1. Assessment details
Course:BSc Life Sciences
Level: FHEQ 5
Assessment Block Code and Name:LS2809:Genetics Data Evaluation and Reporting – 02 – Flylab
Assessment Title:Genetics Data Evaluation and Reporting – 02 – Flylab
Assessment Number: 02
Contribution to final assessment block mark: 25%
Word limit (if appropriate): 500
Date set:week 10
Submission / assessment date:
Week 16, 15 Jan 2025
Feedback return date: Week 18,
29thJan 2025
Submission Type: 500 word report
Assessment block coordinator:Dr David Tree
1. Submission Instructions
See Assessment Briefs – General Guidelines for Coursework. in tutoring Brightspace pages LS2700 for submission instructions, plagiarism and misconduct details and student support including extenuating circumstances information.
Late submissions- Uncapped attempts Student submitting uncapped assessments will be accepted up to 48 hours late, but passing grades will have a 10?duction in grade, down to a minimum grade of D-. After 48h they will be classed as a Non-submission (NS).”
2. Learning outcomes assessed (from Assessment Block Outline)
Knowledge
1. Demonstrate how data is evaluated, interpreted and reported in writing to a scientific audience
2.Apply knowledge and experience gained from study blocks to produce a coherent scientific paper
Cognitive skills
1. Review data in context of the literature
2.Integrate information obtained from various sources
Other skills
1. Effective written communication skills
2.Cite and reference work appropriately
3.Demonstrate use of sequence databases and basic bioinformatics techniques
3. Description of assessment task
Scientific reports are an important way of communicating the results and interpretation of experiments. This assessment will develop your ability to evaluate data we give you in a case study and report it in the form of a written academic paper in the style of a Nature Brief Communication. This is a very brief and dense form of scientific communication: a maximum of 500 words. See guidelines here:
http://li.mit.edu/Archive/Activities/PubFormat/Nature/BriefCommunications_Stopped/Brief_comms.pdf
And some examples here:
https://www.nature.com/nature/articles?type=brief-communication
The coursework for this assessment block involves writing a Laboratory Report (maximum length 500 words excluding figure legends) on the data provided below. The analysis of the data is something you have been supported to do throughout the teaching sessions for BB2709 and is very similar to data you have analysed in the Genetics Problem Solving document which we have worked through in lectures. Your work should begin with a three-sentence summary of the work that will act as an abstract. The case study below describes the results of three genetics experiments. Your work should begin with a three sentence paragraph which will act as an abstract. Present a brief introduction about the nature of such genetic analyses. In the results section you should write a single paragraph about each experiment describing the results that were gained and what your interpretation of the results tells you about the genetic nature of the alleles being studied. Make punnet squares or genetic maps where appropriate to illustrate your analysis and conclusions. You may combine these into a single figure or present three separate figures. Conclude with a paragraph of discussion. Your submission should be no longer than 500 words, excluding references, of which there should be no more than 10. A methods section is not necessary.
Case study
You are a research student in the Laboratory of a famous but highly hairy and unpredictable Drosophila geneticist. Your supervisor has taken off for the Caribbean leaving behind a lot of fly crosses for you to take care and analyse the progeny of. The fly crosses are organised into trays containing tubes of flies, most of which have been kept in a 25C incubator. You will work your way through the trays in order. He also sent you an email asking you to write up the results of the work in the form of a Nature Brief Communications publication. You should ignore the gender of the offspring if it has no bearing on your analysis.
In your report try to address the questions given in bold type. In your analysis CONSIDER ALL POSSIBILITIES and CLEARLY STATE HYPOTHESIS. We have learned that genetics is not simple and there are many possible reasons why Mendelian ratios can be altered.
Your boss has performed a cross the parental generation of which are ebony bodied female flies and male flies with the vestigial mutation for wing size. The progeny in the F1 all have wild-type body colour and wing size.
In your report explain what this tells you about the nature of the ebony and vestigial mutations and why?
You set up a cross between two F1 offspring to produce an F2 generation. You count the phenotypes of the offspring produced and find the following:
Female wild-type: 2829
Male wild-type: 2811
Female vestigial: 963
Male vestigial: 933
Female ebony: 944
Male ebony: 952
Female vestigial ebony: 328
Male vestigial ebony: 319
Note the observed phenotypic ratios of the F2 offspring. Experimental deviation to the data means that the observed phenotypic ratios will not exactly match the ratio you might expect. Form a hypothesis to predict the expected phenotypic ratio in the F2.
Perform a Chi-squared test to validate or reject your hypothesis. Note the level of significance. Continue testing hypothesis until you determine the correct one. What do the results of this experiment tell you about the genetic nature of the ebony and vestigial alleles and why? Draw a punnet-square to help explain your answer.
Your boss has performed a cross the parental generation of which are female flies with the eyeless mutation and male flies with the white mutation. The progeny in the F1 are all wild-type. You set up a cross between two F1 offspring to produce an F2 generation. You count the phenotypes of the offspring produced and find the following:
Female wild type: 3808
Male wild type: 1887
Male white: 1872
Female eyeless: 1247
Male eyeless: 1181
In your report explain what the results of this experiment tell you about the genetic nature of the eyeless and white alleles and explain why? Draw a punnet-square diagram to help explain your answer.
Your boss is trying to make a genetic map. He crossed a female fly with the ebony body, sepia eyes and spineless bristle mutations to a wild-type male. He then took one of the F1 females and crossed her to a male with all three mutations. You count the phenotypes of the offspring of this cross and find the following:
Female wild type: 1680
Male wild type: 1685
Female spineless: 70
Male spineless: 81
Female sepia: 557
Male sepia: 513
Female spineless, sepia: 197
Male spineless, sepia: 217
Female ebony: 214
Male ebony: 204
Female spineless, ebony: 516
Male spineless, ebony: 559
Female sepia, ebony: 68
Male sepia, ebony: 70
Female sepia, ebony, spineless: 1616
Male sepia, ebony, spineless: 1714
In your report draw a map what shows the map distance (in map units or centimorgans) the between each locus. Show all your working.
4
. Understanding the assessment journey
Why is this an authentic assessment?
In line with the ethos of the Royal Society of Biology, all assessments in your course of studies are designed to fulfil the criteria for an authentic assessment. This means that this assessment will mimic a real-life scenario preparing you for future studies and future employment. In this specific case, you are writing a report in the style of a Nature Brief Communication. These are real-life publications which one day you may be contributing to. If you work in a Biotechnology or Pharmaceutical firm you will need to do submit such reports on work you are undertaking.
Relevant learning from previous assessments.
This work builds on skills you developed last year for LS1802 Molecular Analysis and LS1803 Quantitative Research Skills.
How this assessment will prepare for future assessments.
This work will prepare you for work you will do this year other assessments for LS2809 this year and in next academic year for LS3810/11.
5. Student support
Academic Support and ASK
The academic skills (ASK) services can help you improve your writing and presentation skills. If you think you need help, dont hesitate to ask them! They also have a large number of really good online resources, including video tutorials, useful resources on the internet, quick guides and slides from their workshops. You can find it all here:https://www.brunel.ac.uk/study/academic-skills/home
Writing Fellowsare professional writers who offer individual appointments to improve the writing of Brunel students. These appointments are free, independent and confidential sessions where they can advise you about your literature review. Our writing fellow is William Ryan and you can contact him via email at the following address: william.ryan@brunel.ac.uk
Student Support and Welfare Team
The Student Support and Welfare Team are available to offer support and guidance on a range of personal, welfare and financial issues. They are here to help you access support that is right for you; you can make appointments through this team to access the Counselling and Mental Wellbeing Service, Disability and Dyslexia Service and budgeting/money advice sessions.
In person: Student Centre, Howell Building
Email: studentsupport@brunel.ac.uk
through this link:https://reportandsupport.brunel.ac.uk/
More information regarding student services and support can be found here: href=”https://www.youtube.com/watch?v=CU7IdFkXWP0&feature=youtu.be” https://www.youtube.com/watch?v=CU7IdFkXWP0&feature=youtu.be
Extenuating Circumstances (ECs) and Coursework Extensions
The Extenuating Circumstances Procedure exists for situations where a student’s performance in assessments is significantly affected by an event that was unavoidable, unexpected and beyond the control of the student.
You can find all the information about the ECs policy and how to submit your application here:
https://students.brunel.ac.uk/study/exam-dates/extenuating-circumstances
6. Grading of the assessment
The assignment will be marked with reference to the guidance below, which describes our expectations in relation to the assignment. For more information, please read Brunel University Undergraduate Grade Descriptors (https://students.brunel.ac.uk/documents/Policies/Undergraduate-Grade-Descriptors.pdf).
The students are advised to read both their feedback and rubric to understand their mark.
7. Additional Information
N/A.
This assessment brief has been:
Name
Date
Written by the assessment/assessment block coordinator
David Tree
29/10/2024
Checked and approved by the moderator
Joanna Bridger
Approved by the Programme Lead/Level coordinator
Yukti Hari Gupta
03/12/2024
Fail
F
(0%-29%)
Unacceptable E (30%-39%)
Acceptable D (40%-49%)
Good C (50%-59%)
Very Good B (60%-69%)
Excellent
A, A+ (70%-89%)
Outstanding
A*
(90%-100%)
Focus
Answer presented in a non-specific and unstructured way. Irrelevant or non-specific material presented.
Question not addressed, much of the content is not specific to Question. Question components discussed as separate entities.
Question largely addressed but key elements omitted or not discussed in detail.
Question fully addressed with a good level of detail on each element.
Question remained the focus of the work throughout and why each section was addressing the question was made clear.
Question remained the focus of the work throughout. No irrelevant or non-specific material.
Focus throughout the work was on fully addressing the question with all major aspects of question discussed in significant detail.
Organisation and Style
Poorly organised and unacceptable level of presentation of text, data analysis.
Writing is not logically organized. Paragraphs lack focus and clarity. Paragraphs and sentences do not support each other. No logical progression throughout the work.
In general, writing is logically organized. Occasionally paragraphs contain more than one main idea or contain sentences unrelated to the main idea. Reader has a reasonably clear idea of what the writer intends.
Writing is logically organized to support the central purpose. The reader can follow the structure of the paper and understands the writer’s intentions.
Assignment has a clear and logical flow with well-balanced arguments, an obvious focus and clear links between the paragraphs and sections.
Ideas are excellently presented, and arranged logically to support the purpose of the work. Paragraphs also are clearly linked to each other. The reader can easily follow the written piece of work.
Outstanding presentation. Logically arranged to support the purpose of the work. Paragraphs also are clearly linked to each other. Work of a high standard.
Understanding
No evidence of understanding of the question topic. No relevant knowledge demonstrated.
Unacceptable
Little evidence of understanding of the question topic and a failure to adequately address the current understanding of the topic.
Some evidence of understanding of the question topic but key areas of focus not adequately addressed or completely overlooked.
Good evidence of understanding of the topic but limited to the topic. Few evidences to show the impact of study.
Very good understanding of the question topic demonstrated with evidence in relation to the field of study and beyond.
Excellent understanding of the question topic demonstrated with clear evidence of independent thought and impact in other fields.
Outstanding understanding of the question topic demonstrated with clear evidence of independent thought/ideas. An outstanding ability to communicate complex topics clearly and concisely.
Content/ Originality
Unrelated material to the actual question. Unacceptable.
Content is incomplete, irrelevant, and contains inaccuracies. No effort made to go beyond basic material on the question topic. Content discussed is not directly related to question topic.
Content is incomplete, irrelevant, and/or contains inaccuracies. Little evidence of going beyond the basic material on the question topic. A lack of focus and clarity seen in some areas and the content strays from the question to be addressed.
Content is complete, accurate, and relevant, but lacking in new ideas and originality. Some irrelevant sections of content which are not linked to the question.
Content is complete and is presented in a logical and original manner. The content fully addresses the question.
Content is complete, accurate, relevant, AND offers new ideas and perspectives. Strong evidence of originality and development of own independent ideas
Outstanding evidence of originality and development of own independent ideas.
Evidence of broad reading
No evidence of meaningful and relevant reading. Unacceptable.
Student failed to expand beyond lecture notes or general knowledge. Unacceptable.
Little understanding beyond lecture notes is shown.
Some understanding beyond lecture notes is shown.
Analysis of the question topic with clear, logical and comparisons or contrasting arguments made to support analysis.
Excellent integration of in-class taught knowledge with ability to develop a highly complex argument, evaluation or solution demonstrated.
Outstanding specific knowledge demonstrated from wide/comprehensive reading. Work of a very high standard.
Use of References
Absence of referencing
Student failed to cite sources. Less than 2 references given throughout paper. Sources are not peer-reviewed publications. Literature cited not relevant to the topic.
Bibliography and/or citations incorrectly formatted.
Poor standard of citations but there is an attempt to cite occasionally. Bibliography and/or citations incorrectly formatted.
Some citations occasionally given. Overreliance on published reviews/websites rather than on primary literature.
Bibliography and/or citations mostly correctly formatted, but improvements could be made.
Citations are generally present and their link to given information is clear and accurate. Student made a good effort at citing sources. However, seminal papers in the field not cited.
Bibliography and/or citations mostly correctly formatted, but improvements could be made
Citations are present throughout and associated with relevant content. A focus has been placed on recent publications in the field and their impact on the field has been accurately represented. Bibliography and/or citations correctly formatte