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
9CELBIO3 | 2
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
Students must obtain at least
50% correct answers on a 10
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
Students must obtain at least
50% correct answers on a 10
item test
Students must obtain at least
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
Individual presentations
of models
Individual presentations
on Homework
problems in Gene
expression
Quiz
Students must obtain at least
50% correct answers on a 20-30-
item test
Rubric
Students must obtain at least
50% correct answers on a 20-30-
item test
Students must obtain at least
50% correct answers on a 20-30-
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
Individual presentations
problems
Quiz
Quiz
item test
Students must obtain at least
50% correct answers on a 20-30-
item test
Students must obtain at least
50% correct answers on a 20-30-
item test
Students must obtain at least
50% correct answers on a 20-30-
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
Students must obtain at least
50% correct answers on a 20-30-
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)
3. Major Examination
9CELBIO3 | 11
FINALS: 1. Power point presentation (Class Standing)
2. Quiz (Class Standing)
3. Major Examination
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
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
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
http://www.freebookcentre.net/Biology/Cell-Biology-Books.html
3. Structure and Function of Major Cell Components
National Open University of Nigeria
http://www.freebookcentre.net/Biology/Cell-Biology-Books.html
4. Engineering Molecular Cell Biology
Ge Yang, Department of Biomedical Engineering, Carnegie Mellon University
9CELBIO3 | 17
http://www.freebookcentre.net/Biology/Cell-Biology-Books.html
5. Cell Biology Lecture Notes (Doc 52P)
http://www.freebookcentre.net/Biology/Cell-Biology-Books.html
6. Cell Biology Lab
http://www.freebookcentre.net/Biology/Cell-Biology-Books.html
7. Essentials of Cell Biology
http://www.freebookcentre.net/Biology/Cell-Biology-Books.html
8. Lecture Notes for Methods in Cell Biology (PDF 218P)
Mark F. Wiser
http://www.freebookcentre.net/Biology/Cell-Biology-Books.html
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
9CELBIO3 | 19
-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
Top Related