棉花多酚氧化酶对棉蚜为害的反应

棉株体内的多酚氧化酶在蚜虫取食胁迫条件下,其活性发生较大变化.试验结果表明蚜虫取食前不同品种的多酚氧化酶活性差异不显著,取食后不同抗性品种的多酚氧化酶活性差异显著,多酚氧化酶的活性与棉花的抗蚜性呈正相关.     

南果梨果肉多酚氧化酶的研究

南果梨果肉中多酚氧化酶氧化邻苯二酚的活性明显高于氧化愈创木酚和间苯二酚的活性.当以邻苯二酚为底物时,其多酚氧化酶的最适pH值为6.0.以儿茶酚为底物的多酚氧化酶氧化产物在420nm处有吸收峰.pvp(聚乙烯吡咯烷酮)加入量与南果梨果肉酚类比为40:3时,南果梨果肉多酚氧化酶表现出最大活性.30C下其多酚氧化酶的活性大于40C、20C、10C、0C以下儿茶酚为底物的南果梨果肉的多酚氧化酶活性.Vc和EDTA对南果梨果肉的多酚氧化酶有明显的抑制作用.根据凝胶电泳分析,南果梨果肉多酚氧化酶同功酶有10条谱带.     

胱氨酸与烟草多酚氧化酶作用机理的探讨

通过酶活性测定和紫外-可见光谱研究了胱氨酸对烟草多酚氧化酶（简称PPO）活性的影响．结果表明，胱氨酸对烟草多酚氧化酶有抑制作用，其机制是胱氨酸中的硫醚与烟草多酚氧化酶活性中心的铜离子配位，但底物或产物抑制胱氨酸与多酚氧化酶的结合；胱氨酸还可以与酶促反应产物结合生成无色复合物．胱氨酸抑制烟草PPO的过程可分为两步：首先胱氨酸与烟草PPO结合生成中间产物，中间产物仍具有一定的酶活性；然后中间产物结构进一步发生变化，成为无活性的形式．     

中国水牛分子育种的研究进展

概述了中国水牛分子育种的研究进展,包括水牛遗传的多样性和起源研究,产奶性状、免疫功能、繁殖性状基因的研究,功能基因的克隆与分析以及生产性能的微卫星标记等方面的内容.指出目前中国水牛分子育种研究中存在的问题,并展望了水牛分子育种的前景.     

甲基茉莉酸酯诱导烟草幼苗抗炭疽病与多酚氧化酶活性的关系

探讨了甲基茉莉酸酯（Ｍｅｔｈｙｌｊａｓｍｏｎａｔｅ，Ｍｅ－Ｊａ）诱导Ｋ３２６、广黄５５和巴西３个烟草幼苗抗炭疽病（由毁灭性刺盘胞引起）与多酚氧化酶活性的关系．Ｍｅ－Ｊａ处理烟草幼苗使多酚氧化酶活性明显提高，但只有广黄５５的酶活性与抗炭疽病有较高的相关性，且没有达到显著水平，表明多酚氧化酶在甲基茉莉酸酯诱导抗炭疽病中不起关键作用     

水稻米香基因的初步定位

香味是水稻重要食味品质性状之一,但稻米香味的遗传甚为复杂.早有报道水稻米香基因位于第八条染色体上且与RFLP标记RG28紧密连锁.本实验通过水稻籼粳亚种之间的杂交,利用SSR(Simple Sequence Repeat)分子标记的方法对水稻米香基因进行初步定位.结果表明:稻米香味性状受一对隐性基因控制,且位于第八条染色体SSR标记RM8264和RM1109之间,其遗传距离大约2.1cM.这一结果将对于米香基因的精细定位提供了重要依据.     

面粉,越白越好吗?

面粉的颗粒大小、本身含有的色素、储存过程中多酚氧化酶的"抹黑"、不小心混进去的小麦外皮颗粒都会让面粉看起来不是那么的白,但这些并不影响它的质量。别像小姑娘追求美白那样要求面粉了。白似乎是我们对于面     

稳恒磁场对多酚氧化酶活性影响的研究

多酚氧化酶是一种氧化还原酶,主要与植物色素的生成及其产品的色变有关,有利于水果或作物营养价值的保持．本论文以绿豆嫩叶多酚氧化酶粗提液为研究对象,采用不同条件下的磁感应强度的稳恒磁场处理,研究其对多酚氧化酶活性的影响．实验过程分别选用不同的磁感应强度以及时间处理,结果表明：在测酶活性过程中,酶与底物反映很快,1min时底物已全部反应,吸光度也不再增加．在反应初,对照组吸光度为0．8822．处理条件为1．6T15min时,磁场处理对PPO活性促进作用最明显,吸光度为1．0023．反应初始阶段完成以后,对照组酶活力为0．668U．处理条件为0．8T10min时,磁场处理对PPO活性促进作用最明显,酶活力为0．781U．     

DNA分子标记及其在作物遗传育种中的应用

介绍了在作物遗传育种中常用的几种分子标记,并且概述了它们在作物遗传育种中应用的几个方面(1)分子标记遗传图谱的建立及基因定位;(2)分子标记的辅助选择;(3)亲缘关系和遗传多样性研究;(4)品种纯度鉴定.     

面粉，越白越好吗？

面粉的颗粒大小、本身含有的色素、储存过程中多酚氧化酶的“抹黑”、不小心混进去的小麦外皮颗粒都会让面粉看起来不是那么的白，但这些并不影响它的质量。别像小姑娘追求美白那样要求面粉了。     

遗传标记在植物遗传育种上的应用

遗传标记作为识别遗传物质(基因)的标识，在个体、细胞和分子水平上有形态标记、细胞标记、生化标记和分子标记四种形式。通过对其四种遗传标记形式在植物遗传育种上的应用作一综述，以追踪其发展动态。     

Screening for simple sequence repeat markers in Puccinia striiformis tritici based on genomic sequence

Puccinia striiformis f. sp. tritici (Pst) is the obligate biotrophic fungus responsible for stripe rust wheat. In this study, we developed and characterized 20 polymorphic microsatellite markers from the genomic sequence of an isolate of Chinese Pst race CY32. Polymorphism at each simple sequence repeat (SSR) locus was determined using 32 Pst isolates from 7 countries. The number of alleles varied from 2 to 7 across isolates, and the observed and expected heterozygosities ranged from 0.33 to 0.97 (mean 0.62) and 0.23 to 0.73 (mean 0.51), respectively. As expected the genomic SSR markers were more polymorphic than the expressed sequence tag (EST)-SSR markers developed previously. These markers will be more useful for population genetics and molecular genetics studies in Pst.     

Understanding of Genetic Information in Higher Secondary Students in Northeast India and the Implications for Genetics Education

Since the work of Watson and Crick in the mid-1950s, the science of genetics has become increasingly molecular. The development of recombinant DNA technologies by the agricultural and pharmaceutical industries led to the introduction of genetically modified organisms (GMOs). By the end of the twentieth century, reports of animal cloning and recent completion of the Human Genome Project (HGP), as well techniques developed for DNA fingerprinting, gene therapy and others, raised important ethical and social issues about the applications of such technologies. For citizens to understand these issues, appropriate genetics education is needed in schools. A good foundation in genetics also requires knowledge and understanding of topics such as structure and function of cells, cell division, and reproduction. Studies at the international level report poor understanding by students of genetics and genetic technologies, with widespread misconceptions at various levels. Similar studies were nearly absent in India. In this study, I examine Indian higher secondary students' understanding of genetic information related to cells and transmission of genetic information during reproduction. Although preliminary in nature, the results provide cause for concern over the status of genetics education in India. The nature of students' conceptual understandings and possible reasons for the observed lack of understanding are discussed.     

Exploring Relationships Among Belief in Genetic Determinism,Genetics Knowledge,and Social Factors

Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism.     

不同植被恢复模式对石漠化地区土壤多酚氧化酶的影响

多酚氧化酶是一种重要的土壤酶,对土壤环境的变化比较敏感,可作为土壤肥力变化和生态恢复的监测指标。为了深入了解桂西北石漠化地区生态恢复的现状,作者对广西宜州、平果等地进行了实地调查和取样,并从不同植被恢复的角度,对桂西北石漠化地区封山育林、吊丝竹(D.minor(McClure) Chia et H.L.Fung)、任豆(Zenia insignis Chun)等不同植被恢复模式样地的土壤多酚氧化酶及其与土壤有机质、全N、全P、有效N、有效P的相关性等方面进行了比较分析,试图了解不同植被恢复模式对石漠化地区生态恢复过程中土壤多酚氧化酶活性的影响,结果表明,以豆科植物为优势种或与豆科植物混交的植被恢复模式,其土壤多酚氧化酶活性较高,其他相关的土壤肥力测试指标也较高,因此,可以将之作为石漠化土地植被恢复的优化模式。     

Learning Gene Expression Through Modelling and Argumentation

There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien’s (2000) two worlds of knowledge, the world of “theories & models” and the world of “objects & events”, adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students’ capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices.     

A recessive gene controlling male sterility sensitive to short daylength/low temperature in wheat (Triticum aestivum L.)

Utilization of a two-line breeding system via photoperiod-thermo sensitive male sterility has a great potential for hybrid production in wheat (Triticum aestivum L.). 337S is a novel wheat male sterile line sensitive to both short daylength/low temperature and long daylength/high temperature. Five F₂ populations derived from the crosses between 337S and five common wheat varieties were developed for genetic analysis. All F₁’s were highly fertile while segregation occurred in the F₂ populations with a ratio of 3 fertile:1 sterile under short daylength/low temperature. It is shown that male sterility in 337S was controlled by a single recessive gene, temporarily designated as wptms3. Bulked segregant analysis (BSA) coupled with simple sequence repeat (SSR) markers was applied to map the sterile gene using one mapping population. The wptms3 gene was mapped to chromosome arm 1BS and flanked by Xgwm413 and Xgwm182 at a genetic distance of 3.2 and 23.5 cM, respectively. The accuracy and efficiency of marker-assisted selection were evaluated and proved essential for identifying homozygous recessive male sterile genotypes of the wptms3 gene in F₂ generation.     

A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics

Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students’ actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students’ learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas.     

Reasoning across ontologically distinct levels: Students' understandings of molecular genetics

In this article we apply a novel analytical framework to explore students' difficulties in understanding molecular genetics—a domain that is particularly challenging to learn. Our analytical framework posits that reasoning in molecular genetics entails mapping across ontologically distinct levels—an information level containing the genetic information, and a physical level containing hierarchically organized biophysical entities such as proteins, cells, tissues, etc. This mapping requires an understanding of what the genetic information specifies, and how the physical entities in the system mediate the effects of this information. We therefore examined, through interview and written assessments, 10th grade students' understandings of molecular genetics phenomena to uncover the conceptual obstacles involved in reasoning across these ontologically distinct levels. We found that students' described the genetic instructions as containing information about both the structure and function of biological entities across multiple organization levels; a view that is far less constrained than the scientific understandings of the genetic information. In addition, students were often unaware of the different functions of proteins, their relationship to genes, and the role proteins have in mediating the effects of the genetic information. Students' ideas about genes and proteins hindered their ability to reason across the ontologically distinct levels of genetic phenomena, and to provide causal mechanistic explanations of how the genetic information brings about effects of a physical nature. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 938–959, 2007