BL 616 Biomedical Biochemistry (3-SH) Fall 2011 syllabus. Regis University Department of Biology 8/17/11

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1 BL 616 Biomedical Biochemistry (3-SH) Fall 2011 syllabus. Regis University Department of Biology 8/17/11 Joan L. Betz, Ph.D. Office: S216 Phone: Office hours as posted or by appointment Class Schedule: MWF 12:30 PM 1:20 PM in room Loyola 31 Required course materials: Required Textbook: Lieberman, M. & Marks, A. (2009). Marks Basic Medical Biochemistry: A Clinical Approach. 3 rd edition. Lippincott, Williams & Wilkins. ISBN Lecture handouts and PowerPoint slides are posted on the instructor s academic website. Online resources and student website materials for the textbook are available at: using the access code provided in the front of the book. From the Bulletin: Develops student understanding of biochemical principles particularly as related to human metabolic processes. Focuses on protein structure and function and includes basic cell biology. Course links to genetic diseases and to physiology. Student learning objectives involve: KNOWLEDGE, COMPREHENSION, APPLICATION, ANALYSIS Recall and correctly explain the terms used in biomedical biochemistry Explain and apply the major concepts of biochemical equilibria and thermodynamics, biomolecular structure, and metabolism Analyze biochemical data to determine patterns of biochemical activity and physiological function. The discipline of biochemistry developed as chemists studied the molecules of cells, tissues and body fluids, and physicians, scientists and geneticists probed the inheritance patterns and molecular basis of diseases. Tools of molecular biology now permit detailed and sophisticated diagnostic tools, molecular explanations, and treatments, of many disease processes, although cures remain elusive. Homeostasis and proper functioning of the body requires a delicate balance amongst essential nutrients taken in or synthesized, appropriate metabolism in response to internal and external environment, and disposal of waste products. Two basic metabolic requirements are: synthesize everything cells need that is not supplied by the diet, and protect internal environment from toxins and changing external conditions. Dietary components are metabolized by: fuel oxidative pathways, fuel storage pathways, biosynthetic pathways, and detoxification or waste-disposal pathways. This course will particularly focus on the fuel oxidative pathways that generate energy, and the major fuel storage pathways, as well as the signaling between cells and tissues to accomplish proper functioning of the human. Team-Based Learning (TBL) Activities The main purpose of TBL is to change the classroom experience from acquiring course content and concepts in a lecture based format to applying course content and concepts in a team format. Students spend their classroom time applying course material rather than simply acquiring it. During TBL activities, classroom learning will occur in teams of 5 to 6 students. Prior to the TBL activity, students will study assigned class material (readings, website tutorials, video demonstrations, etc.) prior to class. During the first class session of a TBL unit students take an individual readiness assessment test (irat) over the assigned material. Right after this individual test, students retake the same test as a team (trat), and immediately find out how they scored on both the individual and team test. Both grades are counted in terms of final grade calculations. The individual tests hold students accountable for learning the material before class and the team tests

2 provide an exciting opportunity for students to learn from one another while working together on the test. Periodically throughout the course students assess each team member s performance in a peer evaluation exercise. Following the readiness assessment process, each team is assigned the same application exercise to solve. Application exercises are designed such that students use the material they learned outside of class to solve challenging problems. Each team reveals their answer to the application exercise simultaneously, resulting in energetic conversation between teams, as each teams seeks to justify their answer. Teams are held accountable for their work by writing an explanation for their answer to application exercises which is later graded by the course instructors. (TBL procedures adapted from Regis University School of Pharmacy Handbook) Summary of TBL: three activities, separately in each course, and with an application spanning the three classes of Biomedical Biochemistry, Biomedical Genetics and Biomedical Physiology. Each session will focus on three or four diseases, and the integration of knowledge about these diseases, as well as links to ongoing course material. irat individual Readiness Assessment Test students studied the assigned course-specific material in advance, and complete a basic factual test (closed book, closed notes) to see that they have assimilated the material; typically 10 multiple choice questions trat team Readiness Assessment Test teams of students discuss and complete same exercises as irat. Application questions student teams tackle more comprehensive questions typically 5 to 10 that integrate topics from the three courses. BL 614/616/618 Integrative Semester Project: Preparation of a Disease pamphlet Details given on separate handout and posted on SharePoint. Students will have an opportunity to explore a human disease, using review articles and primary research articles, and to present this written information in the form of a educational pamphlet. Grading: 1040 pts total: 3 exams (100 each), final exam (200 pts), pamphlet (100 pts) 4 team-based learning activities (irat (80), trat (120), applications (200) and peer evaluation (40). Grading scale - The percent grading scale for courses in the M.S. in Biomedical Sciences will be as follows. M.S. Satisfactory-Outstanding Grades A = 100% 93% A- = 92% 90% B+ = 89% 87% B = 86% 83% B- = 82% 80% C+ = 79% 77% P 83% 4.00 Outstanding Satisfactory Pass (no grade points) May Fulfill M.S. Requirements* C = 76% 73% 2.00 Unsatisfactory * Only 2 courses with a grades of C may count towards any graduate program requirements. Does Not Fulfill M.S. Requirements C- = 72% 70% D+ = 70% 67% D = 66% 63% D- = 62% 60% F 59% N 82% Unsatisfactory Failure No Pass (no grade points) Note that final class percent grades will be rounded such that a percent grade ending in a decimal value of or higher will be rounded up and a grade ending in or lower will be rounded down.

3 Possible Grading Inaccuracies: If you think that something was mistakenly graded as incorrect, please notify your instructor. Wait at least one day (a cooling off period) and resubmit the test or assignment to your instructor with a brief written explanation of why you think the grading was in error. No grading re-consideration requests for assignments (other than the final exam) will be accepted after the final exam. Disability Statement: If you have a documented disability that may prevent you from fully demonstrating your academic abilities, please provide your instructor with the Accommodation Request Form (provided by the Office of Disability Services) as soon as possible to discuss the accommodations necessary to ensure your maximal participation and facilitate equal educational opportunity. If you suspect that you may have a disability, please contact Joie Williams, Director of Disability Services ( , or If possible, contact Disabilities Services (Coors Life Directions Center 118) at the beginning of the semester so that you can receive accommodations for the complete semester. Accommodations are not retroactive. Note that the instructor is not allowed to provide individual accommodations without official documentation from the Office of Disability Services. Cellular Phones, Text Messaging, Laptops, Tablets, and Other Computerized Devices: In general, these may not be used in class, so turn these off. If you have a special need to use one of these in class, you must obtain the instructor s permission. The instructor also may allow a student to use a computerized device in class as long as it will not distract or impair other students or the instructor. Please give the class your full attention. Attendance: Attendance at regular class periods is expected. If general class attendance becomes an issue in a class, the pattern of unexcused absence will be reported to the Master s Program Director and course-grade penalties may apply. Attendance on days with graded assignments (e.g., Team Based Learning, quizzes, and exams) is required. If you miss, leave, or are removed from class for a reason that is excused, see the procedure for excused absence below. If you miss, leave, or are removed from class for a reason that is not excused the score on the graded work will be a zero (0) or will be composed of the grade for whatever portion of the examination or assignment was completed before your removal from class. Excused Absence: Debilitating or highly contagious illness or injury documented with a note from a health care provider (not a regularly scheduled appointment), a death or serious illness in the immediate family, jury duty, required appearance as a legal witness, attendance at scientific conferences where the student is a presenter, and attendance at professional-school interviews are reasons for excused absences. Absences due to oversleeping, vacations, forgetfulness, arrest, or police detention for misconduct are unexcused absences. Whether any other absences are excused or unexcused is entirely at the discretion of the instructor. For an absence to be treated as excused a student needs to briefly, and in writing, explain the absence and attach the written explanation to appropriate documentation of the excused absence. The instructor will determine if the excused absence is justified. If so determined, the instructor will decide if graded activities or assignments that are missed for an excused reason will be averaged out of the student s grade or re-scheduled. Inappropriate Academic Conduct: From the Regis University Bulletin: Our collective academic honesty is a simple prerequisite for the pursuit of knowledge. In particular, the Jesuit principles that underlie the Regis College mission statement and core philosophy, with their call to ethical inquiry and care of the whole person, demand students commit to academic integrity in their pursuit of a Regis College education. Students and faculty are expected to adhere to standards of good academic conduct: being responsible for one s own academic work, participating with good faith in academic discussions, acknowledging the work of others. Regis College takes very seriously violations of academic integrity, including but not limited to: plagiarism, cheating, duplicate submission of work, collusion, submitting false information, unauthorized use of computers or other electronic devices (e.g., during an exam), theft and destruction of property, and unauthorized possession of materials. In the unlikely event that academic misconduct occurs, the consequences will be severe.

4 A first offense of academic misconduct that the instructor judges to be of lesser severity will minimally result in a 0% score on the assignment/quiz/exam AND the formal report of the infraction to the M.S. in Biomedical Sciences Program Director and the Regis College Dean s Office. Academic misconduct that the instructor judges to be severe, vandalism, or any second offense of inappropriate academic conduct any type, will result in immediate failure of the course (grade = F) AND the formal report of the infraction to the M.S. in Biomedical Sciences Program Director and the Regis College Dean s Office (which may result in separate institutional punishment). Schedule of Topics (may be altered depending on student progress) Week Date Topic Chapter (pages) 1 M 8-29 W 8-31 F M 9-5 W 9-7 F M 9-12 W 9-14 F M 9-19 W 9-21 F M 9-26 W 9-28 F M 10-3 W 10-5 F M W F M W F M W F Introduction: Homeostasis- Metabolic Fuels & Dietary components; The Fed or Absorptive State; the Fasting State Selected topics of Acids, Bases, Buffers, Major Compounds of the Body Holiday- Labor Day Amino Acids; Structure-Function Relationships in Proteins Relationship of Cell Biology to Biochemistry Cell Signaling by Chemical Messengers (Molecular Biology of Cancer); TBL #1: irat/ trat TBL #1 Application questions - integrative Enzymes as Catalysts Regulation of Enzymes Review; problem solving Exam 1 (Ch 4-11) Cellular Bioenergetics: ATP, O 2 TCA Cycle Mitochondrial O-P Anaerobic Glycolysis (Fermentation) Holiday - Fall Faculty Conference Oxidation of Fatty Acids and Ketone Bodies (Metabolism of Ethanol) Metabolism TBL #2 irat, trat TBL #2 application Midterm Break Oxygen Toxicity and Free-Radical Injury DNA Damage and Repair topics, Cancer Exam 2 (Ch 12, 13, portions) Regulation of Fuel Metabolism by Insulin, Glucagon & Other Hormones Digestion, Absorption & Transport of Carbohydrates; Formation & Degradation of Glycogen 1 (1-21) 2-3 (22-40) 4 (41-55) 5 (56-72) Holiday 6-7 (73-115) portions 10 ( ) 11 ( ) 18 portions 8 ( ) 9 ( ) 19 ( ) 20 ( ) 21 ( ) 22 ( ) 23 ( ) 25 ( ) 24 ( ) 13, 12 ( parts) 26 ( ) 27 ( ); 28 ( )

5 10 M W 11-2 F M 11-7 W 11-9 F M W F M W F M W F M 12-5 W 12-7 F 12-9 Digestion & Transport of Dietary Lipids Synthesis of Fatty Acids, Triacylglycerols & Major Membrane Lipids Cholesterol Absorption, Synthesis, Metabolism I Hormones that Regulate Fuel Metabolism TBL #3: irat, trat TBL #3 application Biochemistry of Erythrocytes & Other Blood Cells Blood Plasma Proteins, Coagulation, Fibrinolysis Purine & Pyrimidine Metabolism Exam 3 (Ch 26-28, 32-34, 43-45) Thanksgiving holiday Thanksgiving holiday Steroid hormones; Metabolism of Eicosanoids, Prostaglandins Nitrogen: Protein Digestion, Amino Acid Absorption Fate of Amino Acid Nitrogen: Urea Cycle Synthesis & Degradation of Amino Acids Review; TBL #4: irat, trat TBL #4 application; Outcomes, evaluations, review 32 ( ) 33 ( ) 34 ( ) Guest lecturer 43 ( ) 44 ( ) 45 ( ) 41 ( ) 34, 35 ( ) 37 ( ) 38 ( ) 39 ( ) final W FINAL EXAM 10:10 AM

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