Edible DNA Model – Maya

(Maya and Kelsey)

What is DNA? It’s Function? :

DNA and where it is located it actually quite simple; Your DNA is found in your cell inside your nucleus. When you have arrived inside the nucleus you will  see 46 chromosomes (average person) and inside each little chromosome there are genes and DNA. A gene is what makes up your physical attributes, such as blue eyes or brown hair.  Physically DNA is a long thin strand of molecules made up of nucleotide’s, there are 4 types of nucleotide’s; A,T,C,G. DNA’s function is to code sequences into messages, this lets our bodies and organs function normally. The DNA gets created into RNA which is a copy or half of the original sequence. The RNA is then processed into specific proteins which actually do most of the work throughout our bodies.

In the pictures below you can see the DNA strand, a real strand from a human is approximately 3 meters or 6 feet when stretched out. Here we show a quick snap shot of the inside of a chromosome where you find DNA. You can see the nucleotide’s (4 different colored marshmallows) and the licorice (sugar phosphate backbone) were are material used. Then we created a simple DNA sequence using the RNA (TAC GTA TGA AAC), we found its assigned nucleotide using the pattern “A-T and G-C” go with each other.

Materials used in our lab:

(Marshmallows, toothpicks, licorice)

Our finished model:

DNA Model: (natural form)

Kits 4 Kids

Kits4Kids-

(The final product and its outcomes are explained throughout these questions.)

Define : What is the challenge you have been given?

As a group and individually we were given the challenge of creating a new innovation way to help somewhere around the world. Whether it was a global goal or a new idea to help Saul we were to create and plan a creative idea to help out with some of their difficulties. For example; in Tanzania they have problems in their education system and the electricity in their country. So there were several groups who decided they were going to devote their solution fluency to helping Saul.

We chose Poverty as our global goal, we wanted to choose a modern problem including refugees traveling from Serbia or poverty in other countries around the world. Children all around the world are suffering through already difficult lifestyles but have the added stress of not having any necessities such as toiletries, food, shelter or any learning supplies.

Dream:  What innovative ideas do you have about how this problem could be solved?

We sure were dreaming, we had ideas coming out of our ears on how we could help! In the end we chose to stick with clean water and electricity as our two main goals. We continued to brainstorm until we came up with a global solution that we stuck with “helping children who live in extreme poverty conditions”. We exploded with creative ideas on how to package, brand and fit it to their needs.

In the end we chose a brand (created by us) called; Kits for Kids! This would represent kids around the world being helped by average teens and demonstrate that it IS possible. Other than the branding we needed to include some necessities that not everyone has access too so we added socks, journals, books, pencil crayons, and stuffed animals. We were planning on adding two scientific helpers; a portable water filter and a solar powered flashlights but due to shortness of time we were unable to create our own design and product. Our end dream was two start off by sending one kit to a refugee or a child in need and get feedback on what to improve on. Our dream was finally accomplished because we are sending out a pack this summer to a child in need and hope to receive happy feedback and tips for next time!!!

Deliver: How will you package and publish your information?

We explained earlier how the “Kits for Kids” package will be delivered and sent off to a child in need but how can we spread awareness? We used PowerPoint to create a brief explanation of our plans, dreams and accomplishments throughout the Solution fluency unit. The PowerPoint explains how we could make the two scientific ideas and plans on how to create them. We hope that we can eventually send out several more kits if we had more time to dedicate to this project.

Debrief:  How did the process go?

I wished we had received more time because I can imagine how far we as a strong team could’ve taken our ideas.Seeing as we were limited I am proud of how much we accomplished throughout our time given. i love that we got a package sent out and that we gave a child a “late Christmas gift” to enjoy and play with even if it wasn’t perfect. There were few errors but we were completely in control of who we sent it to and had several contacts willing to help us along the ride. Other than the fact we weren’t able to create the scientific aspects of the pack i am proud of how our team pulled the kit together into a final product.

 

 

 

Currents in the Kitchen!!!

Currents in the Kitchen Lab :

How our experiment went was, first we took two wires that were connected to our voltmeter and connected them to various types of metal, in this case copper and zinc. Once we had our metals inserted into our fruits and vegetables we were able to see the amount of voltage it created. We used potatoes, limes, lemons, and an orange as our independent variables.

We then tested to see if they would light a simple light bulb, with several tries we were unsuccessful but were still able to find the fruit/vegetable with the strongest voltage; POTATOES!!!

Some observations and questions we as group discovered on the way were having to do mainly with creating the largest amount of voltage. We kept coming to the same question “Can we create more charge with more of that one vegetable?”. We took our potatoes and split the two in half, we then created a full circuit but ended up with the same charge as one potatoes. Our observation was that we couldn’t create a larger voltage by adding more of the independent variable.

In my prediction I explained how I thought the citric acid and juices may have an effect on the voltage… In the end we did find that lemons and limes were one of our highest and my explanation for that is it does receive help from the acid. The electrons travel through the zinc and copper and transfer from one another through the acids and juices in the lemon, lime and orange. It isn’t necessarily the acid, but the juices make a natural path for the electrons to flow through.

Lastly and observation I made was that it was best to use the lowest setting to get the most accurate measurement for voltage. We used 3V as our setting, so we could collect our results as close as possible, so it was easier to compare. Here are our results we discovered from the voltmeter:

#1. A potato has a charge of 0.2V on a scale of 3V :

#2. A full lemon has a charge of 0.155V on a scale of 3V :

#3. A full lime has a charge of 0.15V on a scale of 3V :

#4. Several Potatoes have a charge of 0.1V on a scale of 3V :

As our group we would’ve loved to take this experiment to the next level and try creating a fruit or vegetable powered light but due to the fact our fruit barely made 0.5V/3V I’m not sure we could light anything bigger than a flashlight! We hope to learn more about how electricity can help us innovate and advance our ways on creating power.

Currents in the Kitchen – Prediction

My prediction for “Current in the kitchen” is that the lemon will be the fruit to create the strongest voltage. I believe this will give the most charge because its a citric fruit. I predict the acids and juices may have an effect on the charge it gives of during this experiment. This may also be the variable that determines the voltage!