QuimbyIntegrating topics of sustainability into The Curriculum Course: BSCI410: Molecular GeneticsInstructor: Boots QuimbyNumber of Students: 120Pedagogy: Lecture with daily use of clickers, think-pair-share and small group work to integrate interactive learningIntroductory Vocabulary Activity: To be done on day 1 of the courseObjectives: 1. Review basic vocabulary used in molecular genetics.2. To get a sense of the general level of knowledge retained by students from the pre-requisite BSCI222: Genetics course.3. Introduce students to the interactive nature in which the course will be administered.Methodology:Students will be divided into groups of 3-4 and given an index card containing one of 25-30 basic vocabulary terms related to molecular genetics. The student groups will then be given ~10 minutes to discuss the term and come up with a definition. Each group will then be asked to report their definition to the class. The groups definition will be discussed briefly and approved by the class with facilitation by the instructor. Definitionsthat the students develop will then be compiled into a list and posted on the course Blackboard site for students to access. Relationship to the topic of sustainability:Included in the ~25 vocabulary words that will be distributed will be the word “sustainability”. This will inform the students that this is a basic concept that will be discussed throughout the course.Recombinant Techniques Topic: Lecture 5Objectives: 1. Demonstrate the use of molecular genetic techniques to study biodiversity.2. Discuss the implications of the use of these techniques to uncover issuesof sustainability that otherwise would not have been identifiable.Methodology: After describing the method of DNA sequencing, show the 5 minute Craig Venter clip discussing his use of DNA sequencing to analyze the diversity of bacteria found in the Earth’s ocean (http://www.linktv.org/video/2497/craig-venter-the-incredible-biodiversity-of-the-oceans ). This clip ends with Dr. Venter stating how ships holds carry millions of gallons of sea water filled with bacteria and transfer it to an area thousands of miles awaythat is contains a whole different population of bacteria. Follow this clip with a class discussion of the impact this has had on the oceans diversity over the past several millennia and how this environmental issue would never have been considered without the genetic techniques used to discover the oceans bacterial diversity.1QuimbySustainability “Big Idea” Addressed:1. Ecosystems and Biodiversity: Ecosystem: A community of organisms with the environment function as a unit. Biodiversity: The variety of life in all its forms, levels, and combinations.2. Systems Thinking: Interconnectedness; the whole versus its parts; respect for limits; unexpected consequences; and, identifying patterns, root causes and leverage points for change.3. Tragedy of the Commons:The use and abuse of a resource held in common (e.g. grazing lands or fisheries) between people and nations can lead to its ultimate collapse.DNA Mutation and Repair Topic: Lecture 8Objectives: 1. Encourage students to apply what they have learned about DNA mutation and repair in the broad context of cellular life.2. Students will develop an analogy of a cells ability to deal with the constant onslaught of DNA mutations, both intrinsic and extrinsic, with the Earth’s ability to absorb the onslaught of human devastation.Methodology: After covering content on DNA mutation and repair, bring up the topic of the carrying capacity of the cell for DNA damage. Discuss the following questions in a Think-pair-share manner followed by class discussion:1. The intrinsic base substitution error frequency for DNA replicative polymerases isgenerally between 10-3 and 10-6. These frequencies represent one error per thousand or million nucleotides synthesized, respectively. How does a human cellthat consists of 6 billion nucleotides handle this?2. All human cells are constantly exposed to a variety of mutagens. How does a human cell deal with this?3. The cell is a microcosm of the macrocosm. Develop an analogy between a cells ability to deal with the constant onslaught of DNA mutations, both intrinsic and extrinsic, with the Earth’s ability to absorb the onslaught of human devastation.Sustainability “Big Idea” Addressed:1. Human Population Growth and Carrying Capacity: Carrying capacity is the maximum number of people the earth can support indefinitely.2. Systems Thinking: Interconnectedness; the whole versus its parts; respect for limits; unexpected consequences; and, identifying patterns, root causes and leverage points for change.3.Gene Regulation Topic: Lecture 10Objective: 1. Utilize an issue of sustainability to introduce gene regulation.Methodology: As an introduction to the topic of gene regulation students will read the short BBC news release “NI scientists' hormone pollution solution” (article attached) that introduces 2Quimbystudents to the problems of and a possible solution to hormone pollution in our waterways. The class will be asked to discuss how hormone pollution could affect a cell at the DNA level. This will lead into the discussion of gene regulation with a specific example of how the hormone estrogen triggers the regulation of genes.Sustainability “Big Idea” Addressed:1. Water Quality and Quantity: Population growth, global warming, and pollution threaten Earth’s potable water supplies.2. Environmental Stewardship: Caring for the environment that supports all life.3. Tragedy of the Commons: The use and abuse of a resource held in common (e.g. grazing lands or fisheries) between people and nations can lead to its ultimate collapse.4. Systems Thinking: Interconnectedness; the whole versus its parts; respect forlimits; unexpected consequences; and, identifying patterns, root causes and leverage points for change.5. Sustainability’s “Triple Bottom Line”: Meeting current and future needs in consideration of environmental, economic, and social/cultural factors.6. Ecosphere Inputs and Outputs: Atmosphere (air) Hydrosphere (water) Lithosphere (rocks, minerals) Biosphere (living organisms).Genetic Markers Topic: Lecture 16Objective: Demonstrate how genetic markers are being used in conservation genetics.Methodology:In our discussion of genetic markers, introduce students to the journal Conservation Genetics that was first published