Monday, March 3


Discuss the Four Lobes of the Brain
Do “Art Project”
 Homework: Graphic Organizer/Fill-in-theblank
(This is an OPTIONAL assignment due 3/5)
Learning Target: Recognize that specific functions are centered in specific lobes of the cerebral cortex. Describe lateralization of brain functions

Friday, February 28
 Neural Communication Quiz on Nervous
System and Parts of a Neuron
 Begin discussing parts of the brain
 Learning Targets:
 Identify the structure and function of the major regions of the brain

Thursday, February 27
 .Discuss Parts of a Neuron
 Make Neuron Structure Analogies

Neuron “Dance”
 Nervous System/Parts of a Neuron quiz
(tomorrow)
Learning Target: Identify the neuron as the basis for neural communication

Wednesday, February 26
 Hand back Ch. 3 Pre/Post Reading
Activity (This was OPTIONAL)
 Complete 4 Square with Neuron
Structures
 Define Neuron Structures
Learning Target: Identify the neuron as the basis for neural communication

Tuesday, February 25
 Collect OPTIONAL homework
Ch. 3 Pre/Post Reading
 Discuss Nervous System Activity
 Nervous System Guided Practice
Learning Targets:
 Classify the major divisions of the nervous system
 Differentiate the functions of the various subdivisions of the nervous system.

Nervous System Activity
 First find someone with the same division or subdivision of the nervous system as you have
 Then write either a definition or an example of your term on the back of one paper. (If you prefer you can draw a picture representing it)
 Then find 6 groups who have the remaining divisions and subdivisions and arrange them in a hierarcy on a desk. Place the term on top and the explanation/picture below the term

Monday, February 24
 Group Work: Brain Storm what you already know about Biological Psychology
 Begin Discussing the Nervous System
 Ch 3 Pre/Post Reading Due 2/25 (This is a
OPTIONAL assignment)
Learning Target: Classify the major divisions and subdivisions of the nervous system
PLEASE BRING YOUR BOOKS TO
CLASS TOMORROW

Monday, October 28
 Hand back tests
 Share a couple of projects
 Students work on one of the following
 Brain Powerpoint (share with me if you haven’t already)
 Who am I?
 Test Remediation
 Ch. 4 Vocabulary Grid
 Ch. 4 Vocabulary Grid: Due Friday, 11/1
Learning Target: Students will learn to be responsible and get all their work in for Q.1

Wednesday, October 23
 Collect Completed Note Taking Guides
 Ch. 3 Test

Tuesday, October 22
 Collect Ch. 2 Who am I? Assignment
 Ch. 2 Review Stations
Learning Targets: Identify the structure and function of the major regions of the brain.
Differentiate the functions of the various subdivisions of the nervous system. Identify the neuron as the basis for neural communication.

Monday, October 21
 Discuss Nature vs. Nurture
 Share some projects (if time permits)
 Mandatory Homework: Who am I?
(due Tuesday, 10/22)
 Ch. 3 Test:Wednesday, 10/23
Learning Target: Assess the effects of heredity and environment on behavior

Friday, October 18
ACT Bell Ringer
 Methods of Studying the Brain
 View Phineas Gage Clip
 Brain Power point due by midnight tonight
 Ch. 3 Test: Tuesday or Wednesday
Learning Target: Explain how research and technology have provided methods to analyze brain behavior and disease

Thursday, October 17
 Hand back Ch. 3 Graphic Organizer/Review
 Lobes of the brain quiz
 Discuss the hemispheres of the brain
 Right vs. Left Hemisphere Guided Practice
Learning Target: Describe Lateralization of brain functions

Wednesday, October 16
 Continue work on Brain Project
(This is a MANDATORY assignment).
It is due on Friday, 10/18
Learning Target: Identify the structure and function of the major regions of the brain

Tuesday, October 15
 Continue work on Brain Project
(This is a MANDATORY assignment).
It is due on Friday, 10/18
Learning Target: Identify the structure and function of the major regions of the brain

Monday, October 14
 Review Lobes
 Introduce Chapter 3 Project
This project is MANDATAORY it is due on
10/18
Learning Target: Identify the structure and function of the major regions of the brain

Friday, October 11




Thursday. October 10
 Phrenology CER


Play Neuroscience Dominoes
Homework: Ch. 3 Graphic Organizer and Fill in the blank (This is an
OPTIONAL assignment. Due: 10/14)
Learning Target: Identify the structure and function of the major regions of the brain

Thursday, October 3
 Read and take Cornell notes on the Nervous
System
 Discuss the Nervous System
 Pre/Post Reading Activity (This is a
MANDATORY assignment. It is due Friday,
October 4)
Learning Targets:
 Classify the major divisions of the nervous system
 Differentiate the functions of the various subdivisions of the nervous system.

Wednesday, October 17
 Brain Webquest
Learning Target: Describe the history of brain research
Model of Neuron: Due Friday, 10/19
MANDATORY

Biological Psychology
 Biological Psychology
(a.k.a. biopsychology/psychobiology):
The study of psychological processes from a biological point of view

The Nervous System
 A complex combination of cells that allows you to gain information about what is going on inside and outside your body and to respond appropriately
 It is comprised of the Central Nervous
System and the Peripheral Nervous
System

Central Nervous System
 Brain and the Spinal Cord

Peripheral Nervous System
 Nerve cells that send messages between the CNS and all the parts of the body, such as muscles, organs, and skin receptors.
(The Central Nervous System is the brain and spinal cord, the Peripheral
Nervous system is everything else)

Peripheral Nervous System
AUTONOMIC NERVOUS SYTEM
Parasympathetic
Nervous System
Calms the body after emergencies. Restores the body’s energy
Sympathetic
Nervous System
Prepares the body for fight-or flight response

Peripheral Nervous System
Somatic
Nervous System
Controls voluntary activities
It serves arousal functions
Autonomic
Nervous System
Controls involuntary actions. It regulates the body’s vital functions: breathing, digestion, blood pressure, etc. It is also involved in emotions

http://www.youtube.com/watch?v=4Gdjcd68sGE

Which Nervous System?
 Which nervous system is involved in allowing you to shoot a basketball, smell freshly baked bread, and push the keys on a piano?
Somatic Nervous System

Which Nervous System?

The digestion of last night’s dinner is most directly controlled by which nervous system?
Autonomic

Which Nervous System?
 The voluntary command Zelda uses to raise her hand in class would travel through which nervous system from the spinal cord to the muscles that control movement?
Somatic

Which Nervous System?

When a man grabbed Zoe’s purse, she ran after him, tackled him, and retrieved her purse. Then she realized that her heart was racing, her breathing was irregular, and she was trembling.
Which of Zoe’s nervous systems was responsible for this reaction?
Sympathetic

Which Nervous System?
 You woke up late for your big job interview! You are running and your heart is beating fast!
 Which nervous system governs your running?
Somatic
 Which nervous system governs your heart rate?
Autonomic (Sympathetic)

Which Nervous System?
 Zeon had a long, difficult day at school. As he sits down on the sofa, his heart rate and breathing slow down, his muscles relax, and his digestive system starts getting ready for food. Which of Zeon’s nervous systems has been activated?
Parasympathetic

Part of the Neuron p. 54-56
 WHAT IS IT?
 HOW DOES IT WORK?
 WHAT DETAILS ARE
IMPORTANT?
 WHAT DOES IT LOOK
LIKE?

Neuron
 WHAT IS IT?
Nerve cells that are the basic building block of the nervous system
 HOW DOES IT WORK?
Cells run through our entire body and communicate with each other
 WHAT DETAILS ARE
IMPORTANT?
-Sends messages throughout the entire body
-Each of us has 100 billion throughout our body
-There are 3 types o neurons
 WHAT DOES IT LOOK
LIKE?

NEURONS
 Nerve cells that run throughout our body.
They send and receive messages from other structures in the body such as muscles and glands.
 There are 3 main types of neurons: sensory neurons, interneurons, and motor neurons

Components of a Neuron
Soma (Cell Body):
Contains the nucleus (a body within the soma that contains the cell’s hereditary material of the cell) it produces energy that fuels the activity of the cell

Components of a Neuron
Dendrites:
The short, branched projections of a neuron that receive impulses from axons terminal on other neurons and conduct them toward the cell body.

Components of a Neuron
Axon:
The long projection that transmit impulses away from the cell body to the synapse.

Components of a Neuron
Myelin Sheath:
A white fatty substance that insulates and protects the axon. The myelin helps speed the impulses.
The loss of muscle control seen with multiple sclerosis is due to a degeneration of myelin sheath.

Components of a Neuron
Nodes of Ranvier:
The widely spaced gaps on the myelin sheath. They further speed transmission of the impulse as it needs to “skip” over the gap

Components of a Neuron
Axon Terminals:
Small fibers that branch out at the end of the axon. They secrete chemical messengers.

Components of a Neuron
 Synapse: The tiny gap between the axon terminal of the sending neuron and the dendrites of the receiving neuron
 It is across this tiny gap that neurons communicate with one another

Neurotransmitters
 Neurotransmitters are chemical messengers released from the axon terminals.
 Neurotransmitters will bind only to specific receptors on the postsynaptic membrane that recognize them.

Seven Major Neurotransmitters
Neurotransmitter Normal Function
Acetylcholine
Norepinephrine
Movement, memory
Sleep, mood
Disorder Associated with Malfunction
Alzheimer’s
Disease
Depression
Serotonin
Dopamine
GABA
Endorphin
Mood, aggression
Movement, reward
Movement
Modulation of pain
Depression
Parksinson’s
Schizophrenia
Huntington’s disease, epilepsy
No established disorder

ORGANIZATION OF THE BRAIN
http://www.youtube.com/watch?v=snO68aJTOpM

FOUR LOBES OF THE BRAIN
PARIETAL LOBE
FRONTAL LOBE
OCCIPITAL LOBE
TEMPORAL LOBE

Who wants to be a Mill-neuron-aire?
 http://opl.apa.org/contributions/EC/Million.htm

LANGUAGE ABILITIES
 Left Hemisphere:
Language Functions are based in the left hemisphere for most people

Broca’s and Wernicke’s Aphasia
 http://www.youtube.com/watch?v=1aplTvEQ6ew
 http://www.youtube.com/watch?v=aVhYN7NTIKU

LEFT VS. RIGHT HEMISPHERE
 Left: logic, problem solving, mathematical computation, etc.
 Right: imagination, art, feeling, and spatial relations
 However
… People are NOT right or left brained. The hemispheres do NOT act independently of each other

Right or Left Hemisphere?
Place the card that says “
RIGHT
” on the right side of your desk. Place the card that says
“
LEFT
”, on the left side of your desk. If you believe the behavior is controlled mostly by the right hemisphere, hold up the card that says “ RIGHT ” with your right hand. If the behavior is controlled mostly by the left hemisphere, hold up the sign that says
“
LEFT
” with your left hand..

Right or Left Hemisphere?
Studying concepts from psychology
LEFT

Right or Left Hemisphere?
Daydreaming about your next holiday trip
RIGHT

Right or Left Hemisphere?
Listening to a piano concert
RIGHT

Right or Left Hemisphere?

Right or Left Hemisphere?

Right or Left Hemisphere?

Right or Left Hemisphere?
Thinking about the answers for this activity
LEFT

Right or Left Hemisphere?
BOTH (Right = beat) (Left = lyrics)

METHODS OF STUDYING

THE BRAIN
Accidents: Neuroscientists study people who have had brain injuries to see how the injury has changed the way their brain functions.
 One example is Phineas Gage.

METHODS OF STUDYING THE
BRAIN
 Electroencephalogram (EEG):
Records the electrical activity of the brain creating “brain waves”

METHODS OF STUDYING THE
BRAIN
 Scans: Use computers to generate images of the brain. Can provide information about brain damage and other abnormalities
 CAT Scans: Produce a 3-dimensional view of the brain that can be displayed on a video monitor

METHODS OF STUDYING THE
BRAIN
 Types of Scans
 CAT Scans: Produce a 3dimensional view of the brain that can be displayed on a video monitor

This is NOT the type of CAT Scan to which I am referring

This is what the image looks like taken by a CAT scan

METHODS OF STUDYING THE
BRAIN
 Types of Scans
 MRI: more powerful than a CAT Scan and can show detail more clearly

METHODS OF STUDYING THE
BRAIN
 Types of Scans
 PET Scans:
The test involves injecting a very small dose of a radioactive glucose into the vein of your arm. The glucose travels through the body and is absorbed by the organs and tissues being studied. Next, you will be asked to lie down on a flat examination table that is moved into the center of a PET scanner—a doughnut-like shaped machine. This machine detects and records the energy given off by the tracer substance and, with the aid of a computer, this energy is converted into three-dimensional pictures. A physician can then look at cross-sectional images of the body organ from any angle in order to detect any functional problems.

PET SCAN Image

The endocrine system contains hormones which stimulate growth and many kinds of reactions.
Hormones have specific receptor sites.
Hormones are produced by glands such as the pituitary gland, the thyroid gland, the adrenal gland, the testes, and the ovaries.

Pituitary
Gland: is also known as the
“master gland” because it secretes many hormones that affect a wide range of behaviors such as growth, pregnancy, mothering, etc.

Thyroid Gland:
Secretes hormones involved in metabolism
Hypothyroidism (too little thyroxin) leads to being overweight
Hyperthyroidism (too much thyroxin) leads to weight loss, inability to sleep, excitability, etc.

Adrenal Gland: The outer layer of the adrenal glands secretes cortical steroids which increase resistance to stress and promote muscle development.
Cortical steroids also release stored sugar, making energy available for emergencies.

Testosterone: A male sex hormone produced by the testes in the male.
If, in the prenatal period, testosterone is secreted male sex organs develop.
However, if testosterone is NOT secreted, female sex organs develop. In adolescence, testosterone aids in the growth of muscle and bone and in the development of primary and secondary sexual characteristics

Estrogen and
Progesterone: female sex hormones secreted by the ovaries
Estrogen is involved in the development of primary and secondary sexual characteristics

Trait Nature
(heredity)
Nurture
(environment)

Nature vs. Nurture

Nature vs. Nurture
 Nature: Heredity

Nature vs. Nurture
 Heredity: the transmission of characteristics from parents to offspring
 Heredity is important in the transmission of physical traits such as: height, hair color, eye color
 It is also involved in some psychological traits such as: shyness, aggressiveness, leadership, etc.
 However, it is also a factor in many psychological disorders such as anxiety, depression, schizophrenia, bipolar disorder

Nature vs. Nurture
 Genes: the basic building block of heredity. Genes are found in chromosomes

Nature vs. Nurture
 Chromosomes: Each normal human has 23 pairs of chromosomes. The 23 rd pair is the sex determining pair. We all get an X from the mother and females get an X from their father. Whereas males get a Y from their father

Nature vs. Nurture
 Nurture: Environment, family, culture, living conditions, everyday experiences

Nature vs. Nurture
 Kinship Studies
 Identical Twins raised together vs. Identical
Twins raised apart
 Fraternal Twins raised together vs. Identical
Twins raised together
 Adopted children compared to their biological families and their adopted families

 If Identical twins raised together are more alike than Identical twins raised apart then…
Nurture
 If Identical twins raised apart are more alike than Fraternal twins raised together then….
Nature
 If adopted children are more like their biological parents then….
Nature