Gene Expression Drives the Evolution of Dominance
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Biology Incomplete Dominance 5E Model Lesson
BIOLOGY INCOMPLETE DOMINANCE 5E MODEL LESSON Teacher: Expected Length of Lesson Topic: Unit: Heather Lesson: Incomplete Genetics Yarbrough 1 - 90 minute class Dominance SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations. Targeted Content Standards/ b. Use mathematical models to predict and explain patterns of inheritance. Element: (Clarification statement: Students should be able to use Punnett squares (Include the entire standard) (monohybrid and dihybrid crosses) and/or rules of probability, to analyze the following inheritance patterns: dominance, codominance, incomplete dominance.) L9-10RST2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. L9-10RST7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. L9-10RST9: Compare and contrast findings presented in a text to those Targeted Literacy Skills or Standards: (include as many as your from other sources (including their own experiments), noting when the lesson incorporates) findings support or contradict previous explanations or accounts. L9-10WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. -
Determining the Factors Driving Selective Effects of New Nonsynonymous Mutations
Determining the factors driving selective effects of new nonsynonymous mutations Christian D. Hubera,1, Bernard Y. Kima, Clare D. Marsdena, and Kirk E. Lohmuellera,b,c,1 aDepartment of Ecology and Evolutionary Biology, University of California, Los Angeles, CA 90095; bInterdepartmental Program in Bioinformatics, University of California, Los Angeles, CA 90095; and cDepartment of Human Genetics, David Geffen School of Medicine, University of California, Los Angeles, CA 90095 Edited by Andrew G. Clark, Cornell University, Ithaca, NY, and approved March 16, 2017 (received for review November 26, 2016) The distribution of fitness effects (DFE) of new mutations plays a the protein stability model, the back-mutation model, the mu- fundamental role in evolutionary genetics. However, the extent tational robustness model, and Fisher’s geometrical model to which the DFE differs across species has yet to be systematically (FGM). For example, the mutational robustness model predicts investigated. Furthermore, the biological mechanisms determining that more complex species will have more robust regulatory the DFE in natural populations remain unclear. Here, we show that networks that will better buffer the effects of deleterious muta- theoretical models emphasizing different biological factors at tions, leading to less deleterious selection coefficients (10). Here, determining the DFE, such as protein stability, back-mutations, we leverage these predictions of how the DFE is expected to species complexity, and mutational robustness make distinct pre- differ across species to test which theoretical model best explains dictions about how the DFE will differ between species. Analyzing the evolution of the DFE by comparing the DFE in natural amino acid-changing variants from natural populations in a com- populations of humans, Drosophila, yeast, and mice. -
Genetics in Harry Potter's World: Lesson 2
Genetics in Harry Potter’s World Lesson 2 • Beyond Mendelian Inheritance • Genetics of Magical Ability 1 Rules of Inheritance • Some traits follow the simple rules of Mendelian inheritance of dominant and recessive genes. • Complex traits follow different patterns of inheritance that may involve multiples genes and other factors. For example, – Incomplete or blended dominance – Codominance – Multiple alleles – Regulatory genes Any guesses on what these terms may mean? 2 Incomplete Dominance • Incomplete dominance results in a phenotype that is a blend of a heterozygous allele pair. Ex., Red flower + Blue flower => Purple flower • If the dragons in Harry Potter have fire-power alleles F (strong fire) and F’ (no fire) that follow incomplete dominance, what are the phenotypes for the following dragon-fire genotypes? – FF – FF’ – F’F’ 3 Incomplete Dominance • Incomplete dominance results in a phenotype that is a blend of the two traits in an allele pair. Ex., Red flower + Blue flower => Purple flower • If the Dragons in Harry Potter have fire-power alleles F (strong fire) and F’ (no fire) that follow incomplete dominance, what are the phenotypes for the following dragon-fire genotypes: Genotypes Phenotypes FF strong fire FF’ moderate fire (blended trait) F’F’ no fire 4 Codominance • Codominance results in a phenotype that shows both traits of an allele pair. Ex., Red flower + White flower => Red & White spotted flower • If merpeople have tail color alleles B (blue) and G (green) that follow the codominance inheritance rule, what are possible genotypes and phenotypes? Genotypes Phenotypes 5 Codominance • Codominance results in a phenotype that shows both traits of an allele pair. -
Roadmap • Optimal Mutation Rate • Dominance and Its Implications
Roadmap • Optimal mutation rate • Dominance and its implications { Why is an allele dominant or recessive? { Overdominance (heterozygote advantage) { Underdominance (heterozygote inferiority) One minute responses • Q: I don't understand degrees of freedom! (About six of these....) • Q: Show the calculation of µ and ν Degrees of freedom revisited Thanks to Patrick Runkel: http://blog.minitab.com/blog/statistics-and-quality-data-analysis/ what-are-degrees-of-freedom-in-statistics A a Total A 20 a 10 Total 15 15 One more look at degrees of freedom Fictional data for sickle-cell hemoglobin (alleles A and S) in African-American adults Normal AA 400 Carrier AS 90 Affected SS 10 • Suppose I told you: { How many people I sampled { How many of each allele I found { How many AS carriers I found • Are there any possible surprises left in the data? (AA? SS?) • This is why there is only 1 df Mu and nu • µ (mu, forward mutation rate) { mutation rate per site is observed { rate per significant site in gene is: { rate per site x number of significant sites • ν (nu, back mutation rate) { mutation rate per site is observed { need the right nucleotide (1/3 chance) { rate per site x 1/3 Is mutation good or bad? • Most mutations have no fitness effect • Of those that do, most are bad • Most organisms expend significant energy trying to avoid mutations (DNA proofreading, etc) • Are organisms trying (and failing) to reach a mutation rate of zero? • Could there be selection in favor of a non-zero rate? Transposons as mutagens • Transposons are genetic elements that -
Dominance Hierarchy Arising from the Evolution of a Complex Small RNA Regulatory Network Eléonore Durand, Raphaël Méheust, Marion Soucaze, Pauline M
RESEARCH ◥ between S alleles (6). Selection is expected to RESEARCH ARTICLE favor genetic elements (“dominance modifiers”), which establish dominance-recessivity interac- tion rather than codominance, because individ- PLANT GENETICS uals with a codominant genotype can produce pollen rejected by more potential mates than would occur in a dominant-recessive system (7, 8). Dominance hierarchy arising from On the basis of modeling (8), the large non- recombining region composing the S locus (9–11) is a strong candidate region for hosting such ge- the evolution of a complex small netic elements. Until recently, the dominance modifiers as- RNA regulatory network sumed in models (7, 8) remained hypothetical. A particular small RNA (sRNA) has been identified Eléonore Durand,1,2* Raphaël Méheust,1* Marion Soucaze,1 Pauline M. Goubet,1† (12) within the S locus of dominant alleles in Sophie Gallina,1 Céline Poux,1 Isabelle Fobis-Loisy,2 Eline Guillon,2 Thierry Gaude,2 Brassica (called Smi). This sRNA acts as a trans- Alexis Sarazin,3 Martin Figeac,4 Elisa Prat,5 William Marande,5 Hélène Bergès,5 modifier of the gene controlling pollen specificity Xavier Vekemans,1 Sylvain Billiard,1 Vincent Castric1‡ via de novo methylation of the promoter of re- cessive alleles, which leads to transcriptional si- The prevention of fertilization through self-pollination (or pollination by a close relative) lencing of recessive alleles by dominant alleles in the Brassicaceae plant family is determined by the genotype of the plant at the (13, 14). However, the mechanism in the more self-incompatibility locus (S locus). The many alleles at this locus exhibit a dominance complex dominance-recessivity networks in spe- Downloaded from hierarchy that determines which of the two allelic specificities of a heterozygous genotype cies that have many levels in the dominance is expressed at the phenotypic level. -
I Xio- and Made the Rather Curious Assumption That the Mutant Is
NOTES AND COMMENTS NATURAL SELECTION AND THE EVOLUTION OF DOMINANCE P. M. SHEPPARD Deportment of Genetics, University of Liverpool and E.B. FORD Genetic Laboratories, Department of Zoology, Oxford 1. INTRODUCTION CROSBY(i 963) criticises the hypothesis that dominance (or recessiveness) has evolved and is not an attribute of the allelomorph when it arose for the first time by mutation. None of his criticisms is new and all have been discussed many times. However, because of a number of apparent mis- understandings both in previous discussions and in Crosby's paper, and the fact that he does not refer to some important arguments opposed to his own view, it seems necessary to reiterate some of the previous discussion. Crosby's criticisms fall into two parts. Firstly, he maintains, as did Wright (1929a, b) and Haldane (1930), that the selective advantage of genes modifying dominance, being of the same order of magnitude as the mutation rate, is too small to have any evolutionary effect. Secondly, he criticises, as did Wright (5934), the basic assumption that a new mutation when it first arises produces a phenotype somewhat intermediate between those of the two homozygotes. 2.THE SELECTION COEFFICIENT INVOLVED IN THE EVOLUTION OF DOMINANCE Thereis no doubt that the selective advantage of modifiers of dominance is of the order of magnitude of the mutation rate of the gene being modified. Crosby (p. 38) considered a hypothetical example with a mutation rate of i xio-and made the rather curious assumption that the mutant is dominant in the absence of modifiers of dominance. -
What Is a Recessive Allele?
What Is a Recessive Allele? WernerG. Heim ONE of the commonlymisunderstood and misin- are termedthe dominant[dominirende], and those terpreted concepts in elementary genetics is that which becomelatent in the processrecessive [reces- sive]. The expression"recessive" has been chosen of dominance and recessiveness of alleles. Many becausethe charactersthereby designated withdraw students in introductory courses perceive the idea or entirelydisappear in the hybrids,but nevertheless that the dominant form of a gene is somehow stron- reappear unchanged in their progeny ... (Mendel ger than the recessive form and, when they are 1950,p. 8) together in a heterozygote, the dominant allele sup- Two important concepts are presented here: (1) presses the action of the recessive one. This belief is Statements about dominance and recessiveness are Downloaded from http://online.ucpress.edu/abt/article-pdf/53/2/94/44793/4449229.pdf by guest on 27 September 2021 not only incorrectbut it can lead to a whole series of statements about the appearanceof characters,about further errors. Students, for example, often errone- what is seen or can be detected, not about the ously conclude that because the dominant allele is the underlying genetic situation; (2) The relationship stronger, it therefore ought to become more common between two alleles of a gene falls on a continuous in the course of evolution. scale from one of complete dominance and recessive- There are other common misconceptions, among ness to a complete lack thereof. In the latter case, the them that: expression of both alleles is seen in either of two ways 1) Dominance operates at the genotypic level. -
Basic Genetic Terms for Teachers
Student Name: Date: Class Period: Page | 1 Basic Genetic Terms Use the available reference resources to complete the table below. After finding out the definition of each word, rewrite the definition using your own words (middle column), and provide an example of how you may use the word (right column). Genetic Terms Definition in your own words An example Allele Different forms of a gene, which produce Different alleles produce different hair colors—brown, variations in a genetically inherited trait. blond, red, black, etc. Genes Genes are parts of DNA and carry hereditary Genes contain blue‐print for each individual for her or information passed from parents to children. his specific traits. Dominant version (allele) of a gene shows its Dominant When a child inherits dominant brown‐hair gene form specific trait even if only one parent passed (allele) from dad, the child will have brown hair. the gene to the child. When a child inherits recessive blue‐eye gene form Recessive Recessive gene shows its specific trait when (allele) from both mom and dad, the child will have blue both parents pass the gene to the child. eyes. Homozygous Two of the same form of a gene—one from Inheriting the same blue eye gene form from both mom and the other from dad. parents result in a homozygous gene. Heterozygous Two different forms of a gene—one from Inheriting different eye color gene forms from mom mom and the other from dad are different. and dad result in a heterozygous gene. Genotype Internal heredity information that contain Blue eye and brown eye have different genotypes—one genetic code. -
It's About Time: the Temporal Dynamics of Phenotypic Selection in the Wild
Ecology Letters, (2009) 12: 1261–1276 doi: 10.1111/j.1461-0248.2009.01381.x REVIEW AND SYNTHESIS ItÕs about time: the temporal dynamics of phenotypic selection in the wild Abstract Adam M. Siepielski,1* Joseph Selection is a central process in nature. Although our understanding of the strength and D. DiBattista2 and Stephanie form of selection has increased, a general understanding of the temporal dynamics of M. Carlson3 selection in nature is lacking. Here, we assembled a database of temporal replicates of 1 Department of Biological selection from studies of wild populations to synthesize what we do (and do not) know Sciences, Dartmouth College, about the temporal dynamics of selection. Our database contains 5519 estimates of Hanover, NH 03755, USA selection from 89 studies, including estimates of both direct and indirect selection as well 2Redpath Museum and as linear and nonlinear selection. Morphological traits and studies focused on vertebrates Department of Biology, McGill were well-represented, with other traits and taxonomic groups less well-represented. University, Montre´ al, QC H3A 2K6, Canada Overall, three major features characterize the temporal dynamics of selection. First, the 3University of California, strength of selection often varies considerably from year to year, although random Department of Environmental sampling error of selection coefficients may impose bias in estimates of the magnitude of Science, Policy, and such variation. Second, changes in the direction of selection are frequent. Third, changes Management, 137 Mulford Hall in the form of selection are likely common, but harder to quantify. Although few studies 3114, Berkeley, CA 94720, USA have identified causal mechanisms underlying temporal variation in the strength, *Correspondence: E-mail: direction and form of selection, variation in environmental conditions driven by climatic Adam.M.Siepielski@Dartmouth. -
An Introduction to Quantitative Genetics I Heather a Lawson Advanced Genetics Spring2018 Outline
An Introduction to Quantitative Genetics I Heather A Lawson Advanced Genetics Spring2018 Outline • What is Quantitative Genetics? • Genotypic Values and Genetic Effects • Heritability • Linkage Disequilibrium and Genome-Wide Association Quantitative Genetics • The theory of the statistical relationship between genotypic variation and phenotypic variation. 1. What is the cause of phenotypic variation in natural populations? 2. What is the genetic architecture and molecular basis of phenotypic variation in natural populations? • Genotype • The genetic constitution of an organism or cell; also refers to the specific set of alleles inherited at a locus • Phenotype • Any measureable characteristic of an individual, such as height, arm length, test score, hair color, disease status, migration of proteins or DNA in a gel, etc. Nature Versus Nurture • Is a phenotype the result of genes or the environment? • False dichotomy • If NATURE: my genes made me do it! • If NURTURE: my mother made me do it! • The features of an organisms are due to an interaction of the individual’s genotype and environment Genetic Architecture: “sum” of the genetic effects upon a phenotype, including additive,dominance and parent-of-origin effects of several genes, pleiotropy and epistasis Different genetic architectures Different effects on the phenotype Types of Traits • Monogenic traits (rare) • Discrete binary characters • Modified by genetic and environmental background • Polygenic traits (common) • Discrete (e.g. bristle number on flies) or continuous (human height) -
Lesson Plan Mendelian Inheritance
Dolan DNA Learning Center Mendelian Inheritance __________________________________________________________________________________________ Overview • Computer with internet access This 90 minute lesson (two class periods of 45 minutes) is an introduction to Mendel’s Laws of Inheritance for students in Lesson Structure grades 5 through 8. By studying inherited traits in humans such as tasting PTC paper and inherited traits in plants such as Pre-lab (45 minutes) – Day 1 maize, we can understand how traits are passed down through Teacher Prep generations. A discussion of dominant and recessive traits in humans will encourage students to further explore their • Become familiar with Lab Center inheritance as well as their family inheritance. http://www.dnalc.org/labcenter/mendeliangenetics/m endeliangenetics_d.html Learning Outcomes • Print and copy Background Reading from the Students will be able to: Student Lab Notebook on the Lab center. • discuss the contributions of Gregor Mendel and his • Print and copy Student Pre-lab Worksheets from experiments with the garden pea. the Student Lab Notebook on the Lab center. • review the structure of DNA and chromosomes. • Cut paper strips for Sentence Strips activity. • compare a dominant trait to a recessive trait. • Make sure computers with Internet access are • compare a homozygous trait to a heterozygous trait. available. • identify traits in themselves that are either dominant or recessive. Before class • use maize as a model organism to study Mendelian Students will receive the background reading to read for inheritance. homework the night before starting lab. They will write 2 to 3 • demonstrate Mendel’s Law of Dominance and Law questions they have about the background information. -
Fixation of New Mutations in Small Populations
Whitlock MC & Bürger R (2004). Fixation of New Mutations in Small Populations. In: Evolutionary Conservation Biology, eds. Ferrière R, Dieckmann U & Couvet D, pp. 155–170. Cambridge University Press. c International Institute for Applied Systems Analysis 9 Fixation of New Mutations in Small Populations Michael C. Whitlock and Reinhard Bürger 9.1 Introduction Evolution proceeds as the result of a balance between a few basic processes: mu- tation, selection, migration, genetic drift, and recombination. Mutation is the ulti- mate source of all the genetic variation on which selection may act; it is therefore essential to evolution. Mutations carry a large cost, though; almost all are delete- rious, reducing the fitness of the organisms in which they occur (see Chapter 7). Mutation is therefore both a source of good and ill for a population (Lande 1995). The overall effect of mutation on a population is strongly dependent on the pop- ulation size. A large population has many new mutations in each generation, and therefore the probability is high that it will obtain new favorable mutations. This large population also has effective selection against the bad mutations that occur; deleterious mutations in a large population are kept at a low frequency within a balance between the forces of selection and those of mutation. A population with relatively fewer individuals, however, will have lower fitness on average, not only because fewer beneficial mutations arise, but also because deleterious mutations are more likely to reach high frequencies through random genetic drift. This shift in the balance between fixation of beneficial and deleterious mutations can result in a decline in the fitness of individuals in a small population and, ultimately, may lead to the extinction of that population.