Essentials of Anatomy and Physiology 1st

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CHAPTER 9: THE NERVOUS SYSTEM II

Chapter Overview
Introduction
Chapter 9 discusses the anatomy and major functions of the brain, cranial nerves, and the autonomic nervous system.
The human brain is the most complex biological structure known to science. The author identifies and discusses the
major brain regions, along with their functions. Additionally, Saladin/McFarland illuminates the functions of the
meninges and the cerebrospinal fluid. The authors examine major higher cerebral functions such as sleep, language,
and memory. Anatomical origin of all twelve cranial nerves is discussed along with their individual functions. This
chapter reviews the overall structure and function of the autonomic nervous system and its major sections. The
autonomic nervous system has two divisions (sympathetic and parasympathetic), which will
sometimes cause opposite actions within the body, sometimes act in concert to produce a single effect, or sometimes
act individually. Saladin/McFarland illustrates the integration of the autonomic nervous system and its control from
the central nervous system.

Key Concepts
Here are some concepts that students should understand after reading this chapter:
• locations of major landmarks in the central nervous system
• cerebrospinal fluid and the blood-brain barrier
• configuration and major functions of the medulla oblongata
• structures and roles of significant portions of the pons and cerebellum
• actions and appearance of the constituent parts of the midbrain
• activities and conformation of the diencephalon with emphasis on the activities of the thalamus and
hypothalamus
• functions of the reticular formation
• location and function of the basal nuclei
• the limbic system
• activities of the cerebellum
• the lobes of the cerebral cortex and major association centers (including the speech centers)
• the significance of brain waves
• the structures related to motor control and somatic sensation
• cognition and language
• cerebral lateralization
• the pathways and functions of the cranial nerves
• visceral reflexes and the divisions of the autonomic nervous system
• neural pathways of the sympathetic and parasympathetic nervous systems including
© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
 arrangement of fibers and the specific nerves and ganglia in the sympathetic division and the organs they
control
• configuration and functions of the nerves and ganglia of the parasympathetic division
• the adrenal glands, with emphasis on the medulla
• aspects of the central control of autonomic functions
• the various subtypes of neurotransmitter receptors, the consequences to the effected organs, dual innervation
and the applications to neuropharmacology
• mechanisms of the central control of the autonomic nervous system

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© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
Topics for Discussion
1. Obtain PET, fMRI, or other scans of normal and abnormal brains and get the students to predict the appearance
of abnormal brains by first examining the normal ones. If you know a neurosurgeon in your area, you might be
able to get scans from that physician. As you know, it will be important to cover or remove the patient’s identity
from the material before sharing it with the class.
2. Have the students predict the behavior of people with certain parts of the brain damaged by an accident or
gunshot.
3. Research has shown that pleasant odors, especially menthol, will help people to remember what they are
studying and recall those things later on. Sexual associations with mnemonics also are more easily remembered
than other memory tricks. These two facts underline the functional relationships between parts of the limbic
system, olfactory association centers, and memory.
4. Discuss the neurological exam for cranial nerves.
5. Explain and discuss how the levels of consciousness are affected by analgesia and anesthesia.
6. Emergency medical technicians compare the pupillary reflexes of the two eyes as one indication of concussion.
Assign a student to explain why this is an effective method for some types of concussion.
7. Many modern insecticides are acetylcholinesterase blockers. You might ask a group of students to make a list of
symptoms exhibited by someone who has been accidentally sprayed by one of these chemicals. In southern
agricultural areas, such poisoning cases, especially amongst professional applicators, are not uncommon.
Atropine, also mentioned in this chapter, is an antidote for these blockers.
8. Discuss how a spinal cord injury affects autonomic nervous system functioning.
9. Discuss sympathomimetic drugs.
10. Explain why a person should not exercise after a large meal.

Learning Strategies and Techniques

1. Models and plastic embedded slices of human brain are essential for visualization.
2. Sheep brains with intact meninges are important because it is very hard to adequately describe the anatomical
construct of the meninges; even the best pictures do not do them justice. Since students learn with their eyes,
ears, and with their tactile sense, the sheep brain dissection is very beneficial to student understanding of the
anatomical layering of the meninges.
3. Use cerebral angiograms to show the importance of the blood flow to the brain. Discuss how disturbances in
brain circulation can lead to a stroke (cerebrovascular accident).
4. Use mnemonics to help students learn brain functions. Some examples of mnemonics are:
• Cerebral cortex: The frontal is for fiddling (voluntary motor control) and foresight; the temporal is for tunes
(hearing); the parietal is for pressure (primary sensory); and the occipital is for optics. These are the
traditional localizations for several brain functions. However, PET studies now show that most of the
cerebral cortex becomes involved sooner or later in conscious thought.
• Limbic system: The functions of the limbic system are the “3-F’s” plus reproduction, memory, and smell
processing. The 3-F’s are feeding, fighting, and fleeing. A little humor always helps.
• Pons: When seen in a mid-sagittal section, the pons appears to have a paunch or potbelly anterior. The pons
is potbellied.
• The corpus callosum connects the cerebral hemispheres: CCC.
5. Autonomic nervous system mnemonic (some exceptions): The sympathetic is usually stimulating; the
parasympathetic brings peace in many cases, with the exception of digestion.
6. Have students compete as individuals or in groups to think of the best mnemonic for the cranial nerves.

Related Multimedia
Anatomy of the Human Brain. Films for the Humanities and Sciences, 1997. DVD; 35 mins.
Brain Tumor: New Hope, New Treatments. Films for the Humanities and Sciences, 2000. DVD; 24 mins.
Nervous System/Neurobiology. Anatomy & Physiology Made Simple Lecture Series; Minnay Inc.
The Autonomic Nervous System. Films for the Humanities and Sciences, 1993. DVD; 28 mins.
The Brain. Films for the Humanities and Sciences, 1993. DVD; 28 mins.
The Human Brain in Situ. Films for the Humanities and Sciences, 1997. DVD; 21 mins.

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© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
The Nervous System: Nerves at Work. Films for the Humanities and Sciences, 1984. DVD; 28 mins.
Concussions and Spinal Cord Injuries. Films for the Humanities and Sciences, 1992. DVD; 19 mins.
The Nervous System and the Senses. Insight Media, 2009. DVD; 21 mins.
Reflexes and Conscious Movement. Films for the Humanities and Sciences, 1993. DVD; 19 mins.

Related Software
Anatomy & Physiology Revealed 3.0. McGraw-Hill, 2011. Module 7: Nervous System
http://anatomy.mcgraw-hill.com/v3/
Chapter 3: Central Control of the Autonomic Nervous System and Thermoregulation. Neuroscience Online. The
University of Texas Health Science Center at Houston. Animated Tutorials. Accessed March 08, 2013.
http://neuroscience.uth.tmc.edu/s4/chapter03.html
My Brain Notes for Medical Students. Tutis Vilis. Animated Lectures. Accessed March 08, 2013.
http://www.tutis.ca/NeuroMD/
Nervous Illustration and Nervous Portfolio Animation. Visible Body. Illustrations and Animations. Accessed March
08, 2013. http://www.argosymedical.com/Nervous/index.html
The Fight or Flight Response. Genetic Science Learning Center. The University of Utah. Animation Tutorials.
Accessed March 08, 2013. http://learn.genetics.utah.edu/content/begin/cells/cellcom/

Related Readings
Brown, S. and L. M. Parsons. “The Neuroscience of Dance.” Sci. Am. 299 (1) (2008): 78–83.
De Meyer, G. “Diagnosis-Independent Alzheimer Disease Biomarker Signature in Cognitively Normal Elderly
People.” Arch. Neurolo. 67 (2010): 949–956.
Fields, R. D. “The Other Half of the Brain.” Sci. Am. 290 (4) (2004): 54–56.
Green, P. “Deep-Brain Stimulation for Generalized Dystonia.” N. Engl. J. Med. 352 (2005): 498–500.
Joyner, M. J. et al. “A Sympathetic View of the Sympathetic Nervous System and Human Blood Pressure
Regulation.” Exp. Physiol. 93 (2008): 715–724.
Lozana, A. M. and S. K. Kalia. “New Movement in Parkinson’s.” Sci. Am. 293 (1) (2005): 68–75.
Marsicano, G. et al. “The Endogenous Cannabinoid System Controls Extinction of Aversive Memories.” Nature 418
(2002): 530–534.
Riemersma-van der Lek, R. F. et al. “Effect of Bright Light on Cognitive and Noncognitive Function in Elderly
Residents of Group Care Facilities.” JAMA 299 (2008): 2642–2655.
Schummers, J. et al. “Tuned Responses of Astrocytes and Their Influence on Hemodynamic Signals in the Visual
Cortex.” Science. 320 (2008): 1638–1643.
Siegel A. and H. N. Sapru. Essential Neuroscience. 2nd ed. Baltimore, MD: Lippincott Williams & Wilkins, 2010.
Squire, L. et al. Fundamental Neuroscience. 4th ed. Waltham, MA: Elsevier, 2012.
Vernino, S. et al. “Autonomic Ganglia: Target and Novel Therapeutic Tool.” Neurology 70 (2008): 1926–1932.

Testing Your Comprehension Questions

These questions can be found at the end of the Chapter 9 Student Study Guide.
1. Which cranial nerve conveys pain signals to the brain in each of the following situations? (a) Sand blows into
your eye. (b) You bite the rear of your tongue. (c) Your stomach hurts from eating too much.
2. A person can survive destruction of an entire cerebral hemisphere but cannot survive destruction of the
hypothalamus, which is a much smaller mass of brain tissue. Explain this difference and describe some ways
that destruction of a cerebral hemisphere would affect one’s quality of life.
3. Suppose you were walking alone at night and suddenly heard a dog growling close behind you. Describe
several ways in which your sympathetic nervous system would prepare you to deal with this situation.

Testing Your Comprehension Answers

1. (a) The trigeminal nerve; (b) the glossopharyngeal nerve; and (c) the vagus nerve.
2. The cerebral functions essential for survival are duplicated in the right and left hemispheres, so the loss of even
an entire hemisphere is not fatal. It will, however, result in such things as visual, motor, language, and cognitive

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© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
 deficits. The hypothalamus, however, is involved in so many basic homeostatic functions that its loss or
destruction is not survivable.
3. Assuming that the growling dog instilled fear in you, this would act through the limbic system and
hypothalamus to activate the sympathetic fight-or-flight response. The sympathetic nervous system would tend
to stimulate epinephrine secretion, dilate your pupils and respiratory passages, dilate your coronary arteries and
speed up your heart, cause your hair to stand on end, cause a dry mouth, increase blood flow to your skeletal
muscles, promote glycogen breakdown and glucose mobilization, and inhibit digestive and urinary function.

Apply What You Know Questions

1. Discuss the multifaceted importance of the cerebellum to a tennis player, a concert pianist, and a student
driving to class in city traffic.
2. Which of the types of neural circuits described in Chapter 8 is represented by this branching of sympathetic
pathways to multiple target organs?

Apply What You Know Answers

1. A tennis player needs good coordination and the ability to strategize his or her movements on the tennis court.
He or she also need to be able to visually fix on a moving object, such as the tennis ball. The cerebellum is
involved in all these actions. A concert pianist needs to have good timing and be able to effectively hear pitch.
The cerebellum is involved in all these actions. A student driving to school in city traffic must be able to able to
follow moving objects, hear sounds effectively, be aware of time, and not get over emotional with the hustle
and bustle of the traffic. The cerebellum assists with all these actions.
2. This is an example of diverging circuitry.

Clinical Application Question

Sam is a 53-year-old male who just suffered a stroke (now termed a CVA or cerebrovascular accident). It is due to a
portion of the brain dying due to loss of adequate blood flow to a particular brain region. After the stroke Sam is
aphasic. He can speak. However, he is unable to respond appropriately in a general conversation. He makes
statements unrelated to what the current discussion is about and speaks in a gibberish manner; he does not seem to
be able to properly formulate phrases. His neurologist orders a PET scan. What do you think the PET scan will
reveal? Explain what area of the brain you think is affected and why he is experiencing his certain form of aphasia?

Clinical Application Answer

Sam’s PET scan will probably show little glucose usage in Wernicke’s area. Sam has lost his ability to properly
interpret sound images using the learned rules of grammar and vocabulary. He also cannot properly formulate his
response phrases.

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© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.