Biology 335 - Genetics |
|
| Fall 2009 |
FR 2021 |
| Office Hours: Tuesday, 10:00 - 11:30; Wednesday 2:00 - 3:30 |
910-962-3228 |
| or by appointment | |
| Assistant: Chet Saunders | |
| FR 2023 | |
| cas7491@uncw.edu | |
| Office Hours: Tuesday, 3:30 - 5:00; Thursday, noon - 2:00 |
Bio 335 is designed as an introduction to genetics. We will cover the basics of Mendelian, molecular, and population genetics as illustrated in this general outline:
General
Outline of Course Material
Transmission
Genetics -
the basic rules
History of thought on genetic material
Mitosis and meiosis
DNA structure
DNA replication
Mendelian
genetics
Mendel's Four Postulates
Exceptions to Mendel
Probability and Statistics
Sex determination and sex linkage
Linkage and mapping genes
Molecular Genetics
- just how do genes (DNA) specify phenotype?
How do we know DNA is the genetic material?
Transcription - RNA synthesis
Protein structure - amino acids, polypeptides
Translation - protein synthesis
Mutation
DNA Manipulation
Control of gene expression
Genetic control of development
Quantitative
and Population Genetics
- why is there so much variation in nature?
The Hardy-Weinberg Equilibrium
Assumptions of H-W
What happens when the assumptions are not met
Natural selection and evolution
Speciation
Continuous variation - What is "tall"?
Polygenic inheritance
The
basic rules established by the physical nature of DNA together with the
various mechanisms different organisms use to pass on and combine their
genetic information govern all other processes.
In other words, transmission genetics and population genetics are
ultimately dependent on molecular genetics and sex.
One of the goals of this course is for you to understand this
relationship; to see the "big picture."
The key to success is reexamining and relating the material.
Remember, many test questions will ask you to combine several concepts
and synthesize a plausible answer. You
cannot do this just memorizing isolated concepts and examples!
You must be able to think your way through a new situation using the
concepts you have learned.
| Date: | Topic: | Chapter: |
| 8/19 | Introduction; | 1 |
| Read Chapter 1; you are responsible for this material | ||
| 8/21 | Review/Mitosis | 3.1 - 3.3 |
| 8/24 | Mitosis/Meiosis (Labs begin this week) | 3.1 - 3.3 |
| 8/26 | Meiosis/Gametogenesis (drop/add ends) | 9 |
| 8/28 | The Nature of the Genetic Material | 9 |
| 8/30 | The Chemical Composition of DNA | 10 |
| 9/2 | Chromosome Structure and the Eukaryotic Genome | 11 |
| 9/4 | DNA Replication; Chromosome Synthesis | |
| 9/7 | Labor Day Holiday | |
| 9/9 | DNA Replication; Chromosome Synthesis | 11 |
| 9/11 | Review and Problem Solving | |
| 9/14 | Test 1; Mitosis through DNA Replication | |
| 9/16 | Introduction to Mendel; Monohybrid Crosses | 2 |
| 9/18 | Mendelism; Dihybrid and Trihybrid Crosses | 2 |
| 9/21 | Mendelism; Dihybrid and Trihybrid Crosses | 2 |
| 9/23 | Probability and Statistics | 2 |
| 9/25 | Applications of Probability and Statistics | 2 |
| 9/28 | Pedigree Analysis | 2 |
| 9/30 | Sex Linkage | 3.4 |
| 10/2 | Chromosomes and Sex Determination | 3.4 |
| 10/5 | Fall Break | |
| 10/7 | Extensions of Mendel; Allelic Actions and
Genic Interactions (10/8 last day to withdraw with W) |
4 |
| 10/9 | Review and Problem Solving | |
| 10/12 | Test 2; Mendel through Sex Determination | |
| 10/14 | Extensions of Mendel; Allelic Actions and Genic Interactions | 4 |
| 10/16 | Genetics of Prokaryotes | 6 |
| 10/19 | Variation in Chromosome Structure and Number | 8 |
| 10/21 | Variation in Chromosome Structure and Number | 8 |
| 10/23 | Review and Problem Solving | |
| 10/26 | Test 3: Extensions of Mendel through Chromosomal Variation | |
| 10/28 | Gene Expression: Transcription and mRNA modification | 12 |
| 10/30 | Gene Expression: Amino Acid and Protein Structure | 13 |
| 11/2 | Gene Expression: Translation | 13 |
| 11/4 | Regulation of Gene Expression in Prokaryotes | 14 |
| 11/6 | Regulation of Gene Expression in Eukaryotes | 15 |
| 11/9 | DNA Mutation and Repair | 16 |
| 11/11 | Techniques of Molecular Genetics | 18 & 19 |
| 11/13 | Review and Problem Solving | |
| 11/16 | Test 4: Transcription through Techniques (graduation aps due) | |
| 11/18 | Quantitative Genetics | 24 |
| 11/20 | Population Genetics | 25 |
| 11/23 | Population Genetics; The Hardy Weinberg Equilibrium | 25 |
| 11/25-27 | Thanksgiving Holiday | |
| 11/30 | Population Genetics; The Hardy Weinberg Equilibrium | 25 |
| 12/2 | Review |
There will be four
one-hour tests (each worth 100 points) during the semester plus a cumulative final exam
(worth 150 points).
FINAL EXAM SCHEDULE: Sections 001/002 (MWF 11:00) -- Wednesday,
12/9/09; 11:30 – 2:30
Sections 003/004 (MWF 12:00) -- Friday, 12/4/09; 11:30 – 2:30
(Go to
http://www.uncw.edu/reg/exams-fall09.htm)
You must take your tests and exam with your section unless prior arrangements have been made with me.
Make-up tests will not be given. I will drop your lowest test score (not the final exam) in calculating your final grade. If you miss a test, that score will be the dropped score. You must take the final exam. If you have a valid reason for missing a second test, your score will be determined by averaging the score from the other tests and the properly weighted score from the exam. If you miss a test, or anticipate missing a test, see me as soon as possible. If you do not consult with me about a missed test, that will automatically be considered an unexcused absence and will result in a score of 0 for that test.
I am happy to make accommodations to those students with disabilities. Students with diagnosed disabilities should first contact the Office of Disability Services in Westside Hall (x23476). Please give me a copy of the letter you receive from Office of Disability Services detailing class accommodations you may need. If you require accommodation for test-taking please make sure I have the referral letter no less than three days before the test.
Grades will be based on the total
number of points accumulated at the end of the semester (450 possible.)
Individual test grades will not be averaged.
Grades are based on a standard 10% scale:
405 – 450 points (90% and above) = A
360 – 404 points (80 – 89%)
= B
315 – 359 points (70 – 79%)
= C
270 – 314 points (60 – 69%)
= D
Below 269 points (<60%)
= F
I
will not be using the +/-
system.
Genetics: Analysis & Principles, 3rd ed. by Robert Brooker
Schaum's Guides (optional but very helpful)
Text
website
The publisher of the main text also maintains a website with many references,
access to tutorials, simulations and other links.
The address is:
http://highered.mcgraw-hill.com/classware/infoCenter.do?isbn=0072992786top of page
Honor Code and Classroom Behavior
All
members of UNCW’s community are expected to follow the academic Honor Code.
Please read the UNCW Honor Code carefully (as covered in the UNCW Student
Handbook or here:
http://www.uncw.edu/stuaff/doso/). Academic dishonesty in any form will not be tolerated
in this class.
Please be especially familiar with UNCW’s position on
plagiarism as outlined on in the UNCW Student Handbook. Plagiarism is a form of
academic dishonesty in which you take someone else’s ideas and represent them as
your own. Here are some examples of plagiarism:
a. You write about someone else’s work in your paper and do not give them
credit for it by referencing them.
b. You give a presentation and use someone else’s ideas and do not state that
the ideas are the other persons.
c. You get facts from your textbook or some other reference material and do not
reference that material.
UNCW practices a zero-tolerance policy for violence and harassment of any kind. For emergencies contact UNCW CARE at 962-2273, Campus Police at 962-3184, or Wilmington Police at 911. For University or community resources visit http://uncw.edu/wrc/crisis.htm.
In the pursuit of excellence, UNC
Wilmington actively fosters, encourages, and promotes inclusiveness,
mutual respect, acceptance, and open-mindedness among students, faculty,
staff and the broader community.
~ We affirm the dignity of all persons.
~ We promote the right of every person to participate
in the free exchange of thoughts and opinions within a climate of
civility and mutual respect.
~ We strive for openness and mutual understanding to
learn from differences in people, ideas and opinions.
~ We foster an environment of respect for each
individual, even where differences exist, by eliminating prejudice and
discrimination through education and interaction with others.
Therefore, we expect members of the campus community to honor these
principles as fundamental to our ongoing efforts to increase access to
and inclusion in a community that nurtures learning and growth
Attendance
Attendance at each
lecture is expected. I consider
this your responsibility; I will not be tracking attendance.
If you miss a class, get the lecture notes from someone you trust and see
me as soon as possible. I will be
happy to answer specific questions about a lecture; I cannot repeat the entire
lecture.
Cell phones, iPods, etc.
Turn off and put away all electronic equipment! Your ears are mine for 50 minutes; no earphones, earbuds, Bluetooths, etc. Do I really even have to tell you this? Laptops are acceptable for taking notes only. No electronic devices, excluding calculators, are allowed to be on during a test or exam. TURN YOUR PHONES OFF, not on silent, during all tests or exams. If your electronic device disturbs the class during a test or exam, you will receive a grade of zero for that test.
Other Important Information
At UNCW, most courses are designed with the assumption that the "typical" student will spend approximately 2-3 hours per week studying outside the classroom for every hour in class. Thus, you plan on approximately 6-9 hours per week outside of class time for each of your courses. Being a student really is a full time job. In choosing UNCW, you have become part of our community of scholars. We recognize that the UNCW learning experience is challenging and requires hard work. It also requires a commitment to make time available to do that hard work. The University expects you to make academics your highest priority by dedication your time and energy to training your mind and acquiring knowledge. Academic success in critical thinking and problem solving prepare you for the challenges you will encounter in the future. Our faculty and academic support resources are readily available as partners in this effort, but the primary responsibility for learning is yours.
This campus is a pedestrian right-of-way campus. Pedestrians have the right-of-way at all crosswalks. Bicyclists are not pedestrians. Neither are skateboarders. Really.
Please recycle your bottles/cans/papers!
Some important dates for the Fall 2009 Semester:
| Last Day of Drop/Add | Aug 26 |
| Last Day to Withdraw for undergraduates | Oct 8 |
| Graduation Applications Due for Fall 09 | Nov 16 |
| Last Day of Classes | Dec 2 |
| Exams | Dec 4 - 10 |
| Commencement | Dec 12 |
| Holidays | Labor Day; Sep 7 |
| Fall Break; Oct 5 - 6 | |
| Thanksgiving; Nov 25 - 27 |
Copies
of previous semesters’ tests and exams are available on the web for your use. I do not recommend depending on them as your sole study
method, but they will give you an idea of the types of questions I am likely to
ask on tests and exams.
I
am always happy to meet with students in small groups or one-on-one.
If my office hours do not accommodate your schedule, call or email to set
up an appointment. If there is
sufficient interest, I will try to facilitate starting small study groups.
One-on-one tutoring is now only available through private tutors. I know
of several good ones if you're interested. Just let me know.
Writing
Proficiency
The Department of Biological Sciences recognizes that correct
English usage is a fundamental element of education and expects students
enrolled in biology courses to demonstrate an appropriate level of grammar,
spelling and composition. Where
appropriate, students will be graded on these components as well as factual
content. Yes, of course spelling counts now, as it will for the rest of
your life!
The primary objectives of
the course are to understand the basic principles and concepts of genetics and
to practice applying these concepts to new situations in a synthetic manner.
The study of any biological phenomena requires a thorough understanding
of genetics. The way organisms respond to, and interact with, each other and
their environments is ultimately due to genetics.
No matter what area of biology you are interested in, a firm foundation
in basic genetics will be an asset. If
you need a more utilitarian motivation, a thorough understanding of basic
genetics will also be invaluable if you plan to take the GRE or MCAT.
The pre-requisites for BIO 335 are BIO 201 & 202. This is designed to be a sophomore level course. We will be dealing only with the most basic concepts leaving many of the details for more advanced courses. (If you have already taken some of the more advanced courses, then look at this as a chance to reinforce “the big picture.”) We will, however, be covering a vast amount of material. Each major subdivision of this course, Mendelian genetics, molecular genetics, and population genetics, could easily fill an entire semester in itself. So, basic is not synonymous with easy.
Besides the sheer amount of material, another reason many students find genetics harder than some other courses is the abstract and dynamic nature of the material. If you are a “hands-on” learner, this poses special problems. We cannot examine genes the way we examine a plant or animal specimen. We cannot directly observe the processes of DNA transcription and translation. This does not necessarily mean the material is harder to learn. But you must use a different approach than you may be used to. You must study how things work rather than just what things are. If you keep this approach in mind, you will find genetics easier than it is reputed to be.
The
course is not designed to be unnecessarily hard.
I am not interested in intentionally “filtering out” poor students.
I get no enjoyment from seeing students fail and will do everything I can
to help any student interested in acquiring the skills and information necessary
to successfully compete for graduate school, medical school and employment.
It is your responsibility to take advantage of these opportunities and to
do your part in learning the material. Learning
is not a passive activity. I cannot
“program” you with the information. Learning requires much time and effort
on your part. If you are serious about learning genetics, I will do
anything in my power to help you. But
remember I have no way of knowing you need or want help unless you ask.
Not all of you who may need help want it. If you don’t share my philosophy of what an education is and simply want to get through this with a passing grade and as little effort as possible, that’s your decision and it’s fine with me. This is not a goal that I can help you attain, however. I do not know how to show you "just enough."
Finally, to paraphrase Confucius:
A
teacher can only provide the key to the door of knowledge.
It is up to the student to unlock the door and walk through.