Palindromes and DNA Symmetry Concept Attainment Activity for life science will help you recognize and identify palidromes, first in words and phrases, then in DNA sequences.
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Why will a restriction enzyme cut DNA at a 5'-TCGA-3' site, but not at a 5'-ACGA-3' site? In the first example, the base sequence on the complementary strand is 3'-AGCT-5'. The base sequence at a restriction enzyme site always “reads” the same-in the 5' to 3' direction-on the parent and complementary strand. When this type of symmetry occurs in words, phrases, or numbers, it is called a palindrome. Use this concept attainment activity to help students recognize and identify palindromes, first in words and phrases, then in DNA sequences. Kit includes “Yes” and “No” header cards and 20 sample cards containing both palindromes and non-palindromes. The first card is always a “Yes” example, the second is always a “No” example. As the teacher silently displays additional cards, the students must decide whether the example is a palindrome. This “minds-on” activity forces students to look for connections between examples and to develop their own working definition of palindromes. Cards are printed on colorful 8 1/2"x 5 1/2" card stock and laminated for durability. Velcro Dot Tape or Magnetic Tape, available separately, can be used to display these cards during the activity.
Correlation to Next Generation Science Standards (NGSS)
Science & Engineering Practices
Constructing explanations and designing solutions
Developing and using models
Disciplinary Core Ideas
HS-LS1.A: Structure and Function
Structure and function
Systems and system models
MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
HS-PS1-7: Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.