CHEM ENG 2015 - Principles of Biotechnology II
North Terrace Campus - Semester 2 - 2021
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General Course Information
Course Details
Course Code CHEM ENG 2015 Course Principles of Biotechnology II Coordinating Unit School of Chemical Eng and Advanced Materials(Ina) Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge CHEM 1000A/B, GENETICS 1000A/B Assessment Quizzes, assignments, final examination Course Staff
Course Coordinator: Dr Benjamin Keiller
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1 Explain and model scale up problems associated with fermentation particularly in fed-batch mode; explain and specify alternative routes for cell disruption and bio-solids (e.g. inclusion bodies) recovery; 2 Recognise the factors involved in the expression of proteins and other products by microorganisms; 3 Explain how naturally produced bio-products can be exploited for research & commercial purposes 4 Devise future studies based on identification of areas of biotechnology that are of specific interest
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 2.1 3.4
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
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Learning Resources
Recommended Resources
Reference Books
“Methods in Plant Molecular Biology and Biotechnology” Bernard R., Glick & John E. Thompson.
1993. CRC Press, Boca Raton, Florida.
“Plants, Genes, & Crop Biotechnology” Maarten Chrispeels & David Sadavi. 2nd Edition. 2003. Jones & Bartlett Publishers.
"Molecular Biotechnology: Principles and Applications of Recombinant DNA" Bernard R. Glick & Jack J Pasternak. Second Edition. 1998. ASM press, Washington D.C.
"Biochemical Engineering Fundamentals" J. Bailey & D. Ollis, 2nd Edition, McGraw Hill
Online Learning
A range of online resources will be provided via MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact Hours Workload Hours Lectures 36 72 Tutorials 12 24 Computer Labs TOTAL 48 96 Learning Activities Summary
Topic 1 - Plant Systems
(Plant Science)
· Plant Tissue Culture: What is it and why is it important?
· Plant Tissue Culture: Methods and applications.
· Constructs for Plant Genetic Engineering: components and utility.
· Plant transformation: Methods & techniques; examples - metabolic (starch, oil composition); developmental (e.g. flowering, grain & fruit development, apomixis); physiological (e.g. plant height, seeding vigour, storage); tolerance to environmental stress (e.g. herbicide, disease, drought, salinity, symbiosis).
· Regulatory Framework: Who governs the industry, OGTR, risk assessment;
· Functional ‘Omics’: Finding the candidate gene, techniques utilised, genome structure, applications.
Topic 2 - Microbial Gene Expression & Microbes
(Wine & Horticulture, and Microbiology & Immunology)
· Sequencing & Amplification of DNA: sequencing, whole genome sequencing projects.
· Gene expression in prokaryotes & eukaryotic microbes: strong & reliable promoters; expression hosts (prok vs euk); recombinant protein stability, oxygen limitation; protease-resistant hosts; metabolic load.
· Molecular diagnostics: immunologicals; DNA-based systems, including rapid hybridisation & PCR.
· Therapeutic agents: enzymes e.g. Dnase, lysases.
· Vaccines: killed vs live; attenuated; sub-unit vaccines; DNA based vaccination
· Commercial processes: Product formation 1- fermented food/beverages/fuel alcohol; food supplements; bio-polymers; molecular biologicals; biological insecticides.
· Product formation 2 - pathway engineering; protein engineering/directed mutagenesis.
· Production & use of biomass; degradation of xenobiotics; single-cell protein
Topic 3 - Animal/Medical Biotechnology
(Mammalian Systems)
Technologicals and Diagnostic methods
· Cutting edge high-throughput methods for genomic and proteomic analysis.
· Microarrays, mass-spectrophotometry and protein chips.
· Biologicals
· Recombinant proteins used as Human and Veterinary therapeutics.
· Cell Based Therapies
· Stem cell therapy, animal transgenesis and cloning.
Topic 4 -Introduction to Bioprocess Engineering Principles
(Chemical Engineering)
· Introduction: biotechnology & biochemical engineering; how biological scientists & engineers work together (e.g. production of a recombinant protein); an overview from petri dish to full-scale production
· Cell-culture systems: bacterial, plant & mammalian cells.
· Fermenters: growth kinetics of cells; oxygen transport; modelling of fermenters
· Downstream Processing: biomass/product recovery and purification
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
* The specific due date for each assessment task will be available on MyUni.Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Tutorial Assignments 30 Group Summative Weeks 2-12 1. 2. 3. Final exam 70 individual Summative 1. 2. 3. Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
Assessment Detail
No information currently available.
Submission
No information currently available.
Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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