Embedded Review of How to Make and Break Macromolecules
4.5
3
Transcribing and translating the HBB (hemoglobin) gene.
Possible Treatments
Required
3
Required
1
Required
1.5
Required
2
Required
4
HHMI Interactive to Explain Methods of Genetic Medicine
2
2.5
1
4.5
3
3
Various Videos for Support
Various Notes
1
Feedback
0
0
0
0
Connecting Models of Heredity and Genetic Engineering to Sickle Cell Anemia
5
5
4
3
1.5
2
4
3.5
2
1
5
Feedback 2/29
0
0
0
0
0
Question 1
1.
MAKE A CLAIM as to why Ceniya does not have pain crises like Ingrid. This is somewhat predictive as well; you may not have a solid answer right now. The point is to wonder!
Question 2
2.
Choose the CLAIM that matches yours the best, as to why Ceniya does not have pain crises like Ingrid. This is somewhat predictive as well; you may not have a solid answer right now. The point is to wonder!
Do at least the question marked required of this set before moving ahead if needed for pacing.
All answers should be complete by the end of the assignment when asked to turn in. There are multiple questions with different visuals etc because students make many errors here.
Question 3
3.
Match the terms related to heredity with fragments of their definitions.
FOURTH period probably does not have time for this; see the next question instead. If you are attempting this question and struggling, try the next q instead.
Draggable item
arrow_right_alt
Corresponding Item
genome
arrow_right_alt
organized DNA wrapped around histones
nucleotide
arrow_right_alt
proteins that help keep DNA from 'tangling'
nucleus
arrow_right_alt
compartmentalizes DNA so that it is not damaged; replication and transcription happen here
karyotype
arrow_right_alt
region of DNA
chromosome
arrow_right_alt
monomer of DNA
gene
arrow_right_alt
a picture of all the chromosomes in an organism's genome
histones
arrow_right_alt
the sum total of the genetic information for an organism
Question 4
4.
Match the terms related to heredity with fragments of their definitions.
This is an ADDED question for fourth period, who wouldn't have time for the whole question above. It is not required for non-fourth period students but it does give you another chance to reinforce key vocabulary.
Draggable item
arrow_right_alt
Corresponding Item
nucleus
arrow_right_alt
compartmentalizes DNA so that it is not damaged; replication and transcription happen here
genome
arrow_right_alt
region of DNA, has many nucleotides inside
gene
arrow_right_alt
monomer of DNA, contains phosphate, sugar, nitrogenous base
nucleotide
arrow_right_alt
the sum total of the genetic information for an organism; in eukaryotes, all the chromosomes
Question 5
5.
Sequence from largest/'container' to smallest/inside the 'container'. If you are stuck, the next question will help, but you should be able to do 80% of this without help.
Nucleotide
Atoms
Nucleus
Tissue
DNA
Chromosome
Cell
Gene
A molecule like H2O or O2 or CH3
Nitrogenous Base
Question 6
6.
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.
Other Answer Choices:
phosphate-sugar backbone
karyotype
DNA
RNA
nucleus
nitrogenous bases
gene
eukaryote
chromosome
prokaryote
Quick Review of How to Make and Break Macromolecules (Seniors)
You may have been advised to skip this section and return to it later based on your previous pacing. This is important information for the exam, but it is 'details associated with' and not 'the core concept' of this assignment. Please read my message on the next question before beginning. This is part of the grade.
Intro to How to Make & Break Macromolecules (Freshmen)
Completing this section is extra-credit. If you are interested in this topic and want some chemistry reinforcement, you are encouraged to do it. If you'd rather reinforce Genetics terms, go one section up. If you'd rather reinforce Punnett squares, find the Heredity section.
Seniors, these terms should be IN YOUR HEAD, so take time before selecting the in-line dropdown boxes.
2
1
1.5
3.5
1.5
Question 12
12.
COMPARE and CONTRAST the reactions of dehydration synthesis and hydrolysis, in general, as review for seniors (introduction for freshmen).
The previous question covered most of this content; attempt it from recall, then consult for details.
involved in hydrogen bonding
forms polymer from monomers
removes H and O from the monomers to form a molecule of H2O
forms monomers from polymer
splits H2O; the H and O each end up with a monomer
involved in covalent bonding
Dehydration Synthesis
Hydrolysis
Neither Dehydration Synthesis or Hydrolysis
Question 13
13.
COMPARE and CONTRAST the processes and types of bonds involved in protein synthesis with respect to whether they are dehydration synthesis reactions, hydrolysis reactions, or neither.
Feel free to consult your previous questions!
A previous question covered most of this content; attempt it from recall, then consult for details.
link sequential amino acids to form a polypeptide during translation
covalent bonds
link sequential ribonucleotides to form mRNA during transcription
unlink eaten or discarded proteins into free amino acids
link mRNA nucleotides to the DNA nucleotides during transcription
unlink the poly-A tail of an mRNA through exonuclease; will eventually digest the mRNA and prevent it from being translated again
hydrogen bonds
link tRNA's anti-codon to the mRNA's codon during translation
Dehydration Synthesis
Hydrolysis
Neither Dehydration Synthesis or Hydrolysis
This entire section is required for all.
Below are parts of the DNA sequence for the HBB gene.
There are two tables: one for the typical gene and one for the gene with the mutation that can lead to sickle cell disease. The sequences are broken into groups of three nucleotides each, called codons. For each table, you will transcribe the DNA into RNA. Then, you will translate the RNA into amino acids using the “Genetic Code Chart,” which will be provided by your instructor.
Below the DNA sequence in Table 2, record the appropriate mRNA and amino acid sequences.
Required
4
Use the typical HBB gene sequence on the left in Table 2 to answer the following questions.
Ignore the highlight on the table, that's my error.
Each codon and amino acid has been converted to a fill-in-the-blank for you to check your work easily, but you would write these in a linear format on the exam (all in a line like this sentence.)
Required
3.5
Required
3.5
Required
5
Question 17
17.
Complete the process of protein synthesis for the mutated sequence at table 3.
Required
7
Question 18
18.
COMPARE the typical HBB sequence with the mutated sequence, and DESCRIBE the consequences (recalling what we've done with the card sort, referencing 14 on the previous Sickle Cell assignment if needed).
Required
4
Question 20
20.
What new information does this video offer that you did not have before?
Question 21
21.
After having watched the new video above (if you didn't notice it was new, start it again from 3:19 or so), and select from this list the accurate claim.
Strong suggestion: Answer explanations are on for EACH of these claims to provide additional context.
How to use this question for maximum learning:
Answer with the 'best' answer to see if you are right. Regardless if you are or not,
Then read over all other answer choices again and think of why 'not', beyond just the video where possible. What SCIENCE or reasoning makes each wrong claim inaccurate?
Finally, mark ALL answers, read the explanations and see how it compared to your reasoning. Your reasoning might also be good even if it's not what I've written: feel free to check with me.
Finally, mark only the correct answer and move on.
Question 22
22.
Read the entire text before attempting any in-lines. You should know each word by the definition in (...) following the dropdown, or described in the context. Think of the word before attempting the dropdown.
Individuals with only one copy of the HBB __________ (change in nucleotides) do not have symptoms of sickle cell disease.
Individuals with two copies of the HBB mutation, which is called the sickle cell __________ (set of alleles an individual carries), typically do have symptoms.
Ceniya has the sickle cell genotype. So why doesn’t she have symptoms, aka exhibit the __________?
Let’s find out how Ceniya's additional mutation affects her physiology.
Question 23
23.
COMPARE and CONTRAST the typical and sickled red blood cells with regard to their genotypes and phenotypes.
A typical red blood cell's genotype and phenotype
A sickled red blood cell's genotype and phenotype
Question 24
24.
Categorize concepts of genotype and phenotype as related to red blood cell (RBC) production.
Genotype
Phenotype
Disrupting a specific area of the gene that encodes for adult hemoglobin — which is faulty in people with sickle cell disease (SCD) — led to an increase in the production of fetal hemoglobin, a version of the protein normally produced during fetal development, which can help relieve disease symptoms, according to a new study.
These data support the development of therapies that selectively target and reduce faulty adult hemoglobin gene activity to stimulate fetal hemoglobin production and alleviate the symptoms of SCD and other hemoglobin-related disorders, researchers say.
“What this really helps us to do is understand this process of turning off [fetal] globin and turning on adult globin and how we could reverse that, so that we can use this understanding of the mechanism to help us look for new therapeutic approaches — it’s a key piece of the puzzle,” Kate Quinlan, PhD, the study’s co-lead, from the University of New South Wales in Australia (UNSW), said in a university press release.
The study, “Disrupting the adult globin promoter alleviates promoter competition and reactivates fetal globin gene expression,” was published in the journal Blood.
SCD and beta-thalassemia are genetic conditions referred to as beta-hemoglobinopathies that are caused by mutations in the HBB gene. This gene encodes beta-globin, a part of hemoglobin — the protein in red blood cells that transports oxygen throughout the body.
In SCD, a mutated form of hemoglobin deforms the shape of red blood cells, making it difficult for them to pass through small blood vessels, potentially slowing or blocking blood flow.
Beta thalassemia is characterized by a reduction in the production of hemoglobin.
“Sickle cell disease and beta-thalassemia, a closely related disease, are inherited genetic conditions that affect red blood cells,” said Quinlan. “They are fairly common worldwide — over 318,000 infants with these conditions are born every year.”
Because these mutations affect the adult version of the HBB gene, most newborns do not show symptoms. Their bodies are still producing a healthy fetal version of hemoglobin that is more effective at transporting oxygen than its adult counterpart.
“Interestingly, when children are born, they don’t show disease symptoms at first, even if they have the mutations, because, at that stage, they’re still expressing [fetal] globin and not yet adult globin,” Quinlan said. “That’s because we have different [hemoglobin] genes that we express at different stages of development.”
“As the [fetal] globin gets turned off, and adult globin gets turned on — which happens within about the first year of life — the symptoms start to manifest,” Quinlan added.
In rare cases, some people have a benign condition called hereditary persistence of fetal hemoglobin (HPFH) — marked by the ongoing production of fetal hemoglobin beyond infancy — which eases symptoms of SCD and beta-thalassemia.
“In these patients, the persistent expression of [fetal] globin effectively compensates for the defective adult globin — but up until this piece of research, we didn’t really understand the process that led to this incredible advantage,” noted Quinlan.
Working in the laboratory run by Merlin Crossley, PhD, and together with collaborators in the U.S., Quinlan set out to understand the mechanism underlying ongoing fetal hemoglobin production with the aim of finding ways to maintain it in SCD and beta-thalassemia patients as a therapeutic strategy.
“The goal of our research is finding out how we can reverse the [fetal] to adult globin switch, so that patients continue to express [fetal] globin throughout life, rather than the mutant adult globin genes that cause blood cells to become stiff and block vessels,” Quinlan said.
First, the team examined the genomes of people with HPFH and discovered one DNA region immediately adjacent to the HBB gene that was deleted in all cases. This region was the gene’s promoter — a segment of DNA where regulatory proteins bind and turn on the HBB gene to produce beta-globin.
To investigate further, the CRISPR gene-editing tool was used to purposefully edit or delete some areas of the promoter in cells and observe the outcome.
“CRISPR allows us to ‘cut’ bits of DNA out of cells grown in the lab, to modify genes and see what happens as a result — it’s essentially a tool to figure out what genes do inside living cells,” Quinlan said.
After editing or deleting some of the elements within the promoter region, the team found that nearly all mutations that reduced ΗΒΒ promoter activity led to an increase in fetal hemoglobin production.
“We found that deleting just that one little bit was sufficient to make [fetal] globin go up and adult globin down — which suggests that we have found the key mechanism that can explain why [fetal] globin levels remains high in these asymptomatic patients,” said Quinlan. “Effectively, by deleting the adult globin ‘on switch’, we made the [fetal] globin ‘on switch’ active.”
These data suggested that “targeting the ΗΒΒ promoter might be explored to elevate fetal globin and reduce sickle globin expression as a treatment of [beta]-hemoglobinopathies,” the team wrote.
Recently, Quinlan and Crossley received a $412,919 grant (about $300,000 USD) to fund a collaboration that will continue to explore these results, which Quinlan noted were unexpected.
“It was surprising to see the findings — many people have studied these mutations for many years, so the idea that there’d be one unifying hypothesis that could explain them rather than them all working through different mechanisms will be surprising for the field,” said Quinlan.
“While we went in with the hypothesis that there might be one mechanism, we didn’t expect it to come out so cleanly — we thought that perhaps it would be more complicated than what we’d initially thought.”
Go here, interact with the genetic medicines (CRISPR-CAS9, gene therapy, and gene switches) to help with this work.
CRISPR-CAS9
Question 29
29.
Resequence the steps of CRISPR-Cas9 to reflect the order in which this genetic medicine works. This image references HHMI, but you shouldn't do it while staring at the interactive- do it after!
The DNA has been repaired.
Question 30
30.
Resequence the steps of CRISPR-Cas9 to reflect the order in which this genetic medicine works. The terms reference HHMI and the previous image.
DNA can repair itself when broken; either scientists keep breaking this spot to trigger mutation, or we add a little DNA sequence into that spot instead.
The new sequence can now either transcribe and translate a functional protein, or stops transcribing and translating a problematic protein, or otherwise changes a 'switch' that is causing problems.
The nuclease (Cas9) breaks the DNA.
A guide RNA helps bring a nuclease to the exact part of the DNA where we have identified a need to make a change.
The guide RNA interacts with DNA according to Chargaff's rule.
Question 31
31.
If you're using this for support on an earlier question, just answer, then come back and process again once you've interacted with Crispr-CAS9.
Match name to example for the types of mutation Crispr-CAS9 could induce (these are the same mutations that happen naturally but randomly, we just trigger them to happen where we want them)
Draggable item
arrow_right_alt
Corresponding Item
substitution
arrow_right_alt
ATCG ---> ACCG
deletion
arrow_right_alt
ATCG --->ACG
insertion
arrow_right_alt
ATCG ---> ATTCG
GENE THERAPY
Question 32
32.
Gene Therapy (see HHMI for the background, this is just a bit of extra detail)
Remember that viruses don't have _______ (1) to translate their own proteins, but they can have genetic material (DNA or _______ (2)) that provides the instructions for how to add the viral genome to the host cell's own _______(3). This is called the _______ cycle, and it explains why we can use viral vectors for gene therapy in an 'integration' style. This method means that when the host cell undergoes _______ , it passes down the new treatment to all its daughter cells. Integrative gene therapy is more likely to be a 'cure' than a treatment because of this; they now have the instructions and can continue to _______ and translate the gene as they would any other.
In contrast, nonintegrating vectors will not take advantage of the virus' _______ cycle. Nonintegrating vectors will simply introduce the therapeutic gene and the host cell will then perform _______ synthesis during its lifetime. The daughter cells will not have the gene and in order to synthesize its corresponding protein, treatment has to be repeated.
Ultimately, in gene therapy, we place the therapeutic gene within the _______vector (and remove pathogenic genes), and then the virus delivers the treatment for us.
Question 33
33.
Label the stages of gene therapy. This image references HHMI, so if you are struggling, feel free to view that source above; there's a hint for the material not addressed.
Other Answer Choices:
tablet
therapeutic gene
lytic cycle
viral vector
nucleus
cytoplasm
pathogenic gene
injection
lysogenic cycle
patient
GENE SWITCHES
Question 34
34.
Gene switches regulate the expression of genes by binding to different proteins that affect the activity of RNA polymerase.
sickle cell phenotype
typical cell phenotype
adult hemoglobin produced
adult hemoglobin repressed
fetal hemoglobin produced
fetal hemoglobin repressed
Ingrid
Ceniya
If I notice you are challenged by missing previous material or need a break from complex independent thinking to listen to a lecture, I might send you here to watch a quick video. You can also watch these independently if you notice you need support or you have extra time, to help you review/notice places for additional notes or practice.
All students: Monomers, Polymers, Synthesis and Digestion
Helpful for qs. in the embedded review section of Making and Breaking Macromolecules.
Required
0
0
Question 36
36.
this monomer and polymer video helped me with... (write N/A if you didn't watch, otherwise recap here; I may use writing to help you with content and/or to provide extra credit.) You can upload pictures of written notes or graphic-designed notes if you prefer, or augment your answer with screencaps from the video.
Seniors: Water and Hydrogen Bonding
Reviews cohesion, adhesion, properties of water, partial negative charges, positive charges, etc. Also shows hydrogen bonding in DNA!
Required
0
0
Question 38
38.
This water and hydrogen bonding video helped me with... (write N/A if you didn't watch, otherwise recap here being specific; I may use writing to help you with content and/or to provide extra credit.) You can upload pictures of written notes or graphic-designed notes if you prefer, or augment your answer with screencaps from the video.
Seniors: Nucleic Acid Structure
including directionality nucleotides, dehydration synthesis reactions, nitrogenous bases and Chargaff's rules and their role in transcription, and prokaryotes, eukaryotes, viruses, plasmids, and DNA compared to RNA.
Required
0
0
Question 40
40.
This nucleic acid structure video helped me with... (write N/A if you didn't watch, otherwise recap here being specific; I may use writing to help you with content and/or to provide extra credit.) You can upload pictures of written notes or graphic-designed notes if you prefer, or augment your answer with screencaps from the video.
Question 41
41.
What I learned from Giant Steps (4th Period, 2.21; other classes, when asked to write)
You can write and/or draw and use slates or here.
Question 42
42.
Please share anything else I need to know or requests you have regarding your experience in today's class.
Question 43
43.
I am feeling
Question 44
44.
I feel that my PEERS are being
Question 45
45.
I felt respected during this class by my peers
Question 46
46.
DESCRIBE what you learned during the Giant Steps.
Question 47
47.
Write what you recall of monohybrid (2x2) Punnett squares.
You are encouraged to draw on slate and boogie board several different Punnett squares with different genotypes for the parents, show the crosses, etc, and then use those drawings to help you frame your writing.
Your answers, as usual, must be your own so I can use this information to adjust my instruction.
Question 48
48.
Label the life-cycle diagram. Complete what you can, make brief guesses, then, view hints for short paragraphs that describe the diagram.
(We may have discussed/had mini-lectures over the material in class, which is why the explanation is hidden for after your attempt. You should still review it!)
Other Answer Choices:
fertilization
haploid
sperm
diploid
egg
meiosis
zygote
mitosis
Question 49
49.
Label the life-cycle diagram.
Other Answer Choices:
somatic cell
process of combination
gamete
production of different cells
production of identical cells
Question 50
50.
It makes sense that mitosis would be useful in repair, when you need to copy, say, a skin cell, to replace another skin cell. Yet, how can mitosis be responsible for the growth of an organism from a single-celled zygote to a full-fledged adult, if the process leads to identical daughter cells?
Each somatic cell of an organism, has the __________ DNA from being duplicated. However, these somatic cells- the neuron and epithelial cell- each have a different structure and therefore __________.
The aptly named process of __________ causes specific genes to be expressed in each daughter cell, which then causes the cells to develop the characteristics that make them useful for different body systems.
Question 51
51.
Match the term with the definition.
Draggable item
arrow_right_alt
Corresponding Item
mitosis
arrow_right_alt
produces somatic cells
meiosis
arrow_right_alt
produces gametes
gamete
arrow_right_alt
sex cells
somatic cells
arrow_right_alt
body cells
2
Question 52
52.
A Punnett square models (c/o, asexual, sexual) _______ reproduction by nucleated cells, aka _______.
5
Question 53
53.
On the _______of the square, we place the _______ (aka n) sex cells. These are also known as _______ . In males, this genetic-information carrying cell is the _______ and females, this cell is the egg.
These cells are produced via _______, which reduced the chromosome count from 2n to n.
1
Question 54
54.
Sex cells will combine during the process of _______, which is what filling in the Punnett square will model.
5
7
Question 57
57.
Sexual Reproduction and Asexual Reproduction
The Punnett square is used for predicting genotypes and inferring __________ in sexual organisms, but wouldn't be useful for asexual organisms.
Asexual organisms clone themselves; for instance, yeast (a type of fungus) can self-clone via __________. Bacteria, however, reproduce via __________.
Asexual reproduction is __________ compared to sexual reproduction, but because it is cloning, it keeps the same flaws (and advantages) of the parent organisms. The only diversity asexual reproduction introduces is caused by __________ of the DNA sequence during __________ phase of interphase.
The Punnett square lets us see how the process of sexual reproduction generally __________ genetic diversity in the next generation. Many animals and plants reproduce sexually. Yeast can also reproduce sexually, producing gametes with __________.
Question 58
58.
Three Processes for Increasing Genetic Diversity in Sexual Reproduction
There are additional processes that increase genetic diversity during sexual reproduction.
__________swaps genetic information between homologous chromosomes, which have the same general genes. This process happens during __________ and is not directly modelled on the Punnett square.
__________is represented on the __________ of the Punnett square; it means whichever allele for a particular gene is passed down from the parent is 'random'. For instance, a __________has 50% chance of passing on the recessive allele, and 50% chance of passing on the dominant allele.
__________ is represented on the __________ of the Punnett square; it means whichever sperm and egg combine cannot be predicted.
Question 59
59.
The process of crossing over in meiosis increases genetic diversity for sexual reproduction. Label the diagram to interpret this process.
Other Answer Choices:
homologous chromosomes align
non-recombinant chromatids
recombinant chromatids
heterologous chromosomes align
genetic information is swapped from one chromosome to the other
Question 60
60.
Label the life-cycle diagram with reference to events that are modelled on the Punnett Square.
Other Answer Choices:
crossing over
independent assortment
random fertilization
Question 61
61.
First, perform 3 Punnett square crosses. The sickle cell allele is recessive.
HA - typical cell
HS - sickle cell
Two typical blood cell producers
Two sickle cell carriers
A person with sickle cell and a person without.
Then, work with this page: https://www.sparksicklecellchange.com/sickle-cell-genetics/inheritance to check with your work and expand your understanding.
Write your takeaways below.
Question 62
62.
I am feeling
Question 63
63.
I feel that my PEERS are being
Question 64
64.
I felt respected during this class by my peers
Question 65
65.
I feel I made 75 minutes + worth of academic progress during this class
Question 66
66.
Please share anything else I need to know or requests you have regarding your experience in today's class.
Question 7
7.
Solid lines represent __________bonds, which
are within molecules.
are made by the process of __________ (remove water to make) to form polymers from monomers
are broken by the process of __________ (add water to break) to digest polymers into monomers
bond the atoms together within monomers (forming a __________)
Can you fully define and use monomer and polymer in a sentence? Click the hints for an image to help you be certain, and then the second hint for a video recap where needed.
Question 8
8.
Role of Covalent Bonds in the 'Genotype to Phenotype' Process of the Central Dogma
Covalent bonds form between
adjacent __________ (monomers) in the backbone of the nucleic acids made by replication and transcription (aka phosphodiester)
adjacent __________ (monomers) of the polypeptide produced in translation
Question 9
9.
Dotted lines represent __________bonds, which
are between molecules***.
caused by differences in__________between O/N/F and H.
we previously saw in __________, where they were responsible for the properties of cohesion, adhesion, surface tension, high heat capacity
Question 10
10.
Hydrogen Bonds maintained between complementary Deoxyribonucleotides to form the __________ helix and yet they are
... easily broken by __________ during replication
... easily broken by __________ during transcription.
Question 11
11.
Role of Hydrogen Bonds in Genetic Processes;
Hydrogen bonds are briefly formed
between DNA and the new strand when DNA is being __________ during S phase.
between DNA and forming mRNA as the DNA is __________ into mRNA.
between tRNA's anticodon and mRNA's codon as the mRNA is__________ into a polypeptide.
Question 14
14.
Match the terms to build a word-bank for later questions.
If you are able to complete without hints, excellent work. Still view the hints after completion and examine the pictures briefly to make sure you have full context.
Draggable item
arrow_right_alt
Corresponding Item
genotype
arrow_right_alt
set of 3 nucleotides (mRNA)
nitrogenous base
arrow_right_alt
set of 3 nucleotides (tRNA)
codon
arrow_right_alt
contains phosphate, sugar, nitrogenous base
nucleotide
arrow_right_alt
gives a nucleotide its identity (ATCG)
phenotype
arrow_right_alt
the genetic code; represented by terms like heterozygous, hybrid, Aa, homozygous dominant, etc.
transcription
arrow_right_alt
the expressed physical trait
anticodon
arrow_right_alt
information in DNA used to produce mRNA
translation
arrow_right_alt
information in mRNA used to produce polypeptide
Question 15
15.
The message of DNA Codon 1 CAC is _______ into RNA Codon 1 GUG.
Fill in the codons for the following:
Codon 2... GTG-> _______
Codon 3.... GAC-> _______
Codon 4.... TGA-> _______
_______ 5... GGA-> CCU
Codon 6... CTT-> _______
Codon 7... CTC-> _______
Question 16
16.
The message of RNA Codon 1 GUG is
_______ into amino acid 1 Val.
Fill in the amino acids for the following, using the information from the above question, the codon chart and only the three-letter abbreviation for the amino acid. You might find it easier to quickly scribble out the DNA, mRNA, then AAs like the table shows.
Amino Acid 2: _______
Amino Acid 3:_______
Amino Acid 4: _______
_______ 5: Pro
Amino Acid 6: _______
Amino Acid 7:_______
Question 19
19.
The mutation in the HBB gene that produces the sickle cell allele is located at codon #_______ . It is a _______ mutation, because it replaced the original thymine with an _______.
As a result, the new protein has a different _______ than the original protein, and therefore a different function.
Question 25
25.
Using the article, DESCRIBE briefly how fetal hemoglobin is different from adult hemoglobin.
Question 26
26.
Using the article, IDENTIFY what typically happens to the production of fetal hemoglobin after birth.
Question 27
27.
Using the information from the article and the video, EXPLAIN why Ceniya does not experience symptoms in your own words.
Take the quote excerpts (copy-paste) from the text to support your answer.
Question 28
28.
COMPARE and CONTRAST Ceniya and Ingrid's hemoglobin production genotypes.
sickle cell genotype
typical fetal hemoglobin off-switch genotype
mutated fetal hemoglobin off-switch genotype
typical RBC genotype
no pain crises
pain crises; sickle cell phenotype
Ceniya
Ingrid
Question 35
35.
I watched this monomers and polymers video
Question 37
37.
I watched this water and hydrogen bonding video
Question 39
39.
I watched this nucleic acid video
Question 55
55.
On the _______ of the square, we write the genotype of the _______ (aka 2n) cell, the potential first cell of the new organism.
This cell is known as a _______. It is a body cell, the opposite of a gamete; we call it _______.
Over time, the single cell will grow to form a fetus. The cells will copy themselves over and over again, forming identical daughter cells; this process is called _______ .
Question 56
56.
Finally, what do the letters and information on the Punnett square represent?
Draggable item
arrow_right_alt
Corresponding Item
allele is REPRESENTED by in the punnett square
arrow_right_alt
t or T
genotype DEFINITION
arrow_right_alt
blue eyes or brown eyes
genotype is REPRESENTED by in the punnett square
arrow_right_alt
having an eye color
gene EXAMPLE
arrow_right_alt
a variant of a gene
gene DEFINITION
arrow_right_alt
a region of DNA that codes for a trait (protein, usually)
