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Figure 1.2. Homeostatic regulation of sleep refers to the pressure or urge to sleep. Sleep pressure increases (dashed line) as one stays awake longer into the normal sleeping hours. Students may depict the line as more linear than not. The important point, however, is that homeostatic regulation of sleep is cyclic, rising during wakefulness and then declining during sleep. 8. Ask the class what the graph would look like if it represented an individual deprived of sleep during the day and night. Students should show the line continuing to increase throughout the period of sleep loss. The pressure to sleep does not reach a plateau but continues to increase until sleep occurs and the pressure (or need to sleep) declines. Alternate version of Activity 2 for classes without access to the Internet: Teacher note If you are using the print-based version of this activity, students can compare their own sleep patterns with those of their classmates. 1. Collect data from the student sleep diaries. Instruct students to write their data on the board. Compile their data for the following categories: a. average bedtime b. average wake time c. average number of awakenings during the night 59 Student Lesson 1
Sleep, Sleep Disorders, and Biological Rhythms d. average total sleep time e. average number of caffeine-containing drinks in morning, afternoon, and evening f. number of students who snore g. number of students who report sleeping difficulties 2. Instruct students to calculate the class average for each of the items a through e in Step 1 (pages 59-60). Content Standard A: Design and conduct scientific investigations. Content Standard A: Communicate and defend a scientific argument. Content Standard A: Students should develop abilities to formulate and revise scientific explanations and models using logic and evidence. Please ensure that a copy of the class data is retained for later reference. Ask students to a) compare their own data with the class data (for example, How does their average total sleep time compare with the average total sleep time of the class?); b) compare the data entered by males with that entered by females; and c) determine whether there is a correlation between evening consumption of caffeine and average bedtime or average total sleep time. 3. Ask the class to generate a hypothesis about sleep that can be answered using the class data. There are a number of possibilities. For example, students might hypothesize that individuals who snore sleep less per night than individuals who do not snore. Another possibility is that students might observe that their calculated average sleep time is quite unlike either their usual weekday sleep times or their usual weekend sleep times. Perhaps students are sleeping far less on weekdays than on weekends. Such analysis leads to discussion of sleep debt and good sleep habits, which will be addressed in Lessons 4 and 5. There is also the option of compiling data separately for males, females, and the class as a whole. 4. To conclude the activity, explain to the class that we feel pressure to sleep in daily cycles. Scientists refer to this need-to-sleep cycle as “homeostatic regulation.” Ask students to draw a graph that depicts the need to sleep (on the y-axis) versus the time of day (on the x-axis). Students should conclude that the need to sleep increases throughout the day, reaching some level that is sufficient (in combination with other factors) to induce sleep. Sleep itself causes a decline in the need to sleep. This is depicted in Figure 1.2. Students may draw the line more-or-less linear. The important point, however, is that homeostatic regulation of sleep is cyclic, rising during wakefulness and then declining during sleep. 60
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Sleep, Sleep Disorders, and Biologi
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BSCS Development Team Rodger Bybee,
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3.5 Biological clock . . . . . . .
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About the National Institutes of He
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Introduction to Sleep, Sleep Disord
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Implementing the Module The six les
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Content Standards: Grades 9-12 Stan
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Teaching Standards The suggested te
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Key aspects of case studies and ans
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3. How would you suggest that this
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ANSWERS TO DISCUSSION QUESTIONS 1.
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Lesson 4 Organizer Activity 1: Snor
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Snoring—Believe It or Not! A burg
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Case History 1 Case History 1 Prima
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Sleep Disorders Reference Manual In
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Treatments: Those suffering from sl
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Reconvene the class and have each s
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Newspaper Articles The Gotham Daily
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Additional WebW Resources for Teach
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Appendix III More About the Nationa
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