* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Document
Whole genome sequencing wikipedia , lookup
Genomic library wikipedia , lookup
Oncogenomics wikipedia , lookup
Point mutation wikipedia , lookup
Epigenetics of depression wikipedia , lookup
Gene therapy of the human retina wikipedia , lookup
Nutriepigenomics wikipedia , lookup
Copy-number variation wikipedia , lookup
Saethre–Chotzen syndrome wikipedia , lookup
X-inactivation wikipedia , lookup
Human genome wikipedia , lookup
Gene nomenclature wikipedia , lookup
Gene therapy wikipedia , lookup
Epigenetics of diabetes Type 2 wikipedia , lookup
Therapeutic gene modulation wikipedia , lookup
Gene desert wikipedia , lookup
Pathogenomics wikipedia , lookup
Genetic engineering wikipedia , lookup
No-SCAR (Scarless Cas9 Assisted Recombineering) Genome Editing wikipedia , lookup
History of genetic engineering wikipedia , lookup
Human genetic variation wikipedia , lookup
Gene expression profiling wikipedia , lookup
Gene expression programming wikipedia , lookup
Genome editing wikipedia , lookup
Designer baby wikipedia , lookup
Artificial gene synthesis wikipedia , lookup
Genome (book) wikipedia , lookup
Microevolution wikipedia , lookup
Public health genomics wikipedia , lookup
FINAL EXAM for GN495A: May 3, 2004 You have 2 hours to complete this exam, which is worth 30 percent of your grade. There are 6 questions, worth 6 points each. I will take your best 5 answers, so you only need to answer 5 of the 6 questions. Each question has two short-answer parts that generally have answers that can be found in the papers, and two longer parts that require interpretation of the study. This is an open-book exam, but you may not consult with any other students. 1. Comparative genome sequence analysis of the anthrax bacterium. 1. Why is it significant that strain ATCC 14579 of B. cereus was sequenced? (1 pt) 2. How did the authors determine that there is one chromosome and a plasmid in the genome of B. cereus? (1 pt) 3. What are the major differences in gene content between the animal pathogens and soil bacteria of the Bacillus genus? (2 pts) 4. Describe the utility of genome sequencing in helping us to understand the different pathogenic properties of B. cereus, B. thuringiensis, and B. anthracis. (2 pts) 2. Microarray analysis of honeybee behavior. 1. Briefly describe the microarray platform used in this study. (1 pt) 2. What was the purpose of the leave-one-out cross-validation? (1 pt) 3. What two pieces of evidence strongly suggest that the difference in expression between nurses and foragers is primarily due to behavior rather than aging? (2 pts) 4. Outline a follow-up experiment designed to assess whether gene expression changes induce the behavioral response, or the behavioral transition alters the gene expression profile in honeybees. (2 pts) 3. Genetic profiling of leprosy. 1. What is the clinical difference between the two classes of leprosy? (1 pt) 2. Why did the authors study skin lesions instead of peripheral blood samples? (1 pt) 3. Permutation analysis was used to confirm the significance of their clustering. Briefly explain what this is, why there are 461 patient groupings, and on what basis they concluded that gene expression profiling can distinguish T-Lep and L-Lep. (2 pts) 4. Describe the experiment that the authors performed to demonstrate that one particular gene identified on their microarray causally influences immune responsiveness. (2 pts) 4. Functional genetic analysis of mouse chromosome 11. 1. Name the “point mutagen” used in this study and briefly describe what sort of mutations it typically generates. (1 pt) 2. List the three essential properties of a balancer chromosome. (1 pt) 3. The authors suggest that several of their craniofacial mutants may disrupt genes that cause three different craniofacial syndromes in humans. How would you determine which mouse mutants are homologous to which human mutations? (2 pts) 4. At the top of page 84, the authors state that they “performed pairwise complementation crosses (among 24 lethal alleles)”, and that just two failed to complement each other. Draw one such cross and interpret this result. (2 pts) 5. Haplotype blocks and recombination hot spots. 1. How many SNPs were used and how many were genotyped in this study? (1 pt) 2. What was the structure of the CEPH pedigrees included in this study? (1 pt) 3. What are “recombination hotspots”? Indicate two approaches that have been used to suggest their existence in the human genome. (2 pts) 4. Explain why the documentation of haplotype blocks is so important to human geneticists, particularly in the search for disease susceptibility loci. (2 pts) 6. Influence of life stress on depression. 1. The focus of this study is the serotonin transporter gene. What do the terms SL6A4 and 5-HTTLPR refer to? (1 pt) 2. What is the biochemical effect of the s and l alleles of the gene? (1 pt) 3. What are the five “traits” that the study demonstrates are associated with serotonin transporter genotype? If you were going to replicate this study in Raleigh, explain whether you would study the same measures of depression and life stress. (2 pts) 4. Explain why the authors feel that the association they observe could be due to a geneby-gene rather than a gene-by-environment interaction. (2 pts)