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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.


Z5043057 (talk) 16:04, 7 March 2017 (AEDT)

Z5043057 (talk) 15:34, 14 March 2017 (AEDT)

Z5043057 (talk) 15:06, 21 March 2017 (AEDT)

Z5043057 (talk) 15:24, 28 March 2017 (AEDT)

Z5043057 (talk) 15:13, 4 April 2017 (AEST)

Z5043057 (talk) 15:07, 11 April 2017 (AEST)

Attended the BMIF lab

Z5043057 (talk) 15:12, 9 May 2017 (AEST)

Z5043057 (talk) 15:00, 16 May 2017 (AEST)

Individual Assessments

Lab 1

Growth of Plasma Membrane.png

Figure Title: Plasma Membrane Growth of U-87 MG Cells at Different Time Intervals After PMVs Treatment

Reference:<pubmed>23844071</pubmed> Copyright: © 2013 Pontes 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.


Lab 2

Chemical SDS Risk and Hazards

Formaldehyde Solution (for molecular biology, BioReagent,≥36.0% in H2O (T))

The Health Hazards - corrosive, toxic, and is a health hazard.

Protective Equipment - face shield, gloves, goggles, respirator.


Group Project (Team 4 - Pancreatic Alpha Cells)


<pubmed>22847495</pubmed> The primary function of pancreatic alpha-cells is to secrete glucagon in post-absorptive state to maintain glucose homeostasis. According to recent studies, it has been stated that alpha-cells originated from beta-cells, and if an adjacent beta-cell was injured, the alpha-cell may differentiate into a beta-cell. In this study, it proposes a change in the transcription factor can lead to the differentiation of pro-alpha-cells into beta-cells. This research primarily touches upon the function of pancreatic alpha-cells.


<pubmed>21283589</pubmed> Type II diabetes mellitus is associated with insulin resistance and beta cell dysfunction in patients. This primary research article aims to test the effect of insulin and glucagon on the regulation of pancreatic alpha-cell proliferation through the use of Leptin db/db mice. It also aimed to see the factors that may turnover alpha-cell proliferation and its signaling pathways. During the research, the alpha-cell number and glucagon levels were raised in db/db mice as diabetes progressed. Thus, resulting in insulin promoting alpha-cell proliferation in a concentration-dependent manner. This research is related to the development of alpha-cells especially the factors that affect alpha-cell proliferation.

<pubmed>20377917</pubmed> In this research, the researchers aimed to investigate the roles of different Pax6 domains in regards to the development of pancreatic alpha cells. Pax6 is primarily responsible for the maintenance and development of the endocrine pancreas. In the Pax6 knockout mice group, it was observed that transcription factors in the development process was absent. The results were, despite the loss of pax6 domain and the presence of transactivation domain it had led to the absence of fully differentiated alpha cells. This relates to the development subsection as it portrays factors that may affect the complete development of pancreatic alpha cells.


<pubmed>24705399</pubmed> Dysfunctional pancreatic alpha-cells contributes to a number of different results: disruption of the glucose homeostasis and triggers the hypersecretion of insulin. This experiment was studied through glucocorticoid-treated rats. Two sets of rats were used; one set was injected with dexamethasone(DEX) while the other set was injected with saline. At the end of the study DEX rats were found to have inhibited glucagon secretion. Results demonstrated hyperglycemia may be the result of dysfunctional pancreatic alpha cells. This research is associated with the after effect of an abnormal pancreatic alpha-cell.

Mark Hill (talk) 19:20, 24 April 2017 (AEST) Good (8/10) You have not linked directly to the SDS and the precautionary statements (P201-P260-P280-P301 + P310 + P330-P303 + P361 + P353-P304 + P340 + P310-P305 + P351 + P338-P308 + P311-P403 + P233) are missiong. You could have also identified the Globally Harmonized System. The 4 papers are relevant, hopefully they can be used in the final group project.

Lab 4

Primary Antibody: Gamma Actin Polyclonal Antibody

The host of this antibody is rabbit/IgG, but it has been tested on human and mouse for the reactivity.


Detection of actin gamma 1


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


This secondary antibody will react with rabbits, the host of this secondary antibody is from goats.


Mark Hill (talk) 20:43, 24 April 2017 (AEST) Very good (3/5) You have not identified the antibody working concentration or a paper that has used this antibody.

Antibody working concentrations for different techniques:

  • Immunocytochemistry (ICC) 1:50
  • Immunofluorescence (IF) 1:50
  • Immunoprecipitation (IP) 1:10-1:500
  • Western Blot (WB) 1:5000-1:15,000

Lab 5

Morphological Analysis of B35 neuro-epithelial cells.png

Overexpression of Tm4 on B35 neuro-epithelial cells led to a morphological change; a slight prevalence of fan and broken fan changed to a slight prevalence of pronged and stringed. This morphological change may lead to an increase in neuron communication.

Lab 7

Group 1 (Delta Cells)

Positive - (1) Great use of youtube videos in explaining the concepts, but it would also be great to give a summary underneath each youtube video to give an idea of what the video is about. The videos are also at a good educational level, being not too difficult or easy for viewers to understand. (2) Functions section is well organized into sub headings, makes it easier for the reader to understand. (3) Excellent “current research” section, very nicely explained - making new delta cells from acing cells. the images also are linked with the passage to assist in learning.

Negative - (1) Too many headings, sub headings, sub sub headings. This can be a bit confusing and segmented in the flow of the information.

Overall - Adequate research seems to have been conducted in specific headings for delta cells, especially current research section and signaling/cell-matrix interactions. Excellent use of images and videos as learning materials. One suggestion is to cut down the amount of sub-sub headings as they can be quite distracting and may seem like it’s a separate heading of its own, instead of linking it to the main heading.

Group 2 (Ductal Cells)

Positive - (1) Good headings, but as a suggestion, maybe the history can precede structure. (2) great use of image to show the clinical significance. (3) Correct citation format in the “function” heading.

Negative - (1) History can be organized into a table, instead of writing the notes down.

Overall, great headings to guide the reader around your information, however the order of the certain headings could help. Not much information has been put down yet, but the structure section as it is right now demonstrates good research. Images could also be a great way to demonstrate the information.

Group 3 (Beta Cells)

Positive - (1) Good use of image in the introduction. (2) excellent referencing throughout as it shows good extent of research. (3) History table is well organized and correctly cited. (4) great heading “similarities and differences between the structure of the pancreas and beta cells in human and mice.” a diagram or histological slide related to this would be helpful to compare and contrast between the two.

Negative/suggestion - (1) Structure section is nicely organized and presented, however it does lack a bit of referencing throughout. (2) Desmosomes could potentially appear in the glossary and defined. (3) references list format (4) glossary could be organized into a table.

Overall, great progress so far with research. The amount of headings is nicely controlled and only shows the key concepts. However, it would be nice to have a “current research’ heading to show where research is heading towards related to beta cells and what have people discovered so far. Excellent progress with typing the passages up however, a referencing throughout seem to be something to work on. The references list seem to be of a different format.

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


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.