Biology'434'
Fall,'2015'
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Neurobiology'
Course'Syllabus'
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Sue$Hannaford$
Office:''Th'223c'
Phone:''x2959'(office),'206B963B0260'(cell/home)'
e+mail:''shannaford@pugetsound.edu'
Office/hours:/Friday/10+11;/many/others/by/appointment'
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Overview$of$neurobiology$and$the$Biology$434$course:'
One'of'the'most'challenging'and'interesting'problems'in'biology'is'understanding'the'
brain:''how'we'think,'feel,'remember,'and'learn.''Neurobiology'is'the'study'of'the'
nervous'system'and'their'constitutive'parts'–'nerve'cells'and'neural'circuits'–'and'the'way'
in'which'these'structures'mediate'behavior.''Neurobiology'is'a'large'and'fast'moving'
subfield'of'biology.''Indeed,'many'universities'offer'undergraduate'and'graduate'degrees'
in'the'neuroscience.''
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The'Biology'434'course'is'designed'to'offer'you'a'representative'view'of'the'field'in'a'15B'
week'course.''This'course'will'introduce'you'to'the'levels'at'which'nervous'systems'are'
studying,'ranging'from'individual'nerve'cells'to'circuits'to'behavior.''You'will'also'examine'
one'aspect'of'neurobiology'in'depth'as'part'of'a'term'long'project.''I'hope'that'the'
combination'will'give'you'a'solid'understanding'of'modern'neurobiology'and'that'you'will'
find'the'course'challenging'and'informative.'
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Specific$objectives:$
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To'introduce'you'to'all'levels'of'neurobiology'ranging'from'individual'nerve'cells'
to'nervous'systems'and'behavior.'
To'explore'one'aspect'of'neurobiology'in'a'termBlong'research'project.'
To'increase'your'familiarity'with'the'scientific'process'and'to'develop'your'abilities'
to'read'and'talk'about'scientific'material.'
To'apply'concepts'in'neurobiology'to'you'experiences'as'biologists'and'as'human'
beings.'
Meeting$times:$
Tuesday'and'Thursday'from'11:00'to'12:20'in'Th'188.''
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Expectations$and$evaluation$criteria:'
1) Attendance'at'lectures'and'discussions'is'mandatory.''Students'will'be'allowed'
two'absences'per'semester.''If'more'classes'are'missed,'a'penalty'may'be'
assessed.''Note:''I'realize'that'some'students'are'in'the'process'of'interviewing'at'
graduate'and'medical'schools;'as'a'result'you'may'have'to'miss'more'than'two'
meetings.''If'this'occurs,'please'contact'me'early'so'that'we'can'work'out'some'
sort'of'accommodation.'
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2) You'are'expected'to'thoroughly'read'the'assigned'papers'and'participate'in'
weekly'class'discussions'and'laboratories.''Each'of'you'will'also'be'responsible'for'
leading'a'class'discussion'twice'during'the'semester.''The'evaluation'criteria'for'
discussion'are'mastery'of'the'material'and'level'of'participation.''After'each'
discussion'I'will'assign'each'student'a'score'of'+'(good),'√'(fair),'B'(needs'
improvement).''After'each'student'has'had'a'chance'to'lead'a'discussion'(about'
one'third'through'the'class)'I'will'ask'each'of'you'to'sign'up'for'a'midBterm'
checkup.''At'that'point,'I'will'offer'you'feedback'on'your'level'of'participation,'and'
we'can'discuss'strategies'for'improving'your'performance'if'necessary.''10%$of$
grade.'
3) Quizzes'and'short'assignments.''We'will'have'two'inBclass'quizzes.''In'addition,'at'
various'points'in'the'semester'you'will'given'a'short'assignment'or'problem'set'to'
complete'before'coming'to'class.''These'assignments'will'typically'be'associated'
with'a'reading'and'will'serve'to'help'prepare'you'for'a'class'discussion,'exam'or'
activity.''15%$of$grade.'
4) TakeBhome'midterm.''The'exam'will'be'openBnote'and'openBbook.'It'will'cover'
material'presented'in'lecture'as'well'as'the'assigned'readings.''You'will'also'be'
asked'to'analyze'data'and'propose'experiments'to'test'hypotheses.''25%$of$grade.'
5) TakeBhome'final.''See'takeBhome'midterm'for'exam'format.''20%$of$grade.'
6) Term'paper'on'a'current'topic'in'neurobiology.''Each'student'will'choose'a'topic'of'
interest'to'him/herself.''You'will'meet'with'me'once'during'the'term'to'discuss'
progress'on'the'paper.''The'final'paper'grade'will'be'based'on'the'paper'content,'
analysis,'effort,'and'clarity'of'presentation.'20%$of$grade.'
7) Annotated'bibliography.''See'the'term'project'handout'for'details.'5%$of$grade.'
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If you have a physical, psychological, medical or learning disability that may
impact your course work, please contact Peggy Perno, Director of the
Office of Accessibility and Accommodation, 105 Howarth, 253.879.3395.
She will determine with you what accommodations are necessary and
appropriate. All information and documentation is confidential.'
Biology 434: Tentative class and reading schedule
D ATE
M ODULE
T OPIC
R EADING
September
A N OVERALL VIEW
Course Introduction;
None required, but Chapter 1
1, 2015
of Bear, Connors and
Lecture: Brains and behavior
Paradiso is an excellent
reference.
3
Lecture: Whole brain anatomy;
Nerve cells and
Chapter 7 and 2 of Bear et al.
are good references.
behavior(cont.)
8
Discussion: Phineas Gage
Damasio et al. (1994) The
return of Phineas Gage:
clues about the brain from
the skull of a famous
Lecture: Nerve cells and
behavior
patient, Science, 264: 11021105.
None required, but Chapter 2
of Bear et al. is an excellent
reference.
10
Discussion: A modern case of a
Yu et al. (2014) A new case of
Chinese woman lacking a
complete primary cerebellar
cerebellum
agenesis: clinical and
imaging findings in a living
patient.
Lecture: Nerve cells and
behavior (cont.)
None required, but Chapter 2
of Bear et al. is an excellent
reference.
15
Lecture: Nerve cells and
behavior (cont.)
17
S YNAPSES ,
N EUROTRANSMITTERS
Lecture: Synaptic transmission
at the neuromuscular junction
Recommended: Bear et al.,
Chapter 5
AND SYNAPTIC
TRANSMISSION
Discussion: K+ channel
mutations and cerebellar
ataxia
Xie et al (2010) A new Kv1.2
channolopathy underlying
cerebellar ataxia, J. Biol..
Chem.
1
22
Lecture: diseases of the
Bear et al., Chapter 5 (cont.)
neuromuscular junction
Samigullin et al (2004)
Student led discussion 1: release
Regulation of transmitter
of transmitter at the
release by synapsin II in mouse
neuromuscular junction
motor terminals, J. Physiol.,
561: 149 – 158.
24
Lecture: Central synapses and
neurotransmitter systems
Recommended: Bear et al.,
Chapter 5 (cont.), Chapter
6
Lecture: Neurotransmitters and
29
the diffuse modulatory
Recommended: Bear et al.,
Chapter 15
systems of the mammalian
brain
October 1
Student led discussion 2:
Serontonin and anxiety in
crayfish
Fossat et al. (2014)
Anxiety-like behavior in
crayfish is controlled by
serotonin, Science, 1293-1297
Student led discussion 3:
Gross et al (2002) Serotonin1A
Serontonin1a receptor and
receptor acts during
anxiety
development to establish
normal anxiety-like behaviour
in the adult, Nature 416: 396400.
Student led discussion 4:
October 6
Proulx et al. (2010) Enhanced
Prefrontal serotonin 5-HTi!
Currents in a mouse model of
Williams-Beuren syndrome
with low innate anxiety, J.
Neurodevelop Disord 2: 99S ENSORY BIOLOGY
AND NEURAL CIRCUITS
Lecture: Coding and
processing of sensory
information
2
108
Recommended: Bear et al.,
Chapter 12
8
Lecture: coding and processing
of sensory information
Recommended: Bear et al.,
Chapter 12
(cont.)
13
Student led discussion 5: pain
Mantyh et al. (1997) Inhibition of
hyperalgesia by ablation of
lamina I spinal neurons
expressing the substance P
receptor, Science, 278: 275-279.
15
Student led discussion 6: more
Chen et al. (2014) BDNF
pain
released during neuropathic
pain potentiates NMDA
receptors in primary afferent
terminals, E. Journal of
Neurosci, 39:1439-1454
!
Ward et al. (2013) Cannabidiol
Student led discussion 7: even
inhibits paclitaxel-induced
more pain
neuropathic pain through 5HT1A receptors without
diminishing nervous system
function or chemotherapy
Efficacy, British J.
Pharmacology, 171!636–645
M IDTERM EXAM
DISTRIBUTED
FALL
22
T HE C HANGING
B RAIN
BREAK
Brain quiz 1
Lecture: development of the
mammalian brain
3
Bear et al., Chapter 23
27
Lecture: development (cont.)
Bear et al., Chapter 7
29
Lecture: Aging and the brain and
Bear et al., Chapter 22
disease
M IDTERM EXAM DUE
November 3
Lecture: Aging of the brain and
disease (cont.)
5
Student led discussion A:
Kuzyk et al. (2010) Association
between amyloid plaque, lipid,
and creatine in hippocampus of
TgCRND8 mouse model for
Alzheimer disease, J. Biol.
Chem,
Student led discussion B
Walsh et al. (2002) Naturally
secreted oligomers of amyloid
b protein potently inhibit
hippocampal long-term
potentiation in vivo, Nature 416:
535-539
10
Student led discussion C:
Tanaka et al (2013) Activation of
microglia induces symptoms of
Parkinson’s disease in wild-type,
but not in IL-1 knockout mice,
Journal of Neuroinflammation,
D O I: 10.1186/1742-2094-10-143
Student led discussion D:
Lev et al (2015) DJ-1 Knockout
Augments Disease Severity and
Shortens Survival in a Mouse
Model of ALS. PLoS ONE 10(3):
e0117190. doi:10.1371
12
Brain quiz 2
Lecture: neurogenesis in the brain
4
17
Student led discussion E:
Neurogenesis in the adult brain
Shors, et al. (2001)
Neurogenesis in the adult is
involved in the formation of
trace memories, Nature, 410:
372-374.
Student led discussion F:
Neurogenesis in the adult brain
Arvidsson et al. (2002)
Neuronal replacement from
endogenous precursors in the
adult brain after stroke,
Nature Medicine, 8: 963-970
19
Lecture: stem cells and the brain
Student led discussion G: stem
cells
Lee et al. (2007) Human neural
stem cells over-expressing VEGF
provide neuroprotection,
angiogenesis, and functional
recovery in a mouse stroke
model, PLoS ONE 2(1): e156.
doi:10.1371/journal.pone.0000156
24
T ERM PROJECT
Term project presentations 1
PRESENTATIONS
THANKSGIVING BREAK
December 1
Term project presentations 2
3
Term project presentations 3
8
Term project presentations 4
December 17
FINAL EXAM D UE < 4:30 on Thursday
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