Molecular Biology of the Gene

Molecular Biology of the Gene
Chapter 10 Molecular Biology of the Gene

Introduction Viruses infect organisms by
Viruses infect organisms by binding to receptors on a host’s target cell, injecting viral genetic material into the cell, and hijacking the cell’s own molecules and organelles to produce new copies of the virus. The host cell is destroyed, and newly replicated viruses are released to continue the infection. © 2012 Pearson Education, Inc. 2

Introduction Viruses are not generally considered alive because they
Viruses are not generally considered alive because they are not cellular and cannot reproduce on their own. Because viruses have much less complex structures than cells, they are relatively easy to study at the molecular level. For this reason, viruses are used to study the functions of DNA. © 2012 Pearson Education, Inc. 3

10.1 SCIENTIFIC DISCOVERY: Experiments showed that DNA is the genetic material
Until the 1940s, the case for proteins serving as the genetic material was stronger than the case for DNA. Proteins are made from 20 different amino acids. DNA was known to be made from just four kinds of nucleotides. Studies of bacteria and viruses ushered in the field of molecular biology, the study of heredity at the molecular level, and revealed the role of DNA in heredity. Student Misconceptions and Concerns 1. Understanding bacteriophage replication can be difficult for students with limited knowledge of cell biology or genetics. Therefore, understanding the methods, results, and significance of the Hershey and Chase experiments is even more problematic. Considerable time and attention to these details will be required for many of your students. 2. If your class has not yet studied Chapter 3, consider assigning module 3.15 on “Nucleic Acids” before addressing the contents of Chapter 10. Teaching Tips 1. A phage functions like a needle and syringe, injecting a drug. The needle and syringe are analogous to the protein components of the phage. The drug to be injected is analogous to the phage DNA. 2. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). © 2012 Pearson Education, Inc. 4

In 1928, Frederick Griffith discovered that a “transforming factor” could be transferred into a bacterial cell. He found that when he exposed heat-killed pathogenic bacteria to harmless bacteria, some harmless bacteria were converted to disease-causing bacteria and the disease-causing characteristic was inherited by descendants of the transformed cells. Student Misconceptions and Concerns 1. Understanding bacteriophage replication can be difficult for students with limited knowledge of cell biology or genetics. Therefore, understanding the methods, results, and significance of the Hershey and Chase experiments is even more problematic. Considerable time and attention to these details will be required for many of your students. 2. If your class has not yet studied Chapter 3, consider assigning module 3.15 on “Nucleic Acids” before addressing the contents of Chapter 10. Teaching Tips 1. A phage functions like a needle and syringe, injecting a drug. The needle and syringe are analogous to the protein components of the phage. The drug to be injected is analogous to the phage DNA. 2. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). © 2012 Pearson Education, Inc. 5

In 1952, Alfred Hershey and Martha Chase used bacteriophages to show that DNA is the genetic material of T2, a virus that infects the bacterium Escherichia coli (E. coli). Bacteriophages (or phages for short) are viruses that infect bacterial cells. Phages were labeled with radioactive sulfur to detect proteins or radioactive phosphorus to detect DNA. Bacteria were infected with either type of labeled phage to determine which substance was injected into cells and which remained outside the infected cell. Student Misconceptions and Concerns 1. Understanding bacteriophage replication can be difficult for students with limited knowledge of cell biology or genetics. Therefore, understanding the methods, results, and significance of the Hershey and Chase experiments is even more problematic. Considerable time and attention to these details will be required for many of your students. 2. If your class has not yet studied Chapter 3, consider assigning module 3.15 on “Nucleic Acids” before addressing the contents of Chapter 10. Teaching Tips 1. A phage functions like a needle and syringe, injecting a drug. The needle and syringe are analogous to the protein components of the phage. The drug to be injected is analogous to the phage DNA. 2. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). © 2012 Pearson Education, Inc. 6

The sulfur-labeled protein stayed with the phages outside the bacterial cell, while the phosphorus-labeled DNA was detected inside cells. Cells with phosphorus-labeled DNA produced new bacteriophages with radioactivity in DNA but not in protein. Student Misconceptions and Concerns 1. Understanding bacteriophage replication can be difficult for students with limited knowledge of cell biology or genetics. Therefore, understanding the methods, results, and significance of the Hershey and Chase experiments is even more problematic. Considerable time and attention to these details will be required for many of your students. 2. If your class has not yet studied Chapter 3, consider assigning module 3.15 on “Nucleic Acids” before addressing the contents of Chapter 10. Teaching Tips 1. A phage functions like a needle and syringe, injecting a drug. The needle and syringe are analogous to the protein components of the phage. The drug to be injected is analogous to the phage DNA. 2. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). Animation: Hershey-Chase Experiment Animation: Phage T2 Reproductive Cycle © 2012 Pearson Education, Inc. 7

Figure 10.1A Head DNA Tail Tail fiber Figure 10.1A Phage T2 8

The radioactivity is in the liquid.
Figure 10.1B Radioactive protein Empty protein shell Phage The radioactivity is in the liquid. Bacterium Phage DNA Batch 1: Radioactive protein labeled in yellow DNA Centrifuge Pellet 1 2 3 4 Figure 10.1B The Hershey-Chase experiment Batch 2: Radioactive DNA labeled in green Radioactive DNA Centrifuge The radioactivity is in the pellet. Pellet 9

Batch 1: Radioactive protein labeled in yellow
Figure 10.1B_1 Empty protein shell Radioactive protein Phage Bacterium Phage DNA DNA Batch 1: Radioactive protein labeled in yellow 1 2 Figure 10.1B_1 The Hershey-Chase experiment (part 1) Batch 2: Radioactive DNA labeled in green Radioactive DNA 10

The radioactivity is in the liquid.
Figure 10.1B_2 Empty protein shell The radioactivity is in the liquid. Phage DNA Centrifuge Pellet 3 4 Figure 10.1B_2 The Hershey-Chase experiment (part 2) Centrifuge The radioactivity is in the pellet. Pellet 11

A phage attaches itself to a bacterial cell.
Figure 10.1C 1 A phage attaches itself to a bacterial cell. 2 The phage injects its DNA into the bacterium. 3 The phage DNA directs the host cell to make more phage DNA and proteins; new phages assemble. 4 The cell lyses and releases the new phages. Figure 10.1C A phage replication cycle 12

A phage attaches itself to a bacterial cell.
Figure 10.1C_1 1 A phage attaches itself to a bacterial cell. The phage injects its DNA into the bacterium. 2 Figure 10.1C_1 A phage replication cycle (part 1) 13

The cell lyses and releases the new phages.
Figure 10.1C_2 The phage DNA directs the host cell to make more phage DNA and proteins; new phages assemble. 3 3 Figure 10.1C_2 A phage replication cycle (part 2) The cell lyses and releases the new phages. 4 14

10.2 DNA and RNA are polymers of nucleotides
DNA and RNA are nucleic acids. One of the two strands of DNA is a DNA polynucleotide, a nucleotide polymer (chain). A nucleotide is composed of a nitrogenous base, five-carbon sugar, and phosphate group. The nucleotides are joined to one another by a sugar-phosphate backbone. Student Misconceptions and Concerns 1. If your class has not yet studied Chapter 3, consider assigning module 3.15 on “Nucleic Acids” before addressing the contents of Chapter 10. 2. Students often confuse the terms nucleic acids, nucleotides, and bases. It helps to note the hierarchy of relationships: nucleic acids consist of long chains of nucleotides (polynucleotides), while nucleotides include nitrogenous bases. Teaching Tips 1. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). 2. Consider comparing DNA, RNA, and proteins to a train (polymer). DNA and RNA are like a train of various lengths and combinations of four types of train cars (monomers). Proteins are also “trains” of various lengths but made of a combination of 20 types of train cars. © 2012 Pearson Education, Inc. 15

Animation: DNA and RNA Structure
10.2 DNA and RNA are polymers of nucleotides Each type of DNA nucleotide has a different nitrogen-containing base: adenine (A), cytosine (C), thymine (T), and guanine (G). Student Misconceptions and Concerns 1. If your class has not yet studied Chapter 3, consider assigning module 3.15 on “Nucleic Acids” before addressing the contents of Chapter 10. 2. Students often confuse the terms nucleic acids, nucleotides, and bases. It helps to note the hierarchy of relationships: nucleic acids consist of long chains of nucleotides (polynucleotides), while nucleotides include nitrogenous bases. Teaching Tips 1. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). 2. Consider comparing DNA, RNA, and proteins to a train (polymer). DNA and RNA are like a train of various lengths and combinations of four types of train cars (monomers). Proteins are also “trains” of various lengths but made of a combination of 20 types of train cars. Animation: DNA and RNA Structure © 2012 Pearson Education, Inc. 16

Sugar-phosphate backbone
Figure 10.2A A T C G T A Sugar-phosphate backbone C G Phosphate group A T G C A G A Nitrogenous base Nitrogenous base (can be A, G, C, or T) Covalent bond joining nucleotides A T G C Sugar T A T A C C C C C G T A DNA nucleotide Thymine (T) A DNA double helix T T T Phosphate group Figure 10.2A The structure of a DNA polynucleotide G G Sugar (deoxyribose) DNA nucleotide G G Two representations of a DNA polynucleotide 17

A DNA double helix Figure 10.2A_1 A T C G T A C G A T G C G A T G C T
Figure 10.2A_1 The structure of a DNA polynucleotide (part 1) C G T A A DNA double helix 18

Sugar-phosphate backbone
Figure 10.2A_2 Sugar-phosphate backbone Phosphate group A A Nitrogenous base Covalent bond joining nucleotides Sugar C C DNA nucleotide T T G G Figure 10.2A_2 The structure of a DNA polynucleotide (part 2) G G Two representations of a DNA polynucleotide 19

Thymine (T) Phosphate group
Figure 10.2A_3 Nitrogenous base (can be A, G, C, or T) Thymine (T) Phosphate group Figure 10.2A_3 The structure of a DNA polynucleotide (part 3) Sugar (deoxyribose) DNA nucleotide 20

Thymine (T) Cytosine (C) Adenine (A) Guanine (G) Pyrimidines Purines
Figure 10.2B Thymine (T) Cytosine (C) Adenine (A) Guanine (G) Pyrimidines Purines Figure 10.2B The nitrogenous bases of DNA 21

Thymine (T) Cytosine (C) Pyrimidines Figure 10.2B_1
Figure 10.2B_1 The nitrogenous bases of DNA (part 1) Thymine (T) Cytosine (C) Pyrimidines 22

Adenine (A) Guanine (G) Purines Figure 10.2B_2
Figure 10.2B_2 The nitrogenous bases of DNA (part 2) Adenine (A) Guanine (G) Purines 23

10.2 DNA and RNA are Polymers of Nucleotides
RNA (ribonucleic acid) is unlike DNA in that it uses the sugar ribose (instead of deoxyribose in DNA) and RNA has the nitrogenous base uracil (U) instead of thymine. Student Misconceptions and Concerns 1. If your class has not yet studied Chapter 3, consider assigning module 3.15 on “Nucleic Acids” before addressing the contents of Chapter 10. 2. Students often confuse the terms nucleic acids, nucleotides, and bases. It helps to note the hierarchy of relationships: nucleic acids consist of long chains of nucleotides (polynucleotides), while nucleotides include nitrogenous bases. Teaching Tips 1. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). 2. Consider comparing DNA, RNA, and proteins to a train (polymer). DNA and RNA are like a train of various lengths and combinations of four types of train cars (monomers). Proteins are also “trains” of various lengths but made of a combination of 20 types of train cars. © 2012 Pearson Education, Inc. 24

Nitrogenous base (can be A, G, C, or U)
Figure 10.2C Nitrogenous base (can be A, G, C, or U) Phosphate group Uracil (U) Figure 10.2C An RNA nucleotide Sugar (ribose) 25

10.3 SCIENTIFIC DISCOVERY: DNA is a double-stranded helix
In 1952, after the Hershey-Chase experiment demonstrated that the genetic material was most likely DNA, a race was on to describe the structure of DNA and explain how the structure and properties of DNA can account for its role in heredity. Student Misconceptions and Concerns Students often confuse the terms nucleic acids, nucleotides, and bases. It helps to note the hierarchy of relationships: nucleic acids consist of long chains of nucleotides (polynucleotides), while nucleotides include nitrogenous bases. Teaching Tips 1. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). 2. The authors note that the structure of DNA is analogous to a twisted rope ladder. In class, challenge your students to explain what the parts of the ladder represent. The wooden rungs represent pairs of nitrogenous bases joined by hydrogen bonds. Each rope represents a sugar-phosphate backbone. © 2012 Pearson Education, Inc. 26

In 1953, James D. Watson and Francis Crick deduced the secondary structure of DNA, using X-ray crystallography data of DNA from the work of Rosalind Franklin and Maurice Wilkins and Chargaff’s observation that in DNA, the amount of adenine was equal to the amount of thymine and the amount of guanine was equal to that of cytosine. Student Misconceptions and Concerns Students often confuse the terms nucleic acids, nucleotides, and bases. It helps to note the hierarchy of relationships: nucleic acids consist of long chains of nucleotides (polynucleotides), while nucleotides include nitrogenous bases. Teaching Tips 1. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). 2. The authors note that the structure of DNA is analogous to a twisted rope ladder. In class, challenge your students to explain what the parts of the ladder represent. The wooden rungs represent pairs of nitrogenous bases joined by hydrogen bonds. Each rope represents a sugar-phosphate backbone. © 2012 Pearson Education, Inc. 27

Watson and Crick reported that DNA consisted of two polynucleotide strands wrapped into a double helix. The sugar-phosphate backbone is on the outside. The nitrogenous bases are perpendicular to the backbone in the interior. Specific pairs of bases give the helix a uniform shape. A pairs with T, forming two hydrogen bonds, and G pairs with C, forming three hydrogen bonds. Student Misconceptions and Concerns Students often confuse the terms nucleic acids, nucleotides, and bases. It helps to note the hierarchy of relationships: nucleic acids consist of long chains of nucleotides (polynucleotides), while nucleotides include nitrogenous bases. Teaching Tips 1. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). 2. The authors note that the structure of DNA is analogous to a twisted rope ladder. In class, challenge your students to explain what the parts of the ladder represent. The wooden rungs represent pairs of nitrogenous bases joined by hydrogen bonds. Each rope represents a sugar-phosphate backbone. Animation: DNA Double Helix © 2012 Pearson Education, Inc. 28

Figure 10.3C Figure 10.3C A rope ladder model for the double helix Twist 29

Partial chemical structure
Figure 10.3D Hydrogen bond Base pair Figure 10.3D Three representations of DNA Ribbon model Partial chemical structure Computer model 30

Partial chemical structure
Figure 10.3D_2 Hydrogen bond G C T A A T Figure 10.3D_2 Three representations of DNA (part 2) C G Partial chemical structure 31

In 1962, the Nobel Prize was awarded to James D. Watson, Francis Crick, and Maurice Wilkins. Rosalind Franklin probably would have received the prize as well but for her death from cancer in Nobel Prizes are never awarded posthumously. The Watson-Crick model gave new meaning to the words genes and chromosomes. The genetic information in a chromosome is encoded in the nucleotide sequence of DNA. Student Misconceptions and Concerns Students often confuse the terms nucleic acids, nucleotides, and bases. It helps to note the hierarchy of relationships: nucleic acids consist of long chains of nucleotides (polynucleotides), while nucleotides include nitrogenous bases. Teaching Tips 1. The descriptions of the discovery of DNA’s structure are a good time to point out that science is a collaborative effort. Watson, Crick, and Wilkins earned Nobel prizes due to their historic conclusions based upon the work of many others (including Franklin, Griffith, Hershey, Chase, and Chargaff). 2. The authors note that the structure of DNA is analogous to a twisted rope ladder. In class, challenge your students to explain what the parts of the ladder represent. The wooden rungs represent pairs of nitrogenous bases joined by hydrogen bonds. Each rope represents a sugar-phosphate backbone. © 2012 Pearson Education, Inc. 32

10.4 DNA replication depends on specific base pairing
In their description of the structure of DNA, Watson and Crick noted that the structure of DNA suggests a possible copying mechanism. DNA replication follows a semiconservative model. The two DNA strands separate. Each strand is used as a pattern to produce a complementary strand, using specific base pairing. Each new DNA helix has one old strand with one new strand. Student Misconceptions and Concerns The authors note that although the general process of semiconservative DNA replication is relatively simple, it involves complex biochemical gymnastics. The DNA molecule is unwound, each strand is copied simultaneously, the correct bases are inserted, and the product is proofread and corrected. Before discussing these details, be sure that your students understand the overall process, what is accomplished, and why each step is important. Teaching Tips 1. Demonstrate the complementary base pairing within DNA. Present students with the base sequence to one side of a DNA molecule and have them work quickly at their seats to determine the sequence of the complimentary strand. For some students, these sorts of quick practice are necessary to reinforce a concept and break up a lecture. 2. The semiconservative model of DNA replication is like making a photo from a negative and then a new negative from the photo. In each new negative and photo pair, the new item was made from an old item. Animation: DNA Replication Overview © 2012 Pearson Education, Inc. 33

A parental molecule of DNA
Figure 10.4A_s1 A T C G G C A T T A A parental molecule of DNA Figure 10.4A_s1 A template model for DNA replication (step 1) 34

Figure 10.4A_s2 A T T A A T C G C G G C G C G C C A A T A T Free nucleotides T A T A A parental molecule of DNA The parental strands separate and serve as templates Figure 10.4A_s2 A template model for DNA replication (step 2) 35

Figure 10.4A_s3 A T T A A T A T A T C G C G G C G C G C G C G C C G C G C A A T A T A T A T Free nucleotides T A T A T A T A A parental molecule of DNA The parental strands separate and serve as templates Two identical daughter molecules of DNA are formed Figure 10.4A-s3 A template model for DNA replication (step 3) 36

Daughter DNA molecules
Figure 10.4B A T G C A T Parental DNA molecule A T T A C G C G T Daughter strand A C G C G C G Parental strand T C G A Figure 10.4B The untwisting and replication of DNA C G A T T A A T C G G C A T T A T A A T G C Daughter DNA molecules 37

10.5 DNA replication proceeds in two directions at many sites simultaneously
DNA replication begins at the origins of replication where DNA unwinds at the origin to produce a “bubble,” replication proceeds in both directions from the origin, and replication ends when products from the bubbles merge with each other. Student Misconceptions and Concerns The authors note that although the general process of semiconservative DNA replication is relatively simple, it involves complex biochemical gymnastics. The DNA molecule is unwound, each strand is copied simultaneously, the correct bases are inserted, and the product is proofread and corrected. Before discussing these details, be sure that your students understand the overall process, what is accomplished, and why each step is important. Teaching Tips 1. To explain the adaptive advantage of multiple replication sites over a single site of replication, ask the students to imagine copying, by hand, the first ten chapters of your biology textbook. The task would certainly go faster if ten students each copied a different chapter. 2. There are about 500,000 words in the Biology: Concepts & Connections textbook. The accuracy of DNA replication would be like copying every word in this textbook by hand 2,000 times and writing just one word incorrectly, making one error in every 1 billion words. © 2012 Pearson Education, Inc. 38

DNA replication occurs in the 5 to 3 direction. Replication is continuous on the 3 to 5 template. Replication is discontinuous on the 5 to 3 template, forming short segments. Student Misconceptions and Concerns The authors note that although the general process of semiconservative DNA replication is relatively simple, it involves complex biochemical gymnastics. The DNA molecule is unwound, each strand is copied simultaneously, the correct bases are inserted, and the product is proofread and corrected. Before discussing these details, be sure that your students understand the overall process, what is accomplished, and why each step is important. Teaching Tips 1. To explain the adaptive advantage of multiple replication sites over a single site of replication, ask the students to imagine copying, by hand, the first ten chapters of your biology textbook. The task would certainly go faster if ten students each copied a different chapter. 2. There are about 500,000 words in the Biology: Concepts & Connections textbook. The accuracy of DNA replication would be like copying every word in this textbook by hand 2,000 times and writing just one word incorrectly, making one error in every 1 billion words. © 2012 Pearson Education, Inc. 39

Two key proteins are involved in DNA replication. DNA ligase joins small fragments into a continuous chain. DNA polymerase adds nucleotides to a growing chain and proofreads and corrects improper base pairings. Animation: Origins of Replication Student Misconceptions and Concerns The authors note that although the general process of semiconservative DNA replication is relatively simple, it involves complex biochemical gymnastics. The DNA molecule is unwound, each strand is copied simultaneously, the correct bases are inserted, and the product is proofread and corrected. Before discussing these details, be sure that your students understand the overall process, what is accomplished, and why each step is important. Teaching Tips 1. To explain the adaptive advantage of multiple replication sites over a single site of replication, ask the students to imagine copying, by hand, the first ten chapters of your biology textbook. The task would certainly go faster if ten students each copied a different chapter. 2. There are about 500,000 words in the Biology: Concepts & Connections textbook. The accuracy of DNA replication would be like copying every word in this textbook by hand 2,000 times and writing just one word incorrectly, making one error in every 1 billion words. Animation: Leading Strand Animation: Lagging Strand Animation: DNA Replication Review © 2012 Pearson Education, Inc. 40

DNA polymerases and DNA ligase also repair DNA damaged by harmful radiation and toxic chemicals. DNA replication ensures that all the somatic cells in a multicellular organism carry the same genetic information. Student Misconceptions and Concerns The authors note that although the general process of semiconservative DNA replication is relatively simple, it involves complex biochemical gymnastics. The DNA molecule is unwound, each strand is copied simultaneously, the correct bases are inserted, and the product is proofread and corrected. Before discussing these details, be sure that your students understand the overall process, what is accomplished, and why each step is important. Teaching Tips 1. To explain the adaptive advantage of multiple replication sites over a single site of replication, ask the students to imagine copying, by hand, the first ten chapters of your biology textbook. The task would certainly go faster if ten students each copied a different chapter. 2. There are about 500,000 words in the Biology: Concepts & Connections textbook. The accuracy of DNA replication would be like copying every word in this textbook by hand 2,000 times and writing just one word incorrectly, making one error in every 1 billion words. © 2012 Pearson Education, Inc. 41

Two daughter DNA molecules
Figure 10.5A Parental DNA molecule Origin of replication Parental strand Daughter strand “Bubble” Figure 10.5A Multiple bubbles in replicating DNA Two daughter DNA molecules 42

5 end 3 end P HO A T P P C G P P G C P P T A OH P 3 end 5 end 5
Figure 10.5B 5 end 3 end P HO 5 2 4 A T 3 3 1 1 2 4 P 5 P C G P P G C Figure 10.5B The opposite orientations of DNA strands P P T A OH P 3 end 5 end 43

DNA polymerase molecule
Figure 10.5C 3 DNA polymerase molecule This daughter strand is synthesized continuously 5 Parental DNA 5 3 Replication fork This daughter strand is synthesized in pieces 3 5 Figure 10.5C How daughter DNA strands are synthesized 5 3 DNA ligase Overall direction of replication 44

THE FLOW OF GENETIC INFORMATION FROM DNA TO RNA TO PROTEIN
© 2012 Pearson Education, Inc. 45

10.6 The DNA genotype is expressed as proteins, which provide the molecular basis for phenotypic traits DNA specifies traits by dictating protein synthesis. The molecular chain of command is from DNA in the nucleus to RNA and RNA in the cytoplasm to protein. Transcription is the synthesis of RNA under the direction of DNA. Translation is the synthesis of proteins under the direction of RNA. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. Consider placing the basic content from Figure 10.6A on the board, noting the sequence, products, and locations of transcription and translation in eukaryotic cells. This reminder can create a quick concept check for students as they learn additional detail. Teaching Tips 1. It has been said that everything about an organism is an interaction between the genome and the environment. You might wish to challenge your students to evaluate the validity of this statement. 2. The information in DNA is used to direct the production of RNA, which in turn directs the production of proteins. However, in Chapter 3, four different types of biological molecules were noted as significant components of life. Students who think this through might wonder, and you could point out, that DNA does not directly control the production of carbohydrates and lipids. So how does DNA exert its influence over the synthesis of these two chemical groups? The answer is largely by way of enzymes, proteins with the ability to promote the production of carbohydrates and lipids. © 2012 Pearson Education, Inc. 46

DNA NUCLEUS CYTOPLASM Figure 10.6A_s1
Figure 10.6A_s1 The flow of genetic information in a eukaryotic cell (step 1) 47

DNA Transcription RNA NUCLEUS CYTOPLASM Figure 10.6A_s2
Figure 10.6A_s2 The flow of genetic information in a eukaryotic cell (step 2) 48

DNA Transcription RNA NUCLEUS CYTOPLASM Translation Protein
Figure 10.6A_s3 DNA Transcription RNA NUCLEUS CYTOPLASM Translation Figure 10.6A_s3 The flow of genetic information in a eukaryotic cell (step 3) Protein 49

10.6 The DNA genotype is expressed as proteins, which provide the molecular basis for phenotypic traits The connections between genes and proteins The initial one gene–one enzyme hypothesis was based on studies of inherited metabolic diseases. The one gene–one enzyme hypothesis was expanded to include all proteins. Most recently, the one gene–one polypeptide hypothesis recognizes that some proteins are composed of multiple polypeptides. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. Consider placing the basic content from Figure 10.6A on the board, noting the sequence, products, and locations of transcription and translation in eukaryotic cells. This reminder can create a quick concept check for students as they learn additional detail. Teaching Tips 1. It has been said that everything about an organism is an interaction between the genome and the environment. You might wish to challenge your students to evaluate the validity of this statement. 2. The information in DNA is used to direct the production of RNA, which in turn directs the production of proteins. However, in Chapter 3, four different types of biological molecules were noted as significant components of life. Students who think this through might wonder, and you could point out, that DNA does not directly control the production of carbohydrates and lipids. So how does DNA exert its influence over the synthesis of these two chemical groups? The answer is largely by way of enzymes, proteins with the ability to promote the production of carbohydrates and lipids. © 2012 Pearson Education, Inc. 50

10.7 Genetic information written in codons is translated into amino acid sequences
The sequence of nucleotides in DNA provides a code for constructing a protein. Protein construction requires a conversion of a nucleotide sequence to an amino acid sequence. Transcription rewrites the DNA code into RNA, using the same nucleotide “language.” Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. The transcription of DNA into RNA is like a reporter’s transcription of a political speech. In both situations, the language remains the same, although in the case of the reporter, it changes its form from spoken to written language. 2. The sequential information in DNA and RNA is analogous to the sequential information in the letters of a sentence. This analogy is also helpful when explaining the impact of insertion or deletion mutations that cause a shift in the reading frame (see Module 10.16). © 2012 Pearson Education, Inc. 51

10.7 Genetic information written in codons is translated into amino acid sequences
The flow of information from gene to protein is based on a triplet code: the genetic instructions for the amino acid sequence of a polypeptide chain are written in DNA and RNA as a series of nonoverlapping three-base “words” called codons. Translation involves switching from the nucleotide “language” to the amino acid “language.” Each amino acid is specified by a codon. 64 codons are possible. Some amino acids have more than one possible codon. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. The transcription of DNA into RNA is like a reporter’s transcription of a political speech. In both situations, the language remains the same, although in the case of the reporter, it changes its form from spoken to written language. 2. The sequential information in DNA and RNA is analogous to the sequential information in the letters of a sentence. This analogy is also helpful when explaining the impact of insertion or deletion mutations that cause a shift in the reading frame (see Module 10.16). © 2012 Pearson Education, Inc. 52

Figure 10.7 Transcription and translation of codons DNA
DNA molecule Gene 1 Gene 2 Gene 3 Figure 10.7 Transcription and translation of codons DNA A A A C C G G C A A A A Transcription RNA U U U G G C C G U U U U Translation Codon Polypeptide Amino acid 53

DNA Transcription RNA Codon Translation Polypeptide Amino acid A A A C
Figure 10.7_1 DNA A A A C C G G C A A A A Transcription U U U G G C C G U U U U RNA Codon Translation Figure 10.7_1 Transcription and translation of codons (partial) Polypeptide Amino acid 54

10.8 The genetic code dictates how codons are translated into amino acids
Characteristics of the genetic code Three nucleotides specify one amino acid. 61 codons correspond to amino acids. AUG codes for methionine and signals the start of transcription. 3 “stop” codons signal the end of translation. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. You may want to note the parallel between the discovery in 1799 of the Rosetta stone, which provided the key that enabled scholars to crack the previously indecipherable hieroglyphic code, and the cracking of the genetic code in Consider challenging your students to explain what part of the genetic code is similar to the Rosetta stone. This could be a short in-class activity for small groups. 2. The authors note the universal use of the genetic code in all forms of life. The evolutionary significance of this fundamental, universal language is a reminder of the shared ancestry of all life. The universal genetic code is part of the overwhelming evidence for evolution. © 2012 Pearson Education, Inc. 55

10.8 The genetic code dictates how codons are translated into amino acids
The genetic code is redundant, with more than one codon for some amino acids, unambiguous in that any codon for one amino acid does not code for any other amino acid, nearly universal—the genetic code is shared by organisms from the simplest bacteria to the most complex plants and animals, and without punctuation in that codons are adjacent to each other with no gaps in between. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. You may want to note the parallel between the discovery in 1799 of the Rosetta stone, which provided the key that enabled scholars to crack the previously indecipherable hieroglyphic code, and the cracking of the genetic code in Consider challenging your students to explain what part of the genetic code is similar to the Rosetta stone. This could be a short in-class activity for small groups. 2. The authors note the universal use of the genetic code in all forms of life. The evolutionary significance of this fundamental, universal language is a reminder of the shared ancestry of all life. The universal genetic code is part of the overwhelming evidence for evolution. © 2012 Pearson Education, Inc. 56

T A C T T C A A A A T C A T G A A G T T T T A G
Figure 10.8B_s1 Strand to be transcribed T A C T T C A A A A T C DNA A T G A A G T T T T A G Figure 10.8B_s1 Deciphering the genetic information in DNA (step 1) 57

T A C T T C A A A A T C A T G A A G T T T T A G A U G A A G U U U U A
Figure 10.8B_s2 Strand to be transcribed T A C T T C A A A A T C DNA A T G A A G T T T T A G Transcription RNA A U G A A G U U U U A G Figure 10.8B_s2 Deciphering the genetic information in DNA (step 2) 58

T A C T T C A A A A T C A T G A A G T T T T A G A U G A A G U U U U A
Figure 10.8B_s3 Strand to be transcribed T A C T T C A A A A T C DNA A T G A A G T T T T A G Transcription RNA A U G A A G U U U U A G Figure 10.8B_s3 Deciphering the genetic information in DNA (step 3) Start codon Stop codon Translation Polypeptide Met Lys Phe 59

10.9 Transcription produces genetic messages in the form of RNA
Overview of transcription An RNA molecule is transcribed from a DNA template by a process that resembles the synthesis of a DNA strand during DNA replication. RNA nucleotides are linked by the transcription enzyme RNA polymerase. Specific sequences of nucleotides along the DNA mark where transcription begins and ends. The “start transcribing” signal is a nucleotide sequence called a promoter. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. As students learn about transcription, they might wonder which of the two strands of DNA is read. This uncertainty may add to the confusion about the details of the process, and students might not even think to ask. As noted in Module 10.9, the location of the promoter, a specific binding site for RNA polymerase, determines which strand is read. Teaching Tips Another advantage to the use of RNA to direct protein synthesis is that the original code (DNA) remains safely within the nucleus, away from the many potentially damaging chemicals in the cytoplasm. This is like making photocopies of important documents for study, keeping the originals safely stored away. © 2012 Pearson Education, Inc. 60

10.9 Transcription produces genetic messages in the form of RNA
Transcription begins with initiation, as the RNA polymerase attaches to the promoter. During the second phase, elongation, the RNA grows longer. As the RNA peels away, the DNA strands rejoin. Finally, in the third phase, termination, the RNA polymerase reaches a sequence of bases in the DNA template called a terminator, which signals the end of the gene. The polymerase molecule now detaches from the RNA molecule and the gene. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. As students learn about transcription, they might wonder which of the two strands of DNA is read. This uncertainty may add to the confusion about the details of the process, and students might not even think to ask. As noted in Module 10.9, the location of the promoter, a specific binding site for RNA polymerase, determines which strand is read. Teaching Tips Another advantage to the use of RNA to direct protein synthesis is that the original code (DNA) remains safely within the nucleus, away from the many potentially damaging chemicals in the cytoplasm. This is like making photocopies of important documents for study, keeping the originals safely stored away. Animation: Transcription © 2012 Pearson Education, Inc. 61

Direction of transcription Template strand of DNA
Figure 10.9A Free RNA nucleotides RNA polymerase T C C A A T A U T C T G U G A C C A U C C A C A G T A G G T T A Figure 10.9A A close-up view of transcription Direction of transcription Template strand of DNA Newly made RNA 62

Terminator DNA RNA polymerase DNA of gene Promoter DNA Initiation
Figure 10.9B RNA polymerase Terminator DNA DNA of gene Promoter DNA 1 Initiation 2 Elongation Area shown in Figure 10.9A Figure 10.9B The transcription of a gene Growing RNA 3 Termination Completed RNA RNA polymerase 63

RNA polymerase Terminator DNA DNA of gene Promoter DNA 1 Initiation
Figure 10.9B_1 RNA polymerase Terminator DNA DNA of gene Promoter DNA 1 Initiation Figure 10.9B_1 The transcription of a gene (part 1) 64

2 Elongation Area shown in Figure 10.9A Growing RNA Figure 10.9B_2
Figure 10.9B_2 The transcription of a gene (part 2) Growing RNA 65

Growing RNA 3 Termination Completed RNA RNA polymerase Figure 10.9B_3
Figure 10.9B_3 The transcription of a gene (part 3) Completed RNA RNA polymerase 66

10.10 Eukaryotic RNA is processed before leaving the nucleus as mRNA
Messenger RNA (mRNA) encodes amino acid sequences and conveys genetic messages from DNA to the translation machinery of the cell, which in prokaryotes, occurs in the same place that mRNA is made, but in eukaryotes, mRNA must exit the nucleus via nuclear pores to enter the cytoplasm. Eukaryotic mRNA has introns, interrupting sequences that separate exons, the coding regions. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips Many analogies can be developed to represent the selective expression of a gene requiring the deletion of introns. Instructors that only assign some modules of a chapter are treating the chapters like sections of exons and introns, portions to be read and portions to be skipped. Alternately, students who highlight a chapter might be thought of as editing the book into exons, portions to be reviewed, and introns, nonhighlighted sections that will not be studied. Both analogies are imperfect, but may still convey the concept of selective reading. © 2012 Pearson Education, Inc. 67

10.10 Eukaryotic RNA is processed before leaving the nucleus as mRNA
Eukaryotic mRNA undergoes processing before leaving the nucleus. RNA splicing removes introns and joins exons to produce a continuous coding sequence. A cap and tail of extra nucleotides are added to the ends of the mRNA to facilitate the export of the mRNA from the nucleus, protect the mRNA from attack by cellular enzymes, and help ribosomes bind to the mRNA. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips Many analogies can be developed to represent the selective expression of a gene requiring the deletion of introns. Instructors that only assign some modules of a chapter are treating the chapters like sections of exons and introns, portions to be read and portions to be skipped. Alternately, students who highlight a chapter might be thought of as editing the book into exons, portions to be reviewed, and introns, nonhighlighted sections that will not be studied. Both analogies are imperfect, but may still convey the concept of selective reading. © 2012 Pearson Education, Inc. 68

Transcription Addition of cap and tail Cap
Figure 10.10 Exon Intron Exon Intron Exon DNA Transcription Addition of cap and tail Cap RNA transcript with cap and tail Introns removed Tail Exons spliced together mRNA Coding sequence Figure The production of eukaryotic mRNA NUCLEUS CYTOPLASM 69

10.11 Transfer RNA molecules serve as interpreters during translation
Transfer RNA (tRNA) molecules function as a language interpreter, converting the genetic message of mRNA into the language of proteins. Transfer RNA molecules perform this interpreter task by picking up the appropriate amino acid and using a special triplet of bases, called an anticodon, to recognize the appropriate codons in the mRNA. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips The unique structure of tRNA, with binding sites for an amino acid and its codon, permits the translation of the genetic code. Like an interpreter who speaks two languages, the tRNA molecules match codons to the specified amino acid. © 2012 Pearson Education, Inc. 70

Amino acid attachment site A simplified schematic of a tRNA
Figure 10.11A Amino acid attachment site Hydrogen bond RNA polynucleotide chain Figure 10.11A The structure of tRNA Anticodon A tRNA molecule, showing its polynucleotide strand and hydrogen bonding A simplified schematic of a tRNA 71

10.12 Ribosomes build polypeptides
Translation occurs on the surface of the ribosome. Ribosomes coordinate the functioning of mRNA and tRNA and, ultimately, the synthesis of polypeptides. Ribosomes have two subunits: small and large. Each subunit is composed of ribosomal RNAs and proteins. Ribosomal subunits come together during translation. Ribosomes have binding sites for mRNA and tRNAs. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. Students might wonder why the details of transcription and translation are important. As the text notes, differences in the composition of prokaryotic and eukaryotic ribosomes form the basis of action for antibiotics. By identifying differences, we can develop drugs that target crucial features of prokaryotic pathogens without harming their eukaryotic hosts. 2. Ribosomal RNA is transcribed in the nucleolus of eukaryotic cells. The ribosomal subunits are assembled in the nucleus using proteins imported from the cytosol. These subunits are then exported to the cytosol, where they are only assembled into a functional ribosome when they attach to an mRNA molecule. Some of these details are not specifically noted in the text, but may be required to fill out your explanations. 3. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. © 2012 Pearson Education, Inc. 72

tRNA binding sites Large subunit P site A site Small subunit
Figure 10.12B tRNA binding sites Large subunit P site A site Small subunit Figure 10.12B A ribosome with empty binding sites mRNA binding site 73

The next amino acid to be added to the polypeptide Growing polypeptide
Figure 10.12C The next amino acid to be added to the polypeptide Growing polypeptide mRNA tRNA Codons Figure 10.12C A ribosome with occupied binding sites 74

10.13 An initiation codon marks the start of an mRNA message
Translation can be divided into the same three phases as transcription: initiation, elongation, and termination. Initiation brings together mRNA, a tRNA bearing the first amino acid, and the two subunits of a ribosome. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. Ribosomal RNA is transcribed in the nucleolus of eukaryotic cells. The ribosomal subunits are assembled in the nucleus using proteins imported from the cytosol. These subunits are then exported to the cytosol, where they are only assembled into a functional ribosome when they attach to an mRNA molecule. Some of these details are not specifically noted in the text, but may be required to fill out your explanations. 2. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. © 2012 Pearson Education, Inc. 75

10.13 An initiation codon marks the start of an mRNA message
Initiation establishes where translation will begin. Initiation occurs in two steps. An mRNA molecule binds to a small ribosomal subunit and the first tRNA binds to mRNA at the start codon. The start codon reads AUG and codes for methionine. The first tRNA has the anticodon UAC. A large ribosomal subunit joins the small subunit, allowing the ribosome to function. The first tRNA occupies the P site, which will hold the growing peptide chain. The A site is available to receive the next tRNA. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. Ribosomal RNA is transcribed in the nucleolus of eukaryotic cells. The ribosomal subunits are assembled in the nucleus using proteins imported from the cytosol. These subunits are then exported to the cytosol, where they are only assembled into a functional ribosome when they attach to an mRNA molecule. Some of these details are not specifically noted in the text, but may be required to fill out your explanations. 2. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. © 2012 Pearson Education, Inc. 76

Start of genetic message
Figure 10.13A Start of genetic message Cap Figure 10.13A A molecule of eukaryotic mRNA End Tail 77

Large ribosomal subunit
Figure 10.13B Met Met Initiator tRNA Large ribosomal subunit P site A site mRNA U A C U A C A U G A U G Start codon Figure 10.13B The initiation of translation Small ribosomal subunit 1 2 78

10.14 Elongation adds amino acids to the polypeptide chain until a stop codon terminates translation
Once initiation is complete, amino acids are added one by one to the first amino acid. Elongation is the addition of amino acids to the polypeptide chain. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. Students might want to think of the A and P sites as stages in an assembly line. The A site is where a new amino acid is brought in, according to the blueprint of the codon on the mRNA. The P site is where the growing product/polypeptide is anchored as it is being built. To help students better remember details of translation, they might think of the letters for the two sites as meaning A for addition, where an amino acid is added, and P for polypeptide, where the growing polypeptide is located. 2. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. © 2012 Pearson Education, Inc. 79

10.14 Elongation adds amino acids to the polypeptide chain until a stop codon terminates translation
Each cycle of elongation has three steps. Codon recognition: The anticodon of an incoming tRNA molecule, carrying its amino acid, pairs with the mRNA codon in the A site of the ribosome. Peptide bond formation: The new amino acid is joined to the chain. Translocation: tRNA is released from the P site and the ribosome moves tRNA from the A site into the P site. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. Students might want to think of the A and P sites as stages in an assembly line. The A site is where a new amino acid is brought in, according to the blueprint of the codon on the mRNA. The P site is where the growing product/polypeptide is anchored as it is being built. To help students better remember details of translation, they might think of the letters for the two sites as meaning A for addition, where an amino acid is added, and P for polypeptide, where the growing polypeptide is located. 2. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. © 2012 Pearson Education, Inc. 80

Animation: Translation
10.14 Elongation adds amino acids to the polypeptide chain until a stop codon terminates translation Elongation continues until the termination stage of translation, when the ribosome reaches a stop codon, the completed polypeptide is freed from the last tRNA, and the ribosome splits back into its separate subunits. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. Students might want to think of the A and P sites as stages in an assembly line. The A site is where a new amino acid is brought in, according to the blueprint of the codon on the mRNA. The P site is where the growing product/polypeptide is anchored as it is being built. To help students better remember details of translation, they might think of the letters for the two sites as meaning A for addition, where an amino acid is added, and P for polypeptide, where the growing polypeptide is located. 2. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. Animation: Translation © 2012 Pearson Education, Inc. 81

Polypeptide Amino acid Anticodon mRNA Codons Codon recognition P site
Figure 10.14_s1 Polypeptide Amino acid P site A site Anticodon mRNA Codons 1 Codon recognition Figure 10.14_s1 Polypeptide elongation (step 1) 82

Polypeptide Amino acid Anticodon mRNA Codons Codon recognition
Figure 10.14_s2 Polypeptide Amino acid P site A site Anticodon mRNA Codons 1 Codon recognition Figure 10.14_s2 Polypeptide elongation (step 2) 2 Peptide bond formation 83

Figure 10.14_s3 Polypeptide Amino acid P site A site Anticodon mRNA Codons 1 Codon recognition Figure 10.14_s3 Polypeptide elongation (step 3) 2 Peptide bond formation New peptide bond 3 Translocation 84

Figure 10.14_s4 Polypeptide Amino acid P site A site Anticodon mRNA Codons 1 Codon recognition mRNA movement Stop codon Figure 10.14_s4 Polypeptide elongation (step 4) 2 Peptide bond formation New peptide bond 3 Translocation 85

10.15 Review: The flow of genetic information in the cell is DNA  RNA  protein
Transcription is the synthesis of RNA from a DNA template. In eukaryotic cells, transcription occurs in the nucleus and the mRNA must travel from the nucleus to the cytoplasm. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. 2. After translation is addressed, consider asking your students (working singly or in small groups) to list all of the places where base pairing is used (in the construction of a DNA molecule during DNA replication, in transcription, and during translation when the tRNA attaches). © 2012 Pearson Education, Inc. 86

10.15 Review: The flow of genetic information in the cell is DNA  RNA  protein
Translation can be divided into four steps, all of which occur in the cytoplasm: amino acid attachment, initiation of polypeptide synthesis, elongation, and termination. Student Misconceptions and Concerns Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. Teaching Tips 1. If you use a train analogy for the assembly of monomers into polymers, the DNA and RNA trains are traded in on a three-for-one basis for the polypeptide train during translation. In general, this produces polypeptides that have about one-third as many monomers as the mRNA that coded for them. 2. After translation is addressed, consider asking your students (working singly or in small groups) to list all of the places where base pairing is used (in the construction of a DNA molecule during DNA replication, in transcription, and during translation when the tRNA attaches). © 2012 Pearson Education, Inc. 87

Figure 10.15 A summary of transcription and translation
DNA mRNA 1 Transcription RNA polymerase Translation CYTOPLASM Amino acid Amino acid 2 attachment Enzyme tRNA ATP Anticodon Initiator tRNA Large ribosomal subunit 3 Initiation of polypeptide synthesis Start Codon Small ribosomal subunit mRNA New peptide bond forming Growing polypeptide Figure A summary of transcription and translation 4 Elongation Codons mRNA Polypeptide 5 Termination Stop codon 88

Transcription DNA Transcription mRNA RNA polymerase 1 Figure 10.15_1
Figure 10.15_1 A summary of transcription and translation (part 1) 89

Large ribosomal subunit Initiation of polypeptide synthesis
Figure 10.15_2 CYTOPLASM Translation Amino acid 2 Amino acid attachment Enzyme tRNA ATP Anticodon Initiator tRNA Large ribosomal subunit 2 3 Initiation of Figure 10.15_2 A summary of transcription and translation (part 2) polypeptide synthesis Start Codon Small ribosomal subunit mRNA 90

New peptide bond forming Growing polypeptide
Figure 10.15_3 New peptide bond forming Growing polypeptide 4 Elongation Codons mRNA Polypeptide Figure 10.15_3 A summary of transcription and translation (part 3) 5 Termination Stop codon 91

10.16 Mutations can change the meaning of genes
A mutation is any change in the nucleotide sequence of DNA. Mutations can involve large chromosomal regions or just a single nucleotide pair. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. Mutations are often discussed as part of evolutionary mechanisms. In this sense, mutations may be considered a part of a creative process. The dual nature of mutations, potentially deadly yet potentially innovative, should be clarified. Teaching Tips 1. A simple way to demonstrate the effect of a reading frame shift is to have students compare the following three sentences. The first is a simple sentence. However, look what happens when a letter is added (2) or deleted (3). The reading frame, or words, are re-formed into nonsense. (1) The big red pig ate the red rag. (2) The big res dpi gat eth ere dra g. (3) The big rep iga tet her edr ag. 2. The authors have noted elsewhere that “A random mutation is like a random shot in the dark. It is not likely to improve a genome any more than shooting a bullet through the hood of a car is likely to improve engine performance!” © 2012 Pearson Education, Inc. 92

Mutations within a gene can be divided into two general categories. Base substitutions involve the replacement of one nucleotide with another. Base substitutions may have no effect at all, producing a silent mutation, change the amino acid coding, producing a missense mutation, which produces a different amino acid, lead to a base substitution that produces an improved protein that enhances the success of the mutant organism and its descendant, or change an amino acid into a stop codon, producing a nonsense mutation. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. Mutations are often discussed as part of evolutionary mechanisms. In this sense, mutations may be considered a part of a creative process. The dual nature of mutations, potentially deadly yet potentially innovative, should be clarified. Teaching Tips 1. A simple way to demonstrate the effect of a reading frame shift is to have students compare the following three sentences. The first is a simple sentence. However, look what happens when a letter is added (2) or deleted (3). The reading frame, or words, are re-formed into nonsense. (1) The big red pig ate the red rag. (2) The big res dpi gat eth ere dra g. (3) The big rep iga tet her edr ag. 2. The authors have noted elsewhere that “A random mutation is like a random shot in the dark. It is not likely to improve a genome any more than shooting a bullet through the hood of a car is likely to improve engine performance!” © 2012 Pearson Education, Inc. 93

Mutations can result in deletions or insertions that may alter the reading frame (triplet grouping) of the mRNA, so that nucleotides are grouped into different codons, lead to significant changes in amino acid sequence downstream of the mutation, and produce a nonfunctional polypeptide. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. Mutations are often discussed as part of evolutionary mechanisms. In this sense, mutations may be considered a part of a creative process. The dual nature of mutations, potentially deadly yet potentially innovative, should be clarified. Teaching Tips 1. A simple way to demonstrate the effect of a reading frame shift is to have students compare the following three sentences. The first is a simple sentence. However, look what happens when a letter is added (2) or deleted (3). The reading frame, or words, are re-formed into nonsense. (1) The big red pig ate the red rag. (2) The big res dpi gat eth ere dra g. (3) The big rep iga tet her edr ag. 2. The authors have noted elsewhere that “A random mutation is like a random shot in the dark. It is not likely to improve a genome any more than shooting a bullet through the hood of a car is likely to improve engine performance!” © 2012 Pearson Education, Inc. 94

Mutagenesis is the production of mutations. Mutations can be caused by spontaneous errors that occur during DNA replication or recombination or mutagens, which include high-energy radiation such as X-rays and ultraviolet light and chemicals. Student Misconceptions and Concerns 1. Beginning college students are often intensely focused on writing detailed notes. The risk is that they will miss the overall patterns and the broader significance of the topics discussed. Consider a gradual approach to the subjects of transcription and translation, beginning quite generally and testing comprehension, before venturing into the finer mechanics of each process. 2. Mutations are often discussed as part of evolutionary mechanisms. In this sense, mutations may be considered a part of a creative process. The dual nature of mutations, potentially deadly yet potentially innovative, should be clarified. Teaching Tips 1. A simple way to demonstrate the effect of a reading frame shift is to have students compare the following three sentences. The first is a simple sentence. However, look what happens when a letter is added (2) or deleted (3). The reading frame, or words, are re-formed into nonsense. (1) The big red pig ate the red rag. (2) The big res dpi gat eth ere dra g. (3) The big rep iga tet her edr ag. 2. The authors have noted elsewhere that “A random mutation is like a random shot in the dark. It is not likely to improve a genome any more than shooting a bullet through the hood of a car is likely to improve engine performance!” © 2012 Pearson Education, Inc. 95

Sickle-cell hemoglobin
Figure 10.16A Normal hemoglobin DNA Mutant hemoglobin DNA C T T C A T mRNA mRNA G A A G U A Normal hemoglobin Figure 10.16A The molecular basis of sickle-cell disease Sickle-cell hemoglobin Glu Val 96

Nucleotide substitution
Figure 10.16B Normal gene A U G A A G U U U G G C G C A mRNA Protein Met Lys Phe Gly Ala Nucleotide substitution A U G A A G U U U A G C G C A Met Lys Phe Ser Ala U Deleted Nucleotide deletion A U G A A G U U G G C G C A U Figure 10.16B Types of mutations and their effects Met Lys Leu Ala His Inserted Nucleotide insertion A U G A A G U U G U G G C G C Met Lys Leu Ala His 97

10.17 Viral DNA may become part of the host chromosome
A virus is essentially “genes in a box,” an infectious particle consisting of a bit of nucleic acid, wrapped in a protein coat called a capsid, and in some cases, a membrane envelope. Viruses have two types of reproductive cycles. In the lytic cycle, viral particles are produced using host cell components, the host cell lyses, and viruses are released. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips Students (and instructors) might enjoy thinking of a prophage as a smudge mark on the master copy of a class handout. The smudge is replicated every time the original is copied! © 2012 Pearson Education, Inc. 98

10.17 Viral DNA may become part of the host chromosome
2. In the Lysogenic cycle Viral DNA is inserted into the host chromosome by recombination. Viral DNA is duplicated along with the host chromosome during each cell division. The inserted phage DNA is called a prophage. Most prophage genes are inactive. Environmental signals can cause a switch to the lytic cycle, causing the viral DNA to be excised from the bacterial chromosome and leading to the death of the host cell. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips Students (and instructors) might enjoy thinking of a prophage as a smudge mark on the master copy of a class handout. The smudge is replicated every time the original is copied! Animation: Phage Lambda Lysogenic and Lytic Cycles Animation: Phage T4 Lytic Cycle © 2012 Pearson Education, Inc. 99

The phage DNA circularizes
Figure 10.17_s1 Phage Attaches to cell Phage DNA Bacterial chromosome 4 The cell lyses, releasing phages 1 The phage injects its DNA Lytic cycle Phages assemble 2 The phage DNA circularizes Figure 10.17_s1 Two types of phage replication cycles (step 1) 3 New phage DNA and proteins are synthesized 100

Figure 10.17_s2 Phage Attaches to cell Phage DNA Bacterial chromosome 4 The cell lyses, releasing phages 1 The phage injects its DNA 7 Environmental stress Many cell divisions Lytic cycle Lysogenic cycle Phages assemble 2 The phage DNA circularizes 6 The lysogenic bacterium replicates normally Prophage Figure 10.17_s2 Two types of phage replication cycles (step 2) OR 3 New phage DNA and proteins are synthesized 5 Phage DNA inserts into the bacterial chromosome by recombination 101

Figure 10.17_1 Phage Attaches to cell Bacterial chromosome Phage DNA 4 The cell lyses, releasing phages 1 The phage injects its DNA Lytic cycle Figure 10.17_1 Two types of phage replication cycles (part 1) Phages assemble 2 The phage DNA circularizes 3 New phage DNA and proteins are synthesized 102

Figure 10.17_2 Phage Attaches to cell Phage DNA Bacterial chromosome The phage injects its DNA 1 7 Environmental stress Many cell divisions Lysogenic cycle Figure 10.17_2 Two types of phage replication cycles (part 2) 2 The phage DNA circularizes 6 The lysogenic bacterium replicates normally, copying the prophage at each cell division Prophage 5 Phage DNA inserts into the bacterial chromosome by recombination 103

10.18 CONNECTION: Many viruses cause disease in animals and plants
Viruses can cause disease in animals and plants. DNA viruses and RNA viruses cause disease in animals. A typical animal virus has a membranous outer envelope and projecting spikes of glycoprotein. The envelope helps the virus enter and leave the host cell. Many animal viruses have RNA rather than DNA as their genetic material. These include viruses that cause the common cold, measles, mumps, polio, and AIDS. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips As noted in Module 10.18, viruses can spread throughout a plant by moving through plasmodesmata. This is like smoke spreading throughout a building by moving through air ducts. © 2012 Pearson Education, Inc. 104

The reproductive cycle of the mumps virus, a typical enveloped RNA virus, has seven major steps: entry of the protein-coated RNA into the cell, uncoating—the removal of the protein coat, RNA synthesis—mRNA synthesis using a viral enzyme, protein synthesis—mRNA is used to make viral proteins, new viral genome production—mRNA is used as a template to synthesize new viral genomes, assembly—the new coat proteins assemble around the new viral RNA, and exit—the viruses leave the cell by cloaking themselves in the host cell’s plasma membrane. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips As noted in Module 10.18, viruses can spread throughout a plant by moving through plasmodesmata. This is like smoke spreading throughout a building by moving through air ducts. © 2012 Pearson Education, Inc. 105

Some animal viruses, such as herpesviruses, reproduce in the cell nucleus. Most plant viruses are RNA viruses. To infect a plant, they must get past the outer protective layer of the plant. Viruses spread from cell to cell through plasmodesmata. Infection can spread to other plants by insects, herbivores, humans, or farming tools. There are no cures for most viral diseases of plants or animals. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips As noted in Module 10.18, viruses can spread throughout a plant by moving through plasmodesmata. This is like smoke spreading throughout a building by moving through air ducts. Animation: Simplified Viral Reproductive Cycle © 2012 Pearson Education, Inc. 106

Plasma membrane of host cell
Figure 10.18 Glycoprotein spike Protein coat Membranous envelope Viral RNA (genome) Plasma membrane of host cell 1 Entry CYTOPLASM 2 Uncoating Viral RNA (genome) 3 RNA synthesis by viral enzyme Protein synthesis 4 5 RNA synthesis (other strand) Template mRNA New viral genome Figure The replication cycle of an enveloped RNA virus New viral proteins 6 6 Assembly Exit 7 107

Plasma membrane of host cell
Figure 10.18_1 Glycoprotein spike Protein coat Membranous envelope Viral RNA (genome) Entry CYTOPLASM Plasma membrane of host cell 1 2 Uncoating Figure 10.18_1 The replication cycle of an enveloped RNA virus (part 1) Viral RNA (genome) RNA synthesis by viral enzyme 3 108

RNA synthesis (other strand)
Figure 10.18_2 Protein synthesis RNA synthesis (other strand) 4 5 Template mRNA New viral genome New viral proteins 6 Assembly Figure 10.18_2 The replication cycle of an enveloped RNA virus (part 2) Exit 7 109

10.19 EVOLUTION CONNECTION: Emerging viruses threaten human health
Viruses that appear suddenly or are new to medical scientists are called emerging viruses. These include the AIDS virus, Ebola virus, West Nile virus, and SARS virus. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips 1. There is an interesting relationship between the speed at which a virus kills or debilitates a host and the extent to which it spreads from one organism to another. This is something to consider for a class discussion. Compare two viral infections. Infection A multiplies within the host, is spread by the host to other people through casual contact, but does not cause its lethal symptoms until 5–10 years after infection. Virus B kills the host within 1–2 days of infection, is easily transmitted, and causes severe symptoms within hours of contact. Which virus is likely to spread the fastest through the human population on Earth? Which might be considered the most dangerous to humans? 2. Students might wonder why a person needs to get a new seasonal flu vaccination every year. The annual mutations and variations in flu viruses require the production of a new flu vaccine annually. The Centers for Disease Control and Prevention monitors patterns of flu outbreaks, especially in Asia (where many variations of flu viruses originate). They must predict which strains are most likely to be dangerous in the coming year and then synthesize an appropriate vaccine. © 2012 Pearson Education, Inc. 110

10.19 EVOLUTION CONNECTION: Emerging viruses threaten human health
Three processes contribute to the emergence of viral diseases: mutation—RNA viruses mutate rapidly. contact between species—viruses from other animals spread to humans. spread from isolated human populations to larger human populations, often over great distances. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips 1. There is an interesting relationship between the speed at which a virus kills or debilitates a host and the extent to which it spreads from one organism to another. This is something to consider for a class discussion. Compare two viral infections. Infection A multiplies within the host, is spread by the host to other people through casual contact, but does not cause its lethal symptoms until 5–10 years after infection. Virus B kills the host within 1–2 days of infection, is easily transmitted, and causes severe symptoms within hours of contact. Which virus is likely to spread the fastest through the human population on Earth? Which might be considered the most dangerous to humans? 2. Students might wonder why a person needs to get a new seasonal flu vaccination every year. The annual mutations and variations in flu viruses require the production of a new flu vaccine annually. The Centers for Disease Control and Prevention monitors patterns of flu outbreaks, especially in Asia (where many variations of flu viruses originate). They must predict which strains are most likely to be dangerous in the coming year and then synthesize an appropriate vaccine. © 2012 Pearson Education, Inc. 111

10.20 The AIDS virus makes DNA on an RNA template
AIDS (acquired immunodeficiency syndrome) is caused by HIV (human immunodeficiency virus). HIV is an RNA virus, has two copies of its RNA genome, carries molecules of reverse transcriptase, which causes reverse transcription, producing DNA from an RNA template. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. 3. Many misconceptions about AIDS exist. A list of 18 common misconceptions is located at Teaching Tips 1. The Centers for Disease Control and Prevention has extensive information about AIDS at 2. Students often do not understand the disproportionate distribution of HIV infections and AIDS in our world. Consider an Internet assignment, asking students to identify the regions of the world most affected by HIV/AIDS and then discuss why this uneven distribution of disease exists. © 2012 Pearson Education, Inc. 112

RNA (two identical strands)
Figure 10.20A Envelope Glycoprotein Protein coat RNA (two identical strands) Reverse transcriptase (two copies) Figure 10.20A A model of HIV structure 113

10.20 The AIDS virus makes DNA on an RNA template
After HIV RNA is uncoated in the cytoplasm of the host cell, reverse transcriptase makes one DNA strand from RNA, reverse transcriptase adds a complementary DNA strand, double-stranded viral DNA enters the nucleus and integrates into the chromosome, becoming a provirus, the provirus DNA is used to produce mRNA, the viral mRNA is translated to produce viral proteins, and new viral particles are assembled, leave the host cell, and can then infect other cells. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. 3. Many misconceptions about AIDS exist. A list of 18 common misconceptions is located at Teaching Tips 1. The Centers for Disease Control and Prevention has extensive information about AIDS at 2. Students often do not understand the disproportionate distribution of HIV infections and AIDS in our world. Consider an Internet assignment, asking students to identify the regions of the world most affected by HIV/AIDS and then discuss why this uneven distribution of disease exists. Animation: HIV Reproductive Cycle © 2012 Pearson Education, Inc. 114

Reverse transcriptase
Figure 10.20B CYTOPLASM Viral RNA Reverse transcriptase 1 NUCLEUS DNA strand Chromosomal DNA 2 Double- stranded DNA 3 Provirus DNA 4 Viral RNA and proteins 5 RNA Figure 10.20B The behavior of HIV nucleic acid in a host cell 6 115

10.21 Viroids and prions are formidable pathogens in plants and animals
Some infectious agents are made only of RNA or protein. Viroids are small, circular RNA molecules that infect plants. Viroids replicate within host cells without producing proteins and interfere with plant growth. Prions are infectious proteins that cause degenerative brain diseases in animals. Prions appear to be misfolded forms of normal brain proteins, which convert normal protein to misfolded form. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips Viroids can cause significant damage to plants. More than 30 million coconut palms in the Philippines have been killed by viroids. © 2012 Pearson Education, Inc. 116

10.22 Bacteria can transfer DNA in three ways
Viral reproduction allows researchers to learn more about the mechanisms that regulate DNA replication and gene expression in living cells. Bacteria are also valuable but for different reasons. Bacterial DNA is found in a single, closed loop, chromosome. Bacterial cells divide by replication of the bacterial chromosome and then by binary fission. Because binary fission is an asexual process, bacteria in a colony are genetically identical to the parent cell. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips 1. The authors note that the figures in Module represent the size of the bacterial chromosome as much smaller than they actually are. They note that a bacterial chromosome is hundreds of times longer than the cell. These chromosomes use extensive folding to fit inside the cell. 2. You might challenge students to explain why conjugation is sometimes called bacterial sex. Students might note that two organisms cooperate to produce a new, genetically unique bacterium. © 2012 Pearson Education, Inc. 117

10.22 Bacteria can transfer DNA in three ways
Bacteria use three mechanisms to move genes from cell to cell. Transformation is the uptake of DNA from the surrounding environment. Transduction is gene transfer by phages. Conjugation is the transfer of DNA from a donor to a recipient bacterial cell through a cytoplasmic (mating) bridge. Once new DNA gets into a bacterial cell, part of it may then integrate into the recipient’s chromosome. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips 1. The authors note that the figures in Module represent the size of the bacterial chromosome as much smaller than they actually are. They note that a bacterial chromosome is hundreds of times longer than the cell. These chromosomes use extensive folding to fit inside the cell. 2. You might challenge students to explain why conjugation is sometimes called bacterial sex. Students might note that two organisms cooperate to produce a new, genetically unique bacterium. © 2012 Pearson Education, Inc. 118

A fragment of DNA from another bacterial cell
Figure 10.22A DNA enters cell A fragment of DNA from another bacterial cell Figure 10.22A Transformation Bacterial chromosome (DNA) 119

A fragment of DNA from another bacterial cell (former phage host)
Figure 10.22B Phage A fragment of DNA from another bacterial cell (former phage host) Figure 10.22B Transduction 120

Mating bridge Sex pili Donor cell Recipient cell Figure 10.22C
Figure 10.22C Conjugation Donor cell Recipient cell 121

Recipient cell’s chromosome Recombinant chromosome
Figure 10.22D Donated DNA Crossovers Degraded DNA Figure 10.22D The integration of donated DNA into the recipient cell’s chromosome Recipient cell’s chromosome Recombinant chromosome 122

10.23 Bacterial plasmids can serve as carriers for gene transfer
The ability of a donor E. coli cell to carry out conjugation is usually due to a specific piece of DNA called the F factor. During conjugation, the F factor is integrated into the bacterium’s chromosome. The donor chromosome starts replicating at the F factor’s origin of replication. The growing copy of the DNA peels off and heads into the recipient cell. The F factor serves as the leading end of the transferred DNA. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips 1. The figures in Module provide essential imagery for a detailed discussion of bacterial conjugation. The abstract details presented in Module are likely new to most of your students. 2. Module notes the possible consequences of widespread use of antibiotics. Consider asking your students to consider the value of widespread use of antibacterial soaps throughout their homes. © 2012 Pearson Education, Inc. 123

F factor starts replication and transfer of chromosome
Figure 10.23A-B F factor (integrated) F factor (plasmid) Donor Donor Origin of F replication Bacterial chromosome Bacterial chromosome F factor starts replication and transfer of chromosome F factor starts replication and transfer Recipient cell Figure 10.23A-B Transfer of chromosomal DNA by an integrated F factor (left) and transfer of an F factor plasmid (right) The plasmid completes its transfer and circularizes Only part of the chromosome transfers Recombination can occur The cell is now a donor 124

F factor starts replication and transfer of chromosome
Figure 10.23A F factor (integrated) Donor Origin of F replication Bacterial chromosome F factor starts replication and transfer of chromosome Recipient cell Figure 10.23A Transfer of chromosomal DNA by an integrated F factor Only part of the chromosome transfers Recombination can occur 125

10.23 Bacterial plasmids can serve as carriers for gene transfer
An F factor can also exist as a plasmid, a small circular DNA molecule separate from the bacterial chromosome. Some plasmids, including the F factor, can bring about conjugation and move to another cell in linear form. The transferred plasmid re-forms a circle in the recipient cell. R plasmids pose serious problems for human medicine by carrying genes for enzymes that destroy antibiotics. Student Misconceptions and Concerns 1. Students and many parents with young children expect antibiotics to be used to treat many respiratory infections, even though such infections may result from a virus. Students will benefit from a thorough explanation of why antibiotics are inappropriate for viral infections as well as the rising numbers of antibiotic-resistant bacteria that have evolved as a result of the overuse of antibiotics. 2. The success of modern medicine has perhaps led to overconfidence in our ability to treat disease. Students often do not understand that there are few successful treatments for viral infections. Instead, the best defense against viruses is prevention, by reducing the chances of contacting the virus and through the use of vaccines. Teaching Tips 1. The figures in Module provide essential imagery for a detailed discussion of bacterial conjugation. The abstract details presented in Module are likely new to most of your students. 2. Module notes the possible consequences of widespread use of antibiotics. Consider asking your students to consider the value of widespread use of antibacterial soaps throughout their homes. © 2012 Pearson Education, Inc. 126

F factor starts replication and transfer
Figure 10.23B F factor (plasmid) Donor Bacterial chromosome F factor starts replication and transfer Figure 10.23B Transfer of an F factor plasmid The plasmid completes its transfer and circularizes The cell is now a donor 127

Molecular Biology of the Gene

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