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Sickle Cell Continued

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Posljednje ažuriranje about 2 years ago
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Napomena autora:

continuing on the HHMI materials

Recap & Introduction
Obavezno
4
Obavezno
0
Embedded Review of Chromosomes in Context

Do at least the question marked required of this set before moving ahead if needed for pacing.

All answers should be complete by the end of the assignment when asked to turn in. There are multiple questions with different visuals etc because students make many errors here.

3.5
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Obavezno
3.5
6.1b
B.C.4A
B.C.6A
Embedded Review of How to Make and Break Macromolecules
4.5
3
Transcribing and translating the HBB (hemoglobin) gene.
Possible Treatments
Obavezno
3
Obavezno
1
Obavezno
1.5
Obavezno
2
6.4
Obavezno
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6.4
HHMI Interactive to Explain Methods of Genetic Medicine

CRISPR-CAS9

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2.5
1

GENE THERAPY

4.5
3

GENE SWITCHES

3
Various Videos for Support

If I notice you are challenged by missing previous material or need a break from complex independent thinking to listen to a lecture, I might send you here to watch a quick video. You can also watch these independently if you notice you need support or you have extra time, to help you review/notice places for additional notes or practice.

Various Notes
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Feedback
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Connecting Models of Heredity and Genetic Engineering to Sickle Cell Anemia
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Feedback 2/29
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Pitanje 1
1.

MAKE A CLAIM as to why Ceniya does not have pain crises like Ingrid. This is somewhat predictive as well; you may not have a solid answer right now. The point is to wonder!

Pitanje 2
2.

Choose the CLAIM that matches yours the best, as to why Ceniya does not have pain crises like Ingrid. This is somewhat predictive as well; you may not have a solid answer right now. The point is to wonder!

Pitanje 3
3.

Match the terms related to heredity with fragments of their definitions.

FOURTH period probably does not have time for this; see the next question instead. If you are attempting this question and struggling, try the next q instead.

Stavka koja se može prevućiarrow_right_altOdgovarajuća stavka

nucleus

arrow_right_alt

organized DNA wrapped around histones

gene

arrow_right_alt

proteins that help keep DNA from 'tangling'

histones

arrow_right_alt

compartmentalizes DNA so that it is not damaged; replication and transcription happen here

nucleotide

arrow_right_alt

region of DNA

karyotype

arrow_right_alt

monomer of DNA

genome

arrow_right_alt

a picture of all the chromosomes in an organism's genome

chromosome

arrow_right_alt

the sum total of the genetic information for an organism

Pitanje 4
4.

Match the terms related to heredity with fragments of their definitions.

This is an ADDED question for fourth period, who wouldn't have time for the whole question above. It is not required for non-fourth period students but it does give you another chance to reinforce key vocabulary.

Stavka koja se može prevućiarrow_right_altOdgovarajuća stavka

nucleotide

arrow_right_alt

compartmentalizes DNA so that it is not damaged; replication and transcription happen here

nucleus

arrow_right_alt

region of DNA, has many nucleotides inside

genome

arrow_right_alt

monomer of DNA, contains phosphate, sugar, nitrogenous base

gene

arrow_right_alt

the sum total of the genetic information for an organism; in eukaryotes, all the chromosomes

Pitanje 5
5.

Sequence from largest/'container' to smallest/inside the 'container'. If you are stuck, the next question will help, but you should be able to do 80% of this without help.

  1. A molecule like H2O or O2 or CH3

  2. Nucleus

  3. Cell

  4. Atoms

  5. Tissue

  6. Gene

  7. Nucleotide

  8. Chromosome

  9. Nitrogenous Base

  10. DNA

Pitanje 6
6.

IDENTIFY the structures of heredity.

If you are very stuck, you can review the previous question's hints, but you should be able to do this WITHOUT the provided word-bank or any hints. If you cannot, make a note to study.

Drugi mogući odgovor:
phosphate-sugar backbone
karyotype
DNA
RNA
nucleus
nitrogenous bases
gene
eukaryote
chromosome
prokaryote

Quick Review of How to Make and Break Macromolecules (Seniors)

You may have been advised to skip this section and return to it later based on your previous pacing. This is important information for the exam, but it is 'details associated with' and not 'the core concept' of this assignment. Please read my message on the next question before beginning. This is part of the grade.

Intro to How to Make & Break Macromolecules (Freshmen)

Completing this section is extra-credit. If you are interested in this topic and want some chemistry reinforcement, you are encouraged to do it. If you'd rather reinforce Genetics terms, go one section up. If you'd rather reinforce Punnett squares, find the Heredity section.

Seniors, these terms should be IN YOUR HEAD, so take time before selecting the in-line dropdown boxes.

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1.3
1.4
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1.3
1.4
1.5
1.1
1.3
1.4
3.5
1.1
1.3
1.4
1.5
1.1
1.3
1.4
Pitanje 12
12.

COMPARE and CONTRAST the reactions of dehydration synthesis and hydrolysis, in general, as review for seniors (introduction for freshmen).

The previous question covered most of this content; attempt it from recall, then consult for details.

  • splits H2O; the H and O each end up with a monomer

  • involved in covalent bonding

  • forms monomers from polymer

  • removes H and O from the monomers to form a molecule of H2O

  • forms polymer from monomers

  • involved in hydrogen bonding

  • Dehydration Synthesis

  • Hydrolysis

  • Neither Dehydration Synthesis or Hydrolysis

Pitanje 13
13.

COMPARE and CONTRAST the processes and types of bonds involved in protein synthesis with respect to whether they are dehydration synthesis reactions, hydrolysis reactions, or neither.

Feel free to consult your previous questions!

A previous question covered most of this content; attempt it from recall, then consult for details.

  • link mRNA nucleotides to the DNA nucleotides during transcription

  • link sequential amino acids to form a polypeptide during translation

  • unlink eaten or discarded proteins into free amino acids

  • hydrogen bonds

  • link sequential ribonucleotides to form mRNA during transcription

  • covalent bonds

  • unlink the poly-A tail of an mRNA through exonuclease; will eventually digest the mRNA and prevent it from being translated again

  • link tRNA's anti-codon to the mRNA's codon during translation

  • Dehydration Synthesis

  • Hydrolysis

  • Neither Dehydration Synthesis or Hydrolysis

This entire section is required for all.

Below are parts of the DNA sequence for the HBB gene.

There are two tables: one for the typical gene and one for the gene with the mutation that can lead to sickle cell disease. The sequences are broken into groups of three nucleotides each, called codons. For each table, you will transcribe the DNA into RNA. Then, you will translate the RNA into amino acids using the “Genetic Code Chart,” which will be provided by your instructor.

Below the DNA sequence in Table 2, record the appropriate mRNA and amino acid sequences.

Obavezno
4

Use the typical HBB gene sequence on the left in Table 2 to answer the following questions.

Ignore the highlight on the table, that's my error.

Each codon and amino acid has been converted to a fill-in-the-blank for you to check your work easily, but you would write these in a linear format on the exam (all in a line like this sentence.)

Obavezno
3.5
Pitanje 15
15.
6.4
B.C.6C
Obavezno
3.5
Pitanje 16
16.
6.4
B.C.6C
Obavezno
5
Pitanje 17
17.

Complete the process of protein synthesis for the mutated sequence at table 3.

6.4
B.C.6C
Obavezno
7
Pitanje 18
18.

COMPARE the typical HBB sequence with the mutated sequence, and DESCRIBE the consequences (recalling what we've done with the card sort, referencing 14 on the previous Sickle Cell assignment if needed).

Obavezno
4
Pitanje 19
19.
Pitanje 20
20.

What new information does this video offer that you did not have before?

Pitanje 21
21.

After having watched the new video above (if you didn't notice it was new, start it again from 3:19 or so), and select from this list the accurate claim.

Strong suggestion: Answer explanations are on for EACH of these claims to provide additional context.

How to use this question for maximum learning:

  1. Answer with the 'best' answer to see if you are right. Regardless if you are or not,

  2. Then read over all other answer choices again and think of why 'not', beyond just the video where possible. What SCIENCE or reasoning makes each wrong claim inaccurate?

  3. Finally, mark ALL answers, read the explanations and see how it compared to your reasoning. Your reasoning might also be good even if it's not what I've written: feel free to check with me.

  4. Finally, mark only the correct answer and move on.

Pitanje 22
22.
Pitanje 23
23.

COMPARE and CONTRAST the typical and sickled red blood cells with regard to their genotypes and phenotypes.

  • A typical red blood cell's genotype and phenotype

  • A sickled red blood cell's genotype and phenotype

Pitanje 24
24.

Categorize concepts of genotype and phenotype as related to red blood cell (RBC) production.

  • Genotype

  • Phenotype

Obavezno
1
Pitanje 25
25.

Using the article, DESCRIBE briefly how fetal hemoglobin is different from adult hemoglobin.

Obavezno
1
Pitanje 26
26.

Using the article, IDENTIFY what typically happens to the production of fetal hemoglobin after birth.

Obavezno
1
Pitanje 27
27.

Using the information from the article and the video, EXPLAIN why Ceniya does not experience symptoms in your own words.

Take the quote excerpts (copy-paste) from the text to support your answer.

Obavezno
3

https://media.hhmi.org/biointeractive/click/genetic-medicine-interactive/

Go here, interact with the genetic medicines (CRISPR-CAS9, gene therapy, and gene switches) to help with this work.

Pitanje 29
29.

Resequence the steps of CRISPR-Cas9 to reflect the order in which this genetic medicine works. This image references HHMI, but you shouldn't do it while staring at the interactive- do it after!

  1. The DNA has been repaired.

Pitanje 30
30.

Resequence the steps of CRISPR-Cas9 to reflect the order in which this genetic medicine works. The terms reference HHMI and the previous image.

  1. The new sequence can now either transcribe and translate a functional protein, or stops transcribing and translating a problematic protein, or otherwise changes a 'switch' that is causing problems.

  2. The nuclease (Cas9) breaks the DNA.

  3. A guide RNA helps bring a nuclease to the exact part of the DNA where we have identified a need to make a change.

  4. The guide RNA interacts with DNA according to Chargaff's rule.

  5. DNA can repair itself when broken; either scientists keep breaking this spot to trigger mutation, or we add a little DNA sequence into that spot instead.

Pitanje 31
31.

If you're using this for support on an earlier question, just answer, then come back and process again once you've interacted with Crispr-CAS9.

Match name to example for the types of mutation Crispr-CAS9 could induce (these are the same mutations that happen naturally but randomly, we just trigger them to happen where we want them)

Stavka koja se može prevućiarrow_right_altOdgovarajuća stavka

deletion

arrow_right_alt

ATCG ---> ACCG

insertion

arrow_right_alt

ATCG --->ACG

substitution

arrow_right_alt

ATCG ---> ATTCG

Pitanje 32
32.
Pitanje 33
33.

Label the stages of gene therapy. This image references HHMI, so if you are struggling, feel free to view that source above; there's a hint for the material not addressed.

Drugi mogući odgovor:
tablet
therapeutic gene
lytic cycle
viral vector
nucleus
cytoplasm
pathogenic gene
injection
lysogenic cycle
patient
Pitanje 34
34.

Gene switches regulate the expression of genes by binding to different proteins that affect the activity of RNA polymerase.

  • sickle cell phenotype

  • typical cell phenotype

  • adult hemoglobin produced

  • adult hemoglobin repressed

  • fetal hemoglobin produced

  • fetal hemoglobin repressed

  • Ingrid

  • Ceniya

All students: Monomers, Polymers, Synthesis and Digestion

Helpful for qs. in the embedded review section of Making and Breaking Macromolecules.

Obavezno
0
Pitanje 35
35.

I watched this monomers and polymers video

0
Pitanje 36
36.

this monomer and polymer video helped me with... (write N/A if you didn't watch, otherwise recap here; I may use writing to help you with content and/or to provide extra credit.) You can upload pictures of written notes or graphic-designed notes if you prefer, or augment your answer with screencaps from the video.

Seniors: Water and Hydrogen Bonding

Reviews cohesion, adhesion, properties of water, partial negative charges, positive charges, etc. Also shows hydrogen bonding in DNA!

Obavezno
0
Pitanje 37
37.

I watched this water and hydrogen bonding video

0
Pitanje 38
38.

This water and hydrogen bonding video helped me with... (write N/A if you didn't watch, otherwise recap here being specific; I may use writing to help you with content and/or to provide extra credit.) You can upload pictures of written notes or graphic-designed notes if you prefer, or augment your answer with screencaps from the video.

Seniors: Nucleic Acid Structure

including directionality nucleotides, dehydration synthesis reactions, nitrogenous bases and Chargaff's rules and their role in transcription, and prokaryotes, eukaryotes, viruses, plasmids, and DNA compared to RNA.

Obavezno
0
Pitanje 39
39.

I watched this nucleic acid video

0
Pitanje 40
40.

This nucleic acid structure video helped me with... (write N/A if you didn't watch, otherwise recap here being specific; I may use writing to help you with content and/or to provide extra credit.) You can upload pictures of written notes or graphic-designed notes if you prefer, or augment your answer with screencaps from the video.

Pitanje 41
41.

What I learned from Giant Steps (4th Period, 2.21; other classes, when asked to write)

You can write and/or draw and use slates or here.

Pitanje 42
42.

Please share anything else I need to know or requests you have regarding your experience in today's class.

Pitanje 43
43.

I am feeling

Pitanje 44
44.

I feel that my PEERS are being

Pitanje 45
45.

I felt respected during this class by my peers

Pitanje 46
46.

DESCRIBE what you learned during the Giant Steps.

Pitanje 47
47.

Write what you recall of monohybrid (2x2) Punnett squares.

You are encouraged to draw on slate and boogie board several different Punnett squares with different genotypes for the parents, show the crosses, etc, and then use those drawings to help you frame your writing.

Your answers, as usual, must be your own so I can use this information to adjust my instruction.

Pitanje 48
48.

Label the life-cycle diagram. Complete what you can, make brief guesses, then, view hints for short paragraphs that describe the diagram.

(We may have discussed/had mini-lectures over the material in class, which is why the explanation is hidden for after your attempt. You should still review it!)

Drugi mogući odgovor:
fertilization
haploid
sperm
diploid
egg
meiosis
zygote
mitosis
Pitanje 49
49.

Label the life-cycle diagram.

Drugi mogući odgovor:
somatic cell
process of combination
gamete
production of different cells
production of identical cells
Pitanje 50
50.
Pitanje 51
51.

Match the term with the definition.

Stavka koja se može prevućiarrow_right_altOdgovarajuća stavka

meiosis

arrow_right_alt

produces somatic cells

gamete

arrow_right_alt

produces gametes

somatic cells

arrow_right_alt

sex cells

mitosis

arrow_right_alt

body cells

2
Pitanje 52
52.
5
Pitanje 53
53.
1
Pitanje 54
54.
5
Pitanje 55
55.
7
Pitanje 57
57.
Pitanje 58
58.
Pitanje 59
59.

The process of crossing over in meiosis increases genetic diversity for sexual reproduction. Label the diagram to interpret this process.

Drugi mogući odgovor:
homologous chromosomes align
non-recombinant chromatids
recombinant chromatids
heterologous chromosomes align
genetic information is swapped from one chromosome to the other
Pitanje 60
60.

Label the life-cycle diagram with reference to events that are modelled on the Punnett Square.

Drugi mogući odgovor:
crossing over
independent assortment
random fertilization
Pitanje 61
61.

First, perform 3 Punnett square crosses. The sickle cell allele is recessive.

HA - typical cell

HS - sickle cell

  • Two typical blood cell producers

  • Two sickle cell carriers

  • A person with sickle cell and a person without.

Then, work with this page: https://www.sparksicklecellchange.com/sickle-cell-genetics/inheritance to check with your work and expand your understanding.

Write your takeaways below.

Pitanje 62
62.

I am feeling

Pitanje 63
63.

I feel that my PEERS are being

Pitanje 64
64.

I felt respected during this class by my peers

Pitanje 65
65.

I feel I made 75 minutes + worth of academic progress during this class

Pitanje 66
66.

Please share anything else I need to know or requests you have regarding your experience in today's class.

Pitanje 7
7.
Pitanje 8
8.
Pitanje 9
9.
Pitanje 10
10.
Pitanje 11
11.
Pitanje 14
14.

Match the terms to build a word-bank for later questions.

If you are able to complete without hints, excellent work. Still view the hints after completion and examine the pictures briefly to make sure you have full context.

Stavka koja se može prevućiarrow_right_altOdgovarajuća stavka

phenotype

arrow_right_alt

set of 3 nucleotides (mRNA)

codon

arrow_right_alt

set of 3 nucleotides (tRNA)

genotype

arrow_right_alt

contains phosphate, sugar, nitrogenous base

translation

arrow_right_alt

gives a nucleotide its identity (ATCG)

transcription

arrow_right_alt

the genetic code; represented by terms like heterozygous, hybrid, Aa, homozygous dominant, etc.

nucleotide

arrow_right_alt

the expressed physical trait

nitrogenous base

arrow_right_alt

information in DNA used to produce mRNA

anticodon

arrow_right_alt

information in mRNA used to produce polypeptide

Disrupting a specific area of the gene that encodes for adult hemoglobin — which is faulty in people with sickle cell disease (SCD) — led to an increase in the production of fetal hemoglobin, a version of the protein normally produced during fetal development, which can help relieve disease symptoms, according to a new study.

These data support the development of therapies that selectively target and reduce faulty adult hemoglobin gene activity to stimulate fetal hemoglobin production and alleviate the symptoms of SCD and other hemoglobin-related disorders, researchers say.

“What this really helps us to do is understand this process of turning off [fetal] globin and turning on adult globin and how we could reverse that, so that we can use this understanding of the mechanism to help us look for new therapeutic approaches — it’s a key piece of the puzzle,” Kate Quinlan, PhD, the study’s co-lead, from the University of New South Wales in Australia (UNSW), said in a university press release.

The study, “Disrupting the adult globin promoter alleviates promoter competition and reactivates fetal globin gene expression,” was published in the journal Blood.

SCD and beta-thalassemia are genetic conditions referred to as beta-hemoglobinopathies that are caused by mutations in the HBB gene. This gene encodes beta-globin, a part of hemoglobin — the protein in red blood cells that transports oxygen throughout the body.

In SCD, a mutated form of hemoglobin deforms the shape of red blood cells, making it difficult for them to pass through small blood vessels, potentially slowing or blocking blood flow.

Beta thalassemia is characterized by a reduction in the production of hemoglobin.

“Sickle cell disease and beta-thalassemia, a closely related disease, are inherited genetic conditions that affect red blood cells,” said Quinlan. “They are fairly common worldwide — over 318,000 infants with these conditions are born every year.”

Because these mutations affect the adult version of the HBB gene, most newborns do not show symptoms. Their bodies are still producing a healthy fetal version of hemoglobin that is more effective at transporting oxygen than its adult counterpart.

“Interestingly, when children are born, they don’t show disease symptoms at first, even if they have the mutations, because, at that stage, they’re still expressing [fetal] globin and not yet adult globin,” Quinlan said. “That’s because we have different [hemoglobin] genes that we express at different stages of development.”

“As the [fetal] globin gets turned off, and adult globin gets turned on — which happens within about the first year of life — the symptoms start to manifest,” Quinlan added.

In rare cases, some people have a benign condition called hereditary persistence of fetal hemoglobin (HPFH) — marked by the ongoing production of fetal hemoglobin beyond infancy — which eases symptoms of SCD and beta-thalassemia.

“In these patients, the persistent expression of [fetal] globin effectively compensates for the defective adult globin — but up until this piece of research, we didn’t really understand the process that led to this incredible advantage,” noted Quinlan.

Working in the laboratory run by Merlin Crossley, PhD, and together with collaborators in the U.S., Quinlan set out to understand the mechanism underlying ongoing fetal hemoglobin production with the aim of finding ways to maintain it in SCD and beta-thalassemia patients as a therapeutic strategy.

“The goal of our research is finding out how we can reverse the [fetal] to adult globin switch, so that patients continue to express [fetal] globin throughout life, rather than the mutant adult globin genes that cause blood cells to become stiff and block vessels,” Quinlan said.

First, the team examined the genomes of people with HPFH and discovered one DNA region immediately adjacent to the HBB gene that was deleted in all cases. This region was the gene’s promoter — a segment of DNA where regulatory proteins bind and turn on the HBB gene to produce beta-globin.

To investigate further, the CRISPR gene-editing tool was used to purposefully edit or delete some areas of the promoter in cells and observe the outcome.

“CRISPR allows us to ‘cut’ bits of DNA out of cells grown in the lab, to modify genes and see what happens as a result — it’s essentially a tool to figure out what genes do inside living cells,” Quinlan said.

After editing or deleting some of the elements within the promoter region, the team found that nearly all mutations that reduced ΗΒΒ promoter activity led to an increase in fetal hemoglobin production.

“We found that deleting just that one little bit was sufficient to make [fetal] globin go up and adult globin down — which suggests that we have found the key mechanism that can explain why [fetal] globin levels remains high in these asymptomatic patients,” said Quinlan. “Effectively, by deleting the adult globin ‘on switch’, we made the [fetal] globin ‘on switch’ active.”

These data suggested that “targeting the ΗΒΒ promoter might be explored to elevate fetal globin and reduce sickle globin expression as a treatment of [beta]-hemoglobinopathies,” the team wrote.

Recently, Quinlan and Crossley received a $412,919 grant (about $300,000 USD) to fund a collaboration that will continue to explore these results, which Quinlan noted were unexpected.

“It was surprising to see the findings — many people have studied these mutations for many years, so the idea that there’d be one unifying hypothesis that could explain them rather than them all working through different mechanisms will be surprising for the field,” said Quinlan.

“While we went in with the hypothesis that there might be one mechanism, we didn’t expect it to come out so cleanly — we thought that perhaps it would be more complicated than what we’d initially thought.”

Pitanje 28
28.

COMPARE and CONTRAST Ceniya and Ingrid's hemoglobin production genotypes.

  • sickle cell genotype

  • typical fetal hemoglobin off-switch genotype

  • mutated fetal hemoglobin off-switch genotype

  • typical RBC genotype

  • no pain crises

  • pain crises; sickle cell phenotype

  • Ceniya

  • Ingrid

Pitanje 56
56.

Finally, what do the letters and information on the Punnett square represent?

Stavka koja se može prevućiarrow_right_altOdgovarajuća stavka

genotype DEFINITION

arrow_right_alt

t or T

genotype is REPRESENTED by in the punnett square

arrow_right_alt

blue eyes or brown eyes

allele EXAMPLE

arrow_right_alt

having an eye color

allele is REPRESENTED by in the punnett square

arrow_right_alt

a variant of a gene

allele DEFINITION

arrow_right_alt

a region of DNA that codes for a trait (protein, usually)

gene DEFINITION

arrow_right_alt

Tt or TT or tt

gene EXAMPLE

arrow_right_alt

the pair of alleles someone carries for a trait