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2/STRUCTURE AND
FUNCTIONS OF CELLS OF
THE NERVOUS SYSTEM
TABLE OF CONTENTS
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TEACHING OBJECTIVES
KEY TERMS
LECTURE GUIDE
 Cells of the Nervous System (p. 25)
 Communication Within a Neuron (p. 27)
 Communication Between Neurons (p. 29)
FULL CHAPTER RESOURCES
 Lecture Launchers (p. 33)
 Activities (p. 37)
 Assignments (p. 38)
 Web Links (p. 39)
 Handout Descriptions (p. 42)
 Handouts (p. 44)
 Multimedia Resources (p. 66)
 The Virtual Brain (p. 67)
 PowerPoint Presentations (p. 67)
 Accessing All Resources (p. 68)
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Chapter 2: Structure and Functions of Cells of the Nervous System
TEACHING OBJECTIVES
After completion of this chapter, the student should be able to:
1. Name and describe the parts of a neuron and explain their functions.
2. Describe the supporting cells of the central and peripheral nervous systems and explain
the blood–brain barrier.
3. Briefly describe the role of neural communication in a simple reflex and its inhibition by
brain mechanisms.
4. Describe the measurement of the action potential and explain the dynamic equilibrium
that is responsible for the membrane potential.
5. Describe the role of ion channels in action potentials and explain the all-or-none law and
the rate law.
6. Describe the structure of synapses, the release of the neurotransmitter, and the activation
of postsynaptic receptors.
7. Describe postsynaptic potentials: the ionic movements that cause them, the processes that
terminate them, and their integration.
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
KEY TERMS
sensory neuron (text p. 28)
motor neuron (text p. 28)
interneuron (text p. 28)
central nervous system (CNS) (text p. 29)
peripheral nervous system (PNS) (text p. 29)
soma (text p. 29)
dendrite (text p. 29)
synapse (text p. 29)
axon (text p. 30)
multipolar neuron (text p. 30)
bipolar neuron (text p. 30)
unipolar neuron (text p. 30)
terminal button (text p. 30)
neurotransmitter (text p. 31)
membrane (text p. 31)
nucleus (text p. 32)
nucleolus (text p. 32)
ribosome (text p. 32)
chromosome (text p. 32)
deoxyribonucleic acid (DNA) (text p. 33)
gene (text p. 32)
messenger ribonucleic acid
(mRNA) (text p. 32)
enzyme (text p. 32)
non-coding RNA (ncRNA) (text p. 34)
cytoplasm (text p. 34)
mitochondrion (text p. 34)
adenosine triphosphate (ATP) (text p. 34)
endoplasmic reticulum (text p. 34)
Golgi apparatus (text p. 34)
exocytosis (text p. 34)
lysosome (text p. 34)
cytoskeleton (text p. 35)
microtubule (text p. 35)
axoplasmic transport (text p. 35)
anterograde (text p. 35)
retrograde (text p. 36)
glia (text p. 36)
astrocyte (text p. 36)
phagocytosis (text p. 36)
oligodendrocyte (text p. 36)
myelin sheath (text p. 37)
node of Ranvier (text p. 37)
microglia (text p. 39)
Schwann cell (text p. 39)
blood–brain barrier (text p. 39)
area postrema (text p. 40)
electrode (text p. 43)
microelectrode (text p. 43)
membrane potential (text p. 43)
oscilloscope (text p. 43)
resting potential (text p. 44)
depolarization (text p. 44)
hyperpolarization (text p. 44)
action potential (text p. 44)
threshold of excitation (text p. 44)
diffusion (text p. 45)
electrolyte (text p. 45)
ion (text p. 5)
electrostatic pressure (text p. 45)
intracellular fluid (text p. 45)
extracellular fluid (text p. 45)
sodium-potassium transporter (text p. 46)
ion channel (text p. 47)
voltage-dependent ion channel (text p. 48)
all-or-none law (text p. 49)
rate law (text p. 49)
saltatory conduction (text p. 50)
postsynaptic potential (text p. 51)
binding site (text p. 52)
ligand (text p. 52)
dendritic spine (text p. 52)
presynaptic membrane (text p. 52)
postsynaptic membrane (text p. 52)
synaptic cleft (text p. 52)
synaptic vesicle (text p. 53)
release zone (text p. 53)
postsynaptic receptor (text p. 56)
neurotransmitter-dependent ion
channel (text p. 56)
ionotropic receptor (text p. 56)
metabotropic receptor (text p. 57)
G protein (text p. 57)
second messenger (text p. 57)
excitatory postsynaptic potential
(EPSP)(text p. 57)
inhibitory postsynaptic potential
(IPSP)(text p. 57)
reuptake (text p. 58)
enzymatic deactivation (text p. 58)
acetylcholine (ACh)(text p. 59)
acetylcholinesterase (AChE)(text p. 59)
neural integration (text p. 60)
autoreceptor (text p. 60)
presynaptic inhibition (text p. 61)
presynaptic facilitation (text p. 61)
gap junction (text p. 62)
neuromodulator (text p. 62)
peptide (text p. 62)
hormone (text p. 62)
endocrine gland (text p. 62)
target cell (text p. 63)
steroid (text p. 63)
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Chapter 2: Structure and Functions of Cells of the Nervous System
LECTURE GUIDE
I. CELLS OF THE NERVOUS SYSTEM (Text p. 29)
▲Return to Chapter 2: Table of Contents
Assignments
 2.1 Vocabulary Crossword Puzzle
Activities
 2.2 How to Murder a Neuron
Web Links
 2.1 The Story of a Membrane
 2.2 Glia the Forgotten Brain Cell
 2.3 Millions and Billions of Cells: Types of Neurons
 2.4 The Blood Brain Barrier
 2.8 Biology Animations
Handout Descriptions
 2.1 Concept Maps
 2.2 Vocabulary Crossword Puzzle
 2.6 Things That You Need to Know about Neurons
 2.7 How to Murder a Neuron
Handouts
 2.1 Concept Maps
 2.2 Vocabulary Crossword Puzzle
 2.6 Things That You Need to Know about Neurons
 2.7 How to Murder a Neuron
A. General organization of the nervous system (p. 28)
1. Types of neurons
a. Sensory neurons detect changes in the internal or external environment
b. Motor neurons control muscular contraction or glandular secretion
2. Divisions of the nervous system
a. Central nervous system (CNS): the brain and the spinal cord
b. Peripheral nervous system (PNS): the nerves outside the skull and spinal cord
and the sensory organs
B. Neurons (p. 29)
1. Basic structure (Figure 2.1, p. 29)
a. Soma (cell body)
b. Dendrites
1. Synapse: the junction between the terminal buttons of one neuron
and the somatic or dendritic membrane of the receiving cell
c. Axon
1. Covered with myelin
2. Carries the action potential
d. Classification of neurons (by axons and dendrites leaving the soma)
1. Multipolar (Figure 2.1, p. 29)
2. Bipolar (Figure 2.2, p. 30)
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3. Unipolar (Figure 2.2, p. 30)
e. Terminal buttons (Figure 2.4, p. 32)
1. Site of neurotransmitter release
2. Internal structure (Figure 2.5, p. 32)
a. Membrane
1. Boundary of cell
2. Contains proteins
b. Nucleus
1. Nucleolus
a. Produces ribosomes, which synthesize protein (Figure 2.6, p.
33)
2. Chromosomes
a. Contain genes
b. Consist of long strands of DNA
c. When active, genes produce mRNA
1. Leaves nucleus
2. Codes for proteins, including enzymes
d. Also contain non-coding RNA (ncRNA) (Figure 2.7, p. 33)
1. One component of spliceosome (which helps process
mRNA)
2. Affects gene expression
c. Cytoplasm: jelly like fluid containing organelles
d. Mitochondria
1. Extract energy from nutrients
2. Synthesize adenosine triphosphate (ATP)
e. Endoplasmic reticulum
1. Rough
a. Coated with ribosomes
b. Produces proteins destined for secretion
2. Smooth
a. Channels for molecules involved in various cellular
processes
b. Produces lipid molecules
f. Golgi apparatus
1. One form of smooth endoplasmic reticulum
a. Packages product in a membrane
1. Exocytosis: process by which cell secretes packaged
substances
b. Lysosomes: contain enzymes that break down waste
products
g. Cytoskeleton
1. Composed of microtubules
2. Underlies axoplasmic transport (Figure 2.8, p. 37)
a. Anterograde
1. Soma to terminal buttons
2. Kinesin: protein that walks down microtubule
3. 500mm/day
b. Retrograde
1. Terminal buttons to soma
2. Uses dynein
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Chapter 2: Structure and Functions of Cells of the Nervous System
3. About ½ as fast as anterograde transport
C. Supporting Cells
1. Glia: in the central nervous system
a. Astrocytes (Figure 2.9, p. 37)
1. Control chemical composition around neurons
2. Processes wrap around neurons and blood vessels
3. Help nourish neurons
a. Convert glucose from bloodstream to lactate, which is then
used by neurons
b. Store glycogen
4. Act as “glue”
5. Surround and isolate synapses
6. Remove debris via phagocytosis
b. Oligodendrocytes (Figure 2.10, p. 37)
1. Produce the myelin sheath in the CNS
2. Node of Ranvier: space between beads of myelin
c. Microglia
1. Phagocytes
2. Protect brain from invading organisms—immune system function
2. Schwann Cells—peripheral nervous system
a. Produce myelin in the PNS (Figure 2.11, p. 38)
1. Each segment of myelin is one Schwann cell
b. Help after injury
1. Digestion of dead and dying neurons
2. Form tubes for axon regrowth
c. Signal neurons to elongate during development
d. Chemical composition of myelin in PNS differs from that of the CNS
D. The Blood–Brain Barrier (Figure 2.12, p. 40)
1. Ehrlich’s experiment: injected blue dye into the blood; did not dye the CNS
2. Selectively permeable
a. Active transport ferries many molecules into the CNS
3. More permeable in some areas, e.g., area postrema
II. COMMUNICATION WITHIN A NEURON (Text p. 41)
▲Return to Chapter 2: Table of Contents
Lecture Launchers
 2.1 Metaphors
 2.2 Animations
 2.3 Neuron Skits
Classroom Activities
 2.1 Measurement of the Speed of Axonal Transmission
Assignments
 2.1 Vocabulary Crossword Puzzle
Web Links
 2.8 Biology Animations
 2.9 Resting Membrane Potential
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Handout Descriptions
 2.2 Vocabulary Crossword Puzzle
 2.3 Neuron Skits: Firing of a Neuron (for Lecture Launcher 2.3)
 2.5 Name Tags for Skits
Handouts
 2.2 Vocabulary Crossword Puzzle
 2.3 Neuron Skits: Firing of a Neuron (for Lecture Launcher 2.3)
 2.5 Name Tags for Skits
A. Neural Communication: An Overview
1. Withdrawal reflex (Figure 2.13, p. 42)
2. Inhibition of the withdrawal reflex (Figure 2.14, p. 42)
B. Measuring Electrical Potentials of Axons
1. Squid giant axon
a. Large enough to work with—diameter is 0.5mm
b. Survives a day or two in a dish of seawater
2. Measuring electrical charge (Figure 2.15, p. 43)
a. Electrode
b. Microelectrode
1. A small electrode
c. Place electrode in the seawater and the microelectrode in the axon
3. Membrane potential
a. Inside relative to outside
b. Resting potential—70 mV
c. Depolarization (Figure 2.16, p. 44)
1. Reduction in size of the membrane potential
d. Hyperpolarization
1. Increase in size of the membrane potential
e. Action potential (Figure 2.17, p. 44)
1. Triggered at threshold of excitation
C. The Membrane Potential: Balance of Two Forces (Figure 2.18, p. 46)
1. The force of diffusion
a. Molecules distribute evenly throughout a medium
b. Without barriers, molecules flow from areas of high concentration to areas of
low concentration
2. The force of electrostatic pressure
a. Electrolytes: molecules that split into two parts with opposing charges
b. Ions
1. Cations—positive charge
2. Anions—negative charge
c. Electrostatic pressure—force of attraction/repulsion
1. Opposites charges attract, like charges repels
3. Ions in the extracellular and intracellular fluid (Figure 2.18, p.46)
a. Organic anions (A-)
1. Inside cell
2. Unable to pass through membrane
b. Potassium ions (K+)
1. Concentrated inside
2. Diffusion pushes out
3. Electrostatic pushes in
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Chapter 2: Structure and Functions of Cells of the Nervous System
4. Little net movement
c. Chloride ions (Cl-)
1. Concentrated outside
2. Diffusion pushes in
3. Electrostatic pushes out
4. Little net movement
d. Sodium ions (Na+)
1. Concentrated outside
2. Diffusion pushes in
3. Electrostatic pushes in
4. Sodium-potassium transporter (Figure 2.19, p. 47)
a. Uses energy
b. Two K+ in; three Na+ out
c. Helps keep concentration of Na+ low inside the neuron
d. Membrane relatively impermeable to Na+
D. The Action Potential
1. Ion Channels (Figure 2.20, p. 48)
a. Proteins
b. Form pores through the membrane that permit ions to enter or leave the cell
2. Sequence of events (Figure 2.21, p. 48)
a. At threshold, voltage-dependent Na+ channels open and Na+ enters cell
(Figure 2.22, p. 48)
1. Membrane potential moves from -70mV to +40mV
b. Voltage dependent K+ channels begin to open and K+ leaves the cell
c. Na+ channels close and become refractory at the peak of the action potential
d. K+ continues to leave the cell until the membrane potential nears normal
e. Na+ channels reset
f. Membrane overshoots resting potential, but returns to normal asK+ diffuses
E. Conduction of the Action Potential (Figure 2.23, p. 49)
1. All-or-none law
a. Action potential either occurs, or does not occur
b. Once initiated, it is transmitted to the end of the axon
c. Always the same size (even when axon splits)
2. Rate law (Figure 2.24, p. 51)
a. Rate of firing is the basic element of information
3. Saltatory conduction (Figure 2.25, p. 50)
a. Action potential moves passively under the myelin
b. Action potential is regenerated at each node of Ranvier
c. Advantages
1. The neuron expends less energy (ATP) to maintain ion balance
2. Faster conduction
III. COMMUNICATION BETWEEN NEURONS (Text p. 51)
▲Return to Chapter 2: Table of Contents
Lecture Launchers
 2.2 Animations
 2.3 Neuron Skits
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Assignments
 2.1 Vocabulary Crossword Puzzle
Web Links
 2.5 The Synapse
 2.6 Synaptic Transmission
 2.7 Synaptic Transmission: A Four Step Process
 2.8 Biology Animations
 2.10 Synaptic Transmission Sinauer Associates
Handout Descriptions
 2.2 Vocabulary Crossword Puzzle
 2.4 Neuron Skits: The Synapse
 2.5 Name Tags for Skits
Handouts
 2.2 Vocabulary Crossword Puzzle
 2.4 Neuron Skits: The Synapse
 2.5 Name Tags for Skits
A. Synaptic Transmission
1. The transfer of information from one neuron to another via a synapse
2. Relies on neurotransmitters
a. Produce postsynaptic potentials
b. Attach to receptor at a binding site
c. Ligand is a chemical that attaches to a binding site
d. Neurotransmitters are natural ligands
B. Structure of Synapses
1. Types of synapses (Figure 2.26, p. 54)
a. Axodendritic: on dendrite
b. Axosomatic: on soma
c. Axoaxonic: on axon
2. Structure (Figures 2.27 and 2.28, p. 53)
a. Presynaptic membrane
b. Postsynaptic membrane
c. Synaptic cleft
d. Synaptic vesicles
1. Small
a. Present in all synapses
b. Contain neurotransmitter
1. Transport proteins fill the vesicles with the
neurotransmitter
c. Trafficking protein are involved in the release of
neurotransmitter and recycling the vesicles
2. Dense core
a. Contain peptides
e. Release zone: the location of neurotransmitter release
f. Postsynaptic density: contains receptors and the proteins that hold them in
place
C. Release of Neurotransmitter
1. Omega-structure (Figure 2.29, p. 54)
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Chapter 2: Structure and Functions of Cells of the Nervous System
D.
E.
F.
G.
a. Omega figures are synaptic vesicles fused with the membrane
2. Steps from action potential to release (Figure 2.30, p. 54)
a. Vesicles "dock" against membrane via proteins on vesicle binding with
proteins on presynaptic membrane
b. Action potential results in opening of voltage-dependent Ca++ channels
c. Ca++ enters the cells
d. Binds with docking proteins on presynaptic membrane and causes them to
separate (thereby forming the fusion pore) (Figure 2.31, p. 55)
e. Neurotransmitter released to synaptic cleft
3. There are three pools of vesicles
a. Release-ready vesicles
1. Docked against the inside of the presynaptic membrane
2. <1% of vesicles
b. Recycling pool
1. 10-15% of vesicles
c. Reserve pool
1. 85-90% of vesicles
4. Membrane after release of vesicles
a. “Kiss and run”: After neurotransmitter release, pore closes, vesicle undocks
and moves to be refilled with neurotransmitter (Figure 2.33, p. 56)
b. Bulk endocytosis
Activation of Receptors
1. Postsynaptic receptor
2. Two classes
a. Ionotropic receptors (Figure 2.33, p. 56)
1. Ion channel
2. Neurotransmitter binding site
b. Metabotropic receptors (Figure 2.34, p. 57)
1. Close to a G protein
2. Activation of G protein produces second messenger
a. Opens ion channel
b. Biochemical changes in other parts of the cell
c. Turns genes on and off
Postsynaptic Potentials (Figure 2.35, p. 58)
1. Excitatory postsynaptic potential (EPSP)
2. Inhibitory postsynaptic potential (IPSP)
Termination of Postsynaptic Potentials
1. Reuptake (Figure 2.36, p. 59)
2. Enzymatic deactivation
a. Acetylcholine (ACh) by acetylcholinesterase (AChE)
b. Myasthenia gravis
1. Muscular weakness
2. Physotigmine
a. Inhibits AChE
b. Treats symptoms of Myasthenia gravis
3. Caused by immune system attacking ACh receptors
Effects of Postsynaptic Potentials: Neural Integration (Figure 2.37, p. 61)
1. Combining of multiple signals
2. Performed by axon hillock
3. Neural inhibition does not always lead to behavioral inhibition
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H. Autoreceptors
1. Respond to their own neurotransmitter
2. Generally inhibitory
I. Other Types of Synapses
1. Axoaxonic—alter amount of neurotransmitter released (Figure 2.38, p. 62)
a. Presynaptic inhibition
b. Presynaptic facilitation
2. Dendrodendritic synapses—regulatory functions
3. Electrical synapse
a. Gap junction (Figure 2.39, p. 62)
b. Ions flow between cells
J. Nonsynaptic Chemical Communication
1. Neuromodulators
a. Modify large numbers of neurons near location of release
b. Peptides
2. Hormones
a. Secreted by endocrine glands
b. Distributed via bloodstream
c. Target cells contain receptors for the hormone
d. Structure
1. Peptide hormones
a. Activate metabotropic receptors
2. Steroid hormones (Figure 2.40, p. 63)
a. Small, fat soluble molecules
b. Bind to receptor, which alter protein production
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Chapter 2: Structure and Functions of Cells of the Nervous System
FULL CHAPTER RESOURCES
LECTURE LAUNCHERS



2.1 Metaphors
2.2 Animations
2.3 Neuron Skits
▲Return to Chapter 2: Table of Contents
Lecture Launcher 2.1 Metaphors
Sometimes, it is helpful to take concepts that students are unfamiliar with and place them in a more
familiar context. Remind the students that these are models and may not work the same as the real
thing, but you can get past some cognitive barriers by making connections to the student’s current
experience.
A simplistic (and probably not entirely accurate) explanation
If you are having trouble understanding Excitatory (EPSP) and Inhibitory (IPSP) Postsynaptic
Potentials, you might find these explanations and metaphors helpful. Please remember that, like our
model neuron, the following description is not how things really work, but it may help you to get a
picture of the events that will then allow you to explore the information in more detail and revise
and correct your understanding.
Concentrations of various chemicals in and around the cell.
The postsynaptic membrane has protein receptors in the membrane made of phospholipids (fat).
Each receptor has a shape that fits at least one neurotransmitter molecule. Imagine a molecule of
neurotransmitter floating through the extra cellular space in the synapse until it reaches one of
these receptors. When the neurotransmitter gets close, it fits into the protein molecule like a key in
a lock. This changes the shape of the protein molecule and sets off a change in the electrical
potential of the cell.
If the neurotransmitter is excitatory at that receptor, it will depolarize the cell membrane
(make it more likely to transmit information) around the receptor site. You might think of this as
dropping a stone into a still lake. The ripples move away from the receptor, getting weaker and
weaker. At some point, a ripple will cross the cell body and move down the axonal hillock. If the
receptor is close to the axonal hillock, the ripple will still be strong when it gets there.
Axonal Hillock
The axonal hillock is a small “hill” at the beginning of the axon. It is here that the decision is made
to "fire.” The cell. The neuron “gun” is fired at the axonal hillock trigger. A small squeeze on the
trigger will not fire the neuron. There will be a point when the trigger moves far enough to fire the
neuron, and like a gun, once fired, it has to be reloaded.
Postsynaptic Receptors
Cells can be seen as a mini version of the world. Just as the cell seems to make decisions based on
multiple inputs, in society we often make decisions based on information from a number of people.
Imagine the axonal hillock as a meeting of 100 people (100 postsynaptic potentials).
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1. The meeting is to decide whether to send a message encouraging another group of people to
move to a different building. (The goal is not important in this example).
To make a decision, the meeting must have a Quorum of at least 50 people. Out of the people
at the meeting, at least two-thirds must vote in favor of the action (be positive).
2. The meeting room has just a few people wandering around (the resting potential). More
people show up until there are 57 people in the room. The meeting begins. There is a vote on
sending the message. Forty-five people vote for sending the message (EPSPs) and 12 vote
against sending the message. Since the vote is more than 2/3 in favor, the message is sent.
3. The meeting room has just a few people wandering around (the resting potential). More
people show up until there are 45 people in the room. The meeting begins. There is a vote on
sending the message. Forty people vote for sending the message (EPSPs) and five vote
against sending the message. The vote is more than 2/3 in favor but there was not a quorum
(not enough EPSPs) so the message is not sent.
4. The meeting room has just a few people wandering around (the resting potential). More
people show up until there are 57 people in the room. The meeting begins. There is a vote on
sending the message. Twenty people vote for sending the message (EPSPs) and 37 vote
against sending the message. Since the vote is not more than 2/3 in favor, the message is not
sent.
In these three situations, the number of excitatory and inhibitory potentials that reach the axonal
hillock at the same time will be combined to determine whether or not the cell fires.
Let’s look at several examples of meeting outcomes.
Excitatory versus Inhibitory
Postsynaptic Potential
Excitatory influences
in the nervous system
make things more likely
to happen
Inhibitory influences
in the nervous system
make things less likely
to happen
Presynaptic versus Postsynaptic
Terminal button of the axon
Dendrite or
cell body side
of the synapse
First, let’s look at the terms that discriminate an EPSP from an IPSP, excitatory and inhibitory.
Excitatory influences in the nervous system make things more likely to happen.
Inhibitory influences in the nervous system make things less likely to happen.
How does the axonal hillock know how far is far enough to fire the neuron?
Here is another metaphor. It does a little basic math. Addition and subtraction. If the ripple of
potential is excitatory, when it reaches the axonal hillock, it will be added to other excitatory
potentials that arrive at about the same time. If the sum of the potentials is great enough, the axonal
hillock will send an action potential down the axon.
If the ripple is inhibitory, it changes the cell potentials by making the cell less likely to fire or by
subtracting from the potentials arriving at about the same time.
In general, the farther away from the axonal hillock the stimulated receptor is—the less of a
depolarization will occur because the postsynaptic potential fades as it moves away from the
receptor.
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Chapter 2: Structure and Functions of Cells of the Nervous System
What about situations where not all the postsynaptic potentials reach the axonal hillock at
exactly the same time?
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Which is going to be the most disruptive (have the most influence on communication)?
1. One person talking during a class or 10 people talking during a class at the same time?
2. Ten people distributed over a large classroom and talking during a class or the same ten
people sitting together and talking during a class.
3. Ten people each talking for one minute at different times in a one-hour class, or the same ten
people talking for one minute at the same time?
Each of these represents a different situation at the cell membrane.
If one receptor is stimulated by an excitatory transmitter, it is not likely to create a large enough
change in the neuron potential to cause the cell to fire. Multiple stimulations, even if at different
locations, are more likely to be successful in depolarizing the membrane and firing the cell.
More is better.
Even if multiple receptors are stimulated; if they are closer together, they have a greater effect as
the depolarization from one enhances that of the others. This is referred to as spatial summation.
Together is better.
Neurotransmitters take time to float across the synapse. Not all will reach the receptors at the same
time. If it takes too long, the effect of the early neurotransmitters will be almost gone before the
other arrives.
►Return to Lecture Guide: Communication Within a Neuron
▼Return to List of Lecture Launchers for Chapter 2
▲Return to Chapter 2: Table of Contents
Lecture Launcher 2.2 Animations
Since the process of transmission takes place over time, students may be confused while looking at
still diagrams. The Internet is a great place to find animation that focuses on the level of detail that
you wish to emphasize. Projecting these animations during a lecture and making them available for
further examination online can help students to catch on the way that a potential travels along the
neuron and the changes that take place at a single point over time.
YouTube is an outstanding resource for many animations, although the links tend not to be
particularly stable. It is also imperative to screen the videos before using them in class.
►Return to Lecture Guide: Communication Within a Neuron; Communication Between Neurons
▼Return to List of Lecture Launchers for Chapter 2
▲Return to Chapter 2: Table of Contents
Lecture Launcher 2.3 Neuron Skits
Scientific courses often miss activities that students find both entertaining and useful learning
activities. One of these is “Role Playing.” Choose students who are outgoing and willing to volunteer
to stand in front of the class. Give them the instruction sheets the class before they will be doing the
activity, so that they can prepare their character. (Handout 2.2 or 2.3)
Before the next class, have the students come a few minutes early to discuss their interaction.
You may wish to project an image of a synapse at the front of the room or suggest that class
members turn to an appropriate illustration in their text. During the class, have the students go
through the activity. Ask the class to identify the “actors” and pin appropriate signs on them. Allow
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Chapter 2: Structure and Functions of Cells of the Nervous System
the class to act as directors, revising the action. Encourage discussion of the difference between the
model as portrayed by the actors and the interactions within the nervous system.
Have class members assist in figuring out what each element should do with the actors
following class instructions. Have the actors try literally to interpret what they are being told to do.
(If the class suggests that the neurotransmitter should go through the cell membrane before the
vesicle attaches to it, the vesicle membrane should keep tightly closed—they have not been told to
let go or to merge with the presynaptic membrane—and the presynaptic membrane should not let
the neurotransmitter through.)
When the correct steps have been figured out, have the actors go through the process one or
two times correctly before joining the class.
Handouts
 2.3 Neuron Skits: Firing of a Neuron
 2.4 Neuron Skits: The Synapse
 2.5 Name Tags for Skits
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ACTIVITIES
 2.1 Measurement of the Speed of Axonal Transmission
 2.2 How to Murder a Neuron
▲Return to Chapter 2: Table of Contents
Activity 2.1 Measurement of the Speed of Axonal Transmission
Equipment
• Stopwatch or watch with second hand
• Tape Measure (Optional)
• Calculator
It would be very difficult to measure the speed of transmission through an axon in a classroom if a
single axon were used, but an estimate of the speed of transmission can be easily calculated in a
class activity, and the larger the class, the better. Scientists often use multiple measurements of
rapidly occurring phenomena and then divide by the number of measurements.
Begin by having the class estimate the distance that an impulse must travel to go from a
person’s shoulder to the hand on the same side. (Having a tape measure available is useful, but not
necessary.) Multiply this by the number of students in the class. This is the distance the signal must
travel.
Have students stand. (Moving to the outside of the room works best but may not be possible for
a large lecture class.) Each student places his or her right hand on the right shoulder of the next
person. The instructor begins the action by squeezing the shoulder of the first student in line while
keeping track of the time. The students each squeeze the shoulder of the next person as soon as he
or she feels a squeeze. The last person needs to indicate that he or she has felt the squeeze, so that
the instructor can stop timing.
You may need to run through the action a few times to get the estimate to stabilize.
Divide the number of seconds from start to finish by the distance and the number of students to
get an estimate of transmission time. (See Rozin & Jonides [1977] and Hamilton and Knox [1996].)
►Return to Lecture Guide: Communication Within a Neuron
▼Return to List of Activities for Chapter 2
▲Return to Chapter 2: Table of Contents
Activity 2.2 How to Murder a Neuron
An understanding of the fragile nature of a single neuron can be represented by having the students
explore the manner in which a neuron can be damaged. This handout gives some suggestions in an
informal manner. Have the students pair up to decide what could happen that would result in the
different types of neural damage.
Handout
 2.7 How to Murder a Neuron
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Chapter 2: Structure and Functions of Cells of the Nervous System
ASSIGNMENTS
 2.1 Vocabulary Crossword Puzzle
▲Return to Chapter 2: Table of Contents
2.1 Vocabulary Crossword Puzzle
Part of the assignment will require that the student knows the terminology used in describing the
nervous system. I have created a crossword puzzle for this assignment. Crosswords provide cues in
the length of the words and in letters determined from easier clues.
This can be used as an assignment, a test, or an in-class activity done in small groups of two to
five students.
Across
2. EXOCYTOSIS—the process by which neurotransmitters are secreted
5. AXON—the long, thin, cylindrical structure that conveys information from the soma of a neuron to
its terminal buttons
7. NUCLEUS— a structure of a cell, containing the nucleolus and chromosomes
12. DNA—deoxyribonucleic acid is commonly referred to as _____
15. UNIPOLAR—a neuron with one axon and many dendrites attached to its soma is referred to as
_____
20. NEUROTRANSMITTER—a chemical that is released by a terminal button
Down
1. GENE—the functional unit of the chromosome
3. SYNAPSE—the space between the terminal button of an axon and the membrane of another
neuron
4. MITOCHONDRIA—an organelle that is responsible for extracting energy from nutrients
6. MRNA—a macromolecule that delivers genetic information concerning the synthesis of a protein
from a portion of a chromosome to a ribosome
8. SOMA—the cell body of a neuron
9. ENZYME—a molecule that controls a chemical reaction
10. RANVIER—a naked portion of a myelinated axon is called a node of _____
11. CHROMOSOME—a strand of DNA that carries genetic information
13. CYTOPLASM—the viscous, semiliquid substance contained in the interior of a cell
14. RIBOSOME—a cytoplasmic structure that serves as the site of production of proteins translated
from mRNA
16. LYSOSOME—an organelle that contains enzymes that break down waste products
17. MONOPOLAR—a neuron with one divided axon attached to its soma is referred to as ____
18. MYELIN—a sheath that surrounds and insulates axons
19. ATP—a molecule of prime importance to cellular metabolism
► Return to Lecture Guide: Cells of the Nervous System; Communication Within a Neuron;
Communication Between Neurons
▼ Return to List of Assignments for Chapter 2
▲ Return to Chapter 2: Table of Contents
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WEB LINKS




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2.1 The Story of a Membrane
2.2 Glia: The Forgotten Brain Cell
2.3 Millions and Billions of Cells: Types of Neurons
2.4 The Blood Brain Barrier
2.5 The Synapse
2.6 Synaptic Transmission
2.7 Synaptic Transmission: A Four-Step Process
2.8 Biology Animations
2.9 Resting Membrane Potential
2.10 Synaptic Transmission Sinauer Associates
▲Return to Chapter 2: Table of Contents
2.1 The Story of a Membrane
http://www.concord.org/~barbara/workbench_web/unitIII_mini/cf_membranes/about_pores.html
Structure of the plasma membrane proteins, lipids, and sugars at work in a single pore
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Web Links for Chapter 2
▲Return to Chapter 2: Table of Contents
2.2 Glia: The Forgotten Brain Cell
http://faculty.washington.edu/chudler/glia.html
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Web Links for Chapter 2
▲Return to Chapter 2: Table of Contents
2.3 Millions and Billions of Cells: Types of Neurons
http://faculty.washington.edu/chudler/cells.html
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Web Links for Chapter 2
▲Return to Chapter 2: Table of Contents
2.4 The Blood Brain Barrier
http://faculty.washington.edu/chudler/bbb.html
An intuitive description of the structure and function of the blood brain barrier.
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Chapter 2: Structure and Functions of Cells of the Nervous System
2.5 The Synapse
http://faculty.washington.edu/chudler/synapse.html
►Return to Lecture Guide: Communication Between Neurons
▼Return to List of Web Links for Chapter 2
▲Return to Chapter 2: Table of Contents
2.6 Synaptic Transmission
http://www.youtube.com/user/llkeeley?feature=mhee
A set of animations showing the basics of neurotransmission using the neuromuscular junction as a
model. This also shows the effect of insecticides on the activity of the neuromuscular junctions.
►Return to Lecture Guide: Communication Between Neurons
▼Return to List of Web Links for Chapter 2
▲Return to Chapter 2: Table of Contents
2.7 Synaptic Transmission: A Four-Step Process
http://www.williams.edu/imput/synapse/pages/about.html
Requires QuickTime for Animations
►Return to Lecture Guide: Communication Between Neurons
▼Return to List of Web Links for Chapter 2
▲Return to Chapter 2: Table of Contents
2.8 Biology Animations
http://highered.mcgraw-hill.com/sites/0072437316/student_view0/chapter45/animations.html
•
•
•
•
•
•
•
Chemical Synapse (478.0K)
Membrane-Bound Receptors, G Proteins, and Ca2+ Channels (825.0K)
Voltage Gated Channels and the Action Potential (1276.0K)
Sodium-Potassium Exchange (1103.0K)
Function of the Neuromuscular Junction (699.0K)
Action Potential Propagation in an Unmyelinated Axon (366.0K)
Animations with Voiceover
► Return to Lecture Guide: Cells of the Nervous System; Communication Within a Neuron;
Communication Between Neurons
▼Return to List of Web Links for Chapter 2
▲ Return to Chapter 2: Table of Contents
2.9 Resting Membrane Potential
http://bcs.whfreeman.com/thelifewire/content/chp44/4401s.swf
The “step through” function makes this animation particularly useful for lecture.
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▲Return to Chapter 2: Table of Contents
2.10 Synaptic Transmission Sinauer Associates
http://bcs.whfreeman.com/thelifewire/content/chp44/4403s.swf
The “step through” function makes this animation particularly useful for a lecture.
►Return to Lecture Guide: Communication Between Neurons
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▲Return to Chapter 2: Table of Contents
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Chapter 2: Structure and Functions of Cells of the Nervous System
HANDOUT DESCRIPTIONS







Handout 2.1 Concept Maps
Handout 2.2 Vocabulary Crossword Puzzle
Handout 2.3 Neuron Skits: Firing of a Neuron
Handout 2.4 Neuron Skits: The Synapse
Handout 2.5 Name Tags for Skits
Handout 2.6 Things That You Need to Know About Neurons
Handout 2.7 How to Murder a Neuron
▲Return to Chapter 2: Table of Contents
2.1 Concept Maps
These maps may assist students in organizing the material in this chapter. You can make these
maps available to the students or encourage them to construct their own maps.
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
2.2 Vocabulary Crossword Puzzle
This crossword puzzle will help students familiarize themselves with key terms from the chapter.
► Return to Lecture Guide: Cells of the Nervous System; Communication Within a Neuron;
Communication Between Neurons
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
2.3 Neuron Skits: Firing of a Neuron
Script for Student Role Playing Activity (Lecture Launcher 2.3)
►Return to Lecture Guide: Communication Within a Neuron
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
2.4 Neuron Skits: The Synapse
Script for Student Role Playing Activity (Lecture Launcher 2.3)
►Return to Lecture Guide: Communication Between Neurons
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
2.5 Name Tags for Skits
Name tags to be used with scripts for Student Role Playing Activity (Lecture Launcher 2.3)
►Return to Lecture Guide: Communication Within a Neuron Communication Between Neurons
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
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2.6 Things That You Need to Know About Neurons
A few basic facts about neurons
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
2.7 How to Murder a Neuron
To be used with Activity 2.2.
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
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Chapter 2: Structure and Functions of Cells of the Nervous System
HANDOUTS
HANDOUT MASTERS







Handout 2.1: Concept Maps
Handout 2.2: Vocabulary Crossword Puzzle
Handout 2.3: Neuron Skit: Firing of a Neuron
Handout 2.4: Neuron Skit: Synapse
Handout 2.5: Name Tags for Skits
Handout 2.6: Things That You Need to Know About Neurons
Handout 2.7: How to Murder a Neuron
▲Return to Chapter 2: Table of Contents
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HANDOUT 2.1: CONCEPT MAPS
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Chapter 2: Structure and Functions of Cells of the Nervous System
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
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Chapter 2: Structure and Functions of Cells of the Nervous System
HANDOUT 2.2: VOCABULARY CROSSWORD PUZZLE
The Neuron
Name: ______________________________________________________ Section: _______________ Date: ________________
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
Do not include spaces when the answer includes more than one word.
Across
2. The process by which neurotransmitters are secreted.
5. The long, thin, cylindrical structure that conveys information from the soma of a neuron to its
terminal buttons.
7. A structure of a cell, containing the nucleolus and chromosomes.
12. Deoxyribonucleic acid is commonly referred to as ____________.
15. A neuron with one axon and many dendrites attached to its soma is referred to as ____________.
20. A chemical that is released by a terminal button.
Down
1. The functional unit of the chromosome.
3. The space between the terminal button of an axon and the membrane of another neuron.
4. An organelle that is responsible for extracting energy from nutrients.
6. A macromolecule that delivers genetic information concerning the synthesis of a protein from a
portion of a chromosome to a ribosome.
8. The cell body of a neuron.
9. A molecule that controls a chemical reaction.
10. A naked portion of a myelinated axon is called a node of ____________.
11. A strand of DNA that carries genetic information.
13. The viscous, semiliquid substance contained in the interior of a cell.
14. A cytoplasmic structure that serves as the site of production of proteins translated from mRNA.
16. An organelle that contains enzymes that break down waste products.
17. A neuron with one divided axon attached to its soma is referred to as ____________.
18. A sheath that surrounds and insulates axons.
19. A molecule of prime importance to cellular energy metabolism.
Puzzle created with Puzzlemaker at DiscoverySchool.com
► Return to Lecture Guide: Cells of the Nervous System; Communication Within a Neuron;
Communication Between Neurons
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▲ Return to Chapter 2: Table of Contents
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Chapter 2: Structure and Functions of Cells of the Nervous System
HANDOUT 2.3
NEURON SKIT: FIRING OF A NEURON
THE CHARACTERS
The presynaptic membrane on the terminal button (two to four people, arms outstretched, holding
hands)
The vesicle (three people holding hands on the inside of the presynaptic membrane)
A molecule of neurotransmitter (inside the circle made by the vesicle arms)
The dendrite (two people, one hand on each shoulder of “the receptor”)
The receptor (stands between the dendrite membranes—arms out)
The action potentials for the presynaptic and postsynaptic neurons. (One at the back of the
classroom near one aisle. The second action potential is standing behind the barrier formed by the
receptor and two dendrite membrane sections.)
THE SETTING
The synaptic gap between two neurons
THE ACTION
The action potential
The action potential runs down the aisle (Axon) yelling “Fire! Fire!”
When it reaches the vesicle, it helps the vesicle over to the membrane.
The vesicle
The vesicle opens at one grasped hand, as does the presynaptic membrane. The vesicle joins hands
with the membrane to become part of the presynaptic membrane.
The neurotransmitter
The neurotransmitter wanders out and meanders around, eventually finding the receptor.
The receptor
The receptor and neurotransmitter grasp hands for a moment.
The receptor turns and tells the other parts of the membrane that something exciting has
happened.
The second action potential
The second action potential moves away from the receptor up the opposite aisle (axon).
The neurotransmitter
The neurotransmitter lets go and wanders around for a few more moments before returning to the
presynaptic membrane.
The membrane
The membrane opens and the neurotransmitter moves inside.
►Return to Lecture Guide: Communication Within a Neuron
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▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
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Chapter 2: Structure and Functions of Cells of the Nervous System
HANDOUT 2.4
NEURON SKIT: SYNAPSE
This is a rough guide for the possible interaction between these characters.
Actors should feel free to improvise, and observers should feel free to comment on and correct the
action.
THE CHARACTERS:
Tranella (a neurotransmitter)
Agie Agonist (An agonist)
Auntie Agonist (An antagonist)
Reggie Receptor (one of the postsynaptic receptors in the synapse)
Soma (The cell body—played by remaining class members)
THE SETTING:
You are in the synapse of a sensory neuron.
THE ACTION:
Reggie Receptor and Soma
(Reggie Receptor is hanging out on the postsynaptic membrane. He is bored, waiting for something
stimulating to happen.)
Tranella, Agie, and Auntie Agonist:
(Tranella, Agie, and Auntie Agonist are wandering around the synaptic gap looking for Reggie.)
Auntie Agonist and Reggie Receptor and Soma
(Auntie Agonist finds Reggie first. They grasp hands. She begins telling him that there is nothing of
any importance going on and that he doesn’t need to do anything. She should be as “antagonistic” as
possible.)
Auntie wanders off, to be replaced by Agie.
Agie and Reggie Receptor and Soma
(Agie Tells Reggie about what is going on around him, but she waits for a moment or two before she
comments on what she sees most of the time. He passes on the information to the waiting cell
body—The class).
Agie leaves, and Tranella moves closer to Reggie
Tranella and Reggie Receptor and Soma
(Tranella tells him about things that she is aware of and he passes the information on to Soma.)
►Return to Lecture Guide: Communication Between Neurons
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
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Chapter 2: Structure and Functions of Cells of the Nervous System
HANDOUT 2.5
NAME TAGS FOR SKITS
►Return to Lecture Guide: Communication Within a Neuron; Communication Between Neurons
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
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Chapter 2: Structure and Functions of Cells of the Nervous System
Tranella
(A neurotransmitter)
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Chapter 2: Structure and Functions of Cells of the Nervous System
Agie Agonist
(An agonist)
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
Auntie
Agonist
(An antagonist)
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Chapter 2: Structure and Functions of Cells of the Nervous System
Reggie
Receptor
(A postsynaptic
receptor)
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
Presynaptic
Membrane
on the
terminal
button
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Chapter 2: Structure and Functions of Cells of the Nervous System
Vesicle
Membrane
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
A molecule of
neurotransmitter
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Chapter 2: Structure and Functions of Cells of the Nervous System
Dendrite
Membrane
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
The Receptor
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Chapter 2: Structure and Functions of Cells of the Nervous System
The Action
Potential
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Chapter 2: Structure and Functions of Cells of the Nervous System
HANDOUT 2.6
THINGS THAT YOU NEED TO KNOW ABOUT NEURONS
Water and Ions
The body is 2/3 water.
Water molecules tend to be more positive on one side and negative on the other. Ions are repelled
by the charged sides of water (making them hydrophobic).
A small percentage of water molecules pull apart to form ions (O2 - (2 extra electrons) H+)
Sodium Chloride (NaCl) separates to form ions when dissolved in water.
Chemicals in and Around the Cell
ORGANIC MOLECULES
ION
INTRACELLULAR
EXTRACELLULAR
(Sea Water)
(Blood)
Potassium (K+)
400
10
20
Sodium (Na+)
50
460
440
+
Chloride (Cl )
40
540
560
Calcium (Ca2+)
0.1
10
10
Many
Few
Few
Organic Ions—protein, amino acids,
and nucleic acids, etc. (anions -)
Amino Group
Carboxylic Acid
Some organic molecules are made up chiefly of carbon and hydrogen arranged in chains. These are
not charged and do not interact with water molecules.
The Cell
Cells are essentially bags of water floating in water.
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Chapter 2: Structure and Functions of Cells of the Nervous System
Phospholipids have a charged phosphorous containing group at one end and can interact with water
(hydrophilic) and the other end cannot (hydrophobic) making the molecule amphipathic (likes both).
When exposed to water, the molecules line up (form a membrane).
Membranes are 25 to 60% protein.
Proteins are built using RNA as a pattern to link amino acids.
Protein molecules span the thickness of the membrane. They form hydrophilic channels and pumps.
Some are anchored, others float.
Neurons are very small
The membrane of a neuron is so thin that it cannot be seen under a light microscope. It is thinner
than a wavelength of light. Seven nanometers or 10-9 meters.
Each neuron uses the same neurotransmitter(s) at all its synapses (in most cases).
Transmission speed is dependent on several factors:
1. Size/Diameter of the cell
2. Myelinization
The myelin cells are made up of a large percentage of lipid (fat).
The information flows in only one direction, unless forced.
Transmission changes the electrical difference between the interior and exterior of the cell.
Transmission is “all-or-nothing.”
Vesicles use calcium to merge with the membrane and release intracellular material to the outside
(this is also related to how the cell grows).
The membrane can also pinch in to bring extra cellular material inside (cell retraction).
►Return to Lecture Guide: Cells of the Nervous System
▼Return to List of Handouts for Chapter 2
▲Return to Chapter 2: Table of Contents
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Instructor’s Manual for Physiology of Behavior, Eleventh Edition
HANDOUT 2.7
HOW TO MURDER A NEURON
TECHNIQUE
WHAT HAPPENS
ACCOMPLISHED
Starve it
Reduce Blood Supply
(Ischemia)
Reduce Glucose in blood
Suffocate it
Reduce blood supply
Heart Attack
Reduce oxygen intake through Arteriosclerosis
lungs
Thrombosis or embolism
Drowning
Carbon monoxide poisoning
Squish it
Reduce space inside of skull
through:
Reduction of skull capacity
Increase in fluid in the
cerebrospinal system
Increase amount of blood
inside of skull
Crush skull
Insert something into skull that takes
up space
Hydrocephaly
Hematoma
Use the skull to stop a brain that is
moving at high speed
Poison it
Absorb toxins, which destroy
internal structures
Bind to receptor sites and
stimulate cells till they die
(Neurotoxins)
Heavy Metals
Mercury
Lead
Arsenic
Cut it
Remove axon
Gun shot wound or other projectile
Remove dendrites
entering brain or nervous system
Remove synapse
Surgery
Remove cell or groups of cells
Infect it
Bacterial infections
Viral infections
Syphilis
Rabies
Mumps
Herpes
Chicken Pox
Mutate it
Genetic Disorders
Down's Syndrome
Huntington's Chorea
Over stimulate it Epilepsy
Expose it
Remove myelin
Attack it
Immune Disorders
Heart Attack
Arteriosclerosis
Thrombosis or embolism
Starvation
Insulin overdose
Grand mal seizures
Multiple sclerosis
Amyotrophic lateral sclerosis
►Return to Lecture Guide: Cells of the Nervous System
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NOTES
Cells that are without
oxygen may release
excessive glutamate
(see neurotoxins)
Chapter 2: Structure and Functions of Cells of the Nervous System
MULTIMEDIA RESOURCES
▼ON-LINE RESOURCES: MYPSYCHLAB WWW.MYPSYCHLAB.COM
 MyPsychLab
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MyPsychLab
What Is MyPsychLab? MyPsychLab is a learning and assessment tool that enables instructors to
assess student performance and adapt course content. Students benefit from the ability to test
themselves on key content, track their progress, and utilize individually-tailored study plans. In
addition to the activities students can access in their customized study plans, instructors are
provided with extra lecture notes, video clips, and activities that reflect the content areas their class
is still struggling with. Instructors can bring these resources to class, or easily post on-line for
students to access.
Instructors and students have been using MyPsychLab for over 10 years. To date, over 600,000
students have used MyPsychLab. During that time, three white papers on the efficacy of
MyPsychLab were published. Both the white papers and user feedback show compelling results:
MyPsychLab helps students succeed and improve their test scores. One of the key ways
MyPsychLab improves student outcomes is by providing continuous assessment as part of the
learning process. Over the years, both instructor and student feedback have guided numerous
improvements, making MyPsychLab even more flexible and effective.
Pearson is committed to helping instructors and students succeed with MyPsychLab. To that end,
we offer a Psychology Faculty Advisor Program designed to provide peer-to-peer support for new
users of MyPsychLab. Experienced Faculty Advisors help instructors understand how MyPsychLab
can improve student performance. To learn more about the Faculty Advisor Program, please
contact your local Pearson representative. In addition to the eText and complete audio files, the
New MyPsychLab video series, MyPsychLab offers these valuable and unique tools:
Bioflix animations are highly visual interactive videos on the toughest topics in Physiological
Psychology, such as how neurons and synapses work.
MyPsychLab study plan: students have access to a personalized study plan, based on Bloom’s
Taxonomy, arranges content from less complex thinking—like remembering and understanding—
to more complex critical thinking, like applying and analyzing. This layered approach promotes
better critical-thinking skills, and helps students succeed in the course and beyond.
ClassPrep available in MyPsychLab. Finding, sorting, organizing, and presenting your instructor
resources is faster and easier than ever before with ClassPrep. This fully searchable database
contains hundreds and hundreds of our best teacher resources, such as lecture launchers and
discussion topics, in-class and out-of-class activities and assignments, handouts, as well as video
clips, photos, illustrations, charts, graphs, and animations. Instructors can search or browse by
topic, and it is easy to sort your results by type, such as photo, document, or animation. You can
create personalized folders to organize and store what you like, or you can download resources.
You can also upload your own content and present directly from ClassPrep, or make it available online directly to your students.
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69
Instructor’s Manual for Physiology of Behavior, Eleventh Edition
MyPsychLab Highlights for Chapter 2: Structure and Functions of Cells of the Nervous System
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Simulate: Synaptic Connection: Can you spot the mistake?
Simulate: The Main Components of a Typical Brain Neuron
Simulate: Synaptic Transmission
Simulate: Psychoactive Drugs
Watch: Video of the Forebrain
Watch: Video of the Midbrain
Watch: Video of the Hindbrain
Watch: Hemispheric Specialization
Watch: Major Brain Structures and Functions
Watch: Synaptic
Watch: Chemical Messengers
Watch: Neurotransmitters: Communicators between neurons
Audio File of the Chapter
A helpful study tool for students—they can listen to a complete audio file of the chapter. Suggest
they listen while they read, or use the audio file as a review of key material.
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THE VIRTUAL BRAIN
MyPsychLab includes a 3D Virtual Brain application, which allows students to immerse themselves
in an interactive landscape of the human brain. The Virtual Brain incorporates real-life scenarios, as
well as simulations, activities, quizzes, and more. There are 14 modules in the Virtual Brain, each
featuring the neural circuitry underlying a general process.
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Virtual Brain Module applicable to Chapter 2, Structure and Functions of Cells of the Nervous
System:
 Neural Conduction and Synaptic Transmission
For the nervous system to function normally, its parts must communicate among one another. The
Neural Conduction and Synaptic Transmission module of the virtual brain depicts the different
parts of the nervous system, which communicate by the mechanisms described in this chapter.
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POWERPOINT PRESENTATIONS
Two sets of standard lecture PowerPoint slides—comprehensive and brief, prepared
by Grant McLaren, Ph.D, Edinboro University of Pennsylvania, are also offered and includes detailed
outlines of key points for each chapter supported by selected visuals from the textbook. A separate
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70
Chapter 2: Structure and Functions of Cells of the Nervous System
Art and Figure version of these presentations contains all art from the textbook for which Pearson
has been granted electronic permissions.
Both sets of PowerPoint slides are available for download at the instructor’s resource center at
www.pearsonhighered.com/irc.
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ACCESSING ALL RESOURCES FOR PHYSIOLOGY OF BEHAVIOR, ELEVENTH
EDITION:
For a list of all student resources available with Physiology of Behavior, go to
www.mypearsonstore.com, enter the text ISBN (0205239390) and check out the “Everything That
Goes With It” section under the book cover.
For access to the instructor supplements for Physiology of Behavior, Eleventh Edition, simply
go to http://pearsonhighered.com/irc and follow the directions to register (or log in if you already
have a Pearson user name and password).
Once you have registered and your status as an instructor is verified, you will be e-mailed a login
name and password. Use your login name and password to access the catalogue. Click on the
“online catalogue” link, click on “psychology” followed by “introductory psychology” and then the
Carlson Physiology of Behavior, Eleventh Edition text. Under the description of each supplement
is a link that allows you to download and save the supplement to your desktop.
For technical support for any of your Pearson products, you and your students can contact
http://247.pearsoned.com.
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