Unit 3 Topic 1 Localisation of Function in the Brain 2024 PDF

UNIT 3 INDIVIDUA L THINKING BOOK 2  TOPIC 1 LOCALISATI ON OF FUNCTION IN THE BRAIN CHAPTERS 2 AND 3 Glue in Tick off each of Topic 1’s objectives if you feel that you could competently and confidently complete them.  THE NERVOUS SYSTEM AND THE BRAIN CHAPTE...

UNIT 3 INDIVIDUA L THINKING BOOK 2  TOPIC 1 LOCALISATI ON OF FUNCTION IN THE BRAIN CHAPTERS 2 AND 3 Glue in Tick off each of Topic 1’s objectives if you feel that you could competently and confidently complete them.  THE NERVOUS SYSTEM AND THE BRAIN CHAPTER 2  CHAPTER 2 HOMEWORK Read Chapter 2 End of Chapter 2 Review questions (1-12; 21, 27, 28) to work on each night until the end of the chapter starting on p. 61. YOU NEED TO BE ABLE TO:  NERVOUS SYSTEM OVERVIEW https://www.youtube.com/watch?v=qPix_X-9t 7E (10 min – basic info about the nervous system) https://create.kahoot.it/share/the-nervous-sys tem-crash-course-1/d5c32b34-bde8-4535-af2 3-64fb21e55b70  REVIEW OF THE HUMAN NERVOUS SYSTEM These sites contain a lot o f useful information, a po wer point and questions t o help you with the neuro science topics. https://www.biologycorner.co m/anatomy/chap9.html https://www.biologycorner.co m/anatomy/nervous/notes_ch 9a.html Glue in 2.1 THE HUMAN NERVOUS SYSTEM The Human Nervous System - YouTube (Mr Ting) THE PERIPHERAL NERVOUS SYSTEM CAN BE DIVIDED INTO:  THE SOMATIC NERVOUS SYSTEM: NEURONS (REVIEW) 1. Soma/cell body contains the nucleus- control center 2. Dendrites receive messages from other nerve cells 3. Knobs pass the message on to the next neuron 4. Axons send nerve impulses in only one direction away from the cell body 5. Synapse – the junction/space between two nerves 6. Neurotransmitter – chemical messenger in the nerve junction space 7. Myelin sheath- coating that aids transmission A NIFTY WAY TO RECALL THE STRUCTURE OF A NEURON: TYPES OF N E UR O NS Afferent Efferent Relay 1. Sensory [affector] neurons carry signals from sensory receptors (e.g. Touch receptors, eyes, ears) to the brain 2. Motor [effector] neurons carry signals from the brain to the target muscles or glands (effectors) 3. Interneurons – carry messages between neurons in the CNS (join sensory and motor neurons). Nerve colouring booklet 5 MINUTE SUMMARY The CNS consists of the brain and spinal cord. The PNS consists of all the somatic and autonomic nervous systems. Be able to summarise the actions of the sympathetic and parasympathetic nervous systems AND Draw and label a neuron (sensory/afferent or motor/efferent) and describe the functions of each part. 2.2 LOBES OF THE BRAIN 2 minutes Brainstorm Name the lobes of the brain and explain their functions Colour the provided brain lobe sheet  REVIEW OF THE STRUCTURES OF THE BRAIN Bozeman Science- The Brain (an overview) https://www.youtube.com/watch?v=kMKc8 nfPATI Brain Interactive- parts and functions: https://www.brainfacts.org/3d-brain#intro=false &focus=Brain-cerebral_hemisphere-right QBI 2. 2 GLUE IN  VIEW THESE VIDEOS AND DIFFERENTIATE BETWEEN THE TWO Broca’s aphasia https://www.youtube.com/watch?v=1aplTvEQ6ew&t=77s Wernicke’s aphasia https://www.youtube.com/watch?v=dKTdMV6cOZw This is particularly for those of you who may have joined in Unit 2 and missed Unit 1. 5 MINUTE SUMMARY There are four key areas of the cerebral cortex: the frontal lobe, parietal lobe, temporal lobe and occipital lobe. Association areas of the brain are involved in the integration of information from all of the lobes. There are three key areas for localisation of function that are to do with language – Broca’s area, Wernicke’s area and Geshwind’s area – all of which work together to allow us to speak and to create meaningful sentences.  Our PNS is responsible for voluntary and involuntary movements in response to stimuli. Unconscious Responses: SPINAL 1. Pair up. Observe the pupil size of the eyes REFLEXE of one person in the pair. S 2. Have that person cover their eyes for 30 (INVOLU seconds. NTARY 3. Hands are removed and have them look up to the ceiling lights. Describe what happens. MOVEMEN T) This pupillary response is an example of an unconscious response. Our sympathetic nervous system controls pupil dilation and our parasympathetic nervous system controls pupil constriction.  2.3 INVOLUNTARY MOVEMENT: REFLEX ARCS/SPINAL REFLEXES COPY A reflex arc involves perceiving a sensation and responding to it without involving the brain, which contributes to our safety and survival. The brain is informed and reacts after the reflex happens. Two Types: Use page 53 to complete the definitions. 1. Monosynaptic Reflex arc: 1 synapse only. Involuntary reaction to stimulation. 2. Polysynaptic Reflex arc: More than 1 synapse.  SPINAL REFLEXES GLUE IN YOUR DIAGRAMS - Stimul Recepto us rs  Recall that an important part of the nervous system are reflex arcs. Scenario: You are ironing your uniform for school whilst chatting to your friend on your phone. Due to this divided attention, at one point you grab the hot flat face of the iron REFLEX instead of the phone. ARCS 1. Describe what would happen next and how. 2. Illustrate using a reflex arc the parts of the body involved to elicit the response.  Patella jerk reflex: Collect 1 wooden ruler for each pair. Have one student in each pair sit on a high chair TRYING (or on the side table top), so that their legs are dangling and relaxed off the ground. Ask the other student in each pair to strike the OUT area just below the kneecap/patella and above the shin bone. If this is done correctly, the REFLEXE student’s leg should kick out. Identify the type of reflex (monosynaptic or S Can you think of any other reflexes that polysynaptic) we have? Can you think of any reflexes that babies are born with but that they lose as they develop?  Test your reflexes https://faculty.washingto FURTHER n.edu/chudler/chreflex.ht ml EXPERI MENTS FOR YOU TO TRY: Test your reflexes https://www.humanbench  Reflexes are unconscious and a response to our environment to keep us safe. There are two types of spinal 5 MINUTE reflexes: monosynaptic reflex arc and polysynaptic reflex arc. SUMMARY Compared to conscious response, spinal reflexes are much faster, this is because it is used to save us from dangerous situations and does not require information to be passed to the cerebral cortex.  2.4 VOLUNTARY RESPONSES/MOVEMENT COPY Voluntary and Involuntary Movement - YouTube (Mr Ting) Steps to making a voluntary response/movement occur: 1. Brain analyses all the possible types of movement and then chooses the one that best suits what is trying to be achieved by the body. 2. The brain plans and selects the sequence of muscle contractions necessary to make this movement occur.  THREE PARTS OF THE BRAIN INVOLVED IN VOLUNTARY MOVEMENT Glue in the brain diagram and read pages 54-55.  THREE PARTS OF THE BRAIN INVOLVED IN VOLUNTARY MOVEMENT (P.55) 1. The Basal Ganglia- The basal ganglia enables voluntary movement by operating a complex feedback loop. It channels information from various regions of our brain to the motor cortex. It also acts to block movements that may not suit the end goal of the movement. It receives input from the frontal, parietal and temporal lobes. 2. Cerebellum- It stores sequences of movements that have been previously learnt. It also coordinates and integrates information about movements from other areas in the brain to help us move in ways that are smooth, well sequenced and seem effortless. 3. The Primary Motor Cortex- It is responsible for movement of the body’s skeletal muscles and activates the neural impulses that execute voluntary movement. Contralateral control of body parts. The extent of the primary motor cortex devoted to voluntary movement of different parts of the body is proportional to the number of neurons required to move different anatomical parts.  APPLY WHAT YOU HAVE DISCOVERED: Propose what may happen to someone who has sustained injury to their basal ganglia?  TEST- WHICH AREAS OF THE BODY CONTAIN THE MOST RECEPTORS? 1. In pairs you will be given a cork with 2 toothpicks in it. 2. Hypothesise: using your knowledge of the primary motor cortex, will you be able to detect 2 separate pricks of the toothpicks or will they feel as if they are only one when applied to the hands vs the upper arm vs the back etc? Record your hypothesis on the Sensitivity Prac worksheet. 3. One person is the tester and one is the person who will be experimented upon. 4. Cover the eyes of the person being tested and gently touch the toothpicks at the same time onto the skin of the person starting firstly with the palm of the hand and progressing to the forearm, upper arm and back. Each time you place the toothpicks on them they are to answer “one or two” and you are to record the responses on the Sensitivity Prac worksheet on Teams. 5. Swap roles and repeat step 4. 6. Answer the questions on the worksheet. Was your hypothesis proven or 5 MINUTE SUMMARY Identify how the basal ganglia, cerebellum and primary motor cortex control our voluntary movement. JUST DANCE… YMCA https://www.youtube.com/watch?v=YCDCwuGcEmA Or the original and the best https://www.youtube.com/watch?v=CS9OO0S5w2k Identify the areas of the brain that helped you to dance.  TRY THE FOLLOWING NEURON LABEL WARMUP https://ebook-oxforddigital.s3-ap-southeast-2.amazon aws.com/OB393/extras/interactives/neuron/activity.ht ml  2.5 EMOTIONS AND THE COPY BRAIN The limbic system is the part of the brain responsible for memory, emotion, behaviour and motivation. It consists of the amygdala, hypothalamus, hippocampus, midbrain areas and prefrontal cortex. 10 words or less: (Read p. 56-57 + slide 49 + 5 min summary on slide 61!) Identify the functions of each of these parts of the brain and the part they play in emotions (a table would be a smart way to organise the information). Emotion and the Brain - YouTube  HPA AXIS The hypothalamus (and HPA- hypothalamus, pituitary gland, adrenal gland axis) controls our basic survival actions, such as creating stress and the fight-flight-freeze response through the production of hormones such as epinephrine (adrenaline) and cortisol. Read pages 56-57 to add any further pertinent information. DATA DRILL 2  KAHOOT https://create.kahoot.it/details/349ffb3e-d 496-490c-bb91-9876 5935e4a5  Read this article by Raine et al (1997): http://www.psychologywizard.net/up loads/2/6/6/4/26640833/raine_et_al. _1997_os.pdf It is essentially about brain abnormalities in murderers. Summarise the study under the MURDERE headings: Aim; Methods; Results; RS… Conclusions. 5 MINUTE SUMMARY The limbic system consists of the amygdala, hypothalamus and midbrain areas. This system is in charge of memory, emotion, behaviour and motivation. The hippocampus helps with emotional regulation. The hypothalamus (and HPA- hypothalamus, pituitary gland, adrenal gland axis) controls our basic survival actions, such as creating stress and the fight-flight-freeze response. The amygdala mediates fear and also controls how we perceive emotions. NEUROPLAS TICITY Recall from Unit 1: Neuroplasticity is the rewiringCOPY and reconnecting of neurons in response to new experiences or damage. Watch this video (“Half a Brain”) : https://www.youtube.com/watch?v =f2fCY_M7Vms Answer this question: Using a relevant example, explain how neuroplasticity can help in the repair of brain damage.  READING CONSOLIDATIO N Read this link as a class: Evidence between movement and learning https://theconversation.com/how-our- brain-controls-movement-and-makes -new-connections-when-parts-are-da maged-63520 Compare and contrast a stroke victim’s experience of movement and learning with that of a healthy person learning a new skill. What do READING READ 2.6 PAGES 58- 59 AND ANSWER QS 1-3.  EXAM EXCELLENCE 2  QUIZLET https://quizlet.com/437 025294/12-psy-unit-3-c hapter-2-core-terms-fla sh-cards/  STOP! Have you caught up on any notes that you may have missed through absence? Have you read through all of the sections in Unit 3 of your text book? Can you label the different parts of the brain and do you know their functions? Can you tick off the objectives from slide 3?  Obook assess quiz- test your understanding QUICK TEST Flash card glossary Complete chapter 2 review  BRAIN DISSECTION Safety: We are using scalpels and these must be handled safely and appropriately. Keep gloves on at all times as well as safety glasses and aprons. Do not touch your face during the dissection and make sure nothing can dangle into the dissection. FOLLOW THE DISSECTION GUIDE YOU HAVE BEEN PROVIDED WITH. WE WILL WORK TOGETHER AS A CLASS. Before Dissecting: Examine the brain in front of you, turn it around and look at it from different perspectives. Very carefully peel away the dura mater (outer membrane of the brain) Identify the pons and medulla; the 2 hemispheres, spinal cord, cerebellum and cerebrum. Identify the sulci (grooves) and gyri (ridges) in the surface of the brain and the blood vessels. Dissection: STAYING YOUNGER FOR LONGER (BRAIN) CATALYST https://iview.abc.net.au/v ideo/SC1802H007S00  SUMMARY QUESTION LINKED TO OBJECTIVES 1. Recall the structure of the human nervous system with reference to the CNS and PNS (which structures constitute both?). Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 2. Describe the role of the spinal cord in the human nervous system with reference to the spinal reflex. Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 3. Recognise that the cerebral cortex can be divided into a number of discrete areas which have specific functions- including the lobes (what are the functions of the lobes?). Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 4. Recall that language processing occurs within Broca’s area, Wernicke’s area and Geschwind’s territory (what are the roles of these three areas). Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 5. Identify the structures involved in voluntary movement and their roles. Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 6. Recognise where emotion occurs (state the brain structures involved in this and their roles). Answer:  NEURONS AND NEUROTRANSMIT TERS CHAPTER 3  CHAPTER 3 HOMEWORK Read Chapter 3 End of Chapter 3 Review Questions (1-15) to work on each night until the end of the chapter, starting on page 81. Tick off each of Topic 1’s objectives if you feel that you could competently and confidently complete them. YOU NEED TO BE ABLE TO: REVISE- BRAIN LOBES DROP AND DRAG(ANSWER P.48) BRAIN LABEL GAME https://www.purpose games.com/game/ba sic-brain-anatomy-g ame PARTS OF NEURONS NEURON: DROP AND DRAG axon terminals the endings of axon branches that have ‘terminal buttons’; release neurotransmitters for communication between other parts of the body  NEURON LABEL GAME https://www.purpose games.com/game/b b735752fc NEURONS AND NEUROTRANSMISSION EXPLAINED The Role of Neurons in Communication - YouTube (Mr Ting) Brain functions - Queensland Brain Institute - University of Queensland (uq. edu.au)  3.1 COPY NEUROTRANSMISSION Chemicals that transmit information across the synapses (gaps) between neurons are called neurotransmitters. A Lock and Key process is used where each receptor ("lock") can only be activated by a particular neurotransmitter ('key"). How a synapse works https://www.youtube.com/ watch?v=OvVl8rOEncE COPY and label circle d part THE LOCK AND KEY PROCESS OF NEUROTRANSMISSION Left- The Lock and Key Process. Right- Another visual representation. https://www.youtub e.com/watch?v=Wh owH0kb7n0 2minute neuroscience  LABEL A SYNAPSE GAME https://www.purpose games.com/game/0 94f28cbfd  A neuron is a brain cell that talks with other neurons via synaptic transmission. Different neurotransmitters can 5 MINUTE affect the communication SUMMARY process differently. Neurotransmitters undergo a ‘lock and key’ process that allows for the correct neurotransmitter to be passed from one neuron to another.  EXCITATORY VS COPY INHIBITORY There are two main types of synapses- Excitatory and Inhibitory. Excitatory synapses cause the post-synaptic neuron to “fire” more (its action potential is reached- electrical impulse is fired); whereas Inhibitory synapses cause the post-synaptic neuron to “fire” less. COPY ACTION POTENTIALS When a neuron has an impulse or spike, the neurotransmitter is released. Depolarisation or a “spike” occurs when the threshold is reached. https://qbi.uq.edu.au/brain-basics/br ain/brain-physiology/action-potential s-and-synapses HTTPS://WWW.YOUTUBE.COM/WATCH?V=W2HHT_ PXE5O 2MINUTE NEUROSCIENCE- ACTION POTENTIAL  LABEL A SYNAPSE QUIZ https://www.purpose games.com/game/ne rve-synapse-quiz COPY DISTINGUISH BETWEEN GABA VS GABA has an inhibitory effect on the brain (approx. GLUTAMATE 1/3 of neurons in the brain use it) and it is used in regulating anxiety, whereas Glutamate has an excitatory effect on the brain and entire nervous system and is used for learning and memory. 2-Minute Neuroscience: GABA - YouTube 2-Minute Neuroscience: Glutamate - YouTube 3.2 NEUROTRANSMITTERS AND THEIR FUNCTIONS Neurotransmitters have many different physical and psychological functions. Happiness Is in Your Hormones. Ways to Naturally Boost Dopamine and Seroto nin - CNET Watch this video and consider the different neurotransmitters and their functions. Neurotransmitters and their Effects - YouTube (Mr Ting) SUMMARY TABLE OF NEUROTRANSMITTER EFFECTS  SUMMARY TABLE OF PHYSICAL AND Glue into books PSYCHOLOGICAL FUNCTIONS OF NEUROTRANSMITTERS Neurotransmitter Physical Psychological Other Summary Muscles, respiratory, Found in brain, spinal cord muscle contraction, ACH digestion, Neuroplasticity, and PNS learning, REM sleep, (acetylcholine) cardiovascular, Learning Low levels in Alzheimer’s memory movement patients Increases heart rate, Adrenaline; secreted by Anxiety, fear and blood pressure (acts adrenal glands Epinephrine on heart) and emotional Hormone Stress responses responses breathing rate Autonomic NS Increases heart rate Hormone Arousal and blood flow (acts Low levels in ADHD, Alertness, attention, Norepinephrine on blood vessels), Reaction time people with low blood emotional regulation Concentration releases glucose pressure and depression Emotional Addictive/sensation- Initiates and arousal seeking behaviours. Low Feelings, movement, continues motor Pleasure, levels in Parkinson's Dopamine control and co- learning, disease (movement issues) motivation and behaviour ordination movement, mood and epilepsy. Works with and emotions serotonin and epinephrine. Constriction of muscles Sleep-wake cycle 1.Compare epinephrine and norepinephrine. 2.Differentiate between dopamine  Acetylcholine: memory, memory loss, learning, muscle movement, activation of the cerebral cortex, control of REM sleep, control of the hippocampus Dopamine: emotional arousal, pleasure and reward, voluntary movement, attention, facilitation of movement, attention, learning, reinforcement of learning; deficiency in dopamine is related to epilepsy, and an increase in dopamine is known to assist in the treatment of Parkinson’s disease Serotonin: mood regulation, control of eating, sleep, arousal, pain Gamma-amino butyric acid (GABA): main inhibitory neurotransmitter associated with nervous activity – responds to alcohol and benzodiazepines 5 MINUTE Glutamate: excitation of neurons throughout the nervous system, necessary for the changes in synapses that occur with memory formation SUMMARYNorepinephrine (noradrenalin): hormone released by the adrenal medulla that mobilises the body to act; responsible for increasing heart rate, triggering the release of glucose into the bloodstream and increasing blood flow into the muscles. Epinephrine (adrenalin): hormone released by the adrenal glands in response to fear, anxiety and emotional arousal Cortisol: repairs the body Endorphins: pain relief and elevation of mood (often after intense physical exercise or activity)  NEUROTRANSMITTER TEST https://www.purpose games.com/game/ne urotransmitters-and- function-game  3.3 CHANGES TO NEUROTRANSMITTER FUNCTION COPY Impaired neurotransmitter function may be caused by: 1. Under production of neurotransmitter 2. The release of too much neurotransmitter 3. The deactivation of too much neurotransmitter by enzymes 4. Neurotransmitters being reabsorbed too quickly Parkinson’s and Alzheimer’s diseases, depression, schizophrenia and drug addiction can be biologically caused by impaired functioning or deficits in neurotransmitters. Changes to Neurotransmitter Function - YouTube (Mr Ting) 01 02 03 Firstly we will read On Teams in Finally we will copy through the 2 Worksheets Unit 3 and organise the diseases- there is a Frayer information in the Parkinson’s and model for next few slides onto Alzheimer’s- as a Parkinson’s disease the Frayer models class. and Alzheimer’s or into your disease. notebook if you would prefer! ORGANISING INFORMATION  PARKINSON ’S COPY DISEASE A progressive neurological condition caused by the degeneration of dopamine-releasing neurons in the substantia nigra (part of the basal ganglia responsible for addiction, reward, and the co- ordination of movement). Tau proteins and lewy bodies form. Dopamine is needed to control messages going between the substantia nigra and the striatum. Without enough dopamine, neurons fire uncontrollably preventing the patient from adequately controlling their movements. 2-Minute Neuroscience: Dopamine - YouTube  SYMPTOMS OF PARKINSON ’ S DISEASE COPY Slowness of movement Rigidity of movement Involuntary movement (tremors) in the head, arms, legs, jaws, hands or feet "Pill rolling" finger movements Difficulty in beginning or stopping movement Reduced facial expressions ("mask") Pain Depression Dementia Sleeping problems Treatment There is no cure but medications either replace dopamine using precursors (levodopa) or prevent any interference from other chemicals that might block dopamine. Deep brain stimulation is another option to help movement. Vitamin B may help. COPY PARKINSON ’ S DISEASE The reduction in dopamine (at least 80%) accompanied by a 50% drop in substantia nigra neurons influences the neurotransmitter acetylcholine which also affects movement. The striatum needs acetylcholine and dopamine in balance for effective movement to occur. 2minute Neuroscience Parkinson's Disease https://www.youtube.com/watch?v=7upHDhAmkqU Michael J. Fox Foundation https://www.youtube.com/watch?v=cRLB7WqX0fU Christine's shoe hid the sinister truth about her Parkins on's diagnosis POSSIBLE CAUSES SUMMARIS E SUGGESTED RESEARCH Treatments for Parkinson’s disease (e.g. clinical trials testing dopamineprecursor medications for Parkinson’s disease in The Lancet 2014) Bibliographic citation: The Lancet 2014, ‘Levodopa better than newer drugs for long-term treatment of Parkinson’s, largest-ever trial shows’, ScienceDaily, 10 June, www.sciencedaily.com/releases/2014/06/140610205305.htm Summarise also using the annotated bibliography into your Synopsis  WATCH Parkinson's disease - causes, symptoms, diagnosis, treatment & pathology (9 mins) https://www.youtube.com/watch?v =ARdGaE1sbBM  SIMPLE SUMMARY Read this weblink for a simple understanding of the symptoms, causes, diagnosis and treatment of Parkinson’s disease. Parkinson’s disease https://kidshealth.org/en/kids/parkinson.html COPY ALZHEIMER ’S A neurodegenerative DISEASE disease caused by the progressive destruction of neurons in the brain causing memory loss (both anterograde and retrograde amnesia due to hippocampus and prefrontal cortex involvement). Impaired declarative memory is the first sign where the patient may forget the previous day’s events, names of people and struggle to find the correct word to say. Repetitive stories and the inability to recognise close family members follows later. Abnormally low levels of neurotransmitters (in particular acetylcholine- involved in memory) and temporal lobe damage (particularly the hippocampus) explain these symptoms. 2-Minute Neuroscience: Acetylcholine - YouTube 2-Minute Neuroscience: Alzheimer's Disease https://www.youtube.com/watch?v=I6K10aif0 tE  BRAIN PATHOLOGY AND CAUSES COPY Amyloid plaques which kill the neurons- response to inflammation? Neurofibrillary tangles Lower levels of memory neurotransmitters (particularly acetylcholine) also found in progressive dementia Atrophy (deterioration) of the brain (due to loss of cells in the hippocampus) and damage to temporal lobe Occipital lobe can cause vision problems due to a disruption in the link between the primary visual cortex and the visual association areas SUGGESTED RESEARCH ­Treatments for Alzheimer’s disease (e.g. the significance of beta-amyloid deposits in Alzheimer's disease in Massachusetts General Hospital 2016). Bibliographic citation: Massachusetts General Hospital 2016, ‘Human amyloid-beta acts as natural antibiotic in the brain: Alzheimer's-associated amyloid plaques may trap microbes’, ScienceDaily, 25 May, www.sciencedaily.com/releases/2016/05/160525161351.htm Summarise also using the annotated bibliography into Synopsis of Studies document ALZHEIMER'S DISEASE AND THE HPA AXIS Recall what each part of the HPA axis is responsible for. Identify what researchers in this article now believe can contribute to the development of Alzheimer's disease. Deduce and explain how both sides of the nature vs nurture debate are responsible for the  WATCH Alzheimer's disease - plaques, tangles, causes, symptoms & pathology (8 mins) https://www.youtube.com/watch?v=v5 gdH_Hydes NEUROTRANSMITT ER QUIZ https://www.purpose games.com/game/ne urotransmitter-game  DIAGNOSTIC TESTING Propose the types of testing that could be done to diagnose Parkinson’s disease or Alzheimer’s disease. CASE STUDIES Read case studies 3.3A and 3.3B as a class. EXTRA INFORMATION Parkinson’s Disea se 5 MINUTE SUMMARY Acetylcholine Dopamine changes can changes can influence the affect formation of Parkinson’s Alzheimer’s disease disease BRAIN LABEL GAME https://www.purpose games.com/game/ba sic-brain-anatomy-g ame YMCA https://www.youtube.com/watch?v=YCDCwuGcEmA (Just Dance) https://www.youtube.com/watch?v=CS9OO0S5w2k (original and the best)  DEMENTIA DANCE THERAPY I will show you a clip of dementia patients who have undergone dementia dance therapy. Compare this to Just Dance (previous slide). Identify the EXPERIME NT EXPLORER 3  SUMMARY QUESTION LINKED TO OBJECTIVES 1. Communicate neurotransmission using a diagram. Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 2. Distinguish between excitatory and inhibitory neurotransmitters with reference to glutamate and GABA. Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 3. Compare the physical and psychological function of acetylcholine, epinephrine, norepinephrine, dopamine and serotonin. Answer:  SUMMARY QUESTION LINKED TO OBJECTIVES 4. Discuss the impact of interference in neurotransmission function, with reference to Parkinson’s disease and Alzheimer’s disease (symptoms and treatments). Answer: GRAPHIC ORGANIS ER COMPLETE THE ORGANISER  READINGS/ANNOTATED BIBLIOGRAPHIES The Lancet 2014, ‘Levodopa better than newer drugs for longterm treatment of Parkinson’s, largest-ever trial shows’, ScienceDaily, 10 June, www.sciencedaily.com/releases/2 014/06/140610205305.htm. John Hopkins Bloomberg School of Public Health 2013, ‘Shorter sleep duration, poorer sleep quality linked to Alzheimer’s disease’, ScienceDaily, 21 October, www.sciencedaily.com/releases/201 3/10/131021162546.htm.  STOP! Have you caught up on any notes that you may have missed through absence? Have you read through all of the relevant sections in Unit 3 of your textbook and research Can you label the different parts of the brain, neurons, reflexes, synapses and do you know the main neurotransmitters & functions? Can you tick off all of the objectives from slides 3 and 79?