As a table group, you will create one Google document and share it with me.  That document will include guiding questions for students while they are watching the HHMI Molecules & Memory videos.  You will create questions for parts 1, 3 and 4 (I already gave you questions for part 2).  You will include the answer to the questions directly under each question.  You should use your notes from the videos to determine what is important for viewers to answer and what is not.

Due: Wednesday, 5/7/14

You will have a test on Monday, 5/5/14 on the class notes and the 4 videos.  If you watched the videos and completed your homework assignment, you should be good for those questions.  So you mostly want to study your notes and any book reading assignments or handouts you were given.  The test will mostly be on the central nervous system.  Some example test items would include: parts of the brain and what they do, parts of the spinal cord, spinal reflexes, disease conditions, memory, etc…

Test: Monday, 5/5/14

You should complete the following:

• Watch the HHMI 2008 Neuroscience Lecture Series (4 one-hour videos)
  • You can find the link on my neuroscience wiki page
  • You should take notes as you watch
  • I have created a question sheet for Lecture 2, which you can download here.
  • This site does not seem to work from school, so plan accordingly
• Watch Scientific American Frontiers: Make Up Your Mind (1 hour)
  • You can find the link on my neuroscience wiki page

Complete the following in your textbook..

1. read pages 434-438 on “homeostatic imbalances of the brain”
2. read the “Closer Look: He Brain vs. She Brain” on page 437
3. read pages 438-442 on the spinal cord (stop at ‘White Matter’)
4. table 12.2 – know the tract and its function for all tracts in this table
5. table 12.3 – know the tract and its function for the two corticospinal tracts
6. read pages 484-490 about stretch, deep tendon, crossed-extensor, and superficial reflexes. Be sure to understand the figures associated with each.

Go to my wiki page on split brain syndrome to learn about this condition and complete the associated activities.  In the end, you should be able to predict how a person with split brain syndrome will behave in a given scenario.

You will have a test on all material covered thus far. except for the various drugs (LSD, ecstasy, etc…)  The test will include all material from Chapter 11 in the textbook, class notes, drug information, and anything else we covered.  It will also include any other assigned readings/information such as the study guide pages and chapter review questions.

Test Date: Wednesday, 3/19/14

Go to my neuroscience wiki page on drugs located here:

http://www.docfleetwood.net/wiki/tiki-index.php?page=Drugs

Complete the “lesson” links to learn how a neuron works, what happens at the synapse and how drugs affect this.  As an added bonus, the “Mouse Party” activity is pretty funny 🙂

Use the information from the site to create a table in a Google Spreadsheet with the following information: drug name, method of intake, how the drug affects the neurons in the brain.  For example…  Cocaine, snort, inject or smoke, blocks dopamine reuptake receptors thus prolonging the effect of dopamine. (but yours will be in a nice, neat table format)

Share that Google Spreadsheet with my tfleetwood charterschool email address.

Use your textbook to complete the reading and questions I assigned in class, which I have summarized below.

1.  Read chapter 11 – there is a lot of good information in this chapter about how nerves work.  Give particular concentration to the items below.

• Know table 11.1 on pages 371-372
• Know the pictures on pages 379 & 385.
• Know table 11.2 on page 387.
• Know the neurotransmitter information in table 11.3 on pages 392-393
• Know figure 11.22 regarding second messengers
• Read the “Closer Look” on page 396-397 and answer the questions below.
  • How can the “wisdom of the body” and the way it responds to neurotransmitter like chemicals be related to antibiotic use/overuse?
  • Why is cocaine addictive? (How does it work?)
  • What is crack?
  • Can you see any problems with treating someone with Manzindol?
  • How does an overdose of Heroin kill?
  • Can you experience constant pleasure (for years), physiologically and psychologically?  Why or why not?

2.  Read pages 456-461 (in chapter 13) and take notes on the sensory receptors.

• Know table 13.1 on page 459.

3.  Complete the study guide pages given in class.

4.  Answer the following Chapter 11 Review questions: MC #1,3,5,6,10,11;  SA #1,15,16,17,18,19,20,21; CA #1,2,3,4

This is due on Wednesday, 2/19/14 by the start of class

Neuroscience students should be sure to read Brain Facts chapter 3 (Senses and Perception) and pages 542-563 in your book, which is about the eye and vision.  In particular, by the time you come back from break, make sure you know the parts of the eye, extrinsic muscles of the eye and which motions they control, and the visual pathway from the retina to the occipital lobe via the optic nerve, tract, chiasm, etc…  Be sure to note which visual information crosses hemispheres and which does not as it pertains to the eye’s visual field.

Due: January 2, 2014

Test on Tuesday, 12/17/13, on all information covered this year.  Extra emphasis will be on the information since the last test, including notes about the brain and spinal cord, Dr. Edelsohn’s lectures on various disorders, readings from the text book and the Brain Facts book, and information about cord level sensory, motor and reflex testing.

You should complete the following:

• Watch the HHMI 2008 Neuroscience Lecture Series (4 one-hour videos)
  • You can find the link on my neuroscience wiki page
  • You should take notes as you watch
  • I have created a question sheet for Lecture 2, which you can download here.
  • This site does not seem to work from school, so plan accordingly
• Watch Scientific American Frontiers: Make Up Your Mind (1 hour)
  • You can find the link on my neuroscience wiki page
• Read the following chapters in the Brain Facts 2012 Book
  • Chapter 4: Learning, Memory, and Language
  • Chapter 12: Degenerative Disorders
  • Chapter 14: Injury and Illness