ࡱ;  RwwwA0 FhQCompObjA \WordDocument00W&ObjectPoolA0YhQYhQ  FMicrosoft Word 6.0 DocumentNB6WWord.Document.6;  Oh+'0  ' 3?G O[x  KMacintosh HD:Desktop Folder:Old Hard Drive:Microsoft Word:Templates:Normal Ellie Warder Ellie Warder'@v@v@AXQ@ܥhO eW&$l$ll$l$l$l$l$$$$$$$ $$%L$$$$$$$$%%<a%a%a%a%a%a%&%X+&,%l$$$$$$%$l$l$$$$$$$l$$l$$%%$$,l$l$l$l$$%%$?$ Harris' Hawks: Using Genetic Evidence to Examine Group Behavior


Why Do Harris' Hawks Nest Together? -

Using Genetic Evidence to Evaluate Group Behavior

Abridged Version, formatted for the WWW

a series of activities from a unit of the same title

by

Jennifer Vuturo Brady
email: al.jen.brady@worldnet.att.net


These activities are designed to introduce high school students to current molecular biology techniques while building upon their understanding of cytology and genetics. Students participate in the extraction and agarose gel electrophoresis of their own DNA. They learn fundamental molecular biology skills and concepts through a series of hands-on laboratory activities. Students enjoy seeing their own DNA and learning how scientists can study it. They then apply what they know about DNA profiling and Mendelian genetics to a real case study. They interpret DNA profiles and study behavioral data in order to determine why Harris' hawks form cooperative nesting groups in the Southwest United States.

Part 1: DNA Extraction from Cheek Cells

Students extract DNA from their own cheek cells. Cheek cells are collected from a salt water mouthwash, split open using detergent and heat, and the DNA is extracted. Students can keep their spooled DNA or resuspend it in solution for analysis by agarose gel electrophoresis.

Part 2: DNA Analysis by Agarose Gel Electrophoresis

Students learn the basic techniques and concepts of agarose gel electrophoresis. They resuspend their DNA in solution, prepare agarose gels, load and run their DNA on an agarose gel, and stain the gels in order to assess the quantity and quality of their DNA.


Part 3: Using Genetic Evidence to Examine Group Behavior Among Harris' Hawks

In this lesson, students use molecular and behavioral data to answer an ecological question: why do Harris' hawks live in cooperative breeding groups?. Students consider reasons animals form groups and learn more about Harris' hawk behavior. They interpret actual DNA profiles and behavioral data to form hypotheses about why Harris' hawks form cooperative breeding groups. This activity is based upon Dr. Robert Sheehy's PhD dissertation and research in the Department of Genetics, University of Arizona.


Your feedback about this lesson is important to us! Please send your comments to warder@u.arizona.edu


Science Education Connection
Department of Biochemistry
The University of Arizona
Tuesday, January 14, 1997
warder@u.arizona.edu

http://biology.arizona.edu/sciconn/lessons/vuturo/
All contents copyright © 1997. All rights reserved.


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