GENETICS 3520 - Gene Expression & Hum & Dev Genetics (Theory) III

North Terrace Campus - Semester 2 - 2017

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.

  • General Course Information
    Course Details
    Course Code GENETICS 3520
    Course Gene Expression & Hum & Dev Genetics (Theory) III
    Coordinating Unit School of Biological Sciences
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites GENETICS 2510 & GENETICS 2520
    Corequisites SCIENCE 3100
    Incompatible GENETICS 3211, GENETICS 3212 & GENETICS 3210
    Restrictions Available to B.Sc (Advanced) students only
    Course Description 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.
    Course Staff

    Course Coordinator: Associate Professor Michael Lardelli

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • 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 anticipated knowledge, skills and/or attitudes 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 Demonstrable insight into how research in any one of the above three areas frequently relies on concepts derived from, and research in, the other areas
    5 Comprehension of scientific research data described in peer-reviewed journals
    6 The ability to extract relevant information from literature databases and to present it in essay 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
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    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
    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
    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)

    Lecture theatres and tutorial rooms

    Access to University Library

    Access to computers and internet including a portable internet-capable device for use in workshops

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be delivered by the following means:

    “Pre-workshop” material in the form of pre-recorded lectures or assigned reading material etc. 10 hours per week (includes revision of delivered material).

    4 workshops of 1 hour each per week. Each week will include one 20 minute in-workshop summative test.

    For the first seven weeks of the semester there will also be work required on a Literature Review.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    A student enrolled in a 3 unit course, such as this, should expect to spend, on average 12 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 Pre-workhop material Developmental Neurogenetics
    Workshop Developmental Neurogenetics
    "Continous Assessment" Choose Literature Review topic
    2 Pre-workhop material Developmental Neurogenetics
    Workshop Developmental Neurogenetics
    "Continous Assessment" Work on Literature Review
    3 Pre-workhop material Developmental Neurogenetics
    Workshop Developmental Neurogenetics
    "Continous Assessment" Work on Literature Review
    4 Pre-workhop material Developmental Genetics
    Workshop Developmental Genetics
    "Continous Assessment" Work on Literature Review
    5 Pre-workhop material Regulation of Gene Expression / Epigenetics
    Workshop Regulation of Gene Expression / Epigenetics
    "Continous Assessment" Work on Literature Review
    6 Pre-workhop material Regulation of Gene Expression / Epigenetics
    Workshop Regulation of Gene Expression / Epigenetics
    "Continous Assessment" Work on Literature Review
    7 Pre-workhop material Regulation of Gene Expression / Epigenetics and Cancer Genetics
    Workshop Regulation of Gene Expression / Epigenetics and Cancer Genetics
    "Continous Assessment" Work on Literature Review for submission at end of week 7
    8 Pre-workhop material Plant Developmental Genetics
    Workshop Plant Developmental Genetics
    Mid Semester Break
    9 Pre-workhop material Human Genetics
    Workshop Human Genetics
    10 Pre-workhop material Human Genetics
    Workshop Human Genetics
    11 Pre-workhop material Human Genetics
    Workshop Human Genetics
    12 Pre-workhop material Human Genetics
    Workshop Human Genetics
    13* Pre-workhop material
    Workshop
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment task Type of assessment Percentage of total
    assessment for grading purposes #



    Hurdle
    Yes or No #
    Outcomes being assessed / achieved
    In-workshop weekly tests Formative and Summative 15% No 1, 2, 3, 4, 5
    Final Examination Summative 55% No 1, 2, 3, 4, 5
    Literature review and Presentation Summative/Formative 30% No 1or 2 or 3 and 4 and 5 and 6
    Assessment Detail
    Literature review and presentation (30% of course grade, Learning Objectives 1 or 2 or 3, and 4 and 5 and 6) Students must provide a comprehensive literature review (~3000 words not counting references and figure legends) on current knowledge of the function of a particular gene or on another issue in genetics as specified by the course convenor. At the end of week 3 of the semester they will be expected to submit to the course co-ordinator by email a summary of their preliminary plans for the structure of the essay, i.e. essay title and a list of sub headings. Feedback by email on the suitability of this structure will be provided to the students within one week. Students are assessed on the content and delivery (in written form) of the information in the final essay. This must be submitted by the end of week 7 so that assessment feedback can be provided by the end of the mid-semester break.

    Examinations in workshops (15% of course grade, Learning Objectives 1, 2, 3, 4, 5). The final third of one workshop session per week (any of the four sessions per week) will be devoted to answering a series of questions assessing material in that and previous workshops and the pre-workshop material. This will test and reinforce students’ understanding of the course material. To avoid problems with students occasionally missing workshops, students’ final accumulated mark for these examinations will be made up of their best 8 scores (from the possible 12 examinations).

    Final examination (55% of course grade, Learning Objectives 1, 2, 3, 4, 5). 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.
    Submission
    Submission of the literature review is via MyUni and will include checking for plagiarism by Turnitin. Details on submission are provided in the Course Handbook.

    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 Access Adelaide.

  • 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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  • Policies & Guidelines
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