Genome Solver

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. This pre-lesson introduces the BLAST tool.

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. Part I is the Introduction to the Genome Solver Project.

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. Lesson II introduces the principal databases for microbial genomics.

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. Lesson III introduces Annotation, or assigning meaning to all the A's, C's, T's, and G's.

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. Lesson IV, Comparative Genomics, discusses some of the tools available for looking at genes across different genomes.

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. Lesson V is an introduction to Phylogenetics.

Genome Solver's Community Science Project was developed as a way to use the skills taught in the previous lessons. We're asking members of the community to provide instances of potential phage genes embedded in bacterial genomes.

The lesson teaches about synteny or the order of genes along a chromosome, which is useful for looking at orthologous genes between two species or strains.

We have designed a Bioinformatics activity that uses tools to identify the origins and mutations in the novel SARS-CoV2 strains.

Genome Solver modules were combined to make one project for students using tools within NCBI BLAST to explore phylogenetics and horizontal gene transfer from phage to Chlamydia.

This exercise is an adaptation of the Annotation Lesson by Rosenwald et al. It introduces the use of bioinformatics tools to extract information from genome databases. It is a basic lesson on genome annotation databases.

This lesson introduces the student to the Influenza Research Database. Students will select Influenza genome sequences to see how they are related. Students tests hypotheses about evolutionary ideas involving reassortment in Influenza.

Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. These activities have modified Lesson 1: Introduction to Genome Solver.

Caffeine is a very common stimulant consume worldwide as tea, coffee, mate, cocoa, and chocolate. Ever wondered why plants make caffeine? Do all caffeine producing plants have the same enzymes for caffeine biosynthesis?