Neural Circuits
| Module title | Neural Circuits |
|---|---|
| Module code | CSC2018 |
| Academic year | 2020/1 |
| Credits | 15 |
| Module staff | Dr Jonathan Witton (Convenor) Dr Talitha Kerrigan (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 |
| Number students taking module (anticipated) | 90 |
|---|
Module description
Neural networks are formed from massively interconnected ensembles of neurons; these connections are extensive yet remarkably selective. Deciphering the mechanistic basis of these networks holds a key to understanding the operation of nervous systems, and a means to link the neurophysiology of individual neurons to an animal’s behaviour.
This module therefore examines in detail our current understanding of neural circuits, placing in a clear contemporary context many of the cell-types and basic principles that you have already encountered. Specifically, you will consider how circuits become connected, can be studied, and may malfunction in disease.
The Introduction to Neuroscience module is a pre-requisite for this module. This module is mandatory for students studying BSc Neuroscience, and optional for other BSc Medical Sciences pathways. Students in other disciplines may take the module if they meet the pre-requisites.
Module aims - intentions of the module
Learning will be framed around four main themes:
1. Anatomy and physiology of neural circuits
a. Inhibitory and excitatory cells: the under-appreciated diversity.
b. Neuromodulators: a functional perspective.
c. Cellular basis of neural rhythms: the balance between excitation and inhibition, and their role in distinctive patterns of oscillation.
2. Functional roles of neural circuits
a. Sensory and movement circuits.
b. Neural circuits underlying learning and memory.
3. Development of neural circuits
a. The embryonic origin of inhibitory and excitatory neurons.
b. Circuit assembly: synaptogenesis and neuron maturation.
4. Neurological disorders: a role for circuit defects?
a. Developmental perturbations in circuit formation: autism.
b. Dynamic failures of circuit function: neurodegeneration.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify key differences between specific subtypes of inhibitory and excitatory neurons.
- 2. Evaluate contributions of non-neuronal cells to neural circuit structure and function.
- 3. Illustrate how neuromodulatory projections can regulate the function of neural circuits.
- 4. Explain the cellular basis of neural synchrony in local circuits.
- 5. Demonstrate some of the ways in which biological rhythms arise from neural circuits.
- 6. Evaluate the properties of neural circuits underlying perception and behaviour.
- 7. Describe some of the processes underlying neural circuit maturation.
- 8. Evaluate evidence that different neurological diseases are manifest through specific deficits in circuit function.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 9. Describe some of the different methods and tools used to study neural circuit function.
- 10. Analyse primary datasets.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 11. Analyse and critically interpret information from targeted literature.
- 12. Clearly communicate scientific concepts through written, oral and other media.
- 13. Apply appropriate analyses to different types of numerical data.
Syllabus plan
The module’s precise content will vary from year to year, but the following information gives a detailed description of the typical overall structure.
The module will begin with an introductory lecture to outline the broad aims and structure of the module, and will close with a wrap/feedback session. Content will be taught across several formats tailored to the module learning outcomes.
Lectures
A series of sixteen one-hour lectures will each introduce key concepts in the development, anatomy and neurophysiology of neural circuits, encompassing both health and disease. Lectures will be split into four blocks, each covering different themes of neural circuitry. Lecture content will be examined by an end of module exam consisting of short answer and data interpretation questions.
Laboratory demonstrations
There will be two laboratory sessions, each lasting three hours. These will focus on the analysis and interpretation of neural circuit structure and function, with supporting material to help you to understand how these experiments are undertaken. They will incorporate real scientific data from ongoing or recently published projects:
- Computational modelling: hypothesis testing using computational models of simple neural networks.
- Imaging: analysis of immunofluorescence images of brain sections.
Data interpretation workshops
Each teaching block will be followed by a 2 hour data interpretation workshop. These sessions will focus on learning to interpret data from scientific literature and apply knowledge learned in the lectures to answer formative questions. Students are expected to review the questions in advance of the workshop and will work together in small groups in class to pool their knowledge.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 32 | 118 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching | 2 | 2 x 1-hour module introduction and feedback sessions. |
| Scheduled Learning & Teaching | 16 | 16 x 1-hour lectures. |
| Scheduled Learning & Teaching | 8 | 4 x 2-hour data interpretation workshops. |
| Scheduled Learning & Teaching | 6 | 2 x 3-hour laboratory demonstrations. |
| Guided Independent Study | 8 | Literature searches, reading and preparation for data interpretation workshops. |
| Guided Independent Study | 30 | Reading in preparation for laboratory demonstrations and completion of lab reports. |
| Guided Independent Study | 80 | Reading and preparation for lectures and exam. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Practice SAQ and data interpretation questions (in-class and in data interpretation workshops) | 8 hours | 1-13 | Verbal (in-class) and model answers |
| Laboratory practical 1 report | 750 words | 1-13 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 30 | 70 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Laboratory practical 2 report | 30 | 750 words | 1-13 | Written |
| Exam: short answers and data interpretation | 70 | 2 hours | 1-12 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Submission of laboratory practical 2 report | Submission of laboratory practical 2 report | 1-13 | Ref/Def period |
| Exam: short answers and data interpretation | Exam: short answers and data interpretation | 1-12 | Ref/Def period |
Re-assessment notes
DEFERRAL: Students who are granted a deferral by the Board of Examiners, as recommended by the UEMS Mitigation Committee, will be permitted to sit any missed piece of assessment or its equivalent (see ref/def table, above) in the referral/deferral period as an uncapped first attempt.
REFERRAL: Students who fail the module overall, either by failing a piece of assessment that is a pass requirement or by achieving an overall module mark of less than 40%, will be permitted a second attempt at the assessment or its equivalent (see ref/def table, above) in the referral/deferral period as a capped (40%) second and final attempt.
Indicative learning resources - Basic reading
Course textbook:
- Principles of Neural Science, 5th Edition. Kandel, Schwartz, Jessel, Siegelbaum& Hudspeth.
Basic reading:
- Lerner, Li & Deisseroth (2016). Communication in Neural Circuits: Tools, Opportunities, and Challenges. Cell. 164(6): 1136-1150. DOI: 10.1016/j.cell.2016.02.027.
- Pelkey, Chittajallu, Craig, Tricoire, Wester & McBain (2017). Hippocampal GABAergic Inhibitory Interneurons. Physiological Reviews. 97(4): 1619-1747. DOI: 10.1016/j.cell.2016.02.027.
Specific reading:
- For each lecture, a list of references will be provided. These should be available as online PDFs via the University of Exeter library (electronic journals).
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | CSC1006 |
| Module co-requisites | N/A |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 01/02/2018 |
| Last revision date | 18/08/2020 |
