Scientific Equipment

 

Scientific Equipment

All Materials © Cmassengale

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Compound Light Microscope (LM)-used to enlarge an image Graduated Cylinder – used to measure the volume of liquids
Microscope Slide – supports an item being examined under the microscope Image result for cover slip Cover slip – covers specimen on a slide
Beaker, Glass, Cup, Chemistry, Flask, Laboratory Beaker – holds liquids while they are being stirred or heated Test Tube Brush – used to clean test tubes
Image result for evaporating dish Evaporating Dish – used for heating solids Image result for pinch clamps Pinch Clamps – used to control the flow of liquids through tubing
Image result for funnel Funnel – assists in transferring liquids to containers with smaller openings Striker – used to ignite a burner
Test Tubes – holds liquids for observation or testing Safety goggles – protects the eyes from damaging substances
Pipet pump – dispenses known volumes of liquids Eyedropper – used to transfer small amounts of liquids
Image result for forceps Forceps – used to hold or lift specimens Magnifying glass – enlarges the image of an object
Related image Crucible – containers used for “strong” heating Test Tube Rack – holds test tubes during observation or testing
Wash Bottle – used for rinsing solids out of a container Pipet – used for exact measurements of liquids
Image result for spatula drawing Spatula – chemical spoons used to transfer solids from their original container to a scale for weighing Image result for wire gauze Wire Gauze – adds additional support for containers held on tripods or O-rings
Crucible Tongs – used for picking up crucibles & crucible covers only Mortar & Pestle – used to grind solids into powders
Florence Flask – used to store liquids Erlenmeyer Flask -used to store solutions
Dissecting Pan – holds specimen being dissected test tube holder Test Tube Holder – holds test tubes while heating
an electronic balance Electronic Balance – used for weighing substances a proper lab burner flame Bunsen Burner – heat source
Thermometer – used to measure temperature Stopper – used to cap flasks containing liquids
Scalpel – used for cutting specimens being dissected Tubing – hose used for connecting glassware
Image result for petri dish Petri Dish – plate used to culture microorganisms a triple-beam balance Triple Beam Balance – used for weighing substances
O-Ring – used with ring stands to support heated vessels Volumetric Flask – used to mix precise volumes of liquids
Related image Watch Glass – used on top of beakers when heating Desiccators – used to remove moisture from substances
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RNA interference abstract

 

RNA Interference – Gene Silencing by Double-Stranded RNA
Andrew Z. Fire & Craig C. Mello
Nobel Prize Award in Medicine 2006

Introduction

This year’s Nobel Laureates have discovered a fundamental mechanism for controlling the flow of genetic information. Our genome operates by sending instructions for the manufacture of proteins from DNA in the nucleus of the cell to the protein synthesizing machinery in the cytoplasm. These instructions are conveyed by messenger RNA (mRNA). In 1998, the American scientists Andrew Fire and Craig Mello published their discovery of a mechanism that can degrade mRNA from a specific gene. This mechanism, RNA interference, is activated when RNA molecules occur as double-stranded pairs in the cell. Double-stranded RNA activates biochemical machinery which degrades those mRNA molecules that carry a genetic code identical to that of the double-stranded RNA. When such mRNA molecules disappear, the corresponding gene is silenced and no protein of the encoded type is made.

RNA interference occurs in plants, animals, and humans. It is of great importance for the regulation of gene expression, participates in defense against viral infections, and keeps jumping genes under control. RNA interference is already being widely used in basic science as a method to study the function of genes and it may lead to novel therapies in the future.

 The flow of information in the cell: from DNA via mRNA to protein

The genetic code in DNA determines how proteins are built. The instructions contained in the DNA are copied to mRNA and subsequently used to synthesize proteins (Fig 1). This flow of genetic information from DNA via mRNA to protein has been termed the central dogma of molecular biology by the British Nobel Laureate Francis Crick. Proteins are involved in all processes of life, for instance as enzymes digesting our food, receptors receiving signals in the brain, and as antibodies defending us against bacteria.

Our genome consists of approximately 30,000 genes. However, only a fraction of them are used in each cell. Which genes are expressed (i.e. govern the synthesis of new proteins) is controlled by the machinery that copies DNA to mRNA in a process called transcription. It, in turn, can be modulated by various factors. The fundamental principles for the regulation of gene expression were identified more than 40 years ago by the French Nobel Laureates François Jacob and Jacques Monod. Today, we know that similar principles operate throughout evolution, from bacteria to humans. They also form the basis for gene technology, in which a DNA sequence is introduced into a cell to produce new protein.

Around 1990, molecular biologists obtained a number of unexpected results that were difficult to explain. The most striking effects were observed by plant biologists who were trying to increase the colour intensity of the petals in petunias by introducing a gene inducing the formation of red pigment in the flowers. But instead of intensifying the colour, this treatment led to a complete loss of colour and the petals turned white! The mechanism causing these effects remained enigmatic until Fire and Mello made the discovery for which they receive this year’s Nobel Prize.

The discovery of RNA interference

Andrew Fire and Craig Mello were investigating how gene expression is regulated in the nematode worm Caenorhabditis elegans (Fig. 2). Injecting mRNA molecules encoding a muscle protein led to no changes in the behaviour of the worms. The genetic code in mRNA is described as being the ‘sense’ sequence, and injecting ‘antisense’ RNA, which can pair with the mRNA, also had no effect. But when Fire and Mello injected sense and antisense RNA together, they observed that the worms displayed peculiar, twitching movements. Similar movements were seen in worms that completely lacked a functioning gene for the muscle protein. What had happened?

When sense and antisense RNA molecules meet, they bind to each other and form double-stranded RNA. Could it be that such a double-stranded RNA molecule silences the gene carrying the same code as this particular RNA? Fire and Mello tested this hypothesis by injecting double-stranded RNA molecules containing the genetic codes for several other worm proteins. In every experiment, injection of double-stranded RNA carrying a genetic code led to silencing of the gene containing that particular code. The protein encoded by that gene was no longer formed.

After a series of simple but elegant experiments, Fire and Mello deduced that double-stranded RNA can silence genes, that this RNA interference is specific for the gene whose code matches that of the injected RNA molecule, and that RNA interference can spread between cells and even be inherited. It was enough to inject tiny amounts of double-stranded RNA to achieve an effect, and Fire and Mello therefore proposed that RNA interference (now commonly abbreviated to RNAi) is a catalytic process.

Fire and Mello published their findings in the journal Nature on February 19, 1998. Their discovery clarified many confusing and contradictory experimental observations and revealed a natural mechanism for controlling the flow of genetic information. This heralded the start of a new research field.

The RNA interference machinery is unraveled

The components of the RNAi machinery were identified during the following years (Fig 3). Double-stranded RNA binds to a protein complex, Dicer, which cleaves it into fragments. Another protein complex, RISC, binds these fragments. One of the RNA strands is eliminated but the other remains bound to the RISC complex and serves as a probe to detect mRNA molecules. When an mRNA molecule can pair with the RNA fragment on RISC, it is bound to the RISC complex, cleaved and degraded. The gene served by this particular mRNA has been silenced.

RNA interference – a defense against viruses and jumping genes

RNA interference is important in the defense against viruses, particularly in lower organisms. Many viruses have a genetic code that contains double-stranded RNA. When such a virus infects a cell, it injects its RNA molecule, which immediately binds to Dicer (Fig 4A). The RISC complex is activated, viral RNA is degraded, and the cell survives the infection. In addition to this defense, higher organisms such as man have developed an efficient immune defense involving antibodies, killer cells, and interferons.

Jumping genes, also known as transposons, are DNA sequences that can move around in the genome. They are present in all organisms and can cause damage if they end up in the wrong place. Many transposons operate by copying their DNA to RNA, which is then reverse-transcribed back to DNA and inserted at another site in the genome. Part of this RNA molecule is often double-stranded and can be targeted by RNA interference. In this way, RNA interference protects the genome against transposons.

RNA interference regulates gene expression

RNA interference is used to regulate gene expression in the cells of humans as well as worms (Fig 4B). Hundreds of genes in our genome encode small RNA molecules called microRNAs. They contain pieces of the code of other genes. Such a microRNA molecule can form a double-stranded structure and activate the RNA interference machinery to block protein synthesis. The expression of that particular gene is silenced. We now understand that genetic regulation by microRNAs plays an important role in the development of the organism and the control of cellular functions.

New opportunities in biomedical research, gene technology and health care

RNA interference opens up exciting possibilities for use in gene technology. Double-stranded RNA molecules have been designed to activate the silencing of specific genes in humans, animals or plants (Fig 4C). Such silencing RNA molecules are introduced into the cell and activate the RNA interference machinery to break down mRNA with an identical code.

This method has already become an important research tool in biology and biomedicine. In the future, it is hoped that it will be used in many disciplines including clinical medicine and agriculture. Several recent publications show successful gene silencing in human cells and experimental animals. For instance, a gene causing high blood cholesterol levels was recently shown to be silenced by treating animals with silencing RNA. Plans are underway to develop silencing RNA as a treatment for virus infections, cardiovascular diseases, cancer, endocrine disorders and several other conditions.

Reference:
Fire A., Xu S.Q., Montgomery M.K., Kostas S.A., Driver S.E., Mello C.C. Potent and specific genetic interference by double-stranded RNA in Caenorhabditis elegans. Nature 1998; 391:806-811.

Andrew Z. Fire, born 1959, US citizen, PhD in Biology 1983, Massachusetts Institute of Technology, Cambridge, MA, USA. Professor of Pathology and Genetics, Stanford University School of Medicine, Stanford, CA, USA.

Craig C. Mello, born 1960, US citizen, PhD in Biology 1990, Harvard University, Boston, MA, USA. Professor of Molecular Medicine and Howard Hughes Medical Institute Investigator, Program in Molecular Medicine, University of Massachusetts Medical School, Worcester, MA, USA.

 

 

illustration

High resolution image (pdf 2,5 Mb) »

 

 

Scientific Laws

 

Scientific Laws, Hypotheses, and Theories

 

 

Scientific Theory versus “Just a theory” Layman’s term:

In layman’s terms, if something is said to be “just a theory,” it usually means that it is a mere guess, or is unproved. It might even lack credibility. But in scientific terms, a theory implies that something has been proven and is generally accepted as being true.

Scientific Meanings:

SCIENTIFIC LAW: This is a statement of fact meant to describe, in concise terms, an action or set of actions. It is generally accepted to be true and universal, and can sometimes be expressed in terms of a single mathematical equation. Scientific laws are similar to mathematical postulates. They don’t really need any complex external proofs; they are accepted at face value based upon the fact that they have always been observed to be true. Specifically, scientific laws must be simple, true, universal, and absolute. They represent the cornerstone of scientific discovery, because if a law ever did not apply, then all science based upon that law would collapse.  Some scientific laws, or laws of nature, include the law of gravity, Newton’s laws of motion, the laws of thermodynamics, Boyle’s law of gases, the law of conservation of mass and energy, and Hook’s law of elasticity.

HYPOTHESIS: This is an educated guess based upon observation. It is a rational explanation of a single event or phenomenon based upon what is observed, but which has not been proved. Most hypotheses can be supported or refuted by experimentation.

THEORY: A theory is more like a scientific law than a hypothesis. A theory is an explanation of a set of related observations or events based upon proven hypotheses and verified multiple times by detached groups of researchers. One scientist cannot create a theory; he can only create a hypothesis. Theories may be expanded or modified with further scientific evidence.

Development of a Simple Theory by the Scientific Method:

  • Start with an observation that evokes a question: Broth spoils when I leave it out for a couple of days. Why?
  • Using logic and previous knowledge, state a possible answer, called a Hypothesis: Tiny organisms floating in the air must fall into the broth and start reproducing.
  • Perform an experiment or Test: After boiling some broth, I divide it into two containers, one covered and one not covered. I place them on the table for two days and see if one spoils. Only the uncovered broth spoiled.
  • Then publish your findings in a peer-reviewed journal. Publication: “Only broth that is exposed to the air after two days tended to spoil. The covered specimen did not.”
  • Other scientists read about your experiment and try to duplicate it. Verification: Every scientist who tries your experiment comes up with the same results. So they try other methods to make sure your experiment was measuring what it was supposed to. Again, they get the same results every time.
  • In time, and if experiments continue to support your hypothesis, it becomes a Theory: Microorganisms from the air cause broth to spoil.

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Rubric Chimpanzee Webquest

 

 

Chimpanzee Webquest

 

Group # _____     Students:

Oral Presentation Rubric Possible Points Self-Assessment Teacher Assessment
Complete Venn diagram with unique adaptations listed at bottom. 25
PowerPoint Presentation well-designed and with 15 slides 25
Presentation was well planned and coherent. (Evidence of rehearsal) 10
Poster board  (helpful, neat) 10
Teamwork:  Every member of group played a role 10
Presentation shows evidence of research on Chimpanzees (good understanding of similarities and differences) 10
Communication Skills (eye contact, posture, clear voice, appropriate volume, transitions between speakers smooth, and all members presented) 10
Total Possible Points 100

Scientific Method activity

Scientific Method I’m All Thumbs”
Introduction:
What makes a “Class Champion” thumb wrestler? Does thumb diameter, length, or wrist diameter have an effect on the overall chances of winning a thumb wrestling match? In this investigation we will develop a hypothesis based on physical data collected from our classmates. We will then test this hypothesis by conducting a thumb wrestling tournament to determine an overall “Class Champion”.

Materials:
Metric ruler, metric tape measure (see bottom of lab), scissors, string, calculator

Objectives:

  • Students will take and record accurate measurements of their wrist, and their thumb’s circumference and length.
  • Students will analyze the data collected and determine if their hypothesis is correct.
  • Correctly line graph the collected data.
  • Learn the rules of thumb wrestling.
  • Conduct a thumb wrestling tournament.

Procedures:

  • Choose a partner and perform the following measurements using the metric tape measure found at the bottom of this lab. Then have your partner perform them on you.
  • Measure the circumference of the thumb, in centimeters, at its widest point. Record this data on the following line ___________cm. and on the table on the chalk board.
  • Measure the length of the thumb, using the metric ruler in centimeters, from its tip to the end of its second joint. Record this data on the following line ___________cm. and on the table on the chalk board.
  • Measure the circumference of the wrist over the ulnar knob, in centimeters, and record this data on the following line ____________ and on the table on the chalk board.
  • Copy the data, on the board, on to the table in the results section of the lab.
  • The class will form and record a hypothesis based on the collected data.
  • The Hypothesis:
    ______________________________________________________________

        ______________________________________________________________

  • Rules of thumb wrestling: Two players grasp hands shown in the illustration; they touch thumbs to the opposite sides of the other person’s hand three times, then come out wrestling. The object, of course, is to hold the other person’s thumb down, for a count of three, using only your thumb.

 

  • Boys will wrestle boys and girls will wrestle girls.
  • A tournament schedule will be set up to match opponents.
  • After the completion, a champion will be declared in both categories, (male and female).

Results:
Complete the following data table:

 

Student Name
Gender (M / F)
Thumb Circumference in cm
Thumb Length in cm
Wrist circumference in cm
Record
( won/ lost)
Optional
1.aaaaaaaaaaaaaaaaa
M / F
2.aaaaaaaaaaaaaaaa
M / F
3.aaaaaaaaaaaaaaaa
M / F
4.aaaaaaaaaaaaaaaa
M / F
5.aaaaaaaaaaaaaaaa
M / F
6.aaaaaaaaaaaaaaaa
M / F
7.aaaaaaaaaaaaaaaa
M / F
8.aaaaaaaaaaaaaaaa
M / F
9.aaaaaaaaaaaaaaaa
M / F
10.aaaaaaaaaaaaaaaa
M / F
11.aaaaaaaaaaaaaaaa
M / F
12.aaaaaaaaaaaaaaaa
M / F
13.aaaaaaaaaaaaaaaa
M / F
14.aaaaaaaaaaaaaaaa
M / F
15.aaaaaaaaaaaaaaaa
M / F
16.aaaaaaaaaaaaaaaa
M / F
17.aaaaaaaaaaaaaaaa
M / F
18.aaaaaaaaaaaaaaaa
M / F
19.aaaaaaaaaaaaaaaa
M / F
20.aaaaaaaaaaaaaaaa
M / F
21.aaaaaaaaaaaaaaaa
M / F
22.aaaaaaaaaaaaaaaa
M / F
23.aaaaaaaaaaaaaaaa
M / F
24.aaaaaaaaaaaaaaaa
M / F

 

Graph Title: ____________________________________________________________


Analysis and Conclusion :

1. Restate your hypothesis: __________________________________________________

2. Which students won? (male) __________________________ and (female)_____________________

3. What were their measurements:

male: thumb circumference: ____________, thumb length ______________, and wrist circumference ______________;

female: thumb circumference:__________, thumb length _________, and wrist circumference ______________.

4. What was the mean thumb circumference of the class? _____________cm

5. What was the mean wrist circumference of the class? ______________cm

6. Did all those with larger measurements win their matches? ____________.

7. Was you hypothesis correct? ______________.

8. If not, explain what was different. 

_____________________________________________________

_____________________________________________________

_____________________________________________________

9. What is the independent variable? _____________________________________

10. What is the dependent variable? ______________________________________

11. List the controlled variables in this experiment. 

         __________________________________________________

__________________________________________________       

11. Would this be considered a controlled experiment? ____________.

12. Explain your answer.

_____________________________________________________

_____________________________________________________

_____________________________________________________

Here is a sample tournament grid : Cut and turn sideways.

_______________________________________________________________________

_______________________________________________________________________

 

Cut and use.

________________________________________________________________________

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