1. Protein Synthesis: Transcription and Translation
Activity 16
Protein Synthesis:
Transcription and Translation

3. Think of a corn cell that is genetically modified to contain the Bt gene and a corn cell that is not modified.
In what ways are the cells similar?
In what ways are the cells different?
Students’ answers should indicate that the cells are the same in all regards, except two. First, the genetically modified cell contains the Bt gene. Second, because it contains this gene, if the gene is expressed, it is able to make the Bt protein.

4. What is the relationship between DNA and proteins in a cell?
Use students’ answers as a starting point to begin a discussion about protein synthesis. See the Teacher’s Edition for this activity for more information.

5. Read the introduction.
Protein synthesis is the process in which a cell makes a protein. It has two phases.
Transcription is the first phase, where DNA is converted into mRNA.
Translation is the second phase, where the mRNA is converted to tRNA and a protein molecule is assembled.

6. How does a cell make proteins with the information from DNA?
Challenge
How does a cell make proteins with the information from DNA?

8. As you view the simulation, be sure to correct the order of the Transcription and Translation cards, as needed.
Do not advance to the next slide until students have had time to determine the sequence of the Transcription and Translation cards on their own.

9. The correct card order is:
D, F, E, J, A, H, B, G, C, I
See the Teacher’s Edition for this activity for suggestions on supporting your students’ understanding of transcription and translation. Their summaries from Procedure Step 9 can be scored using the Understanding Concepts (UC) Scoring Guide. For more information and a sample student response see the Teacher’s Edition for this activity and Teacher Resources IV: Assessment.

10. Try different sorts of insertions, deletions, substitutions, and frameshifts to see if you can determine what the effects of various mutations are.
See the Teacher’s Edition for more information on how to have a class discussion about the effects of mutations. Sample results for Procedure Steps can also be found in the Teacher’s Edition for this activity.

11. Procedure
For more information on using this literacy strategy with your students see your Teacher’s Edition for this Activity and see Teacher Resources III: Literacy. These guidelines can also be found on Literacy Transparency 3, “Read, Think, and Take Note.”
Students should also fill out the appropriate section of Student Sheet 2.3, “Genetics Case Study Comparison,” after they read the case study. Sample student responses can be found in the Teacher’s Edition for this Activity.

12. Analysis 1 Define protein synthesis and describe how it works.
Analysis Question 1 is a Quick Check of students’ understanding of protein synthesis. For more information and a sample student response see the Teacher’s Edition for this activity and Teacher Resources IV: Assessment.

13. Analysis 2
Copy the chart from the student book in your science notebook. Fill in the chart to determine the amino acid sequence that results from the transcription and translation of the following nucleotide sequence:
5’ TACTCGGCATTGTGA 3’
Analysis Question 2 is a Quick Check of students’ understanding of protein synthesis. You might also ask them to make up their own sequences to work from. Be sure the sequences they select include a start codon. For more information and a sample student response see the Teacher’s Edition for this activity and Teacher Resources IV: Assessment.

14. Analysis 4
One night while watching TV you hear a newscaster say, “DNA mutations cause damaged proteins.” Based on your work in Part B, how would you respond to this claim?
Analysis Question 4 is a Quick Check of students’ understanding that DNA mutations might or might not have an effect on transcription and translation, depending on the change made in the DNA sequence. For more information and a sample student response see the Teacher’s Edition for this activity and Teacher Resources IV: Assessment.

15. How does a cell make proteins with the information from DNA?
Revisit the Challenge
How does a cell make proteins with the information from DNA?
Review the role of DNA as the code for the synthesis of proteins. See the Teacher’s Edition for this activity for more information and suggestions on holding this class discussion.

16. amino acid replication DNA RNA mRNA transcription mutation translation
Key Vocabulary
amino acid
replication
DNA
RNA
mRNA
transcription
mutation
translation
protein
protein synthesis
See Teacher Resources III: Literacy for more information on key vocabulary and the most effective strategies to enhance student vocabulary learning.
Note that bold words are formally defined in this activity. Words in regular font are used in the activity, but not formally defined. The definition of a key vocabulary word should not be discussed as a class prior to the formal definition being introduced.