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bioinformatics

Tag archives for bioinformatics

In our series on why $1000 genomes cost $2000, I raised the issue that the $1000 genome is a value based on simplistic calculations that do not account for the costs of confirming the results. Next, I discussed how errors are a natural occurrence of the many processing steps required to sequence DNA and why…

What do you call a biologist who uses bioinformatics tools to do research, but doesn’t program? You don’t know? Neither does anyone else.

I often get questions about bioinformatics, bioinformatics jobs and career paths. Most of the questions reflect a general sense of confusion between creating bioinformatics resources and using them. Bioinformatics is unique in this sense. No one confuses writing a package like Photoshop with being a photographer, yet for some odd reason, people seem to expect…

Last spring, I gave my first hands-on workshop in working with Next Generation Sequencing data at the Eighth Annual UT-ORNL-KBRIN Bioinformatics Summit at Fall Creek Falls State Park in Tennessee. The proceedings from that conference are now on-line at BMC Bioinformatics and it’s fun to look back and reflect on all that I learned at…

I’m a big of learning from data. There are many things we can learn about swine flu and other kinds of flu by using public databases. In digital biology activity 1, we learned about the kinds of creatures that can get flu. Personally, I’m a little skeptical about the blowfly, but… Now, you might wonder,…

Genome sequences from California and Texas isolates of the H1N1 swine flu are already available for exploration at the NCBI. Let’s do a bit of digital biology and see what we can learn. Activity 1. What kinds of animals get the flu?

I don’t usually publish press releases, but I’m making an exception for this one, since your’s truly is one of the Co-PI’s. If you’re a teacher within commuting distance of Seattle, the schedule and sign up information is here. NSF AWARDS $1.3 MILLION TO NWABR FOR BIOINFORMATICS EDUCATION Innovative Technology Experiences for Students and Teachers…

In which we search for Elvis, using blastp, and find out how old we would have to be to see Elvis in a Las Vegas club.

This the third part of case study where we see what happens when high school students clone and sequence genomic plant DNA. In this last part, we use the results from an automated comparison program to determine if the students cloned any genes at all and, if so, which genes were cloned. (You can also…

This the second part of three part case study where we see what happens when high school students clone and sequence genomic plant DNA. In this part, we do a bit of forensics to see how well their sequencing worked and to see if we can anything that could help them improve their results the…