Class Biochemistry I

  • Presentation


    Biochemistry I will allow students to understand the major theme of biological processes, how they are organized into elaborate and interdependent control networks. Such systems permit the organism to maintain a relatively constant internal environment, to respond rapidly to external stimuli, and grow and differentiate

  • Code


  • Syllabus


    1. Revising the principles of thermodynamics, and bioenergetics.
    2. Carbohydrate metabolism, main metabolic pathways, and their control
      1. Glycolysis and gluconeogenesis
      2. Glycogenolysis and glycogenesis
      3. Via the pentoses fostato.
    3. Carboxylic acid cycle. Mitochondria and oxidative metabolism.
    4. Reactive oxygen species.
    5. Lipids metabolism: synthesis, storage, and use of fatty acids and triacylglycerides.
      1. Lipogenesis and fatty acid storage
      2. Regulation of lipid metabolism oxidation and AG use for energy production
      3. Formation of ketonic bodies.
      4. Biosynthesis of phospholipids.
      5. Lipoproteins and apolipoproteins, lipoproteins metabolism.
      6. Regulation of lipid metabolism and inter-organic transport
    6. Amino Acid Metabolism
      1. Biosynthesis of non-essential AAs
      2. AA Degradation and the Urea Cycle
    7. Metabolic Interrelationships
    8. Fasting cycle
    9. Nutritional and hormonal states
  • Objectives


    The curricular unit of Biochemistry I introduces students to the study of bioenergetics, principles of thermodynamics, which is essential for understanding how metabolic pathways are designed. The student must understand the various anabolic and catabolic processes of biomolecules (carbohydrates, proteins, lipids, and nucleic acids). The study of the main metabolic pathways, their most frequent dysfunctions, and the metabolic interaction will allow the student to acquire the bases of the biochemical knowledge necessary to the later curricular units to understand the importance of the study of biochemistry for the interaction with other health professionals in the control health and disease.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    Inverse learning, the student prepares the lessons under the guidance of the teacher, at the end the students evaluate their peers and make a self-evaluation, to stimulate knowledge and self-criticism. 

    Availability of the teacher to monitor the preparation of lessons and organisation of content. Knowledge progression tests throughout the semester are prepared at home through the learning platform.

  • References


    1. Marshall, W. J., Bougut, S. K., Clinical Chemistry, 7th edition, St. Louis, C.V. Mosby Company. 2012
    2. Burtis, C., Ashwood, E., Tietz Fundamentals of Clinical Chemistry, 6th edition, Philadelphia, W.B.Saunders Company. 2008
    3. Kaplan, L. A. et al., Clinical Chemistry: theory, analysis, correlation, 4th edition, St. Louis, C.V. Mosby Company. 2003
    4. Halpern M, Freire A, Quintas A. Bioquímica Organização Molecular da Vida. Lidel. 2008
    5. Berg, J.M. et al. Biochemistry (7th Ed). New York: Freeman and Company. 2010
    6. Devlin T. Textbook of biochemistry; with clinical correlations. (7th Ed). Blucher. 2011
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