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How well can you see without the advantage of your color vision? This activity illustrates why different types of vision may have evolved. This is a digital adaptation of the Advantage of Color Vision activity in Lesson 7 of the Do you see what I see? unit.
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Explore the brain inside and out! Identify the parts of the brain and learn their functions. Can you get them all right?
This activity can be used as an assessment for the Why dread a bump on the head? curriculum unit.
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“What color is this?” A simple question with sometimes surprising results! Try this activity to test how you might sort various colors and compare your choices with other people.
This is a digital adaptation of the Paint Chip Activity in Lesson 1 of the Do you see what I see? unit.
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Data collection plays a critical role in the work of scientists and researchers, but once you have the data, what do you do with it? How does a long list of data points become an answer to a question or the solution to a problem? This tool is designed to explore some selected datasets and generate graphs and links to Lesson 6 of the Why dread a bump on the head? curriculum unit.
We have also provided a short video that describes how to use our Dataset Graphing Tool.
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Construct a mammalian eye from the individual structures while learning about their functions. This activity can be used with Lesson 1 of the Do you see what I see? unit.
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This simulation is used in Lesson 2 of the What makes me tick...tock? unit. Students investigate how light, temperature, and genetic mutations affect fruit fly behavior.
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One of our most popular activities! How long does it take to trace a shape while looking in a mirror? See how well you can retrain your brain to adapt to new tasks by comparing the time it takes you to trace four different shapes.
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How does light affect sleep and activity patterns? This extensive activity mimics experiments that professional scientists perform to research these types of questions. It includes instructions and a worksheet as a guide on how to use the model and explore your own questions about light and sleep patterns.
Can be used in conjunction with the What makes me tick...tock? unit.
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This simulation is part of Lesson 6 in the What can I learn from worms? unit. Students investigate protein disruption and function using the simulated effects of RNAi in planarians.
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This is our first full scale game, released as a beta version Fall 2012. The player assumes the role of a medical student who follows a patient with a traumatic brain injury. How well can you treat the patient and gain the acceptance of your medical team?
This game can be integrated into the larger Why dread a bump on the head? unit on the neuroscience of traumatic brain injury. For a shorter unit built specifically around The Golden Hour, please view the teacher materials for this game.
An overview of the game contains more information on how to play the game and how it can be used in the classroom. This game is Flash based. If you are interested in a downloadable version, please let us know.
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Help the aliens collect red crystals in this challenging and fun space adventure game! Test your skills at determining colors on planets with different colors of light and experience how the environment affects our perceptions of color.
This is a digital adaptation of the "Colored Candies Sorting Activity" in Lesson 2 of the Do you see what I see? unit.
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This video describes the relevancy and method of fluorescent labelling, commonly used in scientific research. Dave Foerstoefel, a scientist in Phil Newmark's lab at the University of Illinois, explains how he uses the technique to study stem cells and regeneration in planarians.
This video is used in Lesson 5 of the What can I learn from worms? unit.
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University students and professors of neuroscience and toxicology are asked to respond to the broad and open-ended question "What changes our minds?" The interviewees provide a variety of responses including new experiences, listening to others, learning new things, the food you consume, teaching, and reading new information. This is the first video used in Lesson 1 of the "What changes our minds?" Toxicant and Drug units.
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University students and professors of neuroscience and toxicology are asked to respond to the question "How do new experiences and knowledge change our minds?" The interviewees provide a range of responses that include how new knowledge and experiences can change our thoughts, the importance of quality sources of information, and the process of carefully evaluating information. This video is used in Lesson 1 of the "What changes our minds?" Toxicant and Drug units.
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University students and professors of neuroscience and toxicology are asked to respond to the question "How can chemical substances change minds?" The interviewees provide a range of answers that discuss chemical changes in the brain, changes in behavior, and the effects of drugs and toxicants. This video is used in Lesson 1 of the "What changes our minds?" Toxicant and Drug units.
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University professors of neuroscience and toxicology are asked to respond to the question "How do we define what changes our minds?" The interviewees describe how they and others within their field of reserach define the terms drugs, toxicants, toxins and poison. This video is used in Lesson 2 of the "What changes our minds?" Toxicant and Drug units.
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A short video describing how to use the Dataset Graphing Tool as part of Lesson 6 in the Why dread a bump on the head? unit.
