5.3 - DNA and Polypeptide Synthesis PDF

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NAME: ____________________________

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DNA and Polypeptide Synthesis Inquiry question: Why is polypeptide synthesis important? Students: ■

construct appropriate representations to model and compare the forms in which DNA exists in eukaryotes and prokaryotes(ACSBL076)

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model the process of polypeptide synthesis, including:(ACSBL079) -transcription and translation - assessing the importance of mRNA and tRNA in transcription and translation(ACSBL079) - analysing the function and importance of polypeptide synthesis(ACSBL080) - assessing how genes and environment affect phenotypic expression(ACSBL081)

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investigate the structure and function of proteins in living things

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■ construct appropriate representations to model and compare the forms in which DNA exists in eukaryotes and prokaryotes(ACSBL076)

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Recall the following terms: Prokaryote Eukaryote Plasmid

STUDENT ACTIVITY - Complete the table below. (Use your text pg113) Feature

Prokaryotic cells

Eukaryotic cells

Relative size of genome

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Shape of DNA

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Location of DNA

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Number of DNA molecules

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Histones

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Genes and introns ( An intron is a long stretch of noncoding DNA found between exons (or coding regions) in a gene)

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Nuclear membrane around  DNA

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Similarities  Although there are many differences between the gene structures and DNA packaging of prokaryotes and eukaryotes, shared evolutionary history means that there are also many fundamental similarities.  • Both prokaryotes and eukaryotes have double-stranded DNA, twisted into a double helix and built from the same type of nucleotides with the same nitrogenous base molecules—adenine (A), thymine (T), cytosine (C) and guanine (G). • Both have mRNA, which acts as an intermediate code to building proteins, with the base uracil (U) replacing thymine (T) in the mRNA.  • Because the genetic information of prokaryotes and eukaryotes is composed of the same code, the way mRNA is translated into amino acids and proteins is also much the same. The universality of the DNA and mRNA coding has made the use of prokaryotic plasmids possible as vectors for genetic engineering across all species.  2

STUDENT ACTIVITY - Complete the following table. FEATURE

DNA

RNA

DIAGRAM

DESCRIPTION

DIAGRAM

DESCRIPTION

SHAPE

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SUGAR

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BASES

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■ model the process of polypeptide synthesis, including:(ACSBL079) -transcription and translation - assessing the importance of mRNA and tRNA in transcription and translation(ACSBL079)

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STUDENT ACTIVITY: Complete Investigation 4.1 page 117 from Biology In Focus

STUDENT TASK - Flip Activity:

Protein Synthesis Scootle Learning Object Activity 1.

Go to the Scootle website: http://www.scootle.edu.au

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Click on the Student PIN access (located in the green tool bar) Enter the following code: LIGWLH Go to the Protein Synthesis section

Work through the activity and complete the questions below. 1.

Explain the importance of protein function

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What does a gene code for?

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Where are proteins made?

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Where is DNA situated?

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How does the DNA get the information from the nucleus to the cytoplasm?

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How does mRNA get out of the nucleus?

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Suggest another name for protein building.

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Why is RNA polymerase needed?

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Describe one important difference between RNA and DNA strands (think base names)

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Describe the base pair combinations when mRNA is being built from DNA

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Creating a new strand of mRNA is called _________________

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Once created the mRNA moves through what structure?

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Identify the units that make up proteins.

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Describe the role of the ribosome

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What is a tRNA molecule?

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Define codon 5

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Define anticodon

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A string of amino acids makes a _____________________

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Suggest some uses of the protein created.

Protein synthesis game 

STUDENT ACTIVITY: Complete the following table: Feature

mRNA

tRNA

rRNA

Definition

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Formation

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 STUDENT ACTIVITY - Define the following words GLOSSARY - Allele, amino acid, cell specialisation, chromatin, chromosomes, codon, daughter cells, differentiation, DNA, enzyme, gene expression, messenger RNA, mitosis, mutation, Nucleotide, peptide bonds, polypeptide, replication fork, transcription, variation 

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- assessing how genes and environment affect phenotypic expression(ACSBL081)

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GENOTYPE, PHENOTYPE AND THE ENVIRONMENT The proteome is the complete set of proteins expressed by the genome (the complete set of genes) of an individual cell or organism at a given time. The proteome varies between cell type, developmental stage and environmental conditions. Although a cell may contain the entire genome, only specific genes will be expressed, or ‘switched on’, at any given time. This ensures a cell produces only the proteins required for the specific functions it carries out. The phenotype is the set of characteristics expressed from the genetic information of a cell. That is, the part of the genotype that has been switched on to allow transcription and translation to produce polypeptides, then proteins. • An organism's genotype and environment determine its phenotype. • If an individual with a given genotype develops in one environment, its phenotype may be different than if it had developed in a different environment. - For example, the average height of humans has gradually increased in the last few hundred years because of improved nutrition. - On the other hand, a human cannot grow to the full height potential that is coded in their genotype if they are severely undernourished as a child or if a bone disease affects their growth. - A tree will be stunted in height if it does not receive the water and minerals needed to reach its genetic potential or if it grows with continual strong wind, in constant shade or is grown in a small pot where it becomes root-bound. - A human’s skin colour depends partly on the amount of sunlight exposure. In the short term, it can be altered by air temperature or exercise. Other examples of environmental influence on phenotype are: • the development and severity of inherited disorders such as phenylketonuria (PKU) • flower colour variation with soil pH • seasonal variation in the fur colour of Arctic foxes • feather colour variation in flamingos with different levels of carotenoids (organic pigments produced by algae, bacteria and fungi) in their diet

 STUDENT ACTIVITY: Investigation 4.3 page 133 Biology In Focus Complete worksheet - BIF - Epigenetics PDF 1  

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■ model the process of polypeptide synthesis, STUDENT ACTIVITY: Complete the worksheet - B  IF Modelling Protein Synthesis PDF Complete Investigation 4.2 page 117 from Biology In Focus

■ investigate the structure and function of proteins in living things STUDENT ACTIVITY Complete the worksheet - Protein Revision PDF

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STUDENT ACTIVITY Complete the following table to summarise the functions of different proteins. Resource: h  ttps://www.thoughtco.com/protein-function-373550  Function

Description

Examples

Enzyme

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Structure

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Hormone

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Transport 

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Defensive 

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Receptor

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Movement

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Storage

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 Tying up DNA replication and protein synthesis

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 WORD BANK: PAST HSC QUESTIONS TEXT CHECKLIST: Read 4.1 DNA in prokaryotes and eukaryotes · Introduction page 113 · Prokaryotic DNA page 114 · Eukaryotic DNA page 115 · Non–nuclear DNA in eukaryotes page 116–117 · Weblinks page 116 – Human ancestry testing – Forensics and mtDNA · Investigation 4.1 page 117: Modelling DNA in prokaryotes and eukaryotes · Weblinks p118 – Cells as experimental models for molecular biology – Comparison of prokaryote and eukaryote DNA – The complexity of eukaryotic genomes · Check your understanding 4.1 page 119 Read 4.2 Polypeptide synthesis page 119 – 122 · Transcription page 122 · Translation page 122–124 · Weblinks page 122: – Transcription animation – Translation (basic) – Translation (advanced) – Translation · RNA processing page 124–125 · Weblinks page 124:

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RNA splicing of introns Weblinks page 125: Alternative splicing Is ‘junk DNA’ our genome’s equivalent of a high-level operating system? Investigation 4.2 page 126: A practical and secondary source investigation to model polypeptide synthesis · Weblinks page 126–127: – Protein synthesis – Protein synthesis presentation · Worksheets page 127: – The process of protein synthesis – Protein synthesis presentation (PPT) · Function and importance of polypeptide synthesis – genes to proteins page 127–128 · Weblink page 127 – How much DNA codes for protein? · Check your understanding 4.2 page 128 Read 4.3 How genes and the environment affect phenotypic expression · Gene expression and phenotype page 128–129 · Worksheets page 129: – Nature versus nurture – Epigenetics: chemical modification of gene expression that may be inherited · Weblink page 129: – The epigenetics of identical twins · Environmental effects on gene expression and phenotype page 129 – 130 · Regulation of genes for phenotypic expression page 130–132 · Weblink page 132 – Anatomy of a gene · Investigation 4.3 page 133–135 A secondary source and practical investigation into the effects of environment on gene expression and resulting phenotype · Weblinks page 134–135 – Jacob Monod hypothesis for gene regulation – LAC operon · Worksheet page 135: – Epigenetics · Investigation 4.4 page 135–136 Secondary source investigation to assess how genes and environment affect gene expression · Weblink page 135 – Literature review: Is the ability to dance determined by genes? · Check your understanding 4.3 page 136 Read 4.4 The structure and function of proteins in living things · Structure of proteins page 137–140 · Worksheet page 137 – Protein revision · Weblink page 140 – Types of proteins · Check your understanding 4.4a page 140 · Functions of proteins page 140–142 · Weblink page 142 – How a firefly’s tail makes light · Technology, big data and the investigation of protein structure and function page 142–145 · Weblink page 143 – Timeline of genomics and proteomics · Investigation 4.5 page 144, Secondary source investigation into protein structure and function. – · – – ·

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Check your understanding 4.4b page 145

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Review chapter summary page 146–147

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