| Course Title | Protein Trafficking | ||
| Course Code | BS3022 | ||
| Offered | Study Year 3, Semester 2 | ||
| Course Coordinator | Thibault,Guillaume (Asst Prof) | THIBAULT@ntu.edu.sg | 6592 1787 |
| Pre-requisites | BS1007 | ||
| AU | 3 | ||
| Contact hours | Tutorials: 39 | ||
| Approved for delivery from | AY 2020/21 semester 2 | ||
| Last revised | 9 Apr 2021, 11:20 | ||
This course aims to introduce students to the different steps proteins are engaged through the secretory and endocytic pathways. You will learn detailed molecular processes part of the secretory and endocytic pathways. The ultimate goal of this course is to make you grasp the fine line between cellular homeostasis and cellular states leading to the development of diseases from secreted and membrane proteins.
Upon successfully completing this course, you should be able to:
Overview of the Endoplasmic Reticulum (ER), phospholipid biosynthesis, and transport
Targeting proteins to the ER, translocation, and membrane protein topology
Protein folding and protein quality control in the ER
Vesicle transport focusing on ER-Golgi trafficking
Endocytosis and polarized delivery of proteins
Vesicular trafficking
| Component | Course ILOs tested | SBS Graduate Attributes tested | Weighting | Team / Individual | Assessment Rubrics |
|---|---|---|---|---|---|
| Continuous Assessment | |||||
| Presentation | 1, 2, 3, 4, 5 | 1. a, b, c 2. a, b 3. b, e, g 5. a, b, c, d 7. c | 20 | team | See Appendix for rubric |
| Technology-enhanced Learning | |||||
| Essay | 1, 2, 3, 4, 5 | 1. a 2. d 3. b, e 4. a 5. a, b, c, d 7. c | 40 | both | See Appendix for rubric |
| Multiple Choice Questions | 1, 2, 5 | 1. b, c 3. g 5. a, b 7. d | 30 | both | |
| Tutorials | |||||
| Participation | 1, 2, 3, 4, 5 | 1. b, c 2. b, d 3. b, e, g 4. a 5. b, c, d | 10 | individual | See Appendix for rubric |
| Total | 100% | ||||
These are the relevant SBS Graduate Attributes.
1. Recognize the relationship and complexity between structure and function of all forms of life, resulting from an academically rigorous in-depth understanding of biological concepts
a. Possess a conceptual framework that identifies the relationships between the major domains in the field of biology.
b. Explain the relationship between structure and function of all forms of life at the molecular level
c. Explain the relationship between structure and function of all forms of life at the cellular level
2. Critically evaluate and analyze biological information by applying the knowledge, scientific methods and technical skills associated with the discipline
a. Identify the assumptions behind scientific problems and issues
b. Create and evaluate hypotheses
d. Design experiments relevant to authentic problems and their models
3. Develop and communicate biological ideas and concepts relevant in everyday life for the benefit of society
b. Display and explain scientific results clearly and persuasively to peers both verbally and in writing (includes the ability to graph data appropriately and accurately).
e. Discuss current critical questions in the field of biology
g. Demonstrate an understanding of the history of ideas and development of the major fields of biology
4. Acquire transferable and entrepreneurial skills for career development
a. Demonstrate innovative approaches to solving problems in biological science, leading to new approaches or techniques
5. Develop communication, creative and critical thinking skills for life-long learning
a. Learn independently and then share that knowledge with others
b. Learn collaboratively and be willing to share expertise with peers
c. Demonstrate critical thinking skills such as analysis, discrimination, logical reasoning, prediction and transforming knowledge
d. Question the assumptions, sources, and contexts of scientific investigation
7. Demonstrate information literacy and technological fluency
c. Evaluate and use biological databases (literature and public datasets)
d. Complete online learning independently
Discussion in class from students answers and burning questions from students on the Readiness Assurance Tests (quiz) gives students feedback on learning outcome 1.
Discussion in class on the different answers of application exercises from different teams. General questions related to the application exercises will also be discuss in class provides feedback on learning outcomes 1, 2, 3, 4, and 5.
General questions related to the application exercises will also be discussed in class, which helps students to achieve learning outcomes 1, 2, 3, 4, and 5.
| Tutorials (39 hours) | Readiness Assurance Tests: The students are required to read over pre-class material and then complete a shot MCQ quiz in class, which is done in a team-based learning approach. These help students achieve learning outcomes 1 and 2. Application Exercises: in-class activities to solved problems as a team which requires the utilization of the concepts tested in RAT (will be done open book). The exercises will be designed to lead to multiple possible answers to avoid rigid right/wrong answer and to encourage inter- and intra-team discussions. These help students achieve learning outcomes 1, 2, 3, 4 and 5. Final oral presentation: students (group of 2) will present a pre-selected research paper to the class with appropriate background, criticism on the data and interpretation, proposed experiments to improve the finding, and Q&A. |
Bruce Alberts, Alexander Johnson, Julian Lewis, Martin Raff. Molecular Biology of the Cell, 6th Edition, Garland Science, 2014, ISBN: 9780815344322
Students are required to go through and understand the pre-class material (6 in total over the semester) that will be available in NTULearn prior to class.
Students are expected to attend class every week to take part of the "Readiness Assurance Test" and/or "Application Exercises".
Students are expected to be engaged within their working team and in class.
Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values.
As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the Academic Integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.
| Instructor | Office Location | Phone | |
|---|---|---|---|
| Thibault,Guillaume (Asst Prof) | 03n-28 | 6592 1787 | THIBAULT@ntu.edu.sg |
| Week | Topic | Course ILO | Readings/ Activities |
|---|---|---|---|
| 1 | Overview of the Endoplasmic Reticulum (ER), phospholipid biosynthesis, and transport | 1, 3, 4 | pre-class lecture, individual and team MCQ, team essay |
| 2 | Targeting proteins to the ER, translocation, and membrane protein topology | 1, 2, 3, 4, 5 | pre-class lecture, individual and team MCQ, team essay |
| 3 | Targeting proteins to the ER, translocation, and membrane protein topology | 1, 2, 3, 4, 5 | team essay |
| 4 | Protein folding and protein quality control in the ER | 1, 2, 3, 4, 5 | pre-class lecture, individual and team MCQ, team essay |
| 5 | Protein folding and protein quality control in the ER | 1, 2, 3, 4, 5 | team essay |
| 6 | Application Exercises and literature review | 1, 2, 3, 4, 5 | team essay |
| 7 | Application Exercises and literature review | 1, 2, 3, 4, 5 | team essay |
| 8 | Endocytosis and polarized delivery of proteins | 1, 2, 3, 4, 5 | pre-class lecture, individual and team MCQ, team essay |
| 9 | Endocytosis and polarized delivery of proteins | 1, 2, 3, 4, 5 | team essay |
| 10 | Vesicular trafficking | 1, 2, 3, 4, 5 | pre-class lecture, individual and team MCQ, team essay |
| 11 | Vesicular trafficking | 1, 2, 3, 4, 5 | team essay |
| 12 | Student Presentations – Session 1 | 2, 3, 4, 5 | team presentations |
| 13 | Student Presentations – Session 2 | 2, 3, 4, 5 | team presentations |
You will be required to give an oral presentation followed by a Q&A on a predetermine topic related to on of the topics covered in class. Both general course knowledge and analytical skills will be tested. The total will be scaled to 30% of the total course mark.
| Criteria | Standards | ||
| Fail standard
(3-4 marks) | Pass standard
(5-7 marks) | High standard
(8-10 marks) | |
| Language and delivery | Uses eye contact ineffectively; fails to speak clearly and audibly and uses unsuitable pace; does not engage audience; selects words inappropriate for context; uses incorrect grammar. | Maintains eye contact; speaks clearly and uses suitable volume and pace; takes steps to engage the audience; dresses appropriately; selects words appropriate for context and uses correct grammar. | Effectively uses eye contact; speaks clearly, effectively and confidently using suitable volume and pace; fully engages the audience; dresses appropriately; selects rich and varied words for context and uses correct grammar. |
| Organization and preparation | Does not clearly introduce the topic; does not establish or maintain focus on the topic; uses ineffective transitions that rarely connect points; ends without a conclusion. | Introduces the topic clearly; maintains focus on the topic; include transitions to connect key points; ends with coherent conclusion based on evidence. | Introduces the topic clearly and creatively; maintains clear focus on the topic; effectively includes smooth transitions to connect key points; ends with logical, effective and relevant conclusion. |
| Content | The topic is not well defined; presents little or no evidence of valid research; interpretation, analysis, hypothesis and suggestions shows a lack of understanding and critical thinking; the solution shows little evidence of the combination (synthesis) of ideas/concepts. (LO1-5) | The topic is clearly defined; presents evidence of valid research; interpretation analysis hypothesis and suggestions provides evidence of problem solving and learning stretch; the solution shows evidence of the combination (synthesis) of ideas/concepts. (LO1-5) | The topic is clearly defined; presents evidence of extensive and valid research; interpretation analysis hypothesis and suggestions provides evidence of complex problem solving and learning stretch; the solution shows evidence of the combination (synthesis) of ideas/concepts. (LO1-5) |
| Questions and answers | Answers demonstrate incomplete knowledge/interpretation of the topic; a lack of clarity in the rationale behind the analysis, hypothesis and proposed solution; inaccurate interpretation of the questions and feedback thus resulting in inappropriate responses. (LO1-5) | Answers demonstrate knowledge/interpretation of the topic; clarity in the rationale behind the analysis, hypothesis and proposed solution; accurate interpretation of the questions and feedback thus resulting in appropriate responses. (LO1-5) | Answers demonstrate extensive knowledge/interpretation of the topic; clarity in the rationale behind the analysis, hypothesis and proposed solution; precise and accurate interpretation of the questions and feedback thus resulting in confident responses. (LO1-5) |
The essay question will assess your ability to apply the concepts and principles taught in the course to solve problems related to protein secretion. Each question is marked out of 12 and the total marks are scaled to 30%.
Score / Criteria | 4 | 3 | 2 | 1 |
Content | Comprehensive, accurate and complete interpretation, analysis and/or solution. Key points(such as the concepts and hypothesis) are clearly stated, explained, and well supported in a concise manner (LO1-5). | Accurate and complete interpretation, analysis and/or solution. Key points (such as the concepts and hypothesis) are stated,explained, and supported (LO1-5). | Incomprehensive or incomplete interpretation, analysis and/or solution. Key points (such as the concepts and hypothesis) are addressed, but not well supported (LO1-5). | Partial or incomplete interpretation, analysis and/or solution. Key points (such as the concepts and hypothesis) are not clear.Question not properly answered. |
Organization | Well organized, and easy to follow. | Organization is mostly clear and easy to follow. | Inadequate organization and not so easy to follow. | Organization and structure can not be followed |
Writing | No errors in spelling, grammar, and sentence structure. Elegant use of paragraphs. | Few errors in spelling, grammar, and sentence structure. Adequate use of paragraphs. | Many errors in spelling, grammar, and sentence structure. Inadequate use of paragraphs. | Full of errors in spelling, grammar, and sentence structure. Use of wrong paragraphs. |
Participation will focus on the student engagement during the team-based learning activities. This will include grading from the instructors and the student's peer within the same team.
| Criteria / Marks | Strong | Medium | Weak |
| Teamwork | Clear signs that mutual synergy and learning has been enhanced due to peer-to-peer exchange | Some demonstration of mutual coordination | A clear lack of coordination and mutual synergy |
As a result of this course, it is expected you will develop the following "big picture" attributes:
Develop critical thinking skills
Willingness to contribute to team outcomes
Self-discipline to read materials before coming to class
Willing to communicate ideas with peers
Willingness to take on leadership roles in Team-based Learning activities