This powerpoint outlines my work during my internship at the Buck Institute for Research on Aging. I have used this powerpoint (and similar variations) to present the findings to the rest of the Kennedy Lab, San Marin High School students and faculty, and to the Marin County Board of Education.
Isolation and Purification of Chromosomal DNA,Plasmid DNA,Bacteriophage DNA used in Recombinant DNA Technology or Biotechnology to produce Recombinant DNA or Desired DNA
Isolation and Purification of Chromosomal DNA,Plasmid DNA,Bacteriophage DNA used in Recombinant DNA Technology or Biotechnology to produce Recombinant DNA or Desired DNA
1. Genomics is the study ofa. The structure and function of m.docxblondellchancy
1. Genomics is the study of:
a. The structure and function of mutations and how they alter genetic traits.
b. Genes and the DNA sequences between genes and how they determine development.
c. The information provided by computer programs which analyzes mRNA.
d. The human genome as compared to other vertebrate genomes.
2. Microarrays are a very useful tool in genomics because they:
a. Help scientists examine intergenetic DNA by separating it from genes.
b. Provide a unique promoter region for polymerase chain reactions.
c. Allow scientists to examine thousands of genes all at once.
d. Decrease the time it takes for scientists to make copies of DNA.
3. Generally, every cell in our body contains the same 20,000 (or so) genes. However, cells in our body are different from each other because they:
a. Have different genes turned “on” or “off” to support different functions.
b. Contain different copies of genes for different functions.
c. Provide different nucleotide bases for each developmental function.
d. Function differently based on varying proteomics.
4. How can scientists determine the function of or differences between cell types? They can examine the:
a. Number of nucleotide bases in genes versus intergenetic sequences.
b. Amount of mRNA expressed for each gene in a cell type, and then compare that information between cell types.
c. Amount of mutations between genes in the intergenetic spaces.
d. Number of tRNA copies for a particular cell type.
5. How is a microarray constructed? In each spot, there are:
a. Copies of all the genes for an organism.
b. Multiple copies of one gene; each spot has copies for a different gene.
c. Multiple copies of intergenetic sequences, which bind to genes in the samples.
d. Copies of intergenetic sequences, which promote the replication of DNA in a sample.
6. The experiment that begins in Chapter 3 of the simulation seeks to answer the question:
a. What is the difference between intergenetic spaces in cancer cells versus healthy cells?
b. Why do different cell types express different amounts of mRNA?
c. How do different cancer cells produce different mutations?
d. What is the difference between healthy cells and cancer cells?
7. Why can’t doctors use cell appearance to diagnose cancer?
a. Not all cancer cells look different from healthy cells.
b. Cancer cells are too small to examine using cell appearance.
c. Not all cancer cells are able to be biopsied from the body.
d. Cancer cells change appearance when taken out of the body.
8. In the experiment, a solvent is added to each cell type (healthy cells and cancer cells). After the sample tube containing each cell type is mixed on the vortex, the RNA is separated from the rest of the sample in a centrifuge. Why does DNA settle to the bottom of the tube and RNA doesn’t?
a. RNA is much longer than DNA.
b. RNA is attached.
Pre-Lab QuestionsWhat major event occurs during interphase.docxIRESH3
Pre-Lab Questions
What major event occurs during interphase?
A person, residing in a location where they are exposed to the sun often, develops a mutation in some of their skin cells resulting in cancer. Consider whether their offspring will be born with the same mutation. Use scientific evidence to support your answer.
Experiment 1: Following Chromosomal DNA Movement through Meiosis
Data Tables and Post-Lab Assessment
Part 1 - Meiotic Division Beads Diagram without Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Part 2:
Meiotic Division Beads Diagram
with Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Post-Lab Questions
1.
What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?
2.
How are meiosis I and meiosis II different?
3.
Why do you use non-sister chromatids to demonstrate crossing over?
4.
What combinations of alleles could result from a crossover between BD and bd chromosomes?
5.
How many chromosomes were present when meiosis I started?
6.
How many nuclei are present at the end of meiosis II? How many chromosomes are in each?
7.
Identify two ways that meiosis contributes to genetic recombination.
8.
Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?
9.
Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:
Sperm Cell:
Egg Cell:
Daughter Cell from Meiosis I:
Daughter Cell from Meiosis II:
10.
Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?
11.
Diagram what would
happen if sexual reproduction took place for four generations using diploid (2n) cells.
Experiment 2: The Importance of Cell Cycle Control
Data
Post-Lab Questions
1.
Record your hypothesis from Step 1 in the Procedure section here.
2.
What do your results indicate about cell cycle control?
3.
Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.
4.
Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.
5.
What are HeLa cells? Why are HeLa cells appropriate for this experiment?
.
Flow Cytometry Training talks - part 1
This forms the first session of the Garvan Flow , Flow Cytometry Training course. this is a 1 1/2 day training course aimed at giving new and experienced researchers a better understanding of cytometry in medical and biological research.
1. Genomics is the study ofa. The structure and function of m.docxblondellchancy
1. Genomics is the study of:
a. The structure and function of mutations and how they alter genetic traits.
b. Genes and the DNA sequences between genes and how they determine development.
c. The information provided by computer programs which analyzes mRNA.
d. The human genome as compared to other vertebrate genomes.
2. Microarrays are a very useful tool in genomics because they:
a. Help scientists examine intergenetic DNA by separating it from genes.
b. Provide a unique promoter region for polymerase chain reactions.
c. Allow scientists to examine thousands of genes all at once.
d. Decrease the time it takes for scientists to make copies of DNA.
3. Generally, every cell in our body contains the same 20,000 (or so) genes. However, cells in our body are different from each other because they:
a. Have different genes turned “on” or “off” to support different functions.
b. Contain different copies of genes for different functions.
c. Provide different nucleotide bases for each developmental function.
d. Function differently based on varying proteomics.
4. How can scientists determine the function of or differences between cell types? They can examine the:
a. Number of nucleotide bases in genes versus intergenetic sequences.
b. Amount of mRNA expressed for each gene in a cell type, and then compare that information between cell types.
c. Amount of mutations between genes in the intergenetic spaces.
d. Number of tRNA copies for a particular cell type.
5. How is a microarray constructed? In each spot, there are:
a. Copies of all the genes for an organism.
b. Multiple copies of one gene; each spot has copies for a different gene.
c. Multiple copies of intergenetic sequences, which bind to genes in the samples.
d. Copies of intergenetic sequences, which promote the replication of DNA in a sample.
6. The experiment that begins in Chapter 3 of the simulation seeks to answer the question:
a. What is the difference between intergenetic spaces in cancer cells versus healthy cells?
b. Why do different cell types express different amounts of mRNA?
c. How do different cancer cells produce different mutations?
d. What is the difference between healthy cells and cancer cells?
7. Why can’t doctors use cell appearance to diagnose cancer?
a. Not all cancer cells look different from healthy cells.
b. Cancer cells are too small to examine using cell appearance.
c. Not all cancer cells are able to be biopsied from the body.
d. Cancer cells change appearance when taken out of the body.
8. In the experiment, a solvent is added to each cell type (healthy cells and cancer cells). After the sample tube containing each cell type is mixed on the vortex, the RNA is separated from the rest of the sample in a centrifuge. Why does DNA settle to the bottom of the tube and RNA doesn’t?
a. RNA is much longer than DNA.
b. RNA is attached.
Pre-Lab QuestionsWhat major event occurs during interphase.docxIRESH3
Pre-Lab Questions
What major event occurs during interphase?
A person, residing in a location where they are exposed to the sun often, develops a mutation in some of their skin cells resulting in cancer. Consider whether their offspring will be born with the same mutation. Use scientific evidence to support your answer.
Experiment 1: Following Chromosomal DNA Movement through Meiosis
Data Tables and Post-Lab Assessment
Part 1 - Meiotic Division Beads Diagram without Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Part 2:
Meiotic Division Beads Diagram
with Crossing Over
Prophase I
Metaphase I
Anaphase I
Telophase I
Prophase II
Metaphase II
Anaphase II
Telophase II
Cytokinesis
Post-Lab Questions
1.
What is the ploidy of the DNA at the end of meiosis I? What about at the end of meiosis II?
2.
How are meiosis I and meiosis II different?
3.
Why do you use non-sister chromatids to demonstrate crossing over?
4.
What combinations of alleles could result from a crossover between BD and bd chromosomes?
5.
How many chromosomes were present when meiosis I started?
6.
How many nuclei are present at the end of meiosis II? How many chromosomes are in each?
7.
Identify two ways that meiosis contributes to genetic recombination.
8.
Why is it necessary to reduce the number of chromosomes in gametes, but not in other cells?
9.
Blue whales have 44 chromosomes in every cell. Determine how many chromosomes you would expect to find in the following:
Sperm Cell:
Egg Cell:
Daughter Cell from Meiosis I:
Daughter Cell from Meiosis II:
10.
Research and find a disease that is caused by chromosomal mutations. When does the mutation occur? What chromosomes are affected? What are the consequences?
11.
Diagram what would
happen if sexual reproduction took place for four generations using diploid (2n) cells.
Experiment 2: The Importance of Cell Cycle Control
Data
Post-Lab Questions
1.
Record your hypothesis from Step 1 in the Procedure section here.
2.
What do your results indicate about cell cycle control?
3.
Suppose a person developed a mutation in a somatic cell which diminishes the performance of the body’s natural cell cycle control proteins. This mutation resulted in cancer, but was effectively treated with a cocktail of cancer-fighting techniques. Is it possible for this person’s future children to inherit this cancer-causing mutation? Be specific when you explain why or why not.
4.
Why do cells which lack cell cycle control exhibit karyotypes which look physically different than cells with normal cell cycle.
5.
What are HeLa cells? Why are HeLa cells appropriate for this experiment?
.
Flow Cytometry Training talks - part 1
This forms the first session of the Garvan Flow , Flow Cytometry Training course. this is a 1 1/2 day training course aimed at giving new and experienced researchers a better understanding of cytometry in medical and biological research.
Show drafts
volume_up
Empowering the Data Analytics Ecosystem: A Laser Focus on Value
The data analytics ecosystem thrives when every component functions at its peak, unlocking the true potential of data. Here's a laser focus on key areas for an empowered ecosystem:
1. Democratize Access, Not Data:
Granular Access Controls: Provide users with self-service tools tailored to their specific needs, preventing data overload and misuse.
Data Catalogs: Implement robust data catalogs for easy discovery and understanding of available data sources.
2. Foster Collaboration with Clear Roles:
Data Mesh Architecture: Break down data silos by creating a distributed data ownership model with clear ownership and responsibilities.
Collaborative Workspaces: Utilize interactive platforms where data scientists, analysts, and domain experts can work seamlessly together.
3. Leverage Advanced Analytics Strategically:
AI-powered Automation: Automate repetitive tasks like data cleaning and feature engineering, freeing up data talent for higher-level analysis.
Right-Tool Selection: Strategically choose the most effective advanced analytics techniques (e.g., AI, ML) based on specific business problems.
4. Prioritize Data Quality with Automation:
Automated Data Validation: Implement automated data quality checks to identify and rectify errors at the source, minimizing downstream issues.
Data Lineage Tracking: Track the flow of data throughout the ecosystem, ensuring transparency and facilitating root cause analysis for errors.
5. Cultivate a Data-Driven Mindset:
Metrics-Driven Performance Management: Align KPIs and performance metrics with data-driven insights to ensure actionable decision making.
Data Storytelling Workshops: Equip stakeholders with the skills to translate complex data findings into compelling narratives that drive action.
Benefits of a Precise Ecosystem:
Sharpened Focus: Precise access and clear roles ensure everyone works with the most relevant data, maximizing efficiency.
Actionable Insights: Strategic analytics and automated quality checks lead to more reliable and actionable data insights.
Continuous Improvement: Data-driven performance management fosters a culture of learning and continuous improvement.
Sustainable Growth: Empowered by data, organizations can make informed decisions to drive sustainable growth and innovation.
By focusing on these precise actions, organizations can create an empowered data analytics ecosystem that delivers real value by driving data-driven decisions and maximizing the return on their data investment.
1. My Internship in the Kennedy Lab
Studying calorie restriction and cell respiration in
yeast cells—and how these factors affect the
aging process
Jason Freeberg
Kennedy Lab
The Buck Institute for Research on Aging
March 12th to June 10th, 2013
2. Overview of Calorie Restriction
It has been well documented that calorie restriction (CR)
slows the aging process in many species of animals
Results include resistance to oxidative stress, enhanced DNA
repair, delayed onset of age-related diseases, even
increased lifespan
However, a mechanic understanding of this process is still
unknown
We know the results of CR, but we don’t know why this
happens
My section of the Kennedy Lab set out to test if and how
cellular respiration is a factor in the calorie restriction
process
4. General Workflow
Create the rho0 yeast cells
Check for presence of mDNA
Selective plating
DAPI staining
PCR test for mDNA
Begin lifespan tests and calorie
restriction
Test for Sir2 expression in the cells
Quantify the buildup of ERC’s
5. Generating Cells without
Mitochondrial DNA
Yeast cells lacking mitochondrial DNA (mDNA) are
incapable of respiration, so this is how our lab was able to
test the effects of respiration on calorie restricted cells
Rho0 cells lack mDNA
I replicate plated yeast cells on media treated with
Ethidium Bromide (EtBr) to create rho0 cells
The EtBr “tangles” with the mDNA, and the daughter cells will
then lack the mDNA
And bam! rho0 cells!
6. Testing for Presence of mDNA
After the EtBr treatment, I created glucose and glycerol
plates
I split these down the middle, and Z-streaked the left sides
with wild type yeast, and the right side with the rho0 yeast
The wildtype yeast (i) easily grows on both mediums,
while the rho0 yeast (ii) is unable to grow on glycerol
The rho0 cells can’t respire, so growth on the glycerol is
impossible
7. Testing for Presence of mDNA
Alternatively, mDNA can be visualized through
fluorescence staining and imaging microscopy
DAPI is a fluorescent stain for the DNA in a cell, we can
then image it under a microscope after we excite the DAPI
molecule
DAPI will show as a blue color
DNA is present anywhere is a blue stain on the cells
Specifically, the DAPI bonds to the DNA regions with high
A-T concentration
8. DAPI Stains for mDNA
Wildtype
+ for mDNA
Rho0 strain
- for mDNA
9. Testing for Presence of mDNA
L 1 2 3 4 5 6 7 x 8
L: base-pair ladder
1-4: 2820 rho0
5-7: 2823 rho0
x: skipped, broken well
8: wildtype (+)
PCR for mitochondrial DNA
Should be no bands for rho0 because there is no
mDNA to replicate
10. Testing for Presence of mDNA
PCR for mitochondrial DNA
Should be no bands for rho0 because there is no
mDNA to replicate
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
1-4: 2820 rho0
5-7: 2823 rho0
8: wildtype (+)
11. Testing for Chromosomal DNA
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
As a second control, I did PCR for a section of the yeast
chromosomal DNA
There should be bands for all samples, even the rho0
1-4: 2820 rho0
5-7: 2823 rho0
8: wildtype (+)
12. Conclusions from my Time at the Buck
I created Rho0 cells by
treatment with EtBr
I checked the treatment
using…
Glucose and glycerol plating
DAPI staining for DNA
PCRs for mDNA
The results show that the rho0
cells I made did lose their
mDNA
13. Acknowledgements
Dr. Scott Tsuchiyama, my mentor
Dr. Julie Mangada, head of Education Outreach
Dr. Brian Kennedy, Buck Inst. CEO and PI of the Kennedy
Lab
Camille Madfes, our School to Career Liaison
Dr. Lafevre-Bernt, our Biotech II instructor
Editor's Notes
“If we want to test respiration during calorie restriction, we need to make cells that can’t respire so we can make comparisons”
“Another way I checked for mDNA was by staining it. When we add a chemical, DAPI, to the cells, it binds with the DNA.
Then we can take it under a microscope, use a fluorescent light and the DAPI will light up blue.”