Unit 2 The Brain, Biology & Sleep

Transcription

1 Unit 2 The Brain, Biology & Sleep

2 Brain, Biology, & Sleep Unit Guide Essential Questions What are the subdivisions and structures of the nervous system? How did they evolve and what are their functions? What are the structures, systems + processes involved in neural communication? What are the processes and findings of split brain research? How does the brain adapt to change? How does heredity and environment interact to influence behavior? How does heritability relate to individual and group differences? What techniques are used to study the brain and nervous system? What is the biopsychosocial model of development? How do the body s biological rhythms influence daily life [i.e., stages of sleep, sleep disorders]? What are the major sleep disorders? What is the purpose and function of sleep and dreaming? How does substance use alter biological and psychological functions? What are the major categories and examples of psychoactive drugs? Key Terms, Concepts and Contributors MODULE 9: Biological psychology Neuron Cell body Dendrites Axon Myelin sheath Node of Ranvier Terminal branches Action potential Receptor sites Ions Polarization Resting potential Depolarization Sodium-potassium pump Refractory period Excitatory signals Inhibitory signals Threshold All-or-none principle Synapse Synaptic gap/cleft Neurotransmitters Reuptake Acetylcholine Dopamine Serotonin Norepinephrine GABA Glutamate Endorphins Agonist Antagonist MODULE 10: Nervous system Central nervous system Brain Spinal cord Peripheral nervous system Nerves Sensory [afferent] neurons Motor [efferent] neurons Interneurons Somatic nervous system Autonomic nervous system Sympathetic nervous system Parasympathetic nervous system Reflex Endocrine system Hormones Adrenal glands Epinephrine/Adrenaline Norepinephrine/Nonadrenaline Pituitary gland MODULE 11: Lesion EEG CT scan PET scan MRI fmri Brainstem Hindbrain Medulla Pons Midbrain Thalamus Reticular formation Cerebellum Limbic system Amygdala Hypothalamus Hippocampus MODULE 12: Cerebral cortex Glial cells Frontal lobes Parietal lobes Occipital lobes Temporal lobes Motor cortex Somatosensory cortex Association areas Broca s area Wernicke s area Aphasia Plasticity Neurogenesis MODULE 13: Corpus callosum Split brain Right hemisphere Left hemisphere Hemispheric specialization Lateralization Consciousness Dual processing MODULE 22: Consciousness Hypnosis Posthypnotic suggestion Divided-conscious theory Social influence theory Dissociation MODULE 23: Circadian rhythm REM sleep Paradoxical sleep Alpha waves Stages of sleep Alpha waves Sleep spindles Hallucinations Delta waves NREM sleep MODULE 24: Insomnia Narcolepsy Sleep apnea Night terrors Nightmares Sleepwalking Dreams Manifest content Latent content REM rebound Purpose of dreams: Freud s wish fulfillment Information-processing Physiological function Neural activation Cognitive development KEY CONTRIBUTORS: Phineas Gage Paul Broca Carl Wernicke Roger Sperry Michael Gazzaniga Charles Darwin William James Ernest Hilgard Sigmund Freud

3 The Neuron

4 Word Bank for Neuron Diagram Dendrite Axon Sending Neuron Synaptic Gap Nucleus Terminal Branches Vesicle Cell Body Myelin Sheath Action Potential Neurotransmitters Receptor Sites In addition to labeling each of the structures you should also include a description/explanation of their functions. Room had been left to do this next to each of the terms above.

5 PsychSim 5: NEURAL MESSAGES This activity explains the way that neurons communicate with each other. Go to the following site to complete the activity: The Neuron Describe the functions of each type of neuron: Sensory neurons Motor neurons Interneurons Neuron Parts Match the part of the neuron identified with its description: Axon A. Carry signals to other nerve cells Axon terminals B. Contain small sacs called synaptic vesicles that play an important role in transmitting signals from one cell to the next Cell body (soma) C. Receive signals from other nerve cells Dendrites D. Contains the nucleus, which controls the function of the entire cell Axonal Conduction What is the function of an axon? What is action potential? A Closer Look What does it mean to say that an axon s membrane is selectively permeable?

6 Axon Chemistry & Axon Polarization When the axon is polarized during resting potential, which ions are inside the cell? Which ions are outside the cell? Depolarization Describe what happens when the axon depolarizes. Repolarization & Returning to Resting Potential Describe what happens when the axon repolarizes. Synaptic Transmission Match the structures identified with its description: Synapse A. Sacs that contain chemical messengers Vesicles B. Travel across the gap to deliver the message to the neighboring neuron Neurotransmitters C. The gap between neurons Stimulating the Receptors What does it mean by explaining that neurotransmitters bond with receptor sites like puzzle pieces? Excitatory/Inhibitory Synapses What is the difference between excitatory and inhibitory synapses?

7 Neuron Communication Lab This lab will briefly review the structure of a neuron but will also focus on how neurons fire and talk to one another. In order words the electrical and chemical process. Your goal is to zoom in on the action at the Node of Ranvier and the Synapse. You may use your PsychSim worksheet. No Chromebooks. Set up: o Put 4 desks in a row o Each person should stand in front of their desk Supplies: o Dry erase markers o Playdoh o Neural Messages PsychSim o Reading notes Goal: o Using markers and playdoh, each desk will represent one stage of the neural communication. STEP ONE: DRAW AND LABEL A NEURON o In the center of the 4 desks, neatly draw a medium sized neuron with a very thick 2 inch axon. o Use as many colors as you would like to draw the neuron. Don t linger on this step for too long lots more to do! o The dendrites for all neurons should be on the left. o The neuron should span almost across the entire desk but leave a few inches on each side. Do not have it take up the entire desk from top to bottom. o Important: the focus of this diagram is the NODE and VESICLE. So, be sure to exaggerate the drawing of the terminal button so you can include the vesical and neurotransmitters. o Neatly label the following parts of the neuron in a second color. All labeling should happen below the neuron. You need space above for other information. Don t write too big. o Dendrite o Axon o Myelin Sheath o Node of Ranvier o Terminal Button o Vesicles o Neurotransmitters o Now, grab a third color marker and draw an arrow below the neuron s axon showing the direction of the neural impulse.

8 STEP TWO: AXONAL CONDUCTION o At this point all of your desks should look the same. o During this step each of your desks will look different. o Stand in front of your desks- each desk will represent one stage of neural firing described below. Use two different colors of playdoh and place the appropriate sodium and potassium ions in the correct locations within the axon and outside the axon. Then place positive and negative signs to show the correct voltage inside and outside of the cell. o Make a legend to label the different colors of playdoh o Please write the number and title on your desk: o Desk 1= Resting Potential- The Polarized Neuron- Before Firing o Desk 2= Action Potential- The Depolarized Neuron- Firing o Desk 3= Repolarization o Desk 4= Back to Resting Potential- Refractory Period STEP THREE: SYNAPTIC CONDUCTION AND NEUROTRANSMITTERS o Stand in front of your desks. o In this step, let s assume the message had been sent and it is time to focus on the synapse. o Label the synapse using a marker o Grab a new color of playdoh. Now it is time to place your neurotransmitters. o Put several balls of playdoh in the synapse between each of the desks to represent neurotransmitters. o Put a few balls of playdoh (the represent neurotransmitters) on the dendrites receptor of the next neuron in line. This should be the same color as #1 above. o Draw an arrow from one ball of playdoh pointing towards the axon terminal of the presynaptic neuron. Label this arrow reuptake.

9 STEP FOUR: TAKE A PICTURE o Write your names somewhere on your individual desk. o Take a panoramic picture of all four desks. STEP FIVE: CLEAN UP o Put playdoh in correct jar. o Seal jar tightly. o Bring playdoh and markers back up to the front. STEP SIX: REFLECTION o On one Google Slide for the group, add your group member s names and the panoramic picture of your model. Then, answer the following questions: o What is the difference between the resting and action potential? o Explain the all or none response. o What is the process of reuptake? o How do agonist and antagonist chemicals act on the synapse? Turn the slide in to your teacher!

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11 Word Bank Alertness Alzheimer s Anxiety x 4 Axon Cell body [soma] Dendrites Depression x 5 Energy Excitatory x 4 Inhibitory x 4 Memory Mood Neurotransmitters Nucleus Obsessive-compulsive Pain relief Parkinson s disease Pleasure Schizophrenia Sedated Sleep Synapse Terminal buttons Voluntary movement Neurotransmitters Use the word bank to fill in the blanks regarding neurotransmitters. Each term is only used once unless otherwise specified. Information comes into the neuron through the from other neurons. It then continues to the, which is the main part of the neuron and contains the that maintains life sustaining functions of the neuron. Information is processed here and then passed along the. At the end of this structure are bulb-like structures called that pass information onto glands, muscles or other neurons. Information is carried by biochemical substances called. Since neurons do not touch each other, the information containing neurotransmitters is passed through a to the receiving neuron. Neurotransmitters have been studied quite a bit in relation to psychology and human behavior. Several neurotransmitters have been found to play a significant role in the way we learn, the way we feel, and sleep. And, some additional play a role in mental illnesses. The following are those neurotransmitters which play a significant role in our mental health. Too much* Too little Acetylcholine is a/an neurotransmitter. It is involved in, learning,, and sleep. Too much acetylcholine is associated with. Too little in the hippocampus has been associated with dementia &. Dopamine is a/an neurotransmitter. It is correlated with, movement, attention, and learning; pleasure hormone Too much dopamine has been associated with [most likely too many dopamine receptors] Too little is associated with some forms of as well as the muscular rigidity and tremors found in.

12 Word Bank Alertness Alzheimer s Anxiety x 4 Axon Cell body [soma] Dendrites Depression x 5 Energy Excitatory x 4 Inhibitory x 4 Memory Mood Neurotransmitters Nucleus Obsessive-compulsive Pain relief Parkinson s disease Pleasure Schizophrenia Sedated Sleep Synapse Terminal buttons Voluntary movement Norepinephrine is a/an neuron. It is associated with eating,, stress responses [fight or flight]. Too much has been associated with anxiety and schizophrenia. Too little norepinephrine has been associated with. Epinephrine is a/an neuron. It is associated with and glucose metabolism. Too much epinephrine can result in restlessness and. Too little epinephrine has been associated with. Serotonin is a/an neuron. It is associated with, appetite, body temp, impulsive & aggressive behavior. Some antidepressant meds increase the availability of serotonin at the receptor sites. Too much = heart problems & mental confusion could occur [not likely to be naturally occurring]. Too little serotonin is associated with and some anxiety disorders, especially disorder. GABA [Gamma-Amino Butyric Acid] is a/an neuron that inhibits excitation and. Too much = overly relaxed and, often to the point that normal reactions are impaired. Too little GABA is associated with and anxiety disorders & seizures. Endorphins are neurons associated with & feelings of pleasure & contentedness. **Please note that these associations are merely correlations. We don t know what other variables may be affecting both the neurotransmitter and the mental illness, and we don t know if the change in neurotransmitters causes the illness, or the illness causes the change in neurotransmitter. REMEMBER: CORRELATION DOES NOT EQUAL.

13 The Nervous System The nervous system consists of the brain, spinal cord, and a complex network of neurons. This system is responsible for sending, receiving, and interpreting information from all parts of the body. The nervous system monitors and coordinates internal organ function and responds to changes in the external environment. This system can be divided into two parts: the central nervous system and the peripheral nervous system. [The central nervous system is made up of the brain and the spinal cord.] Let's take a closer look at the peripheral nervous system Peripheral Nervous System The peripheral nervous system is divided into the somatic nervous system and the autonomic nervous system. The somatic nervous system controls skeletal muscle as well as external sensory organs such as the skin. This system is said to be voluntary because the responses can be controlled consciously. Reflex reactions of skeletal muscle however are an exception. These are involuntary reactions to external stimuli. The autonomic nervous system controls involuntary muscles, such as smooth and cardiac muscle. This system is also called the involuntary nervous system. The autonomic nervous system can further be divided into the parasympathetic and sympathetic divisions. The parasympathetic division controls various functions which include inhibiting heart rate, constricting pupils, and contracting the bladder. The nerves of the sympathetic division often have an opposite effect when they are located within the same organs as parasympathetic nerves. Nerves of the sympathetic division speed up heart rate, dilate pupils, and relax the bladder. The sympathetic system is also involved in the flight or fight response. This is a response to potential danger that results in accelerated heart rate and an increase in metabolic rate. By Regina Bailey Using the information above, complete the following diagram and application questions: Nervous System controls: controls: Controls: Controls: Describe a specific situation in which your sympathetic nervous system would be activated, how your body will react, and how this will help the situation. What happens (biologically speaking) after the situation you just described is over? What would happen if your sympathetic nervous system was not sending messages properly?

14 NERVOUS V. ENDOCRINE SYSTEMS In this lesson you are being asked to compare and contrast the Nervous and Endocrine systems. First, complete the left side of the chart as a review of the front side of this page. Then, view the Prezi ( in order to explore the endocrine system and complete the right side of the chart. Lastly, answer the questions after the chart. What is it? NERVOUS SYSTEM ENDOCRINE SYSTEM What does it do? What does it consist of? (major parts or divisions) How does it control the body? If there is damage to this system, what might the impact on the body include? Application: 1. Which system would you rather have sending messages in the following situations: a. Burning your hand in hot water b. Making biological changes in appearance

15 Grapefruit Lab Now it s time to move to the Cerebral Cortex and Cerebral Hemispheres. The Cerebral Hemisphere is divided into 4 lobes: the Frontal Lobe, Parietal Lobe, Temporal Lobe, and Occipital Lobe. In order to perform this lab you need the following items: 1 Grapefruit 2 Orange / Clear Gummies 2 Yellow Gummies 1 gummy worm 2 Red Gummies 2 Green Gummies 8 Toothpicks 1 Piece of Wax Paper Use your textbook to answer the following questions. Then, follow the directions to label your grapefruit. 1. What is the job of the Cerebral Cortex? Expose your Cerebral Cortex by removing the outer layer of your grapefruit. Please be sure to keep your ingredients on the wax paper. Now, separate the grapefruit in 2 equal sections(1/2) approximately 2/3 of the way down the grapefruit. Be careful that the lower 1/3 of the grapefruit is still intact. o You have just created the 2 Cerebral Hemispheres. The left hemisphere and the right hemisphere are mirror images of each other and yet they have separate functions. Place the gummy worm at the base of where the left and right hemispheres meet. This is the Corpus Callosum. 2. What job does the Corpus Callosum have in a whole brain individual? 3. What is the function of the Occipital Lobe? 4. What occurs if this lobe is damaged? The lobe at the very back of the Left and Right Hemispheres is called the Occipital Lobe. Label each side of this Lobe with the orange gummies and 2 toothpicks. Remember that the Left Hemisphere and Right Hemisphere are mirrored images of each other, so you have 2 Occipital Lobes 1 in the Left Hemisphere and 1 in the Right Hemisphere. 5. What is the function of the Temporal Lobe?

16 The lobe in front of the Occipital Lobe and on the sides of the brain is the Temporal Lobe. Label the Temporal Lobe in each hemisphere with the yellow gummies and 2 toothpicks. 6. What is the function of the Parietal Lobe? The Parietal Lobe sits on top of the Temporal and Occipital Lobes in each hemisphere. Label the Parietal Lobes with the red gummies and 2 toothpicks. 7. What are the jobs of the Frontal Lobe? The largest part of the human brain just behind the forehead is the Frontal Lobe. Label the Frontal Lobe in each hemisphere with the green gummies and 2 toothpicks. 8. Who was Phineas Gage? Why is he important to our study of the brain? 9. What is the function of the Motor Cortex? 10. What is the function of the Sensory Cortex? 11. What is the function of the Broca s Area? 12. What is the function of the Wernicke s Area? 13. Teens don t have fully developed frontal lobes. Using evidence from your own life, explain why this is true.

17 PONS The Pons portion of the brain lying above the medulla and below the cerebellum and the cavity of the fourth ventricle. The pons is a broad, horseshoe-shaped mass of transverse nerve fibers that connect the medulla with the cerebellum. The pons also plays a key role in sleep and dreaming, where REM sleep, or the sleeping state where dreaming is most likely to occur, has been proven to originate here, in the pons.

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19 Brain Injury Review Activity Metea psychology students were on their way to the zoo for a field trip. In the excitement to get there 1 st and hear the animal trainers talk, all the buses got into a fender-bender outside the school. Everyone survived the crash, but many students had minor injuries. Using the description of each person s symptoms, determine the probable location(s) of the damage and explain their function(s). 1. Katie had problems coordinating her movement and keeping her balance. Area of Damage Function 2. David lost the ability to move his right arm. 3. Lauren and Toni suffered from an impaired ability to plan, and make good judgments. 4. Sara often kept falling asleep at odd times and in odd places. 5. Jeremy and Drew seemed to always be hungry and their temperatures ran high. 6. Danielle suffered from an inability to form new memories. 7. Tyler and Hayden both often flew into a rage and started picking fights with each other.

20 8. Natalie could no longer respond to her teacher because she didn t understand what she was asking. Area of Damage Function 9. Sammy s speech was choppy, slow, and a grammatical mess. 10. Amanda experienced irregularities in heartbeat and respiration rates.

21 Gabby Giffords 20/20 Video Guide 1. What percent of people with brain injuries survive? Name 2. Why did doctors remove part of Gabby s skull? 3. What was Gaby s first word? 4. Why was music easier for Gabby than speaking? 5. What does Gabby remember about the day of the shooting? 6. What does the future hold for Gabby s recovery? 7. Describe the 2 things that were most meaningful to you from this video & explain WHY

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23 Test Yourself! Are you right-brained or left-brained? In each item, different styles of learning or thinking are described. Circle the letter that best describes your strength or preference. 1. a. Not good at remembering faces. b. Not good at remembering names. c. Equally good at remembering names and faces. 2. a. Respond best to verbal instructions. b. Respond best to instruction by example. c. Equally responsive to verbal instruction and instruction by example. 3. a. Able to express feelings and emotions freely. b. Not easily able to express feelings and emotions. 4. a. Prefer classes where I have one assignment at a time. b. Prefer classes where I am studying many things at once. c. I have equal preference for the above type classes. 5. a. Preference for multiple-choice tests. b. Preference for essay tests. c. Equal preference for multiple-choice, essay tests. 6. a. Good at thinking up funny things to say and/or do. b. Poor at thinking up funny things to say and/or do. c. Moderately good at thinking up funny things to say and/or do. 7. a. Prefer classes in which I am moving and doing things. b. Prefer classes in which I listen to others. c. Equal preference for above type classes. 8. a. Use factual, objective information in making judgments. b. Use personal experiences and feelings in making judgments. c. Make equal use of factual information and personal experiences. 9. a. Almost always use whatever tools are available to get work done. b. At times am able to use whatever is available to get work done. c. Prefer working with proper materials for use they are intended for. 10. a. Like classes or work to be planned, know exactly what I am to do. b. Like classes or work to be open-ended, allowing for different interpretations. c. Equal preferences for classes or work to be planned or open-ended.

24 11. a. Very inventive. b. Occasionally inventive. c. Never inventive. 12. a. Preference for intuitive approach in solving problems. b. Preference for logical approach in solving problems. c. Equal preference for intuitive, logical approaches. 13. a. Like classes where the work has clear and immediate applications (such as mechanical drawing, shop, home economics). b. Like classes where the work does not have a clearly practical application (such as literature, algebra, history). c. Equal preference for both types of classes. 14. a. Responsive to emotional appeals. b. Responsive to emotional and verbal appeals. 15. a. Think best when lying flat on back. b. Think best while sitting upright. 16. a. Preference for solving problems logically. b. Preference for solving problems through experience. c. Equal preference for using logic, experience in problem-solving. 17. a. Skilled in giving verbal explanations. b. Skilled in showing by movement and action. c. Equally able to explain verbally and through actions. 18. a. Learn best from teaching that uses verbal explanation. b. Learn best from teaching that uses visual presentation. c. Equal preferences for verbal explanation, visual presentation. 19. a. Easily lost even in familiar surroundings. b. Easily find directions even in strange surroundings. c. Moderately skilled in finding directions. 20. a. Like to be in noisy place where lots of things are happening. b. Like to be where I can concentrate on one activity to my best ability. c. Sometimes like both of the above, have no preference. 21. a. Prefer to learn details and specific facts. b. Prefer a general overview of a subject, looking at the whole picture. c. Prefer overview intermixed with specific facts and details.

25 Are You Right-Brained or Left-Brained? Count up how many "R"'s, "L"'s, and "I"'s you have. The letter with the highest number is your answer! R = RIGHT BRAIN, L = LEFT BRAIN, I = BOTH SIDES OF BRAIN ARE INTERACTIVE 1. A=L, B=R, C=I 2. A=L, B=R, C=I 3. A=R, B=L 4. A=L, B=R, C=I 5. A=R, B=L, C=I 6. A=R, B=L, C=I 7. A=R, B=L, C=I 8. A=L, B=R, C=I 9. A=R, B=I, C=L 10. A=L, B=R, C=I 11. A=R, B=I, C=L 12. A=R, B=L, C=I 13. A=R, B=L, C=I 14. A=R, B=L 15. A=R, B=L 16. A=L, B=R, C=I 17. A=L, B=R, C=I 18. A=L, B=R, C=I 19. A=L, B=R, C=I 20. A=R, B=L, C=I 21. A=L, B=R, C=I KEY

26 Evaluating Brain Imaging Techniques Name of Test What I can see -Structure (parts)? -Function (activity)? -Describe how well for each test What I can t see -Structure (parts)? -Function (activity)? -Describe how well for each test Rate usefulness 1-5 for determining brain information You should only have one #1, one #2, etc. Usefulness Rating Scale: 1= this test is not very helpful at seeing what is going on in the brain. 2= this test is not very helpful but it gives some detail on the certain structures in areas of the brain. 3= this test allows me to see the brain structures well, but I need more information about how different parts function. 4= this test is good for seeing activity in the brain but not good for structures of the brain. 5 = this test allows me to see how the brain structures are interacting and it is very useful in determining where there \ may be a problem.

27 FIGURES Identify and explain the two main types of sleep. Sleep + Sleep Disorders Stations Activity Name: 2. Using the multiple graphics, fill in the chart below for the stages of sleep. Be thorough. Stage & Duration (if provided) Physiological/Biological Changes Type/Description of Brain Waves 3. At the beginning of the night, the sleep stages order is REM. What is the approximate length of a complete cycle? How many cycles are typical over an 8-hour sleep? 4. Explain how the sleep cycle changes over the course of the night. Be sure to discuss the presence and duration of the different stages.

28 5. Summarize how sleep needs change as we get older. Who needs the greatest amount of sleep and who needs the least? Where do we see the biggest changes occur? Younger Adults: Older Adults: 6. Compare male and female sleep times. At what ages do we see the biggest differences? What reasons could possibly account for the variance? FIGURE 6 7. What is another name for our internal biological clock? 8. What important daily activities are linked to our daily sleep/wake cycle? 9. PREDICT: How would jet lag or working overnight shifts affect a person s daily cycle? FIGURES 7 & How much time in a typical night s sleep is spent dreaming? On average, how many dreams do we experience per night?

29 11. Summarize each of the theories of dreaming Which theory do YOU believe is the BEST explanation for why we dream? Explain. 12. Review the 7 Most Common Dreams. Have you ever experienced one of these dreams? If so, explain whether you agree or disagree with the explanation. If not, choose one and explain what you think about its relevance. FIGURES What is the most common danger affecting individuals from sleep deprivation?

30 14. There are a number of dangers due to sleep deprivation. Sort the short-term and long-term effects below. Short-Term Effects of Sleep Deprivation Long-Term Effects of Sleep Deprivation 15. Using the maps, compare the prevalence of sleep disturbances and daytime fatigue and provide THREE observations based on the information provided According to the sleep deprivation graph, which age group/s have the highest incidence of sleep deprivation? Identify possible life factors that might contribute to this occurrence. 17. Between which age groups do we see the biggest change in all three categories on the sleep deprivation graph? What factors may contribute to these changes?

31 18. IDENTIFY and EXPLAIN two factors from the graphics that YOU believe may be affecting how much sleep you get on a regular basis Based on your choices in #18, what advice from How to Sleep Better would help you get a better night s sleep? FIGURES Thoroughly complete the chart of sleep disorders using the graphics provided. DISORDER SYMPTOMS CAUSES EFFECTS PREVALENCE Sleep Apnea Narcolepsy Insomnia Sleep Walking Restless Leg Syndrome Sleep Paralysis

32 21. Summarize the KEY differences between nightmares and night terrors. Don t just copy the chart. REFLECTION Review your answers to the 21 questions above. What are the 3 most interesting facts you learned about sleep, dreaming, and sleep disorders?

33 Name: SLEEP & DREAMS CHOOSE YOUR OWN ADVENTURE! Part 1: Sleep Stages Slides 1. On last night s homework, add in the special phenomena to the sleep stages chart. You will need to know these for the test! 2. When looking at the graph, what two trends do you notice about the stages of sleep as a night progresses? Part 2: Dream Dictionaries Write down a dream you would like to know the meaning of. What symbols/themes does this dream have that you could look up in a dream dictionary? Using the theme/symbol from above, go to the two different dream dictionaries online. Write down their interpretations of what was actually happening in your dream (the latent content!). WEBSITE Dream Moods EXPLANATION OF SYMBOL(S) The Curious Dreamer How consistent are the interpretations from the dream dictionaries? In the context of your life, do either of these interpretations connect with what you re currently experiencing (or were experiencing at the time when you had the dream)? Part 3: Healthy Amounts of Sleep OR Napping If you choose sleep What is basal sleep need? 2. How does getting too little sleep affect your health? 3. How many hours of sleep does the website recommend for teenagers? 4. Name at least 1 sleep tip you would want to use to better your sleeping habits. If you choose naps Which type of nap do you most commonly take? 2. List 2 negative effects of taking naps. 3. Name at least 1 nap tip you would want to use.

34 Part 4: Lucid Dreaming OR Déjà vu If you choose lucid dreams What are lucid dreams? 2. What scientific understandings do we have of lucid dreaming? If you choose déjà vu What is déjà vu? 2. What explanation does the author give for this feeling? Part 5: Teens & Sleep OR Technology & Sleep If you choose Teens & Sleep - If you choose Technology & Sleep What is the author s claim? Circle the one you choose!!! 2. Do you agree or disagree with the author s claim? Why or why not? (use evidence to support your answer!) Part 6: Sleep Paralysis OR Sleep Walking If you choose Sleep Paralysis - If you choose Sleep Walking What are symptoms of sleep paralysis or sleep walking? Circle the one you choose!!! 2. What are the causes behind sleep paralysis or sleep walking?

35 A BRAINTASTIC PROJECT For this project you may work either with one partner or by yourself. You may use your textbook as a resource, but the goal of this assignment is to describe the functions of the brain structures IN YOUR OWN WORDS. For this reason, no outside sources may be used. Objective: As a new children s book author, you are to write an original story about the brain using 12 of the brain structures listed below. Your story should be entertaining, yet also educational. It should not be written as a textbook, but rather as a story about the brain (ie. The Adventures of Billy s Brain). 1. You Choose: You may create any of the following: -Recreate a children s book -Create a pop-up book -Create a comic strip -Create a movie 2. Define: Your story must also include the function of those 12 brain structures-- Incorporate the definition INTO the story it should not be in definition format. Medulla Occipital Lobe Cerebral Cortex Hypothalamus Frontal Lobe Wernicke s Area Temporal Lobe Corpus Callosum Pons Parietal Lobe Hippocampus Right Hemisphere Sensory Cortex Motor Cortex Left Hemisphere Reticular Formation Broca s Area Amygdala Cerebellum Olfactory Bulb 3. You may ONLY include illustrations (NOT clipart)! --- Though you may trace. 4. For full credit be sure to highlight the structures within your story. Remember that you must include the functions in your project. BRAINTASTIC Rubric Project contains 12 structures that are used accuracy (attempted but used incorrectly = -1) /24 DUE DATE: FOR ALL PROJECTS: Project is neat and creative /6 Total /30 Please type a list of the 12 brain structures you included in your project in the order they appear!

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37 Terms for Extra Credit Flashcards Unit 2: Brain and Biology Neuron Manifest Content Cerebral Cortex Axon Sleep Apnea Corpus Collosum Dendrite Narcolepsy Thalamus Terminal Buttons/Axon Terminals Insomnia Left Hemisphere Cell Body Night Terrors Right Hemisphere Central Nervous System Nightmares Wernicke Area Somatic Nervous System Pituitary Gland Broca s Area Peripheral Nervous System Cerebellum Midbrain Sympathetic Nervous System Frontal Lobe Hindbrain Parasympathetic Nervous System Occipital Lobe Forebrain Autonomic Nervous System Temporal Lobe Motor Cortex MRI Parietal Lobe Sensory Cortex CT Scan Hippocampus Neurotransmitter PET Scan Hypothalamus Split Brain EEG Amygdala Endocrine System Alpha Waves Brain Stem REM Delta Waves Medulla Hormones Sleep Cycle Pons Latent Content Action Potential Refractory Period All-or-None Principle Reuptake Antagonist Agonist Endorphins Sensory (Afferent) Neurons Motor (Efferent) Neurons Interneurons Reflex Dopamine Serotonin Norepinephrine Plasticity Acetylcholine GABA fmri Limbic System Adrenal Gland Circadian Rhythm Pick 15 terms from the above list (or from the unit guide on the back of the packet cover) that you are least familiar/comfortable with and construct a flashcard including the following information: 1. On one side, define the term IN YOUR OWN WORDS. Try and keep the definition short, meaningful, and something that you can remember. 2. On the other side, draw a picture that demonstrates the term OR describe a personal example. You may earn up to 5 points of extra credit for your 15 flashcards! All flashcards must be turned in by the day of the unit assessment no late flashcards will be accepted!