Molecular Genetics PPT. Discussion slides, available for download in PowerPoint or PDF format: PowerPoint: https://www.dropbox.com/s/39vldfxlr2lwjmf/Discussion%20slides.pptx?dl=0, PDF: https://www.dropbox.com/s/x0z2jc6lw9xmqpq/Discussion%20slides.pdf?dl=0, Guide to using the discussion slides (description of slides), available at https://www.dropbox.com/s/mxb9nreylanamzp/Guide_to_using_slides.docx?dl=0. Suppose you have a huge population, like you see in the top left-hand corner, and you might want to know something about that population. Based on the types of responses students provide, we may extend our learning with an additional Modeling DNA and Protein Synthesis Lab activity. 2. Recipient(s) will receive an email with a link to 'Using Shapes & Codes to Teach the Central Dogma of Molecular Biology: A Hands-On Inquiry-Based Activity' and will not need an account to access the content. After working through these tasks, it is an easy conceptual jump for the students to think of the single-letter representations of nucleotides (A, C, G, and T) as a code similar to the shapes used in this activity. It also connects the content of molecular biology with that of genetics by helping students understand mutations, the effects of mutations on protein sequence, and the relationship between genetic mutations, protein sequence, and disease (genotype → phenotype). See more ideas about teaching biology, biology classroom, teaching science. To engineer proteins, molecular biologists work backward through the protein synthesis process. This allows students to actively learn about various mutation types and their consequences, including silent mutations, missense mutations, nonsense mutations, and insertion or deletion mutations. CiteSeerX - Document Details (Isaac Councill, Lee Giles, Pradeep Teregowda): Introduction 1.1 Motivation -- the challenge of understanding gene regulation The central dogma of molecular biology states that information is stored in DNA, transcribed to messenger RNA (mRNA) and then translated into proteins. However, these concepts remain difficult for students to grasp. 2. Students will be able to practice modeling protein synthesis as the instructor demonstrates the process using manipulatives. Mutation PPT. Comments. Impact of mutations on translation into amino acids. Students should be told to remove the decoder options on pages 9 and 10 of the handout packet (also shown in Figure 3B) to use them as they decode the sequence of their chains from the code of shapes provided on page 3 of the activity (Figure 3D). They must consider how to code for letters of the English alphabet using only four distinct shapes (triangle, star, square, and circle; Figure 1) and consider what other aspects beyond just the English letters might require coding in order to effectively communicate the secret message. Furthermore, students actively derive solutions to the problems that cells face during translation, make connections between genotype and phenotype, and begin to recognize the results of mutations. Marcel G.J. Other Materials. 6. This is analogous to the promoter regions that aid in RNA polymerase identification of transcription start sites. Students with the DNA card pairs line up in the classroom area designated "nucleus". The central dogma of molecular biology is key to understanding the relationship between genotype and phenotype, although it remains a challenging concept to teach and learn. Students will further explore the relationship between genetic mutations and changes in phenotype. At this point in the lesson I pause and survey my students by asking several of the questions listed below. Project Activity. After creating the chains, students are asked to reflect on the purpose of the chain identifiers. Teachers should print the “Introduction to Molecular Biology Activity” handout packet, with a copy for each student or group of students. Students will use a model to identify the components of DNA and explain how this structure is conserved during replication and across all life forms. Practice: Codons and mutations. Students also learn about missense mutations, where one link (or amino acid) of the chain is altered without affecting the rest; and nonsense mutations, which result in a premature stop codon, thus preventing the rest of the chain from being made. The Central Dogma. © 2019 National Association of Biology Teachers. At the time of the Headquarters' construction, many scientific experiments were underway in Central Dogma, including Naoko Akagi's development of the Magi System, and Naoko's collaboration with Gendo and Yui Ikari on Project E. Central Dogma switched hands whe… Use the tRNA-amino acid sequences determined in Question 7. Sidney Altman and Thomas Cech independently studied how the genetic code was transferred from DNA to RNA. The chemist's perspective on the properties of genetic information, and thus the basis of human inheritance, was further influenced by the discoveries of Nobel Laureates Sidney Altman and Thomas Cech which revealed that ribonucleic acid or RNA can also function as an enzyme. Three general transfers Students can respond to the following inquiries individually or with a partner in writing and the inquiries can be made during a whole group discussion: 1. An ontology modeling tool, based on ORM. 1. 4. It consists of just a few kinds of atoms: carbon, hydrogen, oxygen, nitrogen, and phosphorus. Mutation WS. This code should include each of the 26 different letters of the alphabet, punctuation, and everything required for a complete message. We generally have our students complete parts 1 and 2 in class within small groups of three or four students, with parts 3 and 4 done as homework. The sample for this study consisted of 42 student teachers in the department of Biology Education during the 2005-2006 academic year. All Rights Reserved. The homework assignments are followed by extensive discussion in class the next day. The students then continue working on their codes for an additional 5–10 minutes and, having realized that each codon needs to be a consistent length, eventually discover that the only way to code for all 26 letters of the alphabet is to use three consecutive shapes to code for each letter (Figure 1C). Procedure for Modeling Protein Synthesis: 1. RNA and protein synthesis review. Homework. Crossref Song-yi Jung, Scott T Willard, Quantitative bioluminescence imaging of transgene expression in intact porcine antral follicles in vitro, Reproductive Biology and Endocrinology, 10.1186/1477-7827-12-11, 12 , 1, (11), (2014). As with all models, this model has some limitations. Fill in the missing boxes in the data table by writing the DNA sequence of the coding strand and the correct mRNA codons, tRNA anticodons, and amino acids. About This Quiz & Worksheet. BetterLesson reimagines professional learning by personalizing support for educators to support student-centered learning. Apr 6, 2016 - DNA, replication, transcription, and translation. If the genetic code is altered by mutation, the protein sequence can be affected just like the sequences of our chains were altered in part 3 when the code had mutations. Having extensively used the genetic code during this activity, students tend to have no problem making the transition from uracil to thymine, or learning the intermediate step of transcription that was ignored in this activity. Chain identifiers (A) are used to help students find the general location for each of the eight coded chains within the full “shape sequence” (D). As a result, this activity may help address some of the issues surrounding students' difficulties reconciling proteins and phenotypes as discussed in the literature (Marbach-Ad, 2001; Speth et al., 2014; Reinagel & Speth, 2016). A student with the promoter card should line up first. During this modeling activity, students act out transcription and translation by moving around the classroom with assigned roles as the DNA, mRNA, tRNA, proteins, etc.. Having walked around the classroom, he or she will have an idea about each group's strategy. (D) Sequence of shapes that contain embedded codes for the paper chains. Protein Synthesis Modeling Activity. Students use a simple system of codes to generate paper chains, allowing them to learn why codons are three nucleotides in length, the purpose of start and stop codons, the importance of the promoter region, and how to use the genetic code. Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. In this section of the activity, students work with possible “mutations” in the code to determine the various potential effects. These input-output functions, which are the fundamental unit of any quantitative description of developmental programs, … Describe transcription and translation. In this exercise, students perform the central dogma role‐play and respectively act out nuclear matrix proteins, a transcription factor, an RNA polymerase II, an mRNA transport protein, nuclear pore proteins, a large ribosomal subunit, a small ribosomal subunit, and several amino‐acyl tRNA synthetases. Students will be able to explain why three consecutive shapes are required to adequately code for all 26 letters of the English alphabet, and why this results in codon degeneracy. Publication History. What would be the effect on the amino acid sequence of a protein if one extra base were inserted into the gene near the beginning? Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. Practice: Transcription and translation. This is a clever way of accomplishing this task, but students should be asked to think about the limitations of this strategy, including how this further limits the code (four shapes are now basically limited to three for the purpose of coding letters), and varying codon length adds a level of complexity that can be slower and more mentally tasking to decode. By actively figuring this out, with some conceptual struggles along the way, students are primed to understand why the genetic code requires codons that are a consistent length of three nucleotides in order to code for the 20 amino acids. All rights reserved. “Introduction to Molecular Biology Activity” handouts, available for download in either Word doc or PDF format: Word: https://www.dropbox.com/s/1byzp7yau99f30s/Intro%20to%20Molecular%20Biology%20activity_final.doc?dl=0, PDF: https://www.dropbox.com/s/sd656x3n37hmkrx/Intro%20to%20Molecular%20Biology%20activity_final.pdf?dl=0. This section also helps students understand the importance of the “reading frame,” which connects directly with questions in part 2 where students have pondered and answered why it is important to find the correct start codon. All rights reserved. This can be somewhat time consuming for the instructor. The discussion will likely take 20+ minutes to adequately complete, and the teacher may want to give an additional 5 minutes for students to complete their answers to the questions associated with part 2, once the discussion is finished. When used as an introduction, this activity sequence provides a central lattice on which student understanding of concepts central to molecular biology and molecular genetics can be built. See All Activity > Categories Modeling, CASE, Artificial Intelligence. Three transfers that the Central Dogma states never occur are protein to protein, protein to DNA, protein to mRNA. A fundamental principle called the Central Dogma describes how genetic information flows from the DNA in our genetic material via RNA to proteins which in turn carryout all of the cellular functions necessary for life. Suppose an individual has a nutrient deficiency due to poor diet and is missing a particular amino acid. Nov 10, 2020 - Explore Jessica Reyna's board "Central Dogma" on Pinterest. The dogma is a framework for understanding the transfer of sequence information between information-carrying biopolymers, DNA and RNA (both nucleic acids), and protein. (B, C) The decoders for determining which color and size of paper is to be used for making the paper chains. Francis Crick (1958) published The Central Dogma, stating his view of how DNA, mRNA and protein interact. Students can find information on the three conditions (see handout packet pages 6–7) fairly easily online. Next lesson. Parts 3 and 4 can be assigned as homework or can be included as further in-class activities if time permits. Students use a simple system of codes to … Or a V? Activity 1: Essential Question: How does the central dogma explain the continuity and diversity of life? Transcription (DNA → RNA) has been largely ignored in order to focus more directly on translation and key aspects of turning the genetic code into protein. en_US: dc.format.extent: 872761 bytes: dc.format.mimetype: … When used as a whole, this activity sequence ties together several important topics foundational to molecular biology: embedded genes, translation, mutations, and genetics and disease. Use an example to show what you mean. It is also referred to as the central dogma of molecular biology. The human body is made up of billions of cells. Cite this: Chem. The central dogma is sort of the central idea that explains what you're trying to do in the field. The basis for the Central Dogma of the Chemistry of Life was born with this discovery and in 1989 Thomas Cech and Sidney Altman won the Nobel Prize in Chemistry for their influential work. Students will understand the structure of DNA is universal to all living organisms. However, a broader discussion should wait until after students have completed part 2, which transitions from coding for language to coding for instructions used to build a different sequence, more similar to how the genetic code is used to code for amino acid sequences. doi: https://doi.org/10.1525/abt.2019.81.3.202. Again, teachers can determine how much instruction and guidance to give the students ahead of time, based on the class level, but generally some level of thinking and struggle adds to student comprehension and retention. They also consider what would happen if they started making their chain using the incorrect start codon, which primes students for understanding the concept of a “reading frame.” These questions also lead into the thought questions for part 3, where the effect of mutations is addressed. 2. Modeling DNA Replication . Proteins are made and degraded repeatedly and, thus, the genetic code must be stable and remain intact, long term, for repeated decoding as new proteins are made. central dogma and recombinant DNA ... Our goal was to develop a manipulative activity using inexpensive but graphic materials. Codons and mutations . Reasons for such difficulty include that genetics concepts extend across multiple organizational levels (Marbach-Ad, 2001) and require students to understand that physical structures can “contain” information (Duncan & Reiser, 2007). With appropriate guidance from the teacher or from fellow students, all students seem to figure out what to do fairly quickly. Protein Synthesis Notes Page. The Central Dogma states that information can be transferred from DNA to DNA, DNA to mRNA and mRNA to protein. For example, do three consecutive triangles represent three A's in a row? This four-part activity sequence, in its entirety, helps meet two high school NGSS life standards (NGSS Lead States, 2013): HS-LS3-1. Initially scientists believed that nucleic acids DNA and RNA served solely as carriers of the genetic information, whereas proteins in the form of enzymes catalyze the chemical processes of … Teachers should also premake the short chain translated in part 3 of the activity and at least one “mutated” chain based on the various mutations identified in part 3 of the activity sequence. Students will understand why other aspects beyond the letters must be considered, such as where to start, punctuation, etc. Those chains can be used throughout the unit to represent protein chains for discussions on folding and the relationship between sequence, structure, and function. Thursday (Dec. 1)   Quiz - Central Dogma (Chapters 16-17)   Eukaryotic Genome Regulation Worksheet Use Prezi, textbook, and vidoes online to help you complete the worksheet HW - Cornell Notes 18.3. (The code used for the paper chains is directly analogous to the genetic code; each type of paper represents a single amino acid and is encoded by the same set of codons for the equivalent amino acid.). This introductory activity can be used as an interactive means to support students as they learn the details of translation and molecular genetics. Photocopies of DNA/RNA genetic-code triplet sheet templates, 5. These are the exact same decoders as used to decode the genetic code. 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