Discovery of the DNA structure
http://www.youtube.com/watch?v=VegLVn_1oCE
DNA Structure and Function
http://www.youtube.com/watch?v=lLGGid17Wno
Tuesday, October 29, 2013
Monday, October 28, 2013
Microbes Used in Biotech
Techniques
·
Microbes are tools used in many basic
biotechnology procedures. For example, when scientists want to clone or make
copies of genes, they will typically introduce the genes into lab strains of E.
coli. Likewise, if they wish to produce large amounts of an isolated protein
for analysis or medical treatment, they will introduce the gene for that
protein into bacteria. Some bacteria even serve as vectors for introducing a
gene of interest into plants. For example, when genetically engineering crops,
biotech scientists often use Agrobacterium tumefaciens to insert genes into the
plant cells' genomes. Viruses are simpler than bacteria but tremendously useful
as well. Scientists use viruses when they want to introduce a gene into an
animal cell. Moreover, viruses potentially offer a way to conduct gene therapy
or replace a defective copy of a patient's gene with a functional one.
Potential
·
Microbes are more than just handy tools for the
biotech industry. They also serve as platforms for better technology. The field
of red biotechnology seeks to develop new drugs to treat disease. Some of these
drugs are proteins that are produced by bacteria. The field of white
biotechnology seeks new sources for industrial materials. For example,
specially tailored microbes are used to help produce valuable chemicals. The
field of green biotechnology works to improve crops, sometimes by inserting
genes taken from microbes (as in the case of Bt cotton). Finally, black
biotechnology works to invent new sources of fuel--many of which involve
microbes. Specially designed bacteria or genetically altered algae, for
example, are possible sources of fuel that could help to replace oil in the
future.
Common Bacteria in Biotech
·
Escherichia coli (E. coli) is the best-known and
most useful microbe in the field of biotechnology. While many people connect
the name E. coli with food poisoning, it is important to remember that E. coli
is a normal inhabitant of the human intestine. Although certain strains of E.
coli are pathogenic and cause illness, most strains do not. Moreover, the
strains generally used in laboratories have already been altered or selected
for desirable characteristics. Another famous bacterium that is often used in
biotechnology is Agrobacterium tumefaciens--a bacterium that in nature causes a
disease called crown gall. The same attribute that makes this bacterium a
disease of plants--its ability to insert its genetic material into the cells of
its host plant--makes it useful to biotechnology researchers.
Common Algae and Viruses in Biotech
·
Although researchers in the field of black
biotechnology are working with many different strains of algae, Chlamydomonas
reinhardtii is perhaps the most popular algae in biotech and biology labs today.
Because it is relatively simple to culture, it is useful in a wide variety of
experiments. Popular viruses in biotechnology and biomedical research include
retroviruses like HIV, which incorporate their genetic material into their host
cells' genomes; adenoviruses, which cause respiratory tract infections but may
also be useful as gene therapy vectors; and phages (viruses that infect
bacteria), which are useful in a variety of molecular biology techniques.
Credits to the owner**
Monday, August 19, 2013
Traditional and Modern Biotechnology
Biotechnology
Ø
“bio” stands for biology, the
science of life and “technology” – the tools and techniques used to achieve a
particular purpose.
Ø
Any technique that uses living organisms or
parts of the organisms to make or modify products, to improve plants or
animals, or to develop microorganisms for specific use.
Ø
Its scope of application covers agriculture,
industry, medicine, environment, and other fields utilizing innovative
technologies.
Traditional and Modern Biotechnology
Ø
Consists of current well-established and widely
used commercial processes based on properties of living organism.
Ø
Includes the following processes:
·
Brewing
·
Silage making
·
Dairy products
·
Food fermentation
·
Animal vaccine production
Modern Biotechnology
Ø
Involves the integration and use of complex
techniques and procedures with the well- established approaches of traditional
biotechnology.
Ø
Includes the following processes:
1.
Genetic engineering
·
also termed as “genetic manipulation”.
·
involves taking genes from their normal location
in one organism and either transferring them elsewhere or putting them back
into the original organism in different combinations.
2.
Bioprocessing
·
A type of advanced manufacturing that involves
chemical, physical, and biological processes employed by living organisms or
their cellular components.
·
Offers new production opportunities of wide
ranges of items including:
ü
Alternative fuels such as ethanol, methane, and
diesel hydrocarbons,
ü
Commodity chemicals such as enzymes, organic
acids, and solvents,
ü
Polymers for films, coating, and other specialty
uses,
ü
Foods, such as glucose and glucose-fructose
syrups
ü
Improved high-value products, such as
naturally-occurring non-toxic pesticides, flavoring agents, and
pharmaceuticals.
3.
Antisense
Ø
Involves the use of synthetic segments of DNA or
RNA called oligonucleotides to stop the production of disease-related proteins.
Ø
Antisense therapeutics have the potential to
treat many life-threatening diseases such as: hepatitis, cancers, coronary
artery restenosis
4.
Protein engineering
Ø
Judging from the diversity of function found
among enzymes in nature, protein is the good medium to use in the design of
molecular devices
Ø
The production of virtually any protein we can
dream up to perform specific functions.
5.
Monoclonal Antibody
Ø
A super-specific type of antibody used as
process aids in the manufacture of high value biochemicals, and as highly
specific diagnostic kits for the determination of diseases, hormone levels,
etc.
6.
Biosensor Technology
Ø
Analytical devices which are capable of
providing either qualitative or quantitative results
Ø
Involves the “marriage” of the biological world
and the physical electronic world
Ø
In medical field, biosensors allow clinical
analysis to be performed at the bedside, in critical care units and doctors’
offices rather than in centralized laboratories.
Wednesday, August 7, 2013
Rubrics for Group Collaboration
Group No. _______ Yr. & Sec. ___________________
Title __________________________________
Title __________________________________
|
CATEGORY
|
5 - Exceptional
|
3 – Acceptable
|
1 - Minimum
|
0 – Needs Improvement
|
|
Attitude
|
Never is publicly critical of the
project or the work of others. Always has a positive attitude about the
task(s).
|
Rarely is publicly critical of the
project or the work of others. Often has a positive attitude about the
task(s).
|
Occasionally is publicly critical of the
project or the work of other members of the group. Usually has a positive
attitude about the task(s).
|
Often is publicly critical of the
project or the work of other members of the group. Often has a negative
attitude about the task(s).
|
|
Focus on the task
|
Consistently stays focused on the task
and what needs to be done. Very self-directed.
|
Focuses on the task and what needs to be
done most of the time. Other group members can count on this person.
|
Focuses on the task and what needs to be
done some of the time. Other group members must sometimes nag, prod, and remind
to keep this person on-task.
|
Rarely focuses on the task and what
needs to be done. Lets others do the work.
|
|
Working with Others
|
Almost always listens to, shares with,
and supports the efforts of others. Tries to keep people working well
together.
|
Usually listens to, shares, with, and
supports the efforts of others. Does not cause "waves" in the
group.
|
Often listens to, shares with, and
supports the efforts of others, but sometimes is not a good team member.
|
Rarely listens to, shares with, and supports
the efforts of others. Often is not a good team player.
|
|
Contributions
|
Routinely provides useful ideas when
participating in the group and in classroom discussion. A definite leader who
contributes a lot of effort.
|
Usually provides useful ideas when
participating in the group and in classroom discussion. A strong group member
who tries hard!
|
Sometimes provides useful ideas when
participating in the group and in classroom discussion. A satisfactory group
member who does what is required.
|
Rarely provides useful ideas when
participating in the group and in classroom discussion. May refuse to
participate.
|
|
Quality of Work
|
Provides work of the highest quality.
|
Provides high quality work.
|
Provides work that occasionally needs to
be checked/redone by other group members to ensure quality.
|
Provides work that usually needs to be
checked/redone by others to ensure quality.
|
|
Time-management
|
Routinely uses time well throughout the
project to ensure things get done on time. Group does not have to adjust deadlines
or work responsibilities.
|
Usually uses time well throughout the
project, but may have procrastinated or wasted time on one thing. Group does
not have to adjust deadlines or work responsibilities because of this
person's procrastination or time wasting.
|
Tends to procrastinate or waste time,
but always gets things done by the deadlines. Group does not have to adjust
deadlines or work responsibilities because of this person's procrastination.
|
Rarely gets things done by the deadlines
AND group has to adjust deadlines or work responsibilities because of this
person's inadequate time management.
|
|
Preparedness
|
Brings needed materials to class and is
always ready to work.
|
Almost always brings needed materials to
class and is ready to work.
|
Almost always brings needed materials
but sometimes needs to settle down and get to work
|
Often forgets needed materials or is
rarely ready to get to work.
|
Rubrics for Science - Portfolio
Group No. _______
Yr. & Sec.:______________
Quarter: _______________
|
Points
|
Required
items
|
Concepts
|
Reflection/Critique
|
Overall
Presentation
|
|
97-100
|
All required items are included,
with a significant number of additions.
|
Items clearly demonstrate that the
desired learning outcomes for the term have been achieved. The student has
gained a significant understanding of the concepts and applications.
|
Reflections illustrate the ability
to effectively critique work, and to suggest constructive practical alternatives.
|
Items are clearly introduced, well
organized, and creatively displayed, showing connection between items.
|
|
93- 96
|
All required items are included,
with a few additions.
|
Items clearly demonstrate most of
the desired learning outcomes for the term. The student has gained a general
understanding of the concepts and applications.
|
Reflections illustrate the ability
to critique work, and to suggest constructive practical alternatives.
|
Items are introduced and well
organized, showing connection between items.
|
|
89 - 92
|
All required items are included.
|
Items demonstrate some of the
desired learning outcomes for the term. The student has gained some
understanding of the concepts and attempts to apply them.
|
Reflections illustrate an attempt
to critique work, and to suggest alternatives.
|
Items are introduced and somewhat
organized, showing some connection between items.
|
|
85 - 88
|
A significant number of required
items are missing.
|
Items do not demonstrate basic
learning outcomes for the term. The student has limited understanding of the
concepts.
|
Reflections illustrate a minimal
ability to critique work.
|
Items are not introduced and lack
organization.
|
|
0
|
No work submitted
|
|
|
|
Rubrics for Outputs/Projects
Group No. _____
Yr. & Sec.: __________________
Yr. & Sec.: __________________
Name of Output/Project: __________________________
Levels
|
Points
|
Indicators
|
Exemplary
|
98
- 100
|
Work/project is exceptional and
impressive. A distinct and sophisticated application of knowledge and skills
are evident
|
Strong
|
95 - 97
|
Work/project exceeds the standard;
thorough and effective application of knowledge and skills are evident.
|
Proficient
|
92 - 94
|
Work/project meets the standards,
acceptable and displays the application of essential knowledge and skills.
|
Developing
|
89 - 91
|
Work/project does not yet meet
the standards; shows basic, but inconsistent application of knowledge and
skills; work needs further development
|
Emerging
|
85
- 88
|
Work/project shows partial
application of knowledge and skills; lacks depth or incomplete and needs
considerable development, errors, and omissions are present
|
Learning
|
0
|
No work/project presented
|
Video Rubrics in Science
Group
No. _________ Section:
_________________
Title: ___________________________
Title: ___________________________
85 - 88 %
| 89 - 92 % | 93 - 96% | 97 - 100% |
TOTAL
|
|
Organization
|
Audience cannot understand video because
there is no clear narrative line.
|
Audience has difficulty following video
because information jumps around and main points or themes are unclear.
|
Video information are posted in logical
sequence which audience can follow.
|
Video information in logical,
interesting sequence which audience can follow.
|
|
Subject Knowledge
|
Does not have grasp of information;
student cannot articulate basic and core concepts
|
Unfamiliar with information and does not
provide clear illustrations or examples.
|
At ease with core concepts but fails to
elaborate.
|
Demonstrates full knowledge (more than
required) by providing explanations and elaboration.
|
|
Presentation of Ideas and Self•
|
Design does not support information or
audience needs and there is no evidence of appropriate use of video.
|
Design is designed to present
information but elements are not used correctly* and design detracts from
content
|
Design does not detract from content and
media elements support message*.
|
Design clearly supports learning, and
media use is exemplary.
|
|
Elements |
The camera work is choppy and the scenes are blurry
or panning is too fast. Sound and visual files contain significant
distortion. Transitions are awkward between scenes. Titles are illegible.
Technical difficulties seriously interfere with the viewer's ability to see,
hear, or understand content.
|
The camera work may be choppy or panning is too
fast. Sound and visual files may have some distortion but it doesn't distract
the viewer. There are some technical problems, but the viewer is able to
follow the presentation.
|
The camera work is generally smooth and the focus is
usually crisp. Sound and visual files are mostly distortion free. Transitions
provide a smooth movement between scenes. Titles are mostly legible. There
are few technical problems.
|
The camera work is smooth and the focus is crisp.
Sound and visual files are distortion free. Transitions are timed for smooth
movement between scenes. Titles are legible. There are few technical
problems, and none of a serious nature.
|
|
Collaboration
|
Obvious that the presentation was created by one
person Students make poor choices for group members. The group is unable to complete the video in a timely fashion |
Presentation a result of a group effort, but only
some members contributed Students select group members according to social desires. Some students in the group participate actively. Few students excel in the activities |
Students worked together and were assigned different
roles Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Most students excel in the activities |
Effective teamwork. The final product represents
something that would have been impossible to accomplish working alone. Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Each student excels in every activity |
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