Table of contents

1. Introduction to Genetics51m
2. Mendel's Laws of Inheritance3h 37m
3. Extensions to Mendelian Inheritance2h 41m
4. Genetic Mapping and Linkage2h 28m
5. Genetics of Bacteria and Viruses1h 21m
6. Chromosomal Variation1h 48m
7. DNA and Chromosome Structure56m
8. DNA Replication1h 10m
9. Mitosis and Meiosis1h 34m
10. Transcription1h 0m
11. Translation58m
12. Gene Regulation in Prokaryotes1h 19m
13. Gene Regulation in Eukaryotes44m
14. Genetic Control of Development44m
15. Genomes and Genomics1h 50m
16. Transposable Elements47m
17. Mutation, Repair, and Recombination1h 6m
18. Molecular Genetic Tools19m
- Genetic Cloning
  9m
- Methods for Analyzing DNA
  9m
19. Cancer Genetics29m
- Overview of Cancer
  21m
- Cancer Mutations
  7m
20. Quantitative Genetics1h 26m
21. Population Genetics50m
- Hardy Weinberg
  19m
- Allelic Frequency Changes
  31m
22. Evolutionary Genetics29m

15. Genomes and Genomics

Functional Genomics

Genetics

15. Genomes and Genomics

Functional Genomics

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3:04 minutes

Problem 20

Textbook Question

How would you design a genetic screen to find genes involved in meiosis?

Verified step by step guidance

Define the objective of the genetic screen: The goal is to identify genes that are specifically involved in the process of meiosis. Meiosis is a specialized type of cell division that reduces the chromosome number by half, producing gametes or spores. Understanding this process requires isolating mutants that exhibit defects in meiosis.

Choose the model organism: Select an organism that is well-suited for genetic studies, such as yeast (e.g., *Saccharomyces cerevisiae*), fruit flies (*Drosophila melanogaster*), or mice. The choice depends on the experimental tools available and the relevance of the organism to the study of meiosis.

Generate mutants: Use a mutagen (e.g., chemical mutagens like EMS, radiation, or transposon insertion) to induce random mutations in the genome of the model organism. This creates a population of individuals with diverse genetic alterations.

Screen for meiotic defects: Develop a screening method to identify mutants with defects in meiosis. For example, in yeast, you could look for mutants that fail to produce viable spores. In other organisms, you might examine gamete production, chromosome segregation, or fertility as indicators of meiotic function.

Map and identify the mutated genes: Once mutants with meiotic defects are isolated, use genetic mapping, whole-genome sequencing, or complementation tests to identify the specific genes that are disrupted. These genes are candidates for being involved in meiosis.

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Key Concepts

Here are the essential concepts you must grasp in order to answer the question correctly.

Meiosis

Meiosis is a specialized form of cell division that reduces the chromosome number by half, resulting in the formation of gametes (sperm and eggs). It consists of two sequential divisions: meiosis I and meiosis II, which include processes such as homologous recombination and independent assortment. Understanding meiosis is crucial for identifying genes that regulate this process and contribute to genetic diversity.

Genetic Screening

Genetic screening is a method used to identify and analyze specific genes or mutations associated with particular traits or biological processes. In the context of meiosis, a genetic screen could involve mutagenesis or RNA interference to disrupt gene function, followed by phenotypic analysis to observe effects on meiotic progression. This approach helps pinpoint genes that are essential for successful meiosis.

Model Organisms

Model organisms, such as yeast, fruit flies, and mice, are widely used in genetic research due to their well-characterized genomes and ease of manipulation. They provide valuable insights into genetic functions and processes, including meiosis. By designing genetic screens in these organisms, researchers can uncover conserved genes and pathways that are critical for meiotic function across species.

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What are DNA microarrays? How are they used?

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Textbook Question

A 1.0-kb DNA fragment from the end of the mouse gene described in the previous problem is examined by DNA footprint protection analysis. Two samples are end-labeled with ³²P and one of the two is mixed with TFIIB, TFIID, and RNA polymerase II. The DNA exposed to these proteins is run in the right-hand lane of the gel shown below and the control DNA is run in the left-hand. Both DNA samples are treated with DNase I before running the samples on the electrophoresis gel.

Explain the role of DNase I.

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Textbook Question

A 1.0-kb DNA fragment from the end of the mouse gene described in the previous problem is examined by DNA footprint protection analysis. Two samples are end-labeled with ³²P, and one of the two is mixed with TFIIB, TFIID, and RNA polymerase II. The DNA exposed to these proteins is run in the right-hand lane of the gel shown below and the control DNA is run in the left-hand. Both DNA samples are treated with DNase I before running the samples on the electrophoresis gel.

Draw a diagram of this DNA fragment bound by the transcriptional proteins, showing the approximate position of proteins along the fragment.

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Textbook Question

What length of DNA is bound by the transcriptional proteins? Explain how the gel results support this interpretation.

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Textbook Question

Substantial fractions of the genomes of many plants consist of segmental duplications; for example, approximately 40% of genes in the Arabidopsis genome are duplicated. How might you approach the functional characterization of such genes using reverse genetics?

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Textbook Question

A substantial fraction of almost every genome sequenced consists of genes that have no known function and that do not have sequence similarity to any genes with known function. How would your approach change if the genes of unknown function were in the human genome?

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Textbook Question

A substantial fraction of almost every genome sequenced consists of genes that have no known function and that do not have sequence similarity to any genes with known function. Describe two approaches to ascertaining the biological role of these genes in S. cerevisiae.

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Textbook Question

In conducting the study described in Problem 24, you have noted that a set of S. cerevisiae genes are repressed when yeast are grown under high-salt conditions. How might you approach this question if genome sequences for the related Saccharomyces species S. paradoxus, S. mikatae, and S. bayanus were also available?

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