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.........,
Page 14

Biopac Student Lab

v.
I. .

DATA ANALYSIS
Detailed Explanation of Steps

.. F~ST TRAC~ Data AnfliY!>is ....

Entei.the ~~~ew Savei"b.~~()d~~Enter

-..

the Review Saved Data mode from the Lessons menu.

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The data window
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should come up the same as Fig. 4.10.
...

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2.

Setup your display windowforoptimal viewing of the entire recording:

The following Autoscale Autoscale Zoom Tool

tools help you adjust the data window: horizontal waveforms Zoom Previous Horizontal(Time) Vertical

Scroll Bar Scroll Bar from the

(Amplitude)

Turn Grids ON and OFF by choosing File menu.

Preferences

3.

Set up the measurement boxes as foUows:

Channel Measurement

cn I
CH40 CH41 CH40

The measurement boxes are above the marker region in the data window. Each measurement has three sections: channel number, measurement type. and result. The first two sections are pulldown menus that are activated when you click on them.

stddev stddev mean Freq

Brief definition

of measurements:

iW

stddev: standard

deviation will be higher if there is a lot of activity and lower if there is less. The advantage of the stddev measurement is that extreme values or artifacts do not unduly influence the measurement.

mean: displays the average value in the selected area. Freq: converts the time segment frequency in cycles per second
of the selected area to

Note: The Freq measurement applies to all channels since it is calculated from the horizontal time scale. The "selected area" is the area selected (including the endpoints). by the I-beam tool

nata Anal~'sis continues ...

Page 2

Lesson 3: EEG I

Biopac Student Lab

I. INTRODUCTION
The brain is encased by the cranium, bones of the skull which immediately cover and protect brain surfaces. A thin cover of skin, called the scalp, covers most of the cranium. The largest part of the brain immediately beneath the bones of the cranium is the cerebral cortex. The cerebral cortex is composed of nerve cells (neurons), many of which are functionally connected to each other. and connected to other parts of the brain. Electrical activity in the form of nerve impulses being sent and received to and from cortical neurons is always present even during sleep. In a biological sense (as well as a medical or legal sense), absence of electrical activity in the human cerebral cortex signifies death. Functions of the cerebral cortex include abstract thought reasoning, voluntary and involuntary control of skeletal muscle, and the recognition and differentiation of somatic, visceral. and special sensory stimuli. Specific regions of the cerebral cortex process or generate various kinds of information. For example, the occipital lobe processes visual information while the parietal lobe processes somatosensory information such as cutaneous pain or temperature (Fig 3.1).

Central sulcus Frontal lobe Parietal lobe

Occipital

lobe

Cerebellum Temporal lobe

Fig 3.1 Regions of the brain The sensory information is relayed from the periphery through lower centers in the brain, and then the information is sent to various regions of the cerebral cortex. Since the cerebral cortex is just under the cranium, electrodes placed on the scalp above the various regions of the brain can detect the electrical activity associated with functioning neurons. The recording of the brain's activity obtained by using electrodes is called electroencephalogram or EEG (electro = electrical. cnce pheh: = brain. gram = record). An ITer electrode will mainly detect the activity in the brain region just under it. Nevertheless, the electrodes receive the activity trom thousands of neurons. In fact. one square millimeter of cortex has more than 100,000 neurons. Since each region of the cerebral cortex of an alert person is busy receiving, integrating. and sending many impulses. this activity is detected in the IT(I. (For more information about waveforms. see the Orientation chapter.)

Biopac Student Lab

Lesson 3: EEG I
with electrical activity occurring simple, periodic waveforms in an EEG.

Page 3

It is only when the input to a region is synchronized

time that you begin to distinguish

at the same

IiJ::.l

ln

1929, an Austrian physician named Hans Berger discovered that electrodes placed on the scalp could detect various patterns of electrical activity. After verifying that the recordings were indeed recording from the brain, and were not artifacts of muscle or scalp, scientists began to study these "brain waves". Today, the EEG is still a medically useful recording for brain function. In medical and basic research, the correlation of particular brain waves with sleep phases, emotional states, psychological profiles, and types of mental activities is onqoinq.

Four simple periodic rhythms recorded in the EEG are alpha. beta, delta, and theta. These rhythms are identified by frequency (Hz or cycles/see) and amplitude (Table 3.1). The amplitudes recorded by scalp electrodes are in the range of microvolts (~V or 1/1.000,000 of a volt). Table 3.1 Typical Frequencies and Amplitudes of Synchronized Brainwaves
o

Typicai Amplitude (JlV)

alpha beta delta theta 8-13 13-30 20-200

5-10
20-200

1-5
4-8

10

measurements shown in Table 3.1 are those values reported in clinical settings. In a classroom setting. the amplitudes may be much lower.

Note: The amplitude

Alpha
The four basic rhythms have been associated with various states. In general. the alpha rhythm is the prominent EEG wave pattern of an adult who is awake but relaxed with eyes closed. Each region of the brain has a characteristic alpha rhythm but alpha waves of the greatest amplitude are recorded from the occipital and parietal regions of the cerebral cortex. Results from various studies indicate that:
).>

females tend to have higher mean frequencies

of alpha waves than males subjects with

);. alpha wave amplitudes ,. alpha wave amplitudes the eyes closed

are likely to he higher in "outgoing" vary with the subjects attention

to mental tasks performed

In general. amplitudes of alpha waves diminish when subjects open their eyes and are attentive to . external stimuli although some subjects trained in relaxation techniques can maintain high alpha amplitudes even with their eyes open.

-Page 4

Lesson 3: EEG I

Biopac Student Lab

Beta
Beta rhythms occur in individuals who are alert and attentive to external stimuli or exert specific mental effort, or paradoxically, beta rhythms also occur during deep sleep, REM (Rapid Eye Movement) sleep when the eyes switch back and forth. Notice that the amplitude of beta rhythms tends to be lower than for alpha rhythms. This does not mean that there is less electrical activity, rather that the "positive" and "negative" activities are starting to counterbalance so that the sum of the electrical activity is less. Thus, instead of getting the wave-like synchronized pattern of alpha waves, desynchronization or alpha block occurs. So, the beta wave represents arousal of the cortex to a higher state of alertness or tension. It may also be associated with "remembering" or retrieving memories.

Delta and Theta

Delta and theta rhythms are low-frequency EEG patterns that increase during sleep in the normal adult. As people move from lighter to deeper stages of sleep (prior to REM sleep), the occurrence of alpha waves diminishes and is gradually replaced by the lower frequency theta and then delta rhythms. Although delta and theta rhythms are generally most prominent during sleep, there are cases when delta and theta rhythms are recorded from individuals who are awake. For example. theta waves will occur for brief intervals during emotional responses to frustrating events or situations. Delta waves may increase during difficult mental activities requiring concentration. In general. the occurrence and amplitudes of delta and theta rhythms are highly variable within and between individuals.

Electrode positions
to the brain region below that area of the scalp: and occipital. In the bipolar method. the EEG is measured from a pair of scalp electrodes. The pair of electrodes measures the difference in electrical potential (voltage) between their two positions above the brain. A third electrode is put on the earlobe as a point of reference. 'ground". of the body's baseline voltage due to other electrical activities within the body. In todays lesson. you will record an ErG using the bipolar method. Electrode positions have been named according

frontal. central (sulcus). parietal. temporal.

Page 2

Biopac Student Lab

I. INTRODUCTION
The brain constantly receives sensory input and integrates the information. The sensory infonnation is relayed from the periphery through lower centers in the brain, and then the information is sent to specific regions of the cerebral cortex where it is processed. For example, the occipital lobe processes visual information while the parietal lobe processes non-visual. sensory information such as cutaneous pain (Fig 4.1). If you choose to, you can direct your attention to particular bits of sensory information: you can access memories associated with the sensory information: or you can selectively ignore this sensory input.

Central sulcus Frontal lobe Parietal lobe Occipital lobe Temporal lobe

Fig.4.1 The blood/brain barrier separates cerebral spinal fluid from the blood. Oxygen. glucose. and carbon dioxide can cross the blood/brain barrier, but the hydrogen ion can not. The brain requires oxygen and glucose for energy. Without a relatively constant source of oxygen and glucose. the brain ceases to function. Levels of carbon dioxide in the spinal fluid can change the pH of the spinal fluid, which can in turn change the body's respiration rate. Because brain activity is related to ions and charge movement. this activity can be detected by electrodes. The record of the brain's activity is called an electroencephalogram (EEG) from the root words of electro (electrical), encephala (brain). and ~"(/II/ (record). The EEG records variable between Simpler patterns cortex. The more ~ \ the electrical activity on the surface of the cerebral cortex. adults, although under certain conditions, the EEG exhibits in the EEG occur when many cells synchronize their input synchronized the charge movement. the more rhythmic the The EEG is complex and simpler. rhythmic activity. to the surface of the cerebral EEG.

Your EEG changes as you grow. The development of EEG is rapid with newborns. As neural development proceeds, the EEG recorded from the posterior regions of the brain of an infant of 3-4 months begins to resemble EEGs recorded from the posterior region of adults. The difference is that the 3-4 month old infants have EEGs in the frequency range of 3-4 Hz, whereas adults tend to have average frequencies of 10Hz. By the time the infant is one year old, the posterior region EEG is approximately 6 Hz, by three years, 8 Hz, and by 13-14 years (puberty), the average frequency is 10 Hz (similar to adults). patterns is the alpha rhythm. The alpha rhythm is characterized by a frequency of 8-

One of the simpler

I J Hz and amplitudes of 20-200 p V. Each region of the brain has a characterist ic frequency of alpha rhythm. Alpha waves of the greatest amplitude tend III he recorded from the occipital and parietal regions of the cerebra I cortex.

Lesson 4: EEG II

Page 3

Just as the EEG is variable depending on the mental state of an individual, the frequency and amplitude of alpha rhythms within an individual change. In general, the alpha rhythm is the prominent EEG wave pattern of an adult in a relaxed, inattentive state with eyes closed. More specific conditions of alpha rhythms are listed below:

>-

Hyperventilation (breathing abnormally quickly and deeply) causes the gas composition of the blood to change. During hyperventilation, the carbon dioxide levels of the blood fall, pH levels increase, and blood pressure decreases. These effects of hyperventilation are associated with changes in brainwave activity. With hyperventilation, the overall electrical activity of the brain increases, with the amplitude of the alpha rhythms often increasing as well. Females tend to have higher mean frequencies of alpha waves than males, although the differences are small. Frequency may affect the speed of "remembering" during memory tests and may be approximately I Hz higher for high-scoring subjects than subjects who scored lower. Amplitudes tend to be higher in subjects who are more "outgoing" and extroverted. Amplitudes vary with the difficulty of mental tasks performed with the eyes closed. Amplitudes of alpha waves diminish when subjects open their eyes and are attentive to external stimuli. Thus, instead of getting the wave-like synchronized pattern of alpha waves, desynchronization occurs . Amplitudes increase when subjects are less alert and tend to be higher from 1:304:30 p.m.

>);>

, ~ ,

.,

In this lesson, you will record the EEG and alpha rhythm under several conditions. At the same time. the root-mean-squared of the alpha rhythm (aJpha-RMS) and an "alpha thermometer" will be displayed. Alpha-RMS and the "alpha thermometer" are indices of the activity levels of the alpha rhythm.

II. EXPERIMENTAL OBJECTIVES

I) To record an EEG from an awake. resting subject under the following conditions: a) Relaxed with eyes closed:

b) Performing mental arithmetic with eyes closed: c) d) 2) Hyperventilating (breathing quickly and deeply) with eyes closed: Relaxed with eyes open.

To examine differences in the level of alpha rhythm activity during mental arithmetic and hyperventilation. compared to the control condition of eyes closed and relaxed.

Page 4

Biopac Student Lab

III. MATERIALS
~ ,. ,. BIOPAC electrode lead set (SS2L) BIOPAC disposable vinyl electrodes (EL503), 3 electrodes per subject BIOPAC electrode gel (GEL I) and abrasive pad (ELPAD) or Skin cleanser or alcohol prep ,. ;,. ., ., ,. ., Lycra" swim cap (such as Speedo" brand) or supportive wrap (such as 3M Coban" Self-adhering Support Wrap) to press electrodes against head for improved contact. Cot or lab table and pillow Computer system Biopac Student Lab software v3.6.7 PC or v3.0.7 Mac or greater BIOPAC acquisition unit (MP30) BIOPAC wall transformer (ACIOOA) BIOPAC serial cable (CBLSERA) or USB cable (USB IW) if using a USB port.

Lesson 4: EEG II

Page 5

IV.
)0>

EXPERIMENTAL METHODS
Overview

As you complete the Experimental Methods (Set Up, Calibration, and Recording) and the Analysis, you may need to use the following tools and/or display options. The window display shown below is only a reference sample - it does not represent any lesson specific data. The sample screen shows 3 channels of data and four channel measurement boxes, but your screen display may vary between lessons and at different points within the same lesson.
channel measurement boxes
(channcl e measurementrype resuh)

marker
JohnB.102

marker tools

channel boxes
(Data analysis Illude only)
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I

1_.. .
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J.3 P"

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o
4IJOOOO~

Jl

marker label

vertical scales

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channel labels
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~
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ra eeo
c:orods ", j= :';: ,. >UO

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vertical (amplitude) scroll bar

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-, ...

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... ",:,,:

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horizontal (time) scroll har horizontal scale

selection tool

zoom tool

I-Beam cursor

The symbols

explained

below are used throughout

Experimental

Methods

and Analysis.

m
!IilI
V
,

Key to Symbols
If you encounter Orientation a problem or need further explanation of a concept. refer to the Chapter for more details. in the associated step needs to be recorded in the Data Report (in the

The data collected

section indicated by the alpha character). You can record the data individually by hand or choose Edit> Journal> Paste measurements to paste the data to your journal for future reference. Most markers and labels are automatic. Markers appear at the top of the window as inverted triangles. This symbol is used to indicate that you need to insert a marker and key in a marker label similar to the text in quotes. You can insert and label the marker during or after acquisition. On a Mac. press "ESC" and on a Pt,', press "F9:' is presented in a two-column
STEPS

Each section

format. as described

below.

FAST TRACK

DETAILED EXPLANATION OF STEPS

This side of the lesson (left, shaded column) is the "fAST TRACK" through the lesson, which contains a basic explanation of each step.

This side of the lesson contains more detailed information to clarify the steps and/or concepts in the FAST TRACK. and may include reference diagrams. illustrations. and screen shots.

Page 6

Biopac Student Lab

--

A.

SET UP
Detailed
The desktop appear.

Explanation

of Set Up Steps
If it does not

should appear on the monitor. instructor

ask the laboratory

for assistance.

Plugs into Channel

4. _'T~ritjlieM~J,O Data:'Atquisition

..:;.,:.,..r .. ,
/y -assume a relaxing .

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.-

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't-~~

SS2L Electrode Lead Set Fig. 4.2

ON.:'.' - . -

Unit ..
A supine position with the head resting comfortably but tilted to one side is recommended. The best recordings occur when the subject is relaxed throughout the session.

5.

Have thesubject position.

6,

Position electrodes on the scalp. Fig 4.3 shows a sample configuration.

RED Lead

~==IMPORT

AN~T~~I~I

Electrode adhesion to the scalp is crucial for obtaining a meaningful EEG recording.

Fig. 4.3

Hints for obtaining

I.

optimal

data:

As much as possible. move the hair <may from the electrode adhesion area. Otherwise the hair will pull the electrodes up, away from the scalp . Apply pressure to the electrodes the initial placement. for about I minute alter

.., 1

Subject should try to remain still because blinking and other movement \\ ill affect the recording of all four

rhv thms.
--L Despite your best efforts. electrode adhesion may not be strong enough to record data. If so. another subject or different electrode placement may be necessary.

t liiiiiiiiiiiiiiSiil'iiiil;;;;illii;) iiinii"iil'iisii' iiciioiiniit 'ii'iiiiiiiiiiiiil

Lesson 4: EEG II
5.

Page 7 Wrap the subject's head to secure electrode placement.

Guidelines for electrode placement: a)

The placement of the scalp electrodes can vary (within limits) depending on your instructor's or the subject's preference.

b) Keep the electrodes on one side (right or left) of the head. c) For this lesson, you will focus on the occipital lobe, and should use a placement similar to Fig. 4.3.

d) The third electrode is the ground electrode and is connected to the earlobe (position "c"), Although the adhesive collar is larger than the earlobe, it can be folded under the ear for proper adhesion. Alternately, the ground electrode can be placed on the facial skin behind the earlobe. The pinch connectors work like a small clothespin, but only latch onto the nipple of the electrode from one side of the connector. Drape the electrode cables over the head so that they are not pulling on the electrodes. Place a Lycra" swim cap or supportive wrap on the Subject's head to press the electrodes against the scalp with a constant pressure. Subject should not hold electrodes against scalp. Ideally, the room should be reasonably quiet to help the subject mentally relax. This 5-minute period is also important to give the electrodes time to establish contact with the surface of the skin.

11. Choose Lesson 4 (L04-E.EG.;.2).

:.

",

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":

w w
Use a unique idcntificr.lW This ends the Set Up procedure.

12. Type in your filen~e.

! ,"'

13. Click OK.

I__

E_N_D_O_F_S_E_T _U_P _

~_I

Page 8

Biopac Student Lab

B.

CALIBRATION

The Calibration procedure establishes the hardwares internal parameters (such as gain, offset, and scaling) and is critical for optimum performance. Pay close attention to the Calibration procedure. Detailed Explanation of Steps

The Calibrate window.

button is in the upper left comer of the Setup

A window will pop up, requesting that you check the electrode attachments one last time. This will begin the calibration procedure. The BIOPAC Student Lab will begin recording data and use it to calculate optimal settings for the subject. The calibration procedure will stop automatically after 8 seconds. At the end of the 8-sec calibration recording, your screen should resemble Fig. 4.4.
:'.' . -'

/"-.

"

t-..

n
R.,ord]

104-((6-1

I Redo Calibration 1
1000 500 0

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-500 0 -1000
00 00

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Fig. 4.4 ~ ~ If similar. proceed to Recording section.

the.Data

There should be a relatively flat line (as in Fig. 4.4). If the data shows any large spikes, then you must redo calibration by clicking on the Redo Calibration button and repeating the entire calibration sequence.

If different, Redo Calibration.

END OF CALIBRATION

Lesson 4: EEG II

Page 9

C.

RECORDING LESSON DATA

Detailed Explanation of Steps
will You will record the Subject in four conditions: the Subject perform tasks in the intervals between recordings. Segment Segment Segment Segment I234 Relaxed with eyes closed mental math with eyes closed from hyperventilation with eyes

Performing Recovering closed Relaxed

with eyes open.

In order to work efficiently, read this entire section so you will know what to do for each recording segment. The Subject should remain in a supine position relax while you review' the lesson. and continue to

Check the last line of the journal and note the total amount of time available for the recording. Stop each recording segment as soon as possible so you don't use an excessive amount of time (time is memory).
-"00-.

rn

Hintsfor obtaining optimal data:

a) b) c) It is important that you pay attention to the specific instructions for each recording segment. Good electrode contact is essential and increase signal amplitude. to minimize noise

The Subject should lie still and should not blink during the "eyes open" segment. Best results are obtained if the eyes remain still at all times. The Subject should not talk during any of the recording segments. and should not verbalize answers to the mental arithmetic. The alpha signal will be increased during the relaxation segment if the Subject concentrates on breathing slowly and/or relaxing muscles. For the mental math segment: the Director should prepare by coming up with a math problem before recording begins. The math problem should be challenging but not too difficult. e.g. take the number two and double it. double again. double again. divide by three. multiply by fifteen. divide by seven. multiply by twelve. The point is to make the Subject really work to get the answer. not to stump the Subject or make them give up. The math problem should require a minimum of twenty seconds.

d)

e)

t)

Before the recovery from hyperventilation segment: the should breath quickly and deeply for two minutes. as if they had just finished exercising and needed air. The Subject should not be hyperventilating during liiiiiiiiiiiiRiiiiieiiciioiirdiiiiiin;;igi;;;;;;ciioiiniitiiiniiuiieiisii'ii"iiiiiiiiii;;;;i~ the recording. g)

Subject

Page 10

Biopac Student Lab Subject relaxed with eyes closed (Control)

The recording will begin.

Note: The graph window will resize and the Input values
window will appear on the right side of the graph window. The Input values window displays the alpha-RMS value in a thermometer-like bar display. and can be used as a visual aid to determine fluctuations in alpha-RMS activity. It is only displayed when data is recorded, and does not show in the Review Saved Data mode.
llOi! Input lJolues ~0~

/;~;{'y!,i\,f .. ,........
." .:;/.:
~ ,~,,~.~:~::.~. '. . ".:. i.";

Fig. 4.5

3. .Record for 10 seconds.

l. -.'

Subject

should be relaxed

with eyes closed (seconds 0-10).

4. : Click on Suspend. 5:.' Review the data on the screen. ~; .If cotrect, go to Step 6.
".a,.

The recording should halt. giving you time to review the data and prepare for the next recording segment. If all went well. your data should look similar to Fig. 4.6 and you can proceed to Step 6. ;0
IResumel
sc

l04 [(6 2 ~ ~

n ncoe

1=

[SClnon.)=

JInon.I=
-0 00

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't'

r
s:
0 0

~~
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~

-0.0000 20.00

~
0

---------

1000

soo ---------

0.000 '50

'00 seconds

L"III~
IQI ell;}]

Fig. 4.6 Relaxed.

Eyes Closed

If incorrect, click on Redo.

The data would be incorrect a) b) the suspend

if: prematurely a large baseline drift.

button was pressed

an electrode peeled up causing spike. or loss of signal.

c) d)

the subject did not follow the proper procedure. The subject had too much EMG artifact.

In this case. you should redo the recording. by clicking. on "Redo" and repeating Steps 2-5. Note that once you press Redo. the data you have just recorded will be erased.

Recording continues.,; ~~~~

--

Lesson 4: EEG II
Performing Mental Mat"

Page 11

Director prepares the math problem (see Hints above). Subject remains relaxed with eyes closed. The recording will continue from the point where it last stopped, and a marker labeled "Mental Arithmetic" will automatically come up when Resume is pressed. Director should give the Subject a set of mental arithmetic problems. Subject should perform mental arithmetic as posed by the Director and keep eyes closed. Subject is performing mental math (seconds 11-30). The recording should halt, giving you time to review the data and prepare for the next recording segment. If all went well, your data should look similar to Fig. 4.7 and you can proceed to Step 12.
10
LD4 [[6-2

Resume I ~
sc j . IMento I Ari thllletic

[Done]
5cl 1= ... ~= .....-{-o.oo =5 ~ =ft

w ~~-

f-=r+-

L'*o

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~:; -:

-+-__

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---------------------1':::20""'.00::::--,,;:,:;

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I~~
15.0

~./'~.~onds

~
2S 0

'-oooo'~ 30 0 X

IQ.

Fig. 4.7 Mental Math, Eyes Closed

)or

If incorrect. click on Redo.

The data would be incorrect for the reasons in Step 5. If incorrect, you should redo the recording by clicking on "Redo" and repeating Steps 7-1 I. Note that once you press Redo, the data you have just recorded will be erased.

Recording continues...

~iiiiiiiiiiiiiiiiiiiiiiiiiiiiii_

Page

\2

Biopac Student Lab Segment J

After Hyperventilation

12.

hyperven~~a~~ -(<?i~9.~JIiMf~ .. ~'t~(.

Director.~~v!~.,~~~~t~:.~~,~ .. _ \:..
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Director advises Subject to hyperventilate Subject should Hyperventilate

(see Hints). with eyes closed.

for two minutes

1P__

Hyperventilation can make the Subject dizzy and light headed. The Subject should be sitting down, and the Director should be watching him/her. Stop the procedure if the Subject starts to feel sick or dizzy .
.....
"

It is important that you Resume recording as quickly as possible after the Subject has hyperventilated. However, it is also important that you do not click Resume while the Subject is hyperventilating or you will capture EMG artifact.

13.ClickonR"~~.;~~:,

The recording will continue from the point where it last stopped. and a marker labeled "After Hyperventilation" will automatically come up when Resume is pressed.

14.Record

for recovering from h)yef\;entilati.on. ..

10~~b~alfhiesubjectis

Subject should be in a relaxed state with eyes closed. recovering.

from hyperventilation. The recording next recording should halt. giving you time to prepare segment. for the

15. Click on Suspend.

16. Review the data on the screen.

II' all went well. your data should you can proceed to Step 17.

look similar to the Fig. 4.8 and

~D
Resumel~~

l04-HG

0~
~:

@]~= ~ If correct, go

@]~.
vf~ h',IPet'"venti

lotion

I ~ 1.\ ...
0-000

to' Step

17.

~
0 0 0

'5

J:

-0 DODD 2000

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'l5

"iI'-.~/-~-.~/---~'J
20.0

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30 0 seconds

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35.0 40.0

0.000

3~ {).191

25 0

I><C<

.... /,.,:

..

DI X 10..

'il'"

."iT

01

Fig. 4.8 Recovering

from Hyperventilation. for the reasons

Eyes Closed

If incorrect. click on

Redo.

The data would he incorrect

in Step 5.

Note: It is normal to have some baseline hyperventilation. as shown in Fig. -1.8. If incorrect. you should redo the recording

drift after

by clicking

on

"Redo" and repeating Steps 12-16. Note that once you press Redo. the data you haw just recorded will be erased.

Recording continues...

~~~iiiiiiiiiiiiiii~

Lesson 4: EEG II
Eyes Open Director should advise Subject to open his/her eyes. Subject should remain relaxed but open his/her eyes.

Page 13

The recording will continue from the point where it last stopped, and a marker will automatically come up when Resume is pressed, but the Recorder needs to key in the marker "Eyes Open" label.

Subject should be in a relaxed state with eyes open and try to

not blink. The recording should halt.

Ifall went well, your data should look similar to the Fig. 4.9 and you can proceed to Step 22.
lD IResumel~~ sc I no,..
ey~ open

L04-EEG-2

0-

1=

[SC)non.J=

of~,.......
~ 'V

450

[SC)non.J=
14 I ~IOY
000 :>

s:

-0.0000 20.00

ti

I~~
35.0

~
40.0 seconds
;)UU

0.000

3~ 00elQ:

nII~

Fig. 4.9 Relaxed, The data would be incorrect

Eyes Open in Step 5.

for the reasons

If incorrect, you should redo the recording by clicking on "Redo" and repeating Steps 18-21. Note that once you press Redo, the data you have just recorded will be erased. A pop-up window with four options choice, and continue as directed. If choosing a) the "Record from another will appear. Make your

subject"

option: the

Attach electrodes per Set Up Step 5 and continue entire lesson from Set Up Step 8. Each person will need to use a unique file name.

b)

2l. Remove the electrodes.

END OF RECORDING

Remove the electrode cable pinch connectors, and peel off the electrodes. Throw out the electrodes (BIOPAC electrodes are not reusable). Wash the electrode gel residue from the skin, using soap and water. The electrodes may leave a slight ring on the skin for a few hours. This is normal, and does not indicate that anything is wrong.

,-a
t t t
t

Lesson 4: EEG II

Page 15
Fig. 4.11 shows an example of the selected area. The first data segment is the area from Time 0 to the first marker.
.0
lllilllamM-L04

a
a a a
'..>

Fig.4.11

eachof~e da~ Segm~nts..

.1;'_~.:;~:Jj[;.';i:'-',;f'. ...
6'. zoGnim onsmalf'secnoiiofthe

~ ~ ~ ~ ~ ~ ~ ~ ~ ~

S~gm~qtl(i~t4;,::,,

Be sure to zoom in far enough frequency of the alpha wave.

so that you can easily measure

the

7:' U~th~'I:'Beamcursor toselect an area fromone ~ak to the next in the alpha band [ell 40]. .

Fig. 4.12 shows a sample setup for measuring the alpha band [CH 40].
.0
WllliamM104 __

the frequency

in

IllB
- .-.~~seco-cs

~'''oooo=-----T:OO)=--~i7-'i-

Fig.4.12

~
~ ~ ~ ~ ~ ~ ~ ~

8.

Save or print the data file.

Y Oll may save the data to a floppy drive. save notes that are in the journal. or print the data file.

Wi

9. Exit the program.

END OF DATA ANALYSIS

I
ENIl OF LESSON 4 the Lesson 4 Data Report that follows.

Complete

I I
I