75% of the final grade – result of two tests (The first test will consist of two parts - the first part will be written, the second part will be oral. The second test will be entirely written test.)
15% of the final grade – preparation and presentation of a paper
10% of the final grade – activity during classes
Knowledge:
- Insufficient (2): The student does not know the basic biological processes and key neurophysiological mechanisms. They have no knowledge about the anatomy and function of the most important structures of the brain. The student cannot explain the basic mechanisms of action of sensory systems.
- Sufficient (3): The student knows the basic biological processes and key neurophysiological mechanisms. They have knowledge of the anatomy and function of the most important structures of the brain. The student explains the basic mechanisms of action of sensory systems.
- Good (4): The student knows most of the discussed biological processes and understands most of the basic neurophysiological mechanisms. They have knowledge of the anatomy and function of most of the discussed structures of the brain. The student explains most of the discussed mechanisms of action of sensory systems.
- Very good (5): The student knows all the discussed biological processes and has acquired the basics of neurophysiology. They have structured knowledge about the anatomy and function of all or almost all of the discussed structures of the brain. The student comprehensively explains all or almost all of the discussed mechanisms of action of sensory systems.
Skills:
- Insufficient (2): The student is unable to indicate on an anatomical illustration/ anatomical model selected brain structures. They cannot link the symptoms of the most important neuropsychological deficits with the location of brain damage.
- Sufficient (3): The student can indicate selected brain structures on an anatomical illustration/ anatomical model. They can link the symptoms of major neuropsychological deficits with the location of brain damage.
- Good (4): The student can indicate selected brain structures on an anatomical illustration/ anatomical model. They can link the symptoms of most of the discussed neuropsychological deficits with the location of brain damage.
- Very good (5): The student can indicate selected brain structures on an anatomical illustration/ anatomical model. They can link the symptoms of all or almost all of the discussed neuropsychological deficits with the location of brain damage.
Competences:
- Insufficient (2): The student is not aware of the complexity of neurobiological determinants of mental processes. They do not take part in the discussion on the relationship between the functioning of the nervous system and behavior.
- Sufficient (3): The student has limited awareness of the complexity of neurobiological determinants of mental processes. They take part in the discussion on the relationship between the functioning of the nervous system and behavior. The student does not notice the limitations of the methods used in neuroscience.
- Good (4): The student is aware of the complexity of neurobiological determinants of mental processes. They can discuss the relationship between the functioning of the nervous system and behavior, while recognizing the most important limitations of one’s own point of view. The student notices the limitations of the methods used in neuroscience.
- Very good (5): The student is aware of the complexity of neurobiological determinants of mental processes. They can discuss the relationship between the functioning of the nervous system and behavior, while maintaining criticism of one’s own point of view. The student notices the limitations of the methods used in neuroscience.
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