Download GRT Task 1 BIOCHEMISTRY Competency 208.5.1: DNA, RNA

GRT Task 1
BIOCHEMISTRY
Competency 208.5.1: DNA, RNA - The graduate demonstrates how nucleic acid
polymers can transform cells and transmit information within the cell.
Introduction:
Although there is much talk in the news about stem cell research, the public and
policymakers need to understand how basic body cells work to transmit information and
replicate to facilitate more informed decisions.
Scenario:
You are a biochemistry specialist who has been asked to either create a presentation or
write a brief report on the role of DNA and RNA in the transmission of information
within the cell. The audience for your presentation or report is a group of medical
paraprofessionals at a community health center.
Requirements:
Design a multimedia presentation (e.g., PowerPoint, Keynote, Google Presentation)
(suggested length of 5–9 slides) or a document (e.g., Microsoft Word, Google Document)
(suggested length of 2–4 pages) for medical paraprofessionals in the scenario in which
you do the following:
Note: You can insert photographs of your original models or diagrams that you create in
parts A–C directly into your presentation/paper, or you can include them as attachments
to this task.
Note: Please save submission documents as *.ppt, *.pptx (PowerPoint), *.key (Keynote),
*.doc, *.docx (Word) or *.pdf (Portable Document Format) files. If you are using Google
Presentations or Documents, you must save the file in *.pdf format and upload the .pdf
file.
A. Create an original diagram, or series of diagrams, with clear labels, that
demonstrates the process of DNA replication at the biochemical level.
1. Describe the function of the enzymes (enzyme names end in “-ase”) as part of the
labels for the diagram(s) you created in part A.
2.
Label the following components in your diagram(s):
•
DNA
•
replication fork
•
helicase
•
single-stranded binding proteins
•
leading strand template DNA
•
lagging strand template DNA
•
5’ and 3’ ends of all DNA
•
primase
•
RNA primer
•
DNA polymerase III
•
Okazaki fragments
B. Create an original diagram, or series of diagrams, with clear labels that show the role
of the ligase enzyme in the replication of DNA.
1. Describe the function of the enzymes as part of the labels for the diagrams(s) you
created in part B.
2.
Label the following components in your diagram(s):
•
DNA
•
Okazaki fragments
•
DNA polymerase I
•
DNA ligase
C. Create an original diagram, or series of diagrams, with clear labels, that demonstrates
the role of mRNA in transcription and translation.
1. Describe the function of the enzymes as part of the labels for the diagram(s) you
created in part C.
2.
Label the cellular locations of each process.
3.
Label the following transcription components in your diagram(s):
•
DNA
•
mRNA
•
RNA polymerase
•
nucleus
4.
Label the following translation components in your diagram(s):
•
mRNA
•
ribosome
•
tRNA
•
amino acids
•
growing protein/polypeptide
•
cytoplasm
D. Explain the role of RNA polymerase inhibition in causing the poisonous effect of the
death cap mushroom, based on your knowledge of the role of mRNA.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web
link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission
MUST include APA formatted in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they
have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or
closely paraphrased from sources, even if cited correctly. For tips on using APA style,
please refer to the APA Handout web link included in the General Instructions section.
Web Links:
1. Rubric Terms link opens in new window
Click to Show/Hide MethodEvaluation Method
A rubric is used in this Evaluation.
Name of rubric: GRT Task 1 (0814) [View rubric link opens in new window]
Final scoring method: Evaluator marks as “Meets Requirement/Does not Meet
Requirement”
GRT Task 2
Click to Show/Hide DirectionsDirections
BIOCHEMISTRY
Competency 208.5.2:Amino Acids and Peptide Bonds, Protein Structure - The graduate
can construct models of the structure and function of amino acids and peptide bonds,
predict ionization of an amino acid, and demonstrate peptide bond breaking; demonstrate
how protein structure affects susceptibility or resistance to disease.
Introduction:
Bovine spongiform encephalopathy (BSE), also known as mad cow disease, is a
worldwide problem. While many countries in the European Union and the United States
have regulatory legislation in place to combat the spread of BSE, many others do not yet
have the ability to enact such regulations, making the import and use of possibly tainted
beef a health risk.
Scenario:
As a specialist in biochemistry, you have been asked to be part of a team that will assist a
country without regulatory legislation. You will help the other workers in understanding
BSE at a chemical level. Because these workers are unfamiliar with the basic
biochemistry concepts necessary to understand how BSE occurs, you will need to include
an overview of proteins.
Requirements:
Design either a multimedia presentation (e.g., PowerPoint, Keynote, Google Presentation)
or a report (e.g., Microsoft Word, Google Document) for health workers on the
biochemistry of BSE by doing the following:
Note: You are not limited to a specific length, but suggested lengths are 10–15 slides for a
presentation and 3–5 pages for a report.
Note: Please save submission documents as *.ppt, *.pptx (PowerPoint), *.key (Keynote),
*.doc, *.docx (Word) or *.pdf (Portable Document Format) files. If you are using Google
Presentations or Documents you must save the file in *.pdf format and upload the *.pdf
file.
A. Create an original model of an essential amino acid that shows all atoms and bonds
in both the backbone and the side chain.
Note: Take a picture of your completed model as evidence that you created it. You can
include the picture as part of your presentation or report, or you can upload it in
Taskstream as a separate attachment.
1. Describe two characteristics (e.g., reactivity, hydrophobicity, how it affects the
structure or functions of a protein) for the amino acid model you created in part A.
B. Create an original diagram, or series of simple diagrams, of the different levels of
protein structure.
1.
Label the primary, secondary, tertiary, and quaternary structures in your diagram(s).
C. Create an original diagram, or series of simple diagrams, that demonstrates how a
peptide bond is made through dehydration, using a complete chemical equation that
includes the following components:
•
chemical structures of all reactants
•
an arrow indicating the direction of the reaction
•
the chemical structures of all products
D. Create an original diagram, or series of simple diagrams, that demonstrates how a
peptide bond is broken through hydrolysis, using a complete chemical equation that
includes the following components:
•
the chemical structures of all reactants
•
an arrow indicating the direction of the reaction</font
•
the chemical structures of all products
E. Explain the four forces (i.e., bonds or interactions) that stabilize a protein’s structure
at the tertiary level of protein structure.
F. Explain how bovine spongiform encephalopathy (BSE) occurs at a molecular level
by doing the following:
1. Explain the role of protein misfolding and aggregation in BS, including the following
points:
•
the name of the protein that is misfolding
•
why the protein is misfolding
•
why there is aggregation
•
what structures the aggregated proteins form
•
how this process leads to the symptoms of BSE
2. Explain the role of prions in BSE, including the following points:
•
what a prion is
•
the name of the prion in BSE
•
how prions lead to the disease
3. Explain the role of the chaperone protein in BSE, including the following points:
•
how chaperones normally act in the cell
•
the name of the specific protein that acts as a chaperone in BSE
•
how the protein that acts as a chaperone is different from typical chaperone proteins
4. Recommend ways that a country that does not have regulations in place can decrease
the risk of BSE infecting the food source, based on your understanding of BSE and how it
spreads (e.g., feeding practices, animal disposal).
Note: You are not explaining how the United States or the United Kingdom currently
prevent BSE from infecting the food source. Your recommendations should be simple
ones that any country could implement.
G. When you use sources, include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web
link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission
MUST include APA formatted in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they
have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or
closely paraphrased from sources, even if cited correctly. For tips on using APA style,
please refer to the APA Handout web link included in the General Instructions section.
Web Links:
1. Rubric Terms link opens in new window
Click to Show/Hide MethodEvaluation Method
A rubric is used in this Evaluation.
Name of rubric: GRT Task 2 (0814) [View rubric link opens in new window]
Final scoring method: Evaluator marks as “Meets Requirement/Does not Meet
Requirement”
GRT Task 3
Click to Show/Hide DirectionsDirections
BIOCHEMISTRY
Competency 208.5.3: Protein Function—Myoglobin and Hemoglobin - The graduate
constructs models of various states of hemoglobin, demonstrates how changes in the
usual configuration of hemoglobin can lead to molecular disease, and distinguishes
between the chemical structure and function of hemoglobin and myoglobin.
Introduction:
Hemoglobin is an essential protein necessary for the transport of oxygen in the body.
Biochemists study the molecular activities necessary for the exchange and transport of
oxygen between the body cells and lungs.
Requirements:
Design either a multimedia presentation (e.g., PowerPoint, Keynote) or a report (e.g.,
Microsoft Word) to teach laboratory technology students about hemoglobin and
genetically transmitted molecular disease by doing the following:
Note: Please save submission documents as *.ppt, *.pptx (PowerPoint), *.key (Keynote),
*.doc, *.docx (Word) or *.pdf (Portable Document Format) files. If you are using Google
Presentations or Documents, you must save the file in *.pdf format and upload the *.pdf
file.
A. Create an original model of hemoglobin that shows how oxygen is carried by the
molecule.
1.
Label the following components in your model:
•
subunits
•
heme groups
•
iron atoms
•
oxygen molecules
Note: You can use ribbon, pipe cleaners, or similar materials in your model.
Note: Take a picture of your completed model as evidence that you created it. You can
include the picture as part of your presentation or report, or you can upload it in
Taskstream as a separate attachment.
2. Explain three major differences between the oxygenated and deoxygenated states of
hemoglobin.
3. Explain how pH impacts the binding and release of oxygen by hemoglobin.
a. Create an original graph that demonstrates the relationship between hemoglobin’s
oxygen binding and oxygen concentration at different pH levels.
4. Create an original diagram that compares the biochemical (protein) structure of
hemoglobin to myoglobin.
a. Label each of the following components in the diagram from part A4 to show the
comparison:
•
subunits
•
heme groups
•
iron atoms
•
oxygen molecules
Note: Take a picture of your completed diagrams as evidence that you created it. You can
include the picture as part of your presentation or report, or you can upload it in
TaskStream as a separate attachment.
B. Demonstrate your understanding of sickle cell anemia by doing the following:
1. Create an original diagram that demonstrates the molecular difference (amino acid
change) between normal and sickle forms of hemoglobin.
Note: Take a picture of your completed diagram as evidence that you created it. You can
include the picture as part of your presentation or report, or you can upload it in
Taskstream as a separate attachment.
2. Create an original diagram that demonstrates the difference between normal and
sickle red blood cells at the cellular level.
Note: Take a picture of your completed diagram. You can include the picture as part of
your presentation or report, or you can upload it in TaskStream as a separate attachment.
3. Compare how diseased cells differ from normal red blood cells in their capacity to
transport and deliver oxygen.
4. Explain the molecular inheritance of sickle cell anemia by doing the following:
a.
Identify the type of inheritance seen in sickle cell anemia.
b. Describe the outcomes for the offspring of two carrier parents (genotype and
phenotype and percentages of each).
c. Create a diagram, or series of simple diagrams, that demonstrates of how sickle cell
genes are inherited (e.g., pedigree charts, Punnett squares).
Note: Take a picture of your completed diagram. You can include the picture as part of
your presentation or report, or you can upload it in TaskStream as a separate attachment.
C. When you use sources, include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the attached Rubric
Terms.
Note: When using sources to support ideas and elements in an assessment, the submission
MUST include APA formatted in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they
have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or
closely paraphrased from sources, even if cited correctly. For tips on using APA style,
please refer to the APA Handout web link included in the General Instructions section.
Click to Show/Hide MethodEvaluation Method
GRT Task 4
Click to Show/Hide DirectionsDirections
BIOCHEMISTRY
Competency 208.5.4: Enzymology and Catalytic Mechanism - The graduate constructs
models of enzymes, demonstrates how enzymes act as a catalyst in a reaction and factors
that influence this reaction, and solves enzyme and catalysis problems.
Competency 208.5.5: Carbohydrate Metabolism, Adenosine Triphosphate (ATP) - The
graduate constructs models of carbohydrates and demonstrates metabolism of
carbohydrates; demonstrates how adenosine triphosphate (ATP) is essential to energy
transfer in the cell and how irregularities in ATP synthesis in the cell can cause
cytopathologies.
Introduction:
More and more researchers are discovering that many diseases are caused by biochemical
deficiencies or defects. That is, instead of indicating that a disease is caused by a
nutritional deficiency, researchers recognize that an underlying cause may be a single
molecular structure within a cell that fails to turn a cellular process on or off. This is
particularly true regarding metabolism. For this task, you will consider the biochemical
implications in a metabolic disorder involving a normal component of food—fructose.
Requirements:
Design either a multimedia presentation (e.g., PowerPoint, Keynote, Google Presentation)
(suggested length of 10–15 slides) or a report (e.g., Microsoft Word, Google Document)
(suggested length of 3–4 pages) in which you do the following:
Note: Please save submission documents as *.ppt, *.pptx (PowerPoint), *.key (Keynote),
*.doc, *.docx (Word) or *.pdf (Portable Document Format) files. If you are using Google
Presentations or Google Documents, you must save the file in *.pdf format and upload
the *.pdf file.
A. Demonstrate your understanding of the biochemical basis of hereditary fructose
intolerance (HFI) by doing the following:
1. Describe two features that make all enzymes catalysts.
2. Explain how enzymes act in the first two steps of fructose metabolism in the liver.
3. Provide an original, clearly labeled diagram, or series of diagrams, that illustrates the
following:
•
the lock and key model OR the induced fit model of enzymatic activity
Note: The diagram must show the entire enzymatic cycle, including product formation
and release.
•
the activation energy of reaction in the presence and absence of an enzyme
4. Discuss the specific substrate acted on by aldolase B during the metabolism of
fructose, including how the substrate is made.
5. Explain the role of aldolase B in the metabolism of fructose, including the products
of the reaction.
a.
Identify the different pathways the products of aldolase B can enter.
6. Discuss how a deficiency in aldolase B is responsible for HFI by doing the
following:
a. Explain how the amount of the substrate of aldolase B is impacted by the deficiency.
b. Explain the role of the substrate in producing the symptoms of HFI.
B. Explore how mitochondrial disease can occur at multiple levels in different
mitochondrial processes by doing the following:
1. Explain what would hypothetically happen to the amount of ATP available to a cell if
the entire Cori cycle (glucose going to lactate and then back to glucose) were to occur and
remain within that single cell (i.e., a muscle cell).
a. Justify your response to part B1 by providing specific numbers of ATP generated or
used in the different parts of the cycle.
2. Create an original dynamic diagram that shows how the citric acid cycle (CAC) is
central to aerobic metabolism.
a.
Illustrate the following elements in your diagram:
•
how different metabolites enter the cycle
•
the entire CAC, including the names of intermediates, enzymes, and products
•
where the products of the CAC go in order to make ATP
•
the role of oxygen in this process
Note: A dynamic diagram is a clearly labeled diagram that uses arrows to indicate
movement and interactions.
3. Explain where in the CAC a hypothetical defect of an enzyme could occur that would
decrease the overall ATP production of the mitochondria.
Note: This is a hypothetical defect, so the explanation should not include descriptions of
any known disease.
a. Discuss what happens to the product of the enzyme from part B3, that includes each
of the following points:
•
whether the entire cycle will continue to function
•
what will happen to the cycle products and their contribution to ATP production
4. Explain the specific role of coenzyme Q10 in the electron transport chain.
a. Explain how coenzyme Q10 leads to ATP synthesis.
i.
Describe the electron transport chain and oxidative phosphorylation.
C. When you use sources, include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the attached Rubric
Terms.
Note: When using sources to support ideas and elements in an assessment, the submission
MUST include APA formatted in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they
have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or
closely paraphrased from sources, even if cited correctly. For tips on using APA style,
please refer to the APA Handout web link included in the General Instructions section.
Click to Show/Hide MethodEvaluation Method
GRT Task 5
Click to Show/Hide DirectionsDirections
BIOCHEMISTRY
Competency 208.5.6: Lipids - The graduate constructs models of fatty acids and
demonstrates why lipids are essential to the functioning of cells.
Scenario:
You have been asked to help dietitians in a local community health center to better
understand the importance of fat in the diet and particularly how no-fat diets affect the
biochemical processes of the body.
Requirements:
Design either a multimedia presentation (e.g., PowerPoint, Keynote, Google Presentation)
(suggested length 5–10 slides) or a brief report (e.g., Microsoft Word) (suggested length
2–3 pages) on the role of fat and why it is important in the diet, in which you do the
following:
Note: Please save submission documents as *.ppt, *.pptx (PowerPoint), *.key (Keynote)
*.doc, *.docx (Word) or *.pdf (Portable Document Format) files. If you are using Google
Presentations or Documents, you must save the file in *.pdf format and upload the *.pdf
file.
A. Explain how energy is stored as fat, including identification of the storage molecule
and tissue.
1. Describe how the storage molecule is broken down and used to produce ATP.
B. Compare three features of saturated and unsaturated fatty acids.
1. Create two original 3-D models to demonstrate the chemical structure of a saturated
and an unsaturated fatty acid.
Note: Take a picture of your completed 3-D models as evidence that you created them.
You can include the picture as part of your presentation or report, or you can upload it in
Taskstream as a separate attachment.
2.
Explain three roles of fatty acids in the body.
C. Provide a diagram to demonstrate the fluid mosaic structure of cell membranes.
1.
Label the following components in your diagram:
•
phospholipid
•
hydrophilic portion
•
hydrophobic portion
•
membrane protein(s)
D. Explain two specific examples of how no-fat diets can affect the body (i.e., nutrient
absorption, essential fatty acids, etc.) at the biochemical level.
E. When you use sources, include all in-text citations and references in APA format.
Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web
link included in the Evaluation Procedures section.
Note: When using sources to support ideas and elements in an assessment, the submission
MUST include APA formatted in-text citations with a corresponding reference list for any
direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they
have not been quoted or paraphrased in the text of the assessment.
Note: No more than a combined total of 30% of a submission can be directly quoted or
closely paraphrased from sources, even if cited correctly. For tips on using APA style,
please refer to the APA Handout web link included in the General Instructions section.
Click to Show/Hide MethodEvaluation Method