Team Members: Carlos Mohamed &
Salina Agarwal
Team Members: Carlos Mohamed &
Salina Agarwal
References & reference Images:
|
|
Comments :
The illustration tried to show left-right axis formation in the chick
and mammals. This was achieved by using colorful, related (to the
molecules or genes in question) objects, in order to create visual
and mental associations. Each object was chosen specifically because
it had some relation to the original molecules or genes. For
example, the pirate was chosen to represent pitx-2 because the first
couple of letters remind the viewer of the gene. These objects were
placed on a colorful background that clearly depicted the left and
right sides of the embryo. In this way the viewer could make memory
schemas associated with the left and right sides of the embryo.
Regulation is an important theme stressed through out the semester. Blocking of the different molecules and genes was also shown. This was done to clearly show the action of certain molecules stopping, or blocking, the action of another molecule or gene. This is important for the student to know because without blocking organs could form on the wrong side of the body. Blocking is essential for proper development to occur. Gene expression leads to the development of the left and right axes. Without certain genes turning on or off at the correct time the process could not occur. The series of still shots attempted to show when the expression of specific genes occurred, and how that genes expression affected the next action to come.
Retinoic acid is critical for proper development. It was assumed that retinoic acid was present in the embryo, in the correct amounts. Retinoic acid is not produced by the mother or the embryo; it is obtained from an outside source.
Left-right axis formation occurs after anterior-posterior and dorsal-ventral axis formation. It was assumed that left-right axis formation occurred at the proper stage of development. Hensen's node and the primitive streak were properly formed, and all the molecules or genes needed were made or present.
It was also understood that the division between left and right was distinct and clear. The division occurred straight down the middle of the primitive streak. No overlap existed between the two sides.
This project involved working with a new concept of movie making that neither of us was familiar with. As it turns out, the methodology we employed was not difficult at all. One of our first problems was finding a suitable symbol for each of the molecules or genes we needed (the cast). We went to both Toys R Us and Party City to look for figures that would best represent the names of molecules or genes.
Our next problem was figuring out what would be the best way to depict this axis formation with the characters we had. Due to the nature of our mechanism, we thought it would best be explained if we had multiple still shots with limited narration. We thought it impossible to create an animation when there were numerous events simultaneously occurring. We felt we were limited to concentrate on one specific event at a time because our figures were too large. Because we wanted to have a good close up image of every event, we needed to isolate each one when taking a picture.
While the characters may lead one to believe this is a child-like presentation, we thought they were the easiest figures for students to associate names with characters. For example, the Lefty-1 gene is represented by a figure that has his left thumb sticking up.
We also believe that students will easily associate a car with the caronte gene and learn the material faster by creating a visual image. Retinoic acid was depicted by a bottle of vitamin-A. So although it may look childish, the reasoning behind our approach is a valid one.
The background for our animation corresponds with that in Gilbert's text so that it will be easier to follow. The background setting of Hensen's, lateral plate mesoderm and the primitive streak are clearly stated. We felt that this uniformity will make the animation simpler to comprehend. We believe that the vivid characters make the project more interesting and easier to understand. While normal cotton balls and sticks may work, it is harder to form a visual image. The goal of this project is to really learn the material and not just memorize it for a day or two, so this creative format will definitely allow the students to complete the goal of learning.
Although we feel we did an excellent job, this project could be slightly improved. After consulting with several students in the class, I noticed that not everyone could associate the gene or molecule with the figurine or character we assigned it. Although it may seem obvious to us that a car is for the "CAR" in caronte, others were not aware of this. The same thing happened with the pitx-2 gene and its representative, the pirate. I feel we could have spent more time looking for our cast so that the association between a gene and its character would be easier.
Another area that could be improved upon is the clarity of the images. We feel that some images may be too cluttered and possibly cause some confusion. A larger background and with smaller characters could have allowed us to depict more that one event at a time. One must keep in mind that these events are occurring simultaneously, but we isolated each event for simplification.
In conclusion, we feel this project will be of benefit to the class and will hopefully permit them to learn this material for the final examination. Finally, we would like to thank Scott F. Gilbert for providing a foundation with which to work from, specifically for figure 11.17 and 11.44 from his sixth edition of Developmental Biology.
