Protocells: at the Interface of Life and Non-Life
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Global Transposon Mutagenesis and a Minimal Mycoplasma Genome
R EPORTS thermore, while immunosubunit precursors- stained positive, whereas no staining of PA28Ϫ/Ϫ purchased from PharMingen (San Diego, CA). 25D1.16 containing 15S proteasome assembly inter- cells was observed. (10) and a PA28a-specific antiserum (2) were kindly 11. S. C. Jameson, F. R. Carbone, M. J. Bevan, J. Exp. Med. provided by A. Porgador and M. Rechsteiner, respective- mediates were detected in wild-type cells, 177, 1541 (1993). ly. Metabolic labeling, immunoprecipitation, immuno- under identical conditions 15S complexes 12. T. Preckel and Y. Yang, unpublished results. blotting, and sodium dodecyl sulfateÐpolyacrylamide were hardly detectable in PA28Ϫ/Ϫ cells (Fig. 13. M. Ho, Cytomegalovirus: Biology and Infection (Ple- gel electrophoresis (SDS-PAGE) were performed as de- 4B). Notably, PA28 was found to be associ- num, New York, ed. 2, 1991). scribed (3). 14. P. Borrow and M. B. A. Oldstone, in Viral Pathogenesis, 19. T. Flad et al., Cancer Res. 58, 5803 (1998). ated with the immunosubunit precursor-con- N. Nathanson, Ed. (Lippincott-Raven, Philadelphia, 20. M. W. Moore, F. R. Carbone, M. J. Bevan, Cell 54, 777 taining 15S complexes, suggesting that PA28 1997), pp. 593Ð627; M. J. Buchmeier and A. J. Zajac, (1988). is required for the incorporation of immuno- in Persistent Virus Infections, R. Ahmed and I. Chen, 21. A. Vitiello et al., Eur. J. Immunol. 27, 671 (1997). Eds. ( Wiley, New York, 1999), pp. 575Ð605. subunits into proteasomes. 22. H. Bluthmann et al., Nature 334, 156 (1988). 15. G. Niedermann et al., J. Exp. Med. 186, 209 (1997); 23. W. Jacoby, P. V. Cammarata, S. -
Intelligent Design, Abiogenesis, and Learning from History: Dennis R
Author Exchange Intelligent Design, Abiogenesis, and Learning from History: Dennis R. Venema A Reply to Meyer Dennis R. Venema Weizsäcker’s book The World View of Physics is still keeping me very busy. It has again brought home to me quite clearly how wrong it is to use God as a stop-gap for the incompleteness of our knowledge. If in fact the frontiers of knowledge are being pushed back (and that is bound to be the case), then God is being pushed back with them, and is therefore continually in retreat. We are to find God in what we know, not in what we don’t know; God wants us to realize his presence, not in unsolved problems but in those that are solved. Dietrich Bonhoeffer1 am thankful for this opportunity to nature, is the result of intelligence. More- reply to Stephen Meyer’s criticisms over, this assertion is proffered as the I 2 of my review of his book Signature logical basis for inferring design for the in the Cell (hereafter Signature). Meyer’s origin of biological information: if infor- critiques of my review fall into two gen- mation only ever arises from intelli- eral categories. First, he claims I mistook gence, then the mere presence of Signature for an argument against bio- information demonstrates design. A few logical evolution, rendering several of examples from Signature make the point my arguments superfluous. Secondly, easily: Meyer asserts that I have failed to refute … historical scientists can show that his thesis by not providing a “causally a presently acting cause must have adequate alternative explanation” for the been present in the past because the origin of life in that the few relevant cri- proposed candidate is the only known tiques I do provide are “deeply flawed.” cause of the effect in question. -
The Hidden Kingdom
INTRODUCTION Fungi—The Hidden Kingdom OBJECTIVE • To provide students with basic knowledge about fungi Activity 0.1 BACKGROUND INFORMATION The following text provides an introduction to the fungi. It is written with the intention of sparking curiosity about this GRADES fascinating biological kingdom. 4-6 with a K-3 adaptation TEACHER INSTRUCTIONS TYPE OF ACTIVITY 1. With your class, brainstorm everything you know about fungi. Teacher read/comprehension 2. For younger students, hand out the question sheet before you begin the teacher read and have them follow along and MATERIALS answer the questions as you read. • copies of page 11 3. For older students, inform them that they will be given a • pencils brainteaser quiz (that is not for evaluation) after you finish reading the text. VOCABULARY 4. The class can work on the questions with partners or in groups bioremediation and then go over the answers as a class. Discuss any chitin particularly interesting facts and encourage further fungi independent research. habitat hyphae K-3 ADAPTATION kingdom 1. To introduce younger students to fungi, you can make a KWL lichens chart either as a class or individually. A KWL chart is divided moulds into three parts. The first tells what a student KNOWS (K) mushrooms about a subject before it is studied in class. The second part mycelium tells what the student WANTS (W) to know about that subject. mycorrhizas The third part tells what the child LEARNED (L) after studying nematodes that subject. parasitic fungi 2. Share some of the fascinating fungal facts presented in the photosynthesis “Fungi—The Hidden Kingdom” text with your students. -
Framing Major Prebiotic Transitions As Stages of Protocell Development: Three Challenges for Origins-Of-Life Research
Framing major prebiotic transitions as stages of protocell development: three challenges for origins-of-life research Ben Shirt-Ediss1, Sara Murillo-Sánchez2,3 and Kepa Ruiz-Mirazo*2,3 Commentary Open Access Address: Beilstein J. Org. Chem. 2017, 13, 1388–1395. 1Interdisciplinary Computing and Complex BioSystems Group, doi:10.3762/bjoc.13.135 University of Newcastle, UK, 2Dept. Logic and Philosophy of Science, University of the Basque Country, Spain and 3Biofisika Institute Received: 16 February 2017 (CSIC, UPV-EHU), Spain Accepted: 27 June 2017 Published: 13 July 2017 Email: Kepa Ruiz-Mirazo* - [email protected] This article is part of the Thematic Series "From prebiotic chemistry to molecular evolution". * Corresponding author Guest Editor: L. Cronin Keywords: functional integration; origins of life; prebiotic evolution; protocells © 2017 Shirt-Ediss et al.; licensee Beilstein-Institut. License and terms: see end of document. Abstract Conceiving the process of biogenesis as the evolutionary development of highly dynamic and integrated protocell populations provides the most appropriate framework to address the difficult problem of how prebiotic chemistry bridged the gap to full-fledged living organisms on the early Earth. In this contribution we briefly discuss the implications of taking dynamic, functionally inte- grated protocell systems (rather than complex reaction networks in bulk solution, sets of artificially evolvable replicating molecules, or even these same replicating molecules encapsulated in passive compartments) -
Development of an Artificial Cell, from Self- INAUGURAL ARTICLE Organization to Computation and Self-Reproduction
Development of an artificial cell, from self- INAUGURAL ARTICLE organization to computation and self-reproduction Vincent Noireauxa, Yusuke T. Maedab, and Albert Libchaberb,1 aUniversity of Minnesota, 116 Church Street SE, Minneapolis, MN 55455; and bThe Rockefeller University, 1230 York Avenue, New York, NY 10021 This contribution is part of the special series of Inaugural Articles by members of the National Academy of Sciences elected in 2007. Contributed by Albert Libchaber, November 22, 2010 (sent for review October 13, 2010) This article describes the state and the development of an artificial the now famous “Omnis cellula e cellula.” Not only is life com- cell project. We discuss the experimental constraints to synthesize posed of cells, but also the most remarkable observation is that a the most elementary cell-sized compartment that can self-reproduce cell originates from a cell and cannot grow in situ. In 1665, Hooke using synthetic genetic information. The original idea was to program made the first observation of cellular organization in cork mate- a phospholipid vesicle with DNA. Based on this idea, it was shown rial (8) (Fig. 1). He also coined the word “cell.” Schleiden later that in vitro gene expression could be carried out inside cell-sized developed a more systematic study (9). The cell model was finally synthetic vesicles. It was also shown that a couple of genes could fully presented by Schwann in 1839 (10). This cellular quantiza- be expressed for a few days inside the vesicles once the exchanges tion was not a priori necessary. Golgi proposed that the branched of nutrients with the outside environment were adequately intro- axons form a continuous network along which the nervous input duced. -
The Concept of Organism, a Historical and Conceptual Critique
Do organisms have an ontological status? Charles T. Wolfe Unit for History and Philosophy of Science University of Sydney [email protected] forthcoming in History and Philosophy of the Life Sciences 32:2-3 (2010) Abstract The category of „organism‟ has an ambiguous status: is it scientific or is it philosophical? Or, if one looks at it from within the relatively recent field or sub-field of philosophy of biology, is it a central, or at least legitimate category therein, or should it be dispensed with? In any case, it has long served as a kind of scientific “bolstering” for a philosophical train of argument which seeks to refute the “mechanistic” or “reductionist” trend, which has been perceived as dominant since the 17th century, whether in the case of Stahlian animism, Leibnizian monadology, the neo-vitalism of Hans Driesch, or, lastly, of the “phenomenology of organic life” in the 20th century, with authors such as Kurt Goldstein, Maurice Merleau-Ponty, and Georges Canguilhem. In this paper I try to reconstruct some of the main interpretive „stages‟ or „layers‟ of the concept of organism in order to critically evaluate it. How might „organism‟ be a useful concept if one rules out the excesses of „organismic‟ biology and metaphysics? Varieties of instrumentalism and what I call the „projective‟ concept of organism are appealing, but perhaps ultimately unsatisfying. 1. What is an organism? There have been a variety of answers to this question, not just in the sense of different definitions (an organism is a biological individual; it is a living being, or at least the difference between a living organism and a dead organism is somehow significant in a way that does not seem to make sense for other sorts of entities, like lamps and chairs; it is a self-organizing, metabolic system; etc.) but more tendentiously, in the 1 sense that philosophers, scientists, „natural philosophers‟ and others have both asserted and denied the existence of organisms. -
Commentary the Minimal Cell Genome: ''On Being the Right Size”
Proc. Natl. Acad. Sci. USA Vol. 93, pp. 10004–10006, September 1996 Commentary The minimal cell genome: ‘‘On being the right size” Jack Maniloff* Department of Microbiology and Immunology, University of Rochester, Medical Center Box 672, Rochester, NY 14642 ‘‘On being the right size’’ is in quotation marks in the title these studies, it is important to remember that organisms with because it has been used twice before–in each case to discuss small genomes have arisen by two vastly different evolutionary the size of biological systems in terms of interest at that time. pathways, one ‘‘top down’’ and the other ‘‘bottom up.’’ J. B. S. Haldane (1) originally used this title in the 1920s, for ‘‘Top down’’ genomes evolved in organisms with increasing a paper describing the relationship between animal size and metabolic requirements. At each metabolic level, there can be constraints like gravity, surface tension, and food and oxygen a minimal genome: from photoautotrophs, able to grow in a consumption. In the 1970s, N. W. Pirie (2) (acknowledging medium of only CO2, light, and inorganic salts; to simple Haldane) used the title for a paper analyzing how factors like heterotrophs, for which growth requires a basic medium membrane properties, water structure, and the volume needed containing an organic carbon and energy source (like glucose) for ribosomes and other macromolecules set lower limits on and inorganic salts; to fastidious heterotrophs, for which cell size. Now, in the 1990s, the title is used to discuss efforts growth requires a complex medium, frequently containing to define the minimal genome content necessary and sufficient undefined components (like serum); to obligate intracellular for a living cell. -
Synthetic Biology As a Technoscience: the Case of Minimal Genomes and Essential Genes
Published in Studies in History and Philosophy of Science (epub ahead of print) Synthetic Biology as a Technoscience: The Case of Minimal Genomes and Essential Genes Massimiliano Simons, Ghent University [email protected] Department of Philosophy and Moral Sciences, Blandijnberg 2, BE-9000, Ghent Abstract This article examines how minimal genome research mobilizes philosophical concepts such as minimality and essentiality. Following a historical approach the article aims to uncover what function this terminology plays and which problems are raised by them. Specifically, four historical moments are examined, linked to the work of Harold Morowitz, Mitsuhiro Itaya, Eugene Koonin and Arcady Mushegian, and J. Craig Venter. What this survey shows is a historical shift away from historical questions about life or descriptive questions about specific organisms towards questions that explore biological possibilities: what are possible forms of minimal genomes, regardless of whether they exist(ed) in nature? Moreover, it highlights a fundamental ambiguity at work in minimal genome research between a universality claim and a standardization claim: does a minimal genome refer to the minimal gene set for any organism whatsoever? Or does it refer rather to a gene set that will provide stable, robust and predictable behaviour, suited for biotechnological applications? Two diagnoses are proposed for this ambiguity: a philosophical diagnosis of how minimal genome research either misunderstands the ontology of biological entities or philosophically misarticulates scientific practice. Secondly, a historical diagnosis that suggests that this ambiguity is part of a broader shift towards technoscience. Keywords: Minimal genome ; essential gene; Mycoplasma ; Craig Venter; synthetic biology ; technoscience Competing interests No competing interests to declare. -
Bacteria – Friend Or Foe?
Bacteria – Friend or Foe? By Rachel L. Dittmar & Rosa M. Santana Carrero [email protected], [email protected] April 2020 Danger! Sick! Gross! Vaccine! Disease! Medicine! Dirty! MRSA! Eww! E. coli! What is the first thing that comes to mind when you hear “bacteria”? Science! Microscope! MRSA! Salmonella! Hospital! Germs! Staph! Food! Small! 2 Introduction to Bacteria 3 Bacterial nomenclature • Bacteria are referred to by their genus and species, with genus coming first and species coming last: Escherichia coli Escherichia: genus Species: coli Bacteria names are ALWAYS italicized. Genus names are capitalized and species names are not. Sometimes, the genus is abbreviated by its first initial: E. coli 4 Bacteria are prokaryotes. 5 What are prokaryotes? • Plasma membrane separates the cell from its surrounding environment • Cytoplasm contains organelles • Contain DNA consisting of a single large, circular chromosome • Ribosomes make proteins 6 Prokaryotes v. Eukaryotes 7 Image from: https://www.difference.wiki/prokaryotic-cell-vs-eukaryotic-cell/ How do these organisms differ? Prokaryotes Eukaryotes - circular DNA - linear DNA (found in nucleus) - no nucleus - nucleus - no membrane bound organelles - membrane bound organelles - small- less than 10μm - larger than 10μm - unicellular - can be unicellular and multicellular 8 Bacteria are very small. 9 How big are bacteria? Bacteria are very small: 0.1 – 5.0 micrometers. A micrometer (μm) is 0.000001 meters or 0.001 millimeters (mm) For comparison, a human hair is 30 – 100 μm Image from: https://www.khanacademy.org/science/high-school-biology/hs-cells/hs-prokaryotes-and-eukaryotes/a/prokaryotic-cells 10 Bacteria are classified by phenotype or genotype. -
In Vivo and in Silico Metabolic and Genome Engineering
Landon, S. , Rees, J., Marucci, L., & Grierson, C. (2019). Genome- driven cell engineering review: In vivo and in silico metabolic and genome engineering. Essays in Biochemistry, 63(2), 267-284. https://doi.org/10.1042/EBC20180045 Publisher's PDF, also known as Version of record License (if available): CC BY Link to published version (if available): 10.1042/EBC20180045 Link to publication record in Explore Bristol Research PDF-document University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ Essays in Biochemistry (2019) 63 267–284 https://doi.org/10.1042/EBC20180045 Review Article Genome-driven cell engineering review: in vivo and in silico metabolic and genome engineering Sophie Landon1,2,*, Joshua Rees-Garbutt1,3,*, Lucia Marucci1,2,4,† and Claire Grierson1,3,† 1BrisSynBio, University of Bristol, Bristol BS8 1TQ, U.K.; 2Department of Engineering Mathematics, University of Bristol, Bristol BS8 1UB, U.K.; 3School of Biological Sciences, University of Bristol, Life Sciences Building, Bristol BS8 1TQ, U.K.; 4School of Cellular and Molecular Medicine, University of Bristol, Bristol BS8 1UB, U.K. Correspondence: Claire Grierson ([email protected]) or Lucia Marucci ([email protected]) Producing ‘designer cells’ with specific functions is potentially feasible in the near future. Re- cent developments, including whole-cell models, genome design algorithms and gene edit- ing tools, have advanced the possibility of combining biological research and mathematical modelling to further understand and better design cellular processes. -
Single-Celled Organisms
Single-Celled Organisms • Humans are made up of millions of tiny cells (multi-celled organisms). • Microorganisms are made up of only ONE cell (single-celled organisms) 1.Single-celled organisms are simple life forms Include: bacteria, protists and others. They move, find food, grow, and make new organisms. 2. Bacteria are one-celled organisms that do NOT have a nucleus. The material that is usually in a nucleus can be found all over the cytoplasm instead. More bacteria on earth than any other living thing Some bacteria are helpful, and some are harmful. One handful of soil can contain billions of bacteria. 3. Protists are a kind of single-celled organism. They live everywhere including pond water, saltwater, animals, and humans Amoebas have a cell membrane, cytoplasm, and a nucleus They move by: changing their shape. 4. Algae are plant-like organisms that Live in water, moist places, and under rocks Among the oldest things on earth! Algae have a cell membrane, cytoplasm, nucleus, and chloroplast. Algae produce most of the oxygen that you breathe! 5. How do single-celled organisms move? Tail-like parts called flagella Hair like structures called cilia Paramecium also use their cilia to get food Multi-Celled Organisms Multi-celled organism is made of up of more than one cell. Plants, animals and other living things. Made up of different kinds of cells that have certain jobs to do. Muscle cells, white blood cells, and nerve cells For example: the cells that make up your heart work together to move oxygen and blood to other cells throughout your body. -
Biology 197: Principles of Organismal Biology Section B: T, R 9:30–10:45 AM Section D: T, R 1:30–2:45 PM Spring 2011 Birck Hall 003 Instructor: Dr
Biology 197: Principles of Organismal Biology Section B: T, R 9:30–10:45 AM Section D: T, R 1:30–2:45 PM Spring 2011 Birck Hall 003 Instructor: Dr. Phil Novack‐Gottshall Office: Birck 332 E‐mail: Blackboard mail preferred Office hours: T 11–1:30, W 11–1, R 11–12:30 (or pnovack‐[email protected]) or by appointment Course Description Organismal biology is one of the major branches of biology and is concerned with all aspects of the life of organisms, including their biodiversity, anatomical structure, physiology, development, biogeography, and ecology. This course is an introductory course required for all biological sciences majors, but it is also useful for gaining basic biological literacy and for those pursuing careers in human and veterinary medicine, psychiatry, agriculture, forestry, microbiology, conservation, ecology, paleontology, environmental science, law, political science, and even cooking, cheese making, and brewing of alcohol. In this class, we will learn the major groups of animals, fungi, plants, protists, algae, and bacteria; their basic characteristics; and how biologists study these organisms to understand their rich evolutionary history, ecological interactions, amazing adaptations, and relevance to humans and other species. In particular, you will practice learning how to view the world and to think like an organismal biologist. Learning objectives 1) Explain the scientific method of organismal biologists to understand the natural world. 2) Identify the major lineages of life through study of their biodiversity, anatomy, physiology, development, behavior, biogeography, fossil record, and ecology. 3) Explain the significance of major transitions in organismal evolution: photosynthesis, endosymbiosis, sexual reproduction, multicellularity, skeletonization, cephalization, terrestrialization, mobility, and carnivory, among others.