User:Z5014803

Student Information (expand to read)
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 Make your own page. Log-in to the embryology website using your student ID and Zpass. Click your student number (shown in red at the top right of the screen following log-in) Create page using the tab at the top of the page, and save. Add the following to the top of your page exactly as shown - {{ANAT2341Student2016}} How would you identify your Type in a group and add to your page. What was the most interesting thing you learnt in the fertilisation lecture? If you have done the above correctly your ZID should be blue and not red on this page link - ANAT2341 2016 Students. Here is the example page I made in Lab 1 Student Page. With a few more explanatory notes. Click here to email Dr Mark Hill Editing Links: Editing Basics | Images | Tables | Referencing | Journal Searches | Copyright | Font Colours | Virtual Slide Permalink | My Preferences | One Page Wiki Card | Printing | Movies | Language Translation | Student Movies | Using OpenOffice | Internet Browsers | Moodle | Navigation/Contribution | Term Link | Short URLs | 2018 Test Student
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. Add a new Sub-heading "Lab 1 Assessment" (without the quotes). Search the database for a reference on "fertilisation" published in the last 5 years. It must be a research article not a Review. The full paper must be available online, not just the abstract. Add a link to this reference using its PMID using this code <pubmed>XXXXX</pubmed> replacing the Xs with just the PMID number (no text). Under the reference write a short summary of the papers main findings. Only 1-2 paragraphs. Must not be a copy of the paper abstract. Save and you are done.
Lab 2 Assessment - Uploading an Image
Upload a research image using the guide information below. The image uploaded for your individual assessment can relate to your project or from fertilisation to week 3 of development (upload only a single image). Add that image to your own individual page (see Images) including an image title and its reference link. No two students should upload the same image, check new images before you upload. No student can delete an image once uploaded, please contact me by email with the image address and I will delete (with no penalty, just glad to help out). 2016 Group Project Topic - Signaling in Development OK you are now in a group Go to the blank group page and add a topic that interests you along with your student signature. No two groups can do the same topic, but at this stage the final topic has not yet been decided (next week). Initially the topic can be as specific or as broad as you want. Chicken embryo E-cad and P-cad gastrulation References
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
Identify a known genetic mutation that is associated with cleft lip or palate. Identify a recent research article on this gene. How does this mutation affect developmental signalling in normal development.
Lab 7 Assessment - Muscular Dystrophy
What is/are the dystrophin mutation(s)? What is the function of dystrophin? What other tissues/organs are affected by this disorder? What therapies exist for DMD? What animal models are available for muscular dystrophy?
Lab 8 Assessment - Quiz
A brief quiz was held in the practical class on urogenital development.
Lab 9 Assessment - Peer Assessment
This will form part of your individual assessment for the course. Each student should now look at each of the other Group projects in the class. Next prepare a critical assessment (should include both positive and negative issues) of each project using the project group assessment criteria. This assessment should be pasted without signature on the top of the specific project's discussion page. (minimum length 3-5 paragraphs/project) This critical assessment should also be pasted on your own student page. Each student should therefore have 5 separate reports pasted on their own page for this assessment item. Length, quality and accuracy of your reports will be part of the overall mark for this assessment. there will be a greater loading on this than simple question assessments.
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. Lab 10 - Stem Cell Presentations 2016 Group Mark Assessor General Comments Group 1: 15/20 Group 2: 19/20 Group 3: 20/20 Group 4: 19/20 Group 5: 16/20 Group 6: 16/20 The students put great effort in their presentation and we heard a nice variety of studies in stem cell biology and regenerative medicine today. The interaction after the presentation was great. As general feedback I would like to advise students to: Never discuss M&M as a separate section in journal clubs. I gave this advice prior to the lab, but still most groups did talk through the M&M section. Do not use your slides as cheat sheets, avoid text on slides, know what messages you need to get across, use images to illustrate these Engage with your slides. Talk through them. Point at panels. Gauge your audience’s understanding by making eye contact with them Avoid using abbreviations. Most people do not readily understand these and will lose track
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
ANAT2341Lectures - Textbook chapters   Lecture (Timetable) Textbook - The Developing Human Textbook - Larsen's Human Embryology Embryology Introduction Introduction to the Developing Human Fertilization First Week of Human Development Gametogenesis, Fertilization, and First Week Week 1 and 2 Second Week of Human Development Second Week: Becoming Bilaminar and Fully Implanting Week 3 Third Week of Human Development Third Week: Becoming Trilaminar and Establishing Body Axes Mesoderm Fourth to Eighth Weeks of Human Development Fourth Week: Forming the Embryo Ectoderm Nervous System Development of the Central Nervous System Early Vascular Cardiovascular System Development of the Vasculature Placenta Placenta and Fetal Membranes Development of the Vasculature Endoderm - GIT Alimentary System Development of the Gastrointestinal Tract Respiratory Respiratory System Development of the Respiratory System and Body Cavities Head Pharyngeal Apparatus, Face, and Neck Development of the Pharyngeal Apparatus and Face Neural Crest Nervous System Development of the Peripheral Nervous System Musculoskeletal Muscular System Development of the Musculoskeletal System Limb Development of Limbs Development of the Limbs Renal Urogenital System Development of the Urinary System Genital Urogenital System Development of the Urinary System Stem Cells Integumentary Integumentary System Development of the Skin and Its Derivatives Endocrine Covered through various chapters (see also alternate text), read head and neck, neural crest and renal chapters. Endocrinology Textbook - Chapter Titles   Nussey S. and Whitehead S. Endocrinology: An Integrated Approach (2001) Oxford: BIOS Scientific Publishers; ISBN-10: 1-85996-252-1. Chapter 1. Principles of endocrinology Chapter 2. The endocrine pancreas Chapter 3. The thyroid gland Chapter 4. The adrenal gland Chapter 5. The parathyroid glands and vitamin D Chapter 6. The gonad Chapter 7. The pituitary gland Chapter 8. Cardiovascular and renal endocrinology Full Table of Contents Heart Cardiovascular System Development of the Heart Sensory Development of Eyes and Ears Development of the Eyes Fetal Fetal Period Fetal Development and the Fetus as Patient Birth and Revision Additional Textbook Content - The following concepts also form part of the theory material covered throughout the course. Principles and Mechanisms of Morphogenesis and Dysmorphogenesis Common Signaling Pathways Used During Development Human Birth Defect ANAT2341 Course Timetable   Week (Mon) Lecture 1 (Mon 1-2pm) Lecture 2 (Tue 3-4pm) Practical (Fri 1-3pm) Week 2 (1 Aug) Introduction Fertilization Lab 1 Week 3 (8 Aug) Week 1 and 2 Week 3 Lab 2 Week 4 (15 Aug) Mesoderm Ectoderm Lab 3 Week 5 (22 Aug) Early Vascular Placenta Lab 4 Week 6 (29 Aug) Gastrointestinal Respiratory Lab 5 Week 7 (5 Sep) Head Neural Crest Lab 6 Week 8 (12 Sep) Musculoskeletal Limb Development Lab 7 Week 9 (19 Sep) Renal Genital Lab 8 Mid-semester break Week 10 (3 Oct) Public Holiday Stem Cells Lab 9 Week 11 (10 Oct) Integumentary Endocrine Lab 10 Week 12 (17 Oct) Heart Sensory Lab 11 Week 13 (24 Oct) Fetal Birth and Revision Lab 12 ANAT2341 2016: Moodle page | ECHO360 | Textbooks | Students 2016 | Projects 2016

Lab Attendance

Z5014803 (talk) 18:29, 5 August 2016 (AEST)

Z5014803 (talk) 14:40, 12 August 2016 (AEST)

Z5014803 (talk) 14:07, 19 August 2016 (AEST)

Z5014803 (talk) 13:09, 26 August 2016 (AEST)

Z5014803 (talk) 14:45, 2 September 2016 (AEST)

Z5014803 (talk) 13:13, 9 September 2016 (AEST)

Z5014803 (talk) 13:46, 23 September 2016 (AEST)

Belbin Team Roles

In my previous courses, I was introduced to the Bebin model team roles as a way to identify myself in a team scenario. I definitely see myself as a "Shaper" since I am driven to try and complete the task at hand as soon as possible to ensure sufficient time for the editing process and the refining of the task. I also agree that I motivate other team members to progress through the task at a efficient pace such that the group does not lose momentum. I am also a person who is not afraid to speak my mind and thus will contest other viewpoints in order to spark a discussion. I identify myself as a very dynamic person in the way that I act according to the different predicaments I'm in and this results in numerous ways of efficiently solving any problems. Although I identify myself as a Shape I do not agree that i can become aggressive or bad humoured as I see some traits of a Co-ordinator in me. I have a very mature approach and recognise that each individual has a different way of attacking a problem and have learnt to appreciate others.

Lecture 1: Fertilisation

I have always been fond of the details surrounding fertilisation as it seems like a very interesting topic. It is more than just a sperm and egg cell coming together. The first lecture on fertilisation highlighted the various processes that need to occur in order to form a zygote, from gametogenesis to fertilisation and then forming the zygote. In my first year studies I learnt that there is a mechanism to prevent multiple sperm cells to enter the ovum but wasnt familiar with the process. The most interesting aspect of this lecture was precisely the process from fertilisation to the prevention of polyspermy. I was intrigued by how sperm cells are attracted to the oocyte which was through the ZP2 protein and only the nucleus of the spermatozoa enters the cell membranes. I was also interested in how membrane fusion will result in oocyte processes that will prevent polyspermy through the elevation of intracellular calcium levels. I had minimal knowledge of this topic but the lecture really made me want to learn about this process in a lot more detail.

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ANAT2341 Lab 1

Fertilization Lab

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Referencing

fertilization

PMID 27486480

Assessment 1

<pubmed>27486266</pubmed>

In order for fertilization to occur spermatozoa must be activated in a process known as 'sperm capacitation'. The primary research article "Seminal vesicle proteins SVS3 and SVS4 facilitate SVS2 effect on sperm capacitation" by Araki et al (2016) investigate the role of seminal vesicle secretion and how they inhibit the activation of spermatozoa and how they reduce the fertility of the capacitated spermatozoa (decapacitation). In previous studies it has already been shown that SVS2 acts as a capacitation inhibitor and a decapacitation factor and Araki et al (2016) build up on this pre existent knowledge about SVSs other than SVS2. The investigation utilised CD-1 mice, in particular female mice, to show the effects of SVS3 and SVS4 on sperm cells in the female reproductive tract.

Levels of SVS3 and SVS4 were measured in each part of the female reproductive tract such as the copulaatory plug, vagina, oviduct and uterine region near the vagina and oviduct 1.5 hours post copulation. By using anti SVS3 antibody there were clear indications as to the specific roles of SVS3. Results showed that there were no SVS3 proteins in any of the aforementioned parts of the reproductive tract and thus the protein alone had no effects on sperm capacitation. In saying that, SVS3 proteins did show that they had the ability to potentiate the effects of SVS2. Similarly anti SVS4 antibody was utilised to provide insight into the function of this particular protein. Contrary to the findings for SVS3, SVS4 was detected in the uterus but not in any other part of the tract. This suggests that SVS4 has similar activity to that of SVS2 in a way that both the proteins enter the uterus. Thus, SVS4 acts as a capacitation inhibitor similar to SVS2 but results indicated that it does not have the decapacitation effect like SVS2.

Mark Hill 18 August 2016 - You have added the citation correctly and written a good summary of this very recent article, still only available in the pre-published submitted format, findings. One thing, you must always include the full term in your summary (even if it appears in the paper title) before you begin to use the acronym. "SVS" (seminal vesicle protein secretion) could and may mean different things in different contexts.

Assessment 5/5

Assessment 2

Live imaging of the whole mouse embryo at E6 (A to D) and E5.5. (E to H)

Mark Hill 29 August 2016 - Reference and Copyright correctly included with the file and referenced on your page here. You have not included the {{Student Image}} template in the file summary box.

Assessment 4.5/5

Lab 3 Assessment

Mark Hill 31 August 2016 - Lab 3 Assessment Quiz - Mesoderm and Ectoderm development. All correct, Well done!

Assessment 5/5

Quiz

1 Which of the following structures does the ectoderm contribute to?

	epithelium, mesentry, connective tissue
	enteric nervous system
	epithelium and smooth muscle
	enteric nervous system, connective tissue, smooth muscle

2 What lies rostral in relation to the notochord?

	mesoderm
	the neural tube
	the buccopharyngeal membrane
	the mesoderm then endoderm

3 During Week 8- 10 (GA 10- 12 weeks):

	neural crest migrates into the wall forms enteric nervous system
	endoderm in the GIT wall proliferates
	a second rotation (of 90 degrees) occurs on the longitudinal axis establishing the adult orientation of the stomach.
	mesoderm within the dorsal mesogastrium form a long strip of cells adjacent to the forming stomach above the developing pancreas

4 Narrowing of a lumen such as the duodenum or the pylorus is also called:

	duplication
	atresia.
	stenosis
	gastroschisis

Student Page

Lab 6 Assessment

Completed ANAT2341 Lab 5 - Course Feedback Questionnaire

Lab 6 Assessment

Identify a known genetic mutation that is associated with cleft lip or palate

Tbx22 mutations are associated with cleft lip/palate

Identify a recent research article on this gene

[https://www.ncbi.nlm.nih.gov/pubmed/21375406 Arunee Kaewkhampa, D.D.S., M.S., Dhirawat Jotikasthira, D.D.S., M.S., Sutti Malaivijitnond, D.D.S., M.S., Piranit Kantaputra, D.D.S., M.S TBX22 Mutation Associated With Cleft Lip/Palate, Hypodontia, and Limb Anomaly Cleft Palate Craniofacial Journal.: 2012, 49(2); 240-4 PubMed 21375406]

Lab 7 Assessment

Muscular Dystrophy

What is/are the dystrophin mutation(s)?

The mutations in the dystrophin gene can sequentially lead to two types of muscular dystrophies; Duchene (DMD) and Becker (BMD) muscular dystrophy. DMD is the largest known gene in humans measuring 2.4Mb. The gene provides the coding for the a protein called dystrophin which is located primarily in muscles (skeletal and cardiac) and in minor quantities in nerve cells. In most cases mutations in this gene are of the deletion type in which pieces of DNA are lost. Other types of mutations include large duplications (pieces of DNA are copied) and point mutations (small changes in the DNA code). The aforementioned dystrophies arise from deletions in the dystrophin gene.

What is the function of dystrophin?

The dystrophin protein provides a structural link between the cytoskeleton of muscles and the extracellular matrix which attributes to maintaining the muscle integrity. It is located at the muscle sarcolemma in a membrane-spanning protein complex that connects the cytoskeleton to the basal lamina. Although not much is known about the protein it is thought to cause membrane stabilisation and a lack of the protein can activate multiple pathophysiological processes.

What other tissues/organs are affected by this disorder?

A gradual deterioration in lung function occurs as respiratory muscles weaken resulting in respiratory failure. The heart can also be affected in 1 of 2 ways namely abnormal heart rhythms and cardiomyopathy.

What therapies exist for DMD?

There is no cure for the disease as of yet but there are various research programs worldwide tackling this issue. There are also measures that can help manage the condition and improve quality of life. These include exercise, supportive environment, medical treatment (steroid treatment mostly), nutrition, surgeries, and palliative care. Other therapies that are currently under going research include gene therapy, reading through stop signals, stem cell therapy, utrophin upregulation, moosting muscle growth and reducing muscle damage

What animal models are available for muscular dystrophy?

The mouse is used animal model for muscular dystrophy. Other animal that have been utilised include the golden retriever dog and pigs.