Science Student Projects

1 Introduction
2 2018 Neural Crest
3 2017 Tissue Development
4 2016 Signalling
5 2015 Assisted Reproductive Technology
6 2014 Fetal Development
7 2013 Projects
8 2012 Sensory Development
9 2011 Congenital Abnormalities
10 2010 Diagnostic Techniques
11 2009 Animal Models
12 Background Information
- 12.1 Before 2009
- 12.2 Other Assessments
13 Glossary Links

Introduction

Course coordinator (2018)

Since 2009 undergraduate science students have been preparing online group projects as part of their ANAT2341 Embryology course. Each year a main topic is selected in consultation with the course coordinator. Each student group (4-5 students) then selects a specific topic within the main theme that they then research and work collaboratively on that topic throughout the semester. The project is then assessed by their peers before being finally edited for submission as their group assessment component for the course.

These projects are the sole work of undergraduate science students and may contain errors in fact or descriptions.

2018 Neural Crest

Projects 2018: 1 Adrenal Medulla | 3 Melanocytes | 4 Cardiac | 5 Dorsal Root Ganglion

2017 Tissue Development

2016 Signalling

Here are some starting places for the topic. Can be patterning, differentiation, etc. as long as a developmental signal process/pathway.

Molecular Development - Signaling
Bookshelf
Alberts B, Johnson A, Lewis J, et al. Molecular Biology of the Cell. 4th edition. New York: Garland Science; 2002. Universal Mechanisms of Animal Development. Available from: http://www.ncbi.nlm.nih.gov/books/NBK26825/
Cooper GM. The Cell: A Molecular Approach. 2nd edition. Sunderland (MA): Sinauer Associates; 2000. Signaling in Development and Differentiation. Available from: http://www.ncbi.nlm.nih.gov/books/NBK9918/
Interactive Fly - Evolutionarily conserved developmental pathways
PMID 12509752 PMID 19399989

2015 Assisted Reproductive Technology

The Group assessment for 2015 was an online project on Assisted Reproductive Technology.

2014 Fetal Development

The Group assessment for 2014 was an online project on Fetal Development of a specific System.

Student Projects
Group 1	Respiratory	User:Z3330991	User:Z3332339	User:Z3333429	User:Z3372817
Group 2	Renal	User:Z3463310	User:Z3465141	User:Z3465654	User:Z5030311
Group 3	Gastrointestinal	User:Z3414515	User:Z3375627	User:Z3415141	User:Z3415242
Group 4	Genital	User:Z3415716	User:Z3416697	User:Z3417458	User:Z3417753
Group 5	Integumentary	User:Z3417796	User:Z3417843	User:Z3418340	User:Z3418488
Group 6	Endocrine	User:Z3418702	User:Z3418837	User:Z3418698	User:Z3414648
Group 7	Neural	User:Z3418981	User:Z3419587	User:Z3422484	User:Z3374116
Group 8	Musculoskeletal	User:Z3418779	User:Z3418718	User:Z3418989
Student Projects		Fetal Development of a specific System.

2013 Projects

The Group assessment for 2013 will not be an online project. Please consult course outline and the introductory lecture for the 2013 course.

2012 Sensory Development

2011 Congenital Abnormalities

Cleft Lip and Palate

2010 Diagnostic Techniques

Amniocentesis

2009 Animal Models

Early Mouse Development

Background Information

Project Pedagogy
These projects extend far beyond the original "research poster concept". It requires ongoing participation from both the teacher and the student, if you are not prepared to have an ongoing contribution, do not even consider setting this type of assessment.
Students Groups work independently throughout the semester on a specific topic the group has selected within the general topic set by the teacher. Groups are assigned randomly by the teacher, do not want "friends" and "non-friends" groups. Online work consists of the "project page" and the "discussion page" where student online interaction occurs. Face-to-face time is allowed each week in the last 10 minutes of practical classes. Projects are also presented to the class at a "work in progress" phase. Each student carries out a "online written assessment" of all other projects late in the semester, when groups are near completion. Groups then collate and use these "online written assessments" to edit their own project.	Teacher Designs specific assessment criteria. Designs the general topic and allocates groups. Provides handouts and brief tutorials each week in practical class time on: basic editing, copyright/plagiarism , reference sources and referencing and uploading images. Provides regular in-class advice, online comments and email support to queries and feedback. Analyses project "edit history" and "discussion" comments to identify individual students not contributing to the project. Analyses the final submitted project providing specific online feedback. UNSW Learning and Teaching Seminar 2012

The following collapsed tables provide starting points for students during project work, you also have tutorials built into practical classes and practice exercises for individual assessmet items.

Group Assessment Criteria
Science Student Projects The key points relating to the topic that your group allocated are clearly described. The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area. Content is correctly cited and referenced. 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. Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities. Relates the topic and content of the Wiki entry to learning aims of embryology. 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. Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement. 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. Develops and edits the wiki entries in accordance with the above guidelines.
More Information on Assessment Criteria \| Science Student Projects

Uploading Images
First Read the help page Images A tutorial will be provided towards the end of the lab in uploading images. The image must first be uploaded to the site. Open the left hand menu item “Toolbox” and click “Upload file” and a new window will open. Click the button ”Choose file” and navigate to where the image is located on your computer and double click the file. The window will now show the file name in the “Source filename” window. You can then rename the uploaded file in the “Destination filename” window. Add a description of the image to the “Summary” window. Note the description must include: An image name as a section heading. Any further description of what the image shows. A subsection labeled “Reference” and under this the original image source, appropriate reference and all copyright information. Finally a template indicating that this is a student image. {{Template:Student Image}} Images not including the above information will be deleted by the course coordinator and be considered in the student assessment process. Students cannot delete uploaded images. Contact the course coordinator with the file address.

Referencing
First Read the help page Referencing All references used in making your project page should be cited where they appear in the text or images. In page edit mode where XXXX is the PubMed ID number use the following code. {{#pmid:XXXX\|PMIDXXXX}} For references not listed on PubMed, and text can be inserted between <ref></ref> tags. Where the reference list will appear make a new section and on a new line the following code. <references/>

Plagiarism
First Read the help page Copyright Tutorial Currently all students originally assigned to each group are listed as equal authors/contributors to their project. If you have not contributed the content you had originally agreed to, nor participated in the group work process, then you should contact the course coordinator immediately and either discuss your contribution or request removal from the group author list. Remember that all student online contributions are recorded by date, time and the actual contributed content. A similar email reminder of this information was sent to all current students. Please note the Universities Policy regarding Plagiarism "Plagiarism at UNSW is defined as using the words or ideas of others and passing them off as your own." (extract from UNSW statement on Academic Honesty and Plagiarism) Academic Misconduct carries penalties. If a student is found guilty of academic misconduct, the penalties include warnings, remedial educative action, being failed in an assignment or excluded from the University for two years. Please also read Copyright Tutorial with regard to content that can be used in your project.

Before 2009

Prior to 2009, students in ANAT2341 Embryology course worked on similar projects, but in the form of research posters. Towards the end of the course the posters were presented to the class for peer assessment.

Other Assessments

Students also submit individual assessments each week online based upon the practical class they had just completed.
A similar project format is used in the science ANAT3231 Cell Biology course.

Glossary Links

Glossary: A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | Numbers | Symbols | Term Link

Cite this page: Hill, M.A. (2019, December 6) Embryology Science Student Projects. Retrieved from https://embryology.med.unsw.edu.au/embryology/index.php/Science_Student_Projects

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