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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 | |
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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 | verplicht | WBBY034-05 | Cell Biology and Microscopy | Engels | 5 | ||
| verplicht | WBBY072-05 | Cell Migration and Communication | Engels | 5 | |||
| verplicht | WBBY048-05 | Practical Carrousel | Engels | 5 | |||
| semester II b | verplicht | WBBY049-05 | Biology & Society: Ethical and Professional Aspects | Engels | 5 | ||
| verplicht | WBBY050-05 | Bio-organic Chemistry | Engels | 5 | |||
| verplicht | WBBY053-05 | Enzymology and Thermodynamics | 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 a | verplicht | WBBY048-05 | Practical Carrousel | Engels | 5 | ||
| keuzegroep B | WBBY073-05 | Bioanalytical and Omics Techniques | Engels | 5 | |||
| keuzegroep B | WBBY074-05 | Biotechnology | Engels | 5 | |||
| keuze | WBBY030-05 | Biology of Cancer | 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 | |||
| semester II b | verplicht | WBBY901-05 | Bachelor's Thesis Life Sciences | Engels | 5 | ||
| verplicht | WBBY904-10 | Research Project Molecular Life Sciences | Engels | 10 | |||
| keuzegroep B | WBBE022-05 | Programming for Life Sciences | Engels | 5 | |||
| keuze | WBBY051-05 | Cardiovascular Disease | Engels | 5 | |||
| keuze | WBBY061-05 | Molecular Research in Human Disease | Engels | 5 | |||
| keuze | WBBY062-05 | Neurobiology of Ageing | Engels | 5 | |||
| Opmerkingen | Two of the course units of option group B are compulsory for the major programme Molecular Life Sciences (10 ECTS in total).
PLEASE NOTE Biology and Life Science & Technology (old curriculum) course units are only accessible for students of those degree programmes. Students from other degree programmes who would like to participate in Biology course units are obliged to contact one of the academic advisors before registration. After this contact, students have to request admission from the Board of Examiners Biology/Life Science & Technology. Failing to follow this procedure results in immediate unenrollment without prior notification. | ||||||
| 1 | Bachelor's Thesis Life Sciences | WBBY901-05 | |||||||||||||||||||||||||||
| The Bachelor’s thesis, combined with the Bachelor’s research project, forms the last phase of your Bachelor’s degree programme. By writing a Bachelor’s thesis, students demonstrate that they are able to conduct literature research at an academic Bachelor’s level and document the results in a report. Students are expected to complete this task largely independently, supported by the advice of a supervisor. The Bachelor’s thesis involves carrying out a literature search based on a problem statement, an objective and research questions. The aim of the thesis is to allow students to show that they are capable of recruiting insights from the literature to construct a substantiated, individual opinion on an unresolved problem, and are able to present this opinion in a logical, well-argued written report. Writing and formulation skills are therefore taken into account when assessing the thesis. Making a work plan and implementing it within the given period are also a constituent part of the assessment of the Bachelor’s thesis. The scientific focus of the Bachelor’s thesis lies within the research field of the student’s Major, and is connected to (one of) his or her Bachelor’s research project(s). Note that it is intended as a work focusing on the established literature in the research field, not as a vehicle for further processing the results of the Bachelor’s research project. Based on the findings from the literature, the student must construct a substantiated individual opinion and be able to present this opinion in a logical, well-argued written report. Supervised by a lecturer, the student must: 1. formulate a research question in an academic manner 2. conduct a literature search 3. present the findings and conclusions in the form of an academic text (size of thesis: 10-15 pages, 4,500–6,500 words) 5. form a substantiated opinion or vision, which they are able to defend. | |||||||||||||||||||||||||||||
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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 includebtopics 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 | Bioanalytical and Omics Techniques | WBBY073-05 | |||||||||||||||||||||||||||
| This course aims to provide students with a better understanding of the main principles and applications of various bio-analytical and omics techniques in life science research. Subjects covered in the course include: - General principles of genomics, transcriptomics, proteomics and metabolomics - DNA-protein interactions: EMSA, DNAse footprinting, Chip-seq, yeast2hybrid - Protein-protein interactions: FRET, complex pull down, cross-linking, cryo-EM - Secretome, subcellular protein localization, Pr-GFP studies, phenotypic heterogeneity - Separation techniques: chromatography (affinity, ion-exchange, size exclusion, HPLC), electrophoresis - Mass spectrometry: MALDI, ESI, MS-MS - Spectroscopy: CD, UV, infra-red, fluorescence spectroscopy Subjects will be explained in a number of lectures and seminars, augmented by computer tutorials. In addition, students will receive group assignments to study from selected scientific publications a specific set of techniques in more detail (find out why and how they are applied, how data are analyzed, what are the advantages and limitations) and give a presentation on their findings. | |||||||||||||||||||||||||||||
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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, 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. | |||||||||||||||||||||||||||||
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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 a collaborative, ethical and sustainable way. To understand the relations between biology and society a number of basic elements from ethics, philosophy of science, innovation and policy making will be introduced. Students will practice applying these elements in (the assessment of) debates, controversies and cases related to the large societal challenges of our time, including themes such as responsible research and innovation, sustainability, and the role of science, business and policy in this. To demonstrate these aspects, an excursion to a company or policy organization is also part of this course. This course is examined with an exam (multiple choice questions and essay question(s)) and a paper that students write in groups of four students. In this paper students need to apply the content of the course to a specific topic at the interface of biology and society. | |||||||||||||||||||||||||||||
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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 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 | Biotechnology | WBBY074-05 | |||||||||||||||||||||||||||
| In this course, the student will learn the molecular basis of biotechnological tools and processes that are being developed and used in research and industrial applications. The course is designed for 3rd year bachelor Biology and/or Life Science & Technology students and is based on an integrated approach, with several practical examples illustrating the whole process of development from an idea to a biotechnological process or product. The course focuses on biotechnology in the Materials, Food and Pharma biotech industry areas (total of 28 lectures). Except for lectures on biotechnological tools and approaches in resaearch, there will be a number of lectures on application aspects, partially by lecturers from companies. In addition, by visiting two biotechnology-oriented companies, a better view on research and development in the biotechnological industry will be obtained. The students will also learn how intellectual property (IP) can be protected by patent applications and other measures. | |||||||||||||||||||||||||||||
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| 11 | 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 therapy. 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 research proposals on a cardiovascular disease 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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| 12 | 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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| 13 | Cell Biology and Microscopy | WBBY034-05 | |||||||||||||||||||||||||||
| Various microscopy approaches used in current molecular cell biology research will be discussed. A thorough understanding of molecular cell biology research will be obtained, focusing on mitochondria and the secretory pathway. Examples of molecular cell biology research will be discussed from a molecular to cellular level using in vitro and in vivo approaches in yeast and mammalian model systems. Microscopy: The students will be introduced to modern microscopy techniques used in the molecular life sciences (from the protein to cellular level). Topics include electron and fluorescence microscopy of cells/tissues, the use of fluorescent dyes and proteins, special fluorescence approaches such as FRAP (fluorescence recovery after photobleaching), FCS (fluorescence correlation spectroscopy) and FRET (Förster resonance energy transfer), superresolution microscopy, atomic force microscopy and optical tweezers. Mitochondria: An overview will be provided of the molecular mechanisms involved in mitochondrial biogenesis and dynamics (more specifically: protein translocation, fission (Dynamin related proteins) and fusion, inheritance and transport, contact sites). The biochemical, genetic and microscopy approaches used to study mitochondria will be discussed. Protein secretion: Intracellular membrane trafficking will be discussed, including ER-Golgi transport, exocytosis, endocytosis and lysosomal trafficking. The students will be introduced to the key mechanisms of intracellular cargo sorting, the formation of trafficking vesicles, the docking and fusion to target organelles and the molecular determinants of organellar identity. ESCRT System and extracellular vesicles: Many cellular processes such as endosomal vesicle budding, virus budding, and cytokinesis require extensive membrane remodeling by the endosomal sorting complex required for transport (ESCRT), of which a mechanistic view will be presented in this course. In addition an overview on extracellular vesicles, which are for instance involved in cell-to-cell communication and disease, will be discussed from a structure/function point of view. | |||||||||||||||||||||||||||||
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| 14 | Cell Migration and Communication | WBBY072-05 | |||||||||||||||||||||||||||
| 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 in membranes: Deepen the understanding of the concepts of channels and the electrical properties of membranes. An overview will be provided of the different gating mechanisms of channel proteins, the electrophysiology methods to probe the activity of channel proteins, the structural basis for the ion selectivity of channel proteins and the role of ion channels in the propagation of nerve impulses in neurons. The lectures also provide an overview of the structure and dynamics of biological membranes, and the mechanisms of solute and ion transport in generating electrochemical gradients. Receptors and Signal transduction: How can cells sense their environment and process incoming signals precisely. An overview will be provided of receptor classes and concepts of signal transduction and integration. Major classes of transmembrane and nuclear receptors in eukaryotes and bacteria will be discussed. Molecular concepts of downstream signaling in time and space, signal amplification, signal specificity and signal adaptation will be discussed. Molecular details of smell and vision (eukaryotic systems) as well as sensing of chemical gradients (chemotaxis in bacteria) will be discussed. The cytoskeleton and extracellular matrix: The composition, assembly and dynamics of cytoskeleton,as well as the function and regulation of actin, microtubules and intermediate filaments in cell organization, polarization and migration will be discussed. The main groups of cell-cell adhesion complexes will be discussed with a focus on epithelial cells. An overview of the main families of extracellular matrix will be provided, and their roles in cell behavior and tissue organization will be addressed. The protein complexes that mediate cell adhesion to extracellular matrix will be discussed. | |||||||||||||||||||||||||||||
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| 15 | Enzymology and Thermodynamics | WBBY053-05 | |||||||||||||||||||||||||||
| The course unit consists of the components thermodynamics and reaction kinetics. Both parts are based on the basic concepts of physical chemistry, which are then developed within the context of biological systems. Thermodynamics starts by studying the overall picture of internal energy and the first law of thermodynamics, based on forms of energy, work and heat. Chemical reactions and thermodynamic techniques (e.g. the standard state) are introduced by means of enthalpy. The second law of thermodynamics as well as entropy and free energy are studied by looking at processes in biological systems. The reaction kinetics component first considers basic concepts such as reaction speed, rate law, rate constant, rate equation and transition state. The concept of catalysis is then used to define the rate equation of an enzyme-catalysed reaction. | |||||||||||||||||||||||||||||
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| 16 | Evolutionary Medicine | WBBY039-05 | |||||||||||||||||||||||||||
| We normally think of evolution as optimizing the phenotype of an animal so that it is well-adapted to its environment. So, the existence of diseases such as influenza, cancer or HIV are a puzzle. The course will investigate why and how diseases which are obviously harmful persist over evolutionary timescales? This course will give a broad overview where ecological and evolutionary thinking can advance the understanding of human health and disease. We will cover a range of topics including: - A review of evolutionary genetics and dynamics - The co-evolution of parasites and hosts - Evolution of the immune system - Evolution and origin of human infectious diseases - Evolution of virulence – why are some infectious diseases fatal and others so mild that they are barely noticed? - Evolution of sexually transmitted diseases - The evolution of antibacterial and antimicrobial resistance - Microbiota and human health - Evolutionary processes operating in during cancer development - The evolution of aging and diseases of old age - The evolution of human reproductive disorders and pregnancy complications - Applied evolution The course is suitable for any student interested in evolution and ecology or a biomedical field. | |||||||||||||||||||||||||||||
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| 17 | 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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| 18 | 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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| 19 | Genetics, Ecology and Evolution | WBBY005-05 | |||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||
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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; - use of next generation sequencing 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. | |||||||||||||||||||||||||||||
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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, and assessing oestrus cyclicity in rodents (OE). | |||||||||||||||||||||||||||||
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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 | |||||||||||||||||||||||||||
| Description. 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 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 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 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, Nuclear Magnetic Resonance), and an introduction into fragment based drug design and virtual screening. | |||||||||||||||||||||||||||||
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| 28 | 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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| 29 | 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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| 30 | 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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| 31 | Modelling Life | WBBY024-05 | |||||||||||||||||||||||||||
| This course introduces students to the mathematical modelling of biological systems, and covers model development, analysis and interpretation. In order to deal with variation in prior knowledge, students will have an opportunity to identify potential weak spots in their understanding of mathematics, and develop necessary baseline skills in an e-learning environment (SOWISO), where students are able to select personalised practice material based on the results of self-evaluation tests. The new material covered in this course introduces mathematical tools to describe and analyse dynamical interactions and feedback mechanisms in a wide variety of biological systems, including gene-regulation networks, nerve cells, hormonal control mechanism, epidemics of infectious diseases and ecological interactions. Here, we will follow the textbook Modeling Life – The Mathematics of Biological Systems (Garfinkel et al., 2017). Students learn how to develop dynamical models of biological systems and how to determine their dynamical behaviour and equilibrium states, based on an analysis of system trajectories and the underlying vector field. Qualitative (graphical) analysis and simulation are the main tools for generating biological insight; analytical methods are introduced on a need-to-know basis. Topics covered in this course include: ‘Dynamical modelling and simulation’, ‘Equilibrium behaviour’, ‘Non-equilibrium dynamics: oscillations and chaos’, ‘Linear algebra’ and ‘Multi-variable systems’. Students prepare for each topic by reading sections of the book, and are introduced to the new material in a lecture. Next, they develop an active understanding of each topic by working on pen- and-paper and computer exercises, both individually and in a working-group setting. For each topic, one of the working-group assignments has to be handed in for evaluation. The course is concluded with a written exam. | |||||||||||||||||||||||||||||
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| 32 | 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. | |||||||||||||||||||||||||||||
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| 33 | Molecular Research in Human Disease | WBBY061-05 | |||||||||||||||||||||||||||
| In this course (5 ECTS) the LS&T 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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| 34 | 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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| 35 | 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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| 36 | 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 (7th 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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| 37 | Practical Carrousel | WBBY048-05 | |||||||||||||||||||||||||||
| 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 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 edititing | |||||||||||||||||||||||||||||
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| 38 | Programming for Life Sciences | WBBE022-05 | |||||||||||||||||||||||||||
| The course aims to teach students how to solve (research related) problems using a computer. This course prepares students for all programmes where research involves repetitive and/or large scale data processing using computers. The lectures focus on explaining new programming language constructs, some of which will be reinforced during tutorial sessions, and the students will subsequently practice applying these concepts in the computer practicals. This includes new programming techniques or background information and further explanation of the experimental data to be processed. During the computer practicals, students will write small Python programs, demonstrating their ability to correctly and efficiently solve a specific problem. TAs will provide feedback. The problems students are presented with typically involve importing, visualizing, analysing, and processing experimental data. Where possible, assignments dovetail with the students' experience and interests, and may come from subject fields such as biophysical chemistry, spectroscopy, reaction kinetics, MRI, fluorescence microscopy, bioinformatics, structural biology, molecular dynamics, etc. Interesting topics suggested by students will also be considered. | |||||||||||||||||||||||||||||
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| 39 | Research Project Molecular Life Sciences | WBBY904-10 | |||||||||||||||||||||||||||
| 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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| 40 | 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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| 41 | 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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| 42 | 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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