Biochemistry Chapter 3 Exercises

I. Concept Map

Objective:

Create a concept map to visualize your understanding of lipids. This activity evaluates your ability to integrate ideas from the provided reading and external knowledge, as well as your critical thinking.

Instructions:

1. Use black ink to include information directly from the provided reading.
2. Use red ink to write any questions or uncertainties you have about the topic.
3. Use blue ink to answer your question and/or add related information from other sources, experiences, or your own research.
4. Ensure all connections are clearly labeled, logical, and reflect thoughtful analysis.
5. Submit the concept map at the beginning of the the face-to-face class.

Evaluation Criteria:

• 10 points: All three colors used correctly and appropriately.
• 8 points: Two colors used correctly.
• 6 points: One color used correctly.
• 5 points: One color used incorrectly.
• 4 points: Two colors used incorrectly and/or the concept map is lacking.
• 3 points: All colors used incorrectly.
• 0 point: The concept map is not based on the reading selection.

Total Grade:

Midterm (30 points): Concept Map 1 = 10 points, Concept Map 2 = 10 points, Concept Map 3 = 10 points

Final Term (30 points): Concept Map 1 = 10 points, Concept Map 2 = 10 points, Concept Map 3 = 10 points

Passing  Grade per term: 18 points

II. Oral Discussion

Objective:

This activity aims to enhance your understanding of the biochemical principles related to lipids and their relevance to agricultural applications. You will analyze real-world agricultural challenges, evaluate the role of these biochemical factors, and propose science-based solutions. This exercise fosters critical thinking, problem-solving, and practical application of biochemistry in agriculture.

Instructions:

1. Carefully read the case study provided to understand its context, challenges, and the biochemical factors (lipids) influencing agricultural practices..
2. Use the discussion questions to explore the role of organic water, pH, and buffers in the case study. Examine how these biochemical factors impact soil health, crop growth, and sustainable farming practices.
3. Identify how these biochemical principles are applied to address agricultural challenges. Evaluate both the positive and negative effects of the practices or technologies presented in the case study.
4. Apply key biochemical concepts such as buffer systems, acid-base balance, and the role of water as a solvent and reactant in biological processes. Relate these concepts to practical agricultural applications and challenges.
5. Work in your assigned groups to develop insights and solutions. Focus on how biochemical principles can optimize agricultural outcomes while considering environmental and economic impacts.
6. Three members will be randomly chosen to present your group’s findings, so ensure everyone is prepared to contribute. 

Evaluation Criteria:

1. Application of Biochemical Concepts (5 points):

   • Are biochemical concepts clearly identified and explained?
   • Does the group demonstrate a strong understanding of how these concepts apply to the case study and agricultural practices?

2. Relevance to Agricultural Applications (5 points):

   • Does the analysis address the agricultural challenges and opportunities highlighted in the case study?
   • Are the proposed solutions practical and informed by the biochemical principles discussed?

3. Critical and Environmental Analysis (5 points):

   • Does the response thoughtfully integrate environmental, social, and economic considerations into the evaluation of the case study?
   • Is there a balanced critique of the benefits, risks, and trade-offs associated with the practices or technologies analyzed?

Agriculture Students

Case Study 1: Managing Rancidity in Animal Feed

Context:

A poultry farmer notices that chickens fed with a certain brand of fish meal experience slower growth rates and decreased egg production. Laboratory analysis reveals that the fish meal contains oxidized lipids due to improper storage, leading to rancidity.

Discussion Questions:

• Biochemical Application (15 pts): Explain the biochemical process of lipid oxidation and how it leads to rancidity.
• Agricultural Relevance (15 pts): What strategies can farmers use to prevent rancidity in lipid-rich feed?
• Critical & Environmental Analysis (15 pts): What are the potential environmental consequences of using rancid feed in large-scale poultry production, and how can sustainable storage practices mitigate these effects??

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Case Study 2: Soap-Based Pesticides for Organic Farming

Context:

An organic vegetable farmer struggles with aphid infestations and decides to use potassium-based insecticidal soap. After several applications, the farmer notices a significant reduction in aphid populations without harming beneficial insects.

Discussion Questions:

• Biochemical Application (15 pts): Describe the saponification process and how the resulting soap affects the lipid membranes of aphids.
• Agricultural Relevance (15 pts): Why might soap-based pesticides be preferred over synthetic pesticides in organic farming?
• Critical & Environmental Analysis (15 pts): What are the limitations of using soap-based pesticides, and how can farmers balance pest control with soil and water conservation?

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Case Study 3: Lipid Modifications for Drought-Resistant Crops

Context:

A biotech company is developing genetically modified maize that accumulates higher lipid reserves in its seeds, improving drought tolerance. This maize variety shows better germination rates and sustained growth in arid regions compared to traditional varieties.

Discussion Questions:

• Biochemical Application (5 pts): How do increased lipid reserves in seeds improve plant resilience to drought conditions?
• Agricultural Relevance (5 pts): How can lipid metabolism engineering contribute to food security in water-scarce regions?
• Critical & Environmental Analysis (5 pts): What ethical and ecological considerations should be addressed when developing and distributing genetically modified drought-resistant crops?

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Case Study 4: Hydrogenation in Livestock Feed Production

Context:

A dairy farm experiences inconsistent milk production due to seasonal changes in feed quality. To stabilize nutrient intake, the farm incorporates hydrogenated vegetable oils into the cattle’s diet to prevent lipid oxidation.

Discussion Questions:

• Biochemical Application (5 pts): Explain the hydrogenation process and how it alters the physical and chemical properties of lipids.
• Agricultural Relevance (5 pts): What are the advantages and potential drawbacks of using hydrogenated fats in livestock feed?
• Critical & Environmental Analysis (5 pts): Given the concerns about trans fats in human nutrition, should hydrogenated lipids be used in animal feed? Why or why not?

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Case Study 5: Lipid-Based Biopesticides for Pest Control

Context:

A startup company develops a biopesticide using essential oils derived from plants. The lipid-rich formulation disrupts insect cuticles and interferes with their respiratory systems. Field trials show that the biopesticide effectively controls caterpillars in vegetable crops.

Discussion Questions:

• Biochemical Application (5 pts): What biochemical properties of lipids contribute to the effectiveness of lipid-based biopesticides?
• Agricultural Relevance (5 pts): How do lipid-based biopesticides compare to synthetic pesticides in terms of efficiency and sustainability?
• Critical & Environmental Analysis (5 pts): What factors should be considered when scaling up the production and commercial use of lipid-based biopesticides?

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Case Study 6: Wax Coatings for Post-Harvest Fruit Preservation

Context:

A fruit exporter applies natural wax coatings to mangoes before shipment to prevent moisture loss and delay ripening. However, some consumers express concern about whether the coating affects fruit quality and safety.

Discussion Questions:

• Biochemical Application (5 pts): How do the hydrophobic properties of plant waxes help reduce moisture loss and slow down ripening?
• Agricultural Relevance (5 pts): What are the benefits of using lipid-based coatings in fruit storage and exportation?
• Critical & Environmental Analysis (5 pts): How can the agricultural industry ensure that post-harvest treatments like wax coatings are both effective and acceptable to consumers?

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III. Online Quiz

Objective:

This activity aims to assess your understanding of key biochemistry concepts, including biomolecular interactions, metabolic pathways, and their application to real-world scenarios, particularly in agriculture and sustainable practices.

Instructions:

Access the quiz through the provided link and answer all questions thoroughly before the deadline. Ensure your responses demonstrate a clear application of biochemistry principles, focusing on the molecular, physiological, and environmental implications in the scenarios presented. Late submissions will not be accepted, so complete the quiz on time.

LINK: ONLINE QUIZ 3 (not yet live)

Deadline: (to be announced)

IV. Public YouTube Video Group 5 & 6

Objective:

To create an engaging 5–8 minute YouTube video that demonstrates your understanding of a scientific study related to the current Biochemistry topic, highlighting its application in agriculture. This exercise aims to evaluate your ability to analyze and connect biochemical principles to practical agricultural solutions while producing a professional, concise, and creative presentation.

Instructions:

Two groups will produce a video showcasing their understanding of a scientific study related to the current Biochemistry topic, highlighting its application in agriculture. The videos will be graded based on editing skills (smooth transitions, clear audio, and proper pacing), content (accurate integration of case study details and critiques), and videography (lighting, composition, camera work, and professional appearance). Once completed, upload your video publicly to YouTube and submit the link as a comment under the designated photo in our private Facebook group. Ensure your work aligns with the provided rubric and maintains a clear, engaging delivery.

Group leaders not assigned to produce a video for the week will give a peer grade for the video of the any of the groups assigned to produce a video. This will serve as their attendance/grade. Only 2 groups are allowed to peer grade a video. Groups leaders can only grade a group once. 

Total Grade:

Midterm (50 points): Video 1 = 30 points; Peer Grade 1 = 10 points; Peer Grade 2 = 10 points

Final Term(50 points): Video 2 = 30 points; Peer Grade 1 = 10 points; Peer Grade 2 = 10 points

Passing Grade per term: 30 points

V. Speech Group 1 & 2

Objective:

The objective of this activity is to develop your ability to analyze and effectively communicate how lipids. This task challenges you to craft a TED Talk-style presentation that incorporates insights from class discussions and clearly connects your assigned case study to real-world agricultural applications. Your presentation should demonstrate a strong understanding of biochemistry principles and their relevance to sustainable farming and agricultural productivity.

Instructions:

Only members of two groups mentioned above will prepare a 250-word speech based on the how carbohydrates and proteins influence agricultural practices. The speech must integrate all corrections from the oral discussion and adhere to writing mechanics: include a title, your complete name, section, date, group, proper margins, and indentation. Have your manuscript reviewed and checked by your group leader before submitting it in our next face-to-face class. Record your speech  in TED Talk style as a video, ensuring clear delivery, and post the video in the designated album in our private Facebook group. Evaluation will focus on writing mechanics (10 points), content quality (based on the rubric below), and delivery skills (rubric provided).

Students who are not assigned to deliver a speech for the week are expected to give a peer grade by commenting on their post. Only 2 peer grade is allowed per speech. You can only peer grade a classmate once.