ANAT2341 Lab 6

From Embryology

1. QUIZ

2. Guest Lecturer - Dr Tennille Luker-Sibbritt

Tennille Sibbritt.jpg

Dr Tennille Luker - Sibbritt

Lecture Slides

Dr Tennille Sibbritt is researcher at the Children's Medical Research Institute (CMRI) at Westmead. She graduated with a PhD in RNA Biology in 2015. In 2016, she started working in the Embryology Unit at the CMRI, where she is building a gene regulatory network for head development using mouse embryos.

A gene regulatory network is a collection of molecular species that interact with each other and other species to regulate gene expression. They play a central role in the morphogenesis, regionalisation, and patterning of the brain and craniofacial structures, which rely on the function of various transcription factors; these transcription factors constitute the central nodes of these gene regulatory networks.

Tennille’s research involves the use of high-throughput sequencing technologies and CRISPR-Cas9 genomic editing in combination with fast-tracked mouse chimera analysis.

References

Recent book chapters and articles relating to craniofacial development from the Embryology Unit.

Patrick P L Tam, Nicolas Fossat, Emilie Wilkie, David A F Loebel, Chi Kin Ip, Mirana Ramialison Formation of the Embryonic Head in the Mouse: Attributes of a Gene Regulatory Network. Curr. Top. Dev. Biol.: 2016, 117;497-521 PubMed 26969997

Nicolas Fossat, Chi Kin Ip, Vanessa J Jones, Joshua B Studdert, Poh-Lynn Khoo, Samara L Lewis, Melinda Power, Karin Tourle, David A F Loebel, Kin Ming Kwan, Richard R Behringer, Patrick P L Tam Context-specific function of the LIM homeobox 1 transcription factor in head formation of the mouse embryo. Development: 2015; PubMed 25977363

Nicolas Fossat, Vanessa Jones, Poh-Lynn Khoo, Debora Bogani, Andrea Hardy, Kirsten Steiner, Mahua Mukhopadhyay, Heiner Westphal, Patrick M Nolan, Ruth Arkell, Patrick P L Tam Stringent requirement of a proper level of canonical WNT signalling activity for head formation in mouse embryo. Development: 2011, 138(4);667-76 PubMed 21228006


3. Group Projects

Following the Mid-semester break (23 Sep - 2 Oct) each student will prepare their own peer assessment of the other group projects. This means that your own project page should be in a format ready for assessment after the break.


Note that you will have time then to make changes to your project based upon this feedback before the final assessment.

Peer Assessment

You will prepare these assessments using either the assessors criteria or your own designated criteria. It should represent a balanced assessment of the project identifying the strengths and weaknesses of each project.

Your individual assessment should be added in 2 places.

  1. Firstly, anonymously to the Discussion page of each project (no signatures).
  2. Secondly, on your own student page where the course coordinator will allocate you a mark as part of your individual assessment component for the course.


Group Assessment Criteria 
Mark Hill.jpg Science Student Projects
  1. The key points relating to the topic that your group allocated are clearly described.
  2. The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
  3. Content is correctly cited and referenced.
  4. The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
  5. Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
  6. Relates the topic and content of the Wiki entry to learning aims of embryology.
  7. Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.
  8. Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement.
  9. The content of the wiki should demonstrate to the reader that your group has researched adequately on this topic and covered the key areas necessary to inform your peers in their learning.
  10. Develops and edits the wiki entries in accordance with the above guidelines.
More Information on Assessment Criteria | Science Student Projects


 2017 ANAT2341 - Timetable | Course Outline | Group Projects | Moodle | Tutorial 1 | Tutorial 2 | Tutorial 3

Labs: 1 Fertility and IVF | 2 ES Cells to Genome Editing | 3 Preimplantation and Early Implantation | 4 Reproductive Technology Revolution | 5 Cardiac and Vascular Development | 6 CRISPR-Cas9 | 7 Somitogenesis and Vertebral Malformation | 8 Organogenesis | 9 Genetic Disorders | 10 Melanocytes | 11 Stem Cells | 12 Group

Lectures: 1 Introduction | 2 Fertilization | 3 Week 1/2 | 4 Week 3 | 5 Ectoderm | 6 Placenta | 7 Mesoderm | 8 Endoderm | 9 Research Technology | 10 Cardiovascular | 11 Respiratory | 12 Neural crest | 13 Head | 14 Musculoskeletal | 15 Limb | 16 Renal | 17 Genital | 18 Endocrine | 19 Sensory | 20 Fetal | 21 Integumentary | 22 Birth | 23 Stem cells | 24 Revision

 Student Projects: 1 Cortex | 2 Kidney | 3 Heart | 4 Eye | 5 Lung | 6 Cerebellum