[目的]蓖麻(Ricinus communis L.)是一种重要的工业油料作物。为了鉴定蓖麻WRI1(WRINKLED1)转录因子,搞清蓖麻种子油脂生物合成调控机制。[方法]利用生物信息学工具全基因组鉴定蓖麻RcWRI1蛋白及基因,分析蓖麻RcWRI1蛋白结构特征和功能...[目的]蓖麻(Ricinus communis L.)是一种重要的工业油料作物。为了鉴定蓖麻WRI1(WRINKLED1)转录因子,搞清蓖麻种子油脂生物合成调控机制。[方法]利用生物信息学工具全基因组鉴定蓖麻RcWRI1蛋白及基因,分析蓖麻RcWRI1蛋白结构特征和功能;应用qPCR检测蓖麻RcWRI1基因表达谱。[结果]鉴定获得2种蓖麻RcWRI1蛋白,即RcWRI1-1(446AA)和RcWRI1-2(443AA),均为蓖麻RcWRI1基因(LOC8283400)编码的产物。与拟南芥AtWRI1相似,RcWRI1-1和RcWRI1-2都具有2个高度保守AP2结构域,属不稳定的亲水蛋白,预测其具有调控脂肪酸代谢等功能。RcWRI1-1和RcWRI1-2在蓖麻花、叶、种子和果皮均表达,RcWRI1-1的表达量明显高于RcWRI1-2,且在种子中表达量最高。[结论]蓖麻RcWRI1基因编码两种RcWRI1蛋白(RcWRI1-1和RcWRI1-2),其中RcWRI1-1是主要表达者,在蓖麻叶、花、种子和果皮油脂合成中起重要调控作用。本研究可为种子油脂生物合成调控机制提供理论基础。展开更多
Process writing has been commonly recognized by scholars as an effective writing strategy and widely applied in the teaching of writing. The stages of process writing have been elaborated in this paper through the int...Process writing has been commonly recognized by scholars as an effective writing strategy and widely applied in the teaching of writing. The stages of process writing have been elaborated in this paper through the introduction of overseas core articles in this field from a scientific perspective combined with a cognition angle. Implications have been put forward to teachers at the end of this paper.展开更多
文摘[目的]蓖麻(Ricinus communis L.)是一种重要的工业油料作物。为了鉴定蓖麻WRI1(WRINKLED1)转录因子,搞清蓖麻种子油脂生物合成调控机制。[方法]利用生物信息学工具全基因组鉴定蓖麻RcWRI1蛋白及基因,分析蓖麻RcWRI1蛋白结构特征和功能;应用qPCR检测蓖麻RcWRI1基因表达谱。[结果]鉴定获得2种蓖麻RcWRI1蛋白,即RcWRI1-1(446AA)和RcWRI1-2(443AA),均为蓖麻RcWRI1基因(LOC8283400)编码的产物。与拟南芥AtWRI1相似,RcWRI1-1和RcWRI1-2都具有2个高度保守AP2结构域,属不稳定的亲水蛋白,预测其具有调控脂肪酸代谢等功能。RcWRI1-1和RcWRI1-2在蓖麻花、叶、种子和果皮均表达,RcWRI1-1的表达量明显高于RcWRI1-2,且在种子中表达量最高。[结论]蓖麻RcWRI1基因编码两种RcWRI1蛋白(RcWRI1-1和RcWRI1-2),其中RcWRI1-1是主要表达者,在蓖麻叶、花、种子和果皮油脂合成中起重要调控作用。本研究可为种子油脂生物合成调控机制提供理论基础。
文摘Process writing has been commonly recognized by scholars as an effective writing strategy and widely applied in the teaching of writing. The stages of process writing have been elaborated in this paper through the introduction of overseas core articles in this field from a scientific perspective combined with a cognition angle. Implications have been put forward to teachers at the end of this paper.
