The document discusses gene mutations and their effects. It defines a mutation as a change in genetic material that can affect chromosomes or genes. Mutations can occur during DNA replication from errors or environmental exposures. There are two main types of mutations - point mutations, which change a single nucleotide, and frameshift mutations, which insert or delete nucleotides, altering the coding. The document provides examples of different mutation types, like missense mutations changing amino acid sequences and nonsense mutations introducing stop codons. It includes an assessment with multiple choice questions testing understanding of mutation concepts.
Cell Biology and genetics paper - Mutation a basic touch to b.sc students with examples. DNA, genome, gene level mutation and chromosome level with examples. Touched some of the mutation types.
Mutation
A mutation is a change in the DNA’s nucleotide sequence.
An abrupt shift in the nucleotide sequence causes an organism’s morphological traits to change. Such a change is referred to as a mutation if it is heritable.
So, mutation is defined as any heritable change in the sequence of nucleotide of DNA.
Features
Change in number- it is the change in the number or arrangement of nucleotide sequence of a gene.
It is heritable change in the DNA sequence.
Permanent structural change inherited material DNA effects
Can be harmful/beneficial or have no effects.
Can be sometimes attributed to random chance events.
Can be caused by mistakes during cell division or
May be caused by exposure to DNA damaging agents to the environment such as radiation and Mutagenic chemicals.
Types
Point mutation
-Silent Mutation
-Non sense Mutation
-Mis sense Mutation
Frame shift mutation
Substitution
Addition
Deletion
Causes
MUTAGENS
Physical
Chemical
Biological
Cell Biology and genetics paper - Mutation a basic touch to b.sc students with examples. DNA, genome, gene level mutation and chromosome level with examples. Touched some of the mutation types.
Mutation
A mutation is a change in the DNA’s nucleotide sequence.
An abrupt shift in the nucleotide sequence causes an organism’s morphological traits to change. Such a change is referred to as a mutation if it is heritable.
So, mutation is defined as any heritable change in the sequence of nucleotide of DNA.
Features
Change in number- it is the change in the number or arrangement of nucleotide sequence of a gene.
It is heritable change in the DNA sequence.
Permanent structural change inherited material DNA effects
Can be harmful/beneficial or have no effects.
Can be sometimes attributed to random chance events.
Can be caused by mistakes during cell division or
May be caused by exposure to DNA damaging agents to the environment such as radiation and Mutagenic chemicals.
Types
Point mutation
-Silent Mutation
-Non sense Mutation
-Mis sense Mutation
Frame shift mutation
Substitution
Addition
Deletion
Causes
MUTAGENS
Physical
Chemical
Biological
Alterations in the DNA code, such as changing a letter, deleting a letter, inserting a letter or moving sections aroun proteins with abnormal functions.
If these abnormal functions cause the cell to grow, divide, ignore regulatory signals or assume new functions, cancers can develop
Fortunately, normal cells are good at repairing mistakes should they occur and have multiple systems for ensuring that the DNA co transmitted to its two daughter cells when it divides. Normal cells even have suicide programs if the mistakes are beyond repair, a p death, known as apoptosis. [Source: https://www.loxooncology.com/genomically-defined-cancers/genomic-alterations]
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.
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.
Alterations in the DNA code, such as changing a letter, deleting a letter, inserting a letter or moving sections aroun proteins with abnormal functions.
If these abnormal functions cause the cell to grow, divide, ignore regulatory signals or assume new functions, cancers can develop
Fortunately, normal cells are good at repairing mistakes should they occur and have multiple systems for ensuring that the DNA co transmitted to its two daughter cells when it divides. Normal cells even have suicide programs if the mistakes are beyond repair, a p death, known as apoptosis. [Source: https://www.loxooncology.com/genomically-defined-cancers/genomic-alterations]
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.
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.
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1. ARAULLO HIGH SCHOOL
Teacher
Mr. Dwight Fernandez
SCIENCE 10
GENE MUTATIONS
Explain how mutations may cause changes in the
structure and function ofa protein (S10LT-IIId-37)
2.
3. OBJECTIVES
analyze the changes that can occur in a
DNA sequence and its corresponding
effects.
differentiate the types of gene
mutations.
value how variation is part of our
uniqueness as human organisms.
At the end of the lesson, the students should
be able to:
4.
5.
6. is a change in genetic
material. It may affect
sets of chromosomes,
entire chromosomes, or
genes
MUTATION
7. It can occur during DNA replication if errors are made and not corrected in
time. Mutations can also occur as a result of exposure to environmental
factors such as smoking, sunlight, and radiation. Often cells can recognize
any potentially mutation-causing damage and repair it before it becomes a
fixed mutation.
MUTATION
10. THE BOY CUT HIS LIP AND ATE THE HOT DOG
MISSENSE SUBSTITUTION
THE BOY CUT HIS FIP AND ATE THE HOT DOG
11. It occurs when a mutation changes
the sequence of amino acids.
MISSENSE SUBSTITUTION
12. THE BOY CUT HIS LIP AND ATE THE HOT DOG
NONSENSE SUBSTITUTION
THE BOY CUT HIS
13. It occurs when a mutation changes an amino acid to
a stop codon. The Ribosomes stop translating and
proteins are not fully made.
NONSENSE SUBSTITUTION
14. THE BOY CUT HIS LIP AND ATE THE HOT DOG
SILENT SUBSTITUTION
THE BOY CUT HIS LIP AND ATE THE HOT DOG
15. It occurs when a mutation changes the nucleotide
sequence. However, it still produces the same kind of
protein or amino acid.
SILENT SUBSTITUTION
16.
17. THE BOY CUT HIS LIP AND ATE THE HOT DOG
FRAMESHIFT BY INSERTION
THE BOY CUT HIS LIS PAN DAT ETH EHO TDO G
18. THE BOY CUT HIS LIP AND ATE THE HOT DOG
FRAMESHIFT BY DELETION
THE BOY CTH ISL IPA NDA TET HEH OTD OG
19. It occurs when one or more nucleotides are either
removed or inserted which completely changes the
sequence of codons.
FRAMESHIFT MUTATION
23. Point Mutation
Frameshift Mutation
Single Base-Pair Substitution Mutation
Both A and C
A type of mutation wherein one nucleotide is changed to a different
nucleotide.
1.
2.
3.
4.
MULTIPLE CHOICE
24. Frameshift Deletion Mutation
Substitution Nonsense Mutation
Substitution Missense Mutation
Substitution Silent Mutation
It occurs when a mutation changes the sequence of amino acids.
1.
2.
3.
4.
MULTIPLE CHOICE
25. Frameshift Deletion Mutation
Substitution Nonsense Mutation
Substitution Missense Mutation
Substitution Silent Mutation
Dave observed that one nucleotide was changed in the Mutated DNA.
However, the same amino acid was produced what mutation is this?
1.
2.
3.
4.
MULTIPLE CHOICE
26. Frameshift Deletion Mutation
Substitution Nonsense Mutation
Substitution Missense Mutation
Substitution Silent Mutation
It occurs when a mutation changes an amino acid to a stop
codon. The Ribosomes stop translating and proteins are not fully
made.
1.
2.
3.
4.
MULTIPLE CHOICE
27. Point Mutation
Frameshift Mutation
Single Substitution Mutation
Both A and C
This mutation occurs when one or more nucleotides are either removed
or inserted which completely changes the sequence of codons.
1.
2.
3.
4.
MULTIPLE CHOICE
28. Point Mutation
Frameshift Mutation
Single Base-Pair Substitution Mutation
Both A and C
A type of mutation wherein one nucleotide is changed to a different
nucleotide.
1.
2.
3.
4.
MULTIPLE CHOICE
29. Frameshift Deletion Mutation
Substitution Nonsense Mutation
Substitution Missense Mutation
Substitution Silent Mutation
It occurs when a mutation changes the sequence of amino acids.
1.
2.
3.
4.
MULTIPLE CHOICE
30. Frameshift Deletion Mutation
Substitution Nonsense Mutation
Substitution Missense Mutation
Substitution Silent Mutation
Dave observed that one nucleotide was changed in the Mutated DNA.
However, the same amino acid was produced what mutation is this?
1.
2.
3.
4.
MULTIPLE CHOICE
31. Frameshift Deletion Mutation
Substitution Nonsense Mutation
Substitution Missense Mutation
Substitution Silent Mutation
It occurs when a mutation changes an amino acid to a stop
codon. The Ribosomes stop translating and proteins are not fully
made.
1.
2.
3.
4.
MULTIPLE CHOICE
32. Point Mutation
Frameshift Mutation
Single Substitution Mutation
Both A and C
This mutation occurs when one or more nucleotides are either removed
or inserted which completely changes the sequence of codons.
1.
2.
3.
4.
MULTIPLE CHOICE
33.
34. ARAULLO HIGH SCHOOL
Teacher
Mr. Dwight Fernandez
SCIENCE 10
GENE MUTATIONS
Explain how mutations may cause changes in the
structure and function ofa protein
(S10LT-IIId-37)