(BIO) Molecular Biology: Gene Expession / Protein Synthesis (Reading Check)

jeffli...@gmail.com

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Mar 25, 2012, 11:06:43 AM3/25/12

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Molecular Genetics: Protein Synthesis (Gene Expression)

Note: Since you normally receive a lecture online, have power notes, notes, and so many other resources there should be no problem in answering a quiz with specific key terms so study hard all the topics on the lecture guide. This will be a hard quiz for someone who did not watch videos, read power notes, and studied key terms.

Home Learning / Prep:

Study Tools:

See A Good Routine to Study for Mr. Lima’s Class / Study Skills File for help on how to study
Study Genetics (Unit 6: Topic 3: Subtopic A) Power Notes (Use study guide to help you understand the reading)
Access Topic Lecture Guide
Video Lectures Series: Gene Expression
Visit website DNAi.org
Some Web Tutorials Available on SkyDrive folders
Extra resources may be available on WikiSpaces if students create it by the time you do the topic
Students are encouraged to search Web for their own resources including video lectures (Bozeman Biology, ThinkWell, MindBites, Biology In a Minute, Brightstorm, Khan Academy, etc), tutorials, websites, etc.

Prepared Labs / Activities

There are many other optional labs / worksheets / quizzes / and other resources on the website to be performed at level 4

Other Tasks:

Bring Higher Order Questioning Guide worksheet to class
Bring Class Work Tracking Worksheet to class
Use daily tracking worksheet and study with an actual study product of your choice
Come with a plan for what you are doing at level 4, including required worksheets (either printed or already downloaded)

Class:

Topic:

Molecular Biology
Nucleic Acids
Gene Expression / Protein Synthesis

Objectives:

Direct Content Objectives:

SC.912.L.16.5:

Explain the basic processes of transcription and translation, and how they result in the expression of genes.

SC.912.L.16.9:

Explain how and why the genetic code is universal and is common to almost all organisms.

SC.912.L.16.4:

Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.

SC.912.L.15.15:

Describe how mutation and genetic recombination increase genetic variation.

Indirect Content Objectives:

SC.912.L.14.6:

Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.

SC.912.L.16.3:

Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.

SC.912.L.16.8:

Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.

SC.912.L.18.4:

Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.

Higher Learning Objectives:

LA.910.2.2.3:

The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);

LA.910.4.2.2:

The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;

Practical Science:

SC.912.N.1.1:

Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and perform scientific method

MA.912.S.1.2:

Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.

MA.912.S.3.2:

Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following:

SC.912.N.1.3:

Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.

SC.912.N.1.4:

Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.6:

Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.1.7:

Recognize the role of creativity in constructing scientific questions, methods and explanations.

Mastery Classroom Tasks:

Level 1: Flipped Classroom: STUDY AT HOME + Participate on Reading Check Thread

Self-Guided: Review / Self-Quizzing / Reading / Lecture Watching / Worksheets / Activities / Practice / etc.
Teacher or Peer Tutor help

Level 2: Quiz

Standard: Google Forms Quiz
Optional Oral Examination (Extended Hours)
Optional Extensive Project for Mastery Demonstration

Level 3: Discussion

Cooperative Learning: Review / Peer-Quizzing / Peer Tutoring & Clarification
Teacher clarification of remaing muddiest points
Teacher-Guided/Student-Centered Exploratory Discussion with focus on Focus on review and critical thinking/application/evaluation/synthesis)

Level 4: Students ahead of pace may engage at level 4-5 activities if they so choose to gain “bonus” mastery points, however this time, it will not be necessary to do so. Students may proceed to the next topic or task after completing the level 3 discussion

Worksheets / Activities / Practice
Higher Order Questioning Activity
Exploratory Labs: There are no prepared labs for this topic
Tutoring

Level 5:

Create material for Wikispaces
Do other creative work assossiated with topic, as listed on Assignment Guide

Collaborative Classroom

Wikispaces:

Create a webpage for key terms associated with the topic
Create a webpage with links and resources for students to learn about the topic
Create a webpage with video playlist links to help students flip the topic

Blog

Create a blog about the importance of sex for biology
Create a blog about the importance of practicing safe sex and of proper sexual education

Discussion

Participate, read, and contribute to ongoing Google Groups topics of discussion associated with the topic
Start your own relevant discussion

Critique

Comment, improve, suggest, develop, or explore other student’s participations

Reading Check Instructions:

This thread is for discussion of the Human Sexual Reproduction Discussion
Have you watched the vodcasts / playlists yet? If not, do so before participating in the discussion (see links above)

Teacher Question:

What is the sequence of the central dogma?

Tasks:
Post a comment on discussion thread briefly stating:
1) At least one thing you learned by watching the videos [THIS MUST BE UNIQUE WITHIN EACH VIDEO DISCUSSION]
2) At least one question you have after watching the video (if you understood everything, you must ask a question that goes beyond it)
3) Choose and answer a question from a previous student (IF YOU ARE THE FIRST ONE, ANSWER THE TEACHER POSED QUESTION. YOU MAY NOT ANSWER A QUESTION THAT HAS ALREADY BEEN ANSWERED. YOU ARE USUALLY SAFE IF YOU ANSWER THE STUDENT RIGHT BEFORE YOU)
4) Why you think it is important to learn about this ?
5) How can this information be used in real life?
6) Did you like the video and/or topic? Why?

Kimanh Nguyen

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Mar 25, 2012, 11:32:51 PM3/25/12

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1. Genes specify proteins with transcription and translation. During translation, the ribosomes read the the RNA message and links amino acids together to form a polypeptide.

2. Explain the triplet code.

3. The sequence of the central dogma refers to the flow of information from the DNA in the nucleus of a cell into mRNA through transcription, in which RNA is synthesized on a DNA template. Then, it goes through RNA processing, in which RNA is modified before it leaves the nucleus. Followed by translation, the last stage which involves the synthesis of a polypeptide using the genetic information encoded in an mRNA molecule. The polypeptide joins with other polypeptides to form a functional protein. So... DNA----> RNA--->Protein.

4. This topic allows us, students, to have a better understanding of the development of a macromolecule, protein, in our body.

5. Development of proteins are seen to be used in real life through its many roles, including structure, storage, regulation, transport, and immune/defense.

6. I like this topic because although it is complex, it is comprehensible.

isabelsalcedo:P

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Apr 8, 2012, 9:06:58 PM4/8/12

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1. Introns are basically junk DNA and are snipped out by splicesome enzymes.
2. I need help understanding the purpose of RNA Polymerase.
3. DNA contains a triplet code. A triplet code is a sequence of three nucleotides that code for the synthesis of one amino acid.
4. I suppose its important or at least good to understand how our body does what it does and what its made of (proteins)
5. Well, I guess it proves that we definetely need to eat plenty of meat (protein)
6. Not really, I found it boring and hard to understand, like to memorize the steps and the functions of everything that takes a part in protein synthesis.

Braojos, Marilyn

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Apr 19, 2012, 11:29:06 PM4/19/12

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1. I learned how RNA "links" DNA and proteins, and how the different types RNAs "work together."
2. What is the role of rRNA?
3. RNA Polymerase, in general, makes the RNA chains.
4. This topic is important because it explains many mutations in more detail.
5. This information could be useful to those studying DNA.
6. This topic was informative, and fun to learn.

Melissa P.

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Apr 22, 2012, 9:02:34 AM4/22/12

to MLA-LIMA

1) I learned that protein has 4 levels or organization: Primary,
Secondary, Tertiary, and Quarternary structure.
2) I didn't understand how to read the circular Codon table.
3) @Braojos, Marilyn- The role of ribosomal RNA is to serve as
structure and as a catalyst.
4) Learning about protein synthesis allows for us to have our own
educated answer to the question "Which is more important, the DNA or
the protein?" because we have already learned about nucleic acids.
5) In real life when I take the Protein Synthesis quiz in Mr.Lima's
class, knowing all this information will help me pass :D
6) I found this topic difficult to grasp at times so I am not very
fond of it.

Message has been deleted

Yeniset Gonzalez

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Apr 22, 2012, 7:41:10 PM4/22/12

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On Sunday, April 22, 2012 5:40:40 PM UTC-6, Yeniset Gonzalez wrote:

1. I learned that mRNA stands is messenger RNA, tRNA stands for transfer RNA, and rRNA stands for ribosomal RNA.
2. Why is the domain important?
3. The central dogma's sequence is DNA>RNA>Protein
4. It is important so we know more about RNA and the types of RNA that exist.
5. It is important in real life because if we ever want to take this proffession we will have an understanding about Protein synthesis already.
6. I did like this topic because it's easy to understand and the keyterms aren't very complicated.

Munoz, Pedro

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Apr 26, 2012, 12:29:41 PM4/26/12

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1.) I learned that splicesomes are involved in removing introns

2.) What is the gene theory?

3.) The role of rRNA is used as a catalyst.

4.) It is important to learn this so that people know why inside the liver it releases insulin fore the blood sugar.

5.) It may be used to be able to stop or create more protein in the cell

6.) I really enjoyed the lecture series

Simonian, Denisse

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Apr 29, 2012, 2:19:02 PM4/29/12

to mla-...@googlegroups.com

1) i learned that AUG is the start codon and UAA, UAG, and UGA are the stop codons.
2) why are anticodons important?
3) the gene theory states that traits are passed from parent to offspring by gene transmission and that genes are located on chromosomes and consist of DNA.
4) this is important to learn because it helps us understand how proteins are made and that what were made of.
5) this information is useful to people who want to be in a profession that requires knowing about DNA and proteins.
6) i found this topic a little hard to understand because of all the steps there are.

Archbold, Garry

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Apr 29, 2012, 8:50:31 PM4/29/12

to MLA-LIMA

1. I learned that the genetic code is redundant, but not ambiguous.
2. What's the deal with the wobble?
3. Anticodons are found on the template strand and code so that when
translated the code is the oppisite according to base pairing rules.
4. This topic is super important to learn because it practically
proves that we all come from the same organism.
5. This topic is super important to learn for the future it teaches
all that we are all united and the same.
6. I found thsi topic simple but my lack of discipline made everything
take longer.

On Apr 29, 2:19 pm, "Simonian, Denisse" <dsimoni...@aol.com> wrote:
> 1) i learned that AUG is the start codon and UAA, UAG, and UGA are the stop
> codons.
> 2) why are anticodons important?
> 3) the gene theory states that traits are passed from parent to offspring
> by gene transmission and that genes are located on chromosomes and consist
> of DNA.
> 4) this is important to learn because it helps us understand how proteins
> are made and that what were made of.
> 5) this information is useful to people who want to be in a profession that
> requires knowing about DNA and proteins.
> 6) i found this topic a little hard to understand because of all the steps
> there are.
>
>
>
> On Sunday, March 25, 2012 11:06:43 AM UTC-4, jeffli...@gmail.com wrote:
>

> > *Molecular Genetics: Protein Synthesis (Gene Expression)*

>
> > Note: Since you normally receive a lecture online, have power notes,
> > notes, and so many other resources there should be no problem in answering
> > a quiz with specific key terms so study hard all the topics on the lecture
> > guide. This will be a hard quiz for someone who did not watch videos, read
> > power notes, and studied key terms.
>

> > * *
>
> > *Home Learning / Prep:*
>
> > - Study Tools:
> > - See A Good Routine to Study for Mr. Lima’s Class / Study Skills

> > File for help on how to study

> > - Study Genetics (Unit 6: Topic 3: Subtopic A) Power Notes (Use

> > study guide to help you understand the reading)

> > - Access Topic Lecture Guide
> > - Video Lectures Series: *Gene Expression<http://www.youtube.com/playlist?list=PL4E15D9F67202F351&feature=view_all>
> > ***
> > - Visit website *DNAi.org* <http://www.dnai.org/>
> > - Some Web Tutorials Available on SkyDrive folders
> > - Extra resources may be available on WikiSpaces if students create

> > it by the time you do the topic

> > - Students are encouraged to search Web for their own resources

> > including video lectures (Bozeman Biology, ThinkWell, MindBites, Biology In
> > a Minute, Brightstorm, Khan Academy, etc), tutorials, websites, etc.
>

> > - Prepared Labs / Activities
> > - There are many other optional labs / worksheets / quizzes / and

> > other resources on the website to be performed at level 4
>

> > * Other Tasks*:
>
> > 1. Bring Higher Order Questioning Guide worksheet to class
> > 2. Bring Class Work Tracking Worksheet to class
> > 3. Use daily tracking worksheet and study with an actual study product
> > of your choice
> > 4. Come with a plan for what you are doing at level 4, including

> > required worksheets (either printed or already downloaded)
>

> > * Class: *
>
> > Topic:
>
> > - Molecular Biology
> > - Nucleic Acids
> > - Gene Expression / Protein Synthesis
>
> > Objectives:
>
> > *Direct Content Objectives:*
>
> > *SC.912.L.16.5:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark2017....>

>
> > Explain the basic processes of transcription and translation, and how they
> > result in the expression of genes.
>

> > *SC.912.L.16.9:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark2012....>

>
> > Explain how and why the genetic code is universal and is common to almost
> > all organisms.
>

> > *SC.912.L.16.4:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark2016....>

>
> > Explain how mutations in the DNA sequence may or may not result in
> > phenotypic change. Explain how mutations in gametes may result in
> > phenotypic changes in offspring.
>

> > *SC.912.L.15.15:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark2009....>

>
> > Describe how mutation and genetic recombination increase genetic variation.
>

> > *Indirect Content Objectives:*
>
> > *SC.912.L.14.6:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1948....>

>
> > Explain the significance of genetic factors, environmental factors, and
> > pathogenic agents to health from the perspectives of both individual and
> > public health.
>

> > *SC.912.L.16.3:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark2015....>

>
> > Describe the basic process of DNA replication and how it relates to the
> > transmission and conservation of the genetic information.
>

> > *SC.912.L.16.8:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark2020....>

>
> > Explain the relationship between mutation, cell cycle, and uncontrolled
> > cell growth potentially resulting in cancer.
>

> > *SC.912.L.18.4:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark2047....>

>
> > Describe the structures of proteins and amino acids. Explain the functions
> > of proteins in living organisms. Identify some reactions that amino acids
> > undergo. Relate the structure and function of enzymes.
>

> > *Higher Learning Objectives:*
>
> > *LA.910.2.2.3:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1395....>

>
> > The student will organize information to show understanding or
> > relationships among facts, ideas, and events (e.g., representing key points
> > within text through charting, mapping, paraphrasing, summarizing,
> > comparing, contrasting, or outlining);
>

> > *LA.910.4.2.2:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1418....>

>
> > The student will record information and ideas from primary and/or
> > secondary sources accurately and coherently, noting the validity and
> > reliability of these sources and attributing sources of information;
>

> > *Practical Science:*
>
> > *SC.912.N.1.1:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1856....>

>
> > Define a problem based on a specific body of knowledge, for example:
> > biology, chemistry, physics, and earth/space science, and perform
> > scientific method
>

> > *MA.912.S.1.2:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark349.aspx>

>
> > Determine appropriate and consistent standards of measurement for the data
> > to be collected in a survey or experiment.
>

> > *MA.912.S.3.2:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark354.aspx>

>
> > Collect, organize, and analyze data sets, determine the best format for
> > the data and present visual summaries from the following:
>

> > *SC.912.N.1.3:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1858....>

>
> > Recognize that the strength or usefulness of a scientific claim is
> > evaluated through scientific argumentation, which depends on critical and
> > logical thinking, and the active consideration of alternative scientific
> > explanations to explain the data presented.
>

> > *SC.912.N.1.4:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1859....>

>
> > Identify sources of information and assess their reliability according to
> > the strict standards of scientific investigation.
>

> > *SC.912.N.1.6:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1861....>

>
> > Describe how scientific inferences are drawn from scientific observations
> > and provide examples from the content being studied.
>

> > *SC.912.N.1.7:*<http://www.floridastandards.org/Standards/PublicPreviewBenchmark1862....>

>
> > Recognize the role of creativity in constructing scientific questions,
> > methods and explanations.
>
> > Mastery Classroom Tasks:
>

> > - Level 1: *Flipped Classroom*: STUDY AT HOME + Participate on
> > Reading Check Thread
> > - Self-Guided: Review / Self-Quizzing / Reading / Lecture Watching

> > / Worksheets / Activities / Practice / etc.

> > - Teacher or Peer Tutor help
> > - Level 2: Quiz
> > - Standard: Google Forms Quiz
> > - Optional Oral Examination (Extended Hours)
> > - Optional Extensive Project for Mastery Demonstration
> > - Level 3: Discussion
> > - Cooperative Learning: Review / Peer-Quizzing / Peer Tutoring &
> > Clarification
> > - Teacher clarification of remaing muddiest points
> > - Teacher-Guided/Student-Centered Exploratory Discussion with focus

> > on Focus on review and critical thinking/application/evaluation/synthesis)

> > - Level 4: Students ahead of pace may engage at level 4-5 activities

> > if they so choose to gain “bonus” mastery points, however this time, it
> > will not be necessary to do so. Students may proceed to the next topic or
> > task after completing the level 3 discussion

> > - Worksheets / Activities / Practice
> > - Higher Order Questioning Activity
> > - Exploratory Labs: There are no prepared labs for this topic
> > - Tutoring
> > - Level 5:
> > - Create material for Wikispaces
> > - Do other creative work assossiated with topic, as listed on
> > Assignment Guide
> > - *Collaborative Classroom *
> > - Wikispaces:
> > - Create a webpage for key terms associated with the topic
> > - Create a webpage with links and resources for students to
> > learn about the topic
> > - Create a webpage with video playlist links to help students flip
> > the topic
> > - Blog
> > - Create a blog about the importance of sex for biology
> > - Create a blog about the importance of practicing safe sex and
> > of proper sexual education
> > - Discussion
> > - Participate, read, and contribute to ongoing Google Groups

> > topics of discussion associated with the topic

> > - Start your own relevant discussion
> > - Critique
> > - Comment, improve, suggest, develop, or explore other student’s
> > participations
>
> > *Reading Check Instructions: *

>
> > This thread is for discussion of the Human Sexual Reproduction Discussion
> > Have you watched the vodcasts / playlists yet? If not, do so before
>

> ...
>
> read more »

Amanda Barrera

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Apr 29, 2012, 9:03:48 PM4/29/12

to mla-...@googlegroups.com

1. I learned that half of the double helix acts only as a template to make codons.
2. How does RNA know when or when not to do transcriptions?
3. Anticodons make it easier for RNA to make the amino acids it wants, since they find it easier to use the base pairing to copy instead of actually copying the whole segment of codons.
4. This allows students to know better how proteins are made.
5. Proteins have many uses that help us function, such as Strutcure, Storage, Regulation, Transport, Movement, Catalyst and Immune Defense.
6. I find this topic fun, yet complex.

Correa, Omar

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Apr 30, 2012, 8:20:57 AM4/30/12

to mla-...@googlegroups.com

1. One thing i learned by watching the videos was that there are 20 amino acids in humans.

2. What is an intron?

3. Chemical messages tell you when to or not to do transcription.

4. It is important to learn about proteins so that you know what they do for you. Like Immune Response, Structure, and Regulation.

5. This information can be used in real life if you are studying proteins and RNA

6. I found the videos and topics really confusing and hard to understand.

VaneBane[:

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Apr 30, 2012, 1:30:04 PM4/30/12

to mla-...@googlegroups.com

1) the initiation start codon is always AUG.
2) Why can't post translation modification take place in prokaryotes?
3) Introns are pretty much the junk in the DNA
4) This is useful because you know how all of the structure related processes in your body take place.
5) If you ever fall sick or one of your enzymes fails, you will have some knowledge of what is really going on.
6) not really becaus it was lengthy an I dont like memorizing enzyme names
>
> 
>
>
> Note: Since

> you normally receive a lecture online, have power notes, notes, and so many
> other resources there should be no problem in answering a quiz with specific
> key terms so study hard all the topics on the lecture guide. This will be a
> hard quiz for someone who did not watch videos, read power notes, and studied

> key terms.
>
>
> 
>
>
> Home Learning / Prep:
>
> <ul style="margin-top:0in" type="disc"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Study Tools:</li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">See A Good Routine to Study for Mr. Lima’s Class /
> Study Skills File for help on how to study</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Study Genetics (Unit 6: Topic 3: Subtopic A) Power
> Notes (Use study guide to help you understand the reading)</li><li class="MsoNormal" style="color:black;margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Access Topic Lecture Guide</li><li class="MsoNormal" style="color:blue;margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Video Lectures Series: <a href="http://www.youtube.com/playlist?list=PL4E15D9F67202F351&feature=view_all" target="_blank">Gene
> Expression</a></li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Visit website <a href="http://www.dnai.org/" target="_blank">DNAi.org</a></li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Some Web Tutorials Available on SkyDrive folders</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Extra resources may be available on WikiSpaces if
> students create it by the time you do the topic</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Students are encouraged to search Web for their own

> resources including video lectures (Bozeman Biology, ThinkWell,
> MindBites, Biology In a Minute, Brightstorm, Khan Academy, etc),

> tutorials, websites, etc. </li></ul></ul>
>
> <ul style="margin-top:0in" type="disc"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Prepared Labs / Activities</li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">There are many other optional labs / worksheets /
> quizzes / and other resources on the website to be performed at level 4</li></ul></ul>
>
>
> Other Tasks:
>
> <ol style="margin-top:0in" start="1" type="1"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Bring Higher Order Questioning Guide worksheet to class</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Bring Class Work Tracking Worksheet to class</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Use daily tracking worksheet and study with an actual
> study product of your choice</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Come with a plan for what you are doing at level 4,
> including required worksheets (either printed or already downloaded) </li></ol>
>
>
> Class: 
>
>
> 
>
> Topic:
>
> <ul style="margin-top:0in" type="disc"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Molecular Biology</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Nucleic Acids</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Gene Expression / Protein Synthesis</li></ul>
>
>
> Objectives: 
>
>
> Direct Content Objectives:
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark2017.aspx" target="_blank">SC.912.L.16.5:</a> 
>
>
> Explain the basic processes of transcription and
> translation, and how they result in the expression of genes.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark2012.aspx" target="_blank">SC.912.L.16.9:</a>
> 
>
>
> Explain how and why the genetic code is universal and is
> common to almost all organisms.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark2016.aspx" target="_blank">SC.912.L.16.4:</a>
> 
>
>
> Explain how mutations in the DNA sequence may or may not

> result in phenotypic change. Explain how mutations in gametes may result in

> phenotypic changes in offspring.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark2009.aspx" target="_blank">SC.912.L.15.15:</a> 
>
>
> Describe how mutation and genetic recombination increase
> genetic variation.
>
>
> Indirect
> Content Objectives:
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1948.aspx" target="_blank">SC.912.L.14.6:</a>
> 
>
>
> Explain the significance of genetic factors, environmental

> factors, and pathogenic agents to health from the perspectives of both

> individual and public health.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark2015.aspx" target="_blank">SC.912.L.16.3:</a>
> 
>
>
> Describe the basic process of DNA replication and how it
> relates to the transmission and conservation of the genetic information.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark2020.aspx" target="_blank">SC.912.L.16.8:</a>
> 
>
>
> Explain the relationship between mutation, cell cycle, and
> uncontrolled cell growth potentially resulting in cancer.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark2047.aspx" target="_blank">SC.912.L.18.4:</a> 
>
>
> Describe the structures of proteins and amino acids. Explain

> the functions of proteins in living organisms. Identify some reactions that

> amino acids undergo. Relate the structure and function of enzymes.
>
>
> Higher Learning Objectives:
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1395.aspx" target="_blank">LA.910.2.2.3:</a> 
>
>
> The student

> will organize information to show understanding or relationships among
> facts, ideas, and events (e.g., representing key points within text through
> charting, mapping, paraphrasing, summarizing, comparing, contrasting, or

> outlining);
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1418.aspx" target="_blank">LA.910.4.2.2:</a> 
>
>
> The student

> will record information and ideas from primary and/or secondary sources
> accurately and coherently, noting the validity and reliability of these sources

> and attributing sources of information;
>
>
> Practical
> Science:
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1856.aspx" target="_blank">SC.912.N.1.1:</a> 
>
>
> Define a problem based on a

> specific body of knowledge, for example: biology, chemistry, physics, and

> earth/space science, and perform scientific method 
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark349.aspx" target="_blank">MA.912.S.1.2:</a> 
>
>
> Determine appropriate and

> consistent standards of measurement for the data to be collected in a survey or

> experiment. 
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark354.aspx" target="_blank">MA.912.S.3.2:</a> 
>
>
> Collect, organize, and

> analyze data sets, determine the best format for the data and present visual

> summaries from the following:
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1858.aspx" target="_blank">SC.912.N.1.3:</a> 
>
>
> Recognize that the strength

> or usefulness of a scientific claim is evaluated through scientific
> argumentation, which depends on critical and logical thinking, and the
> active consideration of alternative scientific explanations to explain the data

> presented.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1859.aspx" target="_blank">SC.912.N.1.4:</a> 
>
>
> Identify sources of

> information and assess their reliability according to the strict standards of

> scientific investigation.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1861.aspx" target="_blank">SC.912.N.1.6:</a> 
>
>
> Describe how scientific

> inferences are drawn from scientific observations and provide examples from the

> content being studied.
>
>
> <a href="http://www.floridastandards.org/Standards/PublicPreviewBenchmark1862.aspx" target="_blank">SC.912.N.1.7:</a> 
>
>
> Recognize the role of
> creativity in constructing scientific questions, methods and explanations.
>
>
> 
>
> Mastery Classroom Tasks: 
>
> <ul style="margin-top:0in" type="disc"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Level 1: Flipped Classroom: STUDY AT HOME + Participate on Reading Check Thread</li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Self-Guided: Review / Self-Quizzing / Reading /
> Lecture Watching / Worksheets / Activities / Practice / etc.</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Teacher or Peer Tutor help</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Level 2: Quiz</li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Standard: Google Forms Quiz</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Optional Oral Examination (Extended Hours)</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Optional Extensive Project for Mastery Demonstration</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Level 3: Discussion</li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Cooperative Learning: Review / Peer-Quizzing / Peer
> Tutoring & Clarification </li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Teacher clarification of remaing muddiest points</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Teacher-Guided/Student-Centered Exploratory Discussion

> with focus on Focus on review and critical

> thinking/application/evaluation/synthesis)</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Level 4: Students ahead of pace may engage at level 4-5

> activities if they so choose to gain “bonus” mastery points, however this
> time, it will not be necessary to do so. Students may proceed to the next

> topic or task after completing the level 3 discussion</li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Worksheets / Activities / Practice</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Higher Order Questioning Activity</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Exploratory Labs: There are no prepared labs for this
> topic</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Tutoring</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Level 5: </li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Create material for Wikispaces</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Do other creative work assossiated with topic, as
> listed on Assignment Guide</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Collaborative Classroom </li><ul style="margin-top:0in" type="circle"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Wikispaces: </li><ul style="margin-top:0in" type="square"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Create a webpage for key terms
> associated with the topic</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Create a webpage with links
> and resources for students to learn about the topic</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Create a webpage with video
> playlist links to help students
> flip the topic</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Blog</li><ul style="margin-top:0in" type="square"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Create a blog about the
> importance of sex for biology</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Create a blog about the
> importance of practicing safe sex and of proper sexual education</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Discussion</li><ul style="margin-top:0in" type="square"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Participate, read, and

> contribute to ongoing Google Groups topics of discussion associated with

> the topic</li><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Start your own relevant
> discussion</li></ul><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Critique</li><ul style="margin-top:0in" type="square"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">Comment, improve, suggest,
> develop, or explore other student’s participations</li></ul></ul></ul>
>
>
> Reading Check Instructions: 
>
>
> This thread is for discussion of the

> Human Sexual Reproduction Discussion
>
> Have you watched the vodcasts / playlists yet? If not, do so before

> participating in the discussion (see links above)
>
>
> 
>
>
> Teacher Question:
>
> <ul style="margin-top:0in" type="disc"><li class="MsoNormal" style="margin-bottom:0in;margin-bottom:.0001pt;line-height:normal">What is the sequence of the central dogma?</li></ul>
>
>
> Tasks:

>
> Post a comment on discussion thread briefly stating:
>
> 1) At least one thing you learned by watching the videos [THIS MUST BE UNIQUE
> WITHIN EACH VIDEO DISCUSSION]
>
> 2) At least one question you have after watching the video (if you understood
> everything, you must ask a question that goes beyond it)
>
> 3) Choose and answer a question from a previous student (IF YOU ARE THE FIRST
> ONE, ANSWER THE TEACHER POSED QUESTION. YOU MAY NOT ANSWER A QUESTION THAT HAS
> ALREADY BEEN ANSWERED. YOU ARE USUALLY SAFE IF YOU ANSWER THE STUDENT RIGHT
> BEFORE YOU)
>
> 4) Why you think it is important to learn about this ?
>
> 5) How can this information be used in real life?
>

> 6) Did you like the video and/or topic? Why?

Ana Perez

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May 2, 2012, 12:10:59 PM5/2/12

to mla-...@googlegroups.com

1. The three steps for translation are initiation(AUG), elongation(peptide bonds join the amino acid), and termination(UGA,UAA,UGA).

2. Explain Pre-mRNA.

3. Prokaryotes do not have nucleus so right after transcription a ribosome attaches to it and goes straight into translation.

4. Protein synthesis is explained in detail and i understand the process.

5. It will be useful in college Biology!

6. Its not my favorite topic but it was sorta intersecting to learn.

nathalie toro {:

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May 7, 2012, 8:44:43 PM5/7/12

to mla-...@googlegroups.com

1. i learned why the introns weren't removed through out evolution.

2. I dont know how to remember which scientist did what

3. Pre-mRNA is an immature mRNA strand that has both introns and exons

4. Introns are more important than often believed to be. There are many reasons why introns weren't removed after many generations. For example, mutation protection, crossing over stability, variety, & protein regulations,

5. It is important to know how proteins can have different variations and how introns are a cause of the differences between them.

6. The videos were good but as always very long & too many. No i do not enjoy this topic :)

ps. i think ana meant interesting instead of intersecting

Jonathon Akins

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May 8, 2012, 8:01:52 AM5/8/12

to mla-...@googlegroups.com

:

1. Ilearned that transcription is the process of creating a complementary RNA copy of a sequence of DNA

2. How many main steps are in the process of transcription?

3. To remeber what each scientist did you must study extensively using flash cards.

4. It is important to know this topic if you would like to pursue a career in BIO.

5. It can be used in real life if you wanted to know your DNA sequence.

6. The videos were awesome but they were very long and there was about 20 of them. I found it hard to stay awake while watching videos.

Yuliana Reyes

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May 10, 2012, 11:46:35 AM5/10/12

to mla-...@googlegroups.com

1. I have learne that there are twenty different amino acuds and 64 codons . Also that intron are the junk information not needs to make the protiens
2. If the sequence of codons after translation is the same as the original template at the beginning , why doesn't DNA just copy it from there ?
3. The transcription process is broken down into 5 stages
4. To know how the process works and how out bodies are made with just these protiens. That question all little kids ask " how are are bodies made ?" can answer that
5.It can be used for jobs as scientist, cloning to know the DNA and how to copy it artificially ? maybe a curious little kids ?
6. I did like the videos :) not that orginuzed but they were intresting learne about the protiens and how the copying process is actually made

Correa, Omar

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May 22, 2012, 8:12:45 AM5/22/12

to mla-...@googlegroups.com

1. i learned that genetc code is not ambigous, it is redundent

2. when does RNA know when to transcription

3. the DNA wll be destroyed if it gets copied from there

4. it is important to know this topic because it teaches how protens are made

5. it can be used in real life body builders want to know how protein works

6. the videos were ok but they were very long

JUSTIN QUNTERO

Natalie Olivares

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May 23, 2012, 5:30:44 PM5/23/12

to mla-...@googlegroups.com

1. i learned that there are 21 amino acids in humans, but only 20 are seen. It is possible to synthesize 39 amino acids becuase 19 of the 20 can be synthesized on bothe sides.

2. why is the 21st amino acid not reallyshown in humans?

3. In bacteria, transcription begins with the binding of RNA polymerase to the promoter in DNA.

4.it is important to learn this because you know how proteins work.

5. You can use this if you are working with medicine.

6.The videos were pretty interesting

Miguel Perez

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May 31, 2012, 1:22:22 PM5/31/12

to mla-...@googlegroups.com

1)I learned that rna acts as a enzyme in some parts of protein synthesis.

2)How does Rna act as a enzyme when it isn't a protein.

3)IDK

4)It is important to learn this so we understand why we are what we are.

5)It can be used to make bactera=ia make insulin for medical reasons.

6)I actually liked the topic.

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