BIOL 69 Developmental Biology
Laboratory Schedule and Syllabus, Spring 2003
Thursdays 1:00-4:15
Instructor: Professor Mary K.
Montgomery
More Info @ Lecture
Schedule and Syllabus, Spring 2003
|
Week |
Date |
Lab |
Reading |
|
1 |
Jan 29 |
Nematode Development: Meiosis |
Ch. 1, 2, 3 Tyler hand-outs |
|
2 |
Feb 5 |
Echinoid Fertilization and Development (continue observations over next few days) |
Ch. 6 Tyler hand-outs |
|
3 |
Feb 12 |
Echinoid Development Continued (continue observations over next few days) |
hand-outs |
|
4 |
Feb 19 |
Echinoid Development Continued |
Ch. 7 Tyler hand-outs |
|
5 |
Feb 26 |
Zebrafish (continue observations over next few days) PAPER #1 DUE |
hand-outs Nasevicius& Ekker paper |
|
6 |
Mar 4 |
The Early Chick |
Ch. 9,10,11 Tyler |
|
7 |
Mar 11 |
More Chick Development/ Cardia bifida |
hand-outs |
|
8 |
Mar 18 |
Spring
Break |
|
|
9 |
Mar 25 |
Drosophila Development PAPER #2 DUE |
Ch. 8 Tyler hand-outs |
|
10 |
Apr 1 |
Regeneration Concepts: stem cells, regeneration Techniques: microdissection Organism(s):
hydra and planaria |
Ch. 13 Tyler Newmark paper |
|
11 |
Apr 8 |
Developmental Symbiosis Concepts: influence of microbiotic environment Techniques: " Find It":
measuring luminescence Organism(s): sepiolid squid Euprymna scolopes and the luminescent bacterium Vibrio fischeri |
McFall-Ngai paper |
|
12 |
Apr 15 |
Nematode Development PAPER #3 DUE |
hand-outs |
|
13 |
Apr 22 |
Nematode Development Continued |
hand-outs |
|
14 |
Apr 29 |
Wrap Up & Clean Up PAPER #4 DUE ON 5/6 |
|
These labs have been designed to introduce you to many
of the concepts of developmental
biology and the various techniques
and model organisms used to address
questions in this currently exploding field. Each week we will cover methods
that fall under one of three broad experimental approaches (referred to here as
"Find It (Show It), Block It, Move It" experiments-- coined by
Professor Dany Adams
when she worked at Smith College). Find It experiments
typically involve labeling of specific gene products, cell types or tissues.
Development is a process by which the totipotent fertilized egg undergoes
rounds of cell division followed by differentiation (i.e., cells become
specicialized to perform specific functions). This process involves
differential gene expression (i.e., muscle cells are different from neurons
because the former express muscle-specific proteins that mediate contraction
whereas neurons express neuron-specific proteins, e.g. neurotransmitters) as
well as localized and global signaling events. Labeling or “find it”
experiments allow the investigator to localize in the embryo where and when
certain genes or cell types are expressed. This type of observational study is
often used to establish a correlation
between the presence of a gene product or cell type and a developmental event
under study. To establish cause and effect more experimental approaches are needed. Blocking expression or
activity of specific genes, cells, or tissues can show that they are necessary for a specific developmental process; these types of
experiments are considered loss-of-function (i.e. "Block It ") experiments. An even more powerful
approach is to show that a gene or cell's activity is sufficient to cause a developmental process to occur; the
results of such experiments are referred to as gain-of-function evidence and
are obtained by moving expression or activity to a time or place in the embryo
when/where it would not normally be present ("Move
It "). All three experimental approaches are necessary for an
investigator to establish that a particular molecule, cell, or tissue is both
necessary and sufficient to cause a downstream event: e.g., (1) Find It
experiments might establish that a particular protein is present at the right
place and time to affect the event; (2) Block It experiments might show that
the event does not take place in the absence of the protein; and (3) Move It
experiments might demonstrate that the protein will cause the event to occur at
a time or place in which neither would normally be present/occur. Often
labeling methods will be used to determine whether gene expression, cell fates,
etc. have been altered by blocking or moving activity. If this hypothetical
protein behaves as predicted in all three experiments, we can say that it is
both necessary and sufficient to
cause the event. It is not uncommon, however, to find that a product is
necessary but not sufficient to cause a process to occur; more rarely, some
products are sufficient but not necessary. Finally, a well-designed experiment
includes all proper controls, and
we will discuss and include during the course of the semester appropriate
controls for all of our experiments.
I have designed the laboratory section of
this course so that it correlates with the lecture material, presenting you
with a cohesive approach to the study of developmental biology such that
concepts are mutually reinforced by the lectures and labs. Although I have done
my best to design labs that can be covered within a 3 hour time period, the
reality is that organisms develop on their own timetables and real science is
hard to do under such time constraints. Some of the most interesting and fun
labs will require that you come back to make additional observations or finish
an experiment at times later that day or week. As we are in Minnesota, this
means there will be times when you will have to trudge back through the snow to
peer down your microscope. In most cases, you will find your efforts well
rewarded!
LAB PAPERS : You will be asked to write a total of four papers
to be written in scientific format. Mary Tyler has a very good section on how
to write a scientific paper in the 1st chapter of her Developmental Biology:
A Guide for Experimental Study. I
will also have some additional handouts on writing scientific papers. The
format of your papers should strictly follow that of the journal Development . For each lab I will hand out one paper from the
primary literature that is related to the work we are doing for that particular
lab; each paper can serve as a starting point from which you can delve deeper
into the subject at hand either for your own paper or simply your pleasure.
Writing these papers should give you ideas about what you might want to do for
an Independent Project. Equally important, you will get critical feedback from
me that should allow you to improve your writing skills. Papers that miss the deadlines
listed in the syllabus will be assessed a 10 point penalty for each day they
are late (just like most libraries and credit card companies- unlike most
granting and hiring agencies, which simply toss the proposal or job application
in the trash if the deadline is missed)- so you can turn your papers in late
but you will pay a price.
LAB NOTEBOOK : I will also ask that you keep a laboratory
notebook. Keeping a lab notebook is an absolutely essential part of doing science.
The better notes that you take, the easier it will be for you to write your
papers, and the more you will get out of the laboratory section of this course.
I will periodically review your notebooks throughout the semester and will then
assess them near the end for a final grade. You should feel free to include
illustrations, photographs, timelapse files, etc. in your notebook. I will also
provide some data sheets that you should fill out and keep in your notebook;
these sheets will help you to organize your notes and make writing your papers
easier.
LAB PORTION OF GRADE (50% OF FINAL GRADE):
|
ITEM |
DUE |
POSSIBLE POINTS |
|
Paper #1 (sea urchin development) |
2/26 |
100 |
|
Paper
#2 (fish or chick development) |
3/25 |
100 |
|
Paper #3 (fly, squid, or regeneration) |
4/15 |
100 |
|
Paper
#4 (nematode development) |
5/6 |
100 |
|
Lab Notebook |
5/6 |
100 |
(See Lecture
Syllabus for more details.)
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