2023
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
1.The lectures are plenary lessons which combine subject explanation related with exposure and stress
response, generating capacities to understand strategies and to apply methodologies which allow identify,
detect, and characterise new situations and response mechanisms to stress. 2.Practical classes take place in
laboratories where the students execute laboratory work following protocols previously supplied by the
teacher or delineated by themselves, resorting to bibliographic information that simulate, detect or answer to
standard conditions of stress. 3. In tutorial classes, individually or in small groups, occur search, reading and
understanding scientific papers teachers-assisted, that contributes to the preparation of assays and oral
presentation of actual papers.
Evaluation: theoretical involves oral presentation of 2 scientific papers (50%); practice, experimental work and
reports (25%) and presentation / oral discussion of the results (25%).
response, generating capacities to understand strategies and to apply methodologies which allow identify,
detect, and characterise new situations and response mechanisms to stress. 2.Practical classes take place in
laboratories where the students execute laboratory work following protocols previously supplied by the
teacher or delineated by themselves, resorting to bibliographic information that simulate, detect or answer to
standard conditions of stress. 3. In tutorial classes, individually or in small groups, occur search, reading and
understanding scientific papers teachers-assisted, that contributes to the preparation of assays and oral
presentation of actual papers.
Evaluation: theoretical involves oral presentation of 2 scientific papers (50%); practice, experimental work and
reports (25%) and presentation / oral discussion of the results (25%).
Teaching Staff
