Problem Set 1 &acirc;€“ Grading Explanations

# Problem Set 1 - (I took a big range of answers Nearly full credit was given even if you were dead wrong so long as you documented you work well 2

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Problem Set 1 – Grading Explanations For particular cases, or if you want to find out the causes of your particular grade, please come see me. In most cases, it should be clear from this explanation why you lost points. There were two ways, overall, in which people got dinged on this problem set. The first was simply that that you didn’t put enough work into the problem. Wrong answers were given nearly full credit so long as it could be documented. Poorly commented code with no explanation AND a wrong answer was bound to get you dinged on the points. The second place was that people didn’t have time to run part 4. I gave as much credit as I could here, but I needed something. 1) The quick answer and explanation can be found here: http://en.wikipedia.org/wiki/DNA_sequencing_theory For E. coli you need ~1 run. For humans you need ~700 depending on your assumptions
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Unformatted text preview: (I took a big range of answers). Nearly full credit was given even if you were dead wrong so long as you documented you work well. 2) Basic answer: Its easy to tell when 1 vs 2 bases are added, but hard to tell 7 vs. 8. I think you all got full credit on this. 3) The specific matches weren’t important (Arnone1, GLEAN3_00001 and anything (it was a random fragment that matched everything poorly). But you lost points if you didn’t give the answer requested (even if your code seemed OK) or if you answers/code were just way off. 4) You needed to do SOMETHING on this problem to get partial credit. Running out of time/memory was not an excuse. Y’all had weeks on this set, and very few came to me. The number of matches varied on your methods. Divergence was ~8% (if done correctly, but I took a big range). The most conserved genes are likely essential....
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## This note was uploaded on 03/29/2009 for the course BIO 147 taught by Professor Benfey during the Spring '09 term at Duke.

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