SEMESTER LEARNING PLAN
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Course Title: Bioinorganic Chemistry (BioAno)
MK code: AKM21 463
Credit Weight: 2
Group of Courts: elective
Semester: 6
Prerequisite Course: Kano3
Lecturer:
Sriatun, M.Si
Drs. Suhartana, M.Si
Graduate Learning Outcomes (GLO)
| Attitude | GLO1-(S9) | Demonstrate an attitude of responsibility for work in their field of expertise independently. |
| Knowledge | GLO2-(PP1) | Mastering the theoretical concepts of structure, properties, changes, kinetics, and energetics of molecules and chemical systems, identification, separation, characterization, transformation, synthesis of micromolecular chemicals and their application |
| General Skills | GLO4 -(KU1) | Able to apply logical, critical, systematic, and innovative thinking in the context of the development or implementation of science and technology that pays attention to and uses humanities values by their field of expertise |
| Special skill | GLO8 -(KK3) | Able to analyze several alternative solutions in identification, analysis, isolation, transformation, and synthesis of chemicals available and present analysis conclusions for appropriate decision-making. |
Course Description
In this course, students learn about Industrial chemical processes, process engineering, and how to design processes based on the principles they have learned. In the discussion and presentation of assignments using discovery learning, cooperative learning, collaborative learning, and problem-based learning/case studies. The hope in the discussion is that there will be cooperative and collaborative communication between students/groups.
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Sub-CLO 1:
Able to understand (C2), construct (P4) and discuss (A2) essential inorganic chemistry |
Essential chemical elements, Metals in biological systems | Discovery learning
Cooperative learning |
Discusses the problem of essential chemical elements and some metals in biological systems, then concludes the problem/task given by the lecturer in groups | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy describes the essential chemical elements for living things
2. Accuracy in explaining the role of metals involved in a particular biological system |
10 |
| 2 | Sub-CLO 2:
Able to understand (C2), construct (P4) and discuss (A2) essential inorganic chemistry |
Metal ion complexation
Electronic structures and metal geometries in biological systems |
Discovery learning
Cooperative learning |
They discussed problems in groups: the formation of complexes between metal ions and organic ligands/biomolecules and how their electronic structures and geometries are in biological systems | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in explaining how the complex is formed
2. Accuracy in explaining the electronic structure and geometric shape of molecules in biological systems |
5 |
| 3 | Sub-CLO 3:
Able to understand (C2), compose (P4), and discuss (A2) essential inorganic chemistry |
Kimia Bioorganologam, Transfer elektron | Discovery learning
Cooperative learning Problem Based Learning |
Discuss in small groups about organometallic problems in biological systems and electron transfer that occurs in the molecules involved | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in explaining organometallic in biological systems
2. Accuracy in describing the transfer of electrons between molecules in biological systems |
5 |
| 4 | Sub-CLO 4:
Able to understand (C2), compose (P4), and discuss (A2) Elemental transport, transfer and transcription |
Transport sodium and potassium 2 Calcium signaling proteins | Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude problems/tasks in groups about how the transport of sodium and potassium in living cells occurs, how calcium signaling protein occurs | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in explaining the occurrence of sodium and potassium transport
2. Accuracy in describing about calcium signaling protein |
5 |
| 5 | Sub-CLO 5:
Able to understand (C2), compose (P4), and discuss (A2) Elemental transport, transfer, and transcription |
-Zinc in transcription
-Selective transport and storage of elemental iron: a. Siderophore and phytosiderophore b. Transferrin, ferritin, |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problems/tasks given by the lecturers in groups regarding the transcription of zinc elements, how the transport of the essential component of iron occurs in microorganisms and plants (living things) and how and as what iron elements are stored in living things | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in explaining the occurrence of zinc transcription
2. Accuracy in conveying the occurrence of iron transport both in microorganisms and in plants 3. Accuracy in explaining the storage of Fe in living things |
10 |
| 6 | Sub-CLO 6:
Able to understand (C2), compose (P4), and discuss (A2) Elemental transport, transfer, and transcription
|
Transport and storage of oxygen
a. Myoglobin and hemoglobin: structure and active site b. Prosthetic group structure |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problems/tasks given by the lecturer in group | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in describing the structure of myoglobin and hemoglobin and their active sites
2. Accuracy in describing the structure of the prosthetic group |
10 |
| 7 | Sub-CLO 7:
Able to understand (C2), compose (P4), and discuss (A2) Elemental transport, transfer, and transcription |
Transport and storage of oxygen: Mechanism of binding oxygen to metals | Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problems/tasks given by the lecturer in groups | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
Accuracy in explaining the mechanism of binding oxygen to metals in the form of biomolecules (hemoglobin and myoglobin) in the transport and storage of oxygen | 5 |
| 8 | Midterm exam | Written exam | 90 | The truth and completeness of the answer to the question | |||
| 9 | Sub-CLO 8:
Able to understand (C2), compose (P4), and discuss (A2) catalytic processes in biological systems |
1. Acid-base catalyst
2. Enzymes related to H2O2 and O2 |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problem/task given by the lecturer in groups about reactions catalyzed by acids and bases. What enzymes are associated with hydrogen peroxide and oxygen, and how do these enzymes work? | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in describing reactions in biological systems catalyzed by acids and bases
2. Accuracy in describing enzymes (catalase) associated with H2O2 and O2 3. Accuracy in explaining the performance of the enzyme catalase |
5 |
| 10 | Sub-CLO 9:
Able to understand (C2), compose (P4), and discuss (A2) catalytic processes in biological systems |
1. Enzyme reactions containing Co (cobalt)
2. Transfer of oxygen atoms by enzymes Molybdenum and tungsten/tungsten |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problem/task given by the lecturer in groups about the catalytic process by enzymes containing Co, Mo, and W and how the reactions occur | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in explaining the reactions of enzymes containing Co
2. Accuracy in explaining how oxygen transfer by Mo and W enzymes |
5 |
| 11 | Sub-CLO 10:
Able to understand (C2), compose (P4), and discuss (A2) about sensors in biological systems |
Iron protein as sensor | Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problems/tasks given by the lecturer in groups | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
Accurately explains iron protein and how it acts as a sensor in biological systems | 5 |
| 12 | Sub-CLO 9:
Able to understand (C2), compose (P4), and discuss (A2) about sensors in biological systems |
Proteins containing Cu and Zn as sensors | Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problems/tasks given by the lecturers in groups about proteins containing Cu and Z | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
Accuracy in explaining Cu and Zn proteins as sensors | 5 |
| 13 | Sub-CLO 9:
Able to understand (C2), compose (P4), and discuss (A2) about biomineralization |
1. CaCO3
2. Ca5(PO4)X 3. SiO2 |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude problems/tasks given by lecturers in groups regarding biomineralization, how to form . CaCO3, Ca5(PO4)X and SiO2 | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
Accuracy in explaining biomineralization related to its formation | 10 |
| 14 | Sub-CLO 9:
Able to understand (C2), compose (P4), and discuss (A2) about metals that play a role in the medical field |
1. Metal toxicity and homeostasis
2. Factors that cause metals to be toxic |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problems/tasks given by the lecturer in groups | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in explaining metal toxicity and homeostasis
2. Accuracy in explaining the factors that cause metals to be toxic |
10 |
| 15 | Sub-CLO 9:
Able to understand (C2), compose (P4), and discuss (A2) about metals that play a role in the medical field |
1. Therapeutic compounds
a. Anti cancer b. Anti rheumatism c. Anti-diabetic
2. Diagnostic agents a. Tc imaging agent b. Gd Imaging Agent |
Discovery learning
Cooperative learning Problem Based Learning |
Discuss and conclude the problems/tasks given by the lecturer in groups | FF: 1 x (2 x 50”)
ST + SS: 1x(2×60″+2×60″) |
1. Accuracy in describing inorganic compounds used as therapeutic and diagnostic agents
2. Accuracy in explaining how the mechanism/performance of inorganic compounds in inhibiting cancer, rheumatism, and diabetes 3. Accuracy in explaining how the mechanism/performance of inorganic compounds in acting as diagnostic agents |
10 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
| Total Rating | 100 | ||||||
Reference:
- Bowser, J., 1990, “Inorganic Chemistry”,John Wiley & Sons, New York.
- Cotton, F.A & Wilkinson, G., 1987,”Basic Inorganic Chemistry”, John Wiley & Sons, New York.
- Manku,G.S., 1980, “Theoritical Principles of Inorganic Chemistry”, Mc. Graw Hill, New York.
- Huhey, J.E., 1983, “Inorganic Chemistry Principles of Structure and Reactivity”, 3ed, Harper Inc, New York.
- Kaim, Wolfgang and Schwederski, Brigitte, 1994, “Bioinorganic Chemistry: Inorganic Elements in the Chemistry of Life”, John Wiley and Sons.
- Wilkins,Patricia C. and Wilkins, Ralph G., 1997, “Innorganic Chemistry in Biology”, Oxford University Press. Inc., New York.
- Caret, Robert L., Denniston, Katherine J., and Topping, Joseph J., 1993, ” Principles and Aplications of Inorganic, Organic and Biological Chemistry”, Wm. C. Brown Publisher.
- Rosette M. Roat-Malone., 2001, “Bioinorganic Chemistry: A Short Course”, John Willey and Sons Inc. Publication
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
