ANTH 130 Increase in Knowledge of Genomic Technologies

Description/Paper Instructions

ANTH 130 Increase in Knowledge of Genomic Technologies

For years we have been able to analyze the fossils of extinct humans like those of Neanderthals.  Their bones gave us clues to how they looked, how they lived, and how they might be related to us.  In the last few years, we have been able to get a better view into these extinct species and their relationship to our species.  Thanks to next generation genomic sequencing technologies, we have been able to obtain genetic data on Neanderthals, Denisovans and others that have allowed us to make direct comparisons between our species and theirs.  In addition, we have been able to observe the presence of DNA from these extinct species within our own genomes which tell us that we had kids with these now extinct humans.

If we take Neanderthal DNA as an example, we find that we share 99.5 percent of our DNA with them.  Which means that we and Neanderthals were separated from each other for more than 500,000 years.  This also means that we were genetically similar enough to be able to have offspring with each other.  We see evidence of this genetic introgression between us and Neanderthals when we look at our DNA.  Interestingly, if we obtain one thousand DNA samples from Grossmont College students, we estimate that we would be able to extract at least 20% of the Neanderthal genome from them.  This means that 20% of our collective nucleotide sequences are shared with Neanderthals but this doesn’t mean that 20% of our genes are Neanderthal specific genes.  Of the twenty-one thousand genes that Neanderthals had, only a few dozen of their genes survive within our genome. The same holds true for Denisovans.  What is more interesting is that older versions of ourselves have a tendency to have higher levels of DNA from extinct humans compared to ourselves.  In other words, over the course of thousands of years we have been slowly weeding out the DNA of the other humans from our genome in favor of our genes.

One basic question that we might like to ask is why have we been losing Neanderthal and Denisovan genes over time? Also, why do we still have a significant amount of DNA segments that don’t seem to be going anywhere? The answer to this has to do with selection.

The answer to the first part of the question has to do with the fact that we were not fully genetically compatible with the other human species to begin with.  Basically, to have had Neanderthal or Denisovan genes in the past meant that an individual’s level of fitness was reduced. To get rid of their genes in favor of our own would mean that the relative fitness of individuals would increase overtime.

The answer to the second question has to do with the fact that DNA segments from Neanderthals and Denisovans that did not code for proteins remained because there was little selective pressure against them. As far as genes are concerned, the only Neanderthal and Denisovan genes that remain only exist because they had a selective advantage or at least have been neutral to our species.

DNA segments that that were neutral or that had a selective advantage, whether genes or not,  simply remained because they were advantages or there was little selective pressure against them.

Your task for this week is to look for information about one Neanderthal or Denisovan gene that survive within our species and to tell me what function that gene has and how that gene may increase the fitness of modern human populations.

In your post, discuss ONE Neanderthal or Denisovan gene that is currently found within our species.

Tell us about the gene and its function.  Explain what it does for us. (Make sure you give a citation.)

Explain in your own words any possible advantages that your Neanderthal or Denisovan gene might have. Make sure you give in informed opinion that is grounded in your research.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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