Essential Biology E5 The Human Brain (HL)
Due Date:
Candidate Number: 002171-
Student Name:
Blog resource: http://tinyurl.com/4f64hzw
Click4Biology: http://click4biology.info/c4b/E/E5.htm
Cite all sources using the CSE method (or ISO 690 Numerical in Word). Highlight all objective 1 command terms in
yellow and complete these before class. Highlight all objective 2 and 3 command terms in green – these will be
part of the discussions in class. After class, go back and review them.
Pre-learning: NewScientist Brain section: http://www.newscientist.com/topic/brain
1. Label the regions of the brain, including the function of each:
2. Discovery of the functions of parts of the brain is due to a number of areas of research over the
last couple of centuries. Outline each of the methods below and explain what they have told us
about the brain.
a. fMRI
i.
Define fMRI.
ii.
Outline how fMRI works.
iii.
Outline an experiment that shows how fMRI has been used to determine the
function of a brain region.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E5 The Human Brain (HL)
Student Name:
Due Date:
Candidate Number: 002171-
b. Brain Lesion studies
i.
Define lesion.
ii.
Outline the effects of lesions on brain function.
iii.
Outline the famous discovery of Broca’s area and its importance in language
development.
c. Animal experimentation
Outline the following examples of animal experiments into brain function:
i.
Dissection and comparative anatomy
ii.
Removal of brain regions (causing lesions), e.g. Flouren’s experiments
iii.
Electrical stimulation of brain regions, e.g. Ferrier’s experiments
The Central Nervous System (CNS) consists of the brain and spinal cord. Peripheral nerves make up the
peripheral nervous system, which is divided into the autonomic and somatic systems.
3. Distinguish between the autonomic and somatic nervous systems.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E5 The Human Brain (HL)
Due Date:
Candidate Number: 002171-
Student Name:
4. The autonomic nervous system is further divided into the sympathetic, parasympathetic and
enteric nervous systems.
a. Distinguish between the overall functions of the sympathetic and parasympathetic systems.
b. The sympathetic and parasympathetic systems can regulate heart rate, blood flow to the gut
and control of the iris, among other functions.
Complete the table below, outlining these functions:
Sympathetic
Parasympathetic
Acetylcholine (Ach)
Neurotransmitters
Nerve pathways
Sympathetic nerves
Heart rate
Stimulus:
Elevated CO2 levels in blood
Stimulus:
Receptors:
Chemoreceptors in medulla oblongata
Receptors:
Action
Stimulates SA
node
Action
Blood flow to gut
Stimulus:
Stimulus:
Receptors:
Receptors:
Action
Iris control
Effect
Action
Relaxes blood
vessels to gut
Stimulus:
Stimulus:
Receptors:
Receptors:
Action
Stephen Taylor
Effect
Increases heart
rate
Effect
Bandung International School
Action
Effect
Effect
Increases blood
flow to gut,
allowing for ‘rest
and digest’
Effect
http://sciencevideos.wordpress.com
Essential Biology E5 The Human Brain (HL)
Student Name:
Due Date:
Candidate Number: 002171-
5. Explain the pupil reflex as a response to bright light:
Stimulus:
Receptor:
Sensory neuron:
Relay neurons:
Motor neurons:
Effector muscles:
Effect:
6. The pupillary response can be used to determine brain death.
a. Distinguish between cardiac and brain death.
b. Explain why the pupillary response is a good indicator of brain death, with reference to the
functions of the medulla oblongata.
c. Discuss the ethical considerations regarding diagnosis of death and of organ donation.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E5 The Human Brain (HL)
Student Name:
Due Date:
Candidate Number: 002171-
7. Pain is an unpleasant or aversive sensation associated with an action which causes the body
harm or trauma.
a. What is a function of pain in terms of survival?
b. Outline the pain pathway:
Stimulus:
Receptors:
Sensory neurons:
Function of the brain:
c. Endorphins are protein-based molecules that can block pain impulses.
i.
State why this might be useful in survival.
ii.
Explain the effect of endorphins on synaptic transmission in the brain.
iii.
Suggest a method by which pain-related brain regions can be identified.
iv.
Suggest reasons why morphine is a highly effective painkiller and can be used in
cases of serious injury.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E5 The Human Brain (HL)
Student Name:
Due Date:
Candidate Number: 002171-
8. Experimental Research
Read this article on research into pain perception in fish:
http://www.sciencedaily.com/releases/2009/04/090430161242.htm
a. Outline the prevailing hypothesis with regards to fish pain perception.
b. State the different treatments given to the two experimental groups of fish.
c. Outline the experimental protocol used to inflict pain upon the fish.
d. Outline how the response of the fish was like a reflexive action.
e. Explain the researchers’ conclusions, with regard to the behavior of the fish, postexperiment.
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
Essential Biology E5 The Human Brain (HL)
Due Date:
Candidate Number: 002171-
Student Name:
Works Cited
1. Allott, Andrew. IB Study Guide: Biology for the IB Diploma. s.l. : Oxford University Press, 2007. 978-019-915143-1.
2. Mindorff, D and Allott, A. Biology Course Companion. Oxford : Oxford University Press, 2007. 978099151240.
3. Clegg, CJ. Biology for the IB Diploma. London : Hodder Murray, 2007. 978-0340926529.
4. Campbell N., Reece J., Taylor M., Simon. E. Biology Concepts and Connections. San Fransisco :
Pearson Benjamin Cummings, 2006. 0-8053-7160-5.
5. Taylor, Stephen. Science Video Resources. [Online] Wordpress, 2010.
http://sciencevideos.wordpress.com.
6. Burrell, John. Click4Biology. [Online] 2010. http://click4biology.info/.
7. IBO. Biology Subject Guide. [Online] 2007. http://xmltwo.ibo.org/publications/migrated/productionapp2.ibo.org/publication/7/part/2/chapter/1.html.
Self Assessment:
Essential Biology
Criterion
Presentation &
Organisation
Academic
Honesty
Objective 1
understanding
Objective 2
understanding
Objective3
understanding
Logic, notation,
mathematical
working
Further research
Assessment
Complete (2)
Partially complete (1)
NA
Complete and neat. All command terms
highlighted, tables and diagrams well presented.
Self
Sources cited using the CSE (ISO 690 numerical)
method, with Works Cited section complete and
correct.
All answers for the following command terms
Most answers for the following command terms
correct:
correct:
Define
Draw
Label
List
Measure State
Most answers for the following command terms
All answers for the following command terms correct:
correct:
Annotate Apply
Calculate Describe Distinguish Estimate Identify
Outline
Most answers for the following command terms
All answers for the following command terms correct:
correct:
Analyse Comment Compare Construct Deduce Derive Design Determine Discuss
Evaluate
Explain Predict
Show Solve
Sketch Suggest
Answers are presented in a logical and concise
manner. SI units used most times, with correct
NA
unit symbols and definitions of terms. All
mathematical working shown.
Evidence is apparent of research and reading
beyond the textbook and presentations to find
correct answers to challenging questions. If any
NA
questions are unanswered, this criterion scores
zero.
NA
Total (max 10):
Stephen Taylor
Bandung International School
http://sciencevideos.wordpress.com
MrT