Biology subjects

Pearson, W. R.

Publications and source records attributed to Pearson, W. R..

3 recordsLinked to original sources

bioRxiv2026

Early terminated transcripts and missing proteins reflect artifacts in bacterial proteomes

The high redundancy of many bacterial proteomes can be used to evaluate proteome quality and identify sequence errors. We have used MMseqs2 clustering with subsequent filtering to identify clusters that contain sequences from at least 50% of the clustered proteomes to build sets of core proteins that include proteins from 95% of the clustered bacteria. These clusters typically capture more than 80% of proteins in the bacteria. Because these clusters have highly uniform length (the median cluster has more than 99% of its proteins at the mode length), short (<75% of mode length) or long (>133%) proteins are likely artifacts. Most "outlier" proteins are found in fewer than 10% of clusters, and "high-outlier" clusters are over-represented in a small fraction of proteomes, which often have poor proteome BUSCO fragment scores. Short-outlier proteins are artifacts; at least 80% of short-outlier genomes contain mode-length copies of the protein, which were missed because of frame-shifts, termination codons, or initiation codon choice. MMseqs2 clustering with 50% participation provides robust sets of core bacterial proteins and can be used to identify lower-quality proteomes and proteins.

bioinformatics↗

bioRxiv2024

Improved selection of canonical proteins for reference proteomes

The "canonical" protein sets distributed by UniProt are widely used for similarity searching, and functional and structural annotation. For many investigators, canonical sequences are the only version of a protein examined. However, higher eukaryotes often encode multiple isoforms of a protein from a single gene. For unreviewed (UniProtKB/TrEMBL) protein sequences, the longest sequence in a Gene-Centric group is chosen as canonical. This choice can create inconsistencies, selecting >95% identical orthologs with dramatically different lengths, which is biologically unlikely. We describe the ortho2tree pipeline, which examines Reference Proteome canonical and isoform sequences from sets of orthologous proteins, builds multiple alignments, constructs gap-distance trees, and identifies low-cost clades of isoforms with similar lengths. After examining 140,000 proteins from eight mammals in UniProtKB release 2022 05, ortho2tree proposed 7,804 canonical changes for release 2023 01, while confirming 53,434 canonicals. Gap distributions for isoforms selected by ortho2tree are similar to those in bacterial and yeast alignments, organisms unaffected by isoform selection, suggesting ortho2tree canonicals more accurately reflect genuine biological variation. 82% of ortho2tree proposed-changes agreed with MANE; for confirmed canonicals, 92% agreed with MANE. Ortho2tree can improve canonical assignment among orthologous sequences that are more than 60% identical, a group that includes vertebrates and higher plants.

bioinformatics↗

bioRxiv2017

Bioinformatics Core Competencies for Undergraduate Life Sciences Education

Bioinformatics is becoming increasingly central to research in the life sciences. However, despite its importance, bioinformatics skills and knowledge are not well integrated in undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing genomic research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of life sciences faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists, as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondents degree of training, time since degree earned, and/or the Carnegie classification of the respondents institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate life sciences students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula.\n\nSignificance StatementBioinformatics, an interdisciplinary field that uses techniques from computer science and mathematics to store, manage, and analyze biological data, is becoming increasingly central to modern biology research. Given the widespread use of bioinformatics and its impacts on societal problem-solving (e.g., in healthcare, agriculture, and natural resources management), there is a growing need for the integration of bioinformatics competencies into undergraduate life sciences education. Here, we present a set of bioinformatics core competencies for undergraduate life scientists developed using the results of a large national survey and the expertise of our working group of bioinformaticians and educators. We also present results from the survey on the importance of bioinformatics skills and the current state of integration of bioinformatics into biology education.

bioinformatics↗