HOLY ANGEL UNIVERSITY · 9CELBIO3 | 1 HOLY ANGEL UNIVERSITY School of Education Angeles City HAU...

9CELBIO3 | 1

HOLY ANGEL UNIVERSITY

School of Education

Angeles City

HAU MISSION AND VISION

We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves

to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence,

and compassion.

We commit ourselves to our vision of the University as a role--‐model catalyst for countryside development and one of the

most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.

We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.

All these we shall do for the greater glory of God. LAUS DEO SEMPER!

SCHOOL OF EDUCATION

Vision

The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research

and other best teaching learning practices.

Mission

To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and

equipped with holistic education catering to the heart and soul as well as to the body and mind.

Goals

To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility,

leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological

integration

Objectives

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1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and

experts who continuously work for the advancement of educational thinking and practice

2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive

to the challenges of a progressive and dynamic society

3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure

needed in the practice of the profession

To serve as a benchmark for quality instruction, research and best teaching learning practices

Teacher Education Program Outcomes

1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning

2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in

their students

3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and

political processes

4. Have a meaningful and comprehensive knowledge of the subject matter they will teach

5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials

development, educational assessment, and teaching approaches)

6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching)

7. Can demonstrate and practice the professional and ethical requirements of the teaching profession

9CELBIO3 | 3

8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching

knowledge and skills

9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the

content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly

improve their teaching knowledge, skills, and practices

10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these

innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and

11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

COURSE SYLLABUS in Cell Biology

Faculty: Dr. Josephine D. Yabut

Course Title:

Course Code: 9CELBIO

Number of Units: 3 Units

9CELBIO3 | 4

Contact Hours Per Week: 3 Hours

Pre-requisite subject/s:

COURSE DESCRIPTION:

This course is designed for students in the College of Arts and Sciences, Education in which its main goals are

to examine Biology of cells of higher organisms: Structure, function, and biosynthesis of cellular membranes and

organelles; cell growth and oncogenic transformation; transport, receptors, and cell signaling; the cytoskeleton, the

extracellular matrix, and cell movements; chromatin structure and RNA synthesis.

COURSE LEARNING OUTCOMES:

At the end of the course, students are expected to:

1. Explain fundamental concepts of cellular function.

2. Describe the scientific evidence underlying our current understanding of cellular processes.

3. Develop skills in some of the specific methodologies used in the study of modern cell biology.

4. Develop skills in formulating and testing hypotheses using these methods.

5. Observe and identify a preliminary ability to read and analyze the primary scientific literature

6. Evaluate evidence presented to support these findings

7. Demonstration of methods used or the logic of the experiments.

8. Define knowledge into larger contexts of how disease states occur or how organisms function adaptively within

their environments.

9. Examine changes in cellular processes allow cancer cells to proliferate and metastasize.

10. Identify the current clinical approaches to curing cancer by blocking or reversing these processes

11. Participate/Involve in making solutions to problems of extinctions of species.

12. Formulate solutions on certain issues related to the problem.

13. Apply ways/techniques of preserving species.

14. Construct models (paradigm) of organelles, including cell membranes, intracellular compartments and the

cytoskeleton, and the relevance of these structures on processes like cell signaling and mitosis.

15. Debate on differences variability in these processes imbues different cell types with their unique functional abilities.

9CELBIO3 | 5

16. Disseminate the experimental evidence for the different facts and concepts studied.

17. Join a student organization in the institutions that develop/awaken the awareness and consciousness among

students.

COURSE CONTENT:

Timetable Desired Learning

Outcomes

Course Content/Subject

Matter

Teaching and Learning

Activities (Methodology)

Assessment

Task/Student

Output

Evaluation

Tool

Resource Materials

3

4

4

1.ORIENTATION

2. Definition of terms and

processes.

2. 2. Describe the chemical

structure of proteins, lipids

and carbohydrates

I. School and course policies

2. Road map of course, what is

and what is not cell biology,

properties and behaviors of

cells

II. Structure of biological

membranes, lipids and lipid

modification, membrane

proteins

Discussion

Group discussion

Homework/problem sets

Quiz

Individual presentation

on their assignments

Students must obtain at least

50% correct answers on a 20

item test



item test

Student Manual

Bruce Alberts and Dennis

Bray. (2013), Essential

Cell Biology, 4th Edition

Bruce Alberts and

Alexander Johnson (2014).

Molecular Biology of the

Cell

9CELBIO3 | 6

4

3.. Explain the composition,

structure, and dynamics of

the lipid bilayer.

4. Outline the mechanisms

required for ATP

productionin the cell.

5. Describe endomembrane

system components and

dynamic

and explain their role in

membrane assembly, protein

targeting, protein secretion

and endocytosis.

III. Pumps, channels,

transporters

Receptors, basics of signal

transduction

IV. Protein secretion,

biogenesis of membrane

proteins

V. Regulation of the cell

division cycle

Group discussion

Activity

Homework problems

Quiz

Individual discussion

membrane parts and

function.

Individual presentations

on the systems



item test


50% correct answers on a 10-20-

item test

Rubric

Harvey Lodish and Arnold

Berk ( 2012). Molecular

Cell Biology

Bruce Alberts and

Alexander Johnson (2007).

Molecular Biology of the

Cell (5th Edition).

Geoffrey M. Cooper and

Robert E. Hausman (2013).

The Cell: A Molecular

Approach (Sixth Edition )

Biggs, A. (2012). Biology

(Glencoe science).

9CELBIO3 | 7

5

6

6

PRELIMS

1. Contrast the structures and

functions of the three

types of cytoskeletal

filaments and their associate

proteins.

2. Describe DNA storage and

other functions of the cell

nucleus.

3. Describe how cells are

attached to each other and

function as a tissue.

VI. Regulation of DNA

replication

VII. The microtubule

cytoskeleton

VIII. Regulation of mitosis

Meiosis

In -class problems

Model Making of DNA

Model Making


of models


on Homework

problems in Gene

expression

Quiz



item test

Rubric



item test



Columbus, OH: Mc Graw-

Hill Companies.

Haines, D.E.(Ed). (2006).

Fundamental Neuroscience

for basic and clinical

applications (3rd

ed.).

Philadelphia: Churchill

Livingston Elsevier.

De la Paz, R.M. (2011).

Laboratory guide on

general zoology. (Rev.

Ed.). Diliman, QC: ACLC

Trading Enterprises.

Delvin, T.M. (2010).

Textbook of biochemistry

(4th

ed.). Hoboken, NJ:

John Wiley & Sons, Inc.

9CELBIO3 | 8

6

5

4. Describe the pathways of

inter and intracellular

communication.

5. Describe apoptosis.

MIDTERMS

IX. Cell cycle checkpoints

X.Apoptosis

XI. Protein modifications and

Homework problems

Group discussion


problems

Quiz

Quiz

item test



item test



item test



Seeley, R.R. (2005).

Essentials of anatomy and

physiology (5th

ed.).

Boston, MA: McGraw-

Hills Companies.

refdesk.com Science

Biggs, A. (2012). Biology

(Glencoe science).

Columbus, OH: Mc Graw-

Hill Companies.

Haines, D.E.(Ed). (2006).

Fundamental Neuroscience

for basic and clinical

applications (3rd

ed.).

Philadelphia: Churchill

Livingston Elsevier.

9CELBIO3 | 9

6

1. Illustrate how defects in

the cell cycle lead to cancer.

2. Demonstrate proficiency

in basic molecular and cell

biology techniques.

3. Generate appropriate

tables and graphs to represent

intracellular transport

XII. Signal transduction:

Detailed molecular

mechanisms

Nerve cells, ion channels,

synapse, Ca++ regulated

events

XIII. Nerve cells

XIV. Immunity and host

pathogen interactions

Group discussion

Group discussion

Group discussion

Quiz

Group presentation on

the formation

Quiz

item test

Rubrics



item test

Rubric

De la Paz, R.M. (2011).

Laboratory guide on

general zoology. (Rev.

Ed.). Diliman, QC: ACLC

Trading Enterprises.

Delvin, T.M. (2010).

Textbook of biochemistry

(4th

ed.). Hoboken, NJ:

John Wiley & Sons, Inc.

Seeley, R.R. (2005).

Essentials of anatomy and

physiology (5th

ed.).

Boston, MA: McGraw-

Hills Companies.

9CELBIO3 | 10

4. Interpret the behavior of

cells in their

microenvironment in

multicellular organisms with

emphasis on cell-cell

interactions, cell-extra

cellular matrix interactions,

and soluble signaling

5. Discuss actin-myosin

cytoskeleton system.

FINALS

XVI. The actin-myosin

cytoskeleton

a. The extracellular matrix

b. Cancer

c. Stem cells and cloning

Small Group Discussion

Model Making

Individual presentation

of models

Textbook: NONE

Course Requirements: PRELIMS: 1. Recitations (Class Standing)

2. Quizzes (Class Standing)

3. Major Examination

MIDTERMS: 1. Recitations (Class Standing)

2. Quiz (Class Standing)


9CELBIO3 | 11

FINALS: 1. Power point presentation (Class Standing)

2. Quiz (Class Standing)


Classroom Policies:

1. Classes start and end with a prayer. The class president is tasked to lead or assign someone to lead the class in prayer or when the

officers are not yet elected the instructor will assign prayer leaders. Observe respect for students and teacher who are praying.

Leave the room after the prayer and NOT before the prayer.

2. Attendance and Punctuality.

The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences.

Tardiness: You are expected to come on time to avoid interrupting what has already been started. You will already be marked

as absent if you will come to class beyond the first 15 minutes. Three consecutive tardiness shall be equivalent to 1 absence. If

you activity or quiz has started before you come, previous instruction or test item will not be given to you anymore.

3. Active class participation.

The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe.

4. Group work requirements.

The student is expected to work harmoniously with her group mates and contribute to the preparation of their group work.

5. ELECTRONIC DEVICES.

Students are not permitted to use any electronic devices anytime during class. This includes the wearing of headsets and cellular

telephone earpieces as well as laptop computers. All electronic devices must be in the OFF position during exams and quizzes.

6. For code of conduct, dress code, attendance and all other rules please see the student manual.

7. NO SPECIAL ACTIVITIES are given to the absentees whether individual or group activity.

9CELBIO3 | 12

8. SPECIAL TESTS are given to absentees provided you present excuse letters with a photocopy of the guardian who signed on

your excuse letter or medical certificate or letter from school that same day you return to the class. Schedule of the quiz will be

given by the instructor. However, if in case you did no come on the said appointment there will be no rescheduling of the special

test.

9. Students will be courteous to the teacher, other students and to themselves. Thus, do not use vulgar or offensive language inside

the classroom.

ACADEMIC DISHONESTY:

All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will

not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a

minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized

books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another

person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work;

signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.

POLICY on ABSENCES:

The allowed number of absences for Teacher education students enrolled in a 1 hour class is a maximum of 10absences and 7

absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented

upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the

responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It

is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.

Grading System:

CSP- Class Standing in the Prelim Period Transmutation

Table For the Average*

9CELBIO3 | 13

CSM- Class Standing in the Midterm Period Average

Point-Grade Equivalent

CSF- Class Standing in the Final Period 97-100

1.00

P - Prelim Exam 94-96

1.25

M - Midterm Exam 91-93

1.50

F - Final Exam 88-90

1.75

85-87

2.00

Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84

2.25

Class Standing=2

CSMCSP 79-81

2.50

Major Exam Ave.=2

MP 76-78

2.75

Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75

3.00

Class Standing=3

CSFCSMCSP BELOW 75

5.00

Major Exam Ave.=3

FMP *Manual input for the computerized class

record program

Note: Raw scores will be transmuted using the department’s transmutation table.

Passing is 60% for Major Subject

9CELBIO3 | 14

References:

Bruce Alberts and Dennis Bray. (2013), Essential Cell Biology, 4th Edition

Bruce Alberts and Alexander Johnson (2014). Molecular Biology of the Cell

Harvey Lodish and Arnold Berk ( 2012). Molecular Cell Biology

Bruce Alberts and Alexander Johnson (2007). Molecular Biology of the Cell (5th Edition).

Geoffrey M. Cooper and Robert E. Hausman (2013). The Cell: A Molecular Approach (Sixth Edition )

References:

Biggs, A. (2012). Biology (Glencoe science). Columbus, OH: Mc Graw-Hill Companies.

Haines, D.E.(Ed). (2006). Fundamental Neuroscience for basic and clinical applications (3rd

ed.). Philadelphia: Churchill Livingston

Elsevier.

De la Paz, R.M. (2011). Laboratory guide on general zoology. (Rev. Ed.). Diliman, QC: ACLC Trading Enterprises.

Delvin, T.M. (2010). Textbook of biochemistry (4th

ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Seeley, R.R. (2005). Essentials of anatomy and physiology (5th

ed.). Boston, MA: McGraw-Hills Companies.

JOURNALS:

Journal of Applied Ichthyology

https://en.wikipedia.org/wiki/Journal_of_Applied_Ichthyology

9CELBIO3 | 15

Journal of Crustacean Biology

Journal of Experimental Zoology

Journal of Fish Biology

Journal of Mammalogy

Journal of Molluscan Studies

Journal of Morphology

Journal of Zoology

E-BOOKS:

Gliding Mammals: Taxonomy of Living and Extinct Species

by S.M Jackson, R.W. Thorington, Jr. - Smithsonian Institution Scholarly Press , 2012

Meet the Invertebrates: Anemones, Octopuses, Spiders, Ants, and OthersMeet the Invertebrates: Anemones, Octopuses, Spiders, Ants,

and Others

by Katharine Rogers - Smashwords , 2014

Behavioral Energetics: The Cost of Survival in VertebratesBehavioral Energetics: The Cost of Survival in Vertebrates

by Wayne P. Aspey, Sheldon I. Lustick - The Ohio State University Press , 1983

Dictionary Of Invertebrate Zoology

by Armand R. Maggenti - University of Nebraska - Lincoln , 2005

Curious Creatures in ZoologyCurious Creatures in Zoology

by John Ashton - John C. Nimmo , 1890

Extinct and Vanishing Animals of The Old WorldExtinct and Vanishing Animals of The Old World

https://en.wikipedia.org/wiki/Journal_of_Crustacean_Biology

https://en.wikipedia.org/wiki/Journal_of_Experimental_Zoology

https://en.wikipedia.org/wiki/Journal_of_Fish_Biology

https://en.wikipedia.org/wiki/Journal_of_Mammalogy

https://en.wikipedia.org/wiki/Journal_of_Molluscan_Studies

https://en.wikipedia.org/wiki/Journal_of_Morphology

https://en.wikipedia.org/wiki/Journal_of_Zoology

9CELBIO3 | 16

by Francis Harper - American Committee for Wild Life Protection , 1945

WEBSITES:

refdesk.com Science References

Science Reference Services

ScienceWorld

Science.gov Ind: ex

Science Magazine

toolkit.bridge2employment.org/.../collaboration_and_research_scoring_r...

cte.sfasu.edu/wp-content/uploads/2012/01/group_projects.doc

Electronic books:

1. Current Frontiers and Perspectives in Cell Biology

Stevo Najman

http://www.freebookcentre.net/Biology/Cell-Biology-Books.html

2. Cell Biology and Genetics

Twesigye, Charles K


3. Structure and Function of Major Cell Components

National Open University of Nigeria


4. Engineering Molecular Cell Biology

Ge Yang, Department of Biomedical Engineering, Carnegie Mellon University

9CELBIO3 | 17


5. Cell Biology Lecture Notes (Doc 52P)


6. Cell Biology Lab


7. Essentials of Cell Biology


8. Lecture Notes for Methods in Cell Biology (PDF 218P)

Mark F. Wiser


Journals:

BMC Cell Biology - Latest articles

www.biomedcentral.com/bmccellbiol

Home: Cell Press

www.cell.com

Journal Cell Of Biology

when.com/Journal Cell Of Biology

Explore Journal Cell Of Biology Discover More on When.com!

wow.com/Fast-Answers

New Articles: Current Biology - Cell Press

www.cell.com/current-biology/newarticles

Research Journals. Cancer Cell; Cell; Cell Host & Microbe; Cell Metabolism; Cell Reports; Cell Stem Cell; Cell Systems;

Chemistry & Biology; ... Current Biology ISSN ...

9CELBIO3 | 18

The International Journal of Biochemistry & Cell Biology ...

www.journals.elsevier.com/…l-of...and-cell-biology/

The International Journal of Biochemistry & Cell Biology publishes articles in all areas of contemporary cell and molecular

biology and biomedical research.

Websites:

http://www.hobart.k12.in.us/jkousen/Biology/mendel.htm

https://www.google.com.ph/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=mendelian+genetics

http://www.nature.com/scitable/topicpage/gregor-mendel-and-the-principles-of-inheritance-593

RUBRIC

Scoring Rubric for Oral Presentations

PRESENCE 5 4 3 2 1 0 -body language & eye contact

-contact with the public

-poise

-physical organization

LANGUAGE SKILLS 5 4 3 2 1 0 -correct usage

-appropriate vocabulary and grammar

-understandable (rhythm, intonation, accent)

-spoken loud enough to hear easily

ORGANIZATION 5 4 3 2 1 0 -clear objectives

-logical structure

http://www.hobart.k12.in.us/jkousen/Biology/mendel.htm

https://www.google.com.ph/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=mendelian+genetics

http://www.nature.com/scitable/topicpage/gregor-mendel-and-the-principles-of-inheritance-593

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-signposting

MASTERY OF THE SUBJECT 5 4 3 2 1 0 -pertinence

-depth of commentary

-spoken, not read

-able to answer questions

VISUAL AIDS 5 4 3 2 1 0

-transparencies, slides

-handouts

-audio, video, etc.

OVERALL IMPRESSION 5 4 3 2 1 0 -very interesting / very boring

-pleasant / unpleasant to listen to

-very good / poor communication

TOTAL SCORE _______ / 30

Activity

Activity Excellent

Student

independently

follows all

Good

Student follows

written

directions.

Fair

Student needs

constant

assistance,

Poor

Student attempts

to perform

activity without

Not Done

Student did not

attempt to

perform

9CELBIO3 | 20

directions as written

cleans up as

directed

may leave

materials out

reading or

following

directions, does

not clean up

activity.

Group Work

Group

Work

Excellent

Contributed

exceptional effort to

the group’s project

and showed

leadership in to

organising group

efforts.

Exhibited positive,

supportive attitude

toward group

members.

Completed share of

work with great

effort.

Good

Contributed

great effort to

the group’s

project and

helped organise

group efforts.

Exhibited

positive,

supportive

attitude toward

group members.

Completed share

of work with

great effort.

Fair

Contributed fair

effort to the

group’s project

Exhibited

positive,

supportive

attitude toward

group

members.

Completed

share of work

with fair effort.

Poor

Contributed little

effort to the

group’s project.

Exhibits negative

attitudes toward

group members.

Did not complete

his or her share

of work.

Not Done

Contributed no

effort to the

group’s

project.

Exhibits

negative

attitudes

toward group

members.

Did not

complete his

or her share of

work.

9CELBIO3 | 21

CONSULTATION HOURS:

Days Time Room

Monday and Wednesday 7:00 - 10:00 a.m. 6 SJH Consultation room/MGN 508L

Tuesday 12:00 - 4:00 p.m. 4 SJH Consultation room/MGN 508L

10 hours

//jyabut2016

HOLY ANGEL UNIVERSITY · 9CELBIO3 | 1 HOLY ANGEL UNIVERSITY School of Education Angeles City HAU...

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