Scotch College

Scotch Biology Goes Techno!

DNA visualising gel

An important aspect of the VCE Unit 4 Biology course is the study of the structure of DNA, understanding genetic inheritance and the manipulation of DNA through genetic engineering. Further to these is an appreciation for the ethics of biotechnology and the implications of its use. Recently, the Unit 4 Biology students have been participating in a series of experiments aimed at increasing their understanding of these elements of the course.

Two techniques which are routinely used in biotechnology laboratories are restriction enzyme digestions (RED) and gel electrophoresis. RED allow scientists to cut up DNA in order to isolate genes which can be used in genetic research. Gel electrophoresis allows scientists to view the DNA fragments they have isolated on an agarose gel. Despite being common place in a laboratory, these techniques require operator skill and patience and can be expensive to set up.

Until this year, these techniques would have only be performed by a Scotch student if he progressed to the third year of a Bachelor of Science Degree. In most schools in Victoria these techniques are taught in a theoretical manner, demanding students visualise the process using their mind's eye, thus leading to only a superficial understanding of the procedure. This year the Scotch College Biology Department has devoted much time, effort and resources to the development of a series of practical lessons which allows students to perform both RED and gel electrophoresis. The three Unit 4 Biology classes at Scotch College have recently completed these lessons.

The practicals involve students setting up experiments in which the DNA from small bacteriophage organisms is cut into small fragments using different combinations of enzymes (RED). In later lessons students load these experiments onto a DNA visualising gel, which is then stained to reveal the different sized fragments of DNA. The Biology students have had to learn to deal with very small volumes (most less than 1/100 of a millilitre) by using a micropipette. These lessons have been highly successful in allowing students to gain a practical understanding of the procedures routinely used in any biotechnology laboratory.

The Biology students have had to learn to deal with very small volumes (most less than 1/100 of a millilitre) by using a micropipette.

The Unit 4 Biology students have also been modifying the genome of a common laboratory bacteria. In this set of experiments students introduced a new gene to these bacteria. The gene causes the bacteria to glow when illuminated by an ultra violet light. Once again the Biology students have gained an excellent understanding of another routine laboratory technique. Furthermore, they now comprehend what it means to alter the genome of an organism. This is particularly relevant to the current debate on genetically modified foods in the media.

The students enjoyed immensely these experiences which have provided them with a real understanding of some of the common techniques used in genetics and the biotechnology industry. They have now been armed with knowledge that is sure to assist them in their understanding of genetics and will allow them to make more informed contributions to current ethical debates.

Dr Jensen Hjorth - Staff