NEUROBIOLOGY
Biology 256
Fall 2010
Lecture Tuesday/Thursday 11-12:15 am in 223 Oechsle Hall
Laboratory Monday/Tuesday 1:10-4pm
Professor Elaine Reynolds
office: 107/8 Kunkel Hall
phone: 330-5654
email:
office hours: by appointment
I will be available to answer questions during lab or at office hours. Please let me know if you can’t stop by during office hours and we will set up an appointment.. Also, additional office hours and review sessions may be scheduled prior to examinations. A Moodle web page will be used with this course. It contains some general information about the course as well as lecture outlines, readings, labs and practice tests for exams. The URL for the site is
Course Objectives
This course examines the field of neurobiology from a cellular and molecular perspective with the neuron, the functional cellular unit of the nervous system, as the focus of discussion and experimentation. After a review of basic neuronal cell biology, the course will examine the means by which this highly differentiated cell mediates information flow through synaptic transmission. Finally we examine the development of the nervous system and the interaction of genetics and environment that constantly fine tunes the functioning of nervous system and synaptic connections throughout life. These objectives will be meet through lectures and class discussions; readings in our textbook and reading, analysis and criticism of primary literature articles; computer simulations of physiological processes; and the application of our knowledge in laboratory exercises and presentations. Prerequisites for this course are Biology 101 and Neur 201 and it is intended for intermediate science students. This course fulfills the requirement for a 200 level GCMB course for the AB and BS Biology major. This course is also a core requirement for the BS in Neuroscience major. This course also serves as a prerequisite for Biology 310 Aging and Age-related Disease and Neuroscience 410 Advanced Neuroscience.
Learning Outcomes
1. Student will be able to understand and clearly explain the following concepts:
The cell biology of membranes
The electrical properties of the neuron
Propagation of action potentials in neurons
Process of synaptic transmission between neurons
Roles of neuronal molecules such as ion channels, neurotransmitters and synaptic proteins
The hierarchical organization of the nervous system.
The development of the nervous system prenatally
Learning Outcomes (cont.)
Postnatal modification of the nervous system with experience and its underlying mechanisms
The interaction of genetic and environmental factors that lead to the constant reorganization
of synaptic connections during postnatal developmental stages
2. Students will understand and apply neurobiological techniques to probe the properties of
neurons and will be able to analyze the data obtained by these techniques.
3. Students will employ computers to simulate neurobiological processes and techniques and
understand the role of such models in learning and experimentation.
4. Students will be able to read and critique primary neuroscience papers and discuss the process
and tools of cellular neurobiological research.
5. Student will apply the knowledge base obtained in the course to design experiments and to
present and critique neuroscience literature.
Text
The primary text for the class will be Neuroscience: Exploring the Brain
by Bear, Connor and Paradiso, ISBN 978-0781760038. This text is designed for undergraduate coursework requiring only an elementary knowledge of biology and was used last spring semester in Neur 201. You will also be required to purchase Neurons in Action, a handbook and CD, which we will use in lab and isavailable from the bookstore. In addition to these texts, students will have other reading assignments for the course and will receive handouts each laboratory session.
Course Mechanics
The course has been organized to include two components. Lecture sessions will convey the essential material required for an understanding of cellular neurobiology and also include more informal discussion of specific topics. The laboratory component will enhance what you have learned in the lecture section of the course through computer simulation, electrophysiology, histological and behavioral techniques. The course will culminate in a presentation on the molecular genetic and environmental components of a neurological disease, which will allow you to apply the knowledge and skills you have obtain this semester.
Lecture sessions
Please be on time for the lectures sessions as I will make announcements regarding course material changes, test review sessions, etc. at the beginning of the lecture period. It will enhance your understanding of the material presented if you read the assigned reading before coming to class. We will be reading journal articles in this class and a brief quiz will be given at the start of these classes to gauge your understanding of what you have read in the paper. Attendance in class is essential since I will seek to highlight important material assigned in the reading and I will cover additional material. An outline for each lecture will be available online 12 hrs. before the start of each class, as an aid in note taking and study. I would strongly advise that you take notes in class in addition to this handout and use the handout as a way of organizing and reviewing your notes.
If you must miss a class or an exam because of a reasonable conflict, you must make arrangements in advance with me. If you miss an exam because of sickness or emergency, please notify me as soon as possible. A Dean’s excuse will be required if an exam is missed without prior arrangement because of sickness or any other conflict. Lecture attendance will be taken into consideration in my evaluation of your performance in this class and serious (3 or more) class absences will result in a lowering of your grade.
Presentation
This semester you will be asked to do a presentation at the end of the semester. The purpose of this assignment is to allow you to develop web-based search skills and critical thinking skills. This project will also ask you to put into practice your learning from the semester. You will select a recent primary research publication that it describes the molecular genetic components of a neurological disease. You will present a review of what is know about the disease based on the references in the introduction of the article and summarize the article for the class. More details of this assignment will be given out later in the semester.
Laboratory
You will receive a handout detailing the procedures to be performed the following week. This handout will also be posted online. Please read this handout before coming to the laboratory session. Lab sessions will begin as directed and I will make general announcements and briefly outline the day’s events at the beginning of class. Each lab will then proceed in a manner consistent with the observations and experiments to be performed. These may include working with living and prepared material; discussions of upcoming projects; videos or computer simulations; demonstrations by the TA or instructor, etc. Some time outside of the scheduled class time may be required.
Most of the time you will work with other students and I expect students to cooperate and share observations. For example, if you have a beautiful example of a dissection, speak up and we will all appreciate looking at your preparation. Science is often a collaborative effort. However, I expect each student to record individually their observations and prepare their notebooks and lab reports independently. I refer you to the attached departmental statement of academic dishonesty and the Student Handbook statement on academic dishonesty and I expect that you will perform in this course in an honorable fashion. Any questions about this policy should be directed to me at the beginning of the semester.
Attendance at labs is mandatory. The theories, techniques and protocols presented during the laboratory period are a vital component of your learning experience. Students will be penalized 10% of the final lab grade for each laboratory missed. If you miss a lab because of sickness, please notify me (not the TA) as soon as possible. A Dean’s excuse will be required if a lab is missed due to sickness or any other conflict. If you miss a lab, you may be able to makeup the work during the other lab section or at another time arranged with the TA or me. If because of athletic or other commitments you anticipate missing any laboratory session, it is your responsibility at the beginning of the semester to enroll in a different lab section (or different course). Please note that the laboratory session run 3 hours and students generally will not be excused from laboratory before that time.
To prepare for your lab you should 1) carefully read through the laboratory exercise before the lab and 2) review relevant pages of the text and lecture notes. To complete the laboratory exercises within the scheduled 3 hours, it is imperative that you arrive at the lab having previously reviewed the laboratory instructions. Upon arrival at the lab you should understand what is going to be accomplished that day and what is required of you as a follow-up to each exercise. In the lab handout you will be directed as to which lab exercises you are required to wear your lab coat, and in some cases UV protective goggles and latex gloves (which will be provided).
Lab Supplies
You are required to supply the following for use in lab:
Lab notebook (see below for specifications)
Lab coat. You must wear this to every lab.
Approved goggles. You must bring these to every lab
Lab Safety
The following rules will be strictly enforced. Deviation from safety policies will be taken seriously.
No eating, drinking, smoking or application of cosmetics in the laboratory.
Please do not bring any food or drink containers into the lab. If you need a snack, coffee,
whatever, please feel free to partake in the hallway.
Shoes that cover the feet must be worn at all times (no sandals).
Lab coats and goggles must be worn at times you are instructed to wear them. These are required in our laboratory courses by the Occupational Safety and Health Act (OSHA).
Contact lenses must not be worn in lab.
Use of the hood is required for some experiments. Please use it as directed.
No unauthorized experiments are to be performed.
No unauthorized use of equipment.
Follow carefully instructions for disposal of glass, living tissue, etc.
Wash hands during lab as necessary, and thoroughly following lab.
Lab Equipment and supplies
We will discuss use and care of lab equipment and computers in the first lab session. Please be careful with all equipment and follow the guidelines presented in lab. You will be responsible for the slides and equipment issued to you and you will be charged for the replacement of broken equipment in the case of reckless behavior or disregard for appropriate care of equipment. Slides will be issued to you at the beginning of the lab period for which they are required and are to be returned at the end of the lab period. If you notice any defect in slides or equipment, please bring it to my attention at the time the equipment is issued. Please show respect for the organisms we use in the lab. Do not perform unauthorized experiments and dispose of the animals as directed. No organisms will leave the laboratory and they will be humanely destroyed after use in the lab exercises.
Lab Notebook
For all experiments during the semester, you will be expected to keep a notebook of your observations and experiments. Please bring a 3 ring binder at least 8” x 10”x 2” with loose-leaf paper to record your notes. I will hand out lab protocols that can go into the binder and you will record most of your data directly on paper or when directed to on the lab handout. Recorded data and observations should be as accurate as possible. Only record what you actually observe. You are expected to maintain legible notebooks, but since a notebook is a working document, it is not expected that it will be perfectly neat. All tables, graphs, printouts or charts should also be securely placed in the notebook in a logical fashion. Please use conventional English and avoid slang in writing your notebooks.
I will collect parts of the notebooks at the indicated times on the lab syllabus and I will evaluate them and give you feedback. All parts of the indicated labs should be completed before materials are turned in for evaluation.
Keeping the notebook will take the following form for each lab exercise:
Lab Title Page and Date
Lab Protocol-This should be a brief (1-2 paragraphs) statement, in your own words, of what you will do in the lab and how you will do it. This statement should be written before the beginning of the lab period. This means that you should read the lab handout and assigned reading before coming to lab and write this statement. I will periodically check to see that statements have been prepared before class.
The Lab Handout
Lab results-This section should include your observations and recorded data during the lab period. It should be the bulk of what is in your notebook. Please record exactly what you did in the lab (e.g. calculations when you prepare solutions, how much of a solution was added, how many measurements were taken, how many samples were included in averages). Be as precise and detailed as possible. It is especially important to record if you accidentally make a mistake. A lot of biological progress has been made through mistakes. It is required that you record your observation directly into your lab notebook and not on scrap paper. Often in the handouts I will ask that specific observations be made if possible and these should be indicated in your notebook. When appropriate data can be summarized in table form, graph or figure, I will direct you to make such data summaries in the handout. But you should provide additional observations or summaries where you feel they are appropriate.
Lab discussion-Briefly (1 page) Discuss the results of your experiment. First summarize the results obtained. Give a brief overview (1 paragraph) that summarizes the major conclusions from your work in this laboratory. It is useful to make comparisions between different components such as similarities and differences between samples/controls etc. You could also discuss how your observations coincide with what you learned in the book or lecture or what other experiments might you perform to further examine these processes? Some other questions you might address in your discussion are: Were the results what you expected? Did the experiment go as expected? Did mistakes on your part (or the instructor’s) provide any interesting insights or observations? How might this lab be improved? A discussion worthy of an A extends your observations from the lab into larger issues.
Evaluation
Three examinations will be given, two during the semester and one during the final period covering material from both the lecture sessions and the laboratory. Quizzes will be given before we discuss journal articles. You will be allowed to drop one quiz grade. Laboratory will also be evaluated by grading student notebooks, which will be kept through the course. Your presentation will also be evaluated. In addition, students will be evaluated based on their participation in lecture, discussion and laboratory periods.
In summary:
Exam I 20%
Exam II 20%
Exam III 20%
Quizzes10%
Laboratory Notebook20%
Presentation10%
Important Dates
Exam I10/5
Exam II11/4
Exam IIIScheduled during final’s week
PresentationLast week of classes
Bio 256 Fall 2007 Syllabus
week-dateLectureReadings (in Bear et al
unless indicated)
1-8/31Class intro/ Organization of the nervous systemChap 1/7 pp. 8-20, 167-178
9/2Neurons-cell biologyChap 2
2-9/7Neurons-cell biology/electrical potentialChap 2/3 pp. 52-61
9/9Resting membrane potentialChap 3 pp. 61-73
3-9/14Basic action potentialChap 4 pp. 76-82
9/16Basic action potential/voltage dependent currentsChap 4 pp. 76-82
4-9/21Voltage clamp,Voltage-gated Na/K channelsChap 4 pp. 82-93
9/23Action potential propagation Chap 4 pp. 93-100
5-9/28Synaptic transmission-presynaptic releaseChap 5 pp. 102-122
9/30Paper #1/Review of material
"Transplantation of Cryopreserved Adult Human Schwann Cells Enhances
Axonal Conduction in Demyelinated Spinal Cord." By Kohama et al., J.
Neurosci. 2001, 21(3):944–950.
6-10/5Exam I
10/7Synaptic transmission-postsynaptic response Chap 6 pp. 133-152
7-10/12Fall break
10//14 Neurotransmitters, their synthesis and receptionChap 6 pp. 152-166
8-10/19Neurotransmitters-ACh and neuromuscular junctionChap 6 pp. 152-166
10/21Glutamate and Serotonin
9-10/26Catcholamines-Metabotropic receptorsChap 8 pp. 252-259
Chap 9 pp. 290-296
10/28Interaction of fast/slow neurotransmissionChap 6 pp. 157-166
Paper discussion #2
Greengard, P. (2001) The Neurobiology of Slow Synaptic Transmission. Science
294: 1024-1030
10-11/2Signal transduction cont./sensory transduction
11/4Exam II
11-11/9Early Neural DevelopmentChap 7 pp.178-192
11/11Genesis of CNS and PNS neuronsChap 23 pp. 689-696
12-11/16No class-Society for Neuroscience meeting
11/18Mtg review/Genesis of neural connectionsChap 23 pp. 697-704
13-11/23paper #4 “Dynamic mapping of human cortical development during childhood
through early adulthood” by Gogtay et al., (2004) PNAS 101: 8174–8179
11/25Thanksgiving
14-11/30Impact of experience on synaptic connectionsChap 23 pp. 704-722
Chap 25 pp. 776-787
12/2Interaction of genetics and environment-model systems posted papers
paper #5 “Mouse genetic models in alcohol research” by Bennett et al (2006)
TIGS 22: 367-374.
15-12/7Genetics and Environment inhumansposted papers
paper # 6 Role of Genotype in the Cycle of Violence in Maltreated
Children, Caspi et al., 2002, Science 297:851.
12/9Genetics and Environment in humans/reviewposted papers
Exam III will be given during final’s week
Lab Schedule Fall 2010
Week of
8/31 (1)No lab
9/6 (2)Lab 1 Neural cell biology and anatomy-prepared slides of neuron cell types and