Hierarchical Organization in Biology:

Student Presentations of Neurobiology

Paul Kelly

Fe Ellen Dumapias

Overview

A recurrent theme in the study of biology is the hierarchical arrangement of living things, from molecules to populations, each level builds upon the level below and adds new emergent properties. The field of neurobiology demonstrates the hierarchical structure seen throughout all of biology. In addition, the field of neurobiology applies directly to the lives of our students by explaining the concepts of drug addiction, depression, behavior, etc.

In this activity, student groups will research a specific organizational level of neurobiology, and will teach specific portions of their research to other groups in order to piece together a comprehensive understanding of neurobiology at all levels.

Biological Concepts

• Neurobiology

• Organizational Hierarchy of living things

Class Time

Time will vary from three to five days depending on the complexity of presentations.

Background Information

It is suggested that students gather most of the information as the activity progresses but they may need to know the basics of neuron structure and action potential. Students may be guided to make inferences about the synapse and its relationship to neurotransmitter release and action. They may also be guided to make inferences about how neurotransmitters and drugs affect synapses and how these actions may be related to diseases of the nervous system and ultimately, behavior.

Students need to be made aware that in spite of the regulatory function of the nervous system, it is nonfunctional without direction from the genetic code which instructs differentiation of primordial cells during development. This genetic code also instructs for the production of substances such as proteins necessary for maintenance and gene expression.

Materials

• 24 neurobiological concept cards (black line provided)

• 6 newspaper/journal articles related to neurobiological concepts

Teacher Preparation

Students will need access to library materials and/or the Internet for at least two days during preparation of their presentation.

Prior to opening activity, instructor should collect at least 6 newspaper/journal articles related to neurobiological study. These articles will be used during the introductory activity to familiarize students with neurobiology and levels of hierarchy in biology. Likely sources for these articles include the local newspaper, Science News, Discover, etc.

During the opening activity, students will form groups (randomly) based upon the "Neurobiological Concept Card" that they have been given. The groupings may not be evident to the students (especially students with no neurobiological background) so the instructor may need to help facilitate the groups forming in this fashion:

Neuron Structure and Impulse

Synapse Structure and Action

Neuropharmacology

Diseases of the Nervous System

Developmental Neurobiology

Behavior

Once in groups, the students should be given one of the neurobiologically related news/journal articles to summarize as a group. Once groups have presented their summaries, the instructor can discuss how levels of hierarchy relate to biological study.

Students will remain in the concept groups and be advised of their role in the instruction of this unit. Students will be the "teachers" of neurobiological concepts to the class. Students will need to define roles, research and prepare a 20-30 minute presentation on their topic. Presentations can be done in any fashion (lecture, multimedia, role-playing) with the central focus on teaching the concepts so that their classmates understand.

Before the day of the group presentations, the teacher can ask for ideas on a rubric for grading student presentations. This will give students input on how presentations are graded, as well as define student and teacher expectations.

Presentations should be ordered in such a way as to demonstrate the emergent properties that exist as levels of organization increase.

Resources

Campbell, N. (1996). Biology 4^th ed., Benjamin Cummings (California).

About The Authors

Paul Kelly is a biology teacher at Park Hill High School, 7701 NW Barry Road, Kansas City, MO 64153. He can be reached by email at pvkelly@primenet.com.

Fe Ellen Dumapias is a biology teacher at North High School, 1101 E. Thomas Road, Phoenix, AZ 85014.

Neurobiological Concept Cards

Note To Teacher:

These cards have been organized in the following groupings (grouped in rows): Neuron Structure and Impulse, Synapse Structure and Action, Behavior, Developmental Neurobiology, Neuropharmacology, Diseases of the Nervous System. You may want to randomly sort these cards prior to student activity.

NAME: __________________________ DATE: ____________ PERIOD: __________

Hierarchical Organization in Biology:

Student Presentations of Neurobiology

Introductory Activity

Procedure

1. Obtain a concept card from the instructor.

2. Find and make a small group with students who have concepts directly related to yours.

3. Notify the instructor that the group has formed, and receive an article from the instructor.

4. At the end of the activity, your group will introduce each member to the class, and summarize your article.

Questions

Who is In Your Group?

1. Name __________________________ Concept Card ____________________

2. Name __________________________ Concept Card ____________________

3. Name __________________________ Concept Card ____________________

4. Name __________________________ Concept Card ____________________

What do the concepts have in common?

Agree on a summary of your article: what is the main finding being reported? What kind of experiment or observation led to this finding? Do you see any practical implications of this finding to everyday life?

NAME: __________________________ DATE: ____________ PERIOD: __________

Hierarchical Organization in Biology:

Student Presentations of Neurobiology

Group Presentation Boundaries

Your group is responsible for presenting information to the entire class regarding the topic you have been given. Use the questions and suggested references below to define the boundaries of the topic.

Neuron Structure

Boundary Questions

1. What is the myelin sheath and what is its function?

2. What are the 3 major types of neurons and what are their function?

3. What are the parts of a neuron and what are their function?

4. What are Nodes of Ranvier, how do they function, and explain why you would or would not find them in all types of neurons?

5. Compare and contrast the flow of an action potential through an unmyelinated neuron to that of a myelinated neuron.

6. Explain how sodium and potassium pumps work during an action potential.

Possible Resources

Bretscher, M. S. The molecules of the cell membrane. Scientific American, 1985, 253 (Oct.), 100-109.

Bower, B., Neurons may take panoramic view of sounds.., Vol. 145, Science News, 05-07-1994, pp 292.

Ezzell, C., Memories might be made of this.., Vol. 139, Science News, 05-25-1991, pp 328

Holzman, G.J. & Pehrson, B. The first data network. Scientific American, 1994 (Jan.), 270, 121-129.

Synapse Structure and Action

Boundary Questions

1. Explain the relationship between a presynaptic terminal and a postsynaptic terminal during transmitter release.

2. What is a synapse and what is its function?

3. Compare and contrast the mechanism of a neurotransmitter that has an inhibitory effect to that with an excitatory effect.

4. What is the effect of a neurotransmitter on a postsynaptic neuron if the neurotransmitter level remains high and not degraded at the synapse?

5. How does a neuron that has both excitatory and inhibitory synapse respond when it is stimulated?

6. What are neurotransmitters and how do they function in the body?

Possible Resources

Came, Barry, Clues in the brain.., Vol. 107, Maclean's, 07-19-1993, pp 40.

Ezzell, C., Sticky situations.., Vol. 141, Science News, 06-13-1992, pp 392.

Peters, A., Palay, S. L., & Webster, H. de F. The fine structure of the nervous system. New York, Oxford University Press, 1991.

Neuropharmacology

Boundary Questions

1. Compare and contrast agonist to antagonist in relation to neurotransmitters.

2. What are psychoactive drugs and how do they affect the nervous system?

3. What is addiction and how is it similar or dissimilar to a positive feedback system?

Possible Resources

Lipkin, Richard, Cells as sensors.., Vol. 147, Science News, 02-04-1995, pp 77

Rodgers, Joann, Addiction.., Vol. 27, Psychology Today, 09-01-1994, pp 32.

Schmidt, K., Dioxin's cellular siege.., Vol. 141, Science News, 01-11-1992, pp 26.

Diseases of the Nervous System

Boundary Questions

1. Compare and contrast the behaviors exhibited by a person with Parkinson’s disease to one with Alzheimer’s.

2. If the motor unit of the cerebrum or cerebellum were injured, what type of behaviors would be exhibited?

3. Explain what conditions, if any, would initiate the onset of an epileptic attack.

4. What is Multiple Sclerosis? What causes onset of this disease?

Possible Resources

Fackelmann, K., Protein protects, restores neurons.., Vol. 147, Science News, 01-28-1995, pp 52.

Fackelmann, Kathy, Anatomy of Alzheimer's.., Vol. 142, Science News, 12-05-1992, pp 394.

Travis, John, When CAG spells trouble.., Vol. 147, Science News, 06-10-1995, pp 360.

Behavior

Boundary Questions

1. What part of the nervous system is associated with response to stressful situations? Explain the mechanism of the reaction.

2. If a person has trouble remembering what happened 3 or 5 minutes ago, what part of the brain is probably damaged or has lesions?

3. Compare and contrast a human brain to a bird brain in terms of structure and function.

Possible Resources

Adler, Tina, Whale chatter.., Vol. 149, Science News, 05-25-1996, pp 328

Bower, B., Darwin's minds.., Vol. 140, Science News, 10-12-1991, pp 233.

Fackelmann, Kathy, Hormone of monogamy.., Vol. 144, Science News, 11-27-1993, pp 360.

Wexler, Mark, Thinking about dolphins.., Vol. 32, National Wildlife, 04-01-1994, pp 4.

Developmental Neurobiology

Boundary Questions

1. Name and describe the stages of human development from conception to birth.

2. Demonstrate the relative size of a developing human by placing a 0.5mm dot at the top of a sheet of paper and labeling it 14 days. If 1mm is equal to 4 days, draw lines radiating from the dot to illustrate the size of a developing baby at 4 weeks, 6 1/2 weeks, 9 weeks, 11 weeks and 15 weeks.

3. Why is it harmful if a developing embryo is exposed to environmental factors that can cross the placental barrier?

4. Name 4 common environmental factors that can cross the placental barrier.

5. How does nicotine exposure affect the developing embryo?

6. From where in an embryo does the nervous system develop?

Possible Resources

Bower, B., Of mice and men: Sharing locator genes.., Vol. 139, Science News, 04-20-1991, pp 255.

Ezzell, Carol, A time to live, a time to die.., Vol. 142, Science News, 11-21-1992, pp 344.

Strobel, Gabrielle, Guardian genes.., Vol. 145, Science News, 01-15-1994, pp 44.

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