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Keywords: protein synthesis
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Journal Articles
The American Biology Teacher (2020) 82 (6): 409–412.
Published: 01 August 2020
...Andrea M.-K. Bierema Students often struggle with the concept of protein synthesis, which incorporates two main processes: transcription and translation. This article describes an activity in which students use craft supplies to physically model the process of translation. The teacher creates the...
Abstract
Students often struggle with the concept of protein synthesis, which incorporates two main processes: transcription and translation. This article describes an activity in which students use craft supplies to physically model the process of translation. The teacher creates the modeling kits, and then students use a worksheet to prepare the kit for a specific amino acid sequence. They practice the process of translation, including the start, tRNAs movement through the ribosome, the amino acid chain building, and the stop. This article describes how to create the model kits and implement the activity in the classroom. We have performed this hands-on activity in college classrooms as large as 170 students. Students appreciate the hands-on approach and find the activity extremely useful in understanding translation. While students model translation, the teaching team identifies and helps students overcome any misconceptions and gaps in their knowledge.
Includes: Supplementary data
Journal Articles
The American Biology Teacher (2018) 80 (1): 21–28.
Published: 01 January 2018
... and logically solve complex science and engineering problems. In this article, we share a successful lesson using protein synthesis to teach CT. This lesson focuses primarily on modeling and simulation practices with an extension activity focusing on the computational problem-solving practices of CT...
Abstract
One of the eight Next Generation Science Standards (NGSS) scientific practices is using mathematics and computational thinking (CT). CT is not merely a data analysis tool, but also a problem-solving tool. By utilizing computing concepts, people can sequentially and logically solve complex science and engineering problems. In this article, we share a successful lesson using protein synthesis to teach CT. This lesson focuses primarily on modeling and simulation practices with an extension activity focusing on the computational problem-solving practices of CT. We identify and define five CT concepts within the aforementioned practices that form the foundation of CT: algorithm, abstraction, iteration, branching, and variable. In this lesson, we utilize a game to familiarize students with CT basics, and then use their new CT foundation to design, construct, and evaluate algorithms within the context of protein synthesis. As an optional extension to the lesson, students enter the problem-solving environment to create a program that translates mRNA triplet codons to an amino acid chain. We argue that biology classrooms are ideal contexts for CT learning because biological processes function as a system, and understanding how the system functions requires algorithmic thinking and problem-solving skills.
Journal Articles
The American Biology Teacher (2017) 79 (4): 257–271.
Published: 01 April 2017
..., www.ucpress.edu/journals.php?p=reprints . 2017 Central Dogma protein synthesis transcription translation protein folding protein structure and function genetics mutation Figure 2. The T3 Method: sample problem with standard and advanced level solutions. Figure 2. The T3 Method: sample...
Abstract
Traditional transcription-translation exercises are instructionally incomplete by failing to link prescriptive genetic information with protein structure and function. The T3 Method solves this problem by adding a conceptually powerful yet easily learned third step where students use simple protein folding codes to transform their translations into corresponding protein structural models. This brings structural sense to sequence and makes the information-to-proteins connection that is so profoundly important to understand in biology more directly evident, experiential, and intrinsically meaningful. The T3 Method has further utility, proving versatile and adaptive to a wide range of academic levels and learning contexts, with possibilities for differentiated instruction, application, and extension.
Journal Articles
The American Biology Teacher (2012) 74 (4): 262–265.
Published: 01 April 2012
... University of California Press’s Rights and Permissions Web site at http://www.ucpressjournals.com/reprintinfo.asp . 2012 Translation protein synthesis mRNA sequencing amino acids polypeptide chain DNA is duplicated in the nucleus of a eukaryotic cell. Transcription is the DNA-directed...
Abstract
During this activity, by making beaded bracelets that represent the steps of translation, students simulate the creation of an amino acid chain. They are given an mRNA sequence that they translate into a corresponding polypeptide chain (beads). This activity focuses on the events and sites of translation. The activity provides students with a closer look at the process of translation, not focused solely on pairing codons with amino acids. The students move throughout the classroom, which simulates a nucleus, cytoplasm, a ribosome, and the A site, a P site, and an E site of a ribosome.
Journal Articles
The American Biology Teacher (2010) 72 (9): 564–566.
Published: 01 November 2010
.... 81 Factual comprehension 5. Explain what exons and introns are. 77 Factual comprehension Incomplete == 31 6. Briefly summarize the steps involved in protein synthesis. Complete == 50 (with details) Unacceptable == 19 Application of factual knowledge 7. A segment of DNA sense...
Abstract
A role-play of transcription and translation to synthesize a short polypeptide was enacted in the classroom. At the end, students were quizzed about what they had learned and surveyed for their satisfaction with the activity. Most students performed well on the factual-comprehension questions. Students' satisfaction with the activity was generally high.