1. How many bonds are between them?
DO NOW QUESTIONS
What are the 4 bases?
How many bonds are between them?
30 minutes
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2. SWBAT… describe how DNA structure leads to genes and proteins.
Objective
SWBAT… describe how DNA structure leads to genes and proteins.
NGSS
HS-LS1-1
Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
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3. DNA has 4 repeating bases that are arranged in a unique order that leads to a unique organism.

4. What is a gene?
A gene is a certain amount of DNA which “codes for” a specific protein.
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 3

5. What are genes? Genes are made up of DNA.
Genes get passed from parents to offspring (parents to babies).
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 4

6. How are genes and DNA related?
Genes are the basic unit of genetics.
Human beings have approximately 20,000 genes!
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 5

7. How are genes and DNA related?
Certain numbers of genes get grouped into long molecules of DNA called chromosomes.
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 6

8. How are genes and DNA related?
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 7

9. How are DNA and genes related?
All forms of life use a code to change information from DNA into proteins.
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 8

10. What is the relationship between GENES and DNA?

11. Certain stretches of DNA are genes – protein “recipes”
DNA  proteins
Certain stretches of DNA are genes – protein “recipes”
The structure of DNA determines the structure of proteins!
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 10

12. Think of the bases of DNA like letters.
Letters (DNA) form words (genes)....
Words form sentences (proteins)....
              *endless                combinations

13. How are DNA and genes related?
The diversity of life arises from differences in DNA sequences.
We all have different DNA sequences – that’s what makes us different!
Student Misconceptions and Concerns
Students likely have heard the terms chromosome, DNA, and gene. But distinguishing between a chromosome and DNA is often difficult for students and defining a gene has been problematic even for scientists. Consider spending additional time to distinguish between these terms and note how our understanding has dramatically changed in the last 60 years.
Teaching Tips
The authors make an analogy between the four bases used to form genes and the 26 letters of the English alphabet used to create words and sentences. One could also make an analogy between the four bases and trains composed of four different types of railroad cars (perhaps an engine, boxcar, tanker, and caboose). Imagine how many different types of trains one could make using just 100 rail cars of four different types. (The answer is 4100.)
© 2012 Pearson Education, Inc. 12

14. DNA REPLICATION
the process by which DNA makes a copy of itself (cell division)
SEMI-CONSERVATIVE - half of the old strand is saved

15. Separation
The strand of DNA is unzipped by helicase.
The point of separation is called the replication fork.

16. Primase starts the new strand.
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
Primase starts the new strand.
DNA Polymerase adds new base pairs 5
Figure 10.5C How daughter DNA strands are synthesized 3
DNA ligase
Overall direction of replication 15

17. 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
DNA can also be transcribed and translated to obtain amino acids, which create a protein.
Figure 10.8B_s1 Deciphering the genetic information in DNA (step 1) 16

18. DNA --> RNA --> Protein
Proteins are the building blocks of the organism (traits)

19. RNA - the messenger
*single strand
*ribose sugar
*contains no thymine, uracil instead
*follows base pair rule, but A ⇒ U
DNA:   A  T  A   G  C  G
RNA:  

20. RNA carries the "message" to the ribosomes, where proteins are made

21. Translation involves switching from the nucleotide “language” to the amino acid “language.”
The flow of information from gene to protein is based on a triplet code or three-base “words” called codons.
64 codons are possible
Some repeat.
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).
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22. Second base First base Third base Figure 10.8A 21
Figure 10.8A Dictionary of the genetic code (RNA codons) 21

23. 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 22