1. Happy We Pretend We Are In Elementary School and Eat Candy Day Today: 1.Intro notes 2.Candy Neurons 3.Discussion/Notes HW: Ch. 2 pgs 46-68 and VOCAB QUIZ Friday – Prologue, Ch. 1 and Ch. 2

2. Test Make-Ups You have 1 week to make up Friday’s test Copies of the test are in the tutorial center Test retakes will be available starting next week in the Tutorial Center Retakes are only available for a week. (Unless you come talk to me) I will only use the highest score.

3. AND NOW TO YOUR BRAIN…. Brain Parts Song by Aaron Wolf http://www.youtube.com/watch?v=vYwOtTMUz0c History of 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.

4. 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

5. Cellular Level (Interconnected Neurons) Organ Level (Brain) System Level (Information Processing) Individual Level (Human Being) Group Level (Family) Ethnic Level (Culture) Community Level (Society) Neural Communication We are a biopsychosocial system.

6. Neural Communication Note the similarities in the above brain regions, which are all engaged in information processing. Neurobiologists and other investigators understand that humans and animals operate similarly when processing information.

7. Directions: 1.Take out a textbook and turn to Chapter 2 pgs. 49-50 – you will need a blank piece of paper as well. 2.As we make our very own neurons, please write into your notes what you see in the textbook, the information from the slides as well as what you discuss with your group. 3.Once the neuron is complete, it is yours to consume :) Edible Neuron Activity

8. 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?

9. 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 jelly bean in the center. What does this represent? What does it do?

10. Edible Neuron: Step 3 Stick the remaining toothpick pieces into the cell body and attach sour gummies. What does this represent? What does it do?

11. Edible Neuron: Step 4 Wrap the belt around the axon. What does this represent? What does it do?

12. Eat and Enjoy! Practice at home: University of Utah, Cells http://learn.genetics.utah.edu/content/cells/

13. Neuron A nerve cell, or a neuron, consists of many different parts.

14. Neural Communication ▪ Neuron ▪ a nerve cell ▪ the basic building block of the nervous system ▪ Soma ▪ cell body; serves as neuron’s control center

15. 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 neural impulses

16. Block Day!

17. Nervous System Activity: Trust Fall For each of the scenarios on the following slide, think about what happens to each of the following:

18. 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

19. 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? DistanceTime 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)