Chapter 6 The Nevrous System 235
Building Skills and Connecting Concepts
Analyzing and Evaluating Data
The bar graph to the right shows approximate trans-
mission speeds for several different types of nerve
impulses. Use the graph to answer the following
questions.
43. About how much faster do you think than feel pain?
44. Do nerve impulses signaling the sense of touch
travel at approximately two, three, or four times
the speed of thought impulses?
45. Assume that rising temperatures increase all
the nerve impulse speeds by 5%. If the limb
movement speed shown is 119 m/s (meters per
second), what will it be at the higher temperature?
46. Give approximate fps (feet-per-second) speeds
for each type of nerve transmission shown in
Communicating about Anatomy and Physiology
47. Speaking Working in a group, brainstorm
ideas for creating classroom tools (posters,
fl ash cards, and/or games, for example) that
will help your classmates learn and remember
the different divisions and subdivisions of the
nervous system. Choose the best idea(s), then
delegate responsibilities to group members for
constructing the tools and presenting the fi nal
products to the class.
48. Reading With a partner, make fl ash cards of
the chapter terms for which phonetic spellings
have been provided. On the front of the card,
write the term. On the back, write the phonetic
spelling as written in the text. (You may also
choose to use a dictionary.) Practice reading
aloud the terms, clarifying pronunciations where
needed.
49. Speaking Pick 5–10 of the key terms that
you practiced pronouncing. Write a brief
scene in which those 5–10 terms are used
as you imagine them being used by medical
professionals in a real-life context. Then rewrite
the dialogue using simpler sentences and
transitions, as though an adult were describing
the same scene to elementary or middle-school
students. Read both scenes to the class and ask
for feedback on whether the two scenes were
appropriate for their different audiences.
Lab Investigations
50. Materials: large Styrofoam™ ball, scalpel or
knife, markers, poster board, shower cap.
A. Using the scalpel or knife, gently cut grooves
in the Styrofoam™ ball and shape it to look
like a brain.
B. Using different colored markers, color each
area of the brain: the four lobes (frontal,
temporal, parietal, and occipital), the brain
stem, cerebellum, and diencephalon.
C. On a small piece of poster board, using the
same colors to correspond to the different
colored areas of the model brain, list the
bodily functions that each lobe or area
controls (some will overlap).
D. Use the shower cap to illustrate meninges
and how they protect and encase the delicate
brain.
0 20 40 60 80 100 120
Limb
movement
Type of
Impulse
Thought
signals
Touch
Pain
sensation
Meters per second
Nerve Impulse Speed
the graph. (Use the conversion chart in the
appendices if necessary).
Expand your learning with additional online
resources
• Supplemental Lab
Activities
• Interactive Exercises
• Animations
Expand
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