Activity Description :

 

Students use paper manipulatives and scenario cards to model RNA processing, highlighting the actions of the enzyme spliceosome performing alternative splicing, to determine whether a cell survives or undergoes apoptosis.

 

ACTIVITY TYPE(S) : Worksheet, Discussion

DURATION :  45 minutes

SUBJECT AREAS : AP Biology and Biotechnology Pathways 

KEY CONCEPTS : Split genes, RNA splicing, RNA processing

LEARNING OBJECTIVES : Students will be able to distinguish introns from exons. Students will be able to model RNA processing (5’ capping, 3’ polyadenylation, and splicing). Students will be able to explain alternative RNA splicing.

BACKGROUND KNOWLEDGE NEEDED : Protein synthesis — The process by which cells create proteins, consisting of transcription (DNA to RNA) and translation (RNA to protein). Specialized cell types and their functions (E.g., liver cells detoxify and regenerate easily).

 

STANDARDS ALIGNMENT : 

NGSS High School Biology HS-LS1-1:  Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life. 

AP Biology Essential Knowledge 6.3.A.4:   In eukaryotic cells, the mRNA transcript undergoes a series of enzyme-mediated modifications. 
i. The addition of a poly-A tail makes mRNA more stable. 
ii. The addition of a GTP cap helps with ribosomal recognition. 
iii. The excision of introns, along with the splicing and retention of exons, generates different versions of the resulting mature mRNA molecule. This process is known as alternative splicing.​ 

 

NOTE :  This  activity can be used alone or paired with Introns Out! and Shhh! RNAi