This lesson will include the idea that the body is a system of interacting subsystems composed of groups of cells focusing the role of neurons and the cells of which they are composed. The structure of neurons will be the focus.
A quick look at the cerebrum, what it is and what it does. We will look at the parts of the cerebrum in more detail as we continue our Nervous System video series.
Lesson 11 in our Nervous System series. This is part of our Anatomy and Physiology lecture series.
If this video helps you please be sure to LST -like subscribe and tell your friends. Your support help us make more videos. For the complete series please visit http://mrfordsclass.net/
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): http://youtu.be/sjbZ9QGyBi8
The physiology of the nervous system can be explored at the level of a nerve cell, or 'neuron'. Communication between these cells uses electrical or chemical signals known as neurotransmitters; the cellular response generated in response to this signalling is known as an action potential.
As taught Semesters 1 and 2, 2011
This learning object describes the cellular organisation of the spinal cord, dorsal root ganglia and peripheral nerves. This learning object is used as part of the level 1 Biological Sciences module delivered by the School of Nursing, Midwifery and Physiotherapy.
Dr Andy Meal, Lecturer in Biological Sciences, School of Nursing, Midwifery and Physiotherapy
Students learn about the human body's system components, specifically its sensory systems, nervous system and brain, while comparing them to robot system components, such as sensors and computers. The unit's life sciences-to-engineering comparison is accomplished through three lessons and five activities. The important framework of "stimulus-sensor-coordinator-effector-response" is introduced to show how it improves our understanding the cause-effect relationships of both systems. This framework reinforces the theme of the human body as a system from the perspective of an engineer. This unit is the second of a series, intended to follow the Humans Are Like Robots unit.
As taught Semesters 1 and 2, 2011
This learning object explains the anatomical organisation of the parasympathetic division of the autonomic nervous system. This learning object is used as part of the level 1 Biological Sciences module delivered by the School of Nursing, Midwifery and Physiotherapy.
Dr Andy Meal, Lecturer in Biological Sciences, School of Nursing, Midwifery and Physiotherapy
By the end of this section, you will be able to:Describe the difference between the central and peripheral nervous systemsExplain the difference between the somatic and autonomic nervous systemsDifferentiate between the sympathetic and parasympathetic divisions of the autonomic nervous system
By the end of this section, you will be able to:Describe the organization and functions of the sympathetic and parasympathetic nervous systemsDescribe the organization and function of the sensory-somatic nervous system
Students design and build prototypes for protective eyewear. They choose different activities or sports that require protective eyewear and design a device for that particular use. Students learn about the many ways in which the eyes can be damaged and how engineers incorporate different features and materials into eyewear designs to best protect the eyes.
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan
By the end of this section, you will be able to:Identify the basic parts of a neuronDescribe how neurons communicate with each otherExplain how drugs act as agonists or antagonists for a given neurotransmitter system
By the end of this section, you will be able to:Describe the difference between the central and peripheral nervous systemsExplain the difference between the somatic and autonomic nervous systemsDifferentiate between the sympathetic and parasympathetic divisions of the autonomic nervous system
The students will investigate several different types of stimuli (including reflexes).. This activity will help the students to gain a better understanding of how the nervous system functions.
Sensory information from the periphery of the animal ascends through the spinal cord and enters the higher levels of the brain. There are numerous pathways which allow different types of information to be passed to the brain. Types of general somatic sensation include pain, touch, temperature and kinaesthesia (conscious proprioception). This sensory information is sent to one of two destinations; the cerebral cortex or the cerebellum.
This course examines the neural bases of sensory perception. The focus is on physiological and anatomical studies of the mammalian nervous system as well as behavioral studies of animals and humans. Topics include visual pattern, color and depth perception, auditory responses and sound localization, and somatosensory perception.
Students design and create sensory integration toys for young children with developmental disabilities an engineering challenge that combines the topics of biomedical engineering, engineering design and human senses. Students learn the steps of the engineering design process (EDP) and how to use it for problem solving. After learning about the human sensory system, student teams apply the EDP to their sensory toy projects. They design and make plans within given project constraints, choose materials, fabricate prototypes, evaluate the prototypes, and give and receive peer feedback. Students experience the entire design-build-test-redesign process and conclude with a class presentation in which they summarize their experiences with the EDP steps and their sensory toy project development.
Students learn the decibel reading of various noises and why high-level readings damage hearing. Sound types and decibel readings are written on sheets of paper, and students arrange the sounds from the lowest to highest decibel levels. If available, a decibel meter can be used to measure sounds by students.