The Central Dogma of Molecular Biology

2005 ◽  
pp. 45
Author(s):  
Julia E. Richards ◽  
R. Scott Hawley
Keyword(s):  
Molecular Biology ◽  
Central Dogma

Central Dogma of Molecular Biology

Nature ◽  
1970 ◽  
Vol 227 (5258) ◽  
pp. 561-563 ◽  
Author(s):  
FRANCIS CRICK
Keyword(s):  
Molecular Biology ◽  
Central Dogma

scholarly journals Using Shapes & Codes to Teach the Central Dogma of Molecular Biology: A Hands-On Inquiry-Based Activity

2019 ◽  
Vol 81 (3) ◽  
pp. 202-209 ◽  
Author(s):  
Michael I. Dorrell ◽  
Jennifer E. Lineback
Keyword(s):  
Protein Synthesis ◽  
High School Students ◽  
Molecular Biology ◽  
Promoter Region ◽  
School Students ◽  
Central Dogma ◽  
Activity Sequence ◽  
Hands On ◽  
Support Students ◽  
The Relationship

The central dogma of molecular biology is key to understanding the relationship between genotype and phenotype, although it remains a challenging concept to teach and learn. We describe an activity sequence that engages high school students directly in modeling the major processes of protein synthesis using the major components of translation. Students use a simple system of codes to generate paper chains, allowing them to learn why codons are three nucleotides in length, the purpose of start and stop codons, the importance of the promoter region, and how to use the genetic code. Furthermore, students actively derive solutions to the problems that cells face during translation, make connections between genotype and phenotype, and begin to recognize the results of mutations. This introductory activity can be used as an interactive means to support students as they learn the details of translation and molecular genetics.

scholarly journals 120 Role of dynamic base pair polymorphism in the central dogma of molecular biology

2015 ◽  
Vol 33 (sup1) ◽  
pp. 75-76 ◽  
Author(s):  
Isaac J. Kimsey ◽  
Huiqing Zhou ◽  
Heidi Alvey ◽  
Hashim M. Al-Hashimi
Keyword(s):  
Molecular Biology ◽  
Base Pair ◽  
Central Dogma

scholarly journals A Logic-Based Dynamic Modeling Approach to Explicate the Evolution of the Central Dogma of Molecular Biology

2017 ◽  
Author(s):  
Mohieddin Jafari ◽  
Naser Ansari-Pour ◽  
Sadegh Azimzadeh ◽  
Mehdi Mirzaie
Keyword(s):  
Mathematical Modeling ◽  
Molecular Biology ◽  
Dynamic Modeling ◽  
Information Flow ◽  
Boolean Network ◽  
Conceptual Models ◽  
Central Dogma ◽  
Dynamic Framework ◽  
Modeling Approach ◽  
Biological Concepts

AbstractIt is nearly half a century past the age of the introduction of the Central Dogma (CD) of molecular biology. This biological axiom has been developed and currently appears to be all the more complex. In this study, we modified CD by adding further species to the CD information flow and mathematically expressed CD within a dynamic framework by using Boolean network based on its present-day and 1965 editions. We show that the enhancement of the Dogma not only now entails a higher level of complexity, but it also shows a higher level of robustness, thus far more consistent with the nature of biological systems. Using this mathematical modeling approach, we put forward a logic-based expression of our conceptual view of molecular biology. Finally, we show that such biological concepts can be converted into dynamic mathematical models using a logic-based approach and thus may be useful as a framework for improving static conceptual models in biology.

scholarly journals RNA editing in inflorescences of wild grapevine unveils association to sex and development

2020 ◽  
Author(s):  
Miguel J. N. Ramos ◽  
David Faísca-Silva ◽  
João L. Coito ◽  
Jorge Cunha ◽  
Helena Gomes Silva ◽  
...  
Keyword(s):  
Molecular Biology ◽  
Developmental Stage ◽  
Rna Editing ◽  
Genetic Information ◽  
Perennial Species ◽  
Transcription Level ◽  
Central Dogma ◽  
Wild Grapevine ◽  
First Time

SUMMARYRNA editing challenges the central dogma of molecular biology, by modifying the genetic information at the transcription level. Recent reports, suggesting increased levels of RNA editing in plants, raised questions on the nature and dynamics of such events during development. We here report the occurrence of distinct RNA editing patterns in wild Vitis flowers during development, with twelve possible RNA editing modifications observed for the first time in plants. RNA editing events are gender and developmental stage specific, identical in subsequent years of this perennial species and with distinct nucleotide frequencies neighboring editing sites on the 5’ and 3’ flanks. The transcriptome dynamics unveils a new regulatory layer responsible for gender plasticity enhancement or underling dioecy evolution in Vitis.

The Central Dogma of Molecular Biology

2005 ◽  
pp. 55-64
Author(s):  
Julia E. Richards ◽  
R. Scott Hawley
Keyword(s):  
Molecular Biology ◽  
Central Dogma

scholarly journals DNA → RNA: What Do Students Think the Arrow Means?

2014 ◽  
Vol 13 (2) ◽  
pp. 338-348 ◽  
Author(s):  
L. Kate Wright ◽  
J. Nick Fisk ◽  
Dina L. Newman
Keyword(s):  
Molecular Biology ◽  
Recent Work ◽  
Conceptual Understanding ◽  
Information Flow ◽  
Genetic Information ◽  
Chemical Conversion ◽  
Canonical Representation ◽  
Central Dogma ◽  
The Relationship ◽  
Student Interpretation

The central dogma of molecular biology, a model that has remained intact for decades, describes the transfer of genetic information from DNA to protein though an RNA intermediate. While recent work has illustrated many exceptions to the central dogma, it is still a common model used to describe and study the relationship between genes and protein products. We investigated understanding of central dogma concepts and found that students are not primed to think about information when presented with the canonical figure of the central dogma. We also uncovered conceptual errors in student interpretation of the meaning of the transcription arrow in the central dogma representation; 36% of students (n = 128; all undergraduate levels) described transcription as a chemical conversion of DNA into RNA or suggested that RNA existed before the process of transcription began. Interviews confirm that students with weak conceptual understanding of information flow find inappropriate meaning in the canonical representation of central dogma. Therefore, we suggest that use of this representation during instruction can be counterproductive unless educators are explicit about the underlying meaning.

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