Molecular evolution is the process of evolution at the scale of DNA, RNA and proteins. Molecular evolution emerged as a scientific field in the 1960's as researchers from molecular biology, evolutionary biology and population genetics sought to understand recent discoveries on the structure and function of nucleic acids and protein. Some of the key topics that spurred development of the field have been the evolution of enzyme function, the use of nucleic acid divergence as a “molecular clock” to study species divergence, and the origin of non-functional or junk DNA. Recent advances in genomics, including whole-genome sequencing, high-throughput protein characterization, and bioinformatics have led to a dramatic increase in studies on the topic. The aim of this course is to provide the student with the basic concepts necessary to understand the increasing number of scientific works in the field.

Coordinator: Itziar Alkorta Calvo

SPECIFIC SKILLS:

Strengthen key concepts on Biochemistry and Molecular Biology and their role on the theories about Evolution.



TRANSVERSAL SKILLS:

Strengthen the capability of the student on spoken and written scientific English.

Strengthen the capability of the student on science communication.

Syllabus:

1. Evolution: An Historical view

2. Evolution: Fundamental concepts

3. Genes, Genetic Codes and Mutation Nucleotide Sequences.

4. Evolutionary change in Nucleotide Sequences.

5. Evolutionary change in Amino Acid Sequences.

6. Molecular Clocks.

7. Molecular Phylogenetics.

METHODOLOGY:

The teaching methodology consists of:

A. Class sessions. Oral presentations by the teacher to cover the main topics in the program.



B. Classroom activities. Activities in the class are designed to strengthen key concepts of the course and transversal skills.

They will include the following activities:



1) 1st Assignment GLOSSARY. In this activity groups will be designed by the teacher.

Procedure (two sessions in class):

Before starting: Each member of the group will work on the assigned concepts and he/she will elaborate a definition.

First session: Students with the same assigned words will get together and they will compare their definitions and they will arrange a definition for each concept. Once the concepts have been shared and before explaining them in the groups, a document with the final definitions will be prepared in (PDF format) and send to the teacher. This document will be used on the second session.

Second session: Each member will go back to the group and he/she will explain in the group the assigned concepts.

When: February



2) 2nd Assignment QUESTION POOL. In this activity groups will be designed by the students. In this assignment, groups will build up a collection of questions (with their correct answer) to evaluate each topic of this course.

When: Throughout the course



3) 3rd Assignment SCIENCE DISSEMINATION. In this activity groups will be designed by the students.

Procedure:

Each group will choose a topic on which to prepare a product of science dissemination for the class (social media resources, webpage, board games, video games, videos, podcasts, cartoons, comics, infographics, seminars, blogs, brief bibliographic review, scientific dissemination article, other resources). The final products will be presented in class.

When: Second part of the course

• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 15
  • Multiple-Choice Test (%): 15
  • Team projects (problem solving, project design)) (%): 30
  • Science dissemination activity (%): 40

GRADING:

30% 1st and 2nd assignments, 40% 3rd assignment (Science dissemination), 30% Final exam



The evaluation is based on the final exam and on active engagement in all the activities of the course. Continuous evaluation will be carried out through deliverables and exercises related to each topic and specific tasks related to classroom activities.

In addition, if necessary, a non-presential evaluation can be carried out using different tools of the eGela platform.



ASSESSMENT:

Each activity will include an assessment sheet evaluation criteria will be provided.



RESIGNATION:

For the students, subject to both continuous and final assessment, it will be sufficient not to take the final exam so that the final grade of the subject it will be: "Not presented".



WARNING: If health conditions prevent a evaluation, a non-presential evaluation will be activated and students will be informed punctually

For the students, subject to both continuous and final assessment, it will be sufficient not to take the final exam so that the final grade of the subject it will be: "Not presented". Additionally, partial grades corresponding to course activities are held over from one academic year to the next on student demand.

On line course (ppt presentations), basic bibliography and class notes.

Basic bibliography

1. HALLIBURTON, R. (2004) Introduction to population genetics. Pearson Prentice-Hall, USA.

2. HIGGS, P. & ATTWOOD, T.K. (2005) Bioinformatics and molecular evolution. Blackwell Publishing.

3. LI, W-H. & GRAUR, D. (2000) Fundamentals of Molecular Evolution. 2nd Ed. Sinauer Associates Inc., Massachusetts.

4. MOUNT, D.W. (2001) Bioinformatics. Sequence and Genome Analysis. Cold Spring Harbor Laboratory Press.

5. NEI, M. & KUMAR, S. (2000) Molecular Evolution and Phylogenetics. Oxford University Press, New York.

6. LEHNINGER, A. L., NELSON, D. L. & COX, M. M. (2000) Principles of Biochemistry. 3th Ed. Worth Publishers. Nueva York.

7. LEWIN, B. (1999) Genes VII. Oxford University Press. Oxford.

8. STRYER, L., BERG, J. M. & TYMOCZKO, J. L. (2002) Biochemistry. 6th Ed. W. H. Freeman. New York.

In-depth bibliography

- AYALA, F.J. & VALENTINE. (1983). La evolución en acción. Alhambra.
- DAWKINS, R. (2004) The ancestor's tale. A pilgrimage to the dawn of life. Weindenfeld & Nicolson.
- DOBZHANSKY, T.H., AYALA, F.J., STEBBINS, G.L. & VALENTINE, J.W. (1980). Evolución. Omega.
- GOULD, S.J. (1991). La vida maravillosa. Crítica.
- HEDRICK, P. W. (2000) Genetics of Populations. 2nd Ed. Jones and Barlett Publishers Inc.
- LÓPEZ-FANJUL, C. & TORO, M.A. (1987). Polémicas del evolucionismo. Eudema. Madrid.
- MOUNT, D.W. (2001) Bioinformatics. Sequence and Genome Analysis. Cold Spring Harbor Laboratory Press.
- RIDLEY, Mark (1993) Evolution. Blackwell.
- SAMPEDRO, J. (2002). Deconstruyendo a Darwin. Drakontos, Crítica, Barcelona.
- STRACHAN, T. (1992). The Human Genome. Bios S.P.

Journals

Science, Nature, Trends. Ecol. Evol., Annu. Rev. Ecol. Evol. S.,

Web addresses

http://www.allaboutscience.org/
Some lectures and videos about Darwin¿theory

http://sandwalk.blogspot.com/2007/01/what-is-evolution.html
Strolling with a skeptical biochemist

http://understandingevolution.com/evolibrary/search/topicbrowse2.php?topic_id=41
Some information about evolution. Evo-devo theory, macroevolution, microevolution. Tutorials and comics. Berkeley university.

http://www.talkorigins.org/faqs/comdesc/default.html#intro
About macroevolution

http://www.mansfield.ohio-state.edu/~sabedon/biol1510.htm#vocabulary
Introduction to evolution