Outline

Overview

This unit provides an introduction the mechanisms that drive neurons and neural circuits throughout the brain and body. The lectures explore how signal intensity is translated into nerve impulse codes and how this information is again translated through synapses to convey and interpret information about the external world, to control the body and to record information for future use (learning and memory). We also consider how sensory and motor information is integrated through neural circuits in the brain and spinal cord. Practical classes introduce some of the different ways in which the workings of the brain are studied. Each student chooses a journal club that focuses on a specific topic in neuroscience. In the weekly sessions, group members read, present and interpret original research papers, developing a deep understanding of the emerging scientific evidence in the topic area. This senior year unit of study will develop skills in critical analysis, interpretation and communication of new evidence.

Unit details and rules

Academic unit
Credit points	6
Prerequisites ?	72cp 1000 to 3000 level units
Corequisites ?	None
Prohibitions ?	NEUR3001 or NEUR3901 or NEUR3002 or NEUR3902 or NEUR3906
Assumed knowledge ?	(PHSI2X05 or PHSI2X07 or MEDS2001) or BMED2402
Available to study abroad and exchange students	No

Teaching staff

Coordinator	William Donald Phillips, william.phillips@sydney.edu.au
Lecturer(s)	Simon Carlile, simon.carlile@sydney.edu.au
	Dario Protti, dario.protti@sydney.edu.au
	Paul Martin, paul.martin@sydney.edu.au
	Atomu Sawatari, atomu.sawatari@sydney.edu.au
	Catherine Leamey, catherine.leamey@sydney.edu.au
	Joanna Diong, joanna.diong@sydney.edu.au
Tutor(s)	Jin Huang, jin.huang@sydney.edu.au
Tutor(s)	Alexander Nicolaas Johannes Pietersen, alexander.pietersen@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Mid-semester quiz MCQs based upon lecture content presented in weeks 1-8.	10%	- Due date: 01 May 2020 at 09:00	50 minutes
Outcomes assessed:
Presentation	Paper presentation grade Oral presentation. Tutor will organise your presentation date	10%	-	30 minutes presentation + questions
Outcomes assessed:
Final exam	Final exam MCQ and written elements	40%	Formal exam period	2 hours
Outcomes assessed:
Small test	Attempt Socrative MCQs after Bill and Dario's lectures MCQs (only available immediately after the lecture in question)	0%	Multiple weeks	n/a
Outcomes assessed:
Presentation	Neurons in action poster presentation Group Poster presentation followed by questions	6%	Week 05	5min presentation + questions
Outcomes assessed:
Assignment	Retina Prac poster Each practical class group will submit a single Powerpoint slide (pdf)	4%	Week 11 Due date: 13 May 2020 at 23:00	A3 size poster (pdf of Powerpoint slide)
Outcomes assessed:
Assignment	Scholarly essay Essay/Report based upon research paper sessions	20%	Week 13 Due date: 27 May 2020 at 23:00	1500 words
Outcomes assessed:
Participation	Paper session participation grade Attendance	10%	Weekly	n/a
Outcomes assessed:
= group assignment ?

Assessment summary

Paper session participation grade: The paper sessions consist of scientific “journal club” style presentations with discussion of an original research paper related to the topic. The tutor will keep track of the attendance and engagement of all group members according to the paper session guidelines.
Paper presentation grade: Your 30min presentation will be assessed by your group leader/tutor. See Paper session Guidelines on Canvas for details and assessment criteria.
Neurons in action poster presentation: This is a formal scientific poster presentation based upon the hypothesis you tested in session 2 of the neurons in action practical classes. The poster (one Powerpoint slide) will support a well-rehearsed presentation followed by questions that will be answered by the whole group in attendance.
Retina Prac poster: Each group will submit an A3 poster (pdf via Canvas) outlining the finding of their prac experiment.
Mid-semester quiz: The mid semester quiz will consist of a quiz containing single best answer questions/MCQs based upon lecture content presented from weeks 1-8.
Scholarly essay: This essay will be written in formal scientific style with supporting evidence cited using the Harvard style. See Paper session guidelines on Canvas and discuss expected style, approach and content with your paper session leader/tutor during the sessions.
Final exam: This will contain both modified essay questions and single best answer/MCQ questions and will test your understanding of the content of the lectures and practical classes from throughout the semester (weeks 1-13). The final exam will not test practical class or paper session content.
Be an active learner: Each lecturer is asked to include a sample of short answer exam questions. Attempting sample SAQs can give students an idea of whether they are understanding the material at the depth expected. Where you don’t understand something ask your lecturer during or at the end of the lecture.
Attempt Socrative MCQs after Bill and Dario's lectures: Bill and Dario will release Sample MCQs immediately after each of their lectures. Download the Socrative app to your phone or tablet: https://b.socrative.com/student/#quiz (Room name: NEUR3006). Each quiz will only be available from the end of the lecture until the start of the following lecture. It will then be replaced by the new lecture quiz.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A ‘High Distinction’ reflects exceptional achievement and is awarded to a student who demonstrates the ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts.
Distinction	75 - 84	At DI level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A ‘Distinction’ reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well-developed critical analysis of theoretical concepts.
Credit	65 - 74	At CR level, a student demonstrates a good command and knowledge of the unit material. A ‘Credit’ reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.
Pass	50 - 64	At PS level, a student demonstrates proficiency in the unit material. A ‘Pass’ reflects satisfactory achievement and is awarded to a student who has threshold knowledge.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

All assignments must be submitted by the due date and quizzes and exams attended when they are scheduled. Students are expected to manage their time and to prioritise tasks to meet deadlines. Assessment items submitted after the due date without an approved extension using a special consideration or special arrangement form or request will incur penalties. Failure to meet assessment deadlines will incur mark deductions of 5% of the maximum awardable mark available for every day past the due date (for electronic submissions, days late includes Saturdays, Sundays and public holidays). These deductions will continue for 10 calendar days, until the solutions for the assignment are released, or marked assignments are returned to other students. At that point the mark awarded will be zero. For example, on an assignment given a mark of 70/100, the penalty would be 5 marks if submitted up to 24 hours late, resulting in a final mark of 65/100. If the assignment is submitted 6 days late, the penalty would be 30 marks and the final mark would be 40/100. If the assignment is more than 10 days late, submitted after the solutions for the assignment are released, or marked assignments are returned to other students, the final mark will be 0/100.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	Neural excitability in motor control (5 lectures beginning in week 1)	Lecture (5 hr)
Week 01	Introduction to research paper sessions (2 x 2hr in weeks 1 and 2)	Lecture (4 hr)
Week 02	Neurons in action session 1	Practical (4 hr)
Week 03	Research paper sessions: 2h/week beginning in week 3 (for approximately 8 weeks, depending upon student group size)	Seminar (16 hr)
Week 03	Sensory transduction (4 lectures beginning in week 3)	Lecture (4 hr)
Week 04	Neurons in action session 2: your experiment (follow up prac)	Practical (4 hr)
Week 05	Hearing (3 lectures beginning in week 5)	Lecture (3 hr)
Week 07	Phillips lectures (pre-exam) Q&A session	Lecture (1 hr)
Week 07	Audition prac	Practical (3 hr)
Week 08	Protti lectures (pre-exam) Q&A session	Lecture (1 hr)
Week 09	Visual information processing in the brain (3 lectures beginning in week 9)	Lecture (3 hr)
Week 10	Sensory-motor integration (5 lectures beginning in week 10)	Lecture (5 hr)
Week 10	Visual Processing in the Retina Prac	Practical (4 hr)
Week 12	Eye movements prac	Lecture (3 hr)
Week 13	Sawatari (pre-exam) Q&A session	Lecture (1 hr)

Attendance and class requirements

Attendance: All students are expected to attend all lectures, practical classes, tutorials, and case studies. A variety of notes, handouts, data sheets, and information provided throughout the Unit of Study are intended to supplement the lectures not to substitute for them. Absences from all scheduled practical sessions, tutorials and case studies must be explained and supported by appropriate documentation. Even if special consideration has been granted, it is the student’s responsibility to know and understand the material covered in the missed session. Please note that the Faculty of Science has a minimum 80% attendance requirement for a student to pass any unit of study (Faculty of Science Resolutions at http://sydney.edu.au/handbooks/science/rules/faculty_resolutions.shtml).

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Bill’s Lecture Primer notes: Written pdf lecture primers are provided for most of Bill’s lectures. When there is a primer for the lecture this will be indicated at the start of the relevant lecture Powerpoint. Both the Powerpoint and the primer notes pdfs can be downloaded from Canvas a few days before the lecture. Please read the primer notes before you attend or view the lecture. The primer notes should make the Powerpoint slides and the lecture easier to follow and learn. The contents of my Primer notes, together with the lecture content are both examinable.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. explain the function of excitatory and inhibitory synapses and their influence upon the action potential firing patterns of a somatic motor neuron
LO2. discuss neuronal circuits associated with the stretch reflex and the gamma motor neurons that help regulate the movement of a limb around a joint
LO3. explain ways in which understanding of neuromuscular control circuits help us understand human strength and mobility in health and disease
LO4. describe multiple modes of sensory transduction and the neural encoding associated with these diverse forms
LO5. discuss the processing of visual information in the brain and how this processing may help to extract meaning from the visual world
LO6. discuss the processes of auditory perception that underlie interpretation of the auditory world
LO7. discuss mechanisms of sensori-motor integration in the brain and spinal cord
LO8. read a journal research article, prepare a written summary outlining its experimental methods and results then critically assess the extent to which the evidence supports the conclusions
LO9. prepare and present a 30 minute 'journal club' style scientific presentation that clearly explains a published research study (the background, the underlying scientific hypothesis, the key evidence presented and how and in what ways it supports the authors' conclusions) and respond to scientific questions in a field in which you have begun to develop some expertise
LO10. provide an example of how a commonly used scientific method (or methods) can be applied to test a specific scientific hypothesis and explain the logic
LO11. listen to your colleagues and take notes during a scientific/technical presentation, ask relevant questions that help engage others in the discussion and thereby deepen and reinforce your understanding of the topic
LO12. integrate what you have learnt from reading, summarizing and discussing several original research papers to create a 1,500 word scholarly scientific report that addresses an explicitly defined hypothesis or task
LO13. have developed a practical understanding of the influences of ion channel gating, chemical and electrical driving forces in nerve excitability and be able to investigate factors that influence this complex, non-linear phenomenon and the implications for how information is processed in the brain
LO14. explain some methods by which visual, auditory and sensorimotor function can be studied in humans.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Thank you to everyone who participated in NEUR3006 in 2019 and especially to those who took the time to complete the survey. While the survey completion rate was low (22%) the average positive results (agree or strongly agree) results were increased for all the questions, compared to 2018. People commented that they valued the lectures and prac classes. Still more appreciated the paper sessions. For example: “Paper Sessions were very valuable and a good experience for the workforce” One student reported that they did not receive feedback on their paper session presentation. Probably the group leader just got distracted on the day in question and forgot to send out the feedback. If this happens to you in future classes, email the tutor directly. There were several comments about the mid-semester ‘bell ringer’ quiz. In response to a suggestion we will try to timetable it a little earlier in the semester in 2020. On behalf of all the lecturers, tutors and demonstrators I hope you enjoyed NEUR3006 this year and that your future studies and careers go really well. Bill Phillips

Additional information

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

General Laboratory Safety Rules

No eating or drinking is allowed in any laboratory under any circumstances
A laboratory coat and closed-toe shoes are mandatory
Follow safety instructions in your manual and posted in laboratories
In case of fire, follow instructions posted outside the laboratory door
First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory
As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service: unihealth.usyd.edu.au/

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

NEUR3006: Neural Information Processing

Semester 1, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect