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Course: BIOL 2704, Spring 2012
School: Virginia Tech
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One ScottFreemanJonC.Herron EvolutionaryAnalysis FourthEdition Chapter5 MutationandGeneticVariation Copyright2007PearsonPrenticeHall,Inc. Mutations significant criticism of Darwin was that he was unable to explain the source of variation. Melanistic zebra due to a mutation. Mutations Mutation = any change to the nucleotide base sequence of DNA. Are the ultimate source of new alleles and new genes...

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One ScottFreemanJonC.Herron EvolutionaryAnalysis FourthEdition Chapter5 MutationandGeneticVariation Copyright2007PearsonPrenticeHall,Inc. Mutations significant criticism of Darwin was that he was unable to explain the source of variation. Melanistic zebra due to a mutation. Mutations Mutation = any change to the nucleotide base sequence of DNA. Are the ultimate source of new alleles and new genes Typically result from errors during DNA copying Mutations Point Mutations = Substitution of one base for another. AUGCCUCUCGAG codes for Met, Pro, Leu, Glu AUGUCUCUCGAG codes for Met, Ser, Leu, Glu Mutations Transition- Change between purines or between pyrimidines. Transversion- Changes from a purine to a pyrimidine or vice versa. Mutations Point mutations in coding regions may be: Replacement substitutions- results in a replacement of the amino acid being coded. Silent substitutions- results in no change in amino acid sequence of protein (due to redundancy of genetic code) Most commonly involves 3rd codon position Mutations Frameshift mutations- Insertion or deletion of a nucleotide to a DNA sequence. AUGCCUCUCGAG codes for Met, Pro, Leu, Glu AUGGCCUCUCGAG codes for Met, Ala, Ser, Arg Disrupts the reading frame of the protein, nearly always results in a non-functional protein (loss-of-function mutation). Mutation Rates Mutation rates are low per gene. With many genes/individuals the mutation rate is increased. 10% of human gametes carry mutations causing phenotype change Most individuals probably have mutations that form new alleles Mutation Rates Tracking mutations that cause major phenotypic changes produces underestimates. Misses silent substitutions completely. Fails to detect replacement substitutions producing minor changes Misses what selection eliminates Ex. When mutation is fatal Mutation Rates Sequencing studies produce more accurate results. Caenorhabditis elegans (roundworm)- 2.1 mutations/genome/generation for nuclear DNA If mutations are allowed to accumulate where there is no natural selection, fitness levels drop. Mutation Rates Mutation rates vary among species and even among populations of a species. Dna polymerases vary in replication accuracy Dna repair mechanisms vary in efficiency Fitness Effects of Mutations Most mutations are either neutral or harmful Beneficial mutations do occur, but are rare. High mutation rates can be beneficial in novel or changing environments. Why? Fitness Effects of Mutations Low mutation rates are better in stable environments. Past natural selection has likely produced adaptive phenotypes Mutations produced are typically harmful Gene Duplication Several kinds of mutations can create entirely new genes. Gene duplication is the most important source of new genes. Unequal cross-over is most common type of gene duplication. Gene Duplication Unequal cross-over occurs during meiosis I and results in one chromosome acquiring an extra copy of some regions of the DNA. Gene Duplication Extra copy is free to accumulate mutations. Other copy maintains the original function. Extra copy may become nonfunctional (pseudogene) or form a new gene with a new function. Could provide also an additional copy of the parent gene. Gene Duplication e.g. human globin genes (subunits of hemoglobin) are found in 2 clusters. 8 functional forms of these genes expressed at different times during development. Gene Duplication Duplicated genes that diverge in their nucleotide sequence within a species are paralogous genes. Ex. Alpha and Beta-globin genes in humans Gene Duplication Duplicated genes that diverge in their nucleotide seuqence in a different lineage after speciation are orthologous genes. Ex. Beta-globin genes in humans and mice Chromosome Mutations Mutations can also occur at larger, chromosome-level scales. Inversions- Chromosome Mutations Consequences of inversions: Unless break disrupts a gene, may not be any phenotypic effect. Alleles on an inversion tend to be inherited together and not disrupted by crossing over. Inversions may be favored by natural selection if they preserve favorable combinations of alleles. Polyploidy Organisms that have more than two chromosome sets are said to be polyploid. 4N, 8N, etc. Typically due to meiotic errors that result in diploid gametes Most common in plants Polyploidy Usually results in genetic isolation and speciation. Mating 4N with 2N individuals produces 3N offspring which has low fertility due to mechanical problems in meiosis. Must mate with self or other polyploids. Polyploidy Evolutionary consequences of polyploidy? Ray-finned fish may have experienced polyploidy early in their evolution. Additional genetic material may have led to huge diversity in ray-finned fish. Similar data for Angiosperms (grasses to deciduous trees) Genetic Variation How do we measure genetic variation in populations? Direct observation of phenotypes; only possible in limited situations (e.g. incomplete dominance or codominance Examine variations in proteins or in dna Genetic Variation Individuals who produce CCR5-^32 protein are less susceptible or resistant to aids then people with normal CCR5+ protein. ++ = susceptible, +^32 = susceptible but progress to AIDS more slowly, ^32^32 = resistant. CCR5-^32 protein shorter than normal CCR5+ protein. Can be separated with gel electrophoresis. Allele Frequencies Allele Frequency is a measure of how common one allele is relative to all other alleles of the same gene in a population. In diploid species, there would be 2X as many alleles as individuals in the population. How did they determine the allele frequencies in Table 5.3? Genetic Variation Most populations show considerable genetic variation. Typical values: 4-15% of average individuals loci are heterozygous. 33-50% of enzymes are polymorphic (>1 allele) Genetic Variation Even more genetic variation revealed at DNA level: e.g. Cystic Fibrosis alleles do not all represent same change in DNA. 30,000 cystic fibrosis alleles were sequenced, result from >500 different mutations. Genetic Variation Natural selection should eliminate most deleterious alleles, thus reducing variation. Why then do populations have so much variation? Variation may be favored by selection (heterozygote advantage) Variations may be selected neutral; no fitness differences between alleles
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Virginia Tech - BIOL - 2704
ScottFreemanJonC.HerronEvolutionaryAnalysisFourthEditionChapter2ThePatternofEvolutionCopyright2007PearsonPrenticeHall,Inc.What is Evolution? Evolution- Changes in the gene pool of apopulation over time. Descent withModification.What is Evolution
Virginia Tech - CHEM - 2536
Virginia Tech - CHEM - 2536
Virginia Tech - CHEM - 2536
11Test 2aO Chem 2536Name_Spring 2011Opscan Instructions: For questions 1- 10 you will fill in the correct opscan choice. For questions 11-13, writeall of your answer on the opscan sheet. All answers must be on the opscan, both multiple choice and wr
Virginia Tech - CHEM - 2536
Test 2O Chem 2536Spring 2010Name_Opscan Instructions: For questions 1- 11 you will fill in the correct opscan choice. For questions 12 14, write all ofyour answer are on the opscan sheet. All answers must be on the opscan, both multiple choice and wr
Virginia Tech - CHEM - 2536
1Test 2O Chem 2536Spring 2010Name_Opscan Instructions: For questions 1- 11 you will fill in the correct opscan choice. For questions 12 14,write all of your answer are on the opscan sheet. All answers must be on the opscan, both multiple choiceand w
Virginia Tech - CHEM - 2536
11Test 3aO Chem 2536Spring 2011Name_Opscan Instructions: For questions 1- 9 you will fill in the correct opscan choice. For questions 10-15, write allof your answer on the opscan sheet. All answers must be on the opscan, both multiple choice and wri
Virginia Tech - CHEM - 2536
11Test 3O Chem 2536Spring 2010Name_Opscan Instructions: For questions 1-8 you will fill in the correct opscan choice. Answer written questions 914 on the opscan sheet. All answers must be on the opscan, both multiple choice and written. Use a #2 Lead
Virginia Tech - CHEM - 2536
11Test 3O Chem 2536Spring 2010Name_Opscan Instructions: For questions 1-8 you will fill in the correct opscan choice. Answer written questions 914 on the opscan sheet. All answers must be on the opscan, both multiple choice and written. Use a #2 Lead
Virginia Tech - CHEM - 2536
Test 3 - Study GuideThings from Test 2 you still need to knowacid/base reactions and MECHANISMelectrophilic and nucleophilic aromatic substitutions and MECHANISMbe able to draw resonance structuresbe able to modify benzene substituents radical bromin
Virginia Tech - CHEM - 2536
Test 2 - Study GuideSapling - Ch 16 #6 remember H-bonding, # 16-18 not for this testOld material that you still need to know:MECHANISMS acid/base reactions and nucleophilic aromatic substitutionbe able to draw resonance structuresbe able to add subst
Virginia Tech - CHEM - 2536
11Test 1O Chem 2536Spring 2011Name_Opscan Instructions: For questions 1- 9 you will fill in the correct opscan choice. For questions 10 15,you will draw your answer in the space provided on the opscan sheet. all answers must be on the opscan,both m
Virginia Tech - CHEM - 2536
Test 1aO Chem 2536Spring 2010Name_Opscan Instructions: For questions 1- 12 you will fill in the correct opscan choice. For questions 12 17, you willdraw your answer in the space provided on the opscan sheet. All answers must be on the opscan, both mu
Virginia Tech - CHEM - 2536
Test 1 - Study GuideMechanisms - acid/base, electrophilic aromatic substitution, nucleophilic aromaticsubstitution, formation of electrophiles (+NO2, +SO3H, Cl+, Br+, RC+, RO=C+)Benzene be able to identify nonaromatic, aromatic, and antiaromatic struct
Virginia Tech - CHEM - 2536
Test 1aO Chem 2536Spring 2010Name_Opscan Instructions: For questions 1- 12 you will fill in the correct opscan choice. For questions 12 17, you willdraw your answer in the space provided on the opscan sheet. All answers must be on the opscan, both mu
Virginia Tech - CHEM - 2536
Things to Remember from O Chem I(if these concepts dont sound familiar, look at sections in the book)Polar bonds and -/+ chargesFormal charge -/+Hybridization of atomic orbitals and resulting geometries of moleculesNames of functional group, alkanes
Virginia Tech - CHEM - 2536
11Test 3O Chem 2536Spring 2009Name_Opscan Instructions: For questions 1-8 you will fill in the correct opscan choice. Answer writtenquestions 9-14 on the opscan sheet. All answers must be on the opscan, both multiple choiceand written. Use a #2 Lea
Virginia Tech - BIOL - 2804
I clicker qs4-14-111.42.13.44.25.16. 34-21-111. 12. 33. 34. 25. 26. 44/26/111. 32. 23. 44. 35. 44/28/111. 42. 23. 34. 35. 26. 3
Virginia Tech - BIOL - 2804
NutritionChapter 48We are what we eat.Nutrition = Quantity + QualityNutrition impacts our health, senseof well-being, cost of medical care,taxes, gross national product.Nutrition = national economy,national security, health of a nation2Most of u
Virginia Tech - BIOL - 2804
Plant Nutrition and SoilsChapter 39Soil Highly weathered outer layer of the Earthscrust Mixture of sand, rocks, clay, silt, humus,mineral, and organic matter The Earths crust includes about 92naturally occurring elements Most are found in the for
University of Texas - BIO 206L - 206L
MeanFoodNoFoodStandardDeviation10.475Mean6.7253348FoodStandardDeviationWeightLength2.3 2.002562460.337170.3870.2690.32Nofood0.350.48.35135135 6.451598493.425 2.3630434560.36312490.3123.50.34100.3563100.3880.3211
University of Texas - BIO 206L - 206L
Weight(g)TotalAggressiveActsWeight(g)TotalAggressiveActs0.3290.37100.3570.3250.33170.380.470.33180.3890.31180.2660.2410.3230.2840.3620.310.31100.350.3460.3250.3580.2240.38110.2460.3290.3850.3250.24
University of Texas - BIO 206L - 206L
Chapter 17Gene Regulation in EukaryotesFill in the Blank1. _ are encoded by DNA distant from the gene being regulated,and often function as DNA-binding proteins.Ans: Trans-acting factors (transcription factors)Difficulty: 12. _ are DNA sequences, of
University of Texas - BIO 206L - 206L
CHAPTER 8-must explain patterns of motion-2 categories: terrestrial and jovian-asteroids, asteroid belt, Kuiper belt, Oort cloud-explain general patterns and make allowances for exceptions like odd tilt of Uranus andexistence of large Moon-Kant- sol
University of Texas - BIO 206L - 206L
CHAPTER 13:- Why is it so difficult to detect planets around other stars?=Distance and Brightness difference: a sun-like star is about a billion times brighter thanthe sunlight reflected from planets. Even best telescopes blur the light from stars and
University of Texas - BIO 206L - 206L
CHAPTER 14:What are the basic properties of the sun (radius, mass, luminosity, surface and centraltemperature)? What energy source keeps the sun shining? What balance of forceswithin the sun keeps it from collapsing under its own weight? What are the v
University of Texas - BIO 206L - 206L
CHAPTER 15:- mass id H, He, 2% heavier elements-How do we measure stellar luminosity?= luminosity: amount of power a star radiates, watts = energy per second= apparent brightness: amount of starlight that reaches Earth, energy per second persquare me
University of Texas - BIO 206L - 206L
CHAPTER 16:-interstellar clouds provide raw material for star formation that are particularly cold anddense- youngest star clusters are always associated with dark clouds of gas and dust, indicatingthat these interstellar clouds are the birthplaces of
University of Texas - BIO 206L - 206L
CHAPTER 17:-We examined the conditions under which gravity can overpower pressure in interstellargas, causing fragments of a molecular cloud to contract into photostars, and we saw thatgravitys advantage over pressure continues until fusion begins in a
University of Texas - BIO 206L - 206L
MATH AST:14.1] How much H is converted to He each second in Sun?sun Luminosity= 3.8x10^26 watts0.7% H mass becomes energym=E/c^2 =(3.8x10^26 kg*m^2/s^2)/(3x10^8 m/s)^2 =4.2x10^9kg=4.2x10^9kg/ 0.007= 6x10^11kgnumber of fusion reactions per second= to
University of Texas - BIO 206L - 206L
The formation of the solar system is currently understood in terms of the nebulartheory. The sun was formed by contraction of a gas cloud in space. Angular momentumcaused a disk of orbiting gas and dust to form with the young sun in the center. Theplan
University of Texas - BIO 206L - 206L
How does the evolution of a massive star differ from that of a low mass star?Low mass star spends most of life generating energy by fusing H in its core via protonproton chain. When shell exhausted, core shrinkswhile star as whole expans to becomered g
University of Texas - BIO 206L - 206L
CHAPTER 18:-White Dwarfs- essentially the exposed core of a star that has died and shed its outer layers in aplanetary nebula- stellar in size not mass, why generally dim but starlike mass and small mass makesgravity very strong near its surface, coo
University of Texas - BIO 206L - 206L
CHAPTER 19=what does the galaxy look like?=the milky way galaxy is a spiral galaxy consisting of a thin disk about 100,000 light yearsin diameter with a central bulge and a spherical region called the halo that surrounds theentire disk. The disk conta
University of Texas - BIO 206L - 206L
CHAPTER 21: Galaxy evolution-our best modeld for galaxy formation assume: matter originally filled all of space almostuniformly; gravity of denser regions pulled in surrounding matter-denser regions contracted, forming protogalactic clouds-H and He ga
University of Texas - BIO 206L - 206L
CHAPTER 22: dark matter, dark energy, and the fate of the universe-Contents of the Universe: normal matter = 4.4% (inside stars = .6%, outside =3.8%);dark matter= 23%, dark energy=23%-the visible portion of a galaxy lies deep in the heart of a large ha
University of Texas - BIO 206L - 206L
CHATPER 23: the beginning of time-the early universe must have been really hot and dense-particle dreation:photons converted into particle-antiparticle pairs and vice versa;e=mc^2-early universe was full of particles of radiation bc high temp-4 known
University of Texas - BIO 206L - 206L
EXAM 3 MATH:/18.1] schwarzchild radius= Rs =2GM/c^2 mM=6.67x10^-11m^3/(kgxs^2); c=3x10^8 m/sRs= 3 * M/MsunkmSooo mass 10Msun3 * 10Msun/ Msunkm= 30km/19.1] Mr= r * v^2/ Gmass of milky way wihin suns orbit?Sun orbital velocity=2.2*10^5m/s28,000 lig
FIU - ACCOUNTING - 4101
Chapter 8Statistical Inference: Estimation for Single PopulationsLEARNING OBJECTIVESThe overall learning objective of Chapter 8 is to help you understandestimating parameters of single populations, thereby enabling you to:1.2.3.4.5.Estimate the
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Chapter 5Discrete DistributionsLEARNING OBJECTIVESThe overall learning objective of Chapter 5 is to help you understand acategory of probability distributions that produces only discrete outcomes,thereby enabling you to:1.2.3.4.5.Define a rando
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Chapter 6Continuous DistributionsLEARNING OBJECTIVESThe primary learning objective of Chapter 6 is to help you understandcontinuous distributions, thereby enabling you to:1.2.3.4.Solve for probabilities in a continuous uniform distributionSolve
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Chapter 7Sampling and Sampling DistributionsLEARNING OBJECTIVESThe two main objectives for Chapter 7 are to give you an appreciation forthe proper application of sampling techniques and an understanding of thesampling distributions of two statistics,
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Chapter 9Statistical Inference:Hypothesis Testing for Single PopulationsLEARNING OBJECTIVESThe main objective of Chapter 9 is to help you to learn how to testHypotheses on single populations, thereby enabling you to:1.2.3.4.5.6.Develop both on
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Chapter 10Statistical Inferences about Two PopulationsLEARNING OBJECTIVESThe general focus of Chapter 10 is on testing hypotheses and constructingconfidence intervals about parameters from two populations, thereby enabling youto:1.2.3.4.5.Test
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Continuous Random VariablesIn this chapter we have discussed continuous probability distributions. We began bylearning that a continuous probability distribution is described by a continuousprobability curve and that in this context probabilities are a
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