Workshop on the anatomy of the human brain - Saveliev S.V. General plan of the structure of the central nervous system

"WORKSHOP ON HUMAN ANATOMY AND PHYSIOLOGY Methodological guide for the course" anatomy and physiology "for bachelor students of humanitarian specialties Moscow 2012 CONTENTS Foreword ..."

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Filippova S.N.

WORKSHOP ON ANATOMY AND PHYSIOLOGY

HUMAN

Methodological guide for the course "anatomy and physiology"

for students-bachelors of humanitarian specialties

Moscow 2012

Foreword

Introduction

Methodology for performing laboratory work 6

1. Rules for preparing a report on laboratory work 6

2. Rules for compiling a dictionary of anatomical and physiological terms 8

4. Development of scientific-research thinking and creative abilities of students 15 in laboratory classes SECTION 1. Processes of life integration 18 Topic 1.1. Age periods of development i. 18 Topic 1.2. Teachings of Pavlov IP about higher nervous activity 22 Topic 1.3. Communication of the state of the National Assembly and mental processes: influence on the results of activity 28 SECTION 2. Musculoskeletal system Topic 2.1. Musculoskeletal system. Human physical development 32 Topic 2.2 Functional state of the musculoskeletal system 36 SECTION 3. Functional systems of the body 36 Topic 3.1. Respiratory and cardiovascular systems 41 Topic 3.2 Digestive system. The main departments and their functions 44 SECTION 4. Psychophysiological processes and health 45 Topic 4.1 Human adaptation: causes of disadaptation, adaptive 45 health model Topic 4.2 Stress response of the body and its mechanisms 49 Topic 4.3 Methods for assessing and developing psychophysical health 54 SECTION 5. Examinations Examination work number 1. Topic 1.2 60 Examination №2. Topic 1.3 Examination №3. Topic 2.1 Examination №4. Topic 2.2 62 Examination №5. Topic 3.1 Test No. 6. Topic 3.2 Test No. 7. Topic 3.2 65 References 66

FOREWORD

The transition of Russian higher professional education to a 2-level training system has significantly changed all three interrelated components of the educational process:

organizational forms state of students as subjects 1. 2.

pedagogical process 3. requirements for student learning outcomes.

Organizational changes had the most significant impact on the natural sciences. This is especially true for subjects that study a person, which are aimed at understanding the most complex of living creatures of the evolutionary process in the biosphere. In the study of man, the natural sciences are called upon to closely interact with the humanities in order to study Man in a complex, holistic, integral way.

Therefore, as a solid professional base for future specialists in the humanities, natural science knowledge about the structure and functioning of the body, its central nervous system and brain as the material basis of the psyche and behavior is vital. The role of this knowledge in shaping the health and healthy lifestyle of students, who then, as specialists in "helping professions", is extremely important.

will be called upon to pass the TORCH OF KNOWLEDGE to future generations of young Russians, to prepare them for life in a high-risk society.

Difficulties in mastering educational material are created not only by the complexity of the anatomical and physiological organization of a person as an object of study, but also by the accelerated nature of the educational process due to the reduction in training time, which creates a shortage of time for mastering topics and, therefore, requiring concentration, information richness of the studied material.

This places increased demands on both the basic (school) level of training of students, and their psychophysical state and psychological motivation for learning.

3 More than thirty years of experience of teaching the author in liberal arts universities shows that there is a decrease in these characteristics of students.

But it is precisely these qualities of students that, along with the good qualifications of the teacher, which are necessary in the conditions of market competition in the professional and labor sphere, provide high learning outcomes. Thus, we have identified a significant contradiction in the teaching of natural sciences in modern universities, consisting in the growth of requirements for students, on the one hand, and the decrease in their educational opportunities, on the other hand.

This manual implements 3 methodological approaches to overcome modern contradictions and objective difficulties in the study and assimilation of knowledge in the natural sciences by students of humanitarian universities.

1. Integral, interdisciplinary approach, which is implemented in the use of both anatomical and physiological and psychological scientific and practical knowledge, the synthesis of which is expressed in the psychophysiological content of laboratory work

2. A health-forming approach aimed at creating and consolidating the skills of self-examination, self-control based on knowledge, transforming into healthy lifestyle habits among students

3. Research approach, which is designed to form the competence of scientific thinking and creativity of future specialists in the humanities.

The purpose of the workshop is to present practical tasks developed by the author, creative questions that in a visual form will allow the student to reveal the importance of theoretical fundamental knowledge of human anatomy and physiology, stimulate the search activity of students for the creative solution of problems of individual and public health, safe life.

In the process of performing practical tasks, the skills of understanding the mechanisms of life processes by students will allow the formation of natural-science (anatomical and physiological) thinking without which it is difficult for a young person to understand modern scientific knowledge about human biology, build up and develop their culture of health and a healthy lifestyle, which is an integral part of professionally important personality traits of a specialist in helping humanitarian professions.

INTRODUCTION

The workshop contains three sections: 1. Fundamentals of laboratory work 2. Laboratory work 3. Examinations The first section is devoted to the substantiation of the principles for performing laboratory tasks and the rating assessment of the development of knowledge in the discipline in order to control the strength and depth of their assimilation by students.

The second section contains a theoretical introduction to the subject of the work and the methodology for its implementation, processing the results obtained, their evaluation for the student to write a conclusion, conclusions and recommendations based on the data obtained as a result of the survey. Each work contains 1-3 types of tasks for independent work. Separately, creative tasks are highlighted, in the course of which the student forms and develops the skills and techniques of scientific research. Each topic contains questions for self-control of the strength and depth of assimilation of the topic, as well as educational literature recommended for its development.

The third section is composed of control questions developed by the author.

requiring in response to them independence and non-standard thinking, the ability to analyze and practically apply the knowledge gained.

5Laboratory work methodology

1. Rules for the preparation of a report on laboratory work (LR).

When conducting laboratory work, it is important not only to understand the content of the material being studied, but the ability to present the work performed in a logically correct established form is essential.

This will allow you to organize information on the topic under study, determine its place and semantic connections with other problems of the discipline under study.

Therefore, the requirements of the teacher to draw up a report on laboratory work are by no means “formalism and bureaucracy”, as students sometimes think, but serve such pedagogical goals as the education of discipline in thinking and behavior, observation, accuracy, independence in educational activities. The ability to formulate: 1. the goals of the work, 2. to state the results of measurements in a scientific language, 3. to independently establish connections between effects on the body and ways of its response to effects 4. build and justify one's own assumptions, conclusions and conclusions

5. search and offer methods and ways to improve the state of the body.

Therefore, the preparation of a report on laboratory work by a student is a necessary component not only of educational practical work, but also of any research conducted in the natural sciences.

In fact, any research is a question of Nature, and the LR Report is the answer of Nature, as it is reflected in the mind of the naturalist. The task of the student is to learn how to clearly and competently formulate the results of his research. The work in the workshop is designed in such a way that the mastered research methods and the accumulated experience of obtaining the results of a survey of a person and groups of people with their help can be used in the study of other disciplines, writing term papers and final thesis.

A sample lab report (LR) is provided.

SAMPLE

Report on laboratory work No. _________ on the topic "____________" (topic name)

1. The purpose of the work: __________________ (to formulate a goal).

For example: “Make a model and give a description of one (optional) of the periods of human ontogenesis, indicating the main age stages of its development”

2. Theoretical foundations of the work: (a brief description of the theoretical information based on lectures, data from educational and additional literature is given)

3. Material support: (instruments, equipment, used research methods (name and authors of methods), their brief description)

4. The order of the work: (give the sequence of operations (actions) when performing the methodology

5. Research results: (provide the results obtained in the form of digital tables, graphs, drawings, diagrams). Provide a verbal description of tabular and/or graphical data.

For example: “The graph shows the change in the muscle performance of the subject during 6 minutes of physical activity with maximum intensity. The shape of the curve has a convex character, namely: within 3 minutes, the performance indicators increased, and at the 4th minute they began to decrease and at the 6th minute they dropped below the initial (initial) level.

6. Conclusion: (write what follows from the results).

For example: “The results obtained indicate that the subject has a low need for activity, which can be caused by such reasons as fatigue during physical overload, psychological overload, insufficient nighttime rest, unbalanced nutrition, adverse environmental factors, and others.”

7. Conclusions: (make brief conclusions from the results obtained)

For example:

1. A low need for the activity of the subject was revealed

2. The main causes of this condition are determined

3. Through an additional survey (self-analysis), the leading cause was determined, namely: insufficient night's rest associated with a temporary sleep disturbance - insomnia.

3. Light exercise followed by muscle relaxation

4. Soothing herbal teas before bedtime 5. Stop watching TV, INTERNET, and other intense loads 1.5-2 hours before bedtime 6. Sleep mode in accordance with individual biorhythms with numbering:

No. 1, No. 2, 3 No.……………. No. final. Each work starts on a new page. The average volume of LR is 5-6 pages. It is necessary to use color design (felt-tip pens, colored pens, pencils) for the design of graphs, drawings, diagrams. Work neatly and independently.

2. Rules for compiling a dictionary of anatomical and physiological terms The need for regular maintenance of the dictionary is associated with a large amount of information that a freshman needs to learn when studying anatomy and physiology.

The information that humanity has been accumulating over a long historical time, each person must learn in a very short period of time. Scientific terms and concepts, in which a huge amount of information is concentrated, are tools for a person to know the world and himself. A person who knows the content of scientific concepts can read and understand scientific literature, think with the help of scientific language in a given field of knowledge, correctly, on a scientific basis, build his ideas (models) of the world around him. Mastering the scientific concepts of natural and humanitarian disciplines is the main task of the student in the learning process.

In this difficult matter, a student's faithful assistant is a dictionary of terms (concepts) of a given discipline, which, when applied to a specific field of knowledge, is called a glossary. We can recommend using the following sources of information to compile your own dictionary of concepts (glossary): 1. Lectures 2. Dictionaries by field of knowledge

3. Reference books 4. Encyclopedias 5. Textbooks, as a rule, containing a short glossary. 6. Internet (after checking on the above 1-5 points) A dictionary is needed in the following cases: 1. to compile a dictionary of abbreviations of terms based on it, which is important for developing individual methods for quick and high-quality note taking of lectures, seminars

2. for good results in testing, which checks literacy, that is, knowledge of the terminology of subjects

3. for passing exams, in which the teacher controls the completeness and depth of the student's assimilation of the concepts of discipline 4. for the methodology of self-compilation of tests to test the literacy of students in various fields of knowledge. As a rule, the terms in the glossary are arranged in alphabetical order.

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3 Modular-rating assessment of students' knowledge In the modern model of higher professional education, a modular-rating assessment of students' knowledge is used. This means that educational topics are divided in meaning into separate blocks (modules), evaluated by a certain number of points, their sum: 1. frontier (intermediate) and final (at the end of the semester) rating of mastering educational information by a student. The rules for calculating rating points are given in the form of a MEMO, which describes the stages of knowledge control and the conditions for obtaining rating points and the final rating *.

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Current academic performance consists of grades for:

Class attendance - 1 rating point Current work at the workshop, seminar - 0.5 rating points Performing laboratory work - up to 1-2 rating points Research work - up to 5 rating points One task in the control work (test) - up to 2 rating points Figure ( not included in the laboratory work) - 2 rating points Independently completed abstract - up to 3 rating points

For answering the exam, a student can get from 20 to 40 points.

ATTENTION!

Less than 10 points for the answer on the test and less than 20 points for the answer on the exam - "unsatisfactory" in the subject, regardless of the amount of points for work during the semester.

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It must be remembered that:

The PURPOSE of training is the formation of professional thinking based on the assimilation of knowledge in the process of learning activities. Rating score is just a SPEED CONTROL TOOL

MOVEMENT TO THE GOAL.

Therefore, it is necessary to eliminate the “hunting for a rating at any cost”, which some modern students are subject to.

The main thing is the PROCESS OF YOUR GROWTH, and not the ruler with which you measure it. Ratings at the university are characterized by shortcomings, similar to the USE at school.

4. Development of scientific research thinking and creative abilities of students in laboratory classes When performing laboratory tasks given in the Practicum, the student has the opportunity to perform independent research work, in which, like a drop of water, the basic principles and patterns of scientific research are presented. In modern Russian education, a contradiction is revealed: on the one hand, the country's ever-increasing need for professionals with high creative potential, and on the other hand, a decrease in students' interest in engaging in serious scientific research, in the course of which the professional creative abilities of a specialist are formed, the motivation for the constant application of creative solutions in professions.

The basis of scientific research is:

1. studying the theory of this problem

2. methodically competent examination of a person, taking into account his age and other individual characteristics,

3. data logging

4. mathematical processing of measurement data (averaging, calculation of sigma-scatter of data from average values, determination of the degree of data reliability, etc.). These operations with quantitative indicators of measurements are studied by a special branch of mathematics called mathematical statistics. Statistical processing allows you to obtain reliable, reliable quantitative measurement results, on the basis of which the researcher makes

5. findings and conclusions

All great scientists, both naturalists and humanitarians (teachers, psychologists), attached great importance to the mastery of specialists - practitioners who work with children by the methods of scientific research and are formed during the research of CREATIVE THINKING as a condition for the personal development of professionally important qualities and knowledge of a specialist.

A teacher-researcher, a psychologist-researcher is a knowledgeable, thinking and highly educated specialist who, in his work, directly, practically embodies the great in his humanity REQUIREMENT (IMPERATIVE) of the brilliant Russian Teacher Ushinsky K.D.: “Before raising a child in all relations, it is necessary to STUDY THE CHILD IN ALL RELATIONS ”(Ushinsky K.D., 1983). In turn, the REQUIREMENT is presented to MODERN higher professional education: “To teach not only thoughts, but also THINKING” (Kant).

Every growing person has creative inclinations, but in varying degrees of severity. A child with a pronounced creative potential is called gifted. To a certain extent, it depends on the YOUNG person himself, his activity, efforts, interest in the profession, whether he will develop the inclinations into creative professional abilities. They are necessary to solve a huge number of new tasks and problems that specialists need to deal with in the process of rapidly becoming more complex professional activities in our rapidly changing world.

The branch of psychology that studies creative processes is called the psychology of creativity. Researchers have found that creativity develops when performing a new activity that is quite difficult for a person. Therefore, a big mistake is made by students who REPLACE their own EFFORT when performing educational tasks with information from the INTERNET, which, like weeds, stifles the STILL UNSTRENGTH GROWTH OF THEIR OWN CREATIVITY. They first slow down and then stop their personal and professional development, insufficiently aware of their transition to a life trajectory of degradation of their abilities.

The INTERNET can and should be turned from an obstacle to one's development into one's ally, a development tool. To do this, you need to CRITICALLY AND CREATIVELY comprehend the information used, forming your own opinion on the issues under consideration.

In the Workshop, CREATIVE INDEPENDENT TASKS are specially highlighted. Also in the classroom, along with standard tests, CREATIVE CONTROL QUESTIONS are used. By doing them entirely on your own, YOU decide

THE TRIONE PROBLEM OF ITS DEVELOPMENT:

1. activate the functions of the frontal lobes and other areas of the cortex and subcortical structures that provide functional support for cognitive and creative activity

2. accumulate personal experience in solving creative problems and, therefore, shape your creative thinking

3. stubbornly and consistently follow the path of becoming a socially significant, extremely necessary for the country and people specialist in a profession helping people.

SECTION 1. Processes of life integration

Topic 1.1 Age periods of development Questions: Ontogeny as a process of individual development of a person.

Using the modeling method to study ontogenesis.

THEORY: AIF modeling method. The modeling method is widely used in the natural sciences. Model is a simplified representation of the object of study, which reflects the essential properties of the object under study.

There are: 1. material models, 2. computer models,

3. graphic models.

1. Material models are subdivided into vital (live) and actually material ones (for example: operating models of artificial kidneys, hearts). Vital models are used in cases where, for ethical reasons, it is impossible to study the mechanisms of biological processes on the subject (human). Then experiments are carried out on living organisms in the laboratory, work with which is regulated by certain rules. For example: the use of the fruit fly of the Drosophila species in the study of the genome of living organisms.

2. computer models - used to convert digital information into graphics for visual representation of complex objects and their changes over time under the influence of specified conditions

3. graphical models - allow you to visualize living objects as systems: essential elements and relationships between them Model of ontogenesis, the vital cycle of a person An individual life path of a person, his biological development, the psychological formation of his personality and its social dynamics occurs as an integral process in time, which made it possible to develop a model of ontogenesis, called the “life or vital (vita (lat.) - life) cycle of a person”, introduced by academician Kaznacheev V.P. (Kaznacheev V.P. et al., 2002). This "model of life activity" reflects the trinity and integrity of the biopsychosocial essence of a person in his unique and unique individuality. Based on the model, you can clearly imagine your life path, trace the main patterns that affect it. This will help every young person in understanding and long-term forecasting of life strategies.

The “Vital Cycle” model of ontogenesis consists of a regular change in age stages: prenatal (embryo, fetus), birth, infancy, childhood, adolescence, adolescence, maturity, old age.

In childhood and adolescence, adolescence, favorable environmental conditions are especially important for the genetically determined growth and development of the body, the formation of motor qualities and higher mental functions (speech, thinking, consciousness, intelligence) of a person.

In the period of maturity, psychophysiological qualities are stabilized and socio-economic independence is acquired, reproductive functions are realized (procreation).

In the elderly and senile age, the biopsychosocial capabilities of a person gradually decrease. There comes a natural process of extinction of vital functions. At the same time, life expectancy (longevity), expressed by the value of biological age (the number of years lived), is determined by:

1. human health, depending on the interaction of genetic factors and the influence of a complex of environmental factors on the body; 2. lifestyle according to the laws of natural and biological (healthy lifestyle);

The Vital Cycle model of ontogenesis includes two major programs:

1. The program of "species immortality", which is implemented by any living organism and is associated with the ability to give birth to offspring, that is, the reproduction of the next generations.

2. The program of "creative immortality", which is inherent only to man. It is realized by his contribution to the development of his people and humanity in vital areas of activity, such as military art, management, science, sports, culture, technology, philosophy, politics, etc.

Task: use Table 2 and Figure 1 to complete the "Ontogeny Model" scheme. To give an anatomical and physiological characteristic of one of the periods of ontogeny.

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Topics for abstracts and reports: characteristic "Detailed anatomical and physiological features of one of the age periods of ontogenesis."

Questions for self-examination:

1. Define the concept of "ontogeny", reveal its patterns

2. What are “critical periods of ontogenesis”, their role in ontogenesis

3. Give examples of the heterochrony of the development of body systems in ontogenesis

4. State the current understanding of acceleration and retardation Recommended Reading

1. Kulagina I.Yu., Kolyutsky V.N. Age-related psychology. The complete life cycle of human development. M., "Sphere", 2001

Topic 1.2 The teachings of Pavlov I.P. about higher nervous activity

Questions: Typology of individual differences in the higher nervous activity of a person. Development of the doctrine of typology (GND) of individual differences in a person. IP Pavlov's contribution to the doctrine of the types of higher nervous activity (HNA).

THEORY: I.P. Pavlov revealed the patterns of higher nervous activity (HNA) of organisms in which the central nervous system (CNS), the brain (GM) and the cerebral cortex were formed in the process of evolution. He singled out certain properties of the human CNS, which are determined by the interaction of the processes of excitation and inhibition in the cerebral cortex and the effect on the functions of the cortex of the subcortical structures of the GM.

NS properties:

1. The strength of the NS is the resulting value of the interaction of the processes of excitation and inhibition of the nerve centers and the totality of neurons of the GM. This property is determined by the performance and endurance of the neurons of the cerebral cortex

2. The mobility of nervous processes (NP) is determined by the rate of change of excitation processes by inhibition processes and again by excitation processes, etc. According to this property, individual differences between people are most pronounced.

3. The balance of NP - depends on the compliance of the force of excitation of neurons with the force of inhibition of nerve cells. It reflects the balance of the processes of excitation and inhibition or the temporary predominance of one or another process.

The combination of these properties forms the types of higher nervous activity (HNA) of a person. The types of GNI correlate with the types of temperament, which are attributed to the properties of mental processes. Thus, the types of GNA and types of temperaments are based on the features of the structural and functional organization of various parts of the NS, which depend on the functional activity of neurons in the cerebral cortex of humans and other higher mammals.

The creator of the doctrine of higher nervous activity I.P. Pavlov made a contribution in his writings on Higher Nervous Activity, developed one of the oldest teachings about the psyche - the teaching about temperaments, which was created more than 2000 years ago by the great physician of antiquity Hippocrates.

Temperament is the individual properties of the psyche that determine the dynamics of a person's psychological activity, the characteristics of his behavior and the degree of balance of reactions to life influences.

Task 1: Conduct a self-examination with the "Formula of Temperament" test.

FORMULA OF TEMPERAMENT (Test by A. Bely)

The test allows you to determine the percentage of temperament types inherent in this particular person (Batarshev A.V., 2005).

Instruction. Mark with a “+” sign those of the following qualities of temperament that are common to you, everyday.

So, if you:

1) restless, fussy;

2) unrestrained, quick-tempered;

3) impatient;

4) cutting and straightforward in dealing with people;

5) decisive and initiative;

6) at a straight line;

7) resourceful in dispute;

8) work in "jerks";

9) risk-averse;

10) unforgiving;

11) you have a fast, passionate, with inconsistent intonations speech;

12) unbalanced and prone to vehemence;

13) aggressive bully;

14) intolerant of shortcomings;

15) have expressive facial expressions;

16) are able to act and decide quickly;

17) tirelessly strive for the new;

18) have sharp, jerky movements;

19) persistent in achieving the goal;

20) prone to sudden mood swings - then you are a pure choleric (with positive answers to 16 or more statements).

If you:

1) cheerful and cheerful;

2) energetic and businesslike;

3) often do not finish what you started;

4) tend to overestimate themselves;

5) are able to quickly grasp new things;

6) unstable in interests and inclinations;

7) you easily experience failures and troubles;

8) easily adapt to different circumstances;

9) enthusiastically take on any new business;

10) quickly cool down if the matter ceases to interest you;

11) quickly get involved in a new job and quickly switch from one job to another;

12) burdened by the monotony of everyday painstaking work;

13) sociable and responsive, do not feel constrained with people new to you;

14) hardy and efficient;

15) have a loud, fast, distinct speech, accompanied by gestures, expressive facial expressions;

16) maintain composure in unexpected difficult situations;

17) always have a cheerful mood;

18) quickly fall asleep and wake up;

19) often unassembled, show haste in decisions;

20) sometimes tend to slip on the surface, get distracted - then, of course, you are a sanguine person (with 16 or more positive answers).

If you:

1) calm and cool-headed;

2) are consistent and thorough in business;

3) careful and reasonable;

4) know how to wait;

5) are silent and do not like to chat in vain;

6) you have a calm, even speech, with stops, without sharply expressed emotions, gestures and facial expressions;

7) restrained and patient;

8) bring the work you have started to the end;

9) do not waste your energy;

10) adhere to the developed daily routine, life, system at work;

11) easily restrain impulses;

12) are not receptive to approval and censure;

13) are mild-mannered, show a condescending attitude to biting-tyam in your address;

14) are constant in their relations and interests;

15) slowly get involved in work and slowly switch from one thing to another;

16) are equal in relations with everyone;

17) love accuracy and order in everything;

18) have difficulty adapting to a new environment;

19) have endurance;

20) are somewhat slow - then you are undoubtedly phlegmatic (with positive answers to 16 and statements).

If you:

1) shy and shy;

2) get lost in a new environment;

3) find it difficult to establish contacts with strangers;

4) do not believe in yourself;

5) easily endure loneliness;

6) feel depressed and confused when you fail;

7) tend to withdraw into themselves;

8) get tired quickly;

9) have quiet speech;

10) involuntarily adapt to the character of the interlocutor;

11) impressionable to tearfulness;

12) are extremely susceptible to approval and censure;

13) make high demands on yourself and others;

14) are prone to suspicion, suspiciousness;

15) painfully sensitive and easily vulnerable;

16) are overly touchy;

17) secretive and uncommunicative, do not share your thoughts with anyone:

18) are inactive and timid;

19) compliant, submissive;

20) strive to evoke sympathy and help from others - then you are a melancholic person (with 16 or more positive answers).

Processing test results IF the number of positive answers in the "passport" of a temperament of one type or another is 16-20, then this means that the subject has pronounced features of this type of temperament. If there are 11 - 15 answers, then the qualities of this temperament are inherent in it to a large extent.

If there are 6-10 positive answers, then the qualities of this type are inherent in him to a very small extent.

Now determine the temperament formula: Fg \u003d ((A x / A) 100%) + ((Ac / A) 100%) + ((Af / A) 100%) + ((Am / A) 100%), where Ft- formula of temperament; X - choleric temperament; C - sanguine temperament; F - phlegmatic temperament; M - melancholic temperament; A - the total number of pluses for all types; Ah - the number of pluses in the "passport" of the choleric; Ac - the number of pluses in the "passport"

sanguine; Af - the number of pluses in the "passport" of the phlegmatic; Am - the number of pluses in the "passport" of the melancholic.

In its final form, the temperament formula takes, for example, the following form:

Ft \u003d 14% X + 36% C + 8% F + 42% M.

This means that the temperament of this person is 14% choleric, 36% sanguine, 8% phlegmatic, 42% melancholic. If the relative result of positive answers for any type is 40% or more, then this type of temperament is dominant, if 30-39% - then the quality of this type is moderately expressed, if 10-19% - then the qualities of this temperament are expressed to a small extent .

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Task 2: Establish a relationship between temperament types and GNI types.

The peculiarity of combinations of properties of the NS: strength, mobility, balance forms specific types of higher nervous activity (HNA) of a person. The most common are 4 types, three of which I.P. Pavlov classified as strong, and one as weak (Fig. 1).

GNI types Strong

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Fig. 2 Relationship of GNA types with temperament types It should be noted that there is no formal division of the types of higher nervous activity and related types of temperament into “good” and “bad”. Each of the types of GNA and types of temperament has certain advantages, and some of the negative characterological properties of the temperament type, under certain environmental conditions and the psychological state of the individual, can even have a positive personal and socio-psychological value.

It should be borne in mind that "pure" types of temperament do not exist either. Between the four main types there are up to 16 intermediate options. Below are the characterological features of the four types of higher nervous activity of a person and the types of temperament associated with them.

Creative task 3 (for independent work).

Make a "psychological portrait" of children of different types of temperament To complete the task, use the presented characterological features of the four types of higher nervous activity of a person and related types of temperament.

1. STRONG unbalanced (choleric temperament) Positive Negative

High activity - cyclical work

Energetic - hot temper

Sociable, initiative, decisive - sharpness in relationships

Excited, persuasive speech - instability in behavior

2. STRONG balanced, mobile (sanguine temperament) Positive Negative

High reaction speed - active when there is interest

High adaptability - burdened by monotony

Little prone to self-deepening

Sociability

restless

benevolence,

In actions it is sharp

Cheerfulness

Expressiveness of facial expressions, - insufficient persistence of pantomime

3. Strong balanced, inert (phlegmatic temperament) Positive Negative

Rowan in a relationship is somewhat inert

Moderately sociable - prone to inactivity

Not touchy - takes time to concentrate

High performance - slow to make decisions

persistent

2. Weak type of GNI (melancholic) Positive Negative

High sensitivity - easily hurt and shy

Cordiality in relationships - suspiciousness, isolation

Subtle susceptibility - reduced activity

In a familiar environment, executive - in adverse conditions, low performance

Questions for self-examination:

5. Give a definition of the concept of "ontogeny", reveal its patterns

6. What are “critical periods of ontogenesis”, their role in ontogenesis?

7. Give examples of the heterochrony of the development of body systems in ontogenesis

8. State the current understanding of acceleration and retardation Recommended Reading

1. Stolyarenko A.M. Physiology of higher nervous activity. Textbook for psychologists and teachers. M., "Unity", 2009 Topic 1.3. Relationship between the functional state of the NS and mental processes: the impact on the results of human activity Questions: The concept of the functional state of the NS, mental processes, body activity. Influence of activity level on performance results. Yorkes-Dodson curve THEORY: Physiological bases of the organism's activity, connection of activity and results of activity In physiology, the activity of a living organism is one of the basic concepts, which is defined as the main feature, an internal property of life. The internal motivation for the activity of the organism in the external environment is aimed at survival and adaptation to changes in external conditions. The physiological mechanisms of activity have gone through a long evolutionary path of development. Instinctive forms of activity are genetically programmed. Conditioned-reflex, life-forming forms of activity make it possible to adapt to new, unexpected events in the environment. Pre-life experience is superimposed on the genetic program of activity, forming a biocomplex of activity. The inner deep impulse of a living being to activity is called a need. Biological (vital) needs for food, water, air, movement, rest and procreation ensure the survival of both individuals and species of living organisms. The need that induces living organisms to activity is provided by a complex, multi-level organization of neurons and nerve centers, being a special functional system.

In humans, activity takes the form of voluntary, purposeful and consciously regulated behavior. The main component of behavior that forms resistance to the harmful effects of the environment is search activity (Rotenberg V.S., Bondarenko S.M.. 1989). On this basis, a purposeful human activity is formed, aimed not only at biological survival, but having complex psychological mechanisms for motivating activity that serve the social goals of understanding and transforming Nature and Society and Man himself.

Task 1. Conduct a self-examination with the test of Ilyin E.

Graphic test "Determining the need for activity"

The test was developed by E. P. Ilyin (1972) and shows the level of a person’s internal energy potential for manifestation of activity.

The test is based on the determination of differentiated spatial thresholds with an increase and decrease in the amplitudes of hand movements in relation to the reference (chosen by the subject or set by the experimenter) amplitude. In individuals with a high energy potential, differential thresholds with an increase in the reference amplitude of movement are greater than with a decrease in the reference amplitude. In persons with low energy potential, the reverse pattern is observed.

Instructions for testing The subject, sitting at the table, with his eyes closed, draws on a piece of paper a small horizontal line (up to 2.5 cm), which will be the reference for subsequent movements. Then, without opening his eyes, under this line, he should draw a line a little longer. This is repeated four times, and each time the subject selects the standard again. In the next series, the subject, having drawn a small line (also up to 2.5 cm), in a repeated movement, should try to draw a line a little shorter than the first. Samples with a decrease in the amplitudes of hand movements are also repeated four times, and in this case, each time, the standard is selected anew. Then all this is done at large amplitudes of movements (lines are drawn with the eyes closed, equal to 5-7 cm). The test includes 4 tasks. The whole order of drawing lines is as follows:

1. Draw a small line (about 2.5 cm) Draw a line a little longer. Repeat three times.

2. Draw a small line Draw a line a little shorter. Repeat three times.

3. Draw a large line (approximately 5-7 cm) Draw a line a little longer. Repeat three times

4. Draw a big line Draw a line a little shorter. Repeat three times.

Processing of results and conclusions The length of each line is measured and it is determined how many millimeters each time the subject added to the standard and how much he subtracted. If he failed to do this in some attempts (the difference is zero or negative), then these attempts are not taken into account.

Summarized separately: a) all values of the increase in the length of the lines at small amplitudes of hand movements (we denote the sum as “a”), b) all the values of the decrease at small amplitudes (“b”), c) all the values of the increase at large amplitudes (“c” ), d) all values of reduction at large amplitudes ("r"). After that, "a" is compared with "b" and "c" with "d".

Draw conclusions about the examined person.

1. If "a" is greater than "b" and "c" is greater than "d", then there is a high need for activity

2. If "b" is greater than "a" and "d" is greater than "c", then there is a low need for activity.

3. If "a" is greater than "b", and "d" is greater than "c", then there is an average need for activity.

4. Option: "a" "b" and "c" d" indicates a temporary parabiotic state of the examined, caused by fatigue, lack of sleep and other reasons. The study should then be repeated on another day.

3.2 Communication of activity and results of behavior and activity.

Yorkes-Dodson Curve For physiological and psychological examinations, it is important to establish the relationship between activity and performance. For example, to predict (predict) the results of the training, depending on the indicators of the activity of students in the class, the Yorkes-Dodson curve is used. These researchers established at the beginning of the 20th century that many indicators of a person's state (activity, emotional state) that depend on the functional activity of the central nervous system and GM are associated with the effectiveness of his activity by a pattern described by the Yorkes-Dodson curve.

ASSESSMENTS

NEED FOR ACTIVITY

Rice. 3. The Yorkes-Dodson Curve Task 2. Using the Yorkes-Dodson Curve, make a forecast at the beginning of the year of academic achievement at the end of the semester of 24 students in grade 3, if it is known that:

15% - have a low need for activity,

20% are hyperactive, have a medium-high (optimal) need for

Other activities.

Creative task (for independent work): Develop measures to improve academic performance in the classroom, taking into account the characteristics of the nervous processes in the cerebral cortex and the psychophysical state of the three selected groups of students.

Questions for self-examination:

1. Define the concept of "search activity (PA)" of the child

2. Establish a relationship between the state of the central nervous system and GM with the level of health of the child

3. Why does motor hyperactivity lower the learning ability of children?

1. Kurepina M.M. et al. Human anatomy. Atlas. M., 2007

2. Ilyin E.P. Psychomotor organization of man. Textbook for the New Age. St. Petersburg, "Piter", 2003

3. Akimova A.M., Kozlova V.T. Psychophysiological features of the individuality of schoolchildren. Accounting, correction. M., ACADEMA, 2002 Topic 4. Musculoskeletal system. Physical development Questions: The general plan of the structure of the musculoskeletal system.

Physical development (PD) of a person in the process of ontogenesis.

THEORY: Patterns of growth and FR in ontogeny.

The growth processes of the body and the level of physical development of a person in different periods of ontogenesis are studied by anatomy and physiology, sports AIF, the section of age anthropology auxology. Growth and physical development are determined by both the passport and biological age of a person, that is, the degree of morpho-functional maturity of the organism in a certain period of ontogenesis.

Growth is the result of cell division, leading to their quantitative accumulation and an increase in the longitudinal, transverse dimensions and body weight.

Physical development is a complex of anatomical and functional properties that determine the activity and performance of the body

The patterns of growth and development have been studied:

Irreversibility: the processes of growth and development are directed from the past to the future, the sequential passage of genetically

Graduality:

programmed stages without skipping developmental stages

Cyclicity: activation (growth jumps) and deceleration of development processes in certain periods of ontogeny. High growth rates are determined: 1. in the prenatal period 2. in children 6-7 years old 3. at 11-14 years old.

Heterochrony: different rates of growth and maturation of body systems, manifested in changes in the weight and height of the child in ontogeny, head circumference, chest, limb length, etc.

development: associated with genetic mechanisms,

Endogeneity regulates the rate of growth and development of the child. Environmental factors can lead to an acceleration of growth and development - acceleration or a slowdown in growth and development - retardation.

In biomedical research, the level of physical development, functional activity and the state of health of children and adults depending on them is assessed by the index method, measuring such indicators as body length and weight and calculating the value of the RF indices (Tegako L.I., Marfina O.V., 2003 ).

Task 1. Determine the students' RF using indices.

1. Broca-Brugsch index. To determine the proper body weight, use the Broca-Brugsch height-weight index, i.e. the ratio between weight (P) and height (L) (cm):

– – –

This index is on average 370-400 g/cm for men, 325-375 g/cm for women, 325 g/cm for boys aged 15, and 318 g/cm for girls aged 15;

Body mass index 3.

The presence of excess fat in the body, leading to significant health problems - obesity. It is difficult to draw a clear line between a physiological and a pathological state (when obesity is associated with a certain health risk). Although overweight and obesity represent different health risks, there is no clear line between them.

For practical purposes, obesity (in the adult population) is measured using body mass index (BMI), which is not an accurate reflection of the amount of fat in the body, but an indicator of the proportionality of body weight to body length. BMI is calculated using the formula:

– – –

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The ending. start see N o 33, 34, 35, 36, 37, 38/2001

Laboratory workshop on human anatomy, physiology and hygiene

(9th grade of chemical and biological profile)

Laboratory work No 34.
Experiments elucidating the amount of attention, the efficiency of memorization,
features of imagination and thinking

1. Attention span

Target: determine the amount of attention.

Equipment: a table with randomly placed numbers from 101 to 136, made on a sheet of paper (A4 format), stopwatch (or clock with a second hand), pencil.

WORKING PROCESS

The subject is given instructions with the task: “Numbers from 101 to 136 are “scattered” in the squares in a random order. You have to find them in ascending order - first 101, then 102, 103, etc. up to 136 (the found number is crossed out with a pencil). Start work at the command of the experimenter.

Reporting Form

Determine the amount of attention by the formula:

B = 648: t ,

where B- amount of attention t- running time in seconds.

Evaluation of results

2. Memory capacity for mechanical and logical memorization

Target: to determine the possibilities of memory with different methods of memorization.

Equipment: prepared rows of words, 10 for each memorization method.

A possible list of words for logical memorization: sleep, exercise, washing, breakfast, road, school, call, lesson, deuce, change. A possible list of words for mechanical memorization: apartment, tree, star, sail, kerosene, bomb, elephant, angle, water, train.

WORKING PROCESS

The researcher loudly reads to the subject a series of words from a logical series. After 1 min, the subject writes down the named words.
After 3-4 minutes, the experimenter again loudly reads to the subject a series of words from the mechanical series. After 1 min, the subject writes down the named words.

Reporting Form

Compare the results of reproducing the first and second lists of words. Explain the reason for the different memorization of words by the same subjects.

3. Features of the imagination

The figure shows unfinished images of objects. Draw them for 1 minute. Compare them with the drawings of your comrades, pay attention to individual differences in the definition of drawings.

4. Logical thinking

Target: assessment of logical thinking.

Equipment: stopwatch (or watch), a sheet of paper on which number series are depicted.

Example options for number series:

1) 24, 21, 19, 18, 15, 13, -, -, 7;
2) 1, 4, 9, 16, -, -, 49, 64, 81, 100;
3) 16, 17, 15, 18, 14, 19, -, -;
4) 1, 3, 6, 8, 16, 18, -, -, 76, 78;
5) 7, 16, 19, 5, 21, 16, 9, -, 4;
6) 2, 4, 8, 10, 20, 22, -, -, 92, 94;
7) 24, 22, 19, 15, -, -.

WORKING PROCESS

The experimenter presents the subject with a piece of paper on which 7 numerical series are presented. The subject within 5 minutes must find the pattern of construction of each row and enter the missing numbers.

(Right answers: 1) 12, 9 ; 2) 25, 36 ; 3) 13, 20 ; 4) 36 , 38 ; 5) 13 ; 6) 44, 46 ; 7) 10, 4 .)

5. Revealing the amount of short-term memory

Target: Determine the amount of short-term memory.

Equipment: watch, test.

WORKING PROCESS

Read the suggested text for one minute, then set aside and close. Within five minutes, write down in any order all the words that you managed to remember.

6. Health

Target: to identify the relationship between attention and performance.

Equipment: clock, scheme for the experiment.

WORKING PROCESS

The subject is given the following task. Before you is a rectangle consisting of 16 fields. Each of them is divided diagonally into 2 parts. In the right corner of the lower triangle, its serial number is indicated, and in the upper ones, the same numbers in disorder. Your task is to find the numbers above the diagonal in order from 1 to 16, saying aloud each found number. The beginning and end of the work is precisely recorded by the experimenter.

Reporting Form

Compare your results with the normative ones.

Literature

Anisimova A.S., Brunovt E.P. Independent work of students on human anatomy, physiology and hygiene: A guide for the teacher. 2nd ed., revised. - M: Enlightenment, 1987.

Batuev A.S., Kuzmina I.D. and etc. Biology-9. Man.- M.: Enlightenment, 1994.

Binas A.V., Mash R.D. Biological experiment at school. - M.: Enlightenment, 1990.

Voronin L.G., Kolbanovsky V.N.., Mash R.D. Physiology of higher nervous activity and psychology. 3rd ed., revised. - M.: Enlightenment, 1984.

Voronin L.G., Mash R.D. Methodology for conducting experiments and observations on human anatomy, physiology and hygiene. - M.: Enlightenment, 1993.

Rokhlov V.S., Sivoglazov V.I.. Workshop on human anatomy and physiology. - M.: Publishing Center "Academy", 1999.

Chebyshev N.V., Kuznetsov S.V., Zaichikova S.G. Biology. Allowance for entering universities. - M .: New Wave Publishing LLC, 1998.

Explanatory note

In the life of every student in the 9th grade, there comes a moment when he thinks about the question: “Who should I be?”. In pre-profile training, the student self-determines himself, regarding the profile of education in high school. Therefore, this elective course is intended to be studied as part of pre-profile training. The program is designed for 12 hours.

The need to introduce the elective course "Workshop on human anatomy and physiology to help those who pass the OGE" is due to the large number of questions on anatomy and human physiology in the OGE KIMs that have a practical focus.

This course is studied in the 9th grade after the students have mastered the basic theoretical provisions of human anatomy, physiology and hygiene, but the practical application of students' knowledge - the skills of solving biological problems, setting up and conducting a physiological experiment are poorly developed. The course program deepens knowledge of the course "Human Anatomy and Physiology", allows you to implement the connection between theoretical and practical material, activate the cognitive activity of students in the field of knowledge about the physiological mechanisms of the human body, meets the requirements of the biology exam in grade 9.

The workshop covers sections of the course: “Introduction. Human Body Tissues”, “Blood and Circulation”, “Respiration”, “Digestion. Metabolism and energy", "Nervous system".

Conducting practical classes includes three important stages. Firstly, the study of theoretical material related to the implementation of specific laboratory work. Secondly, the very performance of the work, the results of which are checked by the teacher, and its further design. Thirdly, the defense of the completed laboratory work, which is carried out in the form of an interview or survey, solving problems and problematic questions that are used in the OGE. At the third stage, the skills to evaluate the correctness of biological judgments, conduct multiple choice, establish correspondence, determine the sequence of biological processes, phenomena, objects, include omitted terms and concepts from among the proposed ones in the biological text, work with the text of biological content, with statistical data presented in tabular form, determine energy consumption and make a diet, justify the need for a rational and healthy diet. The course program includes such practical work that does not require special equipment of the office and complex medical devices. A feature of this course is the group work of students. In methodical recommendations answers to tasks are given.

The purpose of the course: development of interest in the study of biology; deepening and consolidation of theoretical knowledge; developing the skills of an educational experiment that contribute to the preservation of the health of students, the successful passing of the OGE and the choice of a chemical and biological profile.

1. expand and deepen knowledge of human anatomy and physiology;

2. master the techniques and methods of studying the physiological processes and functions of the human body, developing the skills of independent research and project work;

3. develop thinking and independent decision-making;

4. to develop an interest in continuous education and self-education.

Forms and methods of teaching: lectures with elements of conversation; solving problems, problematic issues; work with additional literature and student reports; laboratory workshop; development and protection of projects.

Forms of control:

work with figures, tables; solution of calculation problems; formulation and description of the experiment, reports on laboratory work, answers to questions, analytical comparison of the obtained data with the normative ones. The final lesson takes place in the form of a scientific-practical conference, where reports, abstracts and reports of students on the chosen research topic are heard.

Planned results:

1. Personal results:

Formation of understanding of the value of a healthy and safe lifestyle; the formation of cognitive interests and motives aimed at studying the phenomena occurring in the body, intellectual skills (the ability to prove, reason, analyze, compare, draw conclusions, etc.); formation of communicative competence in communication and cooperation with peers in the process of educational, teaching and research activities; formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests.

Regulatory: UUD:

The ability to organize their learning activities: determine the purpose of the work, set tasks, plan - determine the sequence of actions and predict the results of work. To carry out control and correction in case of detection of deviations and differences when comparing the results with a given standard; mastering the components of research and project activities, including the ability to see the problem, raise questions, put forward hypotheses, define concepts, classify, observe, conduct experiments, draw conclusions and conclusions, structure the material, explain, prove, defend one's ideas;

Personal UUD:

The ability to choose the target and semantic settings in their actions and deeds in relation to wildlife, their health and those around them; the ability to independently determine the goals of their training, set and form new tasks for themselves;

Communicative UUD:

Ability to listen and enter into a dialogue, participate in a collective discussion of problems, integrate into a group of peers; the ability to adequately use speech means for discussion and argumentation of one's position, to compare different points of view, to argue one's point of view, to defend one's position. the ability to organize educational cooperation and joint activities with a teacher and peers, work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests. Form, argue and defend your opinion

Cognitive UUD:

Ability to work with different sources of information: the text of the textbook, popular science literature, dictionaries and reference books; find connections between the structure and functions of organs; analyze and evaluate information, convert it from one form to another; the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems; ability to work with different sources of biological information: find biological information in the text of a textbook, popular scientific literature, biological dictionaries and reference books

3. Subject results:

Gaining experience in using the methods of biological science and conducting simple biological experiments to study the human body; mastering various types of public speaking; compliance with the norms of a healthy lifestyle, prevention of diseases, injuries and stress, bad habits, HIV infection. the ability to perform cognitive and practical tasks, including using project activities.

HUMAN ANATOMY AND PHYSIOLOGY COURSE PROGRAM

1. Section: “Introduction. Tissues of the human body” (2 hours)

The human body as a single integral living system. The concept of tissues, organs, organ systems. The concept of the internal environment of the body and homeostasis. Functions of the blood. The structure, composition, properties and volume of blood. Formed elements of blood: erythrocytes, leukocytes, platelets, their number, structure and functions. Hematopoietic organs. Blood clotting. Human blood types. Solving problems to determine the blood group. Immunity, its types. Laboratory work 1 Human tissues. The internal environment of the body. Blood Laboratory work No. 2. Determination of blood groups

2. Section: "Blood circulation" (2 hours)

Blood vessels, their classification, structural features and functions. Patterns of the location of blood vessels. Mechanisms of blood movement through arteries, veins and capillaries. The main patterns and indicators of blood movement through the vessels: pressure, pulse wave, linear velocity and time of a complete circuit. General scheme of human circulation: vessels of large, small and cardiac circles of blood circulation. Heart: structure, functions of the heart. Automation. Work of the heart: cardiac cycle, systolic and minute volume of blood flow, heart sounds, electrocardiogram. Regulation of the heart. Hygiene of the circulatory organs, diseases of the cardiovascular system and their prevention. Laboratory work No. 3. Measurement of arterial pulse and its classification Laboratory work No. 4. Measurement of blood pressure in human arteries

3. Section: "Breathing" (4 hours)

Upper respiratory tract: nasal cavity, nasopharynx, oropharynx, larynx: structure of function. Lower respiratory tract: trachea, bronchi, their structure and functions. Lungs, their location, external structure. The internal structure of the lungs. Pleura. The mechanism of inhalation - exhalation. Mechanisms and efficiency of gas exchange in the lungs. Lung volumes and their definition. Breathing regulation. Respiratory hygiene. Laboratory work No. 5. Determination of "normal" parameters of respiratory function. Formulas and nomograms Laboratory work No. 6. Spirometry. Determination of VC and its constituent volumes Laboratory work No. 7. Determination of the fitness of the respiratory muscles.

4. Section: “Digestion. Metabolism” (2 hours)

Food, food and nutrients. Departments of the digestive tract, their structure, their participation in digestion. Digestive enzymes and their action. Digestion processes in the digestive tract. Digestive glands. Digestion regulation. The concept of a complete, balanced diet and hygiene of digestion. Prevention of diseases of the digestive tract. General concept of metabolism. The value of the exchange. Protein exchange. The concept of complete and incomplete protein. carbohydrate metabolism. Fat exchange. Water-salt exchange. Laboratory work No. 9. Characteristics of the main components of digestive juices. Effect of bile on fats. Laboratory work No. 10. Fundamentals of nutrition. Formulating a diet

5. Section: "Nervous system" (1 hour)

Division of the nervous system into sections. The reflex principle of the activity of the nervous system. Reflex arc. Classification of reflexes. Unconditioned and conditioned reflexes. Somatic and autonomic nervous system. Structure and functions. Comparative characteristics of the sympathetic and parasympathetic nervous system. Laboratory work No. 11. Change in blood pressure under the influence of cold

Year of issue: 2001

Genre: Anatomy

Format: Djvu

Quality: Scanned pages

Description: There are also objective motives for the creation of the textbook "Practical work on the anatomy of the human brain". The study of the anatomy of the CNS often causes significant difficulties. This is due to several reasons. The simplest and most obvious reason lies in the amount of material being studied. For a short period, students need to learn 200-300 names of anatomical structures and the main connections of the brain and spinal cord, therefore, as a rule, lecture courses are supplemented by practical exercises. Contact with the material always simplifies memorization, and a good knowledge of the subject facilitates the formation of generalized ideas. A specialized manual for practical exercises is needed, which could facilitate the study of preparations.
The manual for practical exercises should contain a brief theoretical digression and clear photographs, supported by explanatory diagrams. At the same time, the correspondence between the main textbooks and practical guidance should be observed. This guide to practical exercises in the anatomy of the CNS was created with these goals in mind. It contains a description of 10 separate anatomy lessons and a small appendix on the limbic system, subcortical nuclei and the cerebral cortex.
The text part contains a description of the hierarchical relationships of anatomical structures, classification and basic information on the functional specialization of the parts of the brain and spinal cord. The description of drugs and the structural organization of the central nervous system does not replace the main educational guide, ed. M.R. Sapina. An explanatory text is necessary both in preparation for the lesson and in the process of conducting it.
Currently, there are many different, including translated, manuals that use outdated or non-standard classifications of the nervous system. This forced us to introduce some clarifications about the most difficult sections of the subject. Most of the illustrations were created specifically for this manual, and some were borrowed from the previously published "Stereoscopic Atlas of the Human Brain" (Saveliev S.V., 1996).

The book "Practical work on the anatomy of the human brain" is intended for students and can be used as a brief "repetition" in the study of the central nervous system in the anatomy courses of medical, biological and psychological faculties of higher education.

"Workshop on the anatomy of the human brain"

General plan of the structure of the central nervous system

General plan of the building
The structure and specificity of neurons
Classification of neurons
neuroglia
Classification of neuroglial cells
The membranes of the spinal cord and brain
Processes of the dura mater of the brain
Axes of the human body and brain

Spinal cord

General plan of the building
Formation of the spinal nerves
Segments of the spinal cord
Cross section of the spinal cord
The structure of the gray matter of the spinal cord
The structure of the white matter of the spinal cord

Brain

Average brain mass
Minimum and maximum brain mass
Division of the brain into 5 sections

Medulla

General plan of the building
Anterior surface of the medulla oblongata
Posterior surface of the medulla oblongata
The internal structure of the medulla oblongata

Hind brain

General plan of the building
The internal structure of the bridge
Cerebellum
Lobes and lobules of the cerebellum
White and gray matter of the cerebellum
Cerebellar nuclei
Cerebellar peduncles
Isthmus of the brain
Rhomboid brain

IV ventricle

General plan of the building
Floor of the IV ventricle (rhomboid fossa)
Projection of the nuclei of the cranial nerves on the rhomboid fossa
Roof of the IV ventricle
Choroid plexus of IV ventricle
The concept of cerebrospinal fluid
Circulation of cerebrospinal fluid

midbrain

General plan of the building
midbrain roof
Tire
Legs of the brain
Cross section of the midbrain
The concept of the extrapyramidal system

diencephalon

General plan of the building
supra-hillous region
Visual thalamus
Dorsal thalamus
The concept of the subcortical sensitive center
Metathalamus
Ventral thalamus
Hypothalamus
Pituitary
Nuclei of the hypothalamus
The concept of the hypothalamic-pituitary system
III ventricle

telencephalon

General plan of the building
Commissures of the hemispheres
Surfaces of the hemispheres
Poles of the hemispheres
Divisions of the cerebral hemispheres
Cloak of the Finnbrain
Furrows and convolutions of the dorsolateral surface of the hemisphere
Furrows and convolutions of the medial and basal surfaces of the hemisphere
Old, ancient and new cerebral cortex
Localization of functions in the cortex of the cerebral hemispheres
Basal nuclei
Olfactory brain: peripheral and central parts
The concept of the limbic system
Lateral ventricles

cranial nerves

Distribution and brief functional characteristics of the cranial nerves
exit points of cranial nerves from the brain

Explanatory note

The elective course is intended for secondary school students who have chosen a biomedical profile of education, who need anatomical and physiological knowledge not only to expand their horizons, erudition, and prepare for entering universities, but also for a conscious study and understanding of the vital functions of their own body.

The course program is designed for 34 hours and is designed as an addition to the basic biology course.

To date, the domestic secondary school has accumulated sufficient experience in presenting theoretical material, but the practical application of students' knowledge - the skills of solving biological problems, setting up and conducting a physiological experiment are very poorly developed. In addition, not every school has everything necessary to organize complex practical work. Therefore, the course program includes such laboratory work that does not require special equipment and sophisticated instruments.

Target: development of students' cognitive interest in biology, medicine; development of thinking, speech by solving experimental problems in human physiology and anatomy; deepening of theoretical knowledge; development of skills for setting up and conducting a physiological experiment, laboratory work, solving experimental problems.

Tasks:

to introduce students to the methods of studying the anatomical and physiological characteristics of the human body;

to form the experience of setting up a physiological experiment and solving problems in human physiology and anatomy.

Main types of occupations: problematic lecture; laboratory work; practical work; problem solving lesson.

Forms of control: picture; working with formulas; work with tables; setting and description of the experiment; answers on questions; analytical comparison of the obtained data with normative ones; compilation of individual characteristics based on research data.

Educational and thematic plan


	Total hours	Lectures	Practice
1. The human body and its structure
2. Musculoskeletal system
3. Blood and circulation
4. Nervous system
5. Analyzers
6. Higher nervous activity
Final lesson
Total:

Topic 1. The human body and its structure (4 hours)

Lecture 1 Introductory lesson: acquaintance with the course program, a list of laboratory, practical work and control forms.

Lecture 2 Structures of the human body: body cells and their diversity, organs and organ systems; organ functions.

Practical work. "The study of the structure of an animal cell under a microscope."

Practical lesson. "Problem Solving".

Topic 2. Musculoskeletal system (5 hours)

Lecture. The structure and functions of the human musculoskeletal system: bones, skeleton, muscles; the relationship between the structure of the human skeleton and its muscular system.

Practical work number 1. "Muscle Strength".

Practical work number 2. "Determination of the presence of flat feet".

Practical work number 3. "Movement coordination".

Practical lesson. "Problem Solving".

Cycle of physical therapy exercises for flat feet

Topic 3. Blood and circulation (5 hours)

Lecture. The structure of the human circulatory system: the heart and its functions, vessels, types of vessels, the relationship between the structure of different types of vessels and their functions.

Practical work number 1. "Influence of muscular activity on the speed of blood movement in the veins of the systemic circulation".

Practical work number 2. "Functional tests for the reactivity of the cardiovascular system".

Practical work number 3. "Techniques for Stopping Bleeding".

Practical lesson. "Problem Solving".

Topic 4. Nervous system (8 hours)

Lecture 1 The structure of the human nervous system: central and peripheral nervous system, spinal cord, somatic and autonomic parts of the nervous system.

Lecture 2 Reflex principle of the nervous system. Unconditioned and conditioned reflexes. Parts of the brain and their functions.

Practical work number 1. "Study of human reflex reactions".

Practical work number 2. "Investigation of the state of the autonomic, or autonomous, nervous system."

Practical work number 3. "Midbrain".

Practical work number 4. "Cerebellum".

Practical work number 5. "Determination of an individual asymmetry profile".

Practical work number 6. "Conditioned human pupillary reflexes to a bell".

Topic 5. Analyzers (6 hours)

Lecture. Feel. Structure and functions of analyzers. The value of analyzers.

Practical work number 1. "Age features of the accommodative abilities of the eye".

Practical work number 2. "Visual acuity".

Practical work number 3. "Color vision".

Practical work number 4. "Measurement of hearing acuity by speech".

Practical work number 5. "Temperature adaptation of skin receptors".

Topic 6. Higher nervous activity (5 hours)

Lecture. Higher nervous activity, forms of inhibition of reflexes, rational activity, sleep, instinct, features of human higher nervous activity.

Practical work number 1. "Memory".

Practical work number 2. "Attention".

Practical work number 3. "Perception".

Practical work number 4. "Definition of the type of temperament".

Final lesson (1 hour)

Summary of the course material. Test solution in the form of the exam

Portal for the student. Self-training

"WORKSHOP ON HUMAN ANATOMY AND PHYSIOLOGY Methodological guide for the course" anatomy and physiology "for bachelor students of humanitarian specialties Moscow 2012 CONTENTS Foreword ..."

WORKSHOP ON ANATOMY AND PHYSIOLOGY

HUMAN

FOREWORD

INTRODUCTION

SAMPLE

MOVEMENT TO THE GOAL.

THE TRIONE PROBLEM OF ITS DEVELOPMENT:

ASSESSMENTS

NEED FOR ACTIVITY

NEED FOR ACTIVITY

Laboratory workshop on human anatomy, physiology and hygiene

(9th grade of chemical and biological profile)

Laboratory work No 34. Experiments elucidating the amount of attention, the efficiency of memorization, features of imagination and thinking

Literature

General plan of the structure of the central nervous system

Spinal cord

Brain

Medulla

Hind brain

IV ventricle

midbrain

diencephalon

telencephalon

cranial nerves

Explanatory note

Educational and thematic plan

Topic 1. The human body and its structure (4 hours)

Topic 2. Musculoskeletal system (5 hours)

Cycle of physical therapy exercises for flat feet

Topic 3. Blood and circulation (5 hours)

Topic 4. Nervous system (8 hours)

Topic 5. Analyzers (6 hours)

Topic 6. Higher nervous activity (5 hours)

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Laboratory work No 34.
Experiments elucidating the amount of attention, the efficiency of memorization,
features of imagination and thinking