Download Document 61462

yes no Was this document useful for you?
   Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Document related concepts

Developmental biology wikipedia, lookup

History of biology wikipedia, lookup

Biology wikipedia, lookup

Biology 375 Developmental Biology Fall 2015 SYLLABUS Instructor: Office: Office Telephone: Email: Research Lab: Texts and Supplies: Alyce DeMarais Office Hours: Monday 11:30 AM – 1:00 PM TH 223E Thursday 9:00 – 11:00 AM (253) 879-­‐3117 and by appointment [email protected] TH 266 th
Developmental Biology, 10 ed., S.F. Gilbert, 2014 Your Inner Fish, N. Shubin, 2008 Readings and laboratory protocols on Moodle Notebook for the laboratory (please see the “Laboratory” section below) INTRODUCTION The title “developmental biology” has come into use over the past 40 years or so. Classically this course was called embryology or vertebrate embryology, and the traditional approach was to present descriptive patterns of vertebrate developmental anatomy. Enter genetics and molecular biology, and new approaches to old questions of development have been applied with great success. In fact, the study of developmental biology at the molecular and cellular level has influenced many fields of biology and has allowed us to understand the continuing evolution of life on earth. Developmental biology now requires a number of disciplines (and several semesters worth of courses) to even begin to cover the basics, yet we are limited to a single course. Therefore, we will explore an overview of development using a variety of approaches. We will use developmental anatomy as a framework for discussing the cellular, molecular, genetic, and environmental processes that shape and direct development. We will use readings and diagrams in the text and work in the laboratory to develop an understanding of the processes of development. Through readings from the primary literature we will explore the cellular and molecular techniques currently used to further our understanding of these mechanisms. Additional readings will allow us to explore the multifaceted disciplines, historical context, and ideas that contribute to developmental biology as a subject. The problems addressed by developmental biology are central to Biology – how the new individual is deciphered from the universal genetic code – yet the field suffered in the past from a lack of conceptual coherence. This problem has been greatly reduced by the application of molecular biology and the Awesome Power of Genetics (APOG). With these tools in hand, developmental biologists have moved beyond vertebrate developmental anatomy and now study the causal mechanisms of development using a number of invertebrate and vertebrate model organisms. Thus, Developmental Biology has a rich and fascinating history as people, events, and disciplines coalesced to form the field as we now know it, and continues as a dynamic, wonderful field of study. Studying developmental biology is rigorous and demanding, but the rewards for the student of biology can be great. I look forward to discussing, experimenting, and learning with you! COURSE OBJECTIVES After completing this course you should be able to: ♦ Understand the mechanisms of development from genes to the formation of an organism ♦ Understand how evolutionary processes have shaped life in its varied forms BIOL 375, Development Page 2 ♦ Explore selected areas of developmental biology in depth ♦ Critically analyze, present, and discuss scientific material ♦ Apply concepts in developmental biology to your development as a biologist. MOODLE We will use the Moodle course management system for this class. The Moodle site for Developmental Biology will contain essential material for the course such as readings, laboratory protocols, schedule updates, and announcements. I will post the images I use during class after the given class session. You will also use Moodle to submit your exams and writing assignments. CLASS SESSIONS Class topics will follow the class schedule included at the end of this syllabus. The schedule is likely to change throughout the semester; I will post revised schedules on Moodle and announce revisions in class. Your time in class will be most productive if you: 1. Prepare for class by skimming the textbook readings and thoroughly reading and additional assigned papers before the class. 2. Come to class on time. 3. Engage in thoughtful, effective note taking during class. 4. Ask for a restatement or clarification of statements you do not understand. 5. Contribute to class discussions. 6. Following each class, devote time to carefully reading the text material and integrating it with your lecture notes. I encourage you to ask questions at any time during the class. Plan to use these opportunities by writing down questions that come to mind during your reading and study or if I say something you do not understand or seems confusing. I am also available during my office hours or through an appointment. LABORATORY Through the laboratory portion of this course you will learn some of the techniques and skills used in developmental research as well as apply concepts covered in class. The laboratory schedule is included in the class schedule and is available on Moodle. Laboratory protocols and exercises will be posted on Moodle. Please read the lab materials and prepare for lab in advance. Some lab protocols may require you to work outside your scheduled lab time. Bring the protocol(s) to lab—you may bring your laptop, electronic device, or a paper copy of the lab protocols; or you may write the protocol in your lab notebook (see below). Please purchase a lab notebook prior to the first lab session. The notebook can be a composition book (graph paper pages are recommended) or a spiral-­‐bound notebook. The notebook does not need to have carbon copy pages. The laboratory component of this course will include several multi-­‐week experiments. We will use a number of different model organisms for these experiments. Using live organisms introduces variability; so while you are encouraged to look ahead at documents for future labs, be aware that the lab protocols and lab schedule may vary throughout the semester. Laboratory Reports: You will write two laboratory reports during the semester. You will choose two of the experiments conducted in the lab to present through lab reports. Detailed instructions about the format will be provided in lab. The due dates for these reports are noted on the lab and class schedules and will be posted on the Moodle calendar. Reports must be submitted via Moodle by no later than BIOL 375, Development Page 3 5:00 PM on the due date. Papers submitted after 5:00 PM on the due date will be assessed a penalty of 5% from the total point possible. Papers submitted after the due date will be assessed a penalty of 10% per day. Laboratory Practical: In celebration of the embryological history of developmental biology we may have one laboratory practical. This practical would cover histological material presented in lab. EXAMS Two take-­‐home exams and an in-­‐class final will be given on the dates indicated on the class schedule. Each of the two take-­‐home exams will be worth 20% of your grade and will include material covered through the class period indicated on the schedule. All exams must be submitted on the scheduled day; NO MAKE-­‐UP EXAMS WILL BE GIVEN. The final exam will be an in-­‐class exam and will be worth 15% of your grade. According to university policy, the final exam will be given only at the time indicated on the schedule. The final exam is scheduled for Monday, December 14, from 8:00 – 10:00 AM. I will provide more information about the final exam. ASSESSMENT OF LEARNING Components of the class will be worth the following percentages of your total grade: Exams 55% Reading and Discussion 20% Lab (including reports) 25% Grading scale: 93-­‐100% A 80-­‐82% B-­‐ 67-­‐69% D+ 90-­‐92% A-­‐ 77-­‐79% C+ 63-­‐66% D 87-­‐89% B+ 73-­‐76% C 60-­‐62% D-­‐ 83-­‐86% B 70-­‐72% C-­‐ <60% F ACADEMIC INTEGRITY The university’s academic integrity policy is clear and comprehensive. It is available online [­‐life/student-­‐resources/student-­‐handbook/academic-­‐
handbook/academic-­‐integrity/]. Yyou are responsible for understanding what constitutes plagiarism and other forms of academic dishonesty. Academic integrity is vital to your work as a student, including in this course. All assignments must be written individually unless otherwise noted. Cheating, plagiarism, and other forms of academic dishonesty will NOT be tolerated. Contact me with any questions regarding academic integrity. BEHAVIOR EXPECTATIONS I expect you to behave in an appropriate manner while attending this class. Use common sense and here are a few guidelines: • Be punctual—be on time for both class and lab. • During class and lab time I expect you to be working on materials for this course only. • Personal technology; please be respectful of others in class: o Switch your phone off before coming to class o You may use your laptop, tablet, etc. in class as long as it is not a distraction to others o Refrain from using email or text messaging during class BIOL 375, Development Page 4 •
o You may not listen to an iPod, phone, or similar device during class or during an exam You may not make audio recordings of our class or lab sessions without prior consent from me. Lack of respect for diversity will not be tolerated in the class. Diversity encompasses age, life experiences, profession, race, religion, gender, lifestyle, social class, learning style, ethnicity, philosophy of life, sexual orientation, personality, mental and physical challenges, customs, and values, among others. You may bring food and/or drinks to class as long as the consumption of food and/or drinks is not a distraction to others. ABSOLUTELY NO FOOD OR DRINK is allowed in the laboratory. Food and/or drinks can be kept outside the lab door. Wash your hands prior to consuming food or drink. CLASS CORRESPONDENCE You may contact me by telephone, e-­‐mail, or in person. I check my e-­‐mail periodically throughout the day but usually not often in the evenings or on weekends. I will use e-­‐mail and/or Moodle to provide information about the class and/or lab. Make sure you routinely check your Puget Sound e-­‐mail and the Moodle site for this class. BEREAVEMENT POLICY Upon approval from the Dean of Students’ Office, students who experience a death in the family, including parent, grandparent, sibling, or persons living in the same household, are allowed three consecutive weekdays of excused absences, as negotiated with the Dean of Students. For more information, please see the Academic Handbook. ACCESSIBILITY AND ACCOMMODATION If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Peggy Perno, Director of the Office of Accessibility and Accommodation, 105 Howarth, 253.879.3395. She will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential. Please notify me well in advance should you require accommodation in the class or lab. EMERGENCY RESPONSE PROCEDURES Please review university emergency preparedness and response procedures posted at There is a link on the university home page. Familiarize yourself with hall exit doors and the designated gathering area for your class and laboratory buildings. If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated gathering area so she/he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by a university emergency response representative. If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Lie on the floor out of sight and away from windows and doors. Place cell phones on vibrate so that you can receive messages quietly. Wait for further instructions. BIO 375 DEVELOPMENTAL BIOLOGY FALL 2015 SCHEDULE -­‐-­‐ APPROXIMATE AND SUBJECT TO CHANGE: BIOL 375, Development Page 5 DATE TOPIC Aug 31 Introduction Sept 2 Gametogenesis 4 Gametogenesis continued 7 Labor Day 9 Fertilization 11 Fertilization continued 14 Cleavage Patterns & Early Development 16 Early Development in Sea Urchins 18 Sea Urchins continued 21 Early Development in Amphibians 23 Amphibians continued 25 28 30 Oct 2 5 Amphibians continued Axis specification in Drosophila Drosophila continued Drosophila continued Early Development in Birds 7 Early Development in Mammals 9 Early Development overview 12 Neural Development 14 EXAM I DUE 16 Neural Development continued 19 Fall Break 21 Ectoderm Derivatives TEXT READINGS Inner Fish Ch. 1 Bonner LABORATORY No Lab Gametogenesis Primary Paper Primary Paper Primary Paper Drosophila Gametogen. Drosophila Gametogen. Amphibian Axis Devel. Amphibian Axis Devel. Amphibian Axis Devel. Chick Development Ch. 11 Ch. 1, 2 pp 117 – 123 Pp 614 – 623 pp 123 – 151 pp 153 – 161 pp 217 – 232 pp 241 – 271 Ch. 5 Ch. 9 Ch. 10 Inner Fish Ch. 2 & 3 BIOL 375, Development Page 6 23 26 28 30 Nov 2 4 6 9 11 Neural Crest Neural Crest continued Axon Specificity Mesoderm Specification Mesoderm continued Mesoderm continued Endoderm and Organogenesis Endoderm and Organogenesis Endoderm and Organogenesis 13 Overview of Organogenesis 16 Limb Development 18 EXAM II Due 20 Limb Development 23 Limb Development 25 Travel Day 27 Thanksgiving Break 30 Postembryonic Development Dec 2 Postembryonic Development 4 The Germ Line and perpetuation 7 Eco-­‐Devo 9 Eco-­‐Devo Monday FINAL EXAM 8:00 – 10:00 AM Dec. 14 Lab Report I Due Chick Development Ch. 14 Inner Fish Ch. 4 & 5 Primary Paper Primary Paper Inner Fish Ch. 6 & 7 Zebrafish Neural Devel. Inner Fish Ch 8 – 10 No lab Ch. 16 Zebrafish Neural Devel. Ch. 17 Primary Paper Ch. 19 Inner Fish Ch. 11 No lab; Lab Report II Due Ch. 12 Ch. 13 Chick Development Neural Development