From CellBiology
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.

My Student Page


Z3463895 (talk) 11:53, 10 March 2016 (AEDT)

Z3463895 (talk) 11:06, 17 March 2016 (AEDT)

Z3463895 (talk) 11:20, 24 March 2016 (AEDT)

Z3463895 (talk) 11:28, 7 April 2016 (AEST)

Z3463895 (talk) 11:19, 14 April 2016 (AEST)

Z3463895 (talk) 11:29, 21 April 2016 (AEST)

Z3463895 (talk) 11:11, 28 April 2016 (AEST)

Z3463895 (talk) 11:41, 5 May 2016 (AEST)

Z3463895 (talk) 10:59, 12 May 2016 (AEST)

Z3463895 (talk) 11:13, 19 May 2016 (AEST)

Z3463895 (talk) 11:06, 2 June 2016 (AEST)

Lab 1 Assessment

Search Pubmed

prokaryotic cytoskeleton

PMID: 26756351


Biomed Central

How to make an in-text citation

bacterial division protein FtsZ.[1]



Carnegie stage table

Lecture 1

SMH Sydney Paper

What I've Learned So Far

What I've learned so far in this lab today was the editing of my own wiki student page online, with the usage of symbols. Not only that, I've practiced some techniques in creating Headings, Subheadings and sub-subheadings on the page, plus generating or inserting links that could lead to certain pages (either internal or external). I've also acknowledge the correct usage of an article by taking notes of its Copy Right notice.

Besides, I've also practiced the new convenient way of referencing online that could save us a lot of time. I've learned so much from this lab, from formatting to referencing.

Student Image

Immunolocalisation of FtsZ (in red) and MreB (in green) in Escherichia Coli (A,B)jpg.jpeg

Immunolocalisation of FtsZ (in red) and MreB (in green) in Escherichia Coli (A,B) [2]

Lab 2 Assessment

Research Article

Containing specific set of proteins and RNA, the non-membranous cellular bodies identified in the eukaryotes are too minimal in size (usually on submicron scale) to have their fine structures observed under the optical microscopes. These cellular bodies include nuclear bodies such as the nucleolus, nuclear speckles, paraspeckles, Cajal bodies, and polycomb bodies; as well as cytoplasmic bodies including processing bodies and stress bodies. These cellular bodies found in the eukaryotes contain specific RNA components that are essential for their physiological functions.In order to observe the fine sub-micron structures, these RNA-containing cellular bodies are being observed under the super-resolution microscopes. This research article summarizes the practical technical tips for the super-resolution microscopy, namely structured illumination microscopy (SIM) observation of RNA molecules optimized for the simultaneous detection of RNA and proteins by multi-color fluorescent in situ hybridization (FISH). Super-resolution observation of paraspeckles using SIM were shown and explained.

  • Z8600021 Where is the actual citation? It should appear here as well as with the image. (3/5)

Lab 3 Assessment

Summaries of Articles Regarding NK Cells Absnormalities in Diseases

1. Abnormalities of quantities and functions of natural killer cells in severe aplastic anemia

Severe aplastic anaemia (SAA) is a rare autoimmune disease caused by bone marrow failure, where it is unable to produce sufficient blood cells for the body. Natural Killer (NK) cells are lymphocytes that play an important role in the pathogenesis of autoimmune disease, which host defence against malignancies, viruses and allogenic cells. They either kill target cells directly or encourage production of cytokines and chemokines. This study aims to investigate the quantitative and functional changes of NK cell subsets in peripheral blood of SAA patients before and after immunosuppressive therapy (IST). Results showed that the percentage of NK cells and its subsets in peripheral blood lymphocytes was decreased in SAA patients, but increased dramatically after IST. However, the ratio of NK cells increased and restored to normal levels in patients after intensive immunosuppressive therapy. This study also found that the median expression of NKp46 on NK cells of newly diagnosed SAA patients was higher than that of healthy individuals. Similar, the expression of perforin in newly diagnosed SAA patients was also higher than of controls. The expression of CD158b and the median expression of granzyme B in NK cells however, had no statistical difference between two groups. The highly expressed of NKp46 and perforin on the NK cells from these patients might be the cause of hematopoiesis failure in SAA.


2. Analysis of Natural Killer Cells in Patients with Aplastic Anemia

In humans, NK cells have been identified as large granular lymphocytes, and they bear the cell surface antigen markers Leu 7 and Leu 11. This study analysed NK cells in 43 patients with severe aplastic anemia using cytoxicity assays and microfluorometry with monoclonal antibodies, prior to and after treatment with antithymocyte globulin (ATG). Similar to the previous findings, the result also showed that the NK cells in the peripheral blood of patients with aplastic anemia is reduced compared to normal patients. NK cells in acute aplastic anemia patients was however not statically different to from chronic patients. Other than that, Nk cells in the bone marrow was also being measured in order to test the possibility of NK cells in mediating hematopoietic suppression in aplastic anemia. It is found that NK cells in aplastic bone marrow was decreased as compared with normal and to approximately the same degree as was observed in blood. These results indicated that high NK cells was not concentrated in the target organ of aplastic anemia. LGLs in aplastic anemia had defective NK cells. It is discussed that defective NK function is a consequences of the underlying bone marrow failure and therefore do not support the suggestion that hematopoietic suppression in aplastic anemia is mediated by NK cells.


3. NKG2A expression and impaired function of NK cells in patients with new onset of Graves' disease.

Graves’s disease (GD)is an organ-specific autoimmune disease. It was said that the role that NK cells play in the pathogenesis of Graves’s disease (GD) is still remain unclear. This study explored the presence of activated and inhibitory receptors if NK and NKT cells in the peripheral blood of patients with new GD onset. The result of this study showed the significant decrease of NK cells in the peripheral blood of untreated GD patients. It is concluded that a lower number of activated NK cells may participate in the pathogenesis of GD but whether impaired function of NK cells leads to the onset of GD or the onset of GD leads to impaired function of NK cells still remains unclear.


4. The characteristics of NK cells in Schistosoma japonicum-infected mouse spleens

Schistosomiasis japonica is an parasitic disease, where during infection the deposition of its eggs can lead to immunopathological reactions, such as granuloma and fibrosis formation, which are the main contributors to the host lesions. By using mice that are infected with Schistosoma japonicum , this study aim to study the charactheristics of NK cells in affected mice. The result showed no significant different in NK cell percentages between the normal and infected groups but NK cell numbers significantly increased after infection. It is found that NK cells from C57BL/6 mouse spleens were activated and produced more specific cytokines like IL-2, IL-4, IL-10 and IL-17 and less IFN- γ during the host defense process against S.japonicum infection.

<pubmed> 26319521</pubmed>[8]

Lab 5 Assessment


Lab 6 Assessment

1. Antibody against Natural Killer Cells that is commercially available.


2.Type of group blood cell protein: CD16

3.Type of antibody: Monoclonal Antibody

4.Species raised in: Mouse

5.Species reacts against: Human

6.Types of application uses:

A. Flow cytometry

B. Immunohistology - Frozen

C. Immunohistology - Paraffin(1)


E. Immunoprecipitation

Peer Review Assessment

Group 1

1. Summarized introduction, clearly described what megakaryocytes are and where are they derived from.

2. Very organised history with usage of tables. Profound use of non complicated images and even videos which helps with understanding.

3. Content is correctly cited and referenced.

4. Lack of student's own diagram and the use of interesting examples, however did use simple explanations in "Essential Thrombocytosis" subtopic.

5. Interesting finding and research regarding the future of megakaryocytes are mentioned, making the study of megakaryocytes interesting.

6. Very relevant to the study aims of cell biology, proving essential information about the aimed study cells.

7. May need deeper research and descriptions on Platelets' different zones.

Group 2

1. Very good introduction to the Red Blood Cells, with content cited correctly.

2. Organized Headings, sub-headings and tables, make reading much easier, however paragraphs can be more well spaced in some of the sub-topics.

3. Well-cited contents and diagrams.

4. Student's own drawn diagram with own explanation could be included for better understanding.

5. Very interesting research and well summarized information in sub-topic "Diseases and Abnormalities".

6. Relevant information of Red Blood Cells to the study aims of cell biology, showing deep and profound research has been done, making this wiki page a good source of information and educational.

7. More interesting learning diagrams can be included.

Group 3

1. Nice diagram for the main wiki page , however introduction could be improved by being more paragraph or essay-like rather than summing up few sentences into 2 paragraphs.

2. Most of the contents are not cited.

3. Headings and sub-headings are well organised, with the use of table in "History" and "Summary of B-cell surface molecules".

4. Student's own drawn diagram with own explanation could be included for better understanding.

5. Interesting extra significant findings about B-cell surface structure are included, making the wiki page more interesting.

6. Relevant information of Red Blood Cells to the study aims of cell biology, showing much information has been collected.

7. More interesting learning diagrams can be included.

Group 5

1. Good introduction to Mast cells at the beginning, very summarized with multiple essential information from different sources.

2. Contents and diagrams are well cited.

3. Headings and subheadings are clear and organized, use of tables are not dull, making the wiki page more lively and more educational.

4. Shows good choices of diagrams, easy to understand and not too complicated, help readers to understand without needing to read the text too much.

5. Sufficient use of diagrams and tables, with number of different sources, very educational.

6. Student's own drawn diagram with own explanation as a summary could be included for an even better understanding.

7. This wiki page relates the topic and content of the Wiki entry to learning aims of cell biology very well and makes readers reading with much knowledge learned from the course.

Group 6

1. Well introduction to T-cells. Easy to understand and learn.

2. Information, diagrams and contents are all well-cited.

3. Good organisation of headings and sub-headings. However, the function of T-cells can be more summarized by adding sub-headings to each function or maybe number/bold the different functions out for easier learning and studying purposes.

4. Some diagrams can be explained for more details, in order to increase understanding of reader without reading too much of the texts.

5. Very profound research has been done, providing sufficient references to contents.

6. Student's own final thoughts as a summary has been included, good understanding has been shown.

7. Well relates the topic and content of the Wiki entry to learning aims of cell biology.

Group 7

1. Very good diagram of Eosinophil as the main educational diagram of the wiki page, stirring interest of readers' at their first sight.

2. No introduction included, jumping straight to "History" makes it hard for the readers to start with.

3. However, contents are pretty well cited, with relatively organised headings and subheadings.

4. Diagrams however can be more arranged and not floating around paragraphs. Most diagrams can be explained for more details, in order to increase understanding of reader without reading too much of the texts.

5. Pretty good research has been done, but some parts could be improved by researching more in deep.

6. Simpler diagrams or flow charts can be included more, with explanations.

7. Great histological images used, relates the topic and content of the Wiki entry to learning aims of cell biology.


  1. <pubmed>26756351</pubmed>
  2. <pubmed>22510822</pubmed>
  3. <pubmed>26564236</pubmed>
  4. <pubmed>25688241</pubmed>
  5. <pubmed>24661133</pubmed>
  6. <pubmed>3083891</pubmed>
  7. <pubmed>25281394</pubmed>
  8. <pubmed>26319521</pubmed>