Unit L: Sensory System - Mitchell High

Unit L: Sensory System

Program Area: Health Occupations Education

Course Title: Medical Sciences I Number: 7221

Unit Title: Sensory System

Suggested 7 class periods (90 minute classes)
Time for 12 class periods (55 minute classes)
Instruction:

Course Percent: 8%

Unit Evaluation: 100% Cognitive

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Competency: MD12.Analyze the anatomy and physiology of the special senses.

Specific Objectives:

MD12.01 Describe the structure of the eye.

MD12.02 Analyze the function of the eye.

MD12.03 Describe the structure of the ear, nose, and tongue.

MD12.04 Analyze the function of the ear, nose, and tongue.

MD12.05 Analyze characteristics and treatment of common sensory
disorders.

Summer 2005 L.1

Unit L Master Outline

L. Sensory System

MD12.01 Describe the structure of the eye.
MD12.02
A. Eye
1. 1” in diameter
2. Protected by orbital cavity, eyebrows, eyelashes, eyelids
3. Lacrimal glands – tears empty into nasal cavity
4. Conjunctiva – thin membrane lines eyelids
5. Wall of eye made up of three coats

B. Sclera
1. Outer layer
2. White of the eye
3. Tough coating, helps maintain shape of eye
4. Muscles responsible for moving eye attached to sclera = extrinsic
muscles

C. Cornea
1. Front of sclera (clear part) no blood vessels
2. Transparent so light rays can pass through

D. Choroid coat
1. Middle layer, contains blood vessels
2. Opening in front is pupil
3. Colored, muscular layer surrounding pupil is iris
4. Intrinsic muscles – change size of iris to control amount of light entering
through pupil

E. Lens
1. Crystalline structure located behind iris and pupil
2. Elastic, disc-shaped, biconvex
3. Situated between the anterior and posterior chambers

F. Anterior Chamber – filled with aqueous humor
G. Posterior Chamber – filled with vitreous humor
H. Retina

1. Innermost layer
2. Light rays focus image on retina
3. Image travels to the cerebral cortex via optic nerve
4. Rods – sensitive to dim light
5. Cones – sensitive to bright light and color
6. Optic disc – on retina, known as blind spot, nerve fibers that form optic

nerve

Analyze the function of the eye.

A. Eye
1. Protected by orbit, eyebrows, eyelashes, eyelids
2. Lacrimal glands – tears empty into nasal cavity and clean the eyes
3. Conjunctiva – secretes mucous to lubricate eyes

B. Sclera
1. Tough coating, helps maintain shape of eye
2. Extrinsic muscles - responsible for moving eye attached to sclera

C. Cornea - Transparent so light rays can pass through

Summer 2005 L.2

MD12.03 D. Choroid coat
MD12.04 1. Middle layer, contains blood vessels
2. Intrinsic muscles – change size of iris to control amount of light entering
through pupil
3. Pupil constricts – gets smaller – in bright light
4. Pupil dilates – gets larger – in dark light

E. Lens
1. Where light rays are refracted
2. Accommodation – change in the shape of the lens to allow for near and
distant vision

F. Retina
1. Light rays focus image on retina
2. Image travels to the cerebral cortex via optic nerve
3. Rods – sensitive to dim light
4. Cones – sensitive to bright light and color
5. Optic disc – on retina, known as blind spot, nerve fibers that form optic
nerve

G. Pathway of vision - Image travels through cornea, then pupil, through lens,
hits retina, picked up by rods and cones and carried to optic nerve where the
brain interprets image

Describe the structure of the ear, nose, and tongue.

A. Outer ear
1. Pinna (auricle) – visible ear
2. External auditory canal – ear canal
3. Cerumen – ear wax
4. Tympanic membrane – ear drum, separates outer and middle ear

B. Middle ear
1. Cavity in temporal bone
2. Connects with pharynx by Eustachian tube
3. Bones
a. Malleus (hammer)
b. Incus (anvil)
c. Stapes (stirrup)

C. Inner ear
1. Cochlea - spiral shaped organ of hearing
2. Organ of Corti – delicate hairlike cells that pick up vibrations of fluid and
transmit them as a sensory impulse
3. Semicircular canals – three structures in inner ear that contain liquid

D. Tongue
1. Muscle tissue
2. Surface covered with papillae

Analyze the function of the ear, nose, and tongue.

A. Outer ear
1. Pinna (auricle) – collects sound waves
2. Cerumen – ear wax, protects the ear

B. Middle ear
1. Connects with pharynx by Eustachian tube – which equalizes pressure in
the middle ear with outside atmosphere
2. Bones transmit sound waves from ear drum to inner ear

C. Inner ear
1. Cochlea - spiral shaped organ of hearing, contains a membranous tube,
the cochlear duct – which is filled with fluid that vibrates when sound
waves are transmitted by the stapes

Summer 2005 L.3

MD12.05 2. Organ of Corti – delicate hairlike cells that pick up vibrations of fluid and
transmit them as a sensory impulse along the auditory nerve to the brain

3. Semicircular canals – three structures in inner ear that contain liquid set
in motion by head and body movements

4. Impulses sent to cerebellum to help maintain body balance (equilibrium)
D. Pathway of hearing – ear to external auditory canal to tympanic membrane to

ossicles (malleus, incus and stapes) to cochlea to auditory nerve to brain
E. Nose

1. Smell accounts for 90% of taste
2. Tissue in the nose, olfactory epithelium, contains specialized nerve cell

receptors
3. Those receptors stimulate the olfactory nerve to the brain
F. Tongue
1. Mass of muscle tissue
2. Bumps on surface are papillae, they contain taste buds
3. Receptors in taste buds send stimuli through 3 cranial nerves to cerebral

cortex

Analyze characteristics and treatment of common sensory
disorders.

A. Disorders of the eye
1. Conjunctivitis (Pink eye)
a. Inflammation of conjunctival membranes in front of eye
b. Redness, pain, swelling and discharge
c. Highly contagious
d. Rx – antibiotic eye drops
2. Glaucoma
a. Excessive intraocular pressure causing destruction of the retina and
atrophy of the optic nerve
b. Caused by the overproduction of aqueous humor, lack of drainage,
or aging
c. Symps – develop gradually, mild aching, loss of peripheral vision,
halo around light
d. Tonometer – measures intraocular pressure
e. Rx – drugs or laser surgery
3. Cataracts
a. Lens of eye gradually becomes cloudy
b. Frequently occurs in people over 70
c. Causes painful, gradual blurring and loss of vision
d. Rx – surgical removal of the lens
4. Sty (hordeolum)
a. Abscess at the base of an eyelash in sebaceous gland
b, Symps – red, painful, swollen
c. Rx – warm, wet compresses
5. Eye injury - Glass or fragment in eye – cover eye and seek medical help,
do not remove the object
6. Color blindness
a. Cones affected
b. Genetic disorder that is carried by female and transmitted to males

B. Vision defects
1. Presbyopia
a. Lens loses elasticity, can’t focus on close or distant objects
b. Usually after age 40
c. Rx – bifocals

Summer 2005 L.4

2. Hyperopia
a. Farsighted
b. Focal point beyond retina, eyeball too short
c. Convex lenses help

3. Myopia
a. Nearsighted
b. Eyeball too long
c. Concave lenses help

4. Astigmatism
a. Irregular curvature of the cornea or lens, causing blurred vision or eye
strain
b. Rx – corrective lenses

5. Diplopia – double vision
6. Strabismus (cross-eyed)

a. Eye muscles to not coordinate their actions
b. Usually in children
c. Rx – eye exercises or surgery
7. Ophthalmoscope – instrument for viewing inside the eye
8. Snellen eye chart – chart that uses letters or symbols in calibrated heights to
check for vision defects
C. Disorders of the ear
1. Hearing loss
a. Hearing is fragile, loud noise over period of time can cause hearing loss
b. Symps – tinnitus (ringing in ears) and difficulty understanding what

people are saying
2. Otitis Media

a. Infection of middle ear
b. Often complication of common cold in children
c. Rx – antibiotics
d. Myringotomy – tubes inserted through tympanic membrane to relieve

pressure
3. Otosclerosis

a. Chronic , progressive middle ear disorder
b. Stapes becomes spongy and then hardens, becoming fixed and

immobile
c. Rx – stapedectomy and total replacement of stapes
4. Tinnitus – ringing of ears from impacted wax, otitis media, loud noise, etc.
5. Types of hearing loss
a. Conductive – sounds prevented from reaching inner ear
b. Sensorineural – problem with inner ear and auditory nerve
D. Disorders of the nose
1. Rhinitis
a. Inflammation of lining of nose with congestion, drainage
b. Cause – allergies, drugs, infection, odors, etc.
c. Rx – eliminate cause, antihistamine

Summer 2005 L.5

Unit L: Sensory System

Competency MD12: Analyze the anatomy and physiology of the special
senses.

Materials/Resources

Scott, Ann Senisi and Elizabeth Fong. Body Structures & Functions. Delmar Publishers,
Current Edition. www.DelmarAlliedHealth.com

National HOSA Handbook: Section B. Published by HOSA, Flower Mound, Texas. Current
Edition. www.hosa.org

Teaching/Learning Indicators: The following letters are used to indicate specific
skills/areas required in the instructional activity.

R Reading SS Social Studies

W Writing S Science

M Math A The Arts

H Health professional/parent/community involvement

Summer 2005 L.6

Objective MD12.01 Describe the structure of the eye.

Teaching/Learning Activities

• Cognitive S, A

Using the resource Body Structures and Functions as a guide, have students draw, color
and label the parts of the eye.

• Basic Skills S

Have students read Chapter 10 – pages 141 – 145 in Body Structures and Functions and
answer questions 1 through 5 at the end of the chapter.

• Technology S

Have students utilize the AP challenge disc included in Body Structures and Functions.

• Employability S, H

Invite a health professional who works on an organ procurement team to discuss the
process of corneal transplants. Have the students write 5-10 facts they learned from the
presentation.

• Critical Thinking S

Students are to complete the worksheet “I See What Doesn’t Belong.” (Appendix
MD12.01B)

• Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.

Summer 2005 L.7

Objective MD12.02 Analyze the function of the eye.

Teaching/Learning Activities

• Cognitive S

Have students complete the “Eye Function” chart. (Appendix MD12.02A)

• Teamwork S

Have students work in pairs to “look at eyes” and answer the questions in Appendix
MD12.02B.

*If students are uncomfortable with others looking at their eyes, allow them to use
individual mirrors.

• Critical Thinking S

Using index cards labeled with the structures of the eye, have students arrange
themselves as the pathway of vision. (Each student “plays” the role of a part such as
pupil, cornea, etc.)

• Teamwork S, H

Invite an optometrist to class to talk about the function of the eye.

• Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.

Summer 2005 L.8

Objective MD12.03 Describe the structure of the ear, nose, and tongue.

Teaching/Learning Activities

• Cognitive S

Have students label the diagram of the ear. (Appendix MD12.03A)

• Basic Skills S, R

Have students read Body Structures and Functions pp.148 through 152, and answer
questions 6 - 10 on p.154.

• Technology S

Students will use the A & P Challenge Disc available from Body Structures and
Functions.

• Technology S

Show the video series “Mystery of the Senses.” (Ordering information contained in the
appendix of this unit.)

• Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.

Summer 2005 L.9

Objective MD12.04 Describe the function of the ear, nose, and tongue.

Teaching/Learning Activities

• Critical Thinking S

Have each student make an index card with the terminology related to the ear (Appendix
MD12.01A), and the definition on the reverse:

Have students line the cards in the proper order to illustrate the pathway of hearing.

• Critical Thinking S

Following a teacher-led discussion of the functions of the sense of smell and taste, have
students participate in the following “Tell by Taste” activity.

Peel and cut foods into cubes (enough for all students). Supplies needed: Blindfold,
nose clip or student pinches nose, apple, potato, lemon, onion, cheese, chocolate,
toothpicks, cups, and water. Using a toothpick, rub a food cube on the tongue for 5
seconds. Ask the taster to identify the food. Rinse mouth with water. Try other foods in
the same manner.

Then try foods without nose clip or pinching. Is the identification easier?

• Critical Thinking S, W

Take students outside and have them stand quietly for 2 to 3 minutes. Bring them
back into the classroom and ask them to write their answers to the following questions.
1. What did you hear?
2. What did you smell?

Take students outside again and have them stand quietly for 2 to 3 minutes. Bring
them back into the classroom and ask the questions again. Compare the results.

• Employability Skills S, W, H

Invite a school nurse or audiologist to class to discuss the sense of hearing. Have
students complete the KWL chart (Appendix MD12.03B)

• Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.

Summer 2005 L.10

Objective MD12.05 Analyze characteristics and treatment of common
sensory disorders.

Teaching/Learning Activities

• Critical Thinking S, W

Have students go to the media center to research otitis media and write a one page
summary of their findings. Compare the statistics and developments in recent years.
Are there more cases of the disease now, and if so, why?

• Critical Thinking S

Allow students the opportunity to write without seeing. Have students write numbers
1 to 10. Then have students close their eyes and write 1 to 10 again. Have students
compare the two writings. Are the writings evenly spaced, sized, and shaped as the
first set? How frustrating was it to write without sight?

• Employability Skills S, H

Invite a spokesperson from the local association for the blind to explain the “Braille
System.” Another alternative is to contact someone connected with the school system
who has responsibilities with teaching the visually impaired.

• Teamwork S, M

Divide students into teams and have them do a survey indicating how many students
have had or know someone who has had a disorder/disease of the ear or eye. Include
otitis media, glaucoma, cataracts, conjunctivitis, vertigo, wear glasses, or contacts. After
obtaining the results of the surveys, have students divide the responses into age groups
to determine if there is a correlation between age and the diseases. Students should
prepare the information obtained in percentages and may design graphs depicting the
results.

• HOSA S, W

Using the HOSA guidelines for Researched Persuasive Speaking, have students write a
persuasive speech on the topic, “To Tube My Child’s Ears or Not to Tube My Child’s
Ears.” Students will probably need to research the controversy surrounding this topic
prior to writing.

• Cognitive S

Allow students to do vision screening using the Snellen Eye Chart to determine if anyone
suffers from myopia. Then have students discuss what has happened to the pathway of
vision to create this problem.

• Critical Thinking A, SS

THE MIRACLE WORKER – This is an excellent film in helping students relate to a
historical perspective of sensory disorders. It is recommended that class time is not used
to show the entire film. If a copy of the film is not available in the school media center,
recommend its purchase. (Appendix MD12.05B)

If this assignment is given as “homework” be sure to check with each student to
determine if there are any challenges to obtaining a copy of the movie. Work with
students to assure all have access. Sometimes, teachers will make the movie available
after school or during lunch for a few days in order to provide access.

Summer 2005 L.11

Objective MD12.04 Analyze characteristics and treatment of common
sensory disorders.

Teaching/Learning Activities (Continued)

• Teamwork SS, W

Have students participate in the Trust Walk. Divide the class into pairs. Once the activity
begins, instruct students that one member of the pair will be mute and the other blind.
Use a blindfold on one member of the pair.

In the activity, the non-speaking partner will lead the blind partner around the school. It is
preferred that the teacher lead the entire class in a line of pairs. The blind student should
put his/her hand(s) the shoulder of the mute partner who is doing the leading.

The teacher will lead the group around the school, going over obstacles, in and out of the
school, etc. The leading (mute) student cannot speak, and must use non-verbal behavior
to communicate directions to his/her partner. On the way back to the classroom,
partners should switch roles.

Following the trust walk, have students answer the questions on the Trust Walk
assignment. (Appendix MD12.05C)

• Critical Thinking S, W

Have students work in small groups to draw conclusions about the “Medical Case
Studies for the Sensory System.” (Appendix MD12.05A)

• Special Needs

Each student will reach the highest level of mastery in the least restrictive environment as
recommended in the student’s IEP.

Summer 2005 L.12

Daily Lesson Plans

Unit L: Sensory System

Lessons: 6
Hours: 9 clock hours

Steps Lesson #1 Lesson #2 Lesson #3

Focus and Ask students to recall which Write terms on notecards. Quiz – The Ear (MD12.03A)
Review cranial nerves serve the special Hand our cards to 8 students
senses. and tell them to put themselves Review important concepts
Statement in the correct order of vision: related to the structure and
of MD12.01 Describe the Image, cornea, pupil, lens, function of the ear and tongue.
Objectives structure of the eye. retina, rods & cones, optic
Teacher nerve, brain MD12.03 Describe the
Input Using overheads, discuss the MD12.02 Analyze the structure of the ear, nose, and
structure and function of the function of the eye. tongue.
Guided eye. Explain to the class that they
Practice Use a model of the eye to help Demonstrate the use of an will be doing a hearing and
students identify the different ophthalmoscope. Give tasting activity.
structures. instructions for the “Look Into
My Eyes’ activity. After each activity, the teacher
Have students complete the “I should reinforce the anatomy
See What Doesn’t Belong” Using overheads, discuss the and physiology involved in the
worksheet. Grade it in class, structure and function of the activity. (See page L.7 of this
reinforcing the correct answers. ears and nose. guide.)
Hearing activity – take students
Have students complete the outside and have them stand 2
“Look Into My Eyes” activity in minutes with their eyes closed.
class. Afterward, have them identify
what they heard and smelled.

Independent Ask students to check out and Without using their books or Do the “Tell by Taste” activity.
Practice watch “The Miracle Worker.” notes, have students complete Read the section in the
by the 5th day of this unit. (See the “Eye Function Chart.” textbook about eye disorders,
Closure pg. L.10 of this guide and Then, using a different color injuries and defects.
Appendix MD12.05B. pen, use the text to fill in
Materials important concepts that were Ask review questions about the
Give students a copy of left out. structure and function of the
“Anatomy of the Eye.” Have Review the anatomy of the ear. eyes, ears and nose.
them identify the structures Tell students they will have a
without their textbooks or quiz at the beginning of the Overheads
notes. Correct the assignment next class. Handout – The Ear
in class. Have students count
how many they got right, and Ask if anyone has watched
correct the chart in class. “The Miracle Worker” yet.
Determine if any students will
Ask students to bring a small have difficulty obtaining access
flashlight or penlight to the next to the video.
class.
Overheads Overheads
Handouts – I See What Doesn’t Handouts – Eye Function Chart
Belong and Anatomy of the Eye and Look Into My Eyes

Summer 2005 L.13

Unit L: Sensory System (Continued)

Steps Lesson #4 Lesson #5 Lesson #6

Focus and Ask critical thinking questions Review the Medical Case Answer student questions
Review about the reading – for Studies assignment. before the test.
example:
1. How often should you visit

and optometrist and why?
2. What should we do in this

classroom if we find out
that I have conjunctivitis?

Statement MD12.04 Analyze the MD12.05 Analyze MD12.05 Analyze
of
Objectives function of the ear, nose, and characteristics and treatment of characteristics and treatment of

tongue. common sensory disorders. common sensory disorders.

Teacher Overheads – Disorders of the Watch the last 30 minutes of TEST – Sensory System
Input Sensory System “The Miracle Worker” together.
Use the information in the
learning guide (Appendix
MD12.05B) to plan appropriate
related activities.

NOTE: Hopefully, students
have seen the video already,
and this will be a review. The
second time around, students
should be more aware of the
sensory issues involved
because they already know the
plot and outcome of the story.

Guided Do the “Trust Walk” activity. In the last 10 minutes of class, Take unit test.
Practice have students quiz each other Grade test in class.
on the Sensory System.

Independent Have students complete the Study for test. Have students look up the
Practice “Trust Walk” written answers to the questions they
assignment. got wrong and turn in their
corrected test.

For homework, have students
complete the “Medical Case
Studies for the Sensory
System.”

Closure Ask students to take out paper Ask students to reflect on what Introduce the next unit.
and, as you describe a it must be like to have a
disorder, have them write (and sensory disorder, and how Make a reading assignment.
correctly spell) the disorder. important it is for health care
workers to understand the Use remaining class time for
challenges faced by someone HOSA business/update.
with sensory impairment.

Materials Overheads TV/VCR Test and key.
Handout – Trust Walk Copy of “The Miracle Worker” Green pens for grading tests.

Summer 2005 L.14

Unit L: Sensory System
Terminology List

Eye Ear

1. accommodation 1. auricle
2. anterior chamber 2. cerumen
3. aqueous humor 3. cochlea
4. choroid coat 4. Eustachian tube
5. cones 5. external auditory canal
6. conjunctiva 6. incus
7. constrict 7. malleus
8. cornea 8. organ of Corti
9. dilate 9. pathway of hearing
10. extrinsic muscles 10. pinna
11. intrinsic muscles 11. semicircular canals
12. iris 12. stapes
13. lacrimal glands
14. lens 13. tympanic membrane
15. optic disc
16. optic nerve Nose/Tongue
17. orbital cavity
18. posterior chamber 1. olfactory nerve
19. pupil 2. papillae
20. retina 3. taste buds
21. rods
14. ophthalmoscope
22. sclera 15. otitis media
16. otosclerosis
23. vitreous humor 17. presbycusis
18. presbyopia
Disorders and Related Terminology 19. rhinitis
20. tinnitus
1. astigmatism 21. sensorineural hearing loss
2. cataracts 22. Snellen eye chart
3. color blindness 23. strabismus
4. conductive hearing loss 24. sty
5. conjunctivitis 25. tonometer
6. deafness 26. vertigo
7. diplopia
8. eye injuries
9. glaucoma
10. hordeolum
11. hyperopia
12. myopia
13. myringotomy

Appendix MD12.01A

Summer 2005 L.15

Anatomy of the Eye

1. __________________________________ 2. ________________________________
3. __________________________________ 4. ________________________________
5. __________________________________ 6. ________________________________
7. __________________________________ 8. ________________________________
9. __________________________________ 10. _______________________________
11. __________________________________ 12. _______________________________

11 12
10
9 1
2
3

4

8

7 5
6

Appendix MD12.01B

Summer 2005 L.16

Answer Key – Anatomy of the Eye

1. Sclera
2. Choroid coat
3. Retina
4. Optic disc
5. Optic nerve
6. Posterior chamber
7. Anterior chamber
8. Pupil
9. Cornea
10. Lens
11. Conjunctiva
12. Iris

Summer 2005 L.17

I See What Doesn’t Belong

Students are to circle the word that doesn’t belong and write why it
doesn’t fit with the other words.

1. outer white sclera retina
2. cornea sclera inner window of the eye
3. retina aqueous optic disc blind spot
4. cornea pupil iris intrinsic muscles
5. green iris pupil blue
6. retina rods cones choroid
7. lacrimal glands conjunctiva orbital cavity vitreous humor
8. posterior jelly-like aqueous humor vitreous humor
9. pupil crystalline disc-shaped lens
10. constrict dilate lens pupil

1.____________________________________________________________________
2.____________________________________________________________________
3.____________________________________________________________________
4.____________________________________________________________________
5.____________________________________________________________________
6.____________________________________________________________________
7.____________________________________________________________________
8.____________________________________________________________________
9.____________________________________________________________________
10.___________________________________________________________________

Appendix MD12.01B

Summer 2005 L.18

Eye Function Chart

Complete the following chart, describing the function of each part of the eye – and
related terms.

Structure/Term Function
Sclera
Cornea
Choroid coat
Pupil
Iris
Lens
Aqueous humor
Vitreous humor
Retina
Rods
Cones
Optic disc

Appendix MD12.02A

Summer 2005 L.19

Name _____________________________________________________ Date ___________

Look Into My Eyes

You are to work with your partner to “look at eyes” and answer the following questions:

Please wash your
hands before
beginning this
activity.

1. Are the irises exactly the same color? Yes or No? Describe:
___________________________________________________________________
_________________________________________________________________

2. Can you see the conjunctiva? Yes or No

3. Can you see into the pupil? Yes or No

3. Pull down the lower eyelid gently to see the lacrimal ducts. †

4. Using a pen light, look at the pupils constrict and dilate. How and why do the pupils
control the amount of light that enters the eye?
___________________________________________________________________
_________________________________________________________________
__________________________________________________________________

5. Complete the activity on p. 145 of Body Structures and Functions to understand the
“blind spot.” Describe what you did and saw:
___________________________________________________________________
_________________________________________________________________
__________________________________________________________________

6. Using an ophthalmoscope, look at the red reflex of the eye and describe what you
saw:
___________________________________________________________________
___________________________________________________________________
________________________________________________________________

Appendix MD12.02B

Summer 2005 L.20

The Ear

Label the following structures of the ear:

Auricle External auditory meatus Malleus
Incus Stapes Tympanic membrane
Semicircular canals Cochlea Eustachian tube
Pinna

Appendix MD12.03A

Summer 2005 L.21

KWL

Directions: Before the speaker arrives to class, complete the first two columns of the
chart below. After the speaker’s discussion, complete the third column.

Speaker’s Name _________________________________________________

Profession _________________________________________________

What I Know What I Want to Know What I Learned

Appendix MD12.03B

Summer 2005 L.22

Medical Case Studies for the Sensory System

1. Mrs. Cloud, age 30, went to visit her doctor one sunny spring day. She was very
concerned because she had noticed a loss of hearing which had gradually gotten worse.
When the doctor asked about her family history, Mrs. Cloud mentioned that her mother
and aunt also suffered from hearing loss. After examining the patient, the doctor
diagnosed her with a disorder, in which bony changes prevent the stapes from vibrating
normally. The name of this disorder is __________________________.

He recommended surgery for Mrs. Cloud to replace the stapes. What is this surgical
procedure called? ___________________________

2. Megan was running late and forgot her towels. After the basketball game when she took a
shower, she borrowed Christina’s towel. Later that night when they went our for pizza,
she noticed Christina rubbing her eyes. They seem be watering a lot and were very red.
About three days later, when Megan’s alarm went off, she could not open her left eye It
was swollen and a thick mucous discharge had formed a crust over her eyelid. Her eyes
burned and itched. What did the doctor diagnose Megan with? ____________________

What instructions do you think he gave Megan and her mother to prevent it from spreading

to other family members? ______________ _________________

3. Mrs. Osborne took her baby to the pediatrician because he had cried most of the night and
kept holding the left side of his head. She reported he had had a cold for about a week.
After looking at his ear with an __________________, the doctor reported the baby had a
bulging red eardrum. She thought the cause was a middle ear infection. She told the
mother the baby was suffering from ___________________________________.

The pediatrician ordered antibiotics, but because the infection was so bad, it was
necessary to cut the eardrum so it would not rupture. What procedure did the doctor do?

______________________

4. Becky has had to do a lot of reading for school. She had never had vision problems
before, but lately she was having trouble reading the print in the book. She found herself
having to hold the book further away from her eyes. She also had trouble reading the
instructions on the back of medication bottles. What condition did the doctor diagnose
Becky with? __________________________________________________

What treatment did she probably order for Becky? ______________________________

Summer 2005 L.23

5. Mrs. Rohan, age 72, comes to the physician office complaining of fuzzy vision lately. After
examining her, the doctor asked her how long she had had those white patches on her
lenses. What is her problem? _________________________________________

What treatment will the physician probably prescribe? __________________________

6. Chris is referred to the eye clinic by the school nurse who suspects he needs glasses.
Upon examination, it is determined that Chris is myopic. Will he need concave or convex
lenses? _________________________________________.

Explain your answer:

7. Mrs. Dancy cannot sleep at night because her husband’s snoring keeps her awake. She
is also alarmed because he has had several bad nose bleeds lately and has complained
of headaches. She insists that he go to the doctor. What did her husband tell her was
wrong with him when he returned home from seeing the physician?
______________________________________.

He tells her about a new treatment for this condition. What is this treatment and how is it
used? ____________________________________________

8. One minute Judy was enjoying the party, and the next she was overcome with severe
dizziness and nausea. She barely made it to the bathroom where she vomited a large
amount of pea green fluid. She thought she had the flu and stayed in bed for three days
until the dizziness had passed. Two weeks later she had an identical attack and this time
she noted a ringing in her ears. Frightened she went to the emergency room. What
diagnosis was made of Judy? __________________________

What did the physician tell her was the cause of the problem?
______________________________________________________________________

9. During a pick-up softball game, Monica got hit in the nose catching a fly ball. She lost her
sense of smell temporarily. How would you explain this injury to Monica and her mother?
______________________________________________________________________

10. Paul notices that every time lately that he gets a sore throat, he also has an ear ache.
Paul does not understand how the two signs could be related. How would you explain this
to Paul?
________________________________________________________________________
____________________________________________________________________

Appendix MD12.05A

Summer 2005 L.24

The Miracle Worker

The Miracle Worker is the dramatic true story of Helen Keller, and her amazing journey
to learning to communicate without the use of her eyes or ears. Stricken with scarlet
fever when she was only a year old, Helen had grown up spoiled because of the pity of
those around her. Mrs. Keller wanted to give her daughter the chance to live a half way
normal life, and so she hired Ann Sullivan to be her personal teacher.

The Miracle Worker (1962) The Miracle
Worker (2000)

(preferred)

Learning Guide to:

The Miracle Worker

Age: 10+; Not Rated; Drama; 1962, 107 minutes; B & W; Available from Amazon.com or most video
rental stores.

Description: This film depicts the early life of Helen Keller (1880 - 1968). Although blind, deaf and mute
from the age of six months, Helen Keller learned to read, write and speak. She graduated from Radcliffe
College with Honors in 1904 and became world famous for her triumph over her handicaps.

In The Miracle Worker Anne Sullivan teaches Helen Keller the principal of symbolic communication, i.e.,
that shapes of the hand, when communicating in sign language, represent objects in the real world.

Benefits: The Miracle Worker will help introduce students to Helen Keller and Anne Sullivan. Their story
shows the strength and power of human will and its ability to triumph over the most devastating
disabilities. Helen Keller is one of the most remarkable people ever to have lived. She is a role model for
a person who triumphs over profound disabilities. Anne Sullivan is a role model for a sensitive and
innovative teacher. Without Sullivan, Keller would probably not have realized her great potential.

The film can serve as a springboard for a discussion of the meaning and importance of symbolic
language, and clearly illustrates the effects of sensory impairment.

Possible Problems: MINOR. This movie shows the South in the period called the "Redemption" when
Southern Whites regained control of the Southern Governments after the collapse of Reconstruction. The
men spend their free time reliving the lost war. The Black characters in the movie are all stereotyped but
they do not have important roles.

Selected Awards: 1962 Academy Awards: Best Actress (Bancroft), Best Supporting Actress (Duke);
1962 National Board of Review Awards:Ten Best Films of the Year, Best Actress (Bancroft); 1962
Academy Awards Nominations: Best Adapted Screenplay, Best Costume Design (B&W), Best Director
(Penn).

Summer 2005 L.25

USING THE MOVIE

Helpful Background:

• Helen Keller's books include The Story of My Life (1902). She became a leader for many
reformist causes, including Women's Suffrage. She was also a strong supporter of the Socialist
Party, leading marches and demonstrations.

• The difference between communication among animals and communication among human
beings is that we make use of symbols through language while animals, for the most part, give
only signals. Animals signal danger, happiness, pain, anger or their presence but they do not
express themselves with symbols. Only recently, with extraordinary efforts, have a few animals
such as chimpanzees been taught to use a vocabulary of simple words.

• In order for Anne Sullivan to begin to teach Helen Keller to read or write, Anne had to make
Helen understand the concept of symbolism, that is, that one thing stands for another. In order to
do that, she had to establish some discipline in Helen's life. This movie is the tale of that process.

• The Perkins School for the Blind is famous throughout the world for teaching the blind or sight
impaired innovative ways to adapt to the world. It still exists today and is located in Newton,
Massachusetts.

Discussion Questions:

1. Dumb (in its meaning of someone who cannot speak).
2. Do you know any people who have overcome a handicap? Describe what happened.
3. Do you know any people who have given in to a handicap? Describe what happened.
4. Was Anne Sullivan right to use harsh methods with Helen? Why was discipline important to the

process of teaching Helen the meaning of symbolic language?
5. What type of parents did Helen Keller have? Would you have said the same thing if, for all of

Anne Sullivan's harsh methods, she had not been able to teach Helen how to express herself and
how to receive communications from others?
6. Why was it so important for Helen to understand that there was a sign that meant water?
7. Do animals communicate? How? What is different between communication between people and
communication between animals?
8. Did you learn anything from this movie? What was it?
9. Was there something you didn't understand about the movie?
10. What did you like best about the movie? Why?

Projects:
• Students can be asked to write an essay on any of the discussion questions described above.
• The class can be asked to take positions on and to debate any of the discussion questions.
• Change the ending of the film. (This can be done by the teacher describing a new ending or
permitting the class or different groups of students to choose their own ending.) Break the class
into groups to create a story board or a script of an altered version of the film accommodating the
new ending, if necessary, changing the order of the scenes.
• Draw a chart – compare being blind in the 1890s (based on what you learned from the movie)
with being blind today

Appendix MD12.05B

Summer 2005 L.26

Trust Walk

Your Name __________________________________________ Date ________________
Name of Your Partner ___________________________________________

1. Did your partner follow the rules?____ __ Did you feel secure with your partner?_________
Why or why not? ____________________________________________________________

2. Which was easier for you, being the “guide” or the blind person and why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. What significant things did you observe when you were watching the group (be very specific)
_________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. What did you discover when you were “blind” about yourself? Were you fearful, tentative,
scared, and did you find out you really DON’T know these school grounds as you thought you
did?
___________________________________________________________________________
___________________________________________________________________________

5. How did it feel when you could not communicate verbally with your partner? ____________
___________________________________________________________________________
___________________________________________________________________________

6. Before you did this exercise, were you overly confident as if it wasn’t “that big of a
deal?”___________
How do you feel now? ________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

7. How has this exercise made you more aware of someone who lives in a sightless or
soundless world? ____________________________________________________________
___________________________________________________________________________
Appendix MD12.05C

Summer 2005 L.27

Instructor Information

A great tool to help teach the sensory system diseases is a little
kit called - Chronic Care Challenges. It comes with glasses that
students can put on and experience what people with glaucoma,
macular degeneration, cataracts, etc. It also has a tape and
activities so the student can experience various diseases related
to hearing. The kit cost less than $50.00 and comes with lesson
plans. It can be purchased from NASCO or:

Chronic Care Challenges Inc.
PO Box 47632
Wichita, KS 67201 - 7632
Phone: 316-634-6845
Fax: 316 - 634-1554
Email @ chroniccare.com
PS: It is an excellent resource for Health Team Relations also for
their unit on disabilities.

Summer 2005 L.28

Unit L: Sensory System

OVERHEAD
TRANSPARENCY

MASTERS

Summer 2005 L.29

The Eye

ƒ 1” in diameter
ƒ Protected by orbital socket of

skull, eyebrows, eyelashes
and eyelids
ƒ Bathed in fluid from
LACRIMAL GLANDS – tears
empty into nasal cavity
ƒ CONJUNCTIVA – thin membrane that lines the
eyelids and covers part of the eye, secretes
mucous to lubricate eye
ƒ Wall of the eye made up of three coats

SCLERA
ƒ Outer layer
ƒ White of the eye
ƒ Tough coating, helps maintain shape of

eye and protects what’s inside
ƒ Muscles responsible for moving the eye are

attached to the sclera – called EXTRINSIC
MUSCLES

Summer 2005 L.30

CORNEA
ƒ Front of sclera – clear part (no blood vessels)
ƒ Transparent so light rays can pass through
ƒ Gets O2 and nutrients through lymph

CHOROID COAT
ƒ Middle layer
ƒ Contains blood vessels
ƒ Opening in front is the PUPIL
ƒ Colored, muscular layer surrounding pupil is IRIS
ƒ INTRINSIC MUSCLES – change size of iris to

control amount of light entering through the pupil

Summer 2005 L.31

LENS
ƒ Crystalline structure located behind iris and pupil
ƒ Elastic, disc-shaped, biconvex
ƒ Situated between the anterior and posterior

chambers
ƒ ACCOMMODATION – change in the shape of the

lens to allow for near and distant vision
ƒ ANTERIOR CHAMBER filled with AQUEOUS

HUMOR, a watery fluid.
ƒ POSTERIOR CHAMBER filled with transparent,

jellylike substance – VITREOUS HUMOR

RETINA
ƒ Innermost layer
ƒ Light rays focus an image on the retina
ƒ The image travels to the cerebral cortex via the

OPTIC NERVE
ƒ If light rays don’t focus properly on the retina,

corrective lenses can bend the light rays as
required.
ƒ Retina contains specialized cells – rods and cones
ƒ RODS – sensitive to dim light
ƒ CONES – sensitive to bright light and color

Summer 2005 L.32

ƒ OPTIC DISC – on the retina, known as the blind
spot – nerve fibers gather here to form the optic
nerve, no rods or cones

Pathway of Vision

Cornea

Pupil Lens (Where light
Retina rays are refracted)

Rods and Cones
(pick up stimulus)

Optic Nerve

Summer 2005 L.33

The Ear

Hearing and equilibrium
3 parts: Outer, middle and inner ear
Outer Ear
PINNA (AURICLE) – outer ear, collects sound
waves
EXTERNAL AUDITORY CANAL – ear canal
CERUMEN – earwax, protects the ear
TYMPANIC MEMBRANE – ear drum, separates
outer and middle ear

Summer 2005 L.34

Middle Ear
ƒ Cavity in temporal bone
ƒ Connects with pharynx by EUSTACHIAN TUBE –

which equalizes pressure in the middle ear with
outside atmosphere
ƒ Bones in middle ear that
transmit sound waves from
ear drum to inner ear
1.MALLEUS (hammer)
2.INCUS (anvil)
3.STAPES (stirrup)

Inner Ear

• Contains spiral shaped
organ of hearing – the
COCHLEA

• The cochlea contains a membranous tube, the
cochlear duct – which is filled with fluid that vibrates
when sound waves are transmitted by the stapes

• ORGAN OF CORTI – delicate hairlike cells that

pick up vibrations of fluid and transmit them as a
sensory impulse along the auditory nerve to the brain

• SEMICIRCULAR CANALS – three structures in

the inner ear, contain liquid that is set in motion by
head and body movements – impulses sent to
cerebellum to help maintain body balance
(equilibrium).

Summer 2005 L.35

Pathway of Hearing

External Tympanic
Auditory Canal Membrane

Ossicles (malleus, Cochlea
incus & stapes)

Auditory
nerve

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The Nose

• Smell accounts for 90% of taste
• Tissue in the nose, olfactory epithelium, contains

specialized nerve cell receptors.
• Those receptors stimulate the OLFACTORY

NERVE to the brain.

The Tongue

• Mass of muscle
tissue

• Bumps on the
surface are
PAPILLAE, they
contain the TASTE
BUDS

• Receptors in taste
buds send stimuli
through 3 cranial
nerves to the
cerebral cortex

Summer 2005 L.37

Disorders of the Eye

CONJUCTIVITIS
ƒ Pink eye
ƒ Inflammation of conjunctival membranes in front of

the eye
ƒ Redness, pain, swelling and discharge
ƒ Highly contagious
ƒ Rx – antibiotic eye drops

GLAUCOMA
ƒ Excessive intraocular pressure causing

destruction of the retina and atrophy of the optic
nerve
ƒ Caused by overproduction of aqueous humor, lack
of drainage, or aging
ƒ Symps – develop gradually – mild aching, loss of
peripheral vision, halo around the light
ƒ TONOMETER – measures intraocular pressure
ƒ Rx – drugs or laser surgery

Summer 2005 L.38

CATARACTS
ƒ Lens of eye gradually becomes cloudy
ƒ Frequently occurs in people over 70
ƒ Causes a painful, gradual blurring and loss of

vision
ƒ Pupil turns from black to milky white
ƒ Rx – surgical removal of the lens

STY (HORDEOLUM)
ƒ Abscess at the base of an eyelash (in sebaceous

gland)
ƒ Symps – red, painful and swollen
ƒ Rx – warm, wet compresses

EYE INJURIES

ƒ Tears are effective in cleaning the eye
ƒ If glass or fragments get in eye, cover both eyes

and see medical treatment. (DO NOT remove the
object)
ƒ COLOR BLINDNESS – cones are affected –
genetic disorder that is carried by the female and
transmitted to males

Summer 2005 L.39

Vision Defects

PRESBYOPIA
ƒ Lens loses elasticity, can’t focus on close or

distant objects
ƒ Usually occurs after age 40
ƒ Rx - Bifocals

HYPEROPIA
ƒ Farsighted
ƒ Focal point beyond the retina because eyeball too

short
ƒ Convex lenses help

MYOPIA
ƒ Nearsighted
ƒ Eyeball too long
ƒ Concave lenses help

ASTIGMATISM
ƒ Irregular curvature of the cornea or lens, causing

blurred vision and eye strain
ƒ Rx – corrective lenses

DIPLOPIA – double vision

Summer 2005 L.40

STRABISMUS (cross-eyes)
ƒ Eye muscles do not coordinate their actions
ƒ Usually in children
ƒ Rx – eye exercises or surgery

OPHTHALMOSCOPE – instrument for viewing
inside the eye

SNELLEN EYE CHART – chart that uses letters or
symbols in calibrated heights to check for vision
defects

Disorders of the Ear

Loud noise and hearing loss – hearing is fragile.
Loud noise over a period of time can cause hearing
loss.

Symptoms – TINNITUS (ringing in ears) and
difficulty understanding what people are saying

OTITIS MEDIA
• Infection of the middle ear
• Often a complication of a common cold in

children
• Rx – antibiotics

Summer 2005 L.41

• If chronic or if fluid builds up – MYRINGOTOMY
(opening in the tympanic membrane) with tubes
inserted will relieve the pressure

OTOSCLEROSIS
• Chronic, progressive middle ear disorder
• Stapes becomes spongy and then hardens,

becoming fixed and immobile
• Common cause of deafness in young adults
• Rx – stapedectomy and total replacement of

stapes

TINNITUS – ringing in the ears from impacted wax,
otitis media, otosclerosis, loud noise, blockage of
normal blood supply to the cochlea, drugs
(salicylates)

PRESBYCUSIS – deafness due to the aging
process, can be helped with the use of hearing aids

Types of hearing loss:
• Conductive – which sounds are prevented from

reaching inner ear
• Sensorineural – problem with inner ear or

auditory nerve

Summer 2005 L.42

Disorders of the Nose

RHINITIS
• Inflammation of the lining of the nose with nasal

congestion, drainage, sneezing and itching
• Caused by allergies, infection, fumes, odors,

emotion, or drugs
• Rx – eliminate causes, antihistamines

Summer 2005 L.43