Summer SAVY, Session 4 Day 2, “Intro to Neurobiology” (5th-6th)
We began finishing up our groups’ presentations on multiple sclerosis (a condition resulting from neurons losing their protective coating) in a computer lab. Then, we headed to our classroom for the presentations! The four student groups led a review of action potential (neuronal communication) and presented very useful information on the definition, causes, treatment, and future research directions for multiple sclerosis. Specifically, we improved our understanding of how multiple sclerosis occurs (neurons losing their protective coating), risk factors, and available and future medications/treatments. The class had an impressive discussion on a chart showing the number of multiple sclerosis patients growing since the 1970s. Specifically, our students were already thinking like scientists, offering a range of possible explanations of the trend. For example, it could be because we have better diagnostic technologies, the population is growing, or people have more awareness of this condition. This multi-dimensional, critical thinking is a great beginning to scientific reasoning.
The day continued with an introduction to the anatomy of our nervous system. We learned about the two major components of the nervous system: the central nervous system (the brain and the spinal cord) and the peripheral nervous system. We also watched some videos with animations of these systems. Of special importance were the different regions of the brain and their functions. For example, the frontal lobe has a role in our personality formation, and the hippocampus deep within the temporal lobe stores our memory.
In the afternoon, we explored the topic of human memory. Memory is in almost everything we do. This idea manifested in the examples that our students came up with. For example, a student did a cool dance move, and that involved the use of his memory, because he had to learn this move before and remember it to be able to make the move. We moved on to learn about different types of memories. This was a really fun part of the day. Our students were able to have first-hand experience of all these types of memories. For example, in terms of sensory memory, our students saw flashing images of numbers and a maze and listened to an audio clip saying “neuroscience” in a foreign language. It helped our students appreciate that sensory memory is supposed to be transient, but enough for us to recognize the type of information. We then investigated the first memory strategy – repetition (or rehearsal), which can help us convert short-term memory into long-term memory. Our students heard strings of numbers that got longer and longer and discovered that the human working memory has a limit, and therefore, it’s important for us to use tools like note-taking to help us learn.
We then had another highlight of the day. To develop an understanding of conscious vs. unconscious memory, students engaged in a role-play activity. Two students played the roles of a doctor and his amnesic patient (a person who can’t form new memories). It turned out that the patient may not remember seeing the doctor, no matter how many times she met her, but unconsciously, she remembered the feeling of being pricked by a (fake) pin in the doctor’s hand.
