anyone taking plant biotechnology and breeding class?
481137
To clarify how an alien addition and substitution lines works,For it a  greenhouse bioassay was developed that consistently ranked four small grains in their correct order of susceptibility to take-all in the field (wheat > barley > rye = oat) (4). This assay was used to evaluate several wheats that carry alien chromosomes. Single plants were grown in a 1:1 (v:v) mixture of pasteurized soil (Kennebeck silty clay loam) and vermiculite in plastic tubes (2.5 cm in diameter and 12.5 cm long). Experiments included 10 tubes per entry-treatment (inoculated or non-inoculated) per replication and 4 replications. The experimental design was a randomized split-plot with the accessions as main-plot treatments and presence or absence of inoculum as sub-plot treatments .Inoculated tubes each received three oat kernels colonized by G. graminis var. tritici introduced 1 cm below seed level .After 4 weeks at 20±5°C, fresh weights of plant parts (10 plants per treatment per replication) above the soil level were measured and losses in fresh weight calculated.\nFour sets of wheat-alien chromosome addition and substitution lines of species with resistance to take-all were obtained from the Wheat .. The sets were: (i) wheat (cv. Chinese Spring)-Hordeum vulgare (cv. Betzes) disomic addition lines; (ii) wheat (cv. Chinese Spring)-Hordeum chilense disomic addition lines; (iii) wheat (various lines)-H. villosa disomic addition and substitution lines; and (iv) wheat (cv. Chinese Spring)-H. villosa disomic addition lines. Three of the four sets were not complete. Cytogenetic analysis revealed that two addition lines of Set i (chromosomes 1H and 7H) and two addition lines of Set ii (2Hch and 3Hch) had only 42 chromosomes. For Set iii, addition and substitution lines for 1V, 2V, and 7V were not available. Parental lines and "Don" oats were used as controls.Each set of addition and substitution lines, along with the appropriate controls, was evaluated in its own experiment. Within an experiment, 80 seeds of each entry (line or control) were used (10 in non-inoculated tubes and 10 in inoculated tubes in each of 4 replications). All five wheat-barley disomic chromosome addition lines were more susceptible [82 to 90% loss in fresh weight, LSD (P = 0.05) = 10.1] than the barley parent (Betzes = 36%) and two of them (2H and 3H) had significantly more loss (90%) than the wheat parent (Chinese Spring = 78%). In another experiment, there were no differences among all five wheat-H. chilense disomic chromosome addition lines [77 to 88%; LSD (P = 0.05) = 13.7] and they were as susceptible as the wheat parent (79%). In a third experiment (Set iii), H. villosa [30%; LSD (P = 0.05) = 8.16] was more resistant than barley (Betzes = 47%); however, all four wheat-H. villosa disomic chromosome addition and two substitution lines (4V and 5V) were more susceptible (85 to 93% loss) than the wheat check (76%). Substitution lines 3V and 6V were as susceptible (75 to 80%) as wheat. In a fourth experiment involving the complete set of wheat-H. villosa disomic chromosome addition lines (Set iv), improved levels of resistance over that of the wheat parent [77% loss; LSD (P = 0.05) = 14.9] were not detected in any of the chromosome addition lines (74 to 90%).In summary, the bioassay used in this study was a rapid, accurate way for screening accessions for susceptibility to take-all in the greenhouse. None of the addition or substitution lines had improved levels of resistance even though their resistant parents had significantly less take-all than wheat. In the cases where a complete set of lines was not available, any genes that might confer resistance may be on a chromosome missing from the set. Alternatively, take-all resistance in these species may be polygenic with genes on different chromosomes or it may be masked by the wheat genome. Therefore, transfer of take-all resistance from H. vulgare, H. chilense, or H. villosa to wheat may not be easily accomplished.
697436
are you asking about DNA extraction or plant (apple tree) cross-breeding?
370204
try this:\nhttp://eny3005.ifas.ufl.edu/lab1/
531953
log on to\n\nhttp://technology.infomine.com/biometmine/biopapers/biomet_advance.pdf\n\n:)
750299
Absolutely..Cell Bio is a great area.  I've been dealing with cell biology for a whole lot of years,  and I still find it fascinating.
821941
Even PhD's have a rough go of it in organic chem - would recommend PhD before looking for ajob.  DuPont would be great if you can get in.
732482
http://www.wiley.com/college/mello/nz.html\n\nGood Luck!!!
930403
I get my classes to role play being sperm and eggs.   That's about as practical as I think you can get!
184668
http://www.ext.vt.edu/pubs/plantdiseasefs/450-604/450-604.html
329671
Hmm, you are in luck.  I am a biologist/chemist with a little ecology and botany knowledge and I might be able to help you out here.  But in the future, procrastination is not the answer.  Trust me, I know.\n\nAnywho, on with your project.  And, kudos to your teach.  He is getting you ready for college.  Lets see, you are wanting to germinate seeds.  It would be feasable to choose seeds with very quick germination times as probably you don't have a very long time to perform this experiment.  Some grasses will germinate in as little as 7 days.  With a little research, you can find your own seeds to use.  Next, you are going to have to decide what treatments you want to apply to each group.  And by each group, you need to have more than one "cup" of seeds, more like 4 or 5.  That is for replication.  By treatments, you could use things like adding different types of fertalizer in each group.  Use fertalizers that differ in the amount of phosphourus, nitrogen, and potassium (3 primary nutrients required by plants.)  Then, with multiple groups recieving the same kinds of fertalizer, vary the amount of sunlight (preferably artificial, like an incandesant lamp) and amount of water given.  What you will end up with is something like this:\n\nfertalizer A - 15 cups; each cup gets 1 tb of fertalizer\n      Cups 1-5 get 10mL of water and 12 hrs of "sunlight" daily\n      Cups 6-10 get 10mL of water and no "sunlight" daily\n      Cups 11-15 get no water and 12 hrs of "sunlight" daily\nRepeat this for say, 3 or 4 different types of fertalizer over a 10 to 15 day period.  Also, have 15 cups that follow the above procedure but get NO fertalizer.  After the 10 to 15 days, compare growth of the plants by measuring (probably in mm) the amount of growth produced.  \n\nBy performing a little research of your own and whatever plant seed you decide to use, you can base your hypothesis on how each fertalizer "should" affect your seeds and how much they "should" grow.\n\nFor example, lets say nitrogen is the main nutrient needed by grass.  Any of the fertalizers used that are low in nitrogen would not grow as much as the ones that get the nitrogen.  And those that do get the nitrogen, the ones that get water and sun will grow more than the others that get only sun or only water.  So, your hypothesis would be something like this:  The seeds that recieve adequate amounts of light, water, and nitrogen will have more growth after x amount of days than the other plants.  Then, you perform the experiment and see what you get.  \n\nGood luck on your experiment and if you remember, let me know what your teach thinks and what grade you get!
599596
search in the JNU web page.....since its an MSc entrance i think that they will ask fundamentals questions from molecular biology...and be thorough with all the techniques in molecular biology...in marine biotechnology i think you hav go through biochemical techniques..for the production of modified marine organisms....... all the best
913253
Have you considered finding a tutor or speaking with the professor or TA about ways to help yourself through the class?  Once you grasp a few key concepts, biochem isn't all that hard of a class.  It's just getting to that point that's the challenge.  Good luck.
808811
SYLLABUS FOR BIOTECHNOLOGY (BT) TEST PAPER \n- BIOLOGY (10+2+3 level) \n- CHEMISTRY (10+2+3 level) \n- MATHEMATICS (10+2 level) \n- PHYSICS (10+2 level)
380934
Rather than microbio, bio, or botany departments I would take it to the plant pathology department...good luck
1133108
yes, go to site biodavidson.edu
330116
Yes I am. I can get off with meiosis or mitosis. I am a reproductive switch hitter. I am looking for just the right amoeba or perky paramecium.
570651
The potential for this is tremendous. I assume you are based in India.\n\nThere are two ways you could do it now (I think)\n\nComplete your BSc with Biology as a major and do your masters in one of Fields of genetics, it could b plant genetics, etc. Even the Biology subjects could depend upon your orientation-whether its zoology or botany or whatever. \n\nDirectly do a bio-engineering course and then specialise in which ever field of genetics you want to.