This multi-part lesson is designed to give students a firm understanding of genetic profiling using short tandem repeats (STRs), which is a process used by forensics labs around the world. In Part 1 of this lesson, students learn the basics of DNA profiling, including the structure and inheritance of STRs. In Part 2, students learn how DNA profiles are compiled with STRs that are typically used in forensic investigations. In Part 3, they work through a case study involving a robbery and build a DNA profile that can be compared to one constructed from a DNA sample left by a suspect at the scene of the crime. Throughout, analysis questions walk students through calculations on allele frequency and probability (using real data from national databases), providing opportunities for formative assessments on students’ understanding of DNA fingerprinting applications.

In this hands on activity, students construct beaded bracelets based on a DNA sequence of a specific organism. Students are given a DNA sequence for thier choosen organism. The given sequence is used to make one strand of the bracelet while the other strand is created using the rules for base pairing.

Students read an article describing a study that sheds new light on Charles Darwin's hobby of breeding pigeons. They learn about the origins of genes responsible for certain traits in pigeons, explore how scientists unravel the connections between genes and physical characteristics, and simulate a selective breeding program.

This feature film describes how the genetic legacy of a fish can be seen today in our own DNA.

This feature film describes how the genetic legacy of repitles can be seen today in our own DNA.

This feature film describes how the genetic legacy of early primates can be seen today in our own DNA.

In this activity, students use a pedigree and jigsaw puzzles to explore how scientists use genetic information from a family to identify a gene associated with a genetic disorder.

Students will learn how scientists use gel electrophoresis to separate fragments of DNA. Students will perform the lab and learn how to read and interpret the gel.

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In this lesson, students formulate explanations and models that simulate structural and biochemical data as they investigate the misconception that humans evolved from apes.

In this lesson, students describe, measure, and compare cranial casts from contemporary apes, modern humans, and fossil hominids to discover some of the similarities and differences between these forms and to see the pattern leading to modern humans.

Students will explore the concept of genetic disease through the lenses of inheritance, natural selection, and genetic modification and gene therapy. Students will develop an understanding of connections between these concepts and be able to explain these connections. Finally, students will create a "Ted Talk" style video that other students will watch to learn about a specific genetic disease.

In this exercise, students complete a simulation of human karyotyping using digital images of chromosomes from actual human genetic studies. They will arrange chromosomes into a completed karyotype, and interpret their findings just as if they were working in a genetic analysis program at a hospital or clinic.

This lesson uses the fundamentals of protein synthesis as a context for investigating the closest living relative to Tyrannosaurus rex and evaluating whether or not paleontologist and dinosaur expert, Jack Horner, will be able to "create" live dinosaurs in the lab. The first objective is for students to be able to access and properly utilize the NIH's protein sequence database to perform a BLAST, using biochemical evidence to determine T rex's closest living relative. The second objective is for students to be able to explain and evaluate Jack Horner's plans for creating live dinosaurs in the lab.

This virtual lab includes four modules that investigate different concepts in evolutionary biology, including adaptation, convergent evolution, phylogenetic analysis, reproductive isolation, and speciation. Each module involves data collection, calculations, analysis and answering questions.

Students will see the different types of evidence scientists use to understand evolutionary relationships among organisms. They will first practice by using shared physical characteristics to predict relationships among members of the cat family and then use this approach to predict primate relationships.

Students transcribe and translate portions of the wild-type and mutant rock pocket mouse genes and compare sequences to identify the locations and types of mutations responsible for the coat color variation.

Students analyze amino acid data and draw conclusions about the evolution of coat color phenotypes in different rock pocket mouse populations.

In this lesson, students will analyze Ebola sequences that were obtained from patients in Sierra Leone during the 2013–2016 outbreak in West Africa. Students are challenged to place sequences into groups based on similarities to determine the transmission history of the virus. Students then compare their results to those of scientists at the Broad Institute of MIT and Harvard, who followed a similar procedure at the beginning of the outbreak. This lesson is meant to be used in conjunction with the video: "Natural Selection in an Outbreak."

This multimedia resource, part of the NC Science Now series, describes how researchers are studying Vibrio bacteria, commonly found in raw oysters and toxic to humans. Reseachers, intent on designing an early warning system, are looking for a predictable relationship between high Vibrio levels and the water's salinity and temperature, which can be affected by a number of weather variables. Researchers are using DNA analysis to identify and compare bacteria. Components of this resource include a video and a related blog article. Links to these components are provided on the page under the heading "UNC-TV Media." Discussion questions are also provided.