U10159-Genetics and Evolution Analyses – Science & Math’s Assignment Help

Assignment Task

Task 

Drosophila melanogaster as a model organism

Assessment
Whenever relevant, use academic sources to answer and complete this assessment, and cite and reference all sources using Harvard referencing system.

1. In the lab sessions, you did a Drosophila activity. In Part 1 you wrote the Expected Phenotypes of a Drosophila cross (in Table 3) based on the flies provided. Show that table of expected phenotypes and the expected F1 phenotypes and genotypes (progeny), including the Punnet square of the cross of male X female flies with known phenotypes. For simplicity I add the same Table here:
2. Follow the instructions on Blackboard (see instructions on Blackboard Science Toolkit 21/22 Level 4 Intensive Lab Weeks folder) and complete the Drosophila virtual lab exercise. Show the Chi-squared tests and results for MONOHYBRID CROSS Population 2, and for DIHYBRID CROSS Population 5. 

Investigating the stability of DNA molecules absorbed onto mineral surfaces

Assessment
Whenever relevant, use academic sources to answer and complete this assessment, and cite and reference all sources using Harvard referencing system.

1. Show an image of your gel with the DNA (present this image as you would present it as part of a figure in a poster presentation or in a research article, for example). 
2. Include a figure caption explaining what the figure shows, and briefly discuss your results (explain what you think happened to the DNA, and how the results match or not your expectations).

Gene induction: ?–galactosidase in Escherichia coli

Assessment
Whenever relevant, use academic sources to answer and complete this assessment, and cite and reference all sources using Harvard referencing system.

1. Include the graph (made in Excel) showing the induction results obtained during the practical. Describe and explain your results. 
2. Based on the results of this practical, explain the effect of lactose and of the potential inducers you investigated on the gene expression ?-galactosidase in Escherichia coli.

Restriction enzymes and DNA digestion

Assessment
Whenever relevant, use academic sources to answer and complete this assessment, and cite and reference all sources using Harvard referencing system.

1. Briefly explain what are restriction enzyme, and how they work, and how have they been applied in molecular biology. Provide examples for two enzymes: EcoRI and BamHI. 
2. Include a figure of your gel (done in Practical session) showing the restriction digestion of the viral DNA with the enzymes EcoRI, BamHI, and EcoRI+BamHI combined, the DNA ladder and the undigested viral DNA. Note: A good figure always includes a figure caption.
3. Watch the video on Restriction Enzymes (on Blackboard Science Toolkit 21/22 Level 4 Intensive Lab Weeks folder) to learn about this group of enzymes. Using NEBcutter2 website (see instructions on Blackboard Science Toolkit 21/22 Level 4 Intensive Lab Weeks folder), generate one figure for your own in silico (computer generated) gel showing digested DNA with EcoRI, BamHI, and EcoRI+BamHI combined. Include a DNA ladder and label all lanes and all bands that can be observed (you can use MS PowerPoint or Publisher to add labels). Include a figure legend explaining what the figure shows. (Points given for a good figure and figure caption.) 
4. Discuss whether your gel (done in labs) match or not the expectations (NEDcutter2) of the banding patter generated by the restriction enzymes.

Identifying an organism using molecular tools. 

Assessment
Whenever relevant, use academic sources to answer and complete this assessment, and cite and reference all sources using Harvard referencing system.

1. Explain in your own words what PCR is and how it works. Use diagrams to illustrate the steps labelling as much as possible and indicating all reagents that are typically needed. 
2. Show an image of your gel with the PCRs, negative control and DNA ladder (done in Practical session). Label all lanes and all bands that can be observed (you can use MS PowerPoint or Publisher to add labels). Include a figure legend explaining what the figure shows. (Points given for a good figure and figure caption).
3. Using the DNA sequence provided (see Blackboard Science Toolkit 21/22 Level 4 Intensive Lab Weeks folder), identify the possible taxonomic groups (genus and/or species name) based on a BLAST search. To which organism is the DNA sequence provided most likely to belong to?

Hardy-Weinberg Equilibrium and Population Genetics

The following exercise is based on the lecture and other resources on Hardy-Weinberg Equilibrium and population genetics. 

Assessment
Whenever relevant, use academic sources to answer and complete this assessment, and cite and reference all sources using Harvard referencing system.
The MN blood group in humans is controlled by two co-dominant alleles, LM and LN, located in an autosomal locus on chromosome 4. The glycoproteins encoded by these alleles are expressed and present on the surface of red blood cells, and behave as native antigens known as M or N depending on the allelic variant (codominant locus); therefore, humans can be classified as MM (homozygotes for antigen M), MN (heterozygotes), or NN (homozygotes for antigen N). Moreover, the frequencies of the two alleles vary widely among human populations, making it one of the first proteins to be used as a molecular marker in human evolutionary genetics.

For the logbook:

1. Using the data collected and presented in Table 1, estimate the Observed and Expected genotype frequencies (under Hardy-Weinberg Equilibrium), and the Observed allele frequencies for both alleles (M and N) for each of the various human populations. 
2. For each population, using a Chi Square (X2) test and statistical significance tables (when Degrees of Freedom = 1, and significance cut-off value alpha = 0.05, Table 2) show whether the observed genotypes differ significantly (or not) from the expected ones under Hardy-Weinberg Equilibrium: 

Introduction to Bioinformatics: GenBank, aligning sequences and building phylogenies

Assessment
Whenever relevant, use academic sources to answer and complete this assessment, and cite and reference all sources using Harvard referencing system.

1. Follow the workshop Bioinformatics (in Genetics and Evolution Blackboard, Learning Resources) so you generate a phylogenetic tree of the taxonomic group indicated.
2. Show a figure of the phylogenetic tree of the taxonomic group indicated. Include a figure caption describing what the phylogenetic tree is showing (your interpretation of the tree) and provide a brief taxonomic and ecological description of the species. For a good interpretation of the tree, you may refer to the academic literature (searching in Google Scholar for example) that has explored the phylogenetics and phylogeography of this species. 

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