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Informatie over BSc Biology: major Biomedical Sciences
Hieronder staan het programma en de vakomschrijvingen van BSc Biology: major Biomedical Sciences Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I a | verplicht | WBBY001-05 | Basic Cell and Molecular Biology | Engels | 5 | ||
| verplicht | WBBY005-05 | Genetics, Ecology and Evolution | Engels | 5 | |||
| verplicht | WBBY011-05 | Physiology | Engels | 5 | |||
| semester I b | verplicht | WBBY014-05 | Biostatistics 1 | Engels | 5 | ||
| verplicht | WBBY017-02 | First Year Symposium | Engels | 2 | |||
| verplicht | WBBY021-03 | Lab Course | Engels | 3 | |||
| verplicht | WBBY022-05 | Microbiology | Engels | 5 | |||
| semester II a | verplicht | WBBY026-05 | Behavioural Neurosciences | Engels | 5 | ||
| verplicht | WBBY033-05 | Cell Biology and Immunology | Engels | 5 | |||
| verplicht | WBBY047-05 | Molecules of Life | Engels | 5 | |||
| semester II b | verplicht | WBBY058-05 | Metabolism | Engels | 5 | ||
| verplicht | WBBY066-02 | Research Skills in Life Sciences 1 | Engels | 2 | |||
| verplicht | WBBY067-03 | Research Skills in Life Sciences 2 | Engels | 3 | |||
| verplicht | WBBY068-05 | Research Skills in Life Sciences 3 | Engels | 5 | |||
| Opmerkingen | PLEASE NOTE | ||||||
| » Jaar 2 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | WBBY002-05 | Bioinformatics | Engels | 5 | ||
| verplicht | WBBY008-05 | Molecular Genetics | Engels | 5 | |||
| keuzegroep A | WBBY006-05 | Integrative Neuroscience | Engels | 5 | |||
| keuzegroep A | WBBY007-05 | Medical Structural Biology | Engels | 5 | |||
| semester I b | verplicht | WBBY019-05 | Host-microbe Interactions | Engels | 5 | ||
| verplicht | WBBY020-05 | Immunology | Engels | 5 | |||
| verplicht | WBBY024-05 | Modelling Life | Engels | 5 | |||
| semester II a | keuze | WBBY030-05 | Biology of Cancer | Engels | 5 | ||
| keuze | WBBY035-05 | Endocrinology | Engels | 5 | |||
| keuze | WBBY036-05 | Epigenetics and Gene-editing | Engels | 5 | |||
| keuze | WBBY039-05 | Evolutionary Medicine | Engels | 5 | |||
| keuze | WBBY041-05 | Food and Metabolism | Engels | 5 | |||
| keuze | WBBY042-05 | Human Genetics and Genomics | Engels | 5 | |||
| keuze | WBBY043-05 | Immunology and Disease | Engels | 5 | |||
| keuze | WBBY045-05 | Medical Cell Biology | Engels | 5 | |||
| keuze | WBBY059-05 | Microbes and Infection | Engels | 5 | |||
| semester II b | verplicht | WBBY049-05 | Biology & Society: Ethical and Professional Aspects | Engels | 5 | ||
| keuze | WBBY027-05 | Big Data in Human Disease | Engels | 5 | |||
| keuze | WBBY050-05 | Bio-organic Chemistry | Engels | 5 | |||
| keuze | WBBY051-05 | Cardiovascular Disease | Engels | 5 | |||
| keuze | WBBY055-05 | Hematopoietic Stem Cells, Differentiation and Development | Engels | 5 | |||
| keuze | WBBY057-05 | Medical Physiology | Engels | 5 | |||
| keuze | WBBY061-05 | Molecular Research in Human Disease | Engels | 5 | |||
| keuze | WBBY062-05 | Neurobiology of Ageing | Engels | 5 | |||
| keuze | WBBY063-05 | Psychobiology | Engels | 5 | |||
| Opmerkingen | PLEASE NOTE | ||||||
| » 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 | WBBY902-10 | Research Project Biomedical Sciences | Engels | 10 | |||
| semester II a | keuze | WBBY078-05 | Regenerative Medicine | Engels | 5 | ||
| semester II b | keuze | WBBY076-05 | Competences and Professionalization in Biology | Engels | 5 | ||
| Opmerkingen | ^ BMS 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 Biomedical Sciences. An exception is the course "Regenerative Medicine" which is not an elective in year 2, but which can be chosen by BMS students in year 3. For more information, please check the Student Portal. PLEASE NOTE Course units from the Bachelor's degree programme Biology are not always accessible to students from other degree programmes. Please check the entrance requirements of each course unit to see whether you can freely participate in a course unit or that you need to follow additional steps. | ||||||
| » Pre-master Biomedical Sciences | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I b | verplicht | WBBY077-05 | Neurobiology | Engels | 5 | ||
| 1 | Bachelor's Thesis Life Sciences | WBBY901-05 | |||||||||||||||||||||||||||
| The Bachelor’s thesis comprises a literature search in the research area of the Major that the student is taking. It is written in conjunction with the Bachelor’s project. Students should be able, under the supervision of a lecturer, to: • formulate a research question scientifically • carry out a literature search • present findings and conclusions in a scientific text (length of thesis: 10-15 pp, 4,500-6,500 words) • adopt a reasoned position or view and justify it Learning outcomes. Students should: • be able to delineate and formulate their own research question and justify it on the basis of relevant scientific literature, having practised collecting information rapidly and systematically by consulting persons or written sources • be able to indicate the boundaries of a literature search • be able to document, reorganize and analyse information and relate it to other information • have been trained to gauge the value of information, taking a critical attitude • be able to develop clear argumentation to support a position or view that is supported in a relevant and effective manner by scientific literature • be able to write a clear, critical and logical scientific text of substantial length in clear, appropriate and academic language • be able to reflect critically on their own academic work and adapt their approach if necessary. | |||||||||||||||||||||||||||||
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| 2 | Basic Cell and Molecular Biology | WBBY001-05 | |||||||||||||||||||||||||||
| During the course the basic processes of cell biology and molecular biology will be addressed. The molecular biology lectures include topics like molecular composition of the cell, DNA structure and replication, RNA and transcription, protein synthesis, and basic recombinant DNA techniques. The cell biology lectures include topics like cell membranes, cell compartments, vesicle transport inside the cell, cell cycle, and mitosis and meiosis. | |||||||||||||||||||||||||||||
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| 3 | Behavioural Neurosciences | WBBY026-05 | |||||||||||||||||||||||||||
| Lectures: Basic course unit which covers the structure of the central nervous system, the fundamental connection between the brain and behavior in relation to, learning and memory, sleep, sexual differentiation, sensory systems and the timing of behavior. The course also covers the basic principles of common central nervous system disorders. Practicals: Anatomy of the healthy human brain and brain of Alzheimer patients (NB: no dissection practical), analysis of learning behavior in animals, pharmacological manipulation of learning behavior, personality tests in humans related to lateralization of the brain. Knowledge: Students will understand and be able to reproduce the basic principles of the structure of the brain, the basic principles of behavior, and will be able to make functional relations between brain structures and behavioral processes. Students will also be trained to reproduce basic brain and behavioral principles related to the working of the following sensory systems: the visual system, the ear, and the vestibular system. The students will also be able to recognize some common behavioral and central nervous system disorders. Skills and Training: Students will be trained in analyzing data and writing short summaries. End terms knowledge: To understand and reproduce the basic principles of the anatomy and function of the brain. To reproduce the functional relationship between some of the sensory systems, behavior, and brain structures. | |||||||||||||||||||||||||||||
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| 4 | Big Data in Human Disease | WBBY027-05 | |||||||||||||||||||||||||||
| The development of high-throughput technologies is being broadly accepted in modern biology with unprecendented speed. Life scientists are starting to generate and have an access to massive data resources. It is a big challenge for biologists to handle and process these datasets, to perform the large-scale analyses and extract relevant knowledge from these. Nowadays, big data analysis has become a crucial skill for modern biologists and medical researchers. This course is designed to introduce the concept of big data anaysis in biology, to descibe the typical data layers layers broadly used in modern biology, and to give the students basic skills necessary to handle big data in omics data. | |||||||||||||||||||||||||||||
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| 5 | 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, metagenomics, and to model biological processes on the basis of -omics datasets. Furthermore, databases will be used to study genetic variation and complex diseases. | |||||||||||||||||||||||||||||
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| 6 | 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 collaborative, ethical and sustainable ways. 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. The knowledge of these basic elements is assessed with an exam. During various assignments and tutorials 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 and scientific professionalism. To demonstrate these aspects, an excursion to a company or policy organization is also part of this course. In a paper written in groups of four students, students will apply what they have learned by assessing and reporting on the science and society relationship in a specific case. The primary guidance during the writing of the paper is done by teaching assistants. | |||||||||||||||||||||||||||||
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| 7 | Biology of Cancer | WBBY030-05 | |||||||||||||||||||||||||||
| During this course we will discuss in the lectures: carcinogenesis, cancer stem cells, the role of oncogenes and tumor suppressor genes, the large variety of subtypes within hematological and solid tumors, the signaling pathways active in different tumor types, genetic regulation of these molecular pathways (epigenetics, miRNA), DNA damage response, the tumormicroenvironment , the process of metastasis, tumor immunology, therapeutic strategies to inhibit tumor growth, development of cancer drugs, development of clinically relevant cancer models, and clinical cancer research. Each student will investigate the consequence of a specific mutation in a tumor suppressor gene or oncogene using publicly available databases. In addition, a group of 4-5 students will investigate an interesting oncogene or tumor suppressor gene using publicly available databases. Normal function of the gene of interest, its role in cancer, in which cancer type the gene plays a role, which mutations are found in this cancer gene and how we can use this knowledge for treatment strategies. Results are presented during a poster session. | |||||||||||||||||||||||||||||
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| 8 | Bio-organic Chemistry | WBBY050-05 | |||||||||||||||||||||||||||
| The aim of this course is to gain insight in a number of important reactivity principles in Bio-organic Chemistry. A focal point is the understanding and the application of several reaction types that form the basis of cell metabolism, and to get insight in the structure and reactivity of molecules. Function and reactivity of molecules is discussed in the context of the living cell. | |||||||||||||||||||||||||||||
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| 9 | Biostatistics 1 | WBBY014-05 | |||||||||||||||||||||||||||
| The course Biostatistics 1 introduces students to the statistical analysis of biological research data. The course is structured in 11 modules that cover the following topics: descriptive statistics, sources of variation and error propagation, correlation and regression, probability theory, test theory and experimental design, chi-squared tests for goodness-of-fit and independence, confidence intervals, comparisons between two samples, analysis of variance and bayesian statistics. The final module is dedicated to a review and summary of the course, in order to prepare students for the final (written) exam. Each module starts with two lecture hours, followed by one hour study time or a short working group to digest or discuss the material in the course manual. Students then work for four hours on pen-and-paper and computer exercises, where they learn to apply their new knowledge to problems taken from biological research practice. Solutions to a subset of the pen-and-paper and computer exercises have to be handed in at the end of each practical; these are evaluated by the teaching-assistants. Students receive feedback from their teaching assistant at the next practical, as well as worked-out solutions of all exercises. | |||||||||||||||||||||||||||||
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| 10 | Cardiovascular Disease | WBBY051-05 | |||||||||||||||||||||||||||
| During the course, students are introduced to the key mechanisms in the development of the heart and blood vessels as well as basic knowledge on the development of major cardiovascular diseases, e.g. cardiac failure, atherosclerosis, sepsis, and vasculitis. In addition, students will be informed on the basics of (therapeutic) regeneration in the cardiovascular system by stem cells or cell specific pharmacotherapy. The course schedule holds lectures in the morning (9.00 – 12.00h) and room for assignments or self-study (both 2-3 days/week) in the afternoon. The assignments consist of the preparation of a research proposal on a cardiovascular disease topic and the design of a new therapeutic approach. Assignments are supervised by experts in the field. In the first week of the course, the development of heart and blood vessels is discussed. Lecture themes are as follows: Development of the vascular System, Functioning of the vascular system, Development and functioning of the heart, and Regeneration in the cardiovascular system. In the second week of the course, the development and treatment of major cardiovascular diseases are discussed. Lecture themes are as follows: Inflammation in the vasculature: Vasculitis, Diseases of the heart: Acute Myocardial Infarction and Cardiac Failure, Diseases of the blood vessels: Atherosclerosis and vessel remodeling, and Septic shock and multi-organ failure. In the third week, the assignments are submitted and a digital exam will be taken. | |||||||||||||||||||||||||||||
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| 11 | Cell Biology and Immunology | WBBY033-05 | |||||||||||||||||||||||||||
| During the course the basic processes of cell biology and and an introduction in the basic principles and concepts of immunology will be addressed. The cell biology lectures follow up on the course basic cell biology and molecular biology, and include topics like signal transduction, cell-cell communication, cytoskeleton, cell movement, cell cycle, cell death, multicellular development, tissue homeostasis, stem cells and cancer. The immunology lectures start with a short history of immunity after which basic principles of immunity, innate immunity, acquired immunity, immune response pathways to bacteria and virusses, and disorders of the immunesystem will be addressed. The immunology part includes a magistral lecture on dendritic cells, and e-learning assignment on inflammation. | |||||||||||||||||||||||||||||
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| 12 | Competences and Professionalization in Biology | WBBY076-05 | |||||||||||||||||||||||||||
| Students in science can choose different professional profiles: research and development, education and communication or applied sciences (science business and policy). During their career academically trained professionals do not only rely on their scientific knowledge and skills but also on other competences related to professional behavior. These comprise complex problem solving, effective communication, critical judgement, self-directed learning, soft skills. To illustrate and train these professional competences the course is focused on project proposals. Students will learn how to set up different project forms. In the first week the focus is on academic research projects. Students have to evaluate a research 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. In the second week the scope is broadened to projects in a business or policy project. Now students have to write an innovation proposal in another interdisciplinary group. This process is supported by (guest) lectures about business, policy, entrepreneurship. In the third week the focus is on how to sell the innovation proposal. This is done by playing the academic version of Dragon's Den with 'dragons' who are all experts within interdisciplinary project work. This is supported by (guest) lectures about pitching your project, personal branding and marketing. | |||||||||||||||||||||||||||||
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| 13 | 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. | |||||||||||||||||||||||||||||
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| 14 | 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. | |||||||||||||||||||||||||||||
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| 15 | 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 or cancer 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. | |||||||||||||||||||||||||||||
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| 16 | First Year Symposium | WBBY017-02 | |||||||||||||||||||||||||||
| Students will prepare a poster about a scientific topic, which will be presented at the First Year Symposium (during last week of period Ib). During period Ia, a choice can be made from a large offering of topics with a scientific question. For each topic a staff member will act as a tutor. Groups of 3-4 students each will research the assigned topic with the help of a staff-tutor, and prepare a scientific poster which will address the scientific question. Students will get instructions on how to access and interpret scientific literature, and on how to prepare a scientific poster. At the end of the first semester students will present the poster during the symposium, and will peer-review a poster from another group. | |||||||||||||||||||||||||||||
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| 17 | 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. | |||||||||||||||||||||||||||||
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| 18 | Genetics, Ecology and Evolution | WBBY005-05 | |||||||||||||||||||||||||||
| Genetics: Introducing basic principles of genetics and inheritance incl. transmission of genetic information between generations, genetic basis of traits. Apply basic probability estimates and statistics to inheritance patterns. Topics: gene as unit of inheritance, Mendel’s laws, pedigree analysis, multi-allele and -gene inheritance, gene interactions, sex linkage, sex determination, extra-nuclear inheritance, linkage mapping, recombination, chromosome aberrations. Evolution: Introducing evolutionary theory and thinking. Topics: History of evolutionary biology. Concepts of natural selection, adaptation, drift, neutral vs. adaptive evolution. Microevolutionary processes (measuring genetic variation, processes affecting allele frequencies, natural and sexual selection, fitness concepts). Speciation processes ( species concepts, speciation rates, reproductive barriers. Basics of phylogenetics (classification, phylogenetic trees, parsimony, molecular clock). Macroevolutionary processes (origin of life, major transitions, extinctions, radiation), fossil records and biogeography. Basics of genome evolution (genome size and composition, evo-devo, systems biology). Ecology: Introducing basic ecological principles and processes. Develop and test hypotheses in ecology. Topics: Effects of physical environment and environmental change on organismal distribution patterns and community ecology (interaction between organisms, succession, diversity, food webs) and on behavioural mechanisms and adaptation. Effects of individual characteristics on population- level processes. Topics covered: species interactions (competition, predation, disease, parasitism), habitat selection, competition (habitat, niche), population regulation, economic decisions, energetics, ontogeny (flexibility, adaptation), mate choice, parental conflict, resource competition, mating systems, trade-offs and constraints, communication, sexual conflict and selection, living in groups (cooperation), health, ageing. | |||||||||||||||||||||||||||||
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| 19 | Hematopoietic Stem Cells, Differentiation and Development | WBBY055-05 | |||||||||||||||||||||||||||
| Within this course we will study how hematopoietic stem cells (HSCs) are generated during embryogenesis and development, and how we can make HSCs from embryonic stem cells or induced pluripotent stem cells. We will study the molecular mechanisms that underlie the self-renewal properties of HSCs, and which molecular mechanisms drive differentiation of HSCs towards mature erythrocytes, blood platelets and innate or adaptive immune cells. We will focus on signal transduction initiated by cytokines and growth factors but also on epigenetic mechanisms that control the fate of HSCs. Furthermore, we will focus on malignant hematopoiesis and outline the diseases associated with aberrant blood formation. This will include chronic and acute myeloid and lymphoid leukemias, hodgkin and non-hodgkin lymphomas, multiple myeloma and anemia. What are the molecular mechanisms that drive these diseases? What do we know about the role of long non-coding RNAs? What is the role of epigenetics? We will also discuss the clinical aspects of these diseases in detail. What are the latest diagnostic tools? What are the current state-of-the –art treatment options, what are bone marrow stem cell transplantations, and what about immune therapy to treat hematological malignancies? What is the current status of small molecules directed against specific mutations, and have they reached the clinic yet? Besides in-depth lectures students will work in groups of 4 students to write an essay on a specific hematological malignancy. What are the genetic/epigenetic causes of the disease? How is the disease diagnosed and what are current treatment options? Do they work? If not, why not? And where should future research focus on in order to improve treatment outcome? At the end of the course the students will present and discuss their essay with the rest of the students and make a case as to why future EU funding should be made available for that particular hematological malignancy. | |||||||||||||||||||||||||||||
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| 20 | Host-microbe Interactions | WBBY019-05 | |||||||||||||||||||||||||||
| The course addresses advanced concepts in interactions between humans and their gut microbes (microbiota). The course aims to: • Provide emphasis on the host-microbiota interaction with a focus on the link between the gut microbiota, nutrition, health and disease. • Provide multidisciplinary guidance in microbiology, nutrition, microbiota signaling, immunity, and neuroendocrinology. Targets: Education on different aspects of the interaction between the microbiota and nutrition in health and disease. This will discuss a- how the nutrient flow shapes the microbiota and its metabolic profile, which in turn, drive the cross talk between the gut microbes with the host immune, gut-brain axis, metabolic systems, b- how to develop microbiota-based therapy through the manipulation of the microbial community (e.g. fecal transplantation, probiotics and prebiotics). Course content: 1. Introduction to microbiome; oral, skin, and gut (composition and function). (El Aidy) 2. Metagenomic (pathway analysis) and Multi-omics bio-bank cohort analysis (Harmsen) 3. Early live microbiome (Harmsen + El Aidy) 4. Diet and Lifestyle and microbiome (El Aidy) 5. Small intestinal bacteria (link to oral microbiota), Cross feeding among the gut microbes (Harmsen) 6. Host immunity and microbiome (innate and adaptive) (El Aidy) 7. Microbiome and gut disorders (IBD). (Harmsen) 8. Auto-immune diseases (T1-diabetes, Rheumatoid arthritis, Asthma, Multiple sclerosis) (Harmsen) 9. Microbiome and the Gut-Brain axis (El Aidy) 10. Microbiome and neurodegenerative disorders (El Aidy) 11. Microbiome interventions, FMT Pre and Probiotics (Harmsen) | |||||||||||||||||||||||||||||
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| 21 | Human Genetics and Genomics | WBBY042-05 | |||||||||||||||||||||||||||
| This course is a follow-up of the Basic Genetics course. Within the Basic Genetics course students got insight in the organization of the genome in relation to genetic variation and in the importance of identification of disease genes. Techniques used to identify genetic loci involved in monogenic diseases are discussed. Students learned to work with genome browsers and databases. In this follow-up course the research done to identify disease genes for patients suspected of having a monogenic disease, but without a genetic diagnosis, will be taught. Genetic complex diseases are discussed and which genomics techniques are used to identify which genes and which molecular biological mechanisms are involved in the development of diseases. During computer assignments students work with big datasets and by writing a research proposal the question is addressed when to use which genomics methods and how these methods work. Ethical aspects about the use of genomics methods generating big data sets in the clinic and research will be discussed. Contents: - genome wide association studies in large patient cohorts and controls to look for disease genes; - expression profiling of human tissue to get to know which genes or pathways are changed in affected tissue; - developments and use of next generation sequencing techniques in genetic research and diagnostics; - clinical doctors and geneticists present how genomic data is used in a research setting to find new disease genes for clinical daily practice (development of DNA diagnostics). | |||||||||||||||||||||||||||||
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| 22 | 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. | |||||||||||||||||||||||||||||
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| 23 | Immunology and Disease | WBBY043-05 | |||||||||||||||||||||||||||
| The immune system is critical for combating infectious diseases, and its activity can be exploited for the treatment of numerous diseases, including cancer. Dysregulated activity of the immune system lies at the heart of the pathogenesis of numerous diseases, including auto-immune disorders, allergy, asthma, and cancer. Our insight into the immunological basis of these diseases and the possibilities for rational design of innovative therapeutic strategies for their prevention or treatment is progressing at a rapid pace. In this course, students will obtain basic theoretical knowledge regarding fundamental immunological mechanisms to combat infections and their role in immune-mediated diseases. In addition, students will obtain theoretical knowledge regarding immunological techniques and methods to analyse immune responses and how these can be applied for research, diagnostic and therapeutic purposes. This knowledge will be imparted by overview lectures given by expert principal investigators of the UMCG and the RUG. During the practicals, students will become familiar with the execution and application of antibody-based immunological techniques including immunohistochemistry, enzyme-linked immunosorbent assay and flow cytometry. Finally, since immunology is a vast developing field in which novel technologies and concepts are implemented to understand disease mechanisms and identify new targets for treatment of immune mediated diseases. Many papers are published daily and many of these are quite complex. To be able to understand novel scientific information analytical reading skills are essential. In this assignment students will train their analytical reading skills for scientific papers by summarizing the main points and how to communicate these to a broader audience in a graphical abstract | |||||||||||||||||||||||||||||
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| 24 | 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. | |||||||||||||||||||||||||||||
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| 25 | Lab Course | WBBY021-03 | |||||||||||||||||||||||||||
| Practical: - SMT, including safety measures for working with microorganisms; sterile handling of cells; use of antibiotics Cultivation of cells, including setting up of enrichment cultures; growth in liquid cultures and on solid media, determine growth speed and doubling time in batch culture - Microscopy and analytical methods, use of phase-contrast microscope; cell counting and serial dilutions; identification of bacteria by phenotypic and genotypic methods - Activity assays, including measurements of the catalytic activity of enzymes Experiments will involve SMT & General Microbiological techniques, but will also be linked to the various majors (Molecular Life Sciences, Ecology & Evolution and Medical Biology). Whenever possible, practical data will also be analysed by Biostatistical methods. | |||||||||||||||||||||||||||||
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| 26 | Medical Cell Biology | WBBY045-05 | |||||||||||||||||||||||||||
| Knowledge in cell biology is essential for fundamental and biomedical research. Thus, intracellular processes associated to diseases are explained and subsequently discussed in the context of the development of diagnostic tools and therapies. The proposed topics cover: 1) cell contacts and polarization, 2) neuroplasticity 3) protein folding, 4) degradation mechanisms, and 5) stem cell biology. Each theme is connected to a specific diseases. Insights into the disease pathophysiology are also given during the patient/clinical lectures. The course will start with up to 3 hours of refresher lectures recapitulating some of the cell biology basics that are required to follow the rest of the course. The following lectures will be organized into 4 blocks. A specific medical theme is central to each block. The clinical problems will be outlined during the patient lectures. The 4 block lectures are concluded with two questions-answers sessions, where unclear points provided by the students are discussed. | |||||||||||||||||||||||||||||
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| 27 | 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. | |||||||||||||||||||||||||||||
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| 28 | Medical Structural Biology | WBBY007-05 | |||||||||||||||||||||||||||
| In this course students will get an overview of techniques used for structural characterization and analysis of protein-drug interactions. This will be preceded with an overview of general principles of structural organization of proteins and nucleic acids, as well as their interactions with ligands. Topics will include structures of soluble and membrane-embedded proteins; RNA and DNA; basic principles of drug-protein interactions; basic information about viruses and vaccine development; biophysical methods to characterize drug-protein complexes (X-ray crystallography, cryo-Electron Microscopy, Nuclear Magnetic Resonance), and an introduction into drug design. | |||||||||||||||||||||||||||||
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| 29 | Metabolism | WBBY058-05 | |||||||||||||||||||||||||||
| In this course, the students learn how cells build and preserve themselves, at the biochemical level. Specifically, they will learn the principles how cells absorb, store and recruit energy and nutrients, and convert these nutrients into cell components via metabolic pathways. As careful coordination of these biochemical processes is crucial for cellular function, also the respective regulation mechanisms occurring at various levels will be taught. Finally, in a few lectures, also the key principles of organismal metabolism will be covered. | |||||||||||||||||||||||||||||
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| 30 | Microbes and Infection | WBBY059-05 | |||||||||||||||||||||||||||
| This course will focus on infectious micro-organisms, how they cause disease in the human host, and how infectious diseases can be diagnosed, treated and prevented. Bacterial, viral, fungal and parasitic pathogens, their biology, origin and epidemiology, the host responses to these micro-organisms, and the consequences of the infection for the human host will be discussed. Important topics for the future control of infectious disease like vaccination and the problem of antibiotic resistance will also be covered. The course consists of a series of theoretical lectures and a practical part involving digital as well as laboratory experiments. In the practical part, students will gain insight in genomics and diagnostics of viral and bacterial infections, such as SARS-CoV-2. Additionally, experiments will cover the characterization of bacteria and viruses, investigation of virulence factors and determination of vaccine-induced immune responses. Next to acquiring theoretical and practical knowledge, students will train their scientific writing skills by writing an abstract.
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| 31 | Microbiology | WBBY022-05 | |||||||||||||||||||||||||||
| At the end of the course the student has an overview of concepts in microbial physiology and ecology Theory - Structure of the Prokaryotic cell, including differences and similarities of bacteria and archaea in build-up of cell wall, lipid membranes and cytoplasmic architecture; structure of main cell components - Growth of microorganisms, including growth kinetics; auxotrophy and nutrient requirements; growth on surfaces and in solution; environmental factors; microbial communities - Energy transduction, including basic principles of redox reactions,; substrate-level and oxidative phosphorylation; chemiosmotic theory - Metabolic diversity, including carbon, nitrogen and sulfur cycle; aerobic versus anaerobic growth; respiration versus fermentation; chemolithotrophy, phototrophy and heterotrophy - Extremophiles, including ecology of microorganism, metabolic adaptations - Industrial microbiology, including overflow metabolism, antibiotic production, - Host-microbe interactions, including pathogenicity, virulence factors, immunity - Taxonomy, including phylogeny and methods to determine evolutionary relatedness | |||||||||||||||||||||||||||||
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| 32 | 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. | |||||||||||||||||||||||||||||
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| 33 | 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 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. On the basis of 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. Qualitative (graphical) analysis of the vector field and simulated system trajectories 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. Modelling Life is a high-pace three-week block course with a full-time schedule. Following other courses in parallel is not recommended. | |||||||||||||||||||||||||||||
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| 34 | 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. Overall, the Molecular Genetics course unit will prepare students for (and will provide the necessary background knowledge to understand the topics treated in) the upcoming course unit(s) of the BScs Biology and Life Science & Technology, such as: Bioinformatics (semester Ia), Genes and Behaviour (semester Ib), Evolutionary Processes (semester IIa), Human Genetics and Genomics (semester IIa), Epigenetics and Gene-editing (semester IIa), Evolutionary Medicine (semester IIa), Practical Carrousel (semester IIa), Evolutionary and Ecological Genomics (semester IIb). | |||||||||||||||||||||||||||||
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| 35 | Molecular Research in Human Disease | WBBY061-05 | |||||||||||||||||||||||||||
| In this course (5 ECTS) the students are prepared for a research career in science. Students learn the necessary skills to design and conduct scientific research. They are introduced into various molecular and biochemical techniques and learn about the use of genetically engineered mouse models in unravelling the mechanism of human disease. Students will write an editorial based on a high-impact scientific article and they will devise a research proposal for research into human diseases. Furthermore, students will present their editorial and research proposal to learn to communicate their ideas effectively. Based on the principal of Problem Based Learning, the students also have to solve three cases related to different diseases or aspects there off. In addition, they participate in a 4-day practical session in which they produce results that have to be discussed in their case report. As a result, our course is very different from the other courses in the Bachelor Programme and the students need to present an active attitude, a high level of independence and intrinsic motivation to be able to successfully pass our course. Every single component is graded and thus, the overall score is a good reflection of the student's ability to be successful in a future scientific career. | |||||||||||||||||||||||||||||
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| 36 | Molecules of Life | WBBY047-05 | |||||||||||||||||||||||||||
| The basic concepts and knowledge on the topic of (organic) chemistry and biochemistry is covered. This lecture is aimed at supporting other molecular-oriented courses and as a preparation for the lectures in bio-organic chemistry and metabolism. The following topics are discussed: 1) Molecular structure and bonding 2) Representation of molecular structures 3) Primary, secondary and tertiary structures of proteins 4) Introduction to reactivity and enzymatic reactions 5) Chemical kinetics and thermodynamics 6) Substitution reactions 7) Reactions of carbonyl groups | |||||||||||||||||||||||||||||
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| 37 | Neurobiology | WBBY077-05 | |||||||||||||||||||||||||||
| This course provides a general introduction to the central nervous system and its relationship to behaviour and disease. The course covers topics ranging from the structure and function of nerve cells to the organization of the brain and higher functions, such as learning and memory, sleep, sexual differentiation, emotion and motivation, to illustrate the brain’s basic functions. Finally, the course will focus briefly on various abnormalities and disorders that can be traced back to changes in the brain. | |||||||||||||||||||||||||||||
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| 38 | 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. | |||||||||||||||||||||||||||||
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| 39 | Physiology | WBBY011-05 | |||||||||||||||||||||||||||
| In the course students acquire knowledge on anatomy and physiology of the human body. They learn how information from multiple levels of organization, ranging from molecules to cells, tissues, organs and organ systems and at the level of the whole organism is integrated in order to serve an adaptive behavioural and bodily response to various internal and external demands. In the lectures several items will be addressed like 1) homeostasis and control mechanisms, 2) the autonomic nervous system, 3) the central nervous system, 4) respiration, 5) cardiovascular system, 6) kidneys, blood volume and water balance, 7) muscles, 8) digestive system, 9) regulation of energy balance, 10) endocrine control of growth, stress and metabolism, 11) reproduction and development. The theoretical information in these lectures is completed with components of the tutorial programme of MasteringAandP (Interactive Physiology), available from the website of the publisher of the used textbook Human Physiology (8th ed. by Dee Unglaub Silverthorn). Students gain access to this website by buying the recommended (mandatory)textbook. Furthermore, the theoretical information in the lectures and tutorials is combined and applied in practicals on the anatomy of male and female mammals (rattus norvegicus), the anatomy of the heart (sheep) and in a practical on regulation of own heart rate and blood pressure in which students study the cardiovascular response to and recovery from exercise and postural changes (Biopac). | |||||||||||||||||||||||||||||
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| 40 | Psychobiology | WBBY063-05 | |||||||||||||||||||||||||||
| This course gives 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 the 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 topic. | |||||||||||||||||||||||||||||
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| 41 | Regenerative Medicine | WBBY078-05 | |||||||||||||||||||||||||||
| Current society, in which people are getting older and older, is increasingly confronted with diseases related to malfunctioning or failing repair mechanisms. Examples include cardiovascular disease, diabetes, renal disease and typical degenerative diseases of the locomotor system (e.g. hips and intervertebral discs). Most of these diseases involve chronic damage and impaired tissue repair. In most cases, they can be traced back to developmental biological principles such as stem cell dysfunction. This introduction to Regenerative Medicine will pay ample attention to, inter alia, the principles of tissue development, cell and stem cell differentiation and dedifferentiation, physiological and pathophysiological repair mechanisms (inflammation, wound healing, fibrosis, rejection of implanted biomaterials) and also the application of this knowledge within a relatively new discipline of medicine: Regenerative Medicine (RM). In all cases, the guiding principle underlying RM is bolstering the body’s inherent regenerative capacity. For this reason, the course unit will pay attention to the explicitly multidisciplinary nature of RM, which is unique among the natural sciences. Within RM, there are collaborations between clinicians (patients’ treatment needs and treatment given), life scientists (problem analysis, science, biological solutions) and biochemists and polymer chemists (development of natural and polymer biomaterials for treatment, release of stem cells and other cells and signal-transduction factors). The course unit mainly focuses on the biological principles underlying regenerative medicine. | |||||||||||||||||||||||||||||
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| 42 | Research Project Biomedical Sciences | WBBY902-10 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
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| 43 | Research Skills in Life Sciences 1 | WBBY066-02 | |||||||||||||||||||||||||||
| In the course, students learn academic as well as practical skills in the Life Sciences. The academic skills focus on the critical reading and interpretation of scientific research papers using primary research literature distributed over topics representing three majors in the bachelor programme: Biomedical Sciences, Behaviour & Neurosciences and Molecular Life Sciences. Students can express preference for one of the topics which all share the same learning goals. Assignment will be based, on personal preference as well as capacity. The topics focus on 1) the cardiovascular system/heart failure; 2) neural regulation of social behavior; and 3) molecular aspects of Parkinson Disease. The training of academic skills will take 4 weeks. During several lectures students will receive background information on the topics in the academic skills block. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). After approximately 3 weeks of each reading block, the knowledge of the students on the topic will be tested in an exam (multiple choice). In the final week of the block, students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Other tasks may form part of the assignments. In the practical part of the course, students will become familiar with different molecular biology techniques, and apply principles learned during theoretical courses from the 1st year. The student will solve an authentic problem: i.e. producing vanillin in an environmentally friendly and cheap way. To this end, the students develop an expression vector and produce a recombinant enzyme. In the second week they purify the enzyme and characterize it. The students will also design and perform necessary experiments to produce the highest amount of vanillin by using the enzyme that they prepared. | |||||||||||||||||||||||||||||
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| 44 | Research Skills in Life Sciences 2 | WBBY067-03 | |||||||||||||||||||||||||||
| In the course, students learn academic as well as practical skills in the Life Sciences. The academic skills focus on the critical reading and interpretation of scientific research papers using primary research literature distributed over topics representing three majors in the bachelor programme: Biomedical Sciences, Behaviour & Neurosciences and Molecular Life Sciences. Students can express preference for one of the topics which all share the same learning goals. Assignment will be based, on personal preference as well as capacity. The topics focus on 1) the cardiovascular system/heart failure; 2) neural regulation of social behavior; and 3) molecular aspects of Parkinson Disease. The training of academic skills will take 4 weeks. During several lectures students will receive background information on the topics in the academic skills block. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). After approximately 3 weeks of each reading block, the knowledge of the students on the topic will be tested in an exam (multiple choice). In the final week of the block, students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Other tasks may form part of the assignments. In the practical part of the course, students will become familiar with different molecular biology techniques, and apply principles learned during theoretical courses from the 1st year. The student will solve an authentic problem: i.e. producing vanillin in an environmentally friendly and cheap way. To this end, the students develop an expression vector and produce a recombinant enzyme. In the second week they purify the enzyme and characterize it. The students will also design and perform necessary experiments to produce the highest amount of vanillin by using the enzyme that they prepared. | |||||||||||||||||||||||||||||
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| 45 | Research Skills in Life Sciences 3 | WBBY068-05 | |||||||||||||||||||||||||||
| In the course, students learn academic as well as practical skills in the Life Sciences. The academic skills focus on the critical reading and interpretation of scientific research papers using primary research literature distributed over topics representing three majors in the bachelor programme: Biomedical Sciences, Behaviour & Neurosciences and Molecular Life Sciences. Students can express preference for one of the topics which all share the same learning goals. Assignment will be based, on personal preference as well as capacity. The topics focus on 1) the cardiovascular system/heart failure; 2) neural regulation of social behavior; and 3) molecular aspects of Parkinson Disease. The training of academic skills will take 4 weeks. During several lectures students will receive background information on the topics in the academic skills block. During tutorials, students learn to distinguish structure - elements such as motive, purpose, arguments and conclusions - in the text of research papers using the Scientific Argumentation Model (SAM). After approximately 3 weeks of each reading block, the knowledge of the students on the topic will be tested in an exam (multiple choice). In the final week of the block, students will be tested via individual presentations on their ability to quickly read, summarize and comment on a paper. Other tasks may form part of the assignments. In the practical part of the course, students will become familiar with different molecular biology techniques, and apply principles learned during theoretical courses from the 1st year. The student will solve an authentic problem: i.e. producing vanillin in an environmentally friendly and cheap way. To this end, the students develop an expression vector and produce a recombinant enzyme. In the second week they purify the enzyme and characterize it. The students will also design and perform necessary experiments to produce the highest amount of vanillin by using the enzyme that they prepared. | |||||||||||||||||||||||||||||
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