APPLIED BIOLOGY TO CULTURAL HERITAGE - MOD. 1

The teaching is part of the activities that characterize the three-year degree course in Technologies for conservation and restoration. The specific educational goal of the teaching, which includes both theoretical lectures and practical laboratory sessions, is to introduce the students to basic knowledge of biology and ecology of biodeteriogenic organisms. It will allow to understand peculiar biodeterioration processes interesting both modern and ancient materials to be preserved. The teaching develops with a multidisciplinary approach, recalling concepts and principles ranging from biochemistry to ecotoxicology useful for the sustainable management of BBCC and today's innovative materials.
Principal educational objectives of this teaching are: 1) to develop the ability to identify and discern the different (micro)organisms capable of generating biodeterioration; 2) to stimulate a systemic approach in the determination and resolution of degradation phenomena originating from biological attack; 3) to encourage for a transversal and multidisciplinary approach in framing possible and useful intervention methodologies; 4) to provide scientific basis for an appropriate experimental approach, while developing manual skills and accuracy, both with classical and advanced technologies; 5) to know how to process and evaluate the experimental data collected, in order to formulate the most appropriate line of intervention and management, considering the historical-artistic peculiarity and environmental location of artifacts or products; 6) to instil a precise and proper use of scientific language.

1. Knowledge and understanding
1.1. To know the morphological features characterizing the different biodeteriogens for their recognition.
1.2. To know the elements characterizing the physiology and the behaviour expressed by the different biodeteriogens in a particular site of attack, depending on its chemical-physical characteristics, in a specific environmental context.
1.3. Understanding the best intervention strategy based on the biochemical-functional characteristics expressed site-specifically by the biodeteriogen.

2. Ability to apply knowledge and understanding
2.1. Knowing how to recognize (micro)organisms and their interactions, as the cause of biodeterioration process.
2.2. Knowing how to frame the abiotic elements and environmental factors that influence the establishment of a biodeterioration process.
2.3. Being able to propose an intervention strategy, taking into account the chemical-physical properties of the matrices involved, to better manage a biodeterioration process.

3. Ability to judge
3.1. Knowing how to interpret, critically evaluate and discuss the results of experimental analysis, to identify and characterize biodeterioration processes, in particular focusing the dependence on the type of rooting matrix.
3.2. Being able to discern the best intervention strategy, not only as the most suitable methodologies applicable, but also in terms of costs, timing, toxicological impact on operators, environmental sustainability.
3.3. To develop the ability to frame the various chemical-physical-biological-environmental information collected for the most real definition of the (micro) environment and the most suitable conservation and conservation intervention.

4. Communication skills
4.1. Being able to communicate the knowledge learned and the results in a coherent and rigorous manner, using an appropriate scientific language.
4.2. Being able to interact with the teacher and with the classmates in a respectful and constructive way, especially during the experimental exercises in the laboratory and in the field.

5. Learning skills
5.1. Being able to take notes, showing autonomy in the identification of the salient aspects of the concepts expressed in class and of the focal points of laboratory experiments.
5.2. Being able to search and use reference texts and bibliography.
5.3. Being able to explain the theoretical topics in practical laboratory applications.

The topics covered during the course make it desirable that the student already has basic notions of biology and scientific method; furthermore, they presuppose knowledge of biochemistry, physics, general and inorganic chemistry, ecology.

PART I
PROCARIOTIC AND EUCARIOTIC CELL
Features and differences. Plasma membrane: biochemical structure, functions; differences. Genetic heritage: DNA, genes and genomes; gene reproduction and recombination. Mitosis and meiosis. Replication. Mutations.
rDNA TECHNOLOGY
Outline of applications used in the preservation of BBCC (FISH, restriction enzymes, antibody production, expression vectors, cloning, cDNA and microarray, genomic library).
BIODETERIOGENS
a) BACTERIA
Bacterial cell membrane. Periplasmic space, external membrane, capsule. Bacterial wall: chemical structure, morphology, functions; differences between Gram (+) and (-) bacteria: Gram staining. Archeabacteria wall. Bacterial cytoplasm and cell inclusions. Bacterial ribosomes. Bacterial DNA. Scourges and fimbriae. Bacterial spores. Archeabacteria: evolutionary collocation; structural and functional characteristics; extreme ecological niches. Cyanobacteria: morphological-structural characteristics; ecological niches.
b) FUNGI
Molds and Yeasts: distinctive characters. Fungal wall: chemical composition, structure, functions. Iphae: types, structure, functions. Cell membrane: chemical composition, structure, functions. Cellular endomembrane system. Core and nucleoli. DNA and RNA in Mushrooms: chromosomal and genomic peculiarities. Mitochondria. Citosol and cytoskeleton. Fungal vegetative structures. Fungal metabolism: symbionts; saprophytes; parasites. Life cycle of a Fungi: gamic phases and reproductive characteristics in the different phyla.
c) LICHENS
Morphological-structural features. Symbiosis concept: functional and biochemical interactions between mycobionts and photobionts. Rooting capacity on different substrates; ecological succession. Reproduction.
d) BRYOPHITE
Phylogeny of Bryophytes. Morphological-structural characteristics in Musks, Liverworts and Anthocerotephytes. Life cycle and forms of reproduction. Ecology and distribution.

e) ANIMALS
Mites, Insects, Rodents and Birds as biodeteriogenic organisms. Examples of adaptation and attack on specific matrices in the field of Cultural Heritage.

PART II
BIODETERORATION
Relationships between environmental conditions, type of substrate, nature of the colonizers.
a) ENVIRONMENTAL FACTORS
Environmental conditions for active cell growth or quiescence: tolerance limits; inhibition/increase in the biodeteriogen’s biochemistry processes. Temperature: Arrhenius curve, optimal temperature range. Oxygen: aerobiosis and anaerobiosis. Light: phototropism and photoperiodism, heliophilia and photosynthesis; quality, quantity, duration; high energy radiation. Water availability: water activity, RH; leaching. Air currents. Osmotic pressure. pH: optimum of activity. Micro and macro site-specific environmental.
b) SUBSTRATE CHARACTERISTICS
Deterioration vs biodeterioration. Matrix peculiarities favouring engraftment: morphology, chemical-physical characteristics, bioreceptivity. Conservation status: exposure time to environmental factors, products applied in a preventive and conservative phases. Effect and types of pollutants (biodegradable, (non)conservative, particulates, bioaerosol).
c) BIODETERIOGEN BIODIVERSITY
Cellular activity and tropism. Biofilm: types, phases, EPS. Gram (+) and Gram (-) Bacteria, Archeabacteria, Algae and Cyanobacteria, Fungi (Yeasts and Molds), Vascular Plants, Hepatic and Bryophytes, Animals (in particular Mites, Insects, Rodents and Birds) as biodeteriogens. Biodeterioration: (bio)physical and (bio)chemical phenomena and processes. Biocides: types, selection criteria. Sampling and identification of biodeteriogens. Colonization, engraftment and biological activity (stone, wood, paper, textile, synthetic). Foxing. mVOC and mycotoxins: microbial metabolism, sources, chemical types, toxicity, SBS.

Lecture notes and presentations in ppt (previously provided for lectures). Information will also be provided on scientific articles to be consulted.
To deepen the topics covered:
- M.T. Madigan, J.M. Martinko, K.S. Bender, D.H. Buckley, D. A. Stahl Brock. Biology of microorganisms. Pearson Learning Solution.
- S. Donadio, G. Marino. Microbial biotechnology. Ambrosian Publishing House.
- G. Caneva, M.P. Nugari, O. Salvadori. Plant biology for Cultural Heritage. Vol. 1: Biodeterioration and conservation. Nardini Editore.

The assessment of learning takes place by means of a written test, with open-ended questions, lasting two hours. For each question a maximum score is already established and the evaluation will be performed in a comparative manner. The objective of the exam consists in verifying and evaluating: a) the knowledge of the contents addressed in the lesson, b) the ability of critical reasoning, c) the attained ability to make transversal connections also with a multidisciplinary approach.
Accuracy degree of the answers and ownership of used scientific language will contribute to the positive outcome of the test. The constant and active participation in the lessons will be considered a positive evaluation element, as a necessary requirement to make the four laboratory sessions profitable. During the laboratory experience there is the obligation of attendance, under penalty of the lack of possibility to perform and pass the exam.

The teaching is organized in:
i) theoretical lectures, supported by slides on PowerPoint (the files in .pdf format will be provided in advance to the lesson);
ii) four practical laboratory experiences: students will be asked to bring an object with probable attack of biodeteriogens; they will therefore be guided in the formulation and application of a specific path for the available substrate, sampling, preparation of cultivation systems, cultivation, classical identification techniques (in particular colouration and observations under stereo/optical/electronic microscope), use of methods and tools for sterilization, molecular biology techniques for recognition. The students will be guided by the teacher in all the practical activities proposed (to optimize the time and work safely, groups of up to 15 people will be trained), accompanied by the understanding and the correct interpretation of the results obtained from the laboratory experience. For laboratory experience there is the obligation of attendance, under penalty of failure to perform and pass the exam. The teaching material is present and can be downloaded from the University's Moodle e-learning platform;
iii) in-depth seminars on real cases, directly followed by the teacher, presented with the aim of showing how to develop a systemic and multidisciplinary path in the identification and management of bioterioration phenomena, both indoors and outdoors.

Italian

ACCESSIBILITY, DISABILITY AND INCLUSION
Accommodation and Support Services for students with disabilities or specific learning disorders: Ca 'Foscari applies the Italian Law (Law 17/1999, Law 170/2010) for support services and accommodation available to students with disabilities or with specific learning disorders. In case of motor, visual disability, hearing or other disabilities (Law 17/1999) or a specific learning disorder (Law 170/2010) and support is needed (assistance in the classroom, technological aids for exams) o individualized exams, material in accessible format, notes collection, specialized tutoring to support the study, interpreters or other), contact the Disability and DSA office: disable@unive.it.

SUSTAINABILITY '
• 1 CFU: lecture notes and materials for in-depth analysis and online self-assessment.
• 1 CFU: course contents dedicated to deepening biocide use with moderate impact both on environment and human health, especially when used in indoor environments; furthermore, in particular, by considering the use of natural products and/or by causing primarily metabolism/reproduction/ecology disturbance for biodeteriogens.

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This subject deals with topics related to the macro-area "Natural capital and environmental quality" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development