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Living Lab Cases: White Corn, Cool Ears and Nylon-Eating Bacteria
Grade 8 gene mutation practice: use museum data on white corn seedlings, Himalayan rabbit fur and nylon-eating bacteria to link genes, proteins and traits.
Grade 8ScienceInteractive · Printable
Aligned toMS-LS3-1
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 10 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 8
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Sorting, Short answer
About this worksheet
What students practice
- Students use data to explain how a mutation that changes a protein can change a trait.
- Students decide from evidence whether a mutation is harmful, helpful or has little effect in a given setting.
How to use
Read paragraph 1 together and review gene, protein and enzyme. Students can then work through one case at a time and finish with the claim-evidence-reasoning task.
Curriculum
NGSS standard covered
Explain how gene mutations can change proteins and have harmful, helpful or neutral effects on an organism.
Preview
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Living Lab Cases: White Corn, Cool Ears and Nylon-Eating Bacteria
Use museum data to explain how a changed protein can harm, help or make little difference.
Part 1: White corn and cool ears
Read the gallery notes. Use paragraphs 1–3 and Tables 1 and 2 for questions 1–6.
Three Cases in the Living Lab
1The Living Lab is a gallery in the Tillbury Museum of Natural History where visitors watch real experiments with plants, animals and microbes. Museum educator Mr. Ravindra Sethi starts every tour the same way. A gene is a section of DNA that carries the instructions for building a protein. Each protein has a shape that lets it do its job, and many proteins are enzymes, which speed up chemical reactions in cells. A mutation is a change in the DNA of a gene. Some mutations change the shape of a protein and how well it works, while others leave the protein just as it was.
2Case 1 is a tray of young corn plants under grow lights. Most of the seedlings are green, but a few are white. The white seedlings carry a mutation in a gene for a protein the plant needs to make chlorophyll, the green pigment that captures light energy for photosynthesis. Each corn seed holds a supply of stored food that feeds the young plant during its first days. Museum staff planted 40 green and 40 white seedlings in the same tray and tracked them for 20 days, as shown in Table 1.
3Case 2 is a pair of Himalayan rabbits. Their fur is white on most of the body but dark on the ears, nose, feet and tail. Dark fur color comes from an enzyme that makes dark pigment in growing hair. Himalayan rabbits carry a mutation that changes the shape of this enzyme, so it works well only in cool skin. Table 2 compares the changed enzyme with the typical enzyme of an all-dark rabbit. Hair grows in dark where the enzyme works at more than about half of the typical enzyme's best rate, and white where it works at less than about a fifth. In a room at 20 °C, the skin of the rabbits' ears is about 27 °C, their paws about 29 °C and their back about 36 °C. In a classic experiment, scientists shaved a patch of fur on a Himalayan rabbit's back and kept the patch cool with an ice pack while the fur grew back. The new fur in that patch grew in dark.
4Case 3 is a glass case of bacteria in dishes. In the 1970s, scientists studying ponds of waste water from a nylon factory found bacteria that could break down small pieces of nylon left over from making it. Nylon was invented in the 1930s, so those leftovers had not existed for very long. Changes in the bacteria's genes gave one of their enzymes a new shape that fits the nylon pieces. The museum grew a typical strain and a nylon strain of the bacteria, starting with 1 million cells in each dish. Table 3 shows the results after two days.
| Day | Green alive (%) | White alive (%) | Green height (cm) | White height (cm) |
|---|---|---|---|---|
| 4 | 100 | 100 | 3 | 3 |
| 8 | 100 | 100 | 9 | 8 |
| 12 | 98 | 70 | 16 | 10 |
| 16 | 98 | 15 | 24 | 11 |
| 20 | 98 | 0 | 31 | — |
From day 8 to day 16, the percent of white seedlings still alive dropped by percentage points.
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