BSc Biomedical Sciences with Industrial/Professional Experience

Year of entry: 2024

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Course unit details:
How to Make a Brain

Course unit fact file
Unit code	BIOL21451
Credit rating	10
Unit level	Level 2
Teaching period(s)	Semester 1
Available as a free choice unit?	No

Overview

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.

Pre/co-requisites

Unit title	Unit code	Requirement type	Description
Excitable Cells: the Foundations of Neuroscience	BIOL10832	Pre-Requisite	Compulsory

Aims

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.

Learning outcomes

Category of outcome	Students should/will be able to:
Knowledge and understanding	Explain the main anatomical divisions of the brain. Understand how different regions of the brain are formed. Explain the main mechanisms that shape brain development. 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.
Intellectual skills	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.
Practical skills	N/A
Transferable skills and personal qualities	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.

Teaching and learning methods

This unit will consist of online modules and blended live sessions after each learning block

Knowledge and understanding

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.

Intellectual skills

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.

Transferable skills and personal qualities

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.

Assessment methods

Method	Weight
Other	15%
Written exam	85%

Assessment task

Length

How and when feedback is provided

Weighting within unit (if relevant)

1) Online eTests (weekly)

30min each

When each test closes

15%

2) End of Semester Examination

- Section A (SAQs)
- Section B (1 essay from 3)

2hr

After exam results are released

85%

(A: 25%)
(B: 60%)

Feedback methods

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.

Study hours

Scheduled activity hours
Lectures	22

Independent study hours
Independent study	78

Teaching staff

Staff member	Role
Nicholas Glossop	Unit coordinator

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