Teaching Materials - Rice University · 2020. 11. 21. · Otto Loewi Eureka tries to explain the effect of opioids on the brain by showing how endogenous opioids act in the Reward

The Reconstructors Mystery of Morpheus

Teaching Materials

Episode Four: Mystery of Morpheus

©2001 Rice University The Reconstructors™ is a product of the Center for Technology in Teaching and Learning, Rice University and is funded by the Science Education Drug Abuse Partnership Award, R25DA11785, from the National Institute on Drug Abuse, National Institutes of Health.

Episode Four Briefing: Contents

The Reconstructors 2 Mystery of Morpheus

OVERVIEW We hope that you and your students will extend The Reconstructors™ adventures with activities designed to cover related learning objectives. The activities described in the teaching package are intended for use both before and after students have “played” Episode 4: Mystery of Morpheus of The Reconstructors™. The files may be printed for classroom use ONLY. Feel free to adapt these activities to your own classroom needs. Another resource that we suggest is the National Institutes of Health (NIH) web site at http://www.nih.gov. For specific information on drugs, go to the National Institute on Drug Abuse at http://www.nida.nih.gov. This site contains some excellent resources and teaching materials.

If you have specific questions, please contact us.

The Reconstructors Team [email protected]

EPISODE BRIEFING

Synopsis of Mystery of Morpheus (for Teachers)....................... 3

National Science Education Content Standard Correlation....... 4

Vocabulary Terms .......................................................................... 5

Mission Log .................................................................................... 8 EPISODE DEBRIEFING

Activity 1: Finding Euphoria........................................................ 10 In this activity, the student will make a presentation on how they obtain euphoria without drugs.

Activity 2: Welcome to the MindWorks ...................................... 15 In this activity, the student will model neuron structure and function and the process of neurotransmission.

Episode Four Briefing: Mystery of Morpheus Synopsis


This synopsis is provided as an overview for TEACHERS. We advise teachers NOT to hand this out to the students prior to playing the adventure since much of the suspense will be eliminated. Delta, Beta and the student arrive at Dr. Morpheus’ underground complex. To get into its lab and illuminate the interior, the student must first choose the correct “molecular entry key” and then locate the lab’s light switch. Inside the lab, a holograph of the late Dr. Morpheus tells the group that understanding the nervous system and how it functions is the key to understanding pleasure and pain. The student examines a record on the structure and function of the brain, spinal cord, peripheral nerves, and neurons. Suddenly, a loud beeping sound is heard. It is coming from Eureka, a robot lying on the floor. The student activates her by matching word pairs dealing with the plot and the nervous system. Eureka springs to life, and she tells the group that Dr. Morpheus placed data in her before he died. It’s in the form of a neuroscience mystery called “The Case of the Telltale Frog Hearts.” To solve the mystery, the student performs a series of virtual experiments with frog hearts and vagus nerves. From these tests, he/she should deduce that electrical stimulation of a nerve causes it to release chemical messages (neurotransmitters), a fact discovered by Dr. Otto Loewi, a Nobel Prize winner. After sending a message to Alpha on their findings, Beta and Eureka examine Dr. Morpheus’ data logs for more information on neurotransmitters. They uncover an animation on neurotransmission, the process by which signals travel from one neuron to the next using a combination of electricity and neurotransmitters. A message comes in on the VIV from Alpha. He doesn’t understand what neurotransmitters have to do with anything. He signs off. Eureka explains that the body makes neurotransmitters called endogenous opioids (endorphins) that can reduce pain and produce pleasure by binding to certain areas of the brain and spinal cord. Opiates and endorphins bind to the same places, such as the reward pathway in the brain (the brain’s pleasure center). Next, Eureka shows animations on the neurotransmission of endogenous opioids during times of pleasure and pain. Next, she displays an animation showing morphine competing with endorphins in the brain. The student reviews the material in a short quiz. After the quiz, Beta notices that Eureka is having trouble and explains that the underground power is going out. Quickly the student, Beta, Delta, and Eureka get ready to escape from the underground lab.

Episode Four Briefing: Correlation with Standards


National Science Education Content Standard Correlation Grades 5-8

Instructional Objective Science Content Standard Identify four main parts of the nervous system and know their major functions. Discover that the body produces naturally occurring opioids known as endogenous opioids. Understand the way in which neurotransmitters bind to receptors.

Standard C: All students should develop understanding of structure and function in living things.

Synthesize data from virtual experiments to determine how neurons communicate.

Standard A: All students should develop abilities necessary to do scientific inquiry.

Paraphrase the plot and story line. N/A

Episode Four Briefing: Vocabulary Terms


All of the words below are ones that students will encounter while playing Episode Four: Mystery of Morpheus. Their definitions are contained within the adventure in either the InfoArchives or the Glossary. Teachers should alert the students to the ability to click on the hot-linked words in the game. After the game, teachers may want to review the new vocabulary words.

Axon: a long, fiber-like extension of a neuron that transmits signals from the cell body to the synapse.

Brain: located in the skull, it is the organ that controls all body activities through the spinal cord and peripheral nerves of the nervous system. Codeine: a naturally occurring component (alkaloid) of opium. It is capable of inducing sleep, relieving pain, and causing addiction, but it is weaker than the

opiates morphine and heroin in producing these effects.

Dendrite: a fiber-like extension of a neuron that receives signals from other cells.

Endogenous opioid: also known as an endorphin. It is a substance which is produced by the body and which affects the brain much like morphine does. Endorphin: a brain chemical that acts like morphine. The word endorphin is a combination of two words-- endogenous, meaning made by the body, and morphine.

Heroin: an illegal, highly addictive drug. It is both the most abused and the most rapidly acting of the opiates. It is made from morphine, a naturally occurring

substance extracted from the fruit of certain varieties of poppy plant.

Morphine: a naturally occurring component (alkaloid) of opium. It is the principal analgesic found in opium and is capable of inducing sleep and causing addiction.



Nervous system: a network composed of the brain, spinal cord, and the peripheral nerves. The network receives, interprets, and transmits signals in

order to coordinate bodily activities.

Neuron: a nerve cell. It is specialized to transmit and receive signals. Neurotransmission: the transfer of a signal from the axon of one neuron to the dendrite of another.

Neurotransmitter: a chemical used by neurons to transmit signals to neurons and to other cells. Opiate: Opium, or a drug made from opium. Opium: the juice from the fruit of the opium poppy. Opium is capable of relieving pain, inducing sleep, and causing addiction. It has a milky-white appearance and

turns brown and gummy upon exposure to air.

Peripheral nerves: nerves that carry signals between the body and the spinal cord.

Receptor: a structure on the surface of a neuron where neurotransmitters attach in order to transmit a signal.

Reward Pathway: the part of the brain where feelings of pleasure are produced. Spinal cord: a bundle of nerves coming from the base of the brain. The spinal cord carries signals from the brain to the body, relays information from the body

to the brain, and coordinates many reflexes.



Synapse: a gap between two neurons. It is the site where signals are transferred from one neuron to another.

Vagus nerve: one of the peripheral nerves. One of its most important functions is to regulate heart rate.

Vesicle: in cells, a spherical structure in which chemicals are stored.

Episode Four Briefing: Mission Log


Teacher Version TEACHER DIRECTIONS: Ask students to complete the right-hand column as they move through the game. Answers are provided here, but Page 9 has a master that can be copied for students as a handout.

Question Answer

You enter the story with Beta and Delta on a mission to find out how the brain is involved in feeling pleasure and pain. Whose lab are you trying to enter?

Dr. Morpheus’

Beta discovers Dr. Morpheus’ holographic record on the nervous system. What part of the system carries signals from the brain to the body? spinal cord

From the hologram, you learn about a part of the nervous system that is involved in speech, movement, and experiencing pleasure and pain. What is this part?

brain

From the hologram, you learn that the body contains a network of nerves that it uses to send information to the brain. What are these nerves called? peripheral nerves

From the hologram, you learn about cells that can both send and receive signals. What is the name of these cells?

nerve cells OR neurons

After Eureka is powered up, you learn that she contains information on how the nervous system works. She shows you “The Case of the Telltale Frog Heart: A Neuroscience Mystery.” After completing the mystery, you learn that, in the nervous system, signals are sent electrically and _______.

chemically

After “The Case of the Telltale Frog Heart,” you find that a scientist was awarded a Nobel Prize for demonstrating the function of neurotransmitters. Who was this scientist?

Otto Loewi

Eureka tries to explain the effect of opioids on the brain by showing how endogenous opioids act in the Reward Pathway. True or False: Endogenous opioids are also released during a painful situation in order to decrease the amount of pain. True or False: Morphine binds to the same receptors as endogenous opioids and, therefore, activates the reward pathway.

True True

Conclusions: Why do endogenous opioids and opiate drugs have similar effects? Both endogenous opioids and opiate drugs bind to the same receptors, those involved in the pleasure and pain-relieving pathways in the brain.

Episode Four Briefing: Mission Log


Name: Class: Date

STUDENT INSTRUCTIONS: Record your observations by correctly answering the following questions as you play The Reconstructors™ Episode 4: Mystery of Morpheus.

Question Answer

You enter the story with Beta and Delta on a mission to find out how the brain is involved in feeling pleasure and pain. Whose lab are you trying to enter?

Beta discovers Dr. Morpheus’ holographic record on the nervous system. What part of the system carries signals from the brain to the body?

From the hologram, you learn about a part of the nervous system that is involved in speech, movement, and experiencing pleasure and pain. What is this part?

From the hologram, you learn that the body contains a network of nerves that it uses to send information to the brain. What are these nerves called?

From the hologram, you learn about cells that can both send and receive signals. What is the name of these cells?

After Eureka is powered up, you learn that she contains data on the way the nervous system works. She shows you “The Case of the Telltale Frog Heart: A Neuroscience Mystery.” After completing the mystery, you learn that, in the nervous system, signals are sent electrically and .

After “The Case of the Telltale Frog Heart,” you find that a scientist was awarded a Nobel Prize for demonstrating the function of neurotransmitters. Who was this scientist?

Eureka tries to explain the effect of opioids on the brain by showing how endogenous opioids act in the Reward Pathway. True or False: Endogenous opioids are also released during a painful situation in order to decrease the amount of pain. True or False: Morphine binds to the same receptors as endogenous opioids, and therefore activates the Reward Pathway.

Conclusions: Why do endogenous opioids and opiate drugs have similar effects? __________________________________________________________________________________________________________________________________________________________________________.

Episode Four Debriefing: Teacher Guide


ACTIVITY 1 FINDING EUPHORIA It has been said that the reason for taking drugs is to experience intense pleasure (euphoria). In this activity, students will make a presentation on how they experience euphoria without drugs.

Background Opiates produce pleasure by binding to receptors in an area deep within the brain called the reward pathway. The reward pathway is part of the limbic system. It is made up of many structures, and it functions in regulating emotions. Normally, the body’s own opioids, the endogenous opioids, bind to these receptors and cause feelings of pleasure for a short time. However, when a person takes an opiate, it binds to the same receptors and induces more intense feelings of pleasure for a longer period of time. Everyone wants to feel euphoria. It is felt when we laugh, sing, play, or do other pleasurable pursuits. The trick is to find euphoria without drugs. Why not use drugs? One reason is that, once opiate use becomes addictive, the ability to feel pleasure without drugs may become difficult.



FINDING EUPHORIA The Limbic System

limbic system



Learning Objectives The student will:

• Discuss the effects of opiates on the brain. • Create a presentation on how they naturally feel euphoria.

Materials

• Finding Euphoria Student Activity Sheets • Finding Euphoria: The Limbic System Transparency • presentation materials (see procedure section)

Procedure 1. Prior to class, make a transparency of the diagram Finding Euphoria: The

Limbic System.

2. Begin with a discussion on what euphoria is and when it is felt. Use the diagram of the limbic system to show where pleasure is processed in the brain.

3. Next, discuss how euphoria is felt. Suggestion: Try to connect the feelings felt with opiate use with the natural feelings of pleasure. Ask the students how they think people feel when they take drugs; then ask if there are other ways to feel “high.”

4. Tell the students that Eureka would like to know what euphoria feels like. Their job is to make a poster, digital movie, slide show, play, song, etc. that shows how they find euphoria. Some suggestions are:

• Computer presentation-- make a slide show of a well-known musical group and explain how/why it induces euphoria.

• Digital movie-- input images to create a movie of a recent party the student attended where he/she was euphoric.

• Poster with pictures-- take pictures at a sporting event or cut out pictures from magazines to show ways of experiencing euphoria.

• Play-- write a one-person play or write a song about something that produces euphoria.

5. Have each student share his or her presentation with the class.



Extension Activities • Science: Research the other functions of the limbic system.

• Science: Investigate how the brain changes with drug use.

Standards National Science Education Standards, Grades 5-8

• Science Content Standard C: All students should develop understanding of structure and function in living systems.

• Science Content Standard F: All students should develop understanding of personal health.

Books • Packer, A. 2000. Highs!: Over 150 Ways to Feel Really, Really Good...Without

Alcohol or Other Drugs. Minneapolis, MN: Free Spirit Pub.

• Farndon, John. 2000. The Big Book of the Brain: All About the Body's Control Center. New York: Peter Bedrick Books.

Web Sites

• The Euphoria Project http://www.theeuphoriaproject.com/

• The Neurobiology of Addiction

http://www.nida.nih.gov/pubs/teaching/Teaching2/Teaching.html

• Neuroscience for Kids

http://faculty.washington.edu/chudler/neurok.html

Episode Four Debriefing: Student Activity Sheet


FINDING EUPHORIA Eureka is a robot and does not fully understand what euphoria feels like. She would like you to make a presentation to help her understand what it feels like to experience euphoria.

Materials The materials required will depend on the type of presentation that is chosen.

Procedure 1. Participate in a discussion of what euphoria is.

2. Eureka would like to know what euphoria feels like. Make a presentation on how you experience euphoria. You might want to make a computer presentation or a poster, or you could write a song, a poem, or a short one-person play. Your teacher will define the limits of your presentation.

3. Share your presentation with the class.



ACTIVITY 2 WELCOME TO THE MINDWORKS

In this activity, the student will model neuron structure and function and the process of neurotransmission.

Background Neurons are nerve cells that are specialized to communicate with other cells. A typical neuron has a cell body that contains the nucleus and other cell organelles. Extending from the cell body are projections called dendrites that pick up messages or signals from other neurons. Each neuron also has a long extension called an axon that carries signals away from the cell. The end of the axon divides into many branches with swollen tips known as synaptic terminals. The process by which signals in the nervous system move from neuron to neuron is called neurotransmission. A signal received by a neuron’s dendrites causes an electrical impulse to travel down the axon of the cell. Some neurons have a fatty covering on the axon called a myelin sheath. There are areas on these axons, called nodes of Ranvier, that are not covered with myelin. Electrical impulses travel faster in neurons with myelin. Once an electrical impulse reaches a synaptic terminal, it stimulates the neuron to release chemicals called neurotransmitters into the gap (synapse) between cells. A neuron can make one or more different types of neurotransmitter. Neurotransmitters relay the signal to neighboring neurons by binding to protein receptors on the cells. A neurotransmitter cannot bind to just any receptor. It binds to the one for that type of neurotransmitter. Some drugs can also bind to these receptors. For example, opiates are able to cause their effects by binding to the same receptors as endorphins, the morphine-like substances that are made by the body. This lesson was adapted from activities at Neuroscience for Kids: http://faculty.washington.edu/chudler/chmodel.html



Learning Objectives The student will:

• Know the parts of a neuron and their functions. • Make a model of a neuron. • Model neurotransmission.

Materials

• Welcome to the MindWorks Student Activity Sheet • pipe cleaners (four different colors) • scissors • different-colored balls, buttons, or pebbles • timer or stopwatch • tape • tape measure • calculator

Procedure 1. Prior to class, make a transparency of the Parts of Neuron diagram in the student

activity section.

2. Tell the class that the Morpheus MindWorks are reopening and that they are looking for a few good neuroscientists.

3. Using the neuron transparency, review the parts of the neuron and the process of neurotransmission with the class.

4. Hand out the Welcome to the MindWorks Student Activity Sheet and have the students perform the activities on it.

Assembly line: Neuron Model

1. The students will make a model of a neuron with pipe cleaners. They should follow the instructions on the student activity sheet.

2. Next, the students should tape the model to the activity sheet entitled Neuron Model and should label the dendrites, cell body, axon, node of Ranvier, myelin, and synaptic terminal.

Proving Grounds: Neurotransmission modeling 1. Have 10 or more students stand in a straight line with arms outstretched.

Each person in line represents a neuron. The left hand represents the dendrites, the body is the cell body, the right arm is the axon, the right hand is the synaptic terminal, and the gap between students is the synapse.



2. A student who is not part of the line will act as the monitor. He/she should place a colored ball in the right hand (synaptic terminal) of each student in line. The ball represents a neurotransmitter.

3. Next, the monitor should say, “Go,” and start the timer. At the sound of “Go,” the first person in line should drop his/her ball (neurotransmitter) into his/her neighbor’s left hand (dendrites). As each student feels the ball fall into his/her left hand, that student should drop his/her ball into the left hand of his/her neighbor.

4. When the last student in line receives a ball, the monitor should stop the watch and then measure the length of the line.

5. Have students calculate the approximate speed at which the signal traveled from neuron to neuron by dividing the length of the line by the time it took for the signal to travel to the end of the line.

Conference Room Activity Sheet: Review of Concepts 1. This section tests students’ knowledge of neuron structure and function and their

understanding of the process of neurotransmission.

2. Students must answer a series of neuroscience questions to show that they are qualified to work at Morpheus MindWorks.

Extension Activities • Science: Research how different addictive drugs alter neurotransmission.

• Science: Research saltatory conduction in neurons.

Standards National Science Education Standards, Grades 5-8

• Science Content Standard C: All students should develop understanding of structure and function in living systems.

Books • Matthews, G. C. 2001. Neurobiology: Molecules, Cells, and Systems.

Malden, MA: Blackwell Science.

• National Research Council. 1996. National Science Education Standards. Washington, DC: National Academy Press.

Web Sites

• Neuroscience for Kids http://faculty.washington.edu/chudler/chmodel.html



Name: ______________________________ Class:__________ Date

ACTIVITY 2 WELCOME TO THE MINDWORKS Help wanted: seeking a young neuroscientist. Inquire within.

Do you have what it takes to cut it at Morpheus MindWorks? Take the job and find out!

Materials • pipe cleaners (four different colors) • balls, buttons, or pebbles of different colors • timer or stopwatch • scissors • tape • tape measure • calculator

Procedure Assembly Line

1. Your task at the MindWorks assembly line is to create a model of a neuron. Refer to the diagram of the neuron to help you make it. Use a different color pipe cleaner for each part of the model. To build the model:

a. Roll a pipe cleaner into a ball. It will represent the cell body. b. Attach the axon to the cell body by pushing the end of a pipe cleaner

through the cell body and twisting it into place. Roll the opposite end of the axon into a small ball. This is the synaptic terminal.

c. Cut a pipe cleaner into two or three short pieces. These pieces will be the dendrites. Attach the dendrites to the cell body on the side opposite the axon.

d. To show the myelin, cut a pipe cleaner into three or four pieces. Wrap each piece around a portion of the axon. Be sure to leave a gap between the sections of myelin to represent a node of Ranvier.

2. Tape the neuron to the Neuron Model student activity sheet. Draw arrows to each part and label the cell body, axon, synaptic terminal, dendrites, myelin, and node of Ranvier.



Name: ______________________________ Class:__________ Date Proving Grounds

1. Your job at the MindWorks Proving Grounds is to model neurotransmission and to do a rough measurement of how fast messages travel in the nervous system.

2. Divide into groups of 10 or more students. Everyone except for one student, the monitor, should form a straight line with arms outstretched.

3. Each person in the line represents a neuron. The left hand represents the dendrites, the body is the cell body, the right arm is the axon, the right hand is the synaptic terminal, and the gap between students is the synapse.

4. The monitor should place a ball in the right hand (synaptic terminal) of everyone in the line. Each ball represents a neurotransmitter.

5. Next, the monitor will say “Go” and start a timer. At the sound of “Go,” the first person in line should put his/her neurotransmitter into the dendrites (left hand) of the person to the right as fast as possible. When the second person in line feels the neurotransmitter (ball) in his/her dendrites, the second person should place his/her neurotransmitter into the dendrites of the person to the right as fast as possible. Continue doing this until the signal reaches the end of the line.

6. The monitor should stop the watch when the last person in line receives a neurotransmitter.

7. Next, the monitor should use the tape measure to measure the length of the line.

8. Calculate the speed at which the signal traveled. a. If the length of the line is in metric units, change meters to centimeters by

multiplying the number of meters by 100 and adding it to the number of centimeters. For example, a length of 4 meters and 2 centimeters= (4 X 100) + 2 or 402 centimeters. If the length of the line is in English units, change feet and inches to centimeters by multiplying the number of feet by 30.48 and the number of inches by 2.54. For example, a length of 2 feet and 4 inches= (2 X 30.48) + (4 X 2.54) or 71.12 centimeters. Record the length of your line in the table below.

b. Change the time it took for the signal to travel to the end of the line into seconds by multiplying the number of minutes by 60 and adding it to the number of seconds. For example, a time of 3 minutes and 45 seconds = (3 X 60) +45 or 225 seconds. Record the time it took for the signal to travel to the end of your line in the table.

c. To calculate the speed of the signal, divide the length by the time. Record the speed in the table.



d. Signals can travel from neuron to neuron as fast as 11981 centimeters per

second. Did your signal travel faster or slower than this? Why do you think this happened?

Line Length (centimeters)

Time (seconds)

Speed (centimeters per second)



Name: ______________________________ Class:__________ Date Conference Room

It’s time to talk with your fellow neuroscientists and tell them what you’ve learned. 1. Answer the following questions:

a. What is a neuron?

b. What is the function of the dendrites?

c. What is the function of the axon?

d. Which chemicals carry the signal from the axon of one neuron to the dendrites of another?

e. What is neurotransmission?



Name: ______________________________ Class:__________ Date

WELCOME TO THE MINDWORKS PARTS OF A NEURON

cell body

dendrite

myelin

axon

nucleus

synaptic terminal

node of

Ranvier



Name: ______________________________ Class:__________ Date

WELCOME TO THE MINDWORKS NEURON MODEL

Documents

Teaching Materials - Rice University · 2020. 11. 21. · Otto Loewi Eureka tries to explain the effect of opioids on the brain by showing how endogenous opioids act in the Reward