▪Mendel’s Laws of Inheritance

▪Sex Linkage
▪Central Dogma of Molecular
Biology
▪Recombinant DNA

By: MARBETTE DG. PARDITO

IV. Recombinant DNA

Learning competency and objectives:

▪ Outline the processes involved in genetic engineering
STEM_BIO11/12IIIa-b-6
▪ Discuss the applications of recombinant DNA
STEM_BIO11/12IIIa-b-7
a. Enumerate and discuss some of genetic engineering
processes;
b. Explain the process of recombinant DNA; and
c. Familiarize with the ethical considerations on genetic
engineering.
IV. Recombinant DNA

Recall
Lesson Proper
Activity Proper
Summary
Add-On Activity
References
Recall
Fish-Bowl Recitation
1. Your teacher will call the name of the first
student to pick a question regarding the
previous lesson.
2. If you got the correct answer, you will be
graded by your teacher.
3. If not, wait until all your classmates have
answered.
4.After you answer, choose one of your
classmate to be the next.
Lesson Proper

What can you

say about the
picture?
Will you define
genetic
engineering
based on the
picture shown?
▪Genetic engineering: Changing the DNA in living
organisms to create something new.
Genetic Engineering
Processes:
1. Selective Breeding
2. Recombinant DNA
3. Transgenic
Organisms
4. PCR
5. Gel Electrophoresis
▪Breed only those
plants or animals
with desirable traits

▪People have been

using selective
breeding for
thousands of years
with farm crops and
domesticated
animals.
▪Angus cows are bred to
increase muscle mass so that
we get more meat.

▪Egg-Laying Hen-produces
more eggs than the average
hen.
▪The ability to combine
the DNA of one
organism with the DNA
of another organism.

▪Recombinant DNA
technology was first
used in the 1970’s with
bacteria.
1. Remove bacterial
DNA (plasmid).
2. Cut the Bacterial
DNA with
“restriction
enzymes”.
3. Cut the DNA from
another organism
with “restriction
enzymes”.
How is DNA
cut?
▪A bacterial plasmid is used.
▪Plasmid: circular DNA in a bacteria cell.
▪It is very simple and easy to manipulate.
▪A restriction enzyme: enzyme that cuts the DNA at a
specific code.
▪There are thousands of restriction enzymes.
▪Each cuts DNA at a different sequence.
▪Some look for GGCC and cut in between the G and C.
▪Every time GGCC is found in the DNA it is cut by the
restriction enzyme

DNA Code:

▪TTATGGCCATACGGCCTT
▪AATACCGGTATGCCGGAA
▪TTATGGCCATACGGCCTT
▪AATACCGGTATGCCGGAA

▪TTATGG CCATACGG CCTT

▪AATACC GGTATGCC GGAA

▪This DNA segment was cut twice creating three

fragments.
▪Since every one is different, we all have a
different amount of times GGCC is found.
▪Our DNA may be cut seven times
▪Yours may be cut ten times.
4. Combine the cut
pieces of DNA
together with another
enzyme and insert
them into bacteria.
5. Reproduce the
recombinant bacteria.
6. The foreign genes
will be expressed in
the bacteria.
1. Bacteria can make human insulin or
human growth hormone.

2. Bacteria can be engineered to “eat” oil

spills.
-Also called genetically modified organisms (GMO)
a. Transgenic (GMO) animals: genes inserted into
animals so they produce what humans need.
▪ Why?: A way to improve the food supply:
Transgenic cows: gene inserted to increase milk
production and produce human milk.
Spider goat: gene from spider inserted into goat.
▪Goats makes silk of the spider web in their milk.
▪Flexible, stronger than steel. Used in bullet
proof jackets.
Glow-in-the-dark cats
▪Scientist used a virus to insert DNA from jellyfish
▪The gene made the cat produce a fluorescent
protein in its fur.
b. Transgenic bacteria: gene inserted into
bacteria so they produce things humans need.
▪For example: insulin and clotting factors in blood
are now made by bacteria.
c. Transgenic plants: plants are given genes so
they meet human needs.

Transgenic corn: given a gene so corn produces

a natural pesticide.
Now they don’t have to be sprayed with cancer
causing pesticides.
▪25% of all corn is like this.
▪Example is BT (Bacillus
thuringiensis) corn
Venomous cabbage
▪gene from a scorpion tails
inserted into cabbage.
▪Cabbage now produces that
chemical.
▪Why? Limit pesticide use while
still preventing insects from
damaging crops.
. Will it be safe for human
consumption?
Banana vaccines
▪virus is injected into a banana,
the virus DNA becomes part of
the plant.
▪As the plant grows, it produces
the virus proteins — but not the
disease part of the virus.
▪When people eat a bite, their
immune systems creates
antibodies to fight the disease —
just like a traditional vaccine
▪Vaccines for hepatitis and
cholera
▪Golden rice has been genetically modified to
contain beta-carotene
This rice could help prevent vitamin A deficiency
Activity Proper

▪After you learned some of the transgenic

organisms, you realize how privileged you
are because these organisms are very
beneficial.
▪Now, bring out the materials needed and
draw your own version of transgenic
organism (transgenic animal, plant or
microorganism).
▪Show and explain your output in front.
▪ PCR allows
scientists to make
many copies of a
piece of DNA.
1. Heat the DNA so it
“unzips”.
2. Add the
complementary
nitrogenous bases.
3. Allow DNA to cool so
the complementary
strands can “zip”
together.
-a technique used to
compare DNA from
two or more
organisms.
Why compare DNA:
1. Find your baby’s daddy
2. Who committed a crime.
3. How closely species are
related.
How is electrophoresis
done?
a. The DNA is cut into
fragments with a
restriction enzyme.
b. The cut DNA is then
put into the wells of a
machine filled with gel.
▪The gel is spongy and
the DNA squeezes
through the pores.
c. The machine is plugged in and the
fragments get separated based on their size.
▪The smaller fragments move further than the
large.
 Separation of DNA based on
size of fragments.

▪Electrophoresis results

Final result of electrophoresis

▪Electricity provides the energy
▪Why does DNA move?
▪ DNA has a negative charge.
▪When the machine is plugged in, its moves towards
the positive pole created by the electricity
Summary

▪Genetic engineering is changing the DNA in living

organisms to create something new.
▪Genetic engineering processes includes selective
breeding, recombinant DNA technology, transgenic
organisms, polymerase chain reaction and gel
electrophoresis.
▪There are ethical considerations regarding the use
and consumption of GM products.
Add-On Activity

▪Your teacher will group you into two

based on your stand on GM products.
a. Pro-GMO group
b. Anti-GMO group
▪Your performance will be graded by your
teacher accordingly.
References

▪Basco-Tiamzon M, et.al., General Biology

2, ©2016 by Vibal Group, Inc.
▪http://www.teachersdomain.org/asset/tdc02
_int_creatednafp2/