Transcript Chapter 2 Week 1

CHAPTER 2
Week 1
Homework for the Week
• Monday 9/2
• Labor Day No School
• Tuesday 9/3
• Chpt 2 52-57
• Block Day 9/4 & 9/5
• Chpt 2 58-63
• Study Vocab
• Friday 9/6
• Chpt 2 64-68
• *Reminder: Friday is the last day to complete the
Prologue & Chapter 1 test if a student had an excused
absence
Agenda: Tuesday 9/3/13
• Unit Overview
• Edible Neuron Activity
• Groups of 4
• Monday 9/2
• Labor Day No School
• Tuesday 9/3
• Chpt 2 52-57
• Block Day 9/4 & 9/5
• Chpt 2 58-63
• Study Vocab
• Friday 9/6
• Chpt 2 64-68
• *Reminder: Friday is the
last day to complete the
Prologue & Chapter 1 test
if a student had an
excused absence
Unit Overview
Essential Questions:
Objectives
• How do biological
• Explain the process of neural
processes relate to
behavior?
• How do the biological
processes work to create
and sustain behavior?
• How does damage to a
biological process or part
affect behavior?
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communication.
Explain how neurotransmitters
work.
Delineate the different steps of
the neural chain.
Analyze the difference between
the neural and hormonal
systems.
Identify the parts of the brain and
the functions of each.
Describe the different types of
brain scans.
Determine the role of genetics in
influencing human behavior.
History of Mind
Ancient Conceptions About Mind
Plato correctly placed mind in the brain.
However, his student Aristotle believed that
mind was in the heart.
Today we believe mind and brain are faces of
the same coin. Everything that is psychological
is simultaneously biological.
Neural Communication
 Biological Psychology
 branch of psychology concerned with the links between biology and
behavior
 some biological psychologists call themselves behavioral
neuroscientists, neuropsychologists, behavior geneticists,
physiological psychologists, or biopsychologists
 Phrenology (Franz Gall)
 Study of the bumps on your head
 Bumps reveal a person’s abilities and traits
Phrenology
Neural Communication
We are a biopsychosocial system.
Cellular Level
(Interconnected
Neurons)
Ethnic Level
(Culture)
Organ Level
(Brain)
Group Level
(Family)
System Level
(Information
Processing)
Individual Level
(Human Being)
Community Level
(Society)
Neural Communication
Neurobiologists and other investigators
understand that humans and animals operate
similarly when processing information.
Note the similarities in the above brain regions, which are all
engaged in information processing.
Neural Communication
Neuron
 a nerve cell
 the basic building
block of the
nervous system
Soma
 cell body; serves
as neuron’s
control center
Neural Communication
 Dendrite
 the bushy, branching extensions of a neuron that receive
messages and conduct impulses toward the cell body
 Axon
 the extension of a neuron, ending in branching terminal
fibers, through which messages are sent to other
neurons or to muscles or glands
 Myelin [MY-uh-lin] Sheath
 a layer of fatty cells segmentally encasing the fibers of
many neurons
 enables vastly greater transmission speed of neutral
impulses
Neuron
A nerve cell, or a neuron, consists of many
different parts.
Edible Neuron: Step 1
Motor neuron body
• Pull n Peel twizzler,
separate the individual
strings halfway and tie
knots at the end of
each one.
• What do these
represent?
• What do they do?
Edible Neuron: Step 2
• 2 toothpicks, break in
half
• Place one half of the
toothpick in the end of
the twizzler that has not
been separated.
• Attach a gummy peach
ring
• Place a mini SweetTart
in the center.
• What does this
represent?
• What does it do?
Edible Neuron: Step 3
• Stick the remaining
toothpick pieces in to
the cell body and
attach sour gummies.
• What does this
represent?
• What does it do?
Edible Neuron: Step 4
• Wrap the sour belt
around the axon.
• What does this
represent?
• What does it do?
Eat and Enjoy!
• Practice at home: University of Utah, Mad, Mad Neuron
• http://learn.genetics.utah.edu/content/addiction/reward/
madneuron.html
Agenda: Block Day 9/4 & 9/5
• Review Homework pgs.
52-57
• Nervous System Activity
• Reaction Time
• Writing Instruction
• Monday 9/2
• Labor Day No School
• Tuesday 9/3
• Chpt 2 52-57
• Block Day 9/4 & 9/5
• Chpt 2 58-63
• Study Vocab
• Friday 9/6
• Chpt 2 64-68
• *Reminder: Friday is the
last day to complete the
Prologue & Chapter 1 test
if a student had an
excused absence
Homework Review: Pgs 52-57 (&50-51)
• What is the action potential?
• http://www.youtube.com/watch?v=ifD1YG07fB8
• What is the refractory period? Example?
• What are neurotransmitters?
• What is the difference between an agonist and an
antagonist?
• What is the difference between the central and peripheral
nervous system?
• What is the difference between the sympathetic and
parasympathetic nervous system?
Nervous System Activity: Trust Fall
• For each of the
scenarios on the
following slide, think
about what happens to
each of the following:
Nervous System Activity: Trust Fall
• Trust Fall #1: Fall into the
arms of another student with
eyes open
• Trust Fall #2: Fall into the
arms of another student with
eyes closed
• Trust Fall #3: Fall into the
arms of several students
from an elevated height
(standing on a chair) with
eyes open
• Trust Fall #4: Fall into the
arms of several students
from an elevated height
(standing on a chair) with
eyes closed
Reaction Time Activity (HW preview)
• 2 Volunteers:
• Person A holds the ruler
at the top
• Person B has their
fingers next to the ruler
at the bottom.
• Test #1
• Person A has a 5
second window to drop
the ruler. Person B
needs to catch the ruler
once dropped. The
distance up the ruler will
determine reaction time.
• Test #2
• Same Activity, dim the
lights. Does this make a
difference?
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Distance
Time
2 in (~5 cm)
0.10 sec (100 ms)
4 in (~10 cm) 0.14 sec (140 ms)
6 in (~15 cm) 0.17 sec (170 ms)
8 in (~20 cm) 0.20 sec (200 ms)
10 in (~25.5 cm)0.23 sec (230 ms)
12 in (~30.5 cm)0.25 sec (250 ms)
17 in (~43 cm) 0.30 sec (300 ms)
24 in (~61 cm) 0.35 sec (350 ms)
31 in (~79 cm) 0.40 sec (400 ms)
39 in (~99 cm) 0.45 sec (450 ms)
48 in (~123 cm) 0.50 sec (500 ms)
69 in (~175 cm) 0.60 sec (600 ms)
Writing Instruction: Essay Prompt
• Research Methods: Design an experiment that tests the
hypothesis, “Cooperative learning is more effective in
raising test scores than direct teacher instruction.” Use
the following terms in your response:
• Independent and dependent variables
• Random sampling and assignment
• Experimental and control grouping
• Ethical considerations
• An interpretation of what statistically significant results
would mean for this experiment
Writing Instruction: Rubric
• Students must address the hypothesis given in the question. They
cannot develop an experiment that does not address this hypothesis.
• Points 1 & 2: Independent & Dependent Variables
• Students must identify the variables correctly:
• IV: type of teaching (cooperative learning vs. direct teacher instruction)
• DV: increase in test scores
• Points 3 & 4: Random sampling and assignment
• Students must discuss ways in which they would conduct both random sampling
(choosing participants from the population) and random assignment (assigning
participants to groups). Any of the following ways can be used:
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Random number generators
Choosing every
person from a list of all possible participants
Drawing names from a hat
Flipping a coin
Etc.
• NOTE: Students cannot mix up sampling and assignment. These are distinct
procedures. They must talk about sampling and assignment separately to earn
the points.
Writing Instruction: Rubric
• Points 5 & 6: Experimental and Control Groups
• Students must describe the two groups in their experiment. The experimental group contains
participants who experience the independent variable (cooperative learning). The control group
contains participants who do not experience the independent variable (direct instruction). Students
must correctly identify the distinct groups in order to receive both points (one group cannot be inferred
through discussion of the other group).
• NOTE: Students can discuss that there would be 3 groups – two experimental (one with cooperative
learning, the other with direct instruction) and one control group (those who have a teacher who has not
received training in either method).
• Points 7 & 8: Ethical considerations
• Students must identify at least two distinct ethical considerations they took into account when planning
the experiment. Some options include (but are not limited to):
• Informed consent (which includes knowledge that one is in the study and ability to leave study without
penalty)
• Informed consent/assent for minors
• Debriefing
• Institutional review (IRB)
• Limiting/not using deceptive practices
• Point 9: Interpretation of statistical significance
• Students must explain what the phrase “statistical significance” means. Students must at least discuss
that results that are significant are not due to chance (and therefore due to the independent variable).
• NOTE: Students may not just discuss p-values at the .05 level without discussing what the p=.05
means.
Agenda: Friday 9/6/13
• Vocab Quiz
• Finish Writing Instruction
• Build a Brain
• Monday 9/2
• Labor Day No School
• Tuesday 9/3
• Chpt 2 52-57
• Block Day 9/4 & 9/5
• Chpt 2 58-63
• Study Vocab
• Friday 9/6
• Chpt 2 64-68
• *Reminder: Friday is the
last day to complete the
Prologue & Chapter 1 test
if a student had an
excused absence
Vocab Quiz Structure
• 60 seconds
• Definition and a real world application
• 10 terms, plus an additional “Life Line”
• Synthesizer
• One student will be given all of the terms. He/she will choose three
terms to synthesize and connect together.
Vocab Quiz Synthesizer Frames
• Show Commonality:
• ___________ , _____________ , and _____________ all demonstrate
____________ in the ____________ period.
• Show Contrast:
• Although ______________ in the case of ____________, for the most part
______________ as seen in the ______________ and the
_____________.
• Show Analysis:
• ______________, ________________, and ______________ all resulted
from _______________ in the ____________________ period.