Lecture 1 – Intro to Genetics
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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. -
Npgrj Nprot 406 2517..2526
PROTOCOL Identification and analysis of essential Aspergillus nidulans genes using the heterokaryon rescue technique Aysha H Osmani, Berl R Oakley & Stephen A Osmani Department of Molecular Genetics, The Ohio State University, Columbus, Ohio 43210, USA. Correspondence should be addressed to S.A.O. ([email protected]) Published online 29 December 2006; corrected online 25 January 2007 (details online); doi:10.1038/nprot.2006.406 s In the heterokaryon rescue technique, gene deletions are carried out using the pyrG nutritional marker to replace the coding region of target genes via homologous recombination in Aspergillus nidulans. If an essential gene is deleted, the null allele is maintained in spontaneously generated heterokaryons that consist of two genetically distinct types of nuclei. One nuclear type has the essential gene deleted but has a functional pyrG allele (pyrG+). The other has the wild-type allele of the essential gene but lacks a functional pyrG allele (pyrG–). Thus, a simple growth test applied to the uninucleate asexual spores formed from primary transformants can natureprotocol / m identify deletions of genes that are non-essential from those that are essential and can only be propagated by heterokaryon rescue. o c . The growth tests also enable the phenotype of the null allele to be defined. Diagnostic PCR can be used to confirm deletions at the e r molecular level. This technique is suitable for large-scale gene-deletion programs and can be completed within 3 weeks. u t a n . w w INTRODUCTION w / / : One of the most fundamental pieces of information regarding the non-essential gene is deleted, the resulting strains are able to grow p t t function of any gene is whether the gene is essential or not. -
Enzyme Null Alleles in Natural Populations of Drosophila Melanogaster: Frequencies in a North Carolina Population (Allozymes/Enzyme Deficiencies) ROBERT A
Proc. Nati. Acad. Sci. USA Vol. 77, No. 2, pp. 1091-1095, February 1980 Genetics Enzyme null alleles in natural populations of Drosophila melanogaster: Frequencies in a North Carolina population (allozymes/enzyme deficiencies) ROBERT A. VOELKER, CHARLES H. LANGLEY, ANDREW J. LEIGH BROWN*, SEIDO OHNISHI, BARBARA DICKSON, ELIZABETH MONTGOMERY, AND SANDRA C. SMITHt Laboratory of Animal Genetics, National Institute of Environmental Health Sciences, Research Triangle Park, North Carolina 27709 Communicated by C. Clark Cockerham, November 26,1979 ABSTRACT A Raleigh, NC, population of Drosophila that locus will be underestimated and, concomitantly, the melanogaster was sampled for the presence of enzyme null al- detrimental'effects of nulls on fitness will be overestimated. leles at 25 loci. No nulls were found at any of five X-linked loci. This paper reports data on the frequency of null alleles (see Nulls were recovered at 13 of 20 autosomal loci; the weighted mean frequency for all 20 autosomal loci was estimated to be Methods for definition) at 25 allozyme loci in a Raleigh, NC, 0.0025. A consideration of the effects of these null alleles on population of Drosophila melanogaster. The loci to be screened viability strongly suggests that, although they may contribute were selected on the basis of detectability of nulls by starch gel to so-called polygenic variation, they are not representative of electrophoresis. The two criteria for inclusion of a locus were: the entire genome. (i) the enzyme must be present in sufficiently high concentra- The existence of allozyme polymorphisms in natural popula- tion to be reliably scorable in single fly assays after starch gel tions of most species is now well documented (1). -
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. -
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. -
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. -
A Novel Polymorphism in the Pseudogene TCRBV5S5 Combines with TCRBV6S1 to Define Three Haplotypes
Genes and Immunity (2001) 2, 290–291 2001 Nature Publishing Group All rights reserved 1466-4879/01 $15.00 www.nature.com/gene ALLELE REPORT A novel polymorphism in the pseudogene TCRBV5S5 combines with TCRBV6S1 to define three haplotypes JL Brzezinski1, DN Glass2 and E Choi1 1Department of Molecular Genetics, Biochemistry and Microbiology, University of Cincinnati College of Medicine, Cincinnati, OH, USA; 2Department of Pediatrics, William S. Rowe Division of Rheumatology, Children’s Hospital Medical Center, Cincinnati, OH, USA In the current study, we report a G to A single nucleotide polymorphism at base pair 396 of the TCRBV5S5P gene. This polymorphism has a frequency of 0.20 in a cohort of Caucasian controls. In addition, we provide evidence for linkage disequilibrium between TCRBV5S5P and the TCRBV6S1 gene. Genes and Immunity (2001) 2, 290–291. Keywords: TCR; polymorphism; haplotype The TCRBV genes encode the variable region of the  A1/A2 heterozygotes 0.24 chain of the T cell receptor (TCR). There are 46 known A2 homozygotes 0.08 functional TCRBV genes, a number of which have been identified as having coding region polymorphisms.1 The It has been previously reported that TCRBV5S5 is a current study reports the presence of a single nucleotide pseudogene based on a mutation of the highly conserved polymorphism in a TCRBV pseudogene, TCRBV5S5P, GT dinucleotide to GA in the 5Ј donor splice site in the and the identification of strong linkage disequilibrium to intron following exon one, corresponding to base pair the closely linked gene, TCRBV6S1. The G to A transition 203960 of GenBank accession number U66059.2 Sequence in the second exon of the TCRBV5S5P gene corresponds analysis of TCRBV5S5A2 from two homozygotes confirm to base pair 204306 of GenBank accession number that this mutation is present in the novel TCRBV5S5P U66059. -
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. -
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. -
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. -
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. -
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.