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Viewing: BIT 478 / BIT 578 : Mapping the Brain

Last approved: Thu, 08 Mar 2018 09:02:34 GMT

Last edit: Wed, 07 Mar 2018 14:37:42 GMT

Catalog Pages referencing this course
Change Type
Major
BIT (Biotechnology)
478
032357
Dual-Level Course
Yes
578
Cross-listed Course
No
Mapping the Brain
Mapping the Brain
College of Agriculture and Life Sciences
Biotechnology (11BIT)
Term Offering
Fall Only
Offered Every Year
Fall 2015
Previously taught as Special Topics?
Yes
1
 
Course Prefix/NumberSemester/Term OfferedEnrollment
BIT 495/595Mapping the Brain12
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
2
8
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture1.8
Laboratory5
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Sabrina Robertson
Teaching Assistant Professor
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1212NoEnrollment is limited by microscopy space
Laboratory1212NoEnrollment is limited by microscopy space
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: BIT 410 or 510

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
11BIMBiotechnology MinorElective
Molecular Biotechnology CertificateMolecular Biotechnology Certificate ProgramElective
Graduate Biotechnology MinorGraduate Biotechnology MinorElective
Mapping the Brain is designed to provide students with a neuroscience research experience. In lecture, students will gain an appreciation for the fundamental challenges inherent in studying the brain and explore the theory, applications, and limitations of new and traditional technologies employed in modern neuroscience. In the lab, students will use a novel transgenic mouse model to analyze the connections of a single population of neurons and the effects of stimulating their activity in vivo. This hands-on laboratory research experience will expose students to common laboratory approaches (histology, microscopy, etc.) as well as to cutting edge genetic approaches.

The field of neuroscience is evolving at an unprecedented pace due to new technological advances in the field and recent large scale, national and international initiatives such as the BRAIN initiative. The BRAIN initiative, which was launched by the White House in 2013, rivals the Human Genome Project in scale and promises to propel neuroscience research forward through the development of innovative neurotechnologies. This rapid evolution of modern neuroscience raises the important question of how to best train tomorrow’s neuroscientists to ensure future innovation.  Mapping the brain provides a new approach in neuroscience education and is a research based lab course that focuses on the cutting-edge technologies employed in modern neuroscience research. In the course, students participate in a collaborative neuroscience research project in the lab and learn about the latest neurotechnologies in the classroom.


Undergraduate and graduate students pursuing the BIT minor or certificate are interested in this course as an elective to fulfill the minor or certificate requirements.  There is also a significant population of neuroscience-orientated students across many disciplines at NC State University that have the potential to benefit from this course (students in the biological sciences Integrative Physiology, Neurobiology & Behavior major, Keck behavioral center graduate students, CVM graduate students, etc.) 


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of SciencesJo-Ann CohenA number of DBS faculty, with expertise in the brain and neuroscience, have discussed BIT 478/578 from the graduate perspective. We addressed a number of parameters, including; relevance to DBS grad programs and potential new concentration areas, course materials, grad program sequencing, workload, and grading. The faculty are very enthusiastic and think that this course would be a great addition to our offerings at NCSU, and would fit nicely into any future plans for graduate program development. A question was raised about the prerequisites for the proposed course. Perhaps courses in neurobiology or cell biology could be listed as strongly recommended. Please let me know if you need any additional information.

The note of support applies at the undergraduate level as well. We think our students will benefit from this course. We have many students interested in this area and not enough course offerings for them.

The professors will be teaching this as part of their teaching semester requirements. The course has an in-lab section, which requires use of instrumentation in the biotechnology program. In addition, it will require the purchase of reagents to perform such experiments that are covered by BIT and a dedicated classroom and lab space.

Course goals:


After completing the course, students will:



  1. Appreciate the fundamental challenges inherent in studying the brain

  2. Understand the applications and limitations of traditional and emerging methodology in modern neuroscience

  3. Have applied a combination of laboratory approaches to investigate a collaborative neuroscience research project


Student Learning Outcomes

Student Learning Outcomes:


Upon completion of the course, students will be able to:


Intellectual Skills



  1. Design an experiment to explore the function and connections of a single population of neurons

  2. Evaluate the limitations and potential of traditional and modern neuroscience tools

  3. Analyze and interpret data from primary research articles that employ novel methodology

  4. Discuss the limitations of studying the brain in humans and the importance of model organisms

  5. Identify traditional and emerging therapeutics used to treat neurobiological disorders


BIT578 specific outcome



  1. Compare and contrast optogenetic and chemogenetic approaches for the norepinephrine system


Technical Skills



  1. Explain how brain tissue is handled and prepared for different experimental applications

  2. Demonstrate proficiency in immunostaining for visualization of neurons and their projections in brain slices

  3. Employ microscopy to quantify the density of neuronal projections

  4. Analyze immediate early gene expression to assess neuronal activation patterns

  5. Analyze behavioral data


Evaluation MethodWeighting/Points for EachDetails
Lab assignments5Lab Notebook

Each entry must be dated and must include a reference to the protocol, as well as all results, conclusions, and answers to discussion questions. You must complete your notebook entry before leaving the lab, and your TA must sign your notebook before you leave the lab. Your lab notebook will be collected and graded at the end of the semester. For notebook grading guidelines, refer to the Moodle website.
Lab Report10Lab Report 1

Lab reports must be typed and submitted either as a pdf or a word document in journal article format. This will be good practice for entering the research world so choose your favorite journal and make your lab report look like articles published in that journal. All lab reports should contain the following sections: title, purpose/introduction, materials and methods, results (data and text), and discussion. You may discuss results with your lab partner, but reports are to be written independently and in your own words. Lab reports will be submitted on-line and are due by 12:35 pm at the start of lab. No late lab reports will be accepted; any lab report that is not turned in on time will receive a zero.
Lab Report20Lab Report 2 (Semester project)
Readings assignments15Primary literature analysis worksheets

Primary lit analysis worksheets are due at the start of the lecture period when the article will be discussed. These worksheets are designed to help you read primary scientific literature and serve as an aid for you during journal club discussion, so be sure to print two copies one for yourself and one to turn in.
Participation10Journal club participation

Students will be graded on their participation in three journal club discussions in class. Students are expected to read the entire paper and come prepared to discuss or present any figure in the paper. See syllabus for further description.
presentation20Design Presentation

Students will work in pairs to design a research strategy, using a cutting edge neuroscience technique, to explore the function or projection pattern of your favorite neuronal population. You will use a published research article as your foundation for developing a scientific question and your growing knowledge of neuroscience methodology to design a future research strategy to answer that question. Students will then present their strategy to the class in a 15-minute presentation with an opportunity for questions from their peers at the end.
Final Exam20Cumulative Final Exam

Exam will be a mixture of multiple choice, short answer and essay.

Graduate Students complete an additional component on the final exam (see syllabus)
TopicTime Devoted to Each TopicActivity
Neuron ExcitabilityWeek 1Lecture1: Neuron excitability
• Course overview, syllabus & expectations
• Studying the brain
• Neuron Excitability
• Sign up for Day 1 of Mapping Lab
Neuronal Diversity and the connectomeWeek 2Lab1:
• Mini Lecture: Introduction to DREADD project
• Exploring neuron excitability in insects (1)
• Dissections of mouse tissue

Lecture2: Studying neuronal diversity and the connectome
• Interim lab: Day 2 of Mapping Lab
• “The BRAIN initiative: developing technology to catalyze neuroscience discovery” Jorgenson et al. 2015
Manipulating neuronal activityWeek 3Lab2:
• Insect lab report due (1)!
• Day 3 of mapping lab
• Mini Lecture: Allen brain atlas activity and Introduction to DREADD project part II

Lecture3: Manipulating neuronal activity
• Stimulating behavior via activation of specific neuronal circuits
• DREADDS
• Channelrhodopsin
• JOURNAL CLUB: “Functional and Developmental Identification of a Molecular Subtype of Brain Serotonergic Neuron Specialized to Regulate Breathing Dynamics”
Cell Reports Brust et al. 2014

Observing neuronal activity and behaviorWeek 4 Lab3:
• Day 4 of Mapping Lab (image, pictures & analysis)
• Day 1 of cFos & Projection Lab

Lecture4: Observing neuronal activity and behavior
• Calcium imaging
• cFos
Ethical treatment of animalsWeek 5Lab4:
• Design presentation outline due
• Day 2 of cFos & projection lab

Lecture5: Ethical treatment of laboratory animals
• Institutional animal care and use
• JOURNAL CLUB: “Generation of a synthetic memory trace.” Science Garner et al. 2012
“Optogenetic stimulation of a hippocampal engram activates fear memory recall” Nature Liu et al. 2012
Modeling neurobiological disorders in animalsWeek 6Lab5:
• DREADD project rough draft lab report due
• Day 3 of cFos & projection lab (image, pictures & analysis)

Lecture6: Modeling neurobiological disorders in animals & current therapeutics
• Parkinson’s disease
• JOURNAL CLUB: “Optogenetics enables functional analysis of human embryonic stem cell-derived grafts in a Parkinson’s disease model” Nature Biotechnology Steinbeck et al. 2015
Behavioral Paradigms and Data analysisWeek 7Design presentations (use a new tool to explore the function of your favorite neuronal population)

Lab6:
• Behavioral data analysis
Final exam and fall breakWeek 8Cumulative Final EXAM 12:35 – 3:35pm
*NOTE BIT578 students will be expected to complete an additional open book portion of the final exam*

FALL BREAK!!! No Class
DREADD project lab report due
Please note, the distinction between BIT478 and BIT578. BIT578 students have an additional learning outcome and are required to complete an additional component of the final exam that is an open book primary literature analysis. BIT478 students are not required to complete this portion of the course.

See in the outcomes here and in the syllabus in the FINAL exam description:
*NOTE BIT578 students will be expected to complete an additional open book portion of the final exam*

mlnosbis 1/26/2016: Suggest consultation with College of Sciences, Jo-Ann Cohen. Overlapping courses: BIO 488/ZO 588, Neurobiology; BIO 518/ZO 518, Experience and the Brain.

ghodge1/26/2015 Agree with consultation. Comment 1) Overlapping courses are not scheduled to be taught in the future. Comment 2) only part of the final exam is described as different from the undergraduate version. What percentage of the course is this? Is this sufficient difference?

ghodge 3/22/2016 Ready for ABGS reviewers.

ABGS Reviewer Comments:
- The additional requirement for graduate students could be sufficient to justify the graduate designation, if this requirement is substantial enough, and that is reflected as a substantial part of the course grade. How big a part is this? A few percent would not be enough.

ghodge 6/28/2016 Ready for ABGS meeting.
renutt (Mon, 07 Dec 2015 14:11:01 GMT): Rollback: Please make edits requested from committee, on action and syllabus.
sedought (Thu, 25 Feb 2016 19:07:07 GMT): As suggested, I consulted with the college of sciences. Here are their comments in support of the new proposed course: Sabrina, please use Scott's reply as the consultation from the College of Sciences. Jo-Ann On Thu, Feb 18, 2016 at 11:59 AM, Scott Laster <smlaster@ncsu.edu> wrote: Hi Jo-Ann, A number of DBS faculty, with expertise in the brain and neuroscience, have discussed BIT 478/578 from the graduate perspective. We addressed a number of parameters, including; relevance to DBS grad programs and potential new concentration areas, course materials, grad program sequencing, workload, and grading. The faculty are very enthusiastic and think that this course would be a great addition to our offerings at NCSU, and would fit nicely into any future plans for graduate program development. Please let me know if you need any additional information. Scott
Key: 8467