<p class="jove_content">現在のプロジェクトは、概念資金のカンザス大学証明書によって賄われていた。我々 感謝したい看護スタッフ院長 (カンザスシティ、カンザス) で取得の蝸牛文化を支援するためひと臍帯やデビッド ・ ヨルゲンセンのことで私たちを支援のため。</p>

<p class="jove_content">カンザス大学医療センター (院長) で承認された機関動物ケアおよび使用委員会 (IACUC) のプロトコル (御急ぎでなかったら、#2014-2234) によると、動物の安楽死を含めたすべての処理を行った。</p>
<p class="jove_content">注: HWJCs は、インフォームド コンセントを提供される患者が寄贈したひと臍帯から分離した、標本 (区 IRB #15402) カンザス大学人間科目委員会によって承認されたプロトコルに従って使用されました。</p>
<p class="jove_title">1. 側頭骨収穫と蝸牛の分離</p>
<ol>
	<li>外科はさみの鋭いペアで頭蓋骨と第一頚椎の間に切断によって適切に安楽死させた、15 週齢マウスの首をはねるし、(<strong class="xfig">図 1 a</strong>) を消毒する 70% エタノールで頭をスプレーします。</li>
	<li>外科はさみ (<strong class="xfig">図 1 b</strong>の<strong>-C</strong>破線) の同じシャープな対を用いた正中面で頭蓋骨を二等分します。</li>
	<li>鉗子 (<strong class="xfig">図 1</strong>の矢印) のペアを使用して頭蓋骨から脳組織を削除します。</li>
	<li>存在の聴覚と前庭神経根 (<strong class="xfig">図 1E</strong><strong>-F</strong>矢印) 頭蓋骨と (<strong class="xfig">図</strong>の矢印 1f) 外から外耳道の奥の頭骨を識別します。頭蓋骨 (<strong class="xfig">図 1</strong>) の残りの部分から側頭骨を分離する頭蓋骨を慎重にカットします。<br>注: いくつかのインスタンス可能性があります可能である繊細な加工を必要とせず頭骨から頭蓋骨の周囲の骨を詮索します。</li>
	<li>ヒントは蝸牛に穴をあけるリスクはないので、外耳道 (<strong class="xfig">図 1 H</strong>)、約 5 mm の開口部に微細鉗子を挿入します。優しくこじ開ける胞 (<strong class="xfig">図 1 H</strong>、トップの赤斜線領域) の骨骨折 (<strong class="xfig">1I を図</strong>、赤い点線線) ので。<br>注: 必要に応じて、解剖顕微鏡役立つ可能性がありますこのプロセスの正確な配置や楽器の操作を確保するため。</li>
	<li>微細鉗子を使用すると、(<strong class="xfig">図 1 j</strong>, 赤いブラケット) 蝸牛の骨迷路の公開側頭骨からブラの残りの部分で詮索離れて。</li>
	<li>シャーレの頭骨を保持するために十分な大きさの場所 (<em>例えば</em>、30 mm 以上)、解離性の下にあるビューのフィールドを対象範囲し、満タンで十分なリン酸緩衝生理食塩水 (PBS) 側頭骨 (<em>例えば</em>1、0.5 mL) をカバーします。</li>
	<li>ブラ直面している蝸牛の楕円形や円形の窓が PBS で削除と側頭骨が水没します。<br>注: 前庭系を操作して定位 (<strong class="xfig">1I を図</strong>と<strong class="xfig">図 2 b</strong>) 蝸牛の機能のためのハンドルとしても優れていますと、蝸牛から前庭系の除去する、必要はありません。</li>
	<li>鉗子の超微細のペアを使用して、あぶみ骨を通過するアブミ骨動脈を削除します。</li>
	<li>動脈渡される、アブミ骨のアーチを超微細鉗子の先端を挿入し、繊細な上向きあぶみ骨を持ち上げます。縫合のアブミ骨は卵円窓から持ち上げる必要があります。</li>
	<li>超微細鉗子の先端を使用して、楕円の穴をあけるし、windows のラウンドします。</li>
	<li>28.5 ゲージ注射器とチューブを充填 1 × PBS を使用する (内側直径 0.28 mm、外径 0.61 mm) 管の楕円形の窓を置きます、接続されている (<strong class="xfig">図 2 a</strong> <strong> -B</strong>)。<br>注: 管の開口部は、正確な配置を確保するため支援超微細鉗子を使用して操作できます。<ol>
		<li>各蝸牛に新鮮な注射器とチューブを使用します。</li>
	</ol>
	</li>
	<li>2 mL の 10% 抗生物質抗真菌薬 (対策) と 10% ペニシリン-ストレプトマイシン (ペン-連鎖球菌) PBS で蝸牛の 5 分以上を外リンパを削除するを灌流します。あまりにも多くの圧力で速すぎる灌蝸牛内微細構造に損傷を与えます。<br>注: 蝸牛を介して流体を灌流して手で注射器を手動で運転が効果的な灌流ポンプを代替として使用できます。<ol>
		<li>灌手動で場合は、側頭骨の前庭部分をつかんで灌蝸牛 (<strong class="xfig">図 2 a</strong>) を安定させるために鉗子を自己終了の罰金ペアを使用します。<br>注意: 必須ではありませんが、これは両手を自由に楽器を処理を残します1 つの手はチューブを配置できる他、注射器 (<strong class="xfig">図 2 a</strong>) を運転できる適切に (<strong class="xfig">図 2 b</strong>)。</li>
		<li>このステップから転送、空気に不必要に蝸牛を公開しないように注意してください。流体の循環をブロック流体の空間に空気の泡を導入、蝸牛内の微細損傷さらに乾燥します。</li>
	</ol>
	</li>
	<li>削除し、残った微細鉗子を用いた筋肉組織や骨フラグメントを破棄します。</li>
	<li>必要に応じて、抗生物質溶液ごと 48 時間の定期的な変更で 7 日まで 10% 対策で PBS で 10% ペン連鎖球菌性ソリューション 4 ° C で分離の蝸牛を格納します。</li>
</ol>
<p class="jove_title">2. 蝸牛処理</p>
<ol>
	<li><strong>Decellularization</strong>
	<ol>
		<li>各蝸牛の塗りつぶし 1% ナトリウム ドデシルと 20 mL ガラス シンチレーション バイアルの硫酸塩 (SDS) 水溶液のイオン (DI) の水があり、蝸牛を decellularize するために使用。</li>
		<li>開口部は十分な大きさを通過する蝸牛のかみそりの刃を使用してプラスチック製の 7 mL 転送ピペットの先端をカットします。</li>
		<li>転送ピペットを使用して、ゆっくりと引いて、蝸牛ピペットにのでそれは数ミリでカットオフ端を渡します。</li>
		<li>1 %sds ソリューションいっぱいシンチレーション バイアルに蝸牛を追放します。</li>
		<li>転送ピペットを用いたシンチレーション バイアルに蝸牛 (DI) 脱イオン水に 1 %sds の 2 mL を循環します。</li>
		<li>、ローテーターにシンチレーション バイアルを置き、部屋の温度で 72 時間 10 rpm で回転するシンチレーション バイアルを許可します。<ol>
			<li>72 時間の期間にわたって、1 %sds ソリューションすべての 24 h を変更します。決して空気に蝸牛を公開する SDS を変更するとき注意してください。</li>
		</ol>
		</li>
		<li>3 回の DI 水で各 30 分の蝸牛を洗います。</li></ol></li></ol>SDS 料金; 同じシンチレーション バイアルの洗浄を行うこの段階では、蝸牛が脱です。
	
	
	<li><strong>脱灰</strong>
	<ol>
		<li>蝸牛を維持するのに十分なだけを残して水没、シンチレーション バイアルから残りの DI 水を削除します。</li>
		<li>脱灰を開始するには、蝸牛を含むシンチレーション バイアルに DI 水で 10% エチレンジアミン四酢酸 (EDTA) (0.02 M) 5 mL を追加します。</li>
		<li>転送ピペットを用いたシンチレーション バイアルに蝸牛を純水で 10 %edta の 2 mL を循環します。</li>
		<li>回転子に戻るシンチレーション バイアルを置き、部屋の温度で 72 時間 10 rpm で回転するシンチレーション バイアルを許可します。72 時間の期間にわたって 10 %edta 溶液のすべての 24 h を変更します。蝸牛が空気にさらされないようにソリューションを変更するときに注意します。</li>
		<li>すすぎ 3 回 1 × PBS です。 で、2 h の蝸牛この段階では、蝸牛が脱灰します。</li>
	</ol>
	</li>
	<li><strong>ストレージ</strong>
	<ol>
		<li>72 h までの蝸牛溶液中で保存、10%、反反 10% ペン連鎖球菌 PBS で 4 ° C で<br>注: ストレージ期間を長く可能性があります抗生物質溶液; の定期的な変更が可能ただし、加工の蝸牛の拡張記憶域は、このプロトコルでは検証されていません。</li>
	</ol>
	</li>

<p class="jove_title">3. 調達と hWJCs の拡大</p>
<ol>
	<li>以前に発行されたプロトコル<sup class="xref">22</sup>によると hWJCs を分離します。簡単に言えば、3 cm のセクションにへその緒を分割します。</li>
	<li>慎重には、メスで浅い切開縦各臍帯のセグメントを広げるし、臍帯ワルトンを公開します。血管を削除するのに鉗子を使用します。</li>
	<li>組織が水没する (<em>例えば</em>、40 mL で 60 mm のペトリ皿) 十分な PBS で 2 回臍帯セグメントを洗います。メスで組織のセグメントを細かくみじん切り。100 mm ペトリ皿消化中の 50 mL の組織を消化 (0.2 %2 型コラゲナーゼ、低グルコース環境における 1% ペニシリン-ストレプトマイシン、ダルベッコ変更されたワシの媒体 (DMEM))。</li>
	<li>5% CO<sub>2</sub>、37 ° C のインキュベーターで一晩 50 回転軌道シェーカーの中の消化に組織を配置します。次の日、1:16 pbs は、抗生物質抗真菌 2% の割合で消化中を希釈し、室温で 500 × g で遠心分離によって細胞をペレット (~ 27 ° C) 10 分破棄上清の。</li>
	<li>細胞と間葉系幹細胞成長培地 (MSCGM) にペレットを再懸濁します。プレート細胞培養の 7 x 10<sup>3</sup>セル/cm<sup>2</sup>の密度では、T-75 フラスコを扱われます。文化の MSCGM、HWJCs、通路 5 実験用に展開します。<br>注: HWJCs がサブ培養される大きい T フラスコに (<em>例えば</em>、T-150、T-300) 継 hWJCs 実験のための収穫を増加するとき。</li>
</ol>
<p class="jove_title">4. 脱蝸牛への hWJCs の注入</p>
<ol>
	<li><strong>脱の蝸牛を準備します。</strong>
	<ol>
		<li>無菌技術を使用して、3 回の 30 分の 1 × PBS でストアドの蝸牛を洗浄します。</li>
		<li>24 ウェル プレートの別の井戸に蝸牛を転送し、37 ° C の 1 つの mL を追加 MSCGM で加温します。</li>
		<li>蝸牛 5% CO<sub>2</sub>セルの注入の前に 1 時間の最小値の 37 ° C 細胞文化インキュベーターで孵化させなさい。</li>
	</ol>
	</li>
	<li><strong>HWJCs を切り離して、再懸濁します</strong>
	<ol>
		<li>37 ° C と洗浄 hWJCs 前回 1x PBS を温めた。</li>
		<li>十分な 37 ° C を追加セル容器表面に 0.5 %edta でトリプシンで加温します。</li>
		<li>HWJCs 5% CO<sub>2</sub>、37 ° C 細胞文化のインキュベーターで最大 5 分間インキュベートします。<ol>
			<li>細胞の 90% が倒立顕微鏡の下のセルを表示することによって表層文化から切り離されることを確認します。<br>注: 移動文化容器を軽くタップすると、細胞をデタッチします。静止したとき、細胞が分離されていません。</li>
			<li>さらに添付された細胞を取り除くためフラスコの側面が軽きます。</li>
		</ol>
		</li>
		<li>無菌技術を使用して、トリプシンのボリュームに MSCGM の同等のボリュームを含む 50 mL の円錐管に培養器から転送 hWJCs はセルを分離するに使用されます。</li>
		<li>常温 500 × g で遠心分離によって、hWJCs をペレット (~ 27 ° C) 5 分。</li>
		<li>上清を吸引し、500,000 細胞/ml の濃度で MSCGM で hWJCs を再懸濁します。</li>
	</ol>
	</li>
	<li><strong>蝸牛を灌流します。</strong>
	<ol>
		<li>転送ピペットを使用して新しい 24 ウェル プレートに蝸牛を転送します。</li>
		<li>任意の蝸牛が乾燥するを防ぐために各の蝸牛に MSCGM のドロップを追加します。</li>
		<li>繊細な楕円形や円形の窓を向いているように超微細鉗子を使用して蝸牛に合わせます。<br>注: は、際は蝸牛が簡単に破損している各蝸牛を直接取り扱いに細心の注意を取る。</li>
		<li>接続チューブ、滅菌 28.5 ゲージ インスリン注射器の使用を再停止される 0.2 mL hWJCs (100,000 細胞) を描画します。</li>
		<li>滅菌微細鉗子を使用して、楕円形の窓にチューブを置きます。</li>
		<li>繊細かつゆっくり 0.2 ml ポリエチレン チューブに接続されている 28.5 ゲージ インスリン注射器を使用して再懸濁の hWJCs の蝸牛を灌流 (外径: 0.61 mm、内径: 0.28 mm) で約 5 分。</li>
		<li>後、0.8 mL 37 ° C の追加も 1 mL に井戸の総容積をもたらすに蝸牛を含む、MSCGM で加温します。</li>
		<li>各蝸牛、新鮮な注射器を使用して、各時間をチューブの 4.3.3-4.3.7 の手順を繰り返します。</li>
		<li>5% CO<sub>2</sub>、37 ° C 細胞文化のインキュベーターで灌流の蝸牛を置き、週 3 回のメディアを変更します。</li>
	</ol>
	</li>
</ol>
<p class="jove_title">5. 蝸牛収穫と保存</p>
<p class="jove_content">注: 蝸牛培養があります、任意の時点で収穫まで 30 日後灌流。</p>
<ol>
	<li>蝸牛を保持するには、ロッキング プラットフォーム上の 4 ° C で一晩 1x PBS で 4% パラホルムアルデヒドで修正します。</li>
	<li>固定後、3 回各 5 分の 1 × PBS と蝸牛を洗います。</li>
	<li>徐々 に脱水エタノールと蝸牛とのパラフィン包埋する前に脂肪族炭化水素溶剤でクリアします。</li>
	<li>セクションは、ミクロトームを使用して 10 μ m の厚さにサンプル、ガラス顕微鏡スライドをマウントします。<br>注: サンプルはする準備が整いました組織学的や免疫組織化学的処理の標準プロトコルを使用して。</li>
</ol>

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I., Patel, D., Hashino, E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Generation+of+inner+ear+sensory+epithelia+from+pluripotent+stem+cells+in+3D+culture.">Generation of inner ear sensory epithelia from pluripotent stem cells in 3D culture.</a> <em style='font-style: italic'>Nature</em>. <b>500</b> (7461), 217-221 (2013).</li><li>Sekiya, T., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Cell+transplantation+to+the+auditory+nerve+and+cochlear+duct.">Cell transplantation to the auditory nerve and cochlear duct.</a> <em style='font-style: italic'>Exp Neurol</em>. <b>198</b> (1), 12-24 (2006).</li><li>Shi, F., Edge, A. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Prospects+for+replacement+of+auditory+neurons+by+stem+cells.">Prospects for replacement of auditory neurons by stem cells.</a> <em style='font-style: italic'>Hear Res</em>. <b>297</b>, 106-112 (2013).</li><li>Mellott, A. J., Shinogle, H. E., Nelson-Brantley, J. G., Detamore, M. S., Staecker, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Exploiting+decellularized+cochleae+as+scaffolds+for+inner+ear+tissue+engineering.">Exploiting decellularized cochleae as scaffolds for inner ear tissue engineering.</a> <em style='font-style: italic'>Stem Cell Res Ther</em>. <b>8</b>, (2017).</li><li>Santi, P. A., Johnson, S. B. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Decellularized+ear+tissues+as+scaffolds+for+stem+cell+differentiation.">Decellularized ear tissues as scaffolds for stem cell differentiation.</a> <em style='font-style: italic'>J Assoc Res Otolaryngol</em>. <b>14</b> (1), 3-15 (2013).</li><li>Davies, D., Holley, M. C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Differential+expression+of+alpha+3+and+alpha+6+integrins+in+the+developing+mouse+inner+ear.">Differential expression of alpha 3 and alpha 6 integrins in the developing mouse inner ear.</a> <em style='font-style: italic'>J Comp Neurol</em>. <b>445</b> (2), 122-132 (2002).</li><li>Gerchman, E., Hilfer, S. R., Brown, J. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Involvement+of+extracellular+matrix+in+the+formation+of+the+inner+ear.">Involvement of extracellular matrix in the formation of the inner ear.</a> <em style='font-style: italic'>Dev Dyn</em>. <b>202</b> (4), 421-432 (1995).</li><li>Goodyear, R. J., Richardson, G. P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Extracellular+matrices+associated+with+the+apical+surfaces+of+sensory+epithelia+in+the+inner+ear:+molecular+and+structural+diversity.">Extracellular matrices associated with the apical surfaces of sensory epithelia in the inner ear: molecular and structural diversity.</a> <em style='font-style: italic'>J Neurobiol</em>. <b>53</b> (2), 212-227 (2002).</li><li>Mellott, A. J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Improving+Viability+and+Transfection+Efficiency+with+Human+Umbilical+Cord+Wharton's+Jelly+Cells+Through+Use+of+a+ROCK+Inhibitor.">Improving Viability and Transfection Efficiency with Human Umbilical Cord Wharton's Jelly Cells Through Use of a ROCK Inhibitor.</a> <em style='font-style: italic'>Cell Reprogram</em>. , (2014).</li><li>Mellott, A. J., Shinogle, H. E., Moore, D. S., Detamore, M. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Fluorescent+Photo-conversion:+A+second+chance+to+label+unique+cells.">Fluorescent Photo-conversion: A second chance to label unique cells.</a> <em style='font-style: italic'>Cell Mol Bioeng</em>. <b>8</b> (1), 187-196 (2015).</li><li>Mitchell, K. E., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Matrix+cells+from+Wharton's+jelly+form+neurons+and+glia.">Matrix cells from Wharton's jelly form neurons and glia.</a> <em style='font-style: italic'>Stem Cells</em>. <b>21</b> (1), 50-60 (2003).</li><li>Mellott, A. J., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Nonviral+Reprogramming+of+Human+Wharton's+Jelly+Cells+Reveals+Differences+Between+ATOH1+Homologues.">Nonviral Reprogramming of Human Wharton's Jelly Cells Reveals Differences Between ATOH1 Homologues.</a> <em style='font-style: italic'>Tissue Eng Part A</em>. <b>21</b> (11-12), 1795-1809 (2015).</li><li>Buytaert, J. A., Johnson, S. B., Dierick, M., Salih, W. H., Santi, P. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=MicroCT+versus+sTSLIM+3D+imaging+of+the+mouse+cochlea.">MicroCT versus sTSLIM 3D imaging of the mouse cochlea.</a> <em style='font-style: italic'>J Histochem Cytochem</em>. <b>61</b> (5), 382-395 (2013).</li><li>Nonoyama, H., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Investigation+of+the+ototoxicity+of+gadoteridol+(ProHance)+and+gadodiamide+(Omniscan)+in+mice.">Investigation of the ototoxicity of gadoteridol (ProHance) and gadodiamide (Omniscan) in mice.</a> <em style='font-style: italic'>Acta Otolaryngol</em>. <b>136</b> (11), 1091-1096 (2016).</li><li>Dai, C., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Rhesus+Cochlear+and+Vestibular+Functions+Are+Preserved+After+Inner+Ear+Injection+of+Saline+Volume+Sufficient+for+Gene+Therapy+Delivery.">Rhesus Cochlear and Vestibular Functions Are Preserved After Inner Ear Injection of Saline Volume Sufficient for Gene Therapy Delivery.</a> <em style='font-style: italic'>J Assoc Res Otolaryngol</em>. , (2017).</li><li>Sutherland, A. J., Converse, G. L., Hopkins, R. A., Detamore, M. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+bioactivity+of+cartilage+extracellular+matrix+in+articular+cartilage+regeneration.">The bioactivity of cartilage extracellular matrix in articular cartilage regeneration.</a> <em style='font-style: italic'>Adv Healthc Mater</em>. <b>4</b> (1), 29-39 (2015).</li></ol>

<p class="jove_content">著者が明らかに何もありません。</p>

<p class="jove_content">我々 は正常に蝸牛の複雑な三次元組織足場としての使用を可能にする decellularization プロセスを介して蝸牛からネイティブ蝸牛細胞を削除できることを実証しました。サンティ<em>ら</em>。<sup class="xref">15</sup> decellularizing の蝸牛の最初のメソッドを開発し、光シート顕微鏡<sup class="xref">23</sup>の助けを借りてを通じて多くの人工内耳構造のボリュームを正確に推定しています。このような初期の作品は、組織エンジニア リングと細胞培養の技術がここに提示のための強固な基盤として提供しています。脱蝸牛は正常に、細胞融合とすることができ、培養期間を延長。動物の広い配列からの蝸牛は、細胞の種類の同様に広い配列との組み合わせで理論的に利用できます。これらの組み合わせにより組織工学感覚上皮の開発<sup class="xref">14</sup>を調べて、薬の新規医薬品薬<sup class="xref">のテスト アプリケーションなど多数の可能な実験設計に活用するここでテクニック24</sup>、<sup class="xref">25</sup>モデルの蝸牛神経修復の開発と。しかし、これらの技術の広範な適用にもかかわらず彼らはありません制限なしです。</p>
<p class="jove_content">現在の技術の限界の 1 つは個人に基づく変数である灌流です。蝸牛、用のホルダーを開発し、シリンジ ポンプを使用して perfusions を行うは、精度と、プロセスの成功を高める可能性があります。さらに、決定的に成功した decellularization を証明可能性があります潜在的達成するいくつかのメソッドを介して。DAPI 染色残りの細胞核を定量化に使用されたを用いて、残留核の記事 decellularization は認められなかった。また、標準的な DNA 定量アッセイを利用して試薬、緑染料核酸の残党は、視覚的に核酸の小さな断片の存在を識別するため DAPI よりも敏感であることを識別するために DNA の picogram 量を検出酸脱組織<sup class="xref">26</sup>。どの手法を使用して成功した decellularization を検証するに関係なく、足場として利用する前に個々 の蝸牛の完全な decellularization を表示できない場合があります。それにもかかわらず、我々 は、成功と堅牢な decellularization プロセスを発見しました。</p>
<p class="jove_content">現在のプロトコルの 2 つの最も重要なステップは、分離と、蝸牛の処理と、蝸牛の血流です。蝸牛は、蝸牛は繊細で脆性最初に分離されたときに、十分な注意が必要があります。鉗子で蝸牛を処理しながらあまりにも多くの力を適用すると、蝸牛がフラグメントことができます。したがって、decellularization と脱灰の前に軽く各蝸牛を処理することが不可欠です。前庭系、そのままでは、鉗子、複雑な内側の耳をつかんで、蝸牛の方向付けのための偉大なハンドルとして機能します。同様に、細胞と蝸牛を灌灌流の背後の圧力はあまりにも偉大なならない、それ以外のセルは、灌流を生き残ることはできません。前述の現在のプロトコルでは、1 mL インスリン注射器末にチューブを取り付ける一方、灌一方、蝸牛を介して細胞のより高い精度と蝸牛の取り扱いを簡単にことができます。</p>
<p class="jove_content">次のステップとして、蝸牛の ECM は、幹細胞の分化を誘導し、蝸牛の特定 ECM コンポーネントは細胞の変化を誘発するので場合を決定するための発達と機能のマーカーを評価するは当然でしょう。灌モニター細胞分化と動作する蝸牛を介して細胞<em>(<em>例えば</em>、幹細胞、neuroprogenitors、線維芽細胞等)</em>の種類別の魅惑的なフォロー アップ調査になります。さらに、遺伝的に変更されている、またはプロトコル分化成長因子にさらされている細胞が蝸牛の ECM が麻痺の開発をサポートする方法に新しい洞察力を提供して可能性も、公聴会の関数。したがって、現在のプロトコルは、蝸牛の ECM を使用して内耳麻痺の開発とメンテナンス、5 月 1 日は聴力損失を復元する新しい治療法の開発につながる研究で重要な第一歩です。</p>

<p class="jove_content">蝸牛は、側頭骨は、複雑なスパイラル構造です。外側の骨迷路と、同心の内側の膜迷路<sup class="xref">1</sup>から成り立っています。膜迷路は、流体の 3 つのスペースで構成されています: Scala スカラー座 vestibuli メディア、およびスカラー座索<sup class="xref">1</sup>。Scala メディア住宅感覚の上皮細胞の種類の多数で構成されているが、感覚有毛細胞 (HC)、神経インパルス<sup class="xref">2</sup>音波の機械的エネルギーを変換、特に重要です。音響外傷<sup class="xref">3</sup><sup>,</sup><sup class="xref">4</sup><sup>、</sup><sup class="xref">5</sup>薬<sup class="xref">6</sup>疾患<sup class="xref">7</sup><sup>,</sup><sup class="xref">8</sup>、および高齢化<sup class="xref">9</sup>への暴露は、すべての HC の死を介して聴覚機能障害で起因できます。哺乳類の毛細胞損失は傷害<sup class="xref">10</sup>後再生することができます鳥の HCs とは異なり、永続的なです。</p>
<p class="jove_content">様々 な現代的な研究努力を失われた HCs を復元する特定の実験的アプローチは異なるが求めています。感覚上皮における遺伝子発現の操作と体の外分化した幹細胞の注入、支配的なアプローチにおいて、蝸牛オルガノイドの幹細胞の分化を誘導方法がされているが<sup class="xref">11</sup><sup>,</sup><sup class="xref">12</sup><sup>,</sup><sup class="xref">13</sup>を試みた。それぞれのアプローチは、直接幹細胞や幹細胞の発達の手がかりに依存ただし、2 番目は共有で、潜在的に重要な要素はそれ自体蝸牛の ECM<sup class="xref">14</sup><sup>,</sup><sup class="xref">15</sup>。</p>
<p class="jove_content">ECM だけでなく細胞と細胞の接着、増殖、生存、および移行の面を含んでいますが、また HCs やらせん神経節報<sup class="xref">15</sup><sup>,</sup><sup class="xref">16 の開発に重要な役割を果たしている組織の物理的なサポートを提供します</sup> <sup>,</sup><sup class="xref">17</sup>。自然発生する ECM は、細胞の表現型決定および/または細胞の接着・増殖・生存の<sup class="xref">18</sup>のガイドが誘導信号を提供します。その結果、脱蝸牛培養 hWJCs との組み合わせでの使用は、ECM と HC の再生の役割を探検するユニークな機会を提供しています。HWJCs は、間葉系幹細胞の<sup class="xref">19</sup>のように振る舞うひと臍帯由来容易に利用できる、非論争の携帯タイプです。HWJCs は、麻痺細胞系統<sup class="xref">20</sup><sup>,</sup><sup class="xref">21</sup>を区別する能力を示しています。したがって、現在のプロトコル詳細分離、decellularization、および内耳組織工学用 hWJCs と C57BL マウスの死骸から蝸牛の血流を示します。</p>

<table><tbody><tr><td>Allegra X-14R Centrifuge</td><td>Beckman-Coulter</td><td>B08861</td><td></td></tr><tr><td>Intramedic Semi-Rigid Tubing</td><td>Becton Dickinson</td><td>427401</td><td></td></tr><tr><td>New Brunswick Innova 2000 Orbital Shaler</td><td>Eppendorf</td><td>M1190-0002</td><td></td></tr><tr><td>Surgical Scissors</td><td>Fine Science Tools</td><td>14060-10</td><td></td></tr><tr><td>Fine Forceps</td><td>Fine Science Tools</td><td>11370-40</td><td></td></tr><tr><td>Ultra-Fine Forceps</td><td>Fine Science Tools</td><td>18155-13</td><td></td></tr><tr><td>50-mL Conical Tubes</td><td>Fisher Scientific</td><td>12565271</td><td></td></tr><tr><td>Petri Dish</td><td>Fisher Scientific</td><td>FB087579B</td><td></td></tr><tr><td>U-100 Insulin Syringe</td><td>Fisher Scientific</td><td>14-829-1B</td><td></td></tr><tr><td>Scintillation Vial</td><td>Fisher Scientific</td><td>03-341-73</td><td></td></tr><tr><td>Rotator</td><td>Fisher Scientific</td><td>88-861-049</td><td></td></tr><tr><td>Transfer Pipette</td><td>Fisher Scientific</td><td>22-170-404</td><td></td></tr><tr><td>Razor Blade</td><td>Fisher Scientific</td><td>12-640</td><td></td></tr><tr><td>Antibiotic-Antimycotic</td><td>Fisher Scientific</td><td>15-240-062</td><td></td></tr><tr><td>Penicillin-Streptomycin</td><td>Fisher Scientific</td><td>15-140-122</td><td></td></tr><tr><td>24-Well Plate</td><td>Fisher Scientific</td><td>07-200-84</td><td></td></tr><tr><td>SuperFrost PLUS Glass Microscope Slides</td><td>Fisher Scientific</td><td>12-550-15</td><td></td></tr><tr><td>Transfer Pipette</td><td>Fisher Scientific</td><td>22-170-404</td><td></td></tr><tr><td>ProLong Gold Antifade Mountant with DAPI</td><td>Fisher Scientific</td><td>P36935</td><td></td></tr><tr><td>Clear-Rite 3</td><td>Fisher Scientific</td><td>22-046341</td><td></td></tr><tr><td>Thermo Scientific Forma Series II 3110 Water-Jacekted CO&lt;sub&gt;2&lt;/sub&gt; Incubator</td><td>Fisher Scientific</td><td>13-998-078</td><td></td></tr><tr><td>Mesenchymal Stem Cell Growth Medium</td><td>Lonza</td><td>PT-3001</td><td></td></tr><tr><td>Trypsin-EDTA</td><td>Lonza</td><td>CC-3232</td><td></td></tr><tr><td>TPP T-75 Culture Flask</td><td>MidSci</td><td>TP90076</td><td></td></tr><tr><td>TPP T-150 Culture Flask</td><td>MidSci</td><td>TP90151</td><td></td></tr><tr><td>TPP T-300 Culture Flask</td><td>MidSci</td><td>TP90301</td><td></td></tr><tr><td>Dissection Microscope</td><td>Nikon Instruments</td><td>SMZ800</td><td></td></tr><tr><td>Nikon Eclipse Ts2R-FL Inverted Microscope</td><td>Nikon Instruments</td><td>MFA51010</td><td></td></tr><tr><td>NuAire Class II, Type A2 Biosafety Cabinet</td><td>NuAire</td><td>NU-425-600</td><td></td></tr><tr><td>1X PBS</td><td>Sigma-Aldrich</td><td>P5368-10PAK</td><td></td></tr><tr><td>1% SDS Solution</td><td>Sigma-Aldrich</td><td>436143-100G</td><td></td></tr><tr><td>10% EDTA</td><td>Sigma-Aldrich</td><td>E9884-100G</td><td></td></tr></tbody></table>

a protocol for decellularizing mouse cochleae for inner ear tissue engineering

<p class="jove_content">哺乳類のヒアリング不足を再生する能力を促進する機械刺激受容の有毛細胞では、難聴の治療法を限られています。現在の再生医療戦略は、移植幹細胞や内耳難聴を修正する損傷した幹細胞の交換を奨励するためにサポート細胞を周囲の遺伝子操作に焦点を当てています。しかし、細胞外マトリックス (ECM) は誘導と有毛細胞の機能を維持する重要な役割を果たすこと、十分に調査されていません。人工内耳を使用して成体幹細胞を成長する足場として ECM 方法、組成と細胞外の環境のアーキテクチャにエイズ聴覚機能の維持の細胞に独特な洞察力があります。分離し、成体幹細胞灌流を受け入れる足場として使用するマウスからの蝸牛を decellularizing する方法をご紹介します。現在のプロトコルの蝸牛は安楽死させたマウス、脱と脱灰から分離されます。その後、臍帯から隔離された人間の Wharton のゼリー細胞 (hWJCs) は、各蝸牛に慎重に灌。バイオリアクター, として、蝸牛を用い、解析の処理を受ける前に 30 日間培養します。脱の蝸牛は個人の細胞外構造を保持が、細胞の存在や DNA の顕著なフラグメントを明らかにしなかった。蝸牛に灌流セルは蝸牛の内外面のほとんどを侵略し、30 日間の期間にわたって問題なく育った。したがって、どのように人工内耳の ECM の影響細胞発達や行動を研究する現在のメソッドを使用することができます。</p>

<p class="jove_content" fo:keep-together.within-page="1">ここに提示されたメソッドを使用すると、蝸牛の成功した decellularization は、4' を介して DNA の存在有無を調べることで評価された 6-diamidino-2-phenylindole (DAPI) 染色します。Decellularized 蝸牛内 DNA が識別されなかった場合、蝸牛を完全に decellularized と考えられていた。Decellularization または脱灰を受けていない以前の実験からネイティブ蝸牛は、構造と伝統的 C57BL マウス蝸牛に存在する細胞を示すために肯定的な制御として使用されました。任意の hWJCs の注入はありませんでした、脱脱蝸牛は、ネガティブ コントロールとして使用されました。任意組織切片 (<strong class="xfig">図 3</strong>) の領域で定量化可能な DAPI 染色細胞核は認められなかった。2 つの蝸牛脱脱灰, し、現在のプロジェクトの hWJCs を注入します。HWJCs と灌流脱脱灰の蝸牛が多数 DAPI 染色蝸牛および蝸牛 (<strong>表 1</strong>) の外骨殻に成長している内核を観察されました。セルの細胞密度は注入後 30 日文化 (<strong class="xfig">図 4</strong>および<strong class="xfig">図 5</strong>) と 2 番目の蝸牛の 118,732 細胞/蝸牛文化の 30 日後に 113,759 細胞/蝸牛をされた最初の蝸牛の推定合計 (<strong class="xfig">図 6</strong><strong class="xfig">図 7</strong>)。これらの細胞密度の推定値は、スカラー座索、スカラー メディアとスカラー前庭、圏内に 3 つの流体の空間構造のボリュームが、これらの見積もりは、残りの骨迷路のいずれかを除外しました。さらに、各蝸牛からサンプルはヘマトキシリンとエオシンで染色した (H &#38; E) 細胞と (<strong class="xfig">図 8</strong>) 各蝸牛内の解剖学的特徴の存在を示した。蝸牛組織の肉眼解剖学は主にすべての汚されたセクション; 中変わらずに残ったしかし、細胞識別になかった脱脱セクション (<strong class="xfig">図 8 b</strong>)。細胞核の同定は劇的にネイティブ蝸牛 (<strong class="xfig">図 8 a</strong>) と脱脱灰の蝸牛の細胞 (<strong class="xfig">図 8</strong><strong>-</strong><strong>D</strong>) を注入します。</p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 1" class="xfigimg" src="/files/ftp_upload/56523/56523fig1.jpg"><br>
<strong>図 1: マウスの側頭骨分離します</strong>。マウスが適切に安楽死させた頭蓋底と第一頚椎の間の切断することによって、動物の首をはねるし、(<strong>A</strong>) の消毒にエタノールと頭をスプレーします。外科はさみ、脳組織と骨の両方を切断のシャープなペアを使用してセクション (<strong>B</strong><strong>-</strong><strong>C</strong>) の矢状面で頭蓋骨を二等分します。切断 2 分離マウスの頭 (<strong>D</strong>、下の顎が関係のない実験的な作品の削除) 脳頭骨を明らかに削除する必要がありますし。聴覚と前庭神経のパス (<strong>E</strong>、赤矢印) が役に立つ、2 つの孔は頭骨を正しく特定するの手がかり。頭蓋骨 (<strong>F</strong>) から肉を削除します。外耳道 (<strong>F</strong>矢印、上部パネル) は、同様に役に立つ外部キューを提供します。慎重に分離の側頭骨 (<strong>G</strong>) だけを残して、余分な骨をトリムします。ブラ (<strong>H</strong>トップパネル、赤の強調表示されている領域) する必要があります、繊細な削除微細鉗子 (<strong>H</strong>、下部のパネル) を使用します。ブラは薄い骨をことができます容易に欠け離れて (<strong>私</strong>) 蝸牛の骨迷路が明らかに (<strong>J</strong>、赤い括弧) まで。すべてのイメージのスケール バーは、1 ミリメートル<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig1large.jpg" target="_blank">この図の拡大版を表示するにはここをクリックしてください。</a> 。</p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 2" class="xfigimg" src="/files/ftp_upload/56523/56523fig2.jpg"><br>
<strong>図 2: 人工内耳血流します</strong>。側頭骨が孤立するいるし、ブラが取り外されて、蝸牛、設定できます顕微鏡で灌流の。(<strong></strong>の点線) 接続チューブで手動で駆動の注射器を使用して灌自己終了ピンセットのペアを使用して蝸牛を安定させるためにそれがあります。軽く側頭骨 (<strong>B</strong>) の前庭部分に鉗子を添付、ペトリ皿 (<strong>A</strong>) の唇に対して鉗子を休ませます。これは、両手が血流中に楽器を操作するフリーを残します。1 つの手は、一方、他の手は、鉗子 (<strong>B</strong>) の 2 番目のペアを使用して楕円形の窓にチューブを合わせることにより、流体の流量を制御する注射器を操作できます。角度で管の自由端を切断を可能に簡単に位置決めのための視野をブロックすることがなく正しく配置するチューブ。スケール バーは 1 mm です<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig2large.jpg" target="_blank">この図の拡大版を表示するにはここをクリックしてください。</a> 。</p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 3" class="xfigimg" src="/files/ftp_upload/56523/56523fig3.jpg"><br>
<strong>図 3: 脱マウス蝸牛のティッシュ セクション</strong>。直立のエピ蛍光顕微鏡 (10 X 接眼レンズと 20 × 対物) 200 X の倍率で試料を画像に使用されました。画像は約 4 x 5 のモンタージュを作成する一緒にステッチされました。DAPI 染色細胞の不在を示す原子力はパネル<strong>A </strong>DAPI 共通フィルター セット (350 nm 励起、470 nm 発光) と露出オーバー、フルオレセイン イソチオ シアン酸 (FITC) 共通フィルターを用いた蛍光のグレースケール画像に示すようにセット (490 nm 励起、525 nm 発光)、パネル<strong>B</strong>に示すように、解剖学的ランドマークを提供します。自動細胞数は、 <strong>A</strong>と<strong>B</strong>の両方のパネルに線引きされている関心の 3 つの地域で行われました。総細胞数全体の組織切片 (<strong>1</strong>、白実線) と蝸牛 (<strong>2</strong>, 破線) を求めた。これらの 2 つの数字は、蝸牛の外はティッシュ セクション (<strong>3</strong>点線と破線の間のスペース) の外装、骨端、骨の構造内のセルの数を計算する使用されました。すべてのイメージのスケール バーは、500 μ m です。<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig3large.jpg" target="_blank">この図の拡大版を表示するのには、ここをクリックしてください。</a><p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 4" class="xfigimg" src="/files/ftp_upload/56523/56523fig4.jpg"><br>
<strong>図 4: 脱マウス蝸牛 1 の近く modiolar セクションを流し込んで hWJCs.</strong>DAPI 染色性が核<strong>の</strong>解剖学的ランドマークを提供します緑のチャネルから露出オーバー、グレースケール蛍光にオーバーレイ パネルで表示されます。カウント パネル<strong>A</strong>で区切られるが、関心の 3 つの地域で行ったセルを自動化しました。総細胞数全体の組織切片 (<strong>1</strong>、白実線) と蝸牛 (<strong>2</strong>, 破線) を求めた。これらの 2 つの数字は、蝸牛の外はティッシュ セクション (<strong>3</strong>点線と破線の間のスペース) の外装、骨端、骨の構造内のセルの数を計算する使用されました。パネル<strong>B</strong>に表示されます分離 DAPI 染色とパネル<strong>C</strong>に自動定量評価中に使用される DAPI 染色のしきい値が表示されます。すべてのイメージのスケール バーは、500 μ m<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig4large.jpg" target="_blank">この図の拡大版を表示するにはここをクリックしてください。</a> 。</p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 5" class="xfigimg" src="/files/ftp_upload/56523/56523fig5.jpg"><br>
<strong>図 5: 脱マウス蝸牛 1 の近く modiolar セクションの高倍率表示注入 hWJCs.</strong>DAPI 染色性が核<strong>の</strong>解剖学的ランドマークを提供します緑のチャネルから蛍光の露出オーバー、グレースケール画像にオーバーレイ パネルで表示されます。パネル<strong>B</strong>に表示されます分離 DAPI 染色、自動セルを数える時に使用されるしきい値画像パネル<strong>C</strong>で表示されます。流体のスペースと蝸牛内に収容され細かい微細構造の decellularization の中に保持される素敵な細胞培養実験のフェーズ。スカラー座 Vestibuli (SV)、スカラー座索 (SM)、基底膜 (BM)、Tectorial Membrane (TM)、スパイラル角膜 (L)、ローゼン タールの運河 (RC)、蝸牛軸 (M)、ラセン靭帯 (SL)、耳用 (<strong>*</strong>)。ライスナーの膜がティッシュ セクションで明確に定義されていません、結果としてスカラー メディアははっきり定義されません。すべてのイメージのスケール バーは、250 μ m<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig5large.jpg" target="_blank">この図の拡大版を表示するにはここをクリックしてください。</a> 。</p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 6" class="xfigimg" src="/files/ftp_upload/56523/56523fig6.jpg"><br>
<strong>図 6: hWJCs を注入した脱マウス蝸牛 2 の近く modiolar セクション</strong>。DAPI 染色性が核は、パネル<strong>は</strong>、解剖学的ランドマークを提供します緑のチャネルから蛍光がグレースケールにオーバーレイで表示されます。カウント パネル<strong>A</strong>で区切られるが、関心の 3 つの地域で行ったセルを自動化しました。総細胞数全体の組織切片 (<strong>1</strong>、白実線) と蝸牛 (<strong>2</strong>, 破線) を求めた。これらの 2 つの数字は、蝸牛の外はティッシュ セクション (<strong>3</strong>点線と破線の間のスペース) の外装、骨端、骨の構造内のセルの数を計算する使用されました。パネル<strong>B</strong>に表示されます分離 DAPI 染色とパネル<strong>C</strong>に自動定量評価中に使用される DAPI 染色のしきい値が表示されます。すべてのイメージのスケール バーは、500 μ m<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig6large.jpg" target="_blank">この図の拡大版を表示するにはここをクリックしてください。</a> 。</p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 7" class="xfigimg" src="/files/ftp_upload/56523/56523fig7.jpg"><br>
<strong>図 7: hWJCs を注入した脱マウス蝸牛 2 の近く modiolar セクションの高倍率表示します</strong>。DAPI 染色性が核は、パネル<strong>は</strong>、解剖学的ランドマークを提供します緑のチャネルから蛍光がグレースケールにオーバーレイで表示されます。パネル<strong>B</strong>に表示されます分離 DAPI 染色、自動セルを数える時に使用されるしきい値画像パネル<strong>C</strong>で表示されます。流体のスペースと、蝸牛内に収容され細かい微細構造は、実験の decellularization および細胞文化段階に保持されます。スカラー座 Vestibuli (SV)、スカラー座索 (SM)、基底膜 (BM)、Tectorial Membrane (TM)、スパイラル角膜 (L)、ローゼン タールの運河 (RC)、蝸牛軸 (M)、ラセン靭帯 (SL)、耳用 (<strong>*</strong>)。ライスナーの膜がティッシュ セクションで明確に定義されていません、結果としてスカラー メディアははっきり定義されません。すべてのイメージのスケール バーは、250 μ m<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig7large.jpg" target="_blank">この図の拡大版を表示するにはここをクリックしてください。</a> 。</p>
<p class="jove_content" fo:keep-together.within-page="1"><img alt="Figure 8" class="xfigimg" src="/files/ftp_upload/56523/56523fig8.jpg"><br>
<strong>図 8: コントロールと処理の蝸牛のヘマトキシリンとエオシン染色します</strong>。ヘマトキシリンとエオシン染色標本をネイティブ細胞存在と典型的な蝸牛の表示が<strong>パネル</strong>に表示されます。パネル<strong>B</strong>は、細胞外マトリックスの背後にある葉を完全に decellularized 蝸牛からパネル<strong>A</strong>と同じ構造が含まれています。HWJCs が封じ込められた 2 つの示した蝸牛は<strong>C</strong>と<strong>D</strong>のパネルで見られています。総蝸牛神経解剖学は変わりません主に decellularization と細胞培養プロセスを通じて特定の細胞集団や場所は大幅に変更。スカラー座 Vestibuli (SV)、スカラー座索 (SM)、基底膜 (BM)、Tectorial Membrane (TM)、スパイラル角膜 (L)、ローゼン タールの運河 (RC)、蝸牛軸 (M)、ラセン靭帯 (SL)、耳用 (*)。すべてのイメージのスケール バーは、250 μ m<a href="//ecsource-jove-com.bdigitaluss.remotexs.co/files/ftp_upload/56523/56523fig8large.jpg" target="_blank">この図の拡大版を表示するにはここをクリックしてください。</a> 。</p>
<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
	<tbody>
		<tr>
			<td></td>
			<td><strong>A1 蝸牛 + 細胞</strong></td>
			<td><strong>A2 蝸牛 + 細胞</strong></td>
			<td><strong>B2 ネガティブ</strong></td></tr></tbody></table>コントロール蝸牛
		
		<tr>
			<td><strong>外骨迷路</strong></td>
			<td>3,758</td>
			<td>549</td>
			<td>0</td>
		</tr>
		<tr>
			<td><strong>骨の外蝸牛スペース</strong></td>
			<td>248</td>
			<td>586</td>
			<td>0</td>
		</tr>
		<tr>
			<td><strong>蝸牛内</strong></td>
			<td>518</td>
			<td>701</td>
			<td>0</td>
		</tr>
		<tr>
			<td><strong>セルの総数</strong></td>
			<td>4,524</td>
			<td>1,836</td>
			<td>0</td>
		</tr>
		<tr>
			<td><strong>ボリューム セクション (μ l)</strong></td>
			<td>0.0077</td>
			<td>0.0100</td>
			<td>0.0147</td>
		</tr>
		<tr>
			<td><strong>蝸牛ボリュームの %</strong></td>
			<td>0.46%</td>
			<td>0.59%</td>
			<td>0.87%</td>
		</tr>
		<tr>
			<td><strong>蝸牛内の細胞密度を推定</strong></td>
			<td>113,759</td>
			<td>118,732</td>
			<td>0</td>
		</tr>
	

<p class="jove_content" fo:keep-together.within-page="1"><strong>表 1: セルのカウントします</strong>。蝸牛のセクションを染色 DAPI はどちらられると (骨迷路、頭骨内耳の流体スペース外と蝸牛内) の外の興味の 3 つの非重複領域で ImageJ で自動カウント ツールを使用して定量化.ImageJ、蝸牛の断面積を測定したも、この値はセクション厚さ (10 μ m) セクションの組み合わせでボリュームを計算する使用されました。サンティ<em>ら</em>によって公開された蝸牛総量の予測値を使用<sup class="xref">23</sup>、与えられたセクションの相対的な蝸牛量を算出しました。全体の蝸牛の細胞密度は、一対の細胞数との組み合わせで指定したセクションの相対的な蝸牛ボリュームを用いて推定しました。</p>

Watch this Scientific Journal Video about A Protocol for Decellularizing Mouse Cochleae for Inner Ear Tissue Engineering at JoVE.com

A Protocol for Decellularizing Mouse Cochleae for Inner Ear Tissue Engineering

内耳組織工学用マウス蝸牛を Decellularizing するためのプロトコル

<p class="jove_content">このプロトコルの目的は、decellularize し、めしマウス蝸牛組織工学用の足場として利用する効果的な方法を示すことです。</p>

In mammals, mechanosensory hair cells that facilitate hearing lack the ability to regenerate, which has limited treatments for hearing loss. Current ...

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Universidad San Sebastian

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10.7K ビュー.  University of Kansas Medical Center. このプロトコルの目的は、decellularize し、めしマウス蝸牛組織工学用の足場として利用する効果的な方法を示すことです。

ビデオ: A Protocol for Decellularizing Mouse Cochleae for Inner Ear Tissue Engineering

Evolutionary Relationships

<p>Humans have been attempting to properly classify living things since Aristotle made the first attempt during the 4<sup>th</sup> century BC. Aristotle&#8217;s system was improved upon during the Renaissance and then, subsequently, by Carolus Linnaeus in the mid 1700&#8217;s. These more formal classification and organization systems grouped species by their physical similarity to one another. For example, all vertebrates have a backbone, but invertebrates do not. Traits like the backbone are called synapomorphies, which are traits that are shared by a group of organisms, presumably because they were derived from a common ancestor. As we will explore, this method has been shown to have limitations and has more recently been amended to include genetic analysis. Still, scientists construct trees called dendrograms to create a visual representation of how species are related to one another and share common ancestors. These dendrograms can aid in our understanding of the evolutionary processes that drive these relationships. Genetic comparisons have added an important tool guiding the analysis of evolutionary relationships.</p>
<h4>Types of Dendrogram</h4>
<p>A type of dendrogram, called a cladogram, depicts the hypothetical genealogical relationships between species with the tips (or leaves) of the tree representing a species and the branches showing how species are related to each other. A slightly more complicated type of tree, called a phylogram, differs from a cladogram in that the branches leading to the species are of different lengths. The length of a branch in this type of tree represents the degree of change between species: the longer the branch, the more time since the species have diverged from a common ancestor. In both types of tree, the common ancestor of a group of species is indicated by a node, which is the point where a series of branches meet. Species that are more closely related to each other (most recently shared a common ancestor) will be located closest to the node. The two species that share a node are called a sister group<sup>1</sup>.</p>
<h4>Understanding Evolutionary Relationships using Genetic Data</h4>
<p>Historically, cladograms were constructed by comparing the morphology (physical structure) of organisms. This method is still practiced but the techniques have been modernized to include comparison of DNA (deoxyribonucleic acid) sequences between species. Using DNA for building trees has several advantages over relying solely on morphology, including being able to calculate an estimate of how long ago different species shared a common ancestor<sup>1</sup>. However, using DNA is not always feasible, especially when trees include extinct organisms. DNA is best found in soft tissues, which are not preserved during the fossilization process, and therefore it is uncommon for a DNA sample of an extinct species to be available.</p>
<p>DNA is passed on from parents to their offspring in hereditary units called genes. The nucleotide (A, G, C, and T) sequence of genes found in different species are frequently quite similar, likely due to their having come from a common ancestor. This fact allows researchers to align sequences from different species with one another to build the trees described above. Species with more similarity between their nucleotide sequences will be placed next to each other in a tree, and species with less sequence similarity will be placed further apart from each other.</p>
<p>Bioinformatics are the tools used by biologists to analyze large datasets using a combination of computer science, mathematical modeling, and statistics. One such tool is called BLAST (Basic Local Alignment Search Tool), which can be used to quickly search the entire genome of any species that is available in the NCBI (National Center for Biotechnology Information) database<sup>2</sup>. The NCBI database combines several different databases that hold different types of DNA sequence information. The process of a BLAST search includes complex computer algorithms, but basically, BLAST aligns sequences of each nucleotide base from a submitted DNA sequence (known as the <em>query</em> sequence) with sequences in the data base that most closely match it. The DNA sequences that are found will be listed in order of similarity to the sequence in question, and will therefore be from species closely related to the species containing the query gene. This comparison may or may not depict the actual evolutionary relationship between species because genes evolve at different rates. Additionally, genomes sometimes contain more than one instance of a similar sequence.</p>
<p>Comparison of DNA sequences of genes is valuable beyond consideration of evolutionary relationships. Frequently, genes are identified in model organisms, such as the fruit fly, <em>Drosophila melanogaster</em>, or the mouse<sup>3</sup>. Integral to studying a gene, the function of its product is commonly identified and analyzed. If a researcher is interested in studying that function in a different organism (humans for example), BLAST or other bioinformatic tools can be used to find candidate genes based on their similarities to the genes of known function from model organisms.</p>
<p>Human genes can also be used as the starting point to find homologs in model organisms. In fact, human disease research depends heavily on this. Once a human gene of interest is identified, mice can be genetically manipulated to have the homologous gene disrupted, or &#8220;knocked out,&#8221; creating a model of the human disease that can be studied in order to understand and treat the disease. There are many of these mouse strains currently available. For example, there is a mouse model for human Cystic Fibrosis (CF) called the <em>Cftr</em> knockout mouse and another modeling atherosclerosis, called the <em>Apoe</em> knockout<sup>3</sup>.<br />
 </p>
<h4>References:</h4>
<ol class="references">
	<li><strong>Annenberg Learner.</strong> Online Textbook: Unit 3 Evolution and Phylogenetics. <em>Rediscovering Biology. </em>[Online] 2017. [Cited: August 23, 2018.] https://www.learner.org/courses/biology/textbook/compev/compev_3.html.</li>
	<li><strong>National Center for Biotechnology Information, U.S. National Library of Medicine.</strong> BLAST: Basic Local Alignment Search Tool. [Online] https://blast.ncbi.nlm.nih.gov/Blast.cgi.</li>
	<li><strong>National Human Genome Research Institute.</strong> Background on Mouse as a Model Organism. <em>National Human Genome Research Institute. </em>[Online] December 2002. [Cited: August 23, 2018.] <a href="https://www.genome.gov/10005834/background-on-mouse-as-a-model-organism/" target="__blank">https://www.genome.gov/10005834/background-on-mouse-as-a-model-organism/</a>.</li>
</ol>

Evolutionary Relationships: Using BLAST to Test Evolutionary Hypotheses - Concept

進化的関係

Humans have been attempting to properly classify living things since Aristotle made the first attempt during the 4th century BC. Aristotle&#8217;s system ...

Education

JoVE Lab Manual

生物学

進化論

Extraction

Extraction: Liquid-Liquid and Acid-Base Extraction - Procedure

抽出

Source: Lara Al Hariri and Ahmed Basabrain at the University of Massachusetts Amherst, MA, USA

	Cellulose RecoveryExpand
	Extraction and filtration can ...

化学

Lab Manual Sub Articles

Electrolytic Cells

<p>Source: Smaa Koraym at Johns Hopkins University, MD, USA</p>
<ol class="note-items">
	<li data-note-item="1" data-parent-collapse="">Electrolytic Cells<button class="expand">Expand</button>
	<p>In this experiment, you will be assembling an electrolytic cell to perform electroplating. An electrolytic cell contains an anode and cathode connected by a power source, which drives the nonspontaneous redox reaction in the cell. When the anode material is oxidized, the ions travel to the cathode, where they are reduced and plated.</p>
	<p>In the case of this experiment, the electrolytic cell contains a copper anode and a brass key for the cathode. Oxidation of the anode creates copper(2+) ions, which are then reduced on the brass key, forming a thin plating of solid copper.</p>
	<ul class="lab-items">
		<li data-sub-note-item="1-3">
		<div class="lab-step">Put on gloves, safety goggles, and a lab apron, which must be worn at all times.</div>
		</li>
		<li data-sub-note-item="1-4">
		<div class="lab-step">Obtain one 10-ohm resistor, one copper sheet electrode, one copper wire, and one piece of emery paper.</div>
		</li>
		<li data-sub-note-item="1-5">
		<div class="lab-step">Use the emery paper to polish the brass key and the copper sheet. Rinse the key and the copper electrode with water. The brass key will be the cathode, and the copper sheet will be the anode.</div>
		</li>
		<li data-sub-note-item="1-6">
		<div class="lab-step">Take one 50-mL beaker and a watch glass to the instructor&#39;s hood and obtain approximately 20 mL of acetone. Place the watch glass on top of the beaker to prevent evaporation and bring it back to your bench.</div>
		</li>
		<li data-sub-note-item="1-7">
		<div class="lab-step">Label the other 50-mL beaker as &#39;organic waste&#39;.</div>
		</li>
		<li data-sub-note-item="1-8">
		<div class="lab-step">Use a disposable pipette to rinse the copper electrode and key with acetone. Collect excess in the waste beaker. Place the key and copper electrode on a paper towel to dry.</div>
		</li>
		<li data-sub-note-item="1-9">
		<div class="lab-step">Measure the initial masses of the key and copper electrode and record their values in your lab notebook.
		<h4><strong>Table 1: Moles of Cu Transferred</strong></h4>
		<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
			<tbody>
				<tr>
					<td></td>
					<td style="text-align: center;"><strong>Mass of key (g) </strong></td>
					<td style="text-align: center;"><strong>Change in mass (g) </strong></td>
					<td style="text-align: center;"><strong>Moles Cu plated </strong></td>
					<td style="text-align: center;"><strong>Mass of Cu electrode (g) </strong></td>
					<td style="text-align: center;"><strong>Change in mass (g) </strong></td>
					<td style="text-align: center;"><strong>Moles Cu lost </strong></td>
				</tr>
				<tr>
					<td style="text-align: center;">0 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">5 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">1<sup>st</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">2<sup>nd</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
			</tbody>
		</table>
		<a href="https://www-jove-com.bdigitaluss.remotexs.co/CDNSource/lm/labs/53/Table_1._Moles_of_Cu_Transferred.xlsx" target="_blank">Click Here to download Table 1</a></div>
		</li>
		<li data-sub-note-item="1-10">
		<div class="lab-step">Set up the electrolytic cell. Use one electrical wire with alligator clips to connect the negative terminal on the battery to the current probe. Wrap the 10-ohm resistor around the other end of the current probe.</div>
		</li>
		<li data-sub-note-item="1-11">
		<div class="lab-step">Use another wire to connect the positive terminal on the battery to the copper electrode.</div>
		</li>
		<li data-sub-note-item="1-12">
		<div class="lab-step">Wrap the copper wire around the brass key and use an electrical wire to connect the resistor on the current probe to the copper wire on the brass key.</div>
		</li>
		<li data-sub-note-item="1-13">
		<div class="lab-step">Obtain about 200 mL of concentrated copper sulfate in a 250-mL beaker. The amount does not need to be exact. Bring the beaker back to your bench and set it on the stir plate. Carefully, place a magnetic stir bar in the beaker and turn the stir setting on to high.</div>
		</li>
		<li data-sub-note-item="1-14">
		<div class="lab-step">Connect the data acquisition system to the current probe and allow the data acquisition system to sense the probe. It should return a reading in amps. Change the rate to two scans per min and the duration to 5 min.</div>
		</li>
		<li data-sub-note-item="1-15">
		<div class="lab-step">Place the brass key in the beaker. Hang it off the side of the beaker so that the key is almost completely submerged but does not touch the magnetic stir bar. <strong>Note: </strong>The copper wire should not be in the solution.</div>
		</li>
		<li data-sub-note-item="1-16">
		<div class="lab-step">Place the copper electrode in the beaker, bending it so that it hangs over the edge of the beaker. Ensure that it is not touching the stir bar or the brass key.</div>
		</li>
		<li data-sub-note-item="1-17">
		<div class="lab-step">Start the scan and let it collect data for 5 min. This will act as a test run to make sure plating occurs on the brass key.</div>
		</li>
		<li data-sub-note-item="1-18">
		<div class="lab-step">After the scan ends, remove the key and copper electrode. The copper plating on the brass key should be evident. If it is not visible, check your circuit to make sure that the battery is connected in the correct orientation.</div>
		</li>
		<li data-sub-note-item="1-19">
		<div class="lab-step">Once you have completed a successful 5-min plating, disconnect the key and copper electrode from the wiring. Remove the copper wire from the key and rinse the key and copper electrode with water and then acetone. Lay them on a paper towel to dry.</div>
		</li>
		<li data-sub-note-item="1-20">
		<div class="lab-step">Measure the masses of the key and the copper electrode and record them in your lab notebook.</div>
		</li>
		<li data-sub-note-item="1-21">
		<div class="lab-step">Reconnect the key and copper electrode and place them back in the solution like before. Restart the run on the data acquisition system, making sure that the rate is set to two scans per min. With the duration set to 30 min, allow the electroplating process to run.</div>
		</li>
		<li data-sub-note-item="1-22">
		<div class="lab-step">After the scan is complete, remove the electrode and key from the solution, disconnect them from the wires, and rinse them with water and then acetone. Allow them to dry on a paper towel, then weigh them and record their masses in your notebook.</div>
		</li>
		<li data-sub-note-item="1-23">
		<div class="lab-step">Reassemble the setup and repeat the electroplating for a second 30-min trial. When the scan is complete, remove the key and copper electrode, rinse them like before, and record their mass.</div>
		</li>
		<li data-sub-note-item="1-24">
		<div class="lab-step">Save the recorded data as a text file on a flash drive.</div>
		</li>
		<li data-sub-note-item="1-25">
		<div class="lab-step">To clean up, turn the stir setting off and remove the stir bar from the solution using forceps. Dispose of the acetone in the organic waste container provided by your instructor. The copper sulfate solution can be reused for future labs, so pour the concentrated copper sulfate back into the carboy.</div>
		</li>
		<li data-sub-note-item="1-26">
		<div class="lab-step">Rinse all of your glassware with water and return it to the instructor.</div>
		</li>
	</ul>
	</li>
	<li data-note-item="2" data-parent-collapse="">Results<button class="expand">Expand</button>
	<ul class="lab-items">
		<li data-sub-note-item="2-1">
		<div class="lab-step">First, calculate the total charge Q that flowed through the system during the different trials. One coulomb is the quantity of electricity flowing through a wire carrying 1 ampere of current in 1 s, thus Q = I x t.</div>
		</li>
		<li data-sub-note-item="2-2">
		<div class="lab-step">Review the current probe data for the first 5-min electroplating trial.<strong> Note: </strong>If the current dropped to 0 or close to 0 at the end of the trial, then the electrons stopped flowing from the copper electrode to the key. Only use the values recorded before the drop in current occurred. If the current drop to 0 early in the plating process, repeat the trial.</div>
		</li>
		<li data-sub-note-item="2-3">
		<div class="lab-step">The current varies over time, so calculate the average current, I.
		<h4><strong>Table 2: Moles of Electrons Transferred</strong></h4>
		<table border="1" fo:keep-together.within-page="1" fo:keep-with-next.within-page="always">
			<tbody>
				<tr>
					<td style="text-align: center;"><strong>Trial</strong></td>
					<td style="text-align: center;"><strong>Time (s) </strong></td>
					<td style="text-align: center;"><strong>Current<sub>average</sub> (A) </strong></td>
					<td style="text-align: center;"><strong>Total charge (C) </strong></td>
					<td style="text-align: center;"><strong>Moles (e?) </strong></td>
				</tr>
				<tr>
					<td style="text-align: center;">5 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">1<sup>st</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">2<sup>nd</sup> 30 min</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
				<tr>
					<td style="text-align: center;">Total</td>
					<td></td>
					<td></td>
					<td></td>
					<td></td>
				</tr>
			</tbody>
		</table>
		<a href="https://www-jove-com.bdigitaluss.remotexs.co/CDNSource/lm/labs/53/Table_2._Moles_of_Electrons_Transferred.xlsx" target="_blank">Click Here to download Table 2</a></div>
		</li>
		<li data-sub-note-item="2-4">
		<div class="lab-step">Use the average current over the total time to determine the total charge transferred during electroplating, Q. About 20 coulombs were transferred during the 5-min trial, and between 110 and 120 coulombs were transferred during each 30-min trial. The total charge transferred over the entire 65-min electroplating process was about 250 coulombs.</div>
		</li>
		<li data-sub-note-item="2-5">
		<div class="lab-step">Use the total charge transferred to calculate the moles of electrons plated during each trial. The moles of electrons plated equals the total charge transferred divided by the Faraday constant. The Faraday constant represents the magnitude of electric charge per mole of electrons and is determined by multiplying the charge of an electron by Avogadro&#39;s constant.</div>
		</li>
		<li data-sub-note-item="2-6">
		<div class="lab-step">Determine the moles of electrons that were transferred for the 5-min and 30-min trials.</div>
		</li>
		<li data-sub-note-item="2-7">
		<div class="lab-step">Calculate the moles of copper that were plated on the key after each trial. Similarly, determine the moles of copper lost from the copper sheet electrode.</div>
		</li>
		<li data-sub-note-item="2-8">
		<div class="lab-step">Compare the moles of copper that were lost from the electrode to the amount that was plated to the brass key. The numbers should be close.</div>
		</li>
		<li data-sub-note-item="2-9">
		<div class="lab-step">Check to see if these values match what is expected based on the number of moles of electrons that were transferred. The reduction of 1 mole of copper(2+) ions requires 2 moles of electrons to produce 1 mole of solid copper.</div>
		</li>
	</ul>
	</li>
</ol>

Electrolytic Cells: Construction and Electroplating - Procedure

電解セル

Source: Smaa Koraym at Johns Hopkins University, MD, USA

	Electrolytic CellsExpand
	In this experiment, you will be assembling an electrolytic cell to ...

Galvanic Cells

Galvanic Cells: Construction and Reduction Potential Measurement - Procedure

ガルバニックセル

Source: Smaa Koraym at Johns Hopkins University, MD, USA

	Constructing a Lead-Copper Galvanic CellExpand
	In this experiment, you will construct a ...

Cell Division

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Observing the Cell Cycle in a Root Tip
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">Hypotheses: The experimental hypothesis is that in root tips slices that have been treated with nocodazole, a chemical that interferes with microtubular polymerization, all of the cells will be arrested at the same stage of the cell cycle and that in untreated onion tip slices all of the different stages of the cell cycle will be visualized. The null hypothesis is that there will be no differences in mitosis between the two groups and that different stages of the cell cycle will be visualized. 
</div></li><li data-sub-note-item="1-2"><div class="lab-step">To prepare for this experiment you will use an onion that has been placed in water for several days until new white root tips have begun to sprout. Use a razor blade to cut a 1 cm piece from the end of one of the root tips. 
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Place the slice of onion into a microcentrifuge tube labeled &#8220;N&#8221; for the nocodazole condition. 
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Then, cut a second 1 cm piece of onion root tip and place in a microcentrifuge tube labeled &#8220;C&#8221; for the control condition.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Add 2 &#181;L of the 5 mg/mL nocodazole to 1 mL of water in the microcentrifuge tube labeled N and 1 mL of water only to the tube labeled C. 
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Leave the tubes containing the root tips to incubate for 12 hours and wipe down the workspace with 70% ethanol.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">When incubation is complete, set a heat block to 60 &#186;C.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Wash the nocodazole treated tips with water and then aspirate the liquid.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Repeat this wash two more times, for a total of three washes. 
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Fill both tubes with 1 mL of one normal hydrochloric acid. Incubate the tubes in a 60 &#186;C heat block for 12 - 15 min, then discard the acid into a waste flask.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Now, add 1 mL of distilled water drop wise to the tubes at least three times to rinse the samples.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Now add one microliter of DAPI stain to 10 mL of phosphate buffered saline (PBS).
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Then place 50 &#181;L of this dilute DAPI stain into each tube, and leave them at room temperature to incubate for 12 min. 
</div></li><li data-sub-note-item="1-14"><div class="lab-step">After this, preform three distilled water washes as in step 10. 
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Label one microscope slide as 'Control' and another as 'Nocodazole'. 
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Transfer the stained roots onto their respective microscope slides and add a drop of water to the control slide and a drop of nocodazole to the nocodazole slide.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Use the razor blade to remove the unstained portions of each root tip and place a glass cover slip over each sample.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">Carefully press down on each cover slip with a gloved fingertip, and then let the slides sit for 10 min. 
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Finally, view the slides under the 40X objective of a fluorescence microscope and capture images of your root tip cell preparations.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Understanding the Loss of Cell Cycle Control
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">NOTE: Before cells can pass through all of the stages of the cell cycle there are several checkpoints they must go through. These checkpoints are regulated by cyclin and cyclin-dependent kinase proteins, or CDKs. If the cyclins and CDKs determine that previous cellular events have not been adequately completed they will arrest the cells at this step and prevent them from proliferating. In cancer cells one or several of these molecular restraints for regulating cell division are lost and this allows the damaged cells to escape from cell proliferation control. These abnormal cells develop into tumors which are masses of uncontrolled proliferating cells that interfere with the normal functions of the body. Notice how before it divides this cancer cell rounds up and refracts light very strongly under the light microscope. This is because not all cancer cells successfully divide into daughter cells after each round of mitosis. This will mean that they often contain an excess of organelles and DNA and this increase in cellular content means they will refract light more intensely than normal cells do. 
</div></li></ul></li><li data-note-item="3" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="3-1"><div class="lab-step">Examine your collected images and record in Table 1 the different cell structures and stages that could be identified in the onion tip slice that was treated with nocodazole. <a href="https://www-jove-com.bdigitaluss.remotexs.co/CDNSource/lm/labs/10/Table_1_Cell_division.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="3-2"><div class="lab-step">If there are any cells undergoing mitosis, note what stages of cell division you see.
</div></li><li data-sub-note-item="3-3"><div class="lab-step">Record the percentage of cells in each stage of mitosis in Table 1. 
</div></li><li data-sub-note-item="3-4"><div class="lab-step">Next, examine the images of the untreated onion tip slice, and record what cell structures can you identify. 
</div></li><li data-sub-note-item="3-5"><div class="lab-step">If there are any cells undergoing mitosis, consider what stages of cell division you see, and record the percentages of cells in each stage of mitosis in the Table 1. 
</div></li></ul></li></ol>

Cell Division: Observing Cell Cycle in a Root Tip - Procedure

細胞分裂

Observing the Cell Cycle in a Root Tip
ExpandHypotheses: The experimental hypothesis is that in root tips slices that have been treated with nocodazole, a ...

細胞プロセス

Cell Structure

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Visualizing Onion and Human Cells
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">In this experiment you will prepare different types of cells from a plant and animal, onion and human respectively, and then visualize them under a microscope. HYPOTHESES: The experimental hypothesis is that the cells will appear different in overall shape and membrane structure, but there will be some shared similar structures, like nuclei, in both cells. The null hypothesis of the experiment is that there will be no difference in structure between the two cell types.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">First, to prepare an animal cell slide, start by pouring 30 mL of distilled water into a beaker.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Then, use a glass dropper to place 2 - 3 drops of the water onto the center of a clean microscope slide.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Next, take a clean toothpick and scrape the inside of your cheek to gather cells.  CAUTION: Do not scrape your cheeks too aggressively. The scraping should not cause discomfort or bleeding. 
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Put the end of the toothpick with the cheek cells onto the wetted area of the slide and mix the water and cheek cells together.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Next, add two drops of methylene blue staining solution to the wetted area of the slide and mix it in with a clean toothpick.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Let the mixture sit at room temperature for 3 minutes.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">After 3 minutes have passed, use a glass dropper to add a drop of glycerol to the mixture.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Carefully, place a cover slip over the mix on the slide by first standing one end of the cover slip vertically and aligning it along to one side of the mixture. Then, carefully lower the other end of the cover slip down until the mixture is completely covered.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Finally, remove any excess liquid with blotting paper.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Next, prepare a slide of plant cells by placing five drops of distilled water into a clean watch glass.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Then, with forceps, take a thin strip of onion and place it into the water.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Apply 5 drops of safranin solution to another watch glass.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Now using a pair of forceps transfer the piece of onion from the distilled water into the safranin.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Allow the onion to soak for 30 seconds.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Then, again with forceps, move the onion back into the distilled water.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Now, place 3 drops of glycerol onto the center of a glass microscope slide.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">Using the forceps again, transfer the onion into the glycerol on the slide.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Gently place a cover slip over the onion on the slide and blot away any excess liquid with a piece of blotting paper.
</div></li><li data-sub-note-item="1-20"><div class="lab-step">Next, you will visualize the slides you have prepared using a compound microscope. First, turn on the scope and set the objective lens to the lowest level of magnification.  NOTE: A compound microscope typically has two levels of magnification.
</div></li><li data-sub-note-item="1-21"><div class="lab-step">Place the cheek tissue slide onto the stage of the microscope and bring the cells into focus by adjusting the stage and using the coarse adjustment knob.
</div></li><li data-sub-note-item="1-22"><div class="lab-step">When the cells are in focus, observe the individual cells and draw what you see. Repeat these observations at medium and high magnifications adjusting the focus with the fine adjustment knob. IMPORTANT: Do NOT use the coarse adjustment knob at high magnifications. 
</div></li><li data-sub-note-item="1-23"><div class="lab-step">Next, rotate the nose piece so that the oil lens is almost in place.
</div></li><li data-sub-note-item="1-24"><div class="lab-step">Place a drop of immersion oil on top of the cover slip of the cheek cell slide.
</div></li><li data-sub-note-item="1-25"><div class="lab-step">Use the oil lens to view the cheek cells and record your observations.
</div></li><li data-sub-note-item="1-26"><div class="lab-step">Repeat these steps to view the onion plant cell, moving again from low to medium, high, and oil lenses (steps 20 &#8211; 24).
</div></li><li data-sub-note-item="1-27"><div class="lab-step">Record all of your observations and note the differences you see between animal and plant cells.
</div></li><li data-sub-note-item="1-28"><div class="lab-step">When you are finished, place the cheek cell slide and toothpicks into a diluted bleach solution. Dispose of the cover slips into a glass waste container.
</div></li><li data-sub-note-item="1-29"><div class="lab-step">Finally, turn off the microscope and clean the lenses with lens cleaning paper.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">Calculate the total magnification for each of the viewing levels. Remember to account for both the eyepiece magnification and the objective lens magnification. NOTE: Eye piece: 10X magnification, Objective lens: 4X, 10X, and 40X magnification
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Then, identify the structural differences between plant and animal cells using the observations made under the microscope.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Label the nuclei in both cell types and then highlight or note any differences that you see between them.
</div></li></ul></li></ol>

Cell Structure: Visualizing Onion and Human Cells - Procedure

細胞構造

Visualizing Onion and Human Cells
ExpandIn this experiment you will prepare different types of cells from a plant and animal, onion and human ...

基礎

Genetics of Organisms

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">REF and WEF Fly Genetics
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: At your station, you should have four vials of flies. They will be labeled as male or female. They will also be labeled with the notation REF for red-eyed flies or WEF for white-eyed flies. The female vial should also be labeled virgin as these flies should be unmated for the purpose of this experiment.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">Make sure you have around five flies in each vial. NOTE: You will perform crosses using these flies to determine if red or white eyes is dominant and if the trait is sex-linked. You should also have two fly anesthesia wands, a paint brush, magnifying glass, fly anesthetic, some empty fly vials, and a sheet of white paper.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Draw a line in the middle of the paper to make a male side and a female side.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Dip the fly anesthesia wand into the solution and insert it into the red-eyed female vial until the flies stop moving.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Then, dip the same wand into the white-eyed male vial until these flies are also anesthetized.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Tap the flies from the two vials onto the sheet - Females on one side and males on the other.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Check to make sure that all the flies from the female vial are female and likewise, confirm that the male flies are male.  NOTE: Males are slightly smaller and have a darker solid pigment on the end of their abdomen. Females are larger and have stripes rather than a solid spot.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">If there are any male flies in the female vial, obtain a new vial as these females likely have sperm from males from their own strain and are unusable.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Now, move the five red-eyed females and five white-eyed males into a new vial using the paintbrush.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Label this vial to indicate that this is a cross between red-eyed females and white-eyed males. HYPOTHESES: Use Punnett squares to formulate hypotheses for this experiment. Consider what you will see in a few days if the white allele is dominant and there is no effect of parental sex. What if red is dominant? Under the potential offspring genotype in each box, write the expected phenotype.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">To set up the reverse cross, again dip the fly anesthesia wand into the solution and insert it this time into the white-eyed female vial and then the red-eyed male vial until all the flies have stopped moving.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Tap the flies onto a sheet of white paper and check to make sure that all the flies from the female vial are female and likewise with the male flies.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Now, move the five white-eyed females and five red-eyed males into a new vial using the paintbrush.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Label this vial to indicate that this is a cross between white-eyed females and red-eyed males.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Finally, place the two tubes containing the new crosses into a rack for incubation at room temperature. NOTE: After about three days, larvae should be moving around in the vial.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Remove the 10 adult flies and dispose of them into the morgue tube containing 70% ethanol.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Now, put the tubes back in the rack and let the larvae mature until they reach the adult stage in up to two weeks.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">Once all of the larvae from these crosses have matured to adulthood, anesthetize the flies in one of the tubes using the wand.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Then, on a piece of white paper, sort the flies by sex and phenotype and then record these data.
</div></li><li data-sub-note-item="1-20"><div class="lab-step">Now, repeat this process and tally the sexes and phenotypes for the second cross (steps 1 &#8211; 18).
</div></li><li data-sub-note-item="1-21"><div class="lab-step">Finally, once you have counted all of your flies, dispose of them in the morgue vial.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">To begin investigating your results, first compare the data you collected with the hypothesis you made using the Punnett squares.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Did your data match the simple Punnett square hypothesis where red or white is dominant and there is no effect of sex? Compare your data with other lab groups.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">If your data does not match what your Punnett squares predicted, does this indicate that the gene may be sex-linked?
</div></li><li data-sub-note-item="2-4"><div class="lab-step">If the red gene were dominant and sex-linked, when we cross red-eyed females with white-eyed males, all of the offspring would have red eyes. Assuming all of the females were homozygous for the color allele, does this match your data for the first cross?
</div></li><li data-sub-note-item="2-5"><div class="lab-step">If white were dominant and the gene were sex-linked, we would see the exact opposite. So all of the flies would have white eyes. From your data, can you conclude from your first cross whether red or white is dominant?
</div></li><li data-sub-note-item="2-6"><div class="lab-step">When the reciprocal cross of white-eyed females and red-eyed males is performed, if the red phenotype is dominant, all of the females would be red and all of the males would be white. This would also confirm that the gene is specifically x-linked because white-eyed females could then only be produced in crosses with white-eyed males. Did your second cross produce any white-eyed females?
</div></li><li data-sub-note-item="2-7"><div class="lab-step">Finally, if the gene were x-linked and white was dominant, crossing white-eyed females with red-eyed males would result in all of the offspring having white eyes. Does this hypothesis fit with your second cross?
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Look over your data and conclude which of the hypotheses best fits the patterns you found in your crosses. If your data does not fit with any of these, hypothesize why this might be the case.
</div></li></ul></li></ol>

Genetics of Organisms: REF and WEF Fly Genetics - Procedure

生物の遺伝学

REF and WEF Fly Genetics
ExpandNOTE: At your station, you should have four vials of flies. They will be labeled as male or female. They will also be ...

遺伝学

Microbial and Fungal Diversity

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Examining Microbial Colony Structures
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">To begin, collect your allocated culture plates and then remove the Parafilm and lid from one of them.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">Place the uncovered plate under a dissecting microscope and then observe the individual communities within each quadrant of the plate.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">As the colonies are identified, fill out the observed colony properties in the appropriate column in the table.  <a href="https://www-jove-com.bdigitaluss.remotexs.co/CDNSource/lm/labs/28/Table_1_Microbial_diversity.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 1</a>
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Then, repeat the observations for each of the other two bacterial species.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">To perform Gram staining of your three bacterial species, first label the ends of three microscope slides with the initials of each bacteria species, your initials, and the date. HYPOTHESES: In this experiment, the experimental hypothesis might be that it is possible to elucidate different bacterial species and shapes using Gram staining, and that Gram-positive bacteria will stain purple with crystal violet whereas Gram-negative bacteria will appear pink due to the safranin counterstain. The null hypothesis could be that all of the bacterial types will retain both stains equally, and staining will not help elucidate their species or shape.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">To begin the first stain, attach a clip to the slide for ease of handling. For each bacterial smear, remember to be sure to use a cleaned and flame-sterilized inoculating loop.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Place two loopfuls of sterile distilled water onto the center of the slide.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">After sterilizing the loop again, cool the loop by touching an uninoculated portion of the agar several times.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Then, remove a small amount of culture from an isolated colony and mix it with the water on the slide.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Allow the slide to dry at room temperature and heat-fix the smear by quickly passing it through a flame.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Once dry, pipette several drops of crystal violet onto the slide and let it sit for two to three minutes.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Carefully rinse the slide with distilled water by aiming the direct flow towards the top of the slide, allowing the water to gently flow down. Do not aim the water flow directly at the smear.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Next, cover the slide with Gram&#39;s iodine, leave it to sit again for two minutes, and then gently rinse with distilled water.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Decolorize the slide with 95% ethanol until stain no longer washes away.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Immediately, rinse the slide with distilled water. This will limit over-decolorizing.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Then, add several drops of safranin counterstain and leave for 30 s. This will stain any Gram-negative cells present.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">Gently rinse the slide with distilled water and blot dry with absorbent paper.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">After staining the other two slides in the same manner (steps 6 &#8211; 17), observe each with a microscope.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Use a low power objective first to make coarse adjustments. When you find an ideal section, move on to the higher magnifications.
</div></li><li data-sub-note-item="1-20"><div class="lab-step">After further imaging and adjusting the smear with a medium power objective, add immersion oil directly to the smear. NOTE: The oil is needed for high power objectives that will provide the best micrographs.
</div></li><li data-sub-note-item="1-21"><div class="lab-step">Now, use colored pencils to draw the observed bacteria in the appropriate magnification circles and fill in the observed characteristics in the appropriate column, noting the bacteria&#39;s shape and whether it is Gram-positive, identified by darker purple staining, or Gram-negative, identified with pink staining. <a href="https://www-jove-com.bdigitaluss.remotexs.co/CDNSource/lm/labs/28/Table_2_Microbial_diversity.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 2</a>
</div></li><li data-sub-note-item="1-22"><div class="lab-step">Finally, repeat the observation, drawing, and characterization for the other two stained bacterial slides.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Examining Fungal Structures
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">Remove the <em>S. cerevisiae</em> plate from the incubator and place a drop of water onto a microscope slide.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Using a sterilized inoculating loop, smear a film of yeast into the drop of water and place a cover slip over the slide.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Place the slide under the microscope at the lowest magnification, increasing the magnification to the oil immersion setting to see the individual yeast cells.
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Observe the general shape and structure of the yeast and identify any cells that are undergoing asexual reproduction by budding.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">Now, draw the cells in the appropriate magnification circles.
</div></li><li data-sub-note-item="2-6"><div class="lab-step">When you are done observing the yeast, replace the <em>S. cerevisiae</em> slide with a prepared Ascomycetes apothecium slide and set the microscope to the lowest magnification.
</div></li><li data-sub-note-item="2-7"><div class="lab-step">Using colored pencils, draw the structures at low and high magnifications, including the asci and ascospores.
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Finally, place a button mushroom, <em>Agaricus bisporus</em>, under the dissecting microscope and draw the features, including the pileus, or cap, the gills, and the stipe, or stalk.
</div></li></ul></li><li data-note-item="3" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="3-1"><div class="lab-step">Using the coloring of the bacteria recorded in the table, determine which species are Gram-positive and which are Gram-negative.
</div></li><li data-sub-note-item="3-2"><div class="lab-step">Then, look at the shapes recorded in the table to determine which bacterial species are bacillus, coccus, or spirillum.
</div></li><li data-sub-note-item="3-3"><div class="lab-step">Next compare your illustrations of the yeast cells to your illustrations of the bacterial cells. NOTE: Yeast from the Ascomycetes phylum, such as <em>S. cerevisiae</em>, can reproduce asexually, which can be observed through the budding of the cells under a microscope.
</div></li><li data-sub-note-item="3-4"><div class="lab-step">Record any observations of yeast cells budding.  NOTE: Ascomycetes can also reproduce sexually via mitosis and haploid spore formation.
</div></li><li data-sub-note-item="3-5"><div class="lab-step">Record any observations of spore or asci formation you observed in the table.
</div></li><li data-sub-note-item="3-6"><div class="lab-step">NOTE: Fungus from the Basidiomycota phylum exhibit clearly observable gills under the pileus.
</div></li><li data-sub-note-item="3-7"><div class="lab-step">Record any fungal species that demonstrated gills under the pileus.
</div></li></ul></li></ol>

Microbial Colony and Fungal Diversity - Procedure

微生物と真菌の多様性

Examining Microbial Colony Structures
ExpandTo begin, collect your allocated culture plates and then remove the Parafilm and lid from one of them.
Place ...

Community Diversity

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Measuring Biodiversity in Areas with Different Disturbance Regimes
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: In this experiment, you will compare the biodiversity in a less disturbed area against a more highly disturbed area. HYPOTHESES: The experimental hypothesis could be that a less disturbed area will contain a greater diversity of species than a highly disturbed area. The null hypothesis could be that there will be no difference in diversity between less disturbed and highly disturbed areas. 
</div></li><li data-sub-note-item="1-2"><div class="lab-step">To begin, divide into groups of 2-4 and collect a hula hoop, ball, measuring tape, set of printed tables, 10 utility flags, and an ID guide from the front of the class.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Additionally, collect a shovel and 10 collecting bottles for the soil sampling exercise.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Once in the field, your instructor will show you the two habitats you will study - choose one habitat to begin.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Place one flag in each of four corners to form a rectangular sampling area.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">Measure the length and width of the sampling area in meters, and then multiply the two numbers to determine the area.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Standing in the middle of the sampling area, throw a tennis ball into the air, and then Mark the location where it lands with a flag.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Repeat this random throw four additional times to determine all five of your random sampling points.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Keeping your flag at the center, place a hula hoop around it. The area within the hula hoop is a quadrat.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">Identify all of the different species in the quadrat and record them as species A, B, and so on in Table 1, provided by your instructor.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Once all of the plants have been recorded, use a shovel to collect one cup of soil from each of the sites and put the samples bottles labeled with your names and the site name and quadrat number.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Repeat the plant identification and soil sampling for the remaining four quadrats in the first habitat, recording your observations in Table 1.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Once you have completed recording in the first habitat, move on to the second field, again marking out a rectangular sampling area.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Repeat the random placement of quadrats using the tennis ball, and then record the species present in each quadrat in Table 2. 
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Finally, collect one cup of soil from each of the disturbed habitats&#39; quadrats, for a total of five cups from the disturbed and five cups from the undisturbed habitats.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Measuring Biodiversity Along a Transect
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">NOTE: The next part of the study will test for edge effects, or a change along a gradient from where one ecosystem type meets another to the core habitat of the ecosystem. HYPOTHESES: The experimental hypothesis is that there will be a greater diversity of species closer to the edge of the ecosystem than in the center, or core, of the ecosystem. The null hypothesis is that there is no change in diversity along the transect from edge to core habitat.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Place a flag at the perimeter of the field where it meets another habitat, like a forest or parking lot.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Extend a tape measure towards the center of the field, perpendicular to the edge of the field. This will be the transect.
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Place a flag at the zero meter of the transect (the edge of the other habitat) then place additional flags at 10 m, 20 m, 30 m, and 40 m into the core of the habitat for a total of five flagged locations.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">Starting at the 0 m point along the transect, place the hula hoop at the flagged location. Record the species present in the quadrat in Table 4.
</div></li><li data-sub-note-item="2-6"><div class="lab-step">Now repeat the quadrant placement and species recording at the 10 m, 20 m, 30 m, and 40 m marks.
</div></li><li data-sub-note-item="2-7"><div class="lab-step">Next, place two more transects from different starting points at the perimeter of the field extending into the core area.
</div></li><li data-sub-note-item="2-8"><div class="lab-step">Mark the 10-meter points along these transects, and again use these as markers to place quadrats. Record the species found in each of these quadrats in Table 4.
</div></li></ul></li><li data-note-item="3" data-parent-collapse="">Processing the Soil Samples
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="3-1"><div class="lab-step">HYPOTHESES: The experimental hypothesis is that the two landscapes under different disturbance regimes will differ in their soil composition and pH. The null hypothesis is that there will be no difference in the soil composition or pH between the two sites. 
</div></li><li data-sub-note-item="3-2"><div class="lab-step">To begin, remove soil from one bottle of the first site sampled and fill the pH color compartment of the soil sample kit to the soil fill line.
</div></li><li data-sub-note-item="3-3"><div class="lab-step">Pour the pH test capsule into the test chamber, then fill the capsule with distilled water until it reaches the water fill line.
</div></li><li data-sub-note-item="3-4"><div class="lab-step">Place the cap on the compartment and shake it.
</div></li><li data-sub-note-item="3-5"><div class="lab-step">Allow the color to develop for about a minute, and then compare the soil to the color chart to determine the pH.
</div></li><li data-sub-note-item="3-6"><div class="lab-step">Repeat the pH analysis for the second sampled site, filling out Table 3 for the recorded pH.
</div></li><li data-sub-note-item="3-7"><div class="lab-step">To process the soil samples for nitrogen, phosphorus, and potassium, remove 20 mL of soil from the bottle of the first site sampled.
</div></li><li data-sub-note-item="3-8"><div class="lab-step">Place the soil in a clean container with 100 mL of distilled water.
</div></li><li data-sub-note-item="3-9"><div class="lab-step">Repeat this process for the second site, labeling each container, and then allow them to sit for one hour.
</div></li><li data-sub-note-item="3-10"><div class="lab-step">After one hour, use a dropper to fill each of the nitrogen, phosphorous, and potassium comparators to the fill line with solution from the first sampled site.
</div></li><li data-sub-note-item="3-11"><div class="lab-step">Add the appropriate capsule to each of the comparators for each chemical test.
</div></li><li data-sub-note-item="3-12"><div class="lab-step">Cap and shake the comparators thoroughly, and then compare the solution in the test chamber to the color chart, recording the results as the appropriate number on the scale into Table 3.
</div></li><li data-sub-note-item="3-13"><div class="lab-step">Repeat the nitrogen, phosphorous, and potassium tests for each of the sampled sites. NOTE: Rinse the comparator thoroughly between samples
</div></li></ul></li><li data-note-item="4" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="4-1"><div class="lab-step">To calculate the Shannon-Weiner Diversity for each of the observed sites, first open a new Excel spreadsheet.
</div></li><li data-sub-note-item="4-2"><div class="lab-step">Label cell A1 'species name', and cell B1 'total count'.
</div></li><li data-sub-note-item="4-3"><div class="lab-step">Starting from the second row and in column A, fill in the sheet for each species found in the first site, using the data recorded in Table 1.
</div></li><li data-sub-note-item="4-4"><div class="lab-step">Calculate the total number of each species found in the entire sampling effort and record this in the B column of the Excel spreadsheet.
</div></li><li data-sub-note-item="4-5"><div class="lab-step">Now, label cell G1 'total count of all species', and in cell H1, write a formula, or highlight the appropriate cells to sum all of the count values entered in column B: = SUM(B2: BX)
</div></li><li data-sub-note-item="4-6"><div class="lab-step">Label cell C1 'proportion of each species' and in cell C2, type the formula for the proportion of the total of each species at the site. = B2/H$1
</div></li><li data-sub-note-item="4-7"><div class="lab-step">Drag this formula down for each row of data represented in column B.
</div></li><li data-sub-note-item="4-8"><div class="lab-step">Label cell D1 'natural log proportion of species' and in cell D2, type the formula for the natural log of the proportion of species at the site. =LN(C2)
</div></li><li data-sub-note-item="4-9"><div class="lab-step">Drag this formula down for each row of data represented in column C.
</div></li><li data-sub-note-item="4-10"><div class="lab-step">Add the formula into cell E1 for the proportion of species multiplied by the natural log of the proportion of species: ps* ln ps
</div></li><li data-sub-note-item="4-11"><div class="lab-step">In cell E2, type the formula multiplying the proportion of species by the natural log of the proportion of species at each site, and then drag this formula down for each row of data represented in column D. = C2 * D2 
</div></li><li data-sub-note-item="4-12"><div class="lab-step">Label cell G2 as 'sum of ps * ln ps', and then, in cell H2, type a formula summing all of the values in column E. = SUM(E3 - EX) 
</div></li><li data-sub-note-item="4-13"><div class="lab-step">Label cell G3 'Shannon-Weiner Index', and in cell H3, enter the formula for the Shannon-Weiner Diversity Index. = (EXP - 1 * H2) NOTE: This is the calculated Shannon-Weiner Diversity Index for the first sampled site, and will be used for comparison between the two sites.
</div></li><li data-sub-note-item="4-14"><div class="lab-step">Repeat the data analysis in a new sheet using the data collected for the second site, which was recorded in Table 2. NOTE: Areas with greater index values are considered to have greater species diversity. Note whether you see differences between your sites.
</div></li><li data-sub-note-item="4-15"><div class="lab-step">Repeat the Shannon-Weiner Diversity calculations using a total count of all the species at each distance along the transect, then create a table of all of these values in a new Excel sheet.
</div></li><li data-sub-note-item="4-16"><div class="lab-step">Click on the Data tab in Excel, and then on the 'Data Analysis' button.
</div></li><li data-sub-note-item="4-17"><div class="lab-step">Select 'Regression' and click 'Okay'.
</div></li><li data-sub-note-item="4-18"><div class="lab-step">For the Input Y Range, highlight the Shannon-Weiner Diversity values, and for the Input X range, highlight the distance values.
</div></li><li data-sub-note-item="4-19"><div class="lab-step">Select an output location for the regression results and click 'Okay'.
</div></li><li data-sub-note-item="4-20"><div class="lab-step">Check the P-value box in the intercept row to see if there is a significant correlation between distance from edge to core habitat and biodiversity. NOTE: A value of less than 0.05 rejects the null hypothesis of no change in diversity along the transect, while a value greater than 0.05 does not reject the null hypothesis.
</div></li><li data-sub-note-item="4-21"><div class="lab-step">Next, to perform t-tests for determining soil composition differences between sites, open a new Excel spreadsheet.
</div></li><li data-sub-note-item="4-22"><div class="lab-step">In cell A1, type 'Site 1:pH', and in cell B1, type 'Site 2:pH'.
</div></li><li data-sub-note-item="4-23"><div class="lab-step">Fill in cells A2 through A6 and cells B2 through B6 with the soil pH collected in the disturbed and undisturbed sites, respectively.
</div></li><li data-sub-note-item="4-24"><div class="lab-step">Click the Data tab in Excel and then select 'Data Analysis'.
</div></li><li data-sub-note-item="4-25"><div class="lab-step">Now scroll down and select 't-Test: Two-Sample Assuming Equal Variances' and select 'Okay'.
</div></li><li data-sub-note-item="4-26"><div class="lab-step">Click the drop down next to Variable 1 Range and highlight cells A2 through A6 in the spreadsheet, then click the dropdown next to Variable 2 Range and highlight cells B2 through B6 in the spreadsheet.
</div></li><li data-sub-note-item="4-27"><div class="lab-step">In the box for hypothesized mean difference, type zero as our null hypothesis. This means that there is no difference between the two disturbance regimes.
</div></li><li data-sub-note-item="4-28"><div class="lab-step">Leave the Labels box unchecked and set the alpha value to 0.05.
</div></li><li data-sub-note-item="4-29"><div class="lab-step">Select 'Output Range', and in the box, click an empty space in the spreadsheet.
</div></li><li data-sub-note-item="4-30"><div class="lab-step">Click 'Okay'. A table of t-Test results should be outputted in the spreadsheet.
</div></li><li data-sub-note-item="4-31"><div class="lab-step">The relevant data are the means for each of the sites and the alpha value. If this second value is less than our alpha value of 0.05, we can reject the null hypothesis that there is no difference in pH between the two sites, and the hypothesis that disturbed versus undisturbed sites differ in their pH value would gain support. If this value is greater than 0.05, however, we may not reject our null hypothesis.
</div></li><li data-sub-note-item="4-32"><div class="lab-step">Repeat this analysis for each of the other three soil variables, creating a new spreadsheet for each of the phosphorus, potassium, and nitrogen elements. 
</div></li><li data-sub-note-item="4-33"><div class="lab-step">Note whether your pH and nutrient level results were different in each condition, and discuss with your group how this might affect the community and diversity in the different sites.
</div></li></ul></li></ol>

Community Diversity: Measuring Biodiversity in Different Areas - Procedure

コミュニティの多様性

Measuring Biodiversity in Areas with Different Disturbance Regimes
ExpandNOTE: In this experiment, you will compare the biodiversity in a less disturbed ...

生態学

Cellular Respiration

<ol class="note-items"><li data-note-item="1" data-parent-collapse="">Quantifying Respiration using Microrespirometers
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="1-1"><div class="lab-step">NOTE: In this experiment, you will measure the rate of cellular respiration for germinating seeds by measuring the rate of exchange for oxygen. As oxygen is consumed to provide energy, germinating seeds release carbon dioxide. This carbon dioxide is absorbed by potassium carbonate and thus the overall gaseous pressure of the respirometer will be reduced. HYPOTHESES: The experimental hypothesis is that germinating seeds will show a greater rate of respiration than control glass beads. Additionally, that at higher temperatures, the rate of cellular respiration in the seeds will increase. The null hypotheses are that both glass beads and germinating seeds will display a similar rate of cellular respiration and that temperature has no effect on respiration.
</div></li><li data-sub-note-item="1-2"><div class="lab-step">To set up the control, first remove the plunger from a prepared microrespirometer and label it with a &#8220;CR&#8221; or &#8220;CH&#8221; respectively, depending on whether it is the control room temperature or heated treatment.
</div></li><li data-sub-note-item="1-3"><div class="lab-step">Add the glass microbeads to each of the microrespirometers up to the 0.5 mL mark, and push the plunger in the syringe to the 1 mL mark.
</div></li><li data-sub-note-item="1-4"><div class="lab-step">Place 3 - 4 washers onto the flared end of each microrespirometer to weigh them down while in the water bath.  NOTE: The microrespirometer will sit capillary tube end up.
</div></li><li data-sub-note-item="1-5"><div class="lab-step">Set the control devices to the side.
</div></li><li data-sub-note-item="1-6"><div class="lab-step">To set up the experimental seated respirometers, remove the plunger from a prepared microrespirometer and label it with &#8220;ER&#8221; or &#8220;EH&#8221; respectively, depending on whether it is the experimental room temperature or heated treatment.
</div></li><li data-sub-note-item="1-7"><div class="lab-step">Measure 0.5 mL of germinating seeds into the tuberculin syringe of the microrespirometer.
</div></li><li data-sub-note-item="1-8"><div class="lab-step">Then, push the syringe to the 1 mL mark.
</div></li><li data-sub-note-item="1-9"><div class="lab-step">Place 3 - 4 washers onto the flared end of each microrespirometer to weigh them down while in the water bath.
</div></li><li data-sub-note-item="1-10"><div class="lab-step">To use the microrespirometers, carefully press the &#8220;CR&#8221; and &#8220;ER&#8221; microrespirometers into the room temperature water bath. The entire syringe should be submerged, but the capillary tubes should be entirely exposed. Remove water from the bath until this position is achieved. Be sure the top of the capillary tube is open.
</div></li><li data-sub-note-item="1-11"><div class="lab-step">Perform the same procedure (step 9) for the &#8220;CH&#8221; and &#8220;EH&#8221; microrespirometers to set up the higher temperature experimental group.
</div></li><li data-sub-note-item="1-12"><div class="lab-step">Wait 5 minutes before moving on to allow the temperature in the microrespirometers to equalize with the water bath.
</div></li><li data-sub-note-item="1-13"><div class="lab-step">Add a single drop of manometer fluid to the top of each of the four capillary tubes which seals the microrespirometer chambers.  NOTE: If the chambers are working properly, the manometer fluid will be sucked into the capillary chamber.
</div></li><li data-sub-note-item="1-14"><div class="lab-step">Use the plunger set in the bath to suck the manometer fluid into the capillary. Stop when the fluid is about halfway down the capillary tube. IMPORTANT: The microrespirometers should not be disturbed once they are added to the bath. Do not bump the table or insert or remove anything to or from the water bath once the chambers have been sealed and equalized.
</div></li><li data-sub-note-item="1-15"><div class="lab-step">Mark the bottom edge of the manometer fluid that is closer to the chamber. This represents time point zero.
</div></li><li data-sub-note-item="1-16"><div class="lab-step">Set a timer to sound in 5 minutes.
</div></li><li data-sub-note-item="1-17"><div class="lab-step">After 5 minutes, create a new mark where the manometer fluid is on each microrespirometer. Repeat every 5 minutes until 25 minutes has passed or until the manometer fluid has traveled the entire length of the capillary tube.
</div></li><li data-sub-note-item="1-18"><div class="lab-step">Then, remove the respirometers from the water baths.
</div></li><li data-sub-note-item="1-19"><div class="lab-step">Measure the distance between each of the marks and record them in Table 1 next to the correct time point. <a href="https://www-jove-com.bdigitaluss.remotexs.co/CDNSource/lm/labs/8/Table_1_Cellular_respiration.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 1</a>  
</div></li><li data-sub-note-item="1-20"><div class="lab-step">During clean up, manometers should either be deconstructed to be reused or disposed of in the trash.
</div></li></ul></li><li data-note-item="2" data-parent-collapse="">Results
<button class="expand">Expand</button><ul class="lab-items"><li data-sub-note-item="2-1"><div class="lab-step">To analyze the data you collected, first plot the data points with the x-axis as time and the y-axis as the distance the manometer moved, representing oxygen consumption.
</div></li><li data-sub-note-item="2-2"><div class="lab-step">Calculate the slope of each line using this equation.
</div></li><li data-sub-note-item="2-3"><div class="lab-step">Record these values for each microrespirometer in Table 2. NOTE: This value represents the amount of cellular respiration that took place over the course of the experiment.  <a href="https://www-jove-com.bdigitaluss.remotexs.co/CDNSource/lm/labs/8/Table_2_Cellular_respiration.xlsx" style="display:block;margin:20px;" target="__blank">Click Here to download Table 2</a>
</div></li><li data-sub-note-item="2-4"><div class="lab-step">Plot the respiration rates as a bar graph.
</div></li><li data-sub-note-item="2-5"><div class="lab-step">Examine both of the graphs. Consider how your results fit with the hypotheses. Note any observed differences in respiration rate between the control beads and the germinating seeds. Determine if increasing the temperature had any effect on the respiration rate.
</div></li></ul></li></ol>

Cellular Respiration: Quantification using Microrespirometers - Procedure

細胞呼吸

Quantifying Respiration using Microrespirometers
ExpandNOTE: In this experiment, you will measure the rate of cellular respiration for germinating seeds ...