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Stem Cell Overview Article with embedded Video 7:53 Discusses gene expression/differentiation 2 minute segments -Pluripotent stem cells in early embryo CDX2 OCT3/4, Inner cell mass start- 1:50 - Characteristics of Stem Cells: differentiation, abilities of stem cells,  1:55- 3:17 - Stem Cells in the Adult Body: red blood cell hematopoetic stem cells, differentiation, small intestine crypts,  3:20-5:35 - Embryonic Stem Cells in Culture: ES pluripotent cells ES cells, treat to neural lineages, culture conditions, study differentiate into lineages 5:40- 7:53

1:30 animation As a human embryo develops, its cells become progressively restricted in the types of specialized cells that they can produce. Inner cell mass (ICM) cells of the blastocyst can make any type of body cell. Gastrula-stage cells can give rise to the cells of a given germ layer. Later, cells become even more restricted. For example, the pancreatic bud of the endoderm layer can only make the cells of the pancreas.

This 5 lesson unit, which was designed by teachers in conjunction with scientists, ethicists, and curriculum developers, explores the scientific and ethical issues involved in stem cell research. The unit begins with an exploration of planaria as a model organism for stem cell research. Next, students identify stages in the development of human embryos and compare the types and potency of stem cells. Students learn about a variety of techniques used for obtaining stem cells and the scientific and ethical implications of those techniques. While exploring the ethics of stem cell research, students will develop an awareness of the many shades of gray that exist among positions of stakeholders in the debate. Students will be provided an opportunity to become familiar with policies and regulations for stem cell research that are currently in place in the United States, the issues regarding private and public funding, and the implications for treatment of disease and advancement of scientific knowledge. The unit culminates with students developing a position on embryonic stem cell research through the use of a Decision-Making Framework. Two culminating assessments are offered: In the individual assessment, students write a letter to the President or the President's Bioethics Committee describing their position and recommendations; In the group assessment, students develop a proposal for NIH funding to research treatment for a chosen disease using either embryonic or 'adult' stem cells.

Article summarizing cell division with time lapse cell division video of 30hours pro vs eukaryotic division.

This two-minute video provides brief background on the use of zebrafish as a model in studying animal development, before showing a time-lapse sequence of a fertilized zebrafish egg developing into a larva.  The video includes some annotations that help orient the viewer during the time-lapse sequence.  Teachers might want to mute the narration beginning at 0:42 min to avoid giving students too much information.  This phenomenon could stimulate the following driving questions: How does the zebrafish develop from one cell to the many cells that make up the larva? How do the zebrafish cells divide? How are the developing zebrafish cells similar and different from each other? If all cells in the zebrafish develop from the same original cell, then how do some cells develop differently than others? How are cell division and growth related? 

Curriculum materials for the following topics: HeLa Cells & HPV Genes: Immortality & Cancer, which reviews basic cell biology, tissue culture, and human subjects research in the context of privacy, rights, and compensation. Link: http://www.stemcellcurriculum.org/hela-cells-hpv-genes-immortality-cancer.html · Eggs & Blood: Gifts & Commodities, which addresses the value placed on some bodily tissues/cells and not on others. Link: http://www.stemcellcurriculum.org/eggs-and-blood.html · Disease, Disability, & Immortality: Hope & Hype, which explores the natural physical and cognitive variability in the human population and questions the goal of a "cure" in biomedical research. Link: http://www.stemcellcurriculum.org/disease-disability-immortality-hope-hype.html · Stem Cells & Policy: Values & Religion, which analyzes how policy is shaped in pluralistic societies that require tolerance of different points of view. Link: http://www.stemcellcurriculum.org/stem-cells-policy-values-and-religion.html

2:18 Human embryonic development depends on stem cells. During the course of development, cells divide, migrate, and specialize. Early in development, a group of cells called the inner cell mass (ICM) forms. These cells are able to produce all the tissues of the body. Later in development, during gastrulation, the three germ layers form, and most cells become more restricted in the types of cells that they can produce.

The question of cell renewal is one that all of us have intuitive daily experience with. We all notice that our hair falls out regularly, yet we don't get bald (at least not until males reach a certain age!).  Similarly, we have all had the experience of cutting ourselves only to see how new cells replaced their damaged predecessors. And we donate blood or give blood samples without gradually draining our circulatory system. All of these examples point to a replacement rate of cells, that is characteristic of different tissues and in different conditions, but which makes it abundantly clear that for many cell types renewal is a part of their story.

It concludes that the so-called stimulus-triggered acquisition of pluripotency (STAP) stem cells, as well as the chimeric mice and teratomas supposedly derived from those cells, "all originated in cultures contaminated with (embryonic stem) cells, a fact that refutes all of the main conclusions of the two papers" that reported the the supposed breakthrough method of reprogramming adult cells. Those two papers, an article and a letter, appeared online in Nature on 29 January.

For researchers, understanding how cancer cells function differently from normal cells lays the foundation for developing treatments designed to rid the body of cancer cells without damaging normal cells.

The treatment used olfactory ensheathing cells (OECs) - specialist cells that form part of the sense of smell. OECs act as pathway cells that enable nerve fibres in the olfactory system to be continually renewed. In the first of two operations, surgeons removed one of the patient's olfactory bulbs and grew the cells in culture. Two weeks later they transplanted the OECs into the spinal cord, which had been cut through in the knife attack apart from a thin strip of scar tissue on the right. They had just a drop of material to work with - about 500,000 cells.

  Stem cells are the cells that have an ability to become various types of cells. They are present both during embryonic development (embryonic stem cells) and in the adult body (adult stem cells).

How do cells in your body differentiate into other types of cells? Explore cell specialization featuring stem cells and the role they play in cell differentiation.

The Australian Stem Cell Centre (ASCC), developed the following fact sheets in respect of stem cell science and related topics. Please note that whilst the Fact Sheets were updated shortly before the ASCC closed in 2011, users should note that they are no longer being updated and be aware that the content in them may be out of date. Although the content of the fact sheets is unlikely to have been superseded please do not rely on them for any decision-making purposes and they should be used as part of a wider reading program on the subjects.

Almost every cell in the human body has the same DNA sequence. So why is a heart cell different from a brain cell? Cells use their DNA code in different ways, depending on their jobs - just as the orchestra in this video can perform one piece of music in many different ways. The combination of changes in gene expression in a cell is called its epigenome.

How are the stages of mitosis related to the creation of identical daughter cells? The primary function of the stages of mitosis is to make certain that each daughter cell is genetically identical to the mother cell. The mother cell's DNA is copied during interphase. During mitosis the chromosomes condense from long strands to highly coiled structures. The two copies of each DNA strand, called sister chromatids, are physically attached to one another. The chromosomes are moved to the center of the cell and split apart in a highly coordinated fashion. The condensation of the chromosomes, the physical connection of the sister chromatids, and the precise movement of the chromosomes are all important in making sure that each daughter cell has one copy of each chromosome and is genetically identical to the mother cell.

Inside the cell: -cell function, -interactive, functions, specialization, mitosis, aging/death, glossary

I learned that gene expression is the process by which the information of genes is used to direct the function of cells. Gene expression is regulated in all cells because not all genes are needed all the time or under all circumstances. For example, brain cells need to express certain genes that are not needed in muscle cells, and muscle cells need to express certain genes that are not needed in brain cells. Likewise, bacteria need to express different genes depending on the availability of food and other aspects of their surroundings.

Almost every cell in the human body has the same DNA sequence. So why is a heart cell different from a brain cell? Cells use their DNA code in different ways, depending on their jobs - just as the orchestra in this video can perform one piece of music in many different ways. The combination of changes in gene expression in a cell is called its epigenome

It's one of the big mysteries of cell biology. Why do mitochondria-the oval-shaped structures that power our cells-have their own DNA, and why have they kept it when the cell itself has plenty of its own genetic material? A new study may have found an answer. Scientists think that mitochondria were once independent single-celled organisms until, more than a billion years ago, they were swallowed by larger cells. Instead of being digested, they settled down and developed a mutually beneficial relationship developed with their hosts that eventually enabled the rise of more complex life, like today's plants and animals.