+
Warm Up
On
your half sheet of paper,
write at least two questions
you have about your senses
(touch, vision, hearing, smell,
taste)
+

Objective:

SWBAT



Explain why certain areas of the body are variously sensitive
and therefore have different sized receptive fields
Agenda:

Notes: Intro to Senses and Touch

Do you get the point?

Closing
Homework:

Finish Lab
+
Guided Notes: Intro to Senses

Sensation—the conscious or subconscious awareness of the
internal and external conditions of the body

Detected by receptors

Type of receptor varies depending on the sense

Mechanoreceptors—responds to mechanical stimuli for touch,
stretch, pressure, position, and hearing

Meissner’s corpuscles and Merkel disks—touch

Pacinian corpuscles--pressure

Proprioceptors—position

Thermoreceptors--temperature

Nocioceptors—pain

Photoreceptors—responds to light stimuli for vision

Chemoreceptors—responds to chemical stimuli for smell and
taste
+
Guided Notes: Intro to Senses

4 steps of each receptor




Reception—detection of stimuli by sensory receptors
Transduction—conversion of stimuli into change in membrane
potential of sensory receptor
Transmission—if threshold is reached, action potential propagates to
the brain
Integration—brain’s construction of stimuli

Amplification—strengthening of stimulus by exciting more
neurons

Adaptation—weakening of stimulus due to continued stimulation



To prevent cell death
Fast adapters—thermoreceptors, pressure receptors, and touch
receptors
Slow adapters—nocioceptors and proprioceptors
+
Guided Notes: Touch

Receptive field—skin area served by a single sensory
neuron


Two point touch threshold—the minimum distance at which
the touch of two points can be distinguished



Inversely proportional to the density of sensory receptors
(sensitivity)
Proportional to the size of the receptive field
Inversely proportional to the density of sensory receptors
(sensitivity)
Referred pain—presence of pain felt in part of body different
from part of body that is actually generating pain




Due to convergence of sensory receptors
EX: heart and left upper limb enter spinal cord at same level
EX: brain freeze
EX: Phantom Limb—perception of stimuli at location of amputated
limb
+
Do You Get the Point?

Working with a partner, explore the two point threshold of
your forehead, cheek, back of forearm, palm of hand, tip of
thumb, tip of index finger, and back of lower leg using two
paperclips
+
+
+
Warm Up

Why would a neurologist administer a two point
discrimination test on a patient?
+

Objective:

SWBAT



Explain why certain areas of the body are variously sensitive
and therefore have different sized receptive fields
Agenda:

Finish Do you get the point?

Go over Do you get the point?

Closing
Homework:

None!
+
Do You Get the Point?

Working with a partner, explore the two point threshold of
your forehead, cheek, back of forearm, palm of hand, tip of
thumb, tip of index finger, and back of lower leg using two
paperclips
+
Warm Up


What part of your body had the smallest two point threshold?

Why do you think this is?

What does this mean in terms of size of receptive field, density of
neurons, and sensitivity?
What part of your body had the largest two point threshold?

Why do you think this is?

What does this mean in terms of size of receptive field, density of
neurons, and sensitivity?
+  Objective:
 SWBAT
 Identify
at least ten major structures of the
eyeball
 Explain why we become congested after
crying
 Agenda:
 Last
call for “Do You Get the Point?” Lab
 Guided Notes: Anatomy of the Eye
 Coloring and Labeling
 Application Questions
 Homework:
 Finish
Application Questions
+

Guided Notes: Anatomy of the Eye
Internal Structures
 Sclera—outermost connective tissue layer that surrounds eye
everywhere except cornea
 Reason we see whites of eyes
 Cornea—clear covering over visible portion of eye
 where light enters eye
 Contains nocioceptors because cornea very vulnerable to
damage
 Easily repairs self
 No blood vessels so easily transplanted with no fear of
rejection
 Choroid—vascular layer under sclera
 Ciliary muscle and fibers—smooth muscle and fibers at anterior
of eye attached to the lens and the iris
 Iris—pigmented smooth muscle that regulates amount of light
entering eye
 Gives eye color
 Constrict for bright light or close vision
 Dilate for dim light or distant vision
 Pupil—round opening in iris through which light passes
+

Retina—innermost sensory layer under choroid that only
extends posteriorly from ciliary body and lens


Photoreceptors

Rods—responsible for gray tones in dim light,
concentrated peripherally

Cones—responsible for color, concentrated centrally, red,
green, and blue cones—if all stimulated, we see white
Signal moves from photoreceptors to bipolar cells to
ganglion cells to optic nerve

Blind spot--site where optic nerve leaves eyeball

Fovea—site next to blind spot that only contains cones, area
of sharpest vision

Lens—flexible biconvex structure that focuses light on retina

Aqueous humor—clear watery fluid anterior to lens


Provides nutrients for cornea and lens

Maintains intraocular pressure
Vitreous humor—gel-like fluid posterior to lens

Prevents eye from collapsing in on self

Maintains intraocular pressure
+
+

Accessory Structures

Eyelids with eyelashes

Conjunctiva—the outermost membrane that secretes mucus to
lubricate the eyeball

Lacrimal gland—structure superior and lateral to eyeball that
produces salty tears


Tears contain antibodies and lysozymes

Tears move across eyeball medially and drain into nasal
cavity
6 eye muscles
+
Coloring, Labeling, and
Application Questions

Label the eyeball diagram on the back of your notes sheet

Then, color each structure a different color

When you finish coloring, answer you application questions
+
Warm Up

Why do we become congested after crying?

Pass your Application Questions to the aisle for collection
+  Objective:
 SWBAT
 Explain
the cause of at least 5 vision
problems
 Agenda:
 Last
call for “Do You Get the Point?” Lab
 Guided Notes: Vision and Vision Problems
 Application Questions
 Homework:
 Close
Reading: Vision
+

Guided Notes: Vision
Lens Refraction

Refraction—bending of light rays so that they focus at any given
point on the retina

Lens is “set” for distance vision


Ciliary muscle is relaxed, so fibers holding lens are taut, lens is
flat
Accomodation—ability for lens to change shape for close vision

Ciliary muscle contracts, so fibers holding lens slack, lens
rounds
+
Guided Notes: Vision

Visual Fields and Visual Pathways to the Brain

Optic chiasma—fibers from the medial side of each eye cross
over to the opposite side of the brain

Optic tracts—contains fibers from the lateral side of the eye on
the same side and the medial side of the opposite eye

Two similar but different images from both eyes

Results in depth perception and 3D images

Integrated in thalamus and occipital lobe
+
Guided Notes: Vision

Development

Doctor regularly administers fundoscopic exam

Uses ophthalmoscope to visualize fundus—posterior of eye

Will observe retina, blood vessels, and internal disc to
determine if DM, arteriosclerosis, or degeneration of optic
nerve or retina
+

Guided Notes: Vision Problems
Eye Issues




Night blindness—prolonged vitamin A deficiency causes deterioration of rods
Color blindness—lack of cones
 Most common: sex-linked red-green color blindness in men
 Use differences in intensities to determine red from green
Cataracts—hardening of lens resulting in hazy vision and eventually blindness
 Risk factors: DM, too much sunlight, smoking
 Treatment: replace lens
Glaucoma—blockage of aqueous humor drainage resulting in increase in
intraocular pressure and therefore damage to retina and optic nerve
 Common cause of blindness in elderly because progresses slowly with no
symptoms
 To prevent, doctors check intraocular pressure yearly in patients over 40
with tonometer
 To treat, eyedrops that increase drainage or laser or surgical enlargement of
drain
+
Guided Notes: Vision Problems

Myopia—“nearsightedness,” can see close objects, distant objects
blurry because image focused in front of retina, need concave lenses

Hyperopia—“farsightedness,” can see far objects, close objects
blurry because image focused behind retina, need convex lenses

Astigmatism—cornea or lens is more oval shaped resulting in blurred
vision

Nystagmus—rapid involuntary eye movement

Strabismus—“cross-eyed” or misalignment of eyes due to cranial
nerve damage


Can lead to amblyopia—“lazy eye” because child’s brain will
ignore one image over the other
Hemianopia—CVA damages one optic tract, resulting in loss of vision
on one side of visual field (left or right depending on site of CVA)
+
Application Questions

Work together to answer your application questions

When you finish, complete your reading
+
Warm Up

Why do long periods of reading or computer work or video
games result in eyestrain?

Why does periodically staring into the distance prevent and
relieve eyestrain?

Pass your application questions and close reading to the aisle for
collection
+  Objective:
 SWBAT

Discuss the efficiency of the multitude of tests available to test
vision issues such as those associated with acuity, astigmatism,
and colorblindness
 Agenda:
 Collect
Application Questions and Close
Reading
 Vision Lab
 Closing
 Homework:
 Finish Vision
Lab Analysis Questions
 Wear appropriate clothing for cow eye
dissection tomorrow!
+
Vision Lab

Move around to each station, to complete your lab sheet
+
Closing

How do did you test for visual acuity during your lab?

Is this the best way to test visual acuity?
+
Warm Up

How d

Pass your vision lab to the aisle for collection
+  Objective:
 SWBAT

Identify and explain the importance of the major structures of
the sheep eye, including the sclera, cornea, choroid, ciliary
muscles, ciliary fibers, iris, pupil, retina, blind spot, lens,
aqueous humor, and vitreous humor.
 Agenda:
 Collect Vision
Lab
 Eye Dissection
 Closing
 Homework:
 None!
+
Eye Dissection

Working with your lab table, follow the directions on your lab
worksheet to dissect the sheep eye
+
Closing

What surprised you most about this dissection?
+
Warm Up

Why do animals eyes “glow” in the dark when light is shined
on them at night? Consider what this structure is called and
what purpose it holds in the animal eye.

Pass your Eye Dissection Lab and Close Reading: Why do
limbs fall asleep? to the aisle for collection.
+
 Objective:
 SWBAT

Self assess their knowledge of touch and vision informally
through review prior to tomorrow’s touch and vision quiz.
 Agenda:
 Touch
and Vision Quiz Review
 Brain Games: In Living Color
 Closing
 Homework:
 Touch/Vision
Quiz Tomorrow
+
Touch and Vision Quiz Review

Take out your touch and vision quiz review

Follow along as we go over the answers
+
Brain Games: In Living Color

As you watch, consider the question, why do we see after
images?
+
Warm Up

Why do we see after images?
+
 Objective:
 SWBAT

Assess their knowledge of touch and vision formally through
their touch and vision quiz.
 Agenda:
 Touch
and Vision Quiz
 Closing
 Homework:
 None!
+
Touch and Vision Quiz

Put everything away except for a writing utensil

If you have a question during your quiz, raise your hand and I
will come answer it

Hold on to your quiz when you finish; I will collect them all at
the same time

Good luck!
+
Closing

How was your quiz?

Why do you think you performed in this way?

Consider how you participated in class, how you studied, and how
Ms. McGowan presented the information
+
Warm Up

What memory comes to mind when you think of the smell of
chocolate chip cookies?
+
 Objective:
 SWBAT

Explain why certain people like certain smells while others
dislike them

Explain why an individual’s smell preference changes over time
 Agenda:
 Guided
Notes: Smell
 Smell Lab
 Closing
 Homework:
 None!
+
Guided Notes: Smell

Anatomy of Olfactory Receptors

Pathway:

Olfactory hairs (cilia) coated in mucus make up a postage
stamp-size area on roof of nasal cavity

Chemicals dissolve into the mucus

Olfactory hairs respond to chemicals by sending action
potentials down the olfactory nerve

Olfactory nerves bundle and transmit signals to the olfactory
cortex of the brain for integration and interpretation
+
Guided Notes: Smell


The olfactory pathway is closely tied to the limbic system
(emotions and memory) in brain

This is why we like certain smells and dislike certain smells!

This is why our smell preference can change over time!
Chemoreceptors are fast-adapters
+
Guided Notes: Smell


Development

Highest functioning at birth

During mid 40s, chemoreceptors decrease in number, resulting in
smell deficits

Half of those over 80 can’t smell at all
Issues

Anosmia—temporary or permanent loss of smell due to nasal
cavity inflammation, head injury, or aging

Epileptics often experience olfactory auras (or hallucinations)
preceding seizures
+
Smell Lab!

Working individually, move around the room to each lab
station.




At each lab station, “puff” the fragrance near your nose.
Then, determine your smell preference (whether you like, dislike,
or don’t have a preference for the smell).
Next, describe the memory that comes to mind when you smell
this fragrance.
Finally, attempt to identify the smell from the 7 options given.

When you are finished, return to your seat and quietly answer
your analysis questions.

We will have a class discussion when everyone is done
collecting data.
+
Closing

Why do some people like certain smells while others dislike
them?

Why does an individual’s smell preference change over
time?
+
Warm Up

Are senses “connected”? If so, which ones?
+
 Objective:
 SWBAT
 Explain
how smell affects taste
 Agenda:
 Guided
Notes: Taste
 Jellybean Taste Lab
 Closing
 Homework:
 None!
+

Guided Notes:
Taste
Anatomy of Taste Buds

Pathway:

Bumps on tongue are called papillae

On each papillae are numerous taste buds

Majority of our 10,000 taste buds are located on our tongue

Also located on roof of mouth, cheeks and throat

Saliva dissolves chemicals in food/drink

Gustatory hairs (microvilli) respond to chemicals by sending
action potentials down the gustatory nerve

Gustatory nerves bundle and transmit signals to the gustatory
cortex of the brain for integration and interpretation
+
Guided Notes: Taste

5 basic tastes:

Sweet, salty, sour, bitter, umami

originally thought each taste is concentrated on certain areas of
the tongue

although small differences, many areas are sensitive to
multiple tastes

Taste likes and dislikes change on daily basis based on what
body needs (homeostasis)

Spicy foods trigger nocioceptors

Taste highly connected to smell
+
Guided Notes: Taste


Development

Taste buds are replaced every 7-10 days

Highest functioning at birth

During mid 40s, chemoreceptors decrease in number, resulting in
taste deficits
Issues

Issues with taste are typically a result of anosmia
+
Jellybean Taste Lab!

With your partner, follow the directions to determine how
smell affects taste
+
Closing

How does smell affect taste?
+
Warm Up

How do scientists test for synesthesia? How do they confirm
that these people don’t just have an overactive imagination?

https://www.youtube.com/watch?v=vEqmNX8uKlA

https://www.youtube.com/watch?v=6vs-ez62DVc
+
 Objective:
 SWBAT
 Identify
whether or not they are a non-taster,
average taster, or super-taster
 Explain what creates a non-taster, average
taster, and super-taster
 Agenda:
 Turn
in Jellybean Taste Lab, Application
Questions: Taste and Smell, Close Reading:
Synesthesia
 Supertaster Reading and Lab
 Closing
 Homework:
 None!
+
Supertaster Lab

Individually, read the supertaster pre-lab reading and
answer the corresponding questions

We will discuss these answers as a class

Then, working in partners, you will determine if you are a
supertaster
+
Closing

Are you a super-taster?

Do you like spicy/well-seasoned food?

Do your answers to these two questions align? If so, explain
why they do. If not, explain why they might not.
+
Warm Up

What is the dot in the medial corner of your eyes responsible
for?
+
 Objective:
 SWBAT
 Explain
the movement of sound through the
ear to create hearing.
 Explain how the body uses head position to
maintain balance.
 Agenda:
 Guided
Notes: Hearing and Balance
 Sound Animation
 Application Questions: Hearing and Balance
 Closing
 Homework:
 Finish
Application Questions
+
+
Guided Notes:

Hearing and Balance—activated independently of one another

Anatomy of the Ear

Outer Ear—hearing
 Pinna
 What we think of when we say “ear”
 Collects sounds waves, not needed in humans
 Auditory canal
 1 inch long pathway from pinna to tympanic membrane
 Contains ceruminous glands that secrete cerumen (earwax)
 Traps foreign bodies and repels insects
 Tympanic membrane
 Eardrum vibrates when hit with sound waves
+
+

Guided Notes:
Middle Ear—hearing
 Ossicles
 The three smallest bones in the body
 Hammer/malleus
 Anvil/incus
 Stirrup/stapes
 Oval window
 Moves inward when pressed upon by stapes
 Transmits signal from stapes to cochlea
 Round window
 Moves outward when oval window moves inward
 Allows movement in inner ear
 Eustachian tube
 Canal between middle ear and pharynx
 Typically closed
 However, when pressure unequal on either side of tympanic
membrane, tympanic membrane does not vibrate properly
 Therefore, auditory tube will open to equalize the pressure (when you
swallow or yawn)
+
+

Guided Notes:
Inner Ear—hearing and balance
 Cochlea
 Pea-sized spiral
 Responsible for hearing
 Vibrations from oval window cause movement of gel-like fluid in
portion of cochlea called organ of corti
 Gel-like fluid pulls on hair cells
 Hair cells send an action potential to the temporal cortex
 Frequency activates particular hair cells based on location in organ of
corti
 High frequency (high pitch) sounds activate short hairs close to oval
window
 Low frequency (low pitch) sounds activate long hairs far from oval
window
 Vestibule and Semicircular Canals
 Responsible for balance/equilibrium
 When head moves (or change in gravitational pull), gel-like fluid
moves
 Gel-like fluid pulls on hair cells
 Hair cells send an action potential to the cerebellum
+
+
+
Sound Animation

http://www.pennmedicine.org/encyclopedia/em_DisplayAn
imation.aspx?gcid=000063&ptid=17
+
Application Questions: Hearing
and Balance

Using what you have just learning, work with your neighbors
to complete your hearing and balance application questions
+
Closing

Explain how sound moves through the ear to produce
hearing, using all appropriate terms.