Learning Biotechnology

8/9/2019 Learning Biotechnology

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NOT FOR SALE COPYRIGHT 2010 bioAnswers LLC, All Rights Reserved 1 of 53

A Simple Approach to Learning

Biotechnology

How to turn I wonder if....into a lifetime of constructive thinking

By Gregory I. C. Simpson, PhD


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Redefining science education globally


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A Simple Approach to LearningBiotechnology

Gregory I. C. Simpson, PhD


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A Simple Approach to LearningBiotechnology

COPYRIGHT 2010 bioAnswers, LLC.bioAnswers is a trademarkused herein under license.

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ALLRIGHTSRESERVED.No part of this work coveredby the copyright hereon maybe reproduced or used in anyform or by any meansgraphic,electronic, or mechanical,including photocopying,

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For permission to use materialfrom this text or product,contact us atTel (508)[email protected]

Library of CongressCataloging-in-PublicationDataSimpson, Gregory I. C.

A Simple Approach toLearning Biotechnology /Gregory I. C. Simpsonp. cm.1. Biology 2. Chemistry3. Bioinformatics4. Education 5. Introduction toBiotechnology I. Title.

Editor:Marianne Bergenholtz

Design and Production:bioAnswers, LLC

Photography:Patrick OConnorPatrick OConnor Photography

Illustration:Mike McMenemy

Book Design:Marianne Bergenholtz

Illustrator Graphics:Marianne Bergenholtz

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TO

FAMILY, FRIENDS, MENTORS,

AND THE CREATOR WHO MAKES

ALL THINGS POSSIBLE,

WE GIVE THANKS.....


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Table of Contents

About the Author.................................................................. 7

A Message to Students........................................................... 8Chapter 1 - Introduction............................................................... 9

A Tale of Two Gifts.......................................... 10

Chapter 2 - Scientific Thinking...................................................... 11

Why I became a Chemist................................. 14

Chapter 3 - Developing Qualities for Career Success.................... 19

Group Exercise I........................................................................ 21

Chapter 4 - Scientific Integrity....................................................... 23

Group Exercise II....................................................................... 24

Group Exercise III...................................................................... 26

Chapter 5 - Studying Genomes..................................................... 27

Group Exercise IV...................................................................... 28

Group Exercise V........................................................................ 32

Chapter 6 - Bioinformatics............................................................ 34

Tackling the Data Supercomputing............................. 36

Chapter 7 - Summary.................................................................... 37

Chapter Terms and Glossary............................................................ 41

Additional Questions ...................................................................... 46

Young Bio-Entrepreneur MasterMind Application............................. 51

Contact Information......................................................................... 53


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Since new developments are the products of a creativemind, we must therefore stimulate and encourage

that type of mind in every way possible.

George Washington Carver


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Dr. Gregory Simpson has developed innovative

training methods and strategies to teach biology and

chemistry to diverse student populations. He has spent

over 25 years teaching, training and mentoring

students from high school to post graduate level.

He holds a doctorate in organic chemistry from the

University of the West Indies, focusing on the analysis

and synthesis of flavor and fragrance molecules in

essential oils. Under the mentorship of Professors John

Fray and Jack Leonard, he completed post doctoral

training in genomic physiology and molecular biology

at the University of Massachusetts Medical School.

Dr. Simpson is Principal of BioAnswers, LLC is an

executive coach and business consultant. His

executive coaching practice has evolved out of his

deep passion for applying tools and systems to

increase individual and organizational vision

achievement.

He was Deputy Chairman of the Jamaica Society for

Scientists & Technologists and Chairman YoungScientists and Technologist Group. He is Director,

Nexus Alliance Inc, Massachusetts and has served in

as advisory or consultative capacities on a numerous

science education boards and committees.

His personal vision is to help every individual on the

planet to best understand how to use technology and

science to achieve their personal and professional life

dreams.


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A Message to Students

Dear Future Scientist,

This book all began with me asking myself one simple question

I wonder if I can teach chemistry and biology to anyone, even if they are not science students and

arent interested in these subjects?

Next I formed a hypothesis.

Students who learn chemistry and biology using bioinformatics tools are better equipped to

understand complex concepts and principles in biology and chemistry and can more quickly

experience the joys of scientific creativity and discovery.

Finally I set about developing a program that would test that hypothesis. This involved;

Writing this book, training students/clients and measuring the effectiveness of the program.

Thats it. Thats the magic that I hope to share with you in a fun and exciting way.

This book is written for interactivity and discussion. Ive put in a few web links and resources that you

can tap into easily and quickly. As you go through, write down any words and phrases that you dont

know for class discussion or your own research. This is very important.

One of the tricks I always share with my science students, trainees or clients, is that they approach the

subjects/topics as if you are learning a new language. You need to learn and understand the

vocabulary to become proficient in languages, chemistry, biology, biotechnology, physics etc.

Im looking forward to your input and who knows maybe well write the next version together. Happyreading and make sure you are having FUN every step of the way.......

Sincerely,

Gregory


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Chapter 1 - Introduction

This training program is designed to

help you think through scientific

problems. Why is this so important?

Its because many times students dont

have access to expensive tools or

laboratory equipment. So what do you

do then?

Easy, you develop the key skill sets

that will help you understand

scientific principles. This is far moreimportant for you to learn how to

think through the science early in your

career.

The experiments are a very important

part of the process, but learning how

to think scientifically can be 5X more

important. So learning processes that

involve developing and building

Computer research skills,

Investigation skills,

Basic scientific terminology

Basic scientific thinking strategy,

and

analyzing scientific information.

This is where you must begin,

regardless of where your career takes

you.

So let me tell you a story about how I

became a scientist.

1


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When I was about 9 years old, my

father who is an electrical engineer,

bought my brother and myself two

gifts. A chemistry set and a guitar.

Both of us wanted the guitar, so justlike siblings we got into an

argument, a tussle, a fight!! Maybe

you and your brother or sister fight

over stuff as well.

Well, as much as I hate to admit it,

my brother was a much better

guitarist than I was.

So happened next? You guessed it.

I got the chemistry set and my

brother ended up with the guitar.

What makes this story even more

interesting is that my brother went

on to become a musician. Hes

travelled to every continent on theplanet and played in front of huge

audiences.

So have I, with the exception of

Asia, but some how I think Ill

correct that soon enough.

A Tale of Two Gifts


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Chapter 2 - Scientific Thinking

We will go through the thought processes to build a simple hypothesis. The

process will be to look at a problem, develop a hypothesis, think through a

series of possible experiments to test that hypothesis, and then answer twosimple questions.

What would you do if your

Hypothesis proves to be false?

What would you do if your

Hypothesis proves to be true?

Answering these two questions before you start a single experiment prepares

you to dig deeper, opens your mind to so many more possibilities and gives

you a huge advantage over other students. Also, I promise you if you begin

your scientific studies this way, you will impress your teachers, those around

you and open doors you could ever imagine.

This is how you begin to learn how to begin pushing your mind, your abilities

and capabilities just one step further than other students. This simple

approach is so important for you understand that its not even funny. With

this base much more complex scientific information becomes easier to

learn!!


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Dare to Dream


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Why I became a Scientist-

RED, GREEN & BLUE Solutions


I need to share another story with you

before I go on.

Remember I told

you about the

two gifts, the

Guitar and the

chemistry set?

Well for a fewweeks I was so

upset about my brother and the guitar

that it became unbearable.

My brother would sit on the fence and

play the guitar to all the kids in the

neighborhood and I remember feeling soleft out all the time. That was when I

decided, hmm wonder what this chemistry

set is all about?

With the help of my dad, we opened up

the set, read the instructions and started

doing experiments.

I dont recall the exact experiment it was,

but what I remember was the excitement I

felt when I mixed two colored chemical

solutions together and got a completely

different color!

That experience changed my life forever

and created more and more question for

me. What I mixed solution A with solution

B, what color would I get? or solution B

with solution D or C or F? It was all those

colors that got me excited, hooked and

determined to find out why???

As I grew as a scientist, I began to learn

that chemist, biochemists, physicists,

actually really looove colors. Below is an

example of iron storage protein called

ferritin. Each of the colors you see are

actually combinations of amino acids

joined together. What questions do youhave now? Write them out for discussion.

Recombinant protein Structure ofFerritin, an iron storage protein.http://www.rcsb.org/pdb/explore.do?structureId=2FHA
http://www.rcsb.org/pdb/explore.do?structureId=2FHAhttp://www.rcsb.org/pdb/explore.do?structureId=2FHAhttp://www.rcsb.org/pdb/explore.do?structureId=2FHAhttp://www.rcsb.org/pdb/explore.do?structureId=2FHAhttp://www.rcsb.org/pdb/explore.do?structureId=2FHAhttp://www.rcsb.org/pdb/explore.do?structureId=2FHA


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Class Notes

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Class Notes

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Even for the best scientists, developing ahypothesis is not easy. Scientists often work

together during this process.

It takes

curiosity,

observation,

inspiration,creative

thought,

knowledge

and

experience.

Scientists often have to modify the wording

of their hypotheses after they learn more

from their experiments.

As long as your hypothesis is testable and

falsifiable, and is simply worded, you are on

the right track. Experience will take care of

the rest.


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Class Notes

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Chapter 3 - Developing Qualities for Success

What are some of the qualities that

will help you succeed, not only in

science, but also in any path you

choose in life?

Persistence continue firmly or

endure

Tenacity cling firmly to

something, sticking firmly togetherConsistency conforming to a

regular pattern or style

Dedication to devote ones time

and energy to a special purpose

Confidence a feeling of certainty,

self-reliance, boldness

Discipline training that producesa particular skill

Integrity with honor

What other activities do you

participate in that benefit from these

qualities?

These are only a few of the same

qualities that make accomplished

musicians, exceptional sports

figures, talented writers, and great

leaders incredibly successful!

Honing these traits and developing

the skills that go with them will help

you become more valuable as a

leader and help you accomplish

your own goals.

However, the single most importantsuccess quality that you absolutely

must have is a clear LIFE VISION.


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Without a vision that is large

enough, engaging enough and

focused around what you are most

passionate about, you will be lost.

Lost to negative influences, lost to

those you love and lost to achieving

your life goals.

Well get into how you go about

building a life vision in much

greater detail, but for now, what you

absolutely must do is answer two

questions.

What are the things that you are

most passionate about? Listthem.

Who are three people, who you

know or dont know, but who you

respect greatly? List the

qualities that you admire most

about them.

The things you are most passionate

about help to define your values

and attitude. The people who you

most respect, begin to define and

mold your character. and character.

For me, Ive developed my life

vision around my passion for

science. Its taken me 30+ years to

be able to articulate, and I am

hoping that it doesnt take you

1/10th of that time!!! So here it is...

My life vision is tohelp every

individual on the planet to best

understand how to use technology

and science to achieve their

personal and professional life

dreams.

Folding what I am passionate about

in my vision opened a whole new

world of possibilities for me and it

will do the same for you too!


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Group Exercise I

for Classroom Discussion

Level of Chemistry or Biology needed -

Consider a team of scientists who work for 10 years to solve an incredibly

complex challenge. Lets say for example this challenge was to find a way

to increase the amount of energy we get from plant waste. The scientists

developed a hypothesis and set about doing experiments. Testing,

measuring and analyzing the data. It costed millions and millions of

dollars and they found out that their hypotheses was false.

Was their work a failure?

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Were the scientist time and taxpayers money wasted?

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What do you think drove them to keep doing the research?

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Class Notes

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Chapter 4 - Scientific Integrity

The key is to stay focused.You cannot build good science on

faulty science. Every scientific

discovery is built on work gone

before. Truthfulness in observation,

recording and reporting findingsfrom experimentation is a hallmark

of good science. This the reason

why the scientific community takes

great steps to ensure the soundness

of the data that is reported to the

world.

Once the idea becomes a

hypothesis, scientists perform

experiments. They observe andrecord findings, then report these

findings in a disciplined writing

form called a manuscript.

This manuscript is submitted to a

journal or textbook for publication.

It is reviewed by other scientistswith the same or higher levels of

training. This ensures that the

information meets the highest

standards of the field. The process

is called a per review and thisprovides a way of making sure that

the scientific principals are correct.

It must be a consistent progression

that they recognize from all the

underlying principals coming

before. In other words, it must

make scientific sense.

Finally, that manuscript, isaccepted, becomes a published

work in a scientific journal or

textbook to be read by many, many

scientists all over the world. This in

turn, allows those scientists to

create new and better science.


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An example of when things go wrong is

given below.

In December 2005 a report was

presented in Science News and carriedin all the major news networks about aSouth Korean scientist, Woo Suk

Hwang of Seoul National University,

who made claims about his laboratorys

success in cloning the first human

embryonic stem cell.

In that article it was reported that theresearcher along with his US co-author,

Gerald P. Schatten wished to retract

some of the published work firstreported on March 12, 2004 in one of

the most prestigious international

scientific journals, Science.

This paper was communicated by 15

scientists with the highest level of

training and required several million

dollars in infra structure and support

staff over several years to complete

these experiments.

That article was retracted, because of a

combination of procedural mistakes

made by the researchers, contamination

of the cells and the possible falsification

of data.

Group Exercise II forClassroom Discussion

Level of Biology -

Think about this example in the

context of scientific integrity and

what would have happened if the

publication were accepted by the

larger scientific community.

For more information on this visit these web sites

http://www.sciencenews.org/articles/20040214/fob1.asp

http://www.sciencenews.org/articles/20051224/fob7.asp

Woo Suk Hwang et al., Science 12 March 2004:

303 (5664), 1669-1674.
http://www.sciencenews.org/articles/20051224/fob7.asphttp://www.sciencenews.org/articles/20051224/fob7.asphttp://www.sciencenews.org/articles/20040214/fob1.asphttp://www.sciencenews.org/articles/20040214/fob1.asp


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How Embryonic Stem CellsAre Collected for Research

You can find more information about embryonicstem cell research at these web sites

1. http://stemcells.nih.gov/info/basics/basics3.asp2. http://stemcells.nih.gov/3. http://en.wikipedia.org/wiki/Embryonic_stem_cell4. http://www.isscr.org/public/ethics.htm

One of the most challenging issuessurrounding Human Embryonic

Stem Cell Research, is whether ornot using/harvesting embryos goesagainst natural laws.

The critical issue at the center iswhether or not these embryosreally are people and what is thedo scientists moral, humanitarianor ethical responsibility in doing

this type of research!!

There have been many manydebates and arguments putforward either in support or againstembryonic stem cell research.

As a future biotechnology leader,what is very important for you to

consider, is what you believe, froma religious and society perspective.

So consider this, suppose you hadto make a decision to fund/investin human embryonic stem cellresearch. What factors would youconsider in making your decisionand why?
http://www.isscr.org/public/ethics.htmhttp://en.wikipedia.org/wiki/Embryonic_stem_cellhttp://stemcells.nih.gov/info/basics/basics3.asphttp://www.isscr.org/public/ethics.htmhttp://www.isscr.org/public/ethics.htmhttp://en.wikipedia.org/wiki/Embryonic_stem_cellhttp://en.wikipedia.org/wiki/Embryonic_stem_cellhttp://stemcells.nih.gov/http://stemcells.nih.gov/http://stemcells.nih.gov/info/basics/basics3.asphttp://stemcells.nih.gov/info/basics/basics3.asp


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Group Exercise III for Classroom Discussion

Level of Biology -

Scientific discovery prompts discussion at so many levels. Religious leaders, scientistsand policy makers are debating the rules that govern the field of stem cell biology.What are some of the concerns that have been raised about stem cell biology?

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What countries are doing research in stem cell biology?

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What are your ideas about stem cell biology research?

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What are other types of stem cells that scientists are studying?

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*Use newspaper articles, magazines and talk to friends and family to help you.


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Chapter 5 - Studying Genomes

The Human Genome Project which

began in the early 1990s is an

example of global collaboration

which required the highest levels of

cross country scientific integrity.

Everyone had to have the same high

standards to produce high quality

work. This would ensure that the

results would be a benefit to all. A

solid foundation for future work.

The original researchers, had a

worldwide vision. Scientists joined

together with creativity and

determination to accomplish the

goal map the human genome.

With their cooperation, not only was

the objective accomplished, but it

was achieved more than two years

ahead of schedule. Since then, the

discoveries that have been generated

as a result have changed the face of

biology as we knew it.

This has given us great

understanding about all types of

diseases and how new methods of

treatment can be developed. Visit

this website to learn more about

genes and proteins.

http://www.ornl.gov/sci/techresources/

Human_Genome/posters/chromosome/
http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/http://www.ornl.gov/sci/techresources/Human_Genome/posters/chromosome/


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Group Exercise IV for Classroom Discussion

Level of Biology -

What does the human genome project mean to you?

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Class Notes

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As young scientists, you become

aware of the problems and issues

that arise when the science is donebadly. Making mistakes, whether

in the design of the experiment,

faulty science or falsifying data the

cost is far reaching. What is

important is that you learn to

appreciate good science.

Develop the skills to make an

exceptional contribution in to

what ever profession you choose

by holding true to your principles,

and values. This will distinguish

you from your peers.

This is why you must always

remember the importance that the

peer review process. It is essential

to ensuring scientific integrity. As

students, dont be afraid to have

your work reviewed and examined

by others. It is a critical part ofyour training, learning and

thinking.


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Proteins

The diagram above describes shows how proteins are formed from genes. At

each step, large amounts of data can be produced, recorded, reviewed and

reported.

Imagine multiplying this process 20,000 times and trying to analyze the data

just by hand!!

This is where bioinformatics come in and why it is so important to how

biological research is done.

Genes contain theinstructions for makingproteins

Genes

RNA

Proteins performall the functions ina cell for survivaland reproduction.

Chromosome

DNA

Transcription

Translation


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Studying the genomes and genes

from a wide cross-section of

animal, plant and

microbial species

tells us a lot about

how genes work,

what they do and

how they are

related to each other from species

to species. For some biologists

understanding these relationships

gives information about how the

different species evolved in the

environment. This field is called

Evolutionary Biology.

By studying the similarities and

differences between genomes and

genes from different

species we also learn

about how each organism

handles disease. With this

information we can

understand humans

disease and develop treatments.

The challenge is how do you

compare the genomes and genes

from different species? It sounds

easy, but its not. Look at the

numbers below to begin to

understand the complexity.

Marbled Lung Fish130 billion nucleotides

Cow3.65 billion nucleotides

Zebra Fish1.74 billion nucleotides

Mouse3.45 billion nucleotides

Green Puffer Fish0.34 billion nucleotides


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Group Exercise V for Classroom Discussion

Level of Biology -

What information can you find out about the dolphin genome?

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For example, suppose you had

gene sequence information from

four species, lets say the

human, yeast, mouse-ear cressplant, and the zebra fish. At a

first glance the

information

might look all

the same, but

suppose we

could comparethe sequence

data more

carefully.

We might find

similarities or

differences in the sequence orthey might be all the same. In

these cases the information

about the products of these

genes would help us understand

how these genes are involved in

various cellular functions.

Thats only for four species

though. Suppose we could

look at the gene sequences of

40 or 400 or 4000 species at

the same time?

We definitely would need some

help here, with many many

scientists and many many

computers to help sift throughthe data. This is what

bioinformatics

is about:

solving these

types of

problems and

providinginformation to

scientists

about the

structure of

genes; the

structure of

proteins the genes produce; andwhat these proteins do in the

organism.

Three examples of species that

life scientist use as model

systems to study how genes

function are yeast, mustardseed and the zebra fish. Well

learn more about biological

models in life science research

as we go on.

Rice0.39 Billionnucleotides

Mouse-ear cress0.11 billionnucleotides


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Chapter 6 - Bioinformatics

Weve looked at a diagram of how

proteins are made from genes.

Weve also looked at the massive

size of the genomes of a feworganisms. We saw that these

organisms can have from 110

Million to 130 Billion nucleotides in

there genomes!!

The question you should be asking

yourself is, How in the world didscientist figure those numbers out?

In the human genome, there are

many, many, many more proteins

than there are genes. In all living

organisms, every single biological

process is controlled by genes andthe proteins that are produced by

them.

Scientists must understand both the

genes and the proteins structures to

understand how the cells work.

Massive amounts of data andcomputer processing capacity are

needed to collect the data produced

from these types of experiments.

Bioinformatics is the field that has

developed to help scientists, collect,

analyze and present biological dataon the genes and proteins that

organisms possess.

Cheminformatics and Medical

Informatics are two fields that

complement bioinformatics in

biological and medical research.
http://www.worldwidelearn.com/online-education-guide/health-medical/medical-informatics-major.htmhttp://mli.nih.gov/mli/secondary-menu/mlscn/technology-development/cheminformatics/http://www.ncbi.nlm.nih.gov/About/primer/bioinformatics.htmlhttp://www.worldwidelearn.com/online-education-guide/health-medical/medical-informatics-major.htmhttp://www.worldwidelearn.com/online-education-guide/health-medical/medical-informatics-major.htmhttp://www.worldwidelearn.com/online-education-guide/health-medical/medical-informatics-major.htmhttp://www.worldwidelearn.com/online-education-guide/health-medical/medical-informatics-major.htmhttp://mli.nih.gov/mli/secondary-menu/mlscn/technology-development/cheminformatics/http://mli.nih.gov/mli/secondary-menu/mlscn/technology-development/cheminformatics/http://www.ncbi.nlm.nih.gov/About/primer/bioinformatics.htmlhttp://www.ncbi.nlm.nih.gov/About/primer/bioinformatics.html


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Becoming aware of the many, many, many inputs that are

required to create and deliver good science for our world is

doesnt have to be complex.

In fact once you begin to see and understand the information, you

will soon recognize how simple it really is an how you, with your

life vision will fit into the puzzle.

For right know, your main job is to begin to learn the words and

phrases that scientists use and to try to relate that information to

your life vision. The closer it aligns, the faster your success will

come!!


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The Supercomputer Model

Connecting the processing capability of thousands and thousands of smaller,

inexpensive desktop computers all over the world can provide the power

needed to collect, analyze and process MASSIVE amounts of data. Those

computers are actually joined together in

a network through the world wide web.

This is equivalent to having millions andmillions of hands doing very complex

task instead of just one or two pairs!!

This process of joining many many

computers is called supercomputing

and provides a way through which

scientists can process complex data ofall types.

Some resources you can tap into to find

out more about supercomputing can be

found at;

1. http://en.wikipedia.org/wiki/

Supercomputer2. http://www.nrbsc.org/

3. http://www.psc.edu/

3D Map of the World Wide Web illustratingactual domains and connections - any number ofthese could be joined together to create asupercomputer. http://www.vlib.us/web/and

www.opte.org.
http://www.psc.edu/http://www.nrbsc.org/http://en.wikipedia.org/wiki/Supercomputerhttp://www.opte.org/http://www.opte.org/http://www.vlib.us/web/http://www.vlib.us/web/http://www.psc.edu/http://www.psc.edu/http://www.nrbsc.org/http://www.nrbsc.org/http://en.wikipedia.org/wiki/Supercomputerhttp://en.wikipedia.org/wiki/Supercomputerhttp://en.wikipedia.org/wiki/Supercomputerhttp://en.wikipedia.org/wiki/Supercomputerhttp://cit.nih.gov/Science/SupercomputingResources/http://cit.nih.gov/Science/SupercomputingResources/


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Chemistry and biology are all

around us. Developing ways to

quickly learn the skills involved in

scientific discovery are life long

gifts. Conceiving, designing and

conducting experiments, requires,knowing how to find information,

design experiments, analyze and

interpret data and draw conclusions.

If you think about it, every single

profession on the planet, requires

this type of approach in some way,

shape or form.

As young scientists and budding bio-

entrepreneurs, learning how to think

scientifically early on creates

avenues and possibilities way

beyond what you could ever

imagine.

It provides a way for you to shape

your own future and as a leader, the

future of others. It allows us to make

informed decisions based on a

systematic approach to dealing with

challenges. This in turn createsopportunities for growth,

development and the betterment of

society.

So how do this all relate to you and

where you are going?

Well I dont honestly know, but what

I do know is that learning to think

independently in science or in any

profession is absolutely essential for

your future success.

In the book entitled The Thomas

Jefferson Education by Oliver Van

DeMille, there is a list of 10 things

that are considered most necessary


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for success in the job market of the

21st century. The list comes from the

Harvard School of Law and consists

of the following.

The ability to

1. Define problems without a guide.

2. Ask hard questions which

challenge prevailing assumptions.

3. Quickly assimilate needed datafrom masses of irrelevant

information.

4. Work in teams without guidance.

5. Work absolutely alone.

6. Persuade others that your courseis the right one.

7. Conceptualize and recognize

information into new patterns.

8. Discuss ideas with an eye toward

application.

9 &10. Think inductively,

deductively and dialectically

As a scientist, Ive acquired skills in

many different areas. From

chemistry to biology, R&D and

marketing to general management,coaching and training. Acquiring

these skills is based on a way of

thinking, all of which started in the

sciences.

That is the gift Id like to give to you

and hopefully this will lead to youdiscovering and achieving your life

vision as it has for me!!


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Some Words, Phrases

and Terms in biology


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New Words and Phrases

Allele: An alternative form of a gene or any other segment of a chromosome.

Bioinformatech: A professional who is trained through BioAnswers, LLCs

certification program to search, collate and present scientific information

using bioinformatics database search tools.

Bioinformatician: A professional who compares sequence information about

genes and proteins with similar sequences and understands what the

similarities and differences mean.

Bioinformatics: The analysis of biological information using computers and

statistical techniques; the science of developing and utilizing computerdatabases and algorithms to accelerate and enhance biological research.

Biomarker: A molecular indicator of a specific biological property; a

biochemical feature or facet that can be used to measure the progress of

disease or the effects of treatment.

Complementary DNA (cDNA): DNA made from a messenger RNA (mRNA)

template. The single-stranded form of cDNA is often used as a probe in

physical mapping.

DNA (deoxyribonucleic acid): One of two types of molecules that encode

genetic information. (The other is RNA. In humans DNA is the genetic

material; RNA is transcribed from it. In some other organisms, RNA is the

genetic material and, in reverse fashion, the DNA is transcribed from it.)


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DNA (deoxyribonucleic acid): One of two types of molecules that contain (or

encode for) genetic information. The other is ribonucleic acid (RNA).

Expressed sequence tag: A unique stretch of DNA within a coding region of a

gene that is useful for identifying full-length genes and serves as a landmark

for mapping.

Gene: The basic biological unit of heredity; a segment of deoxyribonucleic

acid (DNA) needed to contribute to a function.

Genome: All of the genetic information or hereditary material possessed byan organism; the entire genetic complement of an organism.

Genomics: The study of genes.

Genotype: The genetic composition of an organism or a group of organisms;

a group or class of organisms having the same

genetic constitution.

In vitro: Literally, in glass, i.e., in a test tube or in the laboratory; the

opposite of in vivo (in a living organism).

In vivo: In a living organism, as opposed to in vitro (in the laboratory).

Knockout: Inactivation of specific genes. Knockouts are often created in

laboratory organisms such as yeast or mice so that scientists can study the

knockout organism as a model for a particular disease.


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Mapping: Charting the location of genes on chromosomes.

Mass spectrometry: A method used to determine the masses of atoms or

molecules in which an electrical charge is placed on the molecule and theresulting ions are separated by their mass to charge ratio.

Messenger RNA (mRNA): A type of RNA that reflects the exact nucleoside

sequence of the genetically active DNA. mRNA carries the "message" of the

DNA to the cytoplasm of cells where protein is made in amino acid

sequences specified by the mRNA.

Metabonomics: The evaluation of tissues and biological fluids for changes inmetabolite levels that result from toxicant-induced exposure.

Microarray: A tool used to sift through and analyze the information

contained within a genome. A microarray consists of different nucleic acidprobes that are chemically attached to a substrate, which can be a microchip,

a glass slide or a microsphere-sized bead.

Northern blot: A technique used to separate and identify pieces of RNA.Nucleotide: A subunit of DNA or RNA. To form a DNA or RNA molecule,

thousands of nucleotides are joined in a long chain.

Phenotype: The observable physical or biochemical traits of an organism, as

determined by genetics and the environment; the expression of a given trait

based on phenotype; an individual or group of organisms with a particularphenotype.

Polymorphism: The quality or character of occurring in several different

forms.


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Proteome: All of the proteins produced by a given species, just as the

genome is the totality of the genetic information possessed by that species.

Proteomics: The study of the proteome.

RNA (ribonucleic acid): A nucleic acid molecule similar to DNA but

containing ribose rather than deoxyribose.

Signal transduction pathway: The course by which a signal from outside a

cell is converted to a functional change within the cell.

Single nucleotide polymorphism (SNP): A change in which a single base in

the DNA differs from the usual base at that position.

Toxicology: The study of the nature, effects and detection of poisons and the

treatment of poisoning.

Toxicogenomics: The collection, interpretation and storage ofinformation

about gene and protein activity in order to identify toxic substances in the

environment. This information helps us to treat people at the greatest risk of

diseases caused by environmental pollutants or toxicants.

Transcription: The process of constructing a messenger RNA molecule usinga DNA molecule as a template with resulting transfer of genetic information

to the messenger RNA

Transgenic: Having genetic material (DNA) from another species. This term

can be applied to an organism that has genes from another organism.

Translation: The process of forming a protein molecule at a ribosomal site of

protein synthesis from information contained in messenger RNA.
http://www.nlm.nih.gov/medlineplus/mplusdictionary.htmlhttp://www.nlm.nih.gov/medlineplus/mplusdictionary.html


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Additional Questions


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1) What is a hypothesis?

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2) What is the difference between a philosophical and a scientific

hypothesis?

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3) What is bioinformatics and what is it used for?

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4) What does scientific integrity mean to you?

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Young Bio-Entrepreneur MasterMind GroupApplication

NAME:___________________ DATE:____/_____/___________

EVENT:___________________ TEL #:____________________

EMail:____________________

ADDRESS:________________________________________________

For additional information/coaching and a FREE 30 minute consultation onbecoming a scientist, bio entrepreneur, and building career success in the LifeSciences, complete the form below and fax it to 630.393.9901. When faxing makesure to include your contact information and then call 508-925-5148 to schedule

your appointment.

Level 1 Questions1. What is the biggest challenge or problem you are facing right now in any area of

your life or studies?

2. If you could have help in any area of your life/studies, what would you loove helpon?

3. On a scale of 1 to 4, 1 being your most favorite and 4 your least, which of theseshapes would you like the most?Cube ____ Pyramid_____ Wavyline_____ Ball_____

4. On a scale of 1 to 4, 1 being the situation you most want to avoid, which of the

following would you most like to avoid.

Things not being properly done? ____

Things being out of control? ____

Things being boring or not fun? ____

Conflict with others? ____


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Is there any other information you would like us to know about you?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________


5. Is there anything about chemistry or biology that makes you uncomfortable?

6. What is the most interesting or exciting scientific discovery that you have ever made?

Please rate your interest/importance on a scale of 1 to 10 (10 = highest level ofinterest/importance)

7. The BCL2 gene plays a critical role in myocardial infarction. _____

8. I would like to develop skills in Bioinformatics _____

9. The molecular formula of glucose is C6H12O6. _____

10. Doing research on the internet is important _____

11. I am interested in building a biotechnology business _____

12. I am interested in doing Medical Research _____

13. Your experience with past science teachers _____

14. Learning scientific & business skills using online university format _____


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Gregory I. C. Simpson, PhD

Executive Coach and Business Consultant

24 Topsfield Circle

Shrewsbury, Massachusetts, 01545

T 508-925-5148

[email protected]

COPYRIGHT 2010 bioAnswers LLC

ALL RIGHTS RESERVED.

No part of this work covered by the copyright hereon maybe reproduced or used in any form or by any means-graphic,

electronic, or mechanical, including photocopying, recording, taping, Web distribution or information storage and retrieval

systems without the the written permission of the publisher. For permission to use material from this text or product

please contact Dr. Gregory I. Simpson at the above address. This work is note offered for sale.

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