How does DNA control traits in living things?
Learning Targets
Learning Experiences
58 I can compare respiration strategies in terms of energy required and energy released. (6)
Working as an entire class, students explore the details of cellular respi- ration more deeply. Using diagrams, animations, and video clips, students walk through the step of glycolysis, the intermediate step, the Krebs cycle, and electron chain transport. Along the way, they track the inputs and outputs of each stage. In comparison, students step through anaerobic respiration, tracking reactants and products and highlighting the differences.
The traits of living things are ultimately determined by inherited sequences of DNA. In this content progression, students will investigate how the information encoded in DNA impacts the functionality of protein products formed. Explicit links between DNA sequences and traits of organisms are highlighted as well as more modern understandings of the complex nature of gene expression and regulation. This content progression also introduces common complex traits, those that are controlled by multiple genetic and environmental factors and complex interactions between those factors.
60 I can identify the structural components within a model of DNA including monomer units and hydrogen bonds. (1) 61 I can cite and evaluate evidence that supports Watson and Crick’s model of the double helix structure of DNA. (3a) 62 I can annotate a diagram of the Central Dogma of Biology to include relevant discov- eries and their implications on the under- standing of the Central Dogma. (3a, 3b) 63 I can use models to demonstrate how information encoded in DNA leaves the nucleus.(3) 64 I can use a model to identify patterns in transcription and infer the impacts of any errors. (3) 65 I can compare and contrast the function- ality of multiple types of RNA and relate that function to protein synthesis. (3,3b) 66 I can use a model to illustrate how mRNA serves as a template for building a polypeptide chain and how other types of RNA are utilized in the process. (3, 3b) 67 I can use a codon chart to determine the sequence of amino acids (polypeptide chains) that will be built from a given mRNA sequence. (3, 3b) 68 I can use a model to explain protein folding in terms of the rules of chemistry and physics to describe how the folding of the protein affects its function. (1, 3) 69 I can relate the levels of protein structure to the final three-dimensional shape and functionality of the protein. (1, 3)
70 I can use data to support the concept that changes in DNA impact protein function in predictable ways. (3, 3c) 71 I can categorize types of mutations and use a model to show how changes in DNA can result in changes in protein function. (3, 3c) 72 Based on my understanding of the Cen- tral Dogma of Biology, I can predict how spe- cific changes in DNA (both large scale and small) will impact protein function. (3, 3c) 73 I can interpret the impacts of DNA changes using lab techniques such as gel electrophoresis, PCR, or computer-based resources such as NCBI. (3, 3a, 3c) 74 I can evaluate the major findings of research projects such as the Human Genome Project, ENCODE, and the 1000 Genomes Project and modify my working definition of “a gene” based on the findings of those projects. (3b) 75 I can explain gene expression in terms of genes being “turned on or off” and in broad terms identify the factors that influence gene expression. (3b) 76 I can communicate the impact of mod- ern genome research projects on our un- derstanding of gene structure and function, using multiple modes. (3a, 3b) 77 I can explain common complex disease in terms of genetic and environmental interactions. (3b, 11c) 78 I can analyze multiple types of evidence to draw conclusions about an individual’s risk for common complex disease. (11c)
Teacher Resources
The $1,000,000 Gumball — Teacher Created Detailed analogy of exchange rates and tenders used to elaborate cellular energy transfer. www.hudsonalpha.org/compendium
Learning Targets
Learning Experiences
59 I can analyze and interpret data from
Through hands-on activities, manipulating atomic models, and interpreting experimental data, students demonstrate the cycling of matter between photosynthesis and respiration. This includes the cycling of oxygen (between CO2 and O2) as well as of carbon (between CO2 and C6H12O6). Students return to the diagram they created as part of learning target #51, showing the relationship between photosynthesis and respiration. Having now explored both processes more fully, they should be able to add additional details to the diagrams.
experiments relating CO2 and O2 in order to develop a model summarizing the
relationship between photosynthesis and respiration. (6)
Teacher Resources
Plants and Energy Alabama Science in Motion M13PlantEn
This activity uses snails and elodea to demonstrate the cycling of CO2 and O2 through the processes of photosynthesis and respiration. Options for using native, non-invasive snail species are currently available. bit.ly/AMSTI-ASIM
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The Biology Compendium
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