Glenn Reed Instructor (831)466-5760 greed@yahoo€¦ · 6. Bio-Rad Life Science Education, Biotechnology Explorer 7. Seidman, Basic Laboratory Calculations for Biotechnology = 8

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This is a resubmission for the course Biotechnology (ROP)

Teacher Contact

First Name: Glenn

Last Name: Reed

Position/Title: Instructor

Phone Number:(831)466-5760

E-mail: [email protected]

Course Title: Biotechnology (ROP)

Transcript Title /

Abbreviation:

Transcript Title /Abbreviation:Course CodeBiotech 00000

Seeking "Honors"

Distinction: No

Subject Area: Laboratory Science

Category:

Grade Level for which this

course has been designed:

9 10 11 12

Unit Value: 1.0 (one year, 2 semesters, or 3 trimesters equiv.)

Is this course classified as a Career Technical Education:

Yes

Name of Industry Sector: Health Science and Medical TechnologyName of Career Pathway: Biotechnology Research and Development

https://doorways.ucop.edu/update/servlet.jsf?_flowId=viewNewProgramCourse-flow&subEnvelopeId=314428 (1 of 23)6/20/2012 9:08:05 AM

http://www.universityofcalifornia.edu/


Brief Course Description

The Biotechnology course instructs students in fundamental science concepts and integration of various fields of science namely Biology, Chemistry, Physics, Engineering and Mathematics to include laboratory practices, techniques, and methods.

The laboratory experience expose the students to the use of thermocyclers, gel electrophoresis; plating and culturing bacteria; sequencing and mapping of DNA, DNA profiling; genetic engineering; sterile techniques, microscopy, chromatography and spectroscopy.

The lecture and laboratory portion of the course challenge students to apply science concepts and theory, use critical thinking skills, communication in the form of oral and written expression and technical reading all of which are required in the field of biotechnology. In addition, students are made aware of the ethical pro and con issues that this emerging technology presents to society.

Students research, analyze, write, and present technical papers recording the progress and results of their work. Parameters of instruction include classroom theory, laboratory applications with individual and group projects, and assisting in community biotechnology research and development, where available. Opportunities for post-secondary education and employment are explored allowing students to gain a broad awareness of both scientific and non-scientific career paths.

Pre-Requisites

Biology Required Recommended

Chemistry Required Recommended

Algebra 1 Required Recommended

Co-Requisites

Required Recommended

Context for Course

This Biotechnology course is a part of the Medical/Science Pathway and is an upper division course that is designed for high school students who are interested in scientific research and enhancing their knowledge and skills in Biology, Chemistry, Engineering and Mathematics. The course prepares students for college level science and emphasizes research, laboratory practices, and practical use of scientific techniques and methods. The course is a capstone class in the pathway and is taught by a Science instructor who has training in the Biotechnology field. Santa Cruz County and the Bay Area are home to numerous biotechnology companies with diverse industry applications in research, drug development and manufacturing, marine biology, agriculture, forensics, diagnostics, antibody production, and many more. Partnerships with local companies allows students to see and experience biotechnology in the work environment, to discuss educational and career options and develop appropriate plans to pursue a career in the field.



History of Course Development

The Santa Cruz County of Education ROP has an existing Medical/Science Pathway that provides high school students a survey of Health Careers, Medical Technology and Sports Medicine. This Biotechnology course is being offered as an optional path for students interested in science and math and the various career opportunities in the Biotech industry.

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The course has been modeled on the excellence demonstrated in the San Mateo Biotech ROP developed by Ellyn Daugherty and that of California Partnership Academy (CPA) Biotech 1 and 2, both of which are UC - D approved. Additional guidance has also been provided by the President of BABEC (Bay Area Biotechnology Education Consortium) who has been instrumental in supporting the efforts of Biotech in bay area high schools. Two Bay Area Biotech instructors with years of developing UC-approved biotechnology courses and teaching them, have been consulted for their expertise and guidance on the course curriculum. We have also worked very closely with a former Genentech Product Development veteran, who has been instrumental in the development of the program. Our goal is for a Santa Cruz/Monterey biotech consortium which would include area high schools, the community colleges, UCSC and local industry partners where we may further our understanding in the rapidly advancing techniques in this industry. Our instructors will be participating in teacher training workshops and seminars offered by Ellyn Daugherty of San Mateo, UCSC and BABEC, among others. Long-term plans for the program include articulation into UCSC BioEngineering/BioPharma, Forensic Sciences and Marine Biology programs.

Textbooks

TEXTBOOK 1

Title: BIOTECHNOLOGY: Science for the New Millennium, 2012

Edition: First Edition Revised

Publication

Date:2012

Publisher: Paradigm Publishing

Author(s): Daugherty, Ellyn

URL Resource: www.emcp.com

Usage: Primary Text

Read in entirety or near entirety



TEXTBOOK 2

Title: Biotechnology - Laboratory Manual

Edition: First Edition

Publication

Date:2012

Publisher: Paradigm Publishing

Author(s): Daugherty, Ellyn

URL Resource: www.emcp.com

Usage: Supplementary or Secondary Text

Read in entirety or near entirety

Supplemental Instructional Materials 1. Molecular Biology Made Simple and Fun (4th ed.), David Clark & Lonnie D. Russell, Cache River Press

2. Chemistry: The Central Science, H. Eugene Lemay Jr., Pearson Publishing (2008)

3. Biology, Jane B. Reece, Lisa A. Urry (9th ed.), Pearson Publishing

4. Biochemistry and Molecular Biology (4th ed.), William H. Elliott, Oxford University Press

5. Frierman-Hunt, and Solberg, Careers in Biotechnology

6. Bio-Rad Life Science Education, Biotechnology Explorer

7. Seidman, Basic Laboratory Calculations for Biotechnology =

8. Molecular Biology and Biotechnology: A Guide to Mathematics in the Laboratory, Frank H. Stephenson PhD. Academic Press (2nd ed.)

9. Micklos and Freyer, DNA Science: A First Course, Second Edition

10. Kraus, EFFECTIVE LABORATORY REPORTS: A Guide for Laboratory Report Writing for Students in the Biotechnology Laboratory Technician Program

11. Taking Sides: Clashing Views on Bioethical Issues, Carol Levine 14th ed., 2011, McGraw-Hill/Dushkin



12. Criminalistic, James Girard, Jones & Bartlett, 2nd ed. 2011

13. Forensic Science an Introduction, Richard Saferstein, Prentice Hall 2011

14. Journal of Forensic Science

15. Journal of Medical Genetics

Videos:

1. Introduction to Biotechnology

2. Introduction to Cells

3. DNA structure/funtion

4. Protein Synthesis

5. Gel Electrophoresis Animation

6. Forensic Files

7. Genographic Project

8. Genetic Engineering

9. Bacterial Transformation

Websites: various websites not limited to the following

1. http://babec.org/

2. www.bio-link.org

3. www.bio.org

4. http://ghr.nlm.nih.gov/

5. http://www.ncbi.nlm.nih.gov/pubmed

6. http://www.khanacademy.org/

7. http://www.dnalc.org/



8. www.accessexcellence.org

9. http://mcb.harvard.edu/BioLinks.html

10. http://www.careercornerstone.org/scitech/biotech/biotech.htm

Resources and Laboratory Materials

1. Bio-Link Depot

2. Carolina Biological Supply Company

3. Daigger Lab Equipment and Supplies

4. Fotodyne Inc.

5. Sigma Aldrich

6. Minerological Research

7. Fisher Scientific

8. Life Technologies

9. Tisch Scientific

10. Thermo Scientific

11. BioRad

12. Universal Medical, Inc.

13. Laboratory supplies and equipment

● Agarose Gel Electrophoresis

● Micro-centrifuges

● Micropipettes

● Pipette pumps and tri bulbs

● Electroporator

● Incubation and microwave ovens

● Water baths



● Vertical electrophoresis

● ELISA Testing

● Gel Dryer

● Computers for DNA analysis

● Gel imagers

● Thermocycler

Course Purpose

The purpose of the Biotechnology course is to demonstrate how the biochemical and physical processes of living organisms can be used or modified to produce a commercially available product that will benefit society. One goal is for students to apply the knowledge gathered in the fields of science, engineering, computers, and mathematics to understand the complex nature of life processes at the biochemical, cellular, tissue, organ and organism levels. Another goal is for the students to learn laboratory skills and instrumentation used in the academic and industrial biotechnology laboratories that will provide the information needed to understand cellular processes and the products that can be developed from them. Thirdly, the goal of the course is to model how a biotech company operates, the roles of its employees, and the steps needed in bringing a product to market. The expected outcome is for students to apply and integrate the various scientific tools and methods to problem solve and use critical thinking skills in developing products that make a positive impact on our lives with the understanding of the risks and benefits that are part of the biotechnology field.

Course Outline

UNIT 1 Introduction to Biotechnology Experimental Operating Procedures, Scientific Method, and Mathematics in the Laboratory

Textbook Reading and/or Laboratory Assignments:

● Chapter 1 What is Biotechnology

● Chapter 2 The Raw Materials of Biotechnology

● Chapter 3 The Basic Skills of the Biotechnology Workplace

● Supplemental Texts: 7,8, 10 & 11

Essential Question: What is Biotechnology?

Overview/Goal(s): This introductory unit defines what biotechnology is, what significant contributions it has made to society, and ethical dilemmas it has and will present for humans. In addition, the unit will introduce the fundamental scientific skills and knowledge base needed to work in this field.

● Define and construct a timeline and significance of major past, present and future developments in the field of biotechnology and the impact this discipline has made on the medical field. (textbook, video Introduction to Biotechnology)

● Discuss the ethical decisions that this field of science presents to society. (class discussion, Supplemental text 11)

● Apply the scientific method to formulate scientific questions, hypotheses,



and controlled experiments. (laboratory and paper evaluation)

● Maintain a yearlong, laboratory research notebook (as modeled by college research labs and biotech industry) to include the following (evaluated on a weekly basis) (Supplemental text 10)

❍ account of all laboratory protocols

❍ design appropriate data tables and graphs for the purpose of

organizing and visualizing data

❍ interpret and critically analyze quantitative and qualitative information collected as a result of the experiment

❍ synthesize a concluding statement (s) validated by experimental and statistical analysis evidence (when appropriate)

● Recognize laboratory safety hazards, protect oneself appropriately, identify the location and use of emergency equipment, operate and handle instruments, materials and technology in an appropriate and safe manner. (lab practical and written safety test given prior to working in the lab)

● Practice safe disposal methods when working with organisms, media, liquids, etc. (lab practical and written safety test given prior to working in the lab)

● Recognize and name laboratory equipment and select the appropriate instrument to use for a given task, what units of measurement are used by the instrument and the accuracy of the instrument performing the measurement. (laboratory practical and written test)

● Calculate and prepare solutions, mixtures, and media similar to those used in product development, testing, and manufacture. (written calculations with prior instructor approval followed by laboratory application; Supplemental texts 7 & 8)

UNIT 2 Cell Biology

Textbook Reading and/or Laboratory Assignments:

● Chapter 2 The Raw Materials of Biotechnology

● Supplemental Texts 1,3,4 & 9

Essential Question: What are the major organelles and their function?

Overview/Goal(s): This is an overview of the structure and function of a cell and how the organelles interact with each other to sustain life.

● Differentiate and characterize cell types namely, prokaryotic cells, eukaryotic cells, and viruses. (text, lecture, worksheets)

● List and describe the structure and function of cellular organelles. (text, lecture, worksheets, written test)

● Explain the basic concepts of cell metabolism, growth and reproduction, DNA replication, mitosis, meiosis, and protein synthesis and how they are connected to the structure and function of the cell organelles. (text, lecture, video Introduction to Cells, written test)

● Discuss the structure and function of the macromolecules that compose cells, including carbohydrates, lipids, nucleic acids, and protein molecules. (text, lecture, molecular modeling, written test)



● Conduct indicator tests (e.g., Benedict's, Iodine, Biuret) for the presence of

the common macromolecules found in the cell and applying these indicator tests on a sample of unknowns (laboratory component & laboratory practical of unknowns

● Describe and use various methods to monitor and maintain cell growth in the laboratory and industry (laboratory component)

UNIT 3 DNA and Protein Structure/Function

Textbook Reading:

● Chapter 4 Introduction to Studying DNA

● Chapter 5 Introdution to Studying Proteins

● Supplemental Text 4

● Bio-Rad Life Science Education

Essential Question: What is the central dogma?

Overview/Goal(s): This unit introduces the students to a more detailed look at cell biology (Unit #2) by examining the biochemical and cellular pathway of how a protein is produced by the cell. This includes the two major steps of the central dogma namely (1) transcription and (2) translation. Introduction to gel electrophoresis and spectroscopy as tools and techniques for detection of nucleic acids and proteins.

● Describe the molecular structure of nucleic acids. (text, video DNA structure/function, molecular modeling, lecture)

● Explain how DNA replicates. (text, video Protein Synthesis, molecular modeling, lecture)

● Explain the similarities/differences of how DNA replicates in-vivo vs. in-vitro. (lecture)

● Describe the role of DNA, RNA, and ribosomes in protein synthesis (The Central Dogma). (text, video Protein Synthesis, lecture, molecular modeling, written test)

● Isolate genomic DNA from cells and analyze its purity and concentration using the principles of spectroscopy. (laboratory component)

● Isolate plasmid DNA from cells (mini-preparation) and analyze its purity and concentration using the principles of spectroscopy. (laboratory component)

● Explain the principles involved in agarose gel electrophoresis. (text, video Gel Electrophoresis Animation, lecture, classroom animation)

● Prepare, load, run, visualize, and analyze DNA samples on an agarose gel. (laboratory component & paper test)

UNIT 4 Forensics and Human Identification (HID)

Textbook Readings:



● Chapter 4 Introduction to Studying DNA

● Chapter 13 DNA Technologies

● Supplemental Texts 11, 12, 13, &14

Essential Question: How is DNA used to identify individuals?

Overview/Goal(s): Using the background presented in Unit #2 (cell biology) and Unit #3 (DNA structure/function), students learn the tools and techniques used to identify human remains from nuclear DNA and mitochondrial DNA. This HID process involves the (1) purification, (2) amplification(PCR), and (3) gel electrophoresis to identify source DNA.

● Explain how the structure of DNA can be used for HID purposes. (lecture, video Forensic Files)

● Differentiate how nuclear and mitochondrial DNA are inherited. (lecture, video Genographic Project)

● Compare and contrast using nuclear DNA (nDNA) and mitochondrial DNA (mtDNA) as a means of HID. (lecture)

● Describe a DNA tandem repeat and the roll of Short Tandem Repeats (STR) as a tool for HID. (lecture)

● Describe how a thermocycler operates using the process of Polymerase Chain Reaction (PCR). (lecture, PCR video animation, worksheet activity)

● Prepare, load, run, visualize and interpret a human DNA sample using the technique of PCR and Gel Electrophoresis. (laboratory component and practical)

● Identify the importance of running positive, negative controls and reference samples.

● Explain the Hardy-Weinberg principle (HW) and how from this principle a mathematical formula, namely the allelic and genotypic equation is derived. (lecture, lab activity)

● Explain how the H-W principle formula is used in population statistics to determine the frequency of a DNA profile relative to a given population. (worksheet, written test)

● Explain how the human genome was sequenced and how sequencing human mtDNA can be used in HID. (lecture, lab activity)

● Determine the identity of a source DNA left at a crime scene. (laboratory practical, written test evaluation)

● Field trip to a crime lab, medical coroners office, Forensic Scientist guest speaker.

UNIT 5 Genetic Engineering

Textbook Readings:

● Chapter 8 The Production of Recombinant Biotechnology Product


● Bio-Rad Life Science Education, Explorer Kit



Essential Question: What is genetic engineering?

Overview/Goal(s): Using the information from Units 2 (cell biology), and 3 (DNA structure/function) students are introduced to show how DNA is manipulated in the laboratory to produce a genetically engineered product.

● Discuss methods to isolate DNA and specific genes for engineering purposes. (text, lecture)

● Enumerate on the function and uses of restriction enzymes. (text, lecture)

● Conduct a restriction digestion of a plasmid. (laboratory component)

● List the steps in the production of a recombinant DNA molecule. (lecture, paper activity, video Genetic Engineering)

● Cite examples of vectors used in transformation. (text, lecture)

● Describe the steps in a bacterial transformation including competency, recovery, and selection. (text, lecture, video Bacterial Transformation)

● Conduct a bacterial transformation and select for transformants. (laboratory component, video Bacterial Transformation)

● Describe methods by which transformants may be selected including antibiotic resistance, GFP and GUS activity. (text, lecture, paper activity)

● Conduct a mini-prep to retrieve plasmids from transformed cells. (laboratory component)

● Understand the role of recombinant DNA and genetic engineering, bioprocessing, monoclonal antibody production, separation and purification of biotechnology products, nanotechnology, bioinformatics, genomics, proteomics, and transcriptomics in biotechnical product development. (text, lecture)

● Research paper and bioethics debate on techniques and products produced from genetic engineering that posed ethical dilemmas for society. (introduced in Unit 1)

UNIT 6 Genetics and Human Diseases

Textbook Readings:

● Chapter 8 The Production of a Recombinant Biotechnology Product

● Supplemental Texts 6, 11, & 15

Essential Question: How are genetic diseases detected at the molecular level?

Overview/Goal(s): Based on the background in unit 2 (cell biology), 3(DNA protein structure/function), & 5 (genetic engineering), students study techniques used to analyze nucleic acids and proteins as a diagnostic tool for detecting congenital human disorders. In addition an historical review of the importance that Gregor Mendel contributed to the field of genetics.

● Describe the historical significance of Gregor Mendel to the field of genetics. (text, lecture)

● Describe the terms alleles, dominant, recessive, phenotype, genotype,



homozygous, and heterozygous. (text, lecture)

● Perform, interpret, and derive a statistical probability from a Punnet square analysis. (lecture worksheet, paper evaluation)

● Explain what a DNA mutation is and how this can effect the functionality of a protein. (text, lecture)

● List some of the potential sources that cause DNA to mutate. (text, lecture)

● Describe and explain what a point mutation is and list some of the types of point mutations. (text, lecture)

● Explain the components of a human pedigree chart and the various modes of inheritance. (text, lecture)

● Analyze a human pedigree chart to determine the mode of inheritance. (text, lecture, worksheets)

● Explain the functional roll of restrictions enzymes (RE) in living cell and describe how REs are used in diagnosing genetic diseases. (text, lecture)

● Perform, document, and report on a RE digest and gel electrophoresis of a DNA sample as a diagnostic tool for detection of a human disorder. (lab practical, written test)engineering that posed ethical dilemmas for society. (introduced in Unit 1)

UNIT 7 Assay Development

Textbook Readings:

● Chapter 6 Identifying a Potential Biotechnology Product

● Chapter 7 Spectrophotometers and Concentration Assays

Essential Question: What are various techniques and instruments used to detect the presence of biomolecules?

Overview/Goal(s): Using information from Units #1 (Introduction), #3 (DNA/protein structure/function), and #5 (Genetic Engineering) students are introduced to additional tools/techniques used in research labs and industry for the detection of biomolecules.

● Describe how assays for reactants or products can indicate the presence or activity of an enzyme. (text, lecture)

● Compare and contrast the use of different assays used in research and production of protein products. (text, lecture)

● Explain how chemical principles involved behind the use of Benedicts Solution and Lugols Iodine for the detection of sugars. (text, lecture, written test)

● Illustrate how an ELISA assay works, the role of antibodies in an ELISA, and how it may be used in industry and for medical purposes. (text, lecture, written test)

● Identify the common parts found on a UV-VIS spectrophotometer and describe their function and use a spectrophotometer to produce an absorbance spectra. (text, lecture, written test, laboratory practical)

● Elucidate the relationship between wavelength and the color of light and the relationship between light transmittance and light absorbance in a sample. (text, lecture)



● Discuss the difference between acids, bases, and neutral solutions; to include the use quantitative pH paper and pH meters to measure and adjust pH. (text, lecture, lab component)

● Define the function of a buffer and give examples of buffers used in a biotechnology lab. (text, lecture)

● Calculate and make several buffers at various volumes, concentrations for laboratory use in conducting experiments. (laboratory component)

● Prepare a serial dilution of protein and measure their absorbance at a given wavelength form, which a standard curve will be generated to determine the concentration of an unknown protein solution. (laboratory practical, written test)

● Guest Speaker Protein Biochemist

UNIT 8 Forensics: Drugs and Toxicology

Textbook Readings:

● Chapter 12 Medical Biotechnologies

● Supplemental Text 13 & 14

Essential Question: How are drugs detected and their interaction once in the human body?

Overview/Goal(s): Using the information from Units #2 (Cell Biology), #6 (Genetics and Human Disease), and #7 (Assay Development), students learn tools / techniques used to identify and detect drugs and how they interact with the human body.

● Identify how legal and illegal drugs/toxins are classified. (textbook)

● Understand and explain how various drugs and toxins are processed and effect the human body. (internet, lecture, ppt.)

● Understand the chemical process of half-life as it relates to the ingestion of drugs/toxins in the human body. (lecture, lab activity)

● Perform LD50 studies on model organisms to see effect of drug/toxin. (laboratory component)

● Construct molecular models of some of the more common drugs/toxins from data collected from various chromatographic/spectrophotometric data. (laboratory)

● Conduct qualitative and quantitative methods for the detection of drugs. (laboratory component)

● Understand the physical and chemical principles behind the use of chromatography and spectroscopy as a tool for drug identification. (text, lecture)

● Prepare, run, and interpret unknown samples using chromatography and spectroscopy techniques. (laboratory component)

● Understand and apply the importance of running controls and reference samples as a standard operating procedure for identifying drugs and toxins. (revisit of scientific method introduced in chapter 1)

● Guest Speaker Forensic Scientist



UNIT 9 Scale-up, Manufacturing, and Marketing a Biotechnology Product

Textbook Reading:

● Chapter 9 Bringing a Biotechnology Product to Market

Essential Question: How does a biotechnology company bring a product to market?

Overview/Goal(s): Introduce students to the stages required to bring a product to market to include the laboratory component (isolate the product), product testing, namely pre-clinical and clinical trials in order to apply for FDA approval and marketing, packaging and distribution.

● Outline the steps in product production, recovery, and purification. (text)

● Summarize the steps in clinical testing and FDA approval for new drugs produced through genetic engineering. (text)

● Inspect and verify inventory and integrity of products.

● Discuss techniques of product packaging and distribution. (text)

● Record and report protocols, procedures, results, conclusions, manuals, reports and write memos and letters utilizing computer -processing.

● Interact with colleagues and supervisors and coordinate tasks.

● Understand biotechnology product design and development, laboratory procedures, product licensure, and the regulatory process for product development and clinical trials.

● Describe the characteristics of proteins that allow for their purification after cloning transformed cells.

● Compare and contrast the processes of paper, thin-layer, and column chromatography.

● Explain how PAGE is used with column chromatography and spectrophotometry to monitor and confirm a protein product.

● Describe the steps in harvesting protein product from fermentation cell culture.

● Test for the presence and concentration of proteins in processed samples. (laboratory component)

● Enumerate the steps in buffer exchange and dialysis as used in protein processing.

● Compare and contrast the mechanism of gel filtration, ion exchange and affinity chromatography.

● Conduct an ion exchange chromatography to isolate proteins of different charge. (laboratory)

● Explain the function and use of FPLC and HPLC in research and production.

● Field trip to a bay area biotechnology company

● Guest Speaker - Scientific Drug Developer

UNIT 10 Careers in Biotechnology and Career Essentials



Textbook Readings:

● Chapter 14 Biotechnology and Applications: Looking Forward


Essential Question: What careers are available and the requirements necessary in the field of biotechnology?

Overview/Goal(s): This unit introduces students to careers in the field of biotechnology and the educational background and interpersonal skills required to work in this science field. Students create an electronic portfolio resume.

● Research using various informational sources potential careers in biotechnology such as health, medicine, genetics, agriculture, environmental, etc. (text, internet)

● Create an appropriate resume for use in applying for a biotechnology company to include a portfolio that demonstrates proficiency in specific tasks including writing samples, performance-based skills, and oral/verbal communication (mock interview)

● Demonstrate the knowledge and the hierarchal organization of a biotechnology company including departments and positions of both scientific and nonscientific members. (text)

● Demonstrate ability to solve problems and think critically by completing challenging group and individual projects and assignments effectively. (oral evaluation)

● Demonstrate the ability to research, analyze, synthesize, and evaluate information from multiple sources and communicate this in verbal and written format. (research paper)

● Be able to work cooperatively in a team environment and accept other people's opinions and accept personal responsibility for decisions and actions.

● Guest speaker from a biotechnology company from the human resources department.

Laboratory Activities

Unit 1 Introduction to Biotechnology

1. How to Set Up a Legal Scientific Notebook, instructions on Laboratory Safety & orientation to various Laboratory Instrumentation used during experimentation

● Learn the proper formatting and documentation in maintaining a lab notebook.

● Learn the proper precautions in protecting oneself while conducting an experiment.

● Learn how chemicals, media and organism are safely used, stored, and disposed of.

● Learn the names of laboratory instrumentation, their function, and proper use.



2. Making Solutions of Differing Mass/Volume Concentrations Lab: Accurately preparing solutions of varying amounts is a required skill in biotechnology. Lab Objectives:

● Determine which micropipettes are best used to measure specific volumes.

● Demonstrate proficiency measuring precisely using various micropipettes.

● Make solutions with a given mass of a specified volume.

● Verify mass and volume measurements

● Use spectrophotometer to check samples.

● Prepare a line graph using Microsoft Excel comparing the absorbance of each concentration of sample.

3. Making Solutions of Differing %Mass/Volume Concentrations Lab: A lab technician must be able to make any solution at any concentration or volume. Lab Objectives:

● Measure out chemicals of differing % concentrations for protein testing solutions

● Prepare different concentrations of gelatin solution for Biuret protein testing

● Prepare Biuret testing reagents and conduct protein tests on several gelatin protein standards of know concentration.

● Describe the results of Biuret testing of gelatin solutions of decreasing concentration.

4. Cheese Production Lab: New cultures of cheese may be started by adding purified enzymes produced by genetic engineering. Since chymosin is genetically engineered, it might be hypothesized to produce the largest volume of cheese the fastest. Lab Objectives:

● Determine which curdling agent produces cheese the fastest

● Determine which curdling agent produces the most cheese

● Examine variables that can lead to invalid experiment.

Unit 2 Cell Biology

5. Dissecting a Cell and Examining Its Components Lab: How to use indicator solutions and standards to test for the presence of biologically important molecules, such as carbohydrates, proteins, and nucleic acids. Lab Objectives:

● Determine positive indicator tests for proteins, carbohydrates, and fats

● Determine which part of the egg test positive for protein, carbohydrate, and/or fat.

6. Using a Compound Light Microscope to Study Cells



● Learn the parts, function and correct operation of a microscope

● Learn to make a wet mount slide

● Be able to make microscopic measurements under various levels of

magnification

7. Growing Model Organisms Lab: Learning the environmental preferences of organisms is necessary to properly maintain an organism optimally.Lab Objective:

● Discover the temperature preferences of the 3 model organisms (E. coli, Aspergillus niger, and baker's yeast) grown in the biotechnology lab.

8. How Molecular Structure is Affected by Environmental Change Lab: It is important for a protein to be maintained at an optimal pH if it is to function properly. Lab Objectives:

● Determine how much acid or base is necessary to observe an obvious change in structure?

● Explain how structural changes could affect the structure and function of a protein.

● Relate how temperature affects protein structure.

Unit 3 DNA and Protein Structure/Function

9. Pulling DNA out of Solution: DNA Spooling Lab: To conduct genetic engineering, DNA must be purified out of cells or viruses and isolated. Lab Objectives:

● Spool DNA out of solution

● Explain the unique properties of DNA

● Determine the yield of DNA recovered during the isolation.

10. DNA Extraction from Bacteria Lab: DNA from bacteria is used as a source of genes for genetic engineering or gene therapy purposes. Lab Objectives:

● Extract relatively pure chromosomal DNA from E. coli bacteria cells.

● Isolate DNA by bursting open the phospholipid bilayer of the cell membrane, and using RNase to decompose RNA contaminants and Proteases to degrade protein contaminants.

● Centrifuge to separate contaminants from DNA.

● Spool DNA onto a glass rod..

11. Using Gel Electrophoresis to Study DNA Molecules Lab: Gel Electrophoresis uses a gel and an electric field to separate molecules based on size, shape, and/or charge. Lab Objectives:



● Load and run samples of salmon sperm (animal), E. coli (bacterial

chromosomal), yeast, plasmid (bacterial extrachromosomal) and lambda (viral).

● Observe the gel on a UV light box and photograph the gel.

● Estimate the sizes of the molecules in the bands by comparing them to known molecules.

12. Testing for the Presence of Protein in Solution Lab: Use chemical indicators to find measurable amounts of protein in solution. Lab Objectives:

● Test different protein solutions with Biuret reagent.

● Estimate the concentrations of the unknowns by comparing their colors to the colors of the unknown concentrations of proteins.

● Use UV spectrophotometer to better estimate the concentrations of samples

● Identify factors that could impact the accuracy of concentration determinations

13. Characterizing Proteins by PAGE: Proteins found in organisms are in solution. Proteins are purified for study, extracted in buffer to be studied using polyacrylamide gel electrophoresis (PAGE). Lab Objectives:

● Determine the structural characteristics of amylase, pectinase, cellulose, and lysozyme by running samples on a SDS-PAGE gel.

● Determine the optimum concentration for visualizing the characteristics of each protein studied.

14. Separating and Identifying Proteins via SDS-PAGE: Proteins are denatured with SDS so they will electrophorese in the gel at a rate proportional to their molecular weight. Lab Objectives:

● Determine the variety of proteins found in the muscle tissue of some animals.

● Identify the number of polypeptide chains present and their molecular weights.

● Determine which bands are unique to a sample and which bands are common to all samples.

Unit 4 Forensics and Human Identification (HID)

15. HID by PCR/Gel Electrophoresis: Purification and Amplification of DNA collected at a crime scene will be run on a gel to identify its origin. Lab Objectives:

● Use a thermocycler to amplify a segment of DNA

● Gel electrophorese a DNA sample to visualize and analyze the origin or source of the sample

● Compare the unknown to a reference DNA profile of knowns to determine identity of DNA left at the crime scene



● Calculate statistical frequency of the DNA profile in the human population

Unit 5 Genetic Engineering

16. Restriction Analysis of the Lambda Phage DNA Sequence: Use restriction enzymes to characterize an rDNA sample. Lab Objectives:

● Perform a lambda DNA/HindIII digestion and match the restriction fragments produced.

● Determine the number and lengths of restriction fragments produced during a lambda DNA/EcoRI digestion.

● Evaluate each for use as a possible sizing standard, to determine the lengths of other DNA fragments.

17. Restriction Digestion and Restriction Enzyme Mapping Lab. Lab Objective:

● Determine if the resulting DNA fragments cut by restriction enzymes indicate that the sample has the characteristics of pAmylase.

18. Cell Competency Lab: Transformation of E. coli with pAmylase to make competent cells. Lab Objectives:

● Transform E.Coli with a recombinant pAmy plasmid, which contains a gene for amylase production

● Demonstrate that the transformation was successful and that the newly inserted genes are being expressed by the transformed E. coli cells.

19. Growing and Monitoring Bacterial Cultures Lab: After cells have been transformed, they must be grown in increasing volumes. Lab Objectives:

● Monitor cell cultures collecting data and graphing the change in the broth culture's pH, absorbance and transmittance data over time.

● Produce a growth-curve line graph of the absorbance data.

Unit 6 Genetics and Human Diseases

20. Detection of a congenital human disorder via restriction digestion and gel electrophoresis: Mutation at the DNA level are often the source of genetics diseases which can be detected by restriction digest/gel electrophoresis techniques. Lab Objectives:

● Perform a restriction digest on a region of DNA

● Perform gel electrophoresis to generate DNA profile

● Compare the sample in question to a reference DNA profile to identify the



genotype of the individual based on the size of the DNA fragment

Unit 7 Assay Development

21. Assay Development Lab: Several indicators are used in assays to determine the presence or concentration of a molecule. Lab Objectives:

● Explain how iodine indicator shows the presence of starch

● Discover what happens if you mix iodine with other molecules, such as sugar or protein.

● Describe how Benedict's solution shows the presence of sugar and what happens when it is mixed with other molecules, such as starch or protein.

22. Assaying for Amylase Activity Lab: Amylase catalyzes starch digestion. Lab Objective:

● Determine the behavior of the human enzyme, salivary amylase, compared with a 1-mg/mL bacterial amylase solution.

23. Using the Spectrophotometer to Study Molecules: three different colored solutions are studied to determine which wavelengths of light they absorb and which of these wavelengths provides the most absorbance. Lab Objectives:

● Determine the light absorbed at different wavelengths, by molecules of different colors.

● Determine the wavelength of minimum and maximum light absorption.

24. Determining the Concentration of Protein Assays: In biotechnology synthesized proteins have to be isolated from all of the other proteins in the cell. Lab Objectives:

● Determine the concentration of two unknown protein solutions.

● Graph the absorbance values vs. their known concentration values making a best-fit line. Estimate the concentration of your unknowns using the standard curve

Unit 8 Forensics: Drugs and Toxicology

25. Drugs/Toxicology Identification via chromatography/spectroscopy: Based on the chemical/physical properties of a solid/liquid unknown appropriate instrumentation will be applied to determine possible identity of the sample. Lab Objectives:

● Perform a preliminary screening process on an unknown sample to determine its chemical physical properties

● Use a colorimetric, chromatographic and spectrophotometric techniques to identify the unknown substance.



● Compare the unknown to a library of knowns for confirmatory identification.

Key Assignments

● Laboratory Notebook Documentation: Students are evaluated on

proper documentation of a laboratory notebook while conducting an experiment. The outline includes title, purpose, hypothesis, protocol, analysis, conclusion, following the standard scientific outline. Students maintain a laboratory notebook following experimental operating procedure and are aware of safety issues while conducting an experiment, know how to safely operate laboratory equipment, establishing experimental controls and standards, perform calculations for making media/solutions, proper storage and labeling of solutions/media and proper disposal of hazardous waste materials.

● Ethical Debate: Students, in teams of four, identify a bioethical topic, research the issue, write a position statement and defend their position based on the information that was gathered. Students field questions from an opposing group and are required to validate the position statement based on the scientific studies(s).

● Scientific Research Project:Students design, develop, carryout a biotechnology research project that culminates in a technical paper (750 to 1000 words), poster board display, and oral presentation. Students enter their projects in local, state, national and international science fair competitions.

● Forensic Analysis: Students are presented with a crime scene to document, evidence collection, laboratory analysis and presentation of their findings. As a team, students decide on what the proper analysis and instrumentation to be applied for each piece of evidence collected to reveal the information as to the cause/manner of the criminal event. Students summarize their conclusions and present their findings to the class in an oral presentation.

● Medical Mysteries:Students are presented with medical cases on a patient illness or disorder. After the presentation of the patient's symptoms, students are asked to research the possible causes and develop appropriate tests on revealing the root of the problem. A presentation will be made in the form of a paper and oral presentation.

● Mathematics in the laboratory:Students are required to use scientific notation and metric system measurements while performing lab experiments. Students apply statistical analysis and probability to validate laboratory data. Students are required to apply proper mathematical equations in preparing solutions. In addition students are asked to graphically present quantitative data collected from experiments.

● Laboratory Instrumentation: Students are introduced and learn the operations and functions of sophisticated laboratory equipment. This entails what is its function (s), how does it work, what it is used for, safety precautions in the operation of the instrument, and proper handling of the device.

● Education and Career Portfolio: Students complete an educational and career portfolio and related documents including: educational and career research of a career in the field of biotechnology, job application, resume, college/training plan, letters of recommendations, work samples (lab reports, research papers illustrations, treatment plans). Students will present and be interviewed by professionals in the biotech field.



Instructional Methods and/or Strategies

The entire course outline is supported by the following instructional methods and strategies. A variety of instructional methods are used to accommodate all learning styles. These include, but are not limited to:

● Direct instruction in the form of PowerPoint-based lectures, chapter readings, in- class research, demonstrations, large and small group discussions.

● Laboratory research and investigation with individual, pairs and in small groups. using the science lab and hand-on experiences. Each lab is recorded and written up by the student using the standard lab report outline.

● Research using professional journals, reference resources and textbooks, Internet and digital media resources.

● In-depth reading, written critiques and analysis of information from various sources including: textbook, professional journals, newspapers, library, electronic media, texts and other reference materials.

● Formal and informal large and small group discussions and individual and team debates are conducted to increase skills in student ability to work cooperatively and collaboratively, to critically analyze data and information, and to become effective problem-solvers and increase responsibility for self learning.

● Guest Lecturers: Biotechnology and medical professionals to show the application of what is learned in the classroom to the real world of work.

● Field trips to area biotech firms, research institutions and universities to augment classroom learning with real-world application to the field of biotechnology.

Assessment Methods and/or Tools

The assessment methods and strategies for this course are in alignment with the Course Purpose supporting development of critical thinking and analysis skills. Summative and formative assessments are used throughout the course to ensure that students comprehend course content.

● Chapter and Unit tests assess for understanding of content. Comprised of open-ended essay questions that demonstrate student ability to critically analyze and justify positions. Tests will require students to interpret, analyze, apply and demonstrate ideas and concepts as they relate to the solution of real-world scientific problems. Student ability to apply past learning to new situations is included in evaluation.

● Research papers and essays include use of research sources to identify the cause and effect of various issues in biotechnology. Students are required to read, research and apply curriculum in essay form with clarity and precision. Research papers and essays range from 250 words to over 1000 words for an in depth summary report.

● Small group discussions to openly discuss issues and understand individual opinions. Ability to question and pose problems in the context of an interdependent, collaborative team environment is emphasized.

● Laboratory proficiency exams and reports to demonstrate student understanding of the concepts and applications.

● Class presentations, demonstrations, simulations and projects, both individual and group, where students present research data and information to demonstrate and teach a topic. Gathering and presenting information utilizing multiple senses is emphasized.

● Portfolio culminating project, displays student understanding of Biotechnology and prepares for future education and career goals.



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Glenn Reed Instructor (831)466-5760 greed@yahoo€¦ · 6. Bio-Rad Life Science Education, Biotechnology Explorer 7. Seidman, Basic Laboratory Calculations for Biotechnology = 8