Linkage and Recombination, Genetic maps Instructor: Eric Lander View the complete course: ocw.mit.edu/7-01SCF11 License: Creative Commons BY-NC-SA More information at ocw.mit.edu/terms More courses at ocw.mit.edu
That was so good, why can't the lecturers at my University be that good :o feel like I learnt more in that 30 minutes then in a one hour lecture :) he's the real MVP
I study genetics, but im literally here watching his lectures for FUN. What the hell, if every teacher was as competent as this man, the world productivity would be through the roof.
in less than 40 minutes I understood what we had in a week and i couldn't understand it! seriously Thank you Mr.Lander and for the crew who made these courses available online.
Hon'ble sir at 29:31 I think it should be black to cinnabar instead of black to vestigial wings as we had already found it as 17% with the above cross. So it's black to cinnabar.
wow, very well done! Very high quality lecture and very encompassing. It helps to find material similar to what you are learning in class. Everything he said took 2+hours for my professor to do and with less confusion. Give this guy a medal...
You know, we lose so much fire the more we study and the more we make science so clinical and analytics. Thank you for uploading this! Doing my masters degree and spending so much time doing tasks and analysing data really takes away from the notion that science is so exciting and interesting! Really would love to meet him one day
I'm from Central part of Ukraine, this is a great lecture, easy flowing teaching strategy. Classical type of integration making complexity down to simplicity.
So thank you Mr Lander for your teaching rarely witnessed verified by comments below. Most teachers / lecturers from when education became institutionalised career ambitions are to get out of the class room one way or another. Teaching properly is very demanding in presentation, tiring physically and assessing whether students are picking up on the lesson and when to break, loop, review, change tack and review. There are other very good teachers on line Bob W for cancer and Lewis F for bio.... and I enjoy and partially get the gist of their content. If all teachers were like these guys kids would whole heartedly embrace education......
oh, just noting that 1:3 ratio = 1/4 of times for one event to happen and 3/4 chance for the other. Anyone would slip on this detail, and maybe few captured this! Wonderful classes, maybe one day I can do one which is this good!
Meiosis was discovered before the discovery of Morgan's recombination. In meiosis chiasmata formation is already discussed. Then, how Morgan was shocked to know about recombination or that chromosomes cross each other and form chiasmata ? Can someone explain ?
So if Mendels theory that all alleles assorted independently was correct, test crossing the heterozygote with the homozygous recessive would mean a 1:1:1:1 genotypic ratio of progeny. If the chromosome theory that alleles for body colour and wing shape are found on the same chromosome was correct, the genotypes observed in the progeny would be only those conserved through the F0 and F1 generations, without the recombinant types (i.e. b+ and vg+). As recombinant progeny were observed but in lower ratios, the conclusion was drawn that the genes are indeed linked, although there is some form of crossing over occurring between homologous chromosomes during meiosis.
Dear, Sir i have a question. How can you represent alleles of different genes by same [+] sign , even though they are wild type shouldn't we use different signs for normal wings(wild) and normal body color(wild) ?
At 4:50 he says "Are those recessive alleles?" and then he explains that they are alleles assosciated with the recessive phenotype . They could also control multiple other phenotypes,some of which could be dominant. So, is he talking about epistasis effects??? Can someone explain this statement ??
An individuals heterozygous for Tay Sac disease observed from outside appears normal. ( Dominant allele is suppressing the recessive allele) But when observed at molecular level, the dominant allele and recessive allele show incomplete dominance and both produce functional and dysfunctional enzymes ( enough functional enzymes work to metabolize certain lipids in the brain). So He means "recessive or dominant " depends on the level (organismal, biochemical or molecular) you observe a phenotype. I hope this helps.
No lie, I felt really bad at 4:50 because he told us that the alleles on a gene are not dominant or recessive, they just control the dominant and recessive phenotype. I failed him. :(
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