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Another stretch goal that might fit well in the context of this workshop/expanding the content for next year, is making the link between genotype and phenotype a little clearer, for example:
-for a slow-growing organism/unculturable organism, can we use the genome sequence to predict antibiotic resistance/sensitivity (in lieu of conventional e.g. MIC, E-test, etc. experiments in the lab) and make treatment recommendations? (this could be implicit/part of the formative quiz as discussed in issue 9 or an additional analysis step)
-for a confidence-building example as discussed in issue 1 - can the students identify haemolysin genes and make a bioinformatic prediction of the phenotype that they are about to observe on plates? (or, link to any of the other biochemical tests covered in BM327 e.g. oxidase, catalase)
The text was updated successfully, but these errors were encountered:
Another stretch goal that might fit well in the context of this workshop/expanding the content for next year, is making the link between genotype and phenotype a little clearer, for example:
-for a slow-growing organism/unculturable organism, can we use the genome sequence to predict antibiotic resistance/sensitivity (in lieu of conventional e.g. MIC, E-test, etc. experiments in the lab) and make treatment recommendations? (this could be implicit/part of the formative quiz as discussed in issue 9 or an additional analysis step)
-for a confidence-building example as discussed in issue 1 - can the students identify haemolysin genes and make a bioinformatic prediction of the phenotype that they are about to observe on plates? (or, link to any of the other biochemical tests covered in BM327 e.g. oxidase, catalase)
The text was updated successfully, but these errors were encountered: