training, and otherrequirements are.
What the salary range is.
What the procedures for applying are.
What the deadline for applying is.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

83

84

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Brand Name Genes IMPLEMENTATION PLAN — ADDITIONAL ACTIVITIES
Activity
Alternative Exploration:
Simulated Polymerase Chain
Reaction Experiment (locatedin “Additional Activities” section)

EstimatedTime
1 Class Period

Summary

Purpose/Objectives

In this two-part lesson,
students (still in the role of
D.N.Aces employees), preparea simulated PCR experimentusing whichever pipette typeis available in the classroom,
followed by a simulated, paperbased analysis of their product.

To provide students with a hands-on
laboratory experience involving boththe execution and analysis of anexperiment involving PCR.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

85

BRAND NAME GENES ADDITIONAL ACTIVITYSIMULATED Polymerase chain reaction
EXPERIMENTAL PROTOCOLBACKGROUND

Depending on the availability of supplies and theeducational needs of your students, there are several
alternatives to using the Brand Name Genes wet-lab inyour classroom.
Teachers without equipment can have their students
prepare a simulated PCR experiment using whichever
pipette type they have at their disposal (adjustable
volume, fixed volume, or even disposable pipettes),
followed by a simulated, paper-based analysis of theirproduct.

MATERIALS• Food coloring (red, blue, yellow, green)• Water• PCR tubes (micro tubes or even test tubes can beused in their place for this simulation)• Microcentrifuge tubes (pink, orange, yellow, green,
blue, purple, and clear) one of each color for eachlab group. Alternatively clear tubes can be used.
• Pipettes (adjustable or fixed volume - one per lab
group) (disposable—7 per lab group, plus a few
more for preparation)• Pipette tips (if necessary)• Larger tubes, such as conical tubes or test tubes (7total)• Tube racks or foam floats (enough for each labgroup to hold 13 tubes)• Capless PCR tube adapters if using PCR tubes (6per lab group)

Colored Water Solutions
Colors can be adjusted to suit personal preference. The
recipes listed below have proven to work well for 8mL
volumes:• Orange = 8 mL water + 2 drops yellow food coloring• Yellow = 8 mL water + 5 drops of orange (fromabove) ** you will need to make about 3 tubes ofyellow.
• Blue = 8 mL water + 1 drop Blue food coloring• Pink = 8 mL water + 1 drop red• Green = 8 mL water + 1 drop green

86• Purple = 8 mL water + 2 drops red, 1drop purple-> 15 drops of this mixture into fresh tube with additional 8mL water (serial dilution)
Aliquot the following solutions to their respective colored micro tubes:• Yellow = about 750 µL (20 drops with disposable
pipette)• All other colors approximately 250 µL (7 drops
with disposable pipette)• Clear tubes should have 250 µL of plain water
added
Label colored micro centrifuge tubes:• Yellow = “MMP” (master mix & Primers)• Pink = + (positive control)• Purple = #1
• Green = #2
• Blue = #3
• Orange = #4
• Clear = - (negative control)

STUDENT LAB STATION• One of each color tube (7 total)• 6 PCR tubes & capless tube adapters (or micro
centrifuge tubes)• 1 micro pipette (or 7 disposable pipettes)• Sufficient tube racks (or foam floats) to hold all
tubes

STUDENT PROCEDURE:
1. Students should arrange PCR tubes, and map out
which tube is in which location in their rack.
2. Label PCR tubes (+, 1, 2, 3, 4, -). This can be challenging and difficult to read. Mapping the location of
the tube is important. (Alternatively, micro centrifuge
tubes can be used, and the labeling is much easier.)
3. Add 20uL (1 drop if using disposable pipettes) of
simulated MMP from the YELLOW stock tube to eachof the PCR tubes.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

4. Add 20 uL of simulated DNA sample from the colored stock tube to the corresponding PCR tube. Be sure
to change tips to prevent contaminating samples! If
using micropipettes, the contents of each PCR tube canbe mixed by pipetting up and down a few times.
5. If contamination occurred it should be visible basedon the altered color of the solutions.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

87Name ___________________________________POLYMERASE CHAIN REACTION (PCR)

In the sequences below, locate the forward and reverse primer sequences. Next, highlight or
underline the segment of the gene that would be amplified with PCR using those primers. Record
the length of the amplicon (amplified sequence).

Forward primer: 5’ CGAT 3’

Reverse primer: 3’ TAAG 5’

Positive Control

5’ T G A G C G A T G G T A A T G C C G A T C T T A T C A A A T T C C G C G 3’
3’ A C T C G C T A C C A T T A C G G C T A G A A T A G T T T A A G G C G C 5’
Number of base pairs in amplicon =Patient 1

5’ T G A G C G A T G G T A A T G C C T G G A T C T T A T C A A A T T C C G 3’
3’ A C T C G C T A C C A T T A C G G A C C T A G A A T A G T T T A A G G C 5’
Number of base pairs in amplicon =Patient 2

5’ T G A G C G A T G G T A A T G C C G A T C T T A T C A A A T T C C G C G 3’
3’ A C T C G C T A C C A T T A C G G C T A G A A T A G T T T A A G G C G C 5’
Number of base pairs in amplicon =DNA ELECTROPHORESISIn DNA electrophoresis, fragments of DNA migrate at different speeds based on their length.
Shorter fragments migrate farther. Longer fragments are unable to pass through the gel as quickly
and, therefore, do not migrate as far. Fill in the location of the DNA bands in the gel below basedon the sizes of the sequences amplified in the above PCR.
Number of Base Pairs
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20

88

Positive Control

Patient 1

Patient 2© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Name ___________________________________KEY

POLYMERASE CHAIN REACTION (PCR)

In the sequences below, locate the forward and reverse primer sequences. Next, highlight or
underline the segment of the gene that would be amplified with PCR using those primers. Record
the length of the amplicon (amplified sequence).

Forward primer: 5’ CGAT 3’

Reverse primer: 3’ TAAG 5’

Positive Control

5’ T G A G C G A T G G T A A T G C C G A T C T T A T C A A A T T C C G C G 3’
3’ A C T C G C T A C C A T T A C G G C T A G A A T A G T T T A A G G C G C 5’
Number of base pairs in amplicon = 28bp

Patient 1

5’ T G A G C G A T G G T A A T G C C T G G A T C T T A T C A A A T T C C G 3’
3’ A C T C G C T A C C A T T A C G G A C C T A G A A T A G T T T A A G G C 5’
Number of base pairs in amplicon = 30bp

Patient 2

5’ T G A G C G A T G G T A A T G C C G A T C T T A T C A A A T T C C G C G 3’
3’ A C T C G C T A C C A T T A C G G C T A G A A T A G T T T A A G G C G C 5’
Number of base pairs in amplicon = 28bp

DNA ELECTROPHORESISIn DNA electrophoresis, fragments of DNA migrate at different speeds based on their length.
Shorter fragments migrate farther. Longer fragments are unable to pass through the gel as quickly
and, therefore, do not migrate as far. Fill in the location of the DNA bands in the gel below basedon the sizes of the sequences amplified in the above PCR.
Number of Base Pairs
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20

Positive Control

Patient 1

Patient 230 base pairs
28 Bse pairs

28 base pairs© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

89

90

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

Brand Name Genes IMPLEMENTATION PLAN — INTERDISCIPLINARY BRIDGES
Activity
Learning from Patients:
Journalistic Writing Assignment about Cancer Research.

Estimated
Time
Varies.

Summary

Purpose/Objectives

Students act as journalists on
assignment to cover a noted
cancer researcher’s lecture.

To provide students an opportunity
to draw upon and develop theirlanguage-arts skills as they research
and write about science’s current
understanding of cancer.

© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org

91

BRAND NAME GENES INTERDISCIPLINARY ACTIVITYLEARNING FROM PATIENTSJournalistic Writing Assignment about Cancer Research
BACKGROUNDThis writing assignment asks students to take on therole of journalists as they view—and then write about—a lecture from HHMI’s Learning from Patients DVD(2003).
Disc 1 of Learning from Patients includes four lectures:
two by Dr. Bert Vogelstein about cancer and two morelectures by Dr. Huda Zoghbi about neurodegenerative
diseases. All four lectures include valuable information
for biology students; however, the first half of Dr. Vogelstein’s lecture is of particular relevance to the Brand
Name Genes module.

MATERIALS

Lecture 1in HHMI’s Learning from Patients: The Science of Medicine DVD
HHMI has provided these DVDs for the Brand Name
Genes teachers kits. The DVD is also available withoutcharge at http://www.hhmi.org/biointeractive/cancer/
index.html.

INSTRUCTIONSShow “Research Mechanics: Putting the Brakes on
Cancer,” which is Lecture 1 in HHMI’s Learning fromPatients: The Science of Medicine DVD. This lecture
lasts 53 minutes without the introduction. It last 57
minutes with the introduction.
While students watch the video they should pretend
they are newspaper reporters assigned to cover Dr. Bert
Vogelstein’s lecture about cancer.
Their articles should include background information
on Dr. Vogelstein, including his education and pastand present research. The students’ articles should also
cover the main points of the lecture, including the typesof tumors and the types of genes involved in cancer.
Encourage students to write articles that are each a fullpage, typed and made to look like a newspaper article.
Tell them to include catchy headlines as well as theirnames in the bylines. Each article can also include a
picture with a caption.

Information about the lecturer, Dr. Vogelstein, is available at http://www.hhmi.org/biointeractive/cancer/vogelstein.html and at other websites, including his homeinstitution, Johns Hopkins University.

TOPICS COVERED IN THE LECTURE• History of cancer research• Tumor types (benign, malignant, metastatic)• Blood vessel recruitment of tumors (diffusion limitation of tumor size)• Cell division and cell death (apoptosis)• Gene mutations• Carcinogens• Role of environment vs. genes in disease• Genes, including p53, that control cell growth andproliferation

92© 2009, 2011 DESTINY • UNC-Chapel Hill • CB #7448, MPSC Annex • Chapel Hill, NC 27599 • moreheadplanetarium.org