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Sample Essay Paper on Brain Structure and Functions

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Sample Essay Paper on Brain Structure and Functions

In the structure of the brain, there are various parts that are interconnected to allow the full functionality of the brain. The brain is divided into various sections which helps to support the whole structure of the body in terms of coordination. These sections include, cerebellum, cerebrum, limbic system and the brains stem. It should be noted also that the nervous system of the body forms the communication and the decision center of the body. The brain is part of the central nervous system. through the nervous system, the brain controls the body parts like the ear, the nose, eyes and the skin which the main sensory organs of the body which controls the communication (Carlson, 2016).

The brain consists of the forebrain, hindbrain and the midbrain. The forebrain consists of the thalamus, the cerebrum and the hypothalamus. The midbrain consists of tegmentum and the tectum. The cerebellum, medulla and the pons forms the hindbrain (Zatorre, Fields, & Johansen-Berg, 2012). Cerebrum forms the biggest part of the brain for which it is known to be associated with the functions such as the actions and thought. The cerebral cortex consists of the sections such as the frontal lobe, the parietal lobe, the temporal lobe and the occipital lobe. The frontal lobe helps in planning, reasoning, movement, emotions, parts of speech and problem solving techniques (Carlson, 2016).

Occipital lobe helps in visual processing. Parietal lobe helps in the orientation, movement, perception of stimuli and the recognition. The temporal lobe helps in the recognition of the auditory stimuli, speech, memory, and perception. Cerebellum is a small part of the brain which is associated with coordination of movement, regulation, posture and balance (Weierink, Vermeulen, & Boyd, 2013). the limbic system is buried inside the cerebrum. It has the function of controlling the emotions of a person through control of the hormones. The limbic system consists of the hypothalamus, thalamus, amygdala, Hippocampus (Correa, et al, 2013). The brain stem is made of the medulla, the pons and the midbrain. The hippocampus has the ability to reproduce high levels of neurons within the brain that helps it to be stable (neurogenesis). The brain can carry out the task switching and not the notion of multitasking. The young brains have the capability of developing neurons at the highest rate (Ersche, Jones, Williams, Turton, Robbins, &Bullmore, 2012).


With the brochure, the students are able to understand certain salient features about their brain that would help them maximize their potential. It for example through this discussion that one understands the important of numerous neurons in the body. The need for any person to drink a lot of water has been explained here as it helps in understanding the various context of neuron development(Carlson, 2016). Aside from neuron system, some of the salient features of hippocampus is that it is able to carry out the neurogenesis which helps in initiating the growth, generation and development of various neurons across the board. It should be noted that the coordination of the brain is solely done by neurons(Zatorre, Fields, & Johansen-Berg, 2012). Therefore, the mastery of how best to manage the sustainability and the growth of neurons is very important in this session. 

It is from this session that the teacher would understand that the brain of any person cannot multitask but they can actually do task switching. During the development of a child therefore, the child should be given one task at a time in order to extensively understand it and master its concepts. Creation of a multitasking environment has the effect of creating a memory loss among the students which stretches the functionality of the neuron (Ersche, Jones, Williams, Turton, Robbins, &Bullmore, 2012). For the students to understand how to grasp the knowledge in the best way possible, they need to understand the importance of doing one thing at a time as it helps in maximizing the utility of the brain.

From the discussion and brochure, it is evident that the brain is part of a larger communications system of the body; central nervous system. This system works properly when the neurons are in place. The nutritional diet that encourages the growth of the brain cells and pertinent areas of the brain like Omega 3 should be advised as a good nutrition for these students. In the discussion, there was the notion of those factors that impede neurogenesis and those that increases its activity (Carlson, 2016). From this discussion, the teachers would understand that neurogenesis has a significant impact on the memory and learning process. The student should therefore have enough sleep to allow for its growth (Zatorre, Fields, & Johansen-Berg, 2012). Additionally, they should endure that they have a high sense of physical exercise and appropriate diet for the same. The fact that neurons develop faster when one is young should encourage the teachers to give more tasks to the students at a tender age to allow for better brain development at every point in time. It is also from this discussion that we understand that glucose and oxygen are very important for the brain functionality and therefore the food that produces these ingredients should be consumed regularly (Ersche, Jones, Williams, Turton, Robbins, &Bullmore, 2012).







Carlson, N. R. (2016). Physiology of behavior. Pearson.

Correa, D. D., Root, J. C., Baser, R., Moore, D., Peck, K. K., Lis, E., … &Relkin, N. (2013). A prospective evaluation of changes in brain structure and cognitive functions in adult stem cell transplant recipients. Brain imaging and behavior, 7(4), 478-490.

Ersche, K. D., Jones, P. S., Williams, G. B., Turton, A. J., Robbins, T. W., &Bullmore, E. T. (2012). Abnormal brain structure implicated in stimulant drug addiction. Science, 335(6068), 601-604.

Greenough, W. T., & Black, J. E. (2013, April). Induction of brain structure by experience: Substrates. In Developmental behavioral neuroscience: The Minnesota symposia on child psychology (Vol. 24, p. 155). Psychology Press.

Kolb, B., Whishaw, I. Q., &Teskey, G. C. (2014). An introduction to brain and behavior (Vol. 1273, p. 873190).

Noble, K. G., Houston, S. M., Brito, N. H., Bartsch, H., Kan, E., Kuperman, J. M., … &Schork, N. J. (2015). Family income, parental education and brain structure in children and adolescents. Nature neuroscience, 18(5), 773-778.

Takeuchi, H., Taki, Y., Sassa, Y., Hashizume, H., Sekiguchi, A., Fukushima, A., & Kawashima, R. (2013). Brain structures associated with executive functions during everyday events in a non-clinical sample. Brain Structure and Function, 218(4), 1017-1032.

Weierink, L., Vermeulen, R. J., & Boyd, R. N. (2013). Brain structure and executive functions in children with cerebral palsy: a systematic review. Research in developmental disabilities, 34(5), 1678-1688.

Zatorre, R. J., Fields, R. D., & Johansen-Berg, H. (2012). Plasticity in gray and white: neuroimaging changes in brain structure during learning. Nature neuroscience, 15(4), 528-536.

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