Cell Biology & Genetics Fall 2018

Total Page:16

File Type:pdf, Size:1020Kb

Cell Biology & Genetics Fall 2018 Cell Biology & Genetics Bio 3400 Fall 2018 Professor L. Fritz LaKretz 213 [email protected] Office Hrs- M, W 12:30-1:30pm Course Description An advanced undergraduate course designed to provi de a firm foundation in Cellular Biology and Genetics and the application of this knowledge to a modern understanding of the Eukaryotic Cell. Topics to be covered include: membranes and membrane transport; cell metabolism; respiration; photosynthesis; heredity; transmission genetics; and techniques in cell biology and genetics. The bulk of the course material will be delivered in lecture and on-line via the class learning module (Moodle) site. Student Learning Objectives: This course informs students about the structural organization, function and regulation of major components of the eukaryotic cell as well as the processes of cell genetics and heredity. Outcomes: Upon completing this course, students will: 1. Be able to discuss and describe the structure and critical functions of the eukaryotic cell. 2. Be able to discuss and describe details of transmission genetics and heredity. 3. Be able to apply this knowledge to problems likely to be encountered in a research/experimental setting. Textbook: Cell Biology and Genetics. Custom Edition for CSULA (only available at university bookstore). Course Grade determination: 1. Three course lecture Exams- 40% 2. Class assignments/quizzes 30% 3. Final Exam- 30% Attendance: Students are responsible for all material presented in class, including announcements about any changes in the course. Evaluation: Tests: There will be three course material exams and a final exam. All tests will be objective and each exam will be cumulative, covering all the lecture class material up to that point. The final exam will also be comprehensive and will cover the entire course material. No extra points, no make-up tests. Two of the three best course lecture exam scores will count toward the final grade (i.e. the lowest course lecture exam will be dropped). Course grades will be assigned as follows: A: 90% - 100% C: 70% - 74% B+: 85% - 89% D: 60% - 69% B: 80% - 84% F: below 60% C+: 75% - 79% Note: There will be absolutely no make up exams and no extra credit will be considered. Course Moodle Webpage – https://moodle.calstatela.edu/. PowerPoint lecture Notes, any quizzes and any Announcements for lecture will be posted here. Please check the lecture (and lab, if enrolled) Moodle sites regularly for important information. Course Policies • Drop Policy—The drop policy established by the university will be strictly followed. After the no record drop deadline, students may drop a course only for “serious and compelling reasons”. Failing a course is not an acceptable reason for withdrawal. Acceptable documentation is required verifying the reason for the withdrawal. See the Schedule of Classes for information • Credit by Exam—Credit by Exam is not offered for this course. Tentative List of Schedule and Topics (subject to change): Week Dates Topics (Text Chapters) 1 (20, 22 Aug) Chapters 1,4: Review of the Cell & Cell Organelles 2 (27, 29 Aug Chapter 7: Biological Membranes 3 (3, 5 Sep) Chapter 8: Membrane Transport 4 (10, 12 Sep) Chapter 9: Cell Energy & Metabolism 5 (17, 19 Sep) Chapter 10: Cell Respiration Exam 1 6 (24, 26 Sep) Chapter 11: Photosynthesis 7 (1,3 Oct) Chapter 20: DNA to RNA 8 (8, 10 Oct) Chapter 21: RNA to Protein 9 (15, 17 Oct) Chapter 13: Genetics & Heredity Exam 2 10 (22-24 Oct) Chapter 14: Transmission Genetics 11 (29, 31 Oct) Chapter 15-Mitosis/Meiosis 12 (5, 7 Nov) Chapter 17: Gene Linkage and Mapping 13 (12 Nov) No Class (14 Nov) Exam 3 14 (19-23 Nov) Thanksgiving Holiday 15 (26, 28 Nov) Chapter 22: Gene Expression/Regulation Chapter 23: Techniques in Cell/Molecular Biology 16 (3, 5 Dec) Chapter 23: Genetic Techniques (10-15 Dec) Final Exams .
Recommended publications
  • 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.
    [Show full text]
  • Genetics, Epigenetics and Disease a Literature Review By: Anthony M
    Genetics, Epigenetics and Disease A Literature Review By: Anthony M. Pasek Faculty Advisor: Rodger Tepe, PhD A senior research project submitted in partial requirement for the degree Doctor of Chiropractic August 11, 2011 Abstract Objective – This article provides an overview of the scientific literature available on the subject of genetic mechanisms of disease etiology as compared to epigenetic mechanisms of disease etiology. The effects of environmental influences on genetic expression and transgenerational inheritance will also be examined. Methods – Searches of the keywords listed below in the databases PubMed and EBSCO Host yielded referenced articles from indexed journals, literature reviews, pilot studies, longitudinal studies, and conference meeting reports. Conclusion – Although current research trends indicate a relationship between the static genome and the dynamic environment and offer epigenetics as a mechanism, further research is necessary. Epigenetic processes have been implicated in many diseases including diabetes mellitus, obesity, cardiovascular disease, metabolic disease, cancer, autism, Alzheimer’s disease, depression, and addiction. Keywords – genetics, central dogma of biology, genotype, phenotype, genomic imprinting, epigenetics, histone modification, DNA methylation, agouti mice, epigenetic drift, Överkalix, Avon Longitudinal Study of Parents and Children (ALSPAC). 2 Introduction Genetics has long been the central field of biology and it’s central dogma states that DNA leads to RNA, which leads to protein and ultimately determines human health or sickness1. The Human Genome Project marked a great triumph for humanity and researchers expected to solve the riddle of many complex diseases with the knowledge gleamed from this project. However, many more questions were raised than answered. Several rare genetic disorders including hemophilia and cystic fibrosis were explained by alterations in the genetic code but true genetic diseases only affect about one percent of the human population2.
    [Show full text]
  • Botany Genetics Mendelian Inheritance
    References 1. Elrod S., Stansfield W., 2002, Genetics, 4th Edition, Tata McGraw-Hill 2. Strickberger M. W., 1985, Genetics, 3rd Edition, Macmillan Publishing Company 3. Griffiths A. J., Wessler S.R., Lewontin R.C., Carrol S. B., 2008, Introduction to Genetic Analysis, 9th Edition, W. H. Freeman and Company 4. Klug W.S., Cumming M.R., Spencer C. A., Palladino M. A., 2009, Concepts of Genetics, 9th Edition, Benjamin Cummings Publication 5. Tamarin R. H., 2002, Principles of Genetics, 7th Edition, Tata McGraw-Hill 6. Hartwell L.H., Hood L., Goldberg M.L., Reynolds A.E., Silver L. M., Veres R. C., 2004, Genetics, 2nd Edition, McGraw-Hill 7. Pierce B.A., Genetics: A Conceptual Approach, 4th edition, W.H. Freeman 8. T.H. Noel Ellis, Julie M.I. Hofer, Gail M. Timmerman-Vaughan, Clarice J. Coyne and Roger P. Hellens, 2011, Mendel, 150 years on, Trends in Plant Science, Vol. 16, 590-596 Genetics Botany Mendelian Inheritance Learn More / Supporting Materials / Source of Further Reading 2.1 Glossary Starting Term Defination Related Term Character <Character> < Genotype > < Genotype of an organism is the gene combination it possesses. Genotype of phenotypically yellow seeded F1 may be YY or Yy.> <Character> < Phenotype > < Phenotype refers to the observable attributes of an organism. Plants with either of the two genotypes Yy or Yy are phenotypically yellow seeded.> <Character> < Homozygote > < A plant with a pair of identical alleles is called as Homozygote (Y/Y or y/y).> <Character> < Heterozygote > < a plant in which the <term2> allele of the pair differ is called as heterozygote (Y/y).> <Character> < locus > < A locus (plural: loci) is the location of a gene on a chromosome.
    [Show full text]
  • Molecular Biology and Applied Genetics
    MOLECULAR BIOLOGY AND APPLIED GENETICS FOR Medical Laboratory Technology Students Upgraded Lecture Note Series Mohammed Awole Adem Jimma University MOLECULAR BIOLOGY AND APPLIED GENETICS For Medical Laboratory Technician Students Lecture Note Series Mohammed Awole Adem Upgraded - 2006 In collaboration with The Carter Center (EPHTI) and The Federal Democratic Republic of Ethiopia Ministry of Education and Ministry of Health Jimma University PREFACE The problem faced today in the learning and teaching of Applied Genetics and Molecular Biology for laboratory technologists in universities, colleges andhealth institutions primarily from the unavailability of textbooks that focus on the needs of Ethiopian students. This lecture note has been prepared with the primary aim of alleviating the problems encountered in the teaching of Medical Applied Genetics and Molecular Biology course and in minimizing discrepancies prevailing among the different teaching and training health institutions. It can also be used in teaching any introductory course on medical Applied Genetics and Molecular Biology and as a reference material. This lecture note is specifically designed for medical laboratory technologists, and includes only those areas of molecular cell biology and Applied Genetics relevant to degree-level understanding of modern laboratory technology. Since genetics is prerequisite course to molecular biology, the lecture note starts with Genetics i followed by Molecular Biology. It provides students with molecular background to enable them to understand and critically analyze recent advances in laboratory sciences. Finally, it contains a glossary, which summarizes important terminologies used in the text. Each chapter begins by specific learning objectives and at the end of each chapter review questions are also included.
    [Show full text]
  • 1 Genetics, Genomics and Cell Biology, Spring 2013 Instructors
    Genetics, Genomics and Cell Biology, Spring 2013 Monday, Wednesday, Friday 9-10 AM, 2050 VLSB Instructors Michael Levine, Ph.D. ([email protected]; office hours Friday 3-5 PM, 243 Dwinelle) Craig Miller, Ph.D. ([email protected]; office hours: Friday 3-5 PM, 243 Dwinelle) Rebecca Heald, Ph.D. ([email protected]; office hours: TBA) GSIs Jeremy Amon ([email protected]; office hours TBA) Peter Combs ([email protected]; office hours TBA) Anna Maria Desai ([email protected]; office hours TBA) Anna Park ([email protected]; office hours TBA) Jennifer Parks ([email protected]; office hours TBA) Course focus This course will introduce students to key concepts in genetic analysis, eukaryotic cell biology, and state-of-the-art approaches in genomics. Lectures will highlight basic knowledge of cellular processes that form the basis for human diseases. Prerequisite courses will have introduced students to the concepts of cells, the central dogma of molecular biology, and gene regulation. Emphasis in this course will be on eukaryotic cell processes, including cellular organization, dynamics and signaling. Grading Midterm 1 (Feb 21, 7:00-9:00 PM) 100 points Midterm 2 (Mar 14, 7:00-9:00 PM) 100 points Final exam (May 13, 7-10 PM) 200 points Quizzes (3 total, 25 points each) 75 points Mini Quizzes (10 total, 2.5 points each) 25 points Total 500 points Quizzes are given during discussion sections with weekly mini quizzes and one 25 point quiz during each third of the course. Your lowest mini quiz score will be dropped and your mini quiz total score will be based upon the remaining 9 mini quizzes.
    [Show full text]
  • Economic Botany, Genetics and Plant Breeding
    BSCBO- 302 B.Sc. III YEAR Economic Botany, Genetics And Plant Breeding DEPARTMENT OF BOTANY SCHOOL OF SCIENCES UTTARAKHAND OPEN UNIVERSITY Economic Botany, Genetics and Plant Breeding BSCBO-302 Expert Committee Prof. J. C. Ghildiyal Prof. G.S. Rajwar Retired Principal Principal Government PG College Government PG College Karnprayag Augustmuni Prof. Lalit Tewari Dr. Hemant Kandpal Department of Botany School of Health Science DSB Campus, Uttarakhand Open University Kumaun University, Nainital Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Board of Studies Prof. Y. S. Rawat Prof. C.M. Sharma Department of Botany Department of Botany DSB Campus, Kumoun University HNB Garhwal Central University, Nainital Srinagar Prof. R.C. Dubey Prof. P.D.Pant Head, Department of Botany Director I/C, School of Sciences Gurukul Kangri University Uttarakhand Open University Haridwar Haldwani Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University, Haldwani Programme Coordinator Dr. Pooja Juyal Department of Botany School of Sciences Uttarakhand Open University Haldwani, Nainital Unit Written By: Unit No. 1. Prof. I.S.Bisht 1, 2, 3, 5, 6, 7 National Bureau of Plant Genetic Resources (ICAR) & 8 Regional Station, Bhowali (Nainital) Uttarakhand UTTARAKHAND OPEN UNIVERSITY Page 1 Economic Botany, Genetics and Plant Breeding BSCBO-302 2-Dr. Pooja Juyal 04 Department of Botany Uttarakhand Open University Haldwani 3. Dr. Atal Bihari Bajpai 9 & 11 Department of Botany, DBS PG College Dehradun-248001 4-Dr. Urmila Rana 10 & 12 Department of Botany, Government College, Chinayalisaur, Uttarakashi Course Editor Prof. Y.S. Rawat Department of Botany DSB Campus, Kumaun University Nainital Title : Economic Botany, Genetics and Plant Breeding ISBN No.
    [Show full text]
  • Basic Genetic Concepts & Terms
    Basic Genetic Concepts & Terms 1 Genetics: what is it? t• Wha is genetics? – “Genetics is the study of heredity, the process in which a parent passes certain genes onto their children.” (http://www.nlm.nih.gov/medlineplus/ency/article/002048. htm) t• Wha does that mean? – Children inherit their biological parents’ genes that express specific traits, such as some physical characteristics, natural talents, and genetic disorders. 2 Word Match Activity Match the genetic terms to their corresponding parts of the illustration. • base pair • cell • chromosome • DNA (Deoxyribonucleic Acid) • double helix* • genes • nucleus Illustration Source: Talking Glossary of Genetic Terms http://www.genome.gov/ glossary/ 3 Word Match Activity • base pair • cell • chromosome • DNA (Deoxyribonucleic Acid) • double helix* • genes • nucleus Illustration Source: Talking Glossary of Genetic Terms http://www.genome.gov/ glossary/ 4 Genetic Concepts • H describes how some traits are passed from parents to their children. • The traits are expressed by g , which are small sections of DNA that are coded for specific traits. • Genes are found on ch . • Humans have two sets of (hint: a number) chromosomes—one set from each parent. 5 Genetic Concepts • Heredity describes how some traits are passed from parents to their children. • The traits are expressed by genes, which are small sections of DNA that are coded for specific traits. • Genes are found on chromosomes. • Humans have two sets of 23 chromosomes— one set from each parent. 6 Genetic Terms Use library resources to define the following words and write their definitions using your own words. – allele: – genes: – dominant : – recessive: – homozygous: – heterozygous: – genotype: – phenotype: – Mendelian Inheritance: 7 Mendelian Inheritance • The inherited traits are determined by genes that are passed from parents to children.
    [Show full text]
  • History of Biology - Alberto M
    BIOLOGICAL SCIENCE FUNDAMENTALS AND SYSTEMATICS – Vol. I – History of Biology - Alberto M. Simonetta HISTORY OF BIOLOGY Alberto M. Simonetta Dipartimento di Biologia Animale e Genetica, “L. Pardi,” University of Firenze, Italy Keywords: Biology, history, Antiquity, Middle ages, Renaissance, morphology, palaeontology, taxonomy, evolution, histology, embryology, genetics, ethology, ecology, pathology Contents 1. Introduction 2. Antiquity 3. The Medieval and Renaissance periods 4. The Development of Morphology 5. Paleontology 6. Taxonomy and Evolution 7. Histology, Reproduction, and Embryology 8. Physiology 9. Genetics 10. Ecology and Ethology 11. Pathology Bibliography Biographical Sketch Summary A short account is given of the development of biological sciences from their Greek origins to recent times. Biology as a pure science was the creation of Aristotle, but was abandoned shortly after his death. However, considerable advances relevant for medicine continued to be made until the end of classical times, in such fields as anatomy and botany. These developments are reviewed. After a long pause, both pure and applied research began anew in the thirteenth century, and developedUNESCO at an increasing pace therea fter.– However, EOLSS unlike astronomy and physics, which experienced a startling resurgence as soon as adequate mathematical methods and instruments became available, the development of biology was steady but slow until the appearance of Darwin’s revolutionary ideas about evolution brought about a fundamental shiftSAMPLE in the subject’s outlook. TheCHAPTERS efflorescence of biological sciences in the post-Darwinian period is outlined briefly. 1. Introduction To outline more than 2000 years of biology in a few pages is an extremely difficult endeavor as, quite apart from the complexities of both the subject itself and of the technical and theoretical approaches of various scholars, the development of scholars’ views, ideas, and researches forms an intricate network that cannot be fully disentangled in such a brief account.
    [Show full text]
  • Curriculum in Genetics and Molecular Biology (GRAD) 1
    Curriculum in Genetics and Molecular Biology (GRAD) 1 dissertation laboratory and matriculate into one of 15 participating CURRICULUM IN GENETICS Ph.D. programs. During their first year BBSP students are part of small, interest-based groups led by several faculty members. These groups AND MOLECULAR BIOLOGY meet regularly and provide a research community for students until they join a degree-granting program. The application consists of Graduate (GRAD) Record Examination (GRE) scores, transcripts of records, three letters of recommendation, and a statement of purpose, all submitted through the web-based application system of The Graduate School. Students are Contact Information encouraged to apply as early as possible, preferably before December 1. Curriculum in Genetics and Molecular Biology (Applicants seeking a master's degree are not considered for admission.) Visit Program Website (http://gmb.unc.edu) John Cornett, Student Services Manager Financial Aid [email protected] Stipends for predoctoral students are available from an NIH predoctoral training grant and from the University. Tuition, student fees, and graduate Jeff Sekelsky, Director student health insurance are also covered by the training grant and the University. The Curriculum in Genetics and Molecular Biology is an interdepartmental predoctoral training program leading to a Ph.D. degree in genetics and In addition to the dissertation requirements of The Graduate School molecular biology. The goal of this program is to train students to be (four full semesters of credit including at least six hours of doctoral creative, sophisticated research scientists within the disciplines of dissertation; a written preliminary examination, an oral examination, and genetics and molecular biology.
    [Show full text]
  • Issues of Origins in Zoology and Genetics: a Look at the Evidence
    271 Institute for Christian Teaching Education Department of Seventh-day Adventists ISSUES OF ORIGINS IN ZOOLOGY AND GENETICS: A LOOK AT THE EVIDENCE by Marcia Oliveira de Paula Centro Universitario Adventists de Sao Paulo Sao Paulo, Brazil 431-00 Institute for Christian Teaching 12501 Old Columbia Pike Silver Spring, :MD 20904 USA Prepared for the 26th International Faith and Learning Seminar held at the Geoscience Research Institute, Lorna Linda, California, U.S.A. July 16-28, 2000 272 2 Introduction Zoology and genetics are required courses for biology majors, and genetics is required in the programs of several courses in health areas, such as Medicine, Nursing, Dentistry, Psychology and others. Both subjects are usually structured around the theme of the theory of evolution. Also, the majority of the textbooks used in the teaching of these two courses have an evolutionary orientation. However, a careful examination of the scientific basis of these disciplines shows that the evolutionary framework doesn't fit with a lot of their fundamental aspects. Some of these topics even constitute strong evidence in favor of intelligent design. The objective of this paper is to analyze these topics to see why they provide good evidence that is consistent with a creation model for the origin of life. Issues in Zoology The science of Zoology deals with the study of animal life. The whole study of Zoology is now structured around the theory of evolution, according to which all the present animals would have developed from unicellular common ancestors (protozoa). The present animal taxonomy (classification) is based on phylogeny, i.
    [Show full text]
  • The Start of the Abiogenesis: Preservation of Homochirality In
    The start of the Abiogenesis: Preservation of homochirality in proteins as a necessary and sufficient condition for the establishment of the metabolism Søren Toxvaerd Department of Science and Environment, Roskilde University, Postbox 260, DK-4000 Roskilde, Denmark Abstract Biosystems contain an almost infinite amount of vital important details, which together ensure their life. There are, however, some common struc- tures and reactions in the systems: the homochirality of carbohydrates and proteins, the metabolism and the genetics. The Abiogenesis, or the origin of life, is probably not a result of a series of single events, but rather the result of a gradual process with increasing complexity of molecules and chemical reactions, and the prebiotic synthesis of molecules might not have left a trace of the establishment of structures and reactions at the beginning of the evo- lution. But alternatively, one might be able to determine some order in the formation of the chemical denominators in the Abiogenesis. Here we review experimental results and present a model of the start of the Abionenesis, where the spontaneous formation of homochirality in proteins is the precon- dition for the establishment of homochirality of carbohydrates and for the metabolism at the start of the Abiogenesis. Keywords: arXiv:1803.01560v1 [q-bio.BM] 5 Mar 2018 Abiogenesis Homochirality Metabolism 1. The preservation of homochiral structures in millions of years in a prebiotic aqueous environment. There have been many proposals to the establishment of homochirality of carbohydrates and amino acids in a prebiotic environment. It is, however, not the establishment, but rather the preservation of homochirality, which is the problem.
    [Show full text]
  • Handbook of Epigenetics: the New Molecular and Medical Genetics
    CHAPTER 21 Epigenetics, Stem Cells, Cellular Differentiation, and Associated Hereditary Neurological Disorders Bhairavi Srinageshwar*, Panchanan Maiti*,**, Gary L. Dunbar*,**, Julien Rossignol* *Central Michigan University, Mt. Pleasant, MI, United States; **Field Neurosciences Institute, Saginaw, MI, United States OUTLINE Introduction to Epigenetics 323 Histones and Their Structure 325 Epigenetics and Neurological Disorders 326 Epigenetics and the Human Brain 324 Stem Cells 324 Conclusions 335 Eukaryotic Chromosomal Organization 325 References 336 INTRODUCTION TO EPIGENETICS changes are discussed in detail elsewhere [3,4], but are briefly described later as an overview for this chapter. Epigenetics is defined as structural and functional DNA methylation. DNA methylation and some of the changes occurring in histones and DNA, in the absence histone modifications are interdependent and play an of alterations of the DNA sequence, which, in turn, has important role in gene activation and repression during a significant impact on how gene expression is altered development [5]. DNA methylation reactions are cata- in a cell [1]. The term “epigenetics” was coined by the lyzed by a family of enzymes called DNA methyl trans- famous developmental biologist, Cornard Hal Wad- ferases (DNMTs), which add methyl groups to a cytosine dington, as “the branch of biology that studies the causal base of the DNA at the 5’-end, giving rise to the 5’-methyl interactions between genes and their products, which cytosine. This reaction can either activate or repress gene bring the phenotype into being”[2]. Epigenetics bridge expression, depending on the site of methylation and it the gap between the environment and gene expression, can also determine how well the enzymes for gene tran- which was once believed to function independently [3].
    [Show full text]