User:Z3376375

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z3376375 Student Page

Group Projects
This year's main topic is Blood Cell Biology. Each group should discuss with group members the specific sub-topic that will be covered by their project.

Here is a list of some of the cell types (Structure and Function)

Cell Type (PuMed citations)


Below are the groups to which students have been randomly assigned. You should now on the project discussion page add your own suggestion for a specific topic. Once your group has agreed on the topic, add this as a heading to the project page before Lab 3.


2016 Projects: Group 1 | Group 2 | Group 3 | Group 4 | Group 5 | Group 6 | Group 7

Group 1: User:Z5017493 | User:Z3330991 | User:Z5020043 | User:Z5020175 | User:Z3489355

Group 2: User:Z5018320 | User:Z5015980 | User:Z3376375 | User:Z3461106

Group 3: User:Z5019595 | User:Z5019962 | User:Z5018925 | User:Z3461911

Group 4: User:Z5020356 | User:Z3463895 | User:Z3376502 | User:Z3423497 | User:Z5021149

Group 5: User:Z5015719 | User:Z3462124 | User:Z3463953 | User:Z5017292

Group 6: User:Z5018866 | User:Z3329177 | User:Z3465531 | User:Z5105710

Group 7: User:Z5021060 | User:Z5016365 | User:Z5016784 | User:Z3414546 | User:Z3417773

Group Assessment Criteria

Group Assessment Criteria

  1. The key points relating to the topic that your group allocated are clearly described.
  2. The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
  3. Content is correctly cited and referenced.
  4. The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
  5. Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
  6. Relates the topic and content of the Wiki entry to learning aims of cell biology.
  7. Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.
  8. Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement.
  9. The content of the wiki should demonstrate to the reader that your group has researched adequately on this topic and covered the key areas necessary to inform your peers in their learning.
  10. Develops and edits the wiki entries in accordance with the above guidelines.
Individual Lab Assessments
Lab 8 Assessment
2016 Lab 8 - Lab 8 Assessment (to be completed before Lab 9)
  1. Add your peer assessment to your own student page to the site.
  2. Add your peer assessment to each project discussion page to the site.
Lab 6 Assessment
2016 Lab 6 -
  1. Identify an antibody against your group blood cell protein that is commercially available.
  2. Add a link to the original data sheet page and identify the type of group blood cell protein.
  3. Include the following information: type of antibody (polyclonal, monoclonal), species raised in, species reacts against, types of application uses, and if available any reference using that antibody.
Lab 2 Assessment
2016 Lab 2 - Super resolution microscopy
  1. Find a recent research article (not review) that uses super resolution microscopy technique.
  2. Write a brief summary of the paper (referenced) and what the super resolution microscopy technique showed.
    1. This should not simply be the abstract of the paper.
    2. This can be 2-3 paragraphs no longer.
  3. Include a super resolution microscopy image from the paper.
    1. Therefore the paper must be from a source that you can reuse.
    2. Image uploaded as in Lab 1 (summary box - description/reference/copyright/student image)
    3. Image should appear as a "thumbnail" (thumb) next to your paper summary (with citation legend) See Test page
Lab 1 Assessment
2016 Lab 1 - Lab 1 Assessment (to be completed before Lab 2) The test page I set up in the Lab
  1. Add your own student page to the site.
  2. Add your signature for Lab attendance.
  3. Add a sub-heading.
  4. Add an external Link.
  5. Add an internal Link.
  6. Add an image from PubMed, PloS or BioMed Central journal related to prokaryote cellular component. Make sure it includes both the reference and copyright information, with the file and where it appears on your page.

Attendance

Z3376375 (talk) 11:53, 10 March 2016 (AEDT)

Z3376375 (talk) 11:09, 17 March 2016 (AEDT)

Z3376375 (talk) 11:18, 24 March 2016 (AEDT)

Z3376375 (talk) 11:28, 7 April 2016 (AEST)

Z3376375 (talk) 11:16, 14 April 2016 (AEST)

Z3376375 (talk) 11:17, 21 April 2016 (AEST)

Z3376375 (talk) 11:08, 28 April 2016 (AEST)

I forgot to put my attendance down for 5th of May! I was there though! We went to the underground lab and did microscopy!!!

Z3376375 (talk) 11:22, 12 May 2016 (AEST)

Z3376375 (talk) 11:12, 19 May 2016 (AEST)

Z3376375 (talk) 11:27, 26 May 2016 (AEST)


Lab 1 Assessment

Internal Link

https://cellbiology.med.unsw.edu.au/cellbiology/index.php/2016_Lab_1

External Link

Search PubMed :

http://www.ncbi.nlm.nih.gov/pubmed?term=prokaryotic+cytoskeleton

http://www.ncbi.nlm.nih.gov/pubmed?term=eukaryotic+cytoskeleton

Student Image

  • Z8600021 All correct information with uploaded file (5/5)

Cooperativity Effects in Different Filament Systems

Cooperativity Effects in Different Filament Systems.jpeg

References

Debnath Ghosal, Jan Löwe Collaborative protein filaments. The EMBO Journal: 2015 34(18);e201591756 [1]

Copyright

© 2015 Ghosal et al. This is an open access article under the terms of the Creative Commons Attribution 4.0 License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Citation : Debnath Ghosal, Jan Löwe (2015) Collaborative protein filaments. The EMBO Journal: 2015 34(18);e201591756. doi: 10.15252/embj.201591756

Note - This image was originally uploaded as part of a student project and may contain inaccuracies in either description or acknowledgements. Please contact the site coordinator if the uploaded content does not meet the original copyright permission or requirements, for immediate removal.

Lab 2 Assessment

  • Z8600021 All correct information with uploaded file, not you do not need to include copyright on this actual page, just with the image. Paper summary is concise, need to explain acronyms (Thy1-YFP-H) first time you use. I see it took you a while to complete this simple exercise. Had you reviewed research articles in other courses before? (5/5)


Deep-Tissue Super-Resolution Imaging Using SeeDB2S[2]

Article Chosen : http://www.ncbi.nlm.nih.gov/pubmed/26972009

Summary of Article

This paper was concerned about mapping the neuronal circuitry of Thy1-YFP-H mice (and some other brains!) using their own specially made clearing agent. The focus of their paper is upon contrasting the strengths and weaknesses of their clearing agent (SeeDBS2) against other clearing agents, against current modern techniques, in different imaging methods, different situations and contexts. The paper highlights it's particular strengths in reducing light scattering, preserving tissue components, clearly preserving the fluorescence of certain proteins all in relation to other popular methods and techniques of this day and age.

They used, discussed and mentioned several different types of Super-Resolution Microscopy :

  • STED - Stimulated Emission Depletion Microscopy
  • PALM - Photoactivation Localization Microscopy

The Super-Resolution Microscopy was able to show a range of things such as :

  • Dendritic Spines of Cortical Pyramidal Neurons
  • Mice Embryos
  • Nasal Bones
  • Mice Cerebral Cortexes
  • Entire Mice Brains
  • Fly Brains

You can also notice the comparisons of their paper as they used SeeDBS2 against other clearing agents such as CLARITY, CUBIC and Sca/eS. These are shown in some of the comparative Super-Resolution Microscopy images that were taken.

This took me so long to finish......

http://www.ncbi.nlm.nih.gov/pubmed/26890004

Reference

Meng-Tsen Ke, Yasuhiro Nakai, Satoshi Fujimoto, Rie Takayama, Shuhei Yoshida, Tomoya S. Kitajima, Makoto Sato, Takeshi Imai Super-Resolution Mapping of Neuronal Circuitry With an Index-Optimized Clearing Agent. Cell Reports: 2016 14, doi: 10.1016

Copyright

© 2016 Ke et al. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license, which permits the copy and redistribution the material in any medium or format, provided the original work is properly cited.

Citation : Meng-Tsen Ke, Yasuhiro Nakai, Satoshi Fujimoto, Rie Takayama, Shuhei Yoshida, Tomoya S. Kitajima, Makoto Sato, Takeshi Imai Super-Resolution Mapping of Neuronal Circuitry With an Index-Optimized Clearing Agent. Cell Reports: 2016 14, doi: 10.1016

Note - This image was originally uploaded as part of a student project and may contain inaccuracies in either description or acknowledgements. Please contact the site coordinator if the uploaded content does not meet the original copyright permission or requirements, for immediate removal.

Z3376375 (talk) 01:44, 18 March 2016 (AEDT)

Lab 3 Assessment

  • Z8600021 These papers relate to your project and are suitable summaries (I hope you had chance to use them in the final project page). Could you also include some descriptive information with any files that you upload, ref, copyright and student template are the minimum requirements, but it is useful to include your own descriptive legend as well. (5/5)
Normal and Sickled Red Blood Cells[3]

Paper 1

Viallat et. al[4] collated the research from various scientific articles describing the functional capabilities of Red Blood Cells to reversibly stretch and deform to fit through the varying sizes of microcirculation in the human body. It reviewed the current understanding, research and postulations about the underlying mechanisms surrounding this ability as well as the current documented behaviour of Red Blood Cells in different shearing force contexts.

This article is relevant to our group project on Red Blood Cells because it outlines the current understanding and research upon the hyper elasticity ability of Red Blood Cells to conform to narrower parts of our circulation. It therefore also pins and outlines some of the areas and mechanisms that we don't currently understand about these processes, ie topics for future investigation. Also this naturally ties in to understanding the structure of Red Blood Cells as the function of RBCs will be dictated by it's structure.

http://www.ncbi.nlm.nih.gov/pubmed/24750669

Paper 2

Mohandas et. al[5] reviewed over 100 different articles about the cell membrane of Red Blood Cells. It covered the current understanding of the composition including structural proteins and lipids. It discussed that the nature of the RBC to carry oxygen implied its necessity to have a structure which allowed for elasticity and deformation done through its excess surface area compared to it's volume, it's cytoplasmic velocity and the high elasticity allowed by the structure of it's membrane. Several diseases related to the deformation and malproduction of Red Blood Cells were highlighted and listed such as OHS, Ovalocytosis, HE any many others.

This article was chosen to be covered due to it's widespread coverage over several topics of the membrane of RBCs. However being an old article, published in 2008, some of it's current understanding is outdated as well as some of their future implications for the research of RBCs. However since it highlights alot of the foundational understanding behind the membrane of the Red Blood Cell I found it useful to use in understanding of some of the structural aspects of the Red Blood Cell Membrane.

http://www.ncbi.nlm.nih.gov/pubmed/18988878

Paper 3

Ciccoli et. al[6] studied and examined the morphology of Erythrocytes, damage to their membranes and cytoskeletal proteins in test subjects with classic autistic disorder. They have come across a combination of erythrocyte shape abnormalities, cytoskeletal alterations and oxidative damage to their RBC membranes within these patients. This study showed that there were many more questions that needed to be answered in terms of the relationship of autism and the abnormalities of RBC's that correlate with it as well as the relationship between the abnormal erythrocyte shapes and the neurological development in children with classical autism.

This is important to our understanding of RBC's due to some of the side effects of some diseases upon the structure and shape of RBCs. This affects the function of the affected patients red blood cells and bloods rheological properties. It also highlights that before this paper there was no information on how erythrocytes oxidative membrane damage can affect cytoskeleetal membrane proteins such as B-actin which will affect the shape of the erythrocyte and therefore it's functions. Understanding the lack of knowledge, bringing new information together and new relations together paves the way to understanding where new research can occur to better understand the abnormalities of red blood cells not just in autism as it is in this study, but possibly also in other diseases which affect the morphological shape of red blood cells.

http://www.ncbi.nlm.nih.gov/pubmed/24453417

Paper 4

Frank et. al[7] undertook a study to determine the different deformability rates and occurrences in the erythrocytes of patients undergoing spinal fusion surgery. They assessed the cell membranes of erythrocytes in contexts of surgery and storage. Some patients with minimal transfusions and some with moderately more, some with erythrocytes stored for over 21 days, and some with fresher erythrocytes. Their findings suggest that the cell membrane of erythrocytes are associated with storage and sometimes may be irreversible. Some of these deformities affect the erythrocytes ability to deform under sheer stress (eg. in some areas of microvasculature in the body) and may also render the transferred erythrocytes as less capable in delivering oxygen. However these findings must be consistent in larger randomized clinical trials, this study simply adds to the understanding about blood transfusion and storage.

This has numerous applications and value due to the widespread nature of blood transfusions as well as blood storage. The fact that blood transfusions and the length of storage for red blood cells can detrimentally affect their function once transfused is a serious issue. It shows a large area of research that needs to be done, but also begins to add to the evidence upon various methods of blood transfusion. It also eludes to potential complications that are currently arising or potentially will arise as certain blood transfusion and blood storage practices change.

http://www.ncbi.nlm.nih.gov/pubmed/23449853

Lab 5 Individual Assessment

File:The_Effect_on_B35_Cell_Morphology_when_Overexpressing_Tm4.jpeg


Lab 6 Individual Assessment

1. Identify an antibody against your group blood cell protein that is commercially available.

Anti-Red Blood Cells antibody [34-3C] (ab106101) - (http://www.abcam.com/red-blood-cells-antibody-34-3c-ab106101.html)

2. Add a link to the original data sheet page and identify the type of group blood cell protein.

http://www.abcam.com/red-blood-cells-antibody-34-3c-ab106101.html

3. Include the following information: type of antibody (polyclonal, monoclonal), species raised in, species reacts against, types of application uses, and if available any reference using that antibody.

Type of Antibody : Monoclonal

Species Raised in : Mice

Species Reacts Against : Mouse

Species Does Not React Against : Rat, Sheep, Rabbit, Chicken, Human

Types of Application Uses :

  • Functional Studies : Use at an assay dependent concentration.
  • Flow Cyt : 1/50. ab170191-Mouse monoclonal IgG2a, is suitable for use as an isotype control with this antibody.

References Using this Antibody :

  • Z8600021 All information correct. Please do not use acronyms (Flow Cyt) and the references are correct, should have used the PMIDs, PMID 18209093 PMID 11901193 (5/5)

Lab 8 Individual Assessment

  • Z8600021 Very good, these are concise and clearly written reviews and I like that you offer suggestions. (18/20)

Group 1 | Megakaryocytes

Love the banner, looks really good!

History : little bit long and I wonder if it could potentially be more concise?

Structure : Really concise and easy to read overview of the structure of megakaryocytes and platelets. It seems fitting to have a picture or a diagram of a megakaryocyte and platelet here!

Development and Maturation Phases : Haemotopoiesis Stages has a lot of great information there in terms of the steps process of Hematopoesis however isn't the most friendly of things to read since there are heaps of receptors and chemicals mentioned. I have a feeling that it would help engagement of the reader as well as clarity of information presented if you were to put that information into a flow chart or diagram! You could even have all the interacting receptors and chemicals and stuff! And if there is some information which is difficult to explain in the diagram you could make notes below the diagram about those things such as the growth factors!

Signallling : Hectic spelling ;) No references for the thrombopoietin receptors? I like how you talked about the role the thrombopoietin receptors play, it makes the information applicable and shows why they're important to understand. Perhaps highlighting the role of JAK/STAT Signalling a bit more would be helpful here!

Function and Role : Indepth information about the function and role of platelets and megakaryocytes were presented! Quite concise and decently easy to read! I also liked how you went into the potential roles of platelets in modulating the inflammatory processes! It's always good to have an understanding of seeing what things aren't quite understood by the scientific literature and possibilities in those gaps of knowledge!

Pathology: You have a video on Essential Thrombocytosis! That's awesome! Perhaps enlargen it a bit, it helps break up the text really well! However the text feels like it's sort of written in dot points and I wonder if you could have done referencing in line, instead of at the end. It makes this section of the article inconsistent with other sections of the article. Osteoporosis really scarce on information. Could definitely be flushed out more considering the prevalence of osteoporosis as well as how your main topic of platelets and megakaryocytes are involved.

The Future of Megakaryocytes : I liked this section! But I found myself asking for more at the end of it! I think you could definitely flush out some more things and details about the future of research into Megakaryocytes!

Overall most of your page is quite easy to read, concise and has relevant information. It would be great if you could flush out your Pathology and Future of Megakaryocyte sections as well as definitely adding diagrams to your structure sections! Good job!

Group 3 | B Lymphocytes

History : I feel you could have added more into here! What about when B cells were actually discovered themselves? Isolated? Structure studied? There are surely more notable dates of importance that should be here!

Development : Really helpful and clear diagram used here! Some spelling errors here. A bit hard to work out what H and L chains are from here, especially if this is the first thing the reader is going to be engaging with without having first read the structure section! I wonder if the order of your subsections could potentially be changed, especially since there are structural elements talked about here which haven't been introduced to the reader yet!

Location and Activation : Some grammatical errors. Extensive antigenic sampling of lymphatic fluid? What does this mean, I don't think this is something that would be clearly understood by your readers without your explanation. You talk alot about receptors and the things that bind to them to allow activation of B cells, I wonder if a diagram would be a helpful way of communicating this information to your audience. This section also seems really low on references with whole sections lacking a single reference.

Types of B Cells : A helpful and clear look at the different types of B cells, there life spans and function! You had really clear and concise information here but since you're talking about different types of B cells, perhaps differentiating pictures of them would contrast them well and show some of the structural or functional differences between them.

Structure : My first impression is that there is a huge block of text without references and without clear diagrams supporting the information you're portraying about the structure. A diagram would aid your information about the antigen binding portion of the B cell receptor complex! Your section about cell surface markers is really hard to read and really difficult to understand, you probably need to reword this or at least present it more clearly for the reader to be engaged and learn effectively. Great table about the different cell surface molecules, helps to break up the text and keep the reader up to scratch with what they all do. The other significant findings about the B cell structure was interesting because it connects some of the potential effects and results of having these particular structural traits. In general REALLY low on references.

Function : Solid information about the function, particularly in the different antibody isotopes that have been discovered. This sort of information would be great in a table! Perhaps with columns of : Abundance | Production | Function. Generally solid section!

Role in Disease : No references. Could be filled in more, seems that the writer ran out of time to insert detail here.

Applications : No references. No examples of the actual applications? Eg. therapeutic treatments for cancer, auto immune disease and inflammation? Have there been prior uses before? Reference that or at least give an example of it! Definitely can be flushed out more.

Group 4 | Natural Killer Cells

History : Concise and clear! 1980 - 2007 not many developments? 27 years is a while!

Structure : Can't wait for this hand drawing! Hahaha. What is CD56? Good to see some connection to function tendencies though due to structure! May also help to list out the receptors to be clear with it. Diagram should assist written information. Could definitely be filled in more.

Function : NK cells induce production of IFN-y and TNF which enhance cytotoxicity. Why and how do they enhance cytotoxicity? Ideas here seem a bit scrambled and feel more like pieces of information that haven't quite been put together in a helpful and engaging way for the reader. I found the function with cancer and pregnancy to be clear and interesting!

Abnormalities in Disease : Great diagram! Breaks up text well and gives a great overview or the role of NK in various diseases as well as possible ways of approaching treatment using NK cells. Huge block of text with rheumatoid arthritis with only one reference? Asthma can be flushed out more in regards the regulatory role of NK cells and lung eosinophils and how that causes or is related to Asthma. Unfilled out subheadings. Flesh them out :) They look interesting!

Current Research : For navigation and clarity purposes, perhaps the use of subheadings in the section would be helpful, maybe like : Innate Immunity, NK Signalling, Multiple Myeloma... Otherwise it seems a bit hard to navigate and wade through!

Overall okay job in what they've provided. Mostly easy to read and understand. Missing out some key details. How are NK cells formed? Where are they formed? How do they get to where they are needed?

Group 5 | Mast Cells

Introduction : Really strong introduction. Clear, concise but also going into a bit of depth. Prepares the reader for their wiki page.

History : Once again, clear and concise. With main key points, dates and discoveries.

Physiology : Great referencing and usage of images. Shows that they actually support the information talked about in the text. Image use is on point here! Helpful and clear text below images used and the information presented in the images is very engaging and helps the reader to understand what the text is saying. Great table used in differentiation to help break up the page and make it look appealing to the eye while still presenting relevant information. To be honest when I first saw how many things you wanted to cram into physiology I assumed that you were going to have blocks of text in an unpresentable way. However this section was clear, concise, made excellent use of spacing, imaging, descriptions and tables. I felt that at all times I could understand what points you were trying to say and the information was all relevant and supported each other.

Pathology : I really enjoyed the depth that you had here while still using clear language. I appreciated particularly how you stepped the reader through Mast Cell Activation Disease and showed us the pathogenesis, the factors that lead up to it, clinical manifestations as well as different therapies used to treat it. Once again using tables effectively and with writing that just flows, is smooth and progresses the knowledge kindly to the reader. I would have liked to see the same sort of depth in the other diseases that you guys mentioned!

This by far was the best page I've read. It was at all points clean, concise, engaging and went deeply into the content. It used spacing, tables and images beautifully and in a way that supported the text and information that was being presented. The only thing I can critique one is having more detail in some of the diseases you discussed in your pathology section. I think this is literally going to get full marks when it gets marked! Really good job guys!

Group 6 | T Lymphocytes

Introduction : Strong introduction with great referencing. Used an image and video well which supported the content that was talked about. Set up the reader to engage with the page and what to expect from the page. Managing reader expectations!

Function : I'm not sure the relevance of mentioning the helper T cell subtypes. What's the point of mentioning these? Do they assist in function? If so how? You should probably clarify and say that tregs are Regulatory T Cells. I originally had no clue until I read over the paragraph several times. Make things clear for your readers. The cytoskeleton section was helpful as it explained a little about the structure of the cytoskeleton and the the resulting function that comes from it's cytoskeletal structure! Some grammatical errors throughout.

Structure : I feel you could have used tables to show some of the differences between cell types. This would have been a clearer way to display information. When talking about the receptor you began to introduce several concepts, terms and ideas which weren't elaborated into in much depth and just mentioned. This left me feeling confused with a large block of text which wasn't explained clearly to me. Some grammatical errors throughout.

Development : Another video! Great! Once again some more grammatical errors in this section. Really clear and helpful diagram used! It then turned into a large block of text in which I began to feel a bit overwhelmed with lots of abbreviations and fast moving ideas. This made it confusing and difficult to read. My head hurts now. Please simplify this section, so as to help the reader understand as much as possible while engaging them. The possible use of more graphics here or referring to your image would be a helpful thing to include.

History : Clear and concise! Key points, dates and discoveries are noted here!

Type of T Cells : This was well presented! You had overviews and clarity about the function of the different types of T cells but you also included fold outs which contained a lot of more information with clear subheadings and detailed information! Some of the clinical implications and diseases were left blank here. Fill them out to actually see the effects of these T cells and application in actual practice! A bit hard to wade through heaps of blocks of text.

Current Research and Future Direction : Wonderful list of things mentioned! Even better was that you linked projects and research that is going on at our own university! Really helpful to see where research is heading for T cells!

Overall was a decent project. Could do with some simplification of some of the concepts that were talked about. I felt there were large blocks of texts sort of all over and you could do better to simplify some of the things that you present while retaining the complexity that you go into. I also felt that when you went into the different types of T cells you could have potentially done tables to compare between them as well as supporting images. Instead there were large blocks of text which were hard to navigate through all at once. Definitely use more graphics and creative ways of showing information other than text!

Group 7 | Eosinophils

History : I feel you have the precursor to the finding of the Eosinophil down but you haven't talked much about post finding the eosinophils and the research and development that has resulted in understanding it's structure or function since. You may want to go into this more deeply post 1900's.

Birth, Life and Death in the Body : Is this meant to be your introduction? It has very scattered information which isn't quite drawn together and presented clearly. I feel your ideas that you're presenting here are jumping around. Please re write this and draw all the ideas together, helping the reader to engage with eosinophils and help them progress their understanding without just dumping knowledge facts here and there about eosinophils.

Structure : Great picture of eosinophil - should format better to have information concisely. Looks a bit odd currently. There has to be some formating and rearranging done with your granule section. Once again it feels like you're taking facts and putting them together. Even though you refer to the abbreviations earlier, it may just help readability if you also put the full name next to each of the components abbreviations in brackets.

Role in Allergy and Disease : Some nice diagrams here. I feel you could have gone deeper with a lot of the knowledge you presented here. The video was good here as well as the table detailing the treatment of eosinophilia. They help break up the text and explain information in creative ways.

Should add an introduction. First thing you read is a big knowledge slam without helping the reader to ease in to what you're trying to present. I really feel that you lack some information and you could go deeper into most of your categories. You didn't talk much about future direction and research for eosinophils. They way you word things and phrase your points are often times confusing and don't flow very naturally. Please work on this to increase readability, clarity and conciseness.

Projects/Assessments

Group Projects
This year's main topic is Blood Cell Biology. Each group should discuss with group members the specific sub-topic that will be covered by their project.

Here is a list of some of the cell types (Structure and Function)

Cell Type (PuMed citations)


Below are the groups to which students have been randomly assigned. You should now on the project discussion page add your own suggestion for a specific topic. Once your group has agreed on the topic, add this as a heading to the project page before Lab 3.


2016 Projects: Group 1 | Group 2 | Group 3 | Group 4 | Group 5 | Group 6 | Group 7

Group 1: User:Z5017493 | User:Z3330991 | User:Z5020043 | User:Z5020175 | User:Z3489355

Group 2: User:Z5018320 | User:Z5015980 | User:Z3376375 | User:Z3461106

Group 3: User:Z5019595 | User:Z5019962 | User:Z5018925 | User:Z3461911

Group 4: User:Z5020356 | User:Z3463895 | User:Z3376502 | User:Z3423497 | User:Z5021149

Group 5: User:Z5015719 | User:Z3462124 | User:Z3463953 | User:Z5017292

Group 6: User:Z5018866 | User:Z3329177 | User:Z3465531 | User:Z5105710

Group 7: User:Z5021060 | User:Z5016365 | User:Z5016784 | User:Z3414546 | User:Z3417773

Group Assessment Criteria

Group Assessment Criteria

  1. The key points relating to the topic that your group allocated are clearly described.
  2. The choice of content, headings and sub-headings, diagrams, tables, graphs show a good understanding of the topic area.
  3. Content is correctly cited and referenced.
  4. The wiki has an element of teaching at a peer level using the student's own innovative diagrams, tables or figures and/or using interesting examples or explanations.
  5. Evidence of significant research relating to basic and applied sciences that goes beyond the formal teaching activities.
  6. Relates the topic and content of the Wiki entry to learning aims of cell biology.
  7. Clearly reflects on editing/feedback from group peers and articulates how the Wiki could be improved (or not) based on peer comments/feedback. Demonstrates an ability to review own work when criticised in an open edited wiki format. Reflects on what was learned from the process of editing a peer's wiki.
  8. Evaluates own performance and that of group peers to give a rounded summary of this wiki process in terms of group effort and achievement.
  9. The content of the wiki should demonstrate to the reader that your group has researched adequately on this topic and covered the key areas necessary to inform your peers in their learning.
  10. Develops and edits the wiki entries in accordance with the above guidelines.
Individual Lab Assessments
Lab 8 Assessment
2016 Lab 8 - Lab 8 Assessment (to be completed before Lab 9)
  1. Add your peer assessment to your own student page to the site.
  2. Add your peer assessment to each project discussion page to the site.
Lab 6 Assessment
2016 Lab 6 -
  1. Identify an antibody against your group blood cell protein that is commercially available.
  2. Add a link to the original data sheet page and identify the type of group blood cell protein.
  3. Include the following information: type of antibody (polyclonal, monoclonal), species raised in, species reacts against, types of application uses, and if available any reference using that antibody.
Lab 2 Assessment
2016 Lab 2 - Super resolution microscopy
  1. Find a recent research article (not review) that uses super resolution microscopy technique.
  2. Write a brief summary of the paper (referenced) and what the super resolution microscopy technique showed.
    1. This should not simply be the abstract of the paper.
    2. This can be 2-3 paragraphs no longer.
  3. Include a super resolution microscopy image from the paper.
    1. Therefore the paper must be from a source that you can reuse.
    2. Image uploaded as in Lab 1 (summary box - description/reference/copyright/student image)
    3. Image should appear as a "thumbnail" (thumb) next to your paper summary (with citation legend) See Test page
Lab 1 Assessment
2016 Lab 1 - Lab 1 Assessment (to be completed before Lab 2) The test page I set up in the Lab
  1. Add your own student page to the site.
  2. Add your signature for Lab attendance.
  3. Add a sub-heading.
  4. Add an external Link.
  5. Add an internal Link.
  6. Add an image from PubMed, PloS or BioMed Central journal related to prokaryote cellular component. Make sure it includes both the reference and copyright information, with the file and where it appears on your page.

  1. Debnath Ghosal, Jan Löwe Collaborative protein filaments. EMBO J.: 2015; PubMed 26271102
  2. Meng-Tsen Ke, Yasuhiro Nakai, Satoshi Fujimoto, Rie Takayama, Shuhei Yoshida, Tomoya S Kitajima, Makoto Sato, Takeshi Imai Super-Resolution Mapping of Neuronal Circuitry With an Index-Optimized Clearing Agent. Cell Rep: 2016; PubMed 26972009
  3. Ngozi Awa Imaga Phytomedicines and nutraceuticals: alternative therapeutics for sickle cell anemia. ScientificWorldJournal: 2013, 2013;269659 PubMed 23476125
  4. A Viallat, M Abkarian Red blood cell: from its mechanics to its motion in shear flow. Int J Lab Hematol: 2014, 36(3);237-43 PubMed 24750669
  5. Narla Mohandas, Patrick G Gallagher Red cell membrane: past, present, and future. Blood: 2008, 112(10);3939-48 PubMed 18988878
  6. Lucia Ciccoli, Claudio De Felice, Eugenio Paccagnini, Silvia Leoncini, Alessandra Pecorelli, Cinzia Signorini, Giuseppe Belmonte, Roberto Guerranti, Alessio Cortelazzo, Mariangela Gentile, Gloria Zollo, Thierry Durand, Giuseppe Valacchi, Marcello Rossi, Joussef Hayek Erythrocyte shape abnormalities, membrane oxidative damage, and β-actin alterations: an unrecognized triad in classical autism. Mediators Inflamm.: 2013, 2013;432616 PubMed 24453417
  7. Steven M Frank, Bagrat Abazyan, Masahiro Ono, Charles W Hogue, David B Cohen, Dan E Berkowitz, Paul M Ness, Viachaslau M Barodka Decreased erythrocyte deformability after transfusion and the effects of erythrocyte storage duration. Anesth. Analg.: 2013, 116(5);975-81 PubMed 23449853