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Main
UQU Programs
Environmental Sciences

Ecological Genetics

BIOE3507
3 hours English

Ecological Genetics

Ecological Genetics
BIO1101 General Biology
3 hours No requisites
1 Introduction, background, basic vocabulary, and population genetics
2 Mendel’s Laws of Inheritance
3 Macroevolution vs. Microevolution, gene frequency of microevolution, four forces of microevolution, neutral and adaptive microevolution
4 Molecular markers and their applications
5 Genetic Variation in Natural Populations; Sources of Genetic Variation
6 Genetic Diversity: Allele Frequencies, Heterozygosity, and Polymorphism
7 Hardy-Weinberg Equilibrium and Deviations
8 Midterm Exam
9 Natural Selection and Adaptation; / Types of Selection: Directional, Stabilizing, and Disruptive / Fitness and Adaptive Landscapes / Examples of Adaptation to Environmental Pressures
11 Genotype-Environment Interaction and Phenotypic Plasticity
12 Types of Correlation Between Traits
13 Epigenetics and Environmental Influence
14 Tools and Equipment’s Used in Genetics Laboratory’s
15 Mendel’s Experiments Exercises
16 Pipetting
17 DNA extraction
18 Protein Isolation and Purification
19 Gel Electrophoresis
20 Polymerase Chain Reaction (PCR) and Real Time PCR
21 Non-PCR-based tools for studying genetic variation (Allozymes and Electrophoresis, Restriction fragment length polymorphism (RLFP))
22 PCR-based molecular markers
23 Midterm Exam
24 DNA Sequencing, Sanger Method
25 Next Generation Sequencing (NGS)
26 NGS Data Analysis, and some and some repositories for NGS
27 Revision
1.1 Mapped to: K1

Students will understand the causes, effects, and influences of genetic variability in natural populations.

Teaching Strategy 1- In-class lecturing where the previous knowledge is linked to the current and future topics. 2- Homework assignments. 3- Discussions (connecting what they learn in the class and applying this information in laboratory). 4-Handout of lecture notes for each topic.
Assessment Methods 1- homework and quizzes. 2- Midterm and final written exams (theoretical and practical). 3- Evaluation of reports. 4- Oral presentation. 5-Course work reports.
1.2 Mapped to: K2

Students will be able to use a population genetics framework to conceptualize microevolutionary processes.

Teaching Strategy 1- In-class lecturing where the previous knowledge is linked to the current and future topics. 2- Homework assignments. 3- Discussions (connecting what they learn in the class and applying this information in laboratory). 4-Handout of lecture notes for each topic.
Assessment Methods 1- homework and quizzes. 2- Midterm and final written exams (theoretical and practical). 3- Evaluation of reports. 4- Oral presentation. 5-Course work reports.
1.3 Mapped to: K4

Students will understand the four microevolutionary processes that affect genetic change in populations, as well as their impacts and interactions.

Teaching Strategy 1- In-class lecturing where the previous knowledge is linked to the current and future topics. 2- Homework assignments. 3- Discussions (connecting what they learn in the class and applying this information in laboratory). 4-Handout of lecture notes for each topic.
Assessment Methods 1- homework and quizzes. 2- Midterm and final written exams (theoretical and practical). 3- Evaluation of reports. 4- Oral presentation. 5-Course work reports.
2.1 Mapped to: S2

Students will be familiar with typical genetic assessments of populations and gene flow between populations, as well as research applications of ecological genetics.

Teaching Strategy 1- Application of essential scientific techniques through lectures, classes and essays. 2- Small group discussion. 3- Ask the students to make small search project during the semester. 4- Making connections between different topics across the course. 5- Class discussions (Engage students in interaction with questions and answers). 6- Homework assignments. 7-Use of microscopic illustrations. 8-Laboratory training. 9-Activities and homework.
Assessment Methods 1-Evaluation of the topics prepared by students according to the content, arrangement, and covering of the topic. 2-Midterm and final exams. 3-Checking the homework assignments. 4-Course work reports.
2.2 Mapped to: S4

Students will comprehend the relationship between environmental factors and population genetics.

Teaching Strategy 1- Application of essential scientific techniques through lectures, classes and essays. 2- Small group discussion. 3- Ask the students to make small search project during the semester. 4- Making connections between different topics across the course. 5- Class discussions (Engage students in interaction with questions and answers). 6- Homework assignments. 7-Use of microscopic illustrations. 8-Laboratory training. 9-Activities and homework.
Assessment Methods 1-Evaluation of the topics prepared by students according to the content, arrangement, and covering of the topic. 2-Midterm and final exams. 3-Checking the homework assignments. 4-Course work reports.
2.3 Mapped to: S3

students will understand the importance of ecological genetics in comprehending the genetic characteristics of uncommon and endangered species.

Teaching Strategy 1- Application of essential scientific techniques through lectures, classes and essays. 2- Small group discussion. 3- Ask the students to make small search project during the semester. 4- Making connections between different topics across the course. 5- Class discussions (Engage students in interaction with questions and answers). 6- Homework assignments. 7-Use of microscopic illustrations. 8-Laboratory training. 9-Activities and homework.
Assessment Methods 1-Evaluation of the topics prepared by students according to the content, arrangement, and covering of the topic. 2-Midterm and final exams. 3-Checking the homework assignments. 4-Course work reports.
2.4 Mapped to: S5

Students will comprehend how ecological elements either facilitate or impede gene flow among populations of aquatic, terrestrial, and plant species.

Teaching Strategy 1- Application of essential scientific techniques through lectures, classes and essays. 2- Small group discussion. 3- Ask the students to make small search project during the semester. 4- Making connections between different topics across the course. 5- Class discussions (Engage students in interaction with questions and answers). 6- Homework assignments. 7-Use of microscopic illustrations. 8-Laboratory training. 9-Activities and homework.
Assessment Methods 1-Evaluation of the topics prepared by students according to the content, arrangement, and covering of the topic. 2-Midterm and final exams. 3-Checking the homework assignments. 4-Course work reports.
3.1 Mapped to: V1

Demonstrate a dedication to academic and professional ethics and ideals.

Teaching Strategy 1- Engage student in carrying out internet search. 2- The ability to debate the scientific basis of physiological mechanisms of body systems. 3- Writing group reports. 4- Solving problems in groups during tutorial. 5- Checking the homework assignments in groups during discussion. 6- Cooperative learning and application of scientific method in thinking the scientific problem solving. 7- Work as part of a team. 8- Conducting group experiments and writing group reports. Dividing students into groups to cooperate with each other during the experiments.
Assessment Methods 1- Oral exams. 2- Evaluation of student essays assignments and search work. 3- Observation of student ethical and moral behavior. 4- Students’ attendance is recorded during lectures. 5- Assessment of the student reports. 6-Grading homework assignments.
3.2 Mapped to: V2

Make independent decisions and create goals to achieve professional and/or academic self-improvement and social success.

Teaching Strategy 1- Engage student in carrying out internet search. 2- The ability to debate the scientific basis of physiological mechanisms of body systems. 3- Writing group reports. 4- Solving problems in groups during tutorial. 5- Checking the homework assignments in groups during discussion. 6- Cooperative learning and application of scientific method in thinking the scientific problem solving. 7- Work as part of a team. 8- Conducting group experiments and writing group reports. Dividing students into groups to cooperate with each other during the experiments.
Assessment Methods 1- Oral exams. 2- Evaluation of student essays assignments and search work. 3- Observation of student ethical and moral behavior. 4- Students’ attendance is recorded during lectures. 5- Assessment of the student reports. 6-Grading homework assignments.
3.3 Mapped to: V3

Work cooperatively and productively in accountable teams.

Teaching Strategy 1- Engage student in carrying out internet search. 2- The ability to debate the scientific basis of physiological mechanisms of body systems. 3- Writing group reports. 4- Solving problems in groups during tutorial. 5- Checking the homework assignments in groups during discussion. 6- Cooperative learning and application of scientific method in thinking the scientific problem solving. 7- Work as part of a team. 8- Conducting group experiments and writing group reports. Dividing students into groups to cooperate with each other during the experiments.
Assessment Methods 1- Oral exams. 2- Evaluation of student essays assignments and search work. 3- Observation of student ethical and moral behavior. 4- Students’ attendance is recorded during lectures. 5- Assessment of the student reports. 6-Grading homework assignments.
Assessment
Weight
Lec. Activities
10%
Mid Term Exam (Theoretic)
20%
Lab Quiz
10%
Final Exam (Practical)
20%
Final Exam (Theoretic)
40%
Total
100%