HLTH SC 1406 - Introduction to Behavioural Neuroscience
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code HLTH SC 1406 Course Introduction to Behavioural Neuroscience Coordinating Unit Occupational Therapy Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Restrictions Bachelor of Occupational Therapy (Hons) Assessment Final examination, various assignments and continuous assessment tasks Course Staff
Course Coordinator: Dr Charles Marley
Course Coordinator: Ms Kimberly Charlton
Phone: +61 8 8313 3660
Email: kimberly.charlton@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences Building
Tutor: Ms Amanda Maddern
Phone: +61 8 8313 1077
Email: amanda.maddern@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences Building
Tutor: Ms Ingrid Sierp
Phone: +61 8 8313 1526
Email: ingrid.sierp@adelaide.edu.au
Location: Level 4, Engineering & Maths Sciences BuildingCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Describe the key areas of neuroscience relevant to human behaviour using appropriate anatomical and physiological terminology. 2 Explain how neuroscience and biological mechanisms underlie and influence human behaviour. 3 Undertake, analyse, interpret and communicate results of practical experiments in behavioural neuroscience. 4 Explain how behavioural neuroscience is relevant to allied health disciplines. 5 Present scientific information appropriately in both oral and written formats. 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) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2, 3, 4, 5 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
2, 3, 4 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
- Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
- Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
- Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
2, 3, 5 Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
Breedlove SM and Watson NV 2019 Behavioural Neuroscience (9th Ed)., Sinauer Associates, Inc. Publishers, Sunderland, Massachusetts
Tortora, G.J et al 2022 Principles of Anatomy and Physiology (3rd Ed), Asia-Pacific; John Wiley & SonsRecommended Resources
Online Textbook: Bear, MF, Connors, BW & Paradiso, MA 2020, Neuroscience : exploring the brain, Enhanced fourth edition, Jones & Bartlett Learning, Burlington
Textbook: Carlson, NR & Birkett, MA 2016, Physiology of Behavior, Global Edition, 12th edition, Pearson Education Limited, Great Britain
Textbook: Kalat, J 2017, Biological Psychology, 13th Edition, Cengage Learning Inc, USOnline Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
This course will be delivered in a blended format that uses a mixture of delivery modes to ensure the course materials are aligned to and facilitate student achievement of the learning outcomes. Learning activities will include lectures (online), workshop sessions (face to face) and self-paced online activitiesWorkload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workshops: 12 x 2 hours = 24 hours
Lectures 1 x 2 hours= 24 hours
Self directed learning= 123 hours
TOTAL = 147 hoursLearning Activities Summary
Learning areas include:• Characteristics of sensory systems• Visual pathways to the brain• Basics of sound• Anatomy and physiology of the ear• Auditory pathways to the brain• Vestibular system• Tactile receptors in the skin• Pain perception• Movement control• Proprioception• The basics of hormonal communication
• Hormones in the body
• The sympathetic stress systems
• The HPA-axis
• Stress and immunity
• Stages of memory, and memory modulation
• Brain regions that are important for memory formation
• Disorders of memory
• Long-term potential in the hippocampus
• Neurogenesis -
Assessment
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
The assessment for Introduction to Behavioural Neuroscience consists of:
Detailed information, including due dates, can be found in the MyUni wesbite for this course.Assessment Task Task Type Weighting Learning Outcome Examination Summative 40% 1, 2, 3, 4 Assignment Summative 20% 1, 2, 3, 4, 5 Continuous Assessment Summative 40% 1, 2, 4, 5 Assessment Detail
Examination 40%
A written examination covering the entire course content will be held during the University examination period. Students will be required to complete a variety of different types of questions to demonstrate their achievement of the course learning outcomes
Assignment: Practical Project Report 20%
Students will analyse, interpret and communicate results of practical experiments completed in workshops and then use relevant neuroscience and allied health literature to interpret the results and formulate a written report to explain the outcomes
Continuous Assessment 40%
Students will undertake an individual oral presentation on a topic related to the course content.
Students will complete three summative online quizzes at various stages throughout the semester.Submission
No information currently available.
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.
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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.
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Student Support
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
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- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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