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My Student Page

Assessment List

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.


Z3489355 (talk) 11:53, 10 March 2016 (AEDT)

Z3489355 (talk) 11:06, 17 March 2016 (AEDT)

Z3489355 (talk) 11:26, 24 March 2016 (AEDT)

Z3489355 (talk) 11:11, 7 April 2016 (AEST)

Z3489355 (talk) 11:12, 14 April 2016 (AEST)

Z3489355 (talk) 11:44, 21 April 2016 (AEST)

Z3489355 (talk) 13:28, 28 April 2016 (AEST)

Z3489355 (talk) 11:06, 5 May 2016 (AEST)

Z3489355 (talk) 11:24, 12 May 2016 (AEST)

Z3489355 (talk) 11:34, 19 May 2016 (AEST)

Z3489355 (talk) 13:03, 26 May 2016 (AEST)

Z3489355 (talk) 11:00, 2 June 2016 (AEST)

Lab 1 Assessment

Search Pubmed Links

Prokaryotic Cytoskeleton

Eukaryotic Cytoskeleton

PMID 26756351


BioMed Central


Test page

Cell Biology Introduction (Link to 1st lecture on Cell Biology wiki) - Internal Link

Lecture 1 - External Link #1

SMH Sydney Paper - External Link #2

How to make an in-text citation

Targeting the bacterial division protein FtsZ. [1]

Student Image

  • Z8600021 As I said in the class tutorial, please use desctive naming of files, not (File:1501087-F1.jpg) could have been "Structural restraints from 1H-detected ssNMR".

Original Size


Structural restraints from 1H-detected ssNMR[2]



Structural restraints from 1H-detected ssNMR[2]

Textbox image

Structural restraints from 1H-detected ssNMR[2]

Lab 1 Summary

What I have learned so far

  • Identifying and acknowledging Copyright Statements (e.g. Creative Commons 4.0) of various online articles/journals
  • Creating a new page in the wiki
  • Start editing an existing wiki page
  • Various symbols to make headings, subheadings, tables, lists, etc
  • Mark lab attendance for the week in student page
  • Add internal and external links and renaming the link using [] or [[]] respectively
  • Add direct full reference of an article using <></> with the source inside the brackets
  • Add direct PMID article link using PMID XXXX
  • Making an in-text citation
  • Creating a reference list
  • Uploading images to a wiki page

Lab 2 Assessment

  • Z8600021 Summary of paper is quite good. The image reference, copyright and student template with the file you have uploaded. (5/5)

Summary of Article

Super-Resolved Single Molecule Localization Microscopy (SMLM) imagery of FUS and PSD-95 at hippocampal neurons[3]

FUS (Fused in Sarcoma) is a versatile DNA and RNA binding protein involved in neurodegenerative diseases such as amyotrophic lateral sclerosis (ALS) and frontotemporal dementia (FTD). A common characteristic of both of these diseases is the accumulation of mutated FUS in the nuclear region of neurons. This study by Schoen et al. illustrated this FUS accumulation process by super-resolution imagery of hippocampal neurons of adult rats.

By using the fluorescence super-resolution technique SMLM (Super-Resolved Single Molecule Localization Microscopy) with FUS protein tagged red and a post-synaptic protein PSD-95 tagged green as a localizing agent, it was found that FUS accumulation occurs at the presynaptic region of the axon, nearby a presynaptic vesicle protein Synaptophysin1 and adjacent to Bassoon, an active zone protein. However, it is completely separated from PSD-95, confirming the reason to use PSD-95 as a localizing tag for FUS.

FUS being an mRNA-binding protein suggests that mistakes in mRNA transport processes may have a significant role in pathogenesis of ALS and FTD. However, further research should be done based on the findings in this article, such as the prion-like activity of FUS and the spreading mechanism of FUS mutation to subsequent neurons as suggested by the authors.[3]

Lab 3 Assessment

  • Z8600021 These papers relate to the group project and the image has all required information (5/5)

Current references for ANAT3231 Project

1. Xie, X. (2002). Thrombopoietin promotes mixed lineage and megakaryocytic colony-forming cell growth but inhibits primitive and definitive erythropoiesis in cells isolated from early murine yolk sacs. Blood, 101(4), pp.1329-1335.

This article tested the effects of thrombopoietin to early embryonic cells (E6.5-7.5) which includes hematopoietic stem cells and erythroid cells in an assay. While thrombopoietin alone failed to give any effect, when added alongside growth factors, erythroid growth was inhibited and megakaryopoiesis was enhanced. This showed that thrombopoietin and growth / transcription factors have significant role in regulating differentiation of hematopoietic stem cells to different types of circulatory cells. [4]

2. Ono-Uruga, Y., Tozawa, K., Horiuchi, T., Murata, M., Okamoto, S., Ikeda, Y., Suda, T. and Matsubara, Y. (2016). Human adipose tissue-derived stromal cells can differentiate into megakaryocytes and platelets by secreting endogenous thrombopoietin. J Thromb Haemost

Ono-Uruga et al. discovered that adipose tissue-derived stromal cells (ASC) can differentiate into megakaryocytes under the effects of endogenous thrombopoietin. It is also found that CD71, a transferrin receptor is a main contributor for thrombopoietin endogenous release in MK progenitor cells among human ASCs. In the experiment, CD71-positive ASC cells induced a higher levels of thrombopoietin endogenesis compared to CD71-negative cells. Therefore, higher levels of CD71-positive cells act as a significant sign to the process of megakaryopoiesis in humans. [5]

3. Carow, C., Fox, N. and Kaushansky, K. (2001). Kinetics of endomitosis in primary murine megakaryocytes. J. Cell. Physiol., 188(3), pp.291-303.

Megakaryocytes are differentiated from diploid megakaryocyte progenitor cells via endomitosis (EnM), continuous synthesis of genetic materials (ie. DNA) without undergoing cellular division (mitosis). S-phase length in EnM Megakaryocytes is the same as in other blood-cell cycles, with G1 and G2 slightly shortened. However the M-Phase (mitotic phase), is significantly shortened or even nonexistent in some observed cells. The research showed decomposing of spindle fibres at metaphase, which prevented the chromosomes from being pulled by the fibres and migrating to opposite poles of the cells, leading to incomplete mitosis. [6]

Effect of RhoA on maturation of Megakaryocytes[3]

4. Suzuki, A., Shin, J., Wang, Y., Min, S., Poncz, M., Choi, J., Discher, D., Carpenter, C., Lian, L., Zhao, L., Wang, Y. and Abrams, C. (2013). RhoA Is Essential for Maintaining Normal Megakaryocyte Ploidy and Platelet Generation. PLoS ONE, 8(7), p.e69315.

RhoA, an intracellular signaling protein, was proved to play important role in the development of megakaryocytes. In the experiment, it was found that RhoA-negative megakaryocytes were larger, contained higher numbers of chromosomes (ploidy), and were rapidly releasing immature, unstable platelets which were immediately discarded by the circulation system. RhoA-positive cells (control) showed normal maturation speed and completed development of platelets before their release. [7]

Lab 5 Assessment

Percentage of cells with phenotype A-F from sample images of B35 undifferentiated cells by z3489355 & z5015980

Lab 6 Assessment

  • Z8600021 all required antibody information is here. (5/5)

1. Anti LAIR-6 antibody Regulatory antibody specific to LAIR-1 receptor expressed on megakaryocytic progenitor cells, regulating cell differentiation to mature megakaryocye [8]

2. Datasheet:

3. Main points of the antibody

Clonality: Polyclonal

Isotype : IgG

Raised in: Rabbit

Reacts against: Mouse, Human, Predicted to work with Rats

Application: Western Blotting, 1/500 - 1/2000. Predicted molecular weight: 31 kDa.

Lab 8 Assessment - Peer Review

  • Z8600021 You have provided some good peer feedback. Your reviews identify specific components (as requested) but they could also benefit from an overview comment or ranking of the projects. (16/20)

Group 2

Overall it is a good read, however with some inconsistencies and pacing problems which will be mentioned.

Introduction is well made so far although unfinished. The history section is well made and referenced.

For the structure section, I can suggest just go with the numbered referencing with bibliography like how the wiki page provides without in-text citations. This will make the section easier to read and flows better without the citations "breaking" the intended flow of information present.

The "Gaseous Exchange" in Function section may be explained better with a diagram of the process in addition to the text present.

The pacing of "Diseases and Abnormalities" section can be improved by splitting the single paragraph in each subheadings into several topic based paragraphs (eg. 1st paragraph for general definition of the disease, 2nd - pathogenesis, 3rd-available treatments, etc). Referencing in this section also has some flaws, such as "As reviewed in [55], the WHO defines anaemia as a haemoglobin…". In this case, the reference should be present in the sentence rather than a superscripted numbering, due to the sentence structure. Numbering should still be used but I suggest it should be put at the end of sentences rather than in the middle.

Finally, the Current Research section can be cited better from the primary sources rather than only from the review article as of currently.

Group 3

The topics are well structured, however more details to the main information present will significantly improve the page. One of the most glaring problems of this page as a wiki page is the referencing style.

Similar to group 2, reference style should just follow the method provided in the course, ie numbered with bibliography list at the end of the page rather than using in-text referencing. More references should also be included in some sections such as introduction, Structure section and the Function section, just to show where the information were obtained from.

Despite this, most of the main information provided in the page are pretty interesting and engaging. History can definitely be expanded further. More images and diagrams related to the processes and histological images (or electron microscopy) should also be added to further engage readers and improve readability. The locations of the images should be fixed as well, for example, the B cell functions image should be put near the top of the section and not going in-between through two different sections.

Glossary can also be added to define terms contained in the main text which are hard to understand but also to avoid unnecessary or unrelated definitions / descriptions to be present in the main sections

Finally, the final two sections, "Role in Disease" and "Application" should be given more examples rather than just one or two.

Group 4

A very informative read about natural killer cells overall, although some sections are not finished yet. Some spelling issues can also be spotted, eg. "nueclei".

Some information can be separated into different subheadings, for example the three different classification of NK cells in the structure section (can be put under something like "Three classifications of NK cells on cellular level") followed by the bullet points like currently presented. However, the sentences and paragraphs are nicely flowing throughout most of the page.

History can definitely be expanded, like how their function and activities were found, etc.

If possible, a generalised diagram for NK cell functions can be added to provide a simplified information as an option to the readers who do not require the details too deeply.

In the disease section, more references can be added to each abnormalities to provide different viewpoints as case comparison or even add more information to the existing abnormalities. For example, adding short descriptions and the roles of other cytokines which influences rheumatoid arthritis other than IL22.

Glossary is lacking, its addition will significantly increase the readability of the page by giving readers good definitions (such as for ankylosing spondylitis and primary Sjogren syndrome) of the terms used in the main text while avoiding unnecessary or unrelated definitions / descriptions to be present in the main sections (ie. maintain the flow of the text)

Lastly, adding subheadings to the current research topics will be perfect to separate individual research's description and its role and application to modern science. This ultimately also improve the flow of the section.

Group 5

An extremely well made page with a lot of interesting information. The referencing style is interesting, combining hyperlinks to terms (as a substitute to glossary, while still including a glossary section to define shorter and easier to define terms) and the well made numbered references and bibliography.

History is pretty extensive and more than enough to provide readers to understand the stage of how much we currently know about mast cells.

Function can be added as an entirely separate section with subheadings ( though keeping it in the physiology section is not much as a problem, separating some main points into subheadings is recommended) and expanded upon. Diagrams of how the cells maintain and undergo various processes in their function will be a great addition to explain complex mechanisms which are much simplified in the current text form. This is another reason why I suggest this section to be a separate section with subheadings, separating mast cell role in the immune system and injury repair.

Inclusion of a number tables and images in various parts of the page is a great addition to improve readability.

A brief section of current researches and applications should be added to explain how the existence of mast cells actually affect science and the society in general, both currently and to the future.

The glossary terms could use some citations, just to mention where the definitions come from.

Some references are repeated in the bibliography, so it's better to check the codes and follow the "cheat sheet" provided early in the course to avoid this/

Group 6

This is an amazingly detailed, informative and engaging page explaining about T lymphocytes, while keeping it simple when if some readers don't need the all details by putting collapsible boxes containing all the extra information. Despite this, some of the subheadings do not have any information yet.

History describes the main research progression well and also referenced correctly, although moving it just under the introduction would be great for the flow of the page.

The walls of text in the structure section can be split into several paragraphs so it does not actually feel too dense in terms of providing information.

The usage of videos and images are also impressive regarding how they actually can aid readers going through the page in their own way and pace.

The references are extremely extensive with more than one supporting articles for numerous statements, giving readers options to choose which article to access if they intend to learn more about a topic from the page.

Again, inclusion of extra information in collapsible boxes for each topic and even current active research labs in UNSW is very nice, providing deep explanations and sources for the readers who want to learn more about any topics in the page. I think some of the sources should be revised again, as primary sources are preferred compared to review articles.

Glossary is still not implemented yet, though. When it's up it will help readers more to understand terms used in the page.

Overall, I really enjoyed reading through this page. In my opinion, this is how an article page should be, giving the readers freedom to go through all of the information in the page in their own way and pace with images, videos and collapsible boxes containing more in-depth information.

Group 7

An introduction would be great to introduce readers to eosinophils before going in depth to topics surrounding them.

History section is pretty detailed, providing more information about how the discoveries were done and not just what they were. However, it stopped only until 1879. More recent discoveries regarding eosinophils would be great to see how much have we learned about the cells in the present.

This one is very nitpicky but in the "Birth, Life and Death in the body" section there are some numbered citations separated by commas which you don’t actually need (eg. …cytokine interleukin 5 (IL-5) [3], [4])

Bullet points in the Structure section do make everything simple to read but some will need more explanation than just points, especially the eosinophil granule components and their roles in the body.

More information for some diseases in the Role in Allergy and Disease section would also be preferred, and I like the inclusion of a video about how eosinophils attack. The treatment of eosinophilia table requires more information of how the therapies actually work in treating the disease The images are pretty well put and definitely helps to visually aid readers to understand the contexts for some topics.

In general, it's a pretty good read with some glaring problems. Two other sections which are still lacking, current research and glossary. Current research is vital for the readers to know and be introduced to current applications of something in the science world and how these will affect future research. Glossary is great to define terms which are hard to understand used in the page without breaking the pacing in the main sections with definitions.


  1. <pubmed>26756351</pubmed>
  2. 2.0 2.1 2.2 <pubmed>26665178</pubmed>
  3. 3.0 3.1 3.2 <pubmed>26834559</pubmed> Cite error: Invalid <ref> tag; name "PMID26834559" defined multiple times with different content
  4. <pubmed>12393382</pubmed>
  5. <pubmed>26990635</pubmed>
  6. <pubmed>11473355</pubmed>
  7. <pubmed>23935982</pubmed>
  8. <pubmed>21216234</pubmed>