SEMESTER LEARNING PLAN
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Course Title: Molecular Biotechnology (BTM)
MK code: AKM21 460
Credit Weight: 3
Group of Courts: Elective
Semester: 4
Prerequisite Course: Bio2
Lecturer:
Dr. Mukhammad Asy’ari, M.Si.
Purbowatiningrum Ria Sarjono., 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 | GLO 3 -(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 | GLO 5 -(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. |
| GLO 5 -(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 development of molecular biotechnology, recombinant DNA engineering, gene cloning, gene expression control in prokaryotic and eukaryotic cells, mutagenesis, protein engineering, fermentation technology, and the application of molecular biotechnology in the industrial field.
| 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) the history and prospects of conventional and modern biotechnology for the industrial world using schematic drawings with a minimum accuracy of 70% | Development and Revolution of Molecular Biotechnology: History of biotechnology, Prospects of biotechnology for industry, Recombinant DNA Engineering as a Milestone of Modern Biotechnology | Discovery learning
Cooperative learning |
Students learn by listening to lectures and actively discussing to explore further information to answer the problems asked by the lecturer. | FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
(1). Accurately describe the difference between conventional and modern biotechnology
(2). Accuracy explains the prospects of biotechnology for the industry. (3). Accuracy explains Recombinant DNA Techniques as a Milestone of Modern Biotechnology. (4). Student activity in discussions and doing assignments |
10 |
| 2 | Students can describe (C2) the structure and function of DNA and the steps of the cloning procedure using schematic drawings with a minimum accuracy of 70%. | Recombinant DNA Technology: DNA: Structure and Function, Cloning Procedures | 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 relationships
between lessons and homework. |
FF: 1 x (3 x 50”)
ST + SS: 1 x [(3 x 50”) + (3 x 60”)] |
(1). Accurately describe the structure and function of DNA
(2). Accuracy describes the stages of gene cloning. (3). Student activity in discussions and doing assignments. |
10 |
| 3 | Students can describe (C2) the types and functions of restriction enzymes, ligases, and cloning vectors and apply them (P2) in recombinant technology processes using schematic drawings with a minimum accuracy of 70%. | Recombinant DNA Technology: Restriction Enzyme, Ligase Enzyme, Cloning Vector | Discovery learning
Cooperative learning Problem Based Learning |
Before meeting face to face in class, students work on group assignments: prepare discussion materials in the form of papers (doc) and presentations (ppt). Students make presentations and discussions on topics: ion transport through membranes, muscle contraction, and photosynthesis during lectures. | 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 stages of recombinant DNA engineering and host cell transformation as part of the cloning stage using schematic drawings with a minimum accuracy of 70%. | Recombinant DNA Technology: Recombinant DNA, Host Cell Transformation | 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 courses and their work. | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accuracy describes the stages of recombinant DNA engineering techniques and host cell transformation.
(2). Student activity in discussions and doing assignments. |
5 |
| 5 | Students can describe (C2) the components that makeup genes, the mechanism and regulation of gene expression, and apply them (P2) in the process of protein biosynthesis in prokaryotic cells using schematic drawings with a minimum accuracy of 70%. | Gene Expression Manipulation: Prokaryotic Gene Expression, Gene Expression Promoter Selection, Gene Expression Regulation | 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 courses and their work. | 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) the meaning of fusion protein and the mechanism of eukaryotic gene expression using schematic drawings with a minimum accuracy of 70% | Gene Expression Manipulation: Fusion Proteins, Eukaryote Gene Expression | Discovery learning
Cooperative learning Problem Based Learning |
Before meeting face to face in 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: lac operon, trp operon. | 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 mechanism of mutagenesis and protein engineering using schematic drawings with a minimum accuracy of 70%. | Mutagenesis and Protein Engineering: Random Mutagenesis, Directed Mutagenesis, Protein Engineering
|
Discovery learning
Cooperative learning Problem Based Learning |
Before meeting face to face in 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: mutation and protein engineering. | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accuracy describes the meaning and mechanism of mutagenesis and protein engineering.
(2). Student activity in discussions and doing assignments. |
5 |
| 8 | Midterm exam | Written exam | 90 | Truth in solving exam questions | |||
| 9 | Students can describe (C2) the role of microorganisms in biotechnology and apply it (P2) in fermentation technology. | Fermentation technology: The role of microorganisms in biotechnology, through the fermentation process
|
Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to explore further information to answer the problems asked by the lecturer regarding the role of microorganisms in fermentation.
Independent task: students look for, dig up information about terms that exist in fermentation technology. |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describes the role of microorganisms in biotechnology by giving two examples.
(2). Student activity in discussions and doing assignments. |
5 |
| 10 | Students can describe (C2) the principle of fermentation and
implement it (P2) in fermentation technology. |
Fermentation technology: Fermentation Media, Sterilization, Inoculum development | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to explore further information to answer the problems asked by the lecturer regarding the role of microorganisms in fermentation.
Independent task: students look for one example of fermentation with its points on the sterilization media. |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describes the principles of media preparation, sterilization, and inoculum development in the form of a single microorganism sample
(2). Student activity in discussions and doing assignments. |
5 |
| 11 | Students can explain and describe (C2) the principle of fermenter design and reaction kinetics and implement (P2) in fermentation technology. | Fermentation technology: Fermenter Design, Fermentation Kinetics | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to explore further information to answer the problems asked by the lecturer regarding fermenter design and fermentation kinetics.
Group task: prepare discussion material |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describe the principle of reactor design and fermentation kinetics
(2). Student activity in discussions and doing assignments. |
10 |
| 12 | Students can explain and describe (C2) the concept of fermentation broadly and implement (P2) in the fermentation industry.
|
Fermentation Technology: Application of Fermentation Technology in Industry | Discovery learning
Cooperative learning Problem Based Learning |
During lectures, students make presentations and discussions with topics that have been assigned at the 11th meeting. | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describe the basic principle of fermentation
(2). Student activity in discussions and doing assignments. |
5 |
| 13 | Students can describe (C2) the concept of implementing tissue culture (P2) in the biotechnology industry. | Wide application of Biotechnology: tissue culture | Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to explore further information so that students can answer problems asked by lecturers about tissue culture | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accuracy in describing the concept of tissue culture
(2). Student activity in discussions and doing assignments. |
10 |
| 14 | Students can explain and describe (C2) the application of gene and transgenic cloning in the biotechnology industry. | Wide range of Biotechnology applications: gene cloning, transgenic
|
Discovery learning
Cooperative learning Problem Based Learning |
Students learn by listening to lectures and actively discussing to dig up more information so that students can answer problems asked by lecturers about cloning and GMOs
Group assignments: prepare discussion materials in the form of papers (doc) and presentations (ppt) regarding applications and constraints |
FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describe the principle of gene cloning and transgenic
(2). Student activity in discussions and doing assignments. |
10 |
| 15 | Students can explain and describe (C2) the prospects and constraints of GMOs in industry and society. | Broad Application of Biotechnology: Prospects and Constraints of Genetic Engineering | Discovery learning
Cooperative learning Problem Based Learning |
During lectures, students make presentations and discussions with topics that have been assigned at the 14th meeting | FF: 3 x 50
ST: 3 x 60 SS: 3 x 60 |
(1). Accurately describe the prospects and constraints of GMOs
(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:
- Brown, T.A., 1995, Gene Cloning : An Introduction, 3 rd edition, Chapman & Hall.
- Glick, B.R. and Pasternak, J.J (1994), Molecular Biotechnology: Principles and Applications of Recombinant DNA, ASM Press, Washington
- Sambrook, J. and Russel D.W. (2001), Molecular Cloning: A Laboratory Manual, Cold Spring Harbor Laboratory Press, New York
- Watson, J.D., Hopkins, N.H., Roberts, J.W., Steits, J.A., Molecular Biologi of The Gene, Volume II, 4th edition, Benjamin/Cumming, Menlo Park, 1987.
- Watson, J.D., Gilman, M., Witkowski, J.,and Zoller, M., 1998, Recombinant DNA, W.H. Freeman and Company, New York.
Glossary
GLO = Graduate Learning Outcome
CLO = Course Learning Outcomes
FF = Face to Face Learning
ST = Structured tasks
SS = Self Study
