Bedienungsanleitung Knex 78780 - Education DNA Replication Teachers Guide (Seite 38 von 46) (Alle Sprachen)

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• Dividethestudentsintoeightgroups.UsingtheK’NEX DNA, Replication and Transcription Class

Pack, assign each group a number from 1-8. Each group should design and build separate, unique

DNA sequences of 8 codons (24 base pairs). Students should record their own group’s sequence

in their journals and label their coding strand. Prior to beginning this activity, one group should be

designated to write a sequence that would include a start codon (Met) and one group should be

asked to write a sequence that would include a stop codon. After the 24 base-pair sequences have

been built, complementary template or antisense strands should be built to complete the double

helix. The groups should then work cooperatively to put all eight sequences together as a single

double-helical molecule using the 20-foot piece of flexible purple tubing and using the general

assembly instructions for the 24 base-pair model shown on Pages 16 and 17 of the K’NEX DNA,

Replication and Transcription building instructions booklet. Students should then use the sequence

code to determine the amino acid sequence of their new “mystery” peptide.

APPly

Questions/Activities for students:

• UseabiologytextortheInternettoidentifyasmallproteinthatisofinteresttothestudentgroup.

One interesting group of small proteins (peptides) is a family of antimicrobial peptides that include

magainins, melittin, and cecropins. Go to one of the reliable web sites below and find either the

amino acid sequence and/or DNA coding sequence for one of these proteins and create the DNA

counterpart.

• AnimalspeciesthatarecloselyrelatedtendtohaveverysimilarDNAcodingsequencesfor

specific proteins. In fact, similarities and differences in these DNA sequences are often used as a

measure of “genetic drift” or an “evolutionary process.” Research the DNA sequences for a given

peptide in several closely related and unrelated species. Compare the degree of “homology” among

the species.

• AskstudentstoformhypothesesaboutwhatwouldhappeniftheDNAforglucagonwaspresentin

the cell but never transcribed. What would be the overall effect in the body?

useful relAted web sites

1. http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=Genome&itool=toolbar – Entrez Genome

NCBI Search Site (U.S. National Institutes of Health search site)

2. http://www.ebi.ac.uk/embl/ - EMBL (European Bioinformatics Institute) Nucleotide Sequence and

Homology Search Database

3. http://www.rcsb.org/ - Molecular Structure Databank

4. http://history.nih.gov/exhibits/rodbell/4_1_rodbell.htm - NIH Glucagon History

references

Amino Acid Sequence of Glucagon. http://www.www.anaspec.com/content/pdfs/c_literature123.pdf

MODULE III: CODING, TRANSLATION, AND MUTATIONS

LESSON 5

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