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DOCUMENT RESUME
ED 448 044 SE 064 337
AUTHOR Boyle, GraceTITLE The Cookie Crumbles: A Case of Sensory Sleuthing. BrainLink:
Sensory Signals.INSTITUTION Baylor Coll. of Medicine, Houston, TX.SPONS AGENCY National Institutes of Health (DHHS), Bethesda, MD.ISBN ISBN-1-888997-19-2PUB DATE 1997-00-00NOTE 169p.; Illustrated by T. Lewis. Revised by Judith Dresden
and Barbara Tharp. Science notations by Nancy Moreno. Forother books in the BrainLink series, see SE 064 335-338.
CONTRACT R25-RR13454PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS Biology; *Brain; Content Area Reading; Elementary Education;
Human Body; Mathematics Education; *Neurology; ProblemSolving; *Science Activities; *Science Instruction
ABSTRACTThe BrainLink project offers educational materials focusing
on current neuroscience issues with the goal of promoting a deeperunderstanding of how the nervous system works and why the brain makes eachindividual special while conveying the excitement of "doing science" amongupper elementary and middle school students. Project materials engagestudents and their families in neuroscience issues as they learn fundamentalphysical and neuroscience concepts and acquire problem-solving and decisionmaking skills. Each BrainLink unit targets a major neuroscience topic andconsists of a colorful science Adventures storybook, a comprehensiveTeacher's Guide to hands-on activities in science and mathematics, a ReadingLink language arts supplement, and a fun and informative Explorationsmini-magazine for students to use with their families at home or in theclassroom. This issue offers a unique approach to learning how the senseswork, including visual illusions and how the brain processes sensoryinformation. (ASK)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
The Cookie Crumbles: A Case of Sensory Sleuthing.
Brain Link: Sensory Signals.
By Grace BoyleIllustrated by T. Lewis
Revised by Judith Dresden and Barbara TharpScience notations by Nancy Moreno
BEST COPY AVAILABLE2
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
DUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
document has been reproduced asreceived from the person or organizationoriginating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions staled in thisdocument do not necessarily representofficial OERI position or policy.
A C
ASE
OF
XL
k1-
41,
'
droa
korm
amin
w't.
..,w
,
?!44
.'' ,.
4/.
Writ
ten
by G
race
Boy
le
Illus
trat
ed b
y T
Lew
is
lor Ow
l:mom
muk
ras
The
Bra
inL
ink®
ser
ies
for
heal
th a
nd s
cien
ce e
duca
tion
prov
ides
:
Adv
entu
res
in le
arni
ng: S
tory
Boo
ksE
xciti
ng h
ands
-on:
Act
iviti
es G
uide
for
Tea
cher
sE
ngag
ing
heal
th/s
cien
ce m
ini-
mag
azin
e: E
xplo
ratio
ns f
or. C
hild
ren
and
Adu
lts
The
Bra
in L
ink
seri
es in
clud
es:
Skul
ldug
gery
Bra
in C
ompa
riso
ns
Ai-
1045
The
Coo
kie
Cru
mbl
esSe
nsor
y Si
gnal
s
EX
PLO
RA
TIO
NS
5
BE
ST C
OPY
AV
AIL
AB
LE
40/1
,s7
Tro
uble
at T
savo
Mot
or H
ighw
ays
EX
PLO
RA
TIO
NS
Dan
ger
at R
ocky
Riv
erM
emor
y &
Lea
rnin
g
Bra
inL
ink®
Adv
entu
res
The
Neu
roE
xplo
rers
TM
inA
Cas
e of
Sen
sory
Sle
uthi
ngB
yG
race
Boy
le
Illu
stra
ted
By
T L
ewis
Rev
ised
by
Judi
th D
resd
en, M
.S. a
nd B
arba
ra T
harp
, M.S
.
Scie
nce
nota
tions
by
Nan
cy M
oren
o, P
h.D
.
Bay
lor
Col
lege
of
Med
icin
e
7
1 ,,O
icat
ion,
Hou
ston
© 1
997
by B
aylo
r C
olle
ge o
f M
edic
ine
All
righ
ts r
eser
ved.
Rev
ised
edi
tion
1997
Prin
ted
in th
e U
nite
d St
ates
of
Am
eric
aW
OW
Pub
licat
ions
, Inc
.
15 1
4 13
12
11 1
0 9
8 7
6 5
4 3
2 1
ISB
N 1
-888
997-
19-2
The
mar
k "B
rain
Lin
k" is
a r
egis
tere
d se
rvic
e m
ark
of B
aylo
r C
olle
ge o
f M
edic
ine.
"N
euro
Exp
lore
rs"
is a
trad
emar
k of
Bay
lor
Col
lege
of
Med
icin
e.
No
part
of
this
boo
k m
ay b
e re
prod
uced
by
any
mec
hani
cal,
phot
ogra
phic
or
elec
tron
ic p
roce
ss, o
r in
the
form
of
an a
udio
rec
ordi
ng, n
or m
ayit
be s
tore
d in
a r
etri
eval
sys
tem
,tr
ansm
itted
or
othe
rwis
e co
pied
for
pub
lic o
r pr
ivat
e us
e w
ithou
t pri
or w
ritte
n pe
rmis
sion
of
the
publ
ishe
r.
Dev
elop
men
t of
Bra
inL
ink®
edu
catio
nal m
ater
ials
was
sup
port
ed, i
n pa
rt, b
y fu
nds
from
the
Nat
iona
l Ins
titut
es o
f H
ealth
, Sci
ence
Edu
catio
n Pa
rtne
rshi
p A
war
d gr
ant n
umbe
r R
25 R
R09
833.
The
opi
nion
s, f
indi
ngs
and
conc
lusi
ons
expr
esse
d in
this
pub
licat
ion
are
sole
ly th
ose
of th
e au
thor
and
pro
ject
sta
ff a
nd d
o no
t nec
essa
rily
ref
lect
the
view
sof
Bay
lor
Col
lege
of
Med
icin
e, th
e sp
onso
ring
age
ncy
or th
e pu
blis
her.
Des
ign
by T
Lew
isC
over
des
ign
by B
ob P
eret
tiPr
oduc
tion
by K
erri
e K
erns
Ack
now
ledg
men
tsM
any
dedi
cate
d pr
ofes
sion
als
wor
ked
to a
ssur
e th
e ed
ucat
iona
l and
sci
entif
ic in
tegr
ity o
f th
is p
ublic
atio
n. I
n pa
rtic
ular
, we
are
grat
eful
toL
eslie
Mill
er, P
h.D
., w
ho in
itial
ly le
d th
e pr
ojec
t, an
d to
Kat
heri
ne T
aber
, Ph.
D. a
nd K
aren
Kab
nick
, Ph.
D.,
for
thei
r co
ntri
butio
ns. O
ther
spec
ialis
ts w
ho p
rovi
ded
guid
ance
incl
ude:
Sco
tt B
asin
ger,
Ph.
D.;
Cas
sius
Bor
delo
n, P
h.D
.; C
elia
Cla
y, M
.P.H
.; D
ane
Che
tkov
ich,
M.D
., Ph
.D.;
Ilen
e Sc
hwar
z, M
.Ed.
; and
Que
ntin
Sm
ith, M
.S. I
n ad
ditio
n, m
any
clas
sroo
m te
ache
rs a
nd th
eir
stud
enis
pro
vide
d in
valu
able
fee
dbac
k.
We
also
are
ver
y gr
atef
ul f
or th
e co
ntin
uing
sup
port
of
Jam
es P
atri
ck, P
h.D
., Pr
ofes
sor
and
Hea
d of
the
Div
isio
n of
Neu
rosc
ienc
e; S
tanl
eyA
ppel
, M.D
., Pr
ofes
sor
and
Cha
irm
an o
f N
euro
logy
; and
Car
los
Val
lbon
a, M
.D.,
Dis
tingu
ishe
d Se
rvic
e Pr
ofes
sor
and
Cha
irm
an o
f C
omm
unity
Med
icin
e at
Bay
lor
Col
lege
of
Med
icin
e.
Bra
inL
ink
Proj
ect D
irec
tor:
Jud
ith D
resd
en, M
.S.
Bra
inL
ink
Proj
ect C
o-D
irec
tor:
Will
iam
Tho
mso
n, P
h.D
.B
rain
Lin
k Pr
ojec
t Fac
ulty
: Nan
cy M
oren
o, P
h.D
. and
Bar
bara
Tha
rp, M
.S.
,\Icd
rio,
14Fo
r in
form
atio
n, c
all 1
-800
-969
-499
6
Con
tent
s
The
Beg
inni
ngii
The
Clu
b M
embe
rsiii
A F
rien
d R
etur
ns1
Cro
ss-W
ired
3M
yste
ry C
ooki
es5
Neu
roE
xplo
rers
in A
ctio
n6
Cou
sin
Con
nie'
s C
ooki
e C
ompa
ny8
Dec
isio
n M
ade
11
Dar
k V
oice
s12
A S
enso
ry P
lan
14E
very
one
Nee
ds a
Bra
in15
Bitt
ersw
eet
17V
isib
le C
lues
19M
akin
g Se
nse?
21Fe
elin
g fo
r C
lues
22Se
nsin
g D
ange
r26
The
Bet
ter
to H
ear
You
With
26Pu
tting
It A
ll T
oget
her
28C
augh
t in
a W
eb28
Big
Tro
uble
30A
Sen
satio
nal E
ndin
g31
The
Sen
sibl
e So
lutio
n33
Glo
ssar
y35
The
Neu
roE
xplo
rers
The
Beg
inni
ngA
ll Jo
sh K
avil
saw
was
the
stop
sig
n. T
he n
ext t
hing
he
rem
embe
red
was
wak
ing
up in
the
hosp
ital.
He
had
been
rid
ing
his
bicy
cle
with
out a
hel
met
and
was
str
uck
by a
car
. His
sku
ll w
as f
ract
ured
, and
his
bra
in w
as b
adly
dam
aged
.So
me
good
cam
e of
Jos
h's
unfo
rtun
ate
acci
dent
. For
one
thin
g, h
ele
arne
d ne
ver
to r
ide
with
out a
hel
met
. Sec
ond,
hiS
Mis
fort
une
was
the
begi
nnin
g of
the
Neu
roE
xplo
rers
.W
hen
Josh
's f
rien
ds c
ame
to v
isit
him
at W
orth
ingt
on R
egio
nal
Hos
pita
l, so
me
of th
em b
ecam
e fa
scin
ated
with
the
fiel
d of
neu
rosc
ienc
e.O
n th
eir
visi
ts, t
hey
met
a n
euro
surg
eon,
a n
euro
surg
ical
nur
se, a
neur
olog
ist a
nd a
neu
rora
diol
ogis
t. T
hese
wer
e m
edic
al s
peci
alis
ts h
elpi
ngpa
tient
s w
ho h
ad p
robl
ems
invo
lvin
g th
e br
ain
or o
ther
par
ts o
f th
ene
rvou
s sy
stem
.It
was
Kyl
e C
hris
tian'
s id
ea to
for
m th
e cl
ub. T
he m
embe
rs a
ll w
ante
d to
know
mor
e ab
out t
he n
ervo
us s
yste
m. T
hey
also
like
d to
sol
ve p
uzzl
es a
ndri
ddle
s an
d ha
d an
inte
rest
in in
vest
igat
ing
som
e of
the
mys
teri
es o
f sc
ienc
e.Si
nce
they
for
med
the
club
, the
Neu
roE
xplo
rers
hav
e vo
lunt
eere
d at
a c
ente
rfo
r th
e re
habi
litat
ion
of b
rain
inju
ry p
atie
nts,
held
a N
euro
-Sci
ence
Fai
r an
d sp
ent a
day
inth
e ho
spita
l on
roun
ds w
ith a
neu
rolo
gist
.T
hey
have
lear
ned
a lo
t abo
ut h
ow th
e br
ain
and
nerv
ous
syst
em w
ork,
and
they
alw
ays
are
look
ing
for
exci
ting
thin
gs to
do
with
neur
osci
ence
.
13
Neu
rosc
ient
ists
stu
dy th
e br
ain
and.
SC
'reth
e re
st' o
f the
nerv
ous
syst
em.
17A
5V1:
1110
ing
1210
4 of
the
nerv
ous
,.
syst
em.is
the
nerv
e ce
ll, o
r ne
uron
.T
he w
ord
"neu
ron"
com
es fr
om th
ebr
eali4
,-'4
for
"ner
ve."
How
man
yw
ords
can
ou fi
nd_
-tha
t.sta
rt w
it
14
The
Clu
b M
embe
rsK
yle
Chr
istia
nK
yle'
s fa
ther
is a
n ar
chae
olog
ist
at D
arga
te U
nive
rsity
and
oft
en is
away
on
digs
.L
ast y
ear,
he
took
Kyl
e w
ith h
imon
a s
hort
dig
in B
eliz
e. K
elly
, Kyl
e's
sist
er,
som
etim
es d
oes
thin
gs w
ith th
e N
euro
Exp
lore
rs, a
lthou
gh s
ome
of th
e m
embe
rs f
eel
that
she
is a
littl
eyo
ung
for
the
club
. Kyl
e lik
es to
rea
d sc
ienc
e fi
ctio
n bo
oks
and
play
com
pute
rga
mes
. His
hob
by is
mem
oriz
ing
fasc
inat
ing
triv
ia.
The
Bra
inW
hen
Ant
onio
Vel
asqu
ez-R
uiz,
alia
s T
heB
rain
, was
a to
ddle
r, h
ew
as v
ery
quie
tan
d ne
ver
trie
d to
talk
. One
day
he
sudd
enly
bega
n sp
eaki
ng in
com
plet
ese
nten
ces.
Sin
ce th
en, h
e ha
s be
en k
now
nas
the
smar
test
boy
in to
wn.
The
trou
ble
is, o
nly
his
best
fri
end
can
unde
rsta
nd T
he B
rain
's b
ig w
ords
and
long
sent
ence
s.T
he B
rain
rea
dsa
lot,
but h
is m
ost-
used
boo
ks a
re a
ver
y fa
t dic
tiona
ry,
a se
t of
ency
clop
edia
s, a
nd G
ray'
s A
nato
my.
Max
Mill
erM
ax h
as b
een
frie
nds
with
The
Bra
in s
ince
they
wer
e ba
bies
, and
that
's w
hy h
eun
ders
tand
s hi
m s
o w
ell.
The
y sp
end
mos
t of
thei
r tim
e to
geth
er. W
hile
The
Bra
in r
eads
, Max
oft
en w
orks
on m
odel
s of
boa
ts a
nd p
lane
s or
bui
lds
thin
gsw
ith w
ood.
Max
bec
ame
inte
rest
edin
neu
rolo
gy w
hen
his
gran
dfat
her
had
trou
ble
with
his
mem
ory
and
was
dia
gnos
ed w
ith A
lzhe
imer
's d
isea
se.
Lak
eish
a C
raw
ford
Lak
eish
a w
ants
to b
ea
ches
s gr
andm
aste
r, s
o sh
e ca
rrie
s a
pock
et c
hess
gam
ear
ound
with
her
. She
oft
en th
inks
abo
ut th
ings
in te
rms
of c
hess
pro
blem
s, a
nd s
heha
s de
velo
ped
a go
od m
emor
y. S
he a
lso
likes
to p
lay
othe
rga
mes
and
spo
rts.
Kar
ate
less
ons
are
her
late
st p
assi
on. L
akei
sha
has
a lit
tle s
iste
r w
ho h
as e
pile
psy.
iii16
Is le
y I
and
Is le
y II
Iden
tical
twin
s, I
s le
y I
and
II (
even
thei
r pa
rent
s do
n't c
all t
hem
by
thei
r ac
tual
firs
t nam
es)
are
alw
ays
kidd
ing
each
oth
er. T
hey
both
love
spo
rts
and
play
socc
er, b
aseb
all a
nd b
aske
tbal
l. Is
ley
I co
llect
s ba
seba
ll ca
rds
and
has
a 19
54M
icke
y M
antle
in g
ood
cond
ition
. Is
ley
II h
olds
the
reco
rd f
or c
onse
cutiv
eba
sket
ball
free
thro
ws
in h
is s
choo
l. T
heir
fat
her,
a b
ird-
wat
cher
, got
them
inte
rest
ed in
sci
ence
by
read
ing
to th
em f
rom
the
note
s of
Cha
rles
Dar
win
.
B.J
. Arm
stro
ngB
.J. s
pend
s a
lot o
f tim
e w
ith h
er d
rum
s. I
n fa
ct, s
he c
arri
es h
er d
rum
stic
ks w
ithhe
r an
d us
es th
em o
n an
y ha
rd s
urfa
ce s
he c
an f
ind!
She
wan
ts to
pla
y in
a b
and;
but s
he a
lso
wan
ts to
be
a ph
ysic
ian.
B.J
. has
two
olde
r br
othe
rs w
ho s
omet
imes
act a
s ad
viso
rs to
the
Neu
roE
xplo
rers
. One
bro
ther
is a
neu
rolo
gist
at a
med
ical
scho
ol. H
er b
roth
ers
neve
r lik
ed to
use
her
for
thal
nai
ne, B
ever
ly J
ane,
so
they
've,
alw
ays
calle
d he
r B
.J.,
and
so d
o he
r fr
iend
s.; j
i
Shilo
h N
umhu
sSh
iloh
lived
on
a ga
me
pres
erve
in A
fric
a fo
r m
any
year
s. W
hile
ther
e, h
er b
ack
was
inju
red,
and
now
she
mus
t use
a w
heel
chai
r. B
efor
e he
r in
jury
, Shi
loh
was
ver
yat
hlet
ic. N
ow s
he h
as b
ecom
e an
exc
elle
nt w
heel
chai
r te
nnis
pla
yer.
She
als
o lik
es to
put t
oget
her
jigsa
w p
uzzl
es w
ith th
ousa
nds
of p
iece
s. S
hilo
h w
as h
appy
to m
ake
frie
nds
with
the
Neu
roE
xplo
rers
whe
n sh
e ca
me
to h
er n
ew s
choo
l in
Am
eric
a.
Josh
Kav
ilW
hen
Josh
rec
over
ed f
rom
his
hea
d in
juri
es, h
e co
uldn
't w
ait t
o jo
in th
e cl
ub w
ith h
isfr
iend
s. J
osh
has
alw
ays
liked
sci
ence
, bec
ause
he
love
s to
fig
ure
out h
ow th
ings
wor
k.H
e al
so lo
ves
anim
als.
He
has
a pe
t liz
ard
nam
ed S
coot
er, a
sna
ke n
amed
Slim
, tw
odo
gs a
nd tw
o ca
ts. A
fter
his
exp
erie
nce
as a
pat
ient
in a
reh
abili
tatio
n ce
nter
, he
deci
ded
he w
ould
like
to b
e a
phys
ical
ther
apis
t whe
n he
gro
ws
up.
IK
MtiS
A F
rien
d R
etur
nsJo
sh K
avil
coul
dn't
belie
ve it
. He
look
ed a
roun
d K
yle
Chr
istia
n's
base
men
t. H
ere
he w
as w
ith h
is f
rien
ds,
at la
st. H
e w
as g
lad
to b
e ba
ck!
Kyl
e w
as ta
ppin
g on
the
blac
kboa
rd a
t the
fro
nt o
f th
ero
om.
"Neu
roE
xplo
rers
," h
e an
noun
ced,
"ho
w a
bout
sitt
ing
dow
nso
we
can
star
tth
e m
eetin
g?"
"Any
new
mys
teri
es?"
Lak
eish
a as
ked
as s
he m
ade
a cr
ushi
ng c
hess
mov
e ag
ains
t her
han
d-he
ld c
ompu
ter.
"Gue
ss n
ot,"
Kyl
e sa
id, "
but i
t stil
l is
a ve
ry im
port
ant m
eetin
g. A
syo
use
e, J
osh
is b
ack,
and
he
fina
lly is
goi
ng to
be
an o
ffic
ial m
embe
r of
our
clu
b!"
Eve
ryon
e ye
lled
and
clap
ped
so m
uch
that
Kyl
e co
uldn
'tsa
yan
othe
r w
ord.
All
the
Neu
roE
xplo
rers
kne
w w
hat h
ad h
appe
ned
to th
eir
frie
nd, J
osh.
He
was
hit
by a
car
whi
le r
idin
g hi
s bi
cycl
e ei
ght m
onth
s ag
o. H
e w
asn'
tw
eari
ng a
hel
met
, and
he
hit h
is h
ead
whe
n he
fel
l. A
fter
an
oper
atio
n fo
rda
mag
e to
his
bra
in, h
e w
as in
the
hosp
ital f
or a
mon
th. H
e sp
ent t
wo
mor
e m
onth
s in
a r
ehab
ilita
tion
cent
er a
nd th
en c
ontin
ued
to g
o ba
ck th
ere
ever
y da
y fo
r th
erap
y. S
ome
of th
e ki
ds h
ad k
ept i
n to
uch
with
Jos
h, s
o he
knew
how
they
'd s
tart
ed th
e N
euro
Exp
lore
rs C
lub
afte
r hi
s in
jury
.Jo
sh h
eld
up h
is h
ands
to q
uiet
his
fri
ends
. "T
hank
s fo
r th
e gr
eetin
g,"
he s
aid,
gri
nnin
g. "
Bel
ieve
me,
I'm
hap
pier
to b
e he
re th
an y
ou a
re to
see
me!
And
I b
roug
ht s
ome
cook
ies
for
ever
yone
, to
than
k yo
u fo
r st
icki
ng b
ym
e al
l thi
s tim
e."
"All
righ
t! G
ive
me
cook
ies
and
I'll f
ollo
w y
ou a
nyw
here
!" I
s le
y I
crie
d
as h
e le
aped
to g
et th
e fi
rst c
ooki
e."G
ood.
May
be y
ou'll
qui
t fol
low
ing
me
arou
nd f
or a
cha
nge,
" Is
ley
IIte
ased
his
bro
ther
. He
grab
bed
a co
okie
for
him
self
.W
hile
Kyl
e pa
ssed
the
box
of c
ooki
es a
roun
d, J
osh
answ
ered
eve
ryon
e's
ques
tions
abo
ut h
is p
rogr
ess.
The
Neu
roE
xplo
rers
wer
e so
gla
d to
see
him
,th
ey f
orgo
t abo
ut th
eir
wis
h fo
ra
new
mys
tery
or
adve
ntur
e.
Cro
ss-W
ired
"Hol
d it
a m
inut
e,"
shou
ted
Kyl
e w
hen
ever
yone
was
talk
ing
to J
osh
aton
ce. "
Let
him
ans
wer
a q
uest
ion
with
out i
nter
rupt
ion.
" T
hero
om b
ecam
equ
iet a
fter
B.J
. pla
yed
a dr
um r
oll o
n th
e ta
ble
top.
"Wel
l, yo
u kn
ow th
at I
cou
ldn'
t mov
e m
y le
g an
d ar
m a
t all,
for
a w
hile
.B
oy, w
as th
at s
cary
! B
ut a
t the
reh
abce
nter
I le
arne
d to
wal
k ag
ain.
Loo
k,"
hesa
id, w
alki
ngac
ross
the
room
, "I
don'
t eve
n ne
ed to
use
a c
ane
anym
ore.
And
my
righ
t arm
is w
orki
ng a
gain
, too
!""Y
our
righ
t arm
?as
ked
B.J
. "I
thou
ght
you
crac
ked
the
left
side
of
your
sku
ll an
dhu
rt th
ele
ftsi
de o
fyo
ur b
rain
. Why
was
n't
it yo
ur le
ft a
rm a
nd le
gth
at w
ould
n't w
ork?
""Y
ou r
emem
ber
the
brai
n an
dne
rvou
s
Rea
l -lif
e N
euro
Exp
lore
rs
Tod
ay, d
octo
rs a
re a
ble
to h
elp
acci
dent
vict
ims
with
hea
d or
spi
nal c
ord
inju
ries
in m
ore
way
s th
an e
ver
befo
re. B
ette
rem
erge
ncy
care
, im
prov
ed te
chni
ques
for
reha
bilit
atio
n an
d ne
w d
rugs
are
help
ing
to im
prov
e th
e re
cove
ry o
fpe
ople
with
thes
e ty
pes
of in
jurie
s.
3
Mos
t ner
vous
sys
tem
path
way
s fr
om th
e br
ain
.toth
e re
st o
f the
bod
y cr
oss
over
from
one
sid
e of
the
body
to th
e ot
her.
Thi
sha
ppen
s in
the
prai
n,its
eif o
rin
the
spin
al c
ord.
You
mig
htsa
y th
at w
e ar
e cr
oss-
Wire
alT
his
is w
hy d
amag
e to
one
side
of t
he b
rain
can
affe
ctm
ovem
ent o
r se
nsat
ions
64,
the
othe
r si
de o
f the
boj
y.;.,
syst
em a
re c
ross
-wir
ed,"
sai
d K
yle.
"L
ook,
her
e's
the
pict
ure
of it
," h
ead
ded,
ope
ning
a b
ook
in th
e pi
le o
n hi
s sh
elf.
Just
then
, Shi
loh
Nim
bus
ease
d he
r w
heel
chai
r ov
er to
Jos
h an
din
trod
uced
her
self
. "H
i! I
'm S
hilo
h,"
she
said
. "I'm
a n
ew m
embe
r of
the
club
, and
I k
now
how
it f
eels
whe
n yo
ur b
ody
does
n't w
ork
righ
t. I
was
inan
acc
iden
t too
, but
my
spin
al c
ord
was
inju
red.
You
're lu
cky
your
inju
rydi
dn't
do p
erm
anen
t dam
age.
""Y
eah,
I r
eally
am
luck
y to
hav
e m
ost o
f th
e m
ovem
ent b
ack,
" Jo
shsa
id, "
but I
stil
l can
't he
ar in
one
ear
."Su
dden
ly J
osh
stop
ped
talk
ing.
"W
hat's
this
," h
e sa
id to
him
self
,lo
okin
g do
wn
into
the
cook
ie b
ox, "
a ba
seba
ll ca
rd?"
He
blin
ked.
Why
was
a b
aseb
all c
ard
lyin
g in
the
botto
m o
f th
ebo
x of
coo
kies
?Pi
ckin
g ou
t the
car
d, J
osh
held
it u
p an
d sa
id, "
Loo
k at
this
. I'v
e go
t aba
seba
ll ca
rda
Mic
key
Man
tle r
ooki
e ca
rd f
rom
195
2."
4
E,
Mys
tery
Coo
kies
"Let
me
see
that
!" c
ried
Is
ley
Ias
he
shov
ed h
is w
ayto
the
card
in J
osh'
s ha
nd. "
Wow
! C
ool!
Tha
t'son
e of
the
best
car
ds th
ere
is!
Itm
ust b
e w
orth
a f
ortu
ne a
t the
spor
ts c
ard
stor
e."
He
held
the
card
up,
and
ever
yone
look
ed a
t it.
"It l
ooks
in p
erfe
ct c
ondi
tion!
" sa
idK
yle.
"It l
ooks
like
min
t con
ditio
n,"
said
Is l
ey I
, the
exp
ert.
"Wha
t doe
s th
at m
ean?
" as
ked
Shilo
h."I
t mea
ns it
's s
till i
n pe
rfec
t con
ditio
n af
ter
all t
hese
year
s.T
his
is a
195
2 ca
rd, a
nd it
'sju
st li
ke n
ew!"
Is
ley
Iex
plai
ned.
He
pulle
d th
e ca
rd c
aref
ully
out
of
its p
last
icco
ver
and
wav
ed it
in th
e ai
r so
all
coul
d se
e.A
s it
wav
ed b
y hi
sno
se, J
osh
snif
fed
the
card
. "W
ow,
it ev
en s
mel
ls li
ke n
ew. Y
ou k
now
like
a ne
w b
ook.
""H
ow e
xtre
mel
y ex
trao
rdin
ary
that
an o
bjec
t sho
uld
emit
such
an
arom
a af
ter
40-o
ddye
ars,
" T
he B
rain
com
men
ted.
Max
turn
ed to
Jos
h as
he
expl
aine
d T
he B
rain
's w
ords
for
the
grou
p."H
esa
ysit'
s fu
nny
that
a c
ard
over
40
year
s ol
d sm
ells
like
new
.""I
t's f
unny
that
an
old
card
is in
a bo
x of
coo
kies
!" L
akei
sha
adde
d. "
Why
doyo
u su
ppos
e it'
s th
ere?
"Jo
sh lo
oked
puz
zled
. "I
don'
t kno
w,"
he
said
. "T
he b
ox d
oesn
'tsa
yth
ere'
sa
base
ball
card
in it
. It d
oesn
'tsa
yth
ere'
san
y su
rpri
se. I
n fa
ct, I
was
sur
pris
edw
hen
the
cook
ies
cam
e to
my
hous
e! A
del
iver
y tr
uck
brou
ght t
he p
acka
ge,
and
it ha
dm
y na
me
on it
. I d
on't
know
who
sen
t the
m."
"It w
as n
ice
ofyo
u to
shar
e th
em w
ithus
, any
way
," B
.J. s
aid.
2 7
4L5
The
sen
SeO
f tas
te. d
epen
ds
on ti
nS'_
.PF
(P:4
,11e
?,01
s1q6
1
r` ta
ste
duds
loC
ated
* th
erto
ngue
and
insi
de th
e m
outh
.'''
You
hav
e_ o
ver
10,0
00P
0ofe
1711
45i W
hen
you
tast
e 4"
.
som
ethi
ng, t
iny
rece
ptor
sin
side
the.
itast
e bu
ds s
end
mes
sage
s al
ong
nerv
es tO
,sp
ecia
l al.-
eaS
insi
de o
ur44
.3.
;-V
"
"I th
ough
t the
y'd
be g
ood
for
a ce
lebr
atio
n, s
o I
save
d th
emfo
r to
day,
" Jo
sh a
nsw
ered
. "It
say
s th
ey're
fro
m C
ousi
n C
onni
e's
Coo
kie
Com
pany
, but
I d
on't
know
any
thin
g el
se a
bout
them
.""I
n th
at c
ase,
I h
ave
to te
ll yo
u th
at th
is c
ooki
e is
n't v
ery
good
," s
aid
Lak
eish
a. "
It's
not
sw
eet e
noug
h. I
neve
r ha
d a
cook
ie b
efor
e th
at w
asn'
t sw
eet."
"Min
e ta
stes
sor
t of
like
saw
dust
," a
dded
Max
."I
nev
er m
et a
coo
kie
I di
dn't
like,
but
I d
on't
even
wan
t to
fini
sh th
is o
ne,"
chi
med
in I
sley
Tap
ping
out
a ja
zz b
eat w
ith h
er f
eet a
nd s
mas
hing
an
imag
inar
y cy
mba
l, B
. J. s
poke
for
the
rest
of
them
. "T
here
def
-in-
ite-l
y is
...so
me-
thin
g w
rong
...w
ith th
ese
cook
-ies
." S
mas
h!T
he g
roup
of
frie
nds
look
ed a
t eac
h ot
her.
The
y al
mos
tsh
iver
ed, a
s th
ough
an
elec
tric
cur
rent
had
run
thro
ugh
all o
fth
em. K
yle
whi
sper
ed e
xcite
dly
in th
e su
dden
sile
nce,
"W
hy is
ava
luab
le b
aseb
all c
ard
stuc
k in
a b
kik
of ta
ste-
less
coo
kies
? W
ese
em to
hav
e a
mys
tery
aft
er a
ll!"
Neu
roE
xplo
rers
inA
ctio
nT
he c
lub
mem
bers
cou
ldn'
t sto
p th
inki
ng a
bout
the
cook
iem
yste
ry. J
osh
look
ed a
t the
coo
kie
box
and
foun
d th
e co
mpa
ny's
addr
ess.
It w
asn'
t far
aw
ay!
The
y de
cide
d to
take
a fi
eld
trip
toC
ousi
n C
onni
e's
Coo
kie
Com
pany
!T
he n
ext d
ay, t
hey
all m
et o
n a
corn
er to
take
a ci
ty b
us.
Shilo
h go
t on
the
whe
elch
air
lift a
nd th
e ot
hers
clim
bed
up th
est
eps
of th
e bu
s, e
xcite
d to
be
on th
eir
way
. At l
east
mos
t of
them
wer
e. "
Are
you
sur
e th
is b
ogus
vis
it to
the
cook
ie c
ompa
ny is
630
!
prud
ent?
" sa
id a
voi
ce b
ehin
d K
yle.
It w
as T
he B
rain
."H
e w
onde
rs if
it's
sm
art f
orus
to b
e go
ing
to th
is c
ooki
e co
mpa
ny,
pret
endi
ng w
e lik
e th
eir
cook
ies,
" M
ax tr
ansl
ated
."T
his
is a
fin
e tim
e to
be
won
deri
ng,"
B.J
. cal
led
out f
rom
acr
oss
the
aisl
e. "
It's
too
late
now
! W
e're
on o
ur w
ay."
"It's
a m
yste
ry th
at n
eeds
sol
ving
," K
yle
stat
ed,
"eve
n if
it is
n't a
neur
osci
ence
adv
entu
re."
"On
the
cont
rary
," T
he B
rain
add
ed th
ough
tful
ly, "
it is
evi
dent
that
alm
ost a
ll hu
man
end
eavo
r in
volv
esne
uros
cien
ce. T
hink
abo
ut it
.""H
e di
sagr
ees,
" M
ax s
aid
sim
ply.
"H
e th
inks
neur
osci
ence
isev
eryw
here
."E
very
body
sm
iled.
The
y kn
ew th
at T
heB
rain
had
fun
bei
ng d
iffi
cult.
The
y kn
ew h
e th
ough
t thi
s tr
ip w
ould
be
a lo
t of
fun,
tooa
nd h
e co
uldn
'tre
sist
a m
yste
ry, n
euro
scie
nce
or n
ot.
3 .1
7:3
;)3
Cou
sin
Con
nie'
s C
ooki
e C
ompa
ny"T
his
is th
e st
opyo
u w
ante
d, s
on,"
the
bus
driv
er a
nnou
nced
to K
yle,
"Eas
t Ada
ms
Stre
et."
"Thi
s is
it, e
very
body
," K
yle
said
, lea
ding
the
Neu
roE
xplo
rers
off
the
bus
and
wai
ting
whi
le th
e dr
iver
ope
rate
d th
e w
heel
chai
r lif
t for
Shi
loh.
The
bus
's e
ngin
e ro
ared
as
it st
arte
d of
f ag
ain
on it
s jo
urne
y do
wn
the
win
ding
roa
d. "
The
dec
ibel
leve
l em
itted
by
this
veh
icle
is s
uffi
cien
t to
dam
age
our
audi
tory
cap
acity
!" s
hout
edT
he B
rain
, cov
erin
g hi
s ea
rs w
ith h
is h
ands
."H
e sa
ys th
e bu
s is
so
loud
, it c
ould
rea
lly h
urt
your
ear
s,"
Max
yel
led
to h
is f
rien
ds. T
hey
trie
d to
clos
e of
f th
eir
eyes
, ear
san
d no
ses
as th
e bu
ssp
utte
red
off
nois
ily in
a c
loud
of
smok
e an
d oi
l.L
ooki
ng a
roun
d to
fin
d th
eir
way
, the
y no
ticed
the
sky
begi
nnin
g to
dar
ken.
Rai
n cl
ouds
rol
led
inov
erhe
ad. T
hey
wal
ked
dow
n th
e st
reet
and
sto
pped
in f
ront
of
a la
rge
gate
."T
his
is th
e ad
dres
s on
the
cook
ie b
ox-4
10 E
ast -
Ada
ms
Stre
et,"
Jos
h an
noun
ced.
"The
re's
a s
ign,
" K
yle
said
, poi
ntin
g to
the
othe
rga
tepo
st. "
It s
ays
Cou
sin
Con
nie'
s C
ooki
e C
ompa
ny."
"Tha
t's th
e co
okie
Com
pany
?" B
.J. s
aid
soft
ly.
The
re, j
ust o
ver
a m
ound
of
wee
dy la
wn,
surr
ound
ed b
y a
blac
k ir
on f
ence
and
per
ched
on
asm
all h
ill w
as a
tall,
old
bui
ldin
g. I
t loo
ked
mor
e lik
ea
haun
ted
hous
e th
an a
bak
ery.
"Isa
y w
e go
hom
e,"
Is le
y II
sai
d as
he
turn
ed to
run.
His
bro
ther
hel
d hi
m b
y th
ebe
lt.
8
Loue
l noi
ses
can
dam
age
hear
ing
by,-
harm
ing
tiny
hair-
like
cells
in th
eill
iner
mas
t par
t of t
he e
ar. A
ese
ibel
le c
onve
rt s
ound
wav
es in
the
air'
into
sig
nals
that
can
trav
elal
ong'
-
,i,ne
rves
toth
e br
ain.
rF)1
6-
Exa
mpl
es o
f lou
d so
unds
that
ca
t7e
dang
erou
i inc
lude
noi
se
.mot
orcy
cles
` or
trai
ns, v
ery
loud
rnto
ic h
eard
thro
ugh
head
pho
neS
br'
rock
con
cert
, or
nois
e fr
om
fireb
raC
kers
or
gun
shot
s.-
3 4
3 7
In a
n in
stan
t, da
rk c
loud
s pi
led
Upo
n da
rker
clo
uds
until
the
entir
esk
y w
as b
lotte
d ou
t .by
thre
aten
ing
shad
ows.
Rai
n be
gan
com
ing
dow
nha
rd. "W
e ha
ve n
o ch
oice
now
," K
yle
anno
unce
d. "
The
nex
t bus
doe
sn't
com
e fo
r ha
lf a
n ho
ur..
If w
e st
and
here
we'
ll ge
t soa
ked.
" A
cra
shin
gbo
om a
nd a
bol
t of
light
ning
sen
tth
em h
urry
ing
tow
ard
the
hous
e.In
a p
ack,
the
club
sho
ved
thro
ugh
the
gate
and
mov
ed u
p th
epa
th a
nd o
nto
the
porc
h of
Cou
sin
Con
nie'
s C
ooki
e C
ompa
ny. K
yle
and
Lak
eish
a he
lped
Shi
loh
up th
e w
orn
step
s. J
osh
bold
ly k
nock
ed o
n th
edo
or. The
doo
r cr
acke
d op
en, a
nd tw
oey
es p
eere
d at
the
Neu
roE
xplo
rers
.T
hund
er b
oom
ed in
the
dist
ance
. The
eyes
squ
inte
d an
d pu
lled
away
, as
ifth
ey w
ere
bein
g su
cked
in b
y th
eda
rkne
ss. T
hen
the
door
sw
ung
open
.A
larg
e w
oman
loom
ed o
ver
them
."W
hat i
s it?
" sh
e as
ked
imPa
tient
ly.
BE
ST C
OPY
AV
AIL
AB
LE10
"We'
re th
e N
euro
Exp
lore
rs C
lub,
" K
yle
told
her
, "an
d w
e'd
like
to v
isit
your
bak
ery.
We
thou
ght y
ou m
ight
be
able
to m
ake
us s
ome
brai
n-sh
aped
cook
ies
for
our
mee
tings
.""N
o! W
e do
n't d
o sp
ecia
l ord
ers,
" re
plie
d th
ew
oman
, "an
d w
e do
n't
take
vis
itors
." S
he q
uick
ly s
tepp
ed b
ack
and
slam
med
the
door
.
Dec
isio
n M
ade
The
Neu
roE
xplo
rers
fla
ttene
d th
emse
lves
aga
inst
the
wal
l of
the
porc
h,tr
ying
to s
tay
out o
f th
e bl
owin
g ra
inas
the
stor
m g
ot w
orse
."C
urio
user
and
Cur
ious
er,"
The
Bra
in s
aid,
rub
bing
his
han
ds to
geth
eras
he
look
ed a
roun
d th
e m
yste
riou
s bu
ildin
g."I
thin
k th
at's
a q
uote
fro
m 'A
lice
in W
onde
rlan
d',"
Max
exp
lain
ed.
"Thi
s is
no
won
derl
and!
" L
akei
sha
said
, as
the
Neu
roE
xplo
rers
pus
hed
toge
ther
mor
e tig
htly
. "W
e'd
bette
r ge
tou
t of
here
.""W
hat a
re w
e go
ing
to d
o no
w?"
Is
ley
I as
ked.
"Wal
k ba
ck to
the
bus
stop
and
go h
ome?
" Is
ley
II r
eplie
d ho
pefu
lly.
Kyl
e lo
oked
at t
he o
ther
Neu
roE
xplo
rers
, sea
rchi
ng th
eir
eyes
. Fin
ally
,he
spo
ke. "
Som
ethi
ng's
wei
rd h
ere.
Isa
y w
e sn
oop
arou
nd a
littl
e. M
aybe
we
can
peek
thro
ugh
a w
indo
w o
r so
met
hing
see
wha
t's g
oing
on.
""I
bel
ieve
ther
e is
con
sens
us f
or th
at e
ndea
vor,
" T
he B
rain
rep
lied.
"We
all a
gree
," s
aid
Max
. "L
et's
take
a lo
ok."
The
Neu
roE
xplo
rers
tipt
oed
acro
ss th
e cr
eaky
por
ch, f
ollo
win
g its
win
ding
pat
h ar
ound
the
side
of
the
hous
e."S
hade
's d
own,
" B
.J. s
aid,
pre
ssin
g he
rno
se a
gain
st th
e fi
rst w
indo
w.
"Can
't se
e a
thin
g."
It lo
oked
as
thou
ghev
ery
shad
e w
as d
own,
eve
ry c
rack
was
sea
led
and
ever
y do
or lo
cked
.
311
r0
At t
he v
ery
end
of th
e po
rch
was
one
last
doo
r. L
akei
sha
jiggl
ed th
e ha
ndle
."I
gue
ss th
is o
ne is
lock
ed to
o,"
she
said
.D
isap
poin
tmen
t set
tled
over
the
youn
g ex
plor
ers.
Lak
eish
a si
ghed
and
lean
edhe
avily
aga
inst
the
door
. "W
ell,
I gu
ess
that
's it
," s
he s
aid.
And
it w
as!
Bec
ause
as
Lak
eish
a le
aned
aga
inst
the
door
, it o
pene
d, a
nd s
hedi
sapp
eare
d fr
om s
ight
, as
if s
he h
ad b
een
swal
low
ed u
p by
the
dark
, old
hou
se.
Dar
k V
oice
s"L
akei
sha,
whe
re a
re y
ou?"
the
Neu
roE
xplo
rers
voi
ced
in lo
ud w
hisp
ers,
as e
ach
of th
em f
ollo
wed
thro
ugh
the
door
fro
m th
e gl
oom
of
a st
orm
y da
yin
to th
e bl
ackn
ess
of th
e cl
osed
-up
old
hous
e.A
s fa
r as
the
Isle
ys w
ere
conc
erne
d, th
is w
as th
e da
rkes
t pla
ce th
ey h
adev
er b
eene
ven
dark
er th
an th
e C
aves
at C
alic
oon!
The
re w
ere
no li
ghts
, and
ever
y w
indo
w w
as s
hade
d. O
nly
a di
m li
ght c
ame
thro
ugh
the
still
-ope
n do
or.
Star
ing
into
the
dark
ness
in th
e co
rner
of
the
room
, the
Isl
eys
wer
e st
artle
d as
som
ethi
ng m
oved
tow
ard
them
thro
ugh
the
gloo
m.
"Wha
t's th
at?"
Is
ley
I ex
clai
med
."I
t's ju
st m
e,"
Shilo
h sa
id, e
mer
ging
fro
m th
e da
rkne
ss a
nd r
ollin
g cl
oser
toth
e tw
ins.
The
Isl
eys
rela
xed.
Now
they
cou
ld s
ee th
e ot
her
Neu
roE
xplo
rers
. Nob
ody
was
spe
akin
g. B
ut th
ere
was
som
eone
spe
akin
ga v
oice
, get
ting
clos
er. I
t was
a w
oman
's v
oice
. Kyl
e w
aved
his
han
d, th
en h
eld
his
fing
er to
his
lips
."W
hat d
o yo
u th
ink
I di
d?"
the
voic
e sa
id. "
I se
nt th
em a
way
.""A
re y
ou s
ure
they
're g
one?
" a
gruf
f m
an's
voi
ce a
nsw
ered
."Y
es. I
che
cked
. The
re's
no
one
out f
ront
. The
y w
ere
just
a b
unch
of
kids
anyw
ay. I
t's n
othi
ng to
wor
ry a
bout
, Cha
rlie
," th
e w
oman
sai
d.
1242
"I g
uess
not
," s
aid
Cha
rlie
. "I'm
just
a lit
tle n
ervo
us, C
onni
e. A
fter
all,
we
still
hav
e m
ore
to d
o to
day.
We
have
n't g
otte
n al
l our
pho
ne c
alls
yet
,yo
u kn
ow."
"We
still
hav
en't
hear
d fr
om th
egu
y in
Chi
cago
?" C
onni
e as
ked
anxi
ousl
y."N
o, a
nd h
e sa
id h
e'd
orde
r m
ore
if h
e lik
ed th
e fi
rst o
ne,"
Cha
rlie
repl
ied.
"Oka
y, I
'll s
tay
near
the
phon
e,"
she
said
. "Y
ougo
che
ck th
e pr
ess.
"T
he v
oice
s st
oppe
d an
d fo
otst
eps
disa
ppea
red
into
oth
erro
oms.
"A m
ost p
ecul
iar
conv
ersa
tion,
" T
he B
rain
sai
d, s
crat
chin
g hi
s ch
in. N
oon
e lo
oked
at M
ax, b
ecau
se th
ey u
nder
stoo
d. T
hey
all w
ere
thin
king
the
exac
t sam
e th
ing.
Thi
s w
as v
ery
stra
nge.
4,3
13B
EST
CO
PY
AV
AIL
AB
LE4
45
A S
enso
ry P
lan
The
Neu
roE
xplo
rers
did
n't k
now
wha
t was
goi
ng o
n or
whe
re th
eyw
ere
in th
is d
ark
hous
e, b
ut th
ey a
ll kn
ew w
hat t
hey
wer
e go
ing
to d
o.T
here
was
a m
yste
ry h
ere,
and
they
wou
ld n
ot tu
rn a
way
fro
m it
!"W
e ne
ed a
pla
n,"
B. J
. sai
d, tw
irlin
g im
agin
ary
drum
stic
ks.
"Tea
ms,
" Is
ley
I sa
id.
"Rig
ht,"
con
tinue
d Is
ley
II. "
We
need
to s
plit
into
team
s. S
olvi
ngm
yste
ries
is ju
st li
ke s
port
s. W
e ne
ed te
amw
ork.
""T
he te
ams
need
to g
athe
r cl
ues,
" Jo
sh a
dded
, "to
try
and
mak
e so
me
sens
e ou
t of
all t
his.
""T
hat's
it!"
Kyl
e ex
clai
med
. "Y
ou s
aid
it!"
"Wha
t did
he
say?
" Is
ley
I as
ked,
pee
ring
thro
ugh
the
dark
ness
for
Jos
h's
face
.K
yle
answ
ered
, "L
et's
mak
e so
me
sens
eou
t of
this
in th
e w
ay w
e kn
ow b
est,
usin
gne
uros
cien
ce. L
et's
use
our
sen
ses!
"L
akei
sha
unde
rsto
od im
med
iate
ly. "
Sens
ete
ams,
" sh
e sa
id. "
We'
ll di
vide
up
into
team
san
d ga
ther
clu
es b
y us
ing
our
sens
es."
Exc
itedl
y, th
e N
euro
Exp
lore
rs s
tart
edw
hisp
erin
g ba
ck a
nd f
orth
. Who
wou
ld b
e on
the
team
s? W
here
wou
ld th
ey g
o? W
hat
wou
ld th
ey f
ind?
Isle
y I
and
II w
ere
read
y to
go.
The
ytu
rned
tow
ard
each
oth
er in
the
dark
. "H
igh
five
!" I
sley
I s
aid,
rai
sing
'his
han
d an
dhi
tting
Kyl
e in
the
side
of
the
face
! K
yle'
s
14
46
glas
ses
flew
off
and
his
hea
d sn
appe
dto
the
side
."O
w!"
Kyl
e cr
ied
out.
"Is
ley!
Be
care
ful!
Whe
re d
idm
y gl
asse
s go
?"Sc
oopi
ng u
p K
yle'
s gl
asse
s, L
akei
sha
exam
ined
them
."O
ne o
f th
e le
nses
is g
one,
Kyl
e, a
nd th
ey're
ben
t," s
he s
aid.
"Sor
ry,"
Is
ley
I sa
id. "
I ho
peyo
u do
n't n
eed
thos
e to
see
!"Is
ley
II g
ave
his
brot
her
a sm
all s
hove
. "T
his
is n
o tim
e fo
r jo
kes,
klu
tz,"
he s
aid.
"Wel
l, I
gues
syo
u co
uldn
't he
lp it
," s
aid
Kyl
e, f
inge
ring
his
use
less
eyeg
lass
es. "
It's
too
dark
to s
ee m
uch
arou
nd h
ere
anyw
ay."
A c
alm
voi
ce s
poke
out
calm
, but
als
o co
nfid
ent.
It w
as a
voi
ce w
itha
plan
. "I
know
wha
t we
can
do,"
Shi
loh
anno
unce
d, "
and
I kn
ow h
oww
eca
n do
it."
Eve
ryon
e N
eeds
a B
rain
Shilo
h ge
ntly
roc
ked
her
whe
elch
air
back
and
fort
h w
hile
she
talk
ed.
"We'
ll sp
lit u
p in
to f
our
sens
e te
ams.
Sin
ce ta
stin
g an
d sm
ellin
g w
ork
toge
ther
any
way
, we
can
com
bine
them
in o
ne te
am. T
he o
ther
team
s w
illbe
see
ing,
touc
hing
and
hea
ring
."Is
ley
I sp
oke
firs
t. "I
s le
y II
and
Kyl
eca
n be
on
the
seei
ng te
am w
ith m
e.W
e'll
look
for
clu
es u
sing
our
visi
on."
"If
we
had
a th
inki
ngte
am, y
ou c
ould
n't b
e on
it, I
s le
y I!
" hi
s br
othe
rsa
id. "
Kyl
e w
on't
be m
uch
ofa
visi
on p
artn
er w
ithou
t his
gla
sses
!""T
hat's
rig
ht,"
Shi
loh
adde
d, "
and
Josh
sho
uldn
'tbe
on
the
hear
ing
team
.""B
ut y
ou c
an h
ear,
can
'tyo
u Jo
sh?"
ask
ed I
s le
y II
."Y
es, b
ut o
nly
out o
fon
e ea
r,"
Josh
ans
wer
ed. "
Whe
n yo
u he
ar w
ith
1511
8
both
ear
s, it
's e
asie
r to
fig
ure
out w
here
sou
nds
are
com
ing
from
.So
met
imes
that
hel
ps!"
"I h
ave
a co
ld,"
Lak
eish
a sa
id w
ith a
sni
ffle
. "I
won
't be
muc
h go
od f
orth
e ta
stin
g an
d sm
ellin
g te
am."
Shilo
h no
dded
. In
her
head
she
was
ass
embl
ing
team
s, m
akin
g pl
ans
and
estim
atin
g ou
tcom
es. "
Oka
y,"
she
said
fin
ally
, "he
re's
how
it w
ill b
e.L
akei
sha
and
B.J
. will
for
m th
e se
eing
team
. Is
ley
I an
d II
will
be
the
tast
ean
d sm
ellin
g te
am."
Shi
loh
spun
her
whe
elch
air
to f
ace
the
othe
rs. "
Josh
and
Kyl
e w
ill ta
ke th
e se
nse
of to
uch,
and
The
Bra
in a
nd M
ax, h
eari
ng."
"Wha
t abo
ut y
ou, S
hilo
h?"
Kyl
e as
ked.
Josh
ste
pped
for
war
d. H
e w
as lo
okin
g at
Shi
loh
with
adm
irat
ion.
"Tha
t's e
asy,
" he
sai
d. "
Shilo
h ob
viou
sly
is th
e ce
nter
of
this
nerv
ous
syst
em. S
he's
goi
ng to
be
the
brai
n of
our
sen
sory
net
wor
k."
"Exa
ctly
!" S
hilo
h an
swer
ed e
xcite
dly.
"I'm
goi
ng to
sta
y ri
ght h
ere.
As
soon
as
your
sen
se te
am d
isco
vers
a c
lue,
com
e ba
ck h
ere
and
tell
me
abou
tit.
I'll
try
to p
ut th
em a
ll to
geth
er a
nd m
ake
som
e se
nse
of th
em."
"Of
cour
se. S
hilo
h w
ill b
e th
e ce
nter
of
inte
grat
ion
and
anal
ysis
our
cere
brum
," T
he B
rain
add
ed to
him
self
. Pul
ling
a pe
n fr
om h
is p
ocke
t, he
bega
n to
dra
w a
bra
in o
n hi
s bu
s sc
hedu
le, w
ith li
nes
from
eac
h se
nse
orga
nto
sho
w h
ow s
enso
ry m
essa
ges
go to
the
brai
n."Y
ou c
an p
ut a
ll th
e se
nsor
y cl
ues
toge
ther
, Shi
loh,
and
try
to c
ome
upw
ith a
n an
swer
," M
ax s
aid,
gla
ncin
g at
his
fri
end'
s dr
awin
g. "
It's
per
fect
! Ju
stlik
e cl
ues
from
all
the
sens
es a
re s
ent t
o th
e br
ains
in o
ur b
odie
s!"
It w
as a
lmos
t as
if s
omeo
ne h
ad tu
rned
on
the
light
s, b
ecau
se n
ow th
eN
euro
Exp
lore
rs c
ould
see
cle
arly
. The
mys
tery
was
def
ined
. The
y kn
ew w
hat
they
had
to d
o. A
nd th
ey h
ad a
sen
sibl
e w
ay to
do
it.
1650
Info
rmat
ion
abou
t the
wor
ld a
roun
d us
isde
tect
ed b
y re
cept
ors
in th
e ne
rvou
s sy
stem
.E
ach
kind
of
rece
ptor
res
pond
s to
a c
erta
in ty
peof
info
rmat
ion.
For
exa
mpl
e,re
cept
ors
in th
e ba
ckof
the
eye
dete
ct li
ght,
and
rece
ptor
s on
the
tong
ue r
ecei
ve in
form
atio
n ab
out t
aste
.
The
info
rmat
ion
from
eac
h se
nse
ispr
oces
sed
ina
diffe
rent
par
t of t
he b
rain
. Afte
r se
nsor
ysi
gnal
s ar
e re
ceiv
ed, t
hey
are
sent
to o
ther
are
asof
the
cere
brum
to b
e co
mbi
ned
with
oth
erin
form
atio
n. T
he a
maz
ing
brai
n is
abl
e to
put
man
y di
ffere
nt k
inds
of i
nfor
mat
ion
toge
ther
!
Bitt
ersw
eet
Aft
er c
reep
ing
alon
ga
dark
, dus
ty h
allw
ay, t
he I
s le
y tw
ins
foun
d th
eki
tche
n. T
hey
wer
en't
sure
of
the
path
they
had
fol
low
ed a
nd d
idn'
t kno
who
w th
ey w
ould
get b
ack
to w
here
they
had
bee
n."W
e sh
ould
hav
e le
ft a
trai
l of
crum
bs,"
Is l
ey I
sai
d."I
fee
l lik
e I'm
pla
ying
bas
ketb
all w
itha
blin
dfol
d on
," I
s le
y II
sai
d.T
his
sure
ly w
as th
e ki
tche
n. I
t sm
elle
d lik
eso
met
hing
had
bee
n ba
king
, and
a fa
int h
eat s
till l
inge
red
arou
nd th
e ov
ens.
A g
limm
er o
f lig
ht in
the
gloo
msh
owed
pots
and
pan
s ha
ngin
g fr
om th
e ce
iling
like
bat
s in
a c
ave.
The
rese
emed
to b
e bo
xes
of c
ooki
es n
eatly
sta
cked
on la
rge
tabl
es li
ning
the
wal
ls.
"Wha
t do
you
smel
l?"
Is le
y I
aske
d hi
s br
othe
r.
117
The
sen
se o
f sm
ell d
etec
ts m
olec
ules
that
are
..ca
rrie
d in
air.
The
mol
ecul
es d
rift i
nto
tti.n
ose
and
stim
ulat
e sp
ecia
l ner
ve c
ells
, or
rece
ptor
s.T
he r
ecep
tors
sen
d si
gnal
s to
the
brai
n, te
lling
it w
hich
odo
r is
bei
ng s
mel
led.
Ofte
n, th
e se
nses
of s
mel
l and
tast
e. w
ork
toge
ther
. To
test
this
, try
eat
ing
som
ethi
ngw
hile
you
hol
d yo
ur n
ose.
Is le
y II
was
uns
ure.
"B
aked
thin
gs, I
gues
s,"
he s
aid.
"Yes
, coo
kies
but t
here
are
oth
erth
ings
too,
" Is
ley
I sa
id, t
akin
g a
few
slo
wsn
iffs
. He
bent
clo
se to
a ta
ble
top.
"I
thin
kth
ere
was
fre
sh in
k on
this
tabl
e. A
nd I
smel
l oil,
too,
like
mac
hine
oil.
""H
ey,"
Is
ley
II s
aid,
"th
at's
am
azin
g.H
ow d
id y
ou s
mel
l all
thos
e th
ings
?"Is
ley
I la
ughe
d qu
ietly
. "M
aybe
ther
e ar
eso
me
thin
gs I
do
bette
r th
an y
ou."
"Thi
s ta
stes
sal
ty,"
Is
ley
II a
nnou
nced
sudd
enly
fro
m a
far
cor
ner
of th
e ki
tche
n."W
here
are
you
? W
hat a
re y
ou d
oing
?D
on't
tast
e an
ythi
ng u
nles
s yo
u kn
ow w
hat
it is
!" h
is b
roth
er s
aid
in a
loud
whi
sper
."O
ver
here
," I
s le
y II
ans
wer
ed. "
Don
'tw
orry
. I ju
st f
ound
the
cook
ies.
Hey
, thi
son
e ta
stes
sor
t of
swee
t. H
ere,
try
one.
"Is
ley
I st
umbl
ed o
ver
to I
sley
II
and
took
a c
ooki
e fr
om h
im. "
Hm
m,"
he
said
aft
er b
iting
off
a sm
all p
iece
, "th
isco
okie
is b
itter
."T
he tw
ins
tast
ed s
ever
al c
ooki
es f
rom
dif
fere
nt b
oxes
. "T
hey
all t
aste
alit
tle d
iffe
rent
and
mos
t of
them
are
n't v
ery
good
," I
sley
I s
aid
fina
lly.
"Thi
s ba
ker
has
no s
ense
of
tast
e,"
said
Isl
ey I
I. "
I th
ink
we
need
to r
epor
tth
is b
ack
to S
hilo
h."
Isle
y I
didn
't un
ders
tand
. "W
hat f
or?
Just
bec
ause
we
tast
ed s
ome
bad
cook
ies?
"
1854
"No,
bec
ause
it s
eem
s lik
e C
ousi
n C
onni
e do
esn'
tca
re h
ow h
er c
ooki
esta
ste,
" Is
ley
II a
nsw
ered
. "D
oes
that
tell
us a
nyth
ing?
"Is
ley
I sh
ook
his
head
. "A
ll it
tells
me
is th
at s
he's
a p
retty
bad
coo
k."
"We
need
to r
epor
t to
Shilo
h,"
Is le
y II
insi
sted
."L
et's
go.
"
Vis
ible
Clu
esIn
ano
ther
par
t of
the
hous
e, L
akei
sha
wal
ked
into
a cl
osed
doo
r, w
ith a
thum
p. "
Ow
! I
can'
tse
e a
thin
g!"
she
crie
d."S
hhh,
" B
.J. w
arne
d. "
Of
cour
se y
ouca
n't s
ee. T
he li
ghts
are
out
!" s
he w
hisp
ered
."L
ight
has
to g
o in
toyo
ur e
yes
befo
re y
ouca
n se
e, r
emem
ber?
""O
kay,
oka
y, I
get
the
poin
t," s
aid
Lak
eish
a, "
but i
t doe
sn't
help
me
righ
t now
.""Y
ou're
rig
ht,"
B.J
. sai
d. "
May
be it
will
be b
ette
r on
the
othe
r si
de o
f th
is d
oor.
"L
akei
sha
and
B.J
. ent
ered
yet a
noth
erla
rge,
unl
it ro
om. T
his
was
the
thir
d in
aro
w. T
hey
stum
bled
for
war
d un
stea
dily
."B
.J.?
I h
ave
a fe
elin
g w
e're
not
alo
ne,"
Lak
eish
a sa
id w
itha
quiv
er.
B.J
. sw
allo
wed
har
d. "
Wha
t do
you
mea
n?"
she
whi
sper
ed.
19
Ligh
t ent
ers
the
eye
thro
ugh
the
pupi
l. T
hele
ns b
ehin
d th
e pu
pil f
ocus
es li
ght o
n th
ere
tina
at th
e ba
ck o
f the
eye
. The
ret
ina
cons
ists
of n
erve
cel
ls th
at d
etec
t lig
ht a
ndse
nd m
essa
ges
abou
t it b
ack
to th
e br
ain.
The
prim
ary
visu
al c
orte
x, w
here
info
rmat
ion
from
the
eyes
is r
ecei
ved
in th
ebr
ain,
is lo
cate
d at
the
back
of t
he h
ead.
Ove
r 20
oth
er a
reas
of t
he b
rain
hel
ppr
oces
s vi
sual
info
rmat
ion.
"Wel
l, m
y ey
es a
re g
ettin
g us
ed to
the
dark
, and
ther
e's
som
ethi
ng o
ver
ther
e,"
Lak
eish
a sa
id, "
som
ethi
ng b
ig a
nd w
hite
ove
r by
the
wal
l!"
B.J
. squ
inte
d an
d st
eppe
d cl
oser
to th
e hu
ge, g
host
ly th
ing,
not
dar
ing
tobr
eath
e. "
It's
...it'
s ju
st a
sta
ck o
f bo
xes
cove
red
with
a sh
eet!
" sh
e sa
id w
itha
sigh
of
relie
f."W
hat's
in th
em?"
Lak
eish
a sa
id. "
Wai
t! I
just
rem
embe
red
I ha
vea
flas
hlig
ht o
n m
y ke
yrin
g."
.She
pul
led
it ou
t. "I
t wor
ks!"
B.J
. and
Lak
eish
a qu
ickl
y op
ened
sev
eral
box
es a
nd h
eld
thei
r co
nten
tsup
to th
e lig
ht o
f th
e tin
y fl
ashl
ight
. The
y sa
w p
aper
...al
l kin
ds o
f co
lore
din
ks...
card
boar
d...s
heet
s of
pla
stic
."T
hese
are
n't b
akin
g su
pplie
s,"
Lak
eish
a sa
id. "
We'
d be
tter
go r
epor
t thi
s."
"But
ther
e ar
e a
few
mor
e ro
oms
we
shou
ld g
o th
roug
h,"
B.J
. pro
test
ed.
BE
ST
CO
PY
AV
AIL
AB
LE20
"I d
on't
know
," L
akei
sha
said
. "T
his
is k
ind
of s
pook
y."
"Are
you
sca
red?
" B
.J. a
sked
."Y
ou b
et!"
sai
d L
akei
sha.
"So
am I
. Let
's g
et o
ut o
f he
re,"
sai
d B
.J.,
and
she
grab
bed
Lak
eish
a's
hand
.
Mak
ing
Sens
e?R
ocki
ng h
er w
heel
chai
r ba
ckan
d fo
rth
in th
e da
rkro
om, S
hilo
hco
nsid
ered
the
firs
t clu
es. T
he I
sley
sha
d ju
st le
ft a
fter
rep
ortin
g w
hat
they
fou
ndth
e sm
ell o
f in
k an
dm
achi
ne o
il, a
nd b
ad-t
astin
gco
okie
s. S
hilo
h se
nt th
em b
ack
tosn
iff
out m
ore
clue
s.H
er th
ough
ts k
ept r
etur
ning
toth
e st
rang
e co
nver
satio
n th
ey h
adhe
ard
betw
een
Con
nie
and
Cha
rlie
.Sh
iloh
stop
ped
rock
ing,
toss
ed h
erhe
ad b
ack
and
clos
ed h
erey
es f
or a
seco
nd to
try
to th
ink
hard
er.
"Shi
loh,
are
you
all
righ
t?"
Lak
eish
a cr
ied
out
as s
he e
nter
edth
e ro
om.
21
VA
' 60
Shilo
h's
eyes
pop
ped
open
. "W
ha...
0h, y
es, o
f co
urse
," s
he s
aid.
"I
was
just
thin
king
. Wha
t did
you
see
? A
ny c
lues
?""W
e th
ink
so,"
sai
d L
akei
sha.
"W
e sa
w s
omet
hing
, but
we'
re n
ot s
ure
wha
t it m
eans
.""B
oxes
," B
.J. c
ontin
ued,
dru
mm
ing
on a
tabl
e w
ith h
er f
inge
rs, "
with
pape
r, c
olor
ed in
ks, c
ardb
oard
, and
she
ets
of p
last
ic."
"Ink
ssou
nds
like
prin
ting
supp
liesb
ut w
hy w
ould
a b
aker
y ne
edth
ose?
" Sh
iloh
mut
tere
d, h
alf
to h
erse
lf. "
Any
way
, why
don
't yo
u he
adba
ck o
ut. S
ee w
hat e
lse
you
can
see.
"T
he tw
o gi
rls
left
Shi
loh
alon
e w
ith h
er th
ough
ts. S
hilo
h w
as a
t the
cent
er o
f th
e w
hole
inve
stig
atio
n, a
nd s
he w
as c
once
ntra
ting,
tryi
ng to
put
ever
ythi
ng to
geth
er a
s in
form
atio
n ca
me
in f
rom
eac
h of
the
sens
e te
ams.
Feel
ing
For
Clu
esO
nce,
whe
n he
was
a c
hild
, Jos
h hi
d in
a h
all c
lose
t tha
t was
fill
ed w
ithw
ool c
oats
and
bla
ck r
ainb
oots
. Tha
t was
pre
tty d
ark.
He
also
rem
embe
red
bein
g ca
ught
in a
n el
evat
or w
ithou
t ele
ctri
cal p
ower
. Tha
t was
dar
ker
than
nigh
t. T
hen
he im
agin
ed o
uter
spa
ce. N
othi
ng J
osh
coul
d im
agin
e w
as a
sda
rk a
s th
is b
asem
ent.
Eve
ry w
indo
w w
as s
hutte
red
and
cove
red
by a
bla
ckcl
oth.
It w
as to
tal d
arkn
ess.
Josh
and
Kyl
e in
ched
alo
ng th
e w
alls
. "W
e'd
be lo
st w
ithou
t our
sen
seof
touc
h,"
Kyl
e co
mm
ente
d."Y
ou m
ean
we
aren
't lo
st?"
Jos
h as
ked.
"No,
I d
on't
thin
k so
. We'
re in
the
base
men
t, m
ovin
g al
ong
an o
ldw
oode
n w
all,"
Kyl
e an
swer
ed c
alm
ly. 22
6162
sens
ory
cort
exT
he s
ense
of t
ouch
act
ually
is m
ade
up o
fse
vera
l diff
eren
t kin
ds o
f sen
satio
ns. E
ach
sens
atio
n is
det
ecte
d by
a d
iffer
ent r
ecep
tor
in th
e sk
in. T
here
are
rec
epto
rs fo
r ho
t and
cold
, pai
n an
d pr
essu
re, f
or e
xam
ple.
The
sen
sory
rec
epto
rs s
end
mes
sage
s ba
ckto
a s
peci
al p
art o
f the
bra
in c
alle
d th
ese
nsor
y co
rtex
. Thi
s pa
rt o
f the
bra
in s
itsrig
ht b
ehin
d th
e m
otor
cor
tex,
acro
ss th
eto
p of
the
head
.
"A w
oode
n w
all?
How
do
you
know
that
?" J
osh
rem
arke
d."U
se y
our
fing
ers,
" K
yle
repl
ied.
"It
's th
e be
stw
ay to
lear
n th
ings
with
your
sen
se o
f to
uch.
""O
w!"
Jos
h cr
ied.
Kyl
e tu
rned
and
squ
inte
d, b
ut h
e st
ill c
ould
n't
see
Josh
cle
arly
. "W
hat's
the
mat
ter,
Jos
h?"
he s
aid.
"Spl
inte
r. I
n m
y fi
nger
tip,"
Jos
h sa
id, s
haki
ng h
is h
and.
"Tha
nks
a lo
t!"
"Tha
t's a
noth
er to
uch
sens
atio
npai
n,"
said
Kyl
e."I
t let
s yo
ur b
rain
war
n yo
u no
t to
do th
at a
gain
.""R
ight
," J
osh
said
qui
ckly
. "It
's te
lling
me
I do
n't w
ant a
noth
er s
plin
ter,
so I
'm n
ot g
oing
to to
uch
that
wal
l aga
in."
"The
n yo
u w
on't
feel
the
vibr
atio
n,"
Kyl
e sa
id.
"Wha
t vib
ratio
n?"
aske
d Jo
sh.
"The
vib
ratio
n in
this
wal
l," h
is f
rien
d an
swer
ed.
Josh
rea
ched
out
, pla
ced
his
palm
car
eful
lyon
the
wal
l and
fel
t it s
haki
ngju
st th
e tin
iest
bit.
"W
ow, y
ou're
rig
ht. W
hy is
it d
oing
that
?" h
esa
id.
t323
6 4
"I d
on't
know
," K
yle
resp
onde
d."L
et's
kee
p m
ovin
g,"
Josh
add
ed. "
May
be w
e ca
n fi
nd o
ut w
hat i
t is.
"T
he b
oys
crep
t slo
wly
aro
und
the
room
, clin
ging
to th
e w
all u
ntil
they
pass
ed th
roug
h a
dark
doo
rway
and
ent
ered
ano
ther
unl
it sp
ace.
"Sto
p,"
Kyl
e w
hisp
ered
sud
denl
y. T
he tw
o bo
ys f
elt s
tron
ger
vibr
atio
nsin
the
wal
l. So
mew
here
in th
e di
stan
ce w
as a
fai
nt, m
echa
nica
l rum
ble.
"It m
ust b
e a
mac
hine
," J
osh
said
. "It
sou
nds
just
like
a...
""
a pr
intin
g pr
ess,
like
dow
n at
the
new
spap
er b
uild
ing,
" K
yle
said
."Y
es,"
Jos
h sa
id e
xcite
dly,
"th
at's
wha
t...W
ait a
min
ute.
I c
an f
eel m
ore
vibr
atio
ns u
nder
my
feet
. Not
like
the
stea
dy s
haki
ng in
the
wal
l. L
ike
clum
p-cl
ump.
..lik
e fo
otst
eps.
""S
omeo
ne's
com
ing,
" K
yle
said
, a li
ttle
too
loud
ly.
"Who
's th
ere?
" A
str
ange
voi
ce b
oom
ed f
rom
acr
oss
the,
room
.,It w
asn'
tth
e vo
ice
of a
Neu
roE
xplo
rer,
that
muc
h th
ey b
oth
knew
."G
o! L
et's
get
out
of
here
," K
yle
yelle
d, b
reak
ing
into
a r
un.
In th
e pi
tch
blac
k ce
llar,
Jos
h he
sita
ted.
Whi
ch w
ay s
houl
d he
go?
Foot
step
s w
ere
appr
oach
ing,
but
he
coul
dn't
tell
from
whi
ch d
irec
tion.
Whi
ch w
ay h
ad K
yle
gone
?T
urni
ng to
his
left
, Jos
h ra
nstr
aigh
t int
o th
e le
gs o
f C
harl
ie, t
he m
anw
ith C
ousi
n C
onni
e."W
hat?
Who
are
you
?" th
e te
rrif
ying
ly h
uge
man
gro
wle
d, a
nd h
egr
abbe
d Jo
sh a
nd li
fted
him
up
by th
e sh
irt.
Josh
's le
gs d
ance
d cr
azily
,ru
nnin
g on
air
. "Y
ou're
one
of
thos
e ki
ds!"
Cha
rlie
sai
d, h
oldi
ng J
osh
up to
his
face
. "H
ow'd
you
get
her
e? Y
ou're
com
ing
with
me.
"
Sens
ing
Dan
ger
Kyl
e fo
und
his
way
bac
k to
Shi
loh
and
quic
kly
repo
rted
wha
t he
and
Josh
had
fou
ndm
echa
nica
l vib
ratio
ns th
at m
ight
be
from
a p
rint
ing
pres
s.T
hen
he to
ld a
bout
the
huge
man
, and
how
he
and
Josh
got
sep
arat
ed.
Shilo
h no
dded
her
hea
d. "
Tha
nks
for
the
info
," s
he s
aid.
"T
hat a
dds
alo
t to
the
pict
ure.
But
you
'd b
ette
r hu
rry
back
and
try
to f
ind
Josh
!"A
s so
on a
s K
yle
left
, Shi
loh
star
ted
rock
ing
her
chai
r ag
ain.
She
was
wor
ried
. The
Isl
eys
hadn
't re
turn
ed. S
he s
till h
adn'
t hea
rd f
rom
Max
and
The
Bra
in, a
nd n
ow J
osh
was
mis
sing
. Was
this
too
dang
erou
s fo
r th
eN
euro
Exp
lore
rs?
Sou
nd tr
avel
s a0
wav
es o
fco
mpr
esse
d ai
r,M
olec
ules
. The
ear
:ca
ptur
es s
ound
ivav
es a
nd.
tran
slat
es th
em in
to n
ervo
ussy
stem
sig
nals
insi
de th
e in
ner
ear.
Info
rmat
ion
abou
t sou
nd is
sen
t to
a sp
ecia
l par
t of t
he;
Shilo
h sh
ook
off
her
doub
ts. I
t was
ioo
late
totu
rn b
ack.
She
had
bet
ter
figu
re o
ut w
hat w
as g
oing
onan
d fa
st!
The
Bet
ter
to H
ear
You
With
The
Bra
in a
nd M
ax w
alke
d th
roug
h th
ree
conn
ectin
g ro
oms
som
ewhe
re in
the
cree
py o
ldho
use.
Eac
h ro
om s
eem
ed q
uiet
er th
an th
e la
st.
"May
be w
e sh
ould
hea
d ba
ck, B
rain
," M
ax s
aid.
"I
have
n't h
eard
any
thin
g."
A
"Per
haps
you
are
n't l
iste
ning
,car
eful
ly e
noug
h,"
The
Bra
in o
ffer
ed.
"Of
cour
se I
'm li
sten
ing,
" M
ax s
aid
quic
kly.
"The
re's
just
no
soun
d co
min
g in
to m
y ea
rs e
xcep
tyo
ur v
oice
."T
he B
rain
had
his
han
ds c
uppe
d ar
ound
the
back
s of
his
ear
s. "
Perh
aps
if y
ou a
pplie
d an
assi
stiv
e te
chni
que,
you
r au
dito
ry s
ense
wou
ld
926
706
func
tion
mor
e ef
fici
ently
," h
e sa
idto
his
fri
end.
"You
mea
n yo
u're
hea
ring
som
ethi
ng b
y cu
ppin
gyo
ur h
ands
beh
ind
your
ear
s?"
Max
rep
lied.
He
copi
ed T
he B
rain
's s
ugge
stio
n. "
Hey
, you
'reri
ght!
" he
whi
sper
ed. "
Ica
n he
ar a
wom
an ta
lkin
g."
"I b
elie
ve s
he's
talk
ing
on th
e te
leph
one,
" T
he B
rain
sai
d. H
e pl
aced
his
ear
clos
e to
the
wal
l, pu
tting
his
cup
ped
hand
on
its s
urfa
ce. "
Lis
ten,
" he
said
ver
y so
ftly
.T
hey
hear
d on
e si
de o
fa
conv
ersa
tion.
"Y
es, o
f co
urse
we
sent
you
the
Man
tle c
ard.
... W
hy w
ould
I li
e? ..
.It s
houl
d ha
vego
tten
ther
e lo
ng a
go...
.Ido
n't k
now
, wha
t sho
uld
we
do?.
..I s
ee, r
ight
....M
aybe
ther
e's
anot
her
Josh
ua K
avil.
...T
hat's
pos
sibl
e....
Yea
h, I
kno
w. T
hen
som
eone
els
e ge
ts th
eca
rd...
.No,
I'm
not
too
wor
ried
. Who
ever
gets
it w
ill p
roba
bly
thin
k it'
sju
st a
dum
b pr
ize
and
thro
w it
aw
ay...
.Sur
e, I
kno
w h
owm
uch
mon
ey it
'sw
orth
!...O
kay.
No
prob
lem
....R
ight
. In
toda
y's
mai
l....O
kay.
Bye
."T
he B
rain
turn
ed a
nd lo
oked
at M
ax. "
We
mus
t rel
ay th
is in
fori
natio
nto
Shi
loh
with
ala
crity
," h
e st
ated
.M
ax u
nder
stoo
d. T
hey'
d be
tter
repo
rt to
Shi
loh
righ
t aw
ay!
t. 4
27
Putti
ng I
t All
Tog
ethe
rA
fter
telli
ng S
hilo
h w
hat t
hey
had
hear
d, T
he B
rain
and
Max
turn
ed to
leav
e. "Don
't lis
ten
for
any
mor
e cl
ues,
" Sh
iloh
told
them
. "I
thin
k w
e ha
veen
ough
and
we
may
hav
e tr
oubl
e. K
yle
and
Josh
got
sep
arat
ed. W
hy d
on't
you
go a
nd tr
y to
fin
d ev
eryb
ody
and
brin
g th
em b
ack
here
, whi
le I
just
try
topu
t the
pie
ces
toge
ther
?" T
he tw
o bo
ys n
odde
d an
d se
t off
in a
hur
ry.
Shilo
h fe
lt th
at s
he h
ad th
e la
st p
iece
of
the
mys
tery
. The
tele
phon
e ca
llpu
t eve
ryth
ing
toge
ther
for
her
. All
of th
e N
euro
Exp
lore
rs h
ad f
ound
impo
rtan
t clu
es w
ith th
eir
sens
es, a
nd s
he w
as a
bout
to h
ave
the
answ
er.
She
wen
t ove
r th
e cl
ues
in h
er h
ead.
Cou
sin
Con
nie
was
n't i
nter
este
d in
mak
ing
tast
y co
okie
s, s
o sh
e m
ust b
e m
ore
inte
rest
ed in
som
ethi
ng e
lse.
But
wha
t? P
rint
ing
supp
lies,
the
smel
l of
ink
and
mac
hine
oil,
alo
ng w
ith th
evi
brat
ion
of a
pri
ntin
g pr
ess.
..Con
nie
and
Cha
rlie
wer
e pr
intin
g so
met
hing
.W
hat w
ere
they
pri
ntin
g? N
ot c
ooki
e bo
xesb
aseb
all c
ards
! W
hy g
o to
all
this
trou
ble
to p
rint
bas
ebal
l car
ds?
She
thou
ght a
bout
the
tele
phon
e ca
ll.Su
dden
ly S
hilo
h sm
iled.
She
had
the
answ
er.
But
Shi
loh'
s jo
y at
sol
ving
the
mys
tery
sud
denl
y tu
rned
into
par
iic. H
erfr
iend
s w
ere
out t
here
, in
a da
rk h
ouse
, with
two
crim
inal
s. S
hilo
h m
ayha
ve f
igur
ed o
ut w
hat C
ousi
n C
onni
e w
as u
p to
, but
the
Neu
roE
xplo
rers
coul
d be
in d
ange
r. S
he h
ad to
sav
e th
em!
Cau
ght i
n a
Web
Cha
rlie
had
The
Bra
in b
y th
e ar
m a
nd M
ax b
y th
e sh
irt.
"Tw
o m
ore,
"he
sai
d gr
uffl
y, to
ssin
g th
e bo
ys in
to a
sm
all r
oom
. Max
and
The
Bra
intu
mbl
ed to
the
floo
r. "
Do
you
thin
k th
at's
all
of th
em ?
", C
harl
ie s
aid.
287'
4
"Alm
ost,"
Con
nie
answ
ered
. "I
know
Isa
w o
ne m
ore.
A g
irl.
In a
whe
elch
air.
I'll
go
look
for
her
. Kee
p th
ese
brat
s lo
cked
in h
ere
until
I f
igur
eou
t wha
t to
do w
ith th
em."
Con
nie
and
Cha
rlie
sto
rmed
out
of
the
room
, sna
ppin
g th
e do
or s
hut
behi
nd th
em w
ith a
twis
t of
the
lock
."M
ax?"
a v
oice
ask
ed f
rom
the
corn
er. M
ax r
ecog
nize
d it
as a
n Is
ley.
"Is
ley?
" he
sai
d. "
One
,"an
swer
ed I
s le
y I.
"And
Tw
o,"
anot
her
Is le
y vo
ice
said
. Neu
roE
xplo
rers
' voi
ces
cam
efr
om e
very
sha
dow
."I
'm h
ere
too,
" sa
id L
akei
sha.
"So
is B
.J."
"And
me,
" Jo
sh s
aid,
app
eari
ngfr
om th
e si
de, "
and
Kyl
e to
o."
The
Neu
roE
xplo
rers
all
stoo
dto
geth
er n
ear
the
cent
er o
f th
e sm
all
room
. It s
mel
led
dust
y an
d m
usty
.U
sing
Lak
eish
a's
flas
hlig
ht, t
hey
coul
d se
e a
few
cob
web
-cov
ered
piec
es o
f fu
rnitu
re, s
ome
boxe
s of
old
book
s, a
roc
king
hor
se c
over
edw
ith d
usta
nd n
o w
ay o
ut.
"Thi
s is
big
trou
ble,
" Is
ley
IIsa
id. "
The
se g
uys
are
seri
ous.
""W
hy w
ould
they
be
this
ang
ry
29
just
bec
ause
we
look
ed a
roun
d th
eir
stup
id c
ooki
e fa
ctor
y?"
Is le
y I
aske
d."T
hing
s ar
e no
t wha
t the
y se
emed
," T
he B
rain
ann
ounc
ed. "
We
obvi
ousl
y ha
ve s
tum
bled
upo
n an
illic
it en
terp
rise
ope
ratin
g he
re."
"Thi
s is
n't a
coo
kie
fact
ory.
The
se g
uys
are
croo
ks,"
Max
inte
rpre
ted,
"and
we
are
trap
ped
like
inse
cts
in a
web
!"
Big
Tro
uble
The
whe
els
of S
hilo
h's
chai
r gl
ided
acr
oss
crea
ky w
oode
n fl
oors
as s
hem
aneu
vere
d th
roug
h da
rk h
allw
ays.
If
she
coul
dn't
find
her
fri
ends
, she
mus
t cal
l the
pol
ice.
Whe
re w
as a
pho
ne?
Eas
ing
arou
nd c
orne
rs, o
peni
ngcl
osed
doo
rs to
eer
ie r
oom
s, S
hilo
h fi
nally
fou
nda
desk
with
a d
imly
lit
lam
p on
itan
d a
tele
phon
e! S
he r
aced
acr
oss
the
room
and
gra
bbed
the
phon
e. S
hilo
h di
aled
9-1
-1. E
ach
seco
nd s
eem
ed li
kean
hou
r as
she
wai
ted
for
her
call
to b
e an
swer
ed.
The
n sh
e ht
hd h
eavy
foo
tste
ps b
ehin
d he
r. A
voi
ce §
ciee
Che
d, "
No,
you
don'
t! G
et a
way
fro
m th
ere,
you
trou
ble-
mak
er."
Cou
sin
Con
nie
grab
bed
Shilo
h's
arm
, tor
e th
e ph
one
out o
f he
r ha
ndan
d ja
mm
ed it
bac
k on
its
base
. Som
ehow
she
see
med
tow
rap
hers
elf
arou
nd S
hilo
h's
who
le u
pper
bod
y. S
hilo
h fe
lt as
thou
gh s
he w
ere
bein
gst
rang
led
by a
hug
e sn
ake,
and
she
cou
ldn'
t mov
e.C
onni
e sh
oved
the
chai
r an
d Sh
iloh
acro
ss th
e ro
om, o
ut th
e do
or a
ndon
thro
ugh
the
maz
e of
the
old
hous
e. T
hey
stop
ped
by a
doo
r, a
nd S
hilo
hco
uld
hear
fam
iliar
voi
ces.
Her
e th
ey w
ere!
At l
east
she
wou
ld b
e w
ith th
eot
her
Neu
roE
xplo
rers
. A h
ush
fell
in th
e ro
om a
s th
e do
or o
pene
d an
dSh
iloh
was
pus
hed
insi
de.
The
n th
e N
euro
Exp
lore
rs a
ll ta
lked
at o
nce.
"Sh
iloh!
...T
hey
got y
ou
307
8
too.
...N
ow th
ey'v
e go
t us
all."
"Not
for
long
," J
osh
whi
sper
ed, a
nd h
e sc
oote
dou
t the
ope
n do
or b
efor
eC
ousi
n C
onni
e co
uld
turn
arou
nd to
gra
b hi
m.
"Com
e ba
ck h
ere,
kid
!"th
e bi
g w
oman
sho
uted
,fu
mbl
ing
for
her
key
to lo
ckth
e ot
hers
in th
eir
pris
on.
"Cha
rlie
!" s
he y
elle
d. "
Hel
pm
e ge
t tha
t kid
!"A
ll ov
er th
e ho
use,
the
smal
l ban
d of
pri
sone
rs c
ould
hear
the
soun
ds o
fa
chas
eR
unni
ng. Y
ellin
g. A
tele
phon
eri
ngin
g. T
hen
quie
t. St
ill n
o Jo
sh. H
ad h
e be
en c
augh
t? D
id h
ege
t aw
ay?
Wha
t was
goi
ng o
n?E
ven
as th
ey li
sten
ed f
or c
lues
, the
Neu
roE
xplo
rers
beg
anto
que
stio
nSh
iloh,
and
she
told
them
qui
ckly
wha
t she
had
fig
ured
out f
rom
the
info
rmat
ion
each
of
the
sens
e te
ams
had
brou
ght h
er.
A S
ensa
tiona
l End
ing
Fina
lly, t
here
was
noi
se a
gain
out
side
the
door
of
the
Neu
roE
xplo
rers
'lit
tle p
riso
n ce
ll. N
ow th
ey c
ould
mak
eou
t voi
ces.
"O
kay,
you
two.
Don
'tgi
ve u
s an
y tr
oubl
e. J
ust t
ake
us to
the
kids
." T
his
was
a v
oice
they
had
n't
hear
d be
fore
.
231
"Her
e. T
his
way
. The
y're
ove
r he
re."
Tha
t was
Jos
h!O
nce
agai
n, a
key
wen
t in
the
lock
and
the
door
ope
ned.
Pili
ng o
ut o
f th
esm
all r
oom
and
into
a la
rger
one
, now
ligh
ted,
the
Neu
roE
xplo
rers
mob
bed
arou
nd th
eir
frie
nd. T
wo
polic
e of
fice
rs h
eld
Con
nie
and
Cha
rlie
by
thei
r ar
ms
and
sat t
hem
dow
n on
box
es in
the
mid
dle
of th
e ro
om.
One
of
the
offi
cers
took
out
a n
ote
pad
and
said
, "A
ll ri
ght,
now
, let
's s
eew
hat's
goi
ng o
n! W
e ge
t her
e to
che
ck o
ut a
911
and
this
boy
cra
shes
into
my
part
ner,
her
e. T
hese
two
are
taki
ng o
ff d
own
the
stre
et, a
nd th
e bo
y sa
ysth
ey're
cro
oks.
So
wha
t's th
e st
ory?
"Jo
sh ju
mpe
d ri
ght i
n, h
ardl
y st
oppi
ng f
or b
reat
h. "
We
foun
d a
base
ball
card
in s
ome
horr
ible
coo
kies
that
wer
e de
liver
ed to
my
hous
e. W
e de
cide
d to
inve
stig
ate,
and
we
cam
e he
re. W
e go
t in
the
hous
e by
acc
iden
t, an
d w
e m
ade
sens
e te
ams,
and
Shi
loh
was
the
brai
n....
""W
ait a
min
ute,
son
. Slo
w d
own,
" in
terr
upte
d a
polic
e of
fice
r. "
Let
's b
ack
up a
littl
e. W
hat w
ere
you
all d
oing
insi
de th
is h
ouse
?""W
e're
the
Neu
roE
xplo
rers
Clu
b,"
Kyl
e ex
plai
ned,
"an
d w
e ca
me
here
on
a fi
eld
trip
. It's
a lo
ng s
tory
, but
som
ethi
ng lo
oked
fis
hy a
bout
this
pla
ce, a
ndw
e tr
ied
to f
ind
out w
hat w
as g
oing
on.
I g
uess
we
wen
t a li
ttle
too
far.
""E
spec
ially
if y
ou s
ense
d so
met
hing
was
wro
ng,"
add
ed o
ne o
f th
e of
fice
rs.
"Tha
t's ju
st it
," a
nsw
ered
Jos
h, "
we
sens
ed s
omet
hing
was
wro
ng, b
ut w
ew
eren
't su
re, a
nd it
all
just
hap
pene
d so
fas
t. W
e de
cide
d to
use
our
sen
ses
totr
y to
fin
d ou
t wha
t was
goi
ng o
n an
d, a
ll of
a s
udde
n, w
e w
ere
in tr
oubl
e. W
edi
dn't
know
they
wer
e cr
ooks
unt
il th
ey lo
cked
us
up."
"Wha
t?"
aske
d a
puzz
led
polic
eman
. "Y
ou'v
e lo
st m
e ag
ain!
'"W
e sp
lit u
p in
to te
ams
and
foun
d se
nsor
y cl
ues,
" B
.J. s
aid.
"And
just
like
neu
rons
rep
ortin
g in
form
atio
n to
the
brai
n fo
r pr
oces
sing
,w
e al
l rel
ayed
our
sen
se c
lues
to S
hilo
h,"
Max
off
ered
, "so
Shi
loh
was
the
only
one
who
had
all
the
clue
s, a
nd s
he c
ame
up w
ith th
e an
swer
."
32
81
The
Sen
sibl
e So
lutio
n"C
ousi
n C
onni
e's
Coo
kie
Com
pany
is ju
sta
fron
t for
a c
ount
erfe
itop
erat
ion,
" ex
clai
med
Shi
loh,
som
ewha
t pro
udly
. "T
hey
aren
't ju
st p
rint
ing
base
ball
card
s, th
ey're
cou
nter
feiti
ng th
em. T
he M
icke
y M
antle
card
Jos
hfo
und
is a
cou
nter
feit.
The
coo
kie
busi
ness
isa
fake
!""I
'm s
till n
ot s
ure
Iun
ders
tand
all
of th
is, b
utI
get t
he g
ener
al id
ea,"
said
one
off
icer
.Sh
iloh
cont
inue
d,"C
ousi
n C
onni
e an
dC
harl
ie w
ere
forg
ing
valu
able
bas
ebal
l car
ds,
hidi
ng th
em in
coo
kie
boxe
s an
d sh
ippi
ng th
emto
dea
lers
to b
e so
ld a
sor
igin
als.
Jos
h go
t a b
oxby
mis
take
bec
ause
his
nam
e w
as th
e sa
me
ason
e of
thei
r cu
stom
ers.
Cou
sin
Con
nie
and
Cha
rlie
rea
lly a
recr
imin
als!
""S
ound
s lik
e yo
u're
apr
etty
sm
art b
unch
of
kids
," s
aid
the
othe
r
833
BE
ST C
OPY
AV
AIL
AB
LE
Glo
ssar
y
polic
e of
fice
r, "
but y
ou c
ould
hav
e be
en in
ser
ious
trou
ble
if J
osh,
her
e,ha
dn't
been
ther
e to
hel
p us
fin
d yo
u. H
e he
lped
us
catc
h th
is p
air
tryi
ng to
get a
way
, too
.""C
ome
on,"
the
offi
cer
said
, "le
t's g
et y
ou h
ome
safe
ly b
efor
e yo
ur f
olks
get t
oo w
orri
ed. W
e'll
take
Cou
sin
Con
nie
and
her
pal d
own
to th
e st
atio
nfo
r qu
estio
ning
."T
he N
euro
Exp
lore
rs f
iled
out o
f th
e ho
use,
stil
l tel
ling
each
oth
erex
cite
dly
how
impo
rtan
t the
ir s
ense
had
bee
n in
solv
ing
the
puzz
le, a
ndho
w g
reat
Shi
loh'
s br
ain
had
been
in p
uttin
g it
all
toge
ther
.K
yle
look
ed a
t Jos
h an
d sa
id, "
I th
ink
we
all s
ense
that
it's
gre
at to
have
you
back
, Jos
h.G
ood
wor
k!"
"An
adm
irab
le c
ase
of s
enso
ry s
leut
hing
, my
frie
nds!
" T
he B
rain
add
ed,
his
face
bre
akin
g in
to a
sat
isfi
ed g
rin.
1,-P
4
p?1
'
v.:,-
-06 34
7,71
1'fr
i
S 6
neur
olog
y (n
u-R
AH
L-u
h-ge
e)a
bran
ch o
f m
edic
al s
cien
ce th
at d
eals
with
the
nerv
ous
syst
emne
uron
(N
U-r
ahn)
a ce
ll of
the
nerv
ous
syst
em th
at c
ondu
cts
a si
gnal
fro
m o
ne p
art o
f th
e bo
dy to
ano
ther
neur
orad
iolo
gist
(nu
-ro-
ray-
dee-
AH
L-u
h-jis
t)a
med
ical
doc
tor
who
use
s pi
ctur
es o
f th
e in
side
of
the
body
(X
ray
san
d ot
hers
) to
iden
tify
inju
ry a
nd d
isea
se in
the
nerv
ous
syst
emne
uros
cien
ce (
NU
-ro-
SY-e
ns)
a br
anch
of
scie
nce
rela
ted
to th
e st
udy
of th
e ne
rvou
s sy
stem
neur
osur
geon
(nu
-ro-
SUR
-jun
)a
med
ical
doc
tor
who
spe
cial
izes
in o
pera
ting
on th
e br
ain,
spi
nal c
ord
and
nerv
esne
uros
urgi
cal n
urse
(nu
-ro-
SUR
-ji-
kul N
UR
S) a
nur
se w
ho is
par
t of
the
team
of
peop
le w
ho p
erfo
rm s
urge
ry o
nth
e ne
rvou
s sy
stem
with
a n
euro
surg
eon
oper
atio
n (a
hp-u
h-R
A-s
hun)
an a
ct p
erfo
rmed
on
the
body
with
sur
gica
l ins
trum
ents
to r
epai
r th
e ef
fect
s of
dise
ase
or in
jury
phys
icia
n (f
ih-Z
IH-s
hun)
a m
edic
al d
octo
rre
cept
or (
ree-
SEP-
tuhr
)a
cell
or g
roup
of
cells
that
rec
eive
stim
uli f
rom
out
side
the
body
; a, s
ense
org
anre
habi
litat
ion
(ree
-(h)
uh-b
il-uh
-TA
-shu
n)-
the
proc
ess
of r
esto
ring
a p
erso
n to
a c
ondi
tion
of h
ealth
or
rest
orin
gth
e ab
ility
to f
unct
ion
retin
a (R
ET
-i-n
uh)
sens
ory
mem
bran
e at
the
back
of
the
eyeb
all t
hat c
onve
rts
light
to n
euro
nal a
ctiv
ity th
attr
avel
s al
ong
the
optic
ner
ve to
the
brai
nse
nsat
ion
(sen
-SA
-shu
n)an
aw
aren
ess
of s
timul
atio
n of
any
of
the
sens
es, a
s si
ght,
smel
l, to
uch,
etc
.se
nse
(SE
NS)
(1)
a fu
nctio
n of
the
body
by
whi
ch o
ne is
mad
e aw
are
of th
e w
orld
out
side
, as
sigh
t, he
arin
g,to
uch,
sm
ell o
r ta
ste;
(2)
a f
eelin
g or
aw
aren
ess;
(3)
to b
ecom
e aw
are
of; (
4) c
lear
und
erst
andi
ng o
r go
odju
dgm
ent
sens
ory
rece
ptor
(SE
NS-
uh-r
ee r
ee-S
EP-
tuhr
)a
part
of
the
body
by
whi
ch o
ne r
ecei
ves
info
rmat
ion
from
the
outs
ide,
as
the
eyes
for
see
ing,
ear
s fo
r he
arin
g, e
tc.
sens
ory
netw
ork
(SE
NS-
uh-r
ee N
ET
-wur
k)al
l of
the
part
s of
the
body
invo
lved
in r
ecei
ving
and
tran
smitt
ing
sens
ory
info
rmat
ion
(sen
sory
rec
epto
rs, n
euro
ns, a
nd th
e br
ain)
skul
l (SK
UL
)al
l the
bon
es o
f th
e he
ad, i
nclu
ding
the
cran
ium
and
the
faci
al b
ones
soun
d w
ave
(SO
WN
D w
ayv)
a ki
nd o
f vi
brat
ion
that
trav
els
thro
ugh
a su
bsta
nce,
suc
h as
air
, and
can
be
hear
dsp
inal
cor
d (S
PY-n
uhl k
ord)
the
thin
rop
e of
ner
vous
tiss
ue in
side
the
bone
s of
the
spin
eth
erap
y (T
HA
IR-u
h-pe
e)tr
eatm
ent t
o he
al o
r im
prov
e th
e ef
fect
s of
a b
odily
dis
orde
r, il
lnes
s or
inju
rytis
sue
(TIH
-sho
o) m
any
cells
of
the
sam
e ki
nd, j
oine
d to
geth
er to
do
a sp
ecif
ic jo
bvi
brat
ion
(vy-
BR
AY
-shu
n)a
quiv
erin
g or
trem
blin
g m
otio
nvi
sual
cor
tex
(VIZ
H-u
h-w
uhl K
OR
-tek
s)pa
rt o
f th
e ce
rebr
um th
at r
ecei
ves
info
rmat
ion
from
the
eyes
36
9.J
O
Gra
ce B
oyle
was
a te
ache
r in
Hem
pste
ad, N
ew Y
ork
for
20 y
ears
and
rec
eive
d he
r M
.S. d
egre
e in
Ele
men
tary
Adm
inis
trat
ion
from
Hof
stra
Uni
vers
ity. S
he d
evel
oped
, coo
rdin
ated
and
impl
emen
ted
a pr
ogra
m f
or g
ifte
d an
dta
lent
ed s
tude
nts
in th
e H
emps
tead
sch
ool s
yste
m. M
s. B
oyle
has
wri
tten
curr
icul
um m
ater
ials
for
sev
eral
text
book
publ
ishe
rs, s
peci
aliz
ing
in a
ctiv
ity b
ooks
that
enc
oura
ge c
hild
ren'
s cr
itica
l thi
nkin
g sk
ills
and
stor
ies
that
prom
ote
scie
ntif
ic c
urio
sity
. Cur
rent
ly, M
s. B
oyle
is a
fre
elan
ce w
rite
r. H
er s
on, D
r. T
hom
as P
. Boy
le, a
Flo
rida
rad
iolo
gist
, ser
ves
as c
onsu
ltant
for
her
sci
ence
-bas
ed w
ritin
g.
T L
ewis
was
bor
n in
Tex
as b
ut h
as tr
avel
led
exte
nsiv
ely,
livi
ng in
suc
h lo
cale
sas
Afr
ica,
Sw
itzer
land
and
Ala
ska.
Cur
rent
ly, h
e liv
es in
a s
mal
l tow
n in
the
stat
e of
Was
hing
ton
with
his
wif
e an
dyo
ung
son.
Whi
le h
is b
road
ran
ge o
far
twor
k ha
s ap
pear
ed in
man
y fo
rmat
s, h
e is
esp
ecia
lly f
ond
of c
reat
ing
illus
trat
ions
for
chi
ldre
n. R
ecen
t boo
ks b
eari
nghi
s w
ork
are
Bed
time
Rhy
mes
fro
m A
roun
d th
e W
orld
and
Cin
dere
lla: T
he U
ntol
d St
ory.
He
has
draw
n th
e M
icke
yM
ouse
com
ic s
trip
for
Dis
ney
Prod
uctio
ns a
nd is
one
of
the
crea
tors
of
Ove
r th
e H
edge
,a
com
ic s
trip
in n
atio
nal
synd
icat
ion.
Facu
lty m
embe
rs in
the
Div
isio
n of
Sch
ool-
Bas
ed P
rogr
ams
at B
aylo
r C
olle
ge o
f M
edic
ine
in H
oust
on, T
exas
, hav
ede
velo
ped
and
revi
sed
inst
ruct
iona
l mat
eria
ls f
or th
e B
rain
Lin
k® p
roje
ct. J
udith
Dre
sden
, Bar
bara
Tha
rp a
nd N
ancy
Mor
eno
have
bee
n w
orki
ng to
geth
er a
t Bay
lor
for
seve
ral y
ears
on
scie
nce
educ
atio
n pr
ojec
ts in
volv
ing
teac
hers
and
stud
ents
fro
m k
inde
rgar
ten
thro
ugh
colle
ge. A
ll ar
e pa
rent
s of
teen
age
or g
row
n ch
ildre
n. A
s a
team
, the
y al
so h
ave
crea
ted
inst
ruct
iona
l mat
eria
ls f
or th
e M
y H
ealth
My
Wor
ldT
M p
roje
ct, w
hich
foc
uses
on e
nvir
onm
enta
l hea
lth s
cien
cefo
r el
emen
tary
sch
ool s
tude
nts.
Judi
th D
resd
en, o
rigi
nally
fro
m N
ew Y
ork
and
New
Eng
land
, for
mer
ly c
ondu
cted
edu
catio
nal r
esea
rch
and
eval
uatio
n fo
r pu
blic
and
pri
vate
sch
ools
. Edi
tori
al w
ork
with
a p
ublis
hing
com
pany
als
o le
d to
her
cur
rent
inte
rest
inw
ritin
g an
d ed
iting
sto
ries
and
sci
ence
act
iviti
es f
or c
hild
ren.
She
dir
ects
the
Bra
in L
ink
proj
ect a
t Bay
lor
and
at r
egio
nal
cent
ers
arou
nd th
e co
untr
y. O
ther
pro
ject
s in
volv
e pr
omot
ing
min
ority
stu
dent
s' a
cces
s to
car
eers
in s
cien
ce a
nd th
ehe
alth
pro
fess
ions
.
Bar
bara
Tha
rp, o
rigi
nally
fro
m C
alif
orni
a, o
nce
wor
ked
for
the
FBI
in W
ashi
ngto
n, D
.C.,
and
late
rw
as a
nec
onom
ic a
naly
st f
or a
n oi
l com
pany
. Mor
e re
cent
ly, s
he h
as b
een
an e
lem
enta
ry te
ache
r sp
ecia
lizin
g in
her
fav
orite
subj
ects
, sci
ence
and
mat
h. C
urre
ntly
, in
addi
tion
to c
reat
ing
educ
atio
nal m
ater
ials
, she
als
o en
joys
wor
king
with
man
ycl
assr
oom
teac
hers
and
thei
r st
uden
ts. S
he d
irec
ts e
lem
enta
ry s
choo
l tea
cher
enh
ance
men
tpr
ogra
ms
at B
aylo
r.
Nan
cy M
oren
o, o
rigi
nally
fro
m W
isco
nsin
and
Mic
higa
n, is
a b
iolo
gist
who
spe
cial
izes
in b
otan
y. S
he s
pent
cons
ider
able
tim
e st
udyi
ng n
eotr
opic
al p
lant
s in
Mex
ico
befo
re c
ompl
etin
g he
r do
ctor
al d
egre
e at
Ric
e U
nive
rsity
.C
urre
nt in
tere
sts
incl
ude
invo
lvin
g sc
ient
ists
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The Brain Link® series for health and science education provides:
Adventures in learning: Story BooksExciting hands-on: Activities Guide for TeachersEngaging health/science mini-magazine: Explorations for Children and Adults
The Brain Link series includes:
Skullduggery Trouble at TsavoBrain Comparisons Motor Highways
WIPIaLign
oc,.,540
The Cookie CrumblesSensory Signals
(:4010'.ottS
UPTORA'11oNt
Danger at Rocky RiverMemory & Learning
BEST COPY AVAILABLE
BrainLink®
uJ M fi: 4jR TT 1±\ Cr_ fli ss
Sensory SignalsRevised Edition
Nancy Moreno, Ph.D.Leslie Miller, Ph.D.
Barbara Tharp, M.S.Katherine Taber, Ph.D.Karen Kabnick, Ph.D.Judith Dresden, M.S.
Baylor College of Medicine
Houston, Texas
© 1997 by WOW! PublicationsAll rights reserved. Revised Edition 1997Printed in the United States of AmericaWOW! Publications, Inc.
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
ISBN: 1-888997-23-0
The mark "Brain Link" is a registered service mark of WOW! Publications."NeuroExplorers" is a trademark of WOW! Publications.
No part of this book may be reproduced by any mechanical, photographic orelectronic process, or in the form of an audio recording, nor may it be stored ina retrieval system, transmitted, or otherwise copied for public or private usewithout prior written permission of the publisher. Black-line mastersreproduced for classroom use are excepted.
The activities described in this book are intended for school-age children underdirect supervision of adults. The authors, Baylor College of Medicine and thepublisher cannot be responsible for any accidents or injuries that may resultfrom conduct of the activities, from not specifically following directions, or fromignoring cautions contained in the text.
Development of BrainLink' educational materials was supported, in part, byfunds from the National Institutes of Health, Science Education PartnershipAward grant number R25 RR09833 to Baylor College of Medicine. Theopinions, findings and conclusions expressed in this publication are solely thoseof the authors and do not necessarily reflect the views of Baylor College ofMedicine, the sponsoring agency, or the publisher.
Cover design: Bob PerettiDesign and production: Kerrie KernsIllustrations: Kerrie Kerns, Rhonda Flemming and T Lewis
Table of Contents
Acknowledgments ii
About Brain Link iii
Where Do I Begin? iv
Sample Sequence of Activities, Adventures and Explorations v
Materials vi
Activity 1. Windows to the World 1
Activity 2. Putting It All Together 4
Activity 3. Sense Phone 8
Activity 4. Vision and Illusions 16
Activity S. Can You Hear Me? 23
Activity 6. Tactile Tests 27
Activity 7. Get the Point?
Activity 8. My Sensory Strip
Activity 9. Use Your Brains, Create Refrains
Glossary
30
33
36
39
Science and Health for Kids!
These Brain Link Activities are designed to be used with otherconwohents of the Sensory Signals unit:
rainLink AdventuresThe Cookie.CrUmbles: The. NeuroExplorersrm irva Case of
Sensory Sleuthing
BrainLink ExplorationsSensory Signals
BrainLink@1997, WOWI Publications
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ContentsSensory Signals
ACKNOWLEDGMENTS
The BrainLink project at Baylor College of Medicine hasbenefited from the vision and expertise of scientists andeducators from a wide range of specialties. Our heartfeltappreciation goes to James Patrick, Ph.D., Professor and Headof the Division of Neuroscience, Stanley Appel, M.D.,Professor and Chairman of Neurology, and Carlos Vallbona,M.D., Distinguished Service Professor and Chairman ofCommunity Medicine at Baylor College of Medicine, who havelent their support and expertise to the project. We also expressour gratitude to Leslie Miller, Ph.D., who assembled theoriginal BrainLink development team and guided the BrainLinkproject through its first years, and to Cynthia Bandemer,M.P.H., Director of Education, Houston Museum of Healthand Medical Science, who directed BrainLink activitiessponsored by the Harris County Medical Society.
Members of the original BrainLink steering committee providedmuch valued vision and inspiration for shaping the originaldirection and design of the project: Terry Contant, Ph.D.;Barbara Foots, M.S.; Anne Hayman, Ph.D.; Judith Livingston,M.Ed.; Christina Meyers, Ph.D.; Kathleen Philbin, Ph.D.;Carolyn Sumners, Ed.D.; and Katherine Taber, Ph.D.
Several colleagues provided guidance during the production ofthis guide. In particular, we would like to offer our specialthanks to: Scott Bassinger, Ph.D.; Francis Catlin, M.D.; CeliaClay, M.P.H.; Dane Chetkovich, M.D., Ph.D.; Ruthanne Eatock,Ph.D.; Ron Fields, Ph.D.; John Maunsell, Ph.D.; Sarah Pallas,Ph.D.; and Samuel Wu, Ph.D.
Special thanks go to the National Institutes of Health, ScienceEducation Partnership Award Program, to Marjorie A. Tingle,Ph.D. and to Robert Hendrickson, Ph.D. for their support of theBrainLink project.
We are especially grateful to the many classroom teachers in theHouston area who eagerly participated in the field tests of thesematerials and provided invaluable feedback.
BrainLink Project Director: Judith Dresden, M.S.BrainLink Project Co-director: William Thomson, Ph.D.BrainLink Project Faculty: Barbara Tharp, M.S. and Nancy Moreno, Ph.D.
AcknowledgmentsSensory Signals
100
"The brain is the last andgrandest biological frontier,the most complex thing wehave yet discovered in ouruniverse. It containshundreds of billions of cellsinterlinked through trillionso connections. The brainboggles the mind."
James D. Watsonfrom Discovering the BrainNational Academy Press1992
BrainLink@1997, WOW! Publications
ABOUT BRAINLINK - Science and Health for Kids!
The Brain Link Project's exciting Activities, Explorations andAdventures "link" students, teachers and parents to advancedknowledge of the brain and nervous system and to vital science andhealth information. Prepared by teams of educators, scientists andhealth specialists, each Brain Link unit focuses on a different aspect ofthe brain and the nervous system. The activity-based, discovery-oriented approach of the Brain Link materials is aligned with theNational Science Education Standards and the National HealthEducation Standards.
The three components of each Brain Link unit help students learnwhy their brains make them special.
Brain Link Adventures presents the escapades of theNeuroExplorers Club in an illustrated storybook that alsoteaches science and health concepts.
Brain Link Explorations for Children and Adults is a colorfulmini-magazine full of information, activities and fun things todo in class or at home.
fXPLORATIONSFOR CHILDREN AND ADULTS
Brain Link Activities Guide for Teachers presents activity-based lessons that entice students to discover concepts inscience, mathematics and health through hands-on activities.
GUIDE FOR T EACHERS
BrainLink materials offer flexibility and versatility and areadaptable to a variety of teaching and learning styles.
BrainLink01997, WOW! Publications
10 About BrainLinkSensory Signals
WHERE DO I BEGIN?
The Adventures, Explorations and Activities components of each Brain Link unit are designed to be usedtogether to introduce and reinforce important concepts for students. To begin a Brain Link unit, someteachers prefer to generate students' interest by reading part or all of the Adventures story. Others use thecover of the Explorations mini-magazine as a way to create student enthusiasm and introduce the unit.Still others begin with the first discovery lesson in the Brain Link Activities - Guide for Teachers.
If this is your first Brain Link unit, you may want to use the pacing chart on thefollowing page as a guide to integrating the three components of the unit intoyour schedule. When teaching Brain Link for 45 to 60 minutes daily, mostteachers will complete an entire Brain Link unit with their students in two tothree weeks. If you use Brain Link every other day or once per week, oneunit will take from three to nine weeks to teach, depending on the amountof time you spend on each session.
The Brain Link Activities - Guide for Teachers provides backgroundinformation for you, the teacher, at the beginning of each activity. Inaddition, a listing of all materials, estimates of time needed to conductactivities and links to other components of the unit are given as aids forplanning. Questioning strategies, follow-up activities and appropriatetreatments for student-generated data also are provided. The final activity ineach Brain Link Activities - Guide for Teachers is appropriate for assessingstudent mastery of concepts.
Using Cooperative Groups in the Classroom
Cooperative learning is a systematic way for students to work together in groups of two to four. It providesan organized setting for group interaction and enables students to share ideas and to learn from one another.Through such interactions, students are more likely to take responsibility for their own learning. The use ofcooperative groups provides necessary support for reluctant learners, models community settings wherecooperation is necessary, and enables the teacher to conduct hands-on investigations with fewer materials.
Organization is essential for cooperative learning to occur in a hands-on science classroom. There arematerials to be managed, processes to be performed, results to be recorded and clean-up procedures to befollowed. When students are "doing" science, each student must have a specific role, or chaos may follow.
The Teaming Up model* provides an efficient system. Four "jobs" are delineated: Principal Investigator,Materials Manager, Reporter, and Maintenance Director. Each job entails specific responsibilities. Studentswear job badges that describe their duties. Tasks are rotated within each group for different activities, so thateach student has an opportunity to experience all roles. Teachers even may want to make class charts tocoordinate job assignments within groups.
Once a cooperative model for learning has been established in the classroom, students are able to conductscience activities in an organized and effective manner. All students are aware of their responsibilities andare able to contribute to successful group efforts.
* Jones, R. M. 1990. Teaming Up! LaPorte, Texas: ITGROUP.
Where Do I Begin?Sensory Signals iv
Brain Link@1997, WOW! Publications
Sensory SignalsSample Sequence of Activities, Adventures and Explorations
The components of this Brain Link unit can be used together in many ways. If you have never usedthese materials before, the following outline might help you to coordinate the Activities described in thisbook with the unit's Adventure story (The Cookie Crumbles) and Explorations mini-magazine (SensorySignals).
Similar information also is provided for you in the Links section of each activity in this book.
Activity ConceptsClass Periodsto Complete
Activity
Links to Other Components of Unit
Adventures:Cookie Crumbles
Explorations:Sensory Signals
1. Windows to theWorld
Senses provide us withinformation about theworld.
1
Read: A Friend Returns;Cross-Wired; MysteryCookies
Cover page activity; TheNeuro Side ( p 7)
2. Putting It All Together
Different areas of thecerebrum receiveinformation from thesenses.
1
Read: NeuroExplorersIn Action; CousinConnie's CookieCompany
Gray Matters (p 2); Is SeeingBelieving? (p 3)
3. Sense Phone The brain receives andintegrates informationfrom the senses.
1 or 2Read: Decision Made;Dark Voices
Gray Matters (p 2); SensibleGames (p 5)
4. Vision and Illusions
Optical illusions provideclues about how the braincluesprocesses visualinformation.
or 2 Read: A Sensory Plan;Everyone Needs a Brain
Is Seeing Believing? (p 3); UseYour BrainPromote YourHealth (p 4); Sensible Games(p 5)
5. Can You Hear Me?Some kinds of hearingloss are preventable.
1Read: Bittersweet;Visible Clues
Gray Matters (p 2); Decadeof the Brain (p 4); SensibleGames (p 5)
6. Tactile TestsThe sense of touch varieson different parts of thebody.
1Read: Making Sense?;Feeling for Clues
Cover Activity; Gray Matters(p 2); Careers forNeuroExplorers (p 7)
7. Get the Point?
Receptors in the skinreceive information fromwithin their receptivefields.
1
Read: Sensing Danger;The Better to Hear YouWith
Cover Activity; Gray Matters(p 2)
8. My Sensory StripThe sensory cortexreceives information fromreceptors in the skin.
1
Read: Putting It AllTogether; Caught in aWeb; Big Trouble
Gray Matters (p 2)
9. Use Your Brains,
Create Refrains
Summary of concepts andassessment 1
Read: A SensationalEnding; The SensibleSolution
Gray Matters (p 2); Decadeof the Brain
Brain Link@1997, WOW! Publications 103 Sample Sequence
Sensory Signals
MaterialsYou will need the following materials to teach this unit.
package of popped popcorn, buttered and salted (Activity 1)
package of unpopped popcorn, no salt, no butter (Activity 1)
hot air or other popcorn popper (Activity 1)
two identical opaque plastic bags (Activity 1)
colored markers or crayons (Activities 2 and 3)
scissors (one per student or group) (Activities 3 and 8)
15 meters of medium weight string per group of six students(Activity 3)
six disposable cups (8 oz size) per group of six students(Activity 3)
small box of paper clips (Activities 3, 6 and 7)
hand magnifiers (one per student or pair of students) (Activity 4)
white notecards (one per student) (Activity 4)
disposable ear plugs (one pair per student) (Activity 5)
cassette or compact disc player and tapes or compact discs(Activity 5)
paper lunch bags (one per pair of students) (Activity 6)
pairs of similar tactile materials, for example: penny andwasher, cotton and fur, fine and coarse sandpaper, newsprintand copy paper, foil and wax paper) (Activity 6)
rulers (one per student or group) (Activities 7 and 8; forActivity 8, rulers should be divided in millimeters)
clear tape (one roll per group) (Activities 7 and 8)
pipe cleaners (one per student) (Activity 8)
glue (Activity 8, if not using tape)
MaterialsSensory Signals
104
Call 1-800-969-4996for, information aboutBrainLink printedmaterials and supplies.
BrainLink@1997, WOW! Publications
Windows to the WorldBRAINLINK BACKGROUND (for the teacher)
Our senses are our "windows to the world." Through thesenses, we obtain information necessary for survival. Like allother forms of life, we need to interact with our surroundings toobtain nutrients, protect ourselves from danger and reproduce.Senses also work within our bodies to provide cues aboutvarying states of our body organs and positions of our musclesand limbs.
Simple one-celled organisms, such as the amoeba, detectlight, temperature and other characteristics of the environmentover much of their external surfaces. More complex animalshave evolved specialized cells called receptors that respond tospecific aspects of their environments by sending messages to therest of the nervous system. Receptors translate informationabout the physical world and conditions inside the body intoimpulses that travel along neurons. Most receptors arespecialized to respond best to a particular kind of stimulus.Thus, the simple nerve endings in the skin respond to pressure ortemperature, while rods and cones, receptors in the back of theeye, react only to the presence of different kinds of light.
Specialized regions within the brain receive and integrateinformation detected by sensory receptors. Through this process,we are able to interpret and react to our environment. Sensesenable us to participate in the worldto learn, to achieve, todiscover, to communicate.
Taste and smell, in particular, are emphasized as studentsembark on a sensory exploration that introduces this unit ofBrain Link activities. You may wish to highlight some of theinteresting facts about taste and smell listed on the following page.
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit.
Cookie Crumbles chapters:A Friend ReturnsCross-WiredMystery Cookies (see science box on page 18)NOTE: If this is your students' first Brain Link Adventurestory, have them read the introductory sections of thebookThe Beginning and The Club Membersbeforecontinuing with the chapters listed above.
Explorations:Cover page activity
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0 0Brain LinkC41997. WOW! Publications
ACTIVITY 1
CONCEPTSSenses provide us withinformation about the worldaround us.Senses provide informationfrom within the body:,
OVERVIEWStudents conduct anexploration using all fiVa..senses.
1-3
SCIENCE & MATH SKILLSObserving, predi ng anddrawing conclusions
TIMEPreparation: 15 minutesClass: 30 minutes
443014,,!,t,MATERIALS
3plain, unpopped popcornapparatus for POppiritionibuttered; *Salted popcorn(previously prepared orpurchased)2 identical opaque plaiticbags
The senses are our "windows tothe world."
1. Windows to the WorldSensory Signals
SET-UP
Conduct this discovery lesson with the entire class. The activitywill lead students to think about the basic scientific questions,What do you think is happening? and How do you know?
Pop or purchase buttered, salted popcorn before class andput it in an opaque plastic bag. Bring plain, unpopped popcorn(no butter or salt) to be prepared in class.
PROCEDURE
1. Conceal a popcorn popper behind a desk or screen andbegin popping the corn. Ask the students to sit quietly attheir desks. As the kernels begin to pop, ask, What do youthink is happening behind the screen? When studentsrespond that you are making popcorn, ask, How do youknow? If only one sense is mentioned, ask, What else tellsyou it's popcorn?
2. Without allowing students to watch, put the warm, newly-popped corn into a bag identical to the one containing thebuttered, salted popcorn. Bring out both bags. Ask, Howcould you tell which batch was just popped? Let the studentstouch the bags. Again, ask, Which batch was just popped?What makes you think so?
3. Now ask, Is either batch flavored? How could you tell?Allow students to smell the popcorn from each batchwithout peeking into the bag. Ask, Are they the same ordifferent? How are they different?
4. Finally ask, Are either or both batches salted? How couldyou find out? Allow one or all students to taste one kernelfrom each batch.
5. Conclude by conducting a discussion with the students abouthow they were able to solve the popcorn mysteryaf studentshave not yet mentioned "senses," introduce the COn:cept.
1. Windows to the WorldSensory Signals
Taste and Smell Facts
Taste and smell depend onreceptors that normally arestimulated by chemicals.Molecules dissolved in liquidare detected by receptors 'onthe tongue. Molecules carriedin air are recognized by '71:1-41
'receptors inside the nose;
Even though the sense of "- :1smell is about 10,000 timesas sensitive as taste, thesenses of smell and tasteusually work in concert,....allowing us to distinguish r}"
-.among thousands of diffeient:,odors and flavors.
, . ;
There are about 10,000.receptor units or taste buds'organized in small clusteis on-the tongue.
4,While the four basic tastessweet, sour, salty and bittercan be detected over -mostthe tongue's surface, certainregions are more responsiveto a particular taste; The tipof the tongue is mostsensitive to sweet, the frontand sides to salt, the-sidethe very back to sour'and,the-center back to bitter.
Ask students which bag containsrecently popped corn.
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Brain Link01997, WOW! Publications
Senses bring information about inside and outside the bodyto the brain. Very briefly discuss the common senses (sight,hearing, smell, taste, touch/feeling).
6. Ask the students to tell you all the parts of the body and thenervous system that they used in this exploration (eyes, nose,mouth, tongue, ears, fingers, brain, neurons, etc.)
Stimulate further discussion by asking, What did your braindo? How did the information get from the sense organs (eye,ear, fingers, nose, etc.) to the brain? These questions willbuild interest for Activity 2.
8. Draw a simple diagram on the board, as shown, to illustratethe relationship between detecting a stimulus, sending amessage to the brain and interpreting the message in thebrain.
BRAIN JOGGING
Here are more ideas for you and your students to explore.
What do you think a sense is? Is the ability to detect thepassage of time a sense? How about balance? Hunger?Detecting graVity?
Can you think of anything that you do or have ever donewithout using any of your senses?
Some people believe that our brains can receive informationdirectly. This controversial phenomenon is calledextrasensory perception (ESP). What does the word,"extrasensory," mean? Do you think that it's possible for thebrain to receive information that does not pass through thesensory system?
Brain Link@1997, WOW! Publications
sensoryreceptor
Make a simple diagram of sensorypathways on the board.
1. Windows to the WorldSensory Signals
Putting It All TogetherBRAINLINK BACKGROUND (for the teacher)
Certain parts of the brain are dedicated to each sense.Initially, different areas of the cerebrum are responsible forreceiving messages from each kind of sense organ. For example,a specific region of the cerebrum in the back of the brain isdedicated to receiving information from the eyes. Not only areareas of the brain specialized with regard to the senses, butscientists have discovered that, within each specialized area ofthe brain, neurons respond to particular aspects of sensoryinformation. In the visual region, for instance, some neurons aredevoted to motion, others to color, and yet others to shapes andpatterns. The diagram at the bottom of the page shows theprimary sensory processing area (sensory cortex) for each of thefive senses. While not shown on the drawing, it should be notedthat all sensory information is routed through a central locationdeep inside the brain (known as the thalamus), before being sentto the appropriate Sensory area.
After sensory signals are initially processed, they areforwarded to other areas of the cerebrum for more complexintegration. In addition, there are areas in the cerebrum wherethe brain puts together information from all the senses. Whenwe obtain information from several senses, we often are betterable to understand a situation than when we have only one formof sensory input.
Motor Cortex
ACTIVITY 2.
CONCEPTSDifferent areas of thecerebrum receiveinformation from each sense.
OVERVIEW ,Students learn about thespecial areas of the brain thatreceive information from thesenses. .
SCIENCE & MATH SKILLSModeling and inferring
-
TIMEPreparation: 5 minutesClass: 30 minutes 't
MATERIALScopies or. oyerhead..4g.transparency of *SensoryAreas of the Cerebrum" on..:page 6
=
copies of "Sensory NeuroKidon, page 7 (one per student)
The pathway of tasteto the cerebrumis still unknown.
Smell Area(Olfactory Cortex)
Auditory Area(Auditory Cortex)
2. Putting It All TogetherSensory Signals
Visual Area(Visual Cortex)
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Primary Sensorygittreas of the Cerebrum
te .108 BrainLink@1997. WOWI Publications
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit.
The Cookie Crumbles chapters:NeuroExplorers in ActionCousin Connie's Cookie Company
Explorations:Gray Matters (page 2)Is Seeing Believing? (page 3)Sensible Games (page 5)
SET-UP
Conduct this activity with the entire class.
PROCEDURE
1. Project an overhead or distribute copies of the Sensory Areasof the Cerebrum page. Have students identify basic parts ofthe brain (such as cerebrum, cerebellum and brainstem)before pointing out the special areas where information fromeach sense is first processed. Ask, Can you find whereinformation about things we see is sent? About things wesmell? About things we hear?
Give each student a copy of the NeuroKid page. Have thestudents draw a line from each sensory stimulus (lamp, food,radio, etc.) to the primary receptor organ associated with it(eye, ear, tongue), and on to the area of the cerebrum wherethat particular sensory information is processed.
3. You may want to assign a specific color for each sense tomake the diagram easier to follow. Students may use thatcolor to fill in the corresponding area of cerebral cortex.
4. Note that the stimuli may evoke more than one sensoryresponse. For example, food can be tasted, smelled, seen andtouched. After their initial responses, urge older students tonote all the senses that could be stimulated by each item.
2.
BRAIN JOGGING
Here is another idea for you and your students to explore.
Which sense do you usually rely upon most? Explain whythat sense is more important to you compared to all yourother senses.
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Unusual Animal SensesThere are many fascinating ways inwhich different animals "sense"their environments through distinctsets of "windows," or senses. Eachorganism is sensitive to only aportion of the information available
.in:the environment. Animals have,evolved different types of"windows" depending upon theParticular environment in whichthey live and what, specifically, theyneed to know about their.Surroundings in order to survivelong enough to produce offspring.
"Did you know that:
Mosquitoes are able to detect thepresence of potential prey by
.sensing the carbon dioxide (CO2);biven off as waste from animalrespiration?
e' Crabs and flies tastewith their feet, allowing
= them to knowimmediately if they have
..7landed upon something edible?*Some male moths can smell and
then locate a potential mate:ri"everal miles away by detecting-airborne chemicals (pheromones)produced by the female?
*Bats and whales send out sound---,signals and monitor the echo to
assess the nearness of obstacles,danger and food (echolocation)?Homing pigeons and other birdsire believed to sense the
teirth's magnetic fields."-,kand use that information
foi.navigation?14Fiectric fish generate
electric fields aroundz."`' ,Nthemselves that allow them
la.detect objects in theirimmediate vicinity?
z.?!.Rattlesnakes use a special organ
.:(the pit organ) to locatepother animals, even intotal darkness, byseeing an aura
.--,;,,indicating the warmth1,!-.cif,t.he other animal's
body?
2. Putting It All TogetherSensory Signals
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'1112' Sensory NeuroKidThere are many things in NeuroKid's room that he can see, hear, smell, taste or touch.
Draw a line from some of these things to the place on his body (such as his eye, ear, nose,mouth or hand) where NeuroKid would receive information about them. Then connectthe line to the place in NeuroKid's brain where that sensory information would go.
Brain Link@1997, WOW! Publications
2. Putting It All TogetherSensory Signals
SensePhoneBRAINLINK BACKGROUND (for the teacher)
Some neurons or other cells act as receptors to translatedifferent types of physical information (light, heat, presence ofcertain molecules, etc.) into nervous system messages or signals.These signals then travel along sensory neurons to the brain.
Most sensory receptors are specialized to respond to aparticular type of information. For example, there are differentreceptors in the skin devoted to receiving and transmittinginformation about pain, pressure, heat, cold and touch.Interestingly, there are many aspects of the physical environmentto which our receptors do not respond. For example, we "see"light only between wavelengths of 400 and 700 nanometers (onenanometer is equivalent to one billionth of a meter) in theelectromagnetic spectrum. Other organisms, such as many speciesof bees, are able to see wavelengths that are invisible to us.
The brain continually is being bombarded by sensory signalsfrom inside our bodies and all around us. Incredibly, it is able tofilter out much of that input, enabling us to ignore some of thesignals, but to utilize others. Complex communication andprocessing occur continuously within the brain's neural networksto produce "understanding" of what is happening around us.
This activity is designed to help students discover, in a basicway, how the senses work together. It emphasizes the veryimportant role the brain plays in deciphering and integratingsensory information.
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit.
The Cookie Crumbles chapters:Decision MadeDark VoicesAlso see science boxes on pages 3-4
Explorations:Gray Matters (page 2)Is Seeing Believing? (page 3)Sensible Games (page 5)
SET-UPYou will need to copy the What Would You Be Doing If...?
pages and cut out the individual cards. Students rifarcio this ifyou prefer. Divide the class into groups of six studentkt oconduct this activity.
3. SensePhoneSensory Signals
113
ACTIVITY 3
CONCEPTSThe brain receives andintegrates information fromall of the senses.
OVERVIEWStudents create a string andcup model of sensoryreceptors and the brain thatallows them to explore howthe brain puts togetherinformation from each of thesenses.
SCIENCE & MATH SKILLSUsing variables, measuring,modeling, problem solving andinferring
TIMEPreparation: 10 minutesClass: 45-60 minutes
MATERIALSEach group of six students willneed:
copy of "SensePhoneInstructions" on page 10set of "What Would You BeDoing If...?" cards on pages11-156 disposable cups (8 oz size)15 m of medium weightcotton string11 paper clipsscissorscolored pencils or markers
BrainLink@1997, WOWI Publications
PROCEDURE
1. Have each group construct a sensory nervous system modelconsisting of 5 "sensory receptors" (cups) connected byseparate "sensory neurons" (strings) to a central receiver or"brain" (cup) using the Sense Phone Instructions as a guide.The string from each "receptor" will enter the "brain" at anarea representing the specific area of cerebrum for that sense.
2. Use the Sense Phones to learn about the brain's role in"making sense" of incoming information. Distribute a set of"What Would You Be Doing If...?" riddle cards among the"sensory receptors" in each group. Retain the answer cardsfor yourself. Cards for four riddles are provided. Studentsmay enjoy creating their own riddles on the blank cards.
3. Within the groups, have each "sensory receptor" read his/herinformation in turn into the "receptor" cup so that only the"brain" can hear it. After listening to all of the clues, the"brain" should put all the information together (integrate it)in order to come up with a solution. Allow the "brain" afew moments for thinking after the clues are spoken.
4. There may be many "right answers" to each riddle. Theanswer cards contain one possible interpretation of thesensory information. Your students may be more creative atanswering the question, "What Would You Be Doing If...?"Accept all answers that are plausible!
5. After the "brain" has proposed a solution, have each"receptor" read his or her information to the group. Ask thestudents, Is the information from any of the individualsenses enough to figure out the answer? Does the brain haveenough information to solve the riddle? Have studentswithin each group rotate positions after each riddle.
6. Develop a class discussion about the senses and sensoryintegration by asking the students, Do you think that youcould describe an object using only one sense? If so, whichsense? If not, which sense might give you the mostinformation? What about describing a whole situation oractivity? Why might you be able to describe an object, butnot an activity, using only one or two senses?
BRAIN JOGGING
Here are more ideas for you and your students to explore.
Think of situations in which information from only a singlesense is not enough to understand what is happening.
77-"nWhy do you think the sensory receptors for he , seeing,smelling and tasting are located on your head?
E:24
BrainLink61997, WOWI Publications
BEST COPY AVAILABLE4 -1j. J. tic
Students use cups and string tocreate a model of the sensorynervous system.
Distribute riddle cards to each groupof students. Use the blank riddlecards on page 15, if students wouldlike to create their own riddles.
If desired, students mayexperiment with differenttypes of string, cups,'attachmentlengths of siring; indoorand outdoor settings, etc.to get the best resultsfrom their model:
3. SensePhoneSensory Signals
Sens
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116
What Would You Be Doing If...?
Riddle 1
I hear somethingcrunching.
Possible brain solution:I am eating a red apple.
BrainLink101997, W014/1 Publications 117 3. SensePhone
Sensory Signals
What Would You Be Doing If...?
Riddle 2
I hear somethingdripping.
I see something roundedand yellow.
Possible brain solution:I am making lemonade.
3. Sense PhoneSensory Signals 118
Brain Link01997, WOW! Publications
What Would You Be Doing If...?
Riddle 3
I hear wind blowing andwater rushing.
Riddle 3
I smell something fishy.
Riddle 3
I feel something wet.
Brain Link01997, WOW1 Publications
Possible brain solution:I am at the ocean shore orbeach.
110 3. Sense PhoneSensory Signals
T11 What Would You Be Doing If...?
I see movement, colorsand many people.
Riddle 4
I feel hot and dusty.
3. Sense PhoneSensory Signals
Possible brain solution:I am at a rodeo, carnivalor fair.
120 Brain Link101997, WOW! Publications
What Would You Be Doing If...?Blank Riddle Cards
Brain Link101997, WOW! Publications
I613. SensePhone
Sensory Signals
. Vision and Illusions
BRAINLINK BACKGROUND (for the teacher)
The Visual System
Most of our knowledge about the surrounding world comesfrom the sense of vision. This seemingly miraculous sensetransforms signals produced by light energy entering the eye intoperceptions of movement, color and form. The abilities torecognize a face, identify an object under different conditions oflight or interpret the different components of a landscape resultfrom complex processes that take place in many different areasof the cerebral cortex. The strategies used by the brain in visioncannot be duplicated, even by the most sophisticated existingcomputers and software.
We only are beginning to understand how the visual systemin the brain works. While it was once believed that visionworked like a simple camera, we now know that it is a muchmore complex process. Light enters the eye through the pupiland is focused by the lens on the retina, where it activates speciallight-sensitive cells (rods and cones). These cells convert lightenergy into electrical signals that travel along the optic nerve tothe visual centers of the brain. The primary visual cortex, wheresignals are first processed, is located at the back of the head.However, there are at least 20 other areas of cerebral cortexdevoted to the processing of visual information. Cells in differentareas of the visual cortex respond to different characteristics ofobjects (for example, motion, form, color). Each of these areasreceives special information carried along separate pathways.This information is assembled along parallel and hierarchicalroutes, not yet fully understood, to form a three dimensionalmental perception of the world.
Tricking the Eye and Brain
Optical illusions provide clues about the ways in which thebrain processes visual information. The brain appears to makecertain assumptions about what is to be seen in the world. Wheninsuffidient information is provided or the information isconflicting, the brain can be "tricked."
In this activity, students will explore several well-knownillusions. They are based upon the following principles.
4. Vision and IllusionsSensory Signals 122
ACTIVITY 4
CONCEPTSSome optical illusionsprovide clues about how thebrain processes visualinformation.The brain can be fooled byinsufficient or conflictingvisual input.
OVERVIEWStudents learn about thebrain's role in vision, as theyexperience well-known opticalillusions.
SCIENCE & MATH SKILLSObserving, identifyingvariables, identifyingrelationships and measuring
TIMEPreparation: 10 minutesClass: 30-45 minutes
MATERIALSwhite notecards (one perstudent or pair of students)hand magnifiers (one perstudent or pair of students)copies of "The VanishingSpot" and "Brain Illusions"on pages 21 and 22 (onecopy per student)
Brain Link101997, N/014/1 Publications
Inverted Image
Light enters our eyes in the same way that it enters a pinholecamera or passes through a simple lens (such as a handmagnifier). As a result, the light that becomes focused on theretina presents an image that is inverted relative to the outsideworld. Higher levels of the brain adjust for this, so that we "see"the world in its correct orientation.
Filling In
Sometimes, when information that the brain receives aboutthe physical world is not complete, it tries to fill in the gaps.This happens with the area in the field of vision thatcorresponds to the "blind spot" on the retina. The blind spot isthe exit point for the optic nerve to the brain. It contains noreceptor cells and cannot react to incoming light.
However, we do not "see" a blank space in our field ofvision, because the brain fills in the missing area with anestimate of what it should look like. This astonishing processcan be experienced in the illusion presented on the studentpage, The Vanishing Spot. This illusion is constructed so that ablack circle or a gap in a line falls exactly on the blind spot ofthe eye. When the brain "fills in" the blind spot, the image ofthe circle disappears and the line appears unbroken!
Grouping
Light coming into the eye is detected as tiny points by theindividual receptors in the retina. This information must beprocessed through many levels in the brain before it becomesuseful. In fact, the association of separate points into moremeaningful mental images is one of the primary tasks of thevisual cortex. One of the ways the brain organizes visualinformation is by clustering objects that are close together. As aresult of this tendency, the groups of dots in the second exampleon Brain Illusions appear to be arranged either in columns or inrows, depending upon the spacing.
BrainLink@1997, WOW! Publications
Images are inverted when they arefocused on the retina.
Iris
Pupil
Lens
123
Retina(light receptors)
The blind spot has no receptors forlight, yet we do not see a blankspace in our field of vision.
4. Vision and IllusionsSensory Signals
Figure vs. Ground
The visual system works on a "winner takes all" basis. Theeye and brain can focus intently on only one object at a time.Everything else is reduced to background. When a figure isambiguous, as in psychologist Edgar Rubin's famous vaseexample shown on the Brain Illusions page, the brain jumpsfrom one interpretation to another. Thus, the figure can appearas either two faces in profile or a symmetrical vase, but not asboth at the same time.
Context
One of the most difficult tasks faced by the brain is building Do you see a vase or two profiles?a three-dimensional perception of the world from the two-dimensional image received on the retina. The brain uses severalcontext clues to estimate depth and distance. One clue isshading. Look at the rows of circles in the third example onBrain Illusions. The circles will appear as spheres or cavities,depending upon where you assume the light is coming from. It isvirtually impossible to see both rows of spheres as concave orconvex (adapted from Ramachandran, V. 1988. Perceiving Shapefrom Shading. Scientific American 259(2):76-83). Another clue isperspective. Small-appearing or closely positioned objects can beinterpreted as being far away, depending upon the relative size ordistance of surrounding objects. Examples include railroadtracks that converge in the distance, or an automobile thatgradually increases in size as it approaches. The brain uses cluesabout the relative size of nearby objects to interpret theseexamples correctly.
When provided with insufficient or conflicting information, Context cues provide information aboutthe brain can be fooled. The open cube provided on the Brain distance and size.
Illusions page is a good example of this. Since there are no cluesabout which surface is closest to the viewer, the brain will switchamong different interpretations of the cube. (This illusion wasfirst devised by L. A. Necker in 1832.)
LINKS
This activity can be taught along with the following sectionsof other components of the Sensory Signals unit.
The Cookie Crumbles chapters:A Sensory PlanEveryone Needs a BrainAlso see science box on page 19
Explorations:Is Seeing Believing (page 3)Use Your Brain Promote Your Health (page 4Sensible Games (pages 5-6)The Neuro Side (page 6)Toad Hunt (page 8)
4. Vision and IllusionsSensory Signals
The Necker Cube is a well-knownoptical illusion.
124 B rainLink61997, WOW! Publications
SET-UP
Conduct the following explorations in one longer or severalshort sessions, depending on the ages of your students and thetime available. Students may work individually or in pairs.
PROCEDURE
1. Inverted Image. Give a hand magnifier and a note card toeach student or pair of students. Direct them to stand withtheir backs to a window as they hold the magnifiers a fewinches in front of the note cards. The students shouldobserve the image that is projected onto the card. (If theimage is not sharp, have them move the magnifier forwardand backward until it becomes focused.) Ask, What do yousee? Is it right side up? Help the students understand that theimage projected onto the retina of the eye also is inverted.The brain "flips" the image to its correct orientation as itbuilds a mental picture of the physical world.
2. Filling In. Pass out copies of The Vanishing Spot and directeach student to follow the simple instructions listed at thebottom of the page. What happens to the black circle? Tothe space in the black line? What do you think is happening?Lead the students to conclude that the brain is filling in thespace corresponding to the "blind spot" on the retina.
3. Grouping. Give each student a copy of Brain Illusions. Askstudents to focus their attention on the rows of dots shownin example A. First, ask them to establish the number of dotsin each group. Follow by asking, Are the dots in the firstgroup arranged cross-wise or up-and-down? Why do youthink so? What about the dots in the second group? Lead thestudents in a discussion about the role of spacing in alteringtheir perceptions of the arrangement of the dots.
4. Figure vs. Ground. Let the students look at example B on theBrain Illusions page. Ask them to describe what they areseeing. (Some will see a vase, others a pair of faces, andothers may mention that the image switches between thefaces and the vase.) Encourage the students to think aboutwhat might be happening. Explain that the eye and brain canbe busy with only one object or image at a time and thateverything else becomes background. In the case of thisillusion, the brain jumps from one interpretation of the figureto the other. Follow by asking whether it is ever possible towatch two different things closely at the same time.
5. Context Clues. Direct students' attention to example C. Askthem to imagine that the light illuminating the ,Isleres iscoming from above. Have them identify whicli`', 416 of
Brain Link01997, WOW! Publications
41 )1 1/4)
The Vanishing Spot
Hold this sheet about I8 inches from your face. Cloth your righteye. Stare at the x using your left eye. Move the sheet back andforth slightly. What happens to the black circle?
Close your right one and try again, this time focusing on theiriangle. What happens?
4. Make and Nuanialgroyaw. le.r
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4. Vision and IllusionsSensory Signals
spheres looks like it is concave and which row looks convex.Now, ask them to mentally switch the light source to belowthe figure. Which row is concave and which is convex now?Challenge the students to establish whether it is possible tosee both rows simultaneously as concave or convex. Why orwhy not?
6. Challenge students to identify which side of the open cube inexample D is facing forward. Is it possible to tell? Whatkinds of clues would we need to determine which side isclosest to the viewer? Students also may notice that theirattention will flip between two (or more) differentinterpretations of the cube, much in the same way as theirinterpretation of example B switched between the vase andthe two faces.
BRAIN JOGGING
Here are more ideas for you and your students to explore.
Try using different tricks of perspective to create drawingsthat represent three-dimensional objects or scenes. Possibletechniques include using shading, making backgroundobjects smaller, and letting linear objects converge in thebackground.
Find other examples of illusions, and ask students todescribe what they think the brain is doing (filling in, usingcontext clues, etc.). Be aware that the brain mechanismsbehind some illusions still are not understood.
4. Vision and IllusionsSensory Signals
126
The Vanishing Spot
x
Hold this sheet about 18 inches from your face. Close your righteye. Stare at the x using your left eye. Move the sheet back andforth slightly. What happens to the black circle?
A
Close your right eye and try again, this time focusing on thetriangle. What happens?
Brain Link01997, WOWI Publications
r)1474. Vision and Illusions
Sensory Signals
Brain Illusions
A. B.
C. D.
4. Vision and IllusionsSensory Signals 128 Brain Link
001997. WOW! Publications
Can You Hear Me?BFtAINLINK BACKGROUND (for the teacher)
Hearing and the Ear
Sound is produced when an object vibrates in air (or anothermedium, such as water) and produces alternating bands of highand low pressure, known as sound waves. Even though soundwaves possess very low levels of energy, our ears and brain areable to detect the frequency and loudness of sounds, as well asto locate sound sources.
The human ear is designed to collect sound waves and detectminute changes in air pressure. The outer ear consists of the earflap and a short passageway known as the auditory canal. Theeardrum or tympanic membrane is located at the inner end ofthe auditory canal. The eardrum bulges inward or outward inresponse to pressure changes caused by sound waves. Thismovement is amplified by the three tiny, interconnected bonesresiding in the middle ear.
Another membrane separates the middle and inner ears. Theinner ear is a complicated labyrinth of interconnected fluid-filledchambers and canals. The upper group of canals is important forthe sense of balance. The lower canal is coiled like a snail shelland is filled with fluid. This structure, known as the cochlea,converts pressure waves into impulses that are sent alongsensory neurons to the auditory centers in the brain.
Sensory Loss
Our ability to detect and process information from theoutside world depends on the presence of intact and functioningsensory systems. Whenever any of the components of aparticular sense is harmed, our capacity to receive informationthrough that sense may be diminished, distorted or eliminated.In the ear, damage to any of the parts described in the precedingsection could result in partial or complete hearing loss.
Some kinds of sensory loss are preventable! While we arenot able to protect our sensory systems from every kind ofdamage, certain measures can be taken to limit harmfulsituations. This is particularly true of the sense of hearing.Simple actions, such as wearing earplugs in noisy settings, oftencan prevent damage to delicate structures inside the ear. Inaddition, protective headgear and helmets for sports and certainoccupations help avoid serious head injuries. Safety glasses,shaded lenses, heavy gloves, protective clothing, and sun screensall shield valuable sensory receptors in the eyes and skin.
;:kThis activity lets children experience how earplugs reduce the
amount of sound that enters the ear:
Brain Link@1997, WOW! Publications
BEST COPY AVAILABLE23
1 2
ACTIVITY 5
CONCEPTSThe human ear is designed totrap sound waves andconvert information aboutsound into nervous systemsignals.Some kinds of hearing lossare preventable.
OVERVIEWStudents experience the effectsof ear plugs and learn aboutprotecting the ear, as anexample of how sensoryloss-can be prevented.
SCIENCE& MATH SlotsObserving, considering andcalculating variables,measuring and drawing,,,conclusions
TIMEPreparation: 15-minutesClass: 30 minutes
MATERIALScopies of "How Loud Is TooLoud?" on page 26 .
disposable earplugs (onepair per student)cassette/compact disc.2,player and one.,di:iiiOr*:tapes or compact discs
,
Protect Your Hearing
Headphones are a particularlyinsidious contributor to hearingdamage. If the volume on apersonal tape player is so loudthat another person can hearthe sound coming from theheadset, the wearer may beharming his/her ears!
5. Can You Hear Me?Sensory Signals
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit:
The Cookie Crumbles chapters:BittersweetVisible Clues
Explorations:Gray Matters (page 2)Decade of the Brain (page 4)Sensible Games (page 5)
SET-UP
This activity may be carried out with the entire class or withgroups of three students. In either case, the activity requires threedifferent categories of participants: (1) students with earplugs,(2) students without earplugs and (3) observers, who also willact as recorders.
In advance, select one or more cassette tapes, CD's or radiosettings that present different kinds of sounds. Examples includespeaking voices, vocal music, classical instrumental music,special sound effects, rock music, etc. For each trial with thestudents, gradually increase the volume of the cassette or CDplayer from the lowest setting possible to one that is betweenmedium and high (the actual amount that you increase theloudness will depend on your classroom size and other factors).If possible, have students sit in a circle, all at an equal distancefrom the sound source.
You or some of your students may want to prepare a tape ofdifferent sounds to use for this activity.
PROCEDURE
1. After dividing them into groups, explain to students thatthey will be listening to sounds that will increase gradually inloudness. Tell the students in the "earplugs" and "withoutearplugs" groups to keep their eyes closed during theexperiment and raise their hands when they first begin tohear a sound. When they stop hearing the sound, theyshould lower their hands and wait for the next one. Repeatthe experiment several times with different kinds of music orsounds. The "observers" should record which of the othertwo groups responded to the sound first during each trial.Depending on the age of your students, you may wish tohave them record the actual time intervals between theresponses of each group.
5. Can You Hear Me?Sensory Signals
Ear drumMiddle ear
Neurons to brain
Auditory canal
Cochlea
The ear is designed to capturesound waves and transform theminto impulses that can be sentalong sensory neurons to the brain.
Students should raise theirhands when they first begin tohear the sound.
130 Brain Link@1997, WOW! Publications
Have all the "earplugs" participants insert the plugs gentlyinto their ears. The plugs should fit snugly, but not beuncomfortable.
3. Play each sound, gradually increasing the volume until all ormost of the students have raised their hands. Repeat theexperiment several times with different kinds of music orsounds. The "observers" should record which of the othertwo groups responded to the sound first during each trial.You may wish to have students calculate the actual timeintervals between responses by the two groups.
4. Lead a discussion of the results of the trials. You may do thisinformally, or you may wish to tabulate the observations onthe board. Did the students wearing earplugs first hear thesound at lower or higher levels of loudness than the groupwithout earplugs? What does this tell us, in general, aboutthe usefulness of earplugs? For which types of sounds werethe earplugs most effective? Discuss the informationpresented on the How Loud is Too Loud? sheet.
BRAIN JOGGING
Here are more ideas for you and your students to explore.
Imagine a new invention that could help compensate for theloss of one of the senses or that increases the acuity of asense. Describe your sense-improvement invention in a shortparagraph or story, or draw a picture of it.
Use the SensePhones to investigate the consequences ofdamage to different components of the sensory system. Havedifferent groups simulate "damage" to receptors, sensoryneurons or the brain by cutting or otherwise modifying thecorresponding component of the SensePhone (i.e., receptorcups, string or brain cup) and testing whether a message canbe sent.
Individuals who are deprived of a particular sense (vision,hearing, etc.) often learn to rely more on informationobtainable through other senses. Common examples includethe use of vision by deaf persons to "read" lips andunderstand spoken language, or the use of touch in thefingertips by blind persons to "read" Braille texts. Suchindividuals usually are able to live rewarding and productivelives by substituting input from one sense with that fromanother sense. Can you think of other examples of sensesubstitution?
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BrainLink(4,1997, WOW] Publications
i31
Sensory LossSensory loss can occur as a resultof disease or damage to any ofthe parts of the sensory system,as described below.
Sensory receptors (in the eye,ear, skin, etc.). Damage tosensory receptors can takeplace in small increments overtime, or can result from asudden catastrophe. Hearingloss from repeated exposure toloud noise is an example of theeffect of gradual injury tosensory receptors. Severe blowsto the eye or ear can causepermanent blindness ordeafness by harmini one-or
' more of the delicate Parts.1Extremely loud noises also cancause immediate andirreversible hearing loss.
Sensory neurons. Whenthesneurons that carry sensoryinformation to the braindegenerate or are severed, nosignal will reach the appropriatearea of the brain, even if thesensory receptor remains intact.Multiple sclerosis is an exampleof a disease that can lead to lossof the sense of touch and/orvision through the gradualbreakdown of the myelin sheath
.1.protecting some sensoryneurons. In the case of hearing,
..`damage to the nerves betweenear and the brain viill result
in deafness.
Brain. Sensory loss as a resultof brain damage depends on the:,region of the brain that isaffected. Specific injury to avery small area of the cerebrumcan impact only one sense.However, swelling and othersecondary consequences oftenlead to ill effects in many ,areasof the brain.
5. Can You Hear Me?Sensory Signals
How Loud ils TOO Loud?
Ringing or a full feeling in the ear signals that you are being exposed to noise thatcould be harmful. When this happens, let your ears rest in a quiet place!
Remember, loud noises are dangerous! Sounds in the DANGER ZONE can causehearing loss if exposure continues for too long a time. Sounds at 140 decibels or highercan even cause instant damage to hearing.
DANGER ZONE
Sound is measured in units called decibels (db).See how different types of sound compare.
Sound Units (db)
5. Can You Hear Me?Sensory Signals
.106050
40
30
firecrackers, jet engine, gun shot
rock concert
headphones, car stereo
snowmobile, subway train
city traffic, lawn mower, motorcycle
alarm clock, hair dryer, factoryrestaurant, vacuum cleanernormal conversationaverage home, refrigeratorprincipal's officesoft whisper, quiet library
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13 2 BrainLinkC11997, WOW! Publications
Tactile Tests
BRAINLINK BACKGROUND (for the teacher)
We often speak of the five senses: vision, hearing, taste,smell and touch. However, the tactile sense, traditionally called"touch," actually encompasses a large group of more or lessseparate senses. These include pressure, vibration, warmth, cold,heat and pain, detected in the skin and deeper tissues.
The number of different kinds of receptors, or "sensors,"present in the skin and the ways in which different dimensionsof touch or feeling are detected by those receptors are notcompletely known. We do know that pressure receptors at thebase of each hair detect minute movements that correspond tocontact, or being touched. Other specialized receptors registertemperature. Pain is detected by free nerve endings.
The perception of different feelings is not distributed equallyin the skin. For example, in any given area, there usually aremore points that are sensitive to pain than there are points thatare sensitive to pressure or to temperature. In addition, someareas of the body have more sensory receptors of a particularkind than others. For example, there are more pressure-sensitive
Free nerveending (pain)
Touch receptor
Temperature \receptors
Cross Section of Skin(Note: Characteristics of skin without hair and skin with hairare combined for purposes of illustration.)
BrainLink@1997. WOW! Publications
ACTIVITY 6
CONCEPTS tThe ability to discriminatebetween objects by using thesense of touch varies ondifferent parts of the body.
OVERVIEWStudents explore the sense oftouch by comparing skin-.sensitivities on the upper armand fingertips.
;
SCIENCE & MATH SKILLSObserving, comparing,,drawing concluiloni
TIMEPreparation: 15 minutesClass: 30 minutes
MATERIALS12 paper lunch bap.pairs of similar materialt-thatcan be discriminate'dbY..'touch (different grits Ofsandpaper, washer and acoin, rabbit or synthetic furand cotton balls or fluff,smooth and rough fabric,smooth and roughcardboard, newsprint andcopier paper, aluminum foil.and waxed paper:etc:).
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6. Tactile TestsSensory Signals
receptors on the tip of the tongue and on the fingertips thananywhere else in the body.
This exploration allows students to compare the relativesensitivity of skin on different parts of their bodies (upper armand fingertips). By trying to feel the difference between twosimilar objects having slightly dissimilar textures, studentsdiscover that some areas are more sensitive than others. This isbecause there are more sensory receptors for touch in someplaces than in others.
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit:
The Cookie Crumbles chapters:Making Sense?Feeling for Clues (see science box on page 23)
Explorations:Cover activityGray Matters (page 2)Careers for NeuroExplorers (page 7)
SET-UP
Prior to class, place similar pairs of objects in numberedbrown paper lunch bags. (Suggestions for pairs of objects arelisted in materials.) You will need one bag for each two students.
Conduct this activity with students working in pairs.
PROCEDURE
1. Distribute one of the bags you have prepared to each pair ofstudents. Have one student in each pair close his/her eyes.Ask the remaining student to remove the objects from thebag and gently rub them, one at at time, on the upper arm ofthe student with closed eyes. Can he or she feel anydifference between the two objects?
2. Then have the teams test the same two objects on thefingertips of the students with closed eyes. Are they able tofeel a difference this time? Ask them to describe the twothings they felt.
3. Rotate the bags among groups, have the students trade jobsand repeat the process as time allows.
6. Tactile TestsSensory Signals
Try This!Many of the sensations thatwe feel consist of blends ofinformation from differentkinds of receptors in the skin.For example, the feeling ofwetness is generated by thesimultaneous stimulation ofreceptors for cold andpressure.
To convince yourself of this,cover your finger with clearplastic and then place it incold water. It will feel wet!
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4. Use these class discoveries along with the information inBRAINLINK BACKGROUND to lead a discussion aboutdifferences in skin sensitivity among body areas. Helpstudents understand by asking questions such as, Could youtell whether objects were the same or different with yourfingers? With your arm? From which area of the body doyou think the brain gets more sensory information? In whicharea are there more sensory receptors? Why do you think thehands are more sensitive?
BRAIN JOGGING
Here are more ideas for you and your students to explore.
Try taping "whiskers" (straws, pipe cleaners, etc.) onto yourcheeks. Imagine that you are a cat or other animal thatnavigates in the dark. Would your "whiskers" help youjudge the nearness of objects or the size of openings? Howcould you find out? Do you think the hairs on your bodyimprove your sense of touch?
Why do you think it is important for our skin to containsensory receptors for heat, cold and pain in addition to thosefor simple "touch" (contact, pressure)? Do you supposethere are more receptors in the skin for pressure or for pain?
Brain Link(01997, WOW! Publications
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Try creating long whiskers such asthose of a cat..
6. Tactile TestsSensory Signals
Get the Point?BRAINLINK BACKGROUND (for the teacher)
The area of skin from which a sensory receptor receivesinformation is called its receptive field. In a part of the bodywith more receptors or nerve endings, the receptive fields aresmaller because the receptors are closer together. For instance,there are many more sensory receptors in our fingertips than inthe upper arm or leg. As a result, the receptive fields are smalleron the fingers than on the arm. You might make the analogythat there are "more dots per square inch" in the skin on ourfingertips than in the skin on the upper arm. This makes itpossible for the fingers to make finer discriminations of textureor minute objects than the upper arm.
This activity will allow students to experience and quantifythe approximate sizes of receptive fields on their fingers, palmsand upper arms.
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit:
The Cookie Crumbles chapters:Sensing DangerThe Better to Hear You WithAlso see science box on page 23
Explorations:Cover activityGray Matters (page 2)
SET-UP
To conduct this activity, divide the class into pairs ofstudents.
PROCEDURE
1. Help each team create a testing tool by attaching two paperclips to a thin ruler as shown. One paper clip is taped inplace and remains fixed. The other is moved along the rulerto create different distances between the points for testing.Each time the distance is set, the tips must be tapped on aflat surface to make them even.
2. Give each pair a Get The Point? data sheet. Diagrams at thetop of the sheet illustrate points on the body to be tested(fingertip, palm of hand and forearm) and the amount of tipseparation for each trial. Space is provided on thelheet forboth students to record their results.
7. Get the Point? BEST COPY AVAILABLESensory Signals -"V
ACTIVITY 7
CONCEPTSSensations in the skin aredetected by specialreceptors.Each receptor in the skinreceives information from anarea known as its receptivefield.Some parts of the body havemore receptors in the skinthan others.
OVERVIEWStudents experiment todiscover differences in thesizes of "touch" receptiVe fieldsin their inner arms, palriis andfingertips.
SCIENCE & MATH SKILLSPredicting, measuring,,,gathering data, anddrawing conclusions
TIMEPreparation: 10 minutesClass: 45 minutes
MATERIALSrulers (one per group)
'paper dips (two per group)tapecopies of "Get the PoInt?"-or.page 32 (one per groirP)',i,--
?-5,1
opened paperdip
tape
10 11 12 13 14
136
Two-point testing tool
BrainLink01997, WOW! Publications
3. Each team should test all three points shown on the handand arm at all four tip separation distances. For each test:
One student looks away and closes his/her eyes.
The other student sets the distance between the paperclips as shown on the Get The Point? sheet and gentlytouches the first student at the indicated touch point.NOTE: It is important that both paper clip ends touchthe skin at the same time and with the same pressure.
The first student, whose eyes are closed, says "one" or"two" depending on whether he/she felt one or twopoints. Tell students they will not always be able to feeltwo points.
The other student writes a "1" or a "2" in theappropriate column on the Get The Point? data sheet. Ifthe student being tested is not sure, the answer should berecorded as "1."
4. After the tests have been completed based on one student'sresponses, the experiment should be repeated with theother student.
5. Summarize data for the whole class by tallying studentobservations on the board. Have students compare resultsfor the three test points. Conduct a discussion aboutdifferences in skin sensitivities among body areas. Helpstudents to understand by asking questions such as, How farapart did the points have to be before they felt like twopoints on your arm? On your palm? On your fingertip?Were there differences between you and your partner? Werethere large differences in the class? Which of these threeparts of your body must have the highest density of touchreceptors? Which has the lowest density of touch receptors?Do you think that you can estimate the sizes of the receptivefields on your fingers, palm and upper arm?
BRAIN JOGGING
Here is another idea for you and your students to explore.
Do you think that you have many or few sensory receptorsin your nose? ears? back? thigh? scalp? sole of foot?elbow? knee? Try the two-point test on these or other partsof your body, if you wish. Why do you think it might beadvantageous to have more receptors in one area thananother?
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Nerve endings andcorrespondingreceptive fields
Nerve endings andcorrespondingreceptive fields
Comparison of receptive fields for touchin the finger and forearm.
Ainaziri-gWe feel only one preskiepoint (even though the ,,.testing tool has two)ii.r.henboth points fall withiti-ige.:same receptive field'
Encourage students.to keepan open mind as theyexperience this remarkable;phenomenon.
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7. Get the Point?Sensory Signals
Get the Point?
TEST POINTS TIP SEPARATION
5 mm10 mm15 mm20 mm
How many pointsdo you feel?
TIP SEPARATION
5 mm1 or 2?
10 mm1 or 2?
15 mm1 or 2?
20 mm1 or 2?
1. FINGER TIPName . . .
Name
2. PALMName
Name
3. INNER ARMName -
Name
7. Get the Point?Sensory Signals 13S BrainLink
@1997, WOW! Publications
11,1
My Sensory StripBRAINLINK BACKGROUND (for the teacher)
A special part of the cerebrum, known as the sensorycortex, receives input only from the skin senses. This area liesright behind the motor cortex (see drawing on page 4). The sizeof the cerebral area that receives information from each regionof the body depends upon how many sensory receptors theparticular body area contains. In other words, areas of the bodywith many sensory receptors (like the fingers and lips) havemuch larger areas of cerebrum devoted to them than areas ofthe body with fewer receptors (like the legs).
In this activity, students will construct a "headband" thatshows the relative sizes and approximate positions of the mainareas of the body represented on the sensory cortex. They willcompare the lengths of areas on the sensory cortexcorresponding to different parts of the body, and combine thatknowledge with information from the previous activity aboutthe sensitivity of the upper arm, palm and fingertips.
Lower up
Teeth. gums. and jaws
-- Tongue
k::abdonunal
1111 \.\V"f-i9 a -g
P. 0 1.5 e
J9C4' \
tower uP
Teeth. gums, and jaw
Tongue
Phaninx
Intra-abdominalMAP OF SKINSENSES INCEREBRUM
(Sensory Cortex)
Adapted with permission from Kandel, Schwartz & Jessell, Principles of Neural Science, Edition 3, Appleton & Lange, 1991.
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit:
The Cookie Crumbles chapters:Putting It All TogetherCaught in a WebBig Trouble
Explorations:Gray Matters (page 2)
BrainLink01997, WOW, Publications 33
ACTIVITY 8
CONCEPTSA special part of thecerebrumthe sensorycortexreceives input fromthe body surface.Areas of the body that areimportant for the sense oftouch have a largerrepresentation on thesensory cortex.
OVERVIEWStudents make a model of thesensory cortex that they canwear, and they investigatewhich parts of the b60.,_coirespond to the lar0st 'areason the sensory cortex. **
SCIENCE & MATH SKILLSPredicting, measuring: -'
interpreting data and drawingconclusions
TIME .
Preparation: 5 minutesClass: 45 minutes
MATERIALS.
copies of "Sensory Strip" onpage 35 (one per student)pipe cleiners (Onestudent)rulers divided intomillimetersscissors
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1:3J 8. My Sensory StripSensory Signals
SET-UP
Divide the class into small groups of 2-4 students to sharematerials. Each student will make a Sensory Strip.
PROCEDURE
1. Tell students that they are going to create a model of thesensory cortexthe part of the brain that receivesinformation about the sense of touch. If they already havecreated Motor Strips as described in the Brain Link MotorHighways unit, mention that the sensory cortex is similar tothe motor cortex. In fact, it sits directly behind the motorcortex across the top of the brain.
2. Have the materials managers pick up copies of the SensoryStrip page, pipe cleaners and clear tape or glue for allmembers of their groups.
3. Explain that the areas marked on the Sensory Strip representthe approximate lengths of sensory cortex dedicated toinformation from the skin on different parts of the body.Larger areas of the sensory cortex correspond to regions ofthe body that have more receptors per unit area. Relate thisinformation to the students' discovery about the sizes ofreceptive fields in the skin in Activity 7: Get the Point?.
4. Have students measure the lengths of areas in the SensoryCortex strip corresponding to the upper arm, palm (hand)and fingertips. Write the numbers on the board or make a bargraph to compare them. Ask, Which area is longer? Next,have them use their Get the Point data sheets. Ask, Whichpart had the smallest receptive fields (and, thus, the mostreceptors)? Which part had the largest receptive fields (fewestreceptors)? Relate this information to the measurements thatthey have made.
5. Let students make their strips by following the instructions onthe Sensory Strip page.
BRAIN JOGGING
Here is another idea for you and your students to explore.
Like humans, other mammals have more sensory receptors fortouch in certain parts of their bodies than in others. They alsohave correspondingly more cerebrum devoted to receiving inputfrom the areas with more sensors. Based on their lifestyles, try todeduce which body areas might occupy more of the sensorycortex in the following animals: rabbit, monkey, horse, cat.
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8. My Sensory StripSensory Signals
Sensory Strip
The mem metre. a men somarr..... um Pow me oi thebeam about *re memo war a set enheadphones, hes net remael and mumPop Priem pre at me mu. cortexrectme mbenumoo nun to. ream. toM.= mem of . bola.
I, me au uneor, con. otnur MauSeno dus mu ca. weaa Eraone ea so Pons miermanon InzeoMel pre of bode mom.d ut vos.Mama
I. Coo out the lame now. oo asne
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6Iaeled sule peao Sun thetredpone bM side dmddtr pa.du sane.
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reemeMM ustl doe ma M. as theMeet and ght m mne.
5. bend rho sons Po a IL., lekeabeadlued oe .30.am end the nod
Cao fired about Muee par Maprem. naula *mu. tromf ]G. N. Mel Put mut tramrems odormaboo from rum !!! Inaarza tales more goer on the moonCOM. Wtry do pee Mok n se,
Oroin1.1.MOM..
Students will make Sensory Stripsthat demonstrate approximateregions of the brain where touchinformation is first processed fromdifferent parts of the body.
Animals also have more sensoryreceptors in some parts of theirbodies than in others.
1 4 Q BrainLink@1997, WOW! Publications
Sensory Strip
The sensory cortex is a thin strip ofnerve cells that sits across the top of thebrain about where you would wear a set ofheadphones. It lies just behind the motorcortex. Different parts of the sensory cortexreceive information from touch receptors indifferent areas of the body.
You can see where the sensory cortexof your brain is located by making aSensory Strip that you can wear. Each areaof the strip will sit about whereinformation from that part of the body isprocessed in your brain.
1. Cut out the large rectangle on this page.
2. Observe the labels on one side of thestrip. Write in the names for each areaon the other side of the strip, using thelabeled side as a guide. Start at themidpoint. Both sides should be exactlythe same.
3. Fold the rectangle along the dotted line.
4. Put a pipe cleaner inside the foldedrectangle, and close the edges of thesheet with glue or tape.
S. Bend the strip into a U-shape like aheadband or headphones, and try it on.
Can you find about where your brainreceives touch information from yourfingers? Can you find where your brainreceives information from your wrist? Whicharea takes up more space on the sensorycortex? Why do you think that this is so?
Brain LinkC01997, WOW! Publications
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,/4. .1..
i.
1.
leghip
I/ trunkhead/neck
N I upper armEN elbow
forearmwrist
II hand
fingers
eyeI faceupper lip
lower lip
jaw
tongue
throat
8. My Sensory StripSensory Signals
Use Your S rains,Create efrains
BRAINLINK BACKGROUND (for the teacher)
The basic concepts covered in this unit follow.
What are senses? Senses are our "windows to the world." Itis through our senses that our brains obtain informationabout what is going on inside and outside our bodies.
Why do we have senses? Senses evolved to take in theinformation needed for survival.
How do senses work? External information is gathered byspecialized receptors in the sense organs. Signals are thentranslated into a language that the entire nervous systemunderstands, and relayed to the brain via sensory neurons.Specialized parts of the cerebrum receive the signals. Otherareas process, integrate and interpret the sensory signals.
LINKS
This activity may be taught along with the followingcomponents of the Sensory Signals unit:
The Cookie Crumbles chapters:A Sensational EndingThe Sensible SolutionReview science boxes throughout storybook
Explorations:Gray Matters (page 2)Decade of the Brain (page 4)
SET-UP
The poem "Senses, Oh, Senses!" has been written by theBrainLink creators (with inspiration from Jack Prelutsky's poem"Homework, Oh, Homework!" in his book, The New Kid onthe Block). Many of the concepts that were taught in this seriesof activities on sensory systems are included in the poem.
Students may add to the verses on the following page orcreate their own poems. Each student's poetry may be added tohis/her portfolio of activities as an assessment measure.
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9. Use Your Brains, Create RefrainsSensory Signals
14 °
ACTIVITY 9
CONCEPTSConcepts presented inpreceding activities are"reviewed.
OVERVIEWStudents read a poem andcreate' their own verses ba-seon concepts presentedthroughout the unit.
SCIENCE & MATH SKILLSModeling, problem solVing andapplying prior knowledge,tonew situations
TIMEPreparation: 5 minutes.Class: 45 minutes
Overhead or copies"Senses! Oh, Senseir'bry.page 38.
Senses. Oh Senses
J
n),)
01107..1. c... I0.1.10111.11.Seamy Wirme.
BrainLink@1997, WOW1 Publications
PROCEDURE
1. Review the major concepts to which students were exposedin this unit as outlined in BRAINLINK BACKGROUND.
There are several options for this activity.
Distribute the entire poem to the students and then askthem to create their own verses, or
After reading the poem, let students write their ownsensory poems, or
Read a few of the verses to get them started, and thensuggest that they write verses of their own, or
Share the first few lines of each verse and have thestudents complete them with their own inspirations, or
Devise your own way to inspire the students to "Use YourBrains, Create Refrains."
BRAIN JOGGING
Here is another idea for you and your students to explore.
Can you imagine a sense that you don't have that youthink would be fun to have? Describe how you could useit. Design a sensory receptor for it, and show where itwould be. Describe how that sensory information wouldget to your brain, and where in your brain it would go.
Brain Link@1997, WOW] Publications
11; 39. Use Your Brains, Create Refrains
Sensory Signals
Senses, Oh SensesSenses! Oh, Senses!I need you. You're great.Without you I couldn'ttaste what I ate,or hear the homeworkmy teachers assign.Senses! Oh Senses!You're truly divine.
Smelling's a sensethat all of us use.Specialized neuronsgive brains all the cuesto odors that smell goodand those that do not,so we eat what smells yummyand throw out the rot.
Thanks to those neuronsthat signal my brain,it's easy to tellwhen I am in pain.My fingertips havesuch a keen sense of touch,I can feel and not fumble.I like that so much!
I think that my eyesgive the best clues of all.They show me what's out thereso I will not fallright into a holeor trip over a log,or miss reading the comicsor seeing my dog.
Senses! Oh, senses!Oh, what would I dowithout you to guide me?I'd have not a clueto what's going onin the world all about.My brain would be empty.I'd really miss out!
9. Use Your Brains, Create RefrainsSensory Signals
144 BrainLink@1997. WOW1 Publications
Glossaryauditory canal part of the ear that leads from the outside of the head to the eardrum
auditory cortex part of the cerebral cortex that receives information from the ears
axon tail-like branch of a neuron along which messages are transported in the nervous system
blind spot place in the back of the eye that contains no receptor cells and is the exit point for the optic nerve to thebrain
brain the control center of the nervous system, located within the skull and attached to the spinal cord; thecommand center of the body
central nervous system the part of the nervous system in vertebrates that consists of the brain and spinal cord
cerebellum part of the brain located directly above the brainstem that controls the sense of balance and helps themuscles work together for learning and coordination of rote movements
cerebral cortex the outermost component of the brain's cerebrum; controls our most advanced abilities, such asspeech and reasoning
cerebrum - the large rounded outer layer of the brain where thinking and learning occur, sensory input is received andvoluntary movement begins
cochlea coiled structure of the inner ear, which is filled with tiny hairs that convert information received as soundwaves by the eardrum into impulses that are sent along sensory neurons to hearing centers in the brain
cornea clear membrane covering the front of the eye
decibel a unit for measuring intensity, or loudness, of sound
dendrite- one of many tree-like branches extending from the body of a neuron on which signals are received
ear canal part of the ear that leads from the outside of the head to the eardrum
eardrum - a thin membrane, stretched tight inside the ear, which helps transmit sound waves to the inner part of the earinner ear the inside part of the ear that functions in balance and in converting pressure waves originating as sound
into nervous system signals
integration putting or bringing parts together to make a whole
iris - colored portion of the front of the eye; surrounds the pupil
lens - part of the eye that focuses light on the retina; any clear object with at least one curved surface that focuses light
middle ear a small cavity between the eardrum and the inner ear where three small bones pass sound waves along toinner ear
motor cortex the region of the cerebrum responsible for starting and controlling voluntary movement, located in anarrow strip across the top of the brain
motor neuron a type of nervous system cell, originating in the brain or spinal cord, that conducts signals to muscles,resulting in movement
multiple sclerosis nervous system disease in which the myelin sheath covering nerve fibers is broken downresultsin a gradual weakening of the muscles
nanometer unit of measurement equivalent to one billionth of a meter
nerve cell neuron; a cell of the nervous system that conducts a signal from one part of the body to another
nerve a bundle of nerve fibers and associated cells
nerve ending one of many tree-like branches extending from the body of a neuron on which signals are received;also called a dendrite
nervous system- the brain, spinal cord and network of nerves in the body
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.1 A
GlossarySensory Signals
neuroscience a branch of science related to the study of the nervous system
olfactory cortex part of the cortex that receives information about smell from receptors inside the nose
optic nerve bundle of axons leading from the back of the eye to the visual cortex
pupil opening in the front of the eye where light enters
receptive field the area from which one sensory receptor cell receives information
receptor a cell or group of cells that receives stimuli from inside or outside the body
retina portion of the eye upon which light is focused; consists of specialized light-sensitive cells (rods and cones)
sensation an awareness of stimulation of any of the senses, such as sight, smell, touch, etc.
sense (1) a function of the body by which one is made aware of the world outside, as sight, hearing, touch, smell ortaste, or of conditions inside the body, as pain or hunger; (2) a feeling or awareness; (3) to become aware of
sense organ body part specialized to receive sensory information, such as the eye, ear, nose, tongue or skin
sensory cortex portion of the cerebrum dedicated to receiving information from the skin senses (touch), located justto the rear of the motor cortex
sensory neuron a type of nervous system cell that transmits impulses from a sense organ or receptor toward thecentral nervous system
sensory receptor a cell or group of cells that receives sensory information from inside or outside the body
sound wave- alternating bands of high and low pressure, detected as sound, produced when an object vibrates in air(or another medium, such as water)
stimulus an agent that influences the activity of sensory nerves
taste bud receptor units located on the tongue that are stimulated by chemicals and are responsible for providinginformation about taste to the brain
tissue many cells of the same kind, joined together to do a specific job
tympanic membrane eardrum; thin membrane in the ear canal that transmits sound waves to the inner part of the ear
visual cortex part of the cortex that receives information from the eyes
GlossarySensory Signals
146BrainLink
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Brainlink® Activities
Developed by
Baylor College of Medicine
Houston, Texas
ISBN 1-888997-23-0J-1
JXW
THE REAPING LINKReading activities to use with
The NeuroExplorers in
A Case of Sensory Sleuthing
Brainlink® : Sensory Signals
The Reading Links have been created as ready-to-use reading and writingactivities that are directly related to BrainLink adventure stories. They arenot intended to represent a comprehensive reading program. The activitiesare related to reading objectives common to many curricula and covering arange of grade and ability levels. Teachers may wish to select from theseactivities those that are most appropriate for their own students.
Prepared byBaylor College of Medicine
Houston, Texas1997
148
THE READING LINK BrainLink
Word Meanings
Word Meanings
The Cookie Crumbles
Here are some words from The Cookie Crumbles that have more than one meaning. Look atthe meanings for each word, and then decide which meaning goes with the word in each of thesentences following. Write the number of the correct meaning next to the sentence.
roll1. to move forward on a surface by turning over and over2. to wrap around on itself; shape into a ball3. a continuous, rapid beating sound4. a list of names of the people in a group5. a small, round piece of baked bread-dough
To be sure that everyone was there, Shiloh called the roll.Isley I rolled all the way down the hill.This bakery doesn't make bread or rolls, only cookies.Lakeisha saves pieces of string and rolls them into a big ball.B.J.'s tapping on the table top sounded like the roll of a drum.
mint1. a plant whose leaves often are used to flavor foods2. a food or candy flavored with mint extract3. a place where coins are made4. unmarred; in perfect condition as if it were new
Shiloh carried a package of mints in her pocket.The baseball card was in mint condition!Max's mother grows mint in her garden.Kyle learned that United States mints are located in Philadelphia, PA; Denver, CO;San Francisco, CA; and West Point, NY.
THE READING LINK BrainLink
Word Meanings The Cookie Crumbles
Here are definitions of some words used in The Cookie Crumbles. Write a sentence usingeach word as it is defined. Your sentences should tell something about the story.
1. rehabilitation the process of restoring the ability to do something2. receptor (sensory) a cell or group of cells that receive stimuli from outside the body; a
sense organ3. sense to become aware of4. analysis close examination; breaking information into small parts and then putting
them together for better understandingS. vibration very rapid back-and-forth movement6. counterfeit to make a copy or imitation of something genuine
1.
2.
3
4
5.
6.
2 15lJ
THE READING LINKBrain Link
Word Meanings
The Cookie Crumbles Crossword Puzzle
ACROSS1. Sensory information is put together in theS. Shiloh is one of the Neuro-7. Body organ used in the sense of touch8. Lakeisha's last name11. What Kyle said when Is ley I hit him in the face
12. Children (slang)14. A sensation of extreme temperature15. When you use your visual sense, you16. I am; you18. A combination of sweet and bitter tastes21. Good friend; buddy23. Much; for example, a of fun25. Lakeisha played chess against her hand-held27. Body part used in the sense of smell
30. A single thing31. Cousin Connie's Company32. Cells of the same kind, joined for a specific job (plural)33. NeuroExplorer who holds club meetings in his basement35. Body organ used in the sense of sight.37. Part of the brain that is important for thinking
.38. To live; exist39. Where cookies are baked41. The senses of smell and often work together.
43. When the NeuroExplorers Josh's cookies,they discovered that the taste was odd.
46. The Brain's translator47. Consonants in the words "to go"49. Related to the sense of sight51. Form of a that is used before words beginning with a vowel52. A word The Brain uses for the sense of hearing54. Josh ran right into legs, and was caught.55. The color of Cousin Connie's hair
DOWN1. Method of cooking cookies2. Study and knowledge about the brain and nervous system
3. Either one the other4. To question6. Comic book word for the sound of a blow or explosion
9. Connie talked on the phone to the Josh Kavil.
10. When The Brain drew his diagram, he made a
large to show the location of each sensory organ.13. Mickey Mantle really knew how to swing a15. Dogs have a better sense of than we do.17. Sense organs are sensory19. We can taste sweet, sour, bitter and20. In a direction toward22. Yellow fruit that tastes sour24. Our fingers are useful for the sense of
26. Each one27. Negative reply28. Eyes, ears, nose, mouth and skin provide input.
29. Name of the NeuroExplorer twins
31
7
2
5
The Cookie Crumbles
.1------13-11111111111111
18
21 22
27 28
30
32
37
40
43 44
46
51
25
19
26
3t00 K I E
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L39
5"47 48
39
52 53
33
23
29
34
20
35 36
46
49 50
54 55
24
31. Falls apart into little pieces34. To gain knowledge or skill36. To figure out where sounds are coming from,
it helps to be able to hear with both37. Touch information is received in the sensory
, across the top of the brain.38. Sport played by Mickey Mantle40. Josh had trouble with his right arm because
of on the left side of his brain.42. When they entered the old house, they found
themselves in darkness.44. A color lighter than brown45. To move quickly48. To show the way; lead49. The sense of is dependent upon the eyes.50. An old-fashioned way of saying "yes" (Pirates often said
it.)53. A, B, C,
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THE REAPING LINK BrainLinkThe Cookie CrumblesWord Meanings
Vocabulary Link for Super -Sleuths: Embedded Sentences
Sometimes we can figure out the meaning of new vocabulary by seeing how a word is used inthe context of the story. Find these words used by The Brain in The Cookie Crumbles, and see ifyou can tell what they mean. Use a dictionary or other resource to check the definitions.
prudent, p. 7endeavor, p. 7illicit, p. 30
consensus, p. 11alacrity, p. 27sleuthing, p. 34
Now complete the following "embedded sentences," using thesame words. Embedded sentences have two parts: 1) a dependent clausewith the vocabulary word surrounded by, or embedded within, other words; and 2) an indepen-dent clause that you will create, using your knowledge of what the vocabulary word means, tomake a sensible statement.
Example: Because the 1952 baseball card was in mint condition, Is ley I knew that it must beworth a lot of money.
1. As soon as the NeuroExplorers had reached a consensus about visiting Cousin Connie'sCookie Company,
2. Although The Brain usually was prudent about his activities,
3. Since Max was skillful in his constant endeavor to translate The Brain's words,
4. When their illicit entry of the Cookie Company was discovered,
5. Because of Josh's alacrity in scooting out the open door,
6. Although each team was successful in sleuthing for some clues,
THE REAPING LINK
Main IdeaSummary of a Selection
Main Idea
In the story, The Cookie Crumbles, there are ninemation about the brain and nervous system (pages 3,boxes on pages 3, 4, 6 and 8. Choose the sentence ininformation in the box (1st, 2nd, last, etc.) and write
BrainLinkThe Cookie Crumbles
yellow "science boxes," that provide infor-4, 6, 8, 17, 18, 19, 23, 26). Look at theeach one that states the main idea of theit on the line below.
Page 3: The main idea is in the sentence.
Page 4: The main idea is in the sentence.
Page 6: The main idea is in the sentence.
Page 8: The main idea is in the sentence.
Summary of a Selection
Re-read the chapter called "Everyone Needs a Brain" on pages 15-16. In this chapter, theNeuroExplorers figure out a complicated plan for solving a mystery. Describe their plan in 40words or less.
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THE READING LINK SrainLink
Details/Supporting Ideas The Cookie Crumbles
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Si
Details/Supporting Ideas
Giving as many details as you can, describe the house in which Cousin Connie's CookieCompany is located.
Describe the woman who opened the door.
Which senses did the Isley twins use in Cousin Connie's kitchen?
What clues did the Isleys discover about the cookies? Name as many as you can.
THE READING LINK BrainLink
Recalling Sequence of Events The Cookie Crumbles
Recalling Sequence of Events
Read the chapters about the NeuroExplorers' search for clues on pages 17-27. Find the eventbelow that happened last. Write 4 next to it. Then number the order (1-3) in which the otherevents happened.
Lakeisha and B.J. stumbled upon paper, ink, and sheets of plastic.
The Brain and Max found out that there's probably another Josh Kavil.
The Is ley twins discovered ink, oil and bad-tasting cookies.
Josh and Kyle heard footstepsit was Charlie!
ao"
After you have read the whole story, number the order in which the following eventstook place.
Shiloh was grabbed while making a phone call.
Is ley I got excited about a Mickey Mantle rookie baseball card.
The NeuroExplorers explained that they had used their senses to find clues, andthat Shiloh's brain had put them all together.
Josh brought cookies to his first NeuroExplorers Club meeting.
The NeuroExplorers hurried to get out of a thunderstorm.
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THE-READING LINK Brain Link
;au se and Effect The Cookie Crumbles
Cause and Effect
When the NeuroExplorers approached the large woman to ask if her company could makethem some brain-shaped cookies, what was the result? What effect did that have on them?
Why did a baseball card in a box of cookies arouse suspicion? What did the NeuroExplorersdo as a result, and what was the ultimate effect of their actions?
THE READING LINK BrainLink
Comparing and Contrasting
Comparing and Contrasting
The Cookie Crumbles
Compare Shiloh, Josh, and The Brain. Write some of their characteristics in the circles. Writecharacteristics shared by two or all three of them in the sections that overlap. Are they morealike or more different from each other?
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THE READING LINK Brain Link
Inference/Generalization/Drawing Conclusions The Cookie Crumbles
Inference/Generalization/Drawing Conclusions
What inferences might be made when a 1952 baseball card looks and smells like new?, Listas many different possibilities as you can.
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What was the weather like when the NeuroExplorers arrived at the Cookie Company? Howmight it have affected their moods? Their feelings? Their reasoning? Their senses?
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rHE READING LINK BrainLink
nference/Generalization/Drawing Conclusions The Cookie Crumbles
Re-read "Dark Voices" on pages 12 and 13. Which of the following conclusions can bereached with the information given on those pages? Fill in the circle by each statement that youthink is correct.
O The Is ley twins are frightened in the darkness.O Connie hates kids.O Connie and Charlie are running a mail-order business.O In order to sell more cookies, they are trying to improve their baking techniques.O They have something to hide.O The NeuroExplorers couldn't hear the conversation.O Connie and Charlie know the NeuroExplorers are in the house.
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THE READING LINK BrainLink
Inference/Generalization/Drawing Conclusions
You Be The Judge
The Cookie Crumbles
Pretend that one of the characters from the book is on trial. This character may havecommitted a serious crime or may be accused of being mean, selfish, lazy, silly, etc. For instance,Is ley II might be accused of "not paying attention."
Choose a character, fill in his or her "crime," and write down all of the evidence you can find.
Note: Sometimes it's fun to use one of the good guys!
Name of the accused:
Crime:
Evidence:
1.
2.
3.
4.
VERDICT: Guilty
Not Guilty
(Your signature)
12
JUDGEMaster of Details, Fact-opinion,
Cause-effect, Inferences andConclusions
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THE READING LINK BrainLink
Related Writing: Think About What I Read The Cookie Crumbles
Related Writing: Thinking About What I Read
Make a Double Entry Journal: Choose a passage from this story that you find especiallyinteresting or wonder about, or, that reminds you of something else you have experienced. Copythe passage on the left side of your journal or notebook page. Then write your thoughts on theright-hand side. Journal entries can be done every day and then brought to discussion groups orshared with the whole class.
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Example
WHAT I READ WHAT I THINK
"THUNDER BOOMED IN THIS CHARACTER REMINDS
THE DISTANCE. THE EYES ME OF CARS. WHATSIT
SQUINTED AND PULLED FROM "A WRINKLE IN
AWAY, AS IF THEY TIME.' BECAUSE SHE WAS
WERE BEING ... STRANGE LOOKING AND
A LARGE WOMAN ECCENTRIC, SAYING SHE
LOOMED OVER THEM." WAS BLOWN OFF COURSE
BY A HURRICANE.
(THE COOKIE CRUMBLES
PG. 10) THIS WOMAN ...
Other ways to begin your journal thoughts might be:
a. This character reminds me of myself because . . .
b. I wonder what this means . . .
c. This scene reminds me of a similar scene in because . . .
d. I think this setting is important because . . .
e. I think the relationship between and is interesting because . .
f. This situation reminds me of a similar situation in my own life. It happened when . . .
g. Here's what I think will happen next . . .
h. I'm confused about . . .
i. A question I would like to ask these characters right now is . . .
j. This part is realistic/unrealistic because . . .
16113 9/11/97
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What do all of these have in common?
16. WAhl
Can you see the letters?Do you know what they mean?
Turn to page 2 and push these dots throughwith the tip of a pen. Feel them with yourfingers. Do you know what they mean?
Make these shapes with your hands. Look atthem. Do you know what they mean?
_Say a short "beep" for each dot and a
long "be-e-e-e-e-p" for the dash. Do youknow what the sounds mean?
Read Gray Matters on page 2 to find the answers.
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The pathway to thecerebrum for thesense of taste stillis unknown.
Push dots with pen to for cover activity
Could you figure, out that all the symbols onthe front page are ways to communicate theword "senses"? Even though you see the textand the sign language, you feel the braille dots,and you listen to the morse code, your brainhas the ability to decode each of the differentkinds of information as the same word, senses!
Why do we have senses? It is our senses thatlet us know what is going on inside and outsideour bodies. The information we get from oursenses helps us to stay safe and healthy. Whatwould it be like without senses? How hardwould it be to find food or shelter or protectourselves from danger? Even the ability to feelpain is important! Pain alerts the brain thatsomething is wrong.
What do senses have to do with your brain?Every moment, your brain is bombarded bysensory signals. It receives messages fromsensory receptors in your eyes, ears, nose,mouth, skin, and from inside your body. All themessages travel along neurons to the brain.Signals from each kind of sensory receptor goto different areas of the cerebrum.
So many messages come in to the brain allthe time, it is almost as if a thousand balls ofdifferent kinds were being thrown at your brainat once! Incredibly, your brain can sort out thesignals, knowing which ones to pay attention toand which to ignore. In an amazingly complexprocess, the brain combines information fromdifferent senses and memories of past experiencesto reach conclusions and begin actions.
The senses give the brain information frominside and outside the body. They are ourwindows to the world!
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IS ING BELIEVING?Most of the time the eyes andbrain work together to tell uswhat is around us. Sometimes,though, the brain can befooled or confused by what theeyes take in.
What do you see in the pictureat right? What you seedepends upon which part ofthe picture you look at! Do yousee the twin faces or do yousee a vase? You may noticethat you cannot focus on boththe faces and the vase at thesame time. The brain isselecting part of theinformation available to it inorder to make sense of whatyou are looking at! We do thisall the time without beingaware of it. This may be onereason why different peoplewill describe the same scene oroccurrence in very differentways.
RED BLUEGREEN YELLOW PINKRED BLUE GREENYELLOW RED 0 NGE
LUE GREEN YELLOWBLUE PURPLE PINK
YELLOW RED ORANGELAVENDER k LITEYELLOW RED BLACK
ORANGE GREEN
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Read the names of the colors. Is it easy or hard?Now try saying the colors instead of reading thewords. Do you find that you have to go slowlyin order to get the colors right? Seeing thewords, the brain expects the colors and namesto match. They do not match, so the brain hasto rethink and decide which information to useand which to ignore. Often we will be fooledand think we see something that is not present(or not see something that is) because of whatwe expect to see.
awaaasiiThe human eye has 125 million receptorsrods and cones which turn light intoelectrical signals.
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Although we take glasses, contact lenses and hearing aids for granted now,they have been important inventions to improve our vision and hearing. Scientistsstill are discovering new ways to help people who have become deaf or blind byillness or accident. A tiny device called a cochlear (KOK-lee-er) implant can be
laced within the inner ear b a r eon. It I.tl stimulates th t I dp ace r e y su g . ec y neurons that
from the ear to the brain, sending messages about sound. Another technology mayhelp blind people with damage to their eyes or to the nerves connecting the eyes to the brain. Thissystem uses a television camera that is able to send signals directly to the visual center of the brain.
Use Your BrainPromote Your
Have you ever had your eyes checked by adoctor, or by the school nurse? How many linesof letters could you read? Having your eyeschecked regularly is very important forprotecting one of your most important senses,your vision.
How would you like to make an eye chart totest your own vision or that of your friends andfamily? Here are instructions for making thechart and using it.
EYE CHART1. Cut a sheet of poster board or paper
approximately 25 cm by 75 cm.2. Make 11 rows for letters on the chart. Draw
a line for the first row 12 cm from the topof the poster board. The other 10 rowsshould be drawn 6 cm apart. Number eachrow near the edge of the chart, starting atthe top.
3. Write the letters on each row in the sizeshown.
To use your eye chart, place it on the wall ateye level. Mark off a distance of 3 meters (10feet) away from the chart. This is where youshould stand when you use it. Cover one eye ata time and read the letters on the chart, startingat the top. Have a friend compare your answersto the letters on the chart. How did you do?Can one eye see the letters better than theother eye? If you are able to read all of the
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letters on line 8, your vision is about average.you wear glasses, test your eyesight with andwithout them.
Now you are ready to test friends andfamily. As an amateur eye doctor, have youdiscovered any vision problems? If you thinkyou have uncovered any, you may want tosuggest a visit to the school nurse or family
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We often use informationfrom just one sense to figure outwhat is going on around us.What happens when we use othersenses to explore the world? Trythese games to find out!
Focusing In!Sit outside with your eyes open and list all
the sounds you can hear. Now close your eyes.Can you hear any new sounds? Often you willfind that there are softer sounds you hadn'tnoticed before. Why do you think it is easier tohear faint sounds if you close your eyes?
Sit in a room you are very familiar with. Puton a blindfold. Walk around the room. Howwell can you remember where the furniture is?Practice until you feel comfortable gettingaround the room. Take the blindfold off andplace an unbreakable object on a table..With theblindfold on, walk around the room again andthen try to find the object. How hard was it tofind the object? What senses did you use as youlearned to walk around the room without yoursight?
Barn owls and bats both use sound to huntat night. Bats hunt by making sounds andlistening to the echoes made when the soundbounces off their prey. Barn owls hunt bylistening to the sounds made by smallanimals. By turning their heads, owls can usethe differences between sounds coming totheir ears to find prey even in total clth-kness.
Who's Talking?This is a good one to do with a few friends.
Put in earplugs. Have several people talk softlyor pretend to talk to you. Can you tell whoreally is making sounds and who is pretending?How might you be able to tell? What sense orsenses could you use? Can you figure out whatthey are saying by watching their lips or bytouching their throats?
Tasteless!You need a piece of peeled apple, a piece of
peeled, raw potato and a friend to do this one.Close your eyes and hold your nose, and haveyour friend place a piece of apple or potato inyour mouth. Can you tell which one it is? Now,try the other one. Once the second piece is inyour mouth, unplug your nose. Can you tellthem apart now? How do the senses of tasteand smell work together?
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PPall--B14II...continued from previous page
Unbalanced!Often we use a sense without really being
aware of it. Did you know that your brain usesvisual information as one of the ways to helpyou keep your balance? Check it out yourself.Balance on one foot with your eyes open. Howlong could you stay up? Now try it with youreyes closed. Most people find that they wigglearound a lot more and have a much harder timebalancing when their eyes are closed!
I r,Some birds are able to sense the
magnetic field of the earth, and use this
informationkto now exactiy
where theyare in the world!
Antslay a scent trail that enables
llow their pathother ants to fo
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SHE FAR SIDE By GARY LARSON
"...And please let Mom, Dad, Rex, Ginger, Tucker,me and all the rest of the family see color."
THE NEURO SIDE
Have you ever watched a black and whitemovie? A dog's view of the world is just likethatshades of gray. But dogs have sharpersenses than we humans do when it comes tosmelling and hearing. Odors that we can'tdetect are easy for dogs to smell. They cansniff objects and tell which ones were touchedby a particular person. Dogs can hear soundsfar beyond the range of human ears.
Why do you think that humans can see colorand dogs can't? What other animals seecolor? Why do some animals have sharpersenses of smell or hearing than we do? Thinkabout it and check it out.
Careers for Neuro-Explorers:Nurse AnesthetistHave you or anyone you know ever had an oper-ation? Operations would be very painful if it werenot for special pain-killing medicines called anes-thetics (an-is-THET-icks). Normally, pain sensorsin your skin and throughout your body give yourbrain important signals that something is hurtingyou. Meet a person who is responsible for easingpain, a nurse anesthetist (uh-NES-thuh-tist).
Neuro,Explorer: Ismay Wilson, CRNACertified Registered Nurse AnesthetistThe Methodist HospitalHouston, Texas
Ms. Wilson, what do you do?
I give people in the hospital who are having anoperation special medication that stops the sig-nals from their pain sensors from getting to theirbrains. 1b8
What do youfind the mostfun or mostinteresting aboutyour work?
I use my nursing skills to the maximum; which Ifind to be satisfying. It is rewarding to know thatI am helping people to feel comfortable insteadof feeling pain, and I like working with lots of dif-ferent kinds of people.
What advice do you have for future nurseanesthetists?
You need to set your goal to become the bestpossible nurse. Getting good grades in scienceand mathematics also helps. You also have to bevery calm under pressure because you are part ofa team responsible for someone's life.
Some animals avoid being eaten by trickingtheir predators. They are able to hide by foolingthe predator's sense of vision. Many differentkinds of animals use camouflage. Imagine that youare a toad in the forest. What type of protectivecoloration would help you most to hide from yourpredators? Here is a fun game to try with somefriends or family members that illustrates howtoads are almost able to disappear from sight.
1. Make enough copies of the toad below bytracing it onto another piece of paper.
2. Look around and decide where you are goingto put your toad so that it blends into thebackground when colored.
3. Secretly color the toad with crayons and cut itout. When no one else is in the room, tapeyour toad onto a surface so it blends into thebackground.
4. Now, ask your partner to hunt forthe hiding toad.
Did you know that there is more thanone kind of eye in the animal kingdom?Insects have compound eyes that makeimages look like a mosaic of spots-somewhat like a needlepoint picture.
How successful was your toad at escaping thepredator? Did the toad fool the vision of thepredator with its camouflage? Can you think ofany other sensory tricks that prey might use toescape being eaten by predators?
Did you, know that boat captainsused to navi
gate in the fog by using echoes?They would
blow a short whistleand listen for the return-
ing echo. They could estimatedistances
and
even recognizedifferent
types of shorelinesby
the timing and soundof the echo that they
heard back. Now blind people are trained to
use the same strategyby making
sounds with
a cane or clicker and listeningfor the echoes.
"BrainUnk" is a registered service mark of, and "NeuroExplorers" is a trademark of, Baylor College ofMedicine. No part of this publication may be reproduced through any means, nor may it be stored in aretrieval system, transmitted or otherwise copied for public or private use without prior written permissionof the publisher.
Activities described here are intended for school-age children under direct supervision of adults. Thepublisher, Baylor College of Medicine and the authors cannot be responsible for accidents or injuries thatmay result from the conduct of the activities.
Development of Brainlink® materials was funded, in part, by the National Institutes of Health,Science Education Partnership Award grant number R25 RR09833. The opinions, findings andconclusions expressed in this publication are solely those of the authors and do not necessarily reflect theviews of Baylor College of Medicine, the funding agency or the publisher.
01997 Revised Edition, by Baylor College of Medicine. All rights reserved. Printed in the UnitedStates of America. WOW Publications, Inc. (800-969-4996). ISBN 1-888997-27-3
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