The Amazing Brain
Winter Term 2011-12: 3 Credit Hours
Professor:
Sam Rhodes, PhD; Professor of Biology
Course Website: http://biology.franklincollege.edu/Bioweb/Biology/course_p/Amazing_brain/index.html
Offices:
Professor Rhodes
Class time: MTWRF
Office Phones
738-8305
Barnes 204
9:00 – 10:15 / MW 1:30 – 3:30
E-mail:
srhodes@franklincollege.edu
Classroom: Barnes 102, 216 (lab)
Catalog Description:
Each person's experience of the “real world” is made possible by the remarkable capabilities and limitations of the
nervous system. Students in this course will study the basic anatomy and physiology of the human nervous system and
then explore topics such as substance abuse, post-concussion syndrome, sex differences, and drugs used to treat mood
disorder (depression). Students will also learn neurological evaluation and assessment techniques of the brain, nerves, and
spinal cord from a clinical perspective. Dissection of animal brains, study of detailed models, a tour of brain imaging
facilities (CT and MRI), and a presentation by a neurologist will also be part of the planned activities.
Instructional Goals:
The primary goal of this course is to introduce students to the exciting field of neuroscience through lectures, videos,
interactive computer programs, and laboratory work. Students will be introduced to different historical perspectives on
the brain and the "mind", the structure and function of normal nervous systems, and will explore topics such as mental
illness, Alzheimer's disease, sports injuries and neurological assessment techniques. Videos and software will be used to
illustrate brain function, disease, and injuries. Group research assignments will allow students to explore a topic of
interest.
Course Evaluation:
EXAMS (over class and lab)
Initial Poster Report
Oral Report
Poster presentation
Peer poster grading
Peer evaluation
Homework (including labs)
Participation
ASSIGNED GRADS:
A= 93-100%
B- = 80-82%
D+ = 67-69%
four
50 points each
20 points
10 points
45 points
20 points
5 points
50 points
20 points
200 points
20 points
10 points
45 points
20 points
5 points
30 points
20 points
Total = 350 points
Points will be totaled for the entire course and a percentage will be calculated.
A- = 90-92%
B+ = 87-89%
B = 83-86%
C+ = 77-79%
C = 73-76%
C- = 70-72%
D = 63-66%
D- = 60-62%
F = below 60
Course Policies:
Attendance will be taken at each class meeting; both lecture and lab. It is expected that students will attend all course
sessions. Students missing more than 3 class meetings will have their course grade lowered by one whole letter grade.
Each additional absence will result in lowering of the course grade an additional 5% (one half letter). It is expected that
all students will be present during course examinations. Students not attending on the day of an exam will receive a "0.".
Assignments turned in late will receive a letter-grade reduction in their assignment for each day that the assignment is
late. Students that do not attend a lab session will receive an immediate reduction of 5% in their course grade. In some
cases a student may obtain an "excused absence" for a missed class. An excused absence will only be given if the student
has contacted the professor in advance of the missed class and has made appropriate arrangements. Reasons for an
excused absence include: participation in a college-sponsored activity, serious illness, or a personal tragedy. It is the
student's responsibility to contact the professor if a class will be missed. If this is not possible, then the student must
personally contact the professor at the earliest possible opportunity.
Cell Phone Policy:
Cell phones have a place, but not in the academic setting. During all classes and laboratories, cell phones must be turned
off. No ringing, vibrating, or text messaging is allowed. This includes the use of cell phones during an examination as
this is a form of academic dishonesty. The professor reserves the right to confiscate any cell phones that are seen or heard
during class. If confiscated, the cell phone will be returned at the professor's discretion. Class grades will be affected for
any student who violates this policy. Please note that this policy includes Blackberry's and other similar electronic
devices (i.e MP3 players, iPods, etc.).
Academic Dishonesty:
Students are expected to uphold the college-wide policy on academic integrity at all times as described under Academic
Policies/ Academic Dishonesty and Plagiarism in the Franklin College Key.
Required Texts/Readings:
1. Articles Posted on Website
2. Brain Facts, a publication by the Society for Neuroscience - available as a free download:
http://www.sfn.org/index.aspx?pagename=brainFacts&section=publications)
Videos: Posted for each week on the website
Software:
Explorations in Human Biology, by Jonathan Janssen
Headtrip, by Sam Rhodes
Lab Handouts:
Organization of the Nervous System
Recordings of Excitable Tissues
Cranial Nerve Testing and Function
Recommended Resources: See Course Web Site
Week 1
Tuesday: Intro and Overview of the Nervous System
Reading: Five Articles Given Below - PLUS ANSWER QUESTIONS for article 1.
Wednesday: Discussion of "Article on the History of Neuroscience."
Lab: Discussion of trephanation, phrenology, Phineas Gage, and Lobotomy
"Organization of the Nervous System Lab" pages 5-1 to 5-3 and pages 5-9 to 5-12
Reading: "Amazing Brain Preface and Chapter 1" and
"Brain Facts Introduction - you have already downloaded it"
Thursday: Review Brain Dissections (lab will also be open in the afternoon).
"Head Trip" computer exercise (pages 5-4 through 5-7).
Friday: Quick Review and First Test (50 points)
Reading for Monday: The Basal Ganglia, Motor Control, the Limbic System,
and the Spinal Cord
Additional Resources for the Spinal cord:
Spinal cord 101: http://www.spinalinjury.net/html/_anatomy_of_a_spinal_cord.
Neuroscience on Line -spinal cord: http://neuroscience.uth.tmc.edu/s2/chapter03.htm
Spinal Cord Lecture Presentation:
Week Two
Monday: Sensory and motor mapping; Motor control system including basal nuclei and cerebellum,
Corpus callosum, Limbic System, Reticular Activating System
LAB: Mapping Your Brain, , Reflexes, Spinal nerves
Cranial nerves (HEADTRIP), Spinal Cord (first lab handout)
Reading for Tuesday: Brain Imaging Explained and Methods for Brain Imaging
Tuesday: Methods of Brain Imaging
Reading for Wednesday: Chapters 3 in the Amazing Brain and,
Chapter 2 in Brain Facts - answer questions
Wednesday: Cells of the Central Nervous System and Intro to Action Potentials
Lab: First Meeting for Poster Presentations
(complete all instructions, check out with Prof.)
Reading and Questions for Thursday: The Science of Addiction
Homework: Complete all lab handouts, and turn in on Friday
Thursday: Tour of Johnson Memorial Hospital Imaging Facilities
Friday: Exam 2 (50 points)
Reading for Monday: Chapter 4 in the Amazing Brain (Scroll ahead past chapter 3)
Week Three
Monday: Neuron Function
Lab: Histology, EMG's, EEG (?)
Reading: Decision-Making and The Reward System
Tuesday: Video of Addiction and discussion
Wednesday: Discussion of the Reward System
Reading for Wednesday: Memory and H.M.
Lab: Discussion of Memory and Brain Development.(and video)
Brain Development Video
Reading for Thursday: "Brain Development" in Brain Facts, Prenatal Alcohol Exposure and Prenatal Drug Exposure
Thursday: Discuss Drug Effects on Brain Development and Review
Friday: Exam (50 Points)
Reading: to be assigned
Action Potential Videos
1. Overview of the Action Potential
2. The Function of Gated Channels
Video of the Synapse
Transmission Across the Synapse
Week 4
Monday: Student-chosen Topics
Lab: Diseases and Injuries of the Nervous System
Tuesday: Student Chosen Topics
Wednesday: Student Chosen Topics
Lab Poster Set-up, Evaluation of Posters
Thursday: Dr, Jeff VanValer, Neurologist and Franklin College Alumus
Friday: Final Exam (50 points)
The Amazing Brain - Winter Term - 2011-2012
Topic Presentation (poster presentation)
The purpose of this assignment is to have a group of 2 or 3 students research information concerning the brain
or spinal cord; and then prepare a large poster for viewing by the class and instructors. The topic may be selected from
a list presented by your professors, or may be chosen by the students. However, if the topic is chosen by the students, it
must be "OK 'ed" by the professors by January 9th (no exceptions). It is expected that your poster presentation will
provide detailed, scientific explanations of your subject matter; and that the information will go beyond the depth of
topics covered in class. It is your responsibility to describe the anatomy and physiology of the nervous system as it
pertains to your topic. Your audience will be the other students in the class and your professors, so you should assume a
moderate level of knowledge about the nervous system.
Each group must use at least 5 resources (articles, chapters from books, etc.) from professional sources. You
must use professional on-line data base search engines (such as available through the Hamilton Library) to locate your
resources; and copies of your principle resources must be submitted with your poster. Newspaper articles and
information from non-professional web sites is not acceptable. If you have a question about the appropriateness of
your sources, please speak with one of the course instructors. You are encouraged to schedule appointments with the
instructors whenever you need assistance.
The general format for the poster should include: 1) A broad introduction to your topic, 2) A focused description
of the problem or issue, 3) Presentation of specific information that explains the details of the topic (including data,
graphs, pictures, etc.), and 4) A discussion of possible solutions to the problem, future research that needs to be done,
or conclusions about a controversial topic. Be sure to use proper citations, and do not plagiarize.
It is expected that all members of the group will read all resources and contribute substantially to the design and
construction of the poster. Your grade will be based on faculty evaluations, student evaluations of the posters, and
intra-group evaluations.
Posters must be set up by noon on Wednesday, Jan. 25th.
Peer Poster Grading is due by noon on Friday, Jan. 27th.
Topic Ideas
The biology and treatment of Multiple Sclerosis
The biology and treatment of Parkinson's Disease
Head injuries and professional policies in collegiate or professional football
The neurophysiology of stress
Neurological changes in sleep and/or sleep deprivation
Current research strategies for treating spinal cord injuries
Stem cell research concerning treatments for brain or spinal cord injuries
Biology and Treatments for stroke victims.
Differences between male and female brains
Causes of Neurological Birth Defects
Using the brain to control robots or electronic control of the brain
Biological basis of zombies
FIRST ASSIGNMENT
1. Download your own copy of “Brain Facts” from the Society of Neurosciences.
a. Go to the course website. Scroll down the opening page of the site until you get to the “Valuable
Links” section. Find the link to the Society for Neuroscience (www.sfn.org) and click.
b. When you arrive at the website, you will see a drop-down menu at the top of the screen entitled
"Publications." Select “Brain Facts".
c. On this page, click on “Download the Full Book”
d. This will open a pdf document that you should save to a safe place on your computer's hard drive.
This document is a required text for the course.
2. Download Article to read.
A. Go to course web site. Click on the Week 1 link.
B. When you arrive at the page, click on the link “Article on the History of Brain Study.” Then answer
the following questions:
i.. What was Aristotle's view of the brain and the heart?
ii. What role did the church play in the early investigations of the brain?
iii. What part of the brain most interested the second century anatomist named Galen? What were the
functions of the four “humors?”
iv. What contributions to neuroscience were made by Kepler and Willis?
v. According to Descartes, what is the difference between “brain” and “mind?”
vi. What did the balloonists believe?
vii. Du Bois-Reymond believed that the functions of the brain could be explained by . . .
viii. How did damage, or lesions to the brain, provide insights into brain function?
ix. What is “phrenology” and who pioneered this concept?
x. What happens to an animal when the midbrain or hindbrain are destroyed? How were these
observations interpreted?
xi. What contributions did Camillo Golgi and Santiago Ramon y Cajal add to our understanding of the
brain?
xii. Who suggested that communication between nerves and muscles was primarily chemical?
xiii. According to this article, what are the three essential parts of the scientific method?
BE SURE TO BRING THESE ANSWERS TO CLASS ON MONDAY AFTERNOON.
3. Go to the course web page (week 1) and read the following articles:
Trephanation (trepanation) www.neurosurgery.org/cybermuseum/pre20th/treph/trephination.html
Phrenology www.neurosurgery.org/cybermuseum/pre20th/phren/phrenology.html
Phineas Gage
www.neurosurgery.org/cybermuseum/pre20th/crowbar/crowbar.html
Howard Dull's Amazing Journey
www.npr.org/templates/story/story.php?storyId=5014080
Take notes on the articles that you read and be prepared to present the important points in class on Wednesday.