After subjecting his PCR reaction to gel electrophoresis, the student sees no PCR product on the gel. What error(s) might he have made

The given question is incomplete, the complete question is:

A student carries out PCR using the following steps: Step 1: 94°C for 1 minute Step 2: 60°C for 30 seconds Step 3: 72°C for 30 seconds After subjecting his PCR reaction to gel electrophoresis, the student sees no PCR product on the gel. What error(s) might he have made? (Select all that apply.) a. He carried out step 1 at too low a temperature. b. He carried out step 1 at too high a temperature. c. He carried out step 2 at too low a temperature. d. He carried out step 2 at too high a temperature. e. He carried out step 3 for too short a time.

The correct answers are options d and e, that is, the student might have carried the step 2 at too high temperature, and he would have carried the step 3 for a brief duration.

Explanation:

In the PCR, step 1 is termed as the denaturation step and it generally takes place at 94 or 95 degrees Celsius. Thus, option a and b are incorrect. In step 2 of the PCR reaction, the combination of primers takes place with the template, this step is known as the annealing step. The temperatures in the annealing step are important for PCR, if the temperature of annealing is too much, it can lead to no product formation, and if it is too less than the formation of products would be non-specific.

In step 3 of the PCR reaction, the temperature is extended and the Taq polymerase enzyme is used to perform the reaction, which supplements nucleotides to the newly developed stand, at the frequency of 1 kilobase pair per minute. If the product of PCR is one kilobase or more, then a 30 seconds extension time would be not enough and the product would fail to appear. Hence, the correct options would be d and e.

why many students visually perceive stem as a vapid class?

for many students, however, stem subjects are optically discerned as vapid, tedious, and destitute of authentic-world applications. science and math have always been a major part of the high school curriculum, but many students have disengaged from these subjects because they don’t optically discern that they have any pertinence to the authentic world or students’ daily lives. for them, math and science have become a set of rules, procedures, laws, theorems, and formulas to memorize. some students even develop math apprehensiveness and cerebrate they are incapable of learning higher-level mathematics.

why is stem paramount?

as the u.s. economy changes, the ordinant dictation for stem-capable workers is growing. in may of 2014, the u.s. bureau of labor statistics counted more than 8.3 million stem jobs, which accounted for 6.2 percent of total employment in the cumulated states. that number is expected to perpetuate to increment as u.s. companies grow and innovate to compete in the ecumenical economy. according to the u.s. department of labor, the average salary for all stem jobs is $85,570, which is virtually double the average salary for all jobs.

many people still envision stem professionals as wearing a white lab coat and conducting research in a laboratory. in authenticity, some of the most in-demand stem fields are petroleum engineering, process engineering, and computer engineering. these fields that are experiencing shortages of qualified candidates are additionally among the highest paying, with the average petroleum engineer earning an annual salary of $147,520 in may 2014 according to the u.s. bureau of labor statistics.

in additament, stem subjects edify students valuable skills that are vital for prosperity in all vocations, even those that do not directly require stem erudition. engagement in stem subjects avails students develop quandary-solving, critical mentally conceiving, and leadership skills. these skills are so ecumenical, in fact, that statistics relinquished in the summer of 2013 by the u.s. census bureau designated that about three-quarters of the people with a bachelor’s degree in stem fields are not working in those vocations. many non-stem employers are poaching stem-qualified job candidates because they are more ingenious and collaborative than their non-stem counterparts.

as the ecumenical economy perpetuates to evolve, the desideratum for stem-capable workers will perpetuate to grow. by getting edifiers and students involved in the stem kineticism, an incipient generation of adroit workers will be poised to energize and expand this exhilarating field.

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