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Type A
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Code |
Competences Specific | | | A8 |
Analyse appropriately data and experimental results from the fields of biotechnology with statistical techniques and be able to interpret it. |
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Type B
|
Code |
Competences Transversal | | | B5 |
Teamwork, collaboration and sharing of responsibility |
| | B6 |
Clear and effective communication of information, ideas, problems and solutions in public or a specific technical field |
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Type C
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Code |
Competences Nuclear |
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Type A
|
Code |
Learning outcomes |
| | A8 |
Use different databases (e.g., PDB, SCOP, ...) to find out what are the main characteristics of the structure of a given protein.
Use computer programs to analyze the structure of proteins.
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Type B
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Code |
Learning outcomes |
| | B5 |
Ensure that the way they communicate and relate to others contributes to the cohesion of the group.
Take an interest in the importance of the group’s activity.
| | | B6 |
Understand that non-verbal language is appropriate to verbal discourse.
Plan their communications: generate ideas, search for information, select and order the information, make schemes, determine the type of audience and the objectives of the communication, etc.
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Type C
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Code |
Learning outcomes |
| Topic |
Sub-topic |
| 1. Three-dimensional structure of proteins |
1.1. The SPdbV/SwissModel binomial as computational tools in the field of protein engineering.
1.2. Proteins with known structure: analysis of their 3D structure. |
| 2. Fundamentals of protein engineering |
2.1. Application of protein engineering to introduce mutations that improve the thermostability of an enzyme.
2.2. Application of protein engineering in order to introduce mutations that adapt the activity of an enzyme at low temperatures. |
| 3. De novo protein design |
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| Methodologies :: Tests |
| |
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
| Introductory activities |
|
1 |
0 |
1 |
| Lecture |
|
10 |
15 |
25 |
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
20 |
25 |
45 |
| Personal tuition |
|
2 |
0 |
2 |
| |
| Objective short-answer tests |
|
2 |
0 |
2 |
| |
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
| |
Description |
| Introductory activities |
Presentation of the subject (with details of the teaching methodology to be used and the assessment criteria) |
| Lecture |
Theoretical explanations that will be carried out in the computer room and which will be followed by a practical (non-evaluable) exercise by the students or the visualization of a video in order to exemplify the theoretical explanations |
| Practicals using information and communication technologies (ICTs) in computer rooms |
Practical exercise which consists (in groups of three or four students), to do a practical exercise of analysis by computational methods of the structure of a protein, and then ask the students, based on this analysis, to suggest what changes could be made in their sequence for improve some property (eg, thermostability, etc.) with respect to the native protein. |
| Personal tuition |
Students can consult their questions directly to the teacher going to their office (at 106) during the visit hours (see institutional website) or also sending an email from moodle. |
|
Description |
|
Students can consult their questions directly to the teacher going to their office (at 106) during the visit hours (see institutional website) or also sending an email from moodle. |
|
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
| Practicals using information and communication technologies (ICTs) in computer rooms |
|
Practical exercise which consists (in groups of three or four students), to do a practical exercise of analysis by computational methods of the structure of a protein, and then ask the students, based on this analysis, to suggest what changes could be made in their sequence for improve some property (eg, thermostability, etc.) with respect to the native protein. |
Estas prácticas pueden proporcionar un máximo de 5/10 en la calificación final de la asignatura. |
| Objective short-answer tests |
|
A single test where the student must answer a series of short objective questions that demonstrate the level of individual achievement that has reached in the subject |
Esta prueba objetiva puede proporcionar un máximo de 5/10 en la calificación final de la asignatura. |
| Others |
|
|
|
| |
|
Other comments and second exam session |
|
In the second call will be carried out only the equivalent part of the objective tests of short questions of the first call (with identical weight in the final mark). This means that the mark obtained in the "Practices through ICT in computer rooms" section of the first call will be valid also for the second call. During the evaluation tests, mobile phones, tablets and other devices that are not expressly authorized for the test, must be turned off and out of sight. The demonstrable fraudulent realization of some evaluation activity of a subject both in material and virtual and electronic support entails the student's failure mark of this evaluation activity. Regardless of this, given the seriousness of the events, the center may propose the initiation of a disciplinary file, which will be opened by resolution of the rector. |
| Basic |
Lesk, Arthur M., Introduction to protein science: architecture, function, and genomics, 2nd ed., 2010
Edited by Sheldon J. Park, Jennifer R. Cochran, Protein engineering and design, , 2010
Carlos Gómez-Moreno Calera y Javier Sancho Sanz, Estructura de proteínas, , 2003
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| Complementary |
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| Subjects that it is recommended to have taken before |
| STRUCTURE AND FUNCTION OF BIOMOLECULES/19204107 |
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(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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