About the kits

The kits consist of two parts. The first part shows how you engineer genetically and select genetically engineered plants. The second part shows how an inserted gene in a plant works in practice. Both kits are based on day-to-day research in our laboratories at the Department of Plant Biology and Biotechnology.

   

Kit 1: Transform the plant thale cress (Arabidopsis thaliana) on your own

      

 

The experiment is about making the students themselves engineer genetically – insert a gene - into the plant thale cress. For the insertion an ordinary soil bacterium, Agrobacterium, is used into which a selection gene for Kanamycin resistance and a marker gene, which encodes for glucuronidase (GUS), have been inserted. Afterwards, the students select the small green plants and determine which are genetically engineered. During the process of this extremely simple and illustrative experiment, the students achieve knowledge of and test themselves the significantly central elements within genetic engineering. Subsequently, the genetic engineering percentage can be calculated and e.g. the following can be discussed:

• How does Agrobacterium work in nature?
• How are genes spreading?
• What are selection genes, and how do they work?
• What are marker genes, and how do they work?

 

Kit 2: Picky fleas

         

 

The experiment attempts to demonstrate that by using genetic engineering it is possible to develop plants which are resistant to pest attacks. By means of the experiment, the students demonstrate that the Yellow-striped flea beetle, Phyllotreta nemorum is not prone to eat plants which contain the naturally occurring substance dhurrin. By introducing genes which develop dhurrin in a plant, you can prevent the plant from being eaten by the Yellow-striped flea beetle. The genes which encode for production of dhurrin are isolated from the plant Sorghum bicolor and subsequently inserted into the thale cress. When the students have seen the Yellow-striped flea beetles’ behaviour with their own eyes and compared this on genetically engineered and non-genetically engineered leaves, the students can discuss the following either in the class room or in a written assignment:

• Why is it that only certain insect refrain from eating dhurrin-laden plants?
• What is the significance of co-evolution of insects and plants to the naturally occurring substances’ defence against pest attacks?
• What is the use of genetic engineering?
• What are the consequences to the environment?