Curse Syllabus/Spring 2016 120:352 Genetics INSTRUCTOR: Miguel Cervantes-­‐Cervantes, Ph.D.
CONTACT: OFFICE: Boyden 314 COURSE WEBSITE: COURSE LOCATION: Hill Hall 108; Wed 8:30-­‐9:50 A.M., Fri 10:00-­‐11:20 A.M. [email protected]
Blackboard https://blackboard.rutgers.edu/webapps/login/ COURSE DESCRIPTION: The basic principles and mechanisms of transmission genetics. Sex-linked traits. The role of probability in genetics. Gene
expression and regulation. Gene organization in the prokaryotic genophore and the eukaryotic chromosome. Genetics of
model organisms. Use of mutants in genetic studies. Genomes, genomics, and the use of nucleic acids and protein
databases. Epigenetics, extranuclear inheritance and cytoplasmic factors. Generalities of population, quantitative and
evolutionary genetics. Prerequisites: 21:120:201, 21:120:202, 28:120:205, and 28:120:206 TEACHING AND LEARNING MODELS COURSE MODE: Team Based Learning/Problem-Based Learning (TBL/PBL)
COURSE STRUCTURE: Topical Minicourses
NO REQUIRED TEXT Suggested textbooks:
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Hartl DL, Ruvolo M (2012) Genetics: Analysis of Genes and Genomes, 8 Edn. Jones and Barttlet Publishers,
Burlington, Mass. ISBN 978-1-4496-3596-1.
Students Solutions Manual and Supplemental Problems, ISBN 978-1-4496-4470-3.
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Robert Brooker’s Genetics: Analysis and Principles, 5 Edition, McGraw-Hill (2014).
READING MATERIALS Make sure that you have access to Blackboard. Reading materials and problems will be posted there! GRADING POLICY: Six minicourses 15% each Attendance 10% TOTAL 100% GRADING • The course consists of six minicourses. The partial grade for each minicourse will be worth a maximum of 15
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points where 5 points come from your individual initial assessment test (iRAT), 5 from your group assessment
test (gRAT) and 5 from the individual or group applied exercise(ApEx). You need to complete all 6 minicourses
completed and a final total of 69.5% to pass the course with a C.
Attendance will be taken by signing on a sheet on the team’s folder; full attendance (10% of the final grade) will
be counted as 25 sessions in class. However, attendance to TBL activities (iRATs/gRATs and ApExes) is
mandatory—you don’t want to let your team down!
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Percent scores are converted to letter grades as per university policy. “Grades represent the level of quality of
the student's performance measured against standards of knowledge, skill, and understanding as evaluated by
the instructor. Grades are reported to the university registrar at the end of each term by the following symbols:”
Final %
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<59.49
59.5–69.49 69.5–74.49 75.5–79.49
Letter
F
D
C
C+
Meaning
Failing
Poor
Satisfactory
Good
79.5–84.49
84.5–89.49
B
B+
Excellent
89.5–100
A
Outstanding
Grading will be based on a mixture of initial self-assessments (“iRATs”), problem solving (i.e., results and your
methodology to achieve them), and small group activities.
If take-home problems are included as part of the class-time activities, percentage values will be assigned
accordingly.
Please note that, after grade submission to the Registrar, there will be no special assignments or other activities
to improve your grade.
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Grade appeals should be addressed to me first, as per university policy.
ATTENDANCE POLICY •
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Attendance to class is mandatory. Your grade depends on both individual effort and your team’s activities (see
above).
Given the structure of the course, there cannot be “make-up” sessions. If you must be absent for an officially
approved reason (see Rutgers University and NJIT guidelines) you must have written documentation (e.g.,
physician's note, religious reason, etc.) to make-up the work at the discretion of the instructor.
If you have interviews to graduate or professional schools, please let me know in advance so I can coordinate
with your team how to manage your absence in case of a team activity.
You may be absent for no more than three sessions (see above).
No food is allowed in the classroom. Please aim to leave the room in better condition than when you found it.
Beverages are fine, but if you spill it, you clean it.
If you need to talk to me, please see me during office hours, not after the class when I'm gathering my stuff from
the podium. Thanks.
ACADEMIC INTEGRITY POLICY ENFORCEMENT The Federated Department of Biological Sciences has a zero tolerance policy for academic dishonesty, including plagiarism and cheating. Instances of dishonesty will be punished by a zero on the assignment and consultation with the Academic Integrity Officers to determine if further action is required. If you have any questions about what constitutes plagiarism or cheating, please ask your instructors or refer to the academic integrity websites for Rutgers and NJIT: ! http://academicintegrity.rutgers.edu/academic-­‐integrity-­‐at-­‐rutgers ! http://studentconduct.rutgers.edu/ ! http://www.njit.edu/academics/integrity.php MISSION STATEMENT: This course has the general purpose of analyzing the functions and properties of genes across all domains of life, as well as to exposing students to current methods of genetic analysis, including genomic approaches, use of biological databases, molecular biology techniques, and the study of model organisms. Using the work of the ENCODE consortium as a background and the historical development of genetics, students will arrive to a definition of gene that is adequate to contemporary biological thought. 1
http://catalogs.rutgers.edu/generated/nwk-­‐ug_0608/pg23594.html Page 2
The use of team-­‐based (e.g. http://www.teambasedlearning.org/) and problem-­‐based learning (e.g. http://www.pbl.uci.edu/) activities in this course aim to foster clear and critical thinking, teamwork, and self-­‐
assessment. LEARNING OBJECTIVES: Objectives, activities and evaluation processes in this course will be aligned to the current version of Bloom’s Taxonomy. You may greatly benefit from visiting the interactive Bloom’s Taxonomy Model of Learning objectives of Iowa State University’s Center for Excellence in Learning and Teaching at: http://www.celt.iastate.edu/teaching/RevisedBlooms1.html. The learning objectives in the course 120:352 Genetics are aligned to the curricular goals 2, 3, 4, 6, 7 (Reasoning and Problem-­‐Solving Skills), 8, 9, 10, and 11 (Biological Principles) for students majoring in biology (cf. last page of this handout). At the end of the course, students will: • describe experimental work utilized in unraveling the biochemical properties of genes and how they relate to the mechanisms of heredity. •
describe experimental evidence leading to determine polynucleotides as the genetic material. •
utilize statistical tools such as χ to test the goodness of hypotheses in genetics, as well as Bayesian theorem 2
in conditional probability analyses. •
learn to use genetic databases, including NCBIS’s Online Mendelian Inheritance of Man. •
gain appreciation of the practice of genomics and molecular biological techniques, as well as their application in population genetics, pharmacogenetics and other fields. •
describe chromosomal aberrations and their causes; point mutations; maternal and other extranuclear inheritance processes; epigenesis and other factors modifying phenotype. •
describe the several types of recombination mechanisms and appreciate them as the basis for genetic diversity. •
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arrive to a self-­‐learned working definition of gene based on current scientific evidence and the work from the ENCODE Consortium. describe the genetic mechanisms involved in cell differentiation and embryonic development of eukaryotic organisms learn how organismal and population genetics interplay with the environment in evolutionary processes Page 3
Course Syllabus/Spring 2016 120:352 Genetics SCHEDULE AND COURSE OUTLINE: Hill Hall 108; Wed 8:30-­‐9:50 A.M., Fri 10:00-­‐11:20 A.M. Reading materials, problems, syllabus updates, and other course materials will be regularly posted on Blackboard. ACTIVITY
DATES*
Preparations
Jan 20, 22
for TBL/PBL
Minicourse 1
TOPIC
Introduction to the course; status of the field of
genetics; mechanism of TBL/PBL and grading
Jan 27-Feb 10
Transmission genetics: Classical studies on
heredity; nomenclature and ontology
Minicourse 2
Feb 12-24
Organization of genetic information: Chromosomes
and genophores; extranuclear genomes,
metagenomes
Minicourse 3
Feb 26-March 11
Molecular genetics: The mechanisms of expression
of genetic information
Minicourse 4
March 23-April 1
Genomics and bioinformatics: The search for a
working definition of gene in the post-ENCODE era
Minicourse 5
April 6-15
Genetics in action: Evolutionary mechanisms
Minicourse 6
April 20-29
Quantitative and population genetics: Variation,
selection and migration
Wrap-up and evaluation
*Dates may change! Keep checking Blackboard.
Last updated: 22Jan16
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Curricular Goals
for Students Majoring in Biology
These goals for undergraduate biology majors describe broad areas of knowledge and skill. They have
been identified by the Biological Sciences Faculty as essential for all biology majors to acquire before
graduation. These skills can be acquired through a variety of courses in the Department of Biological
Sciences and do not correspond with specific course titles.
A. Reasoning and Problem Solving Skills
Upon graduation all biology majors should be able to
1. Use observation and experiment to investigate biological phenomena and solve problem.
2. Analyze and interpret in writing scientific information gathered through laboratory, field, and library
research.
3. Speak effectively about scientific topics, issues, and problems in formal and informal contexts.
4. Use quantitative methods to describe and analyze biological phenomena.
5. Use technical skills and equipment to describe and quantify biological phenomena.
6. Recognize and discuss the social and ethical implications of the conduct of research in biology and its
technological application to human problems.
7. Interact with others in a skilled, cooperative fashion to discuss issues and solve problems.
B. Biological Principles
Upon graduation all biology majors should be able to integrate the principles described in the outcomes
below at several levels of biological organization.
8. Use the principles of gene structure and expression to deduce mechanisms by which characteristics
of organisms and populations are inherited.
9. Relate biological structure to function at various levels of organization and in an evolutionary context.
10. Describe the mechanisms by which organisms develop from single cells.
11. Use the theory of biological evolution to explain the diversity of life.
12. Use the principles of bioenergetics to explain the activities of cells and the interactions of cells and
organisms with each other and their environments.
Approved by the Biological Sciences Faculty on 4 October 1993
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