Introduction

This GLS comprises a number of activities designed to help with your understanding of key concepts
about nerve structure and function, neurotransmission, nerve reflexes and the different
organisational subdivisions of the brain and nervous system. You are required to work through a
series of practical activities and workbook questions, and participate in class presentations and
clicker quizzes.


Part A Workbook Questions / Activities
These questions are designed to explore important concepts in detail and allow you to test your
understanding. You will also perform some simple reflex tests to demonstrate concepts of nerve
function.

Part B Human Animation
Students will conduct a real-life simulation of the processes of synaptic neurotransmission by
themselves taking on the roles of the various components, molecules and messengers involved. This
will be organised by your lecturer during the session no preparation required.

Part C - Student Presentations
Each home group will give a 3 minute presentation on their allocated topic. Home groups 9-24 will
present this week.

Part D Clicker Questions
Home groups will compete to answer a series of exam-style MCQs on this weeks content.


Preparation
Please read over and bring your notes from the Introductory Sessions and your textbook. Bring these
resources to the GLS.

Organisation
All activities will take place in the 010 Quad rooms.



MD1010 WEEK 8 The Nervous System
GUIDED LEARNING SESSION WORKBOOK

Part A Work book Questions

Q1. Compare A, B and C type nerve fibres and relate their properties to their function.







Q2. Name the division of the nervous system that best corresponds to the following description:
a) Division that is composed of the brain and spinal cord.

b) Division composed of cranial nerves, spinal nerves and ganglia.

c) Subdivision that regulates the activity of the heart, smooth muscle and glands.

d) Subdivision that controls voluntary activities such as the activation of skeletal muscles.

e) Subdivision that carries information from the body towards the central nervous system.

Q3. From the table below, select the brain region that best matches the description:
a) The main neural regulator of body temperature, autonomic function and fluid balance
b) contains the brain centres involved in regulation of cardiac and respiratory function
c) responsible for control of equilibrium, posture and motor learning
d) the largest part of the brain in humans
e) can be divided into the temporal lobe, occipital lobe, parietal lobe and frontal lobe
f) contains the substantia nigra, a brain nucleus implicated in Parkinsons disease midbrain

cerebrum thalamus cerebellum
cerebral cortex hypothalamus midbrain
diencephalon brainstem pons


Q4. Below is a diagrammatic representation of the efferent nerve pathways in the peripheral
nervous system. Complete the diagram by adding the following information:
- the name of each nervous system pathway
- the types of neurons in each pathway
- the neurotransmitters at each synapse
- the type of receptor at each synapse
- an example of an effector tissue for each pathway
- a functional effect that pathway activation would have on that tissue











Q4. Which division of the ANS causes the following effects:
a) Dilation of pupils
b) Increased smooth muscle activity in the digestive tract
c) Stimulation and co-ordination of defaecation
d) Constriction of respiratory passages
e) Increase of heart rate and force of contraction
Q6. Define a reflex. What are the two main functional types of reflexes?






Spinal cord










Effector tissue



Ga nglion

(near effector tissue)

Ganglion


(in paravertebral chain)



















Q7. What are the anatomical components of a reflex arc?



Q8. What would it mean if a reflex was classified as a monosynaptic, ipsilateral reflex?



Exercise 1 - The knee jerk reflex (patellar reflex)
1. Ask the subject to sit on the bench and relax.
2. Test the knee jerk response several times using a percussion hammer to assess the average
response amplitude.
3. Ask the subject to concentrate on trying to inhibit the reflex response. While he/she is doing this,
reassess the amplitude of the reflex response.
4. Ask the subject to clasp both hands together tightly and pull hard. While he/she is doing this,
reassess the amplitude of the reflex response. This is called the Jendrassiks manoeuvre.

Q9. What effect did the alterations in Steps 4 and 5 have on the amplitude of the reflex. Why do you
think this occurred?



Q10. What is the clinical role of reflex testing?





Exercise 2 - Pupillary Reflexes
1. Conduct the reflex testing in an area where the lighting is relatively dim. Before beginning, obtain
a metric ruler to measure and record the size of the subject's pupils as best you can.
2. Stand to the left of the subject to conduct the testing. The subject should shield his or her right
eye by holding a hand vertically between the eye and the right side of the nose.
3. Shine a flashlight into the subject's left eye. Note the pupillary response. Without moving the
flashlight, observe the right pupil. Note if any change has occurred.
Q11. What did you observe and why do you think these changes occurred?


Q12. What would be the receptor and the effector in this reflex?


Part B Human Animation - neurotransmission
To help consolidation and summarise our learning over weeks 7-8, students will conduct a real-life
simulation of the processes of synaptic neurotransmission by themselves taking on the roles of the
various components, molecules and messengers involved. This will be organised by your lecturer
during the session no preparation required. With the aid of props, students will volunteer to play
the roles of :
action potentials myelin neurotransmitters
G protein-coupled receptor ligand-gated ion channel
Na+ channel Ca++ channels EPSPs, IPSPs

The animation will be filmed and uploaded to YouTube to help you revise.

Part C Student Presentations
HG 9 Drug treatment for Alzheimers disease

HG 10 Sarin gas

HG 11 Atropa Belladonna

HG 12 Emperor scorpion

HG 13 Funnel Web spiders

HG 14 Fampridine

HG 15 Digitalis

HG 16 Mamba

HG 17 Valium

HG 18 Endocannabinoids

HG 19 The knee-jerk reflex

HG 20 The sensory homunculus

HG 21 Frontal lobotomy

HG 22 MSG poisoning

HG 23 and HG 24 Debate The nervous System is more important than the Endocrine System
NS (HG23) v ENDO (HG24)