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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 1 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 8 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 5 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; 6 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 7 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. 8