GRQ_17(220)

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University of North Carolina, Chapel Hill *

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Biology

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Apr 3, 2024

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© Shemer & Zwemer 2024 Guided reading questions #17: Developmental Genetics AS ALWAYS, YOU MAY NOT SIMPLY COPY AND PASTE FROM THE ASSIGNED READINGS Feel free to consult reputable online sources if question is not answered by book Read https://www.yourgenome.org/theme/what-are-model-organisms/ Read eText 1.6 https://www.yourgenome.org/theme/what-are-model-organisms/ Q1. Why do we use model organisms? Genetic Similarity: Many model organisms share genetic similarities with humans, allowing researchers to study fundamental biological processes and diseases. Short Reproductive Cycles: Model organisms often have short reproductive cycles, allowing for rapid generation turnover and quick observation of genetic changes. Easy Manipulation: They are often easy to manipulate genetically, enabling researchers to introduce specific mutations or alterations to study the effects. Ethical Considerations: Using model organisms reduces ethical concerns associated with experimenting directly on humans. Cost and Convenience: Working with model organisms is often more cost-effective and logistically simpler than working directly with humans. Q2. True/False & Explain: The choice of which model organism to use depends in part of the nature of the question being researched. True. The choice of model organism depends on various factors including the nature of the research question. Different organisms have different strengths and are suited for different types of studies. For example, if researchers are studying neurodegenerative diseases, they might choose mice due to their genetic similarity to humans and the availability of genetic manipulation techniques. However, if researchers are studying developmental biology, they might opt for model organisms like fruit flies (Drosophila melanogaster) due to their short generation time and well-characterized genetics. Q3. Distinguish forward and reverse genetics. Forward genetics: Involves the observation of a phenotype or trait and then working backward to identify the gene responsible for that trait. This approach typically involves random mutagenesis followed by screening for individuals with the desired phenotype, and then identifying the genetic basis of that phenotype. Reverse genetics: Involves starting with a known gene and then studying its function or effects by manipulating it, typically by disrupting its expression or function and observing the resulting phenotype. Q4. Spend some time online. Google for examples of forward and reverse approaches to a question. List one example of each below, and cite your source (supply the link)
© Shemer & Zwemer 2024 Forward genetics example : In a study titled "Forward chemical genetic screens in Arabidopsis identify genes that influence sensitivity to the phytotoxic compound sulfamethoxazole," researchers conducted chemical genetic screens in Arabidopsis thaliana to identify genes that influence sensitivity to the phytotoxic compound sulfamethoxazole. They treated a population of Arabidopsis plants with sulfamethoxazole and screened for mutants that exhibited altered sensitivity to the compound, such as increased resistance or enhanced susceptibility. Through this forward genetics approach, the researchers identified specific genes involved in sulfamethoxazole sensitivity in Arabidopsis, providing insights into the molecular mechanisms underlying plant responses to phytotoxic compounds. Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3541222/ Reverse genetics example : In a study titled "Application of CRISPR/Cas9-Based Reverse Genetics in Leishmania braziliensis: Conserved Roles for HSP100 and HSP23," researchers aimed to understand the roles of heat shock proteins HSP100 and HSP23 in Leishmania braziliensis, a parasite causing leishmaniasis. They used CRISPR/Cas9 technology to systematically knock out the genes encoding HSP100 and HSP23 in Leishmania braziliensis parasites. By observing the resulting phenotypic changes in the parasites lacking these heat shock proteins, such as altered stress response or impaired survival, the researchers could understand the conserved roles of HSP100 and HSP23 in Leishmania braziliensis biology and pathogenesis. Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7601497/ (this is a very short GRQ!)
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