:

TOPIC 6 :
Expression of
Biological Information
( 6 HRS)
 6.0 Expression of Biological
Information

6.1 DNA and genetic information (½ hr)

6.2 DNA replication (2 hrs)
6.3 Protein synthesis: transcription and (2 ½ hrs)
translation
6.4 Gene regulation and expression –lac (1 hr)
operon
 6.0 Expression of Biological
Information

6.1 DNA and genetic information

(a) State the concept of Central Dogma
(b) Explain DNA as the carrier of
genetic information
(c) Explain the concept of one gene
one polypeptide
Learning Outcomes :
6.1 a State the concept of Central Dogma

The Central Dogma

• In general,
genetic
information flows
from DNA to
RNA to protein.

• This concept was

called the central
dogma by Francis
Crick in 1956.
Learning Outcomes :
6.1 a) State the concept of Central Dogma

The Central Dogma

Our genome operates
by sending info from
double-stranded
DNA in the nucleus,
via single-stranded
mRNA, to guide the
synthesis of proteins
at ribosomes in the
cytoplasm.
Learning Outcomes :
6.1 a) State the concept of Central Dogma

The Central Dogma

From DNA to protein

requires 2 major
stages:
1. Transcription
2. translation
Learning Outcomes :
6.1 a) State the concept of Central Dogma

The Central Dogma

1. Transcription
- Synthesis of mRNA
using information
in the DNA (act as
template )
Learning Outcomes :
6.1 a) State the concept of Central Dogma

The Central Dogma

1. Translation
- Synthesis of
polypeptide chain
using information
in the mRNA (act as
template )
Learning Outcomes :
6.1 a) State the concept of Central Dogma

The Central Dogma

- To summarize:
Genes program protein synthesis via
genetic messages in the form of RNA

DNA RNA PROTEIN

Learning Outcomes :
6.1 b) Explain DNA as the carrier of genetic information

Evidence of DNA as the hereditary material.

1) Frederick Griffith (1931) : Transforming agent in bacteria.

- performed an experiment with Streptococcus

pneumoniae that causes pneumonia .

 Two forms of Streptococcus used :

i. S (smooth) strain
o covered with capsule & virulent (disease
producing)
o the capsule protected bacteria from the immune
system of the host.
Learning Outcomes :
6.1 b) Explain DNA as the carrier of genetic information

ii. R ( Rough) strain

o No capsule & harmless

o Can be destroyed by the immune system
of the host
Learning Outcomes :
6.1 b) Explain DNA as the carrier of genetic information

Mouse injected w/bacteria Results Conclusions

R strain does not cause

pneumonia

S strain does cause pneumonia

Heat-killed S strain does not

cause pneumonia

Substance from heat-killed S

strain can transform harmless
R strain into deadly S strain
Learning Outcomes :
6.1 b) Explain DNA as the carrier of genetic information

 Conclusion:

There was a “transforming agent” in the heat - treated S strain

which transformed the R strain to produce living S strain
Learning Outcomes :
6.1 b) Explain DNA as the carrier of genetic information

ii. Avery, et al (1944) : DNA was the

transforming agent.
Experiment:
Enzymes are used to destroy protein,
RNA and DNA of heat-killed S-strain in
different samples

The treated samples is mixed with live

R strain
Learning Outcomes :
6.1 b) Explain DNA as the carrier of genetic information

ii. Avery, et al (1944) : DNA was the

transforming agent.
Result:
The transformation of strain R to strain
S was blocked only when the DNA in
the sample was destroyed.

Conclusion:
Avery proved that DNA was responsible
as the “transforming agent” .
Learning Outcomes :
6.1 a) Explain DNA as the carrier of genetic information

iii) Hershey- Chase(1952) : DNA

is the genetic material of
viruses
Experiment :
- Label viral DNA with
radioactive 32P and viral
protein with 35S separately.
- Allow the virus infect the
bacterial cell
- The viral coats were separated
from bacteria by shaking in
the blender
Learning Outcomes :
6.1 a) Explain DNA as the carrier of genetic information

iii) Hershey- Chase(1952) : DNA

is the genetic material of
viruses
- centrifugation cause
bacteria form a sediment
& the phage remain in the
supernatant
Learning Outcomes :
6.1 a) Explain DNA as the carrier of genetic information

iii) Hershey- Chase(1952) : DNA is the

genetic material of viruses

Results:
1. Radioactive sulfur is found
predominantly in the
supernatant.

2. Radioactive phosphorus is
found predominantly in the
sediment.
Learning Outcomes :
6.1 a) Explain DNA as the carrier of genetic information

Conclusion:
Hershey and Chase concluded that DNA, not protein,
function as the genetic material .
Learning Outcomes :
6.1 b Explain the concept of one gene one polypeptide

Gene concept :
One gene one polypeptide

 The link between gene and

protein was first detected
experimentally by George
Beadle and Edward Tatum in
the early 1940s

 They using the common bread

mold  Neurospora crassa
Learning Outcomes :
6.1 b Explain the concept of one gene one polypeptide

Experiment :

1. Neurospora grows
well on ‘minimal’ agar
that contains only a
few simple sugar,
inorganic salts and the
vitamin biotin
Learning Outcomes :
6.1 b Explain the concept of one gene one polypeptide

2. Neurospora must have enzymes that convert these

simple substances into the amino acids and vitamins
necessary for growth
Learning Outcomes :
6.1 b Explain the concept of one gene one polypeptide

3. They used X-rays to induce

mutation which failed to live
successfully on minimal medium.

4. The genes that

produce particular
enzyme is mutated,
Neurospora cannot
grow on minimal
medium
Learning Outcomes :
6.1 b Explain the concept of one gene one polypeptide

5. The mutant would be able to grow if we add the enzyme as a

supplement

6. Mutation must have inactivate the enzyme (protein) needed

to synthesize the nutrient.
Learning Outcomes :
6.1 b Explain the concept of one gene one polypeptide

7. The mutant type is

transferred to minimal
Complete
medium
medium plus one of the
essential amino acids
7

8. The mutant can only

grow only when
arginine was supplied
Val Ala Leu Arg Ser Cys
in the medium
8
Learning Outcomes :
6.1 Explain the concept of one gene one polypeptide

 Beadle and Tatum proposed that each gene in an organism

coded for the production of one enzyme
 Known as "one gene one enzyme" hypothesis.
 And later extended to “one gene one protein” hypothesis
Learning Outcomes :
6.1b Explain the concept of one gene one polypeptide

Refining the theory :

 Many proteins are not enzymes

 Many enzymes contain multiple polypeptide subunits, and
each encoded by a separate gene.
 Therefore, Beadle and Tatum’s idea has been modified into
‘One gene - one polypeptide”.
Learning Outcomes :
6.1b Explain the concept of one gene one polypeptide

Summary:
Year Name of Conclusion
scientists
1931 Frederick Griffith The living R bacteria had been
transformed into pathogenic S bacteria by
an unknown, heritable substance from
the dead S cells that enabled the R cells to
make capsules.
1944 Avery et. al DNA was the transforming agent.
1952 Hershey-Chase DNA, not protein, function as the genetic
material of virus (phage T2)
1941 Beadle and One gene–one polypeptide hypothesis.
Tatum
Reference
• Campbell N.A & Reece, J.B., Biology, 11th ed.
(2017), Pearson Education, Inc.
• Solomon E.P & Berg, L.R, Biology, 7th ed. (2005)
Thomson Learning, Inc.
 QUESTION
• UPS I 2009/2010
• (a) TABLE 1 shows the results of Griffith’s experiment. Four different
groups of mice were injected with different combinations of the bacterial
strains.