Developmental Biology
The study of the process by which organisms grow and develop.
Members of the Society for Developmental Biology have worked with CourseSource to create a Learning Framework for the Developmental Biology course. The table below lists the learning goals and objectives that the Society agrees any undergraduate biological sciences major should know about Developmental Biology by the time they graduate.
The following people worked to develop this society-approved Developmental Biology Learning Framework:
William J. Anderson (Harvard University), Michael Barresi (Smith College), Peter Bruns, Ida Chow (SDB Executive Officer), Yolanda Cruz (Oberlin College), Randy Daughters (University of Wisconsin, Stout and the University of Minnesota), Diana Darnell (University of Arizona), Richard Harland (University of California), Vivian Irish, SDB President (Yale University), Rebecca Landsberg (College of St. Rose), Graciela Unguez (New Mexico State University), and Margaret Saha (College of William and Mary).
Download the Developmental Biology Learning Framework
Society for Developmental Biology
The Society for Developmental Biology (SDB), founded in 1939, promotes the field of developmental biology by fostering excellence in research and education, providing advice and resources on careers and providing information for the public on relevant topics in developmental biology.
Course Editor(s):
Developmental Biology Learning Framework
Society Learning Goals
Articles
Early Embryonic Development
How do organisms maintain gamete populations?
Sample Learning Objectives- Compare and contrast spermatogenesis and oogenesis.
- Draw and compare the functions of meiosis and mitosis.
How does sperm entry trigger post-fertilization processes in the egg/activation of oocyte?
Sample Learning Objectives- Compare and contrast the fertilization process in mammals and plants.
How is the basic body plan formed?
Sample Learning Objectives- Design experiments that would demonstrate the cell movements of gastrulation.
- Explain fertilization and cleavage, and justify why cleavage is an important step in development.
Gene Networks
How does the control of gene regulation contribute to development?
Sample Learning Objectives- Predict different mechanisms that could be responsible for control of gene expression in development.
How do genomic and epigenetic changes modify the transcriptome of a cell?
Sample Learning Objectives- Explain roles heterochromatin serves during development (e.g. Methylation on MyoD’s ability to induce the myogenic program in a non-muscle cell).
- What changes in chromatin prime a cell to respond to later signals?
How do feedback loops affect multiple levels of gene regulation?
Sample Learning Objectives- Describe experiments that test the idea that floral homeotic gene (or ABCE gene) expression ensures the development of floral organs in the correct number, type, and precise spatial arrangement.
How do differences in regulation of gene expression explain the different cell types?
Sample Learning Objectives- Propose a mechanism that may explain differences in cell type behavior as a result of different gene expression (e.g. In time or site).
How do differences in regulation of gene expression explain the formation of atypical cells, tissue, organs and structures?
Sample Learning Objectives- Provide examples of how overexpression of an mRNA affects: 1) axis formation; 2) cell differentiation; 3) tissue formation.
Morphogenesis
How does loss of totipotency and pluripotency lead to progressive specification in cells?
Sample Learning Objectives- Design experiments that would demonstrate the principles of cell fate, cell commitment (determination), and differentiation.
How do differential cell adhesion, attraction, and repulsion result in morphogenetic changes?
Sample Learning Objectives- Design experiments that explain migration of neural crest cells.
How does apoptosis/cell death regulate growth, shape and pattern?
Sample Learning Objectives- Propose an experiment to determine if apoptosis is an important component of organ formation in a model system.
Organogenesis
How do extracellular factors control organ and tissue growth?
Sample Learning Objectives- Predict the outcome of a mutation that inhibits Frizzled (Wnt receptor) v. nCAMs
How does asymmetry arise and contribute to complexity? (localized determinants, cilia directional movement, etc.)
Sample Learning Objectives- Describe the mechanism whereby physical or chemical signals are used as an asymmetrical developmental trigger in plant or animal cells.
What roles do cell determination and cell specification play in organogenesis?
Sample Learning Objectives- Predict the lineage outcome (heart or tail) of transplanting mesodermal cell populations from anterior heart fields to posterior presomitic tail bud.
How do morphogen gradients regulate tissue organization?
Sample Learning Objectives- Describe the mechanism whereby physical or chemical signals are used as a developmental trigger in plant or animal cells and tissues.
How do differential cell adhesion, attraction and repulsion, and ECM regulate tissue organization?
Sample Learning Objectives- Interpret the effects of lateral inhibition in establishing neural fates. Explain why neural crest cells migrate across a specific part of the somite?
How do developmental processes affect tissue homeostasis and restoration?
Sample Learning Objectives- Compare and contrast muscle regeneration and myogenesis.
Patterning
How are the axes formed?
Sample Learning Objectives- Evaluate experiments that demonstrate the establishment and patterning of axes in embryos.
- Explain how Hox genes control patterning along the anterior-posterior axis and in many developing organs.
How do genetically identical, totipotent cells change into daughter cells with restricted potency, fate, properties and behaviors?
Sample Learning Objectives- Explain how Hox genes control patterning along the anterior-posterior axis in different developing organs.
- Design experiments that would demonstrate the principles of cell fate, cell commitment (determination), and differentiation.
How does cell cycle regulation control cell size, growth, shape and pattern?
Sample Learning Objectives- Draw and compare the functions of meiosis and mitosis.
How do progressive, stepwise processes contribute to embryo complexity?
Sample Learning Objectives- Compare how vertebrates and invertebrates become segmented or divided into repeating units.
Signaling
How does the intracellular communication regulate gene transcription, cell polarity, shape and fate?
Sample Learning Objectives- Compare the roles of different transmembrane signaling pathways in development.
How does differential gene expression mediate progressive acquisition of cell fate?
Sample Learning Objectives- Explain how Hox genes control patterning along the anterior-posterior axis and in many developing organs.
- Explain how proliferative signals moderate transcription factor activity and subsequently lead to lockdown of fate.
How do induction mechanisms and pathways influence cell fate?
Sample Learning Objectives- Compare the roles of different transmembrane signaling pathways in development.
How do mechanical constraints and dynamics influence cell behavior, tissue and organ formation?
Sample Learning Objectives- Predict changes (or not) in development taken place in microgravity environment.
Comparative Development and Evolution
How does comparison between species explain the emergence of new features?
Sample Learning Objectives- Propose a study of different species that can inform us about processes that led to disappearance or appearance of specific features (e.g. Loss of tail).
How do changes in expression patterns of existing genes, or genetic modifications of existing signaling pathways result in new phenotypes?
Sample Learning Objectives- List a few genes that are found across the phyla and propose mechanisms that allowed them to form different phenotypes.
How do differences in developmental processes explain determinate versus indeterminate growers?
Sample Learning Objectives- Propose multiple mechanisms by which indeterminate (e.g. eel) and determinate (e.g. guppy) growers may differ in their developmental processes.
How does the environment contribute to organismal diversity?
Sample Learning Objectives- Explain the “organizational-activation” theory of steroid hormone action on development. Use two specific examples that lead to “masculinization” or “feminization” of structures in an organism.
- Predict how factors such as temperature could be operative in phenotypic diversity within species (e.g. Turtle).
Experimental Approaches
How do the methods and tools of developmental biology help us understand cause and effect relationships during embryogenesis? (correlation, gain of function and loss of function; molecular, cellular, tissue, organ)
Sample Learning Objectives- Design an experiment to detect the identification and/or position of potential stem cells in a tissue that is known to renew itself (e.g. skin, intestinal epithelium). Include positive and negative controls (one of each) that you would perform and the purpose of each control.
- Given an article about the use of specific reagents in a developing organism and resulting phenotype(s), propose and explain potential mechanisms (e.g. induction, gene knockout) and give other examples using the same mechanisms.
How do different organisms help us understand development? And what are their strengths and limitations?
Sample Learning Objectives- Explain how studying other species inform us about differences in developmental process that led some organisms to preserve certain characteristics and others to lose them?
- Design a fate mapping experiment in an organism after learning how it is done in a different one.