Martin Burg Grand Valley State Univ
Genomics at Grand Valley State University
Course Overview: The course (CMB 480: Drosophila Genomics) was first offered in W2010 semester, with 8 students in the class. The class was divided so that finishing was done in the first half of the class and annotation the second half of the class. The class met 7 hours each week, with 2-3 hr sessions and 1-1 hr session each week, with each section of the course (finishing and annotation) being covered in 7 weeks each. The balance of the class has ben changed due to alterations in what is being done in sequence finishing, with now about 2/3 of the class time spent on annoatation and 1/3 on sequence improvement projects. This has allowed for the addition of curriculum in having students annotate not jus tthe coding region of genes, but also the 5' UTRs, 3' UTRs, and TSS regions. Students were responsible for finishing 1 fosmid and annotating 1 fosmid, using the assistance of thier computer partner. Both oral and written reports were required of the students, for each of the 2 projects that they completed (or made progress on).
Class numbers for 2011 was 11 students, 1 TA; for 2012 we have 10 students and 2 TAs; for 2013 we had 12 students and 2 TAs; for 2014 we had 9 students and 1 TA.
In 2013 this course was accepted by the University Curriculum Committee and the Provost as a permanent elective course for the Cell and Molecular Biology major at Grand Valley State University. There continues to be about 50% Juniors and 50% Seniors in the course. Most participants have gone onto Graduate or Medical School.
CMB 440: Drosophila Genomics Research winter 2015 semester, 7 hours each week, 9 students, 1 T.A.
CMB 440: Drosophila Genomics Research winter 2014 semester, 7 hours each week, 14 students, 2 T.A.
CMB 480 winter 2013 semester: 7 hours each week, 14 students, 2 T.A
CMB 480 winter 2012 semester: 7 hours each week, 10 students, 2 T.A
CMB 480 winter 2011 semester: 7 hours each week, 12 students, 2 T.A
CMB 480 winter 2010 semester: 14 weeks, 7 hours each week, 8 students, 1 T.A.
The class is divided into two main sections. In the first 2/3 of the course students now undertake ‘Genome annotation’ and each student is assigned an individual project from the GEP Project Management system. In the second half of the course, students will "Finish" (actually improve the sequence) of 100,000 bp of DNA from a different Drosophila species, focusing mostly on mononucleotide runs and resolving or identfying gaps in the DNA sequence. Lecture and lab are interspersed with the actual implementation of the projects that students will be assigned taking a large amount of time each week. Computers are provided for the students' use in class, and are shared between 2 students. Students form groups of 2, which will be established and maintained throughout the course. Assignments are turned in by each individual, but can and may be worked on by the pair of students. Reports (written and oral) are the main assesment tool used in evaluating students.
Lessons Learned and Future Plans
- Start lining up computers sooner than later. Always check to make sure that if operating system changes, to test consed or any other Unix-based application
- Asking (begging) for used computers is a quick and easy way to get the class started without large expenditures.
- The current plan is to maintain the course with changes in curriculum and projects as dictated by the needs of the GEP. I want to increase enrollment to 20 next winter 2016 as we will be located in a new room in a newly completed building.
- Link with the other 2 GEP members in the University so that we have a conitinuum of genomics experinces at the sophomore, junior, and senior levels.
- When in doubt, call Chris and Wilson
Syllabus for CMB 440, Winter 2015
Time and Place: PAD 309, T, TH, 6-8:50 PM; W 9-9:50 AM
Instructor: Dr. Martin Burg
Office: 236 Padnos Hall
Office Hours: 1:30-3:30 PM Tuesday, 1:30-3:30 PM Thursday, or by appointment.
Student Course Assistants (2):
While there are formal pre-requisites for this course, it is also expected that students in the course are upper level students that have an interest in applying their knowledge in genetics and cell/molecular biology to contribute to a genomics project that is the main focus of this class.
This research-based course provides junior and senior undergraduates the opportunity to work as a research team through a large-scale multi-center project, using support from the Genomics Education Partnership, to contribute to an overall project through annotation of segments of genomic DNA sequence. In the first part of the semester, students will annotate the sequence of a contiguous segment of DNA sequence from a selected Drosophila species and then compare that annotated genomic region with that of D. melanogaster to discern patterns of genome organization. A more detailed view of the research problem will be presented in class as we begin the semester. In the second part of the semester, the research problem will involve ‘improving’ the sequence of a particular region of a selected Drosophila species utilizing some new approaches this year, as the source of DNA sequence has changed from that obtained in the past.
The class is organized into two main sections:
In the first half of the course, students will annotate a ~45 kb region of genomic DNA sequence from a other Drosophila species. Lecture and lab will be interspersed with in-class implementation of the projects that students will be assigned. Computers will be provided for students and will be shared between 2 students. Because this is a laboratory course with lecture, make-up sessions are not possible. If problems develop with attendance during the semester, it is the students’ responsibility to contact the instructor and determine ways that work can be made up. Students will be asked to form groups of 2, which will be established and maintained throughout the course. Assignments should be turned in by each individual, but can and may be worked on by the pair of students.
In the second half of the course students undertake ‘Sequence Finishing’ of the DNA sequence of a 40-45 kb region from the Muller F and Muller D elements of a Drosophila species, in collaboration with the Genomics Education Partnership. The level of acceptable error after ‘sequence finishing’ is ~1/10,00 bases, about the level of error accepted by the mouse genome sequencing project. Students will work with their student partner in trying to ensure that the DNA sequence is of high quality.
There are no required textbooks. Most of the lectures will be from research articles and handouts. All materials required for the course, announcements, reading assignments, etc. will be posted on Blackboard.
There are no required texts. The following books may be useful, depending on your background.
- "Bioinformatics and Functional Genomics" by R. Pevsner, 2009 (2nd ed.), J. Wiley & Sons, NJ (recommended if you would like more introduction to the computer tools we use).
- "BLAST" by I. Korf, M. Yandell, J. Bedell, 2003, O’Reilly ISBN_0596002998 (recommended for in-depth use of BLAST and interpretation of results).
- "Genomes 3" by Terence A. Brown, 3rd ed, 2006, Garland Science ISBN_0815341385).
Some online resources that you will find useful:
- Genome Education Partnership: http://gep.wustl.edu/
- Flybase: http://flybase.org/
- Ensembl Genome Browser: http://www.ensembl.org/index.html
- UCSC Genome Browser: http://gander.wustl.edu/
- NCBI BLAST server: http://www.ncbi.nlm.nih.gov/blast/Blast.cgi
- Drosophila Comparative Genomics: http://www.biostat.wisc.edu/~cdewey/fly_CAF1/\
Student Learning Objectives:
As a result of this course, students will be able to:
- Use a number of gene search tools to identify potential genes
- Use genomic databases from reference species to annotate DNA from a new species using BLAST.
- Provide a gene model for all genes and gene isoforms in a segment of DNA sequence in a project that is assigned.
- Compare predicted genes and determine possible function of annotated genes using Clustal analysis
- Report on the approach and steps taken in annotating DNA sequence
- Use DNA sequence analysis programs to evaluate DNA sequence data and improve DNA sequence assemblies.
- Report on the approach and steps taken in 'finishing' DNA sequence.
Lab Overview: Annotation
Students will become familiar with commonly used DNA databases; model organism websites; genome browsers; RepeatMasker; Genscan and other gene prediction tools; BLAST searches for similarity; Clustal Omega for comparative analysis. As time permits and the research dictates, other databases and comparative tools may be explored. The focus of the course will be to understand and use the tools necessary to annotate the segment of DNA assigned to each student.
Lab Overview: Finishing
Either (1) video and/or demonstration, where noted below, or 2) having students perform hands-on, the following types of activities during the last third of the semester:
Direct sequencing techniques for plasmid DNA—both manual and automated (video)
QC procedures—how/when they are performed and why this is important
Examining DNA sequence data—determining the regions where consensus sequence may not be correct.
Finishing process—making joins and editing, methods for assessing quality of finished sequence
Students’ progress and learning will be assessed through the following means:
- Reports in oral and written format for both the finishing and annotation projects,
- Completing tutorial exercises and problem sets,
- Class-led discussions covering Figures from papers utilized in the course,
- Lab notebooks/records detailing the problems encountered in finishing and annotation and the strategies employed to complete the projects.
- Project files MUST be properly formatted and organized for submission or a 10% grading penalty will be assessed
Grades will be assigned based on the following components:
- Annotation report (paper and oral presentation) 35% -all files must be prepared properly prior to passing the course
- Finishing report (paper and oral presentation) 35% -project completion must have approval prior to end of semester
- Problem sets, homework, quizzes: 15%
- Participation in discussions of class readings 5%
- Attendance/peer evaluations: 10%
|| Introduction to course
Introduction to the scientific question
Linux commands, Consed, and finishing
| Pre-course participant survey and quiz|
GEP website navigating
Introduction to Consed tutorial
Graphical approach to consed tutorials
|| Issues concerning finishing/
sequencing chemistry/calling bases
| Sequencing center video|
Simple fosmid /Complex fosmid tutorials
register students on database
Finishing Homework 1
|| adding reads/phred and phrap
| Begin finishing fosmid 1|
Finishing homework due
continue finishing fosmid 1/ start fosmid 2
|| adding reads/phred and phrap Designing primers,
| continue finishing fosmid 2/ begin fosmid 3 |
|| Project checklist
Next generation sequencing
Review project report and oral presentation requirements
| continue finishing fosmid 2/|
fosmid 3 (if time permits)
|| Review problems encountered/discuss finishing project reports and presentations
|| Turn in finishing checklists and zipped file folder when fosmid is finished|
continue finishing fosmid 3
|| Introduction to annotation
|| continue finishing projects/wrap up|
|| Blast Basics, blast notes
Ab initio gene finding
run though example of D. virilis
| Cleanup finishing projects|
Begin sample annotation project review
|| mRNA splicing, codons, and reading frames
building a gene model
| Cleanup finishing projects|
BLAST exercise 1 and 2 due
|| Finishing presentations
(10 total, 5 each day)
| Select and begin annotation projects|
|| Class discussion concerning multiple isoforms
Rationale for accepting BLASTx results (which one to choose)
| Written finishing reports due|
|| Annotation discussions/
problem solving as a group
| Initial gene models due for check|
|| Annotation discussions/
problem solving as a group
| Final gene models due for check|
|| Annotation presentations (5 each day)
|| Written annotation reports due|
Rubrics for the final projects in both finishing will be provided.
Due to the nature of the course, the schedule indicated in this syllabus may be adjusted based on the progression of the students and the projects.