Download dna sequencing lab - Georgia Standards

One Stop Shop For Educators
The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student
Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards
feature located on GeorgiaStandards.Org.
Georgia Performance Standards Framework for Biology 9-12
Unit: Growth and Heredity
Sternberg Task
Can You Decode the Molecule of Life?
Overview: Students will determine the roles of DNA and RNA in storing and transmitting
cellular information by comparing DNA sequences of different organisms and the different
amino acid sequences that result after transcription and translation occurs.
Standards (Content and Characteristics):
SB2.
Students will analyze how biological traits are passed on to successive generations.
a.
Distinguish between DNA and RNA.
b.
Explain the role of DNA in storing and transmitting cellular information
SCSh3. Students will identify and investigate problems scientifically.
e.
Develop reasonable conclusions based on data collected.
SCSh6. Students will communicate scientific investigations and information clearly.
a.
Write clear, coherent laboratory reports related to scientific investigations.
SCSh7. Students analyze how scientific knowledge is developed.
Students recognize that:
a.
The universe is a vast single system in which the basic principles are the same
everywhere.
b.
Universal principles are discovered through observation and experimental
verification.
Enduring Understandings:
The instructions for specifying the characteristics of an organism are carried in DNA, a
large polymer formed from the subunit nucleotides of A, T, C, and G, located in the
cell(s) of that organism.
Using the DNA code, cells manufacture needed proteins that determine an organism’s
phenotype.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 1 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Essential Question(s):
1.
2.
3.
4.
How does DNA code for living organisms?
How can a change in the sequence of DNA affect the type of protein that is coded?
Why would two different species have similar DNA and yet have different traits?
Why are the processes of translation and transcription crucial to biological function in an
organism?
Pre-Assessment:
In groups of 3, students will discuss the parts of the DNA molecule and sketch out a model of a
small double helix example showing the nucleotides and the base pair linkages. They will also
sketch out a model of mRNA for comparison with the DNA model. Students should list three
structural differences between the models, and reference the difference in function.
(Teacher note: Guide students to use their models to discuss the differences between ribose vs
deoxyribose, structure of double helix to single strand vs the single strand structure of RNA ,
base differences between DNA and RNA (thymine vs uracil) and function of the two molecules.
Video clips from united streaming and animations from Internet sites on DNA and RNA could be
used. For students who have difficulty generalizing this detail to the larger picture, you may wish
to pose an analogy and ask students to use that analogy to explain how nucleic acids function to
pass traits from one generation to another. One example: how is the operation of DNA like a
baton relay race?)
Outcome/
Performance Level
Indicator
ANALYTICAL
PRACTICAL
CREATIVE
Recognize differences between DNA and RNA
Identify DNA as the basis of the genetic code.
Compare and contrast DNA and RNA.
Identify the probable outcomes of changing DNA sequences.
Describe the role and mechanisms of DNA in genetic inheritance.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 2 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Performance Task:
(Detailed
Description)
Teacher role?
Student role?
Compare and contrast
DNA sequences
between humans and
other organisms.(cow)
Present your results in
a graphic form to be
shown to your
classmates.
Using the Race for
Life activity found in
the framework (see
resources below),
organize and conduct
this task using teams
of your classmates.
Since you are in
charge of this activity,
you will need to be
sure you understand
the methods of
transcription and
translation and the
roles of DNA,
mRNA, tRNA, amino
acids and proteins.
(Teacher note: for this
activity, you may use
it as exactly as given
in the framework.
However, students
may need additional
practice in
transcription and
translation skills.
This group will then
need to lead the Race
for Life activity– they
will need to explain it
and conduct it with
the class. In doing so,
their understanding
Compare and contrast
DNA sequences
between humans and
other organisms.(cow)
Present your results in
a graphic form to be
shown to your
classmates.
Using the Internet for
your sources, find the
amino acid chain for
porcine insulin which
can be used by both
humans and cats.
Find the code for cat
insulin and human
insulin. Why can both
cats and humans
utilize porcine insulin
while cat insulin is not
usable by humans?
Why is human insulin
not useful for cats?
Write a scientific
mini-paper stating the
findings of your
research and
explaining the known
causes of the variation
in insulin
functionality across
these species. Be
prepared to defend
your paper in front of
your classmates.
(Teacher note:
students will need to
have a good
understanding of
translation and
transcription to
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 3 of 11
Copyright 2007 © All Rights Reserved
Compare and contrast
DNA sequences
between humans and
other organisms.(cow)
Present your results in
a graphic form to be
shown to your
classmates.
It is the year 2107.
Alien bacteria have
been found on Mars
and they have a DNAlike molecule which
codes for a simple
protein! Samples of the
alien bacteria show
simple proteins. You
are the CEO of a major
biogenetic research
facility. Your company
has found a process of
replicating an alien
protein. You will need
to hold a press
conference to explain
this incredible breakthrough while tracing
your protein back to its
DNA roots and coding
and the processes
necessary for it to be
created. This alien
protein should still
undergo the same
processes as human
proteins but be coded
in a unique way.
Explain how it is used
structurally within an
organism. You may
want to create a
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
will increase because
they are teaching the
ideas again to their
classmates.)
Resources
Growth and Heredity
framework activity;
DNA/RNA sequences
RACE FOR LIFE
Internet sources if
needed such as:
http://www.accessexc
ellence.org/RC/VL/G
G/index.html
Homework/
Extension
Instructional Tasks
Accommodations for
ELL Students
complete this activity.
They will need
internet access for
researching the insulin
varieties. Some
possible sites are
listed in the
resources.)
Internet sources for
information as
needed:
http://www.littletree.c
om.au/dna.htm
http://www.accessexc
ellence.org/RC/VL/G
G/
http://www.accessexc
ellence.org/aebin/htsearch
Become an audience
for the press
conference.
Be ready to critique
the mini-research
paper.
3Dmodel for your
presentation.
(Teacher note: students
will need to have a
good understanding of
translation and
transcription to
complete this activity.)
Internet sources as
needed:
http://www.accessexce
llence.org/RC/VL/GG/
index.html
Become an audience
Critique the first
for the press
group's graphics for
conference.
accuracy and
Critique the first
knowledge.
group's graphics for
Be ready to critique the
accuracy and
mini-research paper.
knowledge presented.
Modify language requirements for written assessments
Pair with more advanced native language speaking partner (allow
for translation in native language for comprehension) as needed
Provide bilingual support using word to word translation such as
dictionaries, and glossaries
Provide native language text books and support material
whenever possible
Post all new vocabulary on a word wall; allow student to interact
with the word wall using yarn to make connections between
vocabulary words
Allow extended time for written tasks
Use of visual aids, graphs, or graphic organizers, to explain
appropriate techniques for lab procedures
Model scientific format/ provide sample conclusions
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 4 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Instructional Tasks
Accommodations for
Students with
Disabilities
Instructional Tasks
Accommodations for
Gifted Students
Review and Implement IEP accommodations for specific
student needs
Other accommodations may include the following:
Allow extended time for written tasks
Sentence starters for written responses
Provide written step by step instruction and check for
understanding.
Give a proofreading or expectations checklist
Design a DNA and RNA models using multi-media and / or 3-D
models
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 5 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
DNA/RNA Sequence
Humans vs. Cow
Replication-Transcription-Translation
Step 1: Using the original DNA strands as given below, compare the two given strands. Mark
each of the differences in the sequences. Use circles or highlighting to mark the differences.
Step 2: Transcribe from the original DNA sequence to form a strand of mRNA.
Step 3: Translate the mRNA sequence using a standard codon table.
Step 4: Compare the amino acid sequence for the cow protein and the human protein and
determine the number of differences in the sequence. (Teacher note: the tRNA is also given for
finding anticodons. This can be used for comparison of DNA and tRNA codes – only one
difference exists – the T and the U. This DNA-anticodon-protein link is also needed for the Race
for life activity.)
Step 5: Prepare a paragraph summary that will answer the following questions.
How many differences were counted in the DNA sequence?
Did all the differences create a different amino acid?
How many amino acids were different?
How does the sequence of amino acids help to show evolutionary relationships?
How related are a cow and a human?
What other evidence can be used to show the relationship between a cow and a
human?
SEQUENCE #1 (HUMAN PROTEIN A) DNA is given:
CCA-TAG-CAC-CTT-GTT-ACA-ACG-TGA-AGG-TAA-ACA-AGG-GAC-ATG-GTT-GACCTT-TTG-ATG-ACA-TTA
SEQUENCE #2 (COW PROTEIN A) DNA is given:
CCG-TAG-CAT-CTT-GTT-ACA-ACG-CGA-AGG-CAC-ACA-AGG-GAG-ATG-GTT-GACCTT-TTG-ATA-ACA-TTA
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 6 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Answer Key
SEQUENCE #1 (HUMAN)
DNA (given): CCA-TAG-CAC-CTT-GTT-ACA-ACG-TGA-AGG-TAA-ACA-AGG-GAC-ATGGTT-GAC-CTT-TTG-ATG-ACA-TTA
mRNA: GGU- AUC- GUG-GAA- CAA- UGU-UGC-ACU- UCC- AUU- UGU-UCC-CUGUAC-CAA-CUG-GAA-AAC-UAC-UGU-AAU
tRNA: CCA-UAG-CAC-CUU-GUU-ACA-ACG-UGA-AGG-UAA-ACA-AGG-GAC-AUGGUU-GAC-CUU-UUG-AUG-ACA-UUA
Amino Acids: Glycine, Isoleucine, Valine, Glutamic Acid, Glutamine, Cysteine, Cysteine,
Threonine, Serine, Isolecine, Cysteine, Serine, Leucine, Tyrosine, Glutamine, Leucine, Glutamic
Acid, Asparagine, Tyrosine, Cysteine, Asparagine
SEQUENCE #2 (COW)
DNA (given): CCG-TAG-CAT-CTT-GTT-ACA-ACG-CGA-AGG-CAC-ACA-AGG-GAGATG-GTT-GAC-CTT-TTG-ATA-ACA-TTA
mRNA: GGC-AUC-GUA-GAA-CAA-UGU-UGC-GCU-UCC-GUG-UGU-UCC-CUC-UACCAA-CUG-GAA-AAC-UAU-UGU-AAU
tRNA: CCG-UAG-CAU-CUU-GUU-ACA-ACG-CGA-AGG-CAC-ACA-AGG-GAG-AUGGUU-GAC-CUU-UUG-AUA-ACA-UUA
Amino acids: Glycine, Isoleucine, Valine, Glutamic Acid, Glutamine, Cysteine, Cysteine,
Alanine, Serine, Valine, Cysteine, Serine, Leucine, Tyrosine, Glutamine, Leucine, Glutamic
Acid, Asparagine, Tyrosine, Cysteine, Asparagine
Return to Task
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 7 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Race for Life
Type of Activity:
hands-on, simulation, review/reinforcement, group/cooperative learning
Target Audience: Life Science /Biology
Abstract: This activity will help students to learn or display an understanding of the process of
protein synthesis.
Materials:
20 DNA Template Cards (These must remain on the desk at all times. The desk will
represent the nucleus and DNA cannot leave the nucleus.)
62 anti-codon Cards These will be taped to the wall around your room
Paper for writing down the mRNA strand and the tRNA molecules and the sentence
Pen/Pencil
Procedures for the Teacher:
1. Make up all the DNA Template Cards and the anti-codon/word cards--See below for
instructions.
2. Hang up the anti-codon word cards, so the anti-codons are showing.
3. Show the student the cards and tell them what they are.
4. In groups, one student is assigned to be the mRNA, another student will serve as recorder
and the third student will be the tRNA.
5. Tell the students that your desk is the nucleus and the DNA templates cannot leave the
area.
6. A student is to pick up a DNA template card, write down the DNA template card number,
and transcribe it into mRNA.
7. With the mRNA sequence, the student will go back to the group's desk and the ribosomal
student will write out the tRNA anti-codon sequence. Remind students that every sentence
must have a start (ATG) and a stop (TAG) codon.
8. The tRNA student will search out the correct anti-codon card and flip the card over
revealing the word. This student will write down the word.
9. After completing the sentence, a student in the group will tell you his/her group sentence.
If not correct, have the group go over the same DNA template. If correct, have the students
pick another card.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 8 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
Keys for making cards: *Key to tRNA Cards with words (Note: write the anti-codon on one
side of the card and write the word on the other):
Word
(period)
a
A double
acids
amino
and
and Crick
Are
bases
blueprint
bond
build
causes
cell
changes
codon
contains
continuity
crimes
Discoverers
DNA
ensures
four
genetic
has
helix
helps
house
Is
itself
life’s
manages
molecule
mutations
nitrogen
nucleus
pattern
phosphate
DNA
ACT
CAT
TTG
CTA
CTC
GAG
TTT
TCC
TCC
GGG
TCA
GTC
ATC
CCC
ACA
AGC
CCG
CGC
TGA
GCT
GGA
CAG
TGT
CGG
UAA
TTC
TGC
AGA
GGC
TAT
GGT
ATA
TTA
ACG
TCT
AAC
AAG
GAT
mRNA
UGA
GUA
AAC
GAU
GAG
CUC
AAA
AGG
AGG
CCC
AGU
CAG
UAC
GGG
UGU
UCG
GGC
GCG
ACU
CGA
CCU
GUC
ACA
GCC
AUU
AAG
ACG
UCU
CCG
AUA
CCA
UAU
AAU
UGC
AGA
UUG
UUC
CUA
tRNA
ACU
CAU
UUG
CUA
CUC
GAG
UUU
UCC
UCC
GGG
UCA
CUG
AUC
CCC
ACA
AGC
CCG
CGC
UAU
GCU
GGA
CAG
UGU
CGG
UAA
UUC
UGC
AGA
GGC
UAU
UUT
AUA
UUA
ACG
UCU
AAC
AAG
GAU
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 9 of 11
Copyright 2007 © All Rights Reserved
Amino Acids
Stop
Valine
Asparagine
Aspartic acid
Glutamic acid
Leucine
Lysine
Arginine
Arginine
Proline
Serine
Glutamine
Tyrosine
Glycine
Cysteine
Serine
Glycine
Alanine
Threonine
Arginine
Proline
Valine
Threonine
Alanine
Isolecine
Lysine
Threonine
Serine
Proline
Isoleucine
Proline
Tyrosine
Asparagine
Cysteine
Arginine
Leucine
Phenylalanine
Leucine
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
process
processes
produce
protein
proteins
repeatedly
replicates
replication
ribosomes
RNA
shape
solve
successful
sugar
support
synthesis
The
three
translation
transport
triplet
tRNA
types
unzipping
Watson
CAC
AGG
CAA
ACC
GTA
TAG
TCG
CCT
CGT
GCG
GCA
TGG
CGA
GAC
GAA
AAT
TAC
GTT
AAA
CTG
CCA
CTT
GTG
AGT
GCC
GUG
UCC
GUU
UGG
CAU
AUC
AGC
GGA
GCA
CGC
CGU
ACC
GCU
CUG
CUU
UUA
AUG
CAA
UUU
GAC
GGU
GAA
CAC
UCA
CGG
CAC
UGG
CAA
ACC
GUA
UAG
UCG
CCU
CGU
GCG
GCA
UGG
CGA
GAC
GAA
AAU
UAC
GUU
AAA
CUG
CCA
CTT
GUG
AGU
GCC
Valine
Serine
Valine
Tryptophan
Histidine
Isoleucine
Serine
Glycine
Alanine
Arginine
Arginine
Threonine
Alanine
Leucine
Leucine
Leucine
Methionine
Glutamine
Phenylalanine
Aspartic acid
Glycine
Glutamic acid
Histidine
Serine
Arginine
Key for the sentences *16 Sentences: (Your teacher or another lab group should check your
sentences for accuracy!)
1. The discoverers are Watson and Crick*.
TACGCTTCCGCCTTTUGA
2. The shape is a helix.
TACGCAGGCCATTTCUGA
3. The molecule helps solve crimes.
TACTTATGCTGGTGAUGA
4. The four nitrogen bases bond.
TACTGTTCTTCCTCAUGA
5. The molecule replicates itself repeatedly.
TACTTATCGTATTAGUGA
6. The RNA has three types.
TACGCGUAAGTTGTGUGA
7. The RNA helps build proteins.
TACGCGTGCGTCGTAUGA
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 10 of 11
Copyright 2007 © All Rights Reserved
One Stop Shop For Educators
Georgia Performance Standards Framework for Biology 9-12
8. The DNA is life’s blueprint.
TACGGAGGCGGTGGGUGA
9. The phosphate and sugar support.
TACGATGAGGACGAAUGA
10. The tRNA transports amino acids.
TACCTTCTGCTCCTAUGA
11. The replication process causes unzipping.
TACCCTCACATCAGTUGA
12. The codon contains a triplet.
TACAGCCCGCATCCAUGA
13. The ribosomes house protein synthesis.
TACCGTAGAACCAATUGA
14. The translation process ensures continuity.
TACAAACACCAGCGCUGA
15. The nucleus manages cell processes.
TACAACATACCCAGGUGA
16. The pattern changes produce mutations.
TACAAGACACAAACGUGA
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
Biology  9-12  Growth and Heredity Sternberg Task
August 12, 2007  Page 11 of 11
Copyright 2007 © All Rights Reserved