Unit 2.2 Decoding a Diagnosis: DNA, chromosomes, genes, proteins, protein synthesis, mutation, inheritance.
Your PLTW coursework: Principles of Biomedical Science ▸ Unit 2: Clinical Care ▸ Lesson 2.2 Decoding a Diagnosis ▸ "Activity 2.2.2 A Protein Problem"
What to do if absent- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Model how DNA in a gene is transcribed and translated into a , and explain how a can change that protein and be inherited.
- 1Open the Unit 2.2 task in your PLTW shell to see the graded DNA-to- model.
- 2Build or draw a DNA segment and identify a gene on a .
- 3Transcribe the gene's DNA into messenger RNA, base by base.
- 4Translate the messenger RNA into an amino acid sequence using a codon chart.
- 5Introduce a into the DNA and trace how it changes the resulting .
- 6Explain how that gene and its alleles could be passed to the next generation.
- • You can model of a gene from DNA to messenger RNA.
- • You can translate messenger RNA into an amino acid sequence.
- • You can explain how a changes a and how a gene is inherited.
Open any day for its full lesson, the work due that day, and guided notes.
Lab notebook entry: original DNA template strand, mRNA , original amino acid sequence (with codon chart citations), mutated sequence after the point , mutation type classification with justification, and one model limitation.
CER arguing how the point affects the resulting , using the Wednesday sequence comparison as evidence and connecting the protein change to a possible diagnosis in the reasoning.
Your worksheet: the side you argued, your three strongest arguments, the opposing point you had to answer, and where you actually stand now.
Two-sentence written reflection naming the strongest opposing argument encountered during the debate.
- A diagnosis can come down to a single misread letter in DNA, so today you trace the whole path from gene to yourself.
- Today's goal: model and and show how one ripples out to a and to a family.
- Monday's bioethics debate fits the unit: if a genetic test reveals a , who has the right to know the result?
- Your graded DNA-to- model is submitted on the class site.
Do this: Advance the PLTW PBS Unit 2.2 benchmark by modeling synthesis and in the online course shell.
- • A gene is a segment of DNA on a that codes for a .
- • copies DNA into messenger RNA, and builds a from it.
- • A changes the and can alter the resulting .
- • Model and from DNA to .
- • Predict how a changes a and how an is inherited.
📋 PLTW evidence due Friday: completed Unit 2.2 DNA-to- model showing , , and a .
All PLTW activities are completed inside the PLTW course environment: this page only gives direction.
Use this chart to keep your place. Nothing on it is turned in through the portal.
| Day | Work | Turn in |
|---|---|---|
| Monday · Mon, Oct 26 | DNA and protein modeling | Lab notebook entry: original DNA template strand, mRNA transcription, original amino acid sequence (with codon chart citations), mutated sequence after the point mutation, mutation type classification with justification, and one model limitation. |
| Tuesday · Tue, Oct 27 | Evidence for | |
| Wednesday · Wed, Oct 28 | Analyze the mutation | CER arguing how the point mutation affects the resulting protein, using the Wednesday sequence comparison as evidence and connecting the protein change to a possible diagnosis in the reasoning. |
| Thursday · Thu, Oct 29 | JCU bioethics 6: Cochlear implants before the age of consent | Your worksheet: the side you argued, your three strongest arguments, the opposing point you had to answer, and where you actually stand now. |
| Friday · Fri, Oct 30 | Genetic testing ethics debate | Two-sentence written reflection naming the strongest opposing argument encountered during the debate. |
- M: Philosophy for Kids / John Carroll bioethical debate
- W: lab / data or model work
- Th: analysis / CER or design revision
- F: submit tracker + weekly evidence
Turn in: Unit 2.2 Decoding a Diagnosis: DNA, chromosomes, genes, proteins, protein synthesis, mutation, inheritance. weekly work due DNA-to-protein model.
Go to Schoology to turn this in.
Submit one PDF. Put your first and last name in the document header. Name the file: FirstName LastName - Assignment Title - YYYY-MM-DD.pdf.
Open Schoology PDF upload helpIf you cannot get in, see Mr. Mendoza. Do not skip the work.
3 panels from the illustrated semester.
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
This explainer accompanies the PLTW lab protocol: watch it before lab.
Most days, this class is your PLTW coursework: and PLTW is online and individual. So being out usually just means doing exactly what we did in class, from home.
Open Clever, then myPLTWSign in to Clever with your district Microsoft account to open Schoology or myPLTW. Follow today's posted steps. If myPLTW will not open, use the posted alternative and tell Mr. Mendoza. Turn in your completed work through the Schoology assignment.
You can't do those from home: do this instead: Teacher-posted data/model packet, same objective. Supplemental: Khan: DNA to ; Khan: heredity.
Class still runs. A substitute will post today's plan: complete the online activity above; it's built to be self-guided. Need the concept taught without a teacher? Use this authoritative explainer:
Learn.Genetics (University of Utah): DNA to protein
Hand-picked readings and interactives for this lesson, from authoritative open organizations and PLTW's own public course outline.