HUMAN GENETICS IN THE 21ST CENTURY - 2018/9
Module code: BMS3093
The purpose of this module is to give students a clear view of how and where genetics is used in the ‘real world’. This module will build on the basics of molecular biology and genetics taught in Levels 4 and 5, and will expect students to utilise this prior knowledge and content given in lectures and in the problem-based learning assessments.
School of Biosciences and Medicine
BAILEY Sarah (Biosc & Med)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
JACs code: C420
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
BMS1047. BMS2036 is recommended.
Indicative content includes:
Inheritance patterns and interpretation of pedigree trees.
Methods used to identify & distinguish between mutations and their application in human diseases.
Use of bioinformatics to compare & contrast gene sequences across multiple species or from multiple sources.
Inheritance of epigenetic control of gene expression.
Human genetic disease diagnostics (to include ethics and genetic counselling)
Diagnostic tools for identification of somatic cancer cell genetics.
Human complex disease research and the effects of the environment and genes on these
|Assessment type||Unit of assessment||Weighting|
|Coursework||Portfolio containing three problem based learning assessments (two team based presentations and one written assignment).||100|
The assessment strategy is designed to provide students with the opportunity to demonstrate a clear and deep understanding of the different aspects of genetics in the 21st century, and to show their independent learning skills acquired during the course.
Three summative assessment for this module consists of:
Two group assignments and one piece of individual work based on the group-work PBL. These will be based on a case study or problem based learning approach, covering three different aspects of the course, deadlines will be dispersed evenly across the semester (33.3% of mark each). This will test the students’ ability to communicate clearly and concisely, which of course is a very important skill for a scientist.
Use of small-group PBL sessions will provide opportunity for peer feedback. Students will be able to assess his/her progress/performance against the class, because the group assessment sessions will be interactive.
There will be a formal class debate on some aspect of the ethics of genetics – this will be voluntary, but students who participate would gain immediate formative feedback as to their levels of knowledge and understanding.
- Enable the students to gain a clear and deep understanding of use of bioinformatics to identify genetic abnormalities and interrogate their effects.
- Enable the students to gain a clear and deep understanding of epigenetic signature inheritance & influence on phenotype.
- Enable the students to gain a clear and deep understanding of inheritance patterns and ability to predict heritability of a trait.
- Enable the students to gain a clear and deep understanding of human genetic disease diagnostics (including ethics & genetic counselling)
- Enable the students to gain a clear and deep understanding of human cancer somatic molecular genetic diagnostics
- Enable the students to gain a clear and deep understanding of human complex (genes/environment) disease research
|001||Interpret a genetic history and predict future inheritance of a disease based upon this.||KCT|
|002||Interrogate and manipulate human databases.||KCPT|
|003||Compare and contrast genetic and epigenetic mechanisms stating their influence upon human disease||KCT|
|004||Evaluate the ethical, practical, and molecular genetic merits surrounding human genetic disease and be able to communicate an opinion giving the reasoning behind this||KCT|
|005||Summarise the results obtained from a genetic study and identify the diagnostics that may be used to gain further genetic insight into a disease.||KCPT|
|006||Describe, with examples, the molecular basis of somatic cancer mutations.||KCT|
|007||Illustrate the role of genetics in current human complex disease research and propose alternative or additional research questions and/or methods.||KCT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Workshop Hours: 3
Independent Study Hours: 121
Lecture Hours: 24
Tutorial Hours: 2
Methods of Teaching / Learning
The learning and teaching strategy is designed to: enable students to be independent learners and thereby gain a deep understanding of genetics as it is actually used today.
The learning and teaching methods include:
Class tutorials, using the ‘flipped classroom’ approach; facilitated, small-group, PBL sessions
Peer-assisted learning will be achieved through group work for PBL sessions
Formal class debate on an aspect of the ethics of genetics
In total approximately 30 hours of contact time.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Programmes this module appears in
|Biomedicine with Data Science BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Biomedicine with Electronic Engineering BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Biotechnology BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Biochemistry BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Biological Sciences BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
|Biomedical Science BSc (Hons)||2||Optional||A weighted aggregate mark of 40% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2018/9 academic year.