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Yesung's Self evaluation

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Created page with "SELF: A0 grade to Lee Yesung. Lee Yesung E-mail: joasung0729@unist.ac.kr P. 010.5293.6228 Abstract..."

SELF: A0 grade to Lee Yesung.

Lee Yesung

E-mail: joasung0729@unist.ac.kr

P. 010.5293.6228

Abstract

 

SELF is to make students evaluate themselves with their own standards in a scientific and logical way. According to the SELF method, Lee Yesung(LYS) graded herself with her own evaluation criteria which are based on evidences and logic. LYS deserves to get A0 as following the result of evaluation.

<Standard of evaluation>

<table align="left" border="1" cellpadding="0" cellspacing="0">
<tbody>
<tr>
<td style="width:198px">
Evaluation criteria
</td>
<td style="width:57px">
Max
</td>
</tr>
<tr>
<td style="width:198px">
Self-Study
</td>
<td style="width:57px">
40
</td>
</tr>
<tr>
<td style="width:198px">
Homework
</td>
<td style="width:57px">
20
</td>
</tr>
<tr>
<td style="width:198px">
Essay
</td>
<td style="width:57px">
20
</td>
</tr>
<tr>
<td style="width:198px">
SELF
</td>
<td style="width:57px">
20
</td>
</tr>
<tr>
<td style="width:198px">
Total
</td>
<td style="width:57px">
100
</td>
</tr>
</tbody>
</table>

<table align="left" cellpadding="0" cellspacing="0">
<tbody>
<tr>
<td>
Table 1.Standards of SELF
</td>
</tr>
</tbody>
</table>

<div style="clear:both;"> </div>

<img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image002.png" style="height:183px; width:289px" />

                                    Figure 1. Goals of Genomics.

 

The standards for SELF are basically set by visible works that LYS did. Detail score of each standard depends on how much LYS achieved the goals of the genomic course from his works. The ppt slide that describes the goal of the genomic course is given above to be clear with the objectivity.

While she was taking this course, she did four things. The first is self-study, which are studying Python by herself, studying gene-aligning method, and studying genome editing with crispr-cas9. The second is homework, which are making database of aging-related genes and alignment of DNA sequence. The third is essay about genetic control of aging. The last one is SELF itself. In conclusion, LYS is to be graded A0 as following the SELF.

 

 

Assessment

 

Self-study (40/40)

LYS’s Self-study are studying Python programming by herself, studying gene-aligning method, and studying genome editing with crispr-cas9.

LYS made self-study folder on her Bio-wiki page and arranged what she learned on her own.

She mainly focused on studying of basic programming because she was inexperienced about programming but found programming is used in genomics. Therefore, she started Python studying from basic functions, conditional statement to sort, search method and regular expressions.

In addition, she studied gene-aligning method by herself, using FASTAQ file and she found some videos about genome editing with crispr-cas9 to know the CRISPR-Cas9 method for genome editing. She found that is a powerful new technology with many applications in biomedical research, including the potential to treat human genetic disease.

This voluntary learning reflects how much LYS independently works on the subjects that she was curious about and proves LYS successfully learned how to learn.

So LYS gets 40points out of 40points in the ‘Self-study’ section.

 <img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image003.png" style="height:651px; width:487px" />

Figure 2. Self-study: Python programming 1

<img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image004.png" style="height:607px; width:465px" />

Figure 3.Self-study: Python programming 2

<img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image006.png" style="height:339px; width:602px" />

Figure 4.Self-study: gene alignment-1

<img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image008.png" style="height:339px; width:602px" />

Figure 5.Self-study: gene alignment-2

 

Homework (15/20)

Homework was given, which is producing a database of aging-related genes. The purpose of the homework was to make students think themselves about relevance between aging and gene, which is necessary process to become a scientist and LYS successfully finished the homework. However, she didn’t do all homeworks therefore she couldn’t get full points. <img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image010.png" style="height:277px; width:602px" />

Figure 6. Aging-related gene database

 

Essay (15/20)

The essay is written about the topic that LYS was curious about during self-study, which is aging-gene and life span. She was wondering about what determines how long a person will live. So she found one article and wrote review about the subject, which is about a single gene playing a large role in the length of the human life span.

According to her essay, a single gene could dramatically regulate how long an organism lived, thus opening the door to new hypotheses about modifying life span through genetic manipulation. The responsible gene is called daf-2 and the transcription factor DAF-16. DAF-16 controls the expression of a battery of genes, many of which have small effects on lifespan (promoting either aging or longevity) in Caenorhabditis elegans.

<table border="1" cellpadding="0" cellspacing="0">
<tbody>
<tr>
<td style="width:301px">
Turned On
</td>
<td style="width:301px">
Turned Off
</td>
</tr>
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<td style="width:301px">
Stress resistance
</td>
<td style="width:301px">
Stress response
</td>
</tr>
<tr>
<td style="width:301px">
Collagens
</td>
<td style="width:301px">
Fertility
</td>
</tr>
<tr>
<td style="width:301px">
Metabollism
</td>
<td style="width:301px">
Cell growth
</td>
</tr>
</tbody>
</table>

Table 2. LYS’s essay: Functional classes of genes controlled by daf-2.

<img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image012.jpg" style="height:320px; width:482px" />

Figure 7. LYS’s essay: Aging versus long life: the molecules involved

The fact that LYS worked on sincere question arisen in his thought proves that LYS successfully learned how to learn the scientific phenomena and the function of genes. However, to look at works of LYS thoroughly, there are no active experiment research since LYS didn’t conduct any experiment about putting her thought into practice. Therefore, it is hard to say that LYS perfectly achieved the goal of the course when it comes to essay.

As a result, LYS deducted 5points (1/4 of 20, the max point of Essay) by lack of performance of active experiment in essay and gets 15points out of 20points in the ‘Essay’ section.

 

<img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image014.jpg" style="height:22px; width:602px" /> 

<img src="file:///C:/Users/이예성/AppData/Local/Temp/msohtmlclip1/01/clip_image015.jpg" style="height:213px; width:654px" />

Figure 8. Essay of LYS on Bio wiki

SELF (20/20)

SELF of LYS is not just the assessment of LYS but also an indicator about how well LYS achieved the attitude of the scientist since it has to be written in a scientific way as well. In SELF, the assessment should be taken as a scientific claim so that it should contain the evidences and logic. On this paper, LYS claimed the evaluation criteria based on tangible works as the evidence and elaborately scored in logical way by referring goals of the genomic course which is officially stated.

Therefore, LYS gets 20points out of 20points in the ‘SELF’ section.

 

Conclusion

<table border="1" cellpadding="0" cellspacing="0">
<tbody>
<tr>
<td style="width:92px">
Letter grade
</td>
<td style="width:274px">
Credits for the letter in UNIST(unit: credit)
</td>
<td style="width:250px">
Point conversion by LYS (unit: point)
</td>
</tr>
<tr>
<td style="width:92px">
 A+
</td>
<td style="width:274px">
4.3
</td>
<td style="width:250px">
100~96.01
</td>
</tr>
<tr>
<td style="width:92px">
A
</td>
<td style="width:274px">
4.0
</td>
<td style="width:250px">
96.01~89.03
</td>
</tr>
<tr>
<td style="width:92px">
 A-
</td>
<td style="width:274px">
3.7
</td>
<td style="width:250px">
89.03~80.29
</td>
</tr>
<tr>
<td style="width:92px">
 B+
</td>
<td style="width:274px">
3.3
</td>
<td style="width:250px">
80.29~73.31
</td>
</tr>
<tr>
<td style="width:92px">
B
</td>
<td style="width:274px">
3.0
</td>
<td style="width:250px">
73.31~66.33
</td>
</tr>
<tr>
<td style="width:92px">
 B-
</td>
<td style="width:274px">
2.7
</td>
<td style="width:250px">
66.33~57.59
</td>
</tr>
<tr>
<td style="width:92px">
 C+
</td>
<td style="width:274px">
2.3
</td>
<td style="width:250px">
57.59~50.61
</td>
</tr>
<tr>
<td style="width:92px">
C
</td>
<td style="width:274px">
2.0
</td>
<td style="width:250px">
50.61~43.63
</td>
</tr>
<tr>
<td style="width:92px">
 C-
</td>
<td style="width:274px">
1.7
</td>
<td style="width:250px">
43.63~34.59
</td>
</tr>
<tr>
<td style="width:92px">
 D+
</td>
<td style="width:274px">
1.3
</td>
<td style="width:250px">
34.59~25.85
</td>
</tr>
<tr>
<td style="width:92px">
D
</td>
<td style="width:274px">
1.0
</td>
<td style="width:250px">
25.85~18.87
</td>
</tr>
<tr>
<td style="width:92px">
 D-
</td>
<td style="width:274px">
0.7
</td>
<td style="width:250px">
18.87~10.13
</td>
</tr>
<tr>
<td style="width:92px">
F
</td>
<td style="width:274px">
0
</td>
<td style="width:250px">
10.13~0
</td>
</tr>
</tbody>
</table>

Table 3. Objective conversion from letter to point.

LYS gets 90points from the assessment. To correspond it to the letter grade, LYS made letter grade table which shows the most objective way of conversion. In UNIST, 4.3 is the perfect score and deducted by 0.3 when the sign is changed, and deducted by 0.4 when the letter is changed as shown above. Then it is reasonable to convert 0.3 into 6.98points and 0.4 into 9.30points when 4.3 and 0 are set as 100points and 0points. The 90points which LYS gets is corresponded to letter A0.

In conclusion, LYS is to be graded A0 as following the SELF.

 

 

 

Reference

Figure1. Goals of the genomics.

<a href="ftp://biodisk.org/Teach/Genomics/Jong%20Bhak/">ftp://biodisk.org/Teach/Genomics/Jong%20Bhak/</a>

Figures of Self-study

<a href="http://biolecture.org/index.php/Sort_%26_Search">http://biolecture.org/index.php/Sort_%26_Search</a>

<a href="http://biolecture.org/index.php/Regular_Expressions">http://biolecture.org/index.php/Regular_Expressions</a>

<a href="http://biolecture.org/index.php/Self_Stduy-_Alignment">http://biolecture.org/index.php/Self_Stduy-_Alignment</a>

Figures of Homework

Tacutu, R., Thornton, D., Johnson, E., Budovsky, A., Barardo, D., Craig, T., Diana, E., Lehmann, G., Toren, D., Wang, J., Fraifeld, V. E., de Magalhaes, J. P. (2018) "Human Ageing Genomic Resources: new and updated databases." Nucleic Acids Research 46(D1):D1083-D1090.

Figure of Essay

<a href="http://biolecture.org/index.php/Yesung%27s_Essays">http://biolecture.org/index.php/Yesung%27s_Essays</a>

© 2003 Nature Publishing Group Gems, D. & McElwee, J. Ageing: Microarraying mortality. Nature 424, 260 (2003)

Kenyon, C., et al. C. elegans mutant that lives twice as long as wild type. Nature 366, 461–464 (1993) doi:10.1038/366461a0

Gami, M. S., & Wolkow, C. A. Studies of Caenorhabditis elegans DAF-2/insulin signaling reveal targets for pharmacological manipulation of life span. Aging Cell 5, 31–37 (2006) doi:10.1111/j.1474-9726.2006.00188.x

Genetic Control of Aging and Life Span

By: Jill U. Adams, Ph.D. (Freelance Science Writer, Albany, NY) © 2008 Nature Education 

Citation: Adams, J. (2008) Genetic Control of Aging and Life Span. Nature Education 1(1):130

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