From CellBiology

My 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.


Z5015719 (talk) 11:53, 10 March 2016 (AEDT)

Z5015719 (talk) 11:11, 17 March 2016 (AEDT)

Lab 1 assessment

Search PubMed

prokaryotic cytoskeleton

PMID 26756351

<pubmed>26756351</pubmed> eukaryotic cytoskeleton

Biomed Central

How to make an in-text citation

Bacterial division protein Ftz. [1]

  1. <pubmed>26756351</pubmed>



Cell Biology Introduction

Lecture 1

SMH Sydney Paper

Learnt today

In this lab, I learnt how to create and edit a wiki page. I learnt how to format a page and log my attendance for each lab. I also learnt how to create headings and different types of subheadings and the coding involved in achieving that, as well as how to put in text under these particular headings. Two equal signs are used for headers, i.e. ==Title== and subsequent subheadings are created by adding an extra equal sign, e.g. ===subheading===. This lab also enabled me to learn how to search for scientific articles on various research databases such as PubMed and BioMed central, and use filters on these websites in order to find articles of interest. Furthermore, I learn the importance of copyright declarations on these articles, and which papers can and cannot be used in assignments. These databases were then used to be linked into the wiki, and I learnt the ways in which specific articles could be formatted to be linked into the wiki page. Coding was also used such as using [url] to link specific searches on the database, and the coding of <article database> article number </article database> was used to link to the specific article of choice, as well as provide additional information regarding the authors and publication date of the articles. In addition, coding was learnt to link specific pages within the wiki by using two square brackets, title of page, and for pages outside of this particular wiki, the coding of [URL] would be used. In order to give the link a title, the coding of [URL/ title] is used.

Student image

Prokaryotic genomes and membranes.jpg


Energetics and genetics across the prokaryote-eukaryote divide.[1]

Lab 2 assessment: Summary of Article

Platelet functions are dependent upon the release of bioactive molecules from their granules, traditionally studied and classified in groups through electron microscopy techniques. These granules are essential for secondary haemostasis, and any deficiencies in number, shape or content leads to bleeding. In genetic disorders such as Hermansky-Pudlak syndrome (HPS), the absence of dense granules immensely slows down the rate of hemostasis at the site of injury. In normal circumstances, dense granules have been identified through EM through the presence of an electron-dense core. However, these EM methods are time consuming and lead differences in identification of the granules depending on different analysis types. As a result, the recent developments in super resolution microscopy (SRM) allow for structures to be resolved in the 10-200nm range, leading to individual platelet granules easily being resolved.  SRM methods couples with current automated image analysis methods allow for quantitative data of platelet granules to be obtained.

 In order to effectively study the abilities of SRM, one such method- structured illumination microscopy (SIM)- was utilized in this study to distinguish between a group of healthy control patients and three patients with platelet storage disorders, in particular HPS. Of interest was the CD63 marker, as it is present in dense granules and has an altered distribution in HPS patients. The SRM techniques were used to reconstruct images from a sequence of raw images of the sample. In this study, SIM methods proved to be efficient, compatible with the routinely used fluorescent labels and achieved fast image-acquisition rates. The number of CD63-positive markers per platelet was determined through staining techniques, and this method enabled a more sensitive analysis of granules per platelet through SIM due to its improved resolution and removal of out of focus backgrounds. Samples of platelets were taken from healthy controls as well as HPS patients and SIM was used to differentiate between the two groups. Through this it was found that the mean number of dense granules in the controls (3.5) was far higher than that of the patients (0.07). Blood samples were consequently tested using SRM, counting the number of CD63-positive structures through SIM, and once again it was found that the number of CD63-positive structures per platelet was higher in the controls than in the patients. Thus, these results indicate that SIM is a rapid and successful method of identifying those with platelet bleeding disorders, and SRM can act as an effective determinant of a dense-granule disorder. [2]

  1. <pubmed>21714941</pubmed>
  2. <pubmed> 26806224 </pubmed>