1. Updated Grid with Assessments (Fall 2015) Jacob Adler

2. Goal: Critically examine the structures in cells and how molecular pathways mold these structures for overall cellular function (Understand, Analyze) Learning Objective Learning Outcomes Students will be able to… Taxonomy Level Learning ActivitiesFormative Assessment Structure the roles of protein production and implement these roles in terms of cellular function. (Apply, Analyze) Integrate a plan of action in a cell to make a protein which applies a new function for that cell. Analyze1. Students read chapter on the central dogma from the textbook. Students watch videos on transcription and translation. (Friday, Saturday, Sunday, Monday out of class) 1. Students individually answer questions over reading material on the central dogma due prior to class over concepts from textbook and videos. One question should include the general flow of the central dogma. (Remember) (Friday, Saturday, Sunday, Monday out of class) 2. Students individually use a strip sequence of gene expression steps and major components and organize the steps and components. Students enter into small groups and talk about their order of strips. Students in groups then create a sketch of gene expression within a cell of their choosing. (Tuesday in class) 2. Students get individual feedback from fellow students on the flow of information. Students get group feedback from instructor (rubric) on flow of information and graphical sketches (Understand) (Tuesday in class) 3. Exit Poll with (1) a question to see if students can summarize the flow of information (Understand) and (2) a question to see if students can infer what would happen if a modification occurred at a certain part of the process (Apply) and (3) a question demonstrating level of comfort with the flow of information. (Wednesday out of class) 3. Students re-examine the application question from the Exit Poll Assessment in small groups and come to a consensus on their solution. Groups present graphical sketches of solution. Receive new similar problem from instructor with application of a new function to a cell. (Thursday in class) 4 and 5. Students get group feedback on their graphical sketches from instructor (rubric) on their information flow and manipulation. (Apply) (Thursday in class)

3. Learning Activity #1 Book Section to Read: Textbook section on Central Dogma Central Dogma Video 1: https://www.khanacademy.org/test- prep/mcat/biomolecules/amino-acids-and-proteins1/v/central-dogma- of-molecular-biology-2https://www.khanacademy.org/test- prep/mcat/biomolecules/amino-acids-and-proteins1/v/central-dogma- of-molecular-biology-2 Central Dogma Video 2: https://www.dnalc.org/resources/3d/central- dogma.htmlhttps://www.dnalc.org/resources/3d/central- dogma.html Transcription Video: https://www.dnalc.org/resources/3d/13- transcription-advanced.htmlhttps://www.dnalc.org/resources/3d/13- transcription-advanced.html Translation Video: https://www.dnalc.org/resources/3d/16-translation- advanced.htmlhttps://www.dnalc.org/resources/3d/16-translation- advanced.html

4. Assessment #1 Questions: 1. The template in transcription is: (remember) a. a primer. b. an enzyme. c. a strand of DNA. d. a strand of RNA. e. ribonucleoside triphosphates. 2. Which of the following processes would be first to occur in the process of gene expression? (remember) a. transcription b. translation c. replication d. protein folding e. RNA splicing 3. The template in translation is: (remember) a. a primer. b. an enzyme. c. a strand of DNA. d. a strand of RNA. e. ribonucleoside triphosphates. 4. Which of the following processes produces a final message the leaves the nucleus and travels to the ribosome? (remember) a. transcription b. translation c. replication d. protein folding e. RNA splicing

5. Learning Activity #2 Students individually use a strip sequence of protein production steps and major components and organize the steps and components. Encourage students to place items in the correct order first, then fill in gaps with processes. Students enter into small groups and talk about their order of strips. Students in groups then create a sketch of the central dogma within a cell of their choosing using dry erase boards. They are then given additional items (see list on right) to see how they fit into the flow. Key: ↓ = a processBold = an item Double-stranded DNA ↓ DNA separation into two strands Separated DNA ↓Transcription pre-mRNA ↓ Splicing ↓ Capping ↓ 5’ Polyadenylation mRNA ↓ Exits nucleus through nuclear pores ↓ Binds to Ribosome ↓ Translation Protein ↓ Folding Functional Protein ↓ Transport to functional location in cell RNA Polymerase tRNA with amino acid attached Spicesome Helicase Golgi Apparatus Vesicle

6. DIMENSIONSWEIGHTEXEMPLARYCOMPETENTBEGINNING Cell Organelle and Part Locations 25%Students provide all accurate locations of cell organelles and parts that are involved in these processes. Students provide most accurate locations of cell organelles and parts that are involved Students provide few accurate locations of cell organelles and parts that are involved. Order of Processes 35%Students provide all accurate order of processes. Students provide most accurate order of processes. Students provide few accurate order of processes. Location of Accessory Proteins and Items involved in the Process 25%Students provide all accurate locations of major accessory proteins and items. Students provide most accurate locations of major accessory proteins and items. Students provide few accurate locations of major accessory proteins and items. Teamwork15%All students are actively participating in group project. Some students are actively participating in group project. Few students are actively participating in group project. Assessment #2 TASK DESCRIPTION: Students will illustrate the proper order of the central dogma events in a cell.

7. Assessment #3 Questions: 1. Describe the role of RNA Polymerase in terms of protein production. (understand) 2. What would happen if the activated tRNAs were not functioning properly? Describe how the system of protein production will be modified? (apply) 3. Indicate your level of comfort in understanding the flow of information during the process of gene expression. 5 – Very comfortable. 4 – Somewhat comfortable. 3 – Neither comfortable nor uncomfortable. 2 – Somewhat uncomfortable. 1 – Uncomfortable. 4. Based upon your answer above, what specific part of the process are you having the most trouble with implementing?

8. Learning Activity #3 Students work in groups to revisit application question from Assessment 3. Student groups come to a consensus on the pathway alteration (tRNA not activated) and sketch a solution.

9. DIMENSIONSWEIGHTEXEMPLARYCOMPETENTBEGINNING Cell Organelle and Part Locations 25%Students provide all accurate locations of cell organelles and parts that are involved in these processes. Students provide most accurate locations of cell organelles and parts that are involved Students provide few accurate locations of cell organelles and parts that are involved. Order of Processes 35%Students provide all accurate order of processes. Students provide most accurate order of processes. Students provide few accurate order of processes. Location of Accessory Proteins and Items involved in the Process 25%Students provide all accurate locations of major accessory proteins and items. Students provide most accurate locations of major accessory proteins and items. Students provide few accurate locations of major accessory proteins and items. Teamwork15%All students are actively participating in group project. Some students are actively participating in group project. Few students are actively participating in group project. Assessment #4 TASK DESCRIPTION: Students will illustrate the proper order of the central dogma events in a cell post alteration of the pathway (tRNA not activated).

10. Learning Activity #4 Students work in groups to answer the following question: Once a protein is made it has a function in the cell. One protein, called YAP, functions in the nucleus to promote growth of a cell. However, the YAP protein relies on the protein production system that we just learned about this week in order to be made to help promote cell growth. Demonstrate in a graphical sketch what would happen to cell growth if RNA Polymerase was activated at the transcription start site for the YAP gene? (apply) Repeat this exercise, what would happen to cell growth if 5’ capping enzyme was non-functional due to a mutation? (apply)

11. DIMENSIONSWEIGHTEXEMPLARYCOMPETENTBEGINNING Cell Organelle and Part Locations 25%Students provide all accurate locations of cell organelles and parts that are involved in these processes. Students provide most accurate locations of cell organelles and parts that are involved Students provide few accurate locations of cell organelles and parts that are involved. Order of Processes and Alteration Applied 35%Students provide all accurate order of processes. Students provide most accurate order of processes. Students provide few accurate order of processes. Location of Accessory Proteins and Structures involved in the Process 25%Students provide all accurate locations of major accessory proteins and structures. Students provide most accurate locations of major accessory proteins and structures. Students provide few accurate locations of major accessory proteins and structures. Teamwork15%All students are actively participating in group project. Some students are actively participating in group project. Few students are actively participating in group project. Assessment #5 TASK DESCRIPTION: Students will illustrate the proper order of central dogma events in a cell and the function after alterations in YAP protein production.

12. Summative Assessment Students are asked to write the order of events of creating a functional protein involved at the cell membrane. Students may provide a sketch to support their essay. Students are asked to write a similar question as above on the exam as an essay and/or multiple part response. DIMENSIONSWEIGHTEXEMPLARYCOMPETENTBEGINNING Cell Organelle and Part Locations 15%Students provide all accurate locations of cell organelles and parts that are involved in these processes. Students provide most accurate locations of cell organelles and parts that are involved Students provide few accurate locations of cell organelles and parts that are involved. Order of Processes 35%Students provide all accurate order of processes. Students provide most accurate order of processes. Students provide few accurate order of processes. Location of Accessory Proteins and Structures involved in the Process 25%Students provide all accurate locations of major accessory proteins and structures. Students provide most accurate locations of major accessory proteins and structures. Students provide few accurate locations of major accessory proteins and structures. Function of Structures25%Students demonstrate correct function of all structures in the pathways. Students demonstrate some correct function of structures in the pathways. Students demonstrate few correct function of structures in the pathways.