PRE-ASSESSMENT Brain Pre-Assessment 1. Which type of
psychologist would most likely study the brain? a.Social-Cultural
psychologist b.Neuroscientist c.Behaviorist d.Psychodynamic
psychologist 2. What do we call a brain cell? a.Mitosis b.Nucleus
c.Cell d.Neuron 3. What is an action potential? a.An electrical
impulse that causes a brain cell to fire b.The ability to move
c.The energy stored in a brain cell that is not moving d.When a
director starts filming a movie 4. Which of the following
neurotransmitters aids in movement? a. Serotonin b. GABA c.
Acetylcholine d. Norepinephrine
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5. Which of the following states is associated with endorphins?
a.A bad mood b.Uncontrollable movements c.Runners High d.Illegal
drugs 6. Which division of the nervous system helps excite during
competition? a.Central b.Somatic c.Sympathetic d.Parasympathetic 7.
Which brain structure controls balance? a.Cerebellum b.Thalamus
c.Medulla d.Frontal lobe 8. Which brain structure controls emotion?
a.Parietal lobe b.Limbic System c.Brain stem d.Temporal lobe 9. A
right-brained person would most likely be best at ______________.
a.logically thinking through his next move b.explaining in words
how he performed c.creating a new play for a game d.organizing
people into teams 10. What does the endocrine system regulate?
a.Emotions such fight or flight b.Rational thinking c.The ability
to sense your surroundings d.Basic drives such as hunger and
thirst
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Early Brain Psychology 1800s- German physician Franz Gall
invented phrenology. He thought bumps on the skull could reveal
mental abilities and character traits Today, neuroscientists study
the effect of the brain on behavior.
Parts of the neuron Dendrites- receive messages from other
cells Cell body (soma)- keeps the cell alive Axon- passes messages
from the cell body to other cells Myelin sheath- fatty covering of
the axon that speeds up the message Terminal branches- form
junctions with other cells
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How neurons communicate The dendrites receive a message from
another neuron If the dendrites receive enough yes signals, the
neuron sends an action potential down the axon
http://www.childrenshos pital.org/research/_neur on/index.html
http://www.childrenshos pital.org/research/_neur on/index.html
Definition: Action Potential: an electrical impulse sent by a
neuron through the axon.
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How neurons communicate http://www.youtube.co
m/watch?v=90cj4NX87Y k&feature=related http://www.youtube.co
m/watch?v=90cj4NX87Y k&feature=related When the message reaches
the terminal branches of the axon, they release a neurotransmitter
into the synapse. The neurotransmitter attaches to the appropriate
spots in the dendrites of the next neuron.
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Things to know about neurons All or nothing principle- a neuron
either fires or does not, no partial response Threshold- the level
of stimulation required to trigger a neural impulse
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Definitions: Neurotransmitter- chemical messengers that cross
the synaptic gap to bind to receptor sites to continue the
electrical impulse Synapse- the junction between the terminal
branch of an axon and the dendrite of the receiving neuron
Threshold- the level of stimulation required to trigger a neural
impulse (toilet bowl)
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Building an Edible Neuron 1. Twizzler Pull-Aparts- gently
separate the pull a parts from the bottom, about halfway up (axon,
axon branches, and axon buttons. 2.Tie each end into a knot (axon
buttons) 3.Insert the end of a toothpick into the top end of the
licorice. 4.Attach the peachy ring to the other end of the
toothpick (cell body) 5.Insert a cherry round into the center of
the peach ring (nucleus) 6.Insert toothpicks into the peachy ring
around the outside perimeter. (Dendrites, sugar crystals are the
receptor sites along the dendrites) 7. Attach the gummy worms by
sticking them onto the end of the toothpicks 8. Wrap the fruit roll
up around the axon (this is the myelin sheath- make sure that there
are spaces (nodes of ranvier) between pieces of roll up.
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Neurotransmitters Acetylcholine- enable muscle action, learning
and memory Dopamine- influences movement, attention, and emotion
Serotonin- affects moods and drives Norepinephrine- controls
alertness and arousal Glutamate- major excitatory (YES) GABA- major
inhibitory (NO)
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2 Types of Neurotransmitters Excitatory- like pushing a neurons
accelerator Inhibitory- like pushing its brake Each
neurotransmitter has a specific shape and only fits in certain
places in the dendrites.
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What are some problems that occur if there are too many
neurotransmitters or too few? Schizophrenia Parkinsons Disease
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Endorphins Feel-good neurotransmitters- elevates moods
Endogenous produced within morphine Released to help reduce pain
Bound to receptors in areas linked with mood and pain
sensations
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Journal #7 Explain a time when you or someone you know has felt
the effects of endorphins. What was it like? How do you think
endorphins help us in sports? How do endorphins help us feel
better?
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Definition: Endorphins- (morphine within) natural, opiatelike
neurotransmitters linked to pain control and to pleasure
Blood-brain barrier- a fence that keeps unwanted substances from
the brain
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Drugs Blood-brain barrier- a fence that keeps unwanted
substances from the brain Drugs can either mimic or block the
effects of neurotransmitters Mimic- brain may stop producing
neurotransmitters Block- the signal doesnt make it
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Problems with Opiate Drug Use When flooded with opiate drugs
like heroin and morphine, the brain may stop producing its own
natural opiates- Result- when drug is withdrawn the brain may be
deprived of any form of opiate until the brain resumes production
of its natural opiates or it receives more artificial opiates.
Problems with Opiate Drug Use When flooded with opiate drugs like
heroin and morphine, the brain may stop producing its own natural
opiates- Result- when drug is withdrawn the brain may be deprived
of any form of opiate until the brain resumes production of its
natural opiates or it receives more artificial opiates.
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Drugs Affect Communication at Synapse Agonists- similar enough
to neurotransmitter to MIMIC its effects or BLOCK its reuptake.
Antagonists- INHIBITS a neurotransmitters release or enough a like
a natural neurotransmitter to occupy its receptor site and BLOCK
its effect but not similar enough to stimulate the receptor. Drugs
Affect Communication at Synapse Agonists- similar enough to
neurotransmitter to MIMIC its effects or BLOCK its reuptake.
Antagonists- INHIBITS a neurotransmitters release or enough a like
a natural neurotransmitter to occupy its receptor site and BLOCK
its effect but not similar enough to stimulate the receptor.
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The Nervous System Muscles Organs and glands Arousing
Calming
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The Nervous System Muscles Organs and glands Arousing Calming
Links CNS to bodys sense receptors, muscles, and glands Brain and
Spinal cord Voluntary movements of skeletal muscles Controls glands
and muscles of internal organs Arouses you for defensive action
Conserves energy by slowing system down
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Types of Neurons Sensory- they sense the outside world Motor-
they tell the body to move Interneurons- connect sensory and motor
neurons
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Definitions Neural Networks- groups of neurons that work
together to perform a function Reflexes- automatic, inborn
responses to sensory input
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ALS- Lou Gehrigs Disease Amyotrophic Lateral Sclerosis
Progressive neurodegenerative disease that affects nerve cells in
the brain and the spinal cord. As motor neurons degenerate they can
no longer send impulses to the muscle fibers that normally result
in muscle movement. When muscles no longer receive the messages
from the motor neurons they begin to atrophy. Motor Neurons die and
the ability of the brain to initiate and control muscles movements
is lost.
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Multiple Sclerosis Myelin Sheath (insulates the axon and helps
speed their impulses) Myelin Sheath degenerates Slowing of all
communication to muscles Eventual loss of muscle control
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The Brain CEREBELLUM Posture, balance, and coordination Learned
physical skills OCCIPITAL LOBE Processes and interprets info from
eyes Controls sight visual cortex PARIETAL LOBE Data from skin
Neurons process touch and sensation info (hot, cold, pain) Position
of body in space FRONTAL LOBE Control planning, reasoning,
movement, and some speech Emotions Limbic system TEMPORAL LOBE
Hearing, speech perception, some memory Auditory center BRAIN STEM
Oldest and most basic Breathing, heartrate, sleeping, walking,
digestion, temperature, and elimination of waste CEREBRAL CORTEX
Fabric of interconnected neural cells that for a thin surface layer
over your lobes
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CEREBRAL CORTEX Fabric of interconnected neural cells that for
a thin surface layer over your lobes Bodys ultimate control and
information-processing center
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Brain Parts Frontal Lobe- thinking and reasoning Parietal Lobe-
sensation and spatial thinking Temporal Lobe- hearing Occipital
Lobe- sight Cerebellum- little brain, coordination and balance
Brain Stem- automatic functions such as breathing
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Limbic System THALAMUS Receives info from all senses but smell
and routes to the higher brain regions that deal with senses Takes
messages from higher brain replies and directs to medulla and
cerebellum HYPOTHALAMUS Controls drives such as eating, drinking,
body temperature HIPPOCAMPUS Maintenance duties for the body
Influence hunger, regulate thirst, body temperature, monitors blood
chemistry Takes orders from other parts of the brain AMYGDALA
Controls fear and emotion
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Limbic Parts Thalamus- sensory control switch Hypothalamus-
drives (eating, sleeping, drinking) Hippocampus- memory Amygdala-
emotion
Journal #8 Choose something you like to do (i.e. reading,
dancing, driving a car, playing a game, etc) 1.How are the nervous
system and the brain engaged when you do this activity? 2.How does
your body and brain work together to achieve desired results?
3.What can you do to improve at your activity based on what you now
know?
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Association areas- connections In humans there is of the
cerebral cortex uncommitted to sensory or muscular activity- What
is going on in these areas?
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Neurons in the Association Areas integrate information They
associate various sensory inputs with stored memories The MORE
association area we have, the better we are at learning and
thinking Neurons in the Association Areas integrate information
They associate various sensory inputs with stored memories The MORE
association area we have, the better we are at learning and
thinking Frontal Lobe Association Area Judge Plan Process new
memories Personality Parietal Lobe Association Area Mathematical
Spatial reasoning Temporal Lobe Association Area Recognize
faces
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Definitions Plasticity- the ability of the brain to change
itself Unused areas get taken over and reengineered to do something
new Corpus Callosum- the neural fibers that connect to the halves
of the brain
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Hemispheres Left Right Right side Speech Rational Thinking
Literal Comprehension Left side Emotion Creativity Subtle
Inferences
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How the Body and Brain Relate to Each Other The body senses the
outside word and relates that information to the brain The brain
makes a decision about how to respond to the environment and sends
the signal to the body The body responds to the brain
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Broca & Wernicke Areas BROCA AREA Controls muscles for
speech Damage would cause a person to struggle to form words, but
they could sing familiar songs with ease WERNICKE AREA Controls
language comprehension such as understanding sounds Damage caused
people to speak only meaningless words and unable to comprehend
words
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Motor & Sensory Cortex Motor Cortex- (pink) Area at the
rear of the frontal lobes that controls voluntary movements Sends
messages out to the body Sensory Cortex- (green) Runs parallel to
motor cortex Receives information from the skin senses and movement
of body parts
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Definitions Endocrine System- the bodys slow chemical
communication system; a set of glands that secrete hormones into
the bloodstream Hypothalamus Pituitary gland all other glands (esp.
adrenal glands)
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Journal #9 Of the following areas; brain/nervous system/limbic
system/association areas/language areas/motor&sensory cortex
/hemispheres -identify at least 2 that are predominant or you are
strong in and WHY -identify at least 2 parts that you are weak in
and WHY
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Part 1: Your group will have fifteen minutes to create an
activity or scene using Play dough. Example: If you like
basketball, you could create a basketball. Explain in one sentence
what your creation is about.
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Part 2: 1.Get out a sheet of paper. Put your name at the top.
2.When I say rotate, you will go to the next table (moving
clockwise) and analyze the creation there. 3.Read the description,
then explain on your sheet of paper how at least THREE parts of the
brain are involved in that activity. 4.For example: In basketball
one would need to use the parietal lobe for spatial reasoning to
know where the ball is on the court and where the other players
are. One would also need to use the frontal lobe to plan his next
move and his motor cortex to move up and down the court. Finally,
one would need the amygdala to regulate his emotions during the
game to stay focused despite the competition.