Interactive Computer Program: Packaging DNA into Chromosomes
Xiaoli Yang 1, Yifan Cai 1 and Charles Tseng 2 1Department of Electrical and Computer Engineering 2Department of Biological Sciences Purdue University Calumet Hammond, IN, USA
Abstract - As part of the interactive program for teaching and serve as a model for STEM (science, technology, engineering, learning genetics, the module on packaging DNA into and mathematics) education via distance learning. chromosomes involves the simultaneous coordination of eyes, mind, and hands for visualization, cognitive feedback, and 2 Model Development manipulation, respectively. Computer modeling of various chromatin structures during packaging is based on OpenTK- Models of various structures were developed based on OpenGL on .Net Platform, which is coupled with an inquiry the following system: OpenTK-OpenGL on .Net Platform. based content design to enhance the efficiency of teaching and The Open Tool Kit (OpenTK) is a free project that allows learning. The prototype has been successfully tested in a developers to use OpenGL, OpenGL|ES, OpenCL, and genetics class at Purdue University Calumet. It should also be OpenAL APIs from a managed language (e.g. VB.NET). applicable to a number of undergraduate biology courses . Features include: • Written in cross-platform C# and usable by all managed Keywords: DNA, Chromosomes, Modeling, Computer languages (F#, Boo, VB.Net, C++/CLI).
Program • Consistent, strongly typed bindings, suitable for RAD development. 1 Introduction • Usable standing alone or integrated with Windows.Forms, GTK#, and WPF. From its central role in real-life forensic investigations • Cross-platform binaries that are portable on .Net and to being the basis of major biotechnological applications in Mono without recompilation. medicine, agriculture, and the environment, DNA based • Wide platform support: Windows, Linux, and Mac OS genetics is an essential discipline in the life sciences. As X, with iPhone port in process. fascinating as the subject is, however, teaching and learning genetics has often been fraught with difficulty [1-3]. Confronted with intricate molecular structures, complex 2.1 3D model of double helix DNA packaging schemes, and elaborate mechanisms of action, both DNA is modeled as a double helix. The model is teacher and student are frequently at a loss – the teacher in specified by l, the length of the helix, r, the radius of the helix, how to convey this material in a clear and understandable and w and h, the width and the thickness of one strand of the way, and the student in how to assimilate all the information double helix, respectively (Fig. 1). These parameters generate usefully. To be sure, the abstract and intangible nature of a group of points, which are used to construct the DNA much of the material is the source of the problem. model. The points are linked together to form a sketch of the Traditional methods of teaching genetics, employing double helix. After shading the sketch, a 3D DNA model is classroom lectures, textbook readings, homework created. The double helix model is calculated during runtime assignments, and laboratory exercises, have not proven to be based on the equations below: very effective [4, 5]. Recently, efforts have been made to integrate computer visualization technologies into pedagogy to enhance the learning process [6-8]. Current computer- , 0 (1) based tools, however, do not stress cognitive feedback in their ∗ sin ∗ designs. The present paper describes an innovative approach ∗ cos ∗ to teaching and learning genetics, in which students can Where t is the length variable along x-axis, r the radius of visualize a real-time, interactive DNA model, as well as the helix. the angle increment, controlling the smoothness actively control the dynamic process of packaging DNA into of the helix. We chose from the experiment to make the a compact metaphase chromosome. model smooth. determines 6 the initial angle. We chose The objectives of the program are to 1) develop, as part from the experiment to generate double helical of a web-based interactive program, a DNA packaging shapes. . From the above equations, module suitable for a wide range of college courses and 2) 0 45 ∗ ∈ 0, 2 determine the Cartesian coordinates x, y and z in 3D space. , , 1 , 1, 1 By calculating the position of all the points, a helical line can be generated (Fig. 2, left). The quadrupling of the line 3 , 3, 3 (2) (Fig. 2, right) is generated by replicating the original line four , , times. , , The result is a complete DNA model (Fig. 5).
Fig. 1. Parameters for a helix (perpendicular views)
Fig. 2. Left: helical line; Right: doubling of line Fig. 5. Screen snapshot of DNA model from the program After further duplicating the strand with a different value and shading the sketch, two DNA strands of different 2.3 3D model of histone octomer colors are created (Fig. 3). The histone octomer is represented by an elongated ball, which is described by the following equations: