DO NOT LEAVE CLASS WITHOUT YOUR DAILY TRACKER CHECKED! Date: ______Page 1
Aim:Objective:
Real world connection:
Vocabulary:
Activity: Puzzle Solver
Have your partner time how long it takes to assemble the puzzle. Describe or draw the image of your puzzle and how long it took you to put it together. Complete THREE trials and answer the question.
PUZZLE IMAGE Trial # TimeAnalysis
Explain the reason for the differences in your times, whether they improved or got worse. If they were not different, explain this as well.
Part 4: The Spinal Cord
Spinal
Cord
Functions of the Spinal Cord
Conduction of Nerve Impulses
Two way communication system between the brain and the body – ______or ______. / Spinal Reflexes
______and Withdrawal
ASCENDING TRACTS – Carry ______info ______the brain
DESCENDING TRACTS – Send ______impulses from the brain to ______
Structure of the Spinal Cord
Cross Section of the Spinal Cord
9.13 Class ReadingSPINAL CORD INJURIES
Vertebrae are grouped into sections. The higher the injury on the spinal cord, the more dysfunction can occur
High-Cervical Nerves(C1 – C4)
Most severe of the spinal cord injury levels
Paralysis in arms, hands, trunk and legs
Patient may not be able to breathe on his or her own, cough, or control bowel or bladder movements.
Ability to speak is sometimes impaired or reduced.
When all four limbs are affected, this is called tetraplegia or quadriplegia.
Requires complete assistance with activities of daily living, such as eating, dressing, bathing, and getting in or out of bed
May be able to use powered wheelchairs with special controls to move around on their own
Will not be able to drive a car on their own
Requires 24-hour-a-day personal care
Low-Cervical Nerves(C5 – C8)
Corresponding nerves control arms and hands.A person with this level of injury may be able to
breathe on their own and speak normally.
C5 injury
Person can raise his or her arms and bend elbows.
Likely to have some or total paralysis of wrIsts, hands, trunk and legs.
Can speak and use diaphragm, but breathing will be weakened
Will need assistance with most activities, but a power wheelchair, allows movement from one
place to another.
C6 injury
Nerves affect wrist extension.
Paralysis in hands, trunk and legs, typically
Should be able to bend wrists back, breathing weakened, can speak.
Can move in and out of wheelchair and bed with assistive equipment
May also be able to drive an adapted vehicle
Little or no voluntary control of bowel or bladder, but may be able to manage on their own with special equipment
C7 injury
Nerves control elbow extension and some finger extension.
Most can straighten their arm and have normal movement of their shoulders.
Can do most activities of daily living by themselves, but may need assistance with more difficult
tasks
May also be able to drive an adapted vehicle
C8 injury
Nerves control some hand movement.
Should be able to grasp and release objects
Can do most activities of daily living by themselves, but may need assistance with more difficult tasks
May also be able to drive an adapted vehicle
Little or no voluntary control of bowel or bladder, but may be able to manage on their own with special equipment
Thoracic Nerves(T1 – T5)
Corresponding nerves affect muscles, upper chest, mid-back and abdominal muscles.
Arm and hand function is usually normal.
Injuries usually affect the trunk and legs(also known as paraplegia).
Most likely use a manual wheelchair
Can learn to drive a modified car
Can stand in a standing frame, while others may walk with braces
Thoracic Nerves(T6 – T12)
Nerves affect muscles of the trunk (abdominal and back muscles) depending on the level of injury.
Usually results in paraplegia
Normal upper-body movement
Fair to good ability to control and balance trunk while in the seated position
Should be able to cough productively (if abdominal muscles are intact)
Little or no voluntary control of bowel or bladder but can manage on their own with special
equipment
Most likely use a manual wheelchair
Can learn to drive a modified car
Some can stand in a standing frame, while others may walk with braces
Lumbar Nerves(L1 – L5)
Injuries generally result in some loss of function in the hips and legs.
Little or no voluntary control of bowel or bladder, but can manage on their own with special
equipment
Depending on strength in the legs, may need a wheelchair and may also walk with braces
Sacral Nerves(S1 – S5)
Injuries generally result in some loss of function in the hips and legs.
Little or no voluntary control of bowel or bladder, but can manage on their own with special
equipment
Most likely will be able to walk
Case StudyRefer to the article to complete the Case Study / Questions
Chief Complaint:19-year-old man with broken back.
History:Allen Dexter, a 19-year-old college student, was rock climbing when he fell 30 feet to the ground. Paramedics arriving at the scene found him lying in the supine position, unable to move any extremities and complaining of neck pain. He was awake, alert, and oriented to his current location, the date and day of the week, and the details of his fall. His responses to questioning were appropriate. He complained that he could not feel his arms and legs. His pupils were equal and reactive to light. He showed no other signs of injury except for several scrapes on his arms. His vital signs revealed a blood pressure of 110 / 72, heart rate of 82 beats per minute, respirations of 18 per minute. The paramedics applied a cervical collar, placed him on a back board, immobilized his head, and transported him to the trauma center by helicopter.
Upon examination at the hospital, Allen had minimal biceps brachii stretch reflexes, but no triceps or wrist extensor reflexes. All other muscle stretch reflexes in the upper and lower extremities were absent. His perception of sensory stimuli ended bilaterally at an imaginary line drawn across his chest about 3 inches above the nipples (i.e. everything below felt numb). He had some sensation in his arms, but could not localize touch or describe texture with any consistency there. He was able to raise his shoulders and tighten his biceps brachii slightly in each arm, but could not raise either arm against gravity. His lower extremities were flaccid, despite attempts to move them. Vital signs were taken again at the hospital and were as follows: blood pressure=94 / 55; heart rate=64; respiratory rate=24 (with shallow breathing). His oral temperature was 102.2 degrees F. His color was dusky and his skin was warm and dry to the touch.
X-rays taken upon arrival revealed a fractured vertebra at a particular location. A chest X-ray showed a decreased lung expansion upon inhalation. Blood tests were normal, with the exception of a respiratory acidosis (blood pH = 7.25). The neurosurgeons immobilized his neck by inserting tongs into the skull above the ears to hold his neck in a position so that no further injury could occur. Allen was transferred to intensive care and his condition was stabilized.
A physical examination four days later revealed normal vital signs and no change in his arm strength or sensation, but also marked spasms and exaggerated stretch reflexes of the lower extremities. He also had urinary incontinence which required the placement of a Foley catheter connected to a urine collection bag.
1. Why did Allen's heart rate and blood pressure fall in this time of emergency (i.e. at a time when you'd expect just the opposite homeostatic responses)?
2. Upon admission to the hospital, Allen's breathing was rapid and shallow. Can you explain why?
3. Why did Allen lose some sensation in his arms and all sensation from the upper trunk down?
4. Why did Allen have dry skin and a fever upon admission to the hospital?
5. Based upon the physical exam findings, which vertebral bone do you think was fractured? Give reasons for your answer
6. What is the normal pH of the blood? Why was Allen's blood pH below normal?
7. What is the primary muscle of respiration? What nerve innervates this muscle?
8. Which spinal nerves contribute neurons to the nerve you named in question #7?
9. By four days after the injury, some of Allen's signs and symptoms had changed. Allen's arm muscles were still flaccid, yet his leg muscles had become spastic and exhibited exaggerated stretch reflexes. Use your knowledge of motor neural pathways to explain these findings.
10. Why did Allen suffer from urinary incontinence?
Part 5: The BrainAim:
Objective:
Real world connection:
Vocabulary:
Do you know where words are stored in yourbrain…?
In your temporal lobe!
As you know your brain has two sides (two hemispheres) connected by the corpus callosum. So you have one temporal lobe on each side of thebrain.
If you are right-handed, your language is stored mostly in your left temporal lobe. If you are left-handed, you are not so lateralized and your language is stored a bit on both sides of your brain in the temporallobes.
Words in the brain are not stored randomly. They seem to be quite organized. Research has shown that words that are often heard together (such as salt and pepper) or words that share some meaning (such as nurse and doctor) are connected or associated in the brain. Once you hear one, the other is activated.
Activity: Brain Activator
In the left column you have apair of words. Your goal is to find a third word that is connected or associated with both of these twowords. Next, compare your words with a partner, then the group.Lastly, try to make up your own and test your partner and group.
YOU PARTNER GROUP1. EXAMPLE: LOCK —PIANO KEY
2. SHIP —CARD
3. TREE —CAR
4. SCHOOL —EYE
5. PILLOW —COURT
6. RIVER —MONEY
7. BED —PAPER
8. ARMY —WATER
9. TENNIS —NOISE
10. EGYPTIAN — MOTHER
11. SMOKER — PLUMBER
TRY YOUR OWN!
12.
Brain Diagram
Color the Lobes of the Brain
Frontal = Yellow
Parietal = Blue
Occipital = Pink
Temporal = Green
Cerebellum = Orange
Brain Stem = Light
Green
Exercise & The Brain
Aim:
Objective:
Real world connection:
Vocabulary: Endorphins, Article Review (notations!)
9.14 Class Reading
“Exercise & Your Brain”
Maybe you exercise to tone your thighs, build your biceps, or flatten your belly. Or maybe you work out to ward off the big killers like heart disease, diabetes, and cancer. But how about sweating to improve your mind? "Exercise is the single best thing you can do for your brain in terms of mood, memory, and learning," says Harvard Medical School psychiatrist John Ratey, author of the book,Spark: The Revolutionary New Science of Exercise and the Brain. "Even 10 minutes of activity changes your brain." If you need a little extra incentive to lace up those sneakers, here are five ways that exercise can boost your brainpower
Jumping on the treadmill or cross trainer for 30 minutes can blow off tension by increasing levels of "soothing" brain chemicals like serotonin, dopamine, and norepinephrine. What's fascinating, though, is that exercise may actually work on a cellular level to reverse stress's toll on our aging process, according to a 2010 study from the University of California—San Francisco. The researchers found that stressed-out women who exercised vigorously for an average of 45 minutes over a three-day period had cells that showed fewer signs of aging compared to women who were stressed and inactive. Working out also helps keep us from ruminating "by altering blood flow to those areas in the brain involved in triggering us to relive these stressful thoughts again and again," says study coauthor Elissa Epel, an associate professor of psychiatry at UCSF
Research suggests that burning off 350 calories three times a week through sustained, sweat-inducing activity can reduce symptoms of depression about as effectively as antidepressants. That may be because exercise appears to stimulate the growth of neurons in certain brain regions damaged by depression. What's more, animal studies have found that getting active boosts the production of brain molecules that improve connections between nerve cells, thereby acting as a natural antidepressant. And a 2010 study found that three sessions of yoga per week boosted participants' levels of the brain chemical GABA, which typically translates into improved mood and decreased anxiety. Yoga can be used to complement—not substitute—drug treatment for depression, the researchers said.
Exercise increases the level of brain chemicals called growth factors, which help make new brain cells and establish new connections between brain cells to help us learn. Interestingly, complicated activities, like playing tennis or taking a dance class, provide the biggest brain boost. "You're challenging your brain even more when you have to think about coordination," explains Ratey. "Like muscles, you have to stress your brain cells to get them to grow." Complicated activities also improve our capacity to learn by enhancing our attention and concentration skills, according to German researchers who found that high school students scored better on high-attention tasks after doing 10 minutes of a complicated fitness routine compared to 10 minutes of regular activity. (Those who hadn't exercised at all scored the worst.)
You don't need to radically change your body shape to get a confidence surge from exercise. Studies suggest that simply seeing fitness improvements, like running a faster mile or lifting more weight than before, can improve your self-esteem and body image.
Yes, that "runner's high" really does exist if you're willing to shift into high-intensity mode. Ratey recommends sprint bursts through interval training. Run, bike, or swim as fast as you can for 30 to 40 seconds and then reduce your speed to a gentle pace for five minutes before sprinting again. Repeat four times for a total of five sprints. "You'll feel really sparkly for the rest of the day," he says.
Even mild activity like a leisurely walk can help keep your brain fit and active, fending off memory loss and keeping skills like vocabulary retrieval strong. In a 2011 study published in theArchives of Internal Medicine, Canadian researchers analyzed the energy expenditure and cognitive functioning of elderly adults over the course of two to five years. Most of the participants did not work out; their activities revolved around short walks, cooking, gardening, and cleaning. Still, compared with their sedentary peers, the most active participants scored significantly better on tests of cognitive function, and they showed the least amount of cognitive decline. By the study's end, roughly 90 percent of them could think and remember just as well as they could when the study began.
The Alzheimer's Research Center touts exercise as one of the best weapons against the disease. Exercise appears to protect the hippocampus, which governs memory and spatial navigation, and is one of the first brain regions to succumb to Alzheimer's-related damage. A recent study published in theArchives of Neurologysuggests that a daily walk or jog could lower the risk of Alzheimer's—or blunt its impact once it has begun. In 2000, Dutch researchers found that inactive men who were genetically prone to Alzheimer's were four times more likely to develop the disease than those who carried the trait but worked out regularly.
Improved self-esteem is a key psychological benefit of regular physical activity. When you exercise, your body releases chemicals called endorphins. These endorphins interact with the receptors in your brain that reduce your perception of pain.
Endorphins also trigger a positive feeling in the body, similar to that of morphine. For example, the feeling that follows a run or workout is often described as "euphoric." That feeling, known as a "runner's high," can be accompanied by a positive and energizing outlook on life.
Endorphins act as analgesics, which means they diminish the perception of pain. They also act as sedatives. They are manufactured in your brain, spinal cord, and many other parts of your body and are released in response to brain chemicals called neurotransmitters. The neuron receptors endorphins bind to are the same ones that bind some pain medicines. However, unlike with morphine, the activation of these receptors by the body's endorphins does not lead to addiction or dependence.