Chapter 14: 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. -
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. -
Population Genetic Considerations for Using Biobanks As International
Carress et al. BMC Genomics (2021) 22:351 https://doi.org/10.1186/s12864-021-07618-x REVIEW Open Access Population genetic considerations for using biobanks as international resources in the pandemic era and beyond Hannah Carress1, Daniel John Lawson2 and Eran Elhaik1,3* Abstract The past years have seen the rise of genomic biobanks and mega-scale meta-analysis of genomic data, which promises to reveal the genetic underpinnings of health and disease. However, the over-representation of Europeans in genomic studies not only limits the global understanding of disease risk but also inhibits viable research into the genomic differences between carriers and patients. Whilst the community has agreed that more diverse samples are required, it is not enough to blindly increase diversity; the diversity must be quantified, compared and annotated to lead to insight. Genetic annotations from separate biobanks need to be comparable and computable and to operate without access to raw data due to privacy concerns. Comparability is key both for regular research and to allow international comparison in response to pandemics. Here, we evaluate the appropriateness of the most common genomic tools used to depict population structure in a standardized and comparable manner. The end goal is to reduce the effects of confounding and learn from genuine variation in genetic effects on phenotypes across populations, which will improve the value of biobanks (locally and internationally), increase the accuracy of association analyses and inform developmental efforts. Keywords: Bioinformatics, Population structure, Population stratification bias, Genomic medicine, Biobanks Background individuals, families, communities and populations, ne- Association studies aim to detect whether genetic vari- cessitated genomic biobanks. -
Gene Linkage and Genetic Mapping 4TH PAGES © Jones & Bartlett Learning, LLC
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Gene Linkage and © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 4NOTGenetic FOR SALE OR DISTRIBUTIONMapping NOT FOR SALE OR DISTRIBUTION CHAPTER ORGANIZATION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR4.1 SALELinked OR alleles DISTRIBUTION tend to stay 4.4NOT Polymorphic FOR SALE DNA ORsequences DISTRIBUTION are together in meiosis. 112 used in human genetic mapping. 128 The degree of linkage is measured by the Single-nucleotide polymorphisms (SNPs) frequency of recombination. 113 are abundant in the human genome. 129 The frequency of recombination is the same SNPs in restriction sites yield restriction for coupling and repulsion heterozygotes. 114 fragment length polymorphisms (RFLPs). 130 © Jones & Bartlett Learning,The frequency LLC of recombination differs © Jones & BartlettSimple-sequence Learning, repeats LLC (SSRs) often NOT FOR SALE OR DISTRIBUTIONfrom one gene pair to the next. NOT114 FOR SALEdiffer OR in copyDISTRIBUTION number. 131 Recombination does not occur in Gene dosage can differ owing to copy- Drosophila males. 115 number variation (CNV). 133 4.2 Recombination results from Copy-number variation has helped human populations adapt to a high-starch diet. 134 crossing-over between linked© Jones alleles. & Bartlett Learning,116 LLC 4.5 Tetrads contain© Jonesall & Bartlett Learning, LLC four products of meiosis. -
Transformations of Lamarckism Vienna Series in Theoretical Biology Gerd B
Transformations of Lamarckism Vienna Series in Theoretical Biology Gerd B. M ü ller, G ü nter P. Wagner, and Werner Callebaut, editors The Evolution of Cognition , edited by Cecilia Heyes and Ludwig Huber, 2000 Origination of Organismal Form: Beyond the Gene in Development and Evolutionary Biology , edited by Gerd B. M ü ller and Stuart A. Newman, 2003 Environment, Development, and Evolution: Toward a Synthesis , edited by Brian K. Hall, Roy D. Pearson, and Gerd B. M ü ller, 2004 Evolution of Communication Systems: A Comparative Approach , edited by D. Kimbrough Oller and Ulrike Griebel, 2004 Modularity: Understanding the Development and Evolution of Natural Complex Systems , edited by Werner Callebaut and Diego Rasskin-Gutman, 2005 Compositional Evolution: The Impact of Sex, Symbiosis, and Modularity on the Gradualist Framework of Evolution , by Richard A. Watson, 2006 Biological Emergences: Evolution by Natural Experiment , by Robert G. B. Reid, 2007 Modeling Biology: Structure, Behaviors, Evolution , edited by Manfred D. Laubichler and Gerd B. M ü ller, 2007 Evolution of Communicative Flexibility: Complexity, Creativity, and Adaptability in Human and Animal Communication , edited by Kimbrough D. Oller and Ulrike Griebel, 2008 Functions in Biological and Artifi cial Worlds: Comparative Philosophical Perspectives , edited by Ulrich Krohs and Peter Kroes, 2009 Cognitive Biology: Evolutionary and Developmental Perspectives on Mind, Brain, and Behavior , edited by Luca Tommasi, Mary A. Peterson, and Lynn Nadel, 2009 Innovation in Cultural Systems: Contributions from Evolutionary Anthropology , edited by Michael J. O ’ Brien and Stephen J. Shennan, 2010 The Major Transitions in Evolution Revisited , edited by Brett Calcott and Kim Sterelny, 2011 Transformations of Lamarckism: From Subtle Fluids to Molecular Biology , edited by Snait B. -
B. Sample Multiple Choice Questions 1
Genetics Review B. Sample Multiple Choice Questions 1. A represents the dominant allele and a represents the recessive allele of a pair. If, in 1000 offspring, 500 are aa and 500 are of some other genotype, which of the following are most probably the genotypes of the parents? a. Aa and Aa b. Aa and aa c. AA and Aa d. AA and aa e. aa and aa 2. A form of vitamin D-resistant rickets, known as hypophosphatemia, is inherited as an X-linked dominant trait. If a male with hypophosphatemia marries a normal female, which of the following predictions concerning their potential progeny would be true? a. All of their sons would inherit the disease b. All of their daughters would inherit the disease c. About 50% of their sons would inherit the disease d. About 50% of their daughters would inherit the disease e. None of their daughters would inherit the disease 3. Which of the following best describes the parents in a testcross? a. One individual has the dominant phenotype and the other has the recessive phenotype. b. Both individuals are heterozygous. c. Both individuals have the dominant phenotype. d. Both individuals have the recessive phenotype. e. Both individuals have an unknown phenotype. 4. Which of the following is the most likely explanation for a high rate of crossing-over between two genes? a. The two genes are far apart on the same chromosome. b. The two genes are both located near the centromere. c. The two genes are sex-linked. d. The two genes code for the same protein. -
Horizontal Gene Transfer
Genetic Variation: The genetic substrate for natural selection Horizontal Gene Transfer Dr. Carol E. Lee, University of Wisconsin Copyright ©2020; Do not upload without permission What about organisms that do not have sexual reproduction? In prokaryotes: Horizontal gene transfer (HGT): Also termed Lateral Gene Transfer - the lateral transmission of genes between individual cells, either directly or indirectly. Could include transformation, transduction, and conjugation. This transfer of genes between organisms occurs in a manner distinct from the vertical transmission of genes from parent to offspring via sexual reproduction. These mechanisms not only generate new gene assortments, they also help move genes throughout populations and from species to species. HGT has been shown to be an important factor in the evolution of many organisms. From some basic background on prokaryotic genome architecture Smaller Population Size • Differences in genome architecture (noncoding, nonfunctional) (regulatory sequence) (transcribed sequence) General Principles • Most conserved feature of Prokaryotes is the operon • Gene Order: Prokaryotic gene order is not conserved (aside from order within the operon), whereas in Eukaryotes gene order tends to be conserved across taxa • Intron-exon genomic organization: The distinctive feature of eukaryotic genomes that sharply separates them from prokaryotic genomes is the presence of spliceosomal introns that interrupt protein-coding genes Small vs. Large Genomes 1. Compact, relatively small genomes of viruses, archaea, bacteria (typically, <10Mb), and many unicellular eukaryotes (typically, <20 Mb). In these genomes, protein-coding and RNA-coding sequences occupy most of the genomic sequence. 2. Expansive, large genomes of multicellular and some unicellular eukaryotes (typically, >100 Mb). In these genomes, the majority of the nucleotide sequence is non-coding. -
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. -
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. -
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. -
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.