1. DNA and Gel
Electrophoresis
A L e ve l I I S c i e n t i f i c V i s u a l i z a t i o n U n i t
ECOMP 6106 Final
Charles Flynt

2. Essential Questions
• What is it about the structure of DNA that
makes all life similar, yet different?
• How can the structure of DNA be used in
forensics and biology?
• What are the principles behind the process
of Gel Electrophoresis?
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3. Charles Flynt
• Grimsley High School,
Greensboro, NC
Education
Biography • Oldest High School in the county
• Wake Forest University, BA ’85
• NC State University , BS ’88
• Guilford College, BS ’04
• Diverse student body, 1850
• Lesley University students
Teaching Licenses
• Comprehensive Science
• Scientific Visualization I, II • Ranked in Newsweek Top 100
Teaching Experience
• Physical Science 9-12
• Earth Science 9-12
• Strong IB and AP programs
• Biology 9-12
• Environmental Science 9-12
• Scientific Visualization 9-12
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4. Scientific Visualization
• The use of computer
graphics and animation to
illustrate and explain
scientific concepts
• Taught under the
engineering/technology
group of vocational
education
• Population is heavily male
and very interested in
computer technology
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5. Scientific Visualization
• The use of computer
graphics and animation to
illustrate and explain
scientific concepts
• Taught under the
engineering/technology
group of vocational
education
• Population is heavily male
and very interested in
computer technology
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6. Scientific Visualization
• Three Levels
✦ Level One - most of year is spent learning to use
graphics and animation software (10th grade)
✦ Level Two - Second half of year is spent on four
culminating projects using science topics
✦ Students are responsible for science content as
well as graphics content
✦ This unit covers the project on DNA and Gel
Electrophoresis
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7. Scientific Visualization Goals
North Carolina Standard Course of Sudy
(NCSCOS)
• 205.05 Describe DNA and Gel Electrophoresis
• 205.06 Create a visualization of DNA and Gel
Electrophoresis
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8. NC Biology Standards
(NCSCOS)
• 2.01 - Compare and contrast the structure and
function of organic molecules
• 3.01 - Analyze the molecular basis for heredity
• 3.04 - Assess the impact of genomics on individuals
and society
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9. NC Computer Competency Goals
(NCSCOS)
• Goal 2 - The learner will demonstrate knowledge
and skills in the use of computer and other
technologies
• Goal 3 - The learner will use a variety of
technologies to access, analyze, interpret,
synthesize, apply, and communicate information
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10. NC Visual Arts Standards
(NCSCOS)
• Goal 2 - The learner will develop skills necessary
for understanding and applying media, techniques,
and processes. (National Standard 1)
• Goal 3 - The learner will organize the components
of a work into a cohesive whole through
knowledge of organizational principles of design
and art elements. (National Standard 2 )
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11. Technology Goals
(ISTE)
• Students will understand that echnology can:
‣ Be used as a tool to convey complex ideas
‣ Help gather, share and collaborate with
information
‣ Help design teams collaborate
‣ Help produce high-quality digital media
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12. Guided Inquiry
• Understanding Goals
• Students will understand the molecular basis for
Gel Electrophoresis
• Students will understand the genetic uses of Gel
Electrophoresis
• Students will understand how visualization
technology can be used to explain Gel
Electrophoresis
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13. The Activity
• Students will visit the DNA Interactive website
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14. The Activity
• Students will work through the Human Identification
section
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15. The Activity
• Students will then pick a section from Recovering the Romanovs, Genes
and Medicine or Human Origins and work through it
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16. The Activity
• Students will write a summary of what they learned
using a collaborative Google Document, shared
with the teacher.
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17. Assessment
• Students will self-assess, using the DNAI Rubric
Criterion 3 2 1
Structure Essay (if applicable) is structured Essay is not structured logically OR Essay is not structured logically and
logically with no grammatical or there are a few grammatical or there are many grammatical and
compositional errors compositional errors compositional errors.
Completeness All questions are answered and the Some questions are not answered Many questions are left unanswered
reader is not left wondering OR the reader is left wondering AND the reader is left wondering
Accuracy All questions are answered Some questions are not answered Most questions are not answered and
completely and all information cited in completely OR some information most information cited in the essay is
the essay is accurate cited in the essay is not accurate not accurate
Learning After reading the response/essay, the After reading the response/essay, the After reading the response/essay, the
reader can tell that the student reader can tell that the student reader can tell that the student did not
learned a lot learned a some learn much
• Teacher will then assess using the same Rubric
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18. Culminating Activity
• Students will work in groups of 2-3 to produce an
animated film explaining DNA and Gel
Electrophoresis
• Students will be formatively assessed along the way
on their storyboard and their weekly progress
• Students will develop a rubric and project checklist
in collaboration with the teacher
• Students will use rubric and checklist to self assess
as they are working
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19. Past Example of Student Project
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20. Culminating Project
Sample Rubric
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