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Download VCE Psychology Trail - Unit 1
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VCE Psychology at Melbourne Museum Unit 1 2016/17 VCE Study Design – student trail Information for teachers This student-led trail covers content from Unit 1 of VCE Psychology: Area of Study 1 – How does the brain function? Role of the brain in mental processes and behaviour Brain plasticity and brain damage Area of Study 2 – What influences psychological development? Atypical psychological development Students will use the Mind and Body galleries at Melbourne Museum to complete the trail. The trail includes 10 activities (A-J) based around themes covered in the study design. They do not represent a comprehensive coverage of all of the material relevant to Unit 1 in the galleries, but a selection of those exhibits most relevant. The trail is organised in order of location as the students walk through the gallery spaces – first in Mind and then in Body. Depending on your learning intention, or duration of visit, you may like to edit the document for your class. The following suggestions are not exhaustive, but may help focus your students: Select certain activities to focus on limited themes and content in line with the students current areas of study Give students classroom time prior to visiting to self-select a limited number of activities, or focus on just one for deeper inquiry In groups, students may be allocated one activity/theme to present back to the class. We recommend familiarising yourself with the trail prior to your class excursion. Visiting the galleries before the excursion will also assist you in directing your students. museumvictoria.com.au/melbournemuseum/learning/ A. Psychology Timeline Work Station Site Timeline table at the entrance to the Mind gallery. Choose one key event from each time period on the timeline below. Why did you choose it? Why is it important? 2000 1950 1900 1800 1300 5000BCE museumvictoria.com.au/melbournemuseum/learning/ B. The Brain and Nervous System Work Station Site Entrance to the Mind gallery 1. Observe the wall of twinkling lights at the entrance of the gallery. What do you think the lights represent? 2. How accurately does this represent our nervous system as we know it today? Record your thoughts in the table below: Similarities Differences Enter the gallery to view information panels and interactives regarding brain and nerve cell function 3. Label the following parts on the diagram below: museumvictoria.com.au/melbournemuseum/learning/ Dendrite Cell body Synapse Synaptic gap Axon 4. Look at the New Scientist interactive located on the wall. Locate the regions of the brain responsible for the following activities and mark them in on the diagrams by shading the appropriate areas. Vision Sound Speech and language Touch Decisions Social interactions 5. After six months the foetal brain contains _______________nerve cells or neurons. museumvictoria.com.au/melbournemuseum/learning/ 6. What does it mean when they say that neurons migrate to locations in the brain? 7. How are neural connections strengthened and what causes connections to die off? 8. Write a key feature of brain development in each of the following stages of life: Stage of development Childhood Brain development By the age of two Adolescence Adulthood Old age 9. Is it true that we only use about 10% of our brain? Explain. 10. What is plasticity of the brain? museumvictoria.com.au/melbournemuseum/learning/ C. Normal and Abnormal Behaviour Work Station Site – Various locations Look at the information about treating abnormal behaviour in The Mind Exhibition, by visiting the locations indicated on the map 1. If behaviour is defined as an observable action made by a person, how would you define abnormal behaviour? 2. Some abnormal behaviour can be treated. List and explain how three treatments are administered. Treatment Method of giving the treatment 3. How has an understanding of the brain influenced the treatment of mental disorders? museumvictoria.com.au/melbournemuseum/learning/ D. Human Emotions Work Station Site Enter the area behind the Human Emotions wall and watch the video clips. Complete the table below for the video clips shown on the ‘Human Emotions’ screens. • For each segment list the emotion it generates in you. For example, does it make you feel anger, sadness, fear, disgust, surprise or happiness? • Look at each segment closely. What ‘cues’ or ‘triggers’ do you think are used in the clip to evoke this emotion in you? (Hint: consider visual and auditory cues). Video Segment Emotions experienced Cues used to evoke emotion Laughter Scream Dogs Vomit/maggots Bullying Crying people museumvictoria.com.au/melbournemuseum/learning/ List other ‘cues’ from your day to day life that would evoke the same emotions E. Drugs and the Brain Work Station Site The wall to the right of the Human Emotions video wall. 1. These men in this photo are using two drugs – what are they? 2. What does opium contain? 3. How can this drug be taken? 4. What does it do to the brain? Next to the men relaxing in the backyard in Bendigo, you will find a television screen. Watch the video clip on the television screen. 5. Describe how addictive substances work: 6. Which neurotransmitter is involved? museumvictoria.com.au/melbournemuseum/learning/ F. Understanding the brain Work Station Site Locate the brain and skull specimens on the “Differences” wall, and continue around the corner to the EEG. 1. What has happened to the brain in the following conditions: Haemorrhage after an aneurysm: Alzheimer’s disease: Neurosyphilis: 2. Alzheimer’s disease is the result of a genetic condition that causes: 3. How are the neurons in the brain of an Alzheimer’s sufferer are affected? 4. The effects of Alzheimer’s disease include: museumvictoria.com.au/melbournemuseum/learning/ Suggest three ways you could stimulate the brain to build reserves of brain cells and improve brain cell connections: 1. 2. 3. Looking at this device: 5. What is this device? 6. How does it work? 7. What is it used for? Anaesthesia is a state in which consciousness is reduced to decrease the sensation of pain. Anaesthetics exert their effect on the nervous system. 8. What other sorts of medicines effect the central nervous system? 9. How long have anaesthetics been available? 10. Imagine what it would have been like to have an operation without anaesthetics. Why would you willingly allow a doctor to operate on you without anaesthetic? museumvictoria.com.au/melbournemuseum/learning/ G. Mental Health Case studies Work Station Location Enter a booth in the Being: Identity and Interaction section and listen to one of the personal stories. Select and name a condition to focus on for your investigation Condition: ___________________________ 1. Explain how the mental condition affects the human body or how it manifests itself. 2. How do the symptoms affect the day-to-day lives of people who have this condition? 3. What do these accounts say about the stigma associated with unusual mental conditions? 4. In each case, talking to somebody else was important. Why was this the case in the story that you listened to? museumvictoria.com.au/melbournemuseum/learning/ H. From the Past Work Station Site Now move into the Body Gallery the Craniometry pillar – head models in ‘Measuring heads’ the Phrenology head the Palmistry poster. Throughout recorded history people have grappled with the human mind and tried to explain the differences in personality between individuals. Many of these attempts gave rise to complex explanations that suited the society of the time, yet have persisted into modern times, despite a lack of scientific validity. These are often referred to as pseudo-sciences. 1. Define the term pseudo-science Craniometry pillar 2 . Craniometry was based on the measurement and shape of the skull. What did this pseudoscience suggest was the link between intelligence and brain size, and is this actually the case? 3. How did craniometry reflect societal views on racial stereotyping? museumvictoria.com.au/melbournemuseum/learning/ Phrenology head 4. The phrenology head is an example of another pseudoscience. Look at the names given by phrenology to the regions of the head and write six in the spaces below: a b c d e f What does this tell you about the characteristics that were thought to be important when phrenology was popular? Palmistry poster 5. Palmistry is concerned with both personality and fortune telling. Look at the links that the followers of palmistry believe exist between hand shape and personality. Are most of the personality traits positive or negative? 6. How does this help to explain why palmistry is still popular today? museumvictoria.com.au/melbournemuseum/learning/ I. Nervous System Work Station Site The Nervous System board The Becoming Transparent pillar The nervous system: Our nervous system receives and transmits information about everything that goes on inside us and in our environment. It makes sure that all of our body systems work together. The nervous system allows us to think and make decisions, carry out different actions and store memories. 1. Highlight the components of the central nervous and peripheral nervous systems in different colours. 2. Complete the table: Part of brain Function Cerebral cortex Thalamus Hypothalamus Hippocampus Cerebellum museumvictoria.com.au/melbournemuseum/learning/ Part of brain Function Brainstem 3. Label each of the following parts of the brain onto the diagram below: somatosensory cortex, cerebral cortex, cerebellum, thalamus, hypothalamus, brainstem. 4. Describe how neurons communicate with each other and other parts of the body. 5. Link up the neurotransmitter to the effect that they have on the body (a neurotransmitter may have more than one effect). Neurotransmitter Effect on the body Seratonin and Dopamine Endorphins Glutamate and GABA museumvictoria.com.au/melbournemuseum/learning/ Move to the Becoming Transparent pillar 6. Who was Phineas Gage and why is his story so important to the understanding of how the brain works? 7. Describe two methods that we can use to map and measure the brain and its electrical impulses. Brain Device Description museumvictoria.com.au/melbournemuseum/learning/ J. Our Perception of Mental Illness – reflection Throughout your visit, you will have developed a historical perspective on mental illness… how has our perception and treatment of mental illness changed over time? Reflect on this as you answer the questions below. Use examples from the gallery or your own research to support your argument. 1. How have people’s perceptions of mental illness changed over time? 2. How has the treatment of mental disorders changed over time? 3. Recall an example of a historical treatment to mental illness (eg. The confinement cupboard). How would you feel if someone close to you was to be treated in this way? museumvictoria.com.au/melbournemuseum/learning/