Download Unit 5: DNA

Unit 5: DNA
Unit 5: DNA
A. Structure
B. Gene Expression
C. DNA Mutations
BIO.B.1.2 Explain how genetic information is inherited.
 BIO.B.1.2.2 Explain the functional relationships between DNA, genes, alleles, and
chromosomes and their roles in inheritance.
BIO.B.2.2 Explain the process of protein synthesis (i.e., transcription, translation, and
protein modification).
 BIO.B.2.2.1 Describe how the processes of transcription and translation are
similar in all organisms.
 BIO.B.2.2.2 Describe the role of ribosomes, endoplasmic reticulum, Golgi
apparatus, and the nucleus in the production of specific types of proteins.
BIO.B.2.3 Explain how genetic information is expressed.
 BIO.B.2.3.1 Describe how genetic mutations alter the DNA sequence and may or
may not affect phenotype (e.g., silent, nonsense, frame‐shift).
1
deoxyribonucleic acid (DNA)
gene
gene expression
protein synthesis
transcription
translation
mutation
point mutation
frame-shift mutation
forensics
Mr. Poruban/Thompson
Chapter 11: Section 1
Biology-CP
1. Briefly describe the following experiments and their conclusions:
a- Griffith and the miceUsed bacterium= S strain (smooth colonies)…causes pneumonia
= R strain (rough colonies)…does not cause pneumonia
Experiment 1- Mouse with live R cells  Live mouse 
Experiment 2- Mouse with live S cells  Dead mouse 
Experiment 3- Mouse with heat killed S cells  Live mouse 
Experiment 4- Mouse with live R cells AND heat killed S cells  Dead mouse 
Conclusion:
The heat killed S-cells release a hereditary factor that transfers the disease-causing ability to the
harmless cells
b- Avery and the miceWas the hereditary factor protein, DNA or RNA?Removed each factor (DNA, RNA and protein) in each experiment
Conclusion:
Cells missing protein and RNA were able to transform R-cells into S-cells and kill the mice. Cells
missing DNA did not transform R-cells into S-cells. DNA is responsible for transformation of
bacteria!
c- Hershey/Chase and the bacteriophageWas DNA or protein the hereditary material viruses transfer into bacterium?Used bacteriophages (phages). Labeled DNA with radioactive phosphorus and
labeled protein with radioactive sulfur. Then allowed these phages to infect bacteria
cells. Separated phage coats from cells and separated phage from bacteria. Found viral
DNA had entered the cells.
Conclusion:
DNA is the hereditary molecules in Viruses
2
Section 11.2: Structure
Define DNA:
DNA is made up of smaller units called nucleotides. Each nucleotide is made of three things:
(1)
(2)
(3)
Name the two scientists that are given credit for the model of DNA we currently use:
What did Rosalind Franklin and Maurice Wilkins do?
Name and distinguish the 4 nitrogenous bases:
There are 2 major types of bonds holding a DNA molecule together. They are:
(1)
(2)
What is the base-pairing rule?
Why are the two strands of DNA complementary?
3
If a sequence of DNA is GGCTCAATC, what is the sequence of the DNA strand that is attached to it?
If an animal’s DNA has 23% guanine, how much adenine would it have?
Section 11.3: Replication
What is DNA replication?
Explain DNA Replication here (and be sure to include NEAT diagrams):
Section 11.4: Protein Synthesis
What are:
RNA:
Transcription:
Translation:
4
Codon:
How is RNA different than DNA?
DNA
RNA
Sugar
Strands (#/shape)
Size
Location
Base pairs
Describe the “triplet code”
Section 11.4: Protein Synthesis (Continued)
Name and describe the three types of RNA:
(A)
(B)
(C)
5
Explain the steps of transcription: ( and use neat sketches)
What do the following do?
-
RNA polymerase:
What amino acids do the following codons code for?
CAG
AUU
UGA
CAA
Translation:
Explain translation here:
6
DNA Structure
Color this DNA molecule carefully, taking note of the placement
of each structure. Each molecule of DNA is made of smaller
atoms as you can see at the bottom of the graphic. Color these
as well.
Assign a color to each of the following structures.
D = deoxyribose sugar:
__________________
P = phosphate:
___________________
A = adenine base:
___________________
C = cytosine base:
_________________
T = thymine base:
__________________
G = guanine base:
_________________
H = hydrogen bond (link): use White (leave blank)_
A nucleotide is a sugar, phosphate and
a base. Put a box around three different
nucleotides.
7
DNA Isolation
Biology
Objectives:
Students will be able to extract DNA from a sample of their cheek cells.
Students will be able to observe some structural characteristics of DNA.
Materials:
Small Dixie cups (1 per student)
Glass Test Tube – 25 ml (1 per student)
Graduated Cylinder – 10 ml (for measuring salt solution
Pipette
Gatorade
Detergent Solution (I use ½ detergent to ½ water)
95% Ethanol
Hot Plate
Large Beaker (for water bath)
Thermometer (for water bath)
Procedure:
(A) Take the Dixie cup with Gatorade in it and rinse your mouth for about a minute to loosen cheek
cells (more rinsing means more cells). You can then spit back into the Dixie cup.
(B) Pour about 5 ml. of this fluid into a test tube (this will be about an inch at the bottom of the test
tube).
(C) Add about 5 ml. of the detergent solution to the test tube. Swirl the tube to mix well.
(D) Place this test tube in a 70 water bath for about 15-20 minutes.
(E) After heating, take the test tube from the bath and carefully pour about 5 ml. of 95% ethanol to the
top of the suspension. Be careful not to mix the layers. Let this tube sit for 4 or 5 minutes. The
DNA should condense at the water-ethanol border.
Keep in Mind:
 You get more cells and better results by rinsing the mouth as much as possible.
 Be careful with the temperature in the water bath; keep it between 65 and about
75 degrees for best results. Any higher and you risk breaking down the DNA.
 Cold ethanol works best, and pipette it gently to avoid mixing with the water/detergent layer.
8
Questions:
1) Why did we use Gatorade to rinse our mouth?
2) Where is the DNA located within our cells?
3) Draw a DNA molecule that has 6 nucleotides (total)…be sure to label: deoxyribose, phosphate and
nitrogen base.
4) Why did we use detergent and heat? What might happen if you exceed the recommended
temperature for heating the test tube?
5) What’s the purpose of the ethanol?
9
DNA Mutations Lab
Biology
This lab was originally created by: Louise Brown Jasko, John Anthony Campbell, Jack Dennis Cassidy, Michael Nickelsburg and
Stephen Prentis Rohm. It was modified by Mr. Poruban on 4-26-06.
Objectives:
1- Using colored pencils, construct a representation of "normal" sequence of amino acids based upon a
provided DNA sequence.
2- Demonstrate the resulting effects of point and frameshift mutations in the original DNA strand on
the RNA and amino acids.
General Directions:
You will need to form a group of 5 students. Remove the staple from this packet and assign one
page to each student. All students will need to refer to this beginning page for the amino acid/bead
conversion chart. Each student will use their assigned DNA sequence, make any required changes, and
write the corresponding mRNA sequence. Use the codon chart in your text to translate the mRNA
sequence into an amino acid sequence. Next consult the amino acid/color conversion chart on this
page to determine which bead colors are coding for these amino acids. Draw the color corresponding
to your amino acid sequence. Answer the questions on your sheet. Compare color sequences with the
others in your group and then answer the questions below.
Amino acid/ color conversions
arginine = orange
cystine = brown
glutamine = green
histadine = black
leucine = red
methionine = yellow
proline = purple
serine = white
threonine = blue
valine = pink
10
Original DNA Sequence
(Without mutations)
Directions:
Using colored pencils and the color chart on the first page of this packet, you will construct an
amino acid chain using the original DNA sequence as directed by your teacher. Be certain to show the
RNA sequence you use to determine the final amino acid chain. Record the names of the amino acids
and then create your colors. When finished, show the beads to your teacher before moving on to the
questions.
DNA Sequence:
TAC GAA AGA TGA GAG AGT TGC GAC AGG TGT
mRNA Sequence:
Amino acids:
Bead colors:
Interpretation:
1- What is special about the first codon?
2- Does the same color bead (amino acid) always correspond to the same DNA sequence? Give at
least two examples from this lesson.
11
Same-sense (Point) Mutations
Directions:
Using colored pencils and the color chart on the first page of this packet, you will make a
samesense (point) mutation of the original DNA and then construct an amino acid chain. Be certain to
show the RNA sequence you use to determine the final amino acid chain. Record the names of the
amino acids and then create your colors. When finished, show the beads to your teacher before moving
on to the questions.
To mutate this DNA sequence, change the second A in GAA (below) to a T. Then transcribe and
translate this new sequence and answer the questions.
DNA Sequence:
TAC GAA AGA TGA GAG AGT TGC GAC AGG TGT
mRNA sequence:
Amino acids:
Bead colors:
Interpretation:
1- What changes in amino acids were caused by the changes in the DNA?
2- How will the changes in amino acids affect the protein that is expressed by this gene?
3- Explain why this type of mutation is referred to as a silent mutation.
12
Insertion (Frame shift) Mutations
Directions:
Using colored pencils and the color chart on the first page of this packet, you will make an
insertion (frame shift) mutation of the original DNA and then construct an amino acid chain. Be certain
to show the RNA sequence you use to determine the final amino acid chain. Record the names of the
amino acids and then create your colors. When finished, show the beads to your teacher before
moving on to the questions. To mutate this sequence, add one base to the gene by adding a G
between the TGC and GAC DNA triplets.
DNA Sequence:
TAC GAA AGA TGA GAG AGT TGC^ GAC AGG TGT
Rewrite
DNA Sequence:
mRNA Sequence:
Amino acids:
Bead colors:
Interpretation:
1- What changes in amino acids were caused by the changes in the DNA?
2- What happens to the amino acid chain if the frame shift results in an RNA codon of UAA,
UAG, or UGA?
3- How will the changes in amino acids affect the protein that is expressed by this gene?
4- Explain why this type of mutation is referred to as a frame shift mutation.
13
Deletion (Frame shift) Mutations
Directions:
Using colored pencils and the color chart on the first page of this packet, you will make a
deletion mutation of the normal DNA and then construct an amino acid chain. Be certain to show the
RNA sequence you use to determine the final amino acid chain. Record the names of the amino acids
and then create your colors. When finished, show the beads to your teacher before moving on to the
questions. Delete one base from the gene by dropping the second G in the GAG DNA triplet.
DNA Sequence
TAC GAA AGA TGA GAG AGT TGC GAC AGG TGT
Rewrite
DNA Sequence:
mRNA Sequence:
Amino acids:
Bead colors:
Interpretation:
1- What changes in amino acids were caused by the changes in the DNA?
2- What happens to the amino acid chain if the frame shift results in an RNA codon of UAA,
UAG, or UGA?
3- How will the changes in amino acids affect the protein that is expressed by this gene?
4- Explain why this type of mutation is referred to as a frame shift mutation.
14
Missense (Point) Mutations
Directions:
Using colored pencils and the color chart on the first page of this packet, you will make a point
mutation of the normal DNA and then construct an amino acid chain. Be certain to show the RNA
sequence you use to determine the final amino acid chain. Record the names of the amino acids and
then create your colors. To mutate this sequence, change the first A in the third codon to a G.
DNA Sequence
TAC GAA AGA TGA GAG AGT TGC GAC AGG TGT
Rewrite
DNA Sequence:
mRNA Sequence:
Amino acids:
Bead colors:
Interpretation:
1- What was the effect of this DNA change on the final protein?
2- If you had changed the second A of the third codon instead of the first, would you have gotten
the same results? Explain.
3- Why is this mutation called a “point” mutation”?
4- What other mutation done by one of your group members could also be considered a point
mutation? Explain.
15
Summary Exercise:
Original
________________________________________________________________________
Point
Same-sense
________________________________________________________________________
Insertion
Frameshift
________________________________________________________________________
Deletion
Frameshift
________________________________________________________________________
Point
Missense
1- Which type of mutation caused the greatest change in the final protein? Explain.
2- Which types of mutation caused the least change in the final protein? Explain.
3- Why don’t all mutations change the final protein?
4- Describe the difference between a missense mutation and a same-sense mutation. How are
they similar? How are they different?
16
Examining the Effects of Proteins on Physical Characteristics
(the GLOMPS lab)
Name: __________________________________
_____ / _____ points
Observation:
Each gene has the directions for making one specific type of protein. Some
proteins influence the characteristics of an organism. A glomps is an imaginary
organism that we will be using to see this concept in action.
Question:
How do proteins effect appearance?
Background Knowledge:
a) The process of making a protein from a gene is called
______________________________________________________________ and has two
basic steps: ________________________________________________________________
b) We are going to translate six genes from an imaginary organism called a Glomps. Glomps only has
one chromosome containing six genes, each of which is responsible for one trait.
Materials:
colored pencils
codon chart
Methods:
1. To determine the trait for each gene of your GLOMPS, convert the given DNA base sequence into
mRNA by writing the complementary bases.
Example: If the DNA codon is AAC, the mRNA codon is UUG.
2. In order to determine the sequence of amino acids in the protein, use the mRNA bases and the
codon chart.
3. Find the trait that the protein controls in TABLE 1.
4. Remember to find the start & stop codons in the RNA strand (not the DNA strand)
5. Using all the inherited traits, sketch your Glomps in the space provided. Be creative and neat!
6. Roll a die for each trait to get your DNA sequence. If you get a 5 or 6 REROLL
Wings
1.
2.
3.
4.
GTCTACACCGGTTATATT
TATACACCGGCTAAATC
TATACACCGTTTAGACT
GATACACCGTCTATATC
Hair Color
1. TTACGGACGCCGCATCC
2. GTACGGTCGGCGTACTT
3. AGTACGTTCGACGGATTT
4. CGTACGTCCGGCGGACTT
Legs
1.
2.
3.
4.
TTACTCAAACACTATA
GTACTCGGAAATCCGC
GTACTCACGGATTGG
CTACTCACGTATCGG
Eyes
1.
2.
3.
4.
TGTACGTTTCAAAAATTCG
GTTACGTCTCGAAGACTGC
ATTACGGATCAAAAATTTT
TTTACGGGTCGAAGACTGA
Claws
1.
2.
3.
4.
TACTTTAAAATT
TACTTCAAGATT
TACTTTGAAATT
TACTTCGAAATT
Fangs
1.
2.
3.
4.
GTACATATAACTAATTCG
CTACATGTATCTGACTCG
ATACATATTTCTAACTA
GTACATGTTCCTGATTC
17
THE WING GENE
DRAW THE GLOMPS HERE NEATLY!
DNA_______________________________
mRNA ____________________________
AA
_______________________________
Trait ___________________________
NUMBER OF LEGS GENE
DNA ______________________________
mRNA______________________________
AA
_______________________________
Trait________________________________
CLAW GENE
DNA________________________________
mRNA_______________________________
AA
________________________________
Trait ________________________________
HAIR COLOR GENE
DNA________________________________
mRNA_______________________________
AA
________________________________
Trait ________________________________
NUMBER OF EYES GENE
DNA_________________________________
mRNA ________________________________
AA
______________________________
Trait _______________________________
FANG GENE
DNA _________________________________
mRNA ________________________________
AA
________________________________
Trait _____________________________
18
TABLE 1
Amino Acid Sequence = Trait
Tryptophan – Proline – Isoleucine = No
wings
Tryptophan – Glutamine – Isoleucine =
Wings
Serine – Leucine = Two-legs
Serine – Alanine = Four-legs
Lysine – Phenylalanine = No claws
Lysine – Leucine = Claws
Proline – Alanine – Alanine = Orange
hair
Glutamine – Alanine – Alanine = Blue
hair
Glutamine – Serine – Phenylalanine =4
eyes
Proline – Serine – Phenylalanine = 2
eyes
Tyrosine – Isoleucine – Aspartic Acid =
No fangs
Tyrosine – Lycine – Aspartic Acid =
Fangs
DNA THE SECRET OF LIFE VIDEO (31minutes)
1. What are the bundles of DNA in our cells called?
_________________________________________
2. Who made a model of the structure of DNA?
____________________________________________
3. About how many base pairs are there in DNA?
___________________________________________
4. How many strands of DNA are there in one DNA molecule?
___________________________________
5. What ‘carries’ the coded instructions in a DNA molecule?
___________________________________
6. DNA is unwound & copies are made. How many DNA molecules are there after one
DNA molecule is copied? _____________________________
7. Can DNA ever get fixed if a mistake is made during the copying process?
_______________________
8. What is a piece of DNA that has instructions to make proteins called?
_________________________
9. The DNA code is a set of instructions to build _________________________________.
10. Red blood cells (RBC) has the protein ______________________ in it to help carry
oxygen.
11. Amino acids link together to make __________________________________________.
12. There are _____________________ different types of amino acids.
13. How many bases code for 1 amino acid?
_____________________________________________
14. What is the copy of DNA called? (This is the yellow string in the video)
______________________
RNA moves out of the nucleus to other parts of the cell.
15. Transfer molecules drop off ________________________________ based on the code of
RNA.
16. 100 trillion molecules of ____________________________ protein are made per second!
17. What disease is caused by malfunctioning hemoglobin?
________________________________________
18. What happens when RBC’s are sickle shaped?
________________________________________________
19. Sequencing the human genome refers to
_____________________________________________________
20. The total number of human genes are _______________________________________.
Only 1% codes for protein, the rest we don’t know what it codes for.
21. All of life is very similar. Humans and fruit flies are ____________ the same.
Word bank: Not all will be used, some may be used more than once.
61% ,
100% , 50% , 30-40 thousand
4, 3,
20,
2,
1,
hundreds of millions, RNA,
amino acids , proteins,
hemoglobin,
sickle cell anemia,
they get stuck in blood vessels,
they slide on
through blood vessels,
bases, Watson & Crick,
Franklin, chromosomes,
yes,
no,
sometimes,
not always, gene, hemoglobin,
code,
reading
all of the base pairs in our DNA, reading none of the base pairs in our DNA
19
Chapter 11: Review
Biology-CP
2. Describe the conclusion of the following experiments:
d- Griffith and the micee- Avery and the micef- Hershey/Chase and the bacteriophage3. Describe the physical difference between adenine and guanine compared to cytosine
and thymine.
4. Which of those mentioned in question #1 are Purines? Pyrimidines?
5. What specifically makes up a DNA nucleotide? Draw one.
6. Name the four nitrogen bases that make up DNA.
7. How do nitrogen bases pair in a DNA molecule?
8. What is the shape of the DNA molecule? Who discovered this?
9. What are the components of the “sides of the ladder” in a DNA molecule?
10. How are the nitrogen bases held together?
11. True/false: the nitrogen bases are attached to the deoxyribose portion of the DNA
molecule.
12. How are organisms different if we are all made of the same four types of nucleotides
in DNA?
13. What is the term for making a copy of DNA?
14. What are three key molecules involved in DNA replication? (2 of them are enzymes)
15. Make a complementary strand of DNA for the following sequence:
ATGGCTTAGCGCATGC.
16. Spell DNA.
17. DNA is the code for making?
18. How many different amino acids are there?
19. A set of three nitrogen bases representing an amino acid is called a ?
20. Using the chart on page 237: name all three “stop” codons.
20
21. Using the chart on page 237 (or at the end of this packet): what amino acid is
represented by CUG?
22. Explain how organisms are different even though we are all made from the same
nitrogen bases and amino acids.
23. The process of making RNA from DNA is called?
24. Explain the differences between RNA and DNA. (give four)
25. Draw an RNA nucleotide.
26. Explain the differences between the nitrogen bases found in RNA and the nitrogen
bases found in DNA.
27. What would be the mRNA strand transcribed form the following sequence of DNA?:
AACCGCGTTATG
27. What would the anti-codon sequence be for the same DNA sequence?
28. True/False: Transcription takes place in the cytoplasm.
29. The process of making a protein from mRNA is callled?
30. True/False: Transcription comes after replication but before translation.
31. What is the function of tRNA?
32. Why does tRNA contain an anticodon?
21
Unit V DNA
Structure
1. What do both chromosomes and genes have in common?
2. Assume the above chromosome has 18 percent thymine.
a. How much adenine will it have and why?
b. How much guanine?
3. Continue the above picture to show the DNA replicating. Include the
important enzymes.
Mutations
1. Use the following strand of DNA as a template. Mutate it 3 separate times; once
showing a silent point mutation, once showing a missense (nonsense) mutation,
and once showing a frameshift mutation. Transcribe and translate each.
Orininal:TACGGAGCATTGTCAAGC
mRNA
Protein
A. Silent mutation:
mRNA:
Protein:
B. Nonsense mutation
mRNA:
Protein:
C. Frameshift mutation
mRNA:
Protein:
22
Gene expression
1. Label the diagrams.
Cytoplasm
Figure 1
Figure 2
2. What is the difference between the gene expression in figure 1 and figure 2? How
do you know?
3. Name and describe process 1 and process 2 above.
a. Process 1
b. Process 2
23
24
25
26