Student Protocol

Sensory Physiology
In this experiment, you will become familiar with your senses, sensory-related phenomena, some sensory illusions, and will make observations based on your own senses. Everyone in the group should complete each exercise. ou do not need the Power!ab or !ab"hart for this experiment. Written by staff of ADInstruments.

Background
"onventionally, five senses are described# sight, hearing, taste, smell, and touch $visual, auditory, gustatory, olfactory, and tactile senses, respectively%. &his is clearly an oversimplification, and additional sensory modalities include pain, temperature, balance, and body position. 'epending on your method of classification, there are between nine and () human senses. *dditionally, there are some other candidates, such as the sensory awareness of hunger and thirst, which may or may not fall within this classification. Each sense works in fundamentally the same way. * stimulus is transduced by a speciali+ed receptor cell, which directly $when the receptor is part of a neuron% or indirectly $by releasing neurotransmitters% activates a sensory neuron. Some of these receptors have the ability to adapt to stimuli, which refers to the process by which a sensory system becomes insensitive to a continuing source of stimulation. ,any tactile receptors, such as skin receptors, adapt -uickly. &his is necessary to keep our clothes from driving us cra+y. ,ost nociceptors $pain receptors% do not adapt, re-uiring medications such as acetaminophen and morphine to be used to interrupt the pain signal to the brain. &his lack of adaptation is essential in receptors designed to protect us from our environment. .ision generally describes the ability to detect electromagnetic energy. &he visible range for humans is from about /01 nm to 231 nm. &his is often referred to as the visible spectrum. &he brain interprets the image collected by the photo receptive cells in the eye as sight. &here are two types of cells in the mammalian eye. "ones are primarily responsible for color differentiation and rods are responsible for contrast $light and dark% resolution. &he cones are found predominantly in the fovea, the region of highest visual acuity. 4ods are not found in this area but are distributed fairly evenly throughout the remainder of the retina. &he optic disc where the nerves and retinal blood vessels enter and exit is devoid of receptors and is referred to as the blind spot. 5earing, or audition, is the sense of sound perception and results from tiny hair fibers in the inner ear detecting motion of the membrane. &his membrane $ear drum% vibrates in response to changes in air pressure. 5umans with perfect hearing can detect vibrations in the range of (1 to (1,111 5+. &aste, or gustation, is one of the two main chemical senses. It is well-known that there are at least four types of taste receptors $taste buds% on the tongue# sweet, salt, sour, and bitter $6igure )%. &he existence of a fifth receptor that detects the amino acid glutamate was recently confirmed. &his umami receptor detects a flavor commonly found in meat and in artificial flavorings such as monosodium glutamate. &he actual sense of taste is a combination of taste receptors, olfactory receptors, touch, temperature, and sight.

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Figure 1. Taste buds. Smell, or olfaction, is the other chemical sense. &here are hundreds of olfactory receptors, each binding to a particular molecular feature. *ll of these receptors are found in a speciali+ed region in the roof of the nasal cavity. Each odor molecule fits into binding site on a receptor neuron triggering an action potential $6igure (%.

Figure 2. Olfactory cells.

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&ouch, or tactition, is the sense of pressure perception. &here are several types of speciali+ed tactile receptors that may be found in the skin, muscles, and viscera $6igure /%. &hese range from simple nerve endings found in hair follicles to the relatively complex Pacinian corpuscles embedded in tissues. Each type is thought to respond to different intensities and fre-uencies of pressures.

Figure 3. Skin rece tors. 7ociception is the perception of pain. Pain is an adaptive interpretation of the stimulus, not the stimulus itself. 8enerally speaking, there are two types of pain. 96ast pain: is carried from in;ured tissue by myelinated *-delta fibers. &his is the sharp pain you feel when you slam the car door on your thumb. :Slow pain: is the dull aching you feel afterwards and is delivered to the central nervous system by unmyelinated " fibers. 7ociceptors consist of free nerve endings embedded in the skin, muscles, ;oints, and viscera that respond to chemical, thermal, or mechanical stimuli. &hermoception is the sense of heat and cold. "old receptors are sensitive to temperatures lower than about /2 <". =arm receptors are sensitive from /2 <" to about >3 <". *bove this temperature, nociceptors are activated. &emperature receptors are found in the subcutaneous layers of the skin. &he receptors adapt between (1 <" and >1 <". 6or example, the cool air-conditioned room stops feeling cold after a brief period of time. *t high and low temperatures these receptors do not adapt, thereby helping to prevent temperature related in;ury to tissues. &he homeostatic thermoceptors, which provide feedback on internal body temperature, are -uite different. &hey are located close to the hypothalamus in the brain and are responsible for setting the internal thermostat. E-uilibrioception is the perception of balance and is related to the vestibular system in the inner ear $6igure >%. &he vestibular system has two components, the semicircular canals, which are filled with endolymph fluid and detect rotatory movements of the head, and the otolith organs $utricle and saccule) that detect linear acceleration and the effects of gravity,

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Student Protocol

respectively. Each of the ampulla of the semicircular canals contains a receptor apparatus, the crista ampullaris. &his consists of a gelatinous, wedge-shaped structure that blocks off the ampulla and prevents flow of the endolymph. &he cilia of the receptor cells and the otoconia, which are calcium carbonate crystals, are embedded in this gel. =hen the head moves, the gel is distorted and the cilia bend allowing rotatory movements of the head to be detected. &he weight of the otoconia allows detection of gravitational forces.

Figure !. T"e #estibular a

aratus.

Proprioception is the perception of body position and is often described as the unconscious awareness of where the various regions of the body are located at any one time. &his can be demonstrated by closing your eyes and moving a hand or foot around. Stretch receptors in the ;oints and muscles feed this three-dimensional information back to the brain. *ssuming proper proprioceptive function, at no time will you lose awareness of where the limb is, even though it is not being detected by any of the other senses. Proprioception is called the ;oint position sense.

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Sensory Physiology Required Equipment

Student Protocol

!ab"hart software Power!ab 'ata *c-uisition ?nit Pins @lack ink pen with white barrel or piece of white paper and tape &wo pieces of white paper Small black ob;ect Small colored ob;ect $one color% Small flashlight Paper clips 4uler &hree small buckets 5ot, cold, and lukewarm water *pple, cut into small pieces 4aw potato, cut into small pieces 4aw onion, cut into small pieces &hree beakers &able sugar &able salt "itric acid $orange or lemon% "otton balls or cotton buds Swivel chair

Procedure
Exercise 1: Convergence of a!e
In this exercise, you will learn the criteria for binocular vision. @inocular vision re-uires the separate images in the right and left eyes be fused to give a single view. 6usion of the images of an ob;ect is possible only if the images fall on corresponding parts of the right and left retinae. If they do not, a double view of the ob;ect results. ). 5old one arm outstretched, with the index finger upright and in line with some distant ob;ect, such as a clock on a far wall. !ook at the finger and keep it in focus, but concentrate all attention on the distant ob;ect. 7ote that the distant ob;ect is seen doubled A there are two images, side by side. (. "over the right eye. 7ote the right image of the distant ob;ect disappears. /. =ith both eyes open, look at the distant ob;ect. 7ote your finger is seen doubled. >. "over the right eye. 7ote the left image of your finger disappears. 3. *sk a volunteer to look first at a distant ob;ect, and then at an ob;ect held close up, about )3 cm from the face. 7ote the volunteerBs eyes are turned inwards when looking at a close ob;ect. C. 4ecord all your observations in the 'ata 7otebook.

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Exercise ": #ccommodation

In this exercise, you will learn how the eye can accommodate for far or near vision by varying the shape of the lens. ). "over or close one eye, and hold a pin about )3 cm in front of the other eye, in line with some distant ob;ect. !ook at the distant ob;ect and note the pin appears blurred and dim as it is out of focus. (. 7ow look at the pin. 7ote that the distant ob;ect becomes dim and indistinct. 7ote also that accommodation for the near ob;ect $the pin% is accompanied by a feeling of effort. /. "over one eye and hold the pin at armBs length. =hile looking at the point of the pin, slowly bring it toward the face until it becomes blurred. &he shortest distance at which the pin can be kept in focus is the near point. >. 4ecord all your observations in the 'ata 7otebook.

Exercise $: %he Blind Spot

In this exercise, you will locate your blind spot, which is the part of the retina with no photoreceptors. ). Dbtain a pen that writes with black ink but has a white barrel. *lternatively, wrap some white paper around the barrel of a black pen, leaving only the black writing tip exposed. (. ,ark a small cross on a piece of white paper. "lose the left eye and look steadily at the cross, at a distance of about (3 cm. 6or the rest of this exercise, keep the head completely still and continue to look at the cross. /. Slowly move the pen to the right of the cross. *t a certain distance the tip will become invisible. ,ark this place with a spot on the paper. >. "arry the pen further to the right, until it becomes visible again. ,ark this place with another spot. 3. Similarly, mark the upper and lower limits of the blind spot. C. 4ecord all your observations and the sheet depicting your blind spot in the 'ata 7otebook.

Exercise &: 'echanical Stimulation of the Retina

In this exercise, you will mechanically stimulate the retina by placing pressure on the eyeball. &he eye has properties similar to those of a camera, in that the image formed on the retina is inverted. ,echanical stimulation also gives a visual response that is inverted. &he main visual response to stimulation is a bright circle or disc on the opposite side of the visual field from the site of stimulation. ). &urn your ga+e to the left and shut both eyes. Eeep looking to the left. =ith a fingertip, press gently on the right side of the right eyeball, at the corner of the eye. 7ote the visual effect.

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(. Slide a finger up and down, and note the direction of movement of the visual response. /. &urn your ga+e to the right, and similarly press on the left side of the right eyeball, at the corner of the eye. *gain, note the visual effect. >. 4ecord all your observations in the 'ata 7otebook.

Exercise (: %he Positive #fterimage

In this exercise, you will create a positive afterimage. 4etinal photoreceptors have a surprisingly long and slow response to light. * brief visual stimulus gives rise to a response that outlasts the stimulus long enough to give an afterimage. ). 6ace a bright scene, such as a sunlit window or a strongly illuminated bench top. (. "lose both eyes and cover them with your hands. =ait for /1 seconds. /. 4emove your hands. Dpen the eyes for the shortest possible time and close them again. >. 7ote the afterimage. @right features of the scene remain visible for an appreciable time, about one fraction of a second. 3. 4ecord all your observations in the 'ata 7otebook.

Exercise ): %he *egative #fterimage

In this exercise, you will create a negative afterimage. &he sensitivity of retinal photoreceptors decreases gradually while they are being stimulated by light and increases while they are not. &his adaptation to light and dark allows visual function over a very wide range of light intensities. It has the side effect of giving rise to negative afterimages. ). Place a black ob;ect on a piece of white paper or draw a black s-uare on the paper. (. !ook fixedly at the black ob;ect for /1 seconds. keep their ga+e fixed. ou may blink, but should take care to

/. Shift the ga+e to a piece of plain white paper, and note the afterimage of the black ob;ect. &he image lasts for many seconds. &he image is inverted in contrast, which is why it is called a negative afterimage. >. 4epeat with a colored ob;ect of one color, and note the color change in the afterimage. 6or example, a red ob;ect gives a green afterimage $6igure 3%. 3. 4ecord all your observations in the 'ata 7otebook.

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Figure $. %egati#e Afterimages

Exercise +: Retinal Blood ,essels

In this exercise, you will use a small flashlight to view the retinal blood vessels in the eye. &he blood vessels of the retina lie in front of the neural and photosensitive layers. *bsorption and scattering of light by the retinal vessels would be expected to give rise to an image. &his image, however, is normally suppressed. *ltering the direction of illumination of the vessels temporarily makes the image visible. ). Shut both eyes and direct the ga+e to the left. Shine the beam of a small flashlight on the eyelid at the right side of the right eye. 5old the flashlight close to the eye, so that it forms a small bright illuminated spot $6igure C%. (. * lacy network pattern should be visible for a short time, although it fades. ,oving the flashlight slightly restores the pattern. "ontinuous rhythmic movement of the flashlight keeps the image visible. Note: &he vessels may be seen more clearly if the eyes are open and the flashlight is directed at the sclera, or the white part of the eye, directly. &his re-uires, however, either that the experiment is done in a darkened room or that the sub;ect looks at a featureless scene, such as a plain dark-colored wall. =ith patience, the branching +ig+ag pattern of the vessels can be seen clearly. &he center of the visual field has no blood vessels passing across it. .essels approach, in a radial direction, from outer parts of the field. ,ost people can see the origin of the branching pattern of vessels, in a small region to the right of center. &his is the optic disk, which was explored in Exercise /. /. 4ecord all your observations in the 'ata 7otebook.

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Figure &. '(ercise )rocedure

Exercise -: %.o/point 0iscrimination

In this exercise, you will learn the density of tactile receptors in the skin differs greatly in different parts of the body. ). &ake a metal paperclip and unfold it. @end it into a ? shape, with the wire points about )1 mm apart. (. &ouch the two points gently on the palm of a volunteerBs outstretched hand, and ask if one point or two is felt. =ith a separation of )1 mm, the double stimulus from the two points can be easily felt. /. *sk the volunteer to close both eyes. @end the paperclip so as to bring the points closer together. @y repeated trials with different point separations, find the smallest separation that the volunteer can distinguish as two points. &est the truthfulness of the volunteerBs responses, from time to time, by turning the paperclip slightly, and pressing only one of the points down $6igure 2%. >. ,easure the separation of the points with a ruler. 3. 4epeat steps / and > with trials on different parts of the body, such as a finger tip, the back of the hand, and the back of the forearm. C. 4ecord all your observations in the 'ata 7otebook.

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Figure *. T+o, oint Discrimination

Exercise 1: # %actile 2llusion

In this exercise, you will create a tactile illusion. ). "ross two ad;acent fingers over, so that the fingernails lie side by side, but in a position reversed from the normal. ,ost people find it easiest to cross the middle finger over the index finger. (. Place a small ob;ect, such as a pen, in the .-shaped gap between the two fingernails, and gently move it back and forth $6igure 0%. 7ote the different sensations you feel. /. 4ecord all your observations in the 'ata 7otebook.

Figure -. Tactile Illusion

Exercise 13: # %hermal 2llusion

In this exercise, you will learn about receptor adaptation and the perception of temperature. &emperature receptors in the skin adapt, and thermal sensations of warmth or cold are determined more by changes in temperature than by the temperature itself. ). Dbtain three small buckets. 6ill one container with hot, but not painfully hot, water. 6ill another with cold water, and fill the third with lukewarm water. (. Place one hand in hot water and the other hand in cold water. !eave them there for /1 seconds. 7ow place both hands in the lukewarm water.

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Sensory Physiology
/. 4ecord all your observations in the 'ata 7otebook.

Student Protocol

Exercise 11: %aste and Smell

In this exercise, you will learn about the importance of smell when tasting food. * large component of taste is actually due to olfaction. ). *sk a volunteer to close their eyes and to pinch their nostrils together, preventing airflow through their nose. (. Place a small piece of apple in the volunteerBs mouth, and ask them to try to identify it by taste. /. 4epeat with a piece of raw potato and then with a piece of raw onion. Identification is difficult. >. 4epeat steps ( and /, but this time allow the volunteer to breathe through their nose. Identification is now easy. 3. 4ecord all your observations in the 'ata 7otebook.

Exercise 1": 0istri4ution of %aste Buds

In this exercise, you will determine the distribution of taste buds in your mouth. &aste buds are found principally on the tongue but also on the palate and pharynx. ). Dbtain small beakers of the following solutions# table sugar and water, table salt and water, and citric acid and water. (. 'ip a small piece of clean cotton wool or the end of a cotton bud in the sugar solution and shake off the excess solution. /. *pply the cotton to the back of a volunteerBs tongue, and ask the volunteer to report the sensation $6igure F%. 'iscard the cotton wool or bud.

Figure .. /ocations to Test t"e Solutions >. ?sing a fresh piece of cotton wool or new cotton bud, test the sensitivity of one side of the tongue. Similarly, test the tip of the tongue. 3. 4epeat steps ( to >, but with the salt solution. 7ote the distribution of salt sensitivity. C. 4epeat steps ( to >, but with the citric acid solution. 7ote the distribution of sour sensitivity. 2. 4ecord all your observations and draw a map of the taste bud distribution in the 'ata 7otebook.

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Sensory Physiology
Exercise 1$: %he 5oint Position Sense

Student Protocol

In this exercise, you will learn the effectiveness of proprioception, or ;oint position sense. ). *sk a volunteer to hold out one hand with the palm facing up and the fingers stretched out. (. 5old the volunteerBs index finger by placing your thumb on one side and your index finger on the other. 'o not hold the volunteerBs finger by the front and back. &hat could give cues about movements, deriving from the force of lifting or pulling down $6igure )1%. /. @end the volunteerBs finger up while saying, 9&his is up.G &hen pull the finger down to the original extended position while saying, 9&his is down.G >. =ith the volunteerBs eyes shut, test their ability to identify the direction of a series of finger movements. &ry both large and small movements. 3. 4ecord all your observations in the 'ata 7otebook.

Figure 10. 1o+ to 1old t"e 2olunteer3s 1and

Exercise 1&: %he Semicircular Canals

In this exercise, you will use a swivel chair to detect rotatory movements of the head. &he semicircular canals are li-uid-filled channels in the temporal bone of the skull and form part of the inner ear. &hey detect rotatory movements of the head in three axes, but they do not signal the bodyBs position. ). 5ave a volunteer sit on the swivel chair, with both feet in the air, and close both eyes. (. *sk the volunteer to say when a rotation is detected and to indicate in which direction. &est the volunteerBs ability to sense rotary motion, by rotating the chair at various speeds and for various durations. .ery slight movements are reliably detected. /. 4ecord all your observations in the 'ata 7otebook. &ake care that the volunteer does 7D& stand immediately after spinning. &he volunteer should be assisted out of the chair after a few minutes of recovery.

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Sensory Physiology 0ata *ote4ook

Exercise 1: Convergence of a!e

Student Protocol

Exercise ": #ccommodation

Exercise $: %he Blind Spot

Exercise &: 'echanical Stimulation of the Retina

Exercise (: %he Positive #fterimage

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Sensory Physiology
Exercise ): %he *egative #fterimage

Student Protocol

Exercise +: Retinal Blood ,essels

Exercise -: %.o/point 0iscrimination

Exercise 1: # %actile 2llusion

Exercise 13: # %hermal 2llusion

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Sensory Physiology
Exercise 11: %aste and Smell

Student Protocol

Exercise 1": 0istri4ution of %aste Buds

Exercise 1$: %he 5oint Position Sense

Exercise 1&: %he Semicircular Canals

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Sensory Physiology Study 6uestions

1. Expla n t!e p"ocess of act #at ng a senso"$ ne%"on.

Student Protocol

2.

&!at s t!e anato' cal (as s fo" t!e (l n) spot*

3.

&!e"e +as $o%" tact le ) sc" ' nat on t!e (est* &!at can $o% sa$ a(o%t t!e )ens t$ of tact le "ecepto"s on $o%" a"'*

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Sensory Physiology
4.

Student Protocol

&!at !appene) +!en $o% place) $o%" !an)s f"o' t!e !ot an) col) +ate" to t!e l%,e+a"' +ate"* &!$ )o $o% t! n, t! s !appene)*

5.

&!at can $o% sa$ a(o%t t!e ) st" (%t on of t!e ) ffe"ent t$pes of taste "ecepto"s*

6.

&!at s t!e p" 'a"$ ) ffe"ence (et+een fast pa n an) slo+ pa n*

"opyright H (1)1 *'Instruments Pty !td. *ll rights reserved. Power!abI and !ab"hartI are registered trademarks of *'Instruments Pty !td. &he names of specific recording units, such as Power!ab 0J/1, are trademarks of *'Instruments Pty !td. "hart and Scope $application programs% are trademarks of *'Instruments Pty !td. +++.-./nst"%'ents.co'

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