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Thank you for your question you should be able to see information on colour, size, and whether skotomorphogenesis or photomorphogenesis has taken place. You can see this information for all the different seedlings grown in different light conditions.

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In word, if you click the 'layout' tab, there is an option to set margin size as normal, narrow, moderate, wide or custom. Please click on normal. No introduction necessary, just 2 sections please- Mutant Identifications and Discussion.

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For Genotype D, you shoud try and think about a link between photoreceptors and  chlorophyll. This should led you there. I'm afraid I can't give too much information or it would be too easy.

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What information should I be able to get from the seedling pictures?

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As a suggestion, you don't need to include references in the mutant identification section. Just explain the phenotypes. Your discussion should show that you have read some papers about these mutants. I hope this helps.

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What is meant by 'normal margins'? And should the report be structured in just two parts: Section 1 and Section 2? Or should it be structured traditionally with an Introduction, Results, Discussion etc.?

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Do we need to use the template in the assessment section of Green Planet on Blackboard? (and therefore use the cover page and line numbers?)

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How should we figure out what genotype D is? I can't seem to find any mutants/combinations on the powerpoint that fit. Any hints would be appreciated

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When I am trying to explain my reasoning in the mutant identification section, I am worried that I am including information that would be traditionally written in the discussion section. Will this lose me marks, or does it not matter where the information goes in this report, as long as it is mentioned?

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I feel like I am repeating myself a lot when describing the phenotypes of each A - G seedling in the 5 light conditions. Is this expected, or should I be condensing the paragraphs to focus mainly on the mutant phenotypes?

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Do i need to reference the information taught in lectures and how much should we focus on the other letters (other than D) in the discussion as I am getting stuck for space?

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Do i need to reference the information taught in lectures and how much should we focus on the other letters (other than D) in the discussion as I am getting stuck for space?

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I'm very confused about the phenotypes of seedlings A and B when grown in white light. Are you able to give some insight in to the reasons for the medium hypocotyl length for both of these genotypes? My current thoughts are ....
1. It has something to do with COP-mediated signalling (if either Pfr or CRY1 are not present then is the degradation of hy5 changed in some way?)
2. Is it to do with leaky chromophore mutations (hy1 and hy2 mutants as seen in the narrated ppt.)
3. OR am i over complicating it and the reason for this phenotype is that white light is a mixture of red and blue light and when only one photoreceptor is working you get some sort of mid-point between photomorphogenesis and skotomorphogenesis.

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what would be the correct nomenclature for a mutant lacking chromophores in all phytochromes (such as the case in the hy1 phenotype)? + is it possible for a mutant to lack a chromophore in just one phytochrome group - e.g. PHYA, seeing as all phytochrome use the same chromophores

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Are references included in page count?

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in the instructions it said that all the mutation are discussed on the powerpoint - is D definitely on there or do we need to do extra research?

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Yes, references are include in the page count

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All the mutants were discussed in my lectures. Extra research should provide extra details.

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Are they all loss of function mutants, or can they also be over expression mutants?

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Is it possible that genotype D is a triple mutant? Or are all the seedlings either single or double mutants?

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Is it possible that genotype D is a triple mutant? Or are all the seedlings either single or double mutants?

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There are no triple mutants. All are single or double.

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On blackboard it states that the only thing included in the 3 page count is the mutant justification and discussion and then we also need a cover page and bibliography which is not included in the page count, however this contradicts information on this padlet board so will we get penalised for following either one?

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Is there a difference between hy1 and hy2 mutants? is there going to be a difference if both of them are present at the same time?

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Would it be possible to have another hint for genotype D? I can't get my head around it at all

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The page limit includes everything- mutant justification, discussion and bibliography. No cover page needed. I will email out to everyone to clarify this.

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First have a think about which photoreceptor responses are missing and then think about how these photoreceptors are made.

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I am a little confused what should go in the discussion, can you offer any guidance?

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How long (in pages) would you expect the results section to be? I am worried I have condensed mine too much 

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How long (in pages) would you expect the results section to be? I am worried I have condensed mine too much 

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The results should simply describe the phenotypes of your mutants and justify the genotype identification. The discussion is a chance to show some background reading about the mutants.

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I would predict about a page. Each genotype requires a short paragraph of a few lines. Some require more justification than others. The page limit is a maximum. Quality is more important than quantity!

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it was mentioned that cry1 is also known as hy4 and hy3 as phyB. Would it be wrong to refer to a phyB mutant as hy3 and vice versa?

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As long as you specify that cry1=hy4 and phyB=hy3 then this is fine.

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You mentioned that white light is composed of both red and blue light. But does this mean that the amount/quality of red light in white light is lower than the pure red light?

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is it okay if we describe what a WT phenotype looks like in each light condition once  and then simply refer to it as WT? or do we have to mention that eg in red light the plant behaves like WT because it has short hypocotyl, open cotyledons and green colour
every time we describe the phenotype of each plant

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The white light used here was 50% red and 50% blue. The amounts of red and blue light were equal to the amounts used in pure red and pure blue experiments (high irradiance). There is no UV.

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If you accurately describe your WT phenotype in each light condition once, then it is fine to refer to 'a WT phenotype'.

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Just wanted to make sure page count, margin size and font size are the only structure requirements. Do we need to adhere to the normal structure requirements as well like 1.5 line spacing?

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is the skotomorphogenesis phenotype different
from the shade avoidance phenotype?

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Can i write in the present tense "genotype C has a short cotyledon" or does it need to be past tense

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Yes please- 1.5 line spacing

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These responses are very similar and both are characterised by stem elongation but have differences.

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Either is fine as long as we understand what you are saying!

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Is the reduced chlorophyll in phenotype D only present in white (red & blue) light? or is it

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Yes, the reduced chlorophyll phenotype of genotype D is only observed in white light.

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is genotype D in white light supposed to be pale green OR yellow?

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It is very pale green but can sometimes appear yellow. What is important is that it has reduced chlorophyll synthesis.

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In the results we describe the phenotype so is the discussion for extra reading on the mechanisms behind the phenotypes, including the pathways and synthesis of the photoreceptors and genetic studies that led to these conclusions etc.?

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Spot on!!

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should phototropism be taken into account?

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For clarification can white light be considered to not have a higher irradiance  than solely blue light or solely red light?

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No. No phototropism phenotypes were shown for these mutants no nothing can be deduced about this response.

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White light has the same amount of red and blue light as single treatments. The irradiance is therefore double.

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When plants are grown in the far-red light condition they exhibit a de-etiolated phenotype. However to my understanding a de-etiolated phenotype has chloroplast stimulation. How then should the WT far-red response phenotype be described so as to differentiate it from other de-etiolated responses such as WT under red light? Would it be enough to say de-etiolated phenotype without chlorophyll production?

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Plants cannot synthesise chlorophyll in FR so they display other de-etiolation phenotypes (short hypocotyl and expanded cotyledons) but will be yellow. If you use the phrase 'de-etiolated phenotype', make sure that you have explained somewhere what this means.

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Is aurea mutant found strictly in tomatos or can it also be observed in Arabidopsis?

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Aurea is a tomato mutant, but there are equivalents in Arabidopsis. These were discussed in my lecture.

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Why are references included in the word count? I'm struggling to reference my discussion because my reference list eats into it.

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if two genotypes have the same mutation is it okay if we're less detailed/descriptive about the second genotype when describing it in the results/mutant justification section?

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I'm possibly not understanding something rather fundamental, if so just ignore my question but I don't understand how to differentiate between hy1 and 2 mutants based on phenotype. Are we supposed to be able to? Or if we think that one of the genotypes could be a hy1/2 mutant do we just put both down?

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i understand that these mutants have decreased chromophore biosynthesis in the chloroplasts but does this also affect the chromophores of cryptochromes? or are the chromophores of cryptochromes made from a different pathway?

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should we give a brief explanation  of the reason behind the length of  the hypocotyl of genotype A in white light in the results section or in discussion?

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This question has been answered in an email to all students.

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As long as your report clearly explains the phenotypes of a particular genotype, you can refer to this when discussing the same genotype again.

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These are different mutants but have the same phenotype. It wouldn't be possible to distinguish between them through physical appearance alone.

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Cryptochromes have different chromphore molecules to phytochromes. These are synthesised via separate pathways.

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No explanations needed in the justifications section. Just state how phenotypes differ to WT.

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i am a bit confused by the answer to the previous question stating that no explanations are needed in the justification section as the pdf on blackboard states "The majority of marks for this practical will be given for logical reasoning and clarity of explanation (10 marks per genotype)."

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Apologies for the confusion, I assumed the question was asking whether there needed to be detailed discussion. Mutant identifications need to be clearly justified with regard to the phenotypes in different conditions and known photoreceptor/light signalling component functions but deeper discussion should be left for the discussion section.

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On my draft turnitin submission, I had 20% similarity to papers submitted to UOB. I'm guessing that this practical has been ran before, but was wondering if this will effect us at all? I don't want to be penalised for plagiarism, but cannot write my report without using similar language.

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Do we need to use a specific/journal reference style ?

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This practical has run for 9 years. We don't just look at percentage similarity- there is a second check which will determine whether there are blocks of identical text, or just key word and phrases. We ignore the latter. If you are concerned, please email me and I can have a look over your draft submission and give you my assessment of the Turnitin report.

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No specific journal style- just be consistent!

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If I'm starting a sentence with phyA in terms of the holophytochrome, do I need to capitalise the P or can i write the whole thing in lower case?

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Have noticed a small mistake in my uploaded document and that the re-submission button isn't greyed out like usual. Just double checking it is ok to re-submit for this assignment?

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is it correct to use the term functional redundancy when talking abut the action of two photoreceptors in white light? For example if both photoreceptors have the same action in red and blue light separately and when brought together in white light they would both be controlling the same phenotypes but by being activated by different parts of the white light, can that be called functional redundancy because technically they aren't being activated by the same wavelength of light, but in the situation they are effectively doing the same thing.

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Yes, this is correct terminology. If two photoreceptors both inhibit hypocotyl elongation in white light, then they are functionally redundant for this response in this condition. This doesn't mean that they signal through the same pathway.