🧬🩸 Sickle Cell and the Central Dogma Intro

Last updated 5 months ago

43 Nsɛmmisa

Hyɛ no nsow a efi ɔkyerɛwfo no hɔ:

meant to accompany HHMI resources and cards. Not finalized; extensive WIP.

Whole Class-Intro with Video

B.C.2E

B.C.3B

Independent/Partner Investigation

2.5

Creating a Sequence for the Central Dogma

Wayground, Whole-Class

Independent Stage Summaries of Transcription vs Translation

If you were present and deeply engaged in the Pear Practice during class, these should be fairly accessible. If these are tough or you think you couldn't do them without the provided word bank and hints, you have the option of going to the Lecture (last section), watching the video, and then returning here.

1.6

B.C.6A

1.6

B.C.6A

1.6

B.C.6A

3.5

6.1b

B.C.4A

B.C.6A

5.5

1.6

B.C.6A

Untitled Section 14

1.5

Central Dogma Explainer

BioManBio Game

Click here: https://biomanbio.com/membersite/Gamepages/LifeChemGames/protsynthracehtml5page.html

Feedback

Video Lecture

This video lecture is meant to be done AFTER the assignment, to make sure you understood everything and to give you animated visuals for the whole concept. If you are here as support, please check with me before beginning it.

🧬🩸 Sickle Cell and the Central Dogma Intro

Last updated 5 months ago

43 Nsɛmmisa

Hyɛ no nsow a efi ɔkyerɛwfo no hɔ:

meant to accompany HHMI resources and cards. Not finalized; extensive WIP.

Whole Class-Intro with Video

Write QUESTIONS about this video. You may also write CONNECTIONS you have to this concept in life or media.

B.C.2E

B.C.3B

The video mentions that Ceniya had a blood test right after she was born. Babies in the United States usually have blood tests and other exams to check for health issues.

One type of blood test is a blood smear, which shows a person’s blood cells. Figure 1 shows blood smear results from individuals like Ceniya and Ingrid.

Figure 1. Illustrations of blood smears from individuals like (left) Ceniya and (right) Ingrid.

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DESCRIBE Figure 1, in detail.

B.C.2G

B.C.3E

Propose RESEARCH QUESTIONS about Figure 1.
(If you cannot come up with a research question; something that could be investigated scientifically and not just with Google, propose any questions you have about the images.

B.C.2E

Suggest INFORMATION that you think you need to start investigating these questions.

B.C.2E

Do the cells in figure 1 (Ceniya vs Ingrid) all function the same way? Why or why not?

Independent/Partner Investigation

Figure 2 shows typical and sickled red blood cells, as well as the hemoglobin molecules found in each cell type.

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This question does not have partial credit, because all answers are from clear context or previous knowledge. Give a best effort then ask for support, rather than iterating through each dropdown until the credit changes.

The Role of the Red Blood Cell as Part of the Cardiovascular System

One type of blood cell, the called hemoglobin, which it uses to carry system), providing resources and disposing of wastes.

Use the image at left to support these answers.

Quick Review:

While this is not the main subject of this study, this is a relevant concept from the first six weeks.

The width of a tube varies depending on its proximity to the heart; close to the heart, the tubes are wide arteries. At the extremities like the fingertips, the tubes are narrow capillaries.

These narrow capillaries have an increased ratio compared to the arteries. This means that while blood doesn't flow quickly 'along' the hose, it is very easy for it to out to oxygenate the cells.

COMPARE and CONTRAST the typical and sickled red blood cells and their associated hemoglobin molecules.

Using information from the above questions and introduction video, summarize what you understand so far.
25 words is not enough, 50 words is probably there, 75 words is almost certainly there, 200 words is too many.

2.5

The purpose of the blood cell (RBC) is to transport gaseous from the lungs to all other organs and tissues in the body.

A typical erythrocyte (RBC) is -shaped, and flexible.

A disorder called sickle-cell anemia leads to RBCs that stack up and vessels.

This prevents effective transfer to the body.

Creating a Sequence for the Central Dogma

This is a discovery-based activity. The exact answers are important, but I have other ways for you to get to the exact answers by the end. For now, trust in the process and use the sequencing and active attention to lay a strong foundation for your later understanding of how genes influence our phenotypes.

If working whole class, at start of class each partner-pair has a stack of cards; one set is labeled 'typical cell' and the other is labeled 'sickle cell'. Investigate these cards; you may sort and compare and contrast them (eventually, return them to the typical and sickle cell piles for specific sequencing), discuss the vocabulary and what you think you recognize or wonder, etc.

You are highly encouraged to use the physical cards first and then the digital sort so that you have color images and a reference to write from.

Collect your physical cards and make sure you have A-H of a red stack (typical cell) and a yellow stack (sickle cell). A-H are a way to tell you have all the cards; they are not the correct sequence.

To sequence, you need to think about what makes sense in a timeline. Once you start sequencing, you should close your laptop and focus your discussion, then call your teacher over for a check when you are done.

Sequence the typical cell cards, discussing with a partner why you have placed them where you have. This is intended to be draft, so do not worry about getting this question to turn green! Partial credit is not on and it's set to 0 points; it is fine for this question to remain red.
As you work through this part of the activity, keep this driving question in mind:
Where is the origin of the change that results in clumped hemoglobin molecules and sickled red blood cells?

Provide reasoning for this specific sequence of cards. Your reasoning should not be 'I know the steps of the central dogma'; it should be derived from the card sort, including vocabulary and hints of sequence from the image layouts. You should incorporate as much knowledge from the Wayground as you can, including additional details. (Don't side-by-side write while looking at the report; do from recall, then ask me for feedback).
See the hint for alternate phrasing for how to write this answer.

Sequence the sickle cell cards, discussing with a partner why you have placed them where you have. This is intended to be draft, so do not worry about getting this question to turn green! Partial credit is not on and it's set to 0 points; it is fine for this question to remain red.
As you work through this part of the activity, keep this driving question in mind:
Where is the origin of the change that results in clumped hemoglobin molecules and sickled red blood cells?

Compare and contrast; what changed during sickle cell anemia?

Wayground, Whole-Class

Protein Synthesis whole-class Wayground Recap
Write, type, or draw (by hand, preferably, not the digital version here), concepts you recall from the Pear Practice. You may list vocabulary, single phrases, or work in more complete sentences; your call!

Independent Stage Summaries of Transcription vs Translation

Using terms from the diagram and your background understanding but not Google, COMPARE and CONTRAST the structure of DNA and RNA.
When you have completed your response, check the rubric and decide if you have earned the points; adjust your answer to try to meet missing points on rubric, then click the message button and let me know you are ready for grading.

1.6

B.C.6A

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While RNA is jealous of DNA because DNA is double-stranded, DNA could be jealous that RNA has and DNA doesn't.

Match the concepts to help you compare DNA to RNA.

Draggable item		Corresponding Item
base unique to RNA
structure of RNA
structure of DNA
sugar in RNA
base unique to DNA
sugar in DNA

1.6

B.C.6A

From recall and your writing first, categorize DNA vs RNA. You can scroll up and look at the image if you get stuck.

adenine
single helix
deoxyribose sugar
double helix
uracil
guanine
ribose sugar
cytosine
thymine
covalent bonds
hydrogen bonds
paired bases

1.6

B.C.6A

null

Match the characters in the comic to their context.

Draggable item		Corresponding Item
this suffix means that this molecule is probably an enzyme or other protein
this contains guanine, cytosine, thymine, and adenine
these are generally proteins, which means they are built from AMINO acids
these sad jealous molecules are RNA, riboNUCLEIC acid, messengers; we'll learn more about them later, but not today!

3.5

IDENTIFY the structures of heredity.

If you are very stuck, you can review the previous question's hints, but you should be able to do this WITHOUT the provided word-bank or any hints. If you cannot, make a note to study.

Mmuae Afoforo a Wobɛpaw:

phosphate-sugar backbone

nitrogenous bases

nucleus

DNA

gene

eukaryote

karyotype

chromosome

prokaryote

RNA

6.1b

B.C.4A

B.C.6A

5.5

Try doing this from recall, then reviewing the previous questions in this section for help.

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The monomer of a nucleic is a nucleotide; both RNA and DNA are made of nucleotides.

DNA has # strands, twisted into a ladder. We call this the double helix, and its presence was discovered by Rosalind Franklin.

In RNA, there is only # strand to make up the backbone, and because the backbone is twisted like a spiral staircase, but is not doubled, we call it a single . Since there's only the one strand, there are no base pairs, but there are still nitrogenous bases. The bases in RNA are a little different; where DNA would have a , RNA has a instead.

In both DNA and RNA, the backbone of the helix is made out of the and the sugar. In DNA, the sugar is called , giving DNA its long name of deoxyribonucleic acid. In RNA, the sugar is called , giving RNA its long name of ribonucleic acid.

1.6

B.C.6A

The sequence on the right tells a DNA fairy tale. Match the pictures to the descriptions, and then read the hint for information about the (1) (2) (3) footnotes.

Draggable item		Corresponding Item
		Once upon a time, in a eukaryotic cell far away,
		lived a lovely DNA molecule with nucleotides of gold(1),
		a DNA molecule with two antiparallel strands longer(2) than longcat:
		trapped(3) in a nucleus, its days were quiet,
		and the DNA spent those days replicating its nucleotides(4) with the help of its enzyme friends.
		mRNA(5) was its one-and-only link to the outside.

Untitled Section 14

1.5

Model 1: Static display of the important molecules involved in transcription.

IDENTIFY the key molecules in the process of transcription.

Each of these vocabulary words, their general structure, and function, is required knowledge for the test. Pay attention to where the 'dot' sits for these labels.

The next few questions will expand on this model.

Mmuae Afoforo a Wobɛpaw:

RNA

RNA polymerase

DNA polymerase

DNA

1.5

Model 2: An animated, close-up view of transcription.

Label the process of transcription.

Each of these vocabulary words, their general structure, and function, is required knowledge for the test. Pay attention to where the 'dot' sits for these labels.

The next few questions will expand on this model.

Mmuae Afoforo a Wobɛpaw:

DNA

active site

RNA

1.5

Model 2: An animated, close-up view of transcription.

Label the process of transcription.

Each of these vocabulary words, their general structure, and function, is required knowledge for the test. Pay attention to where the 'dot' sits for these labels.

The next few questions will expand on this model.

Mmuae Afoforo a Wobɛpaw:

new RNA nucleotide added

RNA

new DNA nucleotide added

DNA

DNA polymerase

exposed DNA base

RNA polymerase

active site

Model 3: An animated, big-picture view of transcription

null

According to models 1-3 above, during the process of , the double-stranded (model 3 black) is unzipped, exposing the nitrogenous of each (monomer).

polymerase (in grey, models 1-3), is a special type of protein with an active site, called an . This polymerase, like all other proteins, is made of acids.

The polymerase constructs a new single-stranded , represented in red (models 1-3).

This newly produced molecule will be the messenger which will be used in the process of translation.

Model 4: The molecules involved in translation.

Label the process of translation.

Each of these vocabulary words, their general structure, and function, is required knowledge for the test.

The next few questions will expand on this model.

Mmuae Afoforo a Wobɛpaw:

ribosome

mRNA

polypeptide

tRNA

ribose

amino acid

DNA

null

Model 5: Animated view of translation

Draggable item		Corresponding Item
		mRNA can be identified by both its single-stranded nature and because it contains uracil
		the ribosome facilitates binding of tRNA to mRNA
		chargaff's rule determines which tRNA binds where; hydrogen bonds are temporary and easily broken
		each amino acid in the growing polypeptide chain is covalently bonded to the next in primary structure
		eventually, a stop codon signals termination of the translation process, the polypeptide chain is detached, and the ribosome dissociates

According to models 4 and 5 above, the is the site of translation. At this subcellular component (made of protein and ribosomal RNA), the different 'machinery' of protein synthesis come together.

The , a single-stranded molecule formed from ribonucleotides, is passed through the ribosome. Nucleotides are matched, and , a single-stranded molecule also formed from ribonucleotides but 'bent' into a unique shape, brings specific acids to the ribosome.

The message carried in mRNA is thus into a sequence of amino acids called a , which will become the protein.

Match to review bond types.

Draggable item		Corresponding Item
process and type of bonds produced between mRNA and tRNA		transcription; hydrogen
process and type of bonds produced between adjacent amino acids at the ribosome		transcription; covalent
process and type of bonds produced between mRNA and subsequent mRNA nucleotides on the same strand		translation; hydrogen
process and type of bonds produced between DNA and mRNA nucleotides		translation; covalent

Central Dogma Explainer

Go here, and choose "Central Dogma" section at the top.

https://media.hhmi.org/biointeractive/click/genetic-medicine-interactive/

Work through the tabs under the section. This is your chance to get the order of cards correct; you should return to questions 11 and 13 and edit them, paying attention to what you got wrong the first time. Then, you can add information to question 12- you should show that it is added from the explainer, either by bolding or changing the color or writing in all CAPS.

https://learn.genetics.utah.edu/content/basics/transcribe/ will also help; the visual models aren't as directly aligned, but if you pay attention to what is happening in the pictures you will see the similarities.

Now, you can ask to have your sequences checked visually, or you can do so here by typing the sequence of letters for the cards in the question below and calling it out to me that you're ready for a check.

The correct card sequence is: (enter letters only, no spaces, commas).

Remember: Use the interactive to help you adjust this and check your work. You are welcome to ask me for feedback; if I see a minor error I'll certainly correct it for you, but if it's all out of order I'll ask you to reference your two activities again.

BioManBio Game

Click here: https://biomanbio.com/membersite/Gamepages/LifeChemGames/protsynthracehtml5page.html

Record what you have learned from the game that YOU DID NOT already PROCESS from this Formative. Best suggestion: Keep a running list of terms or brief doodles, then at the END, without directly copying, write what you recall those things mean. You could even copy-paste your sequence writing from 12 to help here.
If you struggle to write, play it again. The point is to KNOW the material, not just be able to copy down the answers from the source.

Watch this short:
https://www.youtube.com/shorts/mSMjwxNK2EU?feature=share
Rate your understanding of this information

I've fully mastered the short

I've got a general idea; competency for the short, but there was something unfamiliar or that I was getting wrong

The short feels somewhat unfamiliar to me; I need to study this carefully

The short feels completely unfamiliar to me; I need new information

Anything you learned from the short that you need to record here?

Feedback

I am feeling

I felt respected during this class by my peers

Share about your experience and comfort in today's class (optional)

Tell me about your experience with Formative.

My screen jumped around when I was answering questions, and I did not know how to fix it/was very inconvenienced

My screen jumped around when I was answering questions, and I was able to fix it or only slightly inconvenienced by it

My screen did not jump around

My struggle during today's class was

productive, and I don't need more help

unproductive, but I don't want help right now: I'll ask a friend

other (send a message)

productive, but I need more help

unproductive, I didn't know what to do or how to do this and I'm ready for help

My support from teacher today was

exactly what I needed; I asked for help and received it promptly

exactly what I needed; I did not ask for help, but still received it

more than what I needed; back off a little please

less than what I needed; I asked for help but didn't receive it

less than what I needed, but I didn't ask very much

less than what I needed, but I never asked for help

other (send a message)

Process your learning: Write and/or draw and upload or draw on here what you have learned so far.
This can be a catch-all place for notes or screenshots.

Video Lecture

🧬🩸 Sickle Cell and the Central Dogma Intro

🧬🩸 Sickle Cell and the Central Dogma Intro

Write QUESTIONS about this video. You may also write CONNECTIONS you have to this concept in life or media.

Figure 1. Illustrations of blood smears from individuals like (left) Ceniya and (right) Ingrid.

DESCRIBE Figure 1, in detail.

Propose RESEARCH QUESTIONS about Figure 1.(If you cannot come up with a research question; something that could be investigated scientifically and not just with Google, propose any questions you have about the images.

Suggest INFORMATION that you think you need to start investigating these questions.

Do the cells in figure 1 (Ceniya vs Ingrid) all function the same way? Why or why not?

Quick Review:

COMPARE and CONTRAST the typical and sickled red blood cells and their associated hemoglobin molecules.

Using information from the above questions and introduction video, summarize what you understand so far. 25 words is not enough, 50 words is probably there, 75 words is almost certainly there, 200 words is too many.

Where is the origin of the change that results in clumped hemoglobin molecules and sickled red blood cells?

Where is the origin of the change that results in clumped hemoglobin molecules and sickled red blood cells?

Compare and contrast; what changed during sickle cell anemia?

Protein Synthesis whole-class Wayground RecapWrite, type, or draw (by hand, preferably, not the digital version here), concepts you recall from the Pear Practice. You may list vocabulary, single phrases, or work in more complete sentences; your call!

Protein Synthesis whole-class Wayground Recap

Match the concepts to help you compare DNA to RNA.

From recall and your writing first, categorize DNA vs RNA. You can scroll up and look at the image if you get stuck.

Match the characters in the comic to their context.

The sequence on the right tells a DNA fairy tale. Match the pictures to the descriptions, and then read the hint for information about the (1) (2) (3) footnotes.

Model 1: Static display of the important molecules involved in transcription.

Model 2: An animated, close-up view of transcription.

Model 2: An animated, close-up view of transcription.

Model 3: An animated, big-picture view of transcription

Model 4: The molecules involved in translation.

Model 5: Animated view of translation

Model 5: Animated view of translation

Match to review bond types.

Watch this short:https://www.youtube.com/shorts/mSMjwxNK2EU?feature=shareRate your understanding of this information

Anything you learned from the short that you need to record here?

I am feeling

I felt respected during this class by my peers

Share about your experience and comfort in today's class (optional)

Tell me about your experience with Formative.

My struggle during today's class was

My support from teacher today was

Process your learning: Write and/or draw and upload or draw on here what you have learned so far.This can be a catch-all place for notes or screenshots.

Optional: Notes Space

Write QUESTIONS about this video. You may also write CONNECTIONS you have to this concept in life or media.

Figure 1. Illustrations of blood smears from individuals like (left) Ceniya and (right) Ingrid.

DESCRIBE Figure 1, in detail.

Propose RESEARCH QUESTIONS about Figure 1.(If you cannot come up with a research question; something that could be investigated scientifically and not just with Google, propose any questions you have about the images.

Suggest INFORMATION that you think you need to start investigating these questions.

Do the cells in figure 1 (Ceniya vs Ingrid) all function the same way? Why or why not?

Quick Review:

COMPARE and CONTRAST the typical and sickled red blood cells and their associated hemoglobin molecules.

Using information from the above questions and introduction video, summarize what you understand so far. 25 words is not enough, 50 words is probably there, 75 words is almost certainly there, 200 words is too many.

Where is the origin of the change that results in clumped hemoglobin molecules and sickled red blood cells?

Where is the origin of the change that results in clumped hemoglobin molecules and sickled red blood cells?

Compare and contrast; what changed during sickle cell anemia?

Protein Synthesis whole-class Wayground RecapWrite, type, or draw (by hand, preferably, not the digital version here), concepts you recall from the Pear Practice. You may list vocabulary, single phrases, or work in more complete sentences; your call!

Protein Synthesis whole-class Wayground Recap

Match the concepts to help you compare DNA to RNA.

From recall and your writing first, categorize DNA vs RNA. You can scroll up and look at the image if you get stuck.

Match the characters in the comic to their context.

The sequence on the right tells a DNA fairy tale. Match the pictures to the descriptions, and then read the hint for information about the (1) (2) (3) footnotes.

Model 1: Static display of the important molecules involved in transcription.

Model 2: An animated, close-up view of transcription.

Model 2: An animated, close-up view of transcription.

Model 3: An animated, big-picture view of transcription

Model 4: The molecules involved in translation.

Model 5: Animated view of translation

Model 5: Animated view of translation

Match to review bond types.

Watch this short:https://www.youtube.com/shorts/mSMjwxNK2EU?feature=shareRate your understanding of this information

Anything you learned from the short that you need to record here?

I am feeling

I felt respected during this class by my peers

Share about your experience and comfort in today's class (optional)

Tell me about your experience with Formative.

My struggle during today's class was

My support from teacher today was

Process your learning: Write and/or draw and upload or draw on here what you have learned so far.This can be a catch-all place for notes or screenshots.

Optional: Notes Space

Propose RESEARCH QUESTIONS about Figure 1.
(If you cannot come up with a research question; something that could be investigated scientifically and not just with Google, propose any questions you have about the images.

Using information from the above questions and introduction video, summarize what you understand so far.
25 words is not enough, 50 words is probably there, 75 words is almost certainly there, 200 words is too many.

Protein Synthesis whole-class Wayground Recap
Write, type, or draw (by hand, preferably, not the digital version here), concepts you recall from the Pear Practice. You may list vocabulary, single phrases, or work in more complete sentences; your call!

Watch this short:
https://www.youtube.com/shorts/mSMjwxNK2EU?feature=share
Rate your understanding of this information

Process your learning: Write and/or draw and upload or draw on here what you have learned so far.
This can be a catch-all place for notes or screenshots.

Propose RESEARCH QUESTIONS about Figure 1.
(If you cannot come up with a research question; something that could be investigated scientifically and not just with Google, propose any questions you have about the images.

Using information from the above questions and introduction video, summarize what you understand so far.
25 words is not enough, 50 words is probably there, 75 words is almost certainly there, 200 words is too many.

Protein Synthesis whole-class Wayground Recap
Write, type, or draw (by hand, preferably, not the digital version here), concepts you recall from the Pear Practice. You may list vocabulary, single phrases, or work in more complete sentences; your call!

Watch this short:
https://www.youtube.com/shorts/mSMjwxNK2EU?feature=share
Rate your understanding of this information

Process your learning: Write and/or draw and upload or draw on here what you have learned so far.
This can be a catch-all place for notes or screenshots.