Teach Neuroscience with Lt
This collection includes both advanced and introductory experiments to teach students about various neurological concepts, including central and peripheral nerve function, brain activity using non-invasive approaches, and intracellular and extracellular action potentials.
The Neuroscience Kit doesn't include all the equipment that is required to teach the full range of labs below. Please visit the lab builder for a full equipment list.
Complete the same exercises as performed in a clinical assessment of ANS function. Examine the effects of nerve stimulation and other stimuli on skin potential. Investigate heart rate variability with normal and deep breathing. Observe the physiological effects of the Valsalva maneuver and of rapid postural change. Finally, perform pupillary exercises.
This laboratory provides an introduction to biofeedback. Students will use biofeedback to try and alter physiological process of which you are usually unaware. The three conditions students will try to control are: electrodermal response (skin conductance), skin temperature, and heart rate.
Students record compound action potentials (CAPs) from a cockroach leg nerve in response to various physical stimuli. Students examine CAP amplitudes and frequency, and identify different “classes” of CAP that represent different individual axons.
Students record extracellular action potentials from the ventral nerve cord of a large cockroach, or similar insect. Spontaneous activity, and different types of stimuli, (including tapping the bench, clapping, air puffs, and touching), are compared and analyzed using frequency histograms. Students will also determine the nerve conduction velocity of the ventral nerve.
Investigate the effects of the diving response on heart rate and peripheral circulation in humans during simulated dives as well as breath holding.
Obtain extracellular recordings of action potentials from an anesthetized earthworm to examine the threshold potential, the all-or-none response, the refractory period, and the conduction velocity of the nerve.
Students will learn about the electrodermal response. They will measure skin conductance, heart rate, and respiratory rate. Students will complete a classical conditioning experiment, in which a neutral stimulus is paired with an adverse stimulus to try and elicit a conditioned response.
This experiment can follow “Electrodermal Response (EDR)” or can stand alone.
Students explore the electrical activity of the brain. They record electroencephalograms, and analyze: the effect of various interfering signals; the changes to alpha and beta waves with eyes open and shut; and the effects of mental and auditory activity on alpha and beta waves.
Students will be introduced EDR. They will test the effects of emotion, stress, and lying (polygraph test), on physiological responses. Students will measure and analyze skin conductance, skin temperature, heart rate, and respiratory rate.
In this laboratory students record electro-oculograms (EOG’s) in the horizontal plane. They will examine different eye movements including: angular displacement, saccades, smooth tracking, gaze-holding and gaze-shifting, and nystagmus.
Students measure compound action potentials (CAPs) from an isolated frog sciatic nerve to explore the basic physiological properties of nerve impulses, including the threshold, refractory period, and conduction velocity.
Students investigate the relationship between skeletal muscle and motor nerve supply. Using an isolated frog gastrocnemius and sciatic nerve students will explore twitch recruitment, muscle fatigue, and the effects of tubocurarine.
Students make intracellular recordings from neurons in a leech ganglion. They will become familiar with an intracellular amplifier, and with the use for glass microelectrodes. Students will record and analyze both resting potentials and action potentials, of different neuronal cell types.
Please note, additional electrodes and electrode holders may be needed for this experiment.
Record EMG during voluntary muscle contractions and investigate how coactivation and contractile force changes with increasing demand. Measure the decline in your Grip force during a sustained contraction and examine muscle fatigue. Discover how visual feedback, verbal feedback, and rest impact our ability to sustain muscle contractions.
Record an evoked EMG following electrical stimulation of the median or ulnar nerve at a variety of stimulating currents. Calculate latency and nerve conduction velocity.
Students explore the similarities and differences of reflexes and reactions. Students first examine simple reflexes, and then use the PowerLab to examine their reaction times to stimuli under different conditions.
Over a series of exercises students investigate mechanisms of sensory perception and discover techniques that send conflicting information to the central nervous system.
Students familiarize themselves with their senses and observe some sensory illusions. Learn how the body detects and perceives different sensations including touch, sight, taste, and movement. These activities are suitable for students at all levels, and can be performed without a PowerLab.
Students are introduced to the basic concepts of perception through an exploration of the size-weight illusion. The laboratory begins with the traditional size-weight illusion, and then takes students through a series of manipulations that lead to a more interpretive analysis of the illusion in the final exercise.
Refresh your memory of the basic types of contractions. Record and measure muscular twitch responses to nerve stimulation and observe recruitment as stimulus strength increases. Test the effects of stimulus timing on muscle twitch summation and tetanus.
Refresh your knowledge of the major structures of the human brain and view MRI and CT scans. Test the knee and ankle jerk reflex responses with and without the Jendrassik maneuver. Students will also assess their pupillary and plantar reflexes.
Students will familiarize themselves with the Stroop Test. They will investigate the interference of conflicting messages, and examine the effects of the Stroop Test as an experimental stressor. This lab is suitable for students at all levels.
In this lab students will record a visual evoked potential waveform using techniques from the electroencephalogram. Students will complete two activities in which a volunteer watches a series of light flashes and then a checkerboard pattern reversal. Students will compare the two visual evoked potential waveforms to determine which stimulus elicits the greater response.