Transcript Brain and Mind - mR. MASIGAN Science

B6
The Big Picture!
3.Neurons
Neurons&&
Hormones
2.Reflexes
Reflexes
1.Stimulus
Stimulus&&
Response
REVISION
4.Synapses
Synapses&&
Drugs
B6
Brain & Mind
Learning
5. Learning
& the
&
the
Brain
Brain
REVISION
6.Memory
Memory
7. Complex
Complex Behaviour
Behaviour
LO: To understand how memory works(in the brain!)
Outcome
To understand how we store and retrieve
information.
1.
2.
3.
Describe the difference between short and long
term memory and techniques to improve
memory (Grade C)
Interpret the strengths and weaknesses of the
multi-store model. (Grade B)
Explain the implications of ‘sensitive period’ to
neglected children (Grade A/A*)
Outcome
To understand how learning happens.
1.
Sensitive period
2.
Neuron pathway
3.
Pruning
4.
Short term memory
5.
Long term memory
6.
Repetition/Chunking/Stimulus
strength
7.
Multi-storage memory model
LO1. Describe the difference between short and long term memory and techniques to improve memory

The ability to store and
retrieve information.
2 Types of memory……
How long does STM
LTM last?
SHORT term memory (STM) and LONG term memory
(LTM).
 STM last ~30 seconds
 LTM could last a lifetime.

LO1. Describe the difference between short and long term memory and techniques to improve memory

Everything you do or learn is
first recorded in STM.

Alzheimer's disease damages
STM neurons.

What happens if you get brain
damage in your STM area?
LO1. Describe the difference between short and long term memory and techniques to improve memory





In pairs
#1 shows #2 a picture card for 2min.
#2 writes as many pictures as can remember.
>7 means = excellent STM!
STM also depends on your level of attention
LO1. Describe the difference between short and long term memory and techniques to improve memory

A lasting store with no
limit.
Improve LTM:
- Seeing/finding patterns
- Relate it to what you
know.

LO1. Describe the difference between short and long term memory and techniques to improve memory




This time, make a story from the pictures.
#1 shows #2 a different card for 2mins
1min to write what you remember.
Chunking info or making it meaningful makes it
easier to store.
Outcome
To understand how we store and retrieve
information.
1.
2.
3.
Describe the difference between short and long
term memory and techniques to improve
memory (Grade C)
Interpret the strengths and weaknesses of the
multi-store model. (Grade B)
Explain the implications of ‘sensitive period’ to
neglected children (Grade A/A*)
LO1. Describe the difference between short and long term memory and techniques to improve memory
Task
Write a list of the methods you use to revise.
Include at least three
Instead of bullet points write each method
on the left of a line like this.
LO2. Describe the difference between short and long term memory and techniques to improve memory
LO1. Describe the difference between short and long term memory and techniques to improve memory
2, 5, 10, 17, 26, 37, 50, 65, 82,
101, 122, 145, 170, 197, 226,
257, How
290,many
325,
362,
401,
442,
can you remember?
2+1
X
485, 530, 577, 626, 677, 730,
Can you spot the pattern….
785, 842, 901, 962, 1025,
1090, 1157, 1226……
LO1. Describe the difference between short and long term memory and techniques to improve memory
Outcome
To understand how we store and retrieve
information.
1.
2.
3.
Describe the difference between short and long
term memory and techniques to improve
memory (Grade C)
Interpret the strengths and weaknesses of the
multi-store model. (Grade B)
Explain the implications of ‘sensitive period’ to
neglected children (Grade A/A*)
LO2. Interpret the strengths and weaknesses of the multi-store model
Techniques



Repetition/ Rehearsal – Read over and over and over OR read sections and
make notes. Visualise notes in exam.
Stimulus Strength – Do something! Use a highlighter to pick out main points!
Creating Patterns /Active memory– Link ideas to other memories .
Use bridge maps to show how
your revision strategies match
memory ‘tricks’.
LO2. Interpret the strengths and weaknesses of the multi-store model

Memory models try to explain how memory works:
LO2. Interpret the strengths and weaknesses of the multi-store model
Can this model explain…:
1. Not remembering a dream?
2. Déjà vu?
3. Tip of your tongue?
Outcome
To understand how we store and retrieve
information.
1.
2.
3.
Describe the difference between short and long
term memory and techniques to improve
memory (Grade C)
Interpret the strengths and weaknesses of the
multi-store model. (Grade B)
Explain the implications of ‘sensitive period’ to
neglected children (Grade A/A*)
LO3 - Explain the implications of ‘sensitive period’ to neglected children
Learning as you grow
As you grow, the brain removes
unused synapses to improve
efficiency.
Adolescence - brain has a major tidy-up,
getting rid of unused connections .
Which means…..
USE IT OR LOSE IT
LO3 - Explain the implications of ‘sensitive period’ to neglected children

Sensitive periods for learning
certain skills.

Neuron pathways are ‘pruned’
after these periods.

The skill can never be learnt in
the same way.
Sensitive Periods
SoFeral
whatChildren
happens if you are
separated
from
people in
Children
deprived of
human
our early years?
interaction.
•
•
•
•
Language – (<6y)
Ordering - (<3y)
Social skills - (2.5-6y)
Sensory – (<4y)
LO3 - Explain the implications of ‘sensitive period’ to neglected children
Task
Annie was a neglected child. She did not socialise with other
children until she started school at 6.
a.
What problems do you think she might have in school?
Language, sensory skills, motor skills, social skills
b.
Why might she find it difficult to learn the same skills as other children?
Unused neuron pathways have been removed from her brain
EXT e. What major change happens in the brain that makes it harder to learn
language and develop of social skills after childhood?
Pruning of neuron pathways/connections/synapses required to learn these skills
Outcome
To understand how we store and retrieve
information.
1.
Sensitive period
2.
Neuron pathway
3.
Pruning
4.
Short term memory
5.
Long term memory
6.
Repetition/Chunking/Stimulus
strength
7.
Multi-storage memory model
The Big Picture!
3.Neurons
Neurons&&
Hormones
2.Reflexes
Reflexes
1.Stimulus
Stimulus&&
Response
REVISION
4.Synapses
Synapses&&
Drugs
B6
Brain & Mind
Learning
5. Learning
& the
&
the
Brain
Brain
REVISION
6.Memory
Memory
7.Complex
ComplexBehaviour
Behaviour
LO: To understand how complex behaviour develops
Homework
B6

Pub Quiz! (B3, B5, B6)

B3, 5 and 6 exam questions and
review

Options: Textbook questions,
online homework review in booklet

Pub Quiz! (B3, B5, B6)

B3, 5 and 6 exam questions and
review

Options: Textbook questions,
online homework review in booklet

Pub Quiz! (B3, B5, B6)

B3, 5 and 6 exam questions and
review

Options: Textbook questions,
online homework review in booklet

Textbook questions

Complete online homeworks

Bitesize Testbites & activities

RAG in booklet (must be active!)
All the options are ACTIVE learning

Answer B3, 5 and 6 exam questions
in pub quiz

Review knowledge of B3, 5 and 6 in
specification booklet – ask Qs

Practice B3, 5 and 6 exam
questions in exam booklets