NROB60 Lec01, LeBoutillier

NROB60 INTRODUCTION TO NEUROSCIENCE - CHAPTER 1 COURSE MECHANICS - online atlas - NOTE: just need to enter the user info it says at the log-in page grading - both exams are 2hrs in length lecture component - MT - 1,2,3, mat covered thro C7, App - if discussed in lec, need to know it - C7 and appendix is cumulative lec - C7, App - whatever covered, will be tested. If not talked about, then won't be on test - highlighted in yellow is what is on midterm (syllabus) labs - TA will give demonstration of quiz format. - bell ringer type test - sample trays set up at room to self-test - 1min to ans. questions on one tray labs - 3 pins in each tray - given one minute to ans. questions at each tray - demonstration provided - both quiz and final will be bell-ringer format, all that will change are stations - series of trays, inside of each is brain sample - each will have 3 pins on them - write down what structure, or what fcn... - enough to practie given - cannot touch the pins, but can look - online atlas - free quizes - final bell ringer covers eth in course - cumulative - no makeup bell ringers or tests lab outline - bell-ringer demonstration - PHOTO SERIES - for atlas - always need lab coats for labs - will be working in pairs in labs for dissection - no lab prior to week before exam - goggles strongly rec. for dissections - tissues can fly about exam info - the only section for lec comp. of exam that is cumulative is C7 and appendix ========================== - no prep. needed for lab 1 - no cellphones or laptops allowed during quizes in labs - instead bring written manual ======================== NROB60, LEC01 [1] - both a test on LEC and another on LAB - instructor may change things in course outline [2] INTRODUCTION TO NEUROSCIENCE - CHAPTER 1 - PAST, PRESENT AND FUTURE - LEVELS OF ORGANIZATION - SCIENTIFIC PROCESS - USE OF ANIMALS IN NEUROSCIENCE - gen. intro slide of what is to cover - not eth covered in txt, but still responisble, unless explictly excluded (overview slide) [3] INTRODUCTION - VARIOUS ASPECTS OF BRAIN NATURE - ex. curiosity, pain, pleaseure, movemt, reasoning, learning, memor, emotion, madness - NEUROSCIENCE - study of brain - what disciplines are involved? - many disciplines involved w/ neuroscience - ex. anthropology, psygy, physiology - how ion channels work, how nerves convey info req. knowledge of disciplines like chemistry - ex. biochem, philosophy - interdisciplinary approach => many disciplines are involved [4] WHY CAN WE USE ANIMAL MODELS? - Because NS of diff. species evolved from COMMON ANCESTOR => thus, they MAY have common mchsms - Downside: many behavl. traits highly specialized for envirnmt (niche) that species normally inhabits - ex. vision - study owl that has highly distinct visual skills (can see mice); vis. sys can be adapted to its envirnmt - can look at animals that're different by their specializations, and also look at what is similar - look at mchsms in common, and also those that're diff. [5] SHEEP BRAIN Why is this brain, in particular, being used in the course? - Large - sheep > rat in size - Accessible - can get from sci companies - safe to work w/ - Not human - issues w/ human brains, ethics involved - Has many structures in common with human - many structures similar to that of humans (ex. same terminology) - Less cost - less expensive than trying to get other brains [6-7] GROSS FEATURES: THE DORSAL SURFACE, THE CEREBELLUM, THE BRAIN STEM - This slide just has images taken out from Appendix. [8] NEUROSCIENCE TODAY Reductionist approach - Levels of Analysis - Molecular - Cellular - Systems - Behavioural - Cognitive ^- these are ways we broken down topic to look at it more closer and focus on particular region. Example of Levels of Analysis: Learning & Memory Suppose you did work on rat subjects that involved changing genes MOLECULAR - altered genes in particular type of mouse CELLULAR - what cellular changes occurred due to this genetic manipulation - ex. how did structure of cell, synapsis change? SYSTEMS - how are the connexions in the system different from the experimental units vs. the control subj's, if at all? - ex. did the treatment alter the visual system in any manner? BEHAVIOURAL - suppose the change in the genes caused a decrease in learning & mem - do these experimental units perform differently when doing tasks in comparison to control subjects? COGNITIVE - is the mutation that we are working w/ (ie. change in genes) resemble one seen in humans as well, that would perhaps give hint to how our unique processes fcn? (ex. the mind?) Implications - working w/ a non-human subj. and trying to make links w/ humans - can use models to try to understand more about ourselves [9] NEUROSCIENCE TODAY (outline slide)