Tutor-led Tutor-directed Self-directed Total Hours HOURS BY TYPE

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1 MODULE DESCRIPTOR TITLE Plant Biotechnology SI MODULE CODE S CREDITS 15 LEVEL 7 JACS CODE J710 SUBJECT GROUP DEPARTMENT Biosciences MODULE LEADER Ben Abell NOTIONAL STUD Tutor-led Tutor-directed Self-directed Total Hours HOURS B TPE MODULE AIM(S) This module aims to show you how plants can be utilised in biotechnological applications. ou will study key biological principles that underlie our ability to manipulate plants to yield desirable characteristics, develop a framework for assessing the human health and ecological implications of plant biotechnology, and appreciate a range of laboratory techniques important for the manipulation of plants in biotechnology. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to: 1. Explain in depth fundamental aspects of plant biology that are important for utilising plants in biotechnological applications, including genomic properties, control of metabolism, and developmental mechanisms. 2. Select appropriate techniques for the genetic manipulation of plants. 3. Design strategies that can be used to improve crop characteristics such as yield, disease resistance, and stress tolerance. 4. Explain in detail how plants synthesise biochemical products that can be used in medical applications and demonstrate and in depth knowledge of the ecological relevance of these biochemicals. 5. Analyse the key risks associated with common processes and products of plant biotechnology. 6. Design analytical methods to determine genetic and biochemical properties of plants important in biotechnological applications. INDICATIVE CONTENT Genetic transformation of plants by Agrobacterium and other methods Genome characteristics focusing on model plants

2 Enhanced breeding strategies Plant-pathogen interactions, focusing on molecular signalling Key examples of genetically modified crops, including herbicide resistance and insect resistance Strategies for improving stress tolerance of crop plants Secondary metabolism and pharmaceuticals derived from plants Metabolic control analysis Storage strategies Subcellular protein targeting Impact of genetically modified crops on the environment and on human health LEARNING AND TEACHING METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways: Learning approach is enquiry-based, with a focus on developing learner autonomy and employability. Lectures will convey the core knowledge, concepts, and principles. These will be a foundation for specific additional reading assignments. Tutor-led group proposal will develop a solution to a defined problem in plant biotechnology. This will link a wide variety of lecture material and additional information sources to allow the development of literature research skills, critical analysis, and experimental design. Discussion of the findings will enhance the critical and interactive element of this learning activity. Student directed learning will consolidate and enhance the lecture material. This will consist of recommended reading sources, problem solving exercises and independent selfdirected study. ASSESSMENT STRATEG AND METHODS Formative Assessment will involve problem solving in lecture classes, discussion of group work and MCQs on Blackboard. Summative Assessment 1. Biotechnology proposal (group submission) (30%) (LO 1-6) 2. Examination to assess knowledge, critical analysis, and synthesis of material (70%) (LO 1 to 6) Task No. TASK DESCRIPTION SI Code Task Weighting % Word Count / Duration 1 Research proposal (group) GA page report & 20 min talk (group) In-module retrieval available

3 2 Exam EX 70 3 h N ASSESSMENT CRITERIA ou must achieve a mark of 50% overall to pass this module. The general criteria to achieve a pass are: Research proposal: students should make a significant contribution to the development of the research proposal by their assigned group. The written and oral presentations will demonstrate an ability to research current biotechnology developments in the area, generate relevant ideas to tackle an assigned problem, select and explain relevant experimental techniques, and to evaluate the potential problems that may arise. Exam: students should demonstrate a basic understanding of biotechnology techniques and their application to solving relevant problems. This will be achieved by explaining some key biological processes, by proposing solutions to address specified problems, and by developing some contingency plans. Detailed assessment criteria are provided with each assignment, accessible via shuspace. FEEDBACK Students will receive feedback on their performance in the following ways: MCQs: immediate online feedback and correct answers provided after assessment closed Proposal: ongoing class discussion and tutor comments on Grades provided on Gradecentre Full details of feedback schedule provided in the module handbook LEARNING RESOURCES (INCLUDING READING LISTS) Key textbooks: Plants, genes, and crop biotechnology, Chrispeels, Jones & Bartlett Publishers Plants, Ridge, OUP Advanced specified reading: Biochemistry and molecular biology of plants, Buchanan / Gruissem / Jones, Wiley Plant biochemistry, Bowsher, Garland Science Plant biotechnology : the genetic manipulation of plants, Slater, OUP Recommended reading: Mendel in the kitchen: a scientist's view of genetically modified foods, Federoff, Joseph Henry Publisher Additional Reading: Physiology and behaviour of plants, Scott, Wiley Plant physiology, Taiz & Zeiger, Sinauer Journals:

4 Wide range of plant biology and biotechnology journals such as: The Plant Cell; and Nature Biotechnology Useful Web Sites: Ridge text book site: ASPB: plant biology education resources

5 SECTION 2 'MODEL A' MODULE (INFORMATION FOR STAFF ONL) MODULE DELIVER AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF AN CHANGES BEING MADE NEW MODULE EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2011 MODULE DELIVER PATTERN - If the course will have more than one intake, for example, September and January, please give details of the module start and end dates for each intake Module Begins Module Ends Course Intake 1 09/ /2012 Course Intake 2 09/ /2013 Course Intake 3 Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below Dr Angela Stafford (ADAS environmental consultancy) What proportion of the module is taught by these non-shu staff, expressed as a percentage? 20% MODULE ASSESSMENT INFORMATION Does the Module (using Model A Assessment Pattern) Require Either* Overall Percentage Mark of 50% Overall Pass / Fail Grade N *NB: Choose one of the above Model A module cannot include both percentage mark and pass/fail graded tasks FINAL TASK According to the Assessment Strategy shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Strategy) Task No. 2 MODULE REFERRAL STRATEG Task for Task (as shown for initial assessment strategy) Single Referral Package for All Referred Students N* *if ES complete table below REVISIONS Date July 2012 Reason Assessment Framework review