Syllabus for Genes, Brain and Behaviour

Learning outcomes

On completion of the course, the student should be able to:

• explain and use key concepts in behavioural genetics and neuropharmacology
• account for different experimental strategies that can be used to find the genes that affect the behaviour of individuals
• present and discuss questions concerning the interplay between inheritance and environment, and how these influence the behaviours of people and animals.

Content

The course demonstrates, how physiological, pharmacological and genetic changes can influence the complex functions of the brain, such as language, movement, stress management, couple formation, attention, anxiety, fear, depression, eating behaviour and drug addiction. Specific points that are brought up are:

• The function of the brain and brain cells.
• Cellular networks
• Genes and environmental factors behind behaviours.
• Relevance of animal models to understand the behaviour of people.
• Pharmacological drugs that influence brain function.

The laboratory sessions include

Behavioural and pharmacological studies of rodents. Dissection of brain from sheep and RNA extraction from brain tissue. Bioinformatic analysis of cDNA microarrays. Expression analysis with quantitative real-time PCR. Study of gene expression in mouse brain in situ by using the Allen Brain Atlas. Genotyping of genetic polymorphisms in taste receptors.

Instruction

The course consists of lectures, laboratory sessions, seminars, computer exercises, a written assignment and workshops (group assignment with presentations and discussions in large groups). Participation in laboratory sessions, seminars, computer exercises and workshops are compulsory.

Assessment

Modules: Theory 10 credits; Laboratory session 3 credits; Seminars and workshop 2 credits

The theory part is examined in a written home examination with access to reading list. The laboratory sessions require written laboratory reports. The seminars and workshop require that each student presents the contents in, and initiate the discussion of, a scientific article and a list of key concepts that have been discussed during the course.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.