Norfolk State University Assay Development Questions
Norfolk State University Assay Development Questions
Description
1.Using your knowledge of the all biological (MTT, Cell Titer Glo, LDH) assays that you have learned in the class, explain how you will perform TWO different cell viability/toxicity assays using the single plate of cells that have been treated with the unknown compounds in the plate.
- First, identify the two cell viability/toxicity assays that you will apply (3 points)
- Describe exactly what, biologically speaking, each assay is measuring (6 points)
2.For one of the assays that you selected, provide the following (6 points):
- Control/s that will provide maximum signal
a.Control/s that will provide minimum signal
b.Control/s that will provide background signal
M10
In the lecture you learned the different types of reporter assays/systems. Examples include CAT, beta galactosidase, SEAP, luciferase, GFP, FlAsH/ReAsh and beta lactamase. (20 points)
Norfolk State University Assay Development Questions
1.If you wanted to study interaction between protein A and protein B in cell-based assay, which of the reporter system would you use and why, how would you set up the assay and types of controls you would require (10 points)
2.If you wanted to test if your compound is activating NF-kB signaling, which reporter system would you use and why, how would you set up the assay and types of controls you would require (10 points)
M11
Apoptosis is a genetically programmed process of eliminating unwanted or abnormal cells in the body. Dysregulation of apoptosis has implications in the development of diseases such as cancer, AIDS, autoimmune, and neurodegenerative/neurodevelopmental diseases. This diversity of diseases associated with apoptosis stresses the need to identify proteins that are involved in programmed cell death. Apoptotic cells exhibit certain morphological and biochemical features that can serve as markers for detection. Activation of specific caspase cascade is considered a direct and specific marker for identifying apoptosis. Recent studies have shown that apart from death receptor and mitochondrial apoptosis pathways, other cellular organelles also initiate specific apoptosis pathways. Although these pathways originate in an organelle-specific manner, they all converge on the central executioner, which is the activation of the caspase cascade.
So knowing the importance of dysregulation of apoptosis in diseases and having learnt in the lecture the different hallmarks and assays of cells undergoing apoptosis, answer the following questions:
1.Describe two cellular apoptosis assays that will utilize High content imaging to monitor apoptosis (ex. Caspase activation and flip-flopping of PS). The two assays could be multiplexed or you can set up as two independent assays (10 points)
2.Describe the different types of controls you will need to set up (6 points)
3.How will you validate the assay (4 points)
| Excellent | Good | Fair | Poor | ||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||
