To obtain a
black on
white PRINTABLE version of this page, click PRINT.
Introduction
The Amazing Cells sequence is a series of ELECTIVES for any student at
Bergen County Academies who is
seeking an in-depth exploration of the concept of the structure and
function
of genes (Cell Biology),
and the application of molecular genetics to the study of viruses (Virology) and immunology (Immunology). These three
courses are descendants of the coursework in the curriculum of Advanced
Biology for senior AAST / AEDT students from 1995 - 2003.
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Cell Biology
(a.k.a. Molecular Genetics)
Through the
course of study about molecular genetics, each student
becomes acquainted with the concept of a gene, at the DNA level.
In this effort the student studies:
- the
relationship
between the structure of a chromososme and the location of genes;
- the
chemical structure
of DNA and RNA; and
- the
connection
between DNA, RNA, protein synthesis and the way in which proteins
affect
the phenotype of the originating gene.
- the history of the discovery of the structure of DNA
- the use of technology is analyzing DNA samples
This
material
is found in 1) chapters 16, 17, 19 and 21 in the biology
text , 2) the book: The Double Helix by James Watson,
3)
additional lecture handouts from the instructor, and 4) videos shown in
class including Revolutions, The Immortal Thread, Race
for the Double Helix, Secret of Photo 51 and Accidents of
Creation. |
Do
you know what
these letters represent?
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The
Secret of Life
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lectures are presented via videotape using the 8-hour series: The
Secret
of Life by Dr.
David Suzuki.
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During
the viewing
of two of the videotapes, we employ a cooperative learning approach in
which a student is assigned three to five questions. Thus during
the video, a student does not need to focus on every question, and can
enjoy the show. However, in the following class period, each student
presents
the questions and answers to the class. Every student can then
obtain
all of the important information from the video. Each student then uses
this information in their preparations for take-home and in-class
assessments.
The tapes used in Cell Biology are:
- The Immortal Thread
- Accidents of Creation
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David
Suzuki is
an award winning scientist, environmentalist, and broadcaster. His
television
appearances, explaining the complexities of the natural sciences in a
compelling
and easily understood way, have received consistently high acclaim for
over thirty years.
(See The
Nature of Things.)
Recently
he retired as an Asst.-Full Professor in Zoology at University of
British
Columbia where he enlightened students from 1963 - 2001. He is also the
founder of the David Suzuki
Foundation,
the narrator on a new TV 4-part series The
Sacred Balance and writes a weekly column Science
Matters.
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Race
for the Double Helix (a.k.a. Life Story)
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unique 1987 film will be viewed to explore the history of the discovery
of
DNA.
The film is The Race for the Double Helix (a.k.a. Life Story)and
stars Jeff Goldblum. It is the story of the diligent research, creative
analysis, and perseverance of James Watson, Francis Crick, Maurice
Wilkins
and Rosalind Franklin that led to the discovery of the structure of
DNA.
The
film was
produced and directed for BBC Television by Mick Jackson and written by
William
Nicholson with Jeff Goldblum starring as James Watson, Tim
Pigott-Smith
as Francis Crick, Alan Howard as Maurice Wilkins, and Juliet Stevenson
as Rosalind Franklin. This film was produced by the BBC in 1987 and was
originally shown on the A&E network in the U.S. LIFE STORY
has been awarded the following: (ref)
*
ACE Award
1988 - Best Picture
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BAFTA 1987
- Best Television Drama
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New York
Film Festival 1987 - Best Television Film
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Locarno
Film Festival 1987 - 1st Prize, Television Movie Section
*
Midas Award,
2002 - European Union, European Public Awareness of Science (ref)
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An
accompanying
reading assignment will be the book: The Double Helix: A Personal
Account
of the Discover of the Structure of DNA by James Watson.
(Watson
and Crick's autographs.)
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Jeff
Goldblum as James Watson contemplates
the
beauty of the structure of DNA with his
colleague
Francis Crick played by Tim Pigott-Smith.
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For
educators searching for this film, it is
still
available in VHS or PAL format from:
BBC Learning Studies
and
is listed as Lifestory:
A Double Helix
(Item
#17577)
or in VHS or DVD from
Films for the
Humanities & Sciences
and
is listed as Double Helix
(Item
#JGN7453)
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Secret
of Photo 51
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A new addition to
our video based education is the 2003 offering from NOVA called Secret
of Photo 51. It is an excellent second view of the controversies
surrounding just exactly who did what in the elucidation of the
structure of DNA and fits perfectly into our main project for this
course called Who Did What? (see below)
For those of you who have been craving more information about Rosalind
Franklin, you wish has come true.
The website at pbs.org can be found at Photo 51. |
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Who
Did What? Project
The
outgrowth
of these resources in our classroom will be reflected in the assessment
project entitled Who Did What? in the discovery of DNA
structure. (See Assessments) |
Current
Events
Because
the
topic of molecular genetics is a hot area of biology and is
changing
daily, each student is required to maintain a portfolio of six current
events articles with one article due approximately every ten days
throughout
the trimester. It is expected that at least three of the articles
will be found using the internet. (See Assessments)
To obtain a black on
white PRINTABLE version of this page, click PRINT.
Upon the
successful
completion of the study of molecular genetics during Cell Biology, the
student
will be able to:
1.
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demonstrate an understanding of the structure of chromosomes by explaining: |
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where chromosomes are found in cells |
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how a chromosome is constructed |
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how chromosomes are classified |
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describe how nucleic acids are polymers of monophosphorylated nucleosides |
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describe the structure of a nucleoside which is a pentose sugar with a nitrogenous base attached at the 1’ carbon of the sugar. |
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4.
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explain that ribonucleic acids (RNA) are polymers of monophosphate ribose-based nucleotides |
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5.
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explain that deoxyribonucleic acids (DNA) are polymers of monophosphate deoxyribose-based nucleotides |
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describe the structure of the various single-stranded RNAs such as: |
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heteronuclear RNA (hnRNA) |
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b.
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messenger RNA (mRNA) |
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c.
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ribosomal RNA (rRNA) or |
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d.
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transfer RNA |
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e.
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small nuclear RNA (snRNA) |
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describe the antiparallel nature of the structure of double-stranded DNA |
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explain that each chromosome in the nucleus of a
eukaryotic cell contains one molecule of double- stranded DNA
that consists of 1000s of nucleotides |
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explain that one chromosome of DNA contains multiple sections called |
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genes which carry the code for the production of some type of RNA molecule,
or |
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junk DNA which have no apparent function (at least as of today… but that is changing). |
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explain that some genes carry information to make |
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ribosomal RNA (rRNA) |
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b. |
transfer RNA (tRNA) |
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c. |
heteronuclear RNA (hnRNA |
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explain how the synthesis of RNA from a DNA gene (which is called transcription) works. |
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describe how a trio of DNA bases represents a
trio of bases in mRNA which represents an amino acid in a
translated polypeptide. |
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compare the structure of genes found in eukaryotic and prokaryotic cells. |
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explain how messenger RNA is used to carry the instructions for a polypeptide from the nucleus to a ribosome |
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demonstrate how the genetic code is involved with protein synthesis. |
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describe how triphosphate ribonucleotides are used to provide the needed energy and substrate to
synthesize RNA |
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explain that transcription of DNA entails a complementary copying rather than an exact copying in the
transcription to RNA based on the rule that a pyrimidine is copied
into a purine with the exact rule that:
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A becomes U,
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T becomes A,
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C becomes G,
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G becomes C. |
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18.
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describe how heteronuclear RNA (the primary transcripts) are altered to become functional messenger RNA in the
process known as
post-transcriptional processing. |
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19.
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describe how polypeptides are altered to become functional proteins in the process known as
post-translational processing. |
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20.
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describe the difference between the human genome, individual genetic makeup, a genetic sequence and the genetic code. |
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21.
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explain what the Human
Genome Project is and discuss several pros and cons. |
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explain how polypeptides are processed to become functional proteins. |
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23.
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explain how a gene can have different allelic forms (at the molecular level). |
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show how different allelic forms of genes can change the phenotype of the cell within which the gene is located. |
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explain
the importance of control genes (a.k.a., homeotic genes and how they
have contributed to the difference between humans and chimpanzees,
or the difference between two- and four-winged insects. |
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show how the Polymerase Chain Reaction (PCR) is used to analyze small samples of DNA. |
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27.
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reflect on the difficulties associated with the discovery of the structure of DNA including the role of
prejudice in science with regard to women |
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Human
Chromosomes 1-22, X & Y (*1)
The
location of genes on certain
chromosomes
can get critical!
On
June26, 2000, the
Human Genome Project
reached
an historical
point. To check on its progress,
click on
the graphicabove
to visit the NCBI Human
Genome
Sequencing
website.
Manipulation
of the control gene for wings
has
created a four-winged fruitfly. Normal
fruitflies
use only two wings.
Could
a mutation in chimpanzee DNA have
resulted
in the doubling of the control gene
for
brain size?
Using
the video The Meaning of Life,
we
will consider this idea with the help of
Dr.
David Suzuki. |
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