Molecular & Cellular Biology: Sarah O’Leary-Driscoll
Concepts and Content
Unit 1: Biology Fundamentals
I.
Chemical Bonds &
Interactions (PS1.B)
II.
Cell Structures (LS1.A)
III.
DNA Structure (LS3.A)
IV.
Protein Structure
V.
Replication
VI.
Transcription (LS3.A)
VII.
Translation (LS3.A)
VIII.
Protein Folding
IX.
Cell Division (LS1.B)
Skills and Processes
Chemical Bonds & Interactions
 Model different chemical bonds and interactions important to biological structures & reactions.
Cell Structures
 Identify and explain the function of different organelles in the cell
 Compare and contrast
Eukaryotic and
Prokaryotic cells
DNA Structure

Model DNA’s molecular structure, including identification and explanation of different bonds and directionality of the anti-parallel strands (5’ and 3’)
Protein Structure

Diagram a basic amino acid and how dehydration synthesis results in polypeptide chains.

Explain the importance of
Activities
Students work in groups to review/discuss the concepts listed.
After small group discussions, each group prepares to present
(informally) one particular subunit for class discussion
Students complete practice work both in and out of class in order to review the material and gain feedback from peers and the teacher.
After the exam, students will reflect on their work, and demonstrate that they understand what content areas they need to work on, as well as develop a plan for progress in the course. This may or may not include remedial work and/or revisions on exam materials.
Assessments
Students will demonstrate thorough understanding of the concepts through an exam that tests both fundamental understanding and ability to transfer knowledge to novel situations or scenarios. (SSL
IV. A, B, & C)
Revision or remediation work, as well as any reflective exercise, will also be given feedback in terms of how well students have assessed their current progress and planned for the future. (SSL II. A)

Molecular & Cellular Biology: Sarah O’Leary-Driscoll an R group as a variable.
Replication
 Demonstrate understanding of the
Meselson and Stahl experiment through modeling and data manipulation

Model the process of semi-conservative replication (Okazaki model)
Transcription

Model and explain the process of transcription
(including basics of the process, enzymes involved and directionality)
Translation

Model and explain the process of translation
(including basics of the process, enzymes involved and directionality)

Molecular & Cellular Biology: Sarah O’Leary-Driscoll
Unit 2: Replication & Cell
Division
I.
Cell Division (Mitosis
& Meiosis) and
Crossover (LS1.B,
LS3.A, &LS3.B)
Protein Folding
 Model and explain the process of protein folding
(primary through quaternary structure)
 Explain the different types of R group interactions and their importance for a protein’s unique final structure

Explain the connection between protein structure and enzymes
(and their ability to catalyze reactions)
Cell Division

Model the basics of cell division, both Mitosis &
Meiosis, including key terms and definitions.
Cell Division and Reproduction
 Model and explain the process of crossover, including the function and the detailed mechanism of strand exchange
Mitosis & Meiosis will be reviewed in a large class discussion with the
Sordaria life cycle as our guiding concept.
Students will cross strains of
Sordaria with varying colors and collect data on the spores that
Students will demonstrate their understanding of the concepts of cell division and inheritance in Sordaria, as well as their skill in analyzing this specific data and drawing conclusions about the crossover process and

Molecular & Cellular Biology: Sarah O’Leary-Driscoll
II.
III.
Replication of DNA
(LS1.B)
Inheritance (LS3.B)
 Model the life cycle of
Sordaria and explain the impact of crossover on inheritance (the color patterns in the spores formed).
Replication of DNA

Model and explain how the polymerase chain reaction takes advantage of DNA’s replicative ability to amplify segments of
DNA for analysis

Compare and contrast the
Okazaki model of replication and the process of replication in
PCR

Analyze PCR data to determine inheritance patterns of particular traits, making connections to concepts such as alleles, homology, etc. result from the cross.
Students will work with figures representing the mechanism of crossover in small and large class discussions.
Students will diagram the Sordaria lifecycle with the addition of crossover detail, in order to connect the mechanism of crossover with variations in the spore patterns in the data collected.
Students will view and take notes on the process of PCR with the resources provided, and then use the knowledge they’ve gained to create a poster demonstrating the similarities and differences between the PCR process & the replication process in the cell.
Students will isolate their own DNA, and prepare a sample for PCR that will amplify DNA segments with distinctive inheritance patterns.
They will then use the product of
PCR to run a gel electrophoresis and analyze the results of their inheritance through a lab summary and supporting diagrams. (SSL I. C & D, III.A &
B, IV. A, B, C & D)
Students will demonstrate their understanding of the process of PCR and their skill in analyzing data and drawing conclusions about the crossover process inheritance though a lab summary and supporting diagrams. (SSL I. C
& D, III.A & B, IV. A, B, C & D)
Students will further demonstrate their understanding of PCR data analysis by constructing a PCR question focused on problem solving about inheritance patterns. (SSL I. B & D, III.B,)
Students will demonstrate thorough understanding of the concepts through an exam that tests both fundamental understanding and ability to

Molecular & Cellular Biology: Sarah O’Leary-Driscoll
Unit 3: Gene Structure, Protein
Synthesis, & Epigenetics
I.
Transcription (LS3.A)
II.
Translation (LS3.A)
III.
Epigenetics
Transcription

Explain the physical interactions between proteins and the DNA
(specifically RNA
Polymerase & the promoter)

Explain how DNA footprinting can be used to investigate protein/DNA interactions and analyze specific data

Explain the importance of different types of regulators in initiation of
Eukaryotic transcription and model the initiation of the process
 Compare and contrast initiation/regulation in
Prokaryotes vs Eukaryotes and explain the connection between this and larger organismal differences between the two.
 Explain and model the experiment.
Students will work with resources such as online tutorials and figures to gain background information and then participate in class discussions on the topics indicated.
Students will construct a visual demonstrating their understanding of the basic processes of methylation and histone acetylation and how these epigenetic markers impact gene expression and relate to organismal development.
Students will select a scientific journal article or paper with an epigenetic focus and construct a formal science poster representing their choice. They will share the research they focused on through a poster session. transfer knowledge to novel situations or scenarios. (SSL
IV. A, B, & C)
Students will be assessed and gain feedback on the visual they construct methylation and histone acetylation. (SSL I. A&
B, III. C)
Students will be assessed on the quality of the poster they create and their ability to discuss and answer questions about the research paper they chose for the poster session.
(SSL III. B, & C, IV. A & B)
Students will demonstrate thorough understanding of the concepts through an exam that tests both fundamental understanding and ability to transfer knowledge to novel situations or scenarios. (SSL
IV. A, B, & C)

Molecular & Cellular Biology: Sarah O’Leary-Driscoll mechanism of splicing
Translation
 Explain how certain proteins are directed to the ER for production and transport to the membrane/out of the cell, and how the process is regulated.
Epigenetics

Explain and model how methylation of DNA can effect gene regulation

Explain and model how histone acetylation can effect gene regulation

Connect understanding of epigenetics to our broader understanding of development and disease

Explain how epigenetics both adds to and conflicts with our previous understanding of inheritance as being driven by genetic sequence.

Molecular & Cellular Biology: Sarah O’Leary-Driscoll
Unit 4: Signal Transduction
I.
Pathway Regulation
(LS3.A)
II.
Signals & Receptors
III.
Pathway Basics
Regulation
 Explain the process by which a cell can respond to stimuli using the lac operon in E. Coli as an example
 Compare and contrast the regulation processes in a cell under different conditions (types of sugar available)
Signals and receptors

Identify and categorize different types of receptors

Explain the mechanism by which receptors receive signals and trigger downstream pathways in the cell, and the relationship between structure and function.
Pathway Basics
 Model a pathway through diagrams and figures
 Interpret pathway diagrams and accurately explain the processes
Students will work with resources such as online tutorials and figures to gain background information and then participate in class discussions on the topics indicated.
Students will practice writing captions for different signal pathways and work in groups to critique one another’s work.
Students will practice diagramming and building models of different pathways presented in a written format.
Students will demonstrate thorough understanding of the concepts through an exam that tests both fundamental understanding and ability to transfer knowledge to novel situations or scenarios. (SSL
IV. A, B, & C)

Molecular & Cellular Biology: Sarah O’Leary-Driscoll
I.
Unit 5: Cell Cycle
(LS1.B)
I.
G1
II.
S
III.
G2
IV.
Mitosis
V.
Apoptosis depicted
 Describe and explain the significance of specific pathways presented (map kinase, etc.)
Cell Cycle
Demonstrate understanding of the process and regulation of the cell cycle, including:
G1

Signal for entry into G1

Signal pathways (focus of
Cyclins D & E)
 G1 Checkpoint

P53 Tumor Suppressor &
Cycle Inhibition
S
 Transition from G1 to S phase
 Connection with G1
Cyclins
 Replication Complex
Assembly
 Importance of Cyclin A in regulation of DNA synthesis
G2

Transition from synthesis to G2 phase
Students will research a specific sub-section of the cell cycle and write a detailed research paper on their topic.
Groups of students researching similar topics will work together and present to/teach the class their topic.
Students will use the information that they gain through student presentations to construct a poster representing the cell cycle pathway in its entirety.
Students will be assessed on the cell cycle paper as well as the delivery of content to the class. (SSL III. B, IV. A & B)
Students will gain feedback on the cell cycle pathway poster that they construct. (SSL III. B,
& C, IV. C)
Students will demonstrate thorough understanding of the concepts through an exam that tests both fundamental understanding and ability to transfer knowledge to novel situations or scenarios. (SSL
IV. A, B, & C)

Molecular & Cellular Biology: Sarah O’Leary-Driscoll
 G2 Checkpoint
 Connection between
Cyclin A & Cyclin B
 Regulation of Cyclin B
(feedback loop, connection to Plk’s, etc)
Mitosis

Transition into M-phase

Targets of Cyclin B complex

Anaphase Promoting
Factor

Lamin disassembly/reassembly

Chromosome condensation

Spindle Fiber checkpoint
 Transition back into G1 of next cycle
Apoptosis
 Signals for cell death
 Internal and External
Pathway initiation
 Initiator and Effector
Caspases
 Outcome of caspase cascade
 AKT pathway for cell survival

Molecular & Cellular Biology: Sarah O’Leary-Driscoll
Unit 6: Cancer (LS3.B)
Hallmarks of Cancer
Commonalities in Causes
Unique Characteristics of cancers
Risk & Treatments
Hallmarks of Cancer

Explain different aspects of cell regulation that may, if not functional, result in cancer.

Create connections between the hallmarks and the cell cycle topics covered
Commonalities in Causes
 Identify and rationalize the most common
 hallmarks
Unique Characteristics of cancers

Identify characteristics make different cancers unique in their physiological impact and treatment
Risk & Treatments

Identify risks, typical courses of treatment, difficulties in treatment, and future direction of cancer therapy.
Students will read a review paper that discusses the “ Hallmarks of
Cancer” in order to prepare for discussion the topic.
Students will research a specific cancer of their choosing in depth and construct a poster focusing on the unique hallmarks and characteristics of that cancer. They will present their poster to the class during a poster session.
Students will attend the cancer poster session and learn about other cancers from their peers.
Students will be assessed on their cancer poster itself, as well as the knowledge they demonstrate in discussion/ Q
& A with the instructor. (SSL III.
B, & C, IV. A & B)
Students will be assessed on the written assignment they complete after attending the poster session, asking them to draw connections between, and compare and contrast, the different cancers to demonstrate their understanding of the concept as a whole. (SSL III. B, IV. A &
B)

Molecular & Cellular Biology: Sarah O’Leary-Driscoll