Time Schedule:
Merrill B Hille
BIOL 485
Seattle Campus
Supervised readings and group discussion. Prerequisite: BIOL 355.
Class description
"Beyond the Sequence: Chromosomes, Epigenetics, and Disease" The main goals of this course are to introduce students to major areas of research focused within the nucleus. Chromosome biology is currently one of the hottest areas of research in the biological sciences. We are at the exciting new era of understanding not only how single genes are controlled precisely by their promoters, but also how the chromatin ~Sneighborhood~T influences genes~R behavior-in normal development, and in disease. New technologies such as 3-D live imaging, micro-arrays, fluourescent protein tagging, and computational modeling may allow us to unveil the intimate workings of the nucleus. Every week, the students will read first-hand assigned scientific papers describing this ground-breaking research, with student-led discussions on the studies~R strengths and weaknesses. We will examine media reports of scientific breakthroughs, and the actual scientific study, and discuss potential discrepancies between the two. At the end of the course, groups will propose potential experiments to address long-standing questions, or present on a recent scientific study, and contrast it with the representation of that study in the global media.
Contact Janet Germeraad ( Student learning goals Scientific thinking/critical analysis Reading scientific literature Think scientifically- build up from past information to designing new
experiments Role of public in scientific advances? Separating fact from fiction in
the popular press.
General method of instruction Guided and Participatory. We will start each lecture with a brief
~1/2hour introduction to the theme of the 1-2 primary literature papers
selected for the day's reading, just to explain any technical or
theoretical new concepts and bring everyone up to speed. The main goal is
to have a student-initiated discussion, so that one group will "lead" the
discussion each week by talking about the data in the paper- what was
tested, how, what did they find (with lots of assistance from us, if
needed). We will start off and end each discussion with some general big
questions in the field and whether the paper has progressed the field
forward.
Recommended preparation Basic molecular biology and genetics, general biology
Upper level biology course, such as Biology 355 or Biology 350, or Biochemistry 442.
Class assignments and grading Students MUST read papers and think about them. Questions are absolutely essential for discussion to work.
Reading the assigned paper:
Each week there will be 1-2 short readings (primary literature) assigned.
Because preparation is essential for a class session
that is educational and thought-provoking, 60% of the grade will be
devoted to weekly activities and 40% to one final project.
Weekly participation:
The class will be divided into groups during the first session and each
week there will be a group of "discussion leaders". Discussion leaders
are encouraged to work together outside of class. All students should
come to class with 3 or more discussion questions prepared (to be turned
in at the end of class) and ready to take a short quiz at the beginning
of class related to comprehension of the paper. After an introduction by
the instructor, discussion leaders will present "what happened" in the
paper and the class will discuss it. We are looking for certain qualities
in your participation including relevance to the topic, critical
statements supported by evidence, thinking ahead (proposing future
experiments), and respect for fellow classmates.
Late papers will not be accepted and there will not be make-up quizzes.
The lowest quiz score will be dropped.
Final project:
The final project will be a single group document and a single group
presentation. A draft of the written project will be turned in partway
through the quarter. While the entire group receives a single grade, all
group members must take part in the presentation. 30% Participation
Presentation as a discussion leader (10%)
Discussion questions (10%)
Active role in weekly discussions (10%)
30% Quizzes & writing assignments on primary literature discussed
40% Final Project (10% draft, 15% written, 15% presentation)
The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Additional Information
Last Update by Merrill B Hille
Date: 02/16/2007
Office of the Registrar
For problems and questions about this web page contact icd@u.washington.edu,
otherwise contact the instructor or department directly.
Modified:June 21, 2008