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TEACHING THE AP TIP
Identifying and labeling diagrams
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are often part of the AP exam.
Give your students the opportu-
nity to practice by having them
label diagrams such as the one in
Figure 1.4-6, among others found
throughout Unit 1. Simply copy
the figure, leaving the labels blank,
and ask students to fill in the
blanks. This can be done in or out
of class, individually or in pairs.
Distributed by Bedford, Freeman & Worth Publishers. Not for redistribution.
TEACH 1.4-4
Teaching Tip
When you discuss brain structures and
functions with your students, consider
using one of the following resources:
• A variety of brain models, useful
for lecturing on brain structure,
are available from Ward’s Natural
Science (wardsci.com). One of the
simplest and least expensive is
the Introductory Brain model. It is
bisected to show major structures Copyright © Bedford, Freeman & Worth Publishers.
both internally and externally; it
is also painted and numbered to
distinguish the various components.
• For something simple and
inexpensive, yet sure to capture
students’ attention, consider using
“The Brain Gelatin Mold,” which
enables you to make and bring a
brain to class. Gerald Peterson
suggests implanting some fruit to
represent certain brain structures,
such as the limbic system. It is
available from Archie McPhee & Co.
03_myersAPpsychology4e_28116_ch01_002_163.indd
(mcphee.com).
ENGAGE 1.4-4
(10 minutes) Students’ own hands
can provide a helpful starting point for
learning about brain structures. Use
Student Activity: A “Hands-On” Por-
table Brain Model; then have students
revisit their “models” whenever you
introduce a new brain structure.
M1.4b: A “Hands-On”
Portable Brain Model
64 Unit 1 Biological Bases of Behavior
03_HammerTE4e_47547_ch01_2a_163_4pp.indd
AP Exam Tip the forebrain; it also controls some movement and transmits information that enables
our seeing and hearing. The forebrain manages complex cognitive activities, sen-
Your authors are about to take you sory and associative functions, and voluntary motor activities ( F igure 1.4-6 ) . Individual
on a journey through your brain. organisms’ brains have evolved to best suit their environment ( Cesario et al., 2020 ).
Focus on the name of each part, We humans, for example, have extremely well-developed forebrains, allowing us an
its location within the brain, and
what it does. Then it’s time to unparalleled ability to make complex decisions and judgments. Predatory sharks have
complex hindbrains, supporting their impressive ability to chase down prey ( Yopak
practice, practice, practice. The
brain structures have been on et al., 2010 ).
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previous AP exams.
Cerebral cortex Midbrain Hindbrain
Forebrain
Pons
Thalamus Medulla Thalamus
Hypothalamus
Cerebellum
Hypothalamus
Reticular
formation
Pons
Brainstem
Medulla
Figure 1.4-6
Brain divisions: forebrain, midbrain, hindbrain
In the hindbrain, the brainstem (including the pons and medulla) is an extension of the spinal cord. The thalamus is attached
to the top of the brainstem. The reticular formation passes through both structures.
The Brainstem
1.4-5 Which structures make up the brainstem, and what are the functions of the
1.4-5 Which structur es make up the brainstem, and what ar e the functions of the
brainstem, thalamus, reticular formation, and cerebellum?
AP Science Practice brainstem, thalamus, reticular formation, and cerebellum?
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Research The brainstem is the brain’s innermost region. Its base is the medulla the slight swelling
,
Some techniques, such as sev- in the spinal cord just after it enters the skull (see Figure 1.4-6 ). Here lie the controls for your
heartbeat and breathing. As some brain-damaged patients in a vegetative state illustrate, we
ering the brainstem, are unethical do not need a conscious mind to orchestrate our heart’s pumping and lungs’ breathing. The
to use on humans. Researchers
therefore rely on animal studies. brainstem handles those tasks. Just above the medulla sits the pons, which helps coordinate
As Unit 0 explained, the American movements and control sleep.
Psychological Association has eth-
If a researcher severs a cat’s brainstem from the rest of its brain, the animal will still
ical guidelines for psychologists’ breathe and live — and even run, climb, and groom ( Klemm, 1990 ). But cut off from its mid-
use of animals.
brain and forebrain, the cat won’t purposefully run or climb to get food.
64 Unit 1 Biological Bases of Behavior
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