Sunday, October 21, 2007

News Article: Pollution-Busting Plants

Summary:

"A French hybrid of an aspen tree may one day rid water supplies of the industrial degreaser—and human carcinogen—trichloroethylene (TCE), one of the most common contaminants at toxic waste sites in the U.S. And the tiny, but tractable, plant Arabidopsis may mop up the residue of RDX, a military explosive blasted into the soils at firing ranges." said the article.

As we all know, plants are the Earth's good friends. They help to absorb carbon dioxide and, at the same time, give out oxygen by the process called photosynthesis. They improve the air quality and give people the impression of freshness.

Researchers are trying their best to make good use of plants. They tried to put a cytochrome (an enzyme) known as P450 2E1 into plants. They used a bacteria to insert the genetic code for this cytochrome isolated from rabbits into the genetic instructions of the hybrid aspen tree, which belongs to the poplar family.

The result turned out to be really amazing. The aspen sucked the contaminant out of the water much faster than unaltered aspen and removed a lot of it by the time they were done drinking the poison. It also boosted the tree's ability to absorb the chloroform left over after cleaning drinking water, the industrial solvent carbon tetrachloride and even vinyl chloride. They could also remove benzene, a known human carcinogen, 10 times faster than control plants.

Biologists working with the Arabidopsis plant, a flowering weed, successfully demonstrated that inserting a variant of cytochrome P450 isolated from battlefield bacteria allowed it to break down the RDX left behind in the soil of firing ranges. Such altered Arabidopsis, when drinking RDX-laced water, removed 90 to 97 percent of it.

The goal right now is to create trees that provide a low-cost option for cleaning contaminated groundwater and sites that might not otherwise be purified due to the expense of chemical and microbial treatments.


Reflections:

Right now, we are studying the topic of gene technology. We are learning about gene engineering. This article is somehow also related to transgene. Researchers inserted genetic code for cytochrome into the genetic instructions of the hybrid aspen tree. From this, we can see that gene engineering is really useful in our lives.

Gene technology benefits the environment, which in turn benefits us. According to the article, the genetically modified aspen proved capable of removing benzene, a human carcinogen, from air or trichloroethylene, the most common contaminant at U.S. toxic waste sites, from water while the Arabidopsis plant could break down the RDX left behind in the soil of firing ranges and removed 90 to 97 percent of RDX when drinking RDX-laced water. All these transgenic trees provide us with a cleaner and more comfortable environment.

The technology nowadays does make our lives much easier and more convenient. I really hope that more discoveries of gene technology can further improve our daily lives. The thing we can do is to treasure the plants and try to discover more wonderful things from them.

Want to know more about this article? Visit the following website:

DNA


On Monday, when the bell was about to ring, the whole class went out of the classroom to make DNA. What did we use to make DNA? Ourselves!!

We arranged ourselves in a straight line and tried to figure out the 5' and 3' ends. We used a bit of time to review what we have learned about DNA. DNA is made up of purines and pyrimidines. It starts from the 5' end and we always extend the 3' end. They are basic things. Since we have boys and girls in the class, it was easy to demonstrate the structure of DNA. Boys could act as purines while girls acted as pyrimidines. In this way, boys and girls always pair up with each other because purines and pyrimidines pair up with each other.

Later in this week, we went deeper into the structure and discovery of DNA. It was pretty difficult to imagine that the little DNA is the genetic material and thus so essential in our lives. On Friday, we also had the chance to construct a paper model of DNA, but I did not make one because I did not have time.

The next topic is gene technology. What other things will I discover in this chapter?


Wednesday, October 10, 2007

DNA Extraction

Before this lesson, I have never thought of extracting DNA. I thought that DNA could only be extracted by using complicated machines in hospitals. It kind of surprised me when I knew that I could actually extract DNA ourselves.

My group carefully followed the procedures on the guideline sheet. The DNA extraction procedures were pretty easy to follow. But I found that the materials used were quite weird. There were soap and alcohol. I had never dreamed of using soap to extract DNA. They didn't seem to have any relationship. I think I need to do more research to find out why soap is needed to extract DNA.

After several minutes, a white thing appeared between the soap and the water layers. I couldn't believe that it was the DNA. I couldn't really tell what it was like. Many groups also succeeded in extracting the DNA. I was really happy that everyone had a chance to extract and look at it.

I really enjoyed the whole process. But I hoped that I could have the opportunity to look at the DNA under the microscope. I would love to take a look at the inside of the DNA.

Monday, October 8, 2007

Active Transport


Now, don't make me get confused. Last time, I made it clear that I understood the meaning of passive transport. It does not require any energy. How come this active transport need energy to carry out movement?



Oh! Because active transport moves against the concentration gradient. If you think deeper, it is not that difficult to understand. We also need energy to fight against something. Examples of active tranport are sodium-potassium pump, movement in vesicles and membrane receptor proteins. The animation of sodium-potassium pump showed in class really illustrated clearly the movement of the pump. The powerpoint also helped a lot.



In my opinion, passive transport is easier to understand because the demonstration in class and the example of bouncing balls let me have the picture of what's going on. Overally speaking, this chapter is not very hard. I am looking forward to the next chapter - chromosomes.

Sunday, October 7, 2007

Passive Transport

Passive transport is the movement of substances without using energy. Without energy? What does it mean? Doesn't everything need energy to move or function?

Ah...I see, diffusion! Diffusion means the net movement of substances from an area of higher concentration to an area of lower concentration. The substances are just like bouncing balls which keep bouncing forever. When they are put in one room with the door closed, they only bounce in that room. However, when the door is opened, the balls immediately go to the room with fewer balls because they do not need to squeeze with one another. They can have more space. This is an example of diffusion. And I now understand that the balls do not need energy to diffuse through the room.

Osmosis is also a type of passive transport. It is the diffusion of water through the cell membrane. As I indicated in the last sentence, the action is passive because osmosis is a kind of diffusion. Have problem understanding osmosis? No problem! The demonstration in class makes us all understand better. Some girls in class act as the cell membrane and some boys act as the water molecules. The boys move randomly around the girls, just like water molecules moving around the cell membrane. When Mr. Olson said 'stop', the number of boys on each side were always nearly the same. It shows that water molecules diffuse through the cell membrane until the state of equilibrium is reached. After that, Mr. Olson used chairs to represent salt. When he pulled out a chair, one boy would sit on it, just like water molecule attracting to salt. As chairs were pulled out on only one side of the cell membrane, there were fewer boys moving around on that side. Other boys then went to that side to fill in the space. As a result, there would be more water molecules on the side with salt.

This activity was really interesting and it let us move around during the lesson.