1. What determines the position of the bands in DGGE?
In this part of the lesson, the students will make and analyze a table based on the DNA fragment that they constructed. Based on the data presented by each group, the students will be able to arrange the DNA fragments constructed in a DGGE gel chart. The students will be able to realize that the denaturation of DNA is dependent on the quantity of intermolecular H-bond formed in the double helix. The lesser is the number of intermolecular H-bond formed in the DNA fragment, the easier it is to be denatured.
The students should be able to: 1. determine the position of the bands by constructing a chart of H-bonding. 2. understand denaturation by associating H-bond with the position of the band in the DGGE gel. 3. understand the principle how DGGE works in differentiating microbial community by analyzing the data in the chart.

DGGE gel chart
1. Each group will count the number of CG and TA base pairs in the DNA fragment that they constructed and will write the corresponding numbers on the table.
2. Each group will attach the DNA on the correct position in the gel board.
3. Each group should justify the position of the DNA fragment in the gel during the discussion.
State Standards
1.2.1- The student will identify meaningful, answerable scientific questions.
1.2.2- The student will pose meaningful, answerable scientific questions.(NTB)
1.4.1- The student will organize data appropriately using techniques such as tables, graphs, and webs (for graphs: axes labeled with appropriate quantities, appropriate units on axes, axes labeled with appropriate intervals, independent and dependent variables on correct axes, appropriate title).
1.4.2- The student will analyze data to make predictions, decisions, or draw conclusions.
1.4.5- The student will check graphs to determine that they do not misrepresent results.
1.4.6- The student will describe trends revealed by data.
1.5.1- The student will demonstrate the ability to summarize data (measurements/observations).
1.5.2- The student will explain scientific concepts and processes through drawing, writing, and/or oral communication.
1.5.4- The student will use tables, graphs, and displays to support arguments and claims in both written and oral communication.
1.5.5- The student will create and/or interpret graphics. (scale drawings, photographs, digital images, field of view, etc.)
6.4.5- Analyze the effectiveness of the action project in terms of achieving the desired outcomes.
Lesson Resources