...Taster Genomic Analysis Lab Report Laboratory Goals: 1. Determine Taster Phenotype 2. Isolate DNA from each individual 3. Determine Taster Genotype Hypothesis: If I am a taster, then my genotype for PTC taster must be either TT (homozygous dominant) or Tt (heterozygous) I – Results: This experiment aimed to investigate the allele frequency of the PTC taster gene (TAS2R38) in a small population, represented by the students in class. The genotype obtained from genomic analysis (via PCR and gel electrophoresis) confirmed that the genotypic result is consistent with the phenotypic result observed at the beginning of the lab. However, DNA fragments of 3 lab subjects didn’t show up on the gel. The allele frequencies can’t be calculated because the data is insufficient to apply the Hardy-Weinberg equation. There are many factors that might be contributed to the invisibility of these DNA fragments, most likely accidental errors. For example, the DNA wasn’t loaded onto the gel probably, or the DNA for some reason didn’t sink to the bottom of the well, or just simply there was not enough DNA. To determine the genotypic profile of the students PTC gene, DNA samplers from each individual was collected from saliva. Using premade PTC primers (short oligonucleotides), a DNA template that encoded the PTC gene (approximately, 303 bp) was amplified by PCR. After amplification, the produced DNA fragments were digested with Fnu4H1 to identify if the lab subjects have a C...
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...Lab Manual Introductory Biology (Version 1.4) © 2013 eScience Labs, LLC All rights reserved www.esciencelabs.com • 888.375.5487 2 Table of Contents: Introduc on: Lab 1: Lab 2: Lab 3: Lab 4: The Scien fic Method Wri ng a Lab Report Data Measurement Introduc on to the Microscope Biological Processes: Lab 5: Lab 6: Lab 7: Lab 8: Lab 9: The Chemistry of Life Diffusion Osmosis Respira on Enzymes The Cell: Lab 10: Lab 11: Lab 12: Lab 13: Lab 14: Lab 15: Cell Structure & Func on Mitosis Meiosis DNA & RNA Mendelian Gene cs Popula on Gene cs 3 4 Lab Safety Always follow the instruc ons in your laboratory manual and these general rules: eScience Labs, LLC. designs every kit with safety as our top priority. Nonetheless, these are science kits and contain items which must be handled with care. Safety in the laboratory always comes first! Lab Prepara on • • Please thoroughly read the lab exercise before star ng! If you have any doubt as to what you are supposed to be doing and how to do it safely, please STOP and then: Double-check the manual instruc ons. Check www.esciencelabs.com for updates and ps. Contact us for technical support by phone at 1-888-ESL-Kits (1-888-375-5487) or by email at Help@esciencelabs.com. • Read and understand all labels on chemicals. If you have any ques ons or concerns, refer to the Material Safely Data Sheets (MSDS) available at www.esciencelabs.com. The MSDS lists the dangers, storage requirements, exposure treatment...
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...Unit II: Genetics Brief Overview Reading: Chapters 3, 4, 9-12, 14 (Note: you have reviewed much of this already) The earth is teeming with living things. We can easily see some of the larger organisms—trees, grass, flowers, weeds, cats, fish, squirrels, dogs, insects, spiders, snails, mushrooms, lichens. Other organisms are everywhere, in the air, in water, soil and on our skin, but are too small to see with the naked eye—bacteria, viruses, protists (single celled eukaryotes such as amoebae), and tiny plants and animals. Life is remarkable in its complexity and diversity, and yet it all boils down to a very simple idea—the instructions for making all this life are written in nucleic acids, usually DNA. Most organisms have a set of DNA that contains the instructions for making that creature. This DNA contains four “letters” in which these instructions are written—A, T, G, and C. The only difference between the code for a dog and the code for a geranium is in the order of those letters in the code. If you took the DNA from a human and rearranged the letters in the right way, you could produce an oak tree—arrange them slightly differently and you would have a bumble bee—arrange them again and you would have the instructions for making a bacterium. Acting through more than two billion years, the process of evolution has taken one basic idea—a molecular code that uses four letters—and used it over and over, in millions of combinations to produce a dazzling array of life forms...
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...EFSA Scientific Report (2009) 231, 1-107 SCIENTIFIC COOPERATION AND ASSISTANCE SCIENTIFIC REPORT OF EFSA Review of the potential health impact of β-casomorphins and related peptides 1 Report of the DATEX Working Group on β-casomorphins (Question N° EFSA-Q-2008-379) Issued on 29 January 2009 WORKING GROUP MEMBERS Ivano De Noni, Richard J. FitzGerald, Hannu J. T. Korhonen, Yves Le Roux, Chris T. Livesey, Inga Thorsdottir, Daniel Tomé, Renger Witkamp. 1 For citation purposes: Scientific Report of EFSA prepared by a DATEX Working Group on the potential health impact of β-casomorphins and related peptides. EFSA Scientific Report (2009) 231, 1-107 © European Food Safety Authority, 2009 Review of the potential health impact of β-casomorphins and related peptides SUMMARY Proteins are a very diverse family of large organic compounds involved in many important biological processes. Following their enzymatic hydrolysis during food processing or digestion, proteins may release fragments from their primary amino acid sequence. These fragments are called peptides, and many of them are known to be physiologically active. The possible beneficial effects of bioactive peptides have attracted increasing interest in recent years. On the other hand, there are also reports suggesting that some food-derived peptides might adversely affect human health. Among these, β-casomorphin-7 (BCM7), a peptide sequence present in the milk protein β-casein, has been suggested to...
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...INSTRUCTOR GUIDE Human Anatomy & Physiology Laboratory Manual MAIN VERSION, Eighth Edition Update CAT VERSION, Ninth Edition Update FETAL PIG VERSION, Ninth Edition Update ELAINE N. MARIEB, R.N., Ph.D Holyoke Community College SUSAN T. BAXLEY, M.A. Troy University, Montgomery Campus NANCY G. KINCAID, Ph.D Troy University, Montgomery Campus PhysioEx™ Exercises authored by Peter Z. Zao, North Idaho College Timothy Stabler, Indiana University Northwest Lori Smith, American River College Greta Peterson, Middlesex Community College Andrew Lokuta, University of Wisconsin—Madison San Francisco • Boston • New York Cape Town • Hong Kong • London • Madrid • Mexico City Montreal • Munich • Paris • Singapore • Sydney • Tokyo • Toronto Editor-in-Chief: Serina Beauparlant Project Editor: Sabrina Larson PhysioEx Project Editor: Erik Fortier Editorial Assistant: Nicole Graziano Managing Editor: Wendy Earl Production Editor: Leslie Austin Composition: Cecelia G. Morales Cover Design: Riezebos Holzbaur Design Group Senior Manufacturing Buyer: Stacey Weinberger Marketing Manager: Gordon Lee Copyright © 2009 Pearson Education, Inc., publishing as Pearson Benjamin Cummings, 1301 Sansome St., San Francisco, CA 94111. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means...
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...D38–D51 Nucleic Acids Research, 2011, Vol. 39, Database issue doi:10.1093/nar/gkq1172 Published online 20 November 2010 Database resources of the National Center for Biotechnology Information Eric W. Sayers1,*, Tanya Barrett1, Dennis A. Benson1, Evan Bolton1, Stephen H. Bryant1, Kathi Canese1, Vyacheslav Chetvernin1, Deanna M. Church1, Michael DiCuccio1, Scott Federhen1, Michael Feolo1, Ian M. Fingerman1, Lewis Y. Geer1, Wolfgang Helmberg2, Yuri Kapustin1, David Landsman1, David J. Lipman1, Zhiyong Lu1, Thomas L. Madden1, Tom Madej1, Donna R. Maglott1, Aron Marchler-Bauer1, Vadim Miller1, Ilene Mizrachi1, James Ostell1, Anna Panchenko1, Lon Phan1, Kim D. Pruitt1, Gregory D. Schuler1, Edwin Sequeira1, Stephen T. Sherry1, Martin Shumway1, Karl Sirotkin1, Douglas Slotta1, Alexandre Souvorov1, Grigory Starchenko1, Tatiana A. Tatusova1, Lukas Wagner1, Yanli Wang1, W. John Wilbur1, Eugene Yaschenko1 and Jian Ye1 1 Downloaded from http://nar.oxfordjournals.org/ by guest on March 20, 2015 National Center for Biotechnology Information, National Library of Medicine, National Institutes of Health, Building 38A, 8600 Rockville Pike, Bethesda, MD 20894, USA and 2University Clinic of Blood Group Serology and Transfusion Medicine, Medical University of Graz, Auenbruggerplatz 3, A-8036 Graz, Austria Received September 16, 2010; Revised October 29, 2010; Accepted November 1, 2010 ABSTRACT In addition to maintaining the GenBank nucleic acid sequence database, the National Center for Biotechnology...
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...1 UNIT 1 Living Things and Their Environment DRAFT April 29, 2014 Photo Credit: http://www.flyingfourchette.com/2013/05/25/around-ubud/ 2 UNIT 1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer...
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