Download BIOL229 - Department of Biological Sciences

A prospectus for BIOL229 ‘Comparative Physiology’
What are the
PROCESSES common
to these organisms?
What are the origins of
the main physiological
processes?
How do these key
physiological processes
interact?
Basic information
• BIOL228 and 229 succeed 208 (Animal Structure and
Function) and 210 (Plant Structure and Function)
• Both new units to be offered in S1 2017
• Prereqs are 12 credit points in science, including
BIOL114 and 115
• BIOL208 enrolment in S1 2016 was > 150 and 210
enrolment was ca. 90
Handbook description
"This unit will compare and contrast a range of physiological processes in
microbes, plants and animals. It will highlight common features and their
evolutionary origins, with particular reference to prokaryotic genes which
have been conserved in multicellular organisms. Topics to be explored
include metabolism (e.g. respiration, photosynthesis and transport),
environmental responses (e.g. abiotic stress response, immune
reactions, behaviour), morphogenesis (e.g. cell division, homeotic genes,
embryogenesis and symmetry) and phenology (e.g. sexual maturation,
fertilisation, life cycles). The unit will draw the common threads of
evolution together in complex multicellular organisms, as well as
contrasting those processes unique to each Kingdom, such as
photosynthesis and locomotion.."
The Big Picture
This unit explores the functional diversity of microbes, plants and
animals. The unit also discusses how these mechanisms have
evolved among the various taxa that are revealed in BIOL228.
There is a strong emphasis on gene expression and downstream
processes, and how these enable organisms to grow, develop,
reproduce and acclimate to diverse environments. The unit is
suitable for students interested in organismal biology, science
education, and research.
This is part of the curriculum in
biology and therefore it is aimed at
providing knowledge and skills
across a range of topics
It is not a boutique offering of the research
interests of particular labs.
Program-level learning outcomes
1. Compare and contrast the form and function of key
biological units at sub-cellular to ecosystem scales (K)
2. Explain how processes operating at a hierarchy of
temporal and spatial scales give rise to the phenotypes of
individuals, populations, communities and ecosystems (K)
3. Evaluate historical developments in biology, as well as
current and contemporary research directions and
challenges (K, T, J, L)
Skills and capabilities
1. Develop hypotheses to explain biological patterns and
processes and design appropriate experiments to test
these (K, T, P, I, J)
2. Display competency in key laboratory and/or field methods
of one or more biological sub-disciplines (K, P)
3. Acquire, synthesise and statistically analyse data to
appropriately test hypotheses (K, T, P)
4. Clearly and accurately communicate biological problems
and solutions to scientists and the public, using written,
oral and digital media (C, E, A, J)
5. Practice professional ethics in the conduct of biology (E, A)
6. Identity and adopt safe work practices in laboratory and
field environments (E, A)
Unit-specific learning outcomes
1. Discuss in detail a range of physiological processes in microbes, plants and
animals, their common features and any characteristics that make them unique one of
the Kingdoms, while demonstrating familiarity with the current view of how these
processes have evolved and diverged across taxa
2. Demonstrate understanding of a range of concepts in physiology, including the
principles of autotrophy and heterotrophy and how it applies to all forms of life and
lifecycles, the basis of energy transduction and membrane transport, an appreciation
of the conservation of transporter proteins and long-distance transport and its
coordination in complex multicellular organisms
3. Describe the fate of cells in higher organisms as they undergo division, expansion
and differentiation into a reproductive phase
4. Demonstrate a detailed understanding of regulatory processes (e.g. hormones and
elicitors), contrasting the highly divergent chemical forms and modes of action in plant
and animal systems
5. Analyse tropic and metabolic responses to selected external stimuli, such as
temperature, light and oxygen deficits
6. Describe the difference between the chemical defences in animals and plants, as
based on their induced immune response
Assessments
• Weekly online quizzes (20%)
• 1000-word scientific paper (20%)
• Mid-semester test (20%)
• Final exam (40%)
Comparative Physiology proposed lectures (lectures by BJA in bold; lectures
looking for an expert in red)
Week
1
Topic
Introduction
2
Primary energy metabolism
3
Gaining carbon
4
5
Using carbon
Biotic interactions for inorganic
gain
Cell division
6
7
8
12
13
Autotrophs, phagocytosis,
digestion
Heterotrophs & respiration
Nitrogen fixers & mycorrhizas
Oxygenic life – making highenergy intermediates
Photosynthetic systems
Endosymbiosis and organelles
Membrane transport
Microbes, fungi and plants
Lower plants & asexual
reproduction
Animals, embryogenesis
Switching to sexual reproduction
Movement
Movement/intracellular
signalling
Hormones
Taxis – fast responses
Muscles (animals)
Response to external stresses &
external stimuli
Microbes & plants
Nastic responses (plants)
Calcium and other key
signals/secondary messengers
Animals, endocrines and nerve
transmission
Animals
Growth
Differentiation and increasing
complexity
Unicells and fission
Lecture 2
Characteristics of prokaryotes &
eukaryotes – physiology and cell
biology
Multicellularity, polarity & cell
patterning
Animals – Extracellular matrix
Higher plants – cell
specialisation
9
10
11
Lecture 1
Orientation – molecules,
polymers, charge, osmosis,
information & cell theory.
Compare and contrast taxa
Chemi-autotrophs & anaerobes
Microbes & plants
Sources: To be determined – Raven (Biology of Plants); Animals ???
Ten practicals in E8A and possibly F5A (glasshouse lab)
Existing pracs re-invented – elements taken from BIOL210 (e.g.
hormones, differentiation, respiration, abiotic stress)
Other pracs to be designed in consultation with guest
contributors. Where possible, use a combination of microbial,
plant and animal material
Some pracs could be modified from BIOL208, where they
address FUNCTION
Pracs must illustrate the principles enunciated in the lecture
that week! Pracs and lectures are a package
The Goal
This unit will have connections with BIO228, with which many
students will be in common. However, these links will not be
essential to progress in BIOL229.
The aim is that students will be able to integrate structure and
function, in the case of this unit through an appreciation of how
cells and organisms of all types function.
Hence, it is called Comparative Physiology – the way living
organisms do work, reproduce and thrive.