Molecular forensics 2
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Molecular forensics 2

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    Molecular forensics 2 Molecular forensics 2 Presentation Transcript

    • 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 HIV sequences were obtained for the dentist and the patients The dentist was sued based on the sequence evidence
    • 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
    • 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
    • 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
    • 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
    • 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/
    • 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
    • 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” case with HIV sequences from other studies  Look at trees and interpret
    • 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