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Name:
Date:
Biology: Speedy Neuron_______________________________________________________
Objectives & Purpose:
Students will know
 the three different types of neurons and their roles.
 how neuron length affects reaction time.
 the direction a nerve impulse travels in the body.
Period:
The nervous system uses different types of neurons for different jobs. The three basic neuron
types are sensory neurons, motor neurons, and interneurons. Sensory neurons send information
to the brain. Motor neurons carry out instructions from the brain. Interneurons carry the
messages ‘in between’ the sensory and motor neurons. In today’s activity, we will be modeling
how neurons work using our bodies.
Prelab Questions:
1) Where are sensory neurons located on your body?
2) Draw a typical neuron below and use an arrow to show what direction an impulse travels
3) Briefly define the role of each of the four major parts of a neuron.
a. Dendrites
b. Cell body
c. Axon
d. Axon terminals
Procedure:
Follow your teacher instructions to complete the following:
1. Students are arranged in two rows facing each other.
2. All students keep their eyes closed EXCEPT the two students at the front of the line.
3. All students in the middle hold hands with the person sitting next to them in the same line.
4. The students at the end of the line have an object placed equally between them.
5. The instructor will have a serious of random objects or a deck of cards. The students in
the front of the line will squeeze the hand of the next person in line when they see a specific
object.
6. As each person in line feels their hand squeezed, they squeeze the next persons hand.
7. As soon as the last person feels the ‘squeeze’ they grab the object at the end of the line.
8. The winning line then rotates so that the person who was last now becomes the first person in
line. The team that rotates through all their players first wins.
Analysis Questions
1. During the game, which students represented sensory neurons, which students represented
motor neurons, and which students represented interneurons?
2. Which student(s) represented the BRAIN? Why?
3. During the game, there are often complications and the impulse gets lost. In what real life
situations can an impulse be interrupted or lost?
4. Compare this activity to a simple reflex arc.
Conclusion:
Write one WELL WRITTEN paragraph that summarizes the activity, how it relates to the objectives
and purpose, and how it relates to the nervous system.