[Arabidopsis] genetics teaching

Folta, Kevin M. via arab-gen%40net.bio.net (by kfolta from ufl.edu)
Thu Jan 16 22:21:19 EST 2014


I have a pretty neat module that was sponsored by NSF a few years ago.  It is light-mediated development and shows the independent assortment of Arabidopsis photorecpetor mutants.  Plants are grown under LED light units we supply.  I have seeds from a cry1 mutant cross with phyA and phyB.  The mutations are apparent under specific light conditions. 

It works like a charm, especially because I've done all of the crosses and can supply all generations of seed that can be run concurrently. 

Let me know if you are interested.  It is treading familiar territory, but demonstrates genetics, development and physiology concepts quite well.


Kevin M. Folta
Interim Chair and Associate Professor
Horticultural Sciences Department
Plant Molecular and Cellular Biology Program and
Institute for Plant Innovation
University of Florida
Gainesville, FL 32611


Don't tell me it can't be done... Tell me how you are going to help me do it.

From: arab-gen-bounces from oat.bio.indiana.edu [arab-gen-bounces from oat.bio.indiana.edu] on behalf of Diana Wolf [dewolf from alaska.edu]
Sent: Thursday, January 16, 2014 3:41 PM
To: arab-gen from magpie.bio.indiana.edu
Subject: [Arabidopsis] genetics teaching

I teach a sophomore level Genetics class (50 students) at the University of
Alaska, and am looking for a new project for my students, preferably using
Arabidopsis.  Our current project is far too canned, and I would like to
make labs more student driven

Do you have any project suggestions, or even better, course materials that
you would be willing to send me (ie handouts, etc)

Ideally, the project would

1) allow students to be involved in experimental design, but have some
guarantee of results they can write about at the end

2) involve next gen sequencing (I would love to do this but don't see how
we can afford it with a lab budget of ~$2000)

3) teach about a fundamental topic in genetics, such as finding genes and
identifying their function

4) not be too computer intensive (they hate computer labs - they all want
to do wet labs)

One possibility is to have students characterize EMS mutants, or T-DNA
mutants of genes with known or unknown function (maybe one of each)
similar to
(the author has kindly sent me his lab handouts)

Any suggestions will be appreciated

Diana Wolf                      phone:(907)474-5538
Associate Professor             fax:(907)474-7666
Institute of Arctic Biology
Dept. of Biology and Wildlife
311 Irving I
902 N Koyukuk Drive
University of Alaska Fairbanks
Fairbanks, AK 99775-7000

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