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designed by DNALC scientists. In each section of 8th-grade science, five teams worked together to perform bacterial transformations that, if successful, would allow their bacteria to produce one of five different colors: cherry, yellow, orange, green, or blue. They did this by transferring plasmids of DNA for each color into their bacteria. All five teams were successful and created interesting research boards on which they shared information about "their" bacteria, the process of bacterial transformation, and its color. Ms. Newkirk visited on the last day of classes, and 8th graders had the opportunity to solve the mystery of Anatasia Nikolaevna of Russia through the exploration of DNA. Grand Duchess Anastasia Nikolaevna of Russia was the youngest daughter of Tsar Nicholas II, the last sovereign of Imperial Russia, who, along with his entire family, was said to have been assassinated in July of 1918. Years after her disappearance, several women claimed to be Anastasia, in hopes of inheriting the Romanov fortune. The most famous claimant was Anna Anderson. When Ms. Anderson died in 1984, postmortem DNA testing on her hair and body tissue proved she could not be Anastasia. UPPER SCHOOL 10TH GRADE In January 2025, following units on macromolecules and enzymes— explored through models, experiments, and discussions in both Chemistry and Biology— students participated in a customized gene-therapy lab. For many, it was their first time working with such advanced equipment, making the experience both exciting and impactful. With Ms. Newkirk's guidance, students investigated how DNA becomes protein, by using a chemical compound called X-gal, a chromogenic substrate for the enzyme ß-galactosidase, to explore bacterial transformation. They then applied their findings to real-life concepts that included the biology behind lactose intolerance. 11TH GRADE In 11th grade, students applied their knowledge from past years to explore their own DNA and the genetic diversity within humans. They explored how DNA serves as the blueprint for RNA and proteins; the intricate mechanisms of DNA replication; the transcription of DNA into mRNA; and the translation of mRNA into proteins. Students learned that these processes are not just biological concepts; they connect to fundamental questions about our human identity. Why are certain diseases more prevalent in specific families? What accounts for our unique appearances? What makes each of us distinct at the genetic level? Is DNA our destiny? This unit culminated in a real- world laboratory experience where students learned to isolate and analyze their own DNA. With expert guidance from Ms. Newkirk, students collected DNA samples from cheek swabs and used PCR amplification to isolate a variable region of the mitochondrial genome. While this 36 / TREVOR MAGAZINE WINTER 2025–26

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