Toxicity and risk assessment (649), 2013/14

1. Conceptos fundamentales en Toxicología Ambiental y Ecotoxicología
2. Fases de procesos de evaluación de riesgos. Evaluación de exposición Evaluación de efectos. Caracterización de Riesgo. Gestión y Comunicación del Riesgo. Evaluación de riesgos tóxicos ambientales (Sanidad Ambiental) y riesgos ecotoxicológicos (Salud del Medio Ambiente).
3. Peligros: clasificación y etiquetado. Nuevo sistema global armonizado (GHS). Criterios y datos requeridos.
4. Ensayos normalizados de toxicidad. Métodos alternativos a la experimentación animal. Fuentes internacionales de protocolos de toxicidad
5. Ensayos de ecotoxicidad, 
6. Evaluación de exposición. Técnicas de monitorización química de contaminantes ambientales; Biomarcadores biológicos
7. Caracterización de riesgos
8. Normativas europeas de evaluación de sustancias químicas (REACH) y productos específicos (medicamentos, cosméticos, fitosanitarios, biocidas, aditivos alimentarios). 
9. Establecimiento de nivel sin efecto adverso observado (NOAEL), factores de seguridad, incertidumbre y de evaluación (AF), margen de exposición y de seguiridad, nivel aceptable para el operador (AOEL), ingesta diaria admisible (IDA), concencentración límite en medio laboral (CLA, TLV). Límites permitidos en aguas y alimentos. 
10. Ficha de seguridad, gestión de riesgo, susceptibilidad social, comunicación de riesgo, responsabilidades legales.

Materials

Theory Practice Solved practice Exercise Solved Exercises Proyectos Case studies Exams Self-assessment Seminar Presentation

Type of documents

pdf ppt avi swf xls html

Contenidos del curso

• Description
• Learning objectives
• Contents
• Teaching method
• Evaluation system
• Instructor(s)
• Learning materials
• Course Download

Description

All the materials here included are used by students during the year 2013/14 in the subject 649 called Toxicity and Risk Assessment.

In particular, they match to :

Theory Practice Solved practice Exercise Solved Exercises Proyectos Case studies Exams Self-assessment Seminar Presentation

Learning objectives

• Define the term Toxicology.
• Differentiate between Environmental Toxicology and Ecotoxicology.
• Give a profile of toxicology as a science.
• Define and differentiate the following terms: toxic molecule endogenous and exogenous xenobiotic molecule.
• Distinguish between a xenobiotic and a pollutant.
• Define and differentiate the following terms: risk, risk, risk assessment, risk characterization, risk management, risk communication and risk perception.
• Differentiate between the concepts of «risk» and «hazard».
• Describe the objectives of the risk assessment process.
• Draw a diagram of the four basic stages of the process of risk assessment.
• List the possible consequences of a risk assessment process.
• Explain the content of Regulation EC 440/2008 regarding the different toxicity test protocols and ecotoxicity.
• Discuss the main characteristics of ecotoxicity tests.
• Justify the selection criteria of the species used in the tests of ecotoxicity.
• Gloss the importance of ecotoxicity tests in the evaluation of dangerousness of waste.
• Describe the overall mechanical performance of oral acute toxicity tests (B.1bis protocol), dermal (protocol B.3) and inhalation (protocol B.2), dermal corrosion and irritation Protocol (B4) and ocular (protocol B.5), dermal sensitization protocol (B.6), chronic toxicity protocol (B.30), carcinogenicity (protocol B.32) on a reproduction protocol (B.34) and two generations (protocol B.35), and development (protocol B31).
• Describe the basics of at least one genotoxicity assay: a) bacteria b) mammals «in vitro», c) mammals «in vivo», d) non-mammalian in vivo.
• Describe the overall mechanical performance testing of Daphnia magna: acute toxicity (protocol C.2) and effect on reproduction (C20 protocol).
• Describe the overall mechanical performance of luminescent bacteria tests: a) acute toxicity, b) 100% c) solid phase, d) chronic toxicity, e) mutagenicity.
• Describe the general mechanical operation of the following ecotoxicity testing: 1) algal growth inhibition (protocol C.3), 2) acute toxicity for fish (C.1 protocol), 3) effect on fish growth (protocol C.14), 4) acute toxicity to bees (C.16 protocol), 5) dermal toxicity to bees (C.17 protocol), 6) toxicity to earthworms protocol (C8).
• Mention some of the alternatives to animal testing.
• Differentiate between an alternative and an in vitro method.
• Describing the overall mechanical performance of these toxicity tests: in vitro method of dermal corrosion Protocol (B.40) and phototoxicity in vitro method of neutral red incorporation protocol (B.41).
• Describe the overall mechanical testing performance of whole embryo embryo in culture, micromass and mouse embryonic stem cells.
• Know and apply the basic principles of classification and labeling of chemicals according to GSH system.
• Identify the hazards associated with the pictographs used for labeling of chemicals.
• Explain the meaning of different types of hazards to human health and the environment described in the labeling of chemicals.
• Explain the meaning of the acronyms PEC and TDI.
• Describe the parameters that influence the characterization of the exposure scenario.
• Identify the three main routes of human exposure to chemicals.
• List and explain the advantages and limitations of using biomarkers versus chemical analysis in environmental pollution monitoring.
• Define the concepts of biomarker of exposure, effect and susceptibility.
• Justify for at least two of the following enzyme activities may be considered why susceptibility biomarkers: paraoxonase, epoxide hydrolase, N-acetyltransferase.
• Mention at least a good biomarker of exposure to mutagenic compounds.
• Justify why biomarkers of oxidative stress are general indicators of exposure to multiple environmental pollutants.
• Quote at least two biomarkers of oxidative stress related to environmental pollution.
• Calculate the intake of a chemical through the environment in a given situation.
• Estimate the total daily intake (TDI) in a given situation.
• Describe factors that affect exposure in aquatic, sediment, air, soil and biota.
• Explain the meaning of abbreviations NOAEL, LOAEL, IDA.
• Estimate the NOAEL and LOAEL for a given toxicity test.
• Estimate the NOEC and LOEC for ecotoxicity testing given.
• Describe the usual strategy for calculating PNEC in the following environmental compartments: water environment, organisms, sediment, terrestrial compartments, air, and marine top predators.
• Calculate the ratio of risk characterization for exposure to a chemical based on a PEC and PNEC values ¿¿given.
• Explain the meaning of abbreviations NOEC, LOEC, PNEC.
• Apply in every situation of risk assessment appropriate safety factor.
• Studies describe the types usually employed in the analysis of the weight of evidence of the ability of a chemical to induce cancer in humans.
• Calculate a slope factor as a linear extrapolation.
• Calculate the margin of safety of exposure to a chemical based on values ¿¿given ADI and TDI.
• Starting from a chronic dose of a slope factor, calculate the risk of an adverse effect resulting from exposure to a chemical.

Contents

Unit 1: Basic concepts of toxicology and risk assessment toxic. (no disponible)
Unit 2: Hazards Identification. (no disponible)
Unit 3: Assessment of exposure to chemicals. (no disponible)
Unit 4: Risk characterization of chemical exposure. (no disponible)

Teaching method

• Case studies: Learning acquisition through the analysis of actual or simulated cases, in order to understand and solve them by using alternative procedures.
• Exercise and problem resolution: Exercising, rehearsing and putting in practice prior knowledge through routine repetition.
• Presentation/Master class: To pass on knowledge and to activate cognitive processes in the students, involving their participation.
• Project based learning: Project development for problem solving, applying acquired learning and promoting abilities related to planning, design, activity production and conclusion acquirement.

Evaluation system

Instructor(s)

Learning materials

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