CBC Learning
The Nature of Things: Surviving :) the Teenage Brain
Focus Questions: English 10 Honours
Assigned Viewing Goals
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Recognizing that focus questions help guide analysis and that this helps with both reflection on and retention of ideas.
Recognizing some of the characteristics
Identifying major segments of a program and understanding how they relate to each other (similar to understanding plot elements in fiction.
Identifying the elements of an argument: thesis, support.
of documentary film and television.
Identifying main ideas in a television documentary.Relate the content to one’s own life and the lives of friends and family.
Make connections between the program and literature as well as other programs.
Main People in the Program
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David Suzuki: Narrator
Marshall Zhang: young scientist
Trevor Kristjanson and his Mum, Jennifer (Performer of high risk stunts)
Dr. David Bainbridge – psychologist?
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Stan Kutcher: adolescent psychiatrist
Jay Giedd – neuroscience researcher
Dr. Helen Fisher – researcher on human love
Dr. Arthur Aaron – neuropsychologist 8.
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Dr. Christian Bear –
Don Tapscott – author on digital revolution
Questions
1.
Overall: What are the key ideas in the program and how are they supported?
Sean: Today’s stereotypes often depict teenagers in two ways, we are either our parents’ greatest prize or wild, late-night party animals. These stereotypes, often projected by today’s media, do not accurately portray teenagers as they actually are. There are many misconceptions surrounding teenagers, for example many people think it is the hormones that drive us to do crazy things when in fact it is the simple organic chemical known as Dopamine. It plays a major role in our brains as it is responsible for reward-driven learning. That is why through anything we do whether it be crazy and insane stunts or groundbreaking research, we gain experience. Without teenagers and their acts, success or failure, we’d lack much of the common sense and logic that we would have today.
(Edited slightly by Sina)
2.
Why is Mr. Albright showing this documentary on the third day of classes?

Sage: I think Mr. Albright is showing us this documentary on the third day of classes to show us the types of risks that teenagers might take in their life. As the video said, without risk-taking we might not be the intelligent human species we would be today. We can take risks anywhere, even his own class but we have to make smart, calculated risks that will help us succeed in the future. This video might also be a motivational tool, showing us that teenagers are capable of achieving great things, and are more important then they might seem due to stereotypes.
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How does it connect to friendship?
Harry: The documentary connects to friendship because the presence of friends elevate dopamine levels. It is shown that teenagers are more likely to do something risky when they are surrounded by their friends opposed to when they are alone. Such risky actions includes smoking, doing drugs. and blowing themselves up with fireworks. Teenagers prefer to do risky stuff with groups because it is the presence that makes the whole experience more fun and exciting. Being with peers increases risk-taking behavior in teenagers.
What are the similarities between the program format and the expository essay?
Debbie: The program format and the expository essay both carries similarities within one another.
The program and the expository essay have an introduction and a thesis, supporting proof and details, examples of each statement given, a persuasive reason, and a concluding statement. The introduction in the program was said by David Suzuki, the narrator of the program. Different examples, gave a better understanding to the viewers. The supporting proof was given through the knowledge of Dr. David Bainbridge, Stan Kutcher, Jay Giedd, Dr. Helen Fisher, and Dr. Arthur Aaron.
The persuasive reason of the program and the expository essays intrigues the audience into the documentary, or essay. Last but not least, the conclusion is given to the audience to wrap things up and to summarize the things the documentary or essay was about.
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What are the elements in the introduction?
Crystal: The basic elements in the introduction were an attention grabber, a thesis statement, and a research statement. In the Documentary, Surviving the Teenage Brain, it started out with comparison from today’s teenager to the teenagers of the past (attention grabber). Then they asked the question, “Why do Teenagers act this way”, as in why has the modern teenager’s values changed from the past (thesis statement). At the end of the introduction they said, “…instead of complaining about teenagers, we should be celebrating them” (research statement).
The purpose of an attention grabber is to capture the viewers’ attention in a way where they can stay interested in the topic. After grabbing their attention, a thesis statement is needed to state the purpose of the research. Then it is the research statement, which states the outcome(s) of the research.
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Why is Marshall successful?
Tina: Marshall was successful because he sees no set limits. He sees beyond the barriers that the adults have. Marshall’s mind unlike most of the adults or older people is open to all and any possibilities. Drew: The teenage brain growing up in adolescence does not have the same

knowledge compiled as adults who have more years of experience under their belts. Thus a teenage mind does not have, as what was said in the video the “red tape” that others have, just because we don’t know as much and are more willing to take risks, or try new things.So in the science lab he was able to find what all the other seasoned scientists couldn’t.
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How is Trevor’s behaviour similar to Marshall’s?
Josh: What Trevor and Marshall have in common, is a trait generally found in youth. Like Trevor said, we as teenagers take up new information, new knowledge as a sponge soaks up water. As youth, we're uneducated, and imagination sheds light on the grey areas in which we have no knowledge in. We don't acknowledge failure, thus we see no limits. What Marshall and Trevor have is a certain drive, they question authority, and as I like to say, experience things on their own (success or fail) rather than have someone tell them it's impossible. As you grow older, information can either aid you, or corrupt the way you think; depending on how you handle and interpret it. For example, when Marshall wanted to carry out his experiment, fellow Scientists told him it was not possible, as the chemicals would simply cancel each other out. That was what theoretically should have happened, but after further tests, was proven otherwise. Information is not always correct and can mislead; it doesn't hurt to challenge things because even if you don’t come out as a victor, you've still experienced and learned something.
I have not failed. I've just found 10,000 ways that won't work.
Thomas A. Edison
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What is Trevor’s motivation?
Sina: Trevor’s motivation at first seems to be odd and unhealthy, but with further inspection we can understand that it is in fact quite natural. Trevor stated himself that he started performing these stunts because he wanted to gain fame on the Internet. He was inspired by other performers such as Johnny Knoxville and the other members of “Jackass”. Clearly this points out that Trevor craves attention. I assume that he wants his peers, friends ,family, and even strangers to look up to him and remember him. However, the reason for all this is Trevor’s dopamine system. When he performs stunts successfully he gets an increase in dopamine levels from his brain. This is especially true when he is with his friends. As studies show, teenagers get an increase in dopamine when they take successful risks, and when they are socializing with their peers. Trevor is doing both of these things so he would naturally get an increase in dopamine. As you can see, Trevor is no different from any other teenager. He just takes different risks from someone like Marshall Zhang.
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What are some commonly held ideas (media stereotypes) about a.
Hormones
Kai: A common stereotype about hormones is that the teenage brain is run by hormones.
. We are commonly mislead by this stereotype because humans are never really that driven by the hormones. Instead, teenagers are run on dopamine: a chemical which is linked to motivation, addiction, and reward. b.
Anguish of adolescence

Kai: A common stereotype about the anguish of adolescence is that every teenager goes through it. Many believe the anguish of adolescence cause the teens to be anxious and insecure; however, only the minority of teenagers experience the anguish of adolescence.
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When did mutations lead to the development of teenagers? What were the mutations?
Kristina: Teens come from mutations in the earlier centuries. The brain shape of our species has changed three times since our creation, once about three million years ago and again 300,000 years ago. This growth only adds up to fifty percent of our brains today. Three to four hundred years later it forms to its largest shape. Today brains grow outside the womb and adapts to its surrounding environment due to a mutation in the brain.
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What is interesting about the prefrontal cortex?
Kim: Looking at the physical aspect of why teenagers act the way they do, we can see the activity from the prefrontal cortex is at its peak. It is considered the most humane part of the brain and controls actions such as our judgement and decision-making, impulse, strategies, behaviour, emotions, and time travel (what happening in the past, present and future). The main role of the prefrontal cortex is to associate our thoughts and emotions in accordance to goals. What is interesting about the prefrontal cortex is that it builds stronger connections to the limbic brain (a smaller region of the brain) to control our impulses.
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What is the connection between the limbic brain and the prefrontal cortex? Increased drive and emotionality and later, better judgement)
Joyce: The prefrontal cortex rationalizes the emotional, impulsive decisions made by the limbic brain.
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What is the secret weapon? Who is wiring the teenage brain?
Drew: We are our secret weapon, we are wiring our own brains. With every experience our brain acquires new knowledge, which can change our opinions and personal views based on the outcomes of events. The human brain is like a sponge, which soaks up information consciously and unconsciously. Your experiences and their outcomes help define who you are as a person whether you want them to or not.
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What does the “hard wired for success” metaphor mean?
Weiss: The metaphor “hardwired for success” is saying that every teenager has to potential to succeed. From a young age, we are all striving to succeed, whether we know it or not. From doing risky stunts or excelling in an academic environment, we want to succeed at it and our brains will continuously work at achieving that level of success that you sought after. This competitive need to achieve to the maximum of your potential is what drives you to accomplish everything you do.
Taking risks, breaking the mold, questioning authority are characteristics of what?

Kevin: Taking risks, breaking the mold, questioning authority are characteristics of the adaptive mind. It is the same mind used to get through every challenge in life while adapting to certain situations and the adolescence’s brains are far more adaptive than adult brains because teenagers are driven to accomplish something beyond and it is that imagination that human society can advance forward.
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What is the Occupy Wall Street movement? Is it explained in the program? Why is it included?
Travis: The occupy wall street movement was a protest by teenagers to make a statement about economic and social inequality. This began in September 2011. The Canadian activist group named “Adbusters” initiated the protest.
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What guides each person’s wiring of the brain?
Alice: Each person’s wiring of the brain is guided by themselves, whether they realize it or not. This deliberate (or non-deliberate) self-wiring is based on each person’s own everyday activities and personal experiences. This is why an athlete’s brain will be different from a musician’s brain. For example, the athlete might be using their brain to strategize and make decisions, all while playing their sport. The musician, on the other hand, may be using their brain to sight-read and memorize music. Along with every day experiences such as hearing or telling a joke, the way that each person uses their brain affects how it will be wired.
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What is payoff that makes risk seem so attractive and what has not yet caught up to prevent unacceptable danger? (Car accidents)
Tina: Dopamine is what makes risk seem so attractive. When we take a risk we either succeed or fail, when we succeed the Limbic brain gives us dopamine. Teenagers seek dopamine because it fires our motivation and provides the reward if we succeed. When we succeed there’s a big dopamine payoff, but when we fail dopamine levels go down. If we don’t take the risk we wouldn’t get the dopamine payoff when or if we succeed, so that’s why risk sees so attractive.
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What is the relationship between dopamine and risk, reward and motivation?
Travis: Dopamine, risk, reward, and motivation all have several characteristics that are similar.
When a teenager does something risky and succeeds, his/her dopamine levels raise and it’s almost like praising the actions that the teenager did. With higher levels of dopamine, comes reward with satisfaction and also motivation. The teen will likely do this action again to get more praise or higher dopamine levels. It’s like a cycle. Higher the dopamine levels due to success, comes more motivation to do similar actions or more extreme actions.
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Do friends help raise dopamine levels? What else does? If presence of peers raises risk taking, how does that relate to car accidents?
Weiss: The things that raise dopamine levels include, pride, the feeling of accomplishment, being in love, and listening to loud music. Another thing that raises dopamine levels is the usage of drugs.

When taken, dopamine levels begin to rise. This is where it leads to addiction as you crave the feeling of the dopamine and continue to use drugs in order to get it. When around the company of friends, dopamine levels begin to rise, and you are more likely to take risks. This would affect driving when you have a friend in the car and you may drive at a faster rate, listen to loud music, or just be distracted. This can end up leading into an accident.
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What are the good and bad risk-taking behaviours discussed in the program?
Kevin: The program discussed the good risk taking behaviours are taking a risk that doesn’t mess with the dopamine for the reward system to stay regular. Also another good risking behaviour is persistence when taking a risk. A bad risk taking behaviour is any kind of addiction, since it can hi jack the whole dopamine and confuse people if the risk was rewarding or not.
How would you describe the reward system in the human brain?
Kristina: The reward system in the human brain has an addiction to “natural drugs”. When a certain individual has done something risky, they will attempt the task again for the reward of accomplishment and the thrill. This need of repeating previous actions is a natural bodily drug created from a part in the brain called dopamine. Completing or taking anything addictive will increase the size of the dopamine’s strength. The reward system for food and sleep also rely on dopamine. Quite frequently teens cross discipline before they receive the reward.
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What is the reward system’s Achilles’ heel? (Nucleus Accumbens)
Kim: The Nucleus Accumbens is a small area of the brain where dopamine levels increase when adolescences are in love. It is also the same area of the brain in association with addiction which is described to be the Achilles’ heel of the reward system. For example, teenage love is said to be an addiction as it “steals the reward system” of the brain and rejection is most likely to go through withdrawal.
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What anti-sexist strategy is used by the writers and narrator in their language?
Maureen: When it comes to the narrators/writers language, the anti-sexist strategy used makes sure not to offend the opposite gender. Instead of using only the word he or only the word she, they say him or her, he or she, or the word teenagers in general. To add to that, they don’t use examples of only one gender, but of both. For instance, they show how both boys and girls react to rejection and not only one of the two. The other thing that we noticed was that they don’t use words that put down the other gender such as better than or smarter than.
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What is the upside of addiction as recounted by the narrator?
Brian: The upside of addiction is a chemical response our brain sends when we gain acceptance from one we emotionally treasure. This response - not emotion, as it’s typically perceived, is called love. Being “in love” is directly linked to the amount of dopamine our brain produces; the more we experience love, the more dopamine our brain produces. Withdrawal from affection, naturally,

would revert these spikes of dopamine, and leave the body in a mixed disturbance, normally labelled as “heartbreak”.
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What is the conventional theory about love?
Sina: The “Conventional theory” about love is that love is simply a tool for human reproduction. I don’t necessarily agree with this view and clearly many others don’t agree either. Later on in the documentary, love is a topic that is elaborated thoroughly by Dr. Fischer.
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How does Dr. Fisher’s work see this?
Kevin: Dr.Fisher’s work talks about how love is not just an addiction, but an intense craving to win someone’s affection. The impact of love can be both beneficial or detrimental for the adolescence. If love works out well for teenagers, it will become the strongest reward to the adolescence, bringing them joy. On the contrary, if rejection occurs, the mood of teenagers would turn for the worst such as falling into deep depression, or even commit suicide because teenagers feel they only have one chance at love. Dr.Fisher’s work talks about how the adolescence love wasn’t driven by the idea of reproduction, but in fact something greater such as they actually care about each other, and would die for them.
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Where is love active in the brain? (VTA)
Debbie: Love is active in the VTA, which is located in the brain. The VTA inside the brain generates a system called dopamine. Inside of the dopamine system has the greatest amount of love. The less dopamine teenagers have in their brain; it is less likely for the teenagers to fall in love in the future.
Love is known as just an emotion to the people around us, but proven by Dr. Helen Fisher it is called an addiction. Most of the dopamine inside the VTA causes is huge addiction to the teenage brain.
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What are the counterproductive reactions to rejection?
Alice: There are numerous counterproductive reactions to rejection. These reactions to rejection vary for each gender. In order to recover from this loss of love, a strong addiction, some girls will turn to eating, talking to friends, and sleeping constantly. For other girls, their reactions will be the exact opposite. They will become extremely anti-social, and may go without eating or sleeping for long periods of time, sometimes even completely. Boys have different reactions from girls as they will watch television constantly, commit suicide or murder, drink too much, or drive too quickly.
Regardless of gender, teens find rejection harder to handle than adults, as they do not have as much experience in love than adults do.
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How do the reactions of girls and boys differ?
Maureen: After being rejected, girls tend to be more emotional and open about it, while boys are more private about it and lean towards the more physical side. Women fall into a deep depression, eat or sleep constantly (or not at all), and tell or complain to all their friends about it. On the other hand, men drink too much, drive to fast, hole up and watch television, and are 2 ½ times more likely to commit suicide or kill someone else compared to girls. Although one may think they react

similarly, you can see that what goes on in their brains and their actions in response to being rejected is something totally different from each other.
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What are useful treatments?
Sean: Doctors will usually prescribe anti-depressants to counteract your state of depression.
However this is not a permanent cure, continuous use of the drug will lead to addiction and actually do more harm than good to your body and brain. The best solution to get over rejection or a breakup is support. You need support from your friends and family in order to move on. Moving past it is the only permanent treatment.
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What is the Catch-22 of serotonin boosters being used to deal with the loss of love?
Sage: The catch of serotonin boosters is that they reduce dopamine activity in the brain. Since you need significant dopamine activity to fall in love, that teenager is less likely to fall in love in the future due to reduced dopamine activity in the brain.
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What major leap is this generation being asked to make? (Role in the digital revolution)
Kevin: The major leap this generation is asked to make is adapting to the digital revolution and becoming the authority of it.
Friendship: boon or bane? What are the different points of view and who holds them?
Kevin: The different points of view are held by the adolescence, the parents, and the scientists. The adolescence find it a natural thing and find it an important part of life. The parents think it’s strange how connected and attached kids can be on social media. The scientists find it a good thing since it increases the dopamine chemical in order to feel more rewarded.
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Is it so clear-cut?
Kevin: Since there are many different views on friendship that carry many good reasons it is not so clear cut. Friendship could be described as both good and bad depending on how it works out.
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What’s Trevor’s perspective?
Jordan: Trevor’s perspective is that teens are like ‘sponges’ without even knowing it. He says that teens soak up information and knowledge from their parents and don’t even know it until the future where something happens and they react, realizing their response to this is something their parents have taught them or they’ve learned observing them.
35. What is the narrator’s, the writers’ and the program’s conclusion?

Alex: The conclusion of a documentary like this is very important so the viewer can go away with the substance of the information. There were a lot of important and interesting points talked about in the documentary but the choice to put the effects of social media as the last subject studied was clever. Social media is so prevalent in teenagers lives that it can feel like our whole world revolves around it. It’s a huge part of teen society and a key element in our childhood and upbringing. It was a good way to end the program that so it would be fresh in the viewer’s mind coming out of it. On the the other hand, I liked the way they went back to Trevor’s storyline which was sort of like a concluding sentence or paragraph in a essay. It reminded the viewers of some of the earlier points made, as well as subtly highlighting the essence of the documentary. The last scene few scenes which emphasised the uniqueness of every teenager, the genuinely good human beings teenagers can be despite stereotypes and the future research that still needs to be explored were very well narrated by David Suzuki. He summed up all the points that the teenagers and doctors had made and left the viewers with a lot of interesting information without it being superfluous. In conclusion, the ending to the documentary was complete, concise and well thought out.
Larger Questions
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How does risk-taking connect with current world concerns and opportunities?
How dangerous is it to show teenagers performing high risk behaviours? Who would be susceptible to thinking they are a cool idea to go out and try right now?
What questions does this program raise for you?