Total Amount of Alcohol
of
x
of
=
in
Serving
Alcohol
Serving
(in decimal form)
Answer the following questions.
1. Which contains more alcohol, a 12-ounce bottle of beer that is 5 percent alcohol or 1 ounce of whiskey that is 50 percent alcohol? Show your calculations.
2. Based on your calculations, is it safer for a person to drink beer than it is to drink whiskey?
Master 2.1
Tracing Alcohol’s Path through the Body
Master 2.2
Lesson 3
Explore/
Explain
Responding to Alcohol:
What’s Important?
Figure 3.1. A variety of factors
influences an organism’s
response to alcohol.
Overview
At a Glance
In Lesson 3, students explore the effects of alcohol on the motor activity (movement) of mice by analyzing data from three experiments. In the first experiment, students investigate the effect of alcohol dose on mouse activity. In the second experiment, students track the effect of increasing time after alcohol consumption on mouse activity. In the third experiment, aimed at understanding the role of genetics in alcohol response, students compare the effects of alcohol dose on activity using two different strains of mice. Students make measurements, then graph and interpret their data.
In each experiment, students are asked to draw conclusions about the animal’s response to alcohol.
Major Concepts
Alcohol produces a variety of effects on animal behavior including their movement. Alcohol exhibits a typical dose-response relationship: the greater the amount of alcohol consumed (dose), the greater the effect on behavior (response). Individuals within a population differ in their response to alcohol; some individuals are more sensitive to its effects than others. These differences in alcohol response have a genetic contribution.
Since alcohol is metabolized at a constant rate by the body, the acute effects of alcohol decrease with increasing time after consumption.
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Understanding Alcohol: Investigations into Biology and Behavior Objectives
During this lesson, students will
• understand that the effect of alcohol is dose dependent;
• realize that alcohol can both stimulate and inhibit motor behaviors;
• explore individual variation in response to alcohol;
• recognize that genotype is one factor responsible for variation in response to alcohol;
• explain how the effects of alcohol on behavior change over time;
• explain the use of experimental controls; and
• recognize the usefulness of animal models in biology.
Teacher Background
Consult the following sections in Information about Alcohol:
5 Alcohol: Pharmacokinetics (page 28)
5.1 Absorption and distribution of alcohol in the body (page 29) 5.2 Measurement of blood alcohol concentration (BAC) (page 29) 5.3 Factors affecting alcohol absorption and elimination (pages 29–30) 5.4 Alcohol metabolism (pages 30–31)
6.1 Alcohol and the brain (pages 31–35)
6.2 Alcohol and body systems (pages 35–37)
7
Alcohol: Behavioral Effects (page 37)
8.2 Alcoholism and genetics (pages 39–40)
10.1 The costs to society (page 42)
10.3 Drinking and risky behavior (pages 43–44)
10.5 Drinking and violence (pages 45–46)
In Advance
Web-Based Activities
Activity
Web Version?
1
Yes
2
No
Photocopies
Activity 1
Master 3.1, Study 1— Effect of Alcohol Dose on Mouse
Movement (Make 1 copy per student.)
Master 3.2, Study 1— Mouse Movement Data (Make 1 copy
per student.)a
Master 3.3, Study 1— Worksheet and Graph Template (Make 1
copy per student and prepare an overhead transparency.)
Master 3.4, Study 2— Effect of Time on Alcohol Response
(Make 1 copy per student.)
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Activity 1
Master 3.5, Study 2a— Control Mouse Movement Data
(Make 1 copy per student.)a
Master 3.6, Study 2b— Experimental Mouse Movement Data
(Make 1 copy per student.)a
Master 3.7, Study 2— Worksheet and Graph Template (Make 1 copy per student and prepare an overhead transparency.)
Master 3.8, Study 3— Effect of Genetics on Alcohol Response (Make 1 copy per student.)
Master 3.9, Study 3a— Mouse Movement Data (Make 1
copy per student.)a
Master 3.10, Study 3b— Mouse Movement Data (Make 1
copy per student.)a
Master 3.11, Study 3— Worksheet and Graph Template
(Make 1 copy per student and prepare an overhead
transparency.)
Activity 2
no photocopies needed
a Only needed for print-based version.
Materials
Activity 1
computers with Internet connection and a sound card
Activity 2
no materials needed except Masters 3.3, 3.7, and 3.11
from Activity 1
Teacher note
If multiple computers are not available, project images from a single computer for the class.
Preparation
If necessary, check with your computer lab personnel to determine which type of Internet connection your school uses. For Activity 1, you need to know whether you will use a modem, an ISDN line, or a T1 connection.
No preparations needed (except for photocopying).
Make sure that the Internet connections are working and that the sound is functioning.
Teacher note
Procedure
The alcohol doses used in these experiments are described in units of grams of alcohol per kilogram of body weight. Students may ask how these doses compare with human consumption. The lowest dose of 1.5 grams of alcohol per kilogram of body weight corresponds to the amount of alcohol needed to cause an average-sized person to just reach the legal limit of 89
Student Lesson 3
Understanding Alcohol: Investigations into Biology and Behavior intoxication. The doses of 2.0 and 3.0 grams of alcohol per kilogram of body weight correspond to higher levels of intoxication.
Teacher note
If possible, we recommend using the Web-based versions of the activities in this lesson. Instructions are provided first for the Web version of the activity and then for the print-based version.
Activity 1: Gathering Data
For classes using the
Web-based version of this lesson:
Study 1—Effect of Alcohol Dose on Mouse Activity
1. Log onto the Web site
http://science.education.nih.gov/supplement/alcohol/student and click on “Lesson 1—Alcohol: Separating Fact from Fiction.” Select the type of Internet connection you are using (56k modem, ISDN, or T1) and click to play a mouse video.
2. Introduce the activity by having the class review the two short Content Standard C:
video clips of the mice used during Lesson 1. Remind students which type of Internet connection your school uses. Ask students Behavior is one kind of
to recall their conclusions about the effects of alcohol on mouse response an organism
behavior, especially with regard to the loss of inhibition.
can make to an inter-
nal or external envi-
3. Explain to students that they will be analyzing data from three ronmental stimulus.
experiments that investigate the effects of alcohol on the movement of mice. They will begin by investigating the effects of alcohol dose on motor activity (movement) in mice.
4. Instruct students to click on the “Student Activities” link to return to the “Web Portion of Student Activities” page.
5. Give each student a copy of Master 3.1, Study 1—Effect of Alcohol
Dose on Mouse Movement, and Master 3.3, Study 1—Worksheet and
Graph Template.
6. Instruct students to read Master 3.1, Study 1—Effect of Alcohol
Dose on Mouse Movement. Be sure they understand how the experiment was performed and answer any questions.
7. Next, instruct students to click on the link to Lesson 3— Respond-
ing to Alcohol: What’s Important? They should click on the “Start”
button to listen to the introduction.
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Students will hear a brief introduction to the activity and be taken into the virtual laboratory.
8. Instruct students to click on the link to Study 1—Effect of Dose.
Students will read instructions asking them to select a mouse and count the number of grid lines it crosses. This number should be recorded in their data table on Master 3.3. This process is repeated for the three remaining mice.
Study 2—Effect of Time on Response to Alcohol
Teacher note
The experimental mice in this study were given alcohol at a dose of 3 grams alcohol/kg body weight.
1. Give each student 1 copy of both Master 3.4, Study 2—Effect of
Time on Alcohol Response, and Master 3.7, Study 2—Worksheet and
Graph Template.
2. Instruct students to read Master 3.4, Study 2—Effect of Time on
Alcohol Response. Be sure they understand how the experiment was performed and answer any questions.
3. Instruct students to click on the “Back” button and then on the link for Study 2a—Effect of Time.
Students will read instructions asking them to select the control mouse and count the number of grid lines it crosses for each time interval. These numbers should be recorded in their data table on Master 3.7.
4. After collecting data on the fourth mouse, students should click on the “Back” button. Next, they click on the link for Study 2b—Effect
of Time.
5. Students repeat the data collection procedure in Step 3 for the experimental mice.
Study 3—Effect of Genetics on Response to Alcohol
1. Explain to students that the different colors of the two mouse strains used in this study reflect genetic differences. Ask students what sort of genetic differences might exist between the two strains that could account for different responses to alcohol.
91
Student Lesson 3
Understanding Alcohol: Investigations into Biology and Behavior Students’ responses may be very general: differences in the brain or differences in the way the animals metabolize the alcohol may be suggested. Accept all reasonable answers and explain that it is time to investigate. Discussion of genetic variation can occur after this study and during Lessons 4 and 5.
2. Give each student 1 copy of both Master 3.8, Study 3—Effect of
Genetics on Alcohol Response, and Master 3.11, Study 3—Worksheet
and Graph Template.
3. Instruct students to read Master 3.8, Study 3—Effect of Genetics on
Alcohol Response. Be sure that they understand how the experiment was performed and answer any questions.
4. Instruct students to click on the “Back” button and then on the link for Study 3a—Effect of Genetics.
Students will read instructions asking them to select a mouse and count the number of grid lines it crosses. This number should be recorded in their data table on Master 3.11. This process is repeated for the three remaining mice of that genetic strain.
Content Standard C:
5. After collecting data on the fourth mouse, students should click on Behavior is one kind of
the “Back” button. Next they click on the link for Study 3b—Effect
response an organism
of Genetics to access the experiment with mice using a different can make to an inter-genetic strain.
nal or external envi-
ronmental stimulus.
6. Students repeat the data-collection procedure in Step 4 for mice of the second strain.
Alternate version of Activity 1 for classes
without access to the Internet:
Study 1—Effect of Alcohol Dose on Mouse Activity
1. Explain that students will be analyzing data from three experiments to investigate the effects of alcohol on the movement of mice. They will begin by investigating the effects of alcohol dose on motor activity (movement) in mice.
2. Give each student 1 copy of Master 3.1, Study 1— Effect of Alcohol
Dose on Mouse Movement, Master 3.2, Study 1— Mouse Movement
Data, and Master 3.3, Study 1— Worksheet and Graph Template.
92
• Master 3.1 describes how the experiment was performed.
• Master 3.2 contains the experimental data.
• Master 3.3 contains a worksheet and graph template.
3. Instruct students to read Master 3.1, Study 1—Effect of Alcohol
Dose on Mouse Movement. Be sure they understand how the experiment was performed and answer any questions.
4. Next, instruct students to count the number of grid lines crossed by each mouse on Master 3.2 and record the numbers in the appropriate spaces on their data table on Master 3.3.
Study 2—Effect of Time on Response to Alcohol
Teacher note
The experimental mice in this study were given alcohol at a dose of 3 grams alcohol/kg body weight.
1. Give each student 1 copy of Master 3.4, Study 2—Effect of Time on
Alcohol Response, Master 3.5, Study 2a—Control Mouse Movement
Data, Master 3.6, Study 2b—Experimental Mouse Movement Data, and Master 3.7, Study 2—Worksheet and Graph Template.
• Master 3.4 describes how the experiment was performed.
• Masters 3.5 and 3.6 contain the experimental data.
• Master 3.7 contains a worksheet and graph template.
2. Instruct students to read Master 3.4, Study 2— Effect of Time on
Alcohol Response. Be sure they understand how the experiment was performed and answer any questions.
3. Instruct the students to count the number of grid lines crossed by each mouse on Masters 3.5 and 3.6 and record the numbers in their data table on Master 3.7.
Study 3—Effect of Genetics on Response to Alcohol
1. Explain to students that this study uses two mouse strains with different genetic backgrounds. Ask students what sort of genetic differences might exist between the two strains that could account for differing responses to alcohol.
Students’ responses may be very general: differences in the brain or differences in the way the animals metabolize the alcohol may be suggested. Accept all reasonable answers and explain that it is time 93
Student Lesson 3
Understanding Alcohol: Investigations into Biology and Behavior to investigate. Discussion of genetic variation can occur after this study and during Lessons 4 and 5.
2. Give each student 1 copy of Master 3.8, Study 3—Effect of Genetics
on Alcohol Response, Master 3.9, Study 3a—Mouse Movement Data, Master 3.10, Study 3b—Mouse Movement Data, and Master 3.11,
Study 3—Worksheet and Graph Template.
• Master 3.8 describes how the experiment was performed.
• Masters 3.9 and 3.10 contain the experimental data.
• Master 3.11 contains a worksheet and graph template.
3. Instruct students to read Master 3.8, Study 3—Effect of Genetics on
Alcohol Response. Be sure that they understand how the experiment was performed and answer any questions.
4. Instruct students to count the number of grid lines crossed by each mouse on Masters 3.9 and 3.10 and record the numbers in their Content Standard A:
data table on Master 3.11.
Think critically and
logically to make the
Activity 2: Data Analysis and Discussion
relationships between
evidence and explana-
Study 1—Effect of Alcohol Dose on Mouse Activity
tions.
1. Students should use their data and the graph template on Master 3.3, Study 1—Worksheet and Graph Template, to create a plot of movement (number of grid lines crossed) versus alcohol dose.
After students plot their data, instruct them to connect the data points with lines.
If you prefer, have students graph their data in histogram form.
2. Students’ data for Study 1 should be as follows:
Dose of alcohol
Number of
(g alcohol/kg body weight)
grid lines crossed
0.0 10
1.5 16
2.0 20
3.0 4
3. Ask the class how the movement of mice varies with increasing doses of alcohol.
94
Figure 3.2. Data
for Study 1—
Effect of Alcohol
Dose on Mouse
Movement.
Students should explain that mouse movement
(number of grid lines crossed) increases as the dose of alcohol increases from 0 to 1.5 g/kg and again from 1.5 g/kg to 2.0 g/kg. Movement then decreases from 2.0 g/kg to 3.0 g/kg. Students should note that alcohol affects the movement of mice and that this effect depends on the dose of the alcohol.
4. Ask the class why the study included a mouse that was not given any alcohol.
The mouse that was not given alcohol is called a control mouse.
Mice given alcohol are called the experimental mice. In order to reach a conclusion about the effect of alcohol on mouse movement, it is necessary to compare mice that were given alcohol with those that were not. Ideally, the control mouse should be just like the experimental mice except for the variable being tested (alcohol).
Study 2—Effect of Time on Response to Alcohol
1. Students should use their data and the graph template on Master 3.7 to create a plot of movement (grid lines crossed) versus time Content Standard A:
after alcohol consumption. After plotting their data, instruct them Design and conduct a
to connect the data points with lines.
scientific investigation.
95
Student Lesson 3
Understanding Alcohol: Investigations into Biology and Behavior If you prefer, have students graph their data in histogram form. Data for the control and experimental mice should be plotted on the same graph.
2. Students’ data for Study 2 should be as follows:
Control mouse
Experimental mouse
Time
Number of grid
Time
Number of grid
lines crossed
lines crossed
0 to 1 min.
6
0 to 1 min.
12
5 to 6 min.
8
5 to 6 min.
10
10 to 11 min.
8
10 to 11 min.
6
15 to 16 min.
10
15 to 16 min.
2
3. Ask the class to describe the effect of alcohol on mouse activity over time.
Compared with the control mouse, the mouse given alcohol was initially more active, but then as time passed, its activity slowed, while that of the control mouse increased.
4. Ask students if they collected data on the mouse given alcohol for hours instead of minutes, what would happen?
Figure 3.3. Data for