2025
Stress and Cellular Death
Name: Stress and Cellular Death
Code: QUI10252M
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Biochemistry
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: Presencial
Presentation
Oxidative stress, a bilateral phenomenon responsible for causing damage to biomolecules or essential in the regulation of signal pathways: a contribution to the environmental and medical sciences.
Sustainable Development Goals
Learning Goals
1.Know and understand theoretical and experimental information in the field of stress and cell death, including
terms, factors, principles and chemical reactions related with cell processes that lead to the formation of ROS,
stress inducers with model organisms and respective methodologies; antioxidant mechanisms and the
relationship between stress, nutrition and pathologies. 2.Apply the acquired knowledge to detect and
characterize situations of stress and cell death using concepts, principles, methodologies, ethics and
deontology biochemical appropriate. 3.Execute experimental procedures which allow to characterize situations
of stress and physiological cell death at enzyme and DNA level, with a view to obtaining results for the
production of reports consistent with the theme. 4.Ability to delineate in team, laboratory work plans that can
widen knowledge with potential biomedical and biotechnological applications.
terms, factors, principles and chemical reactions related with cell processes that lead to the formation of ROS,
stress inducers with model organisms and respective methodologies; antioxidant mechanisms and the
relationship between stress, nutrition and pathologies. 2.Apply the acquired knowledge to detect and
characterize situations of stress and cell death using concepts, principles, methodologies, ethics and
deontology biochemical appropriate. 3.Execute experimental procedures which allow to characterize situations
of stress and physiological cell death at enzyme and DNA level, with a view to obtaining results for the
production of reports consistent with the theme. 4.Ability to delineate in team, laboratory work plans that can
widen knowledge with potential biomedical and biotechnological applications.
Contents
1.Oxygen is a toxic gas. 2.Cell processes implicated in ROS formation and RNS 3. Models organisms used in
stress studies. 4. Reactives species with biochemical importance, transition metals, sulphur, hidroxyl,
superoxide, peroxyl, alkoxyl and nitric oxide. 5. Non-radicals reactive species, hydrogen peroxide,
hypochlorous acid, singlet oxygen and peroxynitrite. 6. Enzymatic and non-enzymatic antioxidants
mechanisms. 7. Oxidative stress, adaptation, damages, repair and death. Detection of free radicals and other
reactive species. 9.Biotransformation and stress. 10. Reactive species, inflamatory states, aging, nutrition,
pathologies and therapy.
stress studies. 4. Reactives species with biochemical importance, transition metals, sulphur, hidroxyl,
superoxide, peroxyl, alkoxyl and nitric oxide. 5. Non-radicals reactive species, hydrogen peroxide,
hypochlorous acid, singlet oxygen and peroxynitrite. 6. Enzymatic and non-enzymatic antioxidants
mechanisms. 7. Oxidative stress, adaptation, damages, repair and death. Detection of free radicals and other
reactive species. 9.Biotransformation and stress. 10. Reactive species, inflamatory states, aging, nutrition,
pathologies and therapy.
Teaching Methods
The teaching and learning process is based on individual and autonomous work, supported by the bibliography recommended by the instructor and by notes compiled by the students during the classes.
In the theoretical, lecture-based sessions, supported by audiovisual techniques and software, topics related to stress exposure and response are presented interactively, integrating theory and practice. Active learning methodologies are employed, such as case studies, structured debates, and analysis of real or simulated clinical situations, with the aim of developing skills to apply innovative methodologies and strategies that allow the identification, detection, and characterization of new situations and their corresponding stress response mechanisms.
Laboratory classes are conducted in small groups, promoting collaborative learning and the performance of practical experiments simulating standard stress scenarios. Students carry out experimental protocols either from provided guidelines or autonomously designed based on bibliographic research, stimulating initiative and scientific autonomy. Practical execution is complemented by critical literature analysis, guided discussion, and report preparation, encouraging scientific reflection, innovative thinking, and the consolidation of skills in experimental biochemistry.
Tutoring combines teacher guidance with active methodologies, promoting research, critical reading, and discussion of current scientific articles. Strategies such as flipped classroom and project-oriented learning are applied, fostering the development of competencies in essay writing, critical analysis of results, scientific communication through oral discussion of scientific work, and integration of knowledge with emerging practices in the field of stress response.
The electronic platform of the University of Évora, Moodle, will be used as a support and continuous contact tool, maintaining ongoing remote communication with instructors and peers, and serving as a resource for the provision of educational materials.
In the theoretical, lecture-based sessions, supported by audiovisual techniques and software, topics related to stress exposure and response are presented interactively, integrating theory and practice. Active learning methodologies are employed, such as case studies, structured debates, and analysis of real or simulated clinical situations, with the aim of developing skills to apply innovative methodologies and strategies that allow the identification, detection, and characterization of new situations and their corresponding stress response mechanisms.
Laboratory classes are conducted in small groups, promoting collaborative learning and the performance of practical experiments simulating standard stress scenarios. Students carry out experimental protocols either from provided guidelines or autonomously designed based on bibliographic research, stimulating initiative and scientific autonomy. Practical execution is complemented by critical literature analysis, guided discussion, and report preparation, encouraging scientific reflection, innovative thinking, and the consolidation of skills in experimental biochemistry.
Tutoring combines teacher guidance with active methodologies, promoting research, critical reading, and discussion of current scientific articles. Strategies such as flipped classroom and project-oriented learning are applied, fostering the development of competencies in essay writing, critical analysis of results, scientific communication through oral discussion of scientific work, and integration of knowledge with emerging practices in the field of stress response.
The electronic platform of the University of Évora, Moodle, will be used as a support and continuous contact tool, maintaining ongoing remote communication with instructors and peers, and serving as a resource for the provision of educational materials.
Assessment
Continuous Assessment
The assessment of this Course Unit (CU) will be carried out in a continuous and integrated manner, incorporating summative assessment based on the work developed and performance in the two components that structure the CU: theoretical and practical. This process will be supported by a relevant formative assessment methodology, allowing for a holistic evaluation of the student's performance and of the scientific, practical, digital, and communication skills acquired.
? Theoretical Component (60%)
This component focuses on comprehension, critical analysis, and scientific communication skills. It will be assessed through a group oral presentation of two recent scientific articles related to the topic of exposure and stress response. The evaluation criteria will include clarity and accuracy of the presentation, synthesis ability, scientific grounding, and critical discussion. To pass, each presentation must achieve at least 8 points, and the average of both must be equal to or higher than 10 points.
? Practical Component (40%)
The practical component aims to verify the application of theoretical knowledge in experimental contexts and is structured as follows:
Preparation of practical classes (5%) ? assessed continuously, based on preparation tasks such as questionnaires, flowcharts, and a digital laboratory notebook, recorded and monitored on Moodle.
Laboratory performance and attendance (10%) ? evaluates precision, autonomy, and compliance with experimental protocols.
Preparation of scientific reports (15%) with oral presentation (10%) ? evaluates the written and oral presentation of objectives, methodologies, results, and critical discussion, valuing clarity, grounding, and the ability to synthesise and argue scientifically.
Passing this component requires a minimum attendance of 75% of practical classes, as stipulated in the Academic Regulations of the University of Évora (RAUE), and a final average grade equal to or higher than 10 points.
Formative Assessment
Formative assessment will be encouraged through continuous feedback from the instructor. This monitoring includes supervision of the digital laboratory notebook, participation in Moodle discussion forums, critical analysis of content, and guidance in the preparation of assignments. Assessment rubrics and schedules will be made available on the platform to support workload management, stimulate critical reflection, and allow for real-time pedagogical adjustments.
Final Assessment in the Resit Period
Students who do not pass one of the components, or working-student candidates exempted from attending practical classes, may undergo a final assessment during the resit period. In this modality, the theoretical component will be assessed through an individual presentation of a scientific article, and the practical component through the individual preparation and oral discussion of laboratory work results. Omitted or exceptional cases will be governed by the RAUE.
The assessment of this Course Unit (CU) will be carried out in a continuous and integrated manner, incorporating summative assessment based on the work developed and performance in the two components that structure the CU: theoretical and practical. This process will be supported by a relevant formative assessment methodology, allowing for a holistic evaluation of the student's performance and of the scientific, practical, digital, and communication skills acquired.
? Theoretical Component (60%)
This component focuses on comprehension, critical analysis, and scientific communication skills. It will be assessed through a group oral presentation of two recent scientific articles related to the topic of exposure and stress response. The evaluation criteria will include clarity and accuracy of the presentation, synthesis ability, scientific grounding, and critical discussion. To pass, each presentation must achieve at least 8 points, and the average of both must be equal to or higher than 10 points.
? Practical Component (40%)
The practical component aims to verify the application of theoretical knowledge in experimental contexts and is structured as follows:
Preparation of practical classes (5%) ? assessed continuously, based on preparation tasks such as questionnaires, flowcharts, and a digital laboratory notebook, recorded and monitored on Moodle.
Laboratory performance and attendance (10%) ? evaluates precision, autonomy, and compliance with experimental protocols.
Preparation of scientific reports (15%) with oral presentation (10%) ? evaluates the written and oral presentation of objectives, methodologies, results, and critical discussion, valuing clarity, grounding, and the ability to synthesise and argue scientifically.
Passing this component requires a minimum attendance of 75% of practical classes, as stipulated in the Academic Regulations of the University of Évora (RAUE), and a final average grade equal to or higher than 10 points.
Formative Assessment
Formative assessment will be encouraged through continuous feedback from the instructor. This monitoring includes supervision of the digital laboratory notebook, participation in Moodle discussion forums, critical analysis of content, and guidance in the preparation of assignments. Assessment rubrics and schedules will be made available on the platform to support workload management, stimulate critical reflection, and allow for real-time pedagogical adjustments.
Final Assessment in the Resit Period
Students who do not pass one of the components, or working-student candidates exempted from attending practical classes, may undergo a final assessment during the resit period. In this modality, the theoretical component will be assessed through an individual presentation of a scientific article, and the practical component through the individual preparation and oral discussion of laboratory work results. Omitted or exceptional cases will be governed by the RAUE.
Teaching Staff
- Cátia Sofia Clemente Salvador [responsible]
Certificações
