SEMESTER LEARNING PLAN
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Course Title: Biomass and Bioenergy (BMBE)
MK code: AKM21 440
Credit Weight: 2
Group of Courts: Elective
Semester: 4
Prerequisite Course: Organic Chemistry 2 (KO2)
Lecturer:
Dr. M. Asy’ari, M.Si,
Dr. Agustina LN Aminin, 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 macromolecular chemicals, and their application. |
| General Skills | GLO3-(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 Skills | GLO4-(KK2) | Able to solve science and technology problems in general and simple chemical fields such as identification, analysis, isolation, transformation, and synthesis of micro-molecules through the application of knowledge of structure, properties, kinetics, and energetics of molecules and chemical systems, with analysis and synthesis methods in specific chemical fields, as well as the application of relevant technologies |
| GLO5-(KK3) | Able to analyze several alternative solutions in the fields of identification, analysis, isolation, transformation, and synthesis of available chemicals and present analysis conclusions for appropriate decision making |
Course Description
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Students can explain, understand (C2) and implement (P2) As a renewable energy source to meet current energy needs with a minimum accuracy of 70%. | Introduction: Current energy needs, the importance of renewable energy sources (bioenergy), understanding of biomass and bioenergy | Discovery learning
Cooperative learning |
Students learn by listening to lectures and actively discussing to dig up further information to answer the problems asked by the lecturer. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the concept of biomass and bioenergy as alternative and renewable energy sources to meet current energy needs.
(2). Student activity in discussions and doing assignments |
5 |
| 2 | Students can describe (C2) the concept of converting solar energy into stored energy in biomass through photosynthetic reactions using schematic drawings with a minimum accuracy of 70%. | Solar energy and its conversion through photosynthesis | Discovery learning
Cooperative learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the steps of photosynthesis reactions, namely light reactions, and dark reactions.
(2). The Accuracy of the correlation between photosynthetic reactions and the conversion of solar energy into chemical energy (3). Student activity in discussions and doing assignments. |
10 |
| 3 | Students can explain (C2) the characteristics of carbohydrate biomolecules that make up cell membranes and implement (P2) technology that can use to convert biomass into bioenergy using schematic drawings and chemical reaction mechanisms with a minimum accuracy of 70%. | Source of Biomass (plants, animals, and microorganisms) and Conversion of Biomass into Bioenergy. | Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the potential biomass sources and the technology used to convert them into bioenergy.
(2). Student activity in discussions and doing assignments. |
10 |
| 4 | Students can explain, understand (C2) The structure and composition of the components that make up the cells and tissues of the biomass source using a schematic drawing with a minimum accuracy of 70%. | Characteristics of Biomass: structure and composition of cells and tissues of biomass sources. | Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the structure and composition of the components that make up cells and tissues of biomass sources.
(2). Student activity in discussions and doing assignments. |
5 |
| 5 | Students can explain, understand (C2) Structure and properties of biomolecules that make up biomass using schematic drawings with a minimum accuracy of 70%. | Characteristics of Biomass: structure and properties of biomolecules that make up biomass (amylose, amylopectin, cellulose, hemicellulose, lignocellulose). | Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in describing the structure and properties of the biomolecules that make up biomass.
(2). Student activity in discussions and doing assignments. |
5 |
| 6 | Students can explain (C2) source and reaction mechanism of biomass-decomposing enzymes using schematic drawings and chemical reactions with a minimum accuracy of 70%. | Biomass Decomposing Enzymatic Reactions: sources and reaction mechanisms of decomposing biomass enzymes. | Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1Accuracy in describing the source and reaction mechanism of biomass-decomposing enzymes.
(2). Student activity in discussions and doing assignments. |
10 |
| 7 | Students can explain (C2) Enzymatic Reactions of Biomass Decomposers: plant pathogenic microorganisms as a source of biomass-decomposing enzymes and reaction mechanisms of complex carbohydrates-decomposing enzymes in biomass: ligninase, hemicellulase, xylanase, etc. | The role of biomolecules that make up cell membranes in the transport system between cell membranes | Problem Based Learning | Before face-to-face class, students work on group assignments: prepare discussion materials in the form of papers (doc) and presentations (ppt). During lectures, students make presentations and discussions with topics: Down syndrome, Ehlers-Danlos syndrome, cycle cell anemia, Cystic fibrosis, Phenylketonuria, cancer, etc. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy in explaining the types of plant pathogenic microorganisms and their application as decomposers of complex carbohydrates in biomass
(2). Student activity in discussions and doing assignments |
5 |
| 8 | Midterm exam | Written exam | 90 | Truth in solving exam questions | |||
| 9 | Students can explain, understand (C2) types and stages of the biomass pretreatment process using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Biomass Pretreatment:
• Chemical pretreatment • Physical pretreatment |
Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and the work they are doing. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy of description
stages: • Chemical pretreatment • Physical pretreatment (2). Student activity in discussions and doing assignments. |
5 |
| 10 | Students can explain, understand (C2) Types and stages of the biomass pretreatment process using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Biomass Pretreatment:
• Microbiological pretreatment • Enzymatic pretreatment |
Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy of description
stages: • Microbiological pretreatment • Enzymatic pretreatment (2). Student activity in discussions and doing assignments. |
5 |
| 11 | Students can explain, understand (C2) Conversion of Biomass into biofuel and its impacts
• Thermochemical conversion, syngas fermentation • Biochemical conversion to ethanol: biomass pretreatment |
Enzyme components: holoenzyme, apoenzyme, cofactor and coenzyme
Enzyme Classification |
Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the conversion of biomass to biofuel:
• thermochemical conversion, fermentation syngas • Biochemical conversion to ethanol (2). Student activity in discussions and doing assignments |
10 |
| 12 | Students can explain, understand (C2) The stages of biomass conversion into biofuels and their impacts using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Conversion of Biomass into biofuels and their impacts: a combination of different enzymes, hydrolysis enzymes, and applications in ethanol production | Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accurately describes the conversion of biomass to biofuels: combinations of different enzymes, hydrolysis enzymes, and applications in ethanol production.
(2). Student activity in group discussions and doing assignments. |
10 |
| 13 | Students can explain, understand (C2) The stages of biomass conversion into biofuels and their impacts using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Conversion of Biomass into biofuel and its impacts: biodiesel produced from oilseeds, waste oil, and algae | Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on assignments: searching, collecting, and compiling information related to lecture study materials. During lectures, students listen to lectures and discuss the relationship between classes and their work. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accuracy describes the conversion of biomass into biofuels: biodiesel produced from oilseeds, waste oil, and algae (2). Student activity in group discussions and doing assignments. | 10 |
| 14 | Students can explain, understand (C2) The stages of biomass conversion into biofuels and their impacts using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Conversion of Biomass into biofuel and its impacts: Environmental impact of conversion to biofuel | Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on group assignments: prepare discussion materials in the form of papers (doc) and presentations (ppt). During lectures, students make presentations and discussions on the topic: Environmental impacts of conversion to biofuels. | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
(1). Accurately describes the environmental impact of converting biomass into biofuels.
(2). Student activity in group discussions and doing assignments. |
5 |
| 15 | Able to describe (C2) the latest developments related to bioenergy and correlate (C4) with industrial applications using schematic drawings with a minimum accuracy of 70%. | Special topics:
Discussing the latest developments related to bioenergy such as MFC, MEC, etc |
Discovery learning
Cooperative learning Problem Based Learning |
Before face-to-face class, students work on group assignments: prepare discussion materials in the form of papers (doc) and presentations (ppt). During lectures, students make presentations and discussions on the topic: | FF: 1 x (2 x 50 min);
ST: 1 x (2 x 60 min); SS: 1 x (2 x 60 min) |
1). Accuracy describes the latest developments related to bioenergy.
(2). Student activity in discussions and doing assignments. |
5 |
| 16 | Final exams | Written exam | 90 | The truth and completeness of the answer to the question | |||
| Total Rating | 100 | ||||||
Reference:
- National Biodiesel Board, U. Bioenergy, Biomass to Biofuels; 2015
- Pecha, B.; Garcia-Perez, M. Chapter 26 – Pyrolysis of Lignocellulosic Biomass: Oil, Char, and Gas. In Bioenergy; 2015
- Knothe, G.; Van Gerpen, J. H.; Krahl, J. J.; Gerpen, J. H. Van. The Biodiesel Handbook; 2005; Vol. 2
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
