The Genetic Code: A Hands on Activity

School of Government Ana Alea’s Biology class recently concluded an experiment that integrated the study of DNA, RNA, and protein synthesis with an enjoyable craft project.

In this activity students were given written examples of DNA strands.  DNA consists of a series of nucleotides (adenine, guanine, cytosine and thymine).  Following the rules of transcription, the students produced an mRNA strand.  This mRNA strand contains the genetic code for eight characteristics of a simple imaginary organism. 
Using thei mRNA strand and a teacher-supplied chart, the students translated the nucleotides of their strand into a chain of amino acids.  Each group of three nucleotides constitutes a "codon" that codes for a specific amino acid.  

The students were then provided with the materials to create a bracelet:  string, scissors, and different colored beads.

Using the beads, the students then assembled bracelets, using as a basis their amino acid chain, in which each colored bead represented a specific amino acid.  The resulting bracelets provided a visible and tangible means of connecting the abstract DNA to a concrete series of proteins.

 Students then turned in all written work, only keeping their bracelets.  They were then were given a chart, in which each group of three amino acids manifested as a specific characteristic in their imaginary eight-trait organism.  For example, the amino acid sequence, serine-proline-isoleucine gave the organism a tail, while the sequence glycine-alanine-alanine resulted in no tail.

Using their bracelets only, the students decoded their amino acid chains and drew their resulting organisms. Any errors in their bracelets represented mutations in their organisms.  Depending upon the severity of the mutation, their organisms might not be viable.  For example, the organism could survive without a tail, but not without a head.  (Some students were so unhappy with their nonviable organisms that they chose to repeat the beading exercise completely!)

Students analyzed their results, determining what type of mutation their organism had (if any)--deletion, substitution or insertion.  Students with errors could write a report explaining, in detail, the error(s) to improve their grades.

School 7 Showcases STEAM at the State Level!

On March 27^th the School 7 STEAM team presented at the 2015 New Jersey Middle School Educators Annual Conference held at William Paterson University.  Over 250 middle school teachers and administrators attended this statewide conference.

The presentation, “STEAM and the Common Core:  A Transdisciplinary Approach”, showcased the work that has been accomplished in the school over the past three years under the auspices of the WPU/Geraldine R. Dodge Foundation STEAM grant.  Emphasis was placed upon how the work, which stresses critical-thinking, problem-solving, and analytical skills, is linked to the Common Core State Standards. 

Art Professor in Residence Myra Winter stands ready to begin the presentation. 

 Eighth grade math teacher Rosa Kopic, discusses her “Planet of the Exponents” project. (See February blog post.)

  

  Principal Nicholas Vancheri describes the plans for next year.

Origami CUBES at School 2!

Eighth grade students at School 2 engaged in an origami project that focused on geometry concepts, as well as logical reasoning and spatial skills. 

The ancient Japanese paper folding technique of origami was explained to the students.  As students followed the folding technique presented to them and then manipulated their papers themselves, they discovered and were able to see the mathematical concepts of reflection, rotation and translation. In the process of creating a sculptural cube students learned about symmetry, vertices, faces, edges, perpendicular sides, rhombus, congruent right triangles, color patterns and more.

 
After the cubes had been completed, students were encouraged to use their cubes to engage in brief experiments involving bridge building and measurement.

The project was developed for the eighth grade classes as a joint effort of Math PIR Paul Odenwelder and Art PIR Simone Sandler.

Aztec Suns at SOIT

Aztec Suns

Science, Mathematics, and Art

     In this STEAM project, Mrs. Simon’s art class explored Aztec culture and created an Aztec Sun using metal foil, acrylic paint, and sharpie pens. Students researched the Aztecs on the internet and learned about this fascinating future for example: 

"Long known for their cool circular calendars and practice of human sacrifice, Aztecs were also math whizzes. Aztecs used hand, heart and arrow symbols to represent fractional distances when calculating areas of land, scientists have discovered."  Students learned the Aztecs had their own form of arithmetic based on glyphs rather than the numerals we use today. For example, the arrow, heart and hand symbols represented fractions.  LINK

Above:  Aztec Math Calculations

In addition the Aztecs had knowledge of astronomy.  "Ancient Aztec Astronomy has always been a part of Aztec culture. The stars, the planets, and the movements of heavenly bodies in the universe was a great part of the traditions of the Aztec people and it had a lot to do with their everyday movements and the decisions that they made on a daily basis."  LINK

Above:  Aztec Sun

Mrs. Simon taught the students how the Aztecs developed a creation paradigm from their knowledge of mathematics and astronomy.  Students learned about the Aztec conception of the world as having “Five Suns:” the Jaguar Sun, the Wind Sun, the Rain Sun, the Water Sun, and the Earthquake Sun.  In addition, they absorbed the Aztec culture's deep respect for planet Earth and for their natural world.

Students were asked to create their own suns based on this system.  They learned how to transform the stiff material into an artwork using scissors and folding techniques.  They also learned about the elements of art and principles of design as they pertain to the creation of this mask project including: variety, emphasis, harmony and proportion.  Their colorful creations are now hanging on display at SOIT.

Biomimicry and Design at SOIT

Biomimicry and Design

Science and Art

     In this STEAM project combining science and art, Mrs. Simon’s SOIT art class learned how nature can provide the basis for not only creative art works but also for creative designs that can have wide applications in society.  Many designers use nature as well as strategies from nature to invent a variety of sustainable products and processes that are well adapted to our earth and environment and sustainable in the long run.

     STEAM students first learned that the word “biomimicry” comes from the Greek “bios” meaning life, and “mimesis” meaning imitation.  In addition, a "biomimicry design" is not only a product but a process, drawing on natural life and the way it functions in order to motivate innovative thinking. (School Arts pp.38-39, March 2015)

Students learned: "Biomimicry is an approach to innovation that seeks sustainable solutions to human challenges by emulating nature’s time-tested patterns and strategies. The goal is to create products, processes, and policies—new ways of living—that are well-adapted to life on earth over the long haul."  According to the Biomincry Institute:  "The core idea is that nature has already solved many of the problems we are grappling with. Animals, plants, and microbes are the consummate engineers. After billions of years of research andevelopment, failures are fossils, and what surrounds us is the secret to survival."

www.biomimicry.org/what-is-biomimicry/

     To create their STEAM projects, students first used the internet to research and select a living organism of their choice such as an animal, bird, insect, plant or fungus.  Students researched their organism learning about its physical qualities, habits, and habitat.  For the next step, students used white 9 x 9 inch paper to create three high quality sketches used a variety of drawing media, based on this selected organism.  

     The first drawing consisted of the organism drawn realistically.  For this drawing students paid a great attention to detail, using extra fine point sharpie pens and other drawing media.

For the second drawing, students drew a specific section of the organism magnified.  In other words, they drew a "close-up" of the organism, referring to a specific section of their original image.    

For the last and most thought provoking sketch, students brainstormed ("blue skied") and created a design that was based on their original organism.  This design had to be able to be reproduced in a factory (i.e. able to be manufactured in a factory)  to satisfy the requirements of this art project.

For example, students could create a household item, a car, a building, jewelry, or other object from their organism   While creating this last drawing, students were required to use their critical thinking skills as well as their imaginations.  




     Later in the project, during In a final critique, students discussed their biomimicry designs and shared them with others.  They talked about the possibilities of discovering new and innovative technological processes and products using the concept of biomimicry and realized the deep connections between science and art.