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Informatie over BSc Biology - Year 1
Hieronder staan het programma en de vakomschrijvingen van BSc Biology - Year 1 Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | verplicht | WPLS18001 | Basic Cell and Molecular Biology | Engels | 5 | ||
| verplicht | WPLS18010 | Genetics, Ecology and Evolution | Engels | 5 | |||
| verplicht | WPLS18017 | Physiology | Engels | 5 | |||
| semester I b | verplicht | WPLS18005 | Biostatistics 1 | Engels | 5 | ||
| verplicht | WPLS18009 | First Year Symposium | Engels | 2 | |||
| verplicht | WPLS18011 | Lab Course | Engels | 3 | |||
| verplicht | WPLS18015 | Microbiology | Engels | 5 | |||
| semester II a | verplicht | WPLS18002 | Behavioural Neurosciences | Engels | 5 | ||
| verplicht EE | WPLS18003 | Biochemistry and Cell Biology in Ecology and Evolution | Engels | 5 | |||
| verplicht BN/BMS/ML | WPLS18006 | Cell Biology and Immunology | Engels | 5 | |||
| verplicht EE | WPLS18008 | Evolutionary Ecology | Engels | 5 | |||
| verplicht BN/BMS/ML | WPLS18016 | Molecules of Life | Engels | 5 | |||
| semester II b | verplicht EE | WPLS18007 | Ecophysiology of Plants and Animals | Engels | 5 | ||
| verplicht BN/BMS/ML | WPLS18013 | Metabolism | Engels | 5 | |||
| verplicht EE | WPLS18024 | Research Skills in Ecology and Evolution 1 | Engels | 5 | |||
| verplicht EE | WPLS18025 | Research Skills in Ecology and Evolution 2 | Engels | 5 | |||
| verplicht BN/BMS/ML | WPLS18021 | Research Skills in Life Sciences 1 | Engels | 2 | |||
| verplicht BN/BMS/ML | WPLS18022 | Research Skills in Life Sciences 2 | Engels | 3 | |||
| verplicht BN/BMS/ML | WPLS18023 | Research Skills in Life Sciences 3 | Engels | 5 | |||
| Opmerkingen | Depending on the chosen major, the courses in period IIa and IIB differ. | ||||||
| 1 | Basic Cell and Molecular Biology | WPLS18001 | |||||||||||||||||||||||||||
| During the course the basic processes of cell biology and molecular biology will be addressed. The cell biology lectures include topics like cell membranes, cell compartments, vesicle transport inside the cell, cell cycle, and mitosis and meiosis. The molcular biology lectures include topics like DNA structure and replication, RNA and transcription, protein synthesis, gene expression and basic recombinant DNA techniques. | |||||||||||||||||||||||||||||
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| 2 | Behavioural Neurosciences | WPLS18002 | |||||||||||||||||||||||||||
| Lectures: Basic course unit which covers the structure of the central nervous system, the fundamental connection between the brain and behavior in relation to, learning and memory, sleep, sexual differentiation, sensory systems and the timing of behavior. The course also covers the basic principles of common central nervous system disorders. Practicals: Anatomy of the healthy human brain and brain of Alzheimer patients (NB: no dissection practical), analysis of learning behavior in animals, pharmacological manipulation of learning behavior, personality tests in humans related to lateralization of the brain. Knowledge: Students will understand and be able to reproduce the basic principles of the structure of the brain, the basic principles of behavior, and will be able to make functional relations between brain structures and behavioral processes. Students will also be trained to reproduce basic brain and behavioral principles related to the working of the following sensory systems: the visual system, the ear, and the vestibular system. The students will also be able to recognize some common behavioral and central nervous system disorders. Skills and Training: Students will be trained in analyzing data and writing short summaries. End terms knowledge: To understand and reproduce the basic principles of the anatomy and function of the brain. To reproduce the functional relationship between some of the sensory systems, behavior, and brain structures. | |||||||||||||||||||||||||||||
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| 3 | Biochemistry and Cell Biology in Ecology and Evolution | WPLS18003 | |||||||||||||||||||||||||||
| The course ‘Biochemistry and Cell Biology in Ecology and Evolution’ explores essential concepts in biology related to the molecular processes in cells that determine how organisms can live and how they interact with and adapt to their environment. It builds on the knowledge taught in the course ‘Basic Cell and Molecular Biology and Genetics’. Topics which will be discussed include the basic chemistry and molecules of cells, energy generation and transformation in cells (photosynthesis, cellular respiration, glycolysis, citric acid cycle, oxidative phosphorylation, biosynthesis, ATP synthesis and hydrolysis, co-enzymes), structure and function of proteins, enzyme kinetics and cell signaling. Emphasis will be given to examples that clarify the relevance of the course topics to ecology and evolution of organisms, in particular addressing the question how biodiversity takes place. The general structure of the course will be lectures and study groups. The topics will be presented and discussed in interactive lectures. Study groups will consist of problem solving sessions and discussion sessions in which relevant examples and case studies will be examined. The development of critical thinking and proficiency in scientific reading will be encouraged. | |||||||||||||||||||||||||||||
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| 4 | Biostatistics 1 | WPLS18005 | |||||||||||||||||||||||||||
| The course Biostatistics 1 introduces students to the statistical analysis of biological research data. The course is structured in 11 modules that cover the following topics: descriptive statistics, sources of variation and error propagation, correlation and regression, probability theory, test theory and experimental design, chi-squared tests for goodness-of-fit and independence, confidence intervals, comparisons between two samples, analysis of variance and bayesian statistics. The final module is dedicated to a review and summary of the course, in order to prepare students for the final (written) exam. Each module starts with two lecture hours, followed by one hour study time or a short working group to digest or discuss the material in the course manual. Students then work for four hours on pen-and-paper and computer exercises, where they learn to apply their new knowledge to problems taken from biological research practice. Solutions to a subset of the pen-and-paper and computer exercises have to be handed in at the end of each practical; these are evaluated by the teaching-assistants. Students receive feedback from their teaching assistant at the next practical, as well as worked-out solutions of all exercises. | |||||||||||||||||||||||||||||
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| 5 | Cell Biology and Immunology | WPLS18006 | |||||||||||||||||||||||||||
| During the course the basic processes of cell biology and and an introduction in the basic principles and concepts of immunology will be addressed. The cell biology lectures follow up on the course basic cell biology and molecular biology, and include topics like signal transduction, cell-cell communication, cytoskeleton, cell movement, cell cycle, cell death, multicellular development, tissue homeostasis, stem cells and cancer. The immunology lectures start with a short history of immunity after which basic principles of immunity, innate immunity, acquired immunity, immune response pathways to bacteria and virusses, and disorders of the immunesystem will be addressed. The immunology part includes a magistral lecture on dendritic cells, and e-learning assignment on inflammation. | |||||||||||||||||||||||||||||
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| 6 | Ecophysiology of Plants and Animals | WPLS18007 | |||||||||||||||||||||||||||
| Basic course in ecophysiology of plants and animals, with special focus on the responses and adaptations of organisms to (changes in) the environment. In this course the foundation of basic ecophysiological knowledge is laid to build on in more advanced ecology and evolution courses. In the lectures the following topics will be covered: Ecophysiology of plants, photosynthesis, cellular respiration, structure and development, transport processes, nutrition, responses to external and internal signals. Ecophysiology of animals, respiration, digestion and nutrition, energetics, phenotypic plasticity, environmental responses, signalling and vision, and microbiome. Practicals: Effect of and adaptation to environmental conditions (light, nutrition, CO2 and temperature) in plant growth and development; the symbiosis between plants and nitrogen fixing bacteria; plant anatomy. Effect of and adaptation to environmental conditions and life history traits (e.g. nutrition, temperature, migration) on the anatomy and morphology of animals. Effect of phenotypic flexibility in relation to environmental conditions and life history traits (e.g. nutrition, temperature, migration) on the anatomy and morphology of animals. | |||||||||||||||||||||||||||||
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| 7 | Evolutionary Ecology | WPLS18008 | |||||||||||||||||||||||||||
| The aim of this course is to provide a thorough understanding of evolutionary ecology. The course will address the process of adaptation by natural selection from a theoretical and practical aspect. Much attention will be paid to natural patterns, formulation of hypotheses on their evolutionary basis, and the use of techniques to investigate these. The course material will also pay attention to general research techniques, including designing experiments, data analysis, and computer simulations. • Selection theory: levels of selection, genetic conflict, population genetic selection models, quantitative genetics of selection, optimality approach • Life history evolution: reproductive value (fitness currencies), reproductive effort, parental investment, current vs future reproductive success, quantity vs quality of offspring, sex ratio evolution, frequency dependent selection (evolutionarily stable strategies) • Causes and consequences of sex: two-fold cost of sex, explanations for the evolution of sex, sexual selection (Fisherian, good genes, direct benefits), sexual conflict, optimal sex allocation. • The habitat template: niches, optimal foraging and prey choice, interference competition,. | |||||||||||||||||||||||||||||
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| 8 | First Year Symposium | WPLS18009 | |||||||||||||||||||||||||||
| Students will prepare a poster about a scientific topic, which will be presented at the First Year Symposium (during last week of period Ib). During period Ia, a choice can be made from a large offering of topics with a scientific question. For each topic a staff member will act as a tutor. Groups of 3-4 students each will research the assigned topic with the help of a staff-tutor, and prepare a scientific poster which will address the scientific question. Students will get instructions on how to access and interpret scientific literature, and on how to prepare a scientific poster. At the end of the first semester students will present the poster during the symposium, and will peer-review a poster from another group. | |||||||||||||||||||||||||||||
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| 9 | Genetics, Ecology and Evolution | WPLS18010 | |||||||||||||||||||||||||||
| Genetics: Introducing basic principles of genetics and inheritance incl. transmission of genetic information between generations and the genetic basis of traits. Apply basic probability estimates and statistics to inheritance patterns. Topics covered: gene as unit of inheritance, Mendel’s laws, pedigree analysis, multi-allele and -gene inheritance, gene interactions, sex linkage, sex determination, extra-nuclear inheritance, linkage mapping, recombination, chromosome aberrations. Evolution: Introducing evolutionary theory and thinking. History of evolutionary biology. Concepts of natural selection, adaptation, drift, neutral vs. adaptive evolution. Introduction to microevolutionary processes (measuring genetic variation, processes causing changes in allele frequencies natural and sexual selection, fitness concept fitness). Essentials of speciation process (species concepts and rates, reproductive barriers). Basics of phylogenetics (classification, phylogenetic trees, parsimony, molecular clock). Introduction to macroevolution (origin of life, major transitions, extinctions, radiation), information provided by fossil records and biogeography. Basics of genome evolution (genome size and composition, evo-devo, systems biology). Ecology: Introducing basic ecological principles and processes. Gain knowledge on effects of the physical environment and environmental change on organismal distribution patterns and community ecology (interaction between organisms, succession, diversity and food webs) and on how these shape behavioural mechanisms and adaptation. Learn how characteristics of individuals affect population processes. Topics covered: species interactions (competition, predation, disease, parasitism), habitat selection, competition (habitat, niche), population regulation, economic decisions, individual, energetics, ontogeny (flexibility, adaptation), mate choice, parental conflict, competing for resources (ideal free, despotic), mating systems, mechanisms underlying trade-offs and constraints, communication, sexual conflict and sexual selection, living in groups (co-operation), health, ageing and senescence, develop and test hypotheses in ecology. | |||||||||||||||||||||||||||||
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| 10 | Lab Course | WPLS18011 | |||||||||||||||||||||||||||
| Practical: - VMT, including safety measures for working with microorganisms; sterile handling of cells; use of antibiotics - Cultivation of cells, including setting up of enrichment cultures; growth in liquid cultures and on solid media, determine growth speed and doubling time in batch culture - Microscopy and analytical methods, use of phase-contrast microscope; cell counting and serial dilutions; identification of bacteria by phenotypic and genotypic methods - Activity assays, including measurements of the catalytic activity of enzymes Experiments will involve SMT & General Microbiological techniques, but will also be linked to the various majors (Molecular Life Sciences, Ecology & Evolution and Biomedical Sciences). Whenever possible, practical data will also be analysed by Biostatistical methods | |||||||||||||||||||||||||||||
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| 11 | Metabolism | WPLS18013 | |||||||||||||||||||||||||||
| In this course, the students learn how cells build and preserve themselves, at the biochemical level. Specifically, they will learn the underlying principles how cells absorb, store and recruit energy and nutrients, and convert these nutrients into cell components via metabolic pathways. As careful coordination of these biochemical processes is crucial for cellular function, also the respective regulation mechanisms occurring at various levels will be taught. Finally, in a few lectures, also the key principles of organismal metabolism will be covered. | |||||||||||||||||||||||||||||
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| 12 | Microbiology | WPLS18015 | |||||||||||||||||||||||||||
| At the end of the course the student has an overview of concepts in microbial physiology and ecology Theory - Structure of the Prokaryotic cell, including differences and similarities of bacteria and archaea in build-up of cell wall, lipid membranes and cytoplasmic architecture; structure of main cell components - Growth of microorganisms, including growth kinetics; auxotrophy and nutrient requirements; growth on surfaces and in solution; environmental factors; microbial communities - Energy transduction, including basic principles of redox reactions,; substrate-level and oxidative phosphorylation; chemiosmotic theory - Metabolic diversity, including carbon, nitrogen and sulfur cycle; aerobic versus anaerobic growth; respiration versus fermentation; chemolithotrophy, phototrophy and heterotrophy - Extremophiles, including ecology of microorganism, metabolic adaptations - Industrial microbiology, including overflow metabolism, antibiotic production, - Host-microbe interactions, including pathogenicity, virulence factors, immunity - Taxonomy, including phylogeny and methods to determine evolutionary relatedness | |||||||||||||||||||||||||||||
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| 13 | Molecules of Life | WPLS18016 | |||||||||||||||||||||||||||
| The basic concepts and knowledge on the topic of (organic) chemistry and biochemistry is covered. This lecture is aimed at supporting other molecular-oriented courses and as a preparation for the lectures in bio-organic chemistry and metabolism. The following topics are discussed: 1) Molecular structure and bonding 2) Representation of molecular structures 3) Primary, secondary and tertiary structures of proteins 4) Introduction to reactivity and enzymatic reactions 5) Chemical kinetics and thermodynamics 6) Substitution reactions 7) Reactions of carbonyl groups | |||||||||||||||||||||||||||||
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| 14 | Physiology | WPLS18017 | |||||||||||||||||||||||||||
| In the course students acquire knowledge on anatomy and physiology of the human body. They learn how information from multiple levels of organization, ranging from molecules to cells, tissues, organs and organ systems and at the level of the whole organism is integrated in order to serve an adaptive behavioural and bodily response to various internal and external demands. In the lectures several items will be addressed like 1) homeostasis and control mechanisms, 2) the autonomic nervous system, 3) the central nervous system, 4) respiration, 5) cardiovascular system, 6) kidneys, blood volume and water balance, 7) muscles, 8) digestive system, 9) regulation of energy balance, 10) endocrine control of growth, stress and metabolism, 11) reproduction and development. The theoretical information in these lectures is completed with components of the tutorial programme of MasteringAandP (Interactive Physiology), available from the website of the publisher of the used textbook Human Physiology (7th ed. by Dee Unglaub Silverthorn). Students gain access to this website by buying the recommended (mandatory) textbook. Furthermore, the theoretical information in the lectures and tutorials is combined and applied in practicals on the anatomy of male and female mammals (rattus norvegicus), the anatomy of the heart (calf) and in a practical on regulation of own heart rate and blood pressure in which students study the cardiovascular response to and recovery from exercise and postural changes (Biopac). | |||||||||||||||||||||||||||||
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| 15 | Research Skills in Ecology and Evolution 1 | WPLS18024 | |||||||||||||||||||||||||||
| This course consists of both academic skills and practical skills in Ecology & Evolution. One week is spend on the critical reading and interpretation of scientific research papers. For this, primary research literature in the framework of Ecology & Evolution is used, with a main focus on biodiversity, both in terms of fundamental and applied sciences. Students can express preference for one of the offered topics which all share the same learning goals. The assignment will be based on personal preference as well as capacity. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). Students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Three weeks are spend on the basics of biodiversity and the tree of life: students will get an overview of the main species groups (domains, tree of life), their evolutionary history and evolutionary mechanisms (biogeography, adaptive evolution, genetic polymorphism), and the morphology and anatomy of these groups. This part consists of lectures and practicals where students will look at the morphology and anatomy of various representatives of the species groups in the lab, all in an evolutionary framework. In addition, students will work with computers to reconstruct phylogenies and evolutionary trees of life. For this part, students will be tested via a written and multiple choice exam. In the remaining three weeks, students will learn important field techniques for sampling and estimating biodiversity in various habitats (terrestrial and aquatic), with the focus on plants, invertebrates and birds. Furthermore, students will learn to identify species of plants, invertebrates and birds using identification keys both in the lab as in the field. | |||||||||||||||||||||||||||||
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| 16 | Research Skills in Ecology and Evolution 2 | WPLS18025 | |||||||||||||||||||||||||||
| This course consists of both academic skills and practical skills in Ecology & Evolution. One week is spend on the critical reading and interpretation of scientific research papers. For this, primary research literature in the framework of Ecology & Evolution is used, with a main focus on biodiversity, both in terms of fundamental and applied sciences. Students can express preference for one of the offered topics which all share the same learning goals. The assignment will be based on personal preference as well as capacity. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). Students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Three weeks are spend on the basics of biodiversity and the tree of life: students will get an overview of the main species groups (domains, tree of life), their evolutionary history and evolutionary mechanisms (biogeography, adaptive evolution, genetic polymorphism), and the morphology and anatomy of these groups. This part consists of lectures and practicals where students will look at the morphology and anatomy of various representatives of the species groups in the lab, all in an evolutionary framework. In addition, students will work with computers to reconstruct phylogenies and evolutionary trees of life. For this part, students will be tested via a written and multiple choice exam. In the remaining three weeks, students will learn important field techniques for sampling and estimating biodiversity in various habitats (terrestrial and aquatic), with the focus on plants, invertebrates and birds. Furthermore, students will learn to identify species of plants, invertebrates and birds using identification keys both in the lab as in the field. | |||||||||||||||||||||||||||||
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| 17 | Research Skills in Life Sciences 1 | WPLS18021 | |||||||||||||||||||||||||||
| In the course, students learn academic as well as practical skills in the Life Sciences. The academic skills focus on the critical reading and interpretation of scientific research papers using primary research literature distributed over topics representing three majors in the bachelor programme: Biomedical Sciences, Behaviour & Neurosciences and Molecular Life Sciences. Students can express preference for one of the topics which all share the same learning goals. Assignment will be based, on personal preference as well as capacity. The topics focus on 1) the cardiovascular system/heart failure; 2) neural regulation of social behavior; and 3) molecular aspects of Parkinson Disease. The training of academic skills will take 4 weeks. During several lectures students will receive background information on the topics in the academic skills block. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). After approximately 3 weeks of each ‘reading’ block, the knowledge of the students on the topic will be tested in an exam (multiple choice). In the final week of the block, students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Other tasks may form part of the assignments. In the practical part of the course, students will become familiar with different molecular biology techniques, and apply principles learned during theoretical courses from the 1st year. The student will solve an authentic problem: i.e. producing vanillin in an environmentally friendly and cheap way. To this end, the students develop an expression vector and produce a recombinant enzyme. In the second week they purify the enzyme and characterize it. The students will also design and perform necessary experiments to produce the highest amount of vanillin by using the enzyme that they prepared. | |||||||||||||||||||||||||||||
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| 18 | Research Skills in Life Sciences 2 | WPLS18022 | |||||||||||||||||||||||||||
| In the course, students learn academic as well as practical skills in the Life Sciences. The academic skills focus on the critical reading and interpretation of scientific research papers using primary research literature distributed over topics representing three majors in the bachelor programme: Biomedical Sciences, Behaviour & Neurosciences and Molecular Life Sciences. Students can express preference for one of the topics which all share the same learning goals. Assignment will be based, on personal preference as well as capacity. The topics focus on 1) the cardiovascular system/heart failure; 2) neural regulation of social behavior; and 3) molecular aspects of Parkinson Disease. The training of academic skills will take 4 weeks. During several lectures students will receive background information on the topics in the academic skills block. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). After approximately 3 weeks of each ‘reading’ block, the knowledge of the students on the topic will be tested in an exam (multiple choice). In the final week of the block, students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Other tasks may form part of the assignments. In the practical part of the course, students will become familiar with different molecular biology techniques, and apply principles learned during theoretical courses from the 1st year. The student will solve an authentic problem: i.e. producing vanillin in an environmentally friendly and cheap way. To this end, the students develop an expression vector and produce a recombinant enzyme. In the second week they purify the enzyme and characterize it. The students will also design and perform necessary experiments to produce the highest amount of vanillin by using the enzyme that they prepared. | |||||||||||||||||||||||||||||
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| 19 | Research Skills in Life Sciences 3 | WPLS18023 | |||||||||||||||||||||||||||
| In the course, students learn academic as well as practical skills in the Life Sciences. The academic skills focus on the critical reading and interpretation of scientific research papers using primary research literature distributed over topics representing three majors in the bachelor programme: Biomedical Sciences, Behaviour & Neurosciences and Molecular Life Sciences. Students can express preference for one of the topics which all share the same learning goals. Assignment will be based, on personal preference as well as capacity. The topics focus on 1) the cardiovascular system/heart failure; 2) neural regulation of social behavior; and 3) molecular aspects of Parkinson Disease. The training of academic skills will take 4 weeks. During several lectures students will receive background information on the topics in the academic skills block. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). After approximately 3 weeks of each ‘reading’ block, the knowledge of the students on the topic will be tested in an exam (multiple choice). In the final week of the block, students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Other tasks may form part of the assignments. In the practical part of the course, students will become familiar with different molecular biology techniques, and apply principles learned during theoretical courses from the 1st year. The student will solve an authentic problem: i.e. producing vanillin in an environmentally friendly and cheap way. To this end, the students develop an expression vector and produce a recombinant enzyme. In the second week they purify the enzyme and characterize it. The students will also design and perform necessary experiments to produce the highest amount of vanillin by using the enzyme that they prepared. | |||||||||||||||||||||||||||||
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