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Section 1 – Module Information
Department submitting the module
(name and SITS code e.g. 0002)
Academic Year module will start
Module Code (assigned by SSDT)
Module Title
Module Credit value
Module Level
JACS Code
Is the module Pass/Fail only? (Y/N)
Is the module Compensatable? (Y/N)
Is the module Re-assessable? (Y/N)
Module Co-ordinator
Module Tutor in starting year (if known)
Module Target in starting year (if known)
Term(s) Taught in
Term(s) Assessed in and date of Final
Assessment
Teaching Completed by 31st July each
year? (Y/N)
Prerequisite modules or other qualifications
Biology 0002
2011-2012
BIO00004I
Developmental Biology
10
Intermediary yr 2
C141
N
Y
Y
Dr Richard Waites
Dr Richard Waites, Dr Betsy Pownall, Dr Harv Isaacs,
Dr Sean Sweeney, Dr Setareh Chong
T2, 3
Week 6, T3
Y
BIO00002C Cell and organismal biology
Section 2 – Programme information
Please specify the programme(s) on which this module will be offered, whether
compulsory or optional, and year of study in which the module will be offered
SITS Route Code
Programme Title
UBBCHXBCH3
UBBCHXIND4
UBBCHXEUR4
UBBIOSBIO3
UBBIOSIND4
UBBIOSEUR3
UBECGSECG3
UBECGSIND4
Biochemistry
Biochemistry (with a year in industry)
Biochemistry (with a year in Europe)
Biology
Biology (with a year in industry)
Biology (with a year in Europe)
Ecology, conservation and environment
Ecology, conservation and environment (with
a year in industry)
Ecology, conservation and environment (with
a year in europe)
Molecular cell biology
Molecular cell biology (with a year in industry)
Molecular cell biology (with a year in europe)
Genetics
Genetics (with a year in industry)
Genetics (with a year in europe)
Biotechnology and microbiology
Biotechnology and microbiology (with a year in
industry)
Biotechnology and microbiology (with a year in
Europe)
UBECGSEUR4
UBMCBSMCB3
UBMCBSIND4
UBMCBSEUR4
UBGENSGEN3
UBGENSIND4
UBGENSEUR4
UBBTMSBTM3
UBBTMSIND4
UBBTMSEUR4
1
Compulsory
or Optional
O
O
O
O
O
O
O
O
Year of
Programme
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
O
Yr 2
O
O
O
C
C
C
O
O
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
Yr 2
O
Yr 2
Section 3 – Workload Information
SUMMARY:
An intermediate level Biology module focussing on the molecular and genetic approaches
used to study developmental biology. This module examines development in a wide variety
of model organisms. We start by explaining the important approaches used to understand
development. Key concepts and mechanisms of development are then illustrated with
important examples. We end the module by examining development in the context of
evolution and bringing together many of the themes running through this module.
AIMS:
The aim of this module is to build upon module Cell and Developmental Biology (301), and
the learning in Developmental Biology, Genetics and Physiology gained from the first year.
We will outline the fundamental principles of development, and provide a thorough
understanding of the important approaches in studying development. This module also
designed to prepare students for the final year modules, Developmental Genetics (740), and
Genes and Development (841). These final year modules provide an advanced look at the
important research topics in development.
LEARNING OUTCOMES:
By the end of the module students will:
 Be knowledgeable about the major approaches used to understand development;
 Appreciate the wide variety of model organisms used to illustrate development;
 Be familiar with axis formation in plants and animals;
 Understand the segmented body plan in Drosophila and be aware of how boundaries and
compartments are established;
 Have a greater understanding the role of homeotic genes in plant and animals;
 Be aware of cell shape, size and division patterns in plant morphogenesis;
 Appreciate the important cell movements during animal morphogenesis;
 Be familiar with the role of signaling and Programmed Cell Death in development of C.
elegans vulva.
 Understand how epistasis is used to determine the order of the genes in a complex
developmental pathway;
 Appreciate development in the context of evolution;
 Gained practical experience in the regulation of development in flies;
 Gained practical experience in plant developmental genetics;
SYNOPSIS:
Lecture 1: The genetic approach to understanding Development (RW)
An introduction to how genetic analysis can be used to unravel the marvels of development.
The genetic approach is one way to decipher the molecular basis of plant and animal
development.
Lecture 2: Identification of neural inducing molecules (HVI)
This lecture examines how non-genetic approaches, such embryo manipulations and
embryo based functional assays, have been used to elucidate the signals involved in the
formation of the vertebrate nervous system
Lecture 3: BMP signalling and dorsoventral patterning (HVI)
This lecture examines the critical role that antagonists of the BMP signalling pathway have
in patterning the dorsoventral axis of the vertebrate embryo. The conserved role that BMP
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signalling has in patterning diverse animal groups will be discussed. A number of nongenetic approaches to gene inhibition will be introduced.
Lecture 4: Plant axis formation (RW)
Axis specification in plant embryogenesis. Primary axis development: longitudinal and radial
axes.
Lecture 5: Segmentation in flies (MEP)
An overview of Drosophila development will be presented including the nature of the
segmented body plan, the contribution of maternal positional information, the mechanisms
of zygotic read-out of maternal information and the establishment of boundaries and
compartments.
Lecture 6: Homeotic selector genes (Flies) (MEP)
This lecture will discuss how segmental identity is established in flies and how widely this
mechanism is conserved across the animal kingdom. Segmentation in vertebrates and the
use of “gene knock-outs” in mouse will also be addressed.
Lecture 7: Homeotic selector genes (Flowers) (RW)
The role and function of homeotic genes in flower development – the ABC model and
bilateral symmetry
Lecture 8: Plant morphogenesis 1 (RW)
Plant meristems, the role of cell shape and the orientation of cell the plane of cell division
during organ morphogenesis
Lecture 9: Plant morphogenesis 2 (RW)
Mechnisms in leaf development, the axes of leaf development, leaf shape and leaf shape
variation.
Lecture 10: Animal morphogenesis/cell movements (gastrulation, planar cell polarity) (MEP)
An overview of the basic cell movements during gastrulation that rearrange the germ layers
prior to neural induction. Non-canonical Wnt signalling and the PCP pathway will also be
discussed.
Lecture 11: Competence and induction (Lens and DV patterning of the CNS) (MEP)
An overview of how embryonic signalling acts to coordinate the precise organisation of an
organ, such as the eye and that the competence of the responding tissue is as critical as the
inducing signal during inductive signalling. To illustrate the importance of lineage labelling
and molecular markers that are standard procedures for embryological studies. Another
illustration of an instructive inductive interaction is the establishment of the dorsal ventral
pattern of the central nervous system using chick as an animal model.
Lecture 12: Morphogens (limb development) (MEP)
The tetrapod limb is an excellent model for studying pattern formation. This lecture will
provide an understanding of the major signalling centres that act during limb development
and the molecules that are known to play important roles during (including FGFs and Shh).
This lecture will provide an understanding of Hedgehog signalling at the molecular level.
Lectures 13 & 14: Introduction to C. elegans biology as a developmental model. (SSC)
Developmental stages and timing and life cycle of the worm will be discussed. The role of
Programmed Cell Death during development. Signal transduction and cell fate during vulval
development. Epistasis analysis to order genes in vulva development. Vulva mutants.
Lecture 15: Plasticity (RW)
An example of plasticity will be discussed with emphasis on the role of plant hormones in
integrating genetic, developmental and environmental signals.
Lecture 16: Evolution and Development (RW)
This lecture will examine the evolution of body plans in plants and animals and provide
examples of the modification of development in evolution. We will look at the changes of the
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timing of developmental processes during evolution, the evolution of development and the
evolution of life histories across a wide variety of model organisms.
PRACTICALS:
Practical 1: Regulation of Development in flies (MEP + STS) (alternatives HVI and RW)
Workshop 1: Recognition of different developmental stages of C. elegans. Observation of
various mutants. Genetic Epistasis: Determining the sequential order of genes that
participate in the vulva development pathway pathway in C.elegans. (SSC, MEP and RW)
(alternatives HVI and STS)
RECOMMENDED READING:
Basic background: Wolpert, Principles of Development 2nd Ed (Current Biology) or Gilbert,
Developmental Biology, 6th Ed (Sinauer) or Slack, From Egg to Embryo (Cambridge
University Press)
Animals : Lawrence (1992) The Making of a Fly. (Blackwell Publishing) and
Wilkins (1993) Genetic Analysis of Animal Development (Wiley Liss)
Plants: Leyser and Day (2002) Mechanisms in Plant Development. (Blackwell Publishing)
and Steeves and Sussex (1989) Patterns in Plant Development. (Cambridge University
Press)
http://wormbook.org/
http://wormbase.org/
Study Hours
Contact
Examinations
Private Study
29 hrs lectures / practicals
1.5
69.5 hrs
Section 4 – Assessment Information
Note that each separate exam paper should be listed separately as individual assessments
Assessment
Type
Title
Duration
(if exam)
Weighting
(towards module)
Final
Assessment?
1
Exam
Examination
1.5 hrs
100
Y
LECTURERS AND ORGANISATION:
(a) for participating lecturers and lectures see synopsis above and table below
(b) Practical 1 must come after lecture 10.
(c) Workshop 1 must come after lectures 1 and within the first three weeks of term.
(d) The practical 1 is split in to two groups – A and B, each requiring a 3 hr session. The
groups should be run on consecutive days and in the afternoon to allow prep of flies.
(e) For workshop 1 whole class to attend.
(f) there are no specific room booking requests.
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PROPOSED TIMETABLING ORDER
Spring term
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
L1 W1
L2 L3
L4 L5
L6 L7
L8 L9
L10 P1 Groups A+B
L11 L12
L13 L14
L15 L16
DEMONSTRATING INFORMATION (IF APPLICABLE);
The practical requires at least two demonstrators. Demonstrators should have some
knowledge of development and genetics, but this is not essential. Knowledge of Drosophila
is an advantage.
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STAFF TEACHING COMMITMENTS: Please enter the total number of sessions attended by each staff member :
Staff initials
RW
MEP
HVI
Lecture sess.
7
5
2
Practical sess.
3
3
STS
SSC
2
2
1
Other (specify)
SAFETY AND TIMETABLING INFORMATION: Please fill in an entry in the table below for each teaching session in the module. Where possible group sessions that
have identical entries in all columns. A key below explains the column headings.
Sess.
Occ.
Haz.
L1 - 16
Typ
e
L
Max.
1
A
P1
P
1
B
108
P1
P
1
B
W1
P
1
A
Equipment
Lecturers
Description
TBC, HVI, MEP, RW
Lectures
D
MEP, STS, + RW
Practical 1 session 1 group A
108
D
MEP, STS, + RW
Practical 1 session 2 group B
108
D
MEP, SSC + RW
Workshop 1
KEY: Sess: session number or group of sessions (e.g. 6, 8-13). Type: Type & Duration; L 1 hr-lecture, P 3 hr-practical class, S 1 hr-seminar, T 1 hr tutorial. Specify non-standard
type or duration. Occ.: number of occurrences of the session (e.g. 3 occurrences, each taking one third of the class). Haz.: hazard rating: A, low hazard, lectures, 'paper & pencil'
problem sessions, etc; B, medium hazard, observational practicals where students move about but are not involved in C category activities; C, high hazard, practicals involving
potential hazard in overcrowded laboratories, e.g. naked flames, hot liquids, glassware, pipetting. Max.: maximum number of students permitted in session, which may be less than
the maximum number taking the module in, for example, a circus practical (see maximum room capacities above). Equipment: essential equipment in limited supply: M microscopes,
D dissecting microscopes, C computers, S spectrophotometers, Ch chart recorders, H haemocytometers, Cm microcentrifuges, Cc cooled centrifuges, Cb bench centrifuges, G
Gilson pipettes, specify other items. Lecturers: the initials of the lecturers participating in the session. Description: a brief description of the session(s).
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