Course Syllabus

Grape Ripening and Composition

VIT_ENOL 566

Credit Hours | 3 Hours

Pre-requisites | Consent of the Instructor

 

INSTRUCTORS:    

Dr. James Harbertson

Department of Viticulture and Enology

Ste. Michelle WSU Wine Science Center

Office 359C

359 University Drive

Richland, WA 99354

(509) 372 7506

 

jfharbertson@wsu.edu

 

OFFICE HOURS

TBD

                                                 

COURSE DESCRIPTION

This course covers key biochemical and molecular aspects of primary, secondary, tertiary and trace compounds/minerals during grape ripening and development. Environmental and climatic variation will be discussed in relation to their impact on grape ripening and development. 

 

MATERIALS

Required Text:

1.The Biochemistry of the Grape Berry 2012. ISBN 978-60805-540. DOI:10.2174/978160805360511201101 Bentham Books available as ebook $100

 

COURSE LEARNING OBJECTIVES

  1. Analyze biosynthesis of primary, secondary, tertiary and trace metabolites in grapes during ripening.
  2. Investigate the impact of environment and climate on biosynthesis of grape metabolites.
  3. Understand the use of transcriptomics and metabolomics for the study of grape development.

 

COURSE LOCATION AND TIME

TBD

 

 

COURSE POLICIES

 

GRADING POLICY. The course has two exams, one written paper assignment, and a final exam.

 

Two Exams (100 points each)                                      200 points (39%)

Final Exam (200 points)                                               200 points (39%)

Discussion Participation                                              112 points (22%)

TOTAL POINTS                                                            512 points

 

Grade              % of Total Points Earned

A                      ≥93.0

A-                     90.0 – 92.9

B+                    87.0 – 89.9

B                      83.0 – 86.9

B-                     80.0 – 82.9

C+                    77.0 – 79.9

C                      73.0 – 76.9

C-                     70.0 – 72.9

D+                    67.0 – 69.9

D                      60.0 – 66.9

F                      ≤59.9

 

DISCUSSION SECTIONS

There will be 7 discussion sections where papers will be discussed that are related to lecture topics. Each student is expected to read the paper prior to attending the discussion. Students will be assigned to present brief overviews to get the discussion started (minimum 3-4 minutes, 5 minutes ideal, 6 minutes maximum) to the discussion group. Students can create whatever visual aids they prefer (written out notes, slides, write on white board etc.).

One student will be assigned the introduction. That person should answer the general questions:

    1. What previous work had been done in this research area as cited by authors in introduction?
    2. Why was the research done?
    3. What question did the author’s hope to answer or provide information about?

 

One student will be assigned the Materials and Methods Section. That person should answer the following:

    1. What were the experimental techniques used to obtain the data presented in the paper?
    2. Give a brief description of what was done.
    3. Briefly explain any techniques that you think might not be clear to everyone in discussion.

 

One student will be assigned the Results section. Sometimes Results sections are combined with the Discussion section of a paper to give a Results and Discussion section rather than a separate section for each. The person assigned to this section should concentrate on the results of the research and address the following:

    1. For each table and figure give a brief description of what is shown.
    2. Point out what the authors say about the data in each table.
    3. Explain any unusual results that you think might not be clear to everyone in the discussion.

 

After the discussions there will be specific questions about the paper that will be directed to specific students in the discussion section. Some examples:

    1. Student 1, what did you think was the most important conclusion from the paper?
    2. Student 2, what do you think the authors meant when they said, “Some quote from the paper?”
    3. Student 3, why did you accept (or not) the author’s conclusion that “Some conclusion reached in paper?”

Tips for answering questions: Think about question for a few seconds and then provide an answer in 4-5 sentences. Try to keep your responses to 30-60 seconds. This portion of the discussion is a little different each time so make sure you read the paper beforehand.

 

Grading for Discussion Participation

Each discussion is worth 16 points for a total of 112 possible points. Students will be assessed during the discussion by the following rubric:

 

Rubric

Criteria

Excellent

(4 points)

Meets Expectations

(3 points)

Approaches Expectations

(1 point)

Needs Improvement

(0 points)

Engagement and Participation

Proactively and regularly contributes to class discussion; initiates discussion on issues related to class topic.

Proactively and regularly contributes to class discussion; asks questions and responds to direct questions.

Few contributions to class discussions; seldom volunteers but responds to direct questions.

Never participates in class discussion; fails to respond to direct questions.

Listening skills

Listens without interrupting and incorporates and expands on the comments of other students.

Listens and appropriately responds to the contributions of others.

Does not listen carefully; comments are often not relevant to the discussion.

Does not listen when others talk; interrupts or makes inappropriate comments.

Relevance of contribution to topic

Contributions are relevant and promote deeper analysis of the topic.

Contributions are always relevant.

Contributions are sometimes off-topic or distract from discussion.

Contributions are off-topic or distract from discussion.

Preparation

Student is consistently well prepared; sometimes adds relevant information beyond the assigned reading/material.

Student has read the materials before class and refers to them during class discussion.

Student has read the material but not closely, or has read only some of the material before class.

Student is not adequately prepared; has not read the assigned material prior to class.

Adapted from Southern Methodist University.

 

EXPECTATIONS FOR STUDENT EFFORT, ATTENDANCE, PARTICIPATION AND MAKE-UP WORK. Students must attend each class and actively participate in class discussion.  Attendance will be taken at random times throughout the semester. Students should expect to spend an additional 90-hours per semester attending office-hours, quizzes, assignments and studying per university guidelines.

 

Make-up exams are not given. If you anticipate missing an exam because of an emergency, please contact one or both instructors at your earliest convenience. You must give the instructor notice before the scheduled exam. If you are ill on the day of an exam, you are still required to notify the instructor before the scheduled exam. Failure to notify the instructor in advance will result in a zero (0) for the exam in question.

 

A positive learning environment relies upon maintaining an atmosphere where diverse perspectives can be expressed. You are encouraged to actively participate in class discussions and activities. We expect honest and respectful dialogues but encourage disagreement and challenging of ideas in a supportive and sensitive manner. Hostility and disrespectful behavior are unacceptable. Just as we expect others to listen attentively to our own views, we must reciprocate and listen to others when they speak, especially when we disagree with them. However, in this class, our emphasis will be on engaging in the mutual exploration of issues as presented in the course as scholars rather than in defending points of view we have formed outside the classroom.

 

ACADEMIC INTEGRITY STATEMENT. Academic integrity is the cornerstone of higher education. As such, all members of the university community share responsibility for maintaining and promoting the principles of integrity in all activities, including academic integrity and honest scholarship. Academic integrity will be strongly enforced in this course. Students who violate WSU’s Academic Integrity Policy (identified in Washington Administrative Code WAC 504-26-010 WAC 504-26-010 (4) will receive fail the assignment, or exam, and will be reported to the Center for Community Standards. Cheating includes, but is not limited to, plagiarism and unauthorized collaboration as defined in the Standards of Conduct for Students,  (3). You need to read and understand all of the definitions of cheating.  If you have any questions about what is and is not allowed in this course, you should ask course instructors before proceeding. If you wish to appeal to a faculty member's decision relating to academic integrity, please use this form. Make sure you submit your appeal within 21 calendar days of the faculty member's decision.

 

UNIVERSITY SYLLABUS STATEMENT

Students are responsible for reading and understanding all university-wide policies and resources pertaining to all courses (for instance: accommodations, care resources, policies on discrimination or harassment), which can be found in the university syllabus.

 

COURSE TIMELINE

 

Schedule

SEMESTER WEEK

TOPIC

ASSIGNMENT

Week 1

Overview of Course

Fruit Ripening

 

Week 2

Fruit Ripening

Carbohydrates

 

Week 3

Carbohydrates

Discussion 1 (CLO1)

Week 4

Carbohydrates

Organic Acids

 

Week 5

Organic Acids

Discussion 2 (CLO1)

Week 6

Organic Acids

Exam #1

Exam (CLO1)

Week 7

Minerals

Nitrogen

 

Week 8

Nitrogen

Discussion 3 (CLO1)

Week 9-10

Phenolics

 

Week 11

Phenolics

Polyphenol Oxidase

Discussion 4 (CLO1)

Week 12

Volatile Aroma Compounds

Exam #2

Exam (CLO1)

Week 13

Impact of Vineyard Practices

 

Discussion 5 (CLO2)

Week 14

Impact of Climate

Discussion 6 (CLO2)

Week 15

Impact of Climate

Transcriptomics and Metabolomics for Analysis of Grape Development

Discussion 7 (CLO3)

Week 16

Finals Week

Final Exam (CLO1, CLO2, CLO3)