Goodson-Gregg Nathan, De Stasio Elizabeth A
Biology Department, Lawrence University, Appleton, Wisconsin 54911, USA.
Genetics. 2009 Jan;181(1):23-31. doi: 10.1534/genetics.108.095588. Epub 2008 Nov 17.
While many institutions use a version of the Ames test in the undergraduate genetics laboratory, students typically are not exposed to techniques or procedures beyond qualitative analysis of phenotypic reversion, thereby seriously limiting the scope of learning. We have extended the Ames test to include both quantitative analysis of reversion frequency and molecular analysis of revertant gene sequences. By giving students a role in designing their quantitative methods and analyses, students practice and apply quantitative skills. To help students connect classical and molecular genetic concepts and techniques, we report here procedures for characterizing the molecular lesions that confer a revertant phenotype. We suggest undertaking reversion of both missense and frameshift mutants to allow a more sophisticated molecular genetic analysis. These modifications and additions broaden the educational content of the traditional Ames test teaching laboratory, while simultaneously enhancing students' skills in experimental design, quantitative analysis, and data interpretation.
虽然许多机构在本科遗传学实验室中使用艾姆斯试验的一个版本，但学生通常接触不到除表型回复定性分析之外的技术或程序，从而严重限制了学习范围。我们扩展了艾姆斯试验，使其包括回复频率的定量分析和回复基因序列的分子分析。通过让学生参与设计定量方法和分析，学生能够实践和应用定量技能。为帮助学生将经典遗传学概念和技术与分子遗传学概念和技术联系起来，我们在此报告表征赋予回复表型的分子损伤的程序。我们建议对错义突变体和移码突变体都进行回复，以便进行更复杂的分子遗传学分析。这些修改和补充拓宽了传统艾姆斯试验教学实验室的教育内容，同时提高了学生在实验设计、定量分析和数据解释方面的技能。
