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Why Can’t I Sleep? MelatoninActivity 4A
Activity Objectives:Using scenario cards, a “road map”, and background material, students will be able to:
▼ Describe what melatonin is and what it does in the body▼ Demonstrate the effect light and food have on the release
of melatonin▼ Describe a Stimulus/Response reaction▼ Demonstrate the 2 most common pathways that control
melatonin release▼ Infer how to better regulate sleep and wake cycles
Activity Description:This kinesthetic activity has a dual function. Students will discover theeffects of stimuli, such as light and food on the release of melatonin and the pathways involved for melatonin release. They will also explorehow the response to various stimuli can control the regulation of melatonin release.
Activity Background:Many students and adults have fallen into bad sleeping habits: leavingbedroom lights on, allowing street lighting to enter the bedroom, drinkingtea/coffee a couple of hours before bedtime, going to bed late and wakingup early (not enough sleep), and the worst, turning on a light in the mid-dle of the night to light the way to the bathroom. What many of us do notrealize is that light can actually be a form of pollution!
The pineal gland is home to a powerful substance associated with thesleep cycle. This substance is called melatonin. Melatonin helps set ourcircadian rhythms (24 hour cycle). Many thoughts have been generatedabout the function of the pineal gland. Originally the pineal gland wasthought to be a vestigial organ just as the appendix was thought to be a vestigial digestive organ.1 René Descartes, the 17th-century Frenchphilosopher and mathematician, concluded the pineal was the seat of thesoul controlling the flow of memories into the consciousness. 2 It wasn’tuntil 1958 when the function of the pineal gland and isolation of mela-tonin occurred.3 The pineal gland is a small organ shaped like a pine cone.It is located on the midline of the lower brain, attached to the posteriorend of the roof of the third ventricle. The pineal gland varies in sizeamong species; in humans it is roughly 1 cm in length, whereas in dogs itis only about 1 mm long. 4 See Figure 1 Anatomy of the Brain.
Activity Overview
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The pineal gland houses a substance called melatonin. Melatonin, C13H16N2O2, (Figure 2a) is an organic substance produced naturally in the body.Released from the pineal gland, melatonin provides 3 main benefits to humans:
a. helps establish circadian rhythms (a sleep/wake cycle)b. acts as a sleep inducing agent c. provides powerful antioxidant protection
Remember, melatonin occurs naturally in the body. Through a series ofchemical reactions involving tryptophan (an essential amino acid) andserotonin (a neurotransmitter), the pineal gland produces melatonin. Thechemical structures of melatonin, tryptophan, and seratonin are shown inFigures 2a, 2b, and 2c. Neurotransmitters transfer nerve impulses across asynapse in a nerve cell (neuron), as shown in Figure 3. Tryptophan is need-ed in protein synthesis. Since it is an essential amino acid, humans mustreceive it in their diet. Serotonin narrows blood vessels (vasoconstrictor)and is a found in the brain, blood serum, and stomach (gastric) mucousmembranes. The chemical synthesis of tryptophan to melatonin is shown in Figure 4.
Figure 2a Chemical Structure of Melatonin
Pituitary gland
HypothalmusPineal gland
Figure 1 Anatomy of the Brain
Brain Stem
Activity Overview Continued
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NH
O
CH3CH3O
NH
MELATONIN
Cerebellum
Cerebrum
Figure 2b Chemical Structure of Tryptophan
Figure 2c Chemical Structure of Serotonin
Figure 3 Serotonin as a Neurotransmitter in Neurons Activity Overview Continued
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3Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
CO2_
NH
TRYPTOPHANC11H12N2O2
NH3+
NH
SEROTONINC10H12N2O
NH
NO
Serotonin Receptor
Serotonin
Activity Overview Continued
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Figure 4 Synthesis of Melatonin in the Pineal Gland
There are several environmental factors that influence the secretion orsuppression of melatonin. These include: light pollution, food, jetlag, and day light savings time. The effect light and food have on melatoninare the main factors explored in this activity. Let’s take a look at lightand its effects on melatonin. Within the electromagnetic spectrum, visible light has the greatest influence on melatonin. Light in the blue to blue-green light range has been shown to suppress the release of melatonin,see Figure 5 Visible Light Spectrum. Consequences for melatonin suppression include disruption of circadian rhythms, DNA damage, and cell destruction.
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CH2 NH2 CHCOOH
NH
TRYPTOPHAN-5-HYDROOXYLASE
TRYPTOPHAN
CH2 NH2 CHCOOH
NH
5 HTP-DECARBOXYLASE
5-HYDROXYTRYPTOPHAN (5HTP)
HO
HOCH2CH2NH
SEROTONIN-N-ACETYLTRANSFERAS NAT or AANAT
5-HYDROXYTRYPTAMINE (5HT, SEROTONIN)
HOCH2CH2NHCOCH
HYDROXYINDOLE-O-METHYL TRANSFERASE (HIOMT)
N-ACETYLSEROTONIN (NAS)
CH3 CH2CH2NHCOCH
MELATONIN
NH
NH
NH
How does light travel from outside the body and set up a signal that willtravel to the pineal gland? A very simplified pathway would be: lighttravels through the eye, sending a signal to the pineal gland to suppress therelease of melatonin. Let’s take a closer look at the components involved.As light enters the eye (Figure 6), it is received by specialized cells locatedin the retina called retina ganglion cells (RGC). RGC are a type of neuronwhich communicates directly with the brain.
Figure 6 Light Pathway Through The Eye
Activity Overview Continued
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VISIBLE LIGHT “WHITE LIGHT” Wavelength in nanometer (nm)
500 – 570 GREEN
570 – 590 YELLOW
590 – 610 ORANGE
610 – 650 RED
400 – 450 VIOLET
450 – 500 BLUE
www.solarscouts.com
Figure 5 Visible Light Spectrum
Cornea
Iris
LensVitreous Humor
Blood Vessels
Blind Spot
Light
Retina Ganglion Cells (RGC)
Rods
Pigment Epithelium
Cones
RetinaChoroid
ScleraAqueous Humor
CiliaryBody
Adapted from WEBVISION http://webvision.med.utah.edu/
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Pupil▼
▼
The RGC are located in front of the rods and cones (Figure 7). Rods and cones are not involved in the control of light for melatonin release.Melanopsin, is a photosensitive protein inside the RGC. Melanopsin issensitive to blue/blue-green light.
Figure 7 Anatomy of RetinaReferring to Figure 5, when light in the 450-550nm range is detected bymelanopsin, melatonin is suppressed. The light message travels from theRGC down the optic nerve to the hypothalamus. A specific area in thehypothalamus, suprachiasmatic nucleus (SCN) is the biological clock. Thebiological clock needs to be reset daily. This resetting is ac omplished bythe melatonin. Cerebrospinal fluid, (CSF), is a sterile liquid coating thebrain. The CSF transports the light message to the spinal column and then to the pineal gland. Figure 8 illustrates a simplified pathway.
Activity Overview Continued
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CCCCC
CCCCCCC
CCCCCC
CCCCCC
C
C
RetinaGanglion Cells
Amacrine Cells
BipolarCells
Photoreceptors
Horizontal Cells
Retina
Rods
Cones
Spinal cord
Pituitary gland
Figure 8 Light Pathway Affecting
Melatonin
LightSuperior cervical ganglion (SCG)
Hypothalmus
- - - - - - - - - =eye-pineal
neural pathway
Pineal gland
Eye
Type and Color of Light
Incandescent Light(Red)
Neon Lighting
No Light
Argon (Ar)
No Melatonin Released
No Melatonin Released
Delayed Release
Melatonin
Neon (Ne) Sodium (Na)
Street lightsSchool lighting
Convenience StoresKitchen lighting
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Melatonin Released During Sleep
Melatonin Released During Sleep
Ne Na
Fluorescent Lighting
(Blue)
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When light is present melatonin is not released. Melatonin is released in the presence of darkness. Next question one should ask is “What types of light suppress the release of melatonin?” Figure 9 shows the types of light and effects on melatonin.
Figure 9 Types of Lighting and Effects on Melatonin
Consequences of light pollution:Fluorescent, and to a lesser degree incandescent lighting, will suppress or delay the release of melatonin, respectively. Fluorescent light emits blue light in the 450-550 nm range.Incandescent light emits light in the red range (610nm) but also releases a small amount ofblue light. The blue light from a fluorescent bulb will inhibit melatonin release. The lightfrom the incandescent bulb will delay melatonin release. Gases used in neon lighting havethe ability to suppress melatonin. Figure 9 shows the various effects of neon filled lights.When melatonin is not released, the body doesn’t reset its biological clock and circadianrhythms are off. Once someone turns off the light and goes to bed, the lights should remainoff. If a light is turned on, melatonin immediately stops being released and produc-tion will not resume until the following night. This can be harmful because melatonin is a powerful, protective antioxidant. Falling asleep with a(n) fluorescent/incandescent light, TV, or street light entering the room can disrupt the synthesis and release of melatonin. The best advice; “Avoid light at night”.
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Food also influences melatonin release. Melatonin is synthesized from tryptophan, an essential amino acid. An essential amino acid is one that must be ingested. Foods high in tryptophan include: dairy products, seafood, poultry, whole grains, and eggs. As food is digested in the stomach, insulin is released. Insulin clears out amino acids from the blood allowing more tryptophan to reach the pineal gland and be synthesized to melatonin5. (Figure 11 Tryptophan)
Figure 11 Tryptophan
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Tryptophan is left in blood.Tryptophan
travels to pineal gland for synthesis of melatonin
TRYPTOPHAN
Food enters stomach.
Insulin is released
Eat a high carbohydrate meal (high in tryptophan)
Insulin clears many amino acids from
the blood
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Activity Materials: (per class)Character Cards – included after these teacher instruction pages;
cut and laminatedYarn/string for Character CardsStimulus/Response CardsRoad Map Shower curtain/twin sheet painted to make game board1 Class Set of Student Information Pages1 Copy Student Data Page (per student)
Activity Management Suggestions:1. The human body, with the 2 main melatonin pathways, is drawn
onto a shower curtain or twin size flat sheet to create the road map.2. Character cards are used to assign roles to students.
a. The cards are as follows: 1 Host/Hostess, Betty Bluetooth, Indy Incandescent, Red Clock, Nature Calls, Airy Argon, Chow Hound, Chocolate Cake, Plate of Pasta, Mug of Coffee, Apple Pie and Ice Cream, Blood Vessel (6-8), Trip Tofan (4-6), and Mel A. Tonin (6-8).
b. Adjust the number of multiple characters (Blood Vessel, Trip Tofan, and Mel A. Tonin) as needed so every student has a role.
c. The following characters take their spots on the road map.i. Blood Vessel characters lock hands together as in playing
“London Bridge”. They stand on the blood vessel leading from the stomach to the pineal gland.
ii. Mel A. Tonin: All sit in the “The House” pineal gland.1. They will respond by standing or flopping over.
Response card lets them know which action to follow.iii. Trip Tofan: All sit in stomach. When food is eaten there will
be a choice of 2 responses1. Snoozers: Trip Tofan stand and walk from the
stomach, through the Blood Vessel, up to pineal gland. Trip Tofan + Mel A. Tonin will stand and join hands/arms because the conversion of tryptophan to melatonin has occurred.
2. Zingers: Trip Tofan stand inside stomach. They will not follow the blood vessel to the pineal gland. Zinger foods do not contain tryptophan therefore no melatonin is produced or released.
3. The host/hostess will draw a Stimulus Card and read it. 4. Characters involved will follow the appropriate pathway to reach the
pineal gland.a. The teacher should walk through the first 2-3 stimulus/response cards with students explaining the response. Let students proceed without teacher help once they understand the concept.
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Activity Overview Continued
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5. Mel A. Tonin, (the sleeper substance), located in the pineal gland will respond by either being released, suppressed, or delayed. Students who are Mel A.Tonin will respond by all standing, all remaining seated, or just a few standing, respectively.
6. When food is ingested, Trip Tofan will get up from sitting in the stomach and travel up the Blood Vessel to the pineal gland. Mel A. Tonin and Trip Tofan will join hands (representing a chemical reaction)and stand together if food ingested was a Snoozer. If food is a Zinger, no Mel A. Tonin is made, therefore there is no movement of either substance.
7. The game ends when all stimulus cards have been used OR class time ends.
8. Allow time for students to put character cards, Stimulus/Response cards away.
9. Students will complete their Student Data Pages.
Modifications:Pair students in need of assistance with students able to assist and monitor closely.
Extensions:Students can extend their study into the following areas: 1. How does melatonin act as a powerful antioxidant? 2. Keep a sleep journal of bedtime, wake time, and how many times a
light is turned on after you go to bed - at the end of a week graph class results.
3. Write a children’s story to explain why people can’t sleep. 4. How does blindness affect circadian rhythms? 5. Create a diorama illustrating an ideal environment for sleeping.
Activity References Used:National Institutes of Health (NIH) http://www.nhlbi.nih.gov/health/public/sleep/
Farr, G. The Endocrine System/The Pineal Gland. Retrieved June 18,2007, fromhttp://www.becomehealthynow.com/article/bodyendocrine/737
Ciba Foundation Symposium 117. (1985). Photoperiodism, melatonin andpineal. Pittman London, pg.8.
Colorado State University. The Pineal Gland and Melatonin. Retrieved June 14, 2007, from http://www.vivo.colostate.edu/hbooks/path-phys/endocrine/otherendo/pineal.html
Foods that help you Sleep. Retrieved June 22, 2007, fromhttp://www.askdrsears.com/html/4/T042400.asp
Sexton, R. J. Artificial Lighting A summary of Artificial Illumination as itPertains to the Culture of Various Plants and Animals Commonly Kept in Indoor Aquaria. Retrieved June 18,2007, fromhttp://www.geocities.com/CapeCanaveral/4742/lighting.html
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Relevant TEKS:Middle School ELA6.12 (A, B)(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how toglean and use information in procedural texts and documents. Students are expected to:
(A) follow multi-tasked instructions to complete a task, solve a problem, or perform proce-dures; and(B) interpret factual, quantitative, or technical information presented in maps, charts, illus-trations, graphs, timelines, tables, and diagrams.
6.20 (A, B)(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legi-bly and use appropriate capitalization and punctuation conventions in their compositions. Studentsare expected to:
(A) use capitalization for:(i) abbreviations;(ii) initials and acronyms; and(iii) organizations;
(B) recognize and use punctuation marks including:(i) commas in compound sentences;(ii) proper punctuation and spacing for quotations; and(iii) parentheses, brackets, and ellipses (to indicate omissions and interruptions orincomplete statements);
6.28, 7.28(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Studentswill continue to apply earlier standards with greater complexity. Students are expected to participate instudent-led discussions by eliciting and considering suggestions from other group members and byidentifying points of agreement and disagreement.7.12 (A)(12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how toglean and use information in procedural texts and documents. Students are expected to:
(A) follow multi-dimensional instructions from text to complete a task, solve a problem, orperform procedures;
7.19, 8.19 (A, C)(19) Oral and Written Conventions/Conventions. Students understand the function of and use theconventions of academic language when speaking and writing. Students will continue to apply earlierstandards with greater complexity. Students are expected to:
(A) identify, use, and understand the function of the following parts of speech in the contextof reading, writing, and speaking:
(i) verbs (perfect and progressive tenses) and participles;(ii) appositive phrases;(iii) adverbial and adjectival phrases and clauses;(iv) conjunctive adverbs (e.g., consequently, furthermore, indeed);(v) prepositions and prepositional phrases and their influence on subject-verbagreement;
(C) use a variety of complete sentences (e.g., simple, compound, complex) that includeproperly placed modifiers, correctly identified antecedents, parallel structures, and consis-tent tenses.
7.21, 8.21(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to spellcorrectly, including using various resources to determine and check correct spellings.7.28, 8.28(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Studentswill continue to apply earlier standards with greater complexity. Students are expected to participateproductively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers,take notes, and vote on key issues.
Middle School Science6.3, 7.3, 8.3 (A, B, C)(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, andproblem solving to make informed decisions and knows the contributions of relevant scientists. Thestudent is expected to:
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(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;
7.6 (A, B, C)(6) Matter and energy. The student knows that matter has physical and chemical properties and canundergo physical and chemical changes. The student is expected to:
(A) identify that organic compounds contain carbon and other elements such as hydrogen,oxygen, phosphorus, nitrogen, or sulfur;(B) distinguish between physical and chemical changes in matter in the digestive system; and(C) recognize how large molecules are broken down into smaller molecules such as carbohy-drates can be broken down into sugars.
7.12 (B)(12) Organisms and environments. The student knows that living systems at all levels of organizationdemonstrate the complementary nature of structure and function. The student is expected to:
(B) identify the main functions of the systems of the human organism, including the circula-tory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nerv-ous, and endocrine systems;
7.13 (A, B)(13) Organisms and environments. The student knows that a living organism must be able to maintainbalance in stable internal conditions in response to external and internal stimuli. The student is expect-ed to:
(A) investigate how organisms respond to external stimuli found in the environment such asphototropism and fight or flight; and(B) describe and relate responses in organisms that may result from internal stimuli such aswilting in plants and fever or vomiting in animals that allow them to maintain balance.
8.5 (D, E)(5) Matter and energy. The student knows that matter is composed of atoms and has chemical andphysical properties. The student is expected to:
(D) recognize that chemical formulas are used to identify substances and determine thenumber of atoms of each element in chemical formulas containing subscripts;(E) investigate how evidence of chemical reactions indicate that new substances with differ-ent properties are formed;
BiologyBio 3 (A, E)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;(E) evaluate models according to their limitations in representing biological objects or events;
Bio 4 (B)(4) Science concepts. The student knows that cells are the basic structures of all living things with spe-cialized parts that perform specific functions and that viruses are different from cells. The student isexpected to:
(B) investigate and explain cellular processes, including homeostasis, energy conversions,transport of molecules, and synthesis of new molecules;
Bio 9 (A)(9) Science concepts. The student knows the significance of various molecules involved in metabolicprocesses and energy conversions that occur in living organisms. The student is expected to:
(A) compare the structures and functions of different types of biomolecules, including car-bohydrates, lipids, proteins, and nucleic acids;
Bio 10 (A, C)(10) Science concepts. The student knows that biological systems are composed of multiple levels. Thestudent is expected to:
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(A) describe the interactions that occur among systems that perform the functions of regula-tion, nutrient absorption, reproduction, and defense from injury or illness in animals;
Bio 11 (A)(11) Science concepts. The student knows that biological systems work to achieve and maintain bal-ance. The student is expected to:
(A) describe the role of internal feedback mechanisms in the maintenance of homeostasis;
ChemistryChem 3 (A)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;
Chem 4(A)(4) Science concepts. The student knows the characteristics of matter and can analyze the relationshipsbetween chemical and physical changes and properties. The student is expected to:
(A) differentiate between physical and chemical changes and properties;Chem 5 (B)(5) Science concepts. The student understands the historical development of the Periodic Table andcan apply its predictive power. The student is expected to:
(B) use the Periodic Table to identify and explain the properties of chemical families, includ-ing alkali metals, alkaline earth metals, halogens, noble gases, and transition metals;
Chem 6 (B, C)(6) Science concepts. The student knows and understands the historical development of atomic theory.The student is expected to:
(B) understand the electromagnetic spectrum and the mathematical relationships betweenenergy, frequency, and wavelength of light;(C) calculate the wavelength, frequency, and energy of light using Planck’s constant and thespeed of light;
Chem 7 (A, B, E)(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The stu-dent is expected to:
(A) name ionic compounds containing main group or transition metals, covalent com-pounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC)nomenclature rules;(B) write the chemical formulas of common polyatomic ions, ionic compounds containingmain group or transition metals, covalent compounds, acids, and bases;(E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral elec-tron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.
PhysicsPhys 3 (A, E)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;(E) research and describe the connections between physics and future careers;
Phys 8 (B)(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenome-na. The student is expected to:
(B) compare and explain the emission spectra produced by various atoms;Chem 5 (B)(5) Science concepts. The student understands the historical development of the Periodic Table andcan apply its predictive power. The student is expected to:
(B) use the Periodic Table to identify and explain the properties of chemical families, includ-ing alkali metals, alkaline earth metals, halogens, noble gases, and transition metals;
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Chem 6 (B, C)(6) Science concepts. The student knows and understands the historical development of atomic theory.The student is expected to:
(B) understand the electromagnetic spectrum and the mathematical relationships betweenenergy, frequency, and wavelength of light;(C) calculate the wavelength, frequency, and energy of light using Planck’s constant and thespeed of light;
Chem 7 (A, B, E)(7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The stu-dent is expected to:
(A) name ionic compounds containing main group or transition metals, covalent com-pounds, acids, and bases, using International Union of Pure and Applied Chemistry (IUPAC)nomenclature rules;(B) write the chemical formulas of common polyatomic ions, ionic compounds containingmain group or transition metals, covalent compounds, acids, and bases;(E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral elec-tron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory.
PhysicsPhys 3 (A, E)(3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving tomake informed decisions within and outside the classroom. The student is expected to:
(A) in all fields of science, analyze, evaluate, and critique scientific explanations by usingempirical evidence, logical reasoning, and experimental and observational testing, includingexamining all sides of scientific evidence of those scientific explanations, so as to encouragecritical thinking by the student;(E) research and describe the connections between physics and future careers;
Phys 8 (B)(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenome-na. The student is expected to:
(B) compare and explain the emission spectra produced by various atoms;
Activity “Administrivia”: Grade Levels 6-8
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Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
BettyBluetooth
Red Clock AKA Big Red
IndyIncandescent
Character Cards Cut out and laminate for reuse.. .
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Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
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Nature Calls
Trip Tofan
Chow Hound
Character Cards Cut out and laminate for reuse.. .
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Tryptophan
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
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ChocolateCake
Plate of Pasta
Mug ofCoffee
Character Cards Cut out and laminate for reuse.. .
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Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
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Blood Vessels
Apple Pie andIce Cream
Character Cards Cut out and laminate for reuse.. .
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Positively Aging®/M. O. R. E. 2008© UTHSCSA
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Host
Hostess
2-Sided Character Cards Cut out and laminate for reuse.
. .FOLDFOLD
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Positively Aging®/M. O. R. E. 2008© UTHSCSA
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Mel A. Tonin(happy)
2-Sided Character Cards Cut out and laminate for reuse.
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Mel A. Tonin(unhappy)
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Betty Blu
etooth
●Stimulu
s:The flu
orescent lights in
the
neigh
borin
g convenien
ce st
ore have
been keepin
g you aw
ake after y
outurn the lights out fo
r bed. Y
ou have
wised up and now
wear p
added goggles
to bed.
■Re
sponse:
Blue light su
ppresse
s the re
lease of
melat
onin
because of its w
avele
ngth
(450 nm
- 500 nm
). Sin
ce you are
wearing
the padded goggles
no light
enters
the eye therefore me
latonin
isrelea
sed.
▼Pathwa
y:Lig
ht enters e
ye ➜
travels
dow
nhig
hway (R
HT) t
o the bio
logica
l cloc
k(SCN
) ➜continu
es traveling to sp
inal
colum
n ➜
travels
up to pine
al gla
nd.
Melat
onin
is relea
sed because the
goggles
keep the room
dark.
Melat
onin
characters
stand with happy fa
ceshow
ing.
Stimulus/Response Cards
ZZZZZ World
LESSON 4 ACTIVITY 4A21
Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
Betty Blu
etooth
●Stimulu
s:Betty Blu
etooth has entered the
room
as a
fluorescent streetlight.
■Re
sponse:
Blue light su
ppresse
s the re
lease
of m
elatonin
because of its
wavelen
gth (450 nm
- 500 nm
). ▼
Pathwa
y:Lig
ht enters e
ye ➜
travels
dow
nhig
hway (R
HT) t
o the bio
logica
lclo
ck (S
CN) ➜
continu
es traveling
to sp
inal c
olumn
➜travels
up
to pine
al gla
nd. N
O me
latonin
relea
sed therefore me
latonin
characters
will rema
in seated w
iththeir
character cards
frown
ing.
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
ZZZZZ World
LESSON 4 ACTIVITY 4A22
Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
Stimulus/Response Cards
Betty Blu
etooth
●Stimulu
s:You have fa
llen aslee
p in
front of
the TV
while wa
tchin
g CS
I with
the flu
orescent la
mp on.
■Re
sponse:
Blue light su
ppresse
s the re
lease
of m
elatonin
because of its
wavelen
gth (450 nm
- 500 nm
). ▼
Pathwa
y:Lig
ht enters e
ye ➜
travels
dow
nhig
hway (R
HT) t
o the bio
logica
lclo
ck (S
CN) ➜
continu
es traveling
to sp
inal c
olumn
➜travels
up to
pineal g
land.
NO m
elatonin
relea
sed therefore me
latonin
characters
will rema
in seated w
iththeir
character cards
frown
ing.
Indy In
candescent
●Stimulu
s:The bedroom
light w
as le
ft on.
The
light bulb
in the bedroom
is an
incandescent bulb.
■Re
sponse:
Incandescent light will slightly
suppress
melat
onin
because inc
andes-
cent light does emit some
blue
light
although mo
st of t
he light giv
en off
isyellow
(580 nm).
▼Pathwa
y:Lig
ht enters e
ye ➜
travels
dow
nhig
hway (R
HT) t
o the bio
logica
l cloc
k(SCN
) ➜continu
es traveling to sp
inal
colum
n ➜
travels
up to pine
al gla
nd.
A few
melat
onin
characters
stand
turning
their character t
o a happy
face. A
ll Me
l. A. Tonin
characters
that re
maine
d seated turn their
character t
o a fro
wning
face.
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Stimulus/Response Cards
ZZZZZ World
LESSON 4 ACTIVITY 4A23
Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
Indy In
candescent
●Stimulu
s:You are reading
Harry Potter a
ndthe De
athly
Hallow
sand so
mehow
fell aslee
p with the bedsid
e lam
pon. T
he bulb
is in
candescent.
■Re
sponse:
Incandescent light will slightly
suppress
melat
onin
because inc
an-
descent light emits so
me blue
light.
Most of t
he light giv
en off, how
ev-
er, is y
ellow
(580 nm).
▼Pathwa
y:Lig
ht enters e
ye➜
travels
dow
nhig
hway (R
HT) t
o the bio
logica
lclo
ck (S
CN) ➜
continu
es traveling to
spina
l colu
mn ➜
travels
up to
pineal g
land.
A few
melat
onin
characters
stand turning
their char-
acter t
o a happy face. C
haracters
that re
maine
d seated turn their
character t
o a fro
wning
face.
Red Clock:
AKA Big
Red
●Stimulu
s:Big
Red is always b
y your side
at nigh
t.■
Response:
Red LCD lights w
ill not suppress
melat
onin
relea
se because the
red has a
wavele
ngth of 6
50nm
.The receptor cells involv
ed in
melat
onin
regulat
ion in
the eyes
(RGC
) are se
nsitive to blu
e to
blue-green light.
▼Pathwa
y:light enters e
ye➜
travels
dow
nhig
hway (R
HT) t
o the bio
logica
lclo
ck (S
CN)➜
continu
es traveling
to sp
inal c
olumn
➜travels
up to
pineal g
land.
All M
el A. Tonins
stand with character cards
show
ing a happy fa
ce.
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
ZZZZZ World
LESSON 4 ACTIVITY 4A24
Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
Stimulus/Response Cards
Nature Calls
●Stimulu
s:In the m
iddle
of the nigh
t you have to
go to the bathroom
. You get up and turn
on the bathroom
light.
■Re
sponse:
The light w
as turned on in
the m
iddle
ofthe nig
ht therefore all me
latonin
will
stop bein
g relea
se. M
el A. Tonin
charac-
ters
should
be st
andin
g with happy fa
ces
before the Nature Calls
character
starts w
alking
the pathw
ay. O
nce
Nature Callsr
eaches the pine
al gla
nd,
all m
elatonin
characters s
hould
drop
imme
diately
to the sitting
position and
character c
ards sh
ould
be fr
ownin
g. ▼
Pathwa
y:Lig
ht enters e
ye➜
travels
dow
n hig
hway (R
HT) t
o the bio
logica
l cloc
k(SCN
)➜continu
es traveling to sp
inal
colum
n➜travels
up to pine
al gla
nd. M
elA. Tonins
respond by dropping
to a sit-
ting position
imme
diately
and turning
character c
ards to a fro
wn.
Airy Argon
●Stimulu
s:You are on vacation
in Chic
ago,
the
Wind
y Cit
y. You turn out the lights
and notic
e a beam
of l
ight stream
-ing
into your h
otel
room
. The neon
light is filled with argon gas, g
iving
off a
bluish hue in
the ro
om.
■Re
sponse:
Blue light su
ppresse
s the re
lease
of m
elatonin
because of its w
ave-
length (400 nm
- 450 nm
) ▼
Pathwa
y:Lig
ht enters e
ye➜
travels
dow
nhig
hway (R
HT) t
o the bio
logica
lclo
ck (S
CN) ➜
continu
es traveling to
spina
l colu
mn➜
travels
up to pine
algla
nd. N
O me
latonin
relea
sed there-
fore M
el A. Tonin
characters
will
rema
in seated w
ith their character
cards f
rown
ing.
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
25Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
ZZZZZ World
LESSON 4 ACTIVITY 4A
Stimulus/Response Cards
Chow
Hound
●Stimulu
s:You decid
e to have a bedtime snack.
As you
enter t
he kitc
hen there is a deliciou
s apple
pie sitting
on the counter.
You cannot
resist.
You slice a piec
e and put it in
abowl. T
he ic
e cream
contain
er is right
there in
the fre
ezer, so of course
, you need
ice cream
with
the pie. You sc
oop out the
frozen treat and enjoy.
An hour l
ater,
lights a
re out and you’re
off
to bed.
■Re
sponse:
Ice cream
is a dairy
product and the pie
contain
s carbohydrates. B
oth are good
sources o
f tryptophan.
Through dig
estio
n,tryptophan w
ill be carrie
d to the pine
algla
nd w
here the conversion fr
om tryptophan
➜serotonin
➜me
latonin
will occur.
▼Pathwa
y:Food enters m
outh➜
travels
dow
n E.
soph-
agus Lane to the st
omach➜
tryptophan is
carried
to pin
eal g
land through the blo
od-
stream
. Mela
tonin
is sy
nthesiz
ed fr
om tryp-
tophan in
the pine
al gla
nd because
the snack wa
s a good snooze fo
od. M
el A.
Tonin
sstand and turn their
character cards
to a happy fa
ce.
Chow
Hound
●Stimulu
s:You enjoy the las
t pie
ce of c
hoco-
late cake w
ith a glas
s of r
efreshing
milk. Two
hours
later you go to
sleep in
your d
ark room
.■
Response:
Chocola
te is not high
in caffeine
; it
will not keep you awa
ke. T
he m
ilk is
a dairy
product. T
his nigh
ttime com-
bination
will
not bother your s
leep
cycle
or m
elatonin
relea
se.
▼Pathwa
y:Food enters m
outh➜
travels
dow
nE.
sophagus Lane to the st
omach ➜
tryptophan is carrie
d to pine
al gla
ndthrough the blo
odstream
. Mela
tonin
is synthesiz
ed fr
om tryptophan in
the pin
eal g
land because the snack
was a
good snooze fo
od. M
el A.
Tonin
sstand and turn their
charac-
ter c
ards to a happy face.
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
26Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
ZZZZZ World
LESSON 4 ACTIVITY 4A
Stimulus/Response Cards
Chow
Hound
●Stimulu
s:You have prepared a wo
nderful p
asta
dinner w
ith fr
eshly
grated parm
esan
cheese.
■Re
sponse:
This pasta dis
h is hig
h in
carbohy-
drates and contains
tryptophan.
Tryptophan w
ill be carrie
d to the
pineal g
land wh
ere the conversio
nfro
m tryptophan
➜serotonin
➜me
latonin
will occur.
▼Pathwa
y:Food enters m
outh➜
travels
dow
n E.
sophagus Lane to the st
omach➜
tryptophan is carrie
d to pine
al gla
ndthrough the blo
odstream
. Mela
tonin
is synthesiz
ed fr
om tryptophan in
the
pineal g
land because the snack wa
s a good sn
ooze fo
od. Me
l A. T
onins
stand and turn their character c
ards
to a happy fa
ce.
Chow
Hound
●Stimulu
s:You go to the bookstore.
As you are
meanderin
g, you sm
ell the fr
eshly
brewe
dcoffe
e fro
m the coffe
e shop. Y
ou
purchase a cappuccino
and re
ad your
book. 3
hours
later you go to bed.
■Re
sponse:
Caffe
ine is a st
imula
nt. I
t speeds up the
nervous s
ystem. For m
ost people
the
effects o
f caffeine
wear o
ff within
6hours a
fter in
gestion
. The caffeine
would
affect the re
lease of m
elatonin
, there-
fore m
elatonin
is not re
leased.
The Me
l A.
Tonin
swould
sit and turn the character
cards t
o a fro
wning
face.
▼Pathwa
y:food enters m
outh➜
travels
dow
n E.
Sophagus Lane to the st
omach.
The nerv-
ous s
ystem
responds by inc
reasing
heart
rate and other body system
s. Me
latonin
isdelay
ed. A
few
Mel A
. Tonins
would
stand
and turn their characters
cards t
o a
happy face, the re
st w
ould
sit turnin
gtheir
character cards to a fro
wning
face.
Positively Aging®/M. O. R. E. 2008© UTHSCSA
Positively Aging®/M. O. R. E. 2008© UTHSCSA
ZZZZZ World
LESSON 4ACTIVITY 4A
27Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
RH
THI
GHW
AY
ROAD
MAP
TO
SLEE
P
Plat
elet
Foam
Cel
l
Bloo
d C
ell
Bloo
d Ce
ll
Plat
elet
Foam
Cel
l
Blood Cell
Blood Cell
Foam
Cel
l
TRYP
TOPH
AN
2nd
Vert
ebra
e
3rd
Vert
ebra
e
B I
O LO G
I CA
LCL
OC
K
NEUR
ONEXPRESS
ooooo
E S
O PH A
G US
L AN
EBL
OOD
VESS
EL
PINE
AL G
LAND
“T
he Ho
use”
Mel
aton
inDe
tour
DoNo
tEn
t er
ZZZZZ World
LESSON 4ACTIVITY 4A
28Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
Supp
ressed
Delay
ed
MEL
ATON
INRe
gulat
esSle
ep
Regu
lates
Biolog
ical C
lock
Caffe
inean
dSt
imula
nts
Lack
ofTr
ytop
han
in Die
tLig
htFo
od Hi
gh
in Tr
ytop
han
Dark
ness,
Neon
Ligh
t,Re
d LCD
Ligh
t
Relea
sed
Pinea
l Glan
dBr
ain
Prote
ctive
Antio
xidan
t
in res
pons
e to
in res
pons
e to
in res
pons
e to
in th
eis
prod
uced
in
is im
porta
nt
isCONCEPT MAP
Teacher Answer Key
Activity Overview Continued
ZZZZZ World
LESSON 4ACTIVITY 4A
29Teacher Enrichment Initiatives/Positively Aging®2012© The University of Texas Health Science Center at San Antonio
Processing Out Teacher Answer Key:
1. Why is it important to turn off all lights when going to bed? (Light disrupts the release of melatonin. The body’s biological clock will not be reset.)
2. How can you help prevent light pollution? (Turn lights out during sleep time and avoid turning lights on during themiddle of the night. Use bright outside lights only when necessary and make sure they do not disrupt your neighbors.)
3. How is tryptophan involved with the release of melatonin? (Tryptophan is ingested through various foods. Once in the stomach, the tryptophan is released into the bloodstream and travels to the pineal gland. Once inside the gland, the tryptophan undergoes a series of chemical reactions to produce melatonin.)
4. Describe the relationship between light and melatonin. (Visible light has very distinct wavelengths that inhibit the release of melatonin. Blue to blue-green light falls in the 450-550 nm range that suppresses melatonin release. Other light can cause a delay in melatonin release.)
5. Would blindness affect the ability to release melatonin? (No because it is the specialized cells in the retina (RGC’s) that are detecting the light NOT rods or cones.)
6. If the Biological Clock were damaged how would that affect melatonin release? (Depending on the damage it can affect the pathway to melatonin release.)
7. What evidence would you use to persuade local politicians to enact programs that would help control light pollution in your neighborhood? (Many answers might be suitable.)
8. How would you balance the need to control light pollution with the need to have neighborhoods safely lit at night? (Many answers might be suitable.)
9. Many families are not aware that turning on lights at night will stop melatonin release. Further, melatonin will not be released again that night when the lights are turned off. In fact, melatonin release will be stopped until the next night when the lights are off. If this pattern continues, over time, the body does not get the full amount of melatonin. Loss of melatonin speeds the aging process, disrupts sleep, interferes with normal function of the biological clock, etc. Describe how you would raise awareness of the consequences of “light abuse” in your community.