Reflexes

Pupil toPupil

For grades 3-12

Methods

Make the lights in the room dim. After a few minutes, look at the eyes of another person and note the sizeof the pupil (the black center spot in the middle of the eye). Turn on thebright room lights. Check the size of the pupil again. The pupils shouldnow be smaller. This is the pupillary response:it "automatically" keeps out excessive light that may damage theeye.

Materials

  • Just a room you can make dim

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Jumpto It!

For grades K-12

Methods

Here's a quick demonstration of reflexes...first talk about how the brain and the rest of the nervous system controls movement. Then, suddenly slam a book on a table to create a loud noise. Ask the class and count the number of students who:
  1. Twitched
  2. Moved their heads
  3. Blinked their eyes
  4. Put their hands up
  5. Screamed
Reflexes are used to protect the body without us having to think about what is happening...reflexes get us away from objects that might hurt us, before they hurt us. For example, if you put your hand on a hot stove, you immediately remove your hand BEFORE the message, "Hey, my hand is on a hot, burning stove", gets to your brain.

Materials

  • A large book or other heavy object to make anoise

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Knee Jerk Reflex (Patellar Reflex)

For grades 6-12

Methods

The knee jerk reflex is one we are are familiarwith...the doctor hits your knee and your leg kicks out. Try it! Have apartner sit with his or her legs crossed so that his leg can swing freely. Hit his leg just below the knee with the side of your hand. DO NOT USE AHAMMER!!!! The leg will kick out immediately (if you hit the rightplace).

The knee jerkreflex (seen in the figure to the right) is called a monosynaptic reflex. This means that there is only 1 synapsein the neural circuit needed to complete the reflex. It only takes about50 milliseconds of time between the tap and the start of the legkick...that is fast. The tap below the knee causes the thigh muscle tostretch. Information is sent to the spinal cord. After one synapse inthe ventral horn of the spinal cord, the information is sent back out tothe muscle...and there you have the reflex.

Visit the reflex hammer homepage for more on this "striking" subject.

Materials

NONE

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Think Fast!

For grades 3-9

Methods

Our built-in reflexes really doprotect us. Another demonstration ofthese built-in capabilites is the blink reflex. Have a student stand behind a see-through barrier like a window or a wirescreen. Throw a cotton ball at the person. Did he blink? Probably. This is the blink reflex and serves to protect our eyes from damage.

Materials

  • Cotton balls (or rolled-up paper towels)
  • A transparent barrier (a wire screen, plastic or glass window)

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Did youknow?

The average person blinks about 12 times per minute. If you are awake for 16 hours a day, that is about 11,520 blinks per day!

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How Fast are You?

For grades K-12

Methods

Unlike the other activities on this reflex page, this project does nottest a simple reflex. Rather, this activity is designed to measure yourresponse time to something that you see.

Get a ruler (or a yardstick or candy bar). Hold the ruler near the end(highest number) and let it hang down. Have another person put his or herhand at the bottom of the ruler and have them ready to grab the ruler(however, they should not be touching the ruler). Tell the other personthat you will drop the ruler sometime within the next 5 seconds and thatthey are supposed to catch the ruler as fast as they can after it isdropped. Record the level (inches or centimeters) at which they catch theruler (you can convert the distance into reaction time with the chartbelow). Test the same person 3 to 5 times (vary the time of dropping theruler within the 5 second "drop-zone" so the other person cannot guesswhen you will drop the ruler).

Here is a table to convert the distance on the ruler to reaction time.Remember that there are 1,000 milliseconds (ms) in 1 second.

Distance of catchReaction Time
(in seconds)
2 in (~5 cm)0.10 sec (100 ms)
4 in (~10 cm)0.14 sec (140 ms)
6 in (~15 cm)0.17 sec (170 ms)
8 in (~20 cm)0.20 sec (200 ms)
10 in (~25.5 cm)0.23 sec (230 ms)
12 in (~30.5 cm)0.25 sec (250 ms)
17 in (~43 cm)0.30 sec (300 ms)
24 in (~61 cm)0.35 sec (350 ms)
31 in (~79 cm)0.40 sec (400 ms)
39 in (~99 cm)0.45 sec (450 ms)
48 in (~123 cm)0.50 sec (500 ms)
69 in (~175 cm)0.60 sec (600 ms)

This reaction time experiment required visual information (the movement ofthe ruler) to travel to your brain. Then your brain sent a motor command("grab that falling ruler") to the muscles ofyour arm and hand. If all went well, you successfully caught the ruler!!

Questions and Comparisons

  • Test the whole class. Who is fastest?
  • Compare boys vs. girls. On average, arethe boys or girls faster?
  • Compare different ages. Who isfastest?...the older students oryounger students?
  • Compare the scores after practice.Does reaction time improve withpractice?
  • Compare kids' scores vs. parents'scores. Who is faster?
  • Test the whole school!!
  • Test the whole city!!................youget the idea.

Materials

  • Ruler or yardstick or long candy bar (give the candy bar to the personwith the fastest reaction time)

CarolinaBiological Supply Company also sells a Reaction Time Ruler Setthat includes three rulers with msec gradations, oneinstruction book and recording sheets. Cost = $22.50/set.

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More on Reflexes

More experiments to test your reaction times: