School of Food Science Lesson Plan – Food Biotechnology

M.O.P. VAISHNAV COLLEGE FOR WOMEN (AUTONOMOUS), CHENNAI - 34

M.Sc. IN FOOD TECHNOLOGY AND MANAGEMENT

Elective 1: FOOD BIOTECHNOLOGY

Credits: 3
Class: I M.Sc. FTM (2021-2023) Semester: I
Theory: 100 marks

Course Faculty: Ms. Sini Jadeesh

E-mail ID: sinijadeesh1@gmail.com

COURSE OBJECTIVES:

CO1: To understand the various techniques employed in development of genetically modified

crops and animals with emphasis on ethics and biological safety issues.
CO2: To explore the development, production and functional modification of enzymes in the
industry by means of biotechnology.
CO3: To utilize various online tools and programs for biological data mining and
interpretation thereof.
SYLLABUS
UNIT I
Introduction to Molecular Biology
Scope and Importance of Biotechnology – DNA and RNA: Composition and structure –
Central Dogma of molecular biology – Prokaryotic DNA replication: Origin of replication,
Enzymes and proteins required for DNA replication and overview of replication, DNA repair
– Transcription: Types of RNA and bacterial transcription, overview of eukaryotic RNA
processing – Bacterial translation: Genetic code and overview of bacterial translation –
Regulation of gene expression: Lac operon – Definition of Genomics and Proteomics
10 hours
UNIT II
Introduction to tools in Recombinant DNA Technology
Definition of Recombinant DNA– Polymerase Chain Reaction and RT-PCR – Agarose Gel
electrophoresis – Enzymes in Recombinant DNA Technology: Restriction Enzymes, DNA
Ligase, Alkaline Phosphatase – Host cells – Vectors: plasmids and bacteriophages –
Overview of methods in gene transfer: Transformation, Chemicals mediated gene transfer,
Electroporation, Microinjection, Gene gun, Vector and virus mediated gene transfer
(Agrobacterium, CaMV) – Basics of screening strategies
12 hours
UNIT III
Applications of Food Biotechnology and Tissue culture
Transgenic plants and animals – Applications of transgenic plants in food and nutrition:
Genetically Modified Foods: advantages and disadvantages – Ethical, biological and

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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:

 To understand the various techniques employed in development of genetically

modified crops and animals with emphasis on ethics and biological safety issues.

 To explore the development, production and functional modification of enzymes in

the industry by means of biotechnology.
 To utilize various online tools and programs for biological data mining and
interpretation thereof.

TEXTBOOKS

 Satyanarayana, U (2008), Biotechnology, Books & Allied (P) Ltd, Kolkata

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.

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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

UNIT I: Introduction to Molecular Biology

Time - plan:

 Class hours: 8
 Activity/Demonstration: 1 hour
 Total hours: 9
Book References:

 Gupta, P. K. (2008). Elements of biotechnology. Meerut, India: Rastogi publications.

 Satyanarayana, U (2008), Biotechnology, Books & Allied (P) Ltd, Kolkata

Teaching Objectives:

 To acquaint the students with basic knowledge of molecular biology.

 To make the students familiar about the translation machinery and concept of r-DNA
technology and their application in advanced research.
 Understanding the mechanisms that regulate the regulation of gene expression in both
prokaryotes and eukaryotes.
Class Topics Mode of Enhanced learning
plan teaching
Class 1 Ice breaker: Lectuy6re Web Resources:
Week 1 Warm up session on basics using http://www.as.nchu.edu.tw/lab/4
of cell biology presentation 05-
1/course/introduction%20to%20a
nimal%20science/%E7%B4%B0
%E8%83%9E%E7%94%9F%E7
%90%86.pdf

Class 2 Scope & importance of Lecture using Video Resources:

Week 1 biotechnology presentation www.austincc.edu/biotech/Files/
and K-12/Biotechnology.ram
Video http://www.exponentialtimes.net/
videos/daniel-reda-introduction-
biotechnology-and-

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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

Class 4 Central Dogma of Lecture using

Molecular Biology presentation

Week 1  Appreciate the Central

Dogma of Molecular
Biology
 Flow of genetic
information from Genes
to Proteins
Class 5 Cooking up DNA in the Activity and Web Resources:
Week 2 Kitchen! Brainstorming http://serc.carleton.edu/microbeli
session fe/research_methods/genomics/d
naext.html

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School of Food Science Lesson Plan – Food Biotechnology

Class 6 DNA Replication, Lecture using Web Resources:

recombination and repair presentation http://genome.tugraz.at/Molecula
 Why and how! rBiology/WS11_Chapter4_2.pdf
Week 2  Machinery involved
 Rules...rules and
rules... to be followed
 Error correction

Class 7 Transcription Lecture using Web Resources:

Week 2  DNA to RNA presentation https://www.nature.com/scitable/
 Reverse transcription topicpage/dna-transcription-426

Class 8 Translation Lecture using Web Resources:

Week 2 Protein synthesis using presentation http://www.biology-
RNA as template pages.info/T/Translation.html

Class 9 Regulation of gene Lecture using Web Resources:

expression presentation http://www.nature.com/scitable/t
 Protein synthesis opicpage/translation-dna-to-
Week 3  Checkpoints in the cell mrna-to-protein-393
to control gene http://learn.genetics.utah.edu/con
expression tent/begin/dna/transcribe/

Class 10 Genomics and Proteomics Lecture using Web Resources:

presentation https://academic.oup.com/annonc
/article-
Week 3 pdf/16/suppl_2/ii30/379932/mdi7
28.pdf

INTERNAL ASSESSMENT COMPONENT -1

Cooking up DNA in the Kitchen!

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.

Gadgets Required: Microwave and blender

Method:

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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:

All steps to be carried out carefully.

Please take care when handling knives and the blender.
Do not drink any of the vegetable mixture or the methylated spirits.
Dispose of the solid waste in a bin and the liquid waste down the sink. Flush the sink with
copious amounts of water to dilute the methylated spirits.
Please note that the methylated spirits is highly flammable (keep away from flames), and
is poisonous.

Students will submit a written assignment after the completion of the experiment.

Points to Ponder

Marks: 10 marks Submission Date:

The students will answer the questions given below as an assignment.

1) What is the role of the detergent in the isolation of DNA?

2) Why does methylated/rectified spirit precipitate DNA?

3) Why is DNA our genetic material?

4) Why is RNA not used by the cell as the genetic material?

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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.

Unit II: Introduction to tools in Recombinant DNA Technology

Time - plan:

Class hours: 12

Book References:

 Gupta, P. K. (2008). Elements of biotechnology. Meerut, India: Rastogi publications.

 Satyanarayana, U (2008), Biotechnology, Books & Allied (P) Ltd, Kolkata

Teaching Objectives:

 To introduce r-DNA technology, basics of genetic engineering, various enzymes, concept of

different vectors and their applications and can apply them further.
 To get familiarize with different tools used in Recombinant DNA technology.
 To introduce the basics of screening strategies.

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School of Food Science Lesson Plan – Food Biotechnology

Class Topics Mode of Enhanced Learning

plan teaching
Class 11 Recombinant DNA: Lecture using Web Resources:
Week 3 Definition presentation https://www.rpi.edu/dept/che
 Scope m-eng/Biotech-
Environ/Projects00/rdna/rdna.
html
https://www.sciencedirect.co
m/topics/biochemistry-
genetics-and-molecular-
biology/recombinant-dna-
technology
Class 12 Polymerase Chain Reaction Lecture using Web Resources:
& 13 and RT-PCR: How do I presentation https://www.ncbi.nlm.nih.gov/
make starting material for probe/docs/techpcr/

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

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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:

After the completion of the unit, students can:

 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.

Unit III: Applications of Food Biotechnology and Tissue culture

Time - plan:

Class hours: 7 hours

Group Activity: 1 hours
Total hours: 8 hours

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School of Food Science Lesson Plan – Food Biotechnology

Teaching Objectives:

 To discuss the advantages and disadvantages of Genetically modified foods.

 To learn the applications of transgenic plants and animals in food and nutrition.
 To make students aware of various tissue culture techniques and their application in
biotechnology for commercial purpose.
Class Topics Mode of Enhanced Learning
plan teaching
Class 23 Transgenic plants and Lecture using Web Resources:
animals presentation https://www.sciencedirect.com
Week 5  Definition /topics/medicine-and-
 Scope dentistry/transgenesis
Class 24  Applications of Lecture using Web Resources:
& 25 transgenic plants in food presentation https://www.nature.com/scitab
Week 6 and nutrition: le/knowledge/library/transgeni
c-animals-in-agriculture-
105646080
Class 26  Genetically Modified Lecture using Web Resources:
Foods (GMFs) presentation and https://learn.genetics.utah.edu/
 Advantages and Class discussion content/science/gmfoods/
Week 6 https://www.ncbi.nlm.nih.gov/
disadvantages of GMFs
pmc/articles/PMC3791249/
Class 27  Ethical, biological and Class Web Resources:
environmental safety Discussion Review on GMF –
issues surrounding http://www.who.int/foodsafety
Week 6 /publications/biotech/en/20que
transgenic animals,
stions_en.pdf
plants and genetically Benefits & controversies –
modified foods – http://www.ornl.gov/sci/techre
 Biological concerns sources/Human_Genome/elsi/
o Transgenic mice gmfood.shtml
o GM salmon
o GM mustard
Class 28  Introduction and Lecture using Web Resources:
& 29 Applications of plant presentation http://www.currentscience.ac.i
Week 7 tissue culture – n/Downloads/article_id_059_
19_0914_0920_0.pdf
http://www.ias.ac.in/article/ful
ltext/reso/017/08/0759-0767
Class 30 Introduction to genetically Lecture using Web Resources:
engineered probiotics presentation https://pdfs.semanticscholar.or
g/7db7/210b48e752a71930a3
Week 7 4c9a9bc03f884ca685.pdf
https://www.tandfonline.com/
doi/abs/10.1080/02648725.20
17.1408257?scroll=top&need
Access=true&journalCode=tb
gr20

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School of Food Science Lesson Plan – Food Biotechnology

Learning Outcomes:

After the completion of the unit, students would:

 Have developed an understanding of the application of biotechnology in animal, plant and

food production.
 Learn the basis of genetic engineering and its applications in health, medicine,
agricultural and environmental biotechnology and its impact on society.

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.

Unit IV: Applications of Enzymes in Food Technology

Time - plan:

Class hours: 5 hours

Group Activity: 3 hours
Total hours: 8 hours

Teaching Objectives:

 To know the role of enzymes in food processing industry.

 To explore the concepts of Protein engineering and Enzyme engineering.
 To explore the concept of Immobilizes enzymes.

Class
Topics Mode of teaching Enhanced learning
plan

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School of Food Science Lesson Plan – Food Biotechnology

Kindle your Web Resources:

fundamentals: Lecture using http://www.elmhurst.edu/~chm
Class 31
Presentation and /vchembook/570enzymes.html
Warm-up session on Video http://oscar.iitb.ac.in/onsiteDo
Week 7
basics of enzymology cumentsDirectory/Enzymes%2
0Basic%20Concepts%20and%
20Kinetics/Enzymes%20Basic
%20Concepts%20and%20Kin
etics/Contents/print.pdf
http://www.ucopenaccess.org/
mod/resource/view.php?inpop
up=true&id=24744
Web Resources:
http://www.enzymetechnicalas
Class 31 Introduction to the use Class discussion soc.org/benefits_paper.pdf
Week 8 of enzymes in food followed by Lecture http://www.ncbi.nlm.nih.gov/p
industry using mc/articles/PMC2963163/
Presentation www.eolss.net/sample-
chapters/c17/e6-58-05-12.pdf
Class 32 Web Resources:
& 33 http://biology.slss.ie/resources/
37.pdf
Immobilization of Lecture using www.rpi.edu/dept/chem-
Week 8 enzymes Presentation and eng/Biotech-
Video Environ/IMMOB/Immob.htm
http://www.lsbu.ac.uk/water/e
nztech/

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

Class 35 Web Resources:

http://www.biokemi.org/biozo
om/issues/516/articles/2309
Week 9 Enzymes used in the http://www.mapsenzymes.com
Peer Teaching /enzymes_baking.asp
baking industry
http://newmediacomm.com/pd
f/Ingredient-Business-July-
August-2010.pdf
Web Resources:
Class 36 www.jtmtg.org/JAM/2013/abst
Week 9 Enzymes used in the Peer Teaching racts/202.pdf
dairy industry https://www.thebalance.com/e
nzymes-used-in-the-dairy-
industry-375519

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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

INTERNAL ASSESSMENT COMPONENT -1I

Class Activity: Teach your classmates!

Activity type: Group Class Schedule: Classes 35-38

Marks allotted: 10 marks

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.

Group Distribution and Topics:

Group Nos. Members Topic

I 1,6,11,16,21,27 Enzymes used in the dairy industry

II 2,7,12,17,22,26 Enzymes used in the baking industry
Enzymes used in the fruit juices and beverages
III 3,8,13,18,23,28
industry
Enzymes used for esterification of oils and fats and
IV 4,9 14,19,29,24
meat industry
V 5,10,15,20,25 Enzymes used in anti-microbial systems

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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.

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School of Food Science Lesson Plan – Food Biotechnology

Unit V: Introduction to Bioinformatics

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

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School of Food Science Lesson Plan – Food Biotechnology

Class 41 Protein databases Lecture using Web Resources:

Week 10  sequence Presentation https://www.ncbi.nlm.nih.gov/pmc
 structure databases /articles/PMC3265122/
 Examples: UniProt,
PDB, PIR
Class 42 Bioinformatics databases Classroom Web Resources:
demonstration https://www.rcsb.org/
using online https://proteininformationresou
Week 10 rce.org/
tools

Class 43 Sequence Analysis: Lecture using Web Resources:

What do I analyze and how Presentation https://www.ncbi.nlm.nih.gov/
and why? books/NBK20261/
Week 11 https://proteinstructures.com/S
 Need for sequence
equence/sequence-
alignment analysis.html
 Local and Global
alignment
Class 44 Deciphering the score card Lecture using Web Resources:
Week 11 for analysis: Presentation https://bip.weizmann.ac.il/cour
 Scoring matrices - PAM se/introbioinfo/lecture6/scorin
gmatrices11.pdf
and BLOSUM matrices,
https://www.cs.cmu.edu/~0271
 Introduction to BLAST 0/Lectures/ScoringMatrices20
15.pdf
Class 45 Sequence Analysis using Classroom Web Resources:
BLAST demonstration https://blast.ncbi.nlm.nih.gov/
using online Blast.cgi
Week 11
tools

Learning Outcomes:

After the completion of the unit, students would

 Have acquired practical skills in using nucleic acids sequences and bioinformatic data on
computers
 Develop an understanding of basic theory of these computational tools.
 Appreciate their relevance for investigating specific contemporary biological questions.

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.

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School of Food Science Lesson Plan – Food Biotechnology

o Primary databases: experimental results directly into database

o Secondary databases: results of analysis of primary databases

INTERNAL ASSESSMENT COMPONENT -1II

Mini Project: Unlocking the Food Biotechnology Mystery

OVERVIEW: This group project is designed to give you an opportunity to explore the area
of food biotechnology. Throughout this project you will be locating and using resources to
gather information about food biotechnology. Biotechnology affects many aspects of our
food supply yet many people do not know about biotechnology and its effects. This project
will allow you to become informed about food biotechnology and use this information to
inform others.

OBJECTIVES: The student will:

 Explore the area of food biotechnology.

 Practice locating reliable resources concerning food biotechnology.
 Demonstrate ability to use resources concerning 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.

Group Distribution and Topics:

Group Nos. Members Topic

I 1,6,11,16,21,27 MCQ
II 2,7,12,17,22,26 Match the following / Assertion and Reason

III 3,8,13,18,23,28 Crossword puzzles

IV 4,9 14,19,29,24 One word/ Fill in the Blanks

V 5,10,15,20,25 Connections / True and False

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.

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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/).

Hand in your Project on or before 24th September, 2021.

General instructions for students:

 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.

Mode of Total MARKS

S.No. Name of the Activity Awarded
Presentation
1. Activity - 1 Group 10

2. Activity - 2 Group 10

3. Mini Project Group 20

Total 40

All the best!

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