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BIOL 202: Molecular Biology & Genetics
Dr. Kelly Hogan
Fall 2016
T/Th 12:30-1:45
Section 006
GSB 200
Prerequisites
BIOL 101 and CHEM 101 (or 102), with a grade of C or better
Dr. Kelly Hogan
Office location: Wilson Hall room 104B
Web page: http://bio.unc.edu/people/faculty/hogan/
Email: [email protected]
Office hours: Check “sign-up” on Sakai to reserve a slot (and for
any last minute additions/deletions to my hours for each week).
My hours for each week will generally be:


Mondays 3:00-5:00
Thursdays 2:15-3:15 pm
(I may add/delete hours some weeks to fit my schedule or see
individuals outside of these hours if necessary. Please use
Piazza if you have questions that a TA or peer can answer.)
Your Graduate TAs
Katie Bollin: [email protected]
Chris Holmquist: [email protected]
and Kaitlin Curry: [email protected]
--TA’s can be contacted by email to set up appointments.
Recitations led by Graduate TAs
601 Th 3:30 (Chris)
602 Th 4:30 (Katy C.)
605 Fr 11:15 (Katie B.) 606 12:20 (Katie B.)
603 Th 5:30 (Katy C.)
607 Fr 1:25 (Katie B.)
604 Fri 10:10 (Chris)
608 Fr 2:30 (Katie B.)
In this highly structured, active learning course, we have evidence that every student can achieve if they
are motivated to be an active learner! We have three main additional resources:
1. Supplemental Instruction (known as “S.I”)*
Danielle Spitzer [email protected] and Megan Sefler [email protected]
*Times subject to change but likely will be: M & W 6-7 and Tues & Thur 5-6 (See sakai for details)
2. Peer mentors:
Nick McKenzie, Brooks Knighton, Kasey Norton, Boateng Kubi, Brittany Cooper,
Ranjitha Ananthan, Brandon Feaster, Annaleigh Powell
3. Learning Center: http://learningcenter.unc.edu/
Need biology specific help? Make a tutoring appointment.
Want to talk about study strategies/time management or testing? Make an appointment with an academic
coach.
Main Goals of the course
1. This course should prepare you to succeed in future science courses. You should learn how to be an
active learner in the lecture hall and you should learn how to actively study. Educational research has
shown that students in this course who do reading/ homeworks before class, actively participate in class, and
review notes regularly can and will succeed. Feeling underprepared because of your background? The course
is designed to equalize your readiness before class—while you may take several hours reading and preparing,
another student may need less time. Yet when you get to class, your effort will pay off as we practice these
concepts together and you gain confidence in your ability! How do you know you are learning? When you
make mistakes and identify what you don’t know. Making mistakes is KEY to learning. It makes more sense
to make mistakes on homeworks and in-class when the stakes are very low, rather than on an exam, right?
2. This course should provide you with the basic language and common themes within the field of
genetics and molecular biology. For those of you continuing in biology,
this is just the tip of the iceberg. Thoroughly learning the principles is
about making connections between material learned at the beginning,
middle, and end of the semester! Practice is key to building a foundation
of knowledge (and that is why you do Guided Reading notes, Mastering
Biology, in-class activities, quizzes, SI, etc.) To the left you see the major
theme of the course is “Information”. We’re explore how genetic
information is stored, transmitted, and how information flows from
DNA to RNA and proteins.
3. This course should provide you with introductory skills necessary
to become a scientist, including testing hypotheses, designing
experiments, interpreting results, considering the impact of the science on
society, and collaborating with peers. We’ll practice these skills both
inside and outside the classroom/recitation sections.
Copyright Information:
Allmaterialsused inthiscourse includingnotes,tests and assignments arecoveredby
copyrightswhichforbid youfromsharingclass materialswith any group. TheUniversity’s
CopyrightPolicy, whichcan befoundat
http://www.unc.edu/campus/policies/copyright%20policy%2000008319.pdf indicates
"STUDENT WORKS THATCONSTITUTENOTESOFCLASSROOMAND LABORATORY
LECTURESANDEXERCISESSHALLNOTBEUSEDFORCOMMERCIALPURPOSESBYTHE
STUDENTGENERATINGSUCHNOTES." Whatthis means is that youarein violationofthe
law(and thehonorcode) if youpost/text/share anycoursematerialsforusebyothers.
Expectations
The course is composed of three class meetings and one recitation session each week. This is NOT a class
for passive learners. You are expected to be actively engaged in this course through class
discussions, class activities and pre- as well as post-lecture assignments and readings.
It is expected that you will spend several hours reading/working problems associated with each class. If
you stay on top of your reading and homework, there will be no need to cram for an exam. Practice,
practice, and practice more. Use the internet or other textbooks in the library to find more problems if you
run out from your textbook.
You are expected to stay on top of reviewing weekly. Successful students review routinely. Really. Don’t
wait. Attend SI sessions to review material with your SI leaders, do one-on-one meetings with peer
mentors from class or visit the Learning center learning specialists. Successful students ask questions and
get help, ROUTINELY!
COURSE WEBSITE: www.SAKAI.unc.edu
This site will have postings from our lectures such as outlines, power point slides, supplemental material
that we mention in lecture. We will also post announcements on this site. It is your responsibility to check it
regularly and receive email announcements.
Course Materials to be Purchased
Klug et al.: Essentials of Genetics 8th edition (ebook with Modified Mastering and Learning
Catalytics access)
The textbook is available in the bookstore in different formats. You need only the Modified
Mastering access code that includes the ebook and Learning Catalytics). Please be sure to have the
exact right code that is “Modified” Mastering Genetics or else your purchase won’t work with our
class. See UNC bookstore to purchase the correct material or Sakai for more information. Should
you also purchase a physical textbook? That is entirely up to you. There are different packages
that make it cheaper if you want both the ebook and physical book. Why the ebook? This ebook
comes with a web-based software package called Modified Mastering Genetics that will be the
medium through which you will be quizzed and receive short pre-lecture and post-lecture
assignments. We’ll also be able to use Learning Catalytics, which is classroom response software
to interact with me and your peers during class. See Sakai for your course code to register at
www.pearsonmylabandmastering.com
ADDITIONAL REQUIREMENTS:
 A laptop or smart phone (wi-fi enabled device) to answer in-class questions. You must connect to
UNC WiFi (Eduroam). http://help.unc.edu/help/connecting-to-the-unc-network-getting-started/
 4 X 6 notecards (any style)
Recitations (10%)
During recitations, TAs will lead you through activities or problem solving practices. This course is
a 4 credit hour course, and the recitations are not simply “going over the material that was learned
in class”, but rather a core component of the course. Some of the material covered in recitations
will be supplemental to the one discussed in class. There will be no make-up opportunities for inclass assignments if you do not attend a recitation in a given week. If you are unable to attend the
recitation for which you are registered one week, you may attend another section with prior
permission of the TAs if there is room in another section. There is a maximum capacity for each
section so please do not assume that you can attend another section if you miss a recitation.
Supplemental Instruction
We will offer supplemental instruction (SI) sessions led by two undergraduate students who excelled
in this class in a previous semester. The SI sessions will allow you to process and actively practice
material that was taught in the previous week. Students referred to the SI sessions in the past as one of
the most significant tools that improved their learning. A great review, but one-on-one may be better
for you if you are struggling and need more than a group review.
Peer Mentors (One-on-one help with content and strategies)
Some of our best students who excelled in this class will be happy to assist you both in the classroom
during activities and outside the classroom. Come with your textbook and your specific questions. Each
mentor will hold one hour a week, please check Sakai for this schedule. Come with your textbook, your
specific questions, and a friend if you need one for moral support!
Learning Center:
Still feel like you’re not reaching your goals? We suggest seeing a biology specialist at the STEM Hub
or an academic coach. Successful students seek help early and often!
Assignments
During the semester you will have pre-class, in-class, and post-class assignments.
 The pre-class assignments will be based on assigned readings from the textbook. The assignments
will be given via the MasteringGenetics system (see above).
 In-class assignments will include Leaning Catalytics and other activities.
 Post-class assignments will include timed MasteringGenetics Quizzes (MG Quiz) and occasionally Peerwise
assignments and Open ended (OE) Homework Assignments (see below).
All assignments due dates appear on the detailed schedule. Updates will be announced on Sakai. You are
responsible for submitting the assignments on time. There will be no “second chances” in this case.
Mastering Genetics homework + Quizzes (8%)
Homeworks done through Modified Mastering Genetics will be due by 11AM on the day of class.
(That is, they are done BEFORE class starts.) Mastering Genetics is where all homework
assignments/due dates can be found. Late homeworks will receive a zero. This is a tool for you to gauge what
you are learning from the reading and what you do and don’t know. Dishonesty on this work only hurts you
later on exams. It’s okay if you find these questions challenging at times, the idea is to figure out what you
need more practice with. See Mastering Genetics for when specific assignments are due. Occasionally, there
will not be a homework due before class. See Sakai for the course code and to register.
Mastering Genetics Quizzes: There will be a few quizzes over the semester through Mastering
Genetics. The goal of these, like the open-ended homework is to prepare for exams. These will be
timed, and you will not be able to go backwards on these questions or try each question again.
Learning Catalytics (10%)
In this class you will use Learning Catalytics to answer questions that we pose during class. You can
submit your responses using a laptop or other mobile device with a UNC WiFi connection, such as a
smart phone or tablet. You must be on the Wi-Fi network and NOT on your cellular service (which is
spotty and unreliable in our classroom). You can log in through Mastering or go directly to
learningcatalytics.com with your Mastering username and password. Some of the questions will be for
participation, many will be graded for correctness. it behooves you to come prepared to class and to
work collaboratively with peers in class when told to do so! Note - missing just a couple of classes can
quickly affect your participation grade! Each student will get some freebie points to account for sickness,
varsity travel, technology glitches, etc. Please do not email me with all of your excuses. If you have
extended absence or excused travel, please have a note and let me know AFTER grades are calculated.
We’ll correct the grade after they are tabulated and you have your excuses in hand.
**Learning Catalytics is to be done with students who are in the classroom participating. If you are found
answering and you are not in the classroom, you may receive a zero for your grade for the semester.
PeerWise (part of Learning Catalytics grade)
One of your assignments during the semester will be to create multiple choice questions that address the
material we learn. Asking questions and evaluate your peers’ questions has been shown to be an invaluable tool
in developing deep learning. Posting and reviewing questions will be done through an interactive system called
PeerWise. Instructions on how to register and how to use PeerWise will be given during the semester. You will
post 2 questions and answer 3 prior to exams 2, 3, and the last day of class.
Open-ended Homework Assignments (part of recitation grade)
Problem sets will be posted on Sakai. Written answers are to be handed in at your recitation section the week
the assignment is due. Solutions to the problem sets will be posted the subsequent weekend. TAs will grade a
selected problem on the homework, and performance on the problem sets will contribute to your recitation
grade.
EXAMS (18% each)
Students missing an exam are expected to have an excused absence note and notify the instructor prior
to missing an exam. A make-up exam must be taken within one week of the exam, otherwise the final
exam score will count for that portion of the grade missed. If, for some reason, you feel an error has
been made in determining an exam score, you may submit the exam for a re‐grade within 3 school days
after the exam has been returned to the class. You must submit in writing your reasons for requesting a
re‐grade. Staple the request to your exam, and give it to the appropriate instructor or TA. Legitimate
reasons for a re‐grade request include, for example, incorrect summation of scores and bona fide errors
in grading a particular problem; this does not include student judgments about the amount of partial
credit deserved for incorrect answers. Written responses to student requests will be returned in class.
If you are a student who has accommodations give with ARS, you SHOULD use them for testing in this
class and you should discuss with Dr. Hogan ahead of time. (Procedure: Dr. Hogan will upload the exam
to the ARS Dropbox, ARS students will return to her office.)
PIAZZA
Sign up: piazza.com/unc/fall2016/biol202hogan
One more way to get everyone involved and getting personalized attention! Interesting research about a
“confidence gap” and how this kind of technology ensures women and underrepresented minorities feel
more comfortable asking and answering course-related questions. For example, men answer 37% more
questions than women in STEM classes, but being able to answer anonymously, may close this gap.
http://blog.piazza.com/stem-confidence-gap/
So what are you waiting for? Get on Piazza and start asking and answering questions!
Grading
The material taught in class meetings and recitation will be combined for the final course grade.
Your grade for this course will be determined as follows:
3 midterm exams = (18% each)
1 cumulative final exam (18 %)
MasteringGenetics assignments/quizzes (8%)
Recitations (10%)
Peerwise and Learning Catalytics (10%)
Grades will not be assigned for individual exams, only points. Final grades will be assigned on the
total number of points for the entire semester: A 93-100; A- 90-92; B+ 87-89; B 83-86; B80-82; C+ 77-79; C 73-76; C- 70-72; D+ 66-69; D 60-65; F <60
A curve will be used ONLY if the class grade average is <75. Exam questions will be taken from
class meetings and assigned readings. Exams must be taken on the dates indicated; no makeup
exams except in special circumstances, i.e. medical or family emergency documented in writing.
HONOR CODE: All work done in this class must be carried out within the letter and spirit of the UNC Honor Code.
You must sign a pledge on all graded work certifying that no unauthorized assistance has been given or received. You
are expected to maintain the confidentiality of examinations by divulging no information about any examination to a
student who has not yet taken that exam. You are also responsible for consulting with your professors if you are
unclear about the meaning of plagiarism or about whether any particular act on your part constitutes plagiarism.
Please talk with the professor if you have any questions about how the Honor Code pertains to this course.
THE PROFESSORS RESERVE THE RIGHT TO MAKE CHANGES TO THE SYLLABUS, INCLUDING
HOMEWORK DUE DATES. THESE CHANGES WILL BE ANNOUNCED AS EARLY AS POSSIBLE. TEST
DATES will NOT change unless there is a university closing/emergency coinciding with the
scheduled exam).
Schedule and assignments:
Date
Do BEFORE class
(Exact readings are listed on the
GRQs document; GRQs are
generally NOT turned in but you
may be asked to present them
during class)
Tues Aug 23
Guided Reading Questions (GRQs)
#1
Mastering Assignments (MA) #1
#and “Introduction to Biol 202”
Class Topic
(See powerpoints for specific objectives)
(Bring class outline, printed, that corresponds to each lesson.)
Welcome and survey
1. Introduction to themes of genetic information and the process
of science
Thur Aug 25
GRQs #2, MA #2
2. How genetic information is organized in the genome
Recitation #1
No pre-assignment
Welcome. Make sure you have been assigned to your “role” for
recitation #2 or how to access the assigned roles on sakai.
Tues Aug 30
GRQs #3, MA #3 and GRQs #4, MA
#4
3. How genetic information flows from DNA to RNA to protein
4. Variation in genetic information- from genotype to phenotype
Thur Sep 1
GRQs #5, MA #5 and GRQs #6, MA
#6
5. Process of Science: Discovery of the structure and function of
DNA
6. Process of science: Discovery of how DNA replicates
Recitation #2
Pre assignment: Research your
“role” and bring print out
A right to her genes: BRCA case study
Tues Sep 6
Open Ended (OE) HW #1; and do
GRQs #7, MA #7
7. How genetic information is copied in vivo and in vitro
Thur Sep 8
GRQs #8, MA #8
8. How genetic variation arises by gene mutation (mutagens and
mitosis)
Recitation #3
Pre-assignment: do short
worksheet on STRs
Turn in OE HW #1; PCR and DNA fingerprinting
Tue Sep 13
MG Quiz 1 + GRQs #9, MA #9
9. How genetic variation arises by recombination during meiosis
Thur Sep 15
GRQs #10, MA #10
10. How errors in meiosis lead to genetic variation reading about
DS “Almost Perfect genetic world”
Recitation #4
No pre-assignment; print and cut
out chromosomes before
attending.
Finish previous week activities and Meiosis
Tues Sep 20
GRQs #11, MA #11
11. Balancing unequal amounts of information between males and
females: Dosage Compensation
Thur Sep 22
Recitation #5
EXAM 1 (Lessons 1-11)
Pre-assignment
Meet in MakerSpace (see Sakai for details)
Tues Sep 27
GRQs# 12, MA#12
12. The flow of genetic information from DNA to RNA
Thurs Sep 29
GRQs #13; MA #13
13. The flow of genetic information from RNA to proteins I
Recitation #6
Pre-assignment
Northern Blotting
Tues Oct 4
GRQs #14; MA #14
14. The flow of genetic information from RNA to proteins II
Thurs Oct 6
MG Quiz #2 + GRQs #15; MA #15
15. Revisiting the molecular basis of alleles and mutations
Recitation #7
Pre-assignment + BRING charged
LAPTOP to recitation
APC gene expression case study
Tues Oct 11
GRQs #16; MA #16
16. Regulating the flow of information in prokaryotes I and the
microbiome
Thurs Oct 13
GRQs #17; MA #17
17. Regulating the flow of information in prokaryotes II
Recitation #7
No pre-assignment
Turn in OE HW #2; Practice: Regulation of gene expression in
prokaryotes
Tues Oct 18
GRQs #18; MA# 18 and MA “More
lac operon practice”
18. Regulating the flow of information in eukaryotes
Thurs Oct 20
No Class- FALL BREAK
FALL BREAK
No recitation this week
FALL BREAK
Tues Oct 25
Review your GRQs #18
19. Regulating the flow of information in eukaryotes
Thurs Oct 27
No assignment
20. Epigenome: Ghost in our Genes
Recitation #8
Review
Tues Nov 1
EXAM 2 (Be sure you have posted 2 Peerwise Qs and answered 3
before this exam)
Thur Nov 3
GRQs #23, MA #Recombinant
DNA Technology
23. Transmission of information from one species to another:
Recombinant DNA Technology I
Recitation #8
Pre-assignment
Epigenetics
Tues Nov 8
GRQs #24, MA #24
24. Recombinant DNA Technology II
Thurs Nov 10
GRQs #25, MA #25
25. Transmission of independently assorting traits
Recitation #9
Pre-assignment
Tues Nov 15
GRQs #26, MA #26
26. Pedigrees and human disease
Thurs Nov 17
GRQs #27, MA #27
27. Modifications of Mendelian ratios: single gene traits
Recitation #10
No pre-assignment
Turn in OE HW # 4; Review: Pedigrees
Tues Nov 22
GRQs #28, MA #28
28. Gene interactions and Complementation
Turn in OE HW # 3; GMOs
Thurs Nov 24
No Class- THANKSGIVING
No Recitations this week
Tues Nov 29
MG Quiz #3; GRQs #29, MA#29
Thurs Dec 1
29. Transmission of linked traits
Exam 3 (Be sure you have posted 2 Peerwise Qs and answered 3
before this exam)
Recitation #11
No Recitations this week
No Recitations this week
Tues Dec 6
Review before class
(And, be sure you have posted 2
Peerwise Qs and answered 3
before today)
Practice final exam questions alone and with peers
Friday, Dec 9
at 12 noon
CUMULATIVE FINAL EXAM
Course Learning Outcomes
Upon completion of the 202 course in Biology, a student should be able to:
(Skills):
• Build hypotheses to answer a specific scientific question, design an experiment using an appropriate
technique/assay to answer the question, and predict results of their experiment.
• Give examples of how advances in genetics and molecular biology, from the discovery of DNA's structure to
sequencing individual genomes, have changed the world (examples include recombinant insulin,
personalized medicine, transgenic crops)
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(Concepts):
Explain the term “allele” for a single gene at a population, organismal, cellular, and molecular level;
explain how dominance and recessiveness are expressed at these levels.
Explain how genetic variation comes from in a population (e.g. from meiosis, mutation, and epigenetic
changes).
Predict genotypic and phenotypic ratios of offspring in defined genetic crosses and work these problems
in reverse (when given data about offspring, determine the genotypes and phenotypes of the parents).
Deduce modes of inheritance (example: autosomal dominance, x-linked recessive) from genetic
pedigrees and explain how incomplete penetrance and variable expressivity complicate these analyses.
Distinguish single gene traits from polygenic traits and the influence of the environment on traits.
Explain how DNA is replicated normally and abnormally and how these concepts are utilized in the
polymerase chain reaction (PCR).
Compare and contrast the consequences of germline errors during meiosis (such as non-disjunction, and
translocations) and somatic errors during abnormal mitosis (such as non-disjunction and cancer)
Explain the flow of genetic information, based on the central dogma- from DNA to proteins and how
mutations are carried through this flow of information.
Describe the nature of the genetic code
Describe the general organization of prokaryotic and eukaryotic genomes, including the identification
and significance of the different parts of a gene (e.g. regulatory/non-regulatory, exons/introns;
transcription start site; translation start site; UTRs)
Explain how a gene can be regulated transcriptionally and post-transcriptionally and how this leads to
limited expression under different conditions (such as in different environments, during the course of
development, or disease conditions)
Predict the outcome of experimental manipulations in genes (e.g. GFP-tagging to investigate gene
expression)
Describe the basic steps in gene cloning (restriction, ligation, etc.)
Design a transgenic animal/bacteria, where a protein of interest is specifically produced
Explain the significance of research in genetic model organisms to understand fundamental biological
phenomena.
TIPS FOR SUCCESS: The textbook is your source of content to be used before class and to fill in Guided
Reading Questions. Your Guided Reading Questions (GRQs) should be all you need once you fill them in
thoroughly (that is, you probably won’t need to re-read the chapter or take any additional notes.) Invest time
reviewing what we did in class—what problems did we cover? Did you get Learning Catalytics questions
correct? (Check your account regularly to review and check that you technology is working.) Recognize that
your attendance at the lectures is the only way to clearly grasp what we stress, because we may also present
topics and material that are not necessarily in the book.
Take notes in class; reinforce what you learned. Handwriting and solving problems with a pen is what most
successful students still do. Research tells us this is the better way to learn too. Learning is an active process. If
you get confused during a lecture, mark in your notes the point during the lecture where you became confused.
Then go back to the assigned reading and seek clarification, use a classmate, S.I., tutor, office hours, Piazza, etc.
Immediate reinforcement is most effective directly after hearing the lecture. So, instead of leaving the lecture hall
and immediately checking your cell phone for messages, think calmly to yourself as you walk to your next class
“What are the main take home messages from today’s lecture?” Cramming is unlikely to be successful. Trust us
and your peers from previous semesters!
Ask questions and participate in recitations and supplemental instruction! Raise your hand, be engaged! Ask for
clarifications from the lecture material; come to instructor and TA office hours, study with other students.
Discussions help reinforce the material we learn.
Do the homework on your own. A portion of the exam questions will be similar to the homework questions. Thus,
homework is like a practice exam! So make sure you understand the answers. Do extra problems. More practice
thinking in this way will make a difference. Use the end-of-chapter questions and the additional S.I. problems as
more practice besides assigned Mastering Genetics problems.