D1) Knowledge and understanding: at the end of the course, the student is expected to know the structural and/or functional roles played by metal ions in biological systems. In particular, the student will become familiar with the uptake, transport, and storage processes of the main endogenous metal ions, as well as with their role in the most important metallo-protein and metallo-enzymes. In addition, the student will understand the role that metal compounds can have in medicine, both in a positive and a negative sense: in fact, the student will learn when a metal can cause an health problem (e.g. toxicity of exogenous metals, overload and deficiency syndromes for essential metals) or be used for diagnosis or therapy, i.e. as a drug. D2) Applying knowledge and understanding: the student will understand how the specific functions played by metal ions in biological systems are determined by the nature of the metal ions themselves, by their redox and coordination chemistry features and preferences, and by the biological environment. In addition, the student will be capable of homogenizing the notions apprehended in this class and apply them in a biomedical context. D3) Making judgements: the student will be capable to (i) understand why Nature has selected specific metal ions to perform essential functions in biological systems; (ii) evaluate the potential of all the elements of the periodic table from a biomedical perspective; and (iii) understand the pros and cons of each of the strategies illustrated throughout the course, particularly those that are more modern and still under development, thus gaining a future perspective. D4) Communication skills: at the end of the class the student will manage to master and expose clearly the concepts acquired at point 1, also in contexts where the other players – from different bio-disciplines – have a rather modest knowledge of the features of metal ions, demonstrating to have acquired a good general knowledge and understanding of the topics, and the capability of making logical connections between different parts. D5) Learning skills: at the end of the course the student will be capable to get autonomously a deeper knowledge of the topics dealt with in the class, including through the reading and comprehension of textbooks and of articles published on specific scientific journals.

Students are expected to have at least a basic knowledge of coordination chemistry, typically acquired in the BSc in Chemistry.

The course is divided in two parts, the first one of ca. 28 hours (bioinorganic chemistry) and the second one of ca. 20 hours (metals in medicine). In both parts, the emphasis will always be on the metal (e.g. why Nature has selected a specific metal for a particular role in a metallo-protein). The first module concerns the mechanism of action of the most important metallo-proteins and metallo-enzymes and how their specific function is determined by the nature of the metal ion (Fe, Cu, Zn, Ca, Mg, Ni, Co) and by its biological environment. The second module will describe the numerous facets of the metals in medicine, both as diagnostic and as therapeutic agents.

A detailed handbook in English, made by the lecturer, updated every year, and comprehensive of all figures shown in class, is made available to the students as pdf file through the Moodle platform. The handbook is more detailed compared to what is taught in class, in case the students are interested to have a deeper insight on some topics. The slides shown during the lectures are made available to the students as pdf files through the Moodle platform. Some review and research articles are also available on Moodle for those students that might want to get a deeper insight into some aspects of the course. Suggested textbooks: J.J.R. Frausto da Silva and R.J.P: Williams “The biological chemistry of the elements”. W. Kaim, B. Schwederski “Bioinorganic Chemistry: inorganic elements in the chemistry of life.” I. Bertini, H. B. Gray, S. J. Lippard, J. S. Valentine “Bioinorganic Chemistry”. C.E. Housecroft & A.G. Sharpe Chimica Inorganica (Chapter 28). Shriver&Atkins Inorganic Chemistry (Vth edition, Chapter 27).

The course is divided in two parts, the first one of ca. 28 hours (bioinorganic chemistry) and the second one of ca. 20 hours (metals in medicine). In both parts, the emphasis will always be on the metal (e.g. why Nature has selected a specific metal for a particular role in a metallo-protein). 1st part: "Bioinorganic Chemistry" Inorganic elements in living organisms. Roles of Na, K, Mg and Ca. Uptake, transport and storage of Fe and its biological roles (oxygen transport, electron transfer, and catalysis). Heme and non-heme iron. Ni enzymes (examples) Uptake, transport and storage of Cu and its biological roles (oxygen transport, electron transfer, and catalysis). Blue copper enzymes Uptake, transport and storage of Zn and its biological roles. Cytochrome c oxidase. Nitrogenase. Photosynthesis: photosynthetic center, OEC and the oxidation of H2O to O2. Cobalt and vitamin B12. 2nd part: "Metals in Medicine" The second module will describe the numerous facets of the metals in medicine. Particular emphasis will be given to the strategies employed for increasing the selectivity and reducing the toxicity (targeting strategies, activation strategies). The main topics that will be treated are: chelation therapy (iron and copper overload syndromes, intoxication from exogenous metals), metal supplements, platinum anticancer agents, non-Pt anticancer agents, radiopharmaceuticals for diagnosis and therapy (radio-immunotherapy), contrast agents for magnetic resonance imaging (MRI), photodynamic therapy, inorganic antibacterial agents, inhibition of enzymes and metallo-enzymes, metal nanoparticles for diagnosis and therapy.

Classroom lectures with PPT slides.

The slides shown during the lectures are made available to the students as pdf files through the Moodle platform. A detailed handbook in English made by the lecturer, updated every year, and comprehensive of all figures shown in class, is made available to the students as pdf file through the Moodle platform.

The oral examination (with a final mark given in n/30), articulated in the form of a blackboard interview with possible request to comment on slides used during the course, consists in a few questions on both modules (at least 4-5 in total). The questions will be focused on the specific role(s) played by the metal ions in each context. In answering to them, the student is expected to show that has acquired a good general knowledge and understanding of the topics and that he/she is capable of making logical connections between different parts. The evaluation grid adopted is as follows: - Excellent (30 - 30 cum laude): excellent knowledge of the topics, excellent language property, excellent analytical ability, ability to brilliantly apply theoretical knowledge to concrete cases. Very good (27 - 29): good knowledge of topics, remarkable language property, good analytical ability, ability to correctly apply theoretical knowledge to concrete cases. Good (24-26): good knowledge of the main topics, fair properties of language, adequate ability to apply theoretical knowledge to concrete cases. Satisfactory (21-23): possession of the fundamental knowledge of the teaching but incomplete mastery of some main topics, satisfactory ownership of language, and sufficient ability to apply theoretical knowledge to concrete cases. Sufficient (18-20): minimal knowledge of the main teaching topics and technical language, limited ability to adequately apply theoretical knowledge to concrete cases. Insufficient: lack of acceptable content knowledge of various program topics.

This course addresses topics closely related to one or more goals of the United Nations 2030 Agenda for Sustainable Development (SDGs), in particular goals 3, 4, and 15.