BSc. Microbiology 2nd year
Subject 1: Microbial physiology and metabolism
Time: 80 hours
| S.no (Theory 1) |
Topic | Learning objective(At the end of the session student should be able to) | Teaching guidelines | Methodology | Time |
| 1 | (a). Definition of growth, balanced and unbalanced growth, growth curve, the mathematics of growth-generation time, specific growth rate, batch and continuous culture, synchronous growth, diauxie growth curve
(b) Measurement of cell numbers, cell mass and metabolic activity. Temperature -temperature ranges for microbial growth, classification based on temperature ranges and adaptations
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(a). Enumerate growth kinetics in detail, types of culture- batch and continous, growth curve in detail
(b).Demonstrate the concept of cell mass and measurement and temperature ranges in growth, classification
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(a).To cover the concept of growth of microbes, culture types and growth curve in detail with schematic representation
(c).To discuss effect of pH, water activity, oxygen concentration along with pressure and radiation in detail |
(a). didactic, student interactive session
(b). Group discussion, problem based learning
(c). didactic, student interactive session
|
(a). 9 hours (b).5 hours
(c).6 hours |
| 2 | (a). Diffusion – Passive and facilitated, Primary active and secondary active transport, Group translocation (phosphotransferase system), symport, antiport and uniport, electrogenic and electro neutral transport, transport of Iron
(b). Chemolithotrophic metabolism- Physiological groups of aerobic and anaerobic chemolithotrophs. Hydrogen oxidizing bacteria and methanogens. (c). Phototrophic metabolism – Historical account of photosynthesis, diversity of phototrophic bacteria, anoxygenic and oxygenic photosynthesis, photosynthetic pigments: action and absorption spectrum, type, structure and location, (d). physiology of bacterial photosynthesis: light reactions, cyclic and non-cyclic photophosphorylation. Carbondioxide fixation: Calvin cycle and reductive TCA cycle. |
(a). Demonstrate the concept of diffusion, translocation (phosphotransferase system), symport, antiport and uniport, electrogenic and electro neutral transport, transport of Iron in detail
(b).Enumerate in detail the concept of Chemolithotrophic metabolism with examples
(c). Reproduce and explain in detail the concept of Phototrophic metabolism with examples along with examples of pigments and absorption spectrum
(d). Enumerate in detail light reactions, cyclic and non-cyclic photophosphorylation, Calvin cycle and reductive TCA cycle.
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(a). To discuss diffusion, active and secondary active transport, Group translocation and transport across membranes (b).To discuss Chemolithotrophic metabolism along with the Physiological groups involving Hydrogen oxidizing bacteria and methanogens (c). To discuss Phototrophic metabolism along diversity of phototrophic bacteria, anoxygenic and oxygenic photosynthesis, photosynthetic pigments (d).to discuss light reactions, cyclic and non-cyclic photophosphorylation, Calvin cycle and reductive TCA cycle in detail in flowchart form |
(a). didactic, student seminar (b). Group discussion, didactic (c). didactic, student interactive session
(d).didactic, teachers seminar |
(a).5 hours
(b). 5 hours
(c).5 hours
|
| 3 | (a). Enzymes:Importance, structure and classification of enzymes. Apoenzyme and cofactors. Prosthetic group, coenzyme and metal cofactors. Active site and its salient features. Mechanism of enzyme action
(b). Activation energy, Lock and key hypothesis, induced fit. Enzyme kinetics and inhibition. Substrate saturation curve, Michaelis-Menten kinetics, Lineweaver-Burke plot.
(c). Effect of pH and temperature on enzyme activity. Enzyme unit, specific activity, turnover number. Irreversible and reversible inhibition: competitive and non-competitive inhibition. |
(a).Demonstrate enzyme structure, classification Apoenzyme and cofactors. Prosthetic group, coenzyme and metal cofactors. Active site and its salient features. Mechanism of enzyme action in detail
(b).Enumerate Activation energy, Lock and key hypothesis, induced fit. Enzyme kinetics and inhibition. Substrate saturation curve, enzyme kinetics in general
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(a). To cover enzyme concept in general, active site and salient features, mechyanism of enzyme action
(b). To cover topics of Activation energy, Lock and key hypothesis, induced fit. Enzyme kinetics and inhibition. Substrate saturation curve, Michaelis-Menten kinetics, Lineweaver-Burke plot.
(d).To cover synthesis: introduction of enzyme induction and repression. Activity: allostery, covalent modification and feedback inhibition. Multienzyme: pyruvate. dehydrogenase complex, isozymes: lactate dehydrogenase |
(a). Student seminar, group discussion, didactic (b). Didactic, problem based learning (c). didactic, group discussion |
(a) 5 hours (b). 5 hours
(c). 5 hours
|
| 4 | (a). Concept of aerobic respiration, anaerobic respiration and fermentation. Central metabolic pathways: EMP pathway, ED pathway, PP pathway, and TCA cycle (b). Anaplerotic reactions, gluconeogenesis, glyoxylate cycle. Mitochondrial and bacterial electron transport. Oxidation-reduction potential and energetic of electron transport. Components of respiratory chain, and their inhibitors. (c). Anaerobic respiration, denitrification, nitrate/nitrite respiration. Oxidative phosphorylation: ATP synthesis and ATP synthase. Uncouplers, inhibitors and ionophores. Chemical coupling, conformational coupling and chemiosmotic hypotheses(d). Fermentations: alcohol fermentation, Pasteur effect, lactate and butyrate fermentation, Fermentation balances, branched versus linear fermentation pathways.(e). Nitrogen Fixation – Physiology of nitrogen cycle. Assimilatory and dissimilatory nitrate reduction, biological nitrogen fixation. Nitrogen fixers and mechanism of nitrogen fixation, properties of nitrogenase, and ammonia |
(a).Enumerate biochemical cycles: Concept of aerobic respiration, anaerobic respiration and fermentation. Central metabolic pathways (b). Reproduce and explain anaplerotic reactions, gluconeogenesis, glyoxylate cycle. Mitochondrial and bacterial electron transport. Oxidation-reduction potential and energetic of electron transport. Components of respiratory chain, and their inhibitors in detail (c).Demonstrate Anaerobic respiration, denitrification, nitrate/nitrite respiration. Oxidative phosphorylation: ATP synthesis and ATP synthase, coupling and uncoupling concept. (d).Enumerate fermentation in detail with specific examples(e).Enumerate Nitrogen Fixation – Physiology of nitrogen cycle. Assimilatory and dissimilatory nitrate reduction, biological nitrogen fixation. Nitrogen fixers and mechanism of nitrogen fixation, properties of nitrogenase, and ammonia |
(a). to discuss and elaborate on biochemical cycles: Concept of aerobic respiration, anaerobic respiration and fermentation and pathways (b).To cover Anaplerotic reactions, gluconeogenesis, glyoxylate cycle. Mitochondrial and bacterial electron transport. Oxidation-reduction potential and energetic of electron transport. Components of respiratory chain, and their inhibitors in detail(c).To cover Anaerobic respiration, denitrification, nitrate/nitrite respiration. Oxidative phosphorylation: ATP synthesis and ATP synthase, coupling and uncoupling concept in details with diagrammatic representation(d).To cover concept of fermentation and various types with examples
(e). To cover concept of Nitrogen Fixation – Physiology of nitrogen cycle. Assimilatory and dissimilatory nitrate reduction, Nitrogen fixers and mechanism properties of nitrogenase, and ammonia |
(a). didactic, student seminar, group discussion
(b). problem based learning, teachers seminar
(e). didactic, student seminar, group discussion |
(a).5 hours (b).5 hours
(d).3 hours |
Paper 2: Molecular biology
Time: 80 hours
| S.no (Theory 2) |
Topic | Learning objective(At the end of the session student should be able to) | Teaching guidelines | Methodology | Time |
| 1 | (a). DNA as the carrier of genetic information, key experiments establishing-The Central Dogma, DNA Double helix, Genetic code, Direction of Protein Synthesis, Genomics. DNA Structure: Miescher to Watson and Crick- historic perspective, DNA structure, salient features of double helix (b). Types of DNA, Types of genetic material, denaturation and renaturation, cot curves. DNA topology – linking number, topoisomerases; Organization of DNA Prokaryotes, Viruses, Eukaryotes.(c). RNA Structure, Organelle DNA – mitochondria and chloroplast DNA. Genome Sequence and Chromosome Diversity, Chromosome Duplication and Segregation, The Nucleosome
(d). Chromatin structure- Euchromatin, Heterochromatin- |
(a). Demonstrate DNA structure in detail, and protein synthesis
(b)Enumerate DNA- types, topology, organisation of DNA, viruses
(c).Enumerate in detail – RNA Structure, Organelle DNA – mitochondria and chloroplast DNA. Genome Sequence and Chromosome Diversity, Chromosome Duplication and Segregation, The Nucleosome in detail manner
(d).Reproduce and explain chromatin in detail |
(a). To cover all aspects of DNA along with protein synthesis process with schematic representations
(b). To cover Types of genetic material, denaturation and renaturation, cot curves. DNA topology
(d). To cover the entire concept of chromatin in detail |
(a) didactic, student interactive session
(b). didactic, student seminar
(c). didactic, problem based learning
|
(a)5 hours
(c).7 hours
(d). 3 hours |
| 2 | (a). Chemistry of DNA synthesis, general principles – bidirectional replication, Semiconservative, Semi discontinuous,RNA priming
(b). Various models of DNA replication including rolling circle, D-loop (mitochondrial), Ө (theta) mode of replication, replication of linear ds-DNA, replicating the 5’end of linear chromosome. (c). Enzyme involved in DNA replication – DNA polymerases, DNA ligase, Primase, Telomerase and other accessory proteins. Replication Errors, DNA Damage and their repair. |
(a). Enumerate DNA synthesis and replication in detail
(b).Demonstrate DNA replication models in a detailed structure with examples
(c).Reproduce all enzymes involved in DNA replication along with accessory proteins involved. DNA Damage and their repair |
(a).To cover DNA synthesis and replication in detail along with diagrams (b).To cover DNA replication models in a detailed structure with examples (c).To cover enzymes involved in DNA replication along with accessory proteins involved. DNA Damage and their repair |
(a). Didactic, teachers seminar, student interactive session
(b). Group discussion and didactic |
(a).7 hours (b).7 hours
(c).6 hours |
| 3 | (a). Mechanism of Transcription (Prokaryotes and Eukaryotes ) – RNA Polymerase and the transcription unit,
(b). Translation (Prokaryotes and Eukaryotes) (c).Proteins involved in initiation, elongation and termination of polypeptides.
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(a)Demonstrate Transcription (Prokaryotes and Eukaryotes ) with proper diagrammatic representation
(b). Enumerate Translation (Prokaryotes and Eukaryotes ) with proper diagrammatic representation
(c).Reproduce and explain Proteins involved in initiation, elongation and termination of polypeptides. Fidelity of |
(a).To cover and discuss Transcription (Prokaryotes and Eukaryotes ) with proper diagrammatic representation (b).To cover Translation (Prokaryotes and Eukaryotes ) with proper diagrammatic representation (c).To cover Proteins involved in initiation, elongation and termination of polypeptides. Fidelity of |
(a). Problem based learning and didactic, student seminar (b). didactic, student interactive session
(c). didactic, teachers seminar |
(a).7 hours
(b). 7 hours
(c).6 hours |
| 4 | (a). Transcription Regulation in Prokaryotes: Principles of transcriptional regulation, regulation at initiation with examples from lac and trp operons.
(b).Eukaryotes: Conserved mechanism of regulation, Eukaryotic activators, Signal integration, combinatorial control, transcriptional repressors, signal transduction and control of transcriptional regulator, Gene Silencing
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(a). Demonstrate Transcription Regulation in Prokaryotes with examples from lac and trp operons (b). Enumerate Conserved mechanism of regulation, Eukaryotic activators, Signal integration, combinatorial control, transcriptional repressors, signal transduction and control of transcriptional regulator, Gene Silencing in detail(c).Demonstrate regulation of translation: translation-dependent regulation of mRNA and Protein Stability. Regulatory RNAs: Riboswitches, RNA interference, miRNA, siRNA, Regulatory RNA and X inactivation |
(a). To cover transcription Regulation in Prokaryotes with examples from lac and trp operons
(b).To cover Conserved mechanism of regulation, Eukaryotic activators, Signal integration, combinatorial control, transcriptional repressors, signal transduction and control of transcriptional regulator, Gene Silencing (c).To cover Regulation of translation: translation-dependent regulation of mRNA and Protein Stability. Regulatory RNAs: Riboswitches, RNA interference, miRNA, siRNA, Regulatory RNA and X inactivation in detail |
(a). Oral explanation along with power point presentation and didactic (b). Problem based learning, student interactive session
(c). didactic, student interactive session, group discussion |
(a). 7 hours
(c).6 hours |
Microbial ecology and plant pathology
| S.no (Theory 3) |
Topic | Learning objective(At the end of the session student should be able to) | Teaching guidelines | Methodology | Time |
| 1 | (a). Microorganisms habitat and their role in biogeochemical cycles and succession pattern
(b). Atmosphere: Stratification of the Atmosphere, Aeromicroflora, Dispersal of Microbes .Animal Environment: Microbes in/on human body (Microbiomics) & animal (ruminants) body. Extreme Habitats: Extremophiles: Microbes thriving at high & low temperatures, pH, high hydrostatic & osmotic pressures, salinity, & low nutrient levels.
(c). Carbon cycle, Nitrogen cycle Ammonification, nitrification, denitrification & nitrate reduction. Phosphorous cycle: Phosphate immobilization and phosphate solubilization. Sulphur Cycle Microbes involved in sulphur cycle. (d). Succession of microbial communities in the decomposition of plant organic |
(a). Reproduce and explain Terrestrial Environment: Soil characteristics, Soil profile, Soil formation, Soil as a natural habitat of microbes, Soil microflora. Aquatic Environment: Stratification & Microflora of Freshwater & Marine habitats (b).Demonstrate habitats and atmosphere in detail,Animal Environment Extreme Habitats
(c).Enumerate Carbon cycle
(d).Enumerate succession methods in microbes with examples |
(a). To cover Terrestrial Environment and Aquatic Environment in detail
(c).To cover Carbon cycle
(d).To cover Succession of microbial communities in the decomposition of plant organic
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(a) didactic, problem based learning
(b). didactic, student interactive session
(c). didactic, student interactive session, group discussion
(d).didactic, group discussion |
(a).5 hours
(d).5 hours |
| 2 | (a). Microbe–Microbe Interactions
(b). Microbe–Plant Interactions
(c ). Microbe–Animal Interactions |
(a). Demonstrate Mutualism, Synergism, Commensalism, Competition, Amensalism, Parasitism, Predation, Biocontrol agents
(b).Reproduce and explain Roots, Aerial Plant surfaces, Biological Nitrogen fixation (symbiotic/nonsymbiotic- biofertilizers)
(c).Enumerate role of Microbes in Ruminants, Nematophagus fungi, Luminescent bacteria as symbiont |
(a).To cover in detail- Mutualism, Synergism, Commensalism, Competition, Amensalism, Parasitism, Predation, Biocontrol agents
(b).To cover (c).To cover role of Microbes in Ruminants, Nematophagus fungi, Luminescent bacteria as symbiont in detail
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(a). didactic, problem based learning
(b). didactic, student interactive session, group discussion
(c). Student seminar, didactic |
(a). 7 hours
(b). 7 hours
(c).6 hours |
| 3 | (a).Microbial Pathogenicity
(b).Genetics of Plant Diseases |
(a). Demonstrate in detail- Virulence factors of pathogens: enzymes, toxins (host specific and non specific) growth regulators, virulence factors in viruses (replicase, coat protein, silencing suppressors) in disease development. Effects of pathogens on host physiological processes (photosynthesis, respiration, cell membrane permeability, translocation of water and nutrients, plant growth and reproduction).
(b). Enumerate concept of resistance (R) gene and avirulence (avr) gene; gene for gene hypothesis, types of plant resistance: true resistance– horizontal & vertical, apparent resistance. |
(a).To cover virulence factors of pathogens in detail- replicase, coat protein, silencing suppressors in disease development
(b). To cover Concept of resistance (R) gene and avirulence (avr) gene; gene for gene hypothesis, types of plant resistance: true resistance– horizontal & vertical, apparent resistance in detail |
(a). teachers seminar, group discussion
(b). didactic, student interactive session
|
(a).10 hours
(b).10 hours
|
| 4 | (a). Concept of plant disease- microbial plant diseases -, types of plant pathogens, pathogenicity, symptoms, economic losses. Principles & practices involved in the management of plant diseases by different methods., diseases.
(b). Important diseases caused by fungi
(c). Important diseases caused by phytopathogenic bacteria and phytoplasmas
(d ). Important diseases caused by viruses & viroids
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(a). Reproduce definitions of disease, disease cycle & pathogenicity, symptoms associated with microbial plant diseases, types of plant pathogens in detail
(b).Demonstrate fungal diseases: Albugo candida
(c).Enumerate diseases by phytopathogenic bacteria and phytoplasmas- Angular leaf spot of cotton, bacterial leaf blight of rice, crown galls, bacterial cankers of citrus
(d). Reproduce and explain diseases by virus and viriods:Potato spindle tuber, coconut cadang cadang,Papaya ring spot, tomato yellow leaf curl, banana bunchy top, rice tungro |
(a).To cover definitions of disease, disease cycle & pathogenicity, symptoms associated with microbial plant diseases, types of plant pathogens in detail
(b).To cover fungal diseases: Albugo candida
(c).To cover diseases by phytopathogenic bacteria and phytoplasmas- Angular leaf spot of cotton, bacterial leaf blight of rice, crown galls, bacterial cankers of citrus,Aster yellow, citrus stubborn in detail with examples
(d).To cover diseases by virus and viriods:Potato spindle tuber, coconut cadang cadang,Papaya ring spot, tomato yellow leaf curl, banana bunchy top, rice tungro |
(a). didactic, student interactive session, group discussion
(b). Oral explanation along with power point presentation, student seminar, group discusion
(c). didactic, student interactive session, problem based learning
(d). didactic, student seminar |
(a).8 hours
(b).4 hours
(c).4 hours
(d). 4 hours
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Paper 4: Genetics and Genomics
Time: 80 hours
| S.no (Theory 4) |
Topic | Learning objective(At the end of the session student should be able to) | Teaching guidelines | Methodology | Time |
| 1 | (a). Mendel’s work on transmission of traits, genetic variation, molecular basis of genetic information. Interrelation between the cell structure and the genetics function. Mitosis, Meiosis (explaining Mendel’s ratios).
(b). Principles of Inheritance, Chromosome theory of inheritance, Pedigree analysis, Incomplete dominance and codominance. Multiple alleles, Lethal alleles, Epistasis, Pleiotropy, Environmental effects on phenotypic expression, sex linked inheritance (c). Linkage and crossing over, |
(a).Enumerate Mendel’s introduction to genetic concepts in detail
(b).Demonstrate principles of Inheritance, Chromosome theory of inheritance, Pedigree analysis, Incomplete dominance and codominance. Multiple alleles, Lethal alleles, Epistasis, Pleiotropy, Environmental effects on phenotypic expression, sex linked (c).Enumerate concepts of Linkage and crossing over, |
(a).To cover Mendel’s work on transmission of traits, genetic variation, molecular basis of genetic information. Interrelation between the cell structure and the genetics function. Mitosis, Meiosis (explaining Mendel’s ratios).
(b).To cover principles of Inheritance, Chromosome theory of inheritance, Pedigree analysis, Incomplete dominance and codominance. Multiple alleles, Lethal alleles, Epistasis, Pleiotropy, Environmental effects on phenotypic expression, sex linked in detail (c).To cover in detail Linkage and crossing over, |
(a). didactic, student interactive session, group discussion
(b). Oral explanation along with power point presentation, didactic, group discussion
(c). didactic, student interactive session, group discussion
|
(a).7 hours
(c).6 hours |
| 2 | (a). Chromosomal Mutations: Deletion, Duplication, Inversion, Translocation, Aneuploidy and Polyploidy. Gene mutations: Induced versus Spontaneous mutations, Back versus Suppressor mutations,
(b). Molecular basis of Mutations in relation to UV light and chemical mutagens, Detection of mutations: CLB method, Attached X method |
(a). Enumerate concepts of : Chromosomal Mutations, Gene mutations- Induced versus Spontaneous mutations, Back versus Suppressor mutations
(b).Demonstrate molecular basis of Mutations in relation to UV light and chemical mutagens, Detection of mutations: CLB method, Attached X method
(c).Enumerate concepts of : |
(a).To cover concepts of Chromosomal Mutations, Gene mutations- Induced versus Spontaneous mutations, Back versus Suppressor mutations in detail (b).To cover Molecular basis of Mutations in relation to UV light and chemical mutagens, Detection of mutations: CLB method, Attached X method in detail (c).To cover DNA repair mechanisms. Chromosomal mechanisms, Environmental factors effecting sex determination, Barr bodies, Dosage compensation in detail with diagram representation |
(a). didactic, problem based learning
(c). didactic, student interactive session |
(a).7 hours
(b). 7 hours
(c).6 hours |
| 3 | (a). Conjugation; Transformation; Transduction, Recombination.
(b). Prokaryotic transposable elements- IS elements, Composite transposons, Uses of transposons
(c). Human genome project; Evolution and Comparative Genomics. Introduction to Bioinformatics, Gene and protein databases; Sequence similarity and alignment |
(a). Reproduce concept of Conjugation; Transformation; Transduction, Recombination
(b).Enumerate Prokaryotic transposable elements- IS elements, Composite transposons, Uses of transposons with proper examples
(c).Reproduce and explain Human genome project; Evolution and Comparative Genomics. Bioinformatics, Gene and protein databases; Sequence similarity and alignment in detail |
(a).To cover Conjugation; Transformation; Transduction, Recombination with diagrams
(b).To cover Prokaryotic transposable elements- IS elements, Composite transposons, Uses of transposons in detail
(c).To discuss concept of human genome project and evolutionary genetics in detail |
(a). student seminar, teachers seminar
(b). didactic, problem based learning
(c). didactic, problem based learning |
(a).7 hours
(b).7 hours
(c).6 hours |
| 4 | (a). Genetic analysis using mutations, forward genetics, genomics, reverse genetics, RNAi, functional genomics and system biology
(b). Allele frequencies, Genotype frequencies, Hardy-Weinberg Law, role of natural selection, mutation, genetic drift. Genetic variation and Speciation |
(a). Demonstrate all concepts of Genetic analysis using mutations, forward genetics, genomics, reverse genetics, RNAi, functional genomics and system biology
(b).Enumerate Allele frequencies, Genotype frequencies, Hardy-Weinberg Law, role of natural selection, mutation, genetic drift. Genetic variation and Speciation in detail |
(a).To cover concepts of Genetic analysis using mutations, forward genetics, genomics, reverse genetics, RNAi, functional genomics and system biology in detail manner
(b).To cover and discuss Allele frequencies, Genotype frequencies, Hardy-Weinberg Law, role of natural selection, mutation, genetic drift. Genetic variation and Speciation in detail with examples |
(a). didactic, student seminar, group discussion
(b). didactic, student interactive session group discussion |
(a).10 hours
(b). 10 hours |