Informatie over MSc Ecology and Evolution: Ecology and Conservation
Hieronder staan het programma en de vakomschrijvingen van MSc Ecology and Evolution: Ecology and Conservation Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Track Ecology and Conservation | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| hele jaar | verplicht | WMEV001-05 | Colloquium | Engels | 5 | ||
| verplicht | WMEV002-05 | Essay | Engels | 5 | |||
| verplicht | WMEV901-40 | Research Project 1 | Engels | 40 | |||
| verplicht | WMEV902-30 | Research Project 2 | Engels | 30 | |||
| semester I a | verplicht | WMEV004-05 | Conservation Ecology Practices | Engels | 5 | ||
| verplicht | WMEV005-10 | Ecological Research Skills | Engels | 10 | |||
| semester I b | verplicht | WMEV008-05 | Advanced Population and Community Ecology | Engels | 5 | ||
| Opmerkingen | This on line catalogue is primarily designed to contain descriptions of programmes and course units. Students design their two year individual programme in consultation with their mentor. All possibilities and the rules for an individual programme can be found on the student portal. Although the courses are sorted per half semester it does not give an accurate programme in time. Please consult the schedule for each course unit and the student portal for a year schedule. | ||||||
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| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | keuze | WMBY019-05 | Animal Experimentation | Engels | 5 | ||
| semester I | keuze | WMSE002-10 | Introduction Science and Policy | Engels | 10 | 40 | |
| keuze | WMMP004-01 | Microbiological Safety | Engels | 1 | 16 | ||
| semester I a | keuze | WMBY005-10 | Biological Modelling and Model Analysis | Engels | 10 | ||
| keuze | WMEV004-05 | Conservation Ecology Practices | Engels | 5 | |||
| keuze | WMEV006-08 | Evolutionary Theory | Engels | 8 | |||
| keuze | WMEE002-05 | Impact of Energy and Material Systems | Engels | 5 | |||
| keuze | WMSE001-10 | Introduction Science and Business | Engels | 10 | |||
| keuze | WMMB011-05 | Marine Conservation | Engels | 5 | |||
| keuze | WMBY006-05 | Mathematics in the Life Sciences | Engels | 5 | |||
| keuze | WMBM010-05 | Microbiome and Health | Engels | 5 | |||
| keuze | WMEV007-10 | Molecular Methods in Ecology and Evolution (2021/2022) | Engels | 10 | |||
| keuze | WMBM011-05 | Neurobiology of Nutrition | Engels | 5 | 40 | ||
| keuze | WMBM012-05 | Neurodegenerative Diseases | Engels | 5 | 40 | ||
| keuze | WMMB003-05 | Principles of Biological Oceanography | Engels | 5 | |||
| keuze | WMMB004-05 | Principles of Marine Biology | Engels | 5 | 40 | ||
| keuze | WMEC005-05 | Research Methods in SEC | Engels | 5 | |||
| keuze | WMBM013-05 | Scientific writing | Engels | 5 | |||
| keuze | WMEE003-05 | Sustainable Use of Ecosystems | Engels | 5 | |||
| keuze | WMBS005-05 | Tools and approaches of systems biology | Engels | 5 | |||
| semester I b | keuze | WMBS006-05 | Advanced Genetic Engineering | Engels | 5 | ||
| keuze | WMCH027-05 | Biocatalysis and Green Chemistry | Engels | 5 | |||
| keuze | WMEV009-05 | Ecology of sustainable farming (21/22) | Engels | 5 | |||
| keuze | WMBY025-05 | Evolutionary Medicine: Diseases of Affluence (2022-2023) | Engels | 5 | |||
| keuze | Flyway Ecology (22/23) | Engels | 5 | ||||
| keuze | WMEV011-05 | Genomics in Ecology and Evolution | Engels | 5 | |||
| keuze | WMBM017-05 | Molecular Biology of Ageing and Age-related Diseases | Engels | 5 | |||
| keuze | WMBM020-05 | Nutrition, Brain Development and Cognition | Engels | 5 | |||
| keuze | WMBY008-05 | Practical Bioinformatics for Biologists | Engels | 5 | 40 | ||
| keuze | WMBY009-05 | Practical Modelling for Biologists | Engels | 5 | 40 | ||
| keuze | WMMB005-05 | Principles of Population Genetics in Natural Populations | Engels | 5 | |||
| keuze | WMBY010-05 | Programming C++ for Biologists | Engels | 5 | |||
| keuze | WMBY011-05 | Radioisotopes in Experimental Biology | Engels | 5 | |||
| keuze | WMEV012-05 | Research Proposal Ecology and Evolution | Engels | 5 | |||
| keuze | WMEE005-05 | Sustainability and Society | Engels | 5 | |||
| keuze | WMEE006-05 | Systems Integration and Sustainability | Engels | 5 | |||
| semester II | keuze | TEM0105 | Basiscursus Master Lerarenopleiding | Nederlands | 5 | variabel | |
| keuze | WMBS013-20 | International Genetically Engineered Machine competition | Engels | 20 | |||
| keuze | TEM0205 | Masterstage 1 Lerarenopleiding | Nederlands | 5 | variabel | ||
| keuze | WMBY013-05 | Meta-analyses in Ecology (22/23) | Engels | 5 | |||
| keuze | WMBY014-05 | Orientation on International Careers | Engels | 5 | |||
| semester II a | keuze | WMBY024-05 | Evolutionary Medicine: Infectious diseases | Engels | 5 | ||
| keuze | WMMB008-05 | Marine Ecosystem Service and Global Change | Engels | 5 | |||
| keuze | WMEV013-06 | Mathematical Models in Ecology and Evolution | Engels | 6 | |||
| keuze | WMMB009-05 | Polar Ecosystems | Engels | 5 | |||
| keuze | WMEC006-05 | Skills in Science Communication | Engels | 5 | |||
| keuze | WMBS014-05 | Transcriptomics | Engels | 5 | |||
| semester II b | keuze | WMBY016-05 | Advanced Light Microscopy | Engels | 5 | ||
| keuze | WMBY017-05 | Advanced self-organisation of social systems | Engels | 5 | |||
| keuze | WMBY018-06 | Advanced Statistics | Engels | 6 | |||
| Opmerkingen | This on line catalogue is primarily designed to contain descriptions of programmes and course units. Students design their two year individual programme in consultation with their mentor. All possibilities and the rules for an individual programme can be found on the student portal. Although the courses are sorted per half semester it does not give an accurate programme in time. Please consult the schedule for each course unit and the student portal for a year schedule. | ||||||
| 1 | Advanced Genetic Engineering | WMBS006-05 | |||||||||||||||||||||||||||
| The emphasis will be on the practical aspects of genetic engineering of novel circuitries and on the principles of Synthetic Biology, both in silico and in the lab. In principle, the students will work in pairs on a research project in the practical part. The students will avail of- and study a number of bacterial strains with earlier developed DNA-biobricks (also from iGEM collections). Novel circuitries will be designed and engineered using Gram-positive or Gram-negative organisms as hosts. Modeling efforts will support the design. The engineered circuits will be characterized using various statistics-, bioinformatics and visualization packages, and functionality will be tested experimentally (e.g. by fluorescence microscopy or enzymatic assays). In this course, theory and practicals will be combined to give an in-depth view of current (high-throughput) genetic engineering approaches, gene regulatory mechanisms and -networks related to microbial physiology-Advanced genetic engineering: this includes use of Biobricks, Gibson assembly, use of BACs and YACs, toolboxes, gene integration, complex genetic circuitries (natural and synthetic): bistability, toggle switches, oscillations, feed-back mechanisms. | |||||||||||||||||||||||||||||
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| 2 | Advanced Light Microscopy | WMBY016-05 | |||||||||||||||||||||||||||
| In this course students learn various aspects of modern advanced light and fluorescence microscopy techniques. The course includes basic knowledge on light microscopy, several aspects of fluorescence microscopy, including the principles of fluorescence, properties of fluorescent dyes and proteins, wide field-, confocal-, SIM-, TIRF- and spinning disc microscopy, advanced fluorescence microscopy techniques such as FRET,FLIM and FCS as well as super resolution microscopy. Additional topics include live cell imaging, image processing and analysis and artifacts in fluorescence microscopy. The course consists of a theoretical part (lectures), practicals and a short research project. Assessment is via the preparation and presentation of a poster that contains the results of the research project and a written examination | |||||||||||||||||||||||||||||
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| 3 | Advanced Population and Community Ecology | WMEV008-05 | |||||||||||||||||||||||||||
| Understanding ecological processes in natural populations often requires an integrated study on how and why populations fluctuate, how they can adjust to environmental changes, and how populations of different organisms interact in food webs and thereby form complex communities. This course is meant to give such an integrative approach to studying natural communities in the wild on different levels of organization, with a strong focus on teaching students important research skills. Basically students should acquire the necessary theory and tools in the fields of population ecology, eco-evolutionary ecology, and community ecology. This course consists of lectures and practicals. Links between levels are given, and why an evolutionary approach can help to better understand ecological and conservation questions. In the theme Population Ecology topics include: -Theoretical principles -Identifying limiting factors -Estimating abundance & Density in different species groups -Demographic tools (including Mark-Recapture analysis, mostly centered around birds) In the theme Evolutionary Ecology & Conservation: -Predicting the adaptive capacity -Phenotypic plasticity: Mixed model analyses of reaction norms -Estimating inheritance and fitness consequences: Using Animal models In the theme Community Ecology: -Multiple species, Trophic Interactions, assembly rules -Food webs, hybrid interaction networks -Biodiversity – ecosystem functioning -Meta-ecosystems | |||||||||||||||||||||||||||||
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| 4 | Advanced self-organisation of social systems | WMBY017-05 | |||||||||||||||||||||||||||
| Processes of selforganisation occur at all levels of a system. For instance, in a group of individuals they take place at the level of the cognition of the individual, of its behaviour and of the behaviour of the group. Selforganisation implies that cognitively simple rules at the level of the individual (the so-called micro-level) may lead to complex behaviour at a higher level (the macro-level). The emergence of patterns in a computer model often leads to unexpected new insights. Note that, the other way around, by observing the complex behaviour at a higher level, it is impossible to discover the behavioural rules that operate at a lower level. In this course models of selforganisation of the social phenomena will be treated, such as: swarming by fish and birds, with and without attacks by predators; grouping and foraging behaviour by social insects and primates; nest building by insects, task division in insects; social learning and behaviour of fish and corvids; social structure (despotic and egalitarian), and cultural transmission in primates and humans. Individual-based models will be discussed and taught. The practical work closely follows the contents of the daily lectures. Students will use Excel-spreadsheets and the program Netlogo. In the last part of the course, students work on a modeling project of their own or in pairs. They can work out their own ideas or choose from the projects that are offered. The work is to be rounded off with a presentation. | |||||||||||||||||||||||||||||
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| 5 | Advanced Statistics | WMBY018-06 | |||||||||||||||||||||||||||
| Content: Introduction to R and review of basic statistics. Further topics: general linear models (ANOVA, ANCOVA, multiple regression); generalized least squares; mixed models; generalized linear models; generalized linear mixed models; Bayesian analysis and MCMC; animal models; multivariate analysis. During the last week of the course analysis and presentation of own data set. Description: This course teaches advanced statistical analysis almost from the ground up. The only requirement is some familiarity with basic statistical concepts and methods, such as taught in most introductory statistics courses. Some experience with R is useful but not crucial. During the first three days, basic methods and R will be reviewed to refresh your memory. During the next three weeks, cutting-edge techniques such as GLMMs, power analyses and Bayesian MCMC models will discussed and practiced. Each day will start with a review of the exercises of the previous day, followed by lectures and new computer labs. Mathematics will be kept to a minimum, and in addition to developing analytical skills, the course also puts much emphasis on producing effective and great-looking graphs (mostly using the ggplot2 package). The last week of the course will be dedicated to analyzing your own data, unleashing the newly learned techniques. If you have no data yet, alternative suitable data will be found elsewhere or simply created de novo with simulation models. Your methods, results and conclusions will be documented in a report which will be graded. | |||||||||||||||||||||||||||||
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| 6 | Animal Experimentation | WMBY019-05 | |||||||||||||||||||||||||||
| The aim of the course is to prepare students starting a master research project in which they participate in animal experimentation, with respect to methodological, practical and ethical aspects. Students will then be prepared to carry out the masterproject, under supervision of and guided by the CCD permit holder. Detailed instructions are found in Nestor, where students have to first fill in an Introduction form to be fully enrolled in the course. This course has a blended classroom format. It consists of a single contact event, whereas theoretical instruction is completely via e-learning, consisting of videos, quizzes, and assignments. Assessment is via essay questions. As the practical part, the students complete an online portfolio in collaboration with their master project instructions, and after approval of the portfolio, they receive project-specific, practical training from their supervisors. The theoretical part consists of 5 modules which guide students through the project steps as follows: (1) Preparations and ethical considerations, (2) Research question, experimental and statistical design, (3) Rules & Regulations, (4) Welfare monitoring, and (5) Scientific Publication. By in-depth reading, looking up content on the internet and by self-reflection, students will learn about scientific, practical and societal aspects of working with animals during their master project. The 5 modules contain information on •Ethics and researcher integrity in animal and human experimentation •Rules & Regulations in animal and human experimentation •Research question, experimental and statistical design •Choice of experimental model and subjects, and •Animal experimentation in practice For research involving humans, students must consult with their supervisors. From autumn 2021 onwards, students will require to purchase a small reader with study materials. | |||||||||||||||||||||||||||||
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| 7 | Basiscursus Master Lerarenopleiding | TEM0105 | |||||||||||||||||||||||||||
| Bij dit vak doet de student basale kennis en vaardigheden op over het beroep als (vak)docent. Hij volgt daartoe (online) algemene colleges op het terrein van de pedagogiek en didactiek. Daarnaast neemt de student, onder leiding van de vakdidacticus, deel aan fysieke en/of online bijeenkomsten rond vakdidactiek. De student leert hoe een les te plannen en te evalueren, traint in het geven van deellessen, leert wat het betekent om voor een groep pubers te staan en wat hen motiveert en wat het belang is van een veilig leerklimaat. De student krijgt opdrachten mee die uitgevoerd worden in de onderwijspraktijk (Masterstage 1), leert hoe je gegevens verzamelt over die onderwijspraktijk (observaties, interviews, leerlingvragenlijsten) en hoe je die praktijk vanuit de theorie kunt analyseren. De student oriënteert zich daarmee op alles wat hem tijdens het vervolg van de opleiding te wachten staat en bouwt een realistisch beeld op van zijn geschiktheid voor dat vervolg. | |||||||||||||||||||||||||||||
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| 8 | Biocatalysis and Green Chemistry | WMCH027-05 | |||||||||||||||||||||||||||
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| 9 | Biological Modelling and Model Analysis | WMBY005-10 | |||||||||||||||||||||||||||
| In this course, students are made familiar with all phases of the modelling cycle: - the translation of biological questions into formal models; - the simplification of models to manageable complexity; - the analysis of models with the help of mathematical, numerical and simulation techniques; - the presentation of the qualitative and quantitative conclusions obtained from the model analysis; - the estimation of model parameters and model validation; - model comparison and selection of the best-supported model on the basis of empirical data; - the refinement of models on the basis of the interplay between modelling and model-based data analysis. Throughout the course, students will apply modelling and model analysis to research questions from various disciplines (e.g., systems biology, neurobiology, bioinformatics, phylogenetics, behavioural and social sciences, community ecology, evolutionary biology). The emphasis of the course will not only be on the technical aspects, but also (and perhaps even more) on the biological conclusions that can be drawn from a modelling approach. The course is taught by theoreticians working in different areas of biology, who are using a broad variety of modelling techniques. In this way, students gain an overview of the theoretical research done in the life sciences at the University of Groningen, as well as an understanding of the strength and weaknesses of different modelling strategies for addressing particular kinds of research questions. Half of the course consists of a structured program of lectures and computer practicals covering all aspects of the modelling cycle. Along the way, students will develop their own modelling project (from model building, analysis, interpretation and validation to communication of the results). The other half of the course provides an overview of modelling approaches used in various disciplines of the life sciences. | |||||||||||||||||||||||||||||
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| 10 | Colloquium | WMEV001-05 | |||||||||||||||||||||||||||
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| 11 | Conservation Ecology Practices | WMEV004-05 | |||||||||||||||||||||||||||
| This course links conservation ecology theory to conservation ecology practices. Aim of the course is that students learn to apply relevant eco- evolutionary theories and methods to current pertinent issues in conservation. Topics include advanced landscape ecology (linking geology, eco-hydrology, and nutrient cycles to habitat types), (inter)national and regional policy & law (IUCN/species protection, Natura 2000, Habitat Directive, agri-environmental schemes, SNL, PAS), restoration and management practices in different (fragmented) landscapes (themes in conservation: rewilding Europe, living landscapes, nature inclusive farming). Students will work with various appealing case studies from (inter)national conservation areas to learn about the various specific issues and their conservation strategies and approaches applied. Some conservation areas will be visited during the course, under guidance of the responsible manager. Students will learn relevant techniques (quick scans - getting relevant species/habitat information about specific areas of concern, setting up long-term monitoring programs, mapping species distributions) and apply these to several actual projects at choice in nature areas with relevance in an international context (e.g. the larger Waddensea area, Oostvaardersplassen, Gelderse Poort, de Onlanden, Drents Friese Wold, South-West Friesland). In passing, students get to know the various (non)governmental (inter)national organizations and institutes that deal with conservation practices at academic level via guest lectures and excursions (e.g. World Wildlife Fund, Rewilding Europe, IUCN, Wetlands International, Birdlife International, various Ecological Consultancies (Altenburg & Wymega, Bureau Biota), Provinces of Groningen/Drenthe, and national Nature Management Organizations (Staatsbosbeheer, Natuurmonumenten, de Landschappen), which is important for potential future careers. | |||||||||||||||||||||||||||||
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| 12 | Ecological Research Skills | WMEV005-10 | |||||||||||||||||||||||||||
| Aims: The main aim of the course is to provide students with the necessary skills and tools that enable them to perform independent ecological research. To this end, the students will during the brief period of 6 weeks encounter all critical steps that are relevant for doing ecological and evolutionary research, including: -formulating a relevant and timely hypothesis and efficiently finding literature on background and context; -collecting, and managing data in the field, partly at the University of Groningen field station on Schiermonnikoog; -statistically analyzing data using R and GIS (QGIS) -structuring and writing a full scientific manuscript -presenting on the research they performed; The key aspects of these different phases will be discussed, and critical skills will be acquired by the students. Therefore, these 6 weeks form a ‘crash course’ for the whole scientific process where the students learn to put many aspects that they learned during their bachelor phase into true practice. | |||||||||||||||||||||||||||||
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| 13 | Ecology of sustainable farming (21/22) | WMEV009-05 | |||||||||||||||||||||||||||
| In three weeks students are introduced in the field of agro-ecology. They will learn about current intensive farming systems and their impact on the environment and ecosystems, and about more sustainable farming practises based on ecological principles. Although we also teach theory, the course has a strong applied component. Students will be acquainted with the scientific literature on agro-ecology and sustainable farming. This course will form a sound basis for any ecologist studying agriculture related issues, such as for example the conservation of farmland birds. The course consists of a mixture of lectures, field excursions and reading/presentation assignments. The first two weeks of the course mostly consists of classroom lectures. Main aspects of agro-ecology will be introduced by experts in the field. Also field excursions are made to get hands-on experience with different farming systems. In the third week the students are challenged to apply acquired knowledge by designing a sustainable farming system for a specific area or landscape. This assignment includes consulting stakeholders and a literature search. The classroom lectures will cover main aspects of agro-ecology, including an introduction to (sustainable) agriculture, ecological processes in agriculture (sustainable soil management, sustainable crop management), economy of (sustainable) farming systems, transition to sustainable farming systems, nature conservation in farmland systems, and sustainable farming in an international context. Each topic will be concluded by a literature discussion on an accompanying scientific paper, as chaired by one of the students. The course concludes with presentations on the student’s sustainable farming plans. | |||||||||||||||||||||||||||||
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| 14 | Essay | WMEV002-05 | |||||||||||||||||||||||||||
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| 15 | Evolutionary Medicine: Diseases of Affluence (2022-2023) | WMBY025-05 | |||||||||||||||||||||||||||
| Diseases of affluence, or wealth, are non-infectious diseases linked with increasing longevity in the western world, and associated lifestyle choices. This course will first look at what is a disease of affluence and why is evolutionary biology a vital science for medicine, and in particular, for diseases of affluence. It will present an overview of evolutionary medicine theory - how life-history theory, evolutionary theory of senescence, and ecological conditions have improved medical progress in understanding diseases of affluence. This course will teach the ecological and evolutionary thinking behind diseases of affluence. The course will cover a wide range of topics, such as: - What is a disease of affluence? - Life-history theory and diseases of affluence - An evolutionary perspective of humans as primates - Sex and ethnicity in human health - The mismatch hypothesis and human health - The hygiene hypothesis and allergies - Ageing and senescence - Evolutionary processes and cancer - Reproductive origins of adult health and disease For example, the course may cover the role of antagonistic pleiotropy in Huntington's disease, somatic evolution and cancer, the mismatch hypothesis and Alzheimer's disease, trade-offs and cardiovascular disease, diabetes linked with human ancestry and western lifestyle, evolution and mental illness, and the hygiene hypothesis and allergies. The Masters course is suitable for any student interested in evolutionary medicine, evolutionary biology or a biomedical field. | |||||||||||||||||||||||||||||
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| 16 | Evolutionary Medicine: Infectious diseases | WMBY024-05 | |||||||||||||||||||||||||||
| Living at the expense of another organism creates a unique set of challenges, all deeply rooted in evolutionary biology. All viruses, but also some bacteria and eukaryotes exhibit parasitic lifestyles, sometimes even creating diseases in their hosts. When evolutionary biologist Theodosius Dobzhansky wrote that "nothing made sense except in the light of evolution", he might well have thought about infectious agents in particular. Evolution has a crucial impact on them, and these agents are also important players in the evolution of their hosts; as such they still represent today major threats in public health and agriculture. This course will explore how evolution impacts these agents and the dynamics with their hosts. We will introduce fundamental notions on eco-evolutionary concepts applied to infectious diseases, and present the different agents in more detail. We will also discuss the principles and development of evolution-aware and evolution-proof counter-measures (drugs, vaccines, biopharmaceuticals, etc.). All will be illustrated by applied examples. The course will cover a range of topics, such as: • Similarity, differences, and diversity in pathogenic agents (bacteria, viruses, and eukaryotic parasites) and quick introduction to vectors; • Full spectrum of the symbiosis of these agents (from mutualistic to parasitic) and their interactions with the hosts (microbiome, immunology, virulence, transmission); • Exogenous manipulation of evolutionary pressures, such as therapies, antimicrobials (and resistance), as well as vaccines; • Epidemiological processes, from emergence to pandemics. The Master course is suitable for any student interested in evolutionary medicine, evolutionary biology, microbiology, or a biomedical field. | |||||||||||||||||||||||||||||
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| 17 | Evolutionary Theory | WMEV006-08 | |||||||||||||||||||||||||||
| The course will provide an overview of modern evolutionary theory, with emphasis on natural and sexual selection. The central objective is to expose students to the most prominent modelling approaches (including population genetics, quantitative genetics, evolutionary game theory, life history theory, and adaptive dynamics) and to critically discuss the scope and limitations of these approaches. To this end, various modelling frameworks will be applied to the same research question. The students will acquire a sound knowledge of central concepts in evolutionary theory, including adaptive landscapes, frequency-dependent selection, evolutionarily stable strategies, evolutionary branching, reproductive value, inclusive fitness, handicap principle, epigenetics, and cultural evolution. Topics covered include social evolution, life history evolution, the evolution of mating systems, sexual selection and sexual conflict, optimal sex allocation, speciation, and animal personalities. Each course week is devoted to a certain theme (selection dynamics, evolutionary game theory, life history evolution, sexual selection, social evolution, adaptive diversity), and each course day is devoted to a specific topic. A typical course day consists of several hours of lectures, interspersed with reading literature or work on exercises and assignments. The lectures are highly interactive and often take the form of a group discussion. During the practicals, the students work on (often challenging) exercises that closely relate to the topic of the preceding lectures. The results of this work is then discussed in the subsequent lectures. This way, the students get hands-on experience with the concepts, models and techniques covered. The scope and the limitations of the various techniques will be discussed in detail, as well as the question which modelling approach to choose under which circumstances. | |||||||||||||||||||||||||||||
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| 18 | Genomics in Ecology and Evolution | WMEV011-05 | |||||||||||||||||||||||||||
| Genomic data in all of its forms is reshaping biology. Classic questions about genome evolution, mechanisms of speciation, adaptation, species interactions and conservation are being revisited at the levels of the genome, transcriptome, proteome and metabolome. The course is divided into 2 modules. Module 1 introduces the “omics” way of thinking in an extension of the eco-evolutionary framework; explains “next generation sequencing” technologies and their applications to specific kinds of questions in ecology and evolution; discusses the advantages and limitations of new genomic technologies; and analyzes, through case studies, the interplay of descriptive, inferential and experimental approaches in solving various classes of questions. The first module focuses on functional and evolutionary genomics; mapping and analysis of QTL related to life history traits; sex determination, speciation, epigenetics and host-parasite interactions. The second module focuses on prokaryotic genomes (evolution, size, organization, stability); the importance of horizontal gene transfer (mechanisms, proclivity, impacts on evolution, selection); introduction to metagenomics and functional diversity (soils, marine systems) in microbial ecology; comparative genomics of ecotypes and the emerging significance of “microbiomes” associated with all life systems. During the last week of the course, each student presents a 45-min teaching lecture. | |||||||||||||||||||||||||||||
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| 19 | Impact of Energy and Material Systems | WMEE002-05 | |||||||||||||||||||||||||||
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| 20 | International Genetically Engineered Machine competition | WMBS013-20 | |||||||||||||||||||||||||||
| The iGEM (international Genetically Engineered Machine competition (http://igem.org/Main_Page)) is an international organization that stimulates engineering of novel biological devices. It addresses the question: Can simple biological systems be built from standard interchangeable parts and operated in living cells? The competition already involves more than 340 teams from many major universities and institutes around the world, all trying to actively engineer biological devices by means of Synthetic Biology. The course unit´s content includes formulating and executing an experimental and/ or computational project related to Synthetic Biology and Systems Biology and reaching the goals in Synthetic Biology that are described by the iGEM organization. Students learn to work together in a multidisciplinary team, designing and executing a project, professionally presenting results in public, performing outreach, and obtaining funding. They will have to provide evidence of their contribution to the project on both individual and team level. This includes planning of work meetings and practical laboratory work in the period Feb-Nov and performing research according to work plan from Jul-Aug and also in the proceeding/posterior periods (Feb-Jun and Sep-Nov); occupation can vary between 10-80%. The final results will be presented at the iGEM Jamboree in Oct in Boston, and will have to comply with the iGEM criteria (see iGEM website each year). The course includes two modes of assessment (see also point 7). Official assessment is via an overall assessment, which includes that of an individually written report, presentation(s) during the iGEM seminars and assessment of the student's activities and contributions by at least two supervisors. The outcome of the judgement by international referees at the iGEM jamboree is not part of the assessment, because the iGEM teams are judged by different juries, restricting an objective comparison. | |||||||||||||||||||||||||||||
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| 21 | Introduction Science and Business | WMSE001-10 | |||||||||||||||||||||||||||
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| 22 | Introduction Science and Policy | WMSE002-10 | |||||||||||||||||||||||||||
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| 23 | Marine Conservation | WMMB011-05 | |||||||||||||||||||||||||||
| Although marine ecosystems share many features with their terrestrial counterparts there are also fundamental differences that must be considered in a management and conservation context. In general, the marine environment is more open so many species have vast ranges and multiple life stages that each have different dispersal capabilities and trophic interactions. Marine life is also poorly surveyed when compared to terrestrial systems. Understanding how the environment shapes biodiversity, how species interact with one another and how anthropogenic processes affect ecosystems are key to conserving, managing and restoring marine biodiversity and ecosystems. Lectures, combined with hands-on exercises, simulations and group discussions will introduce the principles of marine conservation along three levels: species, populations and ecosystems. This includes a review of basic concepts and an identification of threats to marine life. Secondly, real-life case studies will be presented and discussed, covering the concept of Marine Protected Areas (MPAs), restoration ecology and marine management. Applied lectures and field excursions are essential assets to this part of the course. In the final week, you will learn how research on marine conservation may lead to conservation action and look beyond the biological aspects of conservation. This includes a small governance aspect, an NGO symposium and science communication. Through guided observations, hands-on practice and discussions, you will learn about which research is relevant to marine conservation issues and to develop solutions to implement management strategies. | |||||||||||||||||||||||||||||
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| 24 | Marine Ecosystem Service and Global Change | WMMB008-05 | |||||||||||||||||||||||||||
| Global population growth stimulates pressures of humanity to use marine resources in the deep seas, coastal areas and delta? Marine resources that are exploited or have the potential to be exploited are called ecosystem services. Simultaneously, global change processes impose threats to the ecosystems that provide these valuable services. This course provides fundamental knowledge and understanding of i) the concept of ecosystem services, ii) which services are provided by different marine ecosystems and how do these relate to ecosystem functions, iii) mechanisms behind the main anthropogenic and global change stressors that threaten ecosystem functions/services, iv) opportunities to benefit from ecosystem services under conditions of global change. Students will acquire practical skills in studying global change processes and quantifying ecosystem services. Students will develop a critical reflective attitude on how to deal with coastal management for example in balancing preserving and unlocking ecosystem functions and services and determining climate related and non-climate related drivers. The course includes classroom lectures, presenting assignments, practicals in unique research facilities at NIOZ, such as the SeaweedCentre and wave-flume and a field trip. The lectures will consist of 4 blocks. The first block, the concept of ecosystem services (ES) will be introduced, highlighting the importance of ES for marine ecosystems. The second block focuses on the functioning of marine ecosystems that provide important ES, ranging from the deep sea to shallow coastal areas including delta?. The third block provides fundamental knowledge on the threats to marine ecosystems, e.g. ocean acidification, eutrophication. In the fourth block, threats are linked to challenges and opportunities, e.g. (over-)fishing and deep-sea mining) in benefitting from marine ecosystem services. | |||||||||||||||||||||||||||||
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| 25 | Masterstage 1 Lerarenopleiding | TEM0205 | |||||||||||||||||||||||||||
| Bij Masterstage 1 loopt de student stage op een school voor voortgezet onderwijs (in de regel twee dagen per week) onder begeleiding van een vakcoach. Hij verricht observaties, interviewt leerlingen, bereidt (deel)lessen voor, geeft ze en bespreekt ze na met de vakcoach. De student verzamelt informatie en feedback over de kwaliteit van het eigen handelen (o.a. door de afname van een leerlingenquête), rapporteert daarover en beschrijft zijn ervaringen in een stageverslag. De student oriënteert zich daarmee op het leraarschap en leert hoe je in de context van de school onderzoekend kunt werken aan het sturen van je ontwikkeling. In de context van de stage voert de student daarnaast opdrachten uit in het kader van de basiscursus lerarenopleiding (TEM0105), die parallel is georganiseerd aan de stage. | |||||||||||||||||||||||||||||
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| 26 | Mathematical Models in Ecology and Evolution | WMEV013-06 | |||||||||||||||||||||||||||
| Mathematical models have become an indispensable tool in ecology and evolutionary biology, to the point that aspiring scientists in these fields must have a working knowledge of basic mathematical modeling techniques. This course teaches such techniques practically from scratch, without requiring much background knowledge except elementary high school algebra and a little calculus. If successful, it will allow the students to understand papers that contain models, to develop new models to explore their own ideas, and to generate and use models for analysis and interpretation of data. Students are required to study one book chapter per week on their own and to do several exercises for hands-on experience. Some exercises are of the pencil-and-paper variety, but others require the help of the computer-aided mathematical tools such as Maple, Mathematica or R, which the student will learn how to use during the course. One afternoon per week, participants meet with a teacher for demonstration and discussion. The meetings usually start with a discussion of the chapter content where difficulties will be explained on the blackboard or with computer + beamer. For each of the suggested book-exercises, one of the participants is appointed as “volunteer” to demonstrate her or his solutions in the classroom, followed by discussion. Depending on the students’ background knowledge, sometimes during these meetings a “remedial” lecture of one or two hours is given about particular mathematical (e.g. linear algebra) or technical (e.g. Mathematica) subjects. | |||||||||||||||||||||||||||||
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| 27 | Mathematics in the Life Sciences | WMBY006-05 | |||||||||||||||||||||||||||
| The course will: - train basic mathematical skills, such as differentiation and integration; - introduce students to important mathematical concepts and methods, such as complex numbers, linear algebra, multivariate analysis, and linearization techniques; - provide insight into the use and interpretation of dynamical models in the life sciences; - expose students to important classes of example models in the life sciences; - teach students how to investigate dynamical models with analytical and numerical methods; - expose students to more advanced concepts and methods, such as chaotic attractors and bifurcation analysis; - teach students how to solve mathematical problems with the help of technical computing software (Mathematica). The first week of the course will focus on mathematical key concepts (such as differentiation, integration, Taylor expansion) and on the analysis of one-dimensional dynamical systems (single ordinary differential equations (ODEs) and single recurrence equations). Students will learn how to solve these systems either analytically or numerically, both with pencil and paper and with a programme like Mathematica, and to perform an equilibrium and stability analysis. Students will also be exposed to bifurcation analysis, catastrophes, and chaotic attractors. In the second week, complex numbers and concepts of linear algebra (eigenvalues and eigenvectors) will be introduced. Students will learn the basics of multivariate analysis, including multivariate optimization (Hessian). These techniques will allow them to analyse simple stochastic systems, like Markov processes. Students also learn how to analyse 2nd_ order ODEs and recurrence equations. The third week is devoted to systems of ODEs and recurrence equations. Students learn how to solve linear systems analytically, how to solve non-linear systems numerically, and how to conduct a qualitative analysis of a multidimensional dynamical system (equilibrium and stability analysis). | |||||||||||||||||||||||||||||
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| 28 | Meta-analyses in Ecology (22/23) | WMBY013-05 | |||||||||||||||||||||||||||
| Generalization of ecological research by the synthesis of experiments and data from the literature has proven to be an important modern complement to empirical ecological research. Instead of focusing on an indefinite number of idiosyncratic exceptions meta-analysis emphasizes general insights and promotes common ecological understanding. Understanding the function of biodiversity is an emerging ecological topic related to ecosystem functioning. It facilitates predicting consequences of biodiversity loss for ecosystem services by the global biodiversity crisis. The course will: 1) give an overview on the importance of species diversity and species functional traits for the function of important community properties. 2) teach to use different tools in ecological meta-analysis. 3) perform a meta-analysis, including tests of own hypothesis, either using provided datasets of experiments testing the function of biodiversity for ecosystem performance (B~F experiments), or using own data collected from recent literature. The course is given together with the University of Oldenburg, and is arranged around three workshops. The first workshop (in Wilhelmshaven, Germany) contains theoretical sections on biodiversity. The second workshop is on tools used to extract, handle and analyze large data sets using meta-analyses. There will be a strong focus on recent literature and the students are expected to analyze this literature for new exciting questions. In the third workshop (in Groningen, The Netherlands) the results will be presented at a mini-symposium. The course is run over ca. 8 weeks during which the main effort will be to produce your own ecological meta-analysis! Thus, the course can be run in parallel with other master projects | |||||||||||||||||||||||||||||
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| 29 | Microbiological Safety | WMMP004-01 | |||||||||||||||||||||||||||
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| 30 | Microbiome and Health | WMBM010-05 | |||||||||||||||||||||||||||
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| 31 | Molecular Biology of Ageing and Age-related Diseases | WMBM017-05 | |||||||||||||||||||||||||||
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| 32 | Molecular Methods in Ecology and Evolution (2021/2022) | WMEV007-10 | |||||||||||||||||||||||||||
| This course can be followed as 5 ECTS course (following only the first part of the course) or as 10 ECTS course (following both the first and second part of the course). In the first part of the course (5 ECTS), students will learn through a hands-on wet and dry laboratory training a range of methods and their respective laboratory protocols. The first part consists of a mixture of lectures, dry lab (computer) and wet lab practicals. It provides an introduction to molecular techniques that are used in ecological and evolutionary research: DNA extraction; basic principles of PCR, qPCR and primer design; cloning; sequencing approaches; fingerprinting techniques; phylogenetic analyses of sequences; RNA extraction; gene expression analysis; protein quantification and activity. During the second part (5 ECTS), students will apply these molecular techniques to carry out independent research projects, which will be carried out individually or by groups of 2 students and will fit within the ongoing research of GELIFES, using molecular techniques for ecological and evolutionary research. | |||||||||||||||||||||||||||||
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| 33 | Neurobiology of Nutrition | WMBM011-05 | |||||||||||||||||||||||||||
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| 34 | Neurodegenerative Diseases | WMBM012-05 | |||||||||||||||||||||||||||
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| 35 | Nutrition, Brain Development and Cognition | WMBM020-05 | |||||||||||||||||||||||||||
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| 36 | Orientation on International Careers | WMBY014-05 | |||||||||||||||||||||||||||
| Research topics will be provided by participating companies or organizations. Research topics are typically centered on biotechnology and bioprocessing, ecology, population science or pharmaceutical science. Students are expected to investigate the literature and other sources on the assigned topic, and will work in interdisciplinary teams to combine their findings in written and oral reports. The students will be mentored by a supervisor, with whom they discuss their findings, prepare a written report and oral presentation, and receive a grade from. The completed work will be followed up with the Study Tour along the participating companies organised by GLV-idun where a site visit is combined with a presentation of the company on aims and acquisition of scientific staff. During the visit each groups will also present their findings to their participating companies and hand over the written report. | |||||||||||||||||||||||||||||
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| 37 | Polar Ecosystems | WMMB009-05 | |||||||||||||||||||||||||||
| The course is based on a series of lectures (22) and a reading assignment. Lectures will be given by internal (ESRIG, Arctic Centre) as well as external polar experts. Topics covered are polar climatology, marine and terrestrial polar habitats, key species, effects of climate change from species to ecosystem level, and other human impacts. The second part of the course consists of a reading assignment, followed by presentations. A set of key scientific papers will be handed out to small groups of students (max 3 per group), covering as much scientific disciplines as possible. The students will need to understand, reproduce, summarize, evaluate and discuss the result and implications of the papers during a symposium, where the reading assignments will be presented. The course will be evaluated by a written examination, passing this exam is mandatory. Examination material includes material from the lectures as well as a selection of key scientific papers. | |||||||||||||||||||||||||||||
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| 38 | Practical Bioinformatics for Biologists | WMBY008-05 | |||||||||||||||||||||||||||
| Practical Bioinformatics for Biologists (PBfB) introduces students to general computational tools in order to enable to design and execute efficient computations. PBfB presents a broad range of open-source, free and flexible computational tools applicable to geneticists, molecular biologists, ecologists, oceanographers, physiologists, or anyone with an interest or need for bioinformatics in their research. PBfB emphasizes the practical application of bioinformatic methods to solve real-life analyses. PBfB covers data -centered computing in a Unix/Linux environment. PBfB introduces the basics of a 'nix environment, such as; remote installation and execution of software. Students will be familiar with command line tools to explore and analyze data as well as the use of scripting languages such as Python and R to (a) code custom analyses and (b) to design effective pipelines of existing software. The use of databases and retrieval of data from public on-line databases will be introduced. Data visualization techniques will be introduced using the statistical language R. Topics addressed in PBfB will employ practical example from different research fields, e.g., Next Generation Sequencing (NGS) data in genetics and molecular biology, as well as remote sensing and oceanographic data widely used in spatial ecological and evolutionary biology. The course consists of short lectures featuring new concepts and examples as well as practical computer exercises and individual assignments. In the last week, students will conduct a project assignment in small groups implementing the use of skills acquired during the course, aimed at solving real-life analyses. Students will present their pipeline and results to the class in an oral presentation during the last days of the course. | |||||||||||||||||||||||||||||
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| 39 | Practical Modelling for Biologists | WMBY009-05 | |||||||||||||||||||||||||||
| Mathematical modelling has become an important tool throughout the natural sciences. Especially when the dynamics of natural populations, being molecules within the cell, a population of seals in an estuary, or the global importance of termites are concerned, modelling is an indispensible tool, as it can help in understanding how species interaction can cause unexpected, nonlinear dynamics in ecosystems. Particularly when modelling marine systems, this often involves not only biological interactions, but also interactions with the physical and chemical environment. In the course, the following subjects will be treated: -Marine resource modelling -Modelling ecosystem engineering and positive feedback -Spatial modelling: Advection/Diffusion -Simple 1D depth models -Self organization -Modelling water flow: Navier Stokes & shallow water equations -Cellular automata: (wave) disturbance modelling -Individual-based modelling -Movement & search of animals. The course will consist of three parts. The first part will be a series of lectures that will provide an introduction into the most important topics within marine modelling. Using practical exercises, the student will get acquainted with the basic modelling techniques, and learn how to use the models to answer ecological and environmental problems. In the last 2 weeks of the course, the students will do a modelling assignment where they independently develop (e.g., not provided by the lecturer) a model to answer a scientific question, as group work. At the last day of the course, the students will report on their work in a poster presentation. The course is part of the Marine Biology Master’s curriculum, and therefore strongly builds on examples from the Marine realm. The techniques that are taught are general, and the course is therefore open to all biology students. | |||||||||||||||||||||||||||||
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| 40 | Principles of Biological Oceanography | WMMB003-05 | |||||||||||||||||||||||||||
| The course includes classroom lectures, practicals and a 2-day excursion to NIOZ. First, a series of introductory lectures will be given, starting with basic physical and chemical oceanography, followed by phytoplankton, zooplankton, and nekton diversity and productivity. Emphasis will be given to bottom-up controls of marine pelagic functioning and productivity. The second series of lectures is dedicated to Current Topics in Biological Oceanography, related to human impacts, including global climate change. These may encompass topics like oligotrophication, harmful algal blooms, pollution, and fisheries. Practicals focus on the recognition of major taxonomic groups and species. During the two days excursion, the variety of NIOZ research at both Texel and Yerseke locations will be demonstrated. | |||||||||||||||||||||||||||||
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| 41 | Principles of Marine Biology | WMMB004-05 | |||||||||||||||||||||||||||
| Marine ecosystems share many features with their terrestrial counterparts- but not all. Life in the sea requires specialized adaptations of many kinds and involves many unfamiliar species. This means that benthic research methodology includes both general and unique approaches, considerations and techniques. To perform research in the marine environment, knowing the principle players in the food web and understanding how they interact both biotically and abiotically is a first step. Learning how to observe, formulate hypotheses and design experiments is a second step. The course combines lectures, reading and group discussions in combination with hands-on field experience Lectures will review the marine environment, its ancientness and peculiarities, principle ecosystems and marine biodiversity. Basic ecological processes and concepts will be discussed to include oceanographic principles where appropriated. Through guided observation, students will learn to formulate research questions, develop and execute simple experiments for different community types. Fieldwork will provide hands-on experience to include formulation of questions, considerations of experimental design and analysis, set-up and actual data collection, and the final analyses. Field work will be conducted in the soft-shore Wadden Sea system and the rocky-shore Gullmar Fjord system in Sweden. | |||||||||||||||||||||||||||||
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| 42 | Principles of Population Genetics in Natural Populations | WMMB005-05 | |||||||||||||||||||||||||||
| The course consists of lectures, in-depth reading and discussion of original research papers as well as practical (non-graded) computer exercises. Each week we will focus on different specific applications of population/individual-based genetic data in conservation, ecology and behavior, such as individual identification and parentage analysis; delineation of management units and population structure; long and short-term abundance; as well as detection of selection/adaptation in genomic data. Students will prepare by reading a publication of a pre-selected case study each week, make a brief presentation on the specific approach and chair the subsequent discussion of the approach and case studies. Each week students will use common computer software (used during the afternoon computer practicals) to analyze data for a weekly, graded assignment relevant to the weekly case study and practicals. In the last week, students will be tasked with conducting a review of a published study and present the study and their review during an oral presentation followed by Q&As. | |||||||||||||||||||||||||||||
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| 43 | Programming C++ for Biologists | WMBY010-05 | |||||||||||||||||||||||||||
| This course, which is specifically designed for biology students, teaches the participants how to develop software in the programming language C++. Emphasis is given to the implementation of biological models, using individual-based simulations and various numerical methods for dynamical systems analysis. Students are able to tailor the contents of the course to their own level of proficiency. For students with no prior programming experience, the course offers an introduction to the essentials of the C++ programming language, including: • Procedural programming: data types, operators, program flow and functions • The Standard Template Library • Data input, generation of output including statistics like mean and standard deviation • Numerical simulation techniques for biological models More experienced programmers (including those who followed the BSc level course WBBY015-05) can instead focus on advanced topics, such as: • Program design, algorithms and debugging • Pointers and memory allocation • Object-oriented programming • Pseudo-random numbers and stochastic simulations The course consists of two parts: during the first three weeks (5 ECTS), students extend their programming skills by learning a new element of the programming language each day, and practise its application in programming exercises. Students then have the option to apply their newly acquired skills in practice by working on an extended three-week programming project (+5 ECTS). Here, students work on a biological research question of their choice and design and implement a simulation algorithm from scratch. Students preparing for a theoretical MSc project, can use the project to develop a first implementation of the simulation code for their project. Participants also learn how to systematically collect simulation data, and to present their results in an oral presentation, with associated annotated program code and documentation. The course is also available as a self-study course. | |||||||||||||||||||||||||||||
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| 44 | Radioisotopes in Experimental Biology | WMBY011-05 | |||||||||||||||||||||||||||
| RPO Dispersible Radioactive Materials-D is the minimum expert level which allows you to work with radioisotopes at the university and university hospital (UMCG). It is an official expert level supervised and regulated by the Dutch Government. The University of Groningen is one of the few official recognized institutes were you can obtain certificates of the official radiation expert levels. At the end of the 1st week you will HAVE to pass the RPO DRM-D test to be allowed to participate in the remainder of the course. NOTE: For the course an additional registration is needed apart from Progress for participating in an official RPO DRM-D course. Topics will include: • Radioisotope detection using X-ray film • The (advanced liquid) scintillation counter • In vitro labeling of nucleic acids and proteins • Subcellular localization of biological molecules • Radioisotopes and immunoassay • Pharmacological techniques • Biological effect of radiation The final part of the course consist of chronobiological research question regarding Melatonin using a Radioimmunoessay (RIA). The students will be their own research subjects. The results will be discussed in a concluding tutorial. | |||||||||||||||||||||||||||||
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| 45 | Research Methods in SEC | WMEC005-05 | |||||||||||||||||||||||||||
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| 46 | Research Project 1 | WMEV901-40 | |||||||||||||||||||||||||||
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| 47 | Research Project 2 | WMEV902-30 | |||||||||||||||||||||||||||
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| 48 | Research Proposal Ecology and Evolution | WMEV012-05 | |||||||||||||||||||||||||||
| The course consists of lectures, reading, discussions and writing assignments. Each week, two experts (typically from GELIFES) will present their work, with special emphasis on the underlying questions, the choice of methods and study system, the scope and limitations of the results obtained so far, and open questions for future research. Students need to prepare for each of these sessions by reading one or two pre-selected papers by the presenter prior to the talk. After each presentation, there will be a 1-hour in-depth discussion session on the talk and the pre-selected papers (in the presence of the expert). The discussion session is chaired by one of the students. In addition, two students are assigned to prepare critical questions. Furthermore, students will get a series of short lectures on how to write a research proposal (for their MSc thesis), with focus on developing a sharp research question, with associated testable hypotheses, the choice of adequate methods, the designs of experiments, and the a-priori choice of proper methods for data analysis. Students will get writing assignments and will choose a topic for their research proposal from a list of ecological/evolutionary themes and a supervisor with affinity to this proposal. Students will regularly get feedback on the writing assignments by their peers and their supervisor. Towards the end of the course students present their research plans in the presence of their peers and supervisor. After having received feedback in the subsequent discussion, the students will finalize their proposal. | |||||||||||||||||||||||||||||
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| 49 | Scientific writing | WMBM013-05 | |||||||||||||||||||||||||||
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| 50 | Skills in Science Communication | WMEC006-05 | |||||||||||||||||||||||||||
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| 51 | Sustainability and Society | WMEE005-05 | |||||||||||||||||||||||||||
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| 52 | Sustainable Use of Ecosystems | WMEE003-05 | |||||||||||||||||||||||||||
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| 53 | Systems Integration and Sustainability | WMEE006-05 | |||||||||||||||||||||||||||
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| 54 | Tools and approaches of systems biology | WMBS005-05 | |||||||||||||||||||||||||||
| In the course, students should become familiar with the modern tools and approaches of systems biology. Specifically, the course will introduce (i) the principles of the powerful omics measurement technologies, (ii) the computational concepts used to extract information from these large data sets, and iii) how mathematical models can be used to investigate complex biological systems. These concepts and approaches will be illustrated with examples from metabolism-related research such that the students also gain further knowledge in this particular field of biology. The course consists of three parts: 1) lectures, focusing on overview of tools with examples from recent literature; 2) practical work in which students perform computational analyses and develop their own mathematical models; 3) assignments in which students prepare short presentations on questions related to recent literature | |||||||||||||||||||||||||||||
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| 55 | Transcriptomics | WMBS014-05 | |||||||||||||||||||||||||||
| In this course, theory and practicals are combined to give an in-depth view of transcriptomics research in eukaryotes and prokaryotes. This master course is divided into three parts. The first part focuses on the theoretical background of Next Generation Sequencing (DNA-Seq and RNA-Seq) and on how important the role of RNA is in modern science. The assessment for this part consists of a literature case study on ChIP-Seq in Eukaryotes. The second part consists of 3 - 4 days lab work to practice working with RNA; quality control of the RNA, library preparation for Next Generation Sequencing and running samples on an Illumina sequencer. The projects selected for this part are based on research questions of PhD students and post-doctoral fellows of the department of Molecular Genetics. In principle the experiment has not been done before, which means that the generated data is novel. The last part of the course concerns statistics and data analysis on High-Performance Computing required for transcriptome analyses. Students will analyze and draw conclusions on their own datasets and will link results to biological knowledge by using additional statistical methods. Also, based on their findings, students will be encouraged to propose ideas for further experiments. | |||||||||||||||||||||||||||||
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