Download BIO 160 - Lake Land College

1/20/12
DATE
Math/Science
REQUIRED COURSE
ELECTIVE COURSE
DIVISION
NEW COURSE
REVISION
X
LAKE LAND COLLEGE
Course Information Form
COURSE NUMBER
SEM CR HRS
BIO160
3
TITLE
LT HRS
3
Introduction to Genetics
LAB HRS
COURSE PCS #
0
SOE HRS
ECH 3
(Assigned by Administration)
DELIVERY MODE: 1Face-to-face Fall semester, 1 On-line Spring, 1 On-line Summer
PREREQUISITES:
None
Catalog Description (40 Word Limit):
An introduction to the principles of genetics
with emphasis on human heredity. Included are Mendelian genetics, hereditary
disorders, gene expression, genetic engineering, and population genetics.
CONTENT
OUTLINE
LECTURE
HOURS
LAB
HOURS
Genetics as Science
3 (6.7%)
Chromosomal Basis of Heredity
6 (13.3%)
Mendelian Genetics of Humans
5 (11.1%)
Modes of Inheritance
5 (11.1%)
Polygenic Inheritance/ Gene Expression
5 (11.1%)
Chromosomal Anomalies, Genetic Mutation types,
4 (8.9%)
Genetic Engineering and Technology
4 (8.9%)
Genetics of Human Health and Behavior
4 (8.9%)
Population/Diversity/Evolution Genetics
5 (11.1%)
HOUR EXAMS
4 (8.9%)
EVALUATION: Quizzes
Exams
Lab Work
Textbook:
Title
Projects
X
Oral Pres.
X
Papers
Comp.Final
X
Human Genetics Concepts and Applications
Author
Publisher
Ricki Lewis
McGraw-Hill
Volume/Edition
9th Edition Copyright Date
____
2011
SEE REVERSE FOR CONTENT DETAIL
Other
X
Major Course Segment
_
Hours Learning Outcome
(SEE ATTACHED SHEETS)
Course Outcomes:
1. Students will learn fundamental principles of genetics including meiosis and
working genetics problems of various types.
2. Students will be able to recognize real-world examples of genetics topics
and demonstrate the interaction of genetics in society.
3. Students will learn about population genetics and the complexity of human
heredity vs. Mendelian genetics.
4. Students will become acquainted with the technologies that involve DNA
and the applications that arise from the use of the technology.
The following LLC General Education goals are met in BIO 160:
Goal 1 Communication: Students will communicate professionally and effectively.
In numerous class discussions regarding current events in genetics, students will be expected to
professionally and effectively express their views and questions when called upon in class or
when addressing the professor with questions in class or via e-mail.
Goal 2 Critical Thinking: Students will apply critical thinking skills in various ways.
Students will apply critical thinking to solve genetic problems. Critical thinking skills are also
involved in analyzing case studies in genetics. In a case study, students must do the following:
locate information, evaluate sources, analyze data and arguments, interpret results, and transfer
insights to new contexts.
Goal 3 Problem Solving: Students will demonstrate scientific and quantitative problemsolving skills.
This goal is met through solving various genetics problems throughout the semester. Also,
determining modes of inheritance requires problem solving and critical thinking skills.
Goal 4 Diversity: Students will recognize the unique characteristics of others.
Through the application of current events and the discussion of bioethical issues, students will
realize the diversity of thoughts and cultures, along with economic, geographical, and historical
perspectives regarding various issues.
Goal 5 Citizenship: Students will demonstrate civic responsibility.
Many of the problems in society today can be solved using biological technology. Examples of
current techniques and technology used in various industries will be used to demonstrate the
impact human actions have on society and the student’s role in a global society. Students will
look into the controversy of new techniques used in biology and discuss the ethical problems
which arose with the development of such techniques.
Goal 6 Foundational Knowledge: Students will demonstrate knowledge of general
education course content.
Students will have a working knowledge of key components learned from a wide variety of
general education courses taken. In the biological sciences, this may include a basic knowledge
of: cells, DNA, energy systems, genetics and cancer.
Intro to Genetics
BIO 160
Course Objectives
Unit 1
Overview of Genetics
At the end of this chapter, students should have an understanding of:
a. the development of genetics as a field of study.
b. the historical importance of the work of Darwin and Mendel.
c. the role and significance of genetics in modern society.
Cells
At the end of this chapter, students should have an understanding of:
a. the structure and organization of cells in higher organisms
b. chromosomes as cellular organelles that carry genetic information.
c. the features that distinguish one cell from another.
Meiosis and Development
At the end of this chapter, students should have an understanding of:
a. the process of meiosis and the formation of gametes.
b. Mendel’s crosses involving two traits at the same time, and the accompanying
principle of independent assortment.
c. how Medel’s laws apply to the inheritance of traits in humans.
d. the stages of mitosis.
e. the significance of mitosis and the genetic control of the cell cycle.
Single-Gene Inheritance
At the end of this chapter, students should have an understanding of:
a. Mendel’s crosses involving one characteristic, the principle of segregation, the
concepts of dominance and recessiveness, and the presence of factors in pairs.
b. the difficulties involved in studying genetic traits in humans, by relying on indirect
observations rather than direct experiments.
c. the guidelines for determining whether a particular trait is genetic.
d. the expectations for the appearance of autosomal recessive traits in a pedigree, and the
examples of autosomal recessive traits in humans.
e. the expectations for the appearance of autosomal dominant traits in a pedigree, and
examples of autosomal dominant traits in humans.
Unit 2
Beyond Mendel’s Laws
At the end of this chapter, students should have an understanding of:
a. the concept of multiple alleles.
b. the expression of incomplete dominant traits.
c. epistasis and how genes are affected.
d. the difference between penetrance and expressivity
e. mitochondrial DNA and it’s inheritance
f. the concept of linkage
Matters of Sex
At the end of this chapter, students should have an understanding of:
a. a. the expectations for the appearance of sex-linked traits in a pedigree and examples
of human sex-linked traits.
b. mitochondrial inheritance, incomplete penetrance, variable expressivity, and linked
genes.
c. how the sex ratio is determined, and the fact that the male gamete determines
the sex of the offspring.
d. details of sexual differentiation and the role of the Y chromosome in this
process.
e. the concept of dosage compensation.
f. sex-linked and sex-influenced inheritance.
Multifactorial Traits
At the end of this chapter, students should have an understanding of:
a. the difference between continuous and discontinuous traits.
b. the characteristics of traits that demonstrate continuous variation.
c. regression to the mean.
d. the measurement of twin studies and heritability.
e. the relationship between genotype and environment in multifactor
traits.
Genetics of Behavior
At the end of this chapter, students should have an understanding of:
a. the idea that most behavior traits represent complex phenotypes with
multifactor inheritance.
b. the range of methods used to study human behavior genetics.
c. the use of animal model systems to establish that aspects of behavior are
under genetic control and to provide estimates of heritability.
d. single gene defects that bring about altered behavior in humans.
e. the complex nature of behavior traits such as bipolar illness and
schizophrenia, and other multifactor traits.
f. the need for new and innovative approaches to the study of the genetic basis
of human behavior.
DNA Structure and Replication
At the end of this chapter, students should have an understanding of:
a. the chemical composition and structure of DNA.
b. the Watson-Crick model of DNA.
c. chromosome structure from the level of DNA to the metaphase chromosome.
d. the models and mechanisms of DNA replication.
Gene Action: From DNA to Protein
At the end of this chapter, students should have an understanding of:
a. the central dogma for the transfer of genetic information of DNA into
proteins.
b. the general structure of amino acids and the RNA components of protein
synthesis.
c. the process of transcription and the role of messenger RNA.
d. the process of translation and the role of transfer RNA.
e. the polypeptide product and the functions that proteins perform in the cell.
f. the organization of a typical eukaryotic gene, and the function of
introns and exons.
Unit 3
Gene Expression and Epigenetics
At the end of this chapter, students should have an understanding of:
a. the concept that proteins are the end product of genes.
b. the study of proteomics
c. the formation and use of microRNAs
d. chromatin remodeling
e. the procedure of alternate splicing and its importance
f. the types and purposes of noncoding RNAs
g. the existence of viral DNA in the human genome
h. the presence and consequences of nucleotide repeats in the human genome
Gene Mutation
At the end of this chapter, students should have an understanding of:
a. how mutations are detected in humans.
b. the methods used in measuring the rate of mutation in humans, and the
mutation rate that is assigned as an average for human genes.
c. the molecular basis of mutations, including base substitutions, deletions, and
insertions.
d. the existence of trinucleotide repeats and the phenotypic consequences of
changing the number of such repeats.
e. variations in chromosome structure such as deletions, translocations, and
fragile sites.
Chromosomes
a. chromosome structure and its components
b. the tools and processes used to visualize and study chromomomes
c. methods of prenatal diagnosis including amniocentesis, chorionic villus
sampling, and blood serum testing.
d. how to read a gene locus
e. the concepts of polyploidy, aneuploidy and euploidy.
f. the mechanisms (nondisjunction and double fertilization) that give rise to
polyploidy, and the inviability of the polyploidy condition.
g. several autosomal trisomic conditions, including Down syndrome,
and the risk factors that predispose to aneuploid conditions.
h. sex chromosomal disorders, including Turner Syndrome,
Klinefelter syndrome, XYY syndrome, and XX chromosome.
Unit 4
Allele Frequencies
At the end of this chapter, students should have an understanding of:
a. the role of mutation in generating genetic diversity.
b. the effects of drift and selection on changing gene frequencies.
c. the effects of human activities such as migration, mate selection, and diet on
gene frequencies.
d. genetic and nongenetic definitions of race.
e. the relationship between diversity, selection and species formation.
f. the current interpretation of the fossil record in human evolution.
Genes and Cancer
At the end of this chapter, students should have an understanding of:
a. the multiple-hit theory of cancer.
b. the application of this theory to several forms of heritable cancer.
c. the concept of oncogenes as normal components of the genome that can be
oncogenic when mutated or disrupted.
d. the relationship between chromosome mutations and specific forms of
leukemia.
e. the role of oncogenes in cancers.
f. methods of epidemiology.
g. the role of environmental agents in causing mutations leading to cancer.
Genetic Technologies
At the end of this chapter, students should have an understanding of:
a. the concept of cloning organisms.
b. the use of restriction enzymes and vectors.
c. the means of finding a specific gene in a library.
d. RFLPs and their use as markers for specific chromosomes or genes.
e. the uses of a cloned disease gene.
f. the use of DNA fingerprints.
g. prenatal and presymptomatic testing
h. the goals of the Human Genome Project.
i. commercial, and medicinal applications of recombinant DNA technology.
j. agricultural applications of recombinant DNA technology
.
Topical Outline:
Intro to Genetics Course Outline
Getting Started

FIRST ASSIGNMENT - Intro to the course quiz based up the “Getting Started” module
UNIT 1

FIRST ASSIGNMENT - Intro to the course quiz based up the “Getting Started” module
Chapter 2: Cells

Read pages 18-40

Study Cells ppt. notes download (or pdf)

Chp. 2 Study Links (optional)

Cells Note check under Assessments tab

Submit the Unit 1 Bioethics Case Study (15 pts) under Assignments tab
Chapter 3: Meiosis and Development

Read pages 44-52.

Study Meiosis and Development ppt. notes download (or pdf)

Chp. 3 Study Links (optional)

Meiosis Note check under Assessments tab

Genetic Update Article Summary (15 pts.) under Assignments tab
Chapter 4: Single Gene Inheritance

Read pages 69-86.

Study Single Gene Inheritance ppt. notes download (or pdf)

Chp. 4 Study Links (optional)

Chp. 4 Note check under Assessments tab
Unit 1 Mandatory Submissions

Answer Unit 1 Review Quiz questions. The review quizzes are not password protected,
and students can attempt the quiz unlimited times prior to the deadline. (10 pts.)

Complete Unit Note Checks under assessments (points vary)

Submit the Unit 1 Bioethics Case Study (15 pts) under Assignments tab

Genetic Update Article Summary (15 pts.) under Assignments tab

Unit 1 Test – (100 pts.) Password protected and only 2 attempts. Appointment must be
made for exam to be proctored).
UNIT 2
Chapter 5: Beyond Mendel’s Laws

Read pages 90-106

Study Beyond Mendel’s Laws ppt. notes download (or pdf)

Chp. 5 Study Links (optional)

Beyond Mendel’s Laws/Matters of Sex Note check under Assessments tab
Chapter 6: Matters of Sex

Read pages 110-128.

Study Matters of Sex ppt. notes download (or pdf)

Chp. 6 Study Links (optional)

Beyond Mendel’s Laws/Matters of Sex Note check under Assessments tab
Chapter 7: Multifactorial Traits

Read pages 132-148.

Study Multifactorial Traits ppt. notes download (or pdf)

Chp. 7 Study Links (optional)

Multifactorial Traits note check under Assessments tab

Submit the Unit 2 Bioethics Case Study (15 pts.) under Assignments tab
Chapter 8: Genetics of Behavior

Read pages 152-164.

Study Genetics of Behavior ppt. notes download (or pdf)

Chp. 8 Study Links (optional)

Genetics of Behavior note check under Assessments tab

Genetic Update Article Summary (15 pts.) under Assignments tab
Unit 2 Mandatory Submissions

Answer Unit 2 Review Quiz questions. The review quizzes are not password protected,
and students can attempt the quiz unlimited times prior to the deadline. (10 pts.)

Complete Unit Note Checks under assessments (points vary)

Submit the Unit 2 Bioethics Case Study (15 pts) under Assignments tab

Genetic Update Article Summary (15 pts.) under Assignments tab

Unit 2 Test – (100 pts.) Password protected and only 2 attempts. Appointment must be
made for exam to be proctored).
UNIT 3
Chapter 9: DNA Structure and Replication

Read pages 168-179

Study Chp. 9-10 DNA Structure and Function ppt. notes download

Chp. 9 Study links (optional)

Chps. 9-10 DNA Structure and Function Note check under Assessments tab
Chapter 10: Gene Action: From DNA to Protein

Read pages 182-198.

Study Chp. 9-10 DNA Structure and Function ppt. notes download

Chp. 10 study links (optional)

Chps. 9-10 Note check under Assessments tab
Chapter 11: Gene Expression and Epigenetics

Read pages 202-212.

Gene Expression and Epigenetics ppt. lecture notes download

Chp. 11 Study Links (optional)

Gene Expression and Epigenetics Note check under Assessments tab

Genetic Update Article Summary (15 pts.) under Assignments tab
Chapter 12: Genetic Mutation

Read pages 214-236, 255-258

Genetic Mutation ppt. lecture notes download

Chp. 12 Study Links (optional)

Genetic Mutation Note check under Assessments tab

Submit the Unit 3 Bioethics Case Study (15 pts) under Assignments tab
Unit 3 Mandatory Submissions

Answer Unit 3 Review Quiz questions. The review quizzes are not password protected,
and students can attempt the quiz unlimited times prior to the deadline. (10 pts.)

Complete Unit Note Checks under assessments (points vary)

Submit the Unit 3 Bioethics Case Study (15 pts) under Assignments tab

Genetic Update Article Summary (15 pts.) under Assignments tab
Unit 3 Test – (100 pts.) Password protected and only 2 attempts. Appointment must be made
for exam to be proctored).
UNIT 4
Chapter 13: Chromosomes

Read pages 240-261

Study Chromosomes ppt. notes (or pdf)

Chp. 13 Study Links (optional)

Chromosomes Note Check under Assessments tab
Chapter 14: Constant Allele Frequencies

Read pages 265-279

Chp. 14-15 Allele Frequencies ppt. notes (or pdf)

Chp. 14 Study Links (optional)

Allele Frequencies Note Check under Assessments tab
Chapter 15: Changing Allele Frequencies

Read pages 283-302

Continue with Allele Frequencies ppt. notes (or pdf)

Chp. 15 Study Links (optional)

Allele Frequencies Note Check under Assessments tab
Chapter 18: Genetics of Cancer

Read pages 355-374

Genetics of Cancer ppt. notes (or pdf)

Chp. 18 Study Links (optional)

Genetics of Cancer Note Check under Assessments tab

Submit the Unit 4 Bioethics Case Study (15 pts) under Assignments tab

Genetic Update Article Summary (15 pts.) under Assignments tab
Chapters 19-20: Genetic Technologies

Read pages 378-410

Genetic Technologies ppt. notes (or pdf)

Chp. 19 Study Links (optional)

Chp. 20 Study Links (optional)

Genetic Technologies Note Check under Assessments tab
Unit 4 Mandatory Submissions

Answer Unit 4 Review Quiz questions. The review quizzes are not password protected,
and students can attempt the quiz unlimited times prior to the deadline. (10 pts.)

Complete Unit Note Checks under assessments (points vary)

Submit the Unit 4 Bioethics Case Study (15 pts) under Assignments tab

Genetic Update Article Summary (15 pts.) under Assignments tab

Answer Semester exam review questions in Blackboard. The review quizzes are not
password protected, and students can attempt the module quizzes unlimited times. (10
pts.)

Unit 4 Test – (100 pts.) Password protected and only 2 attempts. Appointment must be
made for exam to be proctored).

Semester Exam- (200 pts.) Password protected and only 1 attempt.
Appointment must be made for exam to be proctored.
Evaluation/ Assessment
Students are recommended to have a basic interest in genetic concepts before taking this class.
Reading is required of all chapters. Points for the course come from the following areas:
1 “Intro” quiz based upon Welcome page & course info links
13 Note Checks found on Blackboard 10 pts+. each
10 pts. (1.2%)
130 pts. (16.0%)
4 Blackboard responses to “Case Studies” 15 pts. each =
60 pts. (7.4%)
4 Blackboard “Genetics Update Articles” 15 pts. each=
60 pts. (7.4%)
4 Unit review question sets found on Blackboard (10 pts. each) =
40 pts. (4.9%)
4 Unit exams on Blackboard 100 pts. each (lowest unit score dropped) =
300 pts. (37%)
1 Semester exam review question set found on Blackboard (10 pts.) =
10 pts. (1.2%)
1 comprehensive semester exam found on Blackboard
(200 pts.) =
200 pts. (24.7%)
810 pts.*
*Point totals are subject to change.
Course Grading:
A = 90 – 100%
B = 80 - 89%
C = 70 - 79%
D = 60 – 69%
F = 59% or lower
Evidence of clear integration of Science & Society
topics throughout the course:
Unit Case Studies: 1 per unit
Unit 1 The unit 1 case study is found on page 14. Read the information and answer all of the
question(s) associated with "Genetic Testing and Privacy." (15 pts.)
Unit 2
In your textbook, answer all of the questions associated with Chapter 7 Case Study #13, pg. 151
regarding Jamal and Tanya and polygenic traits. (15 pts).
Unit 3
In your textbook, answer all of the questions associated with Chapter 12 Case Studies #17
(xeroderma pigmentosum) AND #20 (Alzheimer disease), pg. 239.
Unit 4
In your textbook, answer the question(s) associated with Chapter 18 Case Study #19, pg. 377
regarding breast cancer. Also answer question to Case Study #14, pg. 412 regarding osteogenesis
imperfecta.
Genetics Update Article Reviews- 1 per unit
Find a relatively recent article (less than 1 year old) in the news that discusses some topic/
concept discussed in unit 1. The news article can be cited from any type of media. The article
must be cited in such a way that the professor can easily access the article for further review.
After reading the article, write a summary paragraph that discussing the concept and how it ties
in with concepts learned in the unit at hand. Don't forget to correctly cite the article. Many correct
methods of citation will be accepted. Last of all, after summarizing the article, students must
add a "discussion question" regarding their article. In other words, pose a question that
could stimulate some discussion or even debate. Article reviews without a discussion question
listed at the end will be deducted 3 points. All submissions are graded the day after the
submission deadline.
Further Examples of Science & Society
used in the course:
(pdf files on the following pages scanned
from course textbook)