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Presents
MIND OVER MATTER: THE BRAIN’S RESPONSE TO DRUGS
TEACHERS GUIDE
Internet Based Coursework
3 hours of educational credit
Approved by such credentialing bodies as:
National Association of Alcoholism and Drug Abuse Counselors
National Board of Certified Counselors (All approval bodies are listed at http://www.ceumatrix.com/accreditations.php)
Formerly CCJP.com
Mind Over Matter: The Brain’s Response to Drugs
Welcome to the growing family of coursework participants at CEU Matrix - The Institute for Addiction and Criminal Justice Studies. This distance learning course package was developed for CEUMatrix by Robert Shearer, Ph.D. It is based on information found in the Mind Over Matter: The Brain’s Response to Drugs Teacher’s Guide NIH Publication No. 05-3592 printed December 1997, Reprinted 1998, 2002, Revised January 200, Mary 2005. Copies may be obtained free of charge from SAMHSA's National Clearinghouse for Alcohol and Drug Information (NCADI), (800) 729-6686 or (301) 468-2600; TDD (for hearing impaired), (800) 487-4889; or electronically through the following Web site: www.teens.drugabuse.gov. This package contains the complete set of NIH course materials, along with the post test and evaluation that are required to obtain the certificate of completion for the course. You may submit your answers online to receive the fastest response and access to your online certificate of completion. To take advantage of this option, simply access the Student Center at http://www.ceumatrix.com/studentcenter; login as a Returning Customer by entering your email address, password, and click on 'Take Exam'. For your convenience, we have also enclosed an answer sheet that will allow you to submit your answers by mail or by fax.
Copyright Notice The documents and information on this Web site excluding the SAMHSA materials are copyrighted materials of CEUMatrix, LLC, and its information providers. Reproduction or storage of materials retrieved from this service is subject to the U.S. Copyright Act of 1976, Title 17 U.S.C. © Copyright 2010 CEUMatrix, LLC. All rights reserved. Do not duplicate or redistribute in any form. Printed in the United States of America. No portion of this publication may be reproduced in any manner without the written permission of the publisher.
About the Instructor: Dr. Robert A. Shearer is a retired professor of Criminal Justice, Sam Houston State University. He received his Ph.D. in Counseling and Psychology from Texas A & M University, Commerce. Prior to teaching Criminal Justice, he taught Educational Psychology at Mississippi State University on campus and in the extension program across rural Mississippi during the civil rights era. He has been teaching, training, consulting and conducting research in the fields of Criminal Justice, human behavior, and addictions for over thirty-six years. He is the author of over sixty professional and refereed articles in Criminal Justice and behavior. He is also the author of Interviewing: Theories, Techniques, and Practices, 5th edition published by Prentice Hall. Dr. Shearer has also created over a dozen measurement, research, and assessment instruments in Criminal Justice and addictions. He has been a psychotherapist in private practice and served as a consultant to dozens of local, state, and national agencies. His interests continue to be substance abuse program assessment and evaluation. He has taught courses in interviewing, human behavior, substance abuse counseling, drugs-crime-social policy, assessment and treatment planning, and educational psychology. He has also taught several university level psychology courses in the Texas Department of Criminal Justice Institutional Division, led group therapy in prison, trained group therapists, and served as an expert witness in various courts of law. He has been the president of the International Association of Addictions and Offender Counseling and the editor of the Journal of Addictions and Offender Counseling as well as a member of many Criminal Justice, criminology, and counseling professional organizations prior to retirement.
Using the Homepage for CEU Matrix - The Institute for Addiction and Criminal Justice Studies The CEUMatrix – The Institute for Addiction and Criminal Justice Studies homepage (www.ceumatrix.com) contains many pieces of information and valuable links to a variety of programs, news and research findings, and information about credentialing – both local and national. We update our site on a regular basis to keep you apprised of any changes or developments in the field of addiction counseling and credentialing. Be sure to visit our site regularly, and we do recommend that you bookmark the site for fast and easy return.
Course Summary and Goals Course Summary According to the course manual, this course is a teacher’s guide for the NIDA “Mind Over Matter” series. The course serves two purposes. The first is to provide an initial education or a knowledge review about the biological effects of drug abuse on the body and brain. The second purpose is to provide counselors and other addiction treatment professionals a curriculum, lesson plans, and supportive materials for teaching a drug education course designed for clients, family, or the community. The curriculum and materials are devoted to a specific drug or drug group; including stimulants, hallucinogens, marijuana, opiates, nicotine, methamphetamine, and steroids. This curriculum along with available supportive materials describes the effects of specific drugs on the anatomy and physiology of the brain and the body. These materials elaborate on the way in which these drug-induced changes affect both behavior and emotions. The teachers guide contains educational activities that can be used throughout the curriculum, as well as additional activities for each of the six drug topics. Course Goals/objectives According to the course manual, the goals and objectives of this course are for the student to:
Understand the effects of marijuana on the brain structures which control the five senses, emotions, memory, and judgment;
Use knowledge of brain-behavior relationships to determine the possible effects of marijuana on the ability to perform certain tasks and occupations;
Understand how marijuana interferes with information transfer and short- term memory;
Learn more about the important role of the cerebellum;
Learn the way in which opiates alter the function of nerve cells;
Learn how opiates produce an analgesic effect;
Become more familiar with the neuroscience concepts and terminology associated with the effects of opiates on the brain;
Learn the effects of inhalant use on brain-behavior relationships;
Understand the effect of inhalants on brain structure, physiology, and behavior;
Become more familiar with the neuroscience concepts and terminology associated with the effects of inhalants on the brain and body;
Learn how hallucinogens cause visual misperceptions and hallucinations;
Learn that hallucinogens cause other sensory misperceptions;
Learn vocabulary and facts associated with hallucinogens;
Understand that steroids have a direct effect on the limbic system which has a large role in the expression of emotions;
Learn more about the key neurotransmitters;
Learn about the performance enhancing effects of steroids, and the medical risks;
Learn how cocaine affects neurotransmitters;
Learn the way in which dopamine is related to the sensation of pleasure;
Learn how stimulants interfere with dopamine re-uptake;
Learn the effects of cocaine, amphetamines, and caffeine on the brain;
Learn the effects of nicotine and tobacco products on the brain and body;
Understand the addictive nature of nicotine;
Learn the effect of nicotine on the respiratory tract;
Become familiar with the neuroscience concepts and terminology associated with the effects of methamphetamine on the brain and body;
Learn how methamphetamine changes brain functioning;
Learn the names of the lobes, cortical areas, and structures of the brain;
Learn the specific brain areas affected by drug use.
NATIONAL INSTITUTES OF HEALTH
The Brain’sResponse to
DrugsTeacher’s
Guide
Come Lead
My
Exploration
Team
Revision
U.S. DEPARTMENT OF HEALTHAND HUMAN SERVICES
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Mind Over MatterTEACHER’S GUIDE
U.S. Department of Health and Human ServicesNational Institutes of HealthNational Institute on Drug AbuseOffice of Science Policy and Communications Science Policy Branch6001 Executive Boulevard, Room 5230 MSC 9591Bethesda, Maryland 20892
“Mind Over Matter” was produced under contractNo. NO1 DA-3-2401 for the Office of Science Policyand Communications, National Institutes of Health.Cathrine A. Sasek, Ph.D. served as scientific advisorand Project Officer. All materials in the “Mind OverMatter” series are in the public domain and may bereproduced without permission. Citation of thesource is appreciated.
NIH Publication No. 05-3592Printed December 1997, Reprinted 1998, 2002Revised January 2000, May 2005
Additional copies, as well as other drug relatedpublications, can be obtained through theNational Clearinghouse for Alcohol and DrugInformation at 1-800-729-6686 or atwww.teens.drugabuse.gov.
The U.S. Government does not endorse or favorany specific commercial product or company.Trade, proprietary, or company names appearingin this publication are used only because they areconsidered essential in the context of the studiesreported herein.
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“MIND OVER MATTER” TEACHER’S GUIDE
ContentsIntroduction _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 1
Background Information
Brain Anatomy_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 2
Nerve Cells and Neurotransmission _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 3
Effects of Drugs of Abuse on the Brain _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 5
Marijuana _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 7
Opiates _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 11
Inhalants_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 17
Hallucinogens_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 21
Steroids _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 25
Stimulants _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 27
Nicotine _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 31
Methamphetamine _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 38
General Unifying Activity_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 43
Appendices
Resources _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 44
Reading List_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 45
Figures 1-7 (reproducible)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ 46
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IntroductionThis is the teacher’s guide for the “Mind Over Matter” series.This exciting neuroscience education series, developed bythe National Institute on Drug Abuse (NIDA), a component ofthe National Institutes of Health, is designed to encourageyoungsters in grades 5-9 to learn about the biological effectsof drug abuse on the body and the brain.
The “Mind Over Matter” series includes eight colorful, glossymagazines, each of which is devoted to a specific drug or druggroup; including stimulants, hallucinogens, inhalants, marijua-na, opiates, nicotine, methamphetamine, and steroids. Each ofthe magazines describes the effects of specific drugs or drugtypes on the anatomy and physiology of the brain and thebody. These educational materials further elaborate on theway in which these drug-induced changes affect both behav-iors and emotions.
The background information and lesson plans contained inthis guide, when used in combination with the magazines inthe series, will promote an understanding of the physicalreality of drug use, as well as curiosity about neuroscience.The guide suggests a brain anatomy educational activity thatcan be used throughout the curriculum (see page 43), as wellas additional activities for each of the six drug topics. Of course, you are encouraged to develop your own relevantlesson plans.
Note: Full-size versions of Figures 1-7 are located in the back of this guide.
“MIND OVER MATTER” TEACHER’S GUIDE
The brain consists of several large regions, eachresponsible for some of the activities vital for living.These include the brainstem, cerebellum, limbicsystem, diencephalon, and cerebral cortex (Figures 1and 2).
The brainstem is the part of the brain that con-nects the brain and the spinal cord. It controlsmany basic functions, such as heart rate, breath-ing, eating, and sleeping. The brainstem accom-plishes this by directing the spinal cord, other partsof the brain, and the body to do what is necessaryto maintain these basic functions.
The cerebellum, which represents only one-eighthof the total weight of the human brain, coordinatesthe brain’s instructions for skilled repetitive move-ments and for maintaining balance and posture. It isa prominent structure located above the brainstem.
On top of the brainstem and buried under the cor-tex, there is a set of more evolutionarily primitivebrain structures called the limbic system (e.g.,amygdala and hippocampus, as in Figure 2). Thelimbic system structures are involved in many of
our emotions and motivations, particularly thosethat are related to survival, such as fear, anger, andsexual behavior. The limbic system is alsoinvolved in feelings of pleasure that are related toour survival, such as those experienced from eat-ing and sex. The large limbic system structure, thehippocampus, is also involved in memory. One ofthe reasons that drugs of abuse can exert suchpowerful control over our behavior is that they actdirectly on the more evolutionarily primitive brain-stem and limbic system structures, which canoverride the cortex in controlling our behavior. Ineffect, they eliminate the most human part of ourbrain from its role in controlling our behavior.
The diencephalon, which is also located beneaththe cerebral hemispheres, contains the thalamusand hypothalamus (Figure 2). The thalamus isinvolved in sensory perception and regulation ofmotor functions (i.e., movement). It connectsareas of the cerebral cortex that are involved insensory perception and movement with otherparts of the brain and spinal cord that also have arole in sensation and movement. The hypothalamus
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Background
FIGURE 1 This drawing of a brain cut in half demonstratessome of the major regions of the brain.
FIGURE 2 This drawing of a brain cut in half demonstrates someof the brain’s internal structures. The amygdala andhippocampus are actually located deep within thebrain, but are shown as an overlay in the approximateareas that they are located.
BRAIN ANATOMY
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The brain is made up of billions of nerve cells,also known as neurons. Typically, a neuroncontains three important parts (Figure 4): a cen-tral cell body that directs all activities of the neu-ron; dendrites, short fibers that receive mes-sages from other neurons and relay them tothe cell body; and an axon, a long single fiberthat transmits messages from the cell body tothe dendrites of other neurons or to body tis-sues, such as muscles. Although most neuronscontain all of the three parts, there is a widerange of diversity in the shapes and sizes ofneurons as well as their axons and dendrites.
The transfer of a message from the axon ofone nerve cell to the dendrites of another isknown as neurotransmission. Although axonsand dendrites are located extremely close toeach other, the transmission of a message froman axon to a dendrite does not occur through
direct contact. Instead, communicationbetween nerve cells occurs mainly through therelease of chemical substances into the spacebetween the axon and dendrites (Figure 5).This space is known as the synapse. Whenneurons communicate, a message, traveling asan electrical impulse, moves down an axon andtoward the synapse. There it triggers therelease of molecules called neurotransmittersfrom the axon into the synapse. The neuro-transmitters then diffuse across the synapseand bind to special molecules, called receptors,that are located within the cell membranes ofthe dendrites of the adjacent nerve cell. This, inturn, stimulates or inhibits an electricalresponse in the receiving neuron’s dendrites.Thus, the neurotransmitters act as chemicalmessengers, carrying information from oneneuron to another.
is a very small but important component of thediencephalon. It plays a major role in regulatingfeeding hormones, the pituitary gland, body tem-perature, the adrenal glands, and many other vitalactivities.
The cerebral cortex, which is divided into right andleft hemispheres, encompasses about two-thirdsof the human brain mass and lies over and aroundmost of the remaining structures of the brain. It isthe most highly developed part of the humanbrain and is responsible for thinking, perceiving,and producing and understanding language. It isalso the most recent structure in the history ofbrain evolution. The cerebral cortex can be dividedinto areas that each have a specific function(Figure 3). For example, there are specific areasinvolved in vision, hearing, touch, movement, andsmell. Other areas are critical for thinking and rea-soning. Although many functions, such as touch,
are found in both the right and left cerebral hemi-spheres, some functions are found in only onecerebral hemisphere. For example, in most people,language abilities are found in the left hemisphere.
NERVE CELLS AND NEUROTRANSMISSION
FIGURE 3 This drawing of a brain cut in half demonstratesthe lobes of the cerebral cortex and their functions.
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There are many different types of neurotrans-mitters, each of which has a precise role to playin the functioning of the brain. Generally, eachneurotransmitter can only bind to a very specif-ic matching receptor. Therefore, when a neuro-transmitter couples to a receptor, it is like fittinga key into a lock. This coupling then starts awhole cascade of events at both the surface ofthe dendrite of the receiving nerve cell andinside the cell. In this manner, the message car-ried by the neurotransmitter is received andprocessed by the receiving nerve cell. Once thishas occurred, the neurotransmitter is inactivat-ed in one of two ways. It is either broken downby an enzyme or reabsorbed back into thenerve cell that released it. The reabsorption(also known as re-uptake) is accomplished bywhat are known as transporter molecules(Figure 5). Transporter molecules reside in thecell membranes of the axons that release theneurotransmitters. They pick up specific neuro-transmitters from the synapse and carry themback across the cell membrane and into theaxon. The neurotransmitters are then availablefor reuse at a later time.
As noted above, messages that are received bydendrites are relayed to the cell body and thento the axon. The axons then transmit the mes-sages, which are in the form of electricalimpulses, to other neurons or body tissues.The axons of many neurons are covered in afatty substance known as myelin. Myelin hasseveral functions. One of its most important isto increase the rate at which nerve impulsestravel along the axon. The rate of conduction ofa nerve impulse along a heavily myelinatedaxon can be as fast as 120 meters/second. Incontrast, a nerve impulse can travel no fasterthan about 2 meters/second along an axonwithout myelin. The thickness of the myelincovering on an axon is closely linked to thefunction of that axon. For example, axons thattravel a long distance, such as those thatextend from the spinal cord to the foot, gener-ally contain a thick myelin covering to facilitatefaster transmission of the nerve impulse. (Note:The axons that transmit messages from thebrain or spinal cord to muscles and other bodytissues are what make up the nerves of thehuman body. Most of these axons contain athick covering of myelin, which accounts forthe whitish appearance of nerves.)
NEURON
FIGURE 4
POST-SYNAPTIC NEURON
AXONTERMINAL
FIGURE 5
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Pleasure, which scientists call reward, is a verypowerful biological force for our survival. If youdo something pleasurable, the brain is wired insuch a way that you tend to do it again. Life-sustaining activities, such as eating, activate acircuit of specialized nerve cells devoted to pro-ducing and regulating pleasure. One importantset of these nerve cells, which uses a chemicalneurotransmitter called dopamine, sits at thevery top of the brainstem in the ventral tegmen-tal area (VTA) (Figure 6). These dopamine-con-taining neurons relay messages about pleasurethrough their nerve fibers to nerve cells in a lim-bic system structure called the nucleus accum-bens. Still other fibers reach to a related part ofthe frontal region of the cerebral cortex. So, thepleasure circuit, which is known as themesolimbic dopamine system, spans the sur-vival-oriented brainstem, the emotional limbicsystem, and the frontal cerebral cortex.
All drugs that are addicting can activate thebrain’s pleasure circuit. Drug addiction is a bio-logical, pathological process that alters the way
in which the pleasure center, as well as otherparts of the brain, functions. To understand thisprocess, it is necessary to examine the effectsof drugs on neurotransmission. Almost alldrugs that change the way the brain works doso by affecting chemical neurotransmission.Some drugs, like heroin and LSD, mimic theeffects of a natural neurotransmitter. Others,like PCP, block receptors and thereby preventneuronal messages from getting through. Stillothers, like cocaine, interfere with the mole-cules that are responsible for transporting neu-rotransmitters back into the neurons thatreleased them (Figure 7). Finally, some drugs,such as methamphetamine, act by causingneurotransmitters to be released in greateramounts than normal.
Prolonged drug use changes the brain in funda-mental and long-lasting ways. These long-lastingchanges are a major component of the addictionitself. It is as though there is a figurative “switch”in the brain that “flips” at some point during anindividual’s drug use. The point at which this“flip” occurs varies from individual to individ-ual, but the effect of this change is the transfor-mation of a drug abuser to a drug addict.
REWARD CIRCUIT
FIGURE 6 This drawing of a brain cut in half demon-strates the brain areas and pathwaysinvolved in the pleasure circuit.
EFFECTS OF DRUGS OF ABUSE ON THE BRAIN
FIGURE 7 When cocaine enters the brain, it blocks the dopaminetransporter from pumping dopamine back into the trans-mitting neuron, flooding the synapse with dopamine. Thisintensifies and prolongs the stimulation of receiving neuronsin the brain's pleasure circuits, causing a cocaine "high."
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MarijuanaTHC, the main active ingredient in marijuana, binds to andactivates specific receptors, known as cannabinoid receptors.There are many of these receptors in parts of the brain thatcontrol memory, thought, concentration, time and depth per-ception, and coordinated movement.
By activating these receptors, THC interferes with the normalfunctioning of the cerebellum, the part of the brain mostresponsible for balance, posture, and coordination of move-ment. The cerebellum coordinates the muscle movementsordered by the motor cortex. Nerve impulses alert the cere-bellum that the motor cortex has directed a part of the bodyto perform a certain action. Almost instantly, impulses fromthat part of the body inform the cerebellum as to how theaction is being carried out. The cerebellum compares theactual movement with the intended movement and then sig-nals the motor cortex to make any necessary corrections. Inthis way, the cerebellum ensures that the body movessmoothly and efficiently.
The hippocampus, which is involved with memory forma-tion, also contains many cannabinoid receptors. Studies havesuggested that marijuana activates cannabinoid receptors inthe hippocampus and affects memory by decreasing theactivity of neurons in this area. The effect of marijuana onlong-term memory is less certain, but while someone isunder the influence of marijuana, short-term memory can becompromised. Further, research studies have shown chronicadministration of THC can permanently damage the hip-pocampus of rats, suggesting that marijuana use can lead topermanent memory impairment.
Marijuana is the dried leavesand flowers of the cannabis
plant. Tetrahydrocannabinol(THC) is the main ingredient inmarijuana that causes people
who use it to experience acalm euphoria. Marijuana
changes brain messages thataffect sensory perception andcoordination. This can cause
users to see, hear, and feelstimuli differently and toexhibit slower reflexes.
BACKGROUND
MECHANISM OF ACTION
BACKGROUND
MECHANISM OF ACTION
Marijuana
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Marijuana also affects receptors in brain areasand structures responsible for sensory percep-tion. Marijuana interferes with the receiving ofsensory messages (for example, touch, sight,hearing, taste, and smell) in the cerebral cortex.Various parts of the body send nerve signals tothe thalamus, which then routes these mes-sages to the appropriate areas of the cerebralcortex. An area of the sensory cortex, called thesomatosensory cortex, receives messages thatit interprets as body sensations such as touchand temperature. The somatosensory cortexlies in the parietal lobe of each hemispherealong the central fissure, which separates thefrontal and parietal lobes. Each part of thesomatosensory cortex receives and interpretsimpulses from a specific part of the body. Otherspecialized areas of the cerebrum receive thesensory impulses related to seeing, hearing,taste, and smell. Impulses from the eyes travelalong the optic nerve and then are relayed tothe visual cortex in the occipital lobes. Portionsof the temporal lobes receive auditory mes-sages from the ears. The area for taste liesburied in the lateral fissure, which separatesthe frontal and temporal lobes. The center forsmell is on the underside of the frontal lobes.Marijuana activates cannabinoid receptors inthese various areas of the cerebrum and resultsin the brain misinterpreting the nerve impulsesfrom the different sense organs.
For many years, it was known that THC actedon cannabinoid receptors in the brain. It was
hypothesized that since the normal brain pro-duces these receptors, there must also be asubstance produced by the brain itself that actson these receptors. Despite years of effort,however, the brain’s THC-like substance eludedscientists, and whether or not such a substanceexisted remained a mystery. Finally, in 1992,scientists discovered a substance produced bythe brain that activates the THC receptors andhas many of the same physiological effects asTHC. The scientists named the substance anan-damide, from a Sanskrit word meaning bliss.The discovery of anandamide opened wholenew avenues of research. For instance, sincethe brain produces both anandamide and thecannabinoid receptors to which it binds, it wasthought that anandamide must play a role inthe normal functioning of the brain. Not onlyare scientists studying anandamide, but morerecently additional cannabinoid molecules andreceptors have been discovered. One of these,2-arachidonoglycerol, is a substance that issimilar to anandamide, and has a role in con-trolling pain. Scientists are now actively investi-gating the function of anandamide and2-arachidonoglycerol in the brain. Theresearch will not only help in gaining a greaterunderstanding of how marijuana acts in thebrain and why it is abused, but it will also pro-vide new clues about how the healthy brainworks.
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MarijuanaThe discovery of anandamide may also lead toa greater understanding of certain health prob-lems and ultimately to more effective treat-ments. When made synthetically and givenorally, THC can be used to treat nausea associ-ated with chemotherapy and stimulate appetitein AIDS wasting syndrome. Now that thebrain’s own THC-like substance has been iden-tified, researchers may soon be able to uncoverthe mechanisms underlying the therapeuticeffects of THC. This could then lead to thedevelopment of more effective and safer treat-ments for a variety of conditions.
Recent research in animals has also suggestedthat long-term use of marijuana (THC) pro-duces some changes in the limbic system thatare similar to those that occur after long-termuse of other major drugs of abuse such ascocaine, heroin, and alcohol. These changesare most evident during withdrawal from THC.During withdrawal, there are increases in boththe levels of a brain chemical involved in stressand certain emotions and the activity of neu-rons in the amygdala. These same kinds ofchanges also occur during withdrawal fromother drugs of abuse, suggesting that there maybe a common factor in the development of drugaddiction.
The following activities, when used along withthe magazine on marijuana, will help explain tostudents how these substances change thebrain and the body.
Read a list of 20 words aloud to the class and then ask studentsto write down as many as they can remember. Then haveseveral students stand, in pairs, at various points in the roomand carry on loud conversations while you read a list of 20new words to the remainder of the class. Ask students toagain write down as many words as they can remember.Compare performance between the two trials. Mention to thestudents that, like the disruptive pairs of students, marijuanainterferes with normal information transfer and memory.Students will identify the areas of the brain and structuresresponsible for these functions and will be reminded thatmarijuana alters neurotransmission in these areas. Studentscan also search the Internet and other sources to researchthe effects of marijuana on information transfer and memoryand then prepare a brief report summarizing their findings.
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Marijuana
Explain that the cerebellum is involved in balance, coordination,and a variety of other regulatory functions. Marijuana affectsthe cerebellum, resulting in impairments in motor behavior.Students will search the Internet and other sources for moreinformation about the role and function of the cerebellumand will make a list of ways in which damage to the cerebel-lum would affect their day-to-day behavior.
MARIJUANA ACTIVITY THREE
✱ The student will understand the effectsof marijuana on brain structures whichcontrol the five senses, emotions, mem-ory, and judgment.
✱ The student will use knowledge ofbrain-behavior relationships to deter-mine the possible effects of marijuanaon the ability to perform certain tasksand occupations.
Review the way in which marijuana use affects brain regionsand structures that control the five senses, heart rate,emotions, memory, and judgment. Students then randomlyselect (for example, draw from a hat) an occupation andare asked to act-out, in front of the class, how marijuanause might specifically affect the performance of a personin that occupation. Examples of occupations can include:an airline pilot, a professional basketball player, a doctor, adefense attorney, a truck driver, a construction worker, awaiter/waitress, a politician, etc. Students will identify thebrain regions and structures affected by marijuana use, anddescribe the link between these structures and behavior.
OBJECTIVES
MARIJUANA ACTIVITY TWO
✱ The student will learn more about theimportant role of the cerebellum.
OBJECTIVE
✱ The student will understand how marijuana interferes with informationtransfer and short-term memory.
OBJECTIVE
MARIJUANA ACTIVITY ONE
OpiatesOpiates elicit their powerful effects by activating opiatereceptors that are widely distributed throughout the brainand body. Once an opiate reaches the brain, it quickly activatesthe opiate receptors that are found in many brain regionsand produces an effect that correlates with the area of thebrain involved. Two important effects produced by opiates,such as morphine, are pleasure (or reward) and pain relief.The brain itself also produces substances known as endorphinsthat activate the opiate receptors. Research indicates that endor-phins are involved in many things, including respiration, nau-sea, vomiting, pain modulation, and hormonal regulation.
When opiates are prescribed by a physician for the treatmentof pain and are taken in the prescribed dosage, they are safeand there is little chance of addiction. However, when opiatesare abused and/or taken in excessive doses, addiction canresult. Findings from animal research indicate that, likecocaine and other abused drugs, opiates can also activate thebrain’s reward system. When a person injects, sniffs, or orallyingests heroin (or morphine), the drug travels quickly to thebrain through the bloodstream. Once in the brain, the heroinis rapidly converted to morphine, which then activates opiatereceptors located throughout the brain, including within thereward system. (Note: Because of its chemical structure,heroin penetrates the brain more quickly than other opiates,which is probably why many addicts prefer heroin.) Withinthe reward system, the morphine activates opiate receptorsin the VTA, nucleus accumbens, and cerebral cortex (refer tothe Introduction for information on the reward system).Research suggests that stimulation of opiate receptors bymorphine results in feelings of reward and activates the plea-sure circuit by causing greater amounts of dopamine to bereleased within the nucleus accumbens. This causes anintense euphoria, or rush, that lasts only briefly and is fol-lowed by a few hours of a relaxed, contented state. Thisexcessive release of dopamine and stimulation of the rewardsystem can lead to addiction.
Opiates are powerful drugsderived from the poppy plant that
have been used for centuries torelieve pain. They include opium,
heroin, morphine, and codeine.Even centuries after their discov-
ery, opiates are still the mosteffective pain relievers available
to physicians for treating pain.Although heroin has no medicinal
use, other opiates, such as mor-phine and codeine, are used in the
treatment of pain related to ill-nesses (for example, cancer) and
medical and dental procedures.When used as directed by a physi-
cian, opiates are safe and gener-ally do not produce addiction. But
opiates also possess very strongreinforcing properties and canquickly trigger addiction when
used improperly.
BACKGROUND
MECHANISM OF ACTION
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Opiates
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Opiates also act directly on the respiratory centerin the brainstem, where they cause a slowdown inactivity. This results in a decrease in breathingrate. Excessive amounts of an opiate, like heroin,can cause the respiratory centers to shut downbreathing altogether. When someone overdoseson heroin, it is the action of heroin in the brain-stem respiratory centers that can cause the personto stop breathing and die.
As mentioned earlier, the brain itself producesendorphins that have an important role in therelief or modulation of pain. Sometimes,though, particularly when pain is severe, thebrain does not produce enough endorphins toprovide pain relief. Fortunately, opiates, such asmorphine are very powerful pain reliev-ing medications. When used prop-erly under the care of aphysician, opiates canrelieve severe painwithout causingaddiction.
Feelings of pain are produced when specializednerves are activated by trauma to some part ofthe body, either through injury or illness. Thesespecialized nerves, which are located through-out the body, carry the pain message to thespinal cord. After reaching the spinal cord, themessage is relayed to other neurons, some ofwhich carry it to the brain. Opiates help to relievepain by acting in both the spinal cord and brain.At the level of the spinal cord, opiates interferewith the transmission of the pain messagesbetween neurons and therefore prevent themfrom reaching the brain. This blockade of painmessages protects a person from experiencingtoo much pain. This is known as analgesia.
Opiates also act in the brain to helprelieve pain, but the way in
which they accomplish thisis different than in
the spinal cord.
OpiatesThere are several areas in the brain that areinvolved in interpreting pain messages and insubjective responses to pain. These brain regionsare what allow a person to know he or she isexperiencing pain and that it is unpleasant.Opiates also act in these brain regions, but theydon’t block the pain messages themselves.Rather, they change the subjective experienceof the pain. This is why a person receiving morphine for pain may say that they still feelthe pain but that it doesn’t bother them anymore.
Although endorphins are not always adequateto relieve pain, they are very important for sur-vival. If an animal or person is injured andneeds to escape a harmful situation, it wouldbe difficult to do so while experiencing severepain. However, endorphins that are releasedimmediately following an injury can provideenough pain relief to allow escape from a harmfulsituation. Later, when it is safe, the endorphinlevels decrease and intense pain may be felt. Thisalso is important for survival. If the endorphinscontinued to blunt the pain, it would be easy toignore an injury and then not seek medical care.
There are several types of opiate receptors,including the delta, mu, and kappa receptors.Each of these three receptors is involved incontrolling different brain functions. For exam-ple, opiates and endorphins are able to blockpain signals by binding to the mu receptor site.
The powerful technology of cloning hasenabled scientists to copy the genes that makeeach of these receptors. This in turn is allow-ing researchers to conduct laboratory studiesto better understand how opiates act in thebrain and, more specifically, how opiates interact with each opiate receptor to producetheir effects. This information may eventuallylead to more effective treatments for pain andopiate addiction.
The following activities, when used along with the magazine on opiates, will help explainto students how these substances change thebrain and the body.
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Opiates
✱ The student will become more familiarwith neuroscience concepts and termi-nology associated with the effects ofopiates on the brain.
Students will solve a crossword puzzle which requiresknowledge of the ways in which opiates affect brain anatomy and physiology. The puzzle and solution is included in the guide.
OBJECTIVE OPIATES ACTIVITY THREE
✱ The student will learn the way in whichopiates alter the function of nerve cells.
Remind students that long-term abuse of opiates, such asheroin, changes the way nerve cells in the brain work.These cells become so used to having the heroin presentthat they need it to work normally. This, in turn, leads toaddiction. If opiates are taken away from dependent nervecells, these cells become overactive. Eventually, they willwork normally again, but in the meantime, they create arange of symptoms known as withdrawal. Have studentscreate visual representations of normal nerve cells, depen-dent nerve cells, overactive nerve cells, and an opiate.Then have the students use these representations to devel-op, in comic art format, the process by which opiateschange the normal functioning of neurons.
Note that opiates are powerful painkillers and are usedmedically for treatment of pain. When used properly formedical purposes, opiates do not produce an intense feel-ing of pleasure, and patients have little chance of becom-ing addicted. Have students search the Internet and othersources for information about pain, pain control, and theway opiates produce their analgesic effect and then pre-pare a brief summary report.
OBJECTIVE OPIATES ACTIVITY ONE
OPIATES ACTIVITY TWO
✱ The student will learn how opiates pro-duce an analgesic effect.
OBJECTIVE
15
OpiatesACROSS1 Space between
neurons
3 Copy genetic material to produce an identical cell
5 Opiates come from this plant
6 Feeling of euphoria
9 Controls breathingand heart rate
10 Pleasure neuro-transmitter
11 Pain relief
DOWN1 Opiates act on
the __________ cord and brain
2 Pain reliever produced by brain
4 An opiate receptor
6 Another name for pleasure
7 Ventral _________ area
8 Powerful opiate
CROSSWORD PUZZLE
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OpiatesACROSS1 Space between
neurons
3 Copy genetic material to produce an identical cell
5 Opiates come from this plant
6 Feeling of euphoria
9 Controls breathingand heart rate
10 Pleasure neuro-transmitter
11 Pain relief
DOWN1 Opiates act on
the __________ cord and brain
2 Pain reliever produced by brain
4 An opiate receptor
6 Another name for pleasure
7 Ventral _________ area
8 Powerful opiate
CROSSWORD PUZZLE
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InhalantsMECHANISM OF ACTION
Most inhalants are common householdproducts that give off mind-altering
chemical fumes when sniffed. Thesecommon products include paint thinner,
fingernail polish remover, glues, gasoline, cigarette lighter fluid, and
nitrous oxide. They also include fluori-nated hydrocarbons found in aerosols,
such as whipped cream, hair and paintsprays, and computer cleaners. The
chemical structure of the various typesof inhalants is diverse, making it difficult
to generalize about the effects ofinhalants. It is known, however, that the
vaporous fumes can change brain chem-istry and may be permanently damagingto the brain and central nervous system.
Inhalant users are also at risk forSudden Sniffing Death (SSD), which can
occur when the inhaled fumes take theplace of oxygen in the lungs and central
nervous system. This basically causesthe inhalant user to suffocate. Inhalantscan also lead to death by disrupting thenormal heart rhythm, which can lead to
cardiac arrest. Use of inhalants cancause hepatitis, liver failure, and muscle
weakness. Certain inhalants can alsocause the body to produce fewer of all
types of blood cells, which may result inlife-threatening aplastic anemia.
Inhalants also alter the functioning ofthe nervous system. Some of these
effects are transient and disappear afteruse is discontinued. But inhalant usecan also lead to serious neurological
problems, some of which are irre-versible. For example, frequent long-
term use of certain inhalants can causea permanent change or malfunction of
nerves in the back and legs, calledpolyneuropathy. Inhalants can also act
directly in the brain to cause a variety ofneurological problems. For instance,inhalants can cause abnormalities in
brain areas that are involved in move-ment (for example, the cerebellum) andhigher cognitive function (for example,
the cerebral cortex).
Inhalants enter the bloodstream quickly and are then distributedthroughout the brain and body. They have direct effects onboth the central nervous system (brain and spinal cord) andthe peripheral nervous system (nerves throughout the body).
Using brain imaging techniques, such as magnetic resonanceimaging (MRI), researchers have discovered that there aremarked structural changes in the brains of chronic inhalantabusers. These changes include a reduction in size in certainbrain areas, including the cerebral cortex, cerebellum, andbrainstem. These changes may account for some of the neu-rological and behavioral symptoms that long-term inhalantabusers exhibit (for example, cognitive and motor difficul-ties). Some of these changes may be due to the effectinhalants have on myelin, the fatty tissue which insulates andprotects axons and helps speed up nerve conduction. Wheninhalants enter the brain and body, they are particularlyattracted to fatty tissues. Because myelin is a fat, it quicklyabsorbs inhalants, which can then damage or even destroythe myelin. The deterioration of myelin interferes with therapid flow of messages from one nerve to another.
Inhalants can also have a profound effect on nerves that arelocated throughout the body. The polyneuropathy caused bysome inhalants, as well as other neurological problems, maybe due in part to the effect of the inhalants on the myelinsheath that covers axons throughout the body. In somecases, not only is the myelin destroyed, but the axons them-selves degenerate.
The following activities, when used along with the magazineon inhalants, will help explain to students how these sub-stances change the brain and the body.
BACKGROUND
18
InhalantsIntroduce this activity by reminding students thatinhalants can slow or stop nerve cell activity in someparts of the brain; for example, the frontal lobes (com-plex problem solving), cerebellum (movement and coor-dination), and hippocampus (memory). Students willbreak into small groups and contribute in a round-robinfashion to a story about a fictional student who usesinhalants. The students should be encouraged to includeproblems (symptoms) in the description that would beassociated with inhalant use, as well as other symptomsthat would not. These stories can then be shared (eitherin oral or written form) with the rest of the class, whowill be required to identify the inhalant-related behav-ioral components and then describe the brain areas thatare involved in these behaviors. Students will thensearch the Internet and other sources to obtain informa-tion about the way in which activity in the frontal lobes,cerebellum, and hippocampus influences behavior, andprepare a report summarizing their findings.
Review the regions of the brain and structures affected byinhaling solvents, gases, and nitrites. Then divide the classinto groups of 4-6, and have each group write a rap musicvideo about the effects of inhalants on brain areas andstructures, as well as brain-behavior relationships. Whenthe songs are finished, have each group perform theirmusic video.
INHALANTS ACTIVITY TWO
✱ The student will understand the effectof inhalants on brain structures, physi-ology, and behavior.
OBJECTIVE
✱ The student will become more familiarwith the neuroscience concepts andterminology associated with the effectsof inhalants on the brain and body.
The students will complete the Inhalants Word Search, and the teacher will then review the words and have the students discuss how the terms relate to inhalant use. A copy of the Word Search and the Word Search Solutionis included in the guide.
OBJECTIVE INHALANTS ACTIVITY THREE
✱ The student will learn the effects of inhalant use on brain-behavior relationships.
OBJECTIVE INHALANTS ACTIVITY ONE
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InhalantsWORD SEARCH
A A L A D G Y M A N Y
Z U X I I M P A M A V
S D B F N Z J L R C P
B N O X A I S O P R B
A F L J L K O W A E W
T E Y K A I B Y V B E
D V N K N D V B S E Q
B G U K C E L L R L S
T X R F L Y P L M U X
I E O R F U M E S M F
D T P F W O K R Y O N
J R A X F A C E C P R
C O T F Y I L A Z U Y
T C H L X I N B T D I
E H Y H N X V S T E C
U E O R L N Q O H A G
H J P W H M G R O E S
C S E G T N N E U L G
Amygdala
Axon
Cell
Cerebellum
Cortex
Fumes
Glue
Inhalant
Kidney
Liver
Myelin
Polyneuropathy
Sniff
Vapor
InhalantsWORD SEARCH
Amygdala
Axon
Cell
Cerebellum
Cortex
Fumes
Glue
Inhalant
Kidney
Liver
Myelin
Polyneuropathy
Sniff
Vapor
A A L A D G Y M A N Y
Z U X I I M P A M A V
S D B F N Z J L R C P
B N O X A I S O P R B
A F L J L K O W A E W
T E Y K A I B Y V B E
D V N K N D V B S E Q
B G U K C E L L R L S
T X R F L Y P L M U X
I E O R F U M E S M F
D T P F W O K R Y O N
J R A X F A C E C P R
C O T F Y I L A Z U Y
T C H L X I N B T D I
E H Y H N X V S T E C
U E O R L N Q O H A G
H J P W H M G R O E S
C S E G T N N E U L G
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HallucinogensLSD binds to and activates a specific receptor for the neuro-transmitter serotonin. Normally, serotonin binds to and acti-vates its receptors and then is taken back up into the neuronthat released it. In contrast, LSD binds very tightly to theserotonin receptor, causing a greater than normal activationof the receptor. Because serotonin has a role in many of thebrain’s functions, activation of its receptors by LSD produceswidespread effects, including rapid emotional swings, andaltered perceptions, and if taken in a large enough dose,delusions and visual hallucinations.
MDMA, which is similar in structure to methamphetamineand mescaline, causes serotonin to be released from neu-rons in greater amounts than normal. Once released, thisserotonin can excessively activate serotonin receptors.Scientists have also shown that MDMA causes excessdopamine to be released from dopamine-containing neu-rons. Particularly alarming is research in animals that hasdemonstrated that MDMA can damage serotonin-containingneurons. MDMA can cause confusion, depression, sleepproblems, drug craving, and severe anxiety.
PCP, which is not a true hallucinogen, can affect many neuro-transmitter systems. It interferes with the functioning of theneurotransmitter glutamate, which is found in neuronsthroughout the brain. Like many other drugs, it also causesdopamine to be released from neurons into the synapse. Atlow to moderate doses, PCP causes altered perception ofbody image, but rarely produces visual hallucinations. PCPcan also cause effects that mimic the primary symptoms ofschizophrenia, such as delusions and mental turmoil. Peoplewho use PCP for long periods of time have memory loss andspeech difficulties.
The following activities, when used along with the magazineon hallucinogens, will help explain to students how thesesubstances change the brain and the body.
MECHANISM OF ACTIONMECHANISM OF ACTION
Hallucinogens are drugs which causealtered states of perception and feeling
and which can produce flashbacks.They include natural substances, such
as mescaline and psilocybin that comefrom plants (cactus and mushrooms),
and chemically manufactured ones,such as LSD and MDMA (ecstasy). LSD
is manufactured from lysergic acid,which is found in ergot, a fungus that
grows on rye and other grains. MDMA isa synthetic mind-altering drug with bothstimulant and hallucinogenic properties.
Although not a true hallucinogen in thepharmacological sense, PCP causes
many of the same effects as hallucino-gens and so is often included with this
group of drugs. Hallucinogens havepowerful mind-altering effects. Theycan change how the brain perceives
time, everyday reality, and the surround-ing environment. They affect regions
and structures in the brain that areresponsible for coordination, thought
processes, hearing, and sight. They cancause people who use them to hear
voices, see images, and feel sensationsthat do not exist. Researchers are not
certain that brain chemistry permanent-ly changes from hallucinogen use, butsome people who use them appear to
develop chronic mental disorders. PCPand MDMA can be addictive; whereas
LSD, psilocybin, and mescaline are not.
Research has provided many cluesabout how hallucinogens act in the
brain to cause their powerful effects.However, because there are different
types of hallucinogens and their effectsare so widespread, there is still muchthat is unknown. The following para-
graphs describe some of what is knownabout this diverse group of drugs.
BACKGROUND
22
Hallucinogens
✱ The student will learn that hallucinogens cause other sensory misperceptions.
OBJECTIVE HALLUCINOGENS ACTIVITY TWO
Fill one bowl with warm water, another with cold water,and a third with water at room temperature. First, have thestudents place the fingers of one hand in the warm water.Wait 60 seconds. Then have them place their fingers in theroom temperature water and describe the temperature ofthe water (feels cool). Then have the students place theirfingers of the other hand in the cold water. Wait 60 sec-onds. Then have them place their fingers in the room tem-perature water and describe the temperature of the water(feels hot). Remind students that hallucinogens can affectthe way we perceive reality.
Have students draw a bull’s-eye onto a sheet of unruledwhite paper. Make a small “X” at the center of anothersheet of paper. Now, have the students stare at the bull’s-eye for about 20 seconds and then quickly shift their focusto the “X.” Students will find that an after-image of thebull’s-eye will appear. Explain that after-images are a classof optical illusions, which have some similarity to hallucina-tions. Have students search the Internet and other sourcesfor information about drug-induced hallucinations and pre-pare a report summarizing their findings.
✱ The student will learn vocabulary andfacts associated with hallucinogens.
OBJECTIVE
Instruct the students to complete the Hallucinogens WordPuzzle. The puzzle and solution to the puzzle are included in the guide.
HALLUCINOGENS ACTIVITY THREE
✱ The student will learn how hallucino-gens cause visual misperception andhallucinations.
OBJECTIVE HALLUCINOGENS ACTIVITY ONE
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Hallucinogens____ ____ ____ ____ ____ ____ ____ ____ ____LSD binds tightly to and activates the receptor for what neurotransmitter?
____ ____ ____ ____ ____ ____ ____ ____ ____What drug comes from a cactus plant?
____ ____ ____ ____ ____ ____ ____What is another name for MDMA?
____ ____ ____ ____ ____ ____ ____ ____ ____Neurotransmitters attach to what molecules in the cell membrane?
____ ____ ____ ____What is another name for LSD?
____ ____ ____ ____ ____ ____ ____ ____ ____Changes in what brain structure affect breathing and heart rate?
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What might result if you use either hallucinogens, or a lousy travel agent?
Answer each question below, then correctly arrange theboxed letters to solve the riddle at the bottom of the page.
WORD PUZZLE
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HallucinogensS
OL
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N
____ ____ ____ ____ ____ ____ ____ ____ ____LSD binds tightly to and activates the receptor for what neurotransmitter?
____ ____ ____ ____ ____ ____ ____ ____ ____What drug comes from a cactus plant?
____ ____ ____ ____ ____ ____ ____What is another name for MDMA?
____ ____ ____ ____ ____ ____ ____ ____ ____Neurotransmitters attach to what molecules in the cell membrane?
____ ____ ____ ____What is another name for LSD?
____ ____ ____ ____ ____ ____ ____ ____ ____Changes in what brain structure affect breathing and heart rate?
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2
3
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What might result if you use either hallucinogens, or a lousy travel agent?
Answer each question below, then correctly arrange theboxed letters to solve the riddle at the bottom of the page.
WORD PUZZLE
A B A D T R I P
S E R O T O N I N
M E S C A L I N E
E C S T A C Y
R E C E P T O R S
A C I D
B R A I N S T E M
SteroidsAnabolic steroids are taken either orally in pill form or by injec-tion. After steroids enter the bloodstream, they are distributedto organs (including muscle) throughout the body. After reach-ing these organs, the steroids surround individual cells in theorgan and then pass through the cell membranes to enter thecytoplasm of the cells. Once in the cytoplasm, the steroids bindto specific receptors and then enter the nucleus of the cells. Thesteroid-receptor complex is then able to alter the functioning ofthe genetic material and stimulate the production of new pro-teins. It is these proteins that carry out the effects of the steroids.The types of proteins and the effects vary depending on thespecific organ involved. Steroids are able to alter the function-ing of many organs, including the liver, kidneys, heart, andbrain. They can also have a profound effect on reproductiveorgans and hormones.
Many of the effects of steroids are brought about through theiractions in the brain. Once steroids enter the brain, they are dis-tributed to many regions, including the hypothalamus and lim-bic system. When a person takes steroids, the functioning ofneurons in both of these areas is altered, resulting in a changein the types of messages that are transmitted by the neurons.Since the hypothalamus has a major role in maintaining normalhormone levels, disrupting its normal functioning also disruptsthe body’s hormones. This can result in many problems, includ-ing a reduction in normal testosterone production in males andloss of the monthly period in females.
Similarly, steroids can also disrupt the functioning of neuronsin the limbic system. The limbic system is involved in manythings, including learning, memory, and regulation of moods.Studies in animals have shown that steroids can impair learn-ing and memory. They can also promote overly-aggressivebehavior and mood swings. People who take anabolic steroidscan exhibit violent behavior, impairment of judgment, and evenpsychotic symptoms.
Other effects of taking anabolic steroids include changes inmale and female sexual characteristics, stunted growth, and anincrease in the amount of harmful cholesterol in the body.Anabolic steroids can also influence the growth of facial andchest hair and a cause a deepening of the voice.
The following activities, when used along with the magazine onanabolic steroids, will help explain to students how these sub-stances change the brain and the body.
Anabolic steroids are chemicals thatare similar to the male sex hormone
testosterone and are used by anincreasing number of young people to
enhance their muscle size. While ana-bolic steroids are quite successful at
building muscle, they can damagemany body organs, including the liver,
kidneys, and heart. They may also trig-ger dependency in users, particularly
when taken in the large doses thathave been known to be used by many
bodybuilders and athletes.
BACKGROUND
MECHANISM OF ACTION
25
Steroids
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✱ The student will understand thatsteroids have a direct effect on the lim-bic system, which has a large role inthe expression of emotions.
Ask students to imagine a time when they experienced,very suddenly, either intense rage or aggressiveness.Those who would like to can share some of these experi-ences with the class. Reinforce that the limbic system waslikely involved in these reactions and that steroid usedirectly increases the likelihood of such episodes. Mentionthat neuroscientists have long known about the importantrole the limbic system plays in emotions and have conduct-ed animal research in which stimulating certain limbic sys-tem structures produces a rage reaction in a normallydocile animal, while stimulating other structures makes anormally vicious animal calm and relaxed. Have studentsconduct research using the Internet and other sources tolearn more about the role of the limbic system.
Indicate that steroids affect the function of several neuro-transmitters, adding that each neurotransmitter communi-cates different types of messages. For example, glutamatecommunicates excitement, acetylcholine tells the heart tobeat slower and commands memory circuits to store orremember thoughts, serotonin controls emotions andmood, and dopamine affects feelings of pleasure. Studentswill select a neurotransmitter and search the Internet andother sources for additional information. They will preparea brief report summarizing their findings and create acomic art rendition of their neurotransmitter.
OBJECTIVE STEROIDS ACTIVITY ONE
STEROIDS ACTIVITY TWO
✱ The student will learn more about the functions of key neurotransmitters including serotonin, glutamate, dopamine, and acetylcholine.
OBJECTIVE
Remind students that despite their dangerous side effects,anabolic steroids are used by some high school, college,and professional athletes to give them the “edge” they feelthey need to outperform the competition. Discuss with thestudents the short- and long-term dangers associated withthe use of steroids for enhancing performance. A usefulexample for this discussion might be Lyle Alzado, a formerprofessional football star who died from cancer attributedto steroid use.
STEROIDS ACTIVITY THREE
✱ The student will learn about the performance enhancing effects ofsteroids, and the medical risk factors.
OBJECTIVE
StimulantsCocaine acts on the pleasure circuit to prevent reabsorptionof the neurotransmitter dopamine after its release from nervecells. Normally, neurons that are part of the pleasure circuitrelease dopamine, which then crosses the synapse to stimu-late another neuron in the pleasure circuit. Once this hasbeen accomplished, the dopamine is picked up by a trans-porter molecule and carried back into the original neuron.However, because cocaine binds to the dopamine transportermolecule, it prevents the reabsorption of dopamine. Thiscauses a buildup of dopamine in the synapse, which resultsin strong feelings of pleasure and even euphoria. The excessdopamine that accumulates in the synapse causes the neu-rons that have dopamine receptors to decrease the numberof receptors they make. This is called down regulation. Whencocaine is no longer taken and dopamine levels return totheir normal (i.e., lower) concentration, the smaller numberof dopamine receptors that are available for the neurotrans-mitter to bind to is insufficient to fully activate nerve cells.During “craving,” the addict experiences a very strong needfor the drug to get the level of dopamine back up. Cocainealso binds to the transporters for other neurotransmitters,including serotonin and norepinephrine, and blocks their re-uptake. Scientists are still unsure about the effects of cocaine’sinteraction with these other neurotransmitters.
Cocaine has also been found to specifically affect the pre-frontal cortex and amygdala, which are involved in aspects ofmemory and learning. The amygdala has been linked toemotional aspects of memory. Researchers believe that aneural network involving these brain regions reacts to envi-ronmental cues and activates memories, and this triggersbiochemical changes that result in cocaine craving.
Stimulant drugs such as cocaine,“crack,” amphetamines, and caf-
feine are substances that speedup activity in the brain and spinalcord. This, in turn, can cause the
heart to beat faster and bloodpressure and metabolism to
increase. Stimulants often influ-ence a person to be more talkative
and anxious and to experiencefeelings of exhilaration.
Use of cocaine and other stimu-lants can cause someone’s heartto beat abnormally fast and at anunsteady rate. Use of these drugs
also narrows blood vessels,reducing the flow of blood and
oxygen to the heart, which resultsin “starving” the heart muscle.
Even professional athletes whosebodies are well-conditioned havesuccumbed to cocaine’s ability tocause heart failure. Researcherscurrently have no way to detect
who may be more susceptible tothese effects.
BACKGROUND
MECHANISM OF ACTION
27
Amphetamines, such as methamphetamine,also act on the pleasure circuit by altering thelevels of certain neurotransmitters present inthe synapse, but the mechanism is differentfrom that of cocaine. Methamphetamine ischemically similar to dopamine. This similarityallows methamphetamine to fool the dopaminetransporter into carrying methamphetamineinto the nerve terminal. Methamphetaminecan also directly cross nerve cell membranes.Once inside nerve terminals, methampheta-mine enters dopamine vesicles and causes therelease of these neurotransmitters. The excessdopamine is then carried by transporter mole-cules out of the neuron and into the synapse.Once in the synapse, the high concentration ofdopamine causes feelings of pleasure andeuphoria.
Methamphetamine also differs from cocaine inthat it can damage neurons that containdopamine and even kill neurons that containother neurotransmitters. This cell damage canoccur in the frontal cortex, amygdala and thestriatum, a brain region that is involved inmovement. This may account for the dramatic
decrease in dopamine levels seen with brainimaging techniques in both humans and ani-mals. These decreases in dopamine are seeneven after short-term exposure to metham-phetamine and they persist for many years,even after methamphetamine use has beenterminated.
For more information on how methampheta-mine acts in the brain, see the last chapterwhich is devoted entirely to methampheta-mine.
The following activities, when used along withthe magazine on stimulants, will help explain tostudents how these substances change thebrain and the body.
Stimulants
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StimulantsRemind students that cocaine activates the brain’s plea-sure center, which involves the brainstem, limbic system,and frontal cortex. Students will then produce colorful dia-grams of the system, labeling important parts, and providea brief written description of the different structures.
Describe how cocaine ultimately reduces pleasure byinterfering with dopamine re-uptake. Students will beassigned to groups and will first script and then act out thisprocess. They will then perform their skits with studentsassuming roles such as neurons, cocaine, transporters,receptors, dopamine, pleasure, and addiction.
COCAINE ACTIVITY TWO
✱ The student will learn the way in whichdopamine is related to the sensationof pleasure.
✱ The student will learn how stimulants interfere with dopamine re-uptake.
OBJECTIVES
Divide the students into three groups (cocaine, ampheta-mines, and caffeine), and assign each group the task ofresearching their assigned drug in order to develop a “DidYou Know” poster for each type of drug. Encourage eachgroup to discover some “surprising” information to includeon their poster, and ask that each poster contain a mini-mum of 10 new and/or unusual facts. Students will use thelocal public library, the Internet, other multimedia materials,and any other sources to obtain this information. They willthen work together to develop the graphics and text.Display the finished posters.
COCAINE ACTIVITY THREE
✱ The student will learn and share inter-esting and unusual information aboutthe effects of cocaine, amphetamines,and caffeine on the brain and behavior.
OBJECTIVE
✱ The student will learn that cocaineaffects neurotransmission in themesolimbic dopamine system, some-times referred to as the pleasure center.
OBJECTIVE COCAINE ACTIVITY ONE
Nicotine
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Tobacco, which comes primarilyfrom the plant nicotiana tabacum,
has been used for centuries. Itcan be smoked, chewed, or
sniffed. The first description ofaddiction to tobacco is containedin a report from the New World inwhich Spanish soldiers said that
they could not stop smoking.
When nicotine was isolatedfrom tobacco leaves in 1828, scientists began studying itseffects in the brain and body.
This research eventuallyshowed that, although tobacco
contains thousands of chemicals,the main ingredient that acts in
the brain and produces addic-tion is nicotine. More recentresearch has shown that the
addiction produced by nicotine is extremely powerful
and is at least as strong asaddictions to other drugs such
as heroin and cocaine.
Some of the effects of nicotineinclude changes in respiration
and blood pressure, constrictionof arteries, and increased
alertness. Many of these effectsare produced through its
action on both the central andperipheral nervous systems.
BACKGROUND
MECHANISM OF ACTION
BACKGROUND
MECHANISM OF ACTION
Nicotine readily enters the body. When tobacco is smoked,nicotine enters the bloodstream through the lungs. When it is sniffed or chewed, nicotine passes through the mucousmembranes of the mouth or nose to enter the bloodstream.Nicotine can also enter the bloodstream by passing throughthe skin. Regardless of how nicotine reaches the bloodstream,once there, it is distributed throughout the body and brainwhere it activates specific types of receptors known as cholinergic receptors.
Cholinergic receptors are present in many brain structures,as well as in muscles, adrenal glands, the heart, and otherbody organs. These receptors are normally activated by the neurotransmitter acetylcholine, which is produced in the brain, and by neurons in the peripheral nervous system.Acetylcholine and its receptors are involved in many activities,including respiration, maintenance of heart rate, memory,alertness, and muscle movement.
Because the chemical structure of nicotine is similar to thatof acetylcholine, it is also able to activate cholinergic receptors. But unlike acetylcholine, when nicotine enters the brain and activates cholinergic receptors, it can disruptthe normal functioning of the brain.
Regular nicotine use causes changes in both the number ofcholinergic receptors and the sensitivity of these receptors to nicotine and acetylcholine. Some of these changes may be responsible for the development of tolerance to nicotine.Tolerance occurs when more drug is needed to achieve thesame or similar effects. Once tolerance has developed, anicotine user must regularly supply the brain with nicotine inorder to maintain normal brain functioning. If nicotine levelsdrop, the nicotine user will begin to feel uncomfortable with-drawal symptoms.
Nicotine
32
Recently, research has shown that nicotine alsostimulates the release of the neurotransmitterdopamine in the brain's pleasure circuit. Usingmicrodialysis, a technique that allows minutequantities of neurotransmitters to be measuredin precise brain areas, researchers have discov-ered that nicotine causes an increase in therelease of dopamine in the nucleus accumbens.This release of dopamine is similar to that seenfor other drugs of abuse, such as heroin andcocaine, and is thought to underlie the pleasur-able sensations experienced by many smokers.
Other research is providing even more clues asto how nicotine may exert its effects in thebrain. Cholinergic receptors are relatively largestructures that consist of several componentsknown as subunits. One of these subunits, the ß (beta) subunit, has recently been implicat-ed in nicotine addiction. Using highly sophisti-cated bioengineering technologies, scientistswere able to produce a new strain of mice inwhich the gene that produces the ß subunitwas missing. Without the gene for the ß sub-unit, these mice, which are known as "knock-
out" mice because a particular gene has beenknocked out, were unable to produce any ßsubunits. What researchers found when theyexamined these knockout mice was that in contrast to mice who had an intact receptor,mice without the ß subunit would not self-administer nicotine. These studies demonstratethat the ß subunit plays a critical role in theaddictive properties of nicotine. The resultsalso provide scientists with valuable new infor-mation about how nicotine acts in the brain,information that may eventually lead to bettertreatments for nicotine addiction.
However, nicotine may not be the only psychoac-tive ingredient in tobacco. Using advancedbrain imaging technology, it is possible to actu-ally see what tobacco smoking is doing to thebrain of an awake and behaving human being.Using one type of brain imaging, positron emis-sion tomography (PET), scientists discoveredthat cigarette smoking causes a dramaticdecrease in the levels of an important enzymethat breaks down dopamine and other neuro-transmitters.
Nicotine
33
The decrease in this enzyme, known asmonoamine-oxidase-A (MAO-A), results in anincrease in dopamine levels. Importantly, thisparticular effect is not caused by nicotine butby some additional, unknown compound incigarette smoke. Nicotine itself does not alterMAO-A levels; it affects dopamine throughother mechanisms. Thus, there may be multi-ple routes by which smoking alters the neuro-transmitter dopamine to ultimately producefeelings of pleasure and reward.
That nicotine is a highly addictive drug canclearly be seen when one considers the vastnumber of people who continue to use tobaccoproducts despite their well known harmful and even lethal effects. In fact, at least 90% of smokers would like to quit, but each yearfewer than 10% who try are actually successful.But, while nicotine may produce addiction totobacco products, it is the thousands of otherchemicals in tobacco that are responsible for itsmany adverse health effects.
Smoking either cigarettes or cigars can causerespiratory problems, lung cancer, emphysema,heart problems, and peripheral vascular disease.In fact, smoking is the largest preventable causeof premature death and disability. Cigarettesmoking kills at least 400,000 people in theUnited States each year and makes countlessothers ill, including those who are exposed tosecondhand smoke. The use of smokelesstobacco is also associated with serious health problems.
Chewing tobacco can cause cancers of the oralcavity, pharynx, larynx, and esophagus. It alsocauses damage to gums that may lead to theloss of teeth. Although popular among sportsfigures, smokeless tobacco can also reducephysical performance.
The following activities, when used along withthe magazine on nicotine, will help explain tostudents how these substances change thebrain and the body.
34
Nicotine✱ The student will become more familiar
with the neuroscience concepts andterminology associated with the effectsof nicotine and tobacco products on thebrain and body.
The students will complete the Nicotine Word Find, and theteacher will then review the words and have the studentsdiscuss how the terms relate to tobacco use. A copy of the Word Search and Word Search Solution is included inthe guide.
OBJECTIVE
NICOTINE ACTIVITY TWO
✱ The student will learn that cigarettesmoke contains molecules that aredeposited along the entire respiratorytract, including the lungs. These mole-cules not only turn the lungs and otherparts of the respiratory system black,but they also cause cancers and otherrespiratory illnesses.
OBJECTIVE
✱ The student will understand that nico-tine is a highly addictive drug and thatonce someone has become addicted, it is very difficult to stop smoking, even in the face of serious health consequences.
OBJECTIVE
NICOTINE ACTIVITY ONE
The students will call local hospitals to obtain the names ofphysicians who provide treatment to people trying to stoptheir use of tobacco products. The students will then com-pose a letter to one or more of these physicians inviting themto come and speak to the class on the difficulties associat-ed with quitting smoking or the use of other tobacco prod-ucts. Prior to the visit by the physician, the students willprepare a list of questions that they would like to ask. Thesequestions might include the following: 1) How many peoplesucceed the first or even second time they try to stop smoking?2) How many people try repeatedly to quit smoking withoutsuccess? 3) Do people still smoke even when they have alife-threatening illness, such as heart disease or lung cancer?
The students will conduct the following experiment:
Materials needed: cigarette, transparent plastic syringe, cotton balls, matches or lighter
Fill the syringe with the cotton balls. Insert the end of thesyringe onto the filter of the cigarette. Light the cigaretteand pull back the plunger to draw smoke into the barrel ofthe syringe. Have the students watch the cotton balls turnblack as the smoke particles are deposited. Discuss withthe students what they have observed. Students might con-sider what the effects of smoking several cigarettes a dayfor many years would have on the lungs if only one ciga-rette can turn a cotton ball black.
NICOTINE ACTIVITY THREE
Nicotine
35
WORD SEARCH
A Z W S A M E S Y H P M E
R O T P E C E R Q Y I N P
R E S L O L J G T R I E N
L R Z W A R T M O O T R K
O X Q A D E I H P R Z O R
O Q A R W O C C A B O T N
D S E D E L D G M R F R O
T X P T C C L V N J B N T
R N E I M A R T E Y I S C
E C Q W O Z C D O P M M I
A D D R Y C T A R E N I D
M O T K Z Q P O N A T T D
N E T T E R A G I C W T A
G E U N I C O T I N E E L
A L S G N I K O M S I R R
B N I A R B U O D L P U M
S Y G H Y U I J I K I A I
EMPHYSEMA
NEUROTRANSMITTER
CIGAR
DOPAMINE
ADDICTION
REWARD
SMOKING
WITHDRAWAL
CIGARETTE
CANCER
DRUG
ACETYLCHOLINE
BRAIN
BLOODSTREAM
RECEPTOR
NICOTINE
TOBACCO
36
NicotineS
OL
UT
IO
N
WORD SEARCH
EMPHYSEMA
NEUROTRANSMITTER
CIGAR
DOPAMINE
ADDICTION
REWARD
SMOKING
WITHDRAWAL
CIGARETTE
CANCER
DRUG
ACETYLCHOLINE
BRAIN
BLOODSTREAM
RECEPTOR
NICOTINE
TOBACCO
A Z W S A M E S Y H P M E
R O T P E C E R Q Y I N P
R E S L O L J G T R I E N
L R Z W A R T M O O T R K
O X Q A D E I H P R Z O R
O Q A R W O C C A B O T N
D S E D E L D G M R F R O
T X P T C C L V N J B N T
R N E I M A R T E Y I S C
E C Q W O Z C D O P M M I
A D D R Y C T A R E N I D
M O T K Z Q P O N A T T D
N E T T E R A G I C W T A
G E U N I C O T I N E E L
A L S G N I K O M S I R R
B N I A R B U O D L P U M
S Y G H Y U I J I K I A I
MethamphetamineMethamphetamine acts on the pleasure circuit in the brainby altering the levels of certain neurotransmitters present inthe synapse. Chemically, methamphetamine is closely relat-ed to amphetamine, but its effects on the central nervoussystem are greater than those of amphetamine.
Methamphetamine is also chemically similar to dopamineand another neurotransmitter, norepinephrine. It producesits effects by causing dopamine and norepinephrine to bereleased into the synapse in several areas of the brain,including the nucleus accumbens, prefrontal cortex, and thestriatum, a brain area involved in movement. Specifically,methamphetamine enters nerve terminals by passing directlythrough nerve cell membranes. It is also carried into thenerve terminals by transporter molecules that normally carrydopamine or norepinephrine from the synapse back into thenerve terminal. Once in the nerve terminal, methampheta-mine enters dopamine and norepinephrine containing vesi-cles and causes the release of these neurotransmitters.Enzymes in the cell normally chew up excess dopamine andnorepinephrine; however, methamphetamine blocks thisbreakdown. The excess neurotransmitters are then carriedby transporter molecules out of the neuron and into thesynapse. Once in the synapse, the high concentration ofdopamine causes feelings of pleasure and euphoria. Theexcess norepinephrine may be responsible for the alertnessand anti-fatigue effects of methamphetamine.
Methamphetamine can also affect the brain in other ways.For example, it can cause cerebral edema, brain hemorrhage,paranoia, and hallucinations. Some of the effects ofmethamphetamine on the brain may be long-lasting andeven permanent. Recent research in humans has shown thateven three years after chronic methamphetamine users havediscontinued use of the drug there is still a reduction in theirability to transport dopamine back into neurons. This clearlydemonstrates that there is a long-lasting impairment in
Methamphetamine is an addictive drugthat belongs to a class of drugs knownas stimulants. This class also includes
cocaine, caffeine, and other drugs.Methamphetamine is made illegally
with relatively inexpensive over-the-counter ingredients. Many of the ingre-
dients that are used to produce metham-phetamine, such as drain cleaner, bat-
tery acid, and antifreeze, are extremelydangerous. The rapid proliferation of
"basement" laboratories for the produc-tion of methamphetamine has led to a
widespread problem in manycommunities in the U.S.
Methamphetamine has many effects inthe brain and body. Short-term effects
can include increased wakefulness,increased physical activity, decreasedappetite, increased respiration, hyper-
thermia, irritability, tremors, convul-sions, and aggressiveness.
Hyperthermia and convulsions canresult in death. Single doses of
methamphetamine have also beenshown to cause damage to nerve termi-nals in studies with animals. Long-term
effects can include addiction, stroke,violent behavior, anxiety, confusion,
paranoia, auditory hallucinations, mooddisturbances, and delusions. Long-term
use can also cause damage to dopamineneurons that persists long after the drug
has been discontinued.
BACKGROUND
MECHANISM OF ACTION
38
Methamphetaminedopamine function as a result of drug use.This is highly significant because dopaminehas a major role in many brain functions,including experiences of pleasure, mood, andmovement. In these same studies, researcherscompared the damage to the dopamine sys-tem of methamphetamine users to that seen inpatients with Parkinson’s disease. Parkinson’sdisease is characterized by a progressive lossof dopamine neurons in brain regions that areinvolved in movement. Although the damageto the dopamine system was greater in theParkinson’s patients, the brains of formermethamphetamine users showed similar pat-terns to that seen in Parkinson’s disease.Scientists now believe that the damage to thedopamine system from long-term methamphetamine usemay lead to symptoms ofParkinson’s disease. (It shouldbe noted that Parkinson’s dis-ease itself is not caused by druguse.) In support of this,research with laboratory ani-mals has demonstrated thatexposure to a single, high-dose of methampheta-mine or prolonged expo-sure at low dosesdestroys up to fifty
39
percent of the dopamine-producing neurons in cer-tain parts of the brain.
Methamphetamine also has widespread effects onother parts of the body. It can cause high blood pres-sure, arrhythmias, chest pain, shortness of breath,nausea, vomiting, and diarrhea. It can also increase
body temperature, which can be lethal in overdose
situations.
The following activities,when used along withthe magazine onmethamphetamine,will help explain to
students how thissubstance
changes thebrain and the
body.
Methamphetamine✱ The student will become more familiar
with the neuroscience concepts andterminology associated with theeffects of methamphetamine on thebrain and body.
The students will complete the methamphetamineWord Search. The teacher will then review thewords and have the students discuss how the termsrelate to methamphetamine abuse. A copy of theWord Search and Word Search Solution is included in the guide.
Review the effects of methamphetamine on thebrain, paying particular attention to its effects onthe neurotransmitter dopamine. Have studentsbreak into small groups. Ask each group to writeand perform a play that demonstrates how metham-phetamine changes the normal functioning of neu-rons that contain dopamine. Discuss with studentshow these changes can result in long-term impair-ment of dopamine function and the implications ofthis impairment (e.g., inability to feel pleasure,symptoms of Parkinson’s Disease).
OBJECTIVE METHAMPHETAMINE ACTIVITY ONE
METHAMPHETAMINE ACTIVITY TWO
✱ The student will become familiarwith how methamphetaminechanges brain functioning and thepotential long-term implications ofthese changes.
OBJECTIVE
40
Review with students the function of various brainareas (e.g., amygdala, hippocampus, cerebellum,etc.). Have students break into small groups andassign each group one brain area. Ask the studentsto discuss how methamphetamine or other drugsmight affect their brain area. Then have studentsdiscuss the function of this brain area and howchanging it through drug use might change how aperson feels, acts, remembers, learns, etc. Haveeach group present a summary of their discussionsto the entire class. For extra credit, have studentsdiscuss and present how brain imaging techniques(such as PET, or Positron Emission Tomography)help researchers to examine how drugs act in thebrains of living human subjects.
METHAMPHETAMINE ACTIVITY THREE
✱ The student will learn more abouthow methamphetamine and otherdrugs change the way the brainworks.
OBJECTIVE
Methamphetamine
41
WORD SEARCH
M N R O E T T N A L U M I T S
F E O L A Q P N Z L N O N T N
E U T G N S O F T E I O J U O
P R P H I X R O U M N Y E G I
W O E L A J E R E I O K C A T
Q T C T R M O S N H T R T W A
U R E A B N P O I D O A E S N
P A R V A A A H O I R S D M I
M N Y Z N L R P E D E E P S C
F S O Y E O A L A T S Y R C U
E M S B U M N I R K A V T I L
T I L T I I O N T L P M U U L
G T G N R T I C E A G G I S A
B T E P O O A S I H V U B N H
J E F E N P K W H C X R Q B E
C R A S H N I E T I R D N E D
MethamphetamineCrystalSpeedParanoiaDopamineSynapseStimulantBrain
NeurotransmitterAxonReceptorCrashHallucinationsSerotoninPET
NeuronStrokeDendriteDrugIceChalkInjected
M N R O E T T N A L U M I T S
F E O L A Q P N Z L N O N T N
E U T G N S O F T E I O J U O
P R P H I X R O U M N Y E G I
W O E L A J E R E I O K C A T
Q T C T R M O S N H T R T W A
U R E A B N P O I D O A E S N
P A R V A A A H O I R S D M I
M N Y Z N L R P E D E E P S C
F S O Y E O A L A T S Y R C U
E M S B U M N I R K A V T I L
T I L T I I O N T L P M U U L
G T G N R T I C E A G G I S A
B T E P O O A S I H V U B N H
J E F E N P K W H C X R Q B E
C R A S H N I E T I R D N E D
MethamphetamineS
OL
UT
IO
N
42
WORD SEARCH
MethamphetamineCrystalSpeedParanoiaDopamineSynapseStimulantBrain
NeurotransmitterAxonReceptorCrashHallucinationsSerotoninPET
NeuronStrokeDendriteDrugIceChalkInjected
43
General✱ The student will learn the names of
the lobes, cortical areas, and structuresin the brain.
✱ The student will learn the specific brain areas and structures affected by drug use.
OBJECTIVES UNIFYING ACTIVITY
Students will use reference materials to create three brainmaps: one which shows the different regions of the brain,one which shows the areas within the cortex, and onewhich displays different brain structures. For all of thedrugs discussed, students will “mark” their maps (forexample, using stickers or colored markers) to specify theareas affected by substance use. [Note: If materials suchas molding clay or plaster are available, have groups ofstudents also create three-dimensional brain models, anduse small, separate strands of Christmas lights to “mark”the areas affected by drug use.]
Internet Sites
ResourcesNational Institute on Drug Abuse301-443-6245http://www.drugabuse.gov
National Clearinghouse for Alcohol and Drug Information1-800-729-6686 or 1-800-487-4889 (TDD)http://www.health.org
Office of Science Education National Institutes of Health301-402-2828
Society for Neuroscience Education Program202-462-6688http://www.sfn.org
National Institute on Drug Abusehttp://www.drugabuse.govhttp://teens.drugabuse.gov
This site contains information on drugs of abuse, NIDA publications and communications, agency events, and links to otherdrug-related Internet sites.
Sara’s Questhttp://www.sarasquest.org
Join Sara Bellum as she explores how drugs affect the brain. Thissite features questions related to the Mind Over Matter materials.Students can join Sara’s Quest Club and receive a free poster.
National Clearinghouse for Alcohol and Drug Informationhttp://www.health.org
This site includes information on publications, calendars, and relat-ed Internet sites, as well as a youth site.
Office of Science EducationNational Institutes of Healthhttp://science-education.nih.gov
This site provides a “one-stop shopping service” for people looking for information from the National Institutes of Health. It contains sections for teachers, students, and the public.
Neuroscience for Kidshttp://faculty.washington.edu/chudler/introb.html
This site includes answers to commonly asked questions about thebrain and neuroscience, with information on brain and spinal cordanatomy and physiology, neurotransmission, and the effects of spe-cific drugs on the nervous system.
Dana Alliance for Brain Initiativeshttp://www.dana.org/brainweb
This site includes resources for people interested in brain diseasesand disorders, with specific sections devoted to alcohol and drug abuse.
Society for Neuroscience Brain Briefingshttp://www.sfn.org/briefings
This site provides access to Society for Neuroscience publicationscovering topics such as addiction, opiate receptors, and the effectsof various drugs on the brain and behavior.
Society for Neuroscience Brain Backgroundershttp://www.sfn.org/backgrounders/
This site provides an online series of articles that answer basicneuroscience questions.
National Families in Action Onlinehttp://www.nationalfamilies.org
This site includes the latest scientific information about the effectsof drugs on the brain and body, and allows the visitor to ask neuro-science experts questions about drugs.
Neurosciences on the Internethttp://www.neuroguide.com
This site includes information on basic neurosciences, includingrecent journal articles that discuss drugs of abuse.
Wisconsin/Michigan State Brain Collectionshttp://www.neurophys.wisc.edu
This site includes a visual tour of photos and brain sections ofmammalian brains, with related information on brain anatomy, brain functions, and neuroanatomy.
Eisenhower National Clearinghousehttp://www.enc.org/
This site provides a source of published materials for K-12 mathand science teachers.
Brain Anatomyhttp://www.exploratorium.edu/memory/braindissection/index.html
This site provides images of a sheep brain dissection.
Science in the Newshttp://whyfiles.org/
This site provides articles on science items that have been in thenews. Several articles on nicotine addiction can be found throughthe Search button.
44
ReadingList
45
Brain Facts: A primer on the
Brain and Nervous System,
Society for Neuroscience, 1993.
How your Brain Works, byAnne D. Novitt-Morino, M.D., Ziff-Davis Press, 1995.
Explorations in Neuroscience
for Children and Adults, BaylorCollege of Medicine, WOWPublications, Inc., 1997.
Figure 1
Figure 2
Figure 3
Figure 4
NEURON
POST-SYNAPTIC NEURON
AXONTERMINAL
Figure 5
REWARD CIRCUIT
Figure 6
Figure 7
This site features questions related to theMind Over Matter materials. Students can
join Sara’s Quest Club and receivefree posters.
www.sarasquest.org
NIHPUBLICATION NO.05-3592PRINTED DECEMBER 1997
REPRINTED 1998, 2002
REVISED JANUARY 2000, MAY 2005.
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
Appendix A: Post Test and Evaluation for Mind Over Matter. The Brain’s Response to Drugs Directions: To receive credits for this course, you are required to take a post test and receive a passing score. We have set a minimum standard of 80% as the passing score to assure the highest standard of knowledge retention and understanding. The test is comprised of multiple choice and/or true/false questions that will investigate your knowledge and understanding of the materials found in this CEU Matrix – The Institute for Addiction and Criminal Justice distance learning course. After you complete your reading and review of this material, you will need to answer each of the test questions. Then, submit your test to us for processing. This can be done in any one of the following manners:
1. Submit your test via the Internet. All of our tests are posted electronically, allowing immediate test results and quicker processing. First, you may want to answer your post test questions using the answer sheet found at the end of this appendix. Then, return to your browser and go to the Student Center located at:
http://www.ceumatrix.com/studentcenter
Once there, log in as a Returning Customer using your Email Address and Password. Then click on „Take Exam‟ and you will be presented with the electronic exam.
To take the exam, simply select from the choices of "a" through "e" for each multiple choice question. For true/false questions, select either "a" for true, or "b" for false. Once you are done, simply click on the submit button at the bottom of the page. Your exam will be graded and you will receive your results immediately. If your score is 80% or greater, you will receive a link to the course evaluation, which is the final step in the process. Once you submit the evaluation, you will receive a link to the Certificate of Completion. This is the final step in the process, and you may save and / or print your Certificate of Completion.
If, however, you do not achieve a passing score of at least 80%, you will need to review the course material and return to the Student Center to resubmit your answers. OR
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
2. Submit your test by mail using the answer sheet found at the end of this package. First, complete the cover page that will identify the course and provide us with the information that will be included in your Certificate of Completion. Then, answer each of the questions by selecting the best response available and marking your answers on the sheet. The final step is to complete the course evaluation (most certifying bodies require a course evaluation before certificates of completion can be issued). Once completed, mail the information, answer and evaluation sheets to this address:
CEUMatrix - The Institute for Addiction and Criminal Justice Studies P.O. Box 2000 Georgetown, TX 78627 Once we receive your exam and evaluation sheets, we will grade your test and notify you of the results. If successful, you will be able to access your Certificate of Completion and print it. Access your browser and go to the Student Center located at:
http://www.ceumatrix.com/studentcenter
Once there, log in as a Returning Customer using your Email Address and Password. Then click on „Certificate‟ and you will be presented with a download of your Certificate of Completion that you may save / and or print. If you would rather have your Certificate of Completion mailed to you, please let us know when you mail your exam and evaluation sheets; or contact us at [email protected] or 800.421.4609. If you do not obtain the required 80% score, we will provide you with feedback and instructions for retesting. OR
3. Submit your test by fax. Simply follow the instructions above, but rather than mailing your sheets, fax them to us at (512) 863-2231.
If you have any difficulty with this process, or need assistance, please e-mail us at [email protected] and ask for help.
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
Answer the following questions by selecting the most appropriate response. 1. The main ingredient in marijuana causes people to experience _______. a. hallucinations b. delusions c. agitation d. depression e. calm euphoria 2. The cannabinoid receptors control ________. a. memory b. thought c. concentration d. time perception e. all of the above 3. The area of the brain for taste lies in the lateral _____________. a. crag b. fissure c. chasm d. crack e. fracture 4. Anandamide is a name that comes from Sanskrit meaning _______. a. pain b. joy c. bliss d. anger e. fear 5. THC can be used to treat nausea associated with chemotherapy and stimulate appetite in: a. cancer cases b. TB cases c. Parkinson‟s wasting syndrome d. AIDS wasting syndrome e. Alzheimer‟s wasting syndrome 6. Two important effects produced by opiates are _________ and ________. a. fear, pain b. fight, flight c. excitement, depression d. pleasure, pain relief e. anxiety, dysthymia
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
7. Once in the brain, heroin is rapidly converted to ____________ . a. cocaine b. morphine c. THC d. PCP e. meth 8. When someone overdoses on heroin, the person can stop: a. eating b. talking c. breathing d. sweating e. urinating 9. The blocking of pain messages to the brain is known as: a. tripping b. blockesia c. withdrawal d. rush e. analgesia 10. The technology of ___________ has enabled scientists to copy genes that make receptors. a. MRI b. neuron fracturing c. cloning d. DNA e. cryogenics 11. Inhalant users are at risk for: a. DSS b. SSD c. SDD d. DSD e. SDS 12. Use of inhalants can cause: a. hepatitis b. liver failure c. muscle weakness d. aplastic anemia e. all of the above
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
13. By using ____________ , researchers have discovered that there are marked structural changes in the brains of chronic inhalant abusers. a. MRI b. neuron fracturing c. cloning d. DNA e. cryogenics 14. When inhalants enter the brain and body, they are attracted to: a. blood b. bones c. muscle tissue d. fatty tissue e. none of the above 15. The deterioration of myelin interferes with the rapid flow of __________ from one nerve to another. a. electrical impulses b. messages c. blood d. pulses e. none of the above 16. Which of the following can be addictive? a. LSD b. psilocybin c. mescaline d. PCP e. none of the above 17. Which of the following is an effect of LSD? a. emotional swings b. altered perceptions c. delusions d. hallucinations e. all of the above 18. Which of the following is not an effect of MDMA? a. confusion b. depression c. hyper-alertness d. severe anxiety e. sleep problems
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
19. PCP can mimic the symptoms of: a. schizophrenia b. psychopathy c. neurasthenia d. antisocial personality e. multiple personality 20. Steroids are able to alter the functioning of the: a. liver b. kidneys c. heart d. brain e. all of the above 21. People who take anabolic steroids can exhibit violent behavior, impairment of judgment, and ______________ . a. narcolepsy b. psychotic symptoms c. psychopathic symptoms d. neurasthenia e. dissociative identity disorder 22. Taking anabolic steroids can increase the amount of ___________ in the body. a. lead b. MDMA c. PCP d. cholesterol e. mercury 23. Stimulant drugs include ________. a. cocaine b. crack c. amphetamines d. caffeine e. all of the above 24. The process where the excess dopamine that accumulates in the synapse causes the neurons to decrease the number of receptors they make, is called _____________ regulation. a. up b. desist c. down d. depletion e. craving
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
25. Cocaine and other stimulants _____________ the heart muscle. a. bypass b. flood c. starve d. overload e. slow down 26. Methamphetamine ______________ the dopamine transporter. a. fools b. circumvents c. undermines d. blocks e. chelates 27. ______________ receptors are present in many brain structures. a. Chlorophyll b. Chloramine c. Cholinergic d. Colo-genic e. Choleric 28. When nicotine enters the brain, it can __________ the normal functioning of the brain. a. circumvent b. improve c. expand d. disrupt e. accelerate 29. The ___________ subunit has been implicated in nicotine addiction. a. alpha b. beta c. delta d. theta e. kappa 30. At least __________ percent of smokers would like to quit, but fewer than _____________ percent who try are successful. a. 75, 25 b. 60, 40 c. 50, 50 d. 40, 60 e. 90, 10
Mind Over Matter. The Brain’s Response to Drugs Teacher’s Guide
31. Cigarette smoking kills ____________ people in the U.S. each year. a. 600,000 b. 500,000 c. 400,000 d. 300,000 e. 200,000 32. Methamphetamine is an addictive drug that belongs to a class of drugs known as ______________ . a. depressants b. stimulants c. analgesics d. anticonvulsants e. antipsychotics 33. Long-term effects of methamphetamine can include: a. stroke b. anxiety c. confusion d. paranoia e. all of the above 34. Long-term effects of methamphetamine can include: a. delusions b. mood disturbances c. auditory hallucinations d. violent behavior e. all of the above 35. The brains of former methamphetamine users show similar patterns to that seen in ____________ disease. a. Alzheimer‟s b. Parkinson‟s c. TB d. cancer e. MBD
Fax/Mail Answer Sheet CEU Matrix - The Institute for Addiction and Criminal Justice Studies
Coursework
Test results for the course “__________” If you submit your test results online, you do not need to return this form.
Name*:_________________________________________________ (* Please print your name as you want it to appear on your certificate)
Address: _____________________________________________ City: _____________________________________________ State: _____________________________________________ Zip Code: _____________________________________________ Social Security #*: ____________________________________ (*Most certifying bodies require a personal identification number of some sort – last 4 digits or License is perfect.)
Phone Number: ____________________________________ Fax Number: ____________________________________ E-mail Address: ____________________________________ On the following sheet, mark your answers clearly. Once you have completed the test, please return this sheet and the answer sheet in one of the following ways:
1. Fax your answer sheets to the following phone number: (512) 863-2231. This fax machine is available 24 hours per day. OR
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CEU Matrix - The Institute for Addiction and Criminal Justice Studies P.O. Box 2000 Georgetown, TX 78627
You will receive notification of your score within 48 business hours of our receipt of the answer sheet. If you do not pass the exam, you will receive instructions at that time.
Name: _________________________________________________________ Course: __________
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CEU Matrix – The Institute for Addiction and Criminal Justice Studies Course Evaluation – ____________
The final step in the process required to obtain your course certificate is to complete this course evaluation. These evaluations are used to assist us in making sure that the course content meets the needs and expectations of our students. Please fill in the information completely and include any comments in the spaces provided. Then, if mailing or faxing your test results, return this form along with your answer sheet for processing. If you submit your evaluation online, you do not need to return this form. NAME:___________________________________________________________ COURSE TITLE: __________ DATE:_____________________________
COURSE CONTENT
Information presented met the goals and objectives stated for this course
Start Over Needs work Good Very Good Excellent
Information was relevant Start Over Needs work Good Very Good Excellent
Information was interesting Start Over Needs work Good Very Good Excellent
Information will be useful in my work Start Over Needs work Good Very Good Excellent
Format of course was clear Start Over Needs work Good Very Good Excellent
POST TEST
Questions covered course materials Start Over Needs work Good Very Good Excellent
Questions were clear Start Over Needs work Good Very Good Excellent
Answer sheet was easy to use Start Over Needs work Good Very Good Excellent
COURSE MECHANICS
CEU Matrix – The Institute for Addiction and Criminal Justice Studies Course Evaluation – ____________
Course materials were well organized Start Over Needs work Good Very Good Excellent
Materials were received in a timely manner
Start Over Needs work Good Very Good Excellent
Cost of course was reasonable Start Over Needs work Good Very Good Excellent
OVERALL RATING
I give this distance learning course an overall rating of:
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FEEDBACK
How did you hear about CEU Matrix?
Web Search Engine Mailing Telephone Contact E-mail posting Other Linkage FMS Advertisement Other: _________________________
What I liked BEST about this course:
I would suggest the following IMPROVEMENTS:
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________ minutes were spent on this course.
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