SEMESTER LEARNING PLAN
Course Title: Biochemistry 2 (Bio2)
MK code: AKM21 355
Credit Weight: 3
Group of Courts: Compulsory
Semester: 5
Prerequisite Course: Bio1
Lecturer:
Dr. M. Asy’ari, M.Si,
Dra. Nies Suci Mulyani, MS.,
Dr. Agustina LN Aminin, M.Si,
Purbowatiningrum RS., 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 skill | GLO4 -(KK2) | Able to solve science and technology problems in general and straightforward chemical fields such as identification, analysis, isolation, transformation, and synthesis of macromolecules through the application of knowledge of structure, properties, kinetics, and energetics of molecules and chemical systems, with analytical and synthesis methods in the field-specific chemistry, as well as the application of relevant technologies. |
| GLO5 -(KK3) | Able to analyze several alternative solutions in identification, analysis, isolation, transformation, and synthesis of available chemicals and present analysis conclusions for appropriate decision making. |
Course Description
This course discusses the concept of the energy cycle in nature, energy transfer in cells, normal biomolecule metabolism and its deviation, the flow of genetic information and antibodies, and their relationship to the onset of certain diseases.
| Week | Expected ability (Sub-CLO) | Study Materials/ Learning Materials | Learning methods | Student Learning Experience | Time (minutes) | Evaluation | |
| Criteria and Indicators | % | ||||||
| 1 | Able to describe (C2) and implement (P2) the concept of chemical thermodynamics in the energy transformation process that occurs in living cells using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Bioenergetics:
1. The concept of energy cycle in macroscopic (universe), microscopic (cell), and molecular. 2. Overview of thermodynamics: the role of high-energy phosphate molecules in energy transformation processes in cells. 3. The role of ATP as the primary bioenergetic molecule in cells. |
Discovery learning
Cooperative learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
(1). Accurately describes the concept of the energy cycle and implements the idea of chemical thermodynamics in the energy transformation process in cells.
(2). Student activity in discussions and doing assignments. |
10 |
| 2 | Students can describe (C2) the steps of ATP biosynthesis reactions and implement them (P2) in calculating the bioenergetic equivalence between ATP molecules and other bioenergetic molecules such as NADH, FADH2, and NADPH using schematic drawings and chemical reaction mechanisms with a minimum accuracy of 70%. | Bioenergetics: production of bioenergetic molecules (ATP) through oxidative phosphorylation and electron transport processes which include:
(1). The concept of an oxidation-reduction reaction, (2). Structure and chemical (redox) properties of bioenergetic compounds such as ATP, NADH, FADH2, and NADPH, (3). The stages of electron transfer and oxidative phosphorylation and where they occur in the cell. |
Discovery learning
Cooperative learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
(1). Accurately describes the steps of ATP biosynthesis and implements them in calculating ATP equivalence with other bioenergetic molecules such as NADH and FADH2.
(2). Student activity in discussions and doing assignments. |
10 |
| 3 | Students can describe (C2) the principle and mechanism of the reaction using ATP and implement it (P2) in processes inside the cell such as ion transport through membranes, muscle contraction, and photosynthesis using schematic drawings and chemical reaction mechanisms with a minimum accuracy of 70%. | Bioenergetics: bioenergetic molecules (ATP) in cells, namely: ion transport through membranes, muscle contraction, and photosynthesis. | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
(1). Accuracy describes the principle and reaction mechanism of ATP use in cell processes such as transport of ions through membranes, muscle contraction, and photosynthesis.
(2). Student activity in discussions and doing assignments. |
5 |
| 4 | Students can describe (C2) the structure and function of chromosomes and genes and implement (P2) the stages of DNA replication in the inheritance of genetic traits from parent to offspring using schematic drawings with a minimum accuracy of 70%. | The flow of genetic information: chromosomes and genes, replication | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accuracy describes the structure and function of chromosomes and genes and the role of the stages of DNA replication in the inheritance of genetic traits from parent to offspring.
(2). Student activity in discussions and doing assignments. |
5 |
| 5 | Students can describe (C2) the stages of transcription and translation and implement them (P2) in the protein biosynthesis process using schematic drawings with a minimum accuracy of 70%. | The flow of genetic information: transcription, genetic code, translation | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accuracy describes the role of transcriptional and translational steps in the process of protein biosynthesis.
(2). Student activity in discussions and doing assignments. |
10 |
| 6 | Students can describe (C2) types of regulation of gene expression and genetic diversity of antibodies and implement them (P2) in controlling protein biosynthesis using schematic drawings with a minimum accuracy of 70%. | Genetic information flow: regulation of gene expression and antibody genetic diversity | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accuracy describes the relationship between the mechanism of gene expression regulation (lac operon, trp operon) and the control of protein biosynthesis.
(2). Student activity in discussions and doing assignments. |
5 |
| 7 | Students can describe (C2) the effect of gene mutations on protein structure and function and correlate it (P2) with the incidence of genetic diseases using schematic drawings with a minimum accuracy of 70%. | The flow of genetic information: diseases caused by gene mutations | Problem Based Learning | Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). The precise correlation between gene mutations and changes in the structure and function of proteins that cause genetic diseases (2). Student activity in discussions and doing assignments. |
5 |
| 8 | Midterm exam | Written exam | 90 | Truth in solving exam questions | |||
| 9 | Able to describe (C2) the stages of chemical changes in carbohydrates in cells and implement them (P2) in the dynamics of biomolecules and energy in living cells using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Metabolism: basic concepts of the digestive system, metabolism, and carbohydrate metabolism (1. glycolysis, 2. citric acid cycle, 3. gluconeogenesis, 4. glycogenolysis). | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describe the steps of carbohydrate metabolism (glycolysis, citric acid cycle, gluconeogenesis, glycogenolysis)
(2). The accuracy of the correlation between carbohydrate metabolism and energy production (ATP). (3). Student activity in discussions and doing assignments.
|
10 |
| 10 | Able to describe (C2) the stages of chemical changes in fatty acids in cells and implement them (P2) in the dynamics of biomolecules and energy in living cells using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Metabolism: fatty acid metabolism (1. beta-oxidation of fatty acids, 2. biosynthesis of fatty acids) | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accuracy of describing the stages of fatty acid metabolism (beta-oxidation and fatty acid biosynthesis)
(2). The accuracy of the correlation between fatty acid metabolism and energy production (ATP). (3). Student activity in discussions and doing assignments. |
10 |
| 11 | Able to describe (C2) the stages of chemical changes in amino acids in cells and the mechanism of neutralizing toxins from metabolic waste using schematic drawings and chemical equations with a minimum accuracy of 70%. | Metabolism: protein metabolism (1. amino acid degradation, two urea cycles) | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describe the stages of protein metabolism (amino acid degradation and urea cycle)
(2). The accuracy of the correlation between the urea cycle and the process of neutralizing toxins from metabolic waste. (3). Student activity in discussions and doing assignments. |
10 |
| 12 | Able to describe (C2) the stages of chemical changes in nucleotides in cells and implement them (P2) in the process of biomolecular dynamics in living cells using schematic drawings and chemical reaction equations with a minimum accuracy of 70%. | Metabolism: nucleic acid metabolism (1. purine metabolism, 2. pyrimidine metabolism). | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describes the stages of nucleic acid metabolism (purines and pyrimidines).
(2). The precise correlation between purine and pyrimidine metabolism. (3). Student activity in discussions and doing assignments. |
5 |
| 13 | Able to describe (C2) and integrate (P4) metabolic pathways of carbohydrates, lipids, proteins, and nucleic acids and correlate (C4) with organ functions of living things using schematic drawings with a minimum accuracy of 70%. | Metabolism: integration of metabolism | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Precisely integrating the metabolic pathways of all biomolecules
(2). The accuracy of the correlation between organ function and metabolic reactions that occur. (3). Student activity in discussions and doing assignments. |
5 |
| 14 | Able to describe (C2) deviations in the metabolism of carbohydrates, lipids, proteins, and nucleic acids and correlate (C4) with the disease onset using schematic drawings with a minimum accuracy of 70%. | Metabolism: diseases due to metabolic disorders, the topic I: Gout (GOUT), Albino, Niemann–Pick and Galactosemia | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). The accuracy of correlation between metabolic disorders with the onset of disease: Gout (GOUT), Albino, Niemann-Pick, and Galactosemia.
(2). Student activity in discussions and doing assignments. |
5 |
| 15 | Able to describe (C2) deviations in the metabolism of carbohydrates, lipids, proteins, and nucleic acids and correlate (C4) with the disease onset using schematic drawings with a minimum accuracy of 70%. | Metabolism: diseases due to metabolic disorders, topic II: Hyperlipidemia and hypercholesterolemia, | Discovery learning
Cooperative learning Problem Based Learning |
Learn by digging/searching for information and utilizing that information to solve factual problems/ designed by the lecturer | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). The accuracy of the correlation between metabolic irregularities with the onset of disease.
(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:
- Devlin, T.M., (1997), Textbook of Biochemistry With Clinical Correlations, Fourth Edition, Wiley-Liss, Inc, USA
- Lehninger, (1977), Biochemistry, second edition, Worth Publisher, Inc, USA.
- Mathews, C.K., and Van Holde, K.E., (1996), Biochemistry, second edition, The Benjamin/Cummings Publishing Company, Inc, California, USA.
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
