Monday- Day 29- Introduction to Biology and Behavior 3-7-22. Looking at the Science of Risky Behavior with the film Adrenaline Rush and our fiends from Norway and Charlie-
Today we start our exploration of the world of Biology and Behavior by looking at the possible impact of biology on our "Risky Behaviors". This film will set up our discussion of sensation seekers for class on Tuesday. We will look at Charlie a child who is not interested in taking risks and a group from Norway that seek them out with intention. We will fill out page 22 in our course workbook as we watch the film. We will review the answers in class on Tuesday- REMEMBER TO TURN IN THE HAPPINESS PACKET IF YOU HAVE NOT ALREADY DONE SO AND COMPLETE THE SURFING FOR HAPPINESS ASSIGNMENT GIVEN LAST WEEK AS WELL. THANK YOU AND ENJOY YOUR FINAL QUARTER.
Tuesday- Day 30- More on Sensation Seeking and Introduction to Biology and Behavior- 3-8-212
Today we will continue to explore sensation seekers- We will finish with the Film Adrenaline Rush and go over the answers on page 22 in your workbook. 1.b, 2. a, 3.c, 4.b, 5. a, 6. d, 7. b, 8. c, 9. a, 10, c
Then we will look at a brief video by Marvin Zukerman who created a scale to predict whether you might be a sensation seeker that also suggests what might draw you to sensation seeking- thrill seeking, experience seeking, boredom avoidance or disinhibition. On the block day we will explore more on this topic with Dr. Ken Carter who is a current lead researcher in the field.
Finally we will do the first half of the True and False on page 20 of your work book to explore the topics that we will study during this unit when we return from Spring Break.
Then we will look at a brief video by Marvin Zukerman who created a scale to predict whether you might be a sensation seeker that also suggests what might draw you to sensation seeking- thrill seeking, experience seeking, boredom avoidance or disinhibition. On the block day we will explore more on this topic with Dr. Ken Carter who is a current lead researcher in the field.
Finally we will do the first half of the True and False on page 20 of your work book to explore the topics that we will study during this unit when we return from Spring Break.
Wednesday and Monday- Day 31- Sensation Seeking and Behavior plus more on the Introduction to Biology and Behavior/ True and False- 3-9-22 / 3-21-22
We will first complete the True and False statements on page 20 and 21 in the course workbook. These statements give you an idea of the direction that we will be heading over the course of the next couple of weeks in this class.
Today we are going to continue to explore the world of sensation seeking. We just watched the film Adrenaline Rush, This film suggest a connection between our biological systems and the need for some people to engage in high risk behaviors. Marvin Zukerman first developed a measure to see if one was prone to sensation seeker and identified four general driving forces for this behavior- He suggested that some people are thrill seekers, others attempt to seek out new experiences, others do this because they are bored easily and finally some people have a tendency for disinhibition. You will meet a current researcher who is expanding on Marvin's original work and looking at new biological trends. You will have a chance to take one of these measures and see where you fall on the scale. After you are finished with the test you will have time to work on back work that can be turned in for full credit by Friday- Check your power school account and make sure I have everything listed correctly. Email me if you see any problems.
YOU WILL TAKE THE LONG VERSION OF THE SENSATION SEEKING QUIZ- WHEN YOU GET YOUR RESULTS BACK SHOW ME YOUR OVERALL SCORE AND THE SCORES FOR YOUR 4 BREAKDOWN AREAS . IF YOU DO NOT GET RESULTS BACK STILL TELL ME THAT INFORMATION. TAKE A SCREEN SHOT OF THE SUBMIT SCREEN TO BE SAFE. HAVE FUN AND I HOPE YOU LEARN SOMETHING NEW ABOUT YOURSELF TODAY!
Today we are going to continue to explore the world of sensation seeking. We just watched the film Adrenaline Rush, This film suggest a connection between our biological systems and the need for some people to engage in high risk behaviors. Marvin Zukerman first developed a measure to see if one was prone to sensation seeker and identified four general driving forces for this behavior- He suggested that some people are thrill seekers, others attempt to seek out new experiences, others do this because they are bored easily and finally some people have a tendency for disinhibition. You will meet a current researcher who is expanding on Marvin's original work and looking at new biological trends. You will have a chance to take one of these measures and see where you fall on the scale. After you are finished with the test you will have time to work on back work that can be turned in for full credit by Friday- Check your power school account and make sure I have everything listed correctly. Email me if you see any problems.
YOU WILL TAKE THE LONG VERSION OF THE SENSATION SEEKING QUIZ- WHEN YOU GET YOUR RESULTS BACK SHOW ME YOUR OVERALL SCORE AND THE SCORES FOR YOUR 4 BREAKDOWN AREAS . IF YOU DO NOT GET RESULTS BACK STILL TELL ME THAT INFORMATION. TAKE A SCREEN SHOT OF THE SUBMIT SCREEN TO BE SAFE. HAVE FUN AND I HOPE YOU LEARN SOMETHING NEW ABOUT YOURSELF TODAY!
Possible Risks of Risk Taking- (from a number of angles- thrill seeking, experience seeking, boredom, disinhibition)
(lack of impulse control)
- Wrong decisions for the sake of the thrill which can wreak havoc in our daily life- dangerous driving/high speed and risky moves
- Falling into addiction patterns seeking pleasure
- aggression and road rage
- Behavioral Addictions/ internet games / gaming / cell phone / social media
(lack of impulse control)
- Wrong decisions for the sake of the thrill which can wreak havoc in our daily life- dangerous driving/high speed and risky moves
- Falling into addiction patterns seeking pleasure
- aggression and road rage
- Behavioral Addictions/ internet games / gaming / cell phone / social media
Tuesday and Wednesday Day 32/33- What are the divisions of the Nervous System- 3-(22/23/24)-22
The Nervous System
Today we will begin our look into the unit of Biology and Behavior by looking at the body's basic communication system the nervous system. Turn to page 23 in your class workbook to the flow chart that kind of looks like the one in the image above. We will take time in class to fill out this chart. The chart will seem difficult at first but honestly it is not that bad- the structure and the words give themselves away. This system allows us to interact with the outside world and our interior world at the same time- Problems with the system can have direct impacts on our behavior and thinking. It also helps to solve the age old question of why so many times we behave like a toad. What? stay tuned you will learn why?
Word Bank- Somatic Nervous System, Autonomic Nervous System, Brain, Sympathetic Nervous System, Parasympathetic Nervous System, Spinal Cord, Peripheral Nervous System, Central Nervous System
bonus words- Centered, Command, Control, extended to the sides, executes the commands, relays information
bonus words- Centered, Command, Control, extended to the sides, executes the commands, relays information
Word Bank- Somatic Nervous System, Autonomic Nervous System, Brain, Sympathetic Nervous System, Parasympathetic Nervous System, Spinal Cord, Peripheral Nervous System, Central Nervous System
bonus words- Centered, Command, Control, extended to the sides, executes the commands, relays information
bonus words- Centered, Command, Control, extended to the sides, executes the commands, relays information
Next we are going to explore the "Secrets of the Mind". You are going to see my favorite neurologist Dr. RAMACHANDRAN. He has made some amazing discoveries plus has one of the best rolling r's of all time. We will explore a number of interesting case studies as we continue to learn more about the brain this time in the domain of sensation and perception (sensory cortex and sensory lobes as well as the limbic system). We will be answering questions in our work book (page 44) as the film progresses and go over those answers in class.
If you follow the link below you can have access to the transcript of the program.
If you follow the link below you can have access to the transcript of the program.
Friday- Day 34- The Neuron AKA the Nerve Cell- 3-25-22
Today we are going to take a look at the anatomy of the nerve cell aka the neuron. We will discuss several of the key features and key concepts of the nerve cell- Take notes and draw the picture on page 24 of your class workbook-
Soma aka as the. cell body- provides the energy that fuels the specialized duties of the nerve cell
Dendrites- branch like structures that receive chemical messages (neurotransmitters) from other cells
Nucleus- serves as the information and administrative center of the cell
Axon- carries the message to other cells- the long threadlike part of a nerve cell along which impulses are conducted from the cell body to other cells
Myelin Sheath- is an insulating layer, or sheath that forms around nerves which allows electrical impulses to transmit quickly and efficiently along the nerve cells.
Schwann Cell- a myelin-secreting glial cell that spirally wraps around an axon of the peripheral nervous system to form the myelin sheath
Node of Ranvier- These are the gaps formed between the myelin sheath where the axons are left uncovered and helps in the speed of transmission of the signal
Axon Terminal buttons- are the small knobs at the end of an axon that release chemicals called neurotransmitters
Soma aka as the. cell body- provides the energy that fuels the specialized duties of the nerve cell
Dendrites- branch like structures that receive chemical messages (neurotransmitters) from other cells
Nucleus- serves as the information and administrative center of the cell
Axon- carries the message to other cells- the long threadlike part of a nerve cell along which impulses are conducted from the cell body to other cells
Myelin Sheath- is an insulating layer, or sheath that forms around nerves which allows electrical impulses to transmit quickly and efficiently along the nerve cells.
Schwann Cell- a myelin-secreting glial cell that spirally wraps around an axon of the peripheral nervous system to form the myelin sheath
Node of Ranvier- These are the gaps formed between the myelin sheath where the axons are left uncovered and helps in the speed of transmission of the signal
Axon Terminal buttons- are the small knobs at the end of an axon that release chemicals called neurotransmitters
Word Bank- Axon, Soma, Dendrite, Myelin Sheath, Schwann Cell, Axon Terminal, Nucleus, Node of Ranvier
Key Ideas- Lock and Key, Neural Impulse, Action Potential, All-or None Response,
Reuptake, neurotransmitters and Synapse (and synaptic gap)
Monday- Day 35- How We Study the Brain and the ORB and OMB- 3-28-22
Today we are going to start looking at the brain and the role different structures play in our behaviors. We are going to start in the brain's basement known as the brain stem which has a nickname: the old reptilian brain (ORB). To understand those structures we have studied the brain in a variety of ways. As I work through a powerpoint today we will talk about a number of ways that we learn about those structures. We will also talk about the Limbic system which has the nickname- the old mammalian brain or OMB. Evolutionary biologists have developed those nicknames as we share common brain structures with other organisms that have a spine.
Ways to study the brain-
1. Through injury and accident- Mike the Headless Chicken/ Phineas Gage's accident
2. Electrical Stimulation- use of electrodes or EEG scans
3. Lesioning techniques- removal of brain tissue
4. Brain blood events- stroke- a block in blood flow and aneurysm- leaks and burst in blood vessels
5. Scans- MRI, CT, PT, fMRI
Ways to study the brain-
1. Through injury and accident- Mike the Headless Chicken/ Phineas Gage's accident
2. Electrical Stimulation- use of electrodes or EEG scans
3. Lesioning techniques- removal of brain tissue
4. Brain blood events- stroke- a block in blood flow and aneurysm- leaks and burst in blood vessels
5. Scans- MRI, CT, PT, fMRI
Tuesday- Day 36 - The Limbic system and its role in behaviors
Today- We are going to go through a quick series of review videos of the brain structures we talked about yesterday- The four major structures that you need to be aware of are the Thalamus, the Hypothalamus, the Amygdala and the Hippocampus-
Wednesday, Thursday, Friday- 3-30/ 3-31The Cerebral Cortex and Phineas Gage
Today we are going to learn about several important brain areas in the cerebral cortex:
Frontal Lobe
Broca's Area
Wernicke's Area
Motor Cortex
Sensory Cortes
Parietal Lobe
Occipital Lobe
Temporal Lobe
Cerebellum
The story of Phineas Gage sparked curiosity into the relationship of the brain with behavior and personality. I hope that you enjoy our look into the cerebral cortex today!
Frontal Lobe
Broca's Area
Wernicke's Area
Motor Cortex
Sensory Cortes
Parietal Lobe
Occipital Lobe
Temporal Lobe
Cerebellum
The story of Phineas Gage sparked curiosity into the relationship of the brain with behavior and personality. I hope that you enjoy our look into the cerebral cortex today!
Monday- 4-4-22 Why would you cut the brain in Half? And- Why do we consider the brain to be "Plastic"?- the corpus callosum, Broca's area, Aphasia and more!
Today on page 27 of the work book we are going to look at the corpus callosum and talk about how the body is cross wired as well as take a quick look at both Broca's area and at Wernicke's area and these locations impact on language- We will also take a quick look at the cerebellum.
Key Words- Corpus Callosum, Cerebellum, cross wired, Broca's area (majority language dominant on the left side), Aphasia
Tuesday- 4-5-22 Plasticity- Today we are going to talk about the brain's ability to heal and repair itself as well as reassign tasks to some neurons. This is still poorly understood yet we know it happens. We will look at a couple of case studies today to further explore this amazing experience-
Tuesday or Wednesday or Thursday- 4-5/6/7-22. Unit 2 Project Options
Today we will focus on our Unit 2 project- I will read through the instructions and provide examples for each section including possible topics for the case studies. You do not have to use my suggested examples for the case studies- I am just highlighting a few we talked about in class if you need help of thinking of examples.
Unit 2 project-
In a visual display (google slide show) the student will demonstrate the two-way relationship between biology and behavior with 8 mini case studies. The student will show two concrete examples (slide for each example) from each of the following areas to show that relationship: You should have at least 8 slides for your case studies-
1.nervous system, (2 slides)
possible examples- MS, fight / flight or freeze, epilepsy ,phantom limb pain
2. endocrine system, (2 slides)
possible examples- hyperthyroidism and hypothyroidism , type 1 or type 2 diabetes, gigantisim, Adreline rush
3. genetics/DNA/heredity, (2 slides). possible examples
stress's impact on the end caps of DNA, Down's syndrome (cause and symptoms). Nancy Wexler's story, Huntington's Disease
4. brain structures (damage?). (2 slides)
Phineas Gage story, split brain or half brain surgeries (Jody's), Capras delusion, the case of HM, blind sight, Mike the headless chicken
The student will need to list and have illustrations/images of the five ways we study the brain. (at least 1 slide)
The student will also need to show a geographic map of the brain and demonstrate an understanding of its major structures through labeling the major parts and explaining the basic function the following brain areas must be included:
the frontal lobe, motor cortex, sensory cortex, Broca’s Area, Wernicke’s Area, the occipital lobe, the parietal lobe, the temporal lobe, the cerebellum, the brain stem, the corpus callous, and the medulla. (2 to 3 slides)
The student will also need to describe the geography of a nerve cell. Again the student will need to have a visual of the nerve cell and label and talk about the duties of the: soma, myelin sheath, axon, dendrites, terminal buttons and the synapse (1 -3 slides)
Finally the student will create a map of the endocrine system and talk about 6 hormones that are produced in this system and talk about five structures of this system and at least three problems that we can have with this system. (2 to 4 slides)
Some concrete examples for the 8 mini case studies could include: Phineas Gage, epilepsy, spit brain surgery, fight or flight, blind sight, Capras Delusion,Phantom limb pain, Jody's brain story, Down's Syndrome, hyperthyroidism, Stress and Multiple Sclerosis to name a few.
Unit 2 project-
In a visual display (google slide show) the student will demonstrate the two-way relationship between biology and behavior with 8 mini case studies. The student will show two concrete examples (slide for each example) from each of the following areas to show that relationship: You should have at least 8 slides for your case studies-
1.nervous system, (2 slides)
possible examples- MS, fight / flight or freeze, epilepsy ,phantom limb pain
2. endocrine system, (2 slides)
possible examples- hyperthyroidism and hypothyroidism , type 1 or type 2 diabetes, gigantisim, Adreline rush
3. genetics/DNA/heredity, (2 slides). possible examples
stress's impact on the end caps of DNA, Down's syndrome (cause and symptoms). Nancy Wexler's story, Huntington's Disease
4. brain structures (damage?). (2 slides)
Phineas Gage story, split brain or half brain surgeries (Jody's), Capras delusion, the case of HM, blind sight, Mike the headless chicken
The student will need to list and have illustrations/images of the five ways we study the brain. (at least 1 slide)
The student will also need to show a geographic map of the brain and demonstrate an understanding of its major structures through labeling the major parts and explaining the basic function the following brain areas must be included:
the frontal lobe, motor cortex, sensory cortex, Broca’s Area, Wernicke’s Area, the occipital lobe, the parietal lobe, the temporal lobe, the cerebellum, the brain stem, the corpus callous, and the medulla. (2 to 3 slides)
The student will also need to describe the geography of a nerve cell. Again the student will need to have a visual of the nerve cell and label and talk about the duties of the: soma, myelin sheath, axon, dendrites, terminal buttons and the synapse (1 -3 slides)
Finally the student will create a map of the endocrine system and talk about 6 hormones that are produced in this system and talk about five structures of this system and at least three problems that we can have with this system. (2 to 4 slides)
Some concrete examples for the 8 mini case studies could include: Phineas Gage, epilepsy, spit brain surgery, fight or flight, blind sight, Capras Delusion,Phantom limb pain, Jody's brain story, Down's Syndrome, hyperthyroidism, Stress and Multiple Sclerosis to name a few.
Wednesday / Thursday- 4-6. / 4-7- What are the duties of the Endocrine System
The Endocrine System-
Today we are going to look at the Endocrine System via a powerpoint and a series of video clips- The powerpoint goes with the corresponding notes page 33 in your class work book.
Friday- 4-8-22- Brains and Review
Today we are going to work on page 31 in our workbook and review the answers in class. WE WILL FIRST TOUCH AND HANDLE BRAINS IF YOU WANT !!????
Monday and Tuesday- 4-11/12-22. Are We Brave Enough to Learn from a Baboon? The Impacts of Stress on our Biology- Stress, Baboons and Sapolsky
Page 32 in your work book will have questions about Stress's impact on the body as we learn about our behaviors impact on the body- You will meet my favorite field study researcher - Dr. Robert Sapolsky. He made a profound discovery about the status of a baboon and the health of that baboon's immune system. This study then triggered investigations into humans to see if similar trends emerged. The results and other things we learned about stress and its impacts on humans are fascinating
Wednesday and Thursday- 4-13/14-22. Brain and Biology Surfing
Today- We will review the answers to "Stress a Portrait of a Killer"and then spend time looking at clips associated with the brain and our biological systems! If you are not in class you need to take notes on each clip and turn them in for points when you return to class . Have a great day off this friday!
MONDAY- 4-18-22 What role does heredity and genetics play in behavior?
Today- We are going to explore the role genetics, heredity and DNA can play in our behavior and visa-versa. I will start with a brief powerpoint for some background information and then we will look at a couple of video clips to reinforce and explore just a little deeper into the topic.
Terms, People and Concepts- Huntington's Disease, Down Syndrome, (Down's Syndrome), Nancy Wexler, Twin Studies, genes, chromosomes, identical twins, maternal twins, adoption studies
Terms, People and Concepts- Huntington's Disease, Down Syndrome, (Down's Syndrome), Nancy Wexler, Twin Studies, genes, chromosomes, identical twins, maternal twins, adoption studies
Tuesday- 4-19-22= Finish Heredity and DNA ...and test review!!
Today- We Review! First- we finish the lecture from yesterday- We are going to look at the world of Dr. Nancy Wexler and her quest for the genetic cause of Huntington's Disease. You will see her at various stages of her pursuit- Her early work in the 1980s, the teams discovery in the early 2000s and where Nancy is today.
Projects and Tests will happen on block days this week.
Workbook Pages- 20, 21, 22, 23, 24, 25, 26, 27, 31, 32, 33, 41, 44, (brain and biology surfing activity/ Chapter 2 reading guide)
Test Sections-
First 20 Questions are True and False
Questions 21- 30 are matching (famous people we have talked about this unit)
Questions 31-79 are multiple choice
Questions 80-85- parts of the nerve cell
Questions 86- 95- parts of the brain
Questions 96-100- divisions of the nervous system
Projects and Tests will happen on block days this week.
Workbook Pages- 20, 21, 22, 23, 24, 25, 26, 27, 31, 32, 33, 41, 44, (brain and biology surfing activity/ Chapter 2 reading guide)
Test Sections-
First 20 Questions are True and False
Questions 21- 30 are matching (famous people we have talked about this unit)
Questions 31-79 are multiple choice
Questions 80-85- parts of the nerve cell
Questions 86- 95- parts of the brain
Questions 96-100- divisions of the nervous system
Wednesday and Thursday- Test / Project Day. 4-20/21-22
Today we will take a test and turn in unit 2 assignments- You do have the project option if you do not want to take the test!
Friday- Senior Appreciation Day- 4-22-22
Or for Mr. Platt-----
Monday and Tuesday- 4 -25/26-22- Biology, behavior and gender-
We will listen to the personal stores of several people. couples and families as they share their insights with Katie Couric. We will have a film guide to complete as we view this film. and follow up discussions with your tables.
we are going to explore a number of topics that relate to the relationship with biology and behavior in terms of the gender development- we are going to look at the role of hormones in fetal development, an experiment that looks at how we engage with babies based on perceived notions and finally look at the interesting case studies presented by Katie Couric in the National Geographic film- Gender Revolution. This topic will take the course of the two class meetings.