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00:02 Excellent. All right. Um, I know many of you are anxious

00:06 look at your exams. Um, gave an example for another class this

00:10 , and it's freshman, and they're little bit more paranoid than you guys

00:13 . And so there were many people are freaking out like it wasn't working

00:17 way they expected it to with So I dealt most of the morning

00:21 students, so I haven't completely done sort of real analysis with your exam

00:26 . Other than I looked at the curve and said, Okay, I

00:30 like what else what I see but I haven't in the analyzed to

00:33 out what was going on. All , so I'm gonna probably post a

00:37 to kind of explain the curve the where grades lie. I'm gonna show

00:42 what previous semesters look like. Some ideas and solutions for you all.

00:47 , generally speaking, this is just generalization. So take it for what

00:51 is on. This is also for people online. Um, generally

00:56 when you are not dealing with a in a face to face fashion,

01:00 basically fighting an uphill battle. All , So the students who are coming

01:05 the classroom and learning they are actually specific types of associations with what they're

01:11 and what they're doing. Whereas those you who are listening online, you're

01:15 asleep because it's like watching a And it's very hard to hold on

01:19 that information. Eso What I'm telling is that if you're online and you're

01:24 at home one, you should be at the university. All right,

01:28 , you should be. We are a classroom that seats 550 people.

01:33 everybody in our class actually showed you'd still have ah, third of

01:36 car to sorry, three quarters of empty. So there's plenty of room

01:40 you guys. I'm not telling you come down to the university because I'm

01:44 allowed to thank you. The ta my wink. But if you'd like

01:50 come into the classroom, there's plenty room for you. I don't think

01:53 people in here would be upset that guys wouldn't be upset, would

01:57 Yeah, the four people in here five people are going now.

02:02 so it's not it's not a bad to come into the classroom.

02:06 this is a huge classroom, 550 . Um, so with that in

02:11 , we will, Like I I'll post a video and then

02:13 uh, maybe discuss it on Tuesday we come back. But I'm not

02:18 deal with questions about the test right . Alright, What I wanna do

02:21 I want to jump into stuff that coming up during this unit. This

02:25 probably the heavy unit because you have do a lot of of writing and

02:30 for the paper. And so you see up here. This is a

02:32 of the assignments that air coming do can see. And I would mark

02:35 calendars, take a screenshot, do it is and get these in because

02:40 schedule is a little unforgiving. All , so you can see we have

02:43 do every Friday at midnight, the one being this one. That's your

02:47 . And then you have to build outline for your discussion, based on

02:50 sources, sources and the fact that found Then you gotta build your introduction

02:55 really what you're doing is you're building paper and you're doing it in a

02:58 that is very, very efficient and gonna be very directed. It's gonna

03:01 you in terms of writing your but you'll also see their peer reviews

03:05 air do so for each one of assignments, you need to understand that

03:08 not done with it. The middle the week. One. Have a

03:13 . So Wednesday, Or is it Tuesday? Whatever it is. Whatever

03:18 dates are, it's a Wednesday or . I could could be a

03:22 Um, it's a Thursday. It's Tuesday, All right, so you

03:26 to read or look at other people's , all right. They may not

03:30 be in your subject matter. Your is to make sure that they have

03:33 what they've done, and they're really each of these peer reviews in

03:38 So like for the first time you three peer reviews and there's 10

03:42 It will probably take you 10 minutes do all three of them. So

03:45 is not like if you miss out it, you lose the points that

03:50 earned for the assignment that that it's to, All right, so it

03:56 add up very, very quickly to your grades. So make sure you're

04:00 these things. Don't put them Say, Oh, I've got to

04:02 this. Put it in your unlike, say, Sunday night and

04:06 , I'm doing it Sunday night. right, so these are kind of

04:09 easy ones, and a little later , we're actually gonna do some real

04:12 evaluation and learn how to do When we're talking about a paper,

04:16 stuff is the easy stuff here. right. Now, when you're turning

04:20 an assignment, assignments are being turn and turn it in. You do

04:24 need to put your name on In fact, please don't put your

04:26 on it because we want to keep of this stuff anonymous. All

04:30 so it's real simple. You just in the document with whatever it says

04:33 you're supposed to turn in, all . And then it's like if you

04:36 your specific topic, whatever you make sure it's at the top.

04:39 the people who are evaluating your work actually understand what it is that they're

04:43 to answer to. So it's Oh, I'm working on angiotensin

04:47 Here's my question. Here is my . Oh, I can see that

04:51 attached, that that's connected. All , now, just as a reminder

04:56 first draft of the paper when I first draft, that's literally a completed

05:00 of your paper is gonna be due 16th. Anyone to know how far

05:04 that is from now? Mathematically, like a month. It seems like

05:10 long way away. Didn't that first seemed like a long way away?

05:13 it just, like, showed up your front door. That's what the

05:16 is gonna be like. The good is because you're working on all these

05:19 along the way, that first paper gonna basically be done for itself.

05:22 just make sure you've got those dates out and that you that you recognize

05:27 all right Now I want to just of briefly talk about some of the

05:32 that you're gonna have to be dealing first rubrics you probably had to deal

05:35 rubrics now, since to become a bit more popularized, as people have

05:40 , understand? a little bit Basically, what rubric is your scoring

05:43 ? And so because you're doing peer peer review, you are judging other

05:49 papers, and people are judging your , right? It's not me,

05:54 you. And so what we need do is we need to make sure

05:57 we're all on the same page. not there to go outside of the

06:02 of what you're scoring right. It's watching a basketball game. There's a

06:07 way that you can score points in basketball game. How do you score

06:10 in basketball game? Make a basket ? You could do a three

06:15 you could do a regular basket or could do a free throw, All

06:18 . No one's giving you points for , right? So when someone does

06:22 really, really awesome dunk, that mean they get extra points for

06:27 right? It's exciting, but it help you win the game. Other

06:32 that, you got the two all right, and that's kind of

06:34 same thing is you need to understand you are scoring for and what being

06:40 , what you are trying to achieve the paper. Right. So if

06:44 going for style points, it may help you if that's not a way

06:47 you're being measured. So this is you're trying to do. And

06:52 we have five levels early in the we first started in the class with

06:56 levels. But I wanted to make a little bit more easy to kind

06:59 distinguish between half ways. So there's different levels. All right, so

07:04 job, as I'm pointing out, determine what your goals are in the

07:08 . So if you know what you're scored for, you're gonna know how

07:11 write the paper. And so I you can't read this stuff, but

07:15 air your goals right here should go . All right. Task responsiveness.

07:20 , you're trying to establish the All right. What is the paper

07:24 ? All right, development are using right voice. Are you writing like

07:29 scientist? Are you writing like a rider in English? Right. This

07:33 kind of the voice stuff are using format. So all those instructions,

07:37 many of you guys even bother looking the instructions for the paper?

07:40 Anyone okay. It's like eight pages of gobbledygook, right? And you're

07:46 look at God. I don't want read all this stuff. I'm just

07:48 put a paper together. Hopefully it . No, don't do that.

07:51 that's 90% of what the world is . Alright, It's following the

07:57 All right. So make sure you what you're trying to accomplish in terms

08:01 using the right for me at matting figures, everything is explained in the

08:06 . You're supposed to be using right? Are you citing information

08:11 Are you attaching the proper citation to proper text? That sort of

08:16 That's the evidence based reasoning. Is a logical flow? Have you ever

08:20 to somebody where there's conversation just kinda all over the place right there.

08:25 have a daughter who loves to tell , and they make absolutely no sense

08:30 . She's 13 and so she hasn't of master the art of conversation,

08:34 it's literally It's like she's three sentences then she jumps over to this part

08:38 the story and then she, backtracks way over here, and it

08:42 no organization. You're like, stop am I trying to get from your

08:47 ? Tell me. There's a There's a middle. There's an ending

08:50 out. Think it through. Then me. And that's really what organization

08:54 to do. All right. And even these little obnoxious does he introduction

09:00 ? That's actually kind of important, ? You need to introduce your ideas

09:05 then finally, language, you Do you have the appropriate academic

09:10 Are you speaking with the proper Is your vocabulary on par with whether

09:14 should be on? I'm just gonna you this piece of advice right

09:17 Never, ever try to write above level, all right. And what

09:21 means is use words that you know they mean. Have you ever watched

09:25 news? And they get that one who's obviously never gotten past,

09:29 fifth grade, and it's like some accident. They get them on there

09:32 he starts trying to use $10 words that and they're just, like,

09:38 it, Stop. You sound ignorant you're trying to talk above your

09:44 Talk in a voice that you When you speak with your own

09:49 you're better able to communicate, all . And that's really what the goal

09:54 . Here is use your own Don't try to be someone else because

09:59 going to speak or right better than believe that you can when you use

10:04 own voice. Because ultimately the goal this paper, the big broad

10:09 is to be able to communicate the to those questions that you're trying to

10:14 to your peers. All right, not trying to impress me. You're

10:19 to inform other readers, and so gonna do that better. If you

10:26 to use your own voice now, gonna run through these real quick.

10:31 is an introduction? If you don't , it basically provides relevant background for

10:35 composition. So we see up here have some prime examples of really good

10:40 . What's first one? Everyone all that one right? Once upon a

10:44 . Does that not a classic Does it not layout where the story

10:49 and what's going on? When you that, what do you know about

10:52 story? It's a fairy tale. , It's make believe. The princesses

10:59 unicorns and princes and dragons and bad . And the girl is going to

11:04 the guy. If Disney is right? So it's a real simple

11:11 . It sets the stage and you know what's going on. And then

11:15 favorite one, because I'm a big Wars geek is a long time ago

11:19 a galaxy far, far. You that? I mean, people just

11:22 like E right, But it already you it sets the stage. It

11:27 have to do the narrative. But every Star Wars show or movie,

11:31 for one, has the scroll, ? And it lays out what the

11:36 is gonna be so they don't have spend an hour and a half explained

11:40 you the back story to the rest the movie. The movie is already

11:43 enough. They don't need to add in there. And that's what an

11:46 does. It establishes the purpose of composition. Why am I writing about

11:50 ? It provides the appropriate sources. prepares the reader ultimately for the rest

11:56 the paper so that you're not sitting in paragraph six going. I have

12:00 idea why I'm reading this. Have ever read something. You're just

12:04 I have no idea what this is . I have. All right.

12:09 what the introduction does. It gets past. It provides the necessary

12:16 Your discussion is where the meat of paper is. If you are an

12:20 , this is where you're making your . You're providing all the evidence.

12:24 , boom, boom, boom, . I'm just giving you facts.

12:27 I'm laying down a story a narrative that you could understand the complexity and

12:34 the the stuff about this paper. right, about what I'm discussing.

12:39 right, so the question of people me all the time. How many

12:43 does it have to be? How words does it have to be?

12:45 I'm gonna give you the worst answer . The paper should be asl ong

12:49 it needs to be. Isn't that terrible answer? Are the people online

12:56 into a terrible answer? Do I a boo frowny faces? All

13:00 everyone, put your hands up in air If you're online. Anyone doing

13:04 ? Are you even listening to Couple of them. Okay, that's

13:10 . All right. What That means , say the number of words or

13:15 the number of words necessary to explain you're trying to get across. If

13:20 use too few people aren't gonna understand . If you use too many,

13:24 gonna overwhelm them. I worked for professor when I had my point.

13:29 was in my post, doc. job, she thought, was to

13:33 people with data so that they just their hands up and said,

13:37 you've got to be right because there's so much data here, all

13:41 That's not our goal. There's a amount. Alright, just like there's

13:46 perfect amount of sugar to put on . Perfect amount of chocolate,

13:50 That's infinite, of course, but again you might use figures,

13:56 air helpful there, logical float If you do use figures and you're

14:00 required to just make sure that the matches what you're talking about in the

14:04 and that your text can point to figure and it makes sense that they

14:07 point to each other, All And of course, use the appropriate

14:12 because you're not doing any of this on your own. The conclusions were

14:16 lot of students stumble. Yeah, car it is right, your

14:25 because your peers are the ones who gonna be reading it, right?

14:28 the idea is your writing this paper you all are grading each other and

14:33 get to do this in two rounds like, What? Yeah, it's

14:36 of scary. But here's the It's so beneficial to your writing when

14:41 right, when you learn to write your peers, all right, And

14:44 you ask, say or not But when you assess one another,

14:48 gonna become stronger and better writers. I promise you, none of you

14:52 gonna like this assignment. Well, of you might. Every now and

14:55 I get like, I love this . No, no, Most people

14:58 I hate this assignment, but I get emails even after people graduate.

15:03 when they after they graduate, they're , You know, I really appreciate

15:06 you did in this because, this is all I do and we're

15:10 talking. People have gone into basic . We're talking. People have gone

15:14 , you know, the clinical professions stuff, says learning how to read

15:18 write like this gave me a leg over other people. Yes,

15:23 So no from yeah, So it's blind and completely random, so you

15:32 end up staying topics by people in that you have no expertise in.

15:38 this is why it becomes very critical be able to write to a general

15:42 , because the people who are gonna evaluating you may not know anything about

15:46 it is that you're writing. So can't make any Presumptions other than the

15:49 that they have enough biology background to able to understand the words that you're

15:54 , right? But that shouldn't be either. It's like, Oh,

15:58 , that means I'm not constrained. don't have to impress or do better

16:02 the people in my own group. just have to write well enough so

16:05 people understand what I'm talking about. that's the goal. That's ultimately what

16:10 goal of writing is, anyway. I communicate clearly the others right?

16:16 fact, when I write letters of of the questions they ask you,

16:19 do they communicate both in writing and ? And this is one of those

16:23 I can answer. Oh, they clearly right. Well, because

16:28 guys have an assignment. Where focuses that, right? And you clearly

16:32 that process now what I want to Uh, no, you may not

16:37 control. Let's see. Could never my mouth deny. Did I just

16:51 control? I don't think so. , lastly is the conclusion All

16:57 So this is typically what we see papers and people in college because they

17:01 teach you how to write conclusion. conclusion is not And this is what

17:06 had to say. Thank you very . The end, right? A

17:10 takes that data that that stuff that just put into the paper, you

17:14 , it's like these air all the and tells why those facts are

17:19 Point A and point B means that d has to be true.

17:25 If a is true and B is , then X must be true.

17:29 ? Or it allows you to even speculating. Well, a said this

17:35 said that they don't work together. one of them is either right and

17:39 other one is wrong or vice Based on other evidence. I

17:44 Oh, man, going out on limb and thinking for yourself, That's

17:48 . I think be had the best as to what's going on. Why

17:54 I think that? Well, because evidence D, e and F there's

17:59 wrong with that. What if you're ? Well, that's okay. At

18:03 you provided proof as to why you you believe the way you did.

18:07 one is going to ding you for wrong. Especially since this is the

18:11 that you don't have to prove anything than just to provide evidence,

18:15 It's not like you're putting your reputation on the scientific line like a whole

18:19 of people did over the last couple , right? Saying that a million

18:22 , 10 million people were gonna be by now. Boy, I'd hate

18:25 be that epidemiologists and trying to prove my my model was the best.

18:32 lucky that they don't get fired for like that. All right, So

18:37 you to do a little bit of thinking. So you're not just summarizing

18:40 paper saying the end? You're summarizing you figured out based on the

18:47 And so that's what you're gonna be on over this next unit is a

18:51 of this paper, right? That's week. You're gonna be doing a

18:54 bit of this. So it kind this unit a little bit rough because

18:58 gonna be doing a little bit more than you would in the other

19:01 Okay, But that's okay, because years air tough. And then after

19:06 , it's senioritis, and it's I think. Right, Right.

19:20 what I would say is, use language that you're most accustomed to,

19:25 if you tend to speak very so if you listen to me

19:29 I'm very colloquial, right? You see the way I write, though

19:32 very technical, when it comes to writing, I'm very, you

19:36 dogmatic, pragmatic. I'm very specific you look at and go. This

19:42 two different people entirely. But that's the way that I write. That

19:45 the way I was trained to, ? And so the idea here is

19:48 you have a vocabulary where you can with larger words and it works

19:54 in other words, you understand what words mean then used, um you

19:58 . But don't overwhelm your reader, you? Don't throw down big words

20:01 impress your reader. You're gonna piss your readers most of the time,

20:05 right? And how many of you have ever read something got mad.

20:09 mean, like you just you just I'm done with you. And so

20:13 don't want to do that to your , because remember, they're the ones

20:16 are figuring out what your grade is right if they're the ones who are

20:20 the evaluation. If you start pissing off, guess where your grades going

20:23 go, it's going to start So the idea here is,

20:30 I need to know who my audience . It's my peers. I'm not

20:33 to impress. I'm not a right? What am I? I'm

20:38 trying to relay ideas and trying to a story or narrative story. That's

20:45 you're trying to trying to do. if you accomplish that, 99.9% of

20:50 gonna do just fine. That 0.1% the one person who waits the last

20:55 and screws everything up questions in here online. Yeah, like it's it

21:08 Z like a review articles. Like mini review. So if you're familiar

21:13 the technical or scientific literature, it's a mini review. And so

21:18 Are there three examples in the paper so you can kind of look and

21:23 what those kind of look like to of get an idea what a mini

21:26 looks like if you want to. , yeah, it's an actual.

21:30 a literature review is really what? is anyone here? No,

21:35 no, no, no. Silent and the fax that go with

21:44 because you can. Anybody can go and just pick a bunch of

21:47 If you have no idea why you that source, the useless sources snip

21:52 goal here. Every one of these . None of this is busywork.

21:56 not I'm not a believer in busy . This is to get you started

22:02 the research for your papers. So go and look at a couple of

22:05 . If you think Oh, this be helpful to answering my question.

22:08 the title. As I said it the instructions how you're supposed to list

22:12 and list a couple of facts. , I learned this fact in this

22:15 in this fact from this paper, you get a list of 10 of

22:18 , you're already ready to start your . Aren't you? Alright, it's

22:22 , much easier than just trying to I'm going to randomly try to put

22:25 of war or put words together and form of paper idea here is figure

22:30 what your fax are developed the proper for those fax that would be your

22:36 right? And then come back and the introduction necessary to help the reader

22:41 why those instructions or why those facts important. Did I answer that

22:46 I help, but they have have 50. No, the just follow

22:58 directions that are in the or follow instructions that Aaron the assignment. So

23:03 outlines Ah, 100%. Clearly, add to it. Don't take away

23:07 it. All right, so if says do X do X, don't

23:10 something on top of that, you're gonna get anything penalized. You

23:14 if I left, if I left off accidentally, I'm not gonna charge

23:18 or penalize you for something I left . All right, But the instructions

23:23 each level of the assignments is 100% . Don't try to skip reading.

23:27 is fundamental. Yeah, really We'll learn physiology. Now, that's

23:37 you're here, right? That's why came all the way down here.

23:41 he's got tuned in right, watching on one screen, listening in on

23:46 other so my son does really pisses off. All right, what we're

23:53 do, um, for most of unit, if not all this

23:58 I think it's all of this, know? Well, no, There's

24:00 muscle at the end if we're dealing the nervous system. Okay. So

24:04 what we're doing, we've We've laid foundation of some basic ways that the

24:09 works on. We're gonna use those help us understand these systems. So

24:13 serve as a background on what we're at in this picture. Right here

24:17 just the major components of the central system we already outlined with central nervous

24:21 is what's the central nervous? In nutshell. Two words. What are

24:26 ? What's the nerve central nervous. words. Brain and spinal cord.

24:30 guess that's three words, maybe four if you count. And alright,

24:34 brain and spinal cord So everything else peripheral nervous system. Here is the

24:39 and the spinal cord. In these the parts of the brain and the

24:41 cord. You could see the spinal down there broken into its four part

24:45 , thoracic, lumbar and sacral. get that little bit. You can

24:49 what we call the cerebrum Or telling a top underlying that is dying.

24:53 , out there in the back is little brain called the cerebellum. Underlying

24:57 Diane Cephalon is the brain stem. you grew up watching tiny Toons,

25:02 learn the song, didn't you? you guys grew up watching tiny

25:07 No. Okay, type. Write down so that you can go watch

25:10 on YouTube. Brain sings the parts the brain. Okay. Someone say

25:17 hear it. Yes, yes, . I'm gonna hit that echo and

25:23 to kill that stuff right there. months. Mhm. I can't find

25:33 mute everybody button right now. All ? I'm not gonna worry about it

25:40 . got too many, too many popping up and down. All

25:42 So what we wanna do is we walk through all these structures. All

25:46 , so this is a little bit anatomy, but we're gonna really kind

25:48 look and see What are they doing the big picture? So we're not

25:51 asking the question? What? Each ? Just kind of the general.

25:54 is the structure and what does it ? So the telling Stefan is also

25:57 to the cerebral. It is the part of the brain, and the

26:00 part of the brain is what we when we think about the brain is

26:03 we look and go. That's the . All right, But that's just

26:06 portion of the brain, all The surface you can see here in

26:10 cartoon has a whole bunch of bumps basically what? This is the result

26:14 growth during development, the brain is bigger. The stream is much bigger

26:18 the cavity in which it grows so it folds in on itself.

26:21 so that's why you create thes folds grooves the, uh, the bulges

26:27 you're looking at the bump parts that called gyre I. That's plural gyrus

26:31 singular. Sulka is singular for the between the two bumps, the two

26:37 . Alright, so a sulk I be the plural of it all.

26:40 you basically have bumps and grooves now bumps and grooves or bulges thes gira

26:47 guy. They serve primarily as markers anonymous to describe where different regions of

26:53 brain are alright, but they're there of the way the brain grows during

27:00 . Now we're looking at the lateral of the brain, all right.

27:05 so what we don't see in this that there's two hemispheres, so you

27:08 flip it around and look just the on the opposite side. But what

27:11 have is we have two hemispheres that are divided right down the middle.

27:16 if we did a mid sagittal section kind of peeled it apart, you

27:19 see that these two halves air there they're connected to each other by a

27:23 of axons, that air passing back forth. And I say,

27:27 I really mean millions upon millions of and what these structures are together

27:33 these axons is called the Corpus So basically, the left and right

27:38 are communicating to each other through these ons. Now again, these

27:44 they serve as markers. And so ? Very early on, what anonymous

27:48 is they recognize that there are So there are four major lobes that

27:52 identifiable, anonymous have also come up 1/5 load. That's kind of inside

27:57 upside down, and in between some these things that we're not gonna worry

28:01 . But these are the four They're typically named for, where they're

28:05 underneath the bones that they're found So we have the frontal lobe.

28:10 right, this is kind of the stuff. Everyone. You could take

28:12 hands if you want. Thio, put it right here. That's your

28:15 lobe. So underneath your forehead. right. The frontal lobe plays a

28:20 in speech and thought and thinking and making that's pro pretty easy,

28:25 So when you look at a sandwich top of a trash can, it's

28:28 on a plate and you haven't been . You're making a decision,

28:31 Do I grab that sandwich? If hungry or do I leave it

28:35 That's decision making. No one's I'm planning Mhm. Okay, Pride

28:44 pride alot, but you can see backwards. It's little red section right

28:48 so you can put your hands on top of your head like this.

28:51 you wore a Yamaka, that would where it is. Or a hat

28:55 would be the pride of Loeb Pride plays a role in sensory detection specific

29:01 sensory. In other words, the of touch. That's not all it

29:05 . And I'm gonna do a big out here, okay? So do

29:08 write this down. Your brain spends lot of space and energy on visual

29:14 . All right, but we're gonna about visual processing being specific to the

29:19 lobe back there because that's the primary for visual processing. But the pride

29:25 plays a role in visual processing. temporal Rollo plays a role in visual

29:30 , and even the frontal lobe plays role in visual processing. But when

29:35 see it on the test, what answer is gonna be, Which one

29:39 those four you have a choice visual is done. Where? Occipital

29:47 You get the gold star for the . You could take the day

29:49 Chewy starts. Happy hour starts. think of four o'clock. Yea,

29:55 . Shall be excited about that. hour. Four o'clock. Did you

30:00 things to be happy about? It's a dead class. I'm coming in

30:07 with silly string and Nerf guns. good. It's gonna be fun.

30:14 guys all showed up late. We doing bumper music earlier. All

30:18 so parietal lobe is gonna be sensory . That's gonna be primarily touch Occipital

30:23 is primary visual. The way I this is my eyeballs are in the

30:27 of my face. And if my were cameras, where where they project

30:30 image to my occipital lobe? That's the back now, Does the I

30:35 that way? No, but it's nice way to think about it,

30:38 right? And then we have our lobes, temporal lobes here on the

30:42 . Right. So what do we this? Right here? People in

30:44 classroom. You can see me. is that? What part of my

30:48 is that? My temple. Temporal lobe. you see where it

30:52 its name, right? Temporal lobe your temple. It sits underneath the

30:57 . All right, this is the cortex, because what is right next

31:00 your temple, The ear, And what do we do with our

31:06 ? We here with our ear. audition Audition. The auditory cortex is

31:12 the temporal lobe. Now we're going see a little bit later. That

31:17 a little bit more complex than But now I think that's gonna be

31:20 enough for us to understand where we're . And so if you look at

31:25 cerebral and take a slice through you're going to see that there's these

31:29 different regions color wise, very, boring colors. We have this kind

31:35 grayish brown color and this lighter, brown color, all right. And

31:40 early anonymous looked at this and because that's what they do, they

31:45 in Latin or German. And then they say is, wow, these

31:48 things are different, so I'm gonna them different names. And what it

31:51 out is is that the darker which they called gray matter, has

31:55 specific role and the lighter stuff. white matter has a specific role because

31:59 we started getting instruments where we could down and look at it, we

32:01 recognizing that gray matter represents where the bodies of neurons are typically clustered.

32:09 then we looked at white matter. started noticing. Wow, these air

32:13 their white because they have this myelin wrapped around the axle ions, which

32:18 kind of fatty and white and fatty kind of go hand in hand.

32:22 about a steak when you go get nice steak and you buy it from

32:25 butcher that white marbling, the And so we have this dark

32:30 We have this light stuff, darkest bodies. White are the axons and

32:35 do they represent? Oh, the gray matter represents where information is

32:40 processed white and from white matter represents connections between where the information is being

32:47 . We found the gray matter of very specific regions. Alright, so

32:52 do we see? We can see here on the edge and I'm gonna

32:56 . Try not to change the slide it's right around the edge here.

33:03 can see, it kind of goes around following the bumps. Right?

33:06 it's following the gyrus is in the . I we refer to this as

33:09 cerebral cortex. When you see the cortex, cortex means outside. All

33:15 , No matter where you see it contextually Typically, when we're talking about

33:18 cortex in the brain, we're talking the cerebral cortex, although you could

33:22 in the cerebellum and they could refer the Sarah Beller cortex. But cortex

33:27 refers to this great matter. All , so this is the outer layer

33:31 the cerebral. Um, and then have gray matter That's more deeply

33:36 You can see here. They've highlighted red for you. All right,

33:41 is the basil nuclei. Now you see on the slide. I say

33:46 ganglia. That's the old word. , The new word is basil nuclear

33:50 . They're typically found outside of the nervous system, so they use these

33:55 different terms ganglia far outside the CNS inside the CNS. Finally, if

34:02 look in this bottom picture, you this thing that kind of looks like

34:04 space shrimp eating this person's brain. you see that space shrimp in

34:09 Okay, that's a three dimensional representation something called the limbic system. The

34:14 system consists not only of gray but there is some other structures in

34:20 . All right, but the gray components of the limbic system play a

34:25 in emotional processing. All right, just two examples. We have the

34:31 . The signal plays in the most , a role in fear and the

34:35 that go with fear. Right? have the hippocampus. The hippocampus is

34:40 region of great Matt in this area plays a role in how memories are

34:46 . Right. But you can imagine feeling of happiness, my sadness when

34:50 smell something, and it makes my me feel good, right? This

34:54 what the limbic system does. And air areas where we have Bunches of

35:01 , um, o r cell bodies together so that they can process

35:07 So when you hear the word nucleus in context to the nervous system,

35:13 lots and lots of cell bodies in network that are processing information and the

35:20 between them would be that white Now, typically when we're talking about

35:24 matter. We're talking about connections between long distances. And so I'm just

35:29 to show you an example of this quickly. Sorry. You can see

35:35 . They're showing you the corpus What they're doing is they're saying these

35:38 sides are connected to one another. the white matter that's being referred.

35:43 . Alright. To sell side by in the gray matter, you're not

35:47 see white matter in between them. no distance. So that's why it's

35:51 visible. All right, so that's cerebrum. What does treatment play?

35:58 role in thought? Planning speech. . Plus, also processing a whole

36:06 of special senses, which we just of outline. Vision, audition,

36:11 touch. We didn't talk about ghost . We didn't talk about olfaction,

36:14 that will be there as well. cerebellum is your little brain. Say

36:20 to my little brain. All Only about two of you who are

36:25 . You know what I'm talking Scarface and Al Pacino. All

36:30 Little brain is kind of like the in a computer. Once again,

36:34 hitting the nerd factor here for the know, anything about computers,

36:39 You have your mother board, you your CPU, which is a central

36:42 unit. And then if you wanna video games, you don't power things

36:46 that CPU word. You process your , the video card, which has

36:54 GPU. It's a separate thing. other words, the graphics have become

36:58 and more dependent upon their own processing that they basically took that and put

37:02 into a different chip so that you get pretty pretty graphics and perform

37:06 uh, play your games really really . Well, guess what your brain

37:11 in order to do some of the it created a little structure that sits

37:16 to the side that does its own . That's really what the cerebellum

37:20 It processes information, um, regarding . All right, we're gonna time

37:26 here again, and I don't want to write this down. Okay?

37:30 when you think cerebellum, think movement the process movement, it does not

37:35 a role in movement. It's gonna a process. And helping processing that

37:40 doesn't do so directly. Now, the time out portion. Last

37:45 a paper came out There was a in Arkansas. They called themselves the

37:49 R I Club and basically a bunch neuroscientists at, uh, not University

37:54 Arkansas, but the medical center And they had access to an M

37:57 . I at night time, and wanted to look at the cerebellum to

38:00 what does it do. So they go into the machine every

38:03 bunch of researchers and that kind of it's like, This is the Frankenstein

38:07 . I'm gonna do tests on myself they would go in there and they

38:11 have them do stuff like play on keyboard and do all this stuff.

38:15 what it turns out is that the doesn't Onley play a role in motor

38:21 or really a muscle movement. It plays a role in planning, thinking

38:29 , your pre processing, how you information, which is really kind of

38:37 . So that's the time out. never be asked on the test.

38:39 if you see the question cerebellum, thing you should think about is

38:45 All right, coming back in the does not directly connect to muscles.

38:51 takes information from the cerebral, and information from the muscles and helps

38:57 process intent versus plan. Have you been walking along the street in

39:06 Looking at your phone? Does this familiar? Right, You're sitting there

39:12 and you hit sidewalk, right? didn't lift your foot high enough.

39:16 hit sidewalk and you stumbled and you fall flat on your face. What

39:20 you do? Kind of did this looked around to see if anyone

39:25 then went back to typing. Have done that? All right.

39:29 OK, now why? I want to think about what happened there.

39:33 plan was left foot. Drop left foot, drop foot,

39:36 Lift, drop, lift, lift, drop. That's all you're

39:38 . That's what walking is. Walking not falling. Alright, But because

39:44 weren't aware of your surroundings, what ? You lifted foot, but foot

39:48 caught on edge foot, couldn't Momentum was still going forward. So

39:55 Momentum said I'm falling on my But what your brain do no recalculate

40:01 calculate. What do I need to to ensure that I'm still in the

40:06 of walking? This is what the does in real time. It compares

40:12 you're doing to what you intended to and calculates what little tiny corrections need

40:19 be made so that you prevent that happening. Now. That's not the

40:23 thing that the only structure that is that there's other structures of the brain

40:27 are playing that role as well. this is a highly coordinated highly,

40:32 um, integrated system when it comes movement. But you can think of

40:38 as as that it's that it's, , comparing intent versus response, and

40:42 can see that they're different regions of cerebellum. Uh, the names,

40:46 big and scary. Don't worry about . In the central nervous system,

40:50 you see a big long name is saying Point A and point B.

40:54 we have vestibular cerebellum. It refers the vestibular system, which has to

40:58 with your equilibrium and balance, which part of your inner ear. So

41:02 basically taking information from that and processing . Why? To help you maintain

41:07 control eye movement. Um, you watch a tennis match like live?

41:13 do you do? There you Move your head and forth like you're

41:19 No, I can't possibly eat another pie, right? Have you ever

41:25 around really, really fast or watch get spun around really, really

41:28 When you stop motor, their eyes right because it's basically saying, trying

41:34 catch up right? That's what the cerebellum is trying to dio Spino cerebellum

41:39 basically taking information from the spinal In other words, information coming

41:45 And it's helping us to understand what muscles are actually doing so that it

41:49 then play a role in communicating with cerebral cerebellum, cerebral cerebellum from the

41:57 to the cerebellum. All right, what is basically saying. So down

42:02 it's like, Oh, okay, you're telling me this is what you

42:05 to do? I know that this what the muscles air doing. So

42:07 is how you need to redo So that's where all that stuff comes

42:12 . Now this is actually just a factoid. It's There's Mawr individual neurons

42:16 inside the cerebellum than there is in other part of the brain or actually

42:20 the rest of the brain. The rest of the brain, which is

42:22 of like a GPU. If you at how fast the GPU processes,

42:26 incredibly faster than a CPU. And what's interesting. People who do work

42:31 neuroscience. They use GP use as for brain circuitry. Just kind of

42:38 . All right. Moving on down the dyin. Cephalon. Very big

42:44 name. Diane Cephalon We have the Cephalon, then the dying Cephalon.

42:48 the dying Cephalon? Well, it's your thalamus, hypothalamus and epithelium us

42:53 . If you look those prefixes, means below epi means next to or

42:57 . So it's all relative to the . And the thalamus is this little

43:01 paired structure that sits right underneath the itself. I like to think of

43:05 thalamus as your post office information comes from all sorts of different parts of

43:10 body, right? All sorts of input. That means visual input.

43:14 , auditory input. Touch all this , and the thalamus looks at and

43:19 , you know where this needs to , it needs to go, and

43:21 it sends it where it needs to . It's naturally with the thousands of

43:24 processes information. All right. it also plays a role in arousal

43:30 memory. So arousal means not like . It means as in, like

43:35 awake. All right, Have you ever fallen asleep in the middle

43:38 You ever done that? Where you that hand on the thing and you

43:42 the You're awake. I'm awake right . There you go. That's part

43:48 that arousal process. We'll deal with a little bit more in a

43:51 Um, let's see what else we here. Um, again, it

43:57 a role involuntary motor control. So plays a role along with the

44:01 the motor cortex, which we'll talk when we talk about motor activity and

44:06 structure, which is the basil nuclear ganglia, which is what I've listed

44:10 here. All right, so it's of this larger integrated process of moving

44:15 body. The hypothalamus is awesome. I mean that in a literal

44:21 because it basically controls everything. It responsible for regulating many of the hormones

44:26 your body and regulating many of those which are undergo home aesthetic regulation.

44:33 water, salt balance, uh, , sleep, wake you name it

44:37 look at that in just a you can see where that region

44:40 Kind of in the middle. Um, the, uh let's say

44:46 have two things mislabeled here. I'm sorry. Um, switch these two

44:52 , please. Okay. Hypo should over there in front of that

44:59 All right, Because this is the . This structure right here, that

45:03 the thalamus you can see. There's part that it connects to the other

45:08 of the thalamus. I don't know those backwards. I've never noticed that

45:13 . Um, epithelium asses this little over there in the back. You

45:16 see there's two structures there of which have interest or should have. Interest

45:20 the pidio gland and having Euler So again, when you hear that

45:24 nucleus, you should think lots and of neurons bunched together, processing information

45:31 these things play a role in regulating circadian rhythms. Your circadian rhythms are

45:38 you guys use clocks anymore? You use them at all. I

45:43 since you don't have to leave your is do you tip to go to

45:47 ? It's roughly the same time every . Wake up roughly the same time

45:51 day because you have an internal That's what circadian rhythms do is they

45:56 your internal clock work. Alright also a role in regulate or connecting the

46:01 system to other parts of the Now you'll see in this little slide

46:06 here with the hypothalamus. There's a of nuclear Yes, sir. So

46:11 ruling Yes, plus a lot of things. I mean ah, lot

46:16 other structures play a role in so don't be stuck on that.

46:19 of the thousands playing a role in where sensory information needs to go in

46:25 brain. So it's the post office the brain. So see all the

46:32 jelly beans. See the jelly beans the picture? Yes, Diane

46:42 as a larger structure contains the the thalamus and the epithelium. So

46:48 the Diane Cephalon, um, is the region that sits right underneath the

46:54 . Alright, Sorry. The I said, Sara Bell cerebellum sits

46:57 the back along with other structures. see this in just a moment because

47:07 a kind of again with the All right, I'm just gonna let

47:10 put a time out here again. said this before. We like to

47:13 things oxes right. We want we a fact we say, Where does

47:16 fact go? It goes into the . A nervous system. The reason

47:21 it gets very, very complex is fact they can fall into,

47:24 10 different boxes, all right? so it makes it a little bit

47:27 difficult to just say I'm gonna memorize I need under understand conceptually, and

47:33 how things are interlinked and interwoven. right, so I'm just gonna preface

47:37 right now that you'll see stuff like . So I've already said, you

47:40 , motor movement. Where is where that being Regulated by it's like,

47:44 , well, cerebellum. Well, not just cerebral. Remember, the

47:47 plays a role in movement. And oh, we mentioned the basil nuclear

47:51 a role. Oh, and the plays a role that's just to start

47:54 with, and it gets even more than that. And since this is

47:59 junior level course, we're just gonna it nice and basic. So the

48:04 beans don't memorize the names of the beans you see the jelly beans,

48:11 the colors, the different nuclear that part of the hypothalamus. And what

48:16 is just showing you is a list different things that the hypothalamus plays a

48:21 in regulating. Does this mean that is the only place where these things

48:24 regulated? Not necessarily So. For , the regulation of sleep wake cycle

48:29 maintained or regulated through the hypothalamus, there are other structures that play a

48:34 in that, particularly down in the stem. So again there is

48:39 But in essence, if it's controlled an autonomic fashion, typically we can

48:45 at the hypothalamus and we can see there's a region. The hyper 1000

48:48 a role in regulating them. so that's kind of the key thing

48:52 . Where would you expect things to regulated? Autonomic Lee, here in

48:57 hypothalamus is what we're looking for. brain stem sits right underneath the Diane

49:03 . Alright, it's the oldest and primitive part of the brain. If

49:07 go look at primitive organisms that uh, that developed noticable with no

49:13 , no words, Do you have central nervous system? You might see

49:17 brain stem, but you may not a cerebellum or a cerebral.

49:21 okay, so this is a really primitive old part of the

49:24 and there's three parts to it. have the midbrain, which is,

49:28 , up there at the top, by the pond, which is in

49:30 middle, followed by the medulla, is on the bottom. And the

49:34 name for the medulla is the medulla gotta. So if you have ever

49:37 the water boy, you're probably familiar the scene with Adam Sandler going talking

49:42 why alligators are ornery. You guys seen the water. But what have

49:47 ? There was a class one semester I had one person who was sitting

49:50 the front row write down every movie I made. This was like like

49:55 year ago on, and she had send it out to the class so

49:58 they would know what to go But we won't do that this

50:01 We'll do that another time. But if you want to go watch

50:05 , he talks about the medulla got an alligator's. All right.

50:10 these structures, you're gonna see, 12 cranial nerves originate from here.

50:14 , most of them. Not all them. Uh, one and

50:17 Do not for sure. Um, , any fiber that's going in or

50:24 of the central nervous system has to through the brain stem at some

50:28 All right, So typically, what's happen is you're gonna go from some

50:33 of external structure, like, through your foot up through the spinal

50:37 , up from the spinal cord, through the brain stem. And

50:40 what will happen is you will synapse some point in the brain stem.

50:44 not all. Do some. We'll keep moving on and keep going up

50:47 the thalamus or even to the All right, but that's a small

50:52 portion of it. So you can the brain stem plays a significant role

50:56 processing information, which is very, key, because when we think about

51:01 central nervous system, we think about brain being the part of the part

51:04 the central nervous system that processes and that's not true. Brainstem processes

51:10 , Cephalon processes, cerebellum processes and the spinal cord processes. So processing

51:17 along the entire length. But because is so primitive, much of the

51:22 stuff that our body does is regulated through the brain stem the midbrain and

51:28 air again. We're gonna keep this . You know, these air?

51:30 simple answers brain stamp Think about I . You know, in other

51:34 movement as well as auditory and visual . Alright. So since I have

51:43 of you in the classroom, I you all follow my example.

51:46 everyone, look forward. Just keep eyes straight now Want you Look up

51:51 ! Does that move your head? up there ! Look up there !

51:55 up there ! Look up there ! up there ! Look up there !

51:57 down ! See You see how you that? That was all done through

52:02 brain stem, right? You're basically or Brady bunch reference Because I know

52:10 guys. I'll watch the Brady right? Probably even know what this

52:13 is. All right. Do you a bunch? Do you know who

52:16 Who? The sun is the oldest . Great ! He borrowed the any

52:24 somebody while backing out of his parking . And they had to go to

52:28 claims court. And Greg was in trouble because the guy that he bumped

52:32 came into court wearing a neck And you know what that means?

52:38 all. Whiplash. And so who they gonna believe? 16 year old

52:42 . Or they're gonna believe the man he bumped into is wearing a neck

52:47 neck brace guy. All right. , you know, But Dad,

52:52 , Dad knew this guy had to fake, and he was standing in

52:54 back of the courtroom, and what did was he dropped his briefcase.

52:58 what happens when someone drops a briefcase makes a big noise? What does

53:01 dio they turn around? That's They all turn around because there's an

53:06 reflects. When you see here, you, turn around. And of

53:09 , neck Brace guy. What did do? He turned around. He

53:12 faking it, and the judge saw does Mr Case Greg one. Everyone

53:16 happy. And 30 minute episode. goes home all nice and good,

53:21 ? Yeah. All right. But done this to you've been walking across

53:24 . Is everyone yelled? Hey, you've turned around. Hey, right

53:29 duck. All right, let her mid brain the ponds. This is

53:40 a lot of the cranial nerve nuclear gonna be located. All right,

53:45 what you can think about this? that all right? I got my

53:48 and I got my three broom information to pass in between that. The

53:51 plays a major role where that information being passed, but also plays a

53:55 in some other things. You can see here looking at the list.

53:58 right. You can see where I've the cranial nerves listed here,

54:01 So, regulating mastication don't get that with something else. Thank you.

54:06 , it's chewing. All right. a lot more fun. We have

54:10 people in the class than I could any windows. All I want to

54:13 you guys sit there and snicker this . Um, see, it's funny

54:18 you say it like that. Um, we have, you

54:21 sensory input from the head neck We have eye movement again. This

54:26 the abductions. Uh, abductions It tells you in the cranial nerves

54:30 they do. For the most Abdu abductions comes from abduct abduct means

54:36 lift up. Either way to remember is what do aliens do? They

54:40 you, right? So abductions allows to turn your up. I up

54:44 outward. It's muscle in the Alright allows you to smile. So

54:48 a cranial facial nerves or started the nerves stimulate cochlear deals with hearing and

54:54 balance and equilibrium, and lastly, ponds communicates with the medulla. Help

55:01 some of the most basic functions in body. So we're talking about blood

55:05 , heart rate and even digestion. right, so Ponds does a lot

55:11 stuff that deals with primarily with communication the cerebral and the cerebellum as well

55:17 craniofacial stuff. Right? So ears, mouth chewing, swallowing smile

55:22 on so forth and ultimately hearing and , and lastly, dealing with some

55:28 basic bodily function when we get down to the medulla. This is ancient

55:34 parts of the brain, all it's now transitioning into spinal cord.

55:40 , So again, this is one the places where information for hearing and

55:43 is gonna first come through before it on up to the ponds to the

55:47 that are located there. But you see here, middle of the row

55:52 with the ponds. What it regulates bodily functions, blood pressure, heart

55:57 digestion. And this is done primarily the vagus nerve. All right,

56:02 that's the cranial nerve that being in information is coming, uh, down

56:06 And ultimately information coming back, muscles of the neck. So we're

56:11 moving downward. And then ultimately, muscles the tongue again. If you

56:15 at the names, the kind of accessory doesn't seem so helpful. Especially

56:19 guys. But, lady, when go by necklace that what section of

56:22 store you're gonna be looking in along the earrings? What are they

56:31 I'm looking at you. Come girls. What do you call

56:35 Necklaces, Earrings, All that fun . They're called accessories. Oh,

56:42 goodness. You guys really have been the stem way too long. Just

56:48 So necklaces are part of the That would be the accessory. That's

56:53 I remember these things. Okay, , do we go shopping for accessories

56:59 ? We don't now we barely know color is so just. And I'll

57:03 this to you in a couple of for a couple of lectures. Guys

57:07 know colors. I could actually prove now, but it's not really relevant

57:11 now. All right, hip A . So what does that mean?

57:15 you look at the words hyper means or low below, and in

57:25 that's it. Tongue. So it's below the tongue nerve. It allows

57:31 to do this somatic control the Can you do this? Can you

57:41 your tongue? It's a lot. a fun thing to see, you

57:46 , because again, here's a portion population Can't do that. All

57:49 so there's hyper glass. So pons, Medulla. That's all.

57:55 stem. You can see most of information is coming in and going out

57:58 the cranial nerves. Right? Cranial play a role in regulating certain

58:03 The higher up yards, more cranial . As you move down, it

58:07 neck. With the one exception of nerve. That's cranial nerve number 10

58:11 is gonna We're gonna see a little later. Innovates basically every organ in

58:14 body. Um ah, this is slide I hate. All right,

58:21 particular formation and no picture anywhere, does it justice, because it really

58:29 extend all almost the entire length of brain stem. Alright, so it's

58:34 . It's in all the structures. a region of the brain stem,

58:39 right. And it's a Siris of that are basically built on top of

58:43 other, and information is passed between different nuclear information is being processed.

58:48 then this information is then forwarded on the cerebral, um, toe all

58:52 different parts of the cerebral. So where all the little arrows represent.

58:56 you can see here information comes into nebulous region of the brain stem and

59:00 information goes outward. How helpful is picture? Not at all. But

59:06 does this do? What does the formation do? Well, it plays

59:10 major role in arousal on sleep Think about the nap, jerk.

59:14 know, uh, you know, when someone is Have you ever been

59:18 a car? It's like a smart , and it's like a semi is

59:21 next to you on another semi gets the other side of you and your

59:24 the whole car Cavite Tate like this ever happens. Yeah. Do you

59:29 driving by semis? What do you when a semi comes up right next

59:32 you? You go faster, don't ? Because all of a sudden you're

59:36 alert. You're very keenly aware of big giant tires that are right next

59:40 you, and you can feel the of that vehicle. That's arousal.

59:45 the alertness your body is now. is what this is. It's alerting

59:48 systems saying, Guess what? There's around us. All right? Muscle

59:53 , stretch reflexes, coordination of breathing already seen in the Pons and medulla

59:57 pressure regulation pons and medulla pain modulation really haven't talked about. But it's

60:01 be there in the ponds as well in the midbrain around the semi around

60:07 aqueduct, which will get too much later. But the idea

60:11 is those basic processes of life the that we would say every living organism

60:16 a note accord that ultimately developed into You know, this structure could do

60:21 stuff when you're brain dead, This stuff no longer works, but

60:25 you're if you're still in a vegetative . That means your cerebral is not

60:30 . Your cerebellum is not working. dying. Cephalon is kind of on

60:34 support because your columnists barely getting anything . But guess what's staying alive is

60:40 brain stem. Because of these it's keeping your heart beating when they

60:44 you off Life support and your heart beats and it doesn't have a

60:48 That's that. Yeah. Formation face you know, first, uh,

60:57 wouldn't say it affects the level of . What it is is the baseline

61:01 it. All right, So in words, it's it is what allows

61:06 other systems to process. So one things I like to use this is

61:10 a silly example. You've all heard Rene Day cart. Alright, if

61:15 ever watched money Python, you know . But let's see you guys took

61:18 , right? Of course not. right, Rene Day cart had a

61:25 that we can all think that we've learned it said I think therefore I

61:31 See, you don't even take philosophy . You've got a nay already in

61:36 . I think therefore I am So the idea that I am aware

61:40 self is merely a function of awareness self right, I think.

61:47 I must be well guess what part the body is doing that we already

61:53 ? It starts with a T Big or it's one of the seas frontal

62:03 . Right? Okay. So if go get a lobotomy, take out

62:07 frontal lobe I can all under But we do have a part of

62:12 brain that can still do the I . Which is the Salam?

62:17 The thalamus has crude awareness of surrounding Recognizes I am hot. I am

62:23 . It is dark, it is . But it can't recognize that the

62:27 is a romantic shade of rose. that make sense that think part is

62:35 lobe. So when we talk about particular formation, see, I'd come

62:40 right? Or talking about it provides baseline information so that we can have

62:47 awareness of of of self. All , but it's all the information that

62:53 ultimately process that gives us that broader . So the particular formation is baseline

63:00 the very, very low level of or of arousal for the system.

63:08 , plans. Think about saying, , that's I suppose. I

63:18 you got to trust the book over , right? Or do we

63:22 I would go ahead and say but what's what's probably implying there?

63:26 that the amount of information that's going ? So, for example,

63:32 you know, again using, I'm kind of use that car example,

63:35 ? You are aware of your You're basically you're getting input right,

63:40 that information is being processed, but processing takes place at a higher

63:46 It's as you increase that input, know, you're gonna get more and

63:50 stimulation. You're getting increased arousal, it's not gonna function in terms of

63:57 completely aware of what my surroundings That's why I guess I'm trying to

64:01 here. All right. So, , when you were falling asleep,

64:06 , put your hand. You're falling . Your sleep centers are dominating,

64:11 , but your head starts slipping and head starts falling. You become alerted

64:18 aroused. It's that basically, that sense of arousal is what I'm trying

64:22 get out here. So maybe my is not matching up with what they're

64:29 that makes sense. Does that make to the person who's asking the

64:34 I always ask you, Does it sense to you? And it's It

64:38 matter if it makes sense to So no, If we get a

64:46 back, I'll try to come back that. All right, we got

64:50 couple minutes here. We're going to with spinal cord. Alright,

64:54 this is again part of central nervous . Alright, so basically it's exiting

64:58 of the base of the skull. an atomic, and it basically is

65:02 be enclosed or surrounded by bones. it's protected all right. And then

65:06 happens is there's 31 segments, each them representing where spinal nervous exiting out

65:11 the spinal cord for down the length the spinal cord. Alright, And

65:16 we're going to see this is where spine these air, the spinal nerves

65:20 that give rise to all the nerves the body. All right now,

65:23 spinal cord itself grow slower than your does, and so it in an

65:27 it actually ends around L one or two. So those of you who

65:31 able to that's about right here. a little bit higher about maybe right

65:36 because l to just find your skills Sorry. L four is right

65:40 Where the top of the Eskimos. , The ilium Not tsk. Um

65:46 anyway, so So it ends But you still have cranial nerves.

65:49 needs are sorry. Sorry. Spinal that need to come out further and

65:53 down. And so what you end with Is this basically a bunch of

65:58 right down here? So this would where the end of the spinal cord

66:03 , and you could see the And that bunch of nerves still traveling

66:06 is referred to the Kata Qana I'm just trying to demonstrate. What

66:10 you think chaotic wanna means? Kata end and equine. You know what

66:25 is? Horse horse's tail kind of like a horse's tail. That's where

66:33 got its name. So again, the point about the same things for

66:37 they do or for what they look . So we got this horse

66:40 and then you can see that spinal travel down to their point of exit

66:44 so they'll just keep moving down like Now what I wanna point out here

66:51 the arrangement and the organization of the nerves. All right, so the

66:55 nerve is way out here, all , There's your spinal nerve, all

67:00 , and it's formed from structures that both entering and exiting from the spinal

67:07 and what we refer to these structures are the roots and actually,

67:10 their route lit. So you have and they get smaller. So if

67:14 looking at it from the perspective of spinal cord, if you start at

67:16 spinal cord, the first thing you is a lit route. Let's converge

67:21 form roots, and then the routes and form the nerve. Alright,

67:26 cord goes to root. Let's let's to root routes to nerves.

67:30 if this was the anatomy class would even further than that. And so

67:34 could just kind of see in this over here. This right here is

67:37 the rule it's our you can This is the route. There's two

67:41 them. There's a dorsal root and route. Dorsal, if you don't

67:46 , is back. Easy way to this is. Think of a shark

67:49 a dolphin. What do you call fin on the back of their

67:52 The dorsal fin. Alright, so is back. Ventral is front so

67:58 your belly? Alright, so the side is nearest your belly. So

68:03 ventral route is on the front. root is on the back. You

68:06 see what the dorsal root. We a unique kind of structure here.

68:10 gonna circle it. See that big kind of bulge I just circled.

68:15 called the dorsal root ganglion. I you a little bit earlier. We

68:19 the word nucleus and ganglion to refer localization of cell bodies. Ganglia is

68:26 in the peripheral nervous system nuclear we use in the central nervous system.

68:32 the dorsal root ganglion is where you're to see a bunch of cell

68:36 And this is gonna make a little more sense when we kind of see

68:39 structure in the next slide. Because is where we're going to see that

68:44 dorsal root is where information is coming . The ventral route is where information

68:51 coming out. Now. If you've worked in a restaurant or ever been

68:55 a restaurant. You've seen the The kitchen usually has doors,

69:01 I'm gonna sneeze. And so this gonna sound really weird. Mhm there's

69:09 be No, we'll do this the way. He's my face mask.

69:14 why we bring to All right, if you go to a restaurant,

69:20 see the doors to the kitchen. waiter walks in through one door and

69:25 comes out with food through the other . What happens if they walk in

69:28 the out door? Have you ever that happened? Never heard it

69:35 Yeah, they run into dishes So there's an order in which things

69:40 . You go in through the dorsal , we come out through the ventral

69:43 . So motor information comes out of central nervous system into the peripheral nervous

69:48 via the ventral route. Sensory information to the central nervous system goes via

69:54 dorsal root. Alright. And then that the spinal nerve represents both a

70:00 and different information. Just to make you're clear on that, a parent

70:03 information going in e appearances, information out a parent is sensory difference is

70:10 , all right. And so this represents that information traveling together, both

70:16 going in and information coming out and traveling together is basically nerve fibers,

70:21 axons that are carrying information to the locale or carrying information from the same

70:28 . Now, if we look at spinal cord, we'll see that they

70:31 both gray and white matter as What is gray matter? Do you

70:34 remember cell bodies? What's white Act ons? Okay, so the

70:42 matter in the spinal cord is where bodies is. It's where information is

70:46 processed, processed, and so what have here is we can see that

70:50 a certain degree of organization to All right, So what is our

70:56 ? Well, we have a horn a region that's called the Dorsal

71:00 We have a region that's called the horn, and then we have a

71:03 horn that sits on the side that's the lateral horn. The dorsal horn

71:09 a role in receiving that sensory So here we can see. Here's

71:15 dorsal root ganglia. And look, our cell body. This is that

71:19 know, polar cell, right? so sensory input is going in and

71:25 in the dorsal horn. And it's where you're gonna see the cell body

71:30 another neuron. And that neuron is gonna be an Interneuron. Meaning it's

71:36 neuron that sits between the sensory neuron the motor neuron to process information and

71:42 that sensory, or that Interneuron is going to travel down to either the

71:50 horn or to the lateral horn. the dorsal horn is where you're gonna

71:59 the cell bodies of Interneuron that process input and then in the lateral

72:07 this is where you're gonna have cell . Excuse me. Cell bodies not

72:10 batteries. Cell bodies of motor neurons are leaving out via the ventral

72:20 But their specific these air autonomic In other words, neurons where the

72:26 you have no control over Right, you can imagine you put sugar in

72:32 mouth. You detect the sugar, ? That would be sensory. That

72:38 will start making the salivary glands in mouth to begin toe water without having

72:42 to processing like sugar. Right? that neuron traveling back to the salivary

72:48 originates right there in that lateral Okay, that would be an example

72:55 motor neuron. That is autonomic. right. On the other hand,

73:00 I'm dealing with somatic information, other . I wanna move a skeletal

73:05 That's where the ventral horn comes into . All right, So this is

73:09 the cell bodies of motor neurons, neurons are located for, uh,

73:16 skeletal muscles. All right, I a ball being thrown at my

73:22 What do I want to do? want to catch it. Right.

73:25 I moved my arm to put my in front of my face to catch

73:29 ball. So information is going That would be the sensory input.

73:35 , granted, this is a bad . Let me do it better.

73:38 is a more accurate example. I my hand on a hot stove.

73:45 temperature in my hand in my skin very quickly. What do I

73:51 I pulled my hand away. So sensory would be recognizing the temperature

73:58 . The moving the hand away, would be found that originates here in

74:03 eventual horn. The white matter simply information to and from the central nervous

74:12 to that level of the spinal These air the ascending and descending

74:16 So you can imagine I have sensory . It comes in all right.

74:20 will then, ah, terminate on Interneuron that says, Well, maybe

74:26 create that reflects. But I might have an Interneuron that goes, or

74:30 neuron that goes up to the central system. Well, the way it's

74:34 to do so is it's going to via nay sending tracked. So it's

74:38 an ax on. So the cell there in the gray matter, and

74:42 it moves over the axle, moves into that white matter and travels up

74:47 spinal cord. Information coming down would down via a descending track. Right

74:54 it will exit out and then out goes from gray matter onto down through

75:02 the venture route and ultimately down the nerve. All right, so keep

75:06 simple. A sending tracks carry sensory . Descending tracts carry motor and

75:13 Simple is that And so what we here is we've designed or demonstrated one

75:20 really well, but also how the nervous system sends information to and from

75:27 peripheral nervous system. Well, we're at here in a in a

75:31 If we look at from the spinal going through the dorsal root being processed

75:35 the level of spinal cord, then out again. That is a simple

75:39 arc, all right, And it's it's a simple way to kind of

75:42 at how the whole nervous system Information moves from the periphery to the

75:46 nervous system to be processed. Reflects basically are self contained. You don't

75:54 to think about, um, when put your hand on the hot

75:59 you don't have to go. My is burning. I need to lift

76:01 up. You just lift your hand right afterwards, you start thinking about

76:07 , that really hurt my hand and my goodness, what am I going

76:10 do? And I can't believe I kept the stove on. And all

76:12 other thing that's external to the response self integrate or self contained integration means

76:20 response is self contained. It didn't any external processing throughout that thing,

76:24 you could see in this reflects art here the spinal reflect. You see

76:28 blue, the black and the purple , and that represents the entire network

76:34 neurons involved. You have the sensory , which is blue. There's the

76:38 Interneuron, and then the purple represents the motor neuron Moving back out to

76:44 muscle stepped on the tack. Break mom's back. Um, lift up

76:49 leg. We have terms. We have segmental. Basically, that

76:56 neuron works in the same segment. basically the same height. So in

77:00 case, it's at the same height can see in the picture. It's

77:03 in the same height. It actually even, uh, move across.

77:09 if I, uh, do something , I might do something on the

77:13 side. All right, we'll talk those reflexes a little bit later.

77:17 have Intersect mental reflexes, which is moving to another segment that's either up

77:22 down. Last is super segment. is where that century fiber actually goes

77:27 the brain stem before it ever does . So here you're not staying within

77:31 segment, you're actually moving all the up to the brain stem before a

77:35 occurs. All right, That's why segmental It's saying you're going up so

77:41 what I want to finish up with I got like, two minutes of

77:44 time and this is the last So wow, I can't actually finish

77:48 on time. Can you believe The peripheral nervous system is basically everything

77:55 the brain and the spinal cord? it has some real simple organization.

78:00 already kind of seen it, so just kind of putting it together.

78:03 job is to sin information to the nervous system and then receive output from

78:09 central nervous system to tell your body to respond. Alright, so that's

78:14 job, ultimately. All right, what all those functions basically boil it

78:19 to. Alright, So information could either somatic in nature or autonomic in

78:25 . Somatic means dealing with the surface the body or the muscles. Autonomic

78:29 dealing with the viscera. Okay, we're talking about the skin, the

78:34 and the muscles. All right, that would be somatic. So I

78:39 information from those areas, and then gonna send information back to the skeletal

78:44 in response to the information that I'm . That's somatic. So there's the

78:49 fair portion of the different portion underneath okay, autonomic. And the other

78:57 to remember is this. You have control. It's voluntary, all

79:02 everyone think really, really fast. you control that? Yeah, All

79:09 . So that's that's an example of control. Make your heart now,

79:15 do it can. Even if you how to do it, you couldn't

79:18 it because there's no there's no somatic of the heart autonomic, on the

79:23 hand, in contrast, somatic is . You have no conscious control.

79:28 responding to environmental stimulus. All so what are we looking at?

79:34 neurons and motor neurons? Both. it's in a phantom different alright that

79:39 motor neurons are going to be Things like your smooth muscle and your

79:44 muscle. All right, in terms sensory, sensory comes from everything other

79:49 these, like the skin, the and muscle. Now I gotta be

79:52 here with skin because there are many that innovate the skin that can cause

79:57 in the viscera. But the idea is your receiving input from your environment

80:04 your body is responding without you having think about it. All right,

80:10 when you think of the peripheral nervous , you're dealing with nerves. So

80:15 the question comes are their nerves in central nervous system, the answer is

80:21 . Here it louder than that are nerves in the sense no one person

80:26 just shaking their heads vigorously. you should be all no. I

80:30 proud to know my answers. No are simply those axons traveling from the

80:40 nervous system or to the central nervous to the structure that is either receiving

80:45 information or is going to respond to information. And with that, we're

80:51 for the day and done for the . That means there's football and pumpkin

80:58 , right? Because it's fall. officially fall now, right? Think

81:04 is it this week? And then becomes officially fall 22nd. Okay,

81:08 maybe next Tuesday. Never mind. you don't get pumpkin lattes yet?

81:14 right.

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