BIOTECH 2010 - Principles of Biotechnology II
North Terrace Campus - Semester 2 - 2025
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General Course Information
Course Details
Course Code BIOTECH 2010 Course Principles of Biotechnology II Coordinating Unit Molec & Biomedical Science Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Y Incompatible CHEM ENG 2015 Restrictions Available only to students enrolled in Bachelor of Biotechnology; Bachelor of Biotechnology (Honours); and Bachelor of Engineering (Honours) (Chemical) with Bachelor of Biotechnology Assessment Quizzes, assignment, final exam Course Staff
Course Coordinator: Dr Luis Toronjo-Urquiza
Course coordinator: Luis Toronjo-Urquiza
Position: Lecturer for Topic 1 & 2
E-mail: luis.toronjo-urquiza@adelaide.edu.au / a1227947@adelaide.edu.au
Office: Annex Building, Room A207
Consulting times: Monday 10:00-12:00 pm / Thursday 2:00-4:00 pm
UofA profile:
Course Lecturers:
- Dr John Bruning
Position: Lecturer for Topic 3
Email: john.bruning@adelaide.edu.au
Phone: 08-8313-5218
Location: Floor/Room 2 43, Molecular Life SciencesLinks to an external site., North Terrace
Contact Hours: By arrangement, and/or email, and/or after lecture sessions held.
- Associate Professor Keith Sherwin
Position: Lecturer for Topic 3
Email: keith.shearwin@adelaide.edu.au
Phone: 08-8313-5361
Location: Floor/Room 2 41, Molecular Life SciencesLinks to an external site., North Terrace
Contact Hours: By arrangement, and/or email, and/or after lecture sessions held.
- Dr Kate Wegener
Position: Lecturer for Topic 3
Email: kate.wegener@adelaide.edu.au
Phone: 08-8313-5289
Location: Floor/Room 2 06 , Molecular Life SciencesLinks to an external site. , North Terrace
Contact Hours: By arrangement, and/or email, and/or after lecture sessions held.
- Professor Amanda Able
Position: Lecturer for Topic 4
Email: amanda.able@adelaide.edu.au
Phone: 831 37245
Location: Floor/Room GN12 , Waite Building , Waite
Contact Hours: By arrangement, and/or email, and/or after lecture sessions held.
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course, students will be able to:
The above course learning outcomes are aligned with the Engineers Australia1 Explain and model engineering bioprocesses and their unit operations 2 Recognise the factors involved in the expression of proteins and other products by microorganisms 3 Explain how naturally produced bio-products can be exploited for research & commercial purposes 4 Devise future studies based on identification of areas of biotechnology that are of specific interest
The course is designed to develop the following Elements of Competency:
KNOWLEDGE AND SKILL BASE 1.1 Comprehensive, theory-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. 1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. 1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline.
ENGINEERING APPLICATION ABILITY 2.1 Application of established engineering methods to complex engineering problem-solving. 2.3 Application of systematic engineering synthesis and design processes.
PROFESSIONAL AND PERSONAL ATTRIBUTES 3.1. Ethical conduct and professional accountability. 3.2. Effective oral and written communication in professional and lay domains. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
2,3,4 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
1,2 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
1,2 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2,3,4 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
. Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1,2,3,4 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
N/ARecommended Resources
“Methods in Plant Molecular Biology and Biotechnology” Bernard R., Glick & John E. Thompson.
1993. CRC Press, Boca Raton, Florida.
“Plants, Genes, & Crop Biotechnology” Maarten Chrispeels & David Sadavi. 2nd Edition. 2003. Jones & Bartlett Publishers.
"Molecular Biotechnology: Principles and Applications of Recombinant DNA" Bernard R. Glick & Jack J Pasternak. Second Edition. 1998. ASM press, Washington D.C.
"Biochemical Engineering Fundamentals" J. Bailey & D. Ollis, 2nd Edition, McGraw HillOnline Learning
A range of online resources will be provided via MyUni. -
Learning & Teaching Activities
Learning & Teaching Modes
The activities for this course are structured by week and include the following activities:
- Online Theory Lectures
To be viewed before the Workshop session
- Practice Workshops
Solve problems together in class and go through solutions.
- Tutorials
The students can book 1 on 1 appointments with the lecturers during consulting times.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact Hours Workload hours Expected total workload hours Online Lectures 0 30 30 Workshops 24 26 60 Tutorials 20 0 20 Study 0 40 40 TOTAL 44 96 150 Learning Activities Summary
Topic 1 -Introduction to Bioprocess Engineering Principles
(Bioprocess Engineering)
· Introduction: biotechnology & biochemical engineering; how biological scientists & engineers work together (e.g. production of a recombinant protein); an overview from petri dish to full-scale production
· Cell-culture systems: bacterial, plant & mammalian cells.
· Fermenters: growth kinetics of cells; oxygen transport; modelling of fermenters
· Downstream Processing: biomass/product recovery and purification
Topic 2 - Microbial Gene Expression & Microbes
(Industrial microbiology)
· Sequencing & Amplification of DNA: sequencing, whole genome sequencing projects.
· Gene expression in prokaryotes & eukaryotic microbes: strong & reliable promoters; expression hosts (prok vs euk); recombinant protein stability, oxygen limitation; protease-resistant hosts; metabolic load.
· Molecular diagnostics: immunologicals; DNA-based systems, including rapid hybridisation & PCR.
· Commercial processes: Product formation 1- fermented food/beverages/fuel alcohol; food supplements; bio-polymers; molecular biologicals; biological insecticides.
· Product formation 2 - pathway engineering; protein engineering/directed mutagenesis.
· Production & use of biomass; degradation of xenobiotics; single-cell protein
Topic 3 - Animal/Medical Biotechnology
(Medical sciences)
· Therapeutic agents: enzymes e.g. Dnase, lysases.
· Vaccines: killed vs live; attenuated; sub-unit vaccines; DNA based vaccination
· Cutting edge high-throughput methods for genomic and proteomic analysis.
· Microarrays, mass-spectrophotometry and protein chips.
· Biologicals
· Recombinant proteins used as Human and Veterinary therapeutics.
· Cell-Based Therapies
· Stem cell therapy, animal transgenesis and cloning.
Topic 1 - Plant Systems
(Plant Science)
· Plant Tissue Culture: What is it and why is it important?
· Plant Tissue Culture: Methods and applications.
· Constructs for Plant Genetic Engineering: components and utility.
· Plant transformation: Methods & techniques; examples - metabolic (starch, oil composition); developmental (e.g. flowering, grain & fruit development, apomixis); physiological (e.g. plant height, seeding vigour, storage); tolerance to environmental stress (e.g. herbicide, disease, drought, salinity, symbiosis).
· Regulatory Framework: Who governs the industry, OGTR, risk assessment;
· Functional ‘Omics’: Finding the candidate gene, techniques utilised, genome structure, applications.Specific Course Requirements
N/A -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Learning outcomes Topic 1 Assignment 12.5 Individual Formative and summative 1 Topic 2 Assignment 12.5 Individual Formative and summative 1-3 Topic 3 Assignment 12.5 Individual Formative and summative 2-4 Topic 4 Assignment 12.5 Individual Formative and summative 2-4 Final examination 50 Individual Summative 1-4 TOTAL 100 Assessment Related Requirements
N/AAssessment Detail
In this course the following assessments will be completed:
Topic assignments (individual) (50%)
- Based on the topic content
- Each assignment might be different depending on the aims of the lecturer of the topic
- Each assignment accounts for a maximum of 12.5%
- Tutorials are also available for students to help with their assignments and other contents of the course
Final Exam (individual) (50%) - undertaken during the exam period
- Final exam is based on the assignments and activities done during workshopsSubmission
All assignments will be submitted via MyUni.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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