Course_info_09

Course_info_09 - COURSE INFORMATION 1) Warning 2) Course...

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1 COURSE INFORMATION 1) Warning pg. 2 2) Course rules and description pg. 3 General pg. 3 What you need for this class pg. 3 Wail list and enrollment pg. 3 Homework pg. 4 Discussion sections pg. 4 Exams and Grading (including Policy on missing exams & quizzes) pg. 4 Re-grading policy pg. 5 Studying tips pg. 5 3) Book Errata pg. 5 4) Class tips pg. 6 5) Calendar and reading/computer assignments separate file Class Tip: Memory is not as important in this course as relating different concepts, organizing yourself, deeply understanding the material, and thinking
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Course Information 2 We will not spoon feed information and ask you to regurgitate it. We will not hand out lecture notes for you to memorize, although notes will be available. Rather, we will encourage and test you on your ability to synthesize and apply concepts and details you have been taught in class. The following examples differentiate conceptual testing versus memorization. (1) In class, we define a general sensory concept (say concept A) and give an example from the somatosensory system. We also cover the auditory system in class, but do not necessarily cover concept A in the auditory system. We are less likely to ask, “Give an example of concept A,” then we are to ask a question where you need to apply Concept A to the auditory system. (2) In class we explain that there are cells that signal when light goes on by firing more action potentials (on-cells) & some by firing less (off-cells). We explain how on-cell responses contribute to the perception of a visual illusion. On an exam we might ask you to explain how off-cells contribute to the perception, even though we never explicitly went over this in lecture. (3) In lecture, we explain to you ~ 10 different properties (call them property 1-10) of synapses between two neurons and how they affect the firing of the post-synaptic neuron given a specific input of the pre-synaptic neuron. We also explain how a couple of these properties (say property 1 and 2) interact in a more complicated neural circuit with 3 neurons. On an exam, we might ask a question about a 4 neuron circuit using properties 4, 7, and 10 and a different input. We would ask you this even though we never used these properties or this input in a more complicated circuit. Answering this question demonstrates that you understand how simple properties interact with more complicated circuits and that you can integrate and use this information. We are less likely to ask you to describe how the circuit in lecture works, since you could do this simply by memorizing the explanation we give, without thinking about how it really works. Also, many of the examples given in class will require understanding how a chain of events occurs in time. It is critical for you to understand how different events relate to one another.
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Course_info_09 - COURSE INFORMATION 1) Warning 2) Course...

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