BIO2030 : Methods in Biotechnology: Principles, Theory and Practice
- Offered for Year: 2019/20
- Module Leader(s): Dr Martin Edwards
- Lecturer: Dr Timothy Boswell, Dr Jon Marles-Wright, Dr Thomas Howard, Professor Angharad MR Gatehouse, Dr Maxim Kapralov
- Owning School: Natural and Environmental Sciences
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
To inform students about the technology that is currently used in the analysis and engineering of genes and to give students practical experience in this technology. Also to introduce the principles of allied technologies (proteomics, transcriptomics, and cell culture) and expose students to industry through a site visit and an introduction to intellectual property.
Lab practicals will provide students with intensive training in modern molecular biological methods centered around tools and techniques for DNA and protein isolation and characterisation. Students will be taken through a logically connected sequence of experiments on a biological system that will allow them to collect experimental data for presentation and analysis. This provides formative training, assessment and feedback, equipping students to carry out final year laboratory based research projects in module BIO3196, as well as increasing their practical and data processing skills. The practicals concentrate specifically on molecular biology and biochemistry tools and techniques, and introduce students to the rigour of scientific experiments and data interpretation.
The module, along with others, provides students with the appropriate underpinning theoretical knowledge and practical skills for the final year biotechnological modules and projects offered by the School.
Outline Of Syllabus
This module introduces the technology currently used in the analysis and engineering of genes. It also introduces the principles of allied technologies (proteomics, transcriptomics, and cell culture) and exposes students to industry through a site visit to a biotech company and provides and an introduction to the use of a model-guided design for experimentation in biotechnology.
1. How to clone a bacterial gene.
2. How to isolate a cDNA encoding a specific protein.
3. DNA sequencing.
4. Protein engineering.
5. High-level regulated expression of heterologous genes in microbial systems (E. coli, P. pastoris).
6. Genome editing.
7. Creation of transgenic plants, animals and microorganisms; introduction to applications of the technology in medicine, agriculture and industry.
8. Outlines of proteomics, transcriptomics.
9. Outline of plant and animal cell culture.
10. Introduction to model-guided design for biotechnology.
11. Site visit to Centre for Product Innovation (CPI), Redcar.
12. Revision sessions/Exam surgeries.
The lectures will be underpinned by a series of practicals, which will focus on:
1) PCR from plasmid DNA
2) Preparing antibiotic screening plates
3) Transformation of E. coli
4) Colony PCR to confirm transformation success and calculation of transformation
5) Plasmid extraction and restriction digestion
6) Protein extraction, chromatography, quantification, and protein gels
7) Experimental manipulation of bacterial gene expression using nutrients
|Guided Independent Study||Assessment preparation and completion||1||20:00||20:00||Essay|
|Scheduled Learning And Teaching Activities||Lecture||2||2:15||4:30||Revision sessions / exam surgeries|
|Scheduled Learning And Teaching Activities||Lecture||15||1:00||15:00||Directed reading|
|Guided Independent Study||Assessment preparation and completion||6||2:30||15:00||Lab skill assessment reflection|
|Guided Independent Study||Assessment preparation and completion||1||1:30||1:30||Final exam|
|Guided Independent Study||Assessment preparation and completion||15||0:30||7:30||Revision for final exam|
|Guided Independent Study||Assessment preparation and completion||1||20:00||20:00||Data analysis report|
|Scheduled Learning And Teaching Activities||Lecture||15||1:00||15:00||N/A|
|Scheduled Learning And Teaching Activities||Practical||6||5:00||30:00||N/A|
|Scheduled Learning And Teaching Activities||Fieldwork||1||5:00||5:00||N/A|
|Guided Independent Study||Reflective learning activity||9||1:00||9:00||Reflective blog|
|Guided Independent Study||Independent study||5||2:30||12:30||Practical preparation and follow-up|
|Guided Independent Study||Independent study||15||1:00||15:00||Lecture follow up|
|Guided Independent Study||Independent study||1||30:00||30:00||Consolidation of new technical knowledge with underlying principles|
Teaching Rationale And Relationship
The lectures provide factual material; the practical classes introduce and allow students to practise laboratory skills and important techniques; the seminars provide periods to introduce and discuss topics not practised in the laboratory; the field trip exposes the students to a biotechnological company, to their industrial site, and to explanations of their purposes and methods.
The practicals give students hands-on experience in fundamental laboratory techniques with appropriate supervision and guidance. Practical skill assessment completed during the workshop will assess knowledge outcomes of methodology. Private study, both during and after the workshop, is necessary for students to absorb information gained from instruction and practical work, to deepen knowledge and understanding through reading of supporting references, and to prepare assignments on data analysis and comprehension.
The format of resits will be determined by the Board of Examiners
|Written exercise||2||M||25||Essay (max. 2000 words)|
|Report||2||M||15||Data analysis report (500 words plus analysis)|
|Prof skill assessmnt||2||M||10||Lab skills assessment|
|Reflective log||2||M||Reflective blog on the peer marking exercise|
Assessment Rationale And Relationship
The exam is designed to test understanding, synthesis and analysis, and retention of the important concepts of recombinant DNA technology. The assessed practical work will assess both the practical skill and knowledge based learning outcomes of the workshop. The essay will test knowledge-based learning outcomes through understanding of the biological system studied. Both subject-specific and key skill learning outcomes are assessed by the requirement to present a piece of data analysis and presentation in an acceptable scientific format.
The reflective blog on the peer marking exercise will provide the students with a unique perspective of how their own work compares to that of their peers. By recording these thoughts and feelings in a reflective blog and by providing feedback to their peers they will understand where their own work needs improvement.