Northeast Regional SI 2011
Yale University
Group 2
Cell and Developmental Biology
Group 2: Cell and Developmental
Biology
Tara Mann
Harvard University
Peter Gergen
Stony Brook University
Casey Roehrig
Harvard University
Xinnian Chen (Facilitator)
University of Connecticut
Ryan Draft
Harvard University
Debbie Spikes
Stony Brook University
Teachable Unit: The Cell Cycle
• Audience: sophomore level class for majors (40 students as
presented, but adaptable for 20-500)
These students already know:
– Basic genetics
– Mitosis
– Evolution
• Class would have already covered:
–
–
–
–
–
The cell is the fundamental unit of life
Organelle function
DNA Replication
Transcription
Cell signaling
Learning Goals
To understand the
significance of the
cell cycle for growth,
development, and
proliferation.
Learning Outcomes
o To identify the similarities and differences in cell division for unicellular and
multicellular organisms.
o To explain why cells need to divide during both development and
maintenance of multicellular organisms.
Learning Goals
Learning Outcomes
To understand the
significance of the
cell cycle for growth,
development, and
proliferation.
o To identify the similarities and differences in cell division for unicellular and
multicellular organisms.
o To explain why cells need to divide during both development and
maintenance of multicellular organisms.
To know how the
cellular machinery
interacts to regulate
the cell cycle
through a tightly
ordered series of
events.
o To create a schematic depiction of the four major phases of the cell cycle.
o To describe the key events that take place during the four major phases of
the cell cycle.
o To explain the importance of CDK-mediated phosphorylation for irreversible
progression through the cell cycle.
o To relate alternating levels of different cyclins to CDK activity at different
points in the cell cycle.
o To be able to superimpose a diagram of cyclin levels on cell cycle phases and
checkpoints.
o To interpret data from techniques that identify cells in different phases of
the cell cycle.
Learning Goals
Learning Outcomes
To understand the
significance of the
cell cycle for growth,
development, and
proliferation.
o To identify the similarities and differences in cell division for unicellular and
multicellular organisms.
o To explain why cells need to divide during both development and
maintenance of multicellular organisms.
To know how the
cellular machinery
interacts to regulate
the cell cycle
through a tightly
ordered series of
events.
o To create a schematic depiction of the four major phases of the cell cycle.
o To describe the key events that take place during the four major phases of
the cell cycle.
o To explain the importance of CDK-mediated phosphorylation for irreversible
progression through the cell cycle.
o To relate alternating levels of different cyclins to CDK activity at different
points in the cell cycle.
o To be able to superimpose a diagram of cyclin levels on cell cycle phases and
checkpoints.
o To interpret data from techniques that identify cells in different phases of
the cell cycle.
To understand how
dysregulation of the
cell cycle would
affect the cell and
organism
o To predict how mutations in cell cycle components would alter progression
through the cell cycle.
o To discuss the significance of cell cycle checkpoints.
o To contrast the key players and events in the spindle assembly checkpoint
with those of the DNA damage checkpoint.
o To explain how dysregulation of the cell cycle leads to disease.
Learning Goals
Learning Outcomes
To understand the
significance of the
cell cycle for growth,
development, and
proliferation.
o To identify the similarities and differences in cell division for unicellular and
multicellular organisms.
o To explain why cells need to divide during both development and
maintenance of multicellular organisms.
To know how the
cellular machinery
interacts to regulate
the cell cycle
through a tightly
ordered series of
events.
o To create a schematic depiction of the four major phases of the cell cycle.
o To describe the key events that take place during the four major phases of
the cell cycle.
o To interpret data from techniques that identify cells in different phases of
the cell cycle.
o To explain the importance of CDK-mediated phosphorylation for irreversible
progression through the cell cycle.
o To relate alternating levels of different cyclins to CDK activity at different
points in the cell cycle.
o To be able to superimpose a diagram of cyclin levels on cell cycle phases and
checkpoints.
To understand how
dysregulation of the
cell cycle would
affect the cell and
organism
o To predict how mutations in cell cycle components would alter progression
through the cell cycle.
o To discuss the significance of cell cycle checkpoints.
o To contrast the key players and events in the spindle assembly checkpoint
with those of the DNA damage checkpoint.
o To explain how dysregulation of the cell cycle leads to disease.
How do you go from one cell to two cells?
ordered series of regulated events
How do you go from one cell to two cells?
ordered series of regulated events
How do you go from one cell to two cells?
ordered series of regulated events
accurate duplication of the DNA
How do you go from one cell to two cells?
ordered series of regulated events
accurate duplication of the DNA
division of the copies into two identical daughter cells
How do you go from one cell to two cells?
ordered series of regulated events
accurate duplication of the DNA
division of the copies into two identical daughter cells
How do you go from one cell to two cells?
ordered series of regulated events
accurate duplication of the DNA
division of the copies into two identical daughter cells
The cell cycle is divided into 4 phases.
(handout)
How might we depict the cell cycle as a function of time?
Chromosome
segregation
2x
Cell
Mass
1x
2x
DNA
1x content
Time
On your copy of the diagram, fill in the following cell cycle
events: DNA synthesis, cytokinesis, and G1
Chromosome
segregation
Cytokinesis
2x
Cell
Mass
1x
DNA
Synthesis
2x
DNA
1x content
G1
Time
Which of the boxes labeled A, B, or C represents G2?
Chromosome
segregation
Cytokinesis
2x
Cell
Mass
1x
DNA
Synthesis
G1
A
2x
B
DNA
1x content
C
Time
A.
B.
C.
Which of the boxes labeled A, B, or C represents G2?
Chromosome
segregation
Cytokinesis
2x
Cell
Mass
1x
DNA
Synthesis
G1
2x
G2
Time
DNA
1x content
Which of the boxes labeled A, B, or C represents G2?
Chromosome
segregation
Cytokinesis
2x
Cell
Mass
1x
DNA
Synthesis
G1
S
Time
2x
G2 M
DNA
1x content
S. pombe: a model system for studying
cell cycle regulation
G1
S
G2
M
Which cell cycle step is altered in
the mutant yeast cells?
Wild-Type
Mutant
A. Early exit from G1
B. G1-S transition is
blocked
C. Early exit from G2
D. G2-M transition is
blocked
Clicker Question!
Image from http://www-bcf.usc.edu/~forsburg/main4.html
Describe an experiment to distinguish between
these possibilities.
Wild-Type
Mutant
A. Early exit from G1
B. G1-S transition is
blocked
C. Early exit from G2
D. G2-M transition is
blocked
Image from http://www-bcf.usc.edu/~forsburg/main4.html
End of Tidbit:
Where would we go from here?
• Lecture will transition into cell cycle regulatory
mechanisms (cyclins, checkpoints)
• At the end of the lecture, a homework
assignment will review the material
• The subsequent lecture will explore the
catastrophic consequences of dysregulation in
human disease
Homework Assignment
Replicate a diagram for the mutant in which you show the effect on the cell cycle, cell
mass, and DNA content.
Wild-Type
Wild-Type
Mutant
Mutant