School of Food Science Lesson Plan - Food Biotechnology
School of Food Science Lesson Plan - Food Biotechnology
School of Food Science Lesson Plan - Food Biotechnology
COURSE OBJECTIVES:
1
School of Food Science Lesson Plan – Food Biotechnology
environmental safety issues surrounding transgenic animals, plants and genetically modified
foods – Introduction and Applications of plant tissue culture – Introduction to genetically
engineered probiotics
8 hours
UNIT IV
Applications of Enzymes in Food Technology
Applications of enzymes in food industry – bakery products, cheese production, whey
modification, meat tenderization, esterification of oil and fat, antimicrobial systems, invert
sugar, high fructose corn syrup, beverages, fruit juices – Immobilization of enzymes –
Enzyme engineering
8 hours
UNIT V
Introduction to Bioinformatics
Introduction – Scope – Bioinformatics databases: Nucleotide sequence databases (Primary
and secondary nucleotide sequence databases – EMBL, Gene Bank, DDBJ), Protein sequence
and structure databases (UniProt, Protein Data Bank, PDB, PIR) – Sequence Analysis: Need
for sequence alignment, Local and Global alignment, Scoring matrices - PAM and BLOSUM
matrices, Introduction to BLAST
7 hours
COURSE OUTCOMES:
TEXTBOOKS
REFERENCES:
Goldberg, I., & Williams, R. (1991). Biotechnology and food ingredients. New York,
USA: Van Nostrand Rreinhold.
Gupta, P. K. (2008). Elements of biotechnology. Meerut, India: Rastogi publications.
Fellows, P. (1998). Food processing technology - Principles and Practices. New York,
USA: Ellis Horwood.
Nizam, J. (1996). Role of biotechnology in pulse crops. Hyderabad, India: Ukaz
publications.
Srivastava, H.C. (1993). Biotechnological applications for food securities in developing
countries. New Delhi, India: Oxford and IBH publications Co. Pvt. Ltd.
2
School of Food Science Lesson Plan – Food Biotechnology
Joshi, V.K., & Pandey, A. (199). Biotechnology- Food Fermentation. New Delhi, India:
Education Publ.
Crueger, W., &Crueger, A. (1984). Biotechnology: A Textbook of Industrial
Microbiology. Madison, USA: Science Technology.
Baxevanis A. D. (Ed) & Ouellette F. (Ed) (2004). Bioinformatics: A Practical Guide to
the Analysis of Genes and Proteins. (3rd ed.). New York, USA: Wiley, John & Sons.
s
LESSON PLAN
Time - plan:
Class hours: 8
Activity/Demonstration: 1 hour
Total hours: 9
Book References:
Teaching Objectives:
3
School of Food Science Lesson Plan – Food Biotechnology
bioinformatics
https://www.ncbi.nlm.nih.gov/bo
oks/NBK235032/
Web Resources:
http://www.ipn.unikiel.de/eibe/E
NGLISH/U17.HTM
http://www.isa.utl.pt/daiat/INT-
EngAlimentar/trabalhos%20alun
os/trabalho%205%20tema%20pr
oposto/temas%20e%20bibliograf
ia/alimenta%E7%E3o%20e%20b
iotecnologia/(new)Introduction%
20to%20Biotechnology.presentat
ion
Class Introduction to molecular Lecture using Web Resources:
2&3 biology: DNA and RNA, presentation http://academic.brooklyn.cuny.ed
Composition and u/biology/bio4fv/page/molecular
structure %20biology/DNA-RNA-
Week 1 structure.html
Purines and http://library.thinkquest.org/2781
pyrimidines 9/ch6_3.shtml
Nucleosides,
nucleotides &
Base pairing
Significance of DNA &
RNA
Purpose of DNA as
genetic material
Compact packing of
DNA in cells
Difference between
DNA & RNA
Types of RNA and
DNA: their purpose
4
School of Food Science Lesson Plan – Food Biotechnology
Description of the demonstration: Isolation of DNA from onions using basic kitchenware and
solutions available at home.
Materials Required:
Onions, knife or chopper, salt, water, strainer, glass tumblers, plastic spoons, dish wash detergent
or shampoo, cold methylated/rectified spirit (put it in the fridge in the morning itself), toothpicks,
small tray and a cleaning cloth.
Method:
5
School of Food Science Lesson Plan – Food Biotechnology
1. Chop the onion into small pieces and place inside the blender container.
2. Measure out 200 ml of the water. Pour this into a glass and add one level teaspoon of salt.
Microwave the salty water for one minute (High) then stir well.
3. Add enough of the salty water to just cover the onion.
4. Blend the mixture for about 30 seconds.
5. Pour the onion-salt-water mixture through the strainer and collect the liquid in a glass.
The DNA from the onion is in this liquid.
6. Measure out 50 ml of the onion liquid and pour it into a glass.
7. Add 2 teaspoons of dishwashing detergent to the glass containing the 50 ml of onion
liquid. Stir very gently.
8. Measure out 100 ml of methylated/rectified spirit. Slowly add the methylated spirits to the
glass containing the onion-detergent mixture.
9. Wait for the DNA to appear! The DNA will form small wispy strands like a cotton wool.
10. Clean up the workplace. The methylated/rectified spirit and DNA from your experiment
should be poured down the sink.
Precautions:
Students will submit a written assignment after the completion of the experiment.
Points to Ponder
6
School of Food Science Lesson Plan – Food Biotechnology
Learning Outcomes:
Students will be able to understand molecular Biological processes like DNA replication,
transcription and repair systems.
Know how different genes are expressed and regulated in a cell by using operon model.
Understand use the DNA replication mutants in the study of replication.
Summary :
The cell is the basic unit of life. The nucleus houses most of the DNA and is the control
center of the cell.
The Central Dogma dictates the flow of genetic information in a cell.
Biotechnology involves the manipulation of living organisms or parts of organisms to make
products useful to humans.
Genetic information can Be Provided by DNA. In the case of retroviruses, RNA functions as
the genetic material.
Replication of DNA is undertaken by a complex of enzymes that separate the parental
strands and synthesize the daughter strands.
DNA Replication Is Semi-0conservative. The sequences of the daughter strands are
determined by complementary base pairing with the separated parental strands.
Repair systems recognize DNA sequences that do not conform to standard base pairs and use
different mechanisms to ensure error-free DNA is synthesized.
Transcription produces an RNA chain identical to the sequence with one strand of the DNA
by a reaction catalyzed by the enzyme, RNA polymerase. Transcription mechanisms differ in
prokaryotes and eukaryotes.
Eukaryotic nascent transcripts undergo processing before being used for protein synthesis.
However, in prokaryotes no processing of RNA transcripts occurs.
The synthesis of proteins in a cell is called translation. The mRNA sequence is used as a template
to assemble the chain of amino acids that form a protein.
Time - plan:
Class hours: 12
Book References:
Teaching Objectives:
7
School of Food Science Lesson Plan – Food Biotechnology
Week 4 my experiments???
What?
Why?
How?
Class 14 Agarose Gel electrophoresis: Lecture using Web Resources:
Week 4 Tells me whether I am on presentation https://nptel.ac.in/courses/102
right track or not! 103017/pdf/lecture%2027.pdf
Technique
Applications
Class 15 Enzymes in Recombinant Lecture using
Week 4 DNA Technology: types of presentation
Scissors used for chopping
DNA
Restriction Enzymes,
DNA Ligase,
Alkaline Phosphatase
Class 16 Host cells Lecture using Web Resources:
Vectors presentation http://www.biotechnologynote
Plasmids s.com/gene-cloning/top-2-
Week 4 Bacteriophages types-of-host-cells-
biotechnology/460
http://www.biotechnologynote
s.com/recombinant-dna-
technology/3-main-
classification-of-vectors-with-
diagram/395
Class Overview of methods in Lecture using Web Resources:
17-20 gene transfer: presentation https://www.mybiosource.com
Transformation /learn/gene-transfer-technique/
Chemicals mediated https://www.ncbi.nlm.nih.gov/
Week 5 gene transfer books/NBK217998/
Electroporation
Gene gun
Microinjection
8
School of Food Science Lesson Plan – Food Biotechnology
Vector mediated
gene transfer
Virus mediated gene
transfer
Class 21 Basics of screening Lecture using Web Resources:
& 22 strategies presentation https://www.thermofisher.com
/in/en/home/brands/thermo-
scientific/molecular-
Week 5 biology/molecular-biology-
learning-center/molecular-
biology-resource-
library/spotlight-articles/5-
ways-screen-recombinant-
clones.html
Learning Outcomes:
Understand techniques used to probe DNA for specific genes of interest and apply the
fundamental steps in a genetic engineering procedure.
Apply the concept of PCR, its applications, general features of expression vectors-advantages
and problems and various applications of r-DNA technology while performing experiments
in rDNA technology.
describe the role of biotechnologies in food production, food processing, and food security.
Summary :
Recombinant DNA is a molecule that combines DNA from two sources. Recombinant DNA
is known as chimeric DNA.
A clone is a population of identical organisms derived from a single parental organism.
PCR is an in vitro technique to generate large quantities of a specified DNA.
Agarose gel electrophoresis is a method used in biochemistry and molecular biology to
separate DNA, or RNA molecules based upon charge, size and shape.
Restriction enzymes are endonucleases produced by bacteria that typically recognize specific
4 to 8bp sequences, called restriction sites, and then cleave both DNA strands at this site.
Cloning vectors can be plasmids, bacteriophage, viruses, or even small artificial
chromosomes.
Identification of host cells containing recombinant DNA requires genetic selection or
screening or both.
Time - plan:
9
School of Food Science Lesson Plan – Food Biotechnology
Teaching Objectives:
10
School of Food Science Lesson Plan – Food Biotechnology
Learning Outcomes:
Summary:
Transgenesis refers to the introduction of exogenous DNA into the genome to create and
maintain a stable heritable character. The foreign DNA that is introduced is called transgene.
The transgenic organisms are called genetically modified organisms (GMOs).
Gene transfer is carried out based on direct method and indirect method. Direct method
involves introduction of DNA directly into the organism. On the other hand, indirect method
uses a vector or a vehicle for gene transfer.
A clone is a cell or collection of cells that is genetically identical to another cell or collection
of cells. Cloning involves removal of the egg nucleus from a fertilized egg and replacement
with another nucleus.
Transgenesis is a double edged sword. It has several advantages and disadvantages.
Time - plan:
Teaching Objectives:
Class
Topics Mode of teaching Enhanced learning
plan
11
School of Food Science Lesson Plan – Food Biotechnology
Web Resources:
Class 34 http://www1.lsbu.ac.uk/water/
Lecture using
Week 8 enztech/engineering.html
Enzyme engineering Presentation and
http://scs.illinois.edu/~zhaogrp
Video
/publications/HZ91.pdf
12
School of Food Science Lesson Plan – Food Biotechnology
Web Resources:
https://books.google.co.in/boo
ks?isbn=1482221306
Class 37 http://www.ncbe.reading.ac.uk
Enzymes used in the
Week 9 Peer Teaching /MATERIALS/Enzymes/PDF/
fruit juices and
JAM01.pdf
beverages industry
https://www.ijirset.com/upload
/2015/october/73_Enzymes.pd
f
Web Resources:
Enzymes used for https://www.researchgate.net/p
esterification of oils ublication/234029342_Antimic
Class 38 and fats and meat robial_enzymes_An_emerging
Week 9 Peer Teaching _strategy_to_fight_microbes_a
industry
nd_microbial_biofilms
Enzymes used in
anti-microbial
systems
Instructions:
The activity involves lectures by student groups to their peers in the form of a presentation.
All students are designated to five groups with each group being given a topic for the
presentation.
13
School of Food Science Lesson Plan – Food Biotechnology
Student groups are required to prepare a 15 minute presentation on the allotted topic.
Content for the presentation has to be submitted to the faculty - in charge for approval one
week prior to the presentation.
A report must be submitted as a soft copy to the e-mail of the faculty - in charge’s ID within
one week from the date of presentation. The report should be presented using Microsoft
Word, Font: Times New Roman, Font size: Headings: 14 and Content: 12.
A group activity aims at fostering team spirit, togetherness and sharing of knowledge
amongst the students. All the students should remember that the success of their team
depends on the inputs and efforts of all members only if they work cohesively.
Any student of the group, if absent on the day of presentation will not be awarded the marks
even though the rest of the members make their presentation.
Learning Outcomes:
At the end of the unit, students will be able to:
Understand the significance of enzymes in food systems, nature of enzymes and
definitions of enzyme activity.
Familiarize the concepts like Immobilized enzymes and Enzyme Engineering.
Apply the knowledge of Enzymology in Food and feed processing.
Summary:
Enzymes are biological catalysts used for biotransformation and consist of a protein
component (biopolymer) and, in many cases, cofactors or prosthetic groups. They are highly
efficient in increasing the reaction rate of biochemical processes that otherwise proceed very
slowly, or in some cases, not at all.
Enzymes have been widely used in the food and feed processing, since times immemorial.
They offer unsurpassed specificity, ability to operate under mild conditions of pH,
temperature and pressure while displaying high activity and turnover numbers, and high
biodegradability.
Immobilized enzymes are physically confined or localized in a certain defined region of
space with retention of their catalytic activities to enable the separation and reusability of the
enzymes to reduce both the enzyme and the product costs.
Protein engineering is the design of new enzymes or proteins with new or desirable functions
based on the use of recombinant DNA technology that manipulates amino acid sequences.
Enzyme engineering aims at enhancing thermo stability, broadening the range of pH where
the enzyme is active, or lessening the temperature of operation without compromising on the
catalytic activity.
Metabolic engineering is the practice of optimizing genetic and regulatory processes within
cells to increase the cells' production of a certain substance.
14
School of Food Science Lesson Plan – Food Biotechnology
Guest Lecture
Time - plan:
Class hours: 6
Activity/Demonstration: 1 hour
Total hours: 7
Book Reference:
Baxevanis A. D. (Ed) & Ouellette F. (Ed) (2004). Bioinformatics: A Practical Guide to the
Analysis of Genes and Proteins. (3rd ed.). New York, USA: Wiley, John & Sons.
Teaching Objectives:
To introduce to the field of bioinformatics via an array of publically available tools and
resources.
To provide students with theory and practical experience of use of common
computational tools and databases.
Class Mode of
Topics Enhanced Learning
plan teaching
Class 39 Introduction and Scope of Class discussion Web Resources:
Week 10 bioinformatics: Icebreaker https://www.ncbi.nlm.nih.gov/
session! pubmed/24272431
https://www.lehigh.edu/~inbio
s21/PDF/Fall2010/Lopresti_10
082010.pdf
Class 40 Bioinformatics databases: Lecture using Web Resources:
What do we store here and Presentation http://www.iasri.res.in/ebook/
Week 10 why? win_school_aa/notes/Biologica
l_Databases.pdf
Nucleotide sequence
https://www.ebi.ac.uk/training/
databases online/course/bioinformatics-
Types: Primary and terrified-2018/primary-and-
secondary nucleotide secondary-databases
sequence databases
Examples: EMBL, Gene
Bank, DDBJ
15
School of Food Science Lesson Plan – Food Biotechnology
Learning Outcomes:
Summary:
Bioinformatics is the science of storing, retrieving and analyzing large amounts of biological
information.
A database is a structured collection of data held in computer storage; esp. one that
incorporates software to make it accessible in a variety of ways; any large collection of
information.
16
School of Food Science Lesson Plan – Food Biotechnology
GRADING: The entire is worth 20 points. All activities must be completed to meet
satisfactory standards to achieve the full points. Each activity will be graded on
completeness of information and on overall neatness.
I 1,6,11,16,21,27 MCQ
II 2,7,12,17,22,26 Match the following / Assertion and Reason
DIRECTIONS:
REQUIRED ACTIVITIES:
1. Complete the activity using terms, concepts and definitions related to food
biotechnology covering all 5 units.
2. You must include a minimum of 10 questions from each chapter.
17
School of Food Science Lesson Plan – Food Biotechnology
3. The crossword puzzle can be either done by hand or computer generated. (Hint: A
good source for creating crossword puzzles is www.puzzlemaker.com/).
The presentation submissions scheduled for a group, will have to be carried on, on the
specified date, unpreparedness of the activity will lead to cancellation of the same.
Any student in a group who is absent for the presentation, will not be awarded marks
for the same, but the group will have to go ahead with the presentation.
All the students are expected to share the material relevant to the course of the study
through Google classroom.
Students are expected to read through the references, and participate actively in the class to
make the learning a cherishable experience.
2. Activity - 2 Group 10
Total 40
18