Ch. 5 Sensation Fair!!!

The 2nd Annual Stranahan Classic Sensation Fair 2009
You and your group will be assigned a station based on one of the senses. You will design your station with each member bringing in one tangible item to assist the activity/activities at your station. The purpose of each station is to give a better perspective on sensation.

Projects are due on
Wednesday November 18 for periods 1 and 3 and on
Thursday November 19 for periods 4 and 6.

Sensation Fair Rubric for Individual and Group Grade!
I. Create a fun ‘sensory experience’ or demonstration of some sort that demonstrates the biological principles associated with the sense. The demonstration should be one that people can participate in or try when they come to your booth at the sensation fair! It should only take two minutes to complete your demonstration. Directions for each station are recommended; please print them out so that fair-goers can travel through your station quicker.

II. Create labeled visuals that show how your sense works and display them at your booth. Include:
a. a visual that shows how the sensation is detected (sense organ) as well as
b. one that shows how the sense is perceived (pathway/structures involved in brain).

III. Research two questions regarding your assigned sense.
Display the question and your research findings at your station.
The first question for all groups should be: How is the development of (your sense) affected by nature and how is it affected by nurture?
The second question is anything related to the sense that is of interest to you.
Below are sample questions to research - you may use one of these or choose your own.
SIGHT
- Why do some people need glasses? How do glasses improve vision?
- What causes nearsightedness? How is it different from farsightedness?
- How does corrective laser eye surgery work? How does it improve vision? What risks are involved?
- Why are some people colorblind?
- How do optical illusions work? How do they “fool” your brain?
- How do red-and-blue “3D glasses” work?
HEARING
- How do sounds reach the brain?
- Why do some sounds have a low pitch, while others have a high pitch?
- Why are animals such as dogs able to hear sounds that humans cannot?
- When someone is “hard of hearing,” what are some possible causes?
SMELL
- Why do certain smells instantly evoke specific memories or feelings?
- How are the senses of smell and taste related?
- If you hold your nose while eating, how are tastes affected? Why?
TASTE
- How do taste buds work? How does the tongue recognize different tastes, such as the bitterness of a lemon or the sweetness of sugar?
- Which taste cannot be detected by the tip of your tongue: bitter, sour, salty, or sweet? Why?
TOUCH
- How does your hand tell the difference between hot and cold surfaces?
- How do blind people use braille to read?

Projects are due on
Wednesday November 18 for periods 1 and 3 and on
Thursday November 19 for periods 4 and 6.

Choose ONE active reading option for Ch.5/6

Beginning with chapter 5, you may opt to create either an outline or flashcards, instead of both. However, carefully read the options below to be sure you are doing what is required.

OPTION 1: FLASHCARDS ONLY
Read the chapter actively and create a card for each of the following:
-bold vocab term
-italicized term
-theory
-concept (The objectives state concepts sometimes that are not bold, be sure to read the objective carefully and include these concepts!)
Each card must include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.
4. Leave a little room for class notes, and bring extra blank cards to class.
You may still need paper in class sometimes, and you are still expected to keep a binder for other chapter activities.

OPTION 2: OUTLINE ONLY
Read the chapter actively and create an outline just as you have been doing.
Continue to leave space in the right hand column for class notes.
ADDITIONALLY, include each vocabulary term that is in bold or italics within your outline.
All vocab terms in your outline must be underlined or highlighted and include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.

OPTION 3: CONTINUE DOING BOTH FLASHCARDS AND OUTLINE. BE SURE THAT FLASHCARDS INCLUDE ALL THREE ELEMENTS.

HAPPY ACTIVE PROCESSING!