Navigating fMRI Data Collection

fMRI (Functional Magnetic Resonance Imaging) is a widely-used noninvasive method for characterizing central nervous system function. But how does fMRI differ from MRI? While fMRI scans use the same basic principles as MRI scans, an MRI generates images of the anatomical structure, whereas an fMRI image reveals metabolic function. Thus, MRI scans can reveal abnormalities such as tumors (particularly when combined with “perfusion,” the introduction of a contrasting agent), while fMRI scans are images of the metabolic activity within these anatomic structures.

MR imaging was originated in 1971 by a chemist named Paul C. Lauterbur who developed a mechanism to encode spatial information into a nuclear magnetic resonance (NMR) signal using magnetic field gradients. Lauterbur was the first to realize that a gradient magnetic field would allow observers to acquire two-dimensional images of an object, which could then be stacked to create a three-dimensional view.

In fMRI studies, participants are placed into an MRI scanner via a “bore” shaped like a giant donut. The magnetic resonance generated during the fMRI allows researchers to correlate the functional brain activity that occurs relative to any number of physiological signals, such as ECG, EMG, EEG, EDA, PPG, and NICO (Noninvasive Cardiac Output). In other words, the portions of the brain activated by changes to these functions can be clearly observed in an fMRI study.

Acquiring these body signals while operating in the MRI environment is a delicate dance. Components that are not “MR Safe” must be isolated from the MRI chamber, and specific cabling and filtering is necessary to preserve the quality and clarity of the signals acquired from participants in the chamber. The static magnetic fields generated by the MRI are measured in units of “Tesla” or “T.” One Tesla corresponds to 10,000 Gauss—for comparison, the earth’s magnetic field is 0.5 Gauss or a mere 0.00005 Tesla. Modern MRI machines are typically rated 3T or 7T, with 7T offering a higher resolution image.

Components used inside the MRI chamber must be “MR Safe,” meaning they must be non-metallic, non-magnetic, and non-conducting. MR Safe components (such as the electrodes attached to the participant) are referred to as “radiotranslucent.” During an fMRI recording, it is important to not coil or twist leads, simply run parallel to the subject and the bore, up to the point of subject attachment, where the leads make a right angle to be attached to the point of interest. Furthermore, as an additional safety precaution, any conductive leads placed across a subject should be thermally insulated from bare skin (via clothing or towel).

The amplifiers used for acquiring physiological signals inside the MRI chamber contain specialized filters for optimizing the signal quality, such as those employed by BIOPAC’s MRI Smart Amplifiers. The amplifiers and MP160 System are placed in the control room and connected to the MRI chamber via special cable and filter sets through a “patch panel,” or shielded interface between the MRI control room and the MRI chamber. The amplifiers and other ferrous components are always physically isolated from the MRI chamber.

For an in-depth look at how fMRI works in concert with BIOPAC components, we invite you to view this free on-demand webinar, “Data Collection in the fMRI Environment.”


BIOPAC offers a wide array of wired and wireless equipment that can be used in your research. To find more information on solutions for recording and analyzing signals such as ECG, heart rate, respiration, and more using any platforms mentioned in this blog post, you can visit the individual application pages on the BIOPAC website.

Photo by Jen Theodore on Unsplash

Top 10 Objections to Distance Learning

By: Jasmine Anderson, Biopac Student Lab Product Manager

  1. Simulations are not enough. Students need a practical hands-on lab experience with room to make mistakes.
  2. Internet is not reliable for students or the instructors and reading material alone does not lend to effective learning.
  3. Instructors’ hands are tied with limited budgets for investing in distance learning tools.
  4. Instructors struggle to adapt curriculum to new distance learning programs.
  5. Most lab kits and software are too complicated for students to use without guidance.
  6. Students lose the opportunity to collaborate and troubleshoot together while working in groups.
  7. Many learning tools discourage academic integrity with answers visibly posted online.
  8. Privacy concerns over personal data used in digital lab and simulation tools.
  9. Online e-Learning does not accommodate many learning styles – especially for social and/or kinematic students.
  10. Nothing compares to in-person labs and you won’t find a substitute.

Whether you’ve taught online in the past or are planning for your first time teaching online this fall, most educators agree that it’s not their preferred instruction method. However, the value of online education technology and its innate flexibility became clear this spring when campuses were forced to close early.

Now educators are planning for the fall and are once again having to evaluate how they will meet their learning objectives and goals in an online environment. There’s no question that the landscape of the traditional practical lab is changing, and we are now forced to ask ourselves: what is the “heart” of the practical lab and how can we translate that to the online classroom?

Simulations, virtual labs, and kitchen experiments meet a few of the marks, but none of them touch on the important interpersonal and professional skills gained in the laboratory. How can instructors incorporate communication skills and cooperative learning into the online classroom? And is it even possible to provide that HyFlex (high flexibility) course model given the current online tools?

These are valid and central questions to the new landscape of higher education. After seeing the consequences of the temporary plans put in place by educational institutions in the spring, BIOPAC worked to re-design our student lab systems for the new world of socially distanced learning.

In the old world, students would work around our lab stations in groups, completing guided lessons where they record physiological data from their own bodies. This encouraged cooperative learning, peer-to-peer instruction, and—most importantly—students learned effectively by doing.

With BSL Home, all the above is possible in an online environment. BSL Home includes the same trusted Biopac Student Lab physiology curriculum that is already used in 99% of the top 100 US universities and brings the physiology lab to your students, wherever they are.

BIOPAC can ship BSL Home kits to instructors on campus or directly to a student’s home address. It also comes with affordable purchase options to rent or buy. Unfortunately, the traditional lab is no longer a safe option and simulations or experiments using pipe cleaners and Play-Doh aren’t making the cut.

Practical lab experiments are critical for students that need a Bachelor of Science degree for a career in the medical front line, working in industry, or continuing their education. With BSL Home we can help you preserve your practical lab. For more information on how BSL Home can save your lab this fall, please join us for a live demo and contact us for BSL Home info.

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