Final project for Neuroscience class. This presentation explains the working of a Rubik's Cube puzzle through an understanding of the neurobiology behind it.

1. SOLVING A RUBIK'S CUBE
EXAMPLE OF NEUROBIOLOGY IN LIFE

2. INTRODUCTION
• Solving a Rubik’s Cube can appear complicated or impossible
• To an untrained observer even magical
• Essentially it is an example of observing and adjusting
• Using neuroscience to explain could get quite dense but in the
interest of time we will focus on 4 simplified steps

3. THE 4 STEPS
1. Look - Use the Visual Cortex to process information we receive from our Retinas
2. Compare - Utilize the Inferior Temporal Cortex to detect recognizable and
expected patterns of color
3. Reflect - Information is processed from the Neocortex through the Hippocampus in
the form of declarative/explicit memories to determine how the cube is supposed
to look
4. Adjust – Activate implicit memory to engage in a repetitious action to change the
cube’s structure
• Access the Peripheral Nervous System to activate the Median and Radial Nerves to
manipulate the Rubik’s Cube creating a new pattern.
• This process is repeated until the desired outcome is reached

4. SOLVING A
RUBIK’S CUBE
- EXAMPLE
• Here is a 2 min video of a
student working a Rubik’s
Cube
• Notice the delay in the time
spent observing the cube
• This time appears SLOW
and measured
• By contrast, when the
student accesses implicit
memory to adjust the cube,
the actions appear more
deliberate and FASTER
• Click on the video to view

5. STEP 1: LOOK
• Working a Rubik’s cube starts with the use of sight
• Our Retinas receive visual stimulation through the activation of the cones
and rods
• While Rods allow us to perceive the overall shape of the cube and the
delineation between each of the cells within the cube they play a limited role
in this process
• Since our primary concern here is the colors of each cell, it is the cones
within the retina that we are most reliant on
• Since cones are more effective in lighted environments, working a standard
Rubik’s Cube in the dark is impossible
• Special Rubik’s Cubes, called Braillecubes, have been created to allow blind
and visually impaired persons to experience the joy (or frustration) of
working this puzzle

6. STEP 1: LOOK (CONTINUED)
• The wavelengths of light perceived by the cones are then
transferred over the visual pathway to the Visual Cortex
• The Visual Cortex interprets each of these wavelengths into
what we understand as colors
• The higher the wavelength the more “Red” the image will be
interpreted
• The lower the wavelength the more “Blue” the image will be
interpreted

7. STEP 2: COMPARE
• As visual stimulus is sent across the visual pathway it is
processed by the Inferior Temporal Cortex
• Neurons within the ITC are excited whenever a recognized
pattern occurs
• “Simple Learned Weighted Sums of Inferior Temporal Neuronal Firing Rates Accurately Predict Human Core Object
Recognition Performance” by Najib J. Majaj, Ha Hong, Ethan A. Solomon, and James J. DiCarlo in Journal of Neuroscience.
Published online September 30, 2015
• This pattern is processed through the Hippocampus to evaluate
how it compares to known patterns and determine where it fits
in the order of operation for Solving a Rubik’s Cube

8. STEP 3: REFLECT
• As the information about the current observable pattern from the ITC
is being processed by the Hippocampus it is compared against
known color patterns stored in the Neocortex
• This form of memory is referred to as declarative or explicit memory
• Each time this pattern is recalled it is strengthened and can be
modified, if needed, to record various nuances
• Once accessed the memory provides reference for where the pattern
fits into the order of operation for Solving a Rubik’s Cube and
references the process for moving to the next expected pattern

9. STEP 4: ADJUST
• Once the current order of operation and the procedure for reaching
the next event has been determined the process is turned over to
implicit memory
• Implicit memory, in this case procedural memory is utilized to
activate the Peripheral Nervous System to run a complex routine
necessary to manipulate the cube to reach the next step in the
solving process
• While it is possible to use explicit memory to run each of these
change routines, the complexity of the routines makes it advisable to
use muscle memory to speed up the tasks

10. CONCLUSION
Neuroscience is everywhere if you look for it. The nervous system and all its interconnectivity
allow for the diversity of actions that we call living. While my purpose in taking this class was personal
fascination and self-growth, I have discovered that I am developing a greater interest and more
questions about specific areas of the CNS. Even the simple act of selecting a topic for this project was
complicated by the need to settle on a singular topic.
One specific take away that I have come to in the class is how amazing the human condition is.
I didn’t select this project because I felt that vision, motor movement, or any of the various forms of
memory were the most fascinating. Nor am I particularly intrigued by the occipital or temporal Lobes; or
even any of the various cortexes. My fascination is how each of the various aspects of our central and
peripheral nervous systems are able to interact so well.
Each of the concepts discussed in this presentation are essential in the completion of the
puzzle but they only scratch the surface of what is actually taking place in the nervous system.
Consideration must also be given for the motivation of the subject completing the task. The video
provided presents a subject completing the puzzle in an attempt to beat his brother in the completing
the task the quickest. Therefore without the neurotransmitters present, such as the serotonin produced
having fun with his family and the epinephrine produced trying to win the race, the task would likely not
have even been attempted.