Course Syllabus
Course: BIOL 2030
Division: Natural Science and Math
Department: Biology
Title: Introductory Genetics
Semester Approved: Fall 2022
Five-Year Review Semester: Summer 2027
End Semester: Summer 2028
Catalog Description: This introductory genetics course includes the studies of transmission, population, and quantitative genetics incorporating both molecular and classical aspects of genetic studies. Specific topics include DNA and chromosome structure, regulation of gene expression, mutation, Mendelian genetics, and population genetics. The focus is on applications and current research. This course is required for most biology related majors and recommended for those on a a pre-professional track.
Semesters Offered: Fall
Credit/Time Requirement: Credit: 4; Lecture: 4; Lab: 0
Prerequisites: BIOL1610 (can be taken concurrently), or with instructor's permission.
Corequisites: BIOL 2035
Justification: The Introductory Genetics lecture course (BIOL 2030) and laboratory (BIOL 2035) are part of the biology majors lower division core. This course will help students progress through the biology major pathway. Genetics at Snow is similar to other genetics courses found at most USHE schools. It is a requirement for most biology majors, and related (e.g. plant science). Genetics is recommended for pre-med, PA, pre-vet, even pre-dental students.
Student Learning Outcomes:
Students will be able to discuss key scientific hypotheses and theories related to biology and genetics which seek to explain natural phenomena in the light of the scientific method. Projects (including discussions), short answer and essay questions on quizzes and/or exams, and problem-solving exercises (homework) will offer students opportunities to display concept mastery.
Students will be able to apply principles of genetics (e.g. the nature of DNA, transcription, translation, gene regulation, gene mapping, transmission genetics, penetrance natural selection, and genetic engineering) to assist in the resolution of questions dealing with the natural world. The students will demonstrate their awareness as to how such concepts lead to the development of solutions to these problems through projects (including discussions), essay questions (on exams), and problem-solving exercises (homework).
Students will be able to effectively read and discuss key scientific literature (including primary sources) and discern credibility of scientific information. Projects (including discussions), essay questions on exams are the best vehicles to ascertain student skills.
Students will be able to demonstrate principles of lifelong learning by seeking sources outside of the classroom to assist in their understanding of genetic principles. Students will be asked to complete projects and/or homework assignments that require them to seek outside learning. This will help foster the spirit of curiosity and enhance learning in topics of personal interest.
Content:
This course will cover the following topics: nature of the hereditary material; DNA structure and chromosomes; DNA replication; mendelian genetics; linkage, recombination, and gene mapping; mutations; RNA structure and protein synthesis; gene expression and regulation; epigenetics; genomes; chromosomal rearrangements, ploidy and aneuploidy; organelle inheritance; population genetics; quantitative genetics; genetic analysis of complex traits; biotechnology, gene therapy, and gene editing.
A genetics course provides many different opportunities to highlight diverse identities, perspectives, and backgrounds. This course will address how genetics is a way of knowing about the natural world. As such, there will be discussions on how genetics has shaped and has been shaped by historical, ethical, and social contexts.
Key Performance Indicators:
Homework 15 to 30%
Quizzes and Exams 30 to 60%
Projects 15 to 40%
Representative Text and/or Supplies:
Klug and Cummings, Concepts of Genetics, current edition, Pearson Education, Inc., Upper Saddle River, NJ;
Leland H. Hartwell et al., Genetics from Genes to Genomes, current edition, McGraw-Hill Higher Education, Boston;
Anthony J. F. Griffiths et al., An Introduction to Genetic Analysis, current edition, W. H. Freeman, New York;
Benjamin A. Pierce, Genetics: A Conceptual Approach, current edition, W. H. Freeman, New York.
Pedagogy Statement:
While this is a lecture-based course, emphasis on inclusive teaching strategies including active learning techniques, class discussions, short answer/essay questions, use of current scientific literature, problem-solving exercises, and hands-on activities will be used to aid in the understanding of the material.
Just as differences in DNA (genetic diversity) help create a world full of a variety of organisms (think of all the different types of plants, animals, and organisms, and how different they are in terms of color, size, shape, etc), differences in opinions, perspectives, and abilities can help expand our viewpoint of the world be more well-rounded; create a more rich ecosystem or learning.
Instructional Mediums:
Lecture
Maximum Class Size: 24
Optimum Class Size: 12
