The aim of the course is to provide the student with the awareness that the characteristics of a metazoan derive from the combination of the characteristics and functions of the individual cells it is comprised of, and that any pathology affecting organs or districts is attributable to the malfunction of groups of body cells. To this end, the student will have to acquire notions regarding the structure and function of the cell as a whole as well as of its components, and of the main molecular technologies, also understanding how these notions are used in the clinic.

 

Unit 1

knowledge and understanding

• explain how scientific theories are based • describe a cell and its components • describe the main activities and linking them to Fuzion cell organelles or organelle systems that bring together • explain the link between the organization of the cell and life • describe the main characteristics of biological macromolecules

applied knowledge and understanding

• observe cell images and detect any structural abnormalities • bring in a simple way a cellular malfunction to a dysfunction of the organism • define what is it based the state of health

making judgments

• ability to identify the information needed to solve a problem concerning the relationship between a malfunction of a cell organelle and the phenotype expressed by the cell from various sources and evaluating each time the utility • ability to identify the information needed to solve a problem concerning the relationship between a cellular malfunction and an alteration of the health status dell'indivduo from various sources and evaluating each time the utility

communication skills

• demonstrate preparation of explanatory texts and illustrative material (pictures, presentazionim concept maps etc) to know clearly communicate their theories their knowledge and skills

Learning skills

• reflect on their own learning path proving to learn to grasp the strengths and weaknesses • identifying effective attitudes to improve their performance

Unit 2

knowledge and understanding

• Explain the origin and mode of use of energy in biological systems • Explain the concept of mobile work • Describe the types of work that a cell performs. • Describe the energy conversion mechanism • Match the type of work done to cellular activity. • Explain the role of enzymes in cellular organization. • Explain the role of ATP in the transfer of chemical energy • Identify the reasons that necessitate a transport system of substances through the membranes • List the different types of transport describing the components • Explain the functional differences and the biological significance of the various transport systems • Explain the role of the construction of electrochemical gradients in the performance of cellular activities. • Describe the main streets of intracellular sorting • Describe the structure and function of cytoskeletal components, combining them in various cellular processes. • Describe the energy conversion modes that allow the movement.

applied knowledge and understanding

• Associate simple pathological conditions to malfunction and giving reasons ATP synthesis • Identify potential effects / symptoms of malfunctioning of transport mechanisms • Correlating defects in the sorting to common aspects of simple pathological situations • Correlating defects in cell movement to simple pathological conditions

making judgments

• Ability to identify the necessary information to establish the possible consequences of mitochondrial abnormalities, cytoskeletal and transport systems

communication skills

• Demonstrate with the elaboration of explanatory texts and illustrative material (pictures, presentazionim concept maps etc) to know clearly communicate their theories their knowledge and skills

Learning skills

• Reflect on your own learning path proving to learn to grasp the strengths and weaknesses Identify effective attitudes to improve their performance

Unit 3

knowledge and understanding

List the major cytoskeletal components. • Explain the differences in the role of the cytoskeleton in different cell types. • Describe the different types of movement that a cell must be able to perform. • Match each movement type to the corresponding cytoskeletal fiber systems. • Describe the modes of energy conversion that allow movement. • Describe the main intracellular sorting pathways • Describe the structure and function of cytoskeletal components by linking them to various cellular processes. • Describe the modes of energy conversion that allow movement. • Explain the role of the adhesion phenomenon and the adhesion/cytoskeleton interdependence. • List the main components of the adhesion system and the types of junctional complexes. • Explain the role that each type of junctional complex has in a tissue. • Correlating defects in adhesion mechanisms to particular pathological conditions. •

knowledge and understanding

• Identify potential effects/symptoms of malfunctioning transport mechanisms • Correlate defects in sorting to common aspects of simple pathological situations • Correlating defects in cell movement to simple pathological conditions

making judgments

• ability to identify the information necessary to establish the relationship between a simple pathological situation and a possible defect in the cytoskeletal fiber systems and vesicular transport systems

communication skills

• demonstrate preparation of explanatory texts and illustrative material (pictures, presentazionim concept maps etc) to know clearly communicate their theories their knowledge and skills

Learning skills

• reflect on their own learning path proving to learn to grasp the strengths and weaknesses identify effective attitudes to improve their performance

Unit 4

knowledge and understanding

• describe the types of intercellular communication by providing examples • describe the minimum essential characteristics of a signaling pathway • Describe the structure and function of the components of the main signal transduction pathways • Explaining the strategic significance of the transverse connections between different signal transduction pathways. • Connect the action of signal transduction to the action of the main cellular machinery • explain the logic of activation of functions by protein kinase / phosphatase • explain the logic of proteinG monomer and heterotrimeric • explain how the proper functioning of the transduction and communication between cells is indipensabile for healthy life • explain the mechanisms that control the cell cycle, cell proliferation

applied knowledge and understanding

• Compare functionally the main streets of signal combining them to real functional examples. • produce examples of signaling pathways and cellular targets associated with them • match the malfunction of the main components of signal transduction pathways in pathological conditions (diabetes, cancer, developmental defects, inflammatory syndromes) • identify possible problems in the signal transduction system that cause some of the main pathological situations

making judgments

• ability to identify the necessary information to establish the existing realzione between a simple pathological situation and a possible defect in cellular communication systems

communication skills

• demonstrate preparation of explanatory texts and illustrative material (pictures, presentazionim concept maps etc) to know clearly communicate their theories their knowledge and skills

Learning skills

• reflect on their own learning path proving to learn to grasp the strengths and weaknesses identify effective attitudes to improve their performance

Unit 5

knowledge and understanding

• Describe the characteristics of the genetic information and the differences compared to other types of information present in the cell. • Define the chromatin and describing its levels of structural and functional organization • Describe the characteristics of a chromosome and the parts of which it is composed • Define and describe the characteristics of epigenetic information • Define the concept of the gene • Define the concept of genome • List the components of the DNA replication machinery • Describe the relevant aspects of the nuclear DNA replication mechanism • Describe the main types of DNA damage and the main aspects of the repair mechanisms • Explain the concept of genetic mutation and fixation of mutations.

applied knowledge and understanding

• Connect the possible consequences to abnormalities of the replication process to simple pathological situations • Connect anomalies of the system applicable Repair of DNA damage in the simple mode pathological situations • Assess the likelihood of abnormalities of each of the two systems have a significance depending on the type of cells affected.

making judgments

• Ability to independently identify the information needed to assess the genetic basis of some simple pathological state

communication skills

• demonstrate preparation of explanatory texts and illustrative material (pictures, presentazionim concept maps etc) to know clearly communicate their theories their knowledge and skills

Learning skills

• reflect on their own learning path proving to learn grasp of Forced and weaknesses identify effective attitudes to improve their performance

Unit 6

knowledge and understanding

• Describe the process of transcription • Identify similarities and differences with the replication • List the major components that take part in the prokaryotic and eukaryotic transcription. • Describe the main types of RNA associating them with specific functions • Define the gene expression • Explaining the relationship between gene expression and phenotype • Explain the relationship between environment and phenotype epigenome • Define the concept of genetic code and explain the main rules • Describe the mechanism of protein synthesis and list its main components

applied knowledge and understanding

• Classify the possible levels of the alteration of a gene. • Connect the methods of protein synthesis at the cellular organization separately identifying the main sorting ways. • Identifying the genetic component malfunctions connectable to simple pathological situations and analyzed so far • Explaining the relevance of the structural differences of the processes of transcription and protein synthesis in health relevance situations (eg, treatment with antibiotics and chemotherapeutic)

making judgments

• Ability to independently identify the information needed to assess the genetic basis of some simple pathological state

communication skills

• demonstrate preparation of explanatory texts and illustrative material (pictures, presentazionim concept maps etc) to know clearly communicate their theories their knowledge and skills

Learning skills

• reflect on their own learning path proving to learn grasp of Forced and weaknesses identify effective attitudes to improve their performance

 

IMPORTANT: SYNTHETIC VERSION - THE FULL VERSION IS PROVIDED IN THE NOTES FIELD DUE TO LIMITATIONS IN THE MAXIMUM NUMBER OF CHARACTERS

UNITA '1: cell and individual health - functions - cellular architecture –

Objectives:

Understand the concept and the limitations of the methods of exploration of reality. Understand the main concepts of the cell structure and cellular operation. Linking the cellular organization with life and how the cell performances and the use of information are essential for this purpose. Understand that the proper performance of cellular functions is an essential prerequisite for cellular health and body to which a cell belongs. Understand that, conversely, any anomaly in the body is due to an anomaly in the functioning of cells that compose it.

Ideas / Key Questions:

Knowledge

What does it mean to know?
How precisely can you know?
how can you "prove" something, "prove" a theory?

Unit, modular construction (building blocks), final properties are not simple sum properties each unit

What is a cell?
What does "base unit" mean?
How can we show that cells make up living organisms?
Why we are not all equal when we are all made up of cells?
How common is the strategy of the modular construction of objects in the macroscopic world? and in the cell?

teleonomy

What does Organization mean?
Why a cell cannot be disorganized?
How can you describe a living cell?
Are there functions/organelles carried/possessed by only a few cells?
What is health? (What is a disease?)

The students will know ...

The methods to inspect and investigate cells
What is a cell
The Structure of a prokaryotic cell
The structure of a eukaryotic cell
What classes of molecules e arcomposing a cell
The structure of macromolecules
What is an organism
What states the cell theory
What is an organelle
What is the compartmentalization
What is the organization of a cell
The structure of biological membranes

Students understand that. . .

To know reality we must be able to measure it
To investigate the human body and understand its operation, we need to observe at the maximum possible detail
The observation and measurement instruments have a lower limit, and some items remain virtually unknown
The health of a cell coincides with the correct functioning of all of its components
Correct operation is not sufficient to ensure health for all
Correct operation also depends on the architecture of the whole cell
The health of an organism derives from the health of the cells that compose it
Cellular organization is the prerequisite of the proper functioning
Normally, the organization is represented by the functional relationship between distinct architectural components, but in certain cells even without specific structures (organelles not found in prokaryotic cells) a good degree of organization can be achieved
The cell size is limited by the volume/surface ratio and the dimensions of the components (eg. membranes would always be only few nm thick)
If the cells do not work properly the body does not work properly

UNIT 2: the cell energy and labor - chemical work enzymes and coupled reactions - mechanical work, transportation and movement &ndash
Cell Adhesion

Objectives:

Students understand the basic concepts of energy use and energy balance management by the cell. They include the concept of cellular work and relate the correctness of functions to the mechanisms of transport of ions and other substances and to the cytoskeletal apparatus and adhesion

Ideas / Key Questions:

power

What is energy?
Where does the energy come from?
where does the energy go to?
Does Energy move?
Is Energy consumed? if so, what does it turn into?
Can You store energy?
what is the relationship between energy and life?
why do we eat?
why plants do not eat?

work

to which extent work at a cellular scale is comparable to work at a macrosopic scale?
why is energy needed to build ordered structures?
why it is necessary that the energy is converted at times?
is there a relationship between the ion transport and the accumulation of energy?
does energy flow also inside cells?
is the equation “more energy (available) = more health&rdquo
correct?
You can use the energy in different qualitative ways? (Eg good, worse rather bad)
What does it mean to use available energy appropriately?
what is the relationship between work and life?

The students will know ...

Structure and function of mitochondria Function of the Krebs cycle Calvin cycle ATP synthase Operation Transport systems through the membranes Main structural aspects of cytoskeletal fibers Structure and operation of motor proteins Mechanisms mediating movement Adhesion Proteins and adhesion structures and mechanisms

Students understand that. . .

The order requires concentration of energy
The cell degrades ordered structures to release energy
The cell builds ordered structures and therefore consumes energy
Any activity of a cell epresents work
The cell does not rest
The cell uses molecular machines to perform work
The chemical work is done by enzymes which direct the reaction towards the desired product rather than proceed at random
The mechanical work (movement or objects) displacement is obtained by converting energy from part of a machine
The energy requirement is continuous and therefore the conversion also must be continuous
The role of ion transport is not exhausted in the transmission of nervous stimuli

UNIT 3: Cytoskeletal and adhesion systems - Work as movement: vesicular traffic and cell movement

Objectives

: Students will understand that the concept of cellular work extends to the cytoskeletal and adhesion systems; Students will understand that adhesion mechanisms are crucial for mediating other functions such as movement and morphogenesis;

Key Ideas/Questions

movement

What characteristics must the movement have to ensure organization? • What information is needed to have an oriented movement? • how can you move an object in an oriented way inside the cell? • how can a cell move in an oriented way in the environment that surrounds it?

cell adhesion

Students will know...

Main structural aspects of cytoskeletal fibers• Mechanisms that regulate the dynamism of the filaments and the balance between assembly and disassembly• Structure and function of motor proteins• Movement production mechanisms• Proteins and adhesion complexes• Existence of specific connections between certain classes of cytoskeletal filaments and certain classes of junctional complexes•

Students will understand that...

• The dynamism of the cytoskeletal system is a means by which to respond to information of various types • Cell adhesion is essential to allow both movement phenomena (application of forces to do work) and cell-cell signaling and generation of a shape (morphogenesis) • the movement mediated by molecular motors needs support points as well as the movement of the whole cell.

UNIT 4: Information management: response to extracellular signals - action of metabolic pathways- actions of the cytoskeleton &ndash
cell proliferation

Objectives:

Students understand the mechanism of acquisition of information from the external environment and their impact. They will know how to connect the signal transduction to the cell response to the environment and the regulation of cell proliferation system

Ideas / Key Questions:

regulation

what does "regulate" mean?
opposite effects can be adjusted continuously?
You can think of the regulation of cellular phenomena such as a balance?
why do cells need to regulate their functions?
what relationship does exists between cells, changing environment and healthy life?

communication

What is a sign?
why do cells need information from outside?
is it possible that the information is wrong?
is it possible that the response to incoming information is wrong?
what does it mean to integrate information?
how relevant is the distance between the cell membrane and the structures that respond to signals?
which are the implications of the existence of a common mechanism of action to almost all regulatory proteins?
what is the relationship between the strategy of modular building (Unit 1) and the signaling pathways?
are connections between modules modules themselves?
what is the relationship between signaling, cell (or body) functions and health?

The students will know ...

What it is a signal types of chemical signals the phenomenon of membrane transduction membrane receptors second messengers protein effector/regulatory the regulation by phosphorylation the main signaling pathways the mechanisms to isolate signalling pathways from one another the mechanisms to connect parallel signalling pathways the connections between cell signalling and the major metabolic mechanisms the connections between cell signalling and the cytoskeletal functions the connections between cell signalling and the genetic system and cell proliferation

Students understand that. . .

The signals between cells are of a chemical nature and the membrane represents a barrier for them
The information represented by the signals can be transferred from one molecule to another one
The functions of the cells are the response to information coming from the outside
Different signals can be integrated into a single response
The responses can be modulated quantitatively
The regulation of cellular phenomena occurs according to a main mode which is always the same in almost all cases
The connections between signal transduction and apparatuses that respond to it is mediated by regulatory molecules extremely similar to each other
The regulation of intracellular mechanisms are based on oscillations between two states (active/inactive) of regulatory molecules and magnetic actuator

UNIT 5: information management: - genetic information - preservation and propagation

Objectives

Students connect the proper functioning of the genetic system to the health of the cell
connect the cellular dysfunction giving rise to disease states to a malfunction of the genetic system
They will understand that the malfunction of any organelle is based on a defect in the genetic information or of its use. They will understand that there is a relationship between the structure of DNA into chromatin and the use of the information contained therein. They will understand the mechanisms and the problems inherent replication and correction of DNA damage.

Ideas/Key Questions:

genetic information

Could cells get away without the genetic information?
Could cells get away without DNA? and RNA?
Why is it necessary that there be information already present in the cell and information acquired from the environment is not sufficient?
Are there differences between the genetic information and the one coming from the outside and interpreted by signal transduction system?

management of genetic information

Is it possible that genetic information be wrong?
Is it possible that genetic information is correct but is used in a wrong way?
is the There the possibility for the cell to adapt their genetic information to the environment?
You can define DNA the cell's fate? (As a cell possesses a certain DNA his fate is predetermined ...)
For the existence of life, during the propagation of genetic information is it more important that mistakes are certainly avoided or that they are certainly present?

The students will know ...

What is Genetic information
The organization of DNA in the cell nuclei
Chromatin, nucleosomes
The dynamics of chromatin
The operation of the mechanism of DNA replication
The quantitative regulation of of DNA replication mechanisms and the results of their malfunction
The DNA damage and repair
The concept of the gene
The concept of genome
The effects on the integrity of the genome organization of chromosomal and nuclear compartments territories

Students understand that...

The genetic information encoding the structures and functions of a cell
Genetic information is used to generate "forms" which in turn underpin the functions
The strategy used to encode an almost infinite number of different forms is based on the concept of building blocks
The information available to cells is not only about the environment to which they need to adapt, but also how to do it
The genetic information will enable the functioning of the cell, namely the maintenance of the organization and therefore of life
Any function (action-work) performed by the cell is based on the use of genetic information
Any cellular malfunction is based on a malfunction in the use of genetic information
The genetic information has the same characteristics as other types of information, it needs to be contained, must be copied, it must be transferable and must be usable
The genetic information can not be re-encoded starting from final structures, so it can only be propagated copying it from pre-existing information
Genetic information can only be changed by random mistakes
Each biochemical function (ability to give rise to a chemical reaction and to regulate it) has a counterpart in fraction of the genetic information called gene
Gene is a concept that combines functional aspects and structural aspects
We know most but not all of the genes of our organism (the genome), and know the function of only a part of them
All cells in our body are different from each other while having all the same genetic information because they use only specific parts
information (epigenetic- not genetic) to regulate the use of the information (genetic)
The spatial distribution of genetic information is in itself a piece of information
The tissue-specific 3D organization of DNA in the nuclei can be the basis for DNA damage and abnormalities
DNA replication is controlled both qualitatively and quantitatively

UNIT 6: Information management: - genetic information - transcription, gene control, protein synthesis

Objectives

Students understand that the regulation of gene expression system is a way of adapting gene program to environmental variations, and that the malfunction of the genetic system can also arise from abnormalities in the control system. They will connect the state of regulatory functions to particular situations, both pathologic and related to habits and lifestyles.

Ideas / Key Questions:

regulation of gene expression

Is it appropriate that gene expression is regulated by environment?
Which aspects of a cell can be connected the epigenome?
What influence can have conditions such as chemical balance of a metabolic reaction on the regulation of gene expression?
Are alterations of the genetic information more or less dangerous that the dysregulation of its expression?
Are our genomes still evolving?
are differentiation and stemness opposite situations?

products of genetic information

When changing from a decoding information encoded in the final form that has the importance of modularity strategy (building blocks)?

The students will know ...

The dogma of biology
The mechanism of Transcription
The transcribed units
The events that determine the maturation of newly transcribed RNA molecules
The mechanism of splicing of precursors of the RNA
The gene expression control mechanisms
The systems of regulation mediated by small non-coding RNAs (miRNA, siRNA)
The Long NonCoding RNAs and their possible functions
The genetic code
The components of protein synthesis mechanism
The operation of the mechanism of protein synthesis
The mitochondrial genetic system

Students understand that. . .

The system of regulation of gene expression takes place at several levels, from the organization of entire nuclear compartments to the fine tuning of a single gene
The control of expression of a gene can be implemented at the transcriptional or post-transcriptional level
As all the genetic information is available in very cell in the body, its use shall be regulated, both quantitatively and qualitatively
The genes are regulated on the basis of stand-alone programs as well as and based on responses to environmental changes
The result of environmental changes results in changes to the epigenome
The epigenome works through interactions with proteins that regulate the state of chromatin transcriptional activation
The RNA molecules may have structural or regulatory as well as coding functions
The majority of the genome is transcribed into RNAs but only for a few of them we have functional details
In eukaryotes the maturation of RNA precursors makes it possible to expand the potential of a coding genome
The splicing abnormalities have provided an accelerated path to evolution
The cells have a defense system from invasion by other genomes (viral, MGE)
Less aggressive variants of the defense system constitute finely adjustable regulatory mechanisms that are reversible without new transcriptional activation
Proper functioning of genetic information does not guarantee the perfect functioning of the cell for an unlimited time

 

The teaching of Applied Biology is administered as flipped classroom.

Each unit is organized in:
1) introductory lesson - ask questions, indicate the direction of reasoning, provide suggestions on where and how to obtain information.
2) at least one (normally two) intermediate meeting with the groups to evaluate the progress made, the doubts, raise any other questions
3) final meeting with the groups in which to conclude the arguments started, comment on the self-assessments, and introduce the themes to be developed for the portfolio

The flipped classroom.

Students are brought into contact individually and outside the classroom with the teaching material offered in the form of interactive texts, videos and videotaped lessons, and they achieve some of the learning objectives before meeting with the teacher in the classroom. In the parts carried out as classroom activities (lessons) students use the skills acquired in individual study to achieve the most complex learning objectives under the guidance of the teacher with group learning strategies and peer discussion, problem solving. The teacher has in this phase the function of facilitator of active learning by the student. The main purpose of the flipped classroom is to involve the student in active learning with greater attention to the use by the student of conceptual knowledge rather than a only storage of facts and notions.

 

Formative assessment

Types of exercises required:

Factual knowledge: quiz
Comprehension: exercises

typology: problem solving / short essay, concept maps, question building, web quest to identify evidence to support hypotheses / theories

group exercises (GA = GAssignment) - produced by group work, subject to peer verification, can be included in the Portfolio at discretion
individual exercise (IA = IAssignment) - produced by individuals, may be subject to peer verification, must be included in the Portfolio

Exercises with grading if necessary or self-assessment (between groups)
During each unit the groups must carry out the group exercises (quizzes and other exercises) in time for comments during the interim meeting, and to obtain peer-to-peer evaluations (formative verification) between the interim and final meeting . During the meetings, the most relevant evaluations (good or bad) are commented on.
At the end of each unit, students must perform an individual exercise to be compulsorily included in the Portfolio (see summative assessment)

Summative assessment

The verification of the achievement of the competences for the Biology Module is based on the evaluation of a document (Portfolio) consisting of a collection of products of the students' work during the development of the module, some at the request of the teacher and others at the discretion of the learner.
Specifically, the Portfolio adopted:
-It is a container that is created on a virtual platform where students can add the products of their work during the course
-it is aimed at demonstrating skills
- it must be an activating tool (engaging and capable of arousing active learning)
- it must demonstrate a growth process, not just a photograph of a state, then
- it must be improved until the end of the course, according to feedback and suggestions from peers + discussions with teacher, groups or even 1: 1
- intermediate versions must remain available and new improved versions must be submitted together with the description of the improvement intervention. In this type of assessment, students critically evaluate their own performance and results, continuously improving
-contains materials of different types:
- Written essays,
--conceptual maps,
--posters,
--illustrations,
- various types of text
- necessarily contains metacognitive documents (reflection on one's own learning and its stages)
-It is organized in 2 parts: 1 requested by the teacher, 1 produced independently by the student who will obviously choose the products he deems best. Useful / required an explanation of the reasons, criticism of why they are the best
- ends with a comprehensive self-assessment document (on content and skills) in which the student identifies weaknesses and strengths, justifies and explains them, and issues a final assessment of their skills
-should be left at the disposal of fellow students both for feedback and help and to be used as an example if deemed useful

 

Students bearing a cerified LsD will receive the appropriate attention and follow predisposed guidelines to gauarantee equal opportunities

UNITA '1: cell and individual health - functions - cellular architecture –

Objectives:

Understand the concept and the limitations of the methods of exploration of reality. Understand the main concepts of the cell structure and cellular operation. Linking the cellular organization with life and how the cell performances and the use of information are essential for this purpose. Understand that the proper performance of cellular functions is an essential prerequisite for cellular health and body to which a cell belongs. Understand that, conversely, any anomaly in the body is due to an anomaly in the functioning of cells that compose it.

Ideas / Key Questions:

Knowledge

What does it mean to know?
How precisely can you know?
how can you "prove" something, "prove" a theory?

Unit, modular construction (building blocks), final properties are not simple sum properties each unit

What is a cell?
What does "base unit" mean?
How can we show that cells make up living organisms?
Why we are not all equal when we are all made up of cells?
How common is the strategy of the modular construction of objects in the macroscopic world? and in the cell?

teleonomy

What does Organization mean?
Why a cell cannot be disorganized?
How can you describe a living cell?
Are there functions/organelles carried/possessed by only a few cells?
What is health? (What is a disease?)

The students will know ...

The methods to inspect and investigate cells
What is a cell
The Structure of a prokaryotic cell
The structure of a eukaryotic cell
What classes of molecules e arcomposing a cell
The structure of macromolecules
What is an organism
What states the cell theory
What is an organelle
What is the compartmentalization
What is the organization of a cell
The structure of biological membranes

Students understand that. . .

To know reality we must be able to measure it
To investigate the human body and understand its operation, we need to observe at the maximum possible detail
The observation and measurement instruments have a lower limit, and some items remain virtually unknown
The health of a cell coincides with the correct functioning of all of its components
Correct operation is not sufficient to ensure health for all
Correct operation also depends on the architecture of the whole cell
The health of an organism derives from the health of the cells that compose it
Cellular organization is the prerequisite of the proper functioning
Normally, the organization is represented by the functional relationship between distinct architectural components, but in certain cells even without specific structures (organelles not found in prokaryotic cells) a good degree of organization can be achieved
The cell size is limited by the volume/surface ratio and the dimensions of the components (eg. membranes would always be only few nm thick)
If the cells do not work properly the body does not work properly

UNIT 2: the cell energy and labor - chemical work enzymes and coupled reactions - mechanical work, transportation and movement &ndash
Cell Adhesion

Objectives:

Students understand the basic concepts of energy use and energy balance management by the cell. They include the concept of cellular work and relate the correctness of functions to the mechanisms of transport of ions and other substances and to the cytoskeletal apparatus and adhesion

Ideas / Key Questions:

power

What is energy?
Where does the energy come from?
where does the energy go to?
Does Energy move?
Is Energy consumed? if so, what does it turn into?
Can You store energy?
what is the relationship between energy and life?
why do we eat?
why plants do not eat?

work

to which extent work at a cellular scale is comparable to work at a macrosopic scale?
why is energy needed to build ordered structures?
why it is necessary that the energy is converted at times?
is there a relationship between the ion transport and the accumulation of energy?
does energy flow also inside cells?
is the equation “more energy (available) = more health&rdquo
correct?
You can use the energy in different qualitative ways? (Eg good, worse rather bad)
What does it mean to use available energy appropriately?
what is the relationship between work and life?

The students will know ...

Structure and function of mitochondria Function of the Krebs cycle Calvin cycle ATP synthase Operation Transport systems through the membranes Main structural aspects of cytoskeletal fibers Structure and operation of motor proteins Mechanisms mediating movement Adhesion Proteins and adhesion structures and mechanisms

Students understand that. . .

The order requires concentration of energy
The cell degrades ordered structures to release energy
The cell builds ordered structures and therefore consumes energy
Any activity of a cell epresents work
The cell does not rest
The cell uses molecular machines to perform work
The chemical work is done by enzymes which direct the reaction towards the desired product rather than proceed at random
The mechanical work (movement or objects) displacement is obtained by converting energy from part of a machine
The energy requirement is continuous and therefore the conversion also must be continuous
The role of ion transport is not exhausted in the transmission of nervous stimuli

UNIT 3: Cytoskeletal and adhesion systems - Work as movement: vesicular traffic and cell movement

Objectives

: Students will understand that the concept of cellular work extends to the cytoskeletal and adhesion systems; Students will understand that adhesion mechanisms are crucial for mediating other functions such as movement and morphogenesis;

Key Ideas/Questions

movement

What characteristics must the movement have to ensure organization? • What information is needed to have an oriented movement? • how can you move an object in an oriented way inside the cell? • how can a cell move in an oriented way in the environment that surrounds it?

cell adhesion

Students will know...

Main structural aspects of cytoskeletal fibers• Mechanisms that regulate the dynamism of the filaments and the balance between assembly and disassembly• Structure and function of motor proteins• Movement production mechanisms• Proteins and adhesion complexes• Existence of specific connections between certain classes of cytoskeletal filaments and certain classes of junctional complexes•

Students will understand that...

• The dynamism of the cytoskeletal system is a means by which to respond to information of various types • Cell adhesion is essential to allow both movement phenomena (application of forces to do work) and cell-cell signaling and generation of a shape (morphogenesis) • the movement mediated by molecular motors needs support points as well as the movement of the whole cell.

UNIT 4: Information management: response to extracellular signals - action of metabolic pathways- actions of the cytoskeleton &ndash
cell proliferation

Objectives:

Students understand the mechanism of acquisition of information from the external environment and their impact. They will know how to connect the signal transduction to the cell response to the environment and the regulation of cell proliferation system

Ideas / Key Questions:

regulation

what does "regulate" mean?
opposite effects can be adjusted continuously?
You can think of the regulation of cellular phenomena such as a balance?
why do cells need to regulate their functions?
what relationship does exists between cells, changing environment and healthy life?

communication

What is a sign?
why do cells need information from outside?
is it possible that the information is wrong?
is it possible that the response to incoming information is wrong?
what does it mean to integrate information?
how relevant is the distance between the cell membrane and the structures that respond to signals?
which are the implications of the existence of a common mechanism of action to almost all regulatory proteins?
what is the relationship between the strategy of modular building (Unit 1) and the signaling pathways?
are connections between modules modules themselves?
what is the relationship between signaling, cell (or body) functions and health?

The students will know ...

What it is a signal types of chemical signals the phenomenon of membrane transduction membrane receptors second messengers protein effector/regulatory the regulation by phosphorylation the main signaling pathways the mechanisms to isolate signalling pathways from one another the mechanisms to connect parallel signalling pathways the connections between cell signalling and the major metabolic mechanisms the connections between cell signalling and the cytoskeletal functions the connections between cell signalling and the genetic system and cell proliferation

Students understand that. . .

The signals between cells are of a chemical nature and the membrane represents a barrier for them
The information represented by the signals can be transferred from one molecule to another one
The functions of the cells are the response to information coming from the outside
Different signals can be integrated into a single response
The responses can be modulated quantitatively
The regulation of cellular phenomena occurs according to a main mode which is always the same in almost all cases
The connections between signal transduction and apparatuses that respond to it is mediated by regulatory molecules extremely similar to each other
The regulation of intracellular mechanisms are based on oscillations between two states (active/inactive) of regulatory molecules and magnetic actuator

UNIT 5: information management: - genetic information - preservation and propagation

Objectives

Students connect the proper functioning of the genetic system to the health of the cell
connect the cellular dysfunction giving rise to disease states to a malfunction of the genetic system
They will understand that the malfunction of any organelle is based on a defect in the genetic information or of its use. They will understand that there is a relationship between the structure of DNA into chromatin and the use of the information contained therein. They will understand the mechanisms and the problems inherent replication and correction of DNA damage.

Ideas/Key Questions:

genetic information

Could cells get away without the genetic information?
Could cells get away without DNA? and RNA?
Why is it necessary that there be information already present in the cell and information acquired from the environment is not sufficient?
Are there differences between the genetic information and the one coming from the outside and interpreted by signal transduction system?

management of genetic information

Is it possible that genetic information be wrong?
Is it possible that genetic information is correct but is used in a wrong way?
is the There the possibility for the cell to adapt their genetic information to the environment?
You can define DNA the cell's fate? (As a cell possesses a certain DNA his fate is predetermined ...)
For the existence of life, during the propagation of genetic information is it more important that mistakes are certainly avoided or that they are certainly present?

The students will know ...

What is Genetic information
The organization of DNA in the cell nuclei
Chromatin, nucleosomes
The dynamics of chromatin
The operation of the mechanism of DNA replication
The quantitative regulation of of DNA replication mechanisms and the results of their malfunction
The DNA damage and repair
The concept of the gene
The concept of genome
The effects on the integrity of the genome organization of chromosomal and nuclear compartments territories

Students understand that...

The genetic information encoding the structures and functions of a cell
Genetic information is used to generate "forms" which in turn underpin the functions
The strategy used to encode an almost infinite number of different forms is based on the concept of building blocks
The information available to cells is not only about the environment to which they need to adapt, but also how to do it
The genetic information will enable the functioning of the cell, namely the maintenance of the organization and therefore of life
Any function (action-work) performed by the cell is based on the use of genetic information
Any cellular malfunction is based on a malfunction in the use of genetic information
The genetic information has the same characteristics as other types of information, it needs to be contained, must be copied, it must be transferable and must be usable
The genetic information can not be re-encoded starting from final structures, so it can only be propagated copying it from pre-existing information
Genetic information can only be changed by random mistakes
Each biochemical function (ability to give rise to a chemical reaction and to regulate it) has a counterpart in fraction of the genetic information called gene
Gene is a concept that combines functional aspects and structural aspects
We know most but not all of the genes of our organism (the genome), and know the function of only a part of them
All cells in our body are different from each other while having all the same genetic information because they use only specific parts
information (epigenetic- not genetic) to regulate the use of the information (genetic)
The spatial distribution of genetic information is in itself a piece of information
The tissue-specific 3D organization of DNA in the nuclei can be the basis for DNA damage and abnormalities
DNA replication is controlled both qualitatively and quantitatively

UNIT 6: Information management: - genetic information - transcription, gene control, protein synthesis

Objectives

Students understand that the regulation of gene expression system is a way of adapting gene program to environmental variations, and that the malfunction of the genetic system can also arise from abnormalities in the control system. They will connect the state of regulatory functions to particular situations, both pathologic and related to habits and lifestyles.

Ideas / Key Questions:

regulation of gene expression

Is it appropriate that gene expression is regulated by environment?
Which aspects of a cell can be connected the epigenome?
What influence can have conditions such as chemical balance of a metabolic reaction on the regulation of gene expression?
Are alterations of the genetic information more or less dangerous that the dysregulation of its expression?
Are our genomes still evolving?
are differentiation and stemness opposite situations?

products of genetic information

When changing from a decoding information encoded in the final form that has the importance of modularity strategy (building blocks)?

The students will know ...

The dogma of biology
The mechanism of Transcription
The transcribed units
The events that determine the maturation of newly transcribed RNA molecules
The mechanism of splicing of precursors of the RNA
The gene expression control mechanisms
The systems of regulation mediated by small non-coding RNAs (miRNA, siRNA)
The Long NonCoding RNAs and their possible functions
The genetic code
The components of protein synthesis mechanism
The operation of the mechanism of protein synthesis
The mitochondrial genetic system

Students understand that. . .

The system of regulation of gene expression takes place at several levels, from the organization of entire nuclear compartments to the fine tuning of a single gene
The control of expression of a gene can be implemented at the transcriptional or post-transcriptional level
As all the genetic information is available in very cell in the body, its use shall be regulated, both quantitatively and qualitatively
The genes are regulated on the basis of stand-alone programs as well as and based on responses to environmental changes
The result of environmental changes results in changes to the epigenome
The epigenome works through interactions with proteins that regulate the state of chromatin transcriptional activation
The RNA molecules may have structural or regulatory as well as coding functions
The majority of the genome is transcribed into RNAs but only for a few of them we have functional details
In eukaryotes the maturation of RNA precursors makes it possible to expand the potential of a coding genome
The splicing abnormalities have provided an accelerated path to evolution
The cells have a defense system from invasion by other genomes (viral, MGE)
Less aggressive variants of the defense system constitute finely adjustable regulatory mechanisms that are reversible without new transcriptional activation
Proper functioning of genetic information does not guarantee the perfect functioning of the cell for an unlimited time