A prospectus for BIOL 229 Comparative Physiology What

A prospectus for BIOL 229 ‘Comparative Physiology’ What are the PROCESSES common to these organisms? What are the origins of the main physiological processes? How do these key physiological processes interact?

Basic information • BIOL 228 and 229 succeed 208 (Animal Structure and Function) and 210 (Plant Structure and Function) • Both new units to be offered in S 1 2017 • Prereqs are 12 credit points in science, including BIOL 114 and 115 • BIOL 208 enrolment in S 1 2016 was > 150 and 210 enrolment was ca. 90

Handbook description "This unit will compare and contrast a range of physiological processes in microbes, plants and animals. It will highlight common features and their evolutionary origins, with particular reference to prokaryotic genes which have been conserved in multicellular organisms. Topics to be explored include metabolism (e. g. respiration, photosynthesis and transport), environmental responses (e. g. abiotic stress response, immune reactions, behaviour), morphogenesis (e. g. cell division, homeotic genes, embryogenesis and symmetry) and phenology (e. g. sexual maturation, fertilisation, life cycles). The unit will draw the common threads of evolution together in complex multicellular organisms, as well as contrasting those processes unique to each Kingdom, such as photosynthesis and locomotion. . "

The Big Picture This unit explores the functional diversity of microbes, plants and animals. The unit also discusses how these mechanisms have evolved among the various taxa that are revealed in BIOL 228. There is a strong emphasis on gene expression and downstream processes, and how these enable organisms to grow, develop, reproduce and acclimate to diverse environments. The unit is suitable for students interested in organismal biology, science education, and research.

This is part of the curriculum in biology and therefore it is aimed at providing knowledge and skills across a range of topics It is not a boutique offering of the research interests of particular labs.

Program-level learning outcomes 1. Compare and contrast the form and function of key biological units at sub-cellular to ecosystem scales (K) 2. Explain how processes operating at a hierarchy of temporal and spatial scales give rise to the phenotypes of individuals, populations, communities and ecosystems (K) 3. Evaluate historical developments in biology, as well as current and contemporary research directions and challenges (K, T, J, L)

Skills and capabilities 1. Develop hypotheses to explain biological patterns and processes and design appropriate experiments to test these (K, T, P, I, J) 2. Display competency in key laboratory and/or field methods of one or more biological sub-disciplines (K, P) 3. Acquire, synthesise and statistically analyse data to appropriately test hypotheses (K, T, P) 4. Clearly and accurately communicate biological problems and solutions to scientists and the public, using written, oral and digital media (C, E, A, J) 5. Practice professional ethics in the conduct of biology (E, A) 6. Identity and adopt safe work practices in laboratory and field environments (E, A)

Unit-specific learning outcomes 1. Discuss in detail a range of physiological processes in microbes, plants and animals, their common features and any characteristics that make them unique one of the Kingdoms, while demonstrating familiarity with the current view of how these processes have evolved and diverged across taxa 2. Demonstrate understanding of a range of concepts in physiology, including the principles of autotrophy and heterotrophy and how it applies to all forms of life and lifecycles, the basis of energy transduction and membrane transport, an appreciation of the conservation of transporter proteins and long-distance transport and its coordination in complex multicellular organisms 3. Describe the fate of cells in higher organisms as they undergo division, expansion and differentiation into a reproductive phase 4. Demonstrate a detailed understanding of regulatory processes (e. g. hormones and elicitors), contrasting the highly divergent chemical forms and modes of action in plant and animal systems 5. Analyse tropic and metabolic responses to selected external stimuli, such as temperature, light and oxygen deficits 6. Describe the difference between the chemical defences in animals and plants, as based on their induced immune response

Assessments • Weekly online quizzes (20%) • 1000 -word scientific paper (20%) • Mid-semester test (20%) • Final exam (40%)

Comparative Physiology proposed lectures (lectures by BJA in bold; lectures looking for an expert in red) Week 1 Topic Introduction 2 Primary energy metabolism 3 Gaining carbon 4 5 Using carbon Biotic interactions for inorganic gain Cell division 6 7 8 12 13 Autotrophs, phagocytosis, digestion Heterotrophs & respiration Nitrogen fixers & mycorrhizas Oxygenic life – making highenergy intermediates Photosynthetic systems Endosymbiosis and organelles Membrane transport Microbes, fungi and plants Lower plants & asexual reproduction Animals, embryogenesis Switching to sexual reproduction Movement/intracellular signalling Hormones Taxis – fast responses Muscles (animals) Response to external stresses & external stimuli Microbes & plants Nastic responses (plants) Calcium and other key signals/secondary messengers Animals, endocrines and nerve transmission Animals Growth Differentiation and increasing complexity Unicells and fission Lecture 2 Characteristics of prokaryotes & eukaryotes – physiology and cell biology Multicellularity, polarity & cell patterning Animals – Extracellular matrix Higher plants – cell specialisation 9 10 11 Lecture 1 Orientation – molecules, polymers, charge, osmosis, information & cell theory. Compare and contrast taxa Chemi-autotrophs & anaerobes Microbes & plants Sources: To be determined – Raven (Biology of Plants); Animals ? ? ?

Ten practicals in E 8 A and possibly F 5 A (glasshouse lab) Existing pracs re-invented – elements taken from BIOL 210 (e. g. hormones, differentiation, respiration, abiotic stress) Other pracs to be designed in consultation with guest contributors. Where possible, use a combination of microbial, plant and animal material Some pracs could be modified from BIOL 208, where they address FUNCTION Pracs must illustrate the principles enunciated in the lecture that week! Pracs and lectures are a package

The Goal This unit will have connections with BIO 228, with which many students will be in common. However, these links will not be essential to progress in BIOL 229. The aim is that students will be able to integrate structure and function, in the case of this unit through an appreciation of how cells and organisms of all types function. Hence, it is called Comparative Physiology – the way living organisms do work, reproduce and thrive.