THE UNIVERSITY OF THE WEST INDIES, ST. AUGUSTINE
FACULTY OF SCIENCE & TECHNOLOGY
DEPARTMENT OF LIFE SCIENCES
COURSE OUTLINE
COURSE CODE: BIOL3772
COURSE TITLE: Plant Development
NO. OF CREDITS: 3
LEVEL: 3
SEMESTER: 2
PREREQUISITE(S): BIOL 2XXX Cell and Developmental Biology and either BIOL 2XXX
Physiology of Plants or BIOL2761 Plant Physiology
COURSE CAPACITY ENROLLMENT: 48 students (maximum)
COURSE DESCRIPTION
This course provides an advanced level focus on the molecular genetic, biochemical and
physiological bases of plant development. Concepts of signal perception and transduction are
initially reviewed. Students will be introduced to important experiments that have led to
understanding many basic principles of plant development. Of particular importance is the use of
mutation genetics as a tool to study development. Students in dissecting these experiments would
be required to perform planned experiments and present their results and analysis in a group
presentation format.
COURSE RATIONALE
BIOL3xxx is included in the Plant Biology option of the Biology degree. This course builds
upon aspects of plant developmental biology and plant physiology taught in Year II of the
programme. The student, upon completion of this course, should have a comprehensive
understanding of the role of phytohormones in development, and the various developmental
processes underlying the nature of some of the major plant organs.
INSTRUCTOR INFORMATION
Name of course coordinator:
Dr. Georgette Briggs
Office address and phone:
Biochemistry Office, Floor 2, Old wing,
Natural Sciences Building
Email address:
[email protected]
Office hours:
Wednesdays 2:00-4:00 pm
Preferred method of contact:
Email
Communication policy: Students should use their UWI email account for communication and
can expect a response within 48 hours.
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CONTENT
The hormonal control of plant development is first examined by discussing in significant detail the
biosynthesis, signalling and developmental effects on growth of each of the major plant hormones
(ABA, GA, Brassinosteroids, Ethylene and Auxin). The second portion of the course, seeks to
examine in detail the genetic control of development of all the major plant organs, including the
seed, shoot, root and flower.
GOALS/AIMS:
On completion of this course, students should have:
 An understanding of the hormonal pathways and interactions that underlie fundamental
processes operating during plant development
 An appreciation of the role of developmental processes in plant disease
 An understanding of the theory that underlies the genetic basis of plant developmental
pathways
 Developed laboratory skills in working with the model plant Arabidopsis thaliana
 The ability to interpret the outcomes of experimental scenarios
 Acquired the knowledge and ability to aid in critically evaluating scientific experiments
and their findings
 Acquired specific analytical skills with respect to problems in plant development
 Gained skills in presenting and defending a logical, scientifically supported argument
LEARNING OUTCOMES
Students completing this course should be able to:
- Relate the importance of the study of plant development to the fields of plant anatomy and
plant physiology.
- Explain the discovery, biosynthesis, forms, conjugates, bioassays, physicochemical
measurement and effects of applied phytohormones on plants of commercial significance
- Explain the processes and genetic interactions involved in the development of the seed coat,
the seed, the flower, the root and the shoot of the plant.
- Dissect the role of hormonal cross-talk and the effect it can have on devlopmental responses
- Critically evaluate scientific research papers, assessing the relevance and importance of the
scientific findings
COURSE ASSESSMENT
In-course test :
Group research project
- Group seminar presentation (10%)
- Written report (15%)
Written analysis of a scientific article
Participation in online forums/Seminars
Final examination (2 hours)
10%
25%
5%
10%
50 %
2
Group research project (25%): Students work in groups of four and are assigned a research topic
(Week 2), regarding one aspect of plant development. Students must design an experiment,
perform that experiment and record data. The experiment must utilize one of the provided
developmental mutants in Arabidopsis thaliana. A few key references are provided by the
lecturer. These topics are discussed over the three sessions of student group meetings, where
experimental design and analysis/interpretation of relevant research papers are the main focus.
Written report (15%): The written report should reflect the experimental design, methodology,
results and interpretation of results, of the experiments performed by the group. The complete
report is due in Week 9.
Seminar presentation (10%): The seminar presesntation would be 15-20 minutes duration, and
would be presented to the class. These presentations would begin in Week 10 and should be
completed in Week 12. Each group will also produce a one page summary of their topic for
fellow students. These should be brought to the presentation session and will contribute to the
presentation assessment.
Participation in online forums/Seminars (10%): Marks are awarded for student participation
during seminar presentations. Students participation in schedulded online discussion forums are
also awarded here.
Written analysis of a scientific article (5%): This assignment is due in Week 12 and is a 1000
word analysis of an approved scientific research article that addresses one of the key plant
development themes discussed in the lectures.
EVALUATION
The elected Class Representative and/or Deputy will attend meetings with the course teacher(s)
organized at every 4th week, and present feedback from the students attending that course or
stream. This feedback is normally provided both orally and in written form for transmission to
the lecturer. Apart from that the representatives will be attending the Liaison Committee
meeting, and give their feedbacks to the committee.
Students may comment on any aspect of the course or facilities. Students will be encouraged to
submit their feedback (oral/written) during tutorials directly to the course teacher and appropriate
actions will be taken by the teacher then and there.
Results of in-course tests, and other course assignments will be analyzed and presented in the
class. This will help students to check their progress constantly and also helps the instructor to
identify the weak areas and thereby could alert and advise students individually to alter their
approach of study and completing the work.
The final reflective feedback and comments about the entire course and teaching will be
collected on the last day of the course. This will be saved for analysis and utilized as a base for
improvement for the next offering in the following year.
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COURSE DELIVERY & TEACHING STRATEGIES
The instruction for this course would comprise 2 lectures per week (50 mins each), and one
tutorial session. In total, 24 one-hour lectures will be delivered, supplemented with 4 tutorial
sessions, and 3 student group meetings. The student group meetings facilitate project discussion
and journal discussions. The lecturer would be present at these sessions to guide the meetings.
Theses are in-class oppurtunities for the lecturer to observe and guide the student group
interaction and interpretation of the scientific research papers. Students would use these sessions
to have confusing concepts clarified and to also submit up-to-date planning on experimental
design for the project. Online forum discussions, seminar presentations and written reports would
also be used to encourage student participation and collaborative learning. In addition students
will have the opportunity to gain skills in oral communication, and collaborative group research
and presentation. This format therefore addresses a range of learning styles, as outlined in the
DLS undergraduate handbook. This course is also my e-learning supported, and many other
resources are readily available for the students.
RESOURCES
Required reading:
Plant Physiology Taiz, L & Zeigler, E (2002) (3rd edition)
Biochemistry and Molecular Biology of Plants Buchanan, B, Gruissem, W, and Jones, R .
Mechanisms in Plant Development Leyser, O., & Day, S. (2009).. Chichester: John Wiley & Sons.
Molecular genetics of plant development Howell, S. H. (2000).. Cambridge [u.a.: Cambridge Univ.
Press.
Developmental biology of flowering plants Raghavan, V. (2000).. New York, NY [u.a.: Springer.
Recommended reading:
Seed Coat Development and Dormancy, in Annual Plant Reviews Volume 27: Seed
Development, Dormancy and Germination Debeaujon, I., Lepiniec, L., Pourcel, L. and Routaboul,
J.-M. (2007) (eds K. J. Bradford and H. Nonogaki), Blackwell Publishing Ltd, Oxford, UK.
doi: 10.1002/9780470988848.ch2
Lateral Root Formation, in Annual Plant Reviews Volume 37: Root Development Malamy, J. E.
(2009) (ed T. Beeckman), Wiley-Blackwell, Oxford, UK..ch4
Arabidopsis Root Development Luijten, M. and Heidstra, R. (2009), in Annual Plant Reviews
Volume 37: Root Development (ed T. Beeckman), Wiley-Blackwell, Oxford, UK.ch1
Further Reading:
Key review papers and research papers would be used in discussion of the relevant topics. An
example of the phytohormone Auxin reading list is included:
1. Bauly, JM et al. (2000) Overexpression of auxin-binding protein enhances the sensitivity
of guard cells to auxin. Plant Physiol. 124: 1229-1238.
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2. Chen, J-G, Shimomura, S, Sitbon, F, Sandberg, G & Jones, AM (2001) The role of auxinbinding protein 1 in the expansion of tobacco leaf cells. Plant J. 28: 607-617.
3. Chen, J-G, Ullah,H, Young, JC, Sussman, MR & Jones, AM (2001)ABP1 is required for
organized cell elongation and division in Arabidopsis embryogenesis Genes Dev. 15:
902-911.
4. Dharmasiri, N & Estelle, M (2004) Auxin signaling and regulated protein degradation"
TIBS 9: 302-308.
5. Ellis, B.E., Miles, G.P. (2001) "One for all?" Science 292: 2022-2023.
6. Galweiler, L, et al. (1998) Regulation of polar auxin transport by AtPIN1 in Arabidopsis
vascular tissue. Science 282 2226-2230.
7. Hagen, G, Guilfoyle (2002) Auxin-responsive gene expression: genes, promoters and
regulatory factors. Pl. Mol. Biol. 49: 373-385.
8. Hager, A., Debus, G., Edel, H.G., Stransky, H. & Serrano, R. (1991) Auxin induces
exocytosis and the rapid synthesis of a high-turnover pool of plasma-membrane H+
ATPase. Planta 185 527-537.
9. Hertel, R (1995) Auxin binding protein 1 is a red herring. J Exp. Bot. 46: 461-462.
10. Jones, AL et al. (1998) Auxin-dependant cell expansion mediated by overexpressed
auxin-binding protein 1. Science 282: 1114-1117.
11. Kepsinski, S, Leyser, O (2003) An axis of auxin. Nature 426: 132-135.
12. Kutschera, U. & Schopfer, P. (1985) Evidence against the acid-growth theory of auxin
action Planta 163 483-493.
13. Leyser, O (2001) Auxin signalling: the beginning, the middle and the end. Curr.
Opinion in Plant Biology 4: 382-386.
14. Napier, RM, David, KM, Perrot-Rechenmann, C (2002) A short history of auxin
binding proteins. Pl. Mol. Biol. 49: 339-348.
15. Schindler, T., Bergfield, R., Hohl, M. & Schopfer, P. (1994) Inhibition of Golgiapparatus function by brefeldin A in maize coleoptiles and its consequences on auxinmediated growth, cell-wall extensibility and secretion of cell wall proteins. Planta 192
404-413.
16. Steinmann, T et al. (1999) Coordinated polar localization of auxin efflux carrier PIN1 by
GNOM ARF GER. Science 286: 316-318.
17. Trewavas, A.J. & Cleland, R.E. (1983). AIs plant development regulated by changes in
the concentration of growth substances or by changes in the sensitivity to growth
substances?@ TIBS, 354-357.
18. Woo, E-J, Marshall, J, Bauly, J, Chen, JG, Venis, M, Napier, RM, Pickersgill, RW
(2002) "Crystal structure of auxin-binding protein 1 in complex with auxin." EMBO
Journal 21: 2877-2885.
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COURSE CALENDAR
WEEK LECTURE
1
Lecture 1: Course introduction and Overview of
plant development
Lecture 2: Review of Signal Perception and
Transduction Pathways. The classical hormone
concept. Review of plant embryogenesis
2
Lecture 3-4: Auxins – discovery, biosynthesis,
natural vs synthetic auxins, conjugates, bioassays
and physicochemical measurement, effects of
applied auxins and commercial uses.
3
Lecture 5-6: Gibberellins – discovery,
biosynthesis, range of compounds, conjugates,
bioassays and physicochemical measurement,
effects of applied gibberellins. Commercial uses of
gibberellins, gibberellin biosynthetic inhibitors and
genetic engineering of gibberellin biosyntheis.
4
Lecture 7-8: Cytokinins – discovery, biosynthesis,
range of compounds, bioassays and
physicochemical measurement. Effects of applied
cytokinins and commercial uses.
5
Lecture 9-10: Ethylene – discovery, biosynthesis,
physicochemical measurement, effects of applied
ethylene. Commercial uses of ethylene, ethylene
biosynthetic inhibitors and genetic engineering of
ethylene biosyntheis.
6
Lecture 11-12: Asbscisic acid - discovery,
biosynthesis, bioassay, physicochemical
measurement, effects of applied abscisic acid.
7
Lecture 13-14: Brassinosteroids- discovery,
biosynthesis, bioassay, physicochemical
measurement. Effects and uses of applied
brassinosteroids.
8
Lecture 15-16: Seed coat development, seed
development & dormancy
9
Lecture 17-18: The molecular analysis of Flower
Development (the ABC model)
6
ACTIVITY
Student group and topic
assignments determined
TUTORIAL
STUDENT GROUP
MEETING
TUTORIAL
Online discussion forum
STUDENT GROUP
MEETING
TUTORIAL
Online Exam
STUDENT GROUP
MEETING
TUTORIAL
Online discussion
forum
SUBMISSION OF
WRITTEN REPORT
WEEK LECTURE
10
Lecture 19-20: Roots – The initiation, growth and
differentiation of roots
11
Lecture 21-22: Shoots – stem, leaf & bud
development
12
Lecture 23-24: Cross-talk: Combinatoral and
Conflicting effects of hormones on specific
developmental processes. (e.g. Auxin and Ethylene;
Auxin and Brassinosteriods)
Abnormal plant growth (deregulation of hormonal
processes).
ACTIVITY
GROUP
PRESENTATIONS
(X3)
GROUP
PRESENTATIONS
(X3)
GROUP
PRESENTATIONS
(X3)
Written Analysis of
Scientific Paper due.
ADDITIONAL INFORMATION
Student Attendance
Attendance in the in-course exams and participation in the online discussions. Any student who
misses any of the mandatory activities, is advised to consult immediately in person or by email
with the course instructor regarding their make-up options. Absence must be accompanied by a
written excuse or medical submitted to the Main office, Life Sciences within 7 days of the missed
session. Any student who was inexcusably absent or who does not write an in-course exam or a
quiz will receive 0% for that exercise. Students are strongly advised to atten the student group
meetings and to participte in the seminars since these are marked activities.
HOW TO STUDY FOR THIS COURSE
Students are encouraged to work together in small cohesive groups as much as possible to go
through the course content. As we go through the various topics, students should attend the
tutorials which are on a weekly basis, and should ensure that they prepare by reading the relevant
journals assigned per project group. All comments, questions and concerns provided on a particular
topic will be addressed during the discussion segments tutorials, and during student group
meetings. To support the material presented in class, several texts have been recommended. These
texts, would also be supplemented by various scientific journal articles available to you via the
myeLearning platform. Use the responses and comments from the online forum discussions, to
clarify misconceptions on any topic, and to aid in your understanding of the topics.
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