Nervous System (Part B), Senses, Hearing, Touch, Brain, Observation Skills and more

1. • Frontal Lobe- associated with reasoning, planning, parts of speech, movement, emotion s, and problem solving • Parietal Lobe- associated with movement, orientation, reco gnition, perception of stimuli • Occipital Lobe- associated with visual processing • Temporal Lobe- associated with perception and recognition of auditory stimuli, memory, and speech Copyright © 2010 Ryan P. Murphy Learn more about the lobes of the brain at… http://faculty.washington.edu/chudler/lob e.html

3. Human Body Unit Part X/XIII

7. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Kidneys Ureters Urinary Bladder Copyright © 2010 Ryan P. Murphy

8. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

17. • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy

24. Do these red lines bend?

25. Do these red lines bend?

38. Our brains are programmed for normal right side-up.

39. Our brains are programmed for normal right side-up. I will flip this picture and you will see.

98. • Repeat! See if it is easier upside down. • On the next series of slides. • Say the color of the words below. • (Not the actual words) • Try to do it as fast as you can. • Is it difficult? Copyright © 2010 Ryan P. Murphy

107. Can you see the mans face?

115. • Shrinking Head Illusion: – On the next slide stare into this animation for two minutes and then teacher will change slides.

148. • Questions for the street scene. –Was it raining? –Answer: No. But the SUV‟s wipers were on, conditions were overcast and the SUV could have just possibly come from the rain or driven through a sprinkler. Copyright © 2010 Ryan P. Murphy

152. • Questions for the street scene. –What was the speed limit? • 35 mph • What country is this picture in? • The United States most likely because 35 mph is not Metric. The U.S. is one of the few countries to use the Old English System. Copyright © 2010 Ryan P. Murphy

160. • Questions for the street scene. • Two were driving, two were parked. • Utility van with no labels and small 4 door SUV. • Utility van was white, SUV was dark blue with no license plate on the front. • It was not raining. • 35 mph (No Metric here, must be in the US) • One witness, he was mowing the lawn. • Summer, the leaves were well established and green. Copyright © 2010 Ryan P. Murphy

165. • What color was the roof? – Answer: You can‟t tell from the photograph. In this area of the country the roofs are dark colored shingles so that‟s what we construct in our head. Copyright © 2010 Ryan P. Murphy

171. • Is this a picture of a boys room or girls room? Why?

172. • Is this a picture of a boys room or girls room? Why?

176. • What color was the sky?

177. • What color was the sky?

178. • Which of the following roadways were shown? • A.) 16, 74, 674, • B.) 74, 39, 901, • C.) 73, 29, 601 • D.) 74, 28, 602 • E.) None of the above

188. • Questions about the street scene? – Describe the person who walked away with someone else‟s green suitcase. • Male, 5‟8” Black Hair, Red short sleeved shirt and blue jeans and wearing a backpack. Copyright © 2010 Ryan P. Murphy

198. • Questions for the ocean scene? – Specifically, where was this photo taken? – Picture taken by passenger on a bus or train (tinted windows). Image is of a women sitting by the window seat. No smoking sign can be seen in the reflection. Her left arm is against her cheek. Copyright © 2010 Ryan P. Murphy

207. Path of Travel

208. I hypothesize that a condiment station is next to this wall.

209. • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. Copyright © 2010 Ryan P. Murphy McDonalds

210. • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, Copyright © 2010 Ryan P. Murphy McDonalds

211. • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left. Copyright © 2010 Ryan P. Murphy McDonalds

212. • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left. Coca-Cola is affiliated with the McDonalds Corporation. Copyright © 2010 Ryan P. Murphy McDonalds

222. “I am a bonus owl.” “My brother is hiding in another slide.”

223. • Caution! The next series of slides requires maturity. – Teacher must decide right now if the class can handle the next segment.

227. • Questions about the Skittles. – What three letter word comes to mind after seeing the skittles… ___ ___ ___ Copyright © 2010 Ryan P. Murphy It’s okay to take a risk in this situation and say what you think?

234. This was not a coincidence.

235. Subliminal messages are everywhere on purpose. Your brain may see it and understand it without you even knowing it.

259. “Your subconscious saw me…”

262. • Videos! (Optional) Subliminal Advertisements (ARIA Awards and BMX) – http://www.youtube.com/watch?v=hJTGGlDZUzk ARIA AWARDS – http://www.youtube.com/watch?v=FEpdTZGfxCQ Derren Brown BMX

264. Can you find the message $?

266. • Videos! (Optional) Subliminal Advertisements (ARIA Awards and BMX) – http://www.youtube.com/watch?v=hJTGGlDZUzk ARIA AWARDS – http://www.youtube.com/watch?v=FEpdTZGfxCQ Derren Brown BMX

272. • Activity (Optional) • Big questions associated with memory. – How are memories formed? (Encoding) – How are memories retained? (Storage) – How are memories recalled? (Retrieval) Copyright © 2010 Ryan P. Murphy

273. • Activity (Optional) • Big questions associated with memory. – How are memories formed? (Encoding) – How are memories retained? (Storage) – How are memories recalled? (Retrieval) • Think of these questions as you play a concentration memory game as a class. • Try to beat 1000 pts – Raise hand and when called upon go the board to touch the square you want to choose. – http://www.mathsisfun.com/games/memory/in dex.html Copyright © 2010 Ryan P. Murphy

276. • Encoding is an active process and there are many types. • There may be different levels of processing which occur, and some are deeper than others. Distractions can alter processing. Copyright © 2010 Ryan P. Murphy

277. • Encoding is an active process and there are many types. • There may be different levels of processing which occur, and some are deeper than others. Distractions can alter processing. Copyright © 2010 Ryan P. Murphy

278. • Encoding is an active process and there are many types. • There may be different levels of processing which occur, and some are deeper than others. Distractions can alter processing. – Let‟s play again and this time have one member of the class march (highly animated) in place to Yankee Doodle Dandy. Two other members can march along and fake drum. – Free Instrumental Music: http://kids.niehs.nih.gov/lyrics/yankee.htm Copyright © 2010 Ryan P. Murphy

280. “Smelly Cat!”

282. • One model suggests that there are three stages of memory storage: – Sensory store: Retains the sensory image for less than a second, just long enough to develop a perception. Copyright © 2010 Ryan P. Murphy

283. • Which picture is correct?

284. “Smelly Cat!”

287. • One model suggests that there are three stages of memory storage: – Sensory store: Retains the sensory image for less than a second, just long enough to develop a perception. Copyright © 2010 Ryan P. Murphy

288. • One model suggests that there are three stages of memory storage: – Sensory store: Retains the sensory image for less than a second, just long enough to develop a perception. – Short-term store: 20 to 30 seconds without rehearsal and only 7 items. Copyright © 2010 Ryan P. Murphy

289. • Please tell me which picture is new from the next slide.

290. • Which is the new picture?

291. • Which is the new picture?

292. • One model suggests that there are three stages of memory storage: – Sensory store: Retains the sensory image for less than a second, just long enough to develop a perception. – Short-term store: 20 to 30 seconds without rehearsal and only 7 items. Copyright © 2010 Ryan P. Murphy

293. • One model suggests that there are three stages of memory storage: – Sensory store: Retains the sensory image for less than a second, just long enough to develop a perception. – Short-term store: 20 to 30 seconds without rehearsal and only 7 items. – Long-term store: Nothing is forgotten only the means of retrieving it is lost. Copyright © 2010 Ryan P. Murphy

313. • Retrieval • Memories are reconstructions and can sometimes be altered. • Context cues: Something that helps out. • Mood: Recall can occur when the same emotional state is created as was present when the memory was made. Copyright © 2010 Ryan P. Murphy

323. • Activity! (Optional) Human Camera. Virtual Memory and Visual Processing and Fun. – Recommended to go outside into a natural space. – Eye protection required! – Students partner up. One student will be the “camera”, the other person will take the pictures. – Students all start in a central location. – One student safely leads another student who has their eyes closed to take three pictures. Communicate! – The leading students talks to their “camera” to safely lead them around. When you want to take a picture communicate with the “camera” and then tap the back of the camera. Be trustworthy here! – The camera person opens their eyes for a “mili-second” and then closes them when tapped. – Once you have taken three pictures, lead the “camera” back to the center location. – See if the “camera person” can point out the three pictures that they took and then switch roles and do it again. Copyright © 2010 Ryan P. Murphy

333. • To Smell… – The object needs to have light molecules that will float away. Volatile=Evaporates easily. – Not heavy molecules. Your metals and other heavy molecules don‟t generally smell. Copyright © 2010 Ryan P. Murphy

334. • To Smell… – The object needs to have light molecules that will float away. Volatile=Evaporates easily. – Not heavy molecules. Your metals and other heavy molecules don‟t generally smell. Copyright © 2010 Ryan P. Murphy

337. • To smell… – Inside your nose is a patch of neurons that come in contact with the air. – They have hair like projections called cilia that maximize surface area with air. Copyright © 2010 Ryan P. Murphy

338. • To smell… – Inside your nose is a patch of neurons that come in contact with the air. – They have hair like projections called cilia that maximize surface area with air. – Odor molecules binds to cilia and the message is sent via the neurons. Copyright © 2010 Ryan P. Murphy

339. • To smell… – Inside your nose is a patch of neurons that come in contact with the air. – They have hair like projections called cilia that maximize surface area with air. – Odor molecules binds to cilia and the message is sent via the neurons. Copyright © 2010 Ryan P. Murphy Neat visual character based animation / learn more found at… http://www.wisc-online.com/Objects/ViewObject.aspx?ID=AP14004

340. • To Taste… – We must smell. – 75% of what we perceive as taste comes from our sense of smell. – Volatile (evaporates) molecules from the food travel up the nasal cavity to nose.

343. • To Taste… – We must smell. – 75% of what we perceive as taste comes from our sense of smell. – Volatile (evaporates) molecules from the food travel up the nasal cavity to nose. Copyright © 2010 Ryan P. Murphy

345. Your food tastes bland when you are sick because the molecules can‟t make it to your neurons without getting trapped in mucous.

346. • Activity! Smelly Belly (Easier Alternate) – Students close eyes and pinch nose. – Teacher passes out a tasty treat. – Begin chewing with nose pinched and then let go halfway through. – How was taste and smell connected?

347. • Smelly Belly Available Sheet

348. • Activity! Smelly Belly (Extended)

349. • Please clean all hands and surfaces before activity.

351. Apple Buttered Popcorn Licorice Bubble- gum Juicy Pear Very Cherry #1 Smell #2 Taste #3 Smell #4 Taste #5 Smell #6 Taste #7 Smell #8 Taste #9 Smell #10 Taste #11 Smell #12 Taste Copyright © 2010 Ryan P. Murphy

352. • Activity! Smelly Belly – Class divides into trial one and trial 2 by counting off. – Ones will sample first, two‟s will run the trial and then switch. – Samplers approach a station 1-12 and sit down. Servers are welcoming and kind. – If it is a smell bag they close their eyes and smell the contents of the paper bag and then make a guess by marking the appropriate box for that station. (crush jelly beans to release volatile molecules.) – If it is a taste station they close their eyes and pinch their nose as they chew and swallow one bean. Only remove pinched nose until after the jelly bean is consumed. Mark appropriate box with your guess. Copyright © 2010 Ryan P. Murphy

358. #1 Smell Buttered Popcorn #2 Taste Licorice #3 Smell Apple # 4 Taste Bubble Gum #5 Smell Licorice #6 Taste Juicy Pear #7 Smell Juicy Pear #8 Taste Very Cherry #9 Smell Bubble Gum #10 Taste Apple #11 Smell Very Cherry #12 Taste Buttered Popcorn Teacher should label the 12 paper bags with the correct number and either taste or smell. Go to the end to get the correct number, label, and flavor in advance. For smell, crush the jelly beans to release the molecules. Copyright © 2010 Ryan P. Murphy

359. #1 Smell Buttered Popcorn #2 Taste Licorice #3 Smell Apple # 4 Taste Bubble Gum #5 Smell Licorice #6 Taste Juicy Pear #7 Smell Juicy Pear #8 Taste Very Cherry #9 Smell Bubble Gum #10 Taste Apple #11 Smell Very Cherry #12 Taste Buttered Popcorn Students, Please check your work on your spreadsheet as we go through the correct answers. X your mistakes and your correct guesses. I may call upon students for their answer. Copyright © 2010 Ryan P. Murphy

360. #1 Smell Buttered Popcorn #2 Taste Licorice #3 Smell Apple # 4 Taste Bubble Gum #5 Smell Licorice #6 Taste Juicy Pear #7 Smell Juicy Pear #8 Taste Very Cherry #9 Smell Bubble Gum #10 Taste Apple #11 Smell Very Cherry #12 Taste Buttered Popcorn Copyright © 2010 Ryan P. Murphy

368. #1 Smell Buttered Popcorn #2 Taste Licorice #3 Smell Apple # 4 Taste Bubble Gum #5 Smell Licorice #6 Taste Juicy Pear #7 Smell Juicy Pear #8 Taste Very Cherry #9 Smell Bubble Gum #10 Taste Apple #11 Smell Very Cherry #12 Taste Buttered Popcorn

386. • Questions! – Where you more successful on your smell guesses or your taste? – Was the trial accurately conducted. Where did it succeed, and where did fall short? – How are smell and taste connected? Copyright © 2010 Ryan P. Murphy

387. • Last bit about smell and the brain. – What are these kids doing?

388. • Inhalant abuse, commonly called huffing, is the purposeful inhalation of chemical vapors to achieve an altered mental or physical state, which for most abusers is a euphoric effect. Copyright © 2010 Ryan P. Murphy

396. • Death from inhalant abuse can occur after a single use or after prolonged use. – Sudden sniffing death (SSD) may result within minutes of inhalant abuse from irregular heart rhythm leading to heart failure. Copyright © 2010 Ryan P. Murphy

397. • Video! Inhalants Explanation and warning. • http://www.youtube.com/watch?v=V3Y9Ip TsrzM Copyright © 2010 Ryan P. Murphy Inhalants abuse and dangers. Learn more at… http://www.inhalant.org/parents/dangers-effects/

401. • Hearing… – The hearing system is based solely on physical movement. (Not chemical such as smell and taste). – Sound occurs when it vibrates in matter. (Solid, Liquid, Gas). Copyright © 2010 Ryan P. Murphy

402. • Hearing… – The hearing system is based solely on physical movement. (Not chemical such as smell and taste). – Sound occurs when it vibrates in matter. (Solid, Liquid, Gas). Copyright © 2010 Ryan P. Murphy

405. • To hear, you must… – Direct the sound waves into the hearing part of the ear.

406. • To hear, you must… – Direct the sound waves into the hearing part of the ear. – Sense the fluctuations in air pressure.

407. • To hear, you must… – Direct the sound waves into the hearing part of the ear. – Sense the fluctuations in air pressure. – Translate these fluctuations into an electrical signal that your brain can understand.

408. • Nervous System (B) Available Sheet.

410. • Step by step drawing: The Ear

434. Outer Ear / Pinna

435. Outer Ear / Pinna Ear Canal

436. Outer Ear / Pinna Ear Canal

437. Outer Ear / Pinna Ear Canal Ear Drum

438. Outer Ear / Pinna Ear Canal Ear Drum

439. Outer Ear / Pinna Ear Canal Ear Drum Hammer

449. Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil

452. Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Muscles must pull apart the bones of the inner ear when large noises could damage them. (reflex)

453. Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup

457. Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals

458. Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals Cochlea

459. Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals Nerves that connect to brain Cochlea

460. Outer Ear / Pinna Ear Canal Ear Drum Hammer Anvil Stirrup Semicircular Canals Nerves that connect to brain Cochlea Eustachian Canal to the nose

467. Hammer

468. Hammer

469. Hammer Anvil

470. Hammer Anvil

471. Hammer Anvil Stirrup

472. • Activity Puzzle! The Ear – On next slide, teacher to minimize out of slideshow and assist students in moving the pieces to create a human ear. – Let‟s work together.

481. Learn more about the ear, hearing, and hearing loss at… http://www.hearinglink.org/howwehear

483. • Use Deductive Reasoning. (Frontal Cortex) • Use your deductive reasoning skills: Word Bank: • Ear Drum, Eustachian Canal, Anvil, Cochlea, Hammer • Anvil - A tiny bone that passes vibrations from the hammer to the stirrup. Cochlea - A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. Eardrum -(Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. – When your ears pop as you change altitude (going up a mountain or in an airplane), you are equalizing the air pressure in your middle ear. • Hammer - A tiny bone that passes vibrations from the eardrum to the anvil. Copyright © 2010 Ryan P. Murphy

494. • Use Deductive Reasoning. (Frontal Cortex) • Word Bank: Pinna, Nerves, Stirrup, Ear Canal, Semicircular Canals. • Nerves - These carry electro-chemical signals from the inner ear (the cochlea) to the brain. Ear canal - The tube through which sound travels to the eardrum. Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. Stirrup - A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). Copyright © 2010 Ryan P. Murphy

506. • Which two terms are switched? • Nerves - These carry electro-chemical signals from the inner ear (the cochlea) to the brain. • Stirrup - The tube through which sound travels to the eardrum. • Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal • Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. • Ear Canal -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). • Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. • Cochlea A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. • Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. • Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. • Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

507. • Which two terms are switched? • Nerves - These carry electro-chemical signals from the inner ear (the cochlea) to the brain. • Stirrup - The tube through which sound travels to the eardrum. • Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal • Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. • Ear Canal -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). • Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. • Cochlea A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. • Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. • Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. • Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

508. • Which two terms are switched? • Nerves - These carry electro-chemical signals from the inner ear (the cochlea) to the brain. • Ear Canal- The tube through which sound travels to the eardrum. • Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal • Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. • Stirrup -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). • Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. • Cochlea A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. • Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. • Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. • Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

510. • Which two terms are switched? • Cochlea These carry electro-chemical signals from the inner ear (the cochlea) to the brain. • Ear Canal- The tube through which sound travels to the eardrum. • Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal • Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. • Stirrup -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). • Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. • Nerves - A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. • Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. • Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. • Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

511. • Which two terms are switched? • Cochlea These carry electro-chemical signals from the inner ear (the cochlea) to the brain. • Ear Canal- The tube through which sound travels to the eardrum. • Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal • Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. • Stirrup -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). • Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. • Nerves - A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. • Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. • Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. • Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

512. • Which two terms are switched? • Nerves These carry electro-chemical signals from the inner ear (the cochlea) to the brain. • Ear Canal- The tube through which sound travels to the eardrum. • Pinna - The visible part of the outer ear. It collects sound and directs it into the outer ear canal • Semicircular Canals - Three loops of fluid-filled tubes that are attached to the cochlea in the inner ear. They help us maintain our sense of balance. • Stirrup -A tiny, U-shaped bone that passes vibrations from the stirrup to the cochlea. This is the smallest bone in the human body (it is 0.25 to 0.33 cm long). • Anvil :- A tiny bone that passes vibrations from the hammer to the stirrup. • Cochlea - A spiral-shaped, fluid-filled inner ear structure; it is lined with cilia (tiny hairs) that move when vibrated and cause a nerve impulse to form. • Eardrum (Also called the tympanic membrane) a thin membrane that vibrates when sound waves reach it. • Eustachian Canal - A tube that connects the middle ear to the back of the nose; it equalizes the pressure between the middle ear and the air outside. • Hammer A tiny bone that passes vibrations from the eardrum to the anvil.

514. • Loudness is measured in decibels (dB) – – This is the force of sound waves against the ear. The louder the sound, the more decibels. – Ticking Watch 20 – Whisper 30 – Normal Speech 50 – Car 60 – Alarm Clock 80 – Lawn Mower 95 – Chain Saw 110 – Jackhammer 120 – Jet Engine 130 Copyright © 2010 Ryan P. Murphy

517. • Loudness is measured in decibels (dB) – – This is the force of sound waves against the ear. The louder the sound, the more decibels. – Ticking Watch 20 – Whisper 30 – Normal Speech 50 – Car 60 – Alarm Clock 80 – Lawn Mower 95 – Chain Saw 110 – Jackhammer 120 – Jet Engine 130 Which of the following require ear protection? Copyright © 2010 Ryan P. Murphy

518. • Loudness is measured in decibels (dB) – – This is the force of sound waves against the ear. The louder the sound, the more decibels. – Ticking Watch 20 – Whisper 30 – Normal Speech 50 – Car 60 – Alarm Clock 80 – Lawn Mower 95 – Chain Saw 110 – Jackhammer 120 – Jet Engine 130 Which of the following require ear protection? Copyright © 2010 Ryan P. Murphy

519. • Sounds that are too loud or that last a long time can cause Noise-induced hearing loss (NIHL). Our sensitive hair cells that convert sound energy into electrical signals that travel to the brain can become damaged. Once damaged, our hair cells cannot grow back. Copyright © 2010 Ryan P. Murphy

520. • Sounds that are too loud or that last a long time can cause Noise-induced hearing loss (NIHL). Our sensitive hair cells convert sound energy into electrical signals that travel to the brain and can become damaged. Once damaged, our hair cells cannot grow back. Copyright © 2010 Ryan P. Murphy

523. • Activity! Finding your match by listening. – Teacher has prepared a class set of paired film canisters. – The canisters all contain different objects that create varying sounds when shaken. – Students must shake their film canister and walk around the room listening to other students shaking their canisters. – When you think you found someone with a similar sound, take a guess about the object and open the canister together. – If correct sit down, if incorrect keep trying to find your match. We will play again. Copyright © 2010 Ryan P. Murphy

529. • Activity Sheet Available, Times have changed, Trials, Average. (Optional) – Variance and Standard Deviation Extension

531. • Note- The learning today will only partly be about variations in sound.

532. • Note- The learning today will only partly be about variations in sound. – Learning how to conduct trials is an important skill that will occur in this activity.

533. • We must use the scientific method to gather empirical and measurable evidence.

534. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large.

535. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used.

536. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used. – All biases should be avoided and poorly collected data should be thrown out.

537. • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New

538. • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New

539. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

540. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982

541. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982

542. • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper

543. • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper

544. • Make an educated guess called a hypothesis for the problem. – Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

545. • Please drop an old penny and a new penny 15 times each from a height of 30 cm onto a hard surface and listen to the sound it makes.

546. • Example of tester organizing trials. 1 2 3 4 5 6 7 8 9 10 Old Old Old Old Old New New New New New Trials Old New

547. • Activity! Times Have Changed – Choose a partner for this project that was not next to you during random order collection. – Keep your random test order hidden from your new partner / listener. – Listener should keep eyes closed during each drop and until pennies have been collected. • Old and new pennies look differently. – Tester and listener must communicate for each drop. Tester says “dropping” and listener says “drop away.” Listener can open eyes when tester says pennies have been collected and mark should mark their guess on the listener spreadsheet. Copyright © 2010 Ryan P. Murphy

549. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Score your own sheet out of 100% • (10 pts for each correct response) –Gather the entire classes scores to obtain average / mean. • Add all of the scores and divide by the number of students. – What was the average grade (%) • Do our results answer the problem?

550. • Continuation (Optional) Finding standard deviation and variance. – Standard variation is the square root on the variance. – Variance: The average of the squared differences from the mean.

551. • Statistical Methods – The mean / average was… – Everyone calculate how far away their data was from the mean / average. • Ex.) The mean was 80% and I got 60% so I was 20% from the mean. – To calculate the variance, take each difference, square it, and then average the result: • Ex) 22 + 4.52 + 1.52 + 3.52 + (rest of class) Divide by total # of students = variance =

552. • Statistical Methods – The mean / average was… – Everyone calculate how far away their data was from the mean / average. • Ex.) The mean was 80% and I got 60% so I was 20% from the mean. – To calculate the variance, take each difference, square it, and then average the result: • Ex) 202 + 452 + 352 + 52 + (rest of class) Divide by total # of students = variance =

553. • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem.

554. • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem.

555. • Stand Deviation Calculator: – Did we calculate correctly? – http://www.mathsisfun.com/data/standard- deviation-calculator.html

557. wn

559. • “A bird in the hand is worth two in the bush.” • What does this mean? • It's better to have a small real advantage than the possibility of a greater one. • This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). Copyright © 2010 Ryan P. Murphy

560. • “A bird in the hand is worth two in the bush.” • What does this mean? • It's better to have a small real advantage than the possibility of a greater one. • This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, Copyright © 2010 Ryan P. Murphy

561. • “A bird in the hand is worth two in the bush.” • What does this mean? • It's better to have a small real advantage than the possibility of a greater one. • This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, This proverb has something to do with birds? Copyright © 2010 Ryan P. Murphy

562. • “A bird in the hand is worth two in the bush.” • What does this mean? • It's better to have a small real advantage than the possibility of a greater one. • This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, the right brain is more adept at making broad and sweeping understandings. Copyright © 2010 Ryan P. Murphy

563. • “A bird in the hand is worth two in the bush.” • What does this mean? • It's better to have a small real advantage than the possibility of a greater one. • This proverb refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey). The left brain is good at exact and precise thought processes, the right brain is more adept at making broad and sweeping understandings. Copyright © 2010 Ryan P. Murphy I get it, this proverb has to do with…

566. • “A bird in the hand is worth two in the bush.” • What does this mean? • It's better to have a small real advantage than the possibility of a greater one. Bird in hand Copyright © 2010 Ryan P. Murphy

567. • “A bird in the hand is worth two in the bush.” • What does this mean? • It's better to have a small real advantage than the possibility of a greater one. Bird in hand Two in the bush Copyright © 2010 Ryan P. Murphy

569. This proverb also refers back to mediaeval falconry where a bird in the hand (the falcon) was a valuable asset and certainly worth more than two in the bush (the prey).

572. • Touch: Found in all areas of the skin.

574. • The skin has touch receptor cells that allows you to feel texture. • Deeper receptor cells allow you to feel pressure. • Other receptors respond to heat, cold, and pain. Copyright © 2010 Ryan P. Murphy

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