Login
English
Nederlands
Informatie over BSc Biology: major Molecular Life Sciences
Hieronder staan het programma en de vakomschrijvingen van BSc Biology: major Molecular Life 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 | |
|---|---|---|---|---|---|---|---|
| semester I a | verplicht | WPLS18001 | Basic Cell and Molecular Biology | Engels | 5 | ||
| verplicht | WPLS18010 | Genetics, Ecology and Evolution | Engels | 5 | |||
| verplicht | WPLS18017 | Physiology | Engels | 5 | |||
| semester I b | verplicht | WPLS18005 | Biostatistics 1 | Engels | 5 | ||
| verplicht | WPLS18009 | First Year Symposium | Engels | 2 | |||
| verplicht | WPLS18011 | Lab Course | Engels | 3 | |||
| verplicht | WPLS18015 | Microbiology | Engels | 5 | |||
| semester II a | verplicht | WPLS18002 | Behavioural Neurosciences | Engels | 5 | ||
| verplicht | WPLS18006 | Cell Biology and Immunology | Engels | 5 | |||
| verplicht | WPLS18016 | Molecules of Life | Engels | 5 | |||
| semester II b | verplicht | WPLS18013 | Metabolism | Engels | 5 | ||
| verplicht | WPLS18021 | Research Skills in Life Sciences 1 | Engels | 2 | |||
| verplicht | WPLS18022 | Research Skills in Life Sciences 2 | Engels | 3 | |||
| verplicht | WPLS18023 | Research Skills in Life Sciences 3 | Engels | 5 | |||
| Opmerkingen | Biology and Life Science & Technology course units are accessible for students of those degree programmes only. Students from other degree programmes who would like to participate in our course units should contact one of our academic advisors before registration. Failing to contact them may result in de-registration without notification. | ||||||
| » Jaar 2 | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | WBLS19001 | Bioinformatics | Engels | 5 | ||
| verplicht | WBLS19006 | Molecular Genetics | Engels | 5 | |||
| keuzegroep A | WBLS19004 | Integrative Neuroscience | Engels | 5 | |||
| keuzegroep A | WBLS19005 | Medical Structural Biology | Engels | 5 | |||
| semester I b | verplicht | WBLS19012 | Host-microbe Interactions | Engels | 5 | ||
| verplicht | WBLS19013 | Immunology | Engels | 5 | |||
| verplicht | WBLS19014 | Modelling Life | Engels | 5 | |||
| semester II a | verplicht | WBLS19020 | Cell Biology and Microscopy | Engels | 5 | ||
| verplicht | WBLS19031 | Molecular Biology | Engels | 5 | |||
| verplicht | WBLS19032 | Practical Carrousel | Engels | 5 | |||
| semester II b | verplicht | WBLS19033 | Biology & Society: Ethical and Professional Aspects | Engels | 5 | ||
| verplicht | WBLS19034 | Bio-organic Chemistry | Engels | 5 | |||
| verplicht | WBLS19036 | Enzymology and Thermodynamics | Engels | 5 | |||
| Opmerkingen | Please note the following: | ||||||
| 1 | Basic Cell and Molecular Biology | WPLS18001 | |||||||||||||||||||||||||||
| During the course the basic processes of cell biology and molecular biology will be addressed. The cell biology lectures include topics like cell membranes, cell compartments, vesicle transport inside the cell, cell cycle, and mitosis and meiosis. The molcular biology lectures include topics like DNA structure and replication, RNA and transcription, protein synthesis, gene expression and basic recombinant DNA techniques. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 2 | Behavioural Neurosciences | WPLS18002 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 3 | Bioinformatics | WBLS19001 | |||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||
| 4 | Biology & Society: Ethical and Professional Aspects | WBLS19033 | |||||||||||||||||||||||||||
| 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 a multiple choice exam 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 | |||||||||||||||||||||||||||||
| 5 | Bio-organic Chemistry | WBLS19034 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 6 | Biostatistics 1 | WPLS18005 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 7 | Cell Biology and Immunology | WPLS18006 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 8 | Cell Biology and Microscopy | WBLS19020 | |||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 9 | Enzymology and Thermodynamics | WBLS19036 | |||||||||||||||||||||||||||
| Het college is opgebouwd uit de onderdelen thermodynamica en reactiekinetiek. Voor beide onderdelen wordt uitgegaan van de basis begrippen uit de (fysische) chemie om die vervolgens uit te bouwen in de context van biologische systemen. De thermodynamica begint met een algemene beschouwing van interne energy en de eerste hoofdwet aan de hand van de energievormen arbeid en warmte. Chemische reacties en thermodynamische technieken (bv de standaardtoestand) worden geïntroduceerd aan de hand van de enthalpie. De tweede hoofdwet, entropie en vrije energie wordt behandeld aan de hand van processen in biologische systemen. Het onderdeel reactiekinetiek behandeld eerst basisbegrippen als reactiesnelheid, snelheidsvergelijking, snelheidsconstante, reactie-orde en transition state. Via het begrip katalyse wordt vervolgens behandeld hoe de snelheidsvergelijking van een enzym-gekatalyseerde reactie af te leiden. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 10 | First Year Symposium | WPLS18009 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 11 | Genetics, Ecology and Evolution | WPLS18010 | |||||||||||||||||||||||||||
| Genetics: Introducing basic principles of genetics and inheritance incl. transmission of genetic information between generations and the genetic basis of traits. Apply basic probability estimates and statistics to inheritance patterns. Topics covered: 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. History of evolutionary biology. Concepts of natural selection, adaptation, drift, neutral vs. adaptive evolution. Introduction to microevolutionary processes (measuring genetic variation, processes causing changes in allele frequencies natural and sexual selection, fitness concept fitness). Essentials of speciation process (species concepts and rates, reproductive barriers). Basics of phylogenetics (classification, phylogenetic trees, parsimony, molecular clock). Introduction to macroevolution (origin of life, major transitions, extinctions, radiation), information provided by fossil records and biogeography. Basics of genome evolution (genome size and composition, evo-devo, systems biology). Ecology: Introducing basic ecological principles and processes. Gain knowledge on effects of the physical environment and environmental change on organismal distribution patterns and community ecology (interaction between organisms, succession, diversity and food webs) and on how these shape behavioural mechanisms and adaptation. Learn how characteristics of individuals affect population processes. Topics covered: species interactions (competition, predation, disease, parasitism), habitat selection, competition (habitat, niche), population regulation, economic decisions, individual, energetics, ontogeny (flexibility, adaptation), mate choice, parental conflict, competing for resources (ideal free, despotic), mating systems, mechanisms underlying trade-offs and constraints, communication, sexual conflict and sexual selection, living in groups (co-operation), health, ageing and senescence, develop and test hypotheses in ecology. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 12 | Host-microbe Interactions | WBLS19012 | |||||||||||||||||||||||||||
| 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) | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 13 | Immunology | WBLS19013 | |||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||
| 14 | Integrative Neuroscience | WBLS19004 | |||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||
| 15 | Lab Course | WPLS18011 | |||||||||||||||||||||||||||
| Practical: - VMT, 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 | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 16 | Medical Structural Biology | WBLS19005 | |||||||||||||||||||||||||||
| 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 organization of proteins and nucleic acids. Topics will include structures of proteins (soluble and membrane-embedded) from the drug development point of view; basic principles of drug-protein interactions; biophysical methods to characterize drug-protein complex formation (X-ray crystallography, cryo-Electron Microscopy and others), and an introduction into fragment based drug design and virtual screening. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 17 | Metabolism | WPLS18013 | |||||||||||||||||||||||||||
| In this course, the students learn how cells build and preserve themselves, at the biochemical level. Specifically, they will learn the underlying 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 18 | Microbiology | WPLS18015 | |||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 19 | Modelling Life | WBLS19014 | |||||||||||||||||||||||||||
| 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 essential baseline skills in a personalized e-learning environment. In the first week of the course, students complete two interim self-evaluation tests, and are assigned to working groups based on their score, to promote effective peer learning. 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’, ‘Chaos’ 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 practical assignments has to be handed in for evaluation. The course is concluded with a written exam. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 20 | Molecular Biology | WBLS19031 | |||||||||||||||||||||||||||
| The aim of this course is to integrate knowledge from previous courses in order to achieve a more thorough molecular understanding of complex biological systems and behaviour. Signal transduction, cytoskeleton and membrane properties will be discussed from a molecular level to an organismal response in three model systems: bacterial chemotaxis, the immune response, and the (neuronal) signal transduction in membranes. For reference, knowledge from chapters 11, 15, 16 and 24 from the book Molecular Biology of the Cell will be used. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 21 | Molecular Genetics | WBLS19006 | |||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||
| 22 | Molecules of Life | WPLS18016 | |||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 23 | Physiology | WPLS18017 | |||||||||||||||||||||||||||
| 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, available from the website of the publisher of the used textbook Human Physiology (7th ed. by Dee Unglaub Silverthorn). Students gain access to this website by buying the recommended 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 (calf) 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). | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 24 | Practical Carrousel | WBLS19032 | |||||||||||||||||||||||||||
| Over the last decades, technological innovations in the manipulation and sequencing of DNA, protein engineering and structural biology, electrophysiology and biological spectroscopy have led to scientific breakthroughs that allowed drastic changes in medicine, agriculture and biotechnology. These innovations were based on our current understanding of the role of molecular processes in the cell and their interplay. This essential knowledge was and is continued to be created through laboratory experimentation. To understand and contribute to such developments in Molecular Life Sciences, it is essential that students are trained in modern experimental strategies and laboratory protocols. Accordingly, the Practicum Carousel allows the students to become familiar with various laboratory methods and in-silico tools that are frequently used in molecular and cell biology research. The course prepares for BSc research projects, the participation in iGEM (the genetically engineered machine competition) and (later) master research in GBB research groups that investigate cellular and/or molecular processes in isolated or more complex biological systems. The students will be trained in planning and executing experiments that are more advanced and less routine than what is taught in the earlier courses in the curriculum. The emphasis is on learning when and how to use specific genetic and biochemical techniques. To ensure that students learn a diversity of approaches and methods, they will perform three extended experiments, each for one week. The 1-week experiments are in three of the following fields: 1. enzymology and biocatalysis, with students learning to investigate and understand how to (re)design the catalytic power of enzymes 2. cell biology, with students learning experimental methods to unravel the complexity of cellular processes and regulation of metabolism 3. molecular genetics, offering students to obtain hands-on experience with modern tools in gene- or genome editi | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 25 | Research Skills in Life Sciences 1 | WPLS18021 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 26 | Research Skills in Life Sciences 2 | WPLS18022 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||
| 27 | Research Skills in Life Sciences 3 | WPLS18023 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||
| terug naar boven | |||||||||||||||||||||||||||||