NEUROBIOLOGY, Biology 378, Spring, 2003
Dr. Christopher Chabot, Bradford 10, X 2864
Office hours: MWF 10:10-11:00, T 12:30-1:30; Others by appointment. Please feel free to stop by anytime; I like to maintain an "open-door" policy.
COURSE DESCRIPTION:
• TEXTBOOK REQUIRED: Essentials of Neural Science and Behavior, ER Kandel, JH Schwartz, and TM Jessel. 1995, Appleton and Lange. Will be supplemented with additional assigned readings.
• SUGGESTED BOOK: A Short Guide to Writing about Biology (4th Edition), 2001, Pechenik.
• COURSE FOCUS:
This course will provide an introduction to neurobiology. We will start by looking at the cell and molecular biology of the neuron and then build on that knowledge to look at the interactions between neurons. We will then examine nervous systems from a functional anatomy point of view. This will be followed by an examination of the development of nervous systems followed by examinations of signaling within and between. We will then focus on the visual system as a model of how sensory systems are thought to function and finally on genes, behavior, learning, and memory. Inherent in the structure of the course will be an exploration of classical and current physiological, anatomical, molecular and cell biology techniques used to determine nervous system function. There will be numerous handouts throughout the semester. Because of this I strongly suggest that you purchase a 1.5" three ring binder to hold your notes and the handouts (I will generally three-hole punch the handouts). This will enable you to place your handouts in areas of supporting notes and to ensure that you do not lose them.
This is a "W(riting)" course: The development of your writing skills will be an integral component of this course:
a) The class examinations will be in short answer and essay format and will test your ability to construct logical arguments in a well-organized written format;
b) The laboratory reports will help you to develop the ability to write scientific papers as well as to strengthen your ability to write concisely and precisely (see below for additional information).
c) You should get used to the idea of seeking feedback on your writing on a regular basis. For PSC students, this kind of feedback is available on a walk-in basis at the College Writing Center, located in the basement of Mary Lyon (M-F, 9-12 and 1-5). Besides offering feedback on drafts, the Center's writing consultants can show you effective ways to revise and edit. They can provide you with help in organization, development of ideas, proofreading, and research. You may drop by at any stage of your writing, even the planning stage.
• EXAMS: Exams will be based primarily on classroom lectures but may also include a question or two from assigned readings. Generally, you should use the textbook to clarify and supplement lecture material. You are also responsible for assigned readings outside your textbook. All exams will include short answer and essay type questions that will test your ability to use the information that has been presented to you. You are responsible for taking the exams as they are scheduled; make-up exams are not allowed. Exams can be picked up from the departmental Administrative Assistant (Charlene McGlaughlin, Hall Dorm office: 9-11:30 am or 1-3 pm) on the days indicated on the schedule below (subject to change). You will be able to take the exam either downstairs in the Heritage Room or at a location in the library that we will work out as a class. You will be on your own honor not to use information other than what you have stored in the gray matter of your brain; please leave all books and notes at home – bring only a couple of writing instruments. You will be required to sign an honor statement.
• ATTENDANCE
Attendance is not mandatory, but is strongly encouraged and I expect that you will attend over 90% of the classes. There is virtually always a direct correlation between a students' attendance and their grade. We will work on labs in class and on class in labs - missing lab material is very difficult to make up. In addition, class attendance and participation (especially - asking/answering questions) will be taken into account in the case of borderline grades.
• CLASS GRADING:
Hour Exam I 10%
Hour Exam II 10%
Hour Exam III 10%
Final Exam 10%
Laboratory Assignments 60%
Total: 100%
TENTATIVE CLASS SCHEDULE:
WEEK OF: DISCUSSION TEXT READING
Jan. 29 Brain and Behavior Chapter 1
Feb. 5 Neurons and Behavior Chapter 2
Feb. 12 Cell, Anatomy and Development
The Neuron Chapter 3
Neuronal Proteins Chapter 4
Feb. 19 The (Vertebrate) Nervous System Chapter 5
Feb. 26 Invertebrate Nervous Systems Assigned Readings
Mar. 5 Development Chapter 6
Mar. 12 Neuronal Signaling within Cells
Ion Channels Chapter 7
Membrane Potential Chapter 8
Mar. 26 Action Potentials Chapter 10
PLEASE PLAN TO TAKE EXAM II March 26-28
Apr. 2 Signaling Between Nerve Cells
Synaptic transmission Chapter 11
Synaptic Integration Chapter 13
Apr. 9 Second Messenger Systems Chapter 14
Apr.16 Transmitter Release and Types Chapters 15, 16
Apr. 23 Sensory Perception
Sensory Systems Chapter 20
The Retina – Phototransduction Chapter 22
Apr. 30 Visual Perception Chapter 23
May 7 Genes and Behavior Chapter 30
Learning and Memory Chapter 35
May 14-16 FINAL EXAM
LABORATORY WORK:
•• The primary goal of this course will be to conduct an inquiry-based lab in which you will develop your own hypothesis based on your literature searches. Along the way you will develop skills such as those involved in: a) observation and hypothesis generating and testing, b) practical application of statistical methods (t-Tests, ANOVA, and correlation), c) writing Introductions, Methods, Results and Discussions, d) presenting scientific results orally, and e) using ten different software programs (StatView, SuperANOVA, Excel, Startle Transform, Cricket Graph, PowerPoint, PowerLab Chart, Ratman, DAM System (Activity Recording System), and of course Word). Along the way we will also achieve the following goals:
a) To become familiar with the history of animal physiology as well as several important concepts and principles.
b) To gain familiarity with technology used to measure physiological parameters .
c) To gain familiarity with computers and especially software programs used to run experiments, to manipulate data and to present the results.
d) To learn about and to use statistics to analyze data
e) To gain experience in the technique of writing scientific papers and presenting them orally.
f) To gain experience in working with other people to accomplish goals.
• OVERVIEW
The laboratory portion of the course is meant to allow you a thorough introduction to inquiry-based scientific discovery. We will often build upon what we discuss in class. This is not a separate part of the course. I expect that you will have a basic understanding of the information covered in class when you arrive at the beginning of the laboratory session. In some cases I may provide background material for you to read and comprehend the week before the scheduled laboratory. Participation in laboratory activities once a week is required. Normally, laboratory exercises cannot be made up. Some laboratory activities will be experimental in nature, while others will be primarily concerned with writing, discussions, presentations, etc. Attendance is mandatory!
• LABORATORY GRADING:
Grading will be based on written work, oral presentations and your contribution to your group work. Reports/papers are due at the beginning of the laboratory period as listed in the schedule below.
Short Laboratory Assignments (3) 10 30
Oral Presentations (5-7) 5-10 30-40
Research Proposal 20 20
Scientific Paper 50 50
Drafts of Paper Sections (4-5) 5-10 45
total: 210-220
The total number of points earned will be divided by the maximum points possible (210-220). This will be your laboratory grade and will count towards 60% of your total course grade.
TENTATIVE LABORATORY SCHEDULE:
DATE TOPIC Worth (pts)
Jan. 27 Introduction - Mechanics, Scientific Writing, Literature Searches, "The Project"
Neurohistology
Feb. 3 Semester Long Directed Project - Neural/Hormonal Control of Behavior
Literature Searches - UNH, Dartmouth, BIOSIS, ILL
Neurohistology Report Due 10
Feb. 10 Neuroanatomy of the Sheep Brain
Continue to collect, read, digest articles
Feb. 17 Oral Presentations - Three Experiments to do based on literature Searches 5
- Begin to assemble Equipment
Neuroanatomy Report Due 10
Feb. 24 Oral Presentations - Three Experiments to do based on Literature Searches 10
- Research proposal due 20
Mar. 3 Set up Experiments
Mar. 10 Conduct Experiments - Ensure that expts will be "OK" over Spring Break
Mar. 17 - Spring Break - Neurobiology of Play
Mar. 24 Conduct Experiments 5
Oral Presentations - results so far...
Mar. 31 Neuron Model /Physiology of the Neuron
Continue with Expts...
Neuron Model report Due 10
Continue with Expts...
Apr. 14 Intro and Methods draft due 10
Continue with Expts...
Apr. 21 Results and Discussion draft due 10
Continue with Expts?????
Apr. 28 Paper Draft #2 due - Abstract, Intro, Methods, 20
Results, Discussion, Lit Cited
(Apr 29-May 2 Poster preparation?)
(May 3 - NEURON - Northeast USA, Wheaton College, MA)
May 5 Oral Presentations - 5
NEURON debriefing OR Putting your results into context
May 9 Final Drafts of Paper due 50
Turn in Laboratory Notebooks 30
May 12 CLASS PRESENTATIONS – Research Project Final Presentation 10
Bioseminar OR NEURON OR ...... (210 total pts)