Sentence examples for clones we compared from inspiring English sources

Hence, for accurate measurements that eliminate the variability between clones, we compared Ca2+ influx within the same DMD-Myocytes clones by applying AO88.

For 115 clones, we compared the clone to two clusters.

In the current study, after deducing the complete sequence of full-length cDNA clones, we compared coding sequences of common wheat genes to their rice counterparts.

As a means to identify novel transcripts from our cDNA clones, we compared the 22 674 soybean sequences with known soybean sequences in GenBank to identify new transcripts in our clones.

To further understand the characteristics of the stress-related clones, we compared the results of searches for the biological functions and molecular processes involving the BBRAF clones in the Arabidopsis gene ontology database (http://www.Arabidopsis.org/tools/bulk/go/index.jsp) with those for the Arabidopsis whole-genome categorization (Fig.  2).

To confirm the addition of G at the 5' end of full-length cDNA clones, we compared the 5'-terminal sequences of cDNA clones that encoded Cry j 2 with genomic sequences, including the promoter and coding region of Cry j 2, that we determined in a previous study [ 22].

In each clone, we compared two sets of such sequences by dot-matrix analysis.

We used our geometric approach to compute the intersections of the breakpoint regions for each set of supporting clones, and we compared the reported boundaries of the inversions with the intersections we obtained.

To initially evaluate possible amplification and/or cloning biases, we compared the distribution of random Sanger sequenced shotgun reads from 3 phage DNA templates (coliphage T7, and cyanophages P-SS2, P-SSP7) prepared using both (a) the optimized LASL method, and (b) a standard whole genome shotgun library (WGSL) construction process.

With 8 cloned markers we compared the physical map of chromosome III with the genetic map described before (Fig.  1, Debets et al. 1993).

For the Cloning LBL, we compared the performance of students who completed the drawing worksheet to those who completed the cut-out worksheet, on a free response exam question that required understanding of restriction mapping (plasmids).