Login
English
Nederlands
Informatie over BSc LS&T: major Behaviour and Neurosciences (cohort 2018 and 2019)
Hieronder staan het programma en de vakomschrijvingen van BSc LS&T: major Behaviour and Neurosciences (cohort 2018 and 2019) Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 2 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
|---|---|---|---|---|---|---|---|
| semester I a | verplicht | WBBY006-05 | Integrative Neuroscience | Engels | 5 | ||
| verplicht | WBBY008-05 | Molecular Genetics | Engels | 5 | |||
| keuzegroep A | WBBY002-05 | Bioinformatics | Engels | 5 | |||
| keuzegroep A | WBBY003-05 | Chronobiology | Engels | 5 | |||
| keuzegroep A | WBBY004-05 | Genes and Evolution | Engels | 5 | |||
| semester I b | verplicht | WBBY013-05 | Behavioural Biology | Engels | 5 | ||
| verplicht | WBBY024-05 | Modelling Life | Engels | 5 | |||
| keuzegroep B | WBBY018-05 | Genes & Behaviour | Engels | 5 | |||
| keuzegroep B | WBBY020-05 | Immunology | Engels | 5 | |||
| semester II a | keuzegroep C | WBBY031-05 | Biology of Human Behaviour | Engels | 5 | ||
| keuzegroep C | WBBY035-05 | Endocrinology | Engels | 5 | |||
| keuzegroep C | WBBY039-05 | Evolutionary Medicine | Engels | 5 | |||
| keuze | WBBY032-05 | Biostatistics II | Engels | 5 | |||
| keuze | WBBY036-05 | Epigenetics and Gene-editing | Engels | 5 | |||
| keuze | WBBY037-05 | Evolution and Development | Engels | 5 | |||
| keuze | WBBY040-05 | Evolutionary Processes | Engels | 5 | |||
| keuze | WBBY041-05 | Food and Metabolism | Engels | 5 | |||
| keuze | WBBY059-05 | Microbes and Infection | Engels | 5 | |||
| semester II b | verplicht | WBBY049-05 | Biology & Society: Ethical and Professional Aspects | Engels | 5 | ||
| keuzegroep C | WBBY062-05 | Neurobiology of Ageing | Engels | 5 | |||
| keuzegroep C | WBBY063-05 | Psychobiology | Engels | 5 | |||
| keuze | WBBY027-05 | Big Data in Human Disease | Engels | 5 | |||
| keuze | WBBY054-05 | Evolutionary and Ecological Genomics | Engels | 5 | |||
| keuze | WBBY056-05 | Integrative Biology | Engels | 5 | |||
| keuze | WBBY057-05 | Medical Physiology | Engels | 5 | |||
| keuze | WBBY060-05 | Microbiome | Engels | 5 | |||
| Opmerkingen | Three of the course units of option group C are compulsory for the major programme Behaviour & Neurosciences (15 ECTS in total). | ||||||
| » Jaar 3 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I b | keuze* | WBBY023-05 | Minor congress (Life Sciences) | Engels | 5 | ||
| semester II | verplicht | WBBY901-05 | Bachelor's Thesis Life Sciences | Engels | 5 | ||
| ^verplicht | WBBY903-10 | Research Project Behaviour & Neurosciences | Engels | 10 | |||
| semester II b | keuze | WBBY076-05 | Competences and Professionalization in Biology | Engels | 5 | ||
| Opmerkingen | ^ BN students can follow only one research project. Students have to choose between period 2a or 2b.
In year 3 semester 2, students have to enroll for electives next to following the compulsory Bachelor Thesis and Research Project. These electives should be chosen from course units in year 2 of the major Behaviour & Neurosciences. For more information, please check the Student Portal. PLEASE NOTE Biology and Life Science & Technology (old curriculum) course units are only accessible for students of those degree programmes. Students from other degree programmes who would like to participate in Biology course units are obliged to contact one of the academic advisors before registration. After this contact, students have to request admission from the Board of Examiners Biology/Life Science & Technology. Failing to follow this procedure results in immediate unenrollment without prior notification. | ||||||
| 1 | Bachelor's Thesis Life Sciences | WBBY901-05 | |||||||||||||||||||||||||||
| The Bachelor’s thesis, combined with the Bachelor’s research project, forms the last phase of your Bachelor’s degree programme. By writing a Bachelor’s thesis, students demonstrate that they are able to conduct literature research at an academic Bachelor’s level and document the results in a report. Students are expected to complete this task largely independently, supported by the advice of a supervisor. The Bachelor’s thesis involves carrying out a literature search based on a problem statement, an objective and research questions. The aim of the thesis is to allow students to show that they are capable of recruiting insights from the literature to construct a substantiated, individual opinion on an unresolved problem, and are able to present this opinion in a logical, well-argued written report. Writing and formulation skills are therefore taken into account when assessing the thesis. Making a work plan and implementing it within the given period are also a constituent part of the assessment of the Bachelor’s thesis. The scientific focus of the Bachelor’s thesis lies within the research field of the student’s Major, and is connected to (one of) his or her Bachelor’s research project(s). Note that it is intended as a work focusing on the established literature in the research field, not as a vehicle for further processing the results of the Bachelor’s research project. Based on the findings from the literature, the student must construct a substantiated individual opinion and be able to present this opinion in a logical, well-argued written report. Supervised by a lecturer, the student must: 1. formulate a research question in an academic manner 2. conduct a literature search 3. present the findings and conclusions in the form of an academic text (size of thesis: 10-15 pages, 4,500–6,500 words) 5. form a substantiated opinion or vision, which they are able to defend. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 2 | Behavioural Biology | WBBY013-05 | |||||||||||||||||||||||||||
| The aim of the course is to provide a theoretical and conceptual basis for a good understanding of the most important questions and methods in behavioural biology. Attention is paid to mechanisms (how?) as well as function and evolution (why?) of behaviour, and to the integration of both perspectives. Topics include: the evolution of behaviour, sexual selection, development of behaviour, foraging behaviour, communication and cognition. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 3 | Big Data in Human Disease | WBBY027-05 | |||||||||||||||||||||||||||
| The development of high-throughput technologies has advanced biomedical research at an unprecedented speed. Life scientists are starting to generate and have an access to massive data sets. It is a big challenge for biologists to handle and process big data, conduct analysis and interpret results. For the next-generation biologists and biomedical researcher, big data analysis has become critically important. This course is designed to fit the trend of big data science in the biological and medical field and to meet the need to develop students’ skills in “big data science”. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 4 | Bioinformatics | WBBY002-05 | |||||||||||||||||||||||||||
| This course presents an introduction to bioinformatics, to bioinformatics tools and databases. The databases used in the course are those in which genomes, genes, mRNAs, proteins, protein patterns, gene variants and gene/protein expression are stored. The bioinformatics tools will be used to perform sequence alignments, create phylogenetic trees, predict genes/exons/introns, meta-genomics, and to model biological processes on the basis of -omics datasets. Furthermore, databases will be used to study genetic variation and complex diseases. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 5 | Biology & Society: Ethical and Professional Aspects | WBBY049-05 | |||||||||||||||||||||||||||
| The course allows the students to develop a critical, responsible and professional attitude towards their own role as a scientist and the consequences of their actions in a broader societal context. Students will be engaged into thinking about scientific and innovative practices that can address the global challenges of our time in a collaborative, ethical and sustainable way. To understand the relations between biology and society a number of basic elements from ethics, philosophy of science, innovation and policy making will be introduced. Students will practice applying these elements in (the assessment of) debates, controversies and cases related to the large societal challenges of our time, including themes such as responsible research and innovation, sustainability, and the role of science, business and policy in this. To demonstrate these aspects, an excursion to a company or policy organization is also part of this course. This course is examined with an exam (multiple choice questions and essay question(s)) and a paper that students write in groups of four students. In this paper students need to apply the content of the course to a specific topic at the interface of biology and society. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 6 | Biology of Human Behaviour | WBBY031-05 | |||||||||||||||||||||||||||
| Learning outcomes (knowledge): 1. General knowledge of the nature of human behavioural biology. 2. Understanding the patterns of human behaviour and the degree to which these correspond with those of other animals and to which they are unique. 3. Understanding the cross-fertilization between behavioural biology, psychology, the humanities and anthropology. Learning outcomes (skills) 1. Critical evaluation of the literature about human behaviour. 2. Experience in conducting human behavioural research and being a test subject. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 7 | Biostatistics II | WBBY032-05 | |||||||||||||||||||||||||||
| This is an introductory course in applied statistics for students in the life sciences. Statistical theory will be made understandable with a minimal mathematical effort, while practicing statistics will be viewed as an iterative process of model building and hypothesis tests. The main emphasis is on being able to apply statistical models that are commonly used in the life sciences, using the ‘open source’ software R – the modern ‘lingua franca’ of applied statistics. Besides ‘number crunching’, the course focuses on graphical analysis and presentation of data. Subjects that are covered: probability theory, distributions and descriptive statistics; goodness-of-fit; power analysis; one and two-sample problems; 1-factor and 2-factor anova; linear and nonlinear regression; ancova; random effect models; linear mixed models; repeated measures; generalized linear models. This course gives a solid base for the masterscourse Advanced Statistics | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 8 | Chronobiology | WBBY003-05 | |||||||||||||||||||||||||||
| Temporal organisation; analysis of behavior; history and position of the field; circadian rhythms: general characteristics; non-circa rhythms: ultradian rhythms & infradian rhythms: year, tidal, lunar; photic entrainment; non-photic entrainment; pacemaker systems; SCN: anatomy and physiology of entrainment; SCN: efferent government of behavior and physiology; molecular pacemaker mechanisms I & II; evolution and function: rhythms and memory; sleep: phenomena and function; sleep wake regulation I & II; sleep and genetics; pathology of the circadian system; chronofarmacology; photoperiodism. Eindtermen kennis: -1. Leren hanteren van chronobiologische terminologie -2. Leren kritische chronobiologische vragen te stellen -3. Leren chronobiologische publicaties kritisch te kunnen lezen Eindtermen vaardigheden en vorming: -1. Leren chronobiologische stof adekwaat samen te vatten en te presenteren -2. Kunnen toepassen van chronobiologische principes in biologische en medisch-biologische wetenschap. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 9 | Competences and Professionalization in Biology | WBBY076-05 | |||||||||||||||||||||||||||
| In this course students will learn how to set up different project forms. In the first week the focus is on academic research projects. Students have to improve a written research project proposal in an interdisciplinary group. This process is supported by (guest) lectures about setting up a consortium, interdisciplinary project management, data management and protection, grant writing and writing a societal paragraph. At the end of the first week, we'll also practice how to apply for a grant for a research project proposal. In the second week we broaden the scope of project work by introducing other types of projects. Here the focus is on societal projects, for example a business or policy project. Now students have to write a project proposal in another interdisciplinary group. This process is supported by (guest) lectures about policy, entrepreneurship and personal development. In the third week the focus is on how to sell your science and society project proposal. We'll do this by playing the academic version of Dragon's Den with 'dragons' who are all expert within interdisciplinary project work. This is supported by (guest) lectures about pitching your project, personal branding and marketing. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 10 | Endocrinology | WBBY035-05 | |||||||||||||||||||||||||||
| The course consist of lectures and writing an essay. In the lectures, we will focus on various endocrine systems and how they influence the individual’s physiology. Endocrine systems that we focus on will amongst others be: • Thyroid and parathyroid • Hormones of the gastrointestinal tract • Hormones of the pancreas • Hormones of the adrenal gland • Endocrinology of reproduction Next to this we will focus on how endocrine systems adapt to different circumstances, such as exercise or stress, but also to pregnancy. Human reproduction will be taught in more detail, since we will focus on the development of the human placenta (the biggest endocrine organ) and we will look into differences in placentas in different animals. The changes in endocrine systems during pregnancy will be discussed as well as the development of male and female sex organs. We will try to schedule 1 or 2 clinical lectures, in which clinicians show endocrinology from the clinical site. Essay: all students write an essay on an endocrine subject. Essays will be written in couples. Students can choose from a list of subjects or bring in their own subject. In the beginning of the course, students can register for a subject via nestor. All essays will be published on the website as an online book. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 11 | Epigenetics and Gene-editing | WBBY036-05 | |||||||||||||||||||||||||||
| Based in part on developments in genomics, both Epigenetics and Gene Editing are rapidly entering the clinical arena. This course will guide the student from understanding basic principles in epigenetics and gene expression regulation, cellular differentiation and dedifferentiation to clinical applications of epigenetic drugs, induced pluripotent stem cells and cellular reprogramming by (CRISPR/Cas-based) gene targeting approaches. From one DNA molecule to numerous cell types: molecular epigenetics Although cells in individual organisms contain the same DNA, different gene expression programs underlie the many different cell identities. Molecular epigenetics marks and mechanisms associated with this process of gene expression control and epigenetic memory will be discussed, as well as opportunities of epigenetics in disease diagnosis and treatment. From one fertilized egg to a complete organism: the example of neurons All organisms arise from one single fertilized egg. This process of differentiation and memory will be explained with a special focus on neuronal differentiation. External stimuli interfering with embryonal development will be discussed as well as examples of (neurodegenerative) diseases associated with epigenetic dysregulation. From one differentiated cell to any other cell type: cellular reprogramming Only three factors are required to dedifferentiate cells to “induced Pluripotent Stem Cells” (iPSCs). From this pluripotent state, cells can be reprogrammed into another cell type. This process and the clinical applications will be discussed. From a diseased cell state to a healthy cell status: gene targeting to correct or compensate for genetic or epigenetic mutations In 2012, CRISPR/Cas was introduced as a precise tool to engineer genomes and epigenomes. This technology has revolutionized biomedical research and approaches ranging from engineered cells and transgenic animals to therapeutic possibilities will be presented. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 12 | Evolution and Development | WBBY037-05 | |||||||||||||||||||||||||||
| We often think of evolution as optimizing a phenotype such as beak shape or body size, according to the environment in which an animal lives. However, these characteristics of animal bodies do not derive directly from expression of one or more genes. In all multicellular animals, phenotypes arise through a gradual process of individual development which starts with a single cell. This course examines the process of development in various vertebrate and invertebrate species. We explore the relationship between individual-level phenotypic change due to development, and population-level change due to evolution by natural selection. We will study how the basic body plan of different species arises through gene regulatory networks operating during early development. We will learn how animal development has itself evolved and how it generates morphological variation that is the raw material for evolution. Evolutionary developmental biology is a core component of contemporary evolutionary biology and this course is particularly suited to those wishing to specialize in an evolutionary, genetics or ecology-related major. We focus especially on animal species that are used for empirical research at RUG – mammals, birds and insects, and will provide some hands-on experience of studying developmental mutations in Drosophila, along with practical computational methods for studying gene expression networks and their evolution. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 13 | Evolutionary and Ecological Genomics | WBBY054-05 | |||||||||||||||||||||||||||
| The aim of the course is to present how the complexity of the genome of prokaryotes and eukaryotes, in relation to the complexity of the ecosystem, affects ecological and evolutionary processes at different levels. A central theme is how variation at the level of genotypes leads to variation in phenotypes, in interaction with environmental settings. Students will be familiar with population genetic processes such as mutation, genetic drift, horizontal gene transfer, migration and selection. They will learn how these processes become evident at the genetic level and can lead to evolutionary changes and constraints. They will be instructed to evaluate how selection can act at different organizational levels, such as genic and individual selection. They will acquire knowledge about metagenomics and genomic techniques and how these can be used to address ecological and evolutionary questions on prokaryotes and eukaryotes. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 14 | Evolutionary Medicine | WBBY039-05 | |||||||||||||||||||||||||||
| We normally think of evolution as optimizing the phenotype of an animal so that it is well-adapted to its environment. So, the existence of diseases such as influenza, cancer or HIV are a puzzle. The course will investigate why and how diseases which are obviously harmful persist over evolutionary timescales? This course will give a broad overview where ecological and evolutionary thinking can advance the understanding of human health and disease. We will cover a range of topics including: - A review of evolutionary genetics and dynamics - The co-evolution of parasites and hosts - Evolution of the immune system - Evolution and origin of human infectious diseases - Evolution of virulence – why are some infectious diseases fatal and others so mild that they are barely noticed? - Evolution of sexually transmitted diseases - The evolution of antibacterial and antimicrobial resistance - Microbiota and human health - Evolutionary processes operating in during cancer development - The evolution of aging and diseases of old age - The evolution of human reproductive disorders and pregnancy complications - Applied evolution The course is suitable for any student interested in evolution and ecology or a biomedical field. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 15 | Evolutionary Processes | WBBY040-05 | |||||||||||||||||||||||||||
| "Nothing in biology makes sense except in the light of evolution” is a well-known quote of Theodorus Dobzhansky, one of the founders of the Modern Synthesis. This course is meant to provide students with the basic premises of the field of evolutionary biology and to train them in evolutionary thinking and modeling. It builds upon the basic principles of evolution that are thought at high-school and in the first year’s course Genetics, Ecology & Evolution (GEE). Many students think of evolution as optimizing the phenotype of an organism so that it is well-adapted to its environment. However, many organismal traits are non-adaptive or even maladaptive because natural selection is not omnipotent and other processes, such as drift and historical contingency, determine evolutionary trajectories. This also applies to human evolution, the existence of diseases such as influenza, cancer or HIV are a puzzle. The course will give an in-depth overview of evolutionary processes and train students in evolutionary thinking. We will cover a range of topics including: ● A review of evolutionary genetics and dynamics ● Forms of selection and the neutral theory ● Levels of selection and genetic conflict ● Molecular evolution and genome evolution ● Co-evolution of parasites and hosts, evolution of virulence and resistance in prokaryotes and eukaryotes ● Speciation models and processes ● Macroevolution and biogeography ● The evolution of the microbiome and human health ● Human and cultural evolution ● Evolutionary applications – how can evolutionary thinking be applied to other scientific disciplines and applications The first part of the course will run in parallel with Evolutionary Medicine (shared lectures). The course is suitable for any student interested in evolution, ecology, behaviour and molecular genetics. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 16 | Food and Metabolism | WBBY041-05 | |||||||||||||||||||||||||||
| A well balanced diet promotes the functioning of the body and prevents diseases. But what is a healthy diet and what is the connection between nutrition and metabolism? How can disturbances in energy metabolism contribute to the development of chronic diseases? These are the central questions in the course Food and Metabolism. During the course, you will learn the role of nutrition and metabolism in the development of chronic diseases such as diabetes and cardiovascular disease. In the lectures, we will address the structure, function and metabolism of macronutrients. In addition, you will gain more insight into the regulation of metabolism. In the work lectures, you will gain a deeper insight into how specific nutrients and/or disturbances in energy metabolism contribute to the pathogenesis of chronic diseases. Under the supervision of an expert, you will perform a literature study in the area of food and metabolic diseases. The results of the literature study will be presented by a presentation and in the form of a scientific literature review. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 17 | Genes & Behaviour | WBBY018-05 | |||||||||||||||||||||||||||
| The course Genes & Behaviour is aimed at second year undergraduate students. The aim of this course is to teach how genes influence the great variety of behaviours exhibited by animals ranging from invertebrates to humans. The course consists of 12 2-hours lectures, 5 afternoons of laboratory practicals and 2 afternoons for the students to design and perform an independent project with a final presentation of the results to the class. The laboratory practicals aim to provide a realistic research experience for students, where they learn not only how to follow protocols, but also how to design and troubleshoot experiments. The lab work will use the fruit fly Drosophila melanogaster, with which the student will gain intensive hands-on experience. This small animal will be used to train the students on how to investigate how genes influence behaviours. The students will work in pairs and will be encouraged to collaborate with other teams. 10 hours of lectures (from 11:00-12:45) and 8-10 hours of practicals (from 13:00-18:00 on alternative afternoons) per week. Over the 3 weeks of the course, there will be 12 X 2 hours-lectures from 11:00 to 12:45. In the afternoons, there will be practical work in the lab. Due to the size of the course, lab practicals will be split in two groups taught on alternate days. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 18 | Genes and Evolution | WBBY004-05 | |||||||||||||||||||||||||||
| The course unit will introduce students to population genetic processes in relation to evolution on the microscale. These principles will be illustrated in computer practicals. Students will also be introduced to neutral and adaptive evolution, as well as molecular and genome evolution. Various advanced phylogenetic principles will be explained and illustrated in computer practicals. The topics covered in this course unit are: – population genetic processes (mutation, genetic drift, migration and selection, random mating, Hardy-Weinberg equilibrium, linkage, non-random mating, inbreeding) – selection models (linear selection, overdominance, frequency-dependent selection, selection at various levels, complex selection) – effects of population genetic processes on the dynamics of genetic variation – fragmentation, gene flow/migration and genetic differentiation between populations (F-statistics) – molecular and genomic evolution (intron-exon structure, gene duplication, concerted evolution, transposable elements) – phylogenetic analysis (neutral theory, molecular clock, coalescence, speciation) – molecular techniques (microsatellite analysis, analysis of genetic data and structure, DNA sequencing, QTL analysis) | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 19 | Immunology | WBBY020-05 | |||||||||||||||||||||||||||
| Immunology is the academic discipline that studies all aspects of the immune system. This course is the introductory course into Immunology. The course will describe the cells of the Immune System, their development, their organization into tissues, their activation, differentiation and their interactions that form the basis of the immune response. The course will introduce the student into the balance between immunity and tolerance. We will discuss the critical importance of the ability to induce an effective immune response against infectious pathogens such as viruses or bacteria, as well as the harmful consequences of autoimmune responses or unnecessary immunity against harmless environmental agents. The Immunology course aims to provide the student with both knowledge of and insight into the functioning of the immune system in health and disease. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 20 | Integrative Biology | WBBY056-05 | |||||||||||||||||||||||||||
| In the course Integrative Biology the integration of different organisational levels (molecule, cell, organism and community) and the coupling of function (proximate) and evolution (ultimate) in biological traits will be illustrated by presenting several casusses. These casusses will be taken from very different biological disciplines, i.e. botany, zoology, behaviour, developmental biology. The casusses will also illustrate the interaction between the genotype and the environment and the benefits of taking an interdisciplinary approach in tackling complex biological questions. Most of the introduced casusses will be developed in small groups using Problem Based Instruction. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 21 | Integrative Neuroscience | WBBY006-05 | |||||||||||||||||||||||||||
| The second year course Integrative Neurosciences aims to deepen understanding of neurobiological mechanisms underlying complex behavior and physiology, of which students have acquired basic knowledge during the first year courses “Behavioural Neuroscience” and “Physiology”. In particular, a deepening of the role of sensory information processing through perception of taste and smell, visual information, proprioception, pain/discomfort, are included in this integration, how these sensory information streams are relayed and underlie complex regulatory mechanisms, including regulation of motivated behaviors, body posture and locomotion, and how these process contribute to consciousness and speech. The nervous system will be viewed from different angles including neuroanatomy, neurochemistry, neuroendocrinology, behavioral physiology, and neuropathology. These subjects are part of neurosciences, which is viewed as an integrated entity. Besides the theoretical background, there is a number of practicals including brain anatomy (BA; of the pig brain), dark adaptation in humans (DA), and taste/smell (TS) in humans, and assessing oestrus cyclicity in rodents (OE). | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 22 | Medical Physiology | WBBY057-05 | |||||||||||||||||||||||||||
| In this course, students will learn about the normal functioning of the human body, by studying the cardiovascular, respiratory, gastro-intestinal, renal physiology, and the role of neurohumoral regulations. Students will also learn about common disturbances in the normal physiology (disease). Students will be challenged to apply the various physiological concepts in interactive lectures and tutorials in medical problems and during exercise. Furthermore, they will study these concepts in various practicals, studying lung function, cardiovascular function, and exercise physiology. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 23 | Microbes and Infection | WBBY059-05 | |||||||||||||||||||||||||||
| The course consists of a theoretical and a practical part. Theoretical part: The lectures will cover a range of medical aspects of microbiology, such as the structure and classification of bacteria and viruses, replication mechanisms of bacteria and viruses, virulence factors, pathogenesis, relationship with diseases, diagnosis of infectious microorganisms, specific bacterial and viral diseases, zoonosis, prevention (vaccination), antibiotic use and resistance development, antivirals. Practical part: Bacteriology: Use of techniques for identification of pathogenic bacteria, determination of bacteria in a mixture. Detection of the regulation and action of different virulence factors. Determination of antibiotic resistance development of different bacterial strains and analysis of the exchange of genetic material responsible for resistance development. Use of genetic analysis for subtyping of potential pathogenic microorganisms within a species. Virology: Investigation of students’ throat swaps for presence of Epstein Barr virus. Performing a hemagglutination and hemagglutination inhibition assay for determination of virus and antibody titers to influenza virus. Use of quantitative PCR for the determination of a viral load.
| |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 24 | Microbiome | WBBY060-05 | |||||||||||||||||||||||||||
| The microbiome consists of all the microbes in a host or in a specific environment. These microbes may affect a host to their benefit (e.g. symbionts), or their detriment (e.g. in the case of pathogens). The microbes in these environments interact, with each other, the host and the abiotic environment. In this course you will learn about the microbes and their ecological interactions in different environments and hosts. We will focus specifically on the microbiome of plants, insects and humans, other organisms may be targeted according to the availability of external lecturers. The aim of the course is to provide an introduction to the concept of the microbiome, as well as microbial interactions and host-microbiome interactions. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 25 | Minor congress (Life Sciences) | WBBY023-05 | |||||||||||||||||||||||||||
| The student choses a scientific research question related to his/her minor and selects 3 recent scientific publications related to that research question. This selection of research papers is sent for approval to one of the teachers and subsequently the student writes a scientific essay using 1500 words max. Using a peer-review procedure the student provides and receives critical feedback on the written essay and uses this feedback to improve the quality of his/her essay. The student also receives a training on how to professionally present scientific data which will be practiced on a student conference at the end of the course. Furthermore, the student will receive a training in how to write items for high-quality newspapers science sections and write a newspaper science section together with other students. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 26 | Modelling Life | WBBY024-05 | |||||||||||||||||||||||||||
| This course introduces students to the mathematical modelling of biological systems, and covers model development, analysis and interpretation. In order to deal with variation in prior knowledge, students will have an opportunity to identify potential weak spots in their understanding of mathematics, and develop necessary baseline skills in an e-learning environment (SOWISO), where students are able to select personalised practice material based on the results of self-evaluation tests. The new material covered in this course introduces mathematical tools to describe and analyse dynamical interactions and feedback mechanisms in a wide variety of biological systems, including gene-regulation networks, nerve cells, hormonal control mechanism, epidemics of infectious diseases and ecological interactions. Here, we will follow the textbook Modeling Life – The Mathematics of Biological Systems (Garfinkel et al., 2017). Students learn how to develop dynamical models of biological systems and how to determine their dynamical behaviour and equilibrium states, based on an analysis of system trajectories and the underlying vector field. Qualitative (graphical) analysis and simulation are the main tools for generating biological insight; analytical methods are introduced on a need-to-know basis. Topics covered in this course include: ‘Dynamical modelling and simulation’, ‘Equilibrium behaviour’, ‘Non-equilibrium dynamics: oscillations and chaos’, ‘Linear algebra’ and ‘Multi-variable systems’. Students prepare for each topic by reading sections of the book, and are introduced to the new material in a lecture. Next, they develop an active understanding of each topic by working on pen- and-paper and computer exercises, both individually and in a working-group setting. For each topic, one of the working-group assignments has to be handed in for evaluation. The course is concluded with a written exam. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 27 | Molecular Genetics | WBBY008-05 | |||||||||||||||||||||||||||
| This is a follow-up course of the first-year courses Basic Cell and Molecular Biology, and Genetics, Ecology and Evolution. It covers the main concepts of molecular genetic mechanisms in prokaryotic and eukaryotic organisms. Genome organization and integrity, DNA damage and repair, homologous- and site-specific recombination, gene regulation, plasmid biology, genomics and -omics techniques will be further deepened, while also the genetic organization and life cycle of retroviruses, temperate and virulent bacteriophages will be dealt with. Resistance mechanisms against bacteriophages and the subsequent development of genetic engineering and gene editing technology (CRISPR-Cas) will be exemplified. The importance of molecular genetics in developments in Biotechnology, System- and Synthetic Biology and the impact that molecular genetic techniques have in fundamental research, medicine, agriculture and society at large will be discussed. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 28 | Neurobiology of Ageing | WBBY062-05 | |||||||||||||||||||||||||||
| This course will provide a general introduction to the evolution of ageing, and will then focus on the neurobiology of ageing (brain ageing). It will include a more detailed introduction to brain ageing at the genetic, molecular, cellular, systemic, and behavioural level. Concepts of pathological and non-pathological ageing are discussed. Consequences of brain ageing for cognition, neurophysiology, nutrition, and signal transduction pathways are dealt with. In addition, topics such as blood flow and neuroinflammation will be taught in more detail. In addition it will address, among others, the following questions: Why do we age? What is the impact of (traumatic) early life events on brain ageing? How can we slow down brain ageing, and how do we recognize brain ageing? Can it be reversed if we know the underlying mechanisms? At what age does brain ageing start, and is this different for males and females? Is it lifestyle-dependent? Hence, this course will provide a broad overview of issues that play a key role in brain ageing, its functional consequences and the underlying mechanisms. It will address both human and animal research in an integrated fashion. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 29 | Psychobiology | WBBY063-05 | |||||||||||||||||||||||||||
| The general aim of this course is to give students an overview of the neurobiological and physiological mechanisms of complex behavior and the ways in which defects in these mechanisms may lead to psychopathology. The lectures discuss the following topics from the textbook: • Brain states of waking, sleep and dreaming • Stress and stress disorders • Emotions and affective disorders • Ingestive behaviour, anorexia and obesity • Drug abuse During the problem-based learning part of this course, groups of eight students will independently study specific psychobiological questions that are most often connected to the main lectures. They will conduct a literature survey, formulate a specific research question, write a research proposal and prepare an oral presentation about their subject. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 30 | Research Project Behaviour & Neurosciences | WBBY903-10 | |||||||||||||||||||||||||||
| Students choose a Bachelor’s Research Project from an overview of possible topics within the major. The topics are grouped in clusters. Two students are assigned to one project and will conduct the experiments together under the guidance of one or more supervisors. First, after meeting with their supervisor(s), receiving an overview of the project and start-up literature, the students will start developing a project plan. This entails individual work on writing an introduction to the project and a research proposal. The proposals of both students are discussed together with the supervisor and a final version of a project plan is designed. The students execute the experiments as a team to collect and analyze the data. The findings are presented during a final meeting of all projects in the cluster and the conclusions are discussed with fellow students and the associated supervisors. Each student writes a scientific report on the Bachelor’s Research Project, in which the material and methods as well as the results can be shared between the two team members, whereas the introduction and discussion are individually composed. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||