minipcr™ plant genetics lab€¦ · students will assess the genotypes from plant samples and...

Version: 1.0

Release: October 2018

© 2018 by Amplyus LLC

1 | m i n i P C R L e a r n i n g L a b s T M – P l a n t G e n e t i c s L a b – I n s t r u c t o r ’ s G u i d e

Instructor’s Guide

miniPCR™ Plant Genetics Lab:

Taking Mendel Molecular

Instructor’s Guide Contents

1. Synopsis

2. Learning goals and skills

developed

3. Standards alignment

4. Background and significance

5. Laboratory set-up manual

6. Instructor laboratory guide

7. Study questions

8. Student-centered investigations

and extension activities

9. Equipment needed

10. Plant seed buying options*

11. Alternative experimental designs

12. Additional teacher resources

13. Ordering information

14. About miniPCR Learning LabsTM

* Seeds sold separately

Version: 1.0





1. Synopsis

Students will assess the genotypes from plant samples and will associate those genotypes with a visible

phenotype, purple or green stem color. Teachers may use this lab as a stand-alone investigation into

Mendelian genetics or as a culmination to a Rapid Cycling Brassica rapa Mendelian genetics breeding

program.

• Techniques utilized: DNA extraction, PCR, gel electrophoresis, and DNA visualization

• Time required: Two 45-minute periods or a single 120-minute block

• Reagents needed: miniPCR Plant Genetics Lab reagents kit (available at miniPCR.com), gel

electrophoresis reagents (See sections 5 and 9), Wisconsin Fast Plants® seeds (not included)

available from Carolina Biological (see appendix B for seed variety options)

• Suggested skill level: Familiarity with DNA amplification concepts, basic familiarity with

micropipetting techniques

2. Learning goals and skills developed

Student Learning Goals – students will:

• Understand the basic structure of DNA and its role in genetic inheritance

• Comprehend how DNA encodes traits that are passed across generations

• Identify organism genotypes

• Understand that PCR is a technique for amplifying specific parts of the genome

Scientific Inquiry Skills – students should be able to:

• Formulate hypotheses and predict results

• Predict genotypes based on organism phenotypes

• Compare results to their predictions and draw conclusions based on hypotheses

• Generate data visualizations to present their results

Molecular Biology Skills:

• Micropipetting

• Principles and practice of PCR

• Preparation of agarose gels

• Agarose gel DNA electrophoresis

• Isolation of DNA from plant tissue

• Staining, visualization, and molecular weight analysis of DNA fragments

• Genotyping individuals based on molecular results

Version: 1.0





3. Standards alignment

Next Generation Science Standards - Students will be able to…

HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the

structure of proteins which carry out the essential functions of life through systems of specialized

cells.

HS-LS3-1 Ask questions to clarify relationships about the role of DNA and chromosomes in coding the

instructions for characteristic traits passed from parents to offspring.

HS-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from

(1) new genetic combinations through meiosis, (2) viable errors occurring during replication,

and/or (3) mutations caused by environmental factors.

HS-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of expressed

traits in a population.

HS-LS4-1 Communicate scientific information that common ancestry and biological evolution are

supported by multiple lines of empirical evidence.

Common Core English Language Arts Standards - Students will be able to…

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes.

WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to

add interest.

AP Biology Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life

processes

3.A.1: DNA, and in some cases RNA, is the primary source of heritable information.

3.A.2: In eukaryotes, heritable information is passed to the next generation via processes that include

the cell cycle and mitosis or meiosis plus fertilization.

3.A.3: The chromosomal basis of inheritance provides an understanding of the pattern of

passage(transmission) of genes from parent to offspring.

3.C.1 Changes in genotype can result in changes in phenotype.

3.C.2 Biological systems have multiple processes that increase genetic variation.

Version: 1.0





4. Background and significance

Overview

In this lab students will investigate the genotypic basis of an observable phenotype using Rapid

Cycling Brassica rapa (RCBr), also known by the trademark name Wisconsin Fast Plants®. Wild-

type plants grow with a distinctive purple stem, best observed in the first few days after

germination. This purple color is due to the presence of anthocyanin, a common plant pigment.

In some RCBr plants, however, a mutation disrupts the anthocyanin production pathway and

leads to green stems with no purple color. The gene responsible for the purple vs. green color is

named anthocyaninless because the mutant form leads to

decreased production of the pigment anthocyanin. There are

two alleles for the anthocyaninless gene, A, which results in

purple stems, and a, which leads to green stems.

For this trait, purple color (anthocyanin production) is

dominant to green (lack of anthocyanin production). For this

reason, both AA homozygotes and Aa heterozygotes will be

purple stemmed, while only aa homozygotes will be green

stemmed. Using classical crossing techniques, these alleles

can be tracked over generations with predictable results. In

this lab, you will test the anthocyaninless gene from different plants for the presence of the

mutation that differentiates the two alleles. In this way, students will be able to directly link an

organism’s phenotype to its genotype.

Mendelian genetics goes molecular

In 1865 Gregor Mendel described his work studying inheritance in pea plants. His work, at the

time, was largely overlooked. Around the turn of the 20th century, however, other scientists

studying inheritance rediscovered Mendel’s manuscripts and the profundity of his findings was

recognized. The laws of Mendelian genetics were first observed in pea plants, but it was quickly

appreciated that these laws applied broadly to sexually reproducing eukaryotes in general. Not

only did Mendel explain how traits are passed on, but in doing so, he provided a mechanistic

basis for many other areas of biology, most notably evolution.

Mendel’s careful observations led him to propose two basic rules: the law of segregation and

the law of independent assortment. The law of segregation states that for any gene, an

individual possesses two copies, or alleles. When an individual makes gametes (sex cells), each

Version: 1.0





gamete contains only one of the two alleles. In other words, the alleles are segregated into

different gametes, and only one of those two alleles will be passed on to each offspring.

The law of independent assortment states that the segregation of alleles responsible for one

trait will occur independently of the segregation of other alleles. In other words, in pea plants,

knowing the flower color allele will tell you nothing about the pea pod color allele.

Mendel’s laws and basic crossing techniques helped crack open the field of genetics in many

organisms. By crossing organisms and tracking the different phenotypes in the offspring,

scientists were able to create genetic maps of chromosomes some 30 years before DNA was

confirmed to be the genetic material. In other words, people had made accurate genetic maps

before they knew it was DNA that they were mapping.

Today we know that Mendel’s laws work because what is being inherited are sequences of DNA

on chromosomes. We know that when we see a trait that is inherited in a Mendelian fashion, it

is because there is a physical place in the DNA that leads to differences between the two traits.

Using molecular techniques, such as PCR and gel electrophoresis, we can peer inside of

phenotypes and Mendelian ratios to determine their molecular basis. For example, we know

that the offspring of two heterozygotes (the F2 generation of a monohybrid cross) should result

in a 3:1 phenotypic ratio and 1:2:1 genotypic ratio. With classical breeding, we can observe the

3:1 phenotypic ratios in offspring, but now with molecular techniques, we can go further,

determining the genotypes that led to that 3:1 ratio.

Anthocyanin: It makes plants purple

Anthocyanin is a common plant pigment that is

typically purple but can appear red to purple to

blue depending on where it is found. It is the

reason blueberries and blue corn are blue, and

the reason eggplants and cabbage are purple.

In Rapid Cycling Brassica rapa, anthocyanin can

be seen in the stems of plants, and it is best

observed in the first few days after

germination. When anthocyanin production is

disrupted for some reason, the purple color

will be absent.

Classical mutants are named for what happens

to a phenotype when a gene is mutated.

Varieties of eggplant that vary in anthocyanin content. Image courtesy of J. E. Fee

Version: 1.0





Somewhat paradoxically, this leads to genes being named after what happens when they don’t

function properly. The anthocyaninless gene is named for the fact that, if mutated, anthocyanin

will no longer be produced. This means that the normal role for the anthocyaninless gene is

likely in a pathway that produces the anthocyanin pigment. Genes are given such names based

on observable outcomes because, historically, mutant phenotypes were recognized long before

the actual DNA sequence responsible for those traits could be identified. It is only more

recently that scientists may match the cause of a phenotype to an actual molecular cause.

In 2016, scientists identified the genetic location and sequence of anthocyaninless, a

sequence that codes for the enzyme dihydroflavonol 4-reductase, or DFR1. DFR is an enzyme

known to function in the anthocyanin production pathway and knocking out the production of

the DFR protein would almost certainly lead to the loss of anthocyanin production.

After sequencing the DFR gene from both purple and nonpurple RCBr, the scientists identified

the presence of a 354 base pair sequence that was present in the green allele (a), but absent

from the purple (A) allele. By analyzing the DNA sequence, they hypothesized that this 354 base

pair difference is the result of an insertion from a transposable element in the coding sequence

of the DFR gene. This insertion introduces a premature stop codon to the DFR coding sequence,

making the resulting protein truncated and non-functional.

Classical Mendelian traits refer to individual traits being caused by a single gene with dominant

or recessive alleles. In anthocyaninless, this is because one allele has been made completely

non-functional, but anthocyanin production can be maintained with only one functional allele.

While most observable variation is caused by alleles that are inherited in a Mendelian fashion, it

is somewhat rare for natural variation to be due to one allele producing a non-functional form

of the protein. Most phenotypic variation is based on the inheritance of many genes with

multiple alleles and complex interactions between them. For example, DFR is one of many

genes involved in the production of anthocyanin, and changes to any of them have the

potential to modify an anthocyanin related phenotype. The connection between DFR and

anthocyaninless is an excellent model for demonstrating how alleles are inherited and linking

that inheritance to actual sequence changes on the chromosome. But it should be remembered

that most traits have more complex bases than seen in this example.

1 Wendell, D.L. Vaziri, A. Shergill, G. (2016) The Gene Encoding Dihydroflavonol 4-Reductase Is a Candidate for the Anthocyaninless Locus of Rapid Cycling Brassica rapa (Fast Plants Type) PLoS One, 11(8)

Version: 1.0





Today’s lab

In this lab, you will use PCR to amplify (make copies of) the specific region of the DFR coding

sequence that is responsible for producing the purple (dominant) and green (recessive)

anthocyaninless alleles. The reaction will use three primers, one forward primer and two

different reverse primers, to identify whether the insertion that disrupts the DFR gene is

present. The first forward primer in this design (F1) will bind to both alleles, regardless of

whether the anthocyaninless insertion is present. A reverse primer (R1) will bind 280 base pairs

downstream from the F1 primer in the wild type (A) allele. Together, these primers will make a

280-base pair PCR product in plants that produce the anthocyanin pigment. A second reverse

primer (R2) will bind only when the insertion is present. In the green allele (a), together with

the F1 primer, the R2 primer will produce a 150-base pair fragment. R2 will not bind in the

purple allele (A) because the insertion is not present, and so no 150 base pair product will form.

To be clear, both R1 and R2 primers will bind to the a allele, but because of differences in the

relative efficiency of PCR due to size and structural constraints of the DNA, only the 150 base

pair amplicon will be produced.

Segment of DFR gene showing primers designed to identify specific alleles responsible for purple or green

Anthocyaninless phenotypes. In the A (wild type) DFR allele, no insertion is present and primer F1 and R1 will

produce an approximate 280 base pair product. In the a (insertion) DFR allele, primer F1 and R2 will produce

an approximately 150 base pair product. Primer R1 will bind to both sequences, but will only produce a

product in the A, wild type DFR sequence.

Version: 1.0





5. Laboratory set-up manual

Reagent Volume needed per lab group

Storage Teacher’s checklist

EZ PCR Master Mix, 5X

• 5x Mix with Taq DNA polymerase

• dNTPs (included)

• PCR buffer with Mg2+ (included)

• Gel Loading Dye (included)

25 µL -20°C freezer

Primer Mix

• Plant Genetics Lab Primers


DPX Buffer

• DPX DNA extraction buffer

250 µL each

-20°C freezer

DNA molecular weight marker

• 100bp DNA ladder, Load-Ready™


DNA staining agent, e.g.

• Gel Green™ (for Blue light illuminators)

2 µL per blueGel™ agarose gel

Room temp, dark

Agarose (2% gels)

• Electrophoresis grade

0.4 g per gel (if using blueGel™)

or one blueGel™ Tab per group

Room temp.

Electrophoresis buffer

• 1X TBE if using blueGel™

Depending on gel apparatus

(30 ml for blueGel™)

Room temp.

RCBr plants

• Seeds available from Carolina Biological Supply – See Appendix B.

4 plant samples per group

Sup

plied

in kit

Ava

ilab

le at m

inip

cr.com

https://www.carolina.com/living-organisms/wisconsin-fast-plants/wisconsin-fast-plants-heredity-inheritance-and-variation/10651.ct?Nr=product.siteId%3A100001&intid=srchredir_wfp

Version: 1.0





Equipment and Supplies Teacher’s checklist

PCR Thermal cycler: e.g. miniPCRTM machine

Micropipettes: 2-20 µL and 20-200 µL are recommended

Disposable micropipette tips

PCR tubes: 200 µL microtubes, individual or in 8-tube strips (8 tubes per group)

Microtubes: 1.5 or 1.7 mL tubes to aliquot reagents (4 tubes per group)

Horizontal gel electrophoresis apparatus: e.g., blueGel™ by miniPCR

DC power supply for electrophoresis apparatus (not needed if using blueGel™)

Transilluminator: UV or Blue light (not needed if using blueGel™)

Scale for weighing agarose (or blueGel™ Tabs)

250ml flasks or beakers to dissolve agarose gel

Microwave or hot plate

Microcentrifuge (optional)

Gel documentation system (or cell phone camera)

Forceps (optional) for easier handling of plant samples (1 pair per group)

Other supplies:

• UV safety goggles (if using UV transilluminator)

• Disposable laboratory gloves

• Permanent marker

Ava

ilab

le at m

inip

cr.com

Version: 1.0



1 0 | m i n i P C R L e a r n i n g L a b s T M – P l a n t G e n e t i c s L a b – I n s t r u c t o r ’ s G u i d e


Planning your time

This experiment has 5 stages:

A. DNA Extraction

B. PCR Set up

C. PCR Programming and monitoring

D. Separation of PCR products by DNA electrophoresis

E. Size determination of PCR products and interpretation

This lab is designed to be completed in two 45-minute periods.

An overview of the experimental plan is represented below:

A DNA extraction

• 20 min

PCR programming & monitoring

• 5 min PCR programming

• 10 min PCR monitoring, discussion

Gel electrophoresis

• 10 min load samples

• 25 min run samples

Size determination & interpretation

• 5 min visualization

• 5 min discussion

Experimental stage Preparatory activity

Germinate seeds

• 5-10 days in

advance

Dispense reagents and

prepare equipment

• 15 min

Pour agarose gels

• 20 min

C

D

E

PCR set up

• 10 min

B

Possible stopping point. miniPCR will run for approximately 70-80 minutes

Store PCR product in fridge (up to 1 week) or freezer (longer term)

Version: 1.0





Quick guide: Preparatory activities

A. Seed germination

• Begin germinating seeds one week prior to performing the DNA extraction. Using seedlings that

are too young will result in decreased PCR performance.

B. DNA extraction and PCR set up

• Each lab group can process four plant samples, or three plant samples and one blank negative

control.

• Thaw tubes containing DPX Buffer, EZ PCR Master Mix, and Plant Genetics Lab Primers by

placing them on a rack or water bath at room temperature.

• For each lab group, label and dispense in microtubes:

- DPX Buffer DNA extraction buffer 250 µL

- EZ PCR Master Mix, 5X 25 µL

- Plant Genetics Lab Primers 90 µL

• Each lab group will additionally need the following supplies:

- Micropipettes, one 2-20 µL pipette per group.

- If available, an additional 200 µl pipette to use for the DNA extraction step.

- Disposable micropipette tips and a small beaker or cup to dispose them.

- 8 PCR tubes (thin walled, 200 µL microtubes) (4 tubes for DNA extraction and 4

additional tubes for PCR).

- Permanent marker (fine-tipped).

• As part of the extraction process tubes must be heated to 95° C:

- Provide groups access to miniPCR™ for use as a heat block.

- If not using miniPCR™, have another heat block or water bath available and set to 95°

C.

C. PCR programming and monitoring

• Ensure lab benches are set up with a miniPCR™ machine and power supply.

• Ensure miniPCR™ machines are connected to a computer or compatible smartphone/tablet.

Version: 1.0





C. Gel electrophoresis

• Each group will run four samples on a gel plus a DNA ladder.

• Gels can be poured in advance of the second class

- Pre-poured gels can be stored in a sealed container or wrapped in plastic wrap, and

protected from light.

• If running the gel on a different day than the PCR, completed PCR reaction tubes can be stored

in the fridge for up to one week until they are used, or in the freezer for longer-term storage.

D. Size determination and interpretation

• Have the banding pattern of the 100bp DNA Ladder handy to help interpret the electrophoresis

results.

100 bp DNA Ladder visualized by ethidium bromide staining on a 1.3% TAE agarose gel.

Mass values are for 0.5 µg/lane. Source: New England Biolabs

Version: 1.0





6. Instructor laboratory guide

Seeds to use in this Lab:

This lab is designed to be performed using Rapid Cycling Brassica rapa, sold under the trademark name

Wisconsin Fast Plants®. Wisconsin Fast Plants (WFP) are sold exclusively through Carolina Biological and

are not included with this kit. Seed ordering information is included in Appendix B (Section 10.) This lab

can be used in conjunction with several WFP classroom activities and we encourage teachers to

integrate this activity into their classrooms how they best see fit. This lab has been written to use with

Wisconsin Fast Plants® F2 Non-Purple Stem seeds, though other seed varieties and approaches are

discussed in Appendices B and C (Sections 10 and 11.) You can use these different Wisconsin Fast Plant

seed varieties without significant modifications to these protocols.

F2 non-purple stem seeds are the product of a cross between two heterozygotes and are expected to

demonstrate the classic Mendelian 3:1 phenotypic and 1:2:1 genotypic ratios. Students can germinate

the seeds and test whether the expected 3:1 ratio of purple to green stems ensues. Students can then

test individual plants to determine their genotype. All green plants will be expected to be homozygous

for the green allele, while purple stemmed plants are expected to be found in a 1:2 ratio of

homozygotes to heterozygotes.

In this lab, you will likely test the genotypes of fewer plants than were germinated. If determining

genotypic ratios to see if they are in accordance with Mendelian predictions, it is important to randomly

choose which F2 plants you test. This is especially true if testing statistical significance using the chi-

squared test as in the AP biology link.

Germination instructions:

There are many growing and germination instructions available for growing WFP in the classroom, and

teachers may use any approach they are comfortable with. We have used an alternate approach that

has worked well for observing germinating seeds. We recommend germinating seeds in a standard zip-

closing sandwich bag. Fold a paper towel to fit in the bag, and place the towel in the bag. Add enough

water so the paper towel is uniformly wet but there is not excess water in the bag. Place seeds in a

single file line across the paper towel, each separated by about half-centimeter, about halfway down the

bag. The bag can then be hung vertically by taping to a window, seed side out (avoid cold windows).

Light is not necessary for germination, but stem color is more pronounced in plants that have been

exposed to light. DNA can be extracted seven days after beginning germination by this method. Using

tissue from plants that are too young will have reduced PCR performance, likely due to inhibitory

molecules in the plant tissue.

Version: 1.0





A: Phenotype seedlings (if using F2 seeds)

1. Identify how many of the germinated plants are purple and how many are green.

• Record the total number of plants that show the purple and green phenotypes

in your class

B: DNA Extraction

Note: Usable DNA can be extracted from many different plant tissues using the following basic

procedure. We recommend using leaf tissue, either from the cotyledon in seedlings or mature

leaf tissue if present. If using seedlings, wait at least 5 days after starting germination before

extracting DNA for best PCR results.

1. Choose up to four plants that your group will genotype. Your teacher will instruct you

on which plants to choose. If testing adherence to predicted Mendelian ratios, it is

important to choose plants randomly.

• Record the phenotype of the plant sample you are testing (purple or green.)

• Record any other information that you know about the plant sample as

instructed by your teacher. For example, is it a pure breeding plant, an F2

plant, etc.

# of Seedlings

Purple

Green

Total

Sample # Phenotype Additional information

1

2

3

4 (or blank control)

Version: 1.0





2. Label four 200 µL thin-walled PCR tubes per lab group on the side, not cap, of the tube

• Label tubes 1-4 to correspond with your plant samples.

• Also label each tube with the group’s name on the side wall.

3. Add 50 µL of DPX Buffer to each tube

4. Use numbered PCR tubes to collect portion of leaf

• To avoid contamination, try not to touch the part of the plant you will use for

your DNA sample.

• Hold the plant so that the leaf is over the opening of your tube.

• Close the cap of the tube, using the cap as a punch to cut a sample of the plant.

• With the tube closed, discard any plant tissue that is not in the tube.

• The plant sample remaining in

the tube will be used to isolate

DNA.

• If using mature plants, close the

tube on a mature leaf using the

top as a punch.

5. Use a pipette tip to macerate plant tissues for DNA extraction

• Carefully open the tube to avoid losing plant sample.

• Use a pipette tip to crush and grind the plant tissue in the DPX Buffer solution

in order to break cell walls.

• Tissue should be clearly broken up leaving the solution greenish and/or cloudy.

• Use a new tip for each tube to avoid contamination.

6. Tightly cap the 200 µL tubes containing DPX Buffer and macerated plant sample

• Ensure that plant fragments are well mixed into the DPX Buffer.

• Avoid touching the inside of PCR tube caps to avoid contamination.

7. Incubate the macerated plant sample in DPX Buffer for 10 minutes at 95°C

• Use a miniPCRTM machine in Heat Block mode, or use a 95°C heat block or

water bath.

8. After 10 minutes remove tubes from heat

• This solution is your DNA extract.

• The DNA extract can be stored frozen for at least two weeks.

Version: 1.0





PCR set up

1. Label 4 clean 200 µL thin-walled PCR tubes per group on the side wall

A. Label the tubes 1-4 to correspond with your DNA extract.

B. Also label each tube with the group’s name on the side wall.

2. Add PCR reagents to each 200 µL PCR tube

Tube 1 Tube 2 Tube 3 Tube 4

Plant Lab Primers 18 µL 18 µL 18 µL 18 µL

EZ PCR Master Mix 5 µL 5 µL 5 µL 5 µL

Use a micropipette to add each of the reagents.

Remember to change tips at each step!

3. Add DNA samples to each tube, using a clean tip for each sample

Add 2 µL of DNA extract avoiding large plant particles, as these will clog

your pipette tip. If clogging occurs, pipette up and down to unclog.

Tube 1 Tube 2 Tube 3 Tube 4

Template DNA 2 2 2 2 FINAL VOLUME 25 µL 25 µL 25 µL 25 µL

4. Cap the tubes

• Make sure all the liquid volume collects at the bottom of the tube.

• If necessary, spin the tubes briefly using a microcentrifuge.

5. Place the tubes inside the PCR machine

• Press firmly on the tube caps to ensure a tight fit.

• Close the PCR machine lid and gently tighten the lid.

CRITICAL STEP

Version: 1.0





PCR programming and monitoring (illustrated using miniPCRTM software)

1. Open the miniPCR software app and remain on the "Library" tab.

2. Click the button on the top right corner.

3. Select the PCR from the top drop-down menu.

4. Enter a name for the Protocol; for example, "Group 1 – Plant Lab".

5. Enter the PCR protocol parameters:

• Initial denaturation 94°C, 60 sec

• Denaturation 94°C, 15 sec

• Annealing 58°C, 15 sec

• Extension 72°C, 30 sec

• Number of cycles 32

• Final extension 72°C, 60 sec

• Heated lid ON

6. Click "Save" to store the protocol or "Save and Run" to start the protocol.

7. If prompted, choose the serial number of the miniPCR you are using from the list.

• Serial number can be found on the white sticker below the power switch.

Version: 1.0





8. Make sure that the power switch in the back of miniPCR is in the ON position.

9. To monitor the PCR reaction in real time, choose the “Now running” tab on the left

(“Monitor” on a smartphone or tablet.) If more than one miniPCR is connected to the

same device, choose which machine you would like to monitor using the tabs at the top

of the window.

The miniPCR™ software allows each lab group to monitor the reaction parameters in real

time, and to export the reaction data for analysis as a spreadsheet.

Once the PCR run is completed (approximately 70-80 min), the screen will display:

“Status: Completed”. All LEDs on the miniPCR machine will light up.

You can now open the miniPCR lid and remove your PCR tubes.

o Be careful opening the miniPCR, lid and heat block may still be hot

PCR products can be stored for up to 1 week in the fridge or 1 year in a freezer.

Version: 1.0





Gel electrophoresis – Pouring agarose gels (Preparatory activity)

-If the lab is going to be completed in a single time block, agarose gels

should be prepared during the PCR run to allow the gels to settle.

-If the lab is going to be performed over two class periods, gels can be

prepared up to one day ahead of the second period and stored covered in

plastic wrap or in a zip-closing bag, protected from light.

1. Prepare a clean and dry agarose gel casting tray

• Seal off the ends of the tray as needed for your apparatus.

• Place a well-forming comb at the top of the gel (5 lanes or more).

2. For each lab group, prepare a 2% agarose gel using electrophoresis buffer

• For example, add 0.4 g of agarose to 20 ml of TBE buffer (for blueGel™).

• Mix reagents in glass flask or beaker and swirl to mix.

• If using blueGel Tabs, use one 0.4 g tab per 20 ml of TBE buffer. Allow the

blueGel Tab to disintegrate completely before heating.

• Adjust volumes and weights according to the size of your gel tray.

• Mix reagents in glass flask or beaker and swirl to mix.

3. Heat the mixture using a microwave or hot plate.

• Heat until agarose powder is dissolved and the solution becomes clear.

• Use caution, as the mix tends to bubble over the top and is very hot.

4. Let the agarose solution cool for about 2-3 min at room temperature.

• Swirl the flask intermittently.

5. Add gel staining dye (e.g. GelGreen™).

• Follow dye manufacturer instructions.

• e.g., 2 µL of GelGreen 10,000 X per 20 mL

agarose gel.

6. Pour the agarose solution into the gel-casting tray with comb.

7. Allow gel to completely solidify (until firm to the touch) and remove the comb.

• Typically, ~10 minutes for blueGel™ gels.

Note: We recommend the use of

safe alternatives to ethidium

bromide such as GelGreen™

(available at www.miniPCR.com).

TIME

MANAGEMENT

TIP

Version: 1.0





Gel electrophoresis – Running the gel

1. Place the gel into the electrophoresis chamber and cover it with run buffer.

• Add just enough buffer to fill reservoirs on both ends of the gel and to

just barely cover the gel.

2. Make sure the gel is completely submerged in electrophoresis buffer.

• Ensure that there are no air bubbles in the wells (shake the gel gently if

bubbles need to be dislodged.)

• Fill reservoirs at both ends of the electrophoresis chamber and add just

enough buffer to cover the gel and wells.

3. Load DNA samples onto the gel in the following sequence

• Lane 1: 7 µL DNA ladder.

• Lane 2: 15µL PCR product from tube 1.




Note: there is no need to add gel loading dye to your samples.

The miniPCR EZ PCR Master Mix and 100 bp DNA Ladder come

premixed with loading dye, and ready to load on your gel.

4. Place the cover on the gel electrophoresis box.

5. Conduct electrophoresis for ~25 minutes, or until the colored dye has progressed to at

least half the length of the gel.

• Check that small bubbles are forming near the terminals in the box.

• Longer electrophoresis times will result in better size resolution.

• Lower voltages will result in longer electrophoresis times.

Version: 1.0





Size determination and interpretation

1. Turn on the blueGel™ blue light illuminator.

• Or place the gel on a transilluminator if not using blueGel™.

2. Verify the presence of PCR product.

3. Ensure there is sufficient DNA band resolution in the 100-300 bp range of the 100 bp

DNA ladder.

• Run the gel longer if needed to increase resolution.

• DNA ladder should look approximately as shown.

100 bp DNA Ladder visualized by ethidium bromide

staining on a 1.3% TAE agarose gel.

Source: New England Biolabs

4. Document the size of the PCR amplified DNA fragments by comparing the PCR products

to the molecular weight reference marker (100 bp DNA ladder).

• Capture an image with a smartphone camera or other gel documentation

system.

Version: 1.0





Expected experimental results

This schematic image shows idealized

results of possible experimental

outcomes:

• 280 band: Product of

amplification of the wild -type,

purple A allele.

• 150 band: Product of

amplification of the mutants, non-

purple, a allele.

• <100 band: primer dimer.

Non-specific amplification, arising

from primers annealing to each

other.

Important note: You may notice additional faint bands of approximately 260 base pairs,

especially in the aa homozygote green plants. Other faint bands larger than 300 base pairs may

also be visible. Such faint bands are the product of non-specific priming, not uncommon in PCR

when using more than two primers and/or when amplifying regions with complex sequence

structure, such as the a recessive allele targeted in this experiment.

These bands represent amplification of non-target sequences and can be ignored for the

purposes of interpreting genotypes.

Version: 1.0





7. Study questions

Questions before experimental set-up

1. What are the two alleles that we are using to investigate Mendel’s laws in this

experiment? Please describe them phenotypically.

2. In this lab we are tracking the inheritance of two alleles of the same gene through

different generations. Is this a better investigation of the law of independent

assortment or the law of segregation? Explain.

3. In organisms used for genetics, quite often genes end up with two names. Names like

anthocyaninless are reflect the mutant phenotype, while names like DFR refer to the

protein the gene produces. Why not just have one name?

4. If phenotypes are caused by genotypes, can you explain why the genotypic and

phenotypic ratios for Mendelian traits are different? How is it that a 3:1 phenotypic

ratio can be caused by a 1:2:1 genotypic ratio?

5. This lab demonstrates how the anthocyaninless gene affects stem color in Brassica rapa.

Think of another trait you are familiar with, for example human height. In what ways do

you think anthocyaninless is a good model for studying the inheritance of phenotypes?

In what ways may it not be the best model?

Version: 1.0





Questions using Punnett squares.

Predict the genotypic and phenotypic ratios for the possible offspring from each of the

following crosses:

1. A homozygous purple plant crossed to a green plant.

Phenotypic ratio of offspring: Purple _____

Green _____

Genotypic ratio of offspring: AA _____

Aa _____

aa _____

2. A heterozygous purple plant crossed to a green plant.


Green _____


Aa _____

aa _____

Version: 1.0





3. Two heterozygous plants.


Green _____


Aa _____

aa _____

4. If you had a plant that developed with a purple stem, what type of plant could you cross

it to tell if it were homozygous or heterozygous? Explain using a Punnett square.

Version: 1.0





Predict your possible results for this experiment.

On the image of a gel to the right, draw in your expected results. In some cases, you cannot

predict whether a particular band will be present or absent on your gel. If it is uncertain if a

certain band will be present, draw it as a dotted line.

For each lane, explain why you predict the results that you drew.

Lane 1:

Lane 2:

Lane 3:

Lane 4:

Sample # Phenotype Possible genotype(s)

1

2

3

4

Version: 1.0





Questions after gel electrophoresis and visualization

1. What are the genotypes of each plant you tested? Explain whether your results match

what you predicted.

a. Plant 1 genotype:

Does this result match your prediction?

b. Plant 2 genotype:


c. Plant 3 genotype:


d. Plant 4 genotype:


2. Look at the first two lanes of your gel. If you were able to breed those two plants, what

would the expected genotypic and phenotypic ratios of the offspring be?


Green _____


Aa _____

aa _____

Version: 1.0





Class data:

Predicted:

F2 plants are the result of an Aa x Aa cross.

Phenotypic ratio of offspring:

Purple _____

Green _____

Genotypic ratio of offspring:

AA _____

Aa _____

aa _____

Record the total number of plants in your class that displayed each phenotype and genotype.

*Note you may test the phenotypes of more plants than you are able to genotype.

How closely do your predicted phenotype and genotype ratios match your class data?

Total plants

Purple

Green

Total plants

AA

Aa

aa

Version: 1.0





AP biology link

Testing adherence to predicted phenotypic and genotypic ratios - for classes growing F2 seeds.

Use the chi-squared statistical test to determine if class data matches Mendelian expectations.

Compile class data for phenotypes.

∑(𝒐− 𝒆)𝟐

𝒆

State the null hypothesis:

Degrees of freedom: ________ χ2 value: ________

χ2 critical value: ________ (from table)

Do you reject or fail to reject the null hypothesis?

Explain what your statistical results mean in common language.

Observed Expected

Purple

Green

Version: 1.0





Compile class data for genotypes.

∑(𝒐− 𝒆)𝟐

𝒆

State the null hypothesis:

Degrees of freedom: ________ χ2 value: ________

χ2 critical value: ________ (from table)

Do you reject or fail to reject the null hypothesis?

Explain what your statistical results mean in common language.

Observed Expected

AA

Aa

aa

Version: 1.0





Version: 1.0





Extension: Exploring the anthocyaninless mutation

In Rapid Cycling Brassica rapa, lack of anthocyanin production is due to the recessive form of

the gene anthocyaninless. The trait occurs because the anthocyaninless gene codes for the

enzyme dihydroflavonol 4-reductase, or DFR, an enzyme central to anthocyanin production. In

the a allele, the version of the protein produced by the cell is non-functional.

DFR is a 385 amino acid protein and the DNA sequence that codes for DFR is broken up into six

exons. The difference between the A and a anthocyaninless alleles lies in exon 4 – in the a

allele, exon four is 354 base pairs longer than in the A allele. Within this extra 354 base pairs is

a stop codon, which ends translation prematurely, making the protein non-functional.

These extra 354 base pairs bear the hallmarks of a transposable element insertion event.

Transposable elements, also known as transposons, are sequences of DNA that seem to exist

for no other function than to make more of themselves in the genome, and they are sometimes

thought of as “genetic parasites”. There are several variations on how transposable elements

function, but the basic premise is this: a transposable element is a sequence of DNA present in

a genome that, every now and then, will engineer a copy of itself, or actually cut itself out of

the genome, and that copy or excised DNA will then be inserted somewhere else in the

genome. The ability of these DNA sequences to move from one place to another in the genome

has led them to be nicknamed “jumping genes”. This movement of DNA is very rare in any one

individual; it is unlikely that the transposable elements in you have moved in your lifetime. But

over timespans of many generations, their movement is fairly regular. Over time, their

movement and copying causes them to spread, taking up more and more of the genome. It is

estimated that around 45% of the human genome is made up of transposable elements or

transposable element like repeats—most of which are now inactive.

When transposable elements insert into a segment of DNA they leave a telltale sign, a direct

repeat on each end of the insertion. On one end of the insertion will be a segment of DNA that

was present before the insertion, and on the other end will be the exact same sequence

repeated again. In the anthocyaninless a allele, there are identical 10 bp sequences separated

by 344 base pairs. These 10 base pairs are present in the A allele, but only once, and the 344

base pairs between them is not present at all—exactly what is expected if a transposable

element inserted itself in the gene.

Because transposable elements make copies and spread in genomes over time, you would

expect to find many copies of this suspected transposable element throughout the Brassica

rapa genome, showing the history of its transpositions. But when scientists went looking, there

Version: 1.0





was no such common 344 base pair sequence. In anthocyaninless, however, the middle 340 of

the 344 base pairs shows a pattern that is unusual; it is a perfect inverted repeat. In other

words, the sequence of the first 170 base pairs is exactly the same as the second 170 base

pairs, only oriented in the opposite direction. When scientists looked for a 170 base pair

sequence that matched one half of the inverted repeat, they found what they were looking for -

it was present over 100 times in the Brassica rapa genome. The hypothesis is that this 170 base

pair repeat represents the transposable element. In the particular instance of anthocyaninless,

a rare event occurred that caused it to be basically inserted twice back to back in opposite

orientations. How or why this occurred is unknown.

Sequences like this are called palindromes. A palindrome is a word or sentence that reads the

same in both directions, such as, “Madam, I’m Adam.” In genetics, a palindromic sequence

reads the same when each DNA strand is read in the 5’ to 3’ direction. Palindromic sequences

are important for different biological processes. Restriction enzymes usually recognize

palindromic sequences. Longer palindromic sequences can be the basis for secondary

structures in nucleic acids as you will explore in the following questions.

When a transposable element inserts itself in the genome it can have different effects. If it

lands in a non-coding region, the newly inserted element may have no effect on the overall

phenotype of the organism. If it inserts itself into a coding region, as happened with

anthocyaninless, it has the potential to disrupt that gene’s function. Landing in regulatory

regions of DNA may have more subtle effects. And in some cases, if the inserted element

transposes again, function can return. Transposons may themselves undergo mutation, making

them incapable of transposing again, leaving the sequences in the genome to be passed down

like any other DNA. And while often considered junk or parasitic, some transposable element

sequences have clearly been conserved over hundreds of millions of years of evolution,

suggesting that in some scenarios, they may have a functional role. In corn, transposable

elements and similar sequences are thought to make up about 90% of the genome, in humans

about 45%. If one thing is certain, they aren’t going away.

Version: 1.0





The structure of the anthocyaninless mutation: Questions

The sequence above is taken from the anthocyaninless a (non-purple) allele and shows both

strands of DNA from the insertion sequence, flanking direct repeats, and several base pairs on

either side of the direct repeats. In this example, a significant portion of the inserted sequence

has been removed to make the exercise more manageable, but the basic structure the same.

1. On the sequence above, identify the direct flanking repeats. There should be two

sequences, separated by some distance, that are identical and oriented in the same

direction. Draw a box around the two sequences.

2. Between the direct repeats is a single a long inverted repeat. Draw a vertical line

marking the center of the inverted repeat

3. From the line you drew, compare the bases on the top strand going to the right with

the bottom strand going to the left. What do you notice?

4. The sequence to the right is the top strand of the DNA sequence, ending at the

middle of the inverted repeat. Continue copying the top line of DNA but going down

the page instead of up. Align the base pairs you write with the letters already on the

page.

5. When you are done copying look at what bases are next to each other. Draw a box

around the portion of the sequence that is perfectly complementary (each letter is

matched with its complementary base).

Version: 1.0





The structure you drew the box around is called a “hairpin” or a “stem and loop”. Structures like this

one can form whenever single stranded DNA or RNA molecules that have inverted repeat sections

are allowed to anneal. Portions outside the box you drew typically will not anneal because there is

not enough complementarity. Below is another example of how DNA containing an inverted repeat

can form a hairpin. The DNA sequences for both structures are the same.

6. Both of the above two structures obey base pairing rules. Which would you expect to find in the

cell? Explain why you think this.

7. Do you think a hairpin structure like this is more likely to form in DNA or RNA in the cell? Explain

your reasoning.

8. Think of the steps of a PCR reaction. For a DNA sequence like this, why may the

hairpin structure be much more likely to likely to form during a PCR reaction?

Version: 1.0





Extension: Focus on Women in Science

Barbara McClintock – the discoverer of

transposable elements

When Barbara McClintock was born in 1902, her

parents actually named her Eleanor. As a young girl,

however, they felt that Eleanor was too gentle a name

for their daughter’s independent and outgoing

personality, so they began calling her Barbara. When

Barbara decided to enroll as a student at Cornell in

1919, her mother objected, believing it would make it

too difficult for her to find a husband.

A husband was clearly not Barbara’s chief concern.

McClintock excelled at Cornell and, impressed by her performance in his Plant Genetics class, C.B.

Hutchinson called McClintock to invite her to join the Cornell Plant Breeding program as a graduate

student. In 1925, she was awarded her Master’s degree; two years later, she received her Ph.D.

McClintock studied cytogenetics, the relationship of inheritance and chromosome structure, in maize

(corn). As a young researcher, McClintock was the first to describe the structure of maize chromosomes

and was able to show that traits and chromosomes were inherited in the same patterns, linking

chromosomes definitively to genetic inheritance.

In 1930, McClintock became the first person to describe how during meiosis homologous chromosomes

form cross-like structures—the structural basis for genetic recombination. The following year, she

demonstrated that this crossing over between chromosomes was responsible for genetic recombination

between linked traits. Also, in 1931, she described the location of three genes on the maize ninth

chromosome, the first genetic map of maize. All of this was accomplished before the structure of DNA

was known and even before it was definitively established that DNA was the genetic material.

Over the next ten years, McClintock worked at several institutions, first in Germany, where she left due

to the rise of Nazism, and then Cornell and University of Missouri. At both Cornell and Missouri, despite

making a name for herself in her field and contributing important discoveries to the study chromosomal

structure in maize, she found considerable obstacles to becoming a full professor. She believed this was

largely due to the fact that she was a woman.

In 1941, McClintock took a full-time research position at the prestigious Cold Spring Harbor Laboratory.

It was here that she began the work she is most closely associated with today. McClintock was

interested in why some corn kernels show mosaicism, that is, they are multicolored. Not only do these

different kernels produce different amounts of anthocyanin, but in some types of corn, different levels

Version: 1.0





of anthocyanin are produced in different parts of each individual kernel. Furthermore, this mosaicism

wasn’t inherited in predictable Mendelian ratios.

In 1948, she made one of her biggest discoveries: her system was composed of two genes, one

controlling the other. The first gene, named Dissociator (Ds), seemed to be responsible for the color of

the kernel, and the second, named Activator (Ac), seemed to turn the Ds gene on and off. But when

McClintock tried to map the genes, she found it impossible. They literally moved from one place on the

chromosome to another. Barbara McClintock had discovered transposable elements.

McClintock spent the next few years meticulously documenting

the Ac and Ds system and another similar system called

Suppressor-mutator (Spm). In 1953, she published her work in the

journal Genetics. McClintock’s work was not widely accepted. The

system she was working with was complex and dealing with more

than one concept that was new to the field of genetics.

Recognizing the negative reaction to her work and fearing that her

ideas were too radical and would push her out of the science

mainstream, she largely stopped publishing or lecturing on the

topic.

It took about twenty years for science to catch up to McClintock’s

discoveries of the late 1940s and early 1950s. Starting in the late

1960s and early 1970s, using more advanced technology,

scientists began to discover transposable elements in other

organisms. And in the early 1970s scientists showed conclusively

that Ac and Ds, the genes McClintock had characterized two

decades prior, were what is now known as class II transposable

elements.

McClintock was widely recognized as a prominent scientist in her

day, well before her work on transposable element; in 1944, she

was the first woman to become president of the Genetics Society

of America, and the same year, she joined the National Academy

of Sciences, only the third woman ever to be elected. It was only after she retired, however, and her

work was reexamined in light of more recent discoveries, that her contributions could be fully

appreciated. In 1983, she was awarded the Nobel Prize in Physiology and Medicine for her work on

transposable elements. She was the first woman to win the prize unshared, and today Barbara

McClintock is widely regarded as one of the great biology minds of the 20th century.

Different levels of mosaicism in maize

kernels due to the interaction of Ac and Ds.

From Cold Spring Harbor Symposia on

Quantitative Biology, 1951

Version: 1.0





From impacts on human health, to their effect on evolution, to breeding Wisconsin Fast Plants in the

classroom, transposable elements remain an active area of research in biology today. In fact, in every

year since 1997, well over 1,000 journal articles have been published discussing the topic of

transposable elements. The discovery that the anthocyaninless mutation was due to a transposon

insertion in the DFR gene2 was one of 1,813 scientific papers that discussed transposable elements

published in 2016. Not bad for an idea once considered too radical for mainstream science.

2 Wendell, D.L. Vaziri, A. Shergill, G. (2016) The Gene Encoding Dihydroflavonol 4-Reductase Is a Candidate for the

Anthocyaninless Locus of Rapid Cycling Brassica rapa (Fast Plants Type) PLoS One, 11(8)

Number of publications discussing transposons, transposase, or transposable elements by year according to

a PubMed search. Note, some earlier publications have been later reclassified as having to do with

transposable elements.

Version: 1.0





Focus on Women in Science: Questions

1. Barbara McClintock is most widely recognized for her contributions to the understanding of

transposable elements, but she didn’t work on transposable elements until fairly late in her career.

What evidence from the article shows that she was highly regarded as a scientist even before

working on transposable elements?

2. When Barbara McClintock was awarded the Nobel Prize, she was compared to Gregor Mendel.

What are some ways in which McClintock’s career and discoveries could be compared to Mendel’s?

3. In what way is the maize studied by McClintock similar to the Brassica rapa studied in this lab?

4. The anthocyaninless mutation that causes the non-purple phenotype in Brassica rapa is also

believed to be caused by a transposable element. In Barbara McClintock’s systems, the different

phenotypes were caused by the activation and movement of transposable elements. The movement

of these elements changed the phenotype, between the generations she was following, which is

why phenotypes were not inherited in predictable Mendelian ratios. How is that different than the

Brassica rapa used in our lab?

Version: 1.0





9. Appendix A: Equipment Needed

This lab was written and optimized for use with miniPCR lab equipment. Below, we discuss options for

the major equipment used in this lab if not using miniPCR devices.

Heat block or water bath: The DNA extraction step in this protocol requires incubating samples at 95°C.

We recommend using the miniPCR™, other thermal cycler, or a programmable heat block for this step.

All programable thermal cyclers should be programable as a static heat block. Alternatively, a water

bath could be used.

Thermal cycler (PCR machine): Protocols in this lab can be used with any standard programmable

thermal cycler without modification. The use of miniPCR has several pedagogical advantages over other

thermal cyclers. Having several miniPCRs in a classroom is advantageous over single larger machines as

it will directly increase hands on experience using laboratory equipment, enable students to become

more familiar with the PCR reaction by allowing them to program the machine themselves, and will

reinforce concepts through monitoring the PCR with the miniPCR app that illustrates the PCR reaction in

real time.

Electrophoresis system: Any standard horizontal agarose DNA gel electrophoresis system can be used

with this lab. Note that instructions for this lab have been written for use with blueGel. blueGel uses less

total reagents than most other electrophoresis systems and also has an integrated blue light illuminator

allowing real time monitoring of gels.

Illumination system: blueGel electrophoresis systems are built with an integrated blue-light illuminator

to visualize your gel using Gel Green or other 460nm sensitive nucleic acid gel stains. If not using

blueGel, you will need to use another illumination system. We strongly recommend using Gel Green or

another fluorescent DNA stain in conjunction with a blue-light illuminator. We specifically recommend

avoiding the use of non-fluorescing (typically blue) stains. If using electrophoresis equipment that does

not include an integrated blue light illuminator, consider purchasing a separate illuminator such as the

blueBox. Use of blue light illumination systems greatly increase the visibility of DNA on your gels and

save considerable time by eliminating staining and destaining.

https://www.minipcr.com/products/minipcr/

https://www.minipcr.com/products/minipcr/

https://www.minipcr.com/products/bluegel/

https://www.minipcr.com/products/bluegel/

https://www.minipcr.com/product/gelgreen-nucleic-acid-gel-stain-10000x-in-water-200%C2%B5l/

https://www.minipcr.com/products/bluebox-transilluminator/

Version: 1.0





10. Appendix B: Plant seed options

This lab can be used in conjunction with any activity where you are growing both purple and non-purple

stem Brassica rapa. Plants can be grown directly for this lab, or alternatively, this lab serves as an

excellent culmination to a plant breeding program.

Rapid Cycling Brassica rapa containing the anthocyaninless gene investigated in this lab are sold under

the trademark Wisconsin Fast Plants® and are only available from Carolina Biological. If using this lab as

a stand-alone activity, we recommend germinating seeds as described in the literature accompanying

the following RCBr seed packets. Plant phenotypes can be observed and plant tissue can be collected for

DNA analysis 3-5 days after the start of germination.

The seed options below are not the only options to use in this lab, but we recommend these as a

starting point. Each seed set should give enough samples for multiple classes. The protocols in this lab

can be run with any of the following seed options without any significant modifications.

Anthocyaninless monohybrid cross F2 seeds These seeds are the result of a monohybrid cross. Use to test the predicted 3:1 phenotypic ratio and

1:2:1 genoptypic ratio. The protocols in this lab assume you are using these seeds.

Rosette-Dwarf, anthocyaninless dihybrid cross F2 seeds These seeds are a result of a dihybrid cross. Use to test the predicted 9:3:3:1 phenotypic ratio for both

traits and the 1:2:1 predicted genotypic ratio for the Anthocyaninless gene.

Mendelian Genetics Monohybrid Seed Disk Set These seeds come sewn into paper discs that can then be germinated in a petri dish or grown in soil. Set

comes with Parental, F1 and F2 seeds.

Homozygous purple, Heterozygous and Homozygous green

The three genotypes detected in this lab can also be purchased separately. Use these seeds to directly

demonstrate the genotype/phenotype link absent Mendelian ratios.

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/brassica-rapa-wisconsin-fast-plants-f2-hairless-non-purple-stem-seed-pack-of-250/158886.pr

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/brassica-rapa-wisconsin-fast-plants-f2-rosette-dwarf-non-purple-stem-f2-rosette-anthocyaninless-pack-of-250/158895.pr

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/wisconsin-fast-plants-mendelian-genetics-monohybrid-seed-disk-set/158871.pr

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/wisconsin-fast-plants-purple-stem-hairy-high-anthocyanin-expression-hairy-seeds/FAM_158810.pr

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/wisconsin-fast-plants-f1-non-purple-stem-hairless-f1-anthocyaninless-hairless-seeds/FAM_158880.pr

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/wisconsin-fast-plants-non-purple-stem-hairless-anthocyaninless-hairless-seeds/FAM_158812.pr

Version: 1.0





11. Appendix C: Alternative experimental designs

This lab is written for students to test the adherence of Brassica rapa to Mendelian ratios using

purchased F2 seeds. Below we suggest a few possible alternative approaches using this lab.

Option 1: Produce your own seeds. WFP are developed for rapid breeding and are commonly used in

classrooms to demonstrated Mendelian inheritance. Start with true breeding purple and green plants,

and cross to create heterozygote F1 progeny. Grow the F1 progeny and cross again to create F2

progeny. These progeny should follow the classic Mendelian 3:1 phenotypic and 1:2:1 genotypic ratios.

Have students germinate seeds to test the predicted 3:1 phenotypic ratio and then test predicted 1:2:1

the genotypic ratios of those plants using this lab.

Option 2: Predict the offspring from plants of unknown genotypes. The purple vs. green phenotype is

not easily observed in adult plants. Provide groups adult plants with an unknown genotype. Have the

group use a section of leaf to test the genotypes and predict the outcome if the two plants are bred.

Cross the plants and test student’s predictions by observing the actual offspring. For this option you can

purchase seeds of known genotype, or F2 seeds.

Option 3: Demonstrate gene expression by testing purple and non-purple tissue from the same plant.

In Brassica rapa seedlings, roots do not express anthocyanin. Students may have the misconception that

tissues that do not produce a phenotype will not contain the same alleles as tissue that do express the

phenotype. Amplify the anthocyanin gene from both root and stem tissue for different plants, showing

that the difference in phenotype within an organism is due to gene expression, not different genotypes.

Option 4: Test plants of known genotype. Purchase the three genotypes of seeds separately, inform

students of genotypes, and match the molecular results from the lab to the observable phenotype.

This option lacks some aspects of student inquiry available to other approaches but may be advisable

for teachers gaining familiarity with Brassica rapa and molecular biology techniques.

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/wisconsin-fast-plants-purple-stem-hairy-high-anthocyanin-expression-hairy-seeds/FAM_158810.pr

https://www.carolina.com/wisconsin-fast-plants-seed-varieties/wisconsin-fast-plants-non-purple-stem-hairless-anthocyaninless-hairless-seeds/FAM_158812.pr

Version: 1.0





12. Additional teacher resources:

Fastplants.org Information and resources related to Wisconsin Fast Plants®.

“Anthocyanin” Wikipedia.

“Transposable element” Wikipedia.

“The Gene Encoding Dihydroflavonol 4-Reductase Is a Candidate for the Anthocyaninless Locus of Rapid Cycling Brassica rapa (Fast Plants Type)” Wendell, D.L. Vaziri, A. Shergill, G. (2016) PLoS One, 11(8) Academic paper identifying the Anthocyaninless locus as the DFR gene. “The Barbara McClintock Papers” Resources from the NIH and National Library of Medicine on the life and work of Barbara McClintock. “Cold Spring Harbor Oral History Project: Barbara McClintock” Collection of videos featuring scientists talking about their experiences working with Barbara McClintock.

https://fastplants.org/

https://en.wikipedia.org/wiki/Anthocyanin

https://en.wikipedia.org/wiki/Transposable_element

http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0161394

http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0161394

https://profiles.nlm.nih.gov/LL/

http://library.cshl.edu/oralhistory/topic/cshl/barbara-mcclintock/

Version: 1.0





13. Ordering information

To request miniPCRTM Plant Genetics Lab reagent kits, you can:

• Call (781)-990-8PCR

• email us at [email protected]

• visit www.minipcr.com

miniPCRTM Plant Genetics Lab Kit (catalog no. KT-1011-01) contents:

• 5X EZ PCR Master Mix, Load-Ready™

o including Taq DNA polymerase, dNTPs, PCR buffer, and gel-loading dye

• Plant Genetics Lab Primers

• DPX Buffer

• 100bp DNA ladder, Load-Ready™ (50 µg/ml)

Materials are sufficient for 8 lab groups, or 32 students

All components should be kept frozen at -20°C for long-term storage

Reagents must be used within 12 months of shipment

Other reagents available from miniPCR.com (not included):

• Agarose, electrophoresis grade RG-1500-02

• DNA staining agent (e.g. Gel Green™) RG-1501-01

• 20X TBE electrophoresis buffer RG-1502-02

mailto:[email protected]

Version: 1.0





14. About miniPCR Learning Labs™ This Learning Lab was developed by the miniPCR™ team in an effort to help more students

understand concepts in molecular biology and to gain hands-on experience in real biology and

biotechnology experimentation.

We believe, based on our direct involvement working in educational settings, that it is possible

for these experiences to have a real impact in students’ lives. Our goal is to increase everyone’s

love of DNA science, scientific inquiry, and STEM. We develop miniPCR Learning Labs™ to help

achieve these goals, working closely with educators, students, academic researchers, and

others committed to science education.

The guiding premise for this lab is that a ~2-hour PCR-based experiment can recapitulate a real-

life biotechnology application and provide the right balance between intellectual engagement,

inquiry, and discussion.

Starting on a modest scale working with Massachusetts public schools, miniPCRTM Learning Labs

have been well received, and their use is growing rapidly through academic and outreach

collaborations across the world.

Authors: Bruce Bryan M.S., Sebastian Kraves, Ph.D., Dilli Paudyal M.S.

minipcr™ plant genetics lab€¦ · students will assess the genotypes from plant samples and...

Documents