Course Syllabus: - Horticultural Sciences Department at the ...

parsimoniouswoowooBiotechnology

Dec 11, 2012 (4 years and 10 months ago)

192 views


1

Genetics & Breeding of Vegetable Crops


HOS
5242



Course Description:

T
raditional

and molecular
breeding
methods

for vegetable

crops

and the
influence of s
cientific
research, government policies, and consumer preferences
on
vegetable
crop
improvement.


Learning
Objectives:


At the conclusion of this course, the student will be able to:




Ap
ply
traditional
and
molecular
breeding
methods
for the enhancement of vegetable
crops.




Interpret
how plant breeding, scientific research,
genetic diversity, germpla
sm resources
and conservation, government policies, and consumer preferences
can
a
ffect vegetable
crop improvement

programs
.



D
esign

and present

a
vegetable
breeding
and

research program that mee
ts specific and
long
-
term goals
.



Instructor:

Eileen A. Ka
belka

Assistant Professor

Horticultural Sciences Department

Office: (352) 392
-
3182

e
-
mail:
ekabelka@ufl.edu


Office hours:


Monday
,

Wednesday & Friday

2
-
4
pm
, or by appointment.


Prerequisites:


AGR 3303
or e
quivalent


Credit hours:


3


Frequency:

Offered Fall semester in even numbered years


Meeting Times:


MWF, 12:50
-

1:40 p.m. (period 6)


Location:


PSF
-
4 (
P
lant
S
cience
F
acility, located behind Fifield Hall)


Course format:


Lecture, discussion and stu
dent presentations


Text:

There is no required textbook for this course.



2

Required
Assigned Readings:


Asins, M.J. 2002. Present and future of quantitative trait locus analysis in plant breeding. Plant
Breeding, 121:281
-
291.


Farinho, P. Coelho, J
. Carlier, D. Svetleva, A. Monteiro and J. Leitao. 2004. Mapping a locus for
adult plant resistance to downy mildew in broccoli (
Brassica oleracea

convar.
i
talica
). Theor.
Appl. Genet. 109:1392
-
1398.


Fehr, W. Principles of Cultivar Development, Vol. 1.

Macmillian Publishing Company.

UF
S
cience Library, General Collection, SB123 O725 1987.


Gaskell, G., N. Allum, M. Bauer and W. Wagner. 2008. Biotechnology and the European
Public. Nature Biotechnology, 18:935
-
938.

http://biotech.nature.com
.



Holland, J.B. 2004. Implementation of molecular markers for quantitative traits in breeding
programs
-

challenges and opportunities. Proceedings of the 4
th

International Crop Science
Congress, 1
-
13.

www.cropscience.org.au
.


Jeuken, M.J.W and P. Lindhout. 2004. The development of lettuce backcross inbred lines (BILs)
for exploitation of the
Lactuca saligna

(wild lettuce) germplasm. Theor. Appl. Genet. 109:394
-
401.


Mohan,
M., S. Nair, A. Bhagwat, T.G. Kirshna, M. Yano, C.R. Bhatia and T. Sasaki. 1997.
Genome mapping, molecular markers and marker
-
assisted selection in crop plants. Molecular
Breeding. 3:87
-
103.


Priest, S.H. 2000. US public opinion divided over biotechnolog
y? Nature Biotechnology,
18:939
-
942.
http://biotech.nature.com
.


Rao, G.U., A.B. Chaim, Y. Borovsky and I. Paran. 2003. Mapping of yield
-
related QTLs in
pepper in an interspecific cross of
Capsicum annuum

and
C.
frutescens
. Theor. Appl. Genet.
106:1457
-
1466.


Ribaut, J.M and D. Hoisington. 1998. Marker
-
assisted selection: new tools and strategies. Trends
in Plant Science, 3(6):236
-
239.


Rommens, C.M. 2004. All
-
native DNA transformation: a new approach to plant

genetic
engineering. Trends in Plant Science, 9(9):1360
-
1385.


Sakata, Y., N. Kubo, M. Morishita, E. Kitadani, M. Sugiyama and M. Hirai. 2006. QTL analysis
of powdery mildew resistance in cucumber (
Cucumis sativus

L.). Theor. Appl. Genet, 112:243
-
250.


Sankula, S. G. Marmon and E. Blumenthal. 2005. Biotechnology
-
derived crops planted in 2004
-

Impacts on US agriculture. National Center for Food and Agricultural Policy,
www.ncfap.org
.


3


Shi, M.M. 2001. Enabling large
-
s
cale phymacogenetic studies by high
-
throughput mutation
detection and genotyping technologies. Clinical Chemistry, 47(2):164
-
172.


Tiwari, K.R., G.A. Penner and T.D. Warkentin. Identification of coupling and repulsion phase
RAPD markers for powdery mildew
resistance gene er
-
1 in pea. Genome, 41:440
-
444.


Zhang, R, X. Yong, K. Yi, H. Zhang, L. Liu and G. Gong. 2004. A genetic linkage map for
watermelon derived from recombinant inbred lines. J. Amer. Soc. Hort. Sci. 129(2):237
-
243.



A
dditional or alternati
ve readings may be selected from current literature

and will be made
available to the students in the form of a photocopy or an electronic file.




4

Course Outline / List of Topics:


Week:

Topics


1

I
ntroductions, review of class syllabus and discussion

topics

World food needs and supply

The genetic diversity of wild plant species


2

The domestication of plants

Conservation of plant biodiversity


3

Germplasm resources and collections

Public and private breeding programs

I
ntellectual property


prote
cting plants & plant products


4

Genetics
-

a review

The strategy of plant breeding

Mass and recurrent selection breeding methods and the sweet potato


5

The pedigree breeding method and the eggplant

The
backcross breeding method and the pea


6

Triploid

development in watermelon

Genetic and cytoplasmic male sterility in onion


7

Andromonoecism in asparagus

Synthetic varieties
and

faba bean


8

Hybrid development and tomatoes

Breeding methods and squash (summer and winter)

Plant transformation and geneti
c engineering


9

GMOs


review and discussion

Molecular markers

10

Molecular markers (continued)

Linkage maps

11

Identifying QTL using backcross
-
type populations

Identifying QTL using bulked segregant analysis

Vegetable improvement using marker
-
assiste
d
-
selection

12

Student
presentations

13

Student presentations

14

Student presentations

15

Student presentations



5

Class Assignment
:


Each student will investigate, write
-
up, and present a
vegetable
breeding or research program
that meets specific a
nd long
-
term goals using traditional breeding and/or molecular methods.
The assignment will be graded by the instructor based on completeness, writing skills, and class
presentation

(see below for details)
. The vegetable crop chosen cannot be that which
the student
is currently working on as a graduate student.
A list of vegetable crops to choose from for this
assignment will be provided by the instructor on the first day of class.
This assignment is
designed to encourage critical thinking and communica
tion skills.


Written Report:

Students will be required to submit a written report

for their class assignment
.
This report is expected to be typed, double spaced, and no more than 15 pages.
The wr
itten
report should include:


I.

An introduction to the ve
getable crop including

a.

Global distribution

b.

Dollar value of crop (worldwide and regional)

c.

Taxonomy and center of origin (if known)

d.

Genetics

e.

Reproductive biology

f.

Germplasm resources/collections available

g.

Other interesting information

II.

Breeding and/or scienti
fic research objectives

III.

Traditional breeding methods that are used to achieve breeding and/or research objectives

(describe both past and current methods used)

IV.

Molecular methods that are used to achieve breeding and/or research objectives

V.

A review of past

and present scientific findings from research

VI.

References


Presentation:

Each student will be required to present their class assignment as a 2
0
-
35

minute
PowerPoint presentation

(length of time for presentation may depend on number of students
enrolled),

based on their written report
,
allowing time for questions and answers by the audience.
Each student will provide fellow students and instructor handouts of their PowerPoint
presentation on the day it is scheduled.



Evaluation

& Grades
:

(Students will

be evaluated based on the following)







Points


Percentage of Grade

Class attendance





10



10%

Class a
ssignment
-

w
ritten
report



45



45%

Class a
ssignment
-

presentation



45



45%

Total:






100


Grades for this course will be assigned accordin
g to established university policy.

90
-
100 = A 85
-
89 = B+ 80
-
84 = B 75
-
79 = C+ 70
-
74 = C 65
-
69 = D+ 60
-
64 = D <60 = E


6

Course Policies
:


Attendance:

Students are
expected to arrive on time, be present and participate in all classroom
activities and

discussions. Please notify the instructor as soon as possible if you will have to
miss a class
. In general, acceptable reasons for absence from class include illness, serious family
emergencies, special curricular requirements (e.g., field trips, profes
sional conferences), military
obligation, severe weather conditions, religious holidays and court
-
imposed legal obli
g
ations
(e.g., jury duty

or subpoena
).



Class
Assignment
-

written report and presentation
:
The written
report i
s due the same day as th
e
scheduled class presentation.
Turning in the
written report
late or missing scheduled class
presentation of assignment will result in a decrease in grade of 5% for each day late. Make
-
up or
turning in class assignment late will be given for only docume
nted emergencies.


University Policies:


Academic Honesty, Software Use, UF Counseling Services, Services for Students with
Disabilities


In 1995 the UF student body enacted a new honor code and voluntarily committed itself to the
highest standards of h
onesty and integrity. When students enroll at the university, they commit
themselves to the standard drafted and enacted by students.


In adopting this honor code, the students of the University of Florida recognize that academic
honesty and integrity are
fundamental values of the university community. Students who enroll
at the university commit to holding themselves and their peers to the high standard of honor
required by the honor code. Any individual who becomes aware of a violation of the honor code
i
s bound by honor to take corrective action. The quality of a University of Florida education is
dependent upon community acceptance and enforcement of the honor code.


The Honor Code: We, the members of the University of Florida community, pledge to hold
o
urselves and our peers to the highest standards of honesty and integrity.


On all work submitted for credit by students at the university, the following pledge is either
required or implied
:
“On my honor, I have neither given nor received unauthorized aid

in doing
this assignment.”


The university requires all members of its community to be honest in all endeavors. A
fundamental principle is that the whole process of learning and pursuit of knowledge is
diminished by cheating, plagiarism and other acts of

academic dishonesty. In addition, every
dishonest act in the academic environment affects other students adversely, from the skewing of
the grading curve to giving unfair advantage for honors or for professional or graduate school
admission. Therefore, th
e university will take severe action against dishonest students. Similarly,
measures will be taken against faculty, staff and administrators who practice dishonest or
demeaning behavior.



7

Students should report any condition that facilitates dishonesty to
the instructor, department
chair, college dean or Student Honor Court.


It is assumed all work will be completed independently unless the assignment is defined as a
group project, in writing by the instructor.


This policy will be vigorously upheld at all
times in this course.


Software Use:


All faculty, staff and students of the university are required and expected to obey the laws and
legal agreements governing software use. Failure to do so can lead to monetary damages and/or
criminal penalties for the
individual violator. Because such violations are also against university
policies and rules, disciplinary action will be taken as appropriate.


Campus Helping Resources


Students experiencing crises or personal problems that interfere with their general we
ll
-
being are
encouraged to utilize the university’s counseling resources. Both the Counseling Center and
Student Mental Health Services provide confidential counseling services at no cost for currently
enrolled students. Resources are available on campus f
or students having personal problems or
lacking clear career or academic goals, which interfere with their academic performance. The
Counseling Center is located at 301 Peabody Hall (next to Criser Hall). Student Mental Health
Services is located on the se
cond floor of the Student Health Care Center in the Infirmary.




University Counseling Center
, 301 Peabody Hall, 392
-
1575,
www.counsel.ufl.edu




Career Resource Center,
CR
-
100 JWRU, 392
-
1602,
www.crc.ufl.edu/





Student Mental Health Services,
Rm. 245 Student Health Care Center, 392
-
1171,



www.shcc.ufl.edu/smhs/


Alcohol and Substance Abuse Program (ASAP)


Center for Sexual Assa
ult / Abuse Recovery & Education (CARE)


Eating Disorders Program


Employee Assistance Program


Suicide Prevention Program


Students with Disabilities


The Disability Resource Center coordinates the needed accommodations of students with
disabilities. This

includes registering disabilities, recommending academic accommodations

8

within the classroom, accessing special adaptive computer equipment, providing interpretation
services and mediating faculty
-
student disability related issues.


0001 Reid Hall, 392
-
85
65,
www.dso.ufl.edu/drc/