Biological and Cellular Chemistry

Ð Understand the concept of biological chemistry and its relationship with chemical synthesis and cell biology
Ð Understand the chemical and molecular bases of cells..
Ð Know and understand the different tools used in biological chemistry
Ð Obtain a comprehensive and multidisciplinary vision of the area, in the context of other branches of the science.
Ð Get an overview of the most commonly used experimental methods and techniques in biological and cellular chemistry.
Ð Know the possible applications of this scientific field.

1. Basic architecture of the cell

- Cellular organelles and compartments
- Intracellular traffic.
- Synthesis of biomolecules, bioconjugation and bioorthogonal chemistry.
- Tools in biological chemistry: sensors, transport peptides, photoactivatable compounds, molecular switches, enzymatic inhibitors, etc.intracellular traffic

2. Biomolecules

- Peptides and proteins
- Bioorthogonal chemistry
- Nucleic acids

3. Supramolecular chemistry and cell Biology

- Membranes and amphiphilic self-assembled systems.
- Synthetic transporters.
- Origin of life and synthetic biology.
- Self-assembly of one dimensional systems under confinement.

1.- Molecular Biology of the Cell, B. Alberts et all, Garland Science, 2014
2.- Introduction to Bioorganic Chemistry and Chemical Biology. Vranken, D-V; Weiss, G.A. Garland Science 2012
3.- Nucleic Acids in Chemistry and Biology. Blackburn, M.: Gait, M.J.; Loakes, D.; Williams, D.M. (Editors). Rayal Society of Chemistry, 2006
4.- Peptides: Synthesis, Structures and Application. Gutte, B. Academic Press,.1995
5.- Introduction to Protein Structure. Brändén, C-I; Tooze, J. Garland Science 1999.
6.- Glycochemistry, Principles, Synthesis and Applications. Ed. Peng G. Wang, C. R. Betozzi. Marcel Dekker, New York, 2001.
7.- Concepts and Models in Bioinorganic Chemistry. Karls, R
8.- Metal Complex-DNA Interactions. Hadjiliadis, N.; Sletten, E. (Editors), Wiley, 2009.
9.- The Molecular and Supramolecular Chemistry of Carbohydrates. A chemical introduction to glicoscience. D. Serge. Oxford Science publications, 1997
10.- Introduction to Glycobiology. Taylor, M.E.; Drickamer, K. Oxford University press. 2011

Basic
Ð CB6: Possess and understand the knowledge that provides a basis or an opportunity for being creative and unique in the development and/or implementation of ideas, often in a research context.
Ð CB7: Students should know how to use the knowledge acquired and their problem-solving capacity in new or little known environments within wider (or multidisciplinary) contexts related to their field of study.
Ð CB9: Students should know how to communicate their findings and the knowledge and underlying reasons underpinning them to specialised and non-specialised audiences in a clear and unambiguous way.
Ð CB10: Students should have the learning skills that allow them to carry on studying in such a way that should be mainly self-directed or autonomous.

General
Ð CG1: Know how to use the knowledge acquired for practical problem solving in the field of research and innovation, in the multidisciplinary context of biological chemistry and molecular materials.
Ð CG3: Be able to discuss and communicate ideas, in both oral and written form, to specialised and non-specialised audiences (congresses, conferences, etc.) in a clear and reasoned way.
Ð CG4: Be able to understand the social and ethical responsibilities linked to the use of knowledge or judgements in research, development and innovation in the field of biological chemistry and molecular materials.
Ð CG5: Have the skills that allow students to develop an autonomous method for studying and learning.
Ð CG6: Have leadership, creativity, initiative and entrepreneurship abilities.
Ð CG7: Be capable of working in multidisciplinary teams and collaborating with other specialists, both nationally and internationally.
Ð CG8: Be able to use scientific literature and develop the judgement needed for its interpretation and use.
Ð CG10: Be able to develop the different research stages (from the conception of an idea and the literature search through to target setting, experiment design, analysis of the results and drawing conclusions).


Transversal
Ð CT1: Develop teamwork skills: cooperation, leadership and good listening skills. Adapt to multidisciplinary teams.
Ð CT2: Draft scientific and technical reports and defend them publicly.
Ð CT3: Perform day-to-day research or professional activity in an independent and efficient manner.
Ð CT4: Apply the concepts, principles, theories and models related to Biological Chemistry and Molecular Materials to new or little-known environments within multidisciplinary contexts.
Ð CT5: Appreciate the value of good quality and continuous improvement by acting rigorously, responsibly and ethically.
Ð CT6: Be capable of adapting to changes by being self-motivated when applying new and advanced technologies and other relevant developments.
Ð CT7: Show critical and self-critical reasoning when seeking scientific rigour and quality. Handle IT tools and information and communication technology (ICT), as well as on-line access to databases.

Especific
Ð CE1: Know the impact of chemistry, biological chemistry and molecular materials on the industry, environment, health, agrofood and renewable energies.
Ð CE4: Know and understand the chemical tools and analytical techniques used for biological chemistry and molecular materials.
Ð CE7: Students should acquire knowledge on advanced techniques for the structural characterization of macromolecules, supramolecules and colloids which are relevant in the field of biological chemistry and molecular materials.
Ð CE8: Gain technical skill for carrying out the structural characterization of molecules, biomolecules, supramolecules and nanoparticles and interpreting the experimental data obtained.
Ð CE9: Use advanced instrumentation related to research on biological chemistry and molecular materials.
Ð CE11: Be familiar with the basics of biological and cellular chemistry.
Ð CE12: Understand the weak interaction forces that control supramolecular processes and know how to apply them for obtaining new materials and biological functions.

- Interactive classes encouraging student participation.
- Combined use of computer methods, and the blackboard.
- Use of fast and anonymous response methods in class (clickers) to evaluate the subject following-up.
- Promotion of student self-learning by proposing challenges and posing questions.
- Resolution of practical exercises (problems, tests, interpretation and information processing, evaluation of scientific publications, etc.).
- Oral presentations of previously prepared topics, including debates with their classmates and teachers.

General considerations
- The evaluation process will be used to know if the student has acquired the scheduled skills and to review the teaching methodology.
- Written exam on theoretical and practical basic contents of the subject.
- Continuous evaluation associated with active participation and autonomous learning.

Evaluation weights: Minimum weighting (MiW)- Maximum weight (MaW)
Writen Exam: 50%-70%
Oral presentations: 15%-40%
Other Activities: 15%-25%
Tutoring: 0%-10%

Theoretical classes 14
Seminars 4
Scheduled tutoring 1
Oral exhibitions of the students supported by audiovisual material or lectures by guest lecturers 2
Evaluation and / or examination 3
SUBTOTAL 24

Non-presential
Preparation of tests and directed works 10
Study and personal work of the student 36
Bibliographic searches and use of databases 5
SUBTOTAL 51

TOTAL 75 h

Motivation, interaction, initiative and homework, in addition to attend and participate in classes.