Course and Curriculum Design

 

 

 

Reasons for Designing Curricula With Goals and Objectives

 

For accrediting agencies and university system administrators, goals and objectives:

 

  1. Provide meaningful information about the purpose of curricula
  2. Enable comparisons of curricula at different institutions
  3. Facilitate the evaluation of curricula

 

For the institution or department, goals and objectives:

 

  1. Clarify the purposes of the curriculum
  2. Provide guidance for instructors as they design their courses
  3. Make it possible to evaluate the curriculum precisely
  4. Enable the school/department to revise the curriculum easily

 

 

Reasons for Designing Courses With Goals and Objectives

 

For instructors, goals and objectives:

 

  1. Enable instructors to plan more effective class activities and course assignments because they will know specifically what each activity is expected to accomplish.
  2. Improve instruction because teachers can identify problems students have with specific outcomes of their courses.
  3. Improve evaluation of student learning because instructors can design more precise measures of student accomplishment. 
  4. Enable instructors to develop courses that are well-integrated with the curriculum.

 

For students, goals and objectives:

 

  1. Make their study more efficient and effective because they know precisely the level and nature of the expected performance throughout the course.
  2. Allow them to determine their own progress in the course and identify specific knowledge and skills for which they need help. 

 

 

 


Overview

 

 

The basic principle of course and curriculum design is derived from operations management.  If we want to produce a student with particular knowledge, skills, and abilities, we need to specify, as precisely as possible, the learning outcomes of interest.  At the curricular level, outcomes are broad and general; at the course level, outcomes range from general course goals to specific unit objectives. 

 

This handout illustrates the kinds of outcomes that might be specified at the different levels of interest:

 

I.  College of New Jersey (formerly Trenton State):  General Education Outcomes

Note that objectives have been listed only for the first outcome.  For the complete list, see the CNJ Web site at: http://www.tcnj.edu/~gened/outcomes.htm

 

II.  UNC School of Public Health.  Learning outcomes for a single degree program (BSPH)

 

III. University of Michigan—Industrial and Operations Engineering Department

This web page contains the documentation for the IOE Department’s curriculum development process. Wee web site:  http://www.engin.umich.edu/dept/ioe/ABET/

 

IV.  Examples of Course Goals and Objectives

 

V.  Syllabus Guide

 

VI.  Molecular Genetics Syllabus. 

This syllabus exemplifies the use of goals and objectives in course design.  Note the course goals on the first page and the unit (weekly) objectives in the body of the syllabus.

 

 

 


Sample of Curricular Goals:  Undergraduate Education

 

The College of New Jersey

General Education Outcomes

(See Web site for http://www.tcnj.edu/~gened/outcomes.htm)

 

1.To develop the ability to read and listen critically, and to write and speak clearly and effectively in standard English.  (SAMPLE OBJECTIVES)

 

a. Read and listen analytically, with understanding and openness toward another point of view.

b. Write and speak clearly, accurately, and fluently, with a sense of continuity, in standard American English.

c. Organize information and argument to develop and support a main idea.

d. Analyze information and present that information persuasively to an audience.

e. Refine a personal style of communication.

f. Receive, analyze, and present information through charts, graphs, table, maps, and other visual media.

 

2.To develop quantitative skills and an understanding of important concepts and methods of mathematics.

 

3.To develop the ability to collect, analyze, and interpret information and to communicate the results to others.

 

4.To develop critical reasoning skills, in the use of analogy, deduction, and induction.

 

5.To develop the ability to solve widely varied problems.

 

6.To develop the ability to make informed judgments concerning ethical values.

 

7.To develop an understanding of concepts and methods in the social sciences.

 

8.To develop an understanding of important concepts and methods of the sciences.

 

9.To develop an understanding of the nature and role of technology and its impact on the environment and society through the study of the development and application of tools, machines, and knowledge for the achievement of practical purposes.

 

10.To develop an understanding of the aesthetic and intellectual experience in literature and the arts.

 

11.To develop historical consciousness through an understanding of the history of world civilizations, the beliefs and ideals of world cultures, and the evolution of a global civilization.

 

12.To develop an understanding of diverse cultures.

 

13.To develop the ability to comprehend, speak, read, and write in a language other than English (applies to students majoring in the School of Arts and Sciences only).


Sample of Curricular Goals:  BS in Public Health

 

Learning Outcomes for the UNC BSPH Program

 

A.     Information Systems and Information Management

 

1)      Access and employ a variety of informational sources available to the health

services manager for the purpose of making educated policy recommendations;

2)      Judge the availability, uses, and limitations of available information and data

sets;

3)      Present and interpret data through a variety of techniques including formulae,

graphs, charts, and tables.

 

B.     Organizational Behavior and Human Resources Management

 

1)      Describe the role and functions of human resources management and its

importance in achieving organizational goals;

2)      Illustrate how human resources management strategies reinforce the overall

strategy of the organization;

3)      Critique and contrast the major schools of thought on organizations and

management, including scientific management, theories of bureaucracy, the

human relations school, institutional theory, resource dependence theory, contingency theory, and population ecology theory;

4)  Analyze and apply theories of power in organizations and the ways in which   

     authority, power, and influence are distributed in health care organizations;

5)  Distinguish among alternative organizational designs, identify the strengths of

Organizational design, and explain its relationship to organizational strategy;

6)      Apply organizational design principles to health services organizations;

7)      Describe the major pieces of federal employment and labor law and how they

affect management practices in health care organizations.

 

C.     The U.S. Health System

 

Describe and analyze the structure of the U.S. health care delivery system, including:

·    its history

·    major components, issues, and trends

·    the influence of social, technological, political, and economic forces

 

D.     Strategic Planning and Marketing

 

1)      Explain the basic concepts, methods, and processes used in strategic

planning and marketing, and apply elementary analytical and planning tools and techniques to health policy and/or management problems;

2)      Identify the range of planning processes and the steps involved in strategic

and operational planning.

 

E.     Financial Management

 

1)  Describe the fundamental concepts and analytical techniques of health care

     financial management, and apply these tools and techniques of health care

     delivery problems;

2)      Apply concepts of general costing, accounting, and money management;

3)      Recognize legal, organizational, and ethical factors relevant to accounting and financial decisions;

4)      Identify and use appropriate accounting information for a variety of decision-making and problem solving situations;

5)      Apply a variety of management control techniques, including budgets and performance reviews.

 

F.      Health Law and Ethics

 

1)      Discuss the fundamentals of health law, including:

·        the sources of law

·        the functioning of the legal system

·        sources of and limitations on the government’s role in making health policy

·        fundamental legal rules

·        legal aspects of policy analysis

2)      Explain the characteristics and operation of administrative law and regulatory

law, including municipal laws, health professional licensure, and hospital management regulations;

3)      Identify key ethical issues in health care policy and management;

4)      Interpret and apply basic ethical principles in administrative and policy contexts.

 

G.    Epidemiology and Biostatistics

 

1)      Select and apply a variety of statistical methods (including basic descriptive

and inferential parametric and non-parametric statistical techniques) to analyze and interpret health data;

2)      Describe and analyze the biological, physical, and chemical factors that effect

the health of a community;

3)      Describe basic methods of population health status assessment;

4)      Explain the multifactorial determinants of health and illness;

5)      Identify the factors influencing health services utilization at individual, community, and society levels.

 


Sample Curriculum Development Process

 

University of Michigan—Industrial and Operations Engineering Department

Web Site:  http://www.engin.umich.edu/dept/ioe/ABET/

 

ABET Information and Documents

 

IOE Department Goals and Objectives

 

*          Development of IOE Objectives and Outcomes

*          IOE Department Mission, Goals, Educational Objectives, and Educational Outcomes

*          College of Engineering Mission, Goals, Objectives and Outcomes

*          Relationship between IOE Educational Outcomes and Educational Objectives

 

Linking Objectives and Outcomes Across levels

 

*          Core Curriculum Outcome Map

*          IOE Curriculum Outcome Map

*          IOE Curriculum Outcomes by Core Professional Skills

*          Educational Outcomes Matrix

*          Course and Section Size Summary

*          Basic Level Curriculum

*          Hierarchy of ABET Objectives and Goals

*          Communications Thread

 

Course Objectives and Outcomes

 

*          Step II - Course Objectives and Outcomes

*          IOE Course Outcomes

 

IOE Assessment Process

 

*          Department and Course Level Assessment and Improvement Process

*          Assessment Model

*          Criteria and Assessment Tools for the Engineering Ethics Thread

*          Short List of IOE Recommended Actions

*          College Surveys Developed

 

IOE Measures

 

*          1999 Employer Survey

*          Measures and Actions

*          Measures Summary

*          Support Expenditures

*          Facult Analysis

*          Faculty Worklead Summary

*          Facilities Descriptions

*          Assessment Timing

*          Cognizant Faculty Listing

*          Course Self-Assessment

 

ABET Self-study Report

 

*          Report Document

 


Course Goals and Objectives—Examples

 

Course Goals

 

Course goals are broad, general outcomes that students should be able to perform as a result of experiences they undergo in a course (and consequently should appear as part of the overall course description in the syllabus).  Goals should be written in such a way that evaluation of the outcomes is implied or can be forseen.

 

Examples:

 

By the end of the course, students should be able to:

 

·        Critically analyze a work of art.

·        Perform and interpret microscopic urinalysis.

·        Use principles of behavioral psychology to interpret real-life events.

·        Evaluate the impact of stereotypes of non-Western cultures on American society and governmental policies.

·        Develop an individualized nutrition plan and modify it if necessary.

·        Establish causal relationships between potential risk factors and disease in a community.

·        Express well-reasoned opinions about the quality of a literary work. 

·        Acquire clinical information by talking with and examining patients.

 

 

Objectives

 

Objectives are very specific outcomes that enable students to achieve the general course goals (and therefore are associated with particular units, lessons, or class meetings in the syllabus).  Objectives should be written in terms of particular student behaviors so that the evaluation methods are explicit.

 

Examples:

 

By the end of the unit (lesson, class, etc), students should be able to:

 

·        Recall the appropriate terminology used to describe and critique oil paintings.

·        Classify examples of oil paintings into appropriate historical categories.

·        Identify the assumptions underlying a geometric proof.

·        Given the operating data for a manufacturing company, decide whether the company should purchase steel from supplier A or supplier B.

·        Write a logically organized essay against, or in favor of, euthanasia.

·        Use a sphygmomanometer and stethoscope to measure the blood pressure of other students.

·        Explain the relationship between confidence interval construction and hypothesis testing.

·        Calculate the 24-hour fluid requirement of a 154 pound patient with third-degree burns on both legs.

·        Describe the difference between a sodium atom and a sodium ion.

·        Explain the implications of Levi-Strauss's statement: “mankind has opted for monoculture.”

 

 


Syllabus Guide

 

Although every syllabus is unique to the course it represents, you should strive for a syllabus that provides a complete picture of the course for your students.

 

Basic Information

 

  1. Name of the instructor, names of teaching assistants, e-mail addresses, office location, office hours, and telephone number.  Also, the specific circumstances under which students have permission to call you at home.
  2. Title of the course, course number, semester, and year.
  3. Building and room in which the class meets; days and hours of class meetings.

 

Course Description

 

  1. Statement of course goals (written in terms of what the students should be able to do by the end of the course).
  2. The teaching methods and strategies you will use and their implications for students.
  3. A detailed explanation of course procedures for papers, homework assignments, other outside activities, lab work, field trips, etc.
  4. All required texts, readings, workbooks; other materials they will need for the course (e.g., dissecting kits, calculators).
  5. Grading procedures and scales. List the activities that will be graded (e.g. projects, quizzes, exams, homework, papers, lab work, class participation), how each will be graded, and the percentage of the grade each one represents. Also explain the procedures by which you will determine the final grade.
  6. An explanation of the types of questions you will use in quizzes and exams. Some teachers append examples of test questions from previous semesters. If you intend to use unannounced quizzes, you should tell students about them in this section.
  7. Policies about class absence, lateness, missed exams, late papers, cheating, and plagiarism. For example, clearly delineate the types of source materials and the extent of collaboration permitted on homework and other assignments. Try to avoid a scolding tone in this section, but be specific and firm. 
  8. Strategies for success in the course. If you were a student in this class, how would you approach the course? What pitfalls can you warn the student against? How would you prepare for the quizzes and exams? How would you budget your time? What would your note-taking strategy be? Many undergraduates have poor study skills, and anything you can teach them about how to study and learn will improve their performance.
  9. The schedule of classes, with meeting dates, topics, and appropriate readings; deadlines for papers, projects, and assignments; school holidays; and test dates.

 

Additional Material

 

  1. Objectives (learning outcomes) for each unit or lesson, written in terms of what the students should be able to do by end of the unit or lesson.
  2. Guidelines for writing reports, research papers, reviews, etc. These guidelines should include the preferred format for each assignment, advice on how to research and write papers, and the criteria which will be used to grade them.
  3. Handouts and readings.
  4. Examples of test questions.
  5. Samples of written assignments.

Molecular Genetics

Biology 50 Fall 1996

MWF 9‑9:50 106 Berryhill Hail

 

Instructor:                                                                     Office Hours:    Monday 2‑4 PM

Office: 335 Faculty Laboratory Office Building                                        Wednesday 11 ‑ 1 P M

Phone:                                                                                                   or by appointment

e‑mail:       @rned.unc.edu

 

Course Description and Goals

 

Within the past few years, much media attention has been given to the subject of genes. We often hear on the national news that scientists have found a "cancer" gene or a fat" gene. DNA is talked about in the context of criminal trials. Even the human genome project can grab a headline occasionally. So what is all the excitement about? What are genes and why should we care what is being done with them? This course on molecular genetics is designed to provide students with a learning experience through which they will answer the following questions: what are genes, how they are studied, how they are expressed in organisms ranging from bacteria to humans, and what are the practical applications of genetic research.

 

More specifically, as a participant in this course you will be able to do the following:

 

·         Define, explain, and correctly use terms and concepts used to describe gene organization and expression in prokaryotic and eukaryotic cells

·         Evaluate cause and effect relationships in cell dynamics.

·       Explain the biological basis of molecular biological research methods and describe how molecular biology has revolutionized the study of cells and human disease

·       Read biological research publications, analyze data, form conclusions, develop models, and design experiments to answer scientific questions (in short, begin to think like a scientist).

·       Assess the role that molecular or cellular biology has in the real world by describing how the study of genes of cells has influenced any one of the following areas: medicine, law, entertainment government, or agriculture

 

Prerequisites

 

Students coming into this course must have had at least one college‑level general biology and introductory chemistry course. Other classes which may be helpful but are not required are cell biology and biochemistry. Although most students are biology or chemistry majors, interested non‑majors are welcome to take this course provided that they have met the prerequisites. This course is designed to be an introduction to molecular genetics; however, you will be required to read research publications about genes and gene expression, which can be difficult on a first try. You are not expected to understand everything, but rather get a sense of what question the scientists were trying to answer and how they attempted to answer it.

 

Reading

 

There is one required text for this course: Klug, W. S. and Cummings, M. R. Concepts of Genetics (1994).

 

Other readings, magazine, newspaper, and journal articles, have been compiled into a course pack which is available for purchase ($10.00) in the genetics program office in MacNider Hall.

 

 

 

Course Requirements and Evaluation

 

Evaluation for this course will be based upon the successful completion of a variety of in-­class and take home assignments. At the end of each week there will be a short 15 minute quiz to test you on the concepts covered during the week. The quiz is designed to reinforce the material, but it also gives me a chance to see if there are any major problems before moving on to new topics. Besides the weekly in‑class quizzes, you will complete one take home assignment per week which will stress problem solving, reading comprehension, data analysis, and/or written skills. The weekly quizzes and take home assignments will form the basis of two 1 hour in‑class exams. Another component of the course requirements is a group project on a topic about the influence of science on society as a whole, For the group project, you will prepare assignments, including a preliminary abstract, a final written paper and oral in‑class presentation (see Group Project for details). Lastly, you will take a cumulative final exam which will consist of two parts. Part one will be a take home test similar to the weekly take home assignments, and part two will be an in‑class exam during the scheduled final exam time.

 

Although some of your evaluation will depend on how well you perform in a test‑taking situation (weekly quizzes, exams, and final), other assignments will focus on leaming as a process of trial-and-error, re‑reading and re‑thinking. Therefore, the weekly take home assignments and parts of the group project can be submitted for comments, discussed during office hours, and revised prior to the due date. Evaluation of these assignments leans toward a mastery approach because I am more interested that you acquire analytical and communication skills which will enable you to be successful in any field, rather than memorize genetic trivia. I will distribute specific criteria for evaluating each assignment when it is assigned in class.

 

Quizzes, assignments, the group project and exams with their respective weights and points towards the final course grade appear below:

 

Weekly in‑class quizzes (12 total)                       10%                  100 pts. (drop lowest two)

Take home assignments (12 total)                      20%                  200 pts. (drop lowest two)

In‑class exams (2 total)                                     30%                  300 pts.

Group project: Science in Society                       20%                  200 pts.

Final exam                                                        20%                  200 pts.

                                                                           

TOTAL                                                                                    1000 pts.

 

Grades will be assigned based on how many points you earn according to the following point distribution:

 

900‑1000 pts.                A

899‑800                        B

799‑700                        C

699‑600                        D

less than 599                 F

 

Group Project

 

Because I believe what you learn in class is not exclusive of what is going on in the world, there will be a group project in this course which will allow you to research one aspect of the influence of science on society. General areas in which you may focus your research include medicine, law, agriculture, entertainment, etc.

 

The entire class will be divided into groups of 5 or 6 by next week and each group will determine the topic of the project 1‑will be available to offer suggestions, but it will be up to the group to make the final decision. To ensure that you do not wait to begin this assignment and that you are on the right track, an abstract of your project, including the methods you plan to use for your research must be submitted by Friday. September 13. The group projects will conclude with a 20‑minute in‑class oral presentation and final written report. Evaluation criteria and more specific instructions for the abstract will be handed out after the groups have been formed, and criteria/instructions for the oral presentation and written report will be handed out following the acceptance of your abstract.

 

Other Policies and Missed Work

 

Class attendance, while not mandatory, is required if you want to succeed in this course. Some of the material we will cover is not in the text, and some material is not sufficiently covered. Therefore, class time will be used to expand and discuss material in the text, not simply restate it.

 

Since you are able to drop the two lowest scores on the quizzes and take home assignments, there will be no make‑up quizzes or take home assignments‑NO EXCEPTIONS. If you miss a quiz or take home assignment, you will receive a zero, which will certainly be one of the two quizzes/assignments you can drop.

 

Missed exams can be made up in cases of extreme circumstances (prolonged illness or death in family) or travel related to university activities. If you know you will miss an exam, arrangements must be made at least one week in advance and the exam will be taken prior to when the other students take the exam.

 

Course Schedule

 

Week 1: What is GENETICS?

 

Wednesday, August 21               Introduction to the class and class survey

Friday, August 23                       Introduction to Molecular Genetics/Flow of Information

                                                 Reading: Chapter 1 in Concepts of Genetics pp. 1 ‑15

                                                

UNIT 1: Cells and Molecules

 

 Week 2: Cell Structure and Cell Division

 

·        Identify cellular components and organelles in prokaryotes and eukaryotes

·        Compare and contrast mitotic and meiotic cell division

·         Evaluate the role of meiosis in terms genetic variation

 

Reading: Chapter 2 in Concepts of Genetics pp. 19‑38 (skip pp. 39‑43)

 

Monday, August 26                    Viruses, Prokaryotes, and Eukaryotes

Wednesday, August 28               Mitosis

Friday, August 30                       Meiosis ‑ Quiz 1

Monday, September 2 ‑ NO CLASS: Labor Day!

 

            Week 3: DNA: Genetic Material, Chemistry, and Structure

 

·        Describe early experiments that proved that genetic material in prokaryotes and eukaryotes was DNA

·        Evaluate the contributions of the following scientists to solving the structure of DNA: Chargaft, Franklin, Watson, and Crick

·        Describe how covalent bonds are different from hydrogen bonds

·        Identify components of a nucleotide and diagram two dinucleotides which are complementary and antiparallel and indicate hydrogen bonding

 

Reading: pp. 241‑264 from Chapter 8 in Concepts in Genetics

 

 

 

Wednesday, September 4            DNA as Genetic Material ‑ Take Home Assignment (THA) 1 Due

Friday, September 6                   DNA Chemistry and Structure I ‑ Quiz 2

Monday, September 9                DNA Chemistry and Structure 11 ‑ THA 2 Due

 

Week 4: RNA and Nucleic Acid Analysis

 

·        List differences and similarities between RNA and DNA

·        Name the three major kinds of RNA and describe how each participates in the flow of genetic information

·        Describe on a molecular level what is happening during nucleic acid denaturation

·         Correlate Tm to base composition; compare two sequences on the basis of Tm

 

Reading: Assigned course pack readings (RNA) and pp. 265‑271 from Chapter 8 in

Concepts in Genetics (nucleic acid analysis)

 

Wednesday, September 11         RNA: The Other Nucleic Acid

Friday, September 13                 Nucleic Acid Analysis ‑ Quiz 3 and Group Project Abstracts

 

Week 5: DNA Replication and Synthesis

 

·        Compare the 3 theoretical modes of DNA replication and describe experiments which proved the serniconservative mode of DNA replication

·        List requirements of in vitro DNA synthesis by DNA polymerase I and assess the significance of the polA1 mutation

·        Indicate why Okazaki fragments are present during DNA synthesis by DNA polymerase III

·        Given abnormal cellular characteristics from mutant bacteria, predict which enzyme or function involved with DNA synthesis has been affected

·        Explain the need for telomerase in eukaryotic DNA synthesis

 

                        Reading: Assigned course pack readings and pp. 281‑300 from Chapter 9 in Concepts in Genetics

 

Monday, September 16              DNA Replication and Synthesis I ‑ Introduction ‑ THA3 Due

Wednesday, September 18         DNA Synthesis 11 ‑ Prokaryotes

Friday, September 20                 DNA Synthesis III ‑ Eukaryotes and Telomerase ‑ Quiz 4

                       

                        Week 6: DNA Organization in Eukaryotic Cells: Chromosomes to Genes

                       

·        Explain why DNA organization in eukaryotic calls is more complex than viruses and prokaryotes

·        Predict how the proteins in chromatin might alter DNA transcription

·        Diagram and label the components of a eukaryotic gone; describe what each component is and why it is important

 

                        Reading: pp. 312‑315; 318‑333 from Chapter 10 in Concepts in Genetics

 

Monday, September 23               Eukaryotic DNA: A Packing Problem ‑ THA4 Due

Wednesday, September 25          Eukaryotic Gene Structure I

Friday, September 27                  Eukaryotic Gene Structure 11 ‑ Quiz 5

Monday, September 30               REVIEW DAY ‑ THAS Due

Wednesday, October 2               HOUR EXAM I on Unit 1 Material

 

 

UNIT 2: DNA Manipulation and Mutation

 

Week 7: DNA Cloning and Molecular Biology Techniques

 

·        Define molecular biological terminology including vector, clone, and library

·        Describe biological basis of techniques including Northern and Southern blotting, DNA sequencing. PCR, transformation and transfection

·        Given a DNA sequence, identify restriction sites and predict sizes of restriction fragments

·         Given unexpected results from a cloning experiment, predict the source of the problem

 

                        Reading: Assigned readings in course pack and Chapter 12 in Concepts in Genetics

 

Friday, October 4                       Recombinant DNA Technology

Monday, October 7                    Library Construction and Clone Selection ‑ THA6 Due

Wednesday, October 9               Nucleic Acid Blotting and Sequencing

Friday, October 11                     Polymerase Chain Reaction ‑ Quiz 6

 

                        Week 8: DNA Recombination, Mutation, and Repair

                       

·        Explain what homologous recombination is

·        Given a phenotype, predict what cellular component contains a mutation

·        Evaluate the mutagenic effects and toxicity of various mutagens

·        Contrast the effects of mutation in somatic calls versus germ cells

·        Describe mechanisms used by the call to repair damaged DNA

 

Reading: Assigned readings from course pack and pp. 300‑302 from Chapter 9 and pp.

341‑365 from Chapter 11 in Concepts in Genetics

 

Monday, October 14                   Homologous Recombination and DNA Mutation I ‑ THA7 Due

Wednesday, October 16               DNA Mutation 11 ‑ Quiz 7

Friday, October 18                      NO CLASS: Fall Recess!

Monday, October 21                   Damage Control: DNA Repair Mechanisms ‑ THA8 Due

 

UNIT 3: Gene Expression

 

Week 9 and 10: Storage and Expression of Genetic Information

 

·        Using the genetic code, determine the protein sequence from the DNA sequence or RNA sequence

·        Compare and contrast prokaryotic and eukaryotic transcription

·        Describe splicing mechanisms in eukaryotic RNAs.

·        List all initiation components required for translation

·         Evaluate current research in eukaryotic transcription and translation and identify key questions

 

Reading: Assigned readings from course pack and Chapter 14 from Concepts in Genetics

 

Wednesday, October 23             The Genetic Code

Friday, October 25                     Transcription in Prokaryotes ‑ Quiz 8

Monday, October 28                  Transcription in Eukaryotes ‑ THA9 Due

Wednesday, October 30             RNA Splicing

Friday, November I                    Ribosomes and tRNA ‑ Quiz 9

Monday, November 4                Translation in Prokaryotes ‑ THAI 0 Due

Wednesday, November 6           Translation in Eukaryotes

Friday, November 8                   REVIEW DAY ‑ Quiz 10

Monday, November 11               HOUR EXAM 11 on Unit 2 and 3 Material

 

UNIT 4: Genes and Human Disease

 

Week 11: Genetics of Cancer

 

·        Describe the roles and interactions of cell cycle regulatory proteins, kinases and cyclins

·        Evaluate the role of tumor suppressor genes

·        Distinguish between oncogenes and proto‑oncogenes

·         Read and evaluate current cancer research publications

 

                        Reading: Assigned reading from the course pack and Chapter 18 in Concepts in Genetics

 

Wednesday, November 13         The Cell Cycle and Cell Cycle Control

Friday, November 15                 Tumor Suppressor Genes and Oncogenes ‑ Quiz 11

 

                        Week 12: HIV and AIDS

                       

·        Describe the lifecycle of HIV

·        Compare and contrast drugs used for HIV; describe how the drug works

·        Read and evaluate current HIV research publications

 

Reading: Assigned reading from the course pack

 

Monday, November 18                Retroviruses ‑THAI 1 Due

Wednesday, November 20           HIV and AIDS

Friday, November 22                  Groups 1 and 2: Project Presentations ‑ Quiz 12

Monday, November 25               Groups 3 and 4: Project Presentations ‑ THA12 Due

Wednesday, November 27          Groups 5 and 6: Project Presentations

Friday, November 29                  NO CLASS: Thanksgiving Recess!

Monday, December 2                 Groups 7 and 8: Project Presentations

Wednesday, December 4           Last day of class! Review and Wrap‑Up

 

FINAL EXAM: Monday, December 9, 8:00‑11:00 AM In 106 BerryhIII Hall

 

Take Home Portion of the Final Exam is due when you arrive.