{"id":102249,"date":"2022-11-01T12:02:48","date_gmt":"2022-11-01T12:02:48","guid":{"rendered":"https:\/\/assignmenttutors.net\/blog\/lab-report-12-hours-biology-homework-help\/"},"modified":"2022-11-01T12:02:48","modified_gmt":"2022-11-01T12:02:48","slug":"lab-report-12-hours-biology-homework-help","status":"publish","type":"post","link":"https:\/\/assignmenttutors.net\/blog\/lab-report-12-hours-biology-homework-help\/","title":{"rendered":"Lab report 12 hours | Biology homework help"},"content":{"rendered":"
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Drosophila\u00a0<\/span><\/span>Three-Point Test<\/span><\/span>\u00a0C<\/span><\/span>ross Lab Write-<\/span><\/span>Up Instructions<\/span><\/span>\u00a0<\/span>(<\/span>65<\/span>\u00a0points)<\/span>\u00a0<\/span><\/p>\n

Abstract (5 points)<\/span><\/p>\n

In a short paragraph describe the experiment that was done as well as the major findings. Clarity is essential. The\u00a0<\/span>a<\/span>bstract is usually written last and is limited to 200 words.<\/span><\/p>\n

Introduction<\/span>\u00a0(14<\/span>\u00a0points)<\/span><\/p>\n

Provide ALL background information a reader would need to understand the<\/span>\u00a0purpose, results and analysis of the<\/span>\u00a0experiment. Must include:<\/span><\/p>\n

1.\u00a0<\/span>W<\/span>hy i<\/span>t<\/span>\u00a0i<\/span>s<\/span>\u00a0important to know the location<\/span>s<\/span>\u00a0of gene<\/span>s<\/span>\u00a0in the genome.<\/span><\/p>\n

2.\u00a0<\/span>A description a crossing-over during meiosis, linkage, recombination frequency (RF),\u00a0<\/span>and how\u00a0<\/span>RF<\/span>\u00a0relate<\/span>s<\/span>\u00a0to map units<\/span>?<\/span>\u00a0\u00a0How does RF change for<\/span>\u00a0closely<\/span>\u00a0linked\u00a0<\/span>versus\u00a0<\/span>distantly linked and unlinked<\/span>,<\/span>\u00a0genes?<\/span><\/p>\n

3.\u00a0<\/span>W<\/span>hy is it advantage<\/span>ous<\/span>\u00a0to map\u00a0<\/span>three (or more)<\/span>\u00a0genes at on<\/span>c<\/span>e instead of mappin<\/span>g each pair of genes separately<\/span><\/p>\n

4.\u00a0<\/span>T<\/span>he benefits\u00a0<\/span>of<\/span>\u00a0<\/span>Drosophila<\/span>\u00a0for genetic analyses<\/span><\/p>\n

5.\u00a0<\/span>T<\/span>he<\/span>\u00a0hypotheses for this experiment<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u2022\u00a0<\/span>RF measured in lab will be similar to the expected RF based on known map distances.\u00a0<\/span><\/p>\n

\u2022\u00a0<\/span>Reciprocal classes will occur and survive in equal numbers.\u00a0<\/span><\/p>\n

\u2022\u00a0<\/span>Interference will be a positive value<\/span>.\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Methods<\/span>\u00a0(1<\/span>4<\/span>\u00a0points)<\/span><\/p>\n

This section should provide enough information so that the reader could carry out the experiment independently.<\/span><\/p>\n

1.\u00a0<\/span>Explain the experimental strategy: P, F<\/span>1<\/span>\u00a0and F<\/span>2<\/span>. \u00a0Describe all genotypes and expected phenotypes.<\/span><\/p>\n

2.\u00a0<\/span>Describe the different traits that were\u00a0<\/span>scored<\/span>.<\/span><\/p>\n

3.\u00a0<\/span>Why was it unnecessary to determine the sex of the F<\/span>2<\/span>?<\/span><\/p>\n

4.\u00a0<\/span>Describe calculations for RF, map units, and Interference.<\/span><\/p>\n

5.\u00a0<\/span>Describe the Chi-Square tests that were done and the highest acceptable Chi-Square value for a\u00a0<\/span>corresponding\u00a0<\/span>p value of 0.05<\/span>\u00a0or lower<\/span>\u00a0for relevant degrees of freedom used in your different\u00a0<\/span>Chi-Square tests. \u00a0(Measured vs. published map distances; reciprocal classes)<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Results<\/span>\u00a0(14<\/span>\u00a0points)<\/span><\/p>\n

In this section, the data are shown in tables\u00a0<\/span>AND<\/span>\u00a0explained in coherent paragraphs.<\/span><\/p>\n

1.\u00a0<\/span>Produce\u00a0<\/span>a table<\/span>\u00a0with the<\/span>\u00a0<\/span>counts\u00a0<\/span>of each<\/span>\u00a0F<\/span>2\u00a0<\/span>phenoty<\/span>pe for:<\/span>your group\u2019s data, your lab section\u2019<\/span>s data, data provided by the fly experts.\u00a0<\/span>(<\/span>Note to TA\u2019s:\u00a0<\/span>This lab has a long history of terrible data,\u00a0<\/span>so each lab instructor will invent a dataset for each\u00a0<\/span>of her\/h<\/span>is lab sections.\u00a0<\/span>These data sets MUST change each semester!)<\/span><\/p>\n

2.\u00a0<\/span>Produce\u00a0<\/span>THREE<\/span>\u00a0genetic maps, each based on<\/span>\u00a0each of<\/span>\u00a0the data sets in the Table. Calculate Interference for each data set.<\/span>\u00a0Show the equation for calculation of interference.<\/span><\/p>\n

3.\u00a0<\/span>Compare expected and observed data for pairwise map distance<\/span>s among the three genes and for reciprocal crosses using\u00a0<\/span>Chi-Square values.<\/span>\u00a0Report p-values for all comparisons, and state whether differences between expected and observed data can be attributed to chance.<\/span>\u00a0Do this for all data sets. (There will be 18 Chi-square calculations, 6 per data set.)<\/span><\/p>\n

4.\u00a0<\/span>A narrative must describe the table, mapping calculations and Chi-Square calculations. \u00a0You must interpret your Chi-Square results. \u00a0Can deviations from expected values be attributed to chance? \u00a0Explain your reasoning.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Discussion<\/span>\u00a0(14<\/span>\u00a0points)<\/span><\/p>\n

The results are summarized in this section and the reasons WHY data were significantly different than expected are considered.<\/span><\/p>\n

1.\u00a0<\/span>How do map units calculated from the three data sets<\/span>\u00a0(one small and two large)<\/span>\u00a0compare to published distances?<\/span><\/p>\n

a.\u00a0<\/span>What happened for the shorter y-cv distance?<\/span><\/p>\n

b.\u00a0<\/span>What happened for the longer cv-f distance?<\/span><\/p>\n

c.\u00a0<\/span>What happened with the 4 reciprocal classes? \u00a0In the case of reciprocal classes, were any trends observed (certain\u00a0<\/span>reciprocals\u00a0<\/span>tend to be near equal while others were quite different)?<\/span>\u00a0How do mutations affect viability?<\/span><\/p>\n

d.\u00a0<\/span>Did these results match the hypotheses stated earlier?<\/span><\/p>\n

2.\u00a0<\/span>Why is it difficult to accurately measure long map distances by RF?<\/span><\/p>\n

a.\u00a0<\/span>What can be done for more accurate measurements of long map distances?<\/span><\/p>\n

3.\u00a0<\/span>What difficulties arose when assigning phenotypes when scoring the F<\/span>2<\/span>?<\/span><\/p>\n

a.\u00a0<\/span>What could be done to reduce these difficulties?<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Overall Conclusions<\/span>\u00a0(<\/span>4<\/span>\u00a0points)<\/span><\/p>\n

Keep this section short, one paragraph at the most. Do not repeat yourself over and over when writing this paragraph!<\/span><\/p>\n

What do the data demonstrate?<\/span><\/p>\n

Why is a statistical analysis important<\/span>?<\/span><\/p>\n

Summarize ways to improve the outcome of the three point testcross mapping experiment<\/span>; describe \u201ctricks\u201d for evaluating phenotypes.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

PLAGIARISM:<\/span>\u00a0<\/span>Remember,\u00a0<\/span>you must use your own words, even if you work with others to discuss what the content of your paper will be. \u00a0Do not use quotations; read material, figure out what it means, and\u00a0<\/span>then explain in your own words. If you do use material not found in the lab manual or the textbook, be sure to cite it. Instructions for citations are found in the oral presentation section of the Genetics Lab Manual. \u00a0All papers must be .doc or .<\/span>docx<\/span>\u00a0files, and will be submitted to your lab\u2019s BeachBoard Dropbox and will be subject to plagiarism detection using<\/span>\u00a0<\/span>Turnitin<\/span>. \u00a0<\/span>A strict ZERO policy (on the entire write-up) will apply to all\u00a0<\/span>p<\/span>lagiarism that goes beyond a shared, common phrase.<\/span>\u00a0<\/span>If two students\u2019 papers are found to be highly similar, BOTH students will receive a ZERO. \u00a0Do not give your word file to a friend to help them out at the last minute; they will likely take both of you down.<\/span>\u00a0Papers must be uploaded to the lab\u00a0<\/span>BeachBoard\u00a0<\/span>Dropbox BEFORE your lab starts on the designated due date.<\/span>\u00a0Please see\u00a0<\/span>http:\/\/philosophy.tamu.edu\/~gary\/intro\/plagiarism.index.html<\/span><\/a>\u00a0for some examples of plagiarism.<\/span><\/p>\n

Citations<\/span><\/p>\n

To respond to question 1 of the Introduction, you will need to look up papers. Cite these as described in the group oral presentation instructions in the Genetics Lab Manual.<\/span><\/p>\n

Writing Tips<\/span><\/p>\n

Many students feel that if they write something in complicated language, they sound more intelligent. \u00a0This results in\u00a0<\/span>awful\u00a0<\/span>sentences such as, \u201c<\/span>A significant frequency of DNA is made of gene.\u201d \u201cGenes are made of DNA.\u201d makes a lot more sense!\u00a0<\/span>Also, the term \u201csignificant\u201d is only used with an accompanying statistical test. \u00a0See below for more helpful writing tips:<\/span><\/p>\n

1) The phrasing,\u00a0<\/span>“,<\/span>\u00a0so…” is conversational English, and not appropriate for written English.<\/span>
<\/span><\/p>\n

2) The word “very” has little meaning.\u00a0 Use a stronger adjective. Four letter V-WORD.<\/span>
<\/span><\/p>\n

3) Use the passive voice, not “We define\u00a0<\/span>recombination frequency<\/span>\u00a0as…”\u00a0 Instead use:\u00a0 “<\/span>Recombination frequency is<\/span>defined as…”<\/span>
<\/span><\/p>\n

4) Separate different sections into paragraphs so the overall organization is clear to the reader.<\/span>
<\/span><\/p>\n

5) If you want to use “it” or “they” in a sentence, be certain that the subject referred to is clear.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

6) Omit needless words. \u00a0Go through each sentence to reduce wordiness.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

7)\u201d it\u2019s\u201d = it is; \u201cits\u201d is the possessive.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

8) Do not keep using the word \u201cit\u201d in your complex sentences. \u00a0Re-word the sentence so the subject is clear.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

9) Avoid meaningless sentences such as \u201c<\/span>Chromosomes are<\/span>interesting molecule<\/span>s<\/span>\u00a0that\u00a0<\/span>are<\/span>\u00a0found in\u00a0<\/span>Drosophila<\/span>.\u201d \u00a0Think of a real point you want to make, and use meaningful language.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

10) Avoid contractions; don\u2019t use them! \u00a0I cannot emphasize this enough; they\u2019re too informal.<\/span><\/p>\n

\u00a0<\/span><\/p>\n

11) Semicolons separate two independent clauses; independent clauses can serve as their own sentence. \u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

12) A colon separates one independent and one dependent clause: as in this sentence.<\/span><\/p>\n

13) The possessive is rarely used in scientific writing and comes off as awkward and unprofessional. \u00a0Do not write, \u201cThe\u00a0<\/span>gene\u2019s<\/span>\u00a0<\/span>location is not known<\/span>.\u201d \u00a0Instead, write, \u201cThe\u00a0<\/span>location of the gene is not known<\/span>.\u201d<\/span><\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Drosophila\u00a0Three-Point Test\u00a0Cross Lab Write-Up Instructions\u00a0(65\u00a0points)\u00a0 Abstract (5 points) In a short paragraph describe the experiment that was done as well as the major findings. Clarity is essential. The\u00a0abstract is usually written last and is limited to 200 words. Introduction\u00a0(14\u00a0points) Provide ALL background information a reader would need to understand the\u00a0purpose, results and analysis of the\u00a0experiment. […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[16],"tags":[],"class_list":["post-102249","post","type-post","status-publish","format-standard","hentry","category-education"],"_links":{"self":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/posts\/102249","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/comments?post=102249"}],"version-history":[{"count":0,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/posts\/102249\/revisions"}],"wp:attachment":[{"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/media?parent=102249"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/categories?post=102249"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/assignmenttutors.net\/blog\/wp-json\/wp\/v2\/tags?post=102249"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}