Neurotransmitter Research
Each of you will be assigned an article that focuses on research into neurotransmitters.  You will either have "Biology: Your Brain in Love," or two articles on the same study title "A Little Help From Serotonin" and "Domination is linked to a chemical in the brain."  All these are linked on my DP under "Serotonin Readings."  If you were absent, pick one!  Students need to:

1. Read the article
2. Underline/highlight/annotate for important ideas and interesting things they found
3. Outline the research.  For the study they are describing, list out:
   1. Aim
   2. Methods
   3. Independent Variable
   4. Dependent Variable
   5. Findings
   6. Conclusions
   7. Evaluation/Questions
      
      1. Here, you should address any problems with the experiment (make sure to address ecological/external/internal validity), and transferability.
         
      2. You should also list at least one question this research raises for you

 
Done?  Nervous about your quiz on Monday?
Study for the quiz!
 
HOMEWORK:  Study for the quiz on MONDAY!

Neurotransmission Lecture
What is a Neuron?

1. Nerve cell
2. Transmits information throughout the brain
3. Uses chemical and electrical symbols

Parts of a Neuron

1. Label parts of a neuron on your diagram
2. Dendrites
   1. Increase surface of cell membrane
   2. Receive information from other neurons (the EARS of the neuron)
3. Nucleus
   1. Contains genetic information for the cell (chromosomes)
4. Soma
   1. Cell body
   2. Signals from dendrites joined and passed on
   3. Supports life of cell- like the factory that keeps it running
5. Axon
   1. Long fiber from cell body
   2. Transmits neural signal
   3. Larger axon = faster transmission (.1 mm to 3 feet)
6. Myelin Sheath
   1. Insulating substance
   2. Helps transmit signals more rapidly
7. Axon Terminals
   1. Connects and transmits signals to other cells/neuron
      

What is Neurotransmission?

1. Signaling molecules called neurotransmitters are released by a neuron and bind to and activate the receptors of another neuron
2. Takes place at a synapse.
3. Occurs when action potential (an electrical charge) is fired in response to a stimulus.
   

What do you really need to know?

1. Neurons are all or nothing—they fire or they don’t
2. Some signals they receive are excitatory (pushing an accelerator)
3. Some signals are inhibitory (pushing the brake)
4. When Excitatory – Inhibitory > Threshold…ACTION!
   

Action…now what?

1. Action potential travels down axon, to communicate with other neurons at the synapse (where neurons meet)
   

Process of Neuron Firing
(See diagram)
Neurotransmitter Pathways
Each type of neurotransmission has its own set of pathways in the brain.

TED Talk: Our Brains Are Not Just a Bag of Chemicals
Phew!  Okay, let’s talk about dopamine!  We’re going to listen to a TED talk about dopamine.  While you listen, I’d like you to jot down the following notes:
TED Talk is 15 minutes.

1. What’s his big point about brain chemistry?  
2. Why do they use fruit flies to try to study the human brain?
3. What do they look for to determine emotions of fruit flies?
4. What links did the researchers find between dopamine effects in fruit flies and humans?

HOMEWORK:  ​Study for brain quiz on MONDAY!

Homework Review
Students pair up, review homework from last night, ask me any questions about it.

Broca and Wernicke Lecture
Go through lecture on Broca and Wernicke.  Lecture notes are linked on the docs page of this DP.

Quiz Guide: You will need to be able to...

1. Label a brain diagram with the parts of the brain
2. Sort brain tasks into different hemispheres
3. Discuss two specific parts of the brain, their function, and what happens if they are damaged
4. Short essay:  How do we know brain function is localized?  Support your answer with two specific examples from research.

Review Strategies
What strategies would you use to study for each of these content areas?  Brainstorm

1. Brain Diagram: 
   1. Create slips of paper with names of areas, practice putting them into place.
   2. Print multiple copies of diagram and label them over and over again
   3. Draw or trace the brain, and label it as you go
   4. Other?
2. Brain Tasks
   1. Flashcards
   2. Diagram with pictures
   3. Other?
3. 2 Parts of the Brain
   1. Choose two that are easiest to memorize!
   2. Personify them (ex:  The amygdala is an angry caveman.  The cerebral cortex is a brainy scientist)
   3. Flashcards
   4. Rewrite notes
4. Short essay question:
   1. Choose studies to focus on
   2. Make sure you can summarize two studies that prove localization of brain function
      
      1. WHO did them?
         
      2. When were they done?
         
      3. What were they studying?
         
      4. How did the experiment work?
         
      5. What were the results?
         
      6. What do the results show us about the brain?
         
      7. What are the limitations of the results (or criticisms of the study)?

Study Time!
Quiz on MONDAY.  We will not have any more study time in class this week—we’re moving on to new topics on Thursday.  If you feel like you need more help from me on any of these concepts, make an appointment for office hours- I'm available before school, during 1st period, and at lunch.

Brain Localization Video
Watch the video linked above about a very bizarre study of brain localization and memory.  As you listen, look for answers to the following questions:

1. What kind of surgery did they do?  Why? 
2. What parts of the brain did it damage?
3. What effects did this have on the subject of the surgery?
4. What does this tell us about memory and the brain?  How did it change our understanding?
5. What are some possible criticisms of this research?
6. How does this show brain localization?

Split Brain Reading:
Now that you have the idea, we’re going to dig into the actual research behind these findings.  Here’s a reading!  As you read this, you should:

1. Highlight/annotate.  This is an informational reading, so you’re specifically looking for main ideas.  Be selective!
2. Summarize the main ideas in each sub-section (look for the bold titles!)
3. Draw any diagrams that will help you to understand the research and findings – represent visually as well as in words!
4. After you have read, answer the following questions to pull together your knowledge:
   1. What were the two main themes the researchers were exploring?
   2. Sperry and Gazzaniga ran three types of experiments: visual, tactile, and visual + tactile.  How did they test these different abilities, and what did each type of experiment teach us about the brain?
   3. What was one really interesting piece of this research to you?
   4. What are the criticisms of their findings/research?
   5. How is this research being applied?  How is it useful?

HOMEWORK:
Finish reading and notes on "One Brain or Two?" reading.  DUE:  Start of class, Tuesday.

Brain Hemisphere Overview:  What does each side of the brain do?
Right Brain

1. Nonverbal processing
2. Spatial tasks
3. Muscial/visual recognition (pattern and configuration)
4. Perception of others’ emotions
5. Overall patterns and representations
6. Negative emotions show up here
7. Understanding emotional content of speech- damaged = difficulty understanding jokes, sarcasm, irony, tone of voice

Left Brain

1. Verbal processing
2. Speaking, reading, writing
3. Remembering
4. Reasoning
5. Planning
6. Problem Solving
7. Positive emotions show up here
8. Damage: difficulty with speech production and comprehension

Crossovers:

1. Left cortex registers touch from right side, right cortex registers touch from left side
2. Same thing with initiating movement, sound, visual processing

Which Hemisphere is Dominant
Students take the hemisphere test here, to determine which hemisphere is dominant

1. http://personality-testing.info/tests/OHBDS/

After you take the test, record your results, chart yourself on the class chart on the whiteboard.

Split Brain Demo
Now, we’re going to demonstrate what happens if the Corpus Collosum is cut, and your hemispheres can’t communicate with one another!  (Don't worry, we're not actually going to take a scalpel to your brain!)

Set Up

1. Students find a partner
2. Sit closely, interlock middle arms together.  YOU ARE ONE!
3. Student on LEFT:  Can speak
4. Student on RIGHT:  No talking!  Only non-verbal communication.

Series of difficult tasks...
​
Debrief:

1. How difficult were these tasks?
2. How did what we did here represent the two hemispheres of the brain?
   1. Localization of language in left
   2. Processing of vision and hearing
3. Now, imagine this was you.  All the time.  Are there circumstances where living like this might be worth it?

HOMEWORK:  
None!  Enjoy your weekend.

Create Brain Map

1. Students create poster, put key information (color code it!) on giant brain map
2. Each pair of students presents present their brain structure, while other students take notes on smaller diagram/in their notes

Brain Study Time
What are the most effective ways to study this?

1. Visual:  Map it out.  Draw a brain, label all the structures
   
2. Think about relationships
   
3. Memory tricks (associations, mnemonic devices, rhymes, etc.)
   
4. Notes- Rewriting, mapping relationships, color coding
   
5. Flashcards- basic memorization

Take 20 minutes and study in whatever way makes sense to you!

HOMEWORK:  None

Phineas Gage
Review key takeaways from Phineas Gage case study.

Brain Functions
Each  pair will receive a specific brain structure to study.  Students have all class today to gather and summarize this information.  On Thursday, we will put it on a giant brain map, students will present the main points about their structure, and we'll spend a little time discussing study strategies.  For their structure, they must determine:

1. Where is it located?
2. What are its major functions?
3. What happens when it is damaged?
4. What other structures is it near?
5. Create a mnemonic device, song, or rhyme, that will help other students remember the most important things about your brain part.

Brain Structures (I will assign these during class)
Hindbrain

1. Medulla
2. Pons
3. Reticular Formation
4. Cerebellum
5. Spinal Cord

Forebrain

1. Thalamus
2. Hypothalamus
3. Amygdala
4. Hippocampus
5. Cerebral Cortex
6. Corpus Callosum
7. Pituitary Gland

HOMEWORK:
Test Corrections:  Due next THURSDAY at the start of class.  Staple corrections to the original test. For each correction, must include:

• Why you got it wrong
  
• What the correct answer is, with an explanation

Give Lori some Feedback:  Research Methods Feedback Survey

Test Corrections

• Can recover 50% credit
• Due next Monday at the start of class.  Staple corrections to the original test.
• For each correction, must include:
  • Why you got it wrong
  • What the correct answer is, with an explanation

Four Corners
Before we move to the corner for each statement, we’ll take a few minutes to write about yourinitial thoughts.

1. Statement 1:  The most important things that determine our behaviors are biological processes.
2. Statement 2:  Behavior is generally more influenced by how we are raised than by our genetics.
3. Statement 3:  Studying animal behavior is a good way to figure out why humans behave the way they do.

Biological Analysis Overview

1. Read the overview handout, then write the following in your notes
   1. Respond in writing to one of the quotes.  What does it make you think?  What questions does it raise for you?
   2. Which topic/question is most interesting to you?  Why?
   3. Which one are you most worried/anxious about studying?  Why?
2. Pair/Share

History of Brain Science Lecture (PPT and video are linked on the docs page)

1. Phrenology
   1. Franz Gall (1758-1828)
   2. Bumps on the skull could reveal our mental abilities and character traits
   3. Obviously, this is ridiculous
2. Mark Twain Test
   1. Mark Twain was an author and noted humorist (think of him as that generation's Jon Stewart)
   2. Found a cavity, startled me by saying that the cavity represented the total absence of humor
   3. 3 months later, went back revealed identity
   4. Cavity was gone, and in its place was the loftiest bump of humor he had ever encountered!
3. Grain of Truth:  Brain functions are localized in particular regions
4. Phineas Gage
   1. Railroad worker
   2. Gunpowder tamping, spark exploded
   3. Sent rod that was 3 feet long and 1.25 inches in diameter through his skull
   4. Went in below left cheekbone, exited top of skull
   5. Never lost consciousness, was able to speak
   6. Touch and go surgeries,  but he survived and was fully functional
   7. Was presented as a drastic personality change, from controlled to uncontrolled and animal-like
5. Frontal Lobe
   1. Contributes to nearly every activity
   2. Last to mature
   3. Responsible for self-control, many behaviors
   4. People with damaged frontal lobes tend to be impulsive and less "moral"
6. Video
   1. What new information do you get from this? 
   2. How do more recent technological analysis change the story of Gage
7. Big Takeaways
   1. ​—Brain and mind are one
   2. —Case studies are tricky to generalize, and subject to researcher and time period bias
   3. —Brain is amazingly resilient
   4. —One of the first case studies to show concrete link (or did it?!?) between behavior and brain.

HOMEWORK:
Test Corrections:  Due next WEDNESDAY at the start of class.  Staple corrections to the original test.For each correction, must include:

• • Why you got it wrong
  • What the correct answer is, with an explanation

Take the Test!
You have the entire period to take the test.  Good luck!  After you turn in the test, you may spend any remaining time working on the short essay response.  The short essay response must be shared or emailed to me before class is over today.

WOOO!  Let's move on to the brain and all of its weirdness!

HOMEWORK:  None.  Enjoy your weekend!

Psych Science Discussion:
The goal of this discussion is to clarify the articles, to solidify your opinion, and ultimately to prepare you to write your short essay response to "Is psychology a science?".  You will be in a group of 4-5 students.  In your group, discuss the following questions:

1. Summarize the argument of each article—what was the larger point they were trying to make?
2. Which article’s argument did you find MOST convincing?  Why?
   1. What specific evidence did they use to support their points?
3. Which article’s argument did you find LEAST convincing?  Why?
   1. What about their evidence made it weaker in your eyes?
4. Ultimately, do you think psychology is a science?  Remember, this doesn’t have to be a yes or no answer!

Short Essay Writing Time:  Is psychology a science?
You have the rest of class (about 30 minutes) to outline and write your short essay response to the question above.  A few quick tips:

1. This should be 2-3 solid paragraphs
2. Have a clear thesis that answers the question, and is at the start of your short response (seriously, make it the topic sentence of your first paragraph).
3. Use the TEA paragraph structure!  Follow an outline!
4. QUOTE the texts!
5. Give it a quick proofread before you share it or email it to Lori

If you do not finish today, you'll have whatever time you have remaining at the end of the test to finish this up.  No, you can't take it home this weekend.  It's called timed writing for a reason.  :)

HOMEWORK
Study for the TEST tomorrow!