ANAT SC 3103 - Integrative and Comparative Neuroanatomy III
North Terrace Campus - Semester 1 - 2015
General Course Information
Course Code ANAT SC 3103 Course Integrative and Comparative Neuroanatomy III Coordinating Unit Anatomy and Pathology Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 8 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge ANAT SC 2109 or ANAT SC 2500 or ANAT 2200 or ANAT SC 2501or equiv Course Description This course has as its base the functional anatomy of the human nervous system. It also deals with (i) the comparative morphology and evolution of the vertebrate central nervous system and (ii) the structure and function of sense organs and how sensory information is processed and integrated by the central nervous system. The human neuroanatomy component focuses on the main subdivisions of the brain and spinal cord, sensory and motor pathways, pain and thermoregulatory mechanisms and neural degeneration and regeneration. The comparative component will cover the functional morphology and evolution of visual and auditory reception and processing in different environments, extra-retinal photoreceptors and their role in circadian rhythms, and chemo-receptive mechanisms. Some lesser known sensory systems such as infrared receptors of snakes will be examined. Practicals will include a study of human and other vertebrate brains as well as a small dissection or analytical research project.
Course Coordinator: Dr Lyndsey Collins-PrainoCourse Coordinator: Dr Ian Johnson
Phone: +61 8 8313 5988
Location: Room N111b, Medical School North
Tutor: Associate Professor Mounir Ghabriel
Phone: +61 8 8313 5481
Location: Room N111a, Medical School North
Tutor: Dr Steven Wiederman
Phone: +61 8 8313 8067
Location: Room 405a, Medical School North
Tutor: Dr Andrew Buchanan
Phone: +61 8 8313 3127
Location: Room N113a, Medical School North
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Understand and integrate information on the functional anatomy of the nervous system in humans and other vertebrates 2 Appreciate the diversity of neural, and particularly sensory, adaptations found in vertebrates 3 Demonstrate major neuroanatomical structures in wet specimens and images and explain their functional significance 4 llustrate and explain the strategies available to the nervous system for plasticity and repair 5 Design, create, prepare and present a poster and short seminar based on peer-reviewed evidence that summarises, evaluates and synthesises current knowledge of a neuroanatomical structure or system. 6 Demonstrate good communication skills 7 An ability to work in groups
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. 1-4 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 5 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5 Skills of a high order in interpersonal understanding, teamwork and communication. 6-7 A proficiency in the appropriate use of contemporary technologies. 5 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-7 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 7
Required ResourcesYoung, P.A & Young, P.H. (1997). Basic clinical neuroanatomy. Sydney: Williams & Wilkins ISBN 9780683093517
Recommended ResourcesEngland, M. A & Wakely, J. (2006). Colour atlas of the brain and spinal cord. Philadelphia: Mosby ISBN 0323036672
Haines, D.E. (2012). Neuroanatomy: An atlas of structures, sections, and systems. Philadelphia: Lippincott Williams & Wilkins ISBN 9781605476537
Fitzgerald , M.J.T. & Folan-Curran, J. (2002). Clinical neuroanatomy and related neuroscience. Sydney: W.B. Saunders. ISBN0702025585
Bear, M.F., Connors, B.W. & Paradiso, M.A. (2007). Neuroscience. Exploring the brain. Philadelphia: Lippincott Williams & Wilkins ISBN 9780781760034
Ackland’s Video atlas of human anatomy (volume 4, The head and neck): http://aclandanatomy.com.proxy.library.adelaide.edu.au/
A text which covers many aspects of the course is: Principles of Neural Science 4th edition (2000) Kandel, ER, Schwartz, JH, and Jessell, TM Published by Mcgraw Hill, which is also recommended for adjunct courses offered by the Discipline of Physiology.
Learning & Teaching Activities
Learning & Teaching ModesLectures will be accompanied by weekly neuroanatomy practical sessions where students will be directed to apply their knowledge directly to neuroanatomical specimens to solve problems. A small group approach is encouraged and experienced tutors will be in attendance. All lectures will be uploaded to MyUni. A small group discovery project will be undertaken to explore an aspect of integrative Neuroanatomy in detail. This will require synthesis and evaluation of available data for subsequent presentation for peer and preceptor evaluation.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.2-3 lectures and one 3 hour practical per week totalling 24h lectures and 27h practicals. In addition, there will be 3X 3h of in course assessments covering taught work, research proposals and research presentations.
Learning Activities Summary
Introduction and basics
Introduction to the course
Introduction to the spinal cord
The brain in general
Introduction to the brain
Microstructure of the CNS
Cerebral cortex and motor paths
Cerebral cortex functions
Ascending and descending pathways
Pain and temperature pathways
Blood supply to the nervous system. Autonomic nervous system
Barrier mechanisms in the PNS and CNS
Brain circulation and stroke
Autonomic nervous system
Comparative invertebrate neuroanatomy
Comparative vertebrate neuroanatomy
Peripheral nervous system
Myelinated nerve fibres
Cranial nerves I
Cranial nerves II
Damage and repair in the nervous system
Exam and poster information session
Damage and repair in the nervous system
Exam and poster information session
Posters and seminars 1
Posters and seminars 1
Posters and seminars 2
Posters and seminars 2
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 Task Assessment Type Weighting Learning Outcome(s) being addressed Mid-semester test Summative 10% 1-4 End of semester written assessment Summative 50% 1-4 End of semester practical assessment Summative 20% 1-4 Small group project proposal Summative 5% 5-7 Small group poster Summative 10% 5-7 Small group seminar Summative 5% 5-7
The assessment breakdown is as follows:
A mid-semester test (10%) incorporating practical and theory work in the form of 20 short answer questions (1.5 – 2 min per question)
A two-hour end of semester written examination (50%), based on lecture and reading material. The exam format will consist of:
a) two 40 minute essay-type questions with some choice available. These questions will test your ability to integrate the lecture information and the literature readings.
b) one 40 minute question containing ten short-answer questions, each of four minutes duration. This question will test your knowledge of different aspects of the subject not included in (a). No choice will be offered in this section.
An end of semester practical exam (20%) which will be based on the formal practical sessions (around eight, three hour sessions dealing with the nervous system of humans and that of other vertebrates). This exam will test your knowledge of components of the brain and spinal cord (mostly human material) and how they relate to function.
A small group project (20%) consisting of a project proposal (5%), a project poster (10%) and a seminar on the project (5%). The projects are designed to test your ability to research a specific neuroanatomical topic (working in a team) and to communicate the results concisely and effectively (see further information below).
Formal neuroanatomy practical sessions will be held on Wednesdays from 2-5 pm. (see timetable). These sessions will form the basis for part of the mid-semester test (10%, held in week 8) and the end of semester practical examination worth 20% of the course. These same practical times will be available later in the semester for consultation with your supervisor regarding the poster project component of the course (some supervisors may make other times available for consultation).
The poster project component of the course will be dedicated to small group projects of approximately 3-4 students per group. These projects will be allocated early in the semester. You will be given until just before the mid-semester break to produce a written proposal of the scope of the poster (5%). Each group will have a topic to study during the semester, and will be required to present a ten minute seminar (5%) to the rest of the class at the end of the semester as well as a poster (10%).
Three components of the project will be assessed. Each group of students will produce:
1) A project proposal, worth 5%, explaining briefly some background information and the scope of the project. This is designed to get you doing some reading on your poster project before you put your poster together. Marks for this proposal will be given equally to each member of the group.
The proposal should be no more than three pages long and is due by week 6.
2) A poster on the project worth 10%. The poster will be presented in association with the seminars on Wednesday 2-5pm in weeks 12 and 13. Marks for this component will be given equally to each member of the group.
3) Each group will present a 10 minute seminar on their project, given in front of their poster. All group members are to take part in the seminar presentation; it cannot be delegated to one member of the group. Further, all students will be expected to participate in the discussion following each seminar topic. The seminar is worth 5% and will be given equally to each member of the group contingent upon all members of the group contributing equally to the discussion. These seminars will be held on Wednesdays in weeks 12 and 13 commencing at 2 pm in the Braggs 340 Wet Laboratory. The posters should be set up at least 1 hour prior to the presentations. A list will be available a week prior to the seminars where the order of speakers will be randomly assigned. Attendance of all students at all of the seminars is compulsory. Students who do not attend without a valid medical/compassionate certificate will lose 10% of the marks for the semester.
No information currently available.
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.
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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