Middle School

Module engage express evaluate exhibit

ThisTable is of Senseless Contents This is Senseless

Table of Contents

ABOUT THIS MODULE 3

ACADEMIC VOCABULARY 4

REQUIRED MATERIALS 6

EVENT PLANNER 11

MONDAY: SENSES IN THE WORKS 12

TUESDAY: SENSORYMANIA 30

WEDNESDAY: I’VE GOT A FEELING 47

THURSDAY: EXTRAORDINAIRY SENSES 63

FRIDAY: COMMUNITY SHARING EVENT 72

engage express exhibit evaluate2 2 of 40 This is Senseless

About This Module

This module focuses on the human senses, both traditional and some that are lesser known. Throughout the week, topics will focus on how Objective the senses work in the body and how they can be adapted to our appliances. How do the senses detect energy?

How can we make our senses stronger?

What if our senses became interconnected so we could smell sounds or taste colors? Driving Questions

What kind of sixth sense would you like to develop?

Is there a technology that acts in place of eyes/mouth to prepare the sense?

Products of the SENSOR’d Appliance Design Week

Community SENSOR’d Appliance Expo Sharing Event

Our bodies are equipped to sense all kinds of energy–we can feel electric shocks in our fingertips, hear how much energy a sound wave possesses, and even smell energy in the form of food. But how might we perceive energy differently if we had no senses, a sixth sense, or Introduction recombined the senses we already have? This week we’ll work in teams to explore this year’s theme of “Energy of the Future” and create ideas for new inventions that use our senses in ways we’ve never used them before. Could you imagine a guitar that plays music that smells, or a video game you can feel? The possibilities are endless!

engage express exhibit evaluate3 3 of 40 This is Senseless

Academic Vocabulary

Word Definition

Auditory the sense of hearing

Balance the even distribution of weight that keeps an object upright

Brain stem the central trunk of the brain

Center of Gravity the average location of the weight of an object

the part of the brain at the back of the skull that coordinates and Cerebellum regulate muscular activity the principal and most anterior part of the brain, located in the front Cerebrum area of the skull and consisting of two hemispheres, left and right. Cornea the transparent layer forming the front of the eye The strength required for physical or mental activity. Or, the power Energy generated by physical or chemical sources that provides enough light or heat to make machines work Equilibrioception the sense of balance

Fovea a small depression in the retina of the eye where visual acuity is highest

section of the brain lying immediately behind the forehead, responsible Frontal lobe for decision making and voluntary movement a flat, colored, ring-shaped membrane behind the cornea of the eye, Iris with an adjustable circular opening (pupil) in the center a transparent, biconvex structure in the eye that, along with the cornea, Lens helps to refract light to be focused on the retina the network of nerve cells and fibers that transmits nerve impulses Nervous system between parts of the body Nociception the ability to feel pain Occipital lobe section in the back of the brain responsible for vision

engage express exhibit evaluate4 4 of 40 This is Senseless

Olfactory sense of smell

Oral relating to the mouth

section of the brain at the top of the head, responsible for taste and Parietal lobe touch

Propioception the sense of body positioning and the strength of movement

Pupil the opening of the iris

a layer at the back of the eyeball containing cells that are sensitive to Retina light and that trigger nerve impulses

Sensor a device that detects or measures a physical property and records it

part of the nervous system responsible for Sensory system processing sensory information vibrations that travel through the air or another medium and can be Sound heard when they reach a person's or animal's ear. the quality of being made up of exactly similar parts facing each other Symmetry or around an axis Tactile perceptible by touch

section of the brain lying beneath the temples, responsible for Temporal lobe recognizing sound

Thermoception the sense by which an organism perceives temperatures

Vision being able to see

Visual relating to seeing or sight

engage express exhibit evaluate5 5 of 40 This is Senseless

Required Materials

Note: Facilitator Resource materials and handouts are included at the end of the day and should be printed in advance.

Handout: Diagram of the Lobes of the Brain Handout: Nervous System ID Cards Handout: Eye Anatomy card Lost girl 5x10 - Bo laser scene https://www.youtube.com/watch?v=5ZC5hqL8I7w 2012 Ford Focus self-parking tech demo https://www.youtube.com/watch?v=u-rxJkVzUxI Whiteboard and a marker Scissors Cereal bowl [ceramic] Plastic Wrap Five-foot long pieces of string Rubber bands Facilitator 2 Salt packets Whistle Bag of popped Popcorn M&M’s Computer connected to the Internet and speakers Projector Radio (optional) 24 Paper cups An age-appropriate book 6 Scented oils 5 socks Things to fill the sock with: Lego piece, marbles, play dough, rice,

engage express exhibit evaluate6 6 of 40 This is Senseless

paper, a broken crayon, sand, gravel/small rocks, dirt, cereal

Bag potato chips Bag of grapes Bar unsweetened chocolate Bottle of lemon juice Plastic gloves Yarn or crepe paper Masking Tape Box of Push pins – 100 Handout: Finding Focus Taste buds on the Tongue, https://www.youtube.com/watch?v=KuP-Kj7MHes What is sensor technology?, https://www.youtube.com/watch?v=v25PCV_IJCw How does a color sensor work?, https://www.youtube.com/watch?v=ReHGkxWDkFQSay Completed Engineering Design handouts from the previous lesson What is remote sensing?, https://www.youtube.com/watch?v=sBI3MIbzIBA Sensor Diagrams and Prototypes In progress Masking or scotch tape 1 per Team Magnifying glass Box of colored pencils Measuring tape Small red ball Cereal bowl [ceramic] Plastic Wrap Five-foot long pieces of string Rubber bands 2 Salt packets 2 sheets of Graph paper

engage express exhibit evaluate7 7 of 40 This is Senseless

Box of colored pencils Ruler Heat pack Cold pack Graph paper Colored pencils Poster Board Prototype materials: wires, disposable thermometers, Bubble wrap, plain cotton T-shirts, pipe cleaners, foil, Tape, scrap material, packing peanuts, cotton balls, plastic wrap, popsicle sticks, etc. Colored pencils

Poster Board 2 Handouts: Engineering Design Process Handout: Is Theroception a true sense? Handout: Five Senses Futuristic Humanoid Portraits template Handout: Eye Observation Glue Colored paper Markers 2 Magazines [1 technical;1general] 4 different colored permanent markers [black, blue, green, purple] 1 per Member Lined paper Index card 2 Pennies Cardstock Colored pencils Tape Symmetrical shape stencils Scissors Pencil Small paper clip

engage express exhibit evaluate8 8 of 40 This is Senseless

Blindfold Large Swim caps Whistle

engage express exhibit evaluate9 9 of 40 This is Senseless

Event Planner

Note: Complete the following table early during the week to prepare for the Community Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited Fliers Website Publicity to Use (Circle all that apply, use blank Invitations spaces for additional items) Ads Event Location

Display Area for Projects Chairs Scissors Supplies Needed Tables Markers (Circle all that apply, use blank Signs CD Player spaces for additional items) Tape Video Equipment Cups Napkins Refreshments (Try to select items that tie into the theme)

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

Assigned to:

Task Due Date:

engage express exhibit evaluate10 10 of 40 This is Senseless

Monday: Senses in the Works

Monday Warm-up Sensing Energy

Location: Learning Center (or other space with tables and art supplies) Estimated Time: 15min

What You Need Whiteboard and a marker (per facilitator)

Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials.

How to Prepare

1 Welcome members.

2 Ask the group to sit together in one large circle. Say Each week you will participate in Creativity Catalyst, working in 3 teams to come up with original, world-changing ideas. Explain to members that there are six weeks in the program. Each week has something to do with the theme “Energy of the Future”. This week’s theme, This is Senseless, is about the senses. Steps to Follow 4 Throughout the week, members will explore the role of senses in their lives, and how the world might be different if their senses were used in different ways.

5 To start off, ask What does the word ‘energy’ mean to you? Within the Creativity Catalyst program, we define energy in two ways: (1) The strength required for physical or mental activity. (2) 6 Or, the power generated by physical or chemical sources that provides enough light or heat to make machines work.

engage express exhibit evaluate11 11 of 40 This is Senseless

Share the definition of energy with the group on a whiteboard or 7 chart paper. Say Name examples of energy that you can see, feel, hear, smell, or taste. (lightning/the sun), feel (static/hot water), hear (sound of a 8 generator/rumbling stomach), smell (burnt rubber/burning wood), taste (any food is energy/water). 9 Give members time between each sense to offer their answers. After all the senses are discussed, say, this week we are going to explore the limits of our senses, using our imaginations to come up 10 with ideas for new technology that mimics their combined functions.

engage express exhibit evaluate12 12 of 40 This is Senseless

Monday Activity 1: Exaggerated Senses

Location: Learning Center (or other space with tables and art Estimated Time: 30-45 min supplies)

Description: Members will create collages using images to represent how each sense organ works.

Objective: By the end of this activity, members will recognize appliances that work similarly to human senses.

Handout: Five Senses Futuristic Humanoid Portraits template (per member) Glue (per member) Scissors (per member) What You Need Colored paper (per member) Markers (per member)

2 Magazines [1 technical;1general] (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print a copy of the Five Senses Futuristic Humanoid Portrait How to Prepare template for each member. Identify an area to display finished portraits. You may lay them on display tables, hang them, or come up with a creative set up of your own.

Say Suppose you could enhance your senses to do more than is 1 thought humanly possible. Which sense would you enhance and what would you enable it to do? Allow members to discuss their ideas with a partner or in groups 2 Steps to Follow and then discuss as a class. Say Name some tools that humans rely on to help or extend the capability of their senses. (Wear glasses, use microscopes to see 3 microscopic objects, use telescopes to see objects that are far away, wear hearing aids, etc.)

engage express exhibit evaluate13 13 of 40 This is Senseless

Say As we begin our exploration of the senses we are going to create individual Five Senses Futuristic Humanoid Portraits. Each member will make collages replacing the sense organs on the face 4 and hands with pictures of appliances that function in a similar but more advanced way. For example, replacing the eyes with microscopes or telescopes or replacing the ears a cell phone. Distribute Five Senses Futuristic Humanoid Portraits template to 5 each member. Place magazines, colored pencils, markers, glue, and scissors at 6 each table for members to use. Members should search the magazines for the appliance they want 7 to use to represent each sense. To individualize each humanoid portrait, allow members to draw, write on and fill the portraits with pictures from magazines of 8 things they love to sense: their favorite smells, flavors, sights, and sounds. While the members are working, set up the portrait display area 9 identified in advance of the lesson. 10 Assign each member a display station to display their portrait. Allow members to do a gallery walk to observe each other’s 11 portraits. Ask members to reflect on the appliances chosen by their peers to represent the different sense organs. Did anyone represent one of the senses in a way that seemed unusual or different? Did you see 12 any appliances that you thought were creative or cleaver replacements for a human sense organ? What limitations do you think would exist if sense organs were replaced by some of these appliances? Once the activity is complete, provide instructions regarding clean- 13 up and store portraits for a future activity. To close the activity, say, that was a great way to start our week 14 together! For the rest of the week, we’ll explore our senses in lots of different and fun ways! We’ll also form “Idea Teams”—small groups that will work together 15 on an amazing idea throughout the week and develop it through lots of brainstorming, research, and creative activities.

engage express exhibit evaluate14 14 of 40 This is Senseless

Monday Activity 2: Brain Sense Relationship

Location: Learning center or multipurpose room Estimated Time: 30-45 min

Description: Members will create a swim cap diagram of the lobes of the brain.

Objective: By the end of this activity, members will identify which parts of the brain are responsible for sensory functions.

Handout: Diagram of the Lobes of the Brain ( per facilitator) Whiteboard and a marker (per facilitator) Masking or scotch tape (per team) 4 different colored permanent markers [black, blue, green, purple] What You Need (per member) Lined paper (per member) Pencil (per member)

Large Swim caps (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. . Print a copy of the Lobes of the Brain handout and conduct an online search to locate a top view diagram of the brain. If you would like to display a digital diagram of the brain, conduct a

google search online to find a diagram that includes the lobes of the cerebrum, the cerebellum and the brain stem. Set up the activity stations for each group. Be sure to include: 1) Swim caps 2) Markers 3) Tape

1 Have members take out a piece of paper and a pencil. Steps to Follow Tell members to position their pencils at the center of the paper as 2 though they were going to write something.

engage express exhibit evaluate15 15 of 40 This is Senseless

Tell members that they will have one minute to draw a picture of 3 their brain. After time is up, have members share their drawings with their 4 neighbor. As they share, draw outlines of the brain on the board or a large 5 piece of paper. Draw the brain from the top (bird’s eye view) and the side (profile). Ask Have you seen a picture of the brain before? If so, how did you 6 know what it looks like, without seeing it? The answer is memory. Say Only part of the brain is responsible for memory. The brain is made of many different parts and we are going to label them. 7 Before we get into what each part is and what they do, we have to know what it is. What is the brain? Say The brain is a major organ in the nervous system of the human 8 body. Ask What other organs do you know? If members struggle, give 9 them clues to nudge answers toward organs like heart, lungs, etc. Say The brain is the control center of all thinking, feeling, and emotional activity. It is made of a soft tissue that consists of nerves. 10 A nerve is a bundle of fibers that sends impulses to and from the brain. Ask Has anyone ever burnt themselves by touching something 11 really hot? Say When you touched that hot object, nerves sent a message to the brain, the brain interpreted that message as ‘this item is hot 12 and is burning me’. The brain then sent a message to the hand and told it to put the object down. This all happens in about a second. Say Now let’s connect how the brain looks to how it works. First, 13 the brain is divided into two parts, the left and right side. Have a member of the group come up and label the left and right side of the brain on the bird’s eye view diagram. Guide the 14 volunteer to draw a line down the middle of the diagram and label each side. Label the right side, the ‘Right Hemisphere’ and the left side ‘Left Hemisphere’. Say Then there is the cerebrum, cerebellum, and the brain stem. The cerebrum is the part of the brain that most people recognize. It 15 makes up most of the brain and is in charge of complex functions like thoughts and actions. It is also responsible for processing most of the body’s sensory information. Choose a volunteer to come up and label the cerebrum on the 16 brain diagram. engage express exhibit evaluate16 16 of 40 This is Senseless

Say The cerebellum is the ‘little brain’. It also is divided into two halves and controls movement posture and balance. So when you 17 almost trip and fall, the cerebellum is alerted to help you steady yourself and stand up straight again. Choose a volunteer to come up and label the cerebellum on the 18 brain diagram. Say Finally, the brain stem. It is responsible for those things that we 19 do all the time that we barely notice such as breathing, blinking, and the heart rate.

20 Have a member come to label the brain stem on the brain diagram. Say For today’s activity, we’re going to focus on the cerebrum. The 21 cerebrum controls what we do, think, and sense.

22 Divide members among the different activity stations. Explain that each member will use the materials provided at the 23 stations to create Thinking caps.

24 Make sure each member has a swim cap and permanent markers.

25 Tell members to write their names on the inside of the cap.

26 Have the members pair up in each group. Say to create our thinking caps, we are going to draw a diagram of the lobes of the brain on outside of the cap. Each member will 27 assist their partner in creating the Thinking cap by drawing and labeling each other’s swim cap brain. Instruct members to put on the swim caps. Members who are 28 unable to get the caps on, can tape the cap to the side of their heads to represent the left or right side of the brain. Say The frontal lobe is the in the front, upper area of the cerebrum. Located right behind the forehead, we use the frontal lobe every 29 day to make decisions. We use it for problem solving, speech, movement and emotions. Let’s practice using our frontal lobe! Say “Summer Brain Gain is Sweet Success.” Draw the frontal lobe on the brain outline you started on the board and have members copy by drawing and labeling it on their partner’s swim cap in black. Be sure to tell members to draw the 30 lobe on both sides of the cap so that when they put the cap on, it becomes a 3D diagram. Members who have taped their caps on will have to label each side. Show them how to tape, label, un-tape, and re-tape the swim caps. 31 Using different colored markers, repeat these steps to diagram the engage express exhibit evaluate17 17 of 40 This is Senseless

temporal, parietal and occipital lobes. Say The temporal lobe is the bottom middle area of the cerebrum that is responsible for hearing. The parietal lobe is the upper back part of the cerebrum that is responsible for touch, taste, 32 temperature and pain. The final lobe is the occipital lobe that is at the back. It is responsible for vision. Remember these are the lobes of the cerebrum. Ask Have we covered all of the senses? (no, we have not identified 33 a lobe for sense of smell) Explain that the area of the brain responsible for smell is called the 34 Olfactory bulb. The olfactory bulb is located underneath the frontal lobes of the brain. Ask Who can tell me the other two areas of the brain that we 35 learned about earlier? If members struggle, use clues like “the little brain” to trigger answers of the cerebellum and the brain stem. Once you have outlined all 4 lobes, allow the members to switch 36 roles, with one partner wearing the swim cap, while the other draws the diagram. Say Now that we have our thinking caps, we are going to see what 37 you all remember. Before that, I want to review where the lobes are, now that your caps are on. Copy me. Review the names of the lobes, the functions that they are responsible for and their locations by putting your hands on that 38 are of your head. For example, say “Frontal lobe makes decisions, controls emotions, actions and problem solving” while touching the forehead or the frontal area of the head. Members will repeat what you say and also touch their forehead. 39 Once all lobes have been reviewed, tell members to close their eyes. Say I’m going to give you clues and you will touch the lobe that 40 corresponds with the clue. For example, if I say, I control sight. You would touch what lobe? Members should touch the occipital lobe at the back of the head. 41 Start the game by asking members to identify the lobes of the brain without looking. 42 Say Where is your frontal lobe? Where is your occipital lobe? Where is your parietal lobe? Where is your temporal lobe? 43 Correct members are you go, so that they will begin to remember. Give members clues for the next few minutes as they practice 44 identifying what lobe does what. Once they get the hang of the game, try harder clues that link the brain to energy. For example, say, this lobe is responsible for seeing lightning. This

engage express exhibit evaluate18 18 of 40 This is Senseless

lobe is responsible feeling heat. Members will have to reason which lobe is used for what sense. 45 Once the game is over, allow members to open their eyes.

46 Instruct members to return to their seats once they have finished their diagrams. Allow members to remove their caps and add to the diagrams, 47 drawing pictures or writing examples of activities each lobe of the brain is responsible. 48 Leave a few minutes to clean up and wrap up the session.

engage express exhibit evaluate19 19 of 40 This is Senseless

Monday Activity 3: The Nervous System

Location: Learning center or multipurpose room Estimated Time: 30-45 min

Description: Member will model how signals are sent between the central and peripheral nervous system.

Objective: By the end of the lesson, members will recognize that sensory neurons send messages to the brain and motor neurons receive messages from the brain.

Handout: Nervous System ID Cards (per facilitator) What You Need Scissors (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print and cut enough copies of the Nervous System ID cards to give How to Prepare one card to each member

To begin the lesson, review the 5 sense organs: eyes, ears, nose, 1 mouth, and skin. Identify which senses they are connected to and then ask, which 2 system of the body are the sensory organs apart of? (The nervous system) Say The nervous system is the command center of the body, sending messages to and from the brain. The two major parts of the nervous system are the central and peripheral nervous system. 3 Steps to Follow The central nervous system consists of the brain, and spinal cord. It receives, processes, and sends messages to the body through the peripheral nervous system.

4 How does the brain know what to do? What signals the brain? (Neurons or Nerve cells) Say The peripheral nervous system connects the brain to your 5 senses. This part of the nervous system is made up of sensory and motor neurons. engage express exhibit evaluate20 20 of 40 This is Senseless

Say Sensory neurons carry messages from your sense organs to the 6 brain. Motor neurons carry messages from the brain to the areas of the body that need to react. Say Everyone stand up. Let’s act it out. You are going to model how 7 messages are passed to and from the brain. Pass out the Nervous System ID cards to assign roles to each member. Choose 4 members from the group. Assign a member to represent each: 8 1) The Brain 2) The Spinal cord 3) Sensory organ 4) Responding organ Divide the remaining members in half, assigning half of them as 9 sensory and the other half as motor neurons. Tell members to line up, sensory neurons facing motor neurons. All neurons should have their arms by their sides, palms faced up. The spinal cord should stand at one end, between the last sensory 10 neuron and the first motor neuron. Explain that sensory and motor neurons in the body are similar to a two-lane expressway. The signals they send travel in opposite directions in the body. 11 Have the sensory organ stand next to the first sensory neuron. Have the responding organ stand next to the last motor neuron. 12 Members should be in the shape of an arch. Say You have stepped on a rock and the rock is hurting your foot. When I say go, the impacted area will say ‘Ow’ and slap the hand of the first sensory neuron. The first sensory neuron will slap the hand of the second sensory neuron and so on. When the sensation reaches the spinal cord, you will slap the “brain”. All messages must pass through the neurons of the spinal cord, before reaching the 13 brain. Next, the “brain” will do 5 jumping jacks and then slap the hand of the spinal cord. The spinal cord will slap the hand of the first motor neuron who will pass the signal down the line to the end. When the signal gets to the reacting area of the body, that person will stomp their foot as if to step off of the rock in order to stop the pain. 14 Say Let’s try it. Try the simulation and remind members that all of this happens in 15 a matter of a second. If there’s time, have members switch roles and try again, seeing if 16 they can go any faster.

engage express exhibit evaluate21 21 of 40 This is Senseless

17 Repeat the simulation for again. Say Imagine that this happens every time you move any part of your body, even just a little bit. As you crack a knuckle or yawn, 18 neurons are sending messages to and from the brain. Even when you are just breathing and digesting food, your nervous system is working. The body is working, using energy.

engage express exhibit evaluate22 22 of 40 This is Senseless

Monday Cool Down Estimate Time: 15min

Say Imagine that this happens every time you move any part of your body, even just a little bit. As you crack a knuckle or yawn, 1 neurons are sending messages to and from the brain. Even when Steps to Follow you are just breathing and digesting food, your nervous system is working. The body is working, using energy.

2 Collect materials, and Store for later.

engage express exhibit evaluate23 23 of 40 This is Senseless

Monday Handout: Five Senses Futuristic Humanoid Portraits Template

engage express exhibit evaluate24 24 of 40 This is Senseless

Monday Handout: Lobes of the Brain

Picture Source: www.braininjuryhub.co.uk

engage express exhibit evaluate25 25 of 40 This is Senseless

Monday Handout: Nervous System ID Cards

Brain Spinal Cord

Sensory Responding Organ Organ First Last Sensory Sensory Neuron Neuron

engage express exhibit evaluate26 26 of 40 This is Senseless

Nervous System ID Cards

Motor Sensory Neuron Neuron

Motor Sensory

Neuron Neuron

Motor Sensory

Neuron Neuron

engage express exhibit evaluate27 27 of 40 This is Senseless

Nervous System ID Cards

Motor Sensory

Neuron Neuron

engage express exhibit evaluate28 28 of 40 This is Senseless

Tuesday: Sensorymania

Tuesday Warm-up Lesser Known Senses Improv

Location: Learning Center (or other space with Estimated Time: 15min tables and art supplies)

None What You Need

Review Steps to Follow for this activity in advance. Set up the work

area and pull out all materials. How to Prepare

Say Most of you have heard of the 5 basic senses: smell, touch, taste, sounds, and sight. Some scientists believe that there are 1 more. Depending upon who you are talking to, there are believed to be between 5-21 human senses. Of these lesser known senses, 4 are being taken seriously, changing how we think about the senses. Say Your senses are the different ways the body observes the world 2 around them. Each sense is usually attached to a sensory organ. Ask Can you think of additional ways in which your body observes 3 the world around you? What name would you give this method of observation if it had to be named as a sense? Steps to Follow Act out the following scenarios in front of the members. 1) Proprioception – Body Awareness (Have the members instruct you to change the position of your limbs while you keep your eyes closed) 2) Thermoception – Heat (You enter a room and feel a gust of 4 heat coming from a nearby air vent) 3) Equilibrioception –Balance (While trying to walk a straight line, you find yourself off balance.) 4) Nociception – Pain (While typing, you notice that your wrist is aching)

engage express exhibit evaluate29 29 of 40 This is Senseless

After each demonstration, ask the members to come up with a 5 name for the sense being demonstrated. Discuss each sense further, identifying the name of the lesser known sense and the sense organs that could be responsible. In 6 instances where the members are stuck, have them consider existing sensory organs. Say Is it possible that your sensory organs can be used to detect 7 more than one kind of stimulus? Does the skin detect more than just touch? Do the ears detect more than just sound? Say The next few days will be spent investigating the senses more 8 thoroughly. We will explore as many aspects of the senses that we can and use our findings to design super sensing technology.

engage express exhibit evaluate30 30 of 40 This is Senseless

Tuesday Activity 1: Through the Eyes

Location: Learning center or multipurpose room Estimated Time: 30-45min

Description: Members will make observations of the eye to identify its parts and observe how the eyes change to focus images from different distances and positions.

Objective: By the end of this activity, members will be able to recognize parts of the eye.

Handout: Eye Anatomy card (per facilitator) Handout: Eye Observation (per member) Scissors (per facilitator) What You Need Magnifying glass (per team) Pencil (per member) Box of colored pencils (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Print and cut enough copies of the Eye Anatomy cards handouts for How to Prepare each member to have 1 card. Print enough copies of the Eye Observation Sheets for each member. Make sure the room you are using is well lit.

To begin this activity, ask, which sense organ detects images and 1 light? (Eyes) Say During this activity we are going to explore our sense of sight. 2 Let’s begin with the eyes. 3 Organize members into pairs. Steps to Follow Distribute 2 pencils, a box of colored pencils, a magnifying glass, 4 and the Eye Observation sheet to each pair. 5 Explain that you are going to go over the handout together. Say With your partner you are, first, going to create a diagram of 6 the eye. engage express exhibit evaluate31 31 of 40 This is Senseless

Say To begin, close your eyes and gently use your fingers to feel the shape of the eye through your eyelids. Gently hold your eye, 7 placing a few fingers on the top lid and a few fingers on the bottom lid. While holding, slowly move your eyeball around to see if you can feel and visualize the shape of your eye. After a few seconds of observation, have the members draw the 8 shape of the eye based on what they feel. Next, say, using the magnifying glass, each partner will take turns observing an open eye. Look at your partner’s eye, paying attention 9 to every detail. See if you can identify 5 parts. Draw every part that you observe. Use the colored pencils to add more details Members may know the names of some parts of the eye, but it is 10 not necessary to complete the activity. Pass out an eye card to each member and instruct them to paste it 11 onto the designated area of the page. 12 Ask What kind of energy do the eyes detect? (Light energy) Say Light enters the eye through the cornea. It is a clear outer covering that bends light so that it can enter the pupil. This bending of light is called refraction. The pupil appears as a black circle in the center of the eye. It is a part of the iris, which is the colored part of the eye surrounding the pupil. The iris will open and close around the pupil to control the amount of light that comes in. Once light 13 passes through the pupil, it passes through the lens. The lens bends the light further, flipping the rays upside down and towards the retina. How well you see is based on the light reaching the retina at an exact spot called the fovea. Neurons in the retina, process the different rays of light in to electrical impulses. These electrical impulses travel along the optic nerve to the brain. The brain translates the signals into an image.

engage express exhibit evaluate32 32 of 40 This is Senseless

Tuesday Activity 2: Finding Focus

Location: Learning center or multipurpose room Estimated Time: 30-45 min

Description: Members will observe how the eyes change to focus images from different distances and positions.

Objective: By the end of this activity, members will be able to describe how parts of the eyes change to focus an image.

Handout: Finding Focus (per team) Magnifying glass (per team) Pencil (per team) What You Need Box of colored pencils (per team) Measuring tape (per team) Small red ball (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials.

How to Prepare Print enough copies of the Finding Focus handout for each group. Wrap each red ball in a piece of paper for each group. Make sure the room you are using is well lit.

Say Now that we know how vision works, let’s explore how the 1 eyes work to focus images up close and far away. 2 Join members to form groups of 4. 3 Distribute the Finding Focus handout and a pencil to each group. Say with your group, explore how the eyes change when looking at Steps to Follow 4 an object up close, far, and on the periphery. The periphery is the side. Distribute the wrapped objects, magnifying glasses and measuring 5 tape. Say The object you are going to observe is wrapped to help control 6 the investigation. Do not remove it from the wrapping until instructed to begin.

engage express exhibit evaluate33 33 of 40 This is Senseless

7 Assign groups to different areas of the room. Have the members of each group select one of the following roles: 1) Test Subject 8 2) Close up Lab Tech 3) Far away Lab Tech 4) Periphery Lab Tech  Say Follow the instructions on the Eye Observation sheet 9 to complete the investigation. Start with the Close Up Observation. Review the instructions briefly for each observation, as needed:

Close Up Observation 1) Have the Test Subject stand against the wall. 2) Next, the Close up Lab Tech will measure a distance of 6ft in front of the Test Subject. 3) From 6ft away, the Close up Lab Tech will unwrap and hold the object in front of the Test Subject for them to see. 4) Next, the Close up Lab Tech will walk slowly towards the Test Subject until the Test Subject says “Clear”. The Test Subject must say clear when the details of the object are most visible. 5) As the Close up Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. Use magnifying glasses to observe changes 10 in the eyes of the Test Subject. 6) On the observation sheets the observers will record the direction in which the eyes move, changes in the pupils, distance at which focus is the most clear and a the Test Subject’s description of the object based on what they can see.

Far Away Observation 1) Have the Test Subject stand against the wall. 2) Next, the Far Away Lab Tech will measure a distance of 6ft in front of the Test Subject. 3) From 6ft away, the Far Away Lab Tech will hold the object in front of the Test Subject for them to see. 4) Next, the Far Away Lab Tech will walk away from the Test Subject until the Test Subject says “Unclear”. The Test Subject must say clear when the details of the object become cloudy. 5) As the Far Away Lab Tech is running this part of the engage express exhibit evaluate34 34 of 40 This is Senseless

investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. Use magnifying glasses to observe changes in the eyes of the Test Subject. 6) On the observation sheets the observers will record the direction in which the eyes move, changes in the pupils, distance at which focus is the most clear and a the Test Subject’s description of the object based on what they can see.

Periphery Observation 1) Have the Test Subject stand 6ft in front with their eyes forward. 2) Next, the Periphery Lab Tech will measure a distance of 6ft behind the Test Subject. 3) From 6ft behind, the Periphery Lab Tech will hold the object out and begin walking around slowly to the front of the Test Subject. As the Periphery Lab Tech walks around, they should maintain the distance of 6ft and hold out the object out in front of them to be sure the Test Subject sees the object and not the Lab Tech. 4) When the Test Subject sees the object the Test Subject must say “Object in Sight”. 5) As the Periphery Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. Use magnifying glasses to observe changes in the eyes of the Test Subject. 6) On the observation sheets the observers will record the direction in which the eyes move, changes in the pupils, distance at which focus is the most clear and a the Test Subject’s description of the object based on what they can see. 11 Allow members 20 minutes to complete the activity. Once time is up, have the members clean up, collect all of the 12 materials, and prepare for closing discussion. Say The lens of the eye changes shape to get objects into focus. For objects that are close, it becomes more rounded. Squinting causes the same effect. For objects that are far away, the lens stretches. 13 As well, when looking at objects close up, the eyes move together. As you move the object further away from your eyes, the eyes move apart. Ask What happens to the eyes when trying to observe objects on 14 the periphery?

engage express exhibit evaluate35 35 of 40 This is Senseless

Say Anything outside your center field of vision is your peripheral vision. Remember that the eyes take in a certain amount of light. This light is refracted and sent through the eye to the retina. The 15 central point of the retina is the fovea. This area is responsible for sharp central vision. Because of its location, it receives the most direct light. The area around outside of the center of gaze is responsible for peripheral vision. Ask based on your observations, is peripheral vision stronger than 16 central vision?

engage express exhibit evaluate36 36 of 40 This is Senseless

Tuesday Activity 3: Energy in Sound

Location: Learning Center or Tech Center Estimated Time: 30-45min

Description: Members will model how sound works.

Objective: By the end of this activity, members will be able to describe how vibrations become sound waves.

Cereal bowl [ceramic] (per facilitator) Plastic Wrap (per facilitator) Five-foot long pieces of string (per facilitator) Rubber bands (per facilitator) 2 Salt packets (per facilitator) Whistle (per facilitator) What You Need Cereal bowl [ceramic] (per team) Plastic Wrap (per team) Five-foot long pieces of string [per team] Rubber bands (per team) 2 Salt packets (per team) Whistle (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Cut string into 5-foot long pieces of string for each group. Organize the materials for the activity in sets for each group and How to Prepare yourself. Be sure to include: 1) Plastic Wrap 2) Cereal bowl 3) Whistle 4) Rubber band 5) Salt packets

engage express exhibit evaluate37 37 of 40 This is Senseless

1 Gather members together. Ask Have you ever seen someone shatter glass with their voice and 2 wondered how that happens? Say That shattered glass demonstrates the power of sound energy. 3 But how is the invisible force of sound strong enough to break glass? We are going to explore that today. Divide members into groups and distribute the pre-set materials to 4 each group Once everyone has settled, have a member of each group stretch a 5 piece of plastic wrap tightly across the top of the cereal bowl. Have the group tap the plastic wrap to make sure it is stretched tightly across the bowl. If not, have each group adjust the plastic 6 wrap. If the plastic wrap will not cling well and stay tight, use a rubber band to secure the plastic wrap to the bowl. Stretching the rubber band over the plastic wrap, around the rim of the bowl Instruct a member from each group to sprinkle 3 pinches of salt 7 over the plastic wrap. Next, demonstrate how to blow the whistle over the plastic wrap. You do not have to actually blow the whistle, just show the 8 Steps to Follow members how close the whistle blows should be to the plastic wrap. 9 Distribute whistles to each member. Tell the members to blow whistles, one at a time, as close to the 10 plastic wrap and salt as possible. Warn the members not to touch the plastic wrap while blowing the whistle. 11 Discuss observations. 12 Ask How does the sound move the salt? 13 After some discussion transition to the next observation. Give members a minute to find a partner and identify themselves 14 as Partner 1 and Partner 2. 15 Instruct Partner 1 to cover their ears with their hands. Instruct the Partner 2 to loop string around Partner 1’s head and 16 hands. With one hand, Partner 2 should hold both ends of the string out in 17 front of Partner 1. While pulling gently, Partner 2 will use their free hand to pluck the 18 string. engage express exhibit evaluate38 38 of 40 This is Senseless

After a few plucks, ask Partner 1 if they hear anything. What do 19 they hear? 20 Ask Partner 2 do you hear anything? Tell the partner holding the string to adjust how tight the string is 21 and then pluck the string again. 22 Ask Does the sound change? What do you hear now Partner 1? 23 Tell Partner 2 to make the string looser. 24 Ask Does the sound change? What do you hear now? Have partners switch and run the same tests by adjusting the 25 tightness of the string and plucking to hear the different sounds. After a few minutes, bring the attention of all members back to the 26 front. Say In the first activity we saw sound. Sound created the vibrations that made the salt jump around on the plastic wrap. In the second 27 activity we heard those same vibrations, which are the building blocks of every sound that we hear. Say Recall what you observed during the first activity, as you blew the whistle, you were exerting a force of air on the whistle to create a sound. The sound waves produced from each blow, travel 28 toward the plastic seal moving around the salt on top. The harder you blew, the louder the sound and stronger the vibration. As a result, what happened to the salt? Say This is what causes glass to break as someone sings a note. As 29 the sound waves hit the glass, it begins to vibrate, eventually vibrating with enough force that it shatters. Ask So, coming back to our original thoughts and questions, how does sound energy work? What did you hear working when your 30 partner plucked the string? Member may say that they heard vibrations.

engage express exhibit evaluate39 39 of 40 This is Senseless

Tuesday Cool Down Estimated Time: 15min

Say Sound is the movement of energy through waves. Sound is created when a force causes an object to vibrate. As sound waves travel, they cause objects to vibrate. Upon plucking the string, you exerted a force on an object, and what happened as a result? (It 1 vibrated) In fact, you heard and felt vibrations as they traveled through the string. When you listen to music sound waves cause Steps to Follow your ear drums to vibrate as they enter your ears. The vibrations stimulate auditory nerves and are turned into an electrical signal that is sent to your brain to interpret. Have members clean stations and prepare for the end of the 2 session 3 Collect materials, and Store for later.

engage express exhibit evaluate40 40 of 40 This is Senseless

Tuesday Handout: Eye Observation

Diagram of the Eye Draw a picture of the eye based on what you felt and imagined when your eyes were closed.

Once you receive the Eye Card, paste it below.

With your partner, discuss how the image you drew was similar or different from the actual eye.

engage express exhibit evaluate41 41 of 40 This is Senseless

Tuesday Handout: Eye Anatomy Cards

Image source: https://commons.wikimedia.org/wiki/File:Human_eye_diagram-sagittal_view-NEI.jpg

engage express exhibit evaluate42 42 of 40 This is Senseless

Tuesday Handout: FinFindingding Focus

Close Up Instructions 1. Have the Test Subject stand against the wall. 2. Next, the Close up Lab Tech will measure a distance of 6ft in front of the Test Subject. 3. From 6ft away, the Close up Lab Tech will unwrap and hold the object in front of the Test Subject for them to see. 4. Next, the Close up Lab Tech will walk slowly towards the Test Subject until the Test Subject says “Clear”. The Test Subject must say clear when the details of the object are most visible. 5. Measure the distance at which the object becomes the most clear. 6. As the Close up Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. ______

Close Up Observation

As the object moved closer to the Test Subject, how did the appearance of the eyes change?

Did the pupils get larger or smaller?

As the object moved closer to the Test Subject in what direction did the eyes move?

Draw a picture of the eyes below to describe the changes you saw.

At what distance did the object appear most clear?

engage express exhibit evaluate43 43 of 40 This is Senseless

Tuesday Handout: Finding Focus

Far Away Instructions

1. Have the Test Subject stand against the wall. 2. Next, the Far Away Lab Tech will measure a distance of 6ft in front of the Test Subject. 3. From 6ft away, the Far Away Lab Tech will hold the object in front of the Test Subject for them to see. 4. Next, the Far Away Lab Tech will walk away from the Test Subject until the Test Subject says “Unclear”. The Test Subject must say clear when the details of the object become cloudy. 5. Measure the distance at which the Test Subject loses focus of the object. 6. As the Far Away Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. ______Far Away Observation

As the object away from the Test Subject, how did the appearance of the eyes change?

Did the pupils get larger or smaller?

As the object moved away from the Test Subject in what direction did the eyes move?

Draw a picture of the eyes below to describe the changes you saw.

At what distance did the Test Subject lose focus of the object?

engage express exhibit evaluate44 44 of 40 This is Senseless

Tuesday Handout: Finding Focus

Periphery Instructions

1. Have the Test Subject stand 6ft in front with their eyes forward. 2. Next, the Periphery Lab Tech will measure a distance of 6ft behind the Test Subject. 3. From 6ft behind, the Periphery Lab Tech will hold the object out and begin walking around slowly to the front of the Test Subject. As the Periphery Lab Tech walks around, they should maintain the distance of 6ft and hold out the object out in front of them to be sure the Test Subject sees the object and not the Lab Tech. 4. When the Test Subject sees the object the Test Subject must say “Object in Sight”. 5. As the Periphery Lab Tech is running this part of the investigation, members who are not acting as Lab Techs are responsible for observing changes in the eyes of the Test Subject. ______Periphery Observation

How did the appearance of the eyes change to see the object on the periphery?

Did the pupils get larger or smaller?

In what direction did the eyes move to view the object on the periphery?

Draw a picture of the eyes below to describe the changes you saw.

Where was the object when it appeared in the Test Subject’s line of sight

engage express exhibit evaluate45 45 of 40 This is Senseless

Wednesday: I’ve Got A Feeling

Wednesday Warm-up Sensory Combos

Location: Learning Center or Multipurpose Room Estimated Time: 20min

Paper (per member) Pencil (per member) What You Need Bag of popped Popcorn (per facilitator) M&M’s (per facilitator) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. How to Prepare Make sure there is enough popcorn and M&M to provide each member with a sample. Members may choose one of the food items to use during the Taste/Smell activity.

Ask What does it mean to sense something? If members struggle to 1 give an answer, guide them to think about the five senses that they explored. Say To have an ability to detect and receive information about 2 something specific. To hear is to have the ability to detect and receive sound information. 3 Ask If you could create a new sense, what would yours be? 4 Choose a few members to share with everyone. th Steps to Follow Say This new sense would be a 6 sense. People often think of a sixth sense as a superpower like reading someone’s mind but scientists recognize that a human’s sixth sense is balance; being 5 able to sense when you are about to fall or not upright. Take a few minutes and brainstorm how your 6th sense would work. Use what we have learned so far. Ask How would the nerves signal the brain? How would this sense 6 detect energy? Members can write their ideas down.

7 Have members pair up and share their ideas with a partner.

engage express exhibit evaluate46 46 of 40 This is Senseless

Ask What if your sixth sense added to an existing sense? What if, 8 instead of seeing color, you could also smell color?

Say This actually exists. It is called synesthesia which means that you perceive things with more than one sense. There are people 9 who hear shapes and taste letters and numbers. For example, every time you see the number 8, you see it but you also have a bitter taste in your mouth. 10 Vision/Balance Have all members stand up. 11 Have all members stand up. Say Press down through your left foot while lifting up the right foot. 12 Focus on something still in front of you and you can use your arms to balance. Have members hold this as long as they can, up to 30 seconds. 13 Then ask them to switch and try to balance on the opposite leg. Say Now, come back to your left leg. Find your balance and then 14 close your eyes. Give members another 30 seconds to play with their balance and 15 then tell them to put their foot down. 16 Ask Was that easier or harder than balancing with your eyes open? Say So we can see how sight and balance are related. Everyone sit 17 down. Taste/Smell 19 Walk around and give each member a few kernels of popcorn or an M&M. Say Pinch your nose, breathing through your mouth and eat your 20 snack. 21 Ask Could you taste it? Say Smell and taste work together too. Just how we spoke earlier about smelling something good and your mouth watering. When 22 you’re sick and you can’t smell, can you taste what you eat? Usually, you can’t because your smell nerves aren’t working the way they should be. Say So there are many ways that our senses work together, often all at the same time, in order to help us complete the tasks that we 23 do every day.

engage express exhibit evaluate47 47 of 40 This is Senseless

Wednesday Activity 1: Engage Your Senses

Location: Learning center and Tech center Estimated Time: 60min

Description: Members will test the limits of their senses.

Objective: By the end of this activity, members will be able to describe how each sense works.

Computer connected to the Internet and speakers (per facilitator) Whiteboard and a marker (per facilitator) Projector (per facilitator) Radio (per facilitator) (optional) 24 Paper cups (per facilitator) An age-appropriate book (per facilitator) 6 Scented oils (per facilitator) 5 socks (per facilitator) Things to fill the sock with: Lego piece, marbles, play dough, rice, paper, a broken crayon, sand, gravel/small rocks, dirt, cereal (per What You Need facilitator) Paper (per member) Pencil (per member) Index card (per member) 1 bag potato chips (per facilitator) 1 bag of grapes (per facilitator) 1 bar unsweetened chocolate (per facilitator) 1 bottle of lemon juice (per facilitator) 4 Small 5 oz. cups (per member) Plastic gloves (per facilitator)

engage express exhibit evaluate48 48 of 40 This is Senseless

Taste buds on the Tongue, https://www.youtube.com/watch?v=KuP-Kj7MHes (per team) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Using an online media source or music housed at the club, preselect music for the hearing investigation. Select a song to fit each of the following categories: 1) No Lyrics (instrumental) 2) Unfamiliar Lyrics 3) Familiar lyrics Come up with a list of 10-15 sound that you will use to test the members during the hearing activity. For each sound come up with an easy way to create that sound, select a few sounds that can be interpreted as the same thing or are challenging to identify with the ears alone. How to Prepare Create a list identifying each scent and number each scent. Prepare the smelling cups by adding a drop of each scent into individual cups. Write the number of the scent on the cups so that you will be able to identify the mystery scents. Place 4 cups of each scent at different stations in the room. Using the plastic gloves, prepare a small sample of each food item for members to taste. Each member will have 4 samples. Place each sample in a 5 oz. cup. Set up the video Taste buds on the Tongue, https://www.youtube.com/watch?v=KuP-Kj7MHes to cue on the overhead projector. Collect 5 small objects of different shapes and sizes. In each sock, place an item and tie the sock closed.

Say The senses do a lot for us. They take in information, sometimes 1 simultaneously. The body takes in this information and the brain has to decode it all. Let’s explore them in action. HEARING 2 Ask Where does the energy from sound come from? (Vibrations) Steps to Follow Experiment with listening. Start by playing the song with no lyrics. 3 As the members listen to the music, begin reading a book rhythmically. Ask Could you listen to both me and the music? What kind of music 4 was playing? What was the section I read about? engage express exhibit evaluate49 49 of 40 This is Senseless

Try this again, this time play a song with unfamiliar lyrics and then 5 begin reading another page. Ask Could you easily hear and understand both me and the music? 6 If not, which sound did you listen to more? Play the final song that has familiar lyrics and continue reading 7 from the book. Ask How many of you really liked the song? If so, was it hard to 8 tune the song out in order to listen to me? If you don’t know or like the song, was it easier to listen to me? Say It is easier to hear and understand me when I am the only sound that you hear. You could still hear and understand me when the music with no lyrics was playing because your brain processes my talking as lyrics to a song. I was talking to a rhythm and the brain could handle that. It got harder to listen to me when songs with lyrics were played because your brain was trying to process my words and the singer’s words and the music. It got worse when you actually knew what the lyrics were and could sing them in your 9 head. The brain has to facilitate and control all of that activity: listening to two different sets of talking, listening to the rhythm of the music, processing you singing the song in your head and maybe even tapping your foot or nodding your head. So what will usually happen is, the brain will choose the most important sounds. If the ear is more tuned into the song, the brain will tune me out in order to focus on less. If the ear is tuned into me more, the brain probably tuned out the lyrics to the song or maybe even the song altogether. Ask How do you think the brain determines which sound is important? What part of the brain would be activated if you made 10 the decision to listen to the story over the song with familiar lyrics? (Frontal lobe) Say When trying to focus on specific sounds, you can train yourself 11 to tune things out and focus on specific sounds. It just takes practice and focus. 12 Say Now that we know how to listen, let’s test how well we listen. 13 Tell members to take out a piece of paper and label it 1-10. Explain that you will have members close their eyes and listen to the sound that you are making. They will then open their eyes to write down what they think made the sound. They will then close 14 their eyes again and move on to the next sound. There should be no peeking, as you will be moving around the room to make noises and you don’t want to give away any clues.

engage express exhibit evaluate50 50 of 40 This is Senseless

When all of the sounds have been made, review the members’ 15 ideas and then reveal the true sounds. Ask which part of the brain needs to be exercised to improve 16 listening skills? (temporal lobe) Experiment with listening. Start by playing the song with no lyrics. 17 As the members listen to the music, begin reading a book rhythmically. SMELL 18 Say What do you smell? Close your eyes and tell us what this room smells like to you? Say What do you smell? Close your eyes and tell us what this room 19 smells like to you? Say Our sense of smell is important. It informs our brain about when something smells weird or rotten. Based on the smell, our brain may tell us to walk in another direction, our brain may 20 convince us that the food is gross, even if it doesn’t taste too bad. Smells are powerful; they also tell us when something smells good. When we smell good things, our mouths may water because it smells so good that we believe it probably tastes even better. 21 Set up the pre-made smelling cups, Explain that members will travel in groups of 4 to each station with 22 a piece of paper. Each station houses a specific scent. The cups are numbered. Say With your teams, try to identify each smell. Also, write down 23 the number of the cups that hold the strongest and weakest smells. 24 Allow groups to stay at each station for 1-2 minutes. Once the investigation is complete, gather members together to 25 discuss results. As a whole group, determine which cups had the strongest and 26 weakest smells. Ask How do you determine if a smell is strong or weak? Do some 27 members seem to have a stronger sense of smell than others? Say The Olfactory bulb sends messages to several parts of the 28 brain. As a result, the sense of smell benefits our emotional memory. What happens if you keep smelling something for an extended 29 period of time? (Your olfactory systems gets fatigue and your ability to recognize the smell decreases. TASTE 30 Ask How do we taste things? With our tongue.

engage express exhibit evaluate51 51 of 40 This is Senseless

31 Ask But how does the tongue work? Say We’re going to have a taste test and see if we can figure it out. 32

33 Divide members into smaller groups. Distribute premade tasting samples, pencils and paper to each 34 group. Say I’m sure you guys can identify these foods by looking at them, 35 but how does your tongue identify them? Your tongue can’t see.

Explain that each group is going to taste each food, making sure that everyone gets to taste everything. Write the name of the food 36 down on your paper. Next to the food name, write down a description of what you taste and where you taste it. Say For example, if you pick up an onion, you would write onion and maybe describe the taste as strong and bitter. Then you would 37 write that you taste the onion mostly on the right side of the tongue or on the middle of your tongue. 38 Give members time to complete the activity. When everyone is done, ask, has anyone every looked at their 39 tongue? Say It’s all bumpy. Well those bumps are your taste buds or your tasting nerves. And we know that nerves send the signals to the brain. But all of our taste buds are not the same. Some of our taste 40 buds taste sweet, some of them taste sour, bitter, or salty. Those are the four main tastes that we can taste. All of the other flavors are complex combinations of those 4 main tastes. 41 Ask Where are the sweet taste buds? Where are the salty ones? 42 Say Let’s see if we can figure it out. Review the groups’ discoveries. Where did they taste the sour 43 sample? Did they identify the tastes right? For example, did they label the lemon as bitter or did some say it was salty? With your team, draw a Tongue Map. On this map, identify where 44 the 4 types of taste buds are located. Show the video, Tastebuds on the Tongue, 45 https://www.youtube.com/watch?v=KuP-Kj7MHes To close this activity, compare the group’s idea with where the 46 taste buds actually lie. 47 Ask Which lobe of the brain is responsible for taste (parietal lobe)

engage express exhibit evaluate52 52 of 40 This is Senseless

TOUCH 48 Say Which organ is responsible for our sense of touch? (skin) 49 Ask Where do we have skin? Say Right. Everywhere. Our whole body is covered in skin, so we 50 can experience touch through our toes, hands and fingers, cheeks, etc. 51 Gather all members in a circle. Explain that everyone will close their eyes and you will hand someone in the circle a sock that contains a mystery item. They will 52 feel the sock and pass it around the circle until it gets back to you. When it gets back to you, members will get the opportunity to share their guesses and then you will reveal what is inside the sock. 53 Repeat this process for the remaining 4 socks. 54 Ask How did you use touch to make each guess? Say This is how the brain gets information about the world through touch. You feel for shapes and textures. Without the eyes, the brain 55 has to use your memory to visualize what its feeling. It tries to figure out, what have you seen or felt before that feels like this or is shaped like this?

engage express exhibit evaluate53 53 of 40 This is Senseless

Wednesday Activity 2: What’s Your Body Position

Location: Learning center or Available Hallway or Narrow Estimated Time: 30-45min Space

Description: Members will explore body awareness by going through a hallway of lasers.

Objective: By the end of this activity, members will be able to describe the lesser known sense of proprioception.

Computer connected to Internet (per facilitator) Yarn or crepe paper (per facilitator) Masking Tape (per facilitator) Box of Push pins – 100 (per facilitator) Lost girl 5x10 - Bo laser scenehttps://www.youtube.com/watch?v=5ZC5hqL8I7w (per What You Need facilitator) 2012 Ford Focus self-parking tech demo https://www.youtube.com/watch?v=u-rxJkVzUxI (per facilitator) 2 sheets of Graph paper (per team) Box of colored pencils (per team) Ruler (per team) Pencil (per member) Review Steps to Follow for this activity in advance. Set up the work area and pull out all materials. Identify a location to set up the maze. Use the box of push pins and the masking tape to create a laser maze. For ideas, watch, Lost girl 5x10 - Bo laser scene https://www.youtube.com/watch?v=5ZC5hqL8I7w How to Prepare Cue all videos on the master computer. Organize a set of design materials for each team. Be sure to include: 1) Graph paper 2) Box of colored pencils 3) Ruler engage express exhibit evaluate54 54 of 40 This is Senseless

4) pencil

Say We have spent some time exploring the traditional senses, understanding that they are crucial to how we experience the world. But there are lesser known senses. One of them is 1 proprioception. Proprioception is the sense of body awareness; understanding the position of your body at all times and how your body parts work with one another to create movement. 2 Say Everyone close your eyes. 3 Say Put your finger on your nose. 4 Members should have no problem doing this. Ask How did you do that successfully without seeing your nose? 5 How did you know that your nose wasn’t an inch to the left or right of where you pointed? Say That is proprioception. Without having to see it, you know 6 where your neck is. Sitting in your chair, you know that your stomach is below your chest. Say With proprioception, the receptors in the joints and muscles feel changes. Just like with any other sense, the receptors send the information about the changes to the brain and the brain figures Steps to Follow out what is happening. You didn’t have to see your hand move or 7 touch it with the other hand for the brain to know what was happening. That is what makes this sense important. It gives you the freedom to move without having to worry about how you are moving. Your feet know how to walk and run, you don’t have to watch them to know that you are doing it right. Explain that members are going to use their sense of 8 proprioception to travel through a maze. Ask members if they have ever seen a scene in a movie where a spy or thief has to travel through a laser maze. No part of their body 9 can touch the lasers or they will be found out. You can show members this clip as a reference: Lost girl 5x10 - Bo laser scenehttps://www.youtube.com/watch?v=5ZC5hqL8I7w Take members to the maze and explain that each member will travel through the lasers without touching one. If they do touch one, they are out. That member will leave the maze and the next 10 member will go. So that this activity runs smoothly, each member will have 1-2 minutes to complete the maze successfully. This ensures that members do not take up too much time inching their way through the lasers.

engage express exhibit evaluate55 55 of 40 This is Senseless

Tell members to line up and allow the first member to go, using a 11 watch or clock to keep track of time. Watch members as they move through the lasers to make sure that no laser is touched or moved. After all members have tried, congratulate those who completed 12 the challenge successfully. Say This challenge forces you to be very aware of your body. You must be in control and you have to know what each part of your 13 body is doing to so that you don’t touch the lasers. It is really hard, especially when you are trying. Most of the time that we engage our proprioceptive receptors, we’re not even trying. 14 Bring members back to the main room. Say While you were moving through the lasers, you were using 15 sight to know where to put your feet and hands. Ask What do you think happens when you don’t have body 16 awareness? List some of the members’ answers, offering your own if members 17 need guidance. Say You trip over things, you misjudge how much force you need to 18 put into something, you misjudge how much something can hold or where something fits. 19 Say Give your neighbor a high five. 20 Ask How did you know how hard to hit their hand? Say This is body awareness too. You have to know your own 21 strength and the limitations of your body. 22 Ask How can we translate this to appliances? Say We are going to design an appliance that incorporates sight and body awareness. The appliance doesn’t have to have eyes in the way that we have eyes but we want the appliance to be able to 23 gather visual information, the same way our eyes do. The same goes for body awareness. For example, there is a car that can park itself. It’s true. Show members the following clip: 2012 Ford Focus self-parking 24 tech demo https://www.youtube.com/watch?v=u-rxJkVzUxI Say Not only can the car park itself but it can tell you when there is an available space. That is some awareness. The car has to be aware of what makes a parking space. We usually use our eyes to 25 identify that information, especially to find one that is big enough for the car that we are driving. The car has to have body awareness because is recognizes how far back and how far forward it can go before hitting another car as it parks.

engage express exhibit evaluate56 56 of 40 This is Senseless

Ask Do appliances demonstrate a sense of body awareness? How is 26 this articulated in their design? Say An appliance demonstrates awareness through the precisions and accuracy of its functions. An appliance without precision or accuracy, may wobble or fall down easily, it may give you too much 27 of something or not enough, and it may constantly hit things, or overheat because it is working too hard or not working hard enough. 28 Organize students into design teams. 29 Distribute pre-made sets of design materials. Say Think about what we have been talking about and design an 30 appliance that uses sight and awareness in some way. Remember that it doesn’t have to use the senses exactly how humans do. Say Talk out your ideas, choose the best one and write it down. Be 31 able to explain to the whole group what your design is and how the appliance uses its “senses”. 32 Give members about 20 minutes, to work on this. After time is up, have each group share their ideas. If a team’s design does not use sight or proprioception correctly, talk through 33 the design as a group and help that Idea Team correct their appliance.

engage express exhibit evaluate57 57 of 40 This is Senseless

Wednesday Activity 3: Balance

Location: Learning center or Multipurpose room Estimated Time: 30-45min

Description: Members will create balancing shapes out of cardstock.

Objective: By the end of this activity, members will be able to learn about equilibrioception and the center of gravity in objects.

2 Pennies (per member) Cardstock (per member) Colored pencils (per member) Tape (per member) What You Need Symmetrical shape stencils (per member) Pencil (per member) Scissors (per member) Lined paper (per member)

Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.

Say Imagine trying to complete the laser challenge without being able to steady yourself. Balance plays an important role in our 1 ability to perceive our body position. Equilibrioception, or balance, is another lesser known sense. 2 Ask What is balance? Steps to Follow Say balance is the even distribution of weight that keeps an object 3 upright. Ask Have you ever wondered how circus acts ride unicycles on 4 tightropes?

engage express exhibit evaluate58 58 of 40 This is Senseless

Say They have amazing balancing ability. How good is your 5 balance? Say Today, we are going to investigate balance. Before we do, we 6 have to have a clear understanding of symmetry. 7 Ask What is symmetry? Say Symmetry is a property that describes when an object is the same on both side. Name some things that are symmetrical. Some examples include: stars, hearts, circles, squares, etc. You can tell if 8 an object is symmetrical by drawing a line that divides it into two equal parts. Only objects that are symmetrical have a line of symmetry. 9 Ask Is the body symmetrical? If so, where is your line of symmetry? Say look at yourself or the person sitting next to you, if you fold yourself in half at your hips, will you divide your body into two 10 equal parts? What about if you fold yourself from shoulder to shoulder? Select a member to demonstrate the line of symmetry at the hips. 11 Place a line of tape across the volunteer from hip to hip. 12 Ask Will this line result in a fold that shows two equal parts? (no) Select another member to demonstrate the line of symmetry from 13 the middle of the fore head to the floor. 14 Ask Will this line result in a fold that shows two equal parts? (Yes) Say Humans are symmetrical vertically, from shoulder to shoulder. [Draw a line with your hand from the top of your head, down your midline.] Each side would have one eye, one nostril, one arm, one 15 leg, etc. Right down the middle. Some things like stars and squares are symmetrical any way you fold them. Humans and hearts are not like that. A heart, like the body, is symmetrical from top to bottom but not from left to right. Say As stated in the beginning, in order to balance, we much have the same amount of weight on both sides of our bodies. It is 16 because the human line of symmetry is vertical, that we are able to stand upright. 17 Organize members into Idea Teams. Ask what happens to our line of symmetry when both sides of the 18 body are not equal? What must you do to regain balance once it is lost? Say in your teams, you are going to complete a challenge. The entire class is going to lose a limb on either side of their body, each 19 group must figure out a way to connect the entire group in a chain. While connected, every part of the chain must maintain balance for engage express exhibit evaluate59 59 of 40 This is Senseless

45 seconds. Tell each member what limbs they will lose. Try assigning this 20 evenly such that there are the same number of people without a left leg and the same number of people without a right leg, etc. Members will come up with a strategy for the whole class using 21 their small groups to practice and strategize. Allow members 10 minutes to come up with ideas providing 22 feedback as needed. Once time is up, allow each group to lead the entire class in 23 creating the Human Balancing Chain. Limit demonstrations to 2-3 minutes to make sure each team gets 24 to try their ideas. Once the demonstrations are complete, say, the middle point of the line of symmetry is called the center of gravity. Most of an 25 objects weight is located at this point. Objects find balance when their center of gravity is located above the supporting area. Ask if I am standing on one foot, where does my center of gravity 26 need to be located in order for balance to be maintained? (Just over the standing leg)

engage express exhibit evaluate60 60 of 40 This is Senseless

Wednesday Cool Down Estimated Time: 15min

Once the demonstrations are complete, say, the middle point of the line of symmetry is called the center of gravity. Most of an 1 objects weight is located at this point. Objects find balance when their center of gravity is located above the supporting area. Steps to Follow Ask if I am standing on one foot, where does my center of gravity 2 need to be located in order for balance to be maintained? (Just over the standing leg) 3 Collect materials, and Store for later.

engage express exhibit evaluate61 61 of 40 This is Senseless

Thursday: Extraordinary Senses

Thursday Warm-up

Location: Learning Center or Multipurpose Room Estimated Time: 15min

Paper (per member)

What You Need Pencil (per member) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials. 1 Ask What causes you pain? Say We would categorize pain as a bad feeling. But our ability to 2 recognize the intense uncommon sensations that precede or lead to pain, nociception, is a beneficial sense. Ask Without nociception, how would you know something was 3 wrong in your body? Say You could be playing sports or handling something the wrong way and would never know it. Nociception is your body’s way of saying “stop what you are doing, right now. Something is happening and it could be bad.” Hopefully by the time you get this Steps to Follow 4 warning you are not hurt or not hurt as badly as you could be. Pain acts as a warning to us that something is wrong. If the pain has already happened, such as a crook in your neck, you know that the way you slept and moved your neck previously is wrong. Say Believe it or not, the perception of pain is a survival mechanism. So that cut may not actually hurt you the way you 5 think it does. For example, the cut may hurt but the brain is telling your body that you are in serious danger, causing enough pain for you to do something about it. 6 Instruct members to gather with their Idea teams.

engage express exhibit evaluate62 62 of 40 This is Senseless

Say With your team, identify features of appliances that work similarly to the way nociception works in the body? For example, 7 when certain appliances overheat, they shut down to avoid damage. 8 Give teams 5 minutes to come up with additional examples. After members have had time to discuss, have each group share 9 what they came up with.

engage express exhibit evaluate63 63 of 40 This is Senseless

Thursday Activity 1: Thermoception

Location: Learning center and Tech center Estimated Time: 30-45min

Description: Members will test explore how thermoreceptors detect changes in temperature.

Objective: Members will understand thermoception and how it differs from touch.

Handout: Is Theroception a true sense? Small paper clip (per member) What You Need Blindfold (per member) Heat pack (per team) Cold pack(per team)

Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.

1 Say Thermoception. The first part of the word, you may know. Ask Can anyone take a guess at what kind of sense Thermo-ception 2 is? Say Heat. More specifically, temperature. Thermoception is your ability to detect or sense temperature differences. In the past, 3 sense of heat was believed to be a form of touch, however, scientist now believe otherwise. Ask How do we know if something is hot or cold, without a 4 Steps to Follow thermometer? Members may say steam, or by touch. Ask, What part of our bodies do we use to touch? What part of our 5 bodies feel temperature? Say Although we can sense hot and cold temperatures with most 6 parts of our bodies, we do not use most of our body parts to touch. How is this possible? 7 Say Lets investigate this idea. Divide groups into pairs. Each pair should have two heat packs and 8 two cold packs.

engage express exhibit evaluate64 64 of 40 This is Senseless

9 Explain how the experiment will work. Say We will be testing each ability to sense cold, heat, and 10 pressure. We are going to try and discover evidence to prove or disprove that thermoception is a sense. Distribute the IS Theroception a true sense? handout to each pair 11 and briefly review the handout. Explain that you will complete two tests blindfolded: 1) Direct Contact with the Body: In the first test, partners will take turns pressing the stimuli to each of the body parts listed on the handout. The stimuli are a cold pack, hot pack, and paper clip, each representing temperature or pressure. On the handout, members will tell whether or not they feel 12 the stimulus at each location. 2) Indirect Contact with the body: For test 2, partners will take turns holding the stimuli 10 centimeters from each body part. Listed on the handout. The stimuli are a cold pack, hot pack, and paper clip, each representing temperature or pressure. On the handout, members will tell whether or not they feel the stimulus from10 cm away. Allow members about 15 minutes to complete this activity. If they 13 need more time, you can give about 5 more minutes. After both partners have tested both packs, gather together and 14 review the results. Ask During which test did you feel touch and temperature at the same time? Did you ever feel temperature and not pressure or 15 pressure and not temperature? If you felt temperature and not pressure what would that indicate about thermoception? Explain Thermoception represents the bodies ability to feel 16 temperature. You can feel temperature without being touched by a hot or cold object. Say, although our results indicate that thermoception is separate from touch, it is still connected to the same sense organ. With your 17 groups come up with an explanation for how you can feel two different senses with the same sense organ. 18 Allow members 2 minutes to come up with an explanation. 19 Share and discuss answers as a group.

engage express exhibit evaluate65 65 of 40 This is Senseless

Thursday Activity 2 & 3: Sensors

Location: Learning center or Tech center Estimated Time: 30-45min

Description: Members will begin designing sensors for everyday appliances.

Objective: By the end of this activity, members will be able to compare human senses to different kinds of sensor technology.

2 Handouts: Engineering Design Process (per member) Graph paper (per team) Colored pencils (per team) Poster Board (per term) Prototype materials: wires, disposable thermometers, Bubble wrap, plain cotton T-shirts, pipe cleaners, foil, Tape, scrap material, What You Need packing peanuts, cotton balls, plastic wrap, popsicle sticks, etc. (per teams) What is sensor technology?, https://www.youtube.com/watch?v=v25PCV_IJCw (per team) How does a color sensor work?, https://www.youtube.com/watch?v=ReHGkxWDkFQSay (per team) What is remote sensing?, https://www.youtube.com/watch?v=sBI3MIbzIBA (per team) Review Steps to Follow for this activity in advance. Set up the work How to Prepare area and pull out all materials.

Say People who lose a sense, do not walk around with people 1 holding onto their shoulders. 2 Ask How does someone who cannot hear well, detect sound? Guide members toward the answer of hearing aid. Steps to Follow 3 Say A hearing aid is a machine that detects sound energy. There are other devices used to detect other senses. This technology that is 4 used to detect changes in the environment is called a sensor. We are going to concentrate on sensors that detect sensory engage express exhibit evaluate66 66 of 40 This is Senseless

information.

5 Ask For example, what technology do we have that detects heat? 6 Say We use thermometers. A thermometer is a sensor. Say Sensors detect sensory information and convert that information into signals. These signals are messages that get sent 7 to the processor as data. This data may initiate an act like shutting down or self-cooling. Ask how is this similar to the way our senses work? Have the members got to the computers to learn more about sensors. Tell members to watch the following videos: 1) What is sensor technology?, https://www.youtube.com/watch?v=v25PCV_IJCw 8 2) How does a color sensor work?, https://www.youtube.com/watch?v=ReHGkxWDkFQSay 3) What is remote sensing?, https://www.youtube.com/watch?v=sBI3MIbzIBA

In your design teams, you will create 2 new sensor designs. Your sensors must: 1) Be able to detect 2 or more forms of energy. 9 2) Be made to enhance a specific appliance or device 3) Mimic one or more of the 5 basic senses. 4) Mimic at least 1 of the lesser known senses. Say Your designs may be drawn on poster boards and or 10 constructed as 3D models. To complete your designs, you will utilize the engineering design process. 11 Distribute 2 Engineering Design Process handouts to each team. 12 Briefly review the worksheet as a whole group. 13 Show members the materials available for use. If there are not any initial questions, allow members to meet with 14 their groups and begin. Encourage members to be creative and specific, using the ideas and 15 concepts that they have been learning about this week. 16 Give members about 20 minutes to brainstorm and design. 17 After time is up, gather members together to share designs.

engage express exhibit evaluate67 67 of 40 This is Senseless

Thursday Cool Down Estimated Time: 15min

1 Discuss what worked well and what needs to be re-designed. Provide instruction for clean-up and identify where members can Steps to Follow 2 store their prototypes for use during the Community Sharing event.

3 Collect materials, and Store for later.

engage express exhibit evaluate68 68 of 40 This is Senseless

Thursday Handout: Is Thermoception a true sense?

Circle yes or no to identify if you feel a stimulus at each location on the body.

1. Direct contact with the body

Area of the Body Cold Stimulus Warm stimulus Pressure stimulus

Yes or No Yes or No Yes or No Finger tips Yes or No Yes or No Yes or No Back of Upper Arm Yes or No Yes or No Yes or No Forearm Yes or No Yes or No Yes or No Back of hand

2. Indirect contact with the body

Area of the Body Cold Stimulus Warm stimulus Pressure stimulus

Yes or No Yes or No Yes or No Finger tips Yes or No Yes or No Yes or No Back of Upper Arm Yes or No Yes or No Yes or No Forearm Yes or No Yes or No Yes or No Back of hand

engage express exhibit evaluate69 69 of 40 This is Senseless

Thursday Handout: Engineering Design Process

Define the Problem (What is the problem that you are trying to solve? Turn that problem into a question)

Do Background Research (What will you need to know to complete this design?)

Brainstorm Solutions (Write down all of your ideas. Even if they are silly.)

Do Development (Which of your above ideas is the best? Choose one and map it out. How will it work?)

Build a Prototype (What materials do you need?)

Test and Redesign (What happened when you tested your design? How could you re-design it to make it work better?)

engage express exhibit evaluate70 70 of 40 This is Senseless

Friday: Community Sharing Event

Friday Warm-up

Location: Learning Center or Multipurpose Room Estimated Time: 15min

1 Welcome and Ask members to form a large circle.

Ask members to tell the group one thing that will help the team 2 shine in the Community Sharing event. Discuss answers.

Steps to Follow Give instructions and times for what will take place today, such as 3 setting up for the event, rehearsing, greeting guests, performing, cleaning-up after the event, etc.

Give instructions on the time and place teams should meet before 4 the start of the event. Ask team leaders to be responsible for gathering their members.

engage express exhibit evaluate71 71 of 40 This is Senseless

Friday Community Event: Setting Up

Location: Gym or other spacious area Estimated Time: 20-30min

Description: Members will follow directions, work together to display projects, and rehearse their performances.

Objective: Members will be able to display projects in an attractive manner.

Completed Engineering Design handouts from the previous lesson (per team)

Graph paper (per team) Colored pencils (per team) What You Need Poster Board (per term) Prototype materials: wires, disposable thermometers, Bubble wrap, plain cotton T-shirts, pipe cleaners, foil, Tape, scrap material, packing peanuts, cotton balls, plastic wrap, popsicle sticks, etc. (per teams)

Complete the event planner earlier in the week to ensure all aspects are addressed.

Designate areas of the gym for each team’s display. How to Prepare

Designate an area for performances.

Review The Process for this activity in advance. Set up the work area and pull out all materials.

1 Welcome members. Say We have learned about our standard senses, even some lesser known ones, and used that knowledge to develop sensors that can 2 enhance everyday appliances. It is these kinds of adjustments that begin the process of designing robots. A robot is a machine capable of carrying out a complex series of actions automatically.

engage express exhibit evaluate72 72 of 40 This is Senseless

Distribute team materials. Ask teams to display projects in a 3 decorative manner in the assigned areas. Give feedback to ensure attractiveness. 4 Ask teams to rehearse performances. If no one has any initial questions or concerns, allow members to 5 divide into their groups, pull out their materials and get back to work. Walk around the room to supervise and offer any help that may be 6 needed. Once time is up, help members clean up and set up their designs, 7 giving them time for any discussion about how they will present their information.

engage express exhibit evaluate73 73 of 40 This is Senseless

Friday Community Event: The Event

Location: Gym or other spacious area Estimated Time: 60 to 90min

Description: Members will showcase their presentations by performing for a community audience.

Objective: Members will use their knowledge of senses and energy to explain their designs to the community.

What You Need Completed projects (per team)

Refer to Event Planner How to Prepare Review The Process for this activity in advance. Set up the work area and pull out all materials.

1 Welcome the community. Explain that members have been learning about their energy and this week the focus is the senses. Visitors are invited to visit as many stations as they want to experience what the members Steps to Follow 2 have been doing and learning all week. Members have designed appliances modeled after our sense to detect all forms of energy. 3 Walk around to provide assistance to any teams that need it.

engage express exhibit evaluate74 74 of 40 This is Senseless

Resources

 UCSB Science Line." UCSB Science Line. Web. 05 Dec. 2015 http://scienceline.ucsb.edu/getkey.php?key=2577  Our Chemical Senses: Olfaction.” Web. 07 Dec. 2015. https://faculty.washington.edu/chudler/chems.html  Lesson: The Grand Challenge: Simulating Human Vision." The Grand Challenge: Simulating Human Vision. Web. 05 Dec. 2015. https://www.teachengineering.org/view_lesson.php?url=collection/van_/lesson s/van_robotic_vision_less1/van_robotic_vision_less1.xml  https://commons.wikimedia.org/wiki/File:Human_eye_diagram-sagittal_view- NEI.jpg  Image Formation and Detection." Image Formation and Detection. Web. 05 Dec. 2015 http://www.physicsclassroom.com/class/refrn/Lesson-6/Image-Formation- and-Detection  A Guide to Understanding Your Peripheral Vision."EyeHealthWeb.com. N.p., 20 Aug. 2013. Web. 05 Dec. 2015 http://www.eyehealthweb.com/peripheral- vision/  http://www.masseyeandear.org/for-patients/patient-guide/patient- education/diseases-and-conditions/cornea/function  “Cold Metal.” Exploratorium. 18 Mar. 2015. Web. 6 Dec. 2015. http://www.exploratorium.edu/snacks/cold-metal  “Tastebuds on the Tongue.”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=KuP-Kj7MHes  2012 Ford Focus self-parking tech demo.”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=u-rxJkVzUxI  How does a color sensor work?,”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=ReHGkxWDkFQSay  What is remote sensing,”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=sBI3MIbzIBA  What is sensor technology?, ”YouTubce.com, Web. 6 Dec. 2015. https://www.youtube.com/watch?v=v25PCV_IJCw

engage express exhibit evaluate75 75 of 40