| Course Title | Developmental Biology | ||
| Course Code | BS3003 | ||
| Offered | Study Year 3, Semester 1 | ||
| Course Coordinator | Cheung Ching For, Peter (Dr) | PCFCheung@ntu.edu.sg | 6316 2849 |
| Pre-requisites | BS2004 OR AAB20A | ||
| AU | 3 | ||
| Contact hours | Lectures: 24, Tutorials: 12, Laboratories: 6 | ||
| Approved for delivery from | |||
| Last revised | 31 May 2021, 09:56 | ||
This course aims to introduce early embryonic development of different model organisms. You will gain an insight into animals (primarily those with well-characterized genetics) which are used in biological research and from which important contributions to understanding fundamental processes in cells have been made. Completion of this course should give you a good understanding of developmental biology and provide a basis for more advanced courses. You will become familiar with the experimental strategies and tools used by developmental biologists.
Upon successfully completing this course, you should be able to:
History and basic concepts of developmental biology
Advantages and disadvantages of different model organisms used in research (e.g. C.elegans, drosophila, mouse)
Invertebrate development (C. elegans)
Invertebrate development (Drosophila)
Vertebrate development I (Xenopus)
Vertebrate development II. (Mouse)
Strategies for investigating developmental processes in invertebrate and invertebrate animals (e.g. organ and foetal development, signalling pathways, etc)
Processes for targeted mutations of genes in mice
| Component | Course ILOs tested | SBS Graduate Attributes tested | Weighting | Team / Individual | Assessment Rubrics |
|---|---|---|---|---|---|
| Continuous Assessment | |||||
| Laboratories | |||||
| Research Competency | 6, 7, 8, 9, 10 | 1. a 3. c, g 5. a, e | 10 | individual | See Appendix for rubric |
| Mid-semester Quiz | |||||
| Multiple Choice Questions | 1, 2, 3, 4, 5 | 1. a, b, c, d 3. c, g 5. c, e | 30 | individual | |
| Examination (2.5 hours) | |||||
| Multiple Choice Questions | 1, 2, 3, 4, 5 | 1. a, b, c, d 3. c, g 5. c, e | 50 | individual | |
| Short Answer Questions | 1, 2, 3, 4, 5 | 1. a, b, c, d 3. c, e, g 4. a 5. a, c, e | 10 | individual | See Appendix for rubric |
| Total | 100% | ||||
These are the relevant SBS Graduate Attributes.
1. Recognize the relationship and complexity between structure and function of all forms of life, resulting from an academically rigorous in-depth understanding of biological concepts
a. Possess a conceptual framework that identifies the relationships between the major domains in the field of biology.
b. Explain the relationship between structure and function of all forms of life at the molecular level
c. Explain the relationship between structure and function of all forms of life at the cellular level
d. Explain the relationship between structure and function of all forms of life at the organism level
3. Develop and communicate biological ideas and concepts relevant in everyday life for the benefit of society
c. Demonstrate an understanding of the recursive nature of science, where new results continually modify previous knowledge
e. Discuss current critical questions in the field of biology
g. Demonstrate an understanding of the history of ideas and development of the major fields of biology
4. Acquire transferable and entrepreneurial skills for career development
a. Demonstrate innovative approaches to solving problems in biological science, leading to new approaches or techniques
5. Develop communication, creative and critical thinking skills for life-long learning
a. Learn independently and then share that knowledge with others
c. Demonstrate critical thinking skills such as analysis, discrimination, logical reasoning, prediction and transforming knowledge
e. Demonstrate good observation skills and a curiosity about the world
Feedback is given on points 1-5, 10 by showing email questions submitted by the students and shown/discussed in tutorials. Feedback is also given on the mid term quiz.
Feedback is given on points 6-9 by talking to the individual during laboratory class.
| Lectures (24 hours) | The basic principles and classic experiments of developmental biology are discussed in the lectures, thius helping you to achieve learning outcomes 1-5, 10. Relevant videos will be shown and Responseware questions incorporated into the lecture. You are encouraged to talk to the lecturer if you have questions. |
| Tutorials (12 hours) | Questions are given to the students beforehand and discussed during the tutorial. The questions can all be solved using the lecture notes although you are encouraged to also read the textbooks as they will often give a different viewpoints. Relevant videos will be shown and Responseware questions incorporated into the tutorial session. Learning outcomes 1-5, 10 are addressed in tutorials. |
| Laboratories (6 hours) | The laboratory session offers an opportunity for real hands-on experience with the C.elegans worm, an important model organism. The laboratory sessions give you the opportunity to develop your observation skills, thus helping you to achieve learning outcomes 6-9. |
Developmental Biology by Scott Gilbert (10th edition). Chapters 1, 6, 8 and 9; published by Sinauer Associates, Inc. (June 30, 2013)ISBN-13: 978-0878939787
Principles of Development by Lewis Wolpert (5th edition). Chapters 1-5; Publication Date - May 2015; Oxford University Press, ISBN: 9780198709886
Analysis of Biological Development by Klaus Kalthoff. 2nd Edition. Chapter 25, 2001, McGraw-Hill, Inc., ISBN 0-07-092037-0
Additional relevant papers will also be provided during the course.
Before coming to the lecture, you are expected to have looked through the lecture notes so that you can follow whatever the lecturer is saying. Before coming to the tutorial, you are expected to have attempted the tutorial questions and put some thought into formulating the answers. You are expected to participate during the lecture and tutorials if the lecturer asks questions that are addressed to the class. If you are unclear about something which has been presented during the lecture or tutorial, you should try to find the answer by reading the relevant passages in the textbook and then talk to the lecturer if still in doubt.
All the lectures and tutorials on this course are video recorded and are available for to watch through NTU Learn. All the past exam papers for this course have been deposited in the NTU library. The mid-term quiz from one year before is released to you so that you are familiar with the format.
Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values.
As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the Academic Integrity website for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity in the course.
| Instructor | Office Location | Phone | |
|---|---|---|---|
| Cheung Ching For, Peter (Dr) | 03n-09 | 6316 2849 | PCFCheung@ntu.edu.sg |
| Week | Topic | Course ILO | Readings/ Activities |
|---|---|---|---|
| 1 | History and basic concepts of developmental biology. Advantages and disadvantages of different model organisms used in research (e.g. C.elegans, Drosophila, Xenopus, Mouse). Classic experiments of developmental biology. Regulative and mosaic development. | 1, 2, 3 | |
| 2 | Invertebrate development I (C. elegans). Life cycle and basic body plan. Specification of the early embryo. Use of mutants to identify signaling pathways involved in vulva development. Practical session involves hands on experience in propagating worms and observing their organs. Sexing of worms, differences between male and female worms. | 1, 2, 3, 6, 7, 10 | |
| 3 | Invertebrate development I (C. elegans). Use of mutants to identify signaling pathways involved in vulva development. Practical session involves the identification of mutant worms. | 1, 2, 3, 6, 8, 9, 10 | |
| 4 | Invertebrate development I (C. elegans). Identification of the programmed cell death pathway. Strategies for investigating developmental processes in invertebrate animals (e.g. organ development, signalling pathways, etc) | 1, 2, 3, 4, 10 | |
| 5 | Invertebrate development (Drosophila). Life cycle and basic body plan. Specification of anterior-posterior axis. Role of the maternal and gap genes. | 1, 2, 3, 5, 7, 10 | |
| 6 | Invertebrate development (Drosophila). Pair rule, segment polarity and homeotic genes. | 1, 2, 3, 5, 8, 10 | |
| 7 | Invertebrate development (Drosophila). Specification of the dorsal ventral axis. | 1, 2, 3, 5, 10 | |
| 8 | Vertebrate development I (Xenopus). Life cycle and basic body plan. Classic experiments and the role of the organizer. Specification of anterior-posterior and dorsal ventral axis requires the organizer. | 1, 2, 3, 10 | |
| 9 | Vertebrate development I (Xenopus). The organizer and neurulation. | 1, 2, 3, 10 | |
| 10 | Vertebrate development II. (Mouse) | 1, 2, 3 | |
| 11 | Vertebrate development II. (Mouse) | 1, 2, 3 | |
| 12 | Vertebrate development II. (Mouse). Processes for targeted mutations of genes in mice | 1, 2, 3 |
You will be sexing worms as well as transferring them to fresh plates for propagation without contamination. The plates containing the isolated female or male worm will be collected and graded by the lecturer. Total marks will be scaled to 10%.
1. Successful transfer of a single female wild type worm. (10 marks)
2. Successful transfer of a single male him-8 mutant worm. (10 marks)
3. Plates without contamination. (10 marks)
Using your observational skills and prior research, you will be graded on your ability to correctly match the 7 given mutant names to the mutant worms on the different plates.
4. Correct identification of the seven strains. (Each correct identification 10 marks)
The short answer questions aim to test the principles and concepts covered during the course. Answers should be concise and to the point, preferably with the inclusion of a diagram. Each question is marked out of 10 and the total marks are scaled to 10%.
The question is not attempted or the answer is totally irrelevant (0-2 marks)
Answers are partial or show ambiguity in the understanding of concept and principle. Key points are not clear. (3-4 marks)
Answers are mostly accurate but show some errors. Key points are included, but not well explained. (5-6 marks)
Answers are accurate and complete. Key points are stated and explained, but show minor errors (7-8 marks)
Answers are comprehensive, accurate and complete.Key ideas are clearly stated, explained, and well supported (9-10 marks)
As a result of this course, it is expected you will develop the following "big picture" attributes:
Interest in using model organisms as a tool for investigating human diseases and development
Interest in observing the diverse developmental mechanisms in nature
Respect for experimental animals