The document provides information about DNA replication through a series of questions and answers. It discusses that semi-conservative replication results in one original parental strand and one newly synthesized complementary strand. It also describes some of the key enzymes and processes involved in DNA replication, including DNA polymerase, primase, helicase, topoisomerase, and ligase.
At this time; reading, listening or writing the word DNA doesn’t amaze us, we know that it is deoxyribonucleic acid. But it was not always like this. There was a time when it was a mystery; many of the scientists, researcher and workers spent their whole life in searching out what is DNA.
What's in a name? Better vocabularies = better bioinformatics?Keith Bradnam
Most of the pain and suffering that occurs in bioinformatics happens when database identifier 'A' in file 1, doesn't quite match database identifier 'B' in file 2...even when they are supposed to be the same identifier.
Things don't always match up for a number of reasons, most of which *should* be under our control. This talk covers a few points relating to this and briefly discusses how we should all be using curated ontologies to describe our data.
At this time; reading, listening or writing the word DNA doesn’t amaze us, we know that it is deoxyribonucleic acid. But it was not always like this. There was a time when it was a mystery; many of the scientists, researcher and workers spent their whole life in searching out what is DNA.
What's in a name? Better vocabularies = better bioinformatics?Keith Bradnam
Most of the pain and suffering that occurs in bioinformatics happens when database identifier 'A' in file 1, doesn't quite match database identifier 'B' in file 2...even when they are supposed to be the same identifier.
Things don't always match up for a number of reasons, most of which *should* be under our control. This talk covers a few points relating to this and briefly discusses how we should all be using curated ontologies to describe our data.
DNA is a fantastic molecule. Its storage capacity outpaces today's best technology by lightyears. Show your students how it compares to computers today, teach your students its structure and how it replicates, and enjoy some fun facts along the way. Also, pause to ask yourself "How did DNA become like this?" Another great question to ask is "How do you get DNA without first having DNA?" This is a chicken or egg problem par excellence!
Cambridge Pre-U Biology - 1.6 Genes and Protein Synthesis PART 1 Samplemrexham
This is a widescreen fully animated and editable PowerPoint presentation that covers the first half of section 1.6 of the Cambridge Pre-U Biology course.
It is 64 slides long and covers the following topics:
What is a gene?
How does the genetic code work?
Protein synthesis
The lac operon
Variation
Proteomics and genomics
The full PowerPoint can be downloaded from mrexham.com
Genes code for gene products. What does this statement mean Briefly.pdfjibinsh
Genes code for gene products. What does this statement mean? Briefly describe the structure of
DNA by using the following terms: nucleotide, strand, complementary, deoxyribose, phosphate,
anti-parallel, base pairing, adenine, cytosine. How many DNA molecules are in a chromosome?
How many genes are in an average bacterial chromosome? What is the purpose of DNA
replication? (\"To make more DNA\" would not be a complete answer.) Summarize the process
of DNA replication by using the following terms: replication fork, template, nucleotide, primer,
DNA polymerase, DNA ligase. (Know what each term means.) Summarize the process of RNA
synthesis (transcription) by using the following terms: template, promo RNA polymerase,
rRNA, mRNA, tRNA, terminator. (Know what each term means.) Where are operons found and
what is the advantage of organization of genes within operons? What are some fundamental
differences in organization of genes between prokaryotes and eukaryotes? How do eukaryotes
produce mRNA that they can use for translation? Summarize the process of protein synthesis
(translation) by using the following terms: genetic code, ribosome, mRNA, protein, amino acid,
tRNA, codon, anticodon, start codon, stop codons, polypeptide. (Know what each term means.)
Be able to predict the sequence of a complementary strand in both DNA and RNA synthesis, w
hen the template sequence is given. Be able to use genetic code table to predict amino-acid
sequence of a encoded by a nucleic acid, when the nucleic acid sequence is given. Classify
mutations by type and briefly describe how mutations arise, are prevented or repaired. Explain
why mutations are important by giving at least three different examples. Why do bacteria and
viruses mutate so much faster than eukaryotes? What are some consequences of Briefly explain
(and be able to compare and contrast) three different mechanisms of horizontal gene in bacteria:
transformation, conjugation and transduction. What are some practical implications of these
phenomena?
Solution
3. Genes code for gene products
Gene is a portion of DNA. It is made up of nucleotide sequences. It expresses itself and transfer
from one generation to next generation.
Gene expression means the nucleotide sequence is used for synthesizing a biomolecules-
generally it is protein but it may be RNA molecules. Here gene products are those proteins and
RNAs.
4. Structure of DNA
DNA or deoxyribonucleic acid is the molecule that contains all genetic information of an
organism.
DNA has a double helix shape, which is like a ladder twisted into a spiral. Each spiral is
composed of polynucleotides. Each nucleotide is made up of - deoxyribose, a kind of sugar with
5 carbon atoms; a phosphate group made of phosphorus and oxygen, and nitrogenous base. There
are four types of nucleotide: Adenine (A), Thymine (T), Cytosine (C), Guanine (G). Nucleotides
are joined to one another by covalent bonds between the sugar of one nucleotide and the
phosphate of the next, kn.
A practice talk about Shotgun DNA Mapping. I talk about gene expression, optical tweezers, unzipping DNA, mapping DNA fragments, telomeres, RNA transcription, and much more!
Similar to C. dna replication check your learning (20)
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. • Take some time to consider the question before
moving to the next slide which offers the correct
answer.
• Write your answer down before you see the actual
answer, this will allow you to test yourself more
effectively.
CHECK YOUR LEARNING
DNA Synthesis (Replication)
2. Free to share, print, make copies and changes. Get yours at www.boundless.com
DNA Structure and Function
Which method of replication would result in a DNA strand that
contained fragments from both the parent strand and newly-
synthesized portions?
A) Interspersed replication
B) Conservative replication
C) Semi-conservative replication
D) Dispersive replication
3. Free to share, print, make copies and changes. Get yours at www.boundless.com
Boundless - LO. "Boundless." CC BY-SA 3.0 http://www.boundless.com/
DNA Structure and Function
Which method of replication would result in a DNA strand that
contained fragments from both the parent strand and newly-
synthesized portions?
A) Interspersed replication
B) Conservative replication
C) Semi-conservative replication
D) Dispersive replication
4. What is meant by the term “semi-conservative replication”?
a) Replication requires a primer.
b) A single strand of DNA is synthesized complementary to a template
strand, thus resulting in a double-stranded molecule where one strand is
the original template, and the other is newly synthesized, complementary
DNA.
c) The double-stranded DNA molecule includes strands that contain
mixtures of template (original) and new nucleotides.
d) First the leading strand is synthesized, then the lagging strand.
5. What is meant by the term “semi-conservative replication”?
a) Replication requires a primer.
b) A single strand of DNA is synthesized complementary to a template
strand, thus resulting in a double-stranded molecule where one
strand is the original template, and the other is newly synthesized,
complementary DNA.
c) The double-stranded DNA molecule includes strands that contain
mixtures of template (original) and new nucleotides.
d) First the leading strand is synthesized, then the lagging strand.
6. Free to share, print, make copies and changes. Get yours at www.boundless.com
DNA Structure and Function
Which key factors were utilized by Meselson and Stahl to show
DNA replication followed a semi-conservative method?
A) Radiolabeled phosphate groups
B) Radiolabeled deoxyribose
C) Phosphorus isotopes
D) Nitrogen isotopes
7. Free to share, print, make copies and changes. Get yours at www.boundless.com
Boundless - LO. "Boundless." CC BY-SA 3.0 http://www.boundless.com/
DNA Structure and Function
Which key factors were utilized by Meselson and Stahl to show
DNA replication followed a semi-conservative method?
A) Radiolabeled phosphate groups
B) Radiolabeled deoxyribose
C) Phosphorus isotopes
D) Nitrogen isotopes
8. Free to share, print, make copies and changes. Get yours at www.boundless.com
DNA Structure and Function
Which is the main enzyme that adds new deoxyribonucleotides
during DNA replication in prokaryotes?
A) DNA polymerase II
B) DNA polymerase I
C) DNA polymerase III
D) All of these.
9. Free to share, print, make copies and changes. Get yours at www.boundless.com
Boundless - LO. "Boundless." CC BY-SA 3.0 http://www.boundless.com/
DNA Structure and Function
Which is the main enzyme that adds new deoxyribonucleotides
during DNA replication in prokaryotes?
A) DNA polymerase II
B) DNA polymerase I
C) DNA polymerase III
D) All of these.
10. DNA Structure and Function
Which is the enzyme that travels ahead of the replication form,
relaxing the double helix and making it possible for helicase to do
it’s work?
A) Primase
B) Topoisomerase
C) DNA polymerase III
D) All of these.
11. DNA Structure and Function
Which is the enzyme that travels ahead of the replication form,
relaxing the double helix and making it possible for helicase to do
it’s work?
A) Primase
B) Topoisomerase
C) DNA polymerase III
D) All of these.
12. DNA Structure and Function
Which is the enzyme that synthesizes short sequences of RNA,
used to allow DNA polymerase III to do it’s work?
A) Primase
B) Topoisomerase
C) DNA polymerase I
D) Helicase.
13. DNA Structure and Function
Which is the enzyme that synthesizes short sequences of RNA,
used to allow DNA polymerase III to do it’s work?
A) Primase
B) Topoisomerase
C) DNA polymerase I
D) Helicase.
14. DNA Structure and Function
What proteins are necessary for maintaining the replication fork?
(in other words, for keeping it open)
A) Primase
B) Topoisomerase
C) Ligase
D) Single strand binding proteins
15. DNA Structure and Function
What proteins are necessary for maintaining the replication fork?
(in other words, for keeping it open)
A) Primase
B) Topoisomerase
C) Ligase
D) Single strand binding proteins
16. DNA Structure and Function
What enzyme is necessary for sealing the gaps at the ends of
Okazaki fragments (in other words, catalyzing the formation of
phosphodiester linkages in those particular areas)?
A) Primase
B) Topoisomerase
C) Ligase
D) Single strand binding proteins
17. DNA Structure and Function
What enzyme is necessary for sealing the gaps at the ends of
Okazaki fragments (in other words, catalyzing the formation of
phosphodiester linkages in those particular areas)?
A) Primase
B) Topoisomerase
C) Ligase
D) Single strand binding proteins
18. DNA Structure and Function
Label the leading and the lagging strands in the image below:
5’
3’
3’
5’
19. DNA Structure and Function
Label the leading and the lagging strands in the image below:
5’
3’
3’
5’
Leading strand
Lagging strand
20. DNA Structure and Function
Where will Okazaki fragments be found?
5’
3’
3’
5’
Leading strand
Lagging strand
21. DNA Structure and Function
Where will Okazaki fragments be found?
5’
3’
3’
5’
Leading strand
Lagging strand
22. DNA Structure and Function
In which direction will the overall synthesis proceed?
5’
3’
3’
5’
Leading strand
Lagging strand
23. DNA Structure and Function
In which direction will the overall synthesis proceed?
5’
3’
3’
5’
Leading strand
Lagging strand
24. DNA Structure and Function
What is an “origin”?
A) A protein that begins DNA synthesis.
B) A sequence of DNA that attracts proteins such as helicase.
C) A sequence of DNA that is the location where synthesis begins.
D) Both B and C.
25. DNA Structure and Function
What is an “origin”?
A) A protein that begins DNA synthesis.
B) A sequence of DNA that attracts proteins such as helicase.
C) A sequence of DNA that is the location where synthesis begins.
D) Both B and C.
26. DNA Structure and Function
DNA synthesis in eukaryotes is very similar to prokaryotes but
there are some differences. What are they?
A) Because eukaryotic chromosomes are linear they have telomeres at
the end. .
B) Eukaryotic chromosomes are much bigger, so you need many origins
of replication rather than one single one per chromosome.
C) Eukaryotic chromosomes aren’t replicated in a semi-conservative
manner.
D) Both A and B. .
27. DNA Structure and Function
DNA synthesis in eukaryotes is very similar to prokaryotes but
there are some differences. What are they?
A) Because eukaryotic chromosomes are linear they have telomeres at
the end. .
B) Eukaryotic chromosomes are much bigger, so you need many origins
of replication rather than one single one per chromosome.
C) Eukaryotic chromosomes aren’t replicated in a semi-conservative
manner.
D) Both A and B. .