Course Information

Class Periods (Lecture and Laboratory Schedule)

Lecture: T Th 1:00-1:50 PM; in LSci 170
Laboratory: section 002 T Th 2:00-4:50; section 003 T Th 5:00-7:50; in LSci 360

Textbook & Laboratory Manual

K. Kalthoff: Analysis of Biological Development, 2nd ed., McGraw-Hill Companies, 2000
M. S. Tyler: Developmental Biology: A Guide for Experimental Study, 2nd ed., Sinauer Associates Inc., 2001
In addition, handouts will be provided for selected labs.

Go to Student Resources to find information about lab handouts, and information about suggested further readings, additional primary literature and exams.

The Xenopus tadpole will take you to developmental biology websites

General Requirements

It will be assumed that students enrolled in Developmental Biology have the basic information and vocabulary provided by introductory courses in biology, chemistry, mathematics and physics. Prerequisite courses are Cell Biology and Genetics.

The Course

Goals and Objectives: To provide upper division undergraduate students with an understanding of fundamental principles and concepts in Developmental Biology. The laboratory will introduce students to basic and advanced methods in Developmental Biology, and familiarize them with the major animal model systems used in current research.

Content: The lecture topics will cover the series of embryonic stages from gametogenesis to histogenesis, explain conceptual topics such as genomic equivalence, cell determination, cytoplasmic localization, induction and morphogenesis. We will further discuss the genetic and molecular analysis of development, including the use of mutants, DNA cloning, transgenic organisms, differential gene expression, and paragenetic information. Laboratory work will consist of organized laboratory experiments with animal models commonly used in developmental biology. we will use in vitro techniques, cytochemical, biochemical, and immunocytochemical methods to study fertilization, cell recognition & differentiation, organogenesis, developmental endocrinology, metamorphosis and regeneration. This will be supplemented by microscopic studies of the developmental anatomy of selected stages of invertebrate, amphibian and avian embryos.

Learning Criteria: Completion of each experiment, written reports using a scientific style and laboratory notebooks, giving a seminar presentation on a selected topic in developmental biology, participation in lecture and laboratory discussions.

Attendance: Participation in lecture and lab discussions will count towards your final grade. Attendance is expected and will be recorded at the labs. For certain laboratory experiments it will be necessary to monitor your experiments between lab periods or in the evening.

Exams: Exams will cover required textbook readings, lecture and laboratory materials. Exams will be a combination of multiple choice, short answer and essay. Lab quizzes will be announced at least one week in advance. Unexcused absence from exams will result in a zero grade.

Grading: You will be graded on the assignments listed below.

First midterm exam	100 points
Second midterm exam	100 points
Final exam	100 points
5 Lab reports (20 points each)	100 points
Notebook & lab work	50 points

There is a total of 450 points possible. Grades will be assigned on the following basis: A 100-90%, B 89-80%, C 79-70%, D 69-60%, F 59-0%.

In order to successfully complete this course the student must:
1. Attend class regularly and participate in the discussion/activities of the day.
2. Complete the scheduled quizzes and exams.
3. Keep a detailed lab notebook, complete required lab experiments & submit lab reports.

Plagiarism statement

Plagiarizing from another text is not allowed under any circumstances. Any student caught plagiarizing will automatically receive a zero on the assignment and their final grade will be dropped one full letter grade.

University Policies

Individuals who have any disability, either permanent or temporary, that might affect their performance in this class are encouraged to inform the instructor at the start of the semester. Adaptation of methods, materials, or testing may be made as required to provide for equitable participation.

The University of Minnesota is committed to the policy that all of its students shall have equal educational opportunities. The University expressly forbids discrimination on the basis of race, color, gender, sexual orientation, disability, veteran’s status, ethnicity, religion, creed, national origin, or marital status. If you believe that your Biology instructor has not followed this policy, you are invited to bring this to the attention of the Biology Department Head (211 Life Science, 736-7263) or the Associate Dean of the College of Science and Engineering (140 Engineering, 726-7585). Your initial conference will be kept confidential.

The University of Minnesota is an equal opportunity educator and employer.
© 2003 Anna Rachinsky
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last modified 1/6/05