LS 7A General Education Course Information Sheet, Study notes of Molecular biology

Download LS 7A General Education Course Information Sheet and more Study notes Molecular biology in PDF only on Docsity! Page 1 of 4 General Education Course Information Sheet Please submit this sheet for each proposed course Department & Course Number Life Sciences Core Curriculum/ LS 7A Course Title Cell and Molecular Biology Indicate if Seminar and/or Writing II course Seminar 1 Check the recommended GE foundation area(s) and subgroups(s) for this course Foundations of the Arts and Humanities  Literary and Cultural Analysis  Philosophic and Linguistic Analysis  Visual and Performance Arts Analysis and Practice Foundations of Society and Culture  Historical Analysis  Social Analysis Foundations of Scientific Inquiry  Physical Science With Laboratory or Demonstration Component must be 5 units (or more)  Life Science X With Laboratory or Demonstration Component must be 5 units (or more) 2. Briefly describe the rationale for assignment to foundation area(s) and subgroup(s) chosen. The course is designed to provide a strong background in the scientific process. The student-centered classroom will encourage students to both understand and apply the scientific process to hypotheses of their own creation, to choose appropriate techniques to evaluate their hypotheses, and to critically consider the validity of their hypotheses based on examples given throughout the course. In addition, students will learn how to evaluate different forms of data (discipline specific to cell and molecular biology), recognize limitations that may exist with methods generating the data, and then draw conclusions based on the data. Utilization of the scientific process will be woven throughout the course with general course content in cell and molecular biology. 3. "List faculty member(s) who will serve as instructor (give academic rank): Debra Pires, Ph.D. is the confirmed instructor for the first offering (Fall 2016), however, additional faculty will also contribute, including the following. Campbell, David, Professor………………………...Pires, Debra, Academic Administrator Lin, Chentao, Professor ………………………........Pyle, April, Associate Professor Pfluegl, Gaston, Academic Administrator ………...Smale, Steve, Professor Pham, Hung, Lecturer …………………………..…Tamanoi, Fuyu, Professor Do you intend to use graduate student instructors (TAs) in this course? Yes X No If yes, please indicate the number of TAs 1-8 4. Indicate when do you anticipate teaching this course over the next three years: 2015-16 Fall Winter Spring Enrollment Enrollment Enrollment 2016-17 Fall X Winter Spring X Enrollment 48 Enrollment Enrollment 48 2017-18 Fall X Winter X Spring X Enrollment 720 Enrollment 720 Enrollment 720 LS 7A Page 1 of 24 Page 2 of 4 5. GE Course Units Is this an existing course that has been modified for inclusion in the new GE? Yes No X If yes, provide a brief explanation of what has changed. Present Number of Units: Proposed Number of Units: 5 6. Please present concise arguments for the GE principles applicable to this course.  General Knowledge Discussion of scientific concepts and technologies is pervasive in the world today, from newspapers and magazines, with numerous important political and medical decisions contingent upon such knowledge. This course will provide basic general knowledge in the fields of cell and molecular biology. General concepts of cell form and function, the central dogma, and regulatory pathways of cell physiology will be covered in the course. In addition, focus on how genes are expressed, regulated and duplicated in the context of scientific experiments will be covered with focus on how scientists approach learning about the molecular world which cannot be seen by eye (or microscope).  Integrative Learning Students will be exposed to classic experiments in the field to not only inspire fruitful discussion of the scientific process but also to show how modern studies use the same techniques to test new hypotheses. Moreover, modeling the classic experiments in class will provide students with examples to draw on when they are asked to conceive of their own testable hypotheses and how various techniques discussed in class can be used to test those hypotheses. Additionally, the course frequently draws on examples from other fields such as Medicine and Biotechnology to integrate with the foundations of Molecular and Cell Biology and demonstrating relevance to everyday life.  Ethical Implications Throughout LS7A, students explore issues with important and difficult ethical implications. While not a focus of the course, discussions of cancer, stem cells, and CRISPR system allows for discussions of the ethical considerations that are part of current considerations for research. These considerations will be discussed after students have read science news articles separate from their assigned textbook reading. During discussion sections there will be opportunity for groups to debate the topics and their arguments must be written up in a formal document and properly cited from literature searches.  Cultural Diversity An important component of our discussions relates to the evaluation of the amounts of within-population variation and between-population variation, which helps shed light on issues surrounding cultural and racial diversity, and the difficulty in categorizing individuals. Understanding the basis for genetic diversity provides the student with the background knowledge necessary to explore the nature vs nurture question. As classic and groundbreaking experiments are presented in this class, a number of researchers and their contributions are introduced to the class. Great care is taken in selecting a diverse set of scientists and to highlight the contributions of women and researchers from different ethnic backgrounds or countries of origin. LS 7A Page 2 of 24 MEMORANDUM FACULTY EXECUTIVE COMMITTEE A Murphy Hall College of Letters and Science Box  Los Angeles, California  To: Frank Laski, Chair, Life Sciences Core Fr: Joseph Bristow, Chair, College Faculty Executive Committee Date: March 8, 2016 Re: Life Sciences Core Proposal (dated March 1, 2016) Final approval terminates with the Undergraduate Council On behalf of the College Faculty Executive Committee (FEC), we thank you for presenting your proposal at our meeting on March 4, 2016. I am pleased to inform you that the FEC unanimously approved the request to create a new 3-quarter series of courses called Life Sciences 7A, 7B, and 7C to replace the current Life Sciences 1-4 series (6 approve, 0 oppose, 0 abstain). The effective date of the FEC approval is Fall 2016. We support the gradual transition from the current series to the new sequence by limiting enrollments to 50 students during the first year, with the goal of full implementation in the 2018-2019 academic year. The members were impressed to learn about the highly consultative process of developing this curriculum and the care taken to ensure that, even in these large courses, opportunities for active learning was emphasized. Thank you for your leadership and dedication to improving and strengthening the Life Sciences Core curriculum. We share your optimism that the new curriculum will improve learning and produce students with a high degree of mastery of these essential concepts. Furthermore, we are hopeful these steps will help improve time to degree and increase retention of students who have declared life science majors. We would be most grateful if you could present a report to the College FEC in two years’ time so that the membership can assess the progress that you and your colleagues have made in phasing out Life Sciences 1-4. By way of this letter, I am forwarding your request to the Undergraduate Council for final approval. They will inform you of their decision at the conclusion of the approval process. In the meantime, you are welcome to contact me at jbristow@humnet.ucla.edu with questions. Mitsue Yokota, Academic Administrator, is also available to assist you and she can be reached at (310) 794-5665 or myokota@college.ucla.edu. cc: Kim Alexander, Articulation Officer, Undergraduate Admissions and Relations with Schools Lucy Blackmar, Assistant Vice Provost, Undergraduate Education Initiatives Luisa Crespo, Interim Policy Analyst, Undergraduate Council James Gober, Chair, Undergraduate Council Corey Hollis, Director, College Academic Counseling Nancy Jensen, Principal Policy Analyst, Undergraduate Council Robert Kilgore, Manager, Degree Audit System, Registrar’s Office LS 7A Page 5 of 24 Tracy Knox, Manager, Life Sciences Core Claire McCluskey, Associate Registrar, Registrar’s Office Linda Mohr, Chief Administrative Officer, Academic Senate Victoria Sork, Dean, Division of Life Sciences Kyle Stewart McJunkin, Director, Academic Initiatives Blaire Van Valkenburgh, Associate Dean, Division of Life Sciences Lily Yanez, Student Affairs Officer, Life Sciences Core Attachment: Proposal LS 7A Page 6 of 24 UNIVERSITY OF CALIFORNIA, LOS ANGELES UCLA [BERKELEY “ DAVIS“ VINE 10g ANGELES OVERAIDE SANDIEGO» SAN FRANCISCO. SANTA BARBARA SANTA CRUZ ] DEPARTMENT OF LIFE SCIENCES CORE CURRICULUM COLLEGE OF LETTERS AND SCIENCE Hershey Hall, Room 222 Terasaki Loading Dock 610 Charles B, Young Drive, East PHONE: (310) 825-6614 Pax: (310) 825-8290 March 1, 2016 To: Professor Joseph Bristow, Chair, College FEC Fr: Frank Laski, Chair, Life Sciences Core Curriculum Re: Curricular changes to the Life Science core curriculum Dear Professor Bristow: T would like to request consideration in approving a revised LS Core curriculum. After two years of active discussion among the Life Sciences (IS) departments, Chairs, and faculty, we have concluded that a curricular change of the current 4-quarter format to a 3-quarter model will be an effective approach to teaching the required LS Core courses. The proposal is designed to change the current offerings of LS1-4 to a 3-quarter model. This new series will place much of the material found in LS1-3, and some of the introductory material of LS4 (genetics) into 3 courses (LS 7A, 7B, and 7C). The goal of this new format is aimed to not only to help students in the LS Major to time to degree, but also to focus on increasing retention rates in LS majors (see Appendix B for more details). The Core will case into this new format by keeping the current offerings of LS1-4 as we transition into the new model with limited enrollments in Fal] 2016. We are proposing or this transition to begin in the Fall 2016 and reach completion by the 2018- 19 academic school year. The revised curriculum comprises of the following proposals: Proposal A: Revise LS1, LS2, LS3 courses to a 3-quarter series that will be listed as LSTA, 7B, and 7C Proposal B: Move LS4 (genetics) to an upper division genetics course and re- number to LS107 These changes will affect 17 majors. These proposed changes were reviewed by faculty in the following majors (departments) that use the Life Science Core curriculum during 2015-16 academic year and approved for implementation, effective Fall 2017. Supporting letters can be found in the appendix. e Anthropology, B. S. (Anthropology) ® Biochemistry (Chemistry & Biochemistry) s Bioengineering (Engineering) « Biology (Ecology and Evolutionary Biology) ® Chemical Engineering (Engineering) Page 7 of 24 4 TABLE 1. LS1-4 Curriculum Course # Name Units Chemistry requisites Disc. section time/week LS1 Evolution, Ecology, and Biodiversity 5 110 min. LS2 Cells, Tissues and Organs 4 14a or 20a 75 min. LS3 Introduction to Molecular Biology 4 14c or 30a 75 min. LS4 Genetics 5 14a or 20a 14c or 30a 75 min. TABLE 2. LS7A, 7B, and 7C Curriculum and LS107 Course # Name Units Chemistry requisites Disc. section time/week LS7A Cell and Molecular Biology 5 75 min. LS7B Genetics, Evolution and Ecology 5 110 min. LS7C Physiology and Human Biology 5 75 min. LS107 Genetics 5 14a or 20a 14c or 30a 75 min. TABLE 3. Weekly Topics for LS 7A-C Curriculum LS 7A-Cell and Molecular Biology LS 7B-Genetics, Evolution and Ecology LS 7C– Physiology and Human Biology Week Topic 1 Energy, Equilibrium, Kinetics 2 Nucleic Acids, Transcription 3 Protein Structure, Translation 4 Membranes and Cell Structure 5 Cell Communication, Cell Form and Function 6 Control of Gene Expression 7 DNA Manipulation and Genomes 8 Cell Division, DNA Replication 9 Mutation, and DNA repair 10 Cell cycle control, cancer Week Topic 1 Meiosis, Mendelian Genetics 2 Chromosomal Theory of Inheritance (linkage, sex-linkage) 3 Genetic and Environmental Basis of complex traits 4 Population genetics 5 Speciation, Adaptation, Coevolution 6 Phylogenies, Macroevolutionary Patterns 7 Tree of Life, Patterns of Biodiversity 8 Species Interactions, Communities and Food webs 9 Biodiversity, Biogeography, and Biomes 10 Global cycles and global change LS 7A Page 10 of 24 5 Week Topic 1 Carbon cycling, Energy conversion pathways 2 Cardiovascular, Respiratory Systems 3 Kidney/water ion balance 4 Nervous System 5 Endocrine, Reproduction 6 Muscles, Skeletal 7 Immunology, Gut Microbiome 8 Genomics, Bioinformatics 9 Genome Manipulation 10 Human Genetics LS 7A Page 11 of 24   Appendix  A.  Current  LS  Core  Curriculum     1   A.1. Description of Current LS Core Curriculum The LS Core Curriculum includes a series of lower division biology courses, as listed in Table 1, which are required for most LS majors as well many students in other divisions. TABLE 1 Course # Name Units Chemistry requisites Disc. section time/week LS1 Evolution, Ecology, and Biodiversity 5 110 min. LS2 Cells, Tissues and Organs 4 14a or 20a 75 min. LS3 Introduction to Molecular Biology 4 14c or 30a 75 min. LS4 Genetics 5 14a or 20a 14c or 30a 75 min. LS23 Introduction to Laboratory and Scientific Methodology 2 3 hours Each course is taught a minimum of eight times per year (two offerings each Fall, Winter, and Spring plus one offering each in Summer sessions A and C). Approximately 2000 students take each course per year. LS1-4 are lecture courses with three hours of lecture and 110 minutes (LS1) or 75 minutes (LS2-4) of discussion every week. The extended discussion time for LS1 accommodates laboratory exercises and demos. Lectures are taught by faculty and lecturers, while discussion sections are led by teaching assistants. Approximately 20 faculty from six departments (Ecology and Evolutionary Biology; Integrative Biology & Physiology; Microbiology, Immunology & Molecular Genetics; Molecular, Cell & Developmental Biology; Psychology; Life Sciences Core Curriculum) teach these courses. LS2, LS3 and LS4 must be taken in order and have the Chemistry requisites shown in Table 1. Because Chemistry 14c has its own course requisites, students are required to pass three chemistry courses and at least one mathematics course (dependent on high school preparation) before enrolling in either LS3 or LS4. LS1 has no requisites and can be taken at any time relative to the other courses. LS23 is a lab course that is taken concurrently with either LS3 or LS4. Both LS1 and LS2 are GE Scientific Inquiry-Life Science courses. LS1 also fulfills the GE lab/demo requirement. Consistent with their GE designation and their role as introductory courses, LS1 and LS2 typically use introductory level biology textbooks such as Freeman’s Biological Science or Sadava’s Life: The Science of Biology. By contrast, LS3 and LS4 typically use more advanced textbooks more commonly associated with upper division courses. LS4 instructors typically choose Hartwell’s Genetics: From Genes to Genomes, while LS3 instructors have recently used Alberts’ Molecular Biology of the Cell, Watson’s Molecular Biology of the Gene, and Cox’s Molecular Biology: Principles and Practice. A.2 Catalogue Listings For LS1-4 and LS23 LS1. Evolution, Ecology, and Biodiversity. (5) Lecture, three hours; laboratory, two hours; one field trip. Introduction to principles and mechanisms of evolution by natural selection; population, behavioral, and community ecology; and biodiversity, including major taxa and their evolutionary, ecological, and physiological relationships. P/NP or letter grading. LS2. Cells, Tissues, and Organs. (4) Lecture, three hours; discussion, 75 minutes. Enforced requisite: Chemistry 14A or 20A. Introduction to basic principles of cell structure, organization of cells into tissues and organs, and principles of organ systems. Letter grading. LS3. Introduction to Molecular Biology. (4) Lecture, three hours; discussion, 75 minutes. Enforced Item 4.2 LS 7A Page 12 of 24   Appendix  B.  Reasons  Requiring  Change  to  LS  Core  Curriculum     2   leads to a greater difficulty in completing the degree requirements in time as both LS3 and LS4 are prerequisites for many upper division courses. • Goal: Enable students to fulfill degree requirements on time by facilitating taking the LS series in the first or second year at UCLA and reducing the number of lower division LS courses from 4 to 3 as seen in most other universities. B.3. Promoting Success of Transfer Students • Problem: The current LS Core series poses a unique challenge to transfer students, who often fail to gain equivalency for LS3 and LS4. Among all transfer students entering UCLA as biological sciences majors over the past few years, approximately 57% and 72% were required to take LS3 and LS4, respectively. This puts transfer students at a disadvantage compared to their freshman- admit peers, as nearly 80% of freshman-admit biological sciences majors have completed LS3 by the end of their second year. As a result, many transfer students do not take LS4 until the winter quarter of their third year and are therefore likely to be at least a full quarter behind their freshman-admit peers in entering their upper-division major courses. It also means they have only four quarters to finish their upper-division major if they are to graduate in four years. • Goal: Facilitate direct entry into upper division courses for most transfer students. Though rigorous, the proposed revised LS series will be composed of introductory level courses, in contrast to the existing LS3 and LS4 courses that are taught at a more advanced level. This will allow more transfer students to use their community college biology education to articulate out of the full LS series. References 1. Thoman, D. B., Arizaga, J. A., Smith, J. L., Story, T. S. & Soncuya, G. The Grass Is Greener in Non- Science, Technology, Engineering, and Math Classes Examining the Role of Competing Belonging to Undergraduate Women’s Vulnerability to Being Pulled Away From Science. Psychol. Women Q. 38, 246–258 (2014). 2. Beasley, M. A. & Fischer, M. J. Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors. Soc. Psychol. Educ. 15, 427–448 (2012). Item 4.3 LS 7A Page 15 of 24   Appendix  C.  Proposed  LS7abc  Curriculum       Additional Details and Proposed Catalogue Listings for LS7a, LS7b, LS7c, LS23L and LS107 C.1. Additional Details. The revised LS Core curriculum will contain a three-quarter series of courses called LS7a, LS7b, and LS7c, as listed in Table 2. The numbering indicates that we do not consider these to be three separate courses but rather a single integrated course taken over a one-year period. Each course will be five units and meet three hours per week in lecture and an additional 75 minutes in discussion section with the exception of LS7b. LS7b will have 110 minute discussion sections to accommodate additional labs/demos. TABLE 2. LS7abc Curriculum and LS107 Course # Name Units Chemistry requisites Disc. section time/week LS7a Cell and Molecular Biology 5 75 min. LS7b Genetics, Evolution and Ecology 5 110 min. LS7c Physiology and Human Biology 5 75 min. LS107 Genetics 5 14a or 20a 14c or 30a 75 min. There will be no prerequisites for this series, except that LS7b will require LS7a and LS7c will require LS7b. All background chemistry necessary for this course will be taught in the course. This will allow life science majors to start the LS7abc series during their freshman year and finish the series by the end of their second year on campus. The topics covered in this series are similar to what is taught in many California Community Colleges, which will allow most life science transfer students to pass out of this series and immediately be able to start their upper division courses upon arrival at UCLA. Each course will be taught as a highly-structured flipped classroom, which have been shown to increase learning gains for all students and reduce the achievement gap between advantaged and disadvantaged students in an introductory biology class. The students will watch professionally made videos of animated lectures before attending class where active learning and problem solving will be emphasized. A single textbook will be used throughout the three-course series. A faculty committee will choose this textbook at a later date, though Biology: How Life Works by Morris, Hartl, Knoll and Lue is an example of an appropriate textbook based on its introductory level and emphasis on concepts rather than detailed facts. Even though an introductory textbook will be used, we expect that faculty will go into greater depth than the book on many subjects, supplementing the material with lectures, videos, animations, and additional readings. We will continue offering the lab course LS23. Modifications to the lab will be made to facilitate alignment with the new LS7 curriculum. We recommend that students take LS23 simultaneously with LS7c. Item 4.4 LS 7A Page 16 of 24   Appendix  C.  Proposed  LS7abc  Curriculum       LS7b will contain three weeks of genetic material from LS4. This is a sufficient amount of introductory genetics to prepare students for many upper division courses that require Mendelian genetics, but it is not sufficient for it to be called a “Genetics” course. The LS7 series therefore requires that an upper division Genetics course be created to replace LS4. This is similar to what is found at many universities: often an introductory course that includes a genetics survey component is offered in the lower division and is followed by an upper division course dedicated solely to genetics. This upper division genetics course will be called LS107. LS107 will review the Mendelian genetics material covered in LS7B and then continue with more advanced topics, most of which are currently being taught in LS4. LS107 will be a five unit class with three hours of lecture and 75 minutes of discussion per week. It will be taught as a highly-structured flipped classroom making use of professionally made high-quality videos. LS107 will maintain the Chemistry requisites (14a or 20a and 14c or 30a) that currently belong to LS4. Dedicated teachers from the Life Sciences Core Department as well as faculty and lecturers from the major Life Science Departments (Ecology and Evolutionary Biology; Integrative Biology & Physiology; Microbiology, Immunology & Molecular Genetics; Molecular, Cell & Developmental Biology; Psychology) currently participate in teaching the LS1-4 courses. These five Life Science Departments contribute faculty at a rate roughly proportional to their size. This will continue with the LS7 series as well as LS107: the departments will contribute to the faculty teaching these courses using the proportionality rules currently in use for the LS1-4 series. Considering its introductory nature and lack of requisites, we will propose to the GE Governance Committee that LS7A be designated a GE Scientific Inquiry-Life Science course. C.2. Proposed Catalogue Listings. LS7a. Cell and Molecular Biology (5 Units) Lecture, three hours; discussion 75 minutes. Enforced requisite: none. Introduction to basic principles of cell structure and cell biology, basic principles of biochemistry and molecular biology. P/NP or letter grading. LS7b. Genetics, Evolution and Ecology (5 Units) Lecture, three hours; discussion 110 minutes. Enforced requisite: LS7a. Principles of Mendelian inheritance and population genetics; Introduction to principles and mechanisms of evolution by natural selection; population, behavioral, and community ecology; and biodiversity, including major taxa and their evolutionary, ecological and physiological relationships. Letter grading. LS7c. Physiology and Human Biology (5 Units) Item 4.4 LS 7A Page 17 of 24   Appendix  D.  Learning  Objectives  for  LS7A-­‐C     • Relate  the  diffusion  of  molecules  to  changes  in  free  energy.   • Define  the  term  “osmolarity”  and  explain  how  this  influences  the  process  of   osmosis.   • Interpret  experimental  data  about  the  mechanisms  by  which  different   molecules  cross  a  semipermeable  membrane.     Learning  Goal:  Students  will  appreciate  the  role  of  membrane-­‐bound  organelles   and  the  endomembrane  system  as  they  relate  to  basic  cellular  functions.   • Compare  and  contrast  the  general  organization  of  prokaryotic/eukaryotic   cells  and  plant/animal  cells.   • Identify  the  location  of  translation  and  track  the  trafficking  of  a  protein  based   on  its  function  (i.e.,  is  it  secreted,  cytoplasmic,  membrane-­‐bound,  inside   another  organelle,  etc.)   • Evaluate  the  consequences  of  adding  a  drug  or  inducing  a  mutation  that   alters  protein  trafficking  through  the  endomembrane  system.   • Compare  and  contrast  the  processes  of  endocytosis,  pinocytosis,  and   phagocytosis.   • Relate  the  structure  of  different  membrane-­‐bound  organelles  to  their   function  (i.e.,  lysosomes  as  digestive  organelles).   • Describe  the  evolutionary  origins  of  chloroplasts  and  mitochondria.     Week  3:  Nucleic  Acids,  Transcription   Learning  Goal:  Identify  the  relationship  between  structure  and  function  in  nucleic   acids,  and  how  genetic  information  moves  from  DNA  to  RNA   • Diagram  the  central  dogma,  and  name  specific  events  that  occur  during  each   process   • Explain  how  the  properties  of  different  chemical  bonds  govern  the   composition  and  3-­‐D  structure  of  biological  molecules   • Describe  the  structure  and  organization  of  DNA     • Discriminate  between  the  major  and  minor  groove  and  provide  rationale  for   why  they  exist   • Differentiate  DNA  from  RNA   • Explain  why  the  structure  of  DNA  allows  for  the  storage  of  genetic   information   • Given  a  sequence  of  DNA  provide  the  complementary  sequence   • Apply  the  concept  of  hybridization  to  molecular  analytical  methods  i.e.  FISH,   Southern  Blot   • Predict  and  analyze  experimental  results  from  FISH  and  Southern  Blot     Learning  Goal:  Describe  how  information  in  DNA  is  transcribed  into  RNA   • Explain  the  basis  of  RNA  tertiary  structure  and  how  this  impacts  RNA   function   • Differentiate  between  template  and  non-­‐template  /  coding  strand     • Describe  the  process  of  transcription  initiation,  elongation,  and  termination   Item 4.5 Page 2 of 16 LS 7A Page 20 of 24   Appendix  D.  Learning  Objectives  for  LS7A-­‐C     • Compare  and  contrast  prokaryotic  and  eukaryotic  transcription  (including   modifications  to  mRNA)   • Predict  the  effect  that  loss  of  function  in  different  components  of  the   transcription  machinery  may  have  on  transcription   • Interpret  experimental  results  from  Northern  blots     Week  4:  Protein  Structure  and  Translation   Learning  Goal:  Describe  how  RNA  messages  are  translated  into  protein,  and  how   the  amino  acid  composition  in  proteins  is  important  for  determining  levels  of   protein  structure  and  function.   • Describe  different  levels  of  protein  structure   • Differentiate  ribozymes  from  other  RNAs  and  RNA  containing  molecules   • Compare  and  contrast  prokaryotic  and  eukaryotic  translation  (you  should  be   able  to  attribute  some  of  these  differences  to  differences  between   prokaryotes  and  eukaryotes)   • Predict  the  effect  mutations  in  various  components  of  the  translation   machinery  could  have  on  translation   • Given  the  final  location  of  a  protein,  predict  its  site  of  synthesis   • Predict  the  effect  posttranslational  modifications  have  on  characteristics  of  a   protein   • Predict  the  effect  of  amino  acid  substitutions  on  protein  structure   • Select  a  suitable  purification  method  for  a  given  protein  or  experimental   question   • Interpret  results  from  SDS-­‐PAGE  and  Western  Blot  experiments   • Describe  the  basic  structural  features  of  antibodies  and  how  are  they  used  as   tools  in  molecular  biology.     • Relate  the  process  of  ribosome  assembly  to  the  initiation  of  translation  and   the  facilitation  of  peptide  bond  formation  during  translation.   • Define  each  of  the  following  as  they  relate  to  the  genetic  code:  degeneracy,   wobble  pairing,  open  reading  frames.     Week  5:  Cell  Communication,  Cell  Form,  Function   Learning  Goal:  Appreciate  cellular  diversity  and  the  ways  that  individual  cells  come   together  to  form  a  multicellular  organism.   • Explain  why  diffusion  and  surface  area  limit  cell  size  and  its  implications  for   large,  multicellular  organisms.   • Predict  the  primary  function  of  a  cell  or  tissue  based  on  its  cellular   composition  (i.e.,  organelle  abundance)  and  vice  versa.   • Evaluate  how  changing  components  of  the  cytoskeleton  would  change  cell   structure  (shape)  and/or  function  (i.e.,  motility).   • Explain  how  cell-­‐cell  junctions  and  the  extracellular  matrix  (ECM)  contribute   to  cells’  abilities  to  form  tissues  and  organs.   • Describe  the  different  types  of  cell-­‐cell  junctions.   • Evaluate  the  effect  of  modifying  cell-­‐cell  junctions  or  ECM  components  on   tissues  structure  and  function.     Item 4.5 Page 3 of 16 LS 7A Page 21 of 24   Appendix  D.  Learning  Objectives  for  LS7A-­‐C       Learning  Goal:  Understand  how  cells  communicate  with  their  external   environment  and  respond  to  change.   • Predict  changes  in  cellular  responses  based  on  changes  in  the  environment.   • Explain  how  proteins  can  act  as  “molecular  switches”  (particularly  G  proteins   and  transmembrane  receptors).   • Predict  the  effect  of  altering  part  of  a  signal  transduction  pathway,  and/or   evaluate  data  related  to  signal  transduction  pathways.   • Explain  how  a  signal  transduction  pathway  can  be  turned  off.   • Describe  the  mechanism  of  each  type  of  signaling  pathway.   • Distinguish  between  second  messengers  and  other  components  of  signal   transduction  pathways.   • Interpret  data  related  to  different  types  of  cell  signaling  pathways.     Week  6:  Control  of  Gene  Expression   Learning  Goal:  Describe  various  mechanisms  that  affect  levels  of  gene  expression   in  prokaryotes  and  eukaryotes.   • Contrast  the  differences  between  positive  and  negative  forms  of  regulation   • Be  able  to  interpret  data  as  it  relates  to  the  lac  operon  and  other  similar   methods  of  regulation   • Predict  whether  gene  expression  will  occur  given  specific  environmental   conditions  in  prokaryotes   • Explain  the  process  of  attenuation,  and  why  this  results  in  transcriptional   regulation  for  prokaryotes     • Identify  changes  in  gene  expression  based  on  the  haplotypes  found  in  the  cell   (i.e.  using  partial  diploids)   • Explain  how  the  action  of  activators  and  co-­‐activators  interacts  with   chromatin  modifications  and  regulates  gene  expression   • Predict  the  effect  of  mutations  in  gene  regulatory  systems  on  gene   expression   • Predict  which  genes  will  be  regulated  by  enhancers  given  a  diagram   • Evaluate  the  effect  of  different  chromatin  modifying  enzymes  on  gene   expression   • Relate  the  role  of  activators,  repressors,  looping,  chromatin  remodelers,  and   histone  modification  to  the  regulation  of  gene  expression.       Week  7:  DNA  Manipulation  and  Genomes   Learning  Goal:  Describe  genome  structure  in  prokaryotes  and  eukaryotes  and   different  methods  of  describing  and  manipulating  the  genome.     • Describe  the  different  techniques  used  in  genome-­‐wide  analysis     Item 4.5 Page 4 of 16 LS 7A Page 22 of 24