Introduction to Behavioral Neural Science

Text Principles of Neural Science Eric Kandel, James Schwartz, Thomas Jessell

WARNING All cell phones are to be turned off by the time class starts. Persons who allow their cell phone to ring in class will be excused from the class for that day. Two times over the quarter and the student will be removed from the class, permanently.

Additional sources the student can use but not required: Aidley, D. J. (1998) Physiology of excitable cells. Cambridge, UK: Univ. Cambridge Press. Probably the most readable high level text on the subject. Albers, B., Bray, D., Lewis, J., Martin, R., Roberts, K., Watson, J. D. (1983) Molecular biology of THE CELL. New York: Garland Pub. Inc. Carlson, N. R. (1994) Physiology of behavior. New Your: Allyn & Bacon Levitan, I. B. & Kaczmark, L. K. (1991) The neuron: cell and molecular biology. New York: Oxford University Press Nicholes, J. G., Martin, A. R. & Wallace, B. G. (1992) From neuron to brain. Sutherland Mass: Sinauer & Accos. Inc. Shepherd, G. (1991) The synaptic organization of the brain. New York, Oxford University Press.

Course Objectives The basic objective of this course is to understand the detail of four basic models of the neuron doctrine (theory) that underpins neurosciences and physiological psychology:

Model 1 A physiological model emphasizing the dynamics of plasma membranes.

Model 2 An electrical model representing an electrical circuit analog of neuron behavior

Model 3 A biochemical model representing the behavior of synaptic function.

Model 4 A mathematical model that integrates the above three models.

The integration A detail understanding of all four models is required to understand the neuron theory. The remainder of the course will look at how cognition is organized based on the organization of neurons in the brain.

Tests There will be weekly test. No make ups, no exceptions 25 multiple choice questions. 1 Essay question restricted to one side of a page

Read or Weep: The SCANTRON answer sheet must be filled in accurately on every test. Failure to fill in the SCANTRON correctly (This includes your name, student number and test number) results in a zero score for that test. No exceptions

Final grade Your final grade is based on the highest score made by a student in the current class. All weekly grades will be summed for each student. The following grades apply: 90% of highest score and above = A 80% % of highest score = B 70% % of highest score = C 60% % of highest score = D 59% or lower of highest score = F

Reading Schedule: Week 1 & 2, Chap. 1 & 2 Week 3, Chap. 3, 4, 5. Week 4, Chap.7 & 8 Week 5, Chap. 9 &10 Week 6, Chap. 11, 12 & 13 Week 7, Chap. 14 & 15 Week 8, Chap.16 & 17 Week 9, Chap. 18 & 19

THE CNS

Egyptian hieroglyphics BRAIN (earliest writing to the brain in Edwin Smith Surgical Papyrus)

GROSS ANATOMY 1

CNS

Cerebral Hemispheres

Ben Franklin and his kite (1) There are two types of charges but only one type of electricity. Charges come one for one, one positive charge and one negative charge.

(2) All forms of lightening are composed of differential charges.

Franklin’s results (cont.) (3) The flow of charges can be measured as one measures the flow of water through a pipe. (This will not be shown measure until Ohm has does his research in the 1800s)

Franklin’s results (cont.) (4) Place a sire above the tallest point of a building and one will ground the lightening.

Galvani

Galvani’s results (1) A frog nerve preparation would twitch at a distance from a electrostatic machine.

Galvani’s results (cont.) (2) Atmospheric electricity could be used to stimulate frog legs if a long wire was erected

Galvani’s results (cont) (3) Frog legs would twitch when hung by brass hooks to an iron railing even in the absence of a thunderstorm.

Volta’s rejoinder

Sulzer’s Study

Demonstrated two of the sensory responses of the tounge 1 st he tasted sour 2 nd tasted bitter on reversal of which metal was under the tongue