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Notes for teachers

Notes

Context: Takes place in the Lab

for 45 minutes.

Students will work in a group of 4 students.
All students will have access to the pre-lab slides, background information, Rubric and grading slides on Canvas.
All students will have their supplies and materials prepared.

List of Materials

Gel Electrophoresis Box
Gel Pouring System
Agarose Gel Cup
A micropipette
At least 8 clean pipette tips in a pipette box.
An an empty beaker, for waste tips
TBE Buffer Solution in a flask.
A set of 8 micro test tubes with the testing samples (tops labeled AA, AB, BB, M1, M2, F1, F2 and F3)

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Standards

I can obtain, evaluate, and communicate evidence that describes how changes in frequency of inherited traits in a population can lead to biological diversity. (HS.L4U1.27

I can use evidence to explain how DNA codes for proteins, which carry out the essential functions of living things.

Plus HS+B.L4U1.13 Obtain, evaluate, and communicate multiple lines of empirical evidence to explain the change in genetic composition of a population over successive generations

Plus HS+B.L4U1.2 Engage in argument from evidence that changes in environmental conditions or human interventions may change species diversity in an ecosystem.

Science and Engineering Practices:

I can design experiments or studies to test hypotheses related to the cash cow product. This could involve market research, product testing, or cost-benefit analysis..

I can collect and analyze data from the experiments or market research. Use statistical methods to interpret the data and draw conclusions.

I can Present findings and arguments based on the evidence collected. Engage in debates or discussions to defend the proposed solutions.

Standards

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

9-10.W.2 d. Use precise language and domain‐specific

vocabulary to manage the complexity of the topic.

9-10.SL.1 Initiate and participate effectively in a range of

collaborative discussions (one‐on‐ one, in groups, and

teacher‐led) with diverse partners on grades 9–10 topics,

texts, and issues, building on others' ideas and expressing

their own clearly and persuasively.

9-10.SL.1 b. Work with peers to set rules for collegial

discussions and decision‐making.

9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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Objective(s):

Students can independently and safely follow a series of directions, and demonstrate knowledge of lab equipment and its functioning that is appropriate to the experiment.

Students can interpret and evaluate experimental observations, while adding in experimental errors and suggesting ways to improve the lab experiment.

Students will analyze production processes to identify opportunities for cost reduction and efficiency improvements.

Students will brainstorm and propose new ideas or improvements to existing cash cow products.

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Agenda (lesson time)

Cash Cow background lab slides
Review background information and using

micropipettes

Read all instructions before starting the lab

and checking all the supplies

working with a group and follow the instructions

step by step.

Watching for the results and add a picture
Interpret data, analyze, and answer questions.

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Intro/Driving Question/Opening

How can we use gel electrophoresis in a lab experiment to determine the profit and loss of a cash cow product?

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Hands-on Activity Instructions

Activity:

This activity is the Cash Cow lab experiment. Students were prepared the day before by reading the pre-lab slides and discussing the background information. In the lab, students will work in groups of four to perform the experiment, following the instructions step by step. They will record their data and answer analysis questions based on their results.

Steps students will follow to practice using the micropipettes:

Part 1:

Step 1: Place the MiniOne® Gel Casting Stand on a level surface and place gel trays in the two cavities.
Step 2: Partially peel the film off an agarose gel cup and microwave for 20 seconds. Allow to cool for 15 seconds.
Step 3: One gel cup is for making one agarose gel.
Step 4: Carefully remove comb when gel is ready

Part 2: setting up the box

Step 1: Place the gel tray with the gel into the gel tank.

Step 2: Turn the low intensity blue LED on by pressing the button on the carriage.

Step 3: Carefully pour the flask of TBE buffer solution into the well. Start one side, and pour slowly until you have emptied the beaker.

Step4: Pipette 10ul of each sample into the wells.

Step 5: Document your results.

Extension:

Students will analyze data and answer questions based on their results

Students can brainstorm and develop new features or improvements for the cash cow product to maintain its market position and profitability..

students can analyze the production process to identify areas where costs can be reduced without compromising quality. Propose methods for improving efficiency.

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Assessment

In this Cash Cow lab experiment, students will receive a summative assessment. They will be evaluated on their ability to follow lab instructions, collect data, and use critical thinking skills to interpret data in the biotech lab.. in In addition, they are answering some questions, Example Questions:

What are the genotypes of each of the cattle?
Which bull should the farmer purchase?
Which cow should he purchase first?
Explain how the evidence you collected supports your claim (hint- a punnett square or two would help your case!)

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Differentiation

For students who are struggling, I will help them with step by step instructions. We will go over the steps together, give them a feedback on every step, they can also engage with other students in discussions and in recording data and analyzing the questions.

I will accept pictures and oral answers from IEP students.

For ELL students they can answer questions with their peers and submit their work together, I will also allow for more time.
I will provide additional resources such as readings, videos, or tutorials that cover the concepts and techniques used in the Cash Cow lab.

I will highlight and discuss common mistakes made during the lab. Explain why these mistakes occurred and how to avoid them..

Remediation

Extension/Enrichment

I will assign a follow-up task that allows students to apply what they’ve learned in a different context, reinforcing the skills and knowledge gained from the lab.

I can assign Assign students to analyze case studies of successful and unsuccessful cash cow products. They should identify key factors contributing to each product’s outcome and propose strategies for improvement.

Organize an interactive presentation where students present their findings and recommendations from the Cash Cow lab extensions. Encourage peer feedback and discussion.

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