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Biology
HSC Course
Stage 6
Communication
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BIOHSC43457 P0027599
Acknowledgments
This publication is copyright Learning Materials Production, Open Training and Education Network
Distance Education, NSW Department of Education and Training, however it may contain material from
other sources which is not owned by Learning Materials Production. Learning Materials Production
would like to acknowledge the following people and organisations whose material has been used.
Extract from Biology Stage 6 Syllabus Board of Studies NSW, originally issued 1999. Amended
November 2002
All reasonable efforts have been made to obtain copyright permissions. All claims will be settled in
good faith.
Writer Jane West and Steve Vassallo
Copyright in this material is reserved to the Crown in the right of the State of New South Wales.
Reproduction or transmittal in whole, or in part, other than in accordance with provisions of the
Copyright Act, is prohibited without the written authority of Learning Materials Production.
Learning Materials Production, Open Training and Education Network Distance Education,
NSW Department of Education and Training, 2003. 51 Wentworth Rd. Strathfield NSW 2135.
Contents
Module overview
Resources............................................................................................ iii
Icons .....................................................................................................v
Glossary............................................................................................... vi
Introduction i
ii Communication
Module overview
Humans are great communicators. Every waking hour of the day there is
a flood of information received by the senses. Some of these senses,
such as sight and hearing, play an important role in communication in
humans. Other organisms use sensory information that cannot be
detected by humans for communication. The brain plays an important
role in the interpretation of this information and controls behaviour.
Outcomes
This module increases students understanding of the history,
applications and uses of biology, implications of biology for society
and the environment and current issues, research and developments
in biology.
Indicative time
This module is divided into six parts. You need to spend at least five
hours on each part. Therefore, the module Communication is designed
so that you should take at least thirty indicative hours to complete.
Resources
Part 1:
one single-edged razor blade or knife
scalpel
scissors
paper towel
Introduction iii
plastic garbage bags
rubber gloves.
Part 2:
hard clear plastic or glass
water
newspaper
two convex lenses
light source.
Part 6:
microscope and prepared slides of neurones
a sheeps brain from the butcher or abattoir
scalpel or knife
rubber gloves
newspaper
cutting board.
iv Communication
Icons
The following icons are used within this module. The meaning of each
icon is written beside it.
Introduction v
Glossary
The following words, listed here with their meanings, are found in the
learning material in this module. They appear bolded the first time they
occur in the learning material.
accommodation changing the focus in the eye by changing the
shape of the lens using the ciliary muscles
action potential reversal of voltage across a nerve membrane
caused by the movement of sodium and
potassium ions
acuity sharpness of vision
aqueous humour transparent fluid that lies between the cornea
and the lens
axon an extension on a neurone that takes the
impulse away from the cell body
binocular involving the use of two eyes with overlapping
field of view resulting in depth perception
bioluminescence the production of light by living organisms
blind spot the place on the retina where the optic nerve
leaves the eye, contains no light sensitive cells
cataract a clouding of the eyes lens
cell body part of the neurone that contains the nucleus
and other organelles
cetaceans order of marine mammals
choroid a layer between the sclera and the retina
ciliary body contains the suspensory ligaments and the
ciliary muscles in the eye
cilary muscles small muscles attached to the lens that change
the shape of the lens to focus on near and far
objects
colour blind inability to detect particular colours caused by
a lack of specific colour cone cells
cone cell light sensitive cell found on the retina of the
eye, particularly important in colour perception
conjunctiva membrane lining the outer layer of the eye
cornea transparent layer at the front of the eye,
refracts incoming light
vi Communication
dendrite extension of a neurone that transmits the signal
towards the cell body
effector a muscle or gland that produces a response to a
stimulus
fovea point on the retina with the greatest acuity and
the greatest number of cone cells
incus one of three small bones in the middle ear
ion a charged atom or group of atoms
iris coloured part of the eye, controls the amount
of light entering the eye
labyrinth organ in the inner ear that is responsible for
balance
lateral line a visible line along the head and body of fish
and amphibians, senses low frequency sound
malleus first of three small bones in the middle ear
mechanoreceptors a receptor that responds to sound, pressure,
touch and position
monocular vision from one eye
myelin sheath a mixture of fat and proteins that acts as an
insulator around neurones
nerve a bundle of neuronal fibres
neuromasts sensory cells found in the lateral line organ of
fish and amphibians
neurone a single nerve cell
neurotransmitters chemicals that transmit the nerve impulse in
the synapse between two neurones
ocellus/ocelli simple eye spot
ommatidia visual units of the compound eye of
invertebrates
optic nerve nerve that leaves the retina of the eye
otolith calcareous mass found in the ear of some
vertebrates, important in sound perception in
fish
oval window the connecting plate between the middle ear
and inner ear
peripheral on the outer side
pheromones chemicals released as a signal
Introduction vii
photoreceptor an organ or cell, sensitive to light
pitch function of the frequency of a wave, high or
low sounds have high or low pitch
polarisation separation of positive and negative ions
pupil the opening in the iris of the eye
receptors detect changes in the environment
recessive not expressed in the phenotype unless it is the
only gene present
refraction bending of light
refractory period the time taken for a neurone to recover after
firing
resting potential the normal state of a neurone, negatively
charged internally
retina light sensitive lining on the back of the eye
rhodopsin light sensitive pigment found in rod cells
rod cells light sensitive cells especially useful for the
detection of low light
Schwann cells a type of cell that produces the myelin sheath
around nerve cells
sclera tough white coating in the eye
sex-linked a gene found on one of the sex chromosomes
sound shadow the acoustic shadow cast by the head, used in
the localisation of sound
spike graphical interpretation of the firing of a
neurone
stapes the third bone in the middle ear
stereocilia hair-like extensions on hair cells that contact
the tectorial membrane and send an impulse to
the brain
stereoscopic three dimensional view using the overlapping
field of view from two eyes
stimuli an external message that excites a receptor
stimulus singular of above
synapse the gap between two neurones
syrinx the voice box of birds
viii Communication
threshold a level of intensity necessary to fire a neurone
transparent clear, see through
tympanic organ a hearing organ found in insects that is similar
in structure to the mammalian eardrum
vitreous humour jelly-like substance that fills the eye between
the lens and the retina
Introduction ix
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Biology
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Communication
Part 1: Making sense of your surroundings
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Contents
Introduction ............................................................................... 2
Response to a stimulus........................................................................5
Communication ....................................................................................7
Vision range........................................................................................22
Summary................................................................................. 25
Suggested answers................................................................. 27
Additional resources................................................................ 29
Spend a couple of minutes thinking about what you are sensing at the
moment. If you are reading this page your eyes are sending messages to
the brain based on the symbols it recognises on the page. What sounds
do you here? Do you feel hot or cold? What are your immediate smell
and/or taste sensations?
Humans and other animals are able to detect a range of stimuli (inputs)
from the environment. Which ones are useful for communication?
What senses are you using when you communicate to another human?
Is it the same as the senses used by other animals?
You will be asked to dissect a mammalian eye during this part of the
module. To do this you will need to get an eye from your local butcher
or abattoir. As well as the eye you will need scissors, paper towels
and a single-edged razor blade, knife or scalpel. Alternative activities
are supplied.
2 Communication
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describe the anatomy and function of the human eye, including the:
conjunctiva
cornea
sclera
choroid
retina
iris
lens
aqueous and vitreous humour
ciliary body
optic nerve.
Signals from the environment detected by our sense organs are called
stimuli (singular stimulus). These signals may be in the form of
vibrations, light and even changes in temperature. Organisms have
evolved special senses to detect stimuli and some of these senses are used
in communication. Animals use a range of different receptors to receive
messages involved in communication.
Detecting stimuli
Communication is a message requiring a sender and a receiver.
You observe the environment around you using your senses. Can you
remember all the senses that humans possess? See if you can list
them below.
_________________________________________________________
_________________________________________________________
You sense your environment through the use of your sense organs.
Now try to list as many sense organs as you can in the space below.
_________________________________________________________
_________________________________________________________
Our sense organs contain receptors that convert the stimulus from the
environment to a nerve impulse that goes to the brain. Receptors are
specialised cells. Their role is to detect stimuli. Each type of sense
organ contains a different kind of receptor.
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The table below summarises the stimuli, receptors and organs found
in humans.
ear mechanoreceptors
Response to a stimulus
Once a receptor detects a stimulus it sends a message along a nervous
pathway in the form of an electro chemical impulse. The nervous
pathway consists of a sensory neurone (a nerve cell often spelt neuron)
that sends the message to the connecting neurones in the central nervous
system (CNS) of the brain and spinal cord. From here it travels to the
motor neurone that transfers the message to effector organs such as
muscles or glands. You will learn more about this in Part 6 of
the module.
The impulse that travels through nerves is called the messenger. Once it
reaches the effector (in the muscle or in some cases a gland) the message
causes a reaction called a response.
Try this on a friend and/or have it done to you. Tap the knee gently in the
position shown in the diagram. You may have to try a few times until you
hit the right spot. The knee should jerk upwards in response.
stimulus
receptor
sensory neurone
messenger
motor neurone
effector
response
Do Exercise 1.1 now.
6 Communication
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Senses in communication
You have just learnt that a sensory receptor enables you to detect
stimuli and the mechanism whereby it causes a response. This section
will deal with how these actions are used in communication.
Remember communication occurs between a sender and a receiver.
Communication
Information communicated about the various parts of an organisms
surroundings helps to construct a perception of its environment that
aids survival.
Echolocation
Dolphins, whales and bats use this form of hearing to communicate and
to navigate. Dolphins produce 700 clicks per second and can locate
objects hundreds of metres away by this method. A bat flying silently
across the night sky is actually using sound to navigate but we are unable
to detect the sound.
Many fish have a line that runs the length of their body that is able to
detect changes in water pressure. It helps them feel movements in the
water around them.
Jacobsens organ
Electric fields
Sharks and some fish track prey by the weak electric fields created in
water. The platypus has electroreceptors in its bill. It uses weak electric
fields to locate prey. The African Electric fish is nocturnal and lives in
murky water. It sends out 300400 pulses of electricity per second.
It can detect any change in the electric field to locate prey.
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Auditory
Often if you go for a walk in the bush you will hear the sounds of many
animals. Usually it is the sounds of animals rather than the sight of them
that is obvious. In the early morning and evening many birds and insects
call to communicate. They may be declaring their territory, alerting
others of a predator or searching for a mate. There are even many sounds
that you cant hear such as the ultrasonic call of some moths and bats.
Visual
Visual displays include body posture, colour, facial expression and
threatening behaviour. The plumage of birds is used in display
and courtship.
A male gorilla will defend his territory by beating his chest and making
aggressive movements. This visual display scares off intruders without
the need for actual physical violence.
Birds use visual displays to great effect. They have four types of colour
receptors on their retinas, one more type than humans. They can see
colour in another dimension. This may explain why some birds have
colourful plumage.
Smell
Olfaction (the sense of smell) is one of the oldest senses in evolutionary
terms. It is the detection of chemicals in the environment. This ability is
used by predators to locate prey and by prey to escape predators.
Human sense of smell is limited but animals such as dogs live in a world
of smells. If you have taken your dog for a walk you would have noticed
how interested the dog is in all the smells that abound. Dogs mark their
territory by urinating on prominent objects. They can tell if a female dog
is on heat by the odour given off.
The chemicals that carry messages are called pheromones. They are
signaling molecules. They can tell an individuals identity. For insects
chemical communication is highly developed. A male moth can detect a
female moth more than a kilometre away. The amount of pheromone can
be very small. In the case of the moth the male only requires to detect
one molecule of the female pheromone to fly off and find her.
Queen bees give off pheromones that prevent the worker bees
becoming sexually mature.
Tactile
When animals use the sense of touch they are close together.
Therefore it is used in fighting and in courtship behaviour.
Many mothers and infants communicate by touching.
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Taste
Poisonous animals sometimes have an unpleasant taste to communicate
to a predator that they are not to be eaten. Humans do not use taste as a
form of communication.
Hint
Write the reference that you have found in the space below.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
By far the most important sense organ in humans is the eye. Not only is
the detection of light images important for survival but also the
perception of colour and depth are absolute necessities for some animals.
Visual communication involves the eye registering changes in the
immediate environment.
sclera
retina
cornea
The sclera is the dense white layer of the eye. It protects the eye.
The cornea is the clear jelly-like front of the eye. It protects the front of
the eye and focuses light entering the eye.
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The middle area of the eye consists of the dark pigmented choroid layer.
This membrane layer prevents light from scattering by absorbing light.
It contains the blood vessels that nourish the eye. Suspended from the
choroid layer is the pigmented iris. The iris is a muscular structure that
controls the amount of light that enters the eye by changing the size of
the pupil. The pupil is the hole in the centre of the iris.
conjunctiva
lens
retina
aqueous
humour
pupil
iris
choroid
ciliary body
vitreous humour
The inner layer of the eye consists of the retina, which detects light with
light sensitive cells (photosensitive), the fovea the area of greatest visual
acuity and the start of the optic nerve. The optic nerve carries the
nervous impulses from the retina to the visual cortex in the brain.
Where the optic nerve leaves the retina is the blind spot. There are no
photoreceptors at that point.
blind spot
optic nerve
You can find your blind spot by performing this activity using the
diagram below. Cover your left eye and stare at the cross. You will be
able to see the circle in the periphery of your view. Dont look at the
circle. Move the page in and out as you look at the cross. The circle will
disappear when the image of the circle is focused on the blind spot.
Try the same with the other eye. This time cover your right eye and look
at the circle.
Visit the LMP Science Online webpage for this module to see an interactive
version of the eye diagram at: http://www.lmpc.edu.au/science
14 Communication
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Hint
Plan your experiment and choose your equipment or resources from the
materials you have available to you. Predict possible issues that may
arise during the experiment. In this case there is a risk assessment
necessary to predict the dangers of using sharp instruments. Address the
potential hazards that may occur. Plan what you will do with waste
material from the experiment and have equipment such as a disposal
plastic bag ready to be used. As you do the dissection try to relate the
structures that you are seeing to the function they perform in the eye.
If you are unable to do the dissection then use the photographs below or see
them in colour at the LMP Science Online web site for this module at:
http://www.lmpc.edu.au/science
Planning
You can order cows eyes at a butcher shop or purchase them directly
from abattoirs. Try to get eyes with the muscles and fat still attached.
If possible pick up the cows eyes the day of the dissection; eyes are
easier to cut when they are fresh.
There are some risks to assess in this activity. You will be dealing with
animal tissue so make sure that you wear rubber gloves. You will also be
using sharp instruments so be aware of the dangers of cutting yourself.
When you have finished dispose of any waste by wrapping in paper and then
place in a plastic bag before placing in the garbage bin. Wear appropriate
clothing including covered footwear during the activity. Risk of any
infection from the material is very unlikely. In some overseas countries
where BSE (bovine spongiform encephalitis or mad cow disease) is
common there may be a slightly higher risk of infection and more care is
need to be taken with the disposal of the material.
Procedure
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18 Communication
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Results
Draw a diagram of your dissection (or use the one above) in the space
below. Show the optic nerve, cornea, sclera, lens, retina and the
blind spot.
Conclusion
Describe the functions of each structure of the eye, and hoe each
structure is suited to perform that function.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
The most important source is the sun. Things like fire, electric lights and
glowing hot objects all produce light. Some animals produce light.
This is known as bioluminescence.
The diagram below shows how these various forms of energy are
distinguished by their wavelengths (measured in nanometres, nm).
Wavelength
0.01 nm 1 nm 0.1 mm 0.01 mm 1 cm 1m 1 km 103 km
Wavelength in metres 0.40.7mm
1011 10 9
10 7
105 102 100 103 106
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prism
go
ue
d
ee
re
llo
ol
di
bl
vi
gr
ye
in
-5 -3 -1 1 3 5 7 9 11 13 15 17
10 10 10 10 10 10 10 10 10 10 10 10
You can view this diagram in colour on the LMP Science Online web site
for this module at: http://www.lmpc.edu.au/science
The range of colour vision that humans perceive is from 390 to 750 nm.
It is very important at this stage for you to understand that the human eye
only senses the range of colour vision from violet to red. Violet light has
the shortest wavelength and the most energy while red light has a longer
wavelength. The most effective wavelength for human vision is around
500 nm, which is blue-green light.
390 violet
450 blue
500 blue-green
550 green
570 yellow
600 orange
750 red
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Check your answer.
Vision ranges
It is important for you to know that not all animals perceive the same
range of wavelengths of electromagnetic radiation as people. The range
of wavelengths that is biologically important for vision is 300850 nm.
Above 850 nm there is not enough energy to excite the photoreceptors
and below 300 nm the amount of energy is so great that it can destroy the
sensitive photoreceptors.
Many arthropods such as bees, ants and spiders and some vertebrates
such as the Japanese Dace fish, carp and goldfish use the ultraviolet
range (300 to 400 nm) for vision. Butterflies and other flying insects can
see landing lines on flowers using UV vision. To human vision the
landing strips are invisible.
Sharks have almost no colour vision. Sea turtles have good vision for
reds and yellows but not for blues and greens. Dogs see muted colour
but make up for this with greater movement sensitivity and night vision.
Snakes can see in two ways. Firstly they have their eyes to see using the
visual range and then they have infra-red receptors located in pit organs.
These pit organs are usually located on the head or along the jaw.
They are sensitive to heat given off by other animals. It allows them to
locate prey even in the dark.
To see the world through infra-red receptors visit the LMP Science Online
web site for this module at: http://www.lmpc.edu.au/science
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Summary
During this part of the module you should have carried out the following
first-hand investigations and other tasks using secondary information.
Secondary information
Identify data sources, gather and process information from
secondary sources to identify the range of senses involved in
communication.
Use available evidence to suggest reasons for the differences in
range of electromagnetic radiation detected by humans and other
animals.
Summary of content
Communication is the transfer of information from a sender to a
receiver.
Receptors are specialised cells whose role is to detect stimuli.
Examples of receptors are photoreceptors (light), chemoreceptors
(chemicals) and thermoreceptors (temperature).
Some receptors are used in communication.
muscle
contracts
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Suggested answers
Detecting stimuli
1 Human senses are sight (visual), hearing (auditory), smell
(olfactory), touch (tactile) and taste (gustatory).
2 The human sense organs are eyes, ears, nose, skin and tongue.
Detection of stimuli
The range of human vision is from violet to red in the visible spectrum.
The wavelength of waves is 390 to 750 nanometres.
Additional resources
Citing References
There are certain standard ways of writing a reference list. Here are
some suggestions.
For a book
List the reference alphabetically by the authors surname.
Use initials for the authors other names.
Follow this with the date of publication in brackets.
Put the title of the book in italics (if typed) or underline the title if
handwritten.
List the publisher.
Give the pages that were useful.
Example
Internet sites
As these are constantly changing you should give as much
information as you can.
Give the web address, the author and the date accessed
where possible.
Example
Example
Brown, R.J (1997): Fish recruitment in seagrass beds of NSW. Aust Fish
Biology 52(1), 5765.
30 Communication
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Exercises Part 1
muscle
contracts
sight
hearing
touch
smell
taste
other
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retina
conjunctiva
cornea
sclera
choroid
retina
iris
aqueous humour
vitreous humour
ciliary body
optic nerve
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Biology
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Contents
Introduction ............................................................................... 2
Refraction .............................................................................................3
Accommodation......................................................................... 7
Modeling accommodation....................................................................8
Hyperopia ..........................................................................................14
Myopia ...............................................................................................15
Cataracts ...........................................................................................18
Summary................................................................................. 21
Suggested answers................................................................. 23
The eye needs a clear image of both nearby and far away objects.
This part of the module explains how the nature of light and the structure
of the eye work together to enable you to see things clearly.
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The fact that light bends when passing between clear media like
water, glass or plastic has shaped the evolution of the eye into the
complex structure you see today. Light usually travels in straight lines.
The process whereby light bends when it enters a different transparent
medium is called refraction.
This section will help you identify the conditions under which refraction
of light occurs.
Refraction
Refraction is the phenomenon where light appears to bend as the light
rays pass from one medium to another. You have seen the bending effect
when you put a straight stick into clear water such as a fish tank.
This apparent bending effect is shown below. In this case, you are seeing
the refraction of light rays.
observer
apparent bend
apparent position
surface of stick
water
When spearing a fish an experienced hunter would throw the spear below
where the fish appears to be swimming to hit the fish.
normal
Take a ceramic bowl, a coin and a glass of water. Place the coin in the
bottom of the bowl and move your head so that you are viewing the bowl at
such an angle that you can just no longer see the coin.
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angle of angle of
view view
bowl
coin
What did you observe to happen as you poured more water into the bowl?
_________________________________________________________
_________________________________________________________
_________________________________________________________
The result of this refraction is that as light travels through these structures
it bends or refracts in such a way as to focus the light on the retina.
Have a good look at the diagram below. Notice the way light bends so
that it is focused on the retina. The greatest amount of bending occurs at
the cornea-air surface.
lens
cornea
The cornea, aqueous humour, lens and vitreous humour are all refractive media
found in the eye.
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Accommodation
The ability of your eyes to change focus so that objects can be seen
sharply at varying distances is called accommodation. When the lens of
your eye alters to make an image clear and focused, the eye is said to be
accommodated. Try this simple activity with your eyes.
Hold your finger up in front of you and look at it so that the finger is in
focus. Depending on your eyesight this could be as close as 2530 cm.
While keeping your finger in focus, observe the objects behind and
further away from your finger. Write down what you notice about
the clarity of these objects.
_____________________________________________________
Now focus your vision on a far object while keeping your finger in
exactly the same position. Describe the clarity of your finger while
focusing on the background.
_____________________________________________________
Your eyes can change focus but cannot have everything in focus at the
same time.
Types of lenses
The lens found within the eye is a convex lens. It bulges out in the centre.
An other type of lens is a concave lens. This type of lens goes in at
the center.
Modeling accommodation
A good way to model accommodation is to pass parallel rays of light
through some convex lenses. A convex lens converges (brings together)
light into a focal point. The distance from the lens to the focal point is
called the focal length. The curvature of the lens is responsible for
the focal length. The greater curvature of the lens the shorter the
focal length.
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convex lens
parallel light
F'
focal length
If you have several convex lenses you could shine light through them and
record the focal length for each lens.
Convex lens 1
Convex lens 2
Focal length
Curvature of lens
From the two lenses above what is the relationship between the curvature
of the lens and the focal length?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
On the LMP Science Online webpage there are instructions on how to use a
light box to examine the behaviour of lenses. You can do the above exercise
online in colour if you prefer at: http://www.lmpc.edu.au/science
If you dont have access to convex lenses then you can model
accommodation in the eye by using drops of water of different thickness
in the activity below.
In this activity you will need a firm sheet of clear plastic such as a CD cover
or a piece of glass like a microscope slide. You will also need access to
water drops.
Procedure
Place a drop of water on your sheet of plastic or piece of glass.
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print media
Now make a thin drop and note the different distance required to focus
the print.
The fat and the thin drop of water models the changing shape of the eyes
lens. They are examples of convex lenses. The fatter drop should have
had a shorter focal length than the thin drop of water.
The lens is responsible for fine focusing the image onto the retina while
the cornea is responsible for most of the refraction of light in the eye.
Likewise the lens of the eye assumes a large curvature (short focal
length) to bring nearby objects into focus and a flatter shape (long focal
length) to bring a distant object into focus.
At rest
When the ciliary muscles relax the suspensory ligaments are taut and the
lens is flattened. Vision would be focused on far objects and the
refractory power would be at a minimum.
Hint
On the LMP Science Online web site there is an animation that shows
accommodation and the change in the shape of the lens. If you have access
to the Internet visit the site and have a look at the animation. Use this as a
secondary source of information. Analyse the animation by writing a
description of the changes that occur as the object gets closer to the lens.
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_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Do Exercise 2.2.
You have just learnt that to focus on nearby objects requires a different
lens shape to that required for focusing on distant objects. People with
clear vision have eyes where the lens adjusts correctly in all situations.
For people who cant see clearly in some situations the problem is caused
by their eyes inability to focus light directly on the retina.
Glasses (or contact lenses) are used to change the way light is refracted
so objects appear in focus. People who wear glasses have a problem with
seeing things clearly either close up or far away.
In this section you are required to distinguish between the two main
kinds of eye focusing conditions, namely myopia and hyperopia.
You might even have one of these conditions yourself - they are
commonly known as short-sightedness and far-sightedness.
Hyperopia
Far-sightedness is the inability of the eye to focus on objects that are
close. The proper term for this is hyperopia. The far-sighted eye has no
difficulty viewing distant objects. There is a problem however, when
people with hyperopia view objects close to the eye.
The lens of the far-sighted eye can no longer assume the very rounded
shape required when viewing nearby objects. This causes these images
to be focused at a location behind the retina meaning the light-detecting
cells will perceive a blurred image. The problem is most common during
later stages in life because of the weakening of the ciliary muscles and
the decreased flexibility of the lens.
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In hyperopia a close object produces a blurred image because the lens cannot
produce the rounded shape necessary to bend light sufficiently to focus the
image on the retina.
Myopia
Short-sightedness or myopia is the inability of the eye to focus on distant
objects. The short-sighted eye has no difficulty viewing nearby objects
yet the ability to view distant objects is a problem. This is because the
light from distant objects is bent or refracted more than is necessary.
The problem is most common as a youth, and is usually the result of a
bulging cornea or an elongated eyeball.
If the cornea bulges more than its customary curvature, then it tends to
refract light more than usual. The images of distant objects are focused
in front of the retina. If the eyeball is elongated in the horizontal
direction, then the retina is placed at a further distance from the
cornea-lens system; subsequently the images of distant objects form in
front of the retina. On the retinal surface, where the light-detecting cells
are located, the image is not focused. The nerve cells thus detect a
blurred image of distant objects.
Correcting hyperopia
In order to correct the far-sighted eye, some devise must be used to
refract the light. Since the lens can no longer change to the highly
curved shape required to view nearby objects, it needs some help.
The far-sighted eye is assisted by the use of a convex lens that will
converge the light rays further.
A convex lens converges light rays and corrects the problem of hyperopia.
This converging lens will refract light before it enters the eye and
therefore enable the eye to focus light onto the retinal surface. This is
explained in the diagram below.
Correcting myopia
The nature of the problem of nearsightedness is that the light is focused
in front of the retina. Light can be refracted artificially using a lens
which diverges the light rays just enough so that it focuses on the retina.
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Hence the cure for the nearsighted eye is to equip it with a diverging lens
called a concave lens. See the diagram below.
A concave lens corrects the problem of myopia. Note that the lens is still
curved outwards at the front but has a much deeper curvature at the back.
A diverging lens acts on the light rays before it reaches the eye.
This light will be converged by the cornea and lens producing a focused
image on the retina.
There are also more permanent methods for correcting sight problems.
Do Exercise 2.3.
Cataracts
The lens of the eye is made up mostly of water and protein. The protein
is arranged to allow light to pass freely. Sometimes the protein clumps
together clouding small areas of the lens. This obstructs light from
reaching the retina causing vision problems and is called a cataract.
The other methods are used when the lens does not break up easily.
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The operation needed to cure cataract blindness is simple and only takes
about fifteen minutes. People in developing countries cannot afford the
operation without assistance. Fred Hollows trained local doctors in
countries such as Nepal, Vietnam and Eritrea to replace the clouded lens
of cataract sufferers with an artificial lens. Since his death his foundation
has set up factories to produce cheap affordable lenses. During his
lifetime Fred Hollows helped a quarter of million people to see again and
the work is continued by his foundation.
There are some useful sites to be found on the Internet. Use a search engine
and search for secondary information using terms such as cataracts and
cataract surgery. For the social implications of the technology search for
information using search words like Fred Hollows foundation.
There are also some useful sites gathered for you on the LMP Science
Online webpage that can be accessed at: http://www.lmpc.edu.au/science
If you do not have Internet access then library books or a letter written to the
Fred Hollows Foundation would be a good source of secondary information.
Summary
During this part of the module you should have carried out the following
first-hand investigations and tasks using secondary information.
Secondary information
Process and analyse information from secondary sources to describe
changes in the shape of the eyes lens when focusing on near and
far objects.
Process and analyse information from secondary sources to describe
cataracts and the technology that can be used to prevent blindness
from cataracts and use available evidence to discuss the implications
of this technology for society.
Summary of content
Refraction is the bending of light as it moves into a
different medium.
The cornea, aqueous humour, lens and vitreous humour are
refractive media found in the eye.
The result of the properties of light is the image focused on the retina
is upside down, back to front and much smaller than the original
image. The brain is able to interpret this information and you see the
world the right way up.
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Suggested answers
Refraction
As you add more water the coin becomes visible.
Accommodation
When your finger is in focus the objects behind are blurred.
In the second case the image of the finger is blurred while the
background is in focus.
The relationship between the curvature of the lens and the focal length is
that the greater the curvature the less the focal length.
Exercises - Part 2
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contraction of the_____________________muscles.
power is at its greatest, the ciliary muscles are ____________ and the
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Introduction ............................................................................... 2
Photopigments .......................................................................... 4
Seeing colour......................................................................................12
Summary................................................................................. 21
Suggested answers................................................................. 23
Vision involves the transfer of light energy into electro chemical signals
within the nervous system. These signals or nervous impulses are the
language of the brain and they construct our perception of the
visual world.
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Until the 17th century it was thought the cornea was responsible for the
detection of light. In 1604, the famous astronomer Johannes Kepler
explained in detail how vision works. He said light enters the eye then is
refracted and focused through the lens onto the retina. Kepler identified
the retina as the light sensitive receptor of the eye.
Light must, therefore, travel through the thickness of the retina before
striking and activating the rod and cone cells. Here the light energy is
converted into electro-chemical signals consisting of a stream of sodium
and potassium ions that move across the cell membrane of the neurone.
More about this will be discussed in Part 6 of this module. The optic
nerve contains the ganglion cell axons running to the brain where the
interpretation of the light image is made.
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epithelium cells
rod cells
cone cells
bipolar cells
ganglion cells
optic nerve
light rays
front of the eye
The structure of the retina. Note the direction of the light. Light must pass
through the ganglion and bipolar cells before reaching the light sensitive rod
and cone cells. The electro-chemical signal is sent back through the bipolar
and ganglion cells and on to the optic nerve.
Photoreceptor cells
Photoreceptor cells are responsible for an animals perception of vision.
They contain light sensitive pigments that absorb light energy. When the
pigments absorb light they convert the information into an electro
chemical signal that the brain can interpret.
There are two types of light sensitive receptors in the retina of the
human eye.
membranes containing
pigments
mitochodria
nucleus
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retina
retina
fovea
blind spot
optic nerve
The fovea contains the highest concentration of cone cells. While the rod cells
are scattered over the rest of the retina.
Rods are not present in the fovea and are more concentrated at the sides
of the retina. There are 120 million rods and 6.5 million cones.
200
Density (thousands per square mm)
cone density
150
100
0
80 60 40 20 0 20 40 60 80
fovea
Angular distance from fovea (degrees)
The distribution of rod and cone cells across the retina. Note how the number
of cones per square mm drops off rapidly away form the fovea. The rods are
not found at the fovea and also have a decreasing density away form
the fovea.
Cones cells are only stimulated by bright light and are important in day
vision, colour vision and acuity of vision. The number of cone cells in
an area decides the visual acuity that is possible. When you are looking
at fine print you position your head so that the image falls directly on the
Birds such as hawks and eagles have two area of visual acuity (fovea)
and four types of cone cells.
Do Exercise 3.1.
Simple eyes
Simple eyes (called ocelli) are found in worms (such as the flatworm),
molluscs and crustaceans. Planaria, a type of flatworm, have eyes that
are located in a hollow called a cup eye. These eyes do not detect colour
and only give information on the direction of the light source.
They interpret light signals and turn their bodies so that the minimal
amount of light is falling on their eyes and then swim in that direction
away from the light.
light
nerve fibres
photoreceptor cell
pigment cup
Simple eyes only give directional information. No image is formed.
(Photo: David Stanley)
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Compound eyes
Insects have compound eyes made up of a large number of separate light
receptors called ommatidia. They have three-colour vision including
the ultraviolet range of the spectrum. The eye forms an image.
Each ommatidium has its own cornea and a lens made up of a crystalline
cone. The number of ommatidia varies from only 20 in some crustaceans
to the dragonfly which has more than 28 000. These eyes can have high
flicker speeds for detecting movement; can detect ultraviolet light and the
polarisation of light.
The mammal eye is a single lens eye that produces a colour image although
that colour image may not be seen exactly as humans see it.
(Photo: Jane West LMP)
Hint
The information above is a good starting point. You could also look for
information by searching the Internet using search words like animal
vision. There are also some webpages gathered for you on the LMP
Science Online web site at: http://www.lmpc.edu.au/science
Biology textbooks and popular scientific journals such as New Scientist are
also good secondary sources of information.
mammal dog, human, cat rhodopsin, rod and cone depth perception,
cells colour vision,
detection of
movement, night
vision
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Rods cells only have a form of rhodopsin often called visual purple.
It responds to light in the bluegreen area of the spectrum.
rod 498 nm
Relative absorbance
Cones have three types of photopigments and will be dealt with in the
next part on colour vision.
Do exercise 3.2
In 1802 the scientist and medical doctor Thomas Young concluded that
the retina responded to only three principle colours which combined to
form all the other colours in humans. These three colours of light are
red, blue and green.
It is the cone cells that are the photoreceptors responsible for colour
vision. It is now known that cone cells contain three different kinds of
photopigments each sensitive to a different set of colour wavelengths.
Each photopigment has its own form of opsin combined with retinal to
form pigments known as photopsins. These three different
photopigments combine to produce the array of different hues detected
by the human eye.
Seeing colour
There are three types of cone cells:
red cones
blue cones
green cones.
Each type of cone has a different range of light sensitivity but their
sensitivities overlap. When light energy hits the eye, more than one of
the three types of cone cells will be stimulated. The retina and the brain
process the mixture of the stimulation so that different hues and
intensities are perceived, allowing many more colours to be recognised
than the three detected by the cone cells.
The first type of cone cell is called S cones (S for short wavelength
437 nm) or blue cones. These are sensitive to blue and violet light.
Next is the M or green cones (medium wavelength 533 nm) these
respond to green light. The third type is L cone or red cones (long
wavelength 564 nm) these respond to the red end of the spectrum.
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The graph below shows the sensitivity of each type of cone cell.
Notice that they do overlap.
100
blue cones
437 nm green cones
537 nm red cones
Absorbance (%) 564 nm
0
350 400 450 500 550 600 650 700 750
Wavelength (nm)
Do Exercise 3.3.
Colour blindness
Full colour vision depends on having all three types of cone cells being
present and functioning properly. Any defect in one or more of these
cone cells will affect colour sensation and people with this condition are
known as colour blind. The most common form of colour blindness is
red/green colour blindness. People with this condition have trouble
telling the difference between brown, red and green.
Test your own colour vision by looking up the links for this module in the
LMP Science Online web site at: http://www.lmpc.edu.au/science
Colour communication
Animals that use colour to communicate include fish, amphibians,
reptiles and birds. Humans and some other primates are among the few
mammals that see colour as you see it.
Camouflage
Camouflage is hiding by blending into the environment. Some animals
are masters of this and can change the colour of their skin to match
wherever they are. Examples of animals that can do this are chameleons
and the octopus.
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Two chameleons on a stick. The lower one has been there for a while and has
changed colour to match the surroundings. The top chameleon has just
arrived. (Photo: Jane West LMP)
Mimicry
Many animals that are poisonous advertise this by having striking
colouration. Other animals who are not poisonous have evolved the
same colouration to fool predators into not attacking them. An example
of this is the Monarch butterfly and the Viceroy butterfly. Both have
similar appearance but only the Monarch has a bad taste.
Sexual dimorphism
Sexual dimorphism is different appearance between the sexes. In many
species the males and females can be distinguished by their different
colours or sizes.
The example below shows a male lion. Only the male lion develops
the mane.
Birds also show dramatic sexual dimorphism. Often the male bird is
brightly coloured while the female is plain coloured.
Warning colours
Some animals change colour to give a warning that they are about to
attack. The blue-ringed octopus is a famous example of this. The small
octopus uses camouflage to hide in rocks but when threatened small
iridescent blue rings appear all over the surface of the skin.
Breeding colours
Many birds take on different colours during the breeding season.
The example below is a male puffin. During the breeding season the
bands on the beak are bright, while outside of the breeding season the
bands fade.
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Animals that use colour for communication must be able to send the
message to another organism that can receive the message. This gives a clue
that the species sees in colour. If you look at the examples above you will
see that they are all groups of animals that have colour vision (birds, reptiles,
primates). Find three examples of colour communication in animals and
then relate this communication to colour vision.
There are some useful web sites gathered for you on the LMP Science
Online web site at: http://www.lmpc.edu.au/science
Depth perception
The ability to see depth in our three dimensional world is called
binocular vision or sometimes referred to as stereoscopic vision.
Depth perception results from having forward facing eyes.
This produces an overlap between the view from the left and the view
from the right eye. The images formed by both eyes are sorted in the
brain so that a three dimensional picture is formed.
Put a hand over your left eye and note how far to the left your right eye can
see. Then repeat this time using the right eye. See how far to the right your
left eye can see. There is a large overlap between the two fields.
The slightly different angles between the views from each eye gives
depth perception.
Lemur Human
You can make assumptions about the ability of other animals to see depth
by studying the arrangement of their eyes. Animals that have forward
facing eyes are probably able to see depth and the need to judge distance
is important for their survival. Predators have forward facing eyes while
many mammals such as horses and antelopes have eyes on the side of
their heads. This is good for keeping an eye out for predators but,
because the field of view overlap is limited, there is less depth
perception. Horses and cows have a field of view of 350 degrees but only
65 degrees of that is overlap for depth perception.
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binocular vision
Field of view overlap in a herbivore
Animals like monkeys that jump from tree branch to tree branch need a
very sharp sense of depth perception. Birds of prey would also need
excellent stereoscopic vision to swoop down on their prey at high speeds.
Peregrine falcon has excellent depth perception provided by the forward facing
eyes. (Photo: Jane West LMP)
Gorilla
Cat
Koala
Owl
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Summary
During this part of the module you should have carried out the
following tasks using secondary information. There were no first-hand
investigations.
Secondary information
Process and analyse information from secondary sources to compare
and describe the nature of photoreceptor cells in mammals, insects
and one other animal.
Process and analyse information from secondary sources to describe
and analyse the use of colour for communication in animals.
Summary of content
The retina is a thin sheet of cells that contains the photoreceptors
rods and cones. These cells contain light sensitive photopigments.
The cone cells are most profuse in the central area called the fovea,
they have a cone shaped end and are important in visual acuity and
colour perception. There are three types of cone cells each
containing a different photopigment that is sensitive to either red,
blue or green light.
Rod cells are located away from the fovea, they have a rod shaped
end and they are important in vision when the light conditions
are dim.
There are four types of photopigments found in the human eye.
Three are found in cone cells and each is sensitive to different
wavelength ranges of the visual spectrum. The fourth is found in rod
cells and is sensitive to blue-green light.
Colour blind people have a type of cone cell missing in their retina
so are unable to distinguish between some colours.
Depth perception is dependent on a field of view overlap.
Suggested answers
Depth perception
Monkey Forward facing eyes with great field of view overlap give good depth
perception important when jumping from tree to tree.
Cat Predator eyes facing forward important when springing onto prey when
hunting.
Koala Forward facing eyes with great field of view overlap allows the koala to move
between branches.
Exercises - Part 3
Draw the
structure
Distribution
Function
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explain that colour blindness in humans results from the lack of one or
more of the colour-sensitive pigments in the cones.
The verb explain has a specific meaning in the context of the Biology
syllabus. This meaning is:
relate cause and effect; make the relationship between things evident;
provide why and/or how.
The scaffold following sets out to show how to approach a question that
uses the verb explain.
Question
Explain that colour blindness in humans results from the lack of one or
more of the colour-sensitive pigments in the cones.
Method of answering
Step 2 To do that fill in the tables below showing the cause and
effect between colour blindness (the effect) and lack of one or more
colour-sensitive pigments in the cones (the cause).
Step 3 Next you have to describe why or how one is caused by the other.
That is, why does the lack of a colour-sensitive pigment result in colour
blindness?
Step 4 Now take your answer out of the boxes and write down the same
information in complete sentences.
Why?
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Introduction ............................................................................... 2
Sound energy............................................................................ 3
Vibrating objects...................................................................................5
Describing a wave................................................................................7
Summary................................................................................. 17
Suggested answers................................................................. 19
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Sound energy
If you go out into the bush or National Park and listen to all the
sounds you will notice that most of them are animals calling each other.
Whether they are calling for a mate, signaling danger or announcing
a food source, sound is very important for communication among
most animals. Some animals such as bats use sound to see
their environment.
Two snakes with most of their bodies in contact with the ground.
(Photo: Jane West LMP)
Sound can also travel over vast distances. Howler monkeys can be heard
throughout the forest areas where they live and the song of Humpback
whales is heard across oceans.
Sound may also be used to locate organisms. If the sound is loud the
animal is close so changing directions may find the source of the sound.
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Looking at sound
What are the features of sounds that you hear? Sounds can be loud or
soft and they can have a variety of tones. The most important aspect of
sound that you need to understand for this unit of work is the pitch.
You might remember from music that pitch describes how high or low a
sound is. The best way to look at a sound is to describe sound energy as
sound waves.
Vibrating objects
When an object vibrates sound is produced. Sound is a form of energy
that travels through a medium. The medium vibrates as the energy
passes through it.
compression rarefaction
The frequency of sound waves is the same as the frequency of the source
vibrations. The way sound energy travels can be analysed using a model
like the one described below.
You will need a slinky spring for this demonstration then follow these
instructions.
Attach one end to a fixed object (or get someone to hold one end
tightly).
Stretch the slinky spring until the coil is under tension.
Compress a small bunch of the spring up near your hand. See the
diagram below for details.
Let go and observe the pulse of energy traveling through the spring
in a forward direction. You will also notice the way it reflects or
bounces back when it hits the end.
compression rarefaction
rarefaction compression
rest compression
The spring represents the medium through which the sound is traveling.
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Describing a wave
Another way of describing a wave is by using a diagram such as the one
below. This shows one complete wavelength (rarefaction and
compression). A wavelength is the horizontal length of one cycle
of a wave.
Continue this wave on by drawing a wave shape pattern so that you draw in
another complete wavelength on this diagram.
Other aspects of the shape of a wave are the amplitude, and frequency of
the wave. The amplitude is defined as the height of the wave from a
position of rest to the top of the crest of the wave. The greater the
amplitude the louder the sound.
wavelength
amplitude
Repeat the experiment twice making sure you pull the paper away at the
same speed each time. Firstly, model a low sound (pitch) by moving the
pen up and down slowly. Then model a high pitch by moving the pen up
and down quickly.
_________________________________________________________
_________________________________________________________
The waveform gives a lot of information about the sound. The amplitude
of the wave is the loudness of the sound. The frequency (the
wavelengths passing a particular point in second) is heard as the pitch of
the wave. We hear sounds as high and low. High frequency waves
produce high pitch and we describe the sound as a high sound.
Low sounds have a low pitch and a low frequency.
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Notice how it doesnt look smooth but it does have regularity. This is
because voice is made up of a mixture of waves each having a
different pitch.
If you use an instrument such as a tuning fork that can produce a single
pitch the image produced by the CRO will look more like this.
Sound 1
Now you can analyse these waves better because they are clearer.
Sound 1 = crests
Sound 2 = crests
Just by counting the number of waves you will notice that there are more
in this one for the same amount of space.
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The two sounds that produced these traces can be compared in the
table below.
You can complete this activity by using a digital oscilloscope program that
you can download from the Internet. To see a site where you can download
a digital oscilloscope program visit the LMP Science Online webpage at:
http://www.lmpc.edu.au/science
If you are able to download a program from the Internet to analyse sound
waves you will need to use a microphone to input the sound signal to
your computer. If you dont have a microphone use the bud earphones
from a walkman radio plugged into the microphone input on your
computer. The small speaker can act as a microphone.
Trace 1
2
2
1 2 3 4 5 6 7 8 9
-1
-2
Trace 2
2
2
1 2 3 4 5 6 7 8 9
-1
-2
Trace 3
2
2
1 2 3 4 5 6 7 8 9
-1
-2
Trace 1
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Trace 2
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Trace 3
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Do Exercise 4.3.
epiglottis
hyoid bone
thyroid cartilage
or Adams apple
vocal ligament
cricoid cartilage
Adams apple
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As you breathe in and out the vocal cords are open. When you start to
talk the vocal cords close and the air passing through causes them to
vibrate. My changing the shape of the vocal cords and the interaction of
the other organs involved in speech (tongue, mouth, respiratory system)
it is possible to get a vast array of sounds.
open closed
Do Exercise 4.4.
Stridulating
In many organisms there is a stridulatory organ. This consists of a
scraper or small peg that is struck against a file like structure. Pitch is
changed depending on how fast the two structures move against each
other. Examples of animals that have stridulatory organs are crickets,
grasshoppers and ants.
Hint
Some useful starting points have already been gathered for you on the LMP
Science Online webpage at: http://www.lmpc.edu.au/science
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Summary
During this part of the module you should have carried out the following
first-hand investigation.
First-hand investigation
Plan and perform a first-hand investigation to gather data to identify
the relationship between wavelength, frequency and pitch of a
sound.
During this part of the module you should have carried out the following
tasks using secondary information.
Secondary information
Gather and process information from secondary sources to outline
and compare some of the structures used by animals other than
humans to produce sound.
Summary of content
Sound is a useful and versatile form of communication.
Vibrating objects produces sound. The frequency of the sound is
the same as the frequency of the vibration of the source of the sound.
In humans the larynx produces sound. Other animals use different
methods to produce sound including stridulating and
vibrating membranes.
Suggested answers
Describing a wave
Making a wave
Moving the pen up and down slowly produces a longer wavelength than
moving the pen quickly up and down.
Trace 3 would have the lowest of the three sounds but equal loudness.
Exercises - Part 4
wavelength
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pitch
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frequency
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amplitude
_________________________________________________________
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_________________________________________________________
Identify the relationship between pitch and frequency. How does this
relate to wavelength?
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Human Vocal cords within the larynx open and close. This causes the
air to vibrate, which produces different sounds.
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Contents
Introduction ............................................................................... 2
Detection of vibration................................................................. 4
Insects...................................................................................................4
Fish .......................................................................................................6
Mammals .............................................................................................8
Outer ear.............................................................................................13
Sound shadow....................................................................................20
Cochlear implants...............................................................................22
Summary................................................................................. 25
Suggested answers................................................................. 27
When the ear does not work there are artificial ways of
improving hearing.
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outline the role of the sound shadow cast by the head in the location
of sound.
Insects
In Australia you are used to the sound of insects throughout the summer.
The song of cicadas, crickets and grasshoppers may reach such a
level of sound that it is difficult to hear conversations comfortably.
Or sometimes it is only when the sound stops that you hear it.
These sounds are communicating information and for this to occur
insects have developed different organs of sound detection.
Unlike mammals, which have easily identified ears, insects have hearing
organs in many different parts of their bodies. The illustration below is a
composite of different hearing organs and their locations in insects.
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Tympanic organs
The tympanic organ consists of a membrane stretched across an air sac.
In grasshoppers, the tympanic organs are located on the legs. This organ
works in a similar way to the mammalian ear. When sound waves reach
the tympanic organ the membrane vibrates and this stimulates the hair
cells attached to the inside of the membrane and a message is sent via a
nerve to the brain. These insects move their legs to pick up the most
intense signal.
Vibration receptor
Insects that fly at night have adaptations that can detect ultrasonic sound
produced by bats. Hawk moths hear the ultrasonic sound of bats through
two sets of modified mouthparts. One set of mouthparts form an air-
filled chamber while the other is a brush-like organ. These organs detect
ultrasound at the same frequency as the bats that prey upon them.
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Fish
Before the invention of sonar and hydrophones to listen to sound
underwater, it was thought that the depth of the ocean was a quiet place.
Looking around at fish there were no visible ears to be seen.
However, nothing could be further form the truth as there is large range
of underwater sounds that are beyond the hearing frequency of humans.
With all this sound going on where were the sound perception organs on
aquatic animals?
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Fish have several different organs to detect sound waves. These include:
internal ears
lateral line organ
swim bladder amplification.
Internal ears
Fish have an ear but unlike mammals they do not have an external
opening or an eardrum. This adaptation relates to physical properties of
sound waves. Sound travels about four times faster in water than air and
the soft tissue of fish has the same acoustic properties as water.
Therefore the sound travels directly through the soft tissues of the fish
without needing an external opening.
Once the sound reaches the internal ear there are two structures. One is
involved in balance (labyrinth) the other containing otoliths is involved
in sound perception. Otoliths and the labyrinth make up the inner ear of
fish. Otoliths are made from calcium salts and are suspended over a
gelatinous membrane that is covered in sensory hair cells. Otoliths are a
different density to the rest of the fish tissue so they vibrate more slowly
than the rest of the tissues as sound waves pass through the fish.
The movement of the otolith across sensory hair cells is interpreted as
sound by the fish.
Lateral line
Along the body of fish and extending over the head is a visible line called
the lateral line. This line is capable of sensing low frequency vibrations
in water. It consists of fluid-filled canals below the surface of the skin
with tiny pores that are open to the exterior.
In some fish such as catfish and goldfish, there are a series of four small
bones (Weberian apparatus) that connect the swim bladder directly to the
inner ear. Hair cells in the inner ear detect the sound.
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Mammals
Mammals have ears to detect sound. These ears are located either side of
the head allowing directional information to be acquired. Sound enters
the ear, and travels along the auditory canal. It then causes the tympanic
membrane to vibrate at the same frequency as the sound waves. In the
middle ear the ossicles (small bones) transfer and amplify the sound
vibrations to the oval window. The oval window transfers the sound
vibrations to the fluid-filled cochlea. Inside the cochlea is the organ of
Corti. This has rows of hair cells that respond to different frequencies
and transfer the message to brain via the auditory nerve.
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All of the organisms above have specialised hair cells that act as
mechanoreceptors for sound waves. The difference is in the type and
location of the organ of hearing.
Bats produce sound in 2 000 to 110 000 Hz range through their mouths
or through elaborate nose organs. The insect-catching bats use
echolocation to locate their prey in mid air. To do this they send out
high frequency sound (ultrasonic) and then interpret the echo that
bounces back. This gives them information on the distance and the
direction of movement.
To hear some animal sounds visit the LMP Science Online webpage for this
module at: http://www.lmpc.edu.au/science
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Hint
The information above is useful and there are some good starting points on
the LMP Science Online webpage at: http://www.lmpc.edu.au/science
You may have been to the doctor with an ear problem and have been
told that you have a middle ear infection. What does that mean?
Knowing the structure and function of the ear will help to answer
this question.
The human ear is an organ that has two functions, balance and the
detection of sound. In this part of the module the detection of sound will
be discussed.
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Outer ear
The outer ear is the part that you can see from the outside and by looking
into the ear canal. It starts at the external ear and ends at the eardrum.
Anatomy
The outer ear consists of the fleshy organs located on the side of
your head that you call your ears, the ear canal and the eardrum.
The scientific names for these parts are pinna (external part of the ear)
auditory canal (ear canal) and tympanic membrane (eardrum).
Locate these structures on the diagram below.
outer ear
tympanic
membrane
(eardrum)
pinna auditory
canal
Function
The pinna collects sound waves and channels the sound into the ear.
From here the vibrations travel along the auditory canal until they reach
the eardrum. Here they cause the tympanic membrane to vibrate at the
same frequency as the incoming sound waves. The sound waves in air
have been changed into vibrations in a solid (the tympanic membrane).
Middle ear
The middle ear is an air-filled chamber that contains the ear ossicles and
the Eustachian tube. It lies between the eardrum and the oval window.
middle
tympanic ear
membrane
stapes
malleus
incus
Eustachian tube
Structures of the middle ear.
Function
The function of the middle ear is to transmit and amplify the vibrations
from the outer ear to the inner ear. The first of the ossicles, the hammer
is attached to the tympanic membrane and vibrates at the same frequency
as the vibrating tympanic membrane. The vibrations then pass through to
the anvil and the stirrup. These tiny bones act as levers and magnify the
vibrations by up to twenty-two times. The stirrup is attached to the oval
window, which lies between the middle and the inner ear. As the stirrup
pushes against the oval window the vibrations are transmitted through to
the fluid in the inner ear.
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incus
malleus
connects to the
oval window of
the cochlea
stapes
tympanic membrane
(eardrum)
The three ossicles of the middle ear, malleus, incus and stapes.
Inner ear
The inner ear is located within the bone of the skull. It consists of fluid
filled chambers called the semicircular canals and the cochlea. It extends
from the oval window to the auditory nerve.
Anatomy
The oval window is a membrane that separates the middle and inner ear.
The fluid filled inner ear contains the semicircular canals and the
cochlea. The semicircular canals are involved in balance. The cochlea is
the sense organ of hearing. It is a spiral tube, about the size of a pea, and
similar in shape to a snails shell (thus the name which means snail). It is
divided into three parts, which are separated by two membranes.
Find these structures on the diagram below.
inner ear
semicircular canals
auditory nerve
cochlea
oval window
round window
Within the cochlea is the organ of Corti. The organ of Corti has hair
cells located on the basilar membrane. These hair cells have cilia that are
in touch with another membrane called the tectorial membrane.
semicircular canals
auditory nerve
cochlea
Hint
To do this use a search engine to look for the structure and function of
the human ear on the Internet. Use search terms such as human
ear+structure. Another good source of information would be Biology
textbooks. Use the index to find the correct page. Or use the information
given above.
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From your understanding of the structure of the ear you should now have
a better understanding of where a middle ear infection would occur and
how bacteria could gain access into the middle ear.
The last of the ossicles (stapes) causes the oval window to vibrate and
this sends pressure waves into the fluid in the cochlea. Pitch is a function
of the wave frequency of sound waves. It is recognised in the organ of
Corti because the basilar membrane is not uniform along its length. It is
thicker and less flexible at the start of the organ of Corti and narrow and
more flexible at the other end of the membrane. Different frequencies
bend the basilar membrane along it length. When a region of the basilar
tectorial membrane
stereocilia
hair cell
basilar membrane
The organ of Corti
Path of sound
Sound enters the ear at the pinna as energy in the form of sound waves in
a gas. When the sound waves reach the tympanic membrane the energy
is changed into vibrations in a solid. The energy is then transferred and
amplified by the ossicles in the inner ear. At the oval window the energy
is transferred to vibrations in a fluid in the cochlea of the inner ear.
Here the energy is transduced into electro chemical energy by the
stereocilia of the hair cells. The stereocilia are attached to neurones.
The axons of the neurones join together to form the auditory nerve.
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Trace the path of sound through the ear by using the following words to fill
in the blanks below.
The ossicles join the inner ear at the oval window. The ____________ is
vibrations reach the hair cell the message is converted into an electro-
Do Exercise 5.6.
sound source
sound shadow
The sound waves have to travel around the head to the opposite ear.
The brain interprets the difference between the waves arriving at each ear
and the direction of sound is then known. When you hear a sound you
usually turn your head so that the sound is equal in both ears at that point
you will looking in the direction of the source of the sound.
Do Exercise 5.7.
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Hearing devices
When hearing is not working efficiently there are some devices that can
improve or return hearing. Two of these devices are:
hearing aids
cochlear implants.
Hearing aids
Hearing aids are small electrical devices that sit behind the ear.
They consist of a microphone, an amplifier, a receiver and a speaker.
The hearing aid takes sound waves arriving at the ear, increases the
volume and redirects the sound into the ear.
Cochlear implants
Cochlear implants are also known as the bionic ear. This is an Australian
invention by Dr Graeme Clark. They consist of external parts and
surgically implanted parts. They return a sense of hearing to people who
have damaged middle or inner ear function.
Sound waves are picked up by the microphone and are processed by the
speech processor into an electrical signal. The speech processor is a
computer that digitises the sound. This signal is then sent to the
transmitter coil located on the outside of the ear. FM radio waves
transfer the signal to the implanted receiver. This then transmits the
signals to the electrodes inside the cochlea which is interpreted by the
brain. The electrodes stimulate the nerve fibres in the auditory nerve.
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microphone
hook over ear
implant receives radio
waves (and sends signals
through electrode)
speech
processor ear drum
Limitations of technology
The cochlear implant does not help all people with hearing difficulties.
It has some limitations including:
it is different from hearing sound
it requires the person to learn to interpret the sensations they receive
it takes time and experience for this to occur.
There are also risks associated with the surgery that requires a
general anaesthetic including risks to the facial nerves and the chance
of infection.
Hint
Use the table in Exercise 5.8 to process the information from secondary
sources on technologies that assist hearing.
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Summary
However, during this part of the module you should have carried out the
following three tasks using secondary information.
Secondary information
Gather, process and analyse information from secondary sources on
the structure of a mammalian ear to relate structures to functions.
Process information from secondary sources to outline the range of
frequencies detected by humans as sound and compare this range
with two other mammals, discussing possible reasons for the
differences identified.
Process information from secondary sources to evaluate a hearing
aid and a cochlear implant in terms of:
the position and type of energy transfer occurring
conditions under which the technology will assist hearing
imitations of each technology.
Summary
Organisms have different ranges of frequency in their hearing.
Hair cells are the sense organs that detect sound in animals but these
are found in different types of organs.
The structure of the mammalian ear is related to the function of
hearing and balance.
The Eustachian tube equalises the air pressure between the ear and
the back of the throat.
Sound waves arrive at the ear and are changed to vibrations in the
tympanic membrane. The ossicles transfer these vibrations to the
cochlea via the oval window. The hair cells in the organ of Corti
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Suggested answers
Insects
Examples of sound perception organs in insects are tympanic organs,
auditory hairs and modified mouthparts. All of these organs have
sensory hairs.
Fish
Examples of sound perception organs in fish are internal ears, lateral line
organ and swim bladder amplification. In all cases it is sensory hairs that
are associated with the perception of sound.
Exercises - Part 5
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b) Name two of the organism above and compare the frequency range
with that of humans. What possible reasons can you suggest for the
differences observed?
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pinna
tympanic membrane
ear ossicles
oval window
round window
cochlea
organ of Corti
auditory nerve
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energy transfer
limitations
advantages
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Biology
HSC Course
Stage 6
Communication
0 2
20
b er
c to T S
g O EN
a t in D M
o r EN
p
or AM
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Contents
Introduction ............................................................................... 2
Cerebrum............................................................................................11
Cerebellum .........................................................................................13
Medulla oblongata..............................................................................14
Summary................................................................................. 25
Suggested answers................................................................. 27
Once stimuli have been detected it is the function of the nervous system
to transfer the information as electro chemical signals to the relevant
parts of the brain for interpretation. There is some practical work to do
in this part. You will need a cutting board, a sheeps brain, a scalpel or
knife and newspaper. Alternative exercises are provided.
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The neurone
Neurones are nerve cells that transmit signals by electro chemical
changes in their membranes. They consist of a cell body containing a
nucleus, cytoplasm and organelles, and extensions or processes to either
end called dendrites and axons.
The neurone transmits the electro chemical signal in one direction only.
The axons conduct the signal away from the cell body (an easy way to
remember is away and axon both start with the letter a). The dendrites
take the signal to the cell body.
dendrites
nucleus
myelin sheath
axon
A neurone
Axons
Many neurones only have one axon. Axons are branched at the
end leading to many synaptic terminals. These release the
neurotransmitters into the gap between neurones called the synapse.
Some axons have a fatty insulating material known as the myelin sheath
wrapped around the axon. This is part of some specialised cells known
as Schwann cells. Axons may be more than a metre in length, for
example in the sciatic nerve, although some in the brain are less
than a millimetre. At the end of the axons are sacs that contain
the neurotransmitters.
Dendrites
Dendrites are small branch-like projections that connect to other cells.
The branching nature increases the available surface area and allows
connection for incoming impulses. Dendrites can grow and shrink
during the life of the neurone. Alcohol and old age has been shown to
reduce dendrites while a situation where the person is learning can
increase the growth of dendrites. Dendrites are shorter and thinner than
the axon.
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Types of neurones
There are many different types of neurones but they can be grouped into
three major categories:
sensory
motor
connecting.
The synapse
Between each neurone is a small gap called a synapse. For an impulse to
cross the synapse neurotransmitters are released by the axon terminals.
Common neurotransmitters are dopamine, histamine and endorphin.
When these chemicals reach the dendrites of the next cell it causes the
next neurone to fire. This explains why the signal in neurones is
known as an electro chemical response. Along the neurone the signal
is electrical while at the synapse the signal is changed into a
chemical signal.
The effects of many drugs such as depressants and stimulants affect the
transmission of nerve impulses across the synapses of nerve cells by
suppressing or increasing the release of neurotransmitters.
synapse
axon terminal
axon
dendrite of
next neurone
neurotransmitters
The synapse between two neurones
Nerves
Nerves are bundles of nerve fibres (that is dendrites or axons) outside of
the brain. The fibres are surrounded by myelin which acts as an
insulator. You have already learnt about the auditory nerve and the optic
nerve when studying the ear and the eye. These are the collective axons
coming from the hair cells in the cochlea or the rod and cone cells in
the eye.
axon
connective tissue
A nerve bundle is made up of neuronal fibres.
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If you do not access to a microscope and slides there are some micrographs
on the LMP Science Online websites at: http://www.lmpc.edu.au/science
There are also some links to pages on the Internet that have more
micrographs including electron micrographs. Below is a micrograph of
some neurones as seen under a light microscope. The clearest feature in the
picture is the large cell bodies with the darker stained nucleus.
neurone
nucleus
cell body
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Resting potential
At rest the inside of a neurone is negative compared to the outside of the
neurone. This charge is obtained by potassium ions (K+) passing easily
through the membrane to the outside while chloride ions (Cl) and
sodium ions (Na+) cannot cross as freely. The negatively charged
proteins within the neurone are also prevented from crossing the
membrane. As well as ion channels in the membrane there are ion
pumps. These use energy to move more ions across the membrane.
All of this results in the resting potential being a negative charge of
70 millivolts within the neurone.
Action potential
An action potential is the name given when a neurone sends an impulse
to the next neurone. It occurs when there is a rapid movement of
potassium and sodium ions across the cell membrane. When a neurone is
stimulated the first response is for sodium channels to open and this
results in sodium ions rushing into the cell. The positive charge on the
sodium ions depolarises the cell and the overall negative charge starts to
fall towards zero. When it reaches approximately 55 millivolts the
neurone will fire and an impulse or spike will occur. This is the
threshold for the reaction. It is a non-graded or all or none response.
It is called an all or none response because there is no variation in the
response. It either fires completely or not at all. Therefore if the
stimulus is not great enough to reach the threshold level the neurone will
not fire. Following the opening of the sodium channels, the potassium
channels open and potassium moves out of the cell. This repolarises the
cell and it moves back towards the resting potential. The time taken to
return to the resting potential is known as the refractory period.
During this time the neurone cannot fire again.
50 threshold level
70 resting potential
resting potential
refractory
period
0 1 2 3 4 5 6
Time (ms)
Graph of a typical action potential
Hint
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The brain
Cerebrum
The cerebrum is the most obvious and largest part of the brain. It is
highly folded therefore increasing the surface area available within the
small size of the skull.
When viewed from above the human brain is divided into two
hemispheres. The left hemisphere controls the right side of the body
while the right hemisphere controls the left side of the body.
parietal lobe
frontal lobe
occipital lobe
temporal lobe
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Frontal lobe
The frontal lobes are located behind the forehead at the front of the head.
This part of the brain is involved in higher order thinking.
This includes planning, problem solving and personality. It is the
location of consciousness. In the lower part of the left frontal lobe is
Brocas area an important area for speech production.
Parietal lobe
The parietal lobes are at the top of the head towards the back. This area
is especially important for interpreting sensory signals including sight
and sound.
Occipital lobe
These lobes are located at the back of the head. The occipital lobe is
concerned with vision as well as other perceptions such as touch,
pressure, temperature and pain. It is the site of the visual cortex.
Temporal lobe
The temporal lobes are located at the side of the head above the ears.
This area interprets the impulses from the ears and gives meaning to the
information. It is an important region for the sense of hearing.
Wernickes area is in this region and is responsible for speech and
language function.
Cerebellum
Beneath the hemispheres of the brain there is the cerebellum. This part
of the brain is concerned with coordination. It receives information
about the position of joints and muscles. It also has a role in learning and
in hand-eye coordination.
Aim
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Method
Without cutting anything examine the outside of the brain and find the
following; cerebrum, cerebellum and medulla oblongata.
cerebellum
cerebrum
(Photo: LMP)
You should be able to see the leaf-like structure of the cerebellum at the
rear of the brain.
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The dark coloured material at the top of the cerebral cortex is the grey
matter. This is where the cell body containing the nucleus of the
Step 4 Locate the regions of the brain that are involved in speech sight
and sound production by using the diagrams following.
The temporal lobe of the cerebrum is the auditory cortex. It controls speech
and hearing. (Photo: LMP)
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occipital lobe
The occipital lobe of the cerebrum is the visual cortex. It is involved in sight.
(Photo: LMP)
Results
Draw a longitudinal section of the brain in the space below. Locate and
name the cerebrum, the cerebellum and the medulla oblongata. Shade in
the areas involved in speech sight and sound.
Conclusion
A detailed drawing of the sheeps brain was done showing the location of
the cerebrum, cerebellum and medulla oblongata and also the regions
involved in speech, sight and sound production.
cerebrum
cerebellum
medulla oblongata
spinal cord
(Photo: LMP)
If the brain is cut between the hemispheres than the view below can
be seen.
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cerebrum
corpus callosum
spinal cord
As well as these major structural areas there are areas associated with
sound or visual perception. These are in the visual cortex and the
auditory cortex. Other important areas dealing with sound and visual
perception are Brocas area and Wernickes area. These are illustrated
on the diagram following.
brain stem
Diagram of brain areas
Wernickes aphasia
The condition was recognized in 1874. A patient who was unable to
comprehend language but was capable of speech was found to have a
brain tumor on the brain in this area called Wernickes area after its
discoverer. This condition may also be caused by stroke or head injury.
Wernickes area is usually located on the left side of the brain in the
temporal lobe close to the junction with the parietal lobe. It is not found
in exactly the same location in every brain. It is important in
understanding language. If there is damage to this area then a condition
known as Wernickes aphasia occurs. People with this condition cannot
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understand language but can still make sounds. They can hear and read
words but not understand the information that is conveyed in the
sounds or words. This leads to confusion and this may lead to
behavioural changes.
Broca aphasia
Another important area in sound perception is Brocas area. It is located
in the lower part of the left frontal lobe. Damage to this region results in
the understanding of what is said but the inability to produce sounds to
reply. The damage prevents people from producing speech or otherwise
the speech is slurred and slow.
Summary
First-hand investigations
There were two first-hand investigations to do in this part:
perform a first-hand investigation using stained prepared slides
and/or electron micrographs to gather information about the structure
of neurones and nerves
perform a first-hand investigation to examine an appropriate
mammalian brain or model of a human brain to gather information to
distinguish the cerebrum, cerebellum and medulla oblongata and
locate the regions involved in speech, sight and sound perception.
Secondary information
During this part of the module you should have carried out the following
task using secondary information.
Present information from secondary sources to graphically represent
a typical action potential.
Summary
The interpretation of sensory information occurs in the brain. The basic
unit of the nervous system is the neurone or nerve cell. The neurone
consists of dendrites, the cell body and an axon. Between neurones there
is a gap known as a synapse. The impulse across the synapse involves
chemicals known as neurotransmitters. The impulse that travels along
the neurone is an electrical signal while the crossing of the synapse is
chemical. This explains that the nerve impulse consists of electro
chemical signals.
The main areas of the brain are the cerebrum, cerebellum and the
medulla oblongata. The cerebrum forms a large part of the brain.
The areas involved in perception are the visual cortex and auditory
cortex, Wernickes area and Brocas area. If the brain is damaged there
may be aphasia and the behaviour of the organism is affected.
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Suggested answers
Exercises Part 6
c) What is a nerve?
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50 threshold level
70
0 1 2 3 4 5 6
Time (ms)
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(Photo: LMP)
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Student evaluation of the module
We need your input! Can you please complete this short evaluation to
provide us with information about this module. This information will
help us to improve the design of these materials for future publications.
1 Did you find the information in the module clear and easy to
understand?
_____________________________________________________
3 Which sort of learning activity did you enjoy the most? Why?
_____________________________________________________
_____________________________________________________
4 Did you complete the module within 30 hours? (Please indicate the
approximate length of time spent on the module.)
_____________________________________________________
_____________________________________________________
Please return this information to your teacher, who will pass it along to
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