Maria Paula de Sousa Ferreira da Silva Marinho Pinto - ESA
Responsável
Teaching Language
Português
Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)
Update methods of food analysis and develop analytical and quality control assurance skills. Planning and performing experiments in food analysis.
Syllabus
1. Classic chemical methods of food analysis. 2. Instrumental methods of analysis (HPLC, GC, spectroscopy. 3. Molecular biology methods (proteomis, real time PCR). 4. Analytical quality control assurance.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The unit starts with an overview of the major classical techniques used in the analysis of foods, from simple volumetric and gravimetric methods, to instrumental methods of analysis. It is also intended to focus in methods, such as PCR, proteomics and metabolomics, that are increasingly being used in the detection/identification of compounds with nutritional value, toxic or allergenic compounds, as well as determination of geographical origin. Finally, it is intended that students learn and develop the tools used in methods validation.
Teaching methodologies (including evaluation)
Theoretical sessions and laboratory classes, where the concepts of food analysis and method validation are presented, and practical application in laboratory environment. Tutorial sessions will be guiding teamwork. The teaching-learning process includes EaD, with asynchronous sessions, using video and scientific papers as learning tools, tasks to present by the end of the week, and a discussion forum. Students are admitted to the final exam. Continuous assessment consists of a team assignment based on the practical classes (TG) and an individual written test (PI) with the weighting of, respectively, 40%, and 60%. For exemption, none of the evaluation elements can have a rating < 10 values. The final exam consists of a written test.
Demonstration of the coherence between the teaching methodologies and the learning outcomes
In theoretical sessions it is intended to present different analytical methods, as well as an overview of their application in the food area. In laboratory classes some of the learned methods are applied in food analysis as well as the determination of different parameters used in methods validation. The tutorial sessions are used to data treatment, as well as the analysis and research of relevant scientific articles, and structuring of the report.
Bibliography (Mandatory resources)
Castanheira, I., Saraiva, M., Rego, A. & Ollilainen, V.(2016). EuroFIR guidelines for assessment of methods of analysis: GAMA. Food Chemistry, 193: 82-89. García-Cañas, V., Simó, C., Herrero, M., Ibánez E. & Cifuentes, A. (2012). Present and future challenges in food analysis: foodomics. Analytical Chemistry, 84: 101150-10159. Guia RELACRE 13 (2000).Validação de Métodos Internos de Ensaio em Análise Química, Relacre, Lisboa. Lees, M. (2003). Food authenticity and traceability, Eurofins, France. NP EN ISO/IEC 17025 (2005).Requisitos gerais de competências para laboratórios de ensaio e calibração, Instituto Português da Qualidade, Lisboa. Pedreschi, R., Hertog, M., Lilley, K. S. & Nicolaï, B. (2010). Proteomics for the Food Industry: Opportunities and Challenges. Critical Reviews in Food Science and Nutrition, 50: 680-692. Prichard, E.& Barwick, V., (2007).Quality Assurance in Analytical Chemistry, John Wiley and Sons, U.K.
Observations
Teaching methodologies (evaluation included): According to Despacho n.º 16/2021 of the schools Board, theoretical classes in-room mode, including students up to the rooms maximum capacity. In a weekly rotation mode, the rest of the students have access to theoretical classes by distance learning. Practicals are in presence mode. Periodical evaluations and exams are presential. Attention: In case the Covid-19 pandemic worsens, there may be a reduction in the proportion of presential classes, or even a total substitution by distance learning.
