Entry requirements

60 credits within the programme Degree of Master of Science in Engineering including Structural bioinformatics and one of the courses Bioorganic chemistry or Basic chemistry.

Learning outcomes

On completion of the course, the student should be able to:

• describe the function of the genome in humans and model organisms
• describe methods for studying genomes, such as microarray analysis, association study (GWAS), sequencing genomes and transcriptomes, and evaluate the results from such studies
• describe methods to modify genomes (e.g. with CRISPR) and briefly describe methods for studying proteomes and metabolome
• design strategies to experimentally address given biological and biomedical questions with methodology treated during the course, and evaluate the results of such experiments
• describe and evaluate how progress in research havs commercial and ethical consequences for society by the development of genomics, functional genomics and system biology

Content

The course discusses theories about the genome structure with focus on the human genome. How genomes, transcriptomes, proteomes and metabolomes behave and regulate each other. Genome variation and their importance for phenotype variation and diseases. Modern large-scale methods for analyses in these fields are presented, including how large-scale platforms function logistically and how the quality of the processes is guaranteed. Among the technologies that are discussed, 'inter alia sequence' is included, as well as hybridisation technology for genome and transcriptome analysis and proteome and metabolome analysis. Furthermore is discussed in which ways these technologies find and examine the importance of genome variation for diseases. It is discussed how progress in research in this field has commercial and ethical consequences for society

Instruction

The course consists of lectures and seminars. Participation in seminars is compulsory.

Assessment

Written examination (3 credits), seminars and written

assignments (2 credits).

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.