Medical Neuroscience (2013 entry)

BSc, 3 years, UCAS: B142
Typical A level offer: AAB

Apply Print | Share:
 

Subject overview

Why neuroscience?

Neuroscience is the study of the brain – or the biology of the mind. Our brains contain many billions of interconnected neurons. Neuroscientists are interested in how the activity of these cells underlies thought and action, and we also study molecular mechanisms of drug action. We examine the systems that control our movement, allow us to see, underlie our emotional responses, or are affected by addictive drugs. 

Medical neuroscience addresses our understanding of brain disease and dysfunction – and highlights the enormous scope for progress. How can discoveries in molecular genetics and neuropharmacology, and advances in techniques such as brain imaging and nanotechnology, lead to new treatments? 

Neuroscience and artificial intelligence have much to learn from one another. They tackle related problems, such as understanding how – if at all – the human brain differs fundamentally from that of other animals, attempting to construct a conscious computer, or building a flying robot.

Why neuroscience at Sussex?

Neuroscience at Sussex scored 91 per cent in the teaching category of the 2012 National Student Survey (NSS).

Rated 8th in the UK for ‘Pre-clinical and Human Biological Sciences’ research in the 2008 Research Assessment Exercise (RAE). 85 per cent of our research was rated as recognised internationally or higher, and over half rated as internationally excellent or higher. 

Neuroscience at Sussex ranked 6th in the UK for 'Anatomy and Physiology' in The Times Good University Guide 2013 and 21st in the UK in The Guardian University Guide 2014.

Our degrees integrate basic biology with cognitive psychology. They offer a comprehensive grounding in neuroscience and you get the chance to do substantial practical work, with the final-year research project offering the opportunity to work in a leading research laboratory.

Our status as a leading centre for neuroscience is reflected in the wide range of options we offer. There are specialised modules in areas such as intelligence, genetic and molecular processes of neural development, learning and memory.

Teaching is informed by our cutting-edge research. Our recent discoveries have included understanding the basic mechanisms of hearing and how genetic defects of the ear lead to deafness; revealing the genetic controls whose malfunction leads to the development of brain tumours; and applying information from genomics to unravel the neuronal signalling in the brain.

Our academic environment emphasises small-group teaching and close interactions between students, their teachers and other scientists.

Programme content

The degree course gives you a foundation in the basic science, explains its medical implications, and shows you how research is done in laboratory and clinical settings. 

Teaching includes a mix of lectures and seminars, but there is an emphasis on practical work, and you encounter and use techniques that are usually only available in research laboratories. 

We continue to develop and update our modules for 2013 entry to ensure you have the best student experience. In addition to the course structure below, you may find it helpful to refer to the 2012 modules tab.

How will I learn?

Each module lasts a term, and usually includes two or three lectures a week, practical classes and tutorials. Tutorial classes have four to six students. They are informal and usually based around reading a research paper or review. You also present your own work and discuss ideas and questions. You are taught by lecturers who are involved in cutting-edge research. 

Alongside lectures, your tutorial, practical and seminar learning are essential elements of our courses that enable you to work independently and in groups.

Assessment is by coursework and unseen exams.The intellectual concepts and experimental methods that underlie neuroscience are as important as specific items of information. We encourage you to develop your interests by reading scientific literature and by writing essays. Communication skills are essential: we teach you to write essays and practical reports in the clear style required in science, while you learn in seminars to communicate directly with an audience.

What will I achieve?

  • You will develop the skills and knowledge to exploit career opportunities fully. Neuroscience is a key part of modern biomedical science, and our degrees open routes into careers in basic and clinical research, and to clinical and industrial careers.
  • You will learn about the techniques of modern biomedical science, and the insights that it can bring to understanding the mind and its limitations. You will be able to assimilate data and ideas from technical literature, and summarise and communicate this material in clear prose.
  • Alongside lectures, your tutorial, practical and seminar learning are essential elements of our courses that will enable you to work independently and in groups.
  • We encourage clear thought and expression, and stimulate inquiry and originality.
  • The ability to convey complex ideas orally and in writing, and to understand scientific research and its literature.
  • In laboratory and project work you learn to devise, conduct and analyse experiments, and show how these advance our knowledge or test current theories. 

Core content

Year 1

We introduce topics in medical neuroscience, neurological problems and their treatments, and the (many) outstanding challenges in neurology and psychiatry. 

Year 2

You learn about neuroscience and its clinical application in greater depth. You study developmental biology.

Year 3

You have the opportunity to shape and define your interest in medical neuroscience by choosing from a wide range of options involving lectures, but the emphasis is on participation in seminars and individual study. The research project accounts for a quarter of the year’s study and is normally done in a University laboratory. At the end, you write a project report in the form of a scientific paper.

Back to module list

Cell Biology

15 credits
Spring teaching, Year 1

This module covers the fundamentals of cell structure and function. The module begins with a comparison of procaryotic and eucaryotic cells, and then proceeds with a systematic dissection of a eucaryotic cell with modules on the nucleus, membrane architecture and permeability, the secretory apparatus, origin and function of mitochondria and chloroplasts and their role in metabolism, the cytoskeleton, the cell cycle, and the extracellular matrix and cell adhesion. Emphasis will be placed on the role of key proteins in regulating specific cellular functions and on experimental techniques used to study cellular processes.

Cognition in Clinical Contexts

15 credits
Autumn teaching, Year 1

This module will introduce you to the aims, methods, theories and empirical findings associated with a scientific approach to studying the human mind. You will learn how psychologists develop models of cognitive function that are tested against data from behavioural studies of healthy individuals, as well as from individuals with brain damage or psychopathology. The module will cover five core topics: perception, attention, memory, thinking and language. Each topic will begin with one or two background lectures that introduce key concepts and experimental approaches. The background lectures are followed by a lecture which addresses the topic from a neuropsychological approach, considering how that aspect of cognition is affected by brain injury - covering material such as agnosia, dyslexia and amnesia - as well as a lecture covering the topic from a more psychopathological approach - covering material such as attentional biases in anxiety and disordered thought in schizophrenia.

Essential Skills in Life Sciences

15 credits
Autumn teaching, Year 1

The aim of this module is to discuss the structure, synthesis, secretion and metabolic effects of the major classes of hormones such as insulin, glucagon, thyroid hormones, glucocorticoids, sex steroids, the renin-angiotensin system, growth hormone and prolactin. Emphasis will be placed upon how imbalances in the synthesis and secretion of these hormones leads to disease states, their symptoms and treatment (e.g. diabetes mellitus, Addisons Disease, Cushing's Syndrome, Grave's disease, hypothyroidism, acromegaly and dwarfism, hypertension).

Human Physiology

15 credits
Autumn teaching, Year 1

An introduction to homeostasis, physiological mechanisms and control in humans and other mammals. This module deals with circulatory and respiratory systems, fluid balance and kidney function, digestion and feeding. The approach to regulation and control uses hormonal signalling as a unifying principle, with several negative feedback examples. Furthermore, some case studies are explored such as exercise related cardiovascular and respiratory changes, diabetes as a break-down of control and regulation, and satiety mechanisms and obesity.

Molecular Biology

15 credits
Autumn teaching, Year 1

This module will introduce you to fundamental concepts in cell and molecular biology.

Some of the topics covered are: cell biology (including cell diversity, cellular organelles, the cytoskeleton, biomembranes, intercellular communication and the cell division cycle); the structure and function of proteins and enzyme action (including the properties of proteins, protein conformation and its relation to biological activity, protein folding and denaturation, and the molecular basis of enzymic activity); nucleic acids and chromatin structure (including secondary and tertiary structures of nucleic acids and nucleoprotein complexes, and DNA replication); an introduction to gene expression (including gene structure, transcription in prokaryotes and eukaryotes, mRNA processing, genetic code and the effect of mutations); an introduction to gene regulation (including the regulation of DNA by histone modification, transcriptional regulation in prokaryotes and eukaryotes, alternative pre­mRNA splicing, regulatory RNAs, RNA interference, translational regulation, and the post­translational modification of proteins).

There are also laboratory classes in subjects such as microscopy, cell biology, determination of protein concentration, spectrophotometry, nucleic acid isolation, and gene regulation in bacteria.

Neuroscience and Behaviour

15 credits
Spring teaching, Year 1

The module deals with nervous and hormonal bases for sensory perception and behavioural action by humans and other animals.

You will be introduced to the basic components of the nervous systems: neurons, synapses and neurotransmitters, and learn how neurons transmit signals and processes information. You will also cover specialisation of the cerebral cortex, looking at lateralisation and language, as well as sensory processing and perception, exemplified by the visual pathway from the eye to specialised feature detectors in the cortex. Finally, lectures on feeding deal with neural and hormonal controls in behaviour.

Research Methods for Neuroscience

15 credits
Spring teaching, Year 1

Biological Chemistry

15 credits
Spring teaching, Year 1

Biological Chemistry is a module that addresses the central chemical concepts in Biology. It is not a chemistry module, but does require some chemistry knowledge. The topics covered in the module include understanding enzymes and the mechanism by which they catalyse biological reactions as well as carbohydrate and lipid structures. Protein structure discussed in the Molecular Biology module in autumn term will be built upon and discussed in terms of the structure and mechanisms of action of haemoglobin.

The module includes practical sessions as well as tutorial problems and lectures.

Psychology of Childhood and Adolescence

15 credits
Autumn teaching, Year 1

This module examines the historical origins, perspectives, theories, methods, and empirical findings of research in the area of developmental psychology, with attention given to cognitive, language, social, emotional, and atypical development. The core emphasis will be on major theories and research findings regarding psychological processes during infancy, childhood and adolescence. The module does not require any prior knowledge of psychology.

Abnormal and Clinical Psychology

15 credits
Spring teaching, Year 2

This module introduces you to the main diagnostic categories of psychological disorders, the major theories of causation and approaches to treatment, and encourages you to appreciate the links between the theory and the treatment of those disorders.

Cell Regulation and Cancer

15 credits
Autumn teaching, Year 2

The module aims to introduce students to the mechanisms by which cell metabolism and growth is regulated in normal and diseased states, focussing on cancer. It will cover cell regulation at the level of single cells and the body as a whole and will discuss the major signal transduction pathways used by hormones, neurotransmitters and growth factors to control cell growth and metabolism in the normal state and also the use of pharmacological agents to discriminate between receptor subtypes. This will lead to a discussion of how loss of control of these signaling pathways by the generation of oncogenes or changes in tumour suppressor genes leads to alterations in the cell cycle and the development of cancer. The difference between normal and transformed cells, the altered signal transduction mechanisms and the epidemiology, incidence and mortality in different cancers are reviewed.

Developmental Biology

15 credits
Spring teaching, Year 2

How does an adult organism arise from a fertilized egg? This module presents the concepts and principles that are rapidly emerging from studies of developmental processes in animals.

Topics to be discussed include egg organisation and origins of cell differences, molecular mechanisms of cell differentiation, cell movements and inductive interactions, long-range signalling mechanisms, the cellular and molecular processes underlying pattern formation, and the evolutionary conservation of developmental mechanisms in different phyla.

Genetics and Genomics

15 credits
Autumn teaching, Year 2

This module will cover aspects of both classical and molecular genetics. Starting from the basic principles of Mendelian inheritance and meiosis the concepts of genetic linkage, recombination and mapping will be introduced. How the understanding of these processes can be used in the analysis of human disease traits will be discussed in detail. The module will then move onto looking at the structure of genomes, again with an emphasis on the human genome and how changes to this structure can relate to human disease. Finally the module will build on the basic molecular genetics covered in the level 4 molecular biology module to describe the advanced techniques now being used to analyse and manipulate genomes.

Medical Neuroscience

30 credits
Autumn teaching, Year 2

This module will help you develop the skills necessary to: communicate effectively and appropriately with others in written and oral formats; access information sources and analyse the information obtained critically. You will be able to acquire knowledge and understanding of the structure and function of the brain at the anatomical, cellular and molecular levels; the way that drugs interact with the brain; the development of the brain as well as its degeneration and the changes accompanying ageing; the organisation and function of the sensory and motor pathways and the biological bases of pain and the diseases of motor control; the neuroanatomy and neurochemistry of learning and memory and of dementias; the biological and psychosocial bases of major clinical syndromes in psychiatry; and the biological and psychosocial bases of common neurological diseases. Throughout this module you will be encouraged to pursue an academic area of personal interest and develop self-directed learning skills.

Neural Circuits

15 credits
Spring teaching, Year 2

This module will teach you about neural mechanisms generating animal behaviour. The level of analysis emphasises types of behaviour that can be understood in terms of underlying neural circuits or specific structures with well­ known neural architectures within the brain.

Topics covered include:

  • organisation and modulation of central pattern generator (CPG) circuits
  • advanced techniques for monitoring and manipulating neural circuits
  • modelling of neural circuits
  • sensory and motor functions of spinal cord circuits
  • brain circuits underlying motor control
  • circuits underlying non-associative and associative learning
  • addiction and learning circuits
  • defects in circuits
  • development of neural circuits

Techniques in Neuroscience

15 credits
Spring teaching, Year 2

Life Sciences Final Year Research Project

30 credits
Autumn teaching, Year 3

This is an individual research project involving the investigation of a biological problem or phenomenon using experimental procedures, or the investigation and evaluation of a medical condition, intervention or treatment using literature-based methods, in addition to patient feedback where possible. You will obtain data and information from either laboratory or field-based experiments; from work performed in silico, or from literature-based research.

Biological Bases of Mental Disorders

15 credits
Autumn teaching, Year 3

Prerequisite: Brain and Behaviour or equivalent module

The module examines the biochemical and anatomical bases of selected clinical disorders; it considers drug models (both animal and human) developed to understand the clinical condition and approaches to treatment, and examines the relationship between biochemical effects and behavioural and cognitive changes. Topics covered include anxiety, depression and schizophrenia.

Cell Signalling and its Applications in Therapeutics and Disease

15 credits
Autumn teaching, Year 3

The aim of this module will be to discuss the major signalling pathways in cells and how perturbations of these can result in disease processes such as hypertension, cancer, gigantism, cholera, secretory diarrhea, polycystic kidney disease and septic shock. The module will demonstrate how a knowledge of these pathways has led to the design and use of specific pharmacological agents to target these pathways for therapeutic intervention. The signalling pathways covered will include Ca2+, cyclic nucleotides, nitric oxide and guanylate cyclase, MAPK kinase pathways, PI-3-kinase and PKB, Jak/Stat pathways and integrins.

Cognitive Neuroscience

15 credits
Autumn teaching, Year 3

This module provides you with an understanding of how research in cognitive neuroscience has informed our understanding of the cognitive processes engaged by the brain. Evidence is drawn from a wide variety of methods, including case studies of brain-damaged individuals, electrical recordings of 'brainwaves', and neuroimaging using fMRI.

The lectures will be organised around a series of different cognitive processes including vision, face recognition, attention, executive function and language. You will also explore newer areas of research in cognitive neuroscience, including emotional processes, social neuroscience, and music in the brain.

Conflict & Cooperation in Social Groups

15 credits
Spring teaching, Year 3

Conflict and cooperation cuts across the whole of biology and can be studied among genes or among organisms, in societies of micro-organisms, animals and humans, and also in multi-species mutualisms. It is relevant both in the origin of life and in modern-day organisms and societies. The module focuses on factors affecting the balance between conflict and cooperation in human society, vertebrate societies including primates and cooperative breeders, mutualism partners, and genes within organisms. There are eight lectures followed by six two-hour seminars covering research papers in a single area. In the first of these seminars the research papers are presented by the faculty, and in the others by you and your coursemates.

Development of the Nervous System

15 credits
Spring teaching, Year 3

The human adult nervous system consists of a wide range of specialised cell types that make up the brain, central and peripheral nervous system, as well as specialised sensory organs such as the eye and ear. These different neuronal cell types arise from a common progenitor during development, and furthermore, many of the essential genetic elements required for their development have been retained across different species during evolution. This module will cover selected highlights of contemporary research findings from drosophila, chicken and mouse developmental biology that have informed our emergent understanding of the genes and cellular processes involved in nervous system development and organisation, that will likely impact on the ability to repair spinal cord injuries and treat neurodegenerative disorders in your generation.

Drugs, Brain and Behaviour

15 credits
Autumn teaching, Year 3

Endocrinology and Disease

15 credits
Spring teaching, Year 3

The aim of this module is to discuss the structure, synthesis, secretion and metabolic effects of the major classes of hormones (e.g. insulin, glucagon, thyroid hormones, glucocorticoids, sex steroids, the renin-angiotensin system, growth hormone and prolactin). Emphasis will be placed upon how imbalances in the synthesis and secretion of these hormones leads to disease states, their symptoms and treatment (e.g. diabetes mellitus, Addisons Disease, Cushing's Syndrome, Grave's disease, hypothyroidism, acromegaly and dwarfism, hypertension).

Fear and Anxiety in Children

15 credits
Autumn teaching, Year 3

Anxiety is the most prevalant psychological disorder of childhood, but how do children become anxious? 

This module looks at the developmental pattern of non-clinical fears in children and asks how these nonclinical fears turn into pervasive fears and phobias. The module has two main themes: the appropriateness of adult models of anxiety to children (eg the problems in applying diagnotstic, treatment and etiological models based on adults to child populations), and the factors contributing to the development of pre-­teenage anxiety. This latter theme is explored by looking at temperament, family (parenting), and learning.

Genome Stability, Genetic Diseases and Cancer

15 credits
Spring teaching, Year 3

The design of new therapies for cancer depends on first understanding the molecular events that cause the disease. Genomic DNA is damaged spontaneously by chemical carcinogens and by radiation. If unrepaired, this damage leads to mutations, cancer and other developmental disorders. All cells have evolved a sophisticated array of repair and response mechanisms to deal with DNA damage. The aim of this module is to understand the molecular mechanisms that control DNA repair and to appreciate how defects in genes involved in these repair processes are associated with different, in many cases cancer-prone, genetic disorders. Throughout the module, emphasis will be placed on both the review and critical evaluation of recently published experimental evidence; advances in this area rely on a combination of biochemical analysis, genetic approaches and bioinformatics. Lectures on this module will be complemented by discussion groups.

Genomics and Bioinformatics

15 credits
Spring teaching, Year 3

This module will introduce the common types of genomic and proteomic data available in biological databases; including DNA and protein sequences, motifs, gene structure, protein interactions and expression profiles. The aims and methods of DNA and protein sequence analysis will be covered, including analysis of homology, identification of motifs and domains, pair-wise and multiple alignments and prediction of gene structure.

The practical sessions will include the analysis of DNA and protein sequence data from biological databases. In these sessions you will learn how to integrate data to find the functional links between disease related genes and proteins.

Gestural Communication in Apes and Human Infants

15 credits
Autumn teaching, Year 3

With humans in Western cultures, the ability to follow and direct another's attention develops near the end of the first year of life, with increasing specificity developing over the second year. 

Although almost all human developmental researchers agree on the empirical facts of typical development, there is intense theoretical debate over the cognitive bases of this developmental profile. Joint attention has been characterized, at one extreme, as the manifestation of mammalian learning processes in human caregiving environments, and at the other extreme, as evidence for a human species­-specific cognitive adaptation for definite reference. Joint attention is a socio­cognitive skill that sits at the intersection of theoretical accounts of language acquisition, semiotics, the neurobiology of communication, the philosophy of mind, and the evolution of language. 

This module looks at how humans, and our nearest living relatives the great apes, discriminate visual attention in others and manipulate the visual attention of others through manual gestures. 

Among the questions we will consider are: is joint attention a necessary pre­requisite for language acquisition? Does pointing develop out of failed reaching gestures? Do apes point and what does it matter if they do? Does joint attention facilitate the acquisition of words? Does joint attention by babies index an early theory of mind? Why is joint attention so critical in the clinical description of children with autism? How do people point in other cultures (hint: not everybody points with their index finger)? How does pointing illuminate or confuse spoken discourse? 

You will critically evaluate contemporary research in the fields of developmental psychology, comparative psychology, ethology, and developmental clinical psychopathology. You will produce oral presentations of your evaluations, culminating in a final essay. 

Human Vocal Communication

15 credits
Autumn teaching, Year 3

Prerequisites: ideally at least one of Psychobiology, or Perception and Attention, or equivalent

This module takes you from the production of vocalisations in mammals to the development and perception of human speech. We cover: the anatomy of the vocal apparatus in mammals (including humans); the production of mammal (including human) vocal signals and how this shapes their acoustic structure; the key differences between animal vocalisations and human speech; the structure of speech; adult speech perception; child speech perception including how children learn to perceive speech; everyday speech perception; and the evolution of speech, with emphasis on the precursors of human speech in animal vocal communication systems, including anatomical adaptations, and what hominid fossils tell us.

Intelligence in Animals and Machines

15 credits
Autumn teaching, Year 3

The module will develop your understanding of what it means for an animal or a machine to behave intelligently, and how brain and behavioural systems are adapted to enable an animal to cope effectively within its environment. You will consider diverse aspects of intelligence, including navigation and motor control, numerical, language, memory and social skills. You will explore how these are related to one another and how they are matched to the particular needs of animals and machines.

Modern Human Evolution

15 credits
Autumn teaching, Year 3

Modern humans started to spread from Africa about 100,000 years ago. This module includes investigation of the evidence we have for their subsequent evolution in terms of phylogeography, morphology and archaeology. This is related to general questions about evolutionary response to environmental factors such as disease and climate as well as looking critically at what we can deduce about past cultural evolution. The module concludes by considering human evolution in the present.

Molecular Genetics

15 credits
Autumn teaching, Year 3

The module will cover the application of molecular genetics to the study of processes in model systems and higher eukaryotes. Particular topics will include cell cycle and checkpoint control, recombination and mating type switching in lower eukaryotes, gene mapping and cloning disease genes in higher eukaryotes, and the production of transgenic animals.

Neuronal Plasticity and Gene Regulation

15 credits
Spring teaching, Year 3

This module will consider how cellular and molecular mechanisms interact in the regulation of neuronal plasticity, the ability of the nervous system to adapt its structural-functional organisation to new situations emerging from changes in intrinsic and extrinsic inputs. During the module particular emphasis will be placed on mechanisms underlying the acquisition, processing and storage of information by the nervous system. You will also discuss recently discovered phenomena such as epigenetic regulation and natural antisense transcripts (NATs) in the context of their importance for the regulation of neural functions.

Neuronal Transduction and Transmission

15 credits
Autumn teaching, Year 3

This module explores aspects of neuronal signalling, in both vertebrates and invertebrates, highlighting how molecular structure relates to function in signalling pathways. The emphasis will be on understanding how molecular and cellular mechanisms underlie the function of the CNS at a systems level and the generation of behaviour.

The module begins with the problem of sensory transduction (getting information into the nervous system), with a particular emphasis on mechanical (auditory) and visual modalities. This will be followed by a series of lectures on how information is processed at the synapse, covering electrical transmission and preand post-synaptic mechanisms at the chemical synapse. You will also be introduced to non-synaptic information processing.

Post Transcriptional Control of Gene Expression

15 credits
Spring teaching, Year 3

This module explores in detail the molecular mechanisms controlling RNA export, translation and decay in eukaryotes. It focuses on how such processes are carried out and regulated - by hormones and growth factors, miRNAs, viral infection, ischaemia, hypoxia and stress - and what goes wrong in the diseased state.

Psychobiology of Cognitive Ageing and Dementia

15 credits
Spring teaching, Year 3

This module examines the biochemical and neuro-anatomical bases of normal and abnormal cognitive aging.  You will look at the clinical and functional consequences of age­related changes in cognitive performance; the aetiology of abnormal changes, including organic dementias of different origins; and the underlying physiology that supports these changes. You will examine current treatment options and future treatment possibilities, including both drug and psychotherapeutic alternatives.

Reading, Writing and Dyslexia

15 credits
Autumn teaching, Year 3

This module explores how literacy skills develop in children, and relates this development (and abnormalities in development) to theoretical models of skilled reading (both word reading and comprehension). The main topics covered include the beginnings of literacy and the course of reading development (including both word identification and comprehension processes); phonological and metalinguistic skills and reading; developmental reading problems (developmental dyslexia, hyperlexia and comprehension difficulties) and their diagnosis and remediation; methods of teaching reading; the relation between reading and spelling development; and writing systems and writing development.

Regulating the Transcriptome

15 credits
Autumn teaching, Year 3

This module takes an in­- depth look at the molecular mechanisms controlling RNA expression in prokaryotes and eukaryotes, focussing largely on gene transcription but also examining RNA processing events. The mechanism of action of RNA polymerase, transcription factors and RNA processing factors will also be examined in detail.

Sensory and Motor Functions of the Nervous System

15 credits
Spring teaching, Year 3

Perceiving and acting upon the environment is something at which humans are expert. How does this ability to represent and act on visual and other sensory entities come about? Cognitive neuroscience is a diverse and interdisciplinary field of study that investigates the complex interplay of mental and brain function. This module provides an in-depth survey and analysis of behavioural observations, theoretical accounts, electrophysiological studies and imaging results on selected topics in cognitive neuroscience. Topics include: connections between sensory and motor function; cross-modal interaction; movement and event perception; development and plasticity of the nervous system; neural prediction and visual constancies; and compensation.

Social Insects

15 credits
Autumn teaching, Year 3

The eusocial insects comprise approximately 20,000 species of ants, termites, bees and wasps. Eusociality in these groups has evolved 20­-100 million years ago on approximately 10 occasions and has given rise to highly ­organized societies with up to 20 million individuals. Eusocial insects are of great economic and ecological importance. They are also key model systems in many important areas of biology.

The module is divided into several parts:

1) general background material on social insects, focusing in greater detail on four contrasting areas in which research on social insects is particularly active

2) inclusive fitness theory and relatedness

3) how insect societies are organised

4) another special topic relevant to social insect biology, such as mutualisms and symbioses involving social insects; the ecological importance of social insects; the evolution of eusociality in insects; or using social insects to investigate sensory physiology (topics will vary each year)

There will also be two laboratory sessions from a range including: the honey bee waggle dance, nestmate recognition and guarding in honey bees, organisation of ant trail systems, and reproductive queueing in Polistes wasps.

Structure and Function in the Brain

15 credits
Spring teaching, Year 3

The Social Psychology of Prejudice

15 credits
Autumn teaching, Year 3

The module aims to build on your knowledge of intergroup relations gained in years 1 and 2 to provide an advanced social psychological analysis of the causes and cures of prejudice. It is organised into two major sections: individual: personality accounts; categorisation; stereotypes; automatic and controlled aspects of prejudice; modern forms of prejudice; and social: developmental aspects of prejudice; prejudice from the victim's perspective; prejudice as a response to perceived social disadvantage; intergroup emotions and prejudice; and reducing prejudice.

Topics in Cognitive Development

15 credits
Spring teaching, Year 3

Back to module list

Entry requirements

Sussex welcomes applications from students of all ages who show evidence of the academic maturity and broad educational background that suggests readiness to study at degree level. For most students, this will mean formal public examinations; details of some of the most common qualifications we accept are shown below. If you are an overseas student, refer to Applicants from outside the UK.

All teaching at Sussex is in the English language. If your first language is not English, you will also need to demonstrate that you meet our English language requirements.

A level

Typical offer: AAB

Specific entry requirements: A levels must include at least two science subjects from Biology, Human Biology, Chemistry, Physics and/or Psychology. Alternatively, you must have one science A level combined with AS level Chemistry, grade B. Successful applicants will also need GCSE (or equivalent) Chemistry or Physics (or Double Science), grade B; as well as Mathematics, at grade C.

International Baccalaureate

Typical offer: 35 points overall

Specific entry requirements: Successful applicants will need Higher Level in two science subjects from Biology, Chemistry, Physics and/or Psychology, with at least grade 5 in each.

For more information refer to International Baccalaureate.

Other qualifications

Access to HE Diploma

Typical offer: Pass the Access to HE Diploma with at least 45 credits at Level 3, of which 30 credits must be at Distinction and 15 credits at Merit or higher.

Specific entry requirements: Successful applicants will need substantial amounts of Level 3 credit in two science subjects or to have taken A level science(s) alongside the Access course. Successful applicants will also need GCSE (or equivalent) Chemistry or Physics (or Double Science), grade B; as well as Mathematics, at grade C.

For more information refer to Access to HE Diploma.

Advanced Diploma

Typical offer: Pass with grade A in the Diploma and A in the Additional and Specialist Learning

Specific entry requirements: The Additional and Specialist Learning must be an A level in a science subject (from Biology, Human Biology, Chemistry, Physics or Psychology); with another of these science subjects taken as a further A level (or with an additional AS in Chemistry, grade B). Successful applicants will also need GCSE (or equivalent) Chemistry or Physics (or Double Science), grade B; as well as Mathematics, at grade C.

For more information refer to Advanced Diploma.

BTEC Level 3 Extended Diploma

Typical offer: DDD

Specific entry requirements: Successful applicants need very good levels of science and may wish to contact the Admissions Office for advice (tel. 01273 678416). Successful applicants will also need GCSE (or equivalent) Chemistry or Physics (or Double Science), grade B; as well as Mathematics, at grade C.

For more information refer to BTEC Level 3 Extended Diploma.

European Baccalaureate

Typical offer: Overall result of 80%

Specific entry requirements: Evidence of academic studies in at least two science subjects to a high level and with good results are essential.

For more information refer to European Baccalaureate.

Finnish Ylioppilastutkinto

Typical offer: Overall average result in the final matriculation examinations of at least 6.5

Specific entry requirements: Evidence of academic studies in at least two science subjects to a high level and with good results are essential.

French Baccalauréat

Typical offer: Overall final result of at least 13.5/20

Specific entry requirements: Successful students will need to be taking the science strand within the French Baccalauréat with good results (12/20) in at least two science subjects.

German Abitur

Typical offer: Overall result of 1.5 or better

Specific entry requirements: Evidence of academic studies in at least two science subjects with good results (12/15) are essential.

Irish Leaving Certificate (Higher level)

Typical offer: AAAABB

Specific entry requirements: Highers will need to include at least two science subjects from Biology, Chemistry, Physics and/or Psychology.

Italian Diploma di Maturità or Diploma Pass di Esame di Stato

Typical offer: Final Diploma mark of at least 92/100

Specific entry requirements: Evidence of academic studies in at least two science subjects to a high level and with good results are essential.

Scottish Highers and Advanced Highers

Typical offer: AAABB

Specific entry requirements: Highers must include at least two science subjects from Biology, Chemistry, Physics and/or Psychology, with at least grade B in both. Ideally, applicants will also have one or both of these sciences as an Advanced Higher. Applicants will also need Chemistry or Physics, plus Mathematics, at Standard Grade, grade 1 or 2.

For more information refer to Scottish Highers and Advanced Highers.

Spanish Titulo de Bachillerato (LOGSE)

Typical offer: Overall average result of at least 8.5

Specific entry requirements: Evidence of academic studies in at least two science subjects to a high level and with good results are essential.

Welsh Baccalaureate Advanced Diploma

Typical offer: Pass the Core plus at least AA in two A-levels

Specific entry requirements: A levels must include two science subjects (from Biology, Human Biology, Chemistry, Physics and/or Psychology). Successful applicants will also need GCSE (or equivalent) Chemistry or Physics (or Double Science), grade B; as well as Mathematics, at grade C.

For more information refer to Welsh Baccalaureate.

English language requirements

IELTS 6.5 overall, with not less than 6.0 in each section. Internet-based TOEFL with 88 overall, with at least 20 in Listening, 19 in Reading, 21 in Speaking and 23 in Writing.

For more information, refer to alternative English language requirements.

For more information about the admissions process at Sussex:

Undergraduate Admissions,
Sussex House,
University of Sussex, Falmer,
Brighton BN1 9RH, UK
T +44 (0)1273 678416
F +44 (0)1273 678545
E ug.enquiries@sussex.ac.uk

Fees and funding

Fees

Home/EU students: £9,0001
Channel Island and Isle of Man students: £9,0002
Overseas students: £16,2003

1 The fee shown is for the academic year 2013.
2 The fee shown is for the academic year 2013.
3 The fee shown is for the academic year 2013.

To find out about your fee status, living expenses and other costs, visit further financial information.

Funding

The funding sources listed below are for the subject area you are viewing and may not apply to all degrees listed within it. Please check the description of the individual funding source to make sure it is relevant to your chosen degree.

To find out more about funding and part-time work, visit further financial information.

Care Leavers Award (2013)

Region: UK
Level: UG
Application deadline: 31 July 2014

For students have been in council care before starting at Sussex.

First-Generation Scholars Scheme (2013)

Region: UK
Level: UG
Application deadline: 13 June 2014

The scheme is targeted to help students from relatively low income families – ie those whose family income is up to £42,611.

First-Generation Scholars Scheme EU Student Award (2013)

Region: Europe (Non UK)
Level: UG
Application deadline: 13 June 2014

£3,000 fee waiver for UG Non-UK EU students whose family income is below £25,000

 

Careers and profiles

Career opportunities

Our courses prepare you for employment in the pharmaceutical and biotechnology sectors, and for graduate-entry medicine or research careers in neuropharmacology and neuropsychology.

Recent graduates have taken up a wide range of posts with employers including:

  • client relationship manager at Arcadian
  • digital marketing specialist at Oxbow Media
  • product specialist at Scientifica
  • North American sales specialist at Scientifica.

Specific employer destinations listed are taken from recent Destinations of Leavers from Higher Education surveys, which are produced annually by the Higher Education Statistics Agency.

Careers and employability

For employers, it’s not so much what you know, but what you can do with your knowledge that counts. The experience and skills you’ll acquire during and beyond your studies will make you an attractive prospect. Initiatives such as SussexPlus, delivered by the Careers and Employability Centre, help you turn your skills to your career advantage. It’s good to know that 94 per cent of our graduates are in work or further study (Which? University).

For more information on the full range of initiatives that make up our career and employability plan for students, visit Careers and alumni.

Contact our School

School of Life Sciences

The School of Life Sciences provides an exciting and attractive environment for learning and research, with a thriving international community of students and academics.

How do I find out more?

For more information, contact:

Admissions Tutor, Neuroscience,
School of Life Sciences,
University of Sussex, Falmer,
Brighton BN1 9QG, UK
E lifesci@sussex.ac.uk
T +44 (0)1273 678057
Neuroscience

Visit us

Campus tours

We offer weekly guided campus tours.

Mature students at Sussex: information sessions

If you are 21 or over, and thinking about starting an undergraduate degree at Sussex, you may want to attend one of our mature student information sessions. Running between October and December, they include guidance on how to approach your application, finance and welfare advice, plus a guided campus tour with one of our current mature students.

Self-guided visits

If you are unable to make any of the visit opportunities listed, drop in Monday to Friday year round and collect a self-guided tour pack from Sussex House reception.

Go to Visit us and Open Days to book onto one of our tours.

Hannah's perspective

Hannah Steele

'Studying at Sussex gave me so many opportunities to really throw myself into university life, and being taught by enthusiastic academic staff who are involved in ground-breaking research meant that the education I received was second to none.

'Coming to an Open Day gave me a great insight into both academic and social life at Sussex. Working here means that I now get to tell others about my experiences and share all the great things about the University. And if you can’t make it to our Open Days, we’ve other opportunities to visit, or you can visit our Facebook page and our Visit us and Open Days pages.'

Hannah Steele
Graduate Intern, Student Recruitment Services

Aaron-Leslie's perspective

Aaron-Leslie Williams

'Leaving home to study at Sussex was an exciting new experience, and settling in came naturally with all the different activities on campus throughout the year. There are loads of facilities available on your doorstep, both the Library and the gym are only ever a short walk away.

'My experience at Sussex has been amazing. It's a really friendly campus, the academics are helpful, and Brighton is just around the corner. I now work as a student ambassador, and help out at Open Days, sharing all the things I've grown to love about Sussex!'

Aaron-Leslie Williams
BSc in Mathematics


Terms and conditions