Module: 9.5 Communication
Dot point: plan, choose equipment or resources and perform a first-hand investigation of a mammalian eye to gather first-hand data to relate structures to functions
This links in with the column 2 dot point: describe the anatomy and function of the human eye, including the:
– conjunctiva
– cornea
– sclera
– choroid
– retina
– iris
– lens
– aqueous and vitreous humor
– ciliary body
– optic nerve
Exploratorium, Museum of Science, Art and Human Perception, San Francisco, California, USA
Benefits: This website provides a pictorial guide to dissection of a cow eye. It also has a video clip on the same.
The video explains the rationale for selecting a cow eye. The fact that a cow eye is similar in structure to a human eye makes it easy for student to link column 2 with column 3. It provides a detailed explanation on muscles and control of movements.
I prefer the pictorial guide because:
-It is structured in a logical sequence
-It provides additional definitions via the hyperlinks
-It is succinct yet detailed
The website also provides a printable ‘Step-by-Step Instructions’ on cow-eye dissection with a glossary of key words attached. This printable guide does provide safety information.
In addition, I find the eye diagram very useful. I would show it to the students as a summary once they have finished the dissection. Furthermore, unlabelled, I could use it as a formative assessment.
Concerns and Implications: I would begin my lesson by showing the students the video clips, to get them acquainted with the eye and dissection protocol initially.
At this point, I would also give them a worksheet with 2 columns, structure and function, and ask them to fill it up as they watch the video. For example,
| Structure | Function |
| Cornea | |
| | Controls the amount of light that enters the pupil |
| Sclera | |
| | The bundle of nerve fibres that carry information from the retina to the brain |
I am concerned that both the video and the pictorial guide fail to address the safety measures other than the use of gloves, which was not practiced anyway. In fact, the pictures are evidently examples of bad lab practice since the person is not wearing gloves. Therefore, I could take advantage of this situation and discuss the safety measures related to this investigation. I would then put up the pictorial guide for their reference.
Website 2: http://www.forgefx.com/casestudies/prenticehall/ph/cow-eye/cow-eye.htm
ForgeFX is a simulation and real-time 3D software development company based in San Francisco, California. They offer to create simulation software for various projects.
Benefits:
This website provides a 3D immersive learning simulation of the structure and functions of the eye as well as a 3D simulation of the dissection of a cow's eye to enable students to understand the structure of the eye and its function
Students are able to conduct a virtual dissection of a cow's eye in 3D, and take control of the level of light the eye is receiving, as well the distance of an object the eye is looking at, in order to see how the different structures of the eye react to the changes in the environment, which, in my opinion, offers a greater depth of understanding towards the structure and functions.
I found the simulation on this website brings to live the eye’s structure and its related functions. By clicking on the various structures of the eye, the corresponding structure on the diagram is highlighted. The fact that you can control the level of light, distance of an object and turn the entire eye towards the right or left provides a good understanding of the eye. This website does reinforce the function of each structure of the eye and is a great learning tool to assist with other resources.
Concerns and Implications:
This website does not provide a detailed protocol on how to dissect an eye. Although the ‘examining a Cow’s eye’ offers a 3D dissection, it is meant to be three dimensional and cannot be used as a guide to dissection alone. Furthermore, it does not discuss the safety measures. Therefore I would use it with additional resources, such as the one mentioned above. The 3D dissection does have some questions at the top right hand corner; however these seem to be all ‘what’ questions. Relating structures to functions would require an analysis of the eye. Questions that initiate higher-order thinking instead of the ‘what’ questions would greatly benefit the outcome. Therefore, I would have to create worksheets that contain higher-order questions and require students to apply their knowledge in addition to viewing this website.
References
Board of Studies. (2009). Biology Stage 6 Syllabus. NSW: Board of studies. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-syl-from2010.pdf
Exploratorium, Museum of Science, Art and Human Perception. (2011). Retrieved from http://www.exploratorium.edu/learning_studio/cow_eye/step01.html
ForgeFX Simulations. (2011) .Retrieved from http://www.exploratorium.edu/learning_studio/cow_eye/step01.html
Hi Liesl,
ReplyDeleteI actually used this resource during my practical! It is such an outstanding resource and the class benefited immensely from using it. I actually used it for a year 9 special needs class. During the first lesson I asked all students to access the website on their laptops and I also accessed it. I took the students step by step through the different tabs which show the parts and function of the bull’s eye. It was a guided discovery where I ensured all students were following my ‘clicks’ and navigation instructions. I found this worked well with them, especially as they are special needs. The students were also able to ask questions and share their thoughts along the way. We then watched a few clips of the boy dissecting the bull’s eye. We only watched a few clips due to time constraints. The next lesson the boys actually did a dissection on a bulls eye. I set the room up so that the desks formed a square where we were able to work together on each step of the dissection. I also had the resource up, so that before each step we would watch the video of the boy performing and explaining the steps. This was great as it helped to boost the student’s confidence and they were actively engaged in the practical. I highly recommend this resource from my firsthand experience. It is clear, easy to understand and the videos and images are useful and engaging for the students. Such a great resource, I’m glad you found it!
Laura