Universitat Internacional de Catalunya
Developmental Biology
Other languages of instruction: English, Spanish,
Teaching staff
Doubts will be resolved before or after class. You can also contact the teachers by email: abanon@uic.es
Introduction
This course examines the cellular and molecular foundations of embryonic development in vertebrate and invertebrate organisms used as models to describe and understand the development of the human embryo.
Students will familiarise themselves with experimental methodologies used in those models and the conclusions drawn that build the current theories on the establishment of embryonic axes and the formation of spatio-temporal tissue patterning. We will also dig into the concepts of induction, neurogenesis and organogenesis, as well as with the biology of stem cells and tissue regeneration.
The Developmental Biology course contributes to the Sustainable Development Goals (SDGs) of the 2030 Agenda, particularly SDGs 3, 4, 5, 9, and 10, by promoting the understanding of the mechanisms that regulate organismal development, tissue and organ formation, and the biological basis of congenital diseases. Furthermore, it fosters high-quality scientific education, promotes biomedical research and innovation, supports equal opportunities in access to knowledge, and contributes to reducing inequalities through the development of strategies for the prevention, diagnosis, and treatment of developmental disorders.
Pre-course requirements
The students should have a basic knowledge in biochemistry, genetics, cell biology and molecular biology.
Objectives
- The basic processes of embryonic development in the most widely used animal models.
- The basic processes of fertilisation, cleavage and gastrulation in model organisms.
- The establishment of body axes in the main model organisms.
- The mechanisms of nervous system development: neural induction, neuron generation and the establishment of synaptic connections.
- The basic elements of organ development.
- The relationship between Developmental Biology, stem cells, cancer and regeneration processes.
- The relevance of developmental biology knowledge to the improvement of human health.
Competences/Learning outcomes of the degree programme
- CB01 - Students must demonstrate that they have and understand knowledge in an area of study that is based on general secondary education, and it tends to be found at a level that, although it is based on advanced textbooks, also includes some aspects that involve knowledge from the cutting-edge of their field of study.
- CB03 - Students must have the ability to bring together and interpret significant data (normally within their area of study) to issue judgements that include a reflection on significant issues of a social, scientific and ethical nature.
- CB04 - That students can transmit information, ideas, problems and solutions to specialist and non-specialist audiences.
- CE01 - To have a comprehensive overview of the structure and function of the cell, as well as intra and extracellular communication and its regulation through the main routes of cell signalling, in developing adult individuals.
- CG01 - To be aware of basic biological concepts and language specific to biomedical sciences and health status.
- CG11 - To be aware of basic concepts from different fields connected to biomedical sciences.
- CT01 - To develop the organisational and planning skills that are suitable in each moment.
- CT02 - To develop the ability to resolve problems.
- CT03 - To develop analytical and summarising skills.
- CT04 - To interpret experimental results and identify consistent and inconsistent elements.
- CT05 - To use the internet as a means of communication and a source of information.
- CT06 - To know how to communicate, give presentations and write up scientific reports.
- CT07 - To be capable of working in a team.
- CT08 - To reason and evaluate situations and results from a critical and constructive point of view.
- CT09 - To have the ability to develop interpersonal skills.
- CT10 - To be capable of autonomous learning.
- CT11 - To apply theoretical knowledge to practice.
- CT12 - To apply scientific method.
- CT13 - To be aware of the general and specific aspects related to the field of nutrition and ageing.
- CT14 - To respect the fundamental rights of equality between men and women, and the promotion of human rights and the values that are specific to a culture of peace and democratic values.
Learning outcomes of the subject
Upon completing the course, students should be able to:
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Understand the fundamental principles of Developmental Biology.
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Identify embryonic development and organogenesis of human body systems, as well as teratogenic mechanisms.
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Analyze axial specification mechanisms in various model organisms.
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Explain the processes of neurulation and neurogenesis.
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Evaluate the role of stem cells, regeneration, and approaches from Evolutionary Developmental Biology.
Syllabus
Unit 1. Introduction to Developmental Biology. Developmental Biology: the convergence between experimental embryology and developmental genetics.
Unit 2. Key concepts and fertilization. Basic processes: growth, pattern formation and morphogenesis. Developmental genes. Basic patterns of vertebrate development. Fertilization, oogenesis and spermatogenesis
Unit 3. Drosophila I and II axial specification. Antero-posterior axis. « Maternal effect », protein gradients, positional information, mutations. Bicoid case. Dorso-ventral polarity: dorsal gene and dorsal mutation. Interaction follicular cells and oocyte. Dpp signal and dorso-ventral patterning. Segmentation: gap and pair-rule. Parasegments Genes segment polarity. Homeotic genes: diversification and identity of the segments. The combinatorial language.
Unit 4. Axial specification Xenopus, chicken and zebrafish. Xenopus laevis development. Fertilization and cortical rotation. Stages. Segmentation, blastula and gastrulation. Fate map blastula Xenopus. The organizer of Spemann. Patterning of the ectoderm, mesoderm and endoderm. The development of chicken and zebrafish. Stages. Segmentation, blastula and gastrulation. The node and the primitive line. EM and ME transitions. Epibolia. The fate map of the chicken and zebrafish blastula.
Unit 5. Mammalian development: the mouse and human embryo. Embryonic stages and development time. Segmentation and blastula: bilaminar embryo. Destination map (fate map) of the mouse blastula. The development of the human embryo. Segmentation and blastula: trilaminar embryo. Gastrulation: the node and the primitive line. Axial specification mammals. Homologues of the Spemann organizer in the amniots. Antero-posterior axis. Left-right axis. The Node.
Unit 6. Neurogenesis I and II. Neural Induction Neurulation mechanisms: the neural plaque. Antero-posterior and dorso-ventral specification of the nervous tube. Hox vertebrate genes. The neural tube, formation of the brain and cerebral vesicles. Cell types and layers of the brain. Neural specification and innervation. Proneural genes of vertebrates. Neural identity specification.
Unit 7. Neurogenesis III, Neural Crest and Placodes. Selection of innervation routes and neuronal targets. Neurotrophic factors. Synaptic plasticity. Development according to activity. Derivatives neural crest, migration routes. Pluripotence, restriction and differentiation. Sensory placodes.
Unit 8. Organogenesis I:The somites. Somite structure and development. The clock and wavefront model of somite formation. Notocorda and paraxial mesoderm. Differentiation and regionalization of somites: dermamiotome and sclerotome. The musculoskeletal system. Myogenesis and the MyoD family. Osteogenesis.
Organogenesis II: limb development. Determination of the morphogenic field of the extremities. The apical crest. Next-distal axis generation: Retinoic acid, FGFs and Hox genes. Antero-posterior axis: ZPA and Shh. Dorso-ventral axis: Wnt.
Unit 9. Stem cells and regeneration. Definition stem cells. Pluripotence and differentiation. Symmetric and asymmetric division. Stem cells of cancer. Balance proliferation and differentiation. Regeneration and reprogramming, iPSCs.
Unit 10. EvoDevo. Evolutionary developmental biology. A bridge between developmental biology, evolution, and ecology. Morphological variation, the flexibility of enhancers, and protein-coding genes.
Teaching and learning activities
In person
The contents are delivered through two different teaching methodologies or learning activities:
1. Lectures – 20 hours: the teaching staff delivers knowledge to the whole student group in the classroom.
2. Case Method (CM) – 10 hours: students, working in groups, solve experimental cases provided by the teaching staff on the same day. In class, students present their conclusions with the active participation of the teaching staff, who may introduce new concepts whenever necessary.
Evaluation systems and criteria
In person
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In the final examination, students must obtain a minimum grade of 5 in order to be able to average this mark with the continuous assessment grades (Case Method).
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Class attendance
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Regular attendance at lectures and Case Method sessions is recommended.
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Attendance at lectures is not compulsory, but students who attend must follow the rules established by the teaching staff. Students are encouraged to attend classes; otherwise, it is understood that they will prepare the material independently in order to be able to follow the Case Method sessions.
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Attendance at Case Method sessions is recommended. In order to be assessed in this component of the course, students are required to attend a minimum of 4 out of the 5 sessions and to complete the activities proposed in each session.
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There is no mid-term examination; the continuous assessment grade is based on the average of the tests carried out at the end of each Case Method session.
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The examinations consist of multiple-choice tests with 5 options. Each correct answer scores 1 point, while 0.25 points are deducted for each incorrect answer.
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Up to 10% of the examination questions may cover concepts not included in the presentations but explained during lectures, or drawn from the recommended bibliography, discussed articles or recommended virtual materials.
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Assessment system
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Students in the first sitting:
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Case Method resolution: 20%
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Final examination: 80% (if the Case Methods have been completed; otherwise, 100%)
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Students in the second or subsequent sittings:
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Resit examination: 100%
The improper use of electronic devices such as mobile phones, tablets or laptops may result in expulsion from class. Improper use includes recording or disseminating material involving students or teaching staff during lessons, as well as using these devices for recreational rather than educational purposes.
Bibliography and resources
GILBERT SCOTT, F. Developmental Biology. 8th-10th eds. Sinauer Massachusetts: Sinauer Associates, [www.devbio.com].
https://www.ncbi.nlm.nih.gov/books/NBK9983/?term=GILBERT%5BAll%20Fields%5D
WOLPERT, Lewis. Principles of development. 3rd-5th editions Oxford: Oxford University Press / Current Biology Ltd.
ALBERTS et al., Molecular Biology of the Cell 4th. ed., ch. 21. Garland Science. Companion website:
LANGMAN'S. Medical Embryology, 9th Ed. Lippincott Williams & Wilkins Ed., 2004. Embriología médica. Barcelona: Panamericana