Brainstorm
Produced by the 21st Century Biology Class at Sidwell Friends School

November 2000
VOLUME I, ISSUE 1

Table of Contents


 
About 21st Century Biology
BY OLIVIA MA AND ALEX YESNIK
The 21st Century Biology class at Sidwell Friends School in Washington, DC is a unique, student-led, research-oriented class which stands out from traditional high school science classes. The students conduct original research on several different projects with a focus on neuroscience, studying the brain and nervous system of various species.

Our veteran research includes a study of weakly electric fish and their electric signals as well as a study of thigmomorphogenisis, the response of plants to chronic mechanical stimulation. Our class is also currently working on a new project researching insect communication, specifically the neurophysiology, behavior, and bioacoustics of insects.

Each year, in addition to conducting our own research, students in 21st Century Biology participate in the nation-wide Brain Awareness Week (BAW), co-sponsored by the Dana Alliance for Brain Initiatives and the Society for Neuroscience.

Our hope is to spread information about the brain and nervous system to elementary and middle schools in the Washington, D.C. area.

Starting this year, our class is publishing Brainstorm, a monthly newsletter on neuroscience to complement our outreach activities with local area schools during BAW.

Brainstorm aims to serve as a resource for teachers on the subject of neuroscience. Each issue will provide fun facts, educational games, neuroscience activities, and articles about the brain.

Current Research: Insect Communication
The 21st Century Biology class at Sidwell Friends School in Washington, DC is a unique, student-led, research-oriented class which stands out from traditional high school science classes. The students conduct original research on several different projects with a focus on neuroscience, studying the brain and nervous system of various species.

Students in the 21st Century Biology Class at Sidwell Friends school are currently studying leafhoppers and treehoppers, both common insects found in most lawns, and their forms of communication. By sending vibrations through substrate, such as grass, stems, and leaves, these insects are able to form an unique method of communication.

By constructing a recording device from a phonograph needle, the vibrations in substrate can be converted to an electrical signal that can be displayed on an oscilliscope and heard through a speaker. This device amplifies the insect vibration to an intensity level which can be perceived by the human ear. We are currently studying the forms of communication utilized in mating and raising young, finding food, and escaping danger.

Future experiments include the study of the five different forms of sounds used by insects (stridulation, clicking, percussion, air expulsion, vibration) and the possible reproduction of these sounds back to the insects.

By studying insect communication, students develop an understanding of both the auditory process and the behavioral response involved in the communication process. Through observation of the physical actions and the reactions of the insects in their communication and study of the different types of sounds used, students can identify different sounds and connect them with various behaviors. Insect communication is an exciting way for students to explore the principles of neuroscience.

Recommended Websites
PREPARED BY OLIVIA MA
http://www.sidwell.edu/us/science/21bio/
An introduction to our 21st Century Biology class; includes summaries of all our current projects and an explanation of what our students do to facilitate neuroscience education during Brain Awareness Week.

http://www.brainconnection.com/
Site includes topics such as emotions and memory, current events related to neuroscienc, and a section providing resources for teachers.

http://faculty.washington.edu/chudler/neurok.html
An excellent site for younger students to explore neuroscience; includes experiments, activities, and games. Look for "Explore the Nervous System" and "Neuroscience in the News" on the site.

http://www.beemnet.com/
An interactive, educational website that allows students to communicate with neuroscientists.

http://www.dana.org/  and  http://www.sfn.org/
The Dana Alliance for Brain Initiatives and the Society for Neuroscience are co-sponsors of Brain Awareness Week.

STRESS and the Brain
BY LAUREN BROWNLEE
You’re in math class. You didn’t have time to finish your homework the night before and your teacher announces that you have a pop quiz on last night’s work. You feel stressed. Your brain’s immediate response to the stress is to activate three communication systems that will regulate your body’s response.

The first is the voluntary or behavioral nervous system. This will send your muscles a message so they can respond to the information your senses give them (maybe when you see the quiz, you get scared and run to the bathroom to buy time).

The second system is the autonomatic nervous system. This combines your emergency branch, called the sympathic branch, and your calming branch, called the parasympathic branch. Your sympathic branch was what induced your running away from the quiz, by signaling to your arteries which supply blood to your muscles to relax and deliver more blood and by signaling to your arteries which supply blood to your skin, kidney, and digestive tract to deliver less blood so that your muscles will be able to move more easily. The parasympathic branch keeps your body’s maintenance system in order (for example, it keeps you from throwing up from your nervousness) and calms down your emergency system, so you do not stay ready to move for an extended period of time.

The third system is the neuroendocrine system, which is in charge of keeping your body’s internal functions operating. "Stress hormones" are sent through your blood when you feel overwhelmed. Two of the most important stress hormones are epinephrine, which is often called adrenaline, and cortisol. Epinephrine is quickly released by your body and prepares you for the “fight or flight” situations that stress often puts you in. By speeding up your heartbeat, raising you blood pressure, relaxing your bronchial tubes so that you can breath rapidly, triggering the release of other stimulating hormones, and slowing down your digestive process to conserve energy for the muscles, epinephrine adjusts your body to effects of stress. Cortisol is released into the bloodstream about five minutes later to help your body return to normal.

As all this is happening in your body, all you can feel as you sit down to take the quiz is butterflies in your stomach and your heart beating faster. Although you’ll be okay, make sure that you manage your stress as stress is the cause of most illnesses! Next time, plan ahead so your brain can focus on the math, and not on handling the stress!

Neuroscience in the News
BY ANNA DUNCAN
How much do you think the average three year old uses his brain? According to current research being done by neuroscientists (scientists who study the brain), the brains of babies and toddlers are a lot more active than we may think.

Charles Nelson is a neuroscientist who studies the development of the human brain in babies and toddlers. One of the experiments, or games, he plays with the babies he studies is to sneak a red toy into the babies’ hand without letting the baby look at it. He then shows the baby a picture of the toy to see if he recognizes it form having felt its shape. According to the brain waves Nelson is recording, most of the time the baby does. Nelson has done other research that shows that a newborn can recognize his mother’s voice from having heard it in the womb. Both of these experiments show that many of the brain’s functions, like memory capacity, may begin their development very early on.

Does that mean that babies are much smarter than we thought? Not necessarily. What it means is that the first three years of a human’s life are very important for the development of his brain. Neuroscientists, like Nelson, who have been researching the infant brain have discovered that until around the age of two or three, the brain develops faster than at any other time. This is why scientists are now saying that it is so important that during this period children receive proper nutrition, healthy stimulation, and nurturing parents and teachers.

Maybe scientists have finally found an explanation for those "terrible two's" after all: they’ve got a lot on their minds.

Fun Brain Facts!
BY ANNA DUNCAN
  • The general structure of the brain is almost exactly the same in all mammals.
  • The brain of the average newborn human weighs from 350 to 400 grams and the brain of the average adult human weighs from 1,300 to 1,400 grams (about three pounds).
  • The brain makes up only 2% of an adult human’s weight, but consumes 20% of the blood’s oxygen supply.
  • One human brain generates more electrical impulses in a single day than all of the world’s telephones put together.
  • 85% of the brain is water.