ECOTOXICOLOGY AND LABORATORY

Ecotoxicology studies the adverse effects of chemicals on individuals, populations, communities and ecosystems, proposing also the development of methods and their application for solving specific problems. The course will provide the basis for understanding and studying the effects of toxic substances at various levels of bio-ecological complexity, linking them to the circulation mode and exposure to terrestrial and aquatic environments. In relation to the educational objectives of the Study Program, the course offers a framework on the main ecotoxicological approaches and methods that can be used in field and laboratory studies for:
a) the design of environmental recovery and restoration interventions;
b) assessment of environmental resources (soil, sediment, water and biota);
c) management and planning of aquatic systems.

1) Knowledge and understanding
- knowledge of the action mechanisms of the main classes of contaminants;
- knowledge of the main mechanisms of metabolism / biotransformation and understanding of how they can be induced or inhibited by the occurrence of contaminants
- knowledge of the main methods used in ecotoxicology to characterize and identify the exposure to contaminants and the onset of toxic effects at various levels of biological complexity

2) Ability to apply knowledge
- acquire the ability to assess how biochemical and physiological effects on individuals can spread to higher levels of complexity (population and community)
- acquire the ability to identify potential causative agents based on the symptoms and/or physiological functions inhibited and/or induced by contact with contaminants
- know how to make a choice of the most suitable diagnostic tools for identifying causative agents and then addressing the management of ecosystems

3) Judgements skills
- know how to formulate work hypotheses to identify the causal link
- know how to critically evaluate the advantages and limits of ecotoxicological methods

4) Communication skills
- acquire the ability to use appropriate terminology in the discussion of the main topics concerning ecotoxicology

5) Learning skills
- acquire the ability to critically re-elaborate the concepts and examples treated in class, adapting them to situations in which the exposure scenarios to contaminants are different
- acquire the ability to critically consult texts and most recent bibliography on ecotoxicology

Students should possess:
- basic knowledge of chemistry of the pollutants.
- basic knowledge of biology and biochemistry
- basic knowledge of ecology

a) Fundamentals of ecotoxicology - Aims, approaches, involved scales, study areas. Historical need for Ecotoxicology and future perspectives
b) Toxic substances - Classification, sources and input to the marine environment, environmental fate; toxicological properties of priority and emerging pollutants (human pharmaceuticals, neonicotinoid pesticides, rodenticides)
c) Bioaccumulation - Uptake, biotransformation, detoxification, excretion, storage and accumulation. Mechanisms of action. Effects of toxic substances at various levels of bio-ecological complexity. Bioavailability, bioaccessibility, bioconcentration
d) Bioaccumulation and biomagnification - Factors limiting bioavailability and bioaccumulation; trophic chains and trophic webs; Isotopic discrimination, Persistent and Bioaccumulative Toxicants (PBT).
e) Biomarkers - Classification of the biomarkers; overview of the main biomarkers for terrestrial and aquatic environments (AChE inhibition, Metallothioneins, Imposex, Eggshell thinning, EROD, bile metabolites, oxidative stress markers).
f) Study of the ecotoxicological effects - Measurement of the damage. Curves of toxicity and toxicological parameters. Factors influencing toxicity. Tests on single species with terrestrial and aquatic water model organisms. Tests on early stages of the life cycle.
g) Ecotoxicological indicators for assessing the quality of the marine environment - Laboratory bioassays: matrices, state of art and protocols
h) Toxicity Identification Evaluation (TIE) and Effect Directed Analysis (EDA). Phase I and Phase II TIE, integration between TIE and EDA
i) Population ecotoxicology - Epidemiology
l) Community Ecotoxicology - Approaches; Microcosms, Mesocosms and Enclosures.
m) In situ biomonitoring - In situ toxicity testing; in situ bioaccumulation and biomarkers.
n) Evolution of resistance to contamination
o) Extrapolation of toxic effects from the molecular level to populations

Laboratory experiences (i.e. amphipod lethality test; tests with copepods) and introduction to the analysis of toxicological data.

Newman M.C., "Fundamentals of Ecotoxicology", CRC press, Third edition, 2009

Walker C.H., Hopkin S.P., Sibly R.M., Peakall D.B., "Principles of Ecotoxicology", Taylor&Francis, Boca Raton, Florida. Third edition, 2006

The verification of learning is assessed by mean of a written test.
The students are requested to answer to 2 specific, free-answer (10 points each) and 11 multiple choice questions (1 point each) aimed at assessing whether the student has assimilated all the topics covered during the course and is able to expose them using appropriate terminology.

written

Each multiple choice question is worth 1 point. An incorrect answer does not result in a reduction.
Free-answer questions are worth 10 points. The evaluation of the answer will also consider the relevance and appropriateness of the language.

Evaluation grid:
28-30L: Mastery of the topics covered in class, ability to prioritize information, excellent use of appropriate technical terminology;
25-27: Good knowledge of the topics covered in class, fair ability to organize and present information, familiarity with technical terminology
22-24: Knowledge of the topics covered in class is not always in-depth; answers to the questions are organized, but with not always correct use of technical terminology
21-23: Knowledge of the topics covered in class is often superficial; answers are unclear and lacking in technical terminology
18-20: Knowledge of the topics covered in class is occasionally lacking; answers are confusing, with little use of technical terminology

Frontal lessons. Teaching and learning materials are provided by the teacher