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Independent DNA analysis in biochemistry labs expands student perceptions of plasmid architecture
Author(s) -
Schilling Marcia
Publication year - 2021
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2021.35.s1.04740
Subject(s) - plasmid , agarose gel electrophoresis , dna , nucleic acid , microbiology and biotechnology , restriction enzyme , escherichia coli , bacteria , biology , chemistry , computational biology , biochemistry , gene , genetics
In order to assess independent skills in DNA analysis, undergraduate students enrolled in three biochemistry lab courses isolated distinct plasmids from E. coli host bacteria using silica‐coated iron magnetic nanoparticles and determined purity using spectrometry. The various plasmids originated from the AddGene Fire vector kit, such that no two students isolated the same plasmid DNA. After assessing nucleic acid purity, students independently selected restriction enzymes and anticipated fragment lengths of DNA that emerged with electrophoresis on an agarose gel. This initial experience with DNA analysis was further supported with queries of plasmid architecture features. Since every student analyzed a distinct plasmid, independent effort was necessary with appropriate peer collaboration. The lab experience, interfaced with the AddGene database, demanded 100% student engagement, while exposing students to an expanded representative set of plasmids that included segments coding for antibiotic resistance, green fluorescent protein, lacZ, and multiple cloning sites. In all cases, students responded favorably to the experience.