Syllabus

Science Prerequisites for Health Professionals

BIOL 1040: Genetics | OLD Template

Credits - 4

Description

This course will take a unified approach to transmission genetics, molecular genetics, cytogenetics, evolutionary genetics, molecular medicine, and developmental genetics. Students will learn from examples drawn from the scientific literature, which stress modern technological and experimental methodologies used in studying the genetics and genomics of prokaryotes, higher plants, and animals. Topic presentations will also reflect that genetic mechanisms play a fundamental role in the pathogenesis, treatment of diseases, and the maintenance of health. All course assessments will seek to emphasize important concepts.

Materials

Learning Objectives and Outcomes

Learning Outcomes for Science Prerequisites for Health Professions Program

In lecture courses, students should be able to:

1. Communicate scientific concepts and information clearly.
2. Illustrate fundamental laws, theories, and principles of scientific disciplines.
3. Apply knowledge and critical thinking skills to scientific problems.

In lab courses, students should be able to:

1. Ask a question or define a problem that can be tested.
2. Hypothesize possible result(s).
3. Plan and/or conduct an investigation individually and/or collaboratively to produce data to serve as the basis for evidence.
4. Analyze data using tools, technologies, and/or models (i.e. computational, mathematical, graphical, etc.) in order to make valid and reliable scientific claims or determine an optimal design solution.
5. Communicate the results by constructing an explanation based on multiple pieces of valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
6. Apply scientific ideas, principles, and/or evidence gained from various experiments, as well as other observations and/or research, to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.

Course Objectives

Upon successful completion of the course, students will be able to:

• Fluently use the genetics vocabulary (eg. genotype, allele, multifactorial)
• Apply the principles of inheritance as formulated by Mendel.
• Predict the probabilities of inheritance of a single trait
• Calculate the probability that two events will occur together
• Apply the principles of extensions to Mendelian inheritance (eg. multiple allelism, lethal alleles, gene interactions, sex-linked transmission)
• Draw a diagram that shows how the inheritance of genes relates to the behavior of chromosomes during meiosis
• Describe chromosome behavior and changes in chromosome structure and number that occur during the eukaryotic cell through a cell cycle, meiosis I, meiosis II, and gamete formation
• Explain how meiosis and random fertilization contribute to genetic variation in sexually reproducing organisms
• Distinguish between Mendelian and non-Mendelian patterns of inheritance (eg. reduced penetrance, variable expressivity, uniparental disomy, epigenetics, mosaicism, genomic imprinting, unstable repeat expansion)
• Articulate the relationship between genetic, physical, and cytogenetic maps.
• Compare the effect of linkage and independent assortment on genetic outcomes and assess data to determine if genes are linked or on separate chromosomes
• Explain how crossing over produces recombination and use recombination frequencies to construct a genetic map
• Use genetic maps to predict gametic and mating outcomes
• Compare and contrast mutation and horizontal gene transfer (transformation, conjugation, and generalized versus specialized transduction) as methods of enabling bacteria to acquire novel genetic traits and adapt to new environments
• Describe normal chromosome number, structure, and behavior in human cells
• Understand the cause and effect of alterations in chromosome number and/or structures and explain how these anomalies arise and are detected
• Relate the molecular structure of chromosomes to storage, gene expression, and sequence function
• Describe the process of DNA replication in prokaryotes at the biochemical level
• Explain how proofreading and repair is accomplished during DNA synthesis
• Describe how DNA is replicated in prokaryotes and identify similarities and differences with replication in eukaryotes
• Articulate the basic aspects of the flow of genetic information from DNA to proteins including transcription and RNA processing in bacteria and eukaryotes, the various types of post-transcriptional processing, protein translation, and posttranslational changes
• Describe the general organization of the genomes in prokaryotes and eukaryotes
• Identify different types of RNA, note their properties, how they are processed to yield a functional form, and their function in gene expression
• Recognize the importance of regulating gene expression in prokaryotes and eukaryotes and describe the levels at which gene expression is controlled and the mechanisms used by each
• The genomic structures, replication, and genetics of viruses
• Understand how to identify and classify mutations in DNA
• Articulate how mutation is related to genes, chromosomes, the environment and genetic variability
• Describe DNA repair systems, comparing and contrasting eukaryotic and bacterial systems
• Explain the mechanisms and importance of recombination, repair and transposition
• Explain major methods and techniques used in molecular genetics to isolate, recombine, amplify, find and study genes of interest
• Describe map-based and whole genome shotgun sequencing approaches
• Explain how genetic and physical chromosome maps are prepared
• Access and use genetic information from public databases to solve problems in biotechnology, medicine, or biology
• Illustrate how information generated by genome sequencing projects can be used to discover practical knowledge about gene expression and relationships between species
• Analyze genetic data using statistical procedures and calculate the frequencies of genes and genotypes in a population
• Participate in informed discussions about appropriate and inappropriate uses of new genetic technologies in the future

SELF PACED DESIGN

On the course start date, students will have access to orientation. This must be completed to be able to gain access to the first module in the course. Students must complete the first module to gain access to the next one. We recommend that students spend about 15 hours per week to complete a course in 16 weeks. When trying to complete the course in less than 16 weeks, we typically see students do this successfully within 12-14 weeks. Instructors will be timely in grading and feedback, but it will not be instant.

Assignments

Chapter Tests, Vocabulary Quizzes, Unit Exams, Case Study, and Final Exam

COURSE REQUIREMENTS

To receive a passing grade in Genetics you must complete all assessments, Discussion Boards, and the Case Study assignment, as well as:

• Complete all thirteen (13) of the associated laboratory exercises
• Submit your Extraction of DNA Lab Report
• Attempt and complete the lecture Final Exam

Chapter Tests

The chapter tests are multiple choice and matching. The tests can be accessed by clicking on the link in Blackboard. The chapter tests are open book/open note and are intended to help you review for the unit exams. They are timed for 90 minutes and you have three attempts at each test; the questions for each attempt cover the same material, although they may be different. The highest of the three attempt grades will be recorded in the grade book. If you take the test only once, that grade will be recorded in the grade book. To prepare for the chapter tests, complete the readings, view the lecture material, and review using the CONNECT and other study helps posted in the chapter week. Also, review the end-of-chapter questions and other study aides in your textbook. When you are ready, take the test. If you wish, you may review the material and take the test a second or third time.

Weekly Vocabulary Quizzes

Each week has a 20-term vocabulary quiz. The terms are selected from the chapter vocabulary lists. The quizzes are timed for 60 minutes and are taken online through the Blackboard site. Each quiz is accessed by clicking on the link in Blackboard. The quizzes are open book/open note and are intended to help you review for the unit exams. To prepare for the vocabulary quizzes read through the lists of terms for each chapter within the week. Fit the terms into the context of the learning objectives for each chapter. The vocabulary quizzes are timed and you have three attempts at each quiz. When you are ready, take the quiz. If you wish, you may review the material and take the quiz a second or third time.

Unit Exams

The eight-unit exams are unproctored and timed for 120 minutes, consisting of multiple choice, true/false, and matching with all questions graded automatically upon the completion of the unit exam. These unit exams are single-attempt (with no pauses allowed during the 2 hour time frame) and may be taken only once. The unit exams will be available only after all the quizzes, tests and other assessments in the unit are completed. The exams will include topics covered in the textbook, learning objectives, and lectures for each unit.  These exams are open notes/open book; however, you should review the material as though you will not have the notes or book available. There will not be time during the exam to look up every answer. Of the 8 unit exams, your 7 highest exams will count toward your final grade (the lowest score will be dropped).

The Genetics Case Study

The case studies are meant to be an enjoyable, interesting, and informative assignment.  This is your chance to show that you understand the key genetic, molecular, medical, and informational teaching points about a genetic disease and to communicate these points to me in a written format. There will be a prompt in Unit 8 to e-mail your instructor if you need further explanation, need help selecting a topic, and other questions regarding the Case Study Assignment. I have a list of several suggestions for topics. If you have a particular interest in a different genetic disease, or you are intrigued by a particular disease, please feel free to use your own topic for the assignment.

Final Exam (Mandatory)

The three-hour cumulative final exam is a proctored (through ProctorU) test consisting of multiple-choice, matching, short answer, true/false and short answer essay questions. It is a closed book exam; however, you may use a digital version of the provided essay topics document as a memory aid and the UNE authorized whiteboard during the exam. Use of the official UNE-approved external webcam required. You must purchase the Official UNE External Webcam to take your proctored examinations. Remember to order your webcam at least three weeks prior to scheduling your first proctored exam.

If using the UNE authorized whiteboard, you must first show your proctor that your whiteboard is clear at the beginning of your testing session. You must also erase your whiteboard in front of the proctor before disconnecting from your session. If you do not do this, your exam will not be credited.

If using the BIOL 1040 Genetics Possible Topics for Short Answer Essay Questions PDF during your exam, you must first open the document in front of your proctor just before you start your exam. It must be a digital copy, no printed copies are allowed.

The final exam is closed for review. You will not be able to review this exam at any time. Please contact your instructor for specific feedback. Please review the Proctored Examinations information and requirements in the Policies section of this syllabus.

Discussion Board Posts

Discussion questions cover interesting current events or materials that contribute to a deeper understanding of key concepts and allow you to interact with your classmates and the instructor. Most of the discussion questions are designed to accompany particular chapters (see specific discussion questions for more information). Each question will require you to conduct internet research, read additional materials (a short journal or magazine article), visit a specific webpage, or view a short video. Then you will write a response following the guidelines in the assignment.

To earn full credit: you will need to post a response, respond to the original posts of at least two (2) other students, and then contribute to an ongoing discussion in a manner that enhances and advances the discussion. For special cases where one or two students are accelerating faster through the course, the instructor will participate in the discussion so that everyone has the opportunity to interact.

Discussion Question Guidelines

1. Read the assignment carefully so that you are familiar with the materials that you need to cover and how to craft your post.
2. Respect each other’s ideas, feelings, and experiences. Some of the questions involve areas of disagreement. Expect your classmates to have different opinions.
3. Use proper writing style. Correct spelling and sentence structure are expected just as if you were writing a regular paper. Use spell check and grammar check before you submit.
4. Write your posting in a word document! That way you can save a copy and use spell check and grammar check.
5. Cite the sources that you use to write your response. Follow the AMA guidelines.
6. Avoid posting large blocks of text. Break your writing into paragraphs and use a space between paragraphs to make your posting easier to read online.
7. Subscribe to the discussion so that you get email updates when there is activity.
8. Use the “reply” button rather than the “compose” button when responding to someone else’s post.
9. When responding to a classmate, address them by name.
10. Do not use postings such as “I agree,” “I don’t know either,” or “ditto.” They do not add to the discussion, take up space on the Discussions, and will not be counted.
11. Everyone benefits from an active discussion. Check back in frequently to see what others are saying.
12. Plan your time carefully. You will need to give your classmates time to respond to your postings. This is an asynchronous class where students will be in different points of the class.
13. Contact your instructor if there are schedule problems or other issues that need to be resolved.

Examination and Grading Information

Lecture Grade

Chapter Tests and Module Vocabulary Quizzes	15% of the lecture grade
8 Unit Exams (unproctored, lowest score is dropped, 7 total)	20% of the lecture grade
Final Exam (proctored through ProctorU)	25% of the lecture grade
Genetics Case Study	20% of the lecture grade
Genetics Discussion Board	20% of the lecture grade
Total	100% of the lecture grade

Laboratory Grade

13 Laboratory Assignments, 1 Lab Report	100% of the laboratory grade
Total	100% of the laboratory grade

Final Grade

Lecture Grade	75% of Final Grade
Laboratory Grade	25% of Final Grade
Total Course Grade	100%

A letter grade is assigned according to the scheme below. The final course grade will not be posted until all the quizzes, tests, unit exams, lab exercises, and the genetics case study are completed.

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00