Advanced Higher Biology – Practical Skills

Day 1

Part 1 - Students will use PCR to look at the evolutionary genetic differences between plant species.

Students will be trained in the proper use of variable volume pipettes. Participating students will add their plant DNA and mastermix to PureTaq PCR beads, and amplify it up using our thermal cycler while reinforcing the theory behind this assay.

Part 2 – Using indirect ELISA, students will quantify Botrytis spp. infection on fruit.

Students will be directed on how to successfully perform an indirect ELISA and the applications on monoclonal antibodies. They will quantify their results using an ELISA plate reader measuring absorbance.

Day 2

Part 1

Option 1 – Quantification of end point inhibition using phosphatase enzyme.

Students will extract phosphatase from beansprouts and make up varying sodium phosphate concentrations. Using this, students will investigate the end point inhibition of phosphate on the phosphatase enzyme by quantifying using a spectrophotometer.

Option 2 – Measuring the Isoelectric point of casein by looking at pH and pKA.

Students will make up varying pH solutions of casein. Using universal indicator, they will determine the pH of their solutions and then use the Henderson-Hasselbalch equation to work out the isoelectric point. Using a spectrophotometer, students will also measure precipitation absorbance of each solution.

Part 2 – Gel electrophoresis of day 1 PCR products

After successful completion of the PCR, students will run their samples on agarose gel and visualise under a UV light. Students will measure their bands using a DNA ladder and deduce the genetic relationship between the plant species picked.

Assessment of the following skills, knowledge and understanding:

• extending and applying knowledge of biology to new situations, interpreting and analysing information to solve complex problems
• planning and designing biological experiments/investigations, using reference material and including risk assessments to test a hypothesis or to illustrate particular effects
• carrying out complex experiments in biology safely, recording systematic detailed observations and collecting data
• selecting information from a variety of sources and presenting detailed information, appropriately, in a variety of forms
• processing and analysing biological information/data (using calculations, significant figures and units, where appropriate)
• making reasoned predictions and generalisations from a range of evidence/information
• drawing valid conclusions and giving explanations supported by evidence/justification
• critically evaluating experimental procedures by identifying sources of error and suggesting and implementing improvements
• drawing on knowledge and understanding of biology to make accurate statements, describe complex information, provide detailed explanations and integrate knowledge
• communicating biological findings/information fully and effectively
• analysing and evaluating scientific publications and media reports

This project has two stages:

• research
• report

Your teacher or lecturer will let you know if there are any specific conditions for doing this assessment. In this project, you have to investigate a topic in biology by doing research. You will work individually to gather data/information from your own experiments and from internet/literature research. This may involve you carrying out a significant part of the work without supervision. Your experimental research will involve planning experiments and gathering data. You should plan to spend a minimum of 15 hours doing this. You will gather information from internet/literature sources to support your understanding of the underlying biology.

From the start of your project, you should maintain a record of your work in a lab book. You must produce a report on your project.

For any queries, please email stemconadmin@forthvalley.ac.uk

Lab coats and safety glasses will be available.

Prior to students attending the short course, it would be helpful (but not essential) for them to receive some learning activities on ELISA, PCR and their chosen day 2 experiment.

To save time, it would also be beneficial for students to fill in the electronic enrolment form.