Higher Tier: isolate, insert and transfer a gene
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| vector/ˈvektə/ | 载体 | zài tǐ |
| recipient cell/rɪˈsɪpɪənt sel/ | 受体细胞 | shòu tǐ xì bāo |
What would explain this observation?
- Higher Tier: The useful gene, the carrier and the protein it helps produce are three different things. Keep their roles separate in a transfer diagram.
- Start with a prediction. State the quantities or features you would compare, then decide what evidence could distinguish two explanations.
Build the model
- Enzymes isolate the required gene from donor genetic material. The gene is inserted into a vector 载体, usually a bacterial plasmid or a virus. The vector introduces the gene into the required cells. Transfer into animal, plant or microorganism cells at an early developmental stage allows them to develop with the desired characteristic in the specification’s model.
- vector: A carrier used to transfer a selected gene into cells; recipient cell 受体细胞: A cell receiving genetic material in the transfer model.
What role does the plasmid have in the stated procedure?
A plasmid is a small DNA ring, not the human protein product. A vector carries the chosen gene; recipient cells use genetic information to make a product. A virus vector is not a requirement that all engineered organisms become diseased. The general stages are required at Higher Tier, without needing an advanced laboratory protocol or every enzyme name.
Match each technical term to its precise meaning.
Use the definitions to distinguish related quantities and processes.
Choose evidence that can test it
- A plasmid is a small DNA ring, not the human protein product. A vector carries the chosen gene; recipient cells use genetic information to make a product. A virus vector is not a requirement that all engineered organisms become diseased. The general stages are required at Higher Tier, without needing an advanced laboratory protocol or every enzyme name.
- Order labelled paper stages: donor gene isolation → vector insertion → recipient-cell transfer → desired characteristic. Explain what each stage achieves. Use diagrams and supplied success data; school students should not attempt genetic engineering or culture unknown microorganisms for this lesson.
Which two habits make the investigation or model in this case more defensible?
Order labelled paper stages: donor gene isolation → vector insertion → recipient-cell transfer → desired characteristic. Explain what each stage achieves. Use diagrams and supplied success data; school students should not attempt genetic engineering or culture unknown microorganisms for this lesson.
Work from known quantities
- State the known values and their units. Choose the relation because its assumptions fit this case, then rearrange before substitution.
- Known: a fictional transfer study starts with 250 recipient cells and 40 contain the target gene after the stated procedure. Transfer proportion = 40/250×100 = 16%. Presence of the gene alone does not prove every cell produces the intended amount of functional protein; a product measurement would add different evidence.
Thirty of 200 recipient cells contain the target gene. Find the transfer percentage. Use the same sequence: known quantities → model → relation → substitution → unit and interpretation.
Thirty of 200 recipient cells contain the target gene. Find the transfer percentage.
The result is 15 %. Known: a fictional transfer study starts with 250 recipient cells and 40 contain the target gene after the stated procedure. Transfer proportion = 40/250×100 = 16%. Presence of the gene alone does not prove every cell produces the intended amount of functional protein; a product measurement would add different evidence.
Check the conclusion and its limits
- The vector is not another word for the gene. Isolating a gene alone does not show transfer succeeded. Distinguish introducing information from measuring expression, and do not claim every cell or every later offspring necessarily has the trait without supplied evidence.
- Return to the original observation. Explain what the result supports, which conditions it assumes, and one way to test a competing explanation.
A vector and the protein produced by the transferred gene are the same substance. This claim is false: The vector is not another word for the gene. Isolating a gene alone does not show transfer succeeded. Distinguish introducing information from measuring expression, and do not claim every cell or every later offspring necessarily has the trait without supplied evidence.
Higher Tier: isolate, insert and transfer a gene: A plasmid is a small DNA ring, not the human protein product. A vector carries the chosen gene; recipient cells use genetic information to make a product. A virus vector is not a requirement that all engineered organisms become diseased. The general stages are required at Higher Tier, without needing an advanced laboratory protocol or every enzyme name.
A vector and the protein produced by the transferred gene are the same substance.
The vector is not another word for the gene. Isolating a gene alone does not show transfer succeeded. Distinguish introducing information from measuring expression, and do not claim every cell or every later offspring necessarily has the trait without supplied evidence.
A carrier used to transfer a selected gene into cells: write the technical term.
vector means A carrier used to transfer a selected gene into cells.