1. Ch. 2 – Neuroscience

2. Today’s coming attractions
How do you think?
What is a neuron?
How do neurons communicate?
How do we record the brain’s structure, function, and electrical activity?

3. How do neurons communicate?
What is the relationship between psychology, biology, chemistry, and electricity?
Movie DVD#1 Neural communication
What do you think might occur if the transmission of neurotransmitters across the synapse was blocked?
What if it was facilitated?

4. How do neurons communicate?
Synaptic gap?
Neurotransmitters
Endorphins
SSRI’s
Selective Serotonin Reuptake Inhibitors
For depression

5. Neurotransmitters

6. If you touch a hot stove, what happens?
Peripheral nervous system
Central nervous system

7. The peripheral nervous system consists of:
A. association areas.
B. the spinal cord.
C. the reticular formation.
D. sensory and motor neurons.

8. If you see a rattlesnake, what happens?
Sympathetic system
Parasympathetic system

9. If the Dr. taps you on the knee, what is he testing for?

10. You want to record the brain’s electrical activity.
What method would you use?
EEG = Electroencephalogram
What does it do?

11. Name That Brain Damage
Damage to certain areas of the brain can cause specific deficits in behavior. This activity links specific brain areas with their functions.
RELATED TOPICS: Neuroscience and behavior, the older brain, the cerebral cortex.
NOTES
You may wish to have students read their textbook chapter about the brain and behavior before presenting this activity.
On the next four slides you will find illustrations of the various brain areas, labeled according to their general functions.
Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in the illustrations.
Also note that some functions are hemisphere-specific (such as language).
Acknowledgements: This activity was written by Antoinette R. Miller, Clayton State University

12. Overview of Brain Anatomy: (1) Lower Brain Structures
[ “life support” ]
[sleep/wake]
[sensation]
NOTES
Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration.

13. Overview of Brain Anatomy: (2) Lower Brain Structures
[coordination and balance]
NOTES
Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration.

14. Overview of Brain Anatomy: (3) Lower Brain Structures{
[hunger
thirst
body temperature
sexual behavior]
[anger and fear]
[memory]
NOTES
Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration.

15. Overview of Brain Anatomy: (4) Cerebral Cortex
[vision]
[touch/sensation]
[movement / speech (left)]
[hearing; comprehension (left)]
NOTES
Be sure to communicate to students that the functions are only a “short list” of those associated with the brain areas in this illustration.
Remind students that some functions are hemisphere-specific, indicated by “left” in this illustration.

16. What is a Lesion? Lesion = tissue destruction.
Damage to a brain structure (or to multiple structures) may affect a person’s behavior or abilities.
Damage may be deliberate (experimental) or accidental (head injury, stroke, etc.)
NOTES
Once students understand that a lesion is tissue destruction that can be naturally or experimentally caused, tell them they will next be presented with six case studies.
For each study, have students determine (as specifically as possible) which brain area or areas may be damaged, based on the changes in the patient’s behavior or abilities.

17. Case Study 1: Patient JP suffered a minor stroke recently
Case Study 1: Patient JP suffered a minor stroke recently. Although he has recovered most of his function, he still is unable to speak clearly. He sounds stilted, and almost “Tarzan-like.”
parietal lobe
hippocampus
cerebellum
frontal lobe
NOTES
The correct answer for Case Study 1 is “D.” Point out that the damage, specifically, is in the left frontal lobe in Broca’s area.
Further explain that Broca’s area controls language expression. An area of the frontal lobe, usually in the left hemisphere, it directs the muscle movements involved in speech.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

18. Case Study 2: Patient GN recently was struck in the head with a crowbar. Although her eyes were undamaged, she is now unable to see.
occipital lobe
spinal cord
hippocampus
reticular formation
NOTES
The correct answer for Case Study 2 is “A,” the occipital lobe. (Each brain hemisphere contains an occipital lobe.)
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

19. Case Study 3: Patient AF is suffering from a brain tumor
Case Study 3: Patient AF is suffering from a brain tumor. As the tumor grows, he is becoming increasingly belligerent and aggressive. He also seems to have no fear when confronted with threats or danger.
temporal lobe
amygdala
medulla
cerebellum
NOTES
The correct answer for Case Study 3 is “B,” the amygdala. (This is a structure in the limbic system).
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

20. Case Study 4: Patient BB, ironically enough, has been shot in the head with a BB gun. The BB is now lodged in her brain, and she has lost feeling in her left hand.
pituitary gland
spinal cord
parietal lobe
frontal lobe
NOTES
The correct answer for Case Study 4 is “C,” parietal lobe. (Specifically, the right parietal lobe has been damaged.)
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

21. Case Study 5: Patient PD suffers from an extreme seizure disorder
Case Study 5: Patient PD suffers from an extreme seizure disorder. Doctors have located the source of the seizures. To prevent PD’s death, they have surgically removed the affected area. While PD’s seizures have lessened considerably, he is now unable to form new memories.
hippocampus
occipital lobe
thalamus
frontal lobe
NOTES
The correct answer for Case Study 5 is “A,” the hippocampus (a structure in the limbic system; there are two hippocampi--one in each brain hemisphere).
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

22. Case Study 6: Patient FD has suffered a minor stroke
Case Study 6: Patient FD has suffered a minor stroke. Now, she is extremely uncoordinated and seems to have completely lost her sense of balance.
reticular formation
amygdala
temporal lobe
Cerebellum
NOTES
The correct answer for Case Study 6 is “D,” the cerebellum.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.

23. A. frontal lobe B. amygdala C. reticular formation D. occipital lobe
A new superhero emerges on the scene. This superhero is able to stay awake and vigilant for extended amounts of time. He helps the intelligence community by being able to stay in surveillance for extended amounts of time without losing concentration and can always be paying attention to what is happening. A study of this superhero’s brain might show that the ____________ is more advanced and developed than a non-superhero’s.
A. frontal lobe
B. amygdala
C. reticular formation
D. occipital lobe

24. You are a neurologist in a large hospital
You are a neurologist in a large hospital. The wife of a construction worker visits you and describes that her husband has experienced a serious injury to his frontal lobe. She is perplexed by his behavior. Which of the following would you tell her is “normal behavior” for a person with frontal lobe damage?
A. not much decline in memory or intelligence
B. poor judgment
C. irritability and other personality changes
D. ALL of these are commonly seen in frontal lobe damage

25. Which of the following activities is NOT primarily a function of the left hemisphere?
A. listening to a piano concerto
B. reading your psychology book
C. reading junk mail
D. listening to a poetry reading

26. As Allison reaches for a box in her garage, out jumps a big spider
As Allison reaches for a box in her garage, out jumps a big spider. Her heart immediately begins to race as she withdraws her hand, but soon she realizes that the spider is harmless, and she begins to calm down. Which part of her nervous system is responsible for brining her back to a normal state of arousal?
A. sympathetic nervous system
B. somatic nervous system
C. parasympathetic nervous system
D. skeletal nervous system

27. If Dr. Barnes wanted to cause a cat to take on an attack posture, which of the cat’s brain structures should he electrically stimulate?
A. amygdala
B. hypothalamus
C. hippocampus
D. cerebellum

28. Consider This…
What other methods are available to researchers trying to link brain areas to functions?
Do you think using studies of lesions’ effects on behavior is the most reliable method?
Which brain area would you consider the most terrible to lose?
NOTES
You might point out to students that PET (Positron Emission Tomography) and fMRI (functional Magnetic Resonance Imaging) are neuroimaging techniques that allow researchers to observe a functioning brain.
You might also point out that a difficulty with lesion studies is that there is not necessarily a one-to-one relationship between the brain area removed/damaged/lesioned and the functions that are seen to be lost. Some brain areas don’t serve to CAUSE behavior but to actually INHIBIT some functions (and these may be released when this brain area is damaged or removed). Also, no lesion is perfect—there is always the possibility of collateral damage that may actually explain the change in behavior.
***These questions should be used to promote class discussion. They are not constructed for use with Classroom Response System (iClicker) technology.