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The Nervous System, HASPI MS Medical Life Science Lab 04 139

The Nervous System HASPI MS Medical Life Science Lab 04 MS-LS1-8 Background The nervous system is the control system of your entire body and is made up of the brain, spinal cord, and a network of nerves. It is responsible for gathering and interpreting information about the body’s internal and external environments, as well as responding to that information. The nervous system controls all bodily functions, keeping your organs working properly and allowing you to see, smell, taste, hear, speak, move, think, and even express emotion.

Neurons The basic functioning unit of the nervous system is a specialized cell called a neuron. There are over 100 billion neurons in the brain alone! These neurons are what transfer messages throughout the body in the form of fast moving electrical signals called impulses. The image below outlines the structure of a neuron.

The cell body, like all other cells, contains a nucleus and cell organelles. Extending from the cell body are short, branched extensions called dendrites. These tree branch-like structures are what allow neurons to receive information from its environment or impulses from other neurons. From the cell body, information is sent down a long fiber called an axon. Axons can vary in length from very short to quite long. There are even some neurons in the body that extend from your lower back all the way down to the tip of your toes. The end of an axon has branches that allow information to pass to other cells. The tip of each branch is called an axon terminal.

Dendrite

http://www.clker.com/cliparts/1/5/b/3/12067397712024942328neuron.svg.hi.png

Cell Body

Axon

Axon Terminal

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Name: __________________________________________ Period: _________ Date: _____________


The Central Nervous System & The Peripheral Nervous System To put it simply, the nervous system as three main jobs: gather information, process information, and send out information. These three main tasks are split up between the two parts of the nervous system: the central nervous system and the peripheral nervous system. The central nervous system (CNS) is responsible for processing all information it receives in order to determine a proper bodily response. This happens in the brain and the spinal cord. The peripheral nervous system (PNS) is made up of the many nerves that connect all areas of the body to the central nervous system. Nerves are just a number of axons bundled together. The PNS is responsible for sending information to the CNS, as well as delivering messages from the CNS to the rest of the body. Neurons that gather information about what is happening in and around the body are called sensory neurons. Sensory neurons have specialized dendrites called receptors that detect different changes inside and outside the body (You will learn more about sensory neurons and receptors later in this lab). For example, receptors in your skin can detect a change in temperature in the air around you and receptors in your eyes can detect the images you see in front of you.

After the central nervous system is able to process the information it receives from sensory neurons, it sends signals back to different parts of the body through motor neurons. Motor neurons carry instructions that tell different organs in the body what to do. In the picture above for instance, when the CNS receives information and determines your body is thirsty, motor neurons will send signals to the muscles in your arms, allowing you to pick up a glass of water that you see in front of you.

Incoming information is processed and a bodily response is determined

Sensory neurons send information about the body’s environment toward the CNS

Motor neurons deliver instructions from the CNS to different parts of the body

http://4.bp.blogspot.com/-DNoNYuVuMrg/UBbbBXnlE-I/AAAAAAAAAA4/ByXz2BA6YuY/s1600/ff.png


Nervous System Diseases and Disorders Unfortunately, brain and nervous system problems are quite common. The following are only a few diseases and disorders that are associated with the nervous system and can affect memory and the ability to perform daily activities.

• Multiple Sclerosis, or MS, is a disease in which your immune system attacks and damages nerve fibers, keeping your brain from sending signals to the rest of your body correctly. Symptoms include, weakness, tingling, numbness, muscle stiffness, blurred vision, thinking problems, and urinary problems. The causes for MS are unknown, but the disease has been linked to genetics, viral infections, and exposure to certain environmental factors like smoking. There is no cure for MS, but advancements in medicine and treatment options can help alleviate symptoms and delay the progression of the disease.

• Alzheimer’s disease is a condition in which nerve cells in the brain die gradually over a period of years, causing major problems with memory, judgment, and thinking. Progression of the disease makes it very hard for a person to take part in even the simplest of activities. It is the most common form of dementia among older people, affecting about 4.5 million Americans. Because the exact cause of Alzheimer’s disease is not known, there is currently nothing that can be done to prevent it.

• Parkinson’s disease is characterized by the gradual degeneration of nerve cells in the part of the brain that controls body movements. The disease is most commonly associated with the constant shaking, or tremors that develop as the condition worsens. Although the cause of the majority of cases is unknown, Parkinson’s disease may be caused by a viral infection, exposure to environmental toxins, the development of a brain tumor, or repeated head trauma among other things.

• Epilepsy is a group of related disorders characterized by a tendency for recurrent seizures. Seizures are abnormal body movements or behaviors caused by unusual electrical activity in the brain. Epilepsy is a relatively common condition. In the United States, about 2.5 million individuals have epilepsy and it is estimated that about 9% of all Americans will have at least one seizure in their lifetimes. Although there are different types of seizures, they may all be controlled by medication, diet, or surgery.

• A Stroke occurs when the blood circulation to the brain is disrupted, affecting control over body movement, perception, speech, and consciousness. An ischemic stroke is the most common type of stroke and occurs when a clot blocks the flow of oxygen-rich blood to certain areas of the brain. The second type of stroke is a cerebral hemorrhage, which occurs when excessive bleeding in the brain can cause brain tissue to die. The majority of stroke victims are males over the age of 60, however, there are many controllable risk factors that are associated with strokes. These include: high blood pressure, heart disease, high cholesterol, obesity, smoking, excessive alcohol use, and type 2 diabetes.

http://www.thecni.org/wp-content/uploads/ 2013/09/Multiple-Sclerosis.jpeg


Review Questions 1. What are main organs of the nervous system? 2. The basic functioning unit of the nervous system is a specialized cell called a ______________

and there are over ____________________ in the brain alone! 3. Label the different parts of the neuron below. 4. What are the three main functions of the nervous system? 5. What is the difference between the central nervous system and the peripheral nervous system? 6. What is the difference between a sensory neuron and a motor neuron? 7. What is a seizure and what is it caused by? 8. What causes a stroke?


Sensory Receptor Stations HASPI MS Medical Life Science Lab 04a MS-LS1-8 Introduction Neurons that gather information about what is happening in and around the body are called sensory neurons. Sensory neurons have specialized dendrites called receptors that detect different changes inside and outside the body. There are many different types of sensory receptors that provide different kinds of sensations. The type of sensory receptor depends on the stimulus that it responds to, giving us the ability to see, taste, smell, hear, and touch the world around us.

Chemoreceptors respond to chemicals that bind to them. Chemoreceptors can be found on the back of the nose and respond to tiny chemicals in the air, giving us the ability to smell. Chemoreceptors can also be found on the tongue and respond to the molecules that make up the food we eat. Electromagnetic radiation receptors like those found in your eyes are stimulated by electromagnetic radiation like light, giving us the ability to see the images in front of us. Mechanoreceptors can be found all over the body and respond to mechanical stress or physical movement.

In this activity you and your partners will explore 8 different stations that highlight some of the different types of sensory receptors found in your body.

Materials

***Materials listed by station***

Directions

There are 8 lab stations around the room that will highlight one of different types of sensory receptors in your body. At each station be sure to read through each set of backgrounds and directions carefully, perform all tasks, and answer all questions thoroughly. You will be given a student answer sheet to keep track of all your work. Be sure to bring your student answer sheet with you to each station.

Name: ______________________________________ Period: ____________ Date: ___________

http://pubpages.unh.edu/~jel/Primate_senses.htm


Station 1: Taste Perception

On your student answer sheet, make a quick list of foods you absolutely love to eat and foods that you could certainly do without. (Take a moment to fill out your student answer sheet)

Share your answers with your lab partners and explain why you love the foods you crave and cannot stand the foods you can do without. Is it because of flavor or texture? Did you have a previous bad experience? You will probably find that there is at least one difference in food preference that exists between you and your partners.

One important contributor for these differences in food preference is taste perception. In humans, and many other species, certain chemicals in food stimulate taste cells on your tongue, which in turn send messages to a specific region in our brain. The central nervous system then interprets what these messages mean and determines whether to continue chewing or to spit it out.

As outlined in the images to the right, the tongue is covered with bumps called papillae, each of which contains multiple taste buds. Taste buds are filled with gustatory cells (the cells that do the tasting) that contain specific proteins in their cell membranes called chemoreceptors, which function to detect specific chemicals in food. If there is a high enough concentration of given chemical outside a taste cell, a chemoreceptor will respond and begin relaying a message to the brain.

In humans, there are five different classes of chemoreceptors found somewhere on the tongue: sour, salty, sweet, umami (savory), and bitter. Scientists have determined that there are only a few types of receptor for sweet, sour, salty and umami (interacts with monosodium glutamate: MSG), but at least 30 different taste receptors for bitter. With such variety in bitter receptors and the large number of taste cells that cover the tongue, it is clear to see why individuals perceive foods differently. In this lab you and your classmates will explore the variations in bitter taste perception using three chemicals: phenylthiocarbamide (PTC), thiourea, and sodium benzoate.

PTC - Phenylthiocarbamide is a synthetic compound that is not found in nature. In 1931, a chemist named Arthur Fox poured some powdered PTC into a bottle, accidently blowing some of the powder into the air. A colleague standing nearby complained that the dust tasted bitter while Fox tasted nothing. In 2003, scientists discovered a gene on human chromosome 7 that helps explain why individuals perceive PTC differently. Individuals who find PTC paper very bitter are considered tasters, while individuals who find PTC paper without any flavor are considered non-tasters. Individuals who find PTC paper mildly bitter and unpleasant should be characterized as mild tasters. On average ~70% of the human population are tasters and ~30% are non-tasters.

http://learn.genetics.utah.edu/content/inheritance/ptc/

The tongue is covered with bumps called papillae.

Each papilla contain multiple taste buds

Taste buds are filled with gustatory cells – the cells that do the tasting. The tip of each gustatory cell protrudes to the surface of the tongue. Nerves carry signals from the gustatory cells to the brain.

The tips of each gustatory cell is covered in proteins called taste receptors, which can detect a wide variety of chemical compounds. Stimulation of any of these receptors sends signals to the brain.


Thiourea - The genetic variation contributing to the taste perception of this bitter chemical is unknown. A majority of people can be classified as tasters or mild tasters. Non-tasters do not detect any chemical on the paper.

Sodium Benzoate - This chemical is often used as a food preservative. When tasting this chemical, individuals have reported different responses: sweet, salty, bitter, or no taste.

Materials

PTC tasting paper Sodium benzoate tasting paper Thiorea tasting paper

Drinking water Small drinking cups

Direction

Task 1 Rinse your mouth with water prior to starting the experiment.

2 Taste the PTC paper and classify your bitter perception as a TASTER, MILD TASTER, or NON-TASTER. Record your results on your student answer sheet.

3 Rinse your mouth with water prior to starting the experiment.

4 Taste the thiourea paper and classify your bitter perception as a TASTER, MILD TASTER, or NON-TASTER. Record your results on your student answer sheet.

5 Rinse your mouth with water prior to starting the experiment.

6 Taste the sodium benzoate paper and determine whether you perceive bitter, salty, and/or sweet (taster). You may also taste nothing (non-taster). Record whether you are a TASTER or a NON-TASTER on your student answer sheet. If you are a taster, be sure to describe the flavor. It may be possible to taste one, two, or all three of the sensations.

7 Report your data to your teacher for classroom analysis. Record the classroom data on your student answer sheet for further analysis.

Analysis Questions (answer the following questions after all classroom data has been collected)

1. What type of receptors is responsible for the sensation of taste? 2. What are the five main flavors that can be recognized by the tongue? 3. What percentage of your classmates is considered a PTC taster? PTC mild taster? PTC non-

taster? 4. What percentage of your classmates is considered a thiourea taster? Thiourea mild taster?

Thiourea non-taster? 5. What percentage of your classmates is considered a sodium benzoate taster? Sodium benzoate

non-taster? 6. Of those sodium benzoate tasters, how many perceived the paper to be salty? Sweet? Bitter? 7. Using your class data, do you think there is a relationship between the ability to taste PTC and the

ability to taste thiourea? Explain your answer. 8. Using your class data, do you think there is a relationship between the ability to taste PTC and

how the taste of sodium benzoate is perceived? Explain your answer. 9. Studies show that individuals that are considered PTC tasters were less likely to smoke cigarettes.

Other studies suggest that there may be correlations between the ability to taste PTC and preferences for certain types of foods. Why do you think this is?


Station 2: Tasting With Your Nose Although taste and smell are separate senses with their own sensory receptors, they are very closely related. Think about how when you get sick your sense of taste is almost non-existent. Your nasal cavity becomes congested with mucus and the food you eat is flavorless. That is because 70-75% of what we perceive as taste actually comes from our sense of smell.

The tongue has thousands of taste buds but can only identify five primary tastes: salty, sweet, sour, umami (savory), and bitter. When food is chewed in your mouth, odor molecules from that food travel up through a passage between your nose and your mouth. Olfactory (of or relating to the sense of smell) receptors at the top of the nasal cavity become activated by these molecules and send electrical signals to the brain. If excess mucus in your nasal passages is too thick, odor molecules cannot reach the olfactory receptors and food will seem tasteless.

In this lab you and your partners will explore the sensation of taste with and without the sense of smell by trying to identify the flavor of different jellybeans in a blind taste test. Materials

Paper towel Jelly beans (at least 5 different flavors) Plastic spoon

http://2012books.lardbucket.org/books/beginning-psychology/section_08/8160ad1108b8ba82ab80260f3e7b5161.jpg


Directions

Task

1 Be sure to clean your lab area and wash your hands before starting this experiment. Do not touch any jellybeans that will be eaten by someone else. Use a plastic spoon to place a jellybean in the person’s hand. If you are diabetic or have any food allergies, notify your teacher before starting this experiment.

2 Obtain 5 different flavored jellybeans for each person in your group from your teacher.

3 Choose one person in your group to be the “taster” and ask them to close their eyes and hold their nose closed. Each person in your group will take turns being the “taster” in this experiment.

4

Taster: Close your eyes and hold your nose closed. Have one of your partners use a plastic spoon to give you a jellybean. Chew this jellybean for 15 seconds and try to identify the flavor. Have one of your partners record your guess on your student answer sheet. Partners: Do not tell the taster if he/she is correct or incorrect until all jellybeans have been tasted.

5

Taster: Keep your eyes closed but let go of your nose and continue chewing the jellybean. Try again to identify the flavor of the jellybean. Have one of your partners record your guess on your student answer sheet.

6

Repeat Steps 4 and 5 for the remaining jellybeans. For each jellybean, try to identify the flavor after chewing for 15 seconds with your eyes closed and nose plugged, and again after letting go of your nose. Have one of your partners record both guesses for each jellybean on your student answer sheet. Remember not to tell the taster if he/she is correct or incorrect until all jellybeans have been tasted.

Analysis Questions

1. What kind of receptors is responsible for the sensation of smell? 2. Why does food often seem tasteless when you are sick? 3. Did the ability to use your nose affect how well you were able to identify the different flavored

jellybeans? Use the data from the experiment to explain support your answer. 4. Why is it easier to identify the flavor of a jellybean while using your nose as well as your mouth?


Station 3: Rods & Cones As you look at the world around you, electromagnetic waves of light enter the eye through the cornea. The cornea is a clear dome at the front of the eye that bends and converges light towards the pupil, which is the circular opening in the center of the colored iris. In low light conditions the pupil will dilate, or get bigger to let more light in. In intense light conditions the pupil will constrict, or get smaller to limit the amount of light getting through.

Immediately after the pupil, light waves will be bent and converged once again as it passes through the crystalline lens, through the vitreous humor, or clear gel that makes up about 80% of the eye’s volume, and towards the retina located on the back of the eye.

Within the layers of the retina are special sensory receptors, called photoreceptors that respond to the electromagnetic waves of visible light. There are two types of photoreceptors: rods and cones, that they are responsible for converting light waves into electrical signals that can be sent to the brain via the optic nerve.

There are about 120 million rods on the retina that are very sensitive to light. However, they are not sensitive to color. Rods are responsible for low light vision. Cones are far fewer in number with only 6 to 7 million and are less sensitive to light. However, cones are responsible for all high-resolution vision and provide the eye’s color sensitivity. Cones can be divided into red cones, green cones, and blue cones based on light wavelength sensitivity.

Color Blindness Color blindness is the inability or decreased ability to color or perceive color differences. Color blindness can sometimes be caused by physical or chemical damage to the eye, the optic nerve, or certain parts of the brain. Color blindness can also be inherited, passed on from generation to generation. There are three main types of color blindness: total color blindness, red-green color blindness, and blue-yellow color blindness.

• Total color blindness, or Achromatopsia, is defined as the complete inability to see color and can only perceive variations in brightness. This condition is extremely rare. This image below depicts the comparison between the field of view of an individual with normal vision and an individual with achromatopsia.

http://www.passmyexams.co.uk/GCSE/physics/images/eye_xsection_01.jpg

http://brainlagoon.com/wp-content/uploads/2012/12/Color-blindness.png


• Red-green color blindness is the most common form of color blindness in which individuals have trouble discriminating between the small difference in red, orange, yellow and green end of the spectrum of visible light.

o Protanomaly (red-weakness), deuteranomaly (green-weakness), protonapia, and deuternopia are all forms of red-green color blindness. The image below depicts the comparison between the field of view of an individual with normal vision and individuals with the different forms of red-green color blindness.

o The image to the right depicts the comparison between an individual with normal vision and an individual with protanomaly, or “red-weakness”. Any redness seen in a color by a normal vision individual is seen more weakly with someone with protanomaly. The redness component in violet or purple for example will be so weakened that an individual with this condition will think it is just another shade of blue.

• Blue-yellow color blindness is far less common and occurs when individuals often confuse blue with green wavelengths of light and yellow with violet.

o Trianopia and tritanomaly are forms of blue-green colorblindness in which cones that are sensitive to the shorter wavelengths of light are either missing or do not function correctly. The image below depicts the comparison between the field of view of an individual with normal vision and individuals with the different forms of blue-yellow color blindness.

http://colorvisiontesting.com/color2.htm




o The image below depicts the comparison between an individual with normal vision and an individual with trianopia, a form of blue-green color blindness.

The Ishihara color test, which consists of a series of pictures of colored spots, is the most commonly used test to diagnose red-green color blindness. Since blue-yellow colorblindness is so rare, there is no commonly available test for it. In this activity you and your partners will take the Ishihara color test.

Materials

Ishihara color test plates

Directions

Task There are 24 Ishihara colorblindness test plates. For each of the test plates, you may or may not find a number or pattern hidden in the image. Be sure to record your observations for each of the test plates on your student answer sheet. Draw the pattern you see if need be. Answers will be provided on the back of each set of test plates. Do not look at the answers until you have written down your observations of each set of test plates on your student answer sheet. Analysis Questions

1. What type of sensory receptors is responsible for the sensation of sight? 2. What do these sensory receptors respond to? 3. Where in the eye are these sensory receptors located? 4. What is the difference between rods and cones? 5. What are the three main types of colorblindness? Briefly describe the difference between each. 6. Which of the Ishihara color test plates, if any, resulted in non-normal color vision?

http://www.color-blindness.com/tritanopia-blue-yellow-color-blindness/


Ishihara Color Blindness Test Plate 1








All individuals should see a number 12, including those with total color blindness. If someone said they can’t see something, or saw something else they are probably joking with you!


8 – those with normal color vision see an 8.

3 – those with red-green color blindness see a 3.

Nothing – those with total color blindness do not see a number or a pattern.


29 – those with normal color vision see a 29.

70 – those with red-green color blindness see a 70. Nothing – those with total color blindness do not see a number or a pattern.


5 – those with normal color vision see an 5.

2 – those with red-green color blindness see a 2. Nothing – those with total color blindness do not see a number or a pattern.


• • 3 – those with normal color vision see an 3.

• 5 – those with red-green color blindness see a 5. • Nothing – those with total color blindness do not

see a number or a pattern.


• • 15 – those with normal color vision see an15.

• 17 – those with red-green color blindness see a

17. • Nothing – those with total color blindness do not




• • 74 – those with normal color vision see an 74.

• 21 – those with red-green color blindness see a

21. • Nothing – those with total color blindness do not



• • 6 – those with normal color vision see an 6. • Nothing – The majority of color blind people

cannot see a number or pattern clearly.



cannnot see a number or pattern clearly.



cannnot see a number or pattern clearly.


7 – those with normal color vision see a 7

Nothing – the majority of color blind people cannot see this number clearly


16 – those with normal color vision see a 16



Ishihara Color Blindness Test Plate 13 73 – those with normal color vision see a 73



Nothing – People with nomal vision or total color blindness should not be able to see any number. 5 – those with red color blindness should see a 5

Ishihara Color Blindness Test Plate 15 Nothing – People with nomal vision or total color blindness should not be able to see any number. 45 – those with red color blindness should see a

45


• • 26 – those with normal color vision see an 26. • 6, faint 2 – red color blind (proanopia) people will

see a 6, mild read color blind people (protananomaly) will also see a faint 2

• 2, faint 6 – green color blind (deuteranopia)

people will see a 2, mild green color blind people (deuteranomaly) may also see a faint number 6.


42 – those with normal color vision should see a 42 2, faint 4 – red color blind people (protanopia) will se a 2. Mild red color blind people (protanomaly) will also see a faint number 4

4, faint 2 – green color blind people (deuteranopia) will see a 4. Mild green color blind

people (deuteranomaly) may also see a faint number 2.


Those with normal color vision should be able to trace along both the purple and red lines. Those with red colorblindness (protanopia) should be able to trace the purple line. Those with weak red vision (protanomaly) may be able to trace the red line, with increased difficulty. Those with green color blindness (deuteranopia) should be able to trace the red line. Those with week green vision (deuteranomaly) may be able to trace the purple line, with increased difficulty.


Ishihara Color Blindness Test Plate 19 Those with normal color vision or total color blindness should be unable to trace the line. Most people with red-green color blindness can

trace the wiggly line, depending on the severity of the condition.


Those with normal color vision should be able to trace a green wiggly line. Most people with any form of color blindness will

be unable to trace the correct line.

Ishihara Color Blindness Test Plate 21 Those with normal color vision should be able to trace an orange wiggly line. Most people with any form of color blindness wil

be unable to trace the correct line.


• • Those with normal color vision should be able to

trace the blue-green/yellow-green wiggle line. • • Red-green color blind people will trade the blue-

green and red line. • • People with total color blindness will be unable to

trace any line.


Those with normal color vision should be able to trace the red and orange wiggly line. Red-green color blind people will trace the red and blue-green wiggle line. People with total color blindness will be unable to trace any lines.


Everyone should be able to trace this wiggly line.


Station 4: Finding Your Blind Spot Every time you open your eyes light enters through the cornea, passes through the pupil and lens, to stimulate the rods and cones (photoreceptors) located within the retina at the back of the eye. When stimulated the rods and cones send electrical signals to the brain via the optic nerve. This is how you are able to see all the things in front of you.

There is, however, a section on the back of the eye where the optic nerve connects to the retina in which no photoreceptors are present. This is called the blind spot. Since there are no rods or cones present here, we’re not able to interpret any light shone in this section, hence the name “blind” spot.

Technically, the blind spot should appear as black areas in our field of vision (think of what you see when there is no light present). Obviously, this is not the case. You are able to read all the words on this sheet of paper and see all the objects in your surrounding without any noticeable black spots in your field of vision. So why is this?

The main reason why you do not notice your blind spot is because you have two eyes. Your left eye and right eye actually send two slightly different images to your brain. Try closing one eye and alternate to the other while looking at this sheet of paper. You will notice that the words and pictures are not quite in the exact same place when you switch from eye to eye. The individual images sent down the optic nerve from your left and right eye are merged together by your brain to produce a single image. Fortunately, the blind spot on your left eye is not in the same location as your right eye. So when the images from each eye overlap in your brain, the blind spots are covered by the opposite eye.

But what about when you have one eye closed? Why is the blind spot not noticeable then? This is because your brain has the ability to assess the background of any image sent from each eye and “fill in” any areas where information is missing. Try the following exercises to find the blind spot for each eye and discover the brain’s amazing ability to compensate for them.

Materials

Colored markers

http://personalexcellence.co/blog/images/blind-spot.jpg


Directions

SCENARIO 1

1

With a marker (any color) draw and fill in a ¼ ‘’ – sized square and circle four to five inches apart on your student answer sheet designated for Station 4: Finding Your Blind Spot – Scenario 1. Be sure that the square is on your left and the circle is on your right.

2 Hold the paper at an arm’s length in front of your face and close your left eye. 3 Focus on the square with your right eye and SLOWLY move the paper towards you.

4 Stop when you notice a change in the circle. This is your blind spot! Record what you see on your answer sheet. You may need to move the paper back and forth (slowly) a few times to find it.

5 Repeat this scenario to find the blind spot for your other eye. Close your right eye and focus on the circle with your left eye. Move the paper until the square disappears.

SCENARIO 2

6

On your student answer sheet designated for Station 4: Finding Your Blind Spot – Scenario 2 draw and fill in with a marker (any color) two 1-2’’- long rectangles side by side with a small circle in between them. A few inches to the right, draw a ¼’’ – sized square.

7 Hold the paper at an arm’s length in front of your face and close your right eye. 8 Focus your left eye on the square and SLOWLY move the paper towards you.

9 Stop when you reach your blind spot. What happened to the circle and rectangles? Record your observations on your student answer sheet. You may need to move the paper back and forth (slowly) a few times to find your blind spot.


SCENARIO 3

10

On your student answer sheet designated for Station 4: Finding Your Blind Spot – Scenario 3 use two different colored markers to draw and fill in a ¼’’ – sized square and rows of ¼’’ – sized circles a few inches to the right. Color the center circle the same color as the rectangle, and all the other circles a different color.

11 Hold the paper at an arm’s length in front of your face and close your left eye. 12 Focus your right eye on the square and SLOWLY move the paper towards you.

13

Stop when you reach your blind spot. What happened to the center circle? Record your observations on your student answer sheet. You may need to move the paper back and forth (slowly) a few times to find your blind spot.

Analysis Questions

1. What causes a blind spot? 2. Why are blind spots so easily unnoticed when looking at a particular image? 3. What did you notice happen to the image when you found your blind spot in Scenario 1? 4. What did you notice happen to the image when you found your blind spot in Scenario 2? How is

this different than Scenario 1? 5. What did you notice happen to the image when you found your blind spot in Scenario 3? How is

this different than Scenario 1 & 2?


Station 5: Model Eardrum

The ear is the bodily organ that gives humans the ability to detect sound. The ear can be broken down into three different parts: outer ear, middle ear, and inner ear.

The outer ear, or pinna, is the visible part of the ear and is made of cartilage. The ridges and folds of the outer ear funnel sound waves into the middle ear. When something makes a noise, it causes vibrations in air molecules that travel in waves. The sound waves then travel down the auditory canal and hit the tympanic membrane, or eardrum, in the middle ear. Vibrations of sound waves

make the eardrum vibrate, much like a musical drum. The eardrum’s vibrations are then transferred to small bones in the inner ear. The hammer, which is connected to the eardrum, bounces against the anvil, which passes its momentum to the stirrup, creating vibrations in the inner ear, or cochlea.

The cochlea is lined with thousands of tiny hair cells that are responsible for sensing the vibrations that originally started as sound waves entering the outer ear. These hair cells are considered mechanoreceptors because they are stimulated by the mechanical movement of vibration, unlike photoreceptors in the retina that respond to electromagnetic radiation (light), or chemoreceptors on the tongue or in the nose that respond to chemical compounds found in food you eat or odorants in the air. When these hair cells are stimulated, they convert the mechanical energy of the vibrations into electrical signals that are sent to the hearing centers of the brain via the auditory nerve. Furthermore, these hair cells can detect differences in vibrations caused by different frequencies of sound, allowing you to distinguish a particular sound from another.

In this activity you and your partners will create a model eardrum to see how your ear detects the vibrations of sound waves traveling through the air. Materials

Container with a wide opening Plastic wrap Large rubber band Table salt packet (or any other small grain) Noise maker (empty bucket, tin cookie sheet, etc.) Phone or MP3 player with speakers

http://kidshealth.org/parent/general/eyes/cochlear.html#

http://s.hswstatic.com/gif/ears-ring-loud-noise-1.jpg


Directions

Task

1 Stretch a piece of plastic wrap over a container with a wide opening (bucket, large bowl, etc.) and secure with a large rubber band. Make sure the plastic wrap is stretched tightly over the container and does not sink down.

2 Empty a packet of table salt on top of the plastic wrap and spread it around evenly. Be sure not to make a mess.

3 Hold an empty bucket or a cookie sheet (or anything else that will create a loud noise) right next to, but not touching the plastic wrap.

4

Hit the empty buck or cookie sheet in a manner that creates a loud “bang” noise and watch what happens to the plastic wrap and grains of table salt resting on it. Record your observations on your student answer sheet.

5 Try creating sounds of varying intensities. Record any differences in your observations on your student answer sheet.

6 If you or your partners have a phone or mp3 player with built in speakers, play a song (keep it school appropriate!) and set the volume to 50%. Clear a section on the plastic wrap and lay the device directly on the plastic wrap. Watch what happens to the plastic wrap and grains of table salt resting on it. Record your observations on your student answer sheet.

7

Try changing the volume on the device. Watch what happens to the plastic wrap and grains of salt resting on it when you increase/decrease the volume. Record any differences in your observations on your student answer sheet.

Analysis Questions

1. When something makes a noise, it causes _________________________ in air molecules that travel in _______________.

2. What type of receptors is responsible for the sense of hearing? 3. What do these sensory receptors respond to? 4. Where are these receptors located in the ear? 5. After the sensory receptors convert sound into an electrical signal, how does the information get to

the brain? 6. What does the plastic wrap represent in this activity? 7. What was the purpose of the grains of salt in this activity? 8. What did you notice happen to the plastic wrap and grains of salt when creating sounds of varying

intensities? 9. When playing music on a phone or mp3 player, when did you notice the grains of salt vibrating the

fastest? When did you notice the grains of salt “jumping” the highest?


Station 6: Skin Sensitivity The sense of touch is controlled by the somatosensory system, which is a network of nerve endings and touch receptors located in the skin. This system is responsible for the ability to detect pressure, vibrations, texture, temperature, and pain. There are 4 main types of sensory receptors in the somatosensory system: proprioceptors, mechanoreceptors, pain receptors, and thermoreceptors.

Proprioceptors are named after the Latin word “propius” which means “one’s own.” Located in muscle tissue, tendons, and joints these receptors can sense the position of different body parts in relation to each other and the environment by sensing the amount of tension in the tissue. This is what allows you to touch your fingertips to your nose while keeping your eyes closed.

Mechanoreceptors are responsible for providing the sensation of pressure, vibrations, and texture. These receptors are located in all layers of the skin, as well as along joints, tendons, and muscles and can have a wide range in sensitivity. Generally speaking, more sensitive areas of the body have greater concentrations of mechanoreceptors. The image below depicts some of the many different types of mechanoreceptors found in the different layers of the skin. Notice how they are all responsible for recognizing different sensations.

Thermoreceptors are responsible for sensing temperatures exposed to the skin. There are two basic types of thermoreceptors: hot and cold. Cold receptors are stimulated when the surface of the skin drops below 95⁰ F while hot receptors are stimulated when the surface of the skin rises above 86⁰ F. Thermoreceptors are located all over the body, with the highest concentrations located in the face and ears.

Pain receptors, or nocireceptors (named after the Latin word “noci” which means “hurt”) are responsible for detecting pain and damage to the skin and other body tissues. Pain receptors can respond to a mechanical stimulus like a cut or a scrape as well as a thermal stimulus like extreme temperatures and a chemical stimulus like poison from an insect sting. These receptors send signals to the brain ranging from sharp pain to encourage you to move away from a harmful environment to a broad, dull sensation of soreness to encourage you to limit the use of an injured body part. In this activity you and your partners will be testing the sensitivity of the mechanorecptors in your skin.

Materials Notecard Toothpicks Ruler Tape

http://www.nature.com/nrn/journal/v12/n3/images/nrn2993-f1.jpg


Directions

Task

1

On one of the edges of a blank notecard, draw two lines 0.7 cm apart, parallel to each other and perpendicular to the edge of the paper. On another edge, draw two lines 1.5 cm apart. And two lines 3.0 cm apart on another and two lines 5.0 cm apart on another. The notecard should look like this:

2

On each of set of lines, tape down two toothpicks so that the toothpicks protrude equally from the edge of the notecard.

3 With your eyes open, use all 4 sides of the toothpick card to investigate your sense of touch by touching the skin of your fingertips, the palm of your hand, and forearm.

4 When using the toothpicks, touch hard enough to see that the points are barely pushing down on the skin. There is no need to push down really hard on your skin.

5 Be sure to alternate using the point of just one toothpick and the points of both for all 4 of the measured distances.

6 Have your partner close his or her eyes while you the sensitivity of his or her fingertips. Test each measured distance between the toothpicks by touching the skin of your partner’s fingertips with either one or two toothpick points for a brief moment. Remember to touch just hard enough to see that the points of the toothpicks are barely pushing down on the skin.

7

With his or her eyes remaining closed, have your partner say out loud whether he/she was touched with one toothpick point or two. Write down your partner’s answer, along with what it actually was in the corresponding table on your student answer sheet.

0.7 cm

1.5 cm 5.0 cm

3.0 cm

0.7 cm

1.5 cm 5.0 cm

3.0 cm


8

Repeat steps 4 and 5 for a total of five trials for each of the measured distances between the toothpicks. Remember to have your partner close his or her eyes and be sure to record your data in in the corresponding table on your student answer sheet.

9 Repeat Steps 4-6 on your partner’s palm and forearm. Be sure to record your data in the corresponding table on your student answer sheet.

10 Switch places with your partner and repeat steps 4-6. Be sure to record your data in the corresponding table on your student answer sheet.

Analysis Questions

1. What are the 4 types of somatosensory receptors that are responsible for the sensation of touch and what are they stimulated by?

2. Where are these sensory receptors located in the body? 3. Which of these 4 receptors were being stimulated in this activity? 4. Which part of your arm (fingers, palm, or forearm) was the most sensitive to touch? What data do

you have to support your conclusion? 5. Why was it important for the person being tested to close his or her eyes? 6. Which part of your arm (fingers, palm, or forearm) do you believe has the highest concentration of

mechanoreceptors?


Station 7: Reaction Time Reaction time is a measure of how quickly an organism can respond to a particular stimulus. When a stimulus is present, a few things happen before your body actually responds:

• Sensory neurons convert a stimulus into an electrical impulse

• Sensory neurons pass the electrical impulse towards the central nervous system

• Neurons in the central nervous system (in the spinal cord or in the brain) will process this information and determine a proper bodily response

• Instructions from the central nervous system will be sent through motor neurons to different organs of the body, creating a response

• Motor neurons will cause muscle tissues to contract and glands to release hormones The flow of information can be summarized in the following way:

Stimulus ! Sensory Neuron ! Spinal Cord or Brain ! Motor Neuron ! Bodily Response The human nervous system can work incredibly fast. Impulses can travel as fast as 150 m/s allowing our bodies to react to certain stimuli almost instantaneously. However, many factors have been shown to affect reaction times, including age, gender, physical fitness, fatigue, distraction, alcohol use, drug use, personality type, or the type of stimulus.

In this activity you and your partners will test your reaction time by measuring how quickly you can grab a falling meter stick.

Material

Meter stick Calculator

Directions

Task

1

Between you and your partner, determine who the Dropper is and who the Catcher is. The Catcher is the person who catches the meter stick and the person who the collected data will refer to. The Dropper will hold the meter stick in place and drop it for the Catcher.

2

The Dropper will hold a meter stick vertically between the Catcher’s open hand. Be sure to line up the 0 cm mark between the Catcher’s thumb and index finger. The Catcher should not be touching the meter stick before it falls.

3 Without warning, the Dropper will release the meter stick so that it falls vertically between the Catcher’s thumb and index finger.

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RuXvBeATZSnZ0L43HOGmc9R


4

Once the Catcher sees the meter stick drop, he/she will try to catch it as quickly as possible with just his/her thumb and index finger. The Dropper will assist the Catcher by catching the top of the meter stick in a way that prevents it from tipping over.

5 Write down the distance, in centimeters, the meter stick fell through the Catcher’s fingers on your student answer sheet.

6 Repeat Steps 2-5 for a total of five trails. 7 Switch roles and record data for the reaction times of your partner.

8

Use the following formula to calculate the Catcher’s reaction time based on the distance the meter stick fell.

d = ½gt2

d = distance the meter stick fell g = acceleration due to Earth’s gravity = 9.8 m/ss = 980 cm/s2

t = time the meter stick fell

The amount of time the meter stick was in the air is the same amount of time it took the Catcher to react to seeing it fall. Algebraically,t he equation can be re-written to solve for time (t):

d = ½gt2 d = (½) (980 cm/s2) t2

d = (490 cm/s2) t2 t2 = d / 490 cm/s2

t = √ (d / 490 cm/s2

Analysis Questions

1. Outline the chain of events that occur within your nervous system as your body responds to a given stimulus. (What does your nervous system do in response to a stimulus that results in a proper bodily response?)

2. In this activity, what was the stimulus? 3. In this activity, what was your body’s response? 4. Did any of your trials produce different results? If so, why were they different? 5. Do you think you can improve your reaction time? How? 6. Whose reaction time was faster, yours or your partners? What factors could explain why different

people have different reaction times?


Station 8: Knee Jerk Reflex Have you ever accidentally touched something really hot? Have you ever noticed how quickly you are able to pull your hand back when you get burned? This is what you call a reflex action, or a reflex. Sometimes, when your body detects certain stimuli it responds with a nearly instantaneous and involuntary response. That’s right! Your body can respond to certain stimuli without even thinking about it.

When sensory receptors are triggered by a stimulus, sensory neurons send impulses towards the central nervous system for processing before motor neurons return information back to the rest of the body. It is important to remember that the central nervous system consists of the brain and the spinal cord, meaning not all information processing occurs in the brain. In a reflex, the processing occurs in the spinal cord. This is why you never have to give any thought for a reflex to occur. The patellar tendon reflex or knee jerk reflex is a well-known reflex that is often checked for during doctor visits. The diagram to the right outlines how the nervous system’s response during this reflex.

When a doctor taps on the patellar tendon in your knee, mechano-receptors in the tendon respond to the physical pressure applied by the doctor’s hammer. Sensory neurons send impulses towards the spinal cord. Neurons in the spinal cord process the information and immediately send impulses down motor neurons to muscles in the leg. In about 50 milliseconds after the doctor taps your knee with a hammer, your body responds with a quick and tiny leg kick forward, or knee jerk. An exaggeration or absence of the reaction may suggest damage to the central nervous system.

The kneed jerk reflex is only one of hundreds of reflexes found in the central nervous system. You probably haven’t given it much thought (pun intended) but coughing due to irritation in your airways, blinking when something touches your eyes, and shivering when you are cold are all considered reflexes. There are even a number of reflexes that are only seen in newborn babies and not seen in adults. Examples of these reflexes include the palmar grasp reflex, hand to mouth reflex, and sucking reflex. These automatic reactions to stimuli allow babies to respond to their environment before any learning takes place. Reflexes are very important for protecting our wellbeing.

At this station you and your partners will take turns testing the knee jerk reflex on each other.

Response

Stimulus

Responding Muscle

Sensory Receptor

Spinal Cord

REFLEX


Material

Table to sit on Reflex hammer Directions

Task 1 Have your partner sit at the edge of a table so that his/her legs can swing freely.

2 With the reflex hammer, hit the patellar tendon just below the kneecap. It may take you a couple of tries to find the right spot to hit, but it should be obvious to you and your partner when you find it.

3 Try testing both legs.

Analysis Questions

1. In what part of the central nervous system is information processed during a reflex action? 2. Reflexes are involuntary and almost immediate responses to certain stimuli. How is it possible for

your body to react so quickly and without having to think about what to do? 3. What was the stimulus your nervous system was responding to in this activity? 4. How did your body respond to the stimulus in this activity? 5. List a few other reflexes in the central nervous system. For each, identify the stimulus and the

body’s response. 6. How can reflexes help protect us from danger?


Sensory Receptor Stations Student Answer Sheet HASPI MS Medical Life Science Lab 04a

Station 1: Taste Perception

Individual Data

Test Paper Classification (Taster, Mild Taster, or Non-Taster)

What does the test paper taste like?

PTC Paper

Thiourea Paper

Sodium Benzoate Paper

Classroom Data # PTC Tasters # PTC Mild Tasters # PTC Non-Tasters

Thiourea Thiourea Thiourea # Tasters # Mild

Tasters # Non

Tasters # Tasters # Mild Tasters

# Non Tasters # Tasters # Mild

Tasters # Non

Tasters

Sodium Benzoate Sodium Benzoate Sodium Benzoate #

Bitter #

Sweet #

Salty #

No Taste #

Bitter #

Sweet #

Salty #

No Taste

# Bitter

# Sweet

# Salty

# No Taste

Station 2: Tasting With Your Nose

Jelly Bean

Eyes Closed Nose Plugged

Eyes Closed Nose Unplugged Actual

1 2 3 4 5

Name: _______________________________ Period: ____________ Date:______________


Station 3: Rods & Cones

Test Plate 1 What do you see?

Result?


Result?


Result?


Result?


Result?


Result?


Result?


Result?

Test Plate 9 What do you see? Result?

















Sensory Receptors Station 4: Finding Your Blind Spot

Scenario 1 Observations



Sensory Receptors Station 5: Model Eardrum Model Eardrum Observations


Sensory Receptors Station 6: Skin Sensitivity

Fingertips

0.7 cm 1.5 cm 3.0 cm 5.0 cm Guess Actual Guess Actual Guess Actual Guess Actual

Total Correct:

Total Correct:

Total Correct:

Total Correct:

Palm


Total Correct:

Total Correct:

Total Correct:

Total Correct:

Forearm


Total Correct:

Total Correct:

Total Correct:

Total Correct:


Sensory Receptors Station 7: Reaction Time

d = ½gt2 d = (½) (980 cm/s2) t2

d = (490 cm/s2) t2 t2 = d / 490 cm/s2

t = √ (d / 490 cm/s2

Trial # Distance (cm) Reaction Time (s)

1

2

3

4

5

Average: Sensory Receptors Station 8: Knee Jerk Reflex Observations


Central Nervous System Webquest HASPI MS Medical Life Science Lab 04b Introduction

The nervous system can be described as a network of relay messages that are constantly sent back and forth from the brain and spinal cord to different parts of the body. The brain and spinal cord, which make up the central nervous system (CNS), can be thought of as a central computer that controls this network of relay messages. Making trillions of connections every second, the CNS is responsible for controlling all of the body’s functions from the thoughtless tasks of breathing and blinking to figuring out what to do when you’re in danger, or even trying to find answers on your math homework. In this computer-based activity, you will access different websites to learn about the CNS. You will learn about the different regions of the brain and spinal cord as well as their basic functions. You will also look into how the brain develops with age and how it is affected by different drugs, diseases, and disorders. Materials

Computer Internet access

Name: ______________________________________ Period: ____________ Date: _____________

http://sinicropispine.com/wp-content/uploads/2014/04/19006129_l.jpg


Directions

Go to the following websites and answer the related questions.

The Brain Go to the following links to answer the following questions:

http://www.waiting.com/brainanatomy.html http://www.pbs.org/wnet/brain/3d/index.html

http://www.brainexplorer.org/brain_atlas/Brainatlas_index.shtml#image

Label the following pictures of the brain and give a short functional description of the major brain structures.

http://science.howstuffworks.com/life/inside-the-mind/human-brain/brain7.htm


Left Brain vs. Right Brain Go to the following links to answer the following questions:

http://staff.washington.edu/chudler/split.html http://braintest.sommer-sommer.com/en/

• Name two functions that are dominant on the left hemisphere of the brain. • Name two functions that are dominant on the right hemisphere of the brain. • What structure connects the right and left cerebral

hemispheres? • Which side of your brain is more dominant, according to

the 30-second Brain Test? Are the results what you expected? Why or why not?

Neural Development Go to the following links to answer the following questions:

https://faculty.washington.edu/chudler/dev.html

• At what rate does the brain grow during development?

• What is encephalization?


• Label the following diagram with the proper dates to outline the timeframe of brain development.

• At what age does the brain have the largest mass? • At what age do you have the greatest brain weight to body weight ratio? • What is the first sense to develop?


Drugs and the Nervous System Go to the following link to answer the following questions:

http://faculty.washington.edu/chudler/introb.html#drug • Scroll down to the section titled “The Effects of Drugs on the Nervous System”. Click and browse

through each of these pages to learn how the following drugs affect the brain and the nervous system. For each of the following, summarize your findings with three to four sentences.

o Alcohol

o Marijuana

o Caffeine

o Nicotine

o (choose another drug) __________________

o (choose another drug) ___________________


Common Diseases and Disorders Go to the following link to answer the following questions:

http://health.howstuffworks.com/ • Using the search bar in the upper right hand corner, search the following diseases and disorders

associated with the nervous system. Provide a three to four sentence description that summarizes the following diseases. Be sure to include causes, symptoms, possible treatments, and how common the disease is when possible.

o Alzheimer’s Disease

o Parkinson’s Disease

o Stroke

o Epilepsy

o Attention Deficit Hyperactivity Disorder

o Multiple Sclerosis

o Headaches


The Spine & Spinal Cord Go to the following link to answer the following questions:

http://www.mayfieldclinic.com/PE-AnatSpine.htm#.VMABty5RKFU • How many individual bones are there in the spine? • What is the main function of the spinal column? • What are the five major regions of the spinal column? Label

the diagram to the right. • The spinal cord is about __________ long and is the

thickness of _____________________.

• Sometimes the spinal cord can react without sending information to the _____________. These special pathways, called ______________________, are designed to _____________________________________________.

• What happens when the spinal cord is damaged? • Spinal nerves are numbered according to _____________

_______________________________________________. • What are dermatomes and how are they helpful for doctors?


Memory HASPI MS Medical Life Science Lab 04c Introduction

By birth, the brain will contain all the neurons you will ever need. However, many of these neurons will not be connected to each other. As you grow and learn new tasks impulses will travel from one neuron to the next, over and over, creating new connections and pathways in the brain. As these tasks are repeated, so are the connections and pathways in the brain. When these pathways become established, a skill that required a lot of concentration when you first learned it will become second nature. The brain is highly adaptable at a young age. However, as you age, your brain has to work harder to make new neural pathways. It becomes more difficult to master new tasks or change established behavior patterns. This is why many scientists and physicians believe it is important to engage in activities that will keep your brain active over the course of a lifetime, challenging your brain to learn new things and make new connections. Memory is another complex function of the brain that involves the establishment of neural pathways. Things that we see, learn, and do are first processed in the cortex, or outer regions, of the brain. If we sense that this information is important enough to remember permanently, it gets sent to the inner regions of the brain such as the amygdala or hippocampus. Storing these pieces of information for long term storage and memory requires the formation of pathways between the outer cortexes and the deeper regions of the brain. Likewise, pathways are also needed in retrieving bits of information out of long-term memory. This is why it may often be difficult to recall vital information if you haven’t needed to use it in a while. In this activity you and your partners will play a game that will put your memory to the test!

Name: ______________________________________ Period: ____________ Date: _____________

http://mercercognitivepsychology.pbworks.com/f/1290909633/memory.jpg


Materials

Memory game cards Directions

Task

1 On the memory game cards, you will find vocab terms as well as descriptions and definitions. The object of the game is to collect more game cards than your partners by matching the vocab terms with their respective definitions or descriptions.

2 Cut out all the game cards. Mix them up randomly and place them face down on the table in a neat, organized pattern (columns and rows will do just fine).

3 The person in your group with the closest upcoming birthday goes first. Each person in the group will take turns flipping over two game cards momentarily for everyone to see.

4

If the two game cards contain a vocab term and the corresponding definition or description, a match is made. The person who made the match gets to remove the cards and flip over two more cards.

5 If the two game cards do not match, they are flipped back upside down in the same place and it becomes the next group member’s turn.

6 The game is over when all matches have been made and there are no more cards lying face down on the table. The group member with the most matching pairs is the winner.


Neuron

The basic functioning unit of the nervous system. There are over 100 billion of these specialized cells in the brain alone.

Central Nervous System

Responsible for processing all incoming information to determine a proper bodily response. Consists of the brain and the spinal cord.

Sensory Neurons

Type of neuron responsible for sending impulses TOWARDS the central nervous system.

Peripheral Nervous System

Made of many nerves that connect all areas of the body to the central nervous system.

Motor Neurons

Type of neurons responsible for sending impulses FROM the central nervous system to different organs throughout the body.

Brain

It is also one of the largest and most complex organs in the body. Main parts include the cerebrum, cerebellum, brain stem, pituitary gland, and hypothalamus.

Dendrite

Spinal Cord

The main pathway for information connecting the brain and the peripheral nervous system. It is protected by bones called vertebrae.

Axon

Stimulus

A change in an environment that triggers the reaction of a neuron. Examples include physical movement or stress, chemicals, light, temperature, etc.

Impulse

Fast moving electrical signals passed from neurons to neurons that can travel throughout the body at speeds of up to 150m/s

Reflex Involuntary and nearly instantaneous movement in response to a stimulus.


Multiple Sclerosis

Disease in which your immune system attacks and damages nerve fibers, keeping your brain from sending signals to the rest of your body correctly.

Cell Body

Alzheimer’s Disease

The most common form of dementia, affecting about 4.5 million Americans, in which nerve cells in the brain die gradually over a period of years.

Axon Terminal

Parkinson’s Disease

Disease characterized by the gradual degeneration of nerve cells in the part of the brain that controls movement.

Chemoreceptors

Type of sensory receptor that responds to chemicals that bind to them. These give you the ability to taste food and smell odorants in the air.

Epilepsy A group of related disorders characterized by the tendency of recurring seizures.

Electromagnetic Radiation Receptors

Type of sensory receptor that responds to electromagnetic radiation like visible light. Examples include the rods and cones in the retina of your eyes.

Stroke

Occurs when blood circulation to the brain is disrupted. The two types of this condition include ischemic and hemorrhagic.

Mechanoreceptors

Type of sensory receptor that responds to physical movement or stress. There are many types that are found all over your skin to give the ability to sense touch.

Senses

An ability by which the body perceives an external stimulus. Examples include sight, smell, hearing, taste, and touch.

Memory

The process in which information is encoded, stored, and retrieved. Requires connections between neurons and the establishment of pathways in the brain.


The Nervous System HASPI MS Medical Life Science Lab 04 MS-LS1-8 Connections & Applications

Your instructor may assign or allow you to choose any of the following activities. As per NGSS/CCSS, these extensions allow students to explore outside activities recommended by the standards. 1. Research any of the diseases/disorders associated with the nervous system mentioned in the lab

background. Create a poster board that provides more information about the disease. Be sure to include the following:

• Causes of the disease • History of the disease • Health risks and symptoms associated with the disease • Preventable measures to avoid developing the disease • Available treatments for the disease • Statistics on the prevalence of the disease • Current research findings on the disease • Source citations for all of your research, including any images you used

2. Use the modeling clay recipe in the Appendix to create a model of the human brain.

• Create different batches of clay (different colors) to visualize the major parts of the internal and external areas of the brain.

• Be sure to label your model.

3. Brain Games is a reality television series on the National Geographic Channel that discusses and explores the components of the human brain. The show is interactive and encourages viewers to participate in “brain games” that emphasize the main points presented in each episode. There are currently 6 seasons of the show, and many of the episodes can be found on YouTube or Netflix. Choose any of the episodes to watch. Write a one to two paragraph summary of what you learned from the episode. Be sure to: !

• Include the episode title • Discuss the main points of the

episode • Describe the set up of the “brain

games” • Explain and discuss the results of

the “brain games”

Name: ________________________________________ Period: __________ Date: ______________


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