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This simulation/tutorial is completed in three stages. In the first stage, students work with a mentor to create a genetically modified crop plant. Students will: 1) explain the relationship between phenotype and genotype in the context of a biochemical pathway; and 2) analyze the effect of a rate-determining step on the overall...
This simulation/tutorial is completed in three stages. In the first stage, students work with a mentor to create a genetically modified crop plant. Students will: 1) explain the relationship between phenotype and genotype in the context of a biochemical pathway; and 2) analyze the effect of a rate-determining step on the overall productivity of a pathway. In stage 2, students find and analyze the sequence of the G-TMT (ƒ×-tocopherol methyltransferase) gene in a simulated version of a genomic database. They amplify the sequence using PCR. In this stage, students will: 1) identify sequence landmarks, including translation start and stop, polyadenylation, etc; 2) map functional regions of a gene sequence, including coding sequence, 3’ UTR, etc; and 3) select appropriate primers for amplifying a sequence using PCR. In stage 3, Students transform canola plants with the G-TMT gene using Agrobacterium and determine if over-expression results in altered phenotype. In this final stage, students will: 1) learn principles and procedures for transformation using Agrobacterium; 2) select the appropriate genetic components and orientation of components in an expression construct for the G-TMT gene; 3) reconstruct the sequence of events and explain the efficiencies of the transformation/selection process; and 4) evaluate data from 2 genetically engineered plants and explain variability in the results.