UPD8

Bionic arm moved by brain waves

Learning objectives

Students will:
• understand the roles of sensory and motor neurones
• consider the benefits, drawbacks and risks of developing artificial body parts.

Try the activity

• Activity sheet
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• Teachers notes
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Curriculum link

How science works
4a. About the use of contemporary scientific and technological developments and their benefits, drawbacks and risks
AQA
11.1 How do human bodies respond to changes inside them and to their environment?
• The nervous system enables humans to react to their surroundings and coordinate their behaviour.
• Information from receptors passes along cells (neurones) in nerves to the brain. The brain coordinates the response.
• The role of sensory neurones and motor neurones.
Edexcel
Topic 3 Electrical and Chemical Signals
• Describe the structure of the central nervous system and explain how it carries an electrical impulse from a sense organ to muscles.
Gateway
Item B1d: Keeping In Touch
• Name and locate the main parts of the nervous system: the central nervous system (CNS) (brain and spinal cord); the peripheral nervous system.
• State that the nerve impulse is mainly electrical and is carried by nerve cells called neurones
Twenty First Century
B6.1 How do organisms respond to changes in their environment?
• Recall that in the mammalian nervous system the CNS (brain and spinal cord) is connected to the body via the peripheral nervous system (sensory and motor neurons).

Running the activity

Page 1 sets the scene by comparing the bionic enhancements used on the hero of a Sci-Fi TV programme with the latest technology currently available. Page 2 explains the science involved in making a bionic arm work and can be linked with work on the nervous system and reflex reactions.

Page 3 gives examples of bionics in current use and presents the extreme case represented by the fictional ‘Robocop’. Students are asked to discuss which body parts they would like to see improved. They could work in groups and feed back to the rest of the class. Once a selection of ideas has been agreed, they could consider the potential benefits, drawbacks and risks that might be associated with the new technology. Page 4 provides a table for recording the class’s ideas.

Teacher’s notes:
Students will come up with their own ideas, but possibilities include the following ‘improvements’:

Brain – memory storage implants
Skin -.built in sunscreen
Skeleton - stronger bones
Blood – blood that can carry extra oxygen

Web links

News links

Telegraph

The original news story with links to a detailed but accessible feature on how the arm works and a video of it in action.

How Stuff Works

Images of the bionic parts currently available.

Radical body design

A stimulating article that summarises past milestones in enhancing body parts and predicts what might be available in the future.

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