Qatar University
College of Arts and Science
Department of Biological and Environmental Sciences
Cell & Tissue Culture
Course Syllabus
Spring 2009
Course Information
Course Title: Cell & Tissue Culture
Course Number: 21769 - BIOL 451
Credit Hours: 3
Prerequisite: BIOL 351 - Plant Physiology & Anatomy
BIOL 362 - Animal Physiology & Anatomy
Lecture time: 9:00 – 9:50 am Every Tuesday & Thursday
Location: (Women's College of Science B 227)
Laboratory: 2:00 – 4:30 pm Every Sunday
Location: (Women's College of Science D103, Plant Tissue culture
Laboratory)
Required Text:
Bhojwani, S.S., Razdan, M.K.: Plant Tissue Culture: Theory and Practice.
R.I. FRESHNEY, CULTURE OF ANIMAL CELLS, Wiley.
Strongly Recommended Text for reading
•
•
Animal Tissue Culture, (the Practical Approach Series),
Plant Tissue Culture, (the Practical Approach Series),
Faculty Information
Name: Dr. Talaat A. Ahmed
Academic Title: Associate Professor
Office Location: 208A, Corridor # 2, Men campus, SE 212 Women campus.
Telephone Number: (Men campus office) 2189, (Women campus) 1958
Email Address: t.alfattah@qu.edu.qa
Office Hours: 10:00 – 11:30 Every Thursday (SE 212)
Course Description
Cell and tissue culture course is designed to understand structure, growth and
function of plant and animal cells. Technology involved in cell and tissue
culture, cell preservation, protoplast culture and fusion, cell cloning and fusion,
breeding and genetic engineering. The course concentrates on the different
uses of tissue culture both in animal and plant studies. The establishment and
requirements of both plant tissue culture lab and animal tissue culture lab, the
basic concepts of totipotency, organized growth, growth regulators types and
functions and the different factors that affect the success of the culture will be
emphasized in the theoretical part. In the laboratory part the establishment,
maintenance and subculture of different types of plant cell / tissue culture will
be a major task. Beside this the effect of different growth regulators types,
concentrations and combinations will be studied.
Course Objectives
Upon completion of this course, students will:
•
•
•
•
•
•
•
Know techniques in plant cell and tissue culture, in vitro conservation,
protoplast culture, micropropagation and genetic engineering.
Understand terminologies on animal cell cultivation.
Know basic concepts of totipotency, organized growth, growth
regulators types and functions
Explain how to set up and maintain animal cells in in vitro culture.
Describe the use of cell cultures in the production of biological products.
Critically read literature in the field of cell and tissue culture.
Design experiments in tissue culture, follow up, analyzing results.
Learning Outcomes
By the end of this course students will be able to:
• convey the concepts of plant tissue culture and transformation in
lectures .
• provide hands-on experience of the most common of these techniques
in labs and demonstrations of more advanced or uncommon
techniques .
• establish, maintain and subculture many types of plant tissue cultures
(axenic shoot cultures, callus cultures, embryogenic callus cultures, cell
suspension cultures), micropropagate their plants and most of all
master aseptic technique to produce microbe/microorganisms-free
cultures.
• demonstrate how to initiate and perform this kind of research with a
crop of choice.
• reinforce concepts of scientific thinking, planning and analysis of
experiments, record keeping, literature reading, and presentation of
results.
Content Distribution
Lectures schedule
Week Date
1st
23-2-2010
25-2-2010
nd
2
2-3-2010
rd
3
4th
5th
th
6
7th
th
8
9th
10th
11th
4-3-2010
9-3-2010
11-3-2010
16-3-2010
18-3-2010
23-3-2010
25-3-2010
30-3-2010
1-4-2010
6-4-2010
8-4-2010
13-4-2010
15-4-2010
20-4-2010
22-4-2010
27-4-2010
29-4-2010
4-5-2010
TITLE
Introduction and Course Overview
Plant Tissue Culture - Introduction
PLANT TISSUE CULTURE TECHNIQUES
Definitions: Organized growth vs. unorganized growth.
Types of Explants
Callus initiation
Cell Suspension Cultures
Factors affecting the success of the cultures
Protoplast culture
protoplasts fusion
PLANT CHIMERAS IN TISSUE CULTURE
Quiz I
PLANT CHIMERAS IN TISSUE CULTURE
In Vitro Developmental Pathways
Hormones
Exam-1
NO CLASS – SPRING BREAK
Micro propagation and Contamination
Germplasm Preservation – In Vitro Approaches
Applications of Somatic Hybridization and
Cybridization
6-5-2010
Artificial seeds
th
12
11-5-2010
Plant Biotechnology-1
Agrobacterium-mediated transformation
13-5-2010
Plant Biotechnology-2
Other systems used in plant transformation
Quiz II
th
13
18-5-2010
*Animal cell culture-1
20-5-2010
*Animal cell culture-2
14th
25-5-2010
*Animal cell culture-3
27-5-2010
Exam-2
15th
1-6-2010
Paper presentation
3-6-2010
Paper presentation
*Will be taught by Dr. Khaled Al-Ali
Laboratory schedule
Week Date
1st
28-2-2010
2nd
7-3-2010
3rd
14-3-2010
4th
21-3-2010
5th
28-3-2010
Lecture
Tour of the Plant Tissue Culture lab + safety
regulations.
Mastering Aseptic Technique basics. Media
Composition and Preparation
Seed Germination
Initiate callus from different types of explants
Study of the effect of Concentration of chemicals and
time of Sterilization on Explants.
Initiation of Axenic Shoot Cultures.
6th
4-4-2010
Shoot Tip Cultures of Sweet & White Potato
7th
11-4-2010
8th
18-4-2010
Micropropagation of Anthurium andreanum
9th
25-4-2010
Effects of various levels of hormones on explants
10th
2-5-2010
Date palm tissue culture
11th
9-5-2010
12th
16-5-2010
13th
23-5-2010
14th
30-5--2010
*Animal cell culture-1
Media preparation for animal cell culture, importance
of serum, and serum free media
*Animal cell culture-2
Sub-culturing of anchorage dependent cells and
suspension cells, Growth parameters and growth
curve
*Animal cell culture-2
Cell line preservation/ Cryopreservation / Thawing
Final exam + Presentation of Posters.
NO LAB – SPRING BREAK
*will be arranged with Dr. Khaled Al-Ali, Ms Mashaal and Ms Aisha
Delivery Methods
The course will be taught through different ways of instructions as follows:
Lecture delivery
All lectures will be presented as PowerPoint presentations.
Interactive Scientific Discussions
Students will be asked to select a research published paper related to
the course topics. Each student needs to read, understand,
summarize and present that paper.
The objectives of such activity:
1. To have experience on how to search for reference papers.
2. To read updated research.
3. To get familiar on how scientist set up experiments and use
materials and proper methods.
Learning Resources & Media
The scientific materials used in this course were obtained from different
resources including:
Text Books
1- Introduction to Plant Physiology; Hopkins & Hüūner, 3rd Ed., Wiley.
2 -Esau's Plant Anatomy, R.Evert, 3rd Ed., Wiley.
URI Sites and Resources:
General Plant Anatomy
¾ http://www.scribd.com/doc/13959400/Plant-Tissue-Culture-Practical-NoteBook
¾ http://www.liv.ac.uk/~sd21/tisscult/what.htm
¾ The Botanical Society of America Online Image Collection includes many
photographs of plants and their anatomy.
•
Other website will be given with lectures and reading materials.
Assessment Policy and Tools
The students will be assessed throughout the semester by written and
oral tests.
- Exams: There will be two in-class exams during the
semester. These exams will be timed, 60-minute exams. The
final exam will be timed, 2 hours, as scheduled during
Examination Week at the end of the semester.
- Quizzes’: There will be two quizzes during the semester.
These quizzes will be timed, 15-minute quizzes. The final
exam will be timed, 2 hours, as scheduled during Examination
Week at the end of the semester.
Learning Activities and Tasks
- Article reading and presentation: each student was asked
to select one research article published in prestigious
international journal, read it, understand and present it orally.
- Practical part: Students will be evaluated through lab work
performance, lab report and different lab activities.
Grades Distribution:
Assessment tool
Exam I
Exam II
Quiz I
Quiz II
Article reading and presentation
Assignments
Laboratory*
Final Exam
Total
Point
10
10
5
5
5
5
25
35
100
*Lab. report
= 5 points
Med term lab exam
= 5 points
Lab activities
=
Final Lab Exam (Practical)
5 points
= 10 points
------------------------------------------------------------------------------Total
25 points
Learning Activities and Tasks
OBJECTIVES
Understand the parts of
a cell, how they work,
and the limits of our
current knowledge.
LEARNING
OUTCOMES
Differentiate between
prokaryotes and
eukaryotes, and their
cellular components.
Assessment Tools
Written exams that
include different types of
Recognize cellular
development and its
implications.
Expand their knowledge
of genetics analysis in
Cell Biology.
Expand student
research skills and
ability to apply
mathematical data
analyses and interpret
observed phenomena.
Insight into how cell
biology affects our lives.
Identify cell organelles,
surface structures and
their functions.
Compare between
mitosis and meiosis.
Apply genetics analysis
in Cell Biology
Experience working
productively in groups
Practice keeping a
laboratory notebook and
interpreting data
Experience speaking
about science
Discuss biological
principles and their
relation to other
scientific disciplines.
questions as multiple
choices, true false
questions, link between
two columns and writing
cell organelle parts in a
figure.
Laboratory work and
writing lab report
Article reading and
presentation
Course Regulations
Student Responsibilities and Attendance Policies and Procedures
„
Class attendance is compulsory. In accordance with University
regulations, a student’s absence cannot exceed 25% of the total
number (entire semester) of class meetings. If your absence rate
exceeds 25%, including both excused and unexcused absences,
you will NOT be allowed to take the final examination and will
receive an ‘F barred’ grade for the course.
„
Students are expected to be punctual (every 3 late class arrivals will
be counted as 1 class absence) in class attendance and to conduct
themselves in an adult and professional manner.
„
Homework assignments and library assignment should be worked
independently. Exchanging ideas are permitted orally but don't
require any kind of copying.
„
Homework assignment should be submitted in organized way and
any late assignments may be assessed and corrected but the grade
will be zero.
„
Lab Safety regulations: Lab safety regulations will be demonstrated
in the first lab class. All students must apply these regulations.
"If you are a student with special need, Please inform the Professor.
Then, arrangements can be done with the Special Needs Section at the
university"
Plagiarism (Academic Dishonesty)
All students are expected to turn in work that is their own. Any
attempt to pass off another's work as your own will constitute an "F"
in the entire course.
ƒ Using part of, or the entire work, prepared by another or turning in a
homework assignment prepared by another student or party are
examples of plagiarism.
ƒ You may discuss assignments and projects with each other, but you
should do the work yourself. In the case of group projects, you will
be expected to do your share of the work. If you use someone
else's words or ideas, you must cite your sources.
ƒ
Plagiarism is considered a serious academic offence and can result in your work
losing marks or being failed. QU expects its students to adopt and abide by the
highest standards of conduct in their interaction with their professors, peers, and the
wider University community. As such, a student is expected not to engage in
behaviours that compromise his/her own integrity as well as that of QU. You may
discuss assignments and projects with each other, but you should do the work
yourself. In the case of group projects, you will be expected to do your share of the
work. If you use someone else's words or ideas, you must cite your sources.
Plagiarism includes the following examples and it applies to all student assignments
or submitted work:
•
•
•
•
Use of the work, ideas, images or words of someone else without
his/her permission.
Use of someone else's wording, name, phrase, sentence, paragraph or
essay without using quotation marks.
Misrepresentation of the sources that were used.
For further information see: http://www.plagiarism.org/
The instructor has the right to fail the coursework or deduct marks where
plagiarism is detected
Classroom Discipline
ƒ The use of mobile telephones inside the classroom is NOT allowed.
Any student disciplinary issues, which may arise, will be referred to the head
of the Department.
Rubrics
Rubric for Oral Presentation
Element
Organization
Slide Design
(text, colors,
background,
illustrations, size,
titles, subtitles)
Content
Language
Excellent
Satisfactory
(5 points)
ƒ There is a
logical
sequence of
information.
ƒ Title slide and
closing slide
are included
appropriately.
(3-4 points)
ƒ There is some
logical
sequence of
information.
ƒ Title slide and
closing slides
are included.
ƒ Presentation is
attractive and
appealing to
viewers.
ƒ Presentation is
somewhat
appealing to
viewers.
Needs
Improvement
(1-2 points)
ƒ There is little or
no logical
sequence of
information.
ƒ Title slide and/
or closing
slides are not
included.
ƒ Little to no
attempt has
been made to
make
presentation
appealing to
viewers.
ƒ Presentation
includes some ƒ Presentation
essential
includes little
information.
essential
ƒ Some
information.
information is
ƒ Information is
somewhat
confusing,
confusing,
inaccurate, or
incorrect, or
flawed.
flawed.
ƒ
There are
ƒ There are
minor problems
persistent
ƒ
Spelling,
in spelling,
errors in
grammar,
grammar,
spelling,
usage, and
usage, and/or
grammar,
punctuation are
punctuation.
usage, and/or
accurate
punctuation.
ƒ
Fluent and
ƒ Less or not
effective
fluent and
effective.
ƒ Presentation
covers topic
completely and
in depth.
ƒ Information is
clear,
appropriate,
and accurate.
Lab Report Rubrics
CATEGO
RY
Compone
nts of the
report
4
All required
elements are
present and
additional
elements that add
to the report (e.g.,
thoughtful
3
All required
elements are
present.
2
One required
element is
missing, but
additional
elements that
add to the
report (e.g.,
1
Several
required
elements
are
missing.
comments,
graphics) have
been added.
thoughtful
comments,
graphics) have
been added.
Purpose/
Objective
s
The purpose of the
lab is clearly
identified and
stated.
The purpose
of the lab is
identified, but
is stated in a
somewhat
unclear
manner.
Materials
All materials and
setup used in the
experiment are
clearly and
accurately
described.
Procedur
es
Procedures are
listed in clear
steps. Each step is
numbered and is a
complete
sentence.
Almost all
materials and
the setupu
used in the
experiment
are clearly
and
accurately
described.
Procedures
are listed in a
logical order,
but steps are
not numbered
and/or are
not in
complete
sentences.
Summary
describes the
information
learned and a
possible
application to
a real life
situation.
Used time
pretty well.
Stayed
focused on
the
experiment
most of the
time.
Summary
Summary
describes the skills
learned, the
information
learned and some
future applications
to real life
situations.
Participati Used time well in
on
lab and focused
attention on the
experiment.
The purpose of
the lab is
partially
identified, and
is stated in a
somewhat
unclear
manner.
Most of the
materials and
the setup used
in the
experiment are
accurately
described.
Procedures
are listed but
are not in a
logical order or
are difficult to
follow.
The
purpose of
the lab is
irrelevant.
Many
materials
are
described
inaccuratel
y OR are
not
described
at all.
Procedure
s do not
accurately
list the
steps of
the
experiment
.
Summary
describes the
information
learned.
No
summary
is written.
Did the lab but
did not appear
very
interested.
Focus was lost
on several
occasions.
Participatio
n was
minimal
OR
student
was hostile
about
participatin
g.
Safety
Lab is carried out
with full attention
to relevant safety
procedures. The
set-up,
experiment, and
tear-down posed
no safety threat to
any individual.
Lab is
generally
carried out
with attention
to relevant
safety
procedures.
The set-up,
experiment,
and teardown posed
no safety
threat to any
individual, but
one safety
procedure
needs to be
reviewed.
Lab is carried
out with some
attention to
relevant safety
procedures.
The set-up,
experiment,
and tear-down
posed no
safety threat to
any individual,
but several
safety
procedures
need to be
reviewed.
Safety
procedures
were
ignored
and/or
some
aspect of
the
experiment
posed a
threat to
the safety
of the
student or
others.
Assignment Rubrics
CATEGORY
Organization
4
Information is very
organized with wellconstructed
paragraphs and
subheadings.
3
Information is
organized with
well-constructed
paragraphs.
2
Information is
organized, but
paragraphs are
not wellconstructed.
1
The
information
appears to be
disorganized.
8)
Amount of
Information
All topics are
addressed and all
questions answered
with at least 2
sentences about
each.
All topics are
addressed, and
most questions
answered with 1
sentence about
each.
One or more
topics were
not
addressed.
Quality of
Information
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
Information
clearly relates to
the main topic. No
details and/or
examples are
given.
Information
has little or
nothing to do
with the main
topic.
Sources
All sources
(information and
graphics) are
accurately
documented in the
desired
format.References
clearly stated.
All topics are
addressed and
most questions
answered with
at least 2
sentences about
each.
Information
clearly relates to
the main topic. It
provides 1-2
supporting
details and/or
examples.
All sources
(information and
graphics) are
accurately
documented,
but a few are
not in the
desired format.
Refernces
clearly stated
All sources
(information and
graphics) are
accurately
documented, but
many are not in
the desired
format. Not all
refernces are
included
Some
sources are
not accurately
documented
or there are
no references
included.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
grammatical,
spelling or
punctuation
errors
A few
grammatical
spelling, or
punctuation
errors.
Many
grammatical,
spelling, or
punctuation
errors.
Diagrams &
Illustrations
Diagrams and
illustrations are neat,
accurate and add to
the reader's
understanding of the
topic.
Diagrams and
illustrations are
accurate and
add to the
reader's
understanding
of the topic.
Paragraph
Construction
All paragraphs include
introductory sentence,
explanations or
details, and
concluding sentence.
Most
paragraphs
include
introductory
sentence,
explanations or
details, and
concluding
sentence.
Diagrams and
illustrations are
neat and accurate
and sometimes
add to the
reader's
understanding of
the topic.
Paragraphs
included related
information but
were typically not
constructed well.
Diagrams and
illustrations
are not
accurate OR
do not add to
the reader's
understanding
of the topic.
Paragraphing
structure was
not clear and
sentences
were not
typically
related within
the
paragraphs.
End