BMD2012 : Chromosome Biology in Development and Disease (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Professor Jonathan Higgins
- Co-Module Leader: Dr Lisa Russell
- Lecturer: Dr Simon Whitehall, Dr Daniel Williamson, Professor David Elliott, Prof. Caroline Austin, Dr Sarra Ryan
- 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 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
Chromosomes are the fundamental units of genetic inheritance that carry the instructions required for healthy life. Defects in the sequence, structure, and function of chromosomes underlie developmental disorders, genetic diseases and cancer. Knowledge of chromosome biology is therefore a vital component in understanding the basis for human disease and in the development of therapeutic approaches to target specific molecular defects. This module will introduce students to the cell and molecular biology of chromosomes, and how this knowledge can inform clinical practice. The course will use a combination of lectures to impart foundational knowledge, together with interactive discussions. Student-led work will also lead to the development of analytical, integrative and presentation skills. Students will learn about:
the structure of chromosomes and how this facilitates gene expression
how the integrity of chromosomes is maintained during replication and in the face of DNA damage
how chromosome structure changes during the cell cycle to allow accurate inheritance
how defects in these processes cause developmental disorders and diseases such as cancer
therapeutic approaches that rely on modulation of chromosome biology
Outline Of Syllabus
How chromosome structure is regulated to control gene expression (transcription factors, chromatin/epigenetic modifications, non-coding RNA, and 3D structure)
How chromosomes are replicated, and how they are repaired following DNA damage
How chromosome structure changes during cell division, and chromosome segregation
How numerical and structural chromosome aberrations are created and how they contribute to evolution and disease (chromosome instability, aneuploidy, mutation, gene amplification, cancer)
How knowledge of chromosome biology can be used to understand disease risk, inform treatment strategies in the clinic, and to develop new therapies
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 16 | 1:00 | 16:00 | Didactic classroom sessions |
| Structured Guided Learning | Academic skills activities | 1 | 2:00 | 2:00 | Technical skill activity |
| Scheduled Learning And Teaching Activities | Small group teaching | 3 | 1:00 | 3:00 | Student-led seminar discussions focusing on relevant research topics/papers, and the case study |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 2:00 | 6:00 | Teacher-led sessions as preparation for student-led seminar, case study, and poster presentation sessions |
| Guided Independent Study | Independent study | 173 | 1:00 | 173:00 | Includes: Assessment preparation and completion, directed research and reading, skills practice, reflective learning activity and student-led group activity |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures: formal taught sessions to the whole cohort which consists largely of the exposition of theory, themes, methodologies and techniques. These will form the basis of a student’s understanding of the subjects delineated in Knowledge Outcomes.
Workshops will provide skills training and assessment guidance. Workshops foster active learning, collaboration, and critical thinking. They will bridge theory and practice by engaging students in problem-solving, discussions, and hands-on activities, enhancing understanding and retention while developing teamwork and communication skills.
Seminars / Small group teaching will encourage contextualisation of taught material through discussion, Q&As, data interpretation, team-work and problem-solving. Case studies will develop students’ abilities to analyse and integrate multiple types of information (from fundamental molecular cell biology to clinical presentation) and to formulate hypotheses regarding potential therapeutic approaches.
Technical skill activity will allow students to apply knowledge from lectures to a real word example using a structured learning approach.
Independent study will allow students to extend their knowledge and prepare for assessments through consolidation of module content, reading of books, journal articles and other recommended references.
In-course assessments (poster preparation and open-book essay) during the module will teach students time management and organisation and encourage independent working as well as supporting their understanding of the subject.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | M | 50 | In-course open book essay (1500 words) |
| Poster | 2 | M | 50 | Individual in-course poster presentation on an assigned topic (5 min presentation and 2 min questions) |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prof skill assessmnt | 2 | M | In-course technical skill activity (data interpretation exercise). |
Assessment Rationale And Relationship
Open-book essay: this will enable students to demonstrate critical thinking and reading in the subject area. Feedback on the essay will help improve student’s writing skills.
Poster preparation and presentation: this assesses a student’s ability to consolidate and integrate their knowledge and understanding of the topic via a visually appealing platform and their ability to translate scientific information in a clear and logical manner and verbalise this individually.
Formative data interpretation exercise: this assesses a student’s ability to analyse quantitative/qualitative data using appropriate methods and draw scientifically valid conclusions.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BMD2012's Timetable