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Peer Review

GENE PROBE

Reviewed:

Mar 3, 2012 by Biology
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Ratings

Overall Rating: 3.0 stars
Content Quality: 2.2 stars
Effectiveness: 2.5 stars
Ease of Use: 4.0 stars
Overview:

The GENE PROBE attribute is a simulation that covers basic concepts and principles of using gene probes to identify genes of interest. A few introductory slides are presented before the interactive exercise begins. Users are navigated through some of the steps for preparing and using a gene probe to identify the presence and location of a gene.
Type of Material:

The site provides static information slides that lead into a hands-on simulation. Most of the simulation is presented as a flash animation / tutorial.
Recommended Uses:

This is a good site as a supplement to the textbook or as a lecture presentation. The simulation is beneficial for students to view after a lecture on the topic. It may work as a good preliminary activity for a lab on genetics or biotechnology.
Technical Requirements:

Shockwave Flash is required to fully run this simulation.
Identify Major Learning Goals:

This site serves to enhance student understanding of basic genetic terminology. It also strives to teach the student about proper Watson-Crick base pairing and DNA hybridization. The interactive portion actively involves the student in creating a proper DNA probe sequence and provides them with an example of karyotype analysis.
Target Student Population:

The content presented in this simulation would benefit middle school or high school age children.
Prerequisite Knowledge or Skills:

Some background information about genes and DNA would be useful for understanding the material.

Content Quality

Rating:
Strengths:

  • Describes DNA base pairing
  • Shows some of the steps in isolating DNA
  • Provides some examples of how gene probes can be used
  • Interactive portion of the simulation is good
  • Challenging the student to create a DNA probe sequence is good
Concerns:

  • More detail needs to be provided for the background information
  • Some of the background information needs to be re-written to provide more accurate information
  • There are some discrete errors in simulation including: 1) DNA strands have a 5' to 3' direction and in double-stranded DNA these strands should run anti-parallel; 2) Incorrectly uses "gene" when the correct term should have been "allele" (for example, there is no "gene" for cystic fibrosis, mutations in the CFTR gene create alleles that do not function properly, leading to the disease of cystic fibrosis), 3) For the DNA isolation, students are required to "extract a cell" - this is not what is done, cells are very, very small, so millions of cells are extracted, not one; 4) The simulation shows that the DNA probe is hybridized in solution and then viewed with a microscope - DNA is very, very, very thin, and cannot be seen in a light microscope; 5) The chromosomes shown in the microscope would be from dividing cells treated on a slide so that the chromosomes can be visualized, not DNA from solution; 6) The probe needs to be labelled with a fluorescent molecule so it can be visualized; and 7) There are several grammatical errors

Potential Effectiveness as a Teaching Tool

Rating:
Strengths:

  • Simulation is effective for students and gives them rapid results
  • Students must correctly match 10 bases of DNA, so they learn effectively that A goes with T and G goes with C in base pairing
  • Interactivity requires students to add solutions to test tubes, which keeps them actively engaged in the learning experience.
Concerns:

  • The multiple steps presented are for a different process (PCR) than the process the tutorial is intended to demonstrate (FISH)
  • Students may be confused by the lack of detail and consistency in terminology used in the information slides as compared to what they are probably reading in the their textbooks, notes, etc.
  • There are no questions on any of the other learning objectives besides the base pairing rules

Ease of Use for Both Students and Faculty

Rating:
Strengths:

  • The site is very easy to use using click and drag
  • Site provides simple navigation with clear instructions
Concerns:

  • Better directions may help students when building the DNA probe sequence, whether to click the letters below the empty box or type them in manually
  • There is no feedback on what the error is if the DNA is made wrong
  • A "back" button would be useful for going back one step at a time through the animation
Other Issues and Comments:

This is a good interactive site. The author is encouraged to do a little revision on the introduction as well as the animation to make the material more accurate.
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