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This is to certify that the
thesis entitled

NERVES, SENSES, AND YOU: AN ACTIVITY BASED APPROACH
TO THE TEACHING OF SENSES AND THE NERVOUS SYSTEM

presented by

Kenneth Carl Keyes

has been accepted towards fulﬁllment
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2/05 c:/ClFlC/DateDue.indd—p. 1 5

NERVES, SENSES, AND YOU: AN ACTIVITY BASED APPROACH TO THE
TEACHING OF SENSES AND THE NERVOUS SYSTEM

By

Kenneth Carl Keyes

A THESIS
Submitted to
Michigan State University
in partial fulﬁllment of the requirements
for the degree-of
MASTERS OF SCIENCE
Department of Science and Math Education

2005

ABSTRACT

NERVES, SENSES, AND YOU: AN ACTIVITY BASED APPROACH TO THE
TEACHING OF SENSES AND THE NERVOUS SYSTEM

8)!
Kenneth Carl Keyes

Nerves, Senses, and You: An Activity Based Approach to the Teaching of
Senses and the Nervous System is just what the title says. This thesis is an
explanation of a hands—on activity integrated unit for the teaching of senses and
the nervous system. The labs are centered around a PowerPoint® notes outline
from which students ﬁll in missing information on their outlines. The activities
focus students learning of senses and how they provide input for the nervous
system. The information students are given related to the nervous system
includes; central and peripheral nervous systems, structures of the brain,
structures and functions of the nerves and nerve impulses. The senses activities
start with reaction verses a reﬂex, move to the sense of hearing, vision, taste,
smell, balance and end with the sense of touch. Connections between the
interactions of senses are developed through the laboratory activities. The
assessments used consist of a pre and post test, pre and post lab questions, and
an open ended individual post lab question. The desired outcomes are that
students gain a better understanding of how senses and the nervous system
function together. Students are given various types of learning styles to promote
understanding of the information. Theses styles include; inquiry learning,

cooperative activities, individual learning, and hands-on activities.

To my wife, Julia, for always believing I could accomplish this
To my children, Andrew and Amelia who are my inspiration

To my students past, present, and future

iii

ACKNOWLEDGEMENTS

Norm Jolin, for beginning my hunger for the knowledge of science

Ray Gates and Ron Meyers, for instructing me in the vast amounts of knowledge
Dr. Gail Lillis, for teaching me how to teach science

Dr. Chuck Elzinga and Dr. Jerry Urquhart, for Bio-Camp

Dr. Merle Heidemann and Dr. Ken Nadler, for guidance and patience

iv

TABLE OF CONTENTS

LIST OF TABLES .................................................................................. vi '
LIST OF FIGURES ..................................... vii
INTRODUCTION ................................................................................... 2
IMPLAMENTATION .............................................................................. 13
RESULTS/EVALUATION ....................................................................... 24
DISCUSSION AND CONCLUSION .......................................................... 31
APPENDICES ..................................................................................... 36
A: DAILY LESSON PLANS ............................................................ 37
B: MASTER COPY OF NOTES ...... 43
C: STUDENT ‘SKELETON’ COPY OF NOTES” ...52
D: POWERPOINT® SLIDE PRESENTATION OF NOTES .................. 75
E: REFLEXES, REACTION AND DISTRACTION LAB ACTIVITY ......... 93
F: CAN YOU SMELL IT? LAB ACTIVITY ......................................... 97
G: CAN YOU TASTE IT? LAB ACTIVITY ................... 102
H: TASTING COLOR? LAB ACTIVITY .......................................... 108
I: HOW WELL DO YOU SEE LAB ACTIVITY .................................. 112
J: SEEING CLOSE UP LAB ACTIVITY .......................................... 117
K: RODS AND CONES LAB ACTIVITY ......................................... 121
L: DO YOUR PENN/ES RING? LAB DEMONSTRATION .................. 126
M: TUNING IN? LAB ACTIVITY ................................................... 129
N: CAN YOU HEAR IT? LAB ACTIVITY ........................................ 132
O: BALANCING ACT? LAB ACTIVITY .......................................... 136
P: CAN YOU FEEL IT? LAB ACTIVITY ......................................... 142
Q: EXAMPLES OF SCROLLING INTRODUCTION SLIDES ............. 147
R: PRE 8: POST TEST EVALUATION OF INFORMATION ................ 149
S: INDIVIDUAL STUDENT PRE AND POST TEST RESULTS ........... 152
T: PRE AND POST TEST RESULTS BY QUESTION ...................... 158
U: STUDENT ACTIVITY SURVEY ................................................ 164
' V: STUDENTS’ ACTIVITY SURVEY RESULTS .............................. 166
W: CONCENT FORM ..................................... ' ........................... 168
REFERNCES .................................................................................... 171
GENERAL .............................................................................. 171
SITED ..................................................................................... 172

LIST OF TABLES

1. Paired t-Test Results ........................................................................ 25

2. Activity Survey Results by Student ................... > .................................. 167

LIST OF FIGURES

1.’Class Photograph ............................................................................. 11
2. Basic Schedule of Unit .................................... 13
3. Students Doing Reactions Lab ............................................................ 14
4. Can You Smell It Lab ........................................................................ 15
5. Can You Taste It “Bitter” ..................................................................... 16
6. Can You Taste It "Threshold” ............................................................... 17
7. Tasting Color “Soda Pops” .................................................................. 17
8. Tasting Color “Fruit Stripe Gum” .......................................................... 18
9. Seeing Close-Up “Blind Spot” .............................................................. 18
10. Rods and Cones “Colorblindness” ...................................................... 19
11. Rods and Cones “M, S, C” ................................................................ 19
12. Tuning In “Introduction” ........................................... I ......................... 20
13. Tuning In “Webber Test” .................................................................. 21
14. Balancing Act ............................................................................... 22
15. Can You Feel It lab ......................................................................... 22
16. Pre and Post Test Scores of Each Student .......................................... 25
17. Gender Comparison of Pre and Post Test ........................................... 26
18. Class Average by Question of Pre and Post Test .................................. 27
19. Activity Survey Averages .................................................................. 28

vii

INTRODUCTION:

Stimulus-Response that is the most basic function of the human nervous
system, whether the stimulus comes from the autonomic nervous system, central
nervous system, or peripheral nervous system. Given enough stimuli a
response will occur and an action will be taken. Herein lays the problem I had
with the nervous system unit of the Advanced Biology class at Webberville High
School. Advanced Biology at Webberville High School is an Anatomy and
Physiology class that uses hands-on activities and labs for most systems taught
which meets the goals and objectives, but the Nervous System was a “book and
paper" unit with a couple of labs and no additional hands on activities. The
Nervous System relies on the senses for information. Therefore by adding
activities with senses it was my goal to have better student involvement. I also
expected a greater understanding of information and an improvement on
assessments. There were two guiding principles for this unit as developed.
First, the fundamental senses are very important in everything we do. Students
need to understand that the decisions they make today will affect their senses
now and in the future. Good choices in life will retain proper function of senses in
the future. Second, students need to have a general knowledge about their own
bodies and how they function. The students are learning about their own bodies
and need to be engaged with the learning process. These are the reasons why I
chose to redesign the unit as the topic for my MS. degree project for
Interdisciplinary Biological Science at Michigan State University. This unit

connects well with the research performed at Michigan State University because

l was able to talk with professors, do intemet searches, and develop lab activities
and hands-on activities. All of this research I expected would better the unit for
instruction of the Nervous System Unit at Webberville High School.
Teaching Considerations: 1

The ﬁrst question I had to face was why should the nervous system and
senses be taught? One answer came from an article by William Cameron and
Eric Chulder (2003). They stated it is likely that most people will be affected
directly or indirectly by a neurological disorder. For example, a young person
may have a grandparent with Alzheimer’s or Parkinson’s disease. Many
students have been diagnosed with learning disabilities, such as dyslexia or
attention-deﬁcit/hyperactivity disorder. A good working knowledge of the
structure and function of the nervous system should help individuals to better
understand and manage these disorders. That provided me sufﬁcient rationale
to improve the teaching of the nervous system unit. Why shOuId I include the
senses into the teaching of the nervous system unit? Kids each day have
experiences using their senses and nervous system, but how do they perceive
these experiences? Dr. Ingrid Waldron (2003) explained it as follows. "We enjoy
the ﬂavors of food we eat, and we identify the things we see easily, without even
thinking about how we do it. But scientists have discovered that these sensory
processes are amazingly complex and sophisticated.” Because senses are
complex and are the way the nervous system receives its information it is
important to incorporate them into the teaching of this physiological system.

There are two relevant state benchmarks that also indicate the need to teach the

senses and the nervous system. First, students will compare and contrast ways
in which selected cells are specialized to carry out particular life functions.
Speciﬁcally, students need to compare and contrast cells with different functions
and determine how cells are specialized to perform speciﬁc tasks by relating cell
structure to cell function. Second, students will describe technology used in the
prevention, diagnosis, and treatment of diseases and explain its function in terms
of human body processes.

The next question is: how best to teach this information. The main
theories of learning are; Behaviorism, Constructivism, Cooperative Learning, and
Individual Learning. In the end I decided to use a blend of them for this unit. The
basic idea of behaviorism is that students learn as a result of a response that
follows a speciﬁc stimulus. This idea ﬁts very well in the teaching of the nervous
system, because that reﬂects the nervous system itself. From behaviorism I
moved on to constructivism. According to lshii (2003), "T he main tenet of
constructivism learning is that people construct their own understanding of the
world. And in turn their own knowledge.” I used the ideas by Banner, which are
not new, as a starting point for using this learning theory. Bruner (1966)
recommends four major aspects needed for instruction. They are; 1. a
predisposition toward learning, 2. the body of knowledge must be structured so it
is readily grasped by the learner, 3. present material in the most effective
sequences, and 4. the pacing and nature of rewards and punishments. He also
suggests that good methods for structuring knowledge should result in

simplifying, generating new propositions, and increasing the manipulation of I

information. lthen found speciﬁc ideas for the use of constructivism and a
branch of it, conceptual change, in the classroom. Brooks and Brooks (1999)
provide many guiding principles of constructivism that can be applied to the
classroom, and I choose this one. “Another guiding principle is structuring
learning around primary concepts. This refers to building lessons around main
ideas or concepts, instead of exposing students to segmented and disjoint topics
that may or may not relate to each other." Earnest (1996), suggests, “Use of
multiple representations. In science and especially mathematics, multiple
representations offer more avenues with which to connect to students’ previous
conceptions.” The term “previous conceptions” is referencing the idea of
conceptual change. Vasniadou (2002) suggests conceptual change as a
process that enables students to synthesize models in their minds, beginning
with their existing explanatory frameworks. This is thought to be a gradual
process that can result in a progression of mental models. From the
constructivist and conceptual change learning theories I built the unit
incorporating many representations and constructing the unit with senses to
provide the laboratory activities.

One of the key concepts in education today is the use of small groups,
also known as collaborative learning or cooperative Ieaming. Foote (1997)
deﬁnes collaborative learning as the instructional use of small groups. The goal
of these groups is to allow students to work together to maximize their own and
others’ Ieaming. Cooke (1994) proposes another aspect of collaborative

Ieaming. Collaborative learning allows students and faculty to share the

responsibility for learning process. It also helps prepare students for workplaces
that increasingly value self-motivated, self-conﬁdent, team-oriented employees.
Nath (1996) indicates implemented correctly, cooperative teaming results in
many beneﬁts to students, including increased academic achievement, greater
self-esteem, and a greater acceptance of other students. She further states,
group members can provide assistance to one another in a non-threatening
environment, thereby encouraging other members to discuss the matter being
studied. Based on the information from cooperative/collaborative learning, I
developed laboratory activities for groups of two and the entire class.

Another buzword in education is hands-on-leaming. This is a very old
idea as indicated by the Chinese proverb: I hear and I forget, I see and I
remember, I do and I understand. Rutherford (1993, p 5) describes his view of
hands-on science, “Hands-on quite literally means having students‘manipulate’
the things they are studying- plants, rocks, insects, water, magnetic ﬁelds- and
‘handle’ scientiﬁc instmments — rulers, balances, test tubes, thermometers,
microscopes, telescopes, cameras, meters, calculators. In a more general
sense, it seems to mean learning by experience.” He further states, “Hands-on
and learning by experience are powerful ideas, and we know that engaging
students actively and thoughtfully in their studies pays off in better Ieaming.”
Another case for hands-on learning can be found in Penick and Yager (1993 p5)
"T here seems to be some evidence from exemplary programs that even poorly
taught hands-on science is more interesting to students than the typical textbook

based program.” Hands-on science can be summarized by a quote from Haury

and Rillero (1994), “Students in a hands-on science program will remember the
materials better, feel a sense of accomplishment when the task is completed,
and be able to transfer that experience easier to other learning situations.” I
included a hands-on aspect to all of the laboratory activities.

In addition to incorporating hands-on learning, I wanted students to have
. inquiry learning about which Haury (1993) says: “A focus on inquiry always
involves collection and interpretation of information in response to wondering and
exploring." I added inquiry questions into the laboratory summary sections to
have students move past the recall and repeat answers many cook book lab
activities use to teach students.

A I also incorporated a teaching method called the Ieaming cycle approach.
Abraham (1997) suggests that, “Instructional strategies utilized to teach science
concepts are most effective when they consist of activities which serve three
functions: (1) to introduce the concept, (2) to discuss the concept, and (3) to
apply the concept. The Ieaming cycle approach is an effective instructional
strategy because it consists of activities focused on these functions, and uses
laboratory activities to introduce rather than to verify concepts.” Based on this
concept I developed a demonstration using sound to introduce the sense of
heanng.

The last strategy used in teaching this unit came from Wiggins and
McTighe (1998) who suggest, “Require the students to answer the question,
what of it? Many dictionaries offer as a core meaning of the word “understand”

‘to know the importance or signiﬁcance of something.’ To grasp the importance of

an idea is key to understanding. Yet we rarely encourage students to step back
and ask, of what value is this knowledge? How important is this idea? What
does this idea enable us to do that is important?" This information ﬁt with the
guiding principle dealing with students making choices based on the knowledge
they gain from studying senses and the nervous system. I had students answer
the question “what did you learn from this lab" based on this idea.

Now that I had a framework for teaching the unit I needed some speciﬁc
ways to present the information, particularly utilizing technology. In an article
written by Steven Koenig (1997) Dr. Seymour Papert states, “The best teacher is
someone who brings personal knowledge, warmth and empathy to a relationship
with a learner. The effect of the new technologies is to provide better conditions
for such teachers to work directly with their students.” A speciﬁc teaching
strategy from Park (1995) was: “Learners can be prompted by software to take
notes or use the note taking capability of the built in word processor of the
software. The software could provide the learner with an outline.” From these
ideas I developed a PowerPoint® note outline in which an outline was available‘
for students to put on their palm pilots and type in the rest of the information.
The Senses

When considering the senses of taste and smell, research indicates that
they are linked to memory (Hopkins, 2004).

“It’s a familiar phenomenon: a single smell or sound has the power to

conjure up entire scenes from the past. Now a British-led group of

neuroscientists has come up with an explanation. The key, the
researchers claim, is that memories relating to an event are scattered

across the brain’s sensory centers but marshaled by a region called the
hippocampus. If one of the senses is stimulated to evoke a memory, other

memories featuring other senses are also triggered. Odor memory seems
to be the most resistant to forgetting.”

With this rationale I developed labs for taste and smell and had students
for the smell lab write down what they thought about afterdetecting common
odors. The next sense I wanted to cover was that of vision, in particular color
vision and how it functions along with the problems colorblind individuals face.
Waggoner (2003) indicates that being colorblind has a profound effect on a
child’s ability to participate in our educational system. Children not only have to
learn their colors at an early age, but many color-enhanced instructional
materials are used in teaching. It is important for teachers and parents
understand the special needs of color deﬁcient children, and what can be done to
help them in their quest to learn. Further in the article Dr. Waggoner gives
examples and explains the problems students who are colorblind have in speciﬁc
detail.

The next sense I incorporated into this unit was hearing. Students
constantly listen to music with high volumes. They need to understand how
sound is perceived. Wood (2001) sums up a common sense concept of hearing
by saying; hearing involves not only identifying the nature of a sound, but also
pinpointing the location of its source. Therefore, an activity in one of the labs had
students using their sense of hearing to determine the location of sounds, ﬁrst
using both ears and then only one.

The sensation of taste is closely related to smell and vision. Howard
Hughes Medical Institute had two articles of importance related to this sense,

Zuker (2000), in which Nicholas Ryba of NlDCR indicates that we now have the

means to really start to investigate how taste works, not just in the tongue, but
also in the brain. Buck and Margolskee (2001) state: taste receptors are proteins
located in the surface of taste bud cells which bind to speciﬁc chemicals. When
the appropriate chemical activates a taste receptor, it causes a surge of
molecular events that culminates in the brain's perception of taste information.
From this research it was important that l incorporate the sense of taste into the
unit on the nervous system.

Finally, in the article found on the Science a 6060 web page,
(httpzl/www.scienceagogo.com/news/2003021 2753data_trunc_sys.shtml),
entitled “Grabbable Objects Grab Attention“ it states, “Objects we typically
associate with grasping automatically attract our visual attention, especially if
these items are on a person’s right-hand side. In the brain, there are two primary
visual pathways, one for identifying objects (perceptibn) and one to guide your
arms and legs based on what you see (action).”

Lastly, a new way to assess student Ieaming was incorporated into the
unit. Sundberg (2002) states, “T he only way an instructor can evaluate the
effectiveness of an innovation on improving student Ieaming Is to plan and carry
out a program of assessment.“ This is the reason I choose to administer a
pretest and posttest to the students. It is also why each laboratory activity had a
similar question at the end asking students what they learned from doing the
activity. This question was individualized so each student wrote their own

answer instead of having a group answer for this question. Now that the

answers of why, how, what, and how to assess have been answered, it is
important to know something about the school and the class.
The Class Demographics

Webberville High School is part of the 7-12 building which currently
houses 215 freshmen through seniors and 112 middle school students. The
school is located approximately 15 miles east of East Lansing on Grand River
Avenue. The class in which this unit was incorporated was Anatomy and
Physiology. The class consisted of
ten students (see Figure 1), ﬁve
males and ﬁve females who were
juniors or senior and have taken

Biology and Chemistry, passing each

  

- - " W03-'t13'2c05m-
WIth at least a seventy percent wrth v .- .
departmental approval to take the class. Fig. 1 Class Photograph
The class picture is ﬁgure one. All students and parents signed the consent form
(Appendix W) for the student data and photographs to be used in this thesis.
Typically, there are approximately thirty students in Anatomy and Physiology, but
because of scheduling conﬂicts and a new every other day eight block class
schedule there were only the ten. -
This unit is the second unit taught in the Anatomy and Physiology

curriculum. It follows the introduction to the human body unit, which teaches

terminology and the basic function of each of the eleven systems of the human

body. It is taught second because the nervous system controls many of the

body’s systems and their functions. The units whiCh follow the nervous system
are in order. skeletal, muscular, integumentary, digestion and nutrition,
circulatory, respiratory, and endocrine and reproductive systems. The expected
outcome for this unit is that students will understand how the nervous system
functions through the inputs of the senses.
The basic concepts students were to master are the two basic divisions of the
nervous system and how they are protected. The structures and functions of
neurons and nerve impulses were the second group of concepts I wanted my
students to understand. The next overall topic was a discussion of, the details of
the central and peripheral nervous systems. Students were expected to make
the connection between the two systems and evaluate how the brain interprets
stimuli from the peripheral nervous system and senses. This was followed by a

study of the speciﬁc senses (see details in appendices E through P).

11

IMPLEMENTATION:

Nerves, Senses, and You: an Activity Based Approach to the Teaching of

the Nervous System and Senses was designed to ﬁt into ﬁfteen 100 minute class

periods. This should require six weeks, but due to the schedule at Webberville

High School the unit in reality took seven weeks to accomplish because of days

off and missed class periods. At Webberville High School classes meet Monday,

Wednesday, and Friday one week and then Tuesday and Thursday the following

week. The sequence of events for each day taught of the unit is shown in ﬁgure

2, which is based on detailed daily lesson plans in Appendix A.

 

 

 

 

 

 

 

 

 

 

 

 

 

Day Day One of Day Two of Day Three of Day Four of Day Five of
Zero the Week the Week the Week the Week the Week
Pre-
Test
Week Introduction tc Notes & Lab Notes & Lab
One Nervous No Class on Reﬂex vs. No Class Chemical
System Reaction Senses
Week Labs on Finish Labs
Two No Class Chemical No Class Chemical No Class
Senses Senses & Do
(Taste) Lab Reports
Week Lab on Collect Lab. Lab Activity
Three Tasting No Class Notes on No Class on Vision
Color Notes Structures of Discuss
on Vision the Eye Results
Week Labs 2 & 3 Notes on
Four No Class on Vision No Class Hearing No Class
Do and Lab Demo
' Discuss and Lab
Week Lab on Lab on Lab Sense
Five Hearing No Class Balance No Class of Touch
Notes on Notes: Sense Collect A||
Balance of Touch Lab Reports
Week Review Post-Unit
Six No Class Information No Class Evaluation No Class
Nervous Nervous
System & System &
Senses Senses

 

 

 

Fig. 2 Basic Schedule of Unit

The day before the unit was started the students took the pre-test
evaluation on the nervous system and senses to get a baseline of their
knowledge for later analysis. All activities in Figure 2 that are bold and in italic
are new to the unit. Basic concepts and terminology are introduced with
PowerPoint® notes with the students having a ‘skeletal' outline to ﬁll in from it.
The full version of the master copy of the notes is Appendix B, the student
skeleton notes are Appendix C, and the full version of the PowerPoint®
presentation is Appendix D. The laboratory activities corresponded to the notes
and were performed at various stages of the unit. The full versions of all the labs
are Appendices E through P.

In order to start the classes with student focusing on the topic or concept
of the day I used scrolling power point slides with an introduction activity listed
and what the class was going to accomplish that day or even that week.
Examples of these are Appendix 0. The only material that was carried over from
the previously taught unit was the use
of review materials and some of the
basic notes. The idea for the ﬁrst lab,
Reﬂexes, Reaction, and Distraction,

came from the textbook we use,

    

Biology: the Dynamics of Life (2004). ‘ ,,.
Fig. 3 Students Doing Reactions Lab
This lab is Appendix E and seen in ﬁgure 3. A student dropped a meter stick and

another student determines reaction time based on the distance the meter stick

dropped. Next, the student was to count backwards from one hundred by ﬁves
with the lab partner dropping the meter stick without letting the student being
tested know when this was going to happen. Variations and additions provided
students with experiences related to reﬂexes and reactions. Students were
asked to explain their results.

The lab activity Can You Smell It? (Appendix F) was developed from two
sources; ﬁrst, Neuroscience References for Kids online
(http://faculty.washington.edu/chudler/neurok.html) and the second was Carolina
Biological Supply Human Senses BioKit. Some people cannot detect odors at
low concentrations, but the threshold for others is at much lower concentrations.
Students were to work in groups of
two; one would randomly choose one
of seven containers each having
various concentrations of cologne per
half liter of water. The blindfolded

person was to indicate if they could

 

detect the odor when the tester wafted Fig. 4 Can You Smell It Lab

the odor once toward them as seen in ﬁgure 4. The tester would then repeat the
process until all seven containers were used. The roles were reversed. The
second part of this lab explored odor fatigue. A cotton swab with clove oil was
placed under the student being tested and they were to inhale through the nose
and out through the mouth until they experience odor fatigue and cannot detect

the clove oil odor. At that point the second cotton swab with peppermint oil was

to be placed under their nose to determine of they could detect the peppermint
oil. I also developed several containers with common odors in them. The
examples were popcorn, Vic's vaporub, pizza sauce, apple extract, banana,
vanilla, anis oil, peppermint oil, grape extract, and strawberry extract. Students
were to take a container, close their eyes, remove the lid, and waft the odor
toward their nose. They were to indicate what the odor was and then describe
the ﬁrst thought they had when smelling the odor.

Variations of the third lab can be found in almost every anatomy and
physiology lab book. In Can You Taste It? (Appendix G) students evaluate their
acuteness of taste by locating the four taste regions on the tongue, identifying
their “sweet taste” threshold, and by determining if taste is related to vision and
odor. The subject would stick out their
tongue, closing their eyes and nose
while the tester would “paint” their
tongue with one of the four basic

tastes which can be seen in ﬁgure 5.

  

en
21

Secondly, section students used a

 

stock sugar solution and diluted it Fig. 5 Can You Taste It “Bitter“

to make the following test solutions; 20%, 10%, 5%, 2.5%, 1.25%, and 0%. The
subject faced the tester with eyes closed and tongue out, while the tester
randomly choose one of the solutions and painted the area of the subjects
tongue they tasted sweet from the ﬁrst part of the lab. The subject would indicate

if they could or could not detect the sweet taste, then eat a low sodium saltine

cracker. This can be seen in ﬁgure 6. The last section of this lab had student

  
  

examine the connections between
taste, vision, smell and texture of food.
The students used small pieces of
apple, carrot, kiwi, and onion on
toothpicks. The tester then placed
one of the four objects on the subjects
tongue forjust a couple seconds and Fig. 6 Can You Taste It Threshold

the subject would have to identify which one of the four foods was placed on their
tongue.

The next lab also addressed taste, but this time students saw what they
tasted. Tasting Color? (Appendix H) was developed from neuroscience for kids
(http://facu|ty.washington.edu/chudler/neurok.html) and a lab that Dr. Merle
Heidemann uses. Students taste various types of soda pop with one simply
being colored soda water with sugar 1
added. The other ﬂavors I used were
red pop, grape, lemon lime, orange.
The students tasted each sample and
identiﬁed the ﬂavor of each as seen in
ﬁgure 7. In between each trial they
ate a quarter of a low sodium saltine, Fig. 7 Tasting Color "Soda Pops"

which removed any residual ﬂavor of the previous soda pop.

Students obtained three different half pieces of Fruit Stripe® gum. The
subject closed their eyes and plugged
their nose while the lab partner placed
one of the half pieces of gum on their
tongue as seen in ﬁgure 8. The
subject was to chew the gum and

identify the color of the gum using the

 

sense of taste. The lab partner then
recorded their observations along Fig. 8 Tasting Color “Fruit Stripe Gum"
with the correct answer in the data table. The steps were repeated until all three
ﬂavors of gum where identiﬁed and the students reversed roles.

The ﬁfth lab is called How Well Do You See? (Appendix I). Students
placed a Snellen® eye chart at eye level on the wall and measured back twenty
feet. They performed the basic eye tests with each eye. In the second section of
this lab students performed a typical astigmatism test by looking at an
astigmatism chart and comparing the intensity of blackness of the lines on the
chart.

The next vision lab, Seeing
Close-Up (Appendix J) was based
on the Carolina Biological Supply

Company, Human Senses BioKit. a.

”ll/223 20734

The activity introduces students to

 

the optic nerve connection

in the retina. In the ﬁrst section of the lab students obtained a blind spot card
and determined their blind spot as seen in ﬁgure 9. In the second portion of the
lab students determined their near-point, to Ieam how close something can be to
their eye and remain in focus. This lab was performed without students knowing
about focal points or the optic nerve connection in the retina.

The sixth lab Rods and Cones (Appendix K) was designed to have

  

students Ieam the functions and
differences between the rods and
cones in the human eye. In the ﬁrst
part of this lab students took copies of
colorblind charts, looked at them, and
wrote down the numbers they saw in ‘ .
the chart. Fig. 10 Rods and Cones “Colorb indness”
One part of this lab was the result of watching ZOOM with my ﬁve year old. On
the show the kids performed the lab which allowed them to determine their own ,
location of motion, shape, and color vision. In the second section of the lab
students made a semicircle on the
ﬂoor with a meter long section of string '
and a protractor. The subject of the
lab stood on the zero degree mark

facing forward. The lab partner

 

started on the left side of the circle

holding a small colored shape at eye Fig. 11 Rods and Cones “M, S, C"

level and walked slowly around the semicircle. The subject was to indicate when
' they saw the motion, shape and color of the object. This can be seen in ﬁgure
1 1.

The next three activities related to the sense of hearing. The ﬁrst activity
is called, Do Your Pennies Ring? (Appendix L). It was a lab demonstration from
Neuroscience Resources for Kids
(http://faculty.washington.edu/chudler/neurok.html). Students listened to the
sound pennies made when dropped on the lab table. Students used the data to
determine the year the United Stated changed from solid copper pennies to
pennies ﬁlled with zinc. This demonstration worked very well in introducing the
concepts of hearing to the students.

The next activity, Tuning In? is a lab modiﬁed from Human Anatomy and
Physiology Laboratory Manual by
John W. Hole Jr. addressed types of
inner ear deafness (Appendix M).
Students activated a tuning fork and
placed it on the top of their skull to

hear the difference between bone and

 

air transmission of sound. This is
seen in ﬁgure 12. Fig. 12 Tuning In “Introduction"

They also performed the Webber test by placing the base of an activated tuning
fork in the center of their forehead. Students determined if the volume of the

ringing tuning fork was the same in both ears as seen in ﬁgure 13.

Thirdly, the students performed the Rinne Test. The tester activated the tuning
fork and placed the base on the
mastoid process of the subject. The
subject indicated when they no longer
heard any sound and the tester moved

the tuning fork seven to ﬁfteen

"12 01 2004

centimeters away from the outer ear.

 

The subject then indicated if they could Fig. 13 Tuning In “Webber Test"
detect the sound again. The process was reversed.

The last activity for hearing, Can You Hear It? was modiﬁed from a group
of activities located on the Neuroscience Resources for Kids webpage
(http:l/facuIty.washington.edu/chudler/neurok.html) and activities performed in
many laboratory books for Anatomy and Physiology (Appendix N). First,
students determined the auditory acuity of the lab partners. Second, the ability of
the subject to determine the distance a sound was produced was determined.
The last section reinforced to students the need for two ears to determine the
location from which sound is generated.

The next lab, Balancing Act was modiﬁed from Anatomy and Physiology
Laboratory Manual by Jay M. Templin, it showed how a body determines its
position based on muscle tension, examine the various ways a body balances,
and compare dynamic and static equilibrium (Appendix 0). In the ﬁrst section of
the lab students stood perfectly still for one minute, using legs, then one leg, and

then the other. In the second section students performed propioception tests.

20

In the last section of the lab students performed k -.

   

rotation tests. The subject sat cross-legged with
their eyes open while the tester rotated the chair
one revolution per second for ten seconds
making sure the subject stopped at the same
point they started. This lab helped students the
concepts of balance and equilibrium based on

the results they obtained.

 

FIg. 14 Balancing Act
The last lab performed Can You Feel It? (Appendix P) has three activities;
the third can be found in most any lab book in print. The ﬁrst two sections were
modiﬁed from Neuroscience Resources for Kids webpage located at
(http://faculty.washington.edu/chudler/neurok.html). The purpose of this lab was
for students to evaluate comparative degrees of sensitivity on the skins surface
and determine tactile detection threshold. In the ﬁrst section, students had a
blindfold placed on them then using
only the sense of touch placed sets of
sand paper in order of roughness. In
the second section of the lab student
used “Von Frey Hairs" to determine

the threshold detection of skin

 

receptors. Fig. 15 Can You Feel It lab

21

An important assessment tool I gave for this unit was the summary
questions at the end of each laboratory activity. These were posed to ensure
that students were fully engaged in the activity. Most of the laboratory activities
also had pre-lab questions to assess the level of knowledge the students gained
from lecture and class discussion dealing with the topic of the lab. At the end of
each laboratory activity there was an open ended question which basically said:
“Describe and explain what you Ieamed by doing this laboratory activity.” I did
administer a pre and post test evaluation of relevant knowledge (Appendix R).
Also incorporated into this unit was a survey for students to indicate what they
enjoyed and ifthe activities were helpful in Ieaming and understanding the '

relevant concepts. A copy of the student activity survey is Appendix S.

22

RESULTS/EVALUATION

Pre/Post Test Comparison

The pre-test was the same instrument as the post test with a total of ten
questions. The rubric used for scoring was a four point scale. Students earned a
four if they used the correct terminology while demonstrating a full understanding
of the relevant science. Three points were awarded to students who either used
correct terminology or their understanding of the science was clear. Students
earned two points if they had some basic understanding of the concept, but did
not provide evidence of scientiﬁc understanding or used the terminology
incorrectly. One point was awarded to students who had a rough idea of what
the question was asking, but had no correct terminology or scientiﬁc
understanding. No points were given for providing not answer, or for restating
the question, or had no idea what they were writing about. The class average on
the pre-test evaluation was 5.1 out of a possible 40 points, while the post-test
evaluation average was 35.2 out of the same possible 40 points. This
corresponds to an average before the unit of 12.75%, while the average after the
unit 88%. This was a 75.25% increase in the average score for the class. An
analysis of how each student performed on the pretest and posttest is Appendix
S. A graph for a side by side comparison for each question for every student is
Appendix T. The scores for each student for the pre and post test evaluation are

located on the next page as shown in ﬁgure 16.

23

 

PRE & POST TEST SCORES

 

45

39
4o 37 36 35 35 37 37
35

33 32 31

T

25 FPRE-TES?
ﬂ

SCORE OUT OF 40 PTS

 

 

 

1 2 3 4 5 6 7 8 9 10
STUDENT

 

 

 

Fig. 16 Pre and Post Test Scores of Each Student
The paired t-Test results of this data have t=-48.3 with 9 degrees of freedom.
The probability of this result, assuming the null hypothesis, is 0.00. A complete

breakdown of the data from the paired t-Test is in Table 1.

 

24

It is obvious there was vast improvement in the scores of students between the
pretest and the posttest. Because this class was half males and half females, I
wanted to see if there was any difference in gender for the average of pretest

and posttest scores. The following graph indicates the gender results between

the pretest and posttest.

 

GENDER COMPARISON

 

4o . 36.7

 

I Pre-Test
I Post-Tesg

 

 

AVERAGE SCORE OUT
OF 40 PTS

 

 

   

Females Males

GROUP

 

 

 

Fig. 17 Gender Comparison of Pre and Post Test
A quick analysis of the results of the difference in the average scores on the
pretest and posttest based on gender shows that both groups knew
approximately the same amount prior to the unit. The difference in average
score on the post test is only 2.5 points greater for the males over the females
and is not a great enough difference to indicate more Ieaming by either group.

The results from individual questions were also analyzed. To determine
whether the lab activities performed taught the students the desired outcomes.

An analysis is shown in ﬁgure 18 on the next page.

25

 

 

 

 

 

cuss AVERAGE BY QUESTION

2 4.5

a 4

2 3.5

.. 3 __,,-_
'3 2.5 ‘ IIPre-Test l
'5 2 Ital-£51}
o 1.5

“‘ 1

n:

3 0.5

t" o

1 2 3 4 5 6 7 a 9 10
QUESTION

 

 

 

Fig. 18 Class Average by Question of Pre and Post Test
To interpret this data, it is important to know the main topic of each question.
Question one focused on the differences between a reﬂex and a reaction. The
second question was about how the brain interprets stimuli and perceives touch.
Question three connected the sense of smell and other sensory fatigue concepts,
such as hearing and touch. The connection between sense of taste, sense of
smell and vision was the main idea for question four. The speciﬁcs for color
vision were the focus of question ﬁve. Question six was on the concepts and
aspect of balance. The seventh question targeted structures and functions of the
cerebrum and how they are related to senses. The connection between
structure, function, and damage to the nerves was the focus of question eight.
Question nine addressed a speciﬁc response type of the nervous system, the
ﬂight or ﬁght response. Finally, question ten asked students to make a
connection between the senses of touch, pressure, and pain and how they are

interpreted in the brain. The assessment made from these graphs by question

26

was a great deal of Ieaming occurred for each student. Each of the questions on
the pre and post test corresponded to activities students performed in the unit.
See Appendices E through P. The raw data shows students’ average score by
question went from .5 out of 4 points on the pre test to 3.52 out of 4 points on the
post test. This indicates students accomplished the desired outcome and
I reached the goals set forth from the unit. See ﬁgure 18 and Appendix T.

The Survey of Student Attitudes

The student survey was evaluated based on the following mbric: 1; activity
helped and was enjoyable, 2; activity helped, but was not enjoyable, 3; activity
did not help, but was enjoyable, and 4; activity did not help and was not
enjoyable. The average score for each activity is shown in ﬁgure 19. The

answer for each activity by individual students is Appendix V.

 

ACHVWYSURVEY

 

40

P N ..
Amwmnmamo

 

6*

6 (x «,9 e 20 s e {s a e

0 6" 9 é” v v «<7

e «9’ 4° cs? 53‘ 9‘ 5‘ ‘° 53 «9

«A s 6 x-‘i (3“ 09 Q so so
9 “is" T Q «‘5 e 0’ 009 ‘g

d? 4& e g;

Fig. 19 Activity Survey Averages

9°

 

 

 

The average score for each activity indicated that students thought that
each activity, except ringing pennies, was helpful in understanding the topics and

concepts. Also, the average indicates students basically enjoyed these activities.

27

Lab Assessment

Other subjective assessments used in this unit were located at the end of
lab activities. These questions all had a similar theme: “Describe and explain
what you Ieamed by doing this lab about the concept presented in the lab.”
These open ended questions were scored on a credit, no credit basis. The
students were asked answer the question honestly about what they had Ieamed
in order to receive credit.

From Reﬂexes, Reaction and Distraction lab students’ general answer
was that reactions increase with practice, but decrease from distractions. One
student wrote, “I Ieamed that it is difﬁcult for your brain to multitask. If there are
distractions you can’t focus as well as usual.” The results of the open ended
question on the Can You Smell It lab had the same basic answer on how the
class Ieamed the connection between odor and memory. “I Ieamed that your
nose is really sensitive” was the comment by one student as a result of the
fatigue section of the lab. The class explained from the lab Can You Taste It,
that taste is related to vision, odor and for some, texture. The student’s comment
that summarizes the rest of the class’ responses is, “I Ieamed that you can tell
the kind of taste by the area of your mouth and texture. This was an interesting
lab”. The next lab, Tasting Color had a summary similar to the previous taste
lab, which was taste can also be dependent on vision. One student wrote, “T aste
is related to sight, if you see something that looks good it will probably taste
good”. This was a great transition to the next lab for students, How Well Do You

See. Student’s descriptions and explanations, for the vision labs, Seeing Close-

28

Up and Rods and Cones, can be summarized by this comment from a student. “I
Ieamed that my sight isn’t that bad, one eye can be bad, but both eyes can be
good together.” The results from the hearing labs, Tuning In and Can You Hear
It, all stated that hearing is better with the use of two ears for location and quality.
One student simply wrote, “I Ieamed that when you cover one ear you really can’t
tell where sound comes from.” Students explained, from the lab on balance,
Balancing Act, there are many different types of equilibrium and it is important to
have good equilibrium. The other common quote was, “having your eyes open
makes balance, much easier because you can focus on an object for a
reference." For the last lab activity on the sense of touch, Can You Feel It,
students found it interesting how the skin has different densities of touch
receptors depending on the location. One student stated, “It was cool how
student X could not detect two points on the back of his arm until they were 10
centimeters apart, but on the back of their neck they could detect two at 1.1
centimeters." For each lab there were speciﬁc questions to ensure students
understanding of information. The students performed very well on these
questions making connections between notes, reading, class discussions and the
hands-on activities. I will end the results section with a quote from a student who
showed the biggest improvement on their post test. “I thought it was fun doing

these activities, I Ieamed a lot of things I did not know about my senses.”

29

DISCUSSION I CONCLUSION

The data for this study indicated that the unit was a success in student
comprehension of the senses and nervous system information (See ﬁgures 16,
18, Table 1, and Appendices S and T). The data also implicated the unit did help
with the problems of how this unit was previously taught. This is evident based
on the scores for the posttest evaluation being much greater than those on the
pretest. The unit was also successful in reaching the original goal, because
students were involved with the Ieaming process. The average score based on
the activity survey was greater than 2 for each activity save one. That would
indicate students enjoyed doing the activities and therefore Ieamed more
because it was meaningful to them.

The PowerPoint® notes worked well as an integration of technology.
Students did not just simply listen to a lecture, they looked at the PowerPoint®,
listened to me explain details and either wrote in the missing information or typed
it using a palm® pilot (See ﬁgure 19). The lab activities as a whole succeeded
because they were hands-on, students centered, interesting, and well organized.
Speciﬁc examples of labs in which each of the activities worked well follow.

Reﬂex, Reaction, and Distraction worked well because students were able
to design the last variable to be tested. They were able to choose the distracting
activity. It also worked well because the desired objective was met by the
students. This activity was very effective in allowing the students to explain the

differences between a reﬂex and a reaction. Another lab that worked well by

30

students reaching the objectives was Tuning In. Students were put at ease to
Ieam once they saw each other with tuning forks on their heads. They were able
to focus on the types of deafness and their causes. This. lab was also effective in
teaching students the different ways inner ear deafness can be determined.
Another activity that worked entirely was the How Well Do You See lab.
Students were able to act in a different role as an eye doctor and check their lab
partner’s vision. This lab was very effective in showing students what it means to
have 20/20 vision. Before performing this lab only one student understood that
concept. The lab also functioned well in teaching students what can go wrong
with vision if you have astigmatism. Again this had personal interest to students
because it was their eyesight. They Ieamed what vision testing numbers mean
and meet the objectives set forth for the lab. Seeing Close-Up was also a
successful activity in that students were able to Ieam about the optic nerve
connection before being taught the speciﬁc details. They were also able to Ieam
about near point discrimination. Can You Feel It allowed students to Ieam the
densities of touch receptors is not the same for every section of the body. This
was a discovery or inquiry lab activity because students were not given a great
deal of information about touch before the lab, and the students reached the
desired objective. The lab on balance called Balancing Act was also beneﬁcial
for the students’ understanding of senses and the nervous system. They were
able to observe all that is required for proper balance and how it was related to
senses and the nervous system. By far the biggest success of a lab activity as a

whole was the Rods and Cones lab. Students Ieamed what colorblindness is

31

and how it affects one of their own in the class. They were able to also identify
the general location of rods and cones by performing one of the activities. The
last reason it was a big success was because of how much the students enjoyed
doing this lab.

The labs that did not totally work did so for many reasons. The ﬁrst lab in
which one of the activities did not reach the desired outcome was the Can You
Smell It lab. The students did not take enough time in doing the olfactory fatigue
section and the results reﬂected this. As a whole the lab worked well in
demonstrating to students the concepts of olfactory threshold and fatigue as well
as how memories are linked to odors. In the future for this lab I will have
students take more time on this section and focus their attention on another
activity so they do not realize the amount of time needed to reach olfactory
fatigue. The rest of that lab worked very well with students understanding how
odor is so closely linked to memory. Can You Taste It was the next lab in which
a section of it did not reach the desired outcome. This resulted from the kiwi
being too ripe and the onion being too strong. Overall this labhelped the
students understand the sense of taste and how it could detect where they would
taste certain foods and how other senses are related to taste. It was also
successful in that students were able to measure their threshold of sweetness
and make comparisons with other students. Another taste lab that did not reach
the desired outcome was Tasting Color. This was because I used soda water
instead of seltzer water. Students were able to tell that something was different

about the second orange soda pop. This lab reinforced to students how taste is

32

related to other senses such as vision. It also showed them that taste is
perceived in the brain and not directly in the taste buds. In the future I will use
seltzer water and food coloring for the ‘fake' soda pop. The rest of the lab
worked well because students were not able to determine the color of the gum
being chewed with only the ﬂavor. This section worked well in showing students
how color can fool the sense of taste. The hearing labs also had problems. In
the Can You Hear It lab, I used a clock that was too loud and students were not
able to complete a portion of the lab. The rest of the lab was great in that
students were able to determine the location of a sound generated using both
ears. Once students only used one ear or the sound came from directly in front
or behind them they were not able to determine where the sound was generated.
This lab worked well in showing students how two ears are required for hearing
and how hearing functions. In the future I will use a much quieter watch or clock
for the ﬁrst section of this lab. The activity that I determined to work well, but was
not rated highly by student was the demo, Do Your Pennies Ring. This simply
was a demonstration and students were not part of it. It did work in introducing
students to the sense of hearing, but in the future I will divide up the pennies and
have them perform the lab with a ﬁnal combination of results for the entire class.
As a summative activity for the year in Anatomy and Physiology students
attended Cedar Point®. This activity reinforced all most all of the units taught.
One section of the activity had students performing various activities related to
the senses and nervous system. Students were asked to ride Disaster Transport

and describe how the ride was affecting their senses and nervous system.

33

Students also had to describe tastes based on the common four tastes they
Ieamed about in the unit. The last activity at Cedar Point related to the unit had
students explain in detail how their senses and nervous system was affected
throughout the day in relationship to odors, tastes, and balance.

In my opinion the entire unit was very successful, students were involved,
interested and Ieamed a great deal more than I expected. This is evident from
the following quote made by a graduating senior at the end of the school year
when discussing the unit. “I thought that this part of the class was helpful and I
think I Ieamed more in this than anything else.”

When I have the opportunity to teach anatomy and physiology again I will
be using this unit to instruct students in the senses and nervous system. I know
that in the future the class sizes will increase and this unit will be easily scaled up
to meet the needs of a larger class. I also plan to use similar data analysis from
the pre and post test for the class to check and make sure students have Ieamed
as well as using pre and post tests for other units. I will also be looking at the
data generated to check for any anomalies from this class because there were

only ten students for analysis.

34

APPENDICES

35

APENDIX A

DAILY LESSON PLANS

36

DAILY LESSON PLANS

‘ DAY ONE:
OBJECTIVE: The learner will explain the two basic divisions of the nervous
system and the structures that protect the nervous system.

INTRODUCTION: Read the book section on introduction to the nervous system.

INSTRUCTION:
. Group Activity- What do you know about the nervous system? Brain Storm
and Report (No Books)
. Outline Notes (Power Point®)
o Nervous System Structures & Divisions
0 Protective Structures
0 Re-Group as class and discuss Schedule for rest of unit

HOMEWORK: Book Page 950 #1-4

DAY TWO:
OBJECTIVE: The learner will explain the differences between a reﬂex and a
reaction.

INTRODUCTION: Check & Collect Homework, Read Lab & Do Pre-Lab

INSTRUCTION:
0 Outline Notes (Power Point®)
o Reﬂex and Reaction
0 Lab: Reﬂexes, Reaction & Distraction

HOMEWORK: Do Lab Summary Questions

DAY THREE:
OBJECTIVE: The learner will explain how the brain interprets the sensations
from senses and describe the basics of chemical senses.

INTRODUCTION: Book Page 722 #1-4 (Modern Biology)

INSTRUCTION:
0 Outline Notes (Power Point®)
o Interpretations of Sensations
0 Chemical Senses (Taste & Smell)
. Lab: Can You Smell It?

HOMEWORK: Lab Summary Questions

37

DAY FOUR:
OBJECTIVE: The learner will perform various lab activities and from the results
explain the chemical senses.

INTRODUCTION: Take a copy of the labs, read them, and do Pre-Lab

INSTRUCTION:
0 Review Olfaction Lab
. Discuss Rest of Chemical Senses Labs
. Labs Time
0 Finish: Can You Smell It?
0 Start: Can You Taste It?

HOMEWORK: Do Lab Reports for Today‘ Activities

DAY FIVE:
OBJECTIVE: The learner will explain the sense of taste based on results from
the labs performed on taste.

INTRODUCTION: Review Can You Taste It? And Do Pre-Lab

INSTRUCTIONS:
0 Check & Collect Can You Smell It?
. Review Pre-Lab and Procedures for Taste Lab
. Lab: Can You Taste It?

HOMEWORK: Lab Report Summary Questions

DAY SIX:
OBJECTIVE: The learner will explain how vision is related to taste based on the
‘ results from the lab performed today.

INTRODUCTION: Take a copy of Tasting Color and READ It

INSTRUCTION:
. Check and Collect Can You Taste It Lab
0 Lab: Tasting Color
0 Outline Notes (Power Point®)
0 Vision & The Sense of Sight

HOMEWORK: Book Review Questions #1 -7

38

DAY SEVEN:
OBJECTIVE: The Ieamer will describe the sense of sight along with the
structures and functions of the eye.

INTRODUCTION: Re-Read Book Section on Vision and the Eye

INSTRUCTION:
- Go through Homework & Collect
- Check and Collect Lab Reports
. Outline Notes (Power Point®)
0 Structures & Functions of the Eye

HOMEWORK: Read Vision Lab, How Well Do You See and do Pre-Lab

DAY EIGHT:
OBJECTIVE: The Ieamer will perform a lab activity on vision and describe the
sense of sight and how well they see.

INTRODUCTION: Discuss Pre-Lab & Do Diagram of the Eye

INSTRUCTION:
. Review Lab Procedures
. Outline Notes (Power Point®)
. 0 Finish Structures & Functions of the Eye
. Lab: How Well Do You See?
0 Discuss Results & Do Lab Questions

HOMEWORK: Finish Lab Questions & Do Pre—Lab for Seeing Close Up

DAY NINE:
OBJECTIVE: The Ieamer will explain how close up and color vision function
based on the results of labs performed today.

INTRODUCTION: Check Pre-Lab Close Up & Do Pre-Lab Rods & Canes

INSTRUCTION: ‘
a Go through Lab Procedures
- Labs
0 Seeing Close-Up
0 Rods and Cones
. Outline Notes (Power Point®)
0 Start Hearing Notes

HOMEWORK: Lab Questions Seeing Close-Up & Rods and Cones.

39

DAY TEN:
OBJECTIVE: The Ieamer will explain the sense of hearing based on the results
from the labs performed today.

INTRODUCTION: Collect Vision Labs & Do Pre-Lab Tuning In?

INSTUCTION:
0 Outline Notes (Power Point®)
0 Finish Hearing Notes
. Lab Demo: Do Your Pennies Ring?
0 Lab: Tuning In?

HOMEWORK: Do Lab Summary Questions from Tuning In?

DAY ELEVEN:
OBJECTIVE: The Ieamer will explain the acuteness of hearing and explain the
basics required for balance.

INTRODUCTION: Pre-Lab question for Can You Hear It?

INSTRUCTION:
. Review Previous Labs on Hearing & Collect Them
. Lab: Can You Hear It?
. Outline Notes (Power Point®)
0 Notes on Balance

HOMEWORK: Lab Questions Can You Hear It?

DAY TWELVE:
OBJECTIVE: The Ieamer will explain how balance occurs based on lab results
and then describe the sense of touch.

INTRODUCTION: Pre-Lab Questions for Balancing Act Lab

INSTRUCTION:
. Collect Can You Hear It Lab
0 Lab: Balancing Act
- 0 Outline Notes (Power Point®)
0 Sense of Touch

HOMEWORK: Lab Questions: Balancing Act

40

DAY THIRTEEN:
OBJECTIVE: The Ieamer will explain the sense of touch and how sensitive they
are to it based on lab results. ~

INTRODUCTION: Pre-Lab Questions: Can You Feel It?

INSTRUCTION:
0 Discuss Balance Lab Results and Collect
. Check Pre-Lab _
. Lab: Can You Feel It?

HOMEWORK: Lab Questions: Can You Feel It?

-DAY FOURTEEN:
OBJECTIVE: The Ieamer will answer review questions over the information they
have Ieamed on the Nervous System and Senses.

INTRODUCTION: Take a copy of the Review & Start It

INSTRUCTION:
. Discuss Can You Feel It Lab and Collect it
0 Discuss the Outcomes and Results of the Unit
. Students work on Review

HOMEWORK: Finish Review

DAY FIFTEEN:
OBJECTIVE: The Ieamer will demonstrate the amount of knowledge they have
gained dealing with the Nervous System and Sense.

INTRODUCTION: Question & Answer Time for Clariﬁcation

INSTRUCTION:
. Collect Review Materials
. Pass Out Post-Test Evaluation
. Students Take a Survey on Activities of Unit

HOMEWORK: Start Next Unit

41

APENDIX B

MASTER COPY OF NOTES ~

42

Nerves, Senses & You An: Activity Based Approach
Master Copy of Notes

I. Introduction to the Nervous System.
A. Two major divisions according to structure.
B. Central Nervous System
1. CNS.
2. Includes brain and spinal cord
C. Peripheral Nervous System
1. P.N.S.
2. Consists of nerves and bundle of nerves that branch off from the
brain and spinal cord.
D. Protection Equipment of the nervous system
1. Bone for brain and spinal cord
2. Meninges, protective layers around the brain and spinal cord
3. Dura Mater, outer layer of the spinal cord made of connective
tissue, blood vessels and nerves, one of the strongest tissues of
the body
4. Arachnoid Layer, elastic web-like middle layer
5. Myelin, white sheath of protection on nerves made of Schwann
cells.
6. Cerebrospinal Fluid, shock absorber and nutrient carrier
Il. Neurons, Basic Units of Nervous System
A. Actual Nerve Cells that make up the nervous system
1. Function is to conduct electrical messages fromone area to
another
2. Structure of Neuron
a) Dendrite: Short and long branched extensions that
receives impulses and conducts them toward cell body
b) Cell Body: Central section of the neuron that is also a
receptor surface for stimuli
c) Axon: An extension of the neuron that carries impulses
away from the cell body toward other neurons, muscles, or
glands
B. Types of neurons, based on function
1. Sensory Neuron, carries impulses from the senses of sight,
hearing, taste, touch, and smell to the brain or spinal cord
2. Intemeurons, between the brain and spinal cord, they form links
between other neurons and transmit impulses
3. Motor Neurons relay impulses from the brain and spinal cord to
body parts.
C. Nerve Impulse
1. When a stimulus excites a neuron, depolarization occurs.
2. Na+ channels open and the sodium rushes into the cell causing
the interior to be more positively charged than the outside.

43

3. This change in charge moves down the axon like a wave
carrying the message.
4. As the wave passes, gated channels and sodium/potassium
pump return the neuron the resting state.
5. An impulse can only move the complete length of the axon if the
stimulation is strong enough, past threshold.
D. Synapse is the junction between neurons. Neurotransmitters are
chemicals used at the synapse to transmit the message
E. White vs. Gray Matter
1. Axons that have a white insulating myelin sheath, like plastic on
wires, are called white matter
2. Axons without myelin are grayish and therefore called gray
matter
Central Nervous System
A. Coordinates all your body's activities made of brain and spinal cord.
B. Brain, the control center has three main sections
1. Cerebrum
a) Divided into two halves, called hemispheres, by the
longitudinal ﬁssure.
(1) Right; verbal & nonverbal artistic abilities
(2) Left; reading, writing and analysis
b) The outer section is called the cerebral cortex that
contains many grooves, which increase surface area.
c) The cerebrum controls; conscious activities, intelligence,
memory, language, skeletal muscle movement, and senses.
d) Cerebral Lobes
(1) Corresponds to the cranial bones
(2) Frontal lobe, associated with personality, judgment,
self-control, and movement of skeletal muscles.
(3) Parietal lobe, analyze Senses, judgment for shape
and texture, allows us to feel; temperature, pressure,
and pain.
(4) Occipital lobe, sense of vision
2. Cerebellum
a) Back of the brain below the occipital lobe
b) Controls balance, posture, and coordination
c) It is believed that after you Ieam a skill with the cerebmm,
the cerebellum does it automatically.
3. Brain Stem
a) Located between the cerebrum and the spinal cord,
which causes all nerve ﬁbers to pass through it.
b) Sections of the Brain Stem
(1) Medulla Oblongata, controls involuntary activities
such as heart rate and breathing
(2) Pons, relay station for all parts of the brain.
(3) Midbrain, controls reﬂexes such as pupil size.

44

4. Other structures
a) Thalamus, directs all incoming sensory impulses, except
smell, to proper regions of the cereme cortex
b) Hypothalamus helps regulate body temperature and
hunger as well as interacting with the pituitary gland to
control the chemical homeostasis.
c) Limbic System, regulates emotions and can be over
activated making someone speechless with joy or fury
d) Reticular Formation, ﬁltering system for controlling
incoming sensory impulses and without it you would go mad
because every second 100 million messages bombard you
brain.
C. Spinal Cord
1. Column of nerve tissue that starts in the medulla oblongata and
runs down through the vertebral column
2. Made of 31 segments which give rise to spinal nerves.
3. Cross Section of the Spinal Cord
a) Core of Gray Matter, Posterior and Anterior horns
b) Meninges cover the core
0) Dura Mater makes up the outer layer
d) Cerebrospinal Fluid is located between the gray and
white layer
IV. Peripheral Nervous System
A. Somatic Nervous System
1. Made up of 12 pairs of cranial nerves from the brains and 31
pairs of nerves from the spinal cord.
2. Nerves that control the voluntary movement of skeletal muscle
3. The nerves are actually bundles of neuron axons bound
together by connective tissue.
4. Most nerves contain both sensory and motor axons.
5. Reﬂex
a) Reﬂex action is an involuntary and usually self protective
movement
b) Rather than the nerve impulse proceeding to the
cerebrum or cerebellum for interpretation, a reﬂex impulse
travels to the spinal cord or brain stem where it causes am
impulse to be sent directly back to the muscle.
c) The brain becomes aware of a reﬂex only after it has
happened.
(I) Reﬂex arc is the shortest pathway of a neural message
B. Autonomic Nervous System, nerves that control involuntary actions
such as respiration and heart rate
1. Sympathetic, controls stimulations of internal organs during
stress
2. Parasympathetic, controls internal organs during routine
conditions.

45

C. Fight-or-Flight Response
1. When under extreme situations of fear or stress you either run
or freeze
2. Your Heart and Breathing rates both Increase
V. Brain Interpretation of Sensation
A. Phantom Pain: Receptors no longer present will continue to send
impulses to the parietal lobe. These impulses are interpreted by the brain
to produce phantom “pain” or “presence”.
B.- Intensity: A weak stimulus, like dim light, will affect a small number of
receptors, but a stronger stimulus, bright light, will stimulate many more.
The brain “counts” the impulses and projects the sensation based on the
stimuli.
C. Contrast: The effect of a previous or simultaneous sensation on a
current situation. If on a hot day you jump into a swimming pool, the water
will feel quite cool at ﬁrst. This is because the brain compares the new
sensation of the pool to the previous one of the hot air.
D. After-Image: An image remaining in the consciousness even after the
stimulus has stopped. A good example is a ﬂash of a camera staying
visible after the ﬂash occurs.
E. Sensory Adaptation
1. When receptors are subjected to continuous stimulation, many
of them undergo and adjustment.
2. As the receptors adapt, impulses leave them at decreasing
rates, until ﬁnally the receptors may completely fail to send signals.
3. Once receptors have adapted, impulses can be triggered only if
the strength of the stimulus is changed.
4. This is experienced when a person enters a room where there is
a strong odor. At ﬁrst the scent seems intense, but it becomes less
and less noticeable as the smell receptors adapt.
5. Another example is the wearing of jewelry, the skin receptors for
touch and pressure adapt quickly to continuing stimulus.
6. Odor Fatigue
a) If the person remains in the room for a minute or more,
he or she may become totally adapted to the odor and quite
unaware of its presence.
b) However, if the person leaves the room and then
reenters it, the receptors will probably be stimulated once
again.
VI. Sensory Receptors
A. Chemo receptors,
1. Detect to chemicals of speciﬁc substances dissolved in ﬂuid
2. Are the senses of taste and smell
B. Nociceptors:
1. Pain receptors that detect tissue damage
2. Localized in extremities not in brain

46

VII.

VIII.

IX.

3. Detect chemical, electrical, mechanical or thermal stimulus if
strong enough
C. Therrno receptors detect temperature and temperature changes
1. Heat: 25° to 45° C
2. Cold: 10° to 20° C
D. Mechanoreceptors:
1. Receptors responsible for sensations of touch and pressure
2. Pressure receptors are deeper in your skin than touch receptors.
E. Photoreceptors: '
1. Detect visible and ultraviolet light
2. Located in the eyes
F. Sense Organs, are a second group of sense receptors that are highly
complex
Somatic Senses
A. Exteroceptive- senses associated with changes occurring at body
surface
B. Proprioceptive- senses associated with changes occurring in muscles,
tendons and body position
C. Visceroceptive— senses associated with organ changes, 02 and C02
concentration
Chemical Senses
A. Sense of Smell (Olfaction)
1. Olfactory receptors are connected to the olfactory bulbs in the
brain.
2. Olfactory nerve connects these receptors _
3. Certain odors can cause a memory to reoccur.
4. Chemoreceptors for smell are located high in the nasal passage
as well as being covered with mucus, therefore normal breathing
does little stimulation, in order to “smell” we must sniff in larger
amounts of air.
5. Humans have 10 millions olfactory receptors in patches,
bloodhounds have 200 million.
B. Sense of Taste (Gustation)
1. Taste receptors are part of the sensory organs called taste buds
2. You have about 10,000 taste buds scattered over the tongue,
roof of the mouth and throat.
' 3. Taste buds contain receptors for one or more of the four basics
or general taste classes; sweet, sour, salty, and bitter.
4. Most ﬂavors are a combination of the four basic tastes, plus
sensory input from olfactory receptors in the nose.
5. Some foods we eat have chemicals that are released when we
chew the food and “ﬂoat” up to the nose to be detected.
6. Taste does occur in the brain; therefore the sense of smell can
be fooled.
Sensing Light (Sight)
A. The Eye

47

1. Structure

a) Outer,
(1) Sclera, dense ﬁbrous tissue (white of the eye),
protects the eyeball
(2) Cornea, focuses light

b) Middle;
(1) Chorid (pigmented tissue), prevents light
scaﬂenng

2. Iris, controls incoming light
3. Ciliary body, aids in focusing
c)lnnen
(1) Retina, absorbs, converts light
(2) Fovea, increases visual acuity
(3) Start of Optic Nerve, transmits signals to brain
d) Other Components;
(1) Lens, ﬁnely focuses light on photoreceptors
(2) Aqueous Humor, transmits light, maintains
pressure
(3) Vitreous Humor, transmits light, supports lens and
eye
e) Rods,
(1) Detect light intensity
(2) Detect very dim light
f) Cones,
(1) Colors; Red, Green, Blue .
(2) Receptor cells adapted for sharp vision and bright
light
(3) Detect bright light
(4) Contribute to sharp daytime vision and color
perception
B. Visual Field
1. The part of the outside worId that a person actually sees.
C. Depth Perception
1. The ability to judge how far away an object is.
Hearing
A. The Ear
1. Outer ear
a) Pinna
(1) Sound gathering trumpet
(2) Cartilage, ﬂap of skin
b) Sound waves enter here
0) Channels sound waves inward through the auditory canal
2. Middle ear .
a) Tympanic membrane
(1) Commonly called the Eardrum
(2) Sound waves cause it to vibrate

48

XI.

b) Malleus
(1) Commonly called the Hammer
(2) Receives impulses from the tympanic membrane
c) lncus
(1) Commonly called the Anvil
(2) Connects the malleus to the stapes
d) Stapes
(1) Commonly called the Stirrup
(2) Transmit their motion to the oval window
e) Eustachian Tube .
(1) Opening in the middle ear
(2) Runs form middle ear to the throat
(3) Permits air pressure in middle ear to be equalized
with pressure from the outside
3. Inner Ear
a) Oval Window
(1) Elastic membrane over the entrance of the
cochlea
(2) Ampliﬁed original vibration
b) Cochlea & Semicircular Canals
(1 ) Tightly wound inner ear section ﬁlled with tiny little
hairs
(2) Snail shaped organ
(3) Helps maintain balance
(4) Filled with a thick ﬂuid
(5) Translates vibrations into nerve impulses so we
can detect sounds
B. Hearing starts with acoustical receptors which are vibration-sensitive
mechanoreceptors deep within the ear
C. The sense of hearing
1. Relies on mechanoreceptors called hair cells
2. Hair cells are attached to membranes within the cochlea of the
innerean
D. Pressure waves generated by sound
1. Cause the membrane vibrations that bend hair cells
2. Results in action potential of neurons of the auditory nerve
3. Action potential travels to the brain as a nerve impulse
Balance
A. Sense of “Natural Position”
B. The brain compares displacement of body parts and trunk from the
baseline location called the “equilibrium position."
C. This sense relies on input from receptors in the eyes, skin, and joints.
D. Balance also relies on Vestibular Apparatus is the closed system of
ﬂuid ﬁlled canals and sacs in the inner ear
1. Semicircular canals

49

XII.

a) Three canals that are positioned at right angles to each
other which correspond to the three places of space.
b) They detect rotational head movement, acceleration, and
deceleration.
2. Utricles and Saccules
a) Contain otolith organs in which hair cells are embedded
in a jellylike membrane
b) Detect changes in head’s orientation relative to gravity,
as well as straight-line acceleration and deceleration.
E. Propioreception- is the ability to determine location of limbs on muscle
tension
Sense of Touch
A. Skin Mechanoreceptors
1. Highly specialized nerve endings linked to collagen ﬁbers
2. Adapt at different rates
a) Some only ﬁre when stimuli is changing producing
sensations of touch, movement and vibration
b) Others produce sensations of pressure
B. Types of skin receptors
1. Tactile (Meissner’s) corpuscle- - light touch
2. Tactile (Merkle’ s) corpuscles- - touch
3. Free nerve ending = pain
4. Lamellated (Pacinian) corpuscle = deep pressure
5. Rufﬁni corpuscle = warmth
C. Not all areas of the skin have the same distribution of skin receptors

50

. APENDIX c

STUDENT ‘SKELETON’ COPY OF NOTES

51

Nerves, Senses & You An: Activig Based Approach
Student ‘Skeleton’ Copy of Notes

Anatomy & Physiology Name
Nerves, Senses, & You Notes Date ‘ Block

I. Introduction to the Nervous System.
A. Two major divisions according

B. Central Nervous System
1.
2. Includes

C. Peripheral Nervous System
1.
2. Consists of nerves and bundle of
nerves that branch off *

D. Protection Equipment of the nervous
system
1. Bone for
2. Meninges, protective layers
around the brain and

3. Dura Mater, outer layer of the

spinal cord made of connective
tissue, blood vessels and nerves,

52

4. Arachnoid Layer, elastic web-like

5. Myelin, white sheath of
protection on nerves

' 6. Cerebrospinal Fluid,

ll. Neurons, Basic Units of Nervous
System
A. Actual Nerve Cells
1. Function is to conduct electrical
messages from

2. Structure of Neuron ~
a) Dendrite: Short and long
branched extensions that

b) Cell Body: Central section of
the neuron that is also a

c) Axon: An extension of the

neuron that carries impulses
away from the cell

53

B. Types of neurons, based on function
1. Sensory Neuron, carries
impulses from the senses of

2. lnterneurons, between the brain
and spinal cord, they form links
between

3. Motor Neurons relay impulses
from the brain and spinal cord

C. Nerve Impulse
1. When a stimulus excites a
neuron, »

2. Na” channels open and the
sodium rushes into the cell causing
the interior to

3. This change in charge moves
down the axon like a

4. As the Wave passes, gated

channels and sodium/potassium
pump return

54~

5. An impulse can only move the
complete length of the axon if the
stimulation is

D. Synapse is the junction

Neurotransmitters are chemicals used at

the synapse

E. White vs. Gray Matter
1. Axons that have a white
insulating myelin sheath, like plastic
on wires,

2. Axons without myelin are grayish
and therefore

lll. Central Nervous System
A. Coordinates all your body's activities
made of

B. Brain, the control center has
1. Cerebrum
a) Divided into two halves,
called hemispheres, by

55

(1 ) Right;
(2) Left;

b) The outer section is called
the cerebral cortex that contains
many grooves,

c) The cerebrum controls;

conscious activities, intelligence,

memory, language, skeletal
muscle movement,

d) Cerebral Lobes
(1) Corresponds to

’ (2) Frontal lobe, associated
with personality, judgment,
self-control,

(3) Parietal lobe, analyze
senses, judgment for shape
and texture, allows us to feel;

(4) Occipital lobe, sense of

56

2. Cerebellum
a) Back of the brain below the

b) Controls balance, posture,
and

c) It is believed that after you
learn a skill with the cerebrum,
the

3. Brain Stem
a) Located between the
cerebrum and the spinal cord,
which causes all nerve ﬁbers

b) Sections of the Brain Stem
(1) Medulla Oblongata,
controls involuntary activities
such as

(2) Pons, relay station for all

(3) Midbrain, controls
reﬂexes such

57

4. Other structures
a) Thalamus, directs all
incoming sensory impulses,
except smell, to proper

b) Hypothalamus helps regulate
body temperature and hunger as
well as interacting with the
pituitary gland to

c) Limbic System, regulates
emotions and can be over
activated making someone

d) Reticular Formation, ﬁltering
system for controlling incoming
sensory impulses and without it
you would go mad because
every

C. Spinal Cord
1. Column of nerve tissue that
starts in the medulla oblongata and
runs down through

58

2. Made of 31 segments which give
ﬁseto

3. Cross Section of the Spinal Cord
a) Core of Gray Matter,

b) Meninges cover the
c) Dura Mater makes up the

d) Cerebrospinal Fluid is
located between

IV. Peripheral Nervous System
A. Somatic Nervous System
1. Made up of 12 pairs of cranial
nerves from the brains and 31 pairs
of nerves from

2. Nerves that control the voluntary
movement of

3. The nerves are actually bundles
of neuron axons

59

4. Most nerves contain both

5. Reﬂex —
a) Reﬂex action is an
involuntary and usually

b) Rather than the nerve
impulse proceeding to the
cerebrum or cerebellum for
interpretation, a reﬂex impulse
travels to the spinal Cord or brain
stem where it causes am
impulse

c) The brain becomes aware of
a reﬂex

d) Reﬂex arc is the shortest
pathway of

B. Autonomic Nervous System, nerves
that control involuntary actions such as

1. Sympathetic, controls
stimulations of internal

60

2. Parasympathetic, controls
internal organs during

C. Fight-or-Flight Response
1. When under extreme situations
of fear or stress you either

2. Your Heart and Breathing rates

V. Brain Interpretation of Sensation
A. Phantom Pain: Receptors no longer
present will continue to send impulses to
the parietal lobe.

B. Intensity: A weak stimulus, like dim
light, will affect a small number of
receptors, but a stronger stimulus, bright
light, will stimulate many more.

C. Contrast: The effect of a previous or
simultaneous sensation on a current
situation. If on a hot day you jump into a
swimming pool, the water will feel quite
cool at ﬁrst.

61

D. After-Image: An image remaining in
the consciousness even after the
stimulus has stopped.

E. Sensory Adaptation
1. When receptors are subjected to
continuous stimulation,

2. As the receptors adapt, impulses
leave them at decreasing rates, until
ﬁnally the

3. Once receptors have adapted,
impulses can be triggered only if

4. This is experienced when a
person enters a room where there is
a strong odor. At first the scent
seems intense, but

5. Another example is the wearing
of jewelry, the skin receptors for

62

6. Odor Fatigue
a) If the person remains in the
room for a minute or more, he or
she may become totally

b) However, if the person
leaves the room and then
reenters it, the receptors

VI. Sensory Receptors

A.

Chemo receptors,

1. Detect to chemicals of speciﬁc
substances

2. Are the senses of

Nociceptors: .
1. Pain receptors that

2. Localized in extremities

3. Detect chemical, electrical,
mechanical or thermal stimulus if

63

C. Thermo receptors detect
1. Heat:
2. Cold:
D. Mechanoreceptors:
1. Receptors responsible for
‘ sensations of

2. Pressure receptors are

E. Photoreceptors:

1. Detect

2. Located in
F. Sense Organs, are a second group
of sense receptors that

VII. Somatic Senses
A. Exteroceptive- senses associated
with changes

B. Proprioceptive- senses associated
with changes occurring

C. Visceroceptive- senses associated
with organ

64

VIII.

Chemical Senses

Sense of Smell

1. Olfactory receptors are
connected to the

2. Olfactory nerve connects
3. Certain odors can

4. Chemoreceptors for smell are
located high in the nasal passage as
well as being covered with mucus,
therefore normal breathing does

5. Humans have 10 millions
olfactory receptors in

Sense of Taste
1. Taste receptors are part of the
sensory organs called

2. You have about 10,000 taste
buds scattered over the

65

3. Taste buds contain receptors for
one or more of the four basics or

4. Most ﬂavors are a combination
of the four basic tastes,

5. Some foods we eat have 4
chemicals that are released when
we chew the food and

6. Taste does occur in the brain;
therefore

IX. Sensing Light (Sight)

A. The Eye
1. Structure
a) Outer;

(1) Sclera, dense ﬁbrous
ﬁssue

(2) Cornea,

66

b)

d)

Middle;
(1 ) Chorid ,
prevents light scattering

(2) , , controls
incoming light

(3) , aids in focusing

lnnen
(1 ) Retina, absorbs,

(2) , increases visual
acuﬁy ,

(3) Start of Optic Nerve,
Other Components;

(1) , ﬁnely focuses
ﬁghton.

(2) Aqueous Humor,

(3) Vitreous Humor,
transmits light,

67

e) Rods,
(1 ) Detect

(2) Detect very

f) Cones,
(1) Colors;

(2) Receptor cells
(3) Detect
(4) Contribute to sharp

B. Visual Field A
' 1. The part of the outside world that

C. Depth Perception
1. The ability to judge how

X. Hearing
A. The Ear
1.

a) Pinna

68

(1) Sound
(2) Cartilage, '
b) Sound waves

c) Channels sound waves

‘ inward

Middle ear

3) Tympanic membrane
(1) Commonly called
(2) Sound waves

b) Malleus
(1) Commonly called

(2) Receives impulses

c) lncus
(1) Commonly called

(2) Connects the

69

d) Stapes
(1) Commonly called

(2) Transmit their

e) Eustachian Tube
(1) Opening

(2) Runs form

(3) Permits air pressure in
middle

. lnnerEar

a) Oval Window .
(1) Elastic membrane over
the

(2) Ampliﬁed
b) Cochlea & Semicircular
Canals

(1) Tightly wound inner ear
secﬁon

70

(2) Snail
(3) Helps
(4) Filled with

(5) Translates vibrations into
nerve

B. Hearing starts with acoustical
receptors which are

C. The sense of hearing
1. Relies on

2. Hair cells are attached to

D. Pressure waves
1. Cause the membrane

2. Results in action potential

3. Action potential travels

71

XI. Balance
A. Sense of

B. The brain compares displacement of
body parts and trunk from the baseline

C. This sense relies on input from

D. Balance also relies on Vestibular
Apparatus is the closed system of

1. Semicircular canals
a) Three canals that are
‘ positioned at right angles to
b) They detect rotational
2. Utricles and Saccules
a) Contain otolith organs in
which. hair cells

b) Detect changes in head’s
orientation relative

72

E. Propioreception- is the ability to
determine

Xll. Sense of Touch
A. Skin Mechanoreceptors

1.
2.

Highly specialized nerve endings
Adapt at

a) Some only ﬁre when stimuli
is changing

b) Others produce

B. Types of skin receptors

1.

2.

.09

pine

Tactile (Meissner’s) corpuscle =
Tactile (Merkle’s) corpuscles = ’
Free nerve ending =

Lamellated (Pacinian) corpuscle

Rufﬁni corpuscle =

C. Not all areas of the skin have

73

APENDIX D

POWERPOINT® SLIDE PRESENTATION OF NOTES

74

PowerPoint® Slide Presentation of Notes Given to students.

Nerves Senses & You.
An Activity Based Approach

 

Fig. 20 Slide 1

Nerves, Senses, & You...

I. Introduction to the Nervous System.
A. Two major divisions according to structure.
8. Central Nervous System
1. CNS.
2. Includes brain and spinal cord

C. Peripheral Nervous System
1. P.N.S.

2. Consists of nerves and bundle of nerves that branch off
from the brain and spinal cord.

 

Fig. 21 Slide 2

75

Nerves, Senses, & You...
D. Protection Equipment of the nervous system
1. Bone for brain and spinal cord

2. Meninges, protective layers around the brain and spinal
cord

3. Dura Mater, outer layer of the spinal cord made of
connective tissue, blood vessels and nerves, one of the

strongest tissues of the body
4. Arachnoid Layer, elastic web—like middle layer

5. Myelin, white sheath of protection on nerves made of
Schwann cells.

6. Cerebrospinal Fluid, shock absorber and nutrient carrier

 

Fig. 22 Slide 3

Nerves, Senses, & You...

II. Neurons, Basic Units of Nervous System

A. Actual Nerve Cells that make up the nervous
system
1. Function is to conduct electrical messages from one area
to another
2. Structure of Neuron
a) Dendrite: Short and long branched extensions that
receives impulses and conducts them toward cell
body
b) Cell Body: Central section of the neuron that is also a ’
receptor surface for stimuli
c) Axon: An extension of the neuron that carries
impulses away from the cell body toward other
neurons, muscles, or glands

 

Fig. 23 Slide 4

76

Nerves, Senses, & You...

8. Types of neurons, based on function

1. Sensory Neuron, carries impulses from the senses of
sight, hearing, taste, touch, and smell to the brain or
spinal cord

2. Intemeurons, between the brain and spinal cord, they

form links between other neurons and transmit
impulses

3. Motor Neurons, relay impulses from the brain and
spinal cord to body parts.

 

Fig. 24 Slide 5

Nerves, Senses, & You...

C. Nerve Impulse
1. When a stimulus excites a neuron, depolarization occurs.

2. Na+ channels open and the sodium rushes into the cell
causing the interior to be more positively charged than
the outside.

3. This change in charge moves down the axon like a wave

carrying the message.

4. As the wave passes, gated channels and
sodium/potassium pump return the neuron to the
resting state.

5. An impulse can only move the complete length of the
axon if the stimulation is strong enough, past threshold.

 

Fig. 25 Slide 6

77

Nerves, Senses, & You...

D. Synapse is the junction between neurons.
Neurotransmitters are chemicals used at the
synapse to transmit the message

E. White vs. Gray Matter

1. Axons that have a white insulating myelin sheath, like
plastic on wires, are called white matter

2. Axons without myelin are grayish and therefore called
gray matter
III. Central Nervous System
A. Coordinates all your body's activities made of
brain and spinal cord.

 

Fig. 26 Slide 7

Nerves, Senses, & You...

B. Brain, the control center has three main sections
1. Cerebrum

a) Divided into two halves, called hemispheres, by the
longitudinal fissure.

(1) Right; verbal & nonverbal artistic abilities

(2) Left; reading, writing and analysis
b) The outer section is called the cerebral cortex that
contains many grooves, which increase surface area.
c) The cerebrum controls; conscious activities,
intelligence, memory, language, skeletal muscle
movement, and senses.

 

Fig. 27 Slide 8

78

Nerves, Senses, & You...
D. Cerebral Lobes
(1) Corresponds to the cranial bones

(2) Frontal lobe, associated with personality,
judgment, self-control, and movement of skeletal
muscles.

(3) Parietal lobe, analyze senses, judgment for

shape and texture, allows us to feel; temperature,
pressure, and pain.

(4) Occipital lobe, sense of vision
2. Cerebellum
a) Back of the brain below the occipital lobe
b) Controls balance, posture, and coordination

c) It is believed that after you learn a skill with the
cerebrum, the cerebellum does it automatically.

 

Fig. 28 Slide 9

Nerves, Senses, & You...

3. Brain Stem

a) Located between the cerebrum and the spinal cord,
which causes all nerve ﬁbers to pass through it.

b) Sections of the Brain Stem

(1) Medulla Oblongata, controls involuntary activities
such as heart rate and breathing

(2) Pons, relay station for all parts of the brain.
(3) Midbrain, controls reflexes such as pupil size.

 

Fig. 29 Slide 10

79

Nerves, Senses, & You...

4. Other structures

a) Thalamus, directs all incoming sensory impulses,
except smell, to proper regions of the cerebral cortex

b) Hypothalamus, helps regulate body temperature and
hunger as well as interacting with the pituitary gland
to control the chemical homeostasis.

c) Limbic System, regulates emotions and can be over
activated making someone speechless with joy or fury

d) Reticular Formation, ﬁltering system for controlling
incoming sensory impulses and without it you would
go mad because every second 100 million messages
bombard you brain.

 

Fig. 30 Slide 11

Nerves, Senses, & You...

C. Spinal Cord
1. Column of nerve tissue that stalts in the medulla
oblongata and runs down through the vertebral column
2. Made of 31 segments which give rise to spinal nerves.
3. Cross Section of the Spinal Cord
a) Core of Gray Matter, Posterior and Anterior horns

b) Meninges cover the core
c) Dura Mater makes up the outer layer

cl) Cerebrospinal Fluid is located between the gray and
white layer

 

Fig. 31 Slide 12

80

Nerves, Senses, & You...
IV. Peripheral Nervous System

A. Somatic Nervous System
1. Made up of 12 pairs of cranial nerves from the brains
and 31 pairs of nerves from the spinal cord.
2. Nerves that control the voluntary movement of skeletal
muscle

3. The nerves are actually bundles of neuron axons bound
together by connective tissue.
4. Most nerves contain both sensory and motor axons.

 

Fig. 32 Slide 13

Nerves, Senses, & You...

5. Reflex
a) Reﬂex action is an involuntary and usually self
protective movement
b) Rather than the nerve impulse proceeding to the
cerebrum or cerebellum for interpretation, a reflex
impulse travels to the spinal cord or brain stem

where it causes am impulse to be sent directly back
to the muscle.

c) The brain becomes aware of a reflex only after it has
happened.

cl) Reflex arc is the shortest pathway of a neural
message

 

Fig. 33 Slide 14

81

Nerves, Senses, & You...

B. Autonomic Nervous System, nerves that control
involuntary actions such as respiration and heart
rate

1. Sympathetic, controls stimulations of internal organs
during stress

2. Parasympathetic, controls internal organs during routine

conditions.
C. Fight-or-Flight Response

1. When under extreme situations of fear or stress you
either run or freeze

2. Your Heart and Breathing rates both increase

 

Fig. 34 Slide 15

Nerves, Senses, & You...

V. Brain Interpretation of Sensation

A. Phantom Pain: Receptors no longer present will
continue to send impulses to the parietal lobe.
These impulses are interpreted by the brain to
produce phantom “pain" or “presence”.

B. Intensity: A weak stimulus, like dim light, will
affect a small number of receptors, but a
stronger stimulus, bright light, will stimulate
many more. The brain “counts” the impulses
and projects the sensation based on the stimuli.

 

Fig. 35 Slide 16

82

Nerves, Senses, & You...

C. Contrast: The effect of a previous or simultaneous
sensation on a current situation. If on a hot day
you jump into a swimming pool, the water will feel
quite cool at first. This is because the brain
compares the new sensation of the pool to the
previous one of the hot air.

D. After-Image: An image remaining in the
consciousness even after the stimulus has stopped.
A good example is a flash of a camera staying
visible after the flash occurs.

 

Fig. 36 Slide 17

Nerves, Senses, & You...

E. Sensory Adaptation
1. When receptors are subjected to continuous stimulation,
many of them undergo an adjustment.
2. As the receptors adapt, impulses leave them at
decreasing rates, until ﬁnally the receptors may
completely fail to send signals.

3. Once receptors have adapted, impulses can be triggered
only if the strength of the stimulus is changed.

4. This is experienced when a person enters a room where
there is a strong odor. At ﬁrst the scent seems intense,
but it becomes less and less noticeable as the smell
receptors adapt.

 

Fig. 37 Slide 18

83

Nerves, Senses, & You...

5. Another example is the wearing of jewelry, the skin
receptors for touch and pressure adapt quickly to
continuing stimulus.

6.0dor Fatigue.

a. If the person remains in the room for a minute
or more, he or she may become totally adapted to
the odor and quite unaware of its presence.

b. However, if the person leaves the room and
then reenters it, the receptors will probably be
stimulated once again.

 

Fig. 38 Slide 19

Nerves, Senses, & You...

VI. Sensory Receptors
A. Chemo receptors,

1. Detect chemicals of speciﬁc substances dissolved in
fluid

2. Are the senses of taste and smell
B. Nociceptors:

1. Pain receptors that detect tissue damage
2. Localized in extremities not in brain

3. Detect chemical, electrical, mechanical or thermal
stimulus if strong enough
C. Thermo receptors detect temperature and
temperature changes
1. Heat: 25° to 450 C
2. Cold: 10° to 200 C

 

Fig. 39 Slide 20

84

Nerves, Senses, & You...

D. Mechanoreceptors:
1. Receptors responsible for sensations of touch and
pressure
2. Pressure receptors are deeper in your skin than touch
receptors.
E. Photoreceptors:
1. Detect visible and ultraviolet light
2. Located in the eyes
F. Sense Organs, are a second group of sense
receptors that are highly complex

 

Fig. 35 Slide 21

Nerves, Senses, & You...

VII. Somatic Senses
A. Exteroceptive- senses associated with changes
occurring at body surface
B. Proprioceptive- senses associated with changes
occurring in muscles, tendons and body

podﬁon
C. Visceroceptive- senses associated with organ
changes, 02 and CO2 concentration

 

Fig. 41 Slide 22

85

Nerves, Senses, & You...

VIII. Chemical Senses

A. Sense of Smell (Olfaction)

1. Olfactory receptors are connected to the olfactory bulbs
in the brain.

2. Olfactory nerve connects these receptors

3. Certain odors can cause a memory to reoccur.

4. Chemoreceptors for smell are located high in the nasal
passage as well as being covered with mucus,
therefore normal breathing does little stimulation, in
order to “smell” we must sniff in larger amounts of air.

5. Humans have 10 millions olfactory receptors in patches,
bloodhounds have 200 million.

 

. Fig. 42 Slide 23

Nerves, Senses, & You...

8. Sense of Taste (Gustation)

1. Taste receptors are part of the sensory organs called
taste buds

2. You have about 10,000 taste buds scattered over the
tongue, roof of the mouth and throat.

3. Taste buds contain receptors for one or more of the four

basics or general taste classes; sweet, sour, salty, bitter.
4. Most ﬂavors are a combination of the four basic tastes,
plus sensory input from olfactory receptors in the nose.
5. Some foods we eat have chemicals that are released
when we chew the food and “float" up to the nose to be
detected.

6. Taste does occur in the brain; therefore the sense of
smell can be fooled.

 

Fig. 38 Slide 24

86

Nerve, Senses, & You...
IX. Sensing Light (sight)
A. The Eye
1. Structure
a) Outer;
1. Sclera, dense ﬁbrous tissue (white of the eye),
protects eyeball
2. Cornea, focuses light
b) Middle;
1. Coroid, (pigmented tissue) prevents light
scattering
2. Iris, controls incoming light
3. Ciliary body, aids in focusing
c)Innen
1. Retina, absorbs, converts light
2. Fovea, increases visual acuity
3. Start of Optic Nerve, transmits signals to brain

 

Fig. 44 Slide 25

Nerve, Senses, & You...

d) Other Components;
1. Lens, ﬁnely focuses light on photoreceptors
2. Aqueous Humor, transmits light, maintains
pressure
3. Vitreous Humor, transmits light, supports lens and
eye

e) Rods;
1. Detect light intensity
2. Detect very dim light

 

Fig. 45 Slide 26

87

Nerve, Senses, & You...

f) Cones;
1. Colors; red, green, blue
2. receptor cells adapted for sharp vision and bright
light
3. detect bright light

4. contribute to sharp daytime vision and bright light

B. Visual Field
- The part of the outside world that a person actually sees.

C. Depth Perception
-The ability to judge how far away an object is.

 

Fig. 46 Slide 27

Nerve, Senses, & You...

X. Hearing
A. The Ear
1. Outer ear
a) Pinna
1) Sound gathering trumpet

2) Cartilage, flap of skin
b) Sound waves enter here
c) Channels sound waves inward through the
auditory canal

 

Fig. 47 Slide 28

88

Nerve, Senses, & You...

2. Middle ear
a) Tympanic membrane
1) Commonly called the eardrum
2) Sound waves cause it to vibrate
b) Malleus
1) Commonly called hammer

2) Receives impulses from the tympanic
membrane

c) Incus
1) Commonly called anvil
2) Connects the malleus to the stapes
d) Stapes
1) Commonly called stirrup
2) Transmits their motion to the oval window

 

Fig. 48 Slide 29

Nerve, Senses, & You...

e) Eustachian Tube
1) Opening in the middle ear
2) Runs form middle ear to the throat
3) Permits air pressure in middle ear to be
equalized with pressure from the outside

3. Inner Ear

a) Oval Window

1) Elastic membrane over the entrance of
the cochlea

2) Ampliﬁed original vibration
b) Cochlea & Semicircular Canals

1) Tightly wound inner ear section filled with
tiny little hairs

 

Fig. 49 Slide 30

89

Nerve, Senses, & You...

2) Snail shaped organ
3) Helps maintain balance
4) Filled with a thick fluid

5) Translates vibrations into nerve impulses
so we can detect sounds

B. Hearing starts with acoustical receptors which are
vibration-sensitive mechanoreceptors deep within the
ear
C. The sense of hearing

1. Relies on mechanoreceptors called hair cells

2. Hair cells are attached to membranes within the cochlea
of the inner ear.

 

Fig. 50 Slide 31

Nerve, Senses, & You...

D. Pressure waves generated by sound
1. Cause the membrane vibrations that bend hair cells

2. Results in action potential of neurons of the auditory
nerve

3. Action potential travels to the brain as a nerve impulse

XI. Balance

A. Sense of “Natural Position”

B. The brain compares displacement of body parts and
trunk from the baseline location called the “equilibrium
position.”

C. This sense relies on input from receptors in the
eyes, skin, and joints.

 

Fig. 51 Slide 32

90

Nerve, Senses, & You...

D. Balance also relies on Vestibular Apparatus is the
closed system of fluid filled canals and sacs in the
inner ear

1. Semicircular canals
a) Three canals that are positioned at right
angles to each other which correspond to the
three places of space.

b) They detect rotational head movement,
acceleration, and deceleration.

 

Fig. 52 Slide 33

Nerve, Senses, & You...

2. Utricles and Saccules

a) Contain otolith organs in which hair cells are
embedded in a jellylike membrane

b) Detect changes in head’s orientation relative to
gravity, as well as straight—line acceleration and

deceleration.

E. Propioreception- is the ability to determine
location of limbs on muscle tension

 

Fig. 53 Slide 34

91

Nerve, Senses, & You...

XII. Sense of Touch
A. Skin Mechanoreceptors

1. Highly specialized nerve endings linked to collagen
ﬁbers
2. Adapt at different rates
a) Some only ﬁre when stimuli is changing producing
sensations of touch, movement and vibration
b) Others produce sensations of pressure

 

Fig. 54 Slide 35

Nerve, Senses, & You...

B. Types of skin receptors
1. Tactile (Meissner’s) corpuscle = light touch
2. Tactile (Merkle’s) corpuscles = touch
3. Free nerve ending = pain

4. Lamellated (Pacinian) corpuscle = deep pressure
5. Rufﬁni corpuscle = warmth
C. Not all areas of the skin have the same
distribution of skin receptors

 

Fig. 55 Slide 36

92

APENDIX E

REFLEXES, REACTION, AND DISTRACTION LAB ACTIVITY

93

. Anatomy & Physiology Name:
Nervous System & Senses Date: Block:

 

Eguinment:

Meter stick
Obiective:

Observe reﬂex/reaction time and then how distraction stimulus affects reaction time.
Procedure: 9

. Observe knee-jerk reﬂex.

Do Pre-Laboratory questions.

In groups of two, pick one person to be the participant and the other to be the

recorder.

The participant should sit with proper posture facing their lab partner.

The lab partner should hold the meter stick level to the participant’s hand, so that

the increments increase up.

6. The participant should tell the lab partner to drop the meter stick. As soon as the
lab partner drops the meter stick the participant should catch it between their
thumb and ﬁngers. -

7. Measure the distance the meter stick falls before you catch it.

Repeat step ﬁve for a total of ten trials and record the data in the table.

9. Variation 1: Repeat steps 3-6, this time have your lab partner drop the meter stick
WITHOUT you telling them when to drop it.

10. Variation 2: Repeat steps 3-6, this time do an activity that makes you distracted
from the meter stick. Examples are singing the alphabet song, counting
backwards from 50 by 1’s. This variation also has the participant _N_O_I telling the
lab partner to drop the meter stick.

11. Trade places and repeat above.

12. Do summary questions.

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.°°

Pre-Laboratogy Questions:

1. What is a reﬂex?

 

 

2. What is reaction time?

 

 

9'4

3. Are we testing reﬂexes or reaction time? Explain.

 

 

Data Table:

 

Trail # Basic Drop Variation #1 Variation #2
Distance Distance ' Distance

 

1

 

2

 

 

 

 

 

 

 

 

10

 

 

Average

 

 

 

 

Summagy Questions:

1. Did you decrease the distance for your reaction time after continued practice? Why?

 

 

 

95

2. Explain how your reaction time changed when you did not instruct the your lab
partner to drop the meter stick. Why did this happen?

 

 

 

3. Explain what happened to your reaction time for trial #3. Why did this occur?

 

 

4. Explain what other factors would change, either increase or decrease, reaction time?

 

 

 

5. Describe and explain what you Ieamed by doing this laboratory activity.

 

 

 

 

96

APENDIX F

CAN YOU SMELL IT LAB ACTIVITY

97

Anatomy & Physiology Name

 

Olfactory Laboratory Activity Date Block

VVVVVVV

Can You .imeii it?

 

Eguigment:

Threshold Odorants

Odorants in Containers

Timer or Clock with Secondhand
Oil of Peppermint

Oil of Clove

Swabs

Blindfold (optional)

Objective:

The student will determine threshold for olfactory sensation, experience olfactory fatigue,
and identify common odors.

l.

2
3

Procedure:

Read Lab Careﬁrlly!

. Observe proper “waiting” technique.
. Answer Pre-lab questions.

Part A: Olfactory Thres_hold

“Nt‘

4.

gay.

Obtain a set of threshold odorant containers. _
The subject of the lab should have their eyes closed or be blindfolded.

. The tester should remove the cap from a randomly picked container and carefully

hand the container to the subject.

The subject should waﬁ the odor toward their nose and indicate if they can detect
the odor, then return the container to the tester who replaces the cap.

Mark on data table A for that container if they could or could not detect the odor.

. Repeat steps 3 - 5 for the rest of the threshold containers.
. Switch jobs and repeat the lab.

Part B: Olfactog Fatigge

'1.

2

The tester should place two drops of clove oil on a swab.

. The subject of the lab should hold the swab under one nostril while closing the

other, inhaling through the nose repeatedly while exhaling through the mouth.

98

3. While the subject is inhaling the clove oil, they should place two drops of
peppermint oil on a swab.

4. Once the subject can no longer detect the clove oil odor from olfactory fatigue the
tester should hand them the peppermint swab to be inhaled.

5. Record 1n data table B if the subject could detect the peppermint oil after olfactory
fatigue of clove oil.

6. Switch jobs and repeat.

Part C: Odor Identiﬁcation

Obtain a set of odor identiﬁcation containers.

The subject should have their eyes closed or be blindfolded for this test.

The tester should hand a randomly chosen odorant container to the subject.

The subject should remove the lid away from their nose so they do not “smell” it
yet, and then wait the odor toward them. Replacing the cap when done.

The tester should not look at or try to smell the odor until it is their turn.

The subject should indicate what they “smell” and their ﬁrst thought.

Record what they indicate in data table C.

Repeat this for all the containers the change roles and repeat the process.

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9°39?

Pre-Lab Questions:

1. Describe what has to occur physically and anatomically in order for you to “smell”.

 

 

 

2. Explain why waiting in an important technique in detecting odors.

 

 

 

3. Describe your favorite odors and explain why you enjoy them.

 

 

 

99

Data Table A: Threshold

 

Control 1 drop 2 drops 3 drops 4 drops 5 drops 6 drops
Container Plan per 500 per 500 per 500 per 500 per 500 per 500
Water ml m1 ml ml ml ml

 

 

Odor
Detected
Y/N

 

 

 

 

 

 

 

 

Data Table B: Fatigge

 

Time for Clove Oil Fatigue

 

 

Detection of Peppermint Oil Y/N

 

 

Data Table C: Common Odors

 

Odor Container 0 “Smell Detected” First Thought

 

#1

 

#2

 

#3

 

#4

 

#5

 

 

#6

 

 

 

100

 

 

 

Summa uestions:

1. Describe your threshold for odor detection and explain why you believe it is at this
level.

 

 

 

2. Describe what occurred for part B of the lab activity for fatigue.

 

 

 

3. Describe the variation for part B for the entire class, what differences were evident?

 

 

 

4. Describe the correlation between odor and memory based on the results for part C.

 

 

 

 

5. Describe what you have Ieamed about olfactory sensation based on this lab activity.

 

 

 

 

101

APENDIX G

CAN YOU TASTE IT LAB ACTIVITY

102

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91
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Anatomy & Physiology Name

 

Gustation Laboratory Activity Date Block
CM 124 Tgste I f?

Eguipment:

4 Swab & 4 Liquids per Person

One piece of Apple, Carrot, Kiwi & Onion
Toothpicks

Sugar Solutions

Low Sodium Saltine Crackers

VVVVV

Objective:

The student will evaluate their acuteness of taste by: locating the four taste regions on the
tongue, identifying their “sweet taste” threshold, and by determining if taste is related to
vision and odor.

Procedure:

1. Read the Entire Lab Carefully!

2. For each activity, subject’s eyes should be closed and nose plugged.

3. Do Pre-lab questions.

4. Wash Your Hands. Because we are doing a lab that deals with placing things 1n
others mouths we must be sanitary!!!

5. This lab works best with two people per lab group.

Part A: Mapping the Four Basic Tastes

1. Obtain four cups: label them Sweet, Sour, Salty, Bitter, and put the respective
liquids in them.

2. Have four swaps per person in lab group.

3. Subject should sit with eyes closed and nose plugged.

4. Tester will use a moistened swap soak with on of the liquids and paint they

subjects tongue

The subject will identify the taste and the location on their tongue that they sensed

that taste. Example: tip, sides, back, middle.

. Mark it on the diagram and repeat with the other three liquids

Remember Do not re-dig the swag aﬂr it has gone into anyone’s mouth.

Switch roles and repeat steps 3 —6

Answer the summary questions dealing with part A of the lab activity.

3"

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103

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10.
11.

12.
13.
14.
15.

Threshold of “Sweet Taste”

Obtain 6 cups and label them as follows. 20%, 10%, 5%, 2.5% 1.25% 0%.

In the 20 % cup add 10 ml of “stock sugar solution”

Place 10 ml of water in each of the other cups.

In the 10% cup add 10 m1 of “stock sugar solution”.

Remove 10 ml of solution from the 10% cup and add it to the 5% cup.

Remove 10 ml of solution from the 5% cup and add it to the 2.5% cup.

Remove 10 ml of solution from the 2.5 % cup and add it to the 1.25% cup.
Place two swabs in each solution.

Once a swab has been removed from a solution and placed into a person’s mouth
it is NEVER To RETURN TO THE CUP!!! I

Have the subject face you with eyes closed and tongue out.

Randomly pick solutions and place the swab on the location of their tongue they
tasted sweet from part A. ‘

They are to indicate if they taste sweet or not.

After each swap have them eat ‘A of a low sodium saltine to cleanse the palate.
Repeat steps 10-13 until all the solutions have been tested.

Trade jobs and repeat steps 9-14.

Part C: Tasting or Seeing_and Smelling Food

99°39?

9°.‘I.°‘.V‘

Obtain one piece of each food for each person in the lab group.

The subject will sit facing the tester with their eyes closed and nose plugged.
EYES AND NOSE MUST REMAIN CLOSED! .

The tester will place one of the test foods on the subject’s tongue and then remove
it without the subject chewing it.

The subject will identify what food was placed on their tongue.

The tester will write down what the subject guessed.

Repeat steps 3-6 for the other test foods.

Change jobs and repeat steps 1-7

Pre-Lab Questions:

1. Describe the structure of a taste bud.

 

 

 

2. Describe the taste you prefer when eating and why.

 

 

 

104

Diagram Part A: Mapping Taste on Your Tongpe

l

 

 

 

 

 

 

 

 

 

 

Sweet Sour Salty Bitter
Data Table Part B: Sweet Thing:
20% 10% 5% 2.5% 1.25% 0%
Taste?
Y/N

 

 

 

 

 

 

 

Data Table Part C: Tasty Vision

 

Substance Guess

Actual

 

 

 

 

 

 

 

 

105

 

 

 

Summa uestions:

1. What area(s) of your tongue was most/least sensitive to each of the four basic tastes?

 

 

 

2. Describe some foods that have a combination of two or more of the basic tastes.

 

 

 

3. Explain where your threshold for tasting sweet is and why it is that hi a percent.

 

 

 

4. Describe the sensation you had with each of the four substances placed on you tongue
for part C of this lab only using your sense of taste.

 

 

 

 

5. Describe how taste, smell and vision are related.

 

 

 

106

6. Explain the factors from this lab affect the sense of taste and the intensity of taste.

 

 

 

7. Explain and describe what you Ieamed from doing this laboratory activity.

 

 

 

 

107

APENDIX H

TASTING COLOR LAB ACTIVITY

108

Advanced Biology Name
Gustation Laboratory Activity Date Block

Tps Ligg Cry/0;?

 

Eguipment:

> Five ﬂavored pops

> Cups

> Fruit Stripe Gum

> Low Sodium Saltine Crackers

.0_b.i£¢_tiLe;

The student will determine if vision is related to taste by performing laboratory activities.

Procedure:

6. Read the Entire Lab Carefully!

7. Wash Your Hands. Because we are doing a lab that deals with placing things in
others mouths we must be sanitary!!!

8. This lab works best with two people per lab group. -

Part A: Pop To It

Obtain 5 cups for each individual in the lab group and label them 1-5.

Pour 15 ml of each pop into each cup and return to lab station.

Start with cup #1 and taste the pop in it, record the color and what you believe to
be the ﬂavor in data table A. Each 1/4 of a low sodium saltine cracker.

4. Repeat step with each of the other 4 cups.

5. Dispose of cups into the trash and clean lab area.

PI"?

P_art B: Frpitv Fun Gum

1. Obtain a 1/2 piece of three different colors of fruit strip gum for each lab subject.

2. Have your lab partner who is to be the subject of the ﬁrst trial close their eyes and
plug their nose before beginning.

3. Place one of the ll/2 pieces of gum in their tongue and have them chew the gum and

identify the color and ﬂavor of the gum only using the sense of taste.

Record their observation along with the correct answer in data table B.

. Place the chewed piece of gum directly into the trash and eat a 1/4 of a saltine.

Repeat steps 3-5 with the other two pieces of fruit strip gum.

Trade jobs and repeat steps 2-6.

Clean lab area and do summary questions.

wsema

109

Data Table A: Colored Pop

 

Cup —>

 

Color

 

 

Flavor

 

 

 

 

 

 

Data Table B: Colored Gum

 

 

 

 

 

 

 

 

 

 

Gum Actual Color Actual Flavor Guess Color Guess Flavor
1
2
3
Summa uestions:

1. Does what you see inﬂuence what you taste? Explain.

 

 

 

 

2. Where you able to identify each of the colored soda pop ﬂavors? Which one was the
easiest? Which was the toughest? Explain. ’

 

 

110

 

 

3. Did color inﬂuence your decision for identiﬁcation of the colored pop ﬂavors? Explain

 

 

 

4. Where you able to identify the color and ﬂavor of the fruit strip gum? What were the
reasons for this?

 

 

 

5. Was it easier to identify the ﬂavors of the color pop or the fruit strip gum? Explain.

 

 

 

6. Teacher directed discussion question.

 

 

 

7. Describe what you Ieamed about the sense of taste ﬁom this lab activity.

 

 

 

 

111

APENDIX I

HOW WELL DO YOU SEE LAB ACTIVITY

112

Anatomy & Physiology Name:

 

Vision Laboratory Activities Date: Block:

How Well Do You See:

Eguipment:

0 Eye Chart (Snellen Type)
0’ Astigmatism Chart

9 Tape Measure

6’ Masking Tape

Objective:

Students will determine if they have any sight problems and check their vision.

1.
2.

Procedure:

READ lab carefully.
Do Pre-Lab questions.

Pgﬁ 4; Vjﬂgg Agjg

9°89??pr

Place the eye chart on the wall at approximately “eye” level.

Measure back 20 feet with the tape measure and mark the ﬂoor with masking tape
If your wear glasses remove them for the ﬁrst trial

With both eyes open cover one eye and read as many lines down as possible.
Cover the other eye and repeat the process.

If you wear glasses repeat steps 4 —5.

Repeat test using both eyes without then with glasses if you wear them.

Record results in the data table A, based on the sequence of 70, 60, 50, 40, 30, 20,
10, 7, 4 from the top down.

 

1.
2.
3.

99‘5”?

Obtain the astigmatism test chart.

Look at the center of the test chart.

If all the peripheral lines have equal intensity of blackness, astigmatism is not
present.

Cover each eye and repeat steps 2 &3.

If you wear glasses repeat steps 2-4.

Record you results in data table B.

Answer summary questions.

113

Pre-Labpratogy Questions:

1. Explain what is meant by 20/20 vision.

 

 

 

 

2. Describe the physiology that causes astigmatism.

 

 

3. Explain and Diagram what occurs with the light rays as they enter a normal eye and
one that has astigmatism.

 

 

 

Your Diagpams:

114

Data Table A: Visual Acuig

 

 

 

 

 

Eye Sight Ratio without Glasses Sight Ration with Glasses
Right 20/ 20/

1...». 20/ 20/

Both -

 

20/

 

20/

 

Data Table B: Astigmatism

 

Eye

Present

Absent

 

Right

 

 

Left

 

 

 

Summa

uestions:

1. Did you or anyone in your lab group show any signs of astigmatism? If so, what lines
were different in darkness?

 

 

 

2. Was it easier to do the astigmatism test with both eyes or a single eye? Why?

 

 

 

115

 

 

3. How does your vision compare between left, right and both eyes for part A? Why?

 

 

4. Based on the result for your lab group, explain which way it was easier to see the eye
chart and why it was easier this way.

 

 

 

 

5. If you can read correctly at 20 feet the line designated for 20 feet, you have “norma ”
vision of 20/20. How does your vision compare with and without glasses?

 

 

 

6. Explain and describe what you learned ﬁ'om doing this laboratory activity.

 

 

 

 

116

APENDIX J

SEEING CLOSE UP LAB ACTIVITY

117

Anatomy & Physiology Name
Vision Laboratory Activity Date Block

Seeing Close-Up

Equipment:

 

0’ Blind Spot Dot/+ Chart
0’ Index Card with Typed Capital Letter
‘9 Ruler

Objective:
Students will locate their blind spot and how close they are able to focus on an object.

Procedure:

Read the laboratory activity carefully.

Close your left eye and hold your left arm out in front of you with a pencil in it.

. Hold your right arm with your index ﬁnger up out to the side and slowly move it
toward your left.

Look only at the pencil in your left hand.

. Record what happens in Summary questions.

Do Pre-Lab questions.

“I“?

9W»

Part A: Blind-Sgt

1. Obtain a Blind Spot card

2. Holding the Dot/+ sign card so the dot is on the outside close one eye and stare at '
the plus sigr.

3. Slowly move the card forward and back from your eye, remember only look at the
plus sign!

4. When the dot disappears measure and record the distance in the data table.

5. Cover the other eye and repeat steps 2-4.

Part B: Near-Point Determination

1. Hold an index card with a typed capital letter in the center.

2. Close one eye, and move the card toward your eye until the image becomes blurry
and then away until the letter is sharp again.

3. Measure and record the distance in the data table.

4. Close the other eye and repeat steps 1-3

118

PrebLaboratogy Questions:

1. Explain what causes a blind spot in vision.

 

 

 

2. Explain what happens to the lens of your eye as you look at distance object and then at

those object up close.

 

 

 

3. Describe how an eye focuses on an object at various distances.

 

 

 

Data Table:

 

Eye Distance of Blind Spot Distance of Near-Point

 

Right

 

 

Left

 

 

 

Summaﬂ Questions:

1. Describe what occurred when you were observing your right hand moving toward your
left in the ﬁrst activity for this lab.

 

 

 

 

119

. How do the distances between your left and right eyes compare for blind spot
determination? What does this mean?

 

 

 

. How do the distances compare between your left and right eye for near point
determination? What does this mean?

 

 

 

. Is there any similarity between blind spot distance and near-point for either or your
eyes when you tested them?

 

 

. Explain why it is important to have two eyes for vision.

 

 

 

. If excellent refraction is 7.6 cm and very poor is 152.4, how is your near point vision?

 

 

. Explain what you Ieamed about vision from doing these laboratory activities.

 

 

 

120

APENDIX K

RODS AND CONES LAB ACTIVITY

121

Anatomy & Physiology Name:

 

Vision Laboratory Activities Date: Block:

Rods and Cones:

Eguipment:

@ Colorblindness Charts

Q Set of Colored Paper Shapes
9 Meter Stick.

0’ String

0 Protractor

0 Masking Tape

@ Pen

Objective:

Students will study the functions and differences of rods and cones in the human eyes.

1.
2.

Procedure:

Read lab carefully!
Do Pre-Lab questions.

Bar; A; Q'plprplindgg;

Nn—b

Obtain a color blindness test page

. Look at the patterns of dots and write down the numbers you see in the data table

for part A.

. Compare what you see to your lab partners.

 

1
2
3
4.

5.

9‘

. Use the meter stick and string to make a 1 to 1 1/2 -meter long section of string.
. Use the string to make a 1/2 circle on the ﬂoor. (See Diagram 1)
. The lab partner should hold one of the shapes and SLOWLY walk the 1/2 circle for

the left eye.

The participant should stand at the X of the circle (see diagram 1) facing forward,
NOT TURING THEIR HEAD! II!

When the participant sees movement they say, “Stop, Movement. The recorder
should put a piece of masking tape labeled motion with the participant’s name.
The lab partner should then continue to SLOWLY walk the half circle until the
participant sees shape.

122

7. When the participant sees shape they should say, “Stop, Shape” and correctly
name the shape.

8. If they do this then the recorder should place a piece of masking tape labeled
shape with the participant’s name.

9. The lab partner should then continue slowly walking the half circle until the
participant says, “Stop, Color” and correctly names the color.

10. The recorder should place a piece of tape with color and the participants name on
the half circle at this point.

11. Repeat steps 3-10 with the other eye.

12. Use the two-meter string and protractor to determine the participants vision areas.
Record results data into table.

13. Repeat lab with each participant

14. Do calculations and summary questions.

Pre-Laborato uestions:

1. Explain the function and location of rods.

 

 

 

2. Explain the function and location of cones.

 

 

 

3. Describe peripheral vision and when it is useful.

 

 

 

4. Describe Red/Green colorblindness.

 

 

 

123

Data Table A: Colorblindness

 

Data Table B Motion, Shape, and Color

 

    
 

Participant

Right Eye

Diagram 1:

124

Summa uestions:

1. Describe what you say in the color chart and how your results compare with others in
your lab group.

 

 

2. How do the areas of motion, shape and color compare?

 

 

3. How does your degree of vision compare for your left and right eye?

 

 

4. What is the relationship between the location of rods and cones and the vision areas?
you determined using this activity?

 

 

 

5. Explain what vision would be like after a drug has destroyed all in the retina and how
it would have changed the lab results.

 

 

 

 

6. Explain and describe what you learned from doing this laboratory activity.

 

 

 

 

125

APENDIX L

DO YOUR PENN/ES RING LAB DEMONSTRATION

126

Advanced Biology Name
Auditory Demonstration Date Block

 

 

 

Do Your PegziesRipg;

Eguipment:

20 or more pennies from 1960’s to Present

Objective:

The learner will appraise the sound generated from pennies dropped on a table to
determine the make-up of those pennies compared to others dropped.

Bacgggound Information & Procedure:

The US. government changed the metal make-up of pennies ﬁ'om 100% copper to 4
copper-plated zinc. The question is, “When did they do this?” Pennies that are old have
a “full”, “ringing” sound to them, while the pennies that are copper-plated have a “tinny”,
“dull” sound to them. As the instructor drops the pennies LISTEN CAREFULLY and
decide if it is an older penny or new one. If you think it is an older penny with a full ring
place an “O” in the correct year on the data table, if on the other hand you think it is a
newer penny with a dull tinny sound, place an “N” in the correct year on the data table.
Do not grout the answer out let others decide for themselves! Then listen as the
instructor drops a penny from Canada. Answer the summary questions.

 

 

 

 

 

 

 

Data Table:
1_9_Q .1_9__1 £2. .1_93 1_9_4. l_6§ lﬂ w 12$ .1949
1L0 .Lﬂ L12. .1._7_3. w L15. L29 1_7_7 £18. .123.
13.9 £1. 1282 19 3 .1__8ﬂ .1__85. ﬂ. lﬂ ﬂ 19.5.2
1% 1.9.1 l._9_2 M 1.9% .1_95 1_9_6. 121 IE 1.22
2000 2001 2002 2 O3 2_OQ4 20 5

 

 

 

 

 

 

 

 

 

 

127

 

Summa uestions:

1. Based on your observation when do you believe pennies started being made of copper-
plated zinc instead of 100% copper? Why?

 

 

2. How do your results compare with the rest of the class? Are there any discrepancies?

 

 

3. Based on the sound produced from and old penny that is 100% copper and a new
penny that is copper-plated zinc, describe the make-up of a penny from Canada.

 

 

4. Describe what you Ieamed from this demonstration activity.

 

 

 

Going Further Question:

Did Canada ever change the make-up of their pennies?

128

APENDIX M

TUNING IN? LAB ACTIVITY.

129

Anatomy & Physiology Name

 

Auditory Laboratory Activity Date Block

T Lining In?

 

Eguipment:

9 Tuning Forks
9 Ear Plugs

Objective:
The students will evaluate the quality of their hearing by performing various tests.
Procedure:
. Read Laboratory Carefully!!!

Activate the tuning fork and touch the base to the top of your skull.
. Repeat step 2 this time with one ear plugged then the other, then both.

Ext A: Webber Test

1. The subject should be seated facing the tester.

2. The tester should activate the tuning fork and place the base of the tuning fork in
center of the subject’s forehead.

3. In the data table record if hearing was the same in both ear or better in one.

Part B: Rinne Test

._a

. Have the subject of the lab activity plug one ear.

2. The tester should activate the tuning fork and place the base of the fork on the
subject’s mastoid process of the temporal bone, this is the protrusion located right
behind the ear.

3. When the subject can no longer hear the tuning fork, immediately place the
vibrating end of the fork 7 to 15 centimeters away from the outer ear.

4. The subject should indicate if they can hear the tuning fork again. Record this in
the data table. Y for yes subject can hear the tuning fork again, N for no cannot.

5. The tester should then activate the tuning fork again and this time placing it 7 to
15 centimeters from the outer ear of the subject.

6. When the subject says they cannot hear the vibrations, the tester should

immediately place the base of the tuning fork on the mastoid process of the

temporal bone.

Record if the subject could hear the vibrations of the tuning fork in the data table.

Have the subject un-plug one ear and plug the other and repeat steps 1 to 7.

9. Change jobs from subject to tester and repeat steps 1-8.

S’">l

130

Data Table:

 

 

 

 

Webber Test Rinne Test Rinne Test
Ear Same in Both Ears Start on Mastoid End on Mastoid
Or Louder in One Process (Y /N) Process (Y /N)
Right
Left

 

 

 

 

Summa uestions:

1. Explain, which is superior in conduction of sound waves, air or bone. Why?

 

 

 

2. Describe if the Webber and Rinne Tests supported or refuted each other.

 

 

 

 

3. In a person with middle-ear deafness the inner ear bonds are often partially fused and
do not move properly when sound waves traveling though the air hit the ear drum. Such
an individual will not be able to hear sound when the tuning fork handle is removed from
the mastoid process or reheard when it is applied. Based on this information defend if
anyone in the lab group has any inner ear deafness.

 

 

4. Explain and describe what you have Ieamed about the sense of hearing from this lab.

 

 

 

131

APENDIX N

CAN YOU HEAR IT? LAB ACTIVITY

132

Anatomy & Physiology Name
Auditory Laboratory Activity Date Block

Can You Hear It?

Eguipment:

 

9 Ticking Watches or Clocks

9 Tape Measure

9 Ear Plugs

9 Pencils (Tap together for sound)
9 Blindfold

9 Masking Tape

Objective:

The learner will evaluate the sharpness of their hearing by performing various tests.

Procedure:
1. BE COMPLETELY SILENT WHEN DOING THIS LAB! I I I!
2. Read Laboratory Activity CarefullyII
Part A: Auditory Acuity

 

l. The test subject should sit with one ear plugged.

The tester should hold a ticking clock several feet away at the side of the
unplugged ear.

The tester should move the watch toward the subject’s head, very slowly.
The subject should signal when they can ﬁrst hear the ticking watch.
The tester should stop the watch and mark that location with tape.
Measure the distance from the tape to the subject’s ear.

Repeat steps 4-6 four more times to insure accurate results of distance.
Now reverse the process by starting close to the subject’s ear and move away.
Switch ears and repeat steps 2-8.

0. Change jobs and repeat steps 1-9.

I"

“PWNP‘S’IPP

Part B: Distance Determination

ﬂ

. Use the masking tape to make an “X” on the ﬂoor.

2. Measure distances in a straight line in increments of 1 meter, up to 10 meters,
from the X and label each one with its distance from X.

3. Place the blindfolded subject on the X.

4. The tester should stand at one of the points and say the subject’s name.

133

9°89.“

Part C:

E’IPPI"?

>19

The subject must tell the tester at which line they are standing.
Repeat steps 4 & 5 from various locations from the subject.
Have the subject plug their right ear and repeat steps 4-6.
Have the subject now plug their left ear and repeat steps 4-6.

Location Determination

Place an “X” out of masking tape in the center of a room

Measure out a ﬁve-meter piece of string.

Use the string and make a circle from the “X”.

Place the blindfolded subject on the “ ”.

Place people at all the ‘clock’ positions. It is important to have someone directly
in front and someone directly behind the subject.

Each person should have two pencils to produce the same sound.

Have random people tap the pencils together and have the subject point to where
the sound was generated without turning their head.

Data Table A:

 

Left Ear Right Ear Left Ear Right Ear

Trial Clock Toward Clock Toward Clock Away Clock Away

 

 

 

 

 

 

 

Average

 

 

 

 

 

134

 

Summa uestions:

1. Describe what occurs with the human ear in order to hear a sound.

 

 

 

 

2. Explain why it is better to have two ears for hearing rather than one.

 

 

 

 

 

3. Describe when it was easier to determine distance of sound and why it was easier.

 

 

 

4. Describe the sensation when doing the location determination laboratory activity.

 

 

 

5. Explain and describe what you have Ieamed about hearing ﬁ'om doing this lab.

 

 

 

 

135

APENDIX O

BALANCING ACT? LAB ACTIVITY

136

Anatomy & Physiology Name

 

Equilibrium Laboratory Activity Date Block

Balancing Act?

Eguipment:

+ Stopwatch (Clock w/ Second Hand)
+ Pencil

+ Meter Stick

+ Chair that Rotates

+ Blindfold (Optional)

Objective:

The student will evaluate how a body determines its position based on muscle tension,
examine the various ways a body balances, and compare dynamic and static equilibrium.

Procedure:

1. Read Lab Carefully!
2. Do Pre-Lab Questions.
3. Obtain materials for laboratory activities.

£33 A: Biliaince Tes_t

. Have the subject of the test either put on the blindfold or have their eyes closed.
The subject should gtgnd perfectly stationm for one minute.

The subject should then stand perfectly stationary on one leg for one minute.
Repeat step 3 on the other leg for one minute.

Maintaining balance indicates healthy function for maintaining static equilibrium.
Record what occurred in data table A.

Change jobs and repeat steps 1-6.

SP‘S’IPP’P"

Part B: Propriopgption Tests

1. The subject of the lab should be seated with a blindfold on and their heel of their
right foot on the left foot toes.

The subject needs to bring the index ﬁnger from an extended arm position to the
nose and touch just the tip of their nose.

. Repeat with the other arm.

. Record what occurred in data table B-l .

The subject should now sit with their eyes open and have their hands on their
knees facing the tester.

6. The tester should hold a pencil 1 meter from the subject.

I"

yup-t»

137

HOS”

Part C:

The subject should raise their right hand from their right knee vertically and move
it forward to touch the pencil tip.

Continue this cycle 10 times at the rate of once each second.

Repeat steps 5-8 with the test subject’s eyes closed or a blindfold used.

. Record the results in data table B-2.

Rotation Tests

N—

U)

8.
9.
10.

ll.
12.

The subject should sit cross-legged with eyes open in the rotating chair.

. The tester will turn the subject at the rate of once revolution per second.

The tester will stop the subject after 10 revolutions, making sure the subject stops
at the same starting position.

The tester will then hold a pencil at the same position as in the Proprioception test.
Ask the subject to point to the tip of the pencil.

The subject should continue this cycle for 10 times at one per second; after each
touch make sure that the hand is returned to the knee.

The subject should now be blindfolded and then the tester, by feel, should show
the subject where the tip of the pencil is located. KEEP THE LOCATION OF
PENCIL TIP CONSTANT.A

Revolve the subject once per second for ten revolutions. Stop the subject at the
starting position. ‘
Immediately ask the subject to point to the perceived location of the pencil tip.
DO NOT let the subject touch the pencil.

Repeat the motion to the pencil tip 10 times making sure the hand returns to the
knee each time.

Record the results in data table C.

Repeat steps 1-10 revolve the subject the other direction.

Change jobs and repeat steps 1-11.

Pre-Lab Questions:

1. Explain what must occur for a person to maintain their balance when sitting, standing,
walking and jogging/running.

 

 

 

 

 

138

2. Explain what has occurred when a person wakes up and con not “feel” their arm

because of its position.

 

 

 

 

3. Describe when it is the easiest to maintain balance.

 

 

 

 

Data Table A: Balancing Act

 

Standing Both Legs Left Leg

Right Leg

 

 

Stationary Y/N
Explain

 

 

 

 

Data Table B-1: Proprioception

 

Index Finger ¢ Left

Right

 

 

Touch Nose Y/N
Explain

 

 

 

139

 

 

Data Table B-2: Proprioception

Indicate if the subject was able to touch the pencil tip Y/N

 

Trial ¢ 1 2 3 4 5 6 7 8 9 10
Eyes 0 ‘

 

Open

 

 

 

 

Closed

 

 

 

 

 

 

 

 

 

 

Data Table C: Rotation

Indicate if the subject was able to touch the pencil tip YIN

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Trial at 1 2 3 4 5 6 7 8 9 10
Eyes 0
Open
Closed
Summa uestions:

1. Describe what occurred in part A of the laboratory activity, sway or stationary?
What does this state about your static equilibrium?

 

 

 

 

2. Describe what occurred in part B for touching your nose in regards to proprioceptors.

 

 

 

140

 

3. Explain how well your proprioceptors functioned in part B of the laboratory activity.

 

 

 

4. Describe what occurred with proprioception once the blindfold was applied.

 

 

 

5. Explain the result of spinning on proprioception and describe what it “felt” like.

 

 

 

6. Based on the data for part C, describe your ability to maintain of dynamic equilibrium.

 

 

7. Give real world examples of when a problem with dynamic equilibrium is considered
a good thing and when it is considered a bad thing.

 

 

 

8. Explain what you Ieamed about equilibrium from doing these laboratory activities.

 

 

 

141

APENDIX P

CAN YOU FEEL IT? LAB ACTIVITY

142

Anatomy & Physiology Name

 

Skin Receptor Laboratory Activity Date Block

C2211 You Feel It?

Eguipment:

.- 5-10 grades of sandpaper

'rmmm

.- Von Frey Hairs (Monoﬁlament Fishing Line on Popsicle Sticks)
' Blindfold & Toothpicks (optional)

Objective:

The students will evaluate comparative degrees of sensitivity on skin surface to touch and
determine tactile detection threshold.

Procedure:

1. Read Lab Carefully.
2. Do Pre-Lab questions.
3. This laboratory activity works best with lab groups of two.

Part A: Rou Goin

Obtain a set of sand paper squares and a blindfold

Have the subject of the lab activity put on the blindfold.

. The tester of the lab group should place the sand paper squares in a pile.

The subject should place the sand paper in order of roughness using only their
sense of touch.

Check to see if the subject was able to accomplish the task.

Change jobs and repeat steps 2-5.

awwr

99'

Part B: Detection Threshold

1. Obtain a set of Von Frey Hairs and a blindfold

2. Have the lab subject place the blindfold on and sit quietly.

3. The lab tester should pick one of the Von Frey Hairs at random.

4. The tester should touch the Von Frey Hair to the lab subjects back of the hand
until the hair bends.

5. Ask the person if they feel anything. Record if they did or didn’t in data table B.

6. At random do not touch a Von Frey Hair and ask.

7. Repeat Steps 3-5 using all the Von Frey Hairs for three trials.

8. Switch jobs and repeat steps 2-7.

143

Part C: Touching Two Point

1. You will be measuring two-point discrimination in 4 locations on your lab partner.

2. The ones that everyone will be doing are back of the left hand/wrist, the back of
the neck and tip of the right index ﬁnger.

3. The fourth location 1s one that you pick, remember NO BAHTING SUIT
AREAS! Make good choices!!

4. Obtain a Caliper and Blindfold

5. If the caliper does not have points on it that touch attach toothpicks with tape so
they make a point where the ends touch at zero. If the points touch go to step 6.

6. Remember you are LIGHTLY TOUCHING; no pressure is applied to the caliper!

7. Have the subject of the test put on the blindfold or close their eyes.

8. Using the caliper start with then 2.5 cm apart and lightly touch the back of the
subjects left hand/wrist ask them if they feel two or one point of touch. If they say
one, move the calipers farther apart until they say two.

9. Slowly move the calipers closer together until the subject says they feel one point
of touch. You will want to use only one point every now and then to make sure
the subject isn’t cheating.

10. Record the distance the subject says they feel one in data table C for out to in.

11. Repeat steps 8-10 for two more trials.

12. Then start with the caliper points touching and move them apart until the subject
says they feel two points of touch. Again using one every now and then.

13. When the subject says they feel two, record the measurement in data table C for in
to out column.

14. Repeat steps 12-13 for two more trials.

15. Repeat steps 7-14 for the other areas.

16. Trade jobs and repeat steps 7-15.

Data Table B: Von Very Hairs

 

Lb Test 21b 4 lb 61b ‘ 81b 101b 121b

 

Trial #1
Y/N

 

Trial #2
Y/N

 

 

Trial #3
Y/N

 

 

 

 

 

 

 

144

 

Data Table C: Two Point Discrimination

 

Outside to In

Back of Left
Hand/Wrist

Back of the
Neck

Tip of Right
Index Finger

Your Choice of
Location

 

Trial #1

 

Trial #2

 

Trial #3

 

Average

 

Inside to Out

Hand/Wrist

Neck

R Index Finger

Your Choice

 

Trial #1

 

Trial #2

 

Trial #3

 

 

Average

 

 

 

 

 

Summa

1. Explain the difference between the senses of touch, pressure and pain.

uestions:

 

 

 

 

2. What other senses did you use when doing these lab activities?

 

 

 

145

 

3. Explain if it was easy or difﬁcult to organize the sand paper into the proper order.
Then explain what factors about you made it this way.

 

 

 

 

4. Based on your results of the Von Frey Hairs do you have a good detection threshold?

 

5. Explain what would happen if you used the Von Frey Hairs on your back.

 

 

 

6. Based on your data which area has the most touch receptors? Which has the least?

 

 

 

7. Explain the reason why these areas have the most and least number of receptors.

 

 

 

8. Explain what you learned about the sense of touch from doing these lab activities.

 

 

 

146

APENDIX Q

EXAMPLES OF SCROLLING INTRODUCTION SLIDES

147

EXAMPLES OF SCROLLING INTRODUCTION POWERPOINT® SLIDES

ﬂmfomz at Edwin/0 ”45

)r Have Lab on “How Well You See” Out.
"r Take a Copy of “Rods & Cones” Lab.

fr Work on Pie-Lab Question for both.

'r Today we will do both lab activities.
r 1 f you have a vision enhancement device we
will do the lab with and without them.

 

Fig. 65 Introduction Slide Example 1

Anatomy 8 Pﬂysioeogy (11.29)
Have Vision Labs from Last Week Out.
{é} Take Copy of Hearing Notes.
Re—Read the Section on Hearing from the
Packet on Senses.

'Today:
I Check Vision Labs
1:1 Take Notes on
Hearing.
1E?! Smile, New Week.

 

Fig. 66 Introduction Slide Example 2

148

APENDIX R

PRE & POST-TEST EVALUATION OF INFORMATION

149

Advanced Biology Name
Nerves, Senses, & You Date Block

Prg Q Pogt - Test Evaluatipn of Infprmgtipn

1. Explain how a reﬂex is different from a reaction.

 

 

 

 

 

2. Describe somatic sensory fatigue and give an example.

 

 

 

 

3. Describe olfactory fatigue and explain how it is difference from other sensory
fatigue.

 

 

 

 

4. Explain how one can taste odors and colors.

 

 

 

 

5. Describe the differences between a colorblind and non-colorblind individual.

 

 

 

150

6. Explain the factors that affect balance.

 

 

 

 

7. Explain what you would experience if there was damage to your cerebral lobes.

 

 

 

 

8. Describe what would occur if someone lost the white matter around the nerves.

 

 

 

9. Explain what occurs in a ﬁght or ﬂight response of the nervous system.

 

 

 

10. Explain why someone who has lost a limb or digit will have phantom pain. _

 

 

 

151

APPENDIX 8

INDIVIDUAL STUDENT PRE AND POST TEST RESULT

152

INDIVIDUAL STUDENT PRE AND POST TEST RESULT

 

 

STUDENT1

T IPRE-TEST
’ lPOST—TEST

SCORE

 

 

 

QUESTION

 

 

Fig. 67 Student 1 Pre-Post Test Results

 

 

STUDENT 2

 

SCORE

I PRE-TEST
I POST-TEST

 

 

 

QUESTION

 

Fig. 68 Student 2 Pre-Post Test Results

153

 

 

STUDENT3

 

SOCRE

l lPRE-TEST l
lPOST-TEST .

 

 

 

QUESTION

 

Fig. 69 Student 3 Pre-Post Test Results

 

 

STUDENT4

SCORE

A IPRE-TEST l
I POST-TEST

 

 

 

QUESTION

 

Fig. 7OStudent 4 Pre-Post Test Results

154

 

 

 

 

STUDENT 5

 

I PETEST ‘

POST-TEST

SCORE
I

 

 

 

QUESTION

 

Fig. 71 Student 5 Pre-Post Test

 

 

STUDENT 6

 

i I PRE-TEST
I POST-TEST

SCORE

 

 

 

QUESTION

 

Fig. 72 Student 6 Pre-Post Test Results

155

 

 

 

 

STUDENT7

 

 

 

 

 

 

 

95‘ 'I PRE-TEST .
g j i! POST-TESTI
QUESTION
Fig. 73 Student 7 Pre-Post Test Results
STU DENT 8
g TPRE-TESW
g 7 I POST-TE_T

 

 

 

QUESTION

 

Fig. 74 Student 8 Pre-Post Test Results

156

 

 

 

 

STUDENT9

 

QUESTION

 

 

I PRE-TEST
I POST-TEST"

 

Fig. 75 Student 9 Pre-Post Test Results

 

 

STUDENT1O

 

QUESTION

 

 

7 I PRE-TEST?
I POST-TEST

 

Fig. 76 Student 10 Pre-Post Test Results

157

 

 

APPENDIX T

PRE-POST TEST RESUTLS BY QUESTION

158

 

PRE-POST TEST GRAPHS BY QUESTION

 

 

SCORE

QUESTION#1
4 4 4 4 4 4 4 4 4 4

I Pre-Test

l
I

ll Post-Testl
. gﬁ;

 

 

 

#1#2#3#4#5#6#7#8#9#10
STUDENT

 

 

Fig. 77 Question 1 Pre-Post Test Results

 

 

SCORE

QU ESTION #2

 

I Post-Test

 

 

 

#1#2#3#4#5#6#7#8#9#10
STUDENT

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APENDIX U

STUDENT ACTIVITY SURVEY

164

 

Mm? £ Name

 

 

Ml”? Date Block
Nerves Senses 6r You; An Activity ”based Approach
I Activity Survey

Please rate each of the following activities from the Senses & NS Unit

RATING SYSTEM: .
1 helped, enjoyable; 2 helped, not enjoyable;
3 did not help, enjoyable; 4 did not help, not enjoyable

A. Reﬂexes, Reaction, and Distraction 1 2 3 4
B. Can You Smell It? 1 2 3 4
C. Can You Taste It? 1 2 3 4
D. Tasting Color? 1 2 3 4
E. Can You Hear It? 1 2 3 4
F. Do Your Pennies Ring? 1 2 3 4
G. Tuning In? 1 2 3 4
H. How Well Do You See? 1 2 3 4
1. Seeing Close Up 1 2 3 4
J. Rods & Cones 1 2 . 3 4
K. Can You Feel it? 1 2 3 4
L. Balancing Act? 1 2 3 4
M. Notes on PowerPoint ' 1 2 3 4

What are your thoughts on the presentation and instruction done on this unit?

165

APPENDIX V

STUDENTS’ ACTIVITY SURVEY RESULTS

166

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ACTIVITY I STUDENT -) #1 #2 #3 #4 #5 #7 #10
Reﬂexes, Reaction & ‘

Distraction ' 1 1 1 2 3 1 2
Can You Smell It? 1 1 1 1 1 1 1
Can You Taste It? 1 1 1 1 1 1 1
Tasting Color 1 1 1 1 3 1 1
Can You Hear It? 1 1 1 1 1 1 1
Do Your Pennies Riga; 4 1 1 3 4 1 4
Tuning In? 4 1 1 1 3 1 1
How Well Do You See? 1 2 1 1 1 1 1
SeeingClose—Up 1 2 1 1 1 1 1
Rods & Cones 1 1 1 1 3 1 1
Can You Feel It? 1 4 2 2 3 1 1
BalancingAct 1 1 1 1 3 1 1
Power Point Notes 1 2 2 1 1 1 2

 

 

 

 

 

 

 

 

 

 

 

Table 2 Activity Survey Results by Student

167

 

APPENDIX W

CONCENT FORM

168

Parent/Student Consent Form

Re: Collection of Data for Master’s Thesis

Anatomy & Physiology Unit: Nerves, Senses, and You an Activity Based
Approach to the Teaching of Senses and the Nervous System

Dear Parents/Guardians and Students:

For the past three years I have been working on my Masters of Biology
Education at Michigan State University through the Division of Science and Math
Education. An important requirement for obtaining this degree is to write and
submit a thesis explaining the implementation of effectiveness of a unit taught
during a class. This past summer I redesigned a unit for Anatomy & Physiology.
It is titled, “Nerves, Senses, and You an Activity Based Approach”. In order to
evaluate the effectiveness of this unit, I will be collecting data on pre and post
tests, surveys on the students’ reﬂections and opinions, questions from
laboratory activities, homework and other assignments. With your permission, I
would like to include your student’s classroom data in my thesis. I would also
like to use your student's picture as they perform the activities for this unit. At no
time will your student’s name be attached to any of the work or associated
with pictures included in the thesis, all information will remain conﬁdential.
Privacy for your student will be protected to the maximum extent allowable
by law.

There is no penalty for denying permission to use this data. Your decision
will not affect your student’s grade in any way. The requirements for the course
will remain the same for all students whether their work is used in my thesis or
not. At any time during the course, you may request that your student’s work not
be included in the data analysis. This unit will begin in October and conclude in
approximately 4 to 6 weeks.

Please complete the back side of this form and return it to me by
September 14, 2004. If there are any questions about this unit, please contact
me at Webberville High School, (517) 521-3447 ext 117 or by email at
keyesk@webbervilleschools.org.

If there are any questions about this study, please contact the
Responsible Project lnvestigator— Dr. Mede Heidemann, DSME, 118 N. Kedzie,
MSU, East Lansing, MI 48824, phone at (517) 432-2152 ext. 107, or email
heidema2@msu.edu. If you have any question or concerns regarding your
student’s rights as a study participant, please contact Peter Vasilenko, M.D.,
Chair of the University Committee on Research Involving Human Subjects
(UCRIHS) at (517) 355-2180, email ucrihs@msu.edu, or mail to Olds Hall, East
Lansing, MI 48824.

Thank you,

Mr. Kenneth C. Keyes

High School Science Teacher
Webberville High School

169

Please read the following carefully and mark all that apply:
DATA USE:

> Student Section:

I voluntarily agree to participate in this study. Mr. Keyes will not
use my name and any student information will remain conﬁdential

 

I do not agree to participate in this study. There is no penalty for
choosing to withhold my data.

 

> Parent/Guardian Section:

I grant permission for Mr. Keyes to use my student’s data in his
thesis research. All data from my student used by Mr. Keyes will remain
conﬁdenﬁaL

 

I do not grant permission for Mr. Keyes to use my student’s data
at any time during his thesis research. There is no penalty for choosing to
withhold data.

 

PHOTOGRAPHY USE:

I grant permission for Mr. Keyes to use my student’s photograph
during his Anatomy & Physiology Nervous System Unit for Thesis research.
Their picture will remain conﬁdential.

 

I do not grant permission for Mr. Keyes to use my student’s
photograph at any time during his Thesis research.

 

Student's name

 

Student's signature Date

Parent/Guardian name

 

Parent/Guardian signature Date

 

170

GENERAL REFERENCES

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Holland, 8. (2002). Explaining Color Deﬁciency. Hiddentalentsorg

Hudspeth, A. and Nathans, J. (1997). Senses and Sensitivity: Nepronal Alliances
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Institute

Lopez, J. C. (2001, April). A Taste of Things to Come, Neuroscience. Vol. 2 No. 4

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Scanlon, V. and Sanders, T. (1991). Essentials of Anatomy and Physiology.
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Scheeper, D. (2000). Learning Theories (online).
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theories. html

Starr, C. and McMillian, B. (1997). Human Biology, Second Addition. Belmont,
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Towle, A. (1989). Modern Biology. Austin, TX: Holt, Rinehart and Winston

The Monell Connection, (1 996-2001) Tales of Taste, What Tastes Good to You?,
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Wiemair, E., Raff, H., Strang, S. (2004). Human Phygiology: The Mechanisms of
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171

REFERENCES

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Cameron, W. and Chulder, E. (2003, September). A Role for Neuroscientists in
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Earnest, P. (1996). Varieties of constructivism: A framework for Comparison. In
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Foote, E. (1997, June). Collaborative Learning in Community Colleges. ERIC
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Haury, D. (1993, May). Teaching Science through Inquiry, . ERIC

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172

Haury, D., and Rillero, P. Perspectives of Hands-On Science Teaching, North
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Hopkins, M. (2004, May) Link Proved Between Senses and Memory, Nature.
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Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA:
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