From CellBiology

My Student Page

Lab 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.


Z5020043 (talk) 11:53, 10 March 2016 (AEDT)

Z5020043 (talk) 11:07, 17 March 2016 (AEDT)

Z5020043 (talk) 11:09, 24 March 2016 (AEDT)

Z5020043 (talk) 11:01, 7 April 2016 (AEST)

Z5020043 (talk) 11:12, 14 April 2016 (AEST)

Z5020043 (talk) 11:06, 5 May 2016 (AEST) Attendance for 28/04/16

Z5020043 (talk) 11:06, 5 May 2016 (AEST)

Z5020043 (talk) 11:15, 12 May 2016 (AEST)

Z5020043 (talk) 12:26, 19 May 2016 (AEST)

Z5020043 (talk) 13:02, 26 May 2016 (AEST)

Lab 1 Assessment

Search Pubmed

prokaryotic cytoskeleton

PMID 26756351


BioMed Central

How to make an in-text citaton

Bacterial division protein FtsZ.[1]



Carnegie stage table

Lecture 1

SMH Sydney Paper

Student Image

Cluster distribution png..jpg

Cluster Distribution [2]

  • Z8600021 All uploaded file information correct. Suggestions, use the correct file name (no png..) and try formatting the ref and copyright as lower level headings. (4/5)

What I've Learnt So Far

Today I learnt how to code a wiki page for the first time. Initially I thought that coding would be complicated but in actual fact it's not that difficult. I learnt how to make headings, sub-headings and links to other pages whether they be within the wiki site or external. I also learnt how to reference journal articles.

Lab 2 Assessment

The research article by Le Gros et al., uses the technique of cryogenic super-resolution correlative light and electron microscopy (csCLEM) to carry out light microscopy imaging on cryogenic samples. The method of using fluorescent tags was employed to determine the whereabouts of particular molecules within a cell. The researchers of the article carefully take into consideration the thermal stability of the equipment and instrument used for imaging as thermal instability could have resulted in blurry pictures. Thermal stability was achieved by running liquid nitrogen through the microscope with aluminium rods attached to the stage to allow constant cooling. Lenses used for imaging were also kept at a very low temperature, however the microscope itself did not require to be configured with a tube lens. Specimens such as bacteria and yeast cells were able to “flash frozen” and imaged at super-resolution without the worry of damage being made to the cell due to the formation of ice crystals.

  • Z8600021 Your review of the article is brief, but suitable for the assessment item and should have included the reference on the page as well as with the file. Image (File:Cryogenic image of S. pome cells.jpg)delete as you do not have copyright permission to use this image. I did have a look at the original article and copyright is held by the authors, but no indication that you are allowed to reuse. You should have also used the PubMed code for the reference. PMID 19566622 (3/5)

Lab 3 Assessment

  • Z8600021 Very good, though you are still not using the PubMed extension in your image reference and the image file lacked a description. (4/5)

Paper 1

Ng et al[4]. investigated the actions of Thrombopoietin (TPO) on megakaryocytes via the Mpl receptor. It was discovered that TPO binding onto the Mpl receptors causes dimerization of the receptors and a targeted cell response to stabilize megakaryocyte cell numbers. However, it was also discovered that TPO action on Mpl receptors led to the stimulation and production of proplatelets. Ng et al., employed techniques involving the use of green fluorescent protein expressed on mice Mpl alleles to more accurately observe the actions of the Mpl locus. It was then concluded that the presence of Mpl receptors on megakaryocytes was crucial for the regulating the megakaryocyte population.

Regulation of TPO by Mpl receptors on Megakaryocytes

Paper 2

Khetawat et al.[5] examined the expression of estrogen receptor (ER), estrogen receptor (ER ), progesterone receptor (PR) and androgen receptor (AR) within the megakaryocytic lineage. Samples of megakaryocytes were obtained and generated ex vivo from human donor stem cells. It was discovered that these samples contained ER, RNA and AR. The seconda major finding showed that both “ER and AR transcripts are up-regulated during megakaryocyte differentiation”(Khetawat et al., 2000). Hormonal influence also played a part in the expresseion of AR. ER protein was shown to be greatest in the cytoplasm in glycoprotein llb+ megakaryocytes through immunofluorescence microscopy. The occurrence of AR and ER was observed in platelets via western immunoblotting.

Paper 3

Rozmyslowicz et al. [6] studied platelets and megakaryocyte- derived microparticles (MP) to determine whether the expression or abesnce of receptors led to HIV infection. It was discovered that cells expressing CD4 and virus co-receptors were susceptible to infection. It was also discovered that it may be due to other mechanisms played a role in infection such as the transfer of HIV entry receptors between cells by MP.

Paper 4

Bender et al. [7] observed the role dynamin played relating to vesicle transport and endocytosis in human thrombocytes. Bender et al. studied the megakaryocytes of mice lacking DNM2. It was discovered that a lack of DMN2 was lethal as megakaryocyte membrane formation and thrombopoiesis as dependent on DMN2 shown by high-resolution immunofluorescence confocal microscopy.

Lab 5 Assessment

Comparison of the morphology of undifferentiated B35 cells over-expressing Tm4 and wild type B35 cells.jpg

Lab 6 Assessment

1. Anti-Thrombopoietin antibody (ab40664)

Regulates the proliferation and maturation of megakaryocytes by affecting it during the late stage of megakaryocyte development.

2. Data Sheet

3. Type of Antibody: Polyclonal Isotype: IgG Species raised in: Rabbit Species reacts against: Human- Throbopoietin Human (299-332), also predicted to work with Chimpanzees Types of application uses: Immunocytochemistry/Immunofluorescence, Immunohistochemistry-Phosphatase and Western Blotting

Link to an article that has used Anti-Thrombopoietin antibody (ab40664)- Thrombopoietin contributes to neuronal damage in experimental bacterial meningitis

  • Z8600021 Very good, why not simply use the PMID 21149592 link. (5/5)

Peer Reviews

  • Z8600021 These are concise peer feedback review, Group 5 was a little short. I did like that you indicated in some of your reviews the specific parts of the project page. (17/20)

Group 2 z5020043

The introduction was well written and in my opinion could possibly be understood by people outside of science. The last sentence of the introduction appeared to be unfinished. Although only 2 references were used in the intro, a few more could possibly be used. The history part was well done with a wide range of references used. Good use of the electron microscope in the structure section. A labelled diagram containing features described could be added to this section so that readers can have a clearer understanding of where things are within the red blood cell. Additionally, the term “Red Blood Cells” is repeatedly used and can be shorted to its acronym form RBC/RBCs for convenience. Information under the two headings function and synthesis seemed a little wordy with minor grammatical errors detected. However, the student image under erythrocyte production was well produced and easy to follow. The diseases and abnormalities section as superbly written with a fairly decent amount of information written for each disease. A fairly substantial amount of information was written about one aspect of current research but it appears to be based solely on 1 research article. This can be expanded by looking into other research articles in the same area and taking reference from there. Overall, the project was understandable and a breezy read requiring a few minor grammatical changes.

Group 3 z5020043

The introduction was succinct and nicely written. The history section was lacking references and appeared to be quite short. But as I did not research B cells or have much historical background, the amount of information could be a sufficient amount. Under the headings of ‘Development’ and ‘Location and Activation’ the information was well written with references given but the actual links to the paper appeared to be missing. The image in the development section could be made a little bigger. Also, the information under ‘B-cell development and B-cell subsets’ could be pasted on to the main page rather than the image’s own page. Information under ‘Location and Activation’ could easily be understood however again, references appeared to be missing. In some parts of the text lower case was used e.g. ‘b cell’ and ‘t cell’ whereas upper case letters were used for ‘B cell’ and ‘T cell’. Keep all upper case so that wording remains constant and standardised. Referencing approved under the section of ‘Types of B-Cells’. A diagram illustrating B cell differentiation could be added to this section. Additionally, a diagram (maybe even an original illustration) could be added under structure. Good use of table under the heading ‘Summary of B-cell surface molecules’ along with the electron microscope image. The addition of information regarding other significant findings about B-cell surface structure proved to be interesting showing further research was performed. A diagram of an antibody could also be added to aid visual presentation. Thorough information was given about the function of B cells. A good start to information regarding the role of B cells in disease was given, the last 2 diseases mentioned just need to be finished. Information under ‘Applications’ was brief. Possibly try elaborating on one or two of the mentioned applications. Overall, the readability of this project was commendable. However, major additions need to be made on references and possibly an original student diagram.

Group 4 z5020043

For the first section of the project, the information given was concise. The heading however could be changed to ‘Introduction’ instead. It was also discovered that numbers were used to sentence 3. This should be changed from ‘5-15%’ to ‘Five-fifteen percent’. (This is just a rule that sentences should not start with numbers). A decent amount of historical information was given but the use of tense was varied. Try to stay entirely in presence or past tense e.g. “Rolf Keissling and Hugh Pross identify a killer cell within mice, that seemed to be genetically regulated and with a natural cytotoxicity that killed many tumours. He coined this as the "natural" killer cell.” Possibly change identify to identified. (This just keeps the readability flow smooth). Under “Structure” numbers could be used instead of dotpoints after this sentence ‘On an individual cellular level Natural killer cells can be divided in three simple ways’. In addition, this section should be proof-read to fix up minor errors such as capilization of letters where needed e.g. Nk -> NK. The ‘Function’ section was written particularly well. Information under ‘Abnormalities in Disease-Rheumatoid Arithis’ was detailed along with a few other diseases. Little information was written about other diseases. The section ‘Current Research’ contained a good amount of information but could have more references added. Overall, the project was satisfactory but lacked images.

Group 5 z5020043

This page appeared to be unique in comparison to the other projects and showed that members thoroughly researched their area of concern. Information was lengthy but detailed in nearly all sections. The addition of the student image was interesting. The use of a collapsible table for de novo eicosanoid production and H1 histamine receptor antagonist blocking did not seem necessary and could be taken out as the information could flow better if the image visible without having the need to expand. The use of external links within information under the physiology section could be employed throughout the other sections of the project. Overall, this project was structured well and was outstanding.

Group 6 z5020043

The first thing that stood out to me when I skimmed over the project were the expandable video tutorials. This could prove to be useful for people who don’t have any prior knowledge about T cells at all. The introduction proved to be detailed with a sufficient amount of references. A good amount of effort was seen put under the ‘Functions’ section but numerous grammatical errors were displayed. Again, this can be seen in the section regarding structure and disturbs flow and readability. Despite this, the information given is quite detailed. The morphology and and function section was well written, however, the image under morphology could be made a little larger. Good use of external links under ‘Origin and Migration’. The development section was written much better. The line ‘(see T Cell structure for TCR structure)’ was good as it linked the text to other parts of the project. The placement of the history section seemed a little odd but that is not major issue that needs to be considered. Possibly list out using bullet points the different types T cells under the ‘Type of T-Cells’ heading. Information regarding ‘The CAR Race’ was very detailed but the other two subheadings in the same section could be elaborated upon. A recent Crispr/Cas9 experiment regarding T cells could be included. The inclusion of the collapsible table in the project ‘Research at the UNSW and Active Labs’ was unique and serves a good purpose to those interested. Overall, despite grammatical errors seen under the ‘functions’ and ‘structure’ headings, this project is commendable shown through the detailed information displayed.

Group 7 z5020043

The history section was detailed and well written. I found the title after the history section quite interesting, however, the minor use of colloquial language was seen and should be replaced with formal language e.g. ‘They get produced in’. A few grammatical errors were also seen in this section. The use of dot points under the morphology allowed the information to be easily understood. A good amount of images was also used in this section. The information presented under the ‘Role in Allergy and Disease’ heading appeared to be sufficient however the layout and use of indentation seemed a little odd and out of place. The table listing the treatment for severe eosinophilia could be used as a supplement in addition to elaborated paragraphs for the different types of treatments used to treat disease. Overall, the project page seemed short and lacking information. This could be improved by the adding of information regarding that of current and future research into eosinophils.


  1. <pubmed>26756351</pubmed>
  3. <pubmed>19566622</pubmed>
  4. <pubmed>24711413</pubmed>
  5. <pubmed>10733498</pubmed>
  6. <pubmed>12478067</pubmed>
  7. <pubmed>25468568</pubmed>