VIETNAM NATIONAL UNIVERSITY HCMC

INTERNATIONAL UNIVERSITY
School of Biotechnology

COURSE SYLLABUS
Course Name: Genetics
Course Code: BT313IU

1. General information

Course This course introduces the mechanisms of inheritance and gene action
designation from molecular to population levels. Topics include Mendelian principles;
Extension of Mendelian principles; Genetic materials and gene
expression; Quantitative genetics and population genetics.
Semester(s) in 2
which the
course is taught
Person Tong Thi Hang, MSc
responsible for
the course
Language English
Relation to Compulsory
curriculum
Teaching Lecture, lesson, lab works, project, seminar.
methods
Workload (incl. (Estimated) Total workload: 135
contact hours,
Contact hours (please specify whether lecture, exercise, laboratory
self-study
hours) session, etc.): 45
Private study including examination preparation, specified in hours1: 90
Credit points 3
Required and Complete Biology course
recommended
prerequisites for
joining the
course
Course Students will be introduced to the fundamentals of classical and modern genetics
objectives such as Mendel inheritance and molecular genetics, be provided with the skills of
using cells and molecular techniques and be exposed to the cases in genetics.
Through this unit, students will become acquainted with the challenges of

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When calculating contact time, each contact hour is counted as a full hour because the organisation of the schedule, moving from
room to room, and individual questions to lecturers after the class, all mean that about 60 minutes should be counted.
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 contemporary genetic problems in different organisms and gain an appreciation
of the foundational skills necessary to apply genetics in different fields of applied
sciences.
Course learning Upon the successful completion of this course students will be able to:
outcomes Competency level Course learning outcome (CLO)
Knowledge CLO1. Describe the fundamental concepts of Genetics
and principles of using cell and molecular techniques.
CLO2. Explain the importance of Genetics in various
fields of applied sciences.
Skill CLO3. Analyze and evaluate the genetic characteristics in
different organisms and applications in medicines,
agriculture and environment studies.
Attitude CLO4. Understand the reasons around privacy when
using genetic information and organism handling,
conduct and apply ethical practices.
Content The description of the contents should clearly indicate the weighting of the
content and the level.
Weight: lecture session (3 hours)
Teaching levels: I (Introduce); T (Teach); U (Utilize)
Topic Weight Level
Introduction to Genetics 1 I, T
Cell reproduction: mitosis and meiosis 1 T, U
Mendelian inheritance principles 1 T, U
Extension of Mendelian inheritance 1 I, T
Linkage, Recombination and gene mapping 1 T, U
Genetic materials, chromosome structure and variation 1 I, T
Replication, Transcription 1 T, U
RNA processing 1 T, U
Genetic codes and Translation 1 I, T
Regulation of gene expression 1 T, U
Recombinant DNA technology, mutation and genomics 1 U
Extracellular chromosomes 1 I, T
Quantitative genetics 2 T, U
Population genetics 1 T, U
Examination Multiple-choice questions, short-answer questions, problem-solving
forms questions
Study and Attendance: A minimum attendance of 80 percent is compulsory for the class
examination sessions. Students will be assessed on the basis of their class participation.
requirements Questions and comments are strongly encouraged.

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 Assignments/Examination: Students must have more than 50/100 points overall
to pass this course.
Reading list [1] Brooker, R.J., 2009. Genetics: Analysis & Principles, 3rd Edition.
McGraw-Hill, New York.
[2] Hartwell, L.H., Hood, L., Goldberg, M.L., Reynolds, A.E., Silver, L.M.
& Veres, R.C., 2004. Genetics: From Genes to Genomes, 2nd Edition.
McGraw-Hill, NY.
[3] Mertens, T.R. & Hammersmith, R.L., 2001. Genetics: Laboratory
Investigations, 12th edition. Prentice Hall, Inc.,
[4] Pierce, B.A., 2008. Genetics: A Conceptual Approach, 3rd Edition.
W.H. Freeman and Comp., New York.
[5] Snudtad, D.P., & Simmons, M.J., 2009. Principles of Genetics, 5th
Edition. John Wiley & Sons, Inc., USA.

2. Learning Outcomes Matrix (optional)

The relationship between Course Learning Outcomes (CLO) (1-4) and Program/Student Learning Outcomes
(SLO) (a-m) is shown in the following table:

PLO
CLO 1 2 3 4 5 6 7 8
1
2
3
4

3. Planned learning activities and teaching methods

Assessme
CLO
Week Topic nts Learning activities Resources
1 Introduction to Genetics 1,4 Lecture, Discussion [4], [5]
Cell reproduction: mitosis and [3], [4],
1,2 Quiz 1
2 meiosis Lecture, Discussion [5]
Mendelian inheritance
2,3
3 principles Lecture, Discussion [4], [5]
Extension of Mendelian Quiz 2
2,3
4 inheritance Lecture, Discussion [4], [5]
Linkage, Recombination, and Lecture, Discussion,
2,3
5 gene mapping Homework [4], [5]
Genetic materials, chromosome Lecture, Discussion, [2], [3],
2,4
6 structure and variation Group work [4]
Quiz3
7 Replication, Transcription 1,2 Lecture, Discussion [3], [4]
8 RNA processing 1,2 Lecture, group work [3], [4]
9 Midterm examination
10 Genetic codes and Translation 1,2 Quiz4 Lecture, Discussion [4], [5]
11 Regulation of gene expression 1,2 Lecture, Discussion [4], [5]

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 Recombinant DNA technology, Lecture, Discussion, [2], [3],
3,4
12 mutation and genomics Homework [4]
13 Extracellular chromosomes 1,2 Lecture, Discussion [4], [5]
14,15 Quantitative genetics 3,4 Lecture, Discussion [1], [4]
Quiz5
Lecture, Discussion,
2,3
16 Population genetics Homework [1], [4]
17 Final examination

4. Assessment plan

Assessment Type CLO1 CLO2 CLO3 CLO4

Quiz1, 2 Quiz3 Quiz5 Quiz4
50%Pass 50%Pass 50%Pass 50%Pass
Quiz (30%)
Question 1,2 Question Question Question5
Midterm exam 50 %Pass 3 4 50%Pass
(30%) 50%Pass 50%Pass
Question 1,2 Question Question Question5
50 %Pass 3 50%Pass 50%Pass
Final exam (40%) 50%Pass
Note: %Pass: Target that % of students having scores greater than 50 out of 100.

5. Rubrics (optional)

5.1. Grading checklist

Grading checklist for Written Reports
Student: …………………………….. HW/Assignment: ……………….
Date: ………………………………… Evaluator: ………………………
Max. Score Comments
Technical contents (70%) 70
Abstract clearly identifies purpose and summarizes principal 10
contents
Introduction demonstrates thorough knowledge of relevant 10
background and prior work
Analysis and discussion demonstrate good subject mastery 40
Summary and conclusions appropriate and complete 10
Organization (10%) 10
Distinct introduction, body, conclusions 5
Content clearly and logically organized, good transitions 5
Presentation (10%) 10
Correct spelling, grammar 5
Clear and easy to read 5
Quality of Layout and Graphics (10%) 10
TOTAL SCORE 100

5.2. Holistic rubric

Holistic rubric for evaluating the entire document, e.g., exercises/quizzes/HW
Score Description
4
 5 Demonstrates complete understanding of the problem. All requirements of task are included
in response
4 Demonstrates considerable understanding of the problem. All requirements of task are
included
3 Demonstrates partial understanding of the problem. Most requirements of task are included.
2 Demonstrates little understanding of the problem. Many requirements of task are missing.
1 Demonstrates no understanding of the problem.
0 No response/task not attempted
Note: this rubric is also used to evaluate questions in an exam.

5.3. Analytic rubric

Critical thinking value rubric for evaluating questions in exams:

Capstone Milestone Benchmark
4 3 2 1
Issue/ problem to be
Issue/ problem to be considered critically is
Issue/ problem to be considered critically is stated but description
considered critically is stated stated, described, and leaves some terms Issue/ problem to be
clearly and described clarified so that undefined, ambiguities considered critically is
comprehensively, delivering all understanding is not unexplored, boundaries stated without
relevant information necessary seriously impeded by undetermined, and/ or clarification or
Explanation of issues for full understanding. omissions. backgrounds unknown. description.

Information is taken
from source(s) with
some interpretation/
Information is taken from Information is taken from evaluation, but not
source(s) with enough source(s) with enough enough to develop a Information is taken
Evidence interpretation/ evaluation to interpretation/ evaluation coherent analysis or from source(s) without
Selecting and using develop a comprehensive to develop a coherent synthesis. Viewpoints of any interpretation/
information to analysis or synthesis. analysis or synthesis. experts are taken as evaluation. Viewpoints
investigate a point of Viewpoints of experts are Viewpoints of experts are mostly fact, with little of experts are taken as
view or conclusion questioned thoroughly. subject to questioning. questioning. fact, without question.
Shows an emerging
Questions some awareness of present
assumptions. Identifies assumptions
Thoroughly (systematically several relevant contexts (sometimes labels
and methodically) analyzes when presenting a assertions as
own and others' assumptions Identifies own and others' position. May be more assumptions). Begins
and carefully evaluates the assumptions and several aware of others' to identify some
Influence of context relevance of contexts when relevant contexts when assumptions than one's contexts when
and assumptions presenting a position. presenting a position. own (or vice versa). presenting a position.
Specific position (perspective,
thesis/ hypothesis) is
imaginative, taking into Specific position
account the complexities of an (perspective,
issue. Limits of position thesis/hypothesis) takes
(perspective, thesis/ into account the
hypothesis) are acknowledged. complexities of an issue. Specific position Specific position
Others' points of view are Others' points of view are (perspective, thesis/ (perspective, thesis/
Student's position synthesized within position acknowledged within hypothesis) hypothesis) is stated,
(perspective, (perspective, thesis/ position (perspective, acknowledges different but is simplistic and
thesis/hypothesis) hypothesis). thesis/ hypothesis). sides of an issue. obvious.
Conclusion is logically
Conclusion is logically tied to information Conclusion is
Conclusions and related tied to a range of (because information is inconsistently tied to
outcomes (consequences and information, including chosen to fit the desired some of the
implications) are logical and opposing viewpoints; conclusion); some information discussed;
Conclusions and reflect student’s informed related outcomes related outcomes related outcomes
related outcomes evaluation and ability to place (consequences and (consequences and (consequences and
(implications and evidence and perspectives implications) are identified implications) are implications) are
consequences) discussed in priority order. clearly. identified clearly. oversimplified.
Source: Association of American Colleges and Universities

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6. Date revised: February 18, 2022
Ho Chi Minh City, 18/02/2022
Head/Dean of Department/School
(Signature)

<Full Name>