Instructions
1. Download the “Assessment 3 Worksheet,” which is a Microsoft PowerPoint® file. Begin working on the worksheet after reading through this document.
2. There are several visual models that students will create for this assessment. Feel free to either hand-draw them neatly and paste a photograph of the drawing or create them directly in the Microsoft PowerPoint® worksheet.
3. Citations must follow the guidelines in the coursepack: “Literature Citation Requirements.”
4. Feel free to use your notes while working on this assessment.
5. Point values are provided in the rubric.
6. Students can discuss with each other only their research approach. Do not send drafts of this assessment to each other or copy answers. This assessment is submitted to Turnitin and checked for plagiarism, including copying websites or your peers.
a. Turnitin produces a similarity score and we use that score to indicate which ones to check further for plagiarism
b. There is not a set similarity percentage that indicates plagiarism.
7. Save the document as a Microsoft PowerPoint® file. If you do not have Microsoft PowerPoint®, then please see the “Start Here” folder in D2L for information on how to obtain a free copy of it from MSU.
8. Submit the PowerPoint file to the Assignment folder titled “Assessment 3.”
Citations
Use both in-text citations and full citations. In-text citations go within the text on the essay questions and, when needed, are included at the bottom of the slide for modeling questions. The last slide will have the full citations. Do not simply copy and paste the annotated bibliography. Do not include the annotations and only include references that you use to complete this assessment. It is fine if you use sources that were not in the annotated bibliography. Use at least one source but you will likely need at least two or three to address all the questions.
Part 1: Summary
Did you read the instructions above?
1. Research your CRISPR topic, and consider what we have learned so far in class. Genes in the DNA code for proteins. Some parts of the DNA sequence regulate gene expression (i.e., protein synthesis). When CRISPR is used in your case study to alter the DNA, what is it altering? Is it changing the DNA that codes for protein (i.e., a gene) or is it altering the DNA used for regulating gene expression? Is it creating a new protein or is it preventing or triggering gene expression? If your case study involves altering multiple pieces of DNA then just select one part for this assessment. Describe in a few sentences in the worksheet what your topic is, what part of the DNA is being modified, and how that impacts protein and the resulting phenotype.
Part 2: Modeling
2. Using the information that you summarized for Part 1, model the two DNA molecules: one before CRISPR and one after CRISPR. Consider the following as you create your model.
a. At this point, you do not need to model how CRISPR works; we will be doing that on the next assessment.
b. The actual DNA sequence is going to be at least 100s of bases long. For this model, just use enough to model the process.
c. It might be helpful to work backwards a bit; that is, brainstorm what you want to use for the resulting amino acids in the final protein (step #7)- this assessment will have you model each stage of the process.
d. Include bases for the regulatory features of transcription and translation because that will be needed for later questions.
e. Label the gene and regulatory sequences (e.g., switches and promoter).
f. It is fine to model just one of the strands for each molecule.
g. Indicate how the DNA is different between the two molecules.
3. Model how transcription is activated and at least one stage of transcription, using just one of your DNA molecules from the previous question. The model will answer the following questions:
a. How does transcription begin? In other words, how are switches/enhancers, activator proteins and transcription factors used?
b. Where on the DNA sequence does transcription begin?
c. What does transcription look like while the mRNA sequence is elongating?
d. Where on the DNA sequence does transcription terminate?
4. Provide the complete mRNA sequence for both DNA sequences. If your case study involves preventing expression of a protein, then just include the mRNA of the pre-CRISPR molecule and note that CRISPR prevents expression.
5. Draw all tRNAs for the mRNA sequence produced from question #3 above- include anti-codons (bases/nucleotides) and amino acids.
6. Model at least two stages of translation. The model does not need to include all tRNAs but needs to illustrate the process of translation. Your model will answer the following questions:
a. How are tRNAs and mRNA used during translation?
b. How does translation begin?
c. What happens to the amino acids during translation?
d. What happens once a stop codon is reached?
7. Create a model that illustrates the structural differences between the resulting proteins of both DNA sequences.
a. If you are unable to find the exact difference between them, then note this on your model and make up the difference. This difference should align with the general description provided for Part 1.
b. How different or similar do you think the two protein structures are, given their function?
c. To what extent would the amino acid sequence for each protein differ, based on your answer to question “b” above?
d. How would the amino acid sequence impact the shape of each protein? Consider how charged amino acids interact (positive or negative) and when disulfide bonds form. Label amino acids and charges either directly on the drawing or make a key and use shapes for amino acids.
8. Create a model that illustrates how the two proteins (or one protein, if CRISPR prevents gene expression) and resulting phenotypes are different. Consider the following:
a. This is a model and not a written summary. It is fine to include brief notes that explain your model, but a model still needs to be created.
b. This model will vary greatly from case to case, but in most cases it should illustrate the difference at multiple scales: both the cellular level and the organismal level. For instance, if it is altering cell signaling, then model which component is being altered and then model how this change in signaling affects the organism. If it is an enzyme, then show how this enzyme impacts cellular function and how that influences the organism. If it is changing structural proteins, then model it at the molecular scale and then how that change affects the organism. If you are unsure if your model is addressing different scales, then please talk with the teaching team.
c. If the CRISPR modification prevents creating the protein, then note this in the model and create a model that portrays differences in phenotype.
Part 3: Broader Impacts
9. Write a paragraph in the worksheet that explains the broader impacts of this use of CRISPR. Consider the following:
a. Include multiple stakeholders in your explanation.
b. What are the broader impacts of this use of CRISPR? In other words, is it supposed to reduce symptoms of diseases, prevent diseases, increase crop yield, help with conservation of a species that will then influence other species, etc.? Is it meant to give people more opportunities?
c. What is the purpose? If it is in regard to diseases, which groups of people primarily have this disease? If it is for conservation, then where is the species from and who will benefit? If it is for agriculture, who is this supposed to help the most?
d. Who will have access to this and who gains the most from it- financially or otherwise? Which stakeholders may be underrepresented or systematically marginalized?
e. While looking through articles, the discussion/conclusion of the article may be most useful for this part. You might also have to do some research on the broader topic to answer this question.
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