2/4• Pick your job role for new lab groups (math, lab, HW, tests) (2 min)• Quick finish Friday’s slides (<5 min)• Stem cells and discuss article (20 min)• BLAST intro and start prelab (25 min)

Homework – Finish prelab and read BLAST lab thoroughly for lab tomorrowChapter 22 Cornell notes, concept checks due Wed. and online due

Thurs.Chapter 23 Cornell notes and concept checks due Friday and online

due Mon.

Anesthesia, Dental, Growth Removal

In-house Stem Cell Equipment

• Like unicellular organisms, the tens of thousands of genes in the cells of multicellular eukaryotes are continually turned on and off in response to signals from their internal and external environments.

• Gene expression must be controlled on a long-term basis during cellular differentiation, the divergence in form and function as cells specialize.– Highly specialized cells, like nerves or muscles, express

only a tiny fraction of their genes.

Animations of cell differentiation from stem cells:

– http://learn.genetics.utah.edu/content/tech/stemcells/scintro/

1. Each cell of a multicellular eukarote expresses only a small fraction of its genes

Article discussion

• http://www.medivet-america.com/science.html (watch the mini Powerpoint)

• What does autologous mean?• What conditions are being treated?• What is the procedure?• Why photoactivation?• What are the concerns? (I did find some

critiques/skeptical reviews)

Culturedstem cells

Differentcultureconditions

Differenttypes ofdifferentiatedcells

Embryonicstem cells

Adultstem cells

Cells generatingall embryoniccell types

Cells generatingsome cell types

Livercells

Nervecells

Bloodcells

embryonic stem cells are “immortal” because of the presence of telomerase that allows these cells to divide indefinitely

• Researchers can transform skin cells into ES cells by using viruses to introduce stem cell master regulatory genes

• These transformed cells are called iPS cells (induced pluripotent cells)

• These cells can be used to treat some diseases and to replace nonfunctional tissues

© 2011 Pearson Education, Inc.

Figure 20.22

Remove skin cellsfrom patient. 2

1

3

4

Reprogram skin cellsso the cells becomeinduced pluripotentstem (iPS) cells.

Patient withdamaged hearttissue or otherdisease

Return cells topatient, wherethey can repairdamaged tissue.

Treat iPS cells sothat they differentiateinto a specificcell type.

Yamanaka won the Nobel Prize for Medicine

• Beyond the study of differentiation, stem cell research has enormous potential in medicine.

• The ultimate aim is to supply cells for the repair of damaged or diseased organs.– For example, providing insulin-producing pancreatic

cells to diabetics or certain brain cells to individuals with Parkinson’s disease could cure these diseases.

• At present, embryonic cells are more promising than adult cells for these applications.

• However, because embryonic cells are derived from human embryos, their use raises ethical and political issues.

Copyright © 2002 Pearson Education, Inc., publishing as Benjamin Cummings

In many plants, whole new organisms can develop from differentiated somatic cells.During the 1950s, F.C. Steward and his students found that differentiated root cells removed from the root could grow into normal adult plants when placed in a medium culture.

•These cloning experiments produced genetically identical individuals, popularly called clones.

In plants, at least, cell can remain totipotent.

•Plant cloning is now used extensively in agriculture.

Animal Cloning Much Harder• In tadpoles, the ability of

the transplanted nucleus to support normal development is inversely related to the donor’s age.

• 1997 when Ian Wilmut and his colleagues cloned an adult sheep

• One, “Dolly,” of several hundred implanted embryos completed normal development. – Improper

methylation in many cloned embryos interferes with normal development.

Problems Associated with Animal Cloning

• In most nuclear transplantation studies, only a small percentage of cloned embryos have developed normally to birth, and many cloned animals exhibit defects

• Many epigenetic changes, such as acetylation of histones or methylation of DNA, must be reversed in the nucleus from a donor animal in order for genes to be expressed or repressed appropriately for early stages of development

© 2011 Pearson Education, Inc.

BLAST Lab Intro

• Read S41-42 while I pass out whiteboards

• Answer questions at the bottom of S42

• Cladograms: top of S43, getting started #1

• Homework tonight – read rest of lab, start prelab in lab notebook with background and getting started questions #1 and #2 – I’ll check these while you work tomorrow

2/5

• BLAST lab – in the math lab• Work in groups – split up the 4 genes amongst you• Record significant data • Analysis - answer the 4 questions on page S48 for your

gene then share your info and conclude• Conclusion - decide where to place the fossil on your

cladogramHomework – Think about what you would like to investigate for inquiry

portion tomorrow – normal protein vs. diseased proteinChapter 22 Cornell notes, concept checks due Wed. and

online due Thurs.Chapter 23 Cornell notes and concept checks due Friday

and online due Mon.

2/6• Look at previous slide – did you get your lab done?• BLAST Inquiry – in the Math lab – really explore all the information/links that

you can – share when you find stuff– If you’re having trouble picking a topic, I can suggest some options (other lab,

more with Gene 2)– Per. 4 – basic review of BLAST results pages– All – do evaluating results question about limits of genomes in database

• Intro – why you chose to investigate it• Data – record significant findings• Analysis – bullet questions p. S50• I check Ch. 22 notes and Monday’s article

Homework – Conclusion and Questions for Further Investigation for inquiry lab due tomorrowCh. 22 online due tomorrowChapter 23 Cornell notes and concept checks due Friday and online due Mon.

Me – remember to bring paper, print gradesheets

Inquiry search

• Search normal protein – then click Phenotypes link on right and it will tell you the mutations that exist and what diseases it corresponds to and you can click on those to investigate more

• Gene 2 - Try somewhat similar and more dissimilar searches – can enter birds then reptiles

2/7

• Discuss lab – go through analysis for each Gene (function, organism, etc.) and evaluating results question

• Share inquiry data

Homework –Chapter 23 notes and concept checks due

tomorrow and online due Mon. Will have an in class short FRQ on cladograms on

Monday

Fossil Genes

• Gene 1 – chicken collagen mRNA 100% match (major structural protein in connective tissue such as skin, tendons, ligaments, cartilage and bone)– There are approximately 34 genes

associated with collagen formation, each coding for a specific mRNA sequence

2nd species = turkey

Gene 2

• Fruit fly cDNA 99% match - potassium channel protein– somewhat similar sequence BLAST showed

middle of the gene present in chicken and anole (reptile)

2nd species = another Drosophila

Gene 3• Zebra finch 100% match – ubiquitin conjugating enzyme

– Ubiquitin-conjugating enzymes (E2) perform the second step in the ubiquitination reaction that targets a protein for degradation via the proteasome.The ubiquitination process covalently attaches ubiquitin, a short protein of 76 amino acids, to a lysine residue on the target protein. Once a protein has been tagged with one ubiquitin molecule, additional rounds of ubiquitination form a polyubiquitin chain that is recognized by the proteasome's 19S regulatory particle, triggering the ATP-dependent unfolding of the target protein that allows passage into the proteasome's 20S core particle, where proteases degrade the target into short peptide fragments for recycling by the cell. (Wikipedia)

2nd species = turkey

Gene 4

• Chinese alligator 100% match to complete mitochondrial genome– Who gives you

your mitochondria?

Mitochondrial dna

evolves rapidly,

Good for determining

recent evolutionary

relationships

2nd species = crocodile

Putting it all together

• Fruit fly would be an outgroup – doesn’t fit with the rest of the data (morphology)

• You could justify classifying the fossil in bird lineage, crocodilean lineage, or ancestor before the split

• Classification is constantly changing as scientists find new data and refine existing evolutionary trees

2/8• Change seats period 4 and 5• Analysis – bullet questions p. S50• More cladogram practice – cladogram vs. evolutionary tree• Start What Darwin Never Knew• http://www.youtube.com/watch?v=NOHzY1fuOz4• I check Ch. 22 and 23 notes and stem cell article and labs (make

piles for me)Homework –Chapter 23 online due Mon. Will have an in class short FRQ on cladograms on MondayChapter 24 and 25 notes & concept checks due Thurs. and online due

Tuesday.

Learning Objective 1B2

• The student is able to create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set

• Cladogram vs. evolutionary tree

Getting Started question #2 cladogram

Move to show cladogram for MC

Correct cladogram