| Competencies |
| STUDY PROGRAMME COMPETENCES |
|
TypeA
|
Code |
|
| |
Job guided |
| |
AJ3 |
CE3 – To analyze, design, develop, implement, verify and document efficient software solutions based on an adequate knowledge of the theories, models and techniques in the field of Bioinformatics |
| |
AJ4 |
CE4 - Ability to acquire, obtain, formalize and represent human knowledge in a computable form for the resolution of problems through a computer system in any field of application, particularly those related to aspects of computing, perception and action in bioinformatics applications |
| |
AJ7 |
CE7 - Ability to identify the applicability of the use of bioinformatics tools to clinical areas. |
|
TypeB
|
Code |
|
| |
Job guided |
| |
BJ1 |
CB6 - Own and understand knowledge that can provide a base or opportunity to be original in the development and/or application of ideas, often in a context of research |
| |
BJ2 |
CB7 - Students should know how to apply the acquired knowledge and ability to problem solving in new environments or little known within broad (or multidisciplinary) contexts related to their field of study |
| |
BJ3 |
CB8 - Students to be able to integrate knowledge and deal with the complexity of making judgements from information that could be incomplete or limited, including reflections on the social and ethical responsibilities linked to the application of their skills and judgments |
| |
BJ4 |
CB9 - Students should know how to communicate their findings, knowledge and latest reasons underpinning them to specialized and non-specialized audiences in a clear and unambiguous way |
| |
BJ5 |
CB10 - Students should possess learning skills that allow them to continue studying in a way that will largely be self-directed or autonomous. |
| |
BJ6 |
CG1 -Search for and select the useful information needed to solve complex problems, driving fluently bibliographical sources for the field |
| |
BJ7 |
CG2 - Maintain and extend well-founded theoretical approaches to enable the introduction and exploitation of new and advanced technologies |
| |
BJ8 |
CG3 - Be able to work in a team, especially of interdisciplinary nature |
|
TypeC
|
Code |
|
| |
Job guided |
| |
CJ1 |
CT1 - Express oneself correctly, both orally writing, in the official languages of the autonomous community |
| |
CJ4 |
CT4 - Be able to analyze the real situation, formulate and implement solutions based on knowledge and aimed at the common good and the exercise of open, educated, critical, committed, democratic and solidary citizenship. |
| |
CJ6 |
CT6 - To assess critically the knowledge, technology and information available to solve the problems they face to. |
| |
CJ8 |
CT8 - Rating the importance that has the research, innovation and technological development in the socio-economic and cultural progress of society |
| Contents |
| Topic |
Sub-topic |
| Introdución á estrutura e función básica do sistema nervioso |
Sinapsis
Neuronas
Circuítos. |
| Descrición do sistema nervioso como un sistema distribuído |
Áreas
Integración |
| Redes neuronais e integración |
. |
| Redes neuronais por defecto. |
Fisioloxía
Patoloxía |
| Análise teórica e modelización computacional das funcións do sistema nervioso |
Comprender cómo se fai unha modelización.
Práctica con neurosimulador.
Informe sobre a aplicación do proceso de modelización |
| Planning |
| Methodologies / tests |
Competencies
|
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Oral presentation |
B3 B4 B6 B7 B8 C1 C4 C6 C8 |
2 |
7 |
9 |
| Workbook |
A3 A4 B1 B5 B6 B7 |
3 |
3 |
6 |
| Laboratory practice |
A7 B2 |
7 |
7 |
14 |
| Objective test |
A7 B2 B7 C4 |
2 |
15 |
17 |
| Guest lecture / keynote speech |
A3 B3 B5 B7 |
7 |
14 |
21 |
| |
| Personalized attention |
8 |
0 |
8 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| Oral presentation |
Intervención inherente aos procesos de ensino-aprendizaxe baseada na exposición verbal a través da que o alumnado e profesorado interactúan dun modo ordenado, propoñendo cuestións, facendo aclaracións e expoñendo temas, traballos, conceptos, feitos ou principios de forma dinámica. |
| Workbook |
Son un conxunto de textos e documentación escrita que se recolleron e editaron como fonte de profundización nos contidos traballados. |
| Laboratory practice |
Metodoloxía que permite que os estudantes aprendan efectivamente a través da realización de actividades de carácter práctico, tales como demostracións, exercicios, experimentos e investigacións. |
| Objective test |
A Proba obxectiva pode combinar distintos tipos de preguntas: preguntas de resposta múltiple, de ordenación, de resposta breve, de discriminación, de completar e/ou de asociación. Tamén se pode construír con un só tipo dalgunha destas preguntas. |
| Guest lecture / keynote speech |
Exposición oral complementada co uso de medios audiovisuais e a introdución de algunhas preguntas dirixidas aos estudantes, coa finalidade de transmitir coñecementos e facilitar a aprendizaxe.
A clase maxistral é tamén coñecida como “conferencia”, “método expositivo” ou “lección maxistral”. Esta última modalidade sóese reservar a un tipo especial de lección impartida por un profesor en ocasións especiais, cun contido que supón unha elaboración orixinal e baseada no uso case exclusivo da palabra como vía de transmisión da información á audiencia. |
| Personalized attention |
|
Methodologies
|
| Workbook |
| Oral presentation |
| Laboratory practice |
|
| Description |
O alumno exporá un traballo científico, para a elaboración do mesmo contará co apoio individual do profesor.
As prácticas faranse en grupos reducidos onde os alumnos estarán dirixidos polo profesor á hora de realizar algunhas prácticas que doutra forma serían irrealizables e ininteligibles para o alumno. |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Guest lecture / keynote speech |
A3 B3 B5 B7 |
Asistenza e participación |
10 |
| Workbook |
A3 A4 B1 B5 B6 B7 |
Participación nas discusións.
Comprensión das lecturas |
10 |
| Oral presentation |
B3 B4 B6 B7 B8 C1 C4 C6 C8 |
Claridade da exposición
Comprensión dos contidos
Discurso coherente e ordeado |
30 |
| Objective test |
A7 B2 B7 C4 |
Coñecemento da materia |
50 |
| |
|
Assessment comments |
|
|
| Sources of information |
|
Basic
|
Bear, Connors, Paradiso (2016). Neurociencia. La exploración del cerebro . Altamar
Larry Squire (Editor), Darwin Berg (Editor), Floyd E. Bloom (Editor), Sascha du Lac (Editor), Anirva (2012). Fundamental Neuroscience, Fourth Edition . Academic Press
Kandel, E (2012). principles of neural science . McGraw-Hill Education
Hines, M. (1992). “NEURON—A program for simulation of nerve equations”. In: Neural Systems: Analysis and Modeling. p. 127-136. F. Eeckman. Norwell, MA: Kluwer
Hines, M. (1994). “The NEURON simulation program”. In: Neural Network Simulation Environments, p. 147-163.. J. Skrzypek. Norwell, MA: Kluwer
Carnevale, N.T. & Hines, M.L. (1997). "The NEURON simulation enviroment". 1179-1209.. Neural Computation 9
|
|
|
Complementary
|
|
|
| Recommendations |
| Subjects that it is recommended to have taken before |
|
| Subjects that are recommended to be taken simultaneously |
|
| Subjects that continue the syllabus |
|
|