B2851 - CONTAMINANTS OF EMERGING CONCERN (CEC)

Anno Accademico 2022/2023

  • Docente: Annalisa Zaccaroni
  • Crediti formativi: 8
  • SSD: VET/07
  • Lingua di insegnamento: Inglese
  • Moduli: Annalisa Zaccaroni (Modulo 1) Luciana Mandrioli (Modulo 2)
  • Modalità didattica: In presenza e a distanza - Blended Learning (Modulo 1) In presenza e a distanza - Blended Learning (Modulo 2)
  • Campus: Bologna
  • Corso: Laurea Magistrale in Biotecnologie animali (cod. 8522)

Conoscenze e abilità da conseguire

Upon completion of the course, the student acquires knowledge about Contaminants of Emerging Concern in the aquatic environment, and their effects on various organ systems, both in toxicological and pathological terms. The student is able to apply recognition, analytical and diagnostic methods for the evaluation of these effects. He/she also acquires knowledge of the legislative aspects related to the use of animal models.

Contenuti

The Blended Intensive Course is composed of two integrated modules: Ecotoxicology and Veterinary Pathology. The teaching will be performed in an highly integrate way.

Contaminants of Emerging Concern (CECs) are substances not included in common environmental monitoring that can cause adverse effects on human and animal health. The BIP aims to provide learners with skills, derived from basic and specialised, theoretical and practical knowledge, related to some categories of CECs, to present laboratory methodologies enabling their detection in the environment and in aquatic animal organisms, mirroring human health, and to assess their potential impact, through applied knowledge of toxicopathology. Attention will be paid to the interconnection between the different systems of the organism and the main metabolic phenomena that are potential targets of CECs, present in the form of mixtures.

The teaching methodology envisages, after an initial phase of introductory lessons in blended mode, through the use of videos, texts and applications, which the students will have to analyse and consult, a period of teaching, mainly practical, in-presence, which will be followed by the final exam. During the face-to-face teaching, learners will be divided into small working groups and will work on the assigned topics in depth; students will be asked to discuss the topics collegially. Particular emphasis will be placed on laboratory methodologies applicable to various biotic and abiotic matrices capable of detecting HCCs, such as liquid chromatography-mass spectrometry, and knowledge of pathological anatomy, to enable learners to be able to recognise microscopic toxicopathological aspects as well. The theoretical principles of screening techniques such as enzyme immunoassay methods (e.g. ELISA, chemiluminescence) will also be introduced.
The use of multimedia tools, such as open-access video banks, short explanatory videos produced with the Panopto software and uploaded onto the Virtual Platform, will be used to present topics of interest during the course. Lecturers will engage in the application of formative assessment, which provides useful feedback to adjust teaching and learning strategies in itinere, with the aim of optimising learning outcomes, and formative feedback, adopting a reflective and flexible mindset (structuring, activating, responding, learning).
The feedback form will include comments in sandwich mode (positive-negative-positive).

The applied methodology will increase the students' ability to independently analyse and understand documents and analysis tools. The blended mode will complement and assist the design thinking workshop activity: before the lecture, a reading will be assigned to which questions will be associated, then the lecture will be carried out, with a process of peer instruction.
At the end of the training activity, students will be able to interpret information related to the topics of toxicology and toxicological pathology anatomy, and to place them in the context of environmental risk assessment related to HCCs; students will also acquire the ability to interpret and discuss scientific articles
relevant to the topics covered in the course. Limited to the toxicopathological aspects, learners will have the ability to interpret the microscopic findings, of which they have become aware by studying the scientific articles during the course, they will be able to proceed to the recognition of lesions observable in the preparations obtained during the practical part, they will be able to set up an experimental protocol, which will partially correspond to what was dealt with in the practical part of the programme, and from which results will be obtained that can be commented on according to a critically matured view.

Testi/Bibliografia

Sarma, H., Dominguez, D. C., & Lee, W. Y. (Eds.). (2022). Emerging Contaminants in the Environment: Challenges and Sustainable Practices. Elsevier. https://www.sciencedirect.com/book/9780323851602/emerging-contaminants-in-the-environment

Costa, P. (2017). The handbook of histopathological practices in aquatic environments: Guide to histology for environmental toxicology. Academic Press. https://www.sciencedirect.com/book/9780128120323/the-handbook-of-histopathological-practices-in-aquatic-environments

Metodi didattici

The practical part of the programme includes the demonstration of screening techniques and observation of the conduct of experimental trials (based on the study of the toxic effects of molecules such as fluoxetine, atrazine, etc.), the discussion of histological preparations also in digital scanning format relating to
toxicological trials carried out in the context of European projects funded in the general context of the European Cluster to Improve Identification of Endocrine Disruptors- EURION consortium.

Description of the virtual component
The virtual teaching component is designed to provide learners with theoretical knowledge useful for the summer school. The organisation of the material will enable course participants to acquire knowledge in the field of toxicology and histopathology, focusing on general aspects such as the toxicological characteristics of CECs and analytical methodologies applicable to the study of CECs. There will also be video lectures produced with Panopto on the most common problems that can be encountered in carrying out toxicological and histopathological studies, as well as on how to correctly sample in these areas. These lectures will be structured in an integrated manner between the lecturers of Toxicology and Pathological Anatomy. This is also to make learners better understand how the aspects studied in a mono-disciplinary manner are actually interconnected and how integration between different disciplines is fundamental for the study of environmental contaminants and their effects on living organisms.

The material provided to learners will include articles and book chapters to be read, lectures recorded on Panopto by the lecturers (Unibo, Las Palmas and Hannover) involved in the programme, as well as demonstration videos on the theoretical aspects of the methodologies considered, not only produced by the lecturers themselves, but also obtained from open-access online repositories.
Videos are also to be prepared in which the principles of sampling in the field of toxicology and histopathology are explained, as well as all the possible problems associated with the sampling itself or encountered during analysis, and possible solutions to these problems.
The main sources and uses of CECs, the analytical procedures used, the fate and distribution of substances in the aquatic environment (marine and sediments), bioaccumulation in aquatic animal species (particularly marine), biological effects in organisms (biomarkers including '-omics') of substances such as drugs, antibiotics, illicit substances, personal care products, room cleaning products, flame retardants, perfluorinates, pesticides in current use, antifungals and anti-corrosion agents, micro-nanoplastics, plastic additives, micro-nanomaterials. The current non-target analysis techniques, the main analytical procedures and the necessary requirements of the samples to be read will then be considered, together with the relevant extraction procedures. With regard to the analytical methods considered, the basic principles of techniques such as:

  • Enzyme Enzyme-Linked ImmunoSorbent Assay (ELISA) and Chemiluminescence Immunoassay (CLIA)]
  • Main methods of chromatographic [e.g. High Pressure Liquid Chromatography (HPLC), gas chromatography] analysis.
  • Main methods of spectrophotographic [e.g. Indictively Coupled Plasma-Optic Emission Spectrometry (IPC-OES) or Mass Spectrometry (ICP-MS)] analysis.
  • Inductively Coupled Plasma-Optic Emission Spectrometry (IPC-OES) or Mass Spectrometry (ICP-MS)]
  • Techniques for the preparation of histological preparations and concepts of histopathological practice applied to aquatic species

In addition to material consultation and self-study activities, synchronous activities (kick-off meeting, question/answer sessions, online examination after return) will also be provided during online teaching.

Programme of the practical part: scheduled for July 2023
A plausible programme of the face-to-face teaching period is presented below, with a strong focus on practical activities. The period includes 8 hours of daily lectures on 5 consecutive days, structured as follows:
Monday

General concepts of toxicology and animal models
Light microscope observations of histological preparations of aquatic animal models

Tuesday

International legislation on the use of animal models in experimentation. Design of procedures and projects. Legislative aspects relating to the acquisition, breeding, care and use of teleost fish and amphibians for scientific purposes
Hints on the toxicology of CECs

Wednesday

Fluoxetine and the behaviour of Betta splendens: effect of drugs on aquatic species. Design thinking: drawing up a project based on knowledge
Application of enzyme immunoassay methods

Thursday

Behaviour as a marker of effect in aquatic species: observations and data analysis
Troubleshooting in toxicological histopathology

Friday

Istituto Romagnolo per lo Studio dei Tumori 'Dino Amadori' (IRST)
Final MOCK examination

Please not that the program might change following teaching requirements

Modalità di verifica e valutazione dell'apprendimento

The learners will be assessed on the basis of papers to be produced at the end of each online teaching period and at the end of the in-presence practical activities. The design thinking activity to be carried out in groups will also be part of the final assessment.

The final grade will be defined as follows:

70% score achieved in a test consisting of 2 transversal open questions and 40 multiple choice questions that will take place at the end of the course.

10% evaluation of students' active participation in laboratory design thinking activities.

20% evaluation of the work produced by the students during the self-study activity

The exam will be considered as successful with a minimum score of 24/40.

GRID FOR VOTE ALLOCATION

scoring for open questions: minimum 24/40

scoring 24: grading 18

scoring 25: grading 19

scoring 26: grading 20

scoring 27: grading 21

scoring 28: grading 22

scoring 29: grading 23

scoring 30: grading 24

scoring 31: grading 25

scoring 32: grading 26

scoring 33-34: grading 27

scoring 35-36: grading 28

scoring 37-38: grading 29

scoring 39-40: grading 30

scoring for multiple choice questions: minimum 24/40

scoring 24: grading 18

scoring 25: grading 19

scoring 26: grading 20

scoring 27: grading 21

scoring 28: grading 22

scoring 29: grading 23

scoring 30: grading 24

scoring 31: grading 25

scoring 32: grading 26

scoring 33-34: grading 27

scoring 35-36: grading 28

scoring 37-38: grading 29

scoring 39-40: grading 30

The final grade will be composed of the weighted average between the written test score (open and closed questions) and the score of the laboratory/ongoing activity:

Score for active participation in laboratory or self-employment activities of students; variable score from 18 to 30 according to the following evaluation grid:

A very thorough knowledge of the topics addressed in the course, together with high critical analysis and connection skills, and a confident command of specific terminology will be evaluated with the maximum score (30-30L).

A thorough knowledge of the topics covered in the course, together with good analytical and critical skills and the possession of a sure command of specific terminology will be evaluated with good marks (27-29).

A technically adequate preparation and a sufficient analytical capacity, even if not particularly articulated, expressed in a correct language, will produce fair evaluations (23-26).

Sufficient preparation and analytical skills, expressed in a language that is formally barely correct, will grant sufficiency (18-22).

To get the final score:

[(written part vote * 70) + (ongoing part vote * 10) + (self-study work * 20)] / 100

EVALUATION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS Particular attention will be given to the evaluation of students certified in accordance with Law 104/90 and Law 170/2010, or students who are recognized as having a special educational need. These students should contact the teacher by email, (cc the personnel form central offices for students with disability or with University SLD (https://site.unibo.it/studenti-con-disabilita-e-dsa/it). The person in charge of this service in our Department is Dr. Fabiana Trombetti.

The student has the right to refuse the positive grade proposed once (University teaching regulations ART. 16, paragraph 5)

Strumenti a supporto della didattica

Teaching will be conducted through self-study and face-to-face teaching.
On the virtual.unibo.it platform, teaching material will be provided consisting of articles and book chapters to be studied, in-depth videos and slides, which will enable learners to acquire the theoretical knowledge that will allow them to carry out the practical activities in a proficient manner

Orario di ricevimento

Consulta il sito web di Annalisa Zaccaroni

Consulta il sito web di Luciana Mandrioli

SDGs

Salute e benessere Istruzione di qualità Acqua pulita e servizi igienico-sanitari La vita sott'acqua

L'insegnamento contribuisce al perseguimento degli Obiettivi di Sviluppo Sostenibile dell'Agenda 2030 dell'ONU.