GENETICS 3211 - Gene Expression & Human Developmental Genetics III
North Terrace Campus - Semester 2 - 2016
The material taught in this courses is organised around the theme of genes ? how genes function and their roles in animal and plant development and disease. The aim is to give students an appreciation, at an advanced level, of the mechanisms that control gene expression, the genetic determination of developmental pathways, the various types of human genetic mutation that lead to disease and the pathogenic pathways from genotype to phenotype. The practical component of the course will extend students? familiarity with various laboratory and/or analytical techniques used in human and developmental genetics.
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General Course Information
Course Details
Course Code GENETICS 3211 Course Gene Expression & Human Developmental Genetics III Coordinating Unit School of Biological Sciences Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 12 hours per week Available for Study Abroad and Exchange Y Prerequisites GENETICS 2510 & GENETICS 2520 or equivalent Incompatible GENETICS 3210, GENETICS 3212 Assessment Final exam, Research reports, Literature review and presentation, MCQ Exam Course Staff
Course Coordinator: Associate Professor Michael Lardelli
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
The course aims to give students a level of understanding of concepts and experimental techniques in the areas of gene regulation, developmental genetics and human genetics that would enable them to develop competencies expected of a university graduate in Genetics. The course cannot hope to cover comprehensively the very broad range of research questions in these areas but it will give students understanding of specific exemplary questions and provide them with knowledge of how they can extend their learning as required by future studies and employment. The practical aspect of the course aims to equip students with sufficient fundamental skills to apply them to a broad range of positions requiring these skills.
The anticipated knowledge, skills and/or attitude to be developed by the student are:
1. Understanding of the underlying conceptual framework regarding the regulation of genes and how research expands our knowledge in this area
2. Understanding of the underlying conceptual framework regarding how genes control embryo development and how research expands our knowledge in this area
3. Understanding of the underlying conceptual framework regarding human genetics and how research expands our knowledge in this area
4. Comprehension of scientific research data described in peer-reviewed journals
5. Recording of laboratory research notes and analysis and reporting of experimental data
6. The ability to extract relevant information from literature databases and to present it in written or oral form
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3, 4, 5, 6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
4, 5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4, 5, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
4, 5, 6 -
Learning Resources
Required Resources
This course will require the following texts and other resources:
Text for Human Genetics lectures: 'Human Molecular Genetics - 4th Edition' by Strachan
and Read.
Copies of scientific papers for Gene Regulation and Developmental Genetics aspects of the
course (supplied by the lecturers)
Collaborating research laboratories
Practical manuals (if doing the practical. These are supplied by lecturers running each
practical)
Practical Laboratories (if doing the practical)
Scientific equipment
Lecture theatres and tutorial rooms
Access to University Library
Access to computers and internet
Students must supply laboratory coat and safety glasses for their own use
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Learning & Teaching Activities
Learning & Teaching Modes
This course will be delivered by the following means:
3 lectures of 1 hour each per week
1 tutorial of 1 hour per fortnight
12 hours of laboratory/other practical work per fortnight
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
A student enrolled in a 6 unit course, such as this, should expect to spend, on average 24 hours per week on the studies required. This includes both the formal contact time required to the course (e.g., lectures and practicals), as well as non-contact time (e.g., reading and revision).Learning Activities Summary
Week Type of Learning Activity Topic 1 Lecture Developmental Neurogenetics Practical Developmental Genetics (Drosophila and zebrafish) Tutorial or other activity None 2 Lecture Developmental Neurogenetics Practical Developmental Genetics (Drosophila and zebrafish) Tutorial or other activity Developmental Neurogenetics 3 Lecture Developmental Genetics Practical Developmental Genetics (Drosophila and zebrafish) Tutorial or other activity None 4 Lecture Plant Developmental Genetics Practical Additional Developmental Genetics time if needed Tutorial or other activity Developmental Genetics including Neurogenetics 5 Lecture Regulation of Gene Expression / Epigenetics Practical Epigenetics and Plant Transgenics Tutorial or other activity Plant Developmental Genetics 6 Lecture Regulation of Gene Expression / Epigenetics Practical Epigenetics and Plant Transgenics Tutorial or other activity None 7 Lecture Regulation of Gene Expression / Epigenetics Practical Epigenetics and Plant Transgenics Tutorial or other activity Regulation of Gene Expression / Epigenetics 8 Lecture Regulation of Gene Expression / Epigenetics Practical Epigenetics and Plant Transgenics Tutorial or other activity Regulation of Gene Expression / Epigenetics Mid Semester Break 9 Lecture Human Genetics including Cancer Genetics Practical Human Molecular Genetics: Positional Cloning of Human Genetic Diseases Presentation Exercise Tutorial or other activity Regulation of Gene Expression / Epigenetics 10 Lecture Human Genetics including Cancer Genetics Practical Human Molecular Genetics: Positional Cloning of Human Genetic Diseases Presentation Exercise Tutorial or other activity Human Genetics including Cancer Genetics 11 Lecture Human Genetics including Cancer Genetics Practical Human Molecular Genetics: Positional Cloning of Human Genetic Diseases Presentation Exercise Tutorial or other activity None 12 Lecture Human Genetics including Cancer Genetics Practical Human Molecular Genetics: Positional Cloning of Human Genetic Diseases Presentation Exercise Tutorial or other activity Human Genetics including Cancer Genetics 13* Lecture Practical Tutorial or other activity -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Type of Assessment Percentage of total assessemnt for grading purposes Hurdle
Yes/NoOutcomes being assessed/achieved Multiple Choice Qustions Examination Formative/Summative 5% No 1 or 2 or 3 and 4 Research Report I Formative/Summative 15% No 1, 4, 5, 6 Research Report II Formative/Summative 15% No 2, 4, 5, 6 Literature Review & Presentation Summative 10% No 3, 4, 6 Final Examination Summative 55% No 1, 2, 3, 4
Assessment Detail
*Research Report I– Developmental Genetics (15% of course grade, Learning Objectives 2, 4, 5, 6). 3-4.5% of the 15% is awarded for written answers to questions requiring internet and other literature research. 10.5-12% of the 15% is awarded after completion of the laboratory-based practical work for the quality of the written experimental notes and answers to questions included within the experimental handbook. (Summative and possibly formative assessment depending on when the task is conducted*.)
*Research Report II (conducted within a 4 week period) – Epigenetics and Plant Transgenics (15% of course grade, Learning Objectives 1, 4, 5, 6) 2% of the 15% is awarded for answers to a quiz. The remaining 13% of 15% is awarded for an experimental report on laboratory-based practical work and upon examination of laboratory book notes. (Summative and possibly formative assessment depending on when the task is conducted*.)
*Literature review and presentation (10% of course grade, Learning Objectives 3, 4, 6) Students must extract information on a human disease from a database and then make a 5 minute oral presentation backed up by slides. They are assessed on the content and delivery of the information and may also be asked to summarise their findings in a short esssay. (Summative and possibly formative assessment depending on when the task is conducted*.)
* Each of the three assessed components above is conducted over a 4 week period. However, the order of the components may vary from year to year.
Multiple Choice Questions (MCQ) examination (5% of course grade, Learning Objectives 1 or 2 or 3 and 4). Students must complete a set of on-line, multiple choice questions to assess their comprehension and ability to use the information delivered in lectures during the first four weeks of semester. This is primarily a formative assessment exercise but the results will contribute 5% of their final course grade.
Final examination (55% of course grade, Learning Objectives 1, 2, 3, 4). This will be a three hour examination assessing any/all
theoretical aspects of the course. The examination includes compulsory areas but also a limited choice of questions within each compulsory area. (Summative assessment)
Submission
Submission of Developmental Genetics Practical workbooks is into the submission box at the front desk of the Molecular Life Sciences Building. Submission of other essays is via MyUni and will include checking for plagiarism by Turnitin. Details on submission are provided in the Course Handbook and/or Practical manuals etc.
Late submission of assessments
If an extension is not applied for, or not granted then a penalty for late submission will apply. A penalty of 10% of the value of the assignment for each calendar day that is late (i.e. weekends count as 2 days), up to a maximum of 50% of the available marks will be applied. This means that an assignment that is 5 days or more late without an approved extension can only receive a maximum of 50% of the mark.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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