Ateneo - UPO

The course presents the main molecular methodologies and key concepts underlying plant research to increase food safety and product quality. It provides a detailed overview of the genetic mechanisms regulating plant responses to abiotic and biotic stresses and the molecular pathways determining crop quality traits and shelf-life. Modern agricultural biotechnologies (GMOs, genome editing via CRISPR, and molecular breeding) are illustrated, highlighting the role of genetic variability and wild species. Finally, nucleic acid-based molecular techniques for food traceability, GMO identification, plant pathogen diagnosis, and the prevention of food adulteration and fraud are addressed.

No specific textbook is required. The course materials are entirely self-contained and accessible to students on the DIR platform.
The course materials consist of:
-Complete slides and multimedia presentations used in class, uploaded to the University platform
-A selected collection of scientific articles (reviews and research papers) provided at the beginning of the course, drawn from leading international journals

the course aims to provide advanced knowledge in plant genetics and biotechnology required to understand and manage innovation processes aimed at improving food safety and quality in agro-food chains under climate change scenarios.
The course consists of 3 CFU (24 total hours), structured as face-to-face Delivering Teaching (DE) supported by active discussions on scientific literature case studies. The focused, measurable objectives aim to enable students to interpret molecular-biological phenomena in crop plants and critically evaluate the impact of biotechnological innovations on global food security.

To successfully attend the course, students must have acquired foundational knowledge in Plant Biology (plant cell structure, respiration, and photosynthesis) and General Genetics (DNA structure, replication, transcription, translation, and Mendelian inheritance laws).

The teaching methodology is based on interactive lectures delivered through PowerPoint presentations projected in class and made available on the online platform. To stimulate independent judgment, and communication skills, a dedicated portion of class time will involve guided group discussions of real case studies from recent scientific literature.

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or- learningdisabilities Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The final exam consists of an oral exam conducted entirely in English. Grades are expressed on a scale of 30 (a passing grade is 18/30, with a maximum score of 30/30 with honors) and are structured in two distinct parts to consistently assess all expected learning outcomes: 1) Presentation and discussion of a case study (accounting for 50% of the final grade): The student must present (with the aid of slides) a recent scientific article agreed upon with the professor at least one week prior to the exam. The presentation must not exceed 10 minutes and must contain no more than 6–7 slides. This component specifically assesses the student’s ability to apply knowledge, independent judgment, and communication skills. 2) Oral exam on the course program (50% of the final grade): In-depth questions on topics covered in the extended program to assess knowledge and understanding of the molecular mechanisms underlying the response to biotic and abiotic stress in plants, biotechnological technologies, traceability techniques, and their applications.

1st module : (4 hours)

Food security: definition and description
Which are the risk factors for food security: population growth, arable land reduction, plant biodiversity, climate change. How plant science could aid a more sustainable agriculture.
Food quality: definition and different aspects.
How to evaluate different aspects of food quality.
An example from barley for food quality.

Second module (5 hours)
Abiotic stresses: definition. Trade-off between growth and stress resistance, Adaptive and non-adaptive changes. Escape, Avoidance and Tolerance mechanisms: examples. Stress signalling cascade: perception, signal transduction (molecules for signal transduction), stress response
Genetic regulation of stress response: transcription factors and the regulatory network. Alternative splicing and alternative polyadenylation sites. Post transcriptional regulation mediated by miRNAs. Post translational regulation. Epigenetic regulation. Root plasticity as an example of stress response

Third module (3 hours)
Biotic stress: definition and 3 key examples from crops. Host and non host resistance. Passive vs Active defence strategy. Stress response chain: perception (PTI and ETI); signal transduction molecules; Programmed cell death and HR; Systemic response: SAR and ISR : differences and interconnections. The role of plant hormones. An example : P.syringae and Arabidopsis

Fourth module (4 hours)
Traceability and Food quality. Definition and main characteristics. Methodologies for Agri-Food Analysis. Physico-chemical methods (ELISA, Spectroscopic and chromatographic, SIRA and Elemental analysis). Molecular methids: molecular markers (SNP and SSR), PCR based methods: PCR, qPCR and digitalPCR. Examples from the analysis of pasta.
Isothermal PCR, DNA barcoding and DNA fingerprinting. Short description pf Proteomic and Metabolimic approaches.

Fifth module (4 hours)
Food quality: general introduction; Plant metabolites, secondary metabolites and their application in food and cosmetic industries. Focus on Flavonoids: genetic regulation of their synthesis: example from grapevine, Red rice. Genetics of eating quality in rice: Total starch, amylose percentage and resistant starch
Eating quality of wheat: the acrylamide content. how to reduce free asparagine content: a GWAS approach and a Genome editing approach. Eating quality of beans: nutrients and anti nutrients. how to reduce anti nutrients: phytic acid and lectins. example of analysis of mutants. Eating quality of soybean: oil content. How to modify the amount of oleic acid and stearic acid, and to reduce lypooxigenase. examples of genome editing

Sixth module (4 hours)
Genetic improvement throughout history. Mutations as a source of genetic variation. Point mutations and chromosomal mutations.
Classical breeding: backcrossing: advantages and disadvantages
Mutagenesis induced by chemicals or radiation: some examples.
Marker-assisted breeding (MAS), quantitative traits.
Molecular markers associated with QTLs,
Genetic improvement through genetic transformation Genetically Modified (transgenic) Plants. Examples of first-, second-, and third-generation GMO plants.
Cisgenesis. Genome editing.
Comparisons, advantages, and disadvantages of the technologies illustrated: breeding, induced mutagenesis, genome editing, and GMOs.

At the end of the course, students must demonstrate the acquisition of the following knowledge and skills:
(KNOWLEDGE AND UNDERSTANDING)
Know the main physiological, genetic, and molecular mechanisms regulating plant responses to environmental stresses and plant pathogens. Understand the theoretical principles and methodological differences between traditional breeding, marker-assisted selection (MAS), transgenesis (GMO), and genome editing (CRISPR). Know the chemical-biological principles of molecular analytical techniques (PCR, DNA barcoding) used for food traceability and authentication.
(APPLYING KNOWLEDGE AND UNDERSTANDING)
Be able to select and describe the most appropriate biotechnological approach to improve a specific quality trait or stress tolerance in a given crop species. Be able to design a theoretical molecular assay to trace a biological contaminant or verify the authenticity of a food matrix.
(MAKING JUDGEMENTS)
Be able to critically evaluate, based on scientific evidence, the benefits and limitations of agro-food biotechnological innovations in the context of sustainability and climate change. (COMMUNICATION SKILLS)
Be able to present in English, clearly and rigorously using proper scientific terminology, the acquired concepts and the outcomes of a literature case study analysis.
(LEARNING SKILLS)
Have developed the methodological skills to independently retrieve, understand, and interpret data and research papers from accredited international scientific databases.