Your SlideShare is downloading. ×
0
Molecular Forensics    Adapting a Case for Two     Different Course Levels
Molecular Forensics
Case Summary   This case is based on a true story   HIV+ dentist in Florida was accused of    infecting several patients...
Goals   Introduce Bioinformatics to students using case-    based learning   Suggest methods for upper level undergradua...
Steps for learning   Introduce the case: Molecular Forensics   Look at the “printed” data: HIV sequence data       Expl...
Steps for learning – cont.(In preparation: Module to show students how to   interpret trees)   Use module with students t...
Tree Module - Overview   Explanation of phylogenetic trees       What do they show?       What don’t they tell you?    ...
Tree Module    Written Introduction to Trees  Possible Resources    Phylogenetic Trees     Susan Cates     This work is pr...
Sample Trees   Provide students with rRNA sequence data    from a variety of organisms, e.g. –       Rabbit, frog, fungu...
Sample Trees
Clustal WUnrooted Treehttp://Workbench.sdsc.edu
Clustal W  Rooted Treehttp://Workbench.sdsc.edu
Clustal WSequence Alignment  http://Workbench.sdsc.edu
Taking the Case Farther   Higher level courses..300 level and higher       Compare the HIV from the “dentist forensics” ...
Taking the Case Further   Lower level courses: 200 level and below       Take the rooted and/or unrooted trees produced ...
Upcoming SlideShare
Loading in...5
×

Molecular forensics 2

1,641

Published on

Published in: Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,641
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
653
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Transcript of "Molecular forensics 2"

  1. 1. Molecular Forensics Adapting a Case for Two Different Course Levels
  2. 2. Molecular Forensics
  3. 3. Case Summary This case is based on a true story HIV+ dentist in Florida was accused of infecting several patients HIV sequences were obtained for the dentist and the patients The dentist was sued based on the sequence evidence
  4. 4. Goals Introduce Bioinformatics to students using case- based learning Suggest methods for upper level undergraduate course, e.g. molecular genetics (300), and lower level course such as microbiology (200) Demonstrate to students that science is evolving and tools are evolving…science is not static
  5. 5. Steps for learning Introduce the case: Molecular Forensics Look at the “printed” data: HIV sequence data  Explore the difficulties of manually comparing sequences  Explore options Introduce Workbench  Align sequences  Pairwise sequence similarities  Rooted and unrooted trees
  6. 6. Steps for learning – cont.(In preparation: Module to show students how to interpret trees) Use module with students to explore how to interpret trees Analyze the case using new skills and come to a conclusion
  7. 7. Tree Module - Overview Explanation of phylogenetic trees  What do they show?  What don’t they tell you?  Are there different types of trees? Why? Sample trees  Correlating taxonomy with trees  Practice in interpreting
  8. 8. Tree Module Written Introduction to Trees Possible Resources Phylogenetic Trees Susan Cates This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License http://cnx.org/content/m11052/2.8/ Comparing Phylogenetic Trees Module by: sam donovan This work is produced by The Connexions Project and licensed under the Creative Commons Attribution License http://cnx.org/content/m15807/latest/
  9. 9. Sample Trees Provide students with rRNA sequence data from a variety of organisms, e.g. –  Rabbit, frog, fungus and bacteria Provide rooted and unrooted trees based on this data Show students corresponding alignment
  10. 10. Sample Trees
  11. 11. Clustal WUnrooted Treehttp://Workbench.sdsc.edu
  12. 12. Clustal W Rooted Treehttp://Workbench.sdsc.edu
  13. 13. Clustal WSequence Alignment http://Workbench.sdsc.edu
  14. 14. Taking the Case Farther Higher level courses..300 level and higher  Compare the HIV from the “dentist forensics” case with HIV sequences from other studies  Look at trees and interpret
  15. 15. Taking the Case Further Lower level courses: 200 level and below  Take the rooted and/or unrooted trees produced from the case data and create a mobile which shows the relationships between samples
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×