| Course Description |
|
| Course Name |
: |
Secondary Metabolites Products Biosynthesis in Medicinal Plants |
|
| Course Code |
: |
TB-544 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
Second Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
6 |
|
| Name of Lecturer(s) |
: |
Prof.Dr. LEYLA SEZEN TANSI
Prof.Dr. SALİHA KIRICI
|
|
| Learning Outcomes of the Course |
: |
Learn what seconder metabolite is and know the major ones
Learn the pathway of biosynthesis of seconder metebolites following photosynthesis. Such as synthesis of mevalonic acid, scimic and terphen and alcholid synthesis
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
Economically important secondary metabolites products (essential oils, resins, dyes, steroide, glycosides, tannis, mucilages) were found only in some species. These products were used as medicinal drugs. In this course, secondary metabolites product biosynthesis, biosynthesis pathways, role of secondary metabolites products in plants, physiological activity, turnover rates, genetic aspects in plant will be discussed |
|
| Course Contents |
: |
Biosynthesis of secondary metabolites and secondary metabolites of medicinal and aromatic plants |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Class |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
What is secondary metabolites
Why do plants produce it
Where is it produced
|
Pre reading |
Using power point, case study and laboratory practice |
|
2 |
Does each plant produce secondary metabolites |
Pre reading |
Using power point, case study and laboratory practice |
|
3 |
What is the difference between secondary metabolites and the primary substances |
Pre reading |
Using power point, case study and laboratory practice |
|
4 |
Biosynthesis of secondary metabolites according to their differences |
Pre reading |
Using power point, case study and laboratory practice |
|
5 |
Schimic asid biosynthesis |
Pre reading |
Using power point, case study and laboratory practice |
|
6 |
Pentose phosphate pathway |
Pre reading |
Using power point, case study and laboratory practice |
|
7 |
Terpene biosynthesis by mevalonic asid pathway |
Pre reading |
Using power point, case study and laboratory practice |
|
8 |
Mid term exam |
General study |
Written examination |
|
9 |
Alcaloid (secondary substance) biosynthesis and an assignment will be given on this topic |
Pre reading |
Using power point, case study and laboratory practice |
|
10 |
Glycoside (secondary substance) biosynthesis |
Pre-reading |
Using powerpoint, case study and laboratory practice |
|
11 |
Phenolic components (secondary substance) biosynthesis |
Pre reading |
Using powerpoint, case study and laboratory practice |
|
12 |
Biosynthesis of steroid |
Pre reading |
Using power point, case study and laboratory practice |
|
13 |
The importance of photosynthesis in the production of secondary substance
|
Pre reading |
Using power point, case study and laboratory practice |
|
14 |
Polysaccharide and lipid biosynthesis |
Pre reading |
Using powerpoint, case study and laboratory practice |
|
15 |
Environmental factors affecting the biosynthesis of secondary metabolites products |
General study |
Using power point, case study and laboratory practice |
|
16/17 |
Final exam |
General study |
Written examination |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Graduates become a specialist on the field crops area by improving their skills. |
3 |
|
2 |
They comprehend interdisciplinary interaction in his specialization area. |
3 |
|
3 |
They can follow the latest developments in field crops area and get access to the knowledge source, gather this knowledge, reach new knowledge and synthesize by evaluating available studies and follow the innovations in his field. |
4 |
|
4 |
They can synthesize and interpret interdisciplinary knowledge by using theoretical and practical skills at a specialist level in field crops area. |
3 |
|
5 |
They find solutions for problems related to field crops by using research methods and establish cause effect relationships. |
4 |
|
6 |
They incorporate their knowledge on his special area by combining their knowledge with those from the other scientific areas and produce new knowledge and also solve the problems by using scientific research methods. |
4 |
|
7 |
They determine a problem independently in field crops subject, provide solutions, evaluate the results and implement whenever required. |
3 |
|
8 |
They are qualified to solve a problem in their field. |
0 |
|
9 |
They are equipped with analytical and critical thinking ability to direct their learning and to conduct advanced studies in their fields independently. |
3 |
|
10 |
They transfer current developments and their own studies in the field crops area systematically to the his working group and to different groups from other study fields orally or visually by supporting them with qualitative and quantitive data. |
4 |
|
11 |
They study and improve the social relationships and standards leading these relationship by a critical point of view and take action when needed. |
0 |
|
12 |
They develop policy, strategy and experimental plans related to field crops area and evaluate obtained results within the framework of quality processes. |
3 |
|
13 |
They are sensitive about scientific and ethical values during the collection, interpretion and announcement of data related to their subject.They are also capable of teaching and checking these values. |
3 |
|
14 |
They are able to understand and translate an article written in a foreign language. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|