PHYSIOL 3001 - Cellular & Systems Neurobiology

North Terrace Campus - Semester 1 - 2014

This course consists of 2 parallel streams, namely: Advanced Neurobiology and Physiology in Action. The Advanced Neurobiology stream of this course broadly encompasses the study of central nervous system function with emphasis on the physiological basis for sensation and neural processing by the brain. Issues that will be covered in depth include the special senses and advanced cellular neurophysiology with emphasis on both peripheral coding and central processing, the enteric nervous system and the role of ion channels in cellular neurobiology. The Physiology in Action practical stream aims to provide students with an introduction to 'hands on' research and the research projects are supervised by trained researchers and supported by a series of workshops. Students work in small groups and have access to equipment appropriate for investigations into a current research question in a professional research environment. The workshops cover topics related to developing a research project and composing a formal proposal. Practical groups particpate as a team in preparation of a presentation of their research methodology and findings in poster form.

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Course Details

Course Code	PHYSIOL 3001
Course	Cellular & Systems Neurobiology
Coordinating Unit	Physiology
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	Up to 8 hours per week
Prerequisites	PHYSIOL 2510 or equivalent
Incompatible	PHYSIOL 3102 & PHYSIOL 3003
Assumed Knowledge	PHYSIOL 2520
Assessment	Written exams on lecture material, Research project assessed via supervisors assessment of laboratory performance, group methodology poster, individual literature review

Course Staff

Course Coordinator: Professor Andrea Yool

Course Coordinator: Andrea Yool
Phone: +61 8 8313 3359
Email: andrea.yool@adelaide.edu.au
Loction: Room N405, Medical School North, Frome Rd.

Tutor: David Wilson
Phone: +61 8 8313 3193
Email: david.p.wilson@adelaide.edu.au
Location: Room S523, Medical School South, Frome Rd.

Student Services Office
Contat: Ryan Rosner
Phone: +61 8 8313 5571
Email: ryan.rosner@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1	Have learned the foundational concepts of neurophysiology from the molecular to the systems levels.
2	Be able to explain the main theories and supporting evidence for principles of molecular neurobiology, bioelectrical and chemical signalling, the development and organisation of the nervous system, sensory perception and muscle control, the physiological basis of pattern generation and integration in nerve networks, and the functional roles of the nervous system in homeostasis and higher order cognitive functions.
3	Be able to capably interpret case studies based on primary literature, to identify key signaling processes involved in neurophysiological functions, and to solve new problems and situations with logic and knowledge based on first principles in neurobiology.
4	Be able to understand the physiological and pathophysiological basis of nervous system function and its relevance to fields of ethics, medicine, neurology, neuroscience and physiology.
5	Have developed the abilities to read and critically evaluate scientific literature, to formulate and test a hypothesis, to carry out a research project, to quantitatively analyse data, and to interpret the outcomes using logic supported with statistical tests.
6	Have gained competency in scientific written and oral communication skills in professional formats, acquired techniques for evaluating the quality and rigour of evidence presented to support an idea, and honed skills in critical thinking.
7	Be able to explain major principles in neuroscience and discuss gaps in our knowledge base that remain to be explored.
8	Understand how to locate relevant scientific information with on-line databases and search tools, formulate a testable research question, and design a theoretical experimental strategy to test the hypothesis.
9	Demonstrate group team work, leadership skills, and technical skills in selected modern research methods.
10	Be conversant in a broad range of investigative methods and scientific applications, including the selection, implementation, ethical use, and limitations of the experimental techniques in physiology, neuroscience and related fields of research.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 2, 4, 7
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	3, 5, 8
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	7-10
Skills of a high order in interpersonal understanding, teamwork and communication.	2, 5, 6, 8, 10
A proficiency in the appropriate use of contemporary technologies.	3, 5, 6, 8-10
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	1-2, 7-8
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	4, 6, 10

Learning Resources

Required Resources

Course reading will focus on review articles and published scientific papers, posted on the course MyUni website. There is no required textbook.

Recommended Resources

Online content tutorials and workshops will be used to support learning for the theory and practical components of the course.

Learning & Teaching Modes

Theory will be presented in lectures and assigned published scientific papers, and supported by in-class review sessions (‘lectorials’). On-line tutorials will revise concepts and allow development of problem solving skills. On-line content tutorials and face-to- face workshops will support technical skills development for the practical laboratory section of the course.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

COURSE NAME: Cell & Systems Neurobiology		2014 ANDREA YOOL
Contact hours (semester)
Type	Number of sessions	Duration of each session (hr)	Total Hours
Lectures	39	1	39
Tutorials in-class ("lectorials")	4	1	4
Practicals	12	4	48
Exams	4	1	4
Other (e.g., field trips, project work)			0
			95
Assessment Tasks (semester)
Summative tutorials	4	6	24
Extended lab report / Assignments			0
Practical reports: On-line "practorials"	3	3	9
Presentation - oral report	1	10	10
Summative tests	4	8	32
Project design study			0
Literature review	1	12	12
Take-home exams			0
Other (please specify): Supervisor assessment	1	1	1
Online tutorials	4	4	16
			104
Non-contact (semester)
Weekly reading & other study (hours/lecture)	12	4	48
Preparation for tutorial (hours/tutorial)	4	8	32
Preparation for practical (hours/practical)	12	1	12
Preparation for tests (hours/test)			0
Exam preparation	4	5	5
Other (please specify):			0
Online tutorial quizzes	4	16	16
			113
Total workload (hrs/semester)			312
Workload/week (hr)			24

Expected workload (hrs/week):
3-unit course - 12
6-unit course - 24
9-unit course - 36
12-unit course - 48
Note that the workload model is based on 12 teaching and 1 non-teaching weeks

Learning Activities Summary

Week	Lectures			Online Tutorials	Instructor
1	A1. Introduction to cellular and systems neurobiology	A2. Overview of ion channels A3. Review Ion channelopathies	A4. Ligand gated receptors	Tutorial 1 Block A (2 marks) *TUTORIAL 1 DUE* Thursday week 3	AY
2	PUBLIC HOLIDAY	A5. Voltage gated channels A6. Case study	A7. Functional roles of TRP, Cl, connexins, and other channels		AY
3	A8. Ionic mechanisms in repetitive and bursting firing	A9. Modulation of synaptic transmission A10. Case study	Lectorial session for Block A		AY
4	B1. Introduction to sensory systems	B2. Auditory processing B3. Case study	Paper A EXAM (in class) 25% (14 marks)	Tutorial 2 Block B (2 marks) *TUTORIAL 2 DUE* Thursday week 6	SW
5	B4. Olfaction and gustation	B5. Eye and phototransduction B6. Case study	B7. Retinal processing and LGN		SW
6	B8. Central visual processing	B9. Vestibular system B10. Case study	Lectorial session for Block B		SW
mid-semester break
7	C1. Overview of the peripheral nervous system	C2. Neural crest lineages and cell fate; case study 11-12 NO LECTURE	Paper B EXAM (in class) 25% (14 marks)	Tutorial 3 Block C (2 marks) *TUTORIAL 3 DUE* Thursday week 10	EB
8	C3. Enteric NS- The second brain	C4. Extrinsic modulation of the ENS C5. Case study	C6. Pattern generation and pacemakers		EB
9	C7. Neural control of smooth muscle	C8. Neural control of organ functions C9. Case study	C10. Genetic tools for analysing NS functions		EB
10	D1. CNS Neurogenesis	D2. Outgrowth & synaptic formation D3. Case study	Lectorial session for Block C		AY
11	D4. Blood-brain barrier & fluid homeostasis	D5. Excitatory neurotransmission D6. Case study	Paper C EXAM (in class) 25% (14 marks)	Tutorial 4 Block D (2 marks) *TUTORIAL 4 DUE* Thursday week 12	AY
12	D7. Cellular basis of memory	D8. The mind-machine interface D9. Case study	Lectorial session for Block D		AY/SW

Instructors: Andrea Yool; Steve Wiederman; Elizabeth (Liz) Beckett.

Paper D EXAM- The examination for block D (25%; 14 marks) will be held during the scheduled university final examination period, date to be announced.

Open office hours-- Mon 9am and Tues 9am in the MSTRC room S419 in week 4 (AY), week 7 (SW) and week 11 (EB)

Small Group Discovery Experience

Students will work in small groups, typically 3 to 4 students, as apprenticeship placements in working research laboratories at Uni Adelaide and affiliated research centres in Adelaide. Students enrol in projects of interest, and are encouraged to continue the placements in the second semester level 3 course. In the lab, students learn current research methods and gain an understanding of the goals and strategies of the research program by discussion and reading. The students design and carry out experiments to test a hypothesis, supervised by an experienced academic or research staff member of the Physiology discipline who drives the research program. Students analyse data, write a literature review and present a group oral report based on their research experience.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Assessment Type	Weighting	Learning Outcome(s) being addressed
Exams on theory for each of the four lecture blocks	Summative	4 x 14 = 56%	1-4, 7, 10
In-class revision sessions (called “lectorials”)	Formative	0%	1-4, 7, 10
Online revision tutorials	Formative & Summative	4 x 2 = 8%	1-4, 7, 10
Literature review, individual	Summative	12%	3, 5, 6, 8
Oral presentation, group	Summative	10%	5-6, 9-10
Online skills tutorials for research methods (called ‘practorials’)	Formative & Summative	9%	8-10
Practical- Supervisor’s assessment of performance	Summative	5%	6-7, 10

Assessment Related Requirements

Barrier requirement: Students must earn at least 50% of the total possible exam marks (28 or more marks out of 56 marks possible) to meet the barrier requirement to pass the course.

Assessment Detail

Assessment summary (marks out of 100 total for the semester)

64 Theory	56	Four block exams at 14 marks each
	8	Four on-line revision tutorials at 2 marks each
36 Practical	12	Individual literature review
	10	Group research methodology poster presentation
	9	On-line practorials (research skills)
	5	Supervisor assessment of student laboratory performance

100 TOTAL marks for the semester

Submission

All information on the electronic submission of essays, the use of cover-sheets, location for physical submission of practical reports, and the specification of submission through TURNITIN are provided in the Course Manual and on-line on the MyUni course website. The penalty for late submission is set in accord with School policy, at 30% per day late for level 3 courses. Requests for extensions to due dates require medical or compassionate certificate support, and an application form, as specified in University guidelines available on-line. Staff “turn-around” timeline on assessments and the provision of feedback to students depends on the size of the class and the complexity of the assignment. For tutorial assessments, feedback is provided within 24 hours of the due date. Block exam marking and literature review marking for a class of100 students will usually take at least 2 and often 3 weeks after the respective due dates.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

SELTS are run for the course and for the instructors at least once every 2 years.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator