1. FEM 4100 Brain & Human Behavior Dr Tan Jo-Pei Tel: 03-89467132 E-mail: jopei@upm.edu.myjopei@upm.edu.my Office hour: Tues (5-6pm) Wed (3- 5pm)

2. Course Description  This course emphasizes on the detailed analysis of the brain and how it influences human behavior.  It discusses the (1) neuron structure, (2) brain anatomy and its functions, (3) communication within the brain and across the nervous system as well as (4) brain damage and recovery.

3. TOPICS INCLUDED FOR THE COURSE (1/2) 1.Introduction 2.The Anatomy Of The Brain 3.Impulse Conduction 4.Brain Development 5.Perception: Mechanism, Awareness & Attention

4. TOPICS (2/2) 6.The Sensorimotor System 7.Circadian Rhythms, Sleep & Dreams 8.Language, Cognition & Intelligence 9.Memory Storage & Information 10.Processing Psychological Disorders

5. Topics by week UnitTopicWeek 1Introduction to the Brain and Human Behaviour1 2Anatomy of the Brain2 3Impulse Conduction3-4 4Brain Development5 5Perception: Mechanism, Awareness & Attention6-7 6Sensorimotor System8-9 7Circadian Rhythms, Sleep & Dreams10 8Brain, Language Acquisition & Intelligence11 9Memory and Information Storage12-13 10Processing Psychological disorder: Brain Damage and Rehabilitation 14

6. **Course Objectives  At the end of the course students can:  Describe brain anatomy and its functions;  Describe the development of the nervous system;  Explain the relationship between the nervous system and human behavior under normal and stressful conditions.  Discuss brain damage, plasticity and rehabilitation

7. Evaluation Criteria and Procedures  Test 1 (20%)  Test 2 (25%)  Final Exam (40%)  Assignments (Student Centred Learning) (15%)

8. Evaluation Criteria and Procedures  Test 1 (week 6)  Total marks: 20%  Topics 1 – 2  Consists of 16 multiple choice questions and 3 short answer questions (choose 3 from 5 questions)

9. Evaluation Criteria and Procedures  Test 2 (week 10)  Total marks: 25%  Topics 1 – 4  Consists of 16 multiple choice questions and 3 short answer questions (choose 3 from 5 questions)

10. Final Exam  Total marks: 40%  All topics  Consists of 6 short answer questions (choose 6 from 8 questions) (30%) and 1 long question (choose 1 from 2 questions) (10%)

11. Assignments (SCL) – 15%  Question1: How does the brain compare to computer? Identify and describe 5 differences and similarities.  Question 2: How can we optimise the brain potential?  Question 3: How do we murder a neuron?

12. Assignment Outline/Guideline For each question, you need to do the following: 1.0 Introduction (1/2 - 1 pg) Introduce your topic – what are the concepts in your question? 2.0 Content (1-2 page) Presentation and discussion of your answer 3.0 Summary (1/2 -1 pg) Summarise and draw a conclusion Bibliography

13. REMINDER! DUE: Week 6 (28 th March 2014, Friday) The assignment must be typed: Using Times New Roman Font size 12 Double Spacing on A4 paper Written according to the format of the American Psychological Association (APA)  **MARKS WILL BE DEDUCTED FOR LATE ASSIGNMENT

14. REFERENCE Texts  Carlson, Neil (2007). Physiology Of Behavior With Neuroscience Animations And Student Study Guide (9th edition). Boston, MA: Pearson Education. RM110  Pinel, John (2008). Biopsychology (7th edition). Boston, MA: Pearson Education. RM99

15. Unit 1: Introduction to the Brain and Human Behaviour  AIM: Explain the brain as a source of control and behaviour  Brain and behavior are two of the most interesting subjects in science; biopsychology focuses on brain/behavior relationships.  Psychology is a study of human behaviour.  While, Biopsychologists study how the brain and the rest of the nervous system determine what we perceive, feel, think, say, and do.  Evolution is “A gradual change in the structure and physiology of plant and animal species as a result of natural selection”. – Human tend to have a large brain and more neuron compared to any other animals.

16. KEY QUESTIONS:  What is biopsychology?  What are the four main themes of biopsyhology?  How Do Biopsychologists Work Together?  How Biopsychologists Study the Unobservable?  What is consciousness and split brains?  What is the role of natural selection in the evolution of behavioral traits?

17. Unit 2: Anatomy of the Brain AIMS:  Explain the brain structure Two parts of a nervous system  Central Nervous System (CNS)  Brain (in the skull)  Spinal Cord (in the spine)  Peripheral Nervous System (PNS)  Located outside of the skull and spine  Connects the central nervous system to all other parts of the body  Serves to bring information into the CNS and carry signals out of the CNS

18.  Neuron structure  Neurons: These are the fundamental functional units of the nervous system; cells that are specialized for the reception, conduction, and transmission of electrochemical signals.  Spinal Cord  The cord of nervous tissue that extends caudally from the medulla, the base of the brain through the neck and spinal column, that transmits messages between the brain and the peripheral nervous system  Protected by bone and spinal fluid.  Central Nervous system  Comprised of Brain and spinal cord

20. Keys questions:  What are the 5 division of the brain and what are their unique functions?  What comprise of the limbic system and what is its main function?  Identify the 8 parts of a neuron.  What are the two subdivision in the Peripheral Nervous System (PNS)?  Why is Peripheral Nervous System (PNS) so important human nervous system?

21. Unit 3: Impulses conduction Aim:  Describe synapse between neurons, neurotransmitters & human behaviour  Describe chemical activity between neurons, Neurotransmitters & human behaviour  Impulses conduction refers to sending and receiving messages.  To learn how information is sent from the dendrites and soma of a neuron to its terminals, researchers study a neuron’s membrane potential (the difference in electrical charge between the inside and the outside of the neuron). Neuron  There are two main types of neurotransmitters: small-molecule transmitters, synthesized in the cytoplasm and packed into vesicles by the Golgi complex; and large-molecule transmitters, synthesized in the soma by ribosomes and then moved down to the terminals by microtubules.

22. There are three general types of neurons 1. Sensory neuron  A neuron that detects changes in the external or internal environment and sends information about these changes to the central nervous system. 2. Motor neuron  A neuron located within the central nervous system that controls the contraction of a muscle or the secretion of a gland. 3. Interneuron  A neuron located entirely within the central nervous system.  Interneurons carry information between neurons in the brain and between neurons in the spinal cord Neurotransmitter  Chemical messengers that relay neural messages across the synapse  A chemical that is released into the synaptic cleft from a terminal button (axon) of a sending neuron, crosses a synapse, and binds to appropriate receptor sites on the dendrites or cell body of a receiving neuron, influencing the cell either to fire or not to fire;

23. Copyright © 2011 Pearson Education, Inc. All rights reserved. FIGURE 4.8 The anatomy of the typical synapse.

25. Key Questions:  What is the function of membrane potential?  What are the Four Factors Determine the Ionic Distribution that Underlies the Resting Potential?  How do you classify neurons? What are the basic structure of a neuron?  What is the relationship between neurotransmitter and receptors?  What types and how drugs influence synaptic activity?  How does the communication within a neuron works?

26. Unit 4: Brain Development Aim: Understand the development of the nervous system (from fertilised egg to you) Prefrontal cortex plays a role in working memory, planning and carrying out sequences of actions, and inhibiting inappropriate responses  Principles of sensory system organisation  Brain development before and after birth

27. Unit 4: Brain Development Stimulus and brain development  Synaptogenesis: Formation of new synapses - Neurons that are stimulated by input from the surrounding environment continue to establish new synapses.  Depends on the presence of glial cells – especially astrocytes  High levels of cholesterol are needed – supplied by astrocytes  Chemical signal exchange between pre and postsynaptic neurons is needed  A variety of signals act on developing neurons  Neurons seldom stimulated soon lose their synapses, a process called synaptic pruning.

28. Unit 4: Brain Development Effects of experience on brain development  Neurons and synapses that are not activated by experience usually do not survive – use it or lose it.  When a baby is born he has billions of brain cells, and that many of these brain cells are not connected. "They only get connected through experience, says Carson, "so when you talk to your baby, cuddle it, and handle it, these experiences will start to make connections. If they have a variety of experiences and positive ones, then they have many more options as they grown older."  Unfortunately, lack of proper stimulation has the opposite effect says Carson. "If they have negative experiences, if they are abused or neglected or left in front of a TV and get no stimulation, then their brains can actually be smaller then other children their own age."  Relate early experience to how nature and nurture interact to modify the early development, maintenance, and reorganization of neural circuits discussed previously

29. Key Questions:  How are neurons being stimulated?  What are glials cells and its function?  What are the Effects of Experience on Topographic Sensory Cortex Maps?  What are the Mechanisms by Which Experience Might Influence Neurodevelopment?  What is neuroplasticity in relations to brain development?  What is Austism and Down Syndrome?

30.  Thank you