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The National Commission for
Academic Accreditation &
Assessment
COURSE SPECIFICATION
BIOCHEMISTRY II
(BCHT 202)
ACADEMIC YEAR 1432-1433
0
Course Specification
Institution
College/Department
University of Tabuk
Faculty of Applied Medical Science / Medical Lab Technology Department
A Course Identification and General Information
1. Course title and code:
BIOCHEMISTRY II/ BCHT 202
2. Credit hours:
THREE
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
BSC in Medical Lab Technology
4. Name of faculty member responsible for the course
Eram Husain, PhD
5. Level/year at which this course is offered:
6. Pre-requisites for this course (if any):
THIRD / SECOND YEAR
Biochemistry I (BCHT-201)
7. Co-requisites for this course (if any)
None
8. Location (if not on main campus)
Maseef Campus
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B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
Biochemistry (BCHT 202) is designed to help the student to achieve a number of broad
objectives. At the end of the course, the student will be able to:
Define operationally the different terms pertaining to metabolic processes and to
develop an understanding of the relationship of the structure of biomolecules to its
function and metabolism. Communicate effectively through oral presentation of
Biochemistry article reviews. Interact with their laboratory group in demonstrating and
judging safe laboratory practices. Exhibit professionalism and safety practices in all
classes.
2. Briefly describe any plans for developing and improving the course that are being implemented.
(e.g. increased use of IT or web based reference material, changes in content as a result of new
research in the field)



Updating the knowledge horizon with the latest available edition of recommended book
Encouraging the use of web-based search studies including animated learning videos
Engaging the problem based learning process by utilizing case studies
C. Course Description
BCHT 202 is a two-unit lecture and one- unit laboratory for level 4 Medical
Laboratory Technology program. The course comprises the discussion of metabolism
of carbohydrates, amino acid and lipids; the integration and regulation of cellular
metabolic pathways of living cell, components of these pathways and the nature &
mechanism of cellular reactions. An in-depth discussion follows the enzyme based
reaction mechanisms and regulatory network of the fundamental metabolic pathways
including glycogenesis, glycogenolysis, gluconeogenesis, glycolysis, the pentose
phosphate pathway, fatty acid metabolism, the citric acid cycle, the electron transport
system, oxidative phosphorylation, urea cycle, amino acid metabolism & related
inborn errors. The focus of the laboratory course is on techniques for analysis of small
biomolecule mixtures.
1 .Topics to be Covered
List of Topics
Intermediary Metabolism
Carbohydrates : Carbohydrate metabolism- Glycolysis
2
No of
Weeks
1st
week
Contact
hours
2
2nd
weeks
2
Citric acid cycle
3rd
weeks
2
Electron Transport Chain
4th
week
2
Oxidative phosphorylation
5th
weeks
2
Gluconeogenesis
6th week
2
Pentose phosphate pathway
7th week
2
Protein metabolism- Amino acid metabolism
8th week
2
Urea cycle-Inborn Error of metabolism
9th week
2
Lipid metabolism (I)
10th
week
2
Lipid metabolism (II)
11th
week
2
12th-15th
week
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An Overview of the entire syllabus followed by discussions and
addressing students’ queries
2. Course components (total contact hours per semester):
Lecture:
30 hours
Tutorial: None
Practical: 30 hours
Other:
3. Additional private study/learning hours expected for students per week. (This should be an average:
for the semester not a specific requirement in each week)
3 hours (office hours) per week
3
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill for the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or
skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in
the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired Please extract here the specific objectives from
your syllabus that indicate lower levels of learning (knowledge, comprehension and
application)
1.
Define operationally the different terms pertaining to metabolic processes.
2.
Develop an understanding of the relationship of the structure of biomolecules to
its function and metabolism.
3.
Explain the central energy metabolism as well as the basic chemical properties
that underlie these processes.
4.
Describe the mechanisms of regulation of metabolic processes.
5.
Explain the underlying concepts regulating major biochemical pathways.
(ii) Teaching strategies to be used to develop that knowledge
1. Lectures
2. Classroom discussions
3. Quizzes
4. Home works.
(iii) Methods of assessment of knowledge acquired
1.
Periodic exams
2.
Final exam
b. Cognitive Skills
(i) Description of cognitive skills to be developed
1.
2.
3.
Relate the interdependent relationship between enzyme catalysis, metabolism, regulation and
their importance to the physiological processes
Interpret simple biochemical measures for a variety of common biochemical disorders.
Interpret and apply common biochemical parlance, definitions and values in relation to common
biochemical tests utilized in the field.
(ii) Teaching strategies to be used to develop these cognitive skills
1.
2.
3.
Classroom discussions
Web based search
Case studies
4
(iii) Methods of assessment of students cognitive skills
1.
Quizzes (written)
2.
Assignments
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be developed
Participation in class discussions
(ii) Teaching strategies to be used to develop these skills and abilities
1.
2.
Class discussions
Research activities
(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility
1.
2.
3.
Performance on in-term exams.
Work on research activity.
Overall student performance in class discussions
d. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
Not applicable
(ii) Teaching strategies to be used to develop these skills
Not applicable
(iii) Methods of assessment of students numerical and communication skills
Class discussions
e. Psychomotor Skills (if applicable)
1.
2.
3.
4.
5.
Locate Materials Safety Data Sheets, chemicals carcinogens list, and hazardous chemicals
list.
Dilute specimens, repeat analysis and calculate true result for all procedures performed as
required.
Perform laboratory procedures with confidence.
Prepare and label chemical and biological reagents and materials according to directions.
Participate actively and effectively expresses ideas during discussions.
(ii) Teaching strategies to be used to develop these skills
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Class discussions
Demonstrations
(iii) Methods of assessment of students psychomotor skills
Encouraging participations in seminars
Involving students in the laboratory procedure
5. Schedule of Assessment Tasks for Students During the Semester
Assessment
Assessment task (eg. essay, test, group project,
examination etc.)
Week due
1
1st midterm
6
Proportion
of Final
Assessment
10 %
2
2nd midterm
12
10 %
3
Quizzes and Homeworks
4-12
5%
5
Final written exam
17
40 %
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and academic
advice. (include amount of time teaching staff are expected to be available each week)
3 hours (office hours) per week
E Learning Resources
1.
Required Text(s)
Harper's Illustrated Biochemistry, 28e
Robert K. Murray, David A Bender, Kathleen M. Botham, Peter J. Kennelly, Victor W. Rodwell, P. Anthony
Weil
Copyright © 2009 by The McGraw-Hill Companies, Inc
2. Essential References
 Cox, Michael
M. and Lee, ND.. (2005). Principles of biochemistry; Freeman
and WH Company
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
a. Campbell, MK and Farrell, SO (2003). Biochemistry. 4th ed. Harcourt
Brace and Company, San Orlando, Fl.
b. Cox, Michael M. and Lee, ND.. (2005). Principles of biochemistry;
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Freeman and WH Company.
c. Devlin, Thomas M. (2006). Textbook of biochemistry: with clinical
correlation; Wiley- Liss, Hoboken ,New Jersey
d. Bettelheim, F.A. et al.(2009) Introduction to general, organic and
biochemistry; Cengage Learning.
e. Garrett, Reginald; Grisham, Charles. (2002). Principles of biochemistry
with a human focus; Harcourt: Philadelphia.
f. Garrett, Reginald and Grisham, Charles M.(2010). Biochemistry;
Brooks and Cole Publishing Company.
g. Harvey, Richard A., Ferrier, Denise R.(2011). Biochemistry 5th edition;
Lipponcott William & Wilkins Philadelphia.
h. Horton, Robert. (2006). Principles of biochemistry; Pearson Prentice
Hall.
i. Jeremy,M. et al. (2007). Biochemistry; WH Freeman Company.
j. Pratt, Charlotte W. and Cornely, K. (2004). Essential biochemistry.
John Wiley & Sons Inc. Publishers.
k. Swanson, Todd et al.(2010) Biochemistry, Molecular biology and
genetics; Lipponcott William &wilkins Philadelphia.
l. Trudy McKee and James R. McKee.(2003). Biochemistry: the
molecular basis of life. Third edition. WCB/McGraw-Hill Press,
Boston, MA.
4-.Electronic Materials, Web Sites etc
A copy of the Power point teaching resource is provided each week to the students in order to
relate to the discussed topics with the recommended text books.
5- Other learning material such as computer-based programs/CD, professional standards/regulations
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in
classrooms and laboratories, extent of computer access etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Smart Board
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2. Computing resources
Full data show projector system
3. Other resources ( If specific laboratory equipment is required, list requirements or attach list)
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

End of term course evaluation reports by students.
2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department

Class observation by the supervisor.
3 Processes for Improvement of Teaching



Training sessions for the exchange of experiences amongst faculty members.
Regular meetings for problems and solutions expected.
Encouragement of faculty staff members to attend professional development conferences.
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
member teaching staff of a sample of student work, periodic exchange and remarking of tests or a
sample of assignments with staff at another institution)


Check marking of a sample of examination papers by a senior faculty member.
Under graded students papers checked by another evaluator.
5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for
improvement.

Annual comparing of curriculum, syllabus and course description with other universities
for improvements.
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