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Understanding protein synthesis: an interactive card

game discussion
a a a
Alison Lewis , Mary Peat & Sue Franklin
a
The University of Sydney, Australia
Published online: 13 Dec 2010.

To cite this article: Alison Lewis , Mary Peat & Sue Franklin (2005) Understanding protein synthesis: an interactive card
game discussion, Journal of Biological Education, 39:3, 125-130, DOI: 10.1080/00219266.2005.9655979

To link to this article: http://dx.doi.org/10.1080/00219266.2005.9655979

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 Interactive
Interactive Learning
Learning
Understanding protein
synthesis: an interactive card
game discussion
Alison Lewis, Mary Peat and Sue Franklin
The University of Sydney, Australia
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Protein synthesis is a complex process and students find it difficult to understand. This article describes an
interactive discussion ‘game’ used by first year biology students at the University of Sydney. The students, in
small groups, use the game in which the processes of protein synthesis are actioned by the students during a
practical session. The components of the game use very simple materials that are relatively inexpensive and
easy to make.
Key words: Card game discussions; DNA; Protein synthesis; Ribosomes; RNA
Introduction
Our experience in first year Biology at the University of Sydney
indicates that students find many cellular and sub-cellular
processes hard to understand. In addition, static visual representa-
tions of events often do not sufficiently address the students’
problems. To overcome the difficulty of learning concepts such
as these we have introduced a number of interactive discussions
facilitated by the use of card games. These take the form of a
group activity intended to stimulate active learning through
problem solving, using a series of cards (Franklin et al, 2003).
The games are embedded in the curriculum and are described
within the student laboratory notes with both directions about
game play and questions to complete. Further information about
our games is available in Franklin and Peat (1996). They should
be fun activities for the students and encourage group discussion,
as well as being an active learning experience. It is hoped that,
when used in this way, the card game discussion will help students
assimilate the content of the course. These activities are designed
to be very flexible in their use and to be interactive, requiring no
real staff input except as a moderator at times during the game.
Student evaluations of the games are positive, being seen as useful
aids to learning (Franklin et al, 2003).
In the wider context, there has been a change in our curriculum
design towards the introduction of activities that involve students
taking a greater degree of responsibility for their learning
(Franklin and Peat, 1996). For over a decade, first year Biology at
the University of Sydney has, with its large cohort (1700 students),
recognised the value of small group activities in the promotion
of peer-assisted learning and the development of communication
skills (Franklin et al, 2003). Although computer programs
exploring difficult concepts, such as genetics and biotechnology,
have been usefully employed in teaching (Kirkpatrick et al,
2002; Tsui and Treagust, 2003), it is also reported that hands-on
simulations or modelling of difficult to visualise concepts can
Journal of Biological Education (2005) 39(3)
deepen students’ understanding of the processes involved (Ash,
2001; Bushell, 2001; Lee, 2001).
In addition, it is argued that games in particular foster group
cooperation (Chung, 1996), and typically create a high level of
student involvement that makes them useful tools for effective
teaching (McKeachie et al, 1990). One of the chief advantages of
games, in an educational setting, is that students are active partici-
pants rather than passive observers: they make decisions, solve
problems and react to the results of their decisions. In their
study of game types in biology, Amory et al (1999) describe card
game elements as including logic, memory, visualisation and
problem solving.
This article describes in more detail one of our card game dis-
cussions that illustrates the mechanism of protein synthesis in a
eukaryotic cell. In the context of this article ‘game’ refers to an
activity, using a series of cards, intended to stimulate active
learning through problem solving.
The game
Protein synthesis is described in a eukaryotic cell as it allows
revision of the structures of a cell, including the nucleus, but the
concept of introns and exons has not been included and this
may cause difficulties for good students. The game can be adapted
to suit the teaching and learning needs.
To play the interactive discussion game you need:
• a small table or bench top
• a large sheet of white paper (about 60 x 80 cm)
• a coloured marker pen
• a list showing each amino acid matched to its mRNA codon
• Blu-Tack or similar temporary adhesive
• A set of instructions and questions (see Appendix 1)
In addition, a set of coloured cards are required, ideally lami-
nated for durability, comprising:
125
 Understanding protein synthesis
• a diagram (about A3 size) of a nucleus containing one chro-
mosome with the bases identified on part of the DNA mole-
cule (template strand)
• cards for labelling parts of the nucleus and DNA molecule
• cards for labelling the processes of transcription and translation
• mRNA card
• large and small ribosomal subunits
• tRNA cards
• amino acid cards
• peptide-bond cards
Students work in small groups (ideally about 4-5 members)
with very little staff input except as a moderator when needed.
By answering the questions and following the instructions, students
are guided through the processes whilst using the cards to create
a collage (or ‘flow’ chart) of transcription and translation to form
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a polypeptide chain (protein).
How to play the game
The cards should be handed out randomly to all students in the
group, or spread out on the table. The idea is that the students will
then add the appropriate card to the developing game when
instructed by the notes or in response to a question posed in the
notes.
The initial part of the game involves revision of the structure
of the nucleus and transcription of mRNA (see Figure 1 for more
detail). The first step is for students to use the marker pen to
draw the outline of a large cell on the white paper and place the
diagram of the nucleus (nucleus containing one chromosome with
the bases identified on part of its template DNA strand) in an
appropriate location. Students then have to use the cards to label
structures such as the nuclear pore, duplex DNA strand, template
DNA strand, 3’ and 5’ ends of template strand etc and answer
questions about the DNA, such as “What is meant by the 3’ and
5’ ends of a DNA strand?” Students then use the coloured marker
pen to write in the appropriate complementary bases on the duplex
DNA strand (see Figure 1).
Next the process of transcription and the movement of the
mRNA molecule out of the nucleus to the ribosome in the cyto-
plasm is modelled. Using the coloured marker pen students
transcribe the mRNA molecule from the template DNA strand
by adding the appropriate bases (Figure 1).
Nuclear Membrane
Cell Membrane
Duplex DNA
ATG GGT ACG TCA GTG TCG TAG
5' AUG GGU ACG UCA GUG UCG UAG 3'
TAC CCA TGC AGT CAC AGC ATC
Template DNA
mRNA
Nuclear Pore
Figure 1. The nucleus after labelling the structures and transcribing one
mRNA molecule.
126
Lewis et al.
The pre-made mRNA card can then be substituted for the
written material and the card can be moved, via the nuclear
pore, into the cytoplasm, where translation will take place. At
this point differences between the structure of DNA and RNA can
be investigated by questions such as “List three differences between
DNA and RNA” and “Name the 3 types of RNA necessary for
protein synthesis” and “What are the functions of the three types
of RNA?”
The second part of the game re-creates the process of translation
of the genetic code into a polypeptide molecule at the ribosome.
Questions such as “Where does this protein synthesis (assembly)
occur?”, “What are the names of the three phases of translation?”
can be used to help students understand the process of translation.
It is helpful at this stage to have the students pair up each amino
acid card with its corresponding tRNA card. Distracter amino
acid cards should be included in the set of cards to reinforce the
concept that the message is transcribed from the mRNA codon,
not the tRNA anticodon. The first phase of translation, initia-
Small Ribosomal
Subunit
Initiator tRNA
Methionine
Large Ribosomal
Subunit
Figure 2. Initiation begins with the binding of the small ribosomal subunit,
mRNA and the initiation aminoacyl-tRNA.
tion, is worked through by combining the mRNA, the small
ribosomal unit and the initiation tRNA with its associated
amino acid (Figure 2).
Questions such as “Which mRNA codon specifies initiation?”
and “Which amino acid charges the initiator tRNA?” guide the
students through modelling the initiation process, which finishes
when the two ribosomal sub-units are bound together (Figure 3).
Questions such as “What are the common names of the two
binding sites?” can then be used to introduce the role of the
ribosomal subunits and the elongation phase of translation.
When the large and small ribosomal subunits come together,
the initiator tRNA binds to the P site, and all subsequent tRNAs
Methionine
Threonine
Glycine
Figure 3. Initiation ends with the binding of the two ribosomal sub-units.
Journal of Biological Education (2005) 39(3)
 Understanding protein synthesis
bind to the vacant A site. The polypeptide chain forms incremen-
tally with the linkage of the amino acid in the P site with the
amino acid in the A site (use peptide bond cards) and the release
of the tRNA from the P site. Students decide which tRNA (with
its attached amino acid) is the next one to bind to the mRNA
codon exposed at the A site, and then model this movement to
form a polypeptide chain (Figure 4).
The important concept of the P and A binding sites, the move-
ment of the mRNA relative to the ribosome and the building up
of the amino acid chain, is clearly illustrated as the students con-
tinue to bring in the tRNAs and amino acids, form the peptide
bonds and physically move the mRNA molecule and the develop-
ing chain of amino acids to the P-site to expose the next mRNA
codon at the A-site (Figure 5).
Students continue to bring in tRNAs, as specified by the
mRNA codons at the A site, to build up the chain of amino acids
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until the termination codon is positioned in the A site. As the
tRNA at the P site is detached, the new polypeptide chain (pro-
tein) is released (Figure 6). Questions such as “Name the three
stop codons” and “What happens to the polypeptide chain?” can
help clarify the termination process.
Peptide
Glycine
Threonine
bond Glycine
Methionine
Figure 4 (above). A peptide bond has formed between the two amino acids
and the initiator tRNA has been released from the P site.
Threonine
Valine Argenine
Serine
Serine
Threonine
Methionine
Glycine
Methionine
Figure 5. The amino acid chain elongates as the mRNA translocates in the
ribosome.
Journal of Biological Education (2005) 39(3)
Lewis et al.
Serine
Valine
Serine
Threonine
Arginine
Glycine
Methionine
Methionine
Figure 6. Termination occurs when stop codon is positioned at the A site and
the new protein is released from the P site.
Discussion
We find in first year Biology at the University of Sydney, that
having to animate a whole process helps the students to under-
stand the mechanism of a variety of complex concepts, includ-
ing protein synthesis. It is rewarding to see ‘the light come on’
when they ‘get it’: many students report that some of these
processes are fairly incomprehensible in a lecture format and
the textbook is still only giving them a static guide. The students
report that the activities are fun to do and help them sort out
processes which are hard to understand (Franklin et al, 2003).
The educational outcomes from the use of simulations in the
classroom have encouraged us to develop a range of card game
discussions and we have used these with great success to illus-
trate a number of other difficult biological concepts (Franklin et
al, 2003). The only limitation is the imagination!
References
Amory A, Naicker K, Vincent J and Adams C (1999) The use of com-
puter games as an educational tool: identification of appropriate game
types and game elements. British Journal of Educational Technology,
30(4), 311-321.
Ash V (2001) The Report Card Comment Generator. Journal of
Biological Education 35(2), 100-101.
Bushell J (2001) A model of the ultrastructure of a cell. Journal of
Biological Education, 35(3), 152-153.
Chung C M (1996) Game-Display Board Activities for Science
Teaching. Journal of Science Education and Technology, 5(2), 141-154.
Franklin S, Lewis A and Peat M (2003) Non traditional interventions to
stimulate discussion: the use of games and puzzles. Journal of
Biological Education, 37(2), 79-84.
Franklin S and Peat M (1996) “Mechanisms for facilitating group learn-
ing in First Year Biology: Assisting the Transition”, Proceedings of the
Second Pacific Rim “Transition to Active Learning” Conference
(Melbourne), 233-242.
Kirkpatrick G, Orvis K and Pittendrigh B (2002) A teaching model for
biotechnology and genetics education. Journal of Biological Education,
37(1), 31-35.
Lee Y C (2001) Construction of heart models using simple air pumps.
Journal of Biological Education, 36(1), 42-44.
McKeachie W J, Pintrich P R, Lin Y G, Smith D A F and Sharma R
(1990) Teaching and Learning in the College Classroom. A Review of
the Research Literature. The University of Michigan, Ann Arbor, MI.
Tsui C-Y and Treagust D (2003) Learning genetics with computer drag-
ons. Journal of Biological Education, 37(2), 96-98.
Alison Lewis, Mary Peat and Sue Franklin are lecturers in the
School of Biological Sciences, The University of Sydney, NSW
2006, Australia. Alison Lewis can be contacted at: Tel: + 61 2 9351
4543. Fax: + 61 2 9351 2175. Email: alewis@bio.usyd.edu.au
127
 Understanding protein synthesis
Appendix 1. Instructions for using the protein synthesis cards
In this exercise students use cards to ‘build up proteins’. The
teacher’s role is to stand back and help if needed but not to conduct
a mini-lecture or lesson. The cards are colour-coded to make it easi-
er for the students to see relationships of card groups (Figure 7). All
cards and the nucleus card are laminated so that they can be used
again, written on if necessary and cleaned off. The game is written so
that the students must answer the questions on the way through in
order to move to the next part of the sequence. There may be more
cards than are needed for translation of mRNA, as this is to encour-
age students to appreciate the significance of tRNA anticodons.
Excess could be removed to simplify the game. Use Blu-Tack or sim-
ilar temporary adhesive for joining cards in sequences (e.g. amino
acid to tRNA etc)
Example answers to the questions are given at the end of the
instructions; the instructions can be photocopied and given to stu-
dents.
Protein synthesis game
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1. Sort the cards into colour groups.
2. Draw a large outline of a cell on a large piece of paper.
3. Place the diagram of the nucleus (containing one chromosome
with the bases on part of its template DNA strand) on the cell
diagram.
4. Using the blue cards provided, as a revision exercise, label the
parts of the nucleus -
• Inner and outer nuclear membranes
• Nuclear pore
• Cytoplasm
• Template DNA strand
• 3’ and 5’ ends of template strand (use a textbook to help you)
• Duplex DNA strand
Q1. What is meant by the 3’ and 5’ ends of a DNA strand?
Now remove the blue cards from the playing scene.
5. Using a whiteboard marker, complete the double-stranded helix
by adding the correct complementary bases of the duplex DNA
strand.
Q2. What is the name of the process which produces RNA from DNA
and where does it occur?
Q3. List three differences between DNA and RNA.
Q4. Name the three types of RNA necessary for protein synthesis.
6. Next we will model transcription. On the diagram of the nucleus,
using the whiteboard marker, draw one mRNA molecule (indi-
cating the bases) associated with the template DNA strand
Q5. What is the function of mRNA?
Q6. Where does the transcribed mRNA strand go?
7. Use the red card (that represents your mRNA) and show the
movement of the mRNA into the cell cytoplasm. Find the riboso-
mal subunit cards and place the small ribosomal subunit in the
cell.
This is the end of transcription.
Q7. What is the function of tRNA?
Q8. Where do the building blocks of proteins come from?
Q9. Where is rRNA made and what is its function?
Q10. What is the name of the process that controls the ordered assem-
bly of amino acids into proteins from the information in the mRNA
nucleotide sequence?
Q11. Where does this protein synthesis (assembly) occur?
Q12. What is a ribosome?
Q13. What are the subunits called?
Q14. What are the names of the three phases of protein synthesis?
Next we will model the phases of protein synthesis.
128
Lewis et al.
Initiation of protein synthesis begins with the formation of an initia-
tion complex. A small ribosomal subunit and the initiation aminoa-
cyl-tRNA assemble at the initiation codon of the mRNA.
Q15. What is an aminoacyl-tRNA?
Q16. Which mRNA codon specifies initiation of protein synthesis?
Q17. What is the Initiator tRNA anticodon?
Q18. Which amino acid charges the Initiator tRNA?
8. Pair up each orange tRNA card with its specific yellow amino acid
card. (You may need to refer to a text book for this).
Find the initiator tRNA and its amino acid.
The small ribosomal subunit and the charged tRNA assemble at the
initiation codon of the mRNA.
9. Show these three binding together.
Q19. Which end of the mRNA will first bind to the small ribosomal sub-
unit?
The large ribosomal subunit then joins with the small ribosomal sub-
unit to form a ribosome with two tRNA binding sites.
10. Join the two ribosomal subunits together to complete initiation.
Q20. What are the common names of the two binding sites? What do
the abbreviations mean?
11. Next we will demonstrate elongation.
Association of the large ribosomal subunit with the pre-existing ini-
tiation complex causes the charged initiator-tRNA to move to the P
site, ready for elongation to begin.
The A-site is vacant. The second aminoacyl-tRNA specified by the
next mRNA codon binds to the A site.
Q21. Which tRNA and amino acid (charged tRNA) now fits into the A
site on the ribosome?
12. Position this next charged tRNA in the A site.
With both sites occupied, the amino acid (methionine) attached to
the tRNA in the P-site is transferred to the amino acid (glycine) in
the A site via the formation of a peptide bond, catalyzed by the
enzyme peptidyl transferase.
13. Show this transfer and bond formation happening.
Q22. What happens to the initiator tRNA at the P site?
14. Show this movement.
The ribosome then translocates relative to the mRNA to move the
new peptidyl-tRNA (now with two amino acids attached) from the
A site to the P site, exposing the now empty A site for the next
codon. The vacant A site now becomes occupied by the aminoacyl-
tRNA specified by that codon.
Q23. What will be the next tRNA and amino acid (charged tRNA) to
occupy the A-site?
15. Complete this step with the relevant aminoacyl-tRNA
Another cycle of peptide bond formation and translocation follows.
Q24. With every translocation step the polypeptide grows by how many
amino acids?
16. Continue to build the peptide chain specified by the mRNA.
Elongation continues until one of the three termination codons is
positioned in the A site.
Q25. What is the name of the next stage?
Q26. Name the three termination codons.
Journal of Biological Education (2005) 39(3)
 Understanding protein synthesis Lewis et al.

A termination codon stalls elongation because there is no tRNA to

pair with it. Translation ceases and the aminoacyl bond between the
polypeptide and the peptidyl-tRNA is hydrolyzed by a specific ter-
mination factor, releasing the polypeptide from the ribosome.

17. Show this process.

Q27. What now happens to tRNA; mRNA; ribosomal subunits;

polypeptide chain?

Answers to questions.
Q1. What is meant by the 3’ and 5’ ends of a DNA strand?
The backbone of DNA consists of deoxyribose sugars joined to phosphates.
The phosphate is joined at one end to the 3’carbon in the sugar and at the
other to the 5’ carbon of the next sugar. Therefore at the ends of the DNA
strand there is a free phosphate at the 5’ end and a free hydroxyl (OH)
at the 3’ end. Transcription occurs in the 3’ to 5’ direction.
Q2. What is the name of the process which produces RNA from
DNA and where does it occur?
Transcription. Occurs in the nucleus.
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Q3. List three differences between DNA and RNA. Figure 7(f). Small and large ribosomal subunits
RNA has ribose sugar, DNA has deoxyribose sugar
RNA is single stranded, DNA is double stranded
In RNA, uracil pairs with adenine rather than thymine as in DNA linked to the growing polypeptide being synthesised ie where the pro-
Q4. Name the 3 types of RNA necessary for protein synthesis. tein is being formed)
Messenger RNA (mRNA) Q21 Which tRNA and amino acid (charged tRNA) now fits into the
Transfer RNA (tRNA) A site on the ribosome?
Ribosomal RNA (rRNA) CCA and Glycine (Gly)
Q5. What is the function of mRNA? Q22. What happens to the initiator tRNA at the P site?
mRNA carries a complementary sequence to the DNA coding which As the peptidyl-tRNA translocates into the P-site, the initiator tRNA
specifies the amino acid sequence of a given polypeptide/protein. is displaced into the cytoplasm where it becomes charged with its
Q6. Where does the transcribed mRNA strand go? specific amino acid.
To the cytoplasm of the cell and ultimately to a ribosome for protein Q23. What will be the next tRNA and amino acid (charged tRNA) to
synthesis. occupy the A-site?
Q7. What is the function of tRNA? UGC and Threonine (Thr)
To bring specific amino acids to a ribosome to add to a growing Q24. With every translocation step the polypeptide grows by how
polypeptide chain according to the base sequence in mRNA. many amino acids?
Q8. Where do the building blocks of proteins come from? One
The amino acids come ultimately from the proteins eaten and digest- Q25. What is the name of the next stage?
ed by the organism. Termination
Q9. Where is rRNA made and what is its function? Q26. Name the three stop codons.
rRNA is formed in the nucleolus of the nucleus. It combines with pro- UAA, UAG, UGA
teins to form the ribosomal subunits Q27. What now happens to
Q10. What is the name of the process that controls the ordered assembly tRNA - Goes to the cytoplasm to collect its amino acid.
of amino acids into proteins from the information in the mRNA mRNA – Joins up with another ribosome to produce more of the pro-
nucleotide sequence? tein.
Translation. ribosomal subunits - Separate and wait for another initiator tRNA.
Q11 Where does this protein synthesis (assembly) occur? polypeptide chain - Undergoes folding etc to form a complex protein
In the ribosomes. molecule such as an enzyme.
Q12. What are the names of the three phases of Protein Synthesis?
Initiation, elongation and termination.
Q13. What is a ribosome?
A cytoplasmic organelle formed from two ribosomal subunits in asso-
ciation with a mRNA molecule.
Q14. What are the subunits called?
Large and small subunits.
Q15. What is an aminoacyl-tRNA?
A tRNA charged with the amino acid corresponding to its anticodon.
Q16. Which mRNA codon specifies initiation of protein synthesis?
AUG
Q17. What is the Initiator tRNA anticodon?
UAC
Q18. Which amino acid charges the Initiator tRNA?
Methionine (Met)
Q19. Which end of the mRNA will first bind to the small ribosomal
subunit?
5’ end
Q20. What are the common names of the two binding sites? What are
the letters abbreviations of?
A-site – site which binds to the incoming aminoacyl-tRNA (.ie the
A-site is where the next amino acid comes in)
P-site – accommodates the peptidyl-tRNA (the tRNA covalently Figure 7(a). Diagram of nucleus

Journal of Biological Education (2005) 39(3) 129

 Understanding protein synthesis Lewis et al.

INNER NUCLEAR MEMBRANE OUTER NUCLEAR MEMBRANE

3’ END TEMPLATE DNA STRAND
NUCLEAR PORE CYTOPLASM
DUPLEX DNA STRAND 5’ END

Figure 7(b). Labelling cards for nucleus (blue)

Serine Methionine Glycine Proline Valine

(Ser) (Met) (Gly) (Pro) (Val)
Threonine Tyrosine Serine Cysteine Histidine
(Thr) (Tyr) (Ser) (Cys) (His)
Arginine Methionine Alanine Leucine Serine
(Arg) (Met) (Ala) (Leu) (Ser)
Proline Valine Serine Glutamine Methionine
(Pro) (Val) (Ser) (Gln) (Met)
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Figure 7(c). Amino acid cards (yellow)

Figure 7(d). Messenger RNA card (red)

Figure 7(e). Transfer RNA cards (orange)

130 Journal of Biological Education (2005) 39(3)