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Starter: Fill in the blanks

Starter: Fill in the blanks. Stimulus – bright light in eyes. Stimulus  ________  ________  Relay Neuron ________  ________  Response. Response – raise hand to shield eyes. Stimulus  Receptor  Sensory Neuron  Relay Neuron Motor Neuron  Effector  Response. Homework.

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Starter: Fill in the blanks

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  1. Starter:Fill in the blanks Stimulus – bright light in eyes Stimulus  ________  ________  Relay Neuron ________  ________  Response Response – raise hand to shield eyes

  2. Stimulus  Receptor  Sensory Neuron  Relay Neuron Motor Neuron  Effector  Response

  3. Homework

  4. LO3. Compare and contrast neuron and hormone signals Hormones Name a hormone we talked about in B5!? What does it do? Key Facts • Chemical Messengers • Made in glands, sent around • the body. • Send slow, long-lived signals • Go everywhere in the body. • Effectors can be glands which • make a hormone! • Example: • Stressful stimuli Sounds receptors(ear) • SRM neurons Effector:Gland makes hormone adrenalin.

  5. Lesson 5

  6. Which brain is the smartest? Mammals have big brains…. But why are big brains smarter?

  7. The Big Picture! 3. Neurons & Hormones 2. Reflexes B6 Brain & Mind 4. Synapses & Drugs 1. Stimulus & Response REVISION 5. Learning & the Brain REVISION 6. Memory 7. Complex Behaviour LO: To understand how learning happens (in the brain!)

  8. Outcome To understand how learning happens. Objectives Recall key functions of the cerebral cortex (language, memory, consciousness, intelligence) (Grade C) Describe old and new techniques used to ‘map’ brain functions (Grade B) Explain how synapses are involved in learning (Grade A)

  9. Outcome To understand how learning happens. • Cerebral cortex • Adaptable • Synapse • fMRI – Imaging techniques • Social learning • Trial and error / Repetition • Neuron pathway • Sensitive period

  10. Human Brains Cerebral cortex: Consciousness Memory Intelligence Language • Billions of neurons and synapses. • Bigger brain = more synapses = more possible connections • Folds in the cortex = greater surface area Credit: Mark Lythgoe & Chloe Hutton, Wellcome Images Brain Stem, Corpus Colossum, Cerebellum….Different regions have different functions LO1: Recall key functions of the cerebral cortex (language, memory, consciousness, intelligence) (Grade C)

  11. LO1: Recall key functions of the cerebral cortex (language, memory, consciousness, intelligence) (Grade C) The Cerebral Cortex different regions have different functions sensory cortex motor cortex speech The cerebral cortex can also be called the ‘mind’. Consciousness taste reading speech hearing vision smell Credit Heidi Cartwright, Wellcome Images How do we know which parts of the brain control what?

  12. LO2: Describe old and new techniques used to ‘map’ functions of the brain (Grade B) Study people withbrain damage! https://www.youtube.com/watch?v=MvpIRN9D4D4 What type of people often get brain damage? 1848: Phineas Gage fired large iron rod through his brain. He survived, but his personality was changed. Autopsy showed frontal part of his cerebralcortex was gone. The frontal cerebral cortex controls personality. sensory cortex motor cortex speech taste reading speech hearing vision smell Credit Heidi Cartwright, Wellcome Images B0003275

  13. Study living brains! The motor cortex was mapped by stimulating exposed brain during brain surgery. B6 The Brain and Mind LO2: Describe old and new techniques used to ‘map’ functions of the brain (Grade B)

  14. LO1: Recall key functions of the cerebral cortex (language, memory, consciousness, intelligence) (Grade C) LO2: Describe old and new techniques used to ‘map’ functions of the brain (Grade B) Quick Check • What is the brain made of? • Which part of the brain is also called the ‘mind’? • What 4 functions is the cerebral cortex responsible for? • How did we learn what each part of the brain does? • Is it ethical to study patients with brain damage or during surgery? • EXT: Why is a complex brain important for survival? Neurons and synapses! Cerebral cortex. Language, memory, intelligence, consciousness Studies of patients with brain damage or living patients. Own opinion with justification. So that you can learn by experience and from other people (social learning).

  15. Think, Pair, Share How can we look inside the body without cutting it open!? X-Ray CT (computed tomography) Ultrasound Echogram MRI / fMRI (functional magnetic resonance imaging)

  16. Imaging the Brain fMRI: Functional Magnetic Resonance Imaging • Measures blood-flow changes in the brain. • Active areas ‘light up’ MRI showing areas used for recognising faces MRI showing the visual cortex

  17. Outcome To understand how learning happens. Objectives Recall key functions of the cerebral cortex (language, memory, consciousness, intelligence) (Grade C) Describe old and new techniques used to ‘map’ brain functions (Grade B) Explain how synapses are involved in learning (Grade A)

  18. Brainstorm!!! What is learning? How do you learn? How did you learn to tie your shoelaces? How will you learn to drive? How do you learn things for an exam?

  19. Intelligence It’s all in the brain…. And who you know • What do elephants, humans and dolphins have in common? • Social animals have big brains. • Learn most things from others. • Reflexes can be modified through experience.

  20. Human Brains • Billionsof neurones • New neuron pathways (connections-synapses) develop as we grow. • New experiences make new pathways. • Unused pathways are ‘pruned’. • Millions of potential pathways in big brains make us ‘adaptable’.

  21. Learning

  22. Learning • Draw a perfect circle • How many times can you get it right? • Label the diagram to show how sociallearning and repetition affects how you learn a new skill.

  23. Outcome To understand how learning happens. • Cerebral cortex • Adaptable • Synapse • fMRI – Imaging techniques • Social learning • Trial and error / Repetition • Neuron pathway • Sensitive period

  24. Outcome To understand how learning happens. Objectives Recall key functions of the cerebral cortex (language, memory, consciousness, intelligence) (Grade C) Describe old and new techniques used to ‘map’ brain functions (Grade B) Explain how synapses are involved in learning (Grade A/A*)

  25. Lesson 6

  26. What is déjà vu? Why is it hard to remember dreams? What does ‘on the tip of your tongue’ mean?

  27. DueOnline: All B5 B6.iH + B6.jH • This Week • Online: B6.kH • Exam Questions Homework 5 lessons

  28. The Big Picture! Neurons & Hormones 3. Neurons & Hormones Reflexes 2. Reflexes B6 Brain & Mind Synapses & Drugs 4. Synapses & Drugs Stimulus & Response 1. Stimulus & Response REVISION REVISION Learning & the Brain 5. Learning & the Brain REVISION REVISION Memory 6. Memory Complex Behaviour 7. Complex Behaviour LO: To understand how memory works(in the brain!)

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