Module BIOL2221: DEVELOPMENT 1

Department: Biological and Biomedical Sciences

BIOL2221: DEVELOPMENT 1

Prerequisites

Corequisites

• Cell Structure and Function (BIOL2211) OR Experimental Plant Sciences (BIOL2291).

Excluded Combination of Modules

• None.

Aims

• To promote an appreciation of how animals and plants develop, with particular emphasis on how cellular complexity is established and how selected examples of differentiated cell types function subsequently.

Content

• Introduction to animal model systems in developmental biology (C.elegans, Drosophila, Zebrafish, Xenopus, Chick, Mouse): essential events in the development of these organisms, examples of major research findings from the different model systems.
• Cell fate and plasticity in animals: stem cell theory, EC cells, mesenchymal stem cells
• The patterning of ectodermal segments in Drosophila embryos: the importance of signaling pathways in the establishment and maintenance of segments in the cellular embryo, the use of genetic epistasis to identify components of signaling pathways, the wingless pathway, the hedgehog pathway, an example of the establishment of cellular complexity in an insect segment.
• Primary induction in Xenopus; early inductive interactions, the Organizer experiment, mesoderm induction, experimental techniques for investigation of induction in Xenopus, the nature of the mesoderm inducing signal, the response to mesoderm induction, inhibitory substances in inductive interactions.
• The nervous system: CNS development in higher animals, how do peripheral nerves find their targets ?, cell communication in the CNS.
• Model systems in plant developmental biology: pattern formation, the establishment of polarity and positional information, meristems, plasticity and the transition to flowering, control of meristem identity, homeotic genes, control of organ identity and floral symmetry, leaf development, cell fate determination: vascular tissues.

Learning Outcomes

• Appreciate events in the development of key animal models and be aware of their relative strengths and weaknesses as experimental systems.
• Have an understanding of how stem cells from embryonic and mature animals are isolated, the functional significance of their behaviour, and how their activities are regulated.
• Have an intermediate-level knowledge of selected signalling pathways and appreciate their role in the establishment of cellular diversity in the insect segment
• Have an understanding of the role of inductive interactions in early Xenopus development, and their modulation by secreted inhibitors
• Be cognisant of aspects of cell diversity, connectivity and patterning in the central nervous system of higher animals
• Have an intermediate-level knowledge of aspects of the molecular and cell biology of polarity determination, developmental plasticity, organogenesis and cell differentiation in model plant species.

• Have an ability to interpret data from photomicrographs of developing systems

• Have experience in extracting, compiling and reviewing relevant scientific information from various sources and evaluating them critically.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Taught Component: Teaching and learning in this component is primarily through the means of lectures and practicals, with some additional material from the practical made available on duo.
• Additionally the students will be expected to consider and interpret experimental findings in data interpretation exercises.
• Skills will be acquired through practical activities and the searching, retrieval and presentation of data in the form of a poster.
• Knowledge from lectures will be summatively assessed through the use of MCQs and short answer questions
• Knowledge from practicals will be formatively assessed through the use of short answer questions based on the practical
• Recovery and interpretation of data will be assessed by means of short answer questions in the data interpretation exercises and a poster presentation.
• Understanding will be assessed by means of a written examination.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

MCQ and short answer questions for self assessment available on duo Individual feedback on structured questions from visualisation practical Poster preparation and display (group work).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University