BIOL3026: Semester 1, 2021

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Units BIOL3026 Semester 1 2021 [Normal day]

Unit outline_

BIOL3026: Developmental Biology

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

The advent of multicellularity represents one of life's great transitions in complexity, ultimately paving the way to the evolution of complex organisms such as humans. This unit focuses on how such complex multicellular systems are constructed using both animal and plant systems in a comparative way that reveals common strategies and striking contrasts. The course will cover the multidisciplinary nature of approaches used, including classical embryology, biochemistry, genetics, transcriptomics, live-imaging, cell biology, physiology and computer simulation. Topics will include fundamental concepts, morphogens, establishing body axes, cell polarity, differentiation and commitment, evolution in the context of development, mechanics and morphogenesis with examples from model systems, stem cells and cancer. Practical work includes experiments addressing gene expression, organ identity and homeotic conversions, and uses CRISPR/Cas9 gene editing to demonstrate approaches to the study of developmental biology. The practical classes complement the theoretical aspects of the course and develops important skills in developmental biology.

Unit details and rules

Academic unit	Life and Environmental Sciences Academic Operations
Credit points	6
Prerequisites ?	(MBLG2X72 or GEGE2X01 or GENE2002) and 6cp from (MBLG2X71 or BIOL2XXX or BCMB2XXX or QBIO2001 or IMMU2XXX)
Corequisites ?	None
Prohibitions ?	BIOL3926
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Marcus Heisler, marcus.heisler@sydney.edu.au

Type	Description	Weight	Due	Length
Final exam (Record+)	Exam Written exam - short answer questions	50%	Formal exam period	2 hours
Outcomes assessed:
Assignment	Laboratory notebook Laboratory Notebook	10%	Week 04 Due date: 26 Mar 2021 at 18:00	See Canvas
Outcomes assessed:
Assignment	Developmental biology literature review Written assignment	20%	Week 07 Due date: 23 Apr 2021 at 18:00	1500 words
Outcomes assessed:
Assignment	Laboratory notebook Laboratory notebook	10%	Week 09 Due date: 07 May 2021 at 18:00	See Canvas
Outcomes assessed:
Assignment	Laboratory notebook Laboratory notebook	10%	Week 13 Due date: 04 Jun 2021 at 18:00	See Canvas
Outcomes assessed:
= Type B final exam ?

Assessment summary

Theory exam: All students will sit a final theory exam held during the official examination period at the end of semester. The exam may comprise multiple-choice, short-answer and/or mini-essay questions from any area of the lecture and practical program.
Developmental biology presentation: Students will work in pairs and employ library and Internet resources to investigate a topic on developmental biology. Students will prepare a PowerPoint presentation on their topic for joint presentation to their group.
Laboratory notebook assessment: Students will maintain a laboratory note book with weekly write up and final conclusions of experiments conducted throughout the semester. The laboratory note books will be submitted at various times during the semester. Several items in the note book will be selected for assessment.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Lectures 3-6: Early animal development	Lecture (4 hr)
	Lectures 7-11: Model systems and genetic approaches	Lecture (5 hr)
	Lectures 17-18: Epigenetics	Lecture (2 hr)
	Lectures 19-20: Morphogenesis	Lecture (2 hr)
	Fundamental processes	Lecture (3 hr)
	Weeks 2-3: Animal development	Practical (6 hr)
	Weeks 4-9: Flower development	Practical (15 hr)
	Weeks 6, 10-12: Mosaic analysis	Practical (9 hr)
Week 01	Conceptual overview	Lecture (1 hr)
Week 01	Classical approaches	Lecture (1 hr)
Week 07	Developmental variation:domestication and evolution	Lecture (1 hr)
Week 07	Cell signalling	Lecture (1 hr)
Week 08	Cytoskeleton	Lecture (1 hr)
	Cancer and Development	Lecture (1 hr)
	Neural Development	Lecture (1 hr)
Week 13	Frontiers in understanding mammalian development	Lecture (1 hr)

Attendance and class requirements

Due to the exceptional circumstances caused by the COVID-19 pandemic, attendance requirements for this unit of study have been amended. Where online tutorials/workshops/virtual laboratories have been scheduled, students should make every effort to attend and participate at the scheduled time. Penalties will not be applied if technical issues, etc. prevent attendance at a specific online class. In that case, students should discuss the problem with the coordinator, and attend another session, if available.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There are a number of textbooks relevant to the lecture material as listed below. There are also references to original research papers and reviews noted in lectures or available via Canvas or the Library.

Wolpert, L and Tickle, C. Principals of Development. Oxford University Press. 4th Edition, 2011.
Gilbert S. Developmental Biology. Sinauer. 9th Edition, 2010
Slack J. Essential Developmental Biology. Wiley-Blackwell. 2nd Edition, 2006.

Other text books of interest are as follows.

Krebs J.E., Goldstein E.S. and Kilpatrick T.S. Lewins Genes X. Jones and Bartlett Publishers, 2009
Strachan T. and Read A. Human Molecular Genetics 2. Garland Science. 4th Edition, 2010.
Meneely P. Advanced genetic analysis: genes, genomes, and networks in eukaryotes. Oxford University Press, 2009.
Sanders M.F. and Bowman J.L. Genetic Analysis: An Integrated Approach. Pearson. 2012.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand, explain and evaluate classical and modern approaches used in developmental biology
LO2. know, understand and analyse developmental biology information
LO3. define and describe different means by which multicellular organisms develop
LO4. compare and contrast mechanisms of cell fate determination
LO5. appraise how developmental biology relates to evolution and diversity
LO6. develop skills in the use and application of developmental biology tools
LO7. formulate ideas on the practical applications of developmental biology in agriculture
LO8. relate the use of developmental biology to improving animal and plant health and well being

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Delivery of the unit of study has taken into consideration student feedback since the unit was last offered.

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

General laboratory safety rules

No eating or drinking is allowed in any laboratory under any circumstances
A laboratory coat and closed-toe shoes are mandatory
Follow safety instructions in your manual and posted in laboratories
In case of fire, follow instructions posted outside the laboratory door
First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory

As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service: unihealth.usyd.edu.au/

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

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