2300362 BIO SEQ ANALYSIS
| Course Number | 2300362 | |
|---|---|---|
| Course Credits | 3 (2-2-5) | |
| Course Abbrviation | BIO SEQ ANALYSIS | |
| Course Title (TH) | การวิเคราะห์ลําดับทางชีวภาพ | |
| Course Title (EN) | Biological Sequence Analysis | |
| Responsible Unit | Faculty of Science, Field of Study of Biotechnology | |
| Type of Course | International Course | |
| Semester | Intl 2nd semester | |
| Academic Year | 2024 | |
| Course Coordinator | ||
| Measurement Method | ||
| Type of Course | Semester Course | |
| Course Condition | None | |
| Course Status | Required elective courses | |
| Instructors / staffs | ||
| Enrollment conditions | None | |
| Degree level | Bachelor | |
| Related curricular | Bachelor of Science in Biotechnology (2562) | |
| Bachelor of Science in Biotechnology (2567) | ||
| Course description (TH) | วิธีการและขั้นตอนวิธีในการเทียบลําดับเบส ได้แก่ การเทียบคู่ลําดับ การสืบค้นฐานข้อมูลจากความคล้าย การเทียบหลายลําดับ โปรไฟล์และตัวแบบมาร์คอฟซ่อน การหายีนและการวิเคราะห์ลําดับโปรตีน การประมวลผลข้อมูลที่ได้จากเครื่องหาลําดับเบสดีเอ็นเอ ซึ่งรวมถึงการประกอบข้อมูลดิบเป็นลําดับต่อเนื่อง การหาบริเวณแปลรหัส และการแปลรหัสเป็นลําดับกรดอะมิโน เครื่องมือในการวิเคราะห์ลําดับเพื่อประยุกต์ในเทคโนโลยีดีเอ็นเอ ซึ่งรวมถึงการสร้างแผนที่เรสทริกชัน การออกแบบไพรเมอร์ การโคลนดีเอ็นเอ และการทําให้เกิดการกลาย การวิเคราะห์ลําดับของดีเอ็นเอ อาร์เอ็นเอ และกรดอะมิโนโดยใช้เครื่องมือบนเว็บที่เปิดให้สาธารณะเข้าใช้งานได้ | |
| Course description (EN) | Methods and algorithms for sequence alignment: pairwise sequence alignment, database similarity searching, multiple sequence alignment; profiles and Hidden Markov Models; gene finding and protein sequence analysis; processing of data obtained from DNA sequencers including assembly of raw data into a contiguous sequence, finding open reading frames and translating into amino acid sequences; sequence analysis tools used in recombinant DNA technology including restriction mapping, primer design, DNA cloning and mutagenesis; DNA, RNA and amino acid sequence analysis using publicly available web based tools. | |
| Curriculum mapping | CU-1.1: Behavioral Objectives Possessing well-rounded knowledge | |
| / | CU-1.2: Possessing in-depth knowledge | |
| CU-2.1: Being moral and ethical | ||
| CU-2.2: Having an awareness of etiquette | ||
| / | CU-3.1: Being able to think critically | |
| CU-3.2: Being able to think creatively | ||
| CU-3.3: Having skills in problem solving | ||
| / | CU-4.1: Having professional skills | |
| CU-4.2: Having communication skills | ||
| CU-4.3: Having skills in information technology | ||
| CU-4.4: Having mathematical and statistical skills | ||
| CU-4.5: Having management skills | ||
| CU-5.1: Having an inquiring mind | ||
| CU-5.2: Knowing how to learn | ||
| CU-5.3: Having leadership qualities | ||
| CU-5.4: Maintaining well-being | ||
| CU-5.5: Being community-minded and possessing social responsibility | ||
| CU-5.6: Sustaining Thainess in a globalized world | ||
| subPLO1.1 Explain biotechnology knowledge in practice. | ||
| / | subPLO1.2 Analyze biotechnology knowledge in practice. | |
| / | subPLO1.3 Apply biotechnology knowledge in practice. | |
| / | PLO2 Employ biotechnology-related technology and scientific tools. | |
| / | PLO3 Communicate effectively in English within the Biotechnology field. | |
| / | PLO4 Demonstrate behavior that aligns with ethical principles, moral values, and professional ethics. | |
| PLO5 Demonstrate social responsibility, courage, and creativity. | ||
| Course learning outcome (CLO) | 1. Students learn to assemble and analyze sequencing result. | |
| 2. Students learn to analyze DNA sequences and amino sequences using publicly available tools. | ||
| 3. Students understand the difference and diversity of biological sequences. | ||
| 4. Students are able to use appropriate tools to work in the field of DNA recombination technology. |
| # | Date | Time | Learning content | Instructor | CLO | Remark |
|---|---|---|---|---|---|---|
| 1 | Methods and algorithms for sequence alignment (part 1) | • Students understand the difference and diversity of biological sequences. | ||||
| Methods and algorithms for sequence alignment (part 1) | • Students understand the difference and diversity of biological sequences. | |||||
| Methods and algorithms for sequence alignment (part 2) | • Students understand the difference and diversity of biological sequences. | |||||
| Methods and algorithms for sequence alignment (part 2) | • Students understand the difference and diversity of biological sequences. | |||||
| Methods and algorithms for sequence alignment (part 3) | • Students understand the difference and diversity of biological sequences. | |||||
| Methods and algorithms for sequence alignment (part 3) | • Students understand the difference and diversity of biological sequences. | |||||
| Methods and algorithms for sequence alignment (part 4) | • Students understand the difference and diversity of biological sequences. | |||||
| Methods and algorithms for sequence alignment (part 4) | • Students understand the difference and diversity of biological sequences. | |||||
| Gene finding and protein sequence analysis (part 1) | • Students learn to analyze DNA sequences and amino sequences using publicly available tools | |||||
| Gene finding and protein sequence analysis (part 1) | • Students learn to analyze DNA sequences and amino sequences using publicly available tools | |||||
| Gene finding and protein sequence analysis (part 2) | • Students learn to analyze DNA sequences and amino sequences using publicly available tools | |||||
| Gene finding and protein sequence analysis (part 2) | • Students learn to analyze DNA sequences and amino sequences using publicly available tools | |||||
| Gene finding and protein sequence analysis (part 3) | • Students learn to analyze DNA sequences and amino sequences using publicly available tools | |||||
| Gene finding and protein sequence analysis (part 3) | • Students learn to analyze DNA sequences and amino sequences using publicly available tools | |||||
| Processing of data obtained from DNA sequencers (Part 1) | • Students learn to assemble and analyze sequencing result | |||||
| Processing of data obtained from DNA sequencers (Part 1) | • Students learn to assemble and analyze sequencing result | |||||
| Processing of data obtained from DNA sequencers (Part 2) | • Students learn to assemble and analyze sequencing result | |||||
| Processing of data obtained from DNA sequencers (Part 2) | • Students learn to assemble and analyze sequencing result | |||||
| Processing of data obtained from DNA sequencers (Part 3) | • Students learn to assemble and analyze sequencing result | |||||
| Processing of data obtained from DNA sequencers (Part 3) | • Students learn to assemble and analyze sequencing result | |||||
| Sequence analysis tools used in recombinant DNA technology (Part 1) | • Students are able to use appropriate tools to work in the field of DNA recombination technology. | |||||
| Sequence analysis tools used in recombinant DNA technology (Part 1) | • Students are able to use appropriate tools to work in the field of DNA recombination technology. | |||||
| Sequence analysis tools used in recombinant DNA technology (Part 2) | • Students are able to use appropriate tools to work in the field of DNA recombination technology. | |||||
| Sequence analysis tools used in recombinant DNA technology (Part 2) | • Students are able to use appropriate tools to work in the field of DNA recombination technology. | |||||
| Sequence analysis tools used in recombinant DNA technology (Part 3) | • Students are able to use appropriate tools to work in the field of DNA recombination technology. | |||||
| Sequence analysis tools used in recombinant DNA technology (Part 3) | • Students are able to use appropriate tools to work in the field of DNA recombination technology. |
| Teaching/learning media | PowerPoint | ||
| Handouts | |||
| Communication channels / LMS | |||
| Type | Channel identifier / URL | Remarks | |
| Learning Management System (LMS) | MyCourseVille | ||
| Assessment method | Level of assessment | Related CLO | Percentage |
| Assignment | Bloom’sTaxonomy(Analyzing) | • Students learn to assemble and analyze sequencing result • Students learn to analyze DNA sequences and amino sequences using publicly available tools • Students understand the difference and diversity of biological sequences. • Students are able to use appropriate tools to work in the field of DNA recombination technology. | 30 % |
| Mid-term examination | Bloom’sTaxonomy(Analyzing) | • Students learn to assemble and analyze sequencing result • Students learn to analyze DNA sequences and amino sequences using publicly available tools • Students understand the difference and diversity of biological sequences. • Students are able to use appropriate tools to work in the field of DNA recombination technology. | 30 % |
| Final examination | Bloom’sTaxonomy(Analyzing) | • Students learn to assemble and analyze sequencing result • Students learn to analyze DNA sequences and amino sequences using publicly available tools • Students understand the difference and diversity of biological sequences. • Students are able to use appropriate tools to work in the Field of DNA recombination technology. | 35 % |
| Attendance | 5 % | ||
| Grading | Grading System | Letter Grad (A-F) | |
| Grading method | Norm-referenced Grading (อิงกลุ่ม) | ||
| Minimum Passing Level (MPL) | 0 | ||
| Reading list | |||
| Type | Title | Remarks | |
| Text books | Biological Sequence Analysis · Probabilistic Models of Proteins and Nucleic Acids | ISBN: 9780511790492 | |
| Text books | An Introduction to Bioinformatics Algorithms | ISBN: 9780262101066 | |
| Course evaluation | Course evaluation system | myCourseVille | |
| Details of improvement from previous evaluation | Slower introduction to bioinformatics as this course is many student first and only exposure to bioinformatics. | ||
| Course quality control | Responses to complaints / petitions from students | Email the course coordinator or the BBTech program office |