Traditional and Modern Biotechnology

Biotechnology

Ø  “bio” stands for biology, the science of life and “technology” – the tools and techniques used to achieve a particular purpose.

Ø  Any technique that uses living organisms or parts of the organisms to make or modify products, to improve plants or animals, or to develop microorganisms for specific use.

Ø  Its scope of application covers agriculture, industry, medicine, environment, and other fields utilizing innovative technologies.

Traditional and Modern Biotechnology

Ø  Consists of current well-established and widely used commercial processes based on properties of living organism.

Ø  Includes the following processes:

·         Brewing

·         Silage making

·         Dairy products

·         Food fermentation

·         Animal vaccine production

Modern Biotechnology

Ø  Involves the integration and use of complex techniques and procedures with the well- established approaches of traditional biotechnology.

Ø  Includes the following processes:

1.       Genetic engineering

·         also termed as “genetic manipulation”.

·         involves taking genes from their normal location in one organism and either transferring them elsewhere or putting them back into the original organism in different combinations.

2.       Bioprocessing

·         A type of advanced manufacturing that involves chemical, physical, and biological processes employed by living organisms or their cellular components.

·         Offers new production opportunities of wide ranges of items including:

ü  Alternative fuels such as ethanol, methane, and diesel hydrocarbons,

ü  Commodity chemicals such as enzymes, organic acids, and solvents,

ü  Polymers for films, coating, and other specialty uses,

ü  Foods, such as glucose and glucose-fructose syrups

ü  Improved high-value products, such as naturally-occurring non-toxic pesticides, flavoring agents, and pharmaceuticals.

3.       Antisense

Ø  Involves the use of synthetic segments of DNA or RNA called oligonucleotides to stop the production of disease-related proteins.

Ø  Antisense therapeutics have the potential to treat many life-threatening diseases such as: hepatitis, cancers, coronary artery restenosis

4.       Protein engineering

Ø  Judging from the diversity of function found among enzymes in nature, protein is the good medium to use in the design of molecular devices

Ø  The production of virtually any protein we can dream up to perform specific functions.

5.       Monoclonal Antibody

Ø  A super-specific type of antibody used as process aids in the manufacture of high value biochemicals, and as highly specific diagnostic kits for the determination of diseases, hormone levels, etc.

6.       Biosensor Technology

Ø  Analytical devices which are capable of providing either qualitative or quantitative results

Ø  Involves the “marriage” of the biological world and the physical electronic  world

Ø  In medical field, biosensors allow clinical analysis to be performed at the bedside, in critical care units and doctors’ offices rather than in centralized laboratories.

Rubrics for Group Collaboration

Group No. _______                                   Yr. & Sec. ___________________

Title __________________________________

CATEGORY	5 - Exceptional	3 – Acceptable	1 - Minimum	0 – Needs Improvement
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Contributions	Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.	Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!	Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.	Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities.	Usually uses time well throughout the project, but may have procrastinated or wasted time on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination or time wasting.	Tends to procrastinate or waste time, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Preparedness	Brings needed materials to class and is always ready to work.	Almost always brings needed materials to class and is ready to work.	Almost always brings needed materials but sometimes needs to settle down and get to work	Often forgets needed materials or is rarely ready to get to work.

Rubrics for Science - Portfolio

Group No. _______

Yr. & Sec.:______________

Quarter: _______________

Points	Required items	Concepts	Reflection/Critique	Overall Presentation
97-100	All required items are included, with a significant number of additions.	Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications.	Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives.	Items are clearly introduced, well organized, and creatively displayed, showing connection between items.
93- 96	All required items are included, with a few additions.	Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general understanding of the concepts and applications.	Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.	Items are introduced and well organized, showing connection between items.
89 - 92	All required items are included.	Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them.	Reflections illustrate an attempt to critique work, and to suggest alternatives.	Items are introduced and somewhat organized, showing some connection between items.
85 - 88	A significant number of required items are missing.	Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts.	Reflections illustrate a minimal ability to critique work.	Items are not introduced and lack organization.
0	No work submitted

Rubrics for Outputs/Projects

Group No. _____              

Yr. & Sec.: __________________

Name of Output/Project: __________________________ 

Levels	Points	Indicators
Exemplary	98 - 100	Work/project is exceptional and impressive. A distinct and sophisticated application of knowledge and skills are evident
Strong	95 - 97	Work/project exceeds the standard; thorough and effective application of knowledge and skills are evident.
Proficient	92 - 94	Work/project meets the standards, acceptable and displays the application of essential knowledge and skills.
Developing	89 - 91	Work/project does not yet meet the standards; shows basic, but inconsistent application of knowledge and skills; work needs further development
Emerging	85 - 88	Work/project shows partial application of knowledge and skills; lacks depth or incomplete and needs considerable development, errors, and omissions are present
Learning	0	No work/project presented

Video Rubrics in Science

Group No. _________                              Section: _________________

Title: ___________________________

	85 - 88 %	89 - 92 %	93 - 96%	97 - 100%	TOTAL
Organization	Audience cannot understand video because there is no clear narrative line.	Audience has difficulty following video because information jumps around and main points or themes are unclear.	Video information are posted in logical sequence which audience can follow.	Video information in logical, interesting sequence which audience can follow.
Subject Knowledge	Does not have grasp of information; student cannot articulate basic and core concepts	Unfamiliar with information and does not provide clear illustrations or examples.	At ease with core concepts but fails to elaborate.	Demonstrates full knowledge (more than required) by providing explanations and elaboration.
Presentation of Ideas and Self•	Design does not support information or audience needs and there is no evidence of appropriate use of video.	Design is designed to present information but elements are not used correctly* and design detracts from content	Design does not detract from content and media elements support message*.	Design clearly supports learning, and media use is exemplary.
Technical Elements	The camera work is choppy and the scenes are blurry or panning is too fast. Sound and visual files contain significant distortion. Transitions are awkward between scenes. Titles are illegible. Technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content.	The camera work may be choppy or panning is too fast. Sound and visual files may have some distortion but it doesn't distract the viewer. There are some technical problems, but the viewer is able to follow the presentation.	The camera work is generally smooth and the focus is usually crisp. Sound and visual files are mostly distortion free. Transitions provide a smooth movement between scenes. Titles are mostly legible. There are few technical problems.	The camera work is smooth and the focus is crisp. Sound and visual files are distortion free. Transitions are timed for smooth movement between scenes. Titles are legible. There are few technical problems, and none of a serious nature.
Collaboration	Obvious that the presentation was created by one person  Students make poor choices for group members. The group is unable to complete the video in a timely fashion	Presentation a result of a group effort, but only some members contributed Students select group members according to social desires. Some students in the group participate actively. Few students excel in the activities	Students worked together and were assigned different roles Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Most students excel in the activities	Effective teamwork. The final product represents something that would have been impossible to accomplish working alone. Students select group members based on good working relationships. All students in the group participate actively 100% of the time. Each student excels in every activity

Rubrics for Food Tasting

Group No. _____                                            Section ____________________

Name (evaluator) _________________________                           

Name of Product:_________________________

Recipe:

Describe:

Rate the characteristics below using this scale. Justify your rating with constructive critiques.

85 - 88 %           Unsatisfactory, deficient      

89 - 91 %           Mediocre, Lacking Something
92 - 94 %           Satisfactory, Adequate

95 - 97 %           Good, Fine, Above Average

98 - 100%          Exemplary, Professional

Criteria	Student evaluator	Student Evaluator Comments	Teacher evaluator	Teacher  evaluator Comments
Presentation/ Plating- How is the eye appeal?	­­­­­­­­­­­­­­­­­­­
Originality/Creativity- Did they do something original or different?	­­­­­­­­­­­­­­­­­­­
Taste/ Texture- Pleasant to the taste buds and savory.	­­­­­­­­­­­­­­­­­­­
Sanitation/Neatness- Cleaned up as they went. Aprons on, hair secured. Kept hands away from face, nose, mouth. Washed items as appropriate.
Timing/Clean-up. Done on time, area tidied up, food plated when time called.
Total points ÷ 5