| Study programme competencies |
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Code
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Study programme competences
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| A1 |
Define concepts, principles, theories and specialized facts of different areas of chemistry. |
| A2 |
Suggest alternatives for solving complex chemical problems related to the different areas of chemistry. |
| A3 |
Innovate in the methods of synthesis and chemical analysis related to the different areas of chemistry |
| A4 |
Apply materials and biomolecules in innovative fields of industry and chemical engineering. |
| A9 |
Promote innovation and entrepreneurship in the chemical industry and in research. |
| B1 |
Possess knowledge and understanding to provide a basis or opportunity for originality in developing and / or applying ideas, often within a research context |
| B2 |
Students should apply their knowledge and ability to solve problems in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study. |
| B4 |
Students should be able to communicate their conclusions, and the knowledge and the reasons that support them to specialists and non-specialists in a clear and unambiguous manner |
| B5 |
Students must possess learning skills to allow them to continue studying in a way that will have to be largely self-directed or autonomous. |
| B7 |
Identify information from scientific literature by using appropriate channels and integrate such information to raise and contextualize a research topic |
| B10 |
Use of scientific terminology in English to explain the experimental results in the context of the chemical profession |
| B11 |
Apply correctly the new technologies to gather and organize the information to solve problems in the professional activity. |
| C1 |
CT1 - Elaborar, escribir e defender publicamente informes de carácter científico e técnico |
| C3 |
CT3 - Traballar con autonomía e eficiencia na práctica diaria da investigación ou da actividade profesional. |
| C4 |
CT4 - Apreciar o valor da calidade e mellora continua, actuando con rigor, responsabilidade e ética profesional. |
| Learning aims |
| Learning outcomes |
Study programme competences |
| • Acquisition of advanced knowledge in the chemistry of the most important biomolecules (proteins, nucleic acids and sugars). |
AC1
AC9
|
BC1
BC2
BC4
BC7
|
CC4
|
| Learning of the biogenetic rules and the function of biomolecules |
AC2
AC3
AC4
|
BC5
BC10
BC11
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| Learning the more relevant aspects related to the isolation and characterization of biomolecules as well as their synthetic manipulation |
AC2
AC4
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BC2
BC5
BC7
|
CC1
CC3
|
| Contents |
| Topic |
Sub-topic |
| Chapter 1. Introduction and historical aspects. Basic structure and functions of cells. Most important biomolecules |
Different components of the cell. Organization. Structure and function of main biomolecules |
| CHAPTER 2. Peptides and proteins. Structural aspects. Synthesis and modification. Design of functional proteins. Metalloproteins: types, methods of study, examples and applications |
Amino acids and peptides. Proteins and functions. Primary, secondary, tertiary and quaternary structure. Biosynthesis. Chemical synthesis. Modification by chemical methods. Applications. |
| CHAPTER 3. Nucleic acids. Structural aspects. Synthesis and analysis techniques. Interactions with other nucleic acids. Interactions with small molecules. Interactions with metals. Interactions with proteins and peptides |
Structure of nucleotides. Structure and function of the different nucleic acids. Supramolecular chemistry of nucleic acids. Biosynthesis. Synthesis and manipulation of nucleic acids by chemical methods. Interaction with small molecules, proteins and metal complexes |
| CHAPTER 4. Carbohydrates and their derivatives. Structural and synthesis. Glycoconjugates and its role in cellular communication. Glycocode. Glycotherapy |
Monosaccharides, nomenclature, structure and chemistry. Oligosaccharides and polysaccharides, nomenclature, structure. Structural determination of oligo-and polysaccharides. Biosynthesis, chemical synthesis and biological synthesis of oligosaccharides. Glycosides and glycosidase inhibitors: types, incidence in nature, methods of synthesis and biological applications. Glycolipids. Types of structures. Natural incidence. Biosynthesis. Functions. Glycoproteins. Types of structures. Natural incidence. Biosynthesis. Functions. The glycocode concept. Future prospects and scope thereof. Glycotherapy and Glycoconjugates known functions. |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Guest lecture / keynote speech |
B2 B5 C3 C4 |
12 |
24 |
36 |
| Problem solving |
B4 B7 B10 B11 |
3 |
17.5 |
20.5 |
| Case study |
A2 A4 C1 |
0 |
1 |
1 |
| Oral presentation |
B1 B4 B7 B10 B11 C1 |
4 |
0 |
4 |
| Mixed objective/subjective test |
A1 A4 A3 A9 B1 B2 B5 |
1.5 |
10 |
11.5 |
| |
| Personalized attention |
|
2 |
0 |
2 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| Guest lecture / keynote speech |
It will be held 12 sessions of lectures in one group where the theoretical contents of the course will be associated with illustrative examples. It will consist mainly in PowerPoint presentations. Copies of these presentations will be available for the students in advance via the virtual campus of the course. This will allow the students to study ahead the contents of the course and to facilitate the monitoring of explanations |
| Problem solving |
7 sessions in small group seminars where students will present the work proposed by the professor followed by a discussion section. Students will have in advance the proposed exercises and papers via the virtual campus of the course. Attendance at these classes is mandatory |
| Case study |
|
| Oral presentation |
|
| Mixed objective/subjective test |
The final exam will cover all the contents of the course |
| Personalized attention |
|
Methodologies
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| Problem solving |
|
| Description |
| Tutoring scheduled by the professor and coordinated by the Centre. It will be 2 hours per student and will involve the supervision of proposed work, clarifying doubts, etc. Attendance at these classes is mandatory |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Guest lecture / keynote speech |
B2 B5 C3 C4 |
|
5 |
| Problem solving |
B4 B7 B10 B11 |
They will consist of two components: interactive class in problems solving clases (seminars) and interactive class in very small groups (tutorials).
This part within the continuous assessment (N1) will be 40% of the qualification
|
30 |
| Mixed objective/subjective test |
A1 A4 A3 A9 B1 B2 B5 |
The final exam (N2) will cover all the contents of the course.
This part will be 60% of the qualification.
|
55 |
| Case study |
A2 A4 C1 |
|
5 |
| Oral presentation |
B1 B4 B7 B10 B11 C1 |
|
5 |
| |
|
Assessment comments |
The evaluation of this course will be done by means of the
continuous assessment and completion of a final exam. Access
to the exam will be conditioned on the participation in at least 80% of the
mandatory classroom teaching activities (seminars and tutorials).
Continuous assessment (N1) will be 45% of the qualification and
the final exam (N2) will cover all the contents of the course.
The student's score will result of applying the following formula:
Final score = 0.45 x N1
+ 0.55 x N2
N1 and N2 are the marks corresponding to the continuous assessment
(0-10 scale) and the final exam (0-10 scale), respectively.
The repeaters will have the same system of class attendance than
those who study the course for first time.
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| Sources of information |
|
Basic
|
Davies, B.G.; Fairbanks. A.J. (2004). Carbohydrate Chemistry. Oxford Science publications
Dr. Norbert Sewald, Prof. em. Dr. Hans-Dieter Jakubke, (2009). Chemistry and Biology. John-Wiley
Vranken, D-V; Weiss, G.A. (2012). Introduction to Bioorganic Chemistry and Chemical Biology. Garland Science
Taylor, M.E.; Drickamer, K. (2011). Introduction to Glycobiology. Oxford University press
Brändén, C-I; Tooze, J. (1999). Introduction to Protein Structure. Garland Science
Hadjiliadis, N.; Sletten, E. (2009). Metal Complex-DNA Interactions. Wiley
Alberts et all (2002). Molecular Biology of the Cell. Garland Science
Blackburn, M.: Gait, M.J.; Loakes, D.; Williams, D.M. (2006). Nucleic Acids in Chemistry and Biology. Rayal Society of Chemistry
Gutte, B. (1995). Peptides: Synthesis, Structures and Application. Academic Press
Chris R. Calladine, Horace R. Drew, Ben F. Luisi and Andrew A. Travers (2004). Understanding DNA, The Molecule & How It Works. Elsevier
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Complementary
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Kaim, W. Schwederski, B.,Klein, A (2013). Bioinorganic chemistry, inorganic elements in the chemistry of life: an introduction and guide. John Wiley, Chichester
Driguez, H; Thiem, J. (1997). Glycoscience, Synthesis of Substrate Analogs and Mimetics. Springer-Verlag, New York
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| Recommendations |
| Subjects that it is recommended to have taken before |
| Advanced Structural Determination/610509103 | | Structure and Reactivity of Organic Compounds /610509114 |
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| Subjects that are recommended to be taken simultaneously |
| The Chemistry of Natural Products/610509118 | | Molecular Biology/610509117 | | Medicinal Chemistry/610509116 |
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| Subjects that continue the syllabus |
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| Other comments |
|
<p>The students should review the
theoretical concepts introduced in each chapter using the reference manual and
the material provided by the professor. Those students, which have significant
difficulties when working the proposed activities, should contact with the
professor during the tutorials, in order to analyze the problem and to receive
the necessary support.</p><p>&nbsp;</p><p>The professor will analyze
with those students who do not successfully pass the evaluation, and so wish,
their difficulties in learning the course content. Additional material
(questions, exercises, tests, etc..) to strengthen the learning of the course
might be also provided.</p> |
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