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SYLLABUS for PRINCIPLES of GENETICS (BIOL 3060) L Biol 3060 Spring 2017 SYLLABUS for PRINCIPLES OF GENETICS (BIOL 3060) L. Etchberger, 4 credits Face-to-Face at Utah State University Uintah Basin, Vernal Tuesdays and Thursdays / 5:15 – 7:15 pm / Room 129 Changed to: M & W / 2-4pm / Room B223K “The problem [with genetic research] is, we're just starting down this path, feeling our way in the dark. We have a small lantern in the form of a gene, but the lantern doesn't penetrate more than a couple of hundred feet. We don't know whether we're going to encounter chasms, rock walls or mountain ranges along the way. We don't even know how long the path is. — Francis S. Collins Quoted in J. Madeleine Nash, et al., 'Tracking Down Killer Genes', Time magazine (17 Sep 1990). INSTRUCTOR Lianna Etchberger, Ph.D. Office: 221E, BEERC Bldg, USU Uintah Basin, Vernal / (435) 722-1783 / [email protected] OFFICE HOURS Wed & Thu, 9:00 – 10:00 am, drop in, and by appointment I am happy to meet with you in person, by phone, or via Adobe Connect Conference in Canvas. Adobe connect is a great video conferencing medium where we can talk and share documents just as if we were in the same room together. I respond most quickly to Email or Canvas messaging. If you are in Vernal, stop by any time you find me in my office. RATIONALE & COURSE DESCRIPTION This Quantitative Intensive (QI) course is required for biology and other life science majors. It provides an introduction to the basic principles of transmission, population, and molecular aspects of modern genetics, and is intended for those pursuing further study in biology and related fields. This course prepares students for upper-division biology courses as well as professional programs such as medical, dental, and veterinary school. A problem-based, group learning approach is used to understand molecular mechanisms of inheritance, and how both genetic and environmental factors influence traits in organisms. We will explore recent advances in biomedical research and its applications to human disease. This course does not include a laboratory component; Genetics Laboratory (BIOL 3065) is a separate course that can be taken separately or concurrently. Prerequisite/Restriction: BIOL 1610; CHEM 1110 or CHEM 1210. MATERIALS: OPEN EDUCATION RESOURCES To save students some money, we are using Open Educational Resources (OER) in this course; no need to purchase a textbook. OER can come in a variety of formats such as text, video, audio, and mixed media. Most OER content requires some access to the Internet since most of the content is stored online. You can use either your own personal computer or a computer in a computer lab on campus to view OER online or to download it. Downloading OER onto your personal computer or laptop allows for quick and Page 1 of 7 Biol 3060 Spring 2017 easy reference. When materials have been downloaded, you may: • Access materials at any time with or without being connected to the internet • Have the ability to annotate and highlight material (with certain programs such as Adobe Reader) • Create a custom study sheet (copy and paste specific content from OER into a Word document and then customize it) For questions, about OER, please contact Erin Davis, Regional Campus Librarian, [email protected] or 435-797-2075. Our course will follow the organization of Open Online Genetics (OOG), an online textbook. Resources for each week’s content and learning will be organized in Canvas, our course management system. PrImary OER used In our course: • Open OnlIne GenetIcs- online text (under development) by Nickle and Barrette-Ng at http://bio.libretexts.org/TextMaps/Map%3A_Online_Open_Genetics_(Nickle_and_Barrette-Ng) • Scitable by Nature Education at at http://www.nature.com/scitable • Dolan DNA Learning Center- Resources at https://www.dnalc.org/resources/ • HHMI BioInteractive- Genetics at http://www.hhmi.org/biointeractive/genetics COURSE LEARNING OBJECTIVES Learning outcomes in this course are driven by concept and competency recommendations from professionals across the nation. Our course closely follows the Genetics Society of America’s Genetics Learning Framework. Also included are appropriate concept and competency recommendations in the 2011 Vision and Change in Undergraduate Biology Report from the American Association for the Advancement of Science. After successful completion of this course, students will be able to: • Describe the molecular anatomy of genes and genomes • Contrast different types of mutations and predict how each can affect genes and the corresponding gene products, alter existing traits, and create novel traits • Describe the mechanisms by which an organism's genome is passed on to the next generation • Describe the phenomenon of linkage and how it affects the assortment of genes during meiosis • Analyze phenotypic data from family histories to deduce patterns of inheritance • Design genetic crosses to test hypotheses about inheritance • Analyze the progeny from genetic crosses to extract information about genes, alleles, linkage and gene functions • Apply the results of molecular genetic studies in model organisms to understanding aspects of human genetics and genetic diseases • Describe the processes that can affect the frequency of phenotypes in a population over time • Interpret molecular data to determine the identities and inheritance patterns of human genes that can mutate to cause disease • Use bioinformatics data to investigate genetic traits and evolutionary relationships • Use quantitative reasoning • Use modeling and simulation • Tap into the interdisciplinary nature of genetics and its impacts on society Page 2 of 7 Biol 3060 Spring 2017 COURSE STRUCTURE: GROUP LEARNING I view my role as your instructor not to tell you what is in the readings by lecturing (you can read), but to provide opportunities for you to learn complex concepts and skills that you may not glean directly from the readings. I believe that our time together is better used to construct your knowledge of genetics. So, to achieve the genetics learning goals (listed above), and to develop the course skill objectives (listed below), I have designed this course to implement small group work. Course objectIVes IndIVidual and Small Group LearnIng ActIVItIes Used in IDEA course evaluation at USU For achieving objectives and learning goals Gain factual knowledge (terminology, Individual work: classifications, methods, trends) • Guided reading (outside of class) Learn fundamental principles, • Individual Readiness Assurance Tests (RATs; before class) generalizations, or theories • Homework problems (after class) • Exams (in Testing Centers) Learn to apply course material (to improve Group work in class: rational thinking, problem solving and • Application activities decisions) • Peer and instructor feedback COURSE ASSESSMENT ReadIness Assessment Tests (RATs). The success of this course relies on students coming prepared to class. RATs are intended to help you learn simple concepts before class, and to prepare you to learn more difficult concepts in class with the support of the instructor and your peers. Use the RAT Reading Guides to focus your reading. The RATs are taken online in Canvas with a reasonable time limit to encourage you to do the reading before taking the test. You will have TWO attempts at the RAT, and your grade will be the highest attempt. The lowest 2 scores at the end of the semester will be dropped. RATs MAY BE ADDED TO THE COURSE IF NEEDED TO IMPROVE LEARNING. In-class ApplIcatIon AssIgnments. We will practice applying genetics concepts and skills in class with the help of feedback from your peers and me. Check Canvas before class to see what you need to bring to class for the various application activities. Homework AssIgnments. You will be assigned homework activities to help reinforce course material. Homework assignments include problems to solve and online quizzes. Check the Canvas calendar for due dates. Exams. You will take exams in the testing center at your site. Exams will assess concepts from the reading, lectures, activities and homework. All learning is guided by the learning objectives listed in the Reading Guides. Focus on these learning objectives as you study for the exams. Exams are comprehensive (will include concepts the class struggled with from the last exam), and may include multiple choice, fill- in-the-blank, matching, short essay questions and problems. The final exam includes a section on new material plus a comprehensive section on material from earlier exams. LATE SUBMISSIONS All materials submitted late lose 10% of the possible points per day. For example, if you turn in an assignment two days late, I will deduct 20% prior to grading. To avoid losing points, submit your work on time or early if possible. If you cannot submit your assignment to me or to your site TA during class, then you can scan and email to me, or upload to Canvas. You can also submit to a TA at your site who will stamp the submission date and deliver the assignment. Page 3 of 7 Biol 3060 Spring 2017 GRADING Your grade in this course depends on the percentage of total possible points you earn in weighted categories. The tables below describe how your final grade will be determined. Total Points Possible Final Grade Contributions to Grade: 93-100% A 20 % Readiness Assessment Tests (RATs) 90-92% A- 87-89% B+ 20 % Homework and other assignments 83-86% B 60% Comprehensive Exams 80-82% B- 77-79% C+ 73-76% C Grade weights will be applied to the Canvas grade book so you 70-72% C- can follow your course grade as the semester progresses. Final 67-69% D+ 60-66% D grades will be determined using the scale in the table to the Below 60% F right. INSTRUCTOR’S RESPONSIBILITIES I will help you learn by engaging you in the material and challenging you to think like a geneticist. You can expect me to attend all classes, and prepare RATs, activities and examinations that are fair and representative of the material covered in the reading and other assigned preparation materials.
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