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Names: ________________________ _______________________________ _______________________________ Date: _____________Period: ______ Protein Synthesis Analogy Purpose To help students understand the role of DNA, mRNA, tRNA and Amino Acids in the role of protein synthesis (Translation) To reiterate the concept of mutations Materials 20 DNA template cards 64 tRNA anti-codon cards Paper—to write down the mRNA strand, figure out the tRNA, and the sentence. Pen/Pencil Introduction This activity shows how making proteins out of amino acids is like building a sentence out of words. 1. Students will work in groups of 2-3 students each. 2. The classroom is a cell. 3. The teacher’s desk will be the nucleus. The nucleus will have DNA strands. 4. Students will be mRNA molecules. The mRNA molecule (one student from each group) will transcribe a copy of a DNA message at the teacher’s desk (the DNA never leaves the nucleus). 5. The students’ desk will be the ribosome. The mRNA (student) will go to the ribosome, and the group will figure out what tRNA molecules match up with mRNA strand. 6. The tRNA anti-codons will be hanging up around the class. Students must find the correct anti-codon, flip up the card and find the word under the card 7. The words under the cards are the amino acids. The completed sentence is the protein product. Students will continue to translate the mRNA message, stringing the words together until the sentence is complete 8. If students incorrectly transcribe the DNA template or the mRNA strand, then a mutation will occur and the sentence will not make any sense. 9. Note: Every DNA sequence begins with an initiator sequence (TAC) which must be present in order for the sentence to make sense, and each sequence ends with a stop sequence (ATC), which also must be present. Analysis Questions- Discuss and complete this worksheet as a group. 1) In this activity, we turned the classroom into a cell. What did the following parts of the classroom represent in the cell? a. Teacher’s desk: _______________________________ b. DNA template: _______________________________ c. Student who transcribed the DNA: _______________________________ d. Student group desk: _______________________________ e. Card with the anti-codon & word: __________________________ f. Words on the back of the tRNA cards: _______________________________ g. Completed sentence: _______________________________ 2) If the completed sentence did not make sense, what could have gone wrong? Think of at least two ways you might end up with an incorrect sentence. Word bank: amino acid ribosome words nucleus proteins 3) A sentence is made up of _________________ in a particular order. A protein is made up of _______________________________ in a particular order. The instructions for making a protein come from the _____________________ which contains the DNA/genes. Since the DNA never leaves the nucleus, a genetic message called mRNA must be copied and taken to the ___________________________, where proteins are made. The tRNA has the anti-codons and brings the correct _________________________ to the ribosome. These are strung together and folded to make specific ___________________. Analysis Questions- Discuss as a group, but complete the analysis individually. 1) In this activity, we turned the classroom into a cell. What did the following parts of the classroom represent in the cell? a. Teacher’s desk: _______________________________ b. DNA template: _______________________________ c. Student who transcribed the DNA: _______________________________ d. Student group desk: _______________________________ e. Student who found the correct anti-codon & word: __________________________ f. Words on the back of the tRNA cards: _______________________________ g. Completed sentence: _______________________________ 2) If the completed sentence did not make sense, what could have gone wrong? Think of at least two ways you might end up with an incorrect sentence. Word bank: amino acid ribosome words nucleus proteins 3) A sentence is made up of _________________ in a particular order. A protein is made up of _______________________________ in a particular order. The instructions for making a protein come from the _____________________ which contains the DNA/genes. Since the DNA never leaves the nucleus, a genetic message called mRNA must be copied and taken to the ___________________________, where proteins are made. The tRNA has the anti-codons and brings the correct _________________________ to the ribosome. These are strung together and folded to make specific ___________________.