CENTRO DE INVESTIGACIÓN Y

DESARROLLO DE EDUCACIÓN BILINGÜE

Fundamentals of Genetics and Biotechnology Index:

PORTFOLIO STAGE 3

Student’s name: Group:

This portfolio must include the signed agreement and the following index.

STAGE 3 –
Hereditary Material: DNA, RNA and protein

Feedback to the Teacher:

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Student’s signature: ____________________________________ Date: ____________

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

FUNDAMENTALS OF GENETICS AND BIOTECHNOLOGY

General competence (s) and attribute (s)
4. Master your main language orally and in writing with correctness, relevance,
opportunity and ethics by adapting your message to the situation or context, for the
transmission of scientific ideas and findings. In everyday, academic contexts.

Attribute - Uses linguistic, mathematical or graphic representations as communication

strategies.

5. Employs logical, critical, creative and proactive thinking to analyze natural and
social phenomena that allow it to make relevant decisions in its sphere of influence with
social responsibility.

Attributes - Select the sources of information according to responsible criteria.

- Build your point of view according to its importance and relevance.
- Integrates and structures new knowledge that allows decision making with social
responsibility.

8. Use traditional and cutting-edge research methods and techniques for the development of
your academic work, the exercise of your profession and the generation of knowledge.
Attributes - Reflectively understands the phases that will lead to the achievement of its
objective
- Develops and designs hypotheses taking into account the principles, laws and concepts.

Generic competence (s) and attribute (s):

4. Listen, interpret and issue relevant messages in different contexts through the use of
appropriate means, codes and tools.
4.3 Identify the key ideas in an oral text or speech and draw conclusions from them.
5. Develop innovations and propose solutions to problems based on established
methods.
5.2 Sort information according to categories, hierarchies and relationships.
5.3 Identify the core systems and rules or principles that underlie a series of phenomena.
6. It supports a personal position on topics of interest and general relevance, considering
other points of view in a critical and reflexive way.
6.2 Evaluate arguments and opinions and identify prejudices and fallacies.
6.3 Recognizes their own prejudices, modifies their points of view by knowing new
evidence, and integrates new knowledge and perspectives into the acquis they have.

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

6.4 Structure ideas and arguments in a coherent and synthetic way.

Stage 3. Hereditary Material: DNA, RNA and protein synthesis

Topics
Chemical structure of DNA and RNA
How was the structure of DNA discovered? The works of Rosalind Franklin, Watson and Crick
Double Helix Model
DNA replication in Eukaryotes
Protein synthesis
Mutations

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

**********************************************************************************

P O R T F O L I O A G R E E M E N T
***********************************************************************************

I ______________________________________________________ understand that my portfolio is a

collection of my school work and related achievements. The contents exhibit my effort and progress as
these elements relate to the goals represented in my instructional program.

I hereby affirm that I am the author of this document. Likewise, I declare that I have cited properly
the corresponding words, ideas or graphs that are not mine, whether they have been expressed in a
written, oral or visual way.

I agree to accept the responsibility for creating and managing my portfolio as I complete each
requirement. I will submit its content for periodic review to my instructor. In doing so, I understand
that the contents of my portfolio, as well as the way in which I have presented the contents, will be
evaluated for the purpose of judging my performance in school.

“I hereby affirm that I have read and understood this agreement, by writing my name I declare my
consent to what is described in it”

Student`s name: ________________________________ Date: ______________________

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

Diagnostic Activity
Learning Method Individually
Kind of Evaluation Self-assessment
Teaching Strategy ON LINE Quiz
Teaching Resources Prior Knowledge
Due Date
Possible Points Requirement

You MUST answer the Quiz on NEXUS platform on your assigned date by your teacher.

Comprehension and Analysis activity

Learning Method Individual, research and exposition
Kind of Evaluation By teacher
Teaching strategy Protein synthesis activity
Teaching Resources Book
Due Date
Possible Points 40

Instructions:
“DNA to protein synthesis activity”

Individually answer the following, then take a photo of each page, send all of them on a
pdf through Nexus and in class.

You must include:

-Student full name written at the top of the page
-Deliver on time
- A cover and references at the end.

Problem
What are the steps involved in making proteins?

Introduction
Before you can build a protein, the instructions must be packed and transferred from the
"library" of DNA. First, the specific DNA sequence encoding the protein is transcribed into a
complementary strand of mRNA. In eukaryotic cells, mRNA leaves the nucleus and enters the
cytoplasm. In all cells, the mRNA molecule binds to a ribosome where the tRNA translates

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

mRNA into amino acid. The complete amino acid or polypeptide chain, which is then folded into
its final form as protein. In this lab you will model DNA transcription and translation of mRNA
while decode secret messages.

Skills
Use models, sequence

Develop vocabulary
• Synthesis – Process of combine 2 or more objects in a new one
• Transcription – Use a DNA segment as a patter to build a complementary chain of mRNA
• Complementary – Used to describe one of two parts which complete each other, contains
necessary information to build the other part
• Translation – decoding stored instructions in mRNA to build a protein using aminoacids
• Correspond – Clearly define the relation between a codon of mRNA and an aminoacid

Previous questions
1. Sequencing Briefly describe the process you use to decode the messages.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________

2. Compare and contrast: What is the role that codons play in protein synthesis? What is
used in coded messages?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________

3. Predict: What six letters will not appear in the coded messages?
Give a reason for your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________

Procedure

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

Part A: How is decoded the message

1.- Write mRNA chain complementary to the DNA sequence which will then provide, upon
finding the mRNA codon match each triplet of DNA, base by base. The chain mRNA was started
for you. Now terminates transcription.

ADN: TAC CGT TTT CTT ATT TAC ATA ACT CTG CGA ATG

ARNm: AUG GCA AAA GAA UAA ____________________________

2.- Use Figure 1 on the following page to relate each mRNA codon step 1 with its corresponding
amino acid. When the codon is a termination codon, includes termination sequence. The amino
acid sequence is started for you. Now finish the translation.
methionine, alanine, lysine, glutamic acid, Stop
____________________________________________________

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

3.- Use the table to find the symbol of a letter to each amino acid in the sequence of step 2.
The symbols form a sentence in English. As an example, the first word was made for you.

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

Part B: Decoding the message

4. Use the procedure of part A to decode these messages. Remember transcribe messages
DNA codon mRNA and then translate codons into amino acids.

a. TGA CGA TTT CTC ACT ACA CGC GCG CTT

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________

b. GTA CTT ATT TAA AGC ATC CGT ATT AGT GGC ATA
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________

c. TAC CTC CTT TGA ATT TAC CTT ACT CGT TGT ATT AAA TAT CAG CTC
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

d. TGT GTA CTT ACT GGG GAT CGC TTG ATT GTA CGG AGC ATC ACG GTG CGA TTG CCC CTT
CTG
_________________________________________________________________________
____
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________

e. TGT GTG CTC ACT AGA GTA TAG GGA ATT AGG CGG TAT GAC AGC ATC CGA TGC
ACT
CTG CGC ACC TTA
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________

Analysis and conclusions

1. Apply concepts: How do you know which databases must use when you transcribe the
DNA sequence to mRNA codons?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________

2. Suppose: predict the DNA sequence for the first message in Part B began with TGT CGA
CGA TGA instead. Is the message change? Why or why not?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________
3. Use analogies: Suppose some codons two different amino acids are mapped. What would
be the effect on your translation of coded messages? What would be the effect on protein
production?

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________

4. Sequencing: During the real production of proteins in a cell, what could happen to an
RNA chain before leaving the nucleus?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________

5. Evaluate and revise: What step could add after transcribing the DNA to develop a
more complete model of protein synthesis?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________
6.- Create your own message: Show the DNA, mRNA and then the protein chain represented
with the letters of each aminoacid forming a message.

Deliverables:
Answered activity on a pdf and printed, upload your file in Nexus

** If you miss one of the above criteria/ or 2 or more questions wrong, 10 points
will be taken from your total grade.

RUBRIC ANALYSIS ACTIVITY STAGE 3

Criteria
Complete Evidence Partial Evidence No
Acceptable Evidence Evidence

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

Professional looking and Accurate representation There are 2 or more Not

accurate representation of of the data in written mistakes on data delivered
the information. No form, but creativeness presentation, or
grammar mistakes. A isn’t shown. Some inadequate identification
cover is included. grammar mistakes. of the required
components.

Presentation 10 5 2 0

All of the questions are One or two questions 3 or more questions Not
answered and correct. wrong/unanswered. wrong or unanswered delivered
The writing is clear and Writing isn’t clear at all.
understandable.

Comprehension 10 5 2 0

Student is completely The student is Student does not seem Not

prepared and answer any somewhat prepared, at all prepared to delivered
question from the but it is clear that present.
teacher. rehearsal was lacking.
Is not presented on
Presents on time and Is not presented on time (2 or more days
form what was required, time (1 day late). late).
for its feedback in class
with its teacher. Presentation isn’t clean
at all.
Presentation of the
content is clean.

Preparedness 10 5 2 0

Shows a full Shows a good Does not seem to Not

understanding of the understanding of parts understand the topic delivered
topic. All of the required of the topic. There are very well. No sources of
components are included. two or more information.
Uses reliable and relevant components missed.
information sources Uses some nonreliable
(written at the end of the sources or not specified
document). in the document.

Content 10 5 2 0

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

TOTAL =

Application activity
Learning Method Teams, research
Kind of Evaluation By teacher with rubric
Teaching strategy Lab practice, report, research
Teaching Resources Book
Due Date
Possible Points 10

LAB PRACTICE 3. DNA EXTRACTION Strategy: Lab Report and Research Type of
Evaluation: Teacher-Assessment

Objectives: To develop research skills by analyzing the results obtained in the laboratory
practice and to make an analytic lab report about it.

PRE-LAB: Using your textbook, online resources, or your class notes, answer the following
questions (you should take pictures of your prelab and add it to your report):

1. What is DNA and how it is different from RNA?

2. In which organelles can DNA be found inside the cell?
3. Describe the procedure needed for a simple DNA extraction.

Remember that:

* if you don’t attend the lab session then you don’t have the right to deliver the
poster. * if you don’t bring your lab coat or work actively as part of the team during the
lab session 10 points will be taken from your poster score.

* if you don’t have your pre-lab,10 points will be taken from your poster score.

I. Lab Practice: By using the options provided by your teacher, decide with your team from
which plant tissue you will perform the DNA extraction. Follow each of the steps properly to
perform the extraction successfully and observe your results. Take pictures of the procedures
and results obtained, as they will be useful for the scientific poster that you will deliver in this
lab practice.

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

II. Scientific Poster: By teams, develop a scientific poster including the following sections
and information:

Tittle: The tittle says what you did. It should be brief (aim for ten words or less) and describe
the main point of the experiment or investigation.

Abstract: A brief summary that includes the relevant points about your research, lab practice,
results and conclusions.

Introduction: Relevant background information about your practice. Introduce the reader to
your work at the lab using a brief summary about what was done in the lab session.

Purpose and hypothesis: Mention in one paragraph the objectives of the lab practice and then
in one sentence what you may see as a results using your background information.

Materials and Reactants: List everything needed to complete your experiment. For chemical
substances include the name and the chemical formula.

Procedure: Explain using diagrams, images and in a detailed way all the steps you followed to
make your lab practice. Be sufficiently detailed that anyone could read this section and
duplicate your experiment. Use a figure or diagram to your experimental setup.

Results: Represent your results by using images and a brief description explaining your
observations.

Discussion or Analysis: This is where you interpret the data. Include statements that explain
why you got those results. Use your bibliography and deep research to compare your
results (positive or negative) to what they supposed to be. Add the references of all your
research.

Conclusion: Is a single paragraph that sums up what happened in the experiment, whether
your hypothesis was accepted or rejected, and what this means. Make at least 3
conclusions in total about your experiments, your results and about your research. Just one
conclusion by team. You may wish to describe ways the study might have been improved.

Final Reflections: Write an individual reflection about your work at the lab practice and what
you learned during the activity and during your research.

References: If your research was based on someone else’s work or if you quote facts that
require documentation, the you should list these references. Use the APA style to report the
references. In case you have problems with citation format consult:
[Link]

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

** Remember that a scientific poster should be visually attractive with all the elements
that allow a clear exposition of what you have done in your research and laboratory
practice. **

Evaluation Rubric

Lab Practice: _____________________________

Student Name: __________________________________ Group: ______ ID: _________

Learning Unit: Semester: Stage:

Generic competences:
5. Develops innovations and proposes solutions from.
established methods

Disciplinary competences:
14. Applies safety standards in the handling of substances, instruments and equipment in the performance of
daily life activities

SCIENTIFIC POSTER (Team Evaluation)

REQUIRED ASPECTS
CRITERIA TOTAL
EXCELLENT REGULAR POOR
1. Visual The poster has attractive format, The poster has adequate visual appeal The poster doesn’t follow the correct
neatness and shows creativity. and some creativity. Some elements format. Important elements
appeal &
Contains all required elements and well are missing. The information isn´t are missing and the information isn’t
structure organized information. well organized. well organized.
(1) 1---------------------------------------------------------------------------------------------------------------------0
2. Title & The title and purpose are clear and The title fails in coherence or content. The title is not coherent or is not
consistent, justifies the practice taking The purpose is not completely related complete. It does not justify the
Purpose into account its objectives. with what is pursued by the practice. practice adequately.
(1) 1---------------------------------------------------------------------------------------------------------------------0
3. Presents a complete hypothesis and Hypothesis lacks some indispensable Hypothesis is not related to the
according to what has been done in the elements in the realization of the purpose of the practice.
Hypothesis practice. Follow the structure if… then… practice. Has a different structure.
(1) 1---------------------------------------------------------------------------------------------------------------------0
Contains all the necessary and well Contains the mínimum elements necessary Lacks the necessary elements to
founded elements to understand the to understand the practice. It does not use understand the practice. It does not
4. practice with the right connections and the connections correctly. Lacks coherence have a coherent or correct wording
Introduction the correct order. Introduces the work to introduce the lab work. Some terms of to introduce the work. It does not
consistently using the prelab research. the pre-lab are missing. use the connections between ideas.
(2) Prelab information is missing.
1---------------------------------------------------------------------------------------------------------------------0

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

5. Materials It presents all the materials and Presents the practice materials
reactants used during the practice For incompletely and/ or without
& Presents the practice materials with partial
substances, includes their chemical organization.
information and organization.
Reactants formulas.
(1) 1---------------------------------------------------------------------------------------------------------------------0
It details each one of the steps followed It does not detail the steps taken to
to carry out the practice It details the steps to carry out the practice replicate the practice. It omits a lot
6. Methods and in the correct order. Procedure is but omitting some information. Procedure is of indispensable information for its
easy to understand. confusing to follow.
(1) realization and cannot be
understood.
1---------------------------------------------------------------------------------------------------------------------0
Presents all the results obtained Presents some of the results
complete and in order. Reports and obtained. It reports some of the
Presents the results obtained. It reports
explain the observations of each one of observations of the experiments
some of the observations of the experiments
the experiments / tests carried out. Add carried out. Omits relevant
7. Results carried out. Add some evidences of the
evidence of the results that may be
relevant evidences of the results if
(1) results. Presents data but in a confusing
necessary. Presents processed data important. Presents processed
way.
appropriately (charts, graphs, etc) data inappropriately or
incomprehensibly.
1--------------------------------------------------------------------------------------------------------------------0
Interprets and report the information Reports some of the information
investigated correctly. Compares the investigated. Mentions some relevant results
8. It mentions some relevant results
most relevant results with the literature but the comparison against the literature is
without comparing them against the
Discussion consulted. It makes an analysis of the not deep enough. A true analysis of the
literature consulted and lacks an
(1) results to reach relevant conclusions. results is missing.
analysis of the information.
1---------------------------------------------------------------------------------------------------------------------0
It shows critical conclusions about the
experiments and research in general. It shows general conclusions about the It shows general conclusions. It
9. It shows and justify if the hypothesis experiments in general. It mentions if the doesn´t mention if the hypothesis
was approved or rejected. Mentions hypothesis was approved or was approved or rejected or doesn´t
Conclusion what would be improved in the rejected. Mentions what would be improved mention what would be improve in
(1) experiment or research using in the experiment or research. the experiment.
appropriate arguments.
1---------------------------------------------------------------------------------------------------------------------0
10. It presents a relevant number of sources It presents sources that agree with the It presents irrelevant sources with

References that agree with the information information presented in information presented in the
presented in the investigation. Use the investigation. Follows the APA format in investigation. APA format not
(1)
reliable sources . Use APA format. a wrong way followed.

+1---------------------------------------------------------------------------------------------------------------------0

TOTAL OBTAINED POINTS:____________ X _________ =

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

Observations:

Learning Evidence Stage 3

Learning Method Teams, research
Kind of Evaluation By teacher with rubric
Teaching strategy Model, oral exposition
Teaching Resources Book
Due Date
Possible Points 50

Stage 3. Edible model

Instructions

In teams of 5 or 6 make an edible about 50 cm long, there is no restriction of materials used,

you can use candies, jelly beans, etc, be creative, add colors and textures, and labels, the
teacher will assign one of the following topics:

1.-DNA model

2.-RNA model

3.-Genetic material Replication in Prokaryotes

4.-Genetic material Replication in Eukaryotes (DNA replication)

5.-Transcription
6.- Translation

• Your poster must be big enough to show all of the structures needed for a complete
explanation.
• Add labels for every structure and process.

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

• Must show structures and phases.

• Creativeness will affect your score.
• Use your model to explain the topic.
• Your explanation must be complete.
• The use of digital visuals is not allowed, use your model only.
• Prepare your exposition and be ready to answer any question from your teacher or class
partners.

** If you miss one of the above criteria 10 points will be taken from your total
grade.

Deliverable: Model picture through NEXUS

Rubric Presentation Stage 3

Criteria
Complete Evidence Acceptable Evidence Partial Evidence No
Evidence

Professional looking and Information is wrong. Not

accurate creative Accurate representation Two or more labels or delivered
representation of the of the information but events are missed
information. Use of no creativeness for the
creative materials. model.
Identifies (label) and Identifies and describes
describes in chronological shortly in chronological
order all of the involved order all of the involved
processes and events. processes and events,
missed one or two.
Model
presentation One label is missed

10 5 2 0

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

Student is unable to Not

Student is able to Student is able to accurately answer delivered
accurately answer all accurately answer a few
questions posed by
questions posed by questions posed by
classmates/teacher
classmates/teacher about classmates/teacher
about the topic.
the topic. about the topic.
Conclusion is not
Includes a full conclusion Includes a simple included.
that recognizes the conclusion that
scientific importance on recognizes the scientific
his topic for the human importance on his topic
body and its processes. for the human body
processes.

Comprehension 10 5 2 0

Not
Listens intently. Does not Sometimes does not Sometimes does not delivered
make distracting noises or appear to be listening appear to be listening
movements. but is not distracting. and has distracting
noises or movements.
Analyzes the events and Analyzes half of the
their theories/processes events and their Analysis is not
from a scientific point of theories/processes from included.
view. a scientific point of view.

Listens to Other
Presentations 10 5 2 0

Preparedness for Student does not seem Not

his/her oral Student is completely The student is at all prepared to delivered
presentation prepared and has somewhat prepared, but present.
obviously rehearsed. it is clear that rehearsal
(individually) Speaks fluently and is not was lacking. Sometimes
reading. speaks fluently

10 5 2 0

Made by: Dra. Cristina A. Ramirez CIDEB Mederos

 CENTRO DE INVESTIGACIÓN Y
DESARROLLO DE EDUCACIÓN BILINGÜE

Content Shows a good Does not seem to Not

exposition and Shows a full understanding of parts of understand the topic delivered
representation understanding of the the topic. One relevant very well. Two or more
topic, cite at least one concept of the topic is concepts of the topic
author in the speaking missed. are missed.
explanation. Explains
perfectly all of the Collaborates actively as Collaborates actively as
concepts related to the a team member. a team member.
topic.

Collaborates actively as a
team member.

10 5 2 0

TOTAL=

Made by: Dra. Cristina A. Ramirez CIDEB Mederos