DNA & genetic technologies Enquire Now Learn about DNA, genetic technologies & hereditary This genetics workshop is designed for high schools seeking a well-rounded DNA workshop. Students will: Learn about the structure of DNA Extract DNA and see laboratory centrifuges demonstrated in action Learn to use micropipettes in practice electrophoresis gels Examine the result of electrophoresis in action in your class Discover how electrophoresis works using chromatography Discuss DNA sequencing via nanopores and learn about technologies such as CRISPR used for DNA replication Trustpilot Quick Links Past projects Requirements Cost per Science Show Free Science Resources Back to Secondary Science Incursions 150 Free Experiments Fizzics in the Media Australian Curriculum Mapping for all science workshops & shows Australian ACARA Content Outcomes: The transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184) Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE223) and (ACSHE227) Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120), (ACSHE135) and (ACSIS199) People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125) Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132) and (ACSIS234) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145) and (ACSIS170). Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204) Australian National Curriculum Mapping for all our science workshops & shows NSW SCIENCE SYLLABUS CONTENT for all our incursions NSW Science 7–10 Syllabus For explanatory points & implementation advice for each dot point, please visit the Science 7 -10 Curriculum site A student: uses scientific tools and instruments for observations SC4-WS-01 identifies questions and makes predictions to guide scientific investigations SC4-WS-02 follows a planned procedure to undertake safe and valid investigations SC4-WS-04 uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06 explains how the properties of substances enable separation in a range of techniques SC4-SOL-01 explains how data is used by scientists to model and predict scientific phenomena SC4-DA1-01 selects and uses scientific tools and instruments for accurate observations SC5-WS-01 develops questions and hypotheses for scientific investigation SC5-WS-02 follows a planned procedure to undertake safe, ethical, valid and reliable investigations SC5-WS-04 analyses data from investigations to identify trends, patterns and relationships, and draws conclusions SC5-WS-06 assesses the use of scientific knowledge and data in evidence-based decisions and when verifying the legitimacy of claims SC5-DA2-01 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 explains how DNA is responsible for the transmission of heritable characteristics and can be manipulated through genetic technologies SC5-GEV-02 NSW K – 10 Science Syllabus mapping for all our NSW incursions VIC Curriculum F–10 Version 2.0 the particle and kinetic theories of matter can be used to describe the arrangement and motion of particles in a substance, including the attraction between particles, and to explain the properties and behaviour of substances, including melting point, boiling point, density, compressibility, gas pressure, viscosity, diffusion, sublimation, and expansion and contraction. VC2S8U05 cell theory describes cells as the basic units of life; organisms may be unicellular or multicellular and have specialised structures and organelles (including cell walls, cell membranes, cytoplasm, nuclei containing DNA, mitochondria, ribosomes, chloroplasts and vacuoles) that perform specific functions. VC2S8U02 investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01 scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06 evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07 genetic inheritance involves the function of DNA, chromosomes, genes and alleles, and the roles of mitosis and meiosis in passing on genetic information to the next generation; the principles of Mendelian inheritance can be used to predict ratios of genotypes and phenotypes in monohybrid crosses involving dominant and recessive traits. VC2S10U04 investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01 the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06 arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07 Science Show Activities DNA structure Learn how bases in DNA link and how bonding creates the helical structure DNA Extraction Extract real DNA from plants... a classic activity Micropipetting Lean the skills used to use a micropipette Electrophoresis Using DNA simulant, run a gel to discuss DNA base pair traversal speeds Chromatography How does this an analogy for electrophoresis? Biotechnology Learn a variety of genetic technologies including nanopore sequencing & CRISPR Requirements Appropriate for Years 7 to 10 with a maximum of 30 students. Access to at least 2 electrical power sockets with a wide floor space. 10 tables around the edge of the room. Chairs are not required. Duration 60 minutes. Set up time 45 minutes and pack up time 30 minutes. During Social Distancing – Contact us and we’ll tailor a program to suit both your school and the State’s social distancing requirements. Further details here Did you know about our larger stage shows? Designed to engage groups of up to 240 students, pair this workshop with one of these school favourites! Big Science Big Fun tick tick BOOM! Destination Moon Cost $580 inc. GST for a 60-minute workshop Find out about offers & discounts here! In a regional area? Find out how we can attend your school as part of a country science tour! Call 1300 856 828, or click below to make a booking for your school. Print a PDF for mapping of all our science visits Trustpilot Find out more here Enquire Now Fizzics Education Awards Related Shows Want a different class? No worries! What is your class studying? When do you need the visit? 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Australian ACARA Content Outcomes: The transmission of heritable characteristics from one generation to the next involves DNA and genes (ACSSU184) Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE223) and (ACSHE227) Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE120), (ACSHE135) and (ACSIS199) People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed (ACSIS125) Use scientific knowledge and findings from investigations to evaluate claims (ACSIS132) and (ACSIS234) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions (ACSIS145) and (ACSIS170). Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS204) Australian National Curriculum Mapping for all our science workshops & shows
NSW Science 7–10 Syllabus For explanatory points & implementation advice for each dot point, please visit the Science 7 -10 Curriculum site A student: uses scientific tools and instruments for observations SC4-WS-01 identifies questions and makes predictions to guide scientific investigations SC4-WS-02 follows a planned procedure to undertake safe and valid investigations SC4-WS-04 uses data to identify trends, patterns and relationships, and draw conclusions SC4-WS-06 explains how the properties of substances enable separation in a range of techniques SC4-SOL-01 explains how data is used by scientists to model and predict scientific phenomena SC4-DA1-01 selects and uses scientific tools and instruments for accurate observations SC5-WS-01 develops questions and hypotheses for scientific investigation SC5-WS-02 follows a planned procedure to undertake safe, ethical, valid and reliable investigations SC5-WS-04 analyses data from investigations to identify trends, patterns and relationships, and draws conclusions SC5-WS-06 assesses the use of scientific knowledge and data in evidence-based decisions and when verifying the legitimacy of claims SC5-DA2-01 assesses the uses of materials based on their physical and chemical properties SC5-MAT-01 explains how DNA is responsible for the transmission of heritable characteristics and can be manipulated through genetic technologies SC5-GEV-02 NSW K – 10 Science Syllabus mapping for all our NSW incursions VIC Curriculum F–10 Version 2.0 the particle and kinetic theories of matter can be used to describe the arrangement and motion of particles in a substance, including the attraction between particles, and to explain the properties and behaviour of substances, including melting point, boiling point, density, compressibility, gas pressure, viscosity, diffusion, sublimation, and expansion and contraction. VC2S8U05 cell theory describes cells as the basic units of life; organisms may be unicellular or multicellular and have specialised structures and organelles (including cell walls, cell membranes, cytoplasm, nuclei containing DNA, mitochondria, ribosomes, chloroplasts and vacuoles) that perform specific functions. VC2S8U02 investigable questions, reasoned predictions and hypotheses can be developed in guiding investigations to identify patterns, test relationships and analyse and evaluate scientific models. VC2S8I01 scientific methods, conclusions and claims can be analysed to identify assumptions, possible sources of error, conflicting evidence and unanswered questions. VC2S8I06 evidence-based arguments can be constructed to support conclusions or evaluate claims, including consideration of ethical issues and protocols associated with using or citing secondary data or information. VC2S8I07 genetic inheritance involves the function of DNA, chromosomes, genes and alleles, and the roles of mitosis and meiosis in passing on genetic information to the next generation; the principles of Mendelian inheritance can be used to predict ratios of genotypes and phenotypes in monohybrid crosses involving dominant and recessive traits. VC2S10U04 investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships. VC2S10I01 the validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty. VC2S10I06 arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information. VC2S10I07
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