Class 4 - Animal Research - History of the Neuron Flashcards

1
Q

Exam ques 100% =

How did we take 2 ideas (visualization + nerve impulse) and then neuroscience happen?
Or
How did visualization + nerve impulse lead to neuroscience?
Or
What was the impact of biological methods on neuroscience?

Consilience (the way in which we show how science builds on one another)….

A

Consilience means – that different areas of science connect and support each other. – It shows how new discoveries build on past knowledge.

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2
Q

Explain the attached image.

A

Around the 13th century, eyeglasses were invented to help people see better. – This led to the idea of the telescope. – Later, Robert Hooke experimented – with light and oil, – leading to the invention of the microscope. – Like Darwin’s theory of evolution, these discoveries opened new ways to study the world.

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3
Q

Why are we talking about microscopes? I thought this was about Neuron?

A

We discuss microscopes led to the discovery of cells, – which are essential to understanding neurons.

Robert Hookcoined the term “cells” – by noting that cork under the microscope looked like it had cells.

He created a book full of insects pictures called “micrographia” to share his discoveries with the world. – This new found term “micro worldsparked intense cursity.

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4
Q

Explain the attached image. Who was Anton Leeuwenhoek?

A

Anton Leeuwenhoek, who was a drapist, – invented – a powerful single-lens microscope to improve the way he wrapped drapes. – His microscope lense was much better than Hook’s – He made observations of his own
blood, skin, hair cells… among other things…– He drew the first images of red blood cells, protists, and spermatozoa.

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5
Q

Who invented microtome?

A

J.E Purkyne

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6
Q

Explain attached image.

A

The discovery of microorganisms sparked a scientific revolution, leading to a boom in microbiology. – Jan Evangelista Purkyne advanced the field by inventing the microtome, allowing thin tissue slices for detailed microscopic study.

He discovered heart has different cells (Purkinje fibers), showing that different cells have unique functions.

This pre-Darwin era focused on DESCRIBING cell types, fueling excitement in microbiology.

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7
Q

A scientific race began to explore the microscopic world, as more scientists gained access to microscopes.

Meanwhile, what did Europe embrace?

A

Romanticism

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8
Q

What did Romanticism, emphasized?

A
  • Nature
  • Individuality
  • Harmony
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9
Q

Meanwhile, Europe embraced Romanticism, emphasizing nature, individuality, and harmony. – This shift inspired a new view of biology—seeing the body as a unified system, much like WHAT?

A
  • As Darwin came up with Evolution.
  • Newton transformed physics.
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10
Q

Explain the image.

A

A scientific race began to explore the microscopic world, as more scientists gained access to microscopes.

Meanwhile, Europe embraced Romanticism, emphasizing nature, individuality, and harmony. – This shift inspired a new view of biology—seeing the body as a unified system, much like how Darwin revolutionized Evolution or Newton transformed physics.

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11
Q

Explain image. don’t need to memorize these 1,2,3 points. Make sure you have an idea though as it connects to further slides.

A

Studying plant and animal cells – led toCell theory:

  1. All living things are made of one or more cells.
  2. The cell is the basic unit of life
  3. All cells come from pre-existing cells.

This raised questions – about how different cells function,– like why kidney and heart cells look and work differently.

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12
Q

What were the 2 major things that happened in neuroscience or what led to the emergence of neuroscience?

A
  1. Nerve Impulse
  2. Visualization

The timeline splits for a few years, then quickly comes back together when neuroscience begins.

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13
Q

Who challenged the idea that: nerve cellsworked togetherbecause of supernatural forces, – not biology?

A
  • Du Bois-Reymond
  • Helmholtz
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14
Q

How did Du Bois-Reymond and Helmholtz challenge the following idea:

nerve cells worked together because of supernatural forces not biology?

A

They took a frog leg, – attached it to electrodes, – and sent an electrical impulse, – making the leg move. – Since this was the first time it was done, there was no standardization at that time. —- Later, they tested rapid stimulation – and noticed a delay before the leg moved again. – They thought the battery had died, – so they switched batteries which showed the nerve needed time to recover (refractory period).

They discovered that nerve impulses caused a drop – in electrical potential, which du Bois-Reymond called “negative variation“—now known as the action potential. – Helmholtz found that the impulse traveled at different speeds.

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15
Q

Before Du Bois-Reymond and Helmholtz WHO saw , frog leg react to electricity, but his work was dismissed because of unstable equipment before reliable batteries were invented?

A

Galvani

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16
Q

Explain the attached image.

A

Many people once believed – nerve cellsworked togetherbecause of supernatural forces, – not biology. Du Bois-Reymond and Helmholtz challenged this idea.

They took a frog leg, – attached it to electrodes, – and sent an electrical impulse, – making the leg move. – Since this was the first time it was done, there was no standardization at that time. —- Later, they tested rapid stimulation – and noticed a delay before the leg moved again. – They thought the battery had died, – so they switched batteries which showed the nerve needed time to recover (refractory period).

They discovered that nerve impulses caused a drop – in electrical potential, which du Bois-Reymond called “negative variation“—now known as the action potential. – Helmholtz found that the impulse traveled at different speeds.

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17
Q

When was the first dye introduced and
who introduced it and
what was it called?

A

In 1820
by Turpin
called Carmine dye

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18
Q

What was the first dye used for?

A

To improve microscope contrast.

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19
Q

When was Hematoxylin dye, introduce and
who introduced it and
what did it enhance?

A

In 1865
by Böhmer
to enhance brain tissue visibility

20
Q

Why did scientist use Contrast dye?

A

– Scientists used contrast dyesone light to highlight unwanted tissue — and one dark to focus on key structures/elements–—making neurons easier to see.

21
Q

What did the use of Contrast dye led to belief, yet what did other argue about?

A

That neurons formed a continuous network, —- but others arguedtiny gaps existed between them.

22
Q

Explain the image.

A

Turpin (1820) first used Carmine dye to improve microscope contrast, later refined by Johann Diedrich. – In 1865, Böhmer introduced Hematoxylin dye, which enhanced brain tissue visibility. – Scientists used contrast dyesone light to highlight unwanted tissue and one dark to focus on key structures—making neurons easier to see. – This led to the belief that neurons formed a continuous network, —- but others arguedtiny gaps existed between them.

23
Q

Read the text.

A

This led to a long feud between Golgi and Ramón y Cajal, – with scientists taking sides.

Golgi’s theory seemed simpler and more intuitive, – while Cajal’s made things more complex.

24
Q

Explain the image.

A

Julius Bernstein knew – Na+ and K+ – were in the body – and tested a frog leg – with a voltmeter. – When the leg was damaged, the reading turned negative, revealing that ions moved across the membrane. —- This confirmed electrical charges within the membrane as the basis for neural transmission.

25
Who tested frog leg nerves in 3 experiments?
**Charles Sherrington**
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What was **Charles Sherrington** 1st experiment and what did it suggest?
1. He found a **few millisecond delay** ---- between **stimulation** -- and **muscle contraction**, ---- **suggesting** an **underlying process**.
27
Was was **Charles Sherrington** 2nd experiment and what did it suggest?
2. **Stimulating** **one side** caused **movement**, -- but the **other side didn’t**, -- **showing** **nerve signals** move in **one** **direction**.
28
Was was **Charles Sherrington** 3rd experiment and which discovery did it lead to ?
3. **After** a **contraction**, the **muscle couldn’t contract** again **immediately** -- but **worked** **after** a **short wait**, -- **leading** to the **discovery** of the ***refractory period***.
29
What was the Prevailing theory?
That **electricity** **traveled** -- between **neurons**.
30
Expalin this image, experiment.
The prevailing theory was that something traveled between neurons. A researcher -- **placed** **2 frog hearts**-- in **separate** **beakers** -- **artificial cerebrospinal fluid** (**aCSF**). A researcher took out 2 frog hearts and placed them in 2 **separate beakers that contained artificial cerebrospinal fluid (aCSF). Both hearts continued beating.. In Beaker 1, the vagus nerve that controlled the heartbeat was not removed. Stimulating the nerve slowed the heartbeat. In Beaker 2, the vagus nerve that controlled the heartbeat was removed. The aCSF from Beaker 1 was transferred to Beaker 2, which had no vagus nerve. The 2nd heart began to slow, and this is only possible if some chemical was released from heart 1 while it was being stimulated.
31
What did this experiment show?
That a **chemical** (later called a ***neurotransmitter***) -- was **released** from the **first heart**, -- **proving** that **neurons** **communicate** -- **chemically**, **not** just **electrically**.
32
How do the discoveries in **neural transmission** (frog leg experiments, **neuron staining**, and **chemical signaling**) demonstrate the **principle of consilience** in **science**? Provide examples of how one experiment built upon another to advance our understanding of how neurons communicate.
Each experiment built on the last, **showing** how **science** **connects** across **discoveries**: * **Frog Leg Experiments** (Galvani, Bernstein, Sherrington) → **Confirmed electrical signals** in **neurons** and the **refractory period.** * **Neuron Staining** (Turpin, Böhmer) → **Improved** **visualization**, revealing **neuron structures** and **connections**. * **Chemical Signaling** (Vagus Nerve Experiment) → Proved **neurotransmitters**, **not just electricity**, transmit **signals**. Together, these findings showed that neural communication involves both electrical and chemical processes, illustrating consilience—how different scientific fields connect to deepen understanding.
33
Provide examples of how one experiment (below) built upon another to advance our understanding of how neurons communicate. **neural transmission** (frog leg experiments) **neuron staining**, and **chemical signaling**.
**Together**, these findings **showed** that -- **neural communication** -- **involves** both ***electrical*** and ***chemical*** ***processes***, -- **illustrating** **consilience**—**how different scientific fields connect to deepen understanding**.
34
Contemporary Neuroscience --from here on --
--from here on--
35
explain image
The **voltage clamp** -- **holds** -- a **neuron** -- at a **fixed** **voltage** -- to **study** -- **how neurons generate** and **transmit** **electrical signals**. It **measures** the **current** needed to maintain this voltage, and by dividing voltage by current, resistance is determined—**representing ion channel activity**.
36
explain the attached image.
Imagine **inflating a balloon**—over time, **air escapes through tiny pores**. -- Higher pressure speeds up deflation. By using an **inflator** to **adjust airflow**, -- we can **keep** **pressure constant.** The **same amount** of **airrflow** will be needed as much **escapes**, just like **ionic flow** in a **voltage** **clamp**.
37
What was created shortly after the voltage clamp?
**Current clamp**
38
What was discovered using Voltage clamp and current clamp?
1) **Which ions** are **involved** in an **action potential**. 2) The **presence** of **ion channels** allowing **ionic travel**. 3) The **mathematical equation** to calculate the **action potential**.
39
After the Voltage clamp and Current clamp and: 1) **Which ions** are **involved** in an **action potential **. 2) The **presence** of **ion channels** allowing **ionic travel**. 3) The **mathematical equation** to calculate the **action potential**. What was next gigantic step towards Psychological research?
**Patch clamp**
40
explain image
**Patch clamping** -- lets us **isolate** -- a **single neuron**, -- **seal** it with **suction**, and -- **record** its **baseline activity**. By **adding** **Xanax** (a **GABA agonist**), -- we can **measure how** -- the **current** **changes**—in this case, it **increases**.
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read image
42
How can optogenetics be used to control neuron activity and modify animal behavior in real time? Explaim image.
A **virus** carrying **inhibitory** or **excitatory** **opsins** -- is **inserted** into a **brain** **region**, -- along with a **fiber-optic cable**. -- **Light activation** opens specific **receptors**, allowing **real-time control** of **neuron activity**. -- This can **alter behavior**—for example, s***topping a male mouse from wanting to mate by activating certain neural pathways***.
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44
How have **Electrophysiology** advanced our understanding of brain function, behavior, and neurological disorders?
* **Discovering** -- the **mechanisms of action potential** -- allowed us to **better understand -- all psychological phenomena**. * **Establishing** -- the **mechanism** -- for **neuroplasticity**. * **Identifying** -- the **cause** of -- **seizures**, **pain disorders**, **parkinsons** and **multiple sclerosis** (ms).
45
How have **Optogenetics** advanced our understanding of brain function, behavior, and neurological disorders?
1. **Exploring** **dopamine's role** in **reward** and **addiction**. 1. **Uncovering fear mechanisms** -- to better **understand** **anxiety** and **panic**. 1. **Restoring vision in blind mice**, --- **paving** the way for **human treatments.**