ENFF Overview and Standards

Overview In this lab exercise, students explore the nervous system that controls digestion, and, in particular, the form and function of neurons in the gut. The enteric nervous system (ENS), which is the “brain” for the digestive system, consists of a vast number of diverse neurons whose functions are determined by their form. The lab is divided into two parts. The first is this online tutorial, requiring approximately 50 minutes or one class period and suitable for Grades 9-12 Biology or Microbiology students who have already encountered the digestive process and the central nervous system. Background and review materials on the digestive process and neuron structure are also included. A glossary, in PDF form, is available. Students can best visualize and investigate these neurons with volumetric, or three-dimensional, imaging. Once they've worked through this tutorial, you can download the Neuronalyze software and instructional PDF so that your students can do the actual measurements shown in the tutorial and pursue inquiries and hypotheses that either you or they develop. These materials are available from the Science Approach store ( xxx ) for a small fee. Both forms of the module serve as an opportunity for students to act as scientists and participate in the process of science as they extend their knowledge of the digestive and nervous systems. They should keep in mind that as intricate and varied as the volumetric neuron images are, the insights on neuron function that can be inferred from their structure are more important. research into the enteric nervous system is relatively recent and therefore rarely mentioned in textbooks. While working with these authentic images, students are closely following the footsteps of neurogasteroenterologists and imaging scientists. For more advanced, Honors, or AP students, the Further Exploration [not yet available] section includes opportunities for deeper analysis and investigation of more images. Science Standards - National National Science Education Standards Science As Inquiry, (Content Standard A), Understandings about Scientific inquiry: Scientists rely on technology to enhance the gathering and manipulation of data. New techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science. The accuracy and precision of the data, and therefore the quality of the exploration, depends on the technology used. Life Science (Content Standard C), The Cell: Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures that carry out such cell functions as energy production, transport of molecules, waste disposal, synthesis of new molecules, and the storage of genetic material. Life Science (Content Standard C), The Behavior of Organisms: Multicellular animals have nervous systems that generate behavior. Nervous systems are formed from specialized cells that conduct signals rapidly through the long cell extensions that make up nerves. The nerve cells communicate with each other by secreting specific excitatory and inhibitory molecules. In sense organs, specialized cells detect light, sound, and specific chemicals and enable animals to monitor what is going on in the world around them. Understandings about Science and Technology (Content Standard E): Science often advances with the introduction of new technologies. Solving technological problems often results in new scientific knowledge. New technologies often extend the current levels of scientific understanding and introduce new areas of research. Student assessment Some suggestions for additional and alternative student assignments include: Write a screenplay for the musical "Neurons Go To Broadway." Assign roles, and be sure to design costumes whose form is closely related to the character's role. Include a list of needed props (food items as they move through the system, labels/costumes for the players, etc.). Perform the play. Write a report on “The role of the enteric nervous system in digestion.” Make a drawing showing how these neurons interact. Write and sing a song about the enteric nervous system to the class. Draw a timeline showing the events of digestion listed on page 15 and which neurons are affected. Write a research paper on the consequences of a malfunctioning ENS. Students could consider an incomplete or damaged ENS. Examples: Hirschsprung’s disease (megacolon), Chagas’ disease. A valuable resource is Michael Gershon’s book, A Second Brain. Write a report on available career possibilities relevant to neurogastroenterology.