Classroom Exercise: Mastering Brain Structure
You can use the following exercise, suggested by Tom Pusateri, to engage students as you introduce the
various brain structures. To combat the myth that we use only 10 percent of our brain’s capacity, Pusateri
suggests distributing Handout 4–1 before you discuss brain function. (See
http://www.snopes2.com/science/stats/ 10percnt.htm for an excellent overview of the 10
percent myth.) As you introduce each structure, ask
students to jot down a few notes regarding its activity while driving a car. Suggest that some brain
structures may be more active under certain driving conditions, while others may be active regardless of
conditions. After you have covered all the important brain structures, you might have students form small
groups to compare their responses before reporting to the full class.
The following are sample responses for each brain structure:
Cerebellum: Coordinates left and right hand
movements on the steering wheel.
Medulla: Regulates breathing and heart rate while we
concentrate on driving.
Pons: Assists in the coordination of driving motions
and in alertness.
Reticular formation: Regulates our alertness or
drowsiness as we drive. Ask students what actions
they take to keep alert at the wheel (e.g., open
windows, play music, drink coffee or tea).
Thalamus: Relays visual and auditory cues to areas of
the cerebrum.
Hypothalamus: Makes us aware when we are too hot
or too cold (to adjust the temperature controls), too
hungry or thirsty, or in need of a restroom stop.
Amygdala: May be active during “road rage” (i.e.,
anger generated by another driver behaving
recklessly).
Hippocampus: Contributes to the formation of
memories of road hazards for future trips.
Corpus callosum: Shares sensory and motor driving
information from both hemispheres.
Frontal lobe
Motor cortex: Initiates driving actions (e.g., moves
the right foot to the gas or brake pedals). Ask
students to trace the pathway from the motor cortex
to the right foot.
Broca’s area: Initiates conversations with
passengers or other drivers.
Prefrontal cortex: Helps us in planning our routes
(e.g., if we notice a hazard or detour).
Parietal lobe: Helps us determine if our car may fit
into a parking space (right parietal lobe).
Somatosensory cortex: Registers the pressure of
the right foot on the gas pedal or brake. Ask
students to trace the pathway from the right foot to
the somatosensory cortex.
Occipital lobe
Visual cortex: Processes the visual road signals
(e.g., stop lights, speed limit signs).
Temporal lobe
Auditory cortex: Processes the sounds of other
vehicles (e.g., sirens, horns, passing vehicles).
Wernicke’s area: Processes speech sounds from
passengers, other drivers, police officers.