User:Z5019880

From Embryology
Revision as of 14:14, 16 September 2016 by Z5019880 (talk | contribs)
Student Information (expand to read)  
Individual Assessments
Mark Hill.jpg

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

  1. Make your own page.
    1. Log-in to the embryology website using your student ID and Zpass.
    2. Click your student number (shown in red at the top right of the screen following log-in)
    3. Create page using the tab at the top of the page, and save.
  2. Add the following to the top of your page exactly as shown - {{ANAT2341Student2016}}
  3. How would you identify your Type in a group and add to your page.
  4. 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.
  1. Add a new Sub-heading "Lab 1 Assessment" (without the quotes).
  2. Search the database for a reference on "fertilisation" published in the last 5 years.
    1. It must be a research article not a Review.
    2. The full paper must be available online, not just the abstract.
  3. 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).
  4. Under the reference write a short summary of the papers main findings.
    1. Only 1-2 paragraphs.
    2. Must not be a copy of the paper abstract.
  5. Save and you are done.

PubMed logo.gif

Lab 2 Assessment - Uploading an Image
  1. 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).
  2. Add that image to your own individual page (see Images) including an image title and its reference link.
  3. No two students should upload the same image, check new images before you upload.
  4. 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

  1. Go to the blank group page and add a topic that interests you along with your student signature.
  2. 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.png

Chicken embryo E-cad and P-cad gastrulation[1]

References

  1. <pubmed>27097030</pubmed>
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
  1. Identify a known genetic mutation that is associated with cleft lip or palate.
  2. Identify a recent research article on this gene.
  3. How does this mutation affect developmental signalling in normal development.
Lab 7 Assessment - Muscular Dystrophy
  1. What is/are the dystrophin mutation(s)?
  2. What is the function of dystrophin?
  3. What other tissues/organs are affected by this disorder?
  4. What therapies exist for DMD?
  5. 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.

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.
  1. Principles and Mechanisms of Morphogenesis and Dysmorphogenesis
  2. Common Signaling Pathways Used During Development
  3. 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


Z5019880 (talk) 14:34, 5 August 2016 (AEST)

Z5019880 (talk) 14:41, 12 August 2016 (AEST)

Z5019880 (talk) 14:01, 19 August 2016 (AEST)

Z5019880 (talk) 14:40, 26 August 2016 (AEST)

Z5019880 (talk) 14:27, 2 September 2016 (AEST)

Z5019880 (talk) 20:07, 11 September 2016 (AEST) (Forgot to input on Friday)

Z5019880 (talk) 13:14, 16 September 2016 (AEST)

Lab 1 Tasks


Type in group

I feel that the description of team worker best describes me with regards to trying to ensure that tasks ran as a team are ran smoothly. Particulalrly when it comes to differing ideas presented by group members, I try to ensure that I do my best to work in such away that is agreeable with all other group members. The fact that I find myself being indecisive when it comes to a choice between how an assessment should be done by group members or when appraising my own work and that of others, really makes me feel that I fit into the category of teamworker based on its description.

Lecture - Fertilization (Interesting points)

What I found most interesting in the lecture on fertilization was the removal of the extra DNA of the egg in female gametogenesis during meiosis 1 and 2. I find that the concept of division during these meiosis stages that lead to polar bodies which are asymmetrical to the egg (much smaller) to release extra DNA to ensure the egg at the end is haploid, rather than normal symmetrical division of cells is fascinating. From this interest I further researched as to how this asymmetrical division is determined by the cell, which is potentially as a result of formin - 2, a protein that can cause the placement of the meiotic spindles to be eccentric as it induces formation of actin filaments which pull chromosomes to its location (Maro & Verlhac, 2002). It is this eccentric placement of the meiotic spindles that thus leads to an asymmetrical division.

Lab 1 Assessment


<pubmed>PMC4554382</pubmed> Vitrification of an oocyte entails it rapidly being cooled for preservation, where it can later be used in in-vitro fertilization (IVF). This process relies cryoproctective agents (CPAs) to increase viscosity and decrease the freezing point of the liquid within an oocyte, which in turn prevents the formation of a solid via crystallisation which could potentially kill the cell. CPAs exert osmotic stress and a level of toxicity to the oocyte, which both can be modulated by the temperature of the fluid within an oocyte. It is known that protocols surrounding the procedure of vitrification have not been consistent regarding the temperature at which the oocytes are subjected to during the procedure. In Shanshan et al., varying temperatures during the dilution step of cryopreservation by vitrification were tested to optimize such a procedure with respect to survival rates of the preserved oocytes, and the success of the proceeding IVF.

In Shanshan et al. patients that were selected and sorted into groups based on whether the oocyte to be used in the IVF procedure was from a donor or non donor (autologus). All oocytes used were subjected to the same vitrification protocols up until warming of the cryopreserved oocyte, where such as step was split into two treatments groups, those that warmed at room temperature (20-22°C) or at 37°C. At this point survival rates of the oocytes were taken, and viable oocytes were inseminated and fertilisation was evaluated shortly after. The quality of the resulting embryos were graded, which formed the basis of which embryos were implanted, where successful implantation and progression to clinical pregnancy was measured. It was found from the result of Shanshan et al. that when comparing the treatments groups, warming the oocyte after vitrification at 37°C significantly increased the chances of the oocyte surviving when thawed only for the autologous or non-donor patient group. This was thought to be due to higher temperatures increasing the permeability of CPAs, which reduced the exposure of it to the oocyte during rehydration. The differences in treatment groups appeared to have no significant effect on all the other parameters measured for both patient groups. It is such that based on the findings of Shanshan et al., vitrified oocytes should be warmed during rehydration at 37°C to increase survival rates of the oocyte for non donors.

Mark Hill 18 August 2016 - You have added the citation correctly and written a brief summary of the article findings. Well, the oocyte would normally be functioning in an in vivo environment of 37°C, does it surprise you that this turns out to be optimal rather than room temperature? Many biological processes would be expected to be optimal at this temperature. Assessment 5/5

Lab 2 Assessment


Morphological differences in early mouse embryonic development.png

Morphological differences in early mouse embryonic development.

<pubmed>PMC3088645</pubmed>

Mark Hill 29 August 2016 - All information Reference, Copyright and Student Image template correctly included with the file and referenced on your page here. Note though to display the reference citation correctly with the legend. You need to include the ref name for a citation, as shown below. I have also added <references/> code for refs to display on your page.

Code: <ref name="PMID21573197"><pubmed>21573197</pubmed></ref>

Morphological differences in early mouse embryonic development.[1]

Assessment 5/5

Lab 4 Assessment

Gastrointestinal development Quiz

1 What area of the gut tube normally herniates during early embryological development:

  Midgut
  Cloacal membrane
  Buccopharyngeal membrane
 Foregut

2 The region of the the primitive gut tube forming the hindgut gives rise to the:

  jejenum, ileum, ascending colon, distal 1/3 of transverse colon
  esophogus, stomach, appendix, sigmoid colon
  descending colon, sigmoid colon, distal 1/3 of transverse colon, rectum
  descending colon, sigmoid colon, proximal 2/3 transverse colon, rectum

3 Which option best describes Meckel's diverticulum:

  A congenital defect leading to the protrusion of abdominal viscera including the intestines through the anterior abdominal wall
  An absence of neural ganglia and thus the enteric nervous system within the gastrointestinal tract
  Abnormal rotation of the gut possibly leading to symptoms such as bilious vomiting
  A bulging out of the wall of the small intestine representing a pouch formed by a transient embryological structure

4 Which of the following end up forming the pancreas during embryological development:

  Endoderm
  Hepatic diverticulum
  Neural crest cells
  Dorsal mesogastrium
  Dorsal and ventral pancreatic buds


Lab 5 Assessment

Completed the survey regarding ANAT2341

Lab 6 Assessment

Interferon regulatory factor 6 (IRF6) gene mutations and its association with cleft lip/palate

<pubmed>15317890</pubmed>

Mutations in the gene encoding the transcription factor IRF6, leading to the gene becoming nonfunctional have been implicated to be associated with non-symptomatic cleft lip and/or palate[2]. The function of IRF6 signaling and its relation to the fusion event between the maxillary and frontonasal prominences but findings has not been well established as of yet, but early findings have shown that a loss of IRF6 in mice lead to a hyper-proliferation, improper terminal differentiation of the epidermal region in the oral cavity, and an absence of keratinizing epithelium. A combination of these factors cause oral adhesions, which block the oral cavity, leading to a disruption in the fusion of the tissues within the oral facial region, causing cleft lip and/or palate[3].

References

  1. <pubmed>21573197</pubmed>
  2. <pubmed>15317890</pubmed>
  3. <pubmed>17041603</pubmed>

<pubmed>12461532</pubmed>

<pubmed>PMC4554382</pubmed>

<pubmed>PMC3088645</pubmed>


Mark Hill (talk) 12:36, 5 August 2016 (AEST) Very good. maybe a little odd in page formatting this can get messy. I will discuss in today's lab online formatting etc.


Lab 3 Assessment

Mark Hill 31 August 2016 - Lab 3 Assessment Quiz - Mesoderm and Ectoderm development.

Question 2 - paraxial

Question 5 - maternal diet

Assessment 3.5/5