How to Make a Brain

BIOL21451 How to Make a Brain 10 Semester 1 Undergraduate Level 2 Nicholas Glossop Unit coordinator School of Biological Sciences 1 FHEQ level (Framework for Higher Education Qualifications) ' Middle part of Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <div>Initial lectures will cover comparative anatomy of nervous systems in model organisms before focussing on the human. The ascending (spinothalamic) and descending (corticospinal) pathways will be explained before moving on to anatomy of the brain. This will lead on to lectures that provide a step-by-step explanation as to how these structures are constructed from neural induction through to the formation of functional circuits. Later lectures will cover the importance of plasticity in relation to early sensory experience and the role of stress in epigenetic shaping of post-natal brain.</div>  <div> Initial lectures will cover comparative anatomy of nervous systems in model organisms before focussing on the human. The ascending (spinothalamic) and descending (corticospinal) pathways will be explained before moving on to anatomy of the brain. This will lead on to lectures that provide a step-by-step explanation as to how these structures are constructed from neural induction through to the formation of functional circuits. Later lectures will cover the importance of plasticity in relation to early sensory experience and the role of stress in epigenetic shaping of post-natal brain.</div>  <div> <div> The unit aims to: teach students about basic neuroanatomy in model organisms and humans. The majority of lectures will focus on how the anatomy of the nervous system is established during development and will include the latest knowledge on neural stem cells and how they might be used to help fix the brain when it is broken. The unit will also explain the relationship between the central, peripheral and autonomic nervous systems and the many roles that astrocytes play in helping to maintain a healthy brain.</div> </div>    <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width: 158px">Category of outcome</td> <td style="width: 428px">Students should/will be able to: </td> </tr> <tr> <td style="width: 158px">Knowledge and understanding</td> <td style="width: 428px"> <ul> <li>Explain the main anatomical divisions of the brain.</li> <li>Understand how different regions of the brain are formed.</li> <li>Explain the main mechanisms that shape brain development.</li> <li>Describe the main steps involved in generating a functional human brain from initial induction through to the generation of functional circuits.</li> <li>Explain the role of glial cells in brain function and maintenance.</li> <li>Appreciate the role of stem cells during brain development and in brain research and therapy.</li> <li>Explain the role of perinatal environmental stimuli in shaping the developing brain.</li> </ul>   </td> </tr> <tr> <td style="width: 158px">Intellectual skills</td> <td style="width: 428px">The study of brain development led to the discovery of many of the basic cellular mechanisms known to operate throughout the body. This unit will therefore provide students with knowledge of key mechanisms that have wider application throughout biology and beyond. They should therefore be able to apply knowledge from this unit to other biological systems. </td> </tr> <tr> <td style="width: 158px">Practical skills</td> <td style="width: 428px">N/A  </td> </tr> <tr> <td style="width: 158px">Transferable skills and personal qualities</td> <td style="width: 428px">Components of this unit are designed to test the student’s ability to quickly locate information and participate in group discussions to formulate a consensus opinion. Students will therefore gain confidence in using evidence to support self-constructed arguments: skills that are essential in any job setting.</td> </tr> </tbody></table>  Students should be able to: -          Explain the main anatomical divisions of the brain.-          Understand how the different regions of the brain develop.-          Explain the main mechanisms that shape the brain.-          Describe the main steps involved in generating a functional human brain from initial induction through to the        generation of functional circuits.-          Explain the role of glial cells in brain function and maintenance.-          Appreciate the role of stem cells during brain development and in brain research and therapy.-          Explain the role of perinatal environmental stimuli in shaping the developing brain.  The study of brain development led to the discovery of many of the basic cellular mechanisms that are now known to operate throughout the body. This unit will therefore provide students with knowledge of mechanisms that have wider application throughout biology and beyond. They should therefore be able to apply knowledge from this unit to other biological systems. Components of this unit are designed to test a student’s ability to locate information and participate in group discussion to formulate a consensus opinion. Students will therefore gain confidence in using evidence to support self-directed learning.  This unit will consist of online modules and blended live sessions after each learning block. 0 Other 25% 1 Written exam 75% Coursework 25%MCQs, test in teaching week 12.Examination 75%Section A 25%- fill-in-the blanksSection B 50%- (1 essay). Feedback provided after exam results are released. Feedback for the online tests is automated and will be provided after each test closes. The blackboard online discussion board will be used for specific questions so that all students and staff can view and comment on these. Alternatively, students can e-mail staff directly and the question will be transferred to the discussion board, anonymously, along with the answer. There will be a feedback session after the exam.   BIOL10832 Excitable Cells: the Foundations of Neuroscience Pre-Requisite Compulsory BIOL10832 Excitable Cells is mandatory pre-requisite for BIOL21451 How to Make a Brain N 1.     Neuroscience Exploring the Brain - 3 edition (2007) Bear, Conners and Paradiso (Eds), Lippincott Williams & Wilkins, Philadelphia 2.     Building Brains: An Introduction to Neural Development – 2nd edition (2017) Price, Jarman, Mason and Kind (Eds), Wiley-Blackwell, Chichester  For Information and advice on Link2Lists reading list software, see:<a href="http://www.library.manchester.ac.uk/academicsupport/informationandadviceonlink2listsreadinglistsoftware/">http://www.library.manchester.ac.uk/academicsupport/informationandadviceonlink2listsreadinglistsoftware/</a> Lectures 22 0 78