1. The document describes the process of extracting DNA from cheek cells to create a DNA necklace. DNA is tightly wound inside cell nuclei but can be separated from proteins and other molecules.
2. The procedure involves swishing a mouthwash to collect cheek cells, adding detergent to break open the cells, then adding alcohol which allows the DNA to separate out of solution and rise to the top of the test tube.
3. Using a pipette, students isolate the visible strands of DNA and transfer them to a pendant tube to create a necklace containing their own DNA. The goal is to learn how DNA is organized in cells and to isolate one's own genomic DNA.
Techniques of DNA Extraction, Purification and QuantificationBHUMI GAMETI
Introduction
The overall process…
Uses of isolated genomic DNA
Extraction of DNA from plant material
Components of DNA extraction solutions
Cell Lysis or Cell disruption :
Purification of DNA
CTAB Method
Phenol–chloroform extraction
PROTEINASE K
Salting out
Silica adsorption method
Magnetic beads
FTA Paper
Nucleic acid quantification
Agarose Gel Electrophoresis
UV spectroscopy
DNA quantification using NanoDrop
methods of isolation and extraction of RNA by using different source such as plant tissues, bacterial culture, etc. Ribonucleic acid can be isolated from plant tissue for the purpose of:
– mRNA isolation
– In vitro translation
– Northern analysis
– cDNA library construction
Rigorous ribonuclease free environment is to be maintained
All glasswares, plasticwares and reagents made RNAse free (using 0.01% DEPC)
Next day, DEPC is inactivated by autoclaving for 30 min
Total RNA is isolated and separated from DNA and protein after extraction with a solution called as Trizol. Trizol is an acidic solution containing guanidinium thiocyanate (GITC), phenol and chloroform. GITC irreversibly denatures proteins and RNases. This is followed by centrifugation.
Techniques of DNA Extraction, Purification and QuantificationBHUMI GAMETI
Introduction
The overall process…
Uses of isolated genomic DNA
Extraction of DNA from plant material
Components of DNA extraction solutions
Cell Lysis or Cell disruption :
Purification of DNA
CTAB Method
Phenol–chloroform extraction
PROTEINASE K
Salting out
Silica adsorption method
Magnetic beads
FTA Paper
Nucleic acid quantification
Agarose Gel Electrophoresis
UV spectroscopy
DNA quantification using NanoDrop
methods of isolation and extraction of RNA by using different source such as plant tissues, bacterial culture, etc. Ribonucleic acid can be isolated from plant tissue for the purpose of:
– mRNA isolation
– In vitro translation
– Northern analysis
– cDNA library construction
Rigorous ribonuclease free environment is to be maintained
All glasswares, plasticwares and reagents made RNAse free (using 0.01% DEPC)
Next day, DEPC is inactivated by autoclaving for 30 min
Total RNA is isolated and separated from DNA and protein after extraction with a solution called as Trizol. Trizol is an acidic solution containing guanidinium thiocyanate (GITC), phenol and chloroform. GITC irreversibly denatures proteins and RNases. This is followed by centrifugation.
Basics of DNA isolation, What is chemistry behind it. Presently the laboratory of animal science department ,Göttingen university using this technique for dna isolation in pig blood sample.
Effective disruption of the biological matrix (cell, tissue, environmental or biological sample) to release the nucleic acids. Denaturation of structural proteins associated with the nucleic acids (nucleoproteins) Inactivation of nucleases that will degrade the isolated product (RNase and/or DNase).
Once the genomic DNA is bound to the silica membrane, the nucleic acid is washed with a salt/ethanol solution. These washes remove contaminating proteins, lipopolysaccharides and small RNAs to increase purity while keeping the DNA bound to the silica membrane column.
There are five basic steps of DNA extraction that are consistent across all the possible DNA purification chemistries:
disruption of the cellular structure to create a lysate,
separation of the soluble DNA from cell debris and other insoluble material,
binding the DNA of interest to a purification matrix,
washing proteins and other contaminants away from the matrix and
elution of the DNA.
There are 'n' number of DNA isolation methods depending on the sample type, final use of DNA product, etc. This presentation gives an overall idea about different methods of DNA isolation in a simplified way.
1. CENTRAL DOGMA OF MOLECULAR BIOLOGY
2. NUCLEIC ACID PREPARATION & APPLICATIONS
3. FUNDAMENTAL STEPS IN DNA PURIFICATION
4. ANALYSIS OF NUCLEIC ACIDS
5. STORAGE CONDITIONS
Basics of DNA isolation, What is chemistry behind it. Presently the laboratory of animal science department ,Göttingen university using this technique for dna isolation in pig blood sample.
Effective disruption of the biological matrix (cell, tissue, environmental or biological sample) to release the nucleic acids. Denaturation of structural proteins associated with the nucleic acids (nucleoproteins) Inactivation of nucleases that will degrade the isolated product (RNase and/or DNase).
Once the genomic DNA is bound to the silica membrane, the nucleic acid is washed with a salt/ethanol solution. These washes remove contaminating proteins, lipopolysaccharides and small RNAs to increase purity while keeping the DNA bound to the silica membrane column.
There are five basic steps of DNA extraction that are consistent across all the possible DNA purification chemistries:
disruption of the cellular structure to create a lysate,
separation of the soluble DNA from cell debris and other insoluble material,
binding the DNA of interest to a purification matrix,
washing proteins and other contaminants away from the matrix and
elution of the DNA.
There are 'n' number of DNA isolation methods depending on the sample type, final use of DNA product, etc. This presentation gives an overall idea about different methods of DNA isolation in a simplified way.
1. CENTRAL DOGMA OF MOLECULAR BIOLOGY
2. NUCLEIC ACID PREPARATION & APPLICATIONS
3. FUNDAMENTAL STEPS IN DNA PURIFICATION
4. ANALYSIS OF NUCLEIC ACIDS
5. STORAGE CONDITIONS
Post-lab 1- Myths in Science (10 pts)Read the remaining myths” .docxChantellPantoja184
Post-lab 1- Myths in Science (10 pts)
Read the remaining “myths” in the article, The Principle Elements of the Nature of Science: Dispelling the Myths, by W.F. McComas. Then, reflect on your own understanding of science both before and after having read the article. Do not exceed one full page, double spaced, but use as much room as is necessary to address the following topics: Identify some of the myths you had believed to be true and why you had those misconceptions. How did the clarifications in this article change how you view science? Were those changes for better or worse? What are some aspects of the scientific process that have become more confusing, or unclear, after reading this article? Does a more full understanding of the scientific process make you optimistic, pessimistic, or indifferent to the prospects of being a scientist?
1
Edited 8/26/15 Biology 111 Lab Page
LAB 2- MOLECULAR BIOLOGY LAB TECHNIQUES
INTRODUCTION
This week’s lab will introduce you to three molecular biology techniques that you will use in future labs. During the course of this activity, you will be learning and practicing micropipetting, polymerase chain reaction (PCR), and DNA gel electrophoresis. Each topic below provides, or refers you to, background information on the technique prior to the hands-on activity where you will learn the technique.
Learning Objectives:
1. Be able to properly select and utilize micropipettes for the manipulation of small volumes of liquid.
2. Be able to explain how PCR amplifies DNA and be able to perform a PCR protocol.
3. Understand how gel electrophoresis is able to separate DNA fragments, be able to pour an agarose gel, load samples, and interpret results.
Lab notebooks:
Look over the notebook guidelines posted in the general Lab Materials content folder. Begin this lab by writing a summary of the lab’s objectives.
I. Micropipettes
Pre-lab Introduction:
A micropipette is a kind of fancy eyedropper – one that comes in many different models and volume ranges. But while an eyedropper dispenses drops, micropipettes transfer microliters of fluid. Recall that ‘micro-’ is a prefix in the metric system which means “one-millionth” of the base unit (in this case, a liter, “L”). It may be easier for you to picture one milliliter (mL or ml) of water. If you mentally subdivide that milliliter of water into 1000 tiny equal-sized volumes, each volume is one microliter (abbreviated μL or μl). Watch the 2 pipetting videos posted in the lab 2 content folder (https://www.youtube.com/watch?v=p-OPOYbeZP0 & https://www.youtube.com/watch?v=NgosWmRjjAo) , then continue from here.
Micropipette Anatomy:
1. Examine the figures to the right to familiarize yourself with the anatomy of a micropipette.
2. Micropipette plungers have 3 positions:
a. Rest position- no pressure on plunger
b. First stop- position that will draw desired volume into tip
c. Second stop- position that will fully expel a sample from the tip
3. Pipette tips are pressed.
Demonstrates an extreme low cost solution to prep-scale oligo electroelution that John Picuri and I came up with to save time and improve yield on our DNA prep process.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Amazing Background Information (Read Only)
The nucleus of each of your cells contains multiple long
strands of DNA with all the instructions to make your entire
body. If you stretched out the DNA found in one of your
cells, it would be 2-3 meters long. To fit all that DNA inside a
tiny cell nucleus, the DNA is wrapped tightly around proteins.
To extract DNA from your cells, you will need to separate the
DNA from these proteins and other types of biological
molecules that are contained in your cells. You will be using
the same basic steps that professional scientists use when
they extract DNA in their labs. Some of these include
breaking apart the cell structure, separating the contents,
and isolation the DNA from the remaining parts.
4. Purpose (copy this down in your notebook):
1. To learn how to isolate your own genomic DNA from
your cheek cells through the DNA extraction method.
2. To review the concepts of DNA structure and better
understand how it is organized in the cells of living
things.
5. Your Materials (list these in your notebook)
Test tube
Necklace string
Pendent Tube
Plastic Pipet
Plastic cup
6. Procedure (Read Only)
1. Getting Your Sample of Cells
a. Label your 15 mL tube with your name.
b. Obtain a plastic cup with a small amount (2 mL) of
Gatorade.
c. Vigorously swish the Gatorade around in your mouth for
1-2 minutes. DO NOT SWALLOW.
d. Gently and continuously scrape the inside of your cheeks
with your teeth to help release cheek cells.
e. Afterwards, spit the drink (with collected cheek cells)
back into the plastic cup and then gently pour the
contents of the plastic cup into your labeled 15-ml tube,
put cap on, and let sit undisturbed for 5 minutes.
f. Discard the cup in the proper place.
7. Check-in #1 (respond in your Notebook)
1. Why are you not going to swallow the Gatorade?
2. How long do you need to swish the Gatorade around
in your mouth before spitting it back into the cup?
8. Procedure (Read Only)
2. Adding Detergent
a. Bring your tube up to Mr. Binder and he will add a small
amount (2 ml) of detergent to a test tube.
b. Put the cap on your tube and invert (turn upside down and
back) five times. Place the tube in the rack to let stand for 2
minutes without moving it.
9. Check-in #2 (respond in your Notebook)
Check-in #2 (respond in your Notebook):
1. Why is detergent being added to the solution
containing your cheek cells?
2. How many times must you invert the tube once your
cap is on tight?
3. How long must you let the test tube sit without
moving it?
10. Procedure (simply read)
3. Adding Alcohol
a. Have Mr. Binder add enough 70% ethanol to fill the tube
to the 12-13 mL marking. Do not shake or otherwise mix
your tube. You will now see two distinct layers in your
tube.
b. Carefully observe your tube and watch for wispy
translucent strands of DNA start to rise up from the
bottom layer into the top layer. The DNA will resemble a
cobweb. Tiny bubbles will appear as evident of a
reaction.
c. Place your test tube in the rack and let it sit undisturbed
for 10 minutes. During this time DNA will continue to
come out of solution.
11. Check-in #3 (respond in your Notebook)
Check-in #3 (respond in your Notebook):
1. How many layers will you see in your 15mL tube at
this time?
2. What will the DNA resemble and how will you know
there was a reaction in the tube?
3. How long do you need to let the test tube sit before
moving to the next step? Why do you think this is?
12. Procedure (simply read)
4. Transferring Your DNA (Isolation)
a. While you let your test tube sit (for at least 10 minutes),
tie the ends of your thread together with a knot to form a
loop. Make sure the loop fits over your head.
b. When the 10 minutes is up, use your plastic pipet to
transfer the DNA from your 15 mL test tube into your
pendent tube. Be careful to squeeze the air out of the
pipet before you put the pipette in the test tube; then
gently suck up your DNA
c. Carefully draw-up the DNA from your sample with your
pipet and, before squeezing it into your pendant tube,
allow it to settle to the bottom of the pipet. You do not
need to transfer all the DNA. DO NOT overfill the
pendant tube.
d. Close the cap of the pendant tube. Now you have a
necklace with your very own DNA!
13. Check-in #4 (respond in your Notebook)
Check-in #4 (respond in your Notebook):
1. Why do you need to make sure your loop can fit over
your head?
2. What are you using to actually isolate your DNA from
the other materials in the tube?
3. Why might you not want to transfer all of the DNA
from the 15mL tube to the pendant tube?