The Nervous System Student Edition book is one of ten volumes making up the Human Biology curriculum, an interdisciplinary and inquiry-based approach to the study of life science.

Students are provided with a rigorous background in human "sensors" (including information on the main five senses, sensor anatomies, and nervous system process) and their engineering equivalents, setting the stage for three associated activities involving sound sensors on LEGO® robots. As they learn how robots receive input from sensors, transmit signals and make decisions about how to move, students reinforce their understanding of the human body's sensory process.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Organoids are 3-dimensional structures built in the laboratory from human pluripotent stem cells (hPSCs) to mimic human tissues and organs and have paved the way for research into new disease treatments that would never have been possible with traditional approaches. One field that is notably benefiting from the use of organoids is cancer research, particularly the study of glioma, the most common type of tumor originating in the brain. Poor outcomes are often associated with glioma because of its rapid growth and resistance to chemotherapy, but cerebral organoids hold promise for the development of novel treatments for this type of cancer, as they can be used as valuable tools to track tumor development and screen new drugs. Human cerebral organoids can also be grown from a patient’s own tissues for the creation of personalized cancer treatments, and they can be genetically engineered to study how common gene mutations affect tumor cells..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Four lessons related to robots and people present students with life sciences concepts related to the human body (including brain, nervous systems and muscles), introduced through engineering devices and subjects (including computers, actuators, electricity and sensors), via hands-on LEGO® robot activities. Students learn what a robot is and how it works, and then the similarities and differences between humans and robots. For instance, in lesson 3 and its activity, the human parts involved in moving and walking are compared with the corresponding robot components so students see various engineering concepts at work in the functioning of the human body. This helps them to see the human body as a system, that is, from the perspective of an engineer. Students learn how movement results from 1) decision making, such as deciding to walk and move, and 2) implementation by conveying decisions to muscles (human) or motors (robot).

This course explores how information technology is reshaping different dimensions of the U.S. labor market: the way work is organized, the mix of occupations, the skills required to perform in an occupation, economy-wide labor productivity, and the distribution of wages.

This course surveys questions about human behavior and mental life ranging from how you see to why you fall in love. The great controversies: nature and nurture, free will, consciousness, human differences, self and society. Students are exposed to the range of theoretical perspectives including biological, evolutionary, cognitive, and psychoanalytic. One of the best aspects of Psychology is that you are the subject matter. This makes it possible to do many demonstrations in lecture that allow you to experience the topic under study. Lectures work in tandem with the textbook. The course breaks into small recitations sections to allow discussion, oral presentations, and individual contact with instructors.

This course is a survey of the scientific study of human nature, including how the mind works, and how the brain supports the mind. Topics include the mental and neural bases of perception, emotion, learning, memory, cognition, child development, personality, psychopathology, and social interaction. Students will consider how such knowledge relates to debates about nature and nurture, free will, consciousness, human differences, self, and society.
Course Format
This course has been designed for independent study. It includes all of the materials you will need to understand the concepts covered in this subject. The materials in this course include:

A full set of Lecture Videos by Prof. John Gabrieli.
Reading Assignments in several books, including one free online textbook and detailed notes on another book.
Assorted multiple choice and short answer questions to Check Yourself on the material in each session.
Supporting Discussion content that elaborates on the lectures and reading.
A rich collection of online resources for Further Study on each session’s topics.
A full set of Exams with solution keys, and extra practice questions for review.

Students learn about complex networks and how to use graphs to represent them. They also learn that graph theory is a useful part of mathematics for studying complex networks in diverse applications of science and engineering, including neural networks in the brain, biochemical reaction networks in cells, communication networks, such as the internet, and social networks. Students are also introduced to random processes on networks. An illustrative example shows how a random process can be used to represent the spread of an infectious disease, such as the flu, on a social network of students, and demonstrates how scientists and engineers use mathematics and computers to model and simulate random processes on complex networks for the purposes of learning more about our world and creating solutions to improve our health, happiness and safety.

This is a 6 minute video lesson about memorizing the parts of the brain using your hands. It was created for a Psychology class and focuses on learning about where each major part of the brain is located. It's based off of the work found here: http://www.pbs.org/wgbh/nova/coma/geography/photos.html.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Alzheimer’s disease (AD) is associated with the misfolding of two major proteins, causing the accumulation of toxic protein aggregates. Amyloid-β aggregates extracellularly, forming plaques, and Tau aggregates intracellularly, forming neurofibrillary tangles. Post-translational modifications (PTMs) are important for the regulation of Tau’s function, but an imbalance in PTMs may lead to abnormal Tau function and aggregation. While methylation is an important PTM for Tau in its physiological state, the lysine methylation signature changes in Tau’s pathological form. These alterations may affect the intramolecular forces within the Tau molecule, resulting in altered conformations, and methylation can also interact with other PTMs, affecting Tau function and stability. Although more investigation is needed, it appears that in addition to post-translational methylation, DNA methylation also affects Tau regulation..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind.

This course will consider the degree and nature of the modular organization of the mind and brain. We will focus in detail on the domains of objects, number, places, and people, drawing on evidence from behavioral studies in human infants, children, normal adults, neurological patients, and animals, as well as from studies using neural measures such as functional brain imaging and ERPs. With these domains as examples, we will address broader questions about the role of domain-general and domain-specific processing systems in mature human performance, the innateness vs. plasticity of encapsulated cognitive systems, the nature of the evidence for such systems, and the processes by which people link information flexibly across domains.

This activity helps students understand the significance of programming and also how the LEGO MINDSTORMS(TM) NXT robot's sensors assist its movement and make programming easier. Students compare human senses to robot sensors, describing similarities and differences.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Although the brain has always been viewed as a sterile organ, recent studies have suggested the existence of a ‘brain microbiome,’ perturbations of which could cause neuroinflammatory conditions. Unfortunately, experiments aimed at detecting a brain microbiome are limited by a low bacterial biomass. Bacteria must be detected through an overwhelming amount of host DNA, and the low biomass additionally raises the risk of amplifying exogenous contaminants. A recent study tested the hypothesis that there is a bacterial brain microbiome. Using 16S rRNA sequencing, researchers evaluated brain samples from healthy individuals and individuals suffering from Parkinson’s disease (PD), along with murine brains. They found that while amplicon sequencing detected bacterial signals in both human and murine brains, the estimated bacterial biomass was extremely low. Careful reanalysis suggested that bacterial signals were explained by exogenous DNA contamination and false-positive amplification of host DNA..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Students' understanding of how robotic touch sensors work is reinforced through a hands-on design challenge involving LEGO MINDSTORMS(TM) NXT intelligent bricks, motors and touch sensors. They learn programming skills and logic design in parallel as they program robot computers to play sounds and rotate a wheel when a touch sensor is pressed, and then produce different responses if a different touch sensor is activated. Students see first-hand how robots can take input from sensors and use it to make decisions to move as programmed, including simultaneously moving a motor and playing music. A PowerPoint® presentation and pre/post quizzes are provided.

Why do teenagers seem so much more impulsive, so much less self-aware than grown-ups? Cognitive neuroscientist Sarah-Jayne Blakemore compares the prefrontal cortex in adolescents to that of adults, to show us how typically "teenage" behavior is caused by the growing and developing brain.

This lesson describes the function and components of the human nervous system. It helps students understand the purpose of our brain, spinal cord, nerves and the five senses. How the nervous system is affected during spaceflight is also discussed in this lesson.

This learning strategy provides discussion and visualizations of the neuron and its function, as well as components and functions of different parts of the nervous system, including the human brain.

Continuing our look at the brain, we focus on the lobes of the cerebrum: frontal lobe, parietal lobe, temporal lobe, occipital lobe, and the insular.

Lesson 12 in our Nervous System series. This is part of our Anatomy and Physiology lecture series.

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Videos in the skeletal system series:
- Introduction (10:01): http://youtu.be/HX1bsdHLC58
- Neurons (10:02): http://youtu.be/-AcQI5MQhLU
- Classification of Neurons (10:03): http://youtu.be/PoqzDE_OLsQ
- Neuroglia Cells (10:04): http://youtu.be/stqdNMc6-Jk
- Before We Start (10:08): http://youtu.be/E8K_W8c_c-M
- Divisions of the Nervous System (10:09): http://youtu.be/kEJkYkF6nMc
- Components of the Central Nervous System (10:10): http://youtu.be/IwofyN198YU
- The Cerebrum (10:11): http://youtu.be/VLt3jigsMAU
- Lobes of the Cerebrum (10:12): http://youtu.be/Zc__B_sOA-Q
- Functional Areas of the Brain (10:13