O desenvolvemento é un proceso fascinante de autoconstrución (e tamén de autorenovación) de todos os organismos pluricelulares a partir da condición unicelular. A materia é optativa do segundo cuadrimestre do 4º curso (8º semestre) na que se integra información e coñecementos previos tratados en cursos anteriores. Trátase do estudo das bases celulares e mecanismos moleculares implicados nos procesos do desenvolvemento ontoxénico dos seres vivos, en especial dos procesos de diferenciación e morfoxénese, facendo especial referencia ao desenvolvemento durante a embrioxénese dos metazoos.
Study programme competencies
Code
Study programme competences / results
A1
Recoñecer distintos niveis de organización nos sistemas vivos.
A4
Obter, manexar, conservar e observar especímenes.
A26
Deseñar experimentos, obter información e interpretar os resultados.
A29
Impartir coñecementos de Bioloxía.
A30
Manexar adecuadamente instrumentación científica.
A31
Desenvolverse con seguridade nun laboratorio.
B1
Aprender a aprender.
B4
Traballar de forma autónoma con iniciativa.
B6
Organizar e planificar o traballo.
B8
Sintetizar a información.
B10
Exercer a crítica científica.
B11
Debater en público.
B13
Comportarse con ética e responsabilidade social como cidadán e como profesional.
Learning aims
Learning outcomes
Study programme competences / results
Understand the fundamentals, processes and trends of developmental of muticellular organisms.
A1 A4 A29
B1 B4 B8 B11
To study the cellular and molecular mechanisms underlying developmental processes, particularly those involved in the differentiation and morphogenesis
A1 A4 A29
B4 B8 B11
To know and be familiar with the methodologies, experimental processes, instrumentation and technical terms, based on the scientific method to the study of Developmental Biology
A26 A30 A31
B6 B10 B13
Contents
Topic
Sub-topic
I. Concepts and Processes of Development from a historical perspective
Multicellularity, Morphogenesis and differentiation.
Epigenesis vs. Preformation.
Mosaic and regulative development .
Induction.
Ontogeny and Phylogeny.
II. Gametogenesis and the beginning of Development
Segmentation
Gastrulation
Organization of body patterns
Neurulation and neural crest
Somitogenesis
Extraembryonic membranes
Gestation and Placentation
IV. Differentiation mechanisms and Organogenesis
Development of the nervous system and sense organs
Development of muscle and the tetrapode limbs
Development of the vertebrate circulatory system
Development of the vertebrate urogenital system
V. Furhter topics of Development
Overview of plant development.
Metamorphosis and regeneration
Enviromental interactions with animal development
Developmental mechanisms in the evolutionary change
Practical lessons
Comparative study of spermatogenesis and oogenesis
Studies on Planarian regeneration
Observation and study of invertebrate fertilization
Observation of fish and amphibian early development
Observation of chick early development and organogenesis
Planning
Methodologies / tests
Competencies / Results
Teaching hours (in-person & virtual)
Student’s personal work hours
Total hours
Introductory activities
A1
1
0
1
Directed discussion
A26 A1 B1 B10 B11
20
52
72
Seminar
A29 B1 B4 B6 B8 B10 B11 B13
7
24.5
31.5
Laboratory practice
A4 A26 A30 A31 B13
14
14
28
Workbook
A4 A26 A30 B4
0
3
3
Mixed objective/subjective test
A1
2.5
8
10.5
Personalized attention
1
0
1
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.
Methodologies
Methodologies
Description
Introductory activities
This session consists of a presentation of the subject, which sets out and explains the purpose and objectives of the subject, its structure, activities, evaluation criteria, etc ... (all contained in summary in the teaching guide) and where student can solve any queries related to them.
Directed discussion
Sessions (flipped classrooms) will be 50 minutes long covering the topics of the program, on which the student must have previously worked from the recommended texts and the edited document of the topic provided by the lecturer. In the session, the most important and complex concepts will be analyzed and, doubts arised from personal work or from those activities carried out in the session (study cases, design and interpretation of experiments, gamified activities...) will be solved.
Seminar
Each seminar session will be presented and discussed among participants about a scheduled topic. Students should prepare their own theme or part of the intended subject assigned. The teacher will assist any questions that may arise along the preparation.
Laboratory practice
The practices are an essential complement to the theoretical lessons which addresses some of the processes of animal development and elaborates on some of them.
Workbook
This section includes specifically selected audiovisual media (videos from the JoVe or YouTube platforms) about methodological, experimental or illustrative aspects of the embryogenesis of some animal species.
Mixed objective/subjective test
The examination shall be written and consist of short answer questions of the contents treated in lectures, seminars and practical lessons.
Personalized attention
Methodologies
Directed discussion
Seminar
Description
the lecturer will assign a particular topic each student within the general theme for each seminar discussion.
Moreover, the student is free to discuss any concerns during the keynote sessions and practices, and also have the opportunity to resolve any questions about these subject or activities in personal tutorials
Assessment
Methodologies
Competencies / Results
Description
Qualification
Directed discussion
A26 A1 B1 B10 B11
In the modality of continuous evaluation, the activities carried out throughout the course in these sessions may be taken into account and valued, representing 70% of the final grade, and may be replaced by the mixed test. The student who does not complete a minimum of 80% of these activities will not be able to opt for this evaluation modality and must take the mixed test.
0
Mixed objective/subjective test
A1
the examination will be written and consist of short answer questions, doing schemas, definitions ...
70
Seminar
A29 B1 B4 B6 B8 B10 B11 B13
For each seminar session the student must give a talk on a topic previously assigned and give the teacher a brief one-page summary including the main ideas of the subject worked. In the seminar session, the ideas in common will be discussed among participants. Both the presentation and the discussion will be valued. The 8 seminars represent the 30 percent of the final grade (each seminar is worth 0,375 points over 10). Abstracts not presented and defended in the seminar session will not be assessed.
30
Assessment comments
It is not necessary to achieve a minimum score on the topics of the seminars and the directed discussion activities/ mixed test for the calculation of the final grade. Students who followed the continuous assessment modality can choose to increase their grade by taking the mixed test. In the second call only the score of the written exam in which knowledge derived from theoretical, practical sessions and seminars will be assessed, will be considered.
The fraudulent performance of the tests or activities, once verified, will directly imply a failure grade "0" in the contents of the corresponding opportunity.
Exceptionally, in case the student under justified reasons (students with part-time dedication and academic exemption or specific circumstances of learning and support for diversity) or supervening circumstances, cannot take all the continuous assessment tests, appropriate alternative measures or activities there will be adopted that do not affect the student rating.
The student who does not carry out the activities of the continuous evaluation modality and/or the final mixed test will be considered not presented.
General criteria of UDC will be applied in the commitment to respect enviromental values and gender perspective
Sources of information
Basic
Gilbert, S.F. (2004, 2014). Biología del Desarrollo/ Developmental Biology. Panamericana/SINAUER
Wolpert, L. (2010/ 2011). Principios del desarrollo/ Principles of Development. Panamericana/ Oxford University Press
Browder L.W., Erikson C.A., and Jeffrey W.R. (1991). Developmental Biology. Saunders
Kalthoff, K. (1996). Analysis of Biological Development. Mc Graw-Hill
Müller A.W. (1997). Developmental Biology. Springer-Verlag
Gilbert S.F., Epel D (2009). Ecological Developmental biology. Sinauer
Carlson, B.M (2000). Embriología Humana y Biología del Desarrollo.. Harcourt
Recommendations
Subjects that it is recommended to have taken before
Biology: Basic Levels of Organisation of Life I (Cells)/610G02007
Biology: Basic Levels of Organisation of Life II (Tissues)/610G02008
Biochemistry I/610G02011
Biochemistry II/610G02012
Genetics/610G02019
Animal Physiology I/610G02035
Animal Physiology II/610G02036
Subjects that are recommended to be taken simultaneously
Subjects that continue the syllabus
Other comments
Assistance and active participation to all activities is highly recommended. It is also encouraged previous consulting and personal working on the programmed issues before discussion in the flipped classroom sessions. Continued study throughout the course is also recommended to strengthen knowledge and for better understanding the new content being treated.
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.