HLTH SC 1001 - Essentials of Neuroscience
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code HLTH SC 1001 Course Essentials of Neuroscience Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week (3 hours lecture), 1 hour weekly tutorial Available for Study Abroad and Exchange N Course Description This course is designed to introduce students to essential concepts in the field of neuroscience. The course will begin with a basic introduction to the brain and history of neuroscience. Later modules will explore the cellular composition of the nervous system, the process of neuronal communication, basic gross neuroanatomy, the neural basis of sensation and perception and the relationship between the brain and human behaviour. Each module consists of a lecture series, ?research spotlight? and fortnightly large group tutorial session. ?Research spotlight? sessions are designed to introduce students to neuroscience research currently being conducted at the University of Adelaide. Large group tutorials include small group activities and worksheets designed to reinforce key course concepts.
Course Coordinator: Dr Lyndsey Collins-Praino
Associate Professor Renee Turner
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Describe the cellular composition of the nervous system and the process of communication between these cells. 2 Demonstrate a basic understanding of the functional anatomy of the nervous system. 3 Explain the neural basis of sensation and perception. 4 Apply knowledge of the functional anatomy of the nervous system to the analysis of human behaviour. 5 Discuss the process of development and change in the nervous system. 6 Display insight into current research issues and the ability to critically evaluate articles drawn from the literature in the field of neuroscience. 7 Demonstrate an ability to work together with classmates during large tutorials in order to apply course knowledge to the completion of a variety of activities.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
4-7 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
6, 7 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
N/A Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesRequired Textbook: Neuroscience: Exploring the Brain, 4th Ed. Bear, Connors and Paradiso, Wolters Kluwer.
Recommended ResourcesSupplementary Textbooks:
1. Neuroscience, 5th Ed. Purves, Sinauer & Associates.
2. The Human Brain Coloring Book, 1st Ed. Diamond and Scheibel, Collins Reference.
3. Lippincott’s Pocket Neuroanatomy. Gould, Lippincott, Williams and Wilkins.
Neuroanatomy Web Links:
Allen Brain Atlas: http://www.brain-map.org/
The Whole Brain Atlas
(Harvard Med): http://www.med.harvard.edu/aanlib/home.html
The Human Brain Atlas
(Michigan State): https://www.msu.edu/~brains/brains/human/index.html
Scalable Brain Atlas: http://scalablebrainatlas.incf.org/main/index.php?
HyperBrain quizzes (U of
Neuroanatomy Quiz (U of
(Universiteit Gent): http://www.neuroanatomy.ugent.be/
Online LearningThis course will use MyUni as a major component. All lecture notes, tutorial activities and lecture recordings will be posted on
MyUni. Announcements and weekly student update emails will be sent via the site. The quizzes at the end of each module will be administered online via MyUni. Finally, a MyUni discussion board to encourage communication with both instructors and other students will be established.
Learning & Teaching Activities
Learning & Teaching ModesThe course is divided into six modules:
(1) Introduction to neuroscience
(2) Cellular Neuroscience
(3) Communication in the Nervous System
(4) Gross Neuroanatomy
(5) Sensation and Perception
(6) Brain and Behaviour
The course will feature special seminars on current neuroscience research going on at the University of Adelaide related to the content of that module. We believe that this approach will strengthen students’ understanding of the content by
challenging them to apply this knowledge to research material. This will be further enhanced through the incorporation of fortnightly large group tutorials. Within these large group tutorials, students will work within smaller groups of 5-6 students to complete a variety of activities and worksheets designed to reinforce and expand upon course material. Each module will close with an online quiz, designed both to test students’ understanding of the content and to reveal to them what information may need further revision. This assessment
after each module will encourage students to keep up with the material throughout the course, rather than saving their revision for the final exam.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Contact & Non-contact Hours (semester)
Type Number of sessions Duration of each
Total hours Lectures 33 1 33 Tutorials 10 1 10 Online quizzes 6 2 12 End of Semester Exam 1 2 2 Weekly reading, revision and other study 63 1 63 120
Learning Activities Summary
1. Module 1: Introduction to Neuroscience: lecture series; formative online quiz at the end.
2. Module 2: Cellular Neuroscience: lecture series and large group tutorial (Tutorial Group Exercise 1); summative online quiz at the end of the module.
3. Module 3: Neuronal Communication: lecture series and large group tutorial (Tutorial Group Exercise 2); summative online quiz at the end of the module.
4. Module 4: Gross Neuroanatomy: lecture series and large group tutorial (Tutorial Group Exercise 3); summative online quiz at the end of the module.
5. Module 5: Sensation and Perception: lecture series and large group tutorial (Tutorial Group Exercise 4); summative online quiz at the end of the module.
6. Module 6: Brain and Behaviour: lecture series and large group tutorial (Tutorial Group Exercise 5); “ summative online quiz at the end of the module.
7. End of semester exam: The end of semester exam will consist of questions designed to test student understanding of the course material. This is a hurdle requirement, with the benchmark set at 40%.
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 Hurdle
Learning course objective(s)
Introductory quiz Formative N/A No N/A Quizzes Summative 40% No 1-5 Tutorial group exercises Summative 10% No 1-7 End of semester exam Summative 50% Yes 1-5
Assessment DetailIntroductory Quiz (online): In this formative quiz, students will be given a quiz to test basic understanding of course requirements and introductory material.
Quizzes 1-5 (online): Students are required to complete a quiz testing content from lectures at the end of each module.
Tutorial group exercises: Students are required to complete a group tutorial exercise at the end of each tutorial.
End of Semester Exam: The end of semester exam is a hurdle requirement. The hurdle benchmark is set at 50%. If
students do not meet the hurdle, but are passing the overall course, they will be offered an additional assessment. If the student then meets the 50% hurdle for the the additional end of semester examination, they can only earn a maximum score of 50% for the entire course. If a student fails the additional assessment or fails to attend the exam they will get a Fail grade for the course.
Quizzes will be completed in Canvas on line and must be completed within the set time limits.
More information on procedures and deadlines can be found here:
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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