Monday March 10th in-class “assignment”: studying SRS and BWS patients as a way to elucidate regulatory mechanisms of imprinted loci

Assigned paper: Chiesa et al. (2012) The KCNQ1OT1 imprinting control region and non-coding RNA: new properties derivedfrom the study of Beckwith–Wiedemann syndromeand Silver–Russell syndrome cases

You are welcome to work on this set of questions collaboratively or individually, and to request help as/if needed. You will hand in your answers at the end of class (one set of answers per group if you work collaboratively).

1. Compare and contrast the phenotypes of the SRS vs. BWS patients (you will need to look at Table 1). Do you notice any trends? Knowing that all the patients studied in this article have mutations in the same imprinted cluster, what could explain the differences in phenotypes?

-More facial morphology defects in SRS than BWS, pre-natal growth failure in SRS but not BWS patients. The BWS babies tend to be heavier than normal (except patient 1). SRS patient is below normal weight at pre-natal weight and at present weight.

-Umbillical hernia seem to be associated with BWS but not SRS

-some nervous system problems are observed in SRS, but not BWS

-Even though all the patients in this article have mutations in the same imprinted cluster, the mutation is not the same. That is, the duplication of entire cluster resulted in phenotype of SRS and the partial duplication resulted in phenotype of BWS. This differences in phenotypes may be because the different level of transcription of different genes as a result of the different types of duplication which have different level of methylation of ICR2.

2. The authors report using OMIM to obtain some information for their research.Take a few minutes to look up Kcnq1ot1 on OMIM and see what information you get.

* overlaps with KCNQ1, associated with BWS and multiple cancers, expressed from the paternal allele

* KCNQ1OT1 promoter is a repressor of neighboring genes. However, highly conserved repeats in the 5′ end of the KCNQ1OT1 transcript is not necessary for imprinting

* KCNQ1OT1 is transcribed in all tissues but its role in imprinting is tissue specific

3. Look at the pedigree in Figure 1.

a) What can immediately be concluded about BWS (even without knowing who inherits the mutant allele from whom)?

-The inheritance is autosomal inheritance, not sex-linked. Both male and female could have BWS. and around 1/2 of the offspring would get BWS

b) II-2 and II-4 both have BWS, and both have one child with BWS and one child without BWS. Briefly explain how this is possible.

Since the inheritance in autosomal, the chance of passing the mutant chromosome/alleles from mom to child is 50% for each child. If the mutant maternal copy is passed to child, then child have BWS. If WT maternal copy is passed to the child, then the child is normal.

4. Briefly describe the mutation detected in the BWS patients and the mutation detected in the SRS patient, and their respective effects at the molecular, cellular, and organismal levels (use figures 2, 3, and 8, as well as your answer to Question 1).

NOTE: molecular level = DNA sequence, DNA methylation, gene expression; cellular = proteins present in the cell, potential effects on the cell; organismal = effects on the entire organism.

BWS: The mutation is an inverted duplication of ICR2 and a small portion of 5‘ of KCNQ1OT1 in cis. When this mutation in inherited from mother, only one of the maternal ICR2 allele is methylated while the additional allele is not. Also, the paternal allele is not methylated. The additional partial KCNQ1OT1 is transcribed because of lack of methylation so the total amount of KCNQ1OT1 transcribed is higher than WT. The transcribed KCNQ1OT1 interacts and represses CDK1NC expression so there is lower overall level of growth inhibitor CDK1NC (essentially, the paternal KCNQ1OT1and transcribed truncated maternal KCNQ1OT1 both repress CDK1NC), which could affect growth at molecular level and macroscopic level so that the patient have higher birth weight.

If mutation is inherited from father, then there is no deviation from WT cellularly or macro- phenotype. The methylation pattern is normal: methylated for maternal allele, and non-methylated for the paternal allele (and the duplicated allele). But the expression of protein IGF2 might be higher than normal.

SRS: The inverted duplication of entire 11p15.5 cluster in cis is detected. Both maternal copies are methylated. Methylated ICR2 inhibits the transcription of KCNQ1OT1 and this result in the higher transcription of KCNQ1 and expression of this protein. Also there is higher level transcription of CDK1NC, and low relative level of IGF2, a growth factor. This high level of CDK1NC protein and low level of IGF2 protein (relatively) affects downstream genes/ protein expression which ultimately may result in the slow growth of the patient at organismal level.

5. Explain what the data in Figure 7 show, and how you interpret them.

Fig 7 a): Experimental results after performing qPCR analysis of ChRIP-purified RNA from lymphoblast cell lines. Using primers located 500bp downstream of transcription start site, the researcher showed that KCNQ1OT1RNAS interacts with chromatin in all four cell lines. In BWS patients, KCNQ1OT1 RNA was detected to be much higher than in control. This is true for BWS patients that had maternal duplication of ICR2, or patients with ICR2 hypomethylation & no microduplication. This high level of KCNQ1OT1 RNA transcript detected in BWS patients likely due to the lack of ICR2 methylation.

Fig 7b): The researchers uses SNPs to detect whether the KCNQ1OT1 RNA from (a) is the paternal allele or maternal allele. They showed that similar level of paternal allele is detected for control and all BWS patients. But while no maternal allele is detected for control, the BWS patients have significantly higher maternal allele KCN1OT1 RNA in the cell lines. This part of figure showed that BWS patients’ high KCNQ1OT1 RNA detected in (a) is likely due to the high transcription level of maternal allele, not the paternal allele.

Fig 7c): The ChRIP RNAs from the control and BWS patients were retrotranscribed and sequenced. The sequence clearly shows that the BWS patients had a dual RNA type expression while control only have one allele transcribed. They also sequenced the control’s DNA to demonstrate that the control have heterozygosity genetically, so the single allele detection at ChRIP RNA is not because of having two copies of same allele but because only one allele was transcribed.

6. What valuable fundamental information was gained about imprinting control regions through the study of these patients?

It’s possible that the sequence of the ICR itself is not sufficient for establishing imprinted methylation. Orientation of the ICR sequence and it’s methylation pattern may play a significant role in imprinting.

7. Please list any questions and points of confusions relative to imprinting and the regulation of Hox genes (if nothing much comes to mind, please think about it and post on FB or on the Connect Discussion board). We will take the time to clear up your questions before starting on X inactivation.

8. Bonus: do you think the phenotypes of BWS patients 1-3 are representative of BWS? justify.

* BWS patients 1-3 do not represent BWS phenotype as whole because of the wide range genetic variations that result in BWS and it’s correct diagnosis is still under study. In this paper, it is only a 160kb duplication that seems to result in BWS in the three patients, it’s possible the duplication can have different sizes and occur in different locations of the 11p15.5 locus.

Monday March 2nd in-class “assignment”: the mystery of the lacZ transgene

Assigned paper:Lonfat et al. (2013). Transgene- and locus-dependent imprinting reveals

allele-specific chromosome conformations. PNAS 110(29): 11947-51

You are welcome to work on this set of questions collaboratively or individually, and to request help as/if needed. You will hand in your answers at the end of class (one set of answers per group if you work collaboratively).

Before you start: spend about 4-5 minutes comparing your answers to the “background questions” within your group.

Specific questions about the article

1. Recall the general rule, “Figure 1 is often the most important figure in the paper”. Referring to Figure 1:

a) What transgenic lines did the author use (do these lines look somewhat familiar)?

Looking at the paper again – They used Hoxd9LacZ and Hoxd11LacZ , positioned into the integrin- alpha- 6 gene.

b) What do the data show (Panel C)?

-whole-mount staining of beta-gal activities in embryos heterozygous for the transgene with (HoxDrel5) and without the inversion (HoxDInv(rel5-Itga6).

– when the transgene is not inverted, the beta-gal activities staining is similar regardless of whether the transgene is inherited from mother or father.

– Embryos with inverted transgene inherited from father also show betal-gal expression as the “non-inverted” embryos. But the inverted- transgene inherited from mother did not show beta-gal activities

c) What is striking/unexpected about the results, and why?

* Paternal inherited inverted-transgene embryos expressed heavier betal-gal expression because it is higher expression level than without inversion.

* Maternal inherited inverted-gransgene embryos expressed little to no beta-gal expression, this is suprsing because the paternal inherited inverted transgene embryos have much higher expression.

d) What conclusions do you make from the data?

Depending on which parent donates the inverted-transgene, the beta-gal expression will be different. For maternal inhierted: there is no beta-gal expression ad for paternal inherited: there is high beta-gal expression.

2. How did the authors show that the observed imprinting is lacZ-specific and position/site-specific? Do you agree with their data interpretation and with their conclusion?

-insert inverted transgene in many places that are upstream or down stream of Hga6. There was no imprinting, only found imprinting at Itga6 locus

* they remove lacZ from Hoxd/lacZ found through RT-QPCR insitu hybridization that there was no imprinting when there is no lacZ. This showed lacZ is required for imprinting at Itga6 site

* Replaced Hoxd9/lacZ insert with Hoxd11/lacZ and found there is imprinting in inverted transgene embryos.

* Yes these experiments showed that the imprinting is specific to lacZ, site specific, and imprinting is not due to Hoxd9

3. Refer to Figure 2.

a) Briefly explain how to “read” the diagrams shown (i.e. what do the rows of circles represent, what do the white vs. black circles represent).

The black dots represent methylated bases and the white circles represent The more black, the more methylation of the given sequence.

b) What do the data in Figure 2 show?

A. Shows the degree of methylation in parental methylatable cytosine nucleotides in the hoxd9/lacz reporter gene. The paternal data shows a lack of methylation and the maternal data shows high methylation of the transgene.

B. This figure shows the degree of methylation of “escapers”(which are from individuals with lesser degrees of methylation of the transgene) The higher degree of methylation implies a higher degree of imprinting. A ‘strong’ escaper has less methylation.

C. This figure shows that sperm (paternal) has less methylation on their transgene than oocytes (maternal)

D. This figure shows the degree of methylation with noninverted transgenic individuals. There is low methylation in both maternal and paternal transgenes

c) Why aren’t there a “paternal/+” and a “maternal/+” groups for sperm and oocytes?

Sperm is always paternal, oocytes are always maternal

d) What are “escaper” embryos, and how were they identified prior to bisulphite sequencing?

Escapers are referring to individuals that had a lesser degree of methylation than would be expected based of which parents donates the transgene. (EG maternally donated transgenes are expected to be high in methylation. A low degree of methylation would be an escaper.)

4. What was the purpose of the authors’ ChIP experiments, and why did they choose to look for specific histone modifications? What did they find? (Expected answer: max two sentences)

They were comparing the H3K9 trimethylation in paternally and maternally inherited transgenes, because H3K9me3 is a marker for transcriptional repression. Tri-methylation marker was highly present in maternal/+embryos but not in paternal/+embryos, which shows that maternal imprinting likely occurred in all embryonic cells.

5. Figure 3 depicts the results of a series of 3D chromatin conformation capture (aka “4C”) experiments. Try to “read” the figure and see if you can identify the information described in the text. You don’t need to answer this question in writing.

6. What does Figure 4 show? (Please describe/summarize its content including specific information).

A: The degree of interactions between the transgenes of maternal and paternal donated copies. Paternal copies of the transgene showed higher interaction between transgene with Dlxx1 and Dlx2 genes. Maternal transgene have lowers interaction between transgene and dlx& dlx2

B: the RT-qPCR on mRNA Maternal transgene have a significantly higher dix1/2 expression than WT. The paternal transgene have also a higher dix 1/2 expression than WT but not as high as maternal transgene.

C & D. diagrams show that possible models of the interactions between the inverted transgenes and the digit enhancer regions and the digit enhancers to dlx 1/2 locus. For maternal inherited inverted transgene, the highly methylated region chromatin compaction prevents interactions between the digits enhancers and invervted transgene.

7. List any findings that you and your group found surprising.

o They concluded that presence of LacZ reporter was necessary for maternal derived expression.

o The inversion of the lacZ transgene has a different expression depending on which parent it is donated from.

Week 13 Learning Journal

 WEEK 13 LEARNING JOURNAL

Please try to address these questions to the best of your abilities. Please post on your blog by the end of Sunday of week 13 (April 12th).

Congratulations on completing the course (and, if applicable, your degree!)

 

Three main things in BIOL463

Please describe, briefly, the three things that you learned in BIOL463 and that you consider to be the “most important” ones.

  • I learnt a lot of information about planarian regeneration because of the research project
  • I learnt more about different techniques that can be used for genetic analysis
  • Hox genes and their role in segment identity

 

  1. Identify types of knowledge

For each of your three “things”, please try to identify what type of knowledge it represents (Factual, Conceptual, Procedural/Skills, Metacognitive).

  • Information about planarian regeneration is mostly factual knowledge
  • Information about different techniques could be procedural knowledge and also some factual knowledge
  • Hox genes is conceptual knowledge

 

  1. What makes “things” stand out for you

For each of your three “things”, please indicate what made it stand out for you.

  • I really love learning about planarians, so any information in this matter stands out to me
  • I also like knowing about different laboratory techniques , so this stood out for me having this kind of knowledge will be very useful
  • Hox genes stood out for me because they just show how complex genetics and development can be, and how much of it we still don’t know about

 

  1. Relevance/use

Please describe, briefly, what you expect each of these three “things” to be useful or relevant for.

  • It will be helpful if I chose to do any research with planarians ! 🙂
  • I think having as much knowledge as possible about different techniques and being able to use them in the appropriate situation will be very important in doing any kind of research, and can reduce research costs/time significantly
  • I think Hox genes show us how important transcription factors can be during development. Also the internal regulation of Hox genes by themselves can be used to explain other complicated pathways and patterns.

 

  1. Three main things in your undergraduate education

Please describe, briefly, the three things that you learned during your undergraduate education and that you consider to be the “most important” ones. Why do you find them so important?

  • Time management – I think this is something that my undergraduate education allowed me to work on, this will be important for me in anything that I do in the future, whether it is working in a company or studying some more – being able to stay on top of things will always be helpful!
  • I learned about my skills, interests, strengths, weaknesses. I have gained more confidence in myself and my skills in solving problems. I was also able to discover my interests in the field of biology. These are important because I can use my interests to pursue future career goals and use my problem solving skills when questions arise.
  • Biology is messy – unlike math, physics and other areas of study that there is clear formulas to solve problems, there can be many “solutions” in biology as long as they are supported by evidence (ie. no one really knows what’s exactly happening) . I find this important because when I am doing research for example, I am motivated to always question previous findings/conclusions.

 

 

 

 

Week 11 Learning Journal

WEEK 11 LEARNING JOURNAL

 By now you have seen examples of (almost) all mechanisms for transcriptional gene regulation. You have experienced the complexity of the hox genes, the weirdness of some unruly enhancers, the “wow” factor of genomic imprinting, the messiness of chromatin and the mysteries of XCI. You have read and dissected papers, developed your project, taken midterms and (most of you) presented in front of your peers.

For a moment, try to focus on what you learned since the last learning journal.

 Please try to address these questions to the best of your abilities.

 Factual knowledge

Please describe, briefly, two new, distinct pieces of factual knowledge that you acquired or developed since the last learning journal

       Xist is a non coding RNA that is expressed on the inactive chromosome and causes              the inactivation of that chromosome.

     Tsix is another non coding RNA that inhibits the actions of Xist

 

Conceptual knowledge

Since connections and models make for conceptual knowledge… please describe any connections (direct or indirect) that you can see between the two pieces of knowledge described in A.

 

One model for XCI is that ­Xist inactivates one chromosome in cis and Tsix prevents the accumulation of Xist on the other X chromosome and therefore prevents one of the chromosomes from getting inactivated. The balance between these two RNAs will lead to proper XCI in females.

The two pieces of knowledge described in A are connected to each other because they are both part of the process of XCI and can present a small detail in the general model.

 

 

 Metacognitive knowledge (no skills this time!)

If you are like most students in the class, you probably spent a significant amount of time reading, studying, and dissecting the article assigned for MT2.

 

  1. Please describe, briefly, the strategy that you employed to complete the task.

 

I read over the article and found the parts of the article that described each figure and made notes of them beside the image. Then tried to connect the figures  together as a whole while also considering the points that they mentioned in the discussion.

 

 

  1. Thinking about your experience with reading and dissecting this article, what was the hardest part?

 

Finding the main question that the article was trying to answer, because they tested many different things and did not seem to specify how they all connect together in the discussion.

 

 

  1. Thinking about your experience with reading and dissecting this article this article, what did you feel most comfortable with/confident about? Why do you think that is?

The figures were described well and they were clear, I think I had a good understanding of most of the individual figures because I was able to look at each figure and describe for myself what it was showing.  

Using animals in developmental biology…

Your task:
To write (about a paragraph) where you explain to a very concerned member of the
public what the role/function/importance of the use of animals is developmental biology
research is. You are encouraged to include your own thoughts and views. You should
provide well-developed arguments, and if you have ideas on how the use of animals
could be reduced, you are most definitely encouraged to share them.

 

I believe that using animals in developmental biology is essential because we cannot study development of multicellular organisms in a cell cultures or in a petri dish. By using these animals we could gain valuable information about the functioning/development of the human body. This information could potentially be used in medicine and increase our knowledge of genetic/developmental diseases. However this research should be highly monitored to prevent pain and suffering for the animals. These animals should not have a very complex neural circuit and severely mutated embryos should be eliminated before they become a well developed organism. The number of these animals could be minimized by the use of computer modelling as our technology becomes more advanced and our knowledge of developmental processes increases.

 

Week 8 Learning Journal

 

WEEK 8 LEARNING JOURNAL

Please try to address these questions to the best of your abilities. If nothing really comes to mind, it is OK to leave one or two questions blank, but please indicate that you are deliberately leaving them blank (so that I can tell that you did not just forget to answer). Please post on your blog by the end of Saturday of week 8 (March 7th).

 

For simplicity, you can fill in your responses/thoughts in the table below. But first, read the questions carefully (they are different from previous formsJ)

 

  1. Three things that stood out

Please describe, briefly, three things that you learned so far in BIOL463 and that really stood out to you (either because you enjoyed them, found them surprising, found them difficult – any reason).

  1. Imprinting was a strange and new concept
  2. Insulators and their blocking effects, this is also a new and difficult concept to grasp because we didn’t discuss the details of the mechanism.
  3. Hox genes and their regulation by ncRNAs, the mechanism can become very confusing but also interesting.

 

  1. Identify types of knowledge

For each of your three “things”, please try to identify what type of knowledge it represents (Factual, Conceptual, Procedural/Skills, Metacognitive).

  1. Conceptual knowledge, because it is a model
  2. Conceptual knowledge, because it is a model
  3. Conceptual knowledge, because it is a model

 

  1. What makes “things” stand out for you

For each of your three “things”, please indicate what made it stand out for you.

  1. It is strange that one copy of the same gene is turned off depending on the parental origin, and it shows me that genetics can become very complex and many things other than the genetics of the offspring can affect it’s phenotype.
  2. It is really strange that insulators can “block” parts of the genome from enhancer activity, heterochromatins and position effects. I am curious to learn more about the details of this mechanism because I imagine that they have to somehow bind specific DNA sequences to prevent other molecules from binding that sequence. Previously I was only aware of heterochromatin and its role in turning off certain parts of the genome.
  3. This concept stood out because I realized the importance of transcription factors. It is strange that Hox proteins are simply transcription factors, however they can be vital in determining segment identity during development by affecting other genes. Their regulation by ncRNAs, which are simply RNA molecules, is also a very new topic.

 

  1. Evidence (of course, we are in a science course … we like evidence!)

Imagine that you need to test a group of students on one of your three “things”. Imagine that you need to determine, precisely, whether these students have acquired/developed the same knowledge that you have. How would you test them, and what would you consider as evidence that they have developed/acquired this knowledge?

 

 

Three things that stood out

 

Type of knowledge

 

What makes these things stand out for you

Evidence/how you would test someone on this (select one “thing” only!)
1 Imprinting Conceptual Affect of many other mechanisms on the phenotype of the offspring Give a pedigree chart to the students, that shows a family carrying a condition that could be imprinted. Ask the students to determine in which sub family the imprinting could have occurred.
2 Insulators Conceptual The fact that they can block enhancers, heterochromatin and position effects
3 Hox genes + ncRNAs Conceptual The importance of transciprtion factors and additional roles of RNA molecules

 

 

 

Thinking about the group portion of the Midterm exam…

• Is there anything that you learned from your group members/from the discussion with your group members?

• Do you think your answer improved (from the individual to the group one)?

• Did you identify any points where you went wrong in your individual answer?

• How did you feel after the group portion?

I learnt that I should have included every piece of information that was given to us in the question. I think that my answer did improve because it became we managed to include more details. I did not recall any points where I may have gone wrong, it was simply including more details and considerations in the answer to the question. After the activity I still felt doubtful about our model :).

Mistake?

I was reading through some of my old notes from 335, and it is mentioned that “for LOF in double mutants, the phenotype that is observed is the one more downstream therefore it has a stronger effect” .. so I think Dr. Kalas might have made a mistake in class about the dorsalization/ventrilization of the drosophilla  in the week 3 lectures (pg 15) …

I think she mentioned that the dorsal mutant was a LOF and toll mutant was a GOF, however looking at my 335 notes, I think that both of the mutants may be a LOF mutant and therefore the phenotype that is seen is due to the gene/protein that is more downstream.

Looking at the artist’s drawing of the pathway, if dorsal was a LOF mutant and toll was a GOF mutant, then in a double mutant of dorsal and toll, we should get a ventralized embryo… So my main confusion here is that how is the embryo dorsalized when toll is always active and dorsal has lost its function …

🙁

 

Edit: Question resolved

Week 5 learning journal…

Factual knowledge

  1. Please describe, briefly, one new piece of factual knowledge that you acquired or developed so far in the BIOL463.

I have learnt the meaning of the term “morphogene”.  This term describes a                          substance that is diffusable,  and is invovled in patterning in a concentration                       dependent manner. This substance eventually affects structure formation during                 development.

 

  1. Please describe how you know that you have acquired or developed this piece of factual knowledge, and provide some evidence for it.

        Because I can apply the term to other substances  involved in development, such as         bicoid which is a morphogene.

 Conceptual knowledge

  1. Please describe, briefly, one new piece of conceptual knowledge that you acquired or developed so far in BIOL463.

 

I have learnt a great deal about maternal effect genes. This concept explains how               the mother’s genotype can determine the offsprings phenotype by inserting                         RNA/proteins into the egg. RNA molecules can be anchored to the cell wall                        and cause a concentration gradient in the egg. This  gradient will help the                            embryo to form an axis and activate other genes.

 

  1. Please describe how you know that you have acquired or developed this piece of conceptual knowledge, and provide some evidence for it.

 

   I could explain it to someone who had no knowledge of biology!

 Skills

  1. Please describe, briefly, one skill that you acquired or developed/are developing so far in BIOL463.

 

Now I can figure out the gene pathways (upstream/downstream) based on data from          the phenotype of double mutants. The gene that is more downstream in the pathway          causes the phenotype that is seen

 

  1. Please describe how you know that you have acquired or developed this skill, and provide some evidence for it.

 

Because I was able to go through the dorsalized/ ventrilized pathway in drosophilla             again on my own! (from week 4)

What is factual knowledge useful for?

 

1.Think about a piece of factual knowledge that you developed/acquired. Briefly describe what you think it is useful for.

             I think factual knowledge is useful to understand what everyone else is talking                    about. For   example, knowing that usually a gene’s name comes from the                          phenotype of the mutant, can be very helpful when reading articles/information                    about genes that are newly found or ones that I have no knowledge about.

Week 3 In Class Questions…

1. Write one coherent paragraph, aimed at the general public, that summarize the main points that you and your group discussed today.

The formation of the human limbs is a complicated process involving gene regulation with precise timing. Many complications could occur during this process that may lead to the formation of abnormal limbs in humans. These anomalies are very distinguished and can be studied by scientists to understand the processes involved and possible solutions/medications for the disorder. The subjects for these studies can be humans or other mammals due to synteny in their genomes. The human subjects can be volunteers, paid,  or medical patients. Depending on the research, the information could be accessed by journals, other researchers and medical practitioners. The information would be depicted as experimental results and mechanisms with scientific analysis. Limb malformation can have two types: isolated and syndromic. Isolated malformation is a defect in a single system and can have many causes, while syndromic malformation is a pattern of anomalies that have a single cause (made some corrections from the group discussion). An example of an important protein in limb development is sonic hedge hog (SHH), and it has been suggested that defects in the regulation of this protein can cause anomalies in digit  numbers.

2. What was the hardest part of answering question 1?

Eliminating the information that would be considered “too detailed”  and keeping the information that would be relevant to the general public.