Practical report on DNA Extraction Biological Science Assignment

Practical report on DNA Extraction Biological Science - Assignment Example This proved to be a successful method to extract DNA from a Kiwi fruit in a quantity that permit visualization without a high-power microscope. INTRODUCTION DNA (deoxyribonucleic acid) is the basic structure of all living organisms (plants, animals, humans, microbes) and is present in the cells, especially in the cell nucleus. They are made from simple units known as ‘nucleotides’. Genes, which carry all information (structure, behavior, functions) of a cell or an organism, are made from long strands of DNA and this DNA is copied and inherited through generations from parent to the offspring. Hence, DNA is used in producing genetically modified plants and animals, in identifying variations/similarities of plant types, in medical research and in forensic medicine and in manufacturing pharmaceuticals (Jie, 2011). Isolated DNA from a tissue of a plant, animal, microbe or a human is therefore very useful since it provide much information about the individual, its characters and genetic background. There are many protocols of DNA extraction from an organism. Advanced techniques are needed to isolate DNA in a more pure form and require sophisticated equipment and specific chemicals. However, all these methods are based on three basic steps; i.e. separation and opening of cells chemically or mechanically to release DNA, purify DNA by removing proteins and other cell debris and finally, precipitation of DNA using an alcohol (Hoyle, 2011). If these basic steps are practiced, it should be possible to isolate DNA by following simple means and hence the objective of this study was to extract DNA from a Kiwi fruit using household items. MATERIALS AND METHODS A fruit of Kiwi (Actinidia deliciosa), otherwise known as ‘Chinese gooseberry’, was used to extract DNA. Outer skin of the fruit was peeled off and the fruit was chopped into small pieces using a knife. These pieces were put into a jar and mashed thoroughly to break open cells and enhance relea se of DNA. The Extraction buffer (Table 1) was added into fruit pulp and continued further mashing to enhance release of more DNA. Table 1. Composition of the extraction buffer Component Quantity Washing up liquid 5g Salt 2g Tap water 100ml All components were mixed and stirred slowly until salt was completely dissolved. This Kiwi - buffer mixture was then incubated at 600 C for 15 min. by carefully immersing the jar in a water bath. The water bath was prepared by filling a large basin with approximately equal volumes of normal tap water and boiling water from a kettle. The precise temperature was maintained by using a thermometer. After 15 minutes, the jar was removed from the water bath and the content was filtered through a fine sieve (coffee filter) into a fresh jar to separate Kiwi DNA from other cellular debris. Ice-cold alcohol was pre-prepared by freezing methylated spirit for a minimum of 30 min period and this was carefully poured down the inside of the jar containing Kiwi DNA suspension. RESULTS A yellow-green colored filtrate was observed after filtering the incubated mixture of fruit pulp and buffer. When ice-cold alcohol was added into this filtrate, a transparent layer was formed on top of the Kiwi mixture as alcohol has lesser density than the mixture. Gradually, a white substance began to appear at the bottom of the ice cold alcohol layer where it met the Kiwi DNA suspension. This white substance was Kiwi DNA and could be collected using a small spatula made from a curved paper clip. DISCUSSION Since all living

The difficulties that Indian learners might have in American's Essay

The difficulties that Indian learners might have in American's classroom to learn English - Essay Example Similarly, most of the languages in India have no difference between writing and pronunciation and this can result in confusion among the Indian learners in American classrooms. Thesis statement: The Indian learners in American classrooms face a number of difficulties because Indian languages (first language) alter the learner’s accent, there are differences in word order, sentence structures, sound systems, pronunciation, and these can affect the process of learning English. One can see that first language deeply influences a learner because the process of acquisition of the same is natural. Within this scenario, the first language determines a learner’s accent, and the same is related to dialectical differences within any language. For instance, if an Indian learner’s mother tongue is Hindi, his/her accent will be different from those who use English as their first language. If the Indian learner migrates to America and start learning English, the influence of first language (say, Hindi or other regional languages in India) may hinder him/her from following the native speaker’s accent in English. Shilpa S. Dave stated that, â€Å"For Asian Americans, accent is another way of pointing out that difference is a socially nuanced and a socially constructed reality† (5). If the Indian learner is totally exposed to English, he/she can easily escape from the influence of first language and can improve his/her accent related to the t arget language (English). To be specific, there are hundreds of different languages and variations of the same in India. Besides, the word order within the sentences in these languages is entirely different from English. An Indian learner is totally exposed to this word order and regularly applies it in writing and conversation. Tej K Bhatia stated that, â€Å"The order of words in a Hindi sentence is not as rigidly fixed as it is thought to be by