The Nervous System

1. The Nervous System The body’s communication network and control center Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture.

2. The Nervous System Chapter Project: Sketch a human brain and include the following items of brain anatomy: frontal lobes, temporal lobes, occipital lobes, parietal lobes, medulla, pons, cerebellum, cerebrum, cerebral cortex, thalamus, hypothala- mus, amygdala, hippocampus, and the midbrain

3. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. Initiates physical reactions, such as immediately raising your bare foot if you step on a tack (OUCH!)

4. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System Size of a grapefruit; 3 lbs; 100 billion nerve cells

5. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System 1998: Fred Gage at the Salk Institute wrote a ground-breaking paper stating that adult brain neurons have the ability to regenerate

6. Heredity vs. Environment Behavior: Instinctive (heredity) Learned (environment) Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture.

7. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Heredity vs. Environment Genotype: the genetic pattern that makes you different from anyone else on earth. Genotype: Phenotype: an organism’s observable physical characteristics, such as eye color, hair color, height, build, and characteristics such as baldness Phenotype:

8. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Heredity vs. Environment Genes Chromosomes DNA, or deoxyribo- nucleic acid, is a long, complex molecule that encodes genetic characteristics

9. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Heredity vs. Environment Sex Chromosomes Inherit X from biological mothers Inherit much smaller Y chromosomes from father Female = XX; Male + XY

10. Heredity vs. Environment Sir Francis Galton: success runs in families and heredity is the cause. John B. Watson— founder of behaviorism Emphasized importance of environment. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture.

11. Heredity vs. Environment Watson: “Give me a dozen healthy infants, well- formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select. . .” 1930 Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture.

12. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Heredity vs. Environment Studies of heredity: Focus on twins Identical— monozygotic (one fertilized egg) Fraternal— dizygotic—genes not more similar than non-twin brothers/sisters— environment is prominent

13. Heredity vs. Environment Identical twins—same genes and same environment. Example: schizophrenia—if one twin becomes schizophrenic the other twin is more than three times as likely to become schizophrenic. Schizophrenia is at least partly genetic (hereditary) Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture.

14. Objective: Students explain key aspects of the Central and Peripheral Nervous Systems as well as the key elements of the argument over nature v. nurture. Heredity vs. Environment Most recent research indicates that differences among people can be explained by considering heredity as well as environment or experience.

15. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System The brain monitors what is happening inside and outside the body by receiving messages from receptors, then sending messages to the CNS by way of sensory or afferent neurons

16. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System Brain sifts through messages, combines them, and sends out orders via motor, or efferent, neurons to effectors—cells that work muscles, internal glands and organs

17. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. Interneurons: Most of the cells in the brain and spinal cord Relay messages from sensory neurons to other interneurons or to motor neurons

18. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. Suddenly a fly lands on her upper arm Jennifer is posing before class Explain how she feels the sensation of the fly landing on her arm. Receptors detect the sensation Sensory or afferent neurons send a message to her spinal cord then to the brain. Interneurons move the signal to the parietal lobe of the cerebral cortex. Motor or efferent neurons carry a message from the parietal lobe back along the spinal cord to effectors in Jennifer’s arm. She senses the fly on her arm.

19. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System Neurons are strings of long cells. Let’s discuss the various parts of the neuron and their functions.

20. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System Resting potential The axon gets its electrical energy from charged chemicals, called ions. In its normal, resting state, the ions within the cell give the axon a small negative charge called resting potential. The inside of the cell membrane is negative compared to the outside.

21. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System Action potential—causes electrical signal to race along axon—all or none . Soma

22. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System Synapse: acts as an electrical insulator, preventing the charge speeding down the axon from jumping to the next cell

23. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System A neuron transmits its impulses or messages to another neuron across the synapse by releasing chemicals called neurotransmitters

24. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System Examples of Neurotransmitters: Dopamine—behavior, cognition, motor activity, motivation, learning Schizophrenia & Parkinson’s Serotonin—mood, anger, sleep, metabolism; depression Epinephrine—Alzheimer’s Norepinepherine—(also hormone) fight- or-flight, heart rate, glucose release Acetylcholine—Central & Peripheral NS; PNS: activates muscles in AuNS GABA—regulates neuronal excitability; anxiety, movement, epilepsy Glutamate—learning and memory

25. Objective: Students explain key aspects of neurons. Objective: Students explain key aspects of neurons, including the concept of action potential. The Nervous System According to my lesson plan here, it’s time for a demonstration on how the neuron works. It’s going to involve everyone!

26. Objective: Students explain key aspects of neurons. Explain what we just acted out.

27. Objective: Students explain key aspects of neurons. Reuptake: the reabsorption of a neurotransmitter into the terminal buttons of a sending neuron following impulse transmission across a synapse.

28. Objective: Students explain key aspects of neurons. Mirror neurons are neurons that fire both when an animal acts and when the animal observes the same action performed by another.

29. Students explain plasticity, and the general functions of the central and peripheral nervous systems. The Nervous System Plasticity The nervous system, especially the brain, has the ability to adapt or modify itself as the result of experience.

30. Students explain plasticity and the general functions of the central and peripheral nervous systems. The Nervous System Neural Plasticity Violin player: motor area linked to the fingers of the left hand becomes larger

31. Students explain plasticity, and the general functions of the central and peripheral nervous systems. The Nervous System Glial cells provide structural support for neurons, help form new synapses, and form the myelin sheath.

32. Students explain the general functions of the central and peripheral nervous systems. The Nervous System Has two main divisions: Central Nervous System (Spinal Cord) Peripheral Nervous System Subdivided into more systems

33. Students explain the general functions of the central and peripheral nervous systems. The Nervous System Peripheral Nervous System Messages to and from the brain along neurons Somatic Nervous System—part of Peripheral NS that controls voluntary activities. Somatic Nervous System

34. Students explain the general functions of the central and peripheral nervous systems. The Nervous System Autonomic Nervous System part of Peripheral NS that controls involuntary activities Autonomic Nervous System Two parts Sympathetic: Sympathetic: helps body deal with emergencies or strenuous activity

35. Students explain the general functions of the central and peripheral nervous systems. The Nervous System Autonomic Nervous System part of Peripheral NS that controls involuntary activities Parasympathetic NS works to conserve energy and enhance body’s ability to recover from strenuous activity: reduces heart rate and blood pressure

36. Students explain the general functions of the endocrine system. The Endocrine System Watch this film clip about the running of The bulls in Pamplona, Spain. Some people risk their lives there for the “rush.” What causes such a rush?

37. Students explain the general functions of the endocrine system. The Endocrine System Two communication systems in the body for sending messages to the brain: Nervous System & Endocrine System Endocrine System sends chemical messages called hormones. Hormones produced in endocrine glands and distributed by blood and other body fluids

38. Students explain the general functions of the endocrine system. The Endocrine System Hormones generally are only received by particular organ that they influence. Master gland: Pituitary Anterior Ovaries/testes Breast milk prod Metabolism Stress reaction Posterior Water conservation Breast milk secretion Uterus contractions

39. Students explain the general functions of the endocrine system. The Endocrine System Hormones generally are only received by particular organ that they influence. Master gland: Pituitary Anterior Posterior Hypothalamus: monitors the amount of hormones in the blood and sends out messages to correct imbalances.

40. Students explain the general functions of the endocrine system. The Endocrine System Thyroid Gland— produces thyroxin Too little thyroxin— lazy and lethargic. Too much makes people overactive.

41. The Endocrine System The Endocrine System Adrenal glands activate during periods of anger or fright—speed up heart and breathing. Sex glands: males: testes— testosterone; females: estrogen and progesterone Students explain the general functions of the endocrine system.

42. Students explain types of machines used to measure brain waves and analyze brain structures, Studying The Brain Electroencephalographs (EEG) An electroencephalogram (EEG) is a test that detects electrical activity in your brain using small, flat metal discs (electrodes) attached to your scalp. Your brain cells communicate via electrical impulses and are active all the time, even when you're asleep. This activity shows up as wavy lines on an EEG recording. An EEG is one of the main diagnostic tests for epilepsy. An EEG may also play a role in diagnosing other brain disorders.

43. Students explain types of machines used to measure brain waves and analyze brain structures, Studying The Brain Computerized tomography (CT) scans (formerly known as computerized axial tomography) is used to define normal and abnormal structures in the body and/or assist in procedures by helping to accurately guide the placement of instruments or treatments.

44. Students explain types of machines used to measure brain waves and analyze brain structures, Studying The Brain Psychobiologists use Positron emission tomography (PET) is used to capture a picture of the brain as different parts are being used. Inject small, radioactive solution into blood then measure the amount of radiation absorbed. Is the best way to visualize metabolic activity in different areas of the brain

45. Students explain types of machines used to measure brain waves and analyze brain structures, Studying The Brain Magnetic resonance imaging (MRI) to study both activity and brain structures. A head MRI scan of the head is a imaging test that uses powerful magnets and radio waves to create pictures of the brain and surrounding nerve tissues. It does not use radiation.

46. Students explain types of machines used to measure brain waves and analyze brain structures, Studying The Brain Functional magnetic resonance imaging (f MRI) can distinguish more active brain cells from less active ones.

47. The Nervous System For the remainder of the period we are going to study the anatomy of the brain. With a partner list/discuss any 3 elements of either the brain stem or the Limbic System. Name the element and discuss at least one of its functions. Write on your field expedient white boards. Students explain the placement and function of the following areas of brain anatomy: hindbrain, thalamus, cerebellum, Limbic system, hypothalamus, cerebral cortex, and the lobes of the brain

48. Students explain the placement and function of the following areas of brain anatomy: hindbrain, thalamus, cerebellum, Limbic system, hypothalamus, cerebral cortex, and the lobes of the brain The Nervous System The Brain Phrenology A 1901 hypothesis

49. Students explain the placement and function of the following areas of brain anatomy: hindbrain, thalamus, cerebellum, Limbic system, hypothalamus, cerebral cortex, and the lobes of the brain The Nervous System The Brain Brain stem: Medulla (breathing and many reflexes) Pons (balance and hearing, etc.) Cerebellum (posture and balance) Midbrain integrates sensory info. and relays it upward.

50. Students explain the placement and function of the following areas of brain anatomy: hindbrain, thalamus, cerebellum, Limbic system, hypothalamus, cerebral cortex, and the lobes of the brain The Nervous System Midbrain: nerve pathway of cerebral hemispheres; contains auditory (hearing) and visual reflex centers; also associated With motor control, sleep/wake, arousal (alertness), and temperature regulation