
Genes and Environment
Code: 101974Credits: 3
| Degree programme | Type | Course |
|---|---|---|
| Genetics | OP | 4 |
Contact lecturer
- Name :
- Magda Gaya Vidal
- Email :
- magda.gaya@uab.cat
Teaching staff
- Joan Francesc Barquinero Estruch
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no official prerequisites, but much of the literature is in the English language, which is also used in the figures projected in theory classes, and also for oral communication when needed.
Objectives
The subject of Environmental genetics aims studying the different aspects of human variability in relation to the environment, and the implications of their interaction in human health. Furthermore, most of human diseasesand health problems result from a complex interaction of genetic and environmental factors.
Because of variability these differences, subtle genetic differences provide different responses to same environmental exposure. Therefore, the contents of this subject are focused on various genetic factors influencing human health, both individually and at population level.
Learning outcomes
- CM21 (Integrate genomic knowledge in the resolution of complex problems of human health, diagnosis and treatment.) Integrate genomic knowledge in the resolution of complex problems of human health, diagnosis and treatment.
- KM17 (Describe the principles of population genetics and human evolution, as well as their applications in the forensic and biomedical fields.) Describe the principles of population genetics and human evolution, as well as their applications in the forensic and biomedical fields.
- SM20 (Interpret the genetic basis of human pathologies and the therapeutic response, integrating the gender perspective and bioethical implications. .) Interpret the genetic basis of human pathologies and the therapeutic response, integrating the gender perspective and bioethical implications. .
- SM21 (Prepare reports on scientific advances in diagnosis, genetic counselling and biotechnological therapies based on the literature review.) Prepare reports on scientific advances in diagnosis, genetic counselling and biotechnological therapies based on the literature review.
Contents
Topic 1. Historical perspectives
Topic 2. Epidemiology in environmental genetics
Topic 3. Epigenetics (environmental factors)
Topic 4. Radiation and cancer
Topic 5. Farmacogenetics
Topic 6. Ecogenètics
Topic 7. Nutrigenomics
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Teamwork | 12 | 0.48 | |
| Study | 32 | 1.28 | CM21, KM17, SM20, SM21 |
| Tutorials | 2 | 0.08 | |
| Theory | 13 | 0.52 | CM21, KM17, SM20, SM21 |
| practical lessons | 10 | 0.4 | CM21, KM17, SM20, SM21 |
| Seminars/Material Preparation | 4 | 0.16 | CM21, KM17, SM20, SM21 |
| seminars | 2 | 0.08 | CM21, KM17, SM20, SM21 |
Theory classes: Students will acquire the subject's fundamental knowledge by attending and participating in theory classes. Some sessions will be conducted as lectures, supported by information and communication technologies (ICT). Teaching materials used during class will be available on the Virtual Campus and may be consulted in accordance with current intellectual property regulations.
Additionally, some course content will be addressed using active teaching methodologies—such as cooperative learning (specifically the jigsaw method) or the flipped classroom—to foster active student participation and the development of transversal skills. For topics covered using the jigsaw method, students will work in groups and present their findings in small groups during class.
Practical classes: Knowledge acquired during theory classes and independent study will be applied to a practical case study. Students will work in small groups, developing the transversal skills specific to the subject.
Seminars: Case studies worked on during practical classes will be presented and discussed. Individual student contributions to the discussion of the assignments will be assessed.
Given the interrelationship between the various proposed learning activities, the course is viewed as a unified whole; therefore, attendance at every learning activity is mandatory.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Preparation, presentation and defense of planned activities | 25% | 0 | 0 | CM21, KM17, SM20, SM21 |
| grade control | 40% | 0 | 0 | CM21, KM17, SM20, SM21 |
| Delivery of material developed during practical lessons | 25% | 0 | 0 | CM21, KM17, SM20, SM21 |
| Attendance and active participation in scheduled activities | 10% | 0 | 0 | CM21, KM17, SM21 |
Being a continuous evaluation, the student participation, the preparation and presentation of group work and a grade control will be considered in the following proportions:
Attendance and participation of students in class: 10%.
Delivery of practical work: 25% Attendance to all practical sessions is mandatory. Students missing more than 20% of programmed sessions will be graded as \"No Avaluable\".
Group work: 25%
Control: 40%. To evaluate the course a control with questions from theoretical and practical sessions will be performed. Students must get a minimum score of 4.0.
The average of the different assessed parts attendance and participation, teamwork and control must be equal or greater than five.
A retake process is considered. To be eligible for this retake process, the student should have been previously evaluated in a set of activities equalling at least two thirds of the final score of the course or module.
The student will be graded as \"No Avaluable\" if the weighting of all conducted evaluation activities is less than 67% of the final score.
Single assessment: Given the teaching methodology used, this subject does not include single assessment.
Use of AI
For this subject, the use of Artificial Intelligence (AI) technologies is permitted exclusively in support tasks, such as bibliographic or information searches, text correction, translations, for code creation or other activities at the discretion of the teacher. The student must clearly identify which parts have been generated with this technology, specify the tools used and include a critical reflection on how these have influenced the process and the final result of the activity. The lack of transparency in the use of AIin this assessable activity will be considered a lack of academic honesty and may lead to a partial or total penalty in the grade of the activity, or greater sanctions in serious cases.
Any irregularity committed during an assessment activity (academic fraud, plagiarism, or the improper use of AI—unless such use is expressly authorized in the course syllabus) that could lead to a significant change in the grade will result in that activity being graded as a 0. If the course syllabus stipulates that passing the subject requires a minimum grade in that specific assessment activity, or if multiple irregularities occur across assessment activities for the same subject, the final grade for the subject will be 0. Furthermore, disciplinary proceedings may be initiated against any student who commits such irregularities.
Bibliography
BIBLIOGRAPHY
- Boyd R, Silk JB. (2001). Como evolucionaron los humanos. Ariel Ciencia
- Costa L.G, Eaton D L. Gene-Environment interactions, Fundamentals of ecogenetics. Willey-Liss (2006)
- Chinnery, PF. Et al. (2012). Epigenetics, epidemiology and mitochondrial DNA diseases. International Journal of Epidemiology, 41:177–187. doi:10.1093/ije/dyr232
- Wallace, D.C. and Fan, W (2010). Energetics, epigenetics, mitochondrial genetics. Mitochondrion 10 (2010) 12–31
- Irala-Estévez, J.I. et al. (2004). Epidemiología Aplicada. Ariel Ciencias Médicas.
- Jorde LB et al. Medical Genetics . Elsevier 4th Ed, 2009
- Konopka, G. and Geschwind D.H. (2010). Human brain evolution: harnessing the genomics (r)evolution to link genes, cognition, and behavior. Neuron. October 21; 68(2): 231-244. doi: 10.1016/j.neuron.2010.10.012
- Muehlenbein MP. 2010. Human Evolutionay Biology. Cambridge University Press
- Nussbaum et al . Thompson & Tompson Genetics in Medicine. Saunders . Elsevier, 2007
- Preuss, TM. (2012). Human brain evolution: From gene discovery to phenotype discovery PNAS vol. 109 suppl. 1, 10709-10716
- Rietschel, M. and Treutlein, J. (2013). The genetics of alcohol dependence. Ann NY Acad Sci; Apr1282:39-70. Review
- Robert K. Naviaux, R.K. (2008) Mitochondrial control of epigenetics. Cancer Biology & Therapy 7:8, 1191-1193.
- Tobias ES et al. Essential Medical Genetics. Wilwy-Blackwell, 6th Ed, 2011
- Wells JCK. 2010. The Evolutionary Biology of Human Body Fatness. Cambridge University Press
- Allis C.D. (2015). Epigenetics, Second Edition. Cold Spring Harbor Laboratory Press
Software
There is no specipc software to be used
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 64 | Catalan | first semester | morning-mixed |
| (PLAB) Practical laboratories | 641 | Catalan | first semester | afternoon |
| (SEM) Seminars | 641 | Catalan | first semester | morning-mixed |
| (PLAB) Practical laboratories | 642 | Catalan | first semester | afternoon |