Bachelor of Science (BSc)
BSc Biomedical Sciences with International 水多多导航
水多多导航 overseas for a year to improve your employability through our four-year course.
Duration: 4 years
Year of entry: 2027
UCAS course code: B949 / Institution code: M20
- Typical A-level offer: AAA-AAB including specific subjects
- Typical contextual A-level offer: AAB-ABC including specific subjects
- UK refugee/care-experienced offer: ABB-ABC including specific subjects
- Typical International Baccalaureate offer: 35 points overall with 6, 6, 5 at higher level, including specific requirements
Book an open day
Explore our campus, meet lecturers and current students, and learn more about what it's like to study at 水多多导航.
Meet us
Join us online or in person to learn more about the University and our courses.
Find out about student life
Discover our campus spaces, student experiences and city guide to see what it鈥檚 like being a 水多多导航 student.
Student life
Discover our campus, city and what it鈥檚 like to study with us.
Course unit details:
How to Make a Brain
| Unit code | BIOL21451 |
|---|---|
| Credit rating | 10 |
| Unit level | Level 2 |
| Teaching period(s) | Semester 1 |
| Offered by | School of Biological Sciences |
| Available as a free choice unit? | No |
Overview
Initial lectures will cover comparative anatomy of nervous systems in model organisms before focussing on the human. The ascending (spinothalamic) and descending (corticospinal) pathways will be explained before moving on to anatomy of the brain. This will lead on to lectures that provide a step-by-step explanation as to how these structures are constructed from neural induction through to the formation of functional circuits. Later lectures will cover the importance of plasticity in relation to early sensory experience and the role of stress in epigenetic shaping of post-natal brain.
Pre/co-requisites
| Unit title | Unit code | Requirement type | Description |
|---|---|---|---|
| Excitable Cells: the Foundations of Neuroscience | BIOL10832 | Pre-Requisite | Compulsory |
Aims
The unit aims to: teach students about basic neuroanatomy in model organisms and humans. The majority of lectures will focus on how the anatomy of the nervous system is established during development and will include the latest knowledge on neural stem cells and how they might be used to help fix the brain when it is broken. The unit will also explain the relationship between the central, peripheral and autonomic nervous systems and the many roles that astrocytes play in helping to maintain a healthy brain.
Learning outcomes
Category of outcome | Students should/will be able to: |
Knowledge and understanding |
|
Intellectual skills | The study of brain development led to the discovery of many of the basic cellular mechanisms known to operate throughout the body. This unit will therefore provide students with knowledge of key mechanisms that have wider application throughout biology and beyond. They should therefore be able to apply knowledge from this unit to other biological systems.
|
Practical skills | N/A
|
Transferable skills and personal qualities | Components of this unit are designed to test the student’s ability to quickly locate information and participate in group discussions to formulate a consensus opinion. Students will therefore gain confidence in using evidence to support self-constructed arguments: skills that are essential in any job setting. |
Teaching and learning methods
This unit will consist of online modules and blended live sessions after each learning block.
Knowledge and understanding
Students should be able to:
- Explain the main anatomical divisions of the brain.
- Understand how the different regions of the brain develop.
- Explain the main mechanisms that shape the brain.
- Describe the main steps involved in generating a functional human brain from initial induction through to the generation of functional circuits.
- Explain the role of glial cells in brain function and maintenance.
- Appreciate the role of stem cells during brain development and in brain research and therapy.
- Explain the role of perinatal environmental stimuli in shaping the developing brain.
Intellectual skills
The study of brain development led to the discovery of many of the basic cellular mechanisms that are now known to operate throughout the body. This unit will therefore provide students with knowledge of mechanisms that have wider application throughout biology and beyond. They should therefore be able to apply knowledge from this unit to other biological systems.
Transferable skills and personal qualities
Components of this unit are designed to test a student’s ability to locate information and participate in group discussion to formulate a consensus opinion. Students will therefore gain confidence in using evidence to support self-directed learning.
Assessment methods
| Method | Weight |
|---|---|
| Other | 25% |
| Written exam | 75% |
Coursework 25%
MCQs, test in teaching week 12.
Examination 75%
Section A 25%- fill-in-the blanks
Section B 50%- (1 essay). Feedback provided after exam results are released.
Feedback methods
Feedback for the online tests is automated and will be provided after each test closes. The blackboard online discussion board will be used for specific questions so that all students and staff can view and comment on these. Alternatively, students can e-mail staff directly and the question will be transferred to the discussion board, anonymously, along with the answer. There will be a feedback session after the exam.
Recommended reading
1.
Neuroscience Exploring the Brain - 3 edition (2007) Bear, Conners and Paradiso (Eds), Lippincott Williams & Wilkins, Philadelphia
2.
Building Brains: An Introduction to Neural Development – 2nd edition (2017) Price, Jarman, Mason and Kind (Eds), Wiley-Blackwell, Chichester
For Information and advice on Link2Lists reading list software, see:
水多多导航 hours
| Scheduled activity hours | |
|---|---|
| Lectures | 22 |
| Independent study hours | |
|---|---|
| Independent study | 78 |
Teaching staff
| Staff member | Role |
|---|---|
| Nicholas Glossop | Unit coordinator |
Fees and funding
Additional expenses
The year studying abroad is an integral part of the course and must be completed. Some costs, such as tuition fees, are substantially lower. Other costs can vary and are not included in the tuition fee. For example, living costs may be higher or lower than the UK, and there are travel-related costs to consider, such as paying for a passport, visa fees, health insurance, and (if needed) vaccinations.
Policy on additional costs
All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's (PDF document, 91KB).
Scholarships/sponsorships
Students participating in placements outside the UK may be able to apply for funding from the depending on eligibility. Priority will be given to students from low income households.
Regulated by the Office for Students
The University of 水多多导航 is regulated by the Office for Students (OfS). The OfS aims to help students succeed in Higher Education by ensuring they receive excellent information and guidance, get high quality education that prepares them for the future and by protecting their interests. More information can be found at the .
You can find regulations and policies relating to student life at The University of 水多多导航, including our Degree Regulations and Complaints Procedure, on our .