This presentation includes introduction of gene, gene concept, chemical composition and ultra structure of prokaryotic and eukaryotic gene for B.Sc students.
A chromosomal disorder, anomaly, aberration, or mutation is a missing, extra, or irregular portion of chromosomal DNA. It can be from a typical number of chromosomes or a structural abnormality in one or more chromosomes. Chromosome mutation was formerly used in a strict sense to mean a change in a chromosomal segment, involving more than one gene. The term "karyotype" refers to the full set of chromosomes from an individual.
Gene regulation in eukaryotes in a nutshell covering all the important stages of gene regulation in eukaryotes at transcriptional level, translation level and post-translational level.
A chromosomal disorder, anomaly, aberration, or mutation is a missing, extra, or irregular portion of chromosomal DNA. It can be from a typical number of chromosomes or a structural abnormality in one or more chromosomes. Chromosome mutation was formerly used in a strict sense to mean a change in a chromosomal segment, involving more than one gene. The term "karyotype" refers to the full set of chromosomes from an individual.
Gene regulation in eukaryotes in a nutshell covering all the important stages of gene regulation in eukaryotes at transcriptional level, translation level and post-translational level.
RNA Polymerase
Introduction
Purification
History
PRODUCTS OF RNAP
Messenger RNA
Non-coding RNA or "RNA genes
Transfer RNA
Ribosomal RNA
Micro RNA
Catalytic RNA (Ribozyme)
prokaryotic and eukaryotic
Transcription by RNA Polymerase
TYPES OF RNA POLYMERASE
Type I
Type II
Type III
Prokaryotic Transcription Unit
EXPRESSION OF A PROKARYOTIC GENE
Prokaryotic Polycistronic Message Codes for Several Different Proteins
Eukaryotic Transcription Unit
ENHANCERS AND SILENCERS
RESULT OF THE TRANSCRIPTION CYCLE
RNAP III TRANSCRIBES HUMAN MICRORNAS
RNAP I–specific subunits promotepolymerase clustering to enhance the rRNA genetranscription cycle
RNAP II–TFIIB STRUCTURE ANDMECHANISM OF TRANSCRIPTION INITIATION
FIVE CHECKPOINTS MAINTAINING THE FIDELITY OFTRANSCRIPTION BY RNAP IN STRUCTURAL ANDENERGETIC DETAILS
RNA Polymerase
Introduction
Purification
History
PRODUCTS OF RNAP
Messenger RNA
Non-coding RNA or "RNA genes
Transfer RNA
Ribosomal RNA
Micro RNA
Catalytic RNA (Ribozyme)
prokaryotic and eukaryotic
Transcription by RNA Polymerase
TYPES OF RNA POLYMERASE
Type I
Type II
Type III
Prokaryotic Transcription Unit
EXPRESSION OF A PROKARYOTIC GENE
Prokaryotic Polycistronic Message Codes for Several Different Proteins
Eukaryotic Transcription Unit
ENHANCERS AND SILENCERS
RESULT OF THE TRANSCRIPTION CYCLE
RNAP III TRANSCRIBES HUMAN MICRORNAS
RNAP I–specific subunits promotepolymerase clustering to enhance the rRNA genetranscription cycle
RNAP II–TFIIB STRUCTURE ANDMECHANISM OF TRANSCRIPTION INITIATION
FIVE CHECKPOINTS MAINTAINING THE FIDELITY OFTRANSCRIPTION BY RNAP IN STRUCTURAL ANDENERGETIC DETAILS
contains descriptive and other studies on genetics and epigenetics and whole gene concepts from central dogma to future concepts . Dr Harshavardhan Patwal
Gene structure and its characteristics: structure of DNA, structure by watson and crick double helix structure, dominant and recessive gene, homologous and heterozygous state, translation, transcription, characteristics of gene.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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
Embracing GenAI - A Strategic ImperativePeter 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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. CONCEPT OF GENE & ULTRA
STRUCTURE OF GENE
Jigar V. Patel
Lecturer
Department of Zoology
Government Science Collage, Vankal
Ta. Mangrol, Di. Surat-394430
Email. pateljigar1818@gmail.com
1
2. HISTORY
Gene was coined by W Johansen in 1909.
E R Garrod (1908) proposed One gene-one product
hypothesis.
Gene theory was proposed by T H Morgan in 1911.
L Pauling and Ingram (1949) established the role of genes in
protein synthesis.
2
3. G W Beadle & E L Tatum (1948) proposed One gene-
one enzyme hypothesis.
The fine structure of Gene was proposed by
Seymour Benzere (1962).
Yanofsky (1965) proposed One gene-one polypeptide
hypothesis.
Gene Concept was given by SUTTON.
3
5. What is gene?
A gene is the basic physical and functional unit of heredity.
It controls a character. It transmits the character from
parents to their off springs.
A gene is a segment of DNA that specifies the sequence of
amino acids in polypeptide chain.
Chemically Genes are made up of DNA and it is the unit of
genetic information that controls a specific aspect of the
phenotype (the set of observable characteristics of an individual
resulting from the interaction of its genotype with the environment)
by synthesizing specific polypeptide.
Gene is present in the chromosomes of the nucleus or extra
chromosomal DNA.
5
7. Some genes acts as instructions to make molecules
called proteins. However, many genes do not code for
proteins.
In humans, genes vary in size from a few hundred
DNA bases.
The human Genome Project estimated that humans
have between 20,000 to 25,000 genes.
7
8. Every person has two copies of each gene, one
inherited from each parent.
Most gene are same in all people, but a small number
of genes (< 1% of the total) are slightly different
between people.
Alleles are forms of the same genes with small
differences in their sequence of DNA bases. These
small differences contribute to each person’s unique
physical features & Appearance.
8
9. Genes are the fractions or part or fragments of DNA
molecule which regarded as the genetic material.
T.M Morgan proposed the gene theory which state
that:
1. Chromosomes are bearers of hereditary units and
each chromosome carries hundreds or thousands of
genes.
2. The genes are arranged on the chromosomes in a
linear order and on the specific region called Locus.
9
10. TERMS RELATED TO GENE
• RECON- It is smallest unit of DNA capable of
Undergoing Crossing over and Recombination.
• MUTON- It is the smallest unit of DNA which can
undergo Mutation.
• CISTRON- It is the unit of function. It is the gene
capable of synthesizing a Polypeptide chain of an
enzyme.
• COMPLON- It is the unit of Complementation. 10
11. Classical Concept of Gene
Introduced by sutton (1902) and was eloborate by
Morgan (1913). Bidge (1923), Muller (1927) and
others which outlined as follow:
Genes are discrete particles inherited in mendelian
fashion that occupies a definite locus in the
chromosome and responsible for expression of
specific phenotypic character.
Number of genes in each organism is more than the
number of chromosomes; hence several genes are
located on each chromosome. 11
12. The genes are arranged in a single linear order like
beads on strings.
Each gene occupies specific position called Locus.
If the position of gene changes, character changes.
Genes can be transmitted from parents to off springs.
Genes may exists several alternate formed called
alleles.
12
13. Genes are capable of combined together or can be
replicated during a cell division.
Genes may undergo sudden changes in position and
composition called Mutation.
Genes are capable of self duplication producing their
own exact copies.
Genes included coding as well as non-coding regions
called as axons and introns respectively.
13
14. Modern concept of Gene
Gene is a unit of genetic information or the sequence
of DNA; that specifies one polypeptide includes
coding as well as non-coding regulatory sequences.
S. Benzer (1957) coined different terms for different
nature of gene and genetic material in relation to the
chromosome on the basis of genetic phenomena to
which they involve.
Gene as unit of transmission or cistron.
Gene as a unit of Recombintion or Recon.
Gene as a unit of Mutation or Muton.
14
15. Cistron- Transmission
Benzer coined the terms cistron.
He called cistron as a unit of Function.
Cistron defined as a unit, alleles of which exibits cis-
trans phenomenon.
The part of DNA specifying a single polypeptide chain
is termed as CISTRON.
A cistron can have 100 nucleotide pairs in length to
30,000 pairs.
It transmits characters from one generation to other
as a unit of transmission.
15
16. Recon-Recombination
The smallest segment of DNA capable of being separated
and exchange with other chromosome called Recon.
A recon is further sub divided into units of mutation
called mutons, and several mutons in a recon will not be
separable due to recombination.
Thus gene can consists of several cisrons, a cistron of
several recons and recons of several mutons.
A recon and muton may be of the same size, recon may
not consists of several mutons in such cases.
A recon consists of not more than 2 pairs of nucleotides.
16
17. Muton - Mutation
There are many position or sites within a cistron
where mutations can occur.
Therefore, the gene as a unit of mutation is smaller.
Muton can be defined as a unit of mutation; the
smallest unit of a gene capale of undergoing
mutation; represented by one nucleotide.
Muton is smallest unit of genetic material which
when changed or mutated produce a phenotypic trait.
Muton is delimited to a single nucleotide.
17
27. Gene – Chemical composition
A Gene is a segment of DNA that specifies the
sequence of amino acids in a polypeptide chain.
Gene is present in the chromosomes of the nucleus.
Gene is the hereditary unit. It controls a character. It
transmits the character from presents to offspring.
Chemically gene is made up of DNA. It is located
inside the chromosomes or extra chromosomal DNA.
The DNA is made up of two polynucleotide chains.
The two chains are helically coiled.
Each polynucleotide chain consists of a series of units
called nucleotides.
27
28. • In a DNA, there are 4 types of nucleotides, namely
1. Adenylic acid (A)
2. Guanylic acid (G)
3. Thymidylic acid (T)
4. Cytidylic acid (C)
The four nucleotides are repeatedly arranged in a
polynucleotide chain in a linear fashion.
The nucleotides of the two chains of a DNA are
linked by hydrogen bonds.
28
29. One chain is complementary to the other chain.
The adenine of one chain is linked to thymine of the
second chain. Similarly, the guanine of one chain is
linked to the cytosine of the second chain. So if the
sequence of one chain is known , the sequence of the
second chain can be identified.
One end of the polynucleotide chain is called 3prime
end (3’) and the other end is called 5 prime(5’) end.
29
30. The two chains are arranged in anti parallel manner.
That is, the 5’end of one chain lies close to the 3’end
of the other chain.
A gene represents a segment of one polynucleotide
chain in the duplex DNA. It is transcribed into an
mRNA that is in turn translated into a protein. This
protein is the product of expression of the gene.
The gene contain information for a polypeptide chain
(protein). The polypeptide chain consists of sequence
of amino acids.
The sequence of amino acids in a polypeptide chain is
specified by the sequence of nucleotide in the gene.
30
31. Each amino acids is specified by 3 nucleotides of the
gene. These three nucleotides of a gene are called a
codon or triplet.
The number of codons in a gene depends on the
number of amino acids in a polypeptide chain.
31
32. If the polypeptide chain contains 100 amino acids, the
gene has 100 codons made up of 300 nucleotides.
32