Unit 2 study guide and project details
Unit 2- Biology and Behavior
Chapter 2 in your text- READ IT!
Terms and Concepts-
nervous system-
central nervous system-
peripheral nervous system-
somatic nervous system-
autonomic nervous system-
sympathetic nervous system-
parasympathetic nervous system-
fight or flight response
spinal reflex
neuron-
motorneuron-
interneruon-
afferent neuron-
nerve parts-
soma-
axon-
terminal buttons-
dendrite-
myelin sheath-
synapse-
all-or-none response-
action potential-
firing-
resting potential-
relative refractory period-
neural impulse-
neurotransmitters-
acetylcholine-
dopamine-
serotonin-
endorphins-
morphine-
runner's high-
curare-
Brain parts-
brain stem-
medulla-
reticular activating system-
thalamus-
hypothalamus-
hippocampus-
amygdala-
Broca's area-
Wernicke's area-
frontal lobe-
motor cortex-
sensory cortex-
parietal lobe-
occipital lobe-
temporal lobe-
cerebellum-
corpus callosum-
endocrine system-
pituitary gland-
pancreas-
thyroid gland-
adrenal gland-
testes/ovaries-
hormone-
growth hormone-
thyroxin-
insulin-
estrogen-
oxytocin-
prolactin-
epilepsy-
metabolism-
hyperthyroidism-
hypothyroidism-
giantism-
split brain operations-
hydrocephalus-
alzheimer's disease-
parkinson's disease-
PET scan-
MRI-
fMRI-
CT scan-
EEG-
lesion-
stroke-
anurism (aneurysm)-
plasticity (brain)-
hydrocephalus-
nature v. nurture-
DNA
genes
chromosomes-
faternal twins-
identical twins-
eggs and sperm-
primary sexual characteristics-
secondary sexual characteristics-
recessive trait
twin studies
adoption studies
fetal alcohol syndrome
heredity
humanzee
huntington's disease-
down syndrome-
MOA levels
Sensation seeking scales
Old mammalian brain
Old reptilian brain
cichlid fish
phrenology-
split brain operations-
On the Origin of Species-
natural selection-
selective breeding-
People- (and animals)
Phinas Gage
Nancy Wexler
Marc LaRebus
Tiffany Field
Robert Sapolsky
Russell Fernald
John Bowlby
Rene Spitz
Charles Darwin
Marian Diamond-
James Barrie
Dr. Jose Delgado
Joseph Martinez
Paul Broca
Karl Wernicke
Franz Gall
Michael Gazzaniga
Marvin Zukerman
Mike the headless chicken
Oliver the chimp
know the case study examples that are sited to describe brain issues-
Questions:
1. Read the truth or fiction questions at the beginning of the chapter and look for the answers through out the chapter.
2. Review the questions in the summary on pages 84 and 85.
3. Who is Platt's favorite member of the former WWF? Please acknowledge this with a moment of silence.
4. What is all this right brain and left brain stuff?
5. What are the divisions of the nervous system?
6. How have we learned about brain structures and their function over time?
7. What is a spinal reflex?
8. Are there any differnences between male and female brains in humans?
9. Why might you have to keep a patient awake during a brain surgery?
10. Why do we call the brain plastic? Do some people have more plastic brains than others?
11. Why did we compare Charlie's first day of school and the base jumpers of Norway? What was similar about their reactions? What caused these reactions?
12. What types of things do we find helpful in treating brain injury?
13. Why did we look at the cases of Mike the headless chicken and Oliver the chimp??
14. Do we only use 10% of our brain?
15. Is there a relationship between brain size and intelligence?
Skills:
1. The student will be able to map the anatomy of a neuron. (pg 55)
2. The student will be able to discuss the neural impulse. (pg 57)
3. The student will be able to discuss the role of the synapse and what occurs here. (pg 55)
4. The student will be able to give a real life example of the refractory period.
5. The student will have an understanding of the divisions of the nervous system. (pg 61)
6. The student will know the functions and locations of basic brain structures. (pg 68-71)
7. The student will be familiar with the limbic system- parts and functions. (pg 70)
8. The student will be able to describe the activities of the two branches of the ANS. (pg 63)
9. The student will be able to chart the geography of the cerebral cortex and talk about the responsibilities of each area. (pg 71)
10. The student will have knowledge of the endocrine system and the hormones it produces. (pg 78-79)
11. The student will have knowledge of how we have gained information about the brain and study it today. (pg 65-67)
Chapter 2 in your text- READ IT!
Terms and Concepts-
nervous system-
central nervous system-
peripheral nervous system-
somatic nervous system-
autonomic nervous system-
sympathetic nervous system-
parasympathetic nervous system-
fight or flight response
spinal reflex
neuron-
motorneuron-
interneruon-
afferent neuron-
nerve parts-
soma-
axon-
terminal buttons-
dendrite-
myelin sheath-
synapse-
all-or-none response-
action potential-
firing-
resting potential-
relative refractory period-
neural impulse-
neurotransmitters-
acetylcholine-
dopamine-
serotonin-
endorphins-
morphine-
runner's high-
curare-
Brain parts-
brain stem-
medulla-
reticular activating system-
thalamus-
hypothalamus-
hippocampus-
amygdala-
Broca's area-
Wernicke's area-
frontal lobe-
motor cortex-
sensory cortex-
parietal lobe-
occipital lobe-
temporal lobe-
cerebellum-
corpus callosum-
endocrine system-
pituitary gland-
pancreas-
thyroid gland-
adrenal gland-
testes/ovaries-
hormone-
growth hormone-
thyroxin-
insulin-
estrogen-
oxytocin-
prolactin-
epilepsy-
metabolism-
hyperthyroidism-
hypothyroidism-
giantism-
split brain operations-
hydrocephalus-
alzheimer's disease-
parkinson's disease-
PET scan-
MRI-
fMRI-
CT scan-
EEG-
lesion-
stroke-
anurism (aneurysm)-
plasticity (brain)-
hydrocephalus-
nature v. nurture-
DNA
genes
chromosomes-
faternal twins-
identical twins-
eggs and sperm-
primary sexual characteristics-
secondary sexual characteristics-
recessive trait
twin studies
adoption studies
fetal alcohol syndrome
heredity
humanzee
huntington's disease-
down syndrome-
MOA levels
Sensation seeking scales
Old mammalian brain
Old reptilian brain
cichlid fish
phrenology-
split brain operations-
On the Origin of Species-
natural selection-
selective breeding-
People- (and animals)
Phinas Gage
Nancy Wexler
Marc LaRebus
Tiffany Field
Robert Sapolsky
Russell Fernald
John Bowlby
Rene Spitz
Charles Darwin
Marian Diamond-
James Barrie
Dr. Jose Delgado
Joseph Martinez
Paul Broca
Karl Wernicke
Franz Gall
Michael Gazzaniga
Marvin Zukerman
Mike the headless chicken
Oliver the chimp
know the case study examples that are sited to describe brain issues-
Questions:
1. Read the truth or fiction questions at the beginning of the chapter and look for the answers through out the chapter.
2. Review the questions in the summary on pages 84 and 85.
3. Who is Platt's favorite member of the former WWF? Please acknowledge this with a moment of silence.
4. What is all this right brain and left brain stuff?
5. What are the divisions of the nervous system?
6. How have we learned about brain structures and their function over time?
7. What is a spinal reflex?
8. Are there any differnences between male and female brains in humans?
9. Why might you have to keep a patient awake during a brain surgery?
10. Why do we call the brain plastic? Do some people have more plastic brains than others?
11. Why did we compare Charlie's first day of school and the base jumpers of Norway? What was similar about their reactions? What caused these reactions?
12. What types of things do we find helpful in treating brain injury?
13. Why did we look at the cases of Mike the headless chicken and Oliver the chimp??
14. Do we only use 10% of our brain?
15. Is there a relationship between brain size and intelligence?
Skills:
1. The student will be able to map the anatomy of a neuron. (pg 55)
2. The student will be able to discuss the neural impulse. (pg 57)
3. The student will be able to discuss the role of the synapse and what occurs here. (pg 55)
4. The student will be able to give a real life example of the refractory period.
5. The student will have an understanding of the divisions of the nervous system. (pg 61)
6. The student will know the functions and locations of basic brain structures. (pg 68-71)
7. The student will be familiar with the limbic system- parts and functions. (pg 70)
8. The student will be able to describe the activities of the two branches of the ANS. (pg 63)
9. The student will be able to chart the geography of the cerebral cortex and talk about the responsibilities of each area. (pg 71)
10. The student will have knowledge of the endocrine system and the hormones it produces. (pg 78-79)
11. The student will have knowledge of how we have gained information about the brain and study it today. (pg 65-67)
Unit 2 Project Guidelines-
Here are the directions for the unit 2 project - DUE DATE TBA-
Unit 2 project-
In a visual display (google slide show) the student will demonstrate the two-way relationship between biology and behavior. The student will show two concrete examples (slide for each example) from each of the following areas to show that relationship: the nervous system, the endocrine system, genetics/heredity, and brain structures (damage?).
The student will need to list and have illustrations/images of the five ways we study the brain.
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.
The student will also need to understand and 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
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.
Some concrete examples for the two way relationship of biology and behavior could include: Phineas Gage, epilepsy, spit brain surgery, fight or flight, blind sight, Capras Delusion,Phantom limb pain, Down's Syndrome, hyperthyroidism, Stress and Multiple Sclerosis to name a few.
Here are the directions for the unit 2 project - DUE DATE TBA-
Unit 2 project-
In a visual display (google slide show) the student will demonstrate the two-way relationship between biology and behavior. The student will show two concrete examples (slide for each example) from each of the following areas to show that relationship: the nervous system, the endocrine system, genetics/heredity, and brain structures (damage?).
The student will need to list and have illustrations/images of the five ways we study the brain.
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.
The student will also need to understand and 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
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.
Some concrete examples for the two way relationship of biology and behavior could include: Phineas Gage, epilepsy, spit brain surgery, fight or flight, blind sight, Capras Delusion,Phantom limb pain, Down's Syndrome, hyperthyroidism, Stress and Multiple Sclerosis to name a few.