Genetics and Evolution

Objectives

Knowledge:

1. Recognise Genetics as a priority scientific field with multidisciplinary relevance;
2. Understand its importance to Psychology;
3. Comprehend the functions of DNA and RNA and their significance;
4. Identify the types of mutations that can occur and their consequences;
5. Understand the importance of mitosis and meiosis in hereditary and evolutionary terms;
6. Recognise the normal human karyotype and identify significant chromosomal mutations;
7. Comprehend the concept of Evolution and its main mechanisms;
8. Understand the mechanisms of Mendelian and non-Mendelian heredity;
9. Understand the importance of complex heredity;
10. Understand the genetic origins of certain human pathologies;
11. Grasp the principles of Population Genetics and their evolutionary significance.

Skills and Competencies:

1. Critical analysis of content, including ethical aspects;
2. Problem-solving;
3. Group work;
4. Scientific communication;
5. Independent knowledge building using available information sources.

Program

Learning Objectives (knowledge, skills, and competencies to be developed by students)

Knowledge:
a) Recognise Genetics as a priority scientific field with multidisciplinary relevance; b) Understand its importance to Psychology; c) Comprehend the functions of DNA and RNA and their significance; d) Identify the types of mutations that can occur and their consequences; e) Understand the importance of mitosis and meiosis in hereditary and evolutionary terms; f) Recognise the normal human karyotype and identify significant chromosomal mutations; g) Comprehend the concept of Evolution and its main mechanisms; h) Understand the mechanisms of Mendelian and non-Mendelian heredity; i) Understand the importance of complex heredity; j) Understand the genetic origins of certain human pathologies; k) Grasp the principles of Population Genetics and their evolutionary significance.

Skills and Competencies:
l) Critical analysis of content, including ethical aspects; m) Problem-solving; n) Group work; o) Scientific communication; p) Independent knowledge building using available information sources.

 

Syllabus

1. Introduction
2. Cellular and molecular bases of heredity (from DNA and RNA to proteins)
3. Chromosomes and cell division (mitosis and meiosis)
4. Mutations and polymorphisms
5. Evolution and evolutionary factors
6. Types of heredity (Mendelian and Non-Mendelian) and associated pathologies
7. Population Genetics

Teaching Methodologies

Demonstration of the coherence of the programme content with the objectives of the course

The selected content for this course provides an integrated approach to the foundations of Genetics. The programme is structured around topics considered fundamental within the field of Genetics. The initial component addresses the cellular and molecular bases of heredity in a contemporary manner, incorporating recent developments in this area. The chromosomal theory is then explored and integrated. Mutations and the concept of polymorphism serve as a backdrop for students to better understand the concept of Evolution and evolutionary factors. Various patterns of heredity are covered, with examples of associated pathologies. The content concludes with the component on population genetics.

 

Demonstration of the coherence of teaching methodologies with the learning objectives of the course

It is well-established that active, student-centred learning methodologies promote more effective acquisition of skills and competencies and improve overall student performance. These strategies will be applied during the theoretical-practical sessions throughout the course. Among these methodologies, case study analysis, under the framework of “learning through discovery,” is particularly useful. This approach exposes students to the realities of research and scientific publication, fostering autonomy in developing the “state of the art” regarding selected pathologies.

Problem-solving activities will be conducted exclusively in the presence of the professor, who will provide guidance as needed. The theoretical-practical component will take place in a classroom equipped with internet access and video projection technology. The judicious use of scientific article databases, such as the freely accessible Google Scholar and the Web of Knowledge available through the University of the Azores Documentation Services portal, will be encouraged.

All tasks will be carried out collaboratively in groups of 2–3 students, with clearly defined roles for each group member. However, student-centred strategies are not intended to fully replace direct transmission of theoretical content. Teacher-centred instruction remains indispensable at this level of learning, where the acquisition of complex concepts is necessary to achieve conceptual objectives.

The direct transmission of theoretical content, through lectures delivered by the professor and complemented by multimedia presentations, is recognised as essential. This teacher-centred strategy is particularly advantageous for courses where students need to first acquire a foundational set of concepts. Once these basics are understood, enrichment and consolidation activities, centred on the student, can be effectively implemented.

Bibliography

Main bibliography

Carey, G., 2003. Human Genetics for the Social Sciences. Sage Publications, United Kingdom.

Darwin C., 1873. The origin of species by means of natural selection: or, the preservation of favoured races in the struggle for life. 6th Edition. John Murray, London. John Murray, London.

Futuyma D.J., 2013. Evolution. Sinauer Associates.

Nettle D., 2009. Evolution and Genetics for Psychology. Oxford University Press.

Nussbaum, R. L., McInnes, R. R., & Willard, H. F., 2015. Thompson & Thompson Genetics in Medicine e-Book. Elsevier Health Sciences.