Updated Grid with
Assessments (Fall 2015)
Jacob Adler
Goal: Critically examine the structures in cells and how molecular pathways
mold these structures for overall cellular function (Understand, Analyze)
Learning
Objective
Learning
Outcomes
Students will be
able to…
Integrate a
plan of action
in a cell to
make a protein
which applies
a new function
for that cell.
Structure the
roles of
protein
production and
implement
these roles in
terms of
cellular
function.
(Apply,
Analyze)
Taxonomy
Level
Analyze
Learning Activities
Formative Assessment
1. Students read chapter on the central dogma from the textbook.
Students watch videos on transcription and translation. (Friday,
Saturday, Sunday, Monday out of class)
1. Students individually answer questions over reading material on
the central dogma due prior to class over concepts from textbook
and videos. One question should include the general flow of the
central dogma. (Remember) (Friday, Saturday, Sunday, Monday out
of class)
2. Students individually use a strip sequence of gene expression steps
and major components and organize the steps and components.
Students enter into small groups and talk about their order of strips.
Students in groups then create a sketch of gene expression within a cell
of their choosing. (Tuesday in class)
2. Students get individual feedback from fellow students on the
flow of information. Students get group feedback from instructor
(rubric) on flow of information and graphical sketches
(Understand) (Tuesday in class)
3. Exit Poll with (1) a question to see if students can summarize
the flow of information (Understand) and (2) a question to see if
students can infer what would happen if a modification occurred
at a certain part of the process (Apply) and (3) a question
demonstrating level of comfort with the flow of information.
(Wednesday out of class)
3. Students re-examine the application question from the Exit Poll
Assessment in small groups and come to a consensus on their solution.
Groups present graphical sketches of solution. Receive new similar
problem from instructor with application of a new function to a cell.
(Thursday in class)
4 and 5. Students get group feedback on their graphical sketches
from instructor (rubric) on their information flow and
manipulation. (Apply) (Thursday in class)
Learning Activity #1
Book Section to Read: Textbook section on Central Dogma
Central Dogma Video 1: https://www.khanacademy.org/testprep/mcat/biomolecules/amino-acids-and-proteins1/v/central-dogmaof-molecular-biology-2
Central Dogma Video 2: https://www.dnalc.org/resources/3d/centraldogma.html
Transcription Video: https://www.dnalc.org/resources/3d/13transcription-advanced.html
Translation Video: https://www.dnalc.org/resources/3d/16-translationadvanced.html
Assessment #1 Questions:
1. The template in transcription is: (remember)
a. a primer.
b. an enzyme.
c. a strand of DNA.
d. a strand of RNA.
e. ribonucleoside triphosphates.
2. Which of the following processes would be first to occur in the process of gene expression? (remember)
a. transcription
b. translation
c. replication
d. protein folding
e. RNA splicing
3. The template in translation is: (remember)
a. a primer.
b. an enzyme.
c. a strand of DNA.
d. a strand of RNA.
e. ribonucleoside triphosphates.
4. Which of the following processes produces a final message the leaves the nucleus and travels to the ribosome? (remember)
a. transcription
b. translation
c. replication
d. protein folding
e. RNA splicing
Learning Activity #2
Students individually use a strip sequence of protein production steps and major components and organize the steps and components. Encourage students to place
items in the correct order first, then fill in gaps with processes. Students enter into small groups and talk about their order of strips. Students in groups then create a
sketch of the central dogma within a cell of their choosing using dry erase boards. They are then given additional items (see list on right) to see how they fit into the
flow.
Key: ↓ = a process
Bold = an item
Double-stranded DNA
↓ DNA separation into two strands
Separated DNA
RNA Polymerase
↓Transcription
pre-mRNA
↓ Splicing
tRNA with amino
acid attached
↓ Capping
↓ 5’ Polyadenylation
mRNA
↓ Exits nucleus through nuclear pores
↓ Binds to Ribosome
↓ Translation
Protein
↓ Folding
Functional Protein
↓ Transport to functional location in cell
Spicesome
Helicase
Golgi Apparatus
Vesicle
Assessment #2 TASK DESCRIPTION: Students will illustrate the proper order of the central dogma events in a cell.
DIMENSIONS
WEIGHT
EXEMPLARY
Cell Organelle and Part 25%
Students provide all
Locations
accurate locations of cell
organelles and parts that
are involved in these
processes.
Order of Processes
Students provide all
35%
accurate order of
processes.
Location of Accessory 25%
Students provide all
Proteins and Items
accurate locations of
involved in the Process
major accessory proteins
and items.
Teamwork
All students are actively
15%
participating in group
project.
COMPETENT
Students provide most
accurate locations of cell
organelles and parts that
are involved
BEGINNING
Students provide few
accurate locations of cell
organelles and parts that
are involved.
Students provide most
accurate order of
processes.
Students provide most
accurate locations of
major accessory proteins
and items.
Some students are
actively participating in
group project.
Students provide few
accurate order of
processes.
Students provide few
accurate locations of
major accessory proteins
and items.
Few students are actively
participating in group
project.
Assessment #3 Questions:
1. Describe the role of RNA Polymerase in terms of protein production. (understand)
2. What would happen if the activated tRNAs were not functioning properly? Describe how the
system of protein production will be modified? (apply)
3. Indicate your level of comfort in understanding the flow of information during the process of gene
expression.
5 – Very comfortable.
4 – Somewhat comfortable.
3 – Neither comfortable nor uncomfortable.
2 – Somewhat uncomfortable.
1 – Uncomfortable.
4. Based upon your answer above, what specific part of the process are you having the most trouble
with implementing?
Learning Activity #3
Students work in groups to revisit application question from
Assessment 3. Student groups come to a consensus on the pathway
alteration (tRNA not activated) and sketch a solution.
Assessment #4 TASK DESCRIPTION: Students will illustrate the proper order of the central dogma events in a cell post alteration of the
pathway (tRNA not activated).
DIMENSIONS
WEIGHT
EXEMPLARY
Cell Organelle and Part 25%
Students provide all
Locations
accurate locations of cell
organelles and parts that
are involved in these
processes.
Order of Processes
Students provide all
35%
accurate order of
processes.
Location of Accessory 25%
Students provide all
Proteins and Items
accurate locations of
involved in the Process
major accessory proteins
and items.
Teamwork
All students are actively
15%
participating in group
project.
COMPETENT
Students provide most
accurate locations of cell
organelles and parts that
are involved
BEGINNING
Students provide few
accurate locations of cell
organelles and parts that
are involved.
Students provide most
accurate order of
processes.
Students provide most
accurate locations of
major accessory proteins
and items.
Some students are
actively participating in
group project.
Students provide few
accurate order of
processes.
Students provide few
accurate locations of
major accessory proteins
and items.
Few students are actively
participating in group
project.
Learning Activity #4
Students work in groups to answer the following question:
Once a protein is made it has a function in the cell. One protein, called
YAP, functions in the nucleus to promote growth of a cell. However, the
YAP protein relies on the protein production system that we just
learned about this week in order to be made to help promote cell
growth.
Demonstrate in a graphical sketch what would happen to cell growth if
RNA Polymerase was activated at the transcription start site for the YAP
gene? (apply)
Repeat this exercise, what would happen to cell growth if 5’ capping
enzyme was non-functional due to a mutation? (apply)
Assessment #5 TASK DESCRIPTION: Students will illustrate the proper order of central dogma events in a cell and the function after
alterations in YAP protein production.
DIMENSIONS
WEIGHT
EXEMPLARY
Cell Organelle and Part 25%
Students provide all
Locations
accurate locations of cell
organelles and parts that
are involved in these
processes.
Order of Processes and 35%
Students provide all
Alteration Applied
accurate order of
processes.
Location of Accessory 25%
Students provide all
Proteins and
accurate locations of
Structures involved in
major accessory proteins
the Process
and structures.
Teamwork
All students are actively
15%
participating in group
project.
COMPETENT
Students provide most
accurate locations of cell
organelles and parts that
are involved
BEGINNING
Students provide few
accurate locations of cell
organelles and parts that
are involved.
Students provide most
accurate order of
processes.
Students provide most
accurate locations of
major accessory proteins
and structures.
Some students are
actively participating in
group project.
Students provide few
accurate order of
processes.
Students provide few
accurate locations of
major accessory proteins
and structures.
Few students are actively
participating in group
project.
Summative Assessment
Students are asked to write the order of events of creating a functional protein involved at the cell membrane. Students may provide a sketch to support their essay.
Students are asked to write a similar question as above on the exam as an essay and/or multiple part response.
DIMENSIONS
WEIGHT
EXEMPLARY
Cell Organelle and Part 15%
Students provide all
Locations
accurate locations of cell
organelles and parts that
are involved in these
processes.
Order of Processes
Students provide all
35%
accurate order of
processes.
Location of Accessory 25%
Students provide all
Proteins and
accurate locations of
Structures involved in
major accessory proteins
the Process
and structures.
Function of Structures 25%
Students demonstrate
correct function of all
structures in the
pathways.
COMPETENT
Students provide most
accurate locations of cell
organelles and parts that
are involved
BEGINNING
Students provide few
accurate locations of cell
organelles and parts that
are involved.
Students provide most
accurate order of
processes.
Students provide most
accurate locations of
major accessory proteins
and structures.
Students demonstrate
some correct function of
structures in the
pathways.
Students provide few
accurate order of
processes.
Students provide few
accurate locations of
major accessory proteins
and structures.
Students demonstrate
few correct function of
structures in the
pathways.