Wednesday, January 30th-
We will start Anatomy! It has its own page. Please visit it.
Friday, January 25th–
35 Multiple Choice questions. You may use your drug cheat sheet for the test.
Wednesday, January 23rd-
Review Unit 5 problem set
3 long answer questions
***** Thursday is the last day to turn in late work. ******** Some students have not turned in their independent drug project yet!!
Friday, January 18th-
Presentations on independent drug project
Somehow this took all period……
Potential long answer questions for next Wednesday
- please note you may have a notecard and a drug cheat sheet (no other 8.5 X 11 sheet)
I will choose 3 of these questions. You may have a notecard and your drug cheat sheet.
Wednesday, January 16th–
Perception mini lab– Both MDMA (Ecstasy) and Hallucinogens can change a persons perception. We will look at how perceptions can be changed (without drugs) to learn more about how we perceive the world around us.
This lab can be completed on the paper that I give you during class. You may wish to click on this link in order to get to each of the required websites.
Homework: Your independent project is due Friday. You can also work on your Unit 5 problem set. We will review these answers next week.
Monday, January 14th–
Finish question from Thursday about Substance P and Prostoglandins
Pass out Unit 5 problem set and time to work on in class
Start discussion on Ecstasy- mdmalesson_1
Homework: Work on final versions of your independent project (due Friday)
Thursday, January 10th–
OTC Analgesics (Over the Counter Pain Killers)
- acetaminophen, aspirin, ibuprofen
Compare and contrast how different pain killers block pain (including opiates). Know which drug class involves substance P” and which involve prostoglandins. You may want to review the last couple of section of the opiate lesson
OTC Analgesics reading otcanalgesicslesson2019
Homework: Work on Independent Drug Project. Final directions in class
Tuesday, January 8th
Lecture/Discussion on Cannabis
- mechanism of action at a cellular level
- Model what happens to K+ ions when THC binds to a cannabinoid receptor
- Relate K+ to end result of not releasing inhibitory neurotransmitters
Articles and discussion questions included in following word document
Homework: Notes for independent project due Thursday!
Friday, Jan 3rd
THC vs CBD
Mechanism of action (mouse party)
Variables affecting long term outcome (dose, age of user, frequency of use, combinations, genetics, etc)
Homework: Keep working on your independent drug project
Wed Jan. 2nd- Welcome Back!
Today we will look at the 2 step metabolism of ethanol using molecular models.
Review of Ethanol (to help remind you of what we learned before break)
Homework: Start working on your independent project notes. See instructions below. Notes due next Thursday 1/10/19
Winter Break (12/15- 1/1)
If you would like to work ahead, feel free to start on your final project for this class. This project can be completed by yourself or in partners. Partners must be in the same class!
Pick a drug that we have not covered (and will not cover in this class). Look at your drug cheat sheet to remind yourself which major drug families have been covered. After break we will study Cannabis, Non-addictive, over the counter pain medications, MDMA (ecstasy) and the basics of hallucinogens. Most students will choose a particular hallucinogen, since we will not be covering these in great detail during class.
After choosing a drug to study, please email me your choice. I don’t want everyone covering the same drug. We will complete the notes sheet first.
- All notes must be handwritten in short phrases on the instruction sheet provided. Do not include any complete sentences, but instead just include basic ideas
- Cite all sources!!! I am looking for student work (not a cut and paste combination of internet sources).
- Do not move on to the next step until I read your research notes!
Tuesday, December 11th
Next review how alcohol works at How Stuff Works:
- What is the structure of ethyl alcohol?
- Is ethanol fat soluble?
- What is the ethanol content in beer vs. wine vs. “spirits”?
- What influences how fast ethanol gets into the blood?
- What metabolizes ethanol and what are the metabolites?
- What are the effects of ethanol and how do they progress at higher and higher doses?
- What areas of the brain are most impacted (even at low doses)? If you affect decision making centers early on, what could that mean about going from low dose to high dose?
- What are the long-term concerns when a person becomes an alcoholic?
- What underlies the development of tolerance in a steady drinker?
- How Alcohol Works
http://science.howstuffworks.com/alcohol.htm (Links to an external site.) (Review pages 3-9 and 11-13. YES! That’s a lot! But time spent here will minimize time spent on later activities.)
Friday, December 7th
Discuss mechanism of action for opioids. Watch Mouse Party
Work on data, graph and conclusion for Worms on Drugs. Due Tuesday, December 11th. Turn in via One Note
Grading for worms on drugs:
Title/question (2 pts), Background/hypothesis (5 pts), Procedure summary (2 pts) Data (5 pts) Graph of average % change (5 pts) Actual drugs 1 pt, Conclusion/Analysis 10 pts.
Wednesday, December 5th
Worms on drugs!
This cannot be repeated at home. If absent, please arrange to come in soon to do this lab.
Lab available in class.
Monday, December 3rd
The worms did not make it through the weekend 😦
Watch Nova documentary on opiates. I can give you a link to the on-line movie if you missed it in class.
HW If you have not yet read the lesson on opioids please read it carefully (see last week’s post)
Thursday, November 28th–
Periods 1-3 Neuroscience of Addiction My plans for our guest teacher today:
Today we will get ready for our “worms on drugs” lab. It is a short period (due to Bring Joy to a Child) . Pass out labs to the students and have them take 10 minutes to read the lab.
- In their notebooks (or on onenote if they wish) have students complete the title, date and goals for the lab. Then have them watch the short video on how to take a worm “pulse.”
- Answer question 1 based on the video https://www.youtube.com/watch?v=W237f6DhKAo
- Watch the next video and answer question 6 (there is no question 5- sorry!)
- Next class students will complete this experiment. We will have 5 different solutions for the worms. They will be coded A- D. One will be pond water, one will be nicotine, one will be ethanol, one will be an opiate and non-opiate pain killer. Neither the worm nor the student will know which solution is which. All solutions are worm grade (they are such a low concentration that they could not affect a human).
There will probably be time left at this point. Students can start our next lesson, Opiates
Students should include objectives and guiding questions. The guiding questions should be answered in full sentences. Due next class. Students should also complete their “drug cheat sheet” for opiates.
Tuesday, November 27th-
Dr. Susan Hakeman, Psychiatrist will talk to our class about how she treats patients suffering from depression, anxiety and other mental health problems. There will be time for great questions from the audience. Take good notes. Ask questions.
Homework: Take home test unit 4 due next class.
Wednesday, November 21st-
Check HW (caffeine questions)
Introduce Anti-depressants antidepressantslesson2018
This is a copy of a word version of the anti-depressant lesson on the s drive. There is no formal homework for it, but you should read the content and take brief notes on each section of the reading. Today we will cover the following
- Why this is our first non-addictive drug in this class
- mechanism of action, what we know and dont know, why we study it,
- complete drug cheat sheet for anti-depressants
- brainstorm a list of questions for Dr. Hakeman (psychiatrist) who will be a guest on Tuesday, November 27th
- great video summarizing types of anti-depressants https://www.youtube.com/watch?v=pGEQILM7C7Y
HW problem set Unit 4 Stimulants Unit4_ProblemSet2018 due Tuesday, 11/27
Monday, November 19th–
Drug of the Day: Caffeine.
Word Document of the reading: caffeinelesson2_1
In class: We will look at the mechanism of action of caffeine and its metabolites. We will look at the potential benefits (at low doses) of caffeine as well as the risks for sensitive groups. There will be time to fill out the drug cheat sheet for Caffeine.
Quick video- the Science of Caffeine.
Guiding Questions- Answer these completely in your journal. These are long answer questions.
- Caffeine binds to what in the brain? How is neuronal activity changed when caffeine binds (compare this to the ligand that normally binds here)?
- Is caffeine addictive? Careful – what are the criteria for deciding something is addictive?
- Caffeine can be both helpful and harmful. For whom is it helpful and for whom is it harmful?
- What are some genetic and non-genetic reasons for people having different experiences when using caffeine?
Thursday, November 15th–
Drug of the Day: Cocaine (lesson 17)
*cocaine nov 15 see this document for specific classroom activities as well as homework questions
Tuesday, November 13th-
Notes and discussion on mechanism of action of Amphetamines vs Methamphetamines
Video clip (15 min) of Netflix documentary on Adderall, “Take your Pills” which minutes 7- 23. This focuses on the history of amphetamines since the 1930s including the Controlled Substances Act originally made (in part) to help control widespread amphetamine use in the 1960s.
Homework: Questions 2-9 of attached handout .Drug of the Dayamphetamines
Thursday, November 8th-
Your drug cheat sheet will be checked at the beginning of class. You should have carefully read the lesson on Amphetamines in preparation for today’s lesson. Word format of lesson below. The article is “Generation Adderall” from The New York Times Magazine, October 12, 2016. Paper copy in class.
Tuesday, November 6th-
Quick nicotine quiz
Finish protein folding activity from last week
Genetics vs. Epigenetics
* Beery twins story about an enzyme used in the production of dopamine from an amino acid.
- Epigenetics- we will look at this on Tuesday
Extension: https://dpi.wi.gov/sites/default/files/imce/science/HS-Genetics-Task-Beery-Model.pdf More detailed information and an activity involving pedigrees, alleles and interpretation of data. Optional but interesting.
Homework: Read Amphetamine lesson (15) . Fill out drug cheat sheet by Friday.
Friday, November 2nd – no school
Thursday, November 1st–
Review of Genetics (DNA—-RNA—-Protein)
Protein Folding activity- Use the amino acid models (in class) to complete the following activity. This cannot be done at home 😦
If you were absent Thursday please arrange a time to make this up.
Homework: Nicotine quiz on Tuesday. You may use your drug cheat sheet. Only the nicotine section should be filled out at this point. Review by reading the content in lesson 15 (Nicotine) in Unit 4.
Tuesday, October 30th-
Nicotine addiction and genetics-
Why are some people more likely than others to become addicted to nicotine? A look at some potential factors .
Look at the following site: https://learn.genetics.utah.edu/content/addiction/
Click on “genes and addiction”- read this short article and describe the complex interaction between genetic and environmental traits that contribute to a person’s risk of becoming addicted to a drug.
- Next click on “Pedigree Investigator” We will look at a pedigree of a family that has a particularly high rate of nicotine addiction. We will complete a pedigree w/s with this
- Next click on “Discovering Addiction Genes” and read. There is no one gene that can predict whether or not someone will become an addict. Why?
- Once gene that can affect the addiction rates of nicotine users is a CYP protein. Read the following abstract and summarize. https://www.ncbi.nlm.nih.gov/pubmed/11768189
- Finally, we will get out the models of pre-synaptic and post-synaptic neurons that have AcH receptors. We will model an action potential that ends at a synapse also containing nicotine. We will add a CYP enzyme to help break down nicotine and discuss how this enzyme may look different in different people. Genes do play a role in how a drug is metabolized.
Friday, October 26th–
UW tuition due!!! If you want to sign up for UW credit, please do so by today.
Start Unit 4: Stimulants – Read and take notes on Lesson 15- Nicotine, found on the s drive under Auld/Neuroscience. You do not need to take the practice quizzes, or go to any sites other than the “how stuff works” site for nicotine. Add to your class notes this weekend and be prepared to start our lesson on the genetics of nicotine addiction in class on Tuesday.
Lecture/Notes/Reading on Lesson 15: Nicotine. These notes are available in class.
We will be combining Unit 3 (genetics) into the stimulants and depressants units.
Wednesday, October 24th-
Correct and revise problem set questions. Time for any other review questions
Unit 2 test (multiple choice and short answer)
Monday, October 22nd
Lesson 10: Combinations
We will look at potential effects of taking more than one drug. Additive, synergistic, antagonistic and incompatible combinations.
Time to work on Problem set #2 (due Wednesday, passed out last Thursday)
Wednesday, October 17th-
Continue Lesson 9: dosage
What makes a dose effective for one person and not another? (ED50)
How (or if) Lethal Dose (LD50) can be determined
One measure of safety: Therapeutic index (how many Effective doses could be taken before reaching Lethal dose). Examples of drugs with low and high TIs. High TI’s do not mean that the drug is safe in all aspects.
Turn in Enzyme lab!!!!
Homework: Start problem set. Available in class. Due next Wednesday (we need to finish combinations before you can finish that last problems).
Monday, October 15th
Lesson 9: dosage – reading on s drive/auld/neuroscience/index/ Lesson 9
Topics: metric review, individual dosage varies, clinical trials, great example of a new potential pain killer made from snail venom
Homework: practice metric problems (available in class), finish enzyme/squishy food lab (available in class or a link on Oct 11th)
Grading for lab: title/goals (4 pts)
Questions 1- 8 (8 pts)
Data for Part 5, timing how long disks take to float to the surface (4 pts)
Final questions (1-5) on last page of lab. Write in complete sentences. (5 pts)
Thursday, October 11th
Measuring Enzyme Activity- In class
Write up due next Wednesday.
Tuesday, October 9th Lesson 8: Bioavailability
This lesson will mostly be done using the s drive on your computer to access the written content for Lesson 8. See the following word document for details. lesson 8 bioavailability oct 8
Homework: Know how to calculate the 1/2 life of a drug. Describe at least 3 factors that determine how available a drug molecule is to bind to a receptor. Bring a squishy fruit for vegetable for Thursday’s enzyme lab.
Friday, October 5th–
Introduction to Unit 2- pharmacology
7.1, 7.2, 7.3 and 7.4 Atoms, molecules, diagrams and functional groups.
Dynamic lecture on “atoms and molecules that matter” in our class
Build these molecules using models (water, glucose, methyl groups, acetyl groups, aldehydes and hydroxides)
Homework: Read the introduction for unit 2, lesson 8 (on s drive/auld/neuroscience/index/lesson 8) Summarize objectives and vocabulary terms from this page. Dont worry about any videos. They have been blocked
Wednesday, October 3rd
Unit 1 test
Assemble synapse model kits
Start Unit 2: Read introduction story, 7-1, 7-2 and 7-3. This is a brief review of some basic chemistry (atoms, molecules, bonding).
Monday, October 1st
Finish the last bit of Lesson 6 (the addicted brain). Look in the s drive/auld/neurosciene/index lesson 6-4, 6-5 and -6-6 for todays readings.
Correct the study guide, answer any questions that you may have
Homework: Study for Wednesday’s test. Focus on brain parts, divisions of the nervous system, parts of a neuron and how neurons communicate.
Thursday, September 27th –
Lesson 6 The addicted Brain.
Review class content using “S drive/auld/neuroscience/index” Click on 6.2 Addiction Stages. Read content and make note of 4 stages of addiction.
6-3 Biochemistry of Addiction: Why are some people more likely than others to become addicted to drugs? Look at dopamine reward deficiency and relate to various parts of pre and post- synaptic neurons as well as to enzymes.
Unit 1 problem set- available in class. Complete in your journal. 1-12. Due Monday. Unit 1 test next Wednesday (Oct 3rd)
Tuesday, September 25th–
How does a neuron communicate with another neuron? We will model this with our pre and post synaptic models, watch a short 2 minute video, and start a coloring activity that shows each step of the process.
Bozeman Science short video on neuron communication:
Homework: Review your notes. Re-watch one or both videos to review the concepts from class today. Finish your “how neurons communicate” coloring. Be able to describe how a neuron uses electrical and chemical signals to send a message.
Friday, September 21st
Today we will start by modeling the resting potential of a neuron. This is from lessons 4-7 and 4-8. Directions attached.restingneuron
Human Brain Day! Dr. Linda Martin-Morris will be here with human brains from the University of Washington. Today you will respectfully observe the brains.
Wednesday, September 19th
Lessons 4-4, 4-5 and 4-6
Types of Neurons and support cells, structure of a neuron and a neuron at rest. Notes, diagrams, models and a very dynamic lecture 🙂
Homework: Read 4-4, 4-5 and 4-6 and review your notes.
We will have the human brains here on Friday. Write up your sheep brain lab (saving the last questions for after Friday’s class). Use the following scoring guide. Scoring for Sheep Brain dissection
Monday, September 17th
The sheep brains have arrived! You will work in groups of 3 to dissect a sheep brain in class. I will save one brain for absent students. If you are absent you will need to find a time to do the dissection with the other students that missed the lab. See me for details.
All of the major brain parts that you had on your last quiz will be part of today’s lab. In addition we will try to locate and learn about the insula. This is a complex part of the brain that is very important in the study of addiction. Last week we discussed a patient that had damaged his insula (during a stroke) and also lost his addiction to nicotine at the same time. I have included a link to a New York Times article that may help you understand this brain part on a deeper level.
A Small Part of the Brain, and Its Profound Effects – The New York Times
Homework: Finish questions from lab. Organize and distribute labeled photos from the lab to all group members. Organize your work into your journal. This lab is from Dr. Linda Martin-Morris from the University of Washington Lab1BrainsManual
Thursday, September 13th
Lesson 4: The membrane. Read content on 4.1 membrane composition, 4.2 concentration gradients, 4.3 protein transporters
Today we will use foam models to learn about these concepts. You may draw and describe each concept (showing models) or use your computer to take pictures of each model and add a description to the picture.
HW I would strongly recommend reading 4.1, 4.2 and 4.3 to support the concepts that we learned about in class today.
Tuesday, September 11th
Quick quiz on brain structures/Nervous System (from Friday)
Brain Pathways using new devices! Go to: S drive-Auld-Neuroscience-Index-Activity 3.6 through 3.9. Read about each pathway on the S drive. Then go to: g2conline.org (3-D brain) and review any brain parts within that pathway that you feel that you need more information about. Label and sketch the pathway using the brain on the back of the paper.
We will complete the brain pathway sketches (paper available in class) for the following pathways: Sensory, Reticular, Reward, Limbic, Learning.
Homework: Finish the Analysis Questions (1-3) as well as a 3-5 sentence summary of each of the pathways.
Friday, September 7th-
Lecture: Parts of the Brain (Cerebrum, Cerebellum, Brain stem, Thalamus, Hypothalamus, Hippocampus, Amygdala, Corpus Callosum, Meninges
Make a brain hat showing lobes of the cerebrum (name and function)
Why what you see may not be what is there- 3 minute segment of Brain Games season 2, episode 1 activity showing 4 footballs.
Homework: Be ready for quiz on parts/functions of the brain as well as major divisions of nervous system on Tuesday. Highly recommended- watch HHMI Holiday lecture #1 “Making your Mind” http://media.hhmi.org/hl/08Lect1.html?_ga=2.117614409.1903775314.1536255933-118625299.1531864452
Wednesday September 5th
Review homework from Friday
Learning about the brain by brain damage, classic cases of brain damage, and mapping the brain.
Start Lesson 3: The brain. Hopefully this word document is easily accessible on your new devices. I will also have paper handouts in class. This contains readings, links to videos and a suggested app for your phone. It will be used for Wednesday and Friday’s class.
Friday August 31st, 2018
Check homework (biodots data and intro questions taped into journal)
How drugs work (a very simple overview using enzymes as an example)- model with foam enzymes, blue “drugs” and green or orange biomolecules
Lesson 2: The Nervous System (N.S.)
- Notes on the Organization of Nervous system (central/ peripheral), parasympathetic vs. sympathetic. Go back and look at biodot data. Try to explain your results using your new knowledge of parasympathetic and sympathetic systems.
HW Read Lesson 2: Nervous system pages 1-3 and look at cool diagram on page 4. Anwer guiding questions #1-3 and define key terms (right under questions). Due next Class (Wednesday).
Wednesday, August 29th, 2018
Welcome to Neuroscience of Addiction!
Today we discussed the basic outline of the class and looked at some myths vs truths about drugs. This was followed by some questions about the difference between drug abuse vs. drug addiction. We also talked about whether or not drug addiction is a disease.
Homework due Friday:
Bio-dots: record the color of your bio-dot sticker that you were given in class today. Did the color change during different activities throughout the day? What might this sticker indicate? Could it relate to the study of brains? Record observations in your journal. 5 pts
Introduction questions- tape these questions in your journal and answer in complete sentences. You have limited knowledge about drugs at this point so points will be given for effort and thoughtfulness. 5 pts
Monday, January 22nd– The final.
You may use your drug cheat sheet to write anything about the topics listed on that sheet. Everything must be handwritten but you may print out a new copy if you wish to add more info about any section.
Drug Cheat Sheet : cheatsheet
Study Guide: (Informal) – Review unit 1-4 tests. The final will include the following topics:
- Basic brain parts
- Basic parts of a neuron
- How neurons communicate with each other (Na+/K+ /Cl-/Ca+) are all ions that are important in this process.
- Neurotransmitters commonly used in this class (Dopamine, Seratonin, Glutamate, GABA, AcH)
- Reward Pathway- and things that influence it
- Drugs on “cheat sheet” How each of these drugs affects neuron-neuron communication
- Why dose, age, method of administration, and frequency matter! Example: chewing coca leaves during religious ceremonies vs. snorting cocaine, vs. smoking crack cocaine. Short and long term outcomes of each. Example 2: 5% THC joints vs. 50% THC “oil” used in edibles. Possible Short and long term outcomes of each
Thursday, January 18th- Individual projects due! Class presentations (for extra credit).
If there is extra time you may use that to work on your study guide.
Tuesday, January 16th–
Problem set 5- these are good practice problems for the final that focus on depressants. I will have an answer key up on Thursday to self- correct.
Lab 7: Limits of Perception The last unit (and the topic of most of your presentations) is on Hallucinogens. These drugs alter a person’s perception. Today we will complete a (mostly) on-line activity on the limits of perception. It is in Canvas, under “assignments, Lab 7” or lesson 25-8. I have already set up the lab materials necessary to complete this.
Thursday, January 11th–
Library work day. Meet with me to grade/discuss your notes for independent project. Sign up to present (up to 10 e.c. points) If you are researching the same drug as another presenter, please arrange to present different topics. For example- if one of you is going to focus on genetic differences and metabolism, the other may focus on benefits or dangers associated with the drug. You will turn in your entire project for grading but focus on part of it for the presentation (so we don’t hear the same report 3 times….)
Tuesday, January 9th- 65 minute periods today
Last drug of the day: Cocaine.
Watch Mouse Party- complete drug cheat sheet for Cocaine. One of the easiest mechanisms of action. Cocaine blocks the re-uptake of dopamine back into the pre-synaptic neuron from the synapse.
How different types of cocaine results in vastly different outcomes.
How dose, age, method of administration and frequency of use affect outcomes.
Friday January 5th-
Drug of the day: OTC analgesics (over the counter pain killers)
NSAIDS (non- steroidal anti-inflammatory)- including aspirin and ibuprofen
* how they work by inhibiting Cox enzymes and therefore minimizing the production of prostaglandins which are associated with inflammation and pain
Acetaminophen – another effective OTC painkiller but not anti-inflammatory
Class activity: Each group will look at an individual “mini lesson” from within the reading and then present to the class using white boards
Homework: When you have turned in your notes for the independent drug activity (and you get these notes back) please start working on the write up for your project. This will be due on Tuesday January 16th. See file folder for extra instructions
Wednesday January 3rd–
Last chance to turn in “take home test” from unit 3/ stimulants (due before break)
Start “Ethanol” – Use models to complete the metabolism of ethanol in 2 steps with 2 enzymes. Complete drug cheat sheet on ethanol.
HW: Read the ethanol handout carefully. Answer the following question (3 paragraphs )
- How does dose, age of user and frequency of use affect the long and short term outcomes of alcohol use?
Friday December 15th
Drug of the day: Still Cannabis
HW Optional- start thinking about independent drug project. Details available in class. Required: Reading on Ethanol/guiding questions
Monday December 11th and Wednesday December 13th
Drug of the day: Cannabis
What we know. What we don’t know and how we will soon learn (a lot more) about this drug. Specifically we will look at age of user and dosage of THC. Wednesday: Poster assignment (details in class, due in class).
HW: Take home quiz on drugs so far. Due Friday
Wednesday December 6th–
Dr. Susan Hakeman- guest speaker. Dr. Hakeman is a local psychiatrist (and parent of SHS student). She will discuss what we know and don’t know about anti-depressant as well as their role in the treatment of depression. Depression is not always treated with medications.
Take good notes. Ask good questions.
HW Cannabis Reading- answer the guiding questions and fill out drug cheat sheet.
Monday December 4th- Worms on Drugs! Our worms have arrived early
We will look at the effect of nicotine, ethanol, opiates, NSAIDs on the heart rate of worms.
HW: Write up lab. Read the handout on anti-depressants. Dr. Susan Hakeman will be our guest speaker on Wednesday. Answer guiding questions.
Thursday November 30th–
Guest Speaker: Dr. Tony Gargano- internist at PeaceHealth will discuss ACES and their role in health care.
Take good notes, ask good questions
HW Have drug cheat sheet up to date for Monday
Tuesday November 27th–
Drug of the Day: MDMA (ecstasy, Molly..)
- check off hw (fill out drug cheat sheet for MDMA)
- Mouse Party- MDMA- how does MDMA work? What part of the brain is affected?
- Relative Safety of MDMA- how does it rank compared to other drugs? What about MDMA makes it dangerous? Is it the dose? The purity? The mechanism of action? The neuropathways it takes?
- NIDA- neurobiology of MDMA https://www.drugabuse.gov/publications/teaching-packets/neurobiology-ecstasy/section-ii
HW Opiates- read packet and answer guiding questions 1-5 in journal. Include the questions in your answer for full credit. Dr. Tony Gargano will be our guest speaker next class. He will talk about ACES (adverse childhood experiences) as a risk factor for addiction- opiates in particular.
Wednesday November 22nd-
Drug of the day: Amphetamines- Quick review of reading, especially mechanism of action. This is different than other drugs that we have seen so far. It acts on the pre-synaptic neuron. Model this.
Questions to think about: Amphetamines include everything from Adderall to Methamphetamines. How can this class of drug includes drugs that are extremely dangerous for everyone as well as drugs that are quite safe for others? Focus on dosage, number of methyl groups and NT availability of different people.
In class: Mouse Party (University of Utah), Adderall article and interview with meth addict.
HW Read/ about MDMA (ecstasy) and fill out drug cheat sheet on this drug mdmalesson_1
Monday November 20th-
Drug of the day: caffeine Questions (answer in journal) Drug of the Daycaffeine
Copy of reading (word document) from Canvas: caffeinelesson2_1
Homework: Read and answer questions for amphetamine lesson (Wednesday)
Thursday November 16th–
Nicotine lesson in class. Discuss half life, mechanism of action, variation of effects, etc about Nicotine from Tuesday.
Reading: E-cigs. Looking carefully at the liquid (especially flavored ) that is used in e-cigs. What we know and don’t know about aldehydes in the liquid and what happens when they are heated.
HW take home test genetics
Tuesday, November 14th
Lesson 15: Nicotine (handed out to class)
Tape this lesson guide in your journal. Log on to Canvas to find the information needed to answer guiding questions/objectives and define the vocabulary. You may use as few or as many of the links as you need to gain understanding of the main ideas. I have added a link that contains a word document of the Nicotine lesson (in case of Canvas log in disasters). Nicotinewordfile
- Receptor (nAChR)
- understand how nicotine in tobacco works at the level of the molecule, the neuron, the brain, and behavior;
- relate the properties of nicotine (such as half life, tolerance) to molecules with which nicotine interacts;
- How can genetic differences influence drug experience?
- weigh risks and benefits of this drug in a knowledgeable way that assists in wise decision making.
- Guiding Questions
- What makes this drug rewarding?
- Do all reinforcing drugs act at the same brain site? If yes, where? If not, where?
- Is activation of the DA reward system the only mechanism of reinforcement?
Unit3 genetics problem set solutions will be discussed on Thursday. – The genetics test will be a take home test (not in class). Notes can be used. Friends cannot.
Thursday, November 9th
Review HW on pedigrees and Punnett squares.
Protein Folding Activity (How DNA influences order of amino acids and how this order determines shape of protein made)
Protein Folding diseases (What happens when DNA has the wrong code, and therefore the wrong amino acid ends up in a protein and affects the shape). https://ghr.nlm.nih.gov/condition/cystic-fibrosis
HW Problem Set Unit 3 unit3genetics2017
Tuesday, November 7th
NeRDs presentation from WWU (neuroscience research driven student interest group) presentation on stimulants- specifically methamphetamines and caffeine. Take good notes, ask good questions.
HW a review on genetics, including pedigrees and punnett squares. Available in class (hanging folders- titled “Brunner syndrome” This is an abstract from primary literature. It is supposed to be difficult. Take notes on the paper and complete the questions. See me if you need review on sex linked punnett squares. Due Thursday
Friday, Nov 3rd purple day (or white day?) No school, play in the snow
Thursday, Nov 2nd– Huge review of genetics. Traits determined by one gene. Practice with single trait punnett squares. Traits determined by two genes (polygenic) Practice with two trait punnett squares (16 squares using FOIL method)
Tuesday Oct 31st– DNA, histones, acetyl groups and methyl groups. University of Utah activity on epigenetics. How DNA is packaged determines how likely the DNA is to be transcribed and translated into a protein.
all of your DNA = entire recipe book
single gene = 1 recipe for a particular protein (pie example)
RNA= a copy of a specific recipe for a protein.
protein= the product that is made when the ribosomes read the RNA and assemble amino acids in a particular order to make a protein.
HW: Finish punnett square practice and finish pedigree investigator from University of Utah’ s Learn Genetics
Friday, October 27th–
Questions on Problem Set #2- discuss in class
Test- Unit 2 pharmacology
Start Unit 3- Genetics
Review of Central Dogma of Biology (DNA- RNA-Proteins) using the analogy of G-Pearl’s berry pie – notes in class
Wednesday, October 25th
Lesson 10- Combinations
How drug effect changes when drugs are used together. Additive, Synergistic, Incompatible, Antagonistic
Monday, October 23rd
Lesson 9- dosage
Dose matters. Lecture on ED50, LD50 and how to calculate TI (therapeutic index- which is one way to measure a drug’s safety).
Clinical trials- how new drugs come to market. Example: Viaskin’s peanut patch. Stage 3 clinical trial results were released last Friday. What it means for the future of this “allergy vaccine”
Practice: Problem set Unit 2 (due Friday), Metric Fun practice and an optional study guide with all of the topics included in this unit.
Wednesday, October 18th
Lesson 8- Bioavailability, entry into body is not uniform: focus on blood brain barrier and how/why molecules cannot usually pass through this. Ted Talk. Dr. Olsen from Seattle’s Childrens hospital talks about using tumor paint to not only mark every cancerous cell but to hopefully treat just the cancer cells with chemotherapy in the future. Also– discussion on using microbubbles to break BBB
Monday, October 16th
Discuss results of Enzyme Lab and review Lesson 7 (functional groups- including amines, hydroxyl, aldehyde….
Check out Textbook
Lecture- Lesson 8 Bioavailability- notes on pathways to the brain (of ingestion, injection, snorting, smoking/vaping) Drug circulation is not uniform throughout body, metabolism of drugs (enzymes)
Homework: be ready for a quiz on the lesson objectives for lesson 7 and 8
Thursday, October 12th-
Lesson 8 (I hope that you brought this paper copy home- otherwise read through using canvas)
Enzyme Lab in class
HW: watch the following videos to help you understand 8-2
Tuesday, October 10th–
Lesson 7 continued (you have a paper copy of this and its available on CANVAS)
- omore more
- more work with functional groups (identify within a larger molecule, how are they important when studying drugs)
- drug (molecules) bind to: receptors, recycling transporters, enzymes
HW Read lesson 8 (on canvas or paper copies available) Write objectives of this lesson. Be ready for enzyme lab next class
Friday, October 6th
Homecoming schedule/shorter classes
Start Unit 2: Pharmacology
Review (or intro?) of functional groups. Build functional groups (using models)
Review 4 major biomolecules (proteins- made of amino acids, lipids, carbohydrates, genetic material). Why are they important in our class?
Wednesday October 4th
Problem set due, Unit 1 test
Approximately 75 points. Multiple choice, labeling, short answer and long answer.
Monday October 2nd
Lesson 6: The addicted Brain
Stages of Addiction, (Initiation, Continuation, Cessation, Relapse)
Addiction’s Hallmarks (what qualifies a drug as addictive) – stimulates reward pathway, leads to tolerance, leads to dependence.
Doc Linda mini lecture: https://uweoconnect.extn.washington.edu/public_biochemistryaddiction/
Thursday Sept 28th
How does a neuron know when to fire? Looking at excitatory and inhibitory neurotransmitters.
Brain Day! Observe, hold, ask questions. We will have human brains, spinal cords, meninges in the courtyard today.
HW Color/describe each stage of neuron neuron communication (due Monday)
Tuesday, Sept 26th
- Model action potential (electrical) and release of NT (chemical) into synapse using foam models on board
- University of Utah Learn Genetics website (Basic Neuroscience intro)
- Complete: Neurons transmit messages, mad mad mad neuron, crossing the divide and other brain cells (go to this site and complete each activity)
- Homework: Finish review of brain pathways (single handout) due Thursday
Friday Sept 22nd
Guest teacher today-
Quiz on lesson 4 (membranes)
Hand out study guide for Unit 1 test (probably a week from Thursday)
Problem Set (due on day of test)
HW Read lesson 5-1 through 5-3 to prepare for next class.
Wednesday Sept 20th–
In class: Modeling a resting potential and an action potential (distribution of Na+ and K+ ions across the membrane of a neuron axis). Include 2 sketches and work through as many questions as you can.
HW: Lesson 4 on Canvas. Be familiar with all lesson objectives. Answer the guiding questions. There will likely be a short quiz on Friday.
Check Skyward to make sure that your brain lab and take home quiz were graded! Turn in by Friday if you forgot.
Monday Sept 18th-
Super Dynamic lecture on membranes, membrane proteins and diffusion across a membrane. If molecules are going from a high concentration to low concentration then passive transport is used. If molecules are going against the gradient (low to high) then active transport is needed. This involves ATP (energy)
Wednesday Sept 13th–
Finish Lesson 3- (Limbic, learning, sensory and reward pathways)
Intro to membranes using phospholipid models
HW Due Monday CANVAS 4-1 (questions) 4-2 (notes) and 4-3 (notes)
Monday Sept 11th–
Sheep Brain dissection day! Dissect in class and complete write up.
HW take home quiz on lesson 3 (brain) You may use notes but not friends. Be honest. See what you know and what you still need to learn. Due Wed. 9/13
Thursday Sept 7th-
Quick quiz on brain parts from last class. (7 pts)
Brain Pathway activity using wikki stix and diagrams. Reflex pathways and sensory pathways. Compare and contrast structures needed for both.
Tuesday Sept 5th–
Continue working on Lesson 3. Focus on parts of the brain (cerebrum, cerebellum, brain stem, corpus callosum, thalamus, hypothalamus, meninges)
Brain imaging example of patients on drugs/vs no drugs (PET and MRI) Homework: finish reading Canvas lesson 3-5 and 3-6 on brain pathways
Thursday August 31st
Quick quiz on organization of Nervous System (see tues notes)
Lesson 3: The Brain
What we first learned about brain parts (from injuries)
Make a brain hat with all major lobes of brain
HW Canvas– read lesson 3.1 – lesson 3.3 Practice quizzes are encouraged (but not graded) You may choose to take notes but they will not be graded. I would also recommend reading the 4 page handout that discusses the parts of the brain. This will prepare you for Tuesdays brain part lecture.
Tuesday August 29th, 2017
Unit 1 Lesson 2 Nervous System organization. We will be looking at several websites, as well as lecture notes when discussing the following questions. Reading 1-2 (unit one, lesson 2) ahead of time will be helpful. Be familiar with the following terms: central nervous system, peripheral nervous system, autonomic vs somatic nervous system, sympathetic and parasympathetic systems (part of autonomic).
- What does the nervous system do (what is unique about this system)?
- What are the parts of the central nervous system?
- Based on the percentage of our body weight that is brain, is our brain important?
- What are the parts of the peripheral nervous system?
- How are these “parts” different from the parts of the central nervous system?
- How is the autonomic nervous system divided?
- What is the function of each part of the autonomic nervous system?
Friday August 25th, 2017
We will sign up for CANVAS, which will be the on-line resource that will contain the content for this class. I will assign sections to read for each class period. You do not need to complete all questions and practice quizzes, but they may be very helpful when studying for quizzes in class.
Homework: Read/Explore Unit 1, lesson 1 Introduction on Canvas. Be able to answer all 4 guiding questions that we discussed in class on Friday. Do not spend any more than an hour exploring this section.
Wednesday August 23, 2017
Welcome to Neuroscience of Addiction. In this class we will look at how psychoactive drugs affect the brain. This is a dual credit class. This semester you have the option of earning a .5 science credit from SHS along with 5 quarter credits from the University of Washington. If you are interested in earning the UW credit please look at the following address: http://www.uwhs.washington.edu
Our class is up and running on CANVAS. This site contains all of the content for on-line version of this class as offered at University of Washington. We are not offering this as an on-line class but will use CANVAS to access readings, practice quizzes, videos and labs. I would like you to go to the following address:
You may need to cut and paste this address. Enroll as a new student. Once you get to the CANVAS site you will need to provide email information and finish enrolling by checking your email account for password information. The course title is: BIO 100. If you can successfully do this please send me an email (email@example.com)
** Please enroll using your real name. I will delete all students that I cannot identify as students in our class.
Last year’s blog…..
Alcohol abuse- news stories about current rates of use in the U.S.
ethanolarticlesjan15 group discussion (see instruction in word document)
Friday 1/13/17– Independent drug project due!
Ethanol lecture day- complete drug cheat sheet for Ethanol
ethanol-jan-13 in class notes
HW: Chapter 9: Drugs and the Human Body pgs 238-248 and
Intoxication lab lab6intox
Tuesday 1/10/17 Finish Cannabis lecture, start Ethanol intro including Mouse Party
- Please note that ethanol does not actually attach to a receptor
Monday 1/9/17– Lecture: Cannabis- notes available in class.
Introduction to Cannabis. I will use the example of Cannabis to show you how your independent drug project will be formatted.
Grading for Independent Drug Project (final project due: 1/13, notes due 1/6) independent-drug-assignment
Research day for independent drug project (in computer lab 109)
Happy New Year! Today we will finish learning about opiates. Opiate of the Day: Fentanyl. This drug is often combined with Heroin as well as illegal varieties of pain killers made to resemble Percoset, Oxycontin or Vicadin. Many Opioid overdoses involve Fentanyl. Because Fentanyl binds more tightly to opioid receptors and has a longer 1/2 life, Narcan may or may not be capable of reversing an overdose.
Start Independent Drug Project (notes due Friday- available in class)
Thursday and Friday 12/15 and 12/16
Opiates – Mechanism of action, addiction of, lethal dose (changing with time), metabolism of , long term neuronal changes in opiate users, medicinal uses of opiates
Homework over break: Read Lesson 21 on Canvas and take practice tests. Complete drug cheat sheet section on opiates.
Read lesson 23: ethanol (Canvas) and be able to describe how the mechanism of action with alcohol is different than any other drug that we have talked about so far.
Turn in worms on Drugs lab (see last Thursday for grading)
Stamp homework from Friday
Lecture: NSAIDs * notes available in class
Read and Discuss article on Celebrex safety (a COX 2 inhibitor) – challenges with this large scale, long term study on safety of NSAIDS
Homework: find a local article about opiates in the news. Print and bring to school tomorrow (5 pts)
Monday/Tuesday 12/12 and 12/13 Snow Days
Thursday/Friday– I don’t see you either of these days. (Friday is a purple day)
Write up your lab!
Reading- Text 351, 352 (NSAIDA) and 365 (cox-2 inhibitors) and take notes. Include benefits and dangers of these drugs
Correct Problem Set 4 in class
Correct/Review 3 mechanisms of action for anti-depressants
Guest Speaker: Dr. Susan Hakeman- Psychiatrist will talk about treating depression
Tuesday 12/6/16– Write up Worms on Drug lab. – due Monday
Title/Question- 2 pts
Procedure – 2pts
Data- 5 pts
Graph of average % change – 5 pts
Actual drugs (key a-f)- 1 pt
Conclusion/Analysis 10 pts – Did your results support your hypothesis (give data) Use your knowledge of drugs to explain your results. This should be approximately 1 handwritten page.
Worms on drugs.
*nicotine, ethanol, epinephrine, opiates, caffeine and pond water
Homework: Read Canvas 20-1 through 20-4 Describe 3 mechanisms of action for anti-depressants
MDMA – schedule 1 drug. What we know and don’t know about the effects of this drug
Purity of (or lack of)
Mechanism of action
Homework: Read the rest of lesson 19 and take practice quizzes. Update your drug “cheat sheet” through MDMA
Lecture on Amphetamines- structure, function, neurotransmitters involved, similarities and differences with cocaine
HW Read 19.1- 19.4 on Canvas (Intro to MDMA/Ecstasy)
Wednesday 11/23/16 Periods 1 and 3 block day- Article on Adderall abuse in the college population.
Tuesday 11/22/16 periods 2,4,5,6 (no class)
Drug of the day: Amphetamines
In class: Meth mouse (mechanism of action)
Use text (Liska) pages 192-202 on amphetamines and answer questions 8-12 on page 218 in text. Finish for homework as necessary.
Drug of the day (s): Cocaine (Lesson 17 on Canvas)
- This is the link to an interesting article/interview of Carl Hart’s research on Cocaine addiction
- Read the article and take notes in their journal.
- Answer the following individually but while in a group of 3-4:
- What about the article is contradictory to what we have learned in class.
- Do you believe that Hart’s methods follow the scientific method?
- Why do you think that “addicts” were able to abstain from drugs in his study?
- What questions would you ask Hart about his study?
- If Hart’s study seems valid, why do we have so many drug addicts?
HW Read lesson 17 and complete all practice quizzes.
Wednesday 11/16/16 C Day (periods 1-6)
Review last night’s homework (5 pts) on caffeine
Intro to cocaine: Lesson 17 Canvas. Look at mechanism of action (Mouse Party interactive) and Doc Linda’s presentation on cocaine.
Caffeine (lesson 16)
Binding, 1/2 life, metabolism, side effects, genetic variations, TI, medicinal uses
Check out Liska Textbook and leave at home (I have class copies)
HW Text (Liska) 7.12- 7.15 (pgs 202- 208) and Questions 13-16 (on pg 118) in your journal due tomorrow.
Nicotine- day 3. Be able to explain why nicotine is so addictive even though its not the drug that produces the most euphoria. Why are overdoses with e-cigs so much higher than with regular cigarettes? (Think toddlers) What is the difference in nicotine content between an entire cigarette and the amount consumed while smoking?
HW Canvas: Lesson 16 Caffeine
Read/Notes on 16-1 through 16-5.
Friday 11/11- Veterans Day- no school
Wednesday November 9th–
What makes an article reliable?
Looking at what we know and don’t know about vaping. Review three articles from Science News. Focus on the effect of heating on the amount of aldehydes produced in the vapor. How are the vaping liquids regulated? What is in the liquids? Is vaping non-nicotine (but flavored) liquids still a health hazard?
HW- Read of lesson 15 on Canvas. Complete at least 2 of the practice quizzes (will not count in grade- just practice)
Tuesday November 8th–
Unit 4- intro to stimulants
Lesson 15: Nicotine
Monday November 7th-
Review for Unit 3 test
Correct/discuss Problem set
Hand out Take home test for Unit 3- genetics
Wednesday Nov 2nd : Pedigree investigation from University of Utah
Using family histories to look at possible genetic links to nicotine addiction.
A rare allele: Brunner syndrome
Looking at a genetic syndrome that is linked to alcoholism and aggressive behavior
brunner-syndrome HW finish questions about this pedigree at home
Protein Folding Diseases- Sickle Cell Anemia and Cystic Fibrosis are 2 inherited (genetic) diseases that are caused by a single misfolded protein. Lesson attached
Friday 10/28/16 – Single gene inheritance. Punnett squares revisited. Notes and homework are attached. You will need this information for the genetics of addiction. Don’t worry. It will all tie together soon!
HW (from above) due Monday. We will finish protein folding next week.
Single gene inheritance. Sometimes a single gene can affect the drug response. An example of that is with the simple aquatic worm, C elegans
Think of how a single gene (the recipe for a single protein) can affect how a drug could be metabolized?
See Canvas 12-6 Virtual Lab, “Food Race” Complete lab and attached homework.
HW Finish lab write-up
Protein Folding activity– taking a string of amino acids and fold according to chemical characteristics. Change the order of amino acids and fold again. How does the shape of he protein change? Why does it change? Why would the shape matter?
Using Models to explain transcription and translation. (DNA- RNA and RNA- protein)
Example: “Help! I ate a cube of butter! I need to make some lipase, quick!!” Explain how to make lipase using the terms needed to describe transcription and translation. (homework)
Review of DNA- RNA – Protein (transcription and translation) using models.
Great video of transcription and translation (Bozeman science)
Super Wednesday- short classes today
- Discuss learning/questions from yesterday’s NeRDs presentation
2. Genetics vs. Epigenetics/Environmental factors- influences on addiction
3. Ted Talk, “Everything you know about Addiction is Wrong,” by Johann Hari
Do you agree with what Johann Hari says about addiction? Is it an oversimplified solution? Do any of his main points support what we already know about the genetics of addiction? Do you think he has (any) scientifically valid data?
Homework: DNA coloring (available in class). On the coloring answer the following:
- Where is the DNA (in the cell)?
- Circle a nucleotide and label
- Which part of DNA contains the code? Underline part of the code
- How is DNA related to RNA and Protein?
Canvas: 11-1 through 11-5 contains content that may help you answer these questions
The NeRDs (neuroscience research driven students) from Western will present, “The genetics of stimulant use and addiction” This will focus on the pathways of caffeine and methamphetamine as well as the epigenetic and genetic influences of each drug.
Unit 2 test (Pharmacology)
Friday 10/14– Purple Friday- no school
Lesson 10 – combinations
Read 10-3 through 10-6 and find 2 drug interactions that result in increased effectiveness of drug and 2 drug interactions that result in decreased effectiveness of the drug. These include: additive, synergistic, incompatible and antagonistic reactions. We will compare and contrast them as a class.
Homework: Problem set Unit 2 complete all problems by Monday. We will correct these before taking the test on Monday. unit2_problemset
Unit 2 study guide: Make a notecard/notes sheet to review for Monday’s test (See Canvas at the end of lesson 10 for a copy of this)
Lesson 9 Dosage. Finish this lesson by calculating TI (therapeutic index) of various drugs. This is an important topic when discussing the relative safety of prescription, over the counter and illegal drugs.
Monday 10/10/16 –
Start lesson 9 Dosage- spend some time looking at Canvas. The effective dose of a medication depends of age, metabolism, body mass, history of drug use, and previous drug use. The lethal dose of a medication is also dependent on these same factors. You will need to calculate the effective dose, lethal dose and therapeutic index by the end of this lesson.
Metric system review (in class) metric-fun
Finish lesson 8- factors affecting bioavailability of drugs in the synapse including whether or not it can cross the blood brain barrier.
Cool new medical breakthroughs involving getting life saving drugs through the blood brain barrier and to the brain.
The Beery twins (the story of dopamine and serotonin) https://www.youtube.com/watch?v=yUQFHecs8EQ
Dr Jim Olsen’s work on pediatric brain cancer treatment using Scorpion toxin. Great Ted Talk https://www.fredhutch.org/en/diseases/featured-researchers/olson-jim.html
Homework: Lab journal check on Monday (Catalase lab)
Read through lesson 8 on Canvas and come to class with 3 questions that you still have about bioavailability
Enzyme Lab Day- look at how temperature and pH affect the enzyme catalase of several different foods.
See attached lab (also available in class) lab2enzymes-1 * modified by Mari Knudsen of Lynden High School.
Lesson 8 – bioavailability
Discuss factors that influence how long drug molecules stay in the body. This includes: method of administration, influence of the blood/brain barrier, effectiveness of metabolic enzymes, and half-lives of the drugs themselves.
HW: Canvas Lesson 8 has lots of resources for this lesson. I would highly suggest reading through each of these activities. Lesson 8-3 contains the “method of administration” interactive video.
Lesson 7- Molecules (part 2)
Finish discussing 5 functional groups and their relationship to drugs. Notes available in class
Pass back tests. Test corrections due next Wednesday. For each incorrect question include question, correct answer and how your understanding has changed. Attach this to the test and return both to me.
Start Unit 2- Pharmacology- notes on biological molecules (fats, proteins, carbohydrates, vitamins, DNA) and build functional units (methyl, hydroxyl, aldehyde, acetyl and amine)
HW If you do not have a strong chemistry background please spend time on CANVAS 7.1, 7.2 and 7.3. There is nothing required to turn in, but you are expected to have a basic understanding of atoms (especially Carbon, Hydrogen, Oxygen and Nitrogen) as well as how atoms form molecules. There are several good tutorials included in these lessons.
Correct Problem Set and turn in
Last minute questions on Unit 1
Unit 1 test
No HW tonight
Lesson 6: (6.3) The biochemistry of addiction
HW- be ready for tomorrow’s unit 1 test
Lesson 6: The addicted brain. How/why do some people become addicted?
Homework: Problem set for unit 1 unit1_problemset Due Wednesday
Complete answers in your notes journal
Part 2: The synapse. On Wednesday we discussed one type of neurotransmitter that bonds to a receptor on the post synaptic neuron. This resulted in Na+entering the post synaptic neuron through a gated channel and if the cell became positive enough, the electrical signal (action potential) would travel through the axon. These are called excitatory neurotransmitters
Today we will look at neurotransmitters that cause Cl- gates to open. This results in the cell becoming even more negative, (hyperpolarized) and even further away from an action potential. These types of NTs are called “inhibitory neurotransmitters” and prevent a message from continuing across the post synaptic neuron.
HW continue working through lesson 5. Review page 1 of lesson 5 to see if you know all vocab and objectives. Pick up a study guide on Monday.
Human Brain Day!
Doc Linda will be here to share some human brains from the UW medical school collection. She will allow you to examine the brains and spinal cords and will be available to ask questions. We will also discuss similarities and differences in human and sheep brains.
Lesson 5: The synapse. We will watch a short video, demonstrate with models, sketch and discuss how neurons communicate at the synapse using neurotransmitters.
HW Start reading Lesson 5 . You should be very familiar with all vocab and guiding questions from the introduction page by Monday.
Use model kits to photograph the 7 stages involved in the action potential. This will include Na+ gated channels, K+ gated channels, Na+/K+ pumps and ATP.
Notes on resting potential. Including descriptions of Na+ and K+ concentrations inside and outside of the neuron at rest.
HW Read Lesson 4.7 on resting potential and action potential on Canvas
Send your parents to Parent Night at 6pm!
Electronic copy of syllabus (given to parents) welcome-to-neuroscience-of-addiction
Finish membrane models from Tuesday
Set up “Modeling the Resting Potential” from the synapse kit. This is an introduction for how neurons communicate. It may seem tedious today but it is an essential concept when discussing neuron/neuron communication and how drugs can interfere with this communication.
Homework: Read Lesson 4 on Canvas. Yes, all of it. Almost all of Lesson 4 is review at this point. You do not need to turn anything in, but focus on parts of the lesson that you may need to review.
Tuesday 9/13/16– Continue work with membrane models. Make a concentration gradient showing how water flows into the cell through the aquaporin. Introduce the glucose channel (glut1) and demonstrate a concentration gradient showing how glucose enters cell.
Review UW in the High School course materials and make available to students. Registration due October 28th.
Monday 9/12/16– Start membranes (lesson 4 on CANVAS)
Composition of membranes, focusing on chemical characteristics of phospholipids and how they behave in water. We use foam membrane models for this inquiry based activity
Review homework and get stamped (pathways from Friday)
No hw tonight
Small quiz: parts of the brain and their function
Brain pathways (Lesson 3-5 through 3-9 on CANVAS)
Lab 1 : Big, beautiful brains
Part 2: Sheep brain dissection.
HW: Human Brain homework (passed out in class)lab1brainhomework
CANVAS: test of content 3-4
Pass back graded notes/homework journals and quizzes from Friday
Prepare for Lab 1: Big, beautiful brains lab1brainsmanual
Part 1: Watch human brain demo by Dr. Linda Martin-Morris. Available on CANVAS lesson 3 or: https://player.theplatform.com/p/U8-EDC/sCQX5QU3D8RR/select/media/De4Hh7ULDIlk?form=html
We will compare and contrast human brains and sheep brains before dissecting sheep brains on Wednesday
Get new lab journal
Quiz- parts of the nervous system, agonist, antagonist, ligand
Finish parts of the brain labels and functions. Add lobes of the brain. I made you copies of the brain diagrams that show these parts.
Homework: Canvas Activity 3-3 This should take no more than 45 minutes
Check out the suggested websites and readings. Answer the written sections of “test of content” Part of this practice quiz (naming sections of the brain) is computer based and does not need to be in your journal.
Finish Lesson 2 (Nervous system organization) and review homework
How did our biodot activity relate to Nervous System Organization???
Start Lesson 3 The Brain- how do we know what we know about the brain? Looking at the history of brain research
Learning about the brain from brain damage:
- Phineas Gage
- Von Economo
- H.M. (Henry Molaison)
Short video from UW professor, Dr. Linda Martin Morris on brain damage
Activity 3-2a: Mapping Brain Regions by Imaging
Another way to associate brain anatomy and brain function is to use imaging, or brain scans. Two types of neuroimaging are regularly used, and an understanding of each will allow you to better understand how the technique helps us map the brain. The techniques are Positron Emission Tomography, or PET scan, and Magnetic Resonance Imaging, or MRI analysis.
Start by viewing the following video, which shows a methamphetamine user getting a brain scan to look at his brain before and after methamphetamine use.
- HBO: Brain Imaging http://www.hbo.com/addiction/thefilm/centerpiece/616_segment_5.html
Lesson 2: Nervous System Organization (Notes in hanging folder marked by date)
HW Canvas 2-2 (sympathetic nervous system) and 2-3 (parasympathetic nervous system) Read both sections and add details to your nervous system organization class notes
1-4 Why do drugs affect our minds?
* Compare Olestra to drugs (Why it is actually the opposite of a drug)
- Notes on 4 types of biomolecules
HW Review vocab from today (re-read 1- 4) Ligand, agonist, antagonist, receptor)
Homework: Read article on Olestra. This article is very technical but you should be able to understand why this “fake fat” was manufactured as well as why it is not widely used today. Link to article: Olestra article: http://discovermagazine.com/2001/mar/featchemistry
Answer these questions:
- Is Olestra a drug? Why or why not? (Look at definition of drug)
- How is Olestra the same and different than real fat?
- What was the biggest complaint about Olestra?
Last year’s schedule (2015)
Friday January 22nd– Periods 1, 3 and 5 Finals
You may use notes, but this is a timed test so it will be important to be organized!
Thursday January 21st– Period 2, 4 and 6 Finals
You may use notes, but this is a timed test so it will be important to be organized!
Wednesday January 20th- Periods 1-6
Turn in Independent drug project (include score sheet, notes and final draft)
Review Problem Set 5, organize old notes and problem sets from previous units, get ready for final
Tuesday January 19th– Periods 1-6
Notes/Discussion on mechanism of action of Marijuana, half life, metabolism and potential side effects
Update “drug cheat sheet”
Monday January 18th – MLK Day – no school
Friday January 15th– Finish lab 6, through part 5. No formal write-up necessary. Just answer all questions in boxes and turn in lab book when finished.
Start problem set 5, numbers 1-5 in class
Homework: Read Lesson 24- Marijuana (on canvas). Points will be given by reviewing student interaction report from Canvas.
Wednesday January 13th/ Thursday January 14th– Lecture/discussion on how alcohol affects your brain. This will review information from yesterday’s homework.
Lab six: measuring intoxication. Learn how intoxication is quantified and observed. Learn how behavioral response is influenced by environmental factors. Understand difference between subjective judgement and objective judgement. This lab can be found on Canvas in lesson 23.
Tuesday January 12th– Guest Speaker: Dr. Susan Hakeman, psychiatrist
Take good notes. Ask good questions.
Homework: Ethanol lesson. Read 23-1 (website review). Take notes on the website, “How Stuff Works” pages 3-9. This is one of the websites on 23-1. Read the information on the other websites but notes are only necessary on the “How Stuff Works” section. Due next class.
Monday January 11th
Lesson 22 OTC analgesics (over the counter pain killers)
Finish guiding questions from 22-1 and 22-2. Read the rest of the sections but notes are optional. Understand the mechanism of action, side effects (and why stomach irritation is a common side effect), metabolism and danger of over dose.
Homework: finish reading lesson 22 and review anti-depressant mechanism of actions (for 3 main categories of anti-depressants) in preparation for our guest speaker tomorrow.
Notes for independent drug project due tomorrow (Tuesday)
Friday Jan 8th
60 Minutes segment with Michael Botticelli interview on drug addiction in the United States
Homework: finish opiate textbook reading from yesterday
Block days (Wed Jan 6th, Thurs Jan 7th)
Opiates/Opiods (Heroin, Morphine, Codeine, vicadin, percoset,etc)
Mouse Party with notes on mechanism of action of Mu opiod receptor
Acute and Long term treatment options. Controversial use of Narcan and Methadone.
Text Book Reading: 6.1-6.3 and 6.6-6.15 Questions (at end of chapter 6 in text) 1,4,5,7,10, 13 and 15. Answer in notes journal. Due Monday
January 5th– work with a partner to compare 5 common types of SSRI’s. Complete questions in journal.
Monday January 4th– Notes and discussion about the 3 most common types of anti-depressants (Lesson 20). You have already read this and should be ready to compare and contrast mechanisms of action for SSRI’s, tricyclic antidepressants and monoamine oxidase inhibitors.
Friday December 18th– Group test (with individual grades) on Unit 4. This is an oral test based on the poster project from yesterday and the problem set for unit 4.
We will be in the computer lab. Groups that are not being tested will start Lesson 20, “Antidepressants”
Homework: Over break please read and take brief notes on each part of Lesson 20. We will be looking at antidepressants after break.
Optional homework: Due at the end of the semester (January 22nd).
Block Day December 16th and 17th
- Journal questions on MDMA – including less obvious dangers of the drug
- Questions on Problem set? Due tomorrow but I would like you to finish independently
- You will not be tested on antidepressants on Friday
- Poster Assignment
- Each group has one poster. Start by describing and drawing the mechanism of action. You will have multiple people working on this. Cut/paste onto poster and label “how drug works” Switch posters (to a different drug). Add a description of bioavailability/metabolism. Include words and pictures. Switch posters: Answer the question, “Is it addictive?” Support your answer with data. Switch posters: Describe any harmful side effects or dangerous drug interaction. sSwitch posters: Describe variations that may affect how a person responds to this drug. Include genetic variations.
Tuesday December 15th– Finish Lesson 18 on Amphetamines, start Lesson 19- MDMA (ecstasy)-
Is science in the news always reliable? Look at Ecstasy study from “Nature,” that was eventually retracted due to unreliable methods
Homework: Lesson 19 Ecstasy finish web review (19-1) Start problem set for Unit 4
Monday December 14th- Lesson 18- Amphetamines
* Mechanism of action, multiple affects on the brain, types of amphetamines (ex: methamphetamines) bioavailability, metabolism, side effects, genetic variations of response to drug and uses of drug.
Homework: Finish Lesson 18 on Canvas. Add to class notes so that you can answer the guiding questions and explain the vocabulary for this lesson
Tuesday December 8th- Thursday December 10th
– Finish discussing mechanism of cocaine, method of administration, addiction potential and treatment.
Complete “Worms on Drugs” Lab over the course of these two days. Turn in at end of period on block day.
Homework: You have yet another long weekend. Please read the intro for Lesson 18 (Amphetamines) and take notes on 18-1 through 18-5 by Monday
Monday December 7th– Cocaine lecture (Lesson 17)
Look at the overview of lesson 17. After reading through each of the parts of lesson 17 you should be able to define the key terms, describe objectives, and answer guiding questions. Complete the practice test of content for each . (Not scored, but some test questions come from these).
Wednesday/Thursday December 2nd and 3rd- Caffeine Days.
Mechanism of action, metabolism, genetic differences in metabolism, addiction (?) and side effects/uses.
Lab: Practice finding the “pulse” of the California Black Worm.
Tuesday December 1st– In class: reading 15-6 what makes nicotine so addictive? Nicotine affects many areas of the brain. Although it does not have the most euphoric effects, it is one of the most addictive drugs known. With your group explain how the Insula, amygdala, reward pathway and enzymes help make this drug difficult to quit.
15-7 Does Nicotine do any good?- read
15-9 Individual experience May Vary- Nicotine – read
Suggested reading: Textbook (Liska, Drugs and the Human Body) 7.17- 7/20 and review questions 18, 19, 23-26 and 29. I will not collect these questions but please note any questions that you would like me to review next class period
Monday November 30– Drug of the Day: Nicotine
Notes on how Nicotine works (notes available in class)
Homework: Complete 15-4 and 15-5
Thanksgiving Break- Start Unit 4 Lesson 14-1, 14-2 and 14-3
Tuesday 11/24/15 Unit 3 test
Turn in problem set and worm lab to be graded
Start Unit 4 if time, otherwise…..
Over break: Read Lesson 15 (nicotine) intro
Complete 15-1 website review with 2 guiding questions
15-2 Why is there nicotine in tobacco? read, notes
15-3 How nicotine is administered- read, notes
- all notes are in your journal
Monday 11/23/15 Correct Problem set
Notebook Check (25 pts)
Time for questions that you may have about Unit 3
Thursday 11/19 and Friday 11/20
Finish Lesson 14- Heritability
Notes: 3 genetic markers that indicate an increased risk for alcoholism.
HW: Complete Problem set for Unit 3 and study guide DUE MONDAY
5 pt quiz on Punnett Squares and complete vs. Incomplete dominance
Start Lesson 14 Heritability
Homework: Complete test of content 13-6. If you didn’t do well or still have questions please bring them to class tomorrow.
In class: Punnett Squares with 2 traits (16 possible combinations).
Start Lab 4a (found on Canvas Lesson 12) – Complete boxed questions from lab. Finish for homework.
Monday 11/16/15 Incompletely dominant genes (notes/discussion over 12-7 hw from Friday)
Pedigree analysis (12-8) in class. Finish at home if necessary.
HW- 12-9 scroll down to Practice problems (not fly lab). Complete the monohybrid crosses problems 1 an 2 only.
Block Days Thurs/Friday November 12th and 13th– Lab 3 Food Race, virtual lab looking at how C. Elegans responds to different amounts of ethanol over time. A single gene mutation can affect how this worm responds to alcohol. Found in lesson 12 on Canvas. Complete lab, conclusion questions and post lab worksheet. Due Monday.
Hand back Unit 2 tests. Test corrections (question and answer written on separate piece of paper and stapled to test) due Monday.
HW Read 12-7 Incomplete Dominance (on Canvas)
Wednesday November 11th– Veteran’s Day no school
Tuesday November 10th– Finish Lesson 11 on DNA transcription and translation. Watch 2 short video clips on transcription and translation (found in Lesson 11).
Notes on single gene inheritance- Punnett Square review using tongue rolling and color blindness as examples.
Monday November 9th– Tour of Canvas- how it is organized, how we will use it. Make sure that everyone has an account and knows how to use it.
Friday November 6th- Our class is up and running on CANVAS. I would like you to go to the following address: https://bellinghamschools.instructure.com/enroll/MBFHHD (you may need to cut and paste this address) and enroll as a new student. Once you get to the CANVAS site you will need to provide email information and finish enrolling by checking your email account for password information. The course title is: BIO 100. If you can successfully do this please send me an email (firstname.lastname@example.org). On Monday we will learn about how to use the content on this site.
** Please enroll using your real name. I will delete all students that I cannot identify as students in our class. If you want to look at the suggested homework using CANVAS you can find 11-1 and 11-3 from the “module” tab. Otherwise you can access by scrolling down to 11/4 and 11/5 information below.
Wednesday/Thursday 11/4 and 11/5
- Intro to next unit (genetics- how is DNA related to protein and enzymes? Why do we study genetics in this class?)
2. Unit 2 test
3. Start protein folding activity using molecular models. Instructions at: http://www.3dmoleculardesigns.com/3DMD-Files/AASK/PDFs/Student-Handouts/AASKStudentHandout1.pdf?
You need to complete pages 1-10 in class (because you will need the models)
Homework: Review 11-1 and 11-3 . YOU DO NOT NEED TO COMPLETE QUESTIONS THAT YOU ALREADY KNOW!!!
Correct study guide and problem set
Complete study guide for unit 2 test. We will correct these and the problem set on Tuesday.
Lesson 10 – Drug interactions
Lesson10 We will complete this in class.
Homework- Unit 2 problem set. Complete IN JOURNAL Unit2_ProblemSet due Monday
Block Day Wednesday 10/28 and Thursday 10/29
Lesson 9 Dosage– complete activities in class. 9-1 metric review is optional. You should be proficient with conversions between metric units. Complete 9-1 if you need metric conversion review.
Optional: Listen to interview with scientist Dr. Krista Lisdahl about the increased use of marijuana in teenagers. The middle portion of the interview looks at how dose (partially determined by %THC) affects the long term outcome of regular users.
Review of functional groups: methyl
Powerpoint on drug delivery, drug circulation, metabolism and therapeutic effects vs. side effects.
HW Review vocab and objectives for Lesson 8 (on front page of Lesson 8) and complete guiding questions 1-5 in complete questions in your journal
Journal question- review of 8-4
Discussion of 8-5 “Drug circulation not uniform” emphasis on blood brain barrier.
Pro and cons of blood brain barrier- breaking the BBB to treat patients with brain disorders.
Check out Dr. Olson’s talk on using scorpion toxins to “paint” cancerous tumors and someday possibly targeting cancer drugs to treat inoperable brain cancers.
HW Complete 8-6 Metabolism and 8-7 Elimination. Complete graph questions
Friday Oct 23rd
Finish lab questions/homework
Method of administration affects bioavailability (notes)
Homework: 8-3, 8-4 and 8-5 in notes journal
Turn in Enzyme lab on Monday (with HW questions)
Wednesday/Thursday Oct 21 and 22nd
Enzyme Lab- copy available in class. Complete all data and conclusion questions in class. Due Monday Oct 26th
Homework: Enzyme post lab worksheet – due Monday Oct 26th
Tuesday Oct 20
Finish building functional groups and discussing important characteristics about each group.
7-5 in class
Monday- Intro to Unit 2 – Pharmacology
Notes on 7-2 and 7-4 (through functional groups)
Build functional groups, be familiar with atoms in each of these groups and why each is important to this class.
See word version of all of lesson 7 (attached to Friday’s post)
Friday 10/16/15– 43 minute periods
Unit 1 test
If you are not going to be here on Friday, please take the test before you are leaving.
Homework: Start Unit 2: Pharmacology
Read the intro on Lesson 7 and complete the questions for 7-1 (website review). If you have a strong chemistry background this should be a review. The rest of lesson 7 will be introduced in class next week.
Thursday 10/15/15– Review for test. Correct Unit 1 problem set and find review group.
Possible groups (by topics)
- Parts of the brain and their functions (see first quiz) Include famous cases such as HM (epilepsy patient) and Phineus Gage (railroad accident)
- Structure and function of a neuron
- Membrane review including leaky K+ channels, voltage gated K+channel, Cl- channels, Voltage gated Na+ channels, Na+/K+ pumps
- Neurotransmitters (see quiz from last week)
- Stages of addiction
(Super) Wednesday 10/14/15– Periods 1 and 3 only (no neuroscience)
Wrap up Lesson 6. No new homework other than Unit 1 problem set which is due Thursday
Review 6-2 and 6-3. This includes a lot of information! We will review Addiction stages (initiation, continuation, cessation, and relapse) and the biochemistry of addiction (including genetic risk factors that predispose some people to drug use).
6-4 Read about “Addictions Hallmarks” 1. drug stimulates reward pathway, use of drug leads to tolerance, use of drug leads to dependence, making it difficult to withdraw from drug use.
Homework: Start working on Unit 1 problem set. Study guide also handed out. Unit1_ProblemSet
Friday 10/9/15– Teacher workday
Block days Oct 7/8th
Quiz on neurotransmitters
Start Lesson 6 “The addicted brain”
* In class we will complete 6-1, including a simulation of neurotransmission with excitatory and inhibitory neurotransmitters. After this we will complete a web review, comparing an contrasting addiction with other chronic health conditions/diseases. All work is completed in your notes journal
All activities and links for Lesson 6 (6-1, 6-2, 6-3, etc) can be found at: lesson 6
Homework: Complete 6-2 and 6-3 (see link above) You have no school on Friday, which will give you 3 days to complete these two activities. Due Monday!!
Tuesday Oct 6th 2015
In class: Reading primary literature. As a group do a close read of an abstract and write a summary. Compare the writing of primary literature to the writing of a primary piece of literature to a short article written on a similar subject by a non-scientist.
Attachment of lesson : Activity 5-7 Please note that you are not expected to do a 1 page paper in response to the primary article. That will be saved for another day. Questions from class:
- What were the scientists trying to learn?
- Briefly describe the experiment
- Which 2 stimuli were used on the rabbits?
- Were new dendrites formed?
- Why was there no net growth of dendrites?
Homework: Finish any work not finished in class today. Be prepared for a short quiz on neurotransmitters (excitatory and inhibitory).
In class: correct 5- 1 and 5-2 homework. Today’s topic: Neurotransmitters (NTs)
* where they are made
* what they do
* how drugs can affect them
* excitatory and inhibitory NTs (GABA and Glutamate)
If you did not finish 5-1, and 5-2 from Friday PLEASE FINISH!!! You will find the link to this on Friday’s post (“Lesson 5 intro)
New homework: Complete 5-3 (also on the link, “Lesson 5 intro from Friday”)
Finish resting potential/action potential of a neuron modeling activity
Complete pages 7 and 9 (not 8) of the Nervous System Packet. (Oligodendrocytes are glial cells found in the central nervous system that form myelin sheath and Astrocyctes are glial cells that support neuron cells, help form blood/brain barrier, and help with injury)
Complete 5-1 (synapse) and 5-2 (pre-synaptic neuron) in journal.
You will have class time to work on these activities. Whatever you do not finish will be homework that is due on Monday
Wed/Thur 9/30 and 10/1
Communication between neurons. This involves both an electrical stimulus and a chemical one. If the electrical stimulus is strong enough, neurotransmitters (chemicals such as dopamine) are released from the pre-synaptic knob of one neuron and into the synapse (space between 2 neurons). If enough neurotransmitters bind to receptors on the post synaptic neuron, then the electrical stimulus will be transmitted through the axon of the second neuron and the process can continue. Today we will be modeling the this electrical component of neuron communication, called the ACTION POTENTIAL
This activity must be done in class and the instructions are in the hanging files.
If you would like additional information, resources and activities on the action potential, you may complete all or part of activities 4-7, 4-8 and 4-9.
Activity 4-7 thru 4-9 replace the McGraw/Hill action potential in 4-7 with the Harvard animation listed below:
Turn in sheep brain lab
Pass back take home quiz on membranes. Review answers and make corrections
Activities 4-4, 4-5 and 4-6- Start in class, finish as homework
Work on these in your notes journal. 4-4 and 4-5 review neuron structure and function4-6 introduces “neurons at rest”
Monday 9/28/15 Dr. Linda Martin Morris (instructor of this class at UW) will bring human brains and spinal cords to observe. She will work with each small group to discuss the brain parts and functions. We will use observations from this activity to compare and contrast the structure and function of sheep and human brains.
Homework: Finish sheep brain lab. I will collect this on Tuesday and it should include new observations from Monday.
Friday 9/25/15 Neuron Structure (pgs 1 and 2) This is only available in class because you need the models of neurons to complete it. If absent please come see me during anchor or after school
Part of neurons to know: Soma, Synaptic terminal (or knob), axon, dendrites, schwann cells, nodes of ranvier.
Introduction to Synapses (the area between the synaptic terminal of one neuron and the dendrites of a second neuron). Reading/worksheet: What_is_a_Synapse Read the first page, and color code and describe steps of “how neurons communicate” You can cut/paste this in your notes journal.
Block Days (Wed 9/23 and Thur 9/24) – Sheep brain dissection (good review from previous weeks).
Turn in take home quiz on membranes
Monday 9/21/15 and Tuesday 9/22/15
We will be building membranes using the membrane kits. This will include: passive transport and active transport. Be familiar with why aquaporin is necessary to transport water. Know the difference between gated channels, and active transport pumps (such as the Na+/K= pump)
Monday HW: Complete questions/know objectives from 4-1, 4-2 and 4-3. Due Friday Activity 4-1-4-4 Please be aware that certain pictures and diagrams are not included in this file. A paper copy (with diagrams) is available in class. This does include links to videos and other content on membranes that you may find useful.
Tuesday HW: Take home quiz on membranes. Due block day
Friday 9/16/15 Teacher workday
Wednesday/Thursday 9/16/15 Membrane modeling day (The sheep brains arrived too late to be used today. We will dissect them next block day.
1. Build a monolayer using phospholipids. The monolayer will be on the surface of the water. Sketch and answer questions in packet.
2. Build a Micelle using the same 8 phospholipids. They need to be submerged in water.
3. Construct a structure that is submerged in the water and contains water on the inside. You may use as many phospholipids as you wish. Complete questions through page 3.
Start “exploring membrane permeability” pages 1-3 . This involves using the yellow membrane segments, water and aquaporin.
Homework. Review all classwork.
Finish brain pathways from yesterday. Take notes on parts of brain involved in each and function of the pathway.
Transition from macroscopic to microscopic….
Start Membranes- * Build a phospholipid model
* Compare and contrast to a triglyceride
* Complete all questions about chemical
properties of phospholipids
Why do we care so much about phospholipids?
Continue with brain pathways from Friday (see Friday for links to each topic)
Start discussing brain pathways
1. Learning Pathways Activity 3-5
2. Sensory Pathways Activity 3-6
3. Limbic Pathway Activity 3-7
4. Reticular Pathway Activity 3-8
5. Reward Pathway available in class
Block days (9/9 and 9/10) –
Intro- self correct homework from last night
- Brain organization video (6 minutes) showing human brain and sheep brain
2. Activity 3-3 preparation for brain dissection (available in class only)
3. Look at the sheep brain and identify parts (available in class only)
Period 4, 5 and 6 Neuroscience of Addiction
- Review HW and get stamp (key included/ students self correct – show on doc camera)
- Lesson 3-2a and 3-2b Mapping brain regions by imaging. Includes a 6 minute HBO presentation. Leave at least 15 minutes for this. Everything that is not finished is homework
- Work on Nervous system booklet pag 6/ PET and MRI scans (instructions in book)
Activity 3-2a: Mapping Brain Regions by Imaging
Another way to associate brain anatomy and brain function is to use imaging, or brain scans. Two types of neuroimaging are regularly used, and an understanding of each will allow you to better understand how the technique helps us map the brain. The techniques are Positron Emission Tomography, or PET scan, and Magnetic Resonance Imaging, or MRI analysis.
Start by viewing the following video, which shows a methamphetamine user getting a brain scan to look at his brain before and after methamphetamine use.
- HBO: Brain Imaging http://www.hbo.com/addiction/thefilm/centerpiece/616_segment_5.html (Links to an external site.)
- Guiding Questions (answer these in journal)
- What kinds of questions did Dr. Volkow ask the subject prior to performing the brain scan?
- When she explained the brain scan to the subject, what did the red areas show/how did she interpret his scans?
- She showed the subject an MRI scan and a PET scan. Which one showed more detail about specific cells and molecules?
- What general brain area does she point out to the subject that shows a difference compared to the “normal brain”? (inside or outside? left side or right side?)PET Scans
- PET scans are very specific in that they use a particular, radioactively labeled molecule and examine where that molecule localizes in the brain. Frequently, the molecule examined is glucose. Glucose utilization helps us know which areas of the brain are most active (active cells metabolize glucose efficiently).
- Don’t get bogged down in worrying about what dopamine and the reward pathway are yet.
Activity 3-2b: Mapping Brain Regions by Imaging
MRI scans are specific for a very different reason. Rather than using radioactively labeled tracer molecules, the MRI relies on the fact that different tissue types in different states of activity will respond differently to a magnetic field. The magnets are used to alter the alignment of subatomic particles. When the magnet is switched off, the electrons return to their normal state at different rates. Thus some tissues will remain aligned while others do not. Alignment will vary based on cell types in the region as well as cell activit
Monday 9/7/15 Labor Day
We will quickly review the somatic nervous system and how it compares to the autonomic nervous system. Dollar bill example.
Learning about the brain from brain damage:
- Phineas Gage
- Von Economo
- H.M. (Henry Molaison)
Short video from UW professor, Dr. Linda Martin Morris on brain damage
Homework: complete pages 4-5 on brain parts and functions in Nervous System packet by Tuesday
Next week’s reading: Text: sections 5.1 and 5.5 on drugs at the synapse. I will have reading guide for this on Tuesday
Wednesday/Thursday 9/2 and 9/3 –
Get homework stamped as you walk in (1.1, 1.2, 1.4, 1.5, 1.6)
Look at your notes on each of these sections. Write at least 3 questions in the margins using colored pencil. The answers to these questions should be in your notes. Share with your table group. Add/revise your questions if necessary. This should be helpful when reviewing material for tests/quizzes
Read detailed description on pg 3 of NS packet. Create a visual that will help you review NS vocab so far. (words, pictures, diagram, poem, etc). Relate these words to something you already know.
Homework- Finish pages 4 and 5 of packet using g2conline.org for help. Spend time looking at 3-D pictures of each structure, descriptions of functions and case studies about each brain part.
Monday 8/31 Reading (1.1, 1.2, 1.4, 1.5, 1.5)- notes due block day of this week. I will show you an example of notes that I took on the first sections. Include important vocab and key objectives (found at beginning of chapter).
Finish building triglycerides. Compare and contrast triglycerides to Olestra (fake fat used in potato chips and snack foods). Compare structure and digestibility in your journal.
Olestra article: http://discovermagazine.com/2001/mar/featchemistry
Friday 8/28 Why do drugs affect our minds? – notes/discussion
Molecules in living things (lipids, carbohydrates, proteins and nucleic acids) – review
Lipids are molecules that are important in building membranes. Build a triglyceride out of 1 glycerol and 3 fatty acids. This is a dehydration synthesis and should produce 3 water molecules and one triglyceride. Use models from Milwaukee School of Engineering and sketch the steps in your notes journal
We will look at this triglyceride (a natural lipid found in our bodies) and compare it to a people-made artificial fat called Olestra on Monday.
Homework: read chapter one of text, sections 1.1, 1.2 and 1.4. We will discuss on Monday before finishing our lipid activity.
Thursday 8/27 1st day sheet/syllabus, Welcome to Neuroscience of Addiction
1-1 Mood Altering Drugs, what are they? Where do they act in the brain? short video https://www.youtube.com/watch?v=HdVwedcCYxU
1-2 Is addiction a disease or a choice?
1st reading assignment (1.1 and 1.2 of handout). Read by Monday
*Our textbooks are still in transit. They should be here by next week