Behavioural and Systems Neuroscience
| Module title | Behavioural and Systems Neuroscience |
|---|---|
| Module code | NEUM003 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Tom Ridler (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 0 | 0 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
Physiology, cognition, and behaviour are complex processes orchestrated by the brain. This research-led module focuses on understanding how neural circuits initiate and/or regulate these processes including via interactions with the rest of the body and the broader environment. Through a combination of lectures, workshops, and seminars you will be introduced to our latest understanding of cognitive processes, the neural regulation of physiology, and resultant behavioural responses, and explore how these processes go awry in disease.
Module aims - intentions of the module
This module aims to bridge the gap between synaptic physiology and cognitive neuroscience to explain how the activity of groups of neurons can directly impact the behaviour of an organism. It will focus on understanding the neural basis of several inherent systems that are common across different organisms . Along with lectures and journal club sessions the module will embed the knowledge for understanding and evaluating experimental studies that involve behavioural neuroscience.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe different types of learning and memory systems
- 2. Critically evaluate processes involved in synaptic plasticity and evaluate their relevance to behavioural learning
- 3. Classify neuro-behavioural disorders and compare their pathologies
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Analyse some of the different methods and tools used to study behavioural and systems neuroscience
- 5. Evaluate the specific challenges and ethical considerations in data collection within the discipline of behavioural research
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Analyse and critically interpret information from targeted literature
- 7. Exemplify critical thinking in the construction and analysis of written arguments
- 8. Clearly communicate scientific concepts through accurate scientific writing
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
The module begins with an introductory lecture in week 1 to outline the broad aims and structure of the module and introduce the assessments.
Each topic will start with key concepts of behavioural and systems neuroscience explained in pre-recorded lecture videos. Following this, each topic will include one two-hour seminar session, during which you will work through pre-set questions from the lecture, specific primary literature research articles, as well as data interpretation analysis questions.
Some of the topics will include the following content (subject to staff availability):
- Learning and memory
- Synaptic plasticity
- Brain states (sleep, fear, addiction, arousal, etc.)
- Neural Circuits
- Neural correlates of behaviours
- Behavioural disorders
There will also be a workshop on animal ethics and experimental models. Interspersed through the module will be three two-hour ‘peer review’ workshop sessions that will introduce critical analysis of primary literature and help you to develop the skills for the coursework assessment.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 120 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching | 2 | Introductory and wrap lectures (2 x 1 hour) |
| Scheduled Learning & Teaching | 20 | Interactive seminar sessions (10 x 2h) |
| Scheduled Learning & Teaching | 6 | 3?x 2-hour?peer-review?workshops? |
| Scheduled Learning & Teaching | 2 | 3?x 2-hour?peer-review?workshops? 1 x 2-hour ethics workshop |
| Guided Independent Study | 10 | 3?x 2-hour?peer-review?workshops? 1 x 2-hour ethics workshop Lectures (10 x 1h pre-recorded videos) |
| Guided Independent Study | 35 | Literature searches, reading and preparation for seminar sessions. |
| Guided Independent Study | 75 | Reading and preparation for lectures and exam |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Formative Peer-review outline | 500 words, Peer marked | 1-8 | Oral and written examples |
| Seminar questions | 3-5 questions/lecture | 1-6 | Oral and written examples |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Peer-review style critical evaluation of a primary research paper | 100 | 2,000 | 1-8 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Peer-review style critical evaluation of a primary research paper (100%) | Peer-review style critical evaluation of a primary research paper; 2,000 words (100%) | 1-8 | Ref/def period |
Re-assessment notes
Students who are deferred in the ‘peer-review’ style critical evaluation coursework will submit the original assessment.
Students who are referred in the ‘peer-review’ style critical evaluation coursework a revised version of original assessment.
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Basic reading:
- ‘The Hippocampus Book’ (2006) Andersen et al New York: Oxford University Press. ISBN-13: 9780195100273. Chapters 10-12
- Lerner, Li & Deisseroth (2016). Communication in Neural Circuits: Tools, Opportunities, and Challenges. Cell. 164(6): 1136-1150. DOI: 10.1016/j.cell.2016.02.027.
- ‘Pharmacology’ 8 th Edition (2015), Rang et al, ISBN: 978-0702053627, Section 4: The Nervous System, Chapters 36-38, 40, 46-48
- “Drugs, Addiction, and the Brain”.?Le Moal,?M.,?Koob,?G.?F.,?Arends,?M.?A.?(2014).?Netherlands:?Elsevier Science.
- “Writing for Science Students”?– Boyle & Ramsey?ISBN-13:?978-1137571519?
Specific reading:
- For each lecture, a list of references will be provided. These should be available as online PDFs via the University of Exeter library (electronic journals).
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 21/02/2023 |
| Last revision date | 22/04/2024 |
