How Y
w Your Brain Understands
our Brain Understands
What Your Ear Hears
Under a Contract from the
National Institutes of Health
National Institute on
Deafness and Other Communication Disorders
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Pamela Van Scotter, Director, Curriculum Development Division FIGURE CREDITS
National Institutes of Health
Jim Battey photo: National Institute of Deafness and Other Commu-James F. Battey, Jr., Director, National Institute on Deafness and nication Disorders, National Institutes of Health; Hair cell image Other Communication Disorders (NIDCD)
after Dr. Battey’s letter and p. 158: A. James Hudspeth, M.D., Ph.D.
Marin P. Allen, Chief, Office of Health Communication and Public Teacher Background
Liaison (OHCPL), NIDCD
1a, 17: Corel; 1b, c: Comstock; 3a, b: PhotoDisc; 3c: Jason Pope; 4: Donald Luecke, Deputy Director, NIDCD
Konrad Lorenz archives; 8: National Institute of Deafness and Other Robert A. Dobie, Director of Extramural Research, NIDCD
Communication Disorders, National Institutes of Health; 15a, b, c: Bechara Kachar, Chief, Section on Structural Cell Biology, NIDCD
Figures from “The Inner Ear and its Mechanical Response” in Funda-Lynn Luethke, Health Science Administrator, Hearing and Balance mentals of Hearing: An Introduction (4th Ed.), by William A. Yost, Program, NIDCD
© 2000 by Academic Press, reproduced by permission of the pub-John P. Madison, National Deafness and other Communication lisher; 16: From Cochlear Implants, Principles and Practices, by J.K.
Disorders Advisory Council, NIDCD
Niparko, K.I. Kirk, N.K. Mellon, A.M. Robbins, D.L. Tucci, and B.S.
Jennifer Wenger, OHCPL, NIDCD
Wilson, © 2000 by Lippincott Williams & Wilkins.
Bruce Fuchs, Director, Office of Science Education (OSE)
Lesson 1
William Mowczko, Project Officer, OSE
1.1 (English, Moroccan): Corel; 1.1 (all others): © Dr. Lightfoot; 1.2: Bonnie Kalberer, Senior Program Analyst, OSE
James Wadsworth family papers, photographer. Matthew B. Brady, Cindy Allen, Editor, OSE
ca.1896. Selected Civil War photographs, 1861–1865, Library of Con-Calvin D. Jackson, Office of Communications and Public Liaison, gress; 1.4: © George Jameson; Master 1.2: © ClipArt.com.
OD/NIH
Lesson 2
Advisory Committee
2.2a, b: Eyewire; 2.3: Comstock.
Robert Burkard, University of Buffalo, Buffalo, New York
Lesson 3
John Niparko, Johns Hopkins Medical Institution, Baltimore, 3.3a: Eyewire; 3.3b: PhotoDisc; 3.4, 3.5, Master 3.4: SAIC.
Maryland
Lesson 4
Josina Romero O’Connell, Challenger Middle School, Colorado 4.1, 4.2, 4.5, Master 4.3: SAIC; 4.3a, c: Corel; 4.3b: Comstock; Springs, Colorado
4.4, Master 4.1, Master 4.4: © ClipArt.com; 4.6: National Insti-Susan Wooley, American School Health Association, Kent, Ohio tute of Deafness and Other Communication Disorders, National Writing Team
Institutes of Health.
Robert Burkard, University of Buffalo, Buffalo, New York
Lesson 5
JoAnne Morgan, Gaithersburg, Maryland
5.1a, c: PhotoDisc; 5.1b: © ClipArt.com; 5.2a, b, Master 5.1: Fig-Linda Hood, Louisiana State University Health Sciences Center, ures from “The Inner Ear and its Mechanical Response” in Funda-New Orleans, Louisiana
mentals of Hearing: An Introduction (4th Ed.), by William A. Yost, Jeff Marshall, Irving Middle School, Colorado Springs, Colorado
© 2000 by Academic Press, reproduced by permission of the pub-Greg Nichols, New Options Middle School, Seattle, Washington lisher; 5.3: © RadioShack Corporation; 5.4, 5.5, 5.6: Corel; 5.7: John Niparko, Johns Hopkins Medical School, Baltimore, Maryland Eyewire.
Jochen Schacht, University of Michigan, Ann Arbor, Michigan This material is based on work supported by the National Insti-William Yost, Loyola University of Chicago, Chicago, Illinois tutes of Health under Contract No. 263-99-C-0031. Any opinions, Field-Test Teachers
findings, conclusions, or recommendations expressed in this pub-Angela McDaniel, Taylor County Middle School, Grafton, West lication are those of the authors and do not necessarily reflect the Virginia
view of the funding agency.
Greg Nichols, New Options Middle School, Seattle, Washington Copyright © 2003 by BSCS. All rights reserved. You have the per-Laurie Bricker, Sligo Middle School, Silver Spring, Maryland mission of BSCS to reproduce items in this module for your class-Terri Clock, Bunker Middle School, Muskegon, Michigan
room use. The copyright on this module, however, does not cover Net F.Y.I., Inc.
reproduction of these items for any other use. For permissions James Chin
and other rights under this copyright, please contact BSCS, 5415
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ISBN: 1-929614-10-1
Contents
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii About the National Institute on Deafness and Other Communication Disorders . . . . . . . . . . . . . . ix Introduction to How Your Brain Understands What Your Ear Hears . . . . . . . . . . . . . . . . . . . . . . . . . . 1
• What Are the Objectives of the Module?
• Why Teach the Module?
• What’s in It for the Teacher?
Implementing the Module . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
• What Are the Goals of the Module?
• What Are the Science Concepts and How Are They Connected?
• How Does the Module Correlate with the National Science Education Standards?
– Teaching Standards
– Content Standards: Grades 5–8
– Assessment Standards
• How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry-Based Learning?
– Engage
– Explore
– Explain
– Elaborate
– Evaluate
• How Does the Module Support Ongoing Assessment?
• How Can Teachers Promote Safety in the Science Classroom?
• How Can Controversial Topics Be Handled in the Classroom?
Using the Student Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
• Format of the Lessons
• Timeline for the Module
Using the Web Site . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
• Hardware/Software Requirements
• Getting the Most out of the Web Site
• Collaborative Groups
• Web Activities for Students with Disabilities
Information about Hearing, Communication, and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . 25
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
2 Misconceptions Related to Sensory Perception and Hearing . . . . . . . . . . . . . . . . . . . . . . . . . 26
3 Major Concepts Related to Hearing and Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.1 Communication is multisensory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.2 Language acquisition: imprinting and critical periods . . . . . . . . . . . . . . . . . . . . . . . 28
3.3 Sound has a physical basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.4 Perception of sound has a biological basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
4 Hearing Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.1 Noise exposure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.2 Aging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.3 Ototoxic drugs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.4 Disease and infections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
4.5 Heredity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.6 Cochlear implants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
5 Prevention of Noise-Induced Hearing Loss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Note from the NIDCD for the Teacher Who Has a Student Who Is Deaf or Hard-of-Hearing or Has Another Communication Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Student Lessons
• Lesson 1
Getting the Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
• Lesson 2
Sound Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
• Lesson 3
Do You Hear What I Hear? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
• Lesson 4
A Black Box Problem: How Do I Hear? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
• Lesson 5
Too Loud, Too Close, Too Long . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Additional Web Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Appendices
I. More About the National Institutes of Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
II. More About the NIDCD and Its Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Foreword
This curriculum supplement, from The NIH Cur-
content, and built-in assessment tools. Activities
riculum Supplement Series, brings cutting-edge
promote active and collaborative learning and
medical science and basic research discoveries
are inquiry-based to help students develop prob-
from the laboratories of the National Institutes of
lem-solving strategies and critical thinking.
Health (NIH) into classrooms. As the largest
Each curriculum supplement comes with a com-
medical research institution in the United States,
plete set of materials for both teachers and stu-
NIH plays a vital role in the health of all Ameri-
dents, including printed materials, extensive
cans and seeks to foster interest in research, sci-
background and resource information, and a
ence, and medicine-related careers for future
Web site with interactive activities. These sup-
generations. The NIH Office of Science Educa-
plements are distributed at no cost to teachers
tion (OSE) is dedicated to promoting science
across the United States. All materials may be
education and scientific literacy.
copied for classroom use, but may not be sold.
We designed this curriculum supplement to
We welcome feedback from our users. For a
complement existing life science curricula at
complete list of curriculum supplements,
both the state and local levels and to be consis-
updates, and availability and ordering informa-
tent with National Science Education Standards.1
tion, or to submit feedback, please visit our Web
It was developed and tested by a team composed
site at http://science.education.nih.gov or write to of teachers from across the country, scientists,
Curriculum Supplement Series
medical experts, other professionals with rele-
Office of Science Education
vant subject-area expertise from institutes and
National Institutes of Health
medical schools across the country, representa-
6705 Rockledge Dr., Suite 700 MSC 7984
tives from the NIH National Institute on Deaf-
Bethesda, MD 20892-7984
ness and Other Communication Disorders
We appreciate the valuable contributions of the
(NIDCD), and curriculum-design experts from
talented staff at BSCS, SAIC, and Edge Interac-
Biological Sciences Curriculum Study (BSCS),
tive. We are also grateful to the NIH scientists,
SAIC, and Edge Interactive. The authors incor-
advisors, and all other participating professionals
porated real scientific data and actual case stud-
for their work and dedication. Finally, we thank
ies into classroom activities. A three-year
the teachers and students who participated in
development process included geographically
focus groups and field tests to ensure that these
dispersed field tests by teachers and students.
supplements are both engaging and effective. I
The structure of this module enables teachers to
hope you find our series a valuable addition to
effectively facilitate learning and stimulate stu-
your classroom and wish you a productive
dent interest by applying scientific concepts to
school year.
real-life scenarios. Design elements include a
Bruce A. Fuchs, Ph.D.
conceptual flow of lessons based on BSCS’s 5E
Director
Instructional Model of Learning, multi-subject
Office of Science Education
integration emphasizing cutting-edge science
National Institutes of Health
________________________
1 In 1996, the National Academy of Sciences released the National Science Education Standards, which outlines what all citizens should understand about science by the time they graduate from high school. The Standards encourages teachers to select major science concepts that empower students to use information to solve problems rather than stressing memoriza-tion of unrelated information.
v
About the National
out the National
Institutes of Health
Founded in 1887, the National Institutes of
designed to ensure a continuing supply of well-
Health (NIH) today is the federal focal point for
trained scientists.
medical research in the United States. Composed
• Research Facilities Program. Modernizing and
of separate institutes and centers, NIH is one of
improving intramural and extramural research
eight health agencies of the Public Health Service
facilities to ensure that the nation’s scientists
within the U.S. Department of Health and Human
have adequate facilities in which to conduct
Services. The NIH mission is to uncover new
their work.
knowledge about the prevention, detection, diag-
Science education efforts by NIH and its institutes
nosis, and treatment of disease and disability, from
and centers are critical in ensuring the continued
the rarest genetic disorder to the common cold. It
supply of well-trained basic research and clinical
does this through
investigators, as well as the myriad professionals
• Research. Enhancing research outcomes across
in the many allied disciplines who support the
the medical research continuum by supporting
research enterprise. These efforts also help edu-
research in NIH’s own intramural laboratories as
cate people about the scientific results so that they
well as the research of nonfederal scientists
can make informed decisions about their own
working in universities, medical schools, hospi-
health as well as the health of the public.
tals, and research institutions throughout the
country and abroad; communicating scientific
This curriculum supplement is one such science
results; promoting the efficient transfer of new
education effort, done through the partnership of
drugs and other technologies; and providing
the NIH National Institute on Deafness and Other
effective research leadership and administration.
Communication Disorders, the NIH Office of Sci-
• Research Training and Career Development Pro-
ence Education, and Biological Sciences Curricu-
gram. Supporting research training and outreach
lum Study (BSCS).
vii
About the National Institute on Deafness
and Other Communication Disorders
lic understanding about how normal and dis-
eased processes work so that individuals can
make well-informed decisions about their health
over a lifetime. Please let us know about your
experience with the module, or let us answer any
questions you have about any aspect of the mate-
rial presented or the research of the NIDCD.
As director of the NIDCD, I am indebted to you
James F. Battey, Jr.,
for your work with these young people, and as
M.D., Ph.D.
the father of two middle schoolers, I appreciate
the challenges you will face! Thank you for your
What We Do
interest in human communication research.
Fundamental processes of hearing, balance,
Jim Battey, M.D., Ph.D., Director NIDCD
smell, taste, voice, speech, and language allow
E-mail: AskDrBattey@mail.nih.gov
humans to interact and to experience and
manipulate their environment. NIH’s primary
research institute devoted to human communi-
cation research is the National Institute on Deaf-
ness and Other Communication Disorders
(NIDCD). The NIDCD supports research across
the 50 states. Some of that research may be going
on right now in your state. For more information
on the NIDCD, consult the section More About
the NIDCD and Its Research, page 145, or visit us on the Web at http://www.nidcd.nih.gov.
Your Young Scientists
The NIDCD is committed to encouraging young
people who have an interest in science to delve
into it further. It also is working to improve pub-
Electron micrograph of a healthy hair cell.
ix