Students will learn about nerve impulses through this lesson plan which includes four key objectives:
1) Membrane potential and resting membrane potential
2) Local potential
3) Action potential
4) The differences between these potentials and what happens when electrical charges change.
Students will read about these topics and be able to answer questions to demonstrate their understanding. An activity is included to have students match terms to their correct functions and describe the various potentials.
Neuroscience is the scientific study of the nervous system. It is an interdisciplinary field that collaborates with other sciences. Neuroscience examines the nervous system from molecular to cognitive levels using various techniques. Modern neuroscience can be categorized into major branches that study specific areas and scales of the nervous system, such as behavioral, cellular, clinical, and computational neuroscience. Neuroscientists often work across subfields to answer questions.
1. Neuroplasticity refers to the brain's ability to change and reorganize itself in response to experience or injury. It allows the brain to compensate for damage and to adjust its activity in response to new situations or information.
2. Several mechanisms underlie neuroplasticity including neuronal regeneration, synaptic plasticity, neurogenesis, gliogenesis, dendritic remodeling, and functional reorganization through processes like vicariation.
3. Neuroplasticity can be measured at the cellular level through changes in synapses and at the neural network level through reorganization of maps. Imaging techniques like MRI can also measure plastic changes in gray and white matter.
This document discusses practical emotional neural networks. It summarizes two existing approaches - brain emotional learning (BEL) based networks and emotional backpropagation (EmBP) based networks. BEL networks are inspired by the limbic system and amygdala in the brain, modeling fast emotional processing via short neural pathways. EmBP networks apply emotional states and appraisals to neural network learning. The document proposes a new limbic-based artificial emotional neural network (LiAENN) that models emotional situations like anxiety and confidence during learning. It applies anxious confident decayed brain emotional learning rules and achieves higher accuracy than BEL and EmBP networks on facial detection and emotion recognition tasks.
This chapter discusses the biological basis of behavior, including the structure and function of neurons, neural communication, and the nervous and endocrine systems. Some key points include:
- Neurons are the basic building blocks of the nervous system and communicate via electrical and chemical signals.
- The nervous system includes the central nervous system (brain and spinal cord) and peripheral nervous system. It controls both voluntary and involuntary bodily functions.
- The brain is divided into sections that control different functions like emotion, movement, vision, and language. Imaging techniques help study the living brain.
- The endocrine system works more slowly than the nervous system via hormones to regulate processes like growth, metabolism, and stress response.
The document summarizes key structures and functions of the brain and nervous system. It discusses the brain stem, cerebellum, cranial nerves, meninges, plexuses, spinal cord, diencephalon, sensory and motor pathways, central sulcus, cerebral cortex, cerebrum, dermatomes and myotomes. The main functions covered are sensory, motor, reflex, coordination, balance, movement and control of various organs and systems.
The document summarizes key structures and functions of the brain and nervous system. It discusses the brain stem, cerebellum, cranial nerves, meninges, plexuses, spinal cord, diencephalon, sensory and motor pathways, central sulcus, cerebral cortex, cerebrum, dermatomes and myotomes. The main functions covered are sensory, motor, reflex, coordination, balance, movement, protection of the brain and spinal cord.
The arachnoid membrane is a delicate cobweb-like layer between the dura mater and pia mater that adheres to the outer surface of the meninges and brain/spinal cord. It contains blood vessels and is transparent. The document then describes the cervical, brachial, lumbar, and sacral plexuses, which are networks of nerves in the neck, shoulder, lower back, and pelvis regions that provide motor and sensory innervation to those areas. Finally, it states that the spinal cord lies within the spinal cavity, extending from the foramen magnum to the lower border of the first lumbar vertebra, and averages around 18 inches in length.
Neuroscience is the scientific study of the nervous system. It is an interdisciplinary field that collaborates with other sciences. Neuroscience examines the nervous system from molecular to cognitive levels using various techniques. Modern neuroscience can be categorized into major branches that study specific areas and scales of the nervous system, such as behavioral, cellular, clinical, and computational neuroscience. Neuroscientists often work across subfields to answer questions.
1. Neuroplasticity refers to the brain's ability to change and reorganize itself in response to experience or injury. It allows the brain to compensate for damage and to adjust its activity in response to new situations or information.
2. Several mechanisms underlie neuroplasticity including neuronal regeneration, synaptic plasticity, neurogenesis, gliogenesis, dendritic remodeling, and functional reorganization through processes like vicariation.
3. Neuroplasticity can be measured at the cellular level through changes in synapses and at the neural network level through reorganization of maps. Imaging techniques like MRI can also measure plastic changes in gray and white matter.
This document discusses practical emotional neural networks. It summarizes two existing approaches - brain emotional learning (BEL) based networks and emotional backpropagation (EmBP) based networks. BEL networks are inspired by the limbic system and amygdala in the brain, modeling fast emotional processing via short neural pathways. EmBP networks apply emotional states and appraisals to neural network learning. The document proposes a new limbic-based artificial emotional neural network (LiAENN) that models emotional situations like anxiety and confidence during learning. It applies anxious confident decayed brain emotional learning rules and achieves higher accuracy than BEL and EmBP networks on facial detection and emotion recognition tasks.
This chapter discusses the biological basis of behavior, including the structure and function of neurons, neural communication, and the nervous and endocrine systems. Some key points include:
- Neurons are the basic building blocks of the nervous system and communicate via electrical and chemical signals.
- The nervous system includes the central nervous system (brain and spinal cord) and peripheral nervous system. It controls both voluntary and involuntary bodily functions.
- The brain is divided into sections that control different functions like emotion, movement, vision, and language. Imaging techniques help study the living brain.
- The endocrine system works more slowly than the nervous system via hormones to regulate processes like growth, metabolism, and stress response.
The document summarizes key structures and functions of the brain and nervous system. It discusses the brain stem, cerebellum, cranial nerves, meninges, plexuses, spinal cord, diencephalon, sensory and motor pathways, central sulcus, cerebral cortex, cerebrum, dermatomes and myotomes. The main functions covered are sensory, motor, reflex, coordination, balance, movement and control of various organs and systems.
The document summarizes key structures and functions of the brain and nervous system. It discusses the brain stem, cerebellum, cranial nerves, meninges, plexuses, spinal cord, diencephalon, sensory and motor pathways, central sulcus, cerebral cortex, cerebrum, dermatomes and myotomes. The main functions covered are sensory, motor, reflex, coordination, balance, movement, protection of the brain and spinal cord.
The arachnoid membrane is a delicate cobweb-like layer between the dura mater and pia mater that adheres to the outer surface of the meninges and brain/spinal cord. It contains blood vessels and is transparent. The document then describes the cervical, brachial, lumbar, and sacral plexuses, which are networks of nerves in the neck, shoulder, lower back, and pelvis regions that provide motor and sensory innervation to those areas. Finally, it states that the spinal cord lies within the spinal cavity, extending from the foramen magnum to the lower border of the first lumbar vertebra, and averages around 18 inches in length.
The document provides an overview of neuroscience core concepts, which offer fundamental principles about the brain and nervous system. It discusses how the brain and nervous system work, how neurons communicate via electrical and chemical signals, and how the nervous system controls and responds to body functions and directs behavior. Some key points are that the brain has over 100 billion neurons that communicate via electrical impulses and synapses, the nervous system influences and is influenced by other body systems, and understanding the brain and nervous system is important for improving health, developing treatments, and gaining insights into learning and behavior.
The document discusses the structure and function of the different parts of the human brain and their relationship to learning. It describes the reptilian brain, which is responsible for survival instincts, and how stress can cause it to override the rational parts of the brain. It also outlines the limbic system, which controls emotions and long-term memory storage, and how emotions are important for learning and memory. Finally, it discusses the neo-cortex, which enables thinking, and how lessons should engage both the left and right hemispheres for effective learning.
This document outlines a detailed lesson plan for teaching 10th grade science students about the nervous system. The lesson plan covers the key objectives, topics, strategies, procedures, and evaluation. It introduces the main parts and functions of the nervous system through class activities and discussions. The lesson motivates students by having them act out body responses. It explains the central and peripheral nervous systems, and distinguishes their roles through group work and games. The plan evaluates students' understanding of nervous system concepts and keeps them engaged through collaborative learning.
The document provides an overview of the key concepts from Chapter 2 of the textbook Biological Psychology by James Kalat. It discusses the cells of the nervous system including neurons, glia, dendrites, axons and their functions. It describes how nerve impulses are transmitted through neurons and the role of the myelin sheath. Additional topics covered include the blood-brain barrier and active transport of nutrients into the brain. Visual aids like figures and diagrams from the textbook are referenced to support the key ideas.
This lesson is about coordination in the nervous system. It discusses the two main systems - the central nervous system comprising the brain and spinal cord, and the peripheral nervous system comprising nerves. It explains how the nervous system works through a multi-step process involving receptors detecting stimuli and transmitting signals via sensory neurons to the central nervous system, which then sends signals to effectors via motor neurons to elicit responses in the body. It describes the structure and function of neurons, including dendrites, axons, myelin sheaths and nodes of Ranvier. The lesson also contains diagrams, videos and quizzes to reinforce these concepts.
Nervous tissue is composed of neurons and glial cells and is found in the brain, spinal cord, and nerves. It coordinates and controls many body functions through electrical signals transmitted between neurons. Neurons have a cell body and branching dendrites that receive signals and a long axon that transmits signals. Glial cells support neuron function. The central nervous system contains neurons, astrocytes, oligodendrocytes, microglia, and ependymal cells. The peripheral nervous system contains neurons, satellite cells, and Schwann cells. Neurons are classified based on their function as sensory, motor, or interneurons and by their structure as multipolar, bipolar, pseudounipolar, or
The document describes temporal lobe epilepsy (TLE). It provides background on a friend who was diagnosed with TLE four years ago, including his symptoms of recurrent seizures lasting 1-2 minutes with staring, lip smacking and confusion. It defines epilepsy as recurrent spontaneous seizures and TLE as originating in the temporal lobe, often causing motor, emotional and memory issues. It then discusses the nervous system structures involved in TLE, including neurons, neurotransmitters, the temporal lobe regions, hippocampus and autonomic nervous system. It outlines functions impaired in TLE such as neural signaling, cognition, perception, autonomic functions and sensory sensations.
Introduction Nervous system is the main controlling and.pdfbkbk37
The nervous system is the main regulatory and communication system of the human body. It consists of neurons which send and receive signals. The central nervous system includes the brain and spinal cord, and coordinates with the peripheral nervous system to control bodily functions and respond to external stimuli. Memory and learning are influenced by different regions of the brain like the hippocampus, amygdala and prefrontal cortex. Reflex arcs provide involuntary responses through sensory and motor neurons that protect the body from injury.
The document discusses the biological perspective and structure of the nervous system. It covers key topics like:
1. The central nervous system including the brain and spinal cord, and the peripheral nervous system which connects the CNS to the senses and body.
2. How neurons use neurotransmitters to communicate via synaptic transmission between neurons in either an excitatory or inhibitory manner.
3. The autonomic nervous system which controls involuntary functions and is divided into the sympathetic and parasympathetic nervous systems that work in opposition to activate the fight or flight response or rest and digest responses.
The document discusses the biological perspective and structure of the nervous system. It covers key topics like:
1. The central nervous system including the brain and spinal cord, and the peripheral nervous system which connects the CNS to the senses and body.
2. How neurons use neurotransmitters to communicate via synaptic transmission between neurons in either an excitatory or inhibitory manner.
3. The autonomic nervous system which controls involuntary functions and is divided into the sympathetic and parasympathetic nervous systems that work in opposition to activate the fight or flight response or rest and digest responses.
The document discusses the human nervous system. It begins by outlining the objectives of understanding the parts and functions of the nervous system. It then describes the two major divisions of the nervous system as the central nervous system and peripheral nervous system. It provides details about the brain, spinal cord, somatic nervous system, autonomic nervous system, and neurons. It includes diagrams and an activity to help explain how signals travel through the nervous system. It concludes with an evaluation and assignment related to diseases of the nervous system.
The document provides information about a unit on the nervous system that will be taught to students. The unit will introduce the two main parts of the nervous system and their functions. It will also cover the sub-parts of the major systems. Students will learn how different body actions are controlled by the nervous system. They will produce an illustration of the nervous system with labels and questions for their classmates. Students will be assessed by creating and answering questions about the material. The goals are for students to identify the major parts, explain the functions, and illustrate how the nervous system works.
BIOL2411 Human Anatomy And Physiology.docxstudywriters
The document discusses the structure and function of the nervous system. It describes the general structure of neurons, including axons, dendrites and synapses. It explains how the central nervous system (CNS) coordinates with the peripheral nervous system (PNS) to receive sensory information and respond. It also discusses the importance of reflex arcs in generating involuntary reactions to prevent injury. Finally, it outlines how different parts of the brain, such as the hippocampus, amygdala and prefrontal cortex, influence memory and learning.
Topic 4 The brain and neuropsychology - how does your brain affect you?NHS England
The document provides information about the structure and function of the brain and how neurological damage can impact cognition and behavior. It discusses how the brain is divided into two hemispheres with specialized functions. Damage to different areas of the brain, such as the parietal lobe, occipital lobe, or prefrontal cortex, can cause distinct problems depending on the location. The central nervous system allows communication between the brain and body through neurons, synapses, and neurotransmitters. Neurological damage disrupts these normal processes and signaling in the brain.
This document provides an overview of the nervous system for introductory health profession training. It defines key terms, describes the structure and function of the central and peripheral nervous systems, and examines the roles of neurons, neuroglia, and reflex arcs. Major topics covered include the brain regions and lobes, spinal cord, cerebrospinal fluid, and common clinical disorders of the nervous system. The goal is for students to understand the basic anatomy and physiology of this complex network that regulates the human body.
This document summarizes recent advances in understanding the neural correlates of consciousness (NCC). It discusses how studying changes in consciousness during sleep, anesthesia, and seizures has provided insights. It also examines paradigms used to study the NCC for specific percepts and the role of different brain regions. Finally, it discusses dynamic neural activity patterns like sustained vs phasic activity and their relation to the NCC.
This chapter discusses the biological basis of behavior, focusing on the nervous system and endocrine system. It describes how neurons communicate via electrical and chemical signals to coordinate the body's functions. Specific areas of the brain like the limbic system and cerebral cortex each have roles in functions like memory, emotion, language, and movement. Genes and evolution also influence behavior, as seen through studies in behavior genetics and evolutionary psychology.
This document discusses principles of brain-based learning and summarizes key points from a conference on brain research. It covers the following main topics:
1. An overview of brain anatomy and the different parts of the brain including the cortex, cerebellum, and brainstem.
2. Principles of how the brain learns including that learning engages the whole body, each brain is unique, emotions are important for learning, and learning occurs through meaning and patterning.
3. A discussion of 12 principles of brain-based learning including that the brain is a parallel and social processor, learning involves conscious and unconscious processes, and memory is organized in different ways including short and long-term.
#36417 Topic Discussion 3Number of Pages 1 (Double Spaced).docxAASTHA76
#36417 Topic: Discussion 3
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions:
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking these patients was intravenous drug use; all of them had been taking a “new heroin,” a synthetic opiate related to meperidine (Demerol). Some detective work revealed that the illicit drug was contaminated with MPTP, a toxic chemical that damaged dopaminergic neurons and caused the neurological symptoms. Because the symptoms looked like those of Parkinson’s disease, the patients were given L-DOPA, the drug that is used to treat this disease, and they all showed significant improvement in their symptoms. Unfortunately, the improvement was temporary; the drug lost its effectiveness.
Fetal transplantation, an experimental neurosurgical method of treating parkinsonism, has shown some promise. The rationale for the procedure is this: The symptoms of parkinsonism, whether from Parkinson’s disease or the toxic effects of MPTP, are caused by the lack of dopamine in the caudate nucleus and putamen. There is at present no way to induce the brain to grow new dopaminergic neurons. However, if dopamine-secreting neurons can be introduced into the caudate nucleus and putamen and if they survive and secrete dopamine, then perhaps the parkinsonian symptoms will diminish. Because the implanted neurons must be healthy and vigorous and not trigger the.
You wrote this scenario from the perspective of Behaviorism learni.docxrosemarybdodson23141
You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality.
Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the muscles, organs and glands.
Neurons-
The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..
The document provides an overview of neuroscience core concepts, which offer fundamental principles about the brain and nervous system. It discusses how the brain and nervous system work, how neurons communicate via electrical and chemical signals, and how the nervous system controls and responds to body functions and directs behavior. Some key points are that the brain has over 100 billion neurons that communicate via electrical impulses and synapses, the nervous system influences and is influenced by other body systems, and understanding the brain and nervous system is important for improving health, developing treatments, and gaining insights into learning and behavior.
The document discusses the structure and function of the different parts of the human brain and their relationship to learning. It describes the reptilian brain, which is responsible for survival instincts, and how stress can cause it to override the rational parts of the brain. It also outlines the limbic system, which controls emotions and long-term memory storage, and how emotions are important for learning and memory. Finally, it discusses the neo-cortex, which enables thinking, and how lessons should engage both the left and right hemispheres for effective learning.
This document outlines a detailed lesson plan for teaching 10th grade science students about the nervous system. The lesson plan covers the key objectives, topics, strategies, procedures, and evaluation. It introduces the main parts and functions of the nervous system through class activities and discussions. The lesson motivates students by having them act out body responses. It explains the central and peripheral nervous systems, and distinguishes their roles through group work and games. The plan evaluates students' understanding of nervous system concepts and keeps them engaged through collaborative learning.
The document provides an overview of the key concepts from Chapter 2 of the textbook Biological Psychology by James Kalat. It discusses the cells of the nervous system including neurons, glia, dendrites, axons and their functions. It describes how nerve impulses are transmitted through neurons and the role of the myelin sheath. Additional topics covered include the blood-brain barrier and active transport of nutrients into the brain. Visual aids like figures and diagrams from the textbook are referenced to support the key ideas.
This lesson is about coordination in the nervous system. It discusses the two main systems - the central nervous system comprising the brain and spinal cord, and the peripheral nervous system comprising nerves. It explains how the nervous system works through a multi-step process involving receptors detecting stimuli and transmitting signals via sensory neurons to the central nervous system, which then sends signals to effectors via motor neurons to elicit responses in the body. It describes the structure and function of neurons, including dendrites, axons, myelin sheaths and nodes of Ranvier. The lesson also contains diagrams, videos and quizzes to reinforce these concepts.
Nervous tissue is composed of neurons and glial cells and is found in the brain, spinal cord, and nerves. It coordinates and controls many body functions through electrical signals transmitted between neurons. Neurons have a cell body and branching dendrites that receive signals and a long axon that transmits signals. Glial cells support neuron function. The central nervous system contains neurons, astrocytes, oligodendrocytes, microglia, and ependymal cells. The peripheral nervous system contains neurons, satellite cells, and Schwann cells. Neurons are classified based on their function as sensory, motor, or interneurons and by their structure as multipolar, bipolar, pseudounipolar, or
The document describes temporal lobe epilepsy (TLE). It provides background on a friend who was diagnosed with TLE four years ago, including his symptoms of recurrent seizures lasting 1-2 minutes with staring, lip smacking and confusion. It defines epilepsy as recurrent spontaneous seizures and TLE as originating in the temporal lobe, often causing motor, emotional and memory issues. It then discusses the nervous system structures involved in TLE, including neurons, neurotransmitters, the temporal lobe regions, hippocampus and autonomic nervous system. It outlines functions impaired in TLE such as neural signaling, cognition, perception, autonomic functions and sensory sensations.
Introduction Nervous system is the main controlling and.pdfbkbk37
The nervous system is the main regulatory and communication system of the human body. It consists of neurons which send and receive signals. The central nervous system includes the brain and spinal cord, and coordinates with the peripheral nervous system to control bodily functions and respond to external stimuli. Memory and learning are influenced by different regions of the brain like the hippocampus, amygdala and prefrontal cortex. Reflex arcs provide involuntary responses through sensory and motor neurons that protect the body from injury.
The document discusses the biological perspective and structure of the nervous system. It covers key topics like:
1. The central nervous system including the brain and spinal cord, and the peripheral nervous system which connects the CNS to the senses and body.
2. How neurons use neurotransmitters to communicate via synaptic transmission between neurons in either an excitatory or inhibitory manner.
3. The autonomic nervous system which controls involuntary functions and is divided into the sympathetic and parasympathetic nervous systems that work in opposition to activate the fight or flight response or rest and digest responses.
The document discusses the biological perspective and structure of the nervous system. It covers key topics like:
1. The central nervous system including the brain and spinal cord, and the peripheral nervous system which connects the CNS to the senses and body.
2. How neurons use neurotransmitters to communicate via synaptic transmission between neurons in either an excitatory or inhibitory manner.
3. The autonomic nervous system which controls involuntary functions and is divided into the sympathetic and parasympathetic nervous systems that work in opposition to activate the fight or flight response or rest and digest responses.
The document discusses the human nervous system. It begins by outlining the objectives of understanding the parts and functions of the nervous system. It then describes the two major divisions of the nervous system as the central nervous system and peripheral nervous system. It provides details about the brain, spinal cord, somatic nervous system, autonomic nervous system, and neurons. It includes diagrams and an activity to help explain how signals travel through the nervous system. It concludes with an evaluation and assignment related to diseases of the nervous system.
The document provides information about a unit on the nervous system that will be taught to students. The unit will introduce the two main parts of the nervous system and their functions. It will also cover the sub-parts of the major systems. Students will learn how different body actions are controlled by the nervous system. They will produce an illustration of the nervous system with labels and questions for their classmates. Students will be assessed by creating and answering questions about the material. The goals are for students to identify the major parts, explain the functions, and illustrate how the nervous system works.
BIOL2411 Human Anatomy And Physiology.docxstudywriters
The document discusses the structure and function of the nervous system. It describes the general structure of neurons, including axons, dendrites and synapses. It explains how the central nervous system (CNS) coordinates with the peripheral nervous system (PNS) to receive sensory information and respond. It also discusses the importance of reflex arcs in generating involuntary reactions to prevent injury. Finally, it outlines how different parts of the brain, such as the hippocampus, amygdala and prefrontal cortex, influence memory and learning.
Topic 4 The brain and neuropsychology - how does your brain affect you?NHS England
The document provides information about the structure and function of the brain and how neurological damage can impact cognition and behavior. It discusses how the brain is divided into two hemispheres with specialized functions. Damage to different areas of the brain, such as the parietal lobe, occipital lobe, or prefrontal cortex, can cause distinct problems depending on the location. The central nervous system allows communication between the brain and body through neurons, synapses, and neurotransmitters. Neurological damage disrupts these normal processes and signaling in the brain.
This document provides an overview of the nervous system for introductory health profession training. It defines key terms, describes the structure and function of the central and peripheral nervous systems, and examines the roles of neurons, neuroglia, and reflex arcs. Major topics covered include the brain regions and lobes, spinal cord, cerebrospinal fluid, and common clinical disorders of the nervous system. The goal is for students to understand the basic anatomy and physiology of this complex network that regulates the human body.
This document summarizes recent advances in understanding the neural correlates of consciousness (NCC). It discusses how studying changes in consciousness during sleep, anesthesia, and seizures has provided insights. It also examines paradigms used to study the NCC for specific percepts and the role of different brain regions. Finally, it discusses dynamic neural activity patterns like sustained vs phasic activity and their relation to the NCC.
This chapter discusses the biological basis of behavior, focusing on the nervous system and endocrine system. It describes how neurons communicate via electrical and chemical signals to coordinate the body's functions. Specific areas of the brain like the limbic system and cerebral cortex each have roles in functions like memory, emotion, language, and movement. Genes and evolution also influence behavior, as seen through studies in behavior genetics and evolutionary psychology.
This document discusses principles of brain-based learning and summarizes key points from a conference on brain research. It covers the following main topics:
1. An overview of brain anatomy and the different parts of the brain including the cortex, cerebellum, and brainstem.
2. Principles of how the brain learns including that learning engages the whole body, each brain is unique, emotions are important for learning, and learning occurs through meaning and patterning.
3. A discussion of 12 principles of brain-based learning including that the brain is a parallel and social processor, learning involves conscious and unconscious processes, and memory is organized in different ways including short and long-term.
#36417 Topic Discussion 3Number of Pages 1 (Double Spaced).docxAASTHA76
#36417 Topic: Discussion 3
Number of Pages: 1 (Double Spaced)
Number of sources: 1
Writing Style: APA
Type of document: Essay
Academic Level:Master
Category: Psychology
Language Style: English (U.S.)
Order Instructions:
I will upload the instruction
Module Chapter 5 wk6 p630
chapter 5 Methods and Strategies of Research
Outline
· ■ Experimental Ablation
Evaluating the Behavioral Effects of Brain Damage
Producing Brain Lesions
Stereotaxic Surgery
Histological Methods
Tracing Neural Connections
Studying the Structure of the Living Human Brain
Section Summary
· ■ Recording and Stimulating Neural Activity
Recording Neural Activity
Recording the Brain’s Metabolic and Synaptic Activity
Stimulating Neural Activity
Section Summary
· ■ Neurochemical Methods
Finding Neurons That Produce Particular Neurochemicals
Localizing Particular Receptors
Measuring Chemicals Secreted in the Brain
Section Summary
· ■ Genetic Methods
Twin Studies
Adoption Studies
Genomic Studies
Targeted Mutations
Antisense Oligonucleotides
Section Summary
In July 1982, several young people began showing up at neurology clinics in northern California displaying dramatic, severe symptoms (Langston et al., 1983). The most severely affected patients were almost totally paralyzed. They were unable to speak intelligibly, they drooled constantly, and their eyes were open with a fixed stare. Others, less severely affected, walked with a slow, shuffling gait and moved slowly and with great difficulty. The symptoms looked like those of Parkinson’s disease, but that disorder has a very gradual onset. In addition, it rarely strikes people before late middle age, and the patients were all in their twenties or early thirties.
The common factor linking these patients was intravenous drug use; all of them had been taking a “new heroin,” a synthetic opiate related to meperidine (Demerol). Some detective work revealed that the illicit drug was contaminated with MPTP, a toxic chemical that damaged dopaminergic neurons and caused the neurological symptoms. Because the symptoms looked like those of Parkinson’s disease, the patients were given L-DOPA, the drug that is used to treat this disease, and they all showed significant improvement in their symptoms. Unfortunately, the improvement was temporary; the drug lost its effectiveness.
Fetal transplantation, an experimental neurosurgical method of treating parkinsonism, has shown some promise. The rationale for the procedure is this: The symptoms of parkinsonism, whether from Parkinson’s disease or the toxic effects of MPTP, are caused by the lack of dopamine in the caudate nucleus and putamen. There is at present no way to induce the brain to grow new dopaminergic neurons. However, if dopamine-secreting neurons can be introduced into the caudate nucleus and putamen and if they survive and secrete dopamine, then perhaps the parkinsonian symptoms will diminish. Because the implanted neurons must be healthy and vigorous and not trigger the.
You wrote this scenario from the perspective of Behaviorism learni.docxrosemarybdodson23141
You wrote this scenario from the perspective of Behaviorism learning theory Now I want two scenarios same this scenario but from two different perspectives that they are Cognitivism Learning theory and Social learning theory
For further clarification see attached example
Learning Situation from Behaviorism Learning Theory
The class of 20 students is divided into two teams, having 10 students in each team. The teacher makes two columns on the board for team A and team B. Teacher points out, Yesterday in our history class we studied about the civil rights movement I hope you have well-prepared that topic. Let’s start an informal quiz based on yesterday’s topic. Are you guys ready? Students say, “Yes”! Teacher starts asking questions. Team A! Which sports Jackie Robinson played? Students raised their hands. Robert? Can you give the answer? Robert says soccer. Teacher appreciating Robert’s effort says very good Robert and write 10 under the column of Team A. Next question for Team B, Dr. Martin Luther King Jr. went to the college to become? Students raise their hands. James, can you answer? James says, “Minister”. Teacher appreciates the attempt but the answer is not correct. Ok! Now, what you guys think what was the main contribution of Abraham Lincoln?Timothy raised his hand and replied, he brought freedom and abolish slavery. Rosie raised her hand and replied, he ran the country being a president of the country. Teacher says, when we freedom was attained by the African American it was not solely due to Abraham Lincoln. Who played the actual role? Joseph replies, African Americans themselves. Teacher appreciated Joseph’s answer saying absolutely right. No leader can bring freedom from slavery or racism until its people are themselves not ready to put their efforts. Nation needs to be united to get rid of inequality.
Learning Situation from Cognitivism Learning Theory:
Learning Situation from Social Learning Theory:
3 | Page
Chapter 2 terminology
Psych260
Nervous System-
A network of billions of cells in the brain and the body responsible for all aspects of what we feel, think, and do.
Central nervous system-
The part of the nervous system that consists of the brain and the spinal cord.
Peripheral nervous system-
The part of the nervous central nervous system with the muscles, organs and glands.
Neurons-
The basic units of the nervous system cells that receive integrate and transmit information in the nervous system. Neurons operate through electrical impulses communicate with other neurons through electrical impulses communicate with other neurons through chemical signals and form neural networks.
Dendrites –
Branchlike extensions of the neuron with receptors that detect information from other neurons.
Cell Body-
Part of the neuron where information from thousands of other neurons is collected and integrated.
Axon-
A long narrow outgrowth of a neuron that enables the neuron to transmit information to other neurons..
Similar to How does it work artifact 10.16.12 (20)
You wrote this scenario from the perspective of Behaviorism learni.docx
How does it work artifact 10.16.12
1. How does it work?
Complete lesson plans to help your students learn all about how
their bodies work.
By: Aldana, Erycha, Thomas, Alexia, and Syeda
2. Grade 12 Subject: Organization of Nervous Prepared Aldana
Level: System By: Alarcon
Overview & Purpose Education Standards
Students will learn about the nervous system and the Addressed
way it is organized TEKS
Teacher Guide Student Guide
Objectives 1. CNS You will be learning Materials
(Specify 2. PNS about the organization Needed
skills/information 3. Afferent and of the nervous · Paper
that will be Efferent system; this includes · Pencil
learned.) 4. Somatic and CNS, PNS, afferent · Netbook
Autonomic and efferent · Anatomy
Nervous System differentiation, and &Physiology
somatic and textbook
autonomic system.
Information CNS: composed of In the Anatomy and
(Give and/or brain and spinal Physiology text book,
demonstrate cord Pages 368 344, .
necessary PNS: consists of Students should read
information) the nerves and through any of the
ganglia outside of pages that are
the brain and spinal relevant and prepare
cord to answer any
Afferent: consists questions.
of all incoming
sensory nerves
Efferent: consists
of all outgoing
nerves
Autonomic:
regulates
involuntary actions
Verification How do the terms Students must be Other
(Steps to check for you learned about prepared to answer Resources
student work together? any questions that Anatomy and
understanding) were discussed while Physiology text
learning the material. book
3. Activity Be able to Be able to match
(Describe the understand and terms with their
independent perform a lab correct function, list
activity to reinforce activity concerning and describe the
this lesson) the time it takes the correlation of the
body to nervous system
communicate in
order to respond
quickly
Summary With this lesson Each student will be Additional
plan, students will held accountable for Notes
be able to learn and learning and knowing Be ready for
discuss the nervous all important any necessary
system and how it information about the tests and/or
is organized. nervous system quizzes over
this
information!
Synapse
By: Thomas Martinsen
Objectives: The students will learn about Summation and Neurotransmitters. Also they
will learn and understand how signals are transferred through neurons.
Information:
Electrical synapses – Occurs when two cells are joined end to end by gap junctions.
Theses occur between cardiac muscle and some smooth muscle.
Chemical synapses – They use a chemical transmitter called a neurotransmitter to send
a signal from the presynaptic cell to the postsynaptic cell.
Spatial summation – The sum of the local potentials reaches the threshold potential
thus produces an action potential.
Temporal summation - When sympatric knobs stimulate a postsynaptic neuron in rapid
succession their effects can add up and produce an action potential.
Neurotransmitters- Are how the neurons talk to each other
Acetylcholine – It is in a class of its own because of its unique chemical structure. It is
made up of acetate with choline.
4. Amine – They are created from amino acid molecules, tyrosine, tryptophan, or histidine.
They are found in regions of the brain and affect the learning, emotions, and motor
control.
Amino acids- Are the most common neurotransmitters in the central nervous system.
They are found in the cells of the body, and they are used to create structural and
functional proteins.
Neuropeptide– They are short amino acids also called polypeptides. They have
functions to control the hormones and the regulate digestive function.
Questions: To help make you understand
What are the main functions of neuropeptides?
Where are Amine’s mainly found in the body?
Why is the Acetylcholine unique?
The information above should have helped you understand what is in the
neurotransmitters and how they work. Also help understand what different parts of the
summation do what within the cells.
Grade 12 Subject: Cells of the Prepared Erycha Butler
Level: Nervous System By:
Overview & Purpose Education Standards
Addressed
What will be learned and why it is useful.
Students will learn about the different types of Texas
cells in the nervous system.
Teacher Guide Student Guide
5. Objectives Cell of the Nervous Glia Materials
System Neurons Needed
(Specify
skills/information Neuron Classification Paper
that will be
learned.) Pencil
Netbook
Information Two main types of In the Anatomy and
cells compose the Physiology text book, Anatomy
(Give and/or nervous system, Pages 344 to 114 and
demonstrate namely Neurons and read and be able to Physiology
necessary Glia. Neurons are answer questions text book
information) excitable cells that about cells of the
conduct the impulses nervous system and
that make all possible how to classify
all nervous system neurons
functions. In other
words, they form the
“wiring” of the
nervous system’s
information circuits.
Glia or glial cells, on
the other hand, do not
usually conduct
information but
support the function
of neurons in various
ways. Some of the
major types of Glia
and neurons are
described in the
following sections.
Verification Questions about Students must be Other
lesson able to answer Resources
(Steps to check for EX: How can you questions for
student classify different types reassurance of Anatomy and
understanding) of neurons? knowing the Physiology text
information book
6. Activity Know the cells of the Be able to match cells
nervous system and with their correct
(Describe the the different images and classify
independent classification of certain types of
activity to reinforce neurons neurons.
this lesson) Match cells with the
correct images
Summary With this lesson plan, Each student will be Additional
students will be able held accountable for Notes
to learn and discuss learning and knowing
the different types of all important Be ready for
cells of the nervous information about the any necessary
system, and neuron cells of the nervous tests and/or
classifications. system and neuron quizzes over
classifications. this information
Grade Level: 12 Subject: Nerve Impulses Prepared By: Alexia Nava
Overview & Purpose Education Standards
Addressed
What will be learned and why it is useful. Students will
learn about. Texas
1. Membrane Potential
2. Resting Membrane Potential
3. Local Potential
4. Action Potential
Teacher Guide Student Guide
7. Objectives 1. Membrane Potential Materials
Resting Needed
(Specify
skills/information 2. Membrane Potential · Paper
that will be
learned.) 3. Local Potential · Pencil
4. Action Potential · Netbook
· Anatomy
and
Physiology
online
lesson.
8. Information Membrane Potential Resting: In the Anatomy and
Electric charge difference Physiology text book,
(Give and/or inside a cell membrane, online lesson you will
demonstrate measured relative to just find everything you
necessary outside the cell membrane need, based on what
information) we are learning today.
-Basis of resting membrane
potential:
Selective permeability of
plasma membranes.
Strong permeability of
potassium ions (K +).
Weak permeability of sodium
ions (Na+).
Impermeability of large
anions.
Local Potential: Stimulation of
neuron by chemical, light,
heat, or mechanical distortion
-Local potentials are graded;
that is, they vary in
magnitude. -Local potentials
are decremental; that is they
get weaker the farther they
spread from the point of
stimulation.
-Local potentials are
reversible. If the stimulation
ceases, the membrane
potential drifts back to resting
membrane potential without
affecting the cell.
Action Potential:
Change in membrane
potential in an excitable tissue
that acts as an electric signal
and is propagated in an all-or-
none fashion
-It begins with a steady
depolarization called the
generator potential. If the
generator potential reaches a
critical voltage called the
threshold, the membrane will
continue to depolarize,
followed by a period of
repolarization and then a
9. Verification Questions about lesson Students must be able Other
to answer questions Resources
(Steps to check EX: -The plasma membrane for reassurance of
for student is more permeable to? knowing the Anatomy
understanding) information and
-The value of the resting Physiology
membrane potential is? text book
Activity Describe the different Be able to match
potentials of the Nerve terms with their
(Describe the Impulses, and there correct function, list
independent differences, along with writing and describe the
activity to the definitions. different potentials,
reinforce this and what happens
lesson) when the electrical
chargers change.
Summary With this lesson plan, Each student will be Additional
students will be able to learn held accountable for Notes
and discuss the difference learning and knowing
between the “potentials”, and all important Be ready
understand what they are. information about for any
permeability changes necessary
in action potentials, tests
including the basis of and/or
a resting membrane quizzes
potential, and know over this
about the local information
potential.
10. Nerve impulses have
been found to travel as
fast as 100 m/s. What
could account for the
difference between your
answer to Question 2
and this value obtained
by researchers?
Our value was 25.59 so it
is significantly slower
than the result the
researchers obtained. the
reasons probably was the
area that was hit and
maybe it wasn’t the exact
spot it needed to hit.
Assume the speed of a nerve impulse is 100 m/s. How does this compare to the speed of
electricity in a copper wire (approx. 3.00 108 m/s)?
It is a lot slower.
Compare the data you obtained in this experiment with other members of your group/class.
Can individual differences be attributed to any physical differences (body shape/s ize,
muscle mass, physical fitness level)?
Yes definitely the persons height and weight contributes to their reflexes and how fast
or slow it may be. for example a person who works out regularly may be faster than a person
who is out of shape.