Not exact matches
In the clearest possible case, the ANT - OAR
cell would differ from a zygote
on all of the parameters noted above: The ANT - OAR
cell would have a
pattern of gene expression that is clearly distinct from a zygote; it would generate a homogeneous population of
cells rather than multiple
cell types; it would undergo simple cleavage divisions and not produce any multicellular structures.
Typically,
cells of the same
type have matching
patterns of gene activity — many of the same genes are turned off or
on in all
cells.
Surprisingly, they found that although the
patterns of gene expression — as shown by the RNA sequencing — differed between the hepatocellular carcinomas and the liver cancers with biliary phenotype and depended
on the histological
type, the overall
pattern of mutations in the
cells was actually similar between the tumors — of either
type — that had emerged in patients who had had infections with either hepatitis C or B, and were different in patients without such infections.
«We generate a
pattern of an organ that we want, creating a 3D hollowed - out structure, stick it
on a piece of glass, then we can introduce a lot of different
cell types,» Gillrie says.
They found that carcinoma
cells from smokers carried the «transcriptional fingerprint» (i.e. the
pattern of genes that were switched
on or off) of basal
cells, suggesting that the tumors may originate from this
type of
cell.
«
Cell -
type — based model explaining coexpression
patterns of genes in the brain» appears online in PNAS
on March 24, 2014.
Depending
on the composition of the viral envelope, viruses exhibit particular
patterns of
cell tropism, and thus are suited for infecting specific
cell types.
The resulting DNA copy number variation and
patterns of chromosome loss and gain are tumor -
type specific, suggesting differential selective pressures
on the two tumor
cell types.
During development, genes within specific
cell types are turned
on and off to trigger the necessary expression
patterns that create a whole animal.
Year 4 Science Assessments Objectives covered: Recognise that living things can be grouped in a variety of ways Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment Recognise that environments can change and that this can sometimes pose dangers to living things Describe the simple functions of the basic parts of the digestive system in humans Identify the different
types of teeth in humans and their simple functions Construct and interpret a variety of food chains, identifying producers, predators and prey Compare and group materials together, according to whether they are solids, liquids or gases Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C) Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Identify how sounds are made, associating some of them with something vibrating Recognise that vibrations from sounds travel through a medium to the ear Find
patterns between the pitch of a sound and features of the object that produced it Find
patterns between the volume of a sound and the strength of the vibrations that produced it Recognise that sounds get fainter as the distance from the sound source increases Identify common appliances that run
on electricity Construct a simple series electrical circuit, identifying and naming its basic parts, including
cells, wires, bulbs, switches and buzzers Identify whether or not a lamp will light in a simple series circuit, based
on whether or not the lamp is part of a complete loop with a battery Recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit Recognise some common conductors and insulators, and associate metals with being good conductors