Bl 403 Developmental Biology
Spring 2013
Dr. Debra Meuler
Office: RB 204
Office Hours:
Monday
10:00-10:50
Wednesday
2:00-3:00
Thursday
1:00-2:00
Or by appointment
Office phone: X4136
E-mail: dameuler@stritch.edu
Lecture: 3 hrs. /wk: MWF 1:10-2:00
Laboratory: 3hrs. /wk: Monday 2:10-5:00
Catalog Description: This course examines the developmental phenomena and problems of morphogenesis in
animals.
The biology major is organized around six major biological concepts. These concepts are recurring themes that unify
all of biology. The six core themes that serve as the basis of the biology curriculum are (1) The Nature of Science,
(2) Energy Transformation, (3) Information Flow, (4) Structure and Function, (5) Cellular Communication, and (6)
Evolutionary Patterns and Processes.
The Nature of Science theme refers to the discovery process by which information is obtained and evaluated. It also
refers to the changing body of knowledge that characterizes scientific understanding. This theme systematically
exposes you to the processes of science. This includes making observations, making inferences, assembling
evidence, developing hypotheses, designing experiments, collecting data, analyzing and presenting results, and
communicating and evaluating conclusions.
The Energy of Transformation theme refers to the idea that all living organisms consume and transform energy.
The survival of a living organism depends on the continuous input of energy. This theme exposes you to the
chemical reactions that are designed to extract energy from the environment and how organisms use that energy to
sustain existing cells and help form new ones.
The Information Flow theme refers to the idea that all organisms sequentially transfer information. This includes
genetic information that flows from DNA to RNA to protein. This theme exposes you to the core concept that DNA
controls the development and maintenance of organisms and that the gene is the fundamental unit of genetic
information. It includes the processes of replication, transcription, RNA modification, translation and protein
modification and targeting. It also includes the myriad ways that cells regulate the expression of genes including
what, when, where and how much gene expression occurs and how genetic information is transferred from cell to
cell and from one generation to the next.
The Structure and Function theme refers to the idea that in biological systems form and function are related at all
levels of biological organization from molecules to cells to whole organisms. This theme will expose you to the
concept that cells are the basic units of structure and function and that the structure of molecules, cells, organs, and
organ systems relate to their function.
The Cellular Communication theme refers to the idea of how cells and organisms communicate. This theme
exposes you to the different types of communication systems between living cells. This includes how cells
communicate with each other, homeostatic mechanisms, and how organisms perceive and respond to changes in the
environment.
The Evolutionary Patterns and Processes themes refer to the idea that life changes and develops through
evolution, and that all life-forms known have a common origin. This includes the various mechanisms of speciation
including natural selection and how the great diversity of life was created.
Each biology course that forms the core of the biology major will revolve around these themes. In this course we
will focus on five of the themes describe above – namely (1) Nature of Science (2) Information Flow (3) Structure
and Function, (4) Cellular Communication and (5) Evolutionary Patterns and Processes
Materials needed for course:
Textbook: Developmental Biology, Scott Gilbert
Objectives:
Theme 1: Nature of Science: By the end of the semester you should be able to
1. Write in a scientific manner using the appropriate format for science articles. (BSLO#8)
Assessment:
Formal lab report
2. Graph and tabulate data both manually and with a computer. (BSLO#1)
Assessment:
Lab reports and lab practical
3. Describe the genesis of some of the basic theories in developmental biology and the modifications they
have undergone as scientific knowledge has progressed.
Assessment:
Exams
4. Demonstrate your skills in sterile technique and micro dissection. (BSLO#7)
Assessment:
Laboratory reports
5. Integrate an analysis of 2-D serial sections of embryos into a three-dimensional embryonic body.
Assessment:
Laboratory reports. Lab practical
6. Manage a variety of embryos in the laboratory.
Assessment:
Laboratory reports
Theme 2: Information flow: By the end of the semester you should be able to
7. Describe the role of gene activity in orchestrating the process of development and how
cells interact during organogenesis. (BSLO#3)
Assessment:
Exams
8. Describe at a molecular level how sex is determined in humans and other organisms (BSLO#3)
Assessment:
Exams
Theme 3: Structure and Function: By the end of the semester you should be able to
9. Describe the major morphological events that occur during the development of a variety
of classical animal model systems such as sea urchins, amphibians, and chicks. (BSLO#4)
Assessment:
Exams, Laboratory reports. Lab practical
10. Describe the various events that occur during formation of sperm and egg as well as how
the body pattern is formed. ((BSLO#4)
Assessment:
Exams
Theme 4: Cellular Communication: By the end of the semester you should be able to
11. Describe how induction, tissue interactions and cytoplasmic determinates fix cell fates. (BSLO#5)
Assessment:
Exams
Theme 5: Evolutionary Patterns and Processes: By the end of the semester you should be able to
12. Describe how homologous processes in development show common ancestry (BSLO#6)
Assessment:
Exams
Class Requirements:
Your major responsibility is the understanding of material presented to you in lecture. Since lectures will
not entirely reflect the material in your textbook, it is suggested that your notes be detailed. I expect, however, that
relevant chapters from the textbook will be read to aid you in understanding lecture contents.
During laboratory sessions, we will be working with living material. These organisms do not stop developing after
you leave the lab. You are expected to help maintain them by feeding, checking water levels, and disposing of
casualties. This also means coming in on your own time to observe specimens and make evaluations.
Arrangements will be made if you must come in at night. Development is an ongoing process and it frequently
means that you will be observing organisms over a period of several days to several weeks. Therefore, be prepared
for laboratory work outside the Thursday time slot.
To record your observations, please purchase a small notebook. This will be used to record your observations
during laboratory sessions as well as any data that you have collected. Because you notebook is the source of all
data used in your lab reports, you must keep accurate records. A description of the format and what to include in
your notebook can be found at the end of this syllabus.
Bibliography:
No special bibliography will be given. Additional readings may, however, be assigned in order to complete a lab
report.
Class Attendance:
Class attendance is strongly recommended. Attendance during laboratory sessions is required. Absence from two
lab periods is considered excessive. If absent from lab, you will be required to obtain raw data from your lab
partner. There are NO MAKE-UP EXAMS. If you are absent from an exam, your grade will be based on 3 instead
of 4 exams. Unexcused absences will result in a grade of 0 for missed labs and examinations.
Evaluations:
Your grade will be based on your performance on 5 written examinations, a lab practical, a final exam, and your
performance in the laboratory. For examinations, you will be responsible for all material covered in lecture. In
general, exams will consist of multiple choice, true false, and short answer questions. The lab practical will include
identification of structures and/or stages of development observed during laboratory sessions. The final exam is
comprehensive. Lab reports and notebooks will be collected at midterm and at the end of the semester for grading.
Midterm and final grades are determined as follows:
Midterm
Final
Hourly exams
70%
50%
Lab work
30%
25%
Lab Practical
--10%
Final exam
--15%
Grading Scale for exams, lab work and lab practical are as follows:
100%-93%
A
77%-79%
C+
60%-62%
90%-92%
A73%-76%
C
Below 60%
87%-89%
B+
70%-72%
C83%-86%
B
67%-69%
D+
80%-82%
B63%-66%
D
DF
Cheating and Plagiarism:
Using ideas of others, whether quoted word for word or paraphrased, requires proper citation when used in a
laboratory report. Failure to do so constitutes plagiarism and is considered unsatisfactory work. It will be graded
with an F. In addition for laboratory reports, you may use data collected with your partner, but interpretation is to be
your own work.
Students with Special Needs:
Cardinal Stritch College and this instructor wish to positively affirm the intent of Federal Law, the Rehabilitation
Act of 1973, Section 504. Any person enrolling in this course who may require alternative instruction and/or
evaluation procedures due to a handicapping condition should feel free to discuss these needs with this instructor so
that appropriate arrangements can be made.
Writing and Speaking Across the Curriculum:
Students will be required to provide formal written reports for two lab exercises.
Important Dates:
Last day of drop/add:
Midterm:
Last day to withdraw:
Honors day:
Last day of classes:
January 29
March 15
April 5
April 25 @ 3:00 pm
May 13
Tentative Laboratory Topics:
1/28
2/4
2/11
2/18
2/25
3/4
3/11
Mammalian Gametogenesis
Drosophila Oogenesis
Cont.
Sea Urchin Fertilization and Development
Inhibition of the Fast and Slow Block to Polyspermy*
Spring Break
Frog Embryology (slides)
Chick embryology - live specimens
In vitro culture of chick embryos
3/18
Chick Development (slides)
3/25
Chick Development (slides)
4/1
Easter Break
4/8
In vitro culture of 2 and 3 day-old chick hearts – practice
Lab practical practice and review
4/15
Lab Practical
4/22
In vitro culture of 2 and 3 day-old chick hearts
4/29
Cytokine-induced angiogenesis in 10-day old chick embryos*
5/6
Write up angiogenesis lab
*Labs requiring a formal lab report
Tentative Lecture Topics:
1/23
Introduction to course and syllabus (Chpt. 1)
Nature of Science: Historical Perspective of Developmental Biology
1/25
Mechanisms of Development (Chpt. 2 and 3)
1/28
Cont.
1/30
Cont.
2/1
Structure and Function: Spermatogenesis (Chpt 6)
2/4
Structure and Function: Oogenesis (Chpt. 6)
2/6
Cont.
2/8
Cont.
2/11
EXAM 1
2/13
Creating a diploid embryo: Fertilization (Chpt. 4)
2/14
Cont.
2/18
Cont.
2/20
Making enough cells to begin development: Cleavage
2/22
Cont.
2/25
Creating a three layered embryo: Gastrulation
2/27
Cont.
3/1
EXAM 2
3/4
No class – Spring Break
3/6
No class – Spring Break
3/8
No class – Spring Break
3/11
Cont.
3/13
Cont.
3/15
Structure and Function: Organogenesis: Neurulation (Chpt. 9 and 10)
3/18
Cont.
3/20
Cont.
3/22
Cont.
3/25
Structure and Function: Organogenesis: Paraxial and Intermediate Mesoderm Development (Chpt. 11)
3/27
EXAM 3
3/29
No class – Easter Break
4/1
No class – Easter Break
4/3
Cont.
4/5
Cont.
4/8
Cont.
4/10
Cont.
4/12
Structure and Function: Organogenesis Endoderm Development
4/15
Information Flow: Sex Determination (Chpt. 14)
4/17
Cont.
4/19
Information Flow: Creating the body plan: Axis formation in Drosophila (Chpt. 6)
4/22
EXAM 4
4/24
Cont.
4/26
Cont.
4/29
Information Flow/Cellular Communication: “Don’t Lose Your Head” A Case Study in Dorsal/Ventral
Axis Formation in Amphibians
5/1
Cont.
5/3
Finish cytokine lab
5/6
Cont.
5/8
Cellular Communication: Case study: “This Bud’s for You” A Case Study in Amphibian Limb
Development
5/10
Cont.
5/13
Evolutionary Patterns and Processes: Evolutionary Embryology (Chpt. 19)
Final Exam: Thursday May 16, 1:00-3:00
Lab Notebooks
You will be required to keep a lab notebook. The notebook is to be used to record your data and prepare
for the day’s activity. Before the lab period you must create an outline of the day’s activities. This should be found
in your notebook. The purpose of this is to help you prepare yourself for the day’s activities and to maximize
efficiency in the lab. The outline should include the following:
a.
b.
c.
d.
Statement of the purpose for the lab. This is to be in your own words.
A general outline or flow chart of what is to be done during the class. You don’t need a step-by-step chart
but generally what you are going do during the lab.
A list of all data to be collected - essentially what data should you have when you are done with the
experiment.
Any questions you might have before the lab begins. This is your time to clarify any part of the process. I
won’t be spending a lot of time preparing you for the lab. So be prepared to ask questions. If you don’t
have any questions, I assume you know what you are doing and will let you get started.
The outline will be worth 4 points toward the final point total for the lab notebook grade. At the beginning of the
lab class you will show the instructor your outline to get credit. You must have it completed before you come to
class or you will automatically lose the 4 points. You can miss one without penalty. If you leave it at home, you
will still lose points. So don’t forget the outline.
Here are the assessment criteria for the outline:
4 pts
Complete and goes beyond what is expected. Includes an accurate, well thought
out and well written statement of the purpose of the lab. Has an outline that
accurately reflects lab activities and includes a complete list of data to be
collected.
3 pts
Diverges from the above standards in one substantial way or a few minor ways
2 pts
Diverges from the above standards in two substantial way or many minor ways
1 pts
Diverges from the above standards in three substantial ways.
0 pts
Not done
What should be found in the notebook?
1. Your outline (4 pts)
2. Procedure (2 pts)
You must write out the procedure in enough detail that you could go back in 6 months and
successfully repeat your experiment. DO NOT paste in a copy.
3. All data and any observations from your work in lab (4 pts).
The notebook doesn’t have to be neat, but it must be complete. I should be able to find in your notebook
any and all data presented in your lab report. For example if you measured the diameter of a 5 red blood cells
during your lab, all five measurements should be found in your notebook in a way that is easy to find and interpret.
In addition, any sample calculations should also be included in your notebook. Your notebook is record of what you
did in lab on any given day. You should be able to go back to your notebook after several months and know exactly
what you did on that day in the lab. If data presented in a lab report cannot be found in your notebook, points will be
deducted from your final score. In your notebook, always include the date on which you collected your data. Here
are the assessment criteria for the data section of your notebook.
4 pts
3 pts
2 pts
1 pts
All data/observations are present
Missing some of the necessary data/observations required of the lab
Missing more than half of the necessary data/observations required of the lab
Missing most of the necessary data/observations required of the lab
not
What should
be found in your notebook?
1. Your lab report. This is to be handed in separately.
2. Answers to questions. This is to be included in your lab report.
Formal Lab Report Rubric
Title (2pts)
2
Yes, appropriate
1
0
Yes, inappropriate
No, missing
Abstract (5 pts)
5 pts
Includes a statement of the general topic, the question being answered, a short
description of the methodology, a short summary of the results, and the
conclusions written in a format appropriate for an abstract.
4 pts
Diverges from the above standard in a few minor ways
3 pts
Diverges from the above standard in one substantial way or many minor ways
2 pts
Diverges from the above standard in two substantial ways and many minor ways
1 pts
None of the above criteria are met
0 pts
Did not include an abstract
Introduction (3pts)
3 pts
Well thought out and organized, gives necessary information to understand work.
2 pts
Gives information but lacks sufficient detail OR lacks good organization
1 pts
Gives limited information, lacks detail AND good organization
0 pts
Not present
Materials and Methods (3 pts)
3 pts
All necessary steps are listed and clearly communicated, uses proper format
2 pts
Missing some steps OR difficult to follow OR doesn’t use proper format
1 pts
Missing some steps AND/OR difficult to follow AND/OR doesn’t use proper format
0 pts
Not present
Results (6 pts – score x 2)
3 pts
Contains all necessary information presented in a well organized manner
2 pts
Missing some information OR could be better organized
1 pts
Missing some information AND could be better organized
0 pts
Not present
Data Presentation (6 pts – score X 2)
3 pts
Data is presented properly and necessary information is included
2 pts
Data is not presented properly OR is missing some necessary information
1 pts
Data is not presented properly AND is missing some necessary information
0 pts
Date is missing
Format (10 pts – score X 2)
5 pts
Sentences are complete, grammar is excellent, no spelling errors, organization is
clear, science content is correct, etc. is at college level, good word choice.
4 pts
Diverges from the above standard in a few minor ways
3 pts
Diverges from the above standard in one substantial way or many minor ways
2 pts
Diverges from the above standard in two substantial ways and many minor ways
1 pts
None of the above criteria are met
Total (35 pts)
A 35-32 pts
B 31-28 pts
C 27-24 pts
D 23-19 pts
F Below 19
Developmental Biology
Journal Article Presentation Rubric
_____Stated the title of the article and authors (1 pt)
1 pts Presented title and authors
0 pts Failed to present title and authors
_____Introduced the topic and included relevant background information (4 pts)
4 pts
Excellent
3 pts
Good
2 pts
Adequate
1 pts
Poor
_____Presented the results section in detail including visuals of all important figures. Described how the results
were obtained (i.e.: methods used). (4 pts X2)
4 pts
3 pts
2 pts
1 pts
Did an excellent job presenting results, showed complete understanding of topic
Did a good job presenting results, showed good understanding of topic
Did an adequate job presenting results, showed some understanding of topic
Did a poor job presenting results, showed minimal understanding of topic
_____Stated the conclusions drawn by the authors (3 pts)
3 pts
Excellent
2 pts
Adequate
1 pts
Poor
_____ Quality of presentation (8 pts)
Eye contact
Voice variation
Presence
Visual Aids
0 pts = poor
_____Total (25 pts)
Comments:
0 pt
0 pt
0 pt
0 pt
1 pts
1 pts
1 pts
1 pts
1 pt = good
2 pts
2 pts
2 pts
2 pts
2 pts = excellent