User:Z3417363: Difference between revisions
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Group 2: | |||
===Lab 9 Assessment=== | |||
Group 2 Peer Assessment: | |||
Positive Assessment: | Positive Assessment: | ||
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Overall I think your page is going great guys keep it going ! | Overall I think your page is going great guys keep it going ! | ||
Group 3: | Group 3 Peer Assessment: | ||
Positive Assessment | Positive Assessment | ||
Wow this is a very professional looking page and one that I was immediately drawn to. The introduction is very clear and simple and I was able to understand the basic of FGFR straight away which made it so much easier for me to try to understand the rest of the information. I absolutely love the use of the tables to introduce the | Wow this is a very professional looking page and one that I was immediately drawn to. The introduction is very clear and simple and I was able to understand the basic of FGFR straight away which made it so much easier for me to try to understand the rest of the information. I absolutely love the use of the tables to introduce the sub-types of FGFR as this is so much easier to read than blobs of information. The dot points are concise and to the point and introduce each sub-type along with its abnormality. | ||
What I really like about your page is that it is really user and student friendly. It really invites learning and encourages it. The use of a quiz is a great example of this and really does allow the student to reflect on their knowledge. | The signal transduction in any signalling pathway is probably the most confusing and hard to understand part. However this part of your project is my favourite and I was surprised as to how quickly I managed to understand the molecular mechanisms of FGFR. The hand drawn diagram is amazing and really clearly displays all the key elements in play for FGFR. What I really like about your page is that it is really user and student friendly. It really invites learning and encourages it. The use of a quiz is a great example of this and really does allow the student to reflect on their knowledge. | ||
Critical Assessment: | Critical Assessment: | ||
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The section on bone development although very informative could be more relevant to embryology and lastly a section outlining the treatments available for the abnormalities would be very interesting. | The section on bone development although very informative could be more relevant to embryology and lastly a section outlining the treatments available for the abnormalities would be very interesting. | ||
Overall great work guys ! | Overall great work guys ! | ||
Group 4 Peer Assessment: | |||
Positive Assessment: | |||
I am very impressed with the level and depth of information provided in this page so far. It is quite evident that you guys have gone to great effort and lengths to research and find relevant information regarding hedgehog signalling. The research conducted is also further solidified with the correct use of citations which link the information with their articles and allow the user to learn more if required. There is almost 34 references already provided which is a testament to the work that has been put in by the group. Well done! | |||
I love the very detailed explanation of animal models used to investigate hedgehog signalling and there is an abundance of information provided for this where as I’ve noticed other groups tend to very lightly touch this topic. | |||
Critical Assessment: | |||
The page is looking very good so far but in my opinion there are a few ways in which it can be improved. | |||
Although the information is in-depth and thorough it can be a little intense at times. I would recommend using more dot points or look into using tables to categorise information into a more user friendly structure. This can also be achieved by using more subheadings to further dissect the information and make it less imposing when reading as this content can be difficult to understand at first. I would also have a nice and clear introduction at the beginning of your page as it essential for the students entering your page to be able to familiarise themselves with Hedgehog signalling before diving into the more complicated information. | |||
I would also make better use of the subheadings, so that they reflect more of the marking criteria in particular hedgehog signalling role in embryology. I didn’t see too much content outlining and explaining this and this is a major part of the project. It would also be a good idea to draw a picture rather than using one to explain the mechanism as simplified visual aids always help. Lastly, try including a glossary as there were many terms that I was very unfamiliar with, such as organogenesis. | |||
Group 5 Peer Assessment: | |||
Positive Assessment: | |||
This is a very well, put together and organised page. Everything is very simple and straight-forward make it extremely student friendly and something I would definitely use to learn about T-Box genes. The introduction along with explanation of the actual meaning of T-box is both informative and also interesting and gives students a good chance to take a break from the heavy load of information and actually indulge in some interesting facts. | |||
Following this, the table is one of the most useful things on the entire page and is extremely concise and structurally pleasing. It provides the key and relevant information and allowed me to make connections with T-box genes and their functions straight away. There is also the use of many pictures throughout the page which definitely aids in visual learning and the more the used the better. | |||
The chronological structuring of the ¬page is also very impressive. As I was reading the page I felt like the information that I was gathering was carrying on and helping me understand what was talked about in the next sections. | |||
Critical Assessment: | |||
The chronological structuring although very impressive did fall a little out of place when the sub-headings “Ancient origins and evolution of the T-box gene family” appeared at the end of the page when it seems like this is something that should be included in the start. It would be thoroughly recommended to utilized hand drawings to explain some of the concepts, especially when introducing the signalling because this would really compliment your already easy to understand introductions and really enhance learning/understanding. | |||
Lastly I think it would be a good addition to your project to include some information on the current research that is being conducted on t-box genes and also if there are treatments for the abnormalities. This page is looking amazing so far so keep up the good work! | |||
Group 6: | |||
Positive Feedback: | |||
The introduction is very simple and clear making it a perfect way to familiarise with the TGF-beta signalling before diving into any more information. | |||
The process is also described very well as it is aided with two pictures which were excellent choices. Together the information and the pictures collate to create a stable understanding of how TGF-beta signals. | |||
Critical Feedback: | |||
You guys can definitely focus on explaining its role specifically in embryo development which is a key criteria for this project. This can be done in many was such as tables or pictures if there is too much information. It would also be a good idea to talk about the things that could go wrong with TGF-beta signalling pathway and the current research being done to rectify this as this is something that is very interesting and also relevant. | |||
You guys should also start referencing early as it can become very problematic later on to keep track and doing very quick citations would go a long way later when editing the project. Lastly it would possibly help if everyone brainstormed some subheadings and categories that you further want to talk about e.g. animal models and that way you know what information you are looking for. | |||
This page has a very strong start and if that quality is carried through to the rest of the content it will be a very successful page. |
Revision as of 04:06, 7 October 2016
Student Information (expand to read) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Individual Assessments | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Please leave this template on top of your student page as I will add your assessment items here. Beginning your online work - Working Online in this course
Click here to email Dr Mark Hill | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 1 Assessment - Researching a Topic | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
In the lab I showed you how to find the PubMed reference database and search it using a topic word. Lab 1 assessment will be for you to use this to find a research reference on "fertilization" and write a brief summary of the main finding of the paper.
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Lab 2 Assessment - Uploading an Image | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
OK you are now in a group
Initially the topic can be as specific or as broad as you want. Chicken embryo E-cad and P-cad gastrulation[1] References
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Lab 4 Assessment - GIT Quiz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
ANAT2341 Quiz Example | Category:Quiz | ANAT2341 Student 2015 Quiz Questions | Design 4 quiz questions based upon gastrointestinal tract. Add the quiz to your own page under Lab 4 assessment and provide a sub-sub-heading on the topic of the quiz. An example is shown below (open this page in view code or edit mode). Note that it is not just how you ask the question, but also how you explain the correct answer. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 5 Assessment - Course Review | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Complete the course review questionnaire and add the fact you have completed to your student page. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 6 Assessment - Cleft Lip and Palate | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 7 Assessment - Muscular Dystrophy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 8 Assessment - Quiz | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
A brief quiz was held in the practical class on urogenital development. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Lab 9 Assessment - Peer Assessment | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Lab 10 Assessment - Stem Cells | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
As part of the assessment for this course, you will give a 15 minutes journal club presentation in Lab 10. For this you will in your current student group discuss a recent (published after 2011) original research article (not a review!) on stem cell biology or technology.
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Lab 11 Assessment - Heart Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Read the following recent review article on heart repair and from the reference list identify a cited research article and write a brief summary of the paper's main findings. Then describe how the original research result was used in the review article.
<pubmed>26932668</pubmed>Development | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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lab attendance
Z3417363 (talk) 14:34, 5 August 2016 (AEST)
Z3417363 (talk) 1:13, 2 September 2016 (AEST)
Z3417363 (talk) 1:13, 16 September 2016 (AEST)
Z3417363 (talk) 1:27, 23 September 2016 (AEST)
New sub heading
external link
internal link
https://embryology.med.unsw.edu.au/embryology/index.php/ANAT2341_Lab_1
referencing
PMID 27486480
Lab 1 Assessment
<pubmed>24194470</pubmed>
Summary the cell biology of fertilisation:
Fertilisation is a complex yet essential part of life and the continuation of it. There are significant amounts of research into the components of fertilisation as we try to understand its mechanisms and establish ways of creating successful fertilization. With the introduction of gene manipulation and in vitro technology there has been a great increase in the opportunity to learn more about the molecular mechanisms that regulate the fertilization; an area that is still relatively obscure. This article explores the mechanisms of fertilisation that have been seen to be an essential part of the process, while also shedding lights on events that are not as essential.
Factors regulating fertilization: During this study, gene manipulation and fertilisation of mice was observed and many factors thought to be essential in the classical models seemed not to be as significant whereas some factors revealed themselves to be essential. For example spermatozoa from some of the mice lacked ADAM3 and this suggested that this plays a key role in the fertilisation process of the mice. Factors regulating sperm migration: Calmegin is one of the essential genes required for spermatozoa to migrate into the oviduct. The study conducted an experiment where both wild type and calmegin disrupted spermatozoa was used observe migration habits. It was observed that only the wild sperm migrated to the oviduct while the calmegin disrupted spermatozoa (which are equally motile) remained in the uterus. This result shows the essential mechanism of calmegin in relation to successful fertilisation. Factors regulating the zona-binding ability of spermatozoa: Many studies have postulated that carbohydrates play an imperative role in sperm-zona binding. However through this study many residues which did not contain key carbohydrates still resulted in successful fertilisation indicating that it may not play an important role as hypothesised. This research article aims to present factors that lead to “essential” fertility. It aims to dispel misplaced enthusiasm for research into components of fertilisation that are not as important and may lead to misleading results. It is therefore important to focus gene manipulation and in vitro studies on valid candidate molecules to better understand this complex process of fertilisation
Mark Hill 18 August 2016 - You have added the citation correctly and written an extensive summary of the article. Unfortunately I have had to take marks off the final assessment as you have not followed the assessment criteria "It must be a research article not a Review.", this is a review paper. Reviews are not research articles, though good in providing a timely summary of a topic{s) they do not contain new research data. Please read the assessment criteria carefully.
The cell biology of mammalian fertilisation. Okabe M. Development. 2013 Nov;140(22):4471-9. doi: 10.1242/dev.090613. Review PMID 24194470 |
Assessment 3/5 |
Lab 2
Lab assessment 2
Sperm binding test using unfertilised and fertilised human oocytes[1]
Mark Hill 29 August 2016 - All information Reference, Copyright and Student Image template correctly included with the file and referenced on your page here. | Assessment 5/5 |
Lab attendance 3
Mark Hill 31 August 2016 - Lab 3 Assessment Quiz - Mesoderm and Ectoderm development. | Assessment 2/5 |
Assessment 4
Quiz
Lab 7 Duchenne muscular dystrophy
What is/are the dystrophin mutation(s)?
Dystrophin is encoded by the DMD gene which is a large muscle protein. Recessive mutations in the dystrophin gene on the x chromosome causes Duchenne muscular dystrophy which results in progressive deterioration of muscle tissue and weakness. The dystrophin gene is the largest known human gene and contains 79 exons, DMD occurs when there is a mutation deletion spanning on or multiple exons. These mutations disrupt's the protein's reading frame causing premature stop codons where the transcripts are now susceptible to nonsense decay.
PMC4767260
What is the function of dystrophin?
Dsytrophin is a an X-linked protein assembled by the dystrophin glycoprotein complex. Dystrophin plays an important role in striated muscle cells by linking the extracellular matrix to the actin cytoskeleton and also mediating structural stability of the plasma membrane, ion homoeostasis and transmembrane signalling.
<pubmed>16710609</pubmed>
What other tissues/organs are affected by this disorder?
Dystrophin also plays a significant role in the central and peripheral nervous system and in tissues with a secretory function that from barriers between two functional compartments. These include the blood-brain barrier, choroid plexus and the kidney. There mutations in dystrophin can have large impacts on these tissues/organs aswell.
<pubmed>16710609</pubmed>
What therapies exist for DMD? The only established pharmacological treatment for DMD is corticosteroids to suppress muscle inflammation, however this treatment is limited by its insufficient therapeutic efficacy and considerable side effects.
<pubmed>27621596</pubmed>
What animal models are available for muscular dystrophy?
The mdx mouse, a naturally occurring animal model for DMD, has been available for over a decade , others include hamsters and murines.
<pubmed>11005802</pubmed>
Lab 9 Assessment
Group 2 Peer Assessment:
Positive Assessment:
So far this page looks great and very organised. I am really impressed by the set out of the information and the way the headings are arranged. It made it really easy for me to navigate around for particular information and not have to look for around aimlessly when I was looking for something in particular. Furthermore I think that the actual categories/sub headings used so far are very concise and effective. For example, I appreciate the brief introduction along with an overview of the molecular mechanisms involved in notch signalling before introducing its roles in embryonic development. This way I was able to have a understanding of what is really involved before understanding how it is important in embryonic development.
The references are also very neatly and correctly done and many times when I did not fully understand a concept I clicked on the citations which took me to the relevant articles and my understanding was clarified. I also really enjoyed the commentary on the specific research papers, for example cardiomyocyte specification and differentiation where you guys actually compared information from separate studies to make the information more whole and relevant.
In the abnormalities section, I think it was really awesome you guys included so many statistics and symptoms and not just a description of the abnormality.
Critical Assessment:
Although everything looks really amazing a couple of improvements that I personally think could be made would make this page really useful to students.
The introduction, although very informative can be simplified a bit more to address criteria 4 and make it a bit easier to understand. This can be done through including an interesting or very simplified diagram to engage the student from the beginning. I would also generally include more diagrams and drawings that are personally drawn as the pictures used although effective, can be difficult to understand when you are learning for the first time. It would also be nice if more words are included in the glossary because there was a quite few words I did not know the meaning of. Lastly I think it would be a great addition to your page to include another subheading which outlines how the abnormalities are treated as this is something that I was intrigued to discover.
Overall I think your page is going great guys keep it going !
Group 3 Peer Assessment:
Positive Assessment
Wow this is a very professional looking page and one that I was immediately drawn to. The introduction is very clear and simple and I was able to understand the basic of FGFR straight away which made it so much easier for me to try to understand the rest of the information. I absolutely love the use of the tables to introduce the sub-types of FGFR as this is so much easier to read than blobs of information. The dot points are concise and to the point and introduce each sub-type along with its abnormality.
The signal transduction in any signalling pathway is probably the most confusing and hard to understand part. However this part of your project is my favourite and I was surprised as to how quickly I managed to understand the molecular mechanisms of FGFR. The hand drawn diagram is amazing and really clearly displays all the key elements in play for FGFR. What I really like about your page is that it is really user and student friendly. It really invites learning and encourages it. The use of a quiz is a great example of this and really does allow the student to reflect on their knowledge.
Critical Assessment:
The page is absolutely amazing but in my opinion there are a few ways that it could be made even more amazing.
Sometimes the information is a bit overwhelming, in that there is too much of it. For example in the sections Limb Bud formation and Bone development, for information that complicated it would probably be better to employ the use of dot points or tables just to make the information more digestible.
Although the hand drawing of the signal induction is extremely useful, I think it could be made even better by being accompanied with some specific step by step commentary which matches with the drawing. As a student this would make learning about FGFR a lot more engaging and easier.
The section on bone development although very informative could be more relevant to embryology and lastly a section outlining the treatments available for the abnormalities would be very interesting.
Overall great work guys !
Group 4 Peer Assessment:
Positive Assessment:
I am very impressed with the level and depth of information provided in this page so far. It is quite evident that you guys have gone to great effort and lengths to research and find relevant information regarding hedgehog signalling. The research conducted is also further solidified with the correct use of citations which link the information with their articles and allow the user to learn more if required. There is almost 34 references already provided which is a testament to the work that has been put in by the group. Well done!
I love the very detailed explanation of animal models used to investigate hedgehog signalling and there is an abundance of information provided for this where as I’ve noticed other groups tend to very lightly touch this topic.
Critical Assessment:
The page is looking very good so far but in my opinion there are a few ways in which it can be improved.
Although the information is in-depth and thorough it can be a little intense at times. I would recommend using more dot points or look into using tables to categorise information into a more user friendly structure. This can also be achieved by using more subheadings to further dissect the information and make it less imposing when reading as this content can be difficult to understand at first. I would also have a nice and clear introduction at the beginning of your page as it essential for the students entering your page to be able to familiarise themselves with Hedgehog signalling before diving into the more complicated information.
I would also make better use of the subheadings, so that they reflect more of the marking criteria in particular hedgehog signalling role in embryology. I didn’t see too much content outlining and explaining this and this is a major part of the project. It would also be a good idea to draw a picture rather than using one to explain the mechanism as simplified visual aids always help. Lastly, try including a glossary as there were many terms that I was very unfamiliar with, such as organogenesis.
Group 5 Peer Assessment:
Positive Assessment:
This is a very well, put together and organised page. Everything is very simple and straight-forward make it extremely student friendly and something I would definitely use to learn about T-Box genes. The introduction along with explanation of the actual meaning of T-box is both informative and also interesting and gives students a good chance to take a break from the heavy load of information and actually indulge in some interesting facts.
Following this, the table is one of the most useful things on the entire page and is extremely concise and structurally pleasing. It provides the key and relevant information and allowed me to make connections with T-box genes and their functions straight away. There is also the use of many pictures throughout the page which definitely aids in visual learning and the more the used the better.
The chronological structuring of the ¬page is also very impressive. As I was reading the page I felt like the information that I was gathering was carrying on and helping me understand what was talked about in the next sections.
Critical Assessment:
The chronological structuring although very impressive did fall a little out of place when the sub-headings “Ancient origins and evolution of the T-box gene family” appeared at the end of the page when it seems like this is something that should be included in the start. It would be thoroughly recommended to utilized hand drawings to explain some of the concepts, especially when introducing the signalling because this would really compliment your already easy to understand introductions and really enhance learning/understanding.
Lastly I think it would be a good addition to your project to include some information on the current research that is being conducted on t-box genes and also if there are treatments for the abnormalities. This page is looking amazing so far so keep up the good work!
Group 6:
Positive Feedback:
The introduction is very simple and clear making it a perfect way to familiarise with the TGF-beta signalling before diving into any more information. The process is also described very well as it is aided with two pictures which were excellent choices. Together the information and the pictures collate to create a stable understanding of how TGF-beta signals.
Critical Feedback:
You guys can definitely focus on explaining its role specifically in embryo development which is a key criteria for this project. This can be done in many was such as tables or pictures if there is too much information. It would also be a good idea to talk about the things that could go wrong with TGF-beta signalling pathway and the current research being done to rectify this as this is something that is very interesting and also relevant.
You guys should also start referencing early as it can become very problematic later on to keep track and doing very quick citations would go a long way later when editing the project. Lastly it would possibly help if everyone brainstormed some subheadings and categories that you further want to talk about e.g. animal models and that way you know what information you are looking for. This page has a very strong start and if that quality is carried through to the rest of the content it will be a very successful page.
- ↑ <pubmed>17147816</pubmed>