This document summarizes key discoveries and scientists involved in understanding DNA and genetics. It describes Frederick Griffith's experiments in 1928 which showed bacteria could undergo transformation through incorporation of DNA from other bacteria. Later experiments by Avery, MacLeod and McCarty in 1944 confirmed DNA was the transforming agent. The document then outlines discoveries around DNA structure including its double helix shape discovered by Watson and Crick in 1953 based on X-ray crystallography data from Rosalind Franklin. It also summarizes DNA replication and basic concepts in genetics like transcription, translation and genetic code.
nucleic acid
history
central dogma of life
types of nucleic acid
functions of DNA
Replication
encoding information
mutation and recombination
gene expression
104 Genetics and cellular functionLearning Objective.docxaulasnilda
1
04 Genetics and cellular
function
Learning Objectives
• With respect to nucleic acids:
• Identify the monomers and polymers.
• Compare and contrast general molecular structure.
• Define the terms genetic code, transcription and translation.
• Explain how and why RNA is synthesized.
• Explain the roles of tRNA, mRNA, and rRNA in protein synthesis.
• Define the term cellular respiration.
• With respect to glycolysis, the Krebs (citric acid or TCA) cycle, and the electron transport chain: compare and
contrast energy input, efficiency of energy production, oxygen use, by-products and cellular location.
• Referring to a generalized cell cycle, including interphase and the stages of mitosis:
• Describe the events that take place in each stage.
• Identify cells that are in each stage.
• Analyze the functional significance of each stage.
• Distinguish between mitosis and cytokinesis.
• Describe DNA replication.
• Analyze the interrelationships among chromatin, chromosomes and chromatids.
• Give examples of cell types in the body that divide by mitosis and examples of circumstances in the body that
require mitotic cell division.
• Compare and contrast the processes of mitosis and meiosis.
• Provide specific examples to demonstrate how individual cells respond to their environment (e.g., in terms of
organelle function, transport processes, protein synthesis, or regulation of cell cycle) in order to maintain
homeostasis in the body.
• Predict factors or situations that could disrupt organelle function, transport processes, protein synthesis, or the
cell cycle.
• Predict the types of problems that would occur if the cells could not maintain homeostasis due to abnormalities
in organelle function, transport processes, protein synthesis, or the cell cycle.
2
DNA and RNA—The Nucleic Acids
DNA Structure
• Deoxyribonucleic acid (DNA)—
long, thread-like molecule with
2 nm diameter, but varied
length
• 46 DNA molecules in nucleus of
most human cells
• Average length about 43,000 μm
each
• DNA (and other nucleic acids)
are polymers of nucleotides
• Nucleotide consists of a sugar,
phosphate group, and
nitrogenous base
• A single DNA nucleotide
• One deoxyribose sugar
• One phosphate group
• One nitrogenous base
3
Nitrogenous Bases
• Purines—double ring
• Adenine (A)
• Guanine (G)
• Pyrimidines—single ring
• Cytosine (C)
• Thymine (T)
• Uracil (U) (not found in DNA,
only found in RNA)
DNA Structure
• Phosphate and Sugar unite by covalent bonds to
form “backbone”
• Nitrogenous bases of two backbones united by
hydrogen bonds
• A purine on one strand always bound to a pyrimidine
on the other
• A–T two hydrogen bonds
• C–G three hydrogen bonds
• Double helix shape of DNA (resembles spiral
staircase)
• Law of complementary base pairing
• One strand determines base sequence of other
4
Chromatin and Chromosomes
• Most human cells have 2 million μm (2m)
of DNA
• Nucleosome - DNA winds around eight ...
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Frederick Griffith
• British bacteriologist
• 1928 = designed and performed experiment
on rats and bacteria that causes pneumonia.
• 2 strains of the bacteria
• Type S = causes severe pneumonia
• Type R = relatively harmless
6. • Finally he injected a mixture of living Type R
and dead Type S :
7. Results of experiments:
• Because the dead rat tissue showed living
Type S bacteria, something “brought the Type
S back to life”
• Actually one bacterial type incorporated the
DNA, or instructions, from the dead bacteria
into its own DNA
• Known as transformation. Confirmed by
Avery, MacLeod, and McCarty in 1944
9. Hershey and Chase
• 1952
• Attempted to solve
the debate on
whether DNA or
proteins are
responsible for
providing the
genetic material.
10. • They used a
bacteriophage (a
virus which
attacks bacteria)
to prove that
DNA was
definitely the
genetic material.
11.
12. Phoebus A. Levene
• Russian born; immigrated to America,
moves to Europe.
• 1920’s discovered nucleotides (building
blocks of DNA)
1. Sugar
2. Phosphate group
3. Nitrogenous base
15. Chargaff’s rules
• The relative amounts of adenine and thymine
are the same in DNA
• The relative amounts of cytosine and guanine
are the same.
• Named after Erwin Chargaff
17. Structure of DNA
• Discovered in 1953
by two scientists:
• James Watson
(USA)
• Francis Crick (GBR)
• Known as the
double-helix
model.
18.
19. The double-helix
• A twisted ladder with two long chains of
alternating phosphates and sugars. The
nitrogenous bases act as the “rungs”
joining the two strands.
21. Chromosomes & DNA replication
• The nucleus of one human cell contains
approximately 1 meter of DNA.
• Histones = DNA tightly wrapped around a
protein
• Nucleosome:
23. DNA replication
• Must occur
before a cell
divides.
• Each new cell
needs a copy of
the information
in order to grow.
24. DNA replication. Why needed?
• Before DNA strand can
be replicated or
copied it must be
“unzipped”
• DNA polymerase
(enzyme that unzips)
• Starts at many
different points. Why?
25. Completing the replication
• After the DNA
molecule comes
apart, bases of
free nucleotides
in the nucleus
join their
complimentary
bases.
26. RNA
• Very similar to DNA.
• Exceptions:
1) Ribose is the 5-carbon sugar
2) Uracil replaces thymine
3) Single-stranded
27. mRNA (messenger)
• Copies genetic
code of DNA by
matching bases.
• Occurs in the
nucleus.
• DNA changing to
RNA
28. TRANSCRIPTION
• DNA is copied into mRNA with the
aid of RNA polymerase.
• The RNA polymerase will bind to
promoters that act as signals in the
DNA sequence to make RNA.
30. Exons and Introns
• EXONS
• A segment of DNA in
eukaryotic organisms
that codes for a specific
amino acid
• INTRONS
• A segment of DNA that
does NOT code for an
amino acid.
31. Confusing genetic terms:
• Polypeptide = a chain of amino acids.
• Protein = a complex structure composed of
polypeptides
• Amino acids = smallest structural unit of a
polypeptide.
• Gene = a distinct unit of material found on a
chromosome
32. Reading the genetic code
• The genetic code is responsible for
building all the proteins in the body using
20 different amino acids.
• How many 3 letter words can you make
from the letters A,T,G and C?
• Answer: 64
35. tRNA (transfer)
• approx. 80 nucleotides in
length.
• Cross-like shape
• At one end an amino acid
is attached
• At the other end there is
an anticodon
• Acts like a truck
36. Polypeptide assembly
• Translation = reading
or “translating” the
RNA code to form a
chain of amino acids.
• Known as protein
synthesis
• Occurs in the
cytoplasm. (p.304)
37. Mutations
• The source of variation in a genetic
sequence.
• Can be either gene or chromosomal
mutations.
• Point mutations = a change in a single
nucleotide in a sequence of DNA.
39. Chromosomal mutations
• Involves a change in the number or structure
of the chromosomes.
• Deletion : when a piece of a chromosome
breaks off and is lost.
• Duplication : when a segment of a
chromosome is repeated
• Inversion : when a segment of a chromosome
is reversed.
40. More chromosomal mutations
• Translocation :
when part of a
chromosome
breaks off and is
attached to a
non-homologous
chromosome.
41. Control of gene expression
• Genes are often like light switches
that can be turned off and on.
• Operon = occur in prokaryotes.
(bacteria) different genes that work
together to activate gene functions
43. Protein Structure
• Serve various function including structural roles,
catalysts, transporter and hormones
• Polymers of amino acids covalently linked
through peptide bonds into a chain
• Each of amino acid has a fundamental design
composed of a central carbon bonded to ;
i. a hydrogen
ii. a carboxyl group
iii. An amino group
iv. A unique side chain of R-group
44.
45. • the characteristic that distinguishes one amino
acid from another is its unique side chain, and
it is the side chain that dictates an amino acids
chemical properties
• The unique side chains confer unique chemical
properties on amino acids, and dictate how
each amino acid interacts with the others in a
protein.
46. Peptide bonds are formed between the carboxyl
group of one amino acid and the amino acid of the
next amino acid
Peptide bond formation occurs in a condensation reaction
involving loss of a molecule of water
The head-to-tail arrangment of amino acids in a protein means
that there is a amino group on one end (called the aminoterminus or N-terminus) and a carboxyl group on the other end
(carboxyl-terminus or C-terminus).
The carboxy-terminal amino acid corresponds to the last one
added to the chain during translation of the messenger RNA.
47. Levels of Protein Structure
• Structural features of proteins are usually described at
four levels of complexity
a. Primary structure
b. Secondary Structure
c. Tertiary Structure
d. Quaternary Structure
48. Primary Structure
• - the linear arrangement of amino acids in a
protein and the location of covalent linkages
such as disulfide bonds between amino acids
49. Secondary Structure
• areas of folding or coiling within a protein;
examples include alpha helices and pleated
sheets, which are stabilized by hydrogen
bonding
50. Tertiary Structure
• the final three-dimensional structure of a
protein, which results from a large number of
non-covalent interactions between amino
acids.
51. Quaternary Structure
• Two or more tertiary proteins joined
• non-covalent interactions that bind
multiple polypeptides into a single, larger
protein. Hemoglobin has quaternary
structure due to association of two alpha
globin and two beta globin polyproteins.