BSCI338E Neuroethology Fall 2012
Instructor: Carr (5-2085, cecarr@umd.edu) TuTh.2:00-3:15 pm (PLS 1113)
Text: Behavioral Neurobiology by Thomas J. Carew
Course objectives: core concepts in systems neuroscience
1.
Review of neurobiology
2.
Sensory worlds: bats, owls and toads
3.
Motor Strategies
4.
Learning and memory
5.
Presentations: 2 per class, 30 minutes each (30% grade). This time includes time for
questions led by two other students (10% grade)
Date
30-Aug
4-Sep
6-Sep
11- Sep
13-Sep
18-Sep
20-Sep
25-Sep
27-Sep
26-Feb
2-Oct
4-Oct
9-Oct
11-Oct
16-Oct
18-Oct
23-Oct
25-Oct
30-Oct
1- Nov
6-Nov
8-Nov
13-Nov
15-Nov
20-Nov
23-Nov
27-Nov
29-Nov
4-Dec
6-Dec
11-Dec
17-Dec
Topic
Neurons as building blocks of behavior
Basic Properties of Nerve Cells
Echolocation in Bats
Neural Mechanisms of Echolocation
Echolocation presentations
Prey Location In Barn Owls
Neural Pathways for Sound Localization
Visual Calibration of the Auditory World
Feature Analysis in Toads
The Visual System (mammal, mostly)
Feature Analysis in visual systems
Odor Perception
Odor coding
Exam I (30% grade)
Models of smell
Motor behavior in small systems
The stomatogastric system
STG models
Escape Behavior in Crayfish
Motivational Modulation of Escape Behavior
Escape Behavior in Crayfish
Walking and swimming
Locomotion CPGs
Spinal cord regeneration
Learning and Memory in Simple Reflex Systems in Aplysia
THANKSGIVING
Molecular Genetics of Learning and Memory in Drosophila
Physiological Links between Genes and Behavior
Spatial Navigation in Rats
Place Cells in the Hippocampus
Synaptic plasticity in cortex
EXAM II take home (30% grade, pick up 11th, return 17th
Faculty
Carr
Carr
Carr
Carr
Student
Carr
Carr
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Carr
Carr
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Carr
Carr
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Student
Carr
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Carr
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Carr
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Student
This course is run on ELMS at http://www.courses.umd.edu - you must login to read the
syllabus, receive instructions, and sign up for presentation groups.
Carr
Neuroethology
Spring 2009
Grade:
2 exams, 30% each, on material in class, text and readings. Note that exams are not
cumulative.
1 presentation and paper. 30% of your grade is from a presentation and a 5-10 page
single spaced paper on your seminar presentation, due 1 week after presentation. The
paper must contain at least 10 references to primary literature. Days of presentations will
begin with a short lecture, followed by 20-30 minute presentations by two students.
2 discussions (10%). Each student will also sign up to lead two discussions. They will be
responsible for reading the papers presented in depth, and then asking questions of the
speakers. Thus each presentation has one speaker, and 2 discussants.
Attendance:
I am happy to excuse attendance for interviews etc, but this must be arranged in advance.
Otherwise, attendance is mandatory.
How to write a research paper
1.
Choose a topic you want to know more about.
2.
Read the text, then select relevant primary literature. Read it.
3.
Go to PubMed: http://www.ncbi.nlm.nih.gov/PubMed/
4.
Review the author’s web sites. These will give you the big picture if you are lucky.
Do not paraphrase or copy from these sites without using “” quote marks and providing a
citation. Copying is plagiarism and will lead to an F or disciplinary action.
5.
Outline what you want to write. Go between text, web and primary literature until
you can write a reasonable synthesis. Start with text or web and consider each statement
you wish to make. Then use the primary literature to show why each is true.
6.
Feel free to use up to date reviews like Trends in Neuroscience, Nature reviews or
Current Opinion or Annual Reviews. Electronic versions are available through the library.
7.
Cite your papers. Include at least 5 citations from the literature (web does not
count here). Put the citations in the text where they belong in this form (author, date) e.g.
(Smith and Jones, 2002). No other form is acceptable to me.
To prepare an acceptable presentation
1.
Use the same material as for your paper.
2.
Scan or download figures that you will need to explain your point.
3.
Prepare a power point (or other media) presentation
4.
Time yourself in practice. I will cut you off after 16 minutes.
5.
Talk: Tell us what you are going to say (your main point)
6.
Setup introduction (why its important)
7.
Results, and discussion.
8.
Conclude with main points again.
9.
Prepare for questions.
[Rubric; Content/depth reveals your familiarity with work, presence of illustrations reveals
degree of preparation, answering questions from faculty and class members]
Carr
Neuroethology
Spring 2009
How discussants should prepare
1.
Co-ordinate with the speakers. Are they happy with questions during their
presentation? Would they like you to wait until the end?
2.
Read the papers, prepare questions.
3.
Introduce the speaker and lead the discussion.
[Rubric; introduction, content/depth of questions should reveal your familiarity with work,
leading discussion from other class members]
Course objectives:
The course covers three major areas in neuroethology - sensory processing, motor strategies and
learning and memory. In the sensory section, we discuss the neurobiological circuits underlying
echolocation in bats, prey location in barn owls and feature analysis in toads. Motor topics include
mate calling in crickets, escape behavior in crayfish, lamprey spinal cord regeneration and the
stomatogastric system of crabs. The learning and memory section goes from the development of
learning in songbirds, odor coding and associative learning in honeybees, learning and memory in
simple reflex systems in Aplysia, molecular genetics of learning and memory in Drosophila to
spatial navigation in rats. Where possible, we highlight work from the neuroethology faculty at
Maryland.
You will be responsible for this information, and for the material in two papers assigned for
each discussion class.
Text:
The text book is old, but good, so we use modern papers as a supplement. Many used
copies are available. We won’t cover all chapters, but will substitute and/or supplement
with readings
Part I Introduction
Chapter 1: Neurons as building blocks of behavior
The Analysis of Behavior in the Field and in the Laboratory
Measuring Behavior in the Natural Environment
Measuring Behavior in the Laboratory
Cells, Synapses, and Circuits
Chapter 1 Basic Properties of Nerve Cells
Basic Properties of Nerve Cells
Synaptic Transmission
The Neuronal Architecture of Behavior
Relating Nerve Cells to Behavior
PART II: Sensory Worlds
Chapter 2: Echolocation in Bats
The Behavioral Repertoire of Bats
Cues That Bats Use to Decode Their Acoustic Environment
The Hunting Bat
Neural Mechanisms of Echolocation
The Basilar Membrane and Primary Sensory Neurons
The Inferior Colliculus
The Auditory Cortex
Why Are Any Moths Left?
Carr
Neuroethology
Chapter 3: Prey Location In Barn Owls
Bringing the Behaving Barn Owl into the Laboratory
Intensity Cues
Timing Cues
Exploring the Neural Pathways for Sound Localization
Space-Specific Neurons Provide a Map of Auditory Space
Measuring and Encoding Interaural Time Differences
The Owl's Auditory System Uses Delay Lines and Coincidence Detectors
Visual Calibration of the Auditory World
Behavioral Analysis of the Role of Visual Experience in Auditory Localization
Neural Correlates of Behavioral Plasticity
A Sensitive Period for Visual Calibration of
ITD Tuning in the Tectum
Sites of Adaptive Plasticity in the Auditory System
Chapter 4: Feature Analysis in Toads
Recognition and Localization of Predators and Prey
Responses in the Natural Environment
Bringing Prey-Catching Behavior into the Laboratory
The Search for Feature Analyzers in the Toad's Brain
The Visual System of the Toad
Responses of Retinal Ganglion Cells to Behaviorally Relevant Stimuli
Responses of Thalamic- Pretectal Neurons OB
Responses of Tectal Neurons
Candidate Neural Circuit for Feature Analysis in the Toad
From Recognition to Response
PART III: Motor Strategies
Chapter 5: Mate Calling in Crickets
Song Production by the Male
The Neural Circuitry for Song Production
Triggering a Song
Song Recognition by the Female
Essential Features of the Calling Song
Recognition and Localization of the Song
Neuronal Processing of Song
Sender-Receiver Matching
Chapter 6: Flight in Locusts
The Flying Locust
A Behavioral Analysis of Flight
Anatomy of the Flight System
Cellular Organization of the Flight System
Discovery of a Central Pattern Generator in the Flight System
Cellular Organization of the Central Pattern Generator
The Role of Proprioceptive Feedback
Integrating Sensory Information during Flight
Deviation-Detecting Interneurons
Processing of Descending Information in the Flight Control Circuitry
Chapter 7: Escape Behavior in Crayfish
Behavioral Features and Functional Anatomy of the Escape Response
Neuronal Architecture of the Escape Response
The Neural Circuit for the Tail Flip Re-extension
Swimming
Spring 2009
Carr
Neuroethology
Adaptive Modulation of the Escape Response
Restraint- lnduced Inhibition
Motivational Modulation of Escape Behavior
Modulation of Escape Behavior by Learning
PART III: Behavioral plasticity
Chapter 8: The Development of Learning in Songbirds
The Behavioral Analysis of Birdsong: From the Field to the Laboratory
What's in a Song?
The Learning of Song
Sexual Dimorphism and Hormonal Regulation
Singing in the Brain
Anatomy of the Song System
Laterality of the Song System
Seasonal Variations and Neurogenesis
The Anterior Forebrain Pathway
Cellular Analysis of the Song System
Summary
Chapter 9: Associative Learning in Honey bees
Learning in the Natural Environment
The Foraging Cycle
The Special Case of Flower Learning
Associating Color with Reward
It's All in the Timing
There's More to a Flower than Its Color
Odor Learning in the Proboscis Extension Reflex
Conditioning of the PER
Neuronal Analysis of PER Conditioning
Summary
Chapter 10: Learning and Memory in Simple Reflex Systems in Aplysia
Behavioral Studies in the Gill and Siphon Withdrawal Reflex
Non-associative Learning: Habituation, Dishabituation, and Sensitization
Associative Learning: Classical Conditioning
Long-Term Memory
Cellular Studies of Learning and Memory
The Functional Architecture of Withdrawal Reflexes in Aplysia
The Cellular Analysis of Behavior in Aplysia
Mechanistic Analysis of Sensitization
Mechanistic Analysis of Classical Conditioning
Mechanistic Analysis of Long-Term Memory
Intermediate-Term Memory
Chapter 11: Molecular Genetics of Learning and Memory in Drosophila
Genetic Dissection of Learning and Memory
Olfactory Shock Avoidance Learning
Olfactory Learning: The New and Improved Model
Mutants as a Window onto Mechanism
Physiological Links between Genes and Behavior
The Mushroom Bodies Revisited
Molecular Dissection of Memory
cAMP-Dependent Protein Kinase in Transgenic Flies
cAMP-Response Element Binding Protein (CREB) in Transgenic Flies
Chapter12: Spatial Navigation in Rats
Spring 2009
Carr
Neuroethology
Spatial Learning
Maze Learning
The Role of the Hippocampus in Spatial Learning and Memory
Cells That Code for Space
Place Cells in the Hippocampus
Head Direction Cells
Synaptic Plasticity in the Hippocampus
LTP in the CA1 Region of the Hippocampus
LTP and Spatial Learning
Experiments That Are Knockouts
CaM KII Knockout Mice
NMDA Receptor Knockout Mice
Spring 2009