Ateneo - UPO

Knowledge of the cellular and molecular mechanisms underlying the differentiation of cell types, tissues and organs

Biologia Cellulare e Molecolare, Concetti ed esperimenti, Karp, EdiSES Elementi di Biologia cellulare,Wolfe et al., EdiSES Fondamenti di Biologia,Solomon et al., EdiSES Biologia molecolare della cellula,Alberts et al., Zanichelli Biologia dello sviluppo,Elena Menegola, Patrizia Bonfanti, Anita Emilia Colombo, Luca Del Giacco, Manuale di biologia dello sviluppo animale, Edises 

Knowledge of the cellular and molecular mechanisms underlying the differentiation of cell types, tissues and organs

Knowledge of the basics of modern cell and molecular biology

The course is taught entirely through in-class lectures, covering the theoretical principles of the discipline. Student interaction is integrated into the lectures through dedicated space for questions, doubts, and targeted clarifications on the topics presented.

Learning will be monitored through questions put to students during the lessons.
Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-
students-physical-or-learning-disabilities
Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The exam consists only of an oral test. The oral exam has the dual purpose of verifying the level of knowledge and understanding of the course contents and of evaluating the autonomy of judgment, the ability to learn and the ability to communicate.
To pass the test, the student must demonstrate that he understands at least the fundamental concepts and the most important results related to them; moreover, adequately stimulated, he must demonstrate that he is able to recognize the errors committed and therefore identify the correct ways; finally, he must be able to explain the topics in a comprehensible way. To achieve sufficiency it is necessary to know the basics of developmental biology and to be able to demonstrate the fields of use of the discipline.
To achieve a high grade, the student must demonstrate an autonomy of judgment and a critical sense related to the topics covered, exposing their conclusions in a clear and logical way.
The evaluation is expressed in thirtieths (minimum mark 18).
30 - 30 cum Laude (Excellent): Demonstrates an impeccable and in-depth knowledge of biological mechanisms. Exhibits strong critical thinking, high autonomy of judgment, and an excellent ability to make interdisciplinary connections. Rigorous presentation with flawless use of specialized terminology.
27 - 29 (Very Good): Demonstrates thorough knowledge and a solid capacity for analyzing and synthesizing biological processes. Presentation is clear, logically structured, and supported by appropriate scientific terminology.
24 - 26 (Good): Demonstrates a good grasp of core concepts, despite minor gaps in details or complex connections. Scientific language is mostly appropriate, and the presentation structure is correct.
21 - 23 (Satisfactory / Fair): Demonstrates a predominantly descriptive and rote knowledge of concepts. Limited ability for critical re-evaluation or application to case studies. Language is simple yet correct.
19 - 20 (Pass / Marginal): Demonstrates minimal and fragmented knowledge of course content, struggling to comprehend biological implications. Scientific language is uncertain or limited.
18 (Sufficient / Minimum Pass): Demonstrates only a basic and essential knowledge of the syllabus concepts. Critical thinking is limited, with noticeable difficulties in connecting processes and inaccuracies in specialized terminology.

Introduction to the course, the anatomical approach, the development of the presumptive maps
Life cycles; unicellular organisms and evolution of sexuality; animal model for developmental biology
Experimental approach: specification; morphogens; cell-cell interactions;
Differential expression of the genes
Cell adhesion, cell-cell communication (paracrine and iuxtacrine interactions)
Process of fertilization
Early stages of development of invertebrates: echinoderms, molluscs, tunicates, nematodes
Early development stages and determination of the axes in Drosophila melanogaster
Early development stages and determination of the axes in amphibians: the model Xenopus laevis
Early development stages and determination of the axes in fish, birds and mammals
Ectoderm’s destiny: neurogenesis and nervous system, eye training, epidermis
Neural crest cells
Intermediate mesoderm: myogenesis and osteogenesis, and formation of the circulatory system
Limb development in tetrapods
Regeneration phenomena
The germ line

Knowledge and understanding:
Acquisition of autonomy in areas related to the interpretation of experimental data and the setting of strategies for the application of developmental biology
Knowledge and understanding skills applied:
At the end of the course, the student must associate experimental approach and instrumentation, recognize different phases of development, use an appropriate scientific vocabulary.
Autonomy of judgment:
Ability to critically analyze the elements related to developmental biology, autonomy of judgment in the field
Communication skills:
Use an appropriate scientific vocabulary; describe scientific topics related with a logical and rational approach.
Learning ability:
Ability to use the teaching material for a critical and reasoned study