ch02

Psychology in Action

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Draw your figure upside down--like the sample. Start at the top and copy each line, moving from line to adjacent line, putting it all together like a puzzle. Don't name things; instead just notice what the lines do, how they curve and flow together. After all the students have finished, turn the drawing right side up. The students will probably be quite surprised at the sample. Encourage the students to move around and look at other drawings. Note differences (for example, size). Many students find the drawings very funny. Discussion: The left hemisphere, confused and blocked by the unfamiliar image and unable to name or symbolize as usual, allows the right hemisphere to take over. The right hemisphere mode of consciousness is different from the left mode. Ask the students the following questions: What does the right brain consciousness feel like? Did you notice that you were less aware of the passage of time? Were you aware of the people around you? Did you attend to any environmental inputs? Active Learning Activity 2.9 – Methods of Studying the Brain Ask students to complete the Question Map on the methods of studying the brain ( Handout 2.9) and discuss any areas of uncertainty. H andout 2.9 – Active Learning Question Map – Methods of Studying the Brain Instructor's Resource Guide Chapter 2 Page 72
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Complete the following question map on methods of studying the brain. Methods What is the method? What type of data does it generate? What are the advantages? What are the disadvantages? What questions are we able to answer? Anatomy Studies Lesion Technique EEG Electrical Stimulation CAT PET MRI B rain- B ased L earning Brain-Based Learning Activity 2.1 - Neuronal Transmission Make copies of the following paragraph and cut out a set of terms containing 8 separate slips of paper for each group of students. Be sure to mix them up for each group and task them to assemble these terms in the order in which information is received and transmitted through one neuron and onto the next. Instructor's Resource Guide Chapter 2 Page 73
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Dendrite Soma Axon Axon Terminal Button Dendrite Synapse Myelin Neurotransmitter Brain-based Learning Activity 2.2 - Action Potential Propagation Function : The following demonstration can be used to illustrate how an action potential moves down an axon. Choose about a dozen of your students to come to the front of the classroom. Have them stand in a line with each student facing the back of the student in front of them. Give the student in the front of the line a squirt gun. The student with the gun is the "axon terminal," while the rest of the students are parts of the axon. At the beginning of the exercise, all the students are at rest (resting potential) with their hands at their sides. Initiate an action potential by applying some stimulus to the last person in line, who taps the next person in line, who taps the next person, and so on. When the person with the squirt gun is tapped, s/he squirts the gun (neurotransmitter release).
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