Unit Overview Essential Questions How do biological processes relate to behavior How do the biological processes work to create and sustain behavior How does damage to a biological process or part affect behavior ID: 731861
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Slide1
CHAPTER 2
The Biology of MindSlide2
Unit Overview
Essential Questions:
How do biological processes relate to behavior?
How do the biological processes work to create and sustain behavior?
How does damage to a biological process or part affect behavior?
Objectives
Explain the process of neural communication.
Explain how neurotransmitters work.
Delineate the different steps of the neural chain.
Analyze the difference between the neural and hormonal systems.
Identify the parts of the brain and the functions of each.
Describe the different types of brain scans.
Determine the role of genetics in influencing human behavior.Slide3
What we will really learn in this unit
Brain Parts Song by Aaron Wolf
http://www.youtube.com/watch?v=vYwOtTMUz0cSlide4
History of Mind
Ancient Conceptions About Mind
Plato
correctly placed mind in the brain. However, his student Aristotle believed that mind was in the heart.Today we believe mind and brain are faces of the same coin. Everything that is psychological is simultaneously biological.Slide5
Neural Communication
Biological Psychology
branch of psychology concerned with the links between biology and behavior
some biological psychologists call themselves
behavioral neuroscientists, neuropsychologists, behavior geneticists, physiological psychologists, or biopsychologists
Phrenology (Franz Gall)
Study of the bumps on your head
Bumps reveal a person’s abilities and traitsSlide6
PhrenologySlide7
Neural Communication
We are a
biopsychosocial
system.
Cellular Level(InterconnectedNeurons)
Organ Level
(Brain)
System Level
(Information
Processing)
Individual Level
(Human Being)
Group Level
(Family)
Ethnic Level
(Culture)
Community Level
(Society)Slide8
Neural Communication
Neurobiologists and other investigators understand that humans and animals operate similarly when processing information
.
To understand this better, we will be doing a group activity to create neurons that you can eat afterwards
.Slide9
Edible Neuron Activity
Directions:
Take out
a blank piece of paper.
As we make our very own neurons, please annotate your notes to include the information from the slides as well as what you discuss with your group.Use the textbook for assistance (if necessary)Once the neuron is complete, it is yours to consume Slide10
Edible Neuron: Step 1
Motor neuron body
Pull n Peel twizzler, separate the individual strings halfway and tie knots at the end of each one.
What do these represent?
What do they do? Slide11
Edible Neuron: Step 2
2 toothpicks, break in half
Place one half of the toothpick in the end of the twizzler that has not been separated.
Attach a gummy peach ring
Place a jelly bean in the center.
What does this represent?What does it do? Slide12
Edible Neuron: Step 3
Stick the remaining toothpick pieces
into
the cell body and attach sour gummies.
What does this represent?What does it do? Slide13
Edible Neuron: Step 4
Wrap the belt around the axon.
What does this represent?
What does it do? Slide14
Eat and Enjoy!
Practice at home: University of Utah,
Cells
http://learn.genetics.utah.edu/content/cells/
http://learn.genetics.utah.edu/content/addiction/madneuron/ Slide15
Neuron
A nerve cell, or a neuron, consists of many different parts
.Slide16
Neural Communication
Neuron
a nerve cell
the basic building
block of the nervous systemSoma
cell body; serves as neuron’s control centerSlide17
Neural Communication
Dendrite
the bushy, branching extensions of a neuron that receive messages and conduct impulses toward the cell body
Axon
the extension of a neuron, ending in branching terminal fibers, through which messages are sent to other neurons or to muscles or glandsMyelin [MY-uh-lin] Sheath
a layer of fatty cells segmentally encasing the fibers of many neurons
enables vastly greater transmission speed of
neural
impulsesSlide18
Homework Review: Pgs 52-57 (&50-51)
What is the action potential?
http://www.youtube.com/watch?v=ifD1YG07fB8
What is the refractory period? Example?
What are neurotransmitters?What is the difference between an agonist and an antagonist?What is the difference between the central and peripheral nervous system?
What is the difference between the sympathetic and parasympathetic nervous system?Slide19
Nervous System Activity: Trust Fall
For each of the scenarios on the following slide, think about what happens to
your nervous systemSlide20
Nervous System Activity: Trust Fall
Trust Fall #1: Fall into the arms of another student with eyes open
Trust Fall #2: Fall into the arms of another student with eyes closed
Trust Fall #3: Fall into the arms of several students from an elevated height (standing on a chair) with eyes open
Trust Fall #4: Fall into the arms of several students from an elevated height (standing on a chair) with eyes closedSlide21
Reaction Time Activity (HW preview)
2 Volunteers:
Person A holds the ruler at the top
Person B has their fingers next to the ruler at the bottom.
Test #1Person A has a 5 second window to drop the ruler. Person B needs to catch the ruler once dropped. The distance up the ruler will determine reaction time.
Test #2Same Activity, dim the lights. Does this make a difference?
Distance Time
2 in (~5 cm) 0.10 sec (100
ms
)
4 in (~10 cm) 0.14 sec (140
ms
)
6 in (~15 cm) 0.17 sec (170
ms
)
8 in (~20 cm) 0.20 sec (200
ms
)
10 in (~25.5 cm)0.23 sec (230
ms
)
12 in (~30.5 cm)0.25 sec (250
ms
)
17 in (~43 cm) 0.30 sec (300
ms
)
24 in (~61 cm) 0.35 sec (350
ms
)
31 in (~79 cm) 0.40 sec (400
ms
)
39 in (~99 cm) 0.45 sec (450
ms
)
48 in (~123 cm) 0.50 sec (500
ms
)
69 in (~175 cm) 0.60 sec (600
ms
)Slide22
Writing Instruction Activity: Thrill SeekingSlide23
Writing Instruction:
Introduction
What is your initial reaction to this video?
https://www.youtube.com/watch?v=TWfph3iNC-k Physical reaction?Psychological reaction?What drives thrill seeking?Intro Research: http://news.discovery.com/animals/videos/adventure-extreme-sports-risk-taking-explained.htm Slide24
Writing Instruction:
Background Research
LIVING ON THE EDGE:
SENSATION SEEKING AND EXTREME SPORTS PARTICIPATION
How did the researcher define ‘thrill seeking’ and ‘extreme sports’?What common beliefs was she looking to dispel?What does this study assert? What larger connections to human psychology can you draw from her findings?What potential problems/questions/criticism do you have for this study?
Slide25
Writing Instruction: Prompt:
Jim is obsessed with extreme sports. He has recently finished a vacation in which he jumped out of a helicopter and skied down a remote portion of the Cariboos Mountains in Canada.
Explain with an example of each of the following how Jim’s body and brain are affected by extreme sports
*Use the study & the textbook to respond to the prompt.Chapter 2:Nervous System
Sympathetic Nervous SystemSerotonin Pathways
Dopamine Pathways
Endorphins
Norepinephrine
Future Chapters (if time)
Intrinsic & extrinsic motivation
Illusion of invulnerability
Peer Pressure
Age Thirty Crisis
GroupthinkSlide26
Writing Instruction: Organization
Term
Definition
Application to the PromptSlide27
Finish Writing Activity
Your group will be assigned one
of
the key terms.Please discuss with your group and write down your definition and application on a small whiteboard to share with the class
Chapter 2:Nervous SystemSympathetic Nervous SystemSerotonin PathwaysDopamine Pathways
EndorphinsNorepinephrine
Future Chapters (if time)
Intrinsic & extrinsic motivation
Illusion of invulnerability
Peer Pressure
Age Thirty Crisis
GroupthinkSlide28
Final Thoughts...
https
://www.youtube.com/watch?v=hHiAeqhlpKY
*Interview with Jeb CorlissSlide29
Vocab Quiz Structure
60 seconds
Definition and a real world application
10 terms, plus an additional “Life Line”
SynthesizerOne student will be given all of the terms. He/she will choose three terms to synthesize and connect together.Slide30
Vocab Quiz Synthesizer Frames
Show Commonality:
___________ , _____________ , and _____________ all demonstrate ____________ in the ____________ period.
Show Contrast:
Although ______________ in the case of ____________, for the most part
______________ as seen in the ______________ and the _____________.
Show Analysis:
______________, ________________, and ______________ all resulted from _______________ in the ____________________ period. Slide31
Homework Review Pgs 58-63
Why are we able to move our hand quickly away from a hot stove without really processing the information in our brains first?
What is the endocrine system? What is the most important gland in the endocrine system?
What is a brain lesion?Slide32
The Brain! Preview activity for your next reading section
Choose one or more of the following links to use to introduce yourself to the brain:
Interactive Brain:
http://www.traumaticbraininjuryatoz.org/Interactive-Brain
3-D Brain: http://www.pbs.org/wnet/brain/3d/ How the Human Brain Works: http://www.newscientist.com/movie/brain-interactive Brain Game #1: http://archives.drugabuse.gov/havefun/brain_destiny_popup.php Brain Game #2: http://www.anatomyarcade.com/games/matchingGames/MatchABrain/matchABrain.html
Brain Quiz: http://www.sporcle.com/games/dannye617/appsych_brain Slide33
Test Review
In your groups, compare results to determine why you missed the questions that you missed.
Look for patterns in your performance. Do you:
study specifics too much? too little?
are there areas of the content that you did not review
enough or that you find more challenging to master?do you have a difficult time with negative construction
stems?
do you talk yourself out of the best answer?
Test Retakes: available this week in the Tutorial Center.Slide34
Review HW, pgs 64-68
Explain the following terms:
Brainstem
Thalamus
The Reticular FormationCerebellumWith your neighbors discuss why we can’t tickle ourselves? How might this relate to the older brain structures?
https://www.youtube.com/watch?v=Z7YY8rSKF_M Slide35
The Limbic System
What is the brain conflict in the video
:
https://www.youtube.com/watch?v=u76jBk59RFk
*Prefrontal cortex area = executive function. Executive function relates to abilities to differentiate among conflicting thoughts, determine good and bad, better and best, same and different, future consequences of current activities, working toward a defined goal, prediction of outcomes, expectation based on actions, and social "control" (the ability to suppress urges that, if not suppressed, could lead to socially unacceptable outcomes).Slide36
The Limbic System
What would be your perfect meal for your birthday?
Drink(s)
Appetizer
EntreeDessertDoes food make us happy? Why? http://www.ovguide.com/super-size-me-9202a8c04000641f80000000042adf8d The High 21:14 Results 1:29:30
The Question: instant gratification versus long term health risks?An Addiction to Food?
http://abcnews.go.com/Nightline/video/food-addiction-brain-11580357
*Challenge Option for the week: Give up unnatural sugars for an entire week (fruit is okay). Keep a journal or small reflections on paper or on your phone.Slide37
Sugar Check In
How many of you are still trying to not eat sugar?
Successes/failures?
Psychological challenges?
Physical challenges?Biopsychosocial challenges?Slide38
Review HW
How does the cerebral cortex separate us from other animals?
Explain the four lobes that are in each brain hemisphere
What do they do?
What is the motor cortex?Video: *Warning: Graphic!
https://www.youtube.com/watch?v=gjfrqbItrx8How is this possible?
What are association areas and why are they important?Slide39
Association Areas
More intelligent animals have increased “uncommitted” or association areas of the cortexSlide40
Language
Aphasia
is an impairment of language, usually caused by left hemisphere damage either to
Broca’s area (impaired speaking) or to Wernicke’s area (impaired understanding).Slide41
Brain-Computer Interface
Understanding Stephen Hawking:
https://www.youtube.com/watch?v=T8y5EXFMD4s
Artificial Limbs: https://www.youtube.com/watch?v=_qUPnnROxvY 3D Printing with artificial limbs:
https://www.youtube.com/watch?v=SDYFMgrjeLg Slide42
How important is the brain?
Mike the headless chicken
http://www.youtube.com/watch?v=LqDjRCHyjTY
Was this just reflex or was this an aberration? Brain stem must have still been there to keep him alive. Trachea could help him breathe? How did he move? Slide43
Sugar Check In
How many of you are still trying to not eat sugar?
Successes/failures?
Psychological challenges?
Physical challenges?Biopsychosocial challenges?Slide44
Left Brain vs. Right Brain Activity
Using the “Alert Scale of Cognitive Style” We will seek to better understand how we think.
Number your paper 1-20
What can we learn from this activity? Slide45
Force yourself to choose the one sentence which is most accurate. These questions will help you discover your personal thinking style in the way you do your work.
1. Question Options:
I have to have neat, orderly surrounding to work in. (A)
I have to have comfortable surroundings to work in. (B)
2. Question Options:Deadlines and schedules make my work easier to do. (A)Deadlines and schedules interfere with the way I work. (B)3. Question Options:I’m good at analyzing all the different parts of a problem. (A)I’m good at thinking of many different solutions to a problem. (B)
4. Question Options:I’m proud of the creativity of my work. (A)I’m proud of the thoroughness of my work. (B)
5. Question Options:
When I take a “break” I relax and do nothing. (A)
When I take a “break” I find something different to do. (B)
6. Question Options:
I don’t think about the time when I work. (A)
I plan out my time when doing work. (B)
7. Question Options:
I will follow proven ways of doing my jobs. (A)
I will find my own way of doing new jobs. (B)
8. Question Options:
I prefer to finish one job before starting a new one. (A)
I prefer to be working on many jobs at the same time. (B)Slide46
9. Question Options:
I can usually analyze what should happen next. (A)
I can usually sense what should happen next. (B)
10. Question Options:
I do easy things first and save important things for later. (A)I do important things first and other things later. (B)11. Question Options:Other people think I’m unorganized. (A)Other people think I organize things well. (B)12. Question Options:I arrange objects so they are off-center and angled. (A)I arrange objects so they are centered and in line. (B)
13. Question Options:I follow an outline when I write a paper. (A)
I don’t use an outline or change it when I write. (B)
14.
Question Options:
With a difficult decision I follow what I know. (A)
With a difficult decision I follow my feelings. (B)
15.
Question Options:
I question new ideas more than other people do. (A)
I agree with new ideas before other people do. (B)
16.
Question Options:
I change the way I do a job, for variety. (A)
When one way works well, I don’t change it. (B)
17.
Question Options:
I’m usually late. (A)
I’m usually early. (B)Slide47
18. Question Options:
Where I put things depends on what I’m doing. (A)
I put each thing in a particular place. (B)
19. Question Options:
I’m very consistent. (A)I’m very spontaneous. (B)20. Question Options:I arrange clothes in my closet by type, length, season, etc. (A)I don’t put clothes in my closet in any particular order. (B)Slide48Slide49
Putting it all together
https://www.youtube.com/watch?v=JuyB7NO0EYY
Slide50
Follow Up Activity
With a partner, we will jigsaw and read:
TOP BRAIN BOTTOM BRAIN:
SURPRISING INSIGHTS INTO HOW YOU THINK
Compare the information in the reading to the test we just took.Source: http://www.topbrainbottombrain.com/about.html Slide51
Prayer and the Brain
Do you believe this?
http://www.huffingtonpost.com/2012/10/18/how-does-prayer-meditation-affect-brain-activity_n_1974621.html
What can we learn from this information? Why is it significant?Slide52
Brain Review Group
Quiz
Take out a blank piece of paper
Put everyone’s name in the group at the topYou will be asked a series of questions, use your notes and each other to respond to the questions. You may not use the textbook.