National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Gene Expression: A basic overview
August 5, 2013
Stony Brook
Kenneth van Golen, University of Delaware, klvg@udel.edu
Nike Olabisi, University of Delaware, nolabisi@udel.edu
Amy Warenda Czura, Suffolk County Community College, czuraa@sunysuffolk.edu
Vladimir Jurukovski, Suffolk County Community College, jurukov@sunysuffolk.edu
Jacqueline Washington, Nyack College, jacqueline.washington@nyack.edu
Peter Park, Nyack College, peter.park@nyack.edu
Introductory Biology (first course of a two semester series).
The topic should be covered within one class week; 3 lecture hours.
Context
The unit will be taught in the middle of the course after introduction of chemistry,
proteins and enzymes.
Abstract
(< 200 words)
This topic represents a basic foundation for biology majors, which will be applied
to multiple upper level courses. The students will gain a broader perspective on
the relationship between DNA, RNA and protein. Specifically, the students will
demonstrate knowledge of the structure of genes and the processes of
transcription and translation both in prokaryotes and eukaryotes. In addition, at
the conclusion of the unit the student should be able to outline the basic steps of
the central dogma and argue its validity. The students should also be able to
explain the cellular machinery required for transcription and translation in detail
and apply the genetic code to translation. Finally, the students will apply their
knowledge of the processes discussed in this unit to predict the outcome of
mutations on protein structure and function.
Rationale The teaching unit applies to multiple introductory level biology courses.
Biology students require a basic foundation of the process of gene expression.
Learning Goals:
what students will
know, understand,
and be able to do;
includes content
knowledge,
attitudes, & skills
Learning
Outcomes:
Student behaviors
This unit clarifies the misconceptions of the definition of a gene and the relationships
between DNA, RNA and proteins.
The students should be able to:
Demonstrate knowledge of the relationships among DNA, genes, RNA and proteins.
Know the detailed mechanisms of the processes of transcription and translation.
Understand how genetic mutations impact protein function.
Teachable Unit Framework
The students should be able to:
Define and illustrate the basic structure of a gene.
Outline the basic steps of the central dogma.
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
or performances
that will indicate
they have
successfully
accomplished the
goals
Define and explain the process of transcription.
Compare and contrast prokaryotic and eukaryotic transcription.
Apply genetic code to translation.
Define and explain the process of translation.
Discuss the strengths and weaknesses of the central dogma and argue its validity.
Describe the various types of genetic mutations.
Predict the effect of mutations on protein structure and function.
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively
in learning the concepts
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Activities outside of class:
Homework with high Blooms level
questions. Homework would
extend the activities performed in
class.
Pre-assessments:
Activities in class:
Post-tidbit assessments:
Clicker and writing
assignments, homework.
Clicker, Think-pair-share, writing
assignments, class interaction and
discussion.
Clicker, quizzes and writing
assignment
Diversity (Inclusion)
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
Inclusion of multiple learning
activities to accommodate
students with different
backgrounds, learning styles and
personalities.
Activities during tidbit:
Clickers, group discussion, writing
assignment, worksheet, puzzle
solving and question/answer.
Reverse the activity-given amino
acid sequence student will need to
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
work backwards and determine
DNA sequence.
Sample Presentation Plan (general schedule with approximate timing for unit)
Session 1
Time (min) Learning Outcome(s)
Preclass
Understanding details
2 hours of transcription,
translation, central
dogma and genetic code.
Activity/assessment
Clicker, quiz
Explanation, notes, suggestions,
tips
The students will be able to
answer higher Bloom level
questions about the central
dogma by outlining the strengths
and weakness of the central
dogma, specifically giving
exceptions to the rule.
Enter approx.
class time for
learning activity
preparatory
material
presentation
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
20 minutes
Enter approx.
class time for
learning activity
#1
20 min
Enter
approximate time
for additional
learning activities
and associated
class
Work/preparatory
materials
15 minutes
Describe the various
types of genetic
mutations.
Predict the effect of
mutations on
protein structure
and function.
Develop rubric for
homework
assignment.
Clicker questions, writing
assignment, Think-PairShare, Group discussion,
homework, Reverse the
activity-given amino acid
sequence student will
need to work backwards
and determine possible
DNA sequence.
Structure of amino acids and the
consequence of amino acid
substitutions with varying
biochemical and structural
properties. The degenerative
nature of the genetic code can
also be included. Consider varying
clicker activity by starting with
coding (instead of template)
strand of DNA.
The
homework will be extended by
having the students determine
what the frequency of mutation
in the human genome and which
base position is more frequently
altered.
Enter
approximate time
for post-activity
summing up or
transition
5 minutes
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
Clickers, handouts and worksheets, genetics concepts inventory and misconception of concepts.
Bowling BV, Acra EE, Wang L, Myers MF, Dean GE, Markle GC, Moskalik CL, Huether CA.
2008. Innovations in teaching and learning genetics: Development and evaluation of a genetics
literacy assessment instrument for undergraduates. Genetics 178,15-22.
Smith MK, Wood WB, Knight JK. 2008. The genetics concept assessment: A new concept
inventory for gauging student understanding of genetics. The American Society for Cell Biology
7, 422-430.
Bibliography – STCSE (Students' and Teachers' Conceptions and Science Education);
compiled by Reinders Duit: http://www.ipn.uni-kiel.de/aktuell/stcse/
Effectiveness of unit (if you have used it in your own teaching)
Acknowledgements
Ross Nehm and Casey Roehrig
Teachable Unit Framework
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