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2/STRUCTURE AND FUNCTIONS OF CELLS OF THE NERVOUS SYSTEM

TABLE OF CONTENTSTo access the resource listed, click on the hot linked title or press CTRL + clickTo return to the Table of Contents, click on click on ▲ Return to Table of ContentsTo return to a section of the Lecture Guide, click on ► Return to Lecture Guide

TEACHING OBJECTIVES

KEY TERMS

LECTURE GUIDE Cells of the Nervous System (p. 25) Communication Within a Neuron (p. 27) Communication Between Neurons (p. 29)

FULL CHAPTER RESOURCES Lecture Launchers (p. 33) Activities (p. 37) Assignments (p. 38) Web Links (p. 39) Handout Descriptions (p. 42) Handouts (p. 44) Multimedia Resources (p. 66) The Virtual Brain (p. 67) PowerPoint Presentations (p. 67) Accessing All Resources (p. 68)

Instructor’s Manual for Physiology of Behavior, Eleventh Edition

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 explain the blood–brain barrier.

3. Briefly describe the role of neural communication in a simple reflex and its inhibition by brain mechanisms.

4. Describe the measurement of the action potential and explain the dynamic equilibrium that 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.

▲ Return to Chapter 2: Table of Contents

Chapter 2: Structure and Functions of Cells of the Nervous System

KEY TERMSsensory neuron (text p. 28)motor neuron (text p. 28)interneuron (text p. 28)central nervous system (CNS) (text p. 29)peripheral nervous system (PNS) (text p. 29)soma (text p. 29)dendrite (text p. 29)synapse (text p. 29)axon (text p. 30)multipolar neuron (text p. 30)bipolar neuron (text p. 30)unipolar neuron (text p. 30)terminal button (text p. 30)neurotransmitter (text p. 31)membrane (text p. 31)nucleus (text p. 32)nucleolus (text p. 32)ribosome (text p. 32)chromosome (text p. 32)deoxyribonucleic acid (DNA) (text p. 33)gene (text p. 32)messenger ribonucleic acid(mRNA) (text p. 32)enzyme (text p. 32)non-coding RNA (ncRNA) (text p. 34)cytoplasm (text p. 34)mitochondrion (text p. 34)adenosine triphosphate (ATP) (text p. 34)endoplasmic reticulum (text p. 34)Golgi apparatus (text p. 34)exocytosis (text p. 34)lysosome (text p. 34)cytoskeleton (text p. 35)microtubule (text p. 35)axoplasmic transport (text p. 35)anterograde (text p. 35)retrograde (text p. 36)glia (text p. 36)astrocyte (text p. 36)phagocytosis (text p. 36)oligodendrocyte (text p. 36)myelin sheath (text p. 37)node of Ranvier (text p. 37)microglia (text p. 39)Schwann cell (text p. 39)blood–brain barrier (text p. 39)area postrema (text p. 40)electrode (text p. 43)microelectrode (text p. 43)membrane potential (text p. 43)oscilloscope (text p. 43)resting potential (text p. 44)

depolarization (text p. 44)hyperpolarization (text p. 44)action potential (text p. 44)threshold of excitation (text p. 44)diffusion (text p. 45)electrolyte (text p. 45)ion (text p. 5)electrostatic pressure (text p. 45)intracellular fluid (text p. 45)extracellular fluid (text p. 45)sodium-potassium transporter (text p. 46)ion channel (text p. 47)voltage-dependent ion channel (text p. 48)all-or-none law (text p. 49)rate law (text p. 49)saltatory conduction (text p. 50)postsynaptic potential (text p. 51)binding site (text p. 52)ligand (text p. 52)dendritic spine (text p. 52)presynaptic membrane (text p. 52)postsynaptic membrane (text p. 52)synaptic cleft (text p. 52)synaptic vesicle (text p. 53)release zone (text p. 53)postsynaptic receptor (text p. 56)neurotransmitter-dependent ionchannel (text p. 56)ionotropic receptor (text p. 56)metabotropic receptor (text p. 57)G protein (text p. 57)second messenger (text p. 57)excitatory postsynaptic potential(EPSP)(text p. 57)inhibitory postsynaptic potential(IPSP)(text p. 57)reuptake (text p. 58)enzymatic deactivation (text p. 58)acetylcholine (ACh)(text p. 59)acetylcholinesterase (AChE)(text p. 59)neural integration (text p. 60)autoreceptor (text p. 60)presynaptic inhibition (text p. 61)presynaptic facilitation (text p. 61)gap junction (text p. 62)neuromodulator (text p. 62)peptide (text p. 62)hormone (text p. 62)endocrine gland (text p. 62)target cell (text p. 63)steroid (text p. 63)



LECTURE GUIDE

I. CELLS OF THE NERVOUS SYSTEM (Text p. 29)▲ Return to Chapter 2: Table of Contents

Assignments 2.1 Vocabulary Crossword Puzzle

Activities 2.2 How to Murder a Neuron

Web Links 2.1 The Story of a Membrane 2.2 Glia the Forgotten Brain Cell 2.3 Millions and Billions of Cells: Types of Neurons 2.4 The Blood Brain Barrier 2.8 Biology Animations

Handout Descriptions 2.1 Concept Maps 2.2 Vocabulary Crossword Puzzle 2.6 Things That You Need to Know about Neurons 2.7 How to Murder a Neuron

Handouts 2.1 Concept Maps 2.2 Vocabulary Crossword Puzzle 2.6 Things That You Need to Know about Neurons 2.7 How to Murder a Neuron

A. General organization of the nervous system (p. 28)1. Types of neurons

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

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 organsB. Neurons (p. 29)

1. Basic structure (Figure 2.1, p. 29)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, p. 29)2. Bipolar (Figure 2.2, p. 30)3. Unipolar (Figure 2.2, p. 30)

e. Terminal buttons (Figure 2.4, p. 32)1. Site of neurotransmitter release

2. Internal structure (Figure 2.5, p. 32)a. Membrane

1. Boundary of cell2. Contains proteins

b. Nucleus1. Nucleolus

a. Produces ribosomes, which synthesize protein (Figure 2.6, p. 33)

2. Chromosomesa. Contain genesb. Consist of long strands of DNAc. When active, genes produce mRNA

1. Leaves nucleus2. Codes for proteins, including enzymes

d. Also contain non-coding RNA (ncRNA) (Figure 2.7, p. 33)1. One component of spliceosome (which helps

process mRNA)2. Affects gene expression

c. Cytoplasm: jelly like fluid containing organellesd. Mitochondria

1. Extract energy from nutrients2. Synthesize adenosine triphosphate (ATP)

e. Endoplasmic reticulum1. Rough

a. Coated with ribosomesb. Produces proteins destined for secretion

2. Smootha. Channels for molecules involved in various cellular

processesb. Produces lipid molecules

f. Golgi apparatus1. One form of smooth endoplasmic reticulum

a. Packages product in a membrane1. Exocytosis: process by which cell secretes packaged

substancesb. Lysosomes: contain enzymes that break down waste

productsg. Cytoskeleton

1. Composed of microtubules2. Underlies axoplasmic transport (Figure 2.8, p. 37)

a. Anterograde1. Soma to terminal buttons2. Kinesin: protein that walks down microtubule3. 500mm/day

b. Retrograde1. Terminal buttons to soma


2. Uses dynein3. About ½ as fast as anterograde transport

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

a. Astrocytes (Figure 2.9, p. 37)1. Control chemical composition around neurons

2. Processes wrap around neurons and blood vessels3. Help nourish neurons

a. Convert glucose from bloodstream to lactate, which is then used by neurons

b. Store glycogen4. Act as “glue”5. Surround and isolate synapses6. Remove debris via phagocytosis

b. Oligodendrocytes (Figure 2.10, p. 37) 1. Produce the myelin sheath in the CNS2. Node of Ranvier: space between beads of myelin

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

2. Schwann Cells—peripheral nervous systema. Produce myelin in the PNS (Figure 2.11, p. 38)

1. Each segment of myelin is one Schwann cellb. Help after injury

1. Digestion of dead and dying neurons2. Form tubes for axon regrowth

c. Signal neurons to elongate during developmentd. Chemical composition of myelin in PNS differs from that of the CNS

D. The Blood–Brain Barrier (Figure 2.12, p. 40)1. Ehrlich’s experiment: injected blue dye into the blood; did not dye the CNS2. Selectively permeable

a. Active transport ferries many molecules into the CNS3. More permeable in some areas, e.g., area postrema

II. COMMUNICATION WITHIN A NEURON (Text p. 41)▲ Return to Chapter 2: Table of Contents

Lecture Launchers 2.1 Metaphors 2.2 Animations 2.3 Neuron Skits

Classroom Activities 2.1 Measurement of the Speed of Axonal Transmission


Web Links 2.8 Biology Animations 2.9 Resting Membrane Potential


Handout Descriptions 2.2 Vocabulary Crossword Puzzle 2.3 Neuron Skits: Firing of a Neuron (for Lecture Launcher 2.3) 2.5 Name Tags for Skits

Handouts 2.2 Vocabulary Crossword Puzzle 2.3 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 2.13, p. 42)2. Inhibition of the withdrawal reflex (Figure 2.14, p. 42)

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 2.15, p. 43)a. Electrodeb. Microelectrode

1. A small electrodec. Place electrode in the seawater and the microelectrode in the axon

3. Membrane potentiala. Inside relative to outsideb. Resting potential—70 mVc. Depolarization (Figure 2.16, p. 44)

1. Reduction in size of the membrane potentiald. Hyperpolarization

1. Increase in size of the membrane potentiale. Action potential (Figure 2.17, p. 44)

1. Triggered at threshold of excitationC. The Membrane Potential: Balance of Two Forces (Figure 2.18, p. 46)

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

low concentration2. The force of electrostatic pressure

a. Electrolytes: molecules that split into two parts with opposing chargesb. Ions

1. 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 2.18, p.46)a. Organic anions (A-)

1. Inside cell2. Unable to pass through membrane

b. Potassium ions (K+)1. Concentrated inside2. Diffusion pushes out3. Electrostatic pushes in


4. Little net movementc. Chloride ions (Cl-)

1. Concentrated outside2. Diffusion pushes in3. Electrostatic pushes out4. Little net movement

d. Sodium ions (Na+)1. Concentrated outside

2. Diffusion pushes in3. Electrostatic pushes in4. Sodium-potassium transporter (Figure 2.19, p. 47)

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 Potential1. Ion Channels (Figure 2.20, p. 48)

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

2. Sequence of events (Figure 2.21, p. 48)a. At threshold, voltage-dependent Na+ channels open and Na+ enters cell

(Figure 2.22, p. 48)1. 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 asK+ diffuses

E. Conduction of the Action Potential (Figure 2.23, p. 49)1. All-or-none law

a. 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 2.24, p. 51)a. Rate of firing is the basic element of information

3. Saltatory conduction (Figure 2.25, p. 50)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. 51)


Lecture Launchers 2.2 Animations 2.3 Neuron Skits



Web Links 2.5 The Synapse 2.6 Synaptic Transmission 2.7 Synaptic Transmission: A Four Step Process 2.8 Biology Animations 2.10 Synaptic Transmission Sinauer Associates

Handout Descriptions 2.2 Vocabulary Crossword Puzzle 2.4 Neuron Skits: The Synapse 2.5 Name Tags for Skits

Handouts 2.2 Vocabulary Crossword Puzzle 2.4 Neuron Skits: The Synapse 2.5 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 2.26, p. 54)

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

2. Structure (Figures 2.27 and 2.28, p. 53)a. Presynaptic membraneb. Postsynaptic membranec. Synaptic cleftd. Synaptic vesicles

1. Smalla. Present in all synapsesb. Contain neurotransmitter

1. Transport proteins fill the vesicles with the neurotransmitter

c. Trafficking protein are involved in the release of neurotransmitter and recycling the vesicles

2. Dense corea. Contain peptides

e. Release zone: the location of neurotransmitter releasef. Postsynaptic density: contains receptors and the proteins that hold them in

placeC. Release of Neurotransmitter

1. Omega-structure (Figure 2.29, p. 54)


a. Omega figures are synaptic vesicles fused with the membrane2. Steps from action potential to release (Figure 2.30, p. 54)

a. Vesicles "dock" against membrane via proteins on vesicle binding with proteins on presynaptic membrane

b. Action potential results in opening of voltage-dependent Ca++ channelsc. Ca++ enters the cellsd. Binds with docking proteins on presynaptic membrane and causes them to

separate (thereby forming the fusion pore) (Figure 2.31, p. 55)e. Neurotransmitter released to synaptic cleft

3. There are three pools of vesiclesa. Release-ready vesicles

1. Docked against the inside of the presynaptic membrane2. <1% of vesicles

b. Recycling pool1. 10-15% of vesicles

c. Reserve pool1. 85-90% of vesicles

4. Membrane after release of vesiclesa. “Kiss and run”: After neurotransmitter release, pore closes, vesicle undocks

and moves to be refilled with neurotransmitter (Figure 2.33, p. 56)b. Bulk endocytosis

D. Activation of Receptors1. Postsynaptic receptor2. Two classes

a. Ionotropic receptors (Figure 2.33, p. 56)1. Ion channel2. Neurotransmitter binding site

b. Metabotropic receptors (Figure 2.34, p. 57)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 2.35, p. 58)1. Excitatory postsynaptic potential (EPSP)2. Inhibitory postsynaptic potential (IPSP)

F. Termination of Postsynaptic Potentials1. Reuptake (Figure 2.36, p. 59)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 2.37, p. 61)

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


H. Autoreceptors1. Respond to their own neurotransmitter2. Generally inhibitory

I. Other Types of Synapses1. Axoaxonic—alter amount of neurotransmitter released (Figure 2.38, p. 62)

a. Presynaptic inhibitionb. Presynaptic facilitation

2. Dendrodendritic synapses—regulatory functions3. Electrical synapse

a. Gap junction (Figure 2.39, p. 62)b. Ions flow between cells

J. Nonsynaptic Chemical Communication1. Neuromodulators

a. Modify large numbers of neurons near location of releaseb. Peptides

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

1. Peptide hormonesa. Activate metabotropic receptors

2. Steroid hormones (Figure 2.40, p. 63)a. Small, fat soluble moleculesb. Bind to receptor, which alter protein production


FULL CHAPTER RESOURCES

LECTURE LAUNCHERS

2.1 Metaphors 2.2 Animations 2.3 Neuron Skits


Lecture Launcher 2.1 Metaphors

Sometimes, 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) explanation

If 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 Hillock

The 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 Receptors

Cells 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.

► Return to Lecture Guide: Communication Within a Neuron ▼ Return to List of Lecture Launchers for Chapter 2 ▲ Return to Chapter 2: Table of Contents

Lecture Launcher 2.2 Animations

Since 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 animation that focuses 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.

► Return to Lecture Guide: Communication Within a Neuron ; Communication Between Neurons▼ Return to List of Lecture Launchers for Chapter 2▲ Return to Chapter 2: Table of Contents

Lecture Launcher 2.3 Neuron Skits

Scientific 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.

Handouts

2.3 Neuron Skits: Firing of a Neuron 2.4 Neuron Skits: The Synapse 2.5 Name Tags for Skits

► Return to Lecture Guide: Communication Within a Neuron ; Communication Between Neurons▼ Return to List of Lecture Launchers for Chapter 2 ▲ Return to Chapter 2: Table of Contents


ACTIVITIES

2.1 Measurement of the Speed of Axonal Transmission 2.2 How to Murder a Neuron


Activity 2.1 Measurement of the Speed of Axonal Transmission

Equipment

•Stopwatch or watch with second hand• Tape 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].)

► Return to Lecture Guide: Communication Within a Neuron ▼ Return to List of Activities for Chapter 2 ▲ Return to Chapter 2: Table of Contents

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.

Handout

2.7 How to Murder a Neuron

► Return to Lecture Guide: Cells of the Nervous System ▼ Return to List of Activities for Chapter 2▲ Return to Chapter 2: Table of Contents


ASSIGNMENTS

2.1 Vocabulary Crossword Puzzle



Part 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.

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 buttons7. 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 ribosome8. SOMA—the cell body of a neuron9. ENZYME—a molecule that controls a chemical reaction

10. RANVIER—a naked portion of a myelinated axon is called a node of _____11. CHROMOSOME—a strand of DNA that carries genetic information13. CYTOPLASM—the viscous, semiliquid substance contained in the interior of a cell14. RIBOSOME—a cytoplasmic structure that serves as the site of production of proteins translated

from mRNA16. LYSOSOME—an organelle that contains enzymes that break down waste products17. 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

► Return to Lecture Guide: Cells of the Nervous System ; Communication Within a Neuron; Communication Between Neurons

▼ Return to List of Assignments for Chapter 2▲ Return to Chapter 2: Table of Contents


WEB LINKS

2.1 The Story of a Membrane 2.2 Glia: The Forgotten Brain Cell 2.3 Millions and Billions of Cells: Types of Neurons 2.4 The Blood Brain Barrier 2.5 The Synapse 2.6 Synaptic Transmission 2.7 Synaptic Transmission: A Four-Step Process 2.8 Biology Animations 2.9 Resting Membrane Potential 2.10 Synaptic Transmission Sinauer Associates


2.1 The Story of a Membrane

http://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

► Return to Lecture Guide: Cells of the Nervous System ▼ Return to List of Web Links for Chapter 2 ▲ Return to Chapter 2: Table of Contents

2.2 Glia: The Forgotten Brain Cell

http://faculty.washington.edu/chudler/glia.html

► Return to Lecture Guide: Cells of the Nervous System ▼ Return to List of Web Links for Chapter 2 ▲ Return to Chapter 2: Table of Contents

2.3 Millions and Billions of Cells: Types of Neurons

http://faculty.washington.edu/chudler/cells.html

► Return to Lecture Guide: Cells of the Nervous System▼ Return to List of Web Links for Chapter 2▲ Return to Chapter 2: Table of Contents

2.4 The Blood Brain Barrier

http://faculty.washington.edu/chudler/bbb.htmlAn intuitive description of the structure and function of the blood brain barrier.

► Return to Lecture Guide: Cells of the Nervous System▼ Return to List of Web Links for Chapter 2 ▲ Return to Chapter 2: Table of Contents

http://faculty.washington.edu/chudler/bbb.html

http://faculty.washington.edu/chudler/cells.html

http://faculty.washington.edu/chudler/glia.html

http://www.concord.org/~barbara/workbench_web/unitIII_mini/cf_membranes/about_pores.html


2.5 The Synapse

http://faculty.washington.edu/chudler/synapse.html

► Return to Lecture Guide: Communication Between Neurons ▼ Return to List of Web Links for Chapter 2 ▲ Return to Chapter 2: Table of Contents

2.6 Synaptic Transmission

http://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 Process

http://www.williams.edu/imput/synapse/pages/about.htmlRequires QuickTime for Animations


2.8 Biology Animations

http://highered.mcgraw-hill.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


▼ Return to List of Web Links for Chapter 2 ▲ Return to Chapter 2: Table of Contents

2.9 Resting Membrane Potential

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

► Return to Lecture Guide: Communication Within a Neuron▼ Return to List of Web Links for Chapter 2

http://www.williams.edu/imput/synapse/pages/about.html

http://www.youtube.com/user/llkeeley?feature=mhee

http://faculty.washington.edu/chudler/synapse.html


▲ Return to Chapter 2: Table of Contents2.10 Synaptic Transmission Sinauer Associates

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



HANDOUT DESCRIPTIONS

Handout 2.1 Concept Maps Handout 2.2 Vocabulary Crossword Puzzle Handout 2.3 Neuron Skits: Firing of a Neuron Handout 2.4 Neuron Skits: The Synapse Handout 2.5 Name Tags for Skits Handout 2.6 Things That You Need to Know About Neurons Handout 2.7 How to Murder a Neuron


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.

► Return to Lecture Guide: Cells of the Nervous System▼ Return to List of Handouts for Chapter 2▲ Return to Chapter 2: Table of Contents


This crossword puzzle will help students familiarize themselves with key terms from the chapter.


▼ Return to List of Handouts for Chapter 2▲ Return to Chapter 2: Table of Contents

2.3 Neuron Skits: Firing of a Neuron

Script for Student Role Playing Activity (Lecture Launcher 2.3)

► Return to Lecture Guide: Communication Within a Neuron▼ Return to List of Handouts for Chapter 2▲ Return to Chapter 2: Table of Contents

2.4 Neuron Skits: The Synapse

Script for Student Role Playing Activity (Lecture Launcher 2.3)

► Return to Lecture Guide: Communication Between Neurons ▼ Return to List of Handouts for Chapter 2▲ Return to Chapter 2: Table of Contents

2.5 Name Tags for Skits

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

► Return to Lecture Guide: Communication Within a Neuron Communication Between Neurons▼ Return to List of Handouts for Chapter 2▲ Return to Chapter 2: Table of Contents


2.6 Things That You Need to Know About Neurons

A few basic facts about neurons


2.7 How to Murder a Neuron

To be used with Activity 2.2.



HANDOUTS

HANDOUT MASTERS

Handout 2.1: Concept Maps Handout 2.2: Vocabulary Crossword Puzzl e Handout 2.3: Neuron Skit: Firing of a Neuron Handout 2.4: Neuron Skit: Synapse Handout 2.5: Name Tags for Skits Handout 2.6: Things That You Need to Know About Neurons Handout 2.7: How to Murder a Neuron



HANDOUT 2.1: CONCEPT MAPS

Copyright © 2013 Pearson Education, Inc. All rights reserved.46


HANDOUT 2.2: VOCABULARY CROSSWORD PUZZLE

The Neuron

Name:________________________________________________________ Section: ________________ Date: _________________


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 CHARACTERS

The 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 ACTION

The 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 neurotransmitter

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

The receptor

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

The second action potential

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

The neurotransmitter

The 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.

► Return to Lecture Guide: Communication Within a Neuron


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 ACTION:

Reggie 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.)

► Return to Lecture Guide: Communication Between Neurons ▼ Return to List of Handouts for Chapter 2▲ Return to Chapter 2: Table of Contents


HANDOUT 2.5 NAME TAGS FOR SKITS

► Return to Lecture Guide: Communication Within a Neuron ; Communication Between Neurons▼ Return to List of Handouts for Chapter 2▲ Return to Chapter 2: Table of Contents


Tranella(A neurotransmitter)



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 Ions

The 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 20

Sodium (Na+) 50 460 440

Chloride (Cl+) 40 540 560

Calcium (Ca2+) 0.1 10 10

Organic Ions—protein, amino acids, and 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 Cell

Cells 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 small

The 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 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 it Bacterial 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




MULTIMEDIA RESOURCES

▼ON-LINE RESOURCES: MYPSYCHLAB WWW.MYPSYCHLAB.COM

MyPsychLab


MyPsychLab

What Is MyPsychLab? MyPsychLab is a learning and assessment tool that enables instructors to assess student performance and adapt course content. Students benefit from the ability to test themselves on key content, track their progress, and utilize individually-tailored study plans. In addition to the activities students can access in their customized study plans, instructors are provided with extra lecture notes, video clips, and activities that reflect the content areas their class is still struggling with. Instructors can bring these resources to class, or easily post on-line for students to access.

Instructors and students have been using MyPsychLab for over 10 years. To date, over 600,000 students have used MyPsychLab. During that time, three white papers on the efficacy of MyPsychLab were published. Both the white papers and user feedback show compelling results: MyPsychLab helps students succeed and improve their test scores. One of the key ways MyPsychLab improves student outcomes is by providing continuous assessment as part of the learning process. Over the years, both instructor and student feedback have guided numerous improvements, making MyPsychLab even more flexible and effective.

Pearson is committed to helping instructors and students succeed with MyPsychLab. To that end, we offer a Psychology Faculty Advisor Program designed to provide peer-to-peer support for new users of MyPsychLab. Experienced Faculty Advisors help instructors understand how MyPsychLab can improve student performance. To learn more about the Faculty Advisor Program, please contact your local Pearson representative. In addition to the eText and complete audio files, the New MyPsychLab video series, MyPsychLab offers these valuable and unique tools:

Bioflix animations are highly visual interactive videos on the toughest topics in Physiological Psychology, such as how neurons and synapses work.

MyPsychLab study plan: students have access to a personalized study plan, based on Bloom’s Taxonomy, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking, like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.

ClassPrep available in MyPsychLab. Finding, sorting, organizing, and presenting your instructor resources is faster and easier than ever before with ClassPrep. This fully searchable database contains hundreds and hundreds of our best teacher resources, such as lecture launchers and discussion topics, in-class and out-of-class activities and assignments, handouts, as well as video clips, photos, illustrations, charts, graphs, and animations. Instructors can search or browse by topic, and it is easy to sort your results by type, such as photo, document, or animation. You can create personalized folders to organize and store what you like, or you can download resources. You can also upload your own content and present directly from ClassPrep, or make it available on-line directly to your students.


http://www.mypsychlab.com/


MyPsychLab Highlights for Chapter 2: Structure and Functions of Cells of the Nervous System

Simulate: Synaptic Connection: Can you spot the mistake? Simulate: The Main Components of a Typical Brain Neuron Simulate: Synaptic Transmission Simulate: Psychoactive Drugs Watch: Video of the Forebrain Watch: Video of the Midbrain Watch: Video of the Hindbrain Watch: Hemispheric Specialization Watch: Major Brain Structures and Functions Watch: Synaptic Watch: Chemical Messengers Watch: Neurotransmitters: Communicators between neurons

Audio File of the Chapter

A helpful study tool for students—they can listen to a complete audio file of the chapter. Suggest they listen while they read, or use the audio file as a review of key material.


THE VIRTUAL BRAIN

MyPsychLab includes a 3D Virtual Brain application, which allows students to immerse themselves in an interactive landscape of the human brain. The Virtual Brain incorporates real-life scenarios, as well as simulations, activities, quizzes, and more. There are 14 modules in the Virtual Brain, each featuring the neural circuitry underlying a general process.


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

Neural Conduction and Synaptic Transmission

For the nervous system to function normally, its parts must communicate among one another. The Neural Conduction and Synaptic Transmission module of the virtual brain depicts the different parts of the nervous system, which communicate by the mechanisms described in this chapter.


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 includes detailed outlines of key points for each chapter supported by selected visuals from the textbook. A separate



Art and Figure version of these presentations contains all art from the textbook for which Pearson has been granted electronic permissions.

Both sets of PowerPoint slides are available for download at the instructor’s resource center at www.pearsonhighered.com/irc.


ACCESSING ALL RESOURCES FOR PHYSIOLOGY OF BEHAVIOR, ELEVENTH EDITION:

For a list of all student resources available with Physiology of Behavior, go to www.mypearsonstore.com, enter the text ISBN (0205239390) and check out the “Everything That Goes With It” section under the book cover.

For access to the instructor supplements for Physiology of Behavior, Eleventh 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 Physiology of Behavior, Eleventh 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.



http://pearsonhighered.com/irc

http://www.mypearsonstore.com/

http://www.pearsonhighered.com/irc

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