chem.edu.untan.ac.id › download › 2cec8604fa0… · Web viewProtein and amino acid metabolism Digestion of protein General reactions of amino acid metabolism (oxidative deamination,

RENCANA PEMBELAJARAN SEMESTER

(LESSON PLAN)

BIOCHEMISTRY II

Dr. Masriani, M.Si, AptDra. Eny Enawaty, M.Si

CHEMISTRY EDUCATION STUDY PROGRAMDEPARTMENT OF MATHEMATIC AND NATURAL SCIENCE EDUCATION

FACULTY OF LEARNING AND EDUCATIONTANJUNGPURA UNIVERSITY

PONTIANAK OKTOBER 2015

LESSON PLAN

1. Study Program : Chemistry Education

2. Subject : Biochemistry II

3. Code/SKS/Semester : KPKI 446/2/ SKS/VI

4. Prerecuisite : Organic Chemistry I and II, Biochemistry I

5. Status of subject : Obligatory

6. Descriptions of subject:

This lesson is obligatory subject to graduate students of chemistry

education. This lesson discussion about bioenergetic, metabolism, biologycal

oxidation, genetic information, and recombinant DNA technology.

7. Learning Outcome

After learning this lesson, the students should be able to explain of

bioenergetic, metabolism of macromolecules (carbohydrate, lipid, protein) and

nucleic acid, and recombinant DNA.

8. Learning Materials

1. Bioenergetic and overview of metabolism

a. Basic thermodinamic concept

b. Concept of metabolism, catabolism, and anabolism

c. ATP cycle

2. Carbohydrate metabolism

a. Digestion of carbohydrate

b. Glycolysis

c. TCA cycle

d. Glycogenesis

e. Glycogenolysis

f. Gluconeogenesis

g. Pentose Phosphate Pathway

h. Hormonal regulation of carbohydrate metabolism

3. Biological oxidation

a. Electron transport

b. Oxidative phosphorilation

4. Lipid metabolism

a. Disgestion of lipid

b. Metabolism (anabolism and catabolism) of triglyceride

c. Transport of fatty acid into mitochondria

d. Beta-oxidation of fatty acids (satd, unsatd, odd no & even no)

e. Metabolism of ketone bodies

f. Biosynthesis of saturated and unsaturated fatty acids

g. Biosynthesis of cholesterol

h. Lipoprotein

i. LDL receptor and hypercholesterolemia

j. Synthesis and metabolism of steroid hormones

5. Protein and amino acid metabolism

a. Digestion of protein

b. General reactions of amino acid metabolism (oxidative deamination,

transamination, decarboxylation etc),

c. Glucogenic and ketogenic amino acids

d. Urea cycle

e. Biosynthesis and catabolism of amino acids (glycine, phenylalanine,

glutamic acid),

f. Inborn errors of amino acid metabolism (alkaptonuria, phenylketonuria,

albinism)

g. Nucleic acid and biosynthesis of protein (replication, transcription,

translation, and regulation)

6. Nucleotide metabolism

a. Biosynthesis and catabolism of purines

b. Biosynthesis and catabolism of pyrimidines

c. de novo synthesis and salvage pathway

d. diseases due to defect in nucleotide metabolism.

7. Recombinant DNA

a. Cloning of DNA

b. Genetic information

c. Regulation of gene expression

9. Implementation of Learning Activities

9.1 Lecturing

MeetingLearning outcome Topic Learning activities Learning

Method/ Approach/

media

Time allocationMain Topic Sub TopicThe lecturer The Students

1 1. The students should be able to explain of energy and ATP cycle

2. The students should be able to mention of metabolism definition

3. The students should be able to distinguish metabolism, catabolism and anabolism

Bioenergetic and overview of metabolism

1. Bioenergetic and basic thermodinamic concept

2. Overview of metabolisme

3. Catabolism and anabolism

4. ATP cycle

1.The lecturer opens the learning with deliver a greeting and asked one of students to lead pray to Almighty God to be given the ease in the learning activities

2.The lecturer xplains the rules in biochemistry II

3.The lecturer play slide image of amino acids, carbohydrates, lipids, and nucleic acids structure, and ask students about the displayed: ‘what is that?

4. The lecturer deliver of learning material on biochemistry II

5. The lecturer gives students opportunity to record

6.The lecturer explain about bioenergetic, metabolism, distinguiish anabolism and catabolism, and ATP cycle

7.The lecturer gives student chance to ask a questions

8.The lecturer give chance to another students to answer

9.The lecturer give reaffirm of student’s answer

10. The lecturer asks to one

1. The students answer greeting and pray according to their each religion and biliefs

2. Student listen the lecturer’s explanation carefully

3. Students answer of lecturer’s questions

4. Students listen the learning material will be learned on biochemistry II

5. Students record 6. Students listen

and record

7. One of the students ask a question

8. The other

Learning method:LecturDiscussionindividual task

Media:LCDWhite board

2x 50 minutes

student to conclude of the subject matter have been done

11. Before learning is closed, the lecturer organizes and devides students to six group discussion

Group 1. Prepare short paper and explain about carbohydrate digestionGroup 2. Prepare short paper and explain about glycolysisGroup 3. Prepare short paper and explain about TCA cycleGroup 4. Prepare short paper and explain about gluconeogenesis and Pentose Phosphate PathwayGroup 5. Prepare and short paper and explain about glycolgenolysisGroup 6. Prepare short paper and explain about gluconeogenesis and hormonal regulatory of carbohydrate metabolism12. The lecturer close of

learning with greeting.

student answer9. The students

listen carefully10. One of the

students conclude

11. Students listen and record member and task of their groups

12. The students answer greeting

2 The students should be able to :1. explain of

carbohydrate digestion2. mention enzimes in

corbohydrate digestion 3. distinguish aerob and

anaerob glycolysis 4. mention steps of

glycolysis5. mention various enzim

in glycolysis process6. mention and explain

the effect of ATP, Mg2+ , and NADH to glycolysis process

7. calculate ATP producing at aerob and anaerob glycolysis

Carbohydrate metabolism

1. Digestion of carbohydrate

2. Glycolysis

1. Lecturer gives quiz 2. Lecturer asks to students to

correct answer sheet of other students

3. Lecturer asks to group 1 and 2 to prepare their presentation material

4. Lecturer asks to group 1 and 2 to present carbohydrate digestion glycolysis respectively

5. Lecturer asks to students of other groups to listen of group 1 and 2 presentasions

6. Lecturer give oppurtinity to member of other groups to give question or idea/opinion to both group 1 or 2

7. Lecturer asks to both group 1 and 2 to answer or receive to question and opinion from students of other groups.

8. Lecturer listen and analyze student’s answer.

9. Lecturer improve and give affirmation to students answer

10. Lecturer give oppurtinity to students to ask a question concerning material that has not been understood

11. Lecturer explain or ask to other students to answer

1. Student answer of the quiz independently

2. Students give correction to his student assigment

3. Students of group 1 and 2 prepare their presentation material

4. Group 1 and 2 present about carbohydrate digestion and glycolysis respectively

5. Students listen carefully

6. Students deliver question or opinion/idea to both group 1 and 2

7. Both groups 1 and 2 give feedback to question or idea from other students

8. Other students listen and analyze their answer

Learning method: LecturDiscussionGroup task

Media:Test sheetLCDWhite board

2x 50 minutes

12. Lecturer ask to students to give applause to performance of both groups

13. Lecturer ask to one student to conclude that the material has been studied

14. Lecturer ask to students to study carefully of material has been studied and request to group 3,4 and 5 to prepare their material presentation

15. Lecturer closes of learning with greeting

Note:During learning process, lecturer observe and evaluate student’s affective and psychomotor

9. Students listen and record

10. students ask a question

11. Student listen explanation of their lecturer or other student

12. Students give applause

13. One student conclude

14. Students scrutinize of teacher’s explanation

15. Students answer greeting

3 The students should be able to :1. explain of TCA cycle2. mention enzimes at

TCA cycle 3. determine of ATP,

FADH, and NADH producing at TCA cycle

4. distinguish of glycogenesis and glycogenolysis

5. mention of enzimes in glycogenesis and glycogenolysis

6. Distinguish of glycolysis and gluconeogenesis


1. TCA cycle2. Glycogenesis3. Glycogenolysis

1. The lecturer opens of learning with greeting

2. Lecturer give a question concerning material has been studied at previous meeting

3. Lecturer requests to 3 and 4 groups to present of their task alternately

4. Lecturer asks to other group to listen and pay attention of 3 and 4 group’s presentation

5. Lecturer give chance to other group to give question to 3and 4 groups


7. Lecturer improve and give

1. Students answer lecturer’s greeting

2. Students answer of lecturer’s question

3. Both groups present of their task alternately

4.Student listen and pay attention of 3and 4 group’s presentation

5. Member of 3 and 4 answer

6. Other students listen and

Learning methods:Presentation DiscussionGroup task


2 x 50 minutes

7. Mention reaction steps differentiating of glycolysis and gluconeogenesis

8. Mention substrat of gluconeogenesis

affirmation to student’s answer





12. Lecturer ask to students to study carefully of material has been studied and request to group 5 and 6 to prepare their material presentation at next week



analyze their answer


8. Students give a question



11. One of students conclude

12. Studens scrutinize of teacher’s explanation13. Students answer greeting

4 The students should be able to:


1. Gluconeogenesis2. Pentose Phosphate

Pathway3. Hormonal regulation

of carbohydrate metabolism



3. Lecturer requests to group 5, 6 and 7 to present of their task alternately

4. Lecturer asks to other group to listen and pay attention of



3. Both groups present of their task alternately

4. Student listen and pay

Learning methods:Presentation DiscussionGroup task


2x 50 minutes

both groups 5 and 6 presentation

5. Lecturer give chance to other group to give question to 5,6 and and 7 groups


7. Lecturer improve and give affirmation to student’s answer





12. Lecturer ask to students to study carefully of material has been studied and request to students read carbohidrate metabolism material to quiz at next week



attention of both groups 5, 6 and 6 presentation

5. Member of 5, 6 and 7 answer

6. Other students listen and analyze their answer


8. Students give a question



11. One student conclude



5 The student should be able to:

ElectronTransport and oxidative

1. Introduction2. Respiration chain

1. Quiz about carbohidrate metabolisme

1. answer of quiz2. collect of quiz

Learning methods:

2x 50 minutes

1. Mention enzymes and carrier molecules involved in electron transport

2. Describe respiratory chain

3. Write net equation of NADH and FADH2 oxidation at cell respiration

phosphorilation 3. Energetica of oxidative phosphorilation

2. Ask to student to collect of quiz answer

3. Together all students discuss quiz

4. Repeat explanation of carbohydrate metabolism

5. Explain about respiration chain, energetica of oxidative phosphorilation and meechanism, and inhibitor of electront transport

6. Asks to student to give question if they are not understand to topic that presenting

7. Asks to other student to answer of student’s question


9. Lecturer asks to one student to conclude concerning the material has been studied

10. Lecturer ask to students to study carefully of material has been studied


answer3. discuss of quiz4. Students

scrutinize and give question if they are not understand about carbohydrate metabolisme

5. Students scrutinize

6. give question about respiration chain, energetica of oxidative phosphorilation

7. The other student answer

8. Students scrutinize and record of teacher’s explanation




Lectur Discussion

Media:LCDWhite boardTest sheet

6 1. Determine net of producing ATP every one NADH

ElectronTransport and oxidative phosphorilation

4. Oxidative phosphorilation mechanism


2. Lecturer give a question

1. Students answer of lecturer’s greeting

Learning methods:Lectur

2x 50 minutes

and one FADH2 molecules

2. Write a essay on models of mechanism of oxidativ phosphorilation

3. Can calculate net yield of ATP production on oxidation of one molecule glucose

4. Write a note on inhibitors of oxidative phosphorilation

5. Inhibitor of electront transport

concerning material has been studied at previous meeting

3. Lecturer explain again concerning respiration chain and energetica of oxidative phosphorilation

4. Lecturer continue explanation of electron transport and oxidative phosphorilation material that is mechanism of oxidative phosphorilation and inhibitor of electron transport

5. Lecturer give chance to student to question if there are not understood of material that have been studied

6. Lecturer give chance to other students to answer


8. Lecturer give excercises concerning determination of net yield ATP producing at oxidation one molecule of glucose

9. Lecturer asks to one student to conclude the material has been studied

10. Lecturer ask to students to study carefully of material has been studied

11. Lecturer closes of



4. Students scrutinize of teacher’s explanation and give question if they are not understand about mechanism of oxidative phosphorilation and inhibitor of electron transport

5. Students raise of their hands and give a question

6. The other students answer

7. Students scrutinize and record

8. Students do exercises


10. Students scrutinize of

Discussionindividual task


learning with greeting teacher’s explanation


7 The student should be able to:1.Explain digestion of

lipid2.Explain metabolism of

triglyceride3.Explain transport

process of fatty acid into mitochondria

Lipid metabolism 1. Digestion of lipid2. Metabolism

(anabolism and catabolism) of triglyceride

3. Transport of fatty acid into mitochondria



3. Lecturer explain again concerning electron transport and oxidative phosphorilation

4. Lecturer explain about digestin of lipid, metabolism of tryglyceride, and transport of fatty acid into mitochondria




8. Lecturer give excercises concerning to material that have been studied


1.Students answer of lecturer’s qreeting

2.Students answer of lecturer’s question

3.Students scrutinize of teacher’s explanation


5.Students raise of their hands and give a question

6.The other students answer

7.Students scrutinize and record of teacher’s explanation

8.Students do exercises

9.One of students conclude

10. Students scrutinize of

Learning methods:Lectur Discussionindividual task


2x 50 minutes

10. Lecturer asks to students to study carefully of material has been studied and asks to students to very much study to mid test at next week


teacher’s explanation


8 Mid test (UTS) The students perform mid test by written test and Lecturer supervise

Shape: Writtten testMedia: Work sheet

2 x 50 minutes

10. The student should be able to:1.Explain β-oxidation of

saturated, unsaturated, odd number, and even number fatty acids

2.Calculate net yield ATP at oxidation of fatty acids

3. Explian metabolism of ketone bodies

Lipid metabolism 4. Beta-oxidation of - Saturated fatty acid- Unsaturated fatty

acid- Odd number fatty

acid- Even number fatty

acid5. Metabolism of ketone

bodies


2. Lecturer give information about the result of mid test

3. Lecturer explain some question in mid test which Some of the students mistakes

4. Lecturer explain of about Beta-oxidation of - Saturated fatty acid- Unsaturated fatty acid- Odd number fatty acid- Even number fatty acidand metabolism of ketone bodies




1.Students answer of lecturer’s qreeting

2.Students listen lecturer’s information



5.Students raise of their hands and give a question

6.The other students answer

7.Students scrutinize and record of teacher’s explanation

8.Students do



2x 50 minutes



10. Lecturer asks to students to study carefully of material has been studied Lecturer closes of learning with greeting

exercises9.One of students

conclude10. Students

scrutinize of teacher’s explanation


The student should be able to:1. Explain of

biosynthesis of saturated and saturated fatty acids

2. Explain of biosynthesis of saturated and saturated fatty acids

Lipid metabolism 6. Biosynthesis of saturated and unsaturated fatty acids

7. Biosynthesis of cholesterol



3. Lecturer explain again concerning Beta-oxidation of - Saturated fatty acid- Unsaturated fatty acid- Odd number fatty acid- Even number fatty acidand metabolism of ketone bodies

4. Lecturer explain about biosynthesis of saturated and unsaturated fatty acids, biosynthesis of cholesterol



1. Students answer of lecturer’s qreeting






7. Students scrutinize and record of teacher’s explanation


9. Students





9. Lecturer and students discuss of exercise


11. Lecturer asks to students to study carefully of material has been studied


discuss exercises with lecturer




11 The student should be able to:1. Eplain of digestion of

protein2. Write oxidative,

deamination, transamination, and decarboxylation reactions of amino acids

3. Mention of glucogenic and ketogenic amino acids

Protein and amino acid metabolism

1. Digestion of protein 2. General reactions of

amino acid metabolism (oxidative, deamination, transamination, decarboxylation etc)

3. Glucogenic and ketogenic amino acids


2. Lecturer give quiz3. Lecturer asks to student to

collect of their worksheet4. Lecturer ask to student to

cross check with other student

5. Lecturer and student discuss the quiz

6. Lecturer explain about digestin of protein, General reactions of amino acid metabolism, and glucogenic and ketogenic amino acids




2. Students answer of lecturer’s quiz

3. Students collect their worksheet

4. Cross check worksheet with other student

5. Discuss quiz with lecturer



8. The other



2x 50 minutes







students answer9. Students

scrutinize and record


11. Students discuss exercises with lecturer




12 The student should be able to explain to urea cycle, biosynthesis and catabolism of amino acids


4. Urea cycle5. Biosynthesis and

catabolism of amino acids (glycine, phenylalanine, glutamic acid)



3. Lecturer explain again concerning digestin of protein, general reactions of amino acid metabolism, and glucogenic and ketogenic amino acids

4. Lecturer explain about urea cycle, biosynthesis and catabolism of amino acids


6. Lecturer give chance to










2x 50 minutes

other students to answer7. Lecturer improve and give








9. Students discuss exercises with lecturer




13 The student should be able to describe of inborn errors of amino acid metabolism and nucleic acid and biosynthesis of protein


6. Inborn errors of amino acid metabolism (alkaptonuria, phenylketonuria, albinism)

7. Nucleic acid and biosynthesis of protein (replication, transcription, translation, and regulation)



3. Lecturer explain again concerning urea cycle, biosynthesis and catabolism of amino acids

4. Lecturer explain about inborn errors of amino acid metabolism and nucleic acid and biosynthesis of protein












2x 50 minutes











14 1. The student should be able to describe of biosynthesis and catabolism of purines and pyrimidines

2. The student should be able to describe of de novo synthesis and salvage pathway

3. The student should be able to mention diseases due to defect in nucleotide metabolism

Nucleotide metabolism

4. Biosynthesis and catabolism of purines

5. Biosynthesis and catabolism of pyrimidines

6. de novo synthesis and salvage pathway

7. diseases due to defect in nucleotide metabolism






6. Lecturer explain about biosynthesis and catabolism of purines and pyrimidines, de novo synthesis and salvage pathway, diseases due to defect in nucleotide metabolism













2x 50 minutes












15 1. The student should be able to explain the formation process of DNA recobinant

2. The students should be able to explain of goal, function, benefit, and method of genetic engineering

Biotechnology 1. DNA recombinant and cloning

2. Control of gene expression and genetic engineering






6. Lecturer explain about DNA recombinant and cloning, control of gene expression and genetic engineering



9. Lecturer improve and give








8. The other



2x 50 minutes




12. Lecturer asks to students to study carefully of material has been studied and asks to students to very much study to final test at next week


students answer9. Students

scrutinize and record





16 Final test The students perform mid test by written test and Lecturer supervise

Shape: Written testMedia: Test sheet

2 x 50 minutes

9.2 Laboratory Work

WeeksLearning Outcome Topic Learning activities Learning

method/approach/ media

Time allocationMain Topic Sub Topic Practical work Individual

1 The students should be able to know and aply the rule of biochemistry II practices

Introduction - The rules of Biochemistry II practices

- Lecturer opens assistance with greeting and introduce their assistant at Biochemistry II practice

- Lecturer and his assistant organize and devide students to some groups

- Assistant explain the rule at Biochemistry practice

- Students answer greeting

- Students scrutinize explanation of Lecturer and his assistant and give question if they not undrstood

Colaborative learning

Media: - Biochemistry II

Laboratory Manual

- White board- LCD

3 x 60 minutes

2 The student to be able to:- Analysis presence of

Carbohydrate The qualitative analysis of

- Assistant opens practical with greeting - Students answer


3 x 60 minutes

carbohydrate in a sampel

- Distinguish aldose and ketose

- Distinguish polysacharide and monosacharide

carbohydrate - Assistant give pretest - Student work practices

collaboratively- Lecturer together his

assistant guide student doing practices

- Assistant close practices with greeting

greeting- Student answer

pretest- Students answer

greeting- Student prepare

practices report and collect at next meeting

Media: - White board- Laboratory

equipment- Biochemistry II

Laboratory Manual

3 The student to be able to:- Analysis presence of

protein in a sampel- Know the influence of

acetic acid to coagulation of protein

- Observe the influence of heavy metal, alcohol and Ammonium sulphate to precipetitaion of protein

- Determine the influence acid, base, and buffer solution to protein denaturation

- Determine isoelectric point of protein

- Distinguish aldose and ketose

Protein The qualitative analysis of protein

- Assistant opens practical with greeting

- Assistant give pretest - Student work practices- Lecturer together his

assistant guide student doing practicesAssistant close practices with greeting


- Student answer pretest

- Students answer greetingStudent prepare practices report and collect at next meeting




Laboratory Manual

4 - The student should be able to determine concentration of protein in a sampel

- The student competent to do determination of protein by Kjeldahl method

Protein The quantitave analysis of protein by Kjeldahl Method


- Assistant give pretest - Student work practices



- Assistant close practices




- Student prepare practices report and collect at next




Laboratory

3 x 60 minutes

with greeting meeting Manual5 The student should be

able to:1. determine solubilition properties of lipids2. be competent to do of lipid saponification 3. determine saturation of lipid samples 4. determine peroxidation and acidify of lipid sampels5. analysis presented cholesterol in a sample

Lipid The qualitative analysis of lipid

- Assistant opens practices with greeting








- Student prepare practices report and collect at next meeting




Laboratory Manual

6 The student should be able to prove the effect of temperature to amylase enzim activity

Enzim The influence of temperature to amylase enzim activity













Laboratory Manual

4 x 60 minutes

7 The student should be able to determine the effect of acid solution and enzim to protein degradation

Enzim Protein degradation reaction by acid and Enzim





- Assistant close practices with greeting Assistant opens practical with greeting









Laboratory Manual

3 x 60 minutes




8 The student should be able to determine the effect of incubation time to pancreatic lipase activity.

Enzim The influence of incubation time to pancreatic lipase activity













Laboratory Manual

3 x 60 minutes

9 - The student should be able to do alcholic fermentation

- The student should be able determine the effect of iodofosfat, fluoride and phosphate compund to alcoholic fermentation

Carbohydrate Metabolism

Alcoholic fermentation













Laboratory Manual

3 x 60 minutes

10 The student should be able to determine vitamin C to oxidation of phenol compund in a potato

Biologycal Oxidative

Biologycal oxidative and antioxidant












equipmentBiochemistry II Laboratory Manual

3 x 60 minutes

11 Remedy - Assistant opens practical with greeting



3 x 60 minutes


collaboratively or individual

- Lecturer together his assistant guide student doing practices




- Student prepare practices report and collect at the time



Laboratory Manual

12 Final test 5 x 60 minutes

10. Evaluations10.1 Learning Assesment

WORKSHEET ASSESMENT OF BIOCHEMISTRY II

ASPECT CRITERIA DESCRIPTION OF CRITERIA

ASSESMENT MANNER

Cognitive The ability to explain of bioenergetic,ATP cycle, digestion and metabolisme of macromolecules (carbohydrate, protein, lipid) and nucleic acid. In additon, the ability to explain of DNA recombinant and gene expression.

The student should be able to explain of bioenergetic,ATP cycle, digestion and metabolisme of macromolecules (carbohydrate, protein, lipid) and nucleic acid. In additon, the ability to explain of DNA recombinant and gene expression.

Writing test (quis, mid test, final test), individual and group task

Affective 1. The ability to collaborate in a team

2. Sense of responsibility

3. Discipline

1. The student can be collaborate with other student in their team to perform their task

2. All students in a team have sense of responsibility to perform their task

3. The student can discharge and collect their task by on time

Group and presentation task

Psychomotoric Competent in utilizing of learning media to present their task

The students have idea to utilize an up to date aplication to present their task

Task presentation

a. Criteria : The Collaborative Ability in a Group

GRADE SCORE PERFORMANCE INDICATORVERY GOOD > 80 All of group members active on solving of task. In

additon, task distribution of group member are clear. GOOD 61 – 80 Only two third of group members are active and task

distribution are clear. ENOUGH 41 – 60 Only a half of group members are active and task

distribution are clear. LESS 21 – 40 Half of group members are active and task distribution

are not clear. VERY LESS < 20 Only a third of group members are active and task

distribution are not clear.

b. Criteria : Responsibility and Discipline

GRADE SCORE PERFORMANCE INDICATORVERY GOOD > 80 Be on time on task collection by good qualityGOOD 61 – 80 Be on time on task collection by enough qualityENOUGH 41 – 60 Be late on task collection by good or enough quality LESS 21 – 40 Be late on task collection by bad qualityVERY ESS < 20 Their task are not colected

c. Criteria : The ability to utilize learning media by creative and communicative

GRADE SCORE PERFORMANCE INDICATORVERY GOOD > 80 The utilizing of a learning media and an up yo date

application. In addition, their presentation are fluently, interesting, and inspiring.

GOOD 61 – 80 The utilizing of a learning media and simple application. In addition, their presentation are fluently, interesting, but not inspiring.

ENOUGH 41 – 60 The utilizing of a learning media and a simple application. In addition, their presentation are not interesting and not clear.

LESS 21 – 40 They are not utilize of a learning media and their presentation are not interesting and passive

VERY LESS < 20 They are not present of their task.

d. Criteria of learning outcome assesment : Lecturing

No. Assesment component Precentage (%)1. Presence (80%) 52. Activity in class (individual) 5 3. Quiz 104. Individual task 55. Group task 56. Mid test 307. Final test 40

Sum 100

10.2 Laboratory Assesment

WORKSHEET ASSESMENT OF BIOCHEMISTRY II PRACTICES

ASPECT CRITERIA DESCRIPTION OF CRITERIA

ASSESMENT MANNER

Cognitive The ability to analysis of carbohidrate, protein, and lipid as well as qualitative and quantitative. In addition, the ability to determine

The ability to analysis of carbohidrate, protein, and lipid as well as qualitative and quantitative. In addition, the ability to determine of the factor

Pretest, practical report, final test (active)

of the factor influencing of enzim activity, do alchoholic fermentation, and preveal the influence of vitamin C to oxidation phenol compound in potato.

influencing of enzim activity, do alchoholic fermentation, and preveal the influence of vitamin C to oxidation phenol compound in potato.

Affective 1. The ability to collaborate in a group

2. sense of responsibility

3. Discipline

The students can be collaborate with another member of their group to do practice praktikum

The student posses sense of responsibility to carry out laboratory report by on time and correct.

The student can carry out and collect their report by on time

Doing laboratory work and preparing of laboratory report

Psychomotoric

The ability to observe and utilize of laboratory equipment exactly

The students are be competent in observation and using laboratory equipment

Skill test

a. Assesment of Laboratory Report

Assesment Column of Laboratory Report

a. Title (score = 2)b. The objective (score = 3)c. Background of theory (score = 15)d. Material and equipment (score = 5)e. Procedure (Flow chart) (score = 10)f. Result (score = 10)g. Discussion (score = 25)h. Conclusion (score = 10)i. Reference (score = 5)j. Answer of question (score = 10)k. Temporary report (score = 5)

Aspect of Assesment

No. Aspect Score Explanation

1. The title of experiment0 The report title report is not written1 The report title is written, but is not complete2 The report title is written completely

2. The objective of experiment

0 The objectives of experiment are not written2 The objectives of experiment are written but

they are like in laboratory manual

3 The objectives of experiment are written in ABCD (audience, behaviour, condition, and degree)

3. Background of theory

0 Background of theories are not written5 Background of theories are written but not

linked to experiment10 Background of theories are written but not

complete15 Background of theories are written

completely and relevant

4. Material and Equipment

0 The material and equipment are not written2 The material and equipment are written but

not complete5 The material and equipment are written

completely and added their number and size

5. Procedures

0 The procedures of experiment are not written2 The procedures of experiment are written but

not complete5 The procedures of experiment are written

completely10 The procedures of experiment are written

completely and added diagram

6. Data of Observation

0 The observation data are not written5 The observation data are not cover off all

conditions10 The observation data are cover off all

conditions

7. Result and discussion

0 Result and discussion are not written 10 The results are explained but they are not

linked to background of theory20 The explanations are linked to background of

theory but they are not complete25 The explanations are linked to background

theory and completed with calculation, graph, diagram, and paragraph is directed to conclusion.

8. Conclusion

0 The conclusion is not written.Tidak menulis kesimpulan

5 The conclusion is suitable with the result but is not suitable wit the objective

10 The conclusion is suitable with the result and the objective of experiment

9. Reference

0 The references are not writen2 Only one or more references are written3 All references are written but one or more

reference are not suitable with guidance5 All references are written and suitable with

guidance10. Answer of questions 0 Answer of questions are not attached

5 Answer of questions are attached

11. Temporary report 0 Temporary report is not attached5 Temporary report is attached

e. Criteria : The Collaborative Ability in a Group

GRADE SCORE PERFORMANCE INDICATORVERY GOOD > 80 All of group members active on practice activities. In

additon, task distribution of group member are clear. GOOD 61 – 80 Only two third of group members are active and task

distribution are clear. ENOUGH 41 – 60 Only a half of group members are active and task

distribution are clear. LESS 21 – 40 Half of group members are active but task distribution are

not clear. VERY LESS < 20 Only a third of group members are active and task

distribution are not clear.

f. Criteria : Responsibility and Discipline

GRADE SCORE PERFORMANCE INDICATORVERY GOOD > 80 Be on time on collection of practices report and good

qualityGOOD 61 – 80 Be on time on collection of practices report but it is

enough qualityENOUGH 41 – 60 Be late on practices report collection by good or enough

quality LESS 21 – 40 Be late on practices report collection but bad qualityVERY ESS < 20 Practices report is not colected

g. Criteria : Assesment on Observation Skill

No Skill component RealizationYes No

1. Observations are carry out by using all of suitable indra 2. Precision of observations are quantitavely by suitable unit 3. Precision of observation are qualitatively4. The using of materials and equipments are suitable with

observation5. Self opinion is not entered on conclusion6. The data are correctly recorded and organized

Criteria of assesment

GRADE SKOR INDIKATOR KINERJAVERY GOOD > 80 The students can do observation with suitable indra. The

observations are done quantitavely and qualitative observations, suitability of material and equipment, notebook laboratory are free from self opinion. In addtion, data recorded are good organize.

GOOD 61 – 80 The students are do 25% mistakes of every main skill component

ENOUGH 41 – 60 The occupations of student are good,but one of main component is not good.

LESS 21 – 40 The occupations of student are not good , but one of main component is good.

VERY LESS < 20 The student does not observation by complete and accurate, not utilize accurately of material and equipment, data recorded are not good organizing, and self opinion enter to conclusion.

Sum score of skill are done Final score = x 100%

Total score of skill component

Criteria of leaarning outcome : Practice

No. Assesment component Percentage (%)1. Pretest 52. Laboratory Skill 203. Laboratory report 204. Final test

- passive- active

2035

Sum 100

Final value of Biochemistry II

No. Assesment Component Percentage (%)1. Theory 702. Laboratory work 30

Sum 100

The student’s score are converted to A, B, C, D, or E letter with criteria are:

Score Percentage (%)80-100 A70-79 B60-69 C50-59 D< 50 E

11. Feed back planning of students

The feed back shape of student is quisioner. The quisioners are given at mid and final

test. The quisioner’s shape is:

No Aspect of assesment 1 2 3 4 51 The availability of reference2 The presence of lecturer3 Subject mastery4 Learning strategy and method5 Clarity on subject presentation 6 Daya serap mahasiswa terhadap

materi yang disampaikan7 Suitibility of test with learning

subjectNote : 1=very less, 2=less, 3=enough, 4=good, 5=very good

12. References1. Garret, R.H., dan Grisham, C.M., 1998. Biochemistry. Second Edition, Saunders

College Publishing, United States of America2. Marks, D., Marks, A.D., Smith, C.M., 2000. Biokimia Kedokteran Dasar, sebuah

Pendekatan Klinis. Alih Bahasa Brahm U. Pendit. EGC Penerbit Buku Kedokteran, Jakarta

3. Victor, L.D. dan Donald, B.S. 2013. Quick Review Biokimia, Alih BahasaWinarsi Rudiharso, Edisi Keempat, Binarupa Aksara Publisher, Jakarta

4. Stryrer, L., 2000. Biokimia. Alih Bahasa Tim Penerjemah Bagian Biokimia FKUI, Edisi 4, Vol. II. EGC Penerbit Buku Kedokteran, Jakarta

Documents

chem.edu.untan.ac.id › download › 2cec8604fa0… · Web viewProtein and amino acid metabolism Digestion of protein General reactions of amino acid metabolism (oxidative deamination,