From CellBiology

Welcome to Cell Biology 2017!

Lab 1 Assessment

Lab 2 Assessment

  1. Identify a chemical SDS and the risks and hazards of that chemical in text. Add a link to the original SDS
  2. Select 4 reference papers papers related to your selected group project topic sub-section. Read the research papers and write a brief description of their findings and relevance to the selected topic sub-section. The reference along with your description should then be pasted on both your group discussion page and your own personal page.

Lab 3 Assessment - Endo/Exo worksheet questions.

Lab 4 Assessment

  1. Identify a cytoskeletal antibody.
  2. Identify the species deriving the antibody.
  3. Identify the working concentration for the antibody.
  4. Identify a secondary antibody that could be used with this antibody.
  5. Identify a paper that has used this antibody.

This assessment will be due by the next lab (Lab 5).

Lab 7 Assessment

The following peer assessment exercise should be completed before next lab (Lab 8 - 2 May) as your individual assessment for this week (lab missed due to public holiday).

Your answer should be pasted in 2 places

  1. onto each project discussion page (Note you should add anonymously to the discussion page)
  2. your own individual student page for my assessment.

Each individual will provide a brief assessment of the other groups projects. This should take the form of a brief critical (balanced) assessment identifying both the positive (good) and negative (bad) aspects of the project page as it currently exists online.

You may if you choose, use the final project assessment criteria as a guide. Though you are also welcome to use your own 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 Assessments

Lab 1

Cell membrane.gif

Electron Micrograph of potocyte

Both light and electron-microscopic techniques have developed tremendously over the past 5 years and have allowed us to more detailed and infinite look at the podocyte cells and its structures. Under high-resolution electron micrograph, the glomerular basement membrane is also clearly viewed.

Mark Hill (talk) 14:28, 28 March 2017 (AEDT) Good with the image upload. You only needed to add the image a title summary and the reference to your page (as below) the additional information goes with the image file. The cell is a "podocyte" not a "potocyte" you need to check your work before final submission, mislabelled on image page as well. (4.5/5)

Electron Micrograph of podocyte[1]




© The Author(s) 2017

Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

Lab 2

Hazard Statements and Precautionary Statements exist for Hydrochloric Acid. Some of the details of each include:

Hazard Statement

- May be corrosive to metals

- Causes severe skin burns and eye damage

- May cause respiratory irritation

Precautionary Statement

- Keep only in original container

- Wash skin thoroughly after handling

- use only outdoors or in a well-ventilated area

Please find more information at HCLSDS

Pancreas is a mixed exocrine and endocrine gland that plays an important role in good digestion and homeostasis. Ductal cell is part of the endocrine gland and it transports the digestive enzymes produced by acinar cells to the intestine where they ensure nutrient digestion and absorption. Three pancreatic buds (1 dorsal, 2 ventral) arise and develop in response to signals from the adjacent mesodermal tissues such as notochord, aorta and cardiac mesoderm. As the stomach and duodenum rotate, the ventral bud and the pancreatic biliary orifice move around, leading the ventral and dorsal buds to fuse. The ventral bud forms the posterior part of the head and the uncinated process, and the dorsal bud forms the remainder of the organ. The main pancreatic duct, Wirsung is the result of the fusion of the ventral duct with the distal part of the dorsal duct. The proximal part of the dorsal duct, Santorini is preserved with its own opening into the duodenum. <pubmed>17258745</pubmed>

In the mouse, at 8.5 dpc, the homeobox transcription factors Pdx1 and Hlxb9 mark regions of the forming duodenum where the pancreas buds form (one dorsal and two ventralateral). One dorsal and one ventral bud expand and fuse to form one organ. All the endocrine cells including duct cells derive from common progenitors expressing Pdx1 but each start a unique differentiation program. During 9.5 and 11.5 dpc, selective labelling of cells that express Pdx1 at particular developmental stages show that duct progenitors express Pdx1. Permanent expression of activated Notch allows the expression of several ductal markers. The mechanism where branches form is still not clear and certain. However several gene deletions affect the number of branches and the factors produced by the mesenchyme of the pancreas control branching. <pubmed>15618005</pubmed>

This paper has been reviewed by Giancarlo Flati in 2002. History of the discovery of pancreas and the pancreatic duct begins back in time, during 16th and 17th centuries. There have been a number of controversies on who discovered the parts first and comes first in priority. Main duct of the pancreas - 1642: first described by Johann Georg Wirsung (1589-1643), during an autopsy of a 30 year old man executed for a cime - After this discovery it was understood that the pancreas was a secretory gland - The first cannulation of pancreatic ducts was conducted in dogs by Reignier de Graaf - 1796: German G.Sommering first used the word ‘Bauchspeicheldruse (abdominal salivary gland) to indicate the pancreas’ excretory function - Many scientists in 19th century who dedicated most of their efforts to investigate the physiology of pancreatic secretion

Accessory Pancreatic Duct: - Discovered by Diovanni Domenico Santorini (1681-1737) - Santorini wrote his ‘Observationum Anatomicarum’ in 1724, where he clearly described a second pancreatic duct. However it was not published until 1775. - Santorini was forgotten for a period of time and was re-evaluated by Claude Bernard with his physiologic studies 1859. However, the discovery of the second duct was already been observed by other scientists then. One explanation of the overlooked previous discoveries might be due to the fact that the language of the texts was Latin and perhaps contemporary anatomists did not make special efforts on reading it <pubmed>12120005</pubmed>

To form the main duct that transverse the pancreas to the duodenum, delivering fluid laden with digestive enzymes, first, the intercalated ducts merge to form intralobular ducts and these in turn merge to form interlobular ducts, which then finally merge to become the main duct There are a number of transcription factors that are critical and important in its development. Ductal Cells express markers include cytokeratin19, cystic fibrosis and DBA lectin. Its transcriptional factors include HNFiB, HNF6 and SOX9.

Pdx1: - for the specification for all pancreatic linages

- non-islet Pdx1-positive cells display physical traits of ductal branching

- involved temporally in a program of gene expression sufficient to facilitate the biochemical and morphological changes necessary for branching ductal morphogenesis

HNG6: - develops cysts in interlobular and intralobular pancreatic ducts but not in intercalated ducts

- maybe restricted to distinct ductal segments



Lab 4

Smooth Muscle Actin Polyclonal Antibody

- species derving: Rat, Human

- Host: Rabit, IgG

- Class: Polyclonal

- Concentration: 0.2 mg/ml

Goat anti-Rabbit IgG (H+L) Highly Cross-Adsorbed Secondary Antibody, Alexa Fluor 488

- Host: Goat/IgG

- Class: Polyclonal

- Conjugate: Alexa Fluor 488

- Paper using this antibody - <pubmed>21703845</pubmed>


Lab 5

Effect on Tm4 over-expression on the morphology of B-35 cells Table.jpg

Mark Hill (talk) 20:51, 24 April 2017 (AEST) This lab assessment will be marked by the guest presenter and the mark added here when I have received.

Lab 7

Group 4

All the headings and subheadings look suitable and very detailed, however it looks like there are still a number of sub headings that still need to be worked and filled out. The good use of pictures, diagrams and other small features of the wiki make the website look more interesting and informative. The use of table in History section looks very nice as it is easy to look at. A lot of information in Development section is well divided and explained under small headings. Proper referencing and citation will have to done at the end, before finalising the website. Using videos for the Function section is nice as it will ease the understanding of the content, however, adding few lines or key points to the section will be better.

Group 3

All the headings and subheadings look suitable. It looks like a lot of work had been processed and each heading is well supported with good content and pictures. The use of table in History section looks very nice as it is easy to look at. However, sections such as Structure can be touched little bit in a way it is easier to read at. I think the each paragraph is too long. Sections Function, Development and signalling will need more information and organised into sentences and paragraphs. Proper referencing and citation will have to done at the end, before finalising the website. Overall, after adding little bit more information into some of the headings, this project will look great

Group 1

This webpage looks really interesting and informative. All the headings look suitable, detailed and are well supported with great content and other features. Using tables and videos under Pathology section for each disease really make the information easier to look at and understand. Overall, once more information is added to the website, this project will look really nice.



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.


Human R3 RPTP members.png




Copyright: © 2017 Chicote et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited



Search membrane

PMID: 28260162

PMID 28260162



Z5015752 (talk) 16:04, 7 March 2017 (AEDT) Z5015752 (talk) 15:35, 14 March 2017 (AEDT) Z5015752 (talk) 15:14, 21 March 2017 (AEDT) Z5015752 (talk) 15:50, 28 March 2017 (AEDT) Z5015752 (talk) 16:53, 4 April 2017 (AEST) Z5015752 (talk) 15:07, 11 April 2017 (AEST)

2017 Course Content


Lectures: Cell Biology Introduction | Cells Eukaryotes and Prokaryotes | Cell Membranes and Compartments | Cell Nucleus | Cell Export - Exocytosis | Cell Import - Endocytosis | Cytoskeleton Introduction | Cytoskeleton - Microfilaments | Cytoskeleton - Microtubules | Cytoskeleton - Intermediate Filaments | Cell Mitochondria | Cell Junctions | Extracellular Matrix 1 | Extracellular Matrix 2 | Cell Cycle | Cell Division | Cell Death 1 | Cell Death 2 | Signal 1 | Signal 2 | Stem Cells 1 | Stem Cells 2 | Development | 2017 Revision

2017 Laboratories: Introduction to Lab | Fixation and Staining |

2017 Projects: Group 1 - Delta | Group 2 - Duct | Group 3 - Beta | Group 4 - Alpha

Dr Mark Hill 2015, UNSW Cell Biology - UNSW CRICOS Provider Code No. 00098G

  1. <pubmed>28283912</pubmed>