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Type:
Solution Manual
Resource:
Biopsychology
Edition: Author(s):
8th Edition John P. J. Pinel
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INSTRUCTOR’S MANUAL Caroline Olko Nassau Community College
Biopsychology 8/e
John P.J. Pinel University of British Columbia
Table of Contents
________________________ ___________________ Biopsychology as a Neuroscience: What Is Biopsychology, Anyway? Evolution, Genetics, and Experience: Thinking about the Biology of Chapter 1 Chapter 2 Chapter 3 of the Nervous System: Behavior Anatomy Systems, Structures, and Cells That Make Up Your Nervous System Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10
Neural Conduction and Synaptic Transmission: How Neurons Receive and Send Signals The Research Methods of Biopsychology: Understanding What Biopsychologists Do The Visual System: How We See Mechanisms of Perception: Hearing, Touch, Smell, Taste, and Attention: How You Know the World The Sensorimotor System: How You Move Development of the Nervous System: From Fertilized Egg to You Brain Damage and Neuroplasticity: Can the Brain Recover from Damage?
1 12 23 30 40 52 63 72 82 91
Chapter 11 Learning, Memory, and Amnesia: How Your Brain Stores Information
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Chapter 12 Hunger, Eating, and Health: Why Do Many People Eat Too Much?
113
Chapter 13 Hormones and Sex: What’s Wrong with the Mamawawa?
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Chapter 14 Sleep, Dreaming, and Circadian Rhythms: How Much Do You Need to Sleep?
134
Chapter 15 Drug Addiction and the Brain’s Reward Circuits: Chemicals That Harm with Pleasure
145
Chapter 16 Lateralization, Language, and the Split Brain: 158 The Left Brain and the Right Brain of Language Chapter 17 Biopsychology of Emotion, Stress, and Health: Fear, the Dark Side of Emotion 172 Chapter 18 Biopsychology of Psychiatric Disorders: The Brain Unhinged
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Chapter 1 Biopsychology as a Neuroscience: What Is Biopsychology, Anyway? Chapter-at-a-Glance BRIEF OUTLINE 1.1 A Personal Introduction (pp. 1–2) 1.2 Course Organization (pp. 2–3) 1.3 The Four Major Themes of This Book (p. 3) 1.4 What Is Biopsychology? (pp. 3–4) 1.5 Biopsychology as a Discipline of Neuroscience (p. 4) 1.6 The Diversity of Biopsychological Research (pp. 4–8) 1.7 The Six Divisions of Biopsychology (pp. 8– 12) 1.8 Converging Operations: How Do Biopsychologists Work Together? (pp. 12–13) 1.9 Scientific Inference: How Biopsychologists Study the Unobservable (pp. 13–14) 1.10 Critical Thinking in Biopsychology: Two Examples of B.S. (Bad Science) (pp. 14–17) 1.11 End-of-Chapter Discussion
INSTRUCTORS ’ MANUAL RESOURCES
TEST BANK
POWERPOINT PRESENTATION
Lecture Launcher 1.1
MC 1–5
Slides 1–3
Lecture Launcher: 1.2
MC 6–12; FI 1
Slides 4–5
Lecture Launcher: 1.3
MC 13–16; FI 2; ES 1 MC 17–33; FI 3–6; ES 2–3 MC 34–48; FI 7–12; ES 4–5 MC 49–51; FI 13– 15; ES 6 MC 52–56
Slides 6–8
Lecture Launcher: 1.4 Lecture Launcher: 1.5 Lecture Launcher: 1.6 Activity: 1.1 Lecture Launcher: 1.7
1 .
MC 57–61; FI 16– 19; ES 7
Slides 9–19 Slides 20–25 Slides 26–28 Slides 29–30 Slides 31–34
Chapter 1 Biopsychology as a Neuroscience Brief Chapter Outline 1. A Personal Introduction a. Training and Teaching Experience b. Research Experience c. Teaching Assistant d. Availability of Instructor and Teaching Assistant 2. Course Organization a. Who Is the Course For? b. Text and Ancillary Materials c. Lecture Format d. Examination Format e. Major Assignments and Due Dates f. Special Learning or Examination Requirements g. Missed Examinations/Assignments Policy h. Final Grades Lecture Launcher 1.1: First Impressions of Biopsychology 3.The Four Major Themes of This Book a. Thinking Creatively b. Clinical Implications c. The Evolutionary Perspective d. Neuroplasticity 4.What Is Biopsychology? a. Study of Biological Bases of Behavior b. Characterized by an Eclectic Approach Lecture Launcher 1.2: Biopsychology Research—More than White Rats and Lab Coats 5. Biopsychology as a Discipline of Neuroscience a. What Is Neuroscience? b. Biopsychology as a Part of Neuroscience Lecture Launcher 1.3: Ethical Issues in Animal and Human Research
6. The Diversity of Biopsychological Research a. Human and Nonhuman Subjects b. Experiments and Nonexperiments c. Pure and Applied Research 7. The Six Divisions of Biopsychology a. Physiological Psychology b. Psychopharmacology c. Neuropsychology d. Cognitive Neuroscience e. Psychophysiology f. Comparative Psychology Lecture Launcher 1.4: Neuropsychology’s Case Studies versus Physiological Psychology’s Experiments Converging Operations: How Do 8. Biopsychologists Work Together? Lecture Launcher 1.5: Studying Brain and Behavior from All Sides 9. Scientific Inference: How Biopsychologists Study the Unobservable Activity 1.1: Making Sense of Eye Movements (use the Perception of Motion module from the Beyond Brain and Behavior CD) 10.Critical Thinking in Biopsychology: Two Examples of B.S. (Bad Science) a. Taming a Charging Bull with Caudate Stimulation b. Prefrontal Lobotomy Lecture Launcher 1.6: Chimpanzees and Mental Illness 11.End-of-Chapter Discussion a. What Was Wrong with Delgado’s claims? b. What Was Wrong with Moniz’s claims?
Integrated Teaching Outline 1. A Personal Introduction Lend the course a personal perspective a. Training and Teaching Experience • • •
How I first became interested in biopsychology (personal anecdotes) Undergraduate training Graduate training 2 .
Biopsychology, 8th Edition c. Acetylcholine • Acetylcholine (ACh) is a small molecule transmitter at neuromuscular junctions, many synapses in the ANS, and at some CNS synapses; it is created by the addition of an acetyl group to a choline molecule. • Acetylcholine is the only neurotransmitter known to be deactivated in the synapse by enzymatic degradation rather than by reuptake; it is deactivated by acetylcholinesterase. Soluble Gas Neurotransmitters d. • • •
This class of recently identified neurotransmitters includes nitric oxide and carbon monoxide. The gasses are produced in the neural cytoplasm and diffuse immediately through the cell membrane into the extracellular fluid and into nearby cells to stimulate production of second messengers. They are difficult to study as they act rapidly and are immediately broken down, existing for only a few seconds.
e. Neuropeptide Transmitters • Peptides are short chains of 10 or fewer amino acids. Over 50 peptides are putative • neurotransmitters ; they are the largest neurotransmitters. Endorphins are an example of a neuropeptide transmitter; they are opiate-like transmitters that are important for analgesia and in the reward systems of the brain. 11. Pharmacology of Synaptic Transmission (see Figure 4.16–4.18 in BIOPSYCHOLOGY) • Drugs that facilitate a transmitter’s effects are called agonists; drugs that reduce a • transmitter’s effects are calledantagonists. seven steps in neurotransmitter action ; the exact • Drugs act upon one or more of the mechanism varies from one drug to another. For example,cocaine is a catecholamine agonist that acts by blocking the reuptake of dopamine and norepinephrine ; whereas valium is a GABA agonist that acts by increasing the binding of GABA to its receptor. • Atropine and curare are ACh antagonists; atropine blocks muscarinic receptors , whereas curare paralyzes by blockingnicotinic receptors . Lecture Launchers (LL) LL 4.1: Electrophysiology and Techniques for Cell Identification Use the virtual lab from the Howard Hughes Medical Institute to demonstrate the technique of intracellular recordings and the measurement of membrane potentials to your students. In a small class, ask one or more students to perform the activities in the virtual lab. In a bigger class, you can demonstrate, narrating while you go along. To save time, have your “leech” dissected before class starts; then you can demonstrate the intracellular recording, response testing, dye injection, and cell identification immediately.
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Chapter 4 Neural Conduction and Synaptic Transmission LL 4.2: Passive and Active Transport across the Neural Membrane Students in an Introductory Biopsychology class often have problems recognizing the differences between passive and active transport of ions across the cell membrane. To access an excellent series of animations that illustrates the differences between passive and active transport across the neural membrane, go to http://programs.northlandcollege.edu/biology/Biology1111/animations/transport1.html. Using this animation, you can illustrate the differences in ATP utilization during active versus passive transport, facilitated diffusion, and the effects of equilibrium on movement of ions. LL 4.3: Listening to Action Potentials
“Hearing” an action potential can help students appreciate their temporal dynamics. Play the two auditory recordings of action potentials located at http://faculty.washington.edu/chudler/son.html.
Activities (A) A 4.1: Modeling the Benefits of Saltatory Conduction To demonstrate the increased rate of conduction gained by axonal myelination and saltatory conduction of the action potential, ask 10 students to come to the front of the class and form two lines (five students in each line) that will represent the axons of two different neurons. Separate each student in a line by about 10 feet. Give the first student in each line a ball; this ball represents the action potential (and the first student in line line, represents the axon hillock). The task of each line (axon) is to pass the ball to the next person in until it reaches the last person in line (i.e., to conduct the action potential the length of the axon to the “terminal bouton”). Students in Line A will represent an unmyelinated axon; they have to walk the ball to the next person in line before passing it to them. Students in Line B will represent a myelinated axon; they can throw the ball to one another (representing saltatory conduction between each node of Ranvier). Unless it is full of butter-fingers, the “action potential” should move much faster, and with less expenditure of energy, in Line B than in Line A—illustrating the two key benefits of saltatory conduction!
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