Grade by Grade
D. Molecular Genetics · Molecular Genetics

Discovering the Genetic Material: From Griffith to the Double Helix

D3.7 A2.2 A1.8 A1.10About 70 minutes
Learning goals
  • I can describe the key experiments (Griffith, Avery-MacLeod-McCarty, Hershey-Chase) that showed DNA is the genetic material.
  • I can explain how Chargaff's rules and Franklin's X-ray images led to the Watson-Crick double-helix model.
  • I can analyse an experiment by identifying its variables, controls and the conclusion the evidence supports.
  • I can describe the contributions of scientists, including a Canadian-born scientist, and discuss how credit is shared in science.

Words to know

transformation
A change in an organism's traits caused by taking up genetic material from its surroundings, as in Griffith's bacteria.
transforming principle
Griffith's name for the unknown substance from dead S cells that changed R cells into S cells. Avery's team showed it was DNA.
bacteriophage
A virus that infects bacteria (often just "phage"). T2 is made only of a protein coat and DNA.
radioactive isotope
A form of an element whose atoms give off radiation, so it can be traced. Sulfur-35 and phosphorus-32 were used to label protein and DNA.
Chargaff's rules
In double-stranded DNA, the amount of A equals T and the amount of G equals C; base composition differs between species.
X-ray diffraction
A method that shines X-rays through a crystal or fibre; the scattering pattern reveals the shape and spacing of the molecule.
double helix
Two strands of DNA wound around each other, with the sugar-phosphate backbones outside and paired bases inside.

A mystery that took more than 80 years

By the early 1900s biologists knew that traits are inherited and that chromosomes carry them. But chromosomes are made of two kinds of molecule: protein and DNA. Which one is the genetic material?

Most scientists bet on protein. Proteins are built from 20 different amino acids, so they seemed rich enough to hold a huge amount of information. DNA has only 4 kinds of building block, and many people thought it was a boring, repetitive molecule, perhaps just scaffolding.

They were wrong. This lesson follows the experiments that proved it, step by step. As you read, act like a scientist reviewing each study: What was tested? What was the control? What does the evidence actually show? This is the curriculum's expectation D3.7: describing the historical contributions that built our understanding of molecular genetics.

Remember from Grade 11

In the Grade 11 Biology unit Genetic Processes you learned that DNA is a double helix with the base pairs A-T and C-G, that genes code for proteins, and that Oswald Avery (born in Halifax), Watson and Crick, and Rosalind Franklin and Maurice Wilkins were part of the story. Here you will look at the actual experiments and the reasoning behind them.

1869: Miescher finds "nuclein"

The Swiss physician Friedrich Miescher isolated a new substance from the nuclei of white blood cells in 1869. It was rich in phosphorus and was not a protein. He called it nuclein. Today we call it nucleic acid. Nobody yet knew what it did.

In the early 1900s, Phoebus Levene worked out that nucleic acids are chains of nucleotides, each with a sugar, a phosphate and a base. But he also proposed that DNA repeated the four bases in a simple, fixed pattern. That (wrong) idea made DNA look too simple to carry information, and it held back the field for years.

1928: Griffith and the "transforming principle"

Frederick Griffith, a British medical officer, was trying to make a vaccine against pneumonia. He worked with two strains of the bacterium Streptococcus pneumoniae:

  • The S strain (smooth) has a sugar capsule that hides it from the immune system. It causes pneumonia and kills mice.
  • The R strain (rough) has no capsule. The mouse's immune system destroys it.
live S cells(capsule)inject mouse:mouse dieslive R cells(no capsule)inject mouse:mouse livesheat-killed Scellsinject mouse:mouse livesheat-killed S+ live R cellsinject mouse:mouse diesOnly in the 4th test did live S bacteria turn up in the dead mouse's blood.
Griffith's 1928 experiment. Neither heat-killed S cells nor live R cells alone killed the mouse, but together they did, and live S bacteria were recovered. Something from the dead S cells transformed the R cells.

Griffith concluded that some substance from the dead S cells had transformed the living R cells into S cells, and the change was inherited: the new S cells had S offspring. He did not know what the substance was. He called it the transforming principle.

1944: Avery, MacLeod and McCarty identify it

Oswald Avery, Colin MacLeod (also born in Nova Scotia) and Maclyn McCarty, working at the Rockefeller Institute in New York, purified the transforming principle from S cells. Then they used enzymes to destroy one kind of molecule at a time:

  • Treated with a protease (destroys protein): transformation still happened.
  • Treated with RNase (destroys RNA): transformation still happened.
  • Treated with DNase (destroys DNA): transformation stopped.

Only destroying DNA blocked it, so DNA is the transforming principle. Many scientists were still unconvinced: perhaps a tiny trace of protein contaminated the sample. More evidence was needed.

1950: Chargaff's rules

Erwin Chargaff measured the bases in DNA from many species. He found two patterns:

  1. The amount of A equals T, and the amount of G equals C, in every species.
  2. The overall composition varies between species (for example, human DNA is about 30% A, while some bacteria have much less).

The second pattern killed Levene's idea of a simple repeat: if DNA differs between species, it can carry species-specific information. The first pattern was a clue to base pairing that nobody understood yet.

1952: Hershey and Chase settle it

Alfred Hershey and Martha Chase used the bacteriophage T2, a virus made of just a protein coat and DNA. When T2 infects a bacterium, something goes inside and directs the cell to make new viruses. Which part?

They used a clever fact: protein contains sulfur (in some amino acids) but almost no phosphorus, while DNA contains phosphorus (in every nucleotide) but no sulfur.

  • Batch 1: phages grown with radioactive sulfur-35, which labels the protein.
  • Batch 2: phages grown with radioactive phosphorus-32, which labels the DNA.
protein coat labelledwith sulfur-35T2 phageinfect, blend,spinradioactivity in the liquidDNA labelledwith phosphorus-32T2 phageinfect, blend,spinradioactivity in the pellet
Hershey and Chase (1952). After phages infected E. coli, blending knocked the empty coats off and spinning pulled the heavy bacteria into a pellet. The radioactive sulfur (protein) stayed in the liquid; the radioactive phosphorus (DNA) went into the bacteria. DNA is what enters the cell.

1951 to 1953: finding the shape

At King's College London, Rosalind Franklin and her student Raymond Gosling made very sharp X-ray diffraction images of DNA fibres. Their image known as Photo 51 (1952) showed an X-shaped pattern that indicates a helix. Franklin's measurements showed the phosphate backbones are on the outside, the molecule is about 2 nm wide, and the pattern repeats every 3.4 nm.

At Cambridge, James Watson and Francis Crick were building models. Through Franklin's colleague Maurice Wilkins, and a research report, they saw her unpublished data without her knowledge at the time. Combining her measurements with Chargaff's rules, they realized that A pairs with T and G pairs with C across the middle, with the two strands running in opposite directions. Their one-page model was published in the journal Nature in April 1953, in the same issue as papers by Franklin and Gosling and by Wilkins and his colleagues.

In 1962, Watson, Crick and Wilkins shared the Nobel Prize in Physiology or Medicine. Franklin had died in 1958, and Nobel Prizes are not awarded after death. Today historians agree her data were essential, and her role is a well-known example of how credit in science is not always shared fairly.

What came next

The double helix immediately suggested how DNA could be copied: each strand is a template for the other. Matthew Meselson and Franklin Stahl confirmed this in 1958 (you will analyse their experiment in the DNA replication lesson). In the following decades scientists cracked the genetic code (1960s), learned to cut and join DNA (1970s), sequence it (1977) and copy it by PCR (1983), and read the whole human genome (2003). Each of those has its own lesson in this unit.

1869Miescher:"nuclein"1928Griffith:transformation1944Avery et al.:DNA transforms1950Chargaff:A = T, G = C1952Hershey-Chase;Photo 511953Watson & Crick:double helix1958Meselson-Stahl:semi-conservative
Key steps in identifying DNA as the genetic material and finding its structure. Events are evenly spaced, not to scale in time.
Scientist(s) and yearQuestionKey evidenceConclusion
Griffith, 1928Why do heat-killed S cells plus live R cells kill mice?Live S cells recovered from dead miceA heritable "transforming principle" exists
Avery, MacLeod, McCarty, 1944What is the transforming principle?Only DNase stopped transformationDNA is the transforming principle
Chargaff, 1950What is DNA's base composition?A = T and G = C; composition varies by speciesDNA is variable enough to carry information
Hershey and Chase, 1952Which part of a phage enters the cell?³²P went into bacteria; ³⁵S stayed outsideDNA is the genetic material of T2
Franklin and Gosling, 1952What shape is DNA?X-ray pattern of a helix; 2 nm wide; 3.4 nm repeatDNA is a helix with phosphates outside
Watson and Crick, 1953How do the parts fit?Model fitting Franklin's data and Chargaff's rulesAntiparallel double helix with A-T and G-C pairs
Summary of the experiments in this lesson.
Worked example

Example 1: Analysing Avery's experiment

Avery's team treated three samples of the S-cell extract with a protease, RNase or DNase, then mixed each with live R cells. Identify (a) the independent variable, (b) the dependent variable, (c) a suitable control, and (d) explain why this design is stronger than Griffith's.

  1. Independent variable (what the scientists changed): which enzyme was added, so which kind of molecule was destroyed.
  2. Dependent variable (what they measured): whether R cells were transformed into S cells (S colonies appeared on the plates).
  3. Control: extract with no enzyme added, which should transform R cells. It shows the extract works and that any loss of transformation is caused by the enzyme. A second control is R cells with no extract, which should not transform.
  4. Why stronger: Griffith showed that something transforms cells. Avery's design removes one candidate at a time, so the result points to one molecule: only removing DNA stopped transformation.

Independent variable: enzyme added; dependent: transformation (S colonies); controls: no enzyme, and no extract; the design isolates DNA as the cause.

Worked example

Example 2: Using Chargaff's rules

A sample of double-stranded DNA from a wheat cell is 23% adenine. Find the percentages of T, G and C.

  1. In double-stranded DNA, A pairs with T, so T = A = 23%.
  2. A + T = 46%, so G + C = 100% − 46% = 54%.
  3. G pairs with C, so G = C = 54% ÷ 2 = 27% each.

T = 23%, G = 27%, C = 27%.

Worked example

Example 3: Predicting a Hershey-Chase result

Suppose, as many scientists believed in 1950, that protein were the genetic material of T2. What would Hershey and Chase have found with each label?

  1. If protein carried the genes, the protein would have to enter the bacteria to direct them.
  2. So the ³⁵S (protein) label would be found in the pellet with the bacteria, and might appear in new phages.
  3. The ³²P (DNA) label could stay outside in the liquid.
  4. The real results were the opposite, so the protein hypothesis was rejected.

³⁵S would be in the pellet (inside the bacteria). The real data showed ³²P inside, so DNA, not protein, is the genetic material.

Just for fun

Miescher got his first nuclein from white blood cells he washed out of used hospital bandages. Science does not always start somewhere glamorous.

Hands-on activity

Evidence detective: build the case for DNA

You need: 8 index cards (or pieces of paper), a pen, a table or floor, and a family member to be the "sceptic".

  1. On each card, write one study from this lesson (Miescher, Levene, Griffith, Avery, Chargaff, Hershey-Chase, Franklin and Gosling, Watson and Crick) and its year.
  2. On the back, write in one sentence the evidence it gave, not just the conclusion.
  3. Lay the cards out in order of year. Your family member plays a 1940 scientist who believes genes are made of protein.
  4. Present the cards one at a time. After each card the sceptic asks: "Couldn't it still be protein?" Answer using only the evidence on that card.
  5. Mark the card at which the protein hypothesis really became impossible to defend. Then mark the card that showed how DNA could store and copy information.

What to look for: Griffith's card cannot answer the sceptic (it doesn't say what the substance is). Avery's card is strong but a sceptic can argue about protein contamination. Hershey-Chase uses a completely different organism and method and is very hard to argue with. Watson-Crick (built on Franklin's and Chargaff's data) is the card that explains how DNA works. Good science usually needs several independent lines of evidence.

Your turn

1

In Griffith's experiment, why didn't heat-killed S cells alone kill the mouse?

2

What did Avery's team conclude when DNase stopped transformation but protease and RNase did not?

3

Why did Hershey and Chase label protein with sulfur and DNA with phosphorus?

4

A DNA sample is 18% guanine. Find the percentages of the other bases.

5

What three measurements from Franklin's X-ray work did the Watson-Crick model have to fit?

6

Why was Rosalind Franklin not included in the 1962 Nobel Prize?

More practice: warm-up

1

Which strain of S. pneumoniae has a capsule?

2

What is a bacteriophage?

3

State Chargaff's base-pairing rule.

4

In which year was the Watson-Crick model published?

5

What did Miescher call the substance he isolated from nuclei?

More practice: on your own

1

Why did many scientists in the 1930s think protein, not DNA, was the genetic material?

2

Explain how Chargaff's second finding (composition varies among species) was evidence against Levene's tetranucleotide hypothesis.

3

In the Hershey-Chase experiment, what was the purpose of the blender?

4

A double-stranded DNA sample has 1200 base pairs, and 30% of its bases are C. How many A bases does it contain?

5

Why is it important that Avery's results were later supported by Hershey and Chase's very different experiment?

Challenge

1

Some viruses, such as the bacteriophage φX174, contain single-stranded DNA. Its base composition is about A 25%, T 33%, G 24%, C 18%. Explain why it does not follow Chargaff's rule, and what this tells you about the rule.

2

Design a modern version of Avery's experiment to test whether a newly discovered phage stores its genes in DNA or RNA. Name the treatments, the controls and the result that would support "RNA".

3

Hershey and Chase found that a small amount of ³⁵S did end up in the pellet. Suggest a reason, and explain why it did not change their conclusion.

Check your understanding

Quiz

1.

In Griffith's experiment, which injection killed the mouse and yielded live S bacteria from a non-living S source?

2.

Which treatment stopped transformation in Avery, MacLeod and McCarty's experiment?

3.

Hershey and Chase found that most of the phosphorus-32 label ended up:

4.

A DNA sample is 35% thymine. What percentage is guanine?

5.

What did Rosalind Franklin's X-ray image Photo 51 mainly show?

6.

Which finding made the tetranucleotide hypothesis (a simple fixed repeat of four bases) impossible?

For parents and teachers

Big idea (D3.7): the identity and structure of the genetic material were worked out through a series of experiments, each answering a question the last one left open. Your teen should be able to explain what each experiment did and why its result points to DNA, not just list names and dates.

How to help: Play the sceptic. Ask "But couldn't it be protein?" after your teen explains each experiment. A good answer uses the evidence (which enzyme stopped transformation; where the radioactive phosphorus ended up).

Common difficulties:

  • Mixing up the two isotopes: sulfur-35 labels protein, phosphorus-32 labels DNA.
  • Thinking Griffith discovered DNA as the genetic material. He discovered transformation; Avery identified DNA.
  • Applying Chargaff's rules to single strands or to RNA, where they do not hold.
  • Forgetting that the percentages of A + T + G + C must add to 100%.

Franklin's story is a good opening for a conversation about fairness and credit in teams, at school and at work.