Description
Course “Uncovering the Hidden History of DNA”. Hidden in the DNA of every species that has ever lived are endless stories of origin, ancestry, destiny and much more. Until recently, these secrets were completely inaccessible. But with the help of new technologies, scientists are now unlocking the hidden history of DNA and making remarkable discoveries about our past. DNA, no… The following are the comments of some users:
“The operative word in the title is *history*. This course is a history of science. Therefore, it is anecdotal rather than technical, although the anecdotes are about technical events. This course is a series of twelve lectures on the *history* of discoveries in genetics. About the same as there is debate about the politics of scientific discovery, funding, and credit, as there is about technical discoveries themselves, the history begins with Gregor Mendel and his peas in the 19th century, and continues with the discovery of DNA in the 20th century, with debates about epi-genetics ending today. Mr. Kane (no PhD) is an author, not a professor or researcher. He communicates well (as one would expect of an author), including teaching the principles of genetics. He uses good graphics to support your points. The course guide is above average compared to The Great Courses (TGC) standards. Written in paragraph form (as opposed to outline or bullet point format). No more than 10 pages per course. There are lectures that are longer than most TGC course guides. However, few useful graphics are embedded in the lectures. Appendices include a multiple-choice quiz (thankfully with an answer key) and a valuable annotated bibliography that includes every reference. It’s odd that there is no glossary for a subject as technical as genetics. Perhaps even odder is that there are no biographical notes, which is something you’d expect for a course that focuses so heavily on *history*. I used the audio version. While most of the talk was just Mr. Keane speaking and most of the graphics were pictures of historical figures, there were also some important technical graphics. “Just listening to lectures while jogging or commuting loses content.”
“This course was one of the most engaging courses I have ever taken. In addition, a good balance was struck between providing background information and building on the prior knowledge presented. Even though it has been years since I studied biology and chemistry in high school, the prior knowledge required to understand the presentation was minimal. However, the topic was not “tricky,” it was simply presented in a way that allowed one to understand the concepts without studying. The speaker was dynamic and easy to listen to. The graphics were very helpful in illustrating his arguments. Was.”
“The first course and The Hidden History of DNA were both great. I learned things I never had in my previous biology in high school or college. Now I understand a lot more when I read or listen to articles about DNA. Both professors “They are superior, but I would like to slow down a bit Stephen Nowicki.” All new information is not easy to come by, look around first.”
Kane’s 2020 series begins with a brilliant warning: “Whatever we know or think we know about DNA, our knowledge is often closely related to how we discover it.” In the 1970s, we were told (as stated in Lecture 6 (=L6)) that most DNA was non-coding and therefore “junk” DNA. However, complexity theory in the 1970s established that complex systems (like DNA) have multiple simultaneous initiation conditions that change dynamically to solutions that are only valid for a specific point in time (see the Strogatz’s great period of “chaos.” This should be the case. L1 tries to find out if the 22 amino acids of a protein broke down into unnaturally small pieces after some time. To make the T2 stick to the bacteria, they mixed each solution with a kitchen blender. Unexpectedly, a Geiger counter found radiation only in the protein/sulfur solution. I remember the T2 test from my father’s texts when he was studying for his PhD. L2/L3 increases Rosalind Franklin, whose observations on how the DNA phosphate backbone sometimes binds to water and sometimes leads to water loss, led to the important Photo 51 (of X-rays reflected from DNA on film), which represented a two-dimensional image. Extrapolation to various 3D. A go-between (Wilkins), jealous of his abilities, showed this to Watson and Crick, who built a “tinker toy” model of chemical DNA. This confirmed Watson’s idea that DNA is a helix. However, their model ignored the Franklin interactions of water and phosphate. When Chargaff proved that adenine and thiamine/cytosine and guanine always pair, a double helix with bases in the center (and phosphates on the outside, as Franklin had predicted) showed Watson/Crick how DNA worked. he does. L4: Genes that code for proteins rarely undergo lethal “frameshift mutations” (adding or deleting a letter). The genes are further apart and the “noncoding” DNA between them is more prone to mutation and inheritance. “Satellite repeats” of DNA base triplets appear nonfunctional but contribute to DNA fingerprinting (L6) and lineage (L10). L6: More than 80% of non-protein-coding “junk DNA” is transcribed into RNA. Here Kane begins to describe how genes control, and are sometimes controlled by, culture: “Nature and nurture work together to make us what we are.” Each of us is a special creation according to the Bible and according to our “non-coding DNA.” He then discusses the implications of the intelligence/language gene FOXP2, where after isolation from great apes we found two or three amino acid changes that allow FOXP2 to interact with new genes. Gene splicing, where cells “decide” what to cut out of the RNA copy to remove introns and keep exons, is an example of the protein that connects muscle to other tissues. 14,000 exons are separated from 2.2 million introns in a 16-hour process! Furthermore, our brain cells cut and edit basic strands to produce far more diverse effects than in other primates, allowing “jumping genes” to provide neural diversity. Regarding microbe manipulation, L7 states that “mobile genetic elements” are sometimes useful for gene regulation or can cause viruses. As you can imagine, we’re now in chaos theory, and L12 warns that DNA modification in “personalized medicine” is imminent. It will definitely lead to unintended consequences.” L8 “covers DNA as hardware, while epigenetics is software, using methyl groups or histones (chromosomal protein tangles) that can turn genes on or off.” Epigenetics explains why identical twins differ over time and how cocaine and heroin can permanently damage DNA. For those who want to go to Mars: Six months after astronaut Scott Kelly’s identical twin spent a year in space, his epigenetics were cleared at “everything but 800 genes.” Important: Most epigenetic changes appear to be erased after conception, with the exception of male epigenetics, which are acquired between the ages of 9 and 12. L10: Y-gene testing shows Grants Genghis Khan’s dynasty features constant abuse of women (The Great Period of “Steppe” “Barbarians”_Harl) Left 16 Men as His Children Today Summary: Cain’s Brilliant Period is a summation of many things we see from the perspective of “junk DNA.” We’ve distanced ourselves from that.” Most epigenetic changes appear to be erased after conception, with the exception of male epigenetics, which are acquired between the ages of 9 and 12. L10: Y-gene test shows Genghis Khan’s dynasty shows continued abuse of women (The great era of the ‘steppe barbarians’_Harrell) Links 16 men as his children today Summary: Cain’s brilliant era is a summary of much of what we know. “How far are we from the ‘junk DNA’ view?” Most epigenetic changes appear to be erased after conception, with the exception of male epigenetics, which are acquired between the ages of 9 and 12. L10: Y-gene test shows Genghis Khan’s dynasty shows continued abuse of women (The great era of the ‘steppe barbarians’_Harrell) Links 16 men as his children today Summary: Cain’s brilliant era is a summary of much of what we know. “How far are we from the ‘junk DNA’ view?”
What you will learn in the course “Decoding the Hidden History of DNA”
- Learn how scientists can look deep inside the DNA molecule to uncover lost stories about our origins, ancestry and cultural milestones.
- The science of genetics dates back to Gregor Mendel’s groundbreaking experiments with pea plants in the mid-19th century.
- Looking back at the DNA of the “Manhattan Project”: The Human Genome Project to sequence all three billion base pairs of human genetic material
- Look into the future of DNA science and witness surprising and controversial techniques like CRISPR that are changing our genomes for better and for worse.
Details of the course “Decoding the Hidden History of DNA”.
- Editor: the big crosses
- Teacher: Sam Keane
- Education level: Intermediate
- Training duration: 3 hours
- Number of courses:
The titles of the course “Decoding the Hidden History of DNA”.
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Sample video of the course
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