BIO 108

(Developmental Biology)

Course Syllabus

USC Vision

A Catholic institution trailblazing excellence in educating servant leaders.

USC Mission
We commit ourselves to the:

 Faithful witnessing to the Word

 Pursuit of the highest standard of innovative instruction, research and community service
 Formation of committed professionals guided by the principle of prophetic dialogue

USC Goals

 Make HNU a model Basic Ecclesial Community

 Perform the institution's trilogy of functions with excellence and scholarship
 Engage actively in the apostolate of Communication, Bible, Mission Animation, and Justice, Peace and Integrity of Creation.

SAS Vision: Model of Excellence in the Integral Formation of the Human Person

SAS Mission: SAS commits to:

 exemplify linguistic competence and media literacy for effective communication;

 respond to the psychosocial realities through intensified research capacities and innovative instruction;
  promote responsible stewardship of God’s creation; and
 nurture a Christ-centered community upholding moral standards.

SAS Goals

 provide authentic opportunities that develop critical thinking skills;

 discharge actively the functions of instruction, research and community extension;
 employ scientific skills for sustainable development; and
 lead in reviving and sustaining the Basic Ecclesial Community (BEC/GSK).

SCHOOL OF ARTS AND SCIENCES Marine Biology Program

Program Bachelor of Science in Marine Biology
Three to five years after graduation, the HNU Biology graduate is:
PROGRAM
EDUCATIONAL PEO1 A graduate who is adept in critical thinking and creativity through data analysis and interpretation,
OBJECTIVES reading and comprehension, problem solving, classification, deductive and inductive reasoning,
(PEOs) integration and synthesis of information, lateral thinking of multi-disciplines, extrapolation and
prediction of phenomena
PEO2 A graduate who understands and effectively communicates the basic biological concepts and processes
and is updated with the recent advancements of biology and related sciences in oral, visual and written
communications
PEO3 A professional with integrity who is competent in providing services and information for the growth,
maintenance and advancement of the community and the country based on ethical and Christian moral
values.
Upon completion of the program, students should have attained the following:
PROGRAM
OUTCOMES PO1 Execute meaningful and community research activities geared towards sustainable development of the
(POs) country.
PO2 Provide biotechnological services and relevant recommendatory information for the growth,
maintenance, and advancement of organization using the graduates' competence in operating laboratory
equipment, information and communication technology (ICT), and bio-technique skills

PO3 Design and implement community oriented conservation awareness program that considers the
 biodiversity of species (indigenous and introduced), their medical and conservation importance, and
environmental and cultural implications
PO4 Analyze, integrate, synthesize, investigate, and solve problems in biological concepts and processes and
in allied sciences with their recent advances considering team working and professional ethics
PO5 Formulate theories or policies or strategies based on critical assessment of current biological issues and
problems in the local and global settings through leadership and corporate social responsibility.

PO6 Communicate research results through oral or poster presentation and publishable paper.

COURSE SYLLABUS
 Second Semester, AY 2018-2019

Course Information Teacher Information

Course Code: Bio. 108 Name: Filipina B. Sotto
Course Title: General Physiology with emphasis on marine flora and fauna Office: Biology Department
Credit Units: 3 Units Email: fsotto@hnu.edu.ph
Pre-requisites: Botn 1101 and Zoo 1101 Phone: 09173221955
Schedules: Consultation Period:

Course Description
This course deals with the study of the general physiology of marine plants and animals. The genetic and developmental control and regulatory processes as
well as the specific morphological manifestations are stressed from the period of gametogenesis to fertilization, the entire embryogenesis including
cytodifferentiation up to organ formation.

COURSE OUTCOMES (CO)

Targeted Program Outcomes (PO)
Introductory (I); Enabling (E); Demonstrative (D)
Upon completion of this course students should be able to do the following: 1 2 3 4 5 6
CO1: understand the inherent value of plant human embryos as complete structures that has to be treated with
dignity I D
and respect.
CO2: Understand and develop a holistic knowledge on the development of organisms from the gametes to a
I I
complete embryo.
CO3: appreciate the intracellular and intercellular integrated control systems that promote the development of a
D D D
complex and complete organism.
CO4: comprehend the uniqueness and relatedness of species in terms of the developmental controls and
morphology. D D D D
CO5: promote understanding and respect of life. D D

COURSE OUTLINE
 Course Specific Topics Classroom activities Time allotment Virtues /Attribute
Outcome ( week)
CO1 A. INTRODUCTION Student learns to unify scientific
CO2 USC and SAS Mission and Vision Reflection discoveries with the moral/ethical
Nature and Scope of Development Sharing 1 standards.
Defining General Physiology
Importance of Studying General Physiology
Historical Review Reading assignment:
Developmental Ethics contributions to the
a) Ethics of stem cell research, cloning and science and ethics of
developmental
b) morality of emerging life.
biology.
B. The Gonads and The Formation of Gametes Student learns to discuss the
CO2 1. The Animal Gonads and the Role of Meiosis Lecture-discussion development of the germ cells in both
a. The Structure of the Testes Observation of on- plants and animals.
b. The Structure of the Ovary line photos of male
c. Spermatogenesis and oogenesis and female gonads
a. The Ovarian follicle and the egg Animals: ovary and
b. The structure of the sperm testis
2. The plant reproductive organs and the role of meiosis Development of
a. The structure of the macrosporangium and the ovary. gametes 2
b. The structure of the microsporangium
and the anther Plants: Pollen grain
c. Microsporogenesis and the development of the pollen grain and embryo sac
d. Macrosporogenesis and the development of the embryo sac. formation.

Presentation of on-
line photos of meiosis
(with emphasis on
spermatogenesis and
oogenesis and
analysis of the
sequence of events
observed; the role
and significance

CO1 a. Fertilization Student learns to incorporate external

CO2 1. Fertilization in Animals Lecture-discussion changes with the onset of fertilization
CO3 a. Capacitation of the sperm and the consequent internal activities
b. Contact of the sperm and egg. Species-specific recognition ( binding Presentation of of the developing fertilized ovum.
and ZP proteins. figures and pictures,
c. The fertilization Cone analysis of the Students learn to respect the dignity
d. Depolarization and signal transduction sequence of events, of the fertilized egg and the human
e. Fertilization Membrane seatwork/boardwork embryo.
Egg Activation. PKC activation and DNA replication
g. Union of male and female pronuclei a. Animal Students learn the development of the
h. The Zygote Fertilization: plant embryo from the male and
The Human fertilized egg and the embryo: some ethical implications. Prelude to female gametes
2. Fertilization in Plants
fertilization
a. Pollination and pollen tube formation Design practical use of the
b. Fertilization of the Egg and Actual developmental processes of plants.
c. Fertilization of the Polar Nuclei Animal
d. The Zygote and the endosperm fertilization

b. Plant
Fertilization
Pollination
and
fertilization

PRE-MIDTERM EXAMINATION
CO3 b. Embryogenesis Student learns the importance of cell
CO4 1. Development of Animal Embryo Cleavage to formation of the 3 Lecture discussion division and to trace the
germ layers (Mammalian Model) Genetic Control of embryogenesis. developmental controls necessary for
2. Development of Plant Embryo 2-cell stage to torpedo stage Graded recitation the formation of normal animal and
(Angiosperm Model) Genetic Control of embryogenesis and the role of Cleavage plant embryos.
auxin. modeling 2

Mitoses in
plant
embryogen
 esis

. c. Organogenesis in Animals Student learns to describe the

CO2 1. Animal:Development Graded recitation developmental process of the
CO3 A. Development of Organs of ectodermal origin: different mammalian organs and
CO4 Lecture-discussion understand the importance of proper
a. Brain and nerves
awareness for development of normal
b. Sensory structures eyes, ears, nose and skin and of organs
its derivatives. Assignment of
c. Glands of ectodermal origin specific organ 2
developmental
process for oral
presentation
(process flow with
photos)
Midterm Examination
CO2 B. Development of Organs of mesodermal origin Student learns to discuss the
CO3 development heart , muscles and
CO4. a. Organs for circulation (heart, blood vessels and Lecture-discussion bones and incorporate the function of
1 the development-al controls for the
blood)
Boardwork ( creation production of normal heart , muscles,
b. Organs for movement (Muscles) of models depicting bones, kidney, ovary and testis..
c. Organs for support (skeleton) cell movements and
d. Organs for excretion (kidney and excretory tubes other control
and bladder) mechanisms in the 2
e. Organs for reproduction (ovary, fallopian tubes, development of
uterus,cervix and vagina : testes, passages and bodily organs.
glands)
Analysis of the
outcomes of possible
mistakes in control
mechanisms
 Pre-Final Examination

CO2 C. Development of Organs of endodermal origin Student learns to identify and

CO3 a. Organs for respiration (lungs and respiratory Reading Assignment incorporate the role of regulatory
CO4 passages) controls in the formation of organs
CO5 Lecture discussion derived from the endoderm.
b. Organs for digestion (digestive tract)
c. Glands of endodermal origin Giving of individual
reactions on the
development of
internal organs from 1
the endodermal gut
(primitive gut)
. d. Organogenesis in Plants 2 Student learns to describe the pattern
CO1 a. Organ for photosynthesis and transpiration (Leaf) of formation of the plant organs and
CO2 b. Organ for transport and support (Stem) Oral reporting and the hormonal and physical controls
CO3 class discussion of characteristic of each developmental
c. Organ for absorption (Root)
the pattern of growth stage
CO4 d. Organs for reproduction and dissemination (flower , and development of
CO5 seed and fruit) plant organs.

Question and
answers
Session for analysis
of the fate of
undifferentiated/meris
tematic cells.

Tracing the process

up to the formation of
whole organs.
Final Examination

GRADING RUBRICS
A. Oral Reports/Class discussion

Performance Indicators
 Low performance (1)
Knowledge Answer does not incorporate any
aspect of the readings
Answer does not display an
understanding of the topic
Meet expectations (3)
Understanding displays a knowledge of the topic.
Answer displayed personal experience but unrelated
to the topic.
Powerpoint displayed timely response to the
discussion
Excellent Performance (5)
Excellent understanding of the readings
Incorporate the readings with personal experiences
with the actual topic.
Powerpoint displayed timely response and with
visual clarity and precision.

Responding Response vague and does not relate Response shows additional information and Response shows additional information and
to the discussion (1) elaboration of the discussed topic. (3) elaboration of the topic. Incorpporate personal
experience with the discussed topic. Response in a
timely manner. (5)
Conversation Does not respond to the questions Response based on limited but relevant information. Response based on sufficient data and done with
posted by the classmates and (3) critical thinking ability.
instructor; responses irrelevant to the
discussion (1)
Total Points 3 9 15

B. Written Reports

Exemplary Accomplished Developing Beginning

Weigh

Criteria 4 3 2 1
Yes Yes, but No, but No
t

Directly Somewhat relevant Remotely related Totally unrelated

Topic 10%
relevant
Good Organized; points are Some organization; points Poorly organized; no
organization; somewhat jumpy; sense of jump around; beginning and logical progression;
points are beginning and ending ending are unclear beginning and ending are
logically vague
Organization 10%
ordered;
sharp sense
of beginning
and end
Supporting Some details are non- Details are somewhat sketchy. Unable to find specific
details supporting to the subject Do not support topic details
Quality of Information 25%
specific to
subject
 Grammar, Usage, No errors Only one or two errors More than two errors Numerous errors distract
25%
Mechanics, Spelling from understanding
Vocabulary is Vocabulary is varied; Vocabulary is unimaginative; Basic vocabulary; needs
varied; supporting details useful details lack “color” descriptive words
Interest Level 10%
supporting
details vivid

REFERENCES:

1. Carlson, B. M., 2003. Patten’s Foundations of Embryology. McGraw-Hill Inc. NY. 752pp.
2. Eng-Chong, P. and Davey,M.R.,2010. Plant Developmental Biology-Biotechnological Prospective. Springer Heidelberg Dordrecht. London . 511 pp.(on-line)
3. Hudge, R., 2010. Developmental Biology. From a Cell to An Organism. Facts on File and Imprint of Infobase Publishing. 225 pp.
4. Hurlbut, W., 2006. Framing the Future. Embryonic Stem Cells, Ethics and Emerging Era of Developmental Biology. Pediatric Research. 59 (4) 2-9.
5. Meijering, E. , Dzyubadnyk, I. Van Capellen,W.A., 2009. Tracking in Cell and Developmental Biology. Seminars in Cell and Developmental Biology. 20 (8) 894-
902.
6. Opik, H. and Rolfe, S., 2005. The Physiology of Flowering Plants. Cambridge University Press.N.Y..391 pp.
7. Scott, Gilbert. 2013. Developmental Biology. 10th ed. Sinauer and Associates, Inc.719 pp. (on-line ed.
8. Slack, J.M.W. 2013. Essential Developmental Biology. 3rd. ed. Wiley-Black Well. USA. 493 pp.(on-line)
9. Taiz, L., Zeiger,E., Moller I. M.,Murphy,
10. A. 2014. Plant Physiology and Development. Sinauer Associates, Inc. Publishers. USA. 761 pp.

Supplementary Readings (for Chapter discussions)

1. Developmental Control Pathways/Abnormalities

a. Homeobox Control in Eye Development . Int. J. of Dev. Biology. 2000. 44(6) 627-636
b. Molecular Control in Neural Crest Development. Curr. Top. Dev. Biol. 2015. 111:201-231.
c. Molecular Regulation of Kidney Development. Anat. Cell Biol. 2013. 46 (1) 19-31.
d. Bosca, S. et al., 2011. Embryonic Development in Arabidopsis thaliana from Zygote Division to the Shoot Meristem . Frontiers in Plant Science . Mini
review Article. 1-6.
e. Brukhin, V. and Morozoba, N., 2011. Plant Growth and Development- Basic Knowledge and Current Views. 6 (2) 1-53

COURSE REQUIREMENTS:
1. Quizzes
1 quiz for a week.
 2. 4 major examinations
Pre-midterm, Midterm, Pre-final and Final examinations
3. Oral report
Each student will select a topic from the course outline for an oral report. 2 weeks after the start of classes, a report title must be decided and a written
outline will be submitted for approval.
4. Term papers:
4 term papers must be submitted a week after each examination term. The instructor will be assigning topics for these term papers.
5. Library work - each student must be able to finish 4 developmental biology worksheets.

Grading criteria:
A. Examinations:
1. Quizzes - 1/3
2. Major Exams – 2/3
B. Class Participation
C. Oral and written Reports

Computation:
Examinations – 60 %
Oral and Written reports – 30%
Class participation (recitations, boardwork, assignments etc.) – 10

Community–related tasks on any one of these recommended tasks:

1. Care for Animals: Developmental and Hygienic Aspects. Connect with LGUs like elimination of stray animals; participate in rabies elimination
campaigns for pregnant animals.
2. Plant Growth and Development
Tissue culture of plants for food, ornamentals and source of medicines.
Visit Dept. of Agriculture
3. Everything must be documented. A written report including all the documentations must be submitted a week before the scheduled final
examinations.( This is a group task.).

Filipina B. Sotto
Prepared by Approved by
Charina Narido, Ph.D.
Faculty Program Chair
Date Submitted for Approval: September 5, 2022 Date Approved