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Teaching Materials
Episode Four:
Mystery of Morpheus
©2001 Rice University
The Reconstructors™ is a product of the Center for Technology in Teaching and Learning, Rice
University and is funded by the Science Education Drug Abuse Partnership Award,
R25DA11785, from the National Institute on Drug Abuse, National Institutes of Health.
The Reconstructors
Mystery of Morpheus
Episode Four Briefing: Contents
OVERVIEW
We hope that you and your students will extend The Reconstructors™
adventures with activities designed to cover related learning objectives. The
activities described in the teaching package are intended for use both
before and after students have “played” Episode 4: Mystery of Morpheus of The
Reconstructors™. The files may be printed for classroom use ONLY.
Feel free to adapt these activities to your own classroom needs. Another
resource that we suggest is the National Institutes of Health (NIH) web
site at http://www.nih.gov. For specific information on drugs, go to the
National Institute on Drug Abuse at http://www.nida.nih.gov.
This site
contains some excellent resources and teaching materials.
If you have specific questions, please contact us.
The Reconstructors Team
[email protected]
EPISODE BRIEFING
Synopsis of Mystery of Morpheus (for Teachers)....................... 3
National Science Education Content Standard Correlation ....... 4
Vocabulary Terms .......................................................................... 5
Mission Log .................................................................................... 8
EPISODE DEBRIEFING
Activity 1: Finding Euphoria........................................................ 10
In this activity, the student will make a presentation on how they obtain euphoria
without drugs.
Activity 2: Welcome to the MindWorks ...................................... 15
In this activity, the student will model neuron structure and function and the
process of neurotransmission.
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Mystery of Morpheus
Episode Four Briefing: Mystery of Morpheus Synopsis
This synopsis is provided as an overview for TEACHERS. We advise
teachers NOT to hand this out to the students prior to playing the
adventure since much of the suspense will be eliminated.
Delta, Beta and the student arrive at Dr. Morpheus’ underground complex. To get into
its lab and illuminate the interior, the student must first choose the correct “molecular
entry key” and then locate the lab’s light switch.
Inside the lab, a holograph of the late Dr. Morpheus tells the group that understanding
the nervous system and how it functions is the key to understanding pleasure and pain.
The student examines a record on the structure and function of the brain, spinal cord,
peripheral nerves, and neurons. Suddenly, a loud beeping sound is heard. It is coming
from Eureka, a robot lying on the floor. The student activates her by matching word pairs
dealing with the plot and the nervous system.
Eureka springs to life, and she tells the group that Dr. Morpheus placed data in her
before he died. It’s in the form of a neuroscience mystery called “The Case of the
Telltale Frog Hearts.” To solve the mystery, the student performs a series of virtual
experiments with frog hearts and vagus nerves. From these tests, he/she should deduce
that electrical stimulation of a nerve causes it to release chemical messages
(neurotransmitters), a fact discovered by Dr. Otto Loewi, a Nobel Prize winner.
After sending a message to Alpha on their findings, Beta and Eureka examine Dr.
Morpheus’ data logs for more information on neurotransmitters. They uncover an
animation on neurotransmission, the process by which signals travel from one neuron to
the next using a combination of electricity and neurotransmitters.
A message comes in on the VIV from Alpha. He doesn’t understand what
neurotransmitters have to do with anything. He signs off. Eureka explains that the body
makes neurotransmitters called endogenous opioids (endorphins) that can reduce pain and
produce pleasure by binding to certain areas of the brain and spinal cord. Opiates and
endorphins bind to the same places, such as the reward pathway in the brain (the brain’s
pleasure center).
Next, Eureka shows animations on the neurotransmission of endogenous opioids during
times of pleasure and pain. Next, she displays an animation showing morphine competing
with endorphins in the brain. The student reviews the material in a short quiz.
After the quiz, Beta notices that Eureka is having trouble and explains that the
underground power is going out. Quickly the student, Beta, Delta, and Eureka get ready
to escape from the underground lab.
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Mystery of Morpheus
Episode Four Briefing: Correlation with Standards
National Science Education Content Standard Correlation
Grades 5-8
Instructional Objective
Science Content Standard
Identify four main parts of the nervous system
and know their major functions.
Discover that the body produces naturally
occurring opioids known as endogenous
opioids.
Standard C: All students should develop
understanding of structure and function in
living things.
Understand the way in which neurotransmitters
bind to receptors.
Synthesize data from virtual experiments to
determine how neurons communicate.
Standard A: All students should develop
abilities necessary to do scientific inquiry.
Paraphrase the plot and story line.
N/A
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Mystery of Morpheus
Episode Four Briefing: Vocabulary Terms
All of the words below are ones that students will encounter while playing
Episode Four: Mystery of Morpheus. Their definitions are contained within the
adventure in either the InfoArchives or the Glossary. Teachers should alert
the students to the ability to click on the hot-linked words in the game.
After the game, teachers may want to review the new vocabulary words.
Axon: a long, fiber-like extension of a neuron that transmits signals from the cell
body to the synapse.
Brain: located in the skull, it is the organ that controls all body activities through
the spinal cord and peripheral nerves of the nervous system.
Codeine: a naturally occurring component (alkaloid) of opium. It is capable of
inducing sleep, relieving pain, and causing addiction, but it is weaker than the
opiates morphine and heroin in producing these effects.
Dendrite: a fiber-like extension of a neuron that receives signals from other cells.
Endogenous opioid: also known as an endorphin. It is a substance which is
produced by the body and which affects the brain much like morphine does.
Endorphin: a brain chemical that acts like morphine. The word endorphin is a
combination of two words-- endogenous, meaning made by the body, and
morphine.
Heroin: an illegal, highly addictive drug. It is both the most abused and the most
rapidly acting of the opiates. It is made from morphine, a naturally occurring
substance extracted from the fruit of certain varieties of poppy plant.
Morphine: a naturally occurring component (alkaloid) of opium. It is the principal
analgesic found in opium and is capable of inducing sleep and causing addiction.
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Mystery of Morpheus
Episode Four Briefing: Vocabulary Terms
Nervous system: a network composed of the brain, spinal cord, and the
peripheral nerves.
The network receives, interprets, and transmits signals in
order to coordinate bodily activities.
Neuron: a nerve cell. It is specialized to transmit and receive signals.
Neurotransmission: the transfer of a signal from the axon of one neuron to the
dendrite of another.
Neurotransmitter: a chemical used by neurons to transmit signals to neurons
and to other cells.
Opiate: Opium, or a drug made from opium.
Opium: the juice from the fruit of the opium poppy. Opium is capable of relieving
pain, inducing sleep, and causing addiction. It has a milky-white appearance and
turns brown and gummy upon exposure to air.
Peripheral nerves: nerves that carry signals between the body and the spinal
cord.
Receptor: a structure on the surface of a neuron where neurotransmitters attach
in order to transmit a signal.
Reward Pathway: the part of the brain where feelings of pleasure are produced.
Spinal cord: a bundle of nerves coming from the base of the brain. The spinal
cord carries signals from the brain to the body, relays information from the body
to the brain, and coordinates many reflexes.
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Mystery of Morpheus
Episode Four Briefing: Vocabulary Terms
Synapse: a gap between two neurons.
It is the site where signals are
transferred from one neuron to another.
Vagus nerve: one of the peripheral nerves. One of its most important functions
is to regulate heart rate.
Vesicle: in cells, a spherical structure in which chemicals are stored.
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Mystery of Morpheus
Episode Four Briefing: Mission Log
Teacher Version
TEACHER DIRECTIONS: Ask students to complete the right-hand column
as they move through the game. Answers are provided here, but Page 9 has a
master that can be copied for students as a handout.
Question
Answer
You enter the story with Beta and Delta on a mission to find out how the
brain is involved in feeling pleasure and pain. Whose lab are you trying to
enter?
Dr. Morpheus’
Beta discovers Dr. Morpheus’ holographic record on the nervous system.
What part of the system carries signals from the brain to the body?
spinal cord
From the hologram, you learn about a part of the nervous system that is
involved in speech, movement, and experiencing pleasure and pain. What
is this part?
brain
From the hologram, you learn that the body contains a network of nerves
that it uses to send information to the brain. What are these nerves called?
peripheral nerves
From the hologram, you learn about cells that can both send and receive
signals. What is the name of these cells?
nerve cells
OR
neurons
After Eureka is powered up, you learn that she contains information on
how the nervous system works. She shows you “The Case of the Telltale
Frog Heart: A Neuroscience Mystery.” After completing the mystery, you
learn that, in the nervous system, signals are sent electrically and _______.
chemically
After “The Case of the Telltale Frog Heart,” you find that a scientist was
awarded a Nobel Prize for demonstrating the function of
neurotransmitters. Who was this scientist?
Eureka tries to explain the effect of opioids on the brain by showing how
endogenous opioids act in the Reward Pathway.
Otto Loewi
True or False: Endogenous opioids are also released during a painful
situation in order to decrease the amount of pain.
True
True or False: Morphine binds to the same receptors as endogenous
opioids and, therefore, activates the reward pathway.
True
Conclusions: Why do endogenous opioids and opiate drugs have similar
effects?
Both endogenous opioids and opiate drugs bind to the same receptors, those
involved in the pleasure and pain-relieving pathways in the brain.
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Mystery of Morpheus
Episode Four Briefing: Mission Log
Name:
Class:
Date
STUDENT INSTRUCTIONS: Record your observations by correctly
answering the following questions as you play The Reconstructors™ Episode 4:
Mystery of Morpheus.
Question
Answer
You enter the story with Beta and Delta on a mission to find out how the
brain is involved in feeling pleasure and pain. Whose lab are you trying to
enter?
Beta discovers Dr. Morpheus’ holographic record on the nervous system.
What part of the system carries signals from the brain to the body?
From the hologram, you learn about a part of the nervous system that is
involved in speech, movement, and experiencing pleasure and pain. What
is this part?
From the hologram, you learn that the body contains a network of nerves
that it uses to send information to the brain. What are these nerves called?
From the hologram, you learn about cells that can both send and receive
signals. What is the name of these cells?
After Eureka is powered up, you learn that she contains data on the way
the nervous system works. She shows you “The Case of the Telltale Frog
Heart: A Neuroscience Mystery.” After completing the mystery, you learn
that, in the nervous system, signals are sent electrically and
.
After “The Case of the Telltale Frog Heart,” you find that a scientist was
awarded a Nobel Prize for demonstrating the function of
neurotransmitters. Who was this scientist?
Eureka tries to explain the effect of opioids on the brain by showing how
endogenous opioids act in the Reward Pathway.
True or False: Endogenous opioids are also released during a painful
situation in order to decrease the amount of pain.
True or False: Morphine binds to the same receptors as endogenous
opioids, and therefore activates the Reward Pathway.
Conclusions: Why do endogenous opioids and opiate drugs have similar
effects?
_________________________________________________________
_________________________________________________________
________________________________________________________.
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Mystery of Morpheus
Episode Four Debriefing: Teacher Guide
ACTIVITY 1
FINDING EUPHORIA
It has been said that the reason for taking drugs is
to experience intense pleasure (euphoria). In this
activity, students will make a presentation on how
they experience euphoria without drugs.
Background
Opiates produce pleasure by binding to receptors in an area deep within the brain called
the reward pathway. The reward pathway is part of the limbic system. It is made up of
many structures, and it functions in regulating emotions. Normally, the body’s own
opioids, the endogenous opioids, bind to these receptors and cause feelings of pleasure
for a short time. However, when a person takes an opiate, it binds to the same receptors
and induces more intense feelings of pleasure for a longer period of time.
Everyone wants to feel euphoria. It is felt when we laugh, sing, play, or do other
pleasurable pursuits. The trick is to find euphoria without drugs. Why not use drugs?
One reason is that, once opiate use becomes addictive, the ability to feel pleasure without
drugs may become difficult.
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Mystery of Morpheus
Episode Four Debriefing: Teacher Guide
FINDING EUPHORIA
The Limbic System
limbic system
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Mystery of Morpheus
Episode Four Debriefing: Teacher Guide
Learning Objectives
The student will:
• Discuss the effects of opiates on the brain.
• Create a presentation on how they naturally feel euphoria.
Materials
•
•
•
Finding Euphoria Student Activity Sheets
Finding Euphoria: The Limbic System Transparency
presentation materials (see procedure section)
Procedure
1.
Prior to class, make a transparency of the diagram Finding Euphoria: The
Limbic System.
2.
Begin with a discussion on what euphoria is and when it is felt. Use the diagram
of the limbic system to show where pleasure is processed in the brain.
3.
Next, discuss how euphoria is felt. Suggestion: Try to connect the feelings felt
with opiate use with the natural feelings of pleasure. Ask the students how they
think people feel when they take drugs; then ask if there are other ways to feel
“high.”
4.
Tell the students that Eureka would like to know what euphoria feels like. Their
job is to make a poster, digital movie, slide show, play, song, etc. that shows
how they find euphoria. Some suggestions are:
5.
•
Computer presentation-- make a slide show of a well-known musical group
and explain how/why it induces euphoria.
•
Digital movie-- input images to create a movie of a recent party the student
attended where he/she was euphoric.
•
Poster with pictures-- take pictures at a sporting event or cut out pictures
from magazines to show ways of experiencing euphoria.
•
Play-- write a one-person play or write a song about something that produces
euphoria.
Have each student share his or her presentation with the class.
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Mystery of Morpheus
Episode Four Debriefing: Teacher Guide
Extension Activities
•
Science: Research the other functions of the limbic system.
•
Science: Investigate how the brain changes with drug use.
Standards
National Science Education Standards, Grades 5-8
•
Science Content Standard C: All students should develop understanding of
structure and function in living systems.
•
Science Content Standard F: All students should develop understanding of
personal health.
Books
•
Packer, A. 2000. Highs!: Over 150 Ways to Feel Really, Really Good...Without
Alcohol or Other Drugs. Minneapolis, MN: Free Spirit Pub.
•
Farndon, John. 2000. The Big Book of the Brain: All About the Body's Control
Center. New York: Peter Bedrick Books.
Web Sites
•
The Euphoria Project
http://www.theeuphoriaproject.com/
•
The Neurobiology of Addiction
http://www.nida.nih.gov/pubs/teaching/Teaching2/Teaching.html
•
Neuroscience for Kids
http://faculty.washington.edu/chudler/neurok.html
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Mystery of Morpheus
Episode Four Debriefing: Student Activity Sheet
FINDING EUPHORIA
Eureka is a robot and does not fully understand
what euphoria feels like. She would like you to make
a presentation to help her understand what it feels
like to experience euphoria.
Materials
The materials required will depend on the type of presentation that is chosen.
Procedure
1. Participate in a discussion of what euphoria is.
2. Eureka would like to know what euphoria feels like. Make a presentation on how you
experience euphoria. You might want to make a computer presentation or a poster, or
you could write a song, a poem, or a short one-person play. Your teacher will define
the limits of your presentation.
3. Share your presentation with the class.
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Mystery of Morpheus
Episode Four Debriefing: Teacher Guide
ACTIVITY 2
WELCOME TO THE MINDWORKS
In this activity, the student will model neuron structure and
function and the process of neurotransmission.
Background
Neurons are nerve cells that are specialized to communicate with other cells. A typical
neuron has a cell body that contains the nucleus and other cell organelles. Extending from
the cell body are projections called dendrites that pick up messages or signals from other
neurons. Each neuron also has a long extension called an axon that carries signals away
from the cell. The end of the axon divides into many branches with swollen tips known
as synaptic terminals.
The process by which signals in the nervous system move from neuron to neuron is
called neurotransmission. A signal received by a neuron’s dendrites causes an electrical
impulse to travel down the axon of the cell. Some neurons have a fatty covering on the
axon called a myelin sheath. There are areas on these axons, called nodes of Ranvier,
that are not covered with myelin. Electrical impulses travel faster in neurons with
myelin.
Once an electrical impulse reaches a synaptic terminal, it stimulates the neuron to release
chemicals called neurotransmitters into the gap (synapse) between cells. A neuron can
make one or more different types of neurotransmitter. Neurotransmitters relay the signal
to neighboring neurons by binding to protein receptors on the cells. A neurotransmitter
cannot bind to just any receptor. It binds to the one for that type of neurotransmitter.
Some drugs can also bind to these receptors. For example, opiates are able to cause their
effects by binding to the same receptors as endorphins, the morphine-like substances that
are made by the body.
This lesson was adapted from activities at Neuroscience for Kids:
http://faculty.washington.edu/chudler/chmodel.html
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Mystery of Morpheus
Episode Four Debriefing: Teacher Guide
Learning Objectives
The student will:
• Know the parts of a neuron and their functions.
• Make a model of a neuron.
• Model neurotransmission.
Materials
• Welcome to the MindWorks Student Activity Sheet
• pipe cleaners (four different colors)
• scissors
• different-colored balls, buttons, or pebbles
• timer or stopwatch
• tape
• tape measure
• calculator
Procedure
1. Prior to class, make a transparency of the Parts of Neuron diagram in the student
activity section.
2. Tell the class that the Morpheus MindWorks are reopening and that they are
looking for a few good neuroscientists.
3. Using the neuron transparency, review the parts of the neuron and the process of
neurotransmission with the class.
4. Hand out the Welcome to the MindWorks Student Activity Sheet and have the
students perform the activities on it.
Assembly line: Neuron Model
1. The students will make a model of a neuron with pipe cleaners.
They should follow the instructions on the student activity sheet.
2. Next, the students should tape the model to the activity sheet entitled Neuron
Model and should label the dendrites, cell body, axon, node of Ranvier, myelin,
and synaptic terminal.
Proving Grounds: Neurotransmission modeling
1. Have 10 or more students stand in a straight line with arms outstretched.
Each person in line represents a neuron. The left hand represents the dendrites,
the body is the cell body, the right arm is the axon, the right hand is the synaptic
terminal, and the gap between students is the synapse.
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Mystery of Morpheus
Episode Four Debriefing: Teacher Guide
2.
A student who is not part of the line will act as the monitor. He/she should place
a colored ball in the right hand (synaptic terminal) of each student in line.
The ball represents a neurotransmitter.
3. Next, the monitor should say, “Go,” and start the timer. At the sound of “Go,” the
first person in line should drop his/her ball (neurotransmitter) into his/her
neighbor’s left hand (dendrites). As each student feels the ball fall into his/her
left hand, that student should drop his/her ball into the left hand of his/her
neighbor.
4. When the last student in line receives a ball, the monitor should stop the watch
and then measure the length of the line.
5. Have students calculate the approximate speed at which the signal traveled from
neuron to neuron by dividing the length of the line by the time it took for the
signal to travel to the end of the line.
Conference Room Activity Sheet: Review of Concepts
1. This section tests students’ knowledge of neuron structure and function and their
understanding of the process of neurotransmission.
2. Students must answer a series of neuroscience questions to show that they are
qualified to work at Morpheus MindWorks.
Extension Activities
•
Science: Research how different addictive drugs alter neurotransmission.
•
Science: Research saltatory conduction in neurons.
Standards
National Science Education Standards, Grades 5-8
•
Science Content Standard C: All students should develop understanding of
structure and function in living systems.
Books
•
Matthews, G. C. 2001. Neurobiology: Molecules, Cells, and Systems.
Malden, MA: Blackwell Science.
•
National Research Council. 1996. National Science Education Standards.
Washington, DC: National Academy Press.
Web Sites
•
Neuroscience for Kids
http://faculty.washington.edu/chudler/chmodel.html
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Episode Four Debriefing: Student Activity Sheet
Name: ______________________________ Class: __________ Date
ACTIVITY 2
WELCOME TO THE MINDWORKS
Help wanted: seeking a young neuroscientist.
Inquire within.
Do you have what it takes to cut it at Morpheus
MindWorks? Take the job and find out!
Materials
•
•
•
•
•
•
•
pipe cleaners (four different colors)
balls, buttons, or pebbles of different colors
timer or stopwatch
scissors
tape
tape measure
calculator
Procedure
Assembly Line
1. Your task at the MindWorks assembly line is to create a model of a neuron. Refer
to the diagram of the neuron to help you make it. Use a different color pipe
cleaner for each part of the model. To build the model:
a. Roll a pipe cleaner into a ball. It will represent the cell body.
b. Attach the axon to the cell body by pushing the end of a pipe cleaner
through the cell body and twisting it into place. Roll the opposite end of
the axon into a small ball. This is the synaptic terminal.
c. Cut a pipe cleaner into two or three short pieces. These pieces will be
the dendrites. Attach the dendrites to the cell body on the side opposite
the axon.
d. To show the myelin, cut a pipe cleaner into three or four pieces. Wrap
each piece around a portion of the axon. Be sure to leave a gap between
the sections of myelin to represent a node of Ranvier.
2. Tape the neuron to the Neuron Model student activity sheet. Draw arrows to each
part and label the cell body, axon, synaptic terminal, dendrites, myelin, and node
of Ranvier.
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Mystery of Morpheus
Episode Four Debriefing: Student Activity Sheet
Name: ______________________________ Class: __________ Date
Proving Grounds
1. Your job at the MindWorks Proving Grounds is to model neurotransmission and
to do a rough measurement of how fast messages travel in the nervous system.
2. Divide into groups of 10 or more students. Everyone except for one student, the
monitor, should form a straight line with arms outstretched.
3. Each person in the line represents a neuron. The left hand represents the
dendrites, the body is the cell body, the right arm is the axon, the right hand is the
synaptic terminal, and the gap between students is the synapse.
4. The monitor should place a ball in the right hand (synaptic terminal) of everyone
in the line. Each ball represents a neurotransmitter.
5. Next, the monitor will say “Go” and start a timer. At the sound of “Go,” the first
person in line should put his/her neurotransmitter into the dendrites (left hand) of
the person to the right as fast as possible. When the second person in line feels
the neurotransmitter (ball) in his/her dendrites, the second person should place
his/her neurotransmitter into the dendrites of the person to the right as fast as
possible. Continue doing this until the signal reaches the end of the line.
6. The monitor should stop the watch when the last person in line receives a
neurotransmitter.
7. Next, the monitor should use the tape measure to measure the length of the line.
8. Calculate the speed at which the signal traveled.
a. If the length of the line is in metric units, change meters to centimeters by
multiplying the number of meters by 100 and adding it to the number of
centimeters. For example, a length of 4 meters and 2 centimeters= (4 X
100) + 2 or 402 centimeters. If the length of the line is in English units,
change feet and inches to centimeters by multiplying the number of feet by
30.48 and the number of inches by 2.54. For example, a length of 2 feet
and 4 inches= (2 X 30.48) + (4 X 2.54) or 71.12 centimeters. Record the
length of your line in the table below.
b. Change the time it took for the signal to travel to the end of the line into
seconds by multiplying the number of minutes by 60 and adding it to the
number of seconds. For example, a time of 3 minutes and 45 seconds =
(3 X 60) +45 or 225 seconds. Record the time it took for the signal to
travel to the end of your line in the table.
c. To calculate the speed of the signal, divide the length by the time.
Record the speed in the table.
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Episode Four Debriefing: Student Activity Sheet
Line Length
(centimeters)
Time
(seconds)
Speed
(centimeters per second)
d. Signals can travel from neuron to neuron as fast as 11981 centimeters per
second. Did your signal travel faster or slower than this? Why do you
think this happened?
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Episode Four Debriefing: Student Activity Sheet
Name: ______________________________ Class: __________ Date
Conference Room
It’s time to talk with your fellow neuroscientists and tell them what you’ve learned.
1. Answer the following questions:
a. What is a neuron?
b. What is the function of the dendrites?
c. What is the function of the axon?
d. Which chemicals carry the signal from the axon of one neuron to the
dendrites of another?
e. What is neurotransmission?
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Episode Four Debriefing: Student Activity Sheet
Name: ______________________________ Class: __________ Date
WELCOME TO THE MINDWORKS
PARTS OF A NEURON
cell body
nucleus
dendrite
myelin
node
of
Ranvier
axon
synaptic terminal
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Episode Four Debriefing: Student Activity Sheet
Name: ______________________________ Class: __________ Date
WELCOME TO THE MINDWORKS
NEURON MODEL
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