P H A S E 3 CHECKLIST
Student Name: _____________________ Group: _______
Your portfolio must include, the student agreement (signed) and the portfolio checklist
Act
1
2
Description
Generic
Competences/
Attributes and
Disciplinary
Competences
Activity
Points
Earned Points
Sign Agreement
Diagnostic Activity
CG 4.1, 6.2
X
CG 4.1, 5.1.2.3
25
3
Knowledge Acquisition
CD 6
CG 4.1, 5.1.2.3
15
4
Application Activity
CD 6
CG 4.2
25
5
Metacognition
CD 6
CG 4.1, 4.5
30
6
Integrative Activity 1
CD 1, 2, 6
CG 8.1
5
7
Lab.
CD 17
100
STUDENT’S REFLECTIONS ABOUT HIS/HER WORK:
Presentation/Content/Activities
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Feedback to Teacher:___________________________________________________________
Students’ Signature____________________________________ Date:____________
3
BIOLOGY COMPETENCES
General skills and attributes
4. Listen, interprets and delivers relevant messages in different contexts through the use of media, tools codes and
appropriate tools.
• Expresses ideas and concepts through linguistic representations, mathematics or graphics.
• Applies different communicative strategies depending who is the speaker, the context they are using and the
objective they are looking for.
• Identify the key ideas in a text or oral speech and infer conclusions from them.
• Manages information technology and communication to obtain information and express ideas.
6. Supports a personal stand on issues of interest and general relevance, considering other points of view critically
and reflectively.
• Choose information resources for a specific prototype and discriminates between them by relevance and reliability.
• Evaluates arguments and opinions and identifies prejudices and fallacies.
• Recognizes its own prejudices, modifies its point of view by discovering new evidence and finds new knowledge.
• Structures ideas and argument in a clear, coherent and synthetic.
8. Participates and collaborates effectively in diverse teams.
• Suggests ways of solving a problem or develop a team project, defining a course of action with specific steps.
Disciplinary competencies
6. Values the common preconceptions about various natural phenomena on the basis of scientific
evidence.
7- Explains the concepts underlying scientific notion that support the processes to solve everyday
problems.
12. Applies safety standards in the handling of chemicals, instruments and equipment in carrying out their
daily life activities.
Elements of competence:

PHASE 3 AGREEMENT
I ______________________________________________________ understand that my portfolio is a collection of my school work
and related achievements. The contents exhibit my effort and progress as these elements relate to the goals represented in my
instructional program.
I agree to accept the responsibility for creating and managing my portfolio as I complete each requirement. I will submit its
content for periodic review to my instructor. In doing so, I understand that the contents of my portfolio, as well as the way in
which I have presented the contents, will be evaluated for the purpose of judging my performance in school.
Student Signature: _______________________________ Date: _________________
Parent Signature:
I have read and understand the above portfolio agreement and have reviewed my child’s portfolio requirements.
________________________________ Date: _____________________
Stage 4: Introduction to Genetics
 Diagnostic Activity
1- What is DNA?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2- What is the importance of DNA?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3- Who discover the molecule of DNA?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4- What is RNA?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5- What is the relation between DNA, RNA and protein synthase?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 Organization Activity
Answer the following
Bacterial Transformation
1. What happened when Griffith injected mice with the pneumonia-causing strain of
bacteria that had been heat-killed?
2. What happened when Griffith injected mice with a mixture of heat-killed, pneumoniacausing bacteria and live bacteria of the harmless type?
3. What was the purpose of Oswald Avery’s experiments?
4. What experiments did Avery do?
5. What did Avery conclude?
Bacterial Viruses
6. Fill in the blanks to summarize the experiments of Hershey and Chase. (Note: The circles
represent radioactive labels.)
7. What did Hershey and Chase conclude? Why?
8. How did Hershey and Chase confirm Avery’s results?
The Role of DNA
9. Complete this graphic organizer to summarize the assumptions that guided research on
DNA in the middle of the twentieth century. Use an oak tree to give an example of each
function.
10. Why was the fact of transformation so important to the study of DNA’s role? What did
transformation demonstrate?
The Components of DNA
For Questions 11–15, complete each statement by writing in the correct word or words.
11. The building blocks of DNA are __________________________.
12. Nucleotides in DNA are made of three basic components: a sugar called
_______________, a ____________________, and a nitrogenous_______________.
13. DNA contains four kinds of nitrogenous bases: _________________,
________________________, ___________________________, and
______________________.
14. In DNA, ______________________ can be joined in any order.
15. The nucleotides in DNA are joined by ___________________ bonds.
Solving the Structure of DNA
16. Complete the table to describe each scientist’s contribution to solving the structure of
DNA.
Scientist
Contribution
Erwin Chargaff
Rosalind Franklin
James Watson and Francis
Crick
17. Complete the table by estimating the percentages of each based on Chargaff’s rules.
DNA sample
Percent of
adenine
1
31.5
2
3
Percent of
thymine
Percent of
guanine
30
20
Percent of
cytosine
17
The Double-Helix Model
For Questions 8–13, on the lines provided, label the parts of the DNA molecule that correspond
to the numbers in the diagram.
24. The drawing below shows half of a DNA molecule. Fill in the appropriate letters for the
other half. Explain why you drew your sketch the way you did.
Apply the Big idea
25. Complete this table to show how the structure of the DNA molecule allows it to
perform each essential function.
Function
Structure of the Molecule
Store information
Copy information
Transmit information
Copying the Code
26. Why are the strands of a DNA molecule said to be complementary?
27. What is the first step in eukaryotic DNA replication?
28. If the base sequence on a separated DNA strand is CGTAGG, what will the base
sequence on its complementary strand be?
29. What enzyme joins individual nucleotides to produce the new strand of DNA?
30. What enzyme makes it less likely that DNA will be lost from telomeres during
replication?
31. How does this enzyme work?
32. What is a replication fork?
33. Does DNA replication take place in the same direction along both strands of the DNA
molecule that is being replicated? Explain your answer. (Hint: Look at the illustration
of DNA replication in your textbook.)
34. Make a sketch of the double helix of DNA. Show how it unzips for replication and how
complementary strands are built. Label the nitrogenous bases, replication fork, DNA
polymerase, the original strand, and the new strand.
Replication in Living Cells
35. Complete the table to compare and contrast DNA replication in prokaryotes and
eukaryotes.
Prokaryotes
Location of DNA
Amount of DNA
Starting Point(s) for Replication
Eukaryotes
36. Is DNA replication always a foolproof process? Explain your answer.
Apply the Big idea
37. Why is the pairing of bases during replication essential for the transmission of
inherited traits from parent to offspring?
The Role of RNA
38. Complete the table to contrast the structures of DNA and RNA.
Sugar
Number of Strands
Bases
DNA
RNA
39. On the lines provided, identify each kind of RNA.
a.
b
c.
RNA Synthesis
For Questions 40–46, complete each statement by writing the correct word or words.
40.
The process of using DNA to produce complementary RNA molecules is called
41 The sequence of
template.
.
in mRNA complements the sequence in the DNA
42 In eukaryotes, RNA is formed in the
and then travels to the
.
43 The enzyme
binds to DNA during transcription.
44 RNA polymerase binds to regions of DNA called
signals for transcription.
45
, which are “start”
are portions of RNA that are cut out and discarded.
46 ___________________ are spliced together to make the final mRNA.
The Genetic Code
Use the diagram to answer Questions 1–7.
47. What are the words along the outside of the circle?
48.
What can you find by reading this diagram from the inside out?
49.
For which amino acid is AAA a codon?
50.
What is the codon for tryptophan?
51.
For which amino acid is GGA a codon?
52.
What is a codon for alanine?
53. What are three other codons for alanine?
_________________________________________________________________________
Phenylalanine leucine
Translation
Use the diagram to answer Questions 8–10.
54.. What is the anticodon for leucine?
55. What is the codon for leucine?
56. List the amino acids in the order they would
appear in the polypeptide coded for by this
mRNA.
57. What is the difference between transcription and translation?
58. Complete the table to describe the steps in protein synthesis
Step
Description
Beginning of translation
Assembly of polypeptide
Completing the polypeptide
59. Describe the role of rRNA during translation.
lysine
methionine
The Molecular Basis of Heredity
For Questions 60 –65, write the letter of the correct answer on the line at the left.
60. The instructions for assembling proteins are contained in the
A. genes.
B. ribosomes.
C. exons.
D. introns.
61. The central dogma of molecular biology is that information is transferred from
A. RNA to protein to DNA.
B. DNA to protein to RNA.
C. protein to DNA to RNA.
D. DNA to RNA to protein.
62. An exception to the central dogma is
A. the infection of a virus by a bacteriophage.
B. the ability of some viruses to transfer information from RNA to DNA.
C. the expression of different genes during different stages of development.
D. the translation of the codon into the anticodon of tRNA.
63. The way in which DNA, RNA, and proteins are all involved in putting genetic
information into action in living cells is called
A. translation.
B. transcription.
C. gene expression.
D. viral transfer.
64. All organisms are mostly the same in
A. the proteins they make on their ribosomes.
B. how their proteins catalyze chemical reactions.
C. the size of their genes.
D. the molecular biology of their genes.
Types of Mutations
For Questions 1–8, match the term with its definition.
Definition
______ 65. The change of one base to another in a DNA sequence
Term
______ 66. A change in one or a few nucleotides that occur at a
single point in the DNA sequence
A. mutation
______ 67. Part of one chromosome breaks off and attaches to
another
C. point mutation
______ 68. A heritable change in genetic information
______ 69. A mutation that produces an extra copy of all or part
of a chromosome
______ 70. A chromosomal mutation that reverses the direction
of parts of a chromosome
______ 71. A kind of mutation that can change every amino
acid that follows the point of mutation
B. substitution
D. frameshift
mutation
E. insertion
F. translocation
G. inversion
H. duplication
______ 72. The addition of a base to the DNA sequence
73. Complete the table to describe the processes and outcomes of the different types of gene
(point) mutations.
Type
Description
Outcome
Substitution
Insertion
Deletion
74. Deletion can happen as a gene mutation or as a chromosomal mutation. What is the
difference?
Effects of Mutations
For Questions 10–17, write the letter of the correct answer on the line at the left.
75. The cellular machinery that replicates DNA inserts an incorrect base
A. most of the time.
B. about half the time.
C. roughly once in every million bases.
D. roughly once in every 10 million bases.
76. Small changes in genes
A. disappear quickly.
B. gradually accumulate over time.
C. prevent the next generation from developing.
D. do not affect future generations.
77. A possible mutagen is
A. an anticodon.
B. translocation.
C. hemoglobin.
D. ultraviolet light.
78. What happens when cells cannot repair the damage caused by a mutagen?
A. The DNA base sequence changes permanently.
B. The DNA base sequence is not affected.
C. The organism is not affected.
D. The organism is affected temporarily.
79. Which of the following most accurately summarizes the effects of mutations on
living things?
A. Most mutations are harmful, but some have little effect.
B. Many mutations have little or no effect, but some can be harmful or
beneficial.
C. Most mutations are beneficial and a few are harmful.
D. About half of mutations are beneficial and half are harmful.
80 Mutations are important to the evolution of a species because they
A. happen over the long period of time that evolution requires.
B. cut out and replace damaged or useless genes.
C. are a source of genetic variability.
D. accelerate the transcription rate of DNA.
81. Cancer is the product of a mutation that
A. causes the uncontrolled growth of cells.
B. changes the structure of hemoglobin in the blood.
C. brings about stunted growth and severe pain.
D. causes a translocation in a pair of chromosomes.
82. Polyploidy is the condition in which
A. a piece of a chromosome breaks off and reattaches to another chromosome.
B. an organism has an extra set of chromosomes.
C. a mutagen speeds the mutation rate.
D. an insect develops a resistance to a pesticide.
 Application Activity
1- In teams of 5 make a conceptual map on the most important concepts of DNA:
function, structure, scientist who was part of the discovery of double- helix model of
DNA and the replication process.
2- In plenary share your map.
Criteria
Hierarchy of
concepts should
be from the
most general to
the most
specific.
Lines and
connective
objectives are
properly in
All teammates
participate in
the
development of
the poster and
the
presentation in
plenary.
Hierarchy was
incomplete.
Hierarchy of the
concepts was
limited.
Hierarchy of the
concepts has
some confusing
elements.
Hierarchy of all
concepts was
from general to
specific.
Lines and
connective
objects are
limited.
Lines and
connective
objects are
confusing.
Lines and
connective
objects are in
the correct
place.
Only some of
the teammates
are part of the
presentation
while the other
only standstill.
Almost all
teammates are
part of the
presentation.
All teammates
are part of the
presentation
and
development of
the poster
Lines and
connective
objects are in
the correct
place and are
drawn with a
ruler or a
straight object.
All teammates
are part of the
presentation
and
development of
the poster. Each
team members
took turns to
speak and
Images should
be neatly
organized and
properly glued
to the poster.
Constructs a
poster with
pictures done
by hand.
Constructs a
poster with
pictures that
illustrate the
concepts.
Constructs a
poster with
pictures that
illustrate the
concepts. It was
glued by a any
other source
except a glue
stick.
Presentation
should be done
by hand using
color markers in
a poster size
Presents the
poster.
Presents a
poster with
readable size
letter and clean
writing.
Presents a
poster with
readable size
letter and clean
writing. The
poster should
be done with
color markers.
explain the
poster in
plenary.
Constructs a
poster with
pictures that
illustrate the
main concepts
of the diagram.
Pictures should
be taken from
magazines or
internet images.
Pictures are
glued
completely with
a glue stick.
Presents a
poster with
readable size
letter and clean
writing. The
poster should
be done with
color markers
and it should be
in a poster size
cardboard.
 Metacognition
Answer correctly all of the Chapter 11 Assessment.
12.1 Identifying the Substance of Genes
Understand Key Concepts
1. The process by which one strain of bacterium is apparently changed into another strain is
called
a. transcription.
c. duplication.
b. transformation.
d. replication.
2. Bacteriophages are
a. a form of bacteria.
b. enzymes.
c. coils of DNA.
d. viruses.
3. Which of the following researchers used radioactive markers in experiments to show that
DNA was the genetic material in cells?
a. Frederick Griffi th
b. Oswald Avery
c. Alfred Hershey and Martha Chase
d. James Watson and Francis Crick
4. Before DNA could defi nitively be shown to be the genetic material in cells, scientists had to
how that it could
a. tolerate high temperatures.
b. carry and make copies of information.
c. be modifi ed in response to environmental conditions.
d. be broken down into small subunits.
5. Briefl y describe the conclusion that could be drawn from the experiments of Frederick
Griffith.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
6. What was the key factor that allowed Hershey and Chase to show that DNA alone carried
the genetic information of a bacteriophage?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Think Critically
7. Interpret Visuals Look back at Griffi th’s experiment shown in Figure 12–1. Describe the
occasion in which the bacterial DNA withstood conditions that killed the bacteria. What
happened to the DNA during the rest of the experiment?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8. Evaluate Avery and his team identifi ed DNA as the molecule responsible for the
transformation seen in Griffi th’s experiment. How did they control variables in their
experiment to make sure that only DNA caused the effect?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
12.2 The Structure of DNA
Understand Key Concepts
9. A nucleotide does NOT contain
a. a 5-carbon sugar.
b. an amino acid.
c. a nitrogen base.
d. a phosphate group.
10. According to Chargaff ’s rule of base pairing, which of the following is true about DNA?
a. A = T, and C = G
b. A = C, and T = G
c. A = G, and T = C
d. A = T = C = G
11. The bonds that hold the two strands of DNA together come from
a. the attraction of phosphate groups for each other.
b. strong bonds between nitrogenous bases and the sugar-phosphate backbone.
c. weak hydrogen bonds between nitrogenous bases.
d. carbon-to-carbon bonds in the sugar portion of the nucleotides.
12. Describe the components and structure of a DNA nucleotide.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
13. Explain how Chargaff’s rule of base pairing helped Watson and Crick model DNA.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
14. What important clue from Rosalind Franklin’s work helped Watson and Crick develop their
model of DNA?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
15. Why is it signifi cant that the two strands of DNA are antiparallel?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Think Critically
16. Use Models How did Watson and Crick’s model of the DNA molecule explain base pairing?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
17. Infer Rosalind Franklin’s X-ray pattern showed that the distance between the two
phosphatesugar backbones of a DNA molecule is the same throughout the length of the
molecule. How did that information help Watson and Crick determine how bases are paired?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
12.3 DNA Replication
Understand Key Concepts
18. In prokaryotes, DNA molecules are located in the
a. nucleus.
c. cytoplasm.
b. ribosomes.
d. histones.
19. In eukaryotes, nearly all the DNA is found in the
a. nucleus.
c. cytoplasm.
b. ribosomes.
d. histones.
20. The diagram below shows the process of DNA
a. replication.
c. transformation.
b. digestion.
d. transpiration.
21. The main enzyme involved in linking individual nucleotides into DNA molecules is
a. DNA protease.
c. carbohydrase.
b. ribose.
d. DNA polymerase.
22. What is meant by the term base pairing? How is base pairing involved in DNA replication?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
23. Describe the appearance of DNA in a typical prokaryotic cell.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
24. Explain the process of replication. When a DNA molecule is replicated, how do the new
molecules compare to the original molecule?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Think Critically
25. Use Analogies Is photocopying a document similar to DNA replication? Think of the original
materials, the copying process, and the final products. Explain how the two processes are alike.
Identify major differences.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
26. Compare and Contrast Describe the similarities and differences between DNA replication
in prokaryotic cells and in eukaryotic cells.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
13.1 R NA
Understand Key Concepts
1. The process by which the genetic code of DNA is copied into a strand of RNA is called
a. translation.
c. transformation.
b. transcription.
d. replication.
2. Which of the following describes RNA?
a. RNA is usually double-stranded and contains the base thymine.
b. RNA is usually single-stranded and contains the base uracil.
c. RNA is longer than DNA and uses fi ve bases to encode information.
d. RNA is made in the nucleus of eukaryotic cells and stays there to carry out
its functions.
3. Describe the function of each of the three types of RNA.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. How does the enzyme that makes RNA know where to start transcribing the DNA?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. Compare introns and exons.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Think Critically
6. Apply Concepts Suppose you start with the DNA strand ACCGTCAC. Use the rules of base
pairing to list the bases on a messenger RNA strand transcribed from this DNA strand.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
7. Predict Look at the fi rst intron in the diagram below. What would happen to the protein
produced by the mRNA molecule if the intron were not removed but functioned instead as an
exon?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
13.2 Ribosomes and Protein Synthesis
Understand Key Concepts
8. In messenger RNA, each codon specifi es a particular
a. nucleotide.
c. amino acid.
b. enzyme.
d. promoter.
9. The number of codons in the genetic code is
a. 3.
b. 4.
c. 20.
d. 64.
10. Which of the following statements about the genetic code is true?
a. A codon can specify more than one amino acid.
b. Every codon specifi es a different amino acid.
c. Some codons specify the same amino acid.
d. Some codons have no function at all.
11. The process of making proteins on the ribosome based on instructions from messenger
RNA is called
a. transcription.
c. translation.
b. transformation.
d. molecular biology.
12. What is a codon?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
13. How do anticodons function?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
14. If a code on a DNA molecule for a specifi c amino acid is CTA, what would the messenger
RNA codon be? The transfer RNA codon?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
15. Explain why controlling the proteins in an organism controls the organism’s characteristics.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Think Critically
16. Use Analogies The word transcribe means “to write out.” The word translate means “to
express in another language.” Review the meanings of transcription and translation in
genetics. How do the technical meanings of these words relate to the everyday meanings of
the words?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
17. Predict A researcher identifi es the nucleotide sequence AAC in a long strand of RNA inside
a nucleus. In the genetic code, AAC codes for the amino acid asparagine. When that RNA
becomes involved in protein synthesis, will asparagines necessarily appear in the protein?
Explain your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
13.3 Mutations
Understand Key Concepts
18. Changes in DNA sequences that affect genetic information are known as
a. replications.
c. transformations.
b. mutations.
d. translations.
19. A single-base mutation in a messenger RNA molecule could transcribe the DNA sequence
CAGTAT into
a. GTCATA.
c. GTCUTU.
b. GUCAUA.
d. GUAAUA.
20. A substance that can cause a change in the DNA code of an organism is called a
a. toxin.
c. nitrogenous base.
b. mutagen.
d. nucleotide.
21. Name and give examples of two major types of mutations. What do they have in common?
How are they different?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
22. How does a deletion mutation differ from a substitution mutation?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
23. Can mutations have a positive effect?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Think Critically
24. Compare and Contrast How does the possible impact of a chromosomal mutation that
occurs during meiosis differ from that of a similar event that occurs during mitosis of a body
cell that is not involved in reproduction?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
25. Apply Concepts A mutation in the DNA of an organism changes one base sequence in a
protein coding region from CAC to CAT. What is the effect of the mutation on the final protein?
Explain your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 Integrative Project
1- In teams of 5 research on the harmful and helpful mutations.
a- Turner Syndrome
b- Gene duplication on insecticide resistance in mosquitoes.
cdef-
Seedless plants, like citrus.
Polyploidy in flowers.
Stickler syndrome
Wilson’s disease
2- Make a PPT presentation that must have the following:
a- Introduction. What is a mutation? Explain all of the mutations.
b- Kind of mutation gene, chromosomal and is it deletion, insertion or substitution.
c- Method to diagnose
d- Advantages or disadvantages of this disorder.
e- Treatment or medication.
f- Conclusion. Reflect on the importance of neonatal sieve.
g- Bibliography
Rubric
Criteria
PPT
presentation
The PPT
presentation
must include in
every slide
background
color
combination.
Letter size
good for clear
reading. Make
sure the letters
can be read
clearly even if
you have a
background.
Introduction
Presents an
introduction
using
information
taken from
publications.
Presents an
introduction of
the topic.
Genotype and
Phenotype.
Method of
diagnose.
Interprets the
phenotype.
Interprets in a
simple way the
Interprets the
genotype and
phenotype
incorrectly.
Presents an
introduction
that talks on
how the disease
was discovered
and was written
in their own
words.
Interprets the
genotype and
phenotype.
Interprets the
Presents an
instruction that
includes a
reflection on
how the disease
was discovered
written in essay.
Interprets the
genotype and
phenotype
defining the
diagnose
method.
diagnostic
method.
Advantages and
disadvantages
Evaluates the
disease.
Evaluates the
disadvantages.
Evaluates the
advantages and
disadvantages.
Treatment or
medication
Describes the
treatment.
Describes the
treatment and
medications.
Describes the
treatment of
medication
needed to treat
the disease.
Conclusion
Gives a simple
conclusion.
Reflects on the
benefits of
genetics.
Reflect on the
benefits and
risks on the
knowledge of
genetics
research.
Bibliography
Quotes less than
5 books or
internet sites.
Quote at least 5
books and
internet sites.
Quote at least 5
books and
internet sites
Appling
correctly the
APA style.
cause of the
disease.
Interprets the
diagnostic
method
explaining all
steps and
pictures on how
it is done.
Evaluates the
advantages and
disadvantages of
having the
disease with all
of the
possibilities.
Describes the
treatment or
medication
needed to treat
this disease
including age
and prognoses
of the patient.
Reflect on the
benefits and
risks of the
knowledge of
genetics giving
reasons why this
kind of research
is important.
Quote at least 5
books and
internet sites
Appling
correctly the
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Laboratory Practice
I. Realiza la práctica de laboratorio indicada bajo la supervisión docente.
Del ADN a la síntesis de proteínas
Problema
¿Cuáles son los pasos involucrados en la elaboración de proteínas?
Introducción
Antes de poder construir una proteína, las instrucciones deben estar empacadas y
transferirse desde la “librería” de ADN. Primero, la secuencia específica de ADN que
codifica la proteína se transcribe en una cadena complementaria de ARNm. En las
células eucariotas, el ARNm sale del núcleo y entra al citoplasma. En todas las
células, la molécula de ARNm se une a un ribosoma, donde el anticodón ARNt traduce
el ARNm en aminoácido. La cadena completa de aminoácidos, o polipéptido, que
entonces se pliega en su forma final como proteína. En esta práctica modelarás la
transcripción de ADN y la traducción de ARNm mientras decodificas mensajes
secretos.
Habilidades
Usar modelos, secuenciar
Desarrollar vocabulario
Preguntas previas
1. Secuenciar Describe brevemente el proceso que usarás para decodificar los
mensajes.
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2. Comparar y contrastar ¿Qué papel desempeñan los codones terminación en la
síntesis de proteínas? ¿Para qué se usan en los mensajes codificados?
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3. Predecir ¿Cuáles seis letras no aparecerán en los mensajes codificados?
Da una razón para tu respuesta.
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Procedimiento
Parte A: Cómo se decodifica el mensaje
1- Escribe la cadena complementaria de ARNm para la secuencia de ADN que se te
proporciona a continuación, al encontrar el codón ARNm que coincida con cada
tripleta de ADN, de base por base. La cadena de ARNm se comenzó para ti.
Ahora termina la transcripción.
ADN:
TAC CGT TTT CTT ATT TAC ATA ACT CTG CGA ATG
ARNm: AUG GCA AAA GAA UAA ____________________________
2- Usa la ilustración 1 de la siguiente página para relacionar cada codón ARNm del
paso 1 con su correspondiente aminoácido. Cuando el codón es un codón
terminación, incluye terminación en la secuencia. La secuencia de aminoácido se
comenzó para ti. Ahora termina la traducción.
metionina, alanina, lisina, ácido glutámico, terminación,
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3-
Usa la tabla para encontrar el símbolo de una letra para cada aminoácido en la
secuencia del paso 2. Los símbolos formarán una frase en inglés. Como ejemplo,
la primera palabra se hizo para ti.
Parte B: Decodificación de mensajes
4. Usa el procedimiento de la parte A para decodificar los siguientes mensajes.
Recuerda transcribir los mensajes de ADN en codones ARNm y luego traduce los
codones en aminoácidos.
a. TGA CGA TTT CTC ACT ACA CGC GCG CTT
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b.
GTA CTT ATT TAA AGC ATC CGT ATT AGT GGC ATA
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c. TAC CTC CTT TGA ATT TAC CTT ACT CGT TGT ATT AAA TAT CAG CTC
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d. TGT GTA CTT ACT GGG GAT CGC TTG ATT GTA CGG AGC ATC ACG
GTG CGA TTG CCC CTT CTG
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e. TGT GTG CTC ACT AGA GTA TAG GGA ATT AGG CGG TAT GAC AGC
ATC CGA TGC ACT CTG CGC ACC TTA
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Análisis y conclusiones
1. Aplicar conceptos ¿Cómo sabes cuáles bases debes usar cuando transcribes la
secuencia de ADN a codones ARNm?
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2. Predecir Supón que la secuencia de ADN para el primer mensaje en la parte B
comenzó con TGT CGA en lugar de TGA CGA. ¿El mensaje cambiaría? ¿Por qué sí o
por qué no?
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3. Usar analogías Supón que algunos codones se mapean a dos aminoácidos
diferentes. ¿Cuál sería el efecto en tu traducción de mensajes codificados? ¿Cuál
sería el efecto en la producción de proteínas?
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4. Secuenciar Durante la producción real de proteínas en una célula, ¿qué podría
ocurrir a una cadena de ARN antes de dejar el núcleo?
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5. Evaluar y revisar ¿Qué paso podrías agregar después de transcribir el ADN para
elaborar un modelo más completo de síntesis de proteínas?
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Desarrollar habilidades científicas
Escribe tu propio mensaje secreto usando tripletas de ADN. Intercambia mensajes
con tus compañeros de clase y trata de resolver los mensajes que recibas.
Recuerda que no hay tripletas para las letras B, J, O, U, X y Z. N