BGM3062 : Genetics of Development and its Disorders
BGM3062 : Genetics of Development and its Disorders
- Offered for Year: 2024/25
- Module Leader(s): Dr Katarzyna Pirog
- Lecturer: Professor Lyle Armstrong, Dr Matthew Leach, Dr Helen Phillips, Dr Steven Lisgo, Dr Colin Miles, Dr Bill Chaudhry, Professor John Sayer, Dr Gavin Clowry, Dr Michael Jackson
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
Stage 1 and Stage 2 Biomedical Genetics (B901)
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
The module aims are:
• to provide an overview of vertebrate development
• to describe in more detail the development of several organ systems.
• to identify key developmental processes and the genes and genetic pathways that are involved.
• to consider how the same gene families are important in the development of multiple organs and that there are processes that are common to the development of many organs.
• to consider the role of developmental genes in genetic disorders.
Outline Of Syllabus
Many human disorders have a developmental origin and knowledge of the processes underpinning development is an important step towards understanding gene function and disease mechanisms. As the normal and abnormal development of a range of model organisms is analysed as part of studies of gene function, this module will include information from several species, although it is focused on vertebrate development.
The module will provide an overview of key concepts in vertebrate development and a framework for understanding developmental research and its role in underpinning research on human genetic disorders.
The module syllabus will include:
• establishment of the basic body plan
• establishment and breaking of symmetry
• development of organs derived from endoderm, mesoderm and ectoderm covering their patterning and organization from stem cells to genetic disorders. Examples might be gut, kidney, limb, the hematopoietic system and the brain.
Learning Outcomes
Intended Knowledge Outcomes
On completion of the module the students will be able to:
• describe the development of key organs/systems covered in detail
• discuss key developmental processes, including the genes involved, using examples from the development of one or more of the organs covered
• review common developmental pathways or process in two or more developmental systems
• discuss the role of specific genes during development and in genetic disorders
• discuss ethical considerations in developmental genetics
Intended Skill Outcomes
On completion of the module the students will be able to:
• use online resources to identify anatomical structures
• use online resources to identify gene expression patterns during development
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 12 | 1:00 | 12:00 | Generation of research paper. |
| Scheduled Learning And Teaching Activities | Lecture | 15 | 1:00 | 15:00 | Optional drop-in assignment session - PIP |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 4:00 | 4:00 | Working through online expression/development database - in person |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 1:30 | 1:30 | Workshop/seminar on ethics - In person |
| Guided Independent Study | Independent study | 1 | 67:30 | 67:30 | Writing up lecture notes, revision and general reading of which 1h optional exam revision session with the module lead. |
| Total | 100:00 |
Jointly Taught With
| Code | Title |
|---|---|
| BGM3056 | Evolution and Genomics |
| BGM3058 | Integrated Genetics |
| BGM3061 | Genetic variation in common disease |
Teaching Rationale And Relationship
Lecture materials will provide the majority of the knowledge base and should stimulate the students to reflect and do further reading (independent study).
Workshops 1) will expose the students to ethical concerns surrounding use of animals and human tissues in research 2) provide the key foundation for generation of the in course assessed research paper which they will complete as guided independent study.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 60 | 2 | A | 70 | Invigilated timed exam; 100% essay (1 essay from choice of 2, 60 mins) |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Research paper | 1 | M | 30 | Written exercise, arising from use of developmental databases, 1,500 words maximum. |
Assessment Rationale And Relationship
The essay question assesses the depth of understanding of one aspect of the module.
The research paper tests the ability to synthesize data from online resources, allows students to show further in-depth understanding of the topic, and critical evaluation skills.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BGM3062's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- BGM3062's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.