Invitrosome coverage plots for kat-group plasmids show near identical coverage patterns.

<p>Invitrosome coverage on each plasmid is plotted on the y-axis and the plasmid coordinates in bp are plotted on the x-axis. Gaps in the plot represent the trimmed insert site and end regions on each plasmid. <b>1A–1D</b> Non-scaled coverage plots with forward (pos) and reverse (neg) invitrosomes plotted separately for plasmids p4.1-p4.4. <b>1E</b> Non-scaled coverage plots with forward and reverse invitrosomes (pos+neg) combined for each plasmid. All four kat-group plasmids are shown together. <b>1F</b> Combined and scaled coverage plots for all four kat-group plasmids where each plot is normalized to the plasmid with the least coverage for direct comparison.</p

Invitrosome coverage plots for an alternative plasmid backbone (the sèt-group plasmids) also show near identical coverage patterns.

<p><b>2A</b> Example coverage plot for one of the sèt-group plasmids (p7.1) with both forward (pos) and reverse (neg) invitrosomes plotted separately on the same graph. <b>2B</b> Non-scaled coverage plots with forward and reverse invitrosomes (pos+neg) combined for each of the seven sèt-group plasmids plotted on the same graph. <b>2C</b> Combined and scaled coverage plots for all seven sèt -group plasmids, where for direct comparison, each plot is normalized to the plasmid with the least coverage and plotted on the same graph.</p

Reads for Coverage Plots.

<p>*excluding p7.6_601.</p

Student attitudes about personal genomics analysis and regulation.

<p>A) Student response to statements in questions 3–9 on a 5-point Likert scale. Statistical analysis performed using the Mann-Whitney U-test and all values are mean ± SEM with n = 71 for no kit (white), and n = 84 for kit (blue) (** = p<.01; **** = p<.0001). B) Student survey questions 3–9.</p

Effect of assignments and kits on student scores on 10-question personal genomics quiz.

<p>A) Scores on 10-question personal genomics quiz for students in Advanced Molecular Biology. Students in this class did not have a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (white); whereas the right two columns are the survey results from students who did (blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), and n = 42 for kit/no assignment (blue) (** = p<.01). B) Scores on 10-question personal genomics quiz for students in Genomics. These students had a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (hatched white); whereas the right two columns are the survey results from students who did (hatched blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 31 for no kit/assignment (hatched white), and n = 42 for kit/assignment (hatched blue) (**** = p<.0001). C) The change in scores (increase) between the pre and post tests for each course and group were calculated. In the left two columns were students who did not receive kits. Students who did not have a homework assignment (white) were compared to those that did (hatched white). In the right two columns, all students received kits. Students that did not have a homework assignment (blue) were compared to those that did (hatched blue). Statistical analysis performed using an unpaired Student t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), n = 42 for kit/no assignment (hatched white), n = 31 for no kit/assignment (blue), and n = 42 for kit/assignment (hatched blue) (* = p<.05).</p

Comparison of correlation values show minimal acceptable coverage levels for invitrosome experiments.

<p><b>5A</b> Range of correlation values at each coverage level for the pair-wise comparisons of the three replicates for plasmid p4.1 and the three replicates for plasmid p.4.2. The Pearson's correlation values are on the y-axis and the coverage levels are on the x-axis. The range of correlation values for each coverage level is plotted as a whisker plot composed of the 30 pair-wise comparisons at each coverage level. <b>5B</b> Coverage plots for replicate 1 of plasmid p4.1 at coverage levels: 1X, 2.5X, 5X, 10X, 15X and 35X. The colors of the coverage plots correspond to the whisker-plot colors of the same coverage levels in 5A. <b>5C</b> Whisker plot graphs showing the variability of correlation values at low levels of coverage (1X-10X) for all combinations of the kat-group plasmids. In 5A–5C the colors red, orange, yellow, green, indigo and purple represent data from coverage levels of 1X, 2.5X, 5X, 10X, 15X and 35X, respectively.</p

Student attitudes about sharing personal genomics data.

<p>A) Percentage of students answering “yes” to question #1 about whether they would ask health care workers for help in interpreting their results. B) Student responses to Question #2 regarding whether they would share their results with a physician. For A and B, statistical analysis performed using an unpaired Student t-test and all values are mean ± SEM with n = 71 for no kit (white), and n = 84 for kit (blue) (** = p<.01). C) Student survey questions 1–2.</p

Student attitudes about personal genomics and the classroom learning experience.

<p>A) Student response to statements in questions 10–14 on a 5-point Likert scale. Statistical analysis performed using the Mann-Whitney U-test and all values are mean ± SEM with n = 71 for no kit (white), and n = 84 for kit (blue) (* = p<.05; *** = p<.001; **** = p<.0001). B) Student survey questions 10–14.</p

Higher degree of correlation between low-level coverage of sèt-group plasmids compared to low-level coverage of kat-group plasmids.

<p>Range of correlation values for coverage levels 1X, 2.5X, 5X, 10X and 15X are displayed as a whisker plot. The pair-wise comparisons of the three replicates for plasmid p4.1 and the three replicates for plasmid p.4.2 from the kat-group plasmids are displayed as orange whisker-boxes and the pair-wise comparisons of the three replicates for plasmid p7.1 and the three replicates for plasmid p.7.2 from the sèt-group plasmids as blue whisker-boxes. The Pearson's correlation values are on the y-axis and the coverage levels are on the x-axis.</p

Effect of assignments and kits on time spent using personal genomics products.

<p>A) Reported hours spent using personal genomics products for students in Advanced Molecular Biology. Students in this class did not have a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (white); whereas the right two columns are the survey results from students who did (blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), and n = 42 for kit/no assignment (blue) (**** = p<.0001). B) Reported hours spent using personal genomics products for students in Genomics. These students had a required homework assignment. The left two columns are the pre- and post-survey results from students who did not receive kits (hatched white); whereas the right two columns are the survey results from students who did (hatched blue). Statistical analysis performed using a paired t-test and all values are mean ± SEM with n = 31 for no kit/assignment (hatched white), and n = 42 for kit/assignment (hatched blue) (**** = p<.0001). C) The change in hours (increase) between the pre and post tests for each course and group were calculated. In the left two columns were students who did not receive kits. Students who did not have a homework assignment (white) were compared to those that did (hatched white). In the right two columns all students received kits. Students that did not have a homework assignment (blue) were compared to those that did (hatched blue). Statistical analysis performed using an unpaired Student t-test and all values are mean ± SEM with n = 40 for no kit/no assignment (white), n = 42 for kit/no assignment (hatched white), n = 31 for no kit/assignment (blue), and n = 42 for kit/assignment (hatched blue) (* = p<.05).</p