MODULE BS-1003
CELL AND DEVELOPMENTAL BIOLOGY
DEPARTMENT OF BIOLOGY
THIS IS A PUBLIC VERSION OF PAT HESLOP-HARRISON'S SECTION OF THIS COURSE PARTICULARLY TO
GO WITH THE PUBLIC PRACTICAL INFORMATION ON THE WEB (YOUTUBE AND FRIENDFEED UNDER
BS1003). IT DOES NOT CONTAIN SAFETY AND GOOD LABORATORY PRACTICE INFORMATION WHICH
IS ESSENTIAL FOR THE PRACTICALS. IT IS NOT THE DEFINITIVE VERSION FOR THE UNIVERSITY OF
LEICESTER COURSE - THIS IS FOUND ON BLACKBOARD.
THE COURSE HAS EVOLVED OVER MANY YEARS AND I AM GRATEFUL TO MY PREDECESSORS IN
TEACHING FOR THEIR INPUT, PARTICULARLY THE LATE PROF GARRY WHITELAM, A PIONEER IN
PLANT MOLECULAR BIOLOGY AND PHYTOCHROME (WWW.TINYURL.COM/WHITELAM)
LECTURERS
Lectures 1 & 8 – 15, and practicals 1,4 & 5 will be given by Prof Pat Heslop-Harrison.
Email: phh4@le.ac.uk
Practicals
Friday 10:00-13:00
Weeks 1 to 5
MSB 115
Weeks 1 to 5
MSB 115
or
Friday 14:00-17:00
Practical class write-ups:
Split by practical as:
Practicals 1 + 4 (PHH)
5% total module marks
Practical 5 (PHH)
5% total module marks
Practical deadlines
Hand in your practical answer sheets to the Biology Department Office (Adrian 329a) by 10.00 a.m.
on the Tuesday after each practical. You can submit your work anytime up to the deadline. Note:
this is the BIOLOGY office on the third floor, NOT the College office on the first floor.
Hand in Practical 1 with the Practical 4 write-up.
You will receive a receipt for your submitted work which you should stick into the back page of this
handbook. You will also have to sign in your work.
LECTURE 1
PROF PAT HESLOP-HARRISON
Lecture 1. Introduction to BS-1003, Cell and Developmental Biology
In this lecture we will discuss basic cell and developmental biology with emphasis on cell structure,
ways to study cells, what we know about cells and how they work, and approaches to cell biology.
We will also discuss how and where to learn about cell and developmental biology.
Lectures 1 & 8-15. Recommended reading
Available from the Science Bookshop and University Library; many have useful websites associated
with them.
Alberts, B., Johnson A, Lewis, J., Raff, M., Roberts, K., & Walter, P. 2008. Molecular Biology of the
Cell. 5th Edition. New York: Garland.
[QH581 MOL ]
Bergfeld, A., Bergmann, R. & v. Sengbusch, P. 1999/2003. Botany on-line.
http://www.biologie.uni-hamburg.de/b-online/e00/contents.htm
Brooker, R.J., Widmaier, E.P., Graham, L.E. & Stiling, P.D. 2010. Biology. 2nd Edition. McGraw-Hill.
This is a very good alternative to Campbell and Reece, perhaps even better.
[570 BIO]
Brown, T.A. (2007). Genomes 3. 3rd Edition. New York: Garland. [572.86 BRO]
Campbell, N.A., Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A., Minorsky, P.V. & Jackson, R.B.
2008. Biology. 8th Edition. San Francisco: Benjamin Cummings. [570 CAM].
Freeman, S. 2011. Biological Science. Fourth Edition. Pearson. ISBN: 978-0-321-69504-8 or 69084-5
Losos, J.B., Mason, K.A. & Singer, S.R. 2008. Biology. 8th Edition. Boston, London: McGraw-Hill.
[570 LOS]
Moore S, Neville C, Murphy M, Connolly C. 2010. The ultimate study skills handbook. McGraw
Hill/Open University. ISBN: 978-033523442-4 (and other related books advertised on www.studyskills.co.uk)
Raven, P.H., Johnson, G.B., Mason, K.A., Losos, J.B., Singer S.R.(2011) Biology (9th Edition) McGraw
Hill. ISBN 9-780077-350024. £47.
Zvelebil, M. & Baum, J.O. 2008. Understanding Bioinformatics. New York: Garland.
Additional, advanced and alternative reading:
Gunning, B.E.S. 2009. Plant cell biology on DVD. Berlin: Springer. £53.99 (DVD) ISBN: 978-3-64203690-3
Russell, P.J., Wolfe, S.L., Hertz, P.E., Starr, C. 2008. Biology: The Dynamic Science. Thompson. ISBN:
978-0-495-11455-0
Gilbert, S.F. (2006) Developmental Biology, 8th Ed. Sinauer. ISBN 087893250X £44.
Öpik, H. Rolfe, S.A. (2005) The Physiology of Flowering Plants. 4th Ed. Cambridge. ISBN 10 0-52166485-3 £40.
Taiz, L. & Zeiger, E. 2010. Plant Physiology. 5th Edition. Massachusetts: Sinauer.
… and of course Wikipedia (http://en.wikipedia.org/wiki/Main_Page) and
Youtube (http://www.youtube.com – remember this has no academic review, so check material
carefully. There are some oustanding short films, from experts in the topics covered, and other
originators such as Britannica or BBC, that illustrate material covered in the course).
LECTURES 8 - 15
PROF PAT HESLOP HARRISON
The PowerPoint lectures will be available on Blackboard for reference shortly after the lectures. The
lecture material and illustrations will make use of Brooker et al. Biology (2nd Edition), other
textbooks above and below, Wikipedia and Youtube. The Biology books have similar and additional
material presented in various formats. Short questions can be asked and answered via Twitter with
the hashtag #BS1003 .
Lecture 8. Pattern formation in plants
In this lecture we consider the manner in which the three-dimensional shape of higher plants is
established, with particular reference to the development of the embryo. The relationship between
pattern formation and the origins of cell heterogeneity and differentiation is discussed.
Lecture 9. Meristems and organogenesis
Most organ formation in higher plants occurs in the post-embryonic phase of the life cycle, which is
in contrast to the situation in animals. In this lecture we consider where the major organs of the
plant originate, and how they develop. In particular, we consider the nature of plant meristems, and
introduce the concept of modular growth.
Lecture 10. Chemical communication systems in plants
Plant morphology is established as a complex interaction between genetic and environmental
factors. We discuss here general mechanisms by which growth and development may be regulated
by chemical messengers, plant hormones, by reference to the classical types, auxins, cytokinins,
gibberellins, abscisic acid and ethylene, and by consideration of plant tissue culture experiments.
Lecture 11. Light in plant development
Light is important to plants for two major reasons: for photosynthesis and for photomorphogenesis.
Photosynthesis is covered in the Plant Biology module. In this lecture we discuss the importance of
light quality (wavelength) in eliciting certain developmental programmes, and consider the role of
phytochrome, a light receptor molecule, in determining the responses of plants to certain
wavelengths of light.
Lecture 12. The transition to flowering
Light and other environmental factors influence not only vegetative aspects of higher plant
development, contributing to the plant's overall shape, but also the transition to reproductive
development, i.e. flowering. In particular we consider interactions of three factors, namely plant age,
light (especially day length) and temperature in determining the transition to flowering.
Lecture 13. The biology of Crown Gall
Plant development can be disrupted dramatically by certain pathogens. In this lecture we consider
how one bacterial pathogen, Agrobacterium tumefaciens, causes tumours on differentiated plant
tissues by activating cell division ectopically (that is, in the wrong place at the wrong time). The
disease process involves the transfer of bacterial genes (the 'Ti plasmid T-DNA') into the plant
chromosomes at wound sites, resulting in the genetic transformation of the plant cells which then
divide in an uncontrolled fashion. The mechanisms of this process will be discussed.
Lecture 14. Genetic engineering of plant development
Agrobacterium tumefaciens, a natural genetic engineer of plants, can be exploited experimentally to
allow a more precise manipulation of plant development for research purposes. It is possible to
modify the bacterial Ti plasmid to allow the transfer to plants of useful genes, to alter
developmental processes, without at the same time causing disease symptoms. We will discuss how
we can modify the T-DNA to manipulate plant development, and consider examples in which the
genetic engineering of aspects of plant development has been achieved.
Lecture 15. Genes, genomes and genomics
In this lecture we will discuss the characteristics of genes and genomes, and what genomes do in
different organisms. We will also discuss the central dogma, roles of RNA, and the cell cycle. Recent
advances in genome projects and functional genomics will also be discussed.
PRACTICAL 1
PLANT TISSUE CULTURE AND GENETIC TRANSFORMATION
Part 1. Plant tissue culture: callus production and organ regeneration on cultured tissue explants of
tobacco
Introduction
The objective today is to set up plant tissue cultures from tobacco leaf tissue, and you will study the
results in detail later, in Practical 4.
Tissue culture experiments demonstrate a phenomenon that is unique to plants and fungi: that is,
that fully differentiated cells can be induced, under certain hormonal conditions, to undergo a new
developmental programme, and regenerate an entire new organism. This developmental flexibility
of plants is termed plasticity, and the capability of regenerating a new organism from previously
differentiated cells is termed totipotency. The pattern of organ regeneration seen in tobacco tissue
cultures is influenced to a large extent by the type and concentrations of hormones (auxins and
cytokinins) that are supplied to the explant tissues in the agar culture medium. Typically,
organogenesis in tobacco tissue cultures is preceded by the formation of an undifferentiated (nonspecialised) tissue, termed callus.
Experimental
In this experiment you will study the effect of the relative levels of two plant hormones (auxins and
cytokinins) on callus formation and organ regeneration from cultured tobacco leaf explants.
You will carry out the work in pairs, in sterile air flow cabinets. Each group of students will be taken
by their demonstrator to the flow cabinets, where the tissue manipulations will be demonstrated.
When working in the cabinets, take care to keep your experimental material free from microbial
contamination, by flaming all dissecting equipment (scalpels, forceps) and allowing it to cool
immediately before use. Work at all times on a sterile surface (ie on the lid of a Petri dish) situated
well inside the sterile cabinet. Do not lean over, breathe on, or touch with your fingers the plant
material, or you will contaminate it. Do not put anything behind the material you are handling in the
flow hood. Be careful not to set the alcohol on fire by putting very hot dissection instruments in it. If
you do, LEAVE IT and ask for assistance.
After the introductory talk, collect and label with your names and demonstrator group number the
Petri dishes containing the media. Keep the dishes upright at all times and open only in a sterile air
cabinet.
You are provided with sterilised leaf material from 6 week-old tobacco seedlings, and 3 types of
tissue culture medium, two of which each contain different levels of the plant hormones;
BAP = benzyl aminopurine (a cytokinin) and NAA = napthalene acetic acid (a synthetic auxin). The
media are designated as follows:
MS
-
MS medium without hormones [CONTROL]
MSPI
-
MS medium plus 0.5 mg/l BAP & 4 mg/l NAA
MSD4x2
-
MS medium plus 1 mg/l BAP & 0.1 mg/l NAA
[MS = Murashige and Skoog medium - a balanced mixture of inorganic mineral salts and trace
elements]
Protocol
1. Sterilise your forceps and scalpel by dipping in alcohol and flaming.
2. Cut explants from the leaf tissue, each approximately 0.5 to 1 cm square, and on each plate
arrange six explants, evenly spaced apart. Try not to damage the explants too much by handling:
remember they are alive. Ensure that each explant is firmly but gently pressed into the agar medium,
to ensure good contact.
3. Seal the plates with sealing film, to prevent the medium drying out.
4. Draw around the outline of each explant on the bottom of the petri dish with a marker pen , so
that you have a record of original explant size.
5. Label your plates with your initials and demonstrator group using a permanent marker and leave
on the white tray provided. Plates will be incubated at 25°C in the light (16 h day length) for the next
3 weeks.
Write-up
It is important that you make CONCISE notes concerning your observations of the original explants
and at weekly intervals of the numbers and types of tissues/organs that develop during the tissue
culture process so that you can use this data in answering the questions posed during your detailed
analyses in practical 4. Make sure you examine and make notes about your samples during both
Practicals 2 and 3!
Part 2. Cell proliferation and organogenesis mediated by Agrobacterium
Introduction
Plant and animal development can be perturbed by disease. Both plants and animals can suffer
oncogenic diseases, in which the normal control over cell division is lost and tumours form. In plants,
species of the soil bacterium Agrobacterium cause disease symptoms in infected plants that are
characterised by tumours, the so-called Crown Gall disease (Agrobacterium tumefaciens) or by the
aberrant production of 'hairy roots' (Agrobacterium rhizogenes). The disease symptoms are caused
by the transfer from the bacteria, and expression in the plant nucleus, of genes carried on a circular
DNA molecule (a plasmid, the 'tumour-inducing' Ti-plasmid; or the ‘root-inducing’ Ri-plasmid),
following excision and transfer of part of that plasmid. This transfer of genes from bacterium to
plant represents a natural form of genetic engineering, and has been exploited experimentally as a
means of modifying plant growth, development and metabolism, for both basic and applied research
purposes.
Plant tumour tissues are characterised by an ability to grow on media lacking hormones, since the
genes transferred from the bacteria to the plant cells encode genes that promote the synthesis of
auxins and cytokinins.
Experimental
In this experiment you will inoculate plant tissues (carrot tap roots) with three different strains of
Agrobacterium, and study the effects on the infected tissue. The explants will be maintained on a
minimal culture medium that contains no added hormones. Therefore, any callus or other
outgrowth of the explants will be determined by the transforming effect of the bacteria.
You are provided with sterilised carrot tap roots, 4 plates of RD culture medium, and cultures of
three strains of Agrobacterium:
LBA4404 [control]
T37
= a 'disarmed' A. tumefaciens strain (lacking hormone biosynthesis genes).
= a wild type A. tumefaciens strain.
LBA9402
= a wild type A. rhizogenes strain.
Work next to a Bunsen flame on the bench, and be careful not to contaminate your plant material
or .agar plates: keep the lids on except when inoculating, and use sterilised instruments. Label all
Petri dishes clearly with the strain of Agrobacterium, your group and demonstrator name.
Protocol
1. Using flamed and cooled instruments, and working on a large Petri dish in front of a Bunsen
burner flame, carefully cut the root into 5 mm thick discs where the root is 2 to 4 cm diameter.
2. Place the tissue slices onto 4 plates, 5 disks per plate.
3. Using a sterile wire loop (flamed and cooled between Agrobacterium strains), inoculate each
tissue slice within a single plate with one of the bacterial strains: i.e. use one Petri dish of each plant
species per strain. Leave one plate of explants of each species free from inoculation, as a second
control.
4. Seal the dishes with nescofilm, label with your name and place on a white tray. These will be
collected and incubated at 25°C in the light.
NOTE: Return Agrobacterium stock culture tubes to the box you collected them from at the end of
the demonstration bench. All tubes must be accounted for before the practical can end.
In Practical 4 you will assess the results of this experiment.
Write-up
It is important that you make CONCISE notes concerning your observations of the original explants
and at weekly intervals of the numbers and types of tissues/organs that develop so that you can use
these data in answering the questions posed during your detailed analyses in Practical 4.
Your dishes will be made available during Practicals 2 and 3 so you can check on the progress of your
experiment.
PRACTICAL 4.
PLANT TISSUE CULTURE AND GENETIC TRANSFORMATION
Introduction
You are required to make observations on the material you set up in Practical 1.
It is possible that micro-organisms will have contaminated some of your cultures. Do not open the
dishes if contamination is very heavy. If your tissues have not responded, look at material from other
groups (consult your demonstrator if in doubt!)
Part 1. Plant tissue culture: callus production and organ regeneration on cultured tissue explants of
tobacco
Experimental
Part 1a. General observations of explants and regenerating organ systems
Take lids off dishes and observe the appearance of the explants using the dissecting microscopes
noting especially differences between the responses on the different culture media (MS0, MSPI &
MSD4X2). Use the full range of magnifications. Based upon your observations answer the questions
presented on the answer sheets.
Part 1b. Microscopic analysis of callus and regenerating organ systems
Comparison of callus cells with cells in tissues of intact plants.
Protocol
1. Cut off some tobacco callus (or use established callus provided) and tease apart with
forceps/mounted needles into liquid culture medium on a microscope slide.
2. Place on a coverslip and examine at low power under a dissection microscope and at high power
under a compound microscope.
3. Cut thin sections of tobacco leaf tissue with a razor blade and examine under the compound
microscope.
Present labeled diagrams of the organization of both callus and leaf tissue and their constituent cells
on the answer sheets provided.
Part 2. Cell proliferation and organogenesis mediated by Agrobacterium
Experimental
Take lids off dishes and observe the appearance of the carrot explants you set up in Practical 1, using
the dissecting microscopes and full range of magnifications.
On the answer sheets provided answer the following questions:
2a) Describe the appearance of the explants in each of the four treatments. You should make
CONCISE notes and drawings, describing any microbial contamination, the appearance of any
tumours, callus or differentiated structures.
Then, answer the following questions:
2b) Why do you sometimes observe limited callus production in the un-inoculated control explants?
2c) Why do explants inoculated with LBA4404 just form rare callus?
2d) Explain how inoculation with T37 causes tumour formation?
2e) Explain why callus tissue, resulting from hormone treatment, would not continue to grow after
transfer to hormone free medium, whilst T37 tumour tissue would do so.
2f) Can you suggest two mechanisms by which the Ri (Root-inducing) T-DNA which is transferred to
plant cells by LBA9402 could cause root induction. [Consider the transfer of genes influencing
hormone levels or sensitivity to particular hormones]
PRACTICAL 5
LIGHT IN DEVELOPMENT: PHOTOMORPHOGENESIS
Introduction
Many aspects of the development of plants are controlled by light (photo-morphogenesis). These
effects of light are mediated by signal-transducing photoreceptors (as distinct from energytransducing photoreceptors such as chlorophyll) that detect light signals and then alter development.
The best characterised signal-transducing photoreceptor is phytochrome. This photoreceptor has
the unique property of photochromicity, i.e. it can exist in either of two forms that are
interconvertible by light of different wavelengths. The two forms of phytochrome are called Pr (red
light-absorbing form) and Pfr (far-red light-absorbing form) and the inter-conversions can be
summarised as:
In dark-grown plants only the inactive form Pr is present, and irradiation of the plants with visible
light (containing red wavelengths) leads to the conversion of some of the Pr to the active form, Pfr.
Production of active Pfr initiates a range of developmental changes. However, the photochromicity
of phytochrome allows for most of the Pfr to be converted back to inactive Pr if the plants are
subsequently irradiated with far-red light. This photoreversibility can be used to establish the
involvement of phytochrome in the responses of dark-grown plants to light. The experiments
described below will allow you to investigate some aspects of phytochrome action.
Part 1. Photocontrol of anthocyanin accumulation and development in mustard seedlings
Anthocyanins are red/purple pigments often found in flowers and fruits. They also accumulate in
developing seedlings, in a light-dependent manner, although their role in seedlings is not clear. In
this part of the practical you will study the effect of different light regimes on anthocyanin
accumulation.
Experimental
You are provided with seedlings of white mustard (Sinapis alba) which are 3 days old. Each batch of
seedlings was germinated in the dark for 2 days and then given the following treatments:
D:
continuous darkness for 1 day;
W:
continuous white light for 1 day;
R:
a 5 min pulse of red light followed by darkness for 1 day;
R/FR:
a 5 min pulse of red light followed by a 5 min pulse of far-red light, then darkness for 1 day;
FR:
a 5 min pulse of far-red light, followed by darkness for 1 day.
Protocol
A. Anthocyanin assay
1. Place 20 seedlings from each treatment in a test tube and add 10 ml of extraction medium
(propan-1-ol : HCl : H2O, 18 : 1 : 81).
2. Place the tubes into a boiling water bath for 2 min. This is to ensure complete extraction of the
anthocyanin pigments. Beware of hot steam when opening lid and handling tubes!
3. After cooling, decant some of the medium into a cuvette and determine the anthocyanin content
by measuring the absorbance at 535 nm. [BLANK = extraction medium].
Present your absorbance measurements for each treatment as a table or histogram on the answer
sheets provided and answer the following questions:
i. Do your results suggest that anthocyanin synthesis in seedlings is a light regulated process? If so
explain how and whether this is this positive or negative regulation?
ii. Explain whether your results support or refute the hypothesis that anthocyanin synthesis is a
phytochrome regulated response?
B. Determination of the absorbance spectrum of anthocyanin
Some clues to the possible role of anthocyanin in seedlings may be gained from the absorbance
characteristics of the pigment. Use the diode array spectrophotometer, as demonstrated, to record
the absorbance spectrum of one of your extracts between 260 and 700 nm. UV light has
wavelengths below approximately 360 nm whereas the wavelengths of visible light range from
approximately 400 to 700 nm.
On the answer sheet provided, plot absorbance (y-axis) against wavelength (x-axis) to derive the
absorbance spectrum and answer the following questions:
i. In which region of the spectrum do anthocyanins show maximum absorption?
ii. Can you speculate on a possible biological role for anthocyanin pigments in seedlings?
Part 2. Photocontrol of gene expression in transgenic plants
The expression of many genes is controlled at the level of transcription (RNA synthesis), which is
initiated from a specific region of a gene, called the promoter. The promoter is usually located in
DNA sequences in front of the protein coding region and are involved in ‘switching on’ (activating
transcription) of genes in particular tissues, at particular times during development, or in response
to particular environmental signals, such as light.
A valuable way to measure the activity of promoter sequences, is to create a gene fusion, in which
the promoter region is fused with the protein coding region of a gene that encodes an enzyme that
is easy to assay (a so-called reporter gene). To avoid interference with the assay it is important that
the reporter enzyme is not naturally found in plants. Such hybrid fusion genes can then be
transferred back into plants by genetic transformation, and the reporter gene activity can be
monitored by a simple enzyme assay.
One commonly-used enzyme is ß-glucuronidase (GUS), which is a bacterial hydrolase (from E. coli)
that breaks ß-glucuronic bonds. In the presence of the substrate 4-methylumbelliferyl glucuronide
(MUG), GUS releases a UV-fluorescent product 4-methylumbelliferone (MU) that can be measured in
a fluorimeter.
Experimental
Aim: to investigate how the promoter of an important light regulated gene responds to different
light treatments using transgenic plants harbouring a reporter gene fusion.
A key light-regulated gene which is expressed in all plants encodes the: light-harvesting chlorophyll
a/b binding protein (or CAB protein). The CAB protein is synthesized in all green tissues and is
located within the chloroplasts, where it binds chlorophyll to assist in presenting chlorophyll for
efficient light absorption.
The regulatory region of the cab gene has been fused to the coding region of the E. coli GUS gene
(Fig. 1), and then transferred into tobacco using Agrobacterium-mediated gene transfer.
Transformed tobacco plants have been grown under the same light regimes as the mustard
seedlings in the 'anthocyanin' experiment (D, W, R, R/FR, FR).
You are required to monitor the levels of GUS gene expression (which report the activity of the cab
gene promoter) by performing assays for GUS activity in the seedlings given different light
treatments.
Figure 1. Diagram of gene fusion and transfer.
Protocol
1. Take 15 seedlings grown under each light condition and crush well in 150 µl of GUS extraction
buffer (GEB) in a microcentrifuge tube using a plastic rod. (GEB contains the reaction substrate
MUG). Make sure that the crushing is very thorough and the tissue is completely broken up and fully
extracted in the buffer.
2. Prepare 9 microcentrifuge tubes containing 900 µl 0.2 M Na2CO3. These solutions will be used to
stop the reaction (STOP TUBES).
3. For only the white light-grown sample, add a further 500 µl of GUS extraction buffer, mix, and
then immediately remove a 100 µl aliquot and add to 900 µl of 0.2 M Na2CO3 to stop the reaction (T
= 0 sample). Incubate all samples at 37°C.
4. Again, for only the white light-grown sample, remove and transfer 100 µl aliquots into separate
stop tubes at T = 5 min, 10 min, 15 min, and 30 min. For the other samples, just allow the reaction to
proceed at 37°C for 30 min and then stop a 100 µl aliquot in 0.2 M Na2CO3.
5. Estimate the quantitative differences in enzyme activity by examining (with your demonstrator)
the amount of fluorescence under UV illumination in comparison to the standard solutions provided
of the reaction product 4-methylumbelliferone (MU).
6. Transfer 100 µl samples of each reaction mixture to the wells of a microtitre plate with two
replicates for each sample. Measure fluorescence with the fluorimeter as demonstrated using 100 µl
0.2 M Na2CO3 in microtitre well A1 as your BLANK to 'zero' the machine.
Analysis and questions
a) Plot a graph of your fluorescence data monitored over the time course from the white light
treatment [The reaction should be approximately linear].
b) Why do you observe an increase in fluorescence in the reaction with time?
c) From the gradient of this line calculate the change in fluorescence per minute for the white light
treatment.
d) Using the data provided for the fluorescence (arbitrary units) of standard solutions of MU to plot
a graph of fluorescence (y-axis) versus MU concentration (x-axis).
e) Use this graph to determine the amount of MU produced in 30 min during incubation of each of
your extracts. Then use these data to calculate the specific activity of GUS in your extracts using the
units nmol MU/min/seedling. [Remember you started with 7 seedlings]. Present a value for each of
the treatments (D, W, R, R/FR, FR) as a table.
f) Based upon your quantitative data what can you deduce about the regulation of cab gene
promoter?
g) What advantages and disadvantages can you see of using reporter genes to study the
transcription of a particular gene, rather than measuring the level of the native transcript (mRNA) or
protein in wild-type plants?