The principles involved in the storage and expression of genetic information are now well established and have been incorporated into biology curricula for elementary, secondary, and college students (National Research Council, 1996). Almost every biology textbook now describes the structure of DNA and the roles of messenger RNAs, transfer RNAs, and ribosomal RNAs in protein synthesis. Many different laboratory experiments have been developed in which students isolate genomic DNA (Dollard, 1994; Helms et al., 1998), subject fragments of DNA generated by restriction endonucleases or polymerase chain reactions to gel electrophoresis (Jenkins & Bielec, 2006; Kass, 2007), transform bacteria with DNA plasmids carrying genes for antibiotic resistance (Guifoile & Plum, 2000), or combine several of these methods to clone particular genes (Becker et al., 1996; Micklos et al., 2003; Winfrey et al., 1997). However, very few classroom experiments focus specifically on RNA. Bregman (2002) has described two experiments in which students study cellular RNA microscopically either by staining whole cells in a blood smear with a combination of methyl green and pyronin or by staining tissue culture cells with the ammoniacal silver method for ribosomal RNA. However, neither of these experiments is quantitative and both require microscopy skills beyond those of many beginning students. Direct measurement of RNA formation by transcription of a DNA template or analysis of RNA function during translation normally involves the use of chemiluminescent or radioactively-labeled nucleotides or amino acids (Ausubel et al., 2002; Grandi, 2007; Martin, 1998; Sambrook & Russell, 2001). Although kits for doing these types of studies are commercially available, most schools do not have either the liquid scintillation counters or X-ray film developers need to detect the products, and lack the support staff necessary to meet federal and state requirements for safely using radioactive compounds. These limitations are unfortunate in light of the growing body of scientific information about the pre-biotic RNA world. It now seems clear that the basic steps in protein synthesis were established before DNA became important as a way of storing genetic information in a stable way (Gesteland et al., 2006; Gilbert, 1986; Muller, 2006; Spirin, 2002; Woese, 2001). In addition to having self-catalytic activity, RNA molecules are involved in all the steps of translation, from the initial activation of amino acids by attaching them to transfer RNAs to the association of messenger RNAs and aminoacyltransfer RNAs with ribosomes to the actual polymerization of amino acids into polypeptide chains. Table 1 summarizes the characteristics and sizes of the major types of RNA commonly found in prokaryotic and eukaryotic cells. The Howard Hughes Medical Institute (2006) has produced a DVD from its Holliday Lectures on Science series which discusses the many roles of RNA and can be used to introduce students to this topic. In this article, we describe an interconnected set of relatively simple laboratory experiments in which students determine the RNA content of yeast cells and use agarose gel electrophoresis to separate and analyze the major species of cellular RNA. The general goals of these experiments are to emphasize the importance of RNA in cell biology and to provide practice in basic biochemical and molecular analysis. Overview of Experiments This set of experiments focuses on RNAs from the yeast Saccharomyces cerevisiae, a unicellular budding microorganism that has served as a model of cellular and molecular processes in eukaryotes (Davis, 2003). S. cerevisiae can be grown easily in the laboratory, has a relatively small genome that has been completely sequenced, and is susceptible to genetic analysis using both classical and molecular techniques. In these experiments, students: 1. study yeast cells by light microscopy 2. …