Full file at http://AplusTestbank.eu/Solution-Manual-for-Foundations-of-Behavioral-Neuroscience-Paper-9-E-9th-Edition-205968090

2/STRUCTURE AND FUNCTIONS OF CELLS OF THE NERVOUS SYSTEM

TABLE OF CONTENTS

TEACHING OBJECTIVES

KEY TERMS

LECTURE GUIDECells of the Nervous SystemCommunication Within a NeuronCommunication Between Neurons

FULL CHAPTER RESOURCESMyPsychLabThe Virtual BrainLecture LaunchersActivitiesAssignmentsWeb LinksPowerPoint PresentationsTest BankAccessing All ResourcesHandout DescriptionsHandouts

ScholarStock 1

Full file at http://AplusTestbank.eu/Solution-Manual-for-Foundations-of-Behavioral-Neuroscience-Paper-9-E-9th-Edition-205968090

TEACHING OBJECTIVES

After completion of this chapter, the student should be able to:

1. Name and describe the parts of a neuron and explain their functions.

2. Describe the supporting cells of the central and peripheral nervous systems and describe and explain the importance of the blood–brain barrier.

3. Briefly describe the neural circuitry responsible for a withdrawal reflex and its inhibition by neurons in the brain.

4. Describe the measurement of the action potential and explain how the balance between the forces of diffusion and electrostatic pressure is responsible for the membrane potential.

5. Describe the role of ion channels in action potentials and explain the all-or-none law and the rate law.

6. Describe the structure of synapses, the release of the neurotransmitter, and the activation of postsynaptic receptors.

7. Describe postsynaptic potentials: the ionic movements that cause them, the processes that terminate them, and their integration.

8. Describe the role of autoreceptors and axoaxonic synapses in synaptic communication and describe the role of neuromodulators and hormones in nonsynaptic communication

▲ Return to Chapter 2: Table of Contents

ScholarStock 2

Full file at http://AplusTestbank.eu/Solution-Manual-for-Foundations-of-Behavioral-Neuroscience-Paper-9-E-9th-Edition-205968090

KEY TERMS

sensory neuron (20)motor neuron (20)interneuron (20)central nervous system (CNS) (21)peripheral nervous system (PNS) (21)soma (21)dendrite (21)synapse (21)axon (21)multipolar neuron (22)bipolar neuron (22)unipolar neuron (22)terminal button (22)neurotransmitter (22)membrane (23)cytoplasm (23)adenosine triphosphate (ATP) (23)nucleus (23)chromosome (23)deoxyribonucleic acid (DNA) (24)gene (24)cytoskeleton (24)enzyme (24)axoplasmic transport (24)microtubule (24)glia (24)astrocyte (24)phagocytosis (25)oligodendrocyte (25)myelin sheath (25)node of Ranvier (25)microglia (27)Schwann cell (27)blood–brain barrier (27)area postrema (28)electrode (30)microelectrode (30)membrane potential (30)oscilloscope (31)resting potential (31)depolarization (31)hyperpolarization (31)action potential (31)threshold of excitation (31)diffusion (32)

electrolyte (32)ion (32)electrostatic pressure (32)intracellular fluid (32)extracellular fluid (32)sodium-potassium transporter (33)ion channel (34)voltage-dependent ion channel (35)all-or-none law (36)rate law (36)saltatory conduction (36)postsynaptic potential (38)binding site (38)ligand (38)dendritic spine (38)presynaptic membrane (38)postsynaptic membrane (38)synaptic cleft (38)synaptic vesicle (38)release zone (39)postsynaptic receptor (39)neurotransmitter-dependent ionchannel (39)ionotropic receptor (40)metabotropic receptor (40)G protein (40)second messenger (40)excitatory postsynaptic potential(EPSP) (41)inhibitory postsynaptic potential(IPSP) (41)reuptake (42)enzymatic deactivation (42)acetylcholine (ACh) (42)acetylcholinesterase (AChE) (43)neural integration (43)autoreceptor (44)presynaptic inhibition (44)presynaptic facilitation (44)neuromodulator (45)peptide (45)hormone (45)endocrine gland (45)target cell (45)

ScholarStock 3

Full file at http://AplusTestbank.eu/Solution-Manual-for-Foundations-of-Behavioral-Neuroscience-Paper-9-E-9th-Edition-205968090

▲ Return to Chapter 2: Table of Contents

ScholarStock 4

LECTURE GUIDE

I. Cells of the Nervous System (text p.21)Assignments

2.1 Vocabulary Crossword PuzzleWeb Links

2.1 The Story of a Membrane2.2 Glia the Forgotten Brain Cell2.3 Millions and Billions of Cells: Types of Neurons2.4 The Blood Brain Barrier2.8 Biology Animations

Assignments2.1 Vocabulary Crossword Puzzle

Handout Descriptions2.1 Concept Maps2.6 Things That You Need to Know about Neurons2.7 How to Murder a Neuron

Handouts2.1 Concept Maps2.2 Vocabulary Crossword Puzzle2.6 Things That You Need to Know about Neurons2.7 How to Murder a Neuron

A. General organization of the nervous system 1. Types of neurons

a. Sensory neurons detect changes in the internal or external environmentb. Motor neurons control muscular contraction or glandular secretionc. Interneurons

1. Local2. Relay

2. Divisions of the nervous systema. Central nervous system (CNS): the brain and the spinal cordb. Peripheral nervous system (PNS): the nerves outside the skull and spinal cord and the sensory organs

B. Neurons 1. Basic structure (Figure 2.1, text p. 22)

a. Soma (cell body)b. Dendrites

1. Synapse: the junction between the terminal buttons of one neuron and the somatic or dendritic membrane of the receiving cell

c. Axon1. Covered with myelin2. Carries the action potential

d. Classification of neurons (by axons and dendrites leaving the soma)1. Multipolar (Figure 2.1, text p.22)2. Bipolar (Figure 2.2, text p.22)3. Unipolar (Figure 2.2, text p.22)

e. Nerves (Figure 2.3, text p.23)

1. Bundles of axonsf. Terminal buttons and synaptic connections (Figure 2.4, text p.23)

1. Site of neurotransmitter release2. Internal structure (Figure 2.5, text p.24)

a. Membrane1. Boundary of cell2. Contains proteins

b. Cytoplasm1. Jelly-like fluid containing organelles2. Contains mitochondria

a. Extract energy from nutrientsb. Synthesize adenosine triphosphate (ATP)c. Contain their own genetic materiald. Replicate independently of the rest of the cell

c. Nucleus1. Chromosomes

a. Consist of long strands of DNAb. Contain genes, which code for proteins

d. Proteins1. Cytoskeleton2. Enzymes3. Microtubules

a. Axoplasmic transport1. Anterograde: cell to terminals2. Retrograde: terminals to cells

C. Supporting Cells1. Glia: in the central nervous system

a. Astrocytes (Figure 2.6, text p.25)1. Control chemical composition around neurons2. Processes wrap around neurons and blood vessels3. Help nourish neurons

a. Convert glucose from bloodstream to lactate, which is then used by neuronsb. Store glycogen

4. Act as “glue”5. Surround and isolate synapses6. Remove debris via phagocytosis

b. Oligodendrocytes (Figure 2.7, text p.37) 1. Produce the myelin sheath in the CNS (Figure 2.8, text p. 26)2. Node of Ranvier: space between beads of myelin3. One oligodendrocyte produces up to 50 myelin segments

c. Microglia1. Phagocytes2. Protect brain from invading organisms – immune system function

2. Schwann Cells – peripheral nervous systema. Produce myelin in the PNS (Figure 2.8, text p. 26)

1. Each segment of myelin is one Schwann cellb. Chemical composition of myelin in PNS differs from that of the CNS

D. The Blood–Brain Barrier (Figure 2.9, text p. 28)1. Ehrlich’s experiment: injected blue dye into the blood; did not dye the CNS

2. Selectively permeablea. Active transport ferries many molecules into the CNS

3. More permeable in some areas, e.g. area postrema

II. Communication Within A Neuron (text p. 28)\MyPsychLab

2.1 Simulate: The Action PotentialLecture Launchers

2.1 Metaphors2.2 Animations2.3 Neuron Skits

Activities2.1 Measurement of the Speed of Axonal Transmission

Assignments2.1 Vocabulary Crossword Puzzle

Web Links2.8 Biology Animations2.9 Resting Membrane Potential

Handout Descriptions2.3 Neuron Skits: Firing of a Neuron (for Lecture Launcher 2.3)

Handouts2.2 Vocabulary Crossword Puzzle2.3 Neuron Skits: Firing of a Neuron (for Lecture Launcher 2.3)2.5 Name Tags for Skits

A. Neural Communication: An Overview1. Withdrawal reflex (Figure 2.10, text p.29)2. Inhibition of the withdrawal reflex (Figure 2.11, text p.30)

B. Measuring Electrical Potentials of Axons1. Squid giant axon

a. Large enough to work with - diameter is 0.5mmb. Survives a day or two in a dish of seawater

2. Measuring electrical charge (Figure 2.12, text p.31)a. Electrodeb. Microelectrode

1. A small electrodec. Place electrode in the seawater and the microelectrode in the axon (Figure 2.13, text p. 31)

3. Membrane potentiala. Inside relative to outsideb. Resting potential – 70 mVc. Depolarization

1. Reduction in size of the membrane potentiald. Hyperpolarization

1. Increase in size of the membrane potentiale. Action potential (Figure 2.14, text p.32)

1. Triggered at threshold of excitationC. The Membrane Potential: Balance of Two Forces (Figure 2.15, text p.33)

1. The force of diffusiona. Molecules distribute evenly throughout a mediumb. Without barriers, molecules flow from areas of high concentration to areas of low concentration

2. The force of electrostatic pressurea. Electrolytes: molecules that split into two parts with opposing charges

b. Ions1. Cations – positive charge2. Anions – negative charge

c. Electrostatic pressure – force of attraction/repulsion1. Opposites charges attract, like charges repels

3. Ions in the extracellular and intracellular fluid (Figure 2.15. text p. 33)a. Organic anions (A-)

1. Inside cell2. Unable to pass through membrane

b. Potassium ions (K+)1. Concentrated inside2. Diffusion pushes out3. Electrostatic pushes in4. Little net movement

c. Chloride ions (Cl-)1. Concentrated outside2. Diffusion pushes in3. Electrostatic pushes out4. Little net movement

d. Sodium ions (Na+)1. Concentrated outside2. Diffusion pushes in3. Electrostatic pushes in4. Sodium-potassium transporter (Figure 2.16, text p. 33)

a. Uses energyb. Two K+ in; three Na+ outc. Helps keep concentration of Na+ low inside the neurond. Membrane relatively impermeable to Na+

D. The Action Potential (MyPsychLab 2.1: Stimulate: The Action Potential)1. Ion Channels (Figure 2.17, text p. 34)

a. Proteinsb. Form pores through the membrane that permit ions to enter or leave the

cell2. Sequence of events (Figure 2.18, text p.35)

a. At threshold, voltage-dependent Na+ channels open and Na+ enters cell1. Membrane potential moves from -70mV to +40mV

b. Voltage dependent K+ channels begin to open and K+ leaves the cellc. Na+ channels close and become refractory at the peak of the action

potentiald. K+ continues to leave the cell until the membrane potential nears normale. Na+ channels resetf. Membrane overshoots resting potential but returns to normal as K+

diffusesE. Conduction of the Action Potential (Figure 2.19, text p. 36; MyPsychLab 2.4: Explore the Virtual Brain: Neural Conduction)

1. All-or-none lawa. Action potential either occurs, or does not occurb. Once initiated, it is transmitted to the end of the axonc. Always the same size (even when axon splits)

2. Rate law (Figure 2.20, text, p.36)

a. Rate of firing is the basic element of information3. Saltatory conduction (Figure 2.21, text p.37)

a. Action potential moves passively under the myelinb. Action potential is regenerated at each node of Ranvierc. Advantages

1. The neuron expends less energy (ATP) to maintain ion balance2. Faster conduction

III. Communication Between Neurons (Text p.37; MyPsychLab 2.2 Simulate: Synapses)MyPsychLab

2.2 Simulate: Synapses2.3 Simulate: Postsynaptic Potentials

Lecture Launchers2.2 Animations2.3 Neuron Skits

Assignments2.1 Vocabulary Crossword Puzzle

Web Links2.5 The Synapse2.6 Synaptic Transmission2.7 Synaptic Transmission: A Four Step Process2.8 Biology Animations2.10 Synaptic Transmission

Handout Descriptions2.4 Neuron Skits: The Synapse2.5 Name Tags for Skits

Handouts2.2 Vocabulary Crossword Puzzle2.4 Neuron Skits: The Synapse2.5 Name Tags for Skits

A. Synaptic Transmission1. The transfer of information from one neuron to another via a synapse2. Relies on neurotransmitters

a. Produce postsynaptic potentialsb. Attach to receptor at a binding sitec. Ligand is a chemical that attaches to a binding sited. Neurotransmitters are natural ligands

B. Structure of Synapses1. Types of synapses (Figure 2.22, text p.38)

a) Axodendritic: on dendriteb) Axosomatic: on somac) Axoaxonic: on axon

2. Structure (Figures 2.23, text p. 39 and Figure 2.24, text p. 40)a. Presynaptic membraneb. Postsynaptic membranec. Synaptic cleftd. Synaptic vesicles: contain neurotransmittere. Release zone: the location of neurotransmitter release

f. Postsynaptic density: contains receptors and the proteins that hold them in place

C. Release of Neurotransmitter (MyPsychLab 2.2 Simulate: Synapses)1. Omega-structure (Figure 2.24, text p.40)

a. Omega figures are synaptic vesicles fused with the membraneD. Activation of Receptors

1. Postsynaptic receptor2. Neurotransmitter-dependent ion channels

a. Ionotropic receptors (Figure 2.25, text p.40)1. Ion channel2. Neurotransmitter binding site

b. Metabotropic receptors (Figure 2.26, text p.41)1. Close to a G protein2. Activation of G protein produces second messenger

a. Opens ion channelb. Biochemical changes in other parts of the cellc. Turns genes on and off

E. Postsynaptic Potentials (Figure 2.27, text p.41)1. Excitatory postsynaptic potential (EPSP)2. Inhibitory postsynaptic potential (IPSP)

F. Termination of Postsynaptic Potentials1. Reuptake (Figure 2.28, text p. 32)2. Enzymatic deactivation

a. Acetylcholine (ACh) by acetylcholinesterase (AChE)b. Myasthenia gravis

1. Muscular weakness2. Physotigmine

a. Inhibits AChEb. Treats symptoms of Myasthenia gravis

3. Caused by immune system attacking ACh receptorsG. Effects of Postsynaptic Potentials: Neural Integration (Figure 2.29, text p.43; MyPsychLab 2.3 Simulate: Postsynaptic Potentials)

1. Combining of multiple signals2. Performed by axon hillock3. Neural inhibition does not always lead to behavioral inhibition

H. Autoreceptors1. Respond to the neurotransmitter released by the neuron that contains them2. Generally inhibitory

I. Axoaxonic Synapses1. Alter amount of neurotransmitter released (Figure 2.30, text p. 44)2. Presynaptic inhibition3. Presynaptic facilitation

J. Nonsynaptic Chemical Communication1. Neuromodulators

a. Modify large numbers of neurons near location of releaseb. Generally are peptides

2. Hormonesa. Secreted by endocrine glandsb. Distributed via bloodstreamc. Target cells contain receptors for the hormone

▲ Return to Chapter 2: Table of Contents

FULL CHAPTER RESOURCES MyPsychLabThe Virtual BrainLecture LaunchersActivitiesAssignmentsWeb LinksPowerPoint PresentationsTest BankAccessing All ResourcesHandout DescriptionsHandouts

MyPsychLab

MyPsychLab (www.mypsychlab.com) is an online homework, tutorial, and assessment program that truly engages students in learning. It helps students better prepare for class, quizzes, and exams—resulting in better performance in the course. It provides educators a dynamic set of tools for gauging individual and class performance.

Customizable – MyPsychLab is customizable. Instructors choose what students’ course looks like. Homework, applications, and more can easily be turned off and off.

Blackboard Single Sign-on - MyPsychLab can be used by itself or linked to any course management system. Blackboard single sign-on provides deep linking to all New MyPsychLab resources.

Pearson eText and Chapter Audio – Like the printed text, students can highlight relevant passages and add notes. The Pearson eText can be accessed through laptops, iPads, and tablets. Download the free Pearson eText app to use on tablets. Students can also listen to their text with the Audio eText.

Assignment Calendar & Gradebook – A drag and drop assignment calendar makes assigning and completing work easy. The automatically graded assessment provides instant feedback and flows into the gradebook, which can be used in the MyPsychLab or exported.

Personalized Study Plan – Students’ personalized plans promote better critical thinking skills. The study plan organizes students’ study needs into sections, such as Remembering, Understanding, Applying, and Analyzing.

MyPsychLab Margin Icons – Margin icons guide students from their reading material to relevant videos and simulations.

MyPsychLab Margin Icons – Margin icons in the textbook guide students from their reading material to relevant videos and simulations.

MyPsychLab Highlights for Chapter 2:

MyPsychLab 2.1: Simulate: The Action PotentialMyPsychLab 2.2: Simulate: Synapses

MyPsychLab 2.3: Simulate: Postsynaptic PotentialsMyPsychLab 2.4: Explore the Virtual Brain: Neural Conduction

Virtual Brain

The new MyPsychLab Brain is an interactive virtual brain designed to help students better understand neuroanatomy, physiology, and human behavior. Fifteen new modules bring to life many of the most difficult topics typically covered in the biopsychology course. Every module includes sections that explore relevant anatomy, physiological animations, and engaging case studies that bring behavioral neuroscience to life. At the end of each module, students can take an assessment that will help their measure their understanding.  This hands-on experience engages students and helps make course content and terminology relevant. References throughout the text direct students to content in MyPsychLab, and a new feature at the end of each chapter directs students to MyPsychLab Brain modules.

Virtual Brain Module applicable to Chapter 2, Structure and Functions of Cells of the Nervous System:

Neural Conduction: This module reveals the key components of the neural communication system, as well as the processes of electrical intra-neural and chemical inter-nerual communication. See membrane potentials, synaptic communication, and neurotransmitters in action in detailed animations.

Lecture Launchers

Lecture Launcher 2.1 MetaphorsSometimes, it is helpful to take concepts that students are unfamiliar with and place them in a more familiar context. Remind the students that these are models and may not work the same as the real thing, but you can get past some cognitive barriers by making connections to the student’s current experience.

A simplistic (and probably not entirely accurate) explanationIf you are having trouble understanding Excitatory (EPSP) and Inhibitory (IPSP) Postsynaptic Potentials, you might find these explanations and metaphors helpful. Please remember that, like our model neuron, the following description is not how things really work, but it may help you to get a picture of the events that will then allow you to explore the information in more detail and revise and correct your understanding.

Concentrations of various chemicals in and around the cell.The postsynaptic membrane has protein receptors in the membrane made of phospholipids (fat). Each receptor has a shape that fits at least one neurotransmitter molecule. Imagine a molecule of neurotransmitter floating through the extra cellular space in the synapse until it reaches one of these receptors. When the neurotransmitter gets close, it fits into the protein molecule like a key in a lock.

This changes the shape of the protein molecule and sets off a change in the electrical potential of the cell.

If the neurotransmitter is excitatory at that receptor, it will depolarize the cell membrane (make it more likely to transmit information) around the receptor site. You might think of this as dropping a stone into a still lake. The ripples move away from the receptor, getting weaker and weaker. At some point, a ripple will cross the cell body and move down the axonal hillock. If the receptor is close to the axonal hillock, the ripple will still be strong when it gets there.

Axonal HillockThe axonal hillock is a small “hill” at the beginning of the axon. It is here that the decision is made to "fire.” The cell. The neuron “gun” is fired at the axonal hillock trigger. A small squeeze on the trigger will not fire the neuron. There will be a point when the trigger moves far enough to fire the neuron, and like a gun, once fired, it has to be reloaded.

Postsynaptic ReceptorsCells can be seen as a mini version of the world. Just as the cell seems to make decisions based on multiple inputs, in society we often make decisions based on information from a number of people.Imagine the axonal hillock as a meeting of 100 people - - (100 postsynaptic potentials).

1. The meeting is to decide whether to send a message encouraging another group of people to move to a different building (The goal is not important in this example).To make a decision, the meeting must have a Quorum of at least 50 people. Out of the people at the meeting, at least two-thirds must vote in favor of the action (be positive).

2. The meeting room has just a few people wandering around. (The resting potential) More people show up until there are 57 people in the room. The meeting begins. There is a vote on sending the message. Forty-five people vote for sending the message (EPSPs) and 12 vote against sending the message. Since the vote is more than 2/3 in favor, the message is sent.

3. The meeting room has just a few people wandering around. (The resting potential) More people show up until there are 45 people in the room. The meeting begins. There is a vote on sending the message. Forty people vote for sending the message (EPSPs) and five vote against sending the message. The vote is more than 2/3 in favor but there was not a quorum (not enough EPSPs) so the message is not sent.

4. The meeting room has just a few people wandering around. (The resting potential) More people show up until there are 57 people in the room. The meeting begins. There is a vote on sending the message. Twenty people vote for sending the message (EPSPs) and 37 vote against sending the message. Since the vote is not more than 2/3 in favor, the message is not sent.

In these three situations, the number of excitatory and inhibitory potentials that reach the axonal hillock at the same time will be combined to determine whether or not the cell fires. Let’s look at several examples of meeting outcomes.

Excitatory versus Inhibitory Postsynaptic Potential

Excitatory influences in the nervous system make things more likely to happen

Inhibitory influences in the nervous system make things less likely to happen

Presynaptic versus Postsynaptic

Terminal button of the axon

Dendrite or cell body side of the synapse

First, let’s look at the terms that discriminate an EPSP from an IPSP, excitatory and Inhibitory.

Excitatory influences in the nervous system make things more likely to happen. Inhibitory influences in the nervous system make things less likely to happen.

How does the axonal hillock know how far is far enough to fire the neuron? Here is another metaphor. It does a little basic math. Addition and subtraction. If the ripple of potential is excitatory, when it reaches the axonal hillock it will be added to other excitatory potentials that arrive at about the same time. If the sum of the potentials is great enough, the axonal hillock will send an action potential down the axon.

If the ripple is inhibitory, it changes the cell potentials by making the cell less likely to fire or by subtracting from the potentials arriving at about the same time.

In general, the farther away from the axonal hillock the stimulated receptor is – the less of a depolarization will occur because the postsynaptic potential fades as it moves away from the receptor.

What about situations where not all the postsynaptic potentials reach the axonal hillock at exactly the same time?

Which is going to be the most disruptive? (Have the most influence on communication.) 1. One person talking during a class or 10 people talking during a class at the same time?

2. Ten people distributed over a large classroom and talking during a class or the same ten people sitting together and talking during a class?

3. Ten people each talking for one minute at different times in a one-hour class, or the same ten people talking for one minute at the same time?

Each of these represents a different situation at the cell membrane.

If one receptor is stimulated by an excitatory transmitter, it is not likely to create a large enough change in the neuron potential to cause the cell to fire. Multiple stimulations, even if at different locations, are more likely to be successful in depolarizing the membrane and firing the cell.

More is better.Even if multiple receptors are stimulated; if they are closer together, they have a greater effect as the depolarization from one enhances that of the others. This is referred to as spatial summation.

Together is better.Neurotransmitters take time to float across the synapse. Not all will reach the receptors at the same time. If it takes too long, the effect of the early neurotransmitters will be almost gone before the other arrives

Lecture Launcher 2.2 AnimationsSince the process of transmission takes place over time, students may be confused while looking at still diagrams. The Internet is a great place to find animations that focuse on the level of detail that you wish to emphasize. Projecting these animations during a lecture and making them available for further examination online can help students to catch on the way that a potential travels along the neuron and the changes that take place at a single point over time.

YouTube is an outstanding resource for many animations, although the links tend not to be particularly stable. It is also imperative to screen the videos before using them in class.

Lecture Launcher 2.3 Neuron SkitsScientific courses often miss activities that students find both entertaining and useful learning activities. One of these is “Role Playing.” Choose students who are outgoing and willing to volunteer to stand in front of the class. Give them the instruction sheets the class before they will be doing the activity so that they can prepare their character. (Handout 2.2 or 2.3)

Before the next class, have the students come a few minutes early to discuss their interaction. You may wish to project an image of a synapse at the front of the room or suggest that class members turn to an appropriate illustration in their text. During the class, have the students go through the activity. Ask the class to identify the “actors” and pin appropriate signs on them. Allow the class to act as directors, revising the action. Encourage discussion of the difference between the model as portrayed by the actors and the interactions within the nervous system.

Have class members assist in figuring out what each element should do with the actors following class instructions. Have the actors try literally to interpret what they are being told to do. (If the class suggests that the neurotransmitter should go through the cell membrane before the vesicle attaches to it, the vesicle membrane should keep tightly closed - they have not been told to let go or to merge with the presynaptic membrane - and the presynaptic membrane should not let the neurotransmitter through.)

When the correct steps have been figured out, have the actors go through the process one or two times correctly before joining the class.

HandoutsHandout 2.3 Neuron Skits: Firing of a Neuron Handout 2.4 Neuron Skits: The Synapse

Activities

Activity 2.1 Measurement of the Speed of Axonal Transmission

EquipmentStopwatch or watch with second handTape Measure (Optional)Calculator

It would be very difficult to measure the speed of transmission through an axon in a classroom if a single axon were used, but an estimate of the speed of transmission can be easily calculated in a class activity, and the larger the class, the better. Scientists often use multiple measurements of rapidly occurring phenomena and then divide by the number of measurements.

Begin by having the class estimate the distance that an impulse must travel to go from a person’s shoulder to the hand on the same side. (Having a tape measure available is useful, but not necessary.) Multiply this by the number of students in the class. This is the distance the signal must travel.

Have students stand. (Moving to the outside of the room works best but may not be possible for a large lecture class.) Each student places his or her right hand on the right shoulder of the next person. The instructor begins the action by squeezing the shoulder of the first student in line while keeping track of the time. The students each squeeze the shoulder of the next person as soon as he or she feels a squeeze. The last person needs to indicate that he or she has felt the squeeze so that the instructor can stop timing.

You may need to run through the action a few times to get the estimate to stabilize.Divide the number of seconds from start to finish by the distance and the number of students to get an estimate of transmission time. (See Rozin & Jonides [1977] and Hamilton and Knox [1996].)

Activity 2.2 How to Murder a Neuron

An understanding of the fragile nature of a single neuron can be represented by having the students explore the manner in which a neuron can be damaged. This handout gives some suggestions in an informal manner. Have the students pair up to decide what could happen that would result in the different types of neural damage.

HandoutHandout 2.7 How to Murder a Neuron

Assignments

2.1 Vocabulary Crossword PuzzlePart of the assignment will require that the student knows the terminology used in describing the nervous system. I have created a crossword puzzle for this assignment. Crosswords provide cues in the length of the words and in letters determined from easier clues.This can be used as an assignment, a test, or an in class activity done in small groups of two to five students.See Handout 2.2: Vocabulary Crossword Puzzle

ACROSS2. EXOCYTOSIS – the process by which neurotransmitters

are secreted5. AXON – the long, thin, cylindrical structure that conveys

information from the soma of a neuron to its terminal buttons

7. NUCLEUS – a structure of a cell, containing the nucleolus and chromosomes

12.

DNA – deoxyribonucleic acid is commonly referred to as _____

15.

UNIPOLAR – a neuron with one axon and many dendrites attached to its soma is referred to as _____

20.

NEUROTRANSMITTER – a chemical that is released by a terminal button

DOWN1. GENE – the functional unit of the chromosome3. SYNAPSE – the space between the terminal button of an axon

and the membrane of another neuron4. MITOCHONDRIA – an organelle that is responsible for

extracting energy from nutrients6. MRNA – a macromolecule that delivers genetic information

concerning the synthesis of a protein from a portion of a chromosome to a ribosome

8. SOMA – the cell body of a neuron9. ENZYME – a molecule that controls a chemical reaction10. RANVIER – a naked portion of a myelinated axon is called a

node of _____11. CHROMOSOME – a strand of DNA that carries genetic

information

13. CYTOPLASM – the viscous, semiliquid substance contained in the interior of a cell

14. RIBOSOME – a cytoplasmic structure that serves as the site of production of proteins translated from mRNA

16. LYSOSOME – an organelle that contains enzymes that break down waste products

17. MONOPOLAR – a neuron with one divided axon attached to its soma is referred to as ____

18. MYELIN – a sheath that surrounds and insulates axons19. ATP – a molecule of prime importance to cellular metabolism

Web Links

2.1 The Story of a Membranehttp://www.concord.org/~barbara/workbench_web/unitIII_mini/cf_membranes/about_pores.htmlStructure of the plasma membrane proteins, lipids, and sugars at work in a single pore

2.2 Glia: The Forgotten Brain Cellhttp://faculty.washington.edu/chudler/glia.html

2.3 Millions and Billions of Cells: Types of Neuronshttp://faculty.washington.edu/chudler/cells.html

2.4 The Blood Brain Barrierhttp://faculty.washington.edu/chudler/bbb.htmlAn intuitive description of the structure and function of the blood brain barrier.

2.5 The Synapsehttp://faculty.washington.edu/chudler/synapse.html

2.6 Synaptic Transmissionhttp://www.youtube.com/user/llkeeley?feature=mheeA set of animations showing the basics of neurotransmission using the neuromuscular junction as a model. This also shows the effect of insecticides on the activity of the neuromuscular junctions.

2.7 Synaptic Transmission: A Four Step Processhttp://www.williams.edu/imput/synapse/pages/about.htmlRequires QuickTime for Animations

2.8 Biology Animationshttp://highered.mcgrawhill.com/sites/0072437316/student_view0/chapter45/animations.html

Chemical Synapse (478.0K)Membrane-Bound Receptors, G Proteins, and Ca2+ Channels (825.0K)Voltage Gated Channels and the Action Potential (1276.0K)Sodium-Potassium Exchange (1103.0K)Function of the Neuromuscular Junction (699.0K)Action Potential Propagation in an Unmyelinated Axon (366.0K)

Animations with voiceover

2.9 Resting Membrane Potentialhttp://bcs.whfreeman.com/thelifewire/content/chp44/4401s.swfThe “step through” function makes this animation particularly useful for lecture.

2.10 Synaptic Transmission

http://bcs.whfreeman.com/thelifewire/content/chp44/4403s.swfThe “step through” function makes this animation particularly useful for lecture.

PowerPoint Presentations

Two sets of standard lecture PowerPoint slides—comprehensive and brief, prepared by Grant McLaren, Ph.D., Edinboro University of Pennsylvania, are also offered and include detailed outlines of key points for each chapter supported by selected visuals from the textbook.

Both sets of PowerPoint slides are available for download at the Instructor’s Resource Center at www.pearsonhighered.com/irc (ISBN 020594034X).

Test Bank

Written by Paul Wellman, Texas A&M University. This resource contains questions that target key concepts. Each chapter has approximately 100 questions, including multiple choice, true/false, short answer, and essay—each with an answer justification, page references, difficulty rating, and type designation. All questions are correlated to both chapter learning objectives and APA learning objectives. The Test Bank is also available in Pearson MyTest (ISBN 0205940374), a powerful online assessment software program. Instructors can easily create and print quizzes and exams as well as author new questions online for maximum flexibility. Both the Test Bank and MyTest are available online at www.pearsonhighered.com/irc (ISBN 0205940366).

Accessing all Resources for Foundations of Behavioral Neuroscience , Ninth Edition :

For a list of all student resources available with Foundations of Behavioral Neuroscience, go to www.mypearsonstore.com, enter the text ISBN (0205940242) and check out the “Everything That Goes With It” section under the book cover.

For access to the instructor supplements for Foundations of Behavioral Neuroscience, Ninth Edition, simply go to http://pearsonhighered.com/irc and follow the directions to register (or log in if you already have a Pearson user name and password).

Once you have registered and your status as an instructor is verified, you will be e-mailed a login name and password. Use your login name and password to access the catalogue. Click on the “online catalogue” link, click on “psychology” followed by “introductory psychology” and then the Carlson Foundations of Behavioral Neuroscience, Ninth Edition text. Under the description of each supplement is a link that allows you to download and save the supplement to your desktop.

For technical support for any of your Pearson products, you and your students can contact http://247.pearsoned.com.

Handout Descriptions 2.1 Concept Maps

These maps may assist students in organizing the material in this chapter. You can make these maps available to the students or encourage them to construct their own maps.

2.2 Vocabulary Crossword Puzzle

2.3 Neuron Skits: Firing of a NeuronScript for Student Role Playing Activity (Lecture Launcher 2.3)

2.4 Neuron Skits: The SynapseScript for Student Role Playing Activity (Lecture Launcher 2.3)

2.5 Name Tags for SkitsName tags to be used with scripts for Student Role Playing Activity (Lecture Launcher 2.3)

2.6 Things That You Need to Know About NeuronsA few basic facts about neurons

2.7 How to Murder a NeuronTo be used with Activity 2.2

▲ Return to Chapter 2: Table of Contents

Handouts

Handout 2.1: Concept Maps

Name: Section: Date:

Handout 2.2: Vocabulary Crossword PuzzleThe Neuron

Do not include spaces when the answer includes more than one word.

Across2. The process by which neurotransmitters are secreted.5. The long, thin, cylindrical structure that conveys information from the

soma of a neuron to its terminal buttons.7. A structure of a cell, containing the nucleolus and chromosomes.12. Deoxyribonucleic acid is commonly referred to as:15. A neuron with one axon and many dendrites attached to its soma is referred to as:20. A chemical that is released by a terminal button.

Down1. The functional unit of the chromosome.3. The space between the terminal button of an axon and the membrane of another neuron.4. An organelle that is responsible for extracting energy from nutrients.6. A macromolecule that delivers genetic information concerning the

synthesis of a protein from a portion of a chromosome to a ribosome.8. The cell body of a neuron.9. A molecule that controls a chemical reaction.10. A naked portion of a myelinated axon is called a node of:11. A strand of DNA that carries genetic information.13. The viscous, semiliquid substance contained in the interior of a cell.14. A cytoplasmic structure that serves as the site of production of proteins translated from mRNA.16. An organelle that contains enzymes that break down waste products.17. A neuron with one divided axon attached to its soma is referred to as:18. A sheath that surrounds and insulates axons.19. A molecule of prime importance to cellular energy metabolism

Puzzle created with Puzzlemaker at DiscoverySchool.com

Handout 2.3 Neuron Skit: Firing of a Neuron

THE CHARACTERSThe presynaptic membrane on the terminal button (two to four people, arms outstretched, holding hands.)The vesicle (three people holding hands on the inside of the presynaptic membrane)A molecule of neurotransmitter (inside the circle made by the vesicle arms)The dendrite (Two people, one hand on each shoulder of “the receptor”) The receptor (Stands between the dendrite membranes – arms out)The action potentials for the presynaptic and postsynaptic neurons. (One at the back of the classroom near one aisle. The second action potential is standing behind the barrier formed by the receptor and two dendrite membrane sections.)

THE SETTINGThe synaptic gap between two neurons

THE ACTIONThe action potential

The action potential runs down the aisle (Axon) yelling “Fire! Fire!” When it reaches the vesicle, it helps the vesicle over to the membrane.

The vesicle The vesicle opens at one grasped hand, as does the presynaptic membrane. The vesicle joins hands with the membrane to become part of the presynaptic membrane.

The neurotransmitterThe neurotransmitter wanders out and meanders around, eventually finding the receptor.

The receptorThe receptor and neurotransmitter grasp hands for a moment. The receptor turns tells and the other parts of the membrane that something exciting has happened.

The second action potentialThe second action potential moves away from the receptor up the opposite aisle (axon)

The neurotransmitterThe neurotransmitter lets go and wanders around for a few more moments before returning to the presynaptic membrane.

The membrane The membrane opens and the neurotransmitter moves inside

Handout 2.4 Neuron Skit: Synapse

This is a rough guide for the possible interaction between these characters. Actors should feel free to improvise, and observers should feel free to comment on and correct the action. THE CHARACTERS:

Tranella (a neurotransmitter)Agie Agonist (An agonist)Auntie Agonist (An antagonist)Reggie Receptor (one of the postsynaptic receptors in the synapse)Soma (The cell body – Played by remaining class members)

THE SETTING:You are in the synapse of a sensory neuron.

THE ACTIONReggie Receptor and Soma(Reggie Receptor is hanging out on the postsynaptic membrane. He is bored, waiting for something stimulating to happen.)

Tranella, Agie, and Auntie Agonist:(Tranella, Agie, and Auntie Agonist are wandering around the synaptic gap looking for Reggie.)

Auntie Agonist and Reggie Receptor and Soma(Auntie Agonist finds Reggie first. They grasp hands. She begins telling him that there is nothing of any importance going on and that he doesn’t need to do anything. She should be as “antagonistic” as possible.)Auntie wanders off, to be replaced by Agie.

Agie and Reggie Receptor and Soma(Agie Tells Reggie about what is going on around him, but she waits for a moment or two before she comments on what she sees most of the time. He passes on the information to the waiting cell body -- The class).Agie leaves, and Tranella moves closer to Reggie

Tranella and Reggie Receptor and Soma(Tranella tells him about things that she is aware of and he passes the information on to Soma.)

Tranella(a neurotransmitter)

40

Agie Agonist(An agonist)

Auntie Agonist

(An antagonist)

Reggie Receptor

(a postsynaptic receptor)

Presynaptic Membrane

on the terminal button

Vesiclemembrane

A molecule of

neurotransmitter

DendriteMembrane

The Receptor

The Action Potential

Handout 2.6Things That You Need to Know About Neurons.

Water and IonsThe body is 2/3 water. Water molecules tend to be more positive on one side and negative on the other. Ions are repelled by the charged sides of water. (Making them hydrophobic) A small percentage of water molecules pull apart to form ions (O2 - (2 extra electrons) H+)Sodium Chloride (NaCl) separates to form ions when dissolved in water.Chemicals in and Around the Cell.ORGANIC MOLECULES

ION INTRACELLULAR EXTRACELLULAR  (Sea

Water)(Blood)

Potassium (K+) 400 10 20Sodium (Na+) 50 460 440Chloride (Cl+) 40 540 560Calcium (Ca2+) 0.1 10 10Organic Ions - protein, amino acids, & nucleic acids etc. (anions -)

Many Few Few

Amino Group Carboxylic Acid

Some organic molecules are made up chiefly of carbon and hydrogen arranged in chains. These are not charged and do not interact with water molecules...The CellCells are essentially bags of water floating in water.

Phospholipids have a charged phosphorous containing group at one end and can interact with water (hydrophilic) and the other end cannot (hydrophobic) making the molecule (amphipathic – likes both).When exposed to water the molecules line up. (Form a membrane.) Membranes are 25 to 60% protein. Proteins are built using RNA as a pattern to link amino acids. Protein molecules span the thickness of the membrane. They form hydrophilic channels and pumps. Some are anchored, others float. Neurons are very smallThe membrane of a neuron is so thin that it cannot be seen under a light microscope. It is thinner than a wavelength of light. Seven nanometers or 10-9 meters.Each neuron uses a the same neurotransmitter/s at all its synapses(In most cases)Transmission speed is dependent on several factors:

1. Size/Diameter of the cell2. Myelinization

The myelin cells are made up of a large percentage of lipid (fat).The information flows in only one direction, unless forced.

Transmission changes the electrical difference between the interior and exterior of the cell.

Transmission is “all-or-nothing”Vesicles use calcium to merge with the membrane and release intracellular material to the outside. (This is also related to how the cell grows.) The membrane can also pinch in to bring extra cellular material inside. (Cell retraction)

Handout 2.7How to Murder a Neuron

TECHNIQUE WHAT HAPPENS ACCOMPLISHED NOTES

Starve it

Reduce Blood Supply (Ischemia)Reduce Glucose in blood

Heart AttackArteriosclerosisThrombosis or embolism StarvationInsulin overdose

Cells that are without oxygen may release excessive glutamate (See neurotoxins)

Suffocate it

Reduce blood supplyReduce oxygen intake through lungs

Heart AttackArteriosclerosisThrombosis or embolismDrowningCarbon monoxide poisoning

Squish it

Reduce space inside of skull through:Reduction of skull capacityIncrease in fluid in the cerebrospinal systemIncrease amount of blood inside of skull

Crush skullInsert something into skull that takes up spaceHydrocephaly HematomaUse the skull to stop a brain that is moving at high speed

Poison it

Absorb toxins which destroy internal structures Bind to receptor sites and stimulate cells till they die (Neurotoxins)

Heavy MetalsMercuryLeadArsenic

Cut it

Remove axonRemove dendritesRemove synapseremove cell or groups of cells

Gun shot wound or other projectile entering brain or nervous systemSurgery

Infect itBacterial infections Viral infections

SyphilisRabiesMumps HerpesChicken Pox

Mutate it Genetic Disorders

Down's SyndromeHuntington's Chorea

Over stimulate it Epilepsy Grand mal seizures

Expose it Remove myelin Multiple sclerosis Amyotrophic lateral sclerosis

Attack it Immune Disorders