Course Name
|
Cell Signaling
|
Code
|
Semester
|
Theory
(hour/week)
|
Application/Lab
(hour/week)
|
Local Credits
|
ECTS
|
GBE 360
|
Fall/Spring
|
3
|
0
|
3
|
5
|
Prerequisites
|
None
|
Course Language
|
English
|
Course Type
|
Elective
|
Course Level
|
First Cycle
|
Mode of Delivery
|
- |
Teaching Methods and Techniques of the Course
|
Discussion Group Work Q&A Lecture / Presentation
|
National Occupation Classification
|
-
|
Course Coordinator
|
|
Course Lecturer(s)
|
|
Assistant(s)
|
- |
Course Objectives
|
The course aims to give participants a basic knowledge of mechanisms of signal transduction and the significance of signal transduction in physiology and pathophysiology. |
Learning Outcomes
|
#
|
Content
|
PC Sub
|
* Contribution Level
|
1
|
2
|
3
|
4
|
5
|
1 | Describe what signal transduction means and its biological principles; | | | | | | | 2 | Understand and compare the vast and increasing diversity of signaling mechanisms described to date: receptors, ligands, second messengers, adaptors, post-translational modifications, crosstalk; | | | | | | | 3 | Explain the importance of signal transduction in development, health and disease; | | | | | | | 4 | Discuss signal transduction literature; | | | | | | | 5 | Formulate questions and hypothesize new solutions that will challenge the current paradigms in cell signaling. | | | | | | |
|
Course Description
|
Basic principles of cell signaling. Characterization of signalling components: signalling molecules, receptors, second messengers, effectors, signalling complexes. Basic classification and characterization of membrane receptors. Intracellular/nuclear receptors. Major signalling pathways. |
Related Sustainable Development Goals
|
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Core Courses |
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Major Area Courses |
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Supportive Courses |
|
Media and Management Skills Courses |
|
Transferable Skill Courses |
|
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week |
Subjects |
Related Preparation |
Learning Outcome
|
1 |
Signal Transduction Mechanisms: Signals and Sensors |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 1-1,2 |
2 |
Signal Transduction Mechanisms: Second Messengers |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 1-3 |
3 |
Signaling Pathways: G-Protein Coupled Receptor Signaling |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 2 |
4 |
Signaling Pathways: Receptor and Non-Receptor Tyrosine Kinases |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 2 |
5 |
Signaling Pathways: Serine/Threonin Kinase Coupled Receptors |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 2 |
6 |
Signaling Pathways: Mitogen Activated Protein Kinases |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 2 |
7 |
Signaling Pathways: Phosphatidylinositol Mediated Signaling |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 2 |
8 |
Midterm |
|
9 |
Growth Factor Signaling |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 3 |
10 |
Cellular Death Signaling |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 3 |
11 |
DNA Damage Response |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 3 |
12 |
Heat Shock and ER Stress Response |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 3 |
13 |
Metabolism and Signaling |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 3 |
14 |
Signal Tranduction in Health and Disease |
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Section 3 |
15 |
Semester Review |
|
16 |
Final Exam |
|
Course Notes/Textbooks
|
Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Lewis Cantley, Tony Thunter, Richard Sever and Jeremy Thorner.
Molecular Biology of the Cell, by Alberts B, et al. Garland Science ISBN-13: 978-0815345244
|
Suggested Readings/Materials
|
• Signal Transduction. 2014. Cold Spring Harbor Laboratory Press. Lewis Cantley, Tony Thunter, Richard Sever and Jeremy Thorner.
• Cellular Signaling Processing. 2008. Garland Science. Friedrich Marks, Ursula Klingmuller and Karin Muller-Decker.
• Biochemistry of Signal Transduction and Regulation. 2014. Wiley-VCH. Gerhard Krauss.
• Signal Transduction. 2015. Academic Press. Bastien D. Gomperts, Ijsbrand M. Kramer and Peter E. R. Tatham.
|
EVALUATION SYSTEM
Semester Activities
|
Number |
Weigthing |
LO 1 | LO 2 | LO 3 | LO 4 | LO 5 |
Participation |
-
|
-
|
Laboratory / Application |
-
|
-
|
Field Work |
-
|
-
|
Quizzes / Studio Critiques |
1
|
10
|
Portfolio |
-
|
-
|
Homework / Assignments |
1
|
10
|
Presentation / Jury |
1
|
25
|
Project |
-
|
-
|
Seminar / Workshop |
-
|
-
|
Oral Exams |
-
|
-
|
Midterm |
1
|
25
|
Final Exam |
1
|
30
|
Total |
5
|
100
|
Weighting of Semester Activities on the Final Grade |
3
|
70
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
Total |
4 |
100 |
ECTS / WORKLOAD TABLE
Semester Activities
|
Number |
Duration (Hours) |
Workload |
Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
-
|
-
|
-
|
Study Hours Out of Class |
14
|
2
|
28
|
Field Work |
-
|
-
|
-
|
Quizzes / Studio Critiques |
-
|
-
|
-
|
Portfolio |
-
|
-
|
-
|
Homework / Assignments |
1
|
12
|
12
|
Presentation / Jury |
1
|
20
|
20
|
Project |
-
|
-
|
-
|
Seminar / Workshop |
-
|
-
|
-
|
Oral Exam |
-
|
-
|
-
|
Midterms |
1
|
17
|
17
|
Final Exam |
1
|
25
|
25
|
|
|
Total |
150
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
#
|
PC Sub |
Program Competencies/Outcomes
|
* Contribution Level
|
1
|
2
|
3
|
4
|
5
|
1 |
To have adequate knowledge in Mathematics, Science and Biomedical Engineering; to be able to use theoretical and applied information in these areas on complex engineering problems.
|
-
|
-
|
-
|
-
|
-
|
2 |
To be able to identify, define, formulate, and solve complex Biomedical Engineering problems; to be able to select and apply proper analysis and modeling methods for this purpose.
|
-
|
-
|
-
|
-
|
-
|
3 |
To be able to design a complex system, process, device or product under realistic constraints and conditions, in such a way as to meet the requirements; to be able to apply modern design methods for this purpose.
|
-
|
-
|
-
|
-
|
-
|
4 |
To be able to devise, select, and use modern techniques and tools needed for analysis and solution of complex problems in Biomedical Engineering applications.
|
-
|
-
|
-
|
-
|
-
|
5 |
To be able to design and conduct experiments, gather data, analyze and interpret results for investigating complex engineering problems or Biomedical Engineering research topics.
|
-
|
-
|
-
|
-
|
-
|
6 |
To be able to work efficiently in Biomedical Engineering disciplinary and multi-disciplinary teams; to be able to work individually.
|
-
|
-
|
-
|
-
|
-
|
7 |
To be able to communicate effectively in Turkish, both orally and in writing; to be able to author and comprehend written reports, to be able to prepare design and implementation reports, to present effectively, to be able to give and receive clear and comprehensible instructions.
|
-
|
-
|
-
|
-
|
-
|
8 |
To have knowledge about global and social impact of Biomedical Engineering practices on health, environment, and safety; to have knowledge about contemporary issues as they pertain to engineering; to be aware of the legal ramifications of engineering solutions.
|
-
|
-
|
-
|
-
|
-
|
9 |
To be aware of ethical behavior, professional and ethical responsibility; to have knowledge about standards utilized in engineering applications.
|
-
|
-
|
-
|
-
|
-
|
10 |
To have knowledge about industrial practices such as project management, risk management, and change management; to have awareness of entrepreneurship and innovation; to have knowledge about sustainable development.
|
-
|
-
|
-
|
-
|
-
|
11 |
To be able to collect data in the area of Biomedical Engineering, and to be able to communicate with colleagues in a foreign language.
|
-
|
-
|
-
|
-
|
-
|
12 |
To be able to speak a second foreign language at a medium level of fluency efficiently.
|
-
|
-
|
-
|
-
|
-
|
13 |
To recognize the need for lifelong learning; to be able to access information, to be able to stay current with developments in science and technology; to be able to relate the knowledge accumulated throughout the human history to Biomedical Engineering.
|
-
|
-
|
-
|
-
|
-
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest