Teacher Memory Lanes. Memory Lanes. Lesson Overview

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1 1 Lesson Overview Students will be introduced to an online activity where they follow the routes different drivers in London and assess changes in their brain anatomy. Students will then research the various levels of organization of G2C Online dealing with memory, and then relate what they learn to changes in the brains of the taxi drivers. Description of Activity begins with an engaging activity which allows students to collect data regarding brain changes that have been measured in different groups of drivers in the city of London. This is based on a study where the brains of taxi drivers, bus drivers and ordinary drivers were compared using MRI brain scans. The students select London landmarks and observe the paths the three types of drivers take to get to their destination. Students are then presented with brain images that allow them to compare the brains of the three types of drivers. In Part 2, the students are placed in groups to research the five different levels of organization related to memory on G2C Online. These include: genes, biochemicals, cells, brain anatomy, cognition and environment. Each student in the group is responsible for a specific level and will use a combination of animations, videos of scientists, and articles from the website to collect information for their research. They will record their information on sheets labeled Individual Research Notes. The students will then come together as a group to answer questions regarding their research as well as make a presentation to their class. Background is based on a research paper that tries to explain the reason why taxi drivers who navigate within the large and complex city of London have gray matter differences within the hippocampus of the brain, as compared to bus drivers who tend to drive a set route within the same city. When these drivers were paired for age and driving experience, the brains of the taxi drivers showed that they had a greater amount of gray matter volume in the mid-posterior hippocampus and less volume in the anterior hippocampus. The volume of hippocampus of the brain has been shown to increase when there are greater demands on spatial memory in humans, as well as other animals. London taxi drivers must be given very intense training before obtaining a license. The training is called acquiring The Knowledge. During training, they must learn the location and layout of over 25,000 streets over a 2-4 year period. It was shown that the longer the taxi drivers drove, the greater the change in the hippocampal gray matter volume.

2 2 To rule out other factors such as stress and driving experience, the taxi drivers were compared to a control group of London bus drivers who also spend their days driving in the same city, although along a set route. Goals and Objectives Students will be able to: analyze and interpret results of brain images. research information about memory using G2C Online. make connections between the levels of organization of memory. present their research to the class. Assumptions of Prior Knowledge Students have some knowledge of experimental design. Also students must have some knowledge of genes and protein synthesis. They should be familiar with the way in which impulses are transmitted within the nervous system as well as the electrical and chemical changes that occur within the synapse. A general overall knowledge of the anatomy of the brain will also be helpful. Common Misconceptions Students often think: We only use 10% of our brain. Once a memory, always a memory. Eye witness testimony is usually reliable. We have the best memory for things with which we are most familiar. Memories are consistent over time. People with amnesia cannot remember most things. Implementing the Lesson Time allotment Part 1: 1 x 50 minute periods Part 2: 2 x 50 minute periods Before Class Become familiar with Genes to Cognition (G2C) Online ( Photocopy the following student worksheets:, Part 1, Part 2 Part 2, Individual Research Note Sheet

3 3 During Class Part 1 Begin the lesson by asking the class if they can name the months of the year in 30 seconds. Just as they start to think about their answer, qualify the question by adding that the months have to be in alphabetical order. Give the class 30 seconds to see if they can complete the task. A discussion should follow about what they had to do access this information from their memory. Introduce students to G2C Online and ask them to access the animation on London taxi drivers - Brain Imaging and Taxi Drivers (#1723), found under Learning and Memory> Brain Anatomy. Have students complete the activity. When they have finished, the class can discuss the results. Part 2 Designate groups of 5 students. Each student in a group will research information about memory at a specified level of organization on G2C Online. Student #1 will research Genes; Student #2, Biochemicals; Student #3, Cells; Student #4, Brain Anatomy; and Student #5, Cognition and Environment. They will fill the Individual Research Note sheets and record the item number and name,as well as any notes they take. When students have completed their individual research, they will meet with the other students in their group. The students will be directed to work as a group to answer the assigned questions. Each group will hand in one written product. In addition, each group will share their information with the rest of the class in an engaging manner. They may choose from different formats such as a news conference, an article for a science magazine, a scripted dramatization, an interactive game, a poster session or another format of their own design. Each student can demonstrate his/her own understanding of the concepts in this lesson by either writing an essay including nine words of their own choice from the word splash, or using ten of the words in the word splash in a concept map using the concept mapping tool Simple Mapper. For further information on ways to use these tools as teaching aids go to the NYS Biology-Chemistry Professional Network : > Toolbox of Instructional Strategies. Recommendations for Evaluation: The teacher can grade both the individual sheets, as well as the group sheets to assign each student a grade. Suggestions for Extended Learning Students can research neuroimaging using both the G2C Online, as well as other Internet resources. They can compare a variety of neuroimaging techniques in use

4 4 today. Students can determine the basic ways in which each type of equipment is used, what it is used for and possibly how each machine actually functions. Suggestions are: MRI (magnetic resonance imaging) fmri (functional MRI) PET (positron emission tomography) MEG (magnetoencephalography) EEG (electroencephalography) Have the students create a brochure regarding Alzheimers disease, a degenerative disease associated with memory loss. See the DNA Interactive site ( Guide: A Tour and Genetic Disorder Brochure, Student Worksheet for the directions for creating the brochure. A scoring guide is also included.

5 5 Glossary Action Potential- An action potential is a brief and large change in the electrical potential across the membrane of a cell. It is also called an impulse. Action potentials sweep rapidly along the length of the membrane and trigger the release of neurotransmitters. AMPA Receptor- The alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid (AMPA) receptor receives glutamate at the postsynaptic cell. It is thought to be highly important to long-term potentiation. CREB1- CREB1 is a camp response element-binding protein that works as a transcription factor. In neurons, these proteins are involved in the formation of longterm memories and long-term potentiation. It is a CREB activator which facilitates long-term memory formation. CREB2- CREB2 is a camp response element-binding protein that works as a transcription factor. In neurons, these proteins are involved in the formation of longterm memories and long-term potentiation. It is a CREB repressor which inhibits longterm memory formation. GABA- Gamma-aminobutyric acid (GABA) is the primary inhibitory neurotransmitter in the central nervous system. In early stages of development, GABA can be excitatory. Glutamate- Glutamate, an amino acid, is an excitatory neurotransmitter important for information processing in neuronal networks, especially in the hippocampus and cerebral cortex. Hippocampus- The hippocampus is the structure in the brain most closely aligned to memory formation. It is important as an early storage place for long-term memory, and it is involved in the transition of long-term memory to even more enduring permanent memory. The hippocampus also plays an important role in spatial navigation. Kinases- A kinase is an enzyme that is specialized for adding a phosphate group to a protein substrate. Long-term Depression- Long-term depression is a long lasting reduction in the strength of synaptic transmissions Long-term Memory (LTM)- Long-term memory (LTM) is a relatively permanent form of memory. It involves new protein synthesis that gives rise to new synaptic connections. Long-term Potentiation- Long-term potentiation is an enduring increase in the amplitude of excitatory postsynaptic potentials as a result of high-frequency (tetanic) stimulation of afferent pathways. It is measured both as the amplitude of excitatory postsynaptic potentials and as the magnitude of the postsynaptic-cell population spike. LTP is most often studied in the hippocampus and is often considered to be the cellular basis of learning and memory in vertebrates.

6 6 Memory- Memory is an organism's ability to register, retain, and retrieve information over time. Neural Code- The neural code involves different patterns of nerve cells firing on either side of the synapse. It is this pattern that encodes information necessary for cognition Neurogenesis- Neurogenesis is the production of new neurons. Neurotransmitter- Neurotransmitters are chemical messengers released into the synapse by the pre-synaptic neuron. They can change the resting potential of the postsynaptic neuron by activating post-synaptic receptors. Common examples are glutamate, GABA, serotonin and dopamine. Neurotransmitter Receptor- A neurotransmitter receptor is a special protein that binds with a neurotransmitter and excites or inhibits the post-synaptic neuron. NMDA Receptor- NMDA (N-methyl-D-aspartic acid) is a type of glutamate receptor. It is located on the post-synaptic neuron and is thought to be involved in long term potentiation. Plasticity- Plasticity is the change in the strength of synaptic connections between neurons. Long term potentiation is a form of synaptic plasticity. Post-synaptic terminal- The post-synaptic terminal is the region of the dendrite of the neuron that is being stimulated. Pre-synaptic terminal- The pre-synaptic terminal is the region of the terminal branch of an axon that releases neurotransmitters into the synaptic cleft. PSD95- Postsynaptic density protein 95 (PSD-95) is a gene that produces a protein that is a member-associated guanylate kinase (MAGUK). It is located in synaptic junctions and may contribute to learning and memory. In humans PSD-95 is known as DLG4 SAP102- SAP 102 is the synapse associated protein 102 gene. SAP102 produces a protein that is a member-associated guanylate kinase (MAGUK), located in synaptic junctions and may contribute to learning and memory. In humans, SAP102 is known as DLG3. Short-term Memory (STM)- Short-term memory is a relatively temporary form of memory. Short-term memory involves alterations in preexisting proteins and alterations in the strength of preexisting connections. Unlike long-term memory, it does not give rise to new synaptic connections. Synapse (synaptic cleft)- A synapse is the space between two nerve cells, where a nerve impulse moves from one neuron to another.

7 7 Resources Related Readings: Maguire EA, Woollett K, Spiers H, London Taxi Drivers: A Structural MRI and Neuropsycholgical Analysis. Hippocampus 16: Maguire EA, Gadian DG, Johnsrude IS, Good CD, Ashburner J, Frackowiak RSJ, Frith CD, Navigation-related structureal change in the hippocampus of taxi drivers. Proc Natl Acad Sci USA 97: Web Resources: DNA Interactive ( New York State Biology Chemistry Professional Network (

8 8 National Science Education Standards Content Standard A: Science as Inquiry Identify questions and concepts that guide scientific investigations Formulate and revise scientific explanations and models using logic and evidence Recognize and analyze alternative explanations and models Content Standard C: Life Science THE CELL Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material Most cell functions involve chemical reactions. Cells store and use information to guide their functions. The genetic information stored in DNA is used to direct the synthesis of the thousands of proteins that each cell requires. Cell functions are regulated. Regulation occurs both through changes in the activity of the functions performed by proteins and through the selective expression of individual genes. This regulation allows cells to respond to their environment and to control and coordinate cell growth and division. THE MOLECULAR BASIS OF HEREDITY In all organisms, the instructions for specifying the characteristics of the organism are carried in DNA, a large polymer formed from subunits of four kinds (A, G, C, and T). The chemical and structural properties of DNA explain how the genetic information that underlies heredity is both encoded in genes (as a string of molecular "letters") and replicated (by a templating mechanism). Each DNA molecule in a cell forms a single chromosome Changes in DNA (mutations) occur spontaneously at low rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms. Only mutations in germ cells can create the variation that changes an organism's offspring. THE BEHAVIOR OF ORGANISMS Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense

9 9 organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. Organisms have behavioral responses to internal changes and to external stimuli. Responses to external stimuli can result from interactions with the organism's own species and others, as well as environmental changes; these responses either can be innate or learned Like other aspects of an organism's biology, behaviors have evolved through natural selection. Behaviors often have an adaptive logic when viewed in terms of evolutionary principles. Behavioral biology has implications for humans, as it provides links to psychology, sociology, and anthropology. NATURE OF SCIENTIFIC KNOWLEDGE Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. HISTORICAL PERSPECTIVES Usually, changes in science occur as small modifications in extant knowledge. The daily work of science and engineering results in incremental advances in our understanding of the world and our ability to meet human needs and aspirations. Much can be learned about the internal workings of science and the nature of science from study of individual scientists, their daily work, and their efforts to advance scientific knowledge in their area of study.

10 10 American Psychological Association National Psychology Standards for High School Psychology I. RESEARCH DOMAIN CONTENT STANDARD IA-3: Research strategies used by psychologists to explore behavior and mental processes. IA-3.1 Describe the elements of an experiment. IA-3.2 Explain the importance of sampling and random assignment in psychological research. II. BIOPSYCHOLOGICAL DOMAIN Standard Area IIA: Biological Bases of Behavior After concluding this unit, students understand: CONTENT STANDARD IIA-1: Structure and function of the neuron IIA-1.1 Identify the neuron as the basis for neural communication. IIA-1.2 Describe how information is transmitted and integrated in the nervous system. IIA-1.3 Analyze how the process of neurotransmission can be modified by heredity and environment. CONTENT STANDARD IIA-2: Organization of the nervous system CONTENT STANDARD IIA-3: Hierarchical organization of the structure and function of the brain IIA-3.1 Identify the structure and function of the major regions of the brain. Standard Area IVB: Memory After concluding this unit, students understand: CONTENT STANDARD IVB-1: Encoding, or getting information into memory IVB-1.1 Characterize the difference between surface and deep (elaborate) processing. IVB-1.2 Identify other factors that influence encoding. CONTENT STANDARD IVB-2: Sensory, working or short-term, and long-term memory systems IVB-2.1 Describe the operation of sensory memory IVB-2.2 Describe the operation of short-term memory and working memory. IVB-2.3 Describe the operation of long-term memory. CONTENT STANDARD IVB-3: Retrieval, or getting information out of memory IVB-3.1 Analyze the importance of retrieval cues in memory. IVB-3.2 Explain the role that interference plays in retrieval. IVB-3.3 Relate difficulties created by reconstructive memory processes.

11 11 CONTENT STANDARD IVB-4: Biological bases of memory IVB-4.1 Identify the brain structures most important to memory. CONTENT STANDARD IVB-5: Methods for improving memory IVB-5.1 Identify factors that interfere with memory. IVB-5.2 Describe strategies for improving memory based on our understanding of memory. CONTENT STANDARD IVB-6: Memory Constructions IVB-6.1 Describe the processes that lead to inaccuracies in memory

12 1 : Possible Website Locations on Individual Research Notes Level of Organization GENES Chromosome Map of Disorders #471 Fly School # 551 Training Flies #1720 Genes for Memory #1428 CREB 1 gene #1365 CREB 2 gene #1366 DLG3 gene #1367 DLG4 gene #1368 Vocabulary: Creb1,Creb2, PSD95, SAP102 Level of Organization BIOCHEMICALS Memory Storing Proteins #1295 Biochemicals and Learning #1439 What is NMDA? #1211 Molecules for Memory #1277 NMDA receptors, multi-protein complexes and LTP #1109 AMPA and NMDA receptors #1101 NMDA receptors and Learning (1) #1212 NMDA receptors and Learning (2) #1102 Experience alters gene expression #1280 Long and short term memory differences (1) #1279 Long and short term memory differences (2) #1217 Vocabulary: Kinase, CREB, AMPA Receptor, NMDA Receptor, Glutamate, GABA Level of Organization CELLS The neural code #550 Genes Work in Networks #1155 Long Term Potentiation #549, 1098, 1202, 1283 How Long is Long Term Potentiation? #1209 Long Term Potentiation and Learning #1210 Learning Rescues Cells #1098 Vocabulary- Pre-synaptic Terminal, Post-synaptic Terminal, Synapse, Long Term Potentiation, Glutamate, GABA 2008, Cold Spring Harbor Laboratory. All rights reserved.

13 2 Level of Organization Brain Anatomy Go to the 3D Brain-on Home Page under targeted content Hippocampus and Memory (1) #1202 Hippocampus and Memory (2) #849 Hippocampus in Sequential Learning #1140 Hippocampus and Sequential Learning in Context #1141 Hippocampus and Conscious Memory #1239 Hippocampus and Familiarity and Recollection #1142 Hippocampus in Animals # 1276 Neurogenesis in the Hippocampus and Olfactory Bulb #1081 Hippocampus and Schizophrenia #1164 Neurogenesis in Humans #1161 Measuring Neurogenesis #1159 Exercise Induced Neurogenesis #1081 Neurogenesis Instability #1181 Neurogenesis and Timing #859 Vocabulary-Neurogenesis, Hippocampus, Dentate Gyrus. Plasticity Level of Organization Cognition Learning- What is Learning? #1427 Biochemicals and Learning #1439 Hippocampus and Sequence Learning #1140 Long Term Potentiation and Learning #1210 PSD95 and Learning #1213 NMDA Receptors and Learning (1) #1212 NMDA Receptors and Learning (2) #1102 Genes for Learning and Memory #1390 Learning Rescues Cells #845 Addiction as Overlearning #837 Basal Ganglia and Learning #833 Fear Learning #1238 SAP102 Swimming Mice #898 Memory-Creating Memories #1426 Long- and Short-term Memory Differences (1) #1279 Long- and Short-term Memory Differences (2) #1217 Vocabulary- Memory, NMDA Receptors, Long Term Potentiation, Hippocampus SAP102, PSD95, Glutamate, GABA Level of Organization Environment Stress and Brain Development #821 Toxic Stress #1226 Beating Stress #850 Experience Alters Gene Expression # , Cold Spring Harbor Laboratory. All rights reserved.

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