生物学(Biology)(页 1) - 麻省理工学院 OOPS - 大耳朵英语论坛英语学习,新概念,四六级,英语答疑

clzx4444 发表于 2005-11-30 17:38

生物学(Biology)

<font size="4"><div>The Department of Biology offers undergraduate, graduate, and postdoctoral training programs ranging from general biology to more specialized fields of study and research. The quantitative aspects of biology - including molecular biology, biochemistry, genetics, and cell biology - represent the core of the academic program. Courses are designed to provide a solid background in the physical sciences and to develop an integrated scientific perspective.</div><br /><div>Both the graduate program (ranked among the top three biological science graduate programs in the nation) and undergraduate program offer students an intellectually stimulating environment, with numerous research opportunities and state-of-the-art facilities. These programs emphasize practical experimentation by combining course-related laboratory exercises with research opportunities in project-oriented and faculty sponsored laboratories. Students at all levels are encouraged to acquire familiarity with advanced research techniques and to participate in seminar activities.</div><br /><div>生物系的部分提供大学生、研究生以及博士后的训练课程。从普通生物到更专门的学习研究领域，各种生物学的观点——包括分子生物学、生化学、遗传学以及细胞生物学——呈现出本科系的核心课程。这些课程被设计来提供自然科学方面扎实的背景，并发展出具整合性的科学前景。</div><br /><div>研究生课程（是美国最佳的前三名生物科技学程之一）与大学生课程，均提供学生一个刺激思考的环境，有许多研究机会与最先进的设施。这些课程以结合与科目相关的实习课程——包含计划导向的研究机会与教员支持的实验室——来加强实验的实际操作。各种程度的学生都被鼓励去熟悉进阶的研究技术，并参与专题课程的活动。</div><br /></font>

clzx4444 发表于 2006-2-11 14:20

2001秋季课程：生物学导论 (Introduction to Biology, Fall 2001)

课程重点

本课程已由 Universia 翻译成西班牙文和葡萄牙文。

此课程由 Robert A. Weinberg, （ 1997 年获得美国国家科学奖）和 Eric Lander （ Whitehead 基因组研究中心的主任和人类基因组计划的主要领导者）共同教授。这是三门麻省理工学院基础生物学入门课程的其中之一：课程 7.012 的重点是现今对细胞生物学、免疫学、神经生物学、基因组学和分子医学的研究。

This course has been translated by Universia and is available en Español and em Portugues.
This course is taught by Robert A. Weinberg, winner of the 1997 National Medal of Science, and Eric Lander, director of the Whitehead Center for Genome Research and a principal leader of the Human Genome Project. One of three versions of introductory level biology courses at MIT, Course 7.012 focuses on current research in cell biology, immunology, neurobiology, genomics, and molecular medicine.

课程描述

7.012 、 7.013 和 7.014 这三门课程的核心内容都比较相似，包括作为生物学、基因组学、分子生物学，DNA 碱基重组技术，以及基因调控技术入门的生物化学的基本原则。另外，课程的每个版本都有其独特的内容，区别如下。
注意事项 : 三门课程皆需要熟悉基础化学，欲知更多的讯息，请参阅化学能力的自我评估 .

7.012

细胞生物学，免疫学，神经生物学，以及对癌症，基因组学和分子医学等方面最新研究的深入探讨。

7.013

应用基本原则探讨细胞学，人类遗传学和人类疾病学，传染因子，癌症，免疫学，分子医学，及它们的发展。

7.014

应用基本原则探讨微生物学原理，例如微生物作为生物圈演化和更新的地球化学媒介角色，以及微生物在人类健康和疾病中所扮演的角色。

致谢：

在 2001 年秋季课程 7.012 使用的研究教材、习题、和测验教材是由 7.012 课程的过去成员提供的。这些成员包括：

Brian White
John Doench
Anna Heineman
Kristen Johnson
Brian Joughin
Julian Lange
Chris Petersen
Robyn Tanny
Claudette Gardel
Michelle Mischke

All three courses: 7.012, 7.013 and 7.014 cover the same core material which includes: the fundamental principles of biochemistry as they apply to introductory biology, genetics, molecular biology, basic recombinant DNA technology, and gene regulation.
In addition, each version of the subject has its own distinctive material, described below. Note: All three versions require a familiarity with some basic chemistry. For details, see the Chemistry Self-evaluation.

7.012
Cell biology, immunology, neurobiology, and an exploration into current research in cancer, genomics, and molecular medicine.

7.013
Application of the fundamental principles toward an understanding of cells,
human genetics and diseases, infectious agents, cancer, immunology,
molecular medicine, and development.

7.014
Application of the fundamental principles toward an understanding of
microorganisms as geochemical agents responsible for the evolution and renewal of the biosphere and their role in human health and disease.

Acknowledgements
The study materials, problem set, and quiz materials used during Fall 2001 for 7.012 were developed by past members of the 7.012 staff including:

Brian White
John Doench
Anna Heineman
Kristen Johnson
Brian Joughin
Julian Lange
Chris Petersen
Robyn Tanny
Claudette Gardel
Michelle Mischke

--------------------------------------------------------------------------------

译后感

庄雅善
在媒体的大幅报导后，麻省理工学院的开放式课程翻译计划在网络上逐渐流传开来，一次偶然的机遇里，我听到了这项消息，心想自己在平常就有在接触这方面的讯息，又对编译工作略有心得，便自动请缨，也想为这个计划尽一份心力。由于本人学识之不足，翻译过程中时有捉襟见袖之处境，然而朱先生却不吝指教，使我在翻译过程中获益良多，实在感激不已。朱先生的回馈教育理念本来就是“透过译者－－可能是任何有心学习的人－－的参与过程来教育他们，并使他们能够教育自己，无论是在翻译能力上或是在该课程的专业知识上。在完成翻译后，再嘉惠更广大的读者群众，而原本的译者则成为新的教育者，继续教育其它值得教育的人，新的教育者也在教育其它值得教育者的互动过程中，继续教育自己。”，因此，本人才会有机会成为新的教育者，教育其它值得教育的人，也就是与我合作的mick。这个少年虽然年纪轻轻，但凭藉着他对英文和生物学的热爱之情，还是愿意尽力而为，这个计划本来就是为教育所有值得教育的人所建立的，故并没有学经历背景的门槛限制，只要是来此所求圆满的人，都必定能满载而归，深感不虚此行。本人虽才疏学浅，但也愿意尽尽绵薄之力，为这个一心向学的少年尽可能提供帮助。若这位少年后来真有所成就，他也应该会拿起教鞭，为这个回馈教育继续贡献一己之力。

吕亦尘
自学了英文和生物学一阵子之后，这一年来，我为了增进英文能力而一直尝试翻译各种英文文章，刚好朋友Whiteg推荐这个网页，我也认为对于自学者而言，这个网页提供了相当有价值的资讯和门径，然后我就看到了Lucifer主持的中文化计划。
这个翻译计划没多久就吸引了我，因为对生物学兴趣浓厚，这个挑战也深具意义，所以在完全忘记自己年龄和翻译资历的情境下，我接下了{2001生物秋季课程}，一边翻译，一边学习英文和生物学，在过程中，因对英文文法和专有名词不熟悉，许多段落虽然斟酌再三，也难免出些差错，这使翻译的进度一再延宕，翻译效果也让自己觉得不理想。
幸好Lucifer介绍了esinstra这位前辈，也寄来了esinstra翻译的成果，我一边对照，一边思考如何修正，终于在esinstra帮助下，第一部分才稍为满意的完成了。
藉由这次翻译的经验，我很高兴初窥究竟翻译是怎么回事，也让我在责任感的驱使下，了解有始有终的重要，有了稍许的成就感。当然，认识esinstra，得到他和Lucifer的鼓励，又是不能计量的奖赏了。

师资
授课人员：
Robert Weinberg教授
Eric Lander教授

讲师：
Claudette Gardel
Michelle Mischke

上课时数
教师授课：
每周3节
每节1小时
复习课：
每周2节
每节1小时

程度
大学部
回应
告诉我们您对本课程或“开放式课程网页”的建议

clzx4444 发表于 2006-2-11 14:21

2001 秋季课程：生物学导论

教学大纲 :先修课程
这门课程没有先修课程，但应熟悉高中的生物学和化学（尤其是熟悉化学基本结构）。

课本
《生命：生物学的科学》(Life: The Science of Biology)第六版，作者： Purves, Orians, Heller 和 Sadava。
可在麻省理工合作社(MIT Coop)购得。

学术诚信
由于习题将会被评分，抄袭解答就成了作弊的行为，我们严禁这种行为。虽然可以对习题共同进行一般性的讨论和研究，但对特定答案的详细讨论或互相交换答案就破坏了我们对所有参与课程学生的信任感，而我们相信每一个学生都应该自己想出答案。所有抄袭解答或提供他人答案的学生，习题分数将以０分计算（占全部成绩的 20 ％）。如有任何学生犯下对测验不诚实的行为，如：在交卷以前抄袭或考卷发回来时趁机更改答案以要求复查加分的情形，如被发现，成绩将被算为Ｆ。

测验
在学期期间将会进行三次小考，然后期末考 (相当两次小考) 会在最后的一个星期内举行。五次考试(包含了三次考试和与二次考试相等的期末考)中你的分数最低那次会在计算你的总分时被扣除。由于我们扣除了最低的分数，所以不会因任何理由让你补考，如果你错过了一次小考，那次的成绩将直接从五次考试中剔除。

期末考时限三小时，这考试包含了整个课程，特别强调之前的考试未曾包括的内容。期末考的分数代表了五次考试中二次考试的测验分数，所以你必须参加期末考，否则你将失去你分数的百分之二十。如果你期末考的分数是你最低的分数，则以期末考试分数的一半计算。期末考的日期、时间和地点一经决定后便立即公布。如有冲堂，将由注册组另行安排。

每次考试之前都有复习课，复习课的日期、地点、和时间将在教学大纲说明，或另外公布。

期末结束时所有未被同学领走的试卷和习题都会被销毁。

成绩
你的成绩总分将由以下的要素决定：

项目比重备注
七份评量习题中的六份?/span> 占20% 该七习题分数中最低的将会被扣除不计
五次考试中的四次占80% 该五考试分数中最低的将会被扣除不计

考卷复查
如果你在试卷中找到其它的错误，请交给你的助教修改。如果你觉得你的答案被评错分，请递交一份要求重新评分的书面申请书，和你的原始考卷呈交给指导老师。请注意，考卷在交还给学生之前会被任意挑选出几张来影印，学生要求重新评分的考卷必须从考试日子算起的一星期内递交。

--------------------------------------------------------------------------------
Prerequisites
There are no formal prerequisites for this course, but familiarity with high school level biology and chemistry (especially familiarity with the fundamental aspects of chemical structure) is expected.

Texts
Life: The Science of Biology (6th edition), by Purves, Orians, Heller and Sadava.
Available at the MIT Coop.

Academic Honesty
Since problem sets will be graded, copying of problem set answers constitutes cheating and is forbidden. While general discussions and collaboration on the problem sets is appropriate, detailed discussion of specific solutions or sharing of answers is a violation of the trust placed in all students in the class, each of whom is entrusted with producing a set of answers on his/her own. Students who copy problem sets or allow their answers to be copied may be assigned a 0 for all problem sets (20% of the grade). Any student that commits an act of academic dishonesty regarding a quiz, such as copying or altering a quiz prior to a request for a regrade, will be assigned an F for the course.

Quizzes
There will be three quizzes given during the term and a comprehensive final (worth 2 quizzes), given during finals week. The lowest letter grade score of the five (the 3 quizzes plus the final worth 2 quizzes) will be dropped when calculating your overall grade. Because we drop the lowest score, there will be no make-up quizzes and no conflict quizzes given for any reason. If you miss a term quiz, it will be the score that is dropped.

The Final Exam will be a 3-hour, cumulative exam, covering the entirety of the course, with emphasis on the material not previously covered on a quiz. The score on the final represents two of the five quiz scores and must be taken otherwise you would lose 20% of your grade. If your score on the final is your lowest grade then one of the halves will be dropped. The date, time and location of the final will be announced as soon as this information is available. A conflict final exam may be scheduled by the registrar for students with legitimate exam conflicts.

Quiz Review Sessions will be held prior to each quiz - the dates, locations and times of the reviews are listed in the syllabus or will be announced during the term.

Any quizzes, exams, or problem sets that are not picked up by the end of the term will be disposed of.

Grades
Your overall course grade will depend on the following components:

COMPONENT WEIGHT NOTE
6 of 7 Graded Problem Sets 20% Lowest of 7 problem set scores dropped
4 of 5 quiz scores 80% Lowest of five scores dropped

Regrades of Quizzes
If you find an addition error, show it to your TA to have it corrected. If you feel that your answer was graded incorrectly, please submit a written explanation of your regrade request and your unaltered quiz to the course instructor. Note that some graded quizzes are randomly chosen for photocopying before they are returned to the students. Quizzes must be submitted for regrading within one week from the date of the quiz.

clzx4444 发表于 2006-2-11 14:22

生物学 » 2001 秋季课程：生物学导论

教学时程:授课人员：Robert Weinberg 教授（ RAW ）和 Eric Lander 教授 (ESL)

授课内容来自《生命：生物学的科学》 ( 第六版 ) ，作者 Purves, Orians, Heller 和 Sadava

Faculty: Prof. Robert Weinberg (RAW) and Prof. Eric Lander (ESL)

Readings are from Life: The Science of Biology (6th edition), by Purves, Orians, Heller and Sadava.

课授课人员主题阅读资料重要日程
1 RAW 介绍
Introduction  Ch 4, pp54-70
2 RAW 生物化学 1
Biochemistry I  Ch 2, pp17-32
3 RAW 生物化学 2 Biochemistry II  Ch 3, pp34-46  作业 1(宣布题目)
Problem Set 1 Out
4 RAW 生物化学 3
Biochemistry III  Ch 3, pp46-53
5 ESL 生物化学 4
Biochemistry IV
课程阅读文章 1 , DG和Keq
Course Reader Article 1, DG and Keq
6 ESL 遗传学 1
Genetics I
Ch 9, 167-172; Ch 10, pp 176-185  作业 1(收回习题)
Problem Set 1 Due
7 ESL 遗传学 2
Genetics II
Ch 10, pp185-196
8 ESL 遗传学 3
Genetics III
课程阅读文章 2 , 生物化学遗传学
Course Reader Article 2, Biochemical Genetics
9 ESL 分子生物学 1
Molecular Biology I
Ch 11, pp199-208  作业 2 (宣布题目)
Problem Set 2 Out
10 ESL 分子生物学 2
Molecular Biology II
Ch 11, pp209-214
11 ESL 分子生物学 3
Molecular Biology III
Ch 12, pp218-230, 233-237
12 ESL 基因重组 1
Recombinant DNA I
Ch 17, pp311-318  作业 2 (收回习题)
Problem Set 2 Due
13 RAW 基因重组 2
Recombinant DNA II
Ch 17, pp318-329  作业 3 (宣布题目)
Problem Set 3 Out
第一次考试 (考课程 1-11)
Quiz I (Lectures 1-11)
14 ESL 基因重组 3
Recombinant DNA III
Ch 11, pp214-217
15 ESL 基因调控
Gene regulation
Ch 13, pp249-254
16 RAW 细胞膜蛋白
Membrane Proteins  Ch 4, pp64-67; Ch 12, pp231-233  作业 3(收回习题)
作业 4(宣布题目)
Problem Set 3 Due, Problem Set 4 Out

17 RAW 细胞信号
Cell Signaling
Ch 15, pp279-293
18 RAW 神经系统 1
Nervous System I
Ch 44, pp73-785
19 ESL 神经系统 2
Nervous System II
Ch 44, pp785-793  作业 4(收回习题)
Problem Set 4 Due
20 ESL Nervous System III
神经系统 3  神经系统文章
Nervous System Article
第二次考试 (考课程 12-19)
Quiz II (Lectures 12-19)
21 RAW 免疫学 1
Immunology I
Ch 19, pp353-368
22 RAW 免疫学 2
Immunology II
Ch 19, pp368-375
23 RAW 免疫学 3
Immunology III
课程阅读文章 3, 体液免疫学
Course Reader Article 3, Humoral Immunology
24 作业 5 (宣布题目)
Problem Set 5 Out
25 ESL 基因组学
Genomics
人体蓝图 (CNN)
Blue Print of the Body (CNN)

生物资讯的淘金热
The Bioinformatics Gold Rush

基因组注解 ( 科学美国人，需要注册 )
Genomics_Annotation(Scientific American, requires registration)
26 RAW 干细胞
Stem Cells  课程阅读文章 8, 生长和分化、造血纪实
Course Reader Article 8, Growth and Differentiation, a case of Hematopoiesis  作业 5(收回习题)
作业,6(宣布题目)
Problem Set 5 Due, Problem Set 6 Out
27 RAW 细胞周期
Cell Cycle
课程阅读文章 4, 控制细胞周期
Course Reader Article 4, Control of the Cell Cycle
28 RAW 癌症
Cancer  课程阅读文章 5 和 6, 癌症是如何出现和寻找抗癌基因
Course Reader Articles 5 and 6, How Cancer Arises and Finding the Anti-Oncogene
29 RAW 病毒学和肿瘤病毒
Virology and Tumor viruses
课程阅读文章 7, 病毒
Course Reader Article 7, Viruses  作业 6 (收回习题)
Problem Set 6 Due
30 RAW 爱滋病
AIDS
课程阅读文章 9, 爱滋病
Course Reader Article 9, AIDS
第三次考试 (考课程 20-28)
Quiz III (Lectures 20-28)
31 ESL 人类遗传学(疾病、人口)
Human Genetics (disease, population)
家谱
Pedigrees

遗传学遇见“真实世界”
Genetics Meets "The Real World"
32 ESL 人类遗传学(疾病、人口)
Human Genetics (disease,population)

33 RAW 分子演化(人类演化观点)
Molecular Evolution (human flavor)
非洲 DNA
DNA in Africa

为什么是 Y 染色体？
Why Y?

以色列失落的部族
Lost Tribes of Israel  作业 7 (宣布题目)
Problem Set 7 Out
34 RAW 分子医学 1
Molecular Medicine I
学者对癌细胞组织的研究
Researchers Study the Circuitry of Cancer Cells

问与答：治疗血癌的新药 Gleevec
Questions and Answers: Gleevec

治疗癌症药物新潮流的科学家观点
Scientists View New Wave of Cancer Drugs
35 RAW 分子医学 2
Molecular Medicine II
家族性高胆固醇脂血症
Familial Hypercholesterolemia

临床药理学
Clinical Pharmacology
36 ESL 生物学的未来
Future of Biology
  作业 7(收回习题)
Problem Set 7 Due

clzx4444 发表于 2006-2-11 14:23

2001 秋季课程：生物学导论

相关阅读资料:在2001秋季课程中，与Purves第五版等一起使用的阅读资料
Readings Used in Fall 2001 with 5th edition of Purves, et al.

课程  主题阅读资料
1 简介
Introduction
2 生物化学 1
Biochemistry I  Ch 2
3 生物化学 2
Biochemistry II  Ch 3, 41-58
4 生物化学 3
Biochemistry III  Ch 3, 41-58
5 生物化学 4
Biochemistry IV  Ch 3, 58-61; Ch 11, 247-250
6 遗传学 1
Genetics I  Ch 10, 216-226
7 遗传学 2
Genetics II  Ch 10, 226-239
8 遗传学 3
Genetics III  Ch 17, 373-378
9 分子生物学 1
Molecular Biology I  Ch 11, 243-258
10 分子生物学 2
Molecular Biology II  Ch 12, 260-268
11 分子生物学 3
Molecular Biology III  Ch 12, 268-279; Ch 14, 316-320
12 第一次考试 (考课程1-9)
Quiz I (lectures 1-9)
13 基因重组 1
Recombinant DNA I  Ch 16, 351-363
14 基因重组 2
Recombinant DNA II  Ch 16, 364-371
15 基因重组 3
Recombinant DNA III
Ch 17, 379-386
16 基因重组 4
Recombinant DNA IV  Ch 17, 391-397
17 基因调控
Gene Regulation  Ch 13, 298-303
18 细胞膜蛋白
Membrane Proteins  Ch 4, 80-84; Ch 12, 273-275
19 细胞信号
Cell Signaling  Ch 38, 850-854
20 生长和分化
Growth and Differentiation  课程阅读文章 7 : 细胞的生长和分化
Course Reader Article 7: Cell Growth and Differentiation
21 第二次考试 (考课程10-17)
Quiz II (lectures 10-17)
22 细胞生长和细胞分裂
Cell Growth and Division  Ch 9, 193-204
23 细胞周期
Cell Cycle  课程阅读文章 3 : 控制细胞周期
Course Reader Article 3: Control of the Cell Cycle
24 癌症的分子生物学
Molecular Biology of Cancer  课程阅读文章 4 癌症小传
Course Reader Article 4: Mol. Bio. of Cancer
25 癌生物学
Cancer Biology  课程阅读文章 5和6：癌症是如何出现和寻找抗癌基因
Course Reader Articles 5&6: How Cancer Arises and Finding the Anti-Oncogene

25 病毒学和肿瘤病毒
Virology and Tumor Viruses  课程阅读文章 2, 病毒
Course Reader Article 2: Viruses
26 免疫学 1
Immunology I  Ch 18, 400-411
27 免疫学 2
Immunology II  Ch 18, 411-426
28 免疫学 3
Immunology III  课程阅读文章 8：体液免疫学
Course Reader Article 8: Humoral Immunology
29 第三次考试 ( 考课程 18-27)
Quiz III (lectures 18-27)
30 爱滋病
AIDS 课程阅读文章 9 : 爱滋和免疫系统
Course Reader Article 9: AIDS and the Immune System
31 神经系统 1
Nervous System I
Ch 41, 900-915
32 神经系统 2
Nervous System II  Ch 41, 915-924
33 神经系统 3
Nervous System III  本节适合作为课程教材
Ch 42 as it applies to lecture material
34 待宣布
Topic to be announced
35 人类遗传学和人类基因组
Human Genetics and the Human Genome
36 人类演化
Human Evolution
37 分子药学
Molecular Medicine
38 未来
The Future

clzx4444 发表于 2006-2-11 14:24

2001 秋季课程：生物学导论

课堂讲稿 :

主题备注
孟德尔 , 有丝分裂和减数分裂
Mendel, Mitosis and Meiosis  (PDF)
基因连锁群和染色体学说
Linkage and the Chromosomal Theory  (PDF)
人类遗传学
Human Genetics  (PDF)
生物化学遗传学
Biochemical Genetics  (PDF)
生物化学 1
Biochemistry I  (PDF)
分子生物学 1
Molecular Biology I  (PDF)
细胞和细胞膜
Cells and Membranes  (PDF)

clzx4444 发表于 2006-2-11 15:03

2003秋季课程：微生物遗传学实验

2003秋季课程：微生物遗传学实验(Experimental Microbial Genetics, Fall 2003)
课程重点

专题这一节以实例展示学生参与本课程的体验，课程还包含学生的期末报告以及其他由教师所提供之实验材料。

The projects section illustrates the student experience of this course and includes a student's final paper as well as other example materials provided by the teaching staff.
课程描述

亦称为微生物遗传学专题实验，这是一个动手操作之研究课程，它被设计为介绍给学生微生物学之研究方法及其挑战。学生们选择独立与原创的研究专题，这些专题被设计成具教育性并以微生物学的进阶专门领域研究为目的。

Also referred to as the Microbial Genetics Project Lab, this is a hands-on research course designed to introduce the student to the strategies and challenges associated with microbiology research. Students take on independent and original research projects that are designed to be instructive with the goal of advancing a specific field of research in microbiology.

技术需求
我们推荐使用微软的Powerpoint® 软件浏览本课程的.pps档案。免费的微软Powerpoint®浏览软件亦可用于浏览.pps档案。

Microsoft® Powerpoint® software is recommended for viewing the .pps files found on this course site. Free Microsoft® Powerpoint® viewer software can also be used to view the .pps files.

警告:
WARNING NOTICE:
本课程所介绍的实验具潜在的危险并需完整地安全训练、特别的设备及仪器，并需有适当的人员于一旁监督。你必须为实施这些安全措施及方法承担唯一的责任、义务及危险性。麻省理工学院无须为所提供的教材或实施所提供的资料担负任何责任、义务及危险性。
The experiments described in these materials are potentially hazardous and require a high level of safety training, special facilities and equipment, and supervision by appropriate individuals. You bear the sole responsibility, liability, and risk for the implementation of such safety procedures and measures. MIT shall have no responsibility, liability, or risk for the content or implementation of any of the material presented.
法律声明
Legal Notice

clzx4444 发表于 2006-2-11 15:04

2003秋季课程：微生物遗传学实验

教学大纲 :研究范围及背景: 本系统
在2003年秋季的微生物遗传学专题实验课程中，各个单独的研究专题是聚焦于不同品种的Rhodococcus。这个属中的许多细菌可代谢环境中的污染物并将之转化为有用的同分异构镜射分子(chiral molecules)。这些细菌亦能产生广泛的有用分子，包含工业用的化学药品(为制造业者提供一个“绿色化学”的门径)，与二级代谢物如抗生素。我们邀请学生学生们去发掘基因如何对这些细菌的有用的特性做出贡献。

综缆

本课程包含下列三个重要构成要素：实验工作, 口头报告, 及科学写作。因为沟通是科学研究的基本重要因素，本课程旨在于改进你的写作及口头沟通技巧。“实验桌上”的研究活动会占据你大部分的时间;然而你有责任于课堂上做口头报告并以适合出版于国际科学期刊的格式写下你的研究成果。

实验

教师于课堂中呈现目前微生物学界所面对的一连串问题。讲师与助教们会与你一起设计一个研究策略以回答这些问题。教师会于整个学期间个别地指导你、协助设计个别的实验、解释结果并克服技术问题。

口头报告

为培养良好的沟通技巧，你必须于本学期中做至少两次的正式口头报告。报告时，学生们通常使用投影机、Powerpoint软件来呈现并使用其他视觉辅助等。

报告一：论文研讨

第一个报告将以论文研讨方式举行。你将阅读并报告由最初论文搜寻所得之文章。为此，教师们将协助你选出3-4篇与你研究范围相关的论文。于报告时，你要提供此篇论文的背景资料、描述研究内容并解释它所探讨的问题。你将要描述文章中所提及的一系列实验并展示如何解释实验结果，当评论论文的优缺点时展现作者的结论。我们期望你把那个特别的研究领域最近的演变进行，以说故事方式来呈现这些论文。

报告二：进度报告

第二个正式报告将以进度报告方式进行，你将于课堂中向同学们概略叙述你的研究活动。在这些报告中，我们要求你描述你研究范围的背景，了解并非所有同学熟悉彼此的研究专题。接着，你将描述你的实验以及届时所得的结果，于进行中解释你的结果。我们鼓励你讨论于研究中所遭遇的问题以及你对于未来如何进行的想法。

总的来看，我们鼓励你于准备时与教师们讨论你的想法。若你对你的报告请求建议或回馈教师们也乐意回覆。

写作需求

数世纪以来，写作沟通已是传播科学成就与新知的标准。不管实验技巧如何，缺乏良好写作技巧对任何科学家来说是一个严重的缺陷。因此，微生物遗传学实验课的学生必须参与一些写作活动，最后于期末报告中描述自己的研究。

为了准备期末报告，你将完成二至三个试验性的写作作业，每份作业将着重于磨练你期末报告的特别段落之格式与内容。因此，第一个作业很可能着重于介绍的撰写。接着着重结果或是材料与方法段落之撰写。在这些活动中，写作讲师及其他的教师们会辅导你。

期末报告是依据世界的微生物学家们用以发表他们的研究之格式而撰写。每份报告需包含:

一个介绍的段落以描述研究领域的背景与重要性，回顾相关文献并清楚的描述研究的目的。
接着，你要于“结果”这个段落叙述所进行的实验以及所得的资料。不过，你将于报告的另一段落“材料与方法”仔细描述实验流程，而在正式论文中这段落通常置于“结果”之前。
紧接着是具洞察力的讨论，在这之中你要解释结果，提出你观察所得之模型，并把你的成果与广大研究社群中的其他科学家之研究工作做关联。

评分规则

本课程的评分标准是根据你于下数范围中的表现。

虽然在本课程中学生一般是两人一组，但评分是针对每个学生的。

活动百分比
研究进度、技巧、努力及研究纪录 40%
实验室会议与口头报告 20%
三次期中写作作业 5% each
期末报告 25%

评分的主要重点在于你是否展现对存疑的素材的理解及正确的判断。
在实验室，你是否了解为何及如何操作每个实验?
在口头报告，你是否仔细思考过将被呈现的主题与它的实行方式?
你的期末报告是否不只呈现对于特别研究专题的了解，也呈现它是如何融合于整个科学文献知识中?

进度、技巧、努力与实验纪录 (40%)

期末成绩有40%取决于你在实验室的表现。你不必然要完成所指定的研究专题，但你必须展示你的基本能力以及真正的努近你所能去延伸这个研究。并非每个选择本课程的学生具同程度的实验室研究经验。教师了解这点并鼓励你尽己之所能。你拓展实验所需知识的能力超过现前所将反映于这部分的评分。

你也需展现良好的“团队努力”—与你的队友合作推动专题的进行。每个人需做好自己那份工作

实验纪录

此外，你需记录实验。实验纪录是很重要因为它是良好实验操作的锁钥。每个人需记好自己的实验记录，因为它将含括整个团队所收集的资料。依此方式每位队友可独立思考结果。

要如何使用、记录以及保存一份有效的实验记录请参考实验记录指南与建议一节。

值得注意的是教师们是有益于帮助你找出你实验的错误。不能确切地描述你做了什么会使这个工作更形困难。助教们会闲歇地检查实验记录的完整性。记录必须是现前的。你需负责在每日将前一天的内容完整记录。

依照你于研究专题的进度，未来专题实验室的学生，参与大学部研究机会课程者 (UROPs-Undergraduate Research Opportunities Program)，或是研究所学生可能有天会想继续你所遗留的研究并试着延伸你的发现。或者，未来有研究者会有兴趣了解你如何解决某个技术问题，你如何操作某个实验，或使用什么方法做某个分析。在任何前述例子中，科学家将需要阅读你的实验记录。为达到这点，你必须计划于学期末将记录本(或良好的影本)交给教授。

实验课与出席

你必须每天出席排定的实验课(下午一点至五点)。

如果不准时出席你会得到低分。若有急事或生病你必须联络讲师或助教。

有时你会希望待到五点以后。助教们会待到五点过后以让学生完成当天的实验。但助教们不会因为你不准时出席或于课堂时浪费时间而让你工作较晚些。

你偶而会想于周末到实验室。在特别时间做实验是可以的,但仅由助教们自行决定。助教们会通知你何时可到实验室，当他们其中一人可出席。不论任何状况，当无教师们在场时你是不能在实验室工作。

实验室会议与口头报告 (20%)

每周一与周五下午我们会有小组会议的课程。在这个实验室会议我们将讨论大家关心的议题，解释实验方法与策略，而你将有机会藉由进度报告、论文讨论与其他报告磨练你报告的技巧。

准备论文讨论时你需阅读原始论文中相关主题的文章。在这个单元中我们将讨论这篇论文所提出的重要议题，并构想新的实验以探讨问题。

于本学期的初期，针对你的研究专题，你也需进行论文搜寻。这个练习目的是:

确认你确实了解你的专题之背景，主旨及相关议题。
确认你获得研究相关论文的搜寻经验。
激发你对寻求另类策略以达成目标的创造力，或是激发你对每个专题的重要问题发现既新又有趣的研讨方法。
让你于团队中工作而有机会增进报告技巧。
每组于实验室会议都有机会与全班讨论你的工作。我们将如一组般地讨论进度并探讨发生的共同问题。

口头报告的评分将基于你是否展现对存疑的主题有坚实的了解、报告的清楚程度及简报方式 (使用视觉辅助、演说方式等等) 。

期末报告 (25%)

你必须于期末缴交一篇描述你的实验进度与结果的报告。

这篇报告应展现于学期中对研究主题的高度理解，且须基于实验资料。它不必要钜细靡遗的描述学期中所做过或尝试的每一件事。

最好的报告通常只讨论学期中的两、三个主要实验。欲知详情，参见本课程“写作需求”一节。报告必须于第64堂课准时缴交。迟交会被扣分。

期末报告的评分将基于你是否展现对存疑的主题有确实的了解、撰写的清楚程度及简报方式 (使用图、写作方式、参考资料等等) 。

--------------------------------------------------------------------------------
Research Scope and Background: The Systems
Individual research projects in the Microbial Genetics Project Lab, during the Fall semester of 2003, focused on various species of Rhodococcus. Many bacteria within this genus can metabolize (break down) environmental pollutants and/or convert them to useful chiral molecules. These bacteria can also produce a wide range of useful molecules, including industrial chemicals (providing a "green chemistry" approach to their manufacture), and secondary metabolites such as antibiotics. Students were invited to explore how genes contribute to the useful properties of these bacteria.

Overview

The course consists of these three key components: lab work, oral presentations, and scientific writing. Since communication is an especially important component of scientific research, this course aims to improve your written and oral communication skills. Research activities "at the bench" occupy the bulk of your time; however, you are also responsible for making oral presentations to the class and for writing up your research results in a format suitable for publication in international scientific journals.

Laboratory

In this course, the teaching staff presents to you a series of questions that currently face the microbiology community. The instructors and teaching assistants then work with you to design a research strategy for answering these questions. Throughout the semester the staff coaches you through your work individually, helping you to design individual experiments, interpret your results, and to overcome technical challenges.

Oral Presentations

To foster the development of strong communication skills, you are required to make at least two formal oral presentations to the class during the semester. Students frequently use overhead projectors, Powerpoint presentations and/or other visual aids for these talks.

Presentation One: Journal Club

The first of these presentations will be in the form of a "journal club." In these presentations, you will read and report on articles from the primary research literature. The teaching staff will help you to identify 3-4 journal articles for this purpose that are relevant to your area of research. During the presentations, you will provide background information on the subject of the paper, providing context for the research to be described and explaining the questions that were addressed in the paper. You will describe the series of experiments described in the papers and show how the data were interpreted, presenting the authors' conclusions while commenting on the strengths and weaknesses of the papers. You are expected to describe the papers in such a way that they "tell the story" of how research in that particular field has evolved recently.

Presentation Two: Progress Report

The second formal presentation will be in the form of a "progress report," during which you will present to your classmates a synopsis of your own research activities. In these presentations, you are asked to describe the background of your research area, keeping in mind that not all of your classmates will be familiar with each other's specific projects. You will then describe your own experiments and whatever data you have collected to that point, interpreting your results as you go. You are also encouraged to discuss problems that you have encountered during your research, as well as your ideas for how to proceed in the future.

As with all aspects of this course, you are encouraged to discuss your ideas with the teaching staff as you prepare for your presentations. The staff also welcomes any requests for comments and feedback on your individual presentations.

Writing Requirements

Written communication has been the standard for disseminating scientific achievements and new knowledge for centuries. A lack of good writing skills would be a severe handicap for any scientist, regardless of skill at the bench. For this reason, students in Microbial Genetics Project Lab are required to take on a number of writing activities, culminating in a final paper that describes your own research.

In preparation for this final paper, you will complete two or three intermediate writing assignments, each of which will focus on the format and content of a specific portion of your final paper. Thus, the first of these assignments will likely focus on writing an Introduction. The next may focus on writing a Results section or a Materials and Methods section. The Writing Instructor and the rest of the teaching staff will coach you through these activities.

The final papers are written in the same format that microbiologists use throughout the world for publishing their own research results. Each paper is expected to contain:

An introduction explaining the background and significance of your research area, reviewing the relevant literature and clearly stating the goals of the research to be described.
Next, you will describe the experiments that were carried out and the data you collected in a 'Results' section. You will describe many of the procedural details of the experiments, however, in a separate section of the paper, entitled 'Materials and Methods,' which is often placed before the 'Results' section in a formal paper.
This will be followed by a (hopefully) insightful discussion, in which you interpret your data, formulate models to explain your observations, and relate your own work to that of other researchers in the broader scientific community.

Grading Policy

Grading in this course is based on your performance in the areas summarized below.

Although students in this course typically work in groups of two, individual students are graded independently.

ACTIVITY PERCENTAGE
Research Progress, Skill, Effort and Notebooks 40%
Lab Meetings and Oral Presentations 20%
Three interim writing assignments 5% each
Final Paper 25%

The most important theme in grading this course is whether you demonstrate an understanding and appreciation of the material in question.
In the lab, do you understand why and how each experiment is being carried out?
During oral presentations, have you carefully thought about the subject being presented and its implications?
Does your final paper demonstrate an understanding of not only the specific research project, but also how it fits into the greater body of knowledge in the scientific literature as a whole?

Progress, Skill, Effort, and Lab Notebooks (40%)

40% of the final grade will be based on how you perform in the laboratory. You do not necessarily have to complete your assigned research project, but you do need to demonstrate a basic level of competence and a genuine effort to extend the research as far as possible. Not everyone enters this course with the same level of laboratory research experience. The staff recognizes this and encourages you to "make the most" of your own skills. Your effort to expand your knowledge beyond the immediate need of the experimentation will be reflected favorably in this portion of the grade.

Also, you are expected to demonstrate good "team effort" -- working with your teammates to move the project forward. Everyone is expected to carry his or her share of the burden.

The Lab Notebook

In addition, you must keep a lab notebook. The notebook is very important as it is key to good experimental practice. Each lab partner should keep his or her own notebook, which will eventually contain all the data collected by the whole team. In this way each partner can consider the results independently.

Refer to the Lab Notebook Guidelines and Recommendations for specific information on how to use, keep, and maintain a viable lab notebook.

It is worth noting that the teaching staff is available, in part, to help you debug your experiments. Not being able to describe precisely what was done will make this task very difficult. The TAs will check the notebooks for completeness periodically. They must be current. You are responsible for having your previous day's entries completed every day.

Depending on the progress you make in your research project, future Project Lab students, UROPs, or graduate students may one day wish to pick up where you left off, trying to extend your findings even further. Alternatively, future researchers may be interested to learn how you solved a specific technical problem, how you carried out a certain experiment, or what protocol you used for a given assay. In any of these cases, scientists would need access to your lab notebook. To make this possible, you should plan on turning in your notebook (or a good photocopy of it) to the professor at the end of the semester.

Lab Hours and Attendance

You are expected to attend class every day during regular lab hours, 1 p.m. - 5 p.m.

You will receive a lower grade in this class if you do not show up on time. In the event of an emergency or illness, you must contact the Instructor or one of the TAs.

You may wish to stay after 5 p.m. on occasion. The TAs will stick around for a while after 5 p.m. so that students may complete the day's experiments. However, the TAs will not look favorably upon you if you need to work late because you did not arrive on time or wasted time during the normal hours.

Occasionally you may want come to the lab on weekends. Working in the lab at odd hours can be done, but only at the discretion of the TAs. The TAs will notify you of the hours when one of them will be in the lab. Under no circumstances will you be allowed to work in the lab when no member of the teaching staff is present.

Lab Meetings and Oral Presentations (20%)

On Monday and Friday of every week we will begin class with a group meeting in the afternoon. During this lab meeting we will discuss issues of general concern, explain protocols and strategies, and you will have the opportunity to hone your presentation skills through progress reports, journal clubs and other presentations.

For a journal club you will be asked to read papers from the primary literature that deal with a relevant topic. During the session we will discuss important issues raised by the papers, and come up with new experiments to address the problem.

You will also be asked to carry out a literature search dealing with your specific research projects early in the semester. The purpose of this exercise is:

To ensure that you have a firm understanding of the background, principles and issues surrounding your projects
To ensure that you gain experience in research-related literature searches
To spark your creativity in finding alternate strategies to achieve your goals or to uncover new and interesting approaches to the central questions in each project, and
To give you an opportunity to improve your presentation skills while working as part of a team.
Each group will also have ample opportunity to discuss your work with the entire class in lab meetings. We will discuss progress as a group and address common problems that arise.

Grades for the oral presentations will be based on your demonstration of a firm understanding of the subject in question, the clarity of the presentation, and the mechanics of the presentation itself (use of visual aids, speaking style, etc.).

Final Paper (25%)

You must submit a paper by the end of the term, describing the progress and results of your experiments in this course.

This paper should demonstrate a strong level of understanding of the topic researched during the semester, and should be based upon experimental data. It need not be an exhaustive description of everything that was done or attempted during the semester.

The best papers frequently discuss only two or three key experiments that occurred during the semester. For more information, see the description of "Writing Requirement" for this course. The paper must be turned in on time, in ses# 64. Late papers will be marked down.

Grades for the final paper will be based on your demonstration of a firm understanding of the subject in question, the clarity of the writing, and the mechanics of the presentation itself (use of figures, writing style, reference to published research, etc.).

clzx4444 发表于 2006-2-11 15:05

2003秋季课程：微生物遗传学实验

教学时程 :
课课程内容重要日期
1-3 课程介绍
Introduction
4 小组会议：指定专题及介绍口头报告
Group Meeting: Project Assignments and Introduction to Oral Presentations

实验课
Laboratory 指定专题作业
Projects are assigned
5-8 实验课
Laboratory
9 论文研讨及报告
Journal Club Presentations

实验课
Laboratory
10-12 实验课
Laboratory
13 小组会议
Group Meeting

实验课
Laboratory
14 论文研讨及报告
Journal Club Presentations

实验课
Laboratory
15-16 实验课
Laboratory
17-18 论文研讨及报告
Journal Club Presentations

实验课
Laboratory
19-21 实验课
Laboratory
22 论文研讨及报告及介绍第一个写作作业
Journal Club Presentations and Introduction to the First Writing Assignment

实验课
Laboratory
23 小组会议
Group Meeting

实验课
Laboratory
24-27 实验课
Laboratory 第一个写作作业于第27堂课前缴交
First Writing Assignment due by Session 27
28-30 实验课
Laboratory
31 写作研习会
Writing Workshop

实验课
Laboratory
32 介绍第二个写作作业
Introduction to the Second Writing Assignment

实验课
Laboratory
33-35 实验课
Laboratory
36 小组会议
Group Meeting

实验课
Laboratory
37-40 实验课
Laboratory 第二个写作作业于第37堂课前缴交
Second Writing Assignment due by Session 37
41 进度报告会议
Progress Reports Meeting

实验课
Laboratory
42 写作研习会
Writing Workshop

实验课
Laboratory
43-45 实验课
Laboratory
46-47 进度报告
Progress Report

实验课
Laboratory 第一、二、三组学生进度报告缴交
Progress Reports due for Student Groups 1, 2, and 3
48 实验课
Laboratory
49 进度报告
Progress Report

实验课
Laboratory 第四、五组学生进度报告缴交
Progress Reports due for Student Groups 4 and 5
50 进度报告及介绍第三个写作作业
Progress Report and Introduction to the Third Writing Assignment

实验课
Laboratory 第六组学生进度报告缴交
Progress Report due for Student Group 6
51-53 实验课
Laboratory
54 小组会议
Group Meeting

实验课
Laboratory
55-56 实验课
Laboratory 第三次写作作业于第55堂课前缴交
Third Writing Assignment due by Session 55
57 写作研习会
Writing Workshop

实验课
Laboratory
58-60 实验课
Laboratory
61-62 进度报告
Progress Reports

实验课
Laboratory 第7-10小组进度报告缴交
Progress Reports due for Student Groups 7-10
63 实验课
Laboratory
64  期末报告缴交
Final Papers Due!

clzx4444 发表于 2006-2-11 15:06

生物学 » 2003秋季课程：微生物遗传学实验

实作课程 :警告：
WARNING NOTICE:
本课程所介绍的实验具潜在地危险并需完整地安全训练、特别的设备及仪器，并需有适当的人员于一旁监督。你必须为实施这些安全措施及方法承担唯一的责任、义务及危险性。MIT无须为所提供的教材或实施所提供的资料担负任何责任、义务及危险性。
The experiments described in these materials are potentially hazardous and require a high level of safety training, special facilities and equipment, and supervision by appropriate individuals. You bear the sole responsibility, liability, and risk for the implementation of such safety procedures and measures. MIT shall have no responsibility, liability, or risk for the content or implementation of any of the material presented.
法律声明
Legal Notice

以下为学生于本课程所使用之实验方法的索引，可以pdf格式下载。
The following is an index of laboratory protocols, downloadable in pdf form, that are used by students in this course.

实验名称 PDF
成分明确的AN12培养基
AN12 Defined Medium (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
Beta半乳糖酶活性分析
Beta Galactosidase Assays (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
于电泳胶片中检测生物素
Biotin Detection in Electrophoretic Gels (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
测定蛋白质浓度的Bradford分析
Bradford Assay for Determining Protein Concentration (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
使用B264-1菌种做结合式转移
Conjugal Transfer with B264-1 (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
培养基
Culture Media (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
成分明确的Rhodococcus SPP I24 与 KY1培养基
Defined Medium for Rhodococcus SPP I24 and KY1 (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
制作Corynebacterium 与 Rhodococcus B264-1的电穿孔法胜任细胞
Electrocompetent Corynebacterium and Rhodococcus B264-1 (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
制作大肠杆菌的电穿孔法胜任细胞
Electrocompetent E. coli (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
制作Rhodococcus AN12的电穿孔法胜任细胞
Electrocompetent Rhodococcus AN12 (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
制作Rhodococcus I24与KY1的电穿孔法胜任细胞
Electrocompetent Rhodococcus I24 and KY1 (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
制作Rhodococcus SQ1的电穿孔法胜任细胞
Electrocompetent Rhodococcus SQ1 (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
于水溶液中以酒精沉淀核酸
Ethanol Precipitation of Nucleic Acids in Aqueous Solution (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
冷冻库存
Frozen Stocks (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
电泳用染剂
Gel Loading Dye (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
电泳用缓冲溶液
Gel Running Buffers (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
制备大肠杆菌的基因体DNA
Genomic DNA Preparation from E coli Cells (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
基因体DNA 小量制备
Genomic DNA Mini-Prep (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
制备酵母菌之基因体DNA
Genomic DNA Preparation from Yeast (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
GUS分析
GUS Assays (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
使用Wizard大量制备试剂组由大肠杆菌大量制备质体
Maxiprep of Plasmids from E.Coli using Wizard Maxiprep Kit (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
以限制酶做质体DNA部分切割
Partial Digests of Plasmid DNA (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
以富含GC的模板进行多聚合酶连锁反应扩增
PCR Amplification from GC-Rich Templates (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
以酚萃取(为纯化DNA)
Phenol Extraction (for DNA Purification) (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
多聚合酶连锁反应引子设计与定序
Primer Design for PCR Amplification and Sequencing (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
核酸定量
Quantitating Nucleic Acids (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)
以Roche DIG标示系统操作南方墨点分析
Southern Blotting with Roche DIG Labeling System (英文PDF)
(繁体PDF)
(简体PDF)
(英文DOC)
(繁体DOC)
(简体DOC)

实验记录之指引与建议
Guidelines and Recommendations for Lab Notebooks

实验记录是良好实验操作的关键。它必须完整的记录所有实验的确实操作过程。一份好的实验记录可帮助一个人在一段时间后确实的重建当时的实验。
The notebook is the key to good experimental practice. It should be a complete record of all the experiments as they were actually performed. A good notebook will enable someone to reconstruct, long after the fact, exactly what was done and why.

实验记录应标有页数。于实验进行时你应确实记录。实验结果、表、图以及相片应直接记录或黏贴于记录本作为永久保存。
Laboratory notebooks should be bound with numbered pages. In the notebook you should write down, as you go along, what was actually done. Experimental results, tables, graphs, and photographs should be written directly in your notebook or taped to the pages for a permanent record.

你的实验记录至少应含括下列资料：
Your notebook should minimally include the following information:

目录
Table of contents
在记录本的开头预留数页给目录。目录应记录实验的短标题、次数与日期。
Leave extra pages at the beginning of the notebook for a table of contents, which you'll add as you go along. The table of contents should have a short title of each experiment, numbered and dated.

实验的简短原由
A short summary of the reasoning for the experiment
通常一句就够。你可能会想涵盖所用实验方法的摘要。
Often a single sentence will suffice. You may want to include a summary of the method you will use.

所有关于准备实验的相关资讯
All the relevant information about the preparation of the experiment
这可大部分藉由适当地交叉引用之前的实验而达成。当第一次提到某个解决方案时，必须注明出处。如果某个成分或方法第一次使用时，此时必须详细描述其内容。对于菌种、质体也是如此。
Much of this can be accomplished by suitable cross references to previous experiments. The first time a solution is introduced, its origin should be noted. If a component or method is used for the first time, then it should be described in detail. The same should apply to bacterial strains, plasmids, etc.

实际操作过程
The actual series of events as performed
在此特别重要的是实际孵育的时间(相对于原本计划的)、任何流程的改变、任合不寻常的观察等。写下实际所发生的事，即使有任何错误发生，使我们得以解释一个实验。
Especially important here are the actual times of incubation (as opposed to what was planned), any changes in procedure, any unusual observations made, etc. Writing down what actually happened can make it possible to interpret an experiment even though many mistakes were made.

结果
The results
含括最初所收集之原始数据。例如，记录实际发现之菌落数，以及由此锁计算出之细胞浓度。一份简短的结果与解释的摘要亦可帮助日后回顾这些资料。
Include raw data in the form in which it was collected. For example, record the actual number of colonies found, as well as the cell concentration calculated from this number. A brief summary of the results and interpretation will also be helpful when reviewing the data at a later date.
重点是只凭藉记忆是不明智的。教师们鼓励你直接写在实验记录中并且不要于事后浪费时间把它抄进去。
The main point is that it is unwise to rely solely on memory. The staff urges you to write directly into your notebooks and not to waste time copying things down later.

有经验后，你可能会想了解一些关于某个当时看来不甚重要的实验，如果你于课程进行中能养成记录的习惯，那么由先前的实验中学习到东西的机会将会大增。
After acquiring some experience, you may want to know something about an early experiment which did not seem important at the time. If you are in the habit of writing things as you go along, the chance of being able to learn from the early experiments is much greater.

clzx4444 发表于 2006-2-11 15:07

2003秋季课程：微生物遗传学实验

专题

学生体验
THE STUDENT EXPERIENCE

本节的目的以实例示范在这个学期中课程的展现并包含以下的例子：专题与写作作业、帮助学生展开研究过程的补充教材、写作作业及报告的回覆以及期终报告实例
This section aims to illustrate how the course unfolds throughout the semester and includes examples of the following: project and writing assignments, materials designed to help students get started with their research process, feedback documents on student writing assignments and presentations, and an actual student final paper.

概论:学生专题的开始
INTRODUCTION: Launching into the Student Projects "Hit the ground, running..."

在本课程的一开始，学生将被要求从所给予的专题目录中选出部分他们感兴趣的题目。为了于每学期有多变化的题目，Lessard博士考量学生最初的兴趣而后订定专题作业。
At the beginning of the course, students are presented with a list of projects and are asked to choose a subset of those that interest them from the list. In order to have a diverse set of projects per term, Dr. Lessard makes the final project assignments based on initial student interest.

Lessard博士：以往，一般学生会以他们最初选择的专题，包括随意选择的题目- 不论为尝试新的或尽可能规避特别的题目，或者选择从事他们所熟悉的题目。
Dr. Lessard: In the past, criteria students have used to make their initial project selections included random selection, a desire to try something new or desire to avoid, at all costs, a specific topic, or to work on something they are familiar with.

学生们两人一组从事专题研究，于课程中分担实验工作与责任以培养群体研究的合作精神。有个流程图将于选定专题时发下，大致描述专题如何随着学期进度而开展。
Students work in groups of two on a selected project to foster the spirit of collaboration in the group investigative effort while sharing laboratory work and responsibilities with others in the class. While choosing project assignments, a flowchart is provided as a general description of how the project may unfold as the semester progresses.

Lessard博士：本课程的丰富性及独特性的一部分在于许多学生将发现他们的题目将会演变的与最初所预测极为不同。
Dr. Lessard: Part of the richness and uniqueness of this course is that many students will find that their project will evolve quite differently than what was originally projected.

示范专题
An Example Project
(英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)

点击此处以浏览专题流程图
Click here for an example Project Flow Chart.
随着实验工作进行，学生必须阅读藉由查询网络上各种不同的科学及医学图书馆文献资源所得的论文以精通他们的研究领域。教师为每位学生最初的文献搜寻准备一份专有名词建议单，以提供每个选定的题目一份参考架构。
Alongside laboratory work, students are required to gain a command of their research area by reading journal articles found from literature searches using the vast array of scientific and medical library resources on the web. To provide a frame of reference for a selected topic, the teaching staff prepares a suggested list of terms for each student's initial literature search effort.

Lessard博士：许多学生对展开一个新的研究专题并无经验，我们提供每一组一份用于文献查询的建议关键字以帮助学生入门。
Dr. Lessard: Given that most students have no prior experience to overcome the activation energy of getting started on a new research project, we provide each group with suggested keywords to use in their literature searches, as a way to get their foot in the door.

文献搜寻专有名词建议单范例
Example of Suggested Literature Search Terms
(英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)
每组学生分别与教师面谈以学习相关的动手操作的实验详细过程以及其专题的整个使命和重要性。于此，学生讨论并计划策略并找出他们对于专题中特殊问题的解答。
Each group meets individually with the teaching staff in order to learn the relevant hands-on laboratory details involved as well as the overall mission and significance of their project. During this session, students also discuss and plan a strategy and have their specific questions about the project answered.

对于尚未与教师面谈的学生，我们会提供一份实验室应做事项以帮助他们展开实验工作。
Student groups who are waiting for their individual session with the teaching staff are provided with a lab TO DO list that helps them get started with their laboratory work.

Lessard博士：这个大约要半小时的面谈结果是要让学生于追求他们的研究目标时觉得轻松。实验室应做事项是另一个初始导引以帮助学生开始他们的专题。举例来说，它列出学生为第一次准备真正实验该培养哪些菌株，该配制哪些试剂。一但与教师面谈后学生将明白菌株及试剂的作用。这学期剩余的大部分实验工作进行是随各组学生进展速度而设定。
Dr. Lessard: The outcome of this meeting which takes about half an hour or so is that the students should feel comfortable in pursuing their research goals. The lab TO DO list is another jumpstart suggestions guide to help students get started with their projects. For example, this list would tell students which strains they need to culture and which reagents they need to prepare in anticipation of the first actual experiments. The purpose of the strains and reagents will be clear once they have had this meeting with the teaching staff. The bulk of the laboratory work for the rest of the semester is set by each student group's pace.

实验室应做事项与最初目标表列范例
Example of a lab TO DO and initial goals list
(英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)
随着学期进行: 实验与沟通‘设定进度…’
AS THE SEMESTER PROGRESSES: Laboratory and Communication "Setting the pace..."

虽然学生大部分的时间花在实验工作上，在整个学期中他们亦参与及发展沟通技巧。
Although a greater part of the student's time is spent in the laboratory, students also practice and develop their communications skills throughout the semester.

口头沟通
ORAL COMMUNICATION

在这个学期的初期，会举办一个口头报告的研习会。学生需对他们论文研讨课程中所做的文献搜寻提出一份评论报告。
Early on in the term, a workshop is given on how to give Oral Presentations. Students are asked to present a review of articles extracted from their literature searches in a journal club forum with the class.

学期近尾声时，每一组学生对班上提出他们的进度报告描述研究目标、资料以及目前对实验资料的解释。
Towards the end of the term, each student group gives a progress report presentation describing the goals of their research, data, and current interpretations of the data to the class.

关于如何改进演说技巧，在每次口头报告后教师会给予清楚而个人化的回覆。
After each oral presentation, the teaching staff provides explicit and personalized feedback to each student as to how they can improve their speaking skills.

一份单独的回覆文件范例
Example of an individual feedback document
(英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)
写作
WRITING

Melvold博士在学期开始会单独指导科学论文的组成。三个写作作业于学期中指定，其重点关注于科学研究论文每个特殊段落的格式及内容。这些段落包含介绍、材料及方法、结果与讨论等段落。
Dr. Melvold gives a tutorial on the components of the scientific paper, also early on in the term. The three interim writing assignments that are given thereafter and throughout the term, focus on the style and content of each specific section of a scientific research paper. They include the Introduction, Materials & Methods, Results, and Discussion sections.

在学生缴交作业后，Lessard与Melvold博士会举办一个写作研习会以学生作业为实例说明常见的主题以及学生写作时会碰到的问题。
After students hand in their writing assignments, Dr. Lessard and Dr. Melvold conduct a writing workshop using student samples to illustrate common themes and issues that students struggle with in their writing.

Lessard博士：我们会针对每个学生提出深入及个人化的建议。而于写作研讨会中我们会着墨于多数学生在论文中碰到的常见问题。
Dr. Lessard: We make extensive, individualized comments on each student's paper for their specific benefit. Then, in the writing workshop, we address some of the more common problems that many students encounter in their papers.

写作研习会教材范例
Example Writing Workshop Material
(英文PPS)、 (繁体PPS)、 (简体PPS)
如何阅览写作研习会教材范例：写作研习会教材是一份互动式的PowerPoint显示文件副档名为.pps。
Instructions for Viewing the Writing Workshop Material: The writing workshop material is an interactive PowerPoint show document with a *.pps file extension.

如果你有微软的PowerPoint®软件：点击两次档案连结以于浏览器中启动软件。使用左右箭头键或滑鼠左键阅览资料。将档案储存于你的计算机再开启浏览更好。
If you have Microsoft® PowerPoint®: double click on the file link to launch the presentation into a slide show view in your web browser. Use the right and left arrow keys or left-mouse click to walk through the presentation. For best results, save this file to the local computer and open using PowerPoint.
如果你没有微软的PowerPoint®软件：到这个连结下载PC或麦金塔免费的PowerPoint®浏览软件。
If you Don't have Microsoft® PowerPoint®: Go here for links where you can download a free PowerPoint viewer for your PC or MAC.
非互动式的写作研习会教材版本亦可以PDF档方式阅览。
The non-interactive version of the Writing Workshop Material may also be viewed as a PDF file.
(英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文PPT)、 (繁体PPT)、 (简体PPT)
期末报告
FINAL PAPERS

期末报告是学生于这学期中课程内的三次写作作业的最高潮。因为他们的专题会有相当的演变，我们期望学生于整理他们的期末报告时对于初期的写作成品做大幅度的修正。这些修正需符合发表于国际科学期刊的格式。
The final paper is the culmination of the three writing assignments students have worked on over the course of the semester. Since their projects will have evolved quite a bit, major revisions of the initial written work are to be expected as students tailor their final paper. These are expected to be in a format suitable for publication in international scientific journals.

Lessard博士：这项工作并非是将三个写作作业剪贴成期终报告那么简单。通常研究进展的焦点与实验会随着过程而改变。举例来说，一些学生会在学期结束前放弃他们最初所写的介绍而重新写一份。
Dr. Lessard: It's not as simple as a cut and paste of the three writing assignments into the final paper. Often the focus or experiments change over the course of the research process. For example, some students throw out their initial introductions and write entirely new ones by the time the semester ends.

学生期末报告范例
Example Student Final Paper by Caitlin Brennan
(英文PDF)、 (繁体PDF)、 (简体PDF)、 (英文DOC)、 (繁体DOC)、 (简体DOC)

Microsoft® and PowerPoint®是微软企业在美国或其他国家所注册之商标
Microsoft® and PowerPoint® are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries.

clzx4444 发表于 2006-2-11 15:07

2003秋季课程：微生物遗传学实验

相关资源

文献搜寻
当想由原始文献找出论文时，你会发现国家生物技术训中心(National Center for Biotechnology Information- NCBI) 的网站是相当好用。这个网站有个线上文献搜寻的资源-PubMed 。许多标题与摘要可于PubMed 找到并可连结至相关论文的线上版本(PDF档或全文) 。

另一个线上文献搜寻的工具是科学资料库网(Web of Science database) 。这个工具在某些方面与PubMed相似，除了它并非强调医学相关期刊，且包含没被PubMed编入索引的期刊。

科学资料库网亦能查询科学引用指数(查询某篇文章被引用之次数)，这让你可以得知哪些最近完成的论文曾引用你目前已搜集的文献。这种方式的搜寻对于跟上一个研究领域的最新知识是非常有帮助的。

去氧核糖核酸(DNA)序列分析

序列查询可使用位于NCBI网站上GenBank内的许多查询工具。其中以Entrez网页最有价值，它可依据关键字找出DNA序列。

如果你有一段DNA序列并想得知是否与其他已知的DNA序列含有相同的序列片段，你可使用BLASTn这个工具。将你的序列输入工具的视窗中，NCBI的伺服器将会把它与所有以知序列比对，抓出任何符合的资料。

另一方面如果你想知道两个序列中是否有特别的相似区域，你可使用BLAST 2 序列工具(BLAST 2 Sequences tool) 。

在某些状况下，你并不想查询与你的序列相似的DNA序列，而可能会想找出有那些蛋白质与你的DNA序列可转译出的蛋白质序列相似。此时，可使用BLASTx工具。这个工具将你输入的DNA序列转译成蛋白质并与已知的蛋白质序列或已知DNA序列所转译的产物比对。

当你想了解在细胞中不同的生化路径是如何整合在一起，或者是你只想知道一个完整的生理代谢路径的一部份，找一个有用的网站并放弃平时所熟读的Stryer课本可能比较容易。京都基因与基因体百科(The Kyoto Encyclopedia of Genes and Genomes) 在提供这种部分代谢途径的资料上非常好用。这个网站还提供与酵素,结构及其他有用的资料之连结。

如果你对分解外来毒物(环境毒素例如奈, 甲苯, 苯, 多氯化联苯基等)的代谢途径有兴趣，可查询The University of Minnesota Biocatalysis/Biodegradation Database的网站。

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Literature Searches
When trying to identify papers from the primary literature, you may find it useful to use the National Center for Biotechnology Information (NCBI) website. This site hosts PubMed, an online literature search resource. Many of the titles and abstracts that can be reached through PubMed also have links to online versions (PDFs or full text versions) of the associated papers.

Another online literature search tool is the Web of Science database. This tool is similar in some respects to PubMed, except that it is not so strongly focused on medically-related journals, and includes journals not indexed on PubMed.

Web of Science also enables searches of the Science Citation Index, which allows you to ask the question, "What papers have been written recently that cite a paper I already have?" This type of search is very useful for keeping up-to-date in a research field.

DNA Sequence Analysis

Sequence searches can be carried out using the GenBank search tools available on the NCBI site. Most valuable of these is probably the Entrez browser, which can be used to find DNA sequences based upon keyword searches.

If you have a DNA sequence and would like to ask whether other sequences are known with homology to your sequence, use the BLAST tool (BLASTn). With this tool, you can paste your sequence into a window and the NCBI server will compare it to all known sequences, pulling up anything that matches.

On the other hand, if you have 2 sequences and want to know whether these two specifically match, you can use the "BLAST 2 Sequences tool".

In some cases, rather than searching for DNA sequences that closely match your own sequence, you may want to identify proteins whose sequences are homologous to those encoded by your DNA element. To do this, use the BLASTx tool. This tool will translate the DNA sequence you enter and will compare it to known protein sequences or translation products of known DNA sequences.

While trying to understand how different biochemical pathways fit together in a cell, or when you are simply trying to see a snapshot of an entire physiological pathway, it is often easier to forgo the usual perusal of Stryer and to instead find a useful website. The Kyoto Encyclopedia of Genes and Genomes is very useful for giving you such a snapshot of metabolism. The site also provides links to enzymes, structures and other useful information.

If you are specifically interested in pathways involved in the degradation of xenobiotics (nasty environmental toxins like naphthalene, toluene, benzene, PCBs, etc.) you may want to check out The University of Minnesota Biocatalysis/Biodegradation Database.

clzx4444 发表于 2006-2-11 15:24

2001春季课程：分子生物学(Molecular Biology, Spring 2001)

课程重点

本课程已由Universia翻译成西班牙文以及葡萄牙文。
本分子生物学课程着重于实验设计的逻辑与数据分析。习题、测验、阅读作业以及选择性书写作业皆有助于对此主题的理解。

This course has been translated by Universia and is available en Español and em Portugues.

This course on Molecular Biology emphasizes the logic of experimental design and data analysis. Problems Sets, Exams, Reading Assignments, and optional Writing Assignments all contribute to an understanding of the subject.
课程描述

分子生物学-控制真核生物和原核生物基因组的维持，表达与演化的生化机制。
7.28的授课内容与主要的阅读作品涵括以下主题：

DNA的复制
DNA的修复
基因重组
基因表达
RNA加工
翻译
本课程着重于实验设计的逻辑与数据的分析。上课方式包括讲课、指定阅读与分组讨论。写作作业、习题（不计分）和复习课也对课程内容有帮助。
Molecular Biology - Detailed analysis of the biochemical mechanisms that control the maintenance, expression and evolution of prokaryotic and eukaryotic genomes.

Topics covered in 7.28 lectures and readings of primary literature include:

DNA replication,
DNA repair,
genetic recombination,
gene expression,
RNA processing, and
translation.
The logic of experimental design and data analysis is emphasized. Presentations include lectures, reading assignments and group discussions. Writing assignments, Problem Sets (ungraded) and review sessions also contribute to the course content.

师资
讲师：
Tania A. Baker教授
Prof. Stephen P. Bell教授

上课时数
教师授课：
每周2节
每节2小时
程度
大学部
回应
告诉我们您对本课程或“开放式课程网页”的建议

clzx4444 发表于 2006-2-11 15:25

生物学 » 2001春季课程：分子生物学

教学大纲 :课程概要

控制真核生物和原核生物基因组的维持，表达与演化的生化机制。7.28的授课内容与主要的阅读著作涵括以下主题：DNA的复制、DNA的修复、基因重组、基因表达、RNA加工、翻译。并且着重于实验设计的逻辑与数据的分析。上课方式包括讲课、指定阅读与分组讨论。写作作业（选择性的，参见下方）、习题（不计分）和复习课也对课程内容有帮助。

授课题目

复制（复制的酵素）
复制（复制叉）
复制（原核系统）
复制（真核系统）
染色质合成
DNA错误配对的修复
DNA修复II
双股断裂的修复、同源重组
同源重组的酵素
定点重组
减数分裂的重组
转位
转录：原核生物的机制与启动子
转录：真核生物的机制和启动子
转录：调控I
转录：调控II
RNA加工：稳定RNAs和RNA编辑
RNA加工：重要性、局部化等等
RNA加工：机制
翻译：基本机制I
翻译：基本机制II
翻译：调控
翻译后的调控

先修课程

7.03 遗传学与7.05普通生物化学（可以接受同时进修7.05）

教科书

Lewin, Genes VII (选购)
艺轩出版社代理

上课时数

每周2节
每节2小时.

评分方式

本课程将依据三次排定考试的表现来评等。每次考试将占同样的比重，因此每次测验将占你最后分数的33.3％（选择性书写作业也会有得分，参见下方）。

每次测验的内容原则上将会涵括自前次测验后新教的数据；然而本课程的设计是建立在之前教的技术和观念上，所以测验将反应对此的组织能力。除非有从医疗部门（或是医师）取得证明或是教务处的认可的理由，否则不能缺考。有理由的缺考你必须事先联络Bell教授或是Baker教授。如果期末考的排程有冲突请找Baker教授。

每次测验都会有涵括测验资料的习题。习题将不会计分，但是习题在深度和难度上会和测验中的题目相似。因此强烈建议习题要做（先不看答案！）。

课程的每三分之一，会指定一篇与课程题材相关的研究论文。每个人都应该阅读这些论文；这些论文会以论述的方式讨论，并且测验中也许会出现相关的题目。每篇论文我们都将会提出讨论问题。并且鼓励学生根据这些问题提出小论文（2页双倍行距）。论文将会根据答案的完整性、说明的清楚度与独创性评分，分数最高可到15分。

课程成绩会只根据考试分数计算。完成的书写作业的分数会加到考试的总分上。总分将不变动的转换成相对的字母级别。因此书写作业的分数将视作额外的分数。

--------------------------------------------------------------------------------

Course Overview

Detailed analysis of the biochemical mechanisms that control the maintenance, expression, and evolution of prokaryotic and eukaryotic genomes. Topics covered in lecture and readings of primary literature will include: gene regulation, DNA replication, genetic recombination, RNA processing, and translation. The logic of experimental design and data analysis will be emphasized. Presentations will include lectures, reading assignments and group discussions. Writing assignments (optional, see below), Problem Sets (ungraded) and review sessions also contribute to the course content.

Lecture Topics

Replication (Replication Enzymes)
Replication (Replication Fork)
Replication (Prok. System)
Replication (Euk. Systems)
Chromatin Assembly
DNA Mismatch Repair
DNA Repair II
DS Break Repair, Homologous Recombination
Homologous Recombination Enzymes
Site-specific Recombination
Meitoic Recombination
Transposition
Transcription: Prok. Machinery and Promoters
Transcription: Euk. Machinery and Promoters
Transcription: Regulation I
Transcription: Regulation II
RNA Processing: Stable RNAs and RNA Editing
RNA processing: Importance, Localization etc.
RNA Processing: Mechanism
Translation: Basic Machinery I
Translation: Basic Machinery II
Translation: Regulation
Post-translational Regulation

Prerequisites

7.03 Genetics and 7.05 General Biochemistry (simultaneous registration of 7.05 is acceptable)

Text

Lewin, Genes VII (Optional)

Lectures

每周2节
每节2小时.

Evaluation

Grading for the course will be based on performance on the three scheduled exams. Each exam will be weighted equally, and therefore constitute 33.3% of your final grade (optional writing assignments can also contribute, see below).

Material covered on each exam will be based principally on the new material presented since the previous exam; however, the course is designed to build on previously presented techniques and concepts and the exams will reflect this organization. Absence from an exam will be accepted only if an excuse is obtained from the Medical Department (or another physician) or with an excuse approved by the Dean's office. You must contact either Prof. Bell or Prof. Baker prior to the exam for an excused absence. If there is a conflict with the scheduled time of the final exam, see Prof. Baker.

There will be a problem set covering the material for each exam. These will not be graded, but the questions appearing on the problem sets will be very similar in depth and difficulty to those appearing on the exams. Therefore, working the problem sets (without reading the answers first!) is strongly recommended.

For each third of the course, one research article related to the material covered in lecture will be assigned. Everyone should read these papers; they will be discussed in recitation and related questions may appear on the exams. With each paper, we will also hand out a discussion question. Students are encouraged to write a brief essay (2 double spaced pages) in response to this question. Essays will receive up to 15 pts and will be graded based on the completeness of answer, clarity of explanation and originality.

Course grades will be calculated based exclusively on exam scores. Points accumulated from completing the writing assignments will then be added to the exam totals. Grades will then be assigned without altering the point totals corresponding to each letter grade. Thus, the writing assignments will be treated as extra credit.

clzx4444 发表于 2006-2-11 15:26

2001春季课程：分子生物学

教学时程 :课主题重要日程
1 复制（复制酶）
Replication (Replication Enzymes)
2 复制（复制叉）
Replication (Replication Fork)
3 复制（原核系统）
Replication (Prok. System)
4 复制（真核系统）
Replication (Euk. Systems)
5 染色质合成
Chromatin Assembly
6 DNA错误配对的修复
DNA Mismatch Repair
7 DNA修补II
DNA Repair II * 缴交选择性书写作业1
*Optional Writing 1 assignment due
8 考试
Exam 考试 1
Exam 1
9 双股断裂的修补；同源重组
DS Break Repair, Homologous Recombination
10 同源重组酶
Homologous Recombination Enzymes
11 定点重组
Site-specific Recombination
12 减数分裂的重组
Meiotic Recombination
13 转位
Transposition
14 转录：原核生物的机制和启动子
Transcription: Prok. Machinery and Promoters
15 转录：真核生物的机制和启动子
Transcription: Euk. Machinery and Promoters
16 转录：调控I
Transcription: Regulation I
17 转录：调控II

Transcription: Regulation II * 缴交选择性书写作业2
*Optional Writing 2 assignment due
18 考试
Exam 考试 2
Exam 2
19 翻译：基本机制I
Translation: Basic Machinery I
20 翻译：基本机制II
Translation: Basic Machinery II
21 翻译：调控
Translation: Regulation
22 RNA加工：稳定RNAs和RNA编辑
RNA Processing: Stable RNAs and RNA Editing
23 RNA加工：重要性、局部化等等
RNA Processing: Importance, Localization etc.
24 RNA加工：机制
RNA Processing: Mechanism
25 翻译后的调控
Post-translational Regulation *缴交选择性书写作业3
* Optional Writing 3 assignment due
26 复习
Review

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