| HUMAN
BRAIN AND SENSES COURSE MATRIX |
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SYNOPSIS |
SCIENCE
CONCEPTS |
PROCESSES |
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1. |
Learning and Memory (4 sessions)
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Students investigate learning by trying to learn mirror writing. They test
their ability to memorize a set of objects using various single
and complex input modes—hearing, seeing, hearing and
seeing, and so forth. They explore mnemonics to enhance memory.
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•
Learning is a skill enhanced by repetition.
• The sensory input that results in the most effective
memory retention is different for different people.
• Memory is enhanced by firsthand experience and associations. |
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Conduct experiments.
• Compare results of techniques for enhancing memory.
• Practice a skill and monitor
improvement. |
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2. |
Eyes:
Inside and Out (3 sessions) |
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Students
study the external structures of the eye by inspecting their
own and a partner’s eyes. They study pupil response to
light. They study the anatomy of a cow eye, first externally
and then internally by dissection. |
•
The mammalian eye has predictable parts, like cornea, iris,
pupil, lens, optic nerve, retina, and sclera.
• The cornea bulges out from the surface of the eye.
• The pupil is an opening into the eye that changes size
in response to light. |
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Compare structures found in different kinds of eyes.
• Investigate the pupil to discover if it is a hole or
a dot.
• Determine the relationship between light and pupil response. |
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3. |
Lenses
(3–4 sessions) |
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Students
investigate the lens found in the eye. They explore containers
of water and glass marbles, followed by commercial lenses, to
discover the characteristics of lenses and images. They make
cameras obscura and model eyeballs. |
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Lenses bend (refract) light; lenses with greater curvature bend
light more.
• Lenses can project images on surfaces like screens and
retinas.
• The cornea and lens in the eye are convex lenses.
• The number and shape of lenses affect where an image
will focus. |
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Investigate objects and materials to determine lens characteristics.
• Conduct experiments with lenses.
• Discover the relationship between lens curvature and
image focus distance.
• Explain how a model eye is like a real eye. |
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4. |
Retina
(3–4 sessions) |
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Students
investigate the quality of vision in their field of vision.
They observe motion, color, and detail regions, as well as a
blind spot in each eye. They learn about photoreceptors and
attribute visual variation to the rods and cones. |
•
A receptor cell responds to a stimulus and sends an electric
message to the brain.
• Photoreceptors (rods and cones in the retina) are sensitive
to different aspects of light. Rods function in dim light and
cones in bright light. |
Collect,
organize, and analyze data dealing with peripheral vision and
field of view.
• Relate retina structure to visual function.
• Use mathematics to explain the blind spot on the retina. |
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5. |
Into
the Brain (5–6 sessions) |
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Students
study MRI images to determine the connection between the eyes
and the brain. They construct a model brain to explore the major
structures and orientation. They analyze EEG data to locate
the area of the brain active during vision. |
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The brain has three major parts.
• The blind spot can be used to locate the connection
of the optic nerve.
• An MRI is a cross-section picture showing the structure
of a part of the body.
• An EEG is an image of the electric activity on the surface
of the brain. |
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Construct three-dimensional models to understand brain structure
and imaging processes.
• Transform and analyze data.
• Sequence images using relational data.
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page 4
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