Nervous System
GCSE Biology students need to be able to explain how the structure of the nervous system, including the Central nervous system, sensory and motor neurons and sensory receptors are all adapted to their particular functions. Students must be able to explain how the structure of a reflex arc is related to its function. They must also know how the main structures of the eye are related to their functions, and link this to common defects of the eye and possible ways that these defects may be overcome. GCSE Biology students need to describe the structure and function of the brain, and also explain some of the difficulties of investigating brain function, along with the limitations in treating damage and disease in the brain and other parts of the nervous system.
Misconceptions with this topic area are often seen in relation to receptors and effectors, with students confusing the two and also students failing to appreciate that electrical impulses are not sent directly to muscles (for example). A possible approach to support understanding is that of modelling the system using students to represent the component parts of a process, such as a reflex arc, synaptic transmission etc.
For example lines of students holding hands can be the axon of an effector neuron, when they receive a stimulus (ringing phone/buzzer), a mexican wave can illustrate the electrical impulse travelling down the axon. There are numerous possibilities with this approach and once students are familiar with it, groups of students can be tasked with working out how the class (or their group) can represent particular processes physically.
Whilst this list provides a source of information and ideas for experimental work, it is important to note that recommendations can date very quickly. Do NOT follow suggestions which conflict with current advice from CLEAPSS, SSERC or recent safety guides. eLibrary users are responsible for ensuring that any activity, including practical work, which they carry out is consistent with current regulations related to Health and Safety and that they carry an appropriate risk assessment. Further information is provided in our Health and Safety guidance.
Quick Reactions *suitable for home teaching*
This Catalyst article explores how the nervous system works. How nerve impulses pass around the body, and why these responses are so fast are investigated in the article. Neurones, reflexes, synapses and receptors are also looked at. There is a good illustration of a reflex arc.
This article could be used in a variety of ways: it could simply be a piece of reading for homework, or students could be asked to write a similar article on the endocrine system, highlighting differences and similarities.
The article notes how in certain diseases, malfunction of the nervous system is seen, such as in Alzheimers syndrome, where the normal mechanism involved in releasing neurotransmitter stays open, flooding the neurone with calcium ions. Students could be asked to research another disease/disorder where neuronal function is in some way impaired, they could then present a summary of this to the class.
As with all Catalyst articles there are a number of ways in which this resource could be used: reading, developing activities, students summarising etc.. For ideas about using any Catalyst article it would be worth looking at the following resource: https://www.stem.org.uk/elibrary/resource/27308. This booklet, developed by the Gatsby Science Enhancement Programme (SEP), aims to provide ideas for how Catalyst magazine can be used with students in the classroom.
Your Brilliant Brain *suitable for home teaching*
This comprehension activity, from Genetic Disorders UK, looks at the structure and function of the brain and central nervous system, and what can happen if the brain becomes damaged. The information provided for students gives a brief description of neurons, synapses, neurotransmitters and the structure and function of the cortex and basal ganglia. In Huntington’s disease the basal ganglia are damaged. The symptoms of the condition are related to the areas of the brain that are unable to work properly.
In this resource students are asked to consider how this may affect people with the disease. Students could be asked to research how damage to specific areas of the brain results in particular symptoms. They could produce posters/leaflets/Powerpoints to illustrate their findings
Eyes
A Catalyst article examining the basic functioning of the eye and what can be done to maintain function when something goes wrong. In particular, the article looks at problems with focus, cataracts and colour blindness and how these problems can be detected and treated.
As with all Catalyst articles there are a number of ways in which this resource could be used: reading, developing activities, students summarising etc.. For ideas about using any Catalyst article it would be worth looking at the following resource: https://www.stem.org.uk/elibrary/resource/27308. This booklet, developed by the Gatsby Science Enhancement Programme (SEP), aims to provide ideas for how Catalyst magazine can be used with students in the classroom.
Mind Mapping
Dr Richard Wise works at the Brain Research Imaging Centre at Cardiff University. He explains how the centre is using magnetoencaphelography (MEG) and magnetic resonance imaging (MRI) to explore brain function.
The film explains how the two scanners work and how images from both scanners can be combined to give an accurate picture of brain function, and how this technology may be useful in Alzheimer’s research.
Students could watch the film in class and then prepare a two minute summary of what the film was about, the summary could take various forms: 3 powerpoint slides, no more than 50 words, 5 bullet points only
BBC GCSE Bitesize: The eye
This short video on the BBC GCSE Bitesize website focuses on how the ciliary muscles and suspensory ligaments work together to change the shape of the eye through the process of accommodation.
Having watched this short video students could then be asked a series of questions, requiring them to undertake some further reserach in text books/internet. Questions such as: What is the closet a normal human eye can focus at? What is the furthest a normal human eye can focus at (trick question!), what happens as the eye gets older in terms of the process of accommodation? What problem does someone who is short sighted have?
Assessing skin sensitivity-touch discrimination
This procedure provides students with the opportunity to explore the subtlety of information that receptors in the skin can detect. It is a good investigation with class results collected onto a provided spreadsheet that will support student's maths skills.
The investigation also includes some useful web links related to this practical activity.
There are also two further suggestions of related practical activities, one on temperature receptors and one locating different receptors
As with all such investigations, where students are in effect "test subjects" it is important that health and safety is of paramount importance and that all ethical considerations are taken into account. Not all students will be comfortable with the idea of being touched by another student with a cocktail stick. An alternative approach would be to have only appropriate adults-teachers, teaching assistant, technician etc.. as the testers with cocktail sticks, with students as test subjects and recorders of information.
The protocol for this investigation includes a consent form for students to sign which states that they understand the procedure they have agreed to be involved in.