As can be shown in previous analysis, the separate approach that considers a two-level hierarchy with data and instructions separate for both levels presents good results when compared with unified approach in the most cases presented.
Plasmid DNA was isolated from the transconjugants using a plasmid midi Qiagen kit (Venlo, the Netherlands) according to the manufacturer's instructions and separated on 0.8% 1x TAE agarose gels by electrophoresis at 140V for 4 h at 4°C.
Sequences were obtained using M13 forward and reverse primers with the Big Dye 3.1 Terminator cycle sequencing kit (Applied Biosystems), according to the manufacturer's instructions, and separated on an ABI Prism 3100 genetic analyser (Applied Biosystems).
We sequenced the purified products forward and reverse strands with the Big Dye 3.1 Terminator cycle sequencing kit (Applied Biosystems, Foster City, CA), according to the manufacturer's instructions, and separated the products on an ABI Prism 3100 genetic analyser (Applied Biosystems, Foster City, CA).
Nucleotide sequences were determined by use of a PRISM Big Dye Terminator Cycle Sequencing Ready Reaction kit (Applied Biosystems) according to the manufacturer's instructions and separated by capillary electrophoresis on an Applied Biosystems 3730S Genetic Analyser at the Monash University Micromon sequencing facility.
Total RNA was isolated from samples using Trizol reagent (GIBCO) according to the manufacturer's instructions, and separated on 1% (w/v) agarose gel containing 1 × MOPS buffer [20 mM 3- N-morpholino) propanesulfonic acid, 8 mM sodium acetate and 1 mM EDTA] and 2.2 M formaldehyde.
Thus the last radix instruction is separated from the loop.
B cells were incubated with PE-conjugated anti-CD21 mAB (HB5) (eBioscience), followed by Anti-PE MultiSort MicroBeads (Miltenyi Biotec, Bergisch Gladbach, Germany) according to the manufacturer's instructions to separate CD21− and CD21+ B cells.
Although nature of science was reintroduced in the evolution unit, we consider nature of science instruction separate from our 'tree thinking' approach to teaching evolution, and therefore separate its potential influence on factors examined in this study.
Before a stem cell divides, it copies its DNA and the two sets of genetic instructions are then separated so that the two daughter cells both have a complete set.
